Subset (3)

en · 7.39M rows

Split (1)

train · 7.39M rows

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Periodic table of elements celebrating 150 years in 2019 - Black symbol - solid. - Red symbol - gas. - Blue symbol - liquid. - Outline symbol - synthetically prepared. - Based upon carbon-12. ( ) indicates most stable or best known isotope. - Entries marked with daggers refer to the gaseous state at 273 K and 1 atm and are given in units of g/l. \| Atomic Number \| Name \| Symbol \| Atomic Weight (2) \| Density at 300 K (3) [g/cm³] \| \|---------------\|------------\|--------\|-------------------\|------------------------------\| \| 1 \| Hydrogen \| H \| 1.00794 \| 0.0899 1st \| \| 2 \| Helium \| He \| 4.00260 \| 0.1785 2nd \| \| 3 \| Lithium \| Li \| 6.941 \| 0.53 1st \| \| 4 \| Beryllium \| Be \| 9.01218 \| 1.85 1st \| \| 5 \| Boron \| B \| 10.811 \| 2.3d 1st \| \| 6 \| Carbon \| C \| 12.011 \| 2.26 1st \| \| 7 \| Nitrogen \| N \| 14.0067 \| 1.25f 1st \| \| 8 \| Oxygen \| O \| 15.9994 \| 1.69f 1st \| \| 9 \| Fluorine \| F \| 18.99840 \| 1.15f 1st \| \| 10 \| Neon \| Ne \| 20.1797 \| 0.900 2nd \| \| 11 \| Sodium \| Na \| 22.98977 \| 0.97 1st \| \| 12 \| Magnesium \| Mg \| 24.305 \| 1.74 1st \| \| 13 \| Aluminum \| Al \| 26.98154 \| 2.70 1st \| \| 14 \| Silicon \| Si \| 28.0853 \| 2.33 1st \| \| 15 \| Phosphorus \| P \| 30.97376 \| 1.82 1st \| \| 16 \| Sulfur \| S \| 32.066 \| 2.07 1st \| \| 17 \| Chlorine \| Cl \| 35.4527 \| 1.31 1st \| \| 18 \| Argon \| Ar \| 39.948 \| 1.784 1st \| \| 19 \| Potassium \| K \| 39.0983 \| 0.86 1st \| \| 20 \| Calcium \| Ca \| 40.078 \| 1.55 1st \| \| 21 \| Scandium \| Sc \| 44.9559 \| 2.99 1st \| \| 22 \| Titanium \| Ti \| 47.87 \| 4.47 1st \| \| 23 \| Vanadium \| V \| 50.9415 \| 6.11 1st \| \| 24 \| Chromium \| Cr \| 51.996 \| 7.19 1st \| \| 25 \| Manganese \| Mn \| 54.9380 \| 7.44 1st \| \| 26 \| Iron \| Fe \| 55.845 \| 7.87a 1st \| \| 27 \| Cobalt \| Co \| 58.9323 \| 8.90 1st \| \| 28 \| Nickel \| Ni \| 58.6934 \| 8.96 1st \| \| 29 \| Copper \| Cu \| 63.544 \| 9.51 1st \| \| 30 \| Zinc \| Zn \| 65.39 \| 9.73 1st \| \| 31 \| Gallium \| Ga \| 69.723 \| 10.81 1st \| \| 32 \| Germanium \| Ge \| 72.61 \| 11.24 1st \| \| 33 \| Arsenic \| As \| 74.9216 \| 11.5 1st \| \| 34 \| Selenium \| Se \| 78.96 \| 11.90 1st \| \| 35 \| Bromine \| Br \| 79.904 \| 11.7 1st \| \| 36 \| Krypton \| Kr \| 83.80 \| 11.6 1st \| \| 37 \| Rubidium \| Rb \| 85.4673 \| 1.532 1st \| \| 38 \| Strontium \| Sr \| 87.623 \| 2.54 1st \| \| 39 \| Yttrium \| Y \| 88.9059 \| 6.51 1st \| \| 40 \| Zirconium \| Zr \| 91.224 \| 6.57 1st \| \| 41 \| Niobium \| Nb \| 92.9064 \| 10.20 1st \| \| 42 \| Molybdenum \| Mo \| 95.94 \| 11.5 1st \| \| 43 \| Technetium \| Tc \| 98.007 \| 12.41 1st \| \| 44 \| Ruthenium \| Ru \| 101.07 \| 12.6 1st \| \| 45 \| Rhodium \| Rh \| 102.9055 \| 12.8 1st \| \| 46 \| Palladium \| Pd \| 106.42 \| 12.0 1st \| \| 47 \| Silver \| Ag \| 107.868 \| 10.5 1st \| \| 48 \| Cadmium \| Cd \| 112.41 \| 12.8 1st \| \| 49 \| Indium \| In \| 114.82 \| 13.1 1st \| \| 50 \| Tin \| Sn \| 118.710 \| 13.2 1st \| \| 51 \| Antimony \| Sb \| 121.760 \| 13.6 1st \| \| 52 \| Tellurium \| Te \| 127.60 \| 13.9 1st \| \| 53 \| Iodine \| I \| 126.9043 \| 14.3 1st \| \| 54 \| Xenon \| Xe \| 131.29 \| 15.3 1st \| \| 55 \| Cesium \| Cs \| 132.9054 \| 1.87 1st \| \| 56 \| Barium \| Ba \| 137.33 \| 3.99 1st \| \| 57 \| Lanthanum \| La \| 138.9053 \| 6.15 1st \| \| 58 \| Cerium \| Ce \| 140.12 \| 6.77 1st \| \| 59 \| Praseodymium \| Pr \| 140.9077 \| 7.01 1st \| \| 60 \| Neodymium \| Nd \| 144.24 \| 7.22 1st \| \| 61 \| Promethium \| Pm \| 145.0 1st \| 7.22 1st \| \| 62 \| Samarium \| Sm \| 150.36 \| 7.52 1st \| \| 63 \| Europium \| Eu \| 151.964 \| 7.90 1st \| \| 64 \| Gadolinium \| Gd \| 157.25 \| 8.23 1st \| \| 65 \| Terbium \| Tb \| 158.9253 \| 8.55 1st \| \| 66 \| Dysprosium \| Dy \| 162.50 \| 8.80 1st \| \| 67 \| Holmium \| Ho \| 164.9303 \| 9.07 1st \| \| 68 \| Erbium \| Er \| 167.26 \| 9.32 1st \| \| 69 \| Thulium \| Tm \| 168.9342 \| 9.69 1st \| \| 70 \| Ytterbium \| Yb \| 173.04 \| 9.84 1st \| \| 71 \| Lutetium \| Lu \| 174.967 \| 10.00 1st \| \| 72 \| Hafnium \| Hf \| 178.49 \| 12.31 1st \| \| 73 \| Tantalum \| Ta \| 180.9479 \| 19.3 1st \| \| 74 \| Tungsten \| W \| 183.84 \| 21.0 1st \| \| 75 \| Rhenium \| Re \| 186.207 \| 22.6 1st \| \| 76 \| Osmium \| Os \| 190.22 \| 22.6 1st \| \| 77 \| Iridium \| Ir \| 192.22 \| 22.6 1st \| \| 78 \| Platinum \| Pt \| 195.08 \| 22.6 1st \| \| 79 \| Gold \| Au \| 196.9665 \| 22.6 1st \| \| 80 \| Mercury \| Hg \| 200.59 \| 22.6 1st \| \| 81 \| Thallium \| Tl \| 204.383 \| 22.6 1st \| \| 82 \| Lead \| Pb \| 207.2 \| 22.6 1st \| \| 83 \| Bismuth \| Bi \| 208.960 \| 22.6 1st \| \| 84 \| Polonium \| Po \| 209.0 \| 22.6 1st \| \| 85 \| Astatine \| At \| 210 \| 22.6 1st \| \| 86 \| Radon \| Rn \| 222 \| 22.6 1st \| \| 87 \| Francium \| Fr \| 223 \| 22.6 1st \| \| 88 \| Radium \| Ra \| 226 \| 22.6 1st \| \| 89 \| Actinium \| Ac \| 227 \| 22.6 1st \| \| 90 \| Thorium \| Th \| 232.0381 \| 22.6 1st \| \| 91 \| Protactinium \| Pa \| 231.0335 \| 22.6 1st \| \| 92 \| Uranium \| U \| 238.029 \| 22.6 1st \| \| 93 \| Neptunium \| Np \| 237 \| 22.6 1st \| \| 94 \| Plutonium \| Pu \| 244 \| 22.6 1st \| \| 95 \| Americium \| Am \| 243 \| 22.6 1st \| \| 96 \| Curium \| Cm \| 247 \| 22.6 1st \| \| 97 \| Berkelium \| Bk \| 247 \| 22.6 1st \| \| 98 \| Californium \| Cf \| 251 \| 22.6 1st \| \| 99 \| Einsteinium \| Es \| 258 \| 22.6 1st \| \| 100 \| Fermium \| Fm \| 258 \| 22.6 1st \| \| 101 \| Mendelevium \| Md \| 258 \| 22.6 1st \| \| 102 \| Nobelium \| No \| 259 \| 22.6 1st \| \| 103 \| Lawrencium \| Lr \| 262 \| 22.6 1st \|	<urn:uuid:e1e66153-10d4-4652-b957-a9b3a70bc535>	CC-MAIN-2019-47	https://uk.vwr-cmd.com/rq/ddl/vwr_interactive_periodic_table	2019-11-12T19:48:14	crawl-data/CC-MAIN-2019-47/segments/1573496665726.39/warc/CC-MAIN-20191112175604-20191112203604-00066.warc.gz	652,487,509	2,966	eng_Latn	eng_Latn	0.997292	eng_Latn	0.997292	[ "eng_Latn" ]	false	rolmOCR	[ 9724 ]	[ 1.796875 ]	1	1
Кратка бизнес поредица – ON-SITE INSPECTIONS ПРОВЕРКИ НА МЯСТО Short business series – Най-важното за ПРОВЕРКИТЕ НА МЯСТО по отношение на мерките за ЗАЩИТА НА ЛИЧНИТЕ ДАННИ при съмнение за извършени нарушения, което трябва да знаете: Кой може да бъде проверяван: Всяко предприятие и/или организация във всеки един икономически сектор Кой може да извършва проверки: ■ ■ Други комисии на ЕС за защита на личните данни — в трансгранични случаи. ■ ■ Комисия за защита на личните данни (КЗЛД) – с разрешение на Административния съд — София град и упълномощаване на инспекторите от председателя на КЗЛД; Председателят и членовете на КЗЛД (или лица, упълномощени от КЗЛД и от неговата администрация) упражняват контрол чрез предварителни консултации, инспекции и съвместни операции. Проверките се извършват по инициатива на КЗЛД, жалба на която и да е заинтересована страна или след сигнал, изпратен до КЗЛД. Инспекторите се легитимират със служебна карта и заповед на председателя на КЗЛД. При упражняване на своите правомощия КЗЛД взаимодейства с държавни органи и неправителствени организации. Представителите на КЗЛД има следните права: ■ ■ Да получават от АД/ОД достъп до всички лични данни и до цялата информация, необходима за извършване на проверката ■ ■ Да влизат в и инспектират бизнес помещения на съответния администратор на данни (АД) и/ или обработващ данни (ОД), включително всяко оборудване и средства за обработка на данни ■ ■ Да преглеждат сертификатите, издадени в съответствие с член 42, параграф 7 от ОРЗД ■ ■ Да получава копия на документи под каквато и да е форма или да иззема оригинали (за периода на разследването), ако е необходимо ■ ■ Да се изследват ИТ средата (напр. сървъри, персонални компютри, лаптопи, таблети, телефони и др.) и всички носители на данни (напр. CD, DVD, USB, външни дискове, облачни услуги и др.) в помещенията (т.е., без право на изземване на вещи за проверка извън помещенията) ■ ■ Да изискват представители или служители на компанията да дават обяснения относно факти или документи в обхвата на инспекциите и т.н. Когато проверяващите дойдат при вас, вие следва да: ■ ■ Проверите и копирате необходимата информация от идентификационните документи на проверяващите ■ ■ Се обадите на законните представители, ДЛЗД (ако има такова) и/или всеки служител, който отговаря за защитата на личните данни в офиса; обадете се и на адвокатите на компанията ■ ■ Помолите проверяващите да изчакат пристигането на адвокатите, ако е възможно ■ ■ Помагате на проверяващите ■ ■ Определите служители, които ще придружават проверяващите ■ ■ Не унищожавате информация и не предоставяте кореспонденция с адвокати ■ ■ Проверите окончателния протокол от проверката и го подпишете след консултация с адвокатите си Подгответе се предварително за проверки на място като: ■ ■ Подготвите вътрешни инструкции/политики за спазване на закона за защита на данните ■ ■ Извършвате регулярни вътрешни одити за оценка на риска ■ ■ Организирате обучения на ключовия персонал и служителите как да действат по време на проверки на място, включително симулации (т.нар. mock dawn raids) The most important about ON-SITE INSPECTIONS with respect to DATA PROTECTION measures and suspected violations you need to know Who can be inspected: Any undertaking and/or organization in any economic sector Who may conduct inspections: ■ ■ Other EU Personal Data Protection Commissions – in cross border cases; ■ ■ Bulgarian Commission for Personal Data Protection (CPDP) — permission of the Administrative Court – Sofia City and CPDP chairman's authorization of the inspectors The chairman and the members of CPDP (or persons authorized by CPDP and from its administration) exercise control through preliminary consultations, inspections and joint operations. Inspections are carried out based on the initiative of CPDP, a complaint of any interested party or after a particular signal sent to CPDP. The inspectors shall identify themselves with an official card and an order of the chairman of CPDP for the respective inspection. In exercising its powers, CPDP interacts with state bodies and non-governmental organizations. CPDP have right: ■ ■ To receive from the DC and/or DP access to all personal data and to all the information needed for the performance of the inspection ■ ■ To enter and inspect business premises of the respective data controller (DC) and/or data processor (DP), including any equipment and means of data processing ■ ■ To review the certificates issued in accordance with Article 42 (7) of the GDPR ■ ■ To take or obtain copies in any form or seize originals (for the period of the investigation), if necessary ■ ■ To examine the IT environment (e.g. servers, PCs, laptops, tablets, sell phones, etc.) and all data carriers (e.g, CD, DVD, USB, external hard drives, cloud services, etc.) in the premises (ie, without the right to seize items for inspection outside the premises) ■ ■ To ask representatives or staff members for explanations concerning facts or documents within the inspections scope etc. When inspectors come, you should: ■ ■ Check and copy the necessary information from the inspector's authorization IDs ■ ■ Call the legal representatives, the DPO (if any) and/or any employee who is responsible for the personal data protection in the office; call the in-house and/or outside lawyer/s ■ ■ Ask inspectors to wait for the arrival of the lawyers if possible ■ ■ Assist within the scope of the inspection ■ ■ Appoint employees who will accompany the inspectors ■ ■ Do not destroy information and do not provide correspondence with any lawyers ■ ■ Check the final protocol and sign it upon consultation with the lawyers Be prepared for inspection by: ■ ■ Internal written instructions/policies for compliance with data protection law ■ ■ Internal audits for risk assessment ■ ■ Trainings of the key staff and trainings of the employees how to act during on-site inspection, including simulations (mock dawn raids) Най-важното за ПРОВЕРКИТЕ НА МЯСТО при съмнение за извършени НАРУШЕНИЯ НА ПРАВОТО НА КОНКУРЕНЦИЯ, което трябва да знаете: Кой може да бъде проверяван: Всяко предприятие и/или сдружения на предприятия във всеки един икономически сектор Кой може да извършва проверки: ■ ■ Комисия за защита на конкуренцията на Р България (КЗК) – с разрешение на Административен Съд – София град и упълномощаване на държавните експерти от председателя на КЗК ■ ■ Европейската Комисия (ЕК) – с решение на ЕК за проверка и писмено пълномощно; Проверяващите експерти представят документ за идентификация ЕК/КЗК имат право: ■ ■ Да преглеждат документите и записите относно дейността на предприятието без значение на какъв носител са те ■ ■ На достъп до помещения, собственост и моторни превозни средства на предприятието или сдружението ■ ■ Да изследват ИТ средата (напр. сървъри, персонални компютри, лаптопи, таблети, телефони и др.) и всички носители на данни (напр. CD, DVD, USB, външни дискове, облачни услуги и др.), намиращи се в работните помещения ■ ■ Да запечатват работните помещения, документи или записи за периода на проверката ■ ■ Да получават копия на документи под каквато и да е форма или да иззема оригинали (за периода на разследването), ако е необходимо ■ ■ Да изискват представители или служители на предприятието да дават обяснения относно факти или документи в обхвата на инспекциите КЗК може да изземе документи, които свидетелстват за други нарушения на правото на конкуренция и да образува отделно производство ЕК има право да извършва проверки и в лични помещения на персонала на предприятието при определени условия, но КЗК – няма. Когато проверяващите дойдат при вас, вие следва да: ■ ■ необходимата информация от идентификационните документи на проверяващите ■ ■ Да се обадите на представляващите, юрисконсулта и външните адвокати на предприятието ■ ■ Помолите проверяващите да изчакат пристигането на адвокатите, на ако те искат да запознат не ги спирайте ■ ■ Помагате на проверяващите в рамките на предмета на проверката ■ ■ Определите служители, които ще придружават проверяващите ■ ■ Не унищожавате информация и не осъществявате контакт с вашите конкуренти/търговски партньори ■ ■ Копирате изземаните документи и записите на дадените устни обяснения ■ ■ Не предоставяте кореспонденция с адвокати ■ ■ Проверите окончателния протокол от проверката и го подпишете след консултация с адвокатите си Не нарушавайте печати, поставени от ЕК/КЗК, когато проверката не е завършила и продължава Подгответе се предварително за проверки на място като: ■ ■ Подготвите вътрешни инструкции/политики за спазване на правото за защита на конкуренцията ■ ■ Извършвате регулярни вътрешни одити за оценка на риска ■ ■ Организирате обучения на отговорните служители за отношенията им с конкуренти и доставчици/ дистрибутори за съответствие с правото на конкуренция ppglawyers.eu ■ ■ Организирате обучения на служителите как да действат при проверки на място, включително симулации на проверки (mock dawn raids) Този документ предоставя обща информация с цел да ориентира читателя по темата. Той не предоставя правни съвети. Такива съвети могат да бъдат предоставени само въз основа на факти и по отношение на индивидуалните нужди на предприятие/сдружение след консултация с адвокат. Short business series — Bulgaria: The most important about ON-SITE INSPECTIONS for suspected VIOLATION OF COMPETITION LAW you need to know Who can be inspected: Each undertaking and association of undertaking, in every economic sector Who may conduct inspections: ■ ■ Bulgarian Competition Protection Commission (CPC) — permission of the Administrative Court – Sofia City and CPC chairman's authorization of the inspectors ■ ■ European Commission (EC) –EC decision for inspection and written authorization; The inspectors provide proof of identity EC/CPC have right: ■ ■ To examine books and records concerning undertaking's business irrespective of the storage medium ■ ■ To access premises, property and vehicles of the undertaking or association ■ ■ To examine the IT environment (e.g. servers, PCs, laptops, tablets, sell phones, etc.) and all data carriers (e.g, CD, DVD, USB, external hard drives, cloud services, etc.) in the premises ■ ■ To seal business premises, books or records for the period of the inspection ■ ■ To take or obtain copies in any form or seize originals (for the period of the investigation), if necessary ■ ■ To ask representatives or staff members for explanations concerning facts or documents within the inspections scope CPC may seize documents evidencing other violations of the competition law and open separate investigation EC may inspect personal premisses under certain conditions but CPC may not When inspectors come, you should: ■ ■ Check and copy inspector's authorization documents ■ ■ Call the representatives, in-house and the outside lawyer/s, etc. ■ ■ Ask inspectors to wait for the arrival of the lawyers but if they want – let them start ■ ■ Assist within the scope of the inspection ■ ■ Appoint employees who will accompany each inspector ■ ■ Do not destroy information and do not contact competitors/commercial partners ■ ■ Copy seized documents and record oral explanations ■ ■ Do not provide correspondence with an outside lawyer (i.e. legal privilege) ■ ■ Check the final protocol and sign it upon consultation with the lawyer Do not break seals placed by EC/CPC when inspection is not finished and continuous Be prepared for inspection by: ■ ■ Internal written instructions/policies for compliance with competition law ■ ■ Internal audits for risk assessment ■ ■ Trainings of the key staff on its relations with competitors and suppliers/distributors for compliance with competition law ■ ■ Trainings of the staff how to act during on-site inspection, including simulations (mock dawn raids) Кратка бизнес поредица — България: Най-важното за ПРОВЕРКИТЕ НА МЯСТО от КОМИСИЯ ЗА ЗАЩИТА НА ПОТРЕБИТЕЛИТЕ (КЗП), което трябва да знаете: Кой може да бъде проверяван: производители, дистрибутори и доставчици на стоки и услуги за крайни потребители Кой може да извършва проверки: ■ ■ Експерти от дирекция "Защита на потребители при продажби от разстояние" на КЗП ■ ■ Експерти от регионалните дирекции «Контрол на пазара» на КЗП ■ ■ Проверяващите трябва да представят документ за идентификация (напр. лични карти) Предмет на проверките: ■ ■ Условия на доставка, начини на плащане, неравноправни клаузи и други търговски условия ■ ■ Информация, която се предоставя на потребителите — цени, етикети, характеристики, състав, начин на употреба, производител, вносител, функционалности и хардуерна/софтуерна съвместимост и др. ■ ■ Гаранция, рекламации и безопасност на нехранителните стоки, наличност на стоките ■ ■ Нарушения на интересите на потребителите съгласно Регламент №2017/2394 ■ ■ Специални секторни изисквания КЗП има право: ■ ■ Да проверява всички документи и данни, отнасящи се подозираното нарушение, независимо то тяхната форма ■ ■ На достъп до производствени и търговски помещения (и превозни средства във връзка с Регламент № 2017/2394) ■ ■ Да прави копия и взема образци ■ ■ Да изисква всяка информация относно подозираното нарушение, включително устни обяснения Когато проверяващите дойдат при вас, вие следва да: ■ ■ Проверете документите за идентификация на проверяващите ■ ■ Обадете се на представляващите и юрисконсулта/външните адвокати на предприятието, др. ■ ■ Определите служители, които ще придружават проверяващите ■ ■ Не предоставяте кореспонденция с външен адвокат ■ ■ Съдействате и предоставяте информация в рамките на предмета на проверката ■ ■ Копирате изземаните документи и записите на дадените устни обяснения ■ ■ Проверите окончателния протокол от проверката и го подпишете след консултация с адвокатите си Подгответе се предварително за проверки на място като: ■ ■ Подготвите вътрешни инструкции/политики и проведете обучения на отговорните за съответствие с правото за защита на потребителите служители ■ ■ Извършвате предварителна проверка за съответствие с правото за защита правата на потребителите на информацията, която представяте на потребителите (напр., етикети, обявяване на цени, реклами, общи условия, инструкции, гаранции и друга съпътстваща документация, регистър на потребителските рекламации, др.) The most important about ON-SITE INSPECTIONS by CONSUMERS PROTECTION COMMISSION (CRPC) you need to know Who can be inspected: manufacturers, distributors and suppliers of consumer goods and services Who may conduct inspections: ■ ■ Experts from general directorate "Consumer Protection in Distance Selling" of CrPC ■ ■ Experts from regional directorates "Market Supervision" of CrPC ■ ■ The inspectors provide proof of identity (service ID cards) Scope of inspections: ■ ■ Delivery conditions, payment methods, unequal provisions and other commercial conditions ■ ■ Information provided to consumers — prices, labels, characteristics, ingredients, way of use, producer, importer, functionalities and hardwater/software compatibility, etc. ■ ■ Guarantee, consumer claims register and non-food goods safety, goods in stock ■ ■ Violations of consumers interests within EU under Regulation No 2017/2394 ■ ■ Special sector requirements CrPC has right: ■ ■ To examine all documents and data concerning the suspected violation, irrespective of their form ■ ■ To access production and commercial premises (motor vehicles in connection with Regulation 2017/2394) ■ ■ Seize copies and take samples ■ ■ To request any information about suspected violation, including oral explanations When inspectors come, you should: ■ ■ Check inspector's identity documents ■ ■ Call the representatives and in-house/outside lawyer/s, etc. ■ ■ Appoint employees who will accompany inspectors ■ ■ Do not provide correspondence with an outside lawyer (i.e. legal privilege) ■ ■ Assist and provide information within the scope of the inspection ■ ■ Copy seized documents and record oral explanations ■ ■ Check the final protocol, make objections in it, if necessary, and sign it Be prepared for inspection by: ■ ■ Internal written instructions/policies and trainings of the key staff for compliance with consumer protection law ■ ■ Preliminary revision of the information provided to consumers (e.g., labels, price announcements, advertisements, general terms and conditions, instructions, guarantees and other supporting documentation, consumer claims register, etc.) for compliance with consumer protection law Кратка бизнес поредица — България: Най-важното за ПРОВЕРКИТЕ НА МЯСТО при съмнение за нарушение на ТРУДОВОТО ЗАКОНОДАТЕЛСТВО, което трябва да знаете Кой може да бъде проверяван: Работодатели, органи по набиране на персонал, служители Контролиращи органи: Главната инспекция по труда (ГИТ) осъществява цялостен и специализиран контрол по спазването на трудовото законодателство във всички отрасли и дейности. Предприятията могат да се проверяват толкова често и колкото е необходимо, за да се гарантира ефективното прилагане на съответните законови разпоредби. Права на ГИТ и проверяващите: ■ ■ Да извършват всякакви проверки, инспекции и разследвания, с цел да се гарантира, че законовите разпоредби са действително спазени, като например: ■ ■ Да влизат свободно, без предизвестие и по всяко време на денонощието, във всяко предприятие, поставено под контрола на ГИТ; - Разпити (самостоятелно или в присъствието на свидетели на работодателя или персонала на предприятието) по всички въпроси, свързани с прилагането на законовите разпоредби; - Изискване за преглед на обяви за работа, поставянето на видно място на които е предвидено в законовите разпоредби; - Запознаване с всички книжа, регистри и документи, чието поддържане е предписано от законодателството по отношение на условията на труд, за да се провери съответствието им със законовите разпоредби и да се правят копия или извлечения от тях; - Вземане за изследване на проби от използвани или обработени материали или вещества. ■ ■ Да бъдат информирани директно от служителите по всички въпроси, свързани с упражняването на контрол, както и да изискват от тях да декларират писмено факти и обстоятелства, свързани с изпълнението на трудовата дейност; ■ ■ Да изискват от работодателя всякакъв вид обяснения, информация и представяне на всички необходими документи и копия, във връзка с упражняването на контрол; ■ ■ Да установяват причините и обстоятелствата, при които са настъпили трудови злополуки и др. Когато проверяващите дойдат при вас, вие следва да: ■ ■ Проверите и копирате разрешителните документи на проверяващите ■ ■ Се Обадите се на представителите на компанията, на адвокатите и др. ■ ■ Определите служители, които ще придружават всеки проверяващ и ще подпомагат проверката ■ ■ Не предоставяте кореспонденция с адвокат (т.е. позовавате се на тайната между адвокат и клиент) ■ ■ Не унищожавате информация ■ ■ Копирате иззети документи и записвате устни обяснения Подгответе се предварително за проверки на място като: ■ ■ Подготвите вътрешни инструкции/политики за спазване на закона за защита на данните ■ ■ Извършвате регулярни вътрешни одити за оценка на риска ■ ■ Организирате обучения на ключовия персонал и служителите как да действат по време на проверки на място, включително симулации (т.нар. mock dawn raids) Short business series — Bulgaria: The most important about ON-SITE INSPECTIONS for suspected violation of LABOR LAW you need to know Who can be inspected: Employers, recruitment authorities, officials, employees Controlling institution: The General Labor Inspectorate (GLI) carries out comprehensive and specialized control over the observance of the labor legislation in all branches and activities. Enterprises can be inspected as often and as carefully as necessary to ensure the effective application of the relevant legal provisions. Rights of GLI and the labor inspectors: ■ ■ to carry out any research, inspections and investigations deemed necessary to ensure that the legal provisions are actually complied with, such as: ■ ■ to enter freely, without prior notice at any time of the day or night, into any enterprise placed under the control of GLI; - interrogate (alone or in the presence of witnesses of the employer or the staff of the enterprise) for all issues related to the application of the legal provisions; - require the announcement of labor notices, the placing in a visible place of which is provided by the legal provisions; - get acquainted with all books, registers and documents, the maintenance of which is prescribed by the legislation on the working conditions, in order to check their compliance with the legal provisions and to make copies or excerpts from them; - take for examination samples of used or processed materials or substances. ■ ■ to be informed directly by the employees on all issues related to the exercise of control, as well as to require them to declare in writing facts and circumstances related to the performance of the labor activity; ■ ■ to require from the employer any kind of explanations, information and presentation of all necessary documents, papers and certified copies in connection with the exercise of control; ■ ■ to establish the causes and circumstances under which accidents at work have occurred etc. When inspectors come, you should: ■ ■ Check and copy inspector's authorization documents ■ ■ Call the representatives, in-house and the outside lawyer/s, etc. ■ ■ Appoint employees who will accompany each inspector and assist the inspection ■ ■ Do not provide correspondence with an outside lawyer (i.e. legal privilege) ■ ■ Do not destroy information ■ ■ Copy seized documents and record oral explanations Be prepared for inspection by: ■ ■ Drafting of internal written instructions/policies ■ ■ Organising internal audits for risk assessment ■ ■ Trainings of the staff how to act during on-site inspection, including simulations Кратка бизнес поредица — България: Най-важното за ПРОВЕРКИТЕ НА МЯСТО при съмнение за нарушение на ДАНЪЧНОТО ЗАКОНОДАТЕЛСТВО, което трябва да знаете: Кой може да бъде проверяван: Всички данъчно-задължени лица Видове контрол: Има две форми на данъчен контрол — данъчни инспекции и данъчни ревизии. Данъчните инспекции се използват за превантивен, предварителен и последващ контрол от органите по приходите в зависимост от преследваната цел. Данъчните ревизии винаги са последващи. Данъчните ревизии започват със заповед за възлагане. Данъчните проверки се извършват от органите по приходите, без да е необходимо изрично писмено възлагане. Права на проверяващите: ■ ■ Достъп до автоматизираните информационни системи, продукти и архиви на предприятието ■ ■ Достъп до помещенията и собствеността на предприятието ■ ■ Да осигурят доказателства чрез опис или чрез изземване на ценни книжа, предмети, документи и други носители, както и чрез копиране на информация от и върху технически носител, позволяващо възпроизвеждането, чрез предприемане на необходимите технически мерки за запазване на автентичността на информацията ■ ■ Да искат от представители или членове на персонала за обяснения относно факти или документи в обхвата на инспекциите ■ ■ Запечатване на обекта или част от него, само когато се открият доказателствата, които трябва да бъдат обезпечени, за период до 48 часа или (в някои случаи) по-дълго Когато проверяващите дойдат при вас, вие следва да: ■ ■ Проверите и копирате разрешителните документи на проверяващите ■ ■ Се обадите се на представителите, вътрешни и външни адвокати и др. ■ ■ Помолите проверяващите да изчакат пристигането на адвокатите, ако е възможно ■ ■ Помагате в рамките на инспекцията ■ ■ Определите служители, които ще придружават всеки инспектор ■ ■ Не унищожавате информация ■ ■ Копирате иззети документи и записвате устните обяснения ■ ■ Не предоставяте кореспонденция с адвокати (т.е. позовавате се на тайната между адвокат и клиент) ■ ■ Проверите окончателния протокол и да го подпишете (по възможност след консултация с адвокат) NB! В случай че ревизирано или проверено лице откаже на органа по приходите да предостави достъп до контролиран обект или откаже да представи документи или други носители на информация, органите по приходите могат да поискат съдействие от органите на Министерството на вътрешните работи, включително за извършване на претърсване или изземване в съответствие с процедурата, предвидена в Наказателно-процесуалния кодекс. По всяко време проверяваното предприятие има право да получи копия на иззети или предадени документи на хартия или на други носители. Подгответе се предварително за проверки на място като: ■ ■ Изготвяте на вътрешни писмени инструкции/политики за служителите ■ ■ Организирате регулаярни вътрешни одити за оценка на риска ■ ■ Обучавате персонала как да действа по време на проверка на място, включително чрез симулации на проверки Short business series — Bulgaria: The most important about ON-SITE INSPECTIONS for suspected violation of TAX LAW you need to know Who can be inspected: Аll taxable persons Type of control: There are two forms of tax control — tax inspections and tax audits. Tax inspections are used for preventive, ex ante and ex post control by the revenue authorities, depending on the pursued goal. Tax audits are always ex post. Tax audits begin with an assignment order. Tax inspections are carried out by the revenue authorities without the need for an explicit written assignment. Rights of the revenue authorities: ■ ■ To access the automated information systems, products and archives of the undertaking ■ ■ To access premises and property of the undertaking ■ ■ To secure evidence by inventory or by seizure of securities, items, documents and other media, as well as by copying information from and on technical media enabling reproduction and by taking the necessary technical measures to preserve the authenticity of the information ■ ■ To ask representatives or staff members for explanations concerning facts or documents within the inspections scope ■ ■ Тo seal the object or part of it, only where the evidence to be secured is located, for a period of up to 48 hours, or (in certain cases) longer When inspectors come, you should: ■ ■ Check and copy inspector's authorization documents ■ ■ Call the representatives, in-house and the outside lawyer/s, etc. ■ ■ Ask inspectors to wait for the arrival of the lawyers but if they want – let them start ■ ■ Assist within the scope of the inspection ■ ■ Appoint employees who will accompany each inspector ■ ■ Do not destroy information ■ ■ Copy seized documents and record oral explanations ■ ■ Do not provide correspondence with an outside lawyer (i.e. legal privilege) ■ ■ Check the final protocol and sign it (possibly upon consultation with the lawyer) NB! In case an audited or verified person refuses the revenue authority to provide access to a controlled object or refuses to present papers or other information carriers, the revenue authorities may request assistance from the bodies of the Ministry of Interior, including for conducting a search or seizure in accordance with the procedure provided for in the Criminal Procedure Code. At any time the inspected undertaking has the right to receive copies of seized or handed over documents, papers, or technical media. 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Content alignment to national Common Core standards \| Common Core ELA Standards \| Learning for Life Lessons \| \|---\|---\| \| Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Key Ideas and Details) \| Ethnic Heritage; Race, Religion, and Culture; Respecting Differences; Being a Good Worker; Decision Making; Gangs; Making Good Decisions; Code of Ethics; Law and Government; People Who Cheat; Trust Me—I Won't Let You Down; Empathy; Violence Prevention; Never Lose Sight; Setting Goals; Building My Courage; Exhibiting Responsible Citizenship; Classic Literature; Money Management \| \| Determine the main idea of a text; recount the key details and explain how they support the main idea. (Key Ideas and Details) \| Ethnic Heritage; Race, Religion, and Culture; Respecting Differences; People Who Cheat; Violence Prevention; Never Lose Sight; Building My Courage \| Third grade Determine the meaning of general academic and domain-‐specific words and phrases in a text relevant to agrade 3 topic or subject area. (Craft and Structure) Ethnic Heritage; Race, Religion, and Culture; Respecting Differences; Being Responsible; Choices; Consumerism; Decision Making; Gangs; Making Good Decisions; Meeting Deadlines; Code of Ethics; People Who Cheat; Trust Me—I Won't Let You Down; Empathy; Getting Along with Others; Pet Care; Understanding People with Special Needs; Violence Prevention; Never Lose Sight; Overcoming Poor Decisions; Anger/Conflict Management; Building My Self-‐Confidence; Coping with Stress; Health; Self-‐Awareness; Setting Goals; Accepting Consequences; Building My Courage; Standing Up for Me; Exhibiting Responsible Citizenship; What is Freedom?; Classic Literature; Communication; Money Management; Personal Safety; Places and Maps; Safety Use text features and search tools(e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (Craft and Structure) Distinguish their own point of view from that of the author of a text. (Craft and Structure) Ethnic Heritage; Race, Religion, and Culture; Respecting Differences; World Cultures; A Job Well Done; Being Responsible; Choices; Decision Making; Gangs; Choosing What's Right for Me; Making Good Decisions; Meeting Deadlines; Prepared for Today; Code of Ethics; People Who Cheat; Trust Me—I Won't Let You Down; Empathy; Getting Along with Others; Importance of Family; Pet Care; Understanding People with Special Needs; Violence Prevention; Never Lose Sight; Overcoming Poor Decisions; Anger/Conflict Management; Building My Self-‐Confidence; Coping with Stress; Health; Self-‐Awareness; Setting Goals; Accepting Consequences; Building My Courage; Standing Up for Me; Exhibiting Responsible Citizenship; What is Freedom?; Conservation; Classic Literature; Communication; Money Management; Personal Safety; Physical Fitness; Places and Maps Ethnic Heritage; Respecting Differences; Decision Making; Gangs; Code of Ethics \| Third grade \| \| \|---\|---\| \| Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur). (Integration of Knowledge and Ideas) \| Ethnic Heritage; Race, Religion, and Culture; Respecting Differences; Pet Care \| \| Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparison, cause/effect, sequence. (Integration of Knowledge and Ideas) \| Ethnic Heritage; Race, Religion, and Culture; Making Good Decisions; Trust Me—I Won't Let You Down; Violence Prevention; Overcoming Poor Decisions \| \| Compare and contrast the most important points and key details presented in two texts on the same topic. (Integration of Knowledge and Ideas) \| \| \| By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-‐3 text complexity band independently and proficiently. (Range of Reading and Level of Text Complexity) \| Ethnic Heritage; Race, Religion, and Culture; Never Lose Sight; Exhibiting Responsible Citizenship \| \| Third grade \| \| \|---\|---\| \| Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (Conventions of Standard English) \| Ethnic Heritage; Race, Religion, and Culture; Respecting Differences; A Job Well Done; Choices; Decision Making; Gangs; Making Good Decisions; Meeting Deadlines; Code of Ethics; People Who Cheat; Trust Me—I Won't Let You Down; Conservation; Empathy; Getting Along with Others; Pet Care; Service; Understanding People with Special Needs; Violence Prevention; Never Lose Sight; Overcoming Poor Decisions; Anger/Conflict Management; Building My Self-‐Confidence; Coping with Stress; Health; Self-‐Awareness; Seting Goals; Accepting Consequences; Standing Up for Me; Exhibiting Responsible Citizenship; What is Freedom?; Classic Literature; Communication; Money Management; Personal Safety; Places and Maps \| \| Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (Craft and Structure) \| Violence Prevention \| \| Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (Key Ideas and Details) \| Ethnic Heritage; Decision Making; People Who Cheat; Trust Me—I Won't Let You Down; Empathy; Violence Prevention; Never Lose Sight; Coping with Stress; Setting Goals; Exhibiting Responsible Citizenship \| \| Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through the key details in the text. (Key Ideas and Details) \| Setting Goals; Building My Courage; Money Management \| \| Fourth Grade \| \| \|---\|---\| \| Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text (Key Ideas and Details) \| Law and Government; Understanding People with Special Needs; Anger/Conflict Management \| \| Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology. (Craft and Structure) \| Ethnic Heritage; Race, Religion, and Culture; Respecting Differences; Being a Good Worker; Being Responsible; Choices; Decision Making; Gangs; Making Good Decisions; Meeting Deadlines; Choosing What's Right for Me; Code of Ethics; Law and Government; People Who Cheat; Trust Me—I Won't Let You Down; Trust Me—I Won't Let You Down; Empathy; Getting Along with Others; Pet Care; Understanding People with Special Needs; Violence Prevention; Never Lose Sight; Overcoming Poor Decisions; Anger/Conflict Management; Building My Self-‐Confidence; Coping with Stress; Developing Good Listening Skills; Health; Self-‐Awareness; Setting Goals; Accepting Consequences; Building My Courage; Standing Up for Me; Sticking to What's Right; Community; Exhibiting Responsible Citizenship; What is Freedom?; Classic Literature; Communication; Hobbies/Recycling; Money Management; Personal Habits for a Lifetime; Personal Safety; Places and Maps \| \| Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text. (Integration of Knowledge and Ideas) \| Ethnic Heritage; Race, Religion, and Culture; Respecting Differences; World Cultures; Being Responsible; Choices; Decision Making; Gangs; Making Good Decisions; Meeting Deadlines; Code of Ethics; People Who Cheat; Trust Me—I Won't Let You Down; Empathy; Getting Along with Others; Pet Care; Understanding People with Special Needs; Violence Prevention; Never Lose Sight; Overcoming Poor Decisions; Anger/Conflict Management; Building My Self-‐Confidence; Coping with Stress; Developing Good Listening Skills; Health; Self-‐Awareness; Setting Goals; Accepting Consequences; Building My Courage; Standing Up for Me; Sticking to What's Right; Community; What is Freedom?; Classic Literature; Communication; Money Management; Personal Safety; Physical Fitness; Places and Maps; Transportation \| \|---\|---\| \| Explain how an author uses reasons and evidence to support particular points in a text. (Integration of Knowledge and Ideas) \| Ethnic Heritage; Law and Government; People Who Cheat; Violence Prevention; Overcoming Poor Decisions; Accepting Consequences \| \| Integrate information from two texts on the same topic in order to write or speak about the subjects knowledgeably. (Integration of Knowledge and Ideas) \| \| \| Read and comprehend informational texts, including history/social studies, science, and technical texts. (Integration of Knowledge and Ideas) \| Ethnic Heritage; World Cultures; Law and Government; Pet Care; Understanding People with Special Needs; Health \| Fourth Grade Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (Conventions of Standard English) Ethnic Heritage; Race, Religion, and Culture; Respecting Differences; Being Responsible; Choices; Consumerism; Decision Making; Gangs; Responsibility; Making Good Decisions; Meeting Deadlines; Code of Ethics; People Who Cheat; Trust Me—I Won't Let You Down; When People Steal from Me; Empathy; Getting Along with Others; Importance of Family; Pet Care; Service; Something Special About Me; Understanding People with Special Needs; Violence Prevention; Never Lose Sight; Overcoming Poor Decisions; Anger/Conflict Management; Building My Self-‐Confidence; Coping with Stress; Health; Self-‐Awareness; Setting Goals; Accepting Consequences; Building My Courage; Standing Up for Me; Sticking to What's Right; Community; What is Freedom?; Classic Literature; Communication; Fire Safety; Money Management; Personal Safety; Places and Maps Use reference materials (glossary). (Vocabulary Acquisition and Use) Summarize text. (Key Ideas and Details) Ethnic Heritage; Race, Religion, and Culture; Respecting Differences; World Cultures; Being Responsible; Choices; Decision Making; Gangs; Making Good Decisions; Meeting Deadlines; Code of Ethics; People Who Cheat; Trust Me—I Won't Let You Down; Empathy; Pet Care; Understanding People with Special Needs; Violence Prevention; Never Lose Sight; Overcoming Poor Decisions; Building My Self-‐ Confidence; Coping with Stress; Health; Self-‐ Awareness; Setting Goals; Accepting Consequences; Building My Courage; Standing Up for Me; Sticking to What's Right; Community; What is Freedom?; Classic Literature; Communication; Money Management; Personal Safety; Places and Maps Race, Religion, and Culture \| Use standard writing conventions. (Conventions of Standard English) \| Ethnic Heritage; Race, Religion, and Culture; Respecting Differences; Being Responsible; Choices; Decision Making; Gangs; Making Good Decisions; Meeting Deadlines; Code of Ethics; Law and Government; People Who Cheat; Trust Me—I Won't Let You Down; When People Steal from Me; Empathy; Getting Along with Others; Pet Care; Something Special About Me; Understanding People with Special Needs; Violence Prevention; Never Give Up; Never Lose Sight; Overcoming Poor Decisions; Anger/Conflict Management; Building My Self-‐Confidence; Coping with Stress; Health; Self-‐Awareness; Setting Goals; Accepting Consequences; Building My Courage; Standing Up for Me; Sticking to What's Right; Community; Exhibiting Responsible Citizenship; What is Freedom?; Classic Literature; Communication; Money Management; Personal Habits for a Lifetime; Personal Safety; Places and Maps \| \|---\|---\| \| Use context clues to determine meaning of words. (Vocabulary Acquisition and Use) \| Being a Good Worker \| \| Understand affixes. (Vocabulary Acquisition and Use) \| Respecting Differences \| \| Fifth Grade \| \| \|---\|---\| \| Use reference materials, such as a dictionary. (Vocabulary Acquisition and Use) \| Ethnic Heritage; Race, Religion, and Culture; Respecting Differences; Being Responsible; Choices; Decision Making; Gangs; Making Good Decisions; Meeting Deadlines; Code of Ethics; People Who Cheat; Trust Me—I Won't Let You Down; Empathy; Getting Along with Others; Pet Care; Understanding People with Special Needs; Violence Prevention; Never Lose Sight; Overcoming Poor Decisions; Anger/Conflict Management; Building My Self-‐Confidence; Coping with Stress; Health; Self-‐Awareness; Setting Goals; Accepting Consequences; Building My Courage; Standing Up for Me; Sticking to What's Right; Community; What is Freedom?; Classic Literature; Communication; Money Management; Personal Safety; Places and Maps \| \| Determine the meaning of words and phrases including similes and metaphors. (Vocabulary Acquisition and Use) \| \| \| Recognize idioms, proverbs, and adages. (Vocabulary Acquisition and Use) \| Choices; Building My Self-‐Confidence \| \| Recognize synonyms, antonyms, and homographs. (Vocabulary Acquisition and Use) \| Personal Safety \| \| Determine the theme of a story from details. (Key Ideas and Details) \| Code of Ethics \| \| Fifth Grade \| \| \|---\|---\| \| Determine the meaning of words and phrases. (Craft and Structure) \| Ethnic Heritage; Race, Religion, and Culture; Respecting Differences; Being Responsible; Choices; Decision Making; Gangs; Making Good Decisions; Meeting Deadlines; Code of Ethics; People Who Cheat; Trust Me—I Won't Let You Down; Empathy; Getting Along with Others; Pet Care; Understanding People with Special Needs; Violence Prevention; Never Lose Sight; Overcoming Poor Decisions; Anger/Conflict Management; Building My Self-‐Confidence; Coping with Stress; Health; Self-‐Awareness; Setting Goals; Accepting Consequences; Building My Courage; Standing Up for Me; Sticking to What's Right; Community; What is Freedom?; Classic Literature; Communication; Money Management; Personal Safety; Places and Maps \| \| Analyze visual and multimedia elements contributions to a story. (Integration of Knowledge and Ideas) \| Ethnic Heritage; Race, Religion, and Culture; Respecting Differences; Being Responsible; Choices; Decision Making; Gangs; Making Good Decisions; Meeting Deadlines; Code of Ethics; People Who Cheat; Trust Me—I Won't Let You Down; Empathy; Getting Along with Others; Pet Care; Understanding People with Special Needs; Violence Prevention; Never Lose Sight; Overcoming Poor Decisions; Anger/Conflict Management; Building My Self-‐Confidence; Coping with Stress; Health; Self-‐Awareness; Setting Goals; Accepting Consequences; Building My Courage; Standing Up for Me; Sticking to What's Right; Community; What is Freedom?; Classic Literature; Communication; Money Management; Personal Safety; Places and Maps \| \| Compare/contrast within genre (Integration of Knowledge and Ideas) \| \|	<urn:uuid:d0e1191f-a2c7-4f1c-9312-ebe46c0a9143>	CC-MAIN-2018-30	http://learning.learningforlife.org/wp-content/documents/curriculum/Learning%20for%20Life%20content%20alignment%20to%20standards%203-5.pdf	2018-07-16T14:20:13Z	crawl-data/CC-MAIN-2018-30/segments/1531676589350.19/warc/CC-MAIN-20180716135037-20180716155037-00384.warc.gz	213,913,040	4,969	eng_Latn	eng_Latn	0.58313	eng_Latn	0.596753	[ "unknown", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "unknown" ]	false	docling	[ 938, 3015, 4188, 5883, 7228, 8992, 10804, 11944, 13192, 14890 ]	[ 4.375 ]	1	2
Weather in Royat Sunday, 23 November \| \| 9° \| \| \| \| \| \|---\|---\|---\|---\|---\|---\| \| Atmospheric Description \| \| Cloudy Intervals \| Cloudy Skies \| Overcast \| Overcast \| \| Wind Description \| \| 13 mph S \| 15 mph S \| 17 mph S \| 16 mph S \| \| Rain \| \| 0 mm \| 0 mm \| 0 mm \| 0 mm \| \| Relative Humidity \| \| 94 % \| 88 % \| 54 % \| 73 % \| \| Atmospheric pressure \| \| 1018 hPa \| 1016 hPa \| 1016 hPa \| 1017 hPa \| \| Snow bound \| \| 3300 m \| 3400 m \| 3400 m \| 3200 m \| \| Monday, 24 November \| \| \| \| \| \| \| \| 19° \| Dawn \| Morning \| Afternoon \| Night \| \| \| 11° \| \| \| \| \| \| Atmospheric Description \| \| Overcast \| Cloudy Skies \| Overcast \| Overcast \| \| Wind Description \| \| 12 mph S \| 6 mph S \| 4 mph SE \| 4 mph E \| \| Rain \| \| 0 mm \| 0 mm \| 0 mm \| 1.4 mm \| \| Relative Humidity \| \| 79 % \| 85 % \| 71 % \| 80 % \| \| Atmospheric pressure \| \| 1019 hPa \| 1019 hPa \| 1019 hPa \| 1019 hPa \| \| Snow bound \| \| 3000 m \| 3000 m \| 2900 m \| 2600 m \| \| Tuesday, 25 November \| \| \| \| \| \| \| \| 16° \| Dawn \| Morning \| Afternoon \| Night \| \| \| 11° \| \| \| \| \| \| Atmospheric Description \| \| Light rain \| Cloudy Skies \| Light rain \| Moderate rain \| \| Wind Description \| \| 4 mph S \| 6 mph S \| 8 mph SW \| 2 mph NW \| \| Rain \| \| 0.7 mm \| 0.1 mm \| 1.1 mm \| 5.7 mm \| \| Relative Humidity \| \| 93 % \| 93 % \| 80 % \| 98 % \| \| Atmospheric pressure \| \| 1019 hPa \| 1018 hPa \| 1017 hPa \| 1017 hPa \| \| Snow bound \| \| 2700 m \| 2600 m \| 2700 m \| 2500 m \| \| Wednesday, 26 November \| \| \| \| \| \| \| \| 13° \| Dawn \| Morning \| Afternoon \| Night \| \| \| 9° \| \| \| \| \| \| Atmospheric Description \| \| Light rain \| Light rain \| Light rain \| Light rain \| \| Wind Description \| \| 2 mph N \| 4 mph N \| 3 mph N \| 2 mph NW \| \| Rain \| \| 2.2 mm \| 0.8 mm \| 1.7 mm \| 1.3 mm \| \| Relative Humidity \| \| 99 % \| 99 % \| 99 % \| 100 % \| \| Atmospheric pressure \| \| 1017 hPa \| 1016 hPa \| 1016 hPa \| 1016 hPa \| \| Snow bound \| \| 2500 m \| 2400 m \| 2400 m \| 2200 m \| 1 / 2 Powered by TCPDF (www.tcpdf.org) Weather in Royat Thursday, 27 November \| \| 11° \| Dawn \| Morning \| Afternoon \| Night \| \|---\|---\|---\|---\|---\|---\| \| \| 3° \| \| \| \| \| \| Atmospheric Description \| \| Light rain \| Cloudy Skies \| Sunny \| Sunny \| \| Wind Description \| \| 7 mph W \| 6 mph W \| 6 mph W \| 4 mph SE \| \| Rain \| \| 0.5 mm \| 0.1 mm \| 0 mm \| 0 mm \| \| Relative Humidity \| \| 90 % \| 97 % \| 60 % \| 70 % \| \| Atmospheric pressure \| \| 1016 hPa \| 1016 hPa \| 1015 hPa \| 1013 hPa \| \| Snow bound \| \| 1900 m \| 1700 m \| 1600 m \| 1700 m \| \| Friday, 28 November \| \| \| \| \| \| \| \| 15° \| Dawn \| Morning \| Afternoon \| Night \| \| \| -1° \| \| \| \| \| \| Atmospheric Description \| \| Sunny \| Sunny \| Cloudy Intervals \| Overcast \| \| Wind Description \| \| 8 mph S \| 12 mph S \| 19 mph S \| 12 mph S \| \| Rain \| \| 0 mm \| 0 mm \| 0 mm \| 0 mm \| \| Relative Humidity \| \| 87 % \| 99 % \| 58 % \| 82 % \| \| Atmospheric pressure \| \| 1011 hPa \| 1010 hPa \| 1007 hPa \| 1010 hPa \| \| Snow bound \| \| 2500 m \| 2700 m \| 2700 m \| 2700 m \| \| Saturday, 29 November \| \| \| \| \| \| \| \| 13° \| Dawn \| Morning \| Afternoon \| Night \| \| \| 6° \| \| \| \| \| \| Atmospheric Description \| \| Overcast \| Cloudy Intervals \| Light rain \| Cloudy Skies \| \| Wind Description \| \| 12 mph S \| 6 mph S \| 4 mph SW \| 1 mph NW \| \| Rain \| \| 0 mm \| 0 mm \| 0.4 mm \| 0.6 mm \| \| Relative Humidity \| \| 86 % \| 96 % \| 82 % \| 98 % \| \| Atmospheric pressure \| \| 1013 hPa \| 1017 hPa \| 1020 hPa \| 1023 hPa \| \| Snow bound \| \| 2700 m \| 2600 m \| 2500 m \| 2500 m \| \| Sunday, 30 November \| \| \| \| \| \| \| \| 13° \| Dawn \| Morning \| \| \| \| \| 7° \| \| \| \| \| \| Atmospheric Description \| \| Cloudy Skies \| Cloudy Skies \| \| \| \| Wind Description \| \| 2 mph NE \| 2 mph SE \| \| \| \| Rain \| \| 0 mm \| 0 mm \| \| \| \| Relative Humidity \| \| 99 % \| 76 % \| \| \| \| Atmospheric pressure \| \| 1025 hPa \| 1025 hPa \| \| \| \| Snow bound \| \| 2700 m \| 3300 m \| \| \| 2 / 2	<urn:uuid:ff784bc9-9b48-43d1-b7c5-3fca981c2c80>	CC-MAIN-2014-49	http://www.yourweather.co.uk/pdf_print-Royat-Puy+de+Dome-France-Europe-24101.html	2014-11-23T15:46:04Z	crawl-data/CC-MAIN-2014-49/segments/1416400379546.70/warc/CC-MAIN-20141119123259-00008-ip-10-235-23-156.ec2.internal.warc.gz	1,024,232,784	1,558	eng_Latn	eng_Latn	0.651275	eng_Latn	0.622588	[ "unknown", "eng_Latn" ]	false	docling	[ 1924, 3819 ]	[ 2.109375 ]	1	0
Department: Public Health Mission: To protect the residents of Klamath County from threats posed by biological, chemical, environmental and natural causes harmful to human health, and to improve the health status of the county by engaging in strategies and actions with the community to promote better health outcomes. Mandated Services: - The Vital Records Program --- Health Statistics—mandated by ORS 431(2)(c). We are mandated to collect, analyze, and report data on all births and deaths occurring in Klamath County. We are likewise mandated to issue certificates on vital events occurring within the past six months. On average we record and report approximately 800 births and 700 deaths annually, and issue 1300 vital record certificates. In addition, the Department is required to provide information and referral services, and health information statistics, to be in compliance with the Minimum Standards for Local Health in Oregon. - Environmental Health Services - Licensed Facilities Program—mandated by ORS 624.510 to 624.570; ORS 446.310 to 446.325; ORS 448.035, 448.040, 448.273, 448.277, 448.990. We are required to license and inspect all facilities which provide prepared food, beverage, drinking water, lodging, swimming pools and spas for the public. We provide over 850 inspections of these facilities annually to ensure that facility operations are in compliance with the governing Oregon Administrative Rules. We also are required to provide food handler training to food service workers within 30 days of their employment, and to review plans for any new or modified licensed facilities. We are responsible for reviewing the menus and food handling procedures proposed for over 100 benevolent events providing food and or beverage to member of the public in Klamath County annually. - Public Drinking Water Program—mandated by OAR 333-029, 333-031, 333-060, 333-061-0030, 333-061-0076, 333-062, 333-150, 333-162, 333-170. The Environmental Health Services division is required by contract with the Oregon Health Authority to enforce the Safe Drinking Water Act requirements of 194 small public drinking water systems operating in Klamath County. We are required to inspect these systems at every three to five years, monitor the systems for compliance with required monthly and quarterly sampling of, notify operators and issue public notices when water test results do not meet standards, and assist system operators to take appropriate corrective action when needed. - Communicable and Infectious Disease Control and Prevention—mandated by ORS 431.416 (2) (a) and ORS 433.006 The Acute and Communicable Disease Prevention program is responsible to collect and analyze disease reports, detect and investigate outbreaks of 91 different diseases and conditions, and implement control measures for preventable diseases and conditions. We Department: Public Health are furthermore charged with identifying, testing, treating and tracking any resident who has been exposed to any of these 91 different diseases and conditions. The program received and followed up on over 596 notifications of these reportable diseases or conditions in 2013. We provide an average of 500 testing and treatment visits for communicable or infectious diseases annually. - Infectious Disease Vaccine Prevention Services—mandated by ORS 433.235 to ORS 433.284 This program must provide state supplied vaccine to all children who present in need, regardless of ability to pay, register their immunization records, track and recall all children out of compliance with vaccination requirements, manage public and privately supplied vaccine supplies, conduct surveillance of vaccine preventable diseases and vaccination rates within the County. Additionally we are required to administer adult vaccine to prevent outbreaks of emerging infectious diseases. The Department has been immunizing approximately 500 individuals annually. - Family Planning Services—mandated by ORS 435.205. This program provides clinical, counseling and educational services which allow county residents to determine the number and spacing of their children and prevent unintended pregnancies. We are required to provide counseling on contraceptive methods and supplies, education on reproductive risk factors, vaccination against preventable reproductive health conditions and testing and treatment of reproductive health diseases. We provide services to an average of 1200 residents annually through 2000 clinical encounters. - Maternal and Child Health Services—mandated by ORS 431.416 (2) (b) and the Intergovernmental Agreement with the State of Oregon. We are required to provide nurse home visiting services to families who have a child born at medical risk for developmental delay. Public Health Nurse Case Managers are required to monitor the growth and development of these children up to the child's fifth birthday. Nursing interventions identify any barriers that may hamper the development of these children, or threaten their health and safety and support families in preventive interventions. An average of 75 children receive these services annually. We are likewise obligated to provide nurse home visiting services to families who have a child under the age of 21 with a diagnosed special health care need, such as heart disease, cerebral palsy, a genetic abnormality, or orthopedic disorder. Nurse case managers help families address the diverse medical, emotional, financial and educational concerns which may arise, so that these children can achieve and maintain their potential. An average of 75 families receives these services yearly. - Public Health Emergency Preparedness—mandated by OAR 104-010-005, the Intergovernmental Agreement with the State of Oregon and the Minimum Standards for Local Health Departments in Oregon. Department: Public Health The department is required to address mitigation, preparedness, response, and recovery for public health emergencies through plan development and revision, exercise, and response activities based on the 15 CDC identified Public Health Preparedness Capabilities. Public health threats are always present; examples include flu outbreaks, radiation exposures, natural disasters, chemical events, and bioterrorism threats. Our department is required to prevent, respond to, and rapidly recover from such public health threats. Components of our work include the development of a basic public health emergency response plan, emergency and risk communication plan, behavioral resource plan, and a plan to protect vulnerable populations in the event of a public health emergency. We are charged with operating a 24/7 public health emergency hot line, staffed by public health nurses to coordinate and report public health emergencies. We have responsibility to have stand-by capacity for implementing quarantine and isolation measures. We are mandated to receive, store and distribute Strategic National Stockpile resources needed in emergencies, and to distribute and dispense these medications in such events. We are required to employ a certified public information officer to provide public information and notification regarding public health emergencies. Self-Imposed Services: Environmental Health Services Division Two non mandated programs are housed in this division: the Air Quality Protection program and the Non-licensed Facilities program. - The Air Quality Protection Program The Air Quality Protection program has been operated by the Environmental Health Services Division since the 1990's when the County struggled to achieve compliance with the national ambient air quality standards. Originally designed to promote the replacement of noncertified wood burning appliances, the program has now evolved to meet ever stricter air quality standards by providing education and information to residents on allowable "burning" practices. For approximately half of the year, daily advisories are provided on current and anticipated air quality and any restrictions on the use of woodstoves and outdoor burning. Staff patrols both inside and outside the Air Quality Zone to ensure that residents are aware of their need to comply with the requirements set forth in County Ordinance 406. Corrective actions include sending notifications to offenders, and in cases of repeat or serious violation, citations to appear in court. - Non-licensed Facility Programs Environmental Health Services conducts safety and sanitation inspections of facilities licensed by state departments, including pre-schools, schools, day care centers, group homes and public institutions. Sixty facilities reimburse us for annual inspections. Women, Infant and Children Supplemental Nutrition Division/Program This program provides supplemental nutritious food to low income women who are pregnant and families who have children five years of age and under. Nutrition education, risk assessment and Department: Public Health resource referrals for families are the cornerstones of this program. Key strategies are the promotion of breastfeeding and other health practices proven to positively influence health outcomes and lifetime healthy behaviors. Our WIC program participation has increased to over 1846 families. More than 4300 women, infants and children are served annually and participate in certification or educational activities at the Department four times a year. Health Promotion/Disease and Injury Prevention Division/Program The services and activities of this program have been created and enacted partially in response to our mandate to provide health information and referral services to residents. The program also serves as the flagship for evolving public health mandates to assess the causes of preventable poor health outcomes among county residents, and to implement population based initiatives to reduce the burden of chronic disease. The Tobacco Prevention and Education component of this program provides community tobacco prevention and education services that have been proven best practice for tobacco use control and ensure sustainable improvements in the quality of air all residents breathe. The My Future, My Choice project provides abstinence based sexuality education to over 600 middle school students in all public education facilities in Klamath County. Department Overview: The Department is required by statute or rule to provide five essential services: 1. Epidemiological (investigation) and control of preventable diseases and disorders; 2. Parent and child health services, including family planning clinics as described in ORS 435.205 3. Collection and reporting of health statistics 4. Health information and referral services; and 5. Environmental Health Services In nearly all five areas of required "essential" services, the State's allocation of federal funds provided to us is not adequate to perform the required level of service, so the Department seeks other revenue streams and grants to subsidize these requirements, and to match the federal funding requirements. The level and constitution of these "essential" services are defined by Klamath County's Intergovernmental Agreement or contacts with the Oregon Health Authority. The Department is composed of 4 divisions with the following programs to carry out this work (funded to varying extents by our Intergovernmental Agreement award). These programs are: - Public Health Emergency Preparedness Services (2410-4010-4029) - Environmental Health Services (2410-4010-4041) - Vital Records (2410-4010-4039) - Clinic and Communicable Disease Control Services (2410-4010-4044) - Women, Infant and Children Nutrition Education Services (2410-4010-4048) and - Community Nursing Outreach and Home Visiting Services (2410-4010-4047) Department: Public Health - Health Promotion/Disease and Injury Prevention Services (2410-4010-4049) Successes and Challenges: The primary challenge for this public health department has been and continues to be the lack of funding adequate to meet our statutory and contractual requirements for Clinic/Communicable Disease Control and Environmental Health Services. State funding for most programs has not kept pace with both increasing resident need and demand, or with the escalating costs of the skilled and accredited staff needed to provide services as required. The balance of funding to meet these requirements has historically come from the intergovernmental transfer from Klamath County's alcohol and tobacco tax revenues which are earmarked for public health and safety use, and customer user fees and insurance payments. In 2012-13, these "sin tax" revenues were reassigned to support shortfalls in the Sheriff's Department. In 2014-15, the Department received $120,000 in general funds to support mandated communicable disease control services, environmental health investigations and licensed facility program costs, and to support nonmandated priorities in air quality. In 2015-16, the public health department has been allocated intergovernmental transfers of $60,000 to help offset these funding challenges. The public health department has also restructured staff time and reduced staffing in programs with limited funding. Notable exceptions to this pattern of inadequate state and federal funding are found in our Women, Infant, Children Nutrition Education, our Public Health Emergency Preparedness and Drinking Water programs where federal funding has been and continues to be adequate to meet programmatic requirements. We have also been successful in fully funding our Health Promotion/Disease and Injury Prevention programs with funding from our Intergovernmental Agreement with the State of Oregon and grants we have secured. The Department has seen steady improvement in the identification of funding resources. Our ability to recoup charges has been greatly enhanced by our purchase of an external billing and collection service. Our Community Outreach Nurse Home Visiting services program has now accomplished fee-for-service opportunities which allow that divisions costs to be fully funded. The use of tasks in the Springbrook accounting system continues to allow us to track expenses and revenues by program. This increases accountability for all programs within the department, and results in more accurate measurement of program performance. The department recently moved into a newer building which has allowed for more efficient workspace for the department. Budget Overview: Public Health Emergency Preparedness 2410-4010-4029 Major Expenditures: Public Health Emergency Preparedness's personal service total is $76,745 with a total of 0.97 FTE which includes an allocated portion of administrative personnel. Staff training, supplies, and equipment are the major expenses for Public Health Department: Public Health Emergency Preparedness designated to build and maintain an emergency response team within Public Health. Major Revenues: The Public Health Emergency Preparedness program is fully funded with Federal dollars passed through the State each year. Vital Records 2410-4010-4039 Major Expenditures: A majority of expenses for this mandated project are for the 0.89 FTE in personal services, which includes an allocated portion of administrative personnel. Major Revenues: All revenues for this service are fee based. Environmental Health Services Division 2410-4010-4041 Major Expenditures: Environmental Health's personal service total is $277,491. The FTE for this division is 3.85 which includes an allocated portion of administrative personnel. Other major expenditures for this division include a percentage of license fees which are paid to Oregon Health Authority, facility services, and internal service costs. Major Revenues: Environmental Health collects fees for all licensed and non-licensed facilities; the current fee structure was realigned in 2012 to more appropriately cover costs and is now aligned at full cost recovery. General Fund subsidy of $14,000 is expected for FY 15/16 to subsidize $3,000 of costs in the exempt licensed facility and $11,000 in air quality program costs. A portion of the on-line food handler test fees are paid to the Environmental Health Division. The State of Oregon Department of Environmental Quality (DEQ) is expected to award Klamath County with an Air Quality Grant of $50,000 to help support the Air Quality program. Environmental Health receives annual funds from the State in the amount of $73,000 to fund the Drinking Water program. Clinic and Communicable Disease Control Division 2410-4010-4044 Major Expenditures: Clinic Services' personal service total is $415,794.70 with a total of 5.78 FTE which includes an allocated portion of administrative personnel. The Clinic Services Division spends up to $135,000 for lab, drug /pharmacy and contract service expenses with the Family Planning and Immunization Programs. These expenses continually remain under funded by the State Programs, requiring a minimum of $46,000 in general fund support. New fee schedules have been implemented in both the Family Planning and Immunization Programs to help boost revenues for these services. Major Revenues: Clinic Services receives $146,424 in State and Federal funding for their programs. Clinic Services receives reimbursement payments from eligible patient visits. $175,000 from Oregon Contraceptive Care (CCare) and $105,000 from Medicaid (Oregon Health Plan) is projected for receipt in 2015-16. Revenues from fees for service from private insurance and patient payments are expected to be $38,800. Revenues of $60,000 are expected for Medicaid Administrative Claiming. In additional general fund subsidy of $46,000 will help to support Clinic Services. Community Nursing Outreach Program 2410-4010-4047 Major Expenditures: The Community Outreach personal service total is $237,891 with a total of 2.92 FTE which includes an allocated portion of administrative personnel. Nursing Outreach pays out up to $110,000 in matching funds in order to receive reimbursement for each qualifying visit. Major Revenues: The revenue received for qualifying visits is anticipated to generate $295,000 in 2015-16. Community Outreach and Home Visiting receives $35,650 in State and Federal funding for their programs. Funding for the Babies First and CACOON programs are a set amount which allows us to provide and bill for additional full reimbursement from the Medicaid program. Women Infant Children Nutrition Education Division 2410-4010-4048 Major Expenditures: The Women Infant Children (WIC) personal services total is $341,977.14 with a total of 5.92 FTE which includes an allocated portion of administrative personnel. Personal service takes up 82% of the funding that WIC receives. Major Revenues: The Women Infant Children program receives only Federal dollars through the State each year. The amount budgeted in FY 15/16 is $415,000 as funding for this program is anticipated to remain the same as the previous fiscal year. Health Promotion Disease and Injury Prevention Division 2410-4010-4049 Major Expenditures: Health Promotion Disease Prevention's personal service total is $287,554.04 with a total of 4.25 FTE which includes an allocated portion of administrative personnel. Major Revenues: Health Promotion Disease Prevention receives $154,700 in State and Federal funding for their programs. Regional Health Equity Coalition Grant will increase to $165,000 for FY 15/16. Significant Changes: Public Health expects to add an additional home visiting nurse to the outreach program through a collaboration with Klamath DHS. This joint effort would allow children and families who are clients of DHS to receive and benefit from the services of the public health nurse home visiting programs. This would be covered by funding provided by DHS. The development of Coordinated Care Organizations in the state of Oregon continues to provide new opportunities for community partnership. In FY 15/16 the Targeted Case Management (TCM) program for children enrolled in managed coverage under Cascade Health Alliance (CHA) will roll into the CCO global budget. Funds for this portion of the home visiting programs clients will come through the CCO, with the remaining open card clients continuing on a fee-for-service basis with the state. Another significant change in the Public Health Budget is the reduction of general fund subsidy by 50%. The department has removed one fund: Children and Family Prevention Services (2410-4010-4040) Department: Public Health Key Issues: Significant issues facing the Department are the challenges that will be posed by the requirement for all State and local health departments to achieve accreditation in order to continue to be eligible to receive the federal funding which constitutes 90% of the funds provided us by the State. So far the department has successfully completed a Community Health Assessment, and a Community Health Improvement Plan. The department will also be completing an internal strategic plan in August 2015, at which point we will be ready to submit our intent to apply. Following our submission of our intent to apply the department has 18 months to upload all required documentation, which we continue to gather. The department plans to seek funding to apply for accreditation in FY 16/17. Another looming issue is the status of Federal and State health care reform legislation enactment, and the attendant lack of definition of the role and responsibilities of local public health departments in such a scenario. It is anticipated that clarity will not be provided for several years. Klamath County, Oregon 2015‐2016 Budget Financial Presentation 4010 Public Health THIS PAGE INTENTIONALLY LEFT BLANK Department HPDIP (4049) WIC (4048) EH (4041) PHEP (4029) Grand Total $5,732.13 $2,736.87 $13,143.71 $74,107.87 $64,896.66 $47,380.78 $63,762.41 $271,760.45 $5,732.13 $6,133.73 $57,181.92 $55,078.74 $63,400.17 $55,709.52 $49,228.64 $49,512.29 $341,977.14 $13,757.12 $10,947.48 $13,143.71 $46,155.40 $76,490.26 $79,151.18 $5,364.79 $245,009.94 $40,124.94 $8,210.61 $30,576.22 $56,412.16 $3,139.89 $26,803.08 $90,232.94 $45,600.68 $53,354.87 $44,517.90 $6,684.00 $10,137.40 $415,794.70 $34,392.81 $49,555.52 $4,381.24 $29,590.29 $80,419.05 $29,993.61 $53,354.87 $281,687.40 $9,171.42 $32,842.45 $13,853.56 $2,682.39 $58,549.81 $5,732.13 $6,133.73 $40,545.43 $23,994.89 $76,406.19 $1,691,185.63 THIS PAGE INTENTIALLY LEFT BLANK General Ledger Budget Analysis jlink User: Fiscal Year: 03/19/2015 - 6:11PM Printed: 2016 2016 Adopted 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 Adopted 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 General Ledger Budget Analysis jlink User: Fiscal Year: 03/19/2015 - 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Oral Yeast Infections (Candidiasis) What Is Candidiasis? Candidiasis is a fungal infection on skin or mucous membranes caused by overgrowth of the yeast Candida albicans. When this infection occurs in the mouth or throat, it is called a "thrush." Thrush often causes painless, white patches in the mouth, but it may yield other symptoms. What Causes Candidiasis? * Having dry mouth syndrome AlthoughCandida normally resides in the mouth, if the balance between bacterial and yeasts in the oral environment becomes disturbed,Candida can multiply and cause an infection. This infection more typically occurs in normal newborn babies, the elderly, denture wearers, and in individuals who have weakened immune systems. Other factors that may contribute to the onset of candidiasis include: * Taking antibiotics * Using inhaled corticosteroids * What Are the Symptoms? The following are the more common signs and symptoms of candidiasis. However, other conditions may cause similar signs and symptoms, so see your dental professional for evaluation. Signs and symptoms may include but are not limited to: * White painless patches in the mouth * Redness or soreness inside the mouth * Cracking at the corners of the mouth * Pain or difficulty in swallowing * How Is Candidiasis Diagnosed? After examining your mouth and symptoms, your dental professional may take a scraping of the white patches and examine it under a microscope. The scraping may also be cultured, but becauseCandida is usually found in the mouth, positive identification is not conclusive. Your dental professional will also work to identify what factors may be causing the infection. How Is it Treated? Controlling thrush depends on managing the underlying cause of the infection. Keeping your mouth clean is important. Dentures, especially those on the roof of the mouth, are well-‐suited to harboring yeast. Therefore, they should thoroughly cleaned to remove Candida and taken out and disinfected at bedtime. Other antifungal medications such as topical rinses, lozenges or pills taken by mouth may be used. Oral fluconazole is a commonly prescribed treatment. If these treatments do not work, a medical consultation may be in order. "Mouth Sores." Mouth Healthy, American Dental Association. http://www.mouthhealthy.org/en/az-‐topics/m/mouth-‐sores Accessed 2013. "Candidiasis." Centers for Disease Control and Prevention, Division of Foodborne, Bacterial and Mycotic Diseases, January 5, 2012. http://www.cdc.gov/fungal/candidiasis/Accessed 2013. "Patient Information Sheet: Oral Yeast Infections (Thrush or Candidiasis)." The American Academy of Oral Medicine, June 1, 2007. http://www.laudenbach.com/resources/PatienthandoutCandidiasisiSReddingrevMAH61 07.pdf Accessed 2013.	<urn:uuid:dc505dfd-afd2-4e69-be84-263ce62d60ba>	CC-MAIN-2018-51	https://redearththeatre.org/wp-content/uploads/2017/01/Oral-Yeast-Infections.pdf	2018-12-13T10:04:28Z	crawl-data/CC-MAIN-2018-51/segments/1544376824601.32/warc/CC-MAIN-20181213080138-20181213101638-00475.warc.gz	714,392,405	1,975	eng_Latn	eng_Latn	0.968144	eng_Latn	0.994267	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1855, 2771 ]	[ 2.34375 ]	1	0
Betty Gray Middle School Bell Schedule for SY23-24 \| 6th Grade \| \| 7th Grade \| \| \| 8th Grade \| \| \|---\|---\|---\|---\|---\|---\|---\| \| Release Bell (release from study hall/morning intramurals) \| 8:50 \| Release Bell (release from study hall/morning intramurals) \| 8:50 \| \| Release Bell (release from study hall/morning intramurals) \| 8:50 \| \| Warning Bell (everyone should be in homeroom by 9:07) \| 9:07 \| Warning Bell (everyone should be in homeroom by 9:07) \| 9:07 \| \| Warning Bell (everyone should be in homeroom by 9:07) \| 9:07 \| \| Advisement (9:15am announcements begin) \| 9:07 – 9:30 \| Advisement (9:15am announcements begin) \| 9:07 – 9:25 \| \| Advisement (9:15am announcements begin) \| 9:07 – 9:35 \| \| 1st Period 60 mins \| 9:35 – 10:35 \| 1st Period 50 mins Connections \| 9:30 – 10:20 \| \| 1st Period 60 mins \| 9:40 – 10:40 \| \| 2nd Period 60 mins \| 10:40 – 11:40 \| 2nd Period 50 mins Connections \| 10:25 – 11:15 \| \| 2nd Period 90 mins Lunch Period \| 10:45 – 12:15 \| \| 3rd Period 95 mins Lunch Period \| 11:45 – 1:20 \| 3rd Period 60 mins \| 11:20 – 12:20 \| \| 3rd Period 50 mins Connections \| 12:20 – 1:10 \| \| 4th Period 60 mins \| 1:25 – 2:25 \| 4th Period 95mins Lunch Period \| 12:25 – 2:00 \| \| 4th Period 50mins Connections \| 1:15 – 2:05 \| \| 5th Period 50 mins Connections \| 2:30 – 3:20 \| 5th Period 60 mins \| \| 2:05 – 3:05 \| 5th Period 60 mins \| 2:10 – 3:10 \| \| 6th Period 50 mins Connections \| 3:25 – 4:15 \| 6th Period 65 mins \| \| 3:10 – 4:15 \| 6th Period 60 mins \| 3:15 – 4:15 \| Grade Level Planning during connections * Connections Planning 11:15 – 12:15 * 2:05 – 2:25	<urn:uuid:a04405da-16c1-42f9-a239-9f9d046a1e93>	CC-MAIN-2024-22	https://sbcobbstor.blob.core.windows.net/media/WWWCobb/medialib/sy24-bg-bell-schedule.b3de4d86767.pdf	2024-05-25T17:00:57+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058830.51/warc/CC-MAIN-20240525161720-20240525191720-00779.warc.gz	428,751,666	640	eng_Latn	eng_Latn	0.555885	eng_Latn	0.555885	[ "eng_Latn" ]	false	docling	[ 1582 ]	[ 2.53125 ]	1	0
4.ročník Anglický jazyk Clothes (Oblečení) Write the words (popiš oblečení): Answer the questions (odpověz na otázky): Have you got a blue T-shirt? __________________________________ Have you got black jeans? __________________________________ Write English (napiš anglicky): Já mám zelený svetr. __________________________________ On má fialové sako. __________________________________ Ona má žlutou sukni. __________________________________ AJ_V_04_05	<urn:uuid:011c1657-0844-4f34-affc-a02cd7d263f0>	CC-MAIN-2020-45	https://www.zsstepanov.cz/media/files/download/gmt2b0ny671yzeq	2020-10-22T20:41:34+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107880038.27/warc/CC-MAIN-20201022195658-20201022225658-00118.warc.gz	980,994,173	109	eng_Latn	ast_Latn	0.441909	ast_Latn	0.441909	[ "ast_Latn" ]	false	docling	[ 470 ]	[ 2.484375 ]	1	1
Bridgeport Public Schools 45 Lyon Terrace Bridgeport, Connecticut 06604 \| M \| T \| W \| T \| \|---\|---\|---\|---\| \| 21 \| 22 \| 23 \| 24 \| \| 28 \| 29 \| 30 \| 31 \| \| 4 \| 5 \| 6 \| 7 \| \| 11 \| 12 \| 13 \| 14 \| \| 18 \| 19 \| 20 \| 21 \| \| 25 \| 26 \| 27 \| 28 \| August 21 Teachers First Day August 21 - 25 Teachers Professional Development August 28 First Day for Kindergarten and Grade 9 Only August 29 First Day for All Students September 4 Labor Day - No School September 15-17 Rosh Hashanah September 20 One Session - Professional Development September 25 Yom Kippur \| DECEMBER (16 days) \| \| \| \| \| \|---\|---\|---\|---\|---\| \| M \| T \| W \| T \| F \| \| \| \| \| \| 1 \| \| 4 \| 5 \| 6 \| 7 \| 8 \| \| 11 \| 12 \| 13 \| 14 \| 15 \| \| 18 \| 19 \| 20 \| 21 \| 22 \| \| 25 \| 26 \| 27 \| 28 \| 29 \| December 6 One Session - Professional Development December 22 One Sesssion Day December 25 -29 Winter Recess \| MARCH ( 20 days) \| \| \| \| \| \|---\|---\|---\|---\|---\| \| M \| T \| W \| T \| F \| \| \| \| \| \| 1 \| \| 4 \| 5 \| 6 \| 7 \| 8 \| \| 11 \| 12 \| 13 \| 14 \| 15 \| \| 18 \| 19 \| 20 \| 21 \| 22 \| \| 25 \| 26 \| 27 \| 28 \| 29 \| March 6 One Session - Professional Development March 27 One Session - Professional Development March 29 Good Friday \| JUNE (6 days) \| \| \| \| \| \|---\|---\|---\|---\|---\| \| M \| T \| W \| T \| F \| \| 3 \| 4 \| 5 \| 6 \| 7 \| \| 10 \| 11 \| 12 \| 13 \| 14 \| \| 17 \| 18 \| 19 \| 20 \| 21 \| \| 24 \| 25 \| 26 \| 27 \| 28 \| June 5 One Session Day - Professional Development June 10 One Session Day - LAST DAY OF SCHOOL June 17 Absolute Last Day of School June 19 Juneteenth SCHOOL CALENDAR 2023-2024 \| OCTOBER (21 days) \| \| \| \| \| \|---\|---\|---\|---\|---\| \| M \| T \| W \| T \| F \| \| 2 \| 3 \| 4 \| 5 \| 6 \| \| 9 \| 10 \| 11 \| 12 \| 13 \| \| 16 \| 17 \| 18 \| 19 \| 20 \| \| 23 \| 24 \| 25 \| 26 \| 27 \| \| 30 \| 31 \| \| \| \| October 9 Italian Heritage Day - No School October 18 One Session - Professional Development \| JANUARY (21 days) \| \| \| \| \| \|---\|---\|---\|---\|---\| \| M \| T \| W \| T \| F \| \| 1 \| 2 \| 3 \| 4 \| 5 \| \| 8 \| 9 \| 10 \| 11 \| 12 \| \| 15 \| 16 \| 17 \| 18 \| 19 \| \| 22 \| 23 \| 24 \| 25 \| 26 \| \| 29 \| 30 \| 31 \| \| \| January 1 New Year's Day January 10 One Session - Professional Development January 15 Martin Luther King, Jr. Day \| M \| T \| W \| T \| \|---\|---\|---\|---\| \| 1 \| 2 \| 3 \| 4 \| \| 8 \| 9 \| 10 \| 11 \| \| 15 \| 16 \| 17 \| 18 \| \| 22 \| 23 \| 24 \| 25 \| \| 29 \| 30 \| \| \| April 10 Eid-al-Fitr - No School April 15 -19 Spring Recess April 24 & 25 Gr. K-12 Report Card Conferences June 10 Last Day for Students (180) June 10 Last Day for Teachers (186) June 17 Absolute Last Day of School. Additional Snow days after June 17 will be made up in the following order: Feb. 15th, April vacation starting at the beginning of the week. Dr. Carmela M. Levy - David Superintendent of Schools \| M \| T \| W \| T \| \|---\|---\|---\|---\| \| \| \| 1 \| 2 \| \| 6 \| 7 \| 8 \| 9 \| \| 13 \| 14 \| 15 \| 16 \| \| 20 \| 21 \| 22 \| 23 \| \| 27 \| 28 \| 29 \| 30 \| November 1 One Session - Professional Development November 7 Election Day - No School November 10 Veteran's Day Observed - School in Session November 20 & 21 Gr. K-12 Report Card Conferences November 22 - 24 Thanksgiving Break \| FEBRUARY (18 days) \| \| \| \| \| \|---\|---\|---\|---\|---\| \| M \| T \| W \| T \| F \| \| \| \| \| 1 \| 2 \| \| 5 \| 6 \| 7 \| 8 \| 9 \| \| 12 \| 13 \| 14 \| 15 \| 16 \| \| 19 \| 20 \| 21 \| 22 \| 23 \| \| 26 \| 27 \| 28 \| 29 \| \| February 7 One Session - Professional Development February 15 -16 & 19 President's Day Weekend February 21 One Session - Professional Development \| MAY (22 days) \| \| \| \| \| \|---\|---\|---\|---\|---\| \| M \| T \| W \| T \| F \| \| \| \| 1 \| 2 \| 3 \| \| 6 \| 7 \| 8 \| 9 \| 10 \| \| 13 \| 14 \| 15 \| 16 \| 17 \| \| 20 \| 21 \| 22 \| 23 \| 24 \| \| 27 \| 28 \| 29 \| 30 \| 31 \| May 8 One Session Day - Professional Development May 27 Memorial Day * First Day of School Professional Development /PD Day One Session Day Holiday: Schools Not In Session R Report Card Conference Holiday Acknowledged: School Is In Session BOE Approved 6/15/2023 Revised 8/14/2023	<urn:uuid:94afc407-0cff-4a71-be1d-cd2f15bcd80f>	CC-MAIN-2024-22	https://resources.finalsite.net/images/v1709654453/bridgeportedunet/ghxlx2e01izxb7awn0xu/SCHOOL_CALENDAR_2023-2024_Approved_6-15-23_Rev_8-14-23.pdf	2024-05-27T14:11:32+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971059040.32/warc/CC-MAIN-20240527113621-20240527143621-00844.warc.gz	434,809,389	1,699	eng_Latn	eng_Latn	0.693858	eng_Latn	0.693858	[ "eng_Latn" ]	false	docling	[ 3963 ]	[ 1.4140625 ]	1	0
Sub-‐region: East Africa General statistics Size of country: 236,040 km² Size of protected areas / percentage protected area coverage: 8% (Sub)species Rothschild's giraffe (Giraffa camelopardalis rothschildi) Conservation Status IUCN Red List (IUCN 2012): Giraffa camelopardalis (as a species) – Least Concern Giraffa camelopardalis rothschildi – Endangered In the Republic of Uganda: In the Republic of Uganda (referred to as Uganda in this report), giraffe are protected under the Game (Preservation and Control) Act of 1959 (Chapter 198). Giraffe are listed under Part A of the First Schedule of the Act as animals that may not be hunted or captured in Uganda. Issues/threats Uganda is home to the Rothschild's giraffe (Giraffa camelopardalis rothschildi), one of the most imperilled giraffe (sub)species remaining in the wild. Illegal hunting, agricultural expansion, human encroachment, and habitat degradation, fragmentation and destruction have led to the extirpation of Rothschild's giraffe from almost all of its former range (GCF 2013; USAID 2011; Fennessy & Brenneman 2010; Sidney 1965). Only a few small and isolated populations of Rothschild's giraffe remain in Uganda (and Kenya), all of which are now confined to national parks and other protected areas (GCF 2013; Fennessy & Brenneman 2010). In the 1960s, wildlife numbers and diversity in Uganda was high, roaming freely both inside and outside of protected areas in the country (Rwetsiba & Nuwamanya 2010; Olupot et al. 2009; Rwetsiba & Wanyama 2005). The breakdown of rule and law in the country during the 1970s and early 1980s resulted in large-‐ scale illegal hunting for bush meat by starving local people and soldiers, causing a significant decease of wildlife numbers, including giraffe (Rwetsibaet al. 2012; Smith 2012; Rwetsiba & Nuwamanya 2010). Country Profile Republic of Uganda Giraffe Conservation Status Report Northern Uganda has experienced ongoing conflict between Uganda Government forces, the Uganda Peoples Defence Forces (UPDF) and the Lords Resistance Army (LRA) since 1986 (Nampindo et al. 2005). Nevertheless, protected area management has improved since the late 1980s, and numbers of most wildlife species in Kidepo Valley and Murchison Falls National Parks have since increased steadily (Smith 2012; Rwetsiba et al. 2010; Lepp 2008; Rwetsiba 2005). However, protected areas in the region still face several problems related to anthropogenic influences, including large-‐scale landscape changes (USAID 2011; Nampindoet al. 2005). Illegal hunting for the bush meat trade (frequently by using snares) as a result of food insecurity and for cultural reasons, remains rampant and limited manpower and resources are available to conduct anti-‐ poaching patrols (MTWA 2012; USAID 2011; Olupot et al. 2009; Nampindo et al. 2005). Giraffe are predominantly hunted for medicinal purposes, their meat, coats and their tail hair (Brennemanet al. 2009). National parks in Uganda are increasingly being encroached upon by neighbouring communities and their agricultural developments (MTWA 2012; USAID 2011). Widespread, frequent, and severe human-‐wildlife conflicts occurs around both Kidepo Valley and Murchison Falls National Park as a result of wildlife movements from inside these protected areas into the surrounding agricultural and pasture lands (USAID 2011). Crop raiding cases are regularly reported by communities neighbouring these parks and along with other forms of human-‐wildlife conflict are two of the key drivers of illegal hunting (MTWA 2012; Olupotet al. 2009). An increasing number of incidences of human-‐wildlife conflict can be expected as a direct result of the high human population growth rate around protected areas (USAID 2011). Recent oil and gas exploration have shown substantial commercial quantities within Murchison Falls National Park and the adjoining areas (USAID 2011). Oil sector development has already resulted in destruction of wildlife habitat and the two preliminary studies undertaken to assess the impacts of oil exploration activities on large mammals in Murchison Falls National Park found giraffe to be one of the mammal species most negatively affected (Ayebare 2011; Prinslooet al. 2011; USAID 2011). The results of these studies suggested indirect habitat loss at different temporal and spatial scales as giraffe showed increased habitat avoidance around the exploration activities (Ayebare 2011). Estimate population abundance and trends Historic The historic distribution of Rothschild's giraffe ranged from the Rift Valley of central-‐west Kenya across Uganda to the Nile River and northwards into South Sudan (Dagg & Foster 1976). In the early 1960s, Dagg (1962) estimated Rothschild's giraffe in Uganda at 1,130 individuals. In contrast, Rwetsiba (2005) reported that Rothschild's giraffe in Uganda numbered approximately 2,500 in the 1960s. By the early 1980s, the population had decreased to an estimated 350 individuals (Rwetsiba 2005). It is important to note that although Dagg (1962) referred toG. c. cotonni andG. c. rothschildi,G. c. cotonni has been subsumed intoG. c. rothschildi (Dagg 1971) and is now referred to as such. By the mid to late 1990s East (1999) estimated the total number of Rothschild's giraffe in Uganda at 145 individuals, most of which occurred in Murchison Falls National Park. In contrast to this, Rwetsiba (2005) estimated Uganda's giraffe population to number 250 individuals at the same time. In 1968, an aerial survey of the Pian-‐Upe Wildlife Reserve in the Karamoja Region, estimated 899 Rothschild's giraffe in the reserve (Zwick et al. 1998; Lamprey & Michelmore 1996). The population decreased to an estimated 109 giraffe in 1983 (Eltringham & Malpas 1993). In 1995, an aerial survey estimated the population at only 10 individuals (Lamprey & Michelmore 1996), and a subsequent ground surveys conducted in 1996 recorded a single indirect sighting of the remains of a giraffe that had been dead for several years. No giraffe were recorded during an aerial survey of the reserve in the same year (Lamprey & Michelmore 1996). Anecdotal reports suggested that the giraffe recorded by Lamprey & Michelmore (1996) in 1995 were hunted to extinction (Zwick et al.1998). In 1967, 157 giraffe were estimated to occur in the Matheniko Wildlife Reserve (Nampindoet al. 2005). By 1983, giraffe had disappeared from the area (Nampindoet al. 2005) In 1968, 207 giraffe were estimated to occur in the Bokoro Corridor Wildlife Reserve (Nampindo et al. 2005). The population decreased to an estimated 96 individuals in 1983 and only five individuals by 1996 (Lamprey & Michelmore 1996). This was the last time giraffe were reported in the reserve. Kidepo Valley National Park, located in the Karamoja sub-‐region in the extreme north-‐eastern part of Uganda, formerly supported the country's largest protected Rothschild's giraffe population (East 1999). In the late 1960s to early 1970s there were an estimated 400 giraffe in the park (NEMA 2009; Rwetsiba 2006; Nampindo et al. 2005). The population decreased to an estimated 160 giraffe in 1982 (NEMA 2009; Rwetsiba 2006; Rwetsiba & Wanyama 2005) and by 1995, a mere five individuals remained in the park (East 1999). Three Rothschild's giraffe (one male and two females) were successfully translocated from Kenya's Lake Nakuru National Park to Kidepo Valley National Park in 1997 in an attempt to promote the recovery of the park's giraffe population (Rwetsiba & Wanyama 2005; East 1999; Lamprey & Michelmore 1996). In the early 1970s the Rothschild's giraffe population in the Murchison Falls Conservation Area, consisting of Murchison Falls National Park and the adjacent wildlife reserves of Bugungu and Karuma in the north-‐ western part of Uganda, was estimated at 150 to 200 individuals (Rwetsiba et al. 2012; NEMA 2009; Rwetsiba 2006). Several aerial sample counts of wildlife in the Conservation Area were conducted in the 1990s. The population decreased to an estimated 78 giraffe in 1991 (Olivier 1991). Sommerlatte & Williamson (1995) estimated the population at 100 individuals, while Lamprey & Michelmore (1996) estimated 153 individuals. Recent In 2002, nine Rothschild's giraffe were estimated to remain in the Kidepo Valley Conservation Area (Rwetsiba & Wanyama 2005). In 2005, the first aerial total count of wildlife in the Conservation Area counted 14 giraffe, all of which occurred in the southern parts of Kidepo Valley National Park (Rwetsiba & Wanyama 2005). By the new millennium, Lamprey (2000) estimated Murchison Falls National Park's giraffe population at 347 giraffe. In 2002, a total aerial count estimated the population at 229 individuals (Rwetsiba et al. 2002). In 2005, sample aerial counts of the Murchison Falls Conservation Area estimated the population at 245 giraffe, all of which were observed in Murchison Falls National Park, north of the Nile River (Rwetsiba & Wanyama 2005). In 2010, aerial sample counts of the Conservation Area estimated the giraffe population at 904 individuals (Rwetsiba & Nuwamanya 2010), however, these results are inaccurate as the analysis and extrapolation were for the whole park rather than the north only where the giraffe inhabit. According to Rwetsiba (2005) and USAID (2011), Uganda's Rothschild's giraffe population was estimated at a total of 240 individuals in 2003. The population increased to an etimated 259 giraffe by 2006 (Rwetsiba 2006). Current Kidepo Valley National Park's Rothschild's giraffe population are reported to have increased. Vehicle-‐based photographic surveys conducted in July 2015 revealed a total minimum of 25 confirmed unique individuals throughout the Park (Bryant, Fennessy & Brown 2015), and ongoing surveys estimate a population between 31 and 35 individuals (A. Rwetsiba pers. comm.). In 2012, aerial sample counts of wildlife in the Murchison Falls Conservation Area estimated the Rothschild's giraffe population at 757 individuals, all of which reside north of the Nile River in the Murchison Falls National Park (Rwetsibaet al. 2012). Rwetsibaet al. 2012 further reported that the giraffe in Murchison Falls National Park seem to be increasing steadily. Recent vehicle-‐based photographic capture-‐recapture surveys were conducted at four-‐month intervals between July 2014 and December 2015 as the first step in a long term monitoring and research programme of the Murchison Falls populations. Preliminary results from these surveys corroborate the increasing population trends and suggest that the current Rothschild's giraffe population may exceed 1,200 adults and subadults (M. Brown pers. comm.). Additionally, the Uganda Wildlife Authority (UWA) has recently undertaken two successful giraffe translocation operations within Uganda to create separate giraffe populations and increase their range. In July 2015, UWA translocated fifteen individual giraffe from Murchison Falls National Park to Lake Mburo National Park in southwest Uganda and in January 2016, supported by GCF through their World Giraffe Day fundraiser 'Operation Twiga', 17 individual giraffe were translocated across the Nile to the southern side of Murchison Falls National Park. In summary, current Rothschild's giraffe numbers for Uganda are estimated at approximately 1,300 individuals, of which approximately 1,250 occur in Murchison Falls National Park (17 of these on the southern bank of the River Nile), approximately 32 in Kidepo Valley National Park and 15 in Lake Mburo National Park. Future Conservation Management The following are proposed conservation management options for giraffe in Uganda: * Development of National Giraffe Strategy for Uganda; * Identification of priority conservation efforts for giraffe conservation, specifically for the viable remaining population in Murchison Falls National Park and Kidepo Valley National Park; * Continuation of robust and systematic population monitoring programme; * Development of scientifically rigorous assessments of giraffe habitat use in Uganda; and * Support to dedicated giraffe conservation, translocation, habitat protection, education and awareness initiatives (government, NGO and academic). Acknowledgements This study was financially supported by the Giraffe Conservation Foundation, the Mohamed bin Zayed Species Conservation Fund and Blank Park Zoo. References Ayebare, S. 2011. Influence of industrial activities on the spatial distribution of wildlife in Murchison Falls National Park, Uganda. Dissertations and Master's Theses from the University of Rhode Island. Paper AAI1491614. Brenneman, R.A., Bagine, R.K., Brown, D.M., Ndetei, R. & Louis Jr, E.E. 2009. Implications of closed ecosystem conservation management: the decline of Rothschild's giraffe (Giraffa camelopardalis rothschildi) in Lake Nakuru National Park, Kenya.African Journal of Ecology47: 711-‐719. Bryant, A., Fennessy, J. and Brown, M. 2015. Kidepo Valley National Park Giraffe Conservation Survey Report. Giraffid, IUCN SSC Giraffe & Okapi Specialist Group newsletter. Dagg, A.I. 1962.The distribution of the giraffe in Africa. School of Graduate Studies, University of Waterloo, Waterloo, Ontario, Canada. Dagg, A.I. 1971.Giraffa camelopardalis. Mamallian species 5: 1-‐8. Dagg, A.I. & Foster, J.B. 1976. The Giraffe: Its Biology, Behavior and Ecology. Robert E. Krieger Publishing Company, Inc., Malabar, FL. East, R. 1999. African Antelope Database 1998. IUCN/SSC Antelope Specialist Group. IUCN, Gland, Switserland and Cambridge, UK. Eltringham, S.K. & Malpas, R.C. 1993. The conservation status of Uganda's Game and Forest Reserves in 1982 and 1983.Afrcan Journal of Ecology 31: 91-‐105. Fennessy, J. & Brenneman, R. 2010.Giraffa camelopardalis ssp. rothschildi. In: IUCN 2013. IUCN Red List of Threatened Species. Version 2013.1. www.iucnredlist.org (Downloaded on 08 July 2013). GCF 2013. Rothschild's giraffe joins list of species threatened by extinction. Giraffe Conservation Foundation. Giraffa 4(1): 2. Hellmann, R.A. 1989.Wildlife conservation in Uganda in relation to economic development. State University College publication, Brockport, New York. Lamprey, R.H. & Michelmore F. 1996.Surveys of Protected Areas, Phase I and Phase II. Ministry of Tourism, Wildlife and Antiquities, Kampala, Uganda. Lamprey, R.H. 2000.Aerial Counts of Wildlife in Queen Elizabeth National Park and Murchison Falls National Park, 1999-‐2000. Uganda Wildlife Authority, Kampala. Lepp, A. 2008. Attitudes towards initial tourism development in a community with no prior tourism experience: The case of Bigodi, Uganda.Journal of Sustainable Tourism 16(1): 5-‐22. MTWA. 2012. Annual Performance Report FY 2011/12. Ministry of Tourism, Wildlife and Antiquities. Kampala, Uganda. Nampindo, S. Phillips, G.P. & Plumptre, A. 2005. The impact of conflict in northern Uganda on the environment and natural resource management. Wildlife Conservation Society & United States Agency for International Development (USAID). NEMA. 2009. Uganda: Atlas of our changing environment. National Environment Management Authority, Uganda. Olivier, R.C.D. 1991. Aerial total counts of elephants in Uganda National Parks, March-‐April 1991. Unpublished Report to Uganda Wildlife Authority, Kampala, Uganda. Olupot, W., McNeilage, J. & Plumptre, A.J. 2009. An analysis of socioeconomics of bushmeat hunting at major hunting sites in Uganda. Wildlife Conservation Society Working Paper No. 38. Prinsloo, S., Mulondo, P., Mugiru, G. & Plumptre, A.J. 2011. Measuring responses of wildlife to oil operations in Murchison Falls National Park. Wildlife Conservation Society and Uganda Wildlife Authority, Kampala, Uganda. Rwetsiba, A., Lamprey, R.H., Aleper, D. & Tumwesigye, C. 2002.Aerial total counts in Queen Elizabeth and Murchison Falls National Parks. Monitoring and Research Unit, Uganda Wildlife Authority, Kampala, Uganda. Rwetsiba, A. 2005. Wildlife population trends in Uganda, 1960 – 2005. Monitoring and Research Unit, Uganda Wildlife Authority, Kampala, Uganda. Rwetsiba, A. & Wanyama, F. 2005. Aerial surveys of medium – large mammals in Kidepo Valley and Murchison Falls Conservation Areas. Monitoring and Research Unit, Uganda Wildlife Authority, Kampala, Uganda. Rwetsiba, A. 2006. Aerial sample counts of medium – large mammals in Lake Mburo Conservation Area, Uganda. Monitoring and Research Unit, Uganda Wildlife Authority, Kampala, Uganda. Rwetsiba, A. & Nuwamanya, E. 2010. Aerial surveys of Murchison Falls Protected Area, Uganda, March 2010.Pachyderm47: 118-‐123. Rwetsiba, A., Wanyama, F., Kisame, F. & Owoyesigire, G. 2012.Aerial survey of medium – large mammals in Murchison Falls Conservation Area.Draft Report. Ecological Monitoring and Research Unit, Uganda Wildlife Authority, Kampala, Uganda. Sidney, J. 1965. The past and present distribution of some African ungulates.Transactions of the Zoological Society of London 30. Sommerlatte, M. & Williamson, D. 1995. Aerial Survey of the Murchison Falls National Park, the Karuma Game Reserve and the Bugungu Game Reserve, April 1995. Report to Murchison Falls National Park Rehabilitation Project, GTZ, Kampala, Uganda. Smith, H. 2012. The overlap between conservation and development organisations in the Albertine Rift, Western Uganda. The Poverty and Conservtion Learning Group Discussion Paper No. 07. USAID 2011. Uganda environmental threats and opportunities assessment. Prepared by International Resources Group for the United States Agency for International Development (USAID). Washington DC, USA. Zwick, K.L., Sivell, D. Bamlett, R. Devon, I, Lloyd, J. MacGregor, H. & Stewart, L. 1998. Pian-‐Upe Wildlife Reserve: Biological and socio-‐economic survey. Frontier-‐Uganda Wildlife Protected Areas Project Baseline Surveys Programme Report No. 12. The Society for Environmental Exploration, London & Uganda Wildlife Authority, Kampala, Uganda. Citation Marais, A.J., Fennessy, S., Brown M.B. & Fennessy, J. 2016. Country Profile: A rapid assessment of the giraffe conservation status in the Republic of Uganda. Giraffe Conservation Foundation, Windhoek, Namibia. Map (not updated after recent translocations)	<urn:uuid:c390bba2-6376-4103-8bbb-7efae60296ed>	CC-MAIN-2017-30	https://giraffeconservation.org/wp-content/uploads/2016/02/Uganda-Profile_updated.pdf	2017-07-27T00:54:07Z	crawl-data/CC-MAIN-2017-30/segments/1500549426693.21/warc/CC-MAIN-20170727002123-20170727022123-00040.warc.gz	670,902,958	13,220	eng_Latn	eng_Latn	0.797527	eng_Latn	0.933977	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 1912, 5802, 9488, 12397, 15323, 18179, 18226 ]	[ 1.5625 ]	1	2
Soy sauce waste reuse project Department of Visual Communication Design, Yuntech. 111th Grade of Project Design 水到麴城 Soysauce Waste Reuse Project 「麴水再利用，讓醬油產業蓬勃的西螺的土地更健康！」設計一個麴水再利用的友善土地計畫，邀請醬油品牌「御鼎興」與農友共同參與，除了計畫的實踐落實，同時協助醬油老品牌的包裝再造與品牌推廣。第一步：與醬油廠商「御鼎興」合作第二步：於嘖嘖募資平台推動企劃第三步：實踐回饋於農民、醬油廠及贊助者的身上指導老師邱顯源陳鈺婷 / 邱子恩	<urn:uuid:fda440d6-d9e6-4c8d-9973-ca4142442103>	CC-MAIN-2025-08	https://digitalgallery.nlpi.edu.tw/upload/collection/coll_pdf_2022518165520.pdf	2025-02-15T04:55:15+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951942.61/warc/CC-MAIN-20250215022347-20250215052347-00721.warc.gz	178,275,322	199	eng_Latn	cmn_Hani	0.49579	cmn_Hani	0.961987	[ "eng_Latn", "cmn_Hani" ]	false	rolmOCR	[ 112, 319 ]	[ 1.9453125 ]	1	0
Living Environment Syllabus Semester I Ms. Gasero, Teacher Mr. Carter-‐Thorpe, Paraprofessional You, Awesome Active Learner Objectives: v To learn how to interpret and analyze our world in a scientific way. v To understand the design and function of the basic mechanisms of life. v To discover how organisms protect themselves from microscopic invasions. v To investigate issues within the health care system v To become familiar with, and comfortable using, scientific language. Expectations: v All Staff and Students will engage in respectful, meaningful discourse. v All opinions will be respected and tolerated provided they are communicated respectfully. v All Staff and Students will maintain appropriate language and conduct at all times. v All Students will put forth their best efforts to learn and complete the required work. v All Staff and Students will work together to create a respectful learning community. Grading: Units of Study: 40% Participation/Behavior 30% Classwork/Assignments 10% Homework Scientific Method Chemistry/Cell Review Reproduction/Immunology Human Health Care Issues 20% Assessments Regents Review My most sincere wish is for you to enjoy this class. Learn, question, discover, and above all, have fun in the process. I am always open to suggestions and polite criticisms.	<urn:uuid:90e19b57-1fe4-4c0c-82c5-27f20841d4e1>	CC-MAIN-2022-27	https://manhattanhs.org/syllabi/2017_2/Living_Environment_2_4_Syllabus_Gasero.pdf	2022-07-02T23:24:46+00:00	crawl-data/CC-MAIN-2022-27/segments/1656104205534.63/warc/CC-MAIN-20220702222819-20220703012819-00762.warc.gz	427,932,723	940	eng_Latn	eng_Latn	0.993244	eng_Latn	0.993244	[ "eng_Latn" ]	false	docling	[ 1327 ]	[ 1.890625 ]	1	0
Tooth-‐Friendly Foods for Kids A balanced diet helps your child build a healthy body — and that includes strong teeth. It also helps keep little gums in good shape. On the other hand, eating too many sugars and starches can increase your child's risk of tooth decay. Below are some tips on helping your child make smart food choices: * Serve your child a variety of healthful foods. Focus on fruits, vegetables, whole grains, and milk and dairy products. Also include protein foods, such as lean meats, poultry, fish, beans, eggs, and nuts. * Notice when your child eats foods with sugar or starch in them. Sugar is found not only in sweets, but also in fruits, some vegetables, most milk products, and most processed foods—even some that don't taste sweet. Starch is found in breads, crackers, pasta, and many snack foods. The goal is not to cut out all these foods. Instead, aim to choose and use them wisely. * Serve sugary or starchy foods with a meal rather than by themselves. Since more saliva is released during a meal, it helps wash food particles off the teeth. This reduces the chance for cavities. * Limit the number of snack times during the day. When your child does snack, offer him or her nutritious foods. Kid-‐pleasing examples include cheese, raw veggies, plain yogurt, or a piece of fruit. * Read food labels. Avoid foods and drinks with lots of added sugar, such as soft drinks, candy, and other sweets. Also skip the high-‐starch, low-‐nutrition snacks, such as chips. * Beware of sticky foods, such as chewy candy. These foods are not easily washed away by a drink or saliva. As a result, they have high cavity-‐causing potential. "Diet and Snacking." American Academy of Pediatric Dentistry. http://d27vj430nutdmd.cloudfront.net/17243/64402/64402.5.pdf Accessed 2013. "Food Groups." Centers for Disease Control and Prevention, September 22, 2012. www.cdc.gov/nutrition/everyone/basics/foodgroups.html Accessed 2013. "Diet and Dental Health." Mouth Healthy, American Dental Association. www.mouthhealthy.org/en/az-‐topics/d/diet-‐and-‐dental-‐health Accessed 2013. "What are 'added sugars?'" United States Department of Agriculture, www.choosemyplate.gov/printpages/WeightManagementCalories/weightmanagement-‐calories.calories.added-‐sugars.PDF Accessed 2013.	<urn:uuid:6b22fb26-e67f-45a7-98fe-448cdb1c36a8>	CC-MAIN-2018-51	https://redearththeatre.org/wp-content/uploads/2017/01/Tooth-friendly-Foods.pdf	2018-12-13T09:48:36Z	crawl-data/CC-MAIN-2018-51/segments/1544376824601.32/warc/CC-MAIN-20181213080138-20181213101638-00475.warc.gz	714,469,734	1,771	eng_Latn	eng_Latn	0.995421	eng_Latn	0.995421	[ "eng_Latn" ]	false	docling	[ 2300 ]	[ 3.515625 ]	1	1
HLAVNÍ NÁDRAŽÍ V PRAZE - NEBOURAT, NAVAZOVAT...! \| ADÉLA PŘECECHTĚLOVÁ \| 4.SEMESTR - ATO \| ATELIÉR CHALUPA & HOLUBCOVÁ \| FA ČVUT \| LS 2024 KRUHOVÁ VLNA Základním elementem projektu je propojení Vinohrad s Vrchlického sady, které je vytvořeno kruhovou lávkou. Ta se soustředí kolem Fantovy budovy a zdůrazňuje tímto její důležitost. Na tomto kruhu vzniká nové zahradní město s nabídkou administrativních budov a bytů s výhledem přímo na Hlavní nádraží. Novou odbavovací halu zahrnuji obchodní stavbou, která se stává propojkou mezi sady a úrovní Fantova náměstí. Tato struktura poskytně zázemí pro obchody momentálně se nacházející v NOH. Zakládám Wilsonův bulvár se stromořadím a tramvají a vymezuji náměstí opery. Pokládám magistrálu ke křižovatce U Bulhara, eliminuji sociálně nekontrolovatelné prostory. Poskytuji péči Vrchlického sadům, kde odstraňuji nepřehledné prostory pomocí nové zástavby a zachovávám stávající stromy. Magistálu přetrasovávám na ulici Legerovu ve 2 pruzích v každém směru. Barevností projektu se snažím propojit Fantovu budovu a budovu NOH použitím barev pro tyto stavby charakteristických. Koncept The proposed development will be located on the site of the former London Road Goods Yard, which was closed in 1986 and has been derelict since then. The site is currently owned by Network Rail and is adjacent to the existing London Road station. The development will include a mix of residential, commercial and leisure uses, with a focus on creating a vibrant and sustainable community. The design will incorporate a range of sustainable features, including green roofs, rainwater harvesting systems and cycle parking facilities. The development will also include a new public realm, with pedestrian and cycle routes connecting the site to the surrounding area. The project aims to create a vibrant and sustainable urban environment that promotes active transportation, reduces traffic congestion, and enhances the quality of life for residents and visitors alike. The proposed design includes: 1. Pedestrian and Bicycle Infrastructure: A network of dedicated lanes and pathways that encourage walking and cycling, reducing reliance on motor vehicles and promoting healthier lifestyles. 2. Public Transportation: Integration of efficient public transport systems, including buses and trams, to provide reliable and affordable options for commuters. 3. Green Spaces: The inclusion of parks, gardens, and green belts to enhance the aesthetic appeal of the area and provide recreational spaces for the community. 4. Smart City Technologies: Implementation of advanced technologies such as smart traffic management systems, energy-efficient lighting, and real-time data analytics to optimize resource use and improve overall efficiency. 5. Sustainable Building Practices: Encouragement of eco-friendly construction methods and materials to minimize environmental impact and promote sustainability. 6. Community Engagement: Active involvement of local residents in the planning process to ensure that the needs and aspirations of the community are met. By combining these elements, the project seeks to transform the city into a model of sustainable urban development, where people can live, work, and play in harmony with nature. The project aims to create a new public space that connects the city center with the historic district, promoting social interaction and cultural exchange. The design includes a mix of pedestrian pathways, green areas, and cultural facilities, all integrated into the existing urban fabric. The project also seeks to enhance the city's identity by incorporating local architectural elements and materials. The new building will be located on the site of the former hospital, which will be demolished to make way for the new development. The new building will be designed to be energy efficient and sustainable, with a focus on reducing carbon emissions and promoting healthy living. The new building will feature a range of facilities, including a gym, swimming pool, and a range of treatment rooms. It will also include a range of public spaces, such as a café and a community hub, which will be open to the wider community. The new building will be designed to be accessible to all, with a range of facilities for people with disabilities. It will also include a range of facilities for people with disabilities, such as a lift and a ramp. The new building will be designed to be accessible to all, with a range of facilities for people with disabilities. It will also include a range of facilities for people with disabilities, such as a lift and a ramp. The new building will be designed to be accessible to all, with a range of facilities for people with disabilities. It will also include a range of facilities for people with disabilities, such as a lift and a ramp. 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The Weather in Magdalena De Kino Tuesday, 27 September \| \| 15° \| \| \| \| \| \|---\|---\|---\|---\|---\|---\| \| Atmospheric Overview \| \| Partly cloudy \| Sunny \| Sunny intervals \| Clear \| \| Wind \| \| 22 mph E \| 16 mph E \| 9 mph SE \| 6 mph S \| \| Rain \| \| 0 mm \| 0 mm \| 0 mm \| 0 mm \| \| Relative Humidity \| \| 57 % \| 68 % \| 35 % \| 53 % \| \| Atmospheric Pressure \| \| 1015 hPa \| 1016 hPa \| 1013 hPa \| 1011 hPa \| \| Snowline \| \| 4000 m \| 3900 m \| 3900 m \| 3900 m \| \| Wednesday, 28 September \| \| \| \| \| \| \| \| 32° \| Early morning \| Morning \| Afternoon \| Night \| \| \| 18° \| \| \| \| \| \| Atmospheric Overview \| \| Clear \| Sunny intervals \| Sunny intervals \| Cloudy \| \| Wind \| \| 3 mph S \| 10 mph E \| 12 mph S \| 5 mph S \| \| Rain \| \| 0 mm \| 0 mm \| 0 mm \| 0 mm \| \| Relative Humidity \| \| 70 % \| 75 % \| 36 % \| 47 % \| \| Atmospheric Pressure \| \| 1014 hPa \| 1015 hPa \| 1015 hPa \| 1015 hPa \| \| Snowline \| \| 4100 m \| 4200 m \| 4300 m \| 4300 m \| \| Thursday, 29 September \| \| \| \| \| \| \| \| 34° \| Early morning \| Morning \| Afternoon \| Night \| \| \| 21° \| \| \| \| \| \| Atmospheric Overview \| \| Overcast \| Cloudy \| Sunny intervals \| Partly cloudy \| \| Wind \| \| 4 mph NE \| 9 mph NE \| 5 mph NW \| 4 mph N \| \| Rain \| \| 0 mm \| 0 mm \| 0 mm \| 0.6 mm \| \| Relative Humidity \| \| 56 % \| 66 % \| 29 % \| 39 % \| \| Atmospheric Pressure \| \| 1017 hPa \| 1018 hPa \| 1017 hPa \| 1016 hPa \| \| Snowline \| \| 4200 m \| 4400 m \| 4500 m \| 4400 m \| \| Friday, 30 September \| \| \| \| \| \| \| \| 35° \| Early morning \| Morning \| Afternoon \| Night \| \| \| 19° \| \| \| \| \| \| Atmospheric Overview \| \| Clear \| Sunny \| Sunny intervals \| Thunder shower \| \| Wind \| \| 9 mph E \| 10 mph E \| 4 mph W \| 6 mph W \| \| Rain \| \| 0 mm \| 0 mm \| 0 mm \| 0.6 mm \| \| Relative Humidity \| \| 73 % \| 68 % \| 33 % \| 42 % \| \| Atmospheric Pressure \| \| 1018 hPa \| 1018 hPa \| 1014 hPa \| 1015 hPa \| \| Snowline \| \| 4400 m \| 4400 m \| 4300 m \| 4400 m \| 1 / 2 Powered by TCPDF (www.tcpdf.org) The Weather in Magdalena De Kino Saturday, 01 October \| \| 21° \| \| \| \| \| \|---\|---\|---\|---\|---\|---\| \| Atmospheric Overview \| \| Clear \| Sunny \| Sunny intervals \| Clear \| \| Wind \| \| 1 mph E \| 6 mph SE \| 9 mph W \| 7 mph W \| \| Rain \| \| 0 mm \| 0 mm \| 0.1 mm \| 0 mm \| \| Relative Humidity \| \| 49 % \| 61 % \| 30 % \| 41 % \| \| Atmospheric Pressure \| \| 1015 hPa \| 1016 hPa \| 1013 hPa \| 1014 hPa \| \| Snowline \| \| 4300 m \| 4300 m \| 4300 m \| 4300 m \| \| Sunday, 02 October \| \| \| \| \| \| \| \| 32° \| Early morning \| Morning \| Afternoon \| Night \| \| \| 20° \| \| \| \| \| \| Atmospheric Overview \| \| Partly cloudy \| Sunny intervals \| Sunny intervals \| Partly cloudy \| \| Wind \| \| 2 mph E \| 6 mph SE \| 14 mph SW \| 8 mph W \| \| Rain \| \| 0 mm \| 0 mm \| 0 mm \| 0.3 mm \| \| Relative Humidity \| \| 49 % \| 52 % \| 36 % \| 51 % \| \| Atmospheric Pressure \| \| 1014 hPa \| 1015 hPa \| 1012 hPa \| 1012 hPa \| \| Snowline \| \| 4200 m \| 4100 m \| 4100 m \| 4300 m \| \| Monday, 03 October \| \| \| \| \| \| \| \| 30° \| Early morning \| Morning \| Afternoon \| Night \| \| \| 17° \| \| \| \| \| \| Atmospheric Overview \| \| Clear \| Sunny \| Sunny \| Clear \| \| Wind \| \| 4 mph E \| 3 mph E \| 8 mph W \| 4 mph NW \| \| Rain \| \| 0 mm \| 0 mm \| 0 mm \| 0 mm \| \| Relative Humidity \| \| 57 % \| 39 % \| 19 % \| 32 % \| \| Atmospheric Pressure \| \| 1013 hPa \| 1012 hPa \| 1009 hPa \| 1010 hPa \| \| Snowline \| \| 4400 m \| 4800 m \| 4800 m \| 4900 m \| \| Tuesday, 04 October \| \| \| \| \| \| \| \| 31° \| Early morning \| Morning \| Afternoon \| Night \| \| \| 15° \| \| \| \| \| \| Atmospheric Overview \| \| Partly cloudy \| Sunny intervals \| Sunny \| Clear \| \| Wind \| \| 1 mph E \| 4 mph E \| 7 mph SW \| 2 mph NW \| \| Rain \| \| 0 mm \| 0 mm \| 0 mm \| 0 mm \| \| Relative Humidity \| \| 44 % \| 28 % \| 13 % \| 30 % \| \| Atmospheric Pressure \| \| 1010 hPa \| 1012 hPa \| 1009 hPa \| 1010 hPa \| \| Snowline \| \| 4900 m \| 4800 m \| 4900 m \| 5000 m \| 2 / 2	<urn:uuid:d5460bbd-282a-4a5f-8b0f-93d50c881a34>	CC-MAIN-2016-40	http://www.yourweather.co.uk/pdf_print-Magdalena+De+Kino-Sonora-Mexico-North+America-22276.html	2016-09-28T00:01:48Z	crawl-data/CC-MAIN-2016-40/segments/1474738661289.41/warc/CC-MAIN-20160924173741-00088-ip-10-143-35-109.ec2.internal.warc.gz	846,733,859	1,537	eng_Latn	eng_Latn	0.478405	eng_Latn	0.400262	[ "unknown", "eng_Latn" ]	false	docling	[ 1887, 3781 ]	[ 2.359375 ]	2	0
Sample Pledge of Support The undersigned, having reviewed and discussed the nine tenets of civility offered through the Sisters Country Civility Project in collaboration with Speak Your Peace, pledge to support and use these tenets and to promote their use throughout Sisters Country. The nine tenets are: -Pay attention -Listen -Be Inclusive -Don't Gossip -Show Respect -Be Agreeable -Apologize -Give Constructive Criticism -Take Responsibility (Optional: Additionally, we have decided to include a 10th tenet: __________________________________________, which speciﬁcally reﬂects our core values. We are pleased to include it with the other nine tenets as a part of maintaining our commitment to respectful communication.) We support Citizens4Community’s efforts to enhance the quality of life in our community by inviting individuals and organizations to become familiar with these practices. And we gladly join this initiative to encourage respectful communication and build trust. Dated this day of , 20 Representing: (Business, Organization or Group) Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name: Signature: Printed Name:	<urn:uuid:e76e67a3-cfd4-4d2a-87fb-ab54d6d70e79>	CC-MAIN-2018-30	https://static1.squarespace.com/static/566874a8d8af10373a92c1a8/t/5a15799324a694106de1e52f/1511356819394/C4C-SamplePledgeOfSupport-PDF.pdf	2018-07-21T01:51:59Z	crawl-data/CC-MAIN-2018-30/segments/1531676592150.47/warc/CC-MAIN-20180721012433-20180721032433-00502.warc.gz	756,066,456	447	eng_Latn	eng_Latn	0.509527	eng_Latn	0.971837	[ "eng_Latn", "nno_Latn" ]	false	docling	[ 1580, 3640 ]	[ 1.4765625 ]	1	0
Invitation to an open discussion on the political outcome document of the ICN Comment Form Personal information Organizations: World Cancer Research Fund International (WCRF International) and The Non-‐ Communicable Disease Alliance (The NCD Alliance) March 21 2014 Name: Corinna Hawkes Organization: WCRF International Location: London, United Kingdom Email: email@example.com Name: Katie Dain Organization: The NCD Alliance Location: Geneva, Switzerland Email: firstname.lastname@example.org World Cancer Research Fund International is an umbrella organisation that leads a network of cancer charities and has a global reach. The network funds scientific research and updates and interprets the evidence on the relationship of food, nutrition, body weight, physical activity and alcohol to cancer risk. WCRF International advocates the wider implementation of effective policies to prevent cancer and other non-‐communicable diseases. The NCD Alliance is a unique civil society network of over 2,000 organizations in more than 170 countries focused on raising the profile of non-‐communicable diseases (NCDs) on the global development agenda. Founded in 2009, the NCD Alliance unites five international NGO federations and a network of global and national NGOs, scientific and professional associations, academic and research institutions, private sector entities, and dedicated individuals. The NCD Alliance works closely with key partners, including the World Health Organization and Member States, to catalyze action on NCDs at all levels. 1. Do you have any general comments on the draft political declaration and its vision (paragraphs 1-‐3 of the zero draft)? While we applaud the inclusion of malnutrition in all its forms, the term "unbalanced diets" is insufficient without also an explicit mention of excess energy intake. Under paragraph 2, the bullet point on obesity is misleading in the way it is written. As it is written it could be understood that rising NCDs are causing a rise in obesity. We recommend changing the sentence to: "obesity in children and adults has been going up quickly all over the world, as has the incidence of diet-‐related non-‐communicable diseases. " It is also recommended to specifically highlight the burden of NCDs in low-‐ and middle-‐ income countries, as the assumption that NCDs remain a problem of high-‐income countries remains pervasive. The following examples of progress under paragraph 2 require data to reinforce the statements: -‐ "micronutrient deficiencies have not improved…" -‐ "obesity in children and adults has been going up quickly…" -‐ "the incidence of non-‐communicable diseases related to diet has been rising rapidly all over the world." We recommend the following amendments to the examples under paragraph 2: -‐ change "large socio-‐economic differences" to large socio-‐economicinequalities,and at the end of this bullet point add"and many sections of the population are particularly vulnerable to risk. 2. Do you have any comments on the background and analysis provided in the political declaration (paragraphs 4-‐20 of the zero draft)? We propose that paragraphs 3 – 21 are reorganized in the following way to improve the flow, focus and clarity of the document. A vision for global action to end all forms of malnutrition. 3) Reaffirm that the elimination of malnutrition in all its forms is an imperative for ethical, political and economic reasons. 4) Renew the commitments made at the first International Conference on Nutrition and at the World Food Summit, and pledge to increase efforts to support initiatives such as the UN Secretary-‐General's Zero Hunger Challenge. 5) Renew the commitment to reduce the number of children under 5 who are stunted; reduce anaemia in women of reproductive age; reduce low birth weight; halt the increase in the prevalence of overweight and obesity in children under 5; increase the rate of exclusive breastfeeding in the first six months; reduce and maintain the prevalence of wasting in children under 5; as well as halt the rise in obesity and diabetes, as part of the effort to achieve a 25% reduction in NCD mortality by 2025. 6) Recall the International Covenant on Economic, Social and Cultural Rights and the Voluntary Guidelines to support the Progressive Realization of the Right to Adequate Food in the Context of National Food Security; the Global Strategic Framework on Food Security and Nutrition of the Committee of Food Security and the commitments of the Political Declaration of the High-‐level Meeting of the General Assembly on the Prevention and Control of Non-‐communicable Diseases. The multiple determinants of malnutrition 7) Recognize that the causes of malnutrition are complex and multidimensional. Determinants include immediate causes (inadequate dietary intake and illness); underlying causes (inadequate access to food in a household; insufficient health services and an unhealthful environment; and inadequate care for children and women) and more distal causes. 8) Food availability, affordability and accessibility remain key determinants of malnutrition in all its forms. The evolution of food (including agricultural) systems -‐-‐ with innovations in production, manufacturing, storage and distribution -‐-‐ has led to enhanced dietary diversity, greater consumption of vegetables and fruit, as well as meat and dairy, in developing countries, although benefits have been uneven. The consumption of processed foods, sugars and fats, particularly saturated and trans-‐fats, as well as salt, have also increased globally, fuelling the global epidemic of NCDs, in particular in low-‐ and middle-‐ income countries. The food system is still unable to provide safe and nutritious food for all and is increasingly challenged to do so, in view of the constraints posed to food production by resource and ecological sustainability concerns, especially climate change. Reshaping the food system to improve people's nutrition 9) Recognize that food systems – the resources, environment, people, institutions and processes with which food is produced, processed, stored, distributed, prepared and consumed – determine the quantity as well as quality of the food supply in terms of nutritional content, diversity, safety, accessibility and utilization. 10) Reaffirm that agriculture (including livestock), fisheries and potable water are at the basis of food systems, but that the way that food is stored, distributed, processed, retailed, prepared and consumed throughout the food system plays a critical role in the quality and quantity of the food supply as it reaches consumers. 11) Acknowledge that food systems are a critical factor in influencing access to sufficient food, to nutritious foods and to unbalanced diets, by populations at risk of malnutrition in all its forms. 12) Recognize that the food system is influenced by policies and incentives across a wide range of sectors. 13) Acknowledge that food systems should produce more nutritious food, not just more food, and guarantee adequate supply of fruit and vegetables, unsaturated fat and animal source foods while avoiding excess of sugars, saturated and trans-‐fats, salt and, where applicable, excess energy; food systems should enhance nutrition by providing year-‐round access to macro and micronutrients, promoting food safety and balanced diets, and avoiding food processing that reduces or adversely affects nutrition. 14) Reaffirm that all systems for food production (soil, seeds, land, water, transport) and processing should be sustainably managed to ensure food and nutrition security for all by adopting ecologically sensitive farming practices. Climate change poses a major threat to sustainable food systems, and hence, to food and nutrition security. Good nutrition requires more sustainable, equitable and resilient food systems. 15) Acknowledging that creating consumer demand for sufficient food, nutritious foods and balanced diets is part of the process of creating a healthy food system. Empowering the consumer to make healthy food choices is essential. 16) Further acknowledging that nutrition policy and programme implementation is poorly developed, coordinated and monitored at both national and international levels. Government responsibility for and leadership on nutrition is often partial and fragmented, or even non-‐existent. National nutrition strategies should involve and coordinate all relevant ministries and departments in complementary interventions, supported by the necessary financial, human and other resources. 17) Convinced that food systems, and the policies and incentives which affect them, can play a significant role in alleviating malnutrition in all its forms and related health outcomes. There are opportunities for enhancing nutrition throughout the food system which can support and augment existing efforts to attain better nutrition, such as through the SUN and the Global NCD Action Plan 2013-‐2020, etc. Continued efforts are needed, not only to raise agricultural productivity to meet the dietary energy needs of a growing population, but also to improve access to more nutritious foods to provide other essential nutrients, especially micronutrients, i.e. vitamins and minerals, while curbing the excessive consumption of sugars and saturated fats. 3. Do you have any comments on the commitments proposed in the political declaration? In this connection, do you have any suggestions to contribute to a more technical elaboration to guide action and implementation on these commitments (paragraphs 21-‐23 of the zero draft)? The currently proposed commitments are insufficiently clear. In order that the commitments add value, we propose the following alternative commitments for the zero draft: Recognizing that a framework for collective commitment, action and results is needed to reshape the global food system to improve people's nutrition: 1. We declare our commitment to identifying and implementing effective food systems solutions to poor quality diets and malnutrition in all its forms. This should include finding solutions to underweight, stunting, micronutrient deficiencies, overweight/obesity and diet-‐related non-‐communicable diseases, including heart disease, diabetes and some cancers. We consider all of these conditions to be part of malnutrition in all its forms. 2. We commit to establishing cross-‐government and multi-‐sectoral governance structures with the mandate of identifying and encouraging effective food systems solutions to malnutrition. Governments should play a lead role. 3. We commit to improving the opportunities for our populations, especially vulnerable populations, to access safe and nutritious foods. We will identify and remove constraints to an available and affordable supply of nutritious foods so that all populations can access a diverse and healthy diet. Constraints can occur throughout the food system, and may include soil, water and land management, agricultural research, agricultural production, transportation, distribution networks, procurement logistics, transmission of price information and retailing. Focusing on increasing access to nutritious food has co-‐benefits for climate, resilience, and gender. 4. We commit to leveraging local food systems and engaging local populations to support the adoption of sustainable and nutritious diets, including by establishing markets for smallholder and family farmers, developing urban food systems to meet the needs of the local population, leveraging traditional/indigenous crops, and supporting women engaged in local and smallholder food production systems. 5. We commit to reviewing the coherence between national and international policies that influence food systems and the food supply and programmes and policies designed to achieve nutritional outcomes, including those associated with food safety. This will include reviewing bilateral, regional and international trade and investment agreements, investments in agricultural research, and incentives we provide to food processors and retailers. We will address policy incoherence to ensure investments and incentives that provide an enabling environment for the effective implementation of nutrition policies and programmes. 6. We commit to accelerating the implementation of population-‐wide interventions that enable and empower individuals, women and families to make healthy, nutritious food choices, which will create demand for healthy food systems. These should include the measures contained in the WHO Comprehensive implementation plan on maternal, infant and young child nutrition and the WHO Global Action Plan for the Prevention and Control of NCDs 2013-‐2020, including the implementation of the WHO Set of Recommendations on the Marketing of Food and Non-‐Alcoholic Beverages to Children. 7. We commit to advancing the data revolution in nutrition. Data systems and metrics are needed to monitor progress and drive commitment and accountability for achieving nutrition outcomes, and the relationship between food systems and nutrition. We commit to focusing on creating and improving systems and tools for gathering better and more frequent data, particularly on undernutrition rates, micronutrients, diet quality (including metrics relevant to obesity and non-‐communicable diseases) and local availability and affordability of diverse nutritious foods. Achieving this may require improved data sharing and use between the private and public sectors. Data should also be disaggregated by gender, age, ethnicity, geography and other key targets essential for reaching the most vulnerable and marginalised. 8. We commit to engaging all actors in our efforts to identify and implement effective food system solutions to malnutrition in all its form including civil society. We recognize that engagement with the private sector should be conducted within a clear and transparent framework for engagement which is supported by appropriate rules, regulations and safeguarding against conflicts of interest. 9. We call for food and nutrition security to be included as a standalone goal, with relevant targets and indicators, and mainstreamed in the post-‐2015 development agenda. Food and nutrition security represent the cornerstone for progress on other development fronts such as employment, education, the environment and health and in achieving a quality future for humankind. The sustainable development goals should strongly complement poverty eradication efforts when it comes to food and nutrition security, and include universal targets on eliminating malnutrition in all its forms. 10. We call for official development assistance, including climate mitigation and adaptation finance, philanthropic transfers and other foreign assistance, to support capacity building in identifying and implementing effective food systems solutions to improve malnutrition in all its forms. We welcome, as an Annex to this document, the development of a framework for action that will report biennially on its implementation to FAO, WHO and ECOSOC.	<urn:uuid:6a7c93d3-bc62-4afa-8d55-657ac4da6e18>	CC-MAIN-2017-43	http://wcrf.org/sites/default/files/WCRFI-NCDA-ICN.pdf	2017-10-18T03:44:07Z	crawl-data/CC-MAIN-2017-43/segments/1508187822739.16/warc/CC-MAIN-20171018032625-20171018052625-00806.warc.gz	358,480,436	10,984	eng_Latn	eng_Latn	0.990097	eng_Latn	0.995221	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1552, 4185, 7433, 9377, 11708, 14474, 15168 ]	[ 1.3984375 ]	1	6
Module 1 (2 nd Edition): Introduction to Urban Ecology Teacher Resource Hummingbird Species Common to Southern California/Los Angeles Region \| \| Anna’s (Year-round) \| Allen’s (Year-round) \| Costa’s (Migratory) \| Rufous (Migratory) \| \|---\|---\|---\|---\|---\| \| IUCN+ Species Status \| Least Concern \| Least Concern \| Least Concern \| Least Concern \| \| Rating on Continental Concern Score \| 8 out of 20 \| 15 out of 20 \| 13 out of 20 \| 13 out of 20 \| \| % decrease or % increase \| 2% increase per yr \| 83% cumulative decline \| slow decline \| 2% decline per yr 62% cumulative decline \| \| Years Measured \| 1966-2014 \| 1966-2014 \| 1966-2015 \| 1966-2014 \| \| Estimated Global Population \| 5 million \| 700,000 \| 3 million \| 11 million \| \| On 2014 State of the Birds Watch List? \| NO \| YES \| ----- \| YES \| \| On 2016 State of North America’s Bird Watch List? \| ----- \| ----- \| NO \| ----- \| \| Possible reasons for decline \| ----- \| see below \| habitat loss (loss of coastal scrub & Sonoran desert scrub) \| see below \| \| Possible reasons for increase \| widespread backyard feeders; more eucalyptus trees \| ----- \| ----- \| ----- \| +International Union for Conversation of Nature lists bird species that are at risk of becoming threatened, endangered, or at risk of extinction without conservation action Sources: https://www.allaboutbirds.org/guide/Annas_Hummingbird/lifehistory https://www.allaboutbirds.org/guide/Allens_Hummingbird/lifehistory https://www.allaboutbirds.org/guide/Costas_Hummingbird/lifehistory https://www.allaboutbirds.org/guide/Rufous_Hummingbird/lifehistory https://www.allaboutbirds.org/guide/Black-chinned_Hummingbird/lifehistory Module 1 (2 nd Edition): Introduction to Urban Ecology Teacher Resource General List of possible causes for declines across hummingbird species and other bird species: - less precipitation / moisture - drier conditions / general drying trend (drought) - overall changes in general climate (climate change) - use of pesticides in gardens - less snow melt at higher elevations, leading to lower water levels - changes in blooming period - fewer flowers for nectar feeders - habitat loss - disturbance from forest fires - land use changes due to logging and human development Viability of studying hummingbirds as an indicator species: - hummingbirds feed on flower nectar, insects, spiders, tree sap, and at hummingbird feeders - if changes in ecosystems cause a decline in those ecosystem resources, hummingbirds cannot survive - if we see a general trend in declining hummingbird species, this is a key indicator that something is going on in the ecosystem - it is important for us to preserve habitats that will provide ample hummingbird flowers for nectar feeders like hummingbirds and insects, as they are also key pollinators What can we do in our urban areas in Los Angeles (schools, backyards, parks, green spaces)? - plant hummingbird friendly flowers – see list below - provide fresh water (hummers love to splash around in a bird bath!) - maintain a variety of hummingbird-friendly habitats such as a variety of trees, bushes, flowers, etc. to provide feeding, roosting and nesting opportunities - put up a hummingbird feeder and they will find it! It may take a little while but once they do, they will remember it and return each year to/from their migration. Feeders are a supplemental intervention in the event that flowers are not available. Hummingbird friendly flowers: Source: http://www.hummingbirdsociety.org/hummingbird-flowers/ "Hummingbird favorites usually but not always have long, tubular blossoms that are red, orange, yellow or blue, especially blue Salvia species; the shape limits insect access to the nectar inside. Hummers like blossoms with lots of concentrated nectar, preferring sucrose." See below for photos and description of hummingbird favorites. Module 1 (2 nd Edition): Introduction to Urban Ecology Teacher Resource http://www.hummingbirdsociety.org/hummingbird-flowers/ \| Photo \| Family \| Common Names \| Description \| \|---\|---\|---\|---\| \| An asterisk () indicates warm climates. Our personal favorites are underlined. \| \| \| \| \| \| Abutilon* \| Chinese Bell Flower Chinese Lantern Indian Mallow Flowering Maple \| Approximately 150 species of broadleaf plants in the mallow family. \| \| \| Agastache* \| Cusick's Giant Hyssop Hummingbird Mint Threadleaf Hyssop \| A genus of 9–12 species of aromatic flowering herbaceous perennial plants in the Lamiaceae family. \| \| \| Aloe* \| Aloe Vera \| A genus containing about 500 species of flowering succulent plants. \| \| \| Anisacanthus* \| Desert Honeysuckle Flame Anisacanthus \| A genus of flowering plants in the bear's breeches family native to tropical and subtropical regions of the Americas. \| \| \| Aquilegia \| Sierra Columbine Crimson Columbine Fragrant Columbine \| A genus of about 60-70 species of perennial plants that are found in meadows, woodlands and higher altitudes throughout the Northern Hemisphere. \| \| \| Caesalpinia* \| Bird of Paradise Broadpad Nicker Yellow Peacock \| A genus of flowering plants in the legume family with different publications including anywhere from 70 to 165 species. \| Module 1 (2 nd Edition): Introduction to Urban Ecology Teacher Resource \| \| Weeping Bottlebrush Red Bottlebrush \| Myrtaceae, all of which are endemic to Australia. \| \|---\|---\|---\| \| Chilopsis \| Desert Willow \| A genus of flowering plant containing a single species, Chilopsis linearis. \| \| Fuchsia \| Fuchsia \| A genus of flowering plants that contains almost 110 recognized species. \| \| Hamelia \| Firebush \| A genus of flowering plants in the coffee family. \| \| Justicia \| Water Willow Shrimp Plant \| A genus of flowering plants native to tropical and warm temperate regions of the Americas, with two species occurring north into temperate zones. \| \| Kniphofia \| Red Hot Poker Torch Lily Knofflers \| A genus of flowering plants that includes 70 or more species native to Africa. \| Module 1 (2 nd Edition): Introduction to Urban Ecology Teacher Resource \| Lonicera \| Honeysuckle \| There are about 180 species of honeysuckle, 100 of which occur in China; Europe, India and North America, with about 20 native species each. \| \|---\|---\|---\| \| Monarda \| Bee Balm Oswego Tea Bergamot \| A genus of roughly 16 species of flowering plants endemic to North America. \| \| Penstemon* \| Beard-Tongue \| A large genus of North American and East Asian flowering plants with partly tube-shaped, and two- lipped flowers. \| \| Salvia* \| Sage \| The largest genus of plants in the mint family with approximately 700–900 species of shrubs, herbaceous perennials, and annuals. \| \| Tecoma / Tecomaria \| Yellow Trumpetbush \| A genus of 14 species of shrubs or small trees in the trumpet vine family. 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Kosmisk Støv Anja C. Andersen Dark Cosmology Centre Niels Bohr Institutet Københavns Universitet http://www.dark-cosmology.dk/~anja (Photos courtesy of S. Amari and B. Keel, see full credits under "Additional Resources.") Kosmisk baggrund stråling Hauser & Dwek 2001 Mængden af lys fra stjernerne = mængden af lys fra støvet Sky Brightness wavelength (microns) optisk starlight infrarød cosmic dust optical and ultraviolet light far-infrared and submillimetre light Astronomer arbejder med at undersøge og forstå universet. Arbejdsredskaber er kikkerter, satellitter og computere. Jordens atmosfæres gennemsigtighed Transparency of the Earth's atmosphere versus radiation wavelength Ørnetågen M16 i synligt lys M16 i infrarødt lys Mælkevejen Interstellar Matter Matters! The centre of the Milky Way would be a billion times brighter if not for cosmic dust... esa www.spacetelescope.org Kosmisk Støv - ”de hårde fakta” • Omkring 1/5 af den del af Mælkevejens masse der består af stjerner, planeter og andet ”baryon stof” er i form af gas og støv. Af denne 1/5 er 99% gas og 1% støv. • Røgpartikler der formentlig består af C, O, Si, Mg, Al, Fe. The Milky Way is a barred spiral galaxy that contains our solar system. It is approximately 100,000 light-years in diameter and has a mass of about 1 trillion times that of the Sun. The galaxy is composed of stars, gas, dust, and dark matter, and it is part of a group of galaxies known as the Local Group. The Milky Way is one of the largest galaxies in the Local Group, and it is believed to have formed around 13 billion years ago. The galaxy is still actively forming new stars, and it is thought to have a supermassive black hole at its center. The Milky Way is also home to many other celestial objects, including planets, moons, comets, and asteroids. Multiwavelength Milky Way Mælkevejen GAIA launch December 2013 Andromeda galaksen 2,4 millioner lysår Optical Composite Infrared & X-rays Infrared X-rays Hubble Ultra Deep Field: 11 døgn eksponeringstid en tidsmaskine! Hubble Ultra Deep Field: Young Galaxies Ellipticals Spirals Irregulars 0 billion 3 billion 6 billion 9 billion 12 billion approximate age of universe in years Herschels infrarøde observationer af fjerne galakser Infrarød 2.6 bn years 10.2 bn years 8.1 bn years 4.7 bn years 6.8 bn years 10.2 bn years Infrarød Billions of years in the past Afterglow Light Pattern 400,000 yrs. Dark Ages Development of Galaxies, Planets, etc. Dark Energy Accelerated Expansion Inflation Quantum Fluctuations 1st Stars about 400 million yrs. Big Bang Expansion 13.7 billion years Mikrobølge baggrundstårlingen Forslået af George Gamow i 1946. Tilfældigt opdaget (serendipity) af Arno Penzias og Robert Wilson i 1964. Nobel pris i 1978. COBE observations Afterglow Light Pattern 400,000 yrs. Dark Ages Development of Galaxies, Planets, etc. Dark Energy Accelerated Expansion Inflation Quantum Fluctuations 1st Stars about 400 million yrs. Big Bang Expansion 13.7 billion years ALMA observationer af det første ilt i galaksen MACS1149–JD1, 250 millioner år efter Big Bang Støvets betydning hydrogen The extended molecular atmosphere of Mira as seen by the Cassini spacecraft. Tomographically recovered images in four spectral bands, obtained by watching the star pass behind Saturn’s rings. Steward et al. (2016) ALMA and VLT observations of the cluster lensed dust galaxy at $z=7.4$. Dust mass $4 \times 10^7 M_{\text{sun}}$ NGC 4650A	ccadc6a9-b987-41dc-a0dc-5e73a7d7db12	CC-MAIN-2020-16	https://bigbangnaturfag.dk/docs/years/2018/slidesws2/inspiration/ACAndersen_KosmiskStov.pdf	2020-03-30T05:04:12+00:00	crawl-data/CC-MAIN-2020-16/segments/1585370496523.5/warc/CC-MAIN-20200330023050-20200330053050-00375.warc.gz	281,124,542	1,043	eng_Latn	eng_Latn	0.482204	dan_Latn	0.483622	[ "dan_Latn", "eng_Latn", "unknown", "dan_Latn", "dan_Latn", "dan_Latn", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "dan_Latn", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "nob_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "dan_Latn", "eng_Latn", "dan_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown" ]	true	rolmOCR	[ 132, 223, 270, 478, 594, 698, 709, 728, 749, 761, 880, 908, 1169, 1829, 1856, 1895, 1935, 1992, 2058, 2084, 2224, 2278, 2369, 2410, 2640, 2817, 3047, 3142, 3171, 3388, 3502, 3513 ]	[ 2.140625 ]	1	0
Early Journal Content on JSTOR, Free to Anyone in the World This article is one of nearly 500,000 scholarly works digitized and made freely available to everyone in the world by JSTOR. Known as the Early Journal Content, this set of works include research articles, news, letters, and other writings published in more than 200 of the oldest leading academic journals. The works date from the mid-‐seventeenth to the early twentieth centuries. We encourage people to read and share the Early Journal Content openly and to tell others that this resource exists. People may post this content online or redistribute in any way for non-‐commercial purposes. Read more about Early Journal Content athttp://about.jstor.org/participate-‐jstor/individuals/early-‐ journal-‐content. JSTOR is a digital library of academic journals, books, and primary source objects. JSTOR helps people discover, use, and build upon a wide range of content through a powerful research and teaching platform, and preserves this content for future generations. JSTOR is part of ITHAKA, a not-‐for-‐profit organization that also includes Ithaka S+R and Portico. For more information about JSTOR, please contact firstname.lastname@example.org. Friedrich Lienhard, Das kclassische Weimar. Zweite Auflage. (Aus der Sammlung Wissenschaft und Bildung.) Leipzig, Quelle und Meyer, 1914. Leinwand M. 1.25. und Tagebiichern so sehr auf die Gegenstijindlichkeiten des Alltags eingehen. Nun, wir michten dies nicht missen ! Aber abgesehen davon: man vergleiche einmal in dieser Hinsicht HIebbels Tagebiicher und Briefe mit Goethes, z. B. mit den Briefen an Frau von Stein. Lienhard zitiert einseitig Stellen aus dem Schiller-Goethe-Briefwechsel, der ausschliesslich der Diskussion iisthetiseher und philosophischkritischer Probleme dient. tbrigens hat schon Hebbel dieselbe Anklage gegen Goethes Briefe erhoben, die jetzt Lienhard gegen Hebbel u. a. erhebt. Auch treibt Lienhard die Sache auf die Spitze, wenn er bedauert, dass bei Hebbel das Geschlechtliche im kirperlichen Sinne in die Probleme hineinragt, und dann eine Linie zieht von der Judith bis zur Salome. Man kinnte eine ihnliche Linie herstellen von Gottfried August Biirger und dem jungen Schiller der Anthologie und der Riiuber bis zu Dafnis von Arno Holz. Diese Polemik erstreckt sich jedoch nur fiber einen kleinen Teil des Biichleins und diirfte kaum die Wirkung des Ganzen beeintriichtigen. University of Wisconsin. In diesem Biichlein will Friedrich Lienhard Jiinger werben fiir das Humanititsideal unserer Klassiker. ,,Edle Auffassung des Menschentums nach seiner inneren Wiirde; edle Auffassung des Frauentums als einer seelischen Macht; edle Auffassung des Dichterberufs als einer Verstfrkung des Dranges nach oben: - so stellt sich uns diese geistig gestimmte Epoche dar." So kiindet Lienhard das Wesen jener Epoche. ,,Es war eine festliche Zeit", sagt er und preist ,,den dichterischgeistigen Zug, der diese Menschen fiber das Gewiihnliche heraushob." Doch in diesem Biichlein wird nicht nur einseitig von Dichtern und ihren Werken gesprochen, das ganze geistige Leben der Zeit gelangt zur Darstellung; Rousseau, Kant, Friedrich der Grosse. Ich miSchte besonders auf das Kapitel fiber den grossen KTinig verweisen; es diirfte manchen anregen, endlich einmal einen Auswahlband aus den Schriften des Weisen von Saussouci in die Hand zu nehmen, z. B. die von Lienhard besorgte Auswahl in den ,,Biichern der Weisheit und Schiinheit". Zu bedauern ist nur die Polemik des Verfassers gegen die spatere Dichtung. Er iibersieht, dass die Klassiker ihre Gruisse durch eine gewisse Weltfremdheit erkauften: sie flohen aus einer ungeniigenden Wirklichkeit in eine ertraumte Idealwelt. Was sie so erreichten, ist ein grosses heiliges Erbteil, von dem wir alle zehren. Aber dies als einziges Ideal proklamieren, heisst einer wirklichkeitsfroheren Dichtung Unrecht tun. Lienhard beklagt, dass Hebbel, Keller, Storm, Mirike in ihren Briefen Friedrich Bruns.	<urn:uuid:96a15421-8839-4df9-b45a-8a2cb329dab1>	CC-MAIN-2021-43	http://www.gottfried-august-buerger-molmerswende.de/rez_lienhard_klassisches_weimar_1914.pdf	2021-10-21T05:45:06+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323585381.88/warc/CC-MAIN-20211021040342-20211021070342-00275.warc.gz	101,521,507	1,737	eng_Latn	eng_Latn	0.498061	deu_Latn	0.965007	[ "eng_Latn", "deu_Latn" ]	false	docling	[ 1211, 3979 ]	[ 1.484375 ]	1	0
## Cultural enrichment and celebrating difference ### Useful vocabulary \| German phrase \| English translation \| \|---------------------------------------------------\|----------------------------------------------------------\| \| Kontakt zu Menschen haben \| to have contact with people \| \| Bräuche und Traditionen beibehalten \| to keep up customs and traditions \| \| im Gespräch bleiben \| to maintain a dialogue \| \| aus Italien/der Türkei/Griechenland \| from Italy/Turkey/Greece \| \| beitragen zu \| to contribute to \| \| die kulturelle Vielfalt \| cultural diversity \| \| die multikulturelle Gesellschaft \| multicultural society \| \| das Heimatland \| native country \| \| das Zusammenleben \| living together \| \| die Eingliederung \| integration \| \| die Einbürgerung \| naturalisation \| \| die Identität \| identity \| \| die Gefährdung \| danger/threat \| \| die Zuwanderung \| immigration \| \| der Flüchtling(e) \| refugee \| \| Ausländer/die Ausländerin \| foreigner \| \| das Herkunftsland(-länder) \| country of origin \| \| die Lebensweise \| way of life \| \| die Sitte(n) \| custom \| \| religiöse Feiertage \| religious festivals \| \| der Muslime/die Muslimin(nen) \| Muslim \| \| syrische Bürgerkriegsflüchtlinge \| refugees from the Syrian civil war \| ### Key phrases and idioms \| German phrase \| English translation \| \|---------------------------------------------------\|----------------------------------------------------------\| \| Multikulti ist eine große Bereicherung \| multiculturalism enriches us \| \| Die Zuwanderung bereichert die Gastronomie \| immigration enriches cuisine \| \| Eine multikulturelle Gesellschaft wird weltoffener und übt Toleranz \| a multicultural society becomes more broad minded and cosmopolitan, and shows tolerance \| \| ohne Zweifel! \| without a doubt \| \| zumindest \| at least \| \| ja, doch! \| yes of course! \| \| das ist ja klar! \| that’s obvious! \| ### Useful cultural facts \| German fact \| English translation \| \|-----------------------------------------------------------------------------\|-------------------------------------------------------------------------------------\| \| Deutschlands grösste Minderheit ist türkischstämmig. \| Germany's biggest minority is Turkish in origin. \| \| Laut einer Studie ist die Mehrheit der Deutschen der Ansicht, dass die aufgenommenen Flüchtlinge Deutschland kulturell langfristig bereichern. \| according to a study, the majority of Germans believe that in the long term the refugees Germany has taken in will benefit their country. \| \| Nordvietnamesen wurden zuerst als Studenten und später als Arbeitskräfte in die DDR eingeladen. \| East Germany invited initially students and then workers from North Vietnam. \| ### Prepositions and cases \| ACCUSATIVE \| DATIVE \| GENITIVE \| DUAL CASE \| \|-------------\|----------\|-----------\|-----------\| \| 1. bis \| 1. aus \| 1. außerhalb \| 1. an \| \| 2. durch \| 2. außer \| 2. innerhalb \| 2. auf \| \| 3. entlang \| 3. bei \| 3. statt \| 3. hinter \| \| 4. für \| 4. dank \| 4. trotz \| 4. in \| \| 5. gegen \| 5. gegenüber \| 5. während \| 5. neben \| \| 6. ohne \| 6. mit \| 6. wegen \| 6. über \| \| 7. um \| 7. nach \| \| 7. unter \| \| \| 8. seit \| \| 8. vor \| \| \| 9. von \| \| 9. zwischen\| For example: Ohne (ACCUSATIVE) die italienischen Gastarbeiter hätte Deutschland wahrscheinlich nicht so viele Eisdielen. – Without the Italian guest workers Germany would probably not have so many ice cream cafes. Dank (DATIVE) den türkischen/italienischen Gastarbeitern, die in den Sechzigerjahren kamen…. Thanks to the Turkish/Italian guest workers who came in the 1960s…. Außerhalb (GENITIVE) der Türkei findet man die besten Döner Kebabs bestimmt in Deutschland. – You definitely find the best Doner kebabs outside Turkey in Germany.	<urn:uuid:16f0c262-fc41-4b16-a3dd-8948208ba38f>	CC-MAIN-2021-25	https://resource.download.wjec.co.uk/vtc/2020-21/el20-21_8-25/eng/el20-21_8-25-cultural-enrichment-wjec.pdf	2021-06-15T19:00:51+00:00	crawl-data/CC-MAIN-2021-25/segments/1623487621519.32/warc/CC-MAIN-20210615180356-20210615210356-00008.warc.gz	442,534,037	1,029	eng_Latn	eng_Latn	0.789207	eng_Latn	0.789207	[ "eng_Latn" ]	false	rolmOCR	[ 6030 ]	[ 2.53125 ]	1	0
Sports Funding Statement St Mary's Church of England Primary School Academic Year 2021 - 2022 Living, Loving and Learning in God's Care. St Mary's Church of England (A) Primary School keeps children safe by ensuring and promoting the safeguarding and welfare of all children in its care: all policies support the most current "Keeping Children Safe in Education Guidance" and "Safeguarding Policy", are fully consistent with the "Every Child Matters" agenda, and fully support the principles of equal opportunities for all. The PE and sport premium funding, is ring fenced funding and designed to help primary schools improve the quality of the PE and sports activities offered to children, through self-sustaining improvement. It is important to emphasise that the focus of spending must lead to long lasting impact against the national vision that will live on well beyond the Primary PE and sport premium funding and benefit pupils both now and in the future. How much school sports funding does St Mary's Primary School receive 2021-2022? St Mary's received £ 6,880 for this financial year and together with carry forward - total= £22,863 Objective - To enhance pupils' exercise through appropriate use of the sports premium and encourage healthy lifestyles. Sport develops self-confidence and resilience in pupils, as they acquire and perfect new skills outside the classroom. Not all pupils excel in purely academic subjects but they shine in sports. Sport allows pupils to build physical strength and health emotional well being and co-ordination whilst developing tenacity, teamwork, leadership, and discipline, whilst also enjoying time with their peers. Sport should be fun with elements of competition. We are also mindful of those pupils that find sport difficult. The range of sport we offer (football, cricket, netball, multi-skills, dance and gymnastics, athletics, tri-golf etc.) gives pupils a choice of skills to develop or experience. The funding will be specifically used as outlined below to:- * Continue to support the professional development of the PE lead in school and also classroom staff to enrich the teaching of Physical Education at St Mary's =£500 * Support teams that will represent the school by purchasing a new sports kit for pupils to wear during tournaments and when representing the school = £500 * Offer a range of afterschool club sports and to provide any specific sports funding for vulnerable groups and Pupil Premium children = £2,000 * Enhance fitness Friday sessions = £900 * Further develop our outdoor area space with the installation of a 'wet pour' all weather safe surface. This will extend the use of the area through the entire academic year and be fully utilised by the Early Years Foundation Stage pupils= £11,570 * Fund the NUL School Games membership fee = £250 * Provide forest school days = £600 * Purchase new PE equipment = £500 * Provide swimming lessons for pupils in Class 2 = £2,600 * Facilitate involvement with tournaments and associated transportation costs =£500 * Fund the parable dance workshop = £650 Total = £20,570 Action Plan and Budget Tracking \| Intent \| Implementation \| Impact \| \|---\|---\|---\| \| Key indicator 1 - The engagement of all pupils in regular physical activity – Chief Medical Officers guidelines recommend that primary school pupils undertake at least 30 minutes of physical activity a day in school. To encourage children to be active each and every day. To promote a healthy lifestyle through PE and cross curricular \| All children encouraged to take part in the daily golden mile. Children utilise the outdoor space for outdoor learning, brief physical breaks during afternoon learning sessions if needed. Any pupils self-isolating encouraged to take part in some form of daily exercise. Wet pour all weather surface will allow all pupil from EYFS to \| \| \| links. \| Year 6 to access the trim trail throughout the academic year. \| \|---\|---\| \| Key Indicator 2 - The profile of PE and sport being raised across the school as a tool for whole school. To continue with the improved provision of PE during lunchtimes to engage pupils being active during recreational periods. To develop physical outdoor learning opportunities to promote physical activity and to improve wellbeing of staff and pupils. To maximise outdoor learning opportunities. \| To maximise learning by utilising outdoor space and physical movement to actively learn. To establish when possible our local small school sports competition to promote engagement and competitiveness. When possible continue to improve attainment at local community competitions and participate in the NUL School Games programme. To create opportunities for sport at lunch time and after school clubs that take part across the entire academic year. To work with the PE lead Dan Cohen and sports coach to teach competitive sport in PE and give pupils the chance to practise them. To hold a sports day during the summer term whilst following the Covid guidance in order for all pupils to take part. \| \| Key indicator 3 – To improve PE confidence, knowledge and skills of all staff in teaching PE and sport. \| To give staff CPD opportunities through observing qualified sports coaches deliver lessons. Sports coaches to deliver high quality and engaging lessons \| \| To develop wider staffs PE and sports CPD to supplement and enhance the core PE curriculum. \| encouraging staff to join in and lead parts of the sessions/small groups. DC to attend additional PE and Sports CPD sessions focusing on developing the curriculum and specifically provision in small schools, with small school facilities. \| \|---\|---\| \| Key Indicator 4 - Broader experience of a range of sports and activities offered to all pupils. To offer a broad range of sports to appeal to all pupils and encourage greater participation and enjoyment. \| Additional achievements: To encourage pupils to engage in a wide range of sports, through participation in local small school cluster tournaments and Newcastle-Under-Lyme School Games. To offer pupils of all ages a range of after school clubs of a variety of sports and change this offer each half term, when possible. To employ a recognised provider in sport to deliver high quality lessons through half termly fitness Friday sessions. DC work with our coaching provider to devise a broad curriculum that encompasses a wide range of sports. \| \| Key Indicator 5 - To increase the opportunities for our pupils to participate in competitive sports. \| As many pupils as possible to take up sport for recreational and enjoyment purposes. To when possible, enter as \|	<urn:uuid:125e00f5-ea34-402d-a82e-7dfac24ba02b>	CC-MAIN-2022-49	http://www.st-marys-mucklestone.staffs.sch.uk/wp-content/uploads/2022/01/Sports-Funding-Statement-2021-2022.pdf	2022-12-05T05:41:41+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00263.warc.gz	92,046,151	1,325	eng_Latn	eng_Latn	0.995587	eng_Latn	0.997146	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown" ]	false	docling	[ 966, 2494, 3868, 5316, 6634 ]	[ 1.3515625 ]	1	0
ΑΝΑΚΟΙΝΩΣΗ Αγαπητοί φίλοι, -Νομίζετε, ότι είναι δύσκολο να χορέψετε, όπως οι αρχαίοι Έλληνες; -Όχι! Δεν είναι καθόλου δύσκολο! Μάλιστα είναι εύκολο, ευχάριστο, προσφέρει κοινωνικοποίηση, ψυχική πρεμία και επί πλέον σας μαθαίνει και άλλα πράγματα: Τον τρόπο με τον οποίο μετρούσαν το χόρο τους (το λόγο), τα μουσικά όργανα που χρησιμοποιούσαν και την πληθώρα των δειγμάτων χορού μέσα από τα αγάλματα, τις τοιχογραφίες, τα ειδώλια, τα αγγεία. Το Τμήμα Πειραιά του Διεθνούς Συμβουλίου Χορού, σας προσκαλεί να γνωρίσετε όλα τα πιο πάνω και πολλά άλλα, που θα σας κάνουν γνωστά οι υπεύθυνοι και οι σπουδαστές της ομάδας Μελέτης Αρχαίας Όρχησης του Θεάτρου «Δόρα Στράτου», το Τμήμα Πειραιά του Διεθνούς Συμβουλίου Χορού και η Ερευνητική και Καλλιτεχνική Ομάδα της Φιλοσοφικής Σχολής του ΕΚΠΑ «δρύς τόποι» στον φιλόξενο χώρο της ΑΙΘΟΥΣΑΣ ΒΑΡΩΝΟΥ ΚΙΜΩΝΟΣ ΡΑΛΛΗ στο δεύτερο όροφο του κτιρίου του ΠΕΙΡΑΪΚΟΥ ΣΥΝΔΕΣΜΟΥ, ΚΑΡΑΪΣΚΟΥ 104 στον ΠΕΙΡΑΙΑ, στις 26 ΙΑΝΟΥΑΡΙΟΥ 2019, ημέρα ΣΑΒΒΑΤΟ και ώρα 5.30 μ.μ. Έτσι θα διαπιστώσετε, ότι με την συνεργασία, τη δημιουργικότητα και το συλλογικό πνεύμα τονίζεται και η διαχρονικότητα της αρχαίας κληρονομιάς και η έντονη και ζωντανή παρουσία της στον σύγχρονο κόσμο με αφετηρία τη ζωή κάθε πόλης μας. Η Πρόεδρος του Τμήματος Πειραιά Του Διεθνούς Συμβουλίου Χορού Πόπη Παπαστάθη-Βαρουδάκη ΕΙΣΟΔΟΣ ΕΛΕΥΘΕΡΗ Τηλ. Επικ.: 210-4186956, 6974-769100 The performance was divided into three parts: the first part was a dance performance, the second part was a play, and the third part was a musical performance. The dance performance was a traditional dance from the region where the play is set. The play was about a group of people who were trying to find their way in life. The musical performance was a mix of traditional music and modern music. The performance was very well-received by the audience.	<urn:uuid:a70f0f4a-29d8-417e-acc2-850b26491d75>	CC-MAIN-2019-09	http://piraeussectioncid.org/attachments/anakoinosi_2019-1-26.pdf	2019-02-23T09:30:49Z	crawl-data/CC-MAIN-2019-09/segments/1550249495888.71/warc/CC-MAIN-20190223082039-20190223104039-00457.warc.gz	219,656,948	666	eng_Latn	ell_Grek	0.499986	ell_Grek	0.999795	[ "ell_Grek", "eng_Latn" ]	false	rolmOCR	[ 1379, 1834 ]	[ 1.328125 ]	1	1
State of Oregon Climate Equity Blueprint JANUARY 2021 Table of Contents Introduction Scientists have accurately predicted and warned with growing urgency of the severe impacts to people and the environment from human-induced climate change. Certain communities are bearing the brunt of these impacts due to years of historic inequities created and maintained by governments, including the State of Oregon.(1) Historic redlining policies correlate to current-day heat islands in low-income neighborhoods of color.(2) Increasingly extreme weather punishes farmworkers as they harvest our food.(3) Native communities face the risk of further loss of cultural traditions and ways of life as climate change disrupts their deep relationships with the land and water.(3) Most recently, long-standing racial and income inequalities are being exacerbated by the COVID-19 pandemic.(4) At the same time, Oregon has also experienced the worst air pollution and loss of forests in its recorded history due to recent wildfire events.(5) Overall, low-income communities across the state have more vulnerabilities and fewer resources to recover from these climate impacts.(6) With Governor Kate Brown's climate Executive Order 20-04 issued in March 2020, Oregon is taking bold action to respond to the threats of climate change. In tandem with other policy efforts, working groups, and initiatives focused on climate and environmental justice, there is clear momentum building to address the state's climate future. But even as Oregon has been a leader in climate-friendly policies over the past 30 years, frontline communities have been denied full benefits from these policies. Many explicitly exclusionary governmental policies have left behind deep legacies of disinvestment and marginalization. (7) While we all face the looming threats of climate change, communities of color, tribal communities, and rural communities still bear the heaviest burden when it comes to climate impacts. (1) Public agencies can act as changemakers by prioritizing these frontline communities as they move Oregon toward a more equitable, climate-adapted future. Staff representatives from over 20 agencies came together to engage in the State of Oregon's 2020 Climate Change Adaptation Framework (CCAF) planning process, focused on identifying climate risks facing the state and recommending strategies to prepare for those risks. The interagency team prioritized equity and inclusion as guiding principles for the project, and identified the need to engage in a facilitated training process to 1) develop a shared understanding of equity, diversity, inclusion, and racial justice, and 2) learn how to center equity through best practices in climate adaptation planning and implementation. The Oregon Health Authority engaged Better World Group and Estolano Advisors, in partnership with the Oregon Department of Forestry and the Department of Land Conservation and Development, to lead interagency staff through a series of trainings and workshops to develop a Climate Equity Blueprint. The engagement consisted of two level-setting workshops focused on equity basics, and four equity-lens workshops where participants worked collaboratively to identify State equity needs and priorities and to craft an outline of the Blueprint content. Members of the Oregon Environmental Justice Task Force, external environmental justice stakeholders, as well as the Interagency Workgroup on Climate Impacts to Impacted Communities (established by Executive Order 20-04 and convened by the Governor's office) all provided feedback on drafts of the Blueprint as part of the development process. This Climate Equity Blueprint is a high-level critical thinking tool to help state agencies center equity at the forefront of their climate adaptation work, not as an afterthought. Defining Key Terms Below is a list of working definitions for terms used throughout this report and that can inform shared language for any future interagency climate justice efforts. The Blueprint will be updated approximately every two years, including key terms to ensure alignment with other related statewide efforts. See the references section for sources and citations for these definitions. Climate Adaptation: The process of responding to the impending or inevitable consequences of the climate disruption already set in motion that, due to lag effect, cannot be avoided or reversed. (CA Office of Planning and Research (OPR), Asian Pacific Environmental Network (APEN)) Climate Equity: Ensuring that the people and communities who are least culpable in the warming of the planet, and most vulnerable to the impacts of climate change, do not suffer disproportionately as a result of historical injustice and disinvestment. (Resources Legacy Fund, Climate Justice Working Group) Climate Gap: Refers to the data gaps between class and race that show disproportionate negative implications that climate change and climate change mitigation holds for people of color and the poor (USC Program on Environmental and Regional Equity (PERE)) Climate Mitigation: A human intervention to reduce the sources or enhance the sinks of greenhouse gases. Used in tandem with adaptation. (Intergovernmental Panel on Climate Change) Climate Vulnerability: The degree to which natural, built, and human systems are at risk of exposure to climate change impacts. (ICARP) Community Resilience: is the ability of diverse community members to come together in times of adversity to respond and adapt in ways that equitably support the needs of one another and create transformative change. Diversity: The appreciation and prioritization of different backgrounds, identities, and experiences collectively and as individuals. It emphasizes the need for representation of communities that are systemically underrepresented and under-resourced. These differences are strengths that maximize the state's competitive advantage through innovation, effectiveness, and adaptability. (State of Oregon, Office of the Governor) Environmental Justice: Equal protection from environmental and health hazards, and meaningful participation in decisions that affect the environment in which people live, work, learn, practice spirituality, and play. EJ communities include minority and low-income communities, tribal communities, and other communities traditionally underrepresented in public process. Underrepresented communities may include those with significant populations of youth, the elderly, or those with physical or mental disabilities. (Oregon Environmental Justice Task Force) Equality: Providing the same level of opportunity and assistance to all segments of society, not take into account differing needs or disparate outcomes. (Race Forward) Equity: Acknowledges that not all people, or all communities, are starting from the same place due to historic and current systems of oppression. Equity is the effort to provide different levels of support based on an individual's or group's needs in order to achieve fairness in outcomes. Equity actionably empowers communities most affected by systemic oppression and requires the redistribution of resources, power, and opportunity to those communities. (State of Oregon, Office of the Governor) Ethnicity: A socially constructed grouping of people based on culture, tribe, language, national heritage, and/or religion. (Race Forward) Frontline Communities: Also known as "Climate Vulnerable Communities." Those that experience "first and worst" the consequences of climate change. These are often communities of color, immigrants, rural communities, low-income communities, Tribal and indigenous people who have long been excluded from the policy and funding decisions and processes used to address climate change. (EcoTrust, APEN). Inclusion: A state of belonging when persons of different backgrounds, experiences, and identities are valued, integrated, and welcomed equitably as decision makers, collaborators, and colleagues. Ultimately, inclusion is the environment that organizations create to allow these differences to thrive. (State of Oregon, Office of the Governor) Intercultural Competency: A set of skills and characteristics that support effective and appropriate engagement with people across cultural difference in order to deepen learning and build mutual understanding. . People of Color: Often the preferred collective term for referring to non-White racial groups, rather than "minorities." An additional acronym to utilize is BIPOC (Black, Indigenous, & People of Color). This highlights the unique experiences that Indigenous and Black people have, specifically within a U.S. context. (Race Forward, The BIPOC Project) Privilege: A set of advantages systemically conferred on a particular person or group of people. (Race Forward) Race: A non-scientific classification of human beings based on physical and genetic variation. (Race Forward) Racial Equity: When race is no longer used to predict life outcomes and outcomes for all groups are improved. It is not just the absence of inequities, but the presence of deliberate systems and supports to sustain racial equity through proactive and preventative measures. (Government Alliance on Race and Equity (GARE), Race Forward) Rural Communities: Any geographic area that is ten miles or more from the centroid of a population center of 40,000 people or more. An estimated 33 percent of Oregon's population lives in rural areas. (Oregon Office of Rural Health) White Privilege: Refers to the unquestioned and unearned set of advantages, entitlements, benefits, and choices bestowed on people solely because they are white. Generally white people who experience such privilege do so without being conscious of it. (Peggy McIntosh) What is the Oregon Climate Equity Blueprint? The Blueprint is considered a "living document" and is intended to be improved and updated over time. The Blueprint provides a set of best practices to guide government decisions and tools for programmatic staff to apply an "equity lens" as they design state agency policies, processes, and programs to address climate change. The Blueprint was developed as part of the 2020 Climate Change Adaptation Framework (CCAF) update and can also serve as a stand-alone document to support agency staff in applying climate equity tools in their everyday work. In the course of developing the Blueprint, the consultants on this project identified barriers that would prevent State agency staff from implementing the tool's best practices or reduce their effectiveness. They recommended a number of enterprise-level strategic investments in equity and environmental justice to overcome these barriers. Their recommendations, provided in a letter attached as Appendix A to this blueprint, include: * Establish new requirements for workforce training in environmental justice, community engagement and equity. * Develop sector-specific climate equity goals and metrics. * Dedicate staff resources to actively lead and participate in an ongoing interagency climate justice 'community of practice' where community partnerships, data, resources, and best practices can be shared and leveraged across the enterprise. * Articulate processes that agencies can use to identify climate-vulnerable communities most affected by State policy, planning, and project-level decisions. * Designate an entity (agency, office or other body) to create and manage a new climate justice capacity-building fund that enables Community Based Organizations (CBOs) to engage in and co-lead State climate projects. How to use the Blueprint Tools? The Blueprint tools are intended to guide programmatic staff across all of Oregon's state agencies as they integrate equity into their policies, processes, and programs related to climate and beyond. The tools include: 1. Best Practices: reliable, general guidelines for state agency practitioners 2. Guiding Questions: critical thinking tools for practitioners to consider benefits and burdens, influence and engagement, and unintended consequences. 3. Case Studies: relevant governmental examples of effective work being done 4. Resources: additional reports and toolkits that can assist state agencies in developing and implementing equity-based work Equity tools work best when a diverse team applies them together. Staff are encouraged to invite individuals with diverse perspectives from different professional backgrounds, racial and ethnic identities, age, abilities, gender, sexual orientation, and sexual identities to respond to the guiding questions presented in these tools. If the team recognizes that more perspectives are needed, they should be invited to participate. The tools cover the following topic areas: Ongoing Statewide Climate and Environmental Justice Efforts Community and advocacy groups, as well as governmental entities, are leading many efforts to address environmental-, climate-, and racial justice in the state of Oregon. The State government's advisory bodies outlined below can provide support for enterprise-wide implementation of this Blueprint. I. Environmental Justice Task Force Oregon Revised Statute 182.538 established the Environmental Justice Task Force (EJTF) in 2010. The EJTF helps protect Oregonians from disproportionate environmental impacts on minority and low-income populations. The Task Force encourages state agencies to give all people knowledge and access to improve decisions that affect the environment and the health of all Oregonians. ORS 182.542 charges the Task Force to: i. Advise the Governor on environmental justice issues; ii. Advise natural resource agencies on environmental justice issues, including community concerns and public participation processes; iii. Identify, in cooperation with natural resource agencies, minority and lowincome communities that may be affected by environmental decisions made by the agencies; iv. Meet with environmental justice communities and make recommendations to the Governor regarding concerns raised by these communities; and v. Define environmental justice issues in the state. II. Racial Justice Council On July 31, 2020, Governor Kate Brown created the Racial Justice Council to advise the Governor on the 2021-2023 state budget and to help reform a wide range of programs and policies. The Governor directed the Council to: i. Direct the collection of data from across sectors of society to support smart, data-driven policy decisions; ii. Provide principles and recommendations that center racial justice to the Governor to inform the '21-23 Governor's Recommended Budget and Tax Expenditures Report; iii. Create a Racial Justice Action Plan for six specific areas: Criminal Justice Reform and Police Accountability, Housing and Homelessness, Economic Opportunity, Health Equity, Environmental Equity, Education; The Racial Justice Council recognizes that existing boards and commissions have been working to address racial inequities in state government. There may be opportunities for state agencies to crosspollinate and engage with the Racial Justice Council. The Environmental Equity Committee, specifically, is tasked with influencing programs, policies, budgets, and strategic plans for environmental and natural resource agencies. III. Interagency Workgroup on Climate Impacts to Impacted Communities (IWCIIC) As part of Executive Order 20-04, Governor Kate Brown established an interagency committee of leaders to provide high level strategy and guide the various state climate actions through an equity lens. i. Agencies and commissions that are part of the Interagency Workgroup: − Department of Environmental Quality − Department of Land Conservation and Development − Oregon Department of Agriculture − Oregon Department of Forestry − Oregon Department of Fish and Wildlife − Oregon Department of Energy − Oregon Department of Transportation − Oregon Health Authority − Oregon Water Enhancement Board − Oregon Water Resources Department − Public Utilities Commission − Environmental Justice Task Force − Oregon Global Warming Commission − Oregon Parks and Recreation Department, and − Oregon Sustainability Board IV. Oregon Global Warming Commission Through House Bill 3543, the Oregon Legislature created the Oregon Global Warming Commission in 2007. The Commission's responsibilities include recommending statutory and administrative changes, policy measures, and other actions to be carried out by state and local governments, businesses, nonprofit organizations, and residents. The Commission also tracks and evaluates: assessments of global warming impacts on Oregon and the Northwest; existing greenhouse gas reduction policies and the advancement of regional, national, and international policies; costs, risks and benefits of various strategies; progress toward reduction goals; technological advances; and other related tasks. The Commission focuses on three priorities, including to "protect the health and wellbeing of Oregonians and the health and resiliency of Oregon's ecosystems impacted by climate change. This priority includes developing and devising adaptation plans and strategies to prepare for the threats directly posed by global warming." V. Oregon Sustainability Board The Oregon Sustainability Board (OSB) was created in 2001 and encourages activities that best sustain, protect and enhance the environment, economy and community for the present and future benefit of Oregonians. Appointed by the Governor, members represent a variety of stakeholders across the state of Oregon. The Board, which meets quarterly, is actively involved in the oversight of agency sustainability plans and initiatives, as well as statewide projects working to advance environmental, economic and equitable sustainability. VI. Climate-Friendly and Equitable Communities Rulemaking The Department of Land Conservation and Development (DLCD), in partnership with the Oregon Department of Transportation, is engaged in rulemaking to implement key elements of Governor Brown's Executive Order on Greenhouse Gas Reduction 20-04. DLCD's rulemaking will focus on strengthening Oregon's rules for transportation and housing planning, particularly for Oregon's eight urban areas with populations over 50,000 people (Albany, Bend, Corvallis, Eugene/Springfield, Grants Pass, Medford/Ashland, Portland Metro, Salem/Keizer). This effort will help to move Oregon forward on the path to meet our goals to reduce climate pollution, while working to ensure multiple benefits for historically marginalized populations. For this project, the Land Conservation and Development Commission has identified priority populations to include, but not be limited to, Black, Indigenous, Latinx, other communities of color, low-income, people living with disabilities, and houseless community members. To help center the perspectives of priority populations in the work of implementing agencies including local governments, the Rules Advisory Committee (RAC) is intentionally geographically and socioculturally diverse. The rulemaking is scheduled to conclude in December 2021. Climate Equity Blueprint Tools I. Build internal capacity II. Embed equity and accountability into design III. Lead meaningful community engagement IV. Improve data collection and use I. Build internal capacity State agencies should consider how all staff roles influence equitable outcomes. By developing internal staff capacity, state agencies can better incorporate climate equity and racial equity into their mission and policy, design processes, plans, and programs. This includes building intercultural competency amongst all staff, and updating internal policies and practices – such as contracts, procurement processes, job descriptions, etc. Best Practices Participate in Ongoing Intercultural Competency Training and Workshops: To understand and address the root cause of inequities, state agencies need to meaningfully invest in regular (at least yearly) intercultural competency and racial justice workshops and trainings for all staff. Oregon state laws have produced some inherently harmful policies, processes, and programs affecting communities of color, tribes, and rural communities. While not all staff are expected to be experts in racial justice and equity, foundational knowledge will support staff who design internal and external policies and practices. Skills and competencies include a rooted understanding of historic inequities, valuing and practicing principles of community based participatory action, and a cross-disciplinary orientation, along with specific technical skills on measuring effective climate equity outcomes. The State coordinates an annual Diversity, Equity, and Inclusion conference and offers training opportunities through iLearn. Participation in this conference and access to the iLearn trainings should be encouraged across all agencies and can be used as a means to facilitate self-reflection and growth as well as intra- and interagency learning. Agencies would benefit from establishing a clear process by which any learning that occurs through trainings or workshops can be brought back into the institution to facilitate continued learning and lead to action. Agency personnel who participate in trainings and workshops should be provided with formal and informal opportunities within their agencies to share what they learned, continue that learning, and develop recommendations for how the agency can advance its work on diversity, equity, and inclusion based on what was learned. Work in Partnership Across Agencies and State Bodies to Create a Community of Practice: Every agency is at a different place in their journey has differing capacity to advance diversity, equity, and inclusion. Additional work can be done to encourage and sustain interagency coordination. Empowering an interagency group or department to convene an interagency community of practice could provide opportunities for agencies to share or pool resources to build internal capacity. Work on this blueprint revealed that agencies further along in this work might be able to provide examples, models, encouragement, insights, recommendations, and potentially even mutual aid for agencies that are just beginning this work. The 2016 EJTF Best Practices Handbook recommends that each agency have a full time Environmental Justice (EJ) Coordinator charged with coordinating inter-agency collaborative efforts to implement EJ best practices among other activities. Until more coordination on climate and environmental justice is established, agencies can make progress on their own utilizing existing resources (like the ones listed in this section) and participating in project-specific workgroups, such as the CCAF Climate Equity Workgroup that helped to develop this document. Also, Department of Administrative Services (DAS) has recently established an Office of Cultural Change to work closely with the Governor's Office of Diversity, Equity and Inclusion to coordinate enterprise-wide cultural change and promote Diversity, Equity and Inclusion through workforce, training and communications in the state government. Guiding Questions - Do our staff have access to intercultural competency workshops and trainings to stay informed to be able to make the best possible decisions on equity? How does our agency provide opportunities for staff to build and share their intercultural competency skills, facilitate continued learning within the agency, and develop recommendations for agency consideration? - How do staff and leadership set goals to improve intercultural competency and how are they held accountable to those goals? - Has the program and/or agency developed a measurement for DEI workforce competency? Are staff trained on the history of inequitable policies and exclusionary decision-making practices that have led to current inequities in Oregon? - Does our agency have a designated EJ Coordinator or "Citizen Advocate" who regularly attends EJTF meetings and has adequate FTE to serve as a liaison with agency programs and other State agencies to advance EJ-related work? - Have we requested or set aside funding for internal capacity-building for staff? Is our program or process adequately funded to engage in ongoing learning and capacitybuilding? If not, what are other available resources or next steps? What are new or existing opportunities for different agencies/departments to pool resources? Case Studies * The Capitol Collaborative on Race and Equity (CCORE) helps build capacity for California State employees from all agencies. It includes two cohorts: a Learning Cohort for state entities without Racial Equity Action Plans and an Advanced Implementation Cohort for entities who are seeking technical assistance to implement racial equity strategies. CCORE is convened by the Public Health Institute (PHI) in collaboration with the California Strategic Growth Council (SGC) and California Department of Public Health (CDPH), and is supported by Race Forward and the California Endowment. * Oregon Health Authority (OHA) Anti-Racism Trainings - In addition to a required agency-wide Cultural Competency and Humility training, OHA required staff participating in the agency's strategic planning process and also those preparing to engage in the 2021 legislative session to participate in anti-racism trainings. Resources * Oregon CCAF: 2020 DEI Level-Setting Workshop Materials * Governor Kate Brown's Office of Diversity, Equity and Inclusion's Racial Justice Resource List * Environmental Justice: Best Practices for Oregon's Natural Resource Agencies - Oregon Environmental Justice Task Force (EJTF) * The Oregon State Worker Training Trust * The Intercultural Development Inventory * Coalition of Communities of Color: Tool for Organizational Assessment Related to Racial Equity * Washington Race Equity & Justice Initiative (REJI) Organizational Race Equity Toolkit: Tool C: Race Equity Culture Continuum for Organizations * Building Organizational Capacity for Racial Equity, GARE * Racial Equity Action Plans: A How-to Manual, Government Alliance on Racial Equity (GARE) II. Embed equity and accountability into design State agencies play a pivotal role in designing programs, policies, processes, initiatives, investment opportunities, and budgets. From inception, these efforts should be designed with equity and equitable outcomes at the core, as well as measurable goals towards these outcomes. Often, this does not occur. There is a growing understanding and development of best practices from local-, regional- and state-level agencies to support state agencies in efforts to "design for equity" at the beginning of each process to ensure success. In Oregon, many local and regional jurisdictions incorporate this practice into their climate action planning or when designing climate frameworks. Below we offer some best practices and examples to address common challenges to embedding equity and accountability in public programs, policies, and processes. Best Practices Center Equity, Not Equality: Agencies should assess their funding policies and grant programs for equity. This includes allocating funding based on the most need rather than equal distribution. There is no one single approach to identifying "most impacted" communities in Oregon and these communities may differ across programming areas. See Appendix B, Critical Thinking Tool for Identifying Most Impacted Communities. This best practice also includes identifying and addressing any barriers to accessing specific funding programs (such as reimbursement programs that require participants to spend their own money up front, exclusive channels by which people learn of funding opportunities, and the technical literacy required to understand funding announcement). Targeted funding, like location set-asides for grant programs, can fund specific communities in need defined not only by geographic area, but also by other factors such as, income, environmental burdens, number of investments, etc. Set asides may also increase community participation if residents can see that the funding is dedicated to their communities before a project is fully developed. Policies and programs can dedicate a certain amount of their funding to community engagement, outreach, workforce development programs, and technical assistance. Align Agency Policies and Programs with Oregon's Environmental Justice Statutes and Efforts: Agencies should ensure that they have an EJ Coordinator ("citizen advocate") identified within their agency and that this EJ work is given adequate FTE and detail in the position description. An agency's EJ Coordinator can work with agency leadership to help ensure that agency policies and programs are aligned with Oregon's environmental justice statutes (ORS 182.545) and other statutes related to diversity equity and inclusion. EJ Coordinators can also dedicate time to assisting others within their agency to ensure that best practices identified by the Environmental Justice Task Force are embedded in their agency's policies and programs. For a list of related federal and state statues, please see Appendix C. Ensure Accountability Measures and Communicate Regularly: To programmatically prioritize equity, state agencies need to go beyond broad commitments to equity and focus on specific goals, strategies, and metrics to measure progress and effectiveness. Any goals developed should be SMARTIE – Strategic, Measurable, Ambitious, Realistic, Time-Bound, Inclusive, and Equitable. Goals need specific strategies or actions that will be taken, as well as a named agency, department, team, or individual that will implement the actions. Additionally, there should be measures and deadlines in place that determine whether a goal has been met. Progress reports or other regular communications to community partners helps to ensure accountability. If a goal has not been met, explaining the reasons why, challenges and alternative courses of action, helps to maintain transparency and build trust with community partners. Guiding Questions - Are diversity, equity, and inclusion explicitly included in our agency’s core values or guiding principles? - Is intercultural competency included in position descriptions? Are requirements for intercultural competency included in positions that oversee or manage the work of others? - Is the program or project aligned with the state’s strategic goal(s) to address equity and environmental justice? Is equity addressed in the plans or other documents guiding our work? Is climate equity specifically named? - Does the program or policy address racial equity? If so, are there metrics developed to measure effectiveness and outcomes? - Is the program or policy written in plain language or various accessible languages? - Does the program or policy consider unintended consequences (e.g. displacement, gentrification, poor air quality, transportation barriers, lack of affordable housing, etc.) that may affect climate-vulnerable communities? - Have we removed barriers (e.g. by providing technical assistance, made opportunities available in various languages, etc.) for community to either apply or participate in the program? - Does the program or policy have multi-benefit outcomes for climate-vulnerable communities? What mechanisms will be used to ensure benefits to climate-vulnerable communities? For example, does it: o Increase investments and resources; o Provide capacity-building, training, and workforce development opportunities; o Provide job opportunities and career pathways? - Is a reporting framework in place that generates publicly available data on key metrics and benchmarks in a timely manner? Is there a communications plan to communicate progress to stakeholders regularly? - Are benchmarks identified to measure progress on important outcomes to communities, policymakers, and equity stakeholders? Case Studies * ODOT's I-205 and I-5 Toll Projects' Equity Framework: The Oregon Toll Program has developed this draft Equity Framework to identify the burdens and benefits of tolling and provide a process for determining how to equitably distribute those burdens and benefits from the I-205 and I-5 Toll Projects. The framework will guide the project to ensure tolling on I-205 and I-5 will lead to equitable outcomes. Additionally, the framework will ensure the Oregon Toll Program implements an intentional and equitable engagement process that makes currently and historically excluded and underserved communities a priority. This I205 and I-5 Toll Projects' Equity Framework includes: o Goals for the proposed toll projects, and an explanation of why the Oregon Toll Program is prioritizing equity o A definition of equity within the context of the toll projects, including key concepts and definitions related to equity o The overall approach and organizing principles for addressing equity o A set of actions for measuring benefits and burdens to historically excluded communities and populations * Portland Clean Energy (Community Benefits) Fund creates a city grant program for clean energy and job training projects. The program is intended to benefit communities on the frontlines of climate change, including low-income people and people of color. The grant program clearly outlines its climate equity values and community commitments to accountability upfront. These four values include: o Equity. PCEF prioritizes frontline community and local benefits, promotes equitable outcomes, and institutionalizes equity best practices in the city. o Economic Opportunity. PCEF prioritizes sustainable job creation, emphasizes job training that promotes career pathways and job security, and advances the development of under-served contractors through business support and technical assistance. o Climate Action. PCEF promotes climate resilience, supports climate mitigation, and reduces carbon emissions. o Accountability to Community. PCEF supports inclusive, culturally and linguistically specific participation and engagement throughout the program, maximizes program transparency and accountability, and creates a new model for government-community partnership. Resources * Environmental Justice: Best Practices for Oregon's Natural Resource Agencies - Oregon Environmental Justice Task Force (EJTF) * SMARTIE Goals Worksheet, The Management Center * Making equity real in climate adaptation and community resilience policies and programs: A Guidebook, The Greenlining Institute * Equity and Empowerment Lens Logic Model: A work in progress (2014). A look at transformative change towards racial equity at the individual, institutional, and systemic levels, Multnomah County * Climate Action Through Equity (2016): The integration of equity in the Portland-Multnomah Climate Action Plan * Racial Equity: Getting to Results, GARE III. Lead meaningful community engagement Tribal communities, communities of color, low-income, and many rural communities have faced years of inequitable environmental policies and exclusionary decision-making practices created and maintained by government institutions. These communities are experts based on their lived experiences and this expertise must be centered in climate resilience work. The state of Oregon's Environmental Justice Task Force (EJTF) is a bridge for agencies to create authentic community relationships, design inclusive programs and projects, and communicate honestly with community members in order to create and sustain meaningful community engagement and public participation. Below we offer best practices and resources to address common community engagement challenges such as resource allocation and trust-building with historically marginalized communities to add to the efforts outlined by EJTF. Best Practices Prioritize Funding and Capacity-building for Community Based Organizations: Project budgets are often limited. However, without any investment in community engagement, agencies risk losing trust and community buy-in, which can sometimes be much more costly in the long run. Agencies can try to leverage grant funds as well as dedicated project funds to create an adequate budget for Community Based Organizations (CBOs) to build their general capacity to engage in the State's climate projects. Compensating CBOs for their time shows that an agency recognizes the important role they play and allows them to build their capacity to continue to engage in meaningful ways. Agencies can create and maintain trusting partnerships with CBOs that have existing relationships with priority populations. These partnerships should not be based on extraction, but on true two-way connection based on mutual respect. CBO partners are valuable experts in their own communities and can offer important insight into community assets and issues. They can, for example, organize community meetings or facilitate connections to other relevant organizations. They may be able to help identify opportunities to engage in non-traditional public outreach formats such as informal meetups or participating in already-planned community-organized events. Agencies and CBOs can work together to define expectations and determine outcomes. To do this, engaging with CBOs early in the process is critical. Coordination on CBO capacity-building across agencies can indicate to policymakers that community participation is a priority and should be funded as a part of state and local budgets. Use Accessible and Inclusive Engagement Strategies: Engaging communities early and consistently and ensuring accessible platforms and multiple channels for participation will allow for the most community representation. Technical language can be a barrier, so agencies should review how they craft language to convey technical concepts and consider providing information in multiple languages to ensure all voices are heard. Offering technical assistance and ensuring that diverse CBOs are aware of the opportunity can help communities engage. Large public meetings should be held in spaces that are welcoming and easy to access. Oftentimes government spaces can dissuade participation, so showing up within a community space respectfully as a guest can start to break down that power dynamic. It is a best practice to open public events by acknowledging the traditional indigenous inhabitants of the land where the meeting is taking place. This practice creates awareness of the history of colonization, offers respect to indigenous and tribal partners, and begins to repair relationships. See Appendix D, a DRAFT tool for land acknowledgement, however it's a best practice to seek feedback on appropriate land acknowledgement language. Acknowledgement by itself is a small gesture. Building authentic relationships with tribal partners should be ongoing. While a shift to online meetings during COVID19 has allowed many more individuals to participate in public meetings, it still excludes those who do not have access to a computer or broadband internet. Online meetings need to be designed in a way that enables leading agencies to do more listening and less one-way presenting. They should also be recorded so that people can access the information at different times, combined with clear opportunities for giving feedback outside of the online meeting. Providing a mix of engagement strategies is crucial to ensuring full participation in any process. Common methods include: focus groups, hosting community events, attending existing stakeholder events, online meetings, online surveys, social media engagement, mailers, photo voice projects, story projects and one-on-one interviews. Lastly, compensating participants for their time and their transportation, as well as providing childcare and food at in-person meetings, are best practices. Some programs may be prohibited from funding some of these items but can work to secure additional funding to cover the cost of these services. Create Opportunities for Communities to Lead Change: Oftentimes agencies are focused on seeking public input for their own policies or programs, which may be narrow in scope and may not address all the interests and needs of a community. Whenever possible, agencies should consider pursuing and advancing opportunities that allow communities to identify their own needs, interests, and vision for the future. Agencies can take collaborative, community-based approaches that connect communities to financial and technical assistance to inform and influence state level decision-making. Whenever possible, agencies should consider participating as partners and find ways to align agency priorities and investments with the interests and needs identified by communities, even when this community-based approach leads to interrelated, interdisciplinary strategies that result in multiple community benefits that expand beyond the leading agency's historical scope or mission. This involves taking an "adaptive co-management" approach, where the process is designed to be collaborative and iterative. It includes moving forward with uncertainties and building-in monitoring systems that enable ongoing cross-sector learning to inform and improve future investments. Guiding Questions - Are communities engaged early in the process to ensure opportunity to incorporate their feedback into the project/program development and community engagement strategies? - Have we been clear about what kinds of information we seek from specific communities we are hoping to engage with? Have we clearly defined communities' decision-making role and ensured that community representatives are included in decision-making throughout the process? - Does our plan complement and/or is it informed by existing efforts already led by community based organizations (CBOs)? Does our agency have established relationships with groups engaged on this topic? - Have we made our engagement activities as accessible and as inclusive as possible for everyone? Have we considered offering technical assistance to new community partners who may not have engaged with us before? - How can we acknowledge and address historical trauma of impacted communities through this process? - Are we focusing on highlighting community assets as well as deficits? Where are there opportunities to support, amplify, or fund community-led efforts related to this project? - Will this process help foster the building of effective, long-term relationships and trust between climate vulnerable communities and state agencies? Does our agency understand who is most climate vulnerable? - How will the community know that their participation is contributing directly to the program or policy? Does our plan involve the community in implementation? - Does the program or policy align with and support existing community priorities, creating an opportunity to leverage resources and build collaboration? - How are we sharing power and creating opportunities for communities to lead? Has our agency shown flexibility and adaptive management through a willingness to pilot and expand beyond its historical ways of doing the work? Case Studies * Integrated water resources planning and management - Every place in Oregon has complex water challenges that require actions designed with local conditions in mind. Since all water belongs to the public in Oregon, water planning and management should be open and inclusive and seek to consider and balance the diverse interests and values held by Oregonians. The Oregon Water Resources Department and other natural resources agencies have partnered with four places to test a place-based, community-centered approach to integrated water resources planning and management, which was a recommended action of the Statewide Integrated Water Resources Strategy. Following the State's planning framework, leaders in the Harney Basin, Lower John Day Sub-Basin, Upper Grande Ronde Sub-Basin, and Mid-Coast Region are convening collaborative groups to identify and implement local solutions to understand and meet the current and future water needs of the environment, people, communities, and the economy. These groups are building capacity to collaboratively solve water problems by improving our understanding of current and future conditions, identifying and filling information gaps, fostering partnerships among different water interests, facilitating greater cooperation and coordination, and engaging the broader public and decision-makers in conversations about water. Place-based water planning helps Oregon communities identify and develop widely supported actions to prepare for and adapt to extreme water-related events, such as floods and drought, which are projected to intensify as the climate changes. * Oregon Housing and Community Services (OHCS)'s Equity Priority: For their 2019 Statewide Housing Plan, OHCS facilitated focus groups in low-income areas in partnership with multiple community-based service providers who recruited the participants. The focus group participants received a $75 grocery gift card, a meal, and childcare services, as needed, for the meeting duration. OHCS often provides financial assistance to priority populations or vulnerable groups in order to ensure their participation and feedback in meetings related to OHCS policies, plans, or programs. This engagement led to the development of OHCS's current Equity Priority. * Department of Land Conservation and Development (DLCD)'s Climate-Friendly and Equitable Communities rulemaking– To help develop the rulemaking process, DLCD held a workshop facilitated by Verde to discuss equity approaches. In response to this dialogue, DLCD is funding staff time for the participation of seven equity-centered community based organizations (CBO)s in its rulemaking advisory committee and providing one-on-one staff check-ins for those organizations throughout the rulemaking process to elevate their voices and help them engage as desired. * Department of Environmental Quality (DEQ)'s Engaging Impacted Communities in Climate Policy effort – DEQ is planning to provide funding to CBO consultants in 2021 to: o Advise DEQ on strategies and techniques to engage environmental justice and other under-resourced communities in the development of new policies and programs; o Design and conduct community capacity building activities; and o Develop culturally-specific education and engagement materials related to climate change, climate * Metro Office of Public Engagement helps ensure Metro engages the region's full diversity, connects public input to decisions, and effectively evaluates engagement outcomes. The Office supports public engagement activities at the project and program level by offering resources for best practices in public involvement, conducting surveys and reports, and supporting the Diversity Action Plan. The Public Engagement Review Committee reviews public engagement efforts and reports and makes recommendations to the Metro Council about engagement priorities. o Metro Parks & Nature Capacity Building Sponsorship – This program aims to help organizations build capacity to connect BIPOC communities with nature. Funds can cover staff time, professional and leadership development, materials and supplies, IT services and hardware, participant stipends, transportation, food and other costs related to connecting BIPOC communities with nature. Resources * Environmental Justice: Best Practices for Oregon's Natural Resource Agencies - Oregon Environmental Justice Task Force (EJTF) * Inclusive Outreach and Public Engagement Guide – City of Seattle Race & Social Justice Initiative * Honor Native Land: A Guide and Call to Acknowledgement – US Dept. of Arts & Culture * Oregon State University: Land Acknowledgements - OSU * Resource Guide on Public Engagement – National Coalition for Dialogue & Deliberation * Community-Driven Climate Resilience Planning: A Framework, Movement Strategy Center * A Seat at the Table: Integrating the Needs and Challenges of Underrepresented and Socially Vulnerable Population into Coastal Hazards Planning in New Jersey * Guide to Equitable Community-Driven Climate Preparedness Planning – Urban Sustainability Directors Network IV. Improve data collection and use Accurate and thorough data is important for understanding how to identify climate vulnerable communities and their needs, as well as assessing progress towards desired program or project impacts. In some cases, there may be an overall lack of data, while other times there may be data available that is not being utilized effectively. Data to inform project or program needs should include quantitative data on indicators such as race, housing, jobs, income, education, and health that is supplemented by qualitative data from conversations, focus groups, and surveys as much as possible. Additionally, community-driven data collection can provide deeply valuable insight to planners and decision-makers. Below we offer best practices and resources to address common challenges to data collection and use. Best Practices Standardize, Integrate, and Share Data Transparently: Better data gathering can enable state agencies and policymakers to measure and evaluate programs and policies, and identify communities that need the most investment. Interagency data integration can enhance services, inform policymaking, decrease costs and data duplication, and reduce fraud. Oregon's Spatial Data Library offers access to geospatial data that can help visualize equity issues. While the State of Oregon has developed an Open Data Portal, there are still some improvements that would assist with user experience to find, understand, and use the data. Having data that is already visualized or interpreted is often more helpful to the average user than having to download a spreadsheet. State agencies should strive to be as transparent as possible and should ensure that data is accessible and useable for all stakeholders. Enable Communities to Help Shape Data Questions and Products: To build an inclusive and trustworthy data gathering process, partner with community-based organizations (CBOs) to ensure that data reflect the reality on the ground. This could include taking a community-based participatory research (CBPR) approach that enables communities to help shape data questions and products in ways that are responsive to local and culturally-specific priorities. Programs can also build-in 'Citizen Science' methods of engaging with the general public on climate-specific projects to incorporate on-the-ground observations, lived experiences, and local perspectives. Train Staff and Partners on How to Use and Integrate Climate and Equity Data In many cases, climate and equity data may already be available but staff or partners are unaware of its availability or are unable to access the data in ways that can inform decisions in a timely manner. Agency staff involved in climate programming and policy can train each other on available data. Peer-to-peer learning can occur during interagency projects, such as with DLCD's proposed integrated climate vulnerability assessment. Partners like the Oregon Climate Change Research Institute (OCCRI) and OSU's Natural Resources Digital Library, if requested, may be able to offer state agencies with trainings on how to use tools like The climate toolbox and Oregon Explorer. When appropriate, staff can extend invitations to agency partners when cross-sector data conversations and learning opportunities arise. In addition, as equity becomes a prioritized lens for project and policy development, trainings on integrating equity and social justice in data analysis is recommended. For example, Washington's King County offers a workshop on integrating Critical Race Theory (CRT) for GIS practitioners. Guiding Questions - What process does our agency use to collect community information? Are community partners involved in determining data needs? - What data have we collected for our policy or program? What do the data tell us about existing inequities or vulnerable communities in the areas affected by our policy or program? What data do we need to collect to measure our impact? - How are we ensuring community members feel comfortable sharing demographic or qualitative information with us? - Are there data gaps? What do community partners say is missing? What agency might host the data we are looking for? Have we explored opportunities to collaborate or learn with other state agencies? Case Studies * Washington Environmental Health Disparities Map –developed to help guide resource allocation to impacted communities was a multi-year project that included a symposium event (here's their full report), the convening of an ongoing work group, and through a meaningful partnership with Front and Centered (a CBO representing frontline communities), they were able to draw from 11 community listening sessions from across their state. This project built upon the EnviroScreen approach and improved upon it through a more robust community engagement process. * California Healthy Places Index – contains user-friendly mapping and data resources at the census tract level across California. The HPI provides scores based on community conditions to allow for comparisons between areas and it also includes detailed policy guides to support specific policy interventions that can improve community conditions and health. * Climate Change and Social Resilience: Findings from Community Listening Sessions - In 2019, the Climate and Health Program and the Oregon Community Health Workers Association held a series of listening sessions in Hood River, Medford, and Portland. In these sessions, they asked community leaders about their perspectives on social resilience and how climate change is affecting their communities. The report synthesizes the themes from these conversations and identifies actions and investments that governmental agencies can take to strengthen social relationships and increase climate resilience. Resources * Population Research Center at Portland State University - provides education and data related to the US Census and American Community Survey including summaries like this Oregon 2019 American Community Survey Highlights * A Short Guide to Community Based Participatory Action Research * EJSCREEN Screening and Mapping Tool, Environmental Protection Agency * National Environmental Public Health Tracking Data Explorer * Environmental Public Health Tracking, Oregon Health Authority * Mapping Resilience, Asian Pacific Environmental Network (APEN) * The climate toolbox * Oregon Explorer. * Oregon Open Data Portal Measuring progress and improving the Blueprint We need to continuously dismantle systemic barriers to achieve climate-, environmental- and racial- justice in the state of Oregon. It demands that the polices, processes and programs we create move us toward the intentional implementation of equitable strategies for meaningful change. Policies that lack climate-, environmental- and racial- justice outcomes will preserve the status quo and continue to harm the most vulnerable communities that will suffer the worst as climate change progressively threatens our adaptability. This Blueprint is intended to serve as a guide to move away from conventional systems and toward forward-thinking strategies that integrate communities in meaningful and sustainable ways. It is a starting point towards broadening perspectives toward transformative change. Objectives, strategies, and metrics to achieve specific equity goals will vary across agencies as state staff have a wide range of roles and responsibilities. Additionally, State agencies and their individual staff members are all in different places on their learning and unlearning journey regarding climate and environmental justice. In April 2020, sixteen State agencies engaged in the Climate Change Adaptation Framework project responded to a survey on Climate Equity. This survey was intended to serve as a baseline measure for how agencies are integrating DEI best practices into their climate-related work. For a summary of findings, please see Appendix E. The Interagency Workgroup on Climate Impacts and Impacted Communities convened by the Governor's office in 2020 is currently working on an inventory of DEI work across State climate programs. Workgroup members have agreed that an annual survey could be helpful to collect this kind of information and could be a way to track progress, including implementation of the Climate Equity Blueprint. How do we know if we are advancing climate equity? Success is achieved when: * People most affected by climate-driven disruptions are centered in the solutions and their voices and leadership are amplified in all discussions. * Strategies that are developed collectively, and through collaboration with communities, reflect the priorities and address the concerns of the most marginalized communities. * Quantitative and qualitative data demonstrates meaningful progress and sharing of co-benefits. Acknowledgements The Climate Equity Blueprint was developed by Better World Group, Estolano Advisors and the Oregon Climate and Health Program, with funding from the Oregon Health Authority and the Oregon Department of Forestry, and in partnership with: * The Interagency Climate Equity Workgroup: o Business Oregon o Department of Administrative Services o Department of Environmental Quality o Department of Land Conservation and Development o Oregon Department of Forestry o Oregon Department of Transportation o Oregon Employment Department o Oregon Health Authority o Oregon Housing and Community Services o Oregon Water Resources Department A notable appreciation to the following who contributed to the process: * Oregon Environmental Justice Task Force * The Office of Governor Kate Brown; Diversity, Equity, and Inclusion/Affirmative Action Policy Office, Natural Resources Policy Office, and the Carbon Policy Office * Leadership Counsel for Justice and Accountability References (1) York EA, Braun MJF, Goldfarb G, Sifuentes JE. Climate and Health in Oregon: 2020 Report. Oregon Health Authority. December 2020: Portland, OR. Accessed at: https://www.oregon.gov/oha/PH/HEALTHYENVIRONMENTS/CLIMATECHANGE/Pages/profilereport.aspx (2) Hoffman JS, Shandas V, Pendleton N. The effects of historical housing policies on resident exposure to intra-urban heat: a study of 109 US urban areas. 2020; Climate, 8(12), 1̶15. (3) May C, Luce C, Casola, Chang M, Cuhaciyan J, Dalton M, Lowe S, Morishima G, Mote P, Petersen A, Roesch-McNally G, York E. Northwest in Impacts, Risks, and Adaptation in the United States: fourth National Climate Assessment 2018 Volume II [Reidmiller DR, Avery CW, Easterling DR, Kunkel KE, Lewis KLM, Maycock TK, Stewart BC (eds.)]. U.S. Global Change Research Program, Washington, DC, USA, pp. 1036–1100. doi: 10.7930/NCA4.2018.CH24. (4) Don Bambino Geno Tai, Aditya Shah, Chyke A Doubeni, Irene G Sia, Mark L Wieland, The Disproportionate Impact of COVID-19 on Racial and Ethnic Minorities in the United States, Clinical Infectious Diseases, , ciaa815, https://doi.org/10.1093/cid/ciaa815 (5) O'Neill E (2018, August 20). Wildfire Smoke Means Smaller Newborns And More ER Visits. OPB News. Retrieved from: https://www.opb.org/news/article/wildfire-smoke-oregon-washingtoncalifornia-northwest-emergency-room-visits/ (6) York EA, Wegner Sa. 2018. Climate Change and Public Health in Oregon. Oregon Health Authority. December 2018. Portland, OR. Accessed at: https://www.oregon.gov/oha/PH/HEALTHYENVIRONMENTS/CLIMATECHANGE/Documents/2018 /2018-OHA-Climate-and-Health-Policy-Paper.pdf (7) Rudolph L, Harrison C, Buckley L, North S. Climate change, health, and equity: a guide for local health departments. 2018; Oakland, CA and Washington D.C. Public Health Institute and American Public Health Association. Sources used for key term definitions * Asian Pacific Environmental Network (APEN). 2019. Mapping Resilience: A Blueprint for Thriving in the Face of Climate Disasters. https://apen4ej.org/mapping-resilience/ * The BIPOC Project. 2020. https://www.thebipocproject.org/ * Ecotrust. 2020. "Centering Frontline Communities." https://ecotrust.org/centering-frontlinecommunities/ * Integrated Climate Adaptation and Resiliency Program (ICARP), California Governor's Office of Planning and Research. 2018. Defining Vulnerable Communities in the Context of Climate Adaptation. https://www.opr.ca.gov/docs/20200720-Vulnerable_Communities.pdf * Integrated Climate Adaptation and Resiliency Program (ICARP), California Governor's Office of Planning and Research. 2018. Planning and Investing for a Resilient California: A Guidebook for State Agencies. https://www.opr.ca.gov/docs/20180313- Building_a_Resilient_CA.pdf * Intergovernmental Panel on Climate Change (IPCC). 2014. "Summary for Policy Makers." Climate Change 2014: Mitigation of Climate Change. Contribution of Working Group III to the Fifth Assessment. https://www.ipcc.ch/site/assets/uploads/2018/02/ipcc_wg3_ar5_summary-forpolicymakers.pdf * Government Alliance on Race and Equity (GARE). 2015. Advancing Racial Equity and Transforming Government: A Resource Guide to Put Ideas into Action. https://www.racialequityalliance.org/wp-content/uploads/2015/02/GARE- Resource_Guide.pdf * McIntosh, Peggy. 1988. White privilege and male privilege: A personal account of coming to see correspondences through work in women's studies. Wellesley, MA: Wellesley College, Center for Research on Women. * Oregon Office of Rural Health. 2020. "Geographic Definitions." https://www.ohsu.edu/oregon-office-of-rural-health/about-rural-and-frontier-data * Race Forward. 2015. Race Reporting Guide. https://www.raceforward.org/reporting-guide * Resources Legacy Fund. 2017. Advancing Climate Justice in California: Guiding Principles and Recommendations for Policy and Funding Decisions. https://www.healthyworldforall.org/en/express-img/17081516-3570-img1.pdf * State of Oregon Environmental Justice Task Force. 2016. Environmental Justice Task Force Handbook. https://www.oregon.gov/gov/policy/environment/environmental_justice/Documents/2016%2 0Oregon%20EJTF%20Handbook%20Final.pdf * State of Oregon, Office of Governor Kate Brown. 2020. State of Oregon Equity Framework in COVID-19 Response and Recovery. https://www.oregon.gov/gov/policy/Documents/EquityFrameworkCovid19_2020.pdf * University of Southern California Program on Environmental and Regional Equity (PERE). 2009. The Climate Gap: Inequities in How Climate Change Hurts Americans and How to Close the Gap. https://dornsife.usc.edu/pere/climategap/ Appendices A. Recommendations from consultants B. Draft critical thinking tool for identifying "most impacted communities" C. Federal and state statutes D. Draft tool for land acknowledgment E. Summary of 2020 interagency climate equity survey findings APPENDIX A: Recommendations from consultants APPENDIX B: Draft critical thinking tool for identifying "most impacted" communities Who are the "most impacted communities" in Oregon? 1. IMPACTED BY WHAT? * What is the scope of the problem we are trying to solve? All climate impacts? Specific impacts? Specific policies or projects intended to address climate impacts? * Where are there existing disparities in intersecting non-climate stressors (populations already burdened by other impacts related to the problem you are trying to solve)? Get as specific as you can with how you define "impacted" within the scope of your inquiry. 2. WHO IS ASKING? * State lawmakers, agencies, or program staff? What will we do with the information once the big question is answered? * What is the capacity (or scope of work) available to solve the problem? Are we creating a new policy, plan, grant program, etc.? Be ready to explain how the data will inform and influence decisions (outcomes/investments). 3. WHO IS ANSWERING? * Who are the evidence-based populations already most burdened by the specific climate problem we are trying to solve? (There are many scientific and Oregon-specific resources that can help answer this question). * Who are the leaders and Community Based Organizations (CBOs) that can offer the perspective of these already identified populations? (If we don't know, start asking around.) * How will we ensure that they (our community partners) have the capacity to engage with us? (Be ready to provide funding for their time and expertise – a little can go a long way). * What quantitative and qualitative data do our community partners say is most important in determining how to solve the specific climate-related problem we are trying to solve? How will we work with them to collect and use that data to inform our decisions? * How will community partners continue to be informed and involved in the implementation once decisions are made? It is likely that we already generally know who is most impacted, but we are unclear about how to tailor or target our policies/programs in ways that benefit them. If we invest in building trusting relationships with community partners, they will help us answer that big question. In fact, community partners may already be talking with people on the ground about the problem we are trying to solve. Our partnership efforts will result in richer and more relevant data that will ultimately lead to more effective solutions that benefit the communities we intend to serve. APPENDIX C: Federal and state statutes Federal statutes * Title VI of the 1964 Civil Rights Act, 23 USC 140, 23 CFR 200, and 49 CFR 21. * Executive Order 12898 – Federal Actions to Address Environmental Justice in Minority Populations and Low-income Populations, signed Feb. 11, 1994 by President Bill Clinton. * Executive Order 13166 – Improving Access to Services for Persons with Limited English Proficiency, signed Aug. 11, 2000 by President Bill Clinton. * Americans with Disabilities Act (ADA) of 1990, 42 USC 126 and 49 CFR 27.19. * Age Discrimination Act of 1975, 42 USC. Sections 6101-6107. State Statutes * Oregon Environmental Justice Task Force, ORS 182.538 * Oregon Revised Statute Local Government Planning Coordination; Coordination Agreements, ORS 195.020 to 195.040. * Oregon Revised Statute Opportunity for Public Comment on New Fee or Fee Increase, ORS 294.160. * Oregon Transportation Plan Public Involvement Policy (2009). * Public Records Act, ORS 192.410 to 192.505. * Public Meetings Law, ORS 192.610 to 192.690. * Oregon Advocacy Commissions Office, ORS 185.005, 185.010, 185.020, 185.025. APPENDIX D: Draft tool for land acknowledgement There is no one formula or template for appropriate land acknowledgement. Land acknowledgments can be written in program materials, posted online, and voiced at the beginning of meetings and public events. Building relationships with tribal partners and getting feedback on appropriate land acknowledgement language is a best practice. There are nine federally recognized tribes in Oregon, however there are many other tribes that have not been federally recognized and it's important to recognize this. If you plan to verbally acknowledge Oregon's nine federally recognized tribes, make sure you have the correct pronunciation of their names. Below is some example language that can be used and adapted to acknowledge tribal communities in Oregon. Voicing a commitment to decolonization and reconciliation must reflect concrete efforts to build authentic relationships with tribal partners and an investment in their recommended actions. --- We would like to honor and acknowledge Oregon's nine federally recognized tribes, who have stewarded these lands for centuries: * the Klamath tribe of the Southern Oregon plateau; * the Burns Paiute of the high-desert east; * the Coquille of Southern Oregon's coastal forests; * the Confederated Tribes of Grand Ronde in the northern Coast Range; * the Cow Creek Band of Umpqua in the Southern Oregon foothills; * the Confederated Tribes of Umatilla in the Blue Mountains; * the Confederated Tribes of Siletz in Oregon's northern rainforests; * the Confederated Tribes of Coos, Lower Umpqua, and Siuslaw on the southern coast; and * the Confederated Tribes of Warm Springs on the eastern slopes of the Oregon Cascades. And we also acknowledge that there are many other tribal communities who have not been federally recognized. This land known as the 'state of Oregon' was built on broken treaties and stolen land. The effects of colonization, federal and state policies, both past and present, have put Native Americans at a disadvantage for hundreds of years. Despite this ongoing oppression, our tribal and indigenous partners continue to offer their leadership, professional expertise and cultural wisdom. We take this moment to honor Native Peoples' resilience and commit to moving beyond words to actions that bring about true decolonization and reconciliation. APPENDIX E: Summary of 2020 interagency climate equity survey findings In April 2020, sixteen State agencies engaged in the Climate Change Adaptation Framework project responded to a survey on Climate Equity. This survey was intended to serve as a baseline measure for how agencies are integrating DEI best practices into their climate-related work. State agency barriers identified include: * A broad spectrum of understanding "equity", emphasizing the importance of establishing a baseline understanding across (and within) agencies * A lack of requirements to specifically implement DEI best practices State agency needs identified: * Improved clarity on how we communicate climate equity priorities * Unified leadership across agencies * Opportunities and mechanisms for sharing best practices across agencies * Ongoing, and in-depth training for staff * Incorporate DEI in internal functions (we can then more successfully incorporate into external functions). * Greater awareness of existing state-level policies and directives * Increased staffing with a higher level of expertise in strategic community engagement * Identification of CBOs that work directly with frontline communities * Joint efforts to build capacity of CBOs to engage * Tools for coordinating meaningful cross-sector community engagement * Appropriately resourcing/staffing already established groups, such as the EJTF and Climate Cabinet * How to utilize existing community data to avoid re-asking the same communities * Development of climate-specific DEI metrics of success These results reflect key findings from a 2018 thesis project by OSU student Malia Losordo on The Role of Environmental Justice in Oregon's Climate Change Adaptation Planning - Based on key informant interviews, Losordo identified the following Barriers to integrating EJ into Climate Change Adaptation Planning: (1) limited understanding of and experience with environmental justice principles and best practices; (2) limited community capacity to engage in agency decision-making processes; (3) lack of regional and local information, and (4) lack of resources to implement EJTF recommendations.	<urn:uuid:0453f87f-b7bd-49e4-83de-409a2ba8cf1b>	CC-MAIN-2022-49	https://www.oregonoceanscience.com/_files/ugd/0e48c2_517776b43a524983b6b0ee38500632d9.pdf	2022-12-05T03:54:38+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00262.warc.gz	955,919,437	13,287	eng_Latn	eng_Latn	0.894656	eng_Latn	0.994498	[ "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 54, 73, 3839, 7280, 9797, 11622, 12787, 15324, 17268, 19165, 19351, 23228, 25788, 26223, 30180, 32505, 34986, 38732, 42245, 45559, 48376, 51976, 54577, 54836, 57252, 58236, 61003, 62847, 63102, 63148, 65646, 66766, 69136, 69999, 71296 ]	[ 1.5, 1.0703125 ]	2	2
Waisenhaus „Traunsee“ in Burma News Nr. 48 Rinderprojekt Ein Projekt der Pfarrcaritas Traunkirchen Verarmte Dörfer, viele Kinder ohne Schule Waisenhaus Hwi Hka Schuljahr 2016/2017 Der Heimleiter, Pastor Sumlut Tang Ji, und die Finanzmanagerin Hkawn Ba Verleihung des Missionspreises 2013 durch Bischof Ludwig an die Pfarrcaritas Traunkirchen für das Waisenhausprojekt „Traunsee“ in Burma Das Dorf Hwi Hka Bambushütten mit Lehm verschmiert Sie sehen keine Zukunft Dorfkirche von Hwi Hka Hilfe durch das neue Rinderprojekt in Mung Yung Map of Mung Yang Village Road to Tachileik (10+ miles, 15+ km) (Distance between KT and Tek) The image shows a rural landscape with a field in the foreground and mountains in the background. There are some animals grazing in the field, and the overall scene appears to be peaceful and natural. The image shows a scenic view of a mountainous landscape under a clear blue sky with some scattered clouds. The foreground is filled with lush greenery, including trees and bushes, which appear to be part of a dense forest or natural reserve. The middle ground features rolling hills and valleys, with the mountains in the background creating a layered effect. The overall scene suggests a serene and untouched natural environment, possibly in a remote or protected area. A cow and her calf are standing in a field, with the cow grazing and the calf standing close by. The background shows a fence and some trees. The image on the left shows a person standing near a wooden fence in a forested area, while the image on the right depicts a small structure or shelter in a similar wooded environment. Figure 1. The location of the study area (Source: Google Earth) Mit 100 Kühen hätte das Dorf eine Erwerbsmöglichkeit Ein paar Wasserbüffel sollten auch dabei sein. A cow and her calf grazing by the water. Toyota Tiger Allrad, gebraucht	63bfc4bc-ab03-41c2-9c99-0650fee8aca6	CC-MAIN-2023-14	http://waisenhaus-traunsee.uskw.at/ppt/News48.pdf	2023-03-31T19:51:25+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296949678.39/warc/CC-MAIN-20230331175950-20230331205950-00221.warc.gz	58,745,096	495	eng_Latn	eng_Latn	0.584551	eng_Latn	0.967062	[ "deu_Latn", "unknown", "unknown", "deu_Latn", "deu_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown" ]	true	rolmOCR	[ 100, 143, 183, 256, 393, 411, 446, 471, 495, 544, 639, 841, 1314, 1457, 1643, 1708, 1762, 1810, 1852, 1884 ]	[ 1.53125 ]	1	1
Outline For A Autobiography Paper When somebody should go to the ebook stores, search commencement by shop, shelf by shelf, it is essentially problematic. This is why we offer the book compilations in this website. It will unquestionably ease you to see guide outline for a autobiography paper as you such as. By searching the title, publisher, or authors of guide you in fact want, you can discover them rapidly. In the house, workplace, or perhaps in your method can be every best area within net connections. If you set sights on to download and install the outline for a autobiography paper, it is entirely easy then, back currently we extend the partner to buy and create bargains to download and install outline for a autobiography paper suitably simple! How To Outline A Book: Step-by-Step Book Outlining Instructions to Write a Better Book Faster How to Create a Book Outline in 3 Steps How to Write an Autobiography How To Write An Outline For A Book How to Write a Book Outline for Nonfiction (with Book Outline Template!) How to Outline a Memoir: Writing your story with the audience in mind Outline My Book With Me! How to Outline a Nonfiction Book \| Dead Simple ProcessHow to Outline Your Novel - The Storyboard Writing Your Life Story: Get Started with this Exercise How to Craft an Outline for Your Book Autobiography Writing - Creating a paragraph Creative Writing advice and tips from Stephen KingWhat the Best Memoirs Have in Common: Tips for Writing Your Story Making an outline for my NaNoWriMo novel // Writing Vlog #44 How To Write A Book About Your Life HOW I PREPARE FOR NANOWRIMO How to Write a Book: 13 Steps From a Bestselling AuthorHow To Structure Self-Help Books \| Use the Bestselling Self-Help Outline! Writing Your Life Story and How to Get Started - WritersLife.orgHow to Self-Publish Your First Book: Step-by-step tutorial for beginners How to write a Biography Writing Your SocioAutobiography How to Format your Paper in Chicago (Notes-Bibliography) Style Outline for Biography Outline How to write descriptively - Nalo HopkinsonWriting Tips : Ways to Write an Autobiography How to Plot a Novel on One Page for NaNoWriMo \u0026 Beyond Outlining a Fiction Book with Word (How to Outline a Book) Elena's 10 Rules of Write Your Autobiography Outline For A Autobiography Paper Writing an autobiography outline: Write the title: Of course, this can be changed as you go through the process of writing the book, but have a working... Next, write a few sentences (under the title) explaining why you are writing the autobiography. This will help you... Now comes the fun part. ... Autobiography Outline Template – 23+ Free ... - Dotxes The basic autobiography format is the usual format that an autobiography should follow. The outline starts with an introduction, early life, education, career life, and the current state and ends with a conclusion. It describes life as a journey with a beginning and an end. All the critical events in one's life are captured in between the introduction and conclusion. Autobiography outline for adults Autobiography Outline Template Having said that, the following steps below should also be of immense help to you: Step 1: Present Yourself in an Intimate Fashion The first thing you must do is to acquaint your viewers of who you are. Step 2: Include the Good and the Bad A more formal autobiography will involve aspects of one's ... How to Write an Autobiography Outline - Examples Autobiography Outline Templates It is your story. It can get personal and emotional. You can include what you have achieved in your life in your... Personal information: Include your name, the details about your family members, address, and the place where you have... Writing your autobiography ... 24+ Autobiography Outline Templates & Samples - DOC, PDF ... An autobiography outline makes writing a great autobiography easy. It also enables you to present information and ideas in a smooth and logical manner. In addition, it enables you to maintain your focus throughout the process of writing the autobiography. Tips to Writing an Autobiography Outline This simple bare bones autobiography outline template uses two key failures and a success, the classic three-act dramatic structure that has enthralled theatre-going audiences for centuries. It provides a quick and practical guide for beginning an autobiography. For teachers, the points work through traditional autobiographical structure. A Bare Bones Autobiography Outline - be a better writer Step 1: Planning First, you need to decide on what you will write about. For an autobiographical essay, you should choose a real story... Another thing you should always do is consider who will be reading your paper and what your audience expects to see in... Finally, you have to make an outline of ... How To Write An Autobiography Essay: Step-by-Step Guide Page 1/4 How to write a biography outline Step i: seek permission from the subject. Start off by seeking the permission of the subject. You just cannot start writing about a person that way. You have to talk to him to ask him whether he is comfortable with that fact or not. Biography Outline Templates & Examples Using an autobiography format outline is a good way to stay on track as you write out your life story. A structured format ensures that all the vital details are included. Autobiography Format - Capture Your Life History in Detail ... Provide an outline (above). Planning is a crucial part of any writing process. If you need a detailed instruction on how to write an autobiography outline, you should read the section about autobiographical essay structure above if you haven't yet. There, we explained what you should include in each part of your essay. How to Write an Autobiography: Make ... - AnswerShark.com Autobiography Essay Outline. Paragraph 1 – Introduction. Write a brief story about yourself as a hook to capture or engage the reader. Also, you can tell more on your family, prospects and what you are looking to achieve. Paragraph 2- How It All Began. Consider the following topics: Place of residence; Days in school; Your first memories; Friends; Ambitions How to Write an Autobiography Essay: Full Guideline ... Every autobiographical essay must meet certain requirements as to format and outline. Autobiographical essay outline example structures the essay, dividing it into several parts. Your autobiography has to be logical, and facts about your life should be presented in a chronological order. Writing Autobiographical Essay: Outlines and Tips ... An autobiography is a kind of a self-written story of a person's life. This type of narration has various aims and objectives that depend on the kind of writing that you decide to go with. Moreover, it has different types. A writer can choose any of them on the basis of what he wants to include in his story. Autobiography Examples - Outline, Guide and Samples Follow outline points and compose whatever you want. Do not go back at sentences to edit at this stage. Set yourself loose and complete entire paper. You'll edit later. 5. Editing Step. If you want to edit autobiography essay yourself, take some time away from it. How to Write an Autobiography Essay about Yourself ... Discussing Early Life and Childhood 1. Mention the person's name, birth date, and place of birth. Start by including key biographical details like the... 2. Detail the person's parents. Include the names of the person's parents, as well as any guardians or adoptive parents. 3. Talk about the ... How to Outline a Biography: 12 Steps (with Pictures) - wikiHow The outline is a generalized description of the whole essay where you include your topic, main headlines for paragraphs and their summaries, and conclusions. It tends to get chaotic when it comes to autobiography writing because you have a massive flow of thoughts, ideas and information about yourself which you want to share. How to Write an Autobiography Essay \| Guidelines for Students Our writers have Autobiography Outline For College a lot of experience with academic papers and know how to write them without plagiarism. Moreover, at our academic service, we have Autobiography Outline For College our own plagiarism-detection software which is designed to find similarities between completed papers and online sources. Autobiography Outline For College Find out a suitable autobiography example to take reference from. The reasons for writing an autobiographical essay differ from person to person. The main point of the writer's exercise is to convey his life events using words. Autobiography samples will make it easy for the writer to organize thoughts. About The Book -It is hard to beat a person who never gives up! - Babe Ruth -Autobiography - An Account of a person's life and as written by that person! This is my 33rd book - and after 6 books on Arab Management, 3 on Road Safety, 2 prior of this on My Autobiography (The Story of My Life!) - 12 on my Columns Writings 'Between Us Only!' and 'At My Workplace!' and the rest on assorted topics! The book is a bird's eye view all about me from my all varied articles to date! If one wants to write my Obituary then there is no place to start than from this book - but not forgetting reading the other books as well! I apologise in advance - as I do feel I may have missed out in some articles. But writing my Bibliography, this book will go 90% in doing the work! The articles produced here are in main part linked to me as Majid aka as Magic - Magic Man as the pseudonym I used in 'The Forums'! Also interestingly the article - Why Do They Call You Magic? Also Who Is Majid? And My Epitaph! The articles are also about My Family and My Late Parents - Peace Be Upon Them! There Page 2/4 are several bits and pieces spread out in my other 28 books where they could also come here - but then the book will be very big in size and in contents! I hope you will like reading about me! People were always asking me - Why don't you write a book about yourself? The story of your life? I then decided to accept the challenge and write this book. Like the other books I have tried to be as factual as possible - and with my usual style of writing of speaking to you directly from my heart - and to be as sincere, genuine, frank, forthright as possible - so that this book can not only be used in Research works - but as a Guide and Beacon for the children, grandchildren, great grandchildren - and future generations by the Grace of Allah God Ameen Amen. The Author This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. This book has been considered by academicians and scholars of great significance and value to literature. This forms a part of the knowledge base for future generations. We have represented this book in the same form as it was first published. Hence any marks seen are left intentionally to preserve its true nature. Narrative of the Life of Frederick Douglass is an 1845 memoir and treatise on abolition written by famous orator and former slave Frederick Douglass during his time in Lynn, Massachusetts. It is generally held to be the most famous of a number of narratives written by former slaves during the same period. In factual detail, the text describes the events of his life and is considered to be one of the most influential pieces of literature to fuel the abolitionist movement of the early 19th century in the United States. Narrative of the Life of Frederick Douglass encompasses eleven chapters that recount Douglass's life as a slave and his ambition to become a free man. Avul Pakir Jainulabdeen Abdul Kalam, The Son Of A Little-Educated Boat-Owner In Rameswaram, Tamil Nadu, Had An Unparalled Career As A Defence Scientist, Culminating In The Highest Civilian Award Of India, The Bharat Ratna. As Chief Of The Country`S Defence Research And Development Programme, Kalam Demonstrated The Great Potential For Dynamism And Innovation That Existed In Seemingly Moribund Research Establishments. This Is The Story Of Kalam`S Rise From Obscurity And His Personal And Professional Struggles, As Well As The Story Of Agni, Prithvi, Akash, Trishul And Nag--Missiles That Have Become Household Names In India And That Have Raised The Nation To The Level Of A Missile Power Of International Reckoning. This book provides you with all the tools you need to write an excellent academic article and get it published. "An insightful memoir that uncovers unique stories about matters of the heart." —Essence The inspiring New York Times bestseller from Common—the Grammy Award, Academy Award, and Golden Globe–winning musician, actor, and activist—explores how love and mindfulness can build communities and allow you to take better control of your life through actions and words. Common believes that the phrase "let love have the last word" is not just a declaration; it is a statement of purpose, a daily promise. Love is the most powerful force on the planet, and ultimately the way you love determines who you are and how you experience life. Touching on God, self-love, partners, children, family, and community, Common explores the core tenets of love to help us understand what it means to receive and, most importantly, to give love. He moves from the personal—writing about his daughter, to whom he wants to be a better father—to the universal, where he observes that our society has become fractured under issues of race and politics. He knows there's no quick remedy for all of the hurt in the world, but love—for yourself and for others—is where the healing begins. In his first public reveal, Common also shares a deeply personal experience of childhood molestation that he is now confronting…and forgiving. Courageous, insightful, brave, and characteristically authentic, Let Love Have the Last Word shares Common's own unique and personal stories of the people and experiences that have led to a greater understanding of love and all it has to offer. It is a powerful call to action for a new generation of open hearts and minds, one that is sure to resonate for years to come. The meeting Theoretical Perspectives on Autobiographical Memory was held at the Grange Hotel, Grange-over-Sands, in the Lake District region of North Western England, July 1991. The workshop was financed by a generous grant from the NATO Scientific Affairs Division under the Advanced Research Workshop programme and without this funding the meeting would not have been possible: the organisers and delegates gratefully acknowledge the support of the NATO Advanced Research Workshops programme. Thirty-five scientists from five different NATO countries attended the workshop and twenty-seven delegates presented papers. The two aims of the workshop were to bring together in one forum a number of comparatively separate approaches to autobiographical memory and to promote theory in the area generally . These aims were fulfilled in the presentations and discussions, particularly the final discussion session, in which delegates focussed on the central issues of the nature, structure, and functions of autobiographical memory and how these emerge in different research areas. The present volume contains the papers arising from the workshop. We thank Mrs. Sheila Whalley for secretarial help and Fiona Hirst and Stephen Anderson fr practical assistance in coordinating registration for the workshop. Quentin Jacobson has spent a lifetime loving Margo Roth Spiegelman from afar. So when she cracks open a window and climbs into his life - dressed like a ninja and summoning him for an ingenious campaign of revenge - he follows. After their all-nighter ends, Q arrives at school to discover that Margo has disappeared. Page 3/4 Copyright : www2.bethelwesthartford.org NEW YORK TIMES BESTSELLER "An inspiring story that manages to be painful, honest, shocking, bawdy and hilarious." —The New York Times Book Review From stand-up comedian, actress, and breakout star of Girls Trip, Tiffany Haddish, comes The Last Black Unicorn, a sidesplitting, hysterical, edgy, and unflinching collection of (extremely) personal essays, as fearless as the author herself. Growing up in one of the poorest neighborhoods of South Central Los Angeles, Tiffany learned to survive by making people laugh. If she could do that, then her classmates would let her copy their homework, the other foster kids she lived with wouldn't beat her up, and she might even get a boyfriend. Or at least she could make enough money—as the paid school mascot and in-demand Bar Mitzvah hype woman—to get her hair and nails done, so then she might get a boyfriend. None of that worked (and she's still single), but it allowed Tiffany to imagine a place for herself where she could do something she loved for a living: comedy. Tiffany can't avoid being funny—it's just who she is, whether she's plotting shocking, jaw-dropping revenge on an ex-boyfriend or learning how to handle her newfound fame despite still having a broke person's mind-set. Finally poised to become a household name, she recounts with heart and humor how she came from nothing and nowhere to achieve her dreams by owning, sharing, and using her pain to heal others. By turns hilarious, filthy, and brutally honest, The Last Black Unicorn shows the world who Tiffany Haddish really is—humble, grateful, down-to-earth, and funny as hell. And now, she's ready to inspire others through the power of laughter. 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EXAM 2_2 (PROGRESSIONS /ALGEBRA) Remember: in each question, write the steps you have taken to reach the solution. 1) For each of the following sequences, determine whether it is arithmetic or geometric. Find the tenth term, and the sum of the first 20 terms. (3.75 points) a) 3, -1, -5, -9,… b) 5, 10, 20, … c) 1, 10, 19,… 2) Find the sum to 10 terms of a geometric progression whose first term is 3 and the common ratio 1/3. Find the sum of all the terms. (1.25 p) a) x 2 1 x x 3 − + − 4 3 2 6 − = − b) () () 1 x 2 ()() 2 x 2 x 3 2 − + 2 1 x + − = − − 5) Solve the following simultaneous equation: (1.25 p) SOLUTION 1) For each of the following sequences, determine whether it is arithmetic or geometric. Find the tenth term, and the sum of the first 20 terms. (3.75 points) 2) Find the sum to 10 terms of a geometric progression whose first term is 3 and the common ratio 1/3. Find the sum of all the terms. 3) Work out and simplify: 4) Solve the following equations: 5) Solve the following simultaneous equation:	<urn:uuid:8f23d143-eeef-4ac0-b05b-1731055d051e>	CC-MAIN-2022-49	https://www.yoquieroaprobar.es/_pdf/33243.pdf	2022-12-05T04:47:12+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00265.warc.gz	1,143,441,019	333	eng_Latn	eng_Latn	0.884836	eng_Latn	0.928079	[ "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 634, 1002, 1049 ]	[ 3.546875 ]	3	2
FRANCOIST REPRESSION AND MORAL REPARATION IN THE THEATRE OF LAILA RIPOLL 1 REPRESIÓN FRANQUISTA Y REPARACIÓN MORAL EN EL TEATRO DE LAILA RIPOLL Raquel GARCÍA-PASCUAL Universidad Nacional de Educación a Distancia (UNED) email@example.com Resumen: Este ensayo se centra en un corpus de piezas dramáticas de Laila Ripoll que denuncian cómo la guerra civil española, la dictadura franquista y exilio republicano marcaron la vida de sus protagonistas, la de sus hijos y la de las generaciones futuras. La autora subraya la responsabilidad colectiva de la comunidad creadora para desvelar datos omitidos en el pasado por un régimen autoritario y, en concreto, incide en que esta postura ética está en conexión con la mirada de su promoción, la de los nietos de la guerra. Las obras escogidas son una muestra de que esta tercera generación de víctimas trata de incorporar a la memoria pública los hechos vividos por sus antepasados apoyándose en una intensa labor de investigación. Se plantea además que, para ello, Ripoll recurre al poder de denuncia que tiene la estética grotesca, de larga tradición en nuestra escena. 1. This article has been produced as part of the Research Project Escrituras, imágenes y testimonio en las autoras hispánicas contemporáneas (Ref. FFI2015-63745-P), funded by the Spanish Ministry of the Economy and Competitiveness (Ministerio de Economía y Competitividad). As a teacher in UNED, it's integrated in the activities of Centro de Investigación de Semiótica Literaria, Teatral y Nuevas Tecnologías (SELITEN@T), directed by José Romera Castillo (http://www.uned.es/centro-investigacion-SELITEN@T/index2.html). Palabras clave: Laila Ripoll. Memoria histórica. Grotesco. Teatro siglos XX y XXI. Abstract: This article focuses on a corpus of dramatic texts by Laila Ripoll that denounce how the Spanish Civil War, the Francoist dictatorship and Republican exile marked the lives of the people involved, those of their children and those of generations to come. In these texts, the author highlights the collective responsibility of writers to reveal details left out from the past by an authoritarian regime and specifically she emphasises that this ethical stance is linked to the outlook of their generation, that of the grandchildren of war. The works chosen show that members of this third generation of victims seek to restore the events experienced by their ancestors into the public memory, supported by in-depth research work. In order to do this, Ripoll makes use of the critical power of the grotesque aesthetic, as this is a longstanding tradition on the Spanish stage. Key Words: Laila Ripoll. Historic memory. Grotesque. 20th and 21st century theatre. 1. LAILA RIPOLL, A VOICE FOR THE GRANDCHILDREN OF WAR AND POSTWAR Laila Ripoll is a respected Spanish dramatist who has combined her work as a creative writer, stage director and actress with other aspects of the profession, such as set design, lighting, wardrobe and costume design. Like other dramatists trained in the sixties, including Lluïsa Cunillé, Ángels Aymar, Beth Escudé, Yolanda Pallín, Angélica Liddell and Itziar Pascual, she stands out for her academic profile as a performing arts specialist, her professional career in the field and her continued presence on the theatre stage (Vilches-de Frutos, 2010). Her directing work for productions at the Centro Dramático Nacional and the Compañía Nacional de Teatro Clásico is also highly relevant in this sense. Her ongoing efforts to recover and reread the perfoming arts of the Spanish Golden Age have resulted in some exceptional adaptations of authors like Lope de Vega, Cervantes, Calderón de la Barca and Tirso de Molina. As a stage director, she has taken part in productions of works by leading figures such as Shakespeare, Cervantes and Neruda. She has combined this work with the running of her own company, "Producciones Micomicón", of which she is a founding member, alongside José Luis Patiño, Mariano Llorente and Juanjo Artero in 1992. Since then, the company has produced shows that have been staged in some twenty countries. This is an author who, since seeing her early works performed in alternative venues, notably the Cuarta Pared theatre in Madrid, she has consolidated a brilliant career, as she is present on the mainstream Spanish stage and was recently awarded the Premio Nacional de Literatura Dramática (National Dramatic Literature Prize) in 2015. Today her name is a byword for success in Spanish public theatres, a role that she combines with her ongoing work in the Ibero-American theatre world 2 . Because of Ripoll's prominent and continued presence in theatre listings both in this country and abroad, the position she has adopted in relation to such a major issue as democratic historical memory is, in my view, extremely interesting. We should bear in mind that, as well as having a correlation in recent international film and narrative production recovering the topic of Nazism, in Spain the stage performance of the aftermath of the Civil War, the immediate post-war period and the Republican exile of 1939 gained momentum in light of the debates triggered by Spain's Historical Memory Law 3 , as part of genre of literature based on memory that had been emerging since the 1990s. Both well-established and new authors have been coinciding on this. While "los dramaturgos nacidos a mediados del siglo XX han prestado atención en su teatro a la memoria de la posguerra con una tendencia a la autobiografía y una preferencia por lo íntimo, privado y cotidiano" (Pérez-Rasilla, 2009: 143 and foll.), we have to wait until the 21st century to see the greater recurrence on our stages of reflections on the Civil War and forty years of dictatorship in new formats. Although this selection is by no means complete, the following series of works are cited here: Terror y miseria en el primer franquismo (1979-2003), 2. See studies on the author published as part of the European project DRAMATURGAE, developed by UNED (Spain), Université de Toulouse-Le Mirail (France) and Justus-Liebig-Universität Gießen (Germany). Respectively, Romera Castillo (2005), Roswita / Garnier (2007) and Floeck et al. (2008). 3. Ley 52/2007, de 26 de diciembre, por la que se reconocen y amplían derechos y se establecen medidas en favor de quienes padecieron persecución o violencia durante la guerra civil y la dictadura. by José Sanchis Sinisterra; La cena de los generales (1998), by Alonso de Santos; El olvido está lleno de memoria (2002), by Jerónimo López Mozo; Varadas (2004), by Itziar Pascual; Presas (2007), by Verónica Fernández and Ignacio del Moral; Todos los que quedan (2008), by Raúl Hernández Garrido; Cantando bajo las balas (2008), by Antonio Álamo; La colmena científica (2010), by José Ramón Fernández; Perros en danza (2010), by María Velasco, and La piedra oscura (2014), by Alberto Conejero. It is also fascinating to see that this critical theatre is opening up new ways forward that would have been unthinkable a few decades ago, such as the musical, with shows like Hendaya, el musical. Cuando Adolfo encontró a Paco (2012), by Carla Guimarães and Pepe Macías, and Álvaro Sáenz de Heredia's scathing production La princesa roja (2015) (Campos, 2015: s/p). Thanks to the acerbity of this parodic code, from our point of view the most interesting feature of these works is a dual one: on the one hand it seeks to vindicate the victims and on the other, it denounces repression It is here that we can insert Ripoll's works El día más feliz de nuestra vida (2002), a burlesque portrait of female childhood education during the Franco era; Cancionero republicano (2008) and Un hueso de pollo (2009), denouncing the sectors hindering the exhumation of Civil War mass graves; and Restos (2009), jointly authored with Rodrigo García, José Ramón Fernández and Emilio del Valle. This article will focus specifically on other titles referring to the same historical period, namely La ciudad sitiada (1997), the pieces comprising the "Trilogy of memory" –Atra bilis (2001); Los niños perdidos (2005) and Santa Perpetua (2010)–, La frontera (2003), ¡Que nos quiten lo bailao! (2004), El convoy de los 927 (2009) and El triángulo azul (2014). Amongst the variety of techniques employed in this corpus, including restaging, metatheatrical games, documentary theatre techniques, symbolic objects, ghostly apparitions, the silence of discredited figures and evocation through the use of sounds. In all of them, the plot concentrates on a common thread, which is none other than a theatre practice that underlines our collective responsibility to reveal concealed details about the past, and doing so by drawing on the critical power of the grotesque aesthetic 4 . 4. Complementary to the study of the grotesque aesthetic in Ripoll I refer to García-Pascual (2011) and the paper I presented entitled "La voz de los colectivos represaliados en la obra teatral de Laila Ripoll" at Colloque Itinéraires et productions des dramaturges et cinéastes espagnoles (1990-2014), held at Université Sorbonne Nouvelle-Paris 3 in November 2014. by placing the emphasis on executions, control over people's behaviour and seizure of assets. It foregrounds those who never knew where their loved ones were buried or on those still living in the same town as their executioners, as one of the author's main concerns is the need to reflect on how the Spanish Civil War, the Franco dictatorship and the exile of 1939 marked the lives of the people who lived through these events, plus those of their children and of future generations. In fact, although her work is not written as an autobiography, the author has explained that her grandfather was held in a concentration camp, incarcerated in a French prison and later suffered reprisals, which forced him into exile. This means that her work also focuses on the psychological consequences of this enforced migration and chooses to concentrate mainly on anonymous characters and intrahistorical landscapes (García-Manso, 2013: 220). The ethical stance of her theatre is also connected with the gaze of her peers, who belong to the third generation of victims, and features the experience of the close circle surrounding the dramatists, whose stories they try to incorporate into the public memory supported by in-depth research work on documents of the period. This is, then, a theatre of "metamemory" (Murias, 2017) in which the grandchildren activate their intrahistoric evocation by searching to look at the past from a greater distance, but with no less commitment. They make what is concealed visible. They give what is silenced a name with the aim of rigorously examining these events to gain an understanding of the present. 2. VOICES FROM CONFINEMENT. THE RETENTION OF LIVES, PEOPLE AND ASSETS IN LA CIUDAD SITIADA (1997) La ciudad sitiada was premiered at the Sala Cuarta Pared in Madrid in 1999. It had been written during the war in Yugoslavia, at a time when Ripoll taught theatre workshops in Honduras and El Salvador as part of the Spain-Central America cultural project run by the Ministry of Culture. In 1996 the company was on tour with the Cervantes play El sitio de Numancia and they arrived in a town in El Salvador where audiences felt they could identify with the siege inflicted on the city by the Roman army. That experience produced the documentary drama La ciudad sitiada, which evoked a city in the grip of attacks and crushed by silence, a figurative way of once again identifying the problematic of the work with post-war memory and the Franco regime. In Ripoll's version the enemy is an unknown figure who abuses the civil population and condemns them to confinement by means of intimidation and fear. It also reflects the blockading that happens during an armed conflict with the intention of publicising it on an international scale, as it talks about the World Wars, about the conflicts in Kosovo and Sarajevo, about African countries at war, about the struggles in Central America, about Ciudad Juárez and about Iraq. The characters talk to each other and to the audience about topics like bombings and people mutilated by war, some of which are based on real events drawn from the media: "Recuerdo una foto de una chica musulmana muy joven y guapa, sin piernas, en un bombardeo" (Ripoll, 2011b: 28). In fact, the author chooses to open the play with a monologue by the maimed young girl. The town is visited by the top ranking political and church figures, who offer no solution whatsoever, as the only help comes in bags of humanitarian aid, which are shown to a background sound of a street organ and circus music simulating a puppet theatre. The characters in these sequences dance and embrace each other like "en aquella película de Kusturica, en la que la gente se divierte en un banquete nupcial, hasta que en la radio suena la voz de Hitler. A partir de ahí, todo se convierte en un vagar entre las ruinas, donde, a pesar de todo, los que sobreviven tratan de sonreír" (Fuertes, 2007: s/p). So, the work is constructed with pictures of conflicts, combined with a polyphony that mixes traditional Latin American and Balkan tunes, plus classic pieces like Bach's St. Matthew Passion, set against risus paschalis: "entre serpentinas y confeti con los colores vaticanos, Sor Angelina Griselda agita una banderita blanquiamarilla" (Ripoll, 2003b: 8). The lighting also underpins these contrasts, as the set design uses plain lighting for everyday scenes and bright, loud colours for post-traumatic scenes. An additional visual component is provided by projections of tropical landscapes and comic strip stories, together with liturgical images that give an element of surprise because of the contrasting tones. With this, the playful scenes and the "colores y prendas que invitan a la vida" (Ripoll, 1999: 171) attempt to cancel out the atrocities. It is important to add here that another of the consequences of armed conflict also documented in La ciudad sitiada is economic and administrative repression. Ripoll makes the point that, in addition to executions, imprisonment and purges of adversaries, this subjugating process also spread to the seizure of assets. Once people were exterminated, their possessions were snatched from them, meaning that many families were left ruined and denied any kind of pension or aid. Another baby who is a victim of the war appears in scene V, when two men find its body and are reluctant to eat it because the corpse is in such an advanced state of decay. The grotesque appears once again in this sequence: "HOMBRE 1.- ¡Tiene gusanos! / HOMBRE 2.- Los apartamos" (Ripoll, 2003b: 3). Like in El Guernica (1969), by Jerónimo López Mozo, hunger plays a leading role as one of the terrible effects of conflict. As we can see, one of the essential features of the play is how women and children are used as weapons of war. Several characters emphasise that their childhoods were snatched from them, also reflecting on the case of an This secular oratory is structured in a series of vignettes that alternate musical and narrative moments –distinctive style of Documentary theatre– with other testimonies. Dramatic techniques typical of Ripoll's theatre can be seen in this work, particularly the device of materialising the living dead (Guzmán, 2012: 3) and critique through the distorting lens of the grotesque and the carnivalesque. This is reminiscent of the best theatre by Francisco Nieva, Fernando Arrabal, Agustín Gómez Arcos and Domingo Miras (García-Pascual, 2006), and that has been practised so widely by Spanish women dramatic authors, including Maribel Lázaro, Maite Agirre, Angélica Liddell, María Velasco, Ana Vallés, Charo González Casas and, through Dance theatre, by Marta Carrasco. This list also includes Laila Ripoll. The following speech serves as an example of this aesthetic device: "en vez de muslos / tenía dos muñones retorcidos./ […] No me quejo / porque soy afortunada. / Tengo un carrito con el que puedo moverme de ruina en ruina" (Ripoll, 2003b: 2). Like this passage, the lament of a mother who prostitutes herself to feed her son is not written melodramatically, but as part of the grotesque aesthetic, as she offers her breasts full of wounds to a man who abuses her whilst ignoring the torment she is describing 5 . This is an example of another feature of this technique: "el desfase entre realidades espeluznantes y el desapego con que las viven" (Reck, 2012: 65). 5. "MADRE.- Llora toda la noche / y yo... / verá usted, / yo... estoy reseca. (...) / El Hambre / ¿sabe usted? / (...) Por eso, si usted pudiera... / HOMBRE.- Súbete la falda. (...) / MADRE.- A veces me muerde el pecho / hasta sacarme la sangre. / Yo le dejo hacer / porque me digo: 'es sangre, / algo alimentará'. (…) Cuento los desconchones del techo / y espero a que se acabe" (Ripoll, 2003b: 3, 4 y 8). unborn child, wrenched from its mother's belly 6. In a new echo of earlier dramatic tradition, the play's ending calls for decent treatment for the silenced victims of intolerance, with references perhaps to La llanura (1954), by José Martín Recuerda: "Todos los habitantes de la ciudad sitiada con ramos y coronas de flores que arrojan al público como en una fosa" (Ibid.). 3. ABUSES OF POWER AND ACCUMULATED RESENTMENT IN ATRA BILIS (CUANDO ESTEMOS MÁS TRANQUILAS) (2001) The first play in the "Trilogy of memory", entitled Atra Bilis (Cuando estemos más tranquilas), was first performed at the Festival Escena Contemporánea, in the Cuarta Pared theatre in Madrid on 23 February 2001 by the "Micomicón" company and directed by the author. It focuses on one of the consequences of the patriarchal education of the main characters, who are involved in a Lorca-style women's rural drama seen through the filter of the grotesque 7 . The whole text is saturated with scatological and absurd humour and sets up a dialogue with the forms, components and structures of short theatre 8 . The wealth of layers in the aesthetic of Atra bilis, from our point of view, sets up a direct dialogue with this Iberian tradition of grotesque in theatre, but also with Quevedo's narrative, with Goya's Caprichos and with Gutiérrez Solana's paintings, added to international references that range from Rabelais, Ghelderode, Jarry, Genet, Ionesco and Grotowski to Barba, Kantor, Brook, Mnouchkine, Bausch, Wilson or Sarah Kane's theatre. This play gives voice to eliminated adversaries, to the disappeared, the silenced and the forgotten. It is a story of personal ghosts, of women plunged into falsehood and filled with bile, resentment, anger and hunger for revenge. Formulated by a Spanish contemporary dramaturgy, it can 6. "NIÑO.- Los fines de semana papá y mamá nos subían en el coche y nos llevaban de aventura. (...) Pero todo esto es mentira. / Son recuerdos prestados. / Yo nunca he ido de aventura, (…) / porque yo no he nacido. / Me arrancaron del vientre de mi madre / porque era de otra raza" (Ripoll, 2003b: 8-10). 8. As Bakhtin (1965), Barasch (1971), Baraz (1983), Stallybrass/ White (1986) or Bubnova (2000) has studied, the folk and festive grotesque code evokes, on the one hand, the theatre of Aristófanes, Menippean Satire, the comedies of Plautus, ballads of the blind, Goliards poems, farces, sotties or fêtes des fous, entremeses or Commedia dell'Arte. Also included in this trend is the festive imagery that comes to the work of Spanish dramatic authors as Valle-Inclán and Alberti (Huerta Calvo, 1989; Romera Castillo et al., 1995; Gutiérrez Carbajo, 2010). However, Bakhtin did not propose theater as a canonical genre for his fieldwork, an issue that did occupy Meyerhold (1998), who took the dramatic genre as a specific reference for the study of the grotesque. 7. For the study of the grotesque on stage see Martinez /Roswita (2001) and Vasserot/Roswita (2002). be presented as a possible continuation of La casa de Bernarda Alba in the period after the Civil War. The play depicts three elderly sisters accompanied by a servant at the wake for the first sister's husband. As the first-born, the voice of authority is imposed by Nazaria, who is the heir to their father's family assets. Always in her shadow, the envious Daría (new Martirio) is defined by her resentment of her elder sister. It was Daría who broke her back, for which she feels a mix of guilt and resentment, feelings that weave her relationship with her sister, to whose service she dedicates herself in an ambivalent way, as she was also in love with her brother-in-law behind Nazaria's back. Thirdly, we meet Aurori (new María Josefa), who continues to be infantilised with the nickname of "la nena" because of the learning difficulties she suffers from and that lead her to go from moments of lucidity to others of absence. In all of them, their words are intriguing and allude to information that has been silenced, a condition shared by the interventions of Ulpiana (new Poncia), the maid who is perennially submissive until she brings up the grudge she bears with this family. It is important to note here that stereotypical and conformist expressions of a traditional view of society, of women's role and of social class are followed by the explosive venting of all the resentment that has been building up. Verbal violence accompanies the tone of this harsh confession 9 . This text focusing on the isolation, repression and oversight of women in mourning, under surveillance, forced to hate each other despite being sisters thus refers to a long tradition of virilised Bernardas (Villán, 2001: 39). In fact, when Ripoll directed the production the roles were performed by men, and the play was written for them with the idea of increasing the ironic impact and the resulting alienation (Ripoll, 2012: 23-27). But the work not only portrays the obscurity of older women in deepest Spain, with their falseness and their pent-up resentment, it also shows their complicity in the reprisals they became part of when they took sides with one faction of society in which they were presented as bearers of secrets and lies carried around for years. Atra bilis shows that these women took the side of a faction that simulated illegal executions arising from court martial proceedings, reminding that amongst those who suffered such reprisals were countless anonymous victims who had defended the interests of their 9. "ULPIANA.- (…) Y me cago en las babas de viejo riposo del difunto. Y en las carnes resecas de estas tres viejas putas, que cada hormiga tiene su ira. (…) (Cae al suelo, en medio de estertores y echando espuma por la boca. De pronto queda rígida, muerta. Silencio absoluto e indeterminable)" (Ripoll, 2001: 234). class, and who were murdered to spread terror. It also explains that others suffered repression because of personal feuds. The action swings from the realm of death and terror to grotesque humour (Vieites, 2001: 16), only to return to tragedy in the portrayal of tyranny or the struggle for power. We find out about the baby snatched from Aurori, about Ulpiana's brother who was shot dead by the village policeman who discovered him out hunting, and about the sexual abuse inflicted by the master 10 . Once again, the play combines an atmosphere of tragedy with the parody of these characters, a "grotesquisation" that is definitively cancelled when Ulpiana invites everyone to a macabre dance after which they kill her. A combination of contrasts, so typical of the grotesque and also marked by what Bakhtin termed dialogism, in other words, the simultaneous presence of dominant thought and its rejoinder. It is the servant, the least valued one, who lifts the veil on what has been silenced by the dominant class. With theoretical support from Harpham (1982), we can argue that the grotesque can enable a reading of the centre from the margins, and with Kristeva (1982) we can say that the carnivalesque character can reveal the "other side", the side not accepted by the official version but nevertheless out there and ready to tell the truth. In fact, Ripoll makes use of this ancient and traditional anthropological dimension on the Spanish stage with a clearly critical intent. 4. DAMAGED AND SILENCED CHILDHOOD IN LOS NIÑOS PERDIDOS (2005) Los niños perdidos (2005) was premiered at the Madrid Sur International Festival in October 2005 and performed two months later at the María Guerrero Theatre in Madrid by the "Micomicón" theatre company directed by Laila Ripoll. It was the first time a living Spanish woman dramatist had ever been featured on the Centro Dramático Nacional 10. "ULPIANA.- (…) Una criatura cuando empecé a servir. Y gracias. Y el señor palpándome los ijares y yo que ni había tenido mi primera sangre. (…) Y a sufrir trato de esclava. Pero eso se ha terminado. (…) De no se sabe dónde surge una música infernal con aires de habanera. Ulpiana agarra de las manos a las tres viejas y las obliga a bailar una extraña danza de la muerte. (…) ¡José Rosario Antúnez Valdivieso! (…) Voy a zapatear encima de tus restos por los siglos de los siglos, para que no se te olvide nunca el tacto de mis ijares de niña pobre. (…) Voy a zapatear encima del señor cura que no quiso enterrar a mi madre por suicida. Y en la tumba del guardia que se llevó por delante a mi hermano por cazar un conejo en el coto. (…) Y en las señoronas de la Casa Grande. (…) De pronto queda rígida, muerta. (…) Aurori, ausente, juega metiendo sus dedos en las narices y en la boca de la criada" (Ripoll, 2001: 234). programme. Making a shameful episode visible as a reaction to a previous generation educated in silence, this historical review puts children confined in a hospice at the centre of the action instead of the adults. She regards to characters who, in their helplessness, were unable to tell their version as eye witnesses of these events. But other children of their peer group now denounce those crimes through the memories of Tuso, a 50 year old with special needs who, after experiencing a hallucination, remembers the three children condemned to death from starvation and abuse. In the case of Cucachica, a nun threw her out of the window and beat her companions Lázaro and Marqués to death. In revenge, Tuso pushed her down the stairs. These events are remembered by means of ghostly evocations, which in the play communicate their fear faced with the apparition of death symbolically and physically knocking at their door, personified in the figure of the Sister, in several prolepses of the ending. The Sister is in fact Tuso dressed up as a nun and embodying "el sentimiento de culpa o de vergüenza por haber pactado con el silencio" (Amo, 2008: 252). This is the reason why Ripoll makes this character especially grotesque. She portrays her with a detestable nature debased by attacks of possessiveness that border on the pathetic 11 , and the carnivalesque is also featured with the children dressing up both as saints and as comic superheroes so they The play denounced the oblivion suffered by the descendants of Republican families who were shut away in religious orphanages and Social Assistance hostels during the Civil War and the Franco dictatorship. Ripoll was inspired by a documentary screened on the TV3 channel entitled Los niños perdidos del Franquismo, by R. Vinyes, M. Armengou and R. Belis, and by the plot of the comic Paracuellos by Carlos Giménez, as well as on eye witness accounts from the period. In this context the work also connects with literary tradition from the period immediately after the war, building a link in the denunciation the situation of reprisal victims of the Franco regime, with which "se llama la atención sobre la necesidad de dejar en herencia a las sociedades del futuro unos valores, confiando en el poder regenerador de las jóvenes generaciones, y se exige el cumplimiento de una obligación moral" (Vilches-de Frutos, 2010: 15-16). 11. "Va quedándose paralizada, como sin cuerda, con los ojos vacíos, huecos..." (Ripoll, 2011c: 254). can fight her "a lo Guerrero del Antifaz" (op. cit. p. 277). Both the device of the mask and the use of "performance within performance" are used throughout in the play. In fact, the Spanish Civil War is criticised with a puppet theatre that uses children's language to parody martial songs and the Organización Juvenil de la Falange 12 . Only a door, a window, a cupboard and some wooden beams make up the set on which the action takes place, a metaphor for the confinement of autocratic Spain at the time depicted. Although they were shut away to be re-educated in the ideas of their executioners, the children make fun of the slogans they hear, they parody hymns, joke about the speeches, react spontaneously to the discipline imposed on them and play because, in spite of everything, they are children. They combine children's language, comic strips and puppet show. With the same theatricality, in the parodies by Lázaro, Cucachica and Marqués, instructors from Sección Femenina come out on stage. The play questions the charity of the Social Assistance organisation, which combined a patriarchal honour system and antiMarxism to foster a strict discipline by gender, sending girls to convents and boys to orphanages 13 . The work denounces how these children were educated to hate their families and disassociated from their legitimate identity by means of a hard-line segregation regime. The play shows how they were transported in livestock trains with no water or food, where many were already dead as a result of this concealed infanticide 14 . Neither were those evacuated following mass deportations abroad during the Civil War were not spared this kidnapping by the Delegación Extraordinaria de Repatriación de Menores, which took charge of the selective evacuation of children to homes in France, Great Britain, Belgium the Soviet Union, Mexico or Argentina during the Civil War. In the same way that they there were repatriated without permission, the Falange body in charge of returning them to Spain did not give many children back to their biological relatives if these families were considered to be unsuitable. According to the official version, a change of surname gave the lost war children an identity, but in fact some highly irregular adoptions were being facilitated 15 . 12. "En el teatrillo, aparece una muñeca de porcelana calva y medio rota, vestida rústicamente con camisa azul y boina roja de la que sale una larguísima trenza de lana amarilla" (op. cit. p. 273). 14. "Entonces se murió otro niño, que no sé cómo se llamaba, pero que era muy pequeño y tosía 13. "LÁZARO.- (….) a mis hermanas se las llevaron unas monjas" (Ripoll, 2011c: 299). mucho. Y en otro vagón se murieron dos niños más que estaban muy malitos" (op. cit. p. 285). 15. "LÁZARO.- A cada asilo que iba, las monjas iban y me cambiaban el nombre (…) y aquí, para In the regime's institutions all trace of them could be lost. Probably this is why Ripoll uses the grotesque once again to vindicate the voice from the sidelines, the voice of the forgotten. With a surname that marks his adoption without memory, Expósito 17 recalls that his father, originally from Badajoz, one of the cities that suffered the greatest repression during the Franco regime, was a teacher, a profession that was treated particularly harshly because schools had been the Republic's greatest project. Complementing this, in a masterly combination of two silenced histories, that of these children and their parents, the stage is also a setting for remembering the female prisoners in Franco's jails who were murdered, accused of being "canalla roja" 18 . The children remember their mothers, which is precisely what the Regime wanted to prevent with its purification campaigns. The play calls for a halt to the sacrifices of those who were imprisoned in these jails, even when they were sick, heavily pregnant or nursing small babies. Thus ingenuity is skilfully combined with astuteness, laughter with silences, fun with horror, alternated until at the end of the play, what took place in the orphanage attic is eventually revealed 19 . Tuso could not get there in time to save them: Los niños perdidos gives its speeches to children's taunts and to the truths of people who lived in confinement, suffering cold and hunger, terrified and insulted by a supposedly bad education blamed on their family's political affiliation. It alludes to the eugenics promoted by hygienists, politicians, lawyers, psychiatrists and paediatricians in order to establish a supposed analogy between progressive beliefs and the degeneration of the race. Because it exposes that the relationship with the parents was not only physical but that they were also regarded as children of murderers, atheists and criminals who were there thanks to sheer public charity. They were intimidated by institutions that stated they were doing good works with them, but in the hospices a form of discipline based on threat was drummed into them 16 . abreviar, Expósito. (…) Pero las monjas nunca me quieren hacer caso, ni con lo del apellido, ni con lo de que soy de Badajoz, y me acaban poniendo el nombre que les da la gana" (Ripoll, 2011c: 300). 17. "LÁZARO.- A las niñas, después de lo de mis padres, se las llevaron a un asilo. (…) Luego les prendieron fuego con gasolina y olía muy mal, pero mis padres no volvían. Y así hasta que una vecina de casa me llevó al cuartelillo y me metieron en un tren" (Ripoll, 2011c: 298-299). 16. "Ha perdido totalmente el gesto de beatitud" (Ripoll, 2011c: 256). 18. "CUCA.- Una monja me dijo '¿Tu mamá? A ésa la han fusilado porque era una roja muy malísima'" (Ripoll, 2011c: 285). 19. "LAS VOCES: ¿Qué hacéis aquí, escorias?; ¡No me des más golpes!; ¡Que me lleva el aire!; "ya era tarde. (…) Decidieron no dar parte para no montar un escándalo. Total, ya erais niños perdidos. Al fin y al cabo, los niños de aquí no existen. Son como fantasmas y nadie va a reclamar por ellos" (op. cit. p. 310). This is the dramatic ending for these children and the testimony of someone who resists allowing them to leave his memory. 5. VICTIMS' FAMILIES DEMAND JUSTICE IN SANTA PERPETUA (2010) Santa Perpetua (2010), the work that closes the "Trilogía de la memoria", made its debut at the Madrid Sur Festival on 31 October 2010 and performed by the "Micomicón" that same year in the Cuarta Pared theatre in Madrid by the "Micomicón" theatre company, directed by the author. Ripoll also revisited a central theme in Un hueso de pollo (2009) of the thousands people who were murdered in ditches, buried haphazardly and whose remains are still unidentified. Although it also refers to victims buried illegally in armed conflicts taking place in other parts of the world, the allusion to the Spanish context is undeniable 20 . The play is still quite pertinent, considering that since 2000 exhumations are being carried out in Spain to help identify the people who disappeared in these mass killings and the Law on Historic Memory was passed in 2007. From this perspective, Ripoll criticises Spain's reluctance to take action, compared to other exhumation projects in other countries being backed by the State, by the United Nations or by NGOs with the so-called "comisiones de la verdad y de reconciliación" (Ríos et al., 2008: 140). This information can be confirmed by looking at the promotion of this production in some of the media, where it is clear that there was a greater emphasis on the theme of the visionary old woman than on that of memory 21 . To express her defence of the restoration of the dignity of the disappeared during the Civil War on the stage, Ripoll opted to not split the play into acts or scenes, dividing it instead into two parts marked by notable differences in the actantial roles. In the first part, the character of Perpetua ¡Rojo!, ¡Hijo de Satanás!; ¡Castigados!; (…) ¡TRES NIÑOS MUERTOS...!" (Ripoll, 2011c: 309). 21. In Ripoll's words, "el tema de la memoria histórica es aún delicado y hay sitios en los que no se puede ni hablar de ella porque todavía existe censura" (cit. in Prado, 2011: s/p). 20. The author admits: "es hacer un homenaje a gente que ha vivido muchos años avergonzada, asustada por algo de lo que no deberían avergonzarse, (…) es rendir un homenaje a la gente que lo ha pasado muy mal y a la que, encima, no se le da voz" (cit. in Basalo, 2005: s/p). and her submissive brothers Plácido and Pacífico present scenes from everyday routine in which "la santa" is the owner of a business in which she charges money for her ability to predict the future, read the past, guess hidden information, promote fertility and relieve pain: "Es un don divino" (Ripoll, 2011a: 14). But it is in the second part that Zoilo's character appears to claim the bicycle stolen from his uncle, shot dead in the Civil War because of Perpetua. It is his spirit that takes over Perpetua's body to denounce this. To emphasise this plot line, the clairvoyant falls into a trance to recount the shootings in the holm-oak wood. And although this time it is disappointment in love that triggers her revenge, Ripoll does not stop at this biographic reference. With Perpetua she demands that the dead be buried in a dignified way. But once again grotesque humour is combined with this tragedy's historic references. Still hurt at not being loved by Zoilo's uncle, Perpetua suggests they pose together to simulate the wedding photograph that she never had taken when she was young, in an attempt to superimpose an invented reality 23 . If is surprising that Zoilo agrees to pose for Although Perpetua does not admit her guilt or show any remorse for it, her subconscious is unable to forget the crimes she committed. In the play we discover that as a young woman she was in love with Zoilo's father, but when her passion was unrequited she turned against his mother. When the war was over she denounced her to the army, but the mother found out and was able to escape being captured. Her brother, Zoilo's paternal uncle, was shot in her place and his remains were buried in a mass grave precisely on land belonging to Perpetua. The character herself confesses this when, in an attack of clairvoyant madness, she speaks as Zoilo-uncle. Indirectly, thanks to theatre, this deceased character has the possibility to do what had been forbidden for so long, tell the truth about how he was killed. We thus discover that she is the wealthy owner of grazing land, but that the body of her victim is buried in it. Through this procedure the play confirms that she expanded her fortune with the goods of a reprisal victim, alluding to the immoral gains made by certain supporters of the Regime 22 . 22. "PLÁCIDO.- ¡Suelte esa bicicleta y salga de esta casa ya! / ZOILO.- No. (...) / PERPETUA.- ¿Y qué les voy a dejar? (…) ¿Y que todo el mundo se entere de que tengo muertos en la dehesa? (…) Si quieren enterrar a los muertos como Dios manda, que se hubieran aplicado y hubieran ganado la guerra ellos" (Ripoll, 2011a: 87). 23. "PERPETUA.- ¿Te harías esa fotografía conmigo? (…) Y tú de militar" (Ripoll, 2011a: 81-82). this outrageous photograph, the fact that the three siblings fail to fulfil the agreement is not unexpected. When Zoilo comes to take possession of the bicycle, Plácido threatens him with a gun and Perpetua refuses to give him the permission that will enable his uncle to be exhumed. In an allusion to the symbolic readings of the brothers' names, Pacífico is the brighter of the two despite his ingenuousness, whereas Plácido tries to keep things calm, that is, to keep the premeditated lie concealed. However, dramatic irony means that this guarantor of the status quo will be the one to accidentally kill his sister: PERPETUA.- Eleuterio Cabrera García, secretario del ayuntamiento… Fosa común del cementerio de Valencia… 3000 desaparecidas… (…) Las muertas de Ciudad Juárez… (…) / PACÍFICO.- ¡La pistola, Plácido, apártala! PERPETUA.- Ambrosio Pacheco García, agricultor… Sima… Gabriel Pérez Carra, agricultor… Huesos… Fujimori… Rusia… Cientos de desaparecidos en México… España… Trescientos mil… Zoilo Torres Cifuentes… Zoilo Torres… Zoilo… / Suena una detonación. (…) / PACÍFICO.- Plácido, has matado a la Santa (Ripoll, 2011a: 89). With this series of confessions, the ghosts of the mass graves and the saints she was so fond of invoking lead to Perpetua's death, to maximum satirical effect, by firing squad. Once again, the play's type of humour is screened through the grotesque absurd, a distancing device to denounce the atrocities described in the work. We can see that Ripoll is experimenting with revived characters and she again takes the action into the realm of the supernatural with "muertos vivientes que escenifican el proceso activo, en continua reconstrucción, de la memoria particular y social del conflicto de 1936" (Guzmán, 2012: 2). The production underlines this crazed setting, placing Santa Perpetua in the sphere of a fantastic theatre of trances and apparitions, like the ones already seen in other works by the same author. This means we are looking at a grotesque tinged with echoes of expressionism and surrealism, as well as the allegories in the canvasses of Bosch and Brueghel or Goya's black paintings, as well as in a long tradition of the tragic grotesque (Kayser, 1965; Robertson, 1996), with its fondness for supernatural elements. The author knows the wealth of layers in this aesthetic extremely well. 6. VOICES FROM EXILE 6.1. Dissent in the third generation of emigrants: La frontera (2003) La frontera was performed for the first time in the Teatro del Pueblo in Buenos Aires in 2004, one year after the Leyes de Punto Final y de Obediencia Debida were passed. It was suggested that the play should make its début in this city and on this date because of the connection between both states in recovering the memory of victims of dictatorship. In this short play Ripoll's theatre crosses the Atlantic again to portray the story of an old Catalan exiled in Mexico who tries to prevent his grandson living rootless in the country that took his family in. This third generation descendant has left his homeland, Mexico, in search of the American dream and he crosses the frontier with the ghost of the grandfather riding on his back, with the feeling that he is carrying not only the weight of the dead man but also the weight of other reflections he is not prepared to face up to. Ripoll thus develops a variation on this theme with a cross-generational conflict. It raises the issue that there may be cracks in this point of view, and that grandchildren may not always be sensitive to their grandparents' committed legacy. In La frontera, instead of seeing these experiences as something be proud of and whose memory should be recovered, the young man regards them as being from another era gone by. Faced with the possible case of a young generation indifferent to the tragedy lived by their ancestors, the spectre explains to him that Mexico took him in during the Franco dictatorship and that it became his home country because that was where he brought his children up, accumulated a few possessions and buried his dead. By using assertive formulas, he reminds the young man that the lives of his family are part of his own history 24 . But his attempt at hitting his grandson's conscience fails. Instead, all 24. "Uno es de donde su madre le canta" (Ripoll, 2003a: 114). he gets is his grandson's angry response 25 , as he not only reacts insolently but stops carrying him when they reach the lake in a landscape tinged with echoes of the naturalist grotesque 26 . The young man of Spanish descent and the man resuscitated for the scene play a joint leading role in a play in which we discover that not only has the older man come to beg his understanding of the generations that went before him, but also that he has left his descendant a key, a symbolic object that serves as a link with the past to keep his memory alive 27 . With this symbolic object, the grandfather identifies with the Sephardic community, who kept the keys to their families' houses as a symbol of their rootedness. 6.2. Tribute to the exiled in ¡Que nos quiten lo bailao! (2004) The musical show ¡Que nos quiten lo bailao! was first performed in Nave de Cambaleo (Aranjuez) in 2004. In this production, Ripoll deals with coinciding views of the emigration experience with the underlying thread of a radio programme where people dedicate songs on this topic. The sound space is complemented by a cyclorama showing photographs of farewells on a number of railway platforms. This performance technique of graphic superimposition is also used to project "imágenes de emigrantes, exiliados, pateros" (Ripoll, 2005b: 76). The use of these techniques highlights that although the 1939 Republican exile was one of the initial themes, the scope of the play's reading is much broader. As an example, in the scene entitled "Trenes", a number of forgotten items are piled up in an abandoned station, while the dates of the known diaspora in Spanish history are recited, along with those of other exoduses (Berlin, Krakow, Quito, Buenos Aires, Kampala). Ripoll calls on refugees in other latitudes (Balkans, Sudan, Palestine, Iraq) in order to remember that the reality of banishment is not exclusive to one region, one time or one particular community. She also underlines the xenophobia suffered by people who are deported in many of today's exoduses and genocides. 25. "JOVEN.- Son sus recuerdos, abuelo, no los míos" (op. cit., p. 118). 27. "Ha aguantado dos guerras, la cárcel, el campo de concentración, a Franco, el viaje en barco... ha cruzado los Pirineos, ha cruzado un océano" (Ibid.). 26. "JOVEN.- ¡Viejo, cabrón, no me arañe! Para usted esta tierra. (…) Regrese a la fosa y déjeme en paz… (…) el Joven consigue desprenderse del anciano, que cae al lodo. (…) Zumban los insectos" (Ripoll, 2003a: 121-122). In putting this production together, Ripoll was inspired by an argument made by Gonzala Martín Scherman, who was also responsible for producing the play. The staging takes the form of a reflection on the testimonies of some members of the company about their emigrant families. She explained that the work "recoge decenas de testimonios, algunos muy cercanos, otros conocidos por los periódicos y por las lecturas compartidas", to which "se suma la experiencia agridulce, entrañable y similar de nuestras madres, exiliadas, repatriadas, perdidas, condenadas eternamente a despedirse" (Ripoll, 2005c: 64). In fact, the subtitle of ¡Que nos quiten lo bailao! is "historia sobre las despedidas", as it tells of numerous separations, but also of some reunions, and focuses on the lives of two women. The first is the now old woman Amparo, who lived through the 1939 exile and converses with the ghost of her dead husband. Like in other productions by Ripoll, there is a ghost, although this time the spirit is somewhat argumentative: "tú cascaste unos días después. Qué vas a acordarte tú, si ya no estabas" (Ripoll, 2005b: 75). The second is Amparo's grandson's young wife. Both characters are played by several actresses depending on their ages and the way they relate exile back then with today's migrations. With this, the play also highlights the desire to incorporate individual and family memory into the public memory. It emphasises that the values of the losers of the war were excluded from the collective imagination, so it is significant that it is precisely the third generation of victims who reclaim their memory in ¡Que nos quiten lo bailao! through Amparo's grandson. This makes the play into a way of making silenced histories visible, against the intentions of those who have covered them up and faked As with other previous plays, it is again the third generation of victims who reclaim the family memory in ¡Que nos quiten lo bailao!, in which two grandchildren appear, the granddaughter of the exiled grandmother who has set her sights on Tarifa, and Miguel, who talks to his grandmother thinking she is asleep. In parallel, the play tells the story of Ignacio and Marcial, two beggar clowns who get involved in circus-style clowning and introduce an absurd grotesque situation (Reck, 2012: 62) hinging on a not immediately identified object: they entertain themselves playing with what they later discover is the funerary urn of Amparo, who turns out to be Ignacio's sister. These two copies of Beckett's Vladimir and Tarragon meet when meeting is no longer possible. This way, sentimental scenes alternate with others featuring these two mistreated clowns. information, causing double offence: after the aggression of the executioners came the attempt to deny their victims the right to be remembered. 7. EL CONVOY DE LOS 927 (2009): COLLUSION OF THE FRANCO AUTHORITIES IN THE DEPORTATION OF SPANISH REFUGEES El convoy de los 927 is a radio-phonic play that was broadcast for the first time in October 2007 from La Casa Encendida (Madrid). It went on to make its live début in La Laboral Theatre in Gijón in 2008, adapted by Boni Ortiz. The performance coincided with the period in which judge Garzón was compiling information to produce a census of the disappeared and people buried in mass graves and with the time at which the Asociación para la Recuperación de la Memoria Histórica (Association for the Recovery of Historical Memory) presented its provisional list of victims of Francoist repression to the Spanish High Court, the Audiencia Nacional (Henríquez, 2008). The play's main character is inspired by the testimony of a Mauthausen concentration camp survivor and by the TV documentary with the same title by Montse Armengou and Ricard Bellis, the making of which used an enormous amount of audio visual material as well as the eye witness accounts of around a hundred reprisal victims. The author thus covers a topic that had largely not been addressed in theatre. Other dramatists like Max Aub, had portrayed extermination camps based in France on the stage. However, the theme of Nazi con- El convoy de los 927 concerns thousands of Spanish refugees who left Angoulême in a convoy that was intercepted in occupied France by the Nazis, who segregated them into two different locations: the men were sent to concentration camps and the women and children were returned to Spain. More specifically, the play remembers the Republicans who fled Francoist repression and who were detained as prisoners of war and then taken to Mauthausen after Franco's government refused to take responsibility for them. There they joined many other social and national minorities as they fell into the hands of the Third Reich. Ripoll highlights the brutal torture they were subjected to and the collusion of the Franco authorities in such inhuman treatment. She also commemorates the decisive work done by the Spaniards who survived, as they were able to reveal incriminating information, a theme Ripoll recovers in El triángulo azul (2014). centration camps has come to be dealt with in theatre more recently, with important examples such as Himmelweg (Camino del cielo) (2004), by Juan Mayorga, on the space created by the Nazis as a sweetened residential complex to make the world believe it was an idyllic prisoner of war camp. This same period of time also saw Raúl Hernández Garrido's play Todos los que quedan (2008) telling the story of a man who, despite fleeing the war, is constantly finding himself and ends up being imprisoned in Mauthausen, and the 2011 début of Oratorio para Edith Stein, directed by Ernesto Caballero. Flashbacks enable specific historic events to be brought up to date. One of them is the actions of the French government led by Pétain. While Ripoll reflects the cautious greeting given by the French to the refugees from their neighbouring country, French deputies show that their nation was divided on the issue of the Spanish exiles, judging from the mix of booing and applause heard in the scene set in the Parliament. El convoy de los 927 also shows how the SS receive Ramiro's character and add him In this context, El convoy de los 927 belongs to a theatre of deportation. It documents a family's journey in the train mentioned earlier through the voice of Ángel, the main character, who in his old age is remembering the events he experienced as a child. To show this, Ripoll makes it so that this character is split into two ages and his memories on stage take on the appearance of ghosts shown behind a tulle curtain. Ángel tells how his father died in a French camp and that his older brother was taken to Mauthausen. Unlike in Los niños perdidos, this means that the character of Ángel Child does not have an innocent gaze, as it is projected by the mature vision of Ángel Adult. Faced with the boy›s childish questions, the main character offers definite dates, accompanied by projections of real photographs, maps, tunes and other visual and sound effects. With these procedures taken from documentary theatre, personal and collective memory combine at both audio-visual and stage design level, both aspects that foreground allusion to cello player Pau Casals, who was widely known to be anti-Franco and the lantern with which these passages are illuminated to reinforce what Ripoll seeks to emphasise. On the contrary, the author denies the Nazis any voice, as they remain silent, with the exception of very brief imperatives. Any rights to tell of events is taken away from them and given to those who did not have the opportunity to tell their story. to the prisoners with the collusion of Franco's minister Serrano Suñer 28 . With techniques and devices such as filtering images through a veil, the projection of images and sounds for documentary purposes, the multiplication of some characters at different ages and ghostly apparitions, the set becomes a place for remembering torture, gas chambers and crematoria, abuse that did not come to an end with the intervention of allied powers because those who were able to return remained scarred for life. The work reiterates that the work and extermination camps lacked the minimum conditions of hygiene and health standards. It mentions overcrowding, dirt, hunger and harassment. In addition to being deprived of their freedom, far away from their loved ones and their homelands, and being subjected to subhuman conditions, attempts were made to break them and wipe out their identity by demoralising them and indoctrinating them in the ideology of their captors (Vinyes, 2003: 171). This reflected by the only grotesque passage in the play, as well as other features 29 . 8. THE WORLD OF NAZI CONCENTRATION CAMPS IN EL TRIÁNGULO AZUL (2014) El triángulo azul, the play for which Mariano Llorente and Laila Ripoll received the Premio Nacional de Literatura Dramática (National Dramatic Literature Prize) in 2015, made its début at the Madrid Sur Festival in 2014 and was performed in Teatro Valle-Inclán (Madrid) that same year. The work focuses on the Mauthausen extermination camp, the last to be liberated by the Allies and that was designed as the place for concentrating the enemies of Nazism, namely communists, anarchists, socialists, artists and antifascist intellectuals, primarily from Austria, Germany and Czechoslovakia. Although at first most of the people held there were common criminals, over time it started to specialise as a camp for political 28. "ÁNGEL MAYOR: Cuatrocientos treinta hombres y niños bajaron a empujones aquella mañana en la estación de Mauthausen, trescientos cincuenta y siete de ellos perdieron allí la vida... El resto... el resto está en los libros de historia, o debería estarlo... Los españoles fueron los primeros en entrar en Mauthausen y los últimos en salir, ningún gobierno se preocupó de si estaban vivos o muertos y tuvieron que lucir el distintivo azul: el de apátrida, porque el gobierno de Franco así lo decidió" (Ripoll, 2009: 76). 29. "RAMIRO.- Uno de los SS le quitó a una mujer su hijo, recién nacido, de los brazos. (…) aquel bárbaro levantó al niño y cogiéndolo por una pierna, lo golpeó contra el muro de granito. Su pequeña cabeza explotó como una sandía lanzada contra la pared, salpicando a todos aquellos cuerpos desnudos de sangre y trozos de cerebro de la pobre criatura..." (Ripoll, 2009: 76). prisoners, people from the upper classes and intellectuals from countries under Nazi occupation. The narrator of events is an SS officer named Paul Ricken, an old German professor who was once abducted by Nazism and who in the play is given the task of photographing everyday life in the camp. In El triángulo azul he acts as repentant eye witness and testifies to events along with his two assistants, Spanish prisoners Paco and Toni, respective copies of historic figures Francesc Boix and Antonio García. In fact, the photographs they took serve as a common thread and as visual support. Boix was a field photographer and his shots have a fundamental place in the production, they are not only featured in the narration but they are also projected during many scenes. At this point it is significant that Toni has a close relationship with gypsy prostitute Oana, with whom allusion is made to the brothels in the camps and a connection is made with information referring to the presence of women in Mauthausen, but the main stress is on denouncing the holocaust of Hungarian and Dutch Jews 30 . In fact, we meet Llorente and Ripoll pick up the shocking story of the thousands of Spanish who were victims of Nazi reprisals and how they were handed over to the Third Reich by the collaborationist Vichy government. It is a heart-rending theatre chronicle of the horror experienced by our fellow compatriots who, after being liberated, could not return to their home country. As a mark of shame they wore the blue triangle of the stateless with an "S" for "Spanier" in the centre, assigned when the caudillo would not recognise them as Spanish citizens. At the same time, the play highlights that thanks to some prisoners assigned to administrative jobs and to those who did forced labour in the quarries, essential graphic documentary evidence was seized to condemn their executioners and prove their participation in the mass killings. In this, the play emphasises the bravery of Francesc Boix, a Catalan communist photographer who managed to get decisive images out of the camp as proof of the tortures inflicted. He was the only Spaniard to give evidence at the Nüremberg trials and he did so supported by one of the incredibly rare shots that exist of concentration camp life. But this piece of information becomes even more momentous when we find out that Mauthausen was the only camp that documentary information was smuggled out of while it was still active. 30. "Muchos exiliados hablan de lagitana del burdel de Mauthausen. Nos pareció interesantísimo SS officer Brettmeier, Head of Security at the genocide collaborationist camp and La Begún, one of the bloodthirsty Spanish kapos. In terms of the sound space, prisoners in fancy dress perform musical numbers that include songs on the supremacy of the Aryan race, El chotis del crematorio and El Pasodoble de los triangulitos de colores. Again, the evocative function of the music links it with the grotesque factor (Oñoro, 2016; Trecca, 2016: 254) and is aimed at inviting the audience to "participate" in this effect of immersion that is the play. The other plot line of El triángulo azul tells how a group of Mauthausen prisoners obtained permission to put on a theatre production, a revue called El Rajá de Rajaloya. Against all expectations, this variety show was tolerated by the Nazi authorities. It was a erotic style performance, full of risqué touches but also macabre references, pure grotesque. Along with the actors, a band plays live music, including chotis and pasodoble numbers, cuplés, coplas, satirical songs and vaudeville style choreographies, which are once again used on stage to hint at a documented event. It is a historical fact that these music bands sometimes greeted new arrivals on the livestock trains, marched in front of those being led away to be hung or shot, and bade farewell to prisoners as they were taken to the extermination showers 31 . Turning to the musical show to talk about tough topics like forced labour, firing squads and gas chambers is similar to the devices used in Brecht's epic theatre and its distancing effect (Vallejo, 2014). It is also ridicule tinged with grotesque. The dramatic medium chosen by Ripoll and Llorente turns out to be a powerful weapon in this genre, providing an alternative to other more orthodox critical formats. Like in other works by the two authors, humour is used to talk about horror and is complemented by the use of ghosts. It has all been transferred to the stage giving great prominence to the projection of video scenes and expressionist lighting, all in grey tones to hint at the railway tracks carrying the trains on which prisoners arrived, at the electrified fences, the crematoria showers and the granite quarries. que fuera gitana. Además se habla muy poco del holocausto gitano y fue terrible" (Ripoll / Llorente, 2014: s/p). 31. "Las orquestas estaban muy presentes en los campos de concentración. Eran vitales para los nazis, y esta es la paradoja. Las utilizaban para su servicio, y, a veces, para escarnio, befa y burla" (Ripoll / Llorente, 2014: s/p). CONCLUSIONS At present there are plenty of examples in the performing arts on the recovery of Historical Memory, including those written by the author studied. Ripoll's plays examined in this article insist that institutional agents, the history community, civil society with its testimonies, the media and also various areas of the creative community can all provide valuable documents for denouncing the violence and reprisals inflicted. They give voice to the forgotten and to the victims who survived, despite showing that in certain sectors this topic causes feelings of unease. These plays confirm that in today's Spain, questions should continue to be asked about the country is going about the investigation into the disappeared and the victims of reprisals during the Civil War and the dictatorship, and about the indifference still being shown to other contemporary conflicts. The corpus selected illustrates several forms of repression, such as the physical elimination of the enemy, deportation, incarceration in prisons and concentration camps, persecution, administrative and economic purging, while at the same time showing some of the psychological consequences of being subjected to torture. To do this Ripoll uses a wide range of expressive languages. The grotesque devices employed include carnivalesque humour, animalisation, role inversion, transvestitism and the perception of reality from beyond the grave, from the sphere of possession, visions, madness, ghostly apparitions and in the eyes of children. On many occasions she presents an excessively ornate stage bordering on the Baroque, on others she uses circus elements or devices from the short theatre tradition, submerging the spectator in a nightmarish and crazy space of sound with which she harasses the conscience of the guilty characters. This paper has set out to examine Ripoll's work and show how grotesque humour marks an ironic, critical distance, leaving a trace of bitterness from the humiliating situations shown. In our view, in this kind of work by one of the exponents of recovering memory for the stage, the use of the grandchildren's point of view is exceptional. This is a gaze and a voice from further forward in time, but less confined in a single critical register as well as less conditioned by threats, self-censorship and pacts of silence. BIBLIOGRAPHIC REFERENCES AMO SÁNCHEZ, A. (2008). "Los niños perdidos, de Laila Ripoll. La memoria histórica al servicio de la identidad colectiva". In Dramaturgias femeninas en el teatro español contemporáneo: entre pasado y presente, W. Floeck, H. Fritz and A. García Martínez (eds.), 246258. Hildesheim / Zürich / New York: Georg Olms. BARASCH, F. K. (1971). The Grotesque. A Study in Meanings. París: Mouton. BAKHTIN, M. (1965). 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"La memoria histórica de la posguerra en el teatro de la transición: la generación del 1982". Anales de Literatura Española 21, 143-160. OÑORO, C. (2016). "Cuando no bastan las palabras. La utilización de la música en El triángulo azul, de Laila Ripoll". In Teatro y música en los inicios del siglo XXI, J. Romera Castillo (ed.), 236-246. Madrid: Verbum. PRADO, Á. (2011)."Laila Ripoll reivindica en Santa Perpetua la necesidad de recuperar la memoria histórica", 11/11, in http://www.diarioinformacion.com/cultura/2011/11/11/laila-ripoll-reivindica-santa-perpetua-necesidad-recuperar-memoria-historica/1189240.html [15/02/2015]. RÍOS FRUTOS, L.; MARTÍNEZ SILVA, B.; GARCÍA-RUBIO RUIZ, A. and JIMÉNEZ, J. (2008). "Muertes en cautiverio en el primer Franquismo: Exhumación del cementerio del penal de Valdenoceda (1938-1943)". Complutum 19.2, 139-160. RECK, I. (2012). "El teatro grotesco de Laila Ripoll, autora". In Sobre lo grotesco en autoras teatrales de los siglos XX y XXI. Monográfico de la revista Signa 21, 55-84. Ed. and coord. Raquel García-Pascual. RIPOLL, L. (1999). "Notas para La ciudad sitiada". ADE Teatro 78, 170171. ____ (2003a). La frontera. En Exilios, G. Woodyard (ed.), 115-122. Buenos Aires: Biblos-Unión Latina. ____ (2001). Atra bilis. Volumen Premio María Teresa León 2000, 184293. Madrid: Asociación de Directores de Escena. ____ (2003b). La ciudad sitiada. El Pateo 11, 1-10. ____ (2005b). "Que nos quiten lo bailao".ADE Teatro105, 65-78. ____ (2005a). "Los niños perdidos". Primer Acto310, 116-167. ____ (2005c). "Despedidas, exilios y sonrisas". Primer Acto 105, 64. ____ (2011a). Santa Perpetua. Madrid: Huerga y Fierro Editores. ____ (2009). El convoy de los 927. La Ratonera 25, 57-77. ____ (2011b). "Santa Perpetua y la Trilogía Fantástica". Primer Acto 337, 25-38. ____ (2012). "Atra bilis y Perpetua: la desmedida pasión por los ijares". In Erotismo y teatro en la primera década del siglo XXI, J. Romera Castillo (ed.), 23-27. Madrid: Visor Libros. ____ (2011c). Los niños perdidos. In Dramaturgas españolas en la escena actual, R. García-Pascual (ed.), 249-314. Madrid: Castalia. ____ and LLORENTE, M. (2014). "El triángulo azul, memoria sobre los deportados españoles en Mauthausen", 29 April. http://www.madridteatro.net/index.php?option=com_content&view=article&id=3532:eltriangulo-azul-l-ripoll-y-m-lllorente&catid=260:infor2013&Item id=235 [19/10/2016]. ROMERA CASTILLO, J. (ed.) (2005). Dramaturgias femeninas en la segunda mitad del siglo XX: espacio y tiempo. Madrid: Visor Libros. ROBERTSON, A. K. (1996). The Grotesque Interface: Deformity, Debasement, Dissolution. Madrid: Iberoamericana. ROMERA CASTILLO, J.; GARCÍA-PAGE, M. and GUTIÉRREZ CARBAJO, F. (eds.) (1995). Bajtín y la literatura. Madrid: Visor Libros. ROSWITA / GARNIER, E. (eds.) (2007). Transgression et folie dans les dramaturgies féminines hispaniques contemporaines. Carnières- STALLYBRASS, P. and WHITE, A. (1986). The Politics and Poetics of Transgression. New York: Cornell UP. Morlanwelz, Bélgica: Lansman. TRECCA, S. (2016). "Funciones dramatúrgicas de la música en la puesta en escena de Cancionero republicano y El triángulo azul, de Laila Ripoll". In Teatro y música en los inicios del siglo XXI, José Romera Castillo (ed.), 247-258. Madrid: Verbum. VASSEROT, Ch. / ROSWITA (eds.) (2002). Le corps grotesque. CarnièresMorlanwelz, Bélgica: Lansman. VALLEJO, J. (2014). "Teatro imprescindible". El País, 02/05/2014. http:// ccaa.elpais.com/ccaa/2014/05/02/madrid/1399051592_158036. html [19/10/2016]. VIEITES, M. F. (2001). "Creación dramática, género y compromiso". In Sin nombre, sin nada; Otoño en réquiem; Atra bilis; Border santo. L. Pérez Gornatti et alii, 7-23. Madrid: Asociación de Directores de Escena. ____ and NIEVA-DE LA PAZ, P. (coords. and eds.) (2012). Imágenes femeninas en la Literatura española y las Artes Escénicas (siglos XX y XXI). Philadelphia: Society of Spanish and Spanish-American Studies. VILCHES-DE FRUTOS, F. (2010). "Entre tumbas, desvanes y tejados: espacios de la memoria histórica en el teatro español contemporáneo". In Los niños perdidos, L. Ripoll, 9-29. Oviedo: KRK. VILLÁN, J. (2001). "Bernardas, Adelas y Mari Gailas". El Cultural, 21/12, 39. VINYES, R. (2003). "El universo penitenciario durante el franquismo". In Una inmensa prisión. Los campos de concentración y las prisiones durante la guerra civil y el franquismo, C. Molinero Ruiz, M. Sala and J. Sobrequés i Callicó (eds.), 155-175. Barcelona: Crítica. Recibido el 23 de enero de 2017. 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3 Important Reasons For Adults to Get Vaccinated You may not realize that you need vaccines throughout your adult life. Vaccines are still important to your health and here are just three reasons why. 1. You may be at risk for serious diseases that are still common in the U.S. Each year thousands of adults in the United States get sick from diseases that could be prevented by vaccines — some people are hospitalized, and some even die. Even if you got all your vaccines as a child, the protection from some vaccines can wear off over time. You may also be at risk for other diseases due to your age, job, lifestyle, travel, or health conditions. 2. You can't afford to risk getting sick. Even healthy people can get sick enough to miss work or school. If you're sick, you may not be able to take care of your family or other responsibilities. 3. You can protect your health and the health of those around you by getting the recommended vaccines. Vaccines lower your chance of getting sick. Vaccines work with your body's natural defense to lower the chances of getting certain diseases as well as suffering complications from these diseases. Vaccines lower your chance of spreading certain diseases. There are many things you want to pass on to your loved ones; a vaccine preventable disease is not one of them. Infants, older adults, and people with weakened immune systems (like those undergoing cancer treatment) are especially vulnerable to vaccine preventable diseases. Vaccines are one of the safest ways to protect your health. Vaccine side effects are usually mild and go away on their own. Severe side effects are very rare. Getting Vaccinated Adults can get vaccines at doctors' offices, pharmacies, workplaces, community health clinics, health departments, and other locations. To find a vaccine provider near you, go to vaccine.healthmap.org. Most health insurance plans cover the cost of recommended vaccines. Check with your insurance provider for details and for a list of vaccine providers. If you do not have health insurance, visit www.healthcare.gov to learn more about health coverage options. CS258091B What vaccines do you need? All adults should get: • Flu vaccine every year to protect against seasonal flu • Td/Tdap to protect against tetanus, diphtheria, and pertussis (whooping cough) Based on your age, health conditions, vaccines you received as a child, and other factors, you may need additional vaccines such as: • Hepatitis A • Chickenpox • Hepatitis B • MMR • Human Papillomavirus (HPV) • Meningococcal • Shingles • Pneumococcal Traveling overseas? There may be additional vaccines you need. Find out at: www.cdc.gov/travel DON'T WAIT. VACCINATE! August 2015 INFORMATION SERIES FOR ADULTS (HPV) MMR For a full list of all diseases that can be prevented by vaccines, visit: www.cdc.gov/vaccines/vpd-vac DON'T WAIT. VACCINATE! Talk with your healthcare professional to make sure you are up-to-date with the vaccines recommended for you. For more information on vaccines or to take an adult vaccine quiz to find out which vaccines you might need, go to www.cdc.gov/vaccines/adults.	<urn:uuid:6602ab65-0394-4642-82f6-9f2614de8cf9>	CC-MAIN-2022-49	https://www.scalliance.org/wp-content/uploads/2018/07/fs-three-reasons-adult-vaccines.pdf	2022-12-05T04:43:38+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00264.warc.gz	1,020,355,723	707	eng_Latn	eng_Latn	0.9974	eng_Latn	0.99776	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2733, 3160 ]	[ 2.15625 ]	7	7
If you have any questions, please ask your physician or nurse. Patient Education TESTS AND PROCEDURES Low-Dose CT During Pregnancy Your physician believes that an X-ray of your abdomen (belly) and pelvis is the best way to find the cause of your abdominal pain. This imaging test is a computed tomography (CT) or "CAT" scan. Because you are pregnant, it is important to know that a CT scan of your abdomen will expose your unborn baby to radiation. To make sure the amount of exposure to your unborn baby is small, the care team will use lower amount of radiation for the CT scan. This brochure will list the benefits and risks of the low-dose CT scan and other options. Benefits of the low-dose CT scan When a pregnant woman has severe abdominal pain, it is very important to find out the cause of the pain fast. A CT scan can take an image of your internal organs in minutes. This lets your physician evaluate your condition. This will help them determine the next steps for treatment right away. Any delay in diagnosing or treating severe abdominal pain could result in harm to you and/or your unborn baby. A CT scan is the preferred test to find problems in the abdomen and pelvis. Risks linked to the low-dose CT scan In general, side effects from radiation usually happen with high amounts of radiation exposure. For example, a high dose of radiation can slightly increase the chance of damage to an unborn baby's cells. With a low-dose CT, the care team will use the lowest amount of radiation to do the test. This lower dose reduces the chance of damage to an unborn baby's cells to nearly zero. The risks from a low-dose CT scan are very small. They are like radiation-related risks that can happen with about 3 years of natural background radiation in daily living. You need to use contrast for this CT scan. This is a liquid that highlights parts of the body in the scan. Contrast improves the quality of the image so that your physician can find problems. Studies show that contrast does not cause harm to unborn babies. Other imaging options In some cases, the care team may use different imaging tests to find the source of your abdominal pain. These tests do not expose you and your unborn baby to radiation, but they are not as fast or as accurate as a CT scan. This can cause delays in diagnosing your problem. Any delay in diagnosing your abdominal pain could result in serious harm to you and your unborn baby. Magnetic resonance imaging A magnetic resonance imaging (MRI) scan takes longer to do than a CT scan. It can take up to 1 hour to finish. The results may still leave questions. For example, if your physician suspects you have appendicitis and a normal appendix is not visible on your MRI, your physician will not have enough information to rule out appendicitis. Ultrasound An ultrasound is only useful when the test shows your internal organ(s). The unborn baby may be in the way. But, if the care team can see your internal organ and it is not normal, an ultrasound is very accurate. If your physician suspects you have appendicitis, an ultrasound may not be able to show an image of your appendix. Again, your physician will not have enough information to rule out appendicitis. If the care team does an ultrasound and/or MRI, but the tests do not show clear results, you may still need a low-dose CT scan to give your physician the information they need. Your physician knows the risks of this test. They believe it is in the best interests of you and your unborn baby to go ahead with a low-dose CT scan. If you have any questions, please talk with your physician.	<urn:uuid:012b5269-cbf7-4531-b1eb-71696ebb934d>	CC-MAIN-2022-49	https://www.nm.org/-/media/northwestern/resources/patients-and-visitors/patient-education/imaging/northwestern-medicine-ct-low-dose-during-pregnancy.pdf	2022-12-05T05:23:56+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00266.warc.gz	958,133,316	763	eng_Latn	eng_Latn	0.999123	eng_Latn	0.999146	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2045, 3621 ]	[ 1.40625 ]	1	0
Madera Uniﬁed School District 2021-2022 Report by IMAGO July 2022 Contents What does this report cover? This first half of this report provides an overview of IMAGO platform usage by teachers and students. The second half of the report provides results from surveys distributed to teachers and students to gain their experience using IMAGO's Industries and Local Paths lessons. Career Exploration (Industries) Lessons 12 online lessons that provide descriptions of each industry sector: Agriculture and Natural Resources; Arts, Media, and Entertainment; Building and Construction Trades; Education, Child Development, and Family Services; Engineering and Architecture; Health Science and Medical Technology; Hospitality, Tourism, and Recreation; Information and Communication Technology; Manufacturing and Production; Marketing, Sales, and Services; Public Service; and Transportation. Local Paths 10 online lessons that provide an overview of a specific career pathway offered in high school at Madera Unified. Student Student Nishimoto Elementary The most valuable thing I've learned from the industries or local paths lessons are the new things I've never learned. Virginia Lee Rose Elementary The most valuable thing I learned from the industries and/or local paths lessons was that there is always a place were you fit right in. Usage: Active Teachers NUMBER OF ACTIVE TEACHERS BY SCHOOL 57 teachers created 1 or more classes. 631 total hours on system by teachers Usage: Active Students NUMBER OF ACTIVE STUDENTS BY SCHOOL 2,014 students started at least 1 lesson. 1,852 students completed at least 1 lesson. 2,290 total number of students logged in at least once, 2,014 started at least 1 lesson, and 1,852 completed at least 1 lesson. Usage: Completed Lessons NUMBER OF COMPLETED LESSONS BY CATEGORY Other categories include Soft/Life Skills (1,955), Career Dives (1,730), Core Skills (1,046), Work Skills (448), Social and Emotional Learning (429), Family Wellness (209), and Tech Skills (174). On average, students spent an average of 11.3 hours on the platform. Usage: Career Exploration (Industries) AFTER THE LESSON, DID YOU HAVE A BETTER UNDERSTANDING OF THE INDUSTRY? PERCENT OF STUDENTS (716–1,003) WHO SAID "YES." Usage: Career Exploration (Industries) HOW INTERESTING IS THE INDUSTRY? * VERY INTERESTING * MOSTLY INTERESTING * EQUALLY * MOSTLY UNINTERESTING * VERY UNINTERESTING - NOT SURE Usage: Local Paths AFTER THE LESSON, DID IT PROVIDE YOU INFORMATION YOU DIDN'T KNOW BEFORE? PERCENT OF STUDENTS (767–805) WHO SAID "YES." Survey: Teachers NUMBER OF SURVEY RESPONDENTS (TEACHERS) BY SCHOOL 14 teachers took the survey. HOW MUCH DID TEACHERS (14) USE IMAGO LESSONS? Used lessons but didn't know what's expected Survey: Teacher Use HOW DID TEACHERS USE INDUSTRIES AND LOCAL PATHS LESSONS? MARK ALL THAT APPLY. WHAT PREVENTED YOU FROM USING THE LESSONS MORE? Survey: Teacher Motivation WHAT MOTIVATED YOU TO USE THESE LESSONS? 7 We asked teachers, "what would motivate you to use these lessons more often than you currently do?" The responses were: (1) Compartmentalized learning, (2) follow the pacing guide better, (3) no elective classes, (4) more time in the day, and (5) updates on comparison with other teachers in my grade level. In terms of additional support to get better use of lessons, a teacher suggested, "having students from Mad Tech provide their experience to students at Virginia Lee Rose." Survey: Teacher Support DID TEACHERS (14) SEEK OUT AND RECEIVE IMAGO SUPPORT THIS YEAR? IF "YES," DID YOU GET THE HELP YOU NEEDED? Seek out support? Question: What went well or was lacking from the support you received? Responses: Prompt response (1), everything (1), and Mrs. Laura Toney was amazing getting my class registered and started on the lessons (1). Question: What was the primary reason for not seeking support? Responses: Didn't need support... already knew how to use IMAGO (7), and didn't have time or forgot to reach out (1). Question: When you implemented lessons, was anything about the lesson or your facilitation unsuccessful? If so, what? Responses: N/A (5), no (2), yes (1), and lack of time (1). 11 Survey: Teacher Resource HOW OFTEN DID YOU USE THE SUGGESTED SCOPE & SEQUENCE RESOURCE DOCUMENT? IF YOU "NEVER OR RARELY" USED IT, WHY? MARK ALL THAT APPLY. Survey: Teacher Tutorials DID YOU WATCH ANY IMAGO TUTORIALS? IF "NO," WHY? MARK ALL THAT APPLY. When you implemented lessons, was anything about the lesson or your facilitation successful? If so, what? Successes: N/A (3), yes (2), lessons very relatable (1), discussing workforce and high school options (1), assigned as writing assignments (1), students were engaged (1), and lots of things were successful (1). Survey: Teacher Guides DID YOU USE ANY FACILITATOR GUIDES? IF "NO," WHY? Survey: Teacher Value HOW VALUABLE ARE THESE LESSONS FOR YOUR STUDENTS, AND WHY? 12 of 14 teachers found lessons to be useful. Eastin-Arcola Teacher Like Comment Share It opens their eyes to all their options and maybe spark an interest for them. Washington Teacher Like Comment Share They are expanding their framework and aspirations when it comes to future career paths. Virginia Lee Rose Teacher Like Comment Share These lessons are setting students’ future. Madison Teacher Like Comment Share They know what to expect in high school and have an idea of what these major industries encompass. Millview Teacher Like Comment Share It gets students thinking about careers. Survey: Teacher Thoughts SUGGESTIONS, CHANGES, AND THOUGHTS ABOUT LESSONS AND PLATFORM: (1) Include AutoCad career path. 7 implementation 3 lessons 2 technical 2 tracking (2) Intro to different careers, e.g., career fair prior to starting the lessons. (3) Take an elective class, e.g., ART/Library, and incorporate the lessons into those classes. (4) Career fair should be sooner than later since they correspond with some lessons. (5) Make an elective class a career Imago class. (6) Hard to fit in an already packed schedule. (7) These lessons should be geared towards 8th grades looking for a career path for high school. (1) Study guides are a little much for students who struggle with high academic vocabulary. (2) More interactive! Many students complained about the study guide. (3) Make the lessons shorter, and give it to STEM specialist perhaps to do a few lessons a month. (1) Clever log in required an extra log in and sometimes was a struggle but eventually it would work. (2) I wished I was able to log on using my panel and my computer at the same time. (1) A way for students to easily track completions, e.g., "you have completed 12 of 32." (2) A way to look at their responses? Survey: Students WHAT'S THE NAME OF YOUR SCHOOL AND WHO IS YOUR TEACHER? 571 Students took the survey. 62 students mis-selected their school.* Gender: 270 male, 259 female, 39 prefer not to say, 2 non-binary, 1 gender fluid. Survey: Student Use HOW MUCH DID YOU USE THE IMAGO INDUSTRIES AND/OR LOCAL PATHS LESSONS? Student Virginia Lee Rose Elementary My favorite part about the lesson was when it tells you why the thing that you want to be can impact the world. Survey: Student Use CHOOSE THE ANSWER THAT'S MOST TRUE FOR YOU: I COMPLETED IMAGO LESSONS IN GROUPS OR WITH MY CLASS. MY TEACHER DISCUSSED IDEAS FROM THE LESSONS WITH MY CLASS. Survey: Student Use CHOOSE THE ANSWER THAT'S MOST TRUE FOR YOU: MY TEACHER GUIDED DISCUSSIONS DURING IMAGO LESSONS. I DID ACTIVITIES BEYOND JUST THE STUDY GUIDES FOR THE IMAGO LESSONS. Survey: Student Use CHOOSE THE ANSWER THAT'S MOST TRUE FOR YOU: I COMPLETED MOST IMAGO LESSONS & STUDY GUIDES ON MY OWN. HOW EASY/DIFFICULT WAS IT TO UNDERSTAND THE LESSON INFORMATION? Survey: Student Learns HOW MUCH OF THE INFORMATION IN THE LOCAL PATHS LESSONS WAS NEW? HOW MUCH DID YOU LEARN FROM THE IMAGO LESSONS? Survey: Student Support HOW HELPFUL WERE THESE LESSONS? DID THE LOCAL PATHS LESSONS HELP YOU FIGURE OUT WHAT CAREER PATHWAY TO CHOOSE IN HIGH SCHOOL? Survey: Student Value WHAT WAS THE MOST VALUABLE THING YOU (571) LEARNED FROM THE LESSONS? Survey: Student Takeaways WHAT THINGS DID YOU (571) LEARN FROM THE LESSONS? MARK ALL THAT APPLY. Question: What were you usually doing during the lesson(s)? Watching/listening to the lesson videos (408). Taking notes on the lesson (114). Having conversations about lesson topics with other people (96). Texting (24) Using social media (27). Talking to friends/family about topics unrelated to the lesson (65). Doing other homework (75) I didn't take any lessons (20). Survey: Student Impact HOW HAVE THE INDUSTRIES AND LOCAL PATHS LESSONS IMPACTED YOU (571)? MARK ALL THAT APPLY: THEY MADE ME... Student Washington Elementary The most valuable thing I learned that there are many fun paths I could pick like marketing sales and services. Survey: Student Choice BASED ON WHAT YOU KNOW, WHICH CAREER PATHWAY WOULD YOU MOST LIKE TO STUDY WHEN YOU'RE IN HIGH SCHOOL? Note. Still not sure (104), no answer - error (62), did not complete lessons (11), don't know enough after completing lessons (25), career pathways are not appealing (22). Survey: Student Questions DO YOU HAVE ANY QUESTIONS? While the following are not all the questions that were asked, they are a general representation of what many students were curious about. Of the 571 student participants, a great majority (over 400) did not have any additional questions. Do all high schools have the same or different electives? Can I be a volleyball player forever? Do we start to find something to build or do they tell us? Do you make the videos from editing or by getting them online? how do you get your licenses for things? How many years did it take to become what you are? How much money they earn each year, and what are they looking for? I would like to know if there are more careers in imago that I can be interested about? Is it hard being a teacher? Was there a lesson that has to do with making video games or gaming consoles or can i make these stuff? What are jobs relating to financial literacy? what is the hardest thing to do in that career? What would happen if you were to fail the career you wanted? Which of the careers would take me to be a lawyer? 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Family Camps in the Forest Groups of Jewish men, women, and children who fled to the forests of Eastern Europe to escape the Nazis. Most family camps were established between the summer of 1942 and the spring of 1943, during the mass exterminations in western Belorussia and the western Ukraine. Family camps ranged from just a few families to hundreds of Jews, such as Tuvia Bielski's camp, which involved 1,200 people. Camps could only exist in regions with large forests; most were located deep inside the Naliboki Forest of western Belorussia. Most Jews in family camps came from nearby towns and villages, although there were also Jews from other areas, such as Minsk and Vilna. Each camp had a group of armed men who protected the camp and procured food for them. The men would raid neighboring villages and seize food by force. This caused resentment and hostility towards the family camps on the part of the village peasants. However, some did help the Jews. During the winter, the family camp Jews built wooden huts, stuck deep into the ground. In summer, they lived in lean-tos made of branches. When it seemed as if they were about to be discovered, camps moved elsewhere. The establishment of family camps happened around the time that Jewish Partisan groups began operating in the forests. In most places, where there were partisans, a family camp also existed. Sometimes family units were combined with partisan units. The main difference between the two groups was that the purpose of the family camp was to provide refuge and save lives, while the partisans' main purpose was to fight the enemy. In most of the forests, the Jews lived alongside Soviet partisans. They both had to fight the same enemies and steal food from the same sources. This led to a strange interrelationship that included both competition and cooperation. In some areas, family camps were persecuted by non-Jewish partisans. The Jews in the forest had to contend with a freezing climate, starvation, disease, and discovery by the Nazis. Probably less than 10,000 Jews survived in the forests.	<urn:uuid:f57de27b-df01-4975-a76f-8e5cd3e59580>	CC-MAIN-2022-49	https://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%205841.pdf	2022-12-05T05:32:50+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00264.warc.gz	1,122,059,987	434	eng_Latn	eng_Latn	0.999507	eng_Latn	0.999507	[ "eng_Latn" ]	false	docling	[ 2087 ]	[ 2.859375 ]	1	5
The Eagle "Special edition" TIMES 2 Academy Academy Prepares for Virtual Charter Renewal Visit In February of this year, the Academy submitted its 5th application to the Rhode Island Department of Education Charter Office to maintain as a charter. Our application has been received and we will be virtually welcoming the Charter Renewal Team on May 4th and 5th as they interview all Academy stakeholder groups— teachers, students, parents, support staff, school leadership, and the Board of Directors—to understand how we bring our mission to fruition in educating the youth of Providence. We have succeeded year after year sending Providence TIMES 2 students on to higher education for more than two decades. Our commitment is stead-fast and focused as we build educational opportunities and continue to see progress from K-12. The TIMES 2 vision began in 1976 as an after-school and Saturday enrichment program, with a dream of minority children becoming the nation's next great scientists, engineers, and mathematicians. In 1998, TIMES 2 Academy opened its doors to Grades 7 -12, transforming this dream into a formal public charter school built to instruct, inspire, and train students in STEM principles by utilizing standards-based instruction to teach science and mathematics through project-based learning. In response to a critical need to provide early intervention, development and induction into the STEM-mindset, the elementary division was opened in 2002. Our vision at TIMES 2 Academy is to set the standard for K-12 education in the twenty-first century. TIMES 2 Academy continues to drive itself forward by aligning its instruction and student outcomes to national standards in math, English, social studies, and science, while integrating the arts into it programming to maximize its diverse student populations college-readiness. As the only K-12 STEM school in Rhode Island, the Academy is focused on beginning with the end in mind and preparing students for life-long success and careers of impact. TIMES 2 has established itself as an amazing school where students can excel in academics and build friendships that will last a lifetime. Virtual Charter Renewal Visit MAY 4th & 5 th Our ultimate goal in requesting a renewal and visit with the RIDE Charter Team is to share the TIMES 2 Academy experience so that we are assured in our continuance of the Academy's mission and vision in not only providing both school choice and STEAM-related experiences for our students, but also to establish our impact on the global community through being a vanguard in the improvement and expansion of opportunities within public education. We embrace all who come to us, leading them beyond their imaginations and teaching them to persevere and realize theirs dreams. The TIMES 2 Academy Mission The mission of TIMES 2 Academy is to develop intellectually curious and capable young people who are selfless contributors to the local and global community, and who aspire to be ethical and compassionate leaders. Through a rigorous and innovative academic program in math, science and technology, in combination with the liberal arts, TIMES 2 Academy affords its diverse student population those experiences, skills, and values that will prepare them for purposeful contributions to higher education, and STEM-related fields. Conditions Needed to Meet Charter Renewal Expectations In 2017 TIMES 2 Academy was awarded a conditional renewal with the expectation that the identified conditions be addressed by school leadership through the development of detailed plans and an (2-year) implementation timeline. What follows are these conditions and the TIMES 2 Academy responses to date. Charter Condition TIMES 2 Response 1a. Detail a plan including systems & structures to identify, support, and service special education students. 1b. Detail a plan that includes systems & structures to identify, support, and serve English Language Learners, which also includes meeting all stipulations found in the agreement between the US Department of Justice and Providence Public Schools for serving ELs. 1c. Detail a plan that includes rigorous progress monitoring for all students across all levels, among administrators and the Board All students entering the Academy with an IEP are assigned to a case manager, who is responsible for ensuring that the delivery of services and associated documentation complies with IDEA regulations. In the event a student is identified as having educational needs requiring and IEP, but as such does not currently have one, referrals will be made to the Teacher Support Team to initiate the intervention process that becomes the baseline to initiate the IEP referral process. All TIMES2 Academy faculty were trained on educator responsibilities toward students who receive accommodations under the Section 504 Plan. The identification of EL students and their individual support needs begins with the registration process within PPSD. Elementary EL students are placed with a certified ESL grade-level teacher using the integrated model of instruction. By the end of 2020-21 SY, T2 will have 10 (of 22) grade-level teachers certified in ESL. Middle-High EL students are provided with ELD instruction utilizing the collaborative model. The Academy utilizes the ACCESS assessment process to determine student current level of support need and informs all educators working with the student as to the student's abilities and needs in the areas of reading, writing, speaking, and listening in order to modify and accommodate the student. All teachers are participating in the professional development that is specific to the needs of EL students, which is then supported through a Professional Learning Community structure whereby the ESL Reading specialists are able to work with teachers on an individual basis to design and deliver content at the readiness level of the EL student. The Academy has established a PK-12 ESL Reading Specialist/Coach position to continue the work of building faculty capacity alongside and beyond the PD required by the DOJ agreement. At the start of the current school year, the Academy established a uniform diagnostic and progress monitoring system for all grades K – 12 for the purpose of identifying learning gaps and developing responsive interventions/enrichment programming at the student level. The Academy also participates in the administration of state and national assessments to inform teaching/learning and program design at the school level through student performance data analysis. Data is used to prepare students for college and career opportunities (PSAT/SAT) and to assess Academy student outcomes as compared to their peers at the district, state, and national levels. Conditions Needed to Meet Charter Renewal Expectations Charter Condition TIMES 2 Response 1c. Detail a plan that includes rigorous progress monitoring for all students across all levels, among administrators and the Board 1d. Detail a plan that includes consistent and integrated STEM education across all grade levels 1e. Detail a plan that includes aligned curriculum to statewide standards for core content areas in all grades. The Academy's suite of assessments include the NWEA MAP paired with Khan Academy and IXL support systems, embedded curriculum program diagnostics and progress monitoring, PSAT, SAT, RICAS, NGSA. The Academy has an established Data Analyst position to analyze student data with the purpose of identifying group-level outcomes and trends, which informs the teaching and learning process and identifies areas of professional development needs in order to build capacity in addressing student need. The Academy has initiated the provision of professional development in resetting the educational mindset of its entire community through the utilization of research-based techniques . The Academy supports the RIDE expectation that all RI schools have an established green-rated science curriculum by the year 2025. The Academy audited the current program of studies to identify areas of strength and growth gaps to inform the selection of a green-rate science curriculum for grades 6 – 8 that aligns the NGSS standards to cross-cutting concepts, best practice, and disciplinary ideas including engineering and technology The implementation of new ELA and math programs on the elementary level, has led to the development of the STEAM Team to further the integration of STEM education across all grade levels, incorporating the crosscutting concepts within the standards of art and music and lay the foundation for the STEM literacy course for grades K – 5. The Academy has begun the work to reinvigorate the K – 5 science curriculum by more closely aligning science and literacy standards. The Academy supports the RIDE expectation that all RI schools have an established green-rated curriculum in English Language Arts (by 2023), mathematics (by 2023) and science (by 2025). To this end, the Academy evaluated previous curricular materials used K – 12 in ELA, mathematics, and science. A revamping of these materials began this year with the onboarding of RIDE approved, green-rated curriculum including the American Reading Company for grades 3 – 6 ELA, Bridges to Mathematics for grades K-5 and AgileMinds for mathematics for grades 6 -12. The coming school year will see an expansion of ARC from K – 2 and the onboarding of myPerpectives for grades 6 – 12 ELA. An establishment of grade-level outcomes as aligned to grade-level standards for mathematics and English language arts will serve as benchmarks for student proficiency A K-12 Instructional Leadership Team, drawing representation from all gradelevel, content areas, and student support areas, has been inaugurated this year to investigate, review, discuss, evaluate, and recommend for adoption, the programs of instruction. Conditions Needed to Meet Charter Renewal Expectations Charter Condition TIMES 2 Response 1f. Detail a plan that includes systems and structures to review recruitment procedures and results to ensure efforts reach all students in the sending district. 1g. Detail a plan that includes decision-making and communications protocols and procedures, that have the support of staff, to address stakeholder complaints and Human Resource management for both teachers and administrators. 1h. Detail a plan that includes establishing time-bound agreements with all providers that clarifies all management, operation, student support and other services. The agreements must specify costs for services provided, whether in-kind, annual contracts, hourly, salaried, etc. The Academy completed a review of the prior years' admissions policy for alignment of the Academy's mission and vision as well as, an audit of the lottery results from the past four years. The result of this process included an update to the admissions policy, eliminating sibling preference. The Academy, along with other members of the League of Charters, working with the Rhode Island Department of Education Charter team to establish a unified enrollment mechanism that centralized the admissions process for participating charter schools and families wishing to apply. The Academy engaged a marketing consultant and videographer to generate an informative, visual admissions program, which included students, staff, faculty, and alumni perspectives of the Academy for all interested families The Academy continues to participate in the League of Charters Open House to inform the community of the educational opportunities for students based upon their desire for a STEM-related education. The Academy facilities the district's yearly School Choice campaign through the dissemination of information to specific grade-levels. The Academy onboarded a seasoned Human Resource Manager to establish mechanisms for vetting, hiring, inducting, evaluating, and managing TIMES 2 Inc. staff. These mechanisms have included the revamping of job descriptions, evaluation tools, staff handbook, and hiring protocols. , The Academy reestablished faculty representative positions on the Board of Directors to ensure faculty voice in the decision-making processes and addressing of concerns. The Academy continues to support the relationship between PPSD and faculty through the collaboration with the PTU as the mechanism for addressing faculty complaints and needs. The school's PTO serves a primary source of parent information and sharing of concern The Academy has established the monthly newsletter The Eagle as a primary mechanism for written communication to the entire community, in addition to email, robocalls, weekly staff memos, stand-alone notices and personal notifications typical of a school. Next on deck is a more user-friendly website The Academy enjoys a relationship with PPSD as it continues to support the school in the areas of special education and ELL Support Services through a memorandum of understanding. The Academy continues to engage with The College Crusade to provide services to raise student achievement and college awareness/preparedness. As a hub of innovation and opportunity, the Academy continuously seeks collaboration from various community outlets to support extended and enriching student learning. This is clearly seen in its support of programming offered by RIDE through the All Course Network and local agencies, such as Providence CityArts for Youth program. What does the TIMES 2 Academy mission mean to the Class of 2021? The mission statement stands out to me because it inspires students to use what they use in school and put it to use in the real world. The mission statement means to challenge students academically so they can set goals for themselves, to have their education enrich their community. To be selfless contributors to the world and to be leaders for years to come. With the help of science, math, engineering, and technology it helps me to prepare for the future and use what I learned as an advantage to myself. This mission statement stands out to me because it challenges me to better myself to be a more compassionate leader. - Alyah Moscoso What the mission statement means to me is that its purpose is to make us better thinkers and more productive people. There's a lot of diversity in our school so we're very open to other cultures, which I believe makes us more open-minded. I also believe that we become more involved with the community through the things that go on in the school such as science fair or capstone. I believe that through the work and extra things that we do that other schools don't do, we become more prepared for things such as college. Overall, I believe the mission of the school is what made us the students we've become. - Juan Olivares This mission statement has not only been taught to us since kindergarten, but has embarked not only what they want in students but what teachers are. The teachers of T 2 are strong leaders who have always shown us compassion and pushed us beyond our limits. The teachers, K-12 have been there like a second family when we have felt alone in the dark. Our teachers represent these words to show us how to be compassionate and curious leaders. -Stephanie Ramirez The mission statement means that in every grade level in Times 2 we get prepared for the outside world. The TIMES 2 faculty are very dedicated to their students because they help us grow into independent thinkers. The TIMES 2 community teaches students that it's also a good idea to give back, because not everyone has the same opportunities as you do. TIMES 2 also tries to prepare us to take a job opportunity in the STEM field because not that many people do. So they want us to be those leaders that show others that no matter where you come from, you can succeed in the STEM field. The TIMES 2 community helps students see their potential because the school's population is diverse, they know that the outside world would be judging your intelligence. — Iraliz Marquez This mission statement depicts the goals and purposes of TIMES2 rigorous courses that help prepare the students for their future. The entire mission for the students is to head into the next phase of life with the knowledge and guidance. Throughout a student's four years of academic study, he or she are provided with the resources, new perspectives, and a clear view of reality —that prepares them to have a successful future as a meaningful member of society.. - Aleana Tavarez The mission of TIMES2 Academy is to help students excel in their careers and the rest of their lives. The curriculum is written in a way that allows students to be proficient in every academic field, and especially, in STEM-based fields. - Jaydon Geyer THANK YOU, THANK YOU, THANK YOU... On behalf of the TIMES 2 Academy Board of Directors, Building Leadership, K - 12 faculty, and staff, we would like to thank all our students, families, and community partners for their support during this rigorous Charter Renewal process. Without you, TIMES 2 Academy would not be the school it is today, and we look forward to continuing our partnership in ensuring our commitment to our students remains stead-fast and focused on preparing them for a future where everything is possible.	<urn:uuid:7f3d1bc5-8e4c-40cf-a8df-4f75e3331701>	CC-MAIN-2022-49	https://times2.org/files/galleries/April_Newsletter_Special_Edition_English_Version-0001.pdf	2022-12-05T03:34:03+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00265.warc.gz	604,613,321	3,303	eng_Latn	eng_Latn	0.996945	eng_Latn	0.997878	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3350, 6796, 9926, 13508, 16828, 17356 ]	[ 1.3671875 ]	1	0
Investigation of Issues Associated with Single Use Plastic Bags February 2014 1. Extent of the problem The concept of using a disposable, petroleum based product to transport purchases was realised in the 1950's, with the invention of the single use plastic bag. By the late 1960's, retailers across the globe were providing this commodity to consumers 1 . The most recent data from 2007, suggests that Australians are using 3.9 billion single use High Density Polyethylene (HDPE) plastic bags annually 2 . Plastic bags are considered to be a 'free' commodity, but in reality, add between $10-15 annually to the price of goods purchased by householders 3 . Although as much as two thirds of single use plastic bags are reused once or twice prior to disposal 4 , very few are recycled and some become litter. In fact, the information gathered by Clean Up Australia through its annual clean up days, suggests that between 30-50 million plastic bags could be entering the Australian environment as litter every year 56 . Plastic creates a long term problem for the environment, as it takes many years to break into smaller pieces. The sheer volume of littered plastic bags means that collection services provided by volunteers, Local and State Government agencies are unable to address all littered bags. Table 1 outlines the estimated rates of lightweight plastic bag consumption, during a period where retailers were required to report this data to the Environment Protection and Heritage Council (EPHC). Table 1. Estimated HDPE plastic bag consumption (2002-2007) 7 . \| \| Plastic Bags (billions) \| \| \| \|---\|---\|---\|---\| \| Year \| \| \| \| \| 2002 \| \| 5.95 \| - \| \| 2003 \| \| 5.24 \| -11.9% \| \| 2004 \| \| 4.73 \| -9.6% \| \| 2005 \| \| 3.92 \| -17% \| \| 2006 \| \| 3.36 \| -14% \| \| 2007 \| \| 3.93 \| +17% \| Data explaining the degree to which plastic bag recycling occurs in Australia is not particularly sound. It is thought that the introduction of plastic bag recycling bins at some of the major retailers during the 'push' to meet targets (see Section 2), resulted in an increase in the recycling rate from <3% 8 in 2002 to approximately 15% 910 . 1 Packaging Knowledge (2014). Product History. Great Moments in Plastic Bag History. 3 Government of South Australia (2014). Plastic Bags. 2 Hyder Consulting for the EPHC (2008). Plastic Retail Carry Bag Use. 4 Australian Bureau of Statistics (2012). 4602.0.55.002 - Environmental Issues: Recycling, Reuse and Disposal. 6 Hyder Consulting for the EPHC (2008). Plastic Retail Carry Bag Use. 2006 and 2007 Consumption. 5 Clean Up Australia (2014). Say No to Plastic Bags Campaign. 7 Hyder Consulting for the EPHC (2008). Plastic Retail Carry Bag Use. 2006 and 2007 Consumption. 9 Department of Environment (2014). Plastic Bags 8 Hyder Consulting for the EPHC (2002). Plastic Shopping Bags in Australia National Plastic Bags Working Group Report to the National Packing Covenant Council. 10 NSW Parliamentary Research Service (2013). Plastic bags: an update. 2. Activity by the Federal Government Following the Federal decision in December 2013 to simplify the COAG structure and remove the Standing Council on Environment and Water, the current Federal Government is yet to clarify what the process is for making decisions on environmental issues. It is unlikely that action on plastic bags will occur at a Federal level in this term of Government. However, previous Governments have initiated high level changes. Figure 1 shows a timeline of various initiatives and the associated results: Australians use 6 billion plastic bags annually 2002 2003-2005 2006 2007 The EPHC resolves to reduce the environmental impact of plastic bags and established a voluntary retailer Code of Practice The Code of Practice requires major retailer signatories to committ to reducing plastic bag use by 50% by 2005 Major retailers reduced plastic bags use by about 41-44%. Nationally, Australians reduced overall plastic bag use by about 34% The EPHC commits to phasing out plastic bags by the end of 2008, and considering regulatory options for achieving this Australians are now using 3.9 billion plastic bags annually The EPHC releases a Regulatory Impact Statement (RIS) The findings were that regulatory options for a phase-out had economic costs which significantly out weighed environmental benefits 2008 The EPHC noted the findings of the RIS, and resolved at the time, to not endorse uniform regulatory action to ban or place a charge on plastic bags Figure 1. Timeline of Federal initiatives and results 1112. The implications of the EPHC decision not to pursue uniform action on plastic bags, is quite possibly the reason that in the year after the Code of Practice expired, there was an increase of 17% in the amount of plastic bags consumed by Australians (refer to Table 1). 3. Activities by States and Territories Despite limited action at a Federal level, four States and Territories have now legislated to ban single use plastic bags and there are a number of towns across Australia that have banned plastic bags, through localised collaborative efforts 13 . These initiatives have occurred despite the opposition of various industry groups. In 2011, NSW began to take steps to ban plastic bags with an announcement to replace plastic bags with 11 Department of the Environment (2014). Plastic Bags. 13 Planet Ark (2014). Plastic Bag Reduction. 12 Standing Council on Environment and Water (2014). EPHC Archive - Product Stewardship. compostable bags. To date, no activity has occurred 14 . A similar situation can be found in Victoria, where there is the legislative head of power in the Environment Protection Act 1970 to introduce regulations where retailers must charge consumers for plastic bags. The following sections provide an overview of the approaches implemented by the Australian Capital Territory, Northern Territory, South Australia and Tasmania. \| \| Australian Capital Territory15 \| \| \|---\|---\|---\| \| Head of Power \| \| \| \| Implementation \| \| \| \| Approach \| \| \| \| \| \| What is Banned? \| \| \| \| Lightweight, single use plastic bags \| \| \| \| Lightweight plastic bags marked 'degradable' \| \| Interim Result (2012) \| \| \| \| \| Northern Territory16 \| \| \|---\|---\|---\| \| Head of Power \| \| \| \| Implementation \| \| \| \| Approach \| \| \| \| \| \| What is Banned? \| \| \| \| Lightweight, single use plastic bags \| \| \| \| Lightweight plastic bags marked 'degradable' \| 14 NSW Parliamentary Research Service (2013). Plastic bags: an update. 16 NT Environment Protection Agency (2014). Plastic Bag Ban. 15 ACT Government (2012) Interim Review of the Plastics Shopping Bags Ban. 3 \| \| South Australia1718 \| \| \|---\|---\|---\| \| Head of Power \| \| \| \| Implementation \| \| \| \| Approach \| \| \| \| \| \| What is Banned? \| \| \| \| Lightweight, single use plastic bags \| \| \| \| Lightweight plastic bags marked 'degradable' \| \| Result (2012) \| \| \| \| \| Tasmania19 \| \| \| \|---\|---\|---\|---\| \| Head of Power \| \| Plastic Shopping Bags Ban Act 2013 \| \| \| Implementation \| \| November 2013 \| \| \| Approach \| \| Retailers can no longer supply shoppers with a plastic shopping bag for the purpose of enabling goods sold, or to be sold, by the retailer, to be carried from the retailer's premises. \| \| \| \| \| What is Banned? \| What is not Banned? \| \| \| \| Lightweight, single use plastic bags \| Heavier department store plastic bags \| \| \| \| Lightweight plastic bags marked 'degradable' \| Compostable bags that comply with AS 4736 \| \| \| \| \| Barrier bags (e.g. fruit and vegetables) \| \| \| \| \| Plastic bags that are an integral part of packaging (e.g. bread, frozen foods) \| \| \| \| \| Re-sealable zipper storage bags \| \| Result (TBC) \| \| A review is yet to be completed. \| \| 4. Activity in Western Australia There has been limited interest from the current WA Government to address problematic packaging. In 2010, the Plastic Shopping Bags (Waste Avoidance) Bill was introduced by the Hon. Dr Sally Talbot into Parliament. This Bill was defeated in March 2012 20 . 17 Government of South Australia (2014). Plastic Bag Ban. 19 18 M. Aspin (2012). Review of the Plastic Shopping Bags (Waste Avoidance) Act 2008. Tasmanian Government (2014). About Tasmania's Plastic Bag Ban. 20 Parliament WA (2012).Plastic Shopping Bags (Waste Avoidance) Bill 2010. However, a number of towns in Western Australia have previously taken localised action on single use plastic bags, though voluntary efforts. Examples include Coral Bay, Esperance, Exmouth, and Port Hedland 21 . In February 2012, the City of Fremantle responded to community concerns by resolving to develop the Plastic Bag Reduction Local Law 2012 22 . The process of adopting a Local Law involves drafting, and advertising the proposed Local Law, as well as liaising with the Department and the Joint Standing Committee on Delegated Legislation. The Local Law was adopted by the City of Fremantle on 30 January 2013, and published in the Government Gazette on 22 February. It came into effect on 21 August 2013, but was not implemented. In this case, the Joint Standing Committee was unable to reach a determination, and referred the matter to the Legislative Council. On 29 October 2013, the Legislative Council disallowed the City of Fremantle's Local Law, based on a clause permitting retailers to charge a 10c minimum fee for a compliant biodegradable bag. The City of Fremantle is currently in the process of redrafting the Local Law, to address the concerns of the WA Government. 5. International Activity Many countries have previously taken action to reduce the impact of single use plastic bags. The following sections provide an overview of some of the approaches taken. Please note this is far from an exhaustive list. \| \| China232425 \| \| \|---\|---\|---\| \| Head of Power \| \| \| \| Implementation \| \| \| \| Approach \| \| \| \| \| \| What is banned? \| \| \| \| Plastic bags less than 25 microns thick \| \| Result (2011) \| \| \| \| \| Ireland26 \| \| \|---\|---\|---\| \| Head of Power \| \| Waste Management (Environmental Levy) (Plastic Bag) Regulations, 2001 \| \| Implementation \| \| March 2002 \| \| Approach \| \| A levy is applied to each bag consumed. All funds raised are submitted to an Environment Fund. \| 21 Ministerial Media Statements (2005). Rottnest to be plastic bag free. 23 China News (2011). Plastic Bag Ban. 22 City of Fremantle (2014). Plastic Bags. 24 China Daily (2011). Ban on free plastic bags paying off. 26 Department of Environment, Community and Local Government (2014). Plastic Bags. 25 Grist (2013). China's plastic-bag ban turns five years old. \| \| What is subject to the levy? \| \|---\|---\| \| \| Single use plastic carry bags \| \| \| Biodegradable polymer bags \| \| Result \| \| \| \| Italy272829 \| \| \|---\|---\|---\| \| Head of Power \| \| \| \| Implementation \| \| \| \| Approach \| \| \| \| \| \| What is subject to the ban? \| \| \| \| Traditional single-use plastic bags \| \| Result \| \| \| 27 European Environmental and Packaging Law (2011). Italy furious as EU blocks plastic bag ban under UK pressure. 29 Cereplast (2013). DECRETO (18 March 2013). 28 Environment News Service (2013). Italy Clarifies Plastic Bag Law, Enforcement Starts in May. \| \| Rwanda3031 \| \| \|---\|---\|---\| \| Head of Power \| \| \| \| Implementation \| \| \| \| Approach \| \| \| \| \| \| What is prohibited? \| \| \| \| As above \| \| Result \| \| \| 6. Environmental Analysis of Alternatives There have been a number of studies completed on the environmental impact of alternative products to single use plastic bags. These studies typically focus on the type of resources used, the manufacturing process, transport to end markets and disposal routes. The UK Environment Agency carried out this type of assessment in 2011 32 . The most recent Australian analysis was completed by Nolan ‐ ITU in 2003 33 . These studies found that alternative bags made from natural materials (namely, paper, cotton and starch) had a higher environmental impact than single use plastic bags. This is largely due to the impacts of securing resources and manufacturing the alternatives. Figure 2 clearly demonstrates these impacts. 30 Rwanda Environment Management Authority (2014). 32 UK Environment Agency (2011). Life cycle assessment of supermarket carrier bags: a review of the bags available in 2006. 31 The Delicious Day (2012). Rwanda First Country in the World to Ban the Plastic Bag. 33 Nolan-ITU, RMIT (2003). The impacts of Degradable Plastic Bags in Australia. Both studies found that using sturdy reusable plastic bags (such as the 'green bags' supplied by major retailers) resulted in the greatest environmental gains over a full life cycle. The UK Environment Agency found that paper bags would need to be reused at least 4 times, and cotton bags at least 173 times to have a lower environmental impact than single ‐ use plastic bags in terms of resource use, energy and greenhouse outcomes. Unfortunately, economists have historically been hesitant to determine the 'price' of the environmental impact of littered single use plastic bags in the environment. In fact, the following assumptions were used in the Nolan 2003 study: "… an estimate of an average time a piece of litter may remain in the litter stream was needed. The data used for different materials was as follows: - Plastics (both single use and multiple use but not biodegradable polymers) – 5 years. - Paper and biodegradable polymers – 6 months. - Calico bags – 2 years." However, these estimates do not include the impact of small particles of plastic in the marine environments. Environmental groups, state it could be within the range of 15 1000 years 35 before plastic bags actually break down. In terms of biodegradable bags, products are now available that comply with AS 4736-2006, and can completely break down within six to eight weeks in commercial composting processes 36 . It is vital that one message is communicated to the public masses on which type of alternative should be used, to ensure compatibility with waste processing requirements. Bin Liners In addressing consumption of single use plastic bags, it is essential to explore the use of bin liners. This is because: 34 UK Environment Agency (2011). Life cycle assessment of supermarket carrier bags: a review of the bags available in 2006. Figure 5.2. 36 35 Planet Ark (2014). Plastic Bags and the Environment. Cardia Bioplastics (2014). Wholesale and Retail Products. 8 a) 9 out of 10 households line their general waste bins with either single use plastic bags, or specific bin liners 37 ; and b) Industry groups opposing a ban on single use plastic bags know this, and use it as one of their key arguments when carrying out lobbying activities. The review of the South Australian plastic bag ban, found that the sale of bin liners had substantially increased during the ban. 15% of consumers were purchasing bin liners before the ban, compared with 80% after the implementation of the ban 38 . This shift in consumer behaviour means that Local Governments considering action on single use plastic bags must also communicate acceptable methods of lining household bins that are compatible with waste processing requirements. Whilst bio-degradable plastic bin liners that meet AS 4736-2006 may be an appropriate solution in some situations, it should be noted that they do not break down well in modern, highly compacted landfills. Other practical solutions include 3940 : - Reusing or composting leftover food; - Wrapping food scraps in sheets of newspaper prior to disposal (if this is done properly, the waste will not 'sweat' and begin to smell as it does in plastic bags); - Lining bins with several layers of newspaper; and - Freezing food scraps prior to the scheduled collection day. 7. Opportunities for Action The two key motivations for Local Government in seeking action on plastic bags are: Reduce plastic bag contamination of alternative waste treatment plants and composting facilities: this increases the value of the compost and reduces the amount of pre-treatment necessary. * Reduce litter in the terrestrial and marine environment: this reduces impacts on the environment and the need for Local Government clean-up activities. This second point is particularly important, given the State Government's preference for a three bin collection system that allows for the recovery of organics 41 . Holistic action on plastic bags and flexible packaging is required, to improve the quality of compost products, and in turn begin to address market acceptance. 37 ZeroWasteSA (2012). Review of the Plastic Shopping Bags (Waste Avoidance) Act 2008. Ban the Bag (2009). Lining your bin. 38 ZeroWasteSA (2012). Review of the Plastic Shopping Bags (Waste Avoidance) Act 2008. 39 40 Treading My Own Path (2013). How to…line your rubbish bin without a plastic bag. 41 Waste Authority (2014). Better Practice. Better Bins Kerbside Collection Guidelines. 8. References ACT Government (2012) Interim Review of the Plastics Shopping Bags Ban. Available online. http://www.environment.act.gov.au/waste/plastic_bags. Aspin, M (2012). Review of the Plastic Shopping Bags (Waste Avoidance) Act 2008. Available online. http://www.zerowaste.sa.gov.au/upload/resource- centre/publications/plastic-bag-phase-out/PBActReview_maspin_Nov2012_2%20- %20final.pdf. Australian Bureau of Statistics (2012). 4602.0.55.002 - Environmental Issues: Recycling, Reuse and Disposal. Available online. http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4602.0.55.002Main+Features30Mar+2 012. Ban the Bag (2009). Lining your bin. Available online. http://www.banthebag.com.au/~/link.aspx?_id=334868E40739475DA5F0A4A597E2423 1&_z=z. Cardia Bioplastics (2014). Wholesale and Retail Products. Available online. http://www.cardiabioplastics.com/. Cereplast (2013). DECRETO (18 March 2013). Available online. http://www.cereplast.com/wp-content/uploads/Decreto.pdf. China Daily (2011). Ban on free plastic bags paying off. Available online. http://www.chinadaily.com.cn/china/2011-05/28/content_12597526.htm. China News (2011). Plastic Bag Ban. Available online. http://www.clearchinese.com/news/2011/05/plastic-bags-ban/. City of Fremantle (2014). Plastic Bags. Available online. http://www.fremantle.wa.gov.au/cityservices/Environmental_health/Plastic_bags. Clean Up Australia (2014). Say No to Plastic Bags Campaign. Available online. http://www.cleanup.org.au/au/Campaigns/plastic-bag-facts.html. Department of Environment (2014). Plastic Bags. Available online. http://www.environment.gov.au/node/21324. Department of Environment, Community and Local Government (2014). Plastic Bags. Available online. http://www.environ.ie/en/Environment/Waste/PlasticBags/. Environment News Service (2013). Italy Clarifies Plastic Bag Law, Enforcement Starts in May. Available online. http://ens-newswire.com/2013/04/08/italy-clarifies-plastic-bag-lawenforcement-starts-in-may/. European Environmental and Packaging Law (2011). Italy furious as EU blocks plastic bag ban under UK pressure. Available online. http://www.eupackaginglaw.com/packaging-and-recycling/italy-furious-as-eu-blocksplastic-bag-ban-under-uk-pressure-64978.htm. Government of South Australia (2014). Plastic Bags. Available online. http://www.sa.gov.au/subject/Water,+energy+and+environment/Recycling+and+waste/Pl astic+bag+ban. Grist (2013). China's plastic-bag ban turns five years old. Available online. http://grist.org/news/chinas-plastic-bag-ban-turns-five-years-old/. Hyder Consulting for the EPHC (2002). Plastic Shopping Bags in Australia National Plastic Bags Working Group Report to the National Packing Covenant Council. Available online. http://www.scew.gov.au/system/files/resources/0c513e54-d968-ac04-758b3b7613af0d07/files/ps-pbag-rpt-npbwg-report-npcc-200212.pdf. Hyder Consulting for the EPHC (2008). Plastic Retail Carry Bag Use. 2006 and 2007 Consumption. Available online. http://www.scew.gov.au/sites/www.scew.gov.au/files/resources/0c513e54-d968-ac04758b-3b7613af0d07/files/ps-pbags-hyder-consulting-bag-use-2006-07-consumption200805.pdf. Ministerial Media Statements (2005). Rottnest to be plastic bag free. Available online. http://www.mediastatements.wa.gov.au/pages/StatementDetails.aspx?listName=Statem entsGallop&StatId=10843. Nolan-ITU, RMIT (2003). The impacts of Degradable Plastic Bags in Australia. http://www.environment.gov.au/archive/settlements/publications/waste/degradables/impa ct/pubs/degradables.pdf. NSW Parliamentary Research Service (2013). Plastic bags: an update. Available online. http://www.parliament.nsw.gov.au/prod/parlment/publications.nsf/key/Plasticbags:anupd ate/$File/Plastic+bags+-+an+update.pdf. NT Environment Protection Agency (2014). Plastic Bag Ban. Available online. http://www.ntepa.nt.gov.au/waste-pollution/plastic-bag-ban. Packaging Knowledge (2014). Product History. Great Moments in Plastic Bag History. Available online. http://www.packagingknowledge.com/plastic_bags.asp. Parliament WA (2012).Plastic Shopping Bags (Waste Avoidance) Bill 2010. Available online. http://www.parliament.wa.gov.au/parliament/bills.nsf/BillProgressPopup?openForm&Par entUNID=E119346494D41137482576F8000DB478. Planet Ark (2014). Plastic Bag Reduction. Available online. http://plasticbags.planetark.org/about/environment.cfm. Rwanda Environment Management Authority (2014). Available online. http://www.rema.gov.rw/rema_doc/Laws/Plastic%20bags%20law.pdf. Standing Council on Environment and Water (2014). EPHC Archive - Product Stewardship. Available online. http://www.scew.gov.au/resource/ephc-archive-productstewardship. Tasmanian Government (2014). About Tasmania's Plastic Bag Ban. Available online. http://www.plasticbags.tas.gov.au/about. The Delicious Day (2012). Rwanda First Country in the World to Ban the Plastic Bag. Available online. http://thedeliciousday.com/environment/rwanda-plastic-bag-ban/. Treading My Own Path (2013). How to…line your rubbish bin without a plastic bag. Available online. http://treadingmyownpath.com/2013/04/20/how-toline-your-rubbish-binwithout-a-plastic-bag/. UK Environment Agency (2011). Life cycle assessment of supermarket carrier bags: a review of the bags available in 2006. Available online. http://www.environmentagency.gov.uk/research/library/publications/129364.aspx. UK Environment Agency (2011). Life cycle assessment of supermarket carrier bags: a review of the bags available in 2006. Figure 5.2 Planet Ark (2014). Plastic Bags and the Environment. Available online. http://plasticbags.planetark.org/about/environment.cfm. Waste Authority (2014). Better Practice. Better Bins Kerbside Collection Guidelines. Available online. http://www.wasteauthority.wa.gov.au/programs/fundedprograms/better-practice/. ZeroWasteSA (2012). Review of the Plastic Shopping Bags (Waste Avoidance) Act 2008. 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Heelands School Safeguarding and Child Protection Policy September 2022 Contents \| 2. \| What to do if you have a welfare concern - flowchart \| 4 \| \|---\|---\|---\| \| 3 \| Local support \| 5 \| \| 4 \| MK Together and summary overview of local safeguarding arrangements \| 5 \| \| 5 \| National support \| 6 \| \| 6 \| Introduction and ethos \| 7 \| \| 7 \| Definition of safeguarding \| 8 \| \| 8 \| Context \| 8 \| \| 9 \| Related safeguarding policies \| 10 \| \| 10 \| Key responsibilities \| 10 \| \| 11 \| Recognition of types of abuse and neglect \| 13 \| \| 12 \| Safeguarding and child protection procedures \| 13 \| \| 13 \| Record keeping \| 14 \| \| 14 \| Confidentiality and Information sharing \| 15 \| \| 15 \| Children who might need early help \| 15 \| \| 16 \| Multi Agency working \| 16 \| \| 17 \| Complaints \| 16 \| \| 18 \| Staff induction, awareness and training \| 16 \| \| 19 \| Safe working practices \| 17 \| \| 20 \| Staff supervision and support \| 17 \| \| 21 \| Safer recruitment \| 18 \| \| 22 \| Allegations against members of staff including supply staff, volunteers and Persons of Trust \| 18 \| \| 23 \| Safeguarding children with special educational needs and disabilities \| 19 \| \| 24 \| Child on Child abuse \| 20 \| \| 25 \| Gangs, county lines, violent crime and exploitation \| 20 \| \| 26 \| On line safety \| 21 \| \| 27 \| Curriculum and staying safe \| 22 \| \| 28 \| Mental health and well being \| 22 \| \| 29 \| The use of the school premises by other organisations \| \| \| 30 \| Security \| \| \| 31 \| Monitoring and review \| \| 1. \| Role \| Name \| \|---\|---\| \| Headteacher/principal/senior officer \| Sophie Good \| \| Designated safeguarding lead (DSL) \| Sophie Good \| \| Out of hours contact arrangements for DSL \| Via MKC \| \| Deputy DSL \| Janice Dalton Diane Farmer Katherine Houghton-Bell \| \| Other members of the safeguarding team: Youth mental health first aider \| \| \| \| Katherine Houghton-Bell \| \| Prevent lead \| Sophie Good \| \| Child exploitation lead \| Sophie Good \| \| Looked after children lead \| Sophie Good \| \| Mental Health and wellbeing lead \| Sophie Good \| \| Chair of Governing Board \| Tammy Haughton \| \| Designated governor for safeguarding \| Jaime Hill \| \| Designated governor for mental health and wellbeing \| Amanda Jones \| \| Safer Recruitment Governor \| Tammy Haughton Jaime Hill \| 2. What to do if you have a welfare concern - flowchart Name of school: Heelands School 1. Why are you concerned? For example: - Allegation/ child shares a concern or worry - Indicators of abuse or neglect 2. Immediately record your concerns (if urgent, speak to a DSL first): Follow the school's procedure - Reassure the child - Use child's own words - Clarify concerns if necessary (TED: Tell, Explain, Describe) - Sign and date your records using the school's pink proforma - Seek support for yourself if required from DSL 3. Inform the Designated Safeguarding Lead – Sophie Good - Headteacher 4. Designated Safeguarding Lead If you are unhappy with the response - Consider whether the child is at immediate risk of harm e.g. unsafe to go home - Refer to other agencies as appropriate e.g. Internal or community services, early help open access, LADO, Police or Request for Support for integrated Children's Services Staff: - Follow local escalation procedures - Follow Whistleblowing procedures Pupils and Parents: - If unsure then consult with Area Education Safeguarding Advisor (Insert name and contact information) or Local Authority Social Worker at Central Referral Unit - Follow school complaints procedures as outlined on the school website 5. Record decision making and action taken in the pupil's Child Protection/safeguarding file 6. Monitor - Be clear about: - What you are monitoring e.g. behaviour trends, appearance etc. - How long you will monitor - Where, how and to whom you will feedback and how you will record 7. Review and request further support – return to no. 4 (if necessary) At all stages the child's circumstances will be kept under review The DSL/Staff will request further support if required to ensure the child's safety is paramount - Access the guidance and procedures at MK Multi-Agency Safeguarding Hub: 3. Local support To make a referral or consult regarding concerns about a child: Milton Keynes Council Multi-Agency Safeguarding Hub (MASH): Tel: 01908 253169 or 253170 during office hours or Emergency Social Work Team 01908 265545 out of office hours email: email@example.com For allegations about people who work with children: Contact the MILTON KEYNES COUNCIL MASH as above or: Local Authority Designated Office (LADO) Tel: 01908 254300 email: firstname.lastname@example.org If in doubt – consult. In any case where an adult is concerned that a child is, or may be, at risk of significant harm they must make a referral directly to Milton Keynes Council Multi Agency Safeguarding Hub (MASH): Tel: 01908 253169 or 253170 during office hours or Emergency Social Work Team 01908 265545 out of office hours children @milton-keynes.gov.uk email: If a child or other person is at immediate risk of harm, the first response should always be to call the police on 999. MK Together and summary overview of local safeguarding arrangements 4. MK Together Partnership Joint Children and Adults Safeguarding Competency Framework 2020 The joint Milton Keynes Competency Framework is a reference tool to assess the training, learning and developmental needs of staff. Staff groups will differ in terms of their role, place of work, level of responsibility, degree and type of contact with children and adults. The framework encourages the "think family" approach to safeguarding (the think family agenda recognises and promotes the importance of a whole family approach which is built on the principles of 'reaching out: think family'). The framework is based on the Adult Safeguarding Roles and Competencies for Healthcare Staff (2018) and the Safeguarding Children and Young People: Roles and Competences for Healthcare staff (2019) and Keeping Children Safe in Education, 2020. The framework applies to both the safeguarding of children and adults at risk. The competencies set out in the framework are to be used in conjunction with the referenced documents and service-relevant legislation. It is anticipated that each organisation will use the framework as guidance to: - clarify the competencies required of particular staff groups depending on the type of contact they have with children/young people and adults at risk. - enable the relevant staff to access development opportunities, including refreshing learning at their required level of competency. - ensure that staff access learning opportunities for children/young people and adults at risk depending on the type and nature of their work. The MK Competency Framework and the MK Partnerships Handbook along with further information about MK Together are on their website www.mktogether.co.uk 5. National Support Support for staff - Education Support Partnership: www.educationsupportpartnership.org.uk - Professional Online Safety Helpline: www.saferinternet.org.uk/helpline Support for Pupils - NSPCC: www.nspcc.org.uk - ChildLine: www.childline.org.uk - Papyrus: www.papyrus-uk.org - Young Minds: www.youngminds.org.uk - The Mix: www.themix.org.uk Support for adults - Family Lives: www.familylives.org.uk - Crime Stoppers: www.crimestoppers-uk.org - Victim Support: www.victimsupport.org.uk - Kidscape: www.kidscape.org.uk - The Samaritans: www.samaritans.org - Mind: www.mind.org.uk - NAPAC (National Association for People Abused in Childhood): www.napac.org.uk - MOSAC: www.mosac.org.uk - Action Fraud: www.actionfraud.police.uk Support for Learning Disabilities - Respond: www.respond.org.uk - Mencap: www.mencap.org.uk Domestic Abuse - Refuge: www.refuge.org.uk - Women's Aid: www.womensaid.org.uk - Men’s Advice Line: www.mensadviceline.org.uk - Mankind: www.mankindcounselling.org.uk - Domestic abuse services: www.domesticabuseservices.org.uk Honour based Violence - Forced Marriage Unit: www.gov.uk/guidance/forced-marriage Sexual Abuse and CSE - Lucy Faithfull Foundation: www.lucyfaithfull.org.uk - Stop it Now!: www.stopitnow.org.uk - Parents Protect: www.parentsprotect.co.uk - CEOP: www.ceop.police.uk - Marie Collins Foundation: www.mariecollinsfoundation.org.uk - Internet Watch Foundation (IWF): www.iwf.org.uk Online Safety - Childnet International: www.childnet.com - UK Safer Internet Centre: www.saferinternet.org.uk - Parents Info: www.parentinfo.org - Internet Matters: www.internetmatters.org - Net Aware: www.net-aware.org.uk - ParentPort: www.parentport.org.uk - Get safe Online: www.getsafeonline.org Radicalisation and hate - Educate against Hate: www.educateagainsthate.com - Counter Terrorism Internet Referral Unit: www.gov.uk/report-terrorism - True Vision: www.report-it.org.uk The following sections form suggested wording to support a school to write their own policy. It is important that the following is adapted to meet the needs of induvial schools' contexts. Heelands School is a community and all those directly connected (staff, volunteers, governors, parents, families and pupils) have an essential role to play in making it safe and secure. [Name of School] recognise our statutory responsibility to safeguard and promote the welfare of all children. Heelands School recognises the importance of providing an ethos and environment within school that will help children to be safe and feel safe. In our school children are respected and encourage to talk openly. Our school core safeguarding principles are: - the welfare of the child is paramount - all children, regardless of age, gender, ability, culture, race, language, religion or sexual identity, have equal rights to protection - all staff have an equal responsibility to act on any suspicion or disclosure that may suggest a child is at risk of harm - pupils and staff involved in child protection issues will receive appropriate support. The purpose of a safeguarding and child protection policy is to: - inform staff, parents, volunteers and governors about the school's or settings responsibilities for safeguarding children - enable everyone to have a clear understanding of how these responsibilities should be carried out. Safeguarding is defined as protecting children from maltreatment, preventing impairment of children's mental and physical health or development, ensuring that children grow up in circumstances consistent with the provision of safe and effective care and taking action to enable all children to have the best outcomes. Safeguarding is not just about protecting children from deliberate harm. It includes a wide range of issues relating to pupil's welfare, health and safety." (Inspecting safeguarding in early years, education and skills, Ofsted, 2019). Section 175 of the Education Act 2002 requires school governing boards, local education authorities and further education institutions to make arrangements to safeguard and promote the welfare of all children who are pupils at a school, or who are students under 18 years of age. Such arrangements will have to have regard to any guidance issued by the Secretary of State. This policy has been developed with reference to statutory responsibilities and takes account of national guidance and local inter-agency procedures as follows: - Keeping Children Safe in Education, 2022 https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 - Working together to safeguard children, 2018: https://www.gov.uk/government/publications/working-together-to-safeguard-children--2 - Information Sharing: Advice for practitioners, 2018 https://www.gov.uk/government/publications/safeguarding-practitioners-informationsharing-advice - Data protection toolkit for schools 2018: Data protection: toolkit for schools - GOV.UK - MK Together Partnership https://www.mkscb.org/wp-content/uploads/2019/06/MK-Partnerships-Handbook-final2.pdf - Multi-agency statutory guidance on female genital mutilation: https://www.gov.uk/government/publications/multi-agency-statutory-guidance-on-femalegenital-mutilation - Guidance for schools and collages on children sharing indecent images of themselves (Sexting): https://www.gov.uk/government/publications/sexting-in-schools-and-colleges - Child sexual exploitation: definition and guide for practitioners 2017: https://www.gov.uk/government/publications/child-sexual-exploitation-definition-andguide-for-practitioners The school acknowledges that this policy recognises a range of specific safeguarding issues including (but not limited to) - Bullying (including cyberbullying) - Children with family members in prison - Children Missing Education (CME) - Child missing from home or care - Child Sexual Exploitation (CSE) - Child Criminal Exploitation (County Lines) - Domestic abuse - Drugs and alcohol misuse - Fabricated or induced illness - Faith abuse - Female Genital Mutilation (FGM) - Forced marriage - Gangs and youth violence - Gender based abuse and violence against women and girls - Hate - Homelessness - Honour based abuse - Human trafficking and modern slavery - Health and wellbeing - Missing children and adults - Online safety - Peer on peer/ child on child abuse - Preventing radicalisation and extremism - Private fostering - Relationship abuse - Sexual Violence and Sexual Harassment - Upskirting - Youth produced sexual imagery or "Sexting" (Also see Annex A within 'Keeping Children Safe in Education' 2022) 9. Related safeguarding policies It is also recognised that a number of other school policies and procedures form part of the wider safeguarding and child welfare agenda and therefore the safeguarding and child protection policy should be read in conjunction with the policies listed below: - Anti-bullying policy - Pupil behaviour/discipline policy - Physical intervention /Use of restraint policy - E-safety and ICT/Online safety policy - Photographic images of children - Data protection and information sharing - Health and safety policy including administration of medicines - Attendance - Toileting/intimate care policies - Procedures for assessing and managing risk e.g. school trips (use of EVOLVE) - Safer recruitment policies and practice - Staff induction policy - Whistle blowing - Staff behaviour policy/Code of conduct for staff - Sex and relationships policy - First aid and paediatric first aid policy - Equality policy - Managing allegations against staff - Complaints policy - PREVENT - Drugs policy - Child on child abuse, including sexting All adults working with or on behalf of children have a responsibility to protect them. There are, however, key people within schools and the Local Authority who have specific responsibilities under child protection procedures. 10. Key responsibilities a. Designated Safeguarding Lead (DSL) and deputies. The school has appointed a member of the leadership team, Sophie Good, as the Designated Safeguarding Lead (DSL). The DSL has the overall responsibility for the day to day oversight of safeguarding and child protection systems in school. The DSL will undergo appropriate and specific training to provide them with the knowledge and skills required to carry out their role which includes PREVENT awareness training. The DSL and any deputy DSL's training will be updated formally every two years, but their knowledge and skills will be updated through a variety of methods at regular intervals and at least annually. Deputy DSLs are trained to the same standard as the DSL. Whilst the activities of the DSL may be delegated to the deputies, the ultimate lead responsibility for safeguarding and child protection remains with the DSL and this responsibility cannot be delegated. 10.1 Designated Safeguarding Lead It is the role of the DSL to: - act as the central contact point for all staff to discuss any safeguarding concerns - maintain a confidential recording system for safeguarding and child protection concerns - coordinate safeguarding action for individual children - in the case of Children Looked After the DSL should have the details of the child's social worker and the name of the virtual school head in the authority that looks after the child (with the DSL liaising closely with the designated teacher) - help promote educational outcomes by sharing information about the welfare, safeguarding and child protection issues that children are or have experienced with staff - liaise with other agencies and professionals - ensure that locally established referral procedures are followed as necessary - represent, or ensure the school is appropriately represented at multi-agency safeguarding meetings (including Child Protection conferences) - manage and monitor the school's role in any multi-agency plan for a child. - be available during term time (during school hours) for staff in the school to discuss any safeguarding concerns - ensure all staff access appropriate safeguarding training and relevant updates in line with the recommendations within KCSIE (2022) Further detail can be found in KCSIE 2022 Annex B 10.2 Members of Staff All members of staff have a responsibility to: - provide a safe environment in which children can learn - be prepared to identify children who may benefit from early help - understand the early help process and their role in it - understand your schools safeguarding policies and systems - undertake regular and appropriate training which is regularly updated - be aware of the process of making referrals to children's social care and statutory assessment under the Children Act 1989 - know what to do if a child tells them that he or she is being abused or neglected - know how to maintain an appropriate level of confidentiality - be aware of the indicators of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection. For further information refer to Part One of KCSIE 2022 and Annex A 10.3 Children and Young People Children and young people (pupils) have a right to: - contribute to the development of school safeguarding policies - receive help from a trusted adult - learn how to keep themselves safe, including online . 10.4 Parents and Carers Parents/carers have a responsibility to: - understand and adhere the relevant school/policies and procedures - talk to their children about safeguarding issues with their children and support the school in their safeguarding approaches - identify behaviours which could indicate that their child is at risk of harm including online and seek help and support from the school, or other agencies. Parents can obtain a copy of the school Safeguarding and Child Protection Policy and other related policies on request and can view them via the school website: www.heelands.milton-keynes.sch.uk 10.5 Governing Boards The school has a nominated governor for safeguarding. The nominated governor will take the lead role in ensuring that the school has an effective policy which interlinks with other related policies; that locally agreed procedures are in place and being followed; and that the policies are reviewed at least annually and when required. The Governing Board, Headteacher and Leadership Team will ensure that the DSL is properly supported in their role. Additional information to support Governing Boards in carrying out their duties can be found in Keeping Children Safe in Education, 2020 which governors will have read and must follow. Governors must not be given details relating to individual child protection cases or situations, in order to ensure confidentiality is not breached. Quality assurance of safeguarding in school The DSL and Headteacher will provide an annual report to the Governing Board detailing safeguarding training undertaken by all staff and will maintain up to date register of who has been trained. All staff in school should be aware of the definitions and indicators of abuse and neglect. There are four categories of abuse: - Physical abuse - Emotional abuse - Sexual abuse - Neglect Members of staff are aware that child welfare concerns may arise in many different contexts and can vary greatly in terms of their nature and seriousness. The warning signs and symptoms of child abuse and neglect can vary from child to child. Children also develop and mature at different rates, so what appears to be worrying behaviour for a younger child might be normal for an older child. Parental behaviours' may also indicate child abuse or neglect, so staff should also be alert to parent-child interactions or concerning parental behaviours; this could include parents who are under the influence of drugs or alcohol or if there is a sudden change in their mental health. By understanding the warning signs, we can respond to problems as early as possible and provide the right support and services for the child and their family. It is important to recognise that a warning sign doesn't automatically mean a child is being abused. Sing and child protection procedures 12. Safeguarding and child protection procedures Milton Keynes inter-agency procedures include detailed chapters on: - what to do if you have a concern - how to make a referral - safer recruitment guidance - managing allegations against staff - Local Authority Designated Officer (LADO) guidance - additional guidance on more specialist safeguarding topics. Milton Keynes Safeguarding provides guidance on procedures when identifying and acting on child safety and welfare concerns, including: - the four stages of intervention from early help to child protection and the criteria that define these - when and how to make a referral to Milton Keynes Multi Agency Safeguarding Hub (MASH). Everyone at the school must recognise the importance of working with other agencies and leaders will enable staff to attend/contribute appropriately to relevant meetings including: Child Protection Strategy Meetings; Family Support (Child in Need) Meetings; Child Protection Conferences; Core Groups; Child Care Reviews. 13. Record keeping If a child has made a disclosure, the member of staff/volunteer should: - Make a record of the date, time and place of the conversation, as soon as possible. Record the child's own words, along with any observations on what has been seen and any noticeable non-verbal behaviour. Use the pink sheet school documentation, where possible. Date and sign the record - Not destroy the original notes in case they are needed by a court - Record factual statements and observations rather than interpretations or assumptions. - All concerns, discussions and decisions made and the reasons for those decisions should be recorded in writing. If members of staff are in any doubt about recording requirements, they should discuss their concerns with DSL. Incident/Welfare concern forms are kept: on the noticeboard in the teacher resource room Safeguarding records are kept for individual children and are maintained separately from all other records relating to the child in the school. Safeguarding records are kept in accordance with data protection legislation and are retained centrally and securely by the DSL. Safeguarding records are shared with staff on a 'need to know' basis only. When children leave the school, ensure the safeguarding file and any child protection information is sent to the new school /college as soon as possible (within five working days), ensuring secure transit and a confirmation of receipt should be obtained. The file should be transferred separately from the main pupil file. Local guidance on the transfer and retention of safeguarding files should be observed. Please refer to the MK document Child Protection Record Keeping Guidance for schools (Including transfer, storage and retention) Schools should obtain proof that the new school/education setting has received the safeguarding file for any child transferring and then destroy any information held on the child in line with data protection guidelines. Schools receiving a safeguarding file should ensure that a confirmation of receipt of the file is sent to the transferring school. Electronic records are 'protected' and are accessible only by nominated individuals and where written, child protection records are not kept with a child's academic record. All records need to be given to the DSL promptly. No copies should be retained by the member of staff or volunteer, unless there is a current legal case. If a pupil who is/or has been the subject of a child protection plan changes school, the DSL will inform the social worker responsible for the case and transfer the appropriate records to the DSL at the receiving school, in a secure manner, and separate from the child's academic file. 6. Safeguarding children raises issues of confidentiality that must be understood and followed by staff and volunteers. National guidance can be found in: https://www.gov.uk/government/publications/safeguarding-practitioners-information-sharingadvice All staff should follow the national information sharing guidance. In summary: - All staff are aware that they must not promise to keep 'secrets' with children and that if children disclose abuse, this must be passed on to the DSL as soon as possible and the child should be told who their disclosure will be shared with. - Staff will be informed of relevant information in respect of individual cases regarding child protection on a 'need to know basis' only. Governing Boards need to be aware that among other obligations the Data Protection Act 2018 and the GDPR place duties on organisations and individuals to process personal information fairly and lawfully and to keep the information they hold safe and secure. The Data Protection Act 2018 and GDPR do not prevent the sharing of information for purposes of keeping children safe. Fears about sharing information must not be allowed to stand in the way of the need to safeguard and promote the welfare and protect the safety of children. Further information about information sharing can be found in KSCIE 2020 Part 2. All staff need to be aware of, and understand, their role in identifying emerging problems and sharing information with other professionals to support early identification and assessment of a child's needs. It is important for children to receive the right help, at the right time, to address risks and prevent issues escalating. This also includes staff being active in monitoring and feeding back ongoing or escalating concerns to the DSL, to ensure due consideration can be given to a referral if the child's situation does not appear to be improving. Staff and volunteers working within the school need to be alert to the potential need for early help for children who are more vulnerable. For example: - Children with a disability and/or specific additional needs - Children with SEND - Children who are acting as a young carer - Children who are showing signs of engaging in anti-social or criminal behaviour, including gang involvement, County Lines and association with organised crime groups - Children whose family circumstances present challenges for the child, such as substance abuse, adult mental health or learning disability, domestic abuse - Children who are showing early signs of abuse and/or neglect - Children who have returned to their family from care - Children at risk of being radicalised or exploited - Children who are privately fostered (whether or not they have a statutory Education and Healthcare Plan) - Children who are frequently missing/ go missing from care or from home - Children who are misusing drugs or alcohol - Children who are at risk of modern slavery, trafficking or exploitation. 8. 16. Multi Agency working 9. Heelands School recognises and is committed to its responsibility to work with other professionals and agencies in line with statutory guidance. Schools are not the investigating agency when there are child protection concerns. We will however contribute to the investigation and assessment processes as required. Heelands School recognises the importance of multi-agency working and will support attendance at relevant safeguarding meetings, including Child Protection Conferences, Core Groups, Strategy Meetings, Child in Need meetings or other early help multi-agency meetings. The School Leadership Team and DSL will work to establish strong and co-operative relationships with relevant professionals in other agencies. The school has a Complaints Procedure available to parents, pupils and members of staff and visitors who wish to report concerns. This can be found on the school website All reported concerns will be taken seriously and considered within the relevant and appropriate process. Anything that constitutes an allegation against a member of staff or volunteer will be dealt with under the Disciplinary Policy. This can be found within the Safeguarding file in the staff room. 18. Staff induction, awareness and training All members of staff have been provided with a copy of Part One of KCSIE (2020) which covers Safeguarding information for all staff. School leaders will read the entire document. School leaders and all members of staff who work directly with children will access Annex A within KCSIE 2022. Members of staff have signed to confirm that they have read and understood Part One and Annex A. This information is kept in the Safeguarding file in the staffroom. The DSL will ensure that all new staff and volunteers (including temporary and supply staff): - are aware of the school's internal safeguarding processes. - will receive training to ensure they are aware of a range of safeguarding issues - will receive regular safeguarding and child protection updates, at least annually. - are made aware of the school's expectations regarding safe and professional practice via the staff behaviour policy and Acceptable Use Policy. Although the school has a nominated lead for the Governing Board (Jaime Hill), all members of the Governing Board will access appropriate safeguarding training which covers their specific strategic responsibilities on a regular basis. 5. 19. Safe working practices All members of staff are required to work within clear guidelines of the school's Code of Conduct. Staff should be aware of the school's Behaviour Management and Physical Intervention Policies and any physical interventions must be in line with agreed policy and procedures. , Staff should be particularly aware of the professional risks associated with the use of social media and electronic communication (email, mobile phones, texting, social network sites etc.) and should adhere to the school's online safety and Acceptable Use policies. 10. 20. Staff supervision and support Any member of staff affected by issues arising from concerns for children's welfare or safety can seek support from the DSL. The induction process will include familiarisation with child protection responsibilities and procedures to be followed if members of staff have any concerns about a child's safety or welfare. The school will provide appropriate supervision and support for all members of staff to ensure that: - all staff are competent to carry out their responsibilities for safeguarding and promoting the welfare of children - all staff will be supported by the DSL in their safeguarding role - all members of staff have regular reviews of their own practice to ensure they improve over time. The DSL will also put staff in touch with outside agencies for professional support if they so wish. Staff can also approach organisations such as their Union, the Employee Assist Programme or other similar organisations directly. FOR SCHOOLS WITH EARLY YEARS AND FOUNDATION STAGE PROVISION: The school will ensure that members of staff who are working within the foundation stage are provided with appropriate supervision 11. 21. Safer recruitment The Governing Board and school leadership team are responsible for ensuring that the school follows safe recruitment processes in accordance with government requirements and Milton Keynes inter-agency procedures. These include ensuring that: - the Headteacher or other staff responsible for recruitment and members of the Governing Board (as appropriate) complete safer recruitment training - the Single Central Record of all staff and regular volunteers is kept up to date and includes all the required information - written recruitment and selection policies and procedures are in place - statutory responsibilities to check staff who work with children are followed - all governors have enhanced DBS checks and a section 128 check - proportionate decisions are made when considering the need for any further checks beyond what is required - volunteers are appropriately supervised - at least one person on any appointment panel is safer recruitment trained - ensure the school is compliant with guidance contained in Keeping Children Safe in Education, 2022 - Part 3. 22. Allegations against members of staff including supply staff, volunteers and Persons of Trust (POT) 12. Heelands School recognises that it is possible for staff and volunteers to behave in a way that might cause harm to children and takes seriously any allegation received. This includes where an individual has behaved or may have behaved in a way that indicates that they may not be suitable to work with children due to transferable risk. Such allegations should be referred immediately to the Headteacher or deputy in their absence who will first (and within 24 hours) contact the Local Authority Designated Officer (LADO) to agree further action to be taken in respect of the child and staff member. In the event of allegations of abuse being made against the headteacher then staff are advised that allegations should be reported to the Chair of Governors who will contact the LADO in the first instance. Allegations made against a POT (Person of Trust) outside of school must be referred to www.mktogether.co.uk and in accordance with laid down procedures. All staff and volunteers should feel able to raise concerns about poor or unsafe practice and such concerns will always be taken seriously by the senior leadership team. All members of staff are made aware of the school's Whistleblowing procedure and that it is a disciplinary offence not to report concerns about the conduct of a colleague that could place a child at risk. Heelands School has a legal duty to refer to the Disclosure and Barring Service (DBS) anyone who has harmed, or poses a risk of harm, to a child, where: - the harm test is satisfied in respect of that individual - the individual has received a caution or conviction for a relevant offence, or if there is reason to believe that the individual has committed a listed relevant offence and, - the individual has been removed from working (paid or unpaid) in regulated activity or would have been removed if they had not left. The DBS will consider whether to bar the person. If these circumstances arise in relation to a member of staff at our school including supply staff and volunteers, a referral will be made as soon as possible after the resignation or removal of the individual in accordance with advice from the LADO and/or School's Human Resources provider. KCSIE, 2022 Part 4: Allegations of abuse made against teachers and other staff including supply staff sets out the duties of employers and employees in handling allegations and also in caring for their employees. This section covers a range of relevant processes, incorporating the role of the LADO. The school must ensure that their policy and procedures are guided by local procedures for managing allegations against staff, carers and volunteers. Further information can be accessed via the following link www.mktogether.co.uk When using an agency, schools and settings should inform the agency of its process for managing allegations. 23. Safeguarding children with special educational needs and disabilities Additional barriers can exist when recognising abuse and neglect for children with special educational needs and disabilities. This can include: - Assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child's impairment without further exploration - Assumptions that children with SEND can be disproportionally impacted by things like bullying, without outwardly showing any signs - Communication barriers and difficulties - A reluctance to challenge carers, (professionals may over empathise with carers because of the perceived stress of caring for a disabled child) - Disabled children often rely on a wide network of carers to meet their basic needs, therefore the potential risk of exposure to abusive behaviour can be increased - A disabled child's understanding of abuse - Lack of choice/participation - Isolation. Heelands School will ensure that children with SEN and disabilities, specifically those with communication difficulties will be supported to ensure that their voice is heard and acted upon. Members of staff are encouraged to be aware that children with SEN and disabilities can be disproportionally impacted by safeguarding concerns such as bullying. All members of staff will be encouraged to appropriately explore possible indicators of abuse such as behaviour/mood change or injuries and not to assume that they are related to the child's disability and be aware that children with SEN and disabilities may not always outwardly display indicators of abuse. 24. Peer on peer abuse All members of staff at Heelands School recognise that children are capable of abusing their peers. Peer on peer abuse can take many forms, including but not limited to, bullying, physical abuse, cyberbullying, gender-based abuse, hazing (initiation type violence), sexually harmful behaviour, violence, upskirting and 'sexting'. It can include including grooming children for sexual and criminal exploitation. Staff and leadership are to be mindful that some potential issues may be affected by gender, age, ability and culture of those involved. All staff should be clear as to the school's policy and procedures to minimise the risk of peer on peer abuse, which should reflect Part 5 of Keeping Children Safe in Education 2022 in the school's approach to allegations against pupils, including sexting. Relevant other policies include the behaviour policy, anti-bullying policy, child protection policy and online safety policy. Further guidance can be found at www.gov.uk/government/publications/sexual-violence-and-sexual-harassment-between-childrenin-schools-and-colleges The school must take action to ensure that the safety and welfare of all pupils, including the victim, the accused and others who are directly or indirectly involved. Schools must make it clear that peer on peer abuse will never be accepted or dismissed as "children being children". Abuse is abuse and will never be tolerated or passed off as banter, just having a laugh or part of growing up. Where there is cause to suspect that a child is suffering or likely to suffer significant harm the DSL must be informed. Advice will be sought from the Milton Keynes Multi Agency Safeguarding Hub (MASH) and a referral may be made. The police may also be informed. Parents and carers will be informed at the earliest opportunity. 25. Gangs, county lines, violent crime and exploitation Heelands School recognises the impact of gangs, county lines, violent crime and exploitation. It is recognised that the initial response to child victims is important and that staff will take any allegation seriously and work in ways that support children and keep them safe. All staff need to be aware that safeguarding incidents and or behaviours can be associated with factors outside of the school or setting and can occur between children beyond these environments. All staff should consider whether children are at risk of abuse or exploitation in situations outside of their families. They should be trained to recognise the need to be vigilant for the signs that may include, but not exclusively children who: - appear with unexplained gifts/new possessions – these can indicate children have been approached by/involved with individuals associated with criminal networks/gangs - associate with other young people involved in exploitation - suffer from changes in emotional well being - misuse drugs and alcohol - go missing for periods of time or regularly come home late - regularly miss school or education or do not take part in education Schools who have these concerns will need to complete the child exploitation screening tool and submit with a MARF to Children Social care and provide additional information for children being discussed at multi-agency exploitation meetings. It is recognised by Heelands School that the use of technology presents challenges and risks to children and adults both inside and outside of school. The DSL has overall responsibility for online safeguarding within the school. Heelands School identifies that the issues can be broadly categorised into three areas of risk: - content: being exposed to illegal, inappropriate or harmful material - contact: being subjected to harmful online interaction with other users - conduct: personal online behaviour that increases the likelihood of, or causes, harm. The DSL and leadership team have read Annex C regarding Online Safety within KCSIE 2022. Heelands School recognises the specific risks that can be posed by mobile phones, internet connected wearables (Smart Watches) and cameras and in accordance with KCSIE 2022 and EYFS 2017 has appropriate policies in place that are shared and understood by all members of the school community. Further information reading the specific approaches relating to this can be found in the schools Online Safety Policy, Acceptable Use Policy and Image Use Policy which can be found within the Safeguarding file in the staff room. Heelands School will ensure that appropriate filtering and monitoring systems are in place when pupils and staff access school systems and internet provision. Heelands School acknowledges that whilst filtering and monitoring is an important part of schools' online safety responsibilities, it is only one part of our approach to online safety. Pupils and adults may have access to systems external to the school control such as mobile phones and other internet enabled devices and technology and where concerns are identified appropriate action will be taken. Heelands School will ensure a comprehensive whole school curriculum response is in place to enable all pupils to learn about and manage online risks effectively and will support parents and the wider school community (including all members of staff) to become aware and alert to the need to keep children safe online. 27. Curriculum and staying safe 6. We recognise that schools play an essential role in helping children to understand and identify the parameters of what is appropriate child and adult behaviour; what is 'safe'; to recognise when they and others close to them are not safe; and how to seek advice and support when they are concerned. Our curriculum ensures children are taught about safeguarding by covering relevant issues through Relationships and Health Education. We provide opportunities for increasing self-awareness, selfesteem, social and emotional understanding, assertiveness and decision making so that students have a range of contacts and strategies to ensure their own protection and that of others. Online safety is integrated into the curriculum. Our school systems support children to talk to a range of staff. Children will be listened to and heard and their concerns will be taken seriously and acted upon as appropriate. 7. 28. Mental health and well being We recognise that schools have an important role to play in supporting the mental health and wellbeing of children. Mental health problems can be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation. The school has clear systems and processes in place for identifying possible mental health problems, including routes to escalate and clear referral and accountability systems. These can be found in the Mental Health and Well-being policy. If staff have a mental health concern that is also a safeguarding concern, immediate action should be taken. The school has a mental health lead who is a trained member of staff responsible for the school's approach to mental health. They: - oversee the help the school gives to pupils with mental health problems - help staff to spot pupils who show signs of mental health problems - offer advice to staff about mental health - refer children to specialist services if they need to. Further information can be found in the DFE document: Mental Health and Behaviour in Schools November 2018 and the Green Paper: Transforming Children and Young Peoples Mental Health Provision 2018. 29. The use of the school premises by other organisations Where services or activities are provided separately by another body using the school premises, the Headteacher and Governing Board will seek written assurance that the organisation concerned has appropriate policies and procedures in place with regard to safeguarding children and child protection and that relevant safeguarding checks have been made in respect of staff and volunteers. If this assurance is not achieved, then an application to use premises will be refused. All members of staff have a responsibility for maintaining awareness of buildings and grounds security and for reporting concerns that may come to light. Appropriate checks will be undertaken in respect of visitors and volunteers coming into school as outlined within guidance. Visitors will be expected to sign in and out via the office visitors log and to display a visitor badge whilst on school site. Any individual who is not known or identifiable should be challenged for clarification and reassurance. The school will not accept the behaviour of any individual (parent or other) that threatens school security or leads others (child or adult) to feel unsafe. Such behaviour will be treated as a serious concern and may result in a decision to refuse access for that individual to the school site. All school staff, including temporary staff and volunteers, will have access to a copy of this policy. The policy will also be available to parents/carers. The Governing Board is responsible for reviewing the safeguarding and child protection policy as a minimum annually and ensuring that it is compliant with current legislation and good practice. Also, for ensuring that the school maintains an up-to-date list of key contacts and that related policies and procedures are kept up to date. 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July 16, 2018 GVS GAZETTE Edition 2: White Team ! . Team News!!! Friendly Reminders * Our Field Trip to visit the Central Library is on Monday, July 23! * Supplies: We are looking to collect empty tissue boxes and empty 8 oz water bottles for a project. If you have any, please send them to us! Ethiopia Selam! What a great week we've had in Ethiopia! We've had so much fun getting to know each other and celebrating the diversity in the classroom. Students also learned about the diverse topography, languages, and peoples of Ethiopia. We learned all about the Ethiopian flag and discussed the meaning and symbolisms behind the colors and the National emblem. As they created flags we talked about how flags communicate information about a country and made connections to the United States flag. This week we can't wait to dive into a hands-on social studies activity through geography to help students understand their place in the world. -- Ms. Hashime The Philippines Last week, we learned how flags use symbols to communicate information and ideas. We learned that the symbols on the Philippine flag: white triangle for equality and fraternity; blue for peace, truth and justice; red stripe for patriotism and valor; 3 stars for the island groups; and a sun with 8 rays for the provinces. This week, children will be hearing Filipino fable, and learning more about the mountainous terrain and geography. -- Ms. Gorecki * Global Village runs July 9 - August 3. * Open House is Thursday, August 2 from 11:30 to 12:30. * Students provide their own snacks every day. * PLEASE remember that we are a NUT FREE school! * Please help your child remember his/her nametag every day WHITE TEAM Ethiopia \| Ms. Hashime The Philippines \| Ms. Gorecki firstname.lastname@example.org Puerto Rico \| Ms. Metz Arlington \| Mr. Sims Edition 2: Puerto Rico look forward to exploring how the the geographical features of Puerto Rico impact the people and animals living there, as we continue to discuss Puerto Rico's history. We're so glad to have your children sharing their ideas in our global village. -- Ms. Metz Hola! We had so much fun last week learning about the Puerto Rican Flag and some of Puerto Rico's History. Did you know that the Puerto Rican flag has the same colors as the United States, but only has one star. This star in a blue triangle symbolizes la Isla de Puerto Rico surrounded by blue water and sky. This week we Arlington Arlington: Another fun week of learning in the Arlington classroom! Did you know that 93% of high school graduates in Arlington go on to college? We have been studying the Arlington flag, making 3-D models of our monuments, and learning some fun trivia about our county. And, wow, we are excited about our field trip next week! More details soon! -Mr. Sims White Team ! . Follow Our Global Village Adventures! * Visit our website: http://global-village.apsva.us/ * Follow us on Twitter.: @GVSatAPS #ARLGlobalVillage WHITE TEAM Ethiopia \| Ms. Sashime The Phillipines \| Ms. Gorecki email@example.com Puerto Rico \| Ms. Metz Arlington \| Mr. Sims	<urn:uuid:5d8bda1b-bdb4-4989-ae16-2672cf6e7c9e>	CC-MAIN-2022-49	https://global-village.apsva.us/wp-content/uploads/sites/43/2018/07/White-2-GVS-Newsletter-2018-.pdf	2022-12-05T05:10:59+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00266.warc.gz	305,880,704	745	eng_Latn	eng_Latn	0.996271	eng_Latn	0.996403	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1842, 3132 ]	[ 2.359375 ]	4	0
EXAM 1_3 (Algebra - Equations) 1. Solve the following: (1.5 points) 3. Mr. B. has $20,000 to invest. He invests part at 6%, the rest at 7%, and he earns $1,280 interest. How much did he invest at each rate? (1.5 p) 4. The Lakers scored a total of 80 points in a basketball game against the Bulls. The Lakers made a total of 37 two-points and three-points baskets. How many three-points shots did the Lakers make? How many two-points shots did the Lakers make? (1.5 p) 5. The length of a rectangle is 7 metres less than twice the width. Find the dimensions if the area is 60 square metres. (1.5 p) SOLUTION 2. Solve the following: But x = 1 is not a solution. Denominator cancels 0 1 1 0 1 = − − So, it doesn't have any solution Ruffini 3. Mr. B. has $20,000 to invest. He invests part at 6%, the rest at 7%, and he earns $1,280 interest. How much did he invest at each rate? Investment at 6% - x 20000 y x = + He invested $12000 at 6% and $8000 at 7% 4. The Lakers scored a total of 80 points in a basketball game against the Bulls. The Lakers made a total of 37 two-points and three-points baskets. How many three-points shots did the Lakers make? How many two-points shots did the Lakers make? Answer: They made 6 three-points shots and 31 two-points shots 5. The length of a rectangle is 7 metres less than twice the width. Find the dimensions if the area is 60 square metres. Width x Length y Answer: lenght 8 metres and width 7.5 metres	<urn:uuid:f3d6a5c0-6c9a-4780-b4d8-0ede75325238>	CC-MAIN-2022-49	https://www.yoquieroaprobar.es/_pdf/34255.pdf	2022-12-05T04:22:35+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00265.warc.gz	1,143,487,793	429	eng_Latn	eng_Latn	0.990687	eng_Latn	0.998744	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 603, 752, 1473 ]	[ 3.75 ]	1	8
"Practical International Comradeship": Dr. Norman Bethune's Contribution to the Republican Cause in Spain KEVINLEVANGIE Dr. Norman Bethune's devotion to the international antifascist cause began when he answered a call for a medical unit to be assembled and sent to Spain. Just months after his political awakening—and commitment to communism—brought on by disgust at the state of forprofit medicine in Canada, Bethune had become obsessed with antifascism and the resistance in Spain. He was voraciously reading all that he could in Montreal's left wing newspapers and magazines about the Nationalist uprising, and it was in one of these publications where the call for a Canadian medical unit to be sent to Spain first appeared. It was sent out by the "Spanish Hospital and Medical Aid Committee" in the socialdemocratic, Cooperative Commonwealth Federation (CCF) run magazine, New Commonwealth. When Bethune telegraphed the editor of the magazine, Graham Spry, to inquire about the unit, Spry confessed that at that time, the committee was more of a hopeful thought than an organization capable of mustering the funds to send anyone. This did not deter Bethune, who set out to make the unit a reality. After some discussion and reflection, Bethune resigned his position at SacreCoeur hospital in Montreal and prepared to go to Spain. The committee was renamed "The Committee to Aid Spanish Democracy" (CASD) and was one of the foremost examples of a Canadian "popular front" of liberals, socialists and communists resisting fascism during the 1930s. At this time, the democratic socialist CCF and the Communist Party of Canada, which Bethune had joined in 1935, were often rivals on the Canadian left; however, "inspired by a common goal" they worked together to send Bethune and a properly equipped unit to Spain (Stewart and Stewart 139141). The work of Norman Bethune in Spain was certainly an example of what he would call, in a 1936 transAtlantic radio broadcast, "practical international comradeship" resisting "the threat of the New Dark Ages of Fascism" (Station EAQ). Development of Blood Transfusion Bethune at first struggled to carve out a place for his talents in Spain. He had arrived independently of other international volunteers, many of who were sent as a part of the International Brigades. The brigades did not need another surgeon, and the hospitals of Madrid turned him away. Bethune's interpreter and fellow Canadian, Henning Sorenson, felt "Bethune's usefulness was limited because he could not speak Spanish" (Stewart and Stewart 160). While purchasing an ambulance in Valencia to donate to the International Brigades, Bethune "burst out, 'Henning, I've got it!'" (163). The combination of exposure to the need for ambulances, and Bethune's experience in the First World War as a stretcher bearer for men who were dying of blood loss caused him to realize he could assemble a mobile blood transfusion unit and save many lives. The Canadians set up the Servicio canadiense de transfusion de sangre , known in English as the Canadian Blood Transfusion Service or the Canadian Blood Transfusion Institute. Their headquarters, referred to as "the Institute," was in a wealthier section of Madrid, which made it much less susceptible to bombing by Franco's forces. While wholesale aerial bombardment and artillery shelling of working class neighbourhoods were underway, the Nationalists avoided damaging the property of their allies, i.e. the wealthy classes. By the time Bethune left Spain, an impressive amount of blood had been transfused. In June 1937, he claimed in an interview with the Daily Clarion that the unit had gathered and transfused over 90 gallons—about 340 litres—of blood in their year of work (Stewart and Majada 138). It does not appear, as some have asserted, that Bethune was the first person to conceive of a mobile transfusion unit in Spain. Dr. Frederic Duran i Jordà was operating another mobile blood transfusion clinic in Barcelona two months before Bethune arrived in Spain. However, because of the Nationalist assault on Madrid, the Canadian transfusion institute was in a position to provide many more transfusions on the front lines than Duran i Jordà's service ever could (176). The Canadian operation was also much more ambitious in its area of coverage. The transfusion unit was conceived by Bethune to be administered by Canadians and funded by Canadian donations. He reasoned "there was a Scottish ambulance unit and also an English hospital unit in Madrid […] Why should there not be a Canadian blood transfusion unit?" (164). On top of their greater number of transfusions, it also appears as if Bethune, unaware of the Barcelona transfusion service at the outset, came to the idea independently. Stewart and Stewart write: "Few outside the Aragon Front, including officials of the Socorro Rojo Internacional in Madrid, knew of Duran i Jordà and his work, so it is almost certain that Bethune too was unaware of it" (164). Regardless, Bethune's transfusion work was groundbreaking in many ways and saved many lives. After the start of the Canadian institute's work, Bethune soon learned of the work being done in Barcelona, and was required by the central military command to consult with Duran i Jordà before proceeding with his ambitious plan to extend his blood transfusion service to all of Spain. Bethune recognized the superiority of Duran i Jordà's container system for the blood, and agreed, for practical and political reasons, that Barcelona should be the centre of the Republican blood transfusion network. In one of his many commitments of Canadian funds without prior consultation, Bethune volunteered CASD to fund this expansion to cover Republicanheld Spain, which certainly did not endear him to those who had the authority to recall him at any time (180). CASD sent a representative to check on the unit, as they were worried about scattered reports of disorganization and about the greater expenses they were about to incur due to Bethune's promise of funds. Finally consolidating all medical care under a central command, the military health service, Sanidad Militar , assumed control over the institute and transfusion unit and promised Bethune he would remain in command (181). Initially, Bethune was also under the impression that he would be chief of the unified blood service. However, Stewart and Stewart note, Although Cerrada [, the commander of Sanidad Militar,] had not admitted it, Bethune sensed the Spaniards were reluctant to give a foreigner control over the proposed expansion of the service. He may also have realized that Duran i Jordà would not accept serving under a man whose qualifications in hematology were inferior to his own. (183) Duran i Jordà was a hematologist, while Bethune was a thoracic surgeon with some understanding of hematology, probably because of his study under Dr. Edward Archibald at the Victoria General Hospital in Montreal. Archibald had been an army doctor during the First World War, and had used both armtoarm transfusion of blood, and extraction and preservation with sodium citrate before transfusion. Bethune must have learned about the armtoarm technique, because he later introduced it at another hospital. Stewart and Stewart also suggest "Because of his connection with Archibald, it seems likely that he would also have known about the preservation of blood using sodium citrate" (76). Both techniques were used by Bethune prior to his contact with Duran i Jordà, who had refined the process of preserving and transporting blood in a way Bethune had not. The reluctance to name a foreigner—particularly one who did not speak Spanish—as the head of the unit would also cause Bethune problems within the institute he had created himself, and would ultimately be a central reason for his departure from Spain. The Crime on the Road Though lesser known than the bombing of Guernica by the Nazi Condor Legion, the naval and aerial bombardment of refugees on the road from Malaga to Almeria, coordinated with the movements of 10,000 Italian Blackshirt infantry, was one of the worst atrocities of the Spanish Civil War. Approximately 100,000 fleeing refugees were deliberately targeted by Nationalist and fascist forces as they fled Malaga, which had just fallen to Nationalist troops. The refugees were evacuating to the town of Almeria, more than 200 kilometers away. Roderick Stewart and Jesus Majada describe the scene in their book Bethune in Spain: "Fighter planes banked low to strafe the solid masses of fugitives, while from the sea a cruiser and a destroyer fired salvos at them" (69). This barrage continued day and night, unopposed by Republican forces for nearly 72 hours. Bethune's blood transfusion unit was the only international Republican affiliated unit to aid in the evacuation of the civilians on the road. The blood transfusion's Renault truck was used to ferry refugees, focusing particularly on the families with young children, for three days. The unit members took turns sleeping by the side of the road. While the Renault was in the shop for repairs, Bethune and Thomas Worsley, an Englishman and driver with the unit, witnessed what Bethune would later call "the final barbarism" (qtd. in Stewart and Stewart 191): the bombing of the city square of Almeria, which was packed full of refugees. In the hours following the evacuation, Bethune would compose one of his most powerful pieces of writing, The Crime on the Road: MalagaAlmeria , in which his abilities as a propagandist and his profound care for wounded people, particularly children, are clearly demonstrated. Bethune wrote that the fascist bombers "made no effort to hit the government battleship in the harbour or bomb the barracks" (83). He continues, "They deliberately dropped ten great bombs in the very centre of the town where sleeping huddled together on the pavement so closely that a car could pass only with difficulty the exhausted refugees" (83). Bethune counted fifty dead and another fifty wounded, while only two soldiers were killed. This text by Bethune, accompanied by pictures of the atrocities taken by fellow institute member Hazen Sise, "was later turned into an effective propaganda pamphlet circulated in France and North America" (Stewart and Stewart 192). The evacuation had another effect: it lodged the plight of Spanish orphans even more deeply in Bethune's mind. He had always cared for children; he never had any of his own but he ran art classes out of his Montreal apartment for allcomers, often children. While he tried to expand the blood transfusion service, fought with military bureaucracy, and dealt with internal strife in the unit, Bethune also tried to persuade CASD to undertake a far greater expense than that presented by the institute: the construction of "children's villages," at a cost of $50,000 annually, so that Spanish orphans could be cared for and safely remain in Spain (210). Despite some CASD representatives believing it a good idea, it never materialized. Bethune tried to keep a tally of the number of children less than ten years of age he encountered on the road from Malaga to Almeria; he gave up when it entered the thousands. The MalagaAlmeria evacuation provides an excellent example of the nature of Bethune's contributions in Spain: not only did his work and the work of the blood transfusion save many lives, but public dissemination of propaganda by and about the unit and its members raised the profile of the Spanish Civil War in the Canadian popular imagination. EAQ broadcasts While in Spain, Bethune appeared on international broadcasts from the Madrid radio station EAQ. The broadcasts could be heard in Canada, and transcripts of some broadcasts were published as pamphlets and circulated. Other members of the blood transfusion unit, such as Sise, would appear alongside Bethune on the broadcasts. An examination of the transcripts of the broadcasts reveals they covered a number of subjects. Sometimes they focused on analysis of the international political situation, always imbued with a heavy Marxist streak. Other times they spoke of the work of the unit and shared anecdotes of their work. Still others provided proRepublican news on the war effort, which described Nationalist air attacks while declaring Madrid as "the tomb of fascism" (qtd. in Stewart and Majada 31). Bethune was very optimistic about the Republicans' odds of success, and it showed in the radio broadcasts. He declared on December 29, 1936: We are happy here […] because we know that 1937 will see the International Fascists driven from this land forever. Spain will be free and the second great fight 7 against the threat of the New Dark Ages of Fascism will be defeated. All men of good will should not only earnestly desire but must purposefully act towards that end. (qtd. in Stewart and Majada 40) Students of history will note Bethune was overly optimistic in his assessment of the situation. Although his prediction of Republican victory would not be realized, the broadcasts featuring Bethune, which ended on January 5, 1937, raised the profile of the Canadian transfusion unit and provided an English language, proRepublican news source for North American listeners. When the situation at the institute had begun to degenerate into bureaucratic conflict and power struggles between Bethune and the Spanish doctors under him, the broadcasts were taken over "by an entirely new bureau which [was] formed by Ted Allan, Jean Watts and Herbert Klein" (108). Departure from Spain While not an accomplishment of Bethune in Spain, his departure from the country deserves some attention, even in a case study of this length. Roderick Stewart and other Bethune scholars have done much work to piece together what happened, and why the Spanish government, CASD, and the members of the institute turned on Bethune by recalling him to Canada and expelling him from Spain. A combination of revolutionary puritanism, language barriers, bureaucratic and wartime paranoia, personal ambition, and Bethune's disregard for traditional standards of "moral behaviour" worked together to result in the ouster of a man responsible for savings hundreds, if not thousands, of lives in Spain. Bethune had a tendency to drink and engage in a variety of romantic affairs: this alienated some of the more puritanical leftists 9 of CASD or the Institute, such as Henning Sorenson. Sorenson, according to Stewart and Stewart, viewed such things as "bourgeois diversions" (202). Sorenson became so upset with the behaviour of Bethune and his lover, a Swedish journalist named Kasja Rothman who often ran the institute's daily affairs when Bethune was away, that he left "in disgust," taking a position with the Sanidad Militar (qtd. in Stewart and Stewart 203). Rothman's running of the institute also alienated the Spanish doctors who did not want to take orders from a woman, much less from Bethune's lover. A revolving door at the institute of journalists, and of anyone else who Bethune took a liking to, made a number of government agents and some of the more grounded—and the more paranoid—institute members nervous about fascist spies and fifth columnists (202203). Further exacerbating tensions, Bethune was a terrible linguist, and apparently put in no effort to learn Spanish, straining relations with the Spanish doctors at the institute from the beginning. After receiving complaints about Bethune's command, likely from the Spanish doctors inside the institute, Sanidad Militar appointed two doctors, Vicente Goyanes and Antonio Culebras, who had been serving under Bethune as joint commanders with him over the unit (Stewart and Majada 101). Culebras and Bethune loathed each other, and Culebras had secretly hired several of his family members to work at the institute. This faction of family members comprised a sizable portion of people at the institute, and they were openly hostile to the Canadians involved. Bethune accused them of being "bourgeois loafers," and believed them to be fascist sympathizers (102). At this time, Bethune was also not eating or sleeping properly, and was drinking a great deal (110). His change in behaviour concerned the Canadians at the institute, who contacted The Communist Parties of Canada and of Spain, as well as CASD. The latter organization recalled Bethune for a variety of reasons, and in no small part because they knew how much use he could be as a propagandist in North America (122). By this point, the transfusion unit was largely selfsufficient and could be run by another person with an understanding of hematology, while his special position made him an ideal candidate to contribute to a North American speaking tour. Reluctant as he was to depart, he was charismatic and in possession of a great deal of cultural and social capital, and made an excellent headlining speaker and fundraiser across North America. Bethune's Speaking Tour Bethune left Spain in May 1937, and, according to the estimation of David Lethbridge in the collection of RCMP files he assembled, Bethune: The Secret Police File , "By the end of September [1937], he had addressed at least thirty thousand people, and raised thousands of dollars for the blood transfusion service" (7). Travelling from coast to coast across Canada with stops in the United States, Bethune raised an enormous amount of money in the midst of horrible economic circumstances. Despite this, he was at times a reluctant propagandist. Bethune wished to remain in Spain, and later wished to return, but was too effective in his capacity as fundraiser for the Committee to Aid Spanish Democracy and as a recruitment tool for Canadians to join the International Brigades. Long classified, a collection of RCMP files is ironically the most comprehensive catalogue of Bethune's achievements and influence on his speaking tour. From reading snippets of his speeches and the accompanying police documents, it becomes clear that in his appearances Bethune not only wished to advance the antifascist cause, but that he also hoped to inspire others across North America to take up his communist way of thinking. As Lethbridge writes in the introduction to the collection of files: The secret police documents provide the richest source of Bethune's thought during this critical time, and add immeasurably to our knowledge of his politics. It is evident that Bethune's experience in Spain had led to a real maturation of his socialist position. Bethune's speeches, during 1937, were not just inspiring or radical, they were specifically Communist speeches, revolutionary speeches: they analyzed imperialism, the Spanish war, and the growth of fascism in Canada, on the basis of class struggle. (7) Such speeches, while perhaps valuable to the cause of the Communist Party in fomenting revolutionary tendencies among the populace, also had their downside: they often alerted listeners who may have been just as anticommunist as they were antifascist about Bethune's political stripe. He had been instructed by the Communist Party of Canada to conceal his membership to avoid frightening off prospective donors. Nonetheless, other RCMP documents suggest a large number of people were attracted to the antifascist cause following the speeches. Documents 38 and 39 of Lethbridge's Bethune: The Secret Police Files reveal the RCMP believed Bethune's speeches "heavily encouraged" volunteers to join the MacPaps (96, 978). One such document claims a single speech in Vancouver inspired at least eight relief camp inhabitants to join the MacPaps. Within a week they were "entrained to the East en route to Spain" (97). Despite these successes, even one of the police informants who infiltrated the speaking events could tell Bethune was not happy to be on a speaking tour of the country, rather than back in the action of Spain. An RCMP report indicates that Bethune appears to have little inclination to follow Communist Party directives and "was quite definite in stating that he is more interested in blood transfusion operations than in political maneuvers" (Lethbridge 97). After a few months of the grueling touring schedule, sometimes speaking multiple times in one day before travelling on as quickly as possible, Bethune was desperately trying to return to Spain. He planned to take with him "a Ford station wagon donated by a group of Manitoba farmers and a copy of The Heart of Spain " (Stewart and Stewart 223). After months of including his planned return to Spain in his speeches, in mid August he was informed that this was impossible: CASD and his former colleagues at the institute did not want him to return, and the Spanish government had barred his return at their request and due to the numerous personality and bureaucratic conflicts that had arisen between Bethune and the military health directorate, Sanidad Militar (225). In the wake of this disappointing news, Bethune would eventually turn his obsessive attention to another antifascist cause: aiding Mao's Eighth Route Army in resisting the imperial Japanese invaders in China. The Heart of Spain Accompanying Bethune on his speaking tour was the propaganda film he had commissioned, The Heart of Spain . Bethune was in part convinced to leave Spain by an argument mounted by his fellow institute members that he was more useful touring North America with the film and raising funds. He had long been mulling over the idea of The Heart of Spain when Bethune heard about a young Hungarian filmmaker, Geza Kárpáthi, also known as Charles Korvin, who he commissioned to make the film, and for whom he ordered filmmaking equipment from Paris (Stewart and Majada 86). Herbert Klein, an American writer and regular guest of the institute, also worked on the film. A newspaper account from the People's Advocate of Vancouver reports on the presentation of The Heart of Spain , and of Bethune's accompanying speech. The article speaks to the efficacy of the film as a piece of propaganda: If the stark realism – glimpses of children's bodies being lifted from shattered houses, of troops of the People's Army on the offensive, of the actual work of the Canadian medical unit and, throughout it all, a woman's heartrending sobs – were not enough to rouse a sympathetic audience, then Dr. Bethune himself with his human approach to the many questions he touched upon, his free style interspersed with humor, brought his audience out of its seats in a spontaneous demonstration worthy of a people's front. (143) Images of pieces of artillery firing are juxtaposed with donors at the transfusion unit's headquarters, who are shown clenching their fists after the removal of the needle. The symbolism of the clenched fist raised in resistance—the antifascist salute—is clear. This scene, and many others, draws parallels between the armed resistance of the Republican forces and the resistance through donation to the war effort of the citizens of Madrid. Such links between citizen and Republican soldier surely drew more generous donations from North American audiences ( Heart of Spain ). Between his work as with the blood transfusion unit and as a propagandist, Bethune contributed enormously to the Republican cause in Spain. Taken with the politics of the antifascist struggle, he also found a place in which to indulge his desire for adventure and his natural caring instincts for children, the wounded, and the otherwise vulnerable. Bethune's legacy and his time in Spain has been the subject of contention, whitewashing, and manipulation for political means; regardless of, or perhaps in part due to this, he remains one of the most dynamic and interesting Canadians of the twentieth century. Works Cited Hannant, Larry, ed. The Politics of Passion: Norman Bethune's Heart of Spain . Dir. Herbert Klein, Charles Korvin. 1937. Film. Writing and Art . Toronto: U of T Press, 1998. Print. Lethbridge, David, ed. Bethune: The Secret Police File . Salmon Arm: Undercurrent, 2003. Print. Stewart, Roderick and Jesús Majada. Bethune in Spain . Montreal: McGillQueen's UP, 2014. Print. Stewart, Roderick and Sharon Stewart. Phoenix: the Life of Norman Bethune . Montreal: McGillQueen's UP, 2011. 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Teach the sound not letter name- 'k,k,k,k' (bounce the sound). Children copy you. Say "down the kangaroo's body, tail and leg' repeat a few times saying the sound and the picture phrase. This is Fred he only talks in sounds Children practice (green words below) sounding out the letters (Fred talk) to blend into a word. For example, k-i-t kit. kitkip Kimkid Children practise writing the 'k' sound saying the phrase 'down the kangaroo's body, tail and leg'. ______________________________________________________________ ______________________________________________________________	<urn:uuid:75f2b16a-7d8b-47c9-a724-cb402bc41605>	CC-MAIN-2022-49	https://www.stjohnandjames.enfield.sch.uk/wp-content/uploads/2020/04/k.pdf	2022-12-05T04:15:01+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00264.warc.gz	1,049,067,399	135	eng_Latn	eng_Latn	0.997584	eng_Latn	0.997584	[ "eng_Latn" ]	false	docling	[ 593 ]	[ 3.515625 ]	1	0
606 CMR 3.00: Section 3.01: Introduction 3.02: Definitions 3.03: Licensure 3.04: Administration of the Program 3.05: Intake, Service and Discharge Planning 3.06: Programs and Services 3.07: Care of Residents 3.08: Physical Plant and Equipment 3.09: Shelter Homes 3.10: Records and Confidentiality 3.11: Applicability 3.01: Introduction 606 CMR 3.00 is adopted in accordance with M.G.L. c. 15D which states the policy of state government to assure every child "a fair and full opportunity to reach his or her full potential". In order to fulfill its mandate as the agency responsible for licensing residential programs, the Department of Early Education and Care has developed specific standards for residential programs to provide this opportunity to the residents they serve. The nature and scope of 606 CMR 3.00 are based on the belief that every aspect of a program's operation affects the residents in its care. The philosophy, administrative policies, staff, physical facility and clinical, recreational, and educational services all contribute to a resident's everyday living environment, and should maintain a level of quality that promotes healthy development. While acknowledging the variety of residential program types, including group care, temporary shelter, secure detention, transition to independent living, and programs serving teen parents, 606 CMR 3.00 identifies, to the fullest extent possible, the standards and practices necessary to fulfilling the following general goals: (a) to provide a program that is administratively and fiscally sound with clearly conceived policies and practices for the services provided to residents; (b) to provide residents with services, which on a short-term basis meet their immediate and emergency needs, and which allow for resolution of the immediate problems or the development of long-term plans; (c) to meet each resident's needs relating to health, nutrition, individuality and interaction with peers and adults, before it can begin to satisfy the resident's more complex needs; (d) to meet each resident's need for space, comfort, privacy and community while protecting residents from fire, health, and accident hazards; (e) to provide each resident with the least intrusive intervention sufficient to insure her or his safety, the safety of others, and promote healthy growth and development; (f) to provide residents with services and an environment which, on a long-term basis, meet the special needs their families are unable to fulfill. 3.02: Definitions (1) General Definitions. As used in 606 CMR 3.00, the following words shall have the following meanings unless the context otherwise requires: Child. Any person younger than 18 years old for part or all of a calendar year. Child with Special Needs. A child who, because of a disability consisting of a developmental delay or an intellectual, sensory, neurological, emotional, communication, physical, specific learning or health impairment or combination thereof, is or would be unable to progress effectively in a regular school program. This may include, but not be limited to, a school age child with special needs as determined by an evaluation conducted pursuant to M.G.L. c. 71B, § 3, and as defined by the Department of Elementary and Secondary Education in 603 CMR 28.00: Special Education. (MA REG. # 1307, Dated 2-26-16) 606 CMR: DEPARTMENT OF EARLY EDUCATION AND CARE STANDARDS FOR THE LICENSURE OR APPROVAL OF RESIDENTIAL PROGRAMS SERVING CHILDREN AND TEEN PARENTS Consent. An agreement by a parent who has been fully informed of all information relevant to the activity for which agreement is sought, in his or her native language or other mode of communication, that the parent understands and agrees in writing to carrying out of the activity, and understands that the granting of consent is voluntary and may be revoked at any time. The consent describes the activity and lists the records (if any) which will be released and to whom. In seeking parental consent, a licensee shall not condition admission or continued enrollment upon agreement by the parent to the proposed use of any restraint. Department. When used alone shall mean the Department of Early Education and Care. Group Care Program. A program or facility that provides care and custody for one or more children by anyone other than a relative by blood, marriage or adoption on a regular 24-hour a day, residential basis. Group care program includes but is not limited to programs serving teen parents younger than 16 years old; transition to independent living programs; private residential schools that provide special services to children with special needs in which children with special needs constitute 30% or more of the school's population; and group residences or group homes. Group care program does not include family foster care; a recreational or summer camp; a hospital, ward or comprehensive center, including an intensive residential treatment program, licensed under M.G.L. c. 19, § 19 or c. 19B, § 15; a hospital, ward or comprehensive center operated by the Commonwealth; a hospital, institution for unwed mothers, convalescent or nursing home, rest home or infirmary or any program licensed under M.G.L. c. 111; any program licensed under M.G.L. c. 111E, §§ 5 and 7 unless the program admits children other than drug dependent children or dependency drug using children; or private residential schools except those providing special services to children with special needs as defined in 606 CMR 3.02. Parent. A resident's father, mother or legal guardian or person with the custody of the resident. Placement Agency. A department, agency or institution of the Commonwealth, or any political subdivision thereof, or any organization incorporated under M.G.L. c. 180, one of whose principal purposes is providing custodial care and social services to children, which receives by agreement with a parent or guardian, by contract with a state agency or as a result of referral by a court of competent jurisdiction, any child, for placement in family foster care, a residential program or for adoption. Referral Source. A parent, guardian, Massachusetts or out-of-state public or private agency responsible for the placement and/or funding of the placement of a child. Resident. A child or other person in the care or custody of a group care, temporary shelter, transition to independent living or transitional housing program serving teen parents. Residential Program. A group care, temporary shelter, or transition to independent living program, or a transitional housing program serving teen parents. Secure Detention . A program for children in the custody of or detained by the Department of Youth Services, who are awaiting court appearance or long-term placement, which requires restrictive features including locked doors and windows and a high staff-child ratio to insure security. Shelter Home. A private residential home which has been approved by a temporary shelter agency to provide temporary shelter care to four or fewer children. In order to place sibling groups together in an emergency situation, Shelter Home shall not prohibit the placement of more than four children in a home which, prior to the placement of the sibling group, contained fewer than four children. Special Services. Any special services provided to children with special needs by a private residential school that are special education services similar to those referred to at 603 CMR 18.05(3)(a) and (b); or social, psychological or psychiatric services; or occupational or physical therapy; or speech or language therapy; or vocational rehabilitation skills; or regular nursing or medical care provided on site; or self-help skills or activities of daily living training. Teen Parent. A lawful father or mother or pregnant adolescent who is at least 13 years old but younger than 21 years old. Temporary Shelter. Care and services (as appropriate to the needs of the child) provided to a child on a regular 24 hour a day basis for a period not to exceed 45 days or in the case of placement in a secure detention facility, not to exceed 90 days. Temporary shelter shall include both temporary shelter facility and shelter home. Temporary Shelter Program. Any facility which operates to receive children under 18 years of age for temporary shelter care during the day or night when such children request shelter therein, or when such children are placed there by a placement agency, a parent, a law enforcement agency, or a court with authority to make such placement. Temporary shelter facility shall not mean family foster care or a group care facility, a police station or a town lockup. Transition to Independent Living Program. Any residential program designed to serve adolescents and young adults for whom the service plan and/or treatment goal is independent living. Transition to independent living program shall not include unstaffed independent living programs where residents live in self-contained units. Transitional Housing Program Serving Teen Parents. A facility or program for parents who are 16 years of age or older in which the parents reside in a structured setting that includes educational, psychological and medical services, including counseling and basic life skills toward living independently. The facility or program shall require the parents to reside with their children. (2) Definitions Pertaining to Restraint. As used in 606 CMR 3.00, the following words shall have the following meanings when used in the context of a restraint: De-escalation. Strategies used to defuse a volatile situation, to assist a resident to regain behavioral control and to avoid physical intervention. Mechanical Restraint. The use of any device or equipment to restrict the movement of a resident or the movement or normal function of a portion of his or her body. Mechanical Restraint does not include an adaptive or protective device recommended by a physician and consented to by the parent, when used as recommended by the physician for protection of a resident from serious self injury, or to promote normative body positioning and physical functioning. Medication Restraint. The administration of medication for the purpose of temporarily controlling behavior. Monitoring. Observation of the physical, verbal and behavioral responses of a resident for signs of distress or signs of behavioral calming while being restrained. Physical Escort. A temporary touching or holding, without the use of force, of the hand, wrist, arm, shoulder or back for the purpose of inducing a resident who is agitated to walk to a safe location. Physical Restraint. Direct physical contact that prevents or significantly restricts a resident's freedom of movement. Physical Restraint does not include providing brief physical contact, without force, to promote resident safety or limit self-injurious behavior, providing physical guidance or prompting when teaching a skill, redirecting attention, providing comfort, or a physical escort. Processing. Verbal interactions between staff and a resident who has been restrained, designed to assist the staff and resident in reviewing the behavioral incident and the restraint, with the goal of minimizing the need for future restraint. Prone Restraint. A restraint in which a resident is placed face down on the floor or on another surface, and physical pressure is applied to the resident's body to keep the resident in the prone position. Prone Restraint does not include temporary prone positioning used by the Department of Youth Services, as a secondary tactic for handcuffing a resident. Release. Ending the restraint hold on a resident. Restraint. The use of any force, physical device, medication or seclusion as a means to temporarily control behavior. Restraint Coordinator. Licensee staff member responsible for oversight of all matters related to restraint, including oversight and documentation of training; ensuring that restraints are only employed when necessary and that the restraint method taught is being used correctly; data collection, analysis and reporting, and review, with the restraint safety committee of restraint data and staff/resident safety information. Restraint Follow-up. Review by program management of each restraint with involved staff as part of a feedback and quality assurance process. Seclusion. The involuntary confinement of a resident alone in a room or area from which the resident is physically prevented from leaving. Seclusion does not include permissible group separation as detailed in 606 CMR 3.07(7)(k), nor does it include permissible separation used by the Department of Youth Services for purposes of room confinement related to population control, during shift changes and investigation as described in 606 CMR 3.07(7)(n). 3.03: Licensure (1) Licensure. A person may submit an application for provisional licensure to operate a program which he or she has not previously operated, or may submit an application to renew a license. The Department must determine that the care to be given in the program will protect the health and safety of the residents. The applicant shall have a background which in the judgment of the Department is free of conduct which bears adversely on the applicant's ability to provide for the safety and well-being of children. (a) All applications must be accompanied by the following documents, which shall be reviewed by the Department for completeness and compliance with 606 CMR 3.00: 1. a statement of purpose as required by 606 CMR 3.04(1); 2. a statement of the ownership of the program, including the names and addresses of all owners, or, in the case of corporations, the officers as required by 606 CMR 3.04(2)(a)2; 3. a projected one year operating budget, and documentation of sufficient funds for at least three months. For an operating agency, a current financial report, appropriate fiscal portions of contracts if any, and a statement of the current rate of payment as set by the Commonwealth, if applicable; 4. a description of the intended staffing of the facility or program on a 24 hour per day, seven day per week basis including availability of emergency on-call staff; 5. organizational table, as required by 606 CMR 3.04(2)(c); 6. written policy and procedure for internal investigation of child abuse and neglect as required by 606 CMR 3.04(3)(e); 7. written procedures regarding complaints and grievances, as required by 606 CMR 3.04(3)(j); 8. personnel policies, as required by 606 CMR 3.04(6)(a); 9. job descriptions, as required by 606 CMR 3.04(6)(c); 10. salary ranges, as required by 606 CMR 3.04(6)(d); 11. plan for using volunteers, as required by 606 CMR 3.04(6)(g); 12. a plan for staff orientation and training as required by 606 CMR 3.04(7); 13. written plan for referral services, as required by 606 CMR 3.05(1)(j); 14. written agreement with the placement agency, purchaser of services and parent or guardian, as required by 606 CMR 3.05(2)(d); 15. evidence of ability to comply with 606 CMR 3.05(4)(a), including a copy of the advanced degree person's resume; 16. plan for family work, as required by 606 CMR 3.06(2); 17. plan for social, psychological and psychiatric services, as required by 606 CMR 3.06(3); 18. a plan for meeting the emergency medical needs of children and evidence of access to emergency mental health services for children, as required by 606 CMR 3.06(4)(a) and 3.06(3)(a); 19. plan for health services, as required by 606 CMR 3.06(4); 20. evidence of access to schools for the provision of any necessary educational services; 21. plan for administration of medication, as required by 606 CMR 3.06(4)(k); 22. plan for educational services, as required by 606 CMR 3.06(5); 23. plan for vocational services, as required by 606 CMR 3.06(6); 24. plan for recreational services, as required by 606 CMR 3.06(7); 25. plan for follow-up services, as required by 606 CMR 3.06(12); 26. plan for nutritional services, as required by 606 CMR 3.07(6); 27. description of rules for behavior support, as required by 606 CMR 3.07(7); 28. allowance policy, as required by 606 CMR 3.07(8)(b); 29. visiting, mail and telephone policies, as required by 606 CMR 3.07(9) including procedures required by 606 CMR 3.07(9)(f)1. and 2.; 30. runaway procedures, as required by 606 CMR 3.07(10); 31. written policy describing search procedures, as required by 606 CMR 3.07(11); 32. plan for transportation, as required by 606 CMR 3.07(12), including documentation of insurance coverage, as required by 606 CMR 3.07(12)(g); 33. a current Certificate of Inspection or Use and Occupancy Permit issued by the Department of Public Safety or the local building inspector, as required by 606 CMR 3.08(1)(a); 34. a written report from the appropriate health inspector documenting that the facility or program is in compliance with 105 CMR 410.000: Minimum Standards of Fitness for Human Habitation (State Sanitary Code, Chapter II) as required by 606 CMR 3.08(1)(b); 35. documentation that the facility or program has had a fire inspection from the local fire department, as required by 606 CMR 3.08(1)(c); 36. a written plan detailing procedures for meeting potential emergencies as required by 606 CMR 3.08(2)(a); 37. written documentation of lead-free paint inspection if applicable, on the approved form as required by 606 CMR 3.08(4)(b); 38. written plan for monitoring student safety around swimming areas, if applicable, as required by 606 CMR 3.08(5)(g); 39. evidence of compliance with St. 1983, c. 233, Revenue Enforcement and Protection Program (REAP) on a form provided by the Department with the initial application; 40. the applicant's completed CORI affidavit. (b) In addition, applications for licensure of temporary shelter home programs must include the following: 1. written statement identifying qualifications of shelter home parents as required by 606 CMR 3.09(2); 2. written physical requirements for shelter homes as required by 606 CMR 3.09(3); 3. written plan for orientation of shelter home parents as required by 606 CMR 3.09(4); 4. written procedures for completion of shelter home assessments and approval of shelter homes as required by 606 CMR 3.09(5); 5. written plan for ongoing training of shelter home parents as required by 606 CMR 3.09(8); 6. general shelter home parent agreement and agreement upon placement of an individual child as required by 606 CMR 3.09(9)(a) and (b). (2) Term of License. A license or approval shall remain in effect beyond its term until a license renewal study is completed and a determination made by the Department on the status of the license, if the licensee has filed with the Department a request for renewal in accordance with M.G.L. c. 30A, § 13. Unless earlier revoked, suspended or made probationary: (a) a provisional license or approval shall remain in effect for six months from the date of issuance and may be renewed once for no more than six months; (b) a regular license or approval shall remain in effect for two years from the date of issuance. (3) Variances. The Department in its discretion may upon written request grant a variance of any regulation contained in 606 CMR 3.04 through 3.10, provided however, that any exception to the ban on prone restraint shall be governed by 606 CMR 3.07(7)(j). Any applicant wishing to request a variance shall submit a request for such in a manner and on a form prescribed by the Department. The variance request shall be accompanied by expert opinion, if applicable, written documents, and any other: (a) pertinent information the applicant wishes the Department to consider in reviewing the request. Any variance request must provide clear evidence to the satisfaction of the Department that the applicant's procedure complies with the intent of the specific regulation and the intent of the regulations taken as a whole as set forth in 606 CMR 3.01. (b) A variance shall remain in effect for the duration of the license unless the Department receives or finds evidence that the terms of the variance have been violated or the intent of 606 CMR 3.00 has not been met. (4) Pilot or Demonstration Projects. Proposals for pilot or demonstration projects for the innovative delivery of services related to facilities or programs will be considered by the Department upon written request. However, no project shall be implemented without prior written approval of the Department. The Department may require that specific proposals include an evaluation component to determine the effectiveness of the project and may also consider any other evidence relevant to the proposal prior to granting approval. Projects shall be implemented only on an experimental basis for a specified time period not to exceed the term of the license unless the Department receives or finds evidence that the conditions of the approval have been violated. 3.04: Administration of the Program (1) Statement of Purpose. Each licensee shall maintain a written statement of purpose identifying the program's philosophy, goals and objectives and the characteristics of the residents served, intake procedures and services. The statement shall make clear which services are provided directly by the program and which will be provided in cooperation with community resources. If the licensee administers several programs at different sites, appropriate resources shall be identified for each site. The statement shall be kept current and shall be available. (a) The licensee shall identify goals and objectives of the program and shall include generally and specifically, both short term and long term aims; provided, however, that the primary purpose of each program shall be to provide children with services to meet their immediate and basic needs and to foster the optimal growth and individual development of the residents in its care. Each program shall wherever possible work towards reintegration of the residents into the families or communities from which they came or into new families or communities when necessary. (b) The licensee shall identify the characteristics of residents to be served, as reflected in the program's eligibility criteria, and shall include identification where applicable, by: 1. age range; 2. sex; 3. residency; 4. intellectual ability or grade level; 5. physical development or health; 6. social behavior and clinical profile; 7. custody or guardianship status; 8. family involvement. (c) The licensee shall provide evidence that it has completed its own annual written evaluation of its overall program which shall include general effectiveness in relation to stated goals and delivery of services. (2) Organization. (a) Each licensee shall have documentary evidence of its sources of authority to operate the program. 1. A program operated by the Commonwealth or any political subdivision thereof shall maintain documents that identify the statutory basis of its existence and the administrative framework of the governmental departments in which it operates. 2. A private program shall maintain documents that completely identify its ownership. Corporations, partnerships, or associations or sole proprietorships shall identify their current officers and board members, if any. Where applicable, documents shall include but not be limited to copies of all papers filed with the Secretary of State of the Commonwealth and/or any political subdivision of the Commonwealth. (b) Each licensee shall designate one person who is responsible for administrative supervision and is duly authorized to act as an agent for the licensee and to oversee the operation of the program. (c) Each licensee shall maintain an organizational table showing the administrative structure of the program, including the lines of authority, responsibility, and staff assignment. Each licensee shall familiarize residents with the organization of the program whenever that may be appropriate. (d) Each program, unless directly operated by the Department of Youth Services, shall have an advisory board of at least four persons. Such board shall include at least three persons who are not employees, or family members of employees or family members of the licensee; and who are familiar with the population that the program serves and the alternatives to residential care. If the program's board of directors meets these requirements, then the board may function as the program's advisory board. 1. The advisory board shall make recommendations on the program's policy regarding program structure, program evaluation, personnel and human rights, focusing on the quality of resident life. The program shall document the reason for any differences between these recommendations and program activities. 2. The advisory board shall meet at least annually or more often if necessary to meet the above purpose. 3. Copies of the minutes of the advisory board meeting(s) shall be maintained. (e) Each residential program which uses restraint of residents shall participate in a restraint safety committee comprised of licensee's child care staff, clinical staff and the restraint coordinator. The restraint safety committee shall regularly review restraint data and resident and staff safety information. (3) Administration. (a) The chief administrative person or designee shall be on the premises of the program at all times while it is in operation. All employees on duty shall know who is responsible for administrative supervision of the program at any given time. (b) Each licensee shall establish a system of business management and staffing to assure that the facility maintains complete and accurate accounts, books and records, including required financial, personnel and resident's records. (c) Separate financial accounts shall be established for funds belonging to children and complete and accurate records shall be kept of all transactions regarding these funds. 1. These funds shall be used solely for the benefit of the resident to whom the funds belong. The resident, parent, representative, payee, etc., shall be provided an accounting of all expenditures from her/his own funds upon request. 2. These funds shall accompany a resident when he/she is discharged or transferred to another facility. (d) In programs serving teen parents and transition to independent living programs, where residents are responsible for their own funds and accounting, the program need not maintain financial records as required by 606 CMR 3.04(3)(c). (e) The licensee shall develop and follow procedures for conducting internal investigations within the program. Such procedures are to be used for any suspected incidents of child abuse or neglect including but not limited to incidents within the program reported to the Department of Children and Families pursuant to M.G.L. c. 119, § 51A and shall be implemented upon request of the Department for any serious incident involving the health or safety of residents within the program. The procedures shall include: 1. time lines for conducting and completing the investigations; 2. the written format for the investigation report; 3. provisions for reporting suspected child abuse and neglect to the chief administrative person and to the Department of Children and Families in accordance with M.G.L. c. 119, § 51A, and following the procedure required by 606 CMR 3.04(3)(g) regarding reporting to the Department; 4. the process for designating persons responsible for implementing each step of these procedures including conducting the investigations; 5. a description of the process for reviewing the investigation report and for taking corrective action if necessary. (f) The licensee shall have a written plan for staff to file a report of abuse or neglect with the Department of Children and Families, pursuant to M.G.L. c. 119, § 51A. This plan shall include the following information for staff of programs serving teen parents: 1. guidelines for reporting abuse or neglect of children by their teen parents as well as abuse or neglect of teen parents younger than 18 years old by their caregivers; and 2. guidelines for determining whether incidents of neglect are reportable conditions or may be resolved by program intervention. (g) The licensee shall have a written plan for notification of the Department as well as any other state agency or referral source which requires such notification immediately after learning that a M.G.L. c. 119, § 51A report has been filed alleging abuse or neglect of a child at the program or during program activities, including those alleging parental abuse or neglect of a child who resides at the program together with his or her teen parent. (h) The licensee shall implement a procedure for documenting unusual and/or serious incidents such as behavioral incidents, runaways, serious injuries or accidents, property destruction, medication errors, medical and other emergencies. The procedure for documenting these incidents shall include a review of the report by the chief administrative person or his or her designee. (i) The licensee shall ensure incident reports are completed documenting the use of any physical restraint. Such reports must include at least the following: 1. the name of the resident; 2. the names and positions of staff involved in the restraint; 3. the date and time of the restraint; 4. the behavior of the resident which prompted the restraint; 5. a description of the surrounding activities and environment at the time of the restraint; 6. a description of the efforts by staff to de-escalate the situation and the alternatives to physical restraint attempted by staff; 7. the justification for the physical restraint; 8. a detailed description of the actual physical restraint, including starting and ending times; 9. notation of what level of restrictiveness the restraint reached (standing, sitting, floor); 10. documentation of the monitoring of the resident during the restraint; 11. documentation of approval for continuation of the restraint longer than 20 minutes, if applicable; 12. documentation of processing and review of the restraint with the resident following the restraint; 13. documentation of any injury to the resident and any medical care provided; 14. documentation of any consequences taken against the resident, as a result of the incident leading to the restraint; 15. information regarding opportunities for the resident's parents or guardians to discuss the administration of the restraint and/or any consequences imposed on the student, if applicable; 16. signatures of all staff involved in the restraint; and 17. review of the incident report by the chief administrative person or his or her designee and the restraint coordinator. Each resident who has been restrained shall be offered the opportunity to comment in writing on the restraint as soon as possible within 24 hours of its occurrence. Such comment shall be attached to the restraint incident report. (j) The licensee shall have a written procedure regarding the receipt of, consideration of, and decision on complaints and grievances from staff, parents, and residents regarding the resident's care. The procedure must include a mechanism to inform the complainant of the results of the decision. 1. The licensee shall distribute this written grievance procedure to residents and parents prior to admission and to staff during initial orientation period. 2. The licensee shall maintain written records of all decisions resulting from the grievance procedure. (k) The licensee shall provide a telephone number and a system of emergency assistance to parents and to residents while they are away from the program. This system shall be in place on a 24 hour per day seven day per week basis. (l) The licensee may not discriminate in providing services to children and their families on the basis of race, religion, ethnic background, cultural heritage, national origin, marital status, sexual orientation or disability, or in approving shelter home parent applicants on the basis of age, sex, race, religion, ethnic background, cultural heritage, national origin, marital status, sexual orientation or disability. (m) The licensee shall not permit more than the number of residents as specified on the license to reside in a program at any one time. (4) Finances. The applicant or licensee shall demonstrate financial capability to carry out its program for the licensing period, except that programs which have not previously operated shall demonstrate such capacity for at least a three month period. (a) The licensee shall keep and maintain an accurate record of receipts and expenditures which shall be audited annually. (b) The licensee shall keep on file an annual budget for the operation of the program. (c) An applicant for a regular two year license shall submit evidence of the rate approved by the Commonwealth for the provision of services, if applicable. (5) Required Notifications. (a) In case of fire or other emergency which requires the evacuation of the facility and results in the need to seek other shelter, the licensee shall notify the Department within 24 hours. (b) Within ten days of receipt of notice of the initiation of civil, criminal, or administrative action against the licensee or any person employed by the licensee regarding the licensee's care of children and teen parents in its program or which could affect the continued operation of the program, the licensee shall notify the Department in writing. (c) The licensee shall notify the Department as well as any other state agency or referral source which requires such notification immediately after learning that a 51A report has been filed alleging abuse or neglect of a child at the program or during program activities, including those alleging parental abuse or neglect of a child who resides at the program together with his or her teen parent. A report of abuse or neglect shall initiate an investigation by the Department and may subject the program to further legal action by the Department, Department of Children and Families and the District Attorney. If a report is filed either: 1. pursuant to M.G.L. c. 119, § 51A; or 2. with the Department against a program employee, a member of the child care staff or any other person with unsupervised access to the residents, the licensee shall prohibit the allegedly abusive or neglectful person from having unsupervised contact with children until the Department of Children and Families has completed its investigation and has determined that the allegation is unsupported, and the Department has investigated the allegation and determined that the employee may resume his or her normal duties. (d) In the event of serious illness the licensee shall notify as soon as reasonably possible, the resident's parent or person other than a parent who has legal custody of the child, the referral source, and the Department of Elementary and Secondary Education, when applicable. (e) In the event of serious accident or death, the licensee shall immediately notify the resident's parent or person other than the parent who has legal custody, the referral source, the Department, and the Department of Elementary and Secondary Education, when applicable. The licensee shall cooperate in arrangements made for examination, autopsy and burial. (f) In the event of unexpected death, the licensee shall also notify the local police. (g) In the event of a serious injury to a resident resulting in hospitalization, an incident involving firearms or dangerous weapons which results in a report to law enforcement officials, an incident involving fire which results in a response by fire officials, or an incident involving an escape from a secure facility, the licensee shall notify the Department within 24 hours of the injury or incident. The licensee, if requested by the Department, shall prepare and submit to the Department a written report regarding the injury or incident. (h) If, during the period of licensure the program is unable to renew its health, building or fire inspection certificates, the licensee shall notify the Department and submit its plan for corrective action. (i) The licensee shall notify the Department prior to any substantial change in the program, physical facility, staffing, population served, policies, or services offered, and within two weeks of a change in the advanced degree person for treatment planning. (j) The licensee shall submit, on a form provided by the Department, a quarterly report of all restraints and injuries related to restraints in the program. (6) Personnel. (a) The licensee shall describe in writing the program's current personnel policies and practices and shall make them available to all employees. These personnel policies shall include a description of: 1. Criteria and procedures for hiring, assignment, promotion, probation and suspension or dismissal of an employee; 2. The procedure for handling staff complaints; 3. Provisions for vacations, holidays, and leaves. (b) A copy of the personnel policies shall be given to each new employee or each employee shall be informed that a copy is available upon his or her request. (c) The licensee shall make available written job descriptions for all positions, including consultants, part-time employees, interns, volunteers and per diem workers. (d) The licensee shall establish a written salary range including benefits covering all positions and shall provide each employee with information regarding the salary range for his or her position or the procedure for determining his or her salary. (e) The licensee shall obtain evidence that personnel are currently certified, licensed, or registered when applicable laws require certification, licensure, or registration. (f) The licensee shall maintain a personnel record for each employee which shall include but not be limited to: 1. employee's resume or job application; 2. copies of licenses or certification held; 3. documentation of reference checks by telephone; 4. documentation of a completed CORI evaluation as required by 102 CMR 1.05: Disqualifying Background Information and 606 CMR 14.00: Criminal Offender and Other Background Record Checks; 5. documentation of participation in training, including the prevention/restraint training post-tests as required by 606 CMR 3.04(7)(a)1.b.; 6. annual evaluations as required by 606 CMR 3.04(8)(a); 7. documentation of any disciplinary actions or investigations. (g) If volunteers are used, the licensee shall describe in writing its plan for using volunteer services. Volunteers shall be chosen for their ability to meet the needs of the children. The licensee shall have evidence of each volunteer's compliance with 102 CMR 1.05: Disqualifying Background Information and 606 CMR 14.00: Criminal Offender and Other Background Record Checks, and at least one reference check shall be conducted and documented for each volunteer. 1. Volunteers shall possess qualifications in accordance with the services they provide. 2. The licensee shall utilize volunteers only in conjunction with appropriate ongoing, scheduled supervision and training. (7) Orientation and Training. (a) The licensee shall provide orientation for all new employees to acquaint them with the program's philosophy, organization, policies and services. 1. Each licensee shall describe in writing the program's plan for staff orientation, which shall include at a minimum, but not be limited to the characteristics of children served; symptoms and behavioral signs of emotional disturbance; symptoms of drug overdose, alcohol intoxication, or possible medical emergency; the program's emergency and evacuation procedures, procedures for reporting suspected incidents of child abuse and neglect, orientation in first aid and C.P.R., training in universal precautions and infection control procedures, and the program's policies regarding medication, runaway children, and behavior support. a. Each new employee (who may work with residents) of a program which utilizes restraint shall receive a minimum of 16 hours of training in the prevention and use of restraint, which shall address the needs and behaviors of the population served, relationship building, prevention of restraint, de-escalation methods, avoiding power struggles, thresholds for restraints, the physiological impact of restraint, monitoring physical signs of distress and obtaining medical assistance, legal issues, positional asphyxia, escape and evasion techniques, time limits, the process for obtaining approval for continued restraints, procedures to address problematic restraints, documentation, processing with children, follow-up with staff, and investigation of injuries and complaints. b. Prevention/restraint training shall include role-playing in de-escalation and demonstration of proficiency with each hold taught, and written post-training tests. 2. No new employee shall be solely responsible for children in care until he or she has received the minimum orientation described in 606 CMR 3.04(7)(a). 3. No employee shall participate in a restraint until he or she has successfully completed the required prevention/restraint training. (b) The licensee shall train all child care staff in first aid procedures. 1. The training shall include, but not be limited to, information on: bleeding, bruises, choking, falls, poisoning, objects in the eye, animal and insect bites, and convulsions. 2. Such training shall occur within one month of a new employee's beginning work unless he or she can show evidence of current first aid training. 3. Each staff shall be certified in CPR and First Aid within six months of hire. Such certification shall be kept current. (c) The licensee shall train all child care and clinical staff in universal precautions and infection control procedures. These procedures shall include, but not be limited to: requirements for isolation, disposal of or separate care of eating utensils and linens, and any specific precautions which may be required on a case-by-case basis. (d) Child care and clinical staff shall be instructed about the nature of the medications administered to children, documentation procedures, potential side effects, and any special precautions or requirements that may need to be observed. (e) The licensee shall provide child care staff with quarterly training on safety procedures, as provided by 606 CMR 3.08(2)(d). (f) Programs utilizing unusual and extraordinary procedures shall train staff in all aspects of the procedures. (g) The licensee shall provide on-going staff training programs appropriate to the size and nature of the program and staff involved. Each licensee shall describe in writing the program's plan for staff training, including the curriculum for prevention/restraint training and refresher training, if applicable. 1. In any program which utilizes physical restraint, the plan for staff training shall include a minimum of eight hours' annual refresher training for each staff in effective deescalation and safe restraint methods, written post-training tests, and regular review of restraints implemented. 2. Full-time child care, professional and supervisory staff shall be required to attend a minimum of 24 hours of training per calendar year. 3. Part-time and weekend staff shall be required to attend a minimum of 12 hours of training per calendar year. (8) Supervision. The licensee shall make all child care and clinical staff directly responsible to a staff person who has supervisory or administrative responsibility and who has experience suitable to the goals of the program and the responsibilities of the staff supervised. The licensee shall require child care and clinical staff to have regular, scheduled conferences with the assigned supervisor regarding children's needs and methods of meeting those needs. (a) The supervisor(s) shall conduct and document evaluations at least yearly, of all child care and clinical staff. (b) Evaluations shall consider the individual's job performance, including implementation of restraints, attendance at trainings and ability to implement residents' service plans. (c) Copies of evaluations shall be maintained in a staff's personnel record and shall be available to him or her upon request. 3.05: Intake, Service and Discharge Planning (1) Eligibility for Admission. (a) Each temporary shelter shall be available at all times for emergency admissions (i.e., 24 hours each day, seven days each week). (b) Each licensee shall establish written eligibility criteria for admission, as required in 606 CMR 3.04(1)(b) and shall make such criteria available upon request. (c) The program shall only admit a resident whose needs it believes can be met by the program. (d) Programs offering temporary shelter may admit residents on their own request for up to 72 hours. In order to provide services to a child beyond 72 hours, a program must obtain written consent of the parent having custody of the child or a legal guardian, a court order, or a written agreement with a placement agency. (e) Programs serving teen parents and transition to independent living programs may serve a resident who is younger than 18 years old upon a self-referral if the program assesses the resident to be a mature minor. (f) Whenever possible, the licensee shall not admit a prospective resident to a program without evidence in the referral that placement in a residential program is the most appropriate plan for the resident. The licensee shall seek information from the referral source which includes evidence of attempts to provide preventive services and an examination of possible alternatives to such placement, or a statement by the referring agency as to why placement is warranted without such attempts being made. (g) Except in cases of emergency, the licensee shall admit only those prospective residents who have had evaluations by qualified professionals covering physical, emotional, social and intellectual factors relevant to the prospective residents' situations. (h) The licensee shall seek and document recommendations from any prior placements regarding effective and ineffective behavior de-escalation methods. (i) For emergency admissions or admissions for purposes of evaluation, the licensee shall make appropriate and adequate provisions to meet the requirements of 606 CMR 3.05(1)(f), (g) and (h) as soon as possible after admission, provided that the licensee shall initiate the admission evaluation within one week after admission. (j) A Shelter program shall have a written plan for providing referral services to children who cannot be admitted because the program has reached its licensed capacity or because characteristics of the child or the shelter make it inappropriate to admit the child. The plan shall provide for referral to another licensed or approved program, or placement agency. (2) Placement Preparations. (a) Except in cases of emergency, the licensee shall, prior to admission, provide the resident and his or her parents or guardian an opportunity to visit the program and the living unit in which the resident is likely to be placed. (b) The licensee shall, prior to admission, (or in the case of emergency admission, within 72 hours) provide the following written materials to the resident and his or her parents or guardian(s). If the resident objects to his or her parent receiving such information the program shall not be required to provide such materials but shall maintain written documentation of the objection in the resident's file. Information required by 606 CMR 3.05(2)(b)1. through 9. shall be provided to the resident, consistent with his or her capacity to understand. 1. Statement of purpose, as specified in 606 CMR 3.04(1)(a). 2. Eligibility criteria, as specified in 606 CMR 3.04(1)(b). 3. Description of program of unusual or extraordinary treatment, if applicable, as defined in 606 CMR 3.06(11). 4. Emergency assistance system, as specified in 606 CMR 3.04(3)(j). 5. Agency grievance procedure, as specified in 606 CMR 3.04(3)(i). 6. Name of the case manager, as specified in 606 CMR 3.06(1). 7. Rules for behavior support, as specified in 606 CMR 3.07(7). 8. Visiting, mail and telephone policies, as specified in 606 CMR 3.07(9). 9. Search policy, as specified in 606 CMR 3.07(11). (c) The licensee shall establish procedures to prepare the staff and residents for the new resident's arrival and shall provide staff with appropriate information to receive the new resident and assist in his or her adjustment. This information shall include at a minimum, reason for placement, medical condition, information related to the residents strengths, skills and hobbies, and specific instructions related to the individual needs of the resident, including the need for an individualized restraint method, if appropriate. (d) For residents in care longer than 72 hours, the licensee shall enter into an agreement with the placement agency referring the resident, the purchaser of services and the parent or guardian. The placement agreement shall make clear the following responsibilities: 1. The terms and methods for paying the resident's board as well as other specific items such as personal articles or medically recommended devices outlined in 606 CMR 3.06(4)(h); 2. Provision of direct services including social, medical, psychological and psychiatric and/or counseling to the resident and his or her family; 3. Arrangements for the resident's special training or education; 4. Arrangements for contacts between the program and other persons and between the resident and other persons; 5. Arrangements for family visits and other contacts between the resident and friends, including specific information on any restrictions; 6. Responsibility for seeking judicial approval if required for administration of antipsychotic medication as required by 606 CMR 3.06(4)(k)3.d.; 7. Responsibility for transportation of the resident; 8. Responsibility for after-care services; 9. Circumstances under which residents may be discharged. 10. For children admitted for shelter care, dates of service and discharge planning conferences. (e) In programs serving teen parents, a placement agreement shall be maintained on file for both the teen parent and her or his child as follows: 1. the teen parent and child may be included on one agreement; 2. the teen parent may sign the placement agreement for her or his child unless custody or guardianship has been granted to another person; 3. if the teen parent is 16 years of age or older, the teen parent may sign her or his own placement agreement; 4. if the teen parent is younger than 16 years old, her or his parent or guardian shall sign the placement agreement; and 5. if a funding or placement agency is involved, the agency representative shall sign the placement agreement. (3) Intake Services. (a) Upon admission, the licensee shall designate and prepare sleeping quarters and space for the admitted resident's personal belongings. (b) The licensee shall assign at least one adult to help orient a newly admitted resident to the program and to the services available to the resident. (c) The following intake services shall be provided immediately upon the admission of a child: 1. Assessment of potential emergency needs in the areas of medical, mental health, physical well-being, severe psychological disturbance, suspected drug overdose, alcohol intoxication and suicide risk. If necessary, the licensee shall assure that the child is transported immediately to a hospital or facility equipped and prepared to handle emergency situations; 2. Identification and provision of basic needs including clothing, food, hygiene and medications which the licensee shall provide or arrange for at the time of intake; 3. Assessment and documentation of any medical condition or physical infirmity which may indicate restraint contraindication. (d) The following services shall be provided within 24 hours of admission: 1. Exploration of the child's family situation, reasons for needing care and options available, as appropriate to the child's situation; 2. Completion of the face sheet form, as required by 606 CMR 3.10(1)(a); 3. Explanation of the program rules and emergency evacuation procedures to the child. (4) Service Planning. Except as provided in 606 CMR 3.05(4)(g), within six weeks of admission the licensee shall assess the needs of the resident and develop an individual plan for services. (a) All service plans, service plan reviews and discharge plans shall be developed by a team which includes those personnel of the program responsible for implementing the service plan on a daily basis. At least one member of the team shall have an advanced degree from an accredited school in social work, psychology, psychiatry or a related field, or be a certified Massachusetts school psychologist and experienced in providing direct treatment services to residents. The team shall include at least one child care worker who will be implementing the plan with the resident, the case manager and a person who has knowledge of the resident's educational program. The team shall request a representative from the referral source to participate in the development of the service plan and document notification of such meetings. Consistent with any court order and requirements of the referral source, parents shall be invited to attend service planning meetings. If parents are not invited, the reasons shall be documented. (b) The team shall consult with the resident in developing his or her service plan, consistent with the resident's capacity to understand. (c) The plan shall identify the child's needs, the services to be provided and the staff person responsible for providing or arranging for the services while the child is in care. The plan shall include the following areas: educational, vocational, health (including medical, dental and ancillary services); behavior support (including specific individual modifications of the restraint plan, if necessary), life skills, and social services (including family work, psychological and psychiatric services and counseling). For programs serving teen parents, the team shall include an assessment of the resident's parenting skills. (d) If a resident has an Individual Education Plan (IEP) developed as a result of a M.G.L. c. 71B, Chapter 766 Team Evaluation, the IEP may be used to meet the requirements of part, but not necessarily all of the resident's service plan. (e) The licensee shall explain all service plans, reviews and discharge plans to all child care personnel responsible for implementing the service plan on a daily basis, to the child's family or guardian, as appropriate, and to the resident in a manner consistent with her or his maturity and capacity to understand. (f) The licensee shall provide a copy of all service plans, reviews and discharge plans to the referral source. (g) Exceptions for Shelter Placement. 1. Service plans for children in shelter placement longer than 72 hours must be completed within seven days of admission. 2. The licensee may not be required to develop a service plan, if a service plan that meets the requirements of 606 CMR 3.05(4)(c) has been developed by the referring or placement agency. The plan shall be reviewed and modified as necessary to meet the needs of the child during his or her placement. The plan shall include planning for discharge from care and the date of the review meeting which shall occur within 15 days after admission. 3. The licensee may substitute review and approval of the service plan by a person with an advanced degree in counseling, social work, psychology or psychiatry, if an advanced degree person has not participated in the development of a child's individual service plan. (5) Service Plan Review. (a) The licensee shall review the progress, needs and service plan of each resident as often as necessary, but no less frequently than every six months. The team shall evaluate the child's progress and shall re-assess the child's needs in the areas required by 606 CMR 3.05(4)(c). For children whose placement extends longer than 45 days, the team shall specifically consider the child's legal status and need for guardianship, if any, and shall make recommendations regarding appropriate alternatives to residential placement. (b) For children in shelter placement, service plan review and discharge planning meetings shall be held within 15 days of admission, or within a shorter period of time if appropriate, and every 15 days thereafter until discharge from the program. Each service plan review shall include specific recommendations for appropriate discharge planning, including anticipated date of discharge, recommended placement and identification of persons responsible for implementation of the plan. (6) Procedures for Requesting Extensions of Shelter Placements. (a) The licensee may request an extension of time in placement in a shelter program when, due to unforeseen or extreme circumstances, a long-term plan for the care of the child cannot be implemented in 45 days. For a child placed in a secure detention facility, an extension need not be requested unless the placement extends longer than 90 days. (b) Requests for extensions will not be required for any child who is detained, on dual status or with outstanding charges to the Department of Youth Services and who is in care as the result of a specific court order. (c) Specific requests for extensions shall be made to the Department in the following manner: 1. A request for extension shall be made by the licensee's chief administrative person or designee; 2. A request shall be made prior to the expiration of the timelines specified in 606 CMR 3.05(6)(a) and (b); 3. The request shall include child-specific information such as date of placement, reason(s) for extension request, current services provided by the program, dates of service and discharge planning meetings, arrangements for discharge and anticipated date of discharge; (d) Except in extenuating circumstances, extensions may be granted for a two week period or less. (e) The licensee shall inform the Department of the actual discharge date and/or progress toward discharge. (f) The licensee shall maintain a record of extensions requested through the Department and indicate whether or not these extensions were approved. (7) Discharge from Care. (a) For each child in care less than 45 days, a discharge summary shall be developed which includes a summary of services provided, the resident's behaviors which required the use of physical restraint and the individualized restraint method which the resident required, if applicable, the child's location after discharge and the person(s) responsible for the child's care. (b) For each child in care longer than 45 days, the licensee shall assess the resident's needs and prepare a discharge plan at least 30 working days prior to the resident's discharge, except in the case of an emergency. In programs serving teen parents, one discharge plan may be completed for the family unit. The discharge plan shall include: 1. information regarding the resident's need for and the use of physical restraint, any special medical concerns related to restraint, and any necessary modifications of the restraint method, as applicable; 2. provisions for follow-up services and shall identify the persons responsible for providing follow-up services in the resident's new environment, as required in 606 CMR 3.06(12). (c) Except in an emergency, the licensee shall permit transfer of a resident to another facility only with the consent of the parent or the person other than a parent who has legal custody of the child as applicable. (d) In the case of an unplanned or emergency discharge, the licensee shall prepare a discharge summary which explains the circumstances of the discharge. (e) The licensee shall identify in the resident's record her or his location immediately after discharge including the name, address, telephone number and relationship of the persons responsible for the resident's care. 3.06: Programs and Services (1) Case Management. The licensee shall assign to each resident in care more than 72 hours a staff person who shall be responsible for coordinating implementation of the resident's service plan and other services provided. The licensee shall insure continuity of case management responsibilities in the absence of the case manager for an extended period of time such as vacation or leave. The case manager shall: (a) meet with the child on a regular basis to ensure that the child's daily needs are being met; (b) attend and participate in the resident's service planning, periodic review, and discharge planning meetings as required by 606 CMR 3.05(4), (5), and (7); (c) work with persons involved in the resident's care to assure implementation of the service plan; (d) collaborate with other agencies who share responsibilities for the resident's welfare, and utilize appropriate community resources in providing needed services; (e) assure that the resident's record is maintained in compliance with 606 CMR 3.10(1); (f) carry a reasonable caseload which allows for an effective and timely performance of the above tasks. (2) Family Engagement. (a) Each licensee who provides care for residents for more than 72 hours shall have a written plan for family engagement which shall include establishing a professional relationship and maintaining regular contact with each resident's family for the purposes of: 1. notifying the family of the child's whereabouts and obtaining any necessary parental consent; 2. providing crisis intervention services and assessment as necessary; 3. facilitating the adjustment process for the child and his or her family; 4. developing a visiting plan and encouraging the family's continued interaction with their child in accordance with the child's service plan; 5. providing the family with a description and explanation of the program's method of physical restraint, if applicable; and providing the family with a copy of the program's prevention/restraint training curriculum; 6. informing the family of their child's progress; 7. mobilizing parent(s) strengths and resources to help them participate in planning for their child's return home or to another community environment. (b) In programs serving teen parents, the plan for family work shall include reference to fathers who remain involved with their children. Whenever possible and appropriate, fathers should share responsibilities and decision making with the teen mother and others regarding the child's health and physical care, education, and personal-social-cultural development and support. (c) If the teen mother does not wish to have her family and/or the child's father involved, the licensee may refrain from engaging in family work provided that written documentation of the teen mother's objection is maintained in her record. (d) If contact with a resident's family is prohibited by court order or is not clinically appropriate, the licensee may refrain from engaging in family work provided that written documentation of such circumstance is maintained. (e) The licensee may provide family work services through staff employed directly, or through agreement with another agency. (3) Social, Psychological and Psychiatric Services. (a) The licensee shall provide evidence of access to emergency mental health services on a 24 hour per day, seven day per week basis. This evidence may be provided through an agreement with the Department of Mental Health or another mental health service provider responsible for evaluation, crisis intervention and facilitation of admission to an inpatient facility; an agreement with a private psychiatrist who can provide crisis intervention and facilitate inpatient admission if necessary; an agreement with an inpatient mental health facility; or an agreement with a hospital having an inpatient psychiatric unit. (b) Licensees who provide care for children for more than 72 hours shall establish and describe in writing a plan for providing social, psychological and psychiatric services. The plan shall insure that each resident's needs for such services shall be met and the purpose of the program accomplished. (c) As appropriate to the needs of the residents, the licensee shall provide or facilitate the provision of a range of social, psychological and psychiatric services which shall include: 1. crisis intervention; 2. evaluation and assessment; 3. therapy and/or counseling for individuals and groups; 4. clinical consultation with residents, parents or guardians and staff; 5. staff development services including specific training geared to address the needs of residents in the program. (4) Health Services. (a) The licensee shall have a written plan for meeting the health needs of the residents served and which details the availability of qualified medical care to the program, including medical emergencies on a 24 hour per day, seven day per week basis. (b) The licensee shall provide or arrange for residents in the facility a range of health services including: 1. evaluation and diagnosis; 2. treatment; 3. consultation; 4. preventive health services. However, in transition to independent living programs and programs serving teen parents, the resident may be responsible for arranging, obtaining and documenting his or her own medical services and those of his or her child. (c) At the time of placement, residents shall be provided with emergency medical/dental/ mental health care if needed. (d) For each child placed on an emergency basis who remains in care more than 14 days, the licensee shall ensure that the child has had a recent medical and dental examination according to Department of Public Health guidelines. 1. If the child has had a current exam, the licensee shall attempt to obtain documentation of it. 2. If such routine medical and dental exams have not occurred, the licensee shall, within one week, schedule an appointment for the exams. (e) Except for children placed on an emergency basis, the licensee shall insure that at the time of placement each resident has had a medical examination not more than 30 days prior to admission where possible or within two weeks after admission. Such physical examination shall not be required, however, if the licensee obtains documentation of a physical exam conducted less than one year prior to admission and in accordance with Department of Public Health guidelines. (f) The licensee shall insure that the medical examination at placement includes screening for lead poisoning in accordance with 105 CMR 460.050: Mandatory Lead Poisoning Screening and Follow-up Schedule. (g) Preventive health services for residents shall include but not be limited to: 1. routine medical and dental examinations in accordance with Department of Public Health guidelines. Routine dental examinations should begin at age three and be scheduled annually thereafter. a. Medical examinations may be conducted by a licensed physician, a certified nurse practitioner or a physician's assistant. b. Special studies are to be carried out at the direction of a physician in accordance with the child's needs and Department of Public Health guidelines. c. Medical examinations shall include screening for lead poisoning in accordance with Department of Public Health regulations at 105 CMR 460.050: Mandatory Lead Poisoning Screening and Follow-up Schedule; 2. immunizations and TB testing as required by the Department of Public Health; 3. reporting of communicable diseases and infections to the local Board of Health as required by M.G.L. c. 111, § 111; 4. family planning information, and upon request of the resident (with any required consent of parent or guardian or placement agency), provision of or referral for family planning devices, medication and services. Any licensee whose conscience prohibits the provision of such family planning devices, medication or services, shall notify the resident, parents or referral source that the facility will not provide such services. (h) The licensee shall insure that medically recommended glasses, hearing aids, prosthetic devices, corrective physical or dental devices or any equipment recommended or treatments prescribed by the examining physician are provided to the resident, consistent with the terms of the agreement with the placement agency and purchaser of service, 606 CMR 3.05(2)(d). (i) The licensee may not require any child to receive medical treatment or screening when the parents of such child object on the basis of sincerely held religious beliefs. However, the program may seek a court order for medical treatment of a child if it believes such medical treatment is in the child's best interest. (j) The licensee shall isolate children in cases of illnesses requiring isolation. Isolation shall include the least restrictive measures which will prevent the spread of disease while also addressing a child's emotional well-being. (k) The licensee shall have written policies and procedures regarding the prescription and administration of all medication. These policies and procedures shall include the following: 1. Administration Procedures. a. Administration by Staff. The licensee shall identify on a written list all persons authorized by law, regulation and the licensee to prescribe and/or administer prescription and non-prescription medication to a resident. The licensee shall also develop procedures to: i. document the prescription and/or administration of medication; ii. provide notification to attending physicians of significant changes in a resident's behavior or health that may result from medication; iii. record significant side effects of medication. b. Self-administration. If the licensee allows a resident to self-administer medications or administer medications to his or her child, medication policies shall include the following: i. a means to assess a resident's ability to responsibly self-medicate; ii. training for residents concerning medications and side effects, administration procedures, safe storage, and documentation of all medications except well-child medication, such as vitamins; iii. the type of supervision and monitoring provided by staff. 2. Staff Training. All staff shall be provided with copies of and trained in the licensee's policies and procedures regarding administration of medication. Only staff and residents who have been trained shall administer medications. 3. Antipsychotic Medication. Antipsychotic medication shall mean drugs which are used in treating psychoses and alleviating psychotic states. The licensee shall not administer or arrange for the administration of antipsychotic medication except as follows: a. Any antipsychotic medication shall be prescribed by a licensed physician for the diagnosis, treatment and care of the resident, and only after review of his or her medical record and observation of the resident. b. If antipsychotic medication is prescribed, the prescribing physician shall submit a written report to the licensee detailing the necessity for the medication; the staff monitoring requirements, if any; potential side effects that may or may not require medical attention; and the next scheduled clinical meeting or series of meetings with the resident. c. No antipsychotic prescription shall be administered for a period longer than is medically necessary, as determined by the prescribing physician after meeting with the resident; reviewing the resident's progress; and examining the resident for potential side effects. All meetings with the resident after the initial meeting shall be on a schedule determined by the physician, as sufficient to monitor the resident while on antipsychotic medication. d. Except in an emergency, when an unforeseen combination of circumstances or the resulting state calls for immediate action, the licensee shall not administer or arrange for prescription and administration of antipsychotic medication unless informed written consent is obtained from a parent, if available, or unless judicial approval is received. The referral source shall be notified of the need for consent. e. The licensee shall inform a resident 12 years of age and older, consistent with his or her capacity to understand, about the treatment, risks and any potential side effects of such medication. The licensee shall have procedures to follow if the resident refuses to consent to administration of the medication. f. In an emergency situation antipsychotic medication may be administered for treatment purposes without parental consent or prior judicial approval if an unforeseen combination of circumstances or the resulting state calls for immediate action and there is no less intrusive alternative to the medication. The treating physician must determine in his or her professional judgment that medication is necessary to prevent the immediate substantial and irreversible deterioration of a serious mental illness. If the treating physician determines that medication should continue informed consent or judicial approval must be obtained. (5) Educational Services. (a) The licensee shall describe in writing its plan for identifying and meeting the educational needs of the residents served. The licensee shall arrange for the education of each resident, in compliance with federal, state and local laws, as appropriate to the needs of each resident and consistent with the I.E.P. (b) Each shelter program shall describe in writing its plan for obtaining information on the educational status of any child who remains in care more than 72 hours. The plan shall identify the person responsible for obtaining the information and the timeline for obtaining it. Information on educational status may be obtained directly from the child and the parent/guardian, from the school or educational program the child last attended (with the written consent of the child who is 14 years of age or older or in the ninth grade, or of the parent/guardian) and from other pertinent individuals. The licensee shall use the educational information obtained while the child is still in its care to assist the responsible school district to provide an appropriate education for the child. (6) Vocational Preparation Services. The licensee shall describe in writing its plan for meeting the resident's vocational preparation needs. For each child in care more than 45 days, the licensee shall, as appropriate to the child's situation, age and interest, assist the child in assessing his or her vocational needs including locating vocational training or employment. (a) As appropriate to the needs of the resident the licensee shall provide, arrange or facilitate vocational services which include: 1. vocational evaluation; 2. formulation of vocational goals for the resident; 3. formulation of a plan to achieve vocational goals; 4. implementation of a vocational plan, including vocational counseling, instruction, and training, and vocational placement or referral to appropriate services. (b) The resident shall be fully involved in his or her vocational evaluation and the development of a vocational plan. (7) Recreational Services. Licensees who provide care for children for more than 72 hours shall describe in writing their plan for meeting the recreational needs of the residents served, including the use of community resources where appropriate. (a) The licensee shall provide or arrange for individual and group recreational programs appropriate to the age, interests and needs of each resident. (b) The licensee shall provide a recreational program which provides for free, unplanned time for a resident to pursue individual interests, with supervision as required for his or her protection. (c) The licensee shall assign responsibility for the recreation program to a designated staff person or persons. (d) In programs serving teen parents, if the licensee does not directly provide recreational services, the plan shall describe the means for monitoring the teen parent's provision of appropriate recreational experiences to his or her child. (8) Religious Services. The licensee shall make religious opportunities available to residents upon request and shall respect their religious preferences. (9) Attendance at Legal Proceedings. The licensee shall insure that no resident attends a judicial or administrative hearing without a representative of the licensee or the referral source. (10) Research, Fund Raising, or Publicity. The licensee shall not allow residents to participate in any activities unrelated to the resident's service plan without the written consent of the parents or a person other than the parent with custody of the child and the resident if 14 years of age or older. "Activities" shall mean, but not be limited to, the following: (a) research and experimentation which involves the resident; (b) fund raising; (c) publicity, including photographs and/or mass media communications. (11) Unusual or Extraordinary Treatment. Unless granted a variance by the Department prior to implementation, no licensee shall conduct unusual or extraordinary treatment. Unusual or extraordinary treatment shall include: (a) Any experimental or extraordinary behavior modification treatment or behavior support program; (b) Treatment or conditioning that poses known or unknown risks or involves the infliction of physical or mental pain, discomfort, or deprivation.; (c) A treatment program for a specific resident, a specific group of residents or for all residents in the facility using a particular extraordinary treatment model, for example aversive treatment or survival training. (12) Follow-up Services. (a) The licensee shall establish and have in writing a plan to promote the delivery of follow-up services. The licensee shall, where possible, contact within one month of discharge each child who was in care for more than 72 hours, to determine whether needed services are being provided. (b) The licensee shall, where possible, arrange for on-going services as necessary to facilitate the resident's adjustment to his or her new environment, except where the resident was referred by a placement agency or purchaser of service which is responsible for the resident. (c) The licensee must document its follow-up contacts or efforts at follow-up contact with each child not receiving follow-up services from the referring or placement agency. 3.07: Care of Residents (1) Role of Child Care Staff. The licensee shall employ child care staff to implement individual service plans on a daily basis. Child care staff shall assist each resident with all activities of daily living, in accordance with her or his developmental level or mental age. The licensee, program employees and all members of the child care staff shall supervise residents in a manner that protects each resident from any form of abuse and neglect. No program employee, member of the child care staff nor any other person with unsupervised access to residents shall inflict any form of physical, emotional or sexual abuse, or neglect upon a resident while in the program's care and custody. Child care staff shall assist each resident in the development of self help and social skills; positive human relationships, including promoting in each resident a sense of security, belonging, and self-worth; and shall provide emotional support and guidance to residents as appropriate. Programs serving teen parents shall prepare a teen parent for the physical, social, and emotional responsibilities of pregnancy, childbirth, parenthood, and, when appropriate, care and protection of the child. (2) Staff-child Ratios. (a) The licensee shall establish a written description of the staffing of the facility on a 24 hour per day, seven day per week basis. The staffing plan shall include the availability of administrative and/or clinical staff on an on-call basis for those hours when these staff are not present at the facility. The staffing pattern shall be gender-appropriate. The staffing description must include provisions for the periods of time when assigned staff are absent due to illness or vacation. (b) The licensee must submit a current staffing schedule. (c) The licensee shall assure that at all times a staff person certified in C.P.R. and First Aid is available in the facility. (d) The licensee shall assure a staff-child ratio appropriate to the age, capabilities, needs and service plans of the residents in the facility, and sufficient to carry out the requirements of 606 CMR 3.00. Volunteers shall not be included in the staff-child ratio. (e) In programs serving teen parents the licensee shall assure that staffing patterns are adequate to meet the needs of teen parents who may need assistance and supervision in learning to care for newborns. The teen parent should be responsible for providing most of the care of his or her child and staff should be available as a resource and support. (f) In transition to independent living programs and programs serving teen parents, there may be times when it is appropriate for residents to be in the facility without staff present. The licensee shall evaluate each resident to determine his or her readiness to be unsupervised. The licensee shall have a written plan defining the periods of time residents may be left unsupervised, and the emergency assistance available when staff are not physically present. (3) Room Assignment and Programming. (a) The licensee shall assure that all room assignments are appropriate, taking into consideration the ages and needs of residents. (b) The licensee shall assure that appropriate programming is provided for each age group served. (4) Clothing. The licensee shall assure that each resident has adequate, clean, and seasonable clothing as required for health, comfort, and physical well-being and appropriate to age, sex, and individual needs. (a) The licensee shall not require any resident to wear a uniform which identifies him or her as a resident of a particular facility. (b) Each resident shall have his or her own clothing for his or her own use. Any identification on the clothing shall be inconspicuous. (c) The licensee shall provide residents the opportunity to participate in selecting their own clothing. (d) The licensee shall permit each resident to take his or her clothing upon discharge from the facility. (e) In programs serving teen parents, the licensee may lend newborn clothing, provided that it makes clear to teen parents that the clothing must be returned upon discharge. The licensee shall assure that both the teen parent and his or her child have adequate clothing upon discharge. (5) Grooming and Hygiene. (a) The licensee shall provide each resident with grooming and hygiene articles necessary to meet his or her needs. In programs serving teen parents and in transition to independent living programs, the licensee may encourage a resident to provide his or her own grooming and hygiene articles. However, if the resident cannot provide his or her own grooming and hygiene articles the licensee shall provide the necessary articles. 1. The provision of such articles shall not be contingent upon behavior and may not be part of a level or privilege system. 2. Such articles may not be sold to residents. 3. Community use of grooming and hygiene articles such as towels, tooth brushes, soap and deodorants is prohibited. (b) The licensee shall provide each resident with the opportunity to have a daily shower or tub bath, with due regard for privacy. The licensee shall give residents assistance or supervision in bathing when they are unable to perform this function by themselves. (c) The licensee shall encourage each resident to brush his/her teeth and provide assistance where needed (d) The licensee shall assist each resident in learning grooming practices. (e) For each child in care more than 72 hours, the licensee shall make arrangements for hair cutting in accordance with the wishes of the resident and consistent with good health. (f) The licensee shall bathe or clean children upon soiling, and shall change soiled clothing. As necessary, the licensee shall conduct a toilet training program for each child in care more than 72 hours. (g) In programs serving teen parents, the licensee shall assist the teen parent with a toilet training program for his or her child. The teen parent shall be responsible for bathing or cleaning his or her own child upon soiling and shall change soiled clothing. (6) Nutrition. Except as provided in 606 CMR 3.07(6)(j): (a) The licensee shall provide a nourishing well-balanced diet to all residents. The licensee shall have a written plan for nutritional services including purchase, storage, preparation and serving of food. The plan must identify one person who is responsible for the food program. 1. The licensee shall provide at least three meals daily constituting a nutritionally adequate diet. 2. The licensee shall prepare and serve meals in a manner and in an amount and at times appropriate to the nutritional needs of each resident, including special dietary needs. (b) No resident shall be denied a meal for any reason other than medical prescription. Such prescription shall be in writing and shall be carried out, as required by 606 CMR 3.06(4)(h). (c) The licensee shall encourage residents to eat a well-balanced diet, but no resident shall be force-fed or otherwise coerced to eat against his or her will except where medically prescribed. (d) The licensee shall serve to residents meals which are substantially the same as those served to staff unless special dietary needs require differences in diet. (e) The licensee shall prepare tasteful meals and shall serve meals appetizingly. (f) The licensee shall allow residents to eat at a reasonable, leisurely rate, and shall encourage normal conversation during meals. (g) Staff shall be present and shall assure that each resident receives adequate amounts and variety of food. (h) The licensee shall prepare menus and shall maintain copies of the menus used. Menus shall be prepared or reviewed by a person who has had training in the nutritional needs of children and the U.S.D.A. requirements for a nutritionally adequate diet. (i) The licensee shall store, prepare, and serve all food in a manner as to be clean, wholesome, free from spoilage, and safe for human consumption. (j) In programs serving teen parents and in transition to independent living programs, the resident may be responsible for nutritional services. If so, the licensee shall submit a written plan which describes training provided to residents regarding nutrition, budgeting, menu planning, shopping, meal preparation, and food storage. Staff shall provide adequate monitoring and supervision regarding nutrition. (7) Behavior Support. (a) Each licensee shall maintain a written statement defining rules, policies and procedures for behavior support, which shall include goals for reducing or eliminating the use of all physical restraint. This statement shall provide for and include a description of the safeguards for the emotional, physical and psychological well-being of the population served. This statement shall include measures for positive responses to appropriate behavior and shall define and explain the use of behavior support procedures used in the facility including, where applicable: 1. procedures for measuring a resident's progress in the program; 2. the type and range of restrictions a staff member can authorize for misbehavior of residents; 3. the form of physical restraint used, the range of interventions used as alternatives to restraint (e.g. behavioral, sensory, recreational, role of family, etc.), including de-escalation techniques and non-confrontational approaches to angry or aggressive residents, and controls on misuse and abuse of such restraints; 4. the circumstances under which the program would restrain a resident; 5. the name of the restraint coordinator; 6. the procedure for regular review of restraint data by a restraint safety committee. At a minimum, each licensee shall analyze restraint data and implementation of corrective measures on a quarterly basis; 7. the names and positions of the restraint safety committee; 8. the use of the practice of separating a resident from a group or program activity; 9. any denial or restrictions of on-grounds program services. (b) In programs serving teen parents, the licensee's policies and procedures for behavior support shall include acceptable behavior support strategies for a teen parent to use with his or her child, and shall include: 1. a process for educating teen parents about behavior support practices; 2. statements and training prohibiting the practices stated in 606 CMR 3.07(7)(g); and 3. rules outlining the expected behavior of teen parents. (c) When feasible and appropriate, residents shall participate in the establishment of rules, policies and procedures for behavior support. (d) Except in cases of emergency admission, the licensee shall provide residents, and parents or persons other than a parent with custody of the child with a copy of the facility's written statement prior to admission. In the case of an emergency admission, the written statement shall be provided to the parents or guardians as soon as possible after admission. (e) For children admitted in emergency circumstances who remain in care more than 72 hours, the licensee shall provide to the child's parents or persons other than a parent with custody, a copy of the program's written behavior support statement. (f) The licensee shall inform parents, persons other than a parent with custody of the child and residents of any significant changes in behavior support procedures. (g) No resident shall be subjected to abuse or neglect, cruel, unusual, severe or corporal punishment including the following practices: 1. any type of physical hitting inflicted in any manner upon the body; 2. requiring or forcing the resident to take an uncomfortable position such as squatting or bending or requiring or forcing the resident to repeat physical movements, when used as punishment; 3. punishments which subject the resident to verbal abuse, ridicule or humiliation; 4. denial of visitation or communication privileges with family, when used as punishment; 5. denial of sufficient sleep; 6. denial of shelter, bedding, food or bathroom facilities; 7. extensive separation from the group. (h) The licensee shall direct behavior support to the goal of maximizing the growth and development of the residents and protecting the group and individuals within it. (i) The licensee shall directly relate consequences to the specific misbehavior and shall apply such consequences without prolonged delay. (j) Use of medication restraint and seclusion is prohibited in programs licensed by the Department. The use of mechanical restraint is prohibited, except in Department of Youth Services operated and contracted facilities, as it relates to the use of handcuffs. Prone restraint shall not be used unless the licensee, on an individual child basis, obtains and maintains documentation in accordance with 606 CMR 3.07(7)(j)15. or in circumstances where the use of prone restraint is required in an emergency situation to prevent serious injury to the resident, other residents, and/or staff. 1. Prior to implementing any restraint, residents shall be screened for any medical or psychological contraindications. a. Physical restraint shall be considered an emergency procedure of last resort and shall be prohibited in residential programs except when a resident's behavior poses a threat of imminent, serious, physical harm to self or others and the resident is not responsive to verbal directives or other lawful and less intrusive behavior interventions, or such interventions are deemed to be inappropriate under the circumstances. b. If any physical restraint is deemed necessary, the resident shall be placed in a position that allows airway access and does not compromise respiration. 2. No resident shall be restrained for purposes of punishment or for the convenience of others. 3. No resident may be restrained solely for non-compliance with a program rule, staff directive or expectation. 4. Only staff trained in physical restraint shall participate in restraining a child. 5. The administrative designee on the premises shall be notified immediately whenever a physical restraint is initiated. The designee shall have oversight responsibility of every physical restraint at the program. 6. Steps must be initiated to contact the on-call administrative or clinical staff as soon as possible, but no later than five minutes after the restraint is initiated. 7. A licensee shall assure that the form of restraint used is the least intrusive means necessary to protect the resident, other residents and staff. Any restraint procedure which includes choke holds, headlocks, full nelsons, half-nelsons, hog-tying or the use of pressure points to inflict pain is prohibited. 8. If a resident is restrained for a period longer than 20 minutes, the approval of the chief administrative person or his or her designee shall be obtained. Such approval shall be based upon the resident's continued behavior justifying the need for continued restraint. 9. The physical condition of a resident who is being restrained shall be constantly monitored, as defined in 606 CMR 3.02 10. The licensee shall immediately release a resident who exhibits any sign of significant physical distress during restraint and shall immediately provide the resident with any needed medical assistance. 11. A restrained resident shall be released at the first indication that it is safe to do so. 12. Within 48 hours, following the release of a resident from a restraint, the program shall implement its processing and follow-up procedures. 13. The chief administrator/executive director, or designee, shall conduct a weekly review of restraint data to identify any resident that has been restrained multiple times. Any resident who has been restrained multiple times during the previous week must receive a review of his or her clinical and behavioral needs by his or her case manager or clinician. Parents or guardians shall be invited to this review. Changes made as a result of this review require parental consent and must be documented in the resident's service plan, as required by 606 CMR 3.05(4) and (5). 14. The licensee shall document all restraints, including any required administrative approval, and its processing and follow-up procedures in a physical restraint incident report and keep such reports in the resident's record. 15. Use of prone restraint shall not be permitted on any resident, unless the licensee documents and maintains the following: a. The license obtained consent, as defined in 606 CMR 3.02(1), to use prone restraint, which has been approved in writing by the agency's chief administrator/ executive director; b. There is psychological or behavioral justification for the use of prone restraint with no contraindications, as documented by a licensed mental health professional; c. There are no medical contraindications, as documented by a licensed physician; d. The resident has a documented history of repeatedly causing serious self-injuries and/or injuries to other residents or staff; and e. All other forms of physical restraint have failed to ensure the safety of the resident and/or safety of others. (k) Any behavior support policy which results in a resident being separated from the group or program activities shall include, but not be limited to the following: 1. guidelines for staff in the utilization of such procedures; 2. persons responsible for implementing such procedures; 3. the duration of such procedures including provisions for approval by the chief administrative person or his or her designee for a period longer than 30 minutes; 4. a requirement that residents shall be observable at all times and that staff shall be in close proximity at all times; 5. a procedure for staff to directly observe the resident at least every 15 minutes; 6. a means of documenting the use of such procedures if used for a period longer than 30 minutes including, at a minimum, length of time, reasons for this intervention, who approved the procedure and who directly observed the resident at least every 15 minutes; 7. a provision that the resident shall be returned to the group and to regular program activities as soon as his or her behavior indicates that it is safe to do so. (l) Any room or space used for the practice of separation shall not be locked, except as outlined in 606 CMR 3.07(7)(n). (m) Any room or space used for the practice of separation must be physically safe, free of hazard and appropriate to the population served by the facility. (n) A Department of Youth Services operated and contracted facility is permitted to use separation or involuntary room confinement. If the licensee operates a locked secure detention or treatment program, a clear and precise description of the program must be submitted which includes: 1. A description of the facility's security system including any automatic locks or safety devices on doors or windows; 2. If individual bedroom doors are locked at any time, a statement of the hours the doors will be locked, an explanation of any time doors may be locked other than during sleeping hours, a description of the procedures to insure that locks are released in the event of fire, power failure or any situation which may necessitate evacuation of the room, floor or building. 3. A plan which specifies a description of the population indicating the need for a locked room, alternative interventions to be used prior to a locked room, a physical description of the room, the method for direct observation of the child by staff and the procedure for documenting use of the room. Such plan must be submitted to the Department for approval prior to use of a locked room. a. A locked room utilized for the practice of separation or involuntary room confinement may be used only when necessary to protect the resident, other residents, or staff from immediate danger of physical harm for population control, during shift changes and during investigations. Locked rooms must meet all applicable state and federal regulations. b. Use of the locked room shall not exceed 15 minutes without consultation with and approval from the chief administrative person or his or her designee. Such approval shall be necessary for each following 60 minute period. A staff person shall be in close proximity to the locked room at all times while a resident is in a locked room, and shall directly observe the resident at least every 15 minutes, and shall take appropriate measures to assure the safety of the resident. (8) Money. (a) The licensee shall provide opportunities for residents in care more than 45 days to develop a sense of the value of money through earning, spending, giving and saving. (b) The licensee shall have a written policy regarding allowances. (9) Visiting, Mail and Telephones. (a) The licensee shall have written policies which encourage and support family visits, mail, telephone calls, and other forms of communication with family, friends, or other persons. 1. Such policies shall be developed with the goal of encouraging healthy family relationships, maximizing the individual resident's growth and development, and protecting the residents, staff and program from unreasonable and unsafe intrusions. 2. Such policies shall be distributed to staff and residents, persons other than a parent with custody of the child, and parents prior to admission, when possible, or within 72 hours after admission. (b) The licensee shall provide opportunities and encourage residents to visit and otherwise communicate with family and other persons. The licensee shall insure that visits offer reasonable privacy. (c) No resident shall be restricted in his or her opportunities to visit with family and other persons unless such opportunities are restricted as follows: 1. by court order and in such case only to the extent of the court order; 2. by the resident's individual service plan for therapeutic reasons only. Such restrictions or denial must be no greater than necessary to achieve the therapeutic purpose. Those persons whose visitation is restricted or denied should receive an explanation from the program as to the reasons therefore. 3. due to a documented safety risk to residents or staff. (d) In programs serving teen parents, the licensee may not prohibit the other parent of a child from visiting unless there is a court order prohibiting contact, his or her behavior within the program is disruptive and/or inappropriate, or the resident teen parent does not wish to have contact with him or her. (e) The licensee shall establish visiting hours which meet the needs of the residents and their parents. (f) The licensee shall formulate procedures for residents visiting outside the facility, when appropriate, including: 1. A method for recording the location, the duration of the visit, and the name, address and telephone number of the person responsible for the resident while absent from the facility; 2. A method for recording the resident's return and a procedure for action if he or she fails to return. (g) It shall be each resident's right to open and send mail unread by staff except in accordance with the following circumstances: 1. Any restrictions or censorship must be no greater than necessary to achieve the therapeutic purpose described in the individual service plan. 2. Mail restricted or censored must be returned to the sender with reasons therefore. 3. Staff may open and inspect a resident's mail for contraband only in his or her presence. (h) Telephone communications may not be monitored or unreasonably restricted unless there are specific therapeutic reasons justifying such limitations. 1. Such therapeutic reasons must be developed in the child and/or teen parent's individual service plan and must be no greater than necessary to achieve the therapeutic purpose. 2. If phone conversations are monitored, the parties to the conversations must be informed. (i) Communication with a resident's social worker, attorney, or clergy person may not be prohibited, restricted or censored. (10) Runaways. The licensee shall have a written policy for handling runaways and missing residents. The policy shall include: (a) procedures for making staff and shelter home parents aware of residents with a history of running or who show potential for being runaways; (b) preventive procedures, including interventions used to prevent or retrieve a resident from running; what dangers a resident would be exposed to if he or she ran or what danger the resident may pose to others if he or she ran. The program shall describe how staff would determine if a danger exists which is sufficient to justify using physical restraint to prevent the resident from running. (c) procedures for staff and shelter home parents to follow in the event that a resident is missing including immediately informing the chief administrative person or his or her designee; (d) a procedure requiring the program to notify the child's parent, person other than a parent with custody of the child, referral source and the Department of Elementary and Secondary Education, when applicable, and the local police. (11) Search. (a) If the licensee has a practice of searching the resident and/or the resident's personal belongings, the licensee shall maintain a written statement defining the policies, procedures and circumstances for the search of residents and their personal belongings. (b) The licensee shall provide children a copy of the written search policy within 24 hours of their admission to the program. (c) The licensee shall provide parents or persons other than a parent with custody of the child, a copy of the written search policy within 72 hours of the child's admission. (12) Transportation of Residents. The licensee shall describe in writing its arrangements for transporting residents. Each resident shall be provided with the transportation necessary for implementing his or her service plan. Each program shall have available means of transporting residents in cases of emergency. Whenever the licensee uses agency owned, leased or contracted vehicles or staff vehicles to transport residents, the following regulations shall apply: (a) Appropriate supervision with adequate staff-child ratio for transportation must be maintained. (b) The operator of any vehicle shall be licensed in accordance with state laws. (c) Any vehicle used for transporting residents shall be registered, inspected and operated in accordance with state laws. (d) Vehicles shall be maintained in a safe operating condition and shall be equipped with a standard first aid kit. (e) The licensee shall not allow the number of residents riding in a vehicle at any time to exceed the number of seats therein, nor shall such vehicle be in motion until all the passengers are seated. (f) Residents being transported in vehicles other than buses shall be restrained in appropriate child passenger restraints or safety belts. (g) No vehicle shall be used to transport residents unless the licensee has assured that the following minimum amounts of liability insurance are provided: (h) The licensee shall ascertain the nature of any need or problem of a resident which may cause difficulties during transportation, such as seizures, a tendency towards motion sickness, and disabilities. The licensee shall communicate such information to the operator of any transport vehicle. injury per person $100,000 injury per accident 300,000 property damage 5,000 (i) The operator of a vehicle transporting children shall discharge a child only to a person known to the operator as authorized by the licensee to receive the child. 3.08: Physical Plant and Equipment (1) Required Inspections. (a) The licensee shall have a certificate of inspection or Use and Occupancy Permit from the Department of Public Safety or the appropriate local building inspector certifying that the facility meets the building code applicable to that facility. (b) The licensee shall obtain a written report from the local health inspector or from the Department of Public Health certifying that the facility is in compliance with 105 CMR 410.000: Minimum Standards of Fitness for Human Habitation (State Sanitary Code: Chapter II) including the following categories: kitchen areas; bathroom areas; water supply; hot water operations; heating operations; lighting and electrical operations; metering of electricity and gas; installation and maintenance of the physical plant; asbestos material used as insulation or covering; smoke detectors; exits; maintenance of structural elements; control of insects, rodents and skunks; garbage and rubbish storage and disposal; and security. (c) The licensee shall obtain a written report of an annual fire inspection from the local fire department. The licensee shall request fire inspections on a quarterly basis and shall maintain copies of these requests and inspections at the facility. (2) Safety Program. (a) The licensee shall establish a written plan detailing procedures for meeting potential emergencies, such as fire, power outage, severe weather conditions and staffing problems. The procedures shall include: 1. plans for the assignment of personnel to specific tasks and responsibilities in emergency situations; 2. instructions relating to the use of alarm systems and signals; 3. systems for notification of appropriate persons; 4. specification of evacuation routes and procedures, with clearly marked diagrams. (b) One person shall be assigned responsibility for coordination of the planning and procedures for meeting potential emergencies. (c) The licensee shall post the plans and procedures at suitable locations throughout the facility, and insure that staff are familiar with the procedures. (d) The licensee shall conduct training on these procedures quarterly in order to: 1. assure that all personnel on all shifts are trained to perform assigned tasks and are familiar with the use of the fire-fighting equipment in the program; 2. evaluate the effectiveness of emergency plans and procedures. (e) The licensee shall prepare residents for and conduct evacuation drills on each shift at least twice a year under varied conditions. 1. The licensee shall make special provisions for the evacuation of any residents with disabilities. 2. The licensee shall take special care to help residents with emotional or perceptual disabilities understand the nature of such drills. 3. The licensee shall maintain a written log documenting each evacuation drill including the date and time of the drill, and the time required to evacuate. (f) The licensee shall maintain an active safety program allowing for ongoing assessment of the facility's emergency and safety procedures. (3) Toxic Substances. (a) The licensee shall store poisonous cleaning substances or other toxic substances in areas where they are not accessible to residents. (b) The licensee shall assure that toxic substances and medications are not stored together. (c) The licensee shall store medical equipment and medications under proper conditions for sanitation, preservation, and security. (d) The licensee shall assure that all toxic substances are labeled as to the contents and antidote. (e) The poison control center number shall be posted conspicuously next to all telephones in the program. (f) In transition to independent living programs, the licensee may store toxic substances in areas which are not secured, provided that the licensee has a plan to assure safety at all times. (4) Paint. (a) The licensee shall remove or make inaccessible to children paint or plaster containing lead. (b) All buildings, residential or otherwise, utilized by children younger than six years old or with a mental age younger than six years old shall be free of lead paint violations in accordance with 105 CMR 460.000: Lead Poisoning Prevention and Control. Certification shall be obtained from the Massachusetts Department of Public Health or local board of health or private inspector utilizing an inspection form approved by the Childhood Lead Poisoning Prevention Program of the Massachusetts Department of Public Health. (c) A licensee that obtained a letter of compliance from the Massachusetts Department of Public Health, local board of health or private inspector prior to July 1, 1988, will not be required to comply with additional deleading requirements unless so ordered by the local board of health or the Massachusetts Department of Public Health to remain in compliance with 105 CMR 460.000: Lead Poisoning Prevention and Control, or unless expanding to space not previously approved by the Department. (5) Buildings and Grounds. The facility and its grounds shall be maintained in a sanitary, comfortable and safe condition. (a) The facility and grounds shall be maintained free from rodent or insect infestation by qualified persons. (b) Porches, elevated walkways and elevated play or recreation areas shall have barriers to prevent falls. Glass barriers shall not be used. Such barriers shall be at least 36 inches in height if the elevated area is more than 30 inches off the ground. (c) All exits, exit accesses and exit discharge areas shall be maintained continuously free from all obstructions or impediments to immediate use. (d) Outdoor recreation areas and equipment shall be safe. Equipment shall be maintained in good repair, of safe design without sharp protrusions and shall be securely anchored to the ground. 1. The outdoor recreation area shall be free from hazards and dangerous machinery. 2. The outside recreation area shall be fenced, if appropriate, for the age and needs of the population served. (e) Power tools and equipment shall be stored in a locked area and only used by children under the instruction and appropriate supervision of a staff member, except in transition to independent living programs, where such tools and equipment may be stored in areas which are not secured. The licensee must have a plan to assure safety at all times. (f) Swimming areas shall be tested for water quality and be secured from inappropriate entry. (g) The licensee shall have a plan for monitoring and insuring safety around swimming areas, including appropriate staff-child ratios and supervision. (h) Any private well or water source shall be inspected and approved by the local board of health or health department. (i) The program shall be equipped with at least one working smoke detector on each floor and at least one additional smoke detector for each separate sleeping area not connected by a common hallway. (j) Each area for cooking and any other areas used for electrical, gas, or other heating equipment shall be equipped with a fire extinguisher which is inspected annually to insure that it is in good working order. (k) The licensee shall maintain standard first aid kits that are accessible to each major activity area of the program. These kits shall be checked and restocked regularly. (l) The licensee shall assure that all areas accessible to infants, toddlers and young children shall be child-proofed appropriately. Electrical outlets shall be covered, cabinets latched or locked, access to stairs barricaded, and sharp corners protected. Poisonous plants, cosmetics, appliances and small items which could be swallowed shall not be within a child's reach. (6) Physical Facility/Architectural Barriers. (a) Requirements for Residents with Limited Mobility. The licensee shall assure that residents with limited mobility have access to those areas of the facility and grounds to which such access is necessary. (b) Building Entrances. A program which enrolls residents requiring wheel chairs shall have at least one entrance without steps and wide enough for a wheel chair, for each building utilized by such residents. (7) Living Units. (a) The licensee shall design the living units to simulate the functional arrangements of a home and to encourage a personalized atmosphere for small groups of residents, unless it has been demonstrated that another arrangement is more effective in maximizing the human qualities of the specific population served. Living units shall be safe, clean and in good repair. 1. There shall be evidence of regular cleaning and maintenance routines in all areas of the facility. 2. All rooms shall be kept safe from fire hazards. 3. Hallways to bedrooms shall be illuminated at night. (b) The licensee shall provide furniture and furnishings which are safe, appropriate, comfortable, and home-like. 1. Broken furniture and ripped upholstery shall be repaired or discarded. 2. Furniture and furnishings provided to residents shall be substantially the same as those provided to staff. (c) All windows shall have operable screens in good repair where applicable or not contraindicated by security requirements. (d) All incandescent or fluorescent light fixtures shall be protected with shades or covers. (e) The licensee shall provide bedrooms which have: 1. direct outside ventilation; 2. at least one operable window; 3. at least 70 square feet of space for single bedrooms, at least 50 square feet per person in bedrooms for two or more residents. In programs serving teen parents, a teen parent and his or her child may be housed in a single bedroom. (f) The licensee shall provide a means for residents to mount pictures on bedroom walls, and to have other decorations. (g) The licensee shall make provisions for safe keeping of each resident's money or valuables. (h) The licensee shall provide each resident with appropriate individual furniture, and an individual closet or a designated section of a closet with clothes racks and shelves. (i) The licensee shall provide accessible storage areas for personal possessions. (j) The licensee shall provide each resident with his or her own bed which shall be of sufficient size to accommodate the resident comfortably. No cots or portable beds shall be used. 1. Each bed shall have a clean, comfortable, non-toxic and fire retardant mattress. 2. Sheets, pillows, pillow cases and blankets shall be provided for each bed. 3. Sheets and pillow cases shall be washed weekly or more frequently if indicated, and before use by another child. (k) Living rooms for the residents' use shall be provided in each facility. The living area(s) shall have adequate space per resident exclusive of hallways, bathrooms, kitchens, dining areas, closets, offices, storage areas or areas regularly used for other purposes. (8) Bathing and Toilet Facilities. (a) Bathing and toilet facilities shall be maintained in good repair and in clean condition. (b) The licensee shall locate and equip toilet areas so as to facilitate maximum self-help by residents. (c) The licensee shall provide toilets, which allow for individual privacy (with partitions and doors), unless inconsistent with a toilet training program. (d) The licensee shall provide bathing and toileting fixtures which are specially equipped, if used by residents with disabilities. (e) Except as provided in 606 CMR 3.08(8)(k), the licensee shall provide at least one toilet for each six residents which is easily accessible to the sleeping quarters. (f) Except as provided in 606 CMR 3.08(8)(k), the licensee shall provide at least one sink for each six residents. (g) Except as provided in 606 CMR 3.08(8)(k), the licensee shall provide at least one tub or shower for each six residents. All tubs and showers shall be equipped with a non-slip surface or mat. (h) The licensee shall have available hot and cold running water for all sinks, tubs and showers. (i) The licensee shall provide mirrors at convenient heights for use by residents. (j) The licensee shall provide a place for toiletries and for hanging towels and washcloths. (k) In programs serving teen parents, infants and toddlers shall not be included in the ratio of bathing and toilet facilities required by 606 CMR 3.08(8)(e) through (g). (9) Kitchens and Dining Facilities. (a) Kitchens shall be provided with all necessary equipment for the preparation, storage, serving and clean-up of all meals for all of the residents and staff regularly served by the facility. All equipment shall be maintained in a clean and safe working order. (b) The licensee shall provide dining areas which are sufficiently large to accommodate in an uncrowded manner tables and chairs for all persons eating. (c) The licensee shall provide dining areas which are clean, well lit and ventilated, and attractively furnished. (d) The licensee shall provide tables and chairs of the type, size and design appropriate to the ages and needs of the residents. (e) The licensee shall provide dining utensils and dishes appropriate to the age and needs of the residents. 1. Disposable dinnerware shall not be used on a regular basis unless the facility documents that such dinnerware is necessary to protect the health or safety of the residents in care. 2. Defective or damaged dishes or utensils shall not be used. 3.09: Shelter Homes (1) Information to Be Provided. The licensee shall provide to all prospective shelter home parent applicants and upon request to any person the following information: (a) written information regarding the licensee's program, and the children served by the program, as required by 606 CMR 3.04(1); (b) written grievance and appeal procedures as required by 606 CMR 3.04(3)(i); (c) written statement identifying all qualifications required of shelter home parents, as required by 606 CMR 3.09(2); (d) written statement of physical requirements for shelter homes, as required by 606 CMR 3.09(3); (e) written policy and procedure for orienting and assessing shelter home parent applicants, as required by 606 CMR 3.09(4) and (5). (2) Qualifications Required of Shelter Home Parents. The licensee shall maintain a written statement identifying the qualifications required of shelter home parents, clearly identifying criteria by which shelter home parent applicants may or may not be approved. (3) Physical Requirements for Shelter Homes. The licensee shall establish physical requirements for shelter homes, which shall include, but need not be limited to, the following: (a) The shelter home shall be clean, safe, free of fire and other hazards, and of sufficient size to accommodate comfortably all members of the household and the approved number of children; (b) The shelter home shall have adequate lighting and ventilation, hot and cold water supply, plumbing, electricity, and heat; (c) The shelter home shall have sufficient furniture to allow each child to sleep in a separate bed and to have adequate storage space for his/her personal belongings; (d) The shelter home shall have bedrooms which provide at least 50 square feet per child and shall accommodate no more than four children per bedroom; (e) No child one year of age or older shall sleep in the same room with an adult of the opposite sex; (f) No bedroom to be used by children shall be located above the second floor unless any such floor has two means of egress; (g) No bedroom to be used by children shall be located below the first floor unless it contains a ground level, standard door exit and at least one operable window; (h) Shelter homes shall be furnished and maintained in a safe, appropriate and comfortable manner; (i) The shelter home shall be equipped with smoke detectors which shall be maintained in working order; (j) If the shelter home uses well water, it shall be tested and determined safe, and a report of the test furnished to the licensee. (4) Orientation. The licensee shall provide an orientation to the shelter home parent applicants. The orientation shall include information on the following: (a) the purpose and nature of shelter care; (b) the characteristics and needs of children placed in shelter homes; (c) the role of the shelter agency; (d) the services provided by the shelter agency; (e) the role and responsibilities of shelter home parents; (f) assessment procedures, as described in 606 CMR 3.09(5); (g) the approximate duration of time a child may be in placement; (h) the licensee's family contact and visitation policy; (i) child abuse reporting requirements; (j) crisis intervention, including restraint, if applicable; (k) first aid and CPR; (l) communicable diseases and necessary precautions; (m) administration of medication and requirements for documentation; (n) emergency planning including evacuation of the home, posting poison control phone number and appropriate storage of toxic substances; (o) procedures to follow in the event a child runs away from the home. (5) Shelter Home Parent Applicant Assessments. The licensee shall, consistent with its current needs, promptly assess each shelter home parent applicant unless at any time during the course of the assessment it is determined that the shelter home parent applicant would not appropriately serve the best interests of children. No child shall be placed in a shelter home until the assessment has ben completed and the home approved. (a) The licensee shall provide each applicant with general information on the purpose and nature of shelter home care, the role and responsibilities of shelter home parents, and the services provided by the licensee. (b) The licensee shall require each applicant to furnish evidence of a current medical examination and a written statement from a licensed physician regarding the health and any illnesses or disabilities of all household members. (c) The licensee shall interview each shelter home parent applicant individually. (d) The licensee shall interview all other members of the applicant's household, as appropriate to the age of the member of the household. (e) The licensee shall make at least one visit to the applicant's home to determine if physical requirements for shelter homes are met. (f) The licensee shall determine that each shelter home parent applicant and all household members have a background free of conduct which bears adversely upon his or her ability to provide for the safety and well-being of children in accordance with 606 CMR 14.00: Criminal Offender and Other Background Record Checks. Such conduct shall include, but not be limited to the conduct described in 606 CMR 1.05(2)(a)1. through 4. (g) The licensee shall conduct reference checks by telephone. (h) The assessment shall be summarized in a written report and shall document the following: 1. motivation for providing shelter care; 2. emotional stability and compatibility of the shelter home parent applicants; 3. the social, education and health history of the shelter home parent applicants; 4. the family composition, a description of the home and the adjustment of the applicant's own children, if any; 5. the family's attitude toward accepting children for temporary shelter, including the attitudes of extended family members; 6. parenting ability, including child rearing and discipline; 7. at least three telephone reference checks; 8. the licensee's recommendation as to the age, sex, and characteristics, including special needs, of children best served by the shelter home parent applicants; 9. evidence of each person's compliance with 606 CMR 3.09(5)(f). (6) Notification of the Results of the Assessment. The licensee shall notify each shelter home parent applicant in writing of the results of the assessment within two weeks of the last meeting with the applicant. (7) Disapproval and Appeals. Shelter home parent applicants not approved shall be provided an explanation in writing of the reasons for such disapproval. Such explanation shall also include written procedures for the applicant to appeal the agency decision, in accordance with 606 CMR 3.04(3)(i). (8) Training of Shelter Home Parents. The licensee shall provide an ongoing training program to develop shelter home parents' skills in meeting the needs of children and in fulfilling their responsibilities as shelter home parents. (9) Agreements with Shelter Home Parents. (a) General Shelter Home Parent Agreement. The licensee shall enter into a written agreement with every shelter home parent applicant in his or her native language whom the licensee has assessed and approved to become a shelter home parent. This agreement shall be signed and dated and reviewed annually by the licensee and each shelter home parent and shall include: 1. the name and address of the licensee and the name and address of the shelter home parent; 2. a statement defining the responsibilities of the shelter home parents; 3. a statement defining the responsibilities of the licensee for providing services to children and shelter home parents; 4. a statement describing state law and agency requirements regarding child rearing and discipline practices, including a statement prohibiting shelter home parents from using any physical punishment upon any child; 5. the range of payments to be made to shelter home parents for board and care of children, and the frequency of such payments, if applicable; 6. the method for closing a shelter home or for removing a child from the home; 7. the method for registering complaints and obtaining administrative review of the licensee's decisions affecting shelter home parents and the child, pursuant to the agency grievance procedure required by 606 CMR 3.04(3)(i); 8. the responsibility of the licensee to provide, and the shelter home parents' responsibility to participate in, ongoing training programs; 9. the responsibility of the licensee to make shelter home parent's annual review available to them; 10. a statement that no shelter home parent shall give up full-time residential care of any child to anyone other than the licensee or a person designated by the licensee, unless ordered to do so by a court of competent jurisdiction; 11. a statement which assigns responsibility for payment of liability insurance to protect the shelter home parents from personal liability for certain damages relating to the provision of shelter care, and which advises the shelter home parents to review any insurance policies they personally may have to determine extent of coverage; 12. a statement which assigns responsibility for payment in the event of damage to or loss of the shelter home parents' property by reason of the child, and which advises the shelter home parents to review any insurance policies they personally may have in order to determine the extent of their coverage; 13. a statement requiring the shelter home parents to notify the licensee in the following circumstances: a. in advance of any vacation or trip which would result in the family being away from their usual place of residence overnight when a child is in placement; b. immediately in the event of a death or serious injury to the child; c. within 24 hours of any significant changes in the status or health of household members including, but not limited to: death, divorce, separation, serious illness or hospitalization; 14. a statement outlining the responsibility of the shelter home parent to report any suspected incidents of abuse or neglect to the Department of Children and Families and to the licensee; 15. a plan for the care of the child or children during any extended absences of the shelter home parents which shall have as a priority the maintenance of the children's stability; 16. provisions for termination of the agreement. (b) Required Agreement upon Placement of an Individual Child. For children in care more than 72 hours, the licensee shall enter into a written agreement with the shelter home parent caring for the child. This agreement shall be in the shelter home parent's native language and shall be signed and dated by the licensee and each shelter home parent. It shall include: 1. the full name and address of the child placed in the shelter home pursuant to the agreement; 2. child's date of birth; 3. child's school grade and school attended; 4. pertinent medical information and any available developmental information; 5. a description of any special abilities or behavioral problems the child may have; 6. a summary of the child's placement history and social history when providing this information is not contrary to the best interests of the child; 7. child's custody or guardianship status; 8. name and address of the child's parents, when appropriate, and parents' or relatives' involvement and arrangements for visiting; 9. religious requirements for the child, when applicable; 10. arrangements for clothing for the child; 11. name, office address and office phone number of the social worker responsible for the child; 12. a phone number to contact the social worker responsible for the child in case of emergencies or the number of the licensee's 24 hour telephone service; 13. a statement authorizing the shelter home parents to obtain routine and emergency medical and dental care for the child; 14. provisions for visits by the social worker with the child and shelter home parents; 15. the conditions under which the agreement may be terminated and the child removed from the home. (c) Explanation of Agreements. The licensee shall explain every term of the agreements required in 606 CMR 3.09(9)(a) and (b) to each shelter home parent in his or her native language before they are signed and shall provide each shelter home parent with a copy of each agreement. (10) Information Prior to Decision to Accept a Child. The licensee shall provide each shelter home parent prior to or at the time of placement sufficient information about each child to be placed to enable the shelter home parent to determine if he or she will accept the child. This information shall include, when available, but need not be limited to, the age, sex, race, and medical condition of the child, information regarding the reason for placement, and a description of any behavioral problems the child may have. (11) Information to Child Prior to Placement in a Shelter Home. The licensee shall provide information to each child prior to or at the time of placement in a shelter home which includes: (a) specific rules and expectations of the licensee; (b) rules which may be specific to the shelter home and emergency procedures for evacuating the home; (c) any daily schedule required for the child's participation in the shelter program; (d) emergency information including name and phone number of agency worker. (12) Assignment and Responsibilities of the Shelter Home Case Manager. Each shelter home shall be assigned a case manager who shall be responsible for providing direct services to the shelter home. The case manager shall assist the shelter home parents with any matters concerning the shelter home parents or their family which may impact on their ability to provide shelter care. Such assistance shall include the obtaining of services provided by the licensee and aid in applying for other services. The case manager shall visit the shelter home at least once a month while there is a child placed in the home. (13) Requirement for Annual Review. The licensee shall annually review in person with each shelter home parent his or her performance and experiences in providing shelter care during that year, including review of responsibilities outlined in the general shelter home parent agreement, and shall provide each shelter home parent with the results of the review in writing. The shelter home parent may dispute the results of the review in writing. The shelter home parent's statement shall become part of the shelter home parent's record. The review shall include, but not be limited to: (a) a review with each shelter home parent of his or her performance and experiences in providing shelter care; (b) reference to any services provided to the shelter home on its own behalf; (c) a summary of the shelter home parents' participation in orientation and training. (14) Emergency Removal. The licensee shall develop procedures to ensure that a child(ren) may be removed immediately in cases of emergency when the licensee determines that the health or safety of the child(ren) would be endangered by remaining in the shelter home. The emergency removal procedures may be initiated at the request of the shelter home parent. The licensee shall maintain a written record of such removal which shall be available to the shelter home parents and the Department. The licensee shall notify the shelter home parents in writing of the specific reasons for the removal and shall provide them with information about the agency grievance procedure. (15) Closing of Shelter Home. In cases where the licensee determines that the shelter home is unable to meet the needs of children, the licensee shall send a written notice of intent to close the home to the shelter home parents. The notice shall contain an explanation of the specific reasons for the intended closing, and information about the agency grievance procedure. Except in cases of emergency, the home may not be closed nor, consistent with each child's service plan, the children removed until the shelter home parents, if they so desire, have had the opportunity to access the grievance procedure. Upon the closing of a shelter home, all agreements with the shelter home parents shall terminate. 3.10: Records and Confidentiality (1) Residents' Records. Except as provided in 606 CMR 3.10(1)(k), the licensee shall maintain a written record for each resident which includes: (a) a face sheet which identifies each resident by the following information, where available: 1. the name, date of admission, date of birth, place of birth, citizenship, and primary language of the resident, if other than English; 2. father's name, mother's name and parents' marital status; 3. name, address and telephone number of parents, legal guardian, and closest relative available in case of emergency; 4. sex, race, height, weight, color of hair, color of eyes, and identifying marks; 5. medical condition significant to the resident's well being, including allergies and current medications; 6. description of the resident's ability for self-preservation; 7. referring agency, name of social worker and telephone number; 8. custody, guardianship and/or commitment status; 9. date of discharge and resident's location after discharge; 10. individual or agency responsible for follow-up contact with the resident. (b) copy of complete evaluations as required by 606 CMR 3.05(1)(f) and (g); (c) documentation of intake services, as required by 606 CMR 3.05(3)(c); (d) written assessment of needs and the individual service plan as required by 606 CMR 3.05(4); (e) written reports of periodic reviews as required by 606 CMR 3.05(5); (f) written report of the discharge conference and summary as required by 606 CMR 3.05(7); (g) written summary of any follow-up services provided, as required by 606 CMR 3.06(12); (h) health records may be included in the case record or maintained at a designated health location, such as a nurse's office, provided that coordination of records occurs. Health records indicating resident's health while enrolled in a program shall include: 1. documentation of physical and dental examinations as required by 606 CMR 3.06(4); 2. a record of prescribed medications administered to the residents. (i) all necessary authorizations and consents, including the placement agreement required by 606 CMR 3.05(2)(d), all consents required for the medical care of the resident and Interstate Compact Documents, where applicable;. (j) copies or originals of all correspondence relating to the placement, treatment, progress and discharge of the resident; (k) copies of all incident reports as required by 606 CMR 3.04(3)(h) and (i); (l) Programs serving teen parents shall maintain a written record for each child of a teen parent which includes at the least: 1. written information as specified in 606 CMR 3.10 (1)(a), (g), (i), and (j); 2. service plan information required by 606 CMR 3.10(1)(c) shall include documentation of health care, routine child care, and if relevant, behavior support and education; If the licensee maintains a separate record for the child(ren) of teen parents, the parent's record and the child's record shall be cross-referenced. One discharge plan and summary of services provided may be completed for the resident and his or her family unit. (2) Shelter Home Records. The licensee shall maintain a written record for each shelter home which includes: (a) shelter home parents' written application; (b) summary of shelter home study and assessment of shelter home parents; (c) documentation of a completed background record check in accordance with 606 CMR 14.00: Criminal Offender and Other Background Record Checks on shelter home parent applicants and all household members 15 years of age or older prior to approval as shelter home parents; (d) documentation of telephone reference checks; (e) record of each child placed in the shelter home, including the child's full name, date of placement, and date of discharge; (f) periodic progress reports, at least annually, as required by 606 CMR 3.09(13); (g) copy of the licensee's written agreement or contract with shelter home parents; (h) all correspondence concerning the shelter home; (i) any other information necessary to furnish a basis for review, study, and assessment of the shelter home; (j) at any time when a shelter home is closed, the date and reasons for the closing and a copy of the written notification to the shelter home parents. (3) Authentication and Updating. The licensee shall maintain records and logs which shall be legible, dated and signed by the individual making the entry. The licensee shall continually update all information in each resident's record. (4) Maintenance. The maintenance, retention, dissemination, duplication, storage and periodic destruction of resident's records shall accord with the following: (a) If a licensed program is subject to approval by the Massachusetts Department of Elementary and Secondary Education, the licensee shall maintain, retain, disseminate, duplicate, store and destroy all resident's records in a manner which complies with the Massachusetts Student Records Regulations (MSRR) 603 CMR 23.00: Student Records, and shall not be bound by 606 CMR 3.10(4)(b); (b) If a licensed program is not subject to MSRR, the licensee shall maintain its resident's records for a period of seven years in the following manner: 1. Information contained in a resident's record is privileged and confidential. 2. Such information may be distributed or released as necessary to persons directly related to implementing the resident's service plan without written consents. 3. Such information may not be distributed or released to persons not directly related to implementing the resident's service plan unless appropriate consents are obtained. (5) Access to Records. Residents' records shall be the property of the licensee who shall have written procedures which provide for: (a) accessing a resident's records by a resident (taking into account his or her capacity to understand), parent(s), person other than the parent who has custody or a person not directly related to the service plan; (b) identifying person(s), if any, whose consent(s) is required before information in a resident's records may be released; (c) duplicating and costs for duplicating, if any; (d) releasing information contained in a resident's record; (e) making available summaries of progress reports in lieu of the entire case records; (f) securing the information contained in a resident's record against loss, defacement, tampering or unauthorized use; (g) storing and preserving a resident's record. (6) Storage and Preservation. If a program intends to cease operation, it shall submit to the Department a written plan for the storage and preservation of residents' records at least 120 days before ceasing operation. (7) Communication Logs. Each licensee shall maintain a log or record system to assure communication among staff and continuity of service. The log shall be in writing and kept on a daily basis unless the size or staffing pattern require another frequency. (8) Admissions Register. Each shelter program shall keep and maintain a current register of all children admitted to and discharged from the program, documenting at a minimum, the child's name, date and time of admission, date and time of discharge, location after discharge and person responsible. 3.11: Applicability (1) Obligation to Comply. 606 CMR 3.00 reflects basic standards for the operation of residential programs serving children and teen parents. Department licensure shall not relieve facilities of their obligation to comply with any other applicable state or federal statutory or regulatory requirements or requirements set forth in their contracts with the referral sources. Whenever possible, these other statutory regulatory and contractual requirements shall be construed in a manner that is consistent with 606 CMR 3.00. (2) Severability. If any provision contained in 606 CMR 3.00 or the application thereof is held invalid to any person or circumstances the remainder of 606 CMR 3.00 and the application of the provision in question to other persons not similarly situated, or to other circumstances, shall not be affected thereby. (3) Prior Licenses. Any license or approval in effect immediately prior to the effective date of 606 CMR 3.00 shall, notwithstanding its expiration date, remain in effect, unless suspended or revoked, until a new license or approval is issued or expressly refused or revoked under 606 CMR 3.00. 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First Grade Resources: Student Sign-on Portal Single Sign-on Portal (SSO) Grade Level Goals: Students who complete this course successfully will be able to: Math: - Use objects, pictures and expanded and standard forms to represent numbers to 120 - Represent the comparison of 2 numbers to 100 using symbols <, >, = - Recite numbers from any given number forwards - Recite numbers from any given number backwards - Skip count by 10's, 5's, and 2's to determine the total number of objects up to 120 in a set - Identify the U.S Writing: - Plan, write, and revise informational/literary texts - Use sounds, spelling patterns, and word wall to spell - Write legibly and uses proper letter formation and spacing - Recognize and use correct punctuation and capitalization Reading - Hear and manipulate the sound components in language - Demonstrate thinking within the text including retell of important events or details - Demonstrate thinking beyond and about the text including making connections, inferring, and authors craft - Read and comprehend on target level and uses an increasingly flexible range of strategies. Student Evaluation: The grading system for First Grade is as follows: * Standards based report card, based on mastery of standards (TEKS) assessed/observed by teacher * Students will get feedback on report care in the core content areas of Math, ELAR, Science, and Social Studies. The reporting categories are as follows: \| Category \| \| \| \| Description \| \|---\|---\|---\|---\|---\| \| \| 3 \| \| Meets standard \| \| \| \| 2 \| Approaching standard \| \| \| \| \| 1 \| \| Area of concern \| \| Assignments, exams, expectations outside of the classroom: Students should be reading at least 20 minutes each night. Attendance/Tardy Policy/Make-Up Work: Daily attendance will be taken, and compulsory attendance will be followed. If a student is not present each class/course, the normal truancy process will be followed (TEC, §25.092). Students must be present for 90% of the required days of learning to be promoted to the next grade level or receive credit towards graduation, if in high school. Doors open at 7:05. 1st bell rings at 7:25 Tardy bell rings at 7:35 All students shall be allowed to makeup work when they are absent from class. Students shall have a time equal to days absent from class plus one day to complete all missed assignments. Under extenuating circumstances such as long-term illness or family emergencies, teachers will work with the student to determine the due dates for make-up work missed. Teachers may reduce the length or number of assignments if the appropriate TEKS are covered. Students returning to class following an absence are responsible for discussing with the teacher what is to be completed and date for such completion, along with securing necessary materials and notes. Make-up work, including tests, at teacher discretion may be an alternate version of the original work (including online) if it is at the same level of cognition and covers the identical learning target(s). Make-up tests should be administered before or after school to prevent a student from missing additional class time. At a teacher's discretion, tests may be made up during the school day. Work, including tests, assigned prior to an absence may be due on the first return day. Classroom Expectations: - being engaged during meetings - coming prepared each day - pay attention, participate, and ask questions - show respect towards yourself, your peers, and your teacher - complete daily assignments/activities Academic Integrity: Academic integrity values the work of individuals regardless if it is another student's work, a researcher, or author. The pursuit of learning requires each student to be responsible for his or her academic work. Academic dishonesty is not tolerated in our schools. Academic dishonesty includes cheating, copying the work of another student, plagiarism, and unauthorized communication between students during an examination. The determination that a student has engaged in academic dishonesty shall be based on the judgment of the classroom teacher or other supervising professional employee and considers written materials, observation, or information from students. Students found to have engaged in academic dishonesty shall be subject to disciplinary and/or academic penalties. The teacher and campus administrator shall jointly determine such action.	<urn:uuid:6877dc3a-3923-4482-9457-19ada09fb3c5>	CC-MAIN-2022-49	https://www.emsisd.com/cms/lib/TX21000533/Centricity/Domain/7340/Salazar%20First%20Grade%20Syllabus%2022-23_Rachel%20Salazar.pdf	2022-12-05T04:16:23+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00265.warc.gz	801,474,055	928	eng_Latn	eng_Latn	0.99687	eng_Latn	0.997531	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1736, 4446 ]	[ 3.421875 ]	4	0
Karen Saxby Creative teaching material for young learners Test prep worksheet for Starters. Look at the picture. Listen and draw lines from the kite, the cow, the apple, the guitar, the pencil, the rug and the shoe to the right place in the picture. Karen Saxby Make sure learners understand that in the speaking test, the objects are on cards which they actually put on the picture in the right place. See sample test large pictures and choice of 8 object cards online. Here, they draw lines between the object and the right place (like they do between people's names and people in the picture (Listening Part 1). Speaking part 1 test preparation. * Ask learners a few questions about the picture, e.g. How many houses can you see? Is there a car on the road? A truck/lorry? What's in the box? Which animals can you see? * Explain what learners have to do. Make sure everyone has a copy of the picture and a pencil. * Do an example in open class. Slowly and clearly say Put the shoe under the chair. Repeat the instruction. Check that learners have drawn their lines to the right place. * Continue with the other instructions repeating each one. Put the cow behind the truck/lorry. Put the apple between the two birds. Put the pencil in the box. Put the guitar on the elephant's head. Put the rug in front of the man with the balloons. Put the kite under the helicopter. * Check answers and congratulate learners. Listening and writing Can you see the truck/lorry? Colour it green please. That's right. Colour the truck now. Make it green. * You might like to use the picture to practise the listening colouring part 4 too although, in the test, learners colour the same object that appears in different places. Give instructions slowly and clearly with a range of simple structures. Repeat both the object and the colour in this practice activity, e.g. Now the sun. Find your orange pencil and colour the sun orange. Colour the box, please. Make the box blue. That's right. Colour it blue. There's an elephant here too! Colour the elephant's head. What colour? Let’s colour it pink. Yes, pink. * Ask learners to label five different things or, accepting any right answers, to complete sentences about the picture, e.g. There are five ………….. . You can't see the elephant's ………….. . The old ………….. is reading. The balloons are in the man's …………... . You can see the giraffe's …………... . One person is driving a …………... . And colour the tree. Colour it yellow. I like yellow. Make the tree that colour. Great! Thank you.	<urn:uuid:55a42cc2-6994-4291-ad06-0dc5bdd5d0a4>	CC-MAIN-2022-49	https://www.karensaxby.com/_files/ugd/730556_46442adb340e4c20a232697d53994447.pdf	2022-12-05T04:10:54+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00265.warc.gz	891,255,007	572	eng_Latn	eng_Latn	0.997056	eng_Latn	0.998687	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 253, 2544 ]	[ 4.53125 ]	2	0
Steele County Times – October 19, 2022 Dodge group joins 32 others in battling water rules with factory farms By Rick Bussler, Publisher Six national public interest advocacy organizations and 27 state and community-based organizations representing 15 states have joined in the lawsuit filed with the Ninth Circuit Court of Appeals Oct. 7. Among the organizations is Dodge County Concerned Citizens (DCCC). A broad coalition of public interest and environmental justice organizations have filed a lawsuit against the Environmental Protection Agency alleging the EPA has failed to respond to a legal petition urging the agency to strengthen clean water rules governing factory farms. The suit aims to force the EPA to finally issue a formal response to a rulemaking petition that had been filed more than five years ago by the organizations. The agency's complete failure to respond, the groups allege, violates the Administrative Procedure Act (APA), which requires agencies like the EPA to respond to petitions "within a reasonable time." "The vast quantities of manure generated from CAFOs are typically disposed of, untreated, on cropland where it can seep or run off to pollute waterways and drinking water sources," the suit claims. In the suit, the groups argue the current delay is unreasonable on its face, and that the EPA's inaction is unlawfully prolonging dangerous pollution and public health threats from factory farms. Most livestock in the U.S. is raised in concentrated animal feeding operations (CAFOs), which can confine thousands or even millions of animals and their waste. The Clean Water Act defines CAFOs as "point sources" of pollution, which should require polluting CAFOs to follow discharge permits that restrict their pollution discharges into rivers and streams. But due to the EPA's weak regulations, only a small fraction of CAFOs have the required permits, the groups claim, adding the permits that do exist are weak and inadequately protective of water quality. "The EPA's refusal to even answer simply confirms that it will not hold this industry accountable without legal and public pressure," said Tarah Heinzen, legal director for Food & Water Watch. "We will not let the EPA continue to delay while factory farms pollute with impunity, endangering public health and fouling our rivers and streams across the country." According to the lawsuit, the EPA's failed approach has led to widespread factory farm pollution in waterways and communities across the country. The petition, which was filed in May 2017, provided a roadmap for the EPA to close loopholes that have enables CAFOs to avoid regulation and to make permits stronger and more effective. Sonja Trom Eayrs of DCCC said her family's farm located northeast of Blooming Prairie is situated at the headwaters of the Cedar River, which flows south into Iowa and eventually the Mississippi River. She said although the Trom farm is surrounded by 12 hog operations confining an estimated 30,000 hogs in a 3-mile radius, the family has never applied manure from area CAFOs on the land. Segments of the Cedar River are now on the Impaired Waters list, including the segment downstream from the Trom farm." "This influx of CAFOs and their waste has severely harmed the environment and quality of life in the local community," Trom Eayrs said. "CAFOs dispose of this waste on cropland in the immediate area, leading to degradation of local waterways. In addition to the local group organized by Trom Eayrs, other petitioners in the lawsuit include: Food & Water Watch, Center for Food Safety, Dakota Rural Action, the Environmental Integrity Project, Helping Others Maintain Environmental Standards, Institute for Agriculture and Trade Policy, Iowa Citizens for Community Improvement, Kewaunee CARES, Midwest Environmental Advocates, and North Carolina Environmental Justice Network. The groups claim to represent millions of supporters across the country.	<urn:uuid:cac361f3-83dc-4fcc-b7d1-498f1b91af44>	CC-MAIN-2022-49	http://nebula.wsimg.com/426965d09271f03433382f7671cf6e10?AccessKeyId=41762AA0E44EDC919738&disposition=0&alloworigin=1	2022-12-05T05:43:14+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00267.warc.gz	35,454,882	782	eng_Latn	eng_Latn	0.996708	eng_Latn	0.998082	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2697, 3959 ]	[ 1.390625 ]	1	0
Nordic Climate Facility (NCF) Annual Review 2014 NEFCO, Helsinki, 10/04/2015 Final TABLE OF CONTENTS 1. INTRODUCTION The Nordic Climate Facility (NCF) provides grants with co-financing requirements to encourage and promote technological innovations in areas susceptible to climate change in low-income countries. NCF is financed by the Nordic Development Fund (NDF) and administered by the Nordic Environment Finance Corporation (NEFCO). The facility is targeting private and public organisations with relevant experience which are registered in Denmark, Finland, Iceland, Norway or Sweden and which are in a partnership with a local partner will undertake to implement projects in one or more eligible countries. To date, NCF has launched five calls for proposals for innovative ideas, each focusing on specific themes relating to climate change and development. This review has been prepared by NEFCO. It summarises and analyses the progress of NCF in 2014. The report is divided into six main sections. After the introduction and executive summary, section three discusses the progress towards the achievement of NCF's objectives on a general level and section four summarises the implementation status of each NCF call at the end of 2014. The fifth section focuses on the institutional aspects of NCF administration as well as co-operation and division of responsibilities between NEFCO and NDF. The last section contains the discussion and conclusions. Results of projects completed in 2014 are presented in Annex 1. 2. EXECUTIVE SUMMARY The year 2014 was the fifth full year of operations since the NCF facility was launched in late 2009. Activities during the year focused on the selection and contracting of NCF4 projects, the day-to-day management of NCF1-3 projects, as well as the planning and launch of NCF5. At the end of 2014, NCF had 50 projects in various stages of implementation. As of 31 December 2014, the cumulative funding for five NCF calls for proposals was EUR 26.37 million. The total value of the programme was approximately EUR 39.5 million (including the co-financing share for the projects). In 2014, a total of nine projects selected under NCF1 and NCF2 were completed, bringing the total number of completed projects to 16. Two NCF1 projects continued to face delays and the conditions for continuing one of the two projects were assessed. All 14 NCF3 projects have been implemented and are well underway, with the first projects due for completion in 2015. Negotiations with shortlisted NCF4 projects started in the autumn of 2014 and by the end of the year, grant agreements had been signed for three projects. In December 2014, the fifth call for proposals (NCF5) was launched with the theme Climate Resilience in Urban and Private Sector Contexts. The deadline for prequalification applications was 30 January 2015. The results and progress of the completed and ongoing NCF projects have, during 2014, contributed to the achievement of key NCF objectives. These objectives are: (i) facilitating exchange of technology, knowledge, know-how and innovative ideas between the Nordic countries and low-income countries in the field of climate change; (ii) increasing the low-income countries' capacity to mitigate and adapt to climate change; and (iii) contributing to sustainable development and the reduction of poverty. Amongst the development impacts of NCF projects completed during 2014 are direct improvements in access to safe water and sanitation to reduce the incidence of water-borne diseases. Projects related to urban adaptation have increased the preparedness of target communities to impact of climate change and hydro-meteorological disasters as well as increased the capacity of local municipal and governmental authorities to address issues related to climate change adaptation and to take them into account in urban planning. Projects have also increased the income of the beneficiaries and created employment and business opportunities. The business development aspects of NCF projects are expected to increase further, since projects selected under NCF3 and NCF4 are increasingly expected to support the involvement of private sector in climate change mitigation and adaptation actions. Concrete business development projects have the potential to leverage more private funds for climate actions after the completion of the NCF financed project. NCF financing has increasingly strengthened its role as seed money for innovative climate change related business ideas rather than support for business as usual activities. 3. PROGRESS ASSESSMENT 3.1. Progress towards achieving the overall NCF objectives The main objectives of NCF are to: (i) facilitate the exchange of technology, knowledge, know-how and innovative ideas between the Nordic countries and low-income countries in the field of climate change; (ii) increase the low-income countries' capacity to mitigate and adapt to climate change; and (iii) to contribute to sustainable development and the reduction of poverty. NCF's purpose and objective is also to encourage testing of concrete concepts relating to climate change and, more specifically, to facilitate partnerships. For NCF1 and NCF2 the expected results included the financing for feasibility studies, demonstration and pilot projects as well as development of strategies for showcasing and adopting suitable technologies as viable alternatives to develop business-oriented initiatives related to climate change mitigation and adaptation. For NCF3, the expected results are similar with the exception of prefeasibility and feasibility studies, as it was decided to give priority to concrete investment projects based on the lessons learned from NCF1 and NCF2. NCF4 and NCF5 continue along the lines of NCF3. In NCF4, the focus was shifted towards various direct and indirect ways of supporting private sector development, promoting economic activity and facilitating the private sector's participation in climate-related development efforts. NCF4 projects are expected to promote green growth that stimulates low carbon development, alleviates poverty and/or reduces vulnerability and increases resilience to climate change. Projects to be financed under NCF5 approved by the NDF Board of Directors on 25 November 2014 and opened in December 2014 - are expected to support climate solutions which are implemented by public and private sector actors through a diversity of partnerships under the theme Climate Resilience in Urban and Private Sector Contexts. NCF5 projects are also expected to have even stronger gender impacts as compared to previous NCF calls. 1 Due to some regional projects, the total amount of NCF projects that are completed or under implementation is 50. 6 3.2. Mitigation and adaptation impacts All NCF projects increase the host countries' capacity to mitigate and adapt to climate change 2 and facilitate the exchange of technology, knowledge, know-how and innovative ideas between the Nordic countries and the host countries related to climate change. NCF projects are almost equally divided between mitigation and adaptation. The total estimated CO2e reductions for the whole NCF portfolio is a somewhat challenging task to calculate and estimate in isolation to the direct impacts linked to completed projects. More than 50% of the projects are ongoing, and expected emission reductions are sometimes optimistically calculated. While mitigation impacts are of key consideration for NCF, it has never been the only selection criteria as adaptation, innovativeness and development impacts are similarly crucial. Most projects combine mitigation and adaptation and are classified as combination projects. Some projects are classified as mitigation only even though there typically are some adaptation impacts as well. The multifactor criteria used in project evaluation and selection leads to NCF projects not being comparable as far as their impacts are concerned. The annual direct CO2e reductions in mitigation projects are characteristically quite modest, given the small scale of the projects. The annual direct reductions typically vary from 100 t/a to 4000 t/a. In some cases, as in FCG's Nepalese project, externally assessed emissions reductions are 16,500 t/a from the improved cookstoves. In some cases considerably more emission reductions will be generated and there are also indirect reduction opportunities identified via scaling-up and replication potential. For adaptation projects the results typically vary from comprehensive studies, climate modelling, adaptation strategy work to concrete water harvesting, sustainable agricultural, safe water access, tree planting and erosion control activities – typically closely linked with development impacts. 2 All NCF2-NCF4 projects have passed the NCF's climate screening criteria for mitigation and/or adaptation. NCF1 projects were also assessed later, after the introduction of the NDF Climate Screening tool to meet the criteria. Table 1. Impacts of completed NCF mitigation and combination projects \| Grantee \| \| Name of project \| \| Actual direct mitigation impacts, tCO /a 2e \| Expected lifetime \| \| Actual total \| Scaling-up potential \| \| Status as of 31.12.2014 \| \| Assessment/comments \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| \| \| \| \| direct \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| mitigation \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| impacts, \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| tCO 2e \| \| \| \| \| \| \| \| Gaia Consulting Oy \| \| \| GHG Mitigation and Sustainable \| 1,280 \| 5 \| 6,400 \| \| Potential exists, funding pending \| \| Completed in 2012 \| \| \| \| \| \| \| \| Development through the Promotion of \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Energy Efficient Cooking in Social \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Institutions in Ethiopia \| \| \| \| \| \| \| \| \| \| \| \| Hifab Oy \| \| Demand Side Management for Climate Change Adaptation for the Ethiopian Power Sector \| \| - \| - \| - \| \| Approx. 1000 t/a if the recommendations implemented; considerably more if the saved energy is assumed to be exported to the neighbouring countries with high EF \| \| Completed in 2012 \| \| Study. Also adaptation related. \| \| \| \| Raw Materials \| \| Energy efficient recycling of electric and \| 95 \| 10 \| 950 \| \| \| Considerable potential, up to 100,000 t/a \| \| Completed in \| \| Mainly a study and \| \| \| Group AB \| \| electronic scrap, e -scrap, Ghana \| \| \| \| \| \| in Ghana, and more elsewhere in Africa \| \| 2013 \| \| capacity building project \| \| Danish Red Cross \| \| \| Community based adaptation to climate \| 2,670 \| 15 \| 40,050 \| \| Notable scaling-up potential, and replication on-going \| \| Completed in 2014 \| \| Also adaptation impacts \| \| \| \| \| \| change through environmentally \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| sustainable water resource \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| management in Isiolo District in Kenya \| \| \| \| \| \| \| \| \| \| \| \| Solvatten AB \| \| \| Enhancing capacity for adaptation to \| 5,700 \| 7 \| 39,900 \| \| Good scaling-up potential, and replication on-going \| \| Completed in 2012 \| \| Also adaptation impacts \| \| \| \| \| \| and mitigation of climate change in \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Kibera, Nairobi \| \| \| \| \| \| \| \| \| \| \| \| Motiva Services Oy \| \| \| Strengthening National Capacities on \| - \| - \| - \| \| \| 4,000 t/a of direct potential if the \| \| Completed in \| \| Study and capacity \| \| \| \| \| Energy Efficiency, Nicaragua \| \| \| \| \| \| suggested measures will be implemented \| \| 2013 \| \| building project \| \| Norges Vel, Norway \| \| \| Sustainable renewable energy \| 538 \| 10 \| 5,380 \| \| 43,540 t/a up to 30 years \| \| \| Completed in \| Replication continuing \| \| \| \| \| \| businesses in Uganda \| \| \| \| \| \| \| \| practice in 2014 \| \| \| \| FCG Finnish Consulting Group Ltd, Finland \| \| Promoting Renewable Energy Technologies for Enhanced Rural Livelihoods, Nepal \| \| 16,500 \| 6 \| 99,000 \| \| Some continuation possible (linked to other on-going activities) \| \| Completed in 2014 \| \| Lifetime could be longer, also adaptation impacts \| \| \| Reykjavik Geothermal ehf, Iceland \| \| Karisimbi Geothermal Prospect, Rwanda \| \| - \| - \| - \| \| Should the drilling be successful, a 10 MW pilot plant could reduce up to 60,000 t /a over a lifetime of up to 25 year \| \| Completed early in 2014 \| \| Management support and capacity building project \| \| \| Royal Institute of Technology (KTH), Sweden \| \| Urban and industrial waste to energy- promoting sustainable development in Bolivia \| \| - \| - \| - \| \| Potentially up to approximately 50,000 t/a CO (indirect) if the key 2e recommendations can be implemented with additional potential identified. \| \| Completed in practice in 2014 \| \| Mainly a study, also adaptation related \| \| For adaptation, defining concrete results and/or adaptation indicators is still somewhat challenging. The impacts of climate change on social and developmental issues, such as health, livelihoods, food and water, education and security, are expected to increase and could lead to water shortages and droughts, increased risk of food shortages, the expansion of aridity as well as impacts on crops as a result of increased difficulty to predict weather patterns. Adaptation impacts are hence typically closely linked to development impacts. The key adaptation benefits of NCF projects are linked for example to ensuring access to safe and affordable water for the beneficiaries, capacity building of the communities and partners involved, understanding potential adaptation measures that are crucial to the management of climate-related disasters, facilitating better planning for infrastructure development and improving preparedness for flood disaster prevention. Particularly in NCF2, the projects that focused on Urban Adaptation have provided local and national authorities with the relevant tools to address the risk of floods in urban areas and establish early warning systems. Each NCF call has also included projects that are implemented in rural areas where adaptation measures are necessary to secure the farmers' livelihoods as a result of unpredictable weather events. This entails often the introduction of new 'climate smart' farming techniques such as the use of cover crops to prevent erosion of the soil during harvest or combining agriculture with forestry. Please see Annex 1 for a detailed description of climate change impacts of NCF projects completed during 2014. 3.3. Development impacts NCF projects aim to tackle climate change issues through a diversity of measures. However more emphasis is being put on concrete investment projects that encourage the private sector's involvement also in development efforts. Already in NCF1, only two out of the fourteen projects were studies but the remaining twelve projects were investment projects or combinations of some concrete activities with studies, capacity building and strategy work. In NCF3 and NCF4, all projects are expected to generate tangible results whereby stand-alone studies or capacity building activities are no longer accepted unless they result in concrete business development and investments. NCF projects are required to result in defined development impacts, which, in most cases, are closely linked to adaptation and sometimes also to mitigation impacts. Again, the magnitude of these impacts varies due to the multifactor criteria used for project selection. Some typical development impacts are income creation and employment, improvements in nutrition and health and access to safe water. NCF projects completed during 2014 were expected to lead to savings in energy costs in low-income communities, reduced exposure to indoor air pollution especially for women and children; new employment opportunities, and reduction of poverty. Many projects have also built the local capacity to address issues related to climate change adaptation. Adaptation projects can protect vulnerable developing societies, promote stability and contribute to environmentally sustainable urban development. While not a prominent feature of projects, a few of them also have placed particular emphasis on cross-cutting issues such as gender equality. For example, improved cook stoves have diminished women's time in collecting fuel wood and thanks to the vicinity of solar powered water pumps; time spent on fetching water has equally diminished. Attention to gender aspects is likely to increase in the future since upcoming NCF5 projects are expected to have even stronger gender considerations as compared to previous NCF calls. The number of final beneficiaries in NCF projects varies and is dependent on the type of project. Some NCF projects completed during 2014 have enhanced the capacity of entire municipalities whereby the number of direct beneficiaries of the project may have been only tens or hundreds of people but the indirect beneficiaries, i.e. inhabitants of those municipalities, may rise up to millions. This is the case of KTH's waste management project in Bolivia which could potentially benefit over 2 million inhabitants of the cities of La Paz and El Alto, if the waste management and biogas strategy developed by the project is implemented. Projects which have aimed at improving livelihoods of local people have typically reached from few thousands to some 15,000 direct beneficiaries. This is the case of the NCF1 Danish Red Cross project in Kenya which secured access to safe water to 15,000 people in the Isiolo district or the NCF2 Finnish Red Cross project in Malawi where 15,000 people living in areas prone to floods now get early weather warnings. Please see Annex 1 for a detailed description of development impacts of NCF projects completed during 2014. 3.4. Innovativeness, partnerships and Nordic interest As discussed in previous NCF Annual Reports, innovativeness and partnerships between Nordic and local partners are key NCF objectives and these, together with Nordic interest, are to varying degrees present in all NCF projects. What comes to innovativeness, the projects completed during 2014 have, among others, promoted the transfer of innovative technologies into a new environment or combined existing methods and technologies in a way that is new to the local context. The majority of projects completed during 2014 have been selected through the second call for proposals. Five out of twelve NCF2 projects focused on increasing resilience to climate change in urban environments under the theme of Urban Adaptation. These projects have, for example, enhanced the host countries' capacity to predict and respond to extreme weather events or to integrate climate change issues to urban planning procedures. For example, COWI's project in Mozambique combined new and existing data on climate change with local development issues whereas Aalborg University integrated climate change considerations into Strategic Environmental Assessment in Viet Nam. The other theme in NCF2 was Renewable energy. The Norges Vel project introduced a holistic view on renewable energy business development in Uganda and Reykjavik Geothermal's geothermal development support project in Rwanda is an example of a project, which is the first of kind in the host countries. The FCG International's project provided for example improved water mills that were based on traditional technology but were new to the remote areas in far west Nepal where they were installed. In terms of learning, the local partners' capacities increased to also allow for smooth promotion of the technology after the end of the project. As many urban adaptation projects of NCF2 have been targeted at increasing the host countries' resilience and capacity to adapt to climate change, the projects have interacted with a rather high number of stakeholders, especially from the public sector. Common to COWI's and NIVA's projects is the large number of other public stakeholders, who may not have been directly involved in the project implementation as local partners but have either been direct beneficiaries through capacity building activities or implementing new tools to enhance preparedness or resilience. COWI's project for example has interacted with five Mozambican governmental institutions in addition to the two local partners of the project. NIVA's project reached a handful of other municipalities in Sri Lanka and 16 ministries or governmental authorities, among others. Co-operation between Nordic and local partners has appeared to function well in most projects. Some signs of challenges may be apparent in setting up actual business in some NCF3 projects but as of today, there are no reported issues between the Nordic and local partners. Please see Annex 1 for a summary of innovativeness, learning and partnership aspects for completed projects. Local ownership of projects has been partly secured through the co-financing requirement, which has been gradually tightened since NCF1 which did not apply any co-finance criteria directly but higher cofinancing gained more scoring points. Despite that, and as shown in Table 2 below, the share of cofinancing in NCF1 was as high as 39% which increased to a reported share of 41% as the projects came to their end. In NCF2 the share of co-financing in selected projects is 30%. Since NCF3 the co-financing criteria has been raised to 20% and in NCF4 10% of total budget must be local. In NCF3 the estimated share of co-financing will be 49% whereas in NCF4, the share of co-financing counted on the basis of the signed grant agreements and final applications is as high as 62%. More issues regarding securing the co-financing have however been encountered during the NCF4 negotiation phase as compared to previous rounds which could ultimately result in a lower share of co-financing than predicted. 3 As NCF projects are typically pilot projects with scaling-up potential, NCF funding is likely to leverage additional finance in the longer term. 4 Table 2. NCF grants and co-financing, NCF1-4 5 \| \| \| Total project \| NCF grants \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| budget \| \| NCF grants \| \| \| \| Total co-finance \| \| \| \| EUR \| \| EUR \| \| \| share of total \| EUR \| \| share of total \| \| \| \| \| \| \| \| project budget \| \| \| project budget \| \| NCF1 \| 8,491,675 \| \| 5,047,414 \| \| 59% \| \| 3,444,261 \| \| \| \| NCF2 \| 7,287,578 \| \| 5,125,673 \| \| 70% \| \| 2,161,905 \| \| \| \| NCF3 \| 11,120,754 \| \| 5,653,473 \| \| 51% \| \| 5,467,281 \| \| \| \| NCF4 \| 12,620,192 \| \| 4,834,084 \| \| 38% \| \| 7,786,108 \| \| \| \| TOTAL \| 39,520,199 \| \| 20,660,644 \| \| 52% \| \| 18,859,555 \| \| \| To assess the Nordic countries' and the private sector's role in NCF, some useful indicators are the cofinancing originating from the Nordic countries and from the private sector in general. As can be seen in Table 3 below, the share of co-financing originating from Nordic countries (both public and private sector) is fairly modest and it has also diminished since NCF1 being only 4% of total project budget for NCF4. The co-financing originating from Nordic countries could be higher so that NCF could act also as a mechanism to leverage Nordic funds for climate change efforts. 3 In January 2015 it seems likely that grant agreements will not be signed for three projects with a high share of co-financing. 5 Figures for NCF1-2 are based on financial reports and agreed budgets, for NCF3-4 figures are based on agreed budgets and final applications. For example, NCF1's co-financing share has increased from the originally calculated share. 4 Some scaling-up/replication activities are on-going. Table 3. Nordic co-financing, NCF1-4 6 \| \| \| Nordic co-financing \| \| \| \|---\|---\|---\|---\|---\| \| \| EUR \| \| \| Share of total project \| \| \| \| \| \| budget (including NCF \| \| \| \| \| \| grants) \| \| NCF1 \| 1,501,692 \| \| 18% \| \| \| NCF2 \| 850,824 \| \| 12% \| \| \| NCF3 \| 854,543 \| \| 8% \| \| \| NCF4 \| 545,702 \| \| 4% \| \| \| TOTAL \| 3,752,762 \| \| 9% \| \| The table 4 below shows the share of private sector co-financing, i.e. all co-financing originating from private sector actors in the Nordic countries, host countries or internationally. The share of private sector co-financing, however, has been more stable being the highest for NCF3 which is most likely due to the strong emphasis on private sector development of the call. Table 4. Private sector co-financing, NCF1-4 7 \| \| Co-financing originating from private sector \| \| \| \| \|---\|---\|---\|---\|---\| \| \| EUR \| \| Share of total project \| Share of total co- financing \| \| \| \| \| budget (including NCF \| \| \| \| \| \| grant) \| \| \| NCF1 \| 2,684,431 \| 32% \| \| 78% \| \| NCF2 \| 1,156,525 \| 16% \| \| 53% \| \| NCF3 \| 5,280,321 \| 47% \| \| 97% \| \| NCF4 \| 4,926,496 \| 39% \| \| 63% \| \| TOTAL \| 14,047,773 \| 36% \| \| 74% \| 3.5. Continuation and scaling-up Continuation, replication and scaling-up activities are of key importance for NCF. As no official system has been built into NCF in order to follow-up projects once NCF financing is over, information on these aspects are still somewhat scattered and not fully studied. It can be, however, noted the NCF's support for Solvatten in early phase of deployment of the novel technology has likely supported company's continuing activities. Likewise, a project centred in Kenya around Grundfos' LIFELINK leapfrogging technology with the Danish Red Cross is being replicated elsewhere in Eastern-Africa. Another IFI is following-up Pöyry Management Consulting's charcoal project in Ghana with possible replication considerations. 6 As above. 7 As above. 4. IMPLEMENTATION OF NCF PROJECTS 4.1. NCF1 NCF1 was launched in October 2009 with the focus on water resources and energy efficiency. The implementation of NCF commenced in late 2010 with the original closing dates scheduled for late 2012 and early 2013. By the end of 2014, eleven NCF1 projects had been fully completed. One project was terminated in an early phase. While the progress of NCF1 projects has generally been good, two projects have continued to face delays and challenges during 2014. Four charcoal kilns have been commissioned for Green Resource's project in Ghana, and another extension has recently been granted to allow sufficient time to install the remaining eight kilns. Continuation is being discussed as sustainably produced charcoal apparently cannot compete in the market with typically unsustainably produced cheaper charcoal. The Uganda Carbon Bureau (originally also with CARE Denmark) cook-stove project has successfully completed the first issuance of carbon credits after continuous delays. Four additional cook-stove activities are still being added to the programme before the NCF components are completed. The results of completed NCF1 projects are presented in Annex 1. 4.2. NCF2 NCF2 was launched in 2010 and the Grant Agreements were signed in 2011 with most of the original closing dates scheduled for the end of 2013. Three out of 12 NCF2 projects are concrete investment projects, five are mainly studies and four combine concrete activities with studies, capacity building and strategy work. Four projects, the Gaia Consulting project in Bolivia, the Stockholm Environment Institute project in Ethiopia, Norges Vel project in Uganda and DHI project in Vietnam were visited in 2014 in conjunction with other site visits or activities in the region. Three NCF2 projects were under implementation by the end of 2014 with four fully completed projects of which Pöyry Management Consulting project was completed in 2013. Aalborg University, COWI and FCG International were fully completed in 2014. Four more projects were completed in practice (Finnish Red Cross, KTH, NIVA and Norges Vel) but some final documentation was still pending at year end. Furthermore, Reykjavik Geothermal's project in Rwanda was completed early (with reduced disbursement) due to reasons beyond Grantee's control. As discussed in last year's annual report, more challenges have been observed in general in the implementation of NCF2 as compared to NCF1. These are mainly linked to implementation delays with no direct cost implication for NCF. It should be noted that a short implementation period of 2 years was also commented by the NCF external evaluation leading to 2.5 year implementation periods for NCF4-5. Eight out of 12 projects have been extended in order to obtain the planned climate and development benefits. At the end of 2014 the DHI project in Vietnam had not yet received any disbursements 8 . It is, however, likely that most NCF2 projects can be completed substantially as planned despite of the delays. The results of completed NCF2 projects are presented in Annex 1. 8 The first disbursement was finally effected in March 2015. 4.3. NCF3 NCF3 was launched in 2011 and most of the NCF3 grant agreements were signed in spring 2013 with closing dates in most projects agreed for 2015. All projects were implemented and well underway by the end of 2014. Delays, however, may be observed and it is likely that the implementation period in many projects will need to be prolonged. The delays are mostly linked to the challenging business development and investment requirements of the call. By the end of 2014 six projects had already been extended, typically by six to twelve months. 4.4. NCF4 For NCF4, launched in December 2013, the pre-qualification selection criteria were already discussed in the 2013 Annual Report. The deadline for submitting pre-qualification proposals was 31 January 2014 whereby 94 proposals were received. As expected, using the on-line application platform decreased the amount of ineligible proposals as the platform did not allow submission if the key minimum requirements were not met. A total of 79 submitted pre-qualification proposals were accepted for evaluation. In comparison with previous Calls, the number of eligible prequalifications was similar in comparison with the average number of eligible proposals in the previous calls. Based on the recommendation of the NCF external evaluation, the proposals were scored by an evaluation team without NEFCO representatives in order to keep selection of the projects and project management separate. The evaluation team consisted of two NDF representatives, one international consultant and one African representative. Based on the scoring of pre-qualification proposals, 26 applicants were invited to submit final applications, and 24 were finally received. On 18 June 2014 the NCF Management Committee approved a short-list of 12 applicants/projects with which NEFCO commenced the detailed due diligence and the grant agreement negotiations. By the end of 2014, due diligence site visits had been conducted for 11 out of 12 projects and Grant Agreements had been signed with Gaia Consulting Oy (Finland), Matis (Iceland) and Orgut Consulting AB (Sweden). In a few of the shortlisted projects, securing the co-financing has been a challenge that has delayed the conclusion of grant agreement negotiations. 4.5. NCF5 NCF5 was approved by the NDF Board of Directors on 25 November 2014 and the call for proposals was opened in December 2014 with the theme Climate resilience in urban and private sector contexts. The deadline for submitting pre-qualification proposals is 30 January 2015. As in NCF4, prequalification proposals must be sent via an online application platform, where some fine-tuning has been made based on lessons learned from NCF4. Applicants can submit questions related to the call until 9 January 2015. As in NCF4, both pre-qualification proposals as well as final applications will be scored by an evaluation team composed of both external and NDF representatives. The evaluation will be made using the on-line platform. In NCF5, all countries will be treated equally. A clear change to previous NCF calls is also the focus on increasing resilience to climate change. Potential project types under NCF5 include: * People-oriented cities, smart cities, green planning, urban agriculture, waste and sanitation, food and water security; * Transportation, low-carbon transport systems, modal switch, fuel switching, vehicle efficiency, improving conditions for public transportation, pedestrians and cycling; * Renewable energy generation for densely populated areas, energy efficiency through development of smart grids and energy-efficient buildings that reduce costs, energy demand and emissions; * Empowerment of women in climate actions and related business development; and * Identification of business opportunities related to climate change adaptation and mitigation, resilience solutions that can be replicated and disseminated globally. 4.6. Disbursement process NCF disbursements are based on substantially met milestones (or in case of advance payments, on bank guarantees). Typically, the grant agreements specify several sub-milestones of an agreed main milestone, which is the basis for the payment. In some cases, partial payments have been made for the achieved sub-milestones when those have been clearly identifiable. This approach has allowed smooth continued support for the projects without the need to amend the agreements. At the end of 2014, the NCF1 disbursement rate was 96%. Table 5. Cumulative NCF1 disbursements by project by the end of 2014 (EUR) \| Grantee \| NDF code \| Project \| \| Disbursed \| Value of the \| \|---\|---\|---\|---\|---\|---\| \| \| \| \| \| amount \| Agreement \| \| Naps Systems Oy (Finland) \| NDF C3 b11 \| Scaling the Solar Market Garden, Benin \| 415,000 \| \| \| \| Diakonia (Sweden) \| NDF C3 b12 \| Adapting to Climate Change in Bolivian Andean Community Depending on Tropical Glaciers \| 496,951 \| \| \| \| Uganda Carbon Bureau (CARE Denmark) \| NDF C3 b13 \| Fuel Efficient Stoves in East Africa: Reducing Emissions and Improving Livelihoods \| 275,074 \| \| \| \| Gaia Consulting Oy (Finland) \| NDF C3 b14 \| GHG Mitigation and Sustainable Development through the Promotion of Energy Efficient Cooking in Social Institutions in Ethiopia \| 212,000 \| \| \| \| Hifab Oy (Finland) \| NDF C3 b15 \| Demand Side Management for Climate Change Adaption for the Ethiopian Power Sector, Ethiopia \| 407,300 \| \| \| \| DHI Water Policy (Denmark) \| NDF C3 b16 \| Climate-Proofed Water Conservation Strategies in Northern Ghana \| 44,005 \| \| \| \| Raw Materials Group AB (Sweden) \| NDF C3 b17 \| Energy efficient recycling of electric and electronic scrap, e-scrap, Ghana \| 480,033 \| \| \| \| Danish Red Cross (Denmark) \| NDF C3 b18 \| Community based adaptation to climate change through environmentally sustainable water resource management in Isiolo District in Kenya \| 391,446 \| \| \| \| ORGUT Consulting AB (Sweden) \| NDF C3 b19 \| Building Adaptive Capacity to Climate Change in Kenya \| 496,750 \| \| \| \| Niras (Ramboll) Natura AB (Sweden) \| NDF C3 b110 \| Providing Assistance for Design and Management of Appropriate Water Harvesting Technologies in Arid Lands of Kenya \| 500,000 \| \| \| \| Grantee \| NDF code \| Project \| \| Disbursed \| \| Value of the \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| \| amount \| \| Agreement \| \| Solvatten AB (Sweden) \| NDF C3 b111 \| Enhancing Capacity for Adaptation to, and mitigation of, climate change in Kibera, Nairobi \| 301,290 \| \| 301,290 \| \| \| Vi-Skogen (Sweden) \| NDF C3 b112 \| Mount Elgon Integrated Watershed Management Project, Kenya \| 227,751 \| \| 227,751 \| \| \| Motiva Services Oy (Finland) \| NDF C3 b113 \| Strengthening National Capacities on Energy Efficiency, Nicaragua \| 381,046 \| \| 381,046 \| \| \| Green Resources AS (Norway) \| NDF C3 b114 \| The Bukaleba Charcoal Project, Uganda \| 220,000 \| \| 350,000 \| \| \| Total \| \| \| 4,848,646 \| \| 5,047,414 \| \| For NCF2, the total cumulative grant disbursements were 78% of the amended contracted amount of EUR 5,125,673. Table 6. Cumulative NCF2 disbursements by project by the end of 2014 (EUR) \| Grantee \| NDF code \| Project \| \| Disbursed \| Value of \| \|---\|---\|---\|---\|---\|---\| \| \| \| \| \| amount \| agreement \| \| Gaia Consulting Oy (Finland) \| NDF C3 c12 \| Financing sustainable energy through remittances flows, Bolivia \| 356,513 \| \| \| \| KTH Royal Institute of Technology (Sweden) \| NDF C3 c11 \| Urban and industrial waste to energy – promoting sustainable development in Bolivia \| 350,241 \| \| \| \| Stockholm Environment Institute (Sweden) \| NDF C3 c13 \| Demonstrating the Feasibility of Locally Produced Ethanol for Household Cooking, Ethiopia \| 124,975 \| \| \| \| Finnish Red Cross \| NDF C3 c14 \| Strengthening the resilience of people living in high risk urban and semi urban areas to weather-related disasters, Malawi \| 333,000 \| \| \| \| COWI A/S (Denmark) \| NDF C3 c15 \| GIS tool for urban adaptation to climate change and flood risk, Mozambique \| 499,236 \| \| \| \| Finnish Consulting Group \| NDF C3 c16 \| Promoting Renewable Energy Technologies for Enhanced Rural Livelihoods, Nepal \| 341,505 \| \| \| \| Pöyry Management Consulting Oy (Finland) \| NDF C3 c17 \| Enhancing sustainable energy supply for tea factories in Rwanda and Uganda \| 280,000 \| \| \| \| Reykjavik Geothermal EHF (Iceland) \| NDF C3 c18 \| Karisimbi Geothermal Prospect, Rwanda \| 449,584 \| \| \| \| Norwegian Institute for Water Research \| NDF C3 c19 \| Climate Resilient Action Plans for Coastal Urban Areas, Sri Lanka \| 378,308 \| \| \| \| The Royal Norwegian Society for Development \| NDF C3 c20 \| Sustainable renewable energy businesses in Uganda \| 400,000 \| \| \| \| DCEA, Aalborg University (Denmark) \| NDF C3 c22 \| Adapting Urban Construction Plans to Climate Change in Vietnam by the use of Strategic Environmental Assessment, Viet Nam \| 468,130 \| \| \| \| DHI Water and Environment (Denmark) \| NDF C3 c21 \| Building technology in urban flood & inundation forecasting to be applied for operational early warning system in the Ha Noi City, Viet Nam \| -9 \| \| \| \| Total \| \| \| 3,981,494 \| \| \| 9 The first disbursement was finally effected in March 2015. As for NCF1 and NCF2, disbursement for NCF3 projects are made against achieved milestones or, if agreed, against an advance payment bank guarantee. The table below summarises the disbursement status of NCF3 projects. The cumulative disbursements at year end were EUR 2,052,152 out of the contracted amount of EUR 5,653,473, i.e. the disbursement rate was 36%. Table 7. Cumulative NCF3 disbursements by project by the end of 2014 (EUR) \| Grantee \| NDF code \| Project \| \| Disbursed \| Value of \| \|---\|---\|---\|---\|---\|---\| \| \| \| \| \| amount \| agreement \| \| Viegand & Maagøe A/S (Denmark) \| NDF C3 d1 \| NAMA and Innovative Energy Optimisation in the steel sector in Bangladesh \| 70,899 \| \| \| \| University of Copenhagen – Department of Plant and Environmental Sciences (Denmark) \| NDF C3 d3 \| Promoting cañahua in the Andean highland: a highly nutritive crop with a great market potential, adapted to extreme climate conditions \| 92,715 \| \| \| \| Danish Technological Institute (Denmark) \| NDF C3 d4 \| Ecological Food Processing Unit \| 134,425 \| \| \| \| Nordic Foundation for Development and Ecology, NORDECO (Denmark) \| NDF C3 d5 \| Cambodian Farmland Carbon (CAFACA) Project \| 148,360 \| \| \| \| Finland Futures Research Centre (Finland) \| NDF C3 d5 \| Scaling up low carbon household water purification technologies in the Mekong Sub Region \| 260,613 \| \| \| \| C.F. Nielsen A/S (Denmark) \| NDF C3 d7 \| Biomass Green Briquette Fuel (GBF) Production (BidiePa) under Kitchen Efficiency Programme \| 256,810 \| \| \| \| Pöyry Management Consulting Oy (Finland) \| NDF C3 d8 \| Pilot Project: Efficiency Enhancement and Entrepreneurship Development in Sustainable Biomass Charcoaling in Ghana \| 106,458 \| \| \| \| SINTEF (Norway) \| NDF C3 d9 \| Rain Water Harvesting (RWH) for resilience to climate change impact on water availability in Ghana \| 179,821 \| \| \| \| Niras Natura AB (Sweden) \| NDF C3 c17 \| Business Development Closing the Rural- Urban Nutrient and Carbon Dioxide Cycles \| 50,000 \| \| \| \| Vi-Skogen, The Foundation Vi Planterar Träd (Sweden) \| NDF C3 d11 \| ADAPTea: Climate Change Adaptation for FAIRTRADE Tea Producers in East Africa \| 161,379 \| \| \| \| DanChurchAid, DCA (Denmark) \| NDF C3 d12 \| Mainstreaming climate-smart agriculture in solar irrigation schemes for sustainable local business development \| 106,945 \| \| \| \| Danish Forestry Extension (Denmark) \| NDF C3 d13 \| Developing low community based innovative solutions to mitigate and adapt with climate change while creating viable local business solutions \| 262,170 \| \| \| \| Norges Vel, The Royal Norwegian Society for Development (Norway) \| NDF C3 d14 \| From Waste to Local Business Development and Vigorous Soil \| 163,213 \| \| \| \| Gaia Consulting Oy (Finland) \| NDF C3 d15 \| Sustainable charcoal business development \| 58,345 \| \| \| \| Total \| \| \| 2,052,152 \| \| \| 5. ORGANISATION AND ADMINISTRATION 5.1. Financial administration The Funds Administration Agreement between NEFCO and NDF had been amended twice since the launch of the NCF programme. In December 2013 a Restated and Amended Funds Administration Agreement was signed and amended again in January 2015 bringing the total funding for five calls to EUR 26.37 million (including some interest earned). The amended agreement covers all five calls. 5.2. Management In accordance with the Funds Administration Agreement, as amended, the bulk of the implementation, administration and monitoring work related to NCF have been carried out by NEFCO with a budget for NCF Running Costs. In addition, a budget for External Expert Services is allocated. As before, all final decisions and approvals related to NCF programme have been taken by the NCF Management Committee chaired by NDF. 5.3. Reporting As before, NEFCO prepared all NCF reports including the public Annual Review) covering the year 2014. Project reporting was based on the progress and financial reports by the grantees linked to milestones. In addition, the grantees prepared a brief NCF Project Summary Report in connection with the final reporting of the project. The project specific key results have also been published on the respective project web pages 10 , and more material and updates are being added to the project descriptions. For NCF4, log frame based reporting will be strengthened and new templates for Progress and Final Reporting have been prepared. Marketing and dissemination The progress of NCF projects was mainly disseminated via the respective, regularly updated websites including specific material linked to completed projects. In October, a newsletter on NCF was published featuring three Kenyan water sector projects financed under NCF1 and some topical news on the NCF. NCF was also introduced at various meetings and through presentations by NDF and NEFCO staff including the Carbon Expo in Cologne and the Climate Finance and Investment Forum in East and Southern Africa in Kampala. NCF was also highlighted in NEFCO's Carbon Finance and Fund 2014 Annual review with a case study on the FCG International's project in Nepal and Danish Church Aid project in Malawi. In 2014 NCF has also been subject to some studies and awards. In June 2014, the Nordic Working Group for Global Climate Negotiations (NOAK) launched a tender for an assignment called "Nordic Climate Finance Opportunities – the NCF Case Study" that is yet to be published. The selected consultants commenced their work in August. The objective of this study is, using NCF projects as an example, to analyse how Nordic experiences could be further utilised in the general on-going negotiations on pre- and post-2020 climate finance and to explore possibilities for further climate 10 http://www.ndf.fi/project/nordic-climate-facility-ncf finance co-operation and partnerships between the Nordic countries and relevant developing countries as well as replication and up-scaling possibilities. In October 2014, the CDM programme of activities, Improved Cook Stoves for East Africa (ICSEA) has been awarded with the 2014 Innovative Energy Project of the year, International Award. The award is distributed by the Association of Energy Engineers (AEE), USA. The programme, implemented by the Uganda Carbon Bureau, has received financing from NCF1. The ICSEA programme makes improved and energy efficient cook stoves more accessible to low income households by providing distributors access to carbon finance. By making the cook stoves affordable and available to all households across Africa and by supporting the replacement of traditional stoves, the greenhouse gas (GHG) emissions are lowered and deforestation reduced. The launch of the fifth call was advertised through the usual communication channels of NDF and NEFCO, their respective websites, electronic newsletters and social media channels, the climate-l email list, and previous NCF applicants. In addition, Nordic cleantech networks, urbanisation and adaptation actors and other relevant stakeholders were especially targeted in order to attract new potential applicants for NCF for a niche Call. A small flyer/postcard on the call was also printed and distributed by NDF and NEFCO staff at different events, including the COP held in Lima in early December 2014. 6. CONCLUSIONS By the end of 2014, the NCF programme had been implemented as planned with some delays and challenges. Completed NCF1 projects do show tangible climate and development benefits, albeit typically small in absolute terms. Some have more development and/or climate impacts and some projects are more innovative than others. While in many projects targets are practically fully met, there is some underperformance in few projects. This is not untypical for development projects with innovative nature. For mitigation projects the annual direct CO2e reductions vary from 100 to 5,700 t/a. One project reduces emissions by 16,500 t/a. In addition considerable indirect reduction opportunities have been identified via potential scaling-up and replication potential. In some cases overestimation of the expected CO2e reductions have been noted. For adaptation the results vary from comprehensive studies, climate modelling, adaptation strategy work to concrete water harvesting, sustainable agricultural, safe water access, tree planting and erosion control activities – typically closely linked with development impacts. It is very evident that the multiple criteria used in project selection lead to very different outcomes, and the projects are not directly comparable. There is major diversity at the portfolio level - a key feature and strength of the NCF programme. NCF has shown that it is possible to implement projects in some cases in two years in developing countries. In most cases, however, 2.5-3 years are more feasible as indicated by delays especially in NCF2 and also in NCF3. This was also noted by NCF external evaluation, and the implementation period for NCF4 and NCF5 has been extended up to 2.5 years. Taking into account the short implementation period, the innovative nature of the programme, the challenging project countries, and new partnerships, some delays, further challenges and underperformance can be expected in the continued implementation of the NCF programme. Especially NCF3 is likely to be challenging, and the concrete results are yet to be assessed how successfully business ideas can be combined with direct climate and development benefits in developing countries. NEFCO's administrative costs are reasonable as confirmed by the external evaluation. Some further streamlining will, however be needed, as the future administration budget for running costs will be somewhat reduced in absolute terms. Monitoring and reporting of the projects by the grantees need also some more focusing and the reporting templates have been revised to take this into account. In general, however, no major needs to change the administrative processes as such have been identified. While dissemination activities have been continuously augmented, further dissemination and increased NCF visibility are still suggested in order to support replication of NCF project ideas and to attract new stakeholders to apply for NCF funding. NCF does continue to provide additionality to existing climate financing through supporting new projects and concepts and leveraging co-financing – including private – to the NDF grant funding. Balanced portfolio between mitigation and adaptation is a special feature for NCF considering that most of the climate finance is still geared towards mitigation. NCF has also improved Nordic visibility evidenced by continued interest for NCF funding. NCF has provided new business opportunities to Nordic companies and institutions, and created new NorthSouth as well as some south-south partnerships via partnership projects. Annex 1. Projects completed during 2014 \| Project Name: \| \| Community based adaptation to climate change through environmentally sustainable water \| \| \|---\|---\|---\|---\| \| \| \| resource management in Isiolo District in Kenya (NCF1) \| \| \| Country: \| Kenya \| \| \| \| Nordic Partner: \| Danish Red Cross (DRC) (Denmark) \| \| EUR 46,573 \| \| Local Partner: \| Kenya Red Cross Society (KRCS) \| \| - \| \| Other Partner: \| Grundfos Holding A/S (Denmark) \| \| EUR 240,750 \| \| \| NCF \| \| EUR 391,447 \| \| \| Total \| \| EUR 678,770 \| \| Classification: \| \| \| \| \| Project cycle: \| \| \| \| \| Project description: \| \| \| \| \| Main outputs: \| \| \| \| \| Final beneficiaries: \| \| \| \| \| Climate change impacts: \| \| \| \| \| Development impacts: \| \| \| \| 11 The end date means the date of the final disbursement of NCF grant. \| \| as diarrhoea and cholera reduced from 29% to 15 % during the project period. The project has enhanced gender equality as women and girls now find water closer to home and spend less time on fetching water. Men and women have been equally encouraged to work as volunteers and to engage in the water committees established during the project. \| \|---\|---\| \| Innovation, technology and learning: \| The project introduced a new and innovative technology known as the LIFELINK system to deliver sustainable access to safe drinking water. The system consists of solar driven pumps and service platform with a payment system via mobile phones and remote surveillance. The technology mitigates challenges such as water shortage, mismanagement of energy and natural resources, inefficient infrastructure and increasing CO emissions. 2 \| \| Partnership: \| The project is subject to the Red Cross Movement modality of operation meaning that the National Society (KRCS) is responsible for carrying out the actual implementation of the project activities whereas the Partner National Society (DRC) is responsible for technical back-stopping, quality assurance of the technical approach, management and the narrative and financial reporting to NCF. \| \| Country: \| Viet Nam \| \| \|---\|---\|---\| \| Nordic partner: \| The Danish Centre for Environmental Assessment (DCEA), Aalborg University (Denmark) \| - \| \| Local partner: \| Centre for Research and Planning on Urban and Rural Environment (CRURE), Vietnam Institute for Architecture and Urban-Rural Planning \| EUR 52,760 \| \| Other partner: \| Integra Consulting Services Ltd (Czech Republic) \| - \| \| \| NCF grant \| EUR 468,130 \| \| \| Total project budget \| EUR 520,891 \| \| Classification: \| \| \| \| Project cycle: \| \| \| \| Project description: \| \| \| \| Main outputs: \| \| \| \| Final beneficiaries: \| \| \| \| \| The project’s key climate change impacts have included increased awareness and knowledge of climate change adaptation options amongst government officials, mainstreaming of climate change in seven pilot plans, revisions to planning policies contained in the pilot study plans to incorporate climate change mitigation and adaptation considerations leading to reductions in the vulnerability of population and infrastructure. \| \|---\|---\| \| Development impacts: \| Climate change may affect every aspect of urban living as citizens may be paralysed by the heat waves, cyclones, sea level changes, and more severe droughts and flood events. These risks will be growing with the increased population density and poorly planned urban developments that may further exacerbate the climate change risks. These development issues cannot be addressed without considering resilience and climate change adaptation in the mainstream urban planning processes. In addition to increasing awareness of climate change in urban planning, the project has also supported the identification and promotion of climate change adaptation options that simultaneously had also ecological, social and health benefits. SEA is also a tool that supports good governance and environmental protection. The guidance suggests how climate change impacts affect different social groups. \| \| Innovation, technology and learning: \| SEA offers one of the most promising tools for mainstreaming climate change issues into planning processes in Vietnam because the SEA has a well-established legal framework, which is being gradually put into practice. SEA can consider possible climate change risks and check whether the proposed irrigation plan is resilient enough for these risks and whether it integrates all relevant climate change adaptation issues, objectives and targets. \| \| Partnership: \| The project was headed by The Danish Centre for Environmental Assessment at the Department of Planning at Aalborg University, in close cooperation with the Vietnam Institute for Architecture and Urban-Rural Planning (local partner in Vietnam) and Integra Consulting Services (other partner). The project had a continuous dialogue with both the Ministry of Construction (MOC) and the Ministry of Natural Resources and Environment (MONRE). The project outcomes have also been endorsed by Vietnam Urban Planning and Development Association (VUPDA) which agreed to disseminate the technical guidance amongst its 4,000 members. Other entities that have expressed interest in using the guidelines have included UN-HABITAT, the Asian Cities Climate Resilience Network (ACCCRN), Faculty of Architecture and Plans in the University of Construction, Academy of Urban Learning and the Ha Noi Construction Planning Institution. The project provided also policy recommendations related to information sharing between agencies and enhanced consultations with various agencies and stakeholders that are concerned with climate change issues. \| \| Sustainability and replicability: \| SEA system for urban plans is being already put into practice and the Ministry of Construction regards SEA as one its main environmental mainstreaming tools. The project has developed guidance on addressing climate change concerns in SEA for urban planning, which will become part of a formalised system of strategic environmental assessment developed in Vietnam. This context and the project focus together ensure that the project outcomes will continue being used in practice after the end of the project. The project outcomes may be also relevant for other lower- income or transitional countries that start using the SEA system for considering climate change issues. \| Project Name: Increasing climate resilience in Maputo, Mozambique – GIS tool for urban adaptation to climate \| Country: \| Mozambique \| \| \|---\|---\|---\| \| Nordic partner: \| COWI (Denmark) \| EUR 18,555.00 \| \| Local partners: \| Ministry for the Coordination of Environmental Action (MICOA) \| EUR 69,066.00 \| \| \| National Institute of Disaster Management (INGC) \| \| \| \| NCF \| EUR 499,236.45 \| \| \| Total: \| EUR 586,857.45 \| \| Classification: \| \| \| \| Project cycle: \| \| \| \| Project description: \| \| \| \| Main outputs: \| \| \| \| Final beneficiaries: \| \| \| \| Climate change impacts: \| \| \| \| \| improved the conditions for the authorities, urban planners, and local inhabitants to prioritise and take precautionary measures against the impacts of flooding at the most important and economical most feasible locations. It has also contributed to increased awareness and preparedness to floods from heavy rain and storm surge from the sea. This knowledge, awareness and preparedness will reduce or avoid costs of damages and nuisance from floods. \| \|---\|---\| \| Development impacts: \| Preventing disasters and their consequences is crucial to protect vulnerable developing societies and promote stability. Reliable information is essential for better disaster prevention and preparedness. Natural disasters are one of the main risks to the achievement of Mozambique’s poverty reduction strategy. Adaptation to climate change and disaster risk management are thus central issues to economic development in Mozambique, and are expected to continue to grow in importance. In particular hazards in villages and urban centres in the coastal zone are major priorities for future disaster risk assessments (INGC, 2008). The urban environment has the potential to benefit from the project, since both poor local livelihoods as well as areas of high economic value will be protected through the adaptation measures. It may thus contribute inter alia to better decision making and identification of measures concerning better urban planning or even relocations, prevention of existing drinking water resources, measures to ensure the water quality despite flooding and prevention of wide- ranging consequences for human health. \| \| Innovation, technology and learning: \| The project combines state-of-the-art methods for terrain data collection with advanced knowledge of flooding mechanisms and local economic value maps and development plans. The innovation of the project lies in the integration of new and existing data and information in an easily comprehendible manner used for testing scenarios that relates climate change to local development issues. The prioritisation and recommendation of some examples of most efficient adaptation measures is carried out as part of the project. The knowledge transfer carried out during the project has consisted of dedicated training, meetings and workshops with the project beneficiaries. The local partners were also involved in the data and information collection. The developed tool and the project results have been transferred to the local partners via a dedicated training programme. The tool will assist the local partners MICOA and INGC in implementing the National Action Plan for Adaptation and the National Master Plan for Prevention and Mitigation of Natural Calamities. \| \| Partnership: \| The management of the project consisted of a project management unit which included a Project Manager from COWI and representatives from the MICOA and INGC. The local partners were heavily involved in carrying out the pilot project in order for the local partners to gain valuable experiences from hands on training on a day-to-day basis. Other stakeholders who were involved in the project were the World Bank office in Maputo, and local organisations such as the National Directorate of Water/Direcção Nacional de Águas (DNA), Water and Sanitation Infrastructure Management Unit/Administração de Infra-estruturas de Abastecimento de Água e Saneamento (AIAS), National Cartography and Remote Sensing Cenre/O Centro Nacional de Cartografia e Teledetecção (CENACARTA), The National Institute of Hydrography and Navigation/Instituto Nacional de Hidrografia e Navegação (INAHINA), Institute of Meteorology/Instituto Nacional de Meteorologia (INAM), Universidad Eduardo Monlane (UEM) and UN-HABITAT. \| \| \| Project name \| \| Promoting renewable energy technologies for enhanced rural livelihoods \| \| \| \|---\|---\|---\|---\|---\|---\| \| Country: \| \| Nepal \| \| Financing: \| \| \| Nordic partner: \| \| FCG International (Finland) \| \| EUR 31,111 \| 6.09% \| \| Local partner: \| \| Centre For Rural Technology, Nepal (CRT/N) \| \| EUR 14,437 \| 2.83% \| \| Other financiers: \| \| The Rural Villages Water Resources Management Project (RVWRMP) (Funded by MFA of Finland) \| \| EUR 42,455 \| 8.32% \| \| \| \| District Development Committees (DDC)/ Village Development Committees (VDC) \| \| EUR 4,637 \| 0.91% \| \| \| \| Local beneficiaries/users \| \| EUR 76,437 \| 14.97% \| \| \| \| NCF \| \| EUR 341,506 \| 66.89% \| \| \| \| Total \| \| EUR 510,582 \| 100% \| \| Classification: \| \| Renewable energy (combination) \| \| \| \| \| Project cycle: \| \| Contracted 4.11.2011, ended 22.9.2014 \| \| \| \| \| Project description: \| \| The objective of the project was to reduce greenhouse gas emissions and to improve living conditions, food security and the economic situation of rural people living in 5 remote districts of Mid and Far West Nepal via application of renewable energy technologies. The Project involved the installation of 149 improved water mills (IWM) that are used in grain grinding, husking, oil extraction and electricity production, as well as training and support for the promotion, testing and expanded use of improved cooking stoves that over 6,000 households now use daily. The project also supported the introduction of 6 hydraulic ram pumps (Hydram) for small- scale irrigation in upland areas. All these renewable technologies have supported improved living conditions of rural people, especially traditional water mill operators, farmers, women and girls. \| \| \| \| \| Main outputs: \| \| The main outputs of the project are: • 121 short shaft and 23 long shaft, energy efficient improved water mills (IWM) operating in 4 districts with appropriate local support • Improved cooking stoves (ICS) in daily use in 6,073 households in project area. In addition, 85 promoters of ICS have been trained, 62 of which were actively providing services at the end of the project • 6 hydrams installed and in use in 3 districts providing water for irrigation and drinking. Hydrams save energy and permit off-season crop production in remote areas. Increased production of paddy and wheat at the end of the project. • Promotion of renewable rural energy technologies and capacity building of stakeholders has resulted in local village development committees (VDCs) to make plans for further investments in ICS, IWM and hydrams. \| \| \| \| \| Final beneficiaries: \| \| 6,089 households installed ICS, 85 promoters of ICS employed out of which 62 continue to provide their services at the end of the project. IWMs benefit altogether 6,716 households. 14 IWM owners trained in minor repairs and maintenance. 6 installed hydrams are operated by user groups benefitting 66 households (estimation). Average household size in Far West Nepal is 5.4312, i.e. the total number of beneficiaries is around the 70 000. \| \| \| \| 12 National Population and Housing Census 2011, Central Bureau of Statistics, National Planning Commission Secretariat, Government of Nepal. \| \| is to reduce dependency on traditional energy sources (fuel wood, agricultural residues) by increasing access to clean and cost effective energy in the rural areas. These include micro and small hydro power, improved water mills as well as technology transfer and dissemination of improved cook stoves. Switching from a diesel-powered mill to IWM reduces CO emissions by 491 tonnes per year. The 2 ICS reduces non-renewable fuel wood use in the households by some 40% and reduces 2.7 tCO /a. 2 The total CO reductions are 16,500 per year. The project has also been an adaptation project 2 improving the food security and availability of drinking and irrigation water for the beneficiaries and we as providing income to the families. \| \|---\|---\| \| Development impacts: \| Use of renewable energy and appropriate technology has increased local income and employment, local infrastructure development, as well as a reduction in drudgery, all of which ultimately will lead to enhancement of the livelihoods of the local communities. Improvement of water mills has helped to increase incomes for their owners, who are now self- employed and can sustain their business with better income. Hydraulic ram pumps permit irrigation of crops in remote areas, without the use of diesel pumps. A total of 85 promoters of ICS were trained during the project (60% women). The average total income earned by a promoter was NPR 50,200 providing a good source of income locally. 62 of the promoters will continue their activities in future as well. In gender and social aspects, the main beneficiaries of the project were women, in economically very poor and remote communities. ICS has saved two full working days a month of women’s time used for collecting fire wood allowing them to spend time in agricultural activities such as kitchen gardening or expanding vegetable farming. ICS has also saved 50% of women’s time spent on cooking. Also the IWMs have reduced the workload and saved especially women’s and girls’ time. ICS have also decreased the indoor pollution contributing to better indoor air quality. \| \| Innovation, technology and learning: \| Improved Water Mills are an innovative method to provide a sustainable source of energy to remote areas. On top of this, with the diversified end use options, the most appropriate equipment was installed to support end-uses that are preferred by local communities. The project utilised already existing traditional water mills, a technology that local people are familiar with, and improves the efficiency of use. Local partners’ capacities are increased for smooth promotion of the technology. Hydram is an innovation that had only recently arrived to Nepal. The project staff had not seen one before and the project engineers were keen to see one, in the hope of extending their use elsewhere. \| \| Partnership: \| The project has helped CRT/N to develop a useful working relationship with The Rural Villages Water Resources Management Project, which is the overall programme implemented by FCG. Cooperation with RVWRMP has permitted good information sharing for CRT/N as well as coordination with national and district level government representatives and stakeholders. Not many organisations promote renewable energy technologies in the far west of Nepal however the CRT/N has started a similar project with SNV, a Dutch NGO. \| \| Sustainability and replicability: \| RVWRMP and FCG are committed to continue to support and replicate these renewable energy technologies within the project area. RVWRMP plans to continue to support ICS construction. Hydrams will most likely also be trialled elsewhere in the project area. The hydrams are very low maintenance as there are very few moving parts and it is simple and durable in construction. It is also important that the ICS – as with traditional stoves – are regularly maintained in order to maximise their lifespan and their efficiency. Based on the literature review, the projected lifetime of the clay ICS is six years. If it is properly maintained (including cleaning the chimney, adding further layers of clay, etc. each 2 weeks or so) it will last much longer. Re-investment costs are very low and 66% of it is local materials and labour of the household. The lifetime of the IWMs is uncertain as this relies very much on their location. As they are built on the edge of fast moving rivers, they are at a risk of damage from serious floods. However, they are estimated to last for at least 10 years. \| \| \| Project name \| \| Karisimbi Geothermal Prospect, Rwanda \| \| \|---\|---\|---\|---\|---\| \| Country: \| \| Rwanda \| \| \| \| Nordic partner: \| \| Reykjavík Geothermal ehf (Iceland) \| \| EUR 231,839 \| \| Local partners: \| \| Rwanda Ministry of Infrastructure (MININFRA)13 \| \| - \| \| \| \| NCF \| \| EUR 449,584 \| \| \| \| Total \| \| EUR 681,423 \| \| Classification: \| \| \| \| \| \| Project cycle: \| \| \| \| \| \| Project description: \| \| \| \| \| \| Main outputs: \| \| \| \| \| \| Final beneficiaries: \| \| \| \| \| \| Climate change impacts: \| \| \| \| \| 13 There was a major contribution form Rwandan Government for geothermal development outside of the NCF project boundaries. impacts: Innovation, technology and learning: Partnership: Sustainability and replicability: low-cost energy source in a country desperate for lower cost power while the NCF project has mainly increased the local capacity in geothermal energy. An initial 5-10 MW project would increase Rwanda's power supply by anywhere from 6-12%, paving the way for bankable large-scale expansion. An eventual 100 MW geothermal power plant would represent an increase over current power available to Rwanda by 117% (current installation around 85 MW, according to the Ministry of Infrastructure). In addition, the project would lower the cost of 60% of all current (diesel-generated) electricity production in Rwanda by 50%+. Potential multiplication effects are also considerable. Access to low cost power can render previously uncompetitive economic sectors viable. Increased stability in the electric grid (i.e. reduction of brownouts and blackouts) can vastly increase efficiency and lower cost. In addition, geothermal energy has given rise to various symbiotic industries in most countries where it is exploited; examples include flower growing in Kenya, district cooling in Abu Dhabi, industrial heat applications in the US, and food processing, greenhouses, balneology and tourism in Iceland. Geothermal power production is based on established and proven technology that was first used in Italy in 1904. Geothermal power production is a clean, stable and low cost power source that has been highly successful where implemented. However, investor appetite for application outside the developed world has been very limited. Africa, for example, is currently using just 1-2% of its estimated geothermal power potential, mainly in Kenya. This is problematic, as * The vast majority of the world's resources are located in developing and emerging markets, and * These markets are in many cases exactly those most in need of clean, stable and low cost power – as is the case with Rwanda. This project was also first of a kind in Rwanda. Reykjavik Geothermal aims to become the first major geothermal developer focused exclusively on the developing and emerging markets. The company believes opportunities are plentiful, and believes that efforts will lead to other developers following in our footsteps, causing a snowball effect of geothermal development in emerging and developing countries. RG's role in the project is integrated project management as Rwandan government (GoR) has limited experience of geothermal projects. The Local Partner is Rwandan Government through MININFRA (Ministry of Infrastructure) and EWSA (Energy, Water and Sanitation Authority) on a practical level. Geothermal energy has the potential to be one of the least-cost energy sources in Rwanda. Expectations for geothermal potential in Rwanda, however, proved to be optimistically estimated at least for the time being, but this as such was a useful outcome of the first drilling exercise. This remains as a theory, however, until financing can be found for developing the resources. With proper reservoir management, geothermal resources can be managed to produce energy sustainably for decades, as demonstrated by multiple projects the RG team has worked on in Iceland and abroad. In a worst case scenario, production can be halted to allow a resource to recover naturally. Successful private-sector led geothermal power projects have the potential to prove that a concept that has had great success in Iceland, Italy, Japan, New Zealand and USA. This could be replicated in developing countries that have significant geothermal potential, including a number of countries on the East African Rift. Given geothermal energy's status as least-cost energy source, and East Africa's conservatively estimated 14,000 MW of geothermal potential, the opportunities for replication and their subsequent impact could be very significant. \| \| Project name \| \| Urban and Industrial Waste to Energy – Promoting Sustainable Development in Bolivia \| \| \|---\|---\|---\|---\|---\| \| Country: \| \| Bolivia \| \| \| \| Nordic partner: \| \| KTH Royal Institute of Technology (Sweden) \| \| EUR 91,350 \| \| Local partners: \| \| Gobierno Autónomo Municipal de La Paz (GAMLP) \| \| EUR 15,748 \| \| \| \| Centro de Promoción de Tecnologias Sostenibies (CPTL) (until 30.5.2013) \| \| - \| \| \| \| Nur University (from 1.6.2013 onwards) \| \| - \| \| Other partners: \| \| Mälardalen University, Västerås, Sweden (MDU) \| \| EUR 40,551 \| \| \| \| The Swedish Municipal company VafabMiljö (Vafab) \| \| EUR 58,957 \| \| \| \| NCF \| \| EUR 436,495 \| \| \| \| Total \| \| EUR 643,101 \| \| Classification: \| \| \| \| \| \| Project cycle: \| \| \| \| \| \| Project description: \| \| \| \| \| \| Main outputs: \| \| \| \| \| \| Final beneficiaries: \| \| \| \| \| \| Climate change impacts: \| \| \| \| \| 14 Does not include estimated cost of USD 5,000 for translation into Spanish of the final reports 15 Final disbursement of NCF grant was still pending at year end, effected in 2015. \| \| Project Name: \| \| Climate Resilient Action Plans for costal urban areas, Sri Lanka \| \| \|---\|---\|---\|---\|---\| \| Country: \| \| Sri Lanka \| \| \| \| Nordic partner: \| \| Norwegian Institute for Water Research (NIVA) (Norway) \| \| EUR 10,550 \| \| Local partner: \| \| Faculty of Architecture, University of Moratuwa \| \| EUR 17,220 \| \| Other partner: \| \| UN-HABITAT, Regional Office for Asia and the Pacific \| \| EUR 145,418 \| \| \| \| Batticaloa Municipal Council (BMC) \| \| EUR 0 \| \| \| \| Negombo Municipal Council (NMC) \| \| EUR 0 \| \| Other financiers: \| \| Other organisations \| \| EUR 0 \| \| \| \| NCF \| \| EUR 410,307 \| \| \| \| Total: \| \| EUR 583,49516 \| \| Classification: \| \| \| \| \| \| Project cycle: \| \| \| \| \| \| Project description: \| \| \| \| \| \| Main outputs: \| \| \| \| \| \| Final beneficiaries: \| \| \| \| \| \| Climate change impacts: \| \| \| \| \| \| Development \| \| \| \| \| 16 The eligible final budget and NCF financing is likely still to reduce. Some clarifications on eligibility of co-financing are still being sought. 17 Exceptionally long delay due to lengthy process of completing the local audit. impacts: Innovation, technology and learning: Partnership: Sustainability and replicability: problems in the case study areas BMC and NMC it developed solutions and generated important knowledge how to better adapt to climate change. The project had largest impact on the target group of communal, provincial and national administration, as technical and non-technical solutions were tailored to climate change related problems in BMC and NMC and municipal officers were the main group to be addressed by the developed training units. The project also raised awareness for climate change related problems among the vulnerable population. Some activities (e.g. school competition on post disaster health hazards and disaster safe home/school) have the potential to directly increase the resilience of vulnerable population, if they are implemented. The project took into consideration the opinions of all relevant stakeholder groups for the different activities. In the school competition girls and boys and teachers of both gender participated. For training sessions (e.g. GIS-training in the replication stage), national and provincial meetings people were invited due to their expertise and relevant position without considering their gender, religion or population group. The project supported the development and implementation of the first detailed CRASAPs in Sri Lanka. In addition, the participatory approach to vulnerability and adaptation assessments and subsequent strategy development increased local stakeholders' awareness about climate change in coastal Sri Lanka. Capacity building of local stakeholders at all levels (communal, provincial and national) also increased community resilience and helped create sustainable solutions in the longrun. Technical innovations for Sri Lanka include the watershed wide planning tool for storm water management and the rainwater harvesting planning tools, which take into account the special problems of BMC (low elevation, flat terrain). The project was collaboration between NIVA and UN-Habitat. NIVA had the overall administrative responsibility and UN-HABITAT was responsible for the national project coordination. Technical coordination was the responsibility of University of Moratuwa which also, together with UNHabitat, facilitated all contacts between NIVA and local authorities in Sri Lanka. The project developed direct working relationships with the municipal councils of Batticaloa and Negombo. For the replication training contacts were established with Moratuwa Municipal Council (western province), Matara Municipal Council (Southern province), Galle Municipal Council (Southern province), Hambantota Municipal Council (Southern province), Trincomalee Urban Council (Eastern province), Puttalam Urban Council (North Western province) and Chilaw Urban council (North Western province). Some state authorities participated in dissemination activities: Ministry of Local Government & Provincial Councils, Ministry of Environment, Ministry of Education, Road Development Authority, Forest Department, Central Environmental Authority, Disaster Management Centre, and Department of Wildlife Conservation. The following state authorities were members of the steering committee: Ministries of Finance, Education, Environment, Disaster Management, Local Government and Provincial Council and Ministry of Health, National Chamber of Commerce and the Sri Lanka National Commission for UNESCO. The role of Norwegian embassy during official meetings was also helpful. The project also generated synergies with related projects running under the umbrella of UN-Habitat such as Sharing of strategies and action planning from other CCCI cities, Japan Sanitation Support Project (ROAP) in BMC and Disaster Resilient City Development Strategies for Sri Lankan Cities. A direct follow-up of the CCSL-project is the AUSAID funded project for the implementation of the green belt design in Thiruchchendur (BMC). To enhance economic and financial sustainability of the project, all activities were formulated and done in a way that they could be replicated in a similar way in other Sri Lankan cities, but also in other coastal cities abroad. The selected replication cities received training and information material for conducting a Vulnerability and Adaptation Assessments (V&AA) at city level, include participatory approaches in decision making (multi-criteria-approach and participatory mapping), prepare and accomplish school competitions, run GIS-trainings and establish knowledge management centres in their municipalities. Some of the other municipalities that considered the project results valuable are already involved in activities which are comparatively costly and complicated. However, even if most approaches and developed training components used in the \| \| Project Name: \| \| Sustainable renewable energy businesses in Uganda \| \| \|---\|---\|---\|---\|---\| \| Country: \| \| Uganda \| \| \| \| Nordic partner: \| \| Norges Vel \| \| EUR 85,789 \| \| Local partner: \| \| The Department of Electrical and Computer Engineering, College of Engineering, Design, Art and Technology (CEDAT), Makerere University \| \| EUR 15,547 \| \| Other partners: \| \| Husk Power Systems Private Limited \| \| - \| \| \| \| Private sector program Uganda, Confederation of Norwegian Enterprise (NHO) \| \| - \| \| \| \| Department of Industrial Economics and Technology Management (IØT), The Norwegian University of Science and Technology (NTNU) \| \| - \| \| Other financing: \| \| Local contribution \| \| EUR 88,299 \| \| \| \| Other \| \| EUR 32,578 \| \| \| \| NCF \| \| EUR 500,00018 \| \| \| \| Total: \| \| EUR 670,680 \| \| Classification: \| \| \| \| \| \| Project cycle: \| \| \| \| \| \| Project description: \| \| \| \| \| \| Main outputs: \| \| \| \| \| 18 The final disbursement was effected in 2015. \| \| the gasifier plant. 2 persons are employed as full time plant operators, and 2 as part time staff (Operations Manager and CEO). 11 entrepreneurs have been incubated to start and run renewable energy companies. (3 companies have fully established their businesses). \| \|---\|---\| \| Climate change impacts: \| The project has fostered businesses developing renewable energy projects. These RE projects will reduce GHG emissions, since most of the consumers getting access to electricity would otherwise be supplied by diesel-based electricity. Most of the RE projects resulting from the NCF project will be developed after project has ended, since business and project development often is a long process. The climate change mitigation impact is, however, in total 5,740 tCO /a from the SE- 2e incubator, 37,800 tCO /a from two hydropower projects that have received SE-support and 538 2e tCO /a from the four husk power systems in SE-pilot. 2e \| \| Development impacts: \| Referring to the Uganda’s Poverty Alleviation Strategy, there is a shortage of specialised technical and entrepreneurial skills in Uganda. In addition there is a need for enterprise start-up business clinics, including techno-entrepreneurs’ park and SME business incubation programme and seed capital for young enterprises. The local entrepreneurs and SMEs within the renewable energy sector are the beneficiaries/target groups in the project. Through the activities, local companies have increased their knowledge, network and possibilities to become sustainable and profitable companies. They produce energy which is valuable for Uganda – a country where a large part of the population does not have access to electricity. \| \| Innovation, technology and learning: \| The NCF project has established a sustainable energy incubator for entrepreneurs, a support service to existing renewable SMEs and sustainable energy pilot projects. Through these innovative mechanisms the project has supported the development of new enterprises as well as existing enterprises developing actual sustainable renewable energy projects in a financially beneficial manner. There are not many other initiatives assisting these local companies, which have given the renewable energy Incubator great attention in Uganda among entrepreneurs and stakeholders. \| \| Partnership: \| Norges Vel is the owner of the project, the overall project manager, and responsible to Nordic Climate Facility. The responsibility for monitoring, control and advice is in Norway. Makerere University is managing the project on local level. The Incubator will have a daily manager, which will work closely together with the main staff at Makerere University. \| \| Sustainability and replicability: \| The entrepreneurs and SMEs have developed sustainable economies through their business plans. Positive economic results will motivate the current entrepreneurs and SMEs to continue their operations as well as motivating more people from the community to participate in developing the companies. The Renewable Energy Incubator will continue its activities supporting the development of renewable energy companies. The activities are funded by Norad and the partners are also looking into other funding possibilities to assure the sustainability of the project. The activities are scaling up, and there are now 5 Incubator staff members, compared to 2 initially. \| \| Country: \| Malawi \| \| \|---\|---\|---\| \| Nordic partner: \| Finnish Red Cross (FRC) (Finland) \| EUR 111,217 \| \| Local partner: \| Malawi Red Cross Society (MRCS) \| - \| \| Other partner: \| Finnish Meteorological Institute (FMI) \| - \| \| \| NCF \| EUR 499,50020 \| \| \| Total: \| EUR 610,717 \| \| Classification: \| \| \| \| Project cycle: \| \| \| \| Project description: \| \| \| \| Main outputs: \| \| \| \| Final beneficiaries \| \| \| \| Climate Change impacts: \| \| \| 19 Does not include fees for the final audit. 20 The final disbursement was made in January 2015. Development impacts: Innovation, technology and learning: Partnership: Sustainability and replicability: climate risks derived from a strengthened EWS mechanism and climate change adaptation measures. Receiving, understanding and acting upon weather information and early warning is essential in protecting lives and property in a context of greater intensity and frequency of weather related disasters induced by climate change. According to the final evaluation of the project, the risk knowledge has increased at all levels of the society: communities, districts and national among men, women, boys and girls. The project has strengthened the overall resilience and capacity to adapt to climate change in the target areas. One indication of improved self-resilience to climate change impacts and hydrometeorological disasters is the increased level of preparedness of the target population. According to the final evaluation, 49% of the respondents in Salima and 53% in Lilongwe reported that they are very prepared, prepared or have recently started to prepare for disasters as compared to the 16% in Lilongwe in the baseline. Increased resilience and better preparedness will in the long term decrease loss of income and livelihoods, decrease flood-caused illnesses and diminish child mortality, maternal health and absences from school due to illness hence improve the universal education. The main innovation of the project is that this is the first experience of working on climate change adaptation in urban areas for the Malawi National Societies of Red Cross. Technological innovativeness lies in the defining and implementing a commonly agreed set of warnings that have value for the recipient regarding the changing climate. The project also promoted new ways of communicating early warning information through SMS messages, as mobile telephones are already widely used throughout the countries; developing s specific awareness tools for urban areas based on existing ones targeted to rural areas and implementing climate change adaptation micro-projects using low-technology like elevating floors to improve houses, promoting domestic rainwater harvesting reservoirs, using and sustainably procuring locally available materials, organising clean-up campaigns, rehabilitating sanitation facilities or repairing and maintaining the drainage system. MRCS, FRC, FMI and RCCC were able to capitalise on each other's expertise in a complementary manner and maximise the knowledge to add value for the project. The cooperation between FMI and FRC started before the project and is foreseen to expand in the future. The FRC, MRCS and RCCC are all members of the Red Cross movement with shared values and vision. The cooperation continues and has been strengthened through the project. Other most important stakeholders included the District Civil Protection Committee (DCPC) who worked with MRCS to establish and revitalise Village CPCs (VCPCs) in the target areas; the Department of Education and headmasters in the schools where climate change clubs were formed, the Department of Health with which health awareness campaigns were organised in the target areas as well as the Department of Disaster Management Affair and the Department of Climate Change and Meteorological Services. The project applied low-cost solutions that combine resources provided through the project and contributions from the stakeholders and the people in the project area. The technical knowledge transfer between FMI and NMS applied an "on-the-job" coaching approach through forecasterto-forecaster and the result of the trainings is improved documented procedures and routines for weather forecasting that dot not require any extra financial resources and continue after this project. The EWS communication was replicated to Nsanje district and continues in Salima through text messages. In Lilongwe, activities continue under the umbrella of IFRC's partnership in the GFCS implemented in consortia with FAO, WFP and other organisations. The Grantee and partners are actively looking for funding to scale-up the project into new areas.	<urn:uuid:536ef49c-da1e-42d5-bd31-cae875657614>	CC-MAIN-2022-49	https://www.ndf.int/media/files/news_attach/ncf_2014_annual_review_final_0.pdf	2022-12-05T05:01:26+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00266.warc.gz	950,418,208	19,582	eng_Latn	eng_Latn	0.939696	eng_Latn	0.99812	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn" ]	false	docling	[ 83, 102, 1526, 4583, 6767, 9019, 12901, 16716, 20578, 23790, 25757, 28934, 32127, 35119, 38066, 40909, 43808, 47520, 48890, 49710, 50951, 51554, 55253, 55849, 59595, 62830, 67330, 68002, 71912, 73012, 74143, 78975, 79976, 83367, 83923, 88057 ]	[ 0.91796875, 1.4609375 ]	2	2
Aircraft Performance This workbook provides an understanding of how a heavier than air vehicle is able to generate lift and sustain flight. This understanding is generated by understanding the atmosphere in which an aircraft flies (Section 1 The Atmosphere). Next, the parameters used to represent the 3-dimensional state of the aircraft are defined. This is followed by a discussion of Aerodynamics, Airfoils, Lift and Drag. 1) THE ATMOSPHERE 2) MEASURING SPEEDS AND ALTITUDES 3) AERODYNAMICS, AIRFOILS, LIFT, DRAG and THRUST 4) AIRCRAFT PERFORMANCE 5) ASSESSMENT (UNIT EXAM) Learning Objectives: (1) Facts: The student will know and understand all the following facts: a. Atmospheric properties (Ambient and Static Pressure, Temperature Density, …) b. Altitude and Airspeeds c. Wings and Airfoils d. Forces: Lift, Drag, Thrust e. Aircraft Performance Model for Climb, Cruise and Descent Operations (Vertical Plane) f. Aircraft Performance Model for Runway Operations g. Aircraft Performance Model for Climb, Cruise and Descent Operations (Lateral Plane) (2) Skills: The student will be able to build, run, and analyze aerodynamic models to solve real world problems a. Obstacle clearance for departure (vertical) b. Obstacle clearance for departure (lateral)\ 1 Problem #1: You are a Flight Operations Engineer at Eventually Airways (motto: We will get you there …eventually). Your company marketing department has decided to provide service in the winter ski season to a popular ski village located in the valley between two steep peaks. You need to determine the type of aircraft that can be used in all weather conditions to climb-out in excess of 4 degrees to clear the peak located in the published departure procedure. Problem #2: You are a Flight Operations Engineer at Eventually Airways (motto: We will get you there …eventually). Your company marketing department has decided to provide service in the winter ski season to a popular ski village located in the valley between two steep peaks. The aircraft selected for the route is not able to clear the mountain in the departure. You need to determine whether the type of aircraft selected can make a 180º turn of no more than 4nm turn radius to avoid high terrain under specific conditions. What bank angle is sufficient? SECTION 1 THE ATMOSPHERE For the purposed of studying the performance and dynamics of transport aircraft, the portion of the Earth's atmosphere that will be considered is between 100ft below Sea Level to 60,000 ft above Sea Level. The atmosphere in which air transports operate is characterized by the following parameters: 1. Altitude 2. Ambient Temperature (Tamb) and Temperature Ratio 3. Ambient Pressure 4. Ambient Density ( amb ) and Density Ratio ( Terminology and Fundamental Concepts Ambient, Static, Dynamic Measurements An ambient measurement is a measurement taken at a distance from an object (i.e. airfoil) in the air flow. A static measurement is a measurement taken on the surface of the object parallel to the air flow. This measurement is affected by the friction effects. A dynamic measurement is a measurement taken on the surface of the object perpendicular to the air flow. This measurement is affected by the compressibility effects. International Standard Atmosphere (ISA) An air-mass (i.e. a large pocket of air) in the atmosphere can be defined by the following parameters: Pressure (lbs/ft 2 ) Density (slugs/ft 3 ) Temperature (degrees F or degrees C or degrees K or degrees R) Gravity (ft/sec 2 ) Gas Constant (ft/degrees R) ) To simplify the mathematics, these parameters are represented as a ratio relative to a reference point at Sea Level at N45º32' 40" Pressure (2,116.22 lbs/ft 2 ) Density (0.002377 slugs/ft 3 ) Temperature (59 degrees F or 15 degrees C or 288.16 degrees K or 518.688 degrees R) Gravity (32.1741 ft/sec 2 ) Gas Constant (53.35 ft/degrees R) The International Standard Atmosphere (ISA) is an atmospheric model of how the pressure, temperature, density, and viscosity of the Earth's atmosphere change over a wide range of altitudes. The International Standard Atmosphere (ISA) sets the base standards as follows: \| Parameter \| Symbol \| Value \| Units \| \|---\|---\|---\|---\| \| Pressure \| P o \| 2,116.22 \| Lb/ft2 \| \| Density \| o \| 0.002377 \| Slugs/ft3 \| \| Temperature \| To \| 59:F = 15:C \| Farenheit or Celsius \| \| Gravity \| Go \| 32.1741 \| ft/sec2 \| \| Gas Constant \| R \| 53.35 \| Ft/:R \| Ratios: Temperature Ratio = Tambient / Tsea level = θ = 1 – (6.8753 * 10-6) Pressure Altitude (pressure Altitude < 36,089 ft) Temperature Ratio = Tambient / Tsea level = θ = 0.7519 (pressure Altitude > 36,089 ft) Pressure Ratio = Pambient / Psea level = δ = 1 – (6.88 * 10-6 * Pressure Altitude) 5.26 (pressure Altitude < 36,089 ft) Pressure Ratio =P ambient / Psea level = δ = 0.22336 EXP((36,089 – Pressure Alt)/20,805.7) (pressure Altitude > 36,089 ft) Density Ratio = ambient / sea level = = δ/ θ (from thermodynamics) Altitude The height above a reference point is known as Altitude. There are four measures of altitude useful in aviation. 1) Geometric Altitude – the physical distance of the aircraft to a reference point (e.g. mountain top). This measure is independent of atmospheric effects and can be measured by radar (or another sensor that is not affected by the atmosphere). RADAR ALTIMETER: As the name implies, radar (radio detection and ranging) is the underpinning principle of the system. Radiowaves are transmitted towards the ground and the time it takes them to be reflected back and return to the aircraft is timed. Because speed, distance and time are all related to each other, the distance from the surface providing the reflection can be calculated as the speed of the radiowave and the time it takes to travel are known quantities. Radar Altimeter was invented by Lloyd Espenschied in 1924. It took 14 years before Bell Labs was able to put Espenschied's device in a form that was adaptable for aircraft use. 2) Pressure Altitude – is a measure of altitude computed by sensing the Static Pressure. The actual pressure altitude is computed by comparing the Static Pressure measured with a reference pressure known as the Barometric Pressure. The Barometric Pressure at a hypothetical reference point known as 'mean sea level' that has an ambient temperature of 15 C and is an ambient pressure of 29.92 inches of mercury (inHg). Pressure altimeter A pressure altimeter (also called barometric altimeter) is the altimeter found in most aircraft. In it, an aneroid barometer measures the atmospheric pressure from a static port outside the aircraft. Air pressure decreases with an increase of altitude—approximately 100 hectopascals per 800 meters or one inch of mercury per 1000 feet near sea level. The altimeter is calibrated to show the pressure directly as an altitude above mean sea level, in accordance with a mathematical model defined by the International Standard Atmosphere (ISA). Modern aircraft use a "sensitive altimeter" which has a primary needle that makes multiple revolutions, and one or more secondary needles that show the number of revolutions, similar to a clock face. In other words, each needle points to a different digit of the current altitude measurement. 3) Density Altitude – is a measure of altitude computed by sensing the Density. Density Altitude can be computed by sensing the density and comparing it to the standard altitude-density table made available by the International Standard Atmosphere (ISA). Density Altitude is not used for flying the aircraft, but is an important parameter in assessing the aircraft performance (e.g. climb rate). Density Altitude is used on missiles (since sensors are cheap and accuracy due to non-standard atmosphere is not important). 4) Geopotentail Altitude – is a measure of altitude relative to the Center of the Earth. This altitude represents the altitude with the same gravitational potential. EXERCISE: Draw a diagram showing the 4 types of altitude measurement. The diagram should include an aircraft, terrain/ocean, mean-sea-level defined by 29.92 in Hg, center of Earth, and ISA density altitude scale. Temperature Ambient Temperature is a measure of the temperature of the air in the region surrounding the aircraft. This pocket of air is not touching the skin of the aircraft or affected by the flow of air around the skin of the aircraft. The Ambient Temperature varies with altitude as follows: Below 36,089 feet, the Ambient Temperature (:R) = -3.566: * (Altitude/1000) Above 36,089 feet, the Ambient Temperature (:R) = 389.988: A simplified rule-of-thumb is that ambient temperature drops 1:C for every 1000 ft increase in altitude Temperature Ratio is useful parameter that represents the Ambient Temperature at an altitude relative to the Temperature at Sea Level Delta ISA is used to account for differences between the standard ambient temperature and the actual air temperature. For example, you are scheduled to fly through an airmass that is +40: than standard temperature. Static Temperature is the measure of the temperature at the surface of the aircraft. This pocket of air is affected by the flow of air around the skin of the aircraft. EXERCISE: Plot Standard Ambient Temperature from -1000ft to 43,000ft. Show Altitude on the y-axis. Show Temperature on the x-axis. Convert temperature into degrees Celsius. Pressure Ambient Pressure is a measure of the pressure of the air in the region surrounding the aircraft. This pocket of air is not touching the skin of the aircraft or affected by the flow of air around the skin of the aircraft. Pressure Ratio is useful parameter that represents the Ambient Pressure at an altitude relative to the Pressure at Sea Level Below 36,089 feet, the Ambient Pressure (lb/ft 2 ) = = (1 - : * 6.88 X 10 -6 * Pressure Altitude) 5.26 Above 36,089 feet, the Ambient Pressure (lb/ft 2 ) = = 0.223360 e ( (36.089 – Pressure Altitude)/20.8057) Static Pressure is the measure of the pressure at the surface of the aircraft. This pocket of air is affected by the flow of air around the skin of the aircraft. Due to practical considerations of mounting sensors on an aircraft, aircraft speed and altitude are measured through ports on the surface of the vehicle. To compute the ambient pressure, corrections to the static pressure readings must be made. These corrections include the Compressibility Effect. EXERCISE: Plot Standard Ambient Pressure from -1000ft to 43,000ft. Show Altitude on the y-axis. Pressure on the x-axis. Density Ambient Density( ) is a measure of the density of the air in the region surrounding the aircraft. This pocket of air is not touching the skin of the aircraft or affected by the flow of air around the skin of the aircraft. Density Ratio ( ) is useful parameter that represents the Ambient Density at an altitude relative to the Density at Sea Level From thermodynamics, Density is Pressure divided by Temperature. So SECTION 2 MEASURING SPEED AND ALTITUDE Aircraft speed and altitude are the key parameters in the assessment of the energy and dynamic state of the aircraft. Measurement of altitude and speed is straightforward when the medium in which the vehicle operates (i.e. airmass) is fixed relative to the reference point (i.e. earth). This situation becomes more complex when the airmass moves with respect to the earth (i.e. wind) and deforms (i.e. compresses). A complete system is illustrated in the Figure below. The Pitot tube collects dynamic pressure and the Static port collects static pressure. Static pressure is used by the Altimeter to compute altitude, and the Vertical Speed Indicator (VSI) to compute vertical speed. Dynamic Pressure and Static Pressure is used to compute Airspeed. Pitot-static systems A pitot-static system is a system of pressure-sensitive instruments that is most often used in aviation to determine an aircraft's airspeed, Mach number, altitude, and altitude trend (i.e. verstical speed). The static port measures static pressure. The pitot tube measures dynamic pressure. Some designs combine both the static and dynamic ports into a single unit. Pitot pressure The pitot pressure is obtained from the pitot tube. The pitot pressure is a measure of ram air pressure (the air pressure created by vehicle motion or the air ramming into the tube), which, under ideal conditions, is equal to stagnation pressure, also called total pressure. The pitot tube is most often located on the wing or front section of an aircraft, facing forward, where its opening is exposed to the relative wind. By situating the pitot tube in such a location, the ram air pressure is more accurately measured since it will be less distorted by the aircraft's structure. When airspeed increases, the ram air pressure is increased, which can be translated by the airspeed indicator. Static pressure The static pressure is obtained through a static port. The static port is most often a flush-mounted hole on the fuselage of an aircraft, and is located where it can access the air flow in a relatively undisturbed area. Some aircraft may have a single static port, while others may have more than one. In situations where an aircraft has more than one static port, there is usually one located on each side of the fuselage. With this positioning, an average pressure can be taken, which allows for more accurate readings in specific flight situations. An alternative static port may be located inside the cabin of the aircraft as a backup for when the external static port(s) are blocked. A pitot-static tube effectively integrates the static ports into the pitot probe. It incorporates a second coaxial tube (or tubes) with pressure sampling holes on the sides of the probe, outside the direct airflow, to measure the static pressure. Pitot-static instruments The pitot-static system obtains pressures for interpretations by the pitot-static instruments. The explanations below explain traditional, mechanical instruments. Airspeed indicator The airspeed indicator is connected to both the pitot and static pressure sources. The difference between the pitot pressure and the static pressure is called "impact pressure". The greater the impact pressure, the higher the airspeed reported. A traditional mechanical airspeed indicator (see Figure below) contains a pressure diaphragm that is connected to the pitot tube. The case around the diaphragm is airtight and is vented to the static port. The higher the speed, the higher the ram pressure, the more pressure exerted on the diaphragm, and the larger the needle movement through the mechanical linkage. Altimeter The pressure altimeter, also known as the barometric altimeter, is used to determine changes in air pressure that occur as the aircraft's altitude changes. Pressure altimeters must be calibrated prior to flight to register the pressure as an altitude above sea level. The instrument case of the altimeter is airtight and has a vent to the static port. Inside the instrument, there is a sealed aneroid barometer. As pressure in the case decreases, the internal barometer expands, which is mechanically translated into a determination of altitude. The reverse is true when descending from higher to lower altitudes. Machmeter Aircraft designed to operate at transonic or supersonic speeds will incorporate a machmeter. The machmeter is used to show the ratio of true airspeed in relation to the speed of sound. Most supersonic aircraft are limited as to the maximum Mach number they can fly, which is known as the "Mach limit". The Mach number is displayed on a machmeter as a decimal fraction. Vertical airspeed indicator The vertical speed indicator (VSI) or the vertical velocity indicator (VVI), is the pitot-static instrument used to determine whether or not an aircraft is flying in level flight. The vertical airspeed specifically shows the rate of climb or the rate of descent, which is measured in feet per minute or meters per second. The vertical airspeed is measured through a mechanical linkage to a diaphragm located within the instrument. The area surrounding the diaphragm is vented to the static port through a calibrated leak (which also may be known as a "restricted diffuser"). When the aircraft begins to increase altitude, the diaphragm will begin to contract at a rate faster than that of the calibrated leak, causing the needle to show a positive vertical speed. The reverse of this situation is true when an aircraft is descending The calibrated leak varies from model to model, but the average time for the diaphragm to equalize pressure is between 6 and 9 seconds. Pitot-static errors The pitot tube is susceptible to becoming clogged by ice, water, insects or some other obstruction. For this reason, aviation regulatory agencies such as the U.S. Federal Aviation Administration (FAA) recommend that the pitot tube be checked for obstructions prior to any flight. To prevent icing, many pitot tubes are equipped with a heating element. A heated pitot tube is required in all aircraft certificated for instrument flight. A blocked pitot tube is a pitot-static problem that will only affect airspeed indicators. A blocked pitot tube will cause the airspeed indicator to register an increase in airspeed when the aircraft climbs, even though indicated airspeed is constant. This is caused by the pressure in the pitot system remaining constant when the atmospheric pressure (and static pressure) are decreasing. In reverse, the airspeed indicator will show a decrease in airspeed when the aircraft descends. A blocked static port is a more serious situation because it affects all pitot-static instruments. One of the most common causes of a blocked static port is airframe icing. A blocked static port will cause the altimeter to freeze at a constant value, the altitude at which the static port became blocked. The vertical speed indicator will become frozen at zero and will not change at all, even if vertical airspeed increases or decreases. The airspeed indicator will reverse the error that occurs with a clogged pitot tube and cause the airspeed be read less than it actually is as the aircraft climbs. When the aircraft is descending, the airspeed will be over-reported. In most aircraft with unpressurized cabins, an alternative static source is available and can be toggled from within the cockpit of the airplane. Density errors affect instruments reporting airspeed and altitude. This type of error is caused by variations of pressure and temperature in the atmosphere. A compressibility error can arise because the impact pressure will cause the air to compress in the pitot tube. At standard sea level pressure altitude the calibration equation (see calibrated airspeed) correctly accounts for the compression so there is no compressibility error at sea level. At higher altitudes the compression is not correctly accounted for and will cause the instrument to read greater than equivalent airspeed. A correction may be obtained from a chart. Compressibility error becomes significant at altitudes above 10,000 feet (3,000 m) and at airspeeds greater than 200 knots (370 km/h). Hysteresis is an error that is caused by mechanical properties of the aneroid capsules located within the instruments. These capsules, used to determine pressure differences, have physical properties that resist change by retaining a given shape, even though the external forces may have changed. Reversal errors are caused by a false static pressure reading. This false reading may be caused by abnormally large changes in an aircraft's pitch. A large change in pitch will cause a momentary showing of movement in the opposite direction. Reversal errors primarily affect altimeters and vertical speed indicators. A position error is produced by the aircraft's static pressure being different from the air pressure remote from the aircraft. This error is caused by the air flowing past the static port at a speed different from the aircraft's true airspeed. Position errors may provide positive or negative errors, depending on one of several factors. These factors include airspeed, angle of attack, aircraft weight, acceleration, aircraft configuration, and in the case of helicopters, rotor downwash. There are two categories of position errors, which are "fixed errors" and "variable errors". Fixed errors are defined as errors which are specific to a particular make of aircraft. Variable errors are caused by external factors such as deformed panels obstructing the flow of air, or particular situations which may overstress the aircraft. Final Note: Modern aircraft use air data computers (ADC) to calculate airspeed, rate of climb, altitude and mach number. The ADC's replace the diaphragms with electrnic sensors. Two (or three) ADCs receive total and static pressure from independent pitot tubes and static ports, and the aircraft's flight data computer compares the information from each computers and checks one against the other. There are also "standby instruments", which are back-up pneumatic instruments employed in the case of problems with the primary instruments. Air France Flight 447 NOVA video: http://www.pbs.org/wgbh/nova/space/crash-flight-447.html Pitot 25 minutes Lift 35 minutes Power indication 43 minutes Stall recovery 45 minutes Official Accident Report: http://www.bea.aero/docspa/2009/f-cp090601e3.en/pdf/f-cp090601e3.en.pdf On 31 May 2009, flight AF447 took off from Rio de Janeiro Galeão airport bound for Paris Charles de Gaulle. The airplane was in contact with the Brazilian ATLANTICO ATC on the INTOL – SALPU – ORARO - TASIL route at FL350. At around 2 h 02, the Captain left the cockpit. At around 2 h 08, the crew made a course change of about ten degrees to the left, probably to avoid echoes detected by the weather radar. At 2 h 10 min 05, likely following the obstruction of the Pitot probes in an ice crystal environment, the speed indications became erroneous and the automatic systems disconnected. The airplane's flight path was not brought under control by the two copilots, who were rejoined shortly after by the Captain. The airplane went into a stall that lasted until the impact with the sea at 2 h 14 min 28. Accident Factors: (49 minutes) Big storm hidden by smaller storm on weather radar Super-cooled water Pitot tubes in atmosphere outside of design requirements Narrow speed envelope Procedures – abnormal (85% thrust, 5 degrees) Stall recovery techniques Overreliance on automation Limits of simulation capabilities ______________________________________________________________________________ YOU ARE THE PILOT How do pilots know the aircraft altitude and speed? PRIMARY FLIGHT DISPLAY Vertical Speed Indicator (VSI) Right handside pointer= Vertical Speed in feet per minute. Below middle mark(0 fpm = level flight), rate of descent. Above middle mark (0 fpm = level flight), rate of climb. Image shows rate-of-descent at -900 fpm. Descent on 3 degree glidepath, approximately -1000 to -1500 fpm. Range of display -6000 fpm to +6000 fpm. Vertical Speed Limits: There are NO vertical speed limits annunciated. A rate of descent in excess of 6000fpm would exceed the speed envelope. Very difficult to maintain a sustained rate-of-climb in excess of 4000 fpm. Vertical Speed Targets: Some PFD's display desired vertical speed and a bug on the gauge. Altitude Tape Right handside sliding tape = Pressure Altitude in feet. Background tape with altitude values slides past box in middle with actual Pressure Altitude. Pressure Altitude in image 960 feet. Range of display -1000 ft to 45,000 ft. Altitude Limits displayed. Ground proximity warning. Altitude Targets: Air Traffic Control (ATC) ceiling/floor/ desired altitude is displayed in magenta above the altitude tape. Image shows selected altitude 2000' (Note: this image is of approach in which the aircraft has descended below the target altitude. When the aircraft is cleared to land, the pilots will set the target altitude to the missed approach clearance altitude in preparation for a missed approach (if it is required). This is the only time, the aircraft is allowed to violate the target altitude. Indicated Airspeed Tape Left handside sliding tape = Indicated Airspeed in knots. Background tape with airspeed values slides past box in middle with actual Indicated Airspeed. Indicated Airspeed in image 159 knots. Range of display 0 knots to 340 knots.. Airspeed Limits displayed.(1) 1.3 VStall – minimum safe speed plus 30% buffer, (2) Vstall – minimum speed at which lift is lost, (3) Maximum speed for buffet and compressibility. Airspeed Targets: displayed above the airspeed tape (160 knots) and by a magenta bug on the tape. There is also an airspeed trend indicator. This is small green arrow that points either up or down on the speed tape. The tip of the arrow identifies the speed in 10 seconds. The average change in velocity over the past 10 seconds is used to forecast the velocity in the next 10 seconds. In this example, the aircraft is decelerating and will be at 150 knots in 10 seconds. Radio Height Geometric height above the terrain is displayed as a number in the bottom section of the Horizontal Situation Indicator (HSI). This value is derived from a radio altimeter and is only available within approx 5000 feet of the terrain. Used for takeoff and landing. Groundspeed Groundspeed (knots) is displayed as a number under the Airspeed tape. The Groundspeed is equal to the Airspeed minus the headwind (i.e. wind component parallel to aircraft flightpath opposite to the direction of flight). Historic Note: Before the "glass cockpit' (i.e. digital avionics) era there was the "steam gauge" era. The basic 6 instruments were arranged in a "basic-T" to provide an easy scan for pilots. From left top row: airspeed indicator, attitude indicator, altimeter. From left bottom row: turn coordinator, heading indicator, and vertical speed indicator. ______________________________________________________________________________ AIRPSEED, MACH NUMBER AND ALTITUDE Mach Number The speed of sound is the distance travelled during a unit of time by a sound wave propagating through an elastic medium. In dry air at 20 °C (68 °F), the speed of sound is 343.2 metres per second (1,126 ft/s). This is 1,236 kilometres per hour (768 mph), or about one kilometer in three seconds, or approximately one mile in five seconds. In fluid dynamics, the speed of sound in a fluid medium (gas or liquid) is used as a relative measure of speed itself. The speed (in distance per time) divided by the speed of sound in the fluid is called the Mach number. Objects moving at speeds greater than Mach1.0 are traveling at supersonic speeds. Objects moving at speeds less than Mach = 1.0 are traveling at subsonic speeds. Speed of Sound in Dry air (m/s) = 33.4 + 0.6 * T (m/s) – below 36,000 ft Speed of Sound in Dry air (knots) = 29.06 SQRT (518.7 – (3.57 * Altitude)) - below 36,000 ft Temperature stabilizes at -69.7 degrees F at 36,000 ft speed stabilizes at 573 knots Where: T is Temperature in degrees Celsius Altitude 1000 ft For example: at 15º C, Speed of Sound = 340.5 m/s = 762.8 m/hr As altitude increases, the temperature decreases by 2º per 1000 ft Speed of Sound decreases with altitude MACH, TAS and ALTITUDE TAS for Constant Mach = Speed of Sound * Constant Mach δ =POWER((1-6.88POWER(10,-6)Altitude),5.26) Θ =(1-(6.8753POWER(10,-6))(Altitude )) TAS for Constant CAS = Constant CAS /SQRT(δ / Θ) CAS/Mach Transition Altitude (e.g. 340 knots and 0.7 Mach) "Coffin Corner" where Mach Max meets CASMin 250 knots 10,000' Econ Climb CAS/Mach (e.g. 280/0.78 Econ Cruise Mach (e.g. 0.82) Econ Descent Mach/CAS (e.g. 0.77/268) TAS =25 =25 =25 \| Altitude (1000 ft) \| Speed of Sound (Knots TAS) \| Mach (250 knots) \| TAS for 0.5 M \| TAS for 0.6 M \| TAS for 0.7 M \| TAS for 0.8M \| TAS for 0.84M \| Lambda \| Theta \| TAS for 210 EAS \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| 0 \| =29.06SQRT(518.7- (3.57A2)) \| =340/B2 \| =B20.5 \| =B20.6 \| =B20.7 \| =B20.8 \| =B20.84 \| =POWER((1- 6.88POWER(10,- 6)A21000),5.26) \| =(1- (6.8753POWER(10,- 6))(A21000)) \| =210/SQRT(I2/J2) \| \| =A2+1 \| =29.06SQRT(518.7- (3.57A3)) \| =340/B3 \| =B30.5 \| =B30.6 \| =B30.7 \| =B30.8 \| =B30.84 \| =POWER((1- 6.88POWER(10,- 6)A31000),5.26) \| =(1- (6.8753POWER(10,- 6))(A31000)) \| =210/SQRT(I3/J3) \| \| =A3+1 \| =29.06SQRT(518.7- (3.57A4)) \| =340/B4 \| =B40.5 \| =B40.6 \| =B40.7 \| =B40.8 \| =B40.84 \| =POWER((1- 6.88POWER(10,- 6)A41000),5.26) \| =(1- (6.8753POWER(10,- 6))(A41000)) \| =210/SQRT(I4/J4) \| = SECTION 3) AERODYNAMICS, AIRFOILS, LIFT, DRAG, AND THRUST Aerodynamics is the specialization of the wider field of fluid dynamics. Aerodynamics concerned with study of fluids that are susceptible to compressibility (e.g. air at speeds above 200 ft/sec). Wings The wing is the main component of the aircraft that generates the upward force, known as lift, that makes heavier than air flight feasible. Aircraft wings are built in many shapes and sizes for different applications. One the tradeoffs that must be made in wing design is between lift, balance, and stability in flight. Straight wings are more stable but generate drag (that keeps speeds low and increases fuel burn and emissions). Sweptback and delta wings reduce drag but decrease stability. Typical wing leading and trailing edge shapes Figure below shows the common wing forms and configuration. Airfoils The airfoil section, a cross-section of the wing determines the amount of lift generated. Airfoil section properties are as follows: 1. Leading Edge faces oncoming flow 2. Trailing edge - opposite oncoming flow 3. Chord - straight line from leading edge to trailing edge 4. Meanline - Line midway between upper and lower surface 5. Camber- Maximum difference between meanline and chord (Symmetrical airfoil, camber = zero) Lift Lift is the upward force that enables flight. Lift is generated by the pressure differential that exists between the upper and lower surfaces of the wing. The differential pressure is the result of the higher velocity flow that exists on the upper surface of the wing and the relatively lower velocity flow along the lower surface of the wing. Three factors determine the magnitude of the Lift force: 1) Airfoil chord length. The longer the chord the more surface area over which a differential pressure can act. However, the longer the chord, the more friction drag will generated. 2) Airfoil camber. Camber has the effect of inducing higher pressure differentials for a given surface area. Excessive camber produces drag an dynamic instability. 3) Angle of Attack ( , apha) The higher the alpha the higher pressure differential and the greater the lift. When alpha gets too high, the flow over the upper surface of the airfoil transitions from laminar flow (smooth over the surface) to turbulent flow that separates from the airfoil surface. Stall A stall occurs beyond a certain angle-of-attack such that the lift begins to decrease. The angle at which this occurs is called the critical angle of attack. This critical angle is dependent upon the profile of the wing, itsplanform, its aspect ratio, and other factors, but is typically in the range of 8 to 20 degrees relative to the incoming wind for most subsonic airfoils. The critical angle of attack is the angle of attack on the lift coefficient versus angle-of-attack curve at which the maximum lift coefficient occurs. Flow separation begins to occur at small angles of attack while attached flow over the wing is still dominant. As angle of attack increases, the separated regions on the top of the wing increase in size and hinder the wing's ability to create lift. At the critical angle of attack, separated flow is so dominant that further increases in angle of attack produce less lift and vastly more drag. (Note, airflow doesn't really separate from the wing, a vacuum does not magically emerge there. Rather, clean laminar flow gets pulled away by messy turbulent flow—the green area in the diagram. "Flow separation" is a useful abstraction though.) A fixed-wing aircraft during a stall may experience buffeting or a change in attitude (normally nose down). Most aircraft are designed to have a gradual stall with characteristics that will warn the pilot and give the pilot time to react. For example an aircraft that does not buffet before the stall may have an audible alarm or a stick shaker installed to simulate the feel of a buffet by vibrating the stick fore and aft. The "buffet margin" is, for a given set of conditions, the amount of 'g', which can be imposed for a given level of buffet. The critical angle of attack in steady straight and level flight can only be attained at low airspeed. Attempts to increase the angle of attack at higher airspeeds can cause a high speed stall or may merely cause the aircraft to climb. Watch King Training Video on Angle of Attack and Stall http://www.youtube.com/watch?v=5wIq75_BzOQ&featur e= pl ay er_embed ded # ! Watch King Training Video on impact of flaps during a Stall http://www.youtube.com/watch?v=sKzbeWwe0wM&feature=related Stall (Continued) The graph shows that the greatest amount of lift is produced as the critical angle of attack is reached(quaintly known as the "burble point" in the early days of aviation). This graph shows the stall angle, yet in practice most pilot operating handbooks (POH) or generic flight manuals describe stalling in terms of airspeed. This is because all aircraft are equipped with an airspeed indicator, but fewer aircraft have an angle of attack indicator. An aircraft's stalling speeds is published by the manufacturer (and is required for certification by flight testing) for a range of weights and flap positions, but the stalling angle of attack is not published. As speed reduces, angle of attack has to increase to keep lift constant until the critical angle is reached. The airspeed at which this angle is reached is the (1g, unaccelerated) stalling speed of the aircraft in that particular configuration. Deploying flaps/slats decreases the stall speed to allow the aircraft to take off and land at a lower speed. One symptom of an approaching stall is slow and sloppy controls . As the speed of the aircraft decreases approaching the stall, there is less air moving over the wing and therefore less air will be deflected by the control surfaces (ailerons, elevator and rudder) at this slower speed. Some buffeting may also be felt from the turbulent flow above the wings as the stall is reached. However during a turn this buffeting will not be felt and immediate action must be taken to recover from the stall. The stall warning will sound, if fitted, in most aircraft 5 to 10 knots above the stall speed. The magnitude of the Lift force can be computed from the following equation: ``` Lift = ½ CL * * Velocity 2 * Wing Area Where: Lift = the magnitude of the lift force (lbs) CL = the Lift Coefficient = air density (slugs/ft 3 ) Velocity = True Airspeed (TAS) along the Flight Path axis (feet/sec) Wing Area = area of the wing (ft 2 ) ``` The Lift Coefficient (CL) is a non-dimensional parameter used to capture the complexities in the generation of Lift. [Note: A non-dimensional parameter enables the use of the scale models in a wind tunnel to estimate the lift forces in full size aircraft]. The Lift Coefficient is estimated in wind tunnel tests by measuring the lift force, L. Hear Orville and Wilbur Wright discuss Lift. http://www.grc.nasa.gov/WWW/Wright/podcast/Podcast_Forces_Lift.m4v ``` What is the impact of increasing Wing Area on Lift and Drag? Lift = ½ * CL * * Velocity 2 * Wing Area Drag = ½ * CD * * Velocity 2 * Wing Area Where: Lift = the magnitude of the lift force (lbs) CL = the Lift Coefficient = 0.3554 CD = 0.05CL 2 -0.01CL +0.02 = air density (slugs/ft 3 ) = 0.0017 Velocity = True Airspeed (TAS) along the Flight Path axis (feet/sec) = 634 fps Wing Area = area of the wing (ft 2 ) = 1000 ft 2 ``` \| CL \| Rho (slugs/ft3) \| V (ft/sec) \| S (ft sq) \| LIFT = ½ * CL * Rho * Velocity2 * Wing Area \| CD = 0.05CL2 - 0.01CL +0.02 \| \|---\|---\|---\|---\|---\|---\| \| 0.3554 \| 0.0017 \| 634 \| 500 \| = 0.5A2B2C2C2D2 \| =(0.05A2A2)- (0.01A2)+0.02 \| \| 0.3554 \| 0.0017 \| 634 \| =D2+(D20.1) \| = 0.5A3B3C3C3D3 \| =(0.05A3A3)- (0.01A3)+0.02 \| Drag The penalty of a lift device, such as a wing) is the production of a Drag force, due to the resistance generated by the fluid to the relative motion of the wing. The Drag force has four measured components: (1) Form Drag is generated by the energy required to move fluid away from the path of the object. (2) Viscous Drag is the result of the friction between the object and the fluid (3) Induced Drag is associated with the production of the Lift force. An object that produces no Lift has no Drag force (4) Wave Drag, occurs only in supersonic flight, is associated with moving a shock wave through the fluid. The magnitude of the Drag force can be computed from the following equation: Where: Drag = the magnitude of the Drag force (lbs) C D = the Drag Coefficient = air density (slugs/ft 3 ) Velocity = True Airspeed (TAS) along the Flight Path axis (feet/sec) Wing Area = area of the wing (ft 2 ) The Drag Coefficient (CD) is a non-dimensional parameter used to capture the complexities in the generation of Drag. [Note: A non-dimensional parameter enables the use of the scale models in a wind tunnel to estimate the lift forces in full size aircraft]. The Drag Coefficient is estimated in wind tunnel tests by measuring the drag force, D, and applying the following equation. The table below illustrates representative Drag Coefficients various objects. Note the role of the impact surface area (e.g. sphere vs teardrop, cube vs. diamond), as well as the role of the length of object (e.g. longs vs. short cylinder, sphere vs. half sphere) Drag is not all bad. There are several operational scenarios in which an increase in Drag force is useful. In one scenario, Air Traffic Control may request to expedite descent. Increasing drag, while maintain airspeed and thrust setting, will increase the rate of descent. Drag is introduced by extending spoilers (also known as airbrakes), extending the landing gear and flaps/slats. Note landing gear and flaps/slats can only be extended at slower speeds to avoid shearing these devices off their mounts. THRUST Thrust Rating Thrust Rating is the maximum level of thrust that an engine can attain under a given set of environmental conditions. Thrust Rating is used to establish the limits to which an engine can be taken under different flight conditions. Thrust Rating depends on speed, altitude, and temperature. As ambient temperature rises beyond a threshold temperature (e.g. 59:F), the thrust generated decreases. Turbofan rotational speed increases the fan, shaft, and turbines experience aerodynamic and centrifugal forces that create stress levels in the materials that result in structural failure. Increased altitude resulting in reduced density, will generate less thrust at the same rotor speed. The following Thrust Ratings commonly used: Takeoff (TO) – maximum thrust for the takeoff phase. Usually limited to duration of 5 minutes Maximum Climb Thrust (CLB) – maximum thrust extracted during climb phase Maximum Continuous Thrust (MCT) – maximum thrust extracted from an engine for unlimited duration. Reserved for operations when an engine has failed. Maximum Cruise Thrust (MCT) – maximum thrust that can be extracted from an engine in the cruise regime. Thrust Available Thrust Available is the thrust generated at a specific Throttle Setting and the prevailing flight atmospheric conditions. Thrust Required Thrust Required is the term used to identify the amount of force that must be generated by the engines to overcome other forces such as drag, inertia and weight. For example, to maintain level flight at a constant speed, will require a specific Thrust Setting (T1). To accelerate the aircraft to a new speed in level flight will require increased thrust (T2). T2 is the Thrust Required. Fuel Burn Rate Fuel Burn Rate, also known as Fuel Flow, is a critical parameter. It is used to estimate the required fuel for a flight, as well as efficiency and pollution computations. Fuel Burn Rate is proportional to thrust. As thrust increases, the fuel burn rate increases. To account for atmospheric conditions, Fuel Burn Rate is corrected as follows: W fCorrected = Wf / θ An alternate measure of fuel burn rate is Specific Fuel Consumption (SFC). The correction SQRT θ removes the effects of temperature and altitude variation. SECTION 4 AIRCRAFT EQUATIONS OF MOTION Angles and Axes ______________________________________________________________________________ YOU ARE THE PILOT How do pilots know the aircraft Pitch, Roll (i.e. Bank Angle), and Yaw? PRIMARY FLIGHT DISPLAY Horizontal Situation Indicator (HSI) The HSI (also known as the Attitude Indicator or Artificial Horizon) displays the aircraft's attitude relative to the horizon. This provides information on the bank angle of the wings and the pitch angle (i.e. aircraft nose is pointing above or below the horizon). This is a primary instrument for instrument flight. The HIS is located in the middle of the PFD. It has a blue (sky) and brown (ground) background with several markings overlaid. Bank Angle At the top of the HSI is a half-circle of white hash marks with a white triangular pointer. The hash marks represent 5 degrees of bank angle. The triangle pointer is the current bank angle. In this example the left wing is tipped slightly down, the right wing is tipped slightly up. There are also two black right angled images on either side of the center line. These images are the wings of the aircraft. The white line separating the blue sky and brown ground represents the horizon. In this example the horizon is higher on the left than on the right indicating a slight bank to the left. Pitch The white horizontal hashmarks in the middle of the HSI represent increments of 2.5 degrees of pitch. The pitch of the aircraft is the hash mark that is between two black right angle brackets (wings). In this example the nose of the aircraft is pitched up 2.5 degrees. The magenta Pitch Bar and Roll bar are part of the Flight Director (Autopilot) and will be discussed in a later chapter. Yaw (Slip and Skid Indicator) The white rectangle located right below the triangular bank angle indicator. The white rectangle will slide left or right of the base of the triangle indicating the direction and magnitude of the yaw. ______________________________________________________________________________ Forces Lift is perpendicular to Flight Path Axis Thrust is parallel to Body Axis Drag is parallel to Flight Path Axis Weight is a result of gravity, perpendicular to Horizontal Axis Free-body Diagram for Aircraft Performance (Vertical and Longitudinal Axes only) Equations of Motion (Vertical and Longitudinal Axes only) Newtons 3 rd Law: Sum of the forces equals the Mass times the Acceleartion Mass * Acceleration = Σ Forces Mass * Flight Path Acceleration (dV/dt) = Thrust(cos ) - Drag – Weight(sin ) Where: * Acceleration on the Flight-path Axis += dV/dt - ft/sec * Thrust, Drag, Weight – lbs * , - radians * Mass = Weight/g, * g=32.2 ft/sec 2 Case 1: Level Flight, Constant Speed Level Flight - = 0 Constant Speed dV/dt = 0 Substitute = 0 and dV/dt = 0 into equation of motion ``` M * 0 = T(cos ) - D – 0 0 = T(cos ) – D -T(cos ) = -D T(cos ) = D ``` Assume cos ~ 1 Thrust = Drag To maintain level flight at a constant speed, the Thrust is required to overcome the Drag force. Case 2: Level Flight, Increasing Speed (Accelerating) Thrust = Drag + Force Required to Accelerate Mass To accelerate in level flight, the thrust is required t overcome the Drag force and the force of inertia to accelerate to a new speed. Case 3: Climbing, Constant Speed Level Flight - > 0 Constant Speed dV/dt = 0 Thrust = Drag + Force Required to Overcome Weight (for selected Flight Path Angle) Maximum Angle for Climb ( Max) is determined by Max Thrust, Weight and Drag Exercise: 1) Solve the equations of motion for the following scenarios: a. Climbing and Accelerating to a new speed b. Descending at Constant Speed c. Descending and Decelerating to a new speed 2) Draw a state-space diagram with on the y-axis and Thrust on the x-axis. Assume constant Drag and Weight. Draw contours for constant speed, accelerating and decelerating Example Problem: You are a Flight Operations Engineer at Eventually Airways (motto: We will get you there …eventually). Your company marketing department has decided to provide service in the winter ski season to a popular ski village located in the valley between two steep peaks. You need to determine the type of aircraft that can be used in all weather conditions to climb-out in excess of 4 degrees to clear the peak located in the published departure procedure. Compute Flight path angle ( ) for climb with Drag = 6404 lbs, TAS = 634 ft/sec, W=100,000lbs. T=19500. Assume = 0, no winds. Solution: Mass * Flight Path Acceleration (dV/dt) = Thrust(cos ) - Drag – Weight(sin ) Substitute in values for W, D, T ``` cos = cos (0) = 1; sin = (19500(1) – 6404lbs)/100,000lbs sin = 0.131 radians = Inverse sin (0.131radians * (360º /2 )) = 7.5º ``` Free-body Diagram for Aircraft Performance (Lateral and Vertical Plane) To maintain a coordinated turn, Lift component in the horizontal axis equal the Centrifugal force. ΣForces in Vertical Axis: L(cos) - W= 0 L = W/ (cos) (2) To maintain level flight, Lift component in Vertical axis must exceed Weight To develop the relationship between Bank Angle and Turn Radius * Substitute equation (2) into equation (1) (V 2 /R)W/g - W (sin ) / (cos ) = 0 Replace W with mg, and (sin ) / (cos ) = (tan ) (V 2 /R)mg/g - mg (sin ) / (cos ) = 0 (V 2 /R)m - mg (tan ) = 0 * Solve for tan tan = (V 2 /R)(1/g) Solve for R 2 R = V /(g tan) Turn Radius is determined by Speed (V) and Roll Angle ( ) Note: is in radians, degrees to radians = 2Pi/360 , g = 32.2 ft/sec 2 Example Problem #2: You are a Flight Operations Engineer at Eventually Airways (motto: We will get you there …eventually). Your company marketing department has decided to provide service in the winter ski season to a popular ski village located in the valley between two steep peaks. The aircraft selected for the route is not able to clear the mountain in the departure. You need to determine whether the type of aircraft selected can make a 180º turn of no more than 4nm turn radius to avoid high terrain under specific conditions. What bank angle is sufficient? Aircraft speed (V) is 140 knots CAS (= 255 fps TAS). Solution: R = V 2 /(g tan ) R = (255ft/sec) 2 / (32.2 ft/sec) (tan (15º 2Pi/360 º) R = 7548 ft Convert feet to n.m. (1nm = 6076 ft) R = 1.24 nm AIRCRAFT PERFORMANE LIMITS Stall Speed (VS, 1.3 VS) Maximum Operating Speed (VMO, MMO) Mass * Flight Path Acceleration = Thrust(cos ) - Drag – Weight(sin (sin m * dV/dt = T – D - mg ) (sin dV/dt = (T – D)/m - g Integrate over time V = -g(sin)t + ((T-D)/m)t Case: Starting from level flight and constant speed (T-D=0), increase or decrease Flight Path Angle; V = -g(sin )t Velocity increases as Flight Path Angle decreases. Velocity decreases as Flight Path Angle increases. ) ) Case: Starting from level flight and constant speed increase or decrease Thrust (while holding Flight Path Angle = 0); V = ((T-D)/m)t Velocity increases as Thrust increases above Drag. Velocity decreases as Thrust decreases below Drag. SECTION 6 ASSESSMENT UNIT EXAM TAKEHOME EXAM (Aerodynamic Simulation) INSTRUCTIONS 1. Initial: I have adhered to the University Honor Code ______ Note: All violations of Honor Code will be reported 2. OPEN Book 3. Write and draw clearly. Provide explanations were required. 4. Have Fun! Problem #1 State-Space a) Use Excel (or another tool with computational and graphing capability) to draw a statespace diagram with on the y-axis and Thrust on the x-axis. Assume Drag = 6404 lbs, Weight = 100,000. Compute for different Thrust (1000 lbs to 17,000 lbs in 2000lb increments) and different rate of acceleration (0, +0.05g, and -0.05g). For each rate of acceleration, plot thrust vs . b) Explain the constant acceleration contours on the state-space diagram c) Overlay the following trajectory on the state-space diagram. a. Aircraft is in level flight ( = 0) at constant speed (250 knots). Hint: Compute Thrust for this condition. Don't forget to convert knots to ft/sec. b. Aircraft in level flight increases thrust such that the aircraft accelerates at +0.05g and maintains 270 knots. c. Aircraft thrust is decreased and the aircraft noses down to a one degree rate of descent while holding constant speed. After descending several thousand feet, the aircraft levels off and maintains 270 knots. Problem #2 Build a Simulation of Aircraft Performance (using the point-mass model) Instructions: 1. Use Excel (or any other application or software language) Example: Excel Spreadsheet 0 0 2. Create a simulation using the following parameters (i.e. columns) a. Time (secs) – range 0 to 200. Initial condition is at time step 0. b. Thrust (lbs) c. Drag (lbs) d. Weight (lbs) e. Mass = Weight/Gravitational Force f. Flight Path Angle (Degrees) g. Sin (FlightPath Angle) (radians) h. dv/dt = acceleration on Flight Path Axis (ft/sec2) i. VTAS (ft/sec) = True Airspeed on Flight Path Axis j. VTAS (knots) k. VGroundSpeed (ft/sec) l. VGroundSpeed (knots) m. Distance Travelled (feet) n. Distance Travelled (knots) o. Vertical Speed (ft/sec) p. Vertival Speed (ft/min) q. Altitude (ft) Note1: Parameters shown in italics are derived from equations of motion using the parameters in the list. Parameters in plan text are fixed (i.e. constants). Parameters in bold are input (see input profile below). Note2: All Excel trig functions use radians (not degrees). Convert degrees to radians using RADIANS(angle) function. Convert radians to degrees using DEGREES(radians) function. 3. Initial Conditions a. VTAS (ft/sec) = 422 ft/sec = 250 knots b. Distance Travelled = 0 ft c. Altitude = 0 ft 4. Test Cases. Make sure that your simulation is working correctly. In level flight, when thrust = drag, dV/dt should equal zero. In climb (i.e. Flight Path Angle > 0), at constant speed, it will require more thrust than in level flight. Check all the other cases too. 5. Create the following Charts: a. Time (x-axis), Thrust (lbs) (primary y-axis), Flight Path Angle (degrees) (secondary y-axis) and dV/dt (ft/sec2) (secondary y-axis) b. Time (x-axis), VTAS (knots) and VGroundspeed (knots) (primary y-axis), Distance Travelled (nm) (secondary y-axis) c. Time (x-axis), Flight Path Angle (degrees) (primary y-axis), Altitude (ft) (secondary yaxis), Vertical Speed (fpm) (secondary y-axis) d. Distance (nm) (x-axis), Altitude (ft) (primary y-axis), Vertical Speed (fpm) (primary y-axis) 6. The aircraft performs the following maneuvers. Using the charts from #5, complete the table below. \| \| Settin g (lbs) \| Path Angle (degre es) \| Time (secs) \| Time (secs) \| Distan ce (nm) \| Distan ce (nm) \| Altitud e (ft) \| Altitud e (ft) \| VTAS (knots ) \| VTAS (knots ) \| al Speed (fpm) \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| 1. Level Flight, constant speed \| \| \| \| \| \| \| \| \| \| \| \| \| 2. Level flight accelerat ion \| \| \| \| \| \| \| \| \| \| \| \| \| 3. Level Flight, constant speed \| \| \| \| \| \| \| \| \| \| \| \| \| 4. Climb Decelera tion \| \| \| \| \| \| \| \| \| \| \| \| \| 5. Climb at Constant Speed \| \| \| \| \| \| \| \| \| \| \| \| \| 6. Climb with Accelera tion \| \| \| \| \| \| \| \| \| \| \| \| \| 7. Climb with Constant Speed \| \| \| \| \| \| \| \| \| \| \| \| 7. Deliverables: a. Table from Question #6 b. Charts From Question #5 c. Spreadsheet or Code 8. 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CHILDREN AND FAMILIES Addressing Youth Homelessness Through State Policies Missouri State Profile BY SARAH SCHERER Each year, an estimated 4.2 million youth and young adults experience homelessness in the United States. As of January 2019, 6,179 individuals of all ages were homeless in Missouri. Of these, 1,359 were under age 18, and 545 were 18 to 24 years old. Among the homeless youth and young adults in Missouri, 477 were unaccompanied by an adult. Many factors increase a young person's odds of becoming homeless. Demographic risk factors include being Hispanic or Black, a single parent or LGBTQ. In fact, LGBTQ youth are more than twice at risk of being homeless than their cisgender or heterosexual peers. In a March 2019 report, the Congressional Research Service identified family conflict and family dynamics, a youth's sexual orientation, sexual activity, school problems, pregnancy and substance use as primary risk factors for youth homelessness. Risk Factors for Homelessness Being Hispanic or Black Time in foster care Pregnant or parenting Sexual activity Substance use Identifying as LGBTQ History of family conflict/ abuse School problems Children in foster care face additional factors that increase their risk of homelessness, including the number of foster care placements, history of running away from placements and time spent in a group home. The Voices of Youth Count from Chapin Hall at the University of Chicago found that 33% of youth and young adults experiencing homelessness across the country had previously been a part of the foster care system. According to 2015 data, 31% of Missouri youth who have spent time in foster care experience homelessness by the time they turn 21. These statistics point to child welfare reforms as a significant opportunity to prevent homelessness among youth and young adults. Legislative Action Homeless youth across the nation experience many common systemic challenges. Minors, in particular, are likely to face significant barriers accessing health and mental health services, obtaining government-issued identification cards and birth certificates, and enroll- 31 % Foster youth in Missouri who experience homelessness by age 21. Source: Child Trends, 2017 Homelessness in Missouri 2019 Source: United States Department of Housing and Urban Development ing in school. Homeless youth are also more likely to encounter the juvenile or criminal justice systems. All of these are obstacles to exiting homelessness and achieving a stable living arrangement. To address some of these challenges, the Missouri General Assembly passed HB 1414 in 2020. This omnibus bill, carried by Representative Sheila Solon (R), passed with bipartisan support. Representative Solon describes the legislation as "one of the most impactful bills" passed in her eight years in the legislature. It was "a bipartisan effort, where we worked together to get it passed and help the children of our state. A big moment for all of us. Everyone was very proud." The bill allows unaccompanied youth to receive one copy of their birth record, free of charge, without the consent or signature of a parent or guardian. It also extends Medicaid benefits for youth experiencing homelessness to age 26 and allows homeless youth to contract for and obtain mental health services without the express consent of a parent or guardian. Implied consent can be verified by professionals involved in the youth's life, including a service provider, local education agency liaison or licensed attorney representing the youth. Prior to the passage of HB 1414, homeless youth in Missouri were permitted, under Missouri law (Mo. Ann. Stat. § 431.056), to contract for housing, employment, purchase of an automobile, receipt of a student loan, admission to high school or postsecondary school, medical care, establishing a bank account, admission to a shelter for victims of domestic violence, admission to a rape crisis center, and to receive services as a victim of domestic violence or sexual assault. HB 1414 expands this statute to include contracting for mental health services. Also according to Missouri law (Mo. Ann. Stat. § 167.020), homeless children and youth in Missouri are not required to meet residency requirements when registering for school. These extended contracting rights enable youth to receive services and documents needed to take care of themselves and move closer to achieving permanency and stability. Republicans and Democrats Working Together for the Children and Youth of Missouri It was "a bipartisan effort, where we worked together to get it passed and help the children of our state. A big moment for all of us. Everyone was very proud." —Representative Sheila Solon (R) tative Solon, a Republican, and a "bipartisan group of women legislators that all came to the table from different backgrounds, with a similar goal in mind…. HB 1414 was really about the children of Missouri and saying these kids matter too." Missouri's Road Ahead Like all states, Missouri still has work to do to address youth homelessness, and the Governor's Committee to End Homelessness is part of the effort. The committee was established in 1987 by Missouri Governor John Ashcroft in response to the Stewart B. McKinney Homeless Assistance Act and the establishment of the United States Interagency Council on Homelessness. Working in alignment with federal strategies to end homelessness for unaccompanied youth is one of the committee's goals. Kids Win Missouri, a children's advocacy organization, describes increasing transitional living services and supports for youth experiencing homelessness as an urgent priority. Shelters typically allow a maximum of 30-day stays, which often is not enough time to complete a full needs assessment. Furthermore, it can take more than 30 days for youth to receive government-issued vital records necessary to apply for a job. A related priority for Kids Win Missouri is streamlining the process for unaccompanied youth to receive state-issued identification cards, the lack of which creates significant barriers for youth attempting to access services and achieve stability. Additional NCSL Resources Representative and Democratic floor leader Crystal Quade describes HB 1414 as "one of the biggest wins for Missouri after… several years of researching and trying to find the right language that works for everyone." Representative Quade, having introduced similar legislation on her own in previous sessions, credits the hard work of Represen- For more information on preventing youth homelessness and mitigating the negative consequences when it does occur, check out NCSL's overview of youth homelessness and policy scan. To search for legislation on youth homelessness, see NCSL's Housing and Homelessness Legislation Database. ncsl.org	<urn:uuid:0b6f4a84-476b-4a73-914f-8d6f394ab96b>	CC-MAIN-2022-49	https://www.ncsl.org/documents/cyf/Homelessness_Profile_Missouri_35963.pdf	2022-12-05T04:12:49+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00270.warc.gz	944,123,610	1,357	eng_Latn	eng_Latn	0.996889	eng_Latn	0.997361	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2340, 6847 ]	[ 2.171875 ]	1	0
LMLPA lake cleanup collects over 8 tons of waste Danny Moore Apr 17, 2019 Kids from around St. Clair County were part of the Logan Martin Lake Protection Association (LMLPA) annual lake cleanup, helping to collect over seven tons of waste during the event. The Logan Martin Lake Protection Association (LMLPA) collected over eight tons of waste during their annual lake cleanup between March 30 and April 6. Mike Riley, the chairman over the LMLPA cleanup, said he was expecting a thousand volunteers this year to cleanup Logan Martin Lake shorelines. "We tried to get the word out by encouraging people to tell their friends, church groups, civic groups, everyone to come out and help," Riley said. The LMLPA had 734 volunteers total (exceeding the yearly average of 500 participants), while the Choccolocco Creek Watershed Alliance had 100. Riley added that cleaning up the roadways can be as equally important as cleaning the waterways. "Litter from the roadways perpetuate the problem, and it's best not to litter at all," said Riley. The fine for littering in Pell City is 200 dollars. Although the annual cleanup is hosted by LMLPA, it is in conjunction with the Alabama Power Company "Renew our rivers" program. This statewide program involves thousands of volunteers cleaning the waterways of Alabama and the southeast. The Alabama Power Company likes to collaborate with grassroots organizations to promote conservation. According to apcshorelines.com, Alabama Power has 30 cleanups set for 2019 across the state. On April 6, the LMLPA hosted a picnic for volunteers. Hot dogs and chips were provided by Toast Eatery, while drinks were supplied by Coca Cola Bottling of Anniston. There was also live music by Steve Shafer. Next year's event will be March 28 through April 4, 2020. Want to learn more? Go to www.lmlpa.org for more information on what Logan Martin Lake Protection Association will be doing such as Frog Night, Paddle Boat Derby and Car Show in July. Volunteers with LMLPA hand out shirts to volunteers who help clean Logan Martin Lake.	<urn:uuid:06e5f91d-ff9e-4d66-b3b0-76af90f5e7e9>	CC-MAIN-2022-49	http://www.lmlpa.org/wp-content/uploads/2019/04/St.-Clair-News-Aegis-LMLPA-lake-cleanup-collects-over-8-tons-of-waste.pdf	2022-12-05T04:39:07+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00271.warc.gz	71,716,376	458	eng_Latn	eng_Latn	0.997523	eng_Latn	0.998096	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 848, 2072 ]	[ 1.46875 ]	1	1
Oadby and Wigston Borough Council Environment Strategy and Action Plan November 2019 1 Introduction 1.1 Oadby and Wigston Borough Council is committed to playing its part in responding to the growing evidence that urgent action is required to respond to global warming. 1.2 A 'Special Report on Global Warming of 1.5°C' was published by the Intergovernmental Panel on Climate Change (the United Nations body for assessing the science related to climate change) in October 2018. It found that we are already seeing the consequences of 1°C of global warming through more extreme weather, rising sea levels and diminishing Arctic sea ice, among other changes. The report highlights a number of climate change impacts that could be avoided by limiting global warming to 1.5°C but that this requires rapid and far-reaching transitions in land, energy, industry, buildings, transport, and cities. Global net human-caused emissions of carbon dioxide (CO2) would need to fall by about 45 percent from 2010 levels by 2030, reaching 'net zero' around 2050. 1.3 This Strategy and Action Plan sets out how Oadby and Wigston Borough Council will contribute towards reducing carbon emissions both in terms of actions that it can take as an organisation in its own right and in terms of the Council role in influencing local residents and businesses and encouraging a partnership approach involving a range of stakeholders. 1.4 The Council has established a cross party Environment Working Group which will seek to implement this Action Plan and co-ordinate the Council's response to Climate Change. 2 Environment Strategy: Vision 2.1 Oadby and Wigston Borough Council is committed to making a positive impact to improve the environmental sustainability of the Borough. 3 Environment Strategy: Objectives 3.1 The Council has identified four key objectives that will focus the activities of this Action Plan in order to enable it to fulfil its Vision. - Reducing Emmissions - Raising Awareness - Partnership Working - Volunteering 4 Oadby and Wigston Borough Council Corporate Plan 2019-2024 4.1 The Council has a Corporate Plan which sets out the overarching context for the Borough up to 2024. The Corporate Vision is 'A Stronger Borough Together, Improving the Lives of our Communities' and it includes three Corporate Objectives: - Building, Protecting and Empowering Communities - Growing the Borough Economically - Providing Excellent Services 4.2 The Corporate Plan details how these Corporate Objectives will be met and how success will be measured on an annual basis. 4.3 The Council will ensure a consistent approach between the implementation of the Corporate Plan and the Environment Strategy and Action Plan. Responding to Climate Change and reducing Carbon Emissions is essential in enabling the Corporate Vision and Corporate Objectives to be delivered. Therefore, the Environment Strategy and Action Plan will be taken into account in the implementation of the all of the actions contained in the Corporate Plan. The Corporate Plan is a living document and can be updated to include further environmental actions in its annual review. 5 Local Plan 2011-2031 5.1 The Borough Council adopted its Local Plan in April 2019 which sets out the approach to delivering the sustainable growth and development in the Borough. The Local Plan seeks to ensure that all new development within the Borough, whether it is new build or conversion, is required to illustrate the highest standards of design and construction. It requires all development to respect local history, character and vernacular, whilst incorporating measures to conserve energy, achieve sustainable energy generation and minimise waste. It requires a development to contribute towards reducing greenhouse gas emissions; reducing flood risk, both existing and future; and, achieving sustainable waste management. 5.2 The Local Plan seeks to actively encourage travel planning, working from home, cycling, walking and access to fast, frequent and affordable public transport. Whilst encouraging the reduction of private car use, it seeks to improve the highway network within the Borough to ensure as reliable and free flowing movement of vehicular traffic as possible. 6 Leicestershire Joint Strategic Needs Assessment 2018-2021 6.1 The Leicestershire Joint Strategic Needs Assessment analyses the health needs of the population. It aims to improve the health and wellbeing of the local community and reduce inequalities for all ages. It forms a continuous process of strategic assessment and planning with the aim to develop local evidence-based priorities for commissioning which will improve the public's health and reduce inequalities. 6.2 The Leicestershire Joint Strategic Needs Assessment includes a specific chapter dealing with Air Quality. This chapter specifically identifies the Borough of Oadby and Wigston as having high levels of 'outdoor environment' deprivation (based upon the levels of air quality and number of road traffic accidents) and a significantly worse (higher) rate than nationally of babies born with a low birth rate. Action Plan Objective: Reducing Emmissions RE1: Ensuring New Council Buildings are Energy Efficient This action primarily relates to new build facilities although there may also be some opportunities to retro-fit existing buildings. There are opportunities to look at energy efficiency in relation to the Council Offices, any new build community centres and pavilions and any new build properties built to increase the Council's HRA housing stock. In relation to new build properties consideration will be given to ensuring that appropriate green space is provided for the benefit of residents. Where possible, consideration will be given to the use of solar panels. Timescale: Dependent upon each specific project, however, the Corporate Plan requires certain schemes to be brought forward during 2020. Cost: Dependent upon each specific project. However, payback will be a key consideration. In relation to a new build or making an addition to existing stock then the revenue savings for measures such as solar, water reclamation, green roofs etc, will need to be calculated within the business case as opposed to a traditional build. Environmental Impact: It will reduce the impact that the Council's buildings have upon climate change. Local impact and contribution to national impact. Will take into account the following elements: energy and carbon dioxide emissions; water; materials; surface water run-off; waste; pollution; health and wellbeing; management; ecology. How action effect change: This action will enable the Council to lead by example in terms of delivering energy efficient buildings. Links to Corporate Plan: GBE5 To have finalised proposals for the redevelopment of at least one town centre site; GBE6 To have finalised proposals for the delivery of a new doctors surgery in South Wigston Short Term Actions/KPIs To have completed a costed Conservation Plan of Bushloe House by end of December 2019 To have reviewed the HRA Business Plan by the end of March 2021 and in doing so, commenced an appraisal of options to improve the energy efficiency of the Council's Housing Stock To consider viable options to integrate energy efficient measures in new developments brought forward through regeneration projects - ongoing RE2: Encouraging Sustainable Transport This action relates to providing opportunities for the use of sustainable transport. This includes: - negotiation and liaison with developers in the consideration of planning applications - installation of electric car charging points in town centres/car parks - taking opportunities to get involved with and influence long term transport proposals through the Leicester and Leicestershire Strategic Growth Plan - encouraging the use of the Grand Union Canal towpath by cyclists - keeping a watching brief on the introduction of a Clean Air Zone in Leicester and influencing with regard to and potential impacts upon the Borough - Reducing the environmental impact of transport within out borough by adopting responsible practices and policies around staff travel and ensuring our IT provision supports home working, teleconferencing and paperless meetings - Live steaming of Council meetings to enable residents to view Council business from home rather than having to travel to attend - Introducing a staged reduction of the age of vehicles that are licensed with the aim of ensuring that all vehicles are Euro Standard 6 compliant Timescale: Short, medium to long term dependent upon each specific project Cost: Dependent upon each specific project. With the exception of the footbridge at Ervins lock it is anticipated that costs will either be staff costs, funded by grants or Section 106 Contributions Environmental Impact: It will reduce the impact of harmful transport related emissions into the atmosphere. Local impact and contribution to national impact How action effect change: This action relates to policy and practice employed by the Council and influencing policy and practice of partners. Links to Corporate Plan: BPE11 Install footbridge at Ervins Lock Short Term Actions/KPIs To introduce a bicycle pool for Council staff to use when undertaking site visits by the end of March 2021 To develop specific proposals for the introduction of electric car charging points in town centres/car parks by the end of December 2020 To have introduced live streaming of Council meetings by the end of March 2021 To have met the first stage in the reduction of the age of vehicles that are licensed with the aim of ensuring that all vehicles are Euro Standard 6 compliant To have investigated potential to review the Council's staff car loan scheme to encourage purchase of low emission vehicles by the end of March 2020 To have reviewed the Public Realm Supplementary Planning Document by March 2021 RE3: Ensuring Council Vehicles are Energy Efficient This action primarily relates to the purchase of new vehicles for the Depot. Consideration is given to the purchase of those vehicles which have low emissions and improved fuel efficiency. Alternative powered vehicles (electric / bio fuel etc.) will also be considered on a case by case basis, as new technology develops and improves. The supplier of our current fleet of refuse vehicles is in the process of improving the development of an electric option and although this is currently considered to be not economically or practically viable at present it will be a major consideration in our next round of purchasing should it be found to be effective and within the budget allocation. Timescale: New replacement vehicles required will be purchased when the current vehicles are approximately 7 years old. Consideration of electric vehicles is dependent on the development of these new vehicles and infrastructure being in place. Cost: This is dependent upon each specific vehicle required. However vehicles with the best power supply / emissions will be a priority. Environment Impact: The local impact will include reduced emissions/ pollution, and improved health and wellbeing. How action effects change: This action, particularly the future consideration of alternative powered vehicles, will showcase the Council as an authority committed to reducing emissions, as well as a providing a positive contribution to the national impact. Links to Corporate Plan: BPE22 To keep our environment as clean as possible Short Term Actions/KPIs To introduce Miles per Gallon (mpg) targets across the Council's fleet of vehicles to ensure that they are used in the most efficient manner possible by April 2020 RE4: Develop an Energy Performance Certificate Strategy for all Council Housing Properties We measure the performance of our homes using a SAP score (standard assessment procedure). SAP scores are banded into EPC (Energy Performance Certificate) ratings for homes, and an EPC certificate is produced each time an assessment is carried out. This action will establish our performance baseline for all properties; develop an Energy/Environmental Strategy for council homes and estates; develop road maps for each property archetype, to understand how to achieve long term targets most cost effectively; agree an Energy Investment Plan incorporated within an overall HRA Asset Management Strategy for 2020-2025. In addition, our investment programme to maximise the energy efficiency and effectiveness of the heating and hot water services to each of our homes requires the renewal of boilers that are 15 or more years old and where necessary the associated heating systems. Timescale: Short term – deliver EPC actions by May 2020. Boiler replacement programme 2019-20: 290 properties at an estimated cost of £435,000; 2020-23: 310 properties at an estimated cost of £465,000; 2023-29: 300 properties at an estimated cost of £450,000 Cost: Any costs associated with EPC work are already budgeted for. For boiler replacement programme see above Environmental Impact: Local impact and contribution to national impact How action effect change: This action relates to policy and practice employed by the Council. Links to Corporate Plan: Providing Excellent Services. Short Term Actions/KPIs To have delivered EPC (Energy Performance Certificate) actions by May 2020 To have replaced boilers in 290 properties by the end of March 2020 To have replaced boilers in 310 properties by the end of March 2023 RE5: Reduce the Use of Paper and Plastics We will do this by: - Continuing our transformation work to migrate paper processes to an electronic capability through the use of the Electronic Documents and Records Management System - Replacing internal paper transactions and processes with online forms - Introducing responsible printing protocols, reducing the amount of printing or printing efficiently where it is required - Increasing the number of customer transactions that can be done on line - Introduction of e-billing for both Council Tax and Business Rates for the Council's 25,000 paying customers, each of which currently requires at least one piece of written correspondence per year - Making Committees paperless –this will achieve a reduction of over 50,000 sheets of Committee papers printed annually - Reviewing all opportunities to stop or reduce the use of plastics Timescale: This work is in progress and will continue. For e-billing for both Council Tax and Business Rates we will aim to go live before the start of the 2021/22 annual billing process Cost: Officer time. For e-billing a new module(s) for the Academy IT system will be required with both capital and revenue implications. However, this is an invest to save situation and ongoing savings will accrue. Environment Impact: The production and use of paper and plastics has a number of adverse effects on the environment and is significant due to the amount. This action will allow the Council to reduce its carbon footprint by reducing fossil fuelled energy use such as electricity and reduce paper and plastic usage. How action effects change: These initiatives support existing national and global campaigns encouraging responsible reduction of paper and plastic usage and reducing travel where alternative ways to conducting business can be implemented. This action relates to policy and practice employed by the Council, however will require buy-in from tax payers and as a result full impact will take place over a number of years. Links to Corporate Plan: PES 6 Average time taken to process Benefit Claims; PES7 Average time taken to process change in circumstances; PES8 The number of online transactions submitted by residents will increase; PES17 Facilitate the Migration to Paperless Committees; PES25 Council Tax Collection Rate; PES26 NNDR Collection Rate; PES27 Reduce Former Years Arrears for Council Tax; PES28 Reduce Former YEARS Arrears for NNDR; PES29 – Reduce outstanding HB overpayments; PES32 Redesign the way our services work to ensure effective working practices; PES33 Migrate paper processes generally to electronic cabability; PES 36 Continue to improve value for money at the Council Short Term Actions/KPIs To have facilitiated the move to paperless Committees by March 2020 To have eliminated the use of plastic cups by March 2020 RE6: Reducing the Overall Council Carbon Footprint at the Main Council Offices We will do this by: - Reviewing desktop computer and printing equipment to ensure that the Council is using the most energy efficient equipment using the lowest voltage suitable - Reviewing Homeworking policy – Expand the homeworking arrangements of Council Staff with the view of moving services off site. There are many areas across the authority which do not require or at least lend themselves to not having a permanent office base Timescale: Medium Term – Start immediately survey of all equipment and review of homeworking policy. A pilot scheme could be considered for 2020/21 Cost: Dependent on initial survey and will require commitment to a capital budget Environmental Impact: Reduce the consumption of fossil fuel Electricity How action effects change: Will require advice and extra resources from the Council’s ICT contractor Links to Corporate Plan: PES32 Redesign the way our services work to ensure effective working practices Short Term Actions/KPIs To have completed a homeworking pilot scheme by March 2021 RE7: Develop a Procurement Strategy to Maximise Use of Sustainable Materials The Council will develop and rewrite its procurement strategy to maximise the use of supplies made from only sustainable sources. We will do this by: - Reviewing both Gas and Electricity tariffs that the Council uses to make sure that we are always on the most 'green tariff' available. - Investigate the use of electric vehicles to carry out services for example fully electric refuse vehicles which are not only cleaner to environment but quieter creating less disturbance at early hours of the day. - Ensuring that our tenders for major refurbishment/new build contractors require contractors to meet high environmental standards by achieving ISO14001 Environmental Management. Timescale: Deliver during 2020/21 Cost: The review of the procurement strategy would be carried out in house by officers. Sustainably sources purchases will be delivered from existing budgets and future capital programmes. How action effects change: This will require considerable officer time to review current procurement practices and the sustained support from members and SLT together with commitment from officers to carry out the new strategy Links to Corporate Plan: PES32 Redesign the way our services work to ensure effective working practices Short Term Actions/KPIs To have the new Procurement Strategy in place by the end of March 2021 Objective: Raising Awareness RA1: Raising Awareness of Initiatives and Opportunities to Support and Encourage a Cleaner Environment for our Residents We will do this by increasing awareness amongst our staff, councillors, residents, businesses, contractors, partners, community, stakeholders and voluntary groups through initiatives including training and providing environmental learning opportunities to embed a culture of responsibility to work in a sustainable and environmentally friendly way. Timescale: Short Term Cost: Officer time and possible budget allocation for materials. Environment Impact: Increasing awareness will encourage responsible practises to improve the air quality in the Borough How action effects change: This initiative supports existing national and global campaigns to promote better awareness of environmental issues Links to Corporate Plan: Building, Protecting and Empowering Communities Short Term Actions/KPIs We will include regular articles in the Council's Letterbox publication - ongoing RA2: Raising Awareness of Initiatives and Opportunities to Improve Air Quality We will install an Air Quality Monitoring Station at Blaby Road/Station Road junction in order to Monitor NOx Levels and Provide Evidence for Declaration of Air Quality Management Area. The Council recognises the link between improved air quality and health and wellbeing and the benefits in order to reduce imbalances across the Borough. We will investigate opportunities to promote this via Clean Air initiatives in the Borough. Timescale: Short term - Current municipal year before mid-May 2020 Cost: £25,000 provided by S106 monies Environment Impact: If monitoring indicates that an Air Quality Management Area needs to be declared the Council will put together a plan to improve the air quality - a Local Air Quality Action Plan. How action effects change: This action will enable the Council to lead by example in terms of improving air quality. The Council will work with partners under the auspices of the Leicestershire Joint Strategic Needs Assessment 2018-2021 to improve the health and wellbeing of the local community and reduce inequalities for all ages. Links to Corporate Plan: BPE20 We will ensure installation and activation of Air Quality Monitoring Station in Blaby Road, South Wigston Short Term Actions/KPIs To have installed an Air Quality Monitoring Station at Blaby Road/Station Road junction by the end of May 2020 To have considered opportunities to use the public wifi equipment in town centres as a means of also monitoring air quality by the end of March 2021 RA3: Provide Educational Opportunities Relating to Engaging with Nature Educating the next generation about the life cycles of plants and animals, wildlife habitats, woodlands, wildflower meadows and ponds is important to the Borough Council. This action provides educational opportunities, by working with specialist instructors to deliver a range of experiences to school pupils and visitors to the Borough, for example, Brocks Hill County Park. Activities include pond dipping, mini beast hunts and den building. Timescale: This important action is on-going. Cost: Utilising the local leisure provider to deliver educational opportunities with no cost to the Local Authority. Environment Impact: The aim is to up-skill the next generation in order to conserve and enhance the range of habitats and their associated species to ensure that the Borough's parks retain their ecological value into the future. How action effects change: This action will influence policy and practice of local partners who utilise the Borough's parks for educational activities – e.g. schools/community groups who will take the learning back into their classroom environment. Links to Corporate Plan: Building, Protecting and Empowering Communities Short Term Actions/KPIs To have provided 1000 educational opportunities to individuals by the end of March 2020 RA4: Manage our Parks to Protect the Countryside, Preserve the Local Landscape and Nurture Wildlife The Parks in the Borough provide a range of opportunities for visitors to enjoy the countryside, including wildlife watching, recreation, wild play and exercise. Timescale: Short Term. In terms of Brocks Hill, the overarching management plan runs from 2018 – 2022, when it will be reviewed and updated. Cost: The cost to deliver this action is officer time as well as access to the current budget allocation. Possible additional budget allocation required for materials. Environment Impact: The aim is to conserve and enhance the range of habitats and their associated species to ensure the Borough's Parks retain their ecological value into the future. How action effects change: This action will influence policy and practice of local partners such as schools and community groups who utilise the Borough's Parks. Links to Corporate Plan: Building, Protecting and Empowering Communities Short Term Actions/KPIs To have reviewed the Brocks Hill Management Plan to come into effect from April 2022 Objective: Partnership Working PW1: Increase Tree Planting The primary benefits of trees are that the process greatly contributes to producing the oxygen that we and all other animals need to breathe and sustain life. It is well documented that trees reduce the amount of storm water runoff, which reduces erosion and pollution in our waterways and may reduce the effects of flooding which are projected to become more intense with the progress of climate change. Many species of wildlife depend on trees for habitat. Trees provide food, protection, and homes for many birds, Insects and mammals. In the short term (before May 2020) we will complete digital mapping of all council owned property and land; assess OWBC land usage, identifying constraints and opportunities; engage the Forestry Commission, Woodland Trust and The Tree Council to ascertain the most appropriate funding available. In the medium term (before March 2023) we will implement new and improved landscape management programme for maximum tree and meadow grass coverage – Climate change, carbon neutral, air quality, flood risk, pollinator's. Timescale: See above Cost: There are a number of grant schemes available that we will seek funding from including The Countryside Stewardship (CS) Woodland Creation Grant (WCG) and the Urban Tree Challenge Fund (UTCF) Environmental Impact: Local impact and contribution to national impact How action effect change: This action relates to policy and practice employed by the Council and will also rely on support from local stakeholder initiatives. Links to Corporate Plan: BPE19 Through the implementation of parks, open spaces, play areas and tree strategies we will have an organised approach to delivery across the Borough. Short Term Actions/KPIs Complete digital mapping of all council owned property and land; assess OWBC land usage, identifying constraints and opportunities; engage the Forestry Commission, Woodland Trust and The Tree Council to ascertain the most appropriate funding available by May 2020. PW2: Promote the Leicester Low Carbon Transport Accelerator Grants are available up to a maximum of £10,000 for the purchase of new taxi vehicles. The Scheme can provide up to 40% of the difference between the cost of an Ultra-Low Emission Vehicle and the cost of the usual replacement in grant support (subject to a maximum cap). The scheme is managed by Leicester City Council and part-funded through the European Regional Development Fund (ERDF), the Scheme requires a Full Application form to be completed. Grant funding is provided by the European Regional Development Fund (ERDF) and available to Taxis operating across the Leicester and Leicestershire Economic Partnership Area. In the medium term the Council intends to carry out a review of its Vehicle Licencing Policy with a view to bringing in a staged reduction of the age of vehicles that are licensed aimed at ensuring that all vehicles are Euro Standard 6 compliant. Timescale: Short Term. The Council has already promoted the scheme to all taxi operators within the Borough. Cost: Staff time - making information and application packs available. Environmental Impact: Local impact and contribution to national impact How action effect change: This action relates to policy and practice at a European level and employed at a local level. Links to Corporate Plan: Growing the Borough Economically Short Term Actions/KPIs Promotion of the scheme to all taxi operators within the Borough - achieved. PW3: Manage Flood Planning and Response This action relates to working with Leicester, Leicestershire & Rutland (LLR) on countywide partnership plans, including flood planning and response, now and into the future. Not only to provide an early and appropriate multi-agency response to a flood or potential flooding incident, but to continue to be proactive in mapping critical infrastructure at risk of flooding and identifying new areas at risk, as a result of climate change. Training provided to officers and regular exercising of the locality plan will enable the authority to be prepared. Timescale: New Incident Plan template will be available by the end of October 2019. This plan will incorporate the locality flood plan towards the end of the year, to ensure all information is available in the same document. Cost: The Council provides a contribution to the Resilience Partnership for their expertise and ongoing advice. County-wide training and exercise is provided free of charge. The purchase of additional sandbags will be based on the mapping of new identified areas at risk and the need to increase current stocks. Environment Impact: Flooding impacts on individuals, businesses and communities and has a social economic and environmental consequence. By mapping new areas that are identified 'at risk', the Council together with the LLR Partnership will continue to raise awareness through campaigns to encourage home owners and businesses to put in place contingency plans. How action effects change: By working with LLR and the Environment Agency to identify new hotspots, the Council will work with stakeholders to address areas of concern. Links to Corporate Plan: Building, Protecting and Empowering communities Short Term Actions/KPIs Incident Plan/Locality Flood Plan to be complete by the end of March 2020 PW4: Encourage Schools to take up Sustainable Travel Initiatives This action relates to working with our Leisure Contractor Everyone Active, as well as the School Sports Partnership and Leicestershire County Council. The aim is to encourage more schools to take up sustainable travel initiatives e.g. to walk or cycle to school. Active travel will help reduce the number of people using their cars to travel short distances, and reduce pollution levels, particularly at school drop-off and pick -up times. This will in turn encourage more people to think about their wellbeing and the importance of walking and being more physically active to improve their health. Timescale: Working with the School Sport Partnership during term-time and with the leisure contractor as an ongoing action – utilising the range of local and national campaigns. Cost: This action will help towards the reduction in pollution levels, particularly at peak travel times. It will improve participant's health and wellbeing including mental health. Environment Impact: Working to increase the number of people being more active and utilising other forms of travel, will help to improve air quality. How action effects change: This action will require support from local stakeholders, particularly Borough schools and engagement from residents. Links to Corporate Plan: Building, Protecting and Empowering communities Short Term Actions/KPIs To have worked with 10 schools to introduce new sustainable transport initiatives by the end of March 2021 PW5: Formally Designate Brocks Hill Country Park as a Local Natural Reserve OWBC is working with Natural England to formally designate Brocks Hill Country Park as a Local Natural Reserve. This has many benefits including retaining the countryside and natural open space of the Green Wedge, where Brocks Hill is an essential link. Timescale: This matter is on the Agenda for approval at September's Service Delivery Committee. Once approved this will deliver long term benefits for the residents of O&W. Cost: The only cost to implement this action is officer time, as well as Volunteer assistance during conservation tasks in order to continue to improve and enhance the Country Park. Environment Impact: It will provide protection of the habitats and biodiversity, and will promote Brocks Hill as an area for recreation and enjoyment for local people and visitors from outside the Borough for years to come. How action effects change: This action, sanctioned by OWBC, will prevent the land from being used for development purposes. Links to Corporate Plan: Building, Protecting and Empowering Communities Short Term Actions/KPIs To have received formal designation from Natural England by December 2020 Objective: Volunteering VO1: Improve the Environmental Quality of the Council's Housing Estates This action relates to developing community cohesion to improve the environmental quality of the Council housing estates and to develop a sense of pride in tenants' appreciation of their immediate environment. The proposal is to encourage local community groups to extend their remit to include the Council's housing estates and to work with residents over initiatives which may include tree planting, creation and planning up of borders, planters and improvements to street furniture with a view to a contribution to the Britain on Bloom competition. Awards could be offered to tenants. Also possibility to link to a campaign against fly tipping on the Council's estates and improving recycling and bin areas on estates to encourage more recycling. Timescale: Short term – deliver during 2020 Cost: The Council would need to set aside a small amount of funding to finance this initiative, although sponsorship could also be sought. Environmental Impact: Local impact – enhanced quality of the Council's housing estates, improve wellbeing of tenants How action effect change: This action will require support from local stakeholder initiatives, particularly local community groups. It will also require close working with and support from the Operations section who are currently responsible for grounds maintenance at the Council's estates Links to Corporate Plan: BPE22 To keep our environment as clean as possible Short Term Actions/KPIs To have community groups established with the aim of improving environmental quality of the Council's housing estates by the end of March 2021 VO2: To Increase the Number of Volunteers to Improve the Environment Volunteers add value to the important work across the Borough's Town Centres and natural green and open spaces. This ranges from getting important messages out to residents about recycling, to clearing litter from our Town Centres. Volunteers and particularly community champions are well placed to engage with their communities to make a difference, whilst providing volunteers with a positive experience which develops new skills and heightens a sense of wellbeing. The Council will aim to bring together initiatives currently underway, for example in relation to reducing the use of plastics. Timescale: The aim is to recruit further Volunteers in the short-term, before May 2020. Cost: Utilising local Volunteers, who give their time freely, provides no additional costs to the Local Authority. Environment Impact: This action will continue to improve the local area by using volunteers to get the message out about the importance of recycling, to assist with clearing litter from our Town Centres, as well as helping to protect habitats and the biodiversity of the local area, through conservation work. How action effects change: This action will support local stakeholder initiatives and influence the practice of local partners. The Council will aim to work closely with voluntary and charitable organisations in the Borough. Links to Corporate Plan: BPE7 Increase the number of volunteers the Council recruits to assist with improving the Borough Short Term Actions/KPIs To have a volunteering strategy/policy in place by the end of March 2020 To have started the process of recruiting volunteers by the end of May 2020	<urn:uuid:2c08bf8f-2ffc-418c-9262-60a80b91f93f>	CC-MAIN-2022-49	https://www.oadby-wigston.gov.uk/files/documents/environment_strategy_and_action_plan/FINAL-Environment-Strategy-and-Action-Plan-November-2019%20%281%29.pdf	2022-12-05T05:52:49+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00269.warc.gz	937,152,506	6,752	eng_Latn	eng_Latn	0.982711	eng_Latn	0.996992	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 85, 2021, 4236, 5118, 7376, 9937, 12494, 14589, 17036, 18900, 20999, 22870, 25117, 27490, 30000, 32080, 34526, 35478 ]	[ 1.421875, 1.03125 ]	3	0
Positive self-talk neck massage circles 1. These are things that successful English learners say to themselves (Rost 2005) Write the sentences on the board. Learning English makes me feel good. Learning English is my passion. I believe I will have success with English. I believe I'm a good student. I'm hungry for English. I believe I'm a good student. 2. Each student chooses one of the sentences. It can be any one they like. 3. Students work in groups of 8-10. They stand and make a circle. 4. Students walk slowly in their circle. As they walk, they slowly massage the neck and shoulders of the person in front of them. They repeat the sentence over and over (They say in the 1 st person – "I'm" not "You're", etc. They are acting as their partners' innervoice as well as saying positive sentences [to] themselves). 5. After a few minutes, they reverse directions and partners. Notes: This is a nice tension-release warm-up before something stressful like a test. Of course, it is important that the students are comfortable with physical contact with each other. If you have them choose their own group, this is usually not a problem. In the presentation referred to, Rost used the sentence, "I'm addicted to English." I changed it to "hungry" as my own students didn't understand using "addicted" in a positive way. Tim Murphey initially introduced me to the "neck massage circle". I was very skeptical, perhaps especially because I am a male teaching in a women's university. I didn't want anything to appear inappropriate. However, I found that when approached with a sense of "we can all enjoy this together", students love it. If I am going to demonstrate with a student, I always choose someone who I know will be comfortable with me touching her. I also ask if it is OK. There has never been a problem. Reference: Rost, M. (2005) Generating Student Motivation. Paper presented to meeting of ThaiTESOL, Bangkok Thailand. January 2005.	<urn:uuid:30947011-0f40-47b4-978a-1c8df6cd5935>	CC-MAIN-2022-49	https://www.eltandhappiness.com/uploads/1/1/2/5/11251138/positive_self-talk_massage_circles.pdf	2022-12-05T05:24:06+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00268.warc.gz	774,785,035	438	eng_Latn	eng_Latn	0.999442	eng_Latn	0.999442	[ "eng_Latn" ]	false	docling	[ 1959 ]	[ 3.0625 ]	1	3
FIRST RECORD OF PELOPHYLAX KURTMUELLERI PREYING ON HYLA ARBOREA IN GREECE Philippos Katsiyiannis 1 & Elias Tzoras 2 1 Kato Platanovrysi 250 08, Chalandritsa, Greece 2 Patra 264 42, Achaia, Greece 1 Corresponding author: email@example.com Published online: January 28, 2020 Abstract The observation of a Pelophylax kurtmuelleri (Gayda, 1940) feeding on a Hyla arborea (Linnaeus, 1758) is reported. This is the first record of this behavior from Greece. Key words: feeding behavior, Greece, Hyla arborea, Pelophylax kurtmuelleri. Pelophylax kurtmuelleri, the Balkan Water Frog, is a native species of the Balkans, distributed from the western part of the peninsula through to southern Greece, while introduced populations have been recorded in Denmark, Switzerland, France and Italy (Dufresnes 2019). P. kurtmuelleri inhabits various habitats across their Greek territory (e.g. flowing streams, ponds, lakes, rivers, marshes, etc.) and can be found from sea level up to 1000 m elevation (Valakos et al 2008). In addition to their wellstudied distribution range, little is known for their natural history and few observations are published (Plitsi et al 2016, Jablonski & Tzoras 2019). Herein, we present an anurophagy behaviour of this species. Fig. 1. Adult Pelophylax kurtmuelleri preying on Hyla arborea in the National Park of Kotychi-Strophylia Wetlands, in southern Greece. During an amphibian survey at Kotychi-Strophylia National Park at the northwestern part of Peloponnese peninsula (38.132° N; 21.385° E), we encountered a large P. kurtmuelleri having in its mouth an adult Hyla arborea (Fig.1). The Balkan Water Frog was in very shallow water, about 5cm deep, in an open grass field surrounded by seasonal ponds, were many Hyla arborea were calling and mating, with many couples in amplexus. The H. arborea was found having the two back legs outside the mouth of P. kurtmuelleri, still moving slowly and grasping vegetation nearby. ISSN (on-line edition) : 2241-7842 We first found the animals at 23:15 h (2 February 2019) and watched until the European Tree Frog was completely swallowed at 00:22 h (3 February 2019) which is 1 hour and 7 minutes later. P. kurtmuelleri was using its eyes every time it was swallowing with the eye-bulbs pressing the roof of the mouth. There were many minutes of inactivity were only the victim was weakly moving its legs, and very few swallowing bouts in total. Near these two individuals, many adult P. kurtmuelleri and P. epeiroticus were also observed. This observation was made under rainy weather at 15.3°C air temperature and 13.3°C water temperature. Frogs of the genus Pelophylax are opportunistic feeders and eat almost whatever they can find in their habitat (Covaciu-Marcov et al 2005, Çiçek and Mermer 2007). Depending on availability and opportunity, they will catch whatever they can but most of their diet consists of insects, arachnids, isopods and snails (Çiçek & Mermer 2007, Plitsi et al 2016, Pafilis et al 2019). Although similar anurophagy incident has been reported from this genus, this record should be the first documented event of a P. kurtmuelleri preying on H. arborea, and in general, to predate a terrestrial phase amphibian. Acknowledgments We would like to thank Michail Manonas, Manolis Karteris and Giannis Daoultzis for their valuable help in the field. Literature Çiçek K. & Mermer A. 2017. Food Composition of the Marsh Frog, Rana ridibunda Pallas, 1771, in Thrace. - Turkish Journal of Zoology 31: 83-90. Dimancea N, David A, Cupsa D, Cicort-Lucaciu A. S, Indrei C. 2010. The trophic spectrum analysis of a Pelophylax ridibundus population from Scăpău locality, Mehedinţi County, SW of Romania. Muzeul Olteniei Craiova. Oltenia. Studii şi comunicări. Ştiinţele Naturii. Tom. 26. Covaciu-Marcov, S.D., Sas I., Cupşa D., Bogdan H. & Lukács J. 2005. The seasonal variation of the food of a non-hibernated Rana ridibunda, Pallas 1771, population from the thermal lake from 1 Mai Spa, Romania. - Analele Univ. Oradea, Fasc. Biologie, Tom. XII: 77-85. Dufresnes, C. 2019. Amphibians of Europe, North Africa and the Middle East. Bloomsbury, London, 224pp. Pafilis, P., Kapsalas, G., Lymberakis, P., Protopappas, D., Sotiropoulos, K. 2019. Diet composition of the Karpathos marsh frog (Pelophylax cerigensis): what does the most endangered frog in Europe eat? Animal Biodiversity and Conservation 42.1: 1-8. Jablonski, D. & Tzoras, E. 2019. Pelophylax kurtmuelleri (Balkan Water Frog) and Pelophylax epeiroticus (Epirus Water Frog). Defensive behavior. Herpetological review 50 (3): 548-549. Plitsi P., Koumaki M., Bei V., Pafilis P. & Polymeni R.M. 2016. Feeding ecology of the Balkan Water frog (Pelophylax kurtmuelleri) in Greece with emphasis on habitat effect. - North-western Journal of Zoology 12 (2): 292-298. Valakos, E.D., Pafilis, P., Sotiropoulos, K., Lymberakis, P., Maragou, P. & Foufopoulos, J. 2008. The Amphibians and Reptiles of Greece. Frankfurt am Main: Edition Chimaira. 463pp.	<urn:uuid:8b9aac93-417f-4446-b711-6ed5d6a9120d>	CC-MAIN-2022-49	https://www.wildgreeceeditions.com/new/wp-content/uploads/2013/06/PA-8-Pelophylax-on-Hyla.pdf	2022-12-05T03:37:20+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00269.warc.gz	1,092,302,620	1,477	eng_Latn	eng_Latn	0.902548	eng_Latn	0.912767	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1992, 4996 ]	[ 1.3984375 ]	1	1
3rd Grade Math Common Core Pacing Guide Getting the books 3rd Grade Math Common Core Pacing Guide now is not type of challenging means. You could not only going following books addition or library or borrowing from your links to way in them. This is an unquestionably easy means to specifically get guide by on-line. This online revelation 3rd Grade Math Common Core Pacing Guide can be one of the options to accompany you in the same way as having further time. It will not waste your time. tolerate me, the e-book will no question proclaim you additional business to read. Just invest tiny grow old to get into this on-line revelation 3rd Grade Math Common Core Pacing Guide as well as evaluation them wherever you are now. Teaching to the Math Common Core State Standards - F. D. Rivera 2014-02-05 This is a methods book for elementary majors and preservice/beginning elementary teachers. It takes a very practical approach to learning to teach elementary school mathematics in an emerging Age of the Common Core State Standards. The Common Core State Standards in Mathematics (CCSSM) is not meant to be "the" official mathematics curriculum; it was purposefully developed primarily to provide clear learning expectations of mathematics content that are appropriate at every grade level and to help prepare all students to be ready for college and the workplace. A quick glance at the Table of Contents in this book indicates a serious engagement with the recommended mathematics underlying the kindergarten through grade 5 portions of the CCSSM first, with issues in content-practice assessment, learning, teaching, and classroom management pursued next and in that order. In this book we explore what it means to teach to the CCSSM within an alignment mindset involving contentpractice learning, teaching, and assessment. The CCSSM content standards, which pertain to mathematical knowledge, skills, and applications, have been carefully crafted so that they are teachable, learnable, coherent, fewer, clearer, and higher. The practice standards, which refer to institutionally valued mathematical actions, processes, and habits, have been conceptualized in ways that will hopefully encourage all elementary students to engage with the content standards more deeply than merely acquiring mathematical knowledge 3rd-grade-math-common-core-pacing-guide by rote and imitation. Thus, in the CCSSM, proficiency in content alone is not sufficient, and so does practice without content, which is limited. Content and practice are both equally important and, thus, must come together in teaching, learning, and assessment in order to support authentic mathematical understanding. This blended, multisourced text is a "getting smart" book. It helps elementary majors and preservice/beginning elementary teachers work within the realities of accountable pedagogy and develop a proactive disposition that is capable of supporting all elementary students in order for them to experience growth in mathematical understanding necessary for middle school and beyond, including future careers. Kumon, Multiplication - 2008-01-01 Promotes beginning multiplication skills by introducing specific concepts gradually to enable complete mastery and the memorization of multiplication basics, sharing an abundance of practice pages for extra reinforcement. Original. Schoolwide Action Research for Professional Learning Communities - Karl H. Clauset 2008-05-15 Discover how Whole-Faculty Study Groups (WFSGs) use collaborative action research to involve an entire professional learning community in improving staff and school performance. International Perspectives on Mathematics Curriculum - Denisse R Thompson 2018-01-01 Curriculum can be defined in a variety of ways. It might be viewed as a body of knowledge, a product, or a process. Curricula can differ as they are conceptualized from various theoretical perspectives to address the needs of teachers, students, and the context of schooling. One reason to study curriculum is "to reveal the expectations, processes and outcomes of students' school learning experiences that are situated in different cultural and system contexts. … further studies of curriculum practices and changes are much needed to help ensure the success of educational reforms in the different cultural and system contexts" (Kulm & Li, 2009, p. 709). This volume highlights international perspectives on curriculum and aims to broaden the wider mathematics education community's understandings of mathematics curriculum through viewing a variety of ways that curricula are developed, understood, and implemented in different jurisdictions/countries. Within this volume, we define curriculum broadly as the set of mathematics standards or outcomes, the messages inherent in mathematics curriculum documents and resources, how these standards are understood by a variety of stakeholders, and how they are enacted in classrooms. The focus is on the written, implied, and enacted curriculum in various educational settings throughout the world. Math Trailblazers 2E G3 Teacher Implemenation Guide - TIMS Project 2004 "A complete research-based, K-5 mathematics program integrating math, science and language arts. [The program] embodies the NCTM Principles and standards for school mathematics and is based on the ideas that mathematics is best learned by solving problems in real-world contexts and that a curriculum should balance conceptual understanding and procedural skill"-P. 4 of cover. Leading With Inquiry and Action - Matthew Militello 2009-07-23 Enhance learning with a collaborative, inquirybased system of leadership! This practical guide presents a systematic, ongoing process for collecting information, making decisions, and taking action in order to improve instruction and raise student achievement. The authors illustrate a collaborative inquiry-action cycle within a realworld context and offer questions and exercises to guide individual reflection and group discussion. Thoroughly grounded in research, this book helps administrators: Identify areas for 3rd-grade-math-common-core-pacing-guide instructional improvement Determine community-supported solutions and build stakeholder commitment Articulate an action plan based on multiple data sources Take steps that support teacher development Systematically evaluate program results Eureka Math Grade K Study Guide - Great Minds 2015-11-09 Eureka Math is a comprehensive, content-rich PreK–12 curriculum that follows the focus and coherence of the Common Core State Standards in Mathematics (CCSSM) and carefully sequences the mathematical progressions into expertly crafted instructional modules. The companion Study Guides to Eureka Math gather the key components of the curriculum for each grade into a single location, unpacking the standards in detail so that both users and nonusers of Eureka Math can benefit equally from the content presented. Each of the Eureka Math Curriculum Study Guides includes narratives that provide educators with an overview of what students should be learning throughout the year, information on alignment to the instructional shifts and the standards, design of curricular components, approaches to differentiated instruction, and descriptions of mathematical models. The Study Guides can serve as either a self-study professional development resource or as the basis for a deep group study of the standards for a particular grade. For teachers who are new to the classroom or the standards, the Study Guides introduce them not only to Eureka Math but also to the content of the grade level in a way they will find manageable and useful. Teachers familiar with the Eureka Math curriculum will also find this resource valuable as it allows for a meaningful study of the grade level content in a way that highlights the coherence between modules and topics. The Study Guides allow teachers to obtain a firm grasp on what it is that students should master during the year. The Eureka Math Curriculum Study Guide, Grade K provides an overview of all of the Kindergarten modules, including Numbers to 10; Two-Dimensional and Three-Dimensional Shapes; Comparison of Length, Weight, Capacity, and Numbers to 10; Number Pairs, Addition and Subtraction to 10; Numbers 10–20 and Counting to 10; and Analyzing Comparing and Composing Shapes. Science Lessons and Investigations, Grade 4 - Evan-Moor Educational Publishers 2020 Science Lessons & Investigations presents science learning through in-depth investigation and observation, supporting Next Generation Science Standards (NGSS). Each unit guides students through exploring a science concept and includes hands-on activities to extend learning. This robust teaching resource gives you everything you need, including teacher support pages, informational text and graphics, vocabulary review, reading and writing activities, and hands-on science projects. Students apply science, technology, engineering, and math concepts to solve real-world problems. Each of the 15 units focuses on a hands-on challenge in which students work together as engineers to design, prototype, test, and refine their creations. Topics support NGSS. Book jacket. Into Reading - Eureka Math Grade 3 Study Guide - Great Minds 2015-11-09 Eureka Math is a comprehensive, content-rich PreK–12 curriculum that follows the focus and coherence of the Common Core State Standards in Mathematics (CCSSM) and carefully sequences the mathematical progressions into expertly crafted instructional modules. The companion Study Guides to Eureka Math gather the key components of the curriculum for each grade into a single location, unpacking the standards in detail so that both users and nonusers of Eureka Math can benefit equally from the content presented. Each of the Eureka Math Curriculum Study Guides includes narratives that provide educators with an overview of what students should be learning throughout the year, information on alignment to the instructional shifts and the standards, design of curricular components, approaches to differentiated instruction, and descriptions of mathematical models. The Study Guides can serve as either a self-study professional development resource or as the basis for a deep group study of the standards for a particular grade. For teachers who are new to the classroom or the standards, the Study Guides introduce them not only to Eureka Math but also to the content of the grade level in a way they will find manageable and 3rd-grade-math-common-core-pacing-guide useful. Teachers familiar with the Eureka Math curriculum will also find this resource valuable as it allows for a meaningful study of the grade level content in a way that highlights the coherence between modules and topics. The Study Guides allow teachers to obtain a firm grasp on what it is that students should master during the year. The Eureka Math Curriculum Study Guide, Grade 3 provides an overview of all of the Grade 3 modules, including Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10; Place Value and Problem Solving with Units of Measure; Multiplication and Division with Units of 0, 1, 6–9, and Multiples of 10; Multiplication and Area; Fractions as Numbers on the Number Line; and Collecting and Displaying Data. Complete Curriculum: Grade 6 - Flash Kids 2021-04-27 The popular Flash Kids Workbooks now features STEM enrichment sections and easy-to-tackle projects for wherever learning takes place! This comprehensive line of workbooks was developed through a partnership with Harcourt Family Learning, a leading educational publisher. Based on national teaching standards for Grade 6, this workbook provides complete practice in math, reading, and other key subject areas. New content includes an introduction to STEM concepts and terms, how STEM impacts everyday life, concept review quiz, and fun, engaging projects that reinforce the subjects. Flash Kids Complete Curriculum Grade 6 also includes a new introduction providing recommendations for educators on how to use this volume to differentiate lessons in the classroom and instructions to integrate the content into hybrid and remote learning. Complete Curriculum: Grade 3 - Flash Kids 2021-04-27 The popular Flash Kids Workbooks now features STEM enrichment sections and easy-to-tackle projects for wherever learning takes place! This comprehensive line of workbooks was developed through a partnership with Harcourt Family Learning, a leading educational publisher. Based on national teaching standards for Grade 3, this workbook provides complete practice in math, reading, and other key subject areas. New content includes an introduction to STEM concepts and terms, how STEM impacts everyday life, concept review quiz, and fun, engaging projects that reinforce the subjects. Flash Kids Complete Curriculum Grade 3 also includes a new introduction providing recommendations for educators on how to use this volume to differentiate lessons in the classroom and instructions to integrate the content into hybrid and remote learning. A Framework for K-12 Science Education National Research Council 2012-02-28 Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research- 3rd-grade-math-common-core-pacing-guide grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. Everyday Mathematics, Grades K-6, Everything Math Deck (1-Pack) - BELL ET AL. 2009-06-19 Card deck contains a set of durable, laminated cards. They can be used with the Everyday Mathematics card deck activity books or the Everyday Mathematics Games kit. The two-sided card deck is used throughout Everyday Mathematics. On one side, the cards show a number deck with 4 cards for each of the numbers 0 through 10, and 1 card for numbers 11 through 20. Numbers are printed in blue or black to easily represent positive and negative integers. The reverse sides of number cards 1-10 show fractions represented in a variety of ways. Math Know-How - Thomasenia Lott Adams 2013-12-10 From two math coaches who really know how Have you ever wished there were a single resource to help you tackle your most persistent teaching issues once and for all? To engage students in more meaningful ways? To provide the tools you need to increase students' understanding of key mathematical concepts? All at the same time! Math coaches Thomasenia Lott Adams and Joanne LaFramenta have just written it. With the help of this book, you'll be armed with the know-how to employ strategies to achieve the CCSS, especially the Mathematical Practices make purposeful teaching decisions facilitate differentiated instruction teach and learn with manipulatives use technology appropriately Writers are Readers - Lester L. Laminack 2015 In Writers Are Readers, the mutually supportive roles of reading and writing are made visible through the idea of "flipsides;" how a reader's insights can be turned around to provide insights into his own writing, and vice versa. Lester and Reba's trademark engaging style is woven throughout chapters full of sample lessons, student writing samples, and recommended texts for maximizing the flipped concept across the year. "Leading the student to understand what he did as a reader can become a lens that brings into focus what the writer had to do before a reader ever saw the page," they write. Discover fresh new ways to turn reading strategies into writing opportunities that your students will be excited about and deeply understand. Reading, Grade 2 - Carson-Dellosa Publishing 2015-06-26 Standards-Based Connections Reading for grade 2 offers focused skill practice in reading comprehension. A skill assessment will point out students' learning gaps. This allows teachers to choose appropriate student pages for individualized remediation. The student pages emphasize five important reading comprehension skills: summarizing, inferring, story elements, comparing and contrasting, and cause and effect. The book includes high-interest fiction and nonfiction, with texts about moving day, volcanoes, Laura Ingalls Wilder, planets, poetry, and more. --Each 96-page book in the Standards-Based Connections Reading series includes a skill assessment, an assessment analysis, targeted practice pages, and an answer key, making this series an ideal resource for differentiation and remediation. The skill assessments and assessment analyses help teachers determine individualized instructional needs. And, the focused, comprehensive practice pages and self-assessments guide students to reflection and exploration for deeper learning! Eureka Math Curriculum Study Guide - Common Core 2015-03-23 Eureka Math is a comprehensive, content-rich PreK–12 curriculum that follows the focus and coherence of the Common Core State Standards in Mathematics (CCSSM) and carefully sequences the mathematical progressions into expertly crafted instructional modules. The companion Study Guides to Eureka Math gather the key components of the curriculum for each grade into a single location, unpacking the standards in detail so that both users and nonusers of Eureka Math can benefit equally from the content presented. Each of the Eureka Math Curriculum Study Guides includes narratives that provide educators with an overview of what students should be learning throughout the year, information on alignment to the instructional shifts and the standards, design of curricular 3rd-grade-math-common-core-pacing-guide components, approaches to differentiated instruction, and descriptions of mathematical models. The Study Guides can serve as either a self-study professional development resource or as the basis for a deep group study of the standards for a particular grade. For teachers who are new to the classroom or the standards, the Study Guides introduce them not only to Eureka Math but also to the content of the grade level in a way they will find manageable and useful. Teachers familiar with the Eureka Math curriculum will also find this resource valuable as it allows for a meaningful study of the grade level content in a way that highlights the coherence between modules and topics. The Study Guides allow teachers to obtain a firm grasp on what it is that students should master during the year. The Eureka Math Curriculum Study Guide, Grade 3 provides an overview of all of the Grade 3 modules, including Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10; Place Value and Problem Solving with Units of Measure; Multiplication and Division with Units of 0, 1, 6–9, and Multiples of 10; Multiplication and Area; Fractions as Numbers on the Number Line; and Collecting and Displaying Data. Busy in the Garden - George Shannon 2006-02-28 Amazing Snakes! is the fifth title in an award–winning series of I Can Read Books that features photographs from the Wildlife Conservation Society (WCS), one of the world's most esteemed wildlife conservation organizations. The exceptional writing and design of the I Can Read Books–paired with WCS's global research and conservation efforts, educational programs, and stunning color photographs–make this a standout series for children, caregivers, and teachers! Go Math Grade 6 - Juli K. Dixon 2010-04 Developing Number Concepts: Place value, multiplication, and division - Kathy Richardson 1998 Developing number concepts (grades prep-2) :DS21882. Cultivating a Math Coaching Practice - Amy Morse 2009-04-14 This resource offers math activities, planning activities, and a facilitator's guide for developing mathematics leaders' coaching practice and knowledge of math teaching and learning. Rigorous Curriculum Design - Larry Ainsworth 2011-04 The need for a cohesive and comprehensive curriculum that intentionally connects standards, instruction, and assessment has never been more pressing. For educators to meet the challenging learning needs of students they must have a clear road map to follow throughout the school year. Rigorous Curriculum Design presents a carefully sequenced, hands-on model that curriculum designers and educators in every school system can follow to create a progression of units of study that keeps all areas tightly focused and connected. California Go Math! - Juli K. Dixon 2015 Number Talks - Sherry Parrish 2010 "This resource supports new and experienced educators who want to prepare for and design purposeful number talks for their students; the author demonstrates how to develop grade-levelspecific strategies for addition, subtraction, multiplication, and division. Includes connections to national standards, a DVD, reproducibles, bibliography, and index"-Provided by publisher. Revisiting Professional Learning Communities at Workâ„¢ - Richard DuFour 2009-11-01 This 10th-anniversary sequel to the authors' best-selling book Professional Learning Communities at WorkTM: Best Practices for Enhancing Student Achievement merges research, practice, and passion. The most extensive, practical, and authoritative PLC resource to date, it goes further than ever before into best practices for deep implementation, explores the commitment/consensus issue, and celebrates successes of educators who are making the journey. What Works in Schools - Robert J. Marzano 2003 Provides information on the factors affecting student achievement and ways to implement successful teaching strategies. Getting Started with Rigorous Curriculum Design - Larry Ainsworth 2013 School districts are now successfully implementing the Rigorous Curriculum Design 3rd-grade-math-common-core-pacing-guide process to redesign their curricula to fulfill the promise of the Common Core and prepare students for success on the coming national assessments. Each chapter of Getting Started With Rigorous Curriculum Design will provide educators with "collective wisdom" — insights and ideas to enrich and expand understandings they may not have yet come to on their own. The Mathematics Lesson-Planning Handbook, Grades K-2 - Beth McCord Kobett 2018-02-09 Your blueprint to planning K-2 math lessons for maximum impact and understanding Not sure of tomorrow's lesson plan? Your blueprint for designing K-2 math lessons for maximum student learning is here. This indispensable handbook guides you decision-by-decision through the planning of lessons that are purposeful, rigorous, and coherent. Clarify learning intentions and connect goals to success criteria. Distinguishing between conceptual understanding, procedural fluency, and transfer. Select the formats and tasks that facilitate questioning and encourage productive struggle. Includes a lesson-planning template and examples from Kindergarten, first, and second grade classrooms. Empower yourself to plan lessons strategically, teach with intention and confidence, and build an exceptional foundation in math for your students. Short Cycle Assessment - Susan Lang 2013-09-27 This book shows you how to improve student achievement by providing them with frequent feedback on their work. It provides a step-bystep process to help you write good questions that asses student learning, design your own formative assessments, administer short-cycle assessments, analyze and use data to shape instruction, prepare your students for highstakes tests, and includes activities and forms to walk you through the process step by step. Math Instruction for Students with Learning Problems - Susan Perry Gurganus 2017-02-24 Math Instruction for Students with Learning Problems, Second Edition provides a researchbased approach to mathematics instruction designed to build confidence and competence in pre- and in-service PreK–12 teachers. This core textbook addresses teacher and student attitudes toward mathematics, as well as language issues, specific mathematics disabilities, prior experiences, and cognitive and metacognitive factors. The material is rich with opportunities for class activities and field extensions, and the second edition has been fully updated to reference both NCTM and CCSSM standards throughout the text and includes an entirely new chapter on measurement and data analysis. Math, Grade K - 2015-03-02 Brighter Child(R) Math for Kindergarten helps students master mathematics skills. Practice is included for numbers and counting, shapes, money, telling time, and more. School success starts here! Workbooks in the popular Brighter Child(R) series are packed with plenty of fun activities that teach a variety of essential school skills. Students will find help for math, English and grammar, handwriting, and other important subject areas. Each book contains full-color practice pages, easy-to-follow instructions, and an answer key. Answers to Your Biggest Questions About Teaching Secondary Math - Frederick L. Dillon 2022-03-02 Let's face it, teaching secondary math can be hard. So much about how we teach math today may look and feel different from how we learned it. Teaching math in a student-centered way changes the role of the teacher from one who traditionally "delivers knowledge" to one who fosters thinking. Most importantly, we must ensure our practice gives each and every student the opportunity to learn, grow, and achieve at high levels, while providing opportunities to develop their agency and authority in the classroom which results in a positive math identity. Whether you are a brand new teacher or a veteran, if you find teaching math to be quite the challenge, this is the guide you want by your side. Designed for just-in-time learning and support, this practical resource gives you brief, actionable answers to your most pressing questions about teaching secondary math. Written by four experienced math educators representing diverse experiences, these authors offer the practical advice they wish they received years ago, from lessons they′ve learned over decades of practice, research, coaching, and through collaborating with teams, teachers and colleagues—especially 3rd-grade-math-common-core-pacing-guide new teachers—every day. Questions and answers are organized into five areas of effort that will help you most thrive in your secondary math classroom: How do I build a positive math community? How do I structure, organize, and manage my math class? How do I engage my students in math? How do I help my students talk about math? How do I know what my students know and move them forward? Woven throughout, you′ll find helpful sidebar notes on fostering identity and agency; access and equity; teaching in different settings; and invaluable resources for deeper learning. The final question—Where do I go from here?— offers guidance for growing your practice over time. Strive to become the best math educator you can be; your students are counting on it! What will be your first step on the journey? McGraw-Hill My Math- McGraw-Hill Companies, Inc. 2011-10-07 McGraw-Hill My Math develops conceptual understanding, computational proficiency, and mathematical literacy. Students will learn, practice, and apply mathematics toward becoming college and career ready. The Mathematics Lesson-Planning Handbook, Grades 6-8 - Lois A. Williams 2018-12-28 Ever feel burdened by mathematics lesson planning? Your blueprint for designing Grades 6-8 math lessons that enhance state standards and address the learning needs of students is here. This indispensable handbook guides you step-by-step to plan math lessons that are purposeful, rigorous, and coherent. The effective planning process helps you Clarify learning intentions and connect goals to success criteria Structure lessons to fit traditional or block schedules Select the formats and tasks that facilitate questioning and encourage productive struggle Includes a lesson-planning template and examples from Grades 6-8 classrooms. Empower yourself to plan strategically, teach with intention, and build an individualized and manageable set of mathematics lesson plans. A Practical Guide to Teaching and Learning Oran Tkatchov 2011-12-16 A Practical Guide to Teaching and Learning contains a compilation of fifteen main ideas or concepts that will help teachers to become better at what they do to help learners reach their potential. Each concept is a common sense approach that is backed by research and provides an understanding of what a teacher should know and be able to do as an effective professional in their classroom. Ultimately, it is the teacher behaviors that have an impact on the student behaviors, and each chapter provides sound suggestions and tips to set the teaching and learning relationship up for success. At the end of the chapters, there are Reflection Scenarios to assist the reader in thinking through possible issues and assist the reader in applying the concept to situations in their own practice. There are also guiding questions to stimulate personal reflection and may be helpful if using the book for a book study for professional learning community dialog and discussion. Elementary School Scheduling - Michael D. Rettig 2013-09-27 This practical book and its accompanying CDROM include over 100 schedules to help elementary schools raise student achievement. Connecting with Students Online - Jennifer Serravallo 2020-09-29 The professional development for online teaching and learning that you've been asking for An unprecedented pandemic may take the teacher out of the classroom, but it doesn't take the classroom out of the teacher! Now that you're making the shift to online teaching, it's time to answer your biggest questions about remote, digitally based instruction: How do I build and nurture relationships with students and their at-home adults from afar? How do I adapt my best teaching to an online setting? How do I keep a focus on students and their needs when they aren't in front of me? Jennifer Serravallo's Connecting with Students Online gives you concise, doable answers based on her own experiences and those of the teachers, administrators, and coaches she has communicated with during the pandemic. Focusing on the vital importance of the teacherstudent connection, Jen guides you to: effectively prioritize what matters most during remote, online instruction schedule your day and your students' to maximize teaching and learning (and avoid burnout) streamline curricular units and roll them out digitally record highly engaging short lessons that students will enjoy and learn from confer, working with small 3rd-grade-math-common-core-pacing-guide groups, and drive learning through independent practice partner with the adults in a student's home to support your work with their child. Featuring simplified, commonsense suggestions, 55 step-by-step teaching strategies, and video examples of Jen conferring and working with small groups, Connecting with Students Online helps new teachers, teachers new to technology, or anyone who wants to better understand the essence of effective online instruction. Along the way Jen addresses crucial topics including assessment and progress monitoring, student engagement and accountability, using anchor charts and visuals, getting books into students' hands, teaching subject-area content, and avoiding teacher burnout. During this pandemic crisis turn to one of education's most trusted teaching voices to help you restart or maintain students' progress. Jennifer Serravallo's Connecting with Students Online is of-themoment, grounded in important research, informed by experience, and designed to get you teaching well-and confidently-as quickly as possible. Jen will be donating a portion of the proceeds from Connecting with Students Online to organizations that help children directly impacted by COVID-19. Beast Academy Guide 2D - Jason Batterson 2019-02-25 Beast Academy Guide 2D and its companion Practice 2D (sold separately) are the fourth part in a four-part series for 2nd grade mathematics. Book 2d includes chapters on big numbers, algorithms for additional and subtractions, and problem solving. Math Know-How - Thomasenia Lott Adams 2013-12-10 From two math coaches who really know how Have you ever wished there were a single resource to help you tackle your most persistent teaching issues once and for all? To engage students in more meaningful ways? To provide the tools you need to increase students' understanding of key mathematical concepts? All at the same time! Math coaches Thomasenia Lott Adams and Joanne LaFramenta have just written it. 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PLANNING MANAGING VALUING WHAT DOES "ECONOMIC VALUE" OF MARINE ECOSYSTEM SERVICES MEAN? Economic values of marine resources describe and quantify the benefits, to people, of marine ecosystems services. Economic value refers to the quantified net benefit that humans derive from a good or service, whether or not there is a market or monetary transaction for the goods and services. These values are described in monetary units (in any currency), however, they are not limited to the values reflected in monetary transactions. The production of oxygen and the value that people ascribe to biodiversity, for example, are not traded in the marketplace; however they still have benefit to people and can be measured, quantified, and converted to any currency. Marine ecosystem service valuation refers to the process of quantifying the human benefits of marine ecosystems in monetary units. Economic value is typically calculated as the gross value of an activity or product, minus costs, such as the cost of boats, nets, and wages for a fishing fleet. Economic value is usually split into two categories: consumer surplus and producer surplus. Consumer and producer surplus are net measures; they measure the difference between the benefits and the costs of a particular good or service. Producer surplus is the benefit received by businesses, firms, or individuals who sell or trade a good or service; it does not exist without a market. Consumer surplus is the benefit received by individuals who purchase or enjoy freely a good or service; it can exist whether there is a market or not. For example, fisheries resources offer benefits to those who harvest and sell seafood products (producers), as well as those who consume seafood products (consumers). For market transactions, the economic value to businesses or sellers is synonymous with profit, value added, or rent. Non-market ecosystem services can only be measured in terms of consumer surplus, that is, the benefit people receive from using or consuming a nature-based good or service. Calculating consumer surplus benefits is often difficult because it requires knowing consumers' maximum willingness to pay for a good or service and, in the case of export products or benefits to tourists, they accrue to individuals distant from the natural resource. For these reasons, producer benefits alone are commonly used to estimate the value of export fisheries or tourism. Other measures Economic value needs to be distinguished from economic activity (also known as financial or exchange value), which is a measure of cash flows and is observed only in markets with monetary exchanges 1 . Economic activity measures all monetary transactions and does not subtract costs of production. While economic activity is often used to calculate economic value, it is not, in and of itself, a measure of human benefit. Economic activity is, however, an important measure 2 . The number of formal-sector jobs and the likelihood of capital investment are closely related to economic activity, and this is of interest to the public servants and policy makers. Gross Domestic Product (GDP) is a measure of total value-added from all productive activities and services within the country. GDP is calculated by subtracting all imports and other costs from gross revenue (plus taxes, minus subsidies). Some countries try to add non-market subsistence activities, but many non-market ecosystem services go uncounted. GDP does not measure consumer benefits or human wellbeing, although it is generally correlated with these things. While marine ecosystem service valuation reports focus on measuring economic value, employment and economic activity related to those ecosystem services are also important. Because they are different measures, figures describing economic activity should not be compared against economic value. Although both can be represented in dollars per year, they are different measurements of benefits. 1 Analysis of economic activity often focuses on "multiplier effects", that is, the proportion of cash flows from one industry that spill over in to other industries due to inter-industry linkages. 2 The UN Statistics Division has recently published guidance for a System of Environmental-Economic Accounts (SEEA), which provides an accounting framework that is consistent and can be integrated with the structure, classifications, definitions and accounting rules of the SNA, thereby enabling the analysis of changes in natural capital, its contribution to the economy and the impacts of economic activities on it. It should be noted, however, that this system is restrictive in terms of the type of services and values that can be assessed. MARINE ECOSYSTEM SERVICE VALUATION WHAT DOES "ECONOMIC VALUE" OF MARINE ECOSYSTEM SERVICES MEAN? Total Economic Value The Total Economic Value of an ecosystem service aims to include all of the net benefits humans receive from that ecosystem service including direct use, indirect use, non-use "existence" values (Pearce and Turner, 1990). Total economic value includes all market and non-market values and therefore represents the full benefit humans receive from ecosystem functions, including marine ecosystems. In practice, total economic value is nearly impossible to estimate because the data required to do so is rarely available. However, the goal of ecosystem service valuation is to get as close to TEV as possible. Economic valuation methods vary in applicability according to the type of ecosystem service, who is receiving the benefits, and the nature of the data related to that ecosystem system service. Trade offs Total Economic Value. Source: Valuing the Environment in Small Islands, Van Beukering et al. 2007. In assessing and comparing ecosystem services, sometimes, there are trade-offs to be made between different ecosystem services. For example, mining a coral reef for building materials will, likely, diminish its value as a source of food from fishing. Other ecosystem services, on the other hand, can be complementary, for example, the coastal protection value of coral reefs and their tourism value from diving or snorkeling. Benefits of valuation Quantifying the benefits of ecosystems highlights the importance of wise use and supports sustainable management decisions. Ecosystem services are not usually visible in business transactions or national economic accounts. Despite the fact that more than 90% of Pacific Island territory is ocean, the human benefits from marine and coastal ecosystems are often overlooked. Determining the economic value of marine ecosystem services shows their importance to society. Every time we make a decision that affects nature we are implicitly putting a value on the environment. For example, if we choose to clear a mangrove in order to build a golf course, a trade-off is made between the ecosystem services provided by the mangrove and the new development. If, however, the decision maker is not fully aware of the long-term benefits provided by the mangrove, the decision may make society worse off instead of better off. Economic valuation of ecosystem services provides better information to decision makers on what will be lost or gained by making a decision. Having access to reliable information on the values of ecosystem services helps facilitates more objective, transparent and informed decision-making. FURTHER READING: www.macbio-pacific.info/marine-ecosystem-service-valuation/ This factsheet was prepared by the Marine and Coastal Biodiversity Management in Pacific Island Counties (MACBIO) project, which is assisting Fiji, Kiribati, Solomon Islands, Tonga and Vanuatu, in valuing, planning and managing their marine ecosystems. MACBIO is funded by the German Federal Ministry for Environment, Nature Conservation, Building and Nuclear Safety (BMUB) through the International Climate Initiative (IKI). It is being implemented by the German Agency for International Cooperation (GIZ), in close collaboration with the Secretariat of the Pacific Regional Environment Programme (SPREP) and with technical support from the International Union for Conservation of Nature (IUCN). The three organization are the inherent copyright owners of this publication. The views expressed here do not necessarily reflect those of the organizations or donor. 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NAME: _______________________________________ 1. Define "Enplanements" Number of passengers that board flights (in a day, month or year). Note: passengers on a direct itinerary will board a flight once. Passengers on a connecting itinerary will board a flight more than once. 2. What does "RPM" stand for? Revenue Passenger Miles 3. What is the definition of "RPM" (write the equation) RPM = ∑ i = 1 to All Flights (Number of Passengers (Flight i) * Distance Flown (Flight i) 4. What does "ASM" stand for? Available Seat Miles 5. Write the definition of "ASM" (write the equation) ASM = ∑ i = 1 to All Flights (Number of Seats (Flight i) * Distance Flown (Flight i) 6. What is "System Load Factor" Percentage of total seats occupied 7. Write the definition for "System Load Factor" (write the equation) SLF = RPM/ASM 8. What is Yield (write the equation) Yield = Total Revenue/RPM = average airfare paid by passenger per mile flown 9. Identify 7 factors that have resulted in improved "Yield" since 1928 a. Jets b. Radar Surveillance c. Wide-bodies d. Hub-and-Spoke Networks NAME: _______________________________________ e. Yield Management (also known as Revenue Management) f. Internet Reservations g. Low Cost Business Models 10. What is a Stage-length? Distance between an Origin and Destination Airport (can be Great Circle Distance or Distance flown) 11. Describe the temporal behavior of U.S. Airline profits Oscillates with period 8 – 10 years. Amplitude of oscillations have been growing over time. 12. What is Essential Air Service (EAS). What problem does it solve? EAS is federal government subsidies of airline service. Ensures service to communities that do not have airline service. In many cases the number of passengers or their demand elasticity cannot support profitable airline service. 13. Why is gate-to-gate velocity lower for short stage-length flights than long stagelength flights For shorter stage-lengths, larger percentage of flight spent in taxi, climb and cruise (with lower speeds). 14. What is the money in the Airport & Airway Trust Fund (A&ATF) used for Funds the operation of the U.S. Air Traffic Control system. 15. What are the two main reasons the A&ATF is running low Airfares getting lower (AATF gets 7.5% of ticket price + a segment fee $2.50) Air Traffic Controller wages going up fast.	<urn:uuid:7d6478f3-7673-441b-bfdd-6f61a18e4d58>	CC-MAIN-2022-49	https://catsr.vse.gmu.edu/SYST660/SYST660Quiz_TrendsinAirTransportation_Solutions.pdf	2022-12-05T04:00:53+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00268.warc.gz	187,725,636	562	eng_Latn	eng_Latn	0.989148	eng_Latn	0.993646	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1085, 2353 ]	[ 2.84375 ]	3	1
Communiqué de presse - Malaysia, Energy Observer's last stopover in South East Asia 14 octobre 2022 - 10h15 Energy Observer concludes its tour in South-East Asia in Malaysia, 74th stopover of its Odyssey around the world. After Vietnam, Thailand and Singapore, which allowed many partners and oﬃcials to visit the ship and its educational exhibition village, the laboratory vessel, symbol of the energy transition, is in Langkawi for an eventful stopover from October 11 to 18. Mobilizing all actors Langkawi Island is the culmination of the Energy Observer's tour in South East Asia, which will then head to India and the Kerala region for its last stopover in 2022. Many actors are mobilized around the arrival of the laboratory ship, partners of the Odyssey and local and institutional player. "The French Embassy is proud to be associated with the stopover of Energy Observer in Malaysia. A press visit, a privileged exchange with the students of the French high school of Kuala Lumpur and the organization of a scientiﬁc ﬁeld visit for the crew members will fully participate in the valorization of the event, in the bilateral exchanges on the energy transition, and in the promotion of the Sustainable Development Goals." Virginie Bioteau, chargée d'affaires at the French Embassy in Malaysia. The NGO Sustainable Ocean Alliance (SOA), a scientiﬁc and educational partner of Energy Observer Foundation, has been collaborating with the crew through its Malaysian hub and the Universiti Malaysia Terengganu (UMT), which offers a number of programmes dedicated to marine biodiversity and the oceans. SOA is a global community of young people, entrepreneurs, and experts in their ﬁeld, collaborating to solve the greatest challenges facing our oceans. Energy Observer's stopover in Malaysia is thus an opportunity to explore the solutions that will enable the rise of a more sustainable maritime trasport, to welcome on board pupils and students from local schools and to support the various players in their efforts towards an ecological transition to preserve our ecosystems on land and at sea. Documenting the challenges of energy transition In 2021, Malaysia is a major producer of fossil fuels in the Asia-Paciﬁc region, ranking 3rd in natural gas production and 4th in oil production in this area. Malaysia - being strategically located on important maritime trade routes - is a net exporter of energy, especially crude oil and liqueﬁed natural gas. However, it imports coal - more proﬁtable than natural gas as a feedstock for power generation - for its own domestic needs. Although its energy mix is 90% fossil fuels, the countryhas a strong potential for the development of renewable energies, that is still under-exploited today: year-round solar irradiation, agricultural waste, especially in the palm oil sector, domestic and industrial waste for combustion, methanization or biomass gasiﬁcation, not to mention river basins for the production of electricity by small hydroelectric plants. In 2021 the government announced that it would increase the share of renewable energy in the installed capacity mix to 31% by 2025 to decarbonize the power sector, in line with the national targets of reducing greenhouse gases and achieving carbon neutrality by 2050, which would put the country ahead of its South East Asian neighbours in terms of carbon reduction commitment. Our audiovisual production team is on the ground to document these issues and understand how the country will be able to meet this dual challenge, observed in many neighboring countries that have experienced rapid growth in recent years: maintaining an acceptable standard of living and development, while gradually moving away from the fossil fuel era. A long-awaited optimization shipyard Langkawi was also the scene of the 5th technical worksite of the laboratory vessel, which got out of the water in September 2022, more than a year and a half after its last dry dock. Several optimization works have been carried out with a crew of sailors and engineers, especially on the onboard technologies. The fuel cell, the wind propulsion system, and some bifacial solar panels have been subject to maintainance with the replacement of some parts. Energy Observer has been successfully relaunched after 3 weeks of intense work, which will allow to prepare the long navigations to come, notably to India in November 2022 and then to Cape Town in 2023, for a major stopover in South Africa. Energy Observer, a unique vessel Setting sail from its home port of Saint Malo in 2017, Energy Observer has already covered over 50,000 nautical miles, made 74 stopovers, 16 of which have been with its travelling pedagogical village, and visited over 40 countries. Developped from a legendary catamaran, whose many accolades include being the fastest sailboat around the world with Sir Peter Blake, Energy Observer is a laboratory for ecological transition designed to push back the limits of zero-emission technologies. From hydrogen to sun, wind, and tidal power, all solutions have been experimented with, tested, and optimised to make clean energies a practical reality accessible to all. "Since the beginning of the round-the-world Odyssey in 2017, we have had the chance to dive into the heart of energy challenges and see the transformation of the various major industrial players in the sector. Despite the diﬃculties to change our energy model, I have witnessed a true will to accelerate this transition, whether it be public, political, or industrial. The strategies and technologies to offset greenhouse gas emissions are suﬃciently mature to massively direct our investments towards low carbon technologies, making them accessible to all." Victorien Erussard, Captain and founder of Energy Observer An Odyssey to accelerate the energy and ecological transition In light of humanity's multiple challenges, the main missions of the Energy Observer expedition consist of accelerating transition through innovation, by demonstrating how well the onboard technologies and energy mix work in extreme environments and that they can be replicated on a wider scale both on land and at sea. As the ﬁrst French ambassador of the 17 Sustainable Development Goals, this round-the-world tour also aims to explore all the solutions that favour ecological transition and raise awareness among allaudiences, general public, decision-makers, and manufacturers about this necessary transition through a series of inspirational and educational contents (documentary ﬁlms, web series, scientific articles, and a travelling exhibition...). Useful information : Langkawi : from the 11th to the 18th of October 2022 * The boat can be viewed but cannot be visited by the public. About Energy Observer is the name of the ﬁrst hydrogen-powered, zero-emission vessel to be selfsuﬃcient in energy, advocating and serving as a laboratory for ecological transition. The development of reliable, sustainable, emission-free, and economically accessible energy solutions is at the heart of our odyssey and our industrial subsidiary EODev. We have been sailing around the world for 7 years, stopping in iconic cities to meet pioneers who devote their energy to the development of sustainable solutions that respect the planet. As the ﬁrst French ambassador for the 17 Sustainable Development Goals set by the UN, our mission - reinforced by our endowment fund Energy Observer Foundation - is to raise awareness of the ecological transition issues and explore solutions that prove that another energy future is possible. Energy Observer has received the High Patronage of Mr. Emmanuel Macron, President of the French Republic. It has the oﬃcial support of the Ministry of Ecological Transition, UNESCO, the European Union, Irena, and Ademe. → www.energy-observer.org #EnergyObserver	<urn:uuid:b85c22c1-c5c9-4bab-967c-bff21c9ff005>	CC-MAIN-2022-49	https://energy-observer.imgix.net/documents/malaysia-energy-observer-s-last-stopover-in-south-east-asia.pdf	2022-12-05T05:27:04+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00268.warc.gz	257,780,148	1,581	eng_Latn	eng_Latn	0.995972	eng_Latn	0.996427	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2107, 5179, 7859 ]	[ 1.6640625 ]	1	0
Indiana Journal of Arts & Literature Abbriviate Tittle- Ind J Arts Lite ISSN(Online) - 2582-869X Journal Homepage Link- https://indianapublications.com/journal/IJAL INDIANA PRODUCTIVE AND QUALITY RESEARCH Research Article Volume-03\|Issue-06\|2022 Globalizing the use of Innovative Technology in Teaching the English Language as a means of Literacy Development in Nigeria Ereke Angela Uche* 1 , Ugadu Lilian C. 1 , Njoku Roseline Mmachi1, & Prof. S.N Agwu 1 1 Department of Arts and Social Science Education, Ebonyi State University Abakaliki, Nigeria Article History Received: 12.06.2022 Accepted: 23.06.2022 Published: 30.06.2022 Citation Uche, E. A., Ugadu, L. C., Mmachil, N. R., & Agwu, S. N. (2022). Globalizing the use of Innovative Technology in Teaching the English Language as a means of Literacy Development in Nigeria Indiana Journal of Arts & Literature, 3(6), 43-49. Abstract: The use of innovative technology in teaching the English language in Nigeria has improved the effectiveness and productivity of the teaching process. It is a well-known fact that, English has attained the status of a global language. This fact is justified with the wide spread of internet usage. The internet has become an important linguistic medium as computer mediated communication which is one of the main factors of globalization. Therefore, innovative technology involves any form of teaching and learning that makes use of technology. The uses of these technologies have helped a lot in the enhancement of teaching, learning and assessment. This has theoretically and practically facilitated the learning process and also improved the education section. The reason for this development is connected with the process of globalization and computerization. This has directly reflected in the educational sector. There is no doubt saying that, the use of these innovative technologies has opened new opportunities in the educational environment. These technologies have helped in accessing, storing, sharing, processing, editing, selecting, presenting and communicating information through a variety of media. It is pertinent to note that, these varieties in the use of internet resources and software for the educational purposes has generated global changes and literacy development which has encouraged new teaching approaches. This paper examines the use of innovative technology in this digital era, which aims to assist the English teachers to deliver their material in the classroom Keywords: Globalizing, Innovative, Technology, English Language and Literacy. Copyright © 2022 The Author(s): This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY-NC 4.0). INTRODUCTION It is a well-known fact that the widespread of English as a global language and the advent of the innovative technologies as a mode of fast communication channel which has no boundaries, are mutually enforcing new trends in the teaching and learning process (Calvert, 2018). This no doubt has brought tremendous changes in this era of globalization. Since the inception of the internet services and other technological devices, there have been drastic changes in the means of communication which revolutionized the way people communicate and learn their English language in the global context. These innovative devices have indeed, become essential for every aspect of human life including the learning of languages. In I900‟s, a new term „global village‟ was coined by McLuhan in 1962 and further states that, "Electronic Communication will unite the world because the medium is the message". Emerging technologies have become a part of daily life of each student. To keep up with time, education has to evolve and customize providing the learner with a more meaningful learning environment. Many teachers are now introducing learning technologies for training purpose since it can serve as powerful tools that enhance student participatory learning (NOSEC, 2016). The technology-aided learning environment enhances learning outcomes in English language acquisition and stimulates the implementation of quality learning. A recent large-scale survey by Wilson (2008), reveals that the students like learning language through the use of video, which is often used to mean quite different things in English language teaching. The use of technology in this present era has helped people to share information across the world. Technology changing occurred from analog to digital which influenced human resources. These technologies include; WhatsApp, Facebook, twitter, Instagram, TikTok, snapchat and other computer devices (Nwachukwu, 2017). In education sector, there are countless media which could be used to support the learner to develop literacy skills. The internet services have caused educators to confront issues related to new technologies, as previous technological innovations have been adopted so rapidly. The internet allows for immediate dissemination of information through the click of a single link (NOSEC, 2016). In education, innovation can appear as a new pedagogic theory, methodological approach, teaching techniques, instructional tool, learning process, or instructional structure that, when implemented, produces a significant change in teaching and learning, which leads to better student learning. These technological devices no doubt, have created many opportunities in the educational system for effective learning experiences. More and more teachers are introducing learning technologies for training purposes, since they can serve as powerful tools for efficient students‟ participatory learning. The technology-aided learning environment enhances learning outcomes in English Language acquisition and stimulates the implementation of quality learning. English Language in the Global Context The word globalization has been there in the annals of history and it got its significance just a decade ago. According to Jenkins (2003), it started on the point of business then spread like a fire to all aspects of human endeavours. Technological advances in production, transportation, and telecommunication and more advancement with internet, the firms got access to customer‟s supplies and collaborators around the world. Globalization has brought everything together but, the English language made globalization more possible and effective one (Mckay, 2012). Due to globalization, English language emerged as a global force. As statistics say, English language is most widely spoken tongue in the world today. The English language has taken U-turn after globalization. The English language has become an item of economic value. Due to globalization, the companies are using English language as a medium to sell their products across the globe. There are constant advertisements in print and electronic media. English language sweeps all the advertisements. Globalization leaves no stone unturned, as current globalization seems to demand comprehensive transformation of a society and its impact on language. The reasons for English language globalization are exchange of socio-economic, political and technological advancements which have become a new trends in education sector. The policy of teaching English as a foreign language is a policy of globalization. It promotes the pulling down of linguistics barriers and encourages languages to travel freely across national frontiers. (Crystal, 2011). A good knowledge of the socio-political history of Nigeria will enable one understand how English language came into Nigeria and occupied a colossal position in the Nigerian education system. English language plays the role of a second language, considering the multilingual nature of the country. It is the language of instruction from upper primary education, through secondary and tertiary education in Nigeria. The state of English as a second language in Nigeria coupled with the numerous roles it plays, compels every Nigeria citizens to learn and speak it. English language has not only engineered human literacy through education, it has also conferred on Nigerians other significant privileges both on the home front and the global scene. English language provides a link to the global world. Being a major language of communication in the global world, it offers the people of this nation the benefit of participating in global affairs. Access to adequate information is gained on a global level. English language has also assisted technological development in Nigeria. Ike (2017), assert that, English language is the window to the world of science and technology. It is the language used in space science and computing technology, Nwanchukwu (2017). There is easy knowledge transfer now in quantities and at speed unimaginable in the past. Therefore, English language has created digital communication of massive data bases via the internet, smart phones, fax machines, television, print media and so on. One can easily connect to data-bases anywhere in the world from the comfort of our rooms. Although, some innovations to technology have some negative effects, but their advantages far outweigh the disadvantages. Most educational institutions, organizations and industries have gone digital. It makes both teaching and learning easier and, provides easy method for storing and retrieving information. Nigerians now are active participants in this digital world because of their knowledge of English language. Presently, many Nigerians can as well read and interpret such information or instructions enclosed in scientific literature and put them into use. SOME KEY CONCEPTS Innovation Technology Frankkevis (2009) defines innovation as a way of doing something more effective and thus as a consequence that will break into the market or society. Innovation therefore implies doing something new or in different ways. It is an improvement of what had existed before. Innovation means adding more strategy, skills or methods to an already invented process. In life, there are usually traditional or old ways of doing things. But today, innovations that have been brought into the definition of literacy, made the use of technological devices to go global. Therefore, innovations could come through government policies, through the innovators who wants a radical change in an already existing system, through the creation of values, or through new services to enhance existing ones, Henderson (2017). It is important to note that examples of this innovations can be technological innovations like; the computers, internets and social medias which are brought into a system, to help change the mindset or the physical status of a learning environment. Therefore, all the technological devices used in teaching and learning is refers to innovative technology. That is to say, teachers education programs need a lot of innovations to equip the teacher to become functional and more effective in delivering his lessons. The Roles of Innovative Technologies in Teaching It is important to note that emerging technologies are shaping the future of the education system. Fortunately for modern learners, new useful tools appear every day. Various devices and software facilitate the studying process and help students to master essential skills faster than ever before. Particularly, the latest technologies help to improve the literacy skills of the learners. Innovative technologies played so many roles in teaching-learning process. According to Ughamadu (2012); & Akudolu (2015) the roles are as follows: - It provides teaching resources through instructional media. - It facilitates instructional activities, learning process and a host of other teaching-learning practices. - It prepares learner effectively for life in the society. - It enhances, concretizes, and consolidates learning - It brings into the classroom innovations in English language learning. - It helps in storing, retrieval and dissemination of information necessary for instructional process. - It reduces the cost of learning materials without affecting the quality of instruction as teachers and students can produce their own teaching and learning materials. From the above explanation, the use of technology by teachers would promote active learning and remove teachers from traditional teaching, shaping their roles as facilitators. Thus, it encourages students in classroom activities and ensures continuous learning. It is important to know that innovative technology according to Duraku & Hoxha, (2020) are very essential when we talk about literacy development. The effort to integrate technology into the learning processes will help in building teachers‟ knowledge and literacy level, and this would be enhanced on improving teaching methodologies with student-centred approach. There are varieties in which technology can be used to support learning. Price-Dennis et al. (2015), observed that using these digital tools to teach can make the curriculum accessible to learners of different abilities while inspiring learners by linking roles with real world platforms. Supporting, Higgin et al. (2012) in their research indicated that the impact of these digital technologies on learning consistently, identifies positive benefits. They further enumerated the benefits of these technological devices thus; - It support literacy in the classroom - It makes teachers felt fulfilled teaching through technology - It encourage learners to learn independently. - It saves time in planning and creating subject contents. There is no doubt saying that the advent of technology has played a significant role in supporting learning. It has also helped to create new and updated educational materials and curricular, and this has improved the speed of teaching and learning process. It makes teaching more interactive, more collaborative, and more meaningful and engaged students with course materials (Okwo, 2018). LITERACY AND TECHNOLOGY Recently, research has shown that technological advances have facilitated access to information. With the digitalization of education, literacy practices, pedagogy and new technologies have become unlimited in number. Teachers are now faced with the challenges of selecting from a limitless number of technologies to integrate into their classrooms, which help them to impact on their students to enable them develop their literacy skills. Calvert (2015), opines that presently, the use of technological devices have refined the whole teaching-learning process, and this has brought about the use of appropriate pedagogy and technology. The learners might explore other sources of information which are not in the curriculum and teachers should play an important role as facilitators. The use of technology in the process of teaching and learning of English language, is not a new idea, as researchers in the field of language education over the years, have clamoured for the utilization of technology in teaching learning process (Nwachukwu, 2017). Makinde & Shorunke (2013), assert that, it is safe to say that language teachers worldwide have usually been at the forefront of using new technology in their teaching. These technological devices like; video, television, tape, cassette recorders, record players and computer are serving many purposes in language teaching. This broader function of language education is one of the reasons why the use of technology in instruction can be so important. A study carried out by Ike and Nwodo (2020), reveals that some English language teachers used Google classroom, zoom app, email and WhatsApp as teaching and learning. Other web-based platform used for e-teaching especially in a classroom discourse were, Wiki, Facebook, Google +, Instagram, Moodle, e-college, Twitter, YouTube, Skype, zoom, Google drive, Drop box, and WhatsApp. Ike & Nwodo (2020), further highlights how those technological software and platforms can be used interchangeably to build literacy skills thus; Table 1. It is important to know that some features of these applications as shown in the table above, could help in building language skills and literacy development if used appropriately by a competent teacher. The wide spread of devices such as smart phones and tablets, have increased the wealth of reading material, making them available and affordable for writing, speaking and listening, this has been reflected in growing number of studies exploring the interplay of technology and literacy in recent decades. Building English Teachers Task and Literacy Level through Innovative Technology Recently, there are researches that investigate how teachers might learn with innovative technologies. As Kukulska-Hulme & Sharpless (2019), state that, "teachers need to have a good understating of what innovative technology can offer". According to Clark & Hollingsworth (2012), teacher growth becomes a process of the constitution of a variety of the knowledge types, (content knowledge, pedagogical knowledge and pedagogical content knowledge) by individual teachers in response to their participation in the experiences provided by the professional development programme, and through their participation in the classroom. In this connection, Walsh (2011), substantiate the key role by innovative technologies in providing effective teacher literacy development. Walsh (2011), maintained that such teacher literacy development could be provided with the help of innovative technologies, consisting of a variety of teacher professional development materials and different kinds of classroom resources (eg; pirate, audio and visual) delivered via innovative technology, facilitating teacher‟s literacy development and language acquisition process, thereby creating interactivity and necessary pedagogical knowledge to teach communicatively. In support, Coutinho & Lisboa (2013), opined that innovative tools provide teachers with opportunities to develop their knowledge and competences, contributing to lifelong learning and professional development. Shohel & Power (2010), assert that innovative tools and materials will help teachers achieve most of their literacy development, not in face-to-face training workshops, but back at home and at school, by working with new tools and materials, on their own and with their project partner. Shohel & Power (2010), further highlighted the benefits inherent in using innovative tools thus: - Developing teachers pedagogic knowledge; - Supporting teacher‟s own learning of English language and pronunciation; - Improving teachers‟ use of English language in their classes; - Working collaboratively with their peers; - Having access to materials at different times and places; - Creating new opportunities for professional learning; - Enhancing teachers‟ determination and engagement in mastering the language, pronunciation and the classroom practices; - Increasing confidence in using English language; - Introducing more active learning practices; - Facilitating access to learning; - Improving the quality of teacher education and training (Pp 212-213). Mackay (2012) supports that these innovative tools are regarded as one of the most effective ways to expand teachers‟ digital competence by enhancing literacy development and providing teachers and educators, considering the educational implication of innovative technology on sustaining the process of teaching and learning in this present era. It is expedient for English teachers to have some competencies in order to apply technological devices into their professional practices. Crystal (2011), revealed that there are some exciting information and communication technologies frameworks which provide general guidelines to pre-service teachers for the appropriate use of digital technologies across education. Examples of such frameworks are the UNESCO ICT competency framework for teachers, the International Society for Technology in Education (ISTE) and the European Framework for Digital Competence of Educators (DCE, 2016). Fatimah (2020) outlines various tasks expected of English teacher who have acquired competencies in applying these technological devices thus: [x] Pedagogical Skills: English teachers should understand the fundamentals of online teaching and pedagogy. The teacher must demonstrate this understanding through applying a large number of principles and strategies like learning theories, students‟ engagement techniques, promoting group interaction etc. [x] Content Skills: English teachers must express and master extensive knowledge of the content, draft and develop learning and assessment activities that align with learning goals and objectives. [x] Design Skills: English teachers is expected to have a designed and production team, which consists of an instructional designer, instructional technologist, and graphic and media designer. [x] Technological Skills: English teachers must have adequate technical literacy skills in order to be able to access various technical resources and tools, like email, internet browser, productivity software and applications. It is also very important for teachers to be aware of the technical procedures used to create e-content, such as e-books and instructional videos. Being alert to the latest versions of educational technology and software is also very important. It is important to note from these enumerates facts that, English teachers should be conversant with the latest as far as computational linguistics is concerned. The knowledge gained through the use of these technological devices will enhance effective delivery of curriculum contents. Learning to Read English through Technology We live in a world where learning and technology are intrinsically linked, especially in the minds of our young learners. Today, students process information differently because it comes on a digital devices. The correlation between technology use and the literacy rate, have impacted positively in the literacy growth of our learners. Innovative technologies have helped in the spread of all kinds of information, displacing traditional formats of usually more carefully curated information such as encyclopedias and newspapers (NOSEC, 2008). NOSEC (2016), research found that laptops and connection to the internet provided scaffolding for many classroom topics, thus building background knowledge. He noted increased students‟ engagement in wireless classrooms as students participated in more diverse writing activities, analysis of reading, and use of media-production software. He further stated that, students gain control of reading on the page as well as the screen. Thus, students realized that there was more to a computer than games or challenging and gained practice in reading for a variety of purposes, such as interpreting the textual and visual elements in a document and knowing how to navigate and find information. Dunleavy et al. (2007), supported that, "as more classrooms and schools adopt one-to-one laptop instruction, the need to document the work of teachers and students in such settings is important". There is no doubt saying that, there has been a growing interest in the application of technology to address challenges in English language teaching and learning. According to Shohel & Power (2010), in their research findings, there are benefits associated with delivering professional English language course materials via mobile technologies (IPods, MSNS etc.) thus: Table 2. English Language Course Materials Delivered through Mobile Technologies world 12. Grammar games It is believed that integrating innovative technology into language learning will enhance teaching process. More so, English language learning requires continuous interaction. According Graddol (2017), technology lies at the heart of globalization process which affects education, work and culture. Researchers submitted that using innovative technologies in teaching language would surely help to improve, motivate, promote zeal and sustain them for long learning process for engaged tasks. Crystal (2011), maintained that the use of technological devices in language learning can be of great help to student‟s motivation, engagement and commitment towards English language learning. Recommendations Most often, language teachers at all levels of education in Nigeria encounter many problems in their attempt to improve the teaching and learning of English language. Some of these problems include; lack of resources for teaching, inadequate knowledge of the current trends in the teaching and learning of English language, because of the need to transform the educational sector. The following recommendations are made; - Government should provide the needed resources for the teaching of English language in our schools. Such resources include; laptop, tape recorders, flannel boards, interactive/magnetic boards and, language laboratories. - There is need to update teachers knowledge and skill so that they will be exposed to the current trends in the use of technological devices in language teaching. - As for tackling the attitude and psychological problems of the learners, the use of these innovative technologies would go a long way in restoring the confidence of the learners as well reduce their anxiety. - There is no doubt saying that the use of these innovative technologies will facilitate teaching and learning, if teachers and students should embrace it, it will create opportunity for learner-centered which will bring about positive attitude. CONCLUSION It is important to note that, English language is not fixed but constantly changing, it is the media which are extraordinarily rich sources of language in use. In order to expose English language learners to the target language, the use of technology need to be taken in the classroom as much as possible. For this reason, a great tendency towards the use of technology and its integration into the curriculum developed by English Listening for gist/key points Grammar integration Motivation language teachers, has gained a great importance particularly, the use of video has received increasing attention. In the recent studies, technology integration into teacher education curricular, has improved students‟ academic performance drastically. Though, traditional classroom teaching may still be prevalent but, many educational institutions are coming forward in embracing technologies. For instance, the use of digital whiteboards, flipped classroom and chrome books replacing textbooks. It is now clear that, innovative technology is having a significant impact on educational system at all levels. REFERENCES 1. Calvert, H. (2015). Letting Go of Stand‐Alone Technology: How to Blend Technology into Literacy Stations. The Reading Teacher, 69(2), 147-155. 2. Clark, F., & Hollingsworth, D. (2012). The Essence of teacher growth. New York: Roultledge. 3. Crystal D. (2011). Language and the Internet. Cambridge: Cambridge University Press. 4. Duraku, Z. H., & Hoxha, L. (2020). The impact of COVID-19 on education and on the well-being of teachers, parents, and students: Challenges related to remote (online) learning and opportunities for advancing the quality of education. Manuscript submitted for publication]. Faculty of Philosophy, University of Prishtina. 5. Fatima, R. (2020). Competency in classroom delivery. Boston: Mchraw Hell. 6. Fennis, D. et al (2015). Pedagogical Innovations in teaching. New York: Longman 7. Graddol, D. (2017). The future of English. London: The British Council. 8. Higgin et al (2012). Impact of digital technology in learning. New York. Longman 9. Ike, N. J. (2017). Applied Linguistics. 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Gifted and Talented Programming Introduction Students will be identified for acceleration under the network's gifted model. This model is for students who demonstrate advanced academic skills in self-directed learning, thinking, research, and communication in the language arts and mathematics subject matter areas. The students may show skills in developing innovative products that reflect individuality and creativity at an advanced level when compared to his/her/their peers. The goal is to offer differentiated instructional opportunities for maximum growth every school year. All teachers work closely with students, parents, and administrators to ensure challenging opportunities to maximize student achievement. Definition of Giftedness The NJDOE defines gifted students as: Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities. For the network, giftedness is guided by the principles of differentiation of instruction by the classroom teachers. Differentiated instruction is a way of teaching that allows teachers to customize their instruction, activities and assessments to meet the needs of all learners. All teachers are required to differentiate instruction within their classrooms and to leverage the built in structures within the academic model to accelerate learning for all students. Screening & Identification The identification of gifted students is an ongoing process extending from grades kindergarten through twelve and is built into the regular academic program. Data gathered from standardized academic assessments and network administered assessments are used to identify a student as gifted. Once identified for the gifted program, students are not required to go through an annual qualifying process unless students demonstrate difficulty with the program of service provided. No single criterion or score is used to exclude a student from being identified. Identification procedures will be analyzed annually to avoid any type of discrimination. In keeping with the state mandate that every district Board of Education shall adopt policies and procedures to identify the intellectually gifted and talented students enrolled in its public schools and provide such students with an appropriate educational program opportunity pursuant to N.J.A.C. 6A: 8-3.1(a)(5) and district philosophy to provide inclusionary programs for all students. Students will be nominated for the academically talented program according to the Achieve Community Charter School 534 Clinton Ave \| Newark, NJ \| 07108 973-556-7070 Achieve Community Charter School 534 Clinton Ave \| Newark, NJ \| 07108 973-556-7070 multiple identification criteria summarized below. At the current time, English Language Arts (ELA) and Mathematics (Math) are the two content areas offered to gifted students. * Grades K-8 Criterion (ELA and Math): - MAP percentile results in ELA and Math to determine competence in those subjects - Interim assessments in ELA and Math to determine local achievement in standards - STEP Assessment (grades K-3) - State Assessment (NJSLA) Results (grades 3-8) - Teacher inventory of learning and motivation characteristics to determine task commitment Implementation Timeline * Spring 2021 - students complete end of year assessments; data is analyzed and gifted students are identified based on identified criteria; students and families are identified to be enrolled in the program (pending in person test administration) * Summer 2021 - all teachers received professional development in Gifted and Talented programming, including strategies outlined in program components. Teachers will also receive a list of those students identified as eligible for gifted and talented programming * Fall 2021 - teachers integrate gifted student enrichment in the general education classroom to those students eligible for the program. Principals conference with students and families identified as eligible for gifted and talented programming Program Components The network/school will provide a continuum of services for the gifted learner, designed to address specific needs and levels of giftedness from Kindergarten through grade 12. Gifted programming options are provided during the regular school schedule. * Kindergarten through Grade 1 Students identified as gifted learners in the primary grades will receive enrichment programming in the general education classroom. Extensions will include adjustments to the curriculum for students who have already mastered grade level material that Achieve Community Charter School 534 Clinton Ave \| Newark, NJ \| 07108 973-556-7070 enhance critical and creative thinking, logical reasoning, and problem-solving strategies through small group instruction and individualized online platforms. * Grades 2-8 Students in elementary and the middle grades will receive enrichment programming in the general education classroom. Enrichment programming may include critical and creative thinking, logical reasoning, and problem-solving strategies. Learners will have the opportunity to engage in non-graded learning environments, both traditional and virtual, that offer differentiated content that incorporates advanced, conceptually challenging, in-depth, distinctive and complex content for gifted students. Students identified as advanced learners in grades 4-8 may engage in both independent and group enrichment programming during Independent Learning Time periods * Differentiated Instruction All general education classrooms will provide differentiated instruction to ensure that all students meet their highest potential. Differentiation will consist of carefully planned, coordinated learning experiences in ELA, Math, Social Studies, and Science that extend the core curriculum, combine the curricular strategies of enrichment and integrate instructional strategies that engage learners at appropriate levels of challenge. School Based Coordinator Each principal will identify a school based Gifted and Talented Coordinator who is responsible for: * Reviewing eligibility criteria for students, based on established timeline * Developing Gifted and Talented plan for each eligible student, including specific goals * Professionally developing teachers in differentiation strategies and enrichment within the general education classroom * Monitor the performance of students identified as gifted Notification of Acceptance and Participation When a student has been identified as gifted or talented, the Principal and/or the coordinator may: * Conference with the student's parent(s) or legal guardian(s) on the goals of the student's program and secure the parent(s) or legal guardian(s) cooperation and permission for the student's participation in the program, Achieve Community Charter School 534 Clinton Ave \| Newark, NJ \| 07108 973-556-7070 * Interview each selected student for additional information about the student and for guidance in establishing an enriched educational program for the student, * Confer with the student's teacher about a proposed educational program for the student, and * Prepare and present to the parent for approval a written educational plan for the student. Complaint Process Any person or group with a legitimate interest in Achieve Community Charter School may present a request, suggestion, or complaint concerning the Strengthening Gifted and Talented Education Act Program. The complaint shall include: the name, address, and contact information of the complainant. Letters should identify at least one criterion from the information pertaining to the Strengthening Gifted and Talented Education Act (A4710) Complaints regarding the district's adherence to the conditions outlined in the law shall be submitted to the building principal. All complaints shall be reviewed according to established procedures. In those cases in which satisfactory adjustment cannot be made by the principal or the staff, those complaints shall be referred to the Chief School Administrator and then the Board for resolution. If the complaint is not resolved it will then be sent to the executive county superintendent alleging that noncompliance has occurred within one year prior to the date that the complaint was submitted.	<urn:uuid:43caf090-8a10-420b-9da2-306582cac463>	CC-MAIN-2022-49	https://www.achieveccs.org/cms/lib/NJ50000677/Centricity/Domain/21/Gifted%20and%20Talented%20Programming_ACCS.pdf	2022-12-05T03:38:21+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00268.warc.gz	650,461,937	1,499	eng_Latn	eng_Latn	0.993853	eng_Latn	0.994604	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2768, 4752, 6982, 8477 ]	[ 1.8828125 ]	1	0
Video speaking 09. Deforestation YT:Protect Paradise: An Animation about Palm Oil Source: https://www.youtube.com/watch?v=0o6WHN4NDTk 1. WATCH the documentary and use the target vocabulary below to explain the dire consequences of deforestation. palm oil diverse use dirty secret clear forests biodiversity land conflicts forest fires displacement impact on climate carbon dioxide released into the atmosphere make a commitment sustainable development 2. What are the dire consequences of deforestation? (fauna and flora, people, environment) 3. What do we -as individual consumers- do to mitigate the effects of deforestation?	<urn:uuid:8ccdf5cf-09cb-4f99-ba57-bfc82308524c>	CC-MAIN-2022-49	https://aglikapastras.com/wp-content/uploads/2016/02/09-worksheet-deforestation.pdf	2022-12-05T05:21:01+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00269.warc.gz	106,571,457	140	eng_Latn	eng_Latn	0.985096	eng_Latn	0.985096	[ "eng_Latn" ]	false	docling	[ 690 ]	[ 2.984375 ]	2	1
Statement of Los Angeles Mayor Eric Garcetti Before the House Select Committee on the Climate Crisis Hearing on "Building Climate Resilient Communities" June 11, 2021 Introduction Chair Castor, Ranking Member Graves, and Members of the Committee: my name is Eric Garcetti, and I serve as Mayor of Los Angeles, the second-largest city in the country and home to four million residents. I am honored to appear before you and this Committee on behalf of my city to discuss our approach to building resilience to the ever-growing and compounding effects of climate change in our region. This task could not be more urgent, necessary, or monumental: we now live with the ever-present threat of longer wildfire seasons; with more days of extreme heat; with prolonged drought conditions — with the devastating effects of warming temperatures and rising emissions on our people's health, well-being, and quality of life. Unfortunately, these stressors are all-too-common across our country. But our approach in L.A. is defined by big goals and bold strategies to meet them, and we hope to share best practices for the Select Committee's consideration — and to work with this Congress to tackle this crisis in a way that protects public safety, strengthens our economy, creates jobs, and lays the foundation for a more sustainable and equitable future. Mayors and local leaders live where we work. We see the impact of our policies and our actions in our own neighborhoods every day. We experience the heatwaves and wildfires and droughts not at a distance, but up close. Because we breathe the same air and drink the same water and live with the consequences of the choices made from City Halls to state houses to the U.S. Capitol. Los Angeles understands the magnitude of this challenge — and the potential solutions — better than nearly any other city, county, or region. Just this year, FEMA ranked L.A. County #1 in terms of risk for disasters — the highest ranking of 3,000 counties in its National Risk Index, an assessment of vulnerability to natural disasters. That puts my city on the front lines of this crisis; it also means we are ground zero for steps to solve it. And that puts us in a position to lead the charge on resilience and infrastructure development. We must support critical infrastructure and practice good land and vegetation management to protect us from raging wildfires. We need to cool down neighborhoods, provide shade, and ensure healthy air for Angelenos, young and old. We need to ensure local reliability for our water supply, so we don't have to pump water in from afar. And we need to focus our efforts on minimizing the risk to our most vulnerable populations, the families and households and workers who are always disproportionately impacted by shocks and stresses. In 2019, we released L.A.'s Green New Deal to confront these demands head-on, building a global model for what local action looks like in fighting climate change and upholding the standards of the Paris Agreement. Our vision is designed to answer two fundamental questions: will our planet survive, and will there be a place for my family and me in the economy of tomorrow? Truly, we can't answer one without addressing the other, because when we act to protect the planet and preserve public health, we invest in communities, projects, and people. We expand opportunity. We plant the seeds of a steadier, more prosperous, more just future. Climate change, public health, and economic opportunity have never been more linked than they are today, and the need to tie them together is, literally, a matter of existence or ecological devastation. This is the moment to accept that call. To build back better. To build more resilient systems with multiple benefits. Our work in Los Angeles shows how we can get this done. How we can grow jobs, protect public health, and defend the planet. And Congress has an opportunity to supercharge this work. That's why last year, in a letter to Congressional leaders, I called for a green and equitable recovery to the COVID-19 health and economic crisis alongside hundreds of fellow Climate Mayors. Climate Mayors is a network I co-founded in 2014, composed of nearly 500 American Mayors from 48 states, Democrats and Republicans, committed to upholding the goals of the Paris Agreement. Mayor Sylvester Turner is now the chair, and his city of Houston represents another city under siege by some of the worst impacts of climate change. And today, I am proud to be sitting alongside one of the newest co-chairs of Climate Mayors, Madison Mayor Satya Rhodes-Conway. This body, Climate Mayors, responded to your RFI in November 2019 with recommendations to help communities become more resilient. Recommendations included proactive cross-agency and community collaboration in advance of disasters; building upon and expanding investments in pre-disaster resilient infrastructure; and targeting investments in low and moderate-income neighborhoods through leveraging the Community Development Block Grant. I also chair an organization called the C40 Cities Climate Leaders Group, made up of 97 of the world's megacities, representing a quarter of the world's GDP and I can say that incorporating climate resilience into a green and equitable recovery is not something in which only we three mayors before you believe. It is held up as a global priority, endorsed by the C40 Global Mayors COVID-19 Recovery Task Force, which I established early on in the pandemic. Now, allow me to share the L.A. story with you and then offer some lessons learned, recommendations, and appeals for partnership. Snapshot of Los Angeles L.A. is known for its beaches, mountains, and entertainment industry. It is also the land of earthquakes, wildfires, extreme heat, and drought. I will share three catastrophic climate events with you that lay bare our vulnerabilities and strengthen our resolve to plan and build for a very different future. Extreme Heat First, over the fourth of July weekend of 2018, Los Angeles experienced record-breaking heat. While heat waves may not be unique to our region, they are becoming more frequent, intense, and unpredictable. In fact, the seven hottest years in 140 years of record-keeping were the last seven. From 1976-2005, the average annual temperature was 75 degrees F. That temperature is expected to rise 2.5 degrees F by 2039, an additional 3 degrees by 2069, and another 3 degrees by 2100, as conservative estimates. The number of high heat days in Los Angeles, measured as days above 95 degrees, is expected to triple by mid-century and will be even more intense in inland areas. On July 6, 2018, temperatures skyrocketed and brought some of our infrastructure past the brink. We are used to seeing days over 100 degrees in the Valley, but we hit 117 degrees. And what was most surprising and atypical, and a sign of the unpredictability of climate change, is that the downtown area hit 108. Cables melted, neighborhood distributing stations overloaded, and some neighborhoods lacked power for upwards of three days. The takeaway here is that the significant amount of work LADWP had been doing to maintain and upgrade infrastructure in the high heat zones of the San Fernando Valley paid off. It was those areas that hadn't yet been upgraded to withstand extreme heat -- areas that we just didn't expect to get that hot -- that were most affected. This was not a problem of lack of power availability. This was a problem of infrastructure coping with climate change. We have to do so much more, and not use history as our guide. Climate change has thrown out the old playbook. Wildfire My second example is the Saddleridge fire, sparked on October 10, 2019, which burned 8,800 acres and required LADWP crews to replace 40 poles, 4,000 feet of overhead and 150 feet of underground conductors. That fire intersected three major transmission corridors bringing power into the L.A. Basin from the Pacific Northwest, Kern County and through Victorville which reduced our imported supply by 75%, including nearly a thousand megawatts of renewables. Thankfully that day was not a high load day, and we were able to keep the lights on, but we came within 135 megawatts of rolling blackouts. For perspective, the total load for that day was 3,331, so it shows you how slim a margin under which we were able to operate. Here we learn the value of local generation inside the city, including the contribution of every solar panel on Angelenos' roofs. 2020 was the largest fire season on record in CA in terms of acres burnt, burning over 4% of the land in CA that covered 4.3 million acres. 9,000 fires burned across CA last year and we are bracing for what's in store for this year. Fire conditions are now more dangerous than they were in the past, with longer bushfire seasons, drought, drier fuels and soils, and record-breaking heat. A study published in July 2019 by the American Geophysical Union concluded that "humancaused warming has already significantly enhanced wildfire activity in California ... and will likely continue to do so in the coming decades." Where there's fire, there's smoke. Southern California is ranked #1 by the American Lung Association in terms of ozone pollution in the air, and climate change only threatens to undo our great progress over the years. The mix of smoke and ground-level ozone produces severe issues for human respiratory systems, and the 2020 fires left Californians up and down the state unable to leave their homes nor safe from pollution inside poorly ventilated homes. Drought Thirdly, while L.A. has long been vulnerable to drought, we are experiencing periods of deeper, prolonged crisis, with the most recent historic drought period lasting from 2013-2017. In the first year of that drought, we experienced our seventh driest rainy season on record since 1877. During this timeframe, L.A.'s local water resources were so depleted that we had to increase our imported water by 80%, competing with water demand from the Sacramento River and the Metropolitan Water District, which were themselves at 50% below average capacity, and the Eastern Sierra Mountain snowpack that was 33% below average. In response to the start of the drought, I asked L.A. to cut its water consumption by 20%. Thanks to the Save the Drop campaign from 2013-2017, millions of Angelenos achieved this goal by switching to California-friendly landscapes, installing cisterns, rain barrels, and high-efficiency toilets, taking shorter showers, and limiting landscape watering. And those that went above and beyond were 15 winners across each Council District were recognized as "Drop Defenders" for leading by example and saving thousands of gallons of water in the process. This drought exposed how incredibly dependent L.A.'s water supply was on imports, and that needed to change. Since then, we have completely changed our approach to managing and educating the public about L.A.'s local stormwater, groundwater, and recycled water resources as water resilience measures in response to a changing climate. These shifts in weather are becoming far too frequent to consider them outliers, and we are risking people's lives if we don't treat climate change as the national emergency it is. Battling climate change once felt intangible and even esoteric -- it is now more clear than ever that it is here, and it demands urgent action. Planning for a Resilient, Sustainable L.A. Cooling Strategies Because of the great need, we are currently investing in a number of strategies to reduce extreme heat and provide localized cooling. The scientific evidence on the effectiveness of cool roofs has been clear so in 2015 L.A. went "all in" - making cool roofs a requirement for all new residential buildings. We have also been offering consumer rebates for cool roofs for over ten years because not only does it help cool the outside temperatures, but it is also an effective energy efficiency strategy to reduce cooling needs inside a building as well. In 2015, we set out in my first Sustainable City pLAn a commitment to innovating on cool pavement, a surface we know has great responsibility over the urban heat island effect. We partnered with industry to let them test their products at large parking lots and other areas and in 2017 we became the first major city in America to install cool pavement on a public roadway. We currently have 15 lane miles of cool pavement and we're going to add four times that amount - another 60 lane miles - of cool pavement over the next year, while continuing to innovate on materials and use cases. Last summer, the temperature differential of our cool pavement was visible using NASA and JPL thermal satellite imagery. We invite you to come visit us to see for yourself. In addition to this innovative technology, we're also significantly investing in one of the most tried and true methods for cooling -- trees. While Los Angeles has a 25% average tree canopy cover, like many urban cities, our urban forest is not equitably distributed and tree canopy cover by neighborhood can range from double that amount to just single digits. Last year we partnered with Google to help us identify our neighborhoods with the lowest tree canopy. As you can guess, low tree canopy often correlates with areas that have increased pollution, extreme heat, and greater socioeconomic vulnerability. So, we set a goal in L.A.'s Green New Deal to increase the tree canopy in those neighborhoods by 50%. It's a tall order but recognizing how crucial tree health and tree shade is to climate resilience and equity, in 2018 I hired the city's first-ever City Forest Officer to ensure we stay on track and that we pursue state and federal partnerships to meet our goals. Over the last five years we were able to leverage our local funding to receive over $11 million from the State of California, much of which has come from the state's cap and trade program. Since January 2019, we've planted over 46,000 trees… that's an average of 56 new trees per day. All the while we are doing neighborhood-level assessments to determine how to reach our goals. Growing an equitable tree canopy is one of the most important investments that we can make as a city for a more cool and resilient future. We're combining all of these strategies to transform the hottest, most vulnerable parts of our cities into Cool Neighborhoods. In these areas we are applying cool pavement along with planting new trees and ensuring that all of our transit stops with high ridership are shaded whether naturally by trees or by custom-designed shade structures. We're also rethinking the design of some of our most basic infrastructure in order to create more shade for pedestrians and transit riders. We recently unveiled a new streetlight design that can incorporate shade panels. For Los Angeles, creating better access to shade is necessary for a more just and equitable city. Fire Resilience Historically, in Southern California, our primary wildfire season occurred in a relatively narrow window between September and December, when damaging Santa Ana winds would reliably fuel destructive fires throughout our brush hillsides. These fires would often collide with urban spaces, causing millions of dollars in property loss and tragic injuries and fatalities to both civilians and firefighters. But one of the biggest shifts in the past decade or so is that we no longer have a limited wildfire season. Wildfires are now a year-round threat to Los Angeles. In one of the nation's most brush fire-prone cities, I know it's impossible to completely eradicate the threat of wildfire. We continue to face more severe climate conditions and the everyday role of LAFD continues to expand while we respond to an increasing number of emergencies annually. For years, at the scene of a brush fire, LAFD relied on a hand tool —similar to a protractor—that we would overlay on paper maps, and by factoring in weather, wind conditions, and topography we could attempt to estimate the fire's projected path. Technology like WIFIRE, developed in San Diego, has changed the game and can, within seconds, provide an amazingly accurate predictive model of the fire's projected spread over any number of hours and weather conditions. That model is immediately emailed and texted to the incident commanders in the field who can make informed evacuation decisions. WIFIRE also allows us to continually update the fire's projected path in real-time as wind and weather conditions change. Other new technologies that LAFD relies on include the Fire Integrated Real-Time Intelligence System (FIRIS) that takes infrared images and information from an aircraft orbiting over a wildfire to produce a real-time picture of the fire's size, potential spread and behavior as well as LAFD's Unmanned Aerial System (UAS) program, the most extensive of any fire department in the nation, which we use for mapping, assessments, and identify hotspots in very efficient and cost-efficient fashion. Our latest innovation is a partnership with three universities, which provides links to dozens of surveillance cameras that constantly monitor brush zones throughout the State. These cameras also provide fire officials with an accurate view of the fire (and its behavior) as it develops, which enables us to make better informed long-term strategic decisions. Energy & Buildings Resilience Today, our local generation includes four natural-gas power plants. In 2019, I announced that we would not be repowering as originally planned the in-basin natural gas power units that use ocean cooling on our coast and just this past April I announced a ten-year acceleration to our carbon-free grid goal to 2035, the first in the country to meet the President's target. We were able to make this bold commitment to a renewable, resilient, and affordable grid thanks to an unprecedented partnership with the National Renewable Energy Laboratory which delivered the LA100 study. This historic study laid out multiple pathways to a 100% renewable energy grid, each of which reinforced the critical importance of local, distributed clean energy like rooftop solar, storage, demand response, and energy efficiency. Thankfully, we are not starting from scratch. We are already the #1 solar city in the country and have been for six of the last seven years, and my sustainability plan set a goal of deploying 1,000 MW of local solar, 500 MW of demand response, doubling energy efficiency, and installing more than 28,000 vehicle chargers by 2030. We have invested over $336 million in the Solar Incentive Program since 1999, having conducted 34,573 installations. And we continue to innovate on new local, distributed solar programs, such as the city's Feed-in Tariff program, which pays solar developers a fixed favorable rate for the solar they deliver to the grid and which is now expanding to include a battery storage component, or the Shared Solar program which, by subscribing at a fixed rate, brings solar to tenant and multifamily buildings who may not have access to on-site solar. This protects a portion of a customer's electric bill against fluctuating utility costs for up to 10 years of subscription. Shared solar electricity is supplied by new solar power plants constructed in or near the L.A. basin. LADWP will even rent a homeowner's roof through a new Solar Rooftops program and pay that customer a fee for being able to build more local solar that provides system benefitting, clean electricity to the grid. Maintaining, and indeed expanding, local, distributed energy is foundational to our energy transformation. It supports local reliability, saves the utility money in supporting strategic locations on the grid, and delivers clean air, local jobs, and cost savings to communities. The cleanest and cheapest kilowatt of power is the one that is never generated. As we transition to a 100% clean power grid, we have invested heavily in energy efficiency programs and projects. Energy efficiency is an investment that compounds dividends. A one-time rebate to replace a lightbulb, change out a fridge, or put in an electric heat pump generates savings the first year the project is done, and it keeps saving throughout the life of the equipment. Since the beginning of my term, we've saved customers over $1.5 billion dollars on their bills by investing in energy efficiency. LADWP offers an extensive list of energy efficiency and water conservation programs for a variety of residential and commercial customers ranging from low-income, renters, landlords, owners, to small and large businesses. In fiscal year 19-20, LADWP expended $194 million for energy efficiency programs. These investments yield over 350 Gigawatt hours of savings annually, and achieve roughly $56 million in bill savings for customers, and will continue year after year for the life of the measures. For reference, saving 350 Gigawatt hours is the equivalent of taking 53,000 cars off the road for a year in terms of greenhouse gas emissions saved. The programs receiving the highest investment are Commercial Direct Install ($47 million), LAUSD Direct Install ($30 million), Consumer Rebate Program ($28 million), Commercial Lighting Incentive Program ($18 million), and AC Optimization ($12 million). In fiscal year 19-20, LADWP expended $12 million for water conservation programs that included rebates for high-efficiency toilets, urinals, cooling towers, and turf replacement programs. Since the program began in 2009, LADWP's turf rebate replacement program has replaced over 51.1 million square feet of turf. This results in annual savings of over 2.33 billion gallons of water per year, which is enough water to supply almost 18,000 homes annually. As we begin to come back to our buildings, it is critical that our municipal buildings that serve the community are thoughtfully redesigned and retrofitted to produce healthy indoor air quality while reducing transmission of virus among Angelenos. Our public spaces must be designed for a healthier future where every building is considered critical infrastructure supporting the wellbeing of its occupants from libraries to recreation and senior centers to schools. Physical infrastructure must be redesigned and retrofitted to prevent the spread of COVID-19 and future pandemics. HVAC systems must be optimized and combined with other strategies such as natural light to provide optimal indoor environmental quality for occupants. This work will enable safe reopening of public buildings, plus additional improvements. Energy efficient buildings with good air filtration offer resiliency benefits in the face of fire smoke, heat, and power outages. Water Resilience To address Los Angeles' historic drought, my fifth executive directive mandated that the city cut its per capita water use 20 percent by 2017; reduce its purchase of imported potable water by 50% by 2024; and create of an integrated water strategy that increases local water supplies and that improves water security in the context of climate change and seismic vulnerability. The City not only met but exceeded our 2017 reduction goal and we continue to make significant progress toward increasing the City's use of local water resources to 70% by 2035 through increased water recycling, groundwater storage, and stormwater capture. For instance, we set a goal to recycle 100% of the City's wastewater by 2035. The program will overhaul our Hyperion Water Reclamation Plant - the city's oldest and largest wastewater treatment facility - to maximize purified recycled water and replenish the City's groundwater basins through direct potable reuse. A key component to this effort is Operation NEXT, a partnership between the Los Angeles Department of Water and Power (LADWP) and the Bureau of Sanitation (LASAN) to invest $8 billion over the next 14 years to remake the water system of Los Angeles to convey this purified water for reuse. The further development of LADWP's local conveyance infrastructure will allow the purified recycled water from the Hyperion Water Reclamation Plant to be transferred to groundwater basins in West Los Angeles, South Los Angeles, and the San Fernando Valley. By investing in infrastructure that transports, stores, and purifies our natural groundwater, L.A. over time will need to rely less on infrastructure in other parts of the state such as the Grant and Crowley Lake Dams in Mono County in northern California. Altogether, the City anticipates that Operation NEXT will provide over 43,000 construction, operations, design, engineering, and maintenance jobs from now until 2035. LADWP and LASAN are currently preparing a programmatic Environmental Impact report for the Hyperion Water Reclamation Plant and constructing a membrane bioreactor pilot facility that will recycle 1 million gallons of wastewater per day. L.A. has also invested in stormwater capture infrastructure as a way to increase local water resources. In 2004, Angelenos passed a landmark bond called Proposition O that invested $500 million in multi-benefit stormwater capture projects. LADWP and LASAN continue to construct more stormwater capture projects throughout the city largely due to annual funding from L.A. County's Safe, Clean Water Program, which provides roughly $285 million to the County, with an average of $80 million dollars annually coming to the City. These new stormwater capture projects such as parks, street medians, and spreading grounds have provided multiple environmental and community benefits such as improved water quality, mitigated flood risks, green and open space, green jobs, and environmental justice to historically disadvantaged communities. When we talk about water resilience, it is usually focused on drought and water scarcity. However, the sheer amount of energy used to treat and transport water, and the climate impacts of those actions should not be overlooked. The water-energy relationship is especially important in California, where roughly 20% of statewide electricity and 30% of non-power plant natural gas is consumed to move, treat, and heat water. This is another reason why focusing on enhancing local water resources makes sense. Recommendations to Congress This brings me to my recommendations to this committee. Some of these can also be found in the Accelerator for America Infrastructure Playbook. The first will come as no surprise: we need more funding. This is at the heart of the President's American Jobs Plan — to launch national programs that support good-paying jobs to rebuild America. In particular, funding for both capital costs and the operation and maintenance of water recycling and stormwater capture projects will transform wastewater treatment facilities and distribution systems to ensure cities can capture the rainfall they receive, recycle water, and decrease dependency on imported water. These stormwater projects are expected to support 18,000 jobs in L.A. by 2050. Additionally, increased funding to upgrade the grid to support distributed solar, storage and electric vehicle installations, as well as funding for the technologies themselves, is needed to sustain communities' access to affordable, reliable, clean energy in the face of extreme events. These projects are expected to support 45,000 jobs in L.A. by 2022. For example, we plan to increase rooftop solar and storage on city facilities and carports in our parking lots. These are small but mighty projects that deliver resilience at scale while providing meaningful work for our local labor force. These projects are expected to support 6,500 jobs in L.A. by 2025. Critical City facilities, like those at LAX are moving forward on building a microgrid to improve power quality, reliability, and resilience, to safeguard their operations. We need to think of all of our buildings as critical infrastructure that need to be supported in the face of climate change. People need somewhere to go when it's too hot, when it's too smokey, or when they lose power. Our nation's schools, libraries, rec centers, and hospitals must be supported to provide these services in the face of climate change. We therefore must enhance existing building retrofit and weatherization programs to encourage deep energy efficiency interventions that support HVAC retrofits, strong air filtration, and electrification to improve indoor air quality. These actions will in turn create jobs, protect health and safety, reduce building operating costs, while also mitigating climate change by installing zero-emission energy sources and improving building energy efficiency. I would strongly suggest Congress support the spirit of the Energy Efficiency and Conservation Block Grant in the AJP. In 2009, this effort provided $3.2 billion in block grants to cities, communities, states, territories, and tribes to develop and implement energy efficiency projects which in turn created local jobs. This was the largest direct investment in renewable energy and building retrofit projects in history. But with the challenge before us to reopen public buildings safely, the time is right for an even larger investment that includes consideration of indoor air quality through the use of efficient HVAC systems, which will not only protect against COVID-19 transmission, but also protect people from extreme heat-induced poor air quality or wildfire-induced smoke hazards. Funding to enhance cool neighborhood programs will help cities to plant shade trees and install cool pavement to keep temperatures from rising. When combined at the neighborhood level, these investments build upon each other to greatly increase their cooling impacts. Together with funding for shade structures, we can see measurable impacts on temperature and comfort at the neighborhood level in weeks rather than decades. It is important to note that funding for tree maintenance is a critical component. Planting the tree is only half the battle. We must ensure those trees survive and grow to their full potential by providing adequate watering and maintenance for trees once they are in the ground. This maintenance is the perfect opportunity to build out green jobs and training for entry-level workers. Every million dollars invested in planting and maintaining trees creates up to two dozen jobs. Planting and maintaining 90,000 trees in L.A. will support 2,000 jobs and will also provide 61.3 million square feet of shade at maturity. A national green bank or federal support for state and local bond issuance and refinancing could be effective ways to scale these investments and overcome the challenge cities have of not being able to monetize tax credits. Much of these investments can be offset by eliminating all fossil fuel subsidies. My second recommendation centers on workforce development. We should focus our efforts on creating a national training center for infrastructure, like that of the National Transit Institute, to set clear national objectives and establish a comprehensive strategy by providing resources, thought leadership, and training standards. Further, a national training center for infrastructure should support programs that will provide minority and low-income communities with quality education and training to excel in emerging practices around resilience in the built environment where access to training and education is limited. We need to expand these training opportunities now to ensure we have a workforce ready and able to lead this transformation of our built environment. That brings me to my third recommendation, which is advancing equity. In 2016, LADWP established the first of its kind equity metrics to track, measure, and report how its programs are benefiting customers, particularly our most vulnerable. This type of approach to measure success through the lens of equity could help inform federal programs and ensure success of the President's Justice40 directive. We must reduce low-income families' energy and water burden and ensure they have access to clean air and clean water. At the same time, we should expect subsidized housing to meet the highest efficiency standards and include an efficiency metric for the low-income housing tax credit. Our poorest households should not be disproportionately burdened by energy needs such as air conditioning. Conclusion As I stated at the outset, L.A. faces a variety of cascading climate threats that impact public health and our economic well-being. The good news is, we have the tools and strategies to mitigate the worst effects of extreme weather through cooling down neighborhoods, hardening infrastructure and being good stewards of our resources. Along the way, ample good jobs will be created to transform our city and region to improve livability for future generations. Thank you for shining a light on this pivotal moment for our nation and the world. We must grab hold of this chance to deliver resilience, economic opportunity, racial and environmental justice, and a climate safe planet. Thank you once again, Chair Castor and Ranking Member Graves, for allowing me to be here today. I look forward to partnering with you to build up resilient and sustainable communities across the U.S.A.	<urn:uuid:89d8d878-b894-4469-8ca6-66384a49ab46>	CC-MAIN-2022-49	https://docs.house.gov/meetings/CN/CN00/20210611/112748/HHRG-117-CN00-Wstate-GarcettiE-20210611.pdf	2022-12-05T03:40:43+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00270.warc.gz	237,939,672	6,534	eng_Latn	eng_Latn	0.998549	eng_Latn	0.998839	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2643, 5974, 9599, 12626, 16148, 19879, 22569, 25803, 28920, 31730, 33358 ]	[ 1.578125, 1.7265625 ]	1	0
LESSON 7: Adaptations MS@home: Bringing MOUNTAIN SCHOOL to You! During this time of school closures and stay-at-home guidelines, North Cascades Institute is sharing lessons and activities from our talented Mountain School instructors. We hope these will inspire students of all ages to continue to learn about the natural world and discover new connections to the outdoors from home. Discover more learning adventures at ncascades.org/ms-at-home. Amplified Ears by Bridget Stuart Think about an animal that lives near you. Maybe there are squirrels that scuffle up the trees in your backyard, fish that live in the stream at the park, Stellar's Jays that make a lot of noise in the trees or black bears that sleep in the far hills throughout the winter. Now, think about what one of these animals needs to survive —where does it find its food? How does it protect itself from the sun, rain, snow? What special qualities does it have to be able to survive in your backyard, in the park down the road, in the sea, or in the mountains? These special qualities that ani mals have to help them survive most effectively in their habitat are called adaptations. Adapta tions are changes that occur over long periods of time, not days, weeks or months but multiple years and generations. In this lesson, we are going to embody a couple of different characteristics that different animals have to understand what life would be like if we could hear sounds from further away, have a greater sense of smell, or see in the dark. These characteristics serve these animals as adapta tions that play crucial roles in their ability to survive. Have you ever taken a walk and noticed a deer in the woods: quiet, still, cam ouflaged? If so, it's likely the deer was aware of you long before you were aware of it. It's possible you may have even passed by deer before without noticing them. As a prey animal or animal who is hunted by other animals, deer have many special adaptations to assist in keeping themselves safe. One of these adaptations is their large ears that can rotate slightly to hone in on specific sounds. Can you rotate your ears to focus on sound? I can't! Follow along with the activity below to see what it would be like if you had larger ears, like a deer. Make your own amplified ears: Place your fingers and thumb side by side on each individual hand. Curl your fingers inward slightly to make a C-shape with each hand. Next, place your hands in this shape behind your ears. Did you instantly notice a change in the sounds around you? Test your amplified ears: 1 Go outside and mark an X on the ground where one person will stand with their eyes closed and hands at their side. 2 The other person will start at the X and walk away while saying one word every few seconds (I often say "goodbye") at the same volume each time. 3 When the person standing on the X can no longer hear the other person they will wave their arms and yell out "I can't hear you". 4 Measure the distance from the X to the spot where the other person could no longer be heard. 5 Repeat steps 1 through 4 with the person on the X using their cupped ears. Be sure to mark the second location as well. Things to contemplate: * Could a deer survive without its large ears? How might it's life change? * What other animals share this characteristic? Are there predators that also have large ears and if so how might this characteristic help them survive? * How might a human's life change if we all had large ears? Nocturnal Eyes Humans can see in the dark! Typically, this takes 10-25 minutes for our night vision to fully kick in so that we can see our surroundings more clearly than when we first step outside from a bright room. As humans, we are adjusted to being active both in the daytime and at night. Nocturnal animals (animals active at night) have specialized eyes which contain mostly rods (rods allow vision in low light) and few to no cones (cones allow you to see color). Humans however have many rods and cones allowing for both sight in low light and visible color. Try the activity below to experience the difference between our eyes while one is adjusted to night vision and the other is not. Directions: 1 Find the darkest space you can find—a room in your home, a closet, or outside. (Be sure that there is no external light, from street lamps etc.) 2 Once you find a space of total dark darkness, turn the lights (or a flashlight) on! 3 Everyone present will need to close and cover one eye with their hand to completely block all of the light to this eye. 4 With the other eye, stare at the light in the room (or flashlight) for the duration of at least 3 minutes (or for the entirety of one song). 5 After 3 minutes, turn the lights off and move your hand back and forth between both eyes. Things to contemplate: • What animals can you think of that are primarily active at night? What advantages might you have to be more active at night than in the daytime? • Do you think animals who are active at night have to wait for their eyes to adjust to the light? Create an adaptation you could give an animal to assist with their night vision. *• Do you think street lights or porch lights might affect animals who are active at night? How so? What can you do to help nocturnal animals? RESOURCE To learn more about how nighttime lights may affect bird migration and what you can do to help, visit www.audubon.org/conservation/project/lights-out As humans, most likely we aren't holding a hand over our eye to enact our night vision more quickly or wearing our ear cuffs all day long to hear sounds more closely. However, humans are constantly altering their environments or their bodies to assist with their comfort. Can you or your student think of ways humans adapt to their environment each day? What comes to my mind is adding layers on a chilly day (as a bear might grow in a thicker layer of fur as winter approaches) and putting on sunscreen (as a reptile has scales or a bird has feathers which may prevent sunburn). Adaptation Drawings 1 Write the name of one animal (this could include humans) that you are familiar with or are interested in learning more about. 2 Write down the animal's ideal habi tat (swamp, desert, mountain peak, or sea, etc.) 3 Draw a picture of the animal that you chose. Label three of its qualities that assist with its survival and write a blurb about each. For example, beavers' flat tails can be used for slapping the water to warn other beavers of threats and to scare predators. If you aren't sure about how certain characteristics of your chosen animal assist with its survival, do some research! 4 Choose a new animal or use the same one as last time. Next, choose a habitat that this animal does not usually live in. For example, a Giraffe in North Cascade National Park. (For extra creativity, choose a totally unfamiliar habitat like the planet Mars, the core of the earth, or the bottom of the sea. 5 Now, draw this animal in its new habitat with at least 3 adaptations that you would give it to help it survive more efficiently. I encourage you and your stu dent to continue thinking about adaptations as you see different species within your community or out your window. I challenge you to provide animals with the space and habitat they need to thrive within your community. THANK YOU for helping us offer these at-home lessons for transformative learning experiences in nature by making a gift at ncascades.org/give ncascades.org Connecting people, nature and community since 1986 (360) 854-2599	<urn:uuid:5da51dfb-263e-474a-a407-df0b0a4af760>	CC-MAIN-2022-49	https://ncascades.org/signup/schools/mountain-school/ms-at-home-resources/msathome_l7_adaptations.pdf/at_download/file	2022-12-05T03:45:31+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00270.warc.gz	437,291,191	1,625	eng_Latn	eng_Latn	0.998938	eng_Latn	0.998955	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3510, 7584 ]	[ 4.4375 ]	1	0
Indiana Journal of Agriculture and Life Sciences Abbriviate Tittle- Ind J Agri Life Sci ISSN(Online) - 2583-1623 Journal Homepage Link- https://indianapublications.com/journal/IJALS DOI- 10.5281/zenodo.7134964 INDIANA PRODUCTIVE AND QUALITY RESEARCH Research Article Volume-02\|Issue-05\|2022 Design and Fabrication of Waterwheel for Lifting of Water Fahad Chandio* 1 , A. Rahim Junejo 1 , Shah Faisal Shar 1 , K. Rehman Bhutto 1 , & Jahangeer Dahri 1 1Faculty of Agricultural Engineering, Sindh Agriculture University Tandojam 70060, Pakistan Article History Received: 17.09.2022 Accepted: 27.09.2022 Published: 30.09.2022 Citation Chandio, F., Junejo, A. R., Shar, S. F., Bhutto, K. R., & Dahri, J. (2022). Design and Fabrication of Waterwheel for Lifting of Water. Indiana Journal of Agriculture and Life Sciences, 2(5), 49-52. Abstract: Water is one of the basic necessities of life. In Pakistan, irrigated agriculture sector is the main user of surface as well as groundwater resources. Basically, a large amount of water is required for agricultural purpose and the transfer of water from the nearby water bodies requires a large amount of fuel in one form or the other. Securing water availability in regions of high altitude required the expenditure of energy. The energy demand and emissions of modern forms of water pumping have increased. While many traditional water wheels, which lift water at zero direct emissions, have been abandoned. This step is also the preservation and the wheels. The study area was conducted at the Department of Farm power and machinery workshop, Faculty of Agricultural Engineering, Sindh Agriculture University, Tandojam. For uplifting of water, a waterwheel was designed and fabricated with the diameter of 7ft, the radius from the connected shaft was 3.17ft and the center was 0.33ft. The total number of buckets was 8, with the capacity of 4.994 liters. The total material cost was 32,864 PKR without labor costs. For efficiency the waterwheel should be tested practically. Keywords: Water, Design, Pakistan & Agriculture. Copyright © 2022 The Author(s): This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY-NC 4.0). INTRODUCTION Water is essential for sustaining life on the earth. Pakistan has abundant water resources, with rivers flowing down the Himalayas and Karakoram heights from the world's largest glaciers and free and unique bounty for this land. Pakistan is basically an agrarian economy. Out of its total geographical area of 79.61 million hectares, cultivated area is 22.05 million hectares. The total area under irrigation is 19.02 million hectares [1].Water is one of the basic human needs and imperative for sustaining quality of life on the earth. However, its unbalanced and unmanaged use makes it scarce. In Pakistan, about 96% of its available water is being used for agriculture and the remaining 4% for domestic, industrial, and other purposes. Basically, a large amount of water is required for agricultural purpose and the transfer of water from the nearby water bodies requires a large amount of fuel in one form or the other. Lifting water is crucial to irrigate agricultural terraces. But the energy demand and emissions of modern forms of water pumping have increased, while many traditional water wheels, which lift water at zero direct emissions, have been abandoned [2].In Spain, ongoing transformations in the irrigation systems can potentially reduce water consumption per hectare, but energy demand has increased by 657% between 1950 and 2008, following the wide-spread introduction of thermal-engine pumping systems [3]. Consequently, irrigation is responsible for 45% of GHG emissions from agriculture in Spain, conflicting with the EU's emission targets [4]. Persian waterwheels are usually driven by some form of right-angle drive. The first is the most common; the drive shaft from the secondary gear is buried and the animals walk over it; this has the advantage of keeping the Persian waterwheel as low as possible, in order to minimize the head through which water is lifted. The second example is a traditional wooden Persian waterwheel mechanism, which is based on the animal passing under the horizontal shaft. The sweep of a Persian wheel carries an almost constant load and therefore the animal can establish a steady comfortable pace and needs little supervision. The advantages of the Persian wheel were: It was based on a relatively inexpensive traditional technology. It could be locally constructed and maintained and lifted water up to 20 m (although it was most efficient at depths under 7.5 m and yielded of approximately 160–170 L/min of water for lifts of 9 m), it was easy to operate and it had medium efficiency (40%–70%) [5]. The delivery rate of early animal powered Persian waterwheels ranged between 20 m3 /h (for 1.5 m height lifting) and 10 m3 /h (for 9 m height lifting) [6]. Problem Statement A large amount of water is required for agricultural purpose and the transfer of water from the nearby water bodies to regions of high altitude requires a large amount of energy in one form or the other. The energy demand and emissions of modern forms of water pumping have increased. As electrical energy and energy from fossil fuels are expansive, manually operated mechanical devices or devices are driven by natural forces, such as wind, had to be invented. Keeping in mind the scarcity of electricity and other conventional fuel to lift or transport the water from the nearby river bodies to the agricultural fields. Keeping in view the above arguments, the study was conducted to design and fabricate water wheel for solving this problem. METHODOLOGY Study Area The study was carried out at the department of Farm power and machinery workshop, Sindh Agriculture University, Tandojam. The geographical location of the study area is at Latitude (LAT): 25.424461 N 25.42446°Longitude (LONG): 68.542200 E 68.54220°. Design and Layout of the Waterwheel Side view of the waterwheel. The total diameter was 7 feet, the radius from the connected shaft was 3.17 feet and the center was 0.33 feet. The number of rods was 8 from each side. Front view of the waterwheel the total length of corrugated iron was 21.98 feet, and the width was 9 inches. waterwheel Layout of the shaft. The total length of the shaft was 4 feet and the diameter was 2 inches. One side of the shaft was connected with a pulley and another side was connected with a bearing. Design of Head Total head or the head at which water drops to the trough is equal to the diameter of the arm at which water bucket is fitted denoted as d1. The equation is given below: (1.1) (1.2) OR H = d 1 Material Required The required material for the fabrication of waterwheel is given below; - Hub: Hub is the center of the waterwheel at which the both solid and hallow shafts are connected. The required hallow shaft length was 1 foot and diameter was 0.34 feet. - Wheel: Wheel is the circular corrugated iron (iron sheet). The required diameter was 7 feet (2.133m). The circumference of the wheel was calculated by the formula given below: (1.3) 𝐶 = 𝜋𝑑 - Shaft: Shaft is a rotating machine element used to transmit power from motor to wheel. The required total length of the shaft was 4ft (1.219m). - Buckets: Buckets were required to carry water from the artificial open well to the required height. The total number of buckets were 8 fixed at the equal interval of the wheel. The capacity of each bucket was determined by given formula: (1.4) 𝑉 = 𝜋𝑟 2 × 𝑙 - Pulley: Pulley is a simple machine that changes the direction of force or power. It was required to change the direction of power generated from motor through belt to shaft for rotating the waterwheel. - Bearing: Bearing is a machine element that constrains relative motion to only the desired motion, and reduces friction between moving parts. The total four bearings were required two bearings D = d1+d2 H = D-d 2 were fixed to both walls and connected with shaft. Other two bearings were fixed with hub to reduce friction in shaft. - Motor Gear: Motor gear is a combination of gear box component whose mechanism adjusts the speed of the motor, leading them to operate at a certain speed. Motor gear was required to operate the wheel at constant and normal speed so that the water should fall in water trough. Construction of Waterwheel Firstly, from iron sheet the circular wheel was made then the each element of waterwheel was aligned through electric welding to perfectly shape the waterwheel. Figure 5: Constructed circular wheel Figure 6: Welding of components RESULTS AND DISCUSSIONS Dimensions of Fabricated Water Wheel The waterwheel was constructed with the diameter of 7ft, 8 metal rods was welded and buckets was fixed with nuts. In the hub the hallow shaft was welded with rods having the length of 2ft and diameter of 0.33ft. Figure 9: Fabricated Water wheel Table 2. Design Dimensions of the Waterwheel Height of the Wheel The height at which the bucket is fitted is come out to be 6.667ft (2.032m). The designed diameter of the waterwheel has successfully lifted the water at the required height. Capacity of Bucket Average capacity of each bucket was came out to be 4.994 liters or 0.1746ƒ𝑡 3 or 0.004944𝑚 3 .Materials which were used for the construction of waterwheel: The total cost of the material was 32,864 they are listed below. REFRENCES 1. Ahmed, A., Iftikhar, H., & Chaudhry, G. M. (2007). Water resources and conservation strategy of Pakistan. The Pakistan development review, 9971009. Table 3. List of Materials and Their Total Cost of 2. Heider, K., Quaranta, E., Avilés, J. M. G., Lopez, J. M. R., Balbo, A. L., & Scheffran, J. (2022). Reinventing the wheel–The preservation and potential of traditional water wheels in the terraced irrigated landscapes of the Ricote Valley, southeast Spain. Agricultural Water Management, 259, 107240. 3. Soto-García, M., Martínez-Alvarez, V., GarcíaBastida, P. A., Alcon, F., & Martin-Gorriz, B. (2013). Effect of water scarcity and modernisation on the performance of irrigation districts in southeastern Spain. Agricultural Water Management, 124, 11-19. CONCLUSION AND FUTURE SCOPE The designed waterwheel successfully uplifted the water from artificial well to required height Hence our required height for lifting water is achieved. All the components of wheel attached properly. It is one of old technique to uplift water but in modern day due to high fuel consumption and use of non- renewable energy resources the greenhouse gas emissions has increased. For that we have to move towards the renewable energy resources. 4. Martin-Gorriz, B., Martínez-Alvarez, V., MaestreValero, J. F., & Gallego-Elvira, B. (2021). Influence of the water source on the carbon footprint of irrigated agriculture: A regional study in South-Eastern Spain. Agronomy, 11(2), 351. 5. Yannopoulos, S. I., Lyberatos, G., Theodossiou, N., Li, W., Valipour, M., Tamburrino, A., & Angelakis, A. N. (2015). Evolution of water lifting devices (pumps) over the centuries worldwide. Water, 7(9), 5031-5060. 6. Mirti, T. H., Wallender, W. W., Chancellor, W. J., & Grismer, M. E. (1999). Performance characteristics of the shaduf: a manual water-lifting device. Applied Engineering in Agriculture, 15(3), 225.	<urn:uuid:66b175c1-ded1-4247-b745-3eccda9d6a8e>	CC-MAIN-2022-49	https://indianapublications.com/articles/IJALS_2(5)_49-52_633993cb542d16.76311542.pdf	2022-12-05T03:47:48+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00271.warc.gz	347,416,682	2,703	eng_Latn	eng_Latn	0.969752	eng_Latn	0.992948	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 5634, 8053, 9265, 11411 ]	[ 1.3984375 ]	1	0
The Four Phases of Accountability 1. _________________________________________________________________________________ 2. _________________________________________________________________________________ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________ Three Negative Outcomes of Using Excuses 1. Excuses make us __________________________ 2. Excuses cause us to focus on the ____________________ and not the ____________________________ 3. Excuses limit our _____________________ and our ________________________ 2 The Five Accountabilities 1. We are accountable to do __________ ______________________ _____________________ ___________________________ 2. We are accountable to manage __________ ______________________ Moliere said, "It is not only what we do, but also what we do not do, for which we are accountable." ® 3 3. We are accountable to manage __________ ______________________ We cannot control what happens to us. We can only control the choices we make with regards to what happens to us. 4. We are accountable to ________________ __________ __________________ ______________________ ® 4 5. We are accountable to _________________________ ___________ __________ ______________________ My Action Plan What are my next steps? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Free Accountability Zone™ newsletter available at: www.SamSilverstein.com and www.AccountabilityAcademy.com 5	<urn:uuid:1abc22a8-56db-40b8-9536-e4675786ae31>	CC-MAIN-2022-49	https://member.seminarsondemand.com/wp-content/uploads/2015/08/TheAccountabilityAdvantageNotes_SOD.pdf	2022-12-05T04:37:40+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00268.warc.gz	416,882,305	317	eng_Latn	eng_Latn	0.575535	hau_Latn	0.561946	[ "hau_Latn", "eng_Latn", "eng_Latn", "hau_Latn" ]	false	docling	[ 670, 998, 1293, 2055 ]	[ 2.59375 ]	1	0
Pratical Guide for Inventor by Daniel Paquette How can you verify whether or not your idea for an invention is feasible? Talk to the people around you and observe their reaction when you start explaning your idea. It is a simple test but it worked for me and it will work for you if you have a keen sense of observation. Obviously your friends and relatives will not want to disappoint you and will probably say that your idea is good. However trust your instinct to detect their true feelings in their initial response. If your idea concerns a special field of interest, then talk to people who have some knowledge of the subject. For example, when I wanted to find out what people thought of the Jog'O, I had to speak to people who ran or jogged. When you get a positive reaction from the people concerned by a particular problem, then you are on the right track and may pursue your goal. On the other hand if their reaction is negative, be weary although it may be that they did not quite understand your idea. You can test your product further of course but keep in mind that you can drop the idea if it does not work out. There is no sure way of validating an idea. Do you remember Pepsi's "uncola". It had been tested and market studies had been done but still, when the product was launched, it was a total failure. Maybe you do not have a concept yet in which you are willing to invest both time and money but it could be just a question of time. First you must identify a problem in your immediate environment and work at finding a solution. Most ideas for inventions begin to form as you try to find a solution to a daily problem. Your first concept may not be perfect but as you work on it and think it through, more and more ideas will come to mind. Some months I will have two or three ideas worth developing going around in my head. There are many ways to exercise the brain, develop your imagination and concentration. My suggestion to anyone who asks me how to find a good idea for an invention is to choose a favourite subject to create a board game. For example, take the 100 meter race as a starting point. I need a large cardboard on which I will draw five or six 100 meter race tracks each divided in sections of one meter. I will add playing pieces each representing a famous sprinter and the rules of the game will pop up as I am working on the project. I will continue to use my imagination to add educational value to my game and to make it fun and competitive. It is easy and possible for anyone to use this method and create games using such ideas as building a house, having a boat race or a police investigation. While having fun, you are training your brain to prepare for your first invention. When you are ready to devote time and money on a potentially interesting idea that could be put on the market, you must first establish the criteria that will distinguish your product. You must determine the price, size, weight, the construction material and write down all the details in a notebook. You will be able to revise your criteria from time to time and check if they are respected. As you memorize them, your brain will work on finding solutions according to these criteria. Actually this is the most painstaking step when working on an invention. There is no set time limit; you will face deceptions, frustrations and also elation when the solution finally appears. You must learn to be patient and repeat to yourself that the solution does exist and that you can find it. It is at this stage that a person becomes an inventor but remember that as long as you have not found the solution to each problem, you cannot go on to the next step. This is one error that I made when I brought the bicycle rack to Anchor Plastics even if I was not entirely satisfied with the results. Remember to always have your notebook on hand so that you can write down any solution that comes to mind unexpectedly. I remember that I found the solution for the Jog'O while on patrol at three o'clock in the morning when I noticed the big "D" on the Dominion store. Solutions appear when you least expect them, so if you have pencil and notebook on hand you can jot it down and make a proper sketch later. When your solutions correspond exactly to your basic criteria and you are perfectly satisfied with the results, then you can go on to the next step, the sketch. THE SKETCH After the problems are all solved, it is time to make a preliminary sketch of your invention. It is important to remember to include all the solutions in this sketch. It is a good idea to have a sketch book but make sure to keep it in a safe place so that no one will try to steal your idea. You do not have to be an expert in drawing to do your preliminary sketches since they only serve to help you improve the final design or the mechanism for your invention. I have no talent in drawing but I was always able to draw the exact form of the object I was working on. Most people have a hard time imagining a product if you cannot show them a detailed sketch. So your sketch book will prove useful when you want to get someone's opinion about your project. A word of advice: have them sign on the page of the sketch they looked at. This signature could be used eventually if you had to defend your rights. You should also write notes in your sketch book. Make sure to write all the details concerning your sketches, the changes you make as you improve your product. Later, it will be easier to remember why you decided to include or leave out a particular element. Persevere until you are totally satisfied with the final sketch. You may have to make a dozen sketches or more but as long as you are not convinced that it is perfect, you cannot go on to the next step. THE FIRST PROTOTYPE The first prototype is built according to the final sketch. This is an important step and one of the most rewarding moments for an inventor since it proves that his invention really works and that it brings a solution to the original problem. At this point, you need not worry about the design or the size or the price. The only thing that counts is that the product corresponds to the need for which it was created. Since it is an elementary object, use whatever material you have on hand. Do not spend too much money on this initial object or buy special tools. It is wiser to save your money at this point and to rent any tools you need. As you start working on your prototype you may notice that it is not so easy to build it according to your sketch, even if you are a good handyman. Do not hesitate to ask a friend or relative to help you if you are stuck with a certain aspect of the project. They will be flattered that you asked them for advice and happy to contribute to your invention. Your prototype may not be entirely satisfactory. If it fails to meet your requirements, go back to the drawing board. It can be frustrating to have to look for another solution but it is better to do it immediately and avoid rejection from manufacturers. This is what happened with the bike rack. I was pressed for time and presented an inadequate prototype. Then I had to start all over again. On the other hand, if you are quite content you're your prototype you can proceed to the next step. A word of advice at this point: think it through carefully. I am not trying to discourage anyone but you must realize that you are about to embark on a long, stressful journey to develop and market your product. Of course, if your project is crowned with success, all the worries and hard work will be forgotten and you will feel on top of the world. However before you reach this final step, you must ensure that you are ready to face the many challenges involved with creating a product. Ask yourself if you truly believe in your product enough to devote so much time and money to bring it to market. Look back and analyse people's reactions to your invention. Were they truly enthusiastic or did you decide to continue despite some negative comments? What about your spouse? Is he or she confident enough to let you invest a large sum of money not knowing if there will be a profitable return? If you have thought about all the aspects involved carefully and are confident that you can do it, then proceed. On the other hand, if you are not sure that you can make it on your own, it may time to try to sell your invention at this point but do not expect to make a fortune with it. THE PROTECTION PHASE In this chapter I will describe how Inventarium can help you protect, develop and market an idea for an invention. Between that time you had a flash of genius and the day you see your invention on the market, there are a number of important steps. You must go through step successively. There are no shortcuts. Read on and find out the importance of each step. If you believe you have a good idea for an invention, you must first protect your idea with a provisional patent before you talk about it openly or show it to the public. There are three preliminary steps before filing for a provisional patent: the file opening kit, the evaluation of your idea and a patent search. At Inventarium the first step is to order a file opening kit. This is the confidential disclosure form, an eight page document which includes a confidentiality agreement signed by an authorized agent of Inventarium THE EVALUATION It is with the evaluation that you will find out if your invention is feasible and can be put on the market. You may learn that certain laws or safety standards do not allow the sale of a product. For example, if your product contains a gas that has been banned by the Kyoto Protocol, there is no use obtaining a patent since the product cannot be sold. It is better to find out such details before you have invested time and money to protect and develop such a product. At this point it is also interesting to get a professional opinion concerning different aspects of your invention. With this report in hand, it is easier to decide whether you should continue work on your project or drop the idea. The evaluator studies the details contained in the confidential disclosure form and produces a report in which you will find his comments, suggestions and recommendations. The report includes: - The business opportunities - A description of the invention - The social factors - The competition - Introduction on the market - A summary of opportunities and obstacles - The conclusion He is very experienced and his observations and comments are objective and formulated to help you decide what you want to do next. The results of the evaluation must not be taken as a guarantee of success but should serve as a reference throughout the whole process. The evaluator will also identify and enumerate the characteristics of your invention, the source codes, categories and classifications which will be studied by patent agents conducting the patent search. THE DESCRIPTION OF THE INVENTION Having read the confidential disclose form, the evaluator will write the description of the invention. If there is something he does not fully understand, he will contact the inventor to get more explanations. It is extremely important that the description be precise so that the patent search agent and later the patent writer have a complete understanding of the product. This is also the reason we ask the inventor to sign a document that confirms that the description is true to the invention before going to the next step, the patent search. BUSINESS OPPORTUNITIES In this section, the evaluator gives his opinion on the following points; - The range of products - The potential market - The self-life of a product - Research and development - The commercial life-cycle - Immobilization - Production Potential market It is highly important for an inventor to get to know and analyse the potential market for his invention. He has to know who the potential customers are, how to approach them, what is the best time of the year to sell his product, etc. The Range of Products A complete range of products may follow the initial invention. You could consider marketing similar or complementary products of different style or quality. Shelf-life of a Product How long a product will last on the market depends on its use, how often it is needed and how it is made. Commercial Life-Cycle The commercial life-cycle of a product is how long it will sell which means that demand for the product must be maintained. Research and Development Research and development are of utmost importance if you want to increase your chances of success in sales. It is strongly recommended to build at least one functional prototype that you will test in real life situations to evaluate its strong points as well as its weak points. Immobilization Immobilization represents the initial amount of money needed to manufacture a new product. The expenses include land, buildings, machinery, intellectual property, etc. Production If you want to incite customers to buy the new product it must be attractive and sell for a reasonable price. For this reason, production costs must be kept to a minimum and you have to choose wisely the materials used and the manufacturing process. SOCIAL FACTORS Legal Considerations Many products are controlled by laws, regulations or standards. Institutions such as CSA, ULC and ISO have rules and regulations that must be applied if you want to be able to sell your product. It is extremely important to learn if and how they apply to your invention. Safety As mentioned in the previous paragraph, some products are strictly controlled. These regulations apply to protect the consumer yet it is possible that your product is not regulated but could represent a danger depending on its use. The Community Some products correspond to the exact needs of consumers and are significant enough to make them change their habits. The Environment In recent years, protecting the environment has become an increasingly important subject. Consumers are changing their habits to restore a better balance with nature. This new awareness has a direct influence on sales and must be taken into account when you decide to launch a new product. The policies Institutions such as the Human Rights League, Green Peace and La société Saint-Jean-Baptiste have also influenced consumer habits and should be taken into consideration. Obviously it is preferable that new products conform to their ideas rather than confront them. INTRODUCING A NEW PRODUCT ON THE MARKET Advertising It is important to advertise a new product if you want the consumer to recognize it and make him want to buy it. The Needs Some products will drastically transform our way of life while others will answer to lesser needs. In any case, it is important to note that the sales potential of a product does not depend only on the type of need but how it meets the consumer's need. Learning to use the product You should always take into consideration that the consumer's reaction to your product will depend on how easy or difficult it is to use. If he cannot understand the operating mode quickly and efficiently, chances are he will leave it on the store self. Distribution The cost and difficulties related to the distribution of a new product depend mainly your ability to contact and access specific network agents. Consumer Loyalty When a new product is advertised, many consumers are eager to buy it out of curiosity. If they find it satisfactory they will probably become regular customers and they will tell their colleagues, family and friends about it who in turn will become customers. After Sales Service When buying a new product, the wise consumer will take into account the cost of after sales service and replacement parts. There are laws to protect the consumer that specify that a sufficient number of replacement parts must be readily available. THE COMPETITION Independence There are some products which can be used only with specific complimentary products. For example, you need a compact disk player to listen to your CD. Current Competition Similar products compete according to their price, output, appearance and durability. How easy or difficult it may be to launch a new product depends on the competition. It is important to try to find out how your competitors will react so that you are in a better position to face up to their strategies. Operating Functions Consumers usually prefer a product that is easy to understand and operate. Your product may be better than the competition but if is more difficult to understand or use, then probably it will not sell as well. Durability The wise consumer knows that it is worth it to pay more for a product that will last longer than the competition's cheaper version. SUMMARY OF OPPORTUNITIES AND OBSTACLES Based on his vast experience, the evaluator will list the opportunities as well as the obstacles you will face throughout the following steps, from the patent search to the development and marketing of the product. THE CONCLUSION In his conclusion, the evaluator will define the pertinence of your invention for the consumer. If he believes your invention can be patented, you will be invited to go on to the next step, which is the patent search. Finally he will give you advice, make suggestions and recommendations. THE PATENT SEARCH The patent search is a crucial step as it will confirm whether your invention is truly unique or if, on the contrary, someone has already obtained a patent for a very similar object. Some intellectual property firms still offer to conduct a patent search in the United States patent database only. It contains about 70% of patents registered everywhere in the world. As you probably know there can be only one inventor in the world who can register a particular invention. Therefore a patent search conducted only in the United States is not conclusive since a patent similar to your invention may have been filed in another country and could be cited in opposition to yours by the patent examiners. In this case, your request for an official patent would be refused. This is the reason we, at Inventarium, offer the international patent search. Our patent search agent will closely analyse all patents pertinent to your invention and will draft a detailed report containing the results of his search. The report will include: - A description of the invention - A description of his mandate - The characteristics of the invention - The description of these patents in relation to your invention - The search for other similar patents - The analysis of these relevant patents - The conclusion - The criteria for requesting an official patent DESCRIPTION OF THE PATENT SEARCH AGENT MANDATE He conducts a patent search for your invention using all the information included in the confidential disclosure form as well as the description of your invention, the list of source codes, categories and classifications provided by the evaluator. While conducting this search he will record all patents that describe structures or mechanisms that are similar to your invention and could be used legally to contest your request for a patent. Once you are aware of these patents, you will be able to compare the technologies already used and you can use this information to improve the technical aspect of your own invention. Take note that the patent search agent does not have to list all the patents related to your invention since his search is over as soon as he finds a patent that describes an invention identical or very similar to yours. In this case, it would be impossible for you to request an official patent. THE DESCRIPTION OF THE INVENTION In order to certify that the agent has conducted his search using the proper description of your invention, this description is exactly the same as the one provided on the evaluator's report. This is the same document that you will have received and signed confirming that the description corresponds exactly to your invention. In this section, the patent search agent will list all the characteristics of your invention which he used to conduct his search. THE SERACH FOR SIMILAR PATENTS In this section the agent will list the principal classes and sub-classes of all documents he consulted during the patent search. THE DECRIPTION OF RELEVANT PATENTS Here the agent will identify all patents relevant to your invention. For each patent, he will describe the characteristics that correspond to characteristics of your invention. THE ANALYSIS OF RELEVANT PATENTS Following the analysis of patents judged to be relevant to your invention, the agent will formulate his conclusion concerning the characteristics of your invention that could potentially be patented. In order to obtain an official patent, your invention must contain a new element which has not been listed in a previous patent. If one or many characteristics of your invention appear new or unique then you should be able to obtain a patent. However if the patent search reveals that some characteristics have already been patented, your chance to obtain a patent is slight although not impossible. In fact, it may still be possible to obtain an official patent if you can prove that the technique used to achieve similar or better results is truly distinctive. If you believe this is so after you have closely analysed all the details of your invention, then we will suggest that you file for a Provisional Patent which grants a priority date and protects your invention for a period of 12 months. The provisional patent is an official document sent to the United States patent offices and contains all the information concerning your invention. Once you have been granted a provisional patent, then you may talk openly about your invention and decide to develop it, improve it or conduct a market search. Sometimes, as it happens in the field of inventions and innovation, you cannot get a patent for your initial project but as you work on its development you find out that it can be patented. This is what happened with the Urgenstop, my auxiliary emergency system for traffic lights. In the beginning all the elements I intended to use were common (power failure detector, flashing light, battery charger, rechargeable batteries, etc). The patent search determined that these were not new elements. However, while developing the product, we had to create a power failure detector specifically for traffic lights; therefore I was able to obtain an official patent for this invention. You should note that if the modifications to your invention are in any way significant, it may be useful to conduct a complimentary patent search for these new elements before applying for the official patent. If none of the characteristics described in the provisional patent can be patented, then your provisional patent is useless. The patent agents will study only the new characteristics when you file a request for an official patent. CRITERIA TO OBTAIN A PATENT Before they grant an official patent for an invention, the patent examiners must determine if the invention meets the following criteria: - it must be useful - it must be an object that is conventional - it must be a novelty on a worldwide scale - it must not seem obvious to the experts in the field of inventions These criteria are cumulative and each and every one of the requirements must be fulfilled if the invention is to be patentable. The patent search agent is not a substitute for the patent examiners and he cannot declare that the official patent will be granted or rejected. The patent examiners make that final decision. CONCLUSION Although our patent search agent is as thorough as possible, he could have missed a detail. At the international level, there are millions of patents filed under different classifications and sub-classifications. In fact there are over 140 000 zones of classifications. The United States patent offices employ over 4000 people to file documents and how each document is filed can vary from one individual to the next. So, despite his efforts to give you a most accurate report, the patent search agent cannot guarantee that he has examined all the patents and it is possible that some documents may have been misfiled or lost. Also, it is possible that references pertinent to the invention be revealed at a later date. There may be another inventor who filed for a patent for an invention similar to yours but the information was not available at the time of the search. The request for an official patent is not made public for a period of 18 months after it has been filed and the agent cannot access this information. The search is limited to the identification of existing patents. It is always possible that other documents (in catalogues, Internet sites, magazines, newspapers) be cited in opposition to the invention by a patent examiner. Still the results of the patent search provide a good reference to help the inventor decide what he wants to do next. FILING THE PROVISIONAL PATENT When you learn from the patent search that your invention could be patented, the next step is to file for a provisional patent. Filing for a provisional patent grants you a priority date valid for a 12 month period and it is recognized by all the countries who have signed the PCT treaty (over 140 countries including Canada and the United States). This priority date will be claimed when the request for official patents is filed as long as this is done before the expiry date for the provisional patent. The provisional patent can be filed in the United States or England. At Inventarium we prefer to file in England for practical and economic reasons. The provisional patent is never published or examined. It is accepted automatically as long as it conforms to the requirements of the patent office. If you are not ready, either technically or financially, to file for the official patent before the end of the 12 month delay, then you may file for a second provisional patent. In this case you lose the first priority date and it is the new priority date which is in effect. This means that if someone else has requested an official patent for an invention similar to yours before your new priority date, then it will be granted to this person and you will have to abandon your project. The main advantage of the provisional patent is that it allows you to verify the pertinence of your product before you start investing large sums to develop and launch the product. Also, considering that the official patent is rather costly, if at this point you find that the response to your project is not entirely satisfactory, then you may decide to give it up and begin work on your next invention. The provisional patent is drafted by our patent writer. He uses the information contained in the official disclosure form. He includes a description of the invention, a general claim, the technical drawings and a summary. The inventor must supply the technical drawings. However if he has none Inventarium offers this service at a very reasonable price. Our draftsman works in close collaboration with the patent writer so that he will draw the exact figures according to his specifications. As soon as the provisional patent has been filed, you will be informed of the priority date and the registration number. From that moment you are free to talk openly about your invention, you can begin to develop the project, conduct a market study, find financial partners, etc. It is strongly recommended that any manufacturer or investor you meet sign a confidentiality agreement. You should receive the acknowledgement of receipt for the provisional patent within five to ten days. you may order one or more certified copies of the document. This document, sealed by the patent office, could be useful when you meet with investors, manufacturers, etc. It is important to work on your project earnestly during this one year period so that it is completed and you are ready to request an official patent before the expiry date of the provisional patent. DEVELOPMENT PHASE PLANS AND QUOTATIONS The presentation of a product can be compared to a passport. A product can be perfect on all points and very useful but if it is not interesting to look at or to use, then the consumer will be reluctant to buy it. This is the professional designer's job: to find the ideal presentation for a given article. The designer does not work blindly. He has to know exactly what is the purpose of the object, who, when and where it will be used. Is it safe to use and will it be made to last? How many individuals will handle the object, what material will be used to make it? Style, quality and dimensions are also important elements to take into consideration. Once he has gathered all the necessary information, he will prepare the plans and quotations to build the final prototype. It is important to examine every last detail of his plans to make sure there is not the slightest error. We also recommend you show the plans for the final model to a few people around you to get their opinion. After all, it is the inventor and not the designer who has the last word. If you find his work satisfactory, it is time to create the final prototype. The industrial designer can also help you with the packaging of the product. The package must be as eye-catching as the product itself if you want to attract customers. When the consumer looks at a product on the store self, he must understand the purpose of the product in just a few seconds or else he will turn his attention elsewhere. At Inventarium, we offer the following types of industrial designs: - Realistic illustrations of the presentation - Models and 3D animations - Drawings for assembling with details for manufacturing - Drawings for electrical, hydraulic and cable diagrams - 3D colour impression of a prototype - Architectural and structural designs THE FINAL PROTOTYPE This is the most exhilarating part of the process. Usually you reach this stage after months of waiting. The prototype must be made according to the designer's exact plans and be identical to the finished product. In other words, it must look and function the way you want it. It takes an expert to build the prototype and he is usually easy to find as most designers work with model makers. Inventarium offers this service. With a prototype in hand, you can sell you invention or license the manufacturing rights to the company of your choice. It is this prototype that the manufacturer will use to determine the exact cost of production. You can also use it to conduct a market study. Such a study will let you know whether you should modify your product. Do not hesitate to make the necessary changes at this point even if this means additional costs. Remember that once production has begun you cannot make changes. If the consumer does not like your product it is doomed because you neglected to listen to their opinion as exposed in your market study. During my career as an inventor I have met several inventors who were not successful for this very reason. They may have had a good idea to start but the end result failed to satisfy the needs of the customer. THE OFFICIAL PATENT The ultimate goal, when inventing a new product, is not so much to obtain a patent but make it a commercial success. If you truly believe you have a winning product, then it is a good idea to have the exclusive privilege to market the product. The final step of the intellectual property process is to register for the official patent. The official patent represents added value for your product since no one can manufacture, sell or even use your product without your permission. However, this monopoly is valid only in the countries where your patent is filed and granted. Large companies are always looking for novelty objects before the competition finds out about them and are willing to pay a very good price for a patented product. You can decide to sell your invention or market it yourself. Obviously if you do not find a manufacturer interested in your product or if you realize that it may not have the commercial success you had hoped for, then it may be a good idea to abandon the project immediately. On the other hand, if your invention proves to be successful then you must request an official patent before the priority date set by the provisional patent. You must also decide in which countries you want to file for the official patent. The official patent can be described as a pact signed with the government of a country who issues legally protected exclusive rights to an invention for a period of twenty years. After this time, anyone can manufacture, sell or use your invention without your permission and without having to pay royalties. Note that it can take two to three years to obtain the official patent. A patent will be granted if your invention respects the following criteria : - A novelty: an invention must not have been disclosed to the public - The invention must be useful and innovative: its use must show ingenuity in its field and the end product must be something that did not exist before. - either in newspapers, magazines, on television or in trade shows, etc. It you must discuss your project with potential partners (bankers, industrial or commercial associates) then you must have them sign a confidentiality agreement. - It must something that can be manufactured; a scientific concept, a work of art, a theory, etc. cannot be patented. - It must not be obvious to someone of average skill in the field of invention. Unless you have the qualifications and technical and legal knowledge to write and file for a patent, I do not recommend that you try. I have heard many testimonies about inventors who spent large amounts of money for a patent that was not well drafted and therefore refused. A professional patent writer is required and we have one at your disposal. At this stage Inventarium will propose three options. You may file your request for a patent: - In Canada and the United States along with the international PCT - In Canada and the United States simultaneously - An international PCT only Our patent writer will draft the specifications for your invention and the patent agent will prepare the claims. These documents will be submitted to you for your approval and signature. Then they will be sent to the Canadian and United States patent offices. There is an eight to twelve week delay before you receive the official acknowledgement of receipt. The patent examiners will conduct an exhaustive study and will submit a report outlining the objections within 12 to 24 months. You may receive several such claims reports during this time lapse. Our patent agent will study each report and evaluate your chances of obtaining a patent. This information will be sent to you along with the examiner's report. If you decide to proceed, our agent will draft the documents covering the arguments and amendments to meet the examiner's requirements. When the patent is granted, you will receive a document from the examiner stating it is accepted. If the results are not in your favour, you may decide to abandon the process and save unnecessary expenses. It usually takes from 24 to 36 months before the whole process is completed and your patent is granted. THE INTERNATIONAL PCT The international treaty, the PCT (Patent Cooperation Treaty) provides a unified procedure for filing patent applications to protect inventions in each of its contracting states (over 140 countries). It is similar to the provisional patent in that it allows you to obtain a further 18 month delay to decide whether or not you want to file a patent in one or more of these countries. The PCT must be filed at the latest 12 months after the priority date obtained with your initial patent, be it the provisional or official patent. The main advantage of a PCT is that it allows you to market your product outside Canada and the United States. Having a PCT also makes it easier to negotiate with companies who want to buy your rights to sell the product on an international scale. There are three steps to the PCT procedure: filing a request, a preliminary international examination and the national phase. At the same time as he prepares the documents to file for the Canadian and American patents, our patent agent will draw up the required documents for your international PCT. The PCT is filed at the same time as you file for the Canadian and American patents, unless you have decided to file an international PCT only. In the initial phase, the Receiving Office, in this case the CIPO, will produce a report based on the search of international patents and the patent search agent will provide a written opinion regarding the patentability of the invention. It is possible to make some required amendments in response to claims before applying for the preliminary international examination. This examination must be requested before the 20 th month following the priority date set by the provisional patent. You will receive the preliminary examination report, including the examiner's comments, suggestions and recommendations about the 28 th month following the priority date. The PCT application for the national phase must be filed before the 30 th month from the priority date or else it will be considered as abandoned. Following reception of the preliminary examination report and before the deadline, you must choose in which countries you wish to apply for an official patent. The cost for each application for a patent in a country or group of countries, such as the European Union, is determined by our partners in each country and will vary depending on the current exchange rate for each country at the time of application. THE INDUSTRIAL DESIGN Sometimes a patent search will show that your invention cannot be patented however it is still possible to protect it with an industrial design. The industrial design registration is a legal document which gives you a monopoly for fifteen years in the United-States and ten years in Canada. It is then renewable for another five year period. The complete process to obtain an industrial design can take up to twelve months or more. Once you have the industrial design patent, no one can make, sell or use your invention without your permission. This monopoly is valid only in the countries where the patent has been granted. The industrial design is an intellectual property that covers the shape or aesthetic features of a product. In other words, it is only the product features that are protected. Take for example a new car model. The manufacturing and operating mode are public knowledge. Another example is my Gourd'O. I did not invent the flask but I gave it a new shape. A new appearance can make all the difference. Remember when Lee Iacocca created the Ford Mustang in 1964. The model was so successful that the Ford company outsold most of the competition. There is no set time limit to file for an industrial design as long as it has not been made public. If the invention has been shown to the public the inventor must file within twelve months or else he loses his exclusive rights. Once you have filed for an industrial design, it will take from eight to twelve weeks to receive the official acknowledgments from the Canadian and American patent offices. The patent examiners study all the requests and if the industrial design is accepted, the examiner sends an acceptance notice before the patent is granted. THE TRADEMARK Some inventions, such as Coca-Cola, do not need to be patented. The inventor never patented the recipe for this soft drink; consequently he never had to reveal it. However he did protect his trademark. The trademark is a word, a symbol, a design (or a combination of these elements) which distinguishes the products or services offered by a person or a company. The trademark is a very important intellectual property as it represents the person's or company's reputation. The application process for a trademark is relatively the same in Canada and the United States, except for the taxes which have to be paid and the duration. In Canada, a registered trademark grants you exclusive rights for a period of 15 years and is renewable every 15 years as long as the trademark is still being used. In the United-States, the exclusive rights are granted for a period of 10 years and may be renewed every 10 years. It usually takes a few weeks following application to receive the official acknowledgment of receipt from the patent office. The Trademark office will conduct of search to confirm that your trademark is available and cannot be confused with someone else's. Then the request will be examined to make sure it conforms to the trademarks legislation. The application is then published in the Trademarks Journal leaving time for opposition (challenges). If no one raises objections, the trademark is granted. We always ask the inventor to choose three trademark names on the disclosure form. Our agent will proceed in numerical order. If the first trademark is not available or suitable, he will use the second one and so on. You have to be creative when choosing a trademark and avoid descriptive names as these will be automatically refused. For example, you cannot ask for a trademark with a name that describes the product or service; if your product is a bag to hold bread, you cannot ask for the trademark bread bag. The same applies to 'accounting services' if these are the services you offer. You must also avoid choosing three similar names for a trademark. If the first name is similar to one already in use, chances are the other two will not be recommended. For example, if the trademark Wall Street Master Game is already used for a board game, the name Wall Street Game would be refused as it could create confusion in the consumer's mind and could lead to lawsuits. With Internet, the trademark is extremely important since people will readily identify your product when they look it up on their search engine. A popular trademark adds value to your product. A recent study in the United States identified the following as the most valuable trademarks: THE COPYRIGHT A copyright applies to creative works such as poems, photos, artistic drawings, a musical piece, board games and computer programs. Some artistic works will sell for a fortune but not all of them. Whatever the quality or their commercial value, under Canadian law, they can be protected with a copyright. When you own a registered copyright, you are legally protected. No one can copy your work without your permission. Like all other intellectual property, a copyright protects and encourages creative achievements. You value your creative work and it is to your advantage to protect your intellectual property. MARKETING YOUR INVENTION Once you have the final prototype on hand and have requested an official patent, the real work begins. If you want to make money with your invention, you have to make it known to the public. There is only one way to do this: a good marketing plan. When we speak of marketing, it involves much more than just having the product for sale on store shelves. Before you begin the marketing campaign you must target your customers, decide on the presentation and packaging of the product, have advertising leaflets printed, prepare an ad campaign and come up with a sales strategy especially adapted to your product. Still, before all this, the inventor must decide what he wants to do with his invention. He can sell it to a manufacturer for a fixed price or license the product in exchange for royalties, meaning he will receive a percentage of sales. The other option is to start his own company to make and sell his invention to retailers. A large number of inventors will opt for the first choice and sell their invention to a company who handle all the details, from production to distribution. The inventor can then start working on his next project. Indeed most inventors have not completed one invention and already they have set their mind working on another one. This first solution seems the most simple and profitable. However it is not that easy to convince a manufacturer. He knows who his customers are and what they want. So you must start by conducting a market study to show that customers will be interested in your product. This can be prove to be a rather difficult task. Inventarium can prepare a marketing plan especially for you. A market study is a long and arduous process where only experts in the field have access to special search engines. As subscribing to these programs is rather expensive, it is probably cheaper for you to ask our expert to do the research for you. I believe that a marketing plan is absolutely necessary if you are seriously considering going ahead with your project. The first step is to meet with our marketing consultant. In keeping with our policy to give you the best services at the lowest cost, the first consultation is conducted over the telephone. There is no set time limit to the conversation and our expert will take the time needed to answer all your questions. He will also give you information on the following points: - The importance of targeting your customers - How to determine the features of your product - How to add value to your invention - Is it necessary or not to have a prototype made? - The usefulness of preproduction - The traps and unnecessary expenses to avoid - The importance of the packaging - Important things to know about manufacturing - Should you market the product yourself or sell your idea? - How to prepare to meet with manufacturers - Which companies to approach and which ones to avoid - Royalties and auditing He will also give you some preliminary information on contract negotiations, marketing, publicity and the sale of a new product. No matter what you decide, to market or license the product, you will need some specific information on the subject. Our marketing specialist has prepared a marketing plan designed for you at this stage. You will find answers to the following: - How to identify your target customers - The definition of a new product's features - Finding out about similar products already on the market - Which ones should be approached and which ones should be avoided? - Who are the manufacturers for the product? - Are they are already working on a similar product? - The internal and external barriers and influences of these companies - Their licensing policies - How to approach these companies The marketing plan is divided in nine specific sections: - The approach - The tendencies - The industry - The product - The distribution - The events - Solicitation letter - List of manufacturers THE APPROACH Many things have to be considered before you launch a product. The purpose of a marketing plan is to give you the tools and information to be successful. The report is prepared especially for you to maximize your chances of success. Each industry has its own way of doing business, calculating profits, selling to retailers and respecting government criteria. The first part of the report deals with the industry related to your invention. The most pertinent questions are: Which manufacturers of such products could be interested in mine? How do I approach them? What are the actual tendencies of this industry? Are there some obstacles I should know about before I launch my product? Are the distribution channels easily accessible? In this section of the report, you will have an overview of the industry. It will help you understand your potential customers, why they buy such a product, how much they are willing to spend, etc. With this information on hand, you will be in a better position to make an offer to manufacturers. The other sections of the marketing plan contain comments, suggestions and information concerning the targeted customers, the companies and the retailers. Each industry has its own rules, methods and personality. Just like individuals, the industries can be aggressive or conservative. So it is important to have a basic awareness of the industry's philosophy before you start marketing a new product. You need to know every aspect concerning your field of invention so the report will give you information about the products, sales, tendencies and evolution of the industry. You will also find our expert's comments, suggestions and recommendations resulting from his observations while conducting his research. THE TENDENCIES The tendencies in any specific field are very significant. A good example is the green shift. Organic products are increasingly popular. If you try to market a product that does not meet with the industry's tendencies, you will have a hard time convincing them that you have a good product. For example: when the government of Quebec required that all vehicles be equipped with winter tires, the government of Ontario followed suit. This tendency created business opportunities – new services, increased tire sales, etc. Sometimes a product is neutral, meaning that there is no actual tendency and customers have no adverse opinion about it. In this section, our expert reports his observations concerning the tendencies of the industry in the field of your invention. THE PRODUCT A final prototype is extremely useful. It proves that the product is functional. It helps you determine the costs of advertising, packaging. You can begin advertising with a prototype. Remember my story about the Gourd'O. I was able to convince the buyer for the Quebec Carnival even though I only had a wooden prototype. You will find that companies are hesitant to buy an idea if you do not have a functional prototype. In 10% of cases a product will not work as expected and the idea has to be abandoned. Therefore with a working prototype, no one will doubt your credibility. Before you start investing time and money to make a finished product, you must examine the external obstacles. You could find out that there are regulations imposed by the CSA, ISO and ULC requiring that the product be tested for quality and safety. Whatever may be the tendencies, the qualities or weaknesses of a product, when it is first introduced to the market, it is the competition that determines its success or demise. First of all, even if your product is excellent and works better than your competitor's, the consumer will not go out and buy it if he already has something similar of good quality. Where does your product stand? Is the market saturated? On the other hand, if customers are dissatisfied with the existing product, then the door is open. In this section are the comments, suggestions and recommendations of our expert concerning your prototype. He covers as well all the aspects concerning your product versus the competition. THE EVENTS If you really want to know how your product will do on the market, the best place to start is at a trade show. There you can see all the new products and find out if one similar to yours is already being sold. There is a good chance of making contact with businessmen at these trade shows. You will also meet members of associations working in the same field as you. They will provide much useful information. You could join these associations and attend meetings to learn about marketing your product. The market plan includes a list of trade shows, events and associations related to your field of invention. LIST OF MANUFACTURERS Here you find a list of manufacturers, companies and contacts relating to your invention along with their addresses and other contact details. WEB PAGE FOR YOUR INVENTION Our marketing specialist will also suggest that a web site is a good place to show your product to increase your chances of finding companies or investors. Inventarium offers this service, including hosting your web site on our server. You can choose a web page with photos only or with photos and a video. If you choose the latter, you must provide an explicit short video. It is better to have a silent video that anyone can understand just by watching. If you do not have a video, Inventarium can provide one at a very affordable cost. You can see an example at www.inventarium.com/3311. A FIRST RATE TOOL While conducting his study, our expert will have access to programs that are not readily accessible to the public. There is no doubt that a marketing plan is an essential tool to learn as much as possible about the field of your invention. Once you have your marketing plan and your web page, you are ready to start looking for companies or investors who could be interested in your product. It is important that you read carefully your marketing plan and understand all the details. You may also want to search the Internet to find out more. For example, if our specialist mentioned one or more products that could compete with yours, it is important know about them so that you can point out the advantages of your invention. The same applies to the companies listed in the report. Find out which ones are worth contacting. It is easy to check their reputation, turnover, number of employees, the width and scope of their market, etc. You can also find out if they have been involved in lawsuits. An easy way to do this is to go to Google and write down the name of the company followed by the word 'lawsuit'. There is no way around it. The winning formula is to learn as much as you can about the field of your invention. When you feel that you have all the answers ready, you can begin negotiations. If you choose to sell your distribution rights, here are a few words of advice. Large companies rarely talk about money at the onset. They are looking to find out as much as possible about your invention before they decide to invest or not. You may be called to several meetings before you discuss the financial clauses of a contract. For large companies, details are more important than money. It is a bit like wedding preparations. People never discuss the cost of the ceremony at the first meeting. If they did, chances are there would not even be a second meeting. The same applies to business if you do not want to ruin your chances of signing a deal. There are many details to cover on both sides before discussing the financial aspects. In a large company, the development and marketing of a new product can involve several departments. This can affect the operation of one or more partners or divisions around the world where these companies operate. Board meetings are held to vote on these decisions. A serious error can ruin a person's career. When Coca-Cola introduced its 'improved soft drink' the company almost went bankrupt within a few months. The marketing director who had proposed the idea was fired. Getting back to the marriage example, the more you take your time, the more you know you are taking the right decision, what kind of marriage you want, how much you are willing to spend on the ceremony and where you want to go on your honeymoon. The same thing applies to financial negotiations; they will be easier if you have done your homework. Be open and responsive from the very beginning. Do not be dogmatic, arrogant and avoid ultimatums. If you want do business, both parties have to be under the impression that they have signed a good deal. Remember that during the course of negotiations, it is easy to perceive the difference between intelligence and arrogance. Reasonable and logical people rarely miss out on a good business deal. They will sign long-term agreements with profitable return. So, when you get an offer that you find satisfactory, forget about what others may say about it, it is your deal. However if you are not happy with the offer, go to another company. Remember that you will have to live with your decision. After you have sent your solicitation letters, if one or more companies seem interested in your invention but you feel that you cannot undertake negotiations alone, our specialist can help you. Since he is the one who set up your marketing plan, he knows all the details about your invention and will be able to handle the situation. Of course, if there are several companies interested in your product, your bargaining power is greater. Keep in mind that it is not just a matter of money. You will find that companies who show a greater interest in your product are easier to work with even if their offer is somewhat less. Be patient and study the offer carefully before you sign with a company or partner. Take the time to get to know the people with whom you will be doing business. When the time comes to sell your invention, hire a lawyer specialized in commercial law. He will be very helpful throughout the negotiations and in understanding the clauses and consequences of the contract. We have a law to help you if you need him. Despite a few personal bad experiences, I believe most businessmen to be honest and reasonable. However business contracts are complex and need some explanations as legal documents are often difficult to understand. Never forget that the contract you are signing may bring in important sums of money for some time to come, so it is worth spending a little to make sure you understand the details and are getting your fair share. I already wrote about the businessman who never paid royalties on the sale of my Jog'O. I had signed the contract despite my lawyer's advice and was finally able to get out of it even though the contract was still valid for two years. A wise and honest businessman will appreciate that you have sought the advice of a lawyer. You will be confident that the contract is fair to both parties. Having signed the agreement, you will have another decision to make. The company can offer a lump sum for your invention meaning that you are selling your production rights along with the invention. Any patent you possess or have requested become the exclusive property of the buyer. Even if your invention sells like hot cakes, you will receive nothing more than the sum paid to you when you signed the contract. On the other hand, if it does not bring in as much as expected, you do not have to give a penny back. Most inventors are reluctant to sell their rights, thinking that it will be a huge success and that they will miss out on the profits. That is why they would rather license their invention. In that case both parties are taking the risk together. If sales are good, the manufacturer will get his share of the profit and the inventor will receive a percentage of sales. The greater the sales, the more profit for each party. But if the consumer scorns the product, both the manufacturer and the inventor lose. If you decide to engage in such negotiations, you should be aware that most companies will pay between 2% and 7% in royalties unless there are several companies vying for your production rights. In that case, be patient and wait for the offers. It is possible that one of them will be willing to pay a lump sum as well as royalties. As it usually takes some time between the signature of the contract and the beginning of production, the manufacturer can give the inventor an advance. This advance means that you receive nothing until the manufacturer has made profits totaling the sum paid for your rights plus the amount of the advance. In other word, if you get $5000 when you sign over your production rights, you will receive another amount only when sales have generated more than $5000 in royalties. However, if the experience fails, you will not have to reimburse the advance. There is no predetermined fixed advance. During negotiations, the inventor will try to get the maximum amount while the manufacturer wants to invest the least… In some contracts involving royalties, you will find a clause requiring a minimal performance on the part of the manufacturer. This means that he has to pay a minimum amount in royalties to the inventor each year, notwithstanding the amount of sales. This clause is favourable since it forces the manufacturer to put the product on the market in as little time as possible and to advertise it. After he has signed the contract based on royalties, the inventor can start dreaming of sales and profits and becoming a millionaire. Most inventors would rather license their product than sell their rights because they want the royalties. They have spent months and even years of their lives on their invention. It is absolutely normal that they should believe in it once they have signed a contract… For those who sell their rights, it is time to start working on another invention. Many inventors, like me, are very happy when working on a number of projects. Of course, some inventions become outdated and must be replaced by new products to meet the needs of our fast-paced society... You can always invent your future by creating your own enterprise to make and distribute your products. This is a very ambitious project which involves a lot of time and money. You also need to adapt rapidly to changes in a field in which you are not too familiar. You require human qualities as much as technical abilities. You have to become a keen organiser and a wise businessman to handle your invention successfully. Still if this is your choice, then listen carefully to the manufacturers you meet. All their comments on the method used to make your product, its design, packaging and marketing are very important. These people know what they are talking about and you will learn a lot from them. After all they have marketing experts working for them and they know exactly what the customer wants. Anyone who opens a new business is full of enthusiasm and optimism, however less than 25% of these commercial or industrial projects survive the first year. And after two years in operation, this number decreases. Luckily some do succeed like my friend Paul Gallant who invented the 3D puzzles. His products continue to sell around the world. It takes motivation, perseverance, hard work and money to make it come true. At one point I decided to create my own company, Hicom Novelties, with my associate Guy Cloutier to market many of my inventions. I do not pretend to have the magic formula for success but I know that I can outline a good business plan. If you are interested, there are a number of excellent references on the subject. A market study is essential before you launch a new product. It helps you target the right customer and identify the characteristics that make him choose one product over the next. The market study will also let you know if the consumer finds your product appealing or not and can help determine the price they are willing to pay for this product. Keep in mind that the consumer always has the last word. People will not pay more than they think the product is worth. The price set by the inventor is usually the price the customer is willing to pay. We call it the "psychological price". As you have seen in the previous chapters, I always had a price in mind when inventing a new product and it often became an obsession to reach this goal. Go back to the survey to make better decisions when it comes to marketing your product. It is essential to know what potential customers think about your product. Although there are companies who will conduct these surveys for you, I always preferred to test the market myself by attending trade shows. Use your market study to identify the advantages your product has over that of your competitors. Once you have defined the differences, start advertising your product with leaflets. Make sure it is well packaged. It is surprising to see the kind of impact a good quality package has with the public. Think of your own habits as a consumer. Are you not attracted to a product well-presented and well packaged? Another way to introduce your product on the market is to present it at trade shows. It may cost a little more but inventions fairs are a great place to show off a new product. You can take this opportunity to conduct a market study and to analyse the public's reaction to your product. You will also meet people who are in the manufacturing business and can get their immediate opinion on your invention. There are more and more of these inventions fairs and they attract thousands of visitors. It is to your advantage to be seen there. Plus, if your invention attracts attention and wins a prize, you can be sure of its success. Next you have to find a place to store your product and determine how to deliver it. It is important at this point to establish costs. There are many ways to distribute the product. You could have a sales representative who would add it to his list of products. You could also associate yourself with a distributor and do part of the work or decide on direct sales either by Internet, infomercials or even by catalogue. It all depends on your goals and your target customers. A careful study of each new product should give you a good indication on the best way to distribute your product. It is often said that in business, you have to surround yourself with competent people if you want to be successful. This is so true and I can say that I learned from personal experience that it is foolhardy to try to do everything by yourself. Unless you are a well advised businessman, I recommend that you find a reliable partner who will manage the business and look after the accounts. You have to anticipate the operating expenses and fix a sales price on your product that will guarantee a normal profit. This may sound simple but it is a lot more complex than you can imagine. Finally draw up a marketing plan and set deadlines. It is imperative to respect your schedule. Always, always keep a watchful eye on your business and, last but not least, make sure that the morale of the troops is constantly kept on the highest level. 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Sturgis Library Archives Town and Local History Collection Priscilla Dean research notes on Fieldstone Hall and "Tawasentha," the Crosby Mansion (Brewster MA) MS. 24 Extent: 1 box Biographical note: As a young girl, Priscilla Dean grew up with the memory of two grand mansions named Tawasentha and Fieldstone Hall in Brewster, MA. Together with Roland Nickerson Sears she accumulated photos and personal reminisces and published a pamphlet entitled, Roland Nickerson's "Fieldstone Hall" and "Tawasentha" Crosby Mansion (1997). Tawasentha, located on Crosby road in Brewster, MA, was built by Albert and Matilda Crosby in 1888 and was, at the time, the largest and most lavish house on Cape Cod. Local lore tells us that the house was named for a character in Henry Wadsworth Longfellow's poem, "Hiawatha". Albert Crosby was born to Nathan Crosby and Catherine Nickerson in Chatham on January 14, 1823. First trying his hand in the Mercantile Marine Service, he later moved to Chicago, where by 1851 he made fortune in dry goods and had the largest distillery of medicinal alcohol in the country. When the Civil War broke out, he became even richer from supplying the government with alcohol. As a patron of the arts, Albert took over the Chicago Opera house, which was next to his art gallery. Unfortunately the Chicago fire destroyed both, and Albert Crosby lost 1.5 million dollars in art. After the fire Albert divorced his first wife and soon remarried Matilda Sourbeck. Building Tawasentha, the Crosby's spent many years entertaining guests and would often engage the train for a private charter to ferry guests to their house. Built by John Hinckley and Sons, the mansion boasted 13 fireplaces, many guest rooms, a library, billiard room and an art gallery. Sadly, through the years the mansion fell into dis-repair and was heavily damaged by vandals. Today it is part of the Nickerson State Park and is managed and maintained by the Friends of the Crosby Mansion Inc. Fieldstone Hall Situated on the North side of Rt 6A in Brewster with a commanding view of the bay, Fieldstone Hall sits on a hill. Once owned by the Nickerson family, it was in the hands of the LaSallette Monastery for a number of years and is now the Ocean Edge Resort. There was a building that preceded the present structure. It was built by Samuel Mayo Nickerson for his son Roland Nickerson as a summer retreat. An early family photo album shows this as an impressive wooden Victorian building with four brick chimneys, a wide veranda and extensively manicured lawns. Although Roland made his money in Chicago banking and later in New York City as a partner in a brokerage firm, he always considered Brewster his home. He and his wife Addie stocked their 1,955 acre estate as a game preserve with deer, elk and other wild animals they hunted with their friends. There was also a pond, a golf course with a wind mill that had been converted into a clubhouse. Specially chartered trains would often bring guests to the Nickerson's home in the summertime to enjoy the amenities of the estate. The home was built in 1888 and burned down in 1906. Apparently heartbroken, Roland died two weeks later. Addie, however, built another mansion where she lived until she died in 1938. Before her death in 1934 she donated 1,500 acres to the Commonwealth of Massachusetts who turned it into Nickerson State Park. Scope and Contents note: Collection consists of photographs, photocopies and research notes compiled by Priscilla Dean in the course of her research on the Brewster properties. Unrestricted. Credit Sturgis Library Archives for publication purposes. Access: Acquisition: Donated by Priscilla Dean, May 2002; accession # 04-07 Processed by: Stephen Robert Lovell Farrar, 2005 Folder list Box # Folder #	<urn:uuid:921de6af-3527-48c7-aadf-27bad24eff67>	CC-MAIN-2022-49	https://www.sturgislibrary.org/pdf/Nickerson.pdf	2022-12-05T03:47:50+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00271.warc.gz	1,041,570,632	861	eng_Latn	eng_Latn	0.99822	eng_Latn	0.998172	[ "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 2557, 3769, 3798 ]	[ 1.890625 ]	2	6
What is a Cross Connection? Plumbing cross-connections are defined as actual or potential connections between a potable and non-potable water supply. This may cause a backflow condition or a serious health hazard to occur. What is Backflow? Backflow is when the water in your pipes (the pipes after the water meter) goes backwards (the opposite direction from normal flow). There are two situations that can cause a backflow condition. "Back Pressure" – a pressure greater than the supply pressure that may cause backflow. (High-pressure boiler or pressure washer) "Back Siphonage" – the creation of a backflow as a result of negative pressure. (Water main break or use of fire hydrants) Along with the required backflow preventers and their regular maintenance, site inspections or surveys may be performed at properties that present a potential hazard to our water systems: * External ("site", or "containment") – to protect the City's water supply from cross connections on the customer's premises. * Internal ("hazard", or "isolation") – to protect the customer from potentially hazardous cross-connection in their own system. Dual Check w/vent Reduced Pressure Zone What is considered a potential hazard? Cross-connections can occur at many points throughout a distribution system and a community's plumbing infrastructure. Crossconnections can be identified by looking for physical interconnections (or arrangements) between a customer's plumbing and the water system. Some examples of backflow incidents that occur are: - Chemicals backflowing (backsiphoning) through a hose into indoor plumbing. Over ½ of the nations cross-connections are from unprotected garden hoses! - Carbonated water from a restaurant's soda dispenser entering a water system due to backpressure. - Backsiphonage of chemicals from industrial buildings into distribution system mains. - Backflow of boiler corrosion control chemicals into a building's water supply. There are numerous, well-documented cases where cross-connections have been responsible for contaminating drinking water, and have resulted in the spread of disease. The problem is a dynamic one, because piping systems are continually being installed, altered, or extended. November, 2011 – Columbia, SC: (WLTX) News19 anchor Andrea Mock discovered her home was missing an irrigation system backflow preventer after brown water ran through her tap. When DHEC came to test her water, they found an elevated level of 2, 4, D, an herbicide. Mock said, "As soon as I found out we didn't have this part, I called DHEC because I wanted to see what we had been drinking. And that test would only show what was in the water on that particular day. There's no telling what we might have consumed over the past five years. Without this part, anything we put on our grass had the potential to come into our water." PVB DC Pressure Vacuum Breaker Double Check Valve Evansville's Cross Connection Control Program The City of Evansville proudly supplies millions gallons of safe, clean water every day to our customers. Our water quality exceeds the standards established by the United States Environmental Protection Agency (EPA) and IDEM Regulations. Congress established the Safe Water Drinking Act in 1974 to protect human health from contaminants in the drinking water. The IDEM and Indiana Plumbing Codes require every water supplier to develop and implement a comprehensive cross connection control program for the elimination of all existing cross connections and the prevention of all future cross connections. The Evansville Cross Connection Control Program is designed to safeguard public health. We ask for your cooperation with our program and its enforcement. CBBP Carbonated Beverage Backflow Preventer AVB Atmospheric Vacuum Breaker The City of Evansville has contracted with Aqua Backflow to assist with the Water Utility's Cross Connection Control Program. Aqua Backflow may contact you to request information, require a backflow test, or more. Your cooperation and courtesy is appreciated as we perform the required tasks for a complete cross connection control program. Please note that you may be asked to test or install backflow protection where needed in accordance to the State of Indiana Plumbing Code & IDEM Regulations Let's keep our drinking water safe. Aqua Backflow Phone (866) 777-2124 Fax (866) 777-2125 977 Elizabeth Street Elgin, IL 60120 www.AquaBackflow.com www.TrackMyBackflow.com For backflow stories, please visit www.BackflowCases.com Jeff Merrick City of Evansville Regulatory Compliance Officer 1500 Waterworks Rd Evansville, IN 47720 (812) 428-0548	<urn:uuid:036328a4-660b-4c54-9654-6eaf9b779521>	CC-MAIN-2022-49	https://www.evansvillegov.org/egov/documents/1498858822_57001.pdf	2022-12-05T05:39:51+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00273.warc.gz	794,220,392	965	eng_Latn	eng_Latn	0.980424	eng_Latn	0.994627	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2936, 4687 ]	[ 2.546875 ]	3	1
CS305: Homework 2 Assigned: Monday, October 17, 2022 Due date revised: Tuesday, October 25, 2022 ˆ Do all of the following problems. Show your work. Homework submissions must be typed and emailed to me as a pdf. ˆ You may work with others on the homework, but you MUST acknowledge the people you worked with at the top of your homework submission. Do not look at the web for solutions to homework problems. Looking for solutions does not help your problem solving powers. Problems Note that the book separates things into exercises and problems with exercises appearing at the end of a section and problems (which tend to be longer) appearing at the end of the chapter. To get full credit, for any of your dynamic programming solutions, follow this format (the way we did all the dynamic programming problems in class.) ˆ State what information is given and the objective ˆ Determine the parameters of the problem (those whose value change as you consider subproblems) ˆ Make a table of choices to be made at each step, what subproblems they generate and what the immediate reward of each choice is. ˆ Deﬁne a value function, F, in words accurately, including reference to the parameters and the resulting value. ˆ Deﬁne F recursively (usually with max or min and ifs), based on the choices/subproblems/immediate reward table. ˆ Deﬁne base case(s) for F. ˆ State how to determine the answer from the F table once all cells are computed. ˆ Provide pseudocode for the dynamic programming algorithm (which should compute and store values into the F table) and at last return the solution. 1. For the handout given on 10/18 titled "Alternative Solution to the Grid Problem", provide the table of choices/subproblems/immediate rewards. 2. Give pseudocode for the dynamic programming solution in the handout "Alternative Solution to the Grid Problem". 3. Rewrite the dynamic programming solution to the Rod-cutting problem in the text in section 14.1, focus on the "bottom up method". Write your answer by following the format listed above (addressing all the bulleted points in order). 4. Problem 14-8 Image compression by seam carving 5. Problem 14-11 Inventory planning 6. Problem 15-2 Scheduling to minimize average completion time ©2022 Michael Eckmann	<urn:uuid:fdd1aab6-d949-41e8-8aab-505c7cac78d4>	CC-MAIN-2022-49	https://meckmann.domains.skidmore.edu/2022Fall/cs305/hw2.pdf	2022-12-05T04:11:57+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00272.warc.gz	425,057,343	490	eng_Latn	eng_Latn	0.993536	eng_Latn	0.997148	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1592, 2260 ]	[ 1.375 ]	1	0
2 CAPSULE TRAVELS THROUGH THE GUT Smart capsules are going to improve our understanding of how food affects the bacteria and processes in our intestines, and what effects that has on our health. During her PhD research, Mara van Trijp developed a liquid that stabilizes the intestinal sample in the capsule, as well as methods of analysing the samples. Text Stijn Schreven Infographic Pixels&inkt 20 MM The capsule has a length of about 20 millimetres. pH sensor Dietary fibre is good for our health. Bacteria in the gut break it down through fermentation into short-chain fatty acids that can inhibit inflammation and nour ish our intestinal cells. But quite how fermentation works in our guts is pretty much a black box. Mara van Trijp (Human Nutrition and Health) gained a better understanding of this by taking samples from the gut in real time via intesti nal probes. However, inserting and removing the three-metre probe causes discomfort to the test subject. A small pillshaped capsule is a sampling method that would be easier to swallow. Unfortunately, Van Trijp could not test the capsules, but she did make improvements to methods of using them. So how might such capsules work in the future? 1SWALLOWING Before a test subject swallows the capsule, the researcher adds a stabi lizing liquid to the reservoir of the capsule. The liquid neutralizes the sample (see step 4). 2 THE RIGHT PLACE The capsule contains a pH sensor. When the sensor detects from the pH that it is in the right place, it sends a signal. The pH in the stomach is low (2-3), while the digestive juices in the small intestine are less acidic and the pH rises to 7. In the large intestine, the pH de creases again to pH 5.5 due to bacterial acids. 3 ACTIVATION A device in the test subject's trouser pock et captures the signal and transmits it to a computer. There, the researcher can activate the capsule using a special program. Inside the capsule, a mechanism starts running and a valve opens. 5 EXCRETING The capsule also con tains a temperature sensor, which emits a signal as soon as the temperature drops below 37 degrees. The capsule has now left the body and is in the faeces. This takes anywhere between a number of hours and a few days after it was swallowed. 6 IN THE LAB The researcher can analyse the sample in the laboratory. Van Trijp combined protocols for analysing bacterial compo sition, bacterial substances (short-chain fatty acids), and dietary fibres in order to use the sample of just 200 milligrams as efficiently as possible. 4 ABSORBING The capsule sucks gut contents into the reser voir until the examiner stops sampling and the valve clos es. The test subject does not notice this. Van Trijp's stabiliz ing fluid stops fermentation in the sample, kills the bacteria and protects their DNA so that the sample remains sta ble until the capsule leaves the body.	<urn:uuid:6cf3b456-3acf-4825-8f0e-e9049c5b34f4>	CC-MAIN-2022-49	https://edepot.wur.nl/567252	2022-12-05T05:16:53+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00273.warc.gz	251,836,862	633	eng_Latn	eng_Latn	0.997132	eng_Latn	0.997156	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1734, 2887 ]	[ 2.640625 ]	1	0
RAY Program Youth Survey 1. Today's Date: ___/____/____ 2. Gender: Female 3. Student Initials: ____________ 4. What year were you born? _____________ 5. Community Name: ________________________ 6. Choose one or more races/ethnicities you consider yourself to be: Check all that apply Alaska Native or American Indian Black or African American Asian Native Hawaiian or Pacific Islander White Hispanic/Latino Other _________________ 7. List the adults you can go to if you have a problem: _________________________________________ _____________________________________ __________________________________________ _____________________________________ __________________________________________ _____________________________________ __________________________________________ _____________________________________ __________________________________________ 8. How often do you help out in the community? (for example: volunteering, picking up trash, assisting elders, helping friends make good choices, etc.) NEVER RARELY SOMETIMES OFTEN EVERYDAY 9. Throughout the year, how often do you spend time in nature (for example: playing outside, boating, fishing, walking, berry picking, etc. NEVER RARELY SOMETIMES OFTEN EVERYDAY 10. How much do you agree with the following statement: "I enjoy school." STRONGLY AGREE AGREE AGREE A LITTLE BIT DISAGREE A LITTLE BIT DISAGREE 11. How are your grades in school? MOSTLY As MOSTLY Bs MOSTLY Cs MOSTLY Ds MOSTLY Fs Male Other 12. Please mark how much you agree or disagree with the following statements: mark only one box per row Do not agree Agree a little Kind of agree Mostly agree Strongly agree The land I live on is important to me I feel good when I participate in cultural activities I try to be physically active outside I make my community a better place When we take care of the land, the land takes care of us 13. How would you describe your involvement to the following activities: mark only one box per row I don't do this activity A little involved Moderately involved Very involved Listening to stories/storytelling Fishing and/or hunting Community activities (festivals, dancing, sporting events, etc) Harvesting (picking berries, collecting food items from nature) Learning from Elders Craft making & Art (beading, sewing, carving, drawing etc.) Thank you!	<urn:uuid:35b2ea08-097f-4341-8c14-bb59b9ac0278>	CC-MAIN-2022-49	http://www.rayprogram.com/wp-content/uploads/2022/09/Youth-Survey_updated-August-2022.pdf	2022-12-05T04:49:56+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00273.warc.gz	79,073,733	528	eng_Latn	eng_Latn	0.989731	eng_Latn	0.997137	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1507, 2386 ]	[ 2.8125 ]	1	0
Mythology Timeless Tales Of Gods And Heroes 75th Anniversary Illustrated Edition Mythology (75th Anniversary Illustrated Edition) Mythology Mythology Mythology Timeless Tales of Gods and Heroes Chinese Fables Greek Mythology: Explore the Timeless Tales of Ancient Greece, the Myths, History and Legends of the Gods, Goddesses, Titans, Heroes, Monsters and More Timeless Tales Panchatantra : Large Print Timeless Tales from Many Lands Mythology Mythology Peter Rabbit and Friends Marvel Comics: Timeless Tales Classical Mythology A to Z Mythology Timeless Tales of Malaysia Timeless Tales of Heroes, Villains, Victims and Fools Is It Real? Timeless Tales Mini Gift Set Mythology Greek Mythology: Explore The Timeless Tales Of Ancient Greece, The Myths, History & Legends of The Gods, Goddesses, Titans, Heroes, Monsters & More The Complete Tales of Peter Rabbit Norse Mythology: Explore the Timeless Tales of Norse Folklore, the Myths, History, Sagas and Legends of the Gods, Immortals, Magical Creatures, Vikings and More Chinese Folktales The Magic Urn Lest Darkness Fall Timeless Tales Classic Treasury Timeless Tales and Other Stories #Tatastories Greek Mythology World Mythology for Beginners Rags & Bones Shakuntala and Other Stories from Ancient India Timeless Tales of Anansi Puffin Classics: Timeless Tales from Marwar # Tata Stories Timeless Tales of Tangible Truths Brilliant Illustrated Stories Chinese Fables Norse Mythology Timeless Tales to Ignite Your Mind As recognized, adventure as competently as experience nearly lesson, amusement, as with ease as contract can be gotten by just checking out a book Mythology Timeless Tales Of Gods And Heroes 75th Anniversary Illustrated Edition plus it is not directly done, you could understand even more with reference to this life, in this area the world. We manage to pay for you this proper as without difficulty as simple quirk to acquire those all. We have the funds for Mythology Timeless Tales Of Gods And Heroes 75th Anniversary Illustrated Edition and numerous book collections from fictions to scientific research in any way. in the middle of them is this Mythology Timeless Tales Of Gods And Heroes 75th Anniversary Illustrated Edition that can be your partner. Greek Mythology Jun 06 2020 Greek and Roman Mythology: Essential Characters and Greatest Myths Heroes & Lovers. Gods & Monsters. Dramatic Tales From the Ancients. Part reference, part fun, and all modern, Greek and Roman Mythology is packed with the who's who and greatest hits of the antiquity we can't get enough of. This book is: a concise, quirky guide to getting to know the gods and goddesses, heroes and humans, and other principal personalities of Greek and Roman mythology. This book is not: a boring, bogged-down academic overview. Explore the most exciting aspects of Greek mythology, including: Overviews of larger-than-life Greek figures and their Roman counterparts. Thematic overviews of the 50 most popular myths complete with elements of drama, deception, deceit, and jealousy. Like your favorite soap opera, they're still as entertaining as ever. A review of mythological settings--from Olympus to Hades-and places in-between (including the infamous Troy, which may have been a real ancient city!). Get ready to embark on an unforgettable journey with Greek and Roman Mythology. Mythology Jan 26 2022 A collection of Greek and Roman myths arranged in sections on the gods and early heroes, love and adventure stories, the Trojan war, and a brief section on Norse mythology. World Mythology for Beginners May 06 2020 Classical Mythology A to Z Oct 23 2021 An encyclopedic A-to-Z guide, this beautifully illustrated volume offers hundreds of rich, fascinating definitions of 700 major and minor characters, creatures, and places of classical mythology. Classical Mythology A-to-Z is a comprehensive and engrossing guide to Greek and Roman mythology. Written by Annette Giesecke, PhD, Professor of Classics and Chair of Ancient Greek and Roman Studies at the University of Delaware, this brilliant reference offers clear explanations of every character and locale, and captures the essence of these timeless tales. From the gods and goddesses of Mount Olympus and the heroes of the Trojan War to the nymphs, monsters, and other mythical creatures that populate these ancient stories, Giesecke recounts, with clarity and energy, the details of more than 700 characters and places. Each definition includes cross-references to related characters, locations, and myths, as well their equivalent in Roman mythology and cult. In addition to being an important standalone work, Classical Mythology A-to-Z is also written, designed, and illustrated to serve as an essential companion to the bestselling illustrated 75th-anniversary edition of Mythology by Edith Hamilton, including 10 full-color plates and 2-color illustrations throughout by artist Jim Tierney. Is It Real? Jun 18 2021 Discover urban legends, unravel curious mysteries, and travel to the edge of the unknown in Anne Morrisen's first collection of timeless tales. Shakuntala and Other Stories from Ancient India Mar 04 2020 Six unforgettable stories of love and bravery, treachery and injustice, from ancient Indian literature Classical Sanskrit and Tamil writing teem with a myriad characters, and here we meet some truly memorable ones. This collection of six plays, poems and epics retold for children includes 'Shakuntala', a heartrending story of the love between the beautiful Shakuntala and King Dushyanta; 'The Little Clay Cart', where the evil designs of the king and his family are foiled by the righteous Charudatta and Vasantasena; 'The Story of an Anklet', about Kannagi, who wreaks a terrible revenge for the wrong done to her; 'Manimekalai', the extraordinary account of a woman's search for her true calling; 'The Last Trial of Sita', in which the playwright gives a whole new ending to the Ramayana, and 'The Broken Thigh', about the final, desperate combat between Duryodhana and Bheema on the battlefield of Kurukshetra. Accompanied by descriptions of the authors' lives and the time when the stories were written, these lively retellings are an ideal introduction to some of the best-known stories from the Indian classics. Timeless Tales of Tangible Truths Oct 30 2019 Chinese Fables Jun 30 2022 An illustrated retelling of nineteen fables and tales from China, each of which features a nugget of ancient folk wisdom and introduces aspects of traditional Chinese culture and lore. Peter Rabbit and Friends Dec 25 2021 Revisit six timeless tales of Peter Rabbit, Benjamin Bunny, and more of their pals as they go on adventures, get into trouble, and learn valuable lessons in this gorgeous collectible edition featuring Beatrix Potter's classic characters! For over one hundred years, Beatrix Potter's beloved stories of the burrow and beyond have delighted both children and adults. Now new readers and dedicated collectors alike can enjoy this classic gift edition complete with Beatrix Potter's treasured text and illustrations, bringing these unforgettable characters to life once more. The six tales in the collection include The Tale of Peter Rabbit, The Tale of Benjamin Bunny, The Tale of Jeremy Fisher, The Tale of the Pie and the Patty-Pan, The Tale of Tom Kitten, and The Tale of Pigling Bland. Crafted like a replica of the first American edition of The House At Pooh Corner (published in 1928 by E. P. Dutton), this elegant edition features a textured case and gold foil stamping, making it the perfect gift for Peter Rabbit fans everywhere. Mythology Oct 03 2022 The world-renowned classic that has enthralled and delighted millions of readers with its timeless tales of gods and heroes. Edith Hamilton's mythology succeeds like no other book in bringing to life for the modern reader the Greek, Roman and Norse myths that are the keystone of Western culture-the stories of gods and heroes that have inspired human creativity from antiquity to the present. We follow the drama of the Trojan War and the wanderings of Odysseus. We hear the tales of Jason and the Golden Fleece, Cupid and Psyche, and mighty King Midas. We discover the origins of the names of the constellations. And we recognize reference points for countless works for art, literature and culture inquiry-from Freud's Oedipus complex to Wagner's Ring Cycle of operas to Eugene O'Neill's Mourning Becomes Electra Both a reference text for scholars of all ages and a book to simply enjoy, Mythology is a classic not to be missed. Timeless Tales and Other Stories Aug 09 2020 Timeless Tales is a collection of seven poems and short stories about our relationship with fiction and the imagination's ability to create. Enclosed in this love letter to the imagination are tales of trains that are pulled by horses, cartoon characters that live in your neighborhood and fantastic dreams.Timeless Tales is suitable and entertaining for both children and adults. It is a great book for parents to read with their children when they are young and for children to rediscover as they grow up."Take advantage of the opportunities you have to do something fantastic." Marvel Comics: Timeless Tales Nov 23 2021 In celebration of Marvel's 80th anniversary and the comic books that captivated hearts and minds across generations, join us for scintillating sci-fi stories, soul-crushing war stories, terrifying horror stories, uproarious comedic stories, alluring romance stories and action-packed western stories! Revisit the tales that celebrate the heroes, heart and humor that have come define the Marvel Universe! COLLECTING: ZIGGY PIGSILLY SEAL COMICS 1, CRYPT OF SHADOWS 1, LOVE ROMANCES 1, JOURNEY INTO UNKNOWN WORLDS 1, WAR IS HELL 1, THE GUNHAWKS 1 Puffin Classics: Timeless Tales from Marwar Jan 02 2020 For centuries, Rajasthan has been a gold mine of oral traditions and histories with Padma Shri Vijaydan Detha being one of the foremost storytellers of all time. Timeless Tales from Marwar gives a new lease of life to his folk tales. It is a hand-picked compilation from the much-celebrated Batan ri Phulwari--'Garden of Tales'--a fourteen-volume collection written over a span of nearly fifty years. Retold in Detha's magical narrative style complete with imagery, this selection offers some of the oldest and most popular fables from the Thar Desert region. Discover tales of handsome rajkanwars, evil witches, exploitative thakars, miserly seths, clever insects, benevolent snakes and more. Vishes Kothari's vivid English translation introduces one of the most venerated figures in Rajasthani folk culture to a wider audience. The Magic Urn Nov 11 2020 A classic collection of folktales gathered from the Malay Archipelago.* A story from almost every state* Clear, engaging prose* Beautifully illustrated* Handsome gift for young adult book lovers and folklore buffs Chinese Folktales Dec 13 2020 For thousands of years, Chinese storytellers have delighted listeners with stories about the value of virtues like honesty, respect, courage and self-reliance. Chinese Folktales collects nineteen of these fantastic tales, some of them dating back to the third century BCE, and retells them in contemporary English for a modern audience. This updated edition—previously titled Chinese Fables—offers the same great stories in a smaller, easier to handle format at a lower price. Each of these stories offers a nugget of ancient folk wisdom and glimpses of traditional Chinese culture and lore. All of the tales express the foibles and wisdom of human experience with great humor and affection. Although the lessons are universal, the wit and flavor are uniquely Chinese. Beautifully illustrated by a master Chinese artist using a patchwork of ancient tones and textures, with a deft touch of humor, this book will give great joy to children and adults alike. Chinese children's stories include: The Practical Bride Stealing the Bell Kwan Yin, the Goddess of Mercy Cooking the Duck Scaring the Tigers The Dragon Slayer The previously published edition, Chinese Fables, won: The Aesop Prize for Children's and Young Adult Literature The Gelett Burgess Children's Book Award for Fables, Folklore & Fairytales The Creative Child Magazine Book of the Year Award # Tata Stories Dec 01 2019 Timeless Tales of Anansi Feb 01 2020 Timeless Tales of Anansi contains selected Anansi stories that originated in Africa and were kept alive by the African people who verbally passed them on to future generations of children as daily lessons. As a child, Nathaniel listened eagerly when his father told him bedtime stories about Anansi, the greedy, clever spider who was called the King of Tricks. Nathaniel thought the stories were exciting with their inspiring and challenging lessons. He was one determined childno way would he ever be trapped in the web of Anansis tricks. With the memories of Anansi forever in his mind, Nathaniel adapted some of his favorite stories into modern-day presentations so that they could be easily read and understood by todays generation of children. In respect to the African people, the author hopes that all generations will cherish the rich heritage, using wisdom of the past to make a good future. #Tatastories Jul 08 2020 A diamond twice as large as the famous Kohinoor pledged to survive a financial crisis; meeting a 'relatively unknown young monk' who later went on to be known as Swami Vivekananda; a photograph that Kalpana Chawla carried along with her on her first mission into space; the fascinating story of the first-ever Indian team at the Olympics; how 'OK TATA' made its way to the back of millions of trucks on the Indian highways, and many more. #Tatastories is a collection of little-known tales of individuals, events and places from the Tata Group that have shaped the India we live in today. Mythology Sep 02 2022 In celebration of of the 75th anniversary of this classic bestseller, this stunningly illustrated, beautifully packaged, larger-format hardcover edition will be beloved by fans of Greek, Roman, and Norse mythology of all ages. Since its original publication by Little, Brown and Company in 1942, Edith Hamilton's Mythology has sold millions of copies throughout the word and established itself as a perennial bestseller in its various available formats: hardcover, trade paperback, mass market paperback, and e-book. For 75 years readers have chosen this book above all others to discover the thrilling, enchanting, and fascinating world of Western mythology-from Odysseus's adventure-filled journey to the Norse god Odin's effort to postpone the final day of doom. This exciting new deluxe, large-format hardcover edition, published in celebration of the book's 75th anniversary, will be beautifully packages and fully-illustrated throughout with all-new, specially commissioned four-color art, making it a true collector's item. Timeless Tales of Malaysia Aug 21 2021 Mythology (75th Anniversary Illustrated Edition) Nov 04 2022 This 75th anniversary edition of a classic bestseller is stunningly illustrated and designed to enchant fans of Greek, Roman, and Norse mythology at all ages. Since its original publication by Little, Brown and Company in 1942, Edith Hamilton's Mythology has sold millions of copies throughout the world and established itself as a perennial bestseller. For more than seven decades readers have chosen this book above all others to discover the enchanting world of mythology -- from Odysseus's adventure-filled journey to the Norse god Odin's effort to postpone the final day of doom. This deluxe, hardcover edition is fully-illustrated throughout with all-new, specially commissioned art, making it a true collector's item. Timeless Tales Classic Treasury Sep 09 2020 The Complete Tales of Peter Rabbit Feb 12 2021 Retells the stories of Peter Rabbit, Benjamin Bunny, a fishing frog, two bad mice, and the mouse who saves the Flopsy bunnies from Mr. McGregor. Lest Darkness Fall Oct 11 2020 Rarely do books have such a great influence on a genre as Lest Darkness Fall has had on science fiction. Frequently quoted as one of the 'favorite' books of many of masters of the field, this book by L. Sprague de Camp helped establish alternate-history as solid sub-genre of science fiction. An indication of the influence and longevity of the book is by the number of best-selling writers who have written stories in direct response to, or influenced by, Lest Darkness Fall. This volume includes three such stories by Frederik Pohl, David Drake and S. M. Stirling written over a period of forty-three years--a testament to the timelessness of the book. Similar, thematically, to Mark Twain's A Connecticut Yankee in King Arthur's Court, the book tells the tale of Martin Padway who, as he is walking around in modern Rome, is suddenly transported though time to 6th Century Rome. Once in ancient Rome, Padway (now Martinus Paduei Quastor) embarks on an ambitious project of single-handedly changing history. L. Sprague de Camp was a student of history (and the author of a number of popular works on the subject). In Lest Darkness Fall he combines his extensive knowledge of the workings of ancient Rome with his extraordinary imagination to create one of the best books of time travel ever written. This volume also includes an afterword by Alexei and Cory Panshin, adapted from their Hugo-winning book on science fiction, The World Beyond the Hill. Timeless Tales to Ignite Your Mind Jun 26 2019 NA Norse Mythology Jul 28 2019 Norse Mythology presents a rich and complex collection of stories derived from Germanic roots. Norse Mythology, your calling has been answered with this book. Greek Mythology: Explore The Timeless Tales Of Ancient Greece, The Myths, History & Legends of The Gods, Goddesses, Titans, Heroes, Monsters & More Mar 16 2021 Chaos was the origin of everything, the beginning of time. From Chaos sprang forth three primordial deities, Gaea, Tartarus & Eros... Ancient Greece & its Mythology is Truly a Marvel of History Greek Myths were more than just stories...,Take a deeper look and you will uncover the lessons, philosophies, wisdom and even warnings that these myths taught. In truth they are still relevant to this day. Discover Everything you need to know about Ancient Greece & Greek Mythology in This Book Throughout your read, we will not simply rehash the ancient Greek myths of the time, but rather uncover the context and background behind them and the Ancient Greek world. We want to make sure that you cannot only enjoy these fascinating myths but understand what they were like when they were told thousands of years ago. All the secrets of one of the most fascinating civilizations the world has ever known lie within these pages. Inside you will discover The Ancient Origins & Story of The Olympics Lessons From The 12 Labors of Hercules How The Gods Played a Significant Role in All Aspects of Ancient Greek Society The Flight of Daedalus & Icarus - Discover One of The Most Famous Greek Myths Tales of The Most Legendary Monsters - Medusa, The Hydra, Typhon, Cerberus & More! Aphrodite - The Greek Goddess of Love, Sex, Beauty, and Fertility. How Achilles' Weak Heels Become Iconic until Now The Trojan War, Epic Battles & Facts Pandora's box, Finally The Ancient Mystery Revelead And much, much more Join us on an adventure to discover Greek Mythology and learn what life was like in Ancient Greece in This Book. Timeless Tales Panchatantra : Large Print Apr 28 2022 The Panchatantra is a collection of ancient Indian fables. Many-a-times, the central characters are animals and birds, who show their most identifying characteristics in the various stories, and impart valuable life-lessons and morals. In this book, read a fine selection of six stories from the treasury of Panchatantra Tales. Read about the three little fish friends, one wise, one smart and one foolish; about silly monkeys who thought they could light a fire with red berries and more! Brilliant Illustrated Stories Sep 29 2019 This is a moving, rich, highly readable cluster of true, personal stories. They will take a reader on a tantalizing journey to view and explore lives that can be exciting. Some of them transcend other times and places. Each tale is different. Some are shocking. Others are profound in their open-door examination of life's mysteries that show up bearing witness to their existence, while bringing life lessons. This book has a unique format the first of its kind. What sets it apart are the illustrations that help locate stories of special interest to each reader. Mythology Sep 21 2021 The world-renowned classic that has enthralled and delighted millions of readers with its timeless tales of gods and heroes. Edith Hamilton's mythology succeeds like no other book in bringing to life for the modern reader the Greek, Roman and Norse myths that are the keystone of Western culture-the stories of gods and heroes that have inspired human creativity from antiquity to the present. We follow the drama of the Trojan War and the wanderings of Odysseus. We hear the tales of Jason and the Golden Fleece, Cupid and Psyche, and mighty King Midas. We discover the origins of the names of the constellations. And we recognize reference points for countless works for art, literature and culture inquiry-from Freud's Oedipus complex to Wagner's Ring Cycle of operas to Eugene O'Neill's Mourning Becomes Electra Both a reference text for scholars of all ages and a book to simply enjoy, Mythology is a classic not to be missed. Timeless Tales from Many Lands Mar 28 2022 A selection of tales from around the world, including Australia, East Africa, and Central America. Mythology - Timeless Tales of Gods and Heroes Aug 01 2022 Activities are designed to teach the objectives in many state and federal mandates. Primary objectives focus on teaching: Understanding plot, theme, characterization, style, and how they all relate. Rags & Bones Apr 04 2020 The best writers of our generation retell classic tales. From Sir Edmund Spenser's The Faerie Queene to E. M. Forster's "The Machine Stops," literature is filled with sexy, deadly, and downright twisted tales. In this collection, award-winning and bestselling authors reimagine their favorite classic stories, the ones that have inspired, awed, and enraged them, the ones that have become ingrained in modern culture, and the ones that have been too long overlooked. They take these stories and boil them down to their bones, and reassemble them for a new generation of readers. Written from a twenty-first century perspective and set within the realms of science fiction, dystopian fiction, fantasy, and realistic fiction, these short stories are as moving and thought provoking as their originators. They pay homage to groundbreaking literary achievements of the past while celebrating each author's unique perception and innovative style. Today's most acclaimed authors use their own unique styles to rebuild the twelve timeless stories: Sir Edmund Spenser's The Faerie Queene - Saladin Ahmed W. W. Jacobs's "The Monkey's Paw" - Kelley Armstrong Joseph Sheridan Le Fanu's "Carmilla" - Holly Black "Sleeping Beauty" - Neil Gaiman The Brothers Grimm's "Rumpelstiltskin" - Kami Garcia Kate Chopin's The Awakening - Melissa Marr Rudyard Kipling's "The Man Who Would Be King" - Garth Nix Henry James's "The Jolly Corner" - Tim Pratt E. M. Forster's "The Machine Stops" - Carrie Ryan Horace Walpole's The Castle of Otranto - Margaret Stohl William Seabrook's "The Caged White Werewolf of the Saraban" - Gene Wolfe Nathaniel Hawthorne's "The Birth-Mark" - Rick Yancey And six illustrations by Charles Vess Norse Mythology: Explore the Timeless Tales of Norse Folklore, the Myths, History, Sagas and Legends of the Gods, Immortals, Magical Creatures, Vikings and More Jan 14 2021 The Norse god Odin was a relentless seeker of knowledge and wisdom, willing to sacrifice almost anything for this pursuit. Odin's hunger for wisdom is evident in many of the stories that involve him, and I invite you to share his willingness to let go of your reality and jump into the mysterious world of Norse Mythology. Norse Mythology presents a rich and complex collection of stories derived from Germanic roots. A fascination with the history and life of the Norse is growing. Movies and television series about their way of life have surged in popularity. What makes it so fascinating is not the stories in themselves, although some are truly a feast to the eyes, but how they came to be and what they mean for the people that live by them. Let's drink from the well of knowledge and jump into a realm of wonder, where nothing is as it seems! By the end of this book, you will be familiar with Norse Mythology and its ancient heritage of sagas, myths and legends. You'll discover who the Norse were, how they lived and how they influenced the modern world. And, of course, you'll know more about your favorite gods, such as how Odin became the ruler of the Aesir gods, how Thor got his famous hammer, and who Loki's children are. All this and much more including The Most Important & Powerful Gods & Goddess Discover The Vikings - Facts & Myths The Legend of Sigurd The Dragon Hunter + Sigurd Runes The Dangerous Draugr Creatures That Killed Any Humans They Laid Eyes Upon How Freya's Beauty Led to Mjolin's Theft The Legend of The Kraken (mysterious sea monsters said to swell in the waters of Greenland and Norway) Thor The God of Thunder & The Story of How He Got His Hammer Ragnarok - All You Need to Know About the End of the World And much, much more... Open a door to another world.... ,a world of adventure, heroism, romance and mystery. Norse Mythology, your calling has been answered with this book. Timeless Tales of Heroes, Villains, Victims and Fools Jul 20 2021 "These timeless tales show what ordinary--and extraordinary--people do when given the chance to act as heroes, villains, victims, or fools."--Publisher. Timeless Tales Mini Gift Set May 18 2021 Four gorgeously illustrated children's stories—now in a miniature format kids will adore! Four gorgeously illustrated classic children's stories—now in a miniature format kids will adore. #1 New York Times bestselling artist Charles Santore's beautiful illustrations capture the timeless spirit of these classic stories like you've never seen them before. Great for stocking stuffers, baby showers, and birthday gifts, this set is the perfect way to share your favorite classic stories with friends and loved ones. With four fairytales to choose from, these classic stories will captivate audiences of all ages. These classic tales are now in the perfect format for small hands and big imaginations. Mythology Feb 24 2022 The world-renowned classic that has enthralled and delighted millions of readers with its timeless tales of gods and heroes. Edith Hamilton's mythology succeeds like no other book in bringing to life for the modern reader the Greek, Roman and Norse myths that are the keystone of Western culture-the stories of gods and heroes that have inspired human creativity from antiquity to the present. We follow the drama of the Trojan War and the wanderings of Odysseus. We hear the tales of Jason and the Golden Fleece, Cupid and Psyche, and mighty King Midas. We discover the origins of the names of the constellations. And we recognize reference points for countless works for art, literature and culture inquiry-from Freud's Oedipus complex to Wagner's Ring Cycle of operas to Eugene O'Neill's Mourning Becomes Electra Both a reference text for scholars of all ages and a book to simply enjoy, Mythology is a classic not to be missed. Mythology Apr 16 2021 A collection of Greek, Roman, and Norse mythology including eight genealogical tables Greek Mythology: Explore the Timeless Tales of Ancient Greece, the Myths, History and Legends of the Gods, Goddesses, Titans, Heroes, Monsters and More May 30 2022 Chaos was the origin of everything, the beginning of time. From Chaos sprang forth three primordial deities, Gaea, Tartarus & Eros... Ancient Greece & its Mythology is Truly a Marvel of History Greek Myths were more than just stories...,Take a deeper look and you will uncover the lessons, philosophies, wisdom and even warnings that these myths taught. In truth they are still relevant to this day. Discover Everything you need to know about Ancient Greece & Greek Mythology in This Book Throughout your read, we will not simply rehash the ancient Greek myths of the time, but rather uncover the context and background behind them and the Ancient Greek world. We want to make sure that you cannot only enjoy these fascinating myths but understand what they were like when they were told thousands of years ago. All the secrets of one of the most fascinating civilizations the world has ever known lie within these pages. Inside you will discover The Ancient Origins & Story of The Olympics Lessons From The 12 Labors of Hercules How The Gods Played a Significant Role in All Aspects of Ancient Greek Society The Flight of Daedalus & Icarus - Discover One of The Most Famous Greek Myths Tales of The Most Legendary Monsters - Medusa, The Hydra, Typhon, Cerberus & More! Aphrodite - The Greek Goddess of Love, Sex, Beauty, and Fertility. How Achilles' Weak Heels Become Iconic until Now The Trojan War, Epic Battles & Facts Pandora's box, Finally The Ancient Mystery Revelead And much, much more Join us on an adventure to discover Greek Mythology and learn what life was like in Ancient Greece in This Book. Chinese Fables Aug 28 2019 Winner of the 2014 Aesop Prize for Children's and Young Adult Literature Winner of the 2013 Gelett Burgess Children's Book Award for Fables, Folklore & Fairytales 2014 Creative Child Magazine Book of the Year Award Winner For thousands of years, Chinese storytellers have delighted listeners with stories about the value of virtues like honesty, respect, courage and self-reliance. Chinese Fables collects nineteen of these wonderful tales, some of them dating back to the third century BCE, and retells them in contemporary English for a modern audience. Each of these stories offers a nugget of ancient folk wisdom and shares aspects of Chinese culture and lore. All of the tales express the foibles and wisdom of human experience with great humor and affection. And although the lessons are universal, the wit and flavor are uniquely Chinese. Beautifully illustrated by a master Chinese artist using a patchwork of ancient tones and textures, with a deft touch of humor, this book will give great joy to children and adults alike. Chinese children's stories include: The Practical Bride Stealing the Bell Kwan Yin, the Goddess of Mercy Cooking the Duck Scaring the Tigers The Dragon Slayer	<urn:uuid:8c9a1aed-5316-4c44-8a66-d5d73aa9ad24>	CC-MAIN-2022-49	https://gocouponz.com/2c27aebd0ce7f4ade97910bab89b9e6c/Mythology+Timeless+Tales+Of+Gods+And+Heroes+75th+Anniversary+Illustrated+Edition+pdf	2022-12-05T04:22:26+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00273.warc.gz	309,652,811	6,582	eng_Latn	eng_Latn	0.994765	eng_Latn	0.996202	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3525, 7590, 12280, 15743, 19332, 23471, 27722, 30837 ]	[ 1.1328125, 1.484375 ]	1	0
Seedlings Weekly News W/B 1 st November 2021 This week…. Welcome back to our wonderful children and parents. We hope you all had a good half term. Our learning this week has focused around bonfire night and Diwali. We've had a range of activities all based around colour, light and dark; fireworks; sparklers; campfires and celebrations. In messy play we explored colour with shaving foam and food colouring. We explored mark making and patterns We decorated the star biscuits we made with brightly coloured icing. We made baked bananas and sang songs in our campfire role play area. We also made edible sparklers – yum!! These are easy to make at home – use chocolate fingers, icing or warm water and sprinkles. Dip the fingers into the icing and then into the sprinkles. We enjoyed our Diwali celebrations. We made crafts, danced to music and sampled food. Next week…. We will be starting our new topic on traditional tails and learning about the ginger bread man We hope you all have a good bonfire night and enjoy the weekend.	<urn:uuid:ec54692b-7250-4e63-a8a6-770b3187f01d>	CC-MAIN-2022-49	https://files.schudio.com/acorns-primary-school/files/documents/WB_1-11-21.pdf	2022-12-05T04:44:24+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00274.warc.gz	280,092,604	226	eng_Latn	eng_Latn	0.998983	eng_Latn	0.999282	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 343, 453, 523, 784, 872, 1047 ]	[ 1.8515625 ]	1	0
God is Awesome Upcoming Events at St. Mark …. TODAY: Hot Lunch 1 st Grade Field Trip to the Library 3:45-5:15 A-Team BB Practice Friday: Chapel Spirit Wear Day 3:45-5:15 B-Team BB Practice Saturday: 9-12 Robotics Club: 6 th -8 th grade Monday: 4-4:45 Kids' Choir 5:00-6:30 A-Team BB Practice 6:00 B-Team BB @ McDonell/Regis Tuesday: 5:00 A-Team BB @ Regis/Messiah 5:30 B-Team BB @ St. Paul's (Menomonie)/Messiah 5:30 Board of Education Wednesday: 11 am & 6:30 pm Grades 1 & 2 sing at Advent Service Thursday: 4:00 A-team BB @ St. Pauls-Menomonie Lion's Roar St. Mark Lutheran School December 1, 2022 December 9- Mild chili mac soup, Garlic bread, Veggies & dip, Grapes December 16- Ham, Cheesy potatoes, Green beans, Applesauce December 22- Pizza-Activity Fee will pay for this January 6- Chicken bowls (nuggets, mashed potatoes, corn, gravy), salad, oranges January 13- Pizza tot casserole, Garlic bread, Salad, Grapes St. Mark Spirit Wear Order School Closings Due to Inclement Weather With the recent snowfall, we are reminded that there may be a day or two when school is closed due to inclement weather. Please note that St. Mark follows the Eau Claire Area School District. If Eau Claire opens late, closes early, or closes for the day, St. Mark will follow that lead. Today, Thursday, December 1 is the last day to place your Spirit wear order. The shop closes on Friday 12/2. If you have any questions please contact: Kylee Staebell at email@example.com. https://cvsports.chipply.com/sm2022fall/st ore.aspx?apid=2938451&acid=277946 Opening Thought I will put hostility between you and the woman, and between your seed and her seed. He will crush your head, and you will crush his heel. (Genesis 3:15) The weekly devotional thoughts for the next few weeks will focus on a significant symbol during the Advent season, the Advent Wreath displayed at the front of the church. The first candle is traditionally called the Prophecy Candle and symbolizes Hope. When considering the many Messianic Old Testament prophecies, one is certainly drawn to the first one that was spoken in Genesis 3. Adam and Eve had failed. The Triune God had given them an opportunity to demonstrate their faithfulness to him by obeying his command to resist the fruit from the Tree of the Knowledge of Good and Evil. Yet Adam failed in taking the spiritual lead and permitted his wife to succumb to Satan's temptations. They doubted God's love and trusted Satan's lies. Using an illustration from a volleyball game, their sin put them on Satan's side of the court and the opposite of God's side. The net of their sins separated them from God. There was nothing they could ever do to fix the mistake they had made. So then, just as sin entered the world through one man and death through sin, so also death spread to all people because all sinned. (Romans 5:12) Adam's sin brought death, eternal death to both them and all their future descendants unless God intervened. And that he did! How ironic that the first Messianic prophesy was spoken to Satan. God would not leave Eve on Satan's side of the court, but would bring her back to his side of the court. This prophecy foretold the hostility that would always remain between the family of believers and the unbelievers. Finally, this prophecy would be fulfilled by a person, God's Son, who would become human and defeat Satan with a crushing blow. This is why the Son of God appeared: to destroy the works of the Devil. (I John 3:8b) This prophecy set the tone for the rest of the Old Testament as it followed the Messianic line, generation by generation, as God's chosen people grew into a mighty nation. While Israel remained unfaithful to the vows that they made to God at Mt. Sinai, he remained faithful to his promises. He sent prophets to both warn them about their sins but also encourage them of his faithfulness. Here is a small sample of those promises: * The Lord your God will raise up for you a prophet like me from among you, from your brother Israelites. Listen to him. (Deuteronomy 18:15) * For to us a child is born. To us a son is given. The authority to rule will rest on his shoulders. He will be named: Wonderful Counselor, Mighty God, Everlasting Father, Prince of Peace. (Isaiah 9:6) * Listen, the days are coming, declares the Lord, when I will raise up for David a righteous Branch, who will reign wisely as king and establish justice and righteousness on earth. (Jeremiah 23:5) These prophecies brought the Israelites Hope. Hope, not a wishful thinking, but a certainty that God was serious about his plan of salvation to redeem sinners. Those prophecies would be fulfilled with the incarnation of the Second Person of the Triune God, Jesus himself. The Word became flesh and dwelled among us. We have seen his glory, the glory he has as the onlybegotten from the Father, full of grace and truth. (John 1:14) As we see the first candle lit on the Advent candle, we note the symbolism of the Prophecy Candle. Our faith reflects on the precious Old Testament words that pointed ahead to the coming Savior. We also look forward. We note that Christ will return on Judgment Day to separate the believers from the unbelievers. As we wait for this day, we wait in Hope! We wait in certainty knowing that through his work we have eternal salvation in heaven. Faith is being sure about what we hope for, being convinced about things we do not see. (Hebrews 11:1) Chapel on Fridays / Mission Offerings - New Quarter - Support the Ukranian Lutheran Church Parents, feel free to join us either in-person or virtually for our morning chapel on Facebook Live on Friday mornings at 8:40 AM. We also take a weekly collection of mission offerings. This second quarter our mission offering will support the Ukrainian Lutheran Church, a church body in which the Wisconsin Evangelical Lutheran Synod is in fellowship. This church body has certainly faced many challenges in this past year. 11/18/2022: $27.37 QTD: $107.22 Parents, we encourage you to read your child's Bible history lessons with them. Use many of the parent applications included with each lesson. Fathers, do not exasperate your children, instead bring them up in the training and instruction of the Lord. (Ephesians 6:4) \| Lesson # \| Title of Lesson \| \|---\|---\| \| 4A \| Jesus Shows His Glory \| Bible Trivia Each week the Lion's Roar will provide a Bible Trivia question. Winners will be announced the following week in the Lion's Roar. Answers can be submitted to your child's teacher who will put them in the basket in the school office. This week's winner: Unfortunately no one correctly answered that the Jesus told Simon the Pharisee about two men who owed money. One owed 50 day's wages and the other powered 500 day's wages. The master forgave both of their debts. The one who owed the greater debt certainly appreciated the generosity more. How important that we thank God for forgiving us the debt of our sins! This week's question: Three times Jesus took Peter, James, and John with him in unique situations. Identify those three times. KICK Babysitting Event Our KICK youth group will be providing drop-in childcare on Saturday, December 17 from 9 am to noon. Use the time to wrap some gifts, do some shopping, or just relax. No need to register, just drop in anytime from 9am to noon. Christ-centered crafts, snacks, and activities will be provided. Winter Athletics We are nearing the end of the boy's basketball season, but there are still a few opportunities to come and watch St. Mark athletes put their God-given talents to good use. They have all put in a lot of hard work during this season to improve their own skills and improve the capabilities of the team as a whole. Keep up the good work boys! Here is a look at next week's basketball schedule: Monday: B-Team Boys AWAY vs. McDonell/Regis @ Immaculate Conception E.S. St. Mark games at 6:00 & 7:00 A-Team Boys practice 5:00 - 6:30 Tuesday: A-Team Boys AWAY vs. Regis/Messiah @ Immaculate Conception E.S. St. Mark games at 5:00 & 6:00 B-Team Boys AWAY vs. St. Paul's Menomonie/Messiah @ St. Paul's Menomonie St. Mark games at 5:30 & 6:30 Thursday: A-Team Boys AWAY vs. St. Paul's Menomonie @ S.P.M. 4:00 Friday: B-Team Boys practice 3:45 - 5:15 LPS Visit Please note that Pastor Chartrand, the recruitment director from Luther Preparatory School in Watertown, Wisconsin, will be visiting St. Mark on Tuesday, December 6, in the afternoon. Luther Prep is a dormitory school that provides a foundational Christian education to high school student and encourages the students to consider becoming a future pastor or teacher in the Wisconsin Evangelical Lutheran Synod. If you are interested in attending his presentation, information will be delivered about his exact schedule on Monday. Christmas Practices for Children's Christmas Service We are scheduled for two Christmas practices that are preparing for the children's Christmas service. * Practice: Sunday, December 11, at 9:15-10:15 AM * Practice: Wednesday, December 14, at 5:30-6:15 PM * Children's Christmas Service: Sunday, December 18, at 10:30AM Pajama & Book Drive The St. Mark students collected 60 pajama sets for Family Promises of the Chippewa Valley last week. There was a generous donation of 130 books that will be divided up between Family Promises of the Chippewa Valley and other local facilities in need of books. Thank you to all the families for your donation! KICK Lock-In The KICK lock-in planning team would like to thank everyone that attended, as well as everyone who donated money, food, chaperone time, and any other support of the event. There were 32 kids in attendance, and we had a great time singing worship songs, having a devotion, playing group games, watching movies, playing open gym and board games, eating snacks, not sleeping, and having a great time! Thank you also to the staff who shared their rooms, games, screens, and assistance for the event to help make it a huge success! Cornerstone Lutheran High School Update - Divine Call Returned / New Divine Call Issued The Holy Spirit guided the Board to call Shawn Herkstroeter, the principal at Faith Lutheran School in Fond du Lac. Shawn once served as the athletic director at St. Paul's Lutheran School in Menomonie so he is familiar with the Chippewa Valley. We trust the Holy Spirit to guide him to a decision that is best for His Kingdom. Please continue to pray for him as he deliberates this Divine Call. Calendar Raffle Cornerstone Calendar Raffle Update: The Calendar raffle tickets are now FOR SALE! Contact Katie Dieringer (715-213-4509) or Phil Moldenhauer (715-256-7441) if you'd like to purchase OR to get some tickets to offer to family, friends, neighbors or co-workers. This is a great fundraiser as well as outreach to others who maybe don't know about the new high school, thank you for your help with getting the word out! December Birthdays 3- Adia H. 4- Zander H. 4- Braelynn H. 4- Titus N. 7- Sawyer S. 11- Brynnley H. 13- Lance W. 16- Sawyer S. 17- Harper K. 17- Hailey K. 20- Camden Y. 21- Mrs. Duquaine 21- Pastor Naumann 22- Jack D. 22- Mrs. Pitt 28- William C. Welcome to the St. Mark Family We continue our weekly family biographies for each of our new school families. Today we meet the O'Brien family: Nate, Jenna, Beckett (age 5 and a 4K student in Mrs. Smith's room), and Everly (age 2). Nate was born and raised in Ham Lake, Minnesota. He attended the public schools there and graduated from high school there as well. After graduating, he took some college classes in Ely, Minnesota, and then did some landscaping. He then began working for his dad's business, Fasco Incorporated, where he sells security devices primarily to law enforcement. He is able to work from home and plans to take over the family business once his dad retires. Jenna was born and raised in Watertown, Wisconsin. She attended Trinity-St. Luke's Lutheran School, and then went on to Lakeside Lutheran High School in Lake Mills. After graduating from high school, she went to UW LaCrosse for two years and took general courses. She finished her collegiate degree by attending UW Oshkosh and earning a degree in social work. She worked for nine years primarily working with older adults in nursing homes. Nate and Jenna met in a unique way. Both families happened to be vacationing in Puerto Vallarta, Mexico, at the same time. A Packers' baseball cap started a conversation between the two families, and that is how Nate and Jenna first met. They kept in touch with each other, and Jenna moved to Minnesota to be close to Nate. After getting married, they lived in Minnesota for a while before finally moving to Eau Claire in May 2021. Nate's hobbies revolve around hunting and fishing. He especially enjoys big game hunting and has even hunted goats in Hawaii. This fall he just went antelope hunting in South Dakota. Jenna loves to spend time outside walking and playing sports. The primary sports they both play and watch are football and baseball. Finally, they both like to travel and spend time with their extended families. We welcome the O'Brien's to St. Mark. Please make them feel welcome when you see them. 4K The preschoolers came back from Thanksgiving break to a room ready for Advent and Christmas. We have been learning that Advent is the special time we take to get ready to welcome Emanuel, the Lord with us. Decorating the class tree, assembling the wooden gingerbread house, and using the wooden Advent wreath are favorite work time activities. It is a blessing to see the joy in their hearts as they get ready for Christmas! Kindergarten In kindergarten, we had a busy month learning about friendship, family and Thanksgiving. We also had our 4K- 4th grade play on November 17th. Their hard work paid off, they all did a fantastic job! In reading, we have continued reviewing their 1st and 2nd quarter sight words and using them in our journal writing. The students continue reading and taking home books to read to their families. In math, we have started counting by 10's. We have also been working on addition problems and graphing. As the Advent season begins the kindergarteners will be practicing for the Children's Christmas Service and doing a lot of fun Christmas themed activities and crafts. 1 st Grade The 1st graders have been excelling in their reading and writing skills this month. Their handwriting has improved and they are proud to share their writing. They performed in the Biome Musical and were excited to sing the challenging part in the song "I've Adapted to the Desert." In math, the students have been working on new strategies for adding and subtracting and enjoy trying new ways to do math. Today they went to the public library and explored books. Many got a library card for the first time! In Science 1st and 2nd graders have been learning about weather. They are daily tracking clouds to see what types they see in the sky. Ask them what type they saw when it was snowing. 2 nd Grade Our class loved preparing for Thanksgiving! We read a variety of Thanksgiving theme books that were fiction and non-fiction and even a play with a turkey. We learned about the first Thanksgiving in Plymouth, MA and about Squanto's life. Students created a cornucopia of blessings. Our class is now working on Christmas songs and Bible recitations. We are doing an advent Christmas tree to correspond to a Bible symbol. 2nd grade students have worked hard on their 2-digit addition and subtraction! Now they are working on place value. 4 th Grade The fourth graders began their first novel study of the year. We are all enjoying reading Charlotte's Web. They also finished their math chapter on long division. It was fun to see their growth from the first days to the last. Growth is challenging, but rewarding as well. Grades 5-6 (Mr. Micheel) The students continue to study both Bible History and Catechism on a daily basis. In Bible History, the students are studying lessons in the latter part of Jesus' public ministry. Soon we will begin studying lessons that take place during Holy Week. In Catechism, we continue to study the Second Table of the Law, love for our neighbor. We will be taking our second test on Thursday, December 15, so make sure to urge your children to study carefully for that test. In Science we have begun using the book once more and are studying recent history. We have been studying space exploration. One highlight is that I showed the students a website that identifies times and locations where they can view the International Space Station. Try finding it with them on some evening. It can be a fun family activity. 5th & 6th Grade (Mrs. Knickelbein) We're enjoying several projects! Students have been busy in the kitchen presenting what they made, showing off their math, language, and practical skills. Later this week, we will be presenting our Time Capsules, which have been created to demonstrate what our St. Mark, Chippeway Valley, US, and world culture is like in 2022. Some will be opened in 2026! Our 5th-grade math students are working on math skills as they develop a fundraiser to support the Christian education of others. Battle of the Books Today we kicked off the Battle of the Books in 5-8th grades. Students picked their teams and were given a list of the books available for next week's draft. Teams will then be able to select from that list as they strategize how to be most successful in the three rounds that are to come. Round 1 will take place on January 25th, 2023. Battle of the books is optional for students, but participating students will be excused from Language Arts homework the week of the competition for each round they are participating in (they are doing extra reading, after all!). That means that those participating in the first round (all participants) will have no LA homework the week of January 23-27. 7 th /8 th grade The 7th & 8th grade classroom is decorated with a beautiful plastic tree, wonderful sparkling lights and we are ready for the last few weeks until Christmas. Our Christlight lessons this last week focused on the question, "How did Jesus show that he was an eager evangelist?" We looked at how Jesus shared the gospel with the Samaritan woman at Jacob's well, and how we have the tools and knowledge to share the same gospel to those God has put in our lives as well. In Reading class, we have finished our novel, "Crispin: The Cross of Lead". Students are now working on skits for their final project. The students have been busy writing scripts, gathering costumes and props, and filming skits based on sections of the novel. Next week, we will watch all the skits in chronological order and will have nearly the entire book made into a movie featuring our own St. Mark students! In U.S. History, we took our third test last week. We have learned about and discussed the events leading up to the American Revolution. We will now be learning about the Revolutionary War and the lasting impact events that occurred during that time have had in our country. In Science, we have finished up our study on cell division and mitosis. We learned the reasons why our cells need to continually reproduce and the way in which this is done so that all of the new cells that are created are genetically identical to the cells which they came from. In the next chapter we will learn about the reproduction methods of entire organisms. 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NEWS Study links gene to inherited form of autism BY PETER HESS 25 JUNE 2020 Listen to this story: Inherited mutations in a gene called ACTL6B lead to autism, epilepsy and intellectual disability, according to a new study 1 . The mutations are recessive, which means that they lead to autism only if a person inherits them in both copies of the gene — one from each parent, who are silent carriers. Most other mutations implicated in autism are spontaneous, or 'de novo,' mutations, which are not inherited. The study suggests that recessive mutations in ACTL6B could be a relatively common cause of autism, says co-lead researcher Joseph Gleeson, professor of neurosciences and pediatrics at the University of California, San Diego. ACTL6B helps to control the expression of other genes in brain cells by encoding part of a protein complex called BAF. This complex tightens and loosens chromatin, the bundle of DNA and protein crammed inside a cell's nucleus, during transcription. Scientists have linked autism to mutations in many other chromatin regulation genes — including several that encode other parts of the BAF complex. ACTL6B mutations have previously been associated with neurodevelopmental conditions, but the new study makes a strong case that they are tied to autism, says Gaia Novarino, professor of neuroscience at the Institute of Science and Technology in Klosterneuburg, Austria, who was not involved in the study. The work also provides a comprehensive look at how mutations in ACTL6B affect the brains of 1 / 3 https://www.spectrumnews.org people, mice and flies, and suggests that the gene plays a common role across species. "It's kind of shocking how highly conserved the function of this gene is and how robust this phenotype is across different species, all the way from flies to humans," says Wendy Wenderski, a graduate student in co-lead investigator Gerald Crabtree's lab at Stanford University in California. These similarities across species highlight ACTL6B's importance in brain function and indicate that researchers can study animals to learn how the gene works in people, she says. The findings were published in May in the Proceedings of the National Academy of Sciences. Family matters: The researchers searched a database of genetic sequences from autistic people, many with parents who are closely related — for example, first cousins. (Recessive mutations are common among the children of such parents.) Recessive mutations in ACTL6B occur more frequently than expected among autistic people, they found, but not among 256 controls who have other developmental conditions. Among six families, they identified 13 autistic people who have two nonworking copies of ACTL6B. All of the autistic individuals with ACTL6B mutations in both copies of the gene also have epilepsy and intellectual disability, conditions that would not have distinguished them from the rest of the members of the database. The researchers also analyzed recessive gene mutations from a 2019 study of more than 2,000 autistic people and 5,800 controls 2 . In this dataset, ACTL6B ranks sixth among the genes most likely to carry significant recessive mutations, which suggests that ACTL6B mutations are common among autistic people, not just those whose parents are related. Gleeson and his colleagues used cells from members of one ACTL6B family to make a series of brain organoids — 3D cultures of brain cells. They found that the BAF complex in the mutant organoids contains unusually high levels of ACTL6A, a protein related to ACTL6B. The complex also fails to control chromatin remodeling as effectively, activating a set of genes that are typically shut off. "It's like taking the brakes off a train. The train just plows straight ahead," Gleeson says. "The result of that failed gene regulation is that cells misbehave: They don't know which way is up, when to turn off, and they generally cause chaos, we think, in the brain." The study provides insight into how ACTL6B mutations, as well mutations in other BAF components, might cause autism, says Albert Basson, professor of developmental neurobiology at King's College London in the United Kingdom, who was not involved in the study. But it is still unclear how, or if, mutations in BAF-complex genes interact with other mutations to disrupt 2 / 3 Powered by TCPDF (www.tcpdf.org) chromatin remodeling in entirely different ways, he says. Animal parallel: Researchers examined mice and flies missing both copies of ACTL6B, and they found that these animals have brain differences that are reminiscent of those seen in people with the mutations. The mice have an atypically thin corpus callosum, the bundle of white matter connecting the two halves of the brain, similar to what the researchers saw in brain scans from five people with ACTL6B mutations. This change to the corpus callosum likely hinders the transfer of information between brain regions. Similarly, fruit flies missing the fly version of ACTL6B have some altered connections between brain regions. Providing them with functional copies of the human version of the gene prevented this issue, indicating that the gene works similarly across species. The mice missing ACTL6B showed social impairment and increased repetitive behaviors, analogous to what occurs in people with autism. That suggests that the loss of this gene affects mice and people in a similar way, the researchers say. The study provides a good example of a recessive form of autism that is linked to specific brain circuits, says Timothy Yu, assistant professor of pediatrics at Harvard University, who was not involved in the study. "Continuing to ferret out the recessive causes will round out our picture of autism's genetic architecture. It's likely it will lead to new neurobiological insights, too," he says. To follow up on this work, Gleeson and his colleagues are investigating which cell type mediates the effect of ACTL6B loss in the mouse brain. They are also testing whether reinstating the gene in the course of development can restore typical brain development in mice. REFERENCES: 1. Wenderski W. et al. Proc. Natl. Acad. Sci. USA 117, 10055-10066 (2020) PubMed 2. Doan R.N. et al. Nat. Genet. 51, 1092-1098 (2019) PubMed 3 / 3	<urn:uuid:e41aab24-8176-47bb-9143-830eef038d14>	CC-MAIN-2022-49	https://www.spectrumnews.org/news/study-links-gene-to-inherited-form-of-autism/?format=pdf	2022-12-05T05:32:50+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00271.warc.gz	1,032,886,278	1,329	eng_Latn	eng_Latn	0.99778	eng_Latn	0.998031	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1544, 4345, 6285 ]	[ 1.4609375 ]	3	0
AUGUST WEEK T WO Preschool God is powerful. Bible Story Moses and the Sea Exodus 13:17-18; 14 God parts a sea and creates a dry path for Moses and the people to walk across. MEMORY VERSE "Great is our Lord and mighty in power." Psalm 147:5, NIV AUG UST W EEK T W0 Preschool God is powerful. Bible Story Moses and the Sea Exodus 13:17-18; 14 God parts a sea and creates a dry path for Moses and the people to walk across. MEMORY VERSE "Great is our Lord and mighty in power." Psalm 147:5, NIV Preschool ENGAGE IN E VERYDAY MOM ENTS TOGET H ER Morning Time Cuddle Time When you go into your child's room, say, "God gave us a wonderful new day today." Drive Time While on the go, ask your child, "What's something that is awesome? I think you're awesome because . . . " Cuddle with your child and pray, "Thank You for [kid's name], and thank You for being so awesome. Your power is amazing!" Bath Time Ask your child, "What is something that God can do?" Preschool ENGAGE IN EVERYDAY MOMEN TS TOGETHER Morning Time Cuddle Time When you go into your child's room, say, "God gave us a wonderful new day today." Drive Time While on the go, ask your child, "What's something that is awesome? I think you're awesome because . . . " Cuddle with your child and pray, "Thank You for [kid's name], and thank You for being so awesome. Your power is amazing!" Bath Time Ask your child, "What is something that God can do?"	<urn:uuid:ae0ce6fe-0c21-4e29-8328-ecad5d01d7d8>	CC-MAIN-2022-49	https://www.bethel.ca/wp-content/uploads/2021/08/parent-cue-14.pdf	2022-12-05T04:09:24+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00272.warc.gz	721,026,621	415	eng_Latn	eng_Latn	0.974713	eng_Latn	0.990868	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 512, 1454 ]	[ 1.828125 ]	1	3
MEGHALAYA ELECTRIC VEHICLE POLICY – 2021 TRANSPORT DEPARTMENT GOVERNMENT OF MEGHALAYA 2021 .......................................................................................................................... 16 ANNEXURE-I PREAMBLE Meghalaya, meaning the "abode of clouds", with a forest cover of about 17217 sq km (76.44% of its geographical area) ranks 4 th in the country in terms of percentage of Forest cover amongst States. (source: Statistical Year Book India 2018). Forest cover contributes to better air quality of the state. However, increasing pollution levels due to steep rise of conventional internal combustion engine (ICE) vehicles in the State is a major concern for the Transport Department, Government of Meghalaya. As on 31 st October, 2020, 18776 vehicles have already been registered in Meghalaya during 2020. (Source: https://parivahan.gov.in) As on 31 st October, 2020, Meghalaya has only 6 registered Electric Vehicles (Source: www.fame-india.gov.in). . The burden of Internal Combustion Engine (ICE) vehicles is huge for the country. There is a need to reduce dependency on a fossil-fuel based economy. India's crude oil imports for 2019-20 was about 102 billion dollars. As per a study by World health Organization (WHO), India is home to 14 out of 20 most polluted cities in the world. The gradual shift to EVs is essential towards an energy secure future and a clean environment. It will also contribute towards the Sustainable Development Goals (SDG) on Climate Action. As per International Energy Agency (IEA), the number of electric cars globally on the road is expected to reach almost 10 million in 2020, as sales grow this year despite the Covid-19 pandemic. It is believed that the Covid-19 pandemic will affect global vehicle markets, and how governments respond to the pandemic will influence the pace of the transition to electric vehicles. Global electric vehicle deliveries in 2019 reached 2.26 million units, 9% higher than for 2018. Over 30 new and improved EV models were introduced in 2019. EVs secured their highest ever share of 2.6% of the global car market in 2019. As per www.fame-india.gov.in, as on 31 st October, 2020, 280988 EVs sold in India have resulted in saving of 73.8 million litres of fuel, which is a saving of about 52,794 litres of fuel per day. Further, it has resulted in reduction of Carbon Dioxide by 183.58 million kilograms (Kg), which is about 130835 Kgs per day. For Meghalaya, as on 31 st October 2020, presently having only 6 EVs, it has been estimated to have already resulted in saving of 1568 litres of fuel, and reduction of 3901 Kg Carbon Dioxide. The Government is committed to provide requisite impetus towards adoption of at least 15% EVs in 5 Years in Meghalaya, by providing incentives to a limited number of early electric vehicles adopters. Thus, Government of Meghalaya aims at facilitating adoption of about 20,000 EVs during the Policy Period, which will save about 50 lakh litres of fuel, resulting in reduction of about 10,000 Kg of CO2 per day, which will lead to reduction of more than 36.5 lakh Kg of CO2 per year. In view of the above, the Government of Meghalaya is committed to do its part by contributing towards clean and green environment and an energy secure India. Towards achieving this objective, requisite thrust will be provided for increased and faster adoption of Electric Vehicles for a clean and green environment in the State through the Meghalaya Electric Vehicle Policy 2021. 1. SHORT TITLE, EXTENT AND COMMENCEMENT (i) The Policy may be called the "Meghalaya Electric Vehicle Policy, 2021." (ii) The Policy shall come into effect from the date of its notification in the official Gazette. (iii) It shall extend to the whole State of Meghalaya. 2. POLICY PERIOD The Meghalaya Electric Vehicle Policy, 2021 will remain in operation and valid for a period of five years from the date of its notification or till such time the Government may deem fit and proper. 3. ELECTRIC VEHICLES IN THE WORLD AND INDIA (i) Electric mobility is expanding at a rapid pace. In 2018, the global electric car fleet exceeded 5.1 million, up 2 million from the previous year and almost doubling the number of new electric car sales. The People's Republic of China remains the world's largest electric car market, followed by Europe and the United States. Norway is the global leader in terms of electric car market share. Electric Vehicles contribute towards reducing the local concentration of pollutants in cities. (ii) As per the NITI Aayog's 'Zero Emission Vehicles (ZEVs): Towards a Policy Framework' document, accelerating the availability of necessary electricity network infrastructure as well as domestically produced technologically superior EVs, chargers and components will bring down costs and increase the options available for transportation electrification in India. This could bring total cost of ownership (TCO) of EVs at par with ICEs by as early as 2025. Therefore, policy support is being extended by the Government of India to address the strategic importance of the battery technology value chain. (iii) In 2013, the Government of India launched the National Electric Mobility Mission Plan 2020. Under this mission plan, the scheme for Faster Adoption and Manufacturing of (Hybrid) Electric Vehicles in India (FAME India) was launched in March, 2015 for two years as Phase-I, which was subsequently extended up to 31 March, 2019. (iv) The Government of India in its Automotive Mission Plan 2016 had laid down a vision of "Safe, Comfortable and Efficient mobility" with the aim on environmental protection and affordability. After reviewing of FAME India Phase-I, the Government of India came up with FAME India Phase-II (FAME II), which will be for a period of three years from 1 April 2019 composing of verticals such as Demand Incentives, Establishment of Network of Charging Stations and Administration of the Scheme. (v) FAME II aims to boost electric mobility and increase the number of electric vehicles in commercial fleets with an outlay of Rs 10,000 crore (Rs 100 billion) for three years till 2022. The Government of India offers incentives for electric buses, three-wheelers and four wheelers to be used for commercial purposes. Plug-in hybrid vehicles and vehicles with a sizeable lithium-ion battery and electric motor will also be included in the scheme. Fiscal support is being offered based on the size of the battery in FAME II. 4. VEHICLE POPULATION IN MEGHALAYA Sustained economic development and expanding road networks have led to rapid increase in the number of motorized vehicles in Meghalaya. As of October 2020, Meghalaya accounts for only 0.002% of the electric vehicles sold in India and the total EVs in the State account for only 0.001% of the total vehicles registered in the State. Therefore, it is imperative to accelerate early adoption of EVs in the State of Meghalaya by providing adequate impetus and support for adoption of Battery EVs and setting up of related charging infrastructures. 5. DEFINITIONS (i) 'Governor' means the Governor of Meghalaya (ii) 'Government' means the Government of Meghalaya, unless specified otherwise (iii) 'State' means the State of Meghalaya (iv) 'Policy' means the Meghalaya Electric Vehicle Policy, 2021 (v) 'RTO' means the Regional Transport Office (vi) 'ICE' means Internal Combustion Engine (vii) Electric Vehicle (EV) or Battery Electric Vehicle (BEV) means a vehicle which is powered exclusively by an electric motor; whose traction energy is supplied exclusively by traction battery installed in the vehicle; and has an 'Electric Regenerative Braking System'. This includes all types of Hybrid electric vehicles as defined by Department of Heavy Industries. (viii) 'Electric Regenerative Braking System' means an integrated vehicle braking system which provides for the conversion of vehicle kinetic energy into electrical energy during braking. (ix) 'Advanced Battery' means the new generation batteries as defined and notified by Department of Heavy Industries, including for FAME-II. (x) Engine 'Stop-Start' arrangement means a system by which the engine is started or stopped in a hybrid electric vehicle by vehicle control unit at operating conditions depending upon traction power required for the propulsion of the vehicle. (xi) Off Vehicle Charging (OVC) means the Rechargeable Energy Storage System (ReESS) in the vehicle has a provision for external charging. (xii) Hybrid Electric Vehicle (HEV) means a vehicle that for the purpose of mechanical propulsion draws energy from consumable fuel and Rechargeable Energy Storage System (ReESS) (xiii) Strong Hybrid Electric Vehicle (SHEV) means a 'Hybrid Electric Vehicle (HEV)', which has an engine 'Stop-Start' arrangement, 'Electric Regenerative Braking System' and a 'Motor Drive' (motor alone is capable to propel/drive the vehicle from a stationary condition). (xiv) Plug-in HEV (PHEV)/ Range Extended Electric Vehicle (REEV) means A 'Strong Hybrid Electric Vehicle (SHEV)' which has a provision for 'Off Vehicle Charging' (OVC) of 'Rechargeable Energy Storage System (ReESS)'. (xv) 'Industrial Parks' means Industrial Estates or Industrial Areas or Export Promotion Industrial Park or Industrial Growth Centre 6. OBJECTIVES OF MEGHALAYA ELECTRIC VEHICLE POLICY 2021 (i) To facilitate adoption of at least 15 % EVs in the State by 2025. (ii) To provide support towards adoption of EVs by providing purchase incentives for early adoption of EVs based on the energy capacity in kWh of battery. (iii) To support the setting up of robust infrastructure for EVs including adequate power supply, network of charging points with favourable power tariff and adequate service centres. (iv) To promote innovation in EVs for automotive and shared mobility by providing the requisite ecosystem and infrastructure. (v) To create an enabling environment to provide charging infrastructure for EVs in the State. (vi)To create a pool of skilled workforce for the EVs industry in collaboration with technical institutions available in the State, encourage entrepreneurship and create new jobs in the EVs industry. (vii) To mandate adoption of EVs in the Government and its Boards, Corporations, Government undertakings, Development Authorities, Municipalities in a phased manner. (viii) To replace the Meghalaya Transport Corporation buses with battery electric vehicles in a phased manner. (ix)To provide a clean and green environment at tourist spots. (x) To facilitate in creating an ecosystem for recycling and reuse batteries and disposal of rejected batteries in an environment friendly manner to avoid environmental pollution. (xi)To align with the latest guidelines, standards and rules governing Battery EVs in India issued, inter alia by the Ministry of Road Transport & Highways (MoRTH), Ministry of Environment, Forest and Climate Change, Ministry of Power, Ministry of New and Renewable Energy (MNRE) and the National Institution for Transforming India (NITI) Aayog. 7. ADOPTION SUPPORT AND INCENTIVES 7.1 Purchase Incentives for Early Adopters (Summary placed at Annexure-I) 7.1.1 Incentives for Electric Two Wheelers (i) The Government shall offer a purchase subsidy @ Rs 10,000/- per KWH for the first 3500 electric two wheelers purchased and registered in the State during the Policy period. (ii) The maximum ex-factory price to avail incentive is Rs 1.5 lakhs for electric two wheeler vehicles. 7.1.2 Incentives for Electric Three Wheelers (i) The Government shall offer a purchase subsidy @ Rs 4,000/- per KWH for the first 200 electric three wheelers purchased and registered in the State during the Policy period. (ii) The maximum ex-factory price to avail incentive is Rs 5 lakhs for electric three wheeler vehicles. 7.1.3 Incentives for Electric Four Wheeler Cars (i) The Government shall offer a purchase subsidy @ Rs 4000/- per KWH for the first 2500 four-wheeler EVs purchased and registered in the State during the Policy period. (ii) The maximum ex-factory price to avail incentive is Rs 15 lakhs for electric four wheeler vehicles. 7.1.4 Incentives for Electric Strong Hybrid Four Wheelers (i) The Government shall offer a purchase subsidy @ Rs 4000/- per KWH for the first 30 strong hybrid 4 wheeler EVs purchased and registered in the State during the Policy period. (ii) The maximum ex-factory price to avail incentive is Rs 15 lakhs for Strong hybrid electric four wheeler vehicles. 7.1.5 Incentives for Electric Buses (i) The Government shall offer a purchase subsidy @ Rs 4000/- per KWH for the first 30 EV Buses purchased and registered in the State during the Policy period. (ii) The maximum ex-factory price to avail incentive is Rs 2 crores for EV Buses. (iii) The Government will encourage setting up of charging stations for EV buses on Public Private Partnership (PPP) mode. 7.2 Support for Charging Stations (i) Availability of charging stations is key for adoption of EVs. To further facilitate in the setting up of EVs charging stations, the Government will encourage investments in setting up both slow and fast charging networks in Government buildings and other public places through active participation of public and private players. (ii) In order to boost EVs charging station ecosystem, the Government will undertake appropriate steps including identification of land and encouraging private investments at key locations. (iii) The State will facilitate setting up charging stations at several key locations such as Meghalaya Transport Corporation's depots, Inter State Bus Terminus, Deputy Commissioner's offices, Secretariat, State Central Library, Urban Affairs Department's parking lots, other State Government facilities, and commercial buildings such as hotels, shopping malls, cinema halls and apartments. (iv) The State will endeavor to provide attractive electricity tariff including fixed demand charges for the EVCS. (v) The State will facilitate to provide priority electricity connections to EVCS. (vi)The State Government will endeavor to provide Government land, wherever available, free of cost, to any Government agency (both State and Central) including Public Sector Undertakings (PSUs) or any private agency on Public Private Partnership (PPP) basis, for the first five years in order to make the EVCS economically viable. Thereafter, the EVCS may be operated on a revenue sharing basis. 7.3 Support for Start-ups (i) The skilling and mentoring support shall be provided to EV related startups for encouraging the EV eco-system in the State. (ii) The incentives for start-ups shall be as applicable under the Meghalaya Startup Policy, 2018. 7.4 Reserving areas exclusively for EVs in Tourism sector The Government through the Tourism Department, shall endeavour to identify certain tourist spots where tourists shall avail transport services in an environmental-friendly manner by exclusively using EVs. The details of such tourist spots and the modality for operation including charging infrastructure support shall be worked out by the Department of Tourism along with relevant stakeholders. 7.5 EVs at Industrial estates, Export Promotion Parks and Technology Park The Government will promote plying of EVs in Industrial estates, Export Promotion Parks and Technology Park. Support will be extended for setting up of EV Charging Stations (EVCS) at such locations as per requirement. 7.6 Other Benefits (i) Priority registration will be provided to EVs over ICE vehicles by the respective RTOs in the State. (ii) In case the Government decides to implement Odd-Even system for plying of vehicles in order to curb pollution, the EVs shall be exempted from such arrangement. (iii)In order to support the EV ecosystem, the Government will undertake appropriate steps to reserve parking slots for EVs at key locations. (iv)Registration fees and road tax shall be waived for all types of electric vehicles purchased during policy period. 7.7 Towards Funding of Incentives (i) As per the report entitled "India Leaps Ahead: Transformative Mobility Solutions For All" prepared by National Institution for Transforming India (NITI) Aayog) in collaboration with US-based Rocky Mountain Institute, a "feebate" applied to the purchase of new vehicles in India would help jumpstart both the manufacturing and consumer adoption of efficient vehicles, including EVs. The feebate concept is based on the "polluter pays" principle, and the concept works by levying a fee or penalty on polluting vehicles and offering a rebate or a reward on the lesser polluting ones. Accordingly, the Nodal Agency will endeavor to implement a "feebate" concept, wherein inefficient polluting vehicles will incur a surcharge ('fee-') while the efficient vehicles will receive a rebate ('-bate'). (ii) With the objective of making the Meghalaya Electric Vehicle Policy 2021 financially self-sustainable, the Nodal Agency will set up a non-lapsable Meghalaya Electric Vehicle Adoption Fund (MEVAF) in consultation with the State Finance Department. The funding for the various incentives being offered under the Meghalaya EV Policy shall be obtained from the following sources and aggregated under the umbrella of non-lapsable MEVAF: a. Pollution cess: From the date of notification by the State Government, the applicable Pollution Cess collected from sale of Diesel and Petrol shall be transferred to the MEVAF. Based on the fuel consumption data of Petroleum Planning & Analysis Cell, under Ministry of Petroleum & Natural Gas, Government of India, it is estimated that by introducing an additional cess @ 10 paise per litre of diesel and petrol in Meghalaya, the expected average additional revenue may be about Rs 5 crores yearly. The State Government shall appropriately strive to levy and increase Pollution Cess on all Internal Combustion Engine (ICE) vehicles to discourage polluting vehicles and fund for the incentives for the adoption of EVs in the State. b. Other sources: Any gap left after funding from the MEVAF is exhausted, shall be filled through allocations including Budgetary, as may be decided and deemed appropriate by the Government from time to time. 8. RECYCLING SUPPORT (i) The Government will encourage the re-use of EV batteries that have reached the end of life by facilitating in the setting up of recycling units in collaboration with battery and EV manufacturers that focus on "Urban Mining" of rare materials within the battery for re-use by battery manufacturers. (ii) Charging Station operators will be encouraged to operate as end-of-life battery recycling agencies where Electric Vehicle owners can deposit their vehicle batteries that have reached their end of life. (iii) The Government will facilitate in inviting battery recycling business to establish their presence in the State. (iv) Appropriate protocols and investment subsidies for setting up such units shall be notified by the Government in consultation with stakeholders. Original Equipment Manufacturers (OEMs) shall also be held responsible for recycling of old batteries and their components. 9. CAPACITY BUILDING (i) The State shall facilitate in introducing short-term (viz. 4-6 months) courses, related to Electric Vehicles (EV), EV Charging Stations, and other EV system related courses in collaboration with academia including Polytechnics & Engineering Colleges. (ii) These courses shall be designed and reviewed in consultation with EV Industry and shall include short internship module at partnering Original Equipment Manufacturers (OEMs). (iii) The Government shall endeavour to focus on skill development in light and precision assemblies, electrical powertrains and mechatronics which shall contribute towards improving the entrepreneurship ecosystem in the State. The skilling will provide man-power pool to cater to Service centres, Retrofitting and Recycling of used Batteries. (iv) The State will consider a certification mechanism for the relevant courses through appropriate agencies. 10. NODAL AGENCY (i) The Commissionerate of Transport will be the Nodal Agency for implementation of the provisions of this Policy. (ii) Detailed scheme along with operational guidelines shall be put in place by the Nodal Agency for administering the programmes under this Policy and the same shall be reviewed periodically. (iii)The Nodal Agency may notify separate Registration and Road tax post the policy period for the electric vehicles. (iv)The Nodal Agency shall disburse the incentives / subsidies under this Policy on the basis of the recommendation of State Level Committee. 11. APPROVAL OF INCENTIVES (i) State Level Committee shall be constituted under the chair of the seniormost Secretary incharge of Transport Department and consisting of representative of the State Finance Department, State Planning Department and State Directorate of Commerce & Industries, to go into the claim details and to decide for the grant of subsidy / incentives. (ii) The purchase incentives for electric vehicles shall be channeled through the registered Dealers of Electric Vehicles. 12. OTHER TERMS AND CONDITIONS (i) The incentives under the Policy will be applicable only to those electric vehicle and hybrid electric vehicles, which conform to the latest notification, including for FAME-II, by the Department of Heavy Industries, Ministry of Heavy Industries and Public Enterprises, Government of India. The registered Dealers of EVs shall ensure conformity to the latest scheme and technology specifications of the Government of India, for the EVs eligible for incentives under this Policy. (ii) The amount of incentives in this Policy mentioned in per KWH, however, are subject to review as per the reduction in battery costs & thereby reduction in vehicle cost and would be notified accordingly from time to time by the Nodal Agency with the approval of the State Level Committee. (iii) The subsidies and incentives provided under this Policy shall be fungible with the approval of the State Level Committee. (iv) No Battery EVs registered in Meghalaya, having benefitted under this Policy, shall be issued No-Objection Certificate (NOC) for transfer to another State / UT until the expiry of 5 years from the date of registration of a new electric vehicle. However, in exceptional cases, if an EV is required to be shifted out of Meghalaya, then the matter will be referred to and decided by the State Level Committee. (v) All electric vehicles registered in Meghalaya shall be issued a green number plate in accordance with the latest notification of the Ministry of Road Transport and Highways, Government of India. (vi) All electric vehicles availing any kind of incentive / fee waiver under this Policy should appropriately display a sticker indicating that it has been purchased under this Policy / scheme. The format of the sticker shall be provided by the Nodal Agency. (vii) Doubts relating to interpretation of any term or dispute relating to the operation of any provision under this policy shall have to be referred to the Nodal Agency for clarification/resolution and the decision of the Nodal Agency in this regard shall be final and binding on all concerned. (viii) No right or claim for any incentive under this Policy shall be deemed to have been conferred merely on the ground of provision in this policy. Implementation of various provisions covering the incentives, concessions etc. will be subject to the issue of detailed scheme/guidelines/statutory notifications wherever necessary in respect of each item by the concerned Nodal Agency / Administrative Department. (ix) If the Government is satisfied that the subsidy(s) has been obtained by misrepresentation as to an essential fact or furnishing of false information, the Nodal Agency / Administrative Department Government may ask the concerned Dealer(s) / beneficiary(s) to refund the grant of incentive / subsidy after giving an opportunity to the Dealer(s) / beneficiary(s) of being heard. (x) The fiscal incentives being offered under this Policy shall be in addition to the demand incentives available in the FAME India Phase-II or latest scheme of the Government of India. (xi) The Government reserves the right to modify any part of this Policy in public interest. ANNEXURE-I Summary of vehicle segment-wise Incentives, Maximum Number of vehicles to be supported and other details. \| A \| B \| C \| D \| E \| F=DE \| G=CF \| \|---\|---\|---\|---\|---\|---\|---\| \| Sr \| Type of Electric Vehicle \| Nos. in 5 yrs \| Approx capacity (in KWH) \| Incentive per KWH in Rs \| Incentive per vehicle in Rs \| Total Incentive in 5 Years (in Rs Crores) \| \| 1 \| 2 wheelers \| 3500 \| 2 \| 10,000 \| 20,000 \| 7 Cr \| \| 2 \| 3 wheelers \| 200 \| 5 \| 4,000 \| 20,000 \| 0.40 Cr \| \| 3 \| 4 wheelers \| 2500 \| 15 \| 4,000 \| 60,000 \| 15.00 Cr \| \| 4 \| Strong Hybrid 4 wheelers \| 30 \| 1.3 \| 4,000 \| 5,200 \| 0.02 Cr \| \| 5 \| Buses \| 30 \| 250 \| 4,000 \| 10,00,000 \| 3.00 Cr \| \| TOTAL \| \| \| \| \| \| Rs 25.42 Crores \| Note: The subsidies and incentives provided under this Policy shall be fungible with the approval of the State Level Committee. Sd/- (M.R. 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INTERNATIONAL EDUCATION ADVISORY BOARD Learning in the 21st Century: Teaching Today's Students on Their Terms Today, information and communications technologies (ICTs) infiltrate classrooms around the world at an exceedingly rapid pace. In the wake of this influx, educators face growing challenges as they teach a very "wired"—and more and more "wireless"—generation of students using technology that is evolving every day. This white paper helps educators understand and embrace ICT to create better learning environments for students. It defines 21st century students and teachers and presents the challenges educators face as these students and their accompanying technology cross the classroom threshold. This paper also presents solutions to help teachers effectively meet the needs of these students while preparing them for the 21st century workforce. "Today's digital kids think of ICT as something akin to oxygen; they expect it, it's what they breathe and it's how they live." —Learning in a Digital Age, John Seely Brown THE 21ST CENTURY STUDENT Millennials, the current generation of students, were born between 1980 and 2000. Although some Millennials have dropped out of or graduated from academia and entered the workforce, most are still in our school systems. On average, Millennials spend 6.5 hours i each day saturated in print, electronic, digital, broadcast and news media. They listen to and record music; view, create and publish Internet content; play video games; watch television; talk on mobile phones and instant message every day. Generally, these young people share the following characteristics ii : They like to be in control. • Millennials do not want to be bound by traditional schedules, and they do not necessarily want to sit in a classroom to learn or in an office to work. Instead, they prefer to use technology to study at any time of the day or night, telecommute from anywhere in the world and define "balance" in their own individual ways. They like choice. • In project-based environments, Millennials use technology to complete tasks in new and creative ways. Their need for alternative methods to complete tasks presents challenges when using traditional measurements to define productivity. They are group-oriented and social. • Relentlessly exposed to the world via the media, Millennials constantly network socially. In person, they travel in packs, shopping and playing together. Online, they seek opportunities to identify with other individuals on a smaller scale, joining communities and associating with peers around the world. They are highly collaborative; sharing what they learn with others actually helps them create their own personal identities. They are inclusive. • Millennials have been taught to be tolerant of all races, religions and sexual orientations. They are not limited by the information available at their local library or by linear searches in encyclopedias on topics. Instead, they use the Internet to search for information worldwide and use hypertext links to divert from original searches and learn about new subjects. They are practiced users of digital technology. • The Millennial generation is the first to be surrounded by digital media. ICT has always been part of their lives, and because of this access, Millennials naturally gravitate to it. They expect it to support their learning and do what they need it to do. Indeed, Millennials can perform more functions with mobile phones, handheld devices and other wireless equipment than they can with traditional computers. In addition to using the calendaring functions of these devices to prioritize and schedule their lives, they often prefer computer-mediated communication and have developed their own language, which consists of acronyms like "LOL" ("Laughing out loud"), "ATM" ("At the moment"), "BTW" ("By the way") and other Internet slang. Today's technology allows Millennials to voice their opinions in ways that were not available in the past. They think differently. • Technology itself is not amazing to Millennials. As former generations first try to understand how a new technology works, this generation does not marvel at it; Millennials simply accept technology, adapt to it and use it. For example, when researching a topic, a Millennial simply "Googles" it. What Google ™ is and how it works does not concern Millennials; they use the tool to find the information they need. They are more likely to take risks • iii. The dot-com boom of the late 1990s resulted when early Millennials shared a common mentality: "If this doesn't work out, we'll try again." Some found wealth as a result; others tried and tried again. Their parents do not think this way and are not as likely to take repeated and similar risks. They value time off because they view life as uncertain. • Millennials watched events like the 1999 shooting massacre at Columbine High School and the terrorist attacks on September 11, 2001, live on television. As a result of these tragedies, they view life differently. They observe their parents working hard in anticipation of earning a certain status or achievement level before taking a break. In response, Millennials want their own time—and when it is free—to be dictated according to their own terms. "They use digital technology transparently, without thinking about it, without marveling at it, without wondering how it works." —Understanding Digital Kids: Teaching and Learning in the New Digital Landscape, Ian Jukes, May 2005. THE 21ST CENTURY TEACHER Through its research, the National Education Association has determined today's teachers are generally white, female, 43 years old and married. They are more educated and experienced than teachers of the past; more than half hold advanced degrees and have 15 years or more of experience. And, of course, these teachers are seeing their work and their classrooms transform as they improve their lessons and teaching using technology xi . Generally, today's educators also share the following characteristics: They may resist learning about new technology. • Coming from the Baby Boom generation and somewhat reluctant to adopt new technology too quickly, some educators feel intimidated by students' knowledge of tools they do not understand. They work in environments where professional development is under- • emphasized and undervalued by their employers. Of the 75 percent of teachers who participated in educational technology integration professional development courses, the majority—more than 60 percent— spent less than eight hours in a 12-month period in this type of training. When so few hours were dedicated to this training, 87 percent of teachers said they did not experience a lot of improvement in their teaching xii . "ICT is not only a 'thing'... (It also provides) a space that can link a wide community of learners and thinkers, where our capacities can advance through the intersection of people's social and individual inclinations." —ICT Fluency and High Schools: A Workshop Summary, National Research Council, 2006. They need support and planning time. • The number one reason teachers experience dissatisfaction with their jobs, causing them to either leave their profession or transfer to other schools, is lack of planning time xiii . New technology takes them out of their comfort zones. • Technology requires teachers to play more of a facilitator role—rather than a more directive or authoritative one. This new role conflicts with traditional teaching methods and requires teachers to step back and allow learning to happen without their hands-on direction. THE CHALLENGES OF TEACHING MILLENNIALS The classroom has changed since Millennials began moving through today's school systems. Curricula evolve, and new teaching methodologies are developed to reach this generation, which spends as much time stimulated by digital media as it does in school. As teachers work to engage and educate this generation of students, they face the following challenges: Learning must be relevant to students. • Learning means more when Millennials understand practical applications for the information they receive. Content must be specific, concise and fast. Millennials are hungry for information and will search for it on their own if teachers do not present what they perceive to be relevant. Because so much information is constantly available, Millennials do not feel they need to learn everything immediately. Instead, they want to be taught how and where to find what they need when they need it. Technology can be distracting. • Although Millennials respond best to high technology, these students and—more often—their teachers may become very distracted by it. ICT in the classroom requires students and educators to be taught how and when to use technology as a tool appropriately and safely. Technology can be expensive. • The costs associated with implementing new technological resources in academic institutions are daunting. Funding hardware, software, infrastructure, professional development and technical support must be an ongoing priority. ICT costs are recurring, as is the need for teachers to be repeatedly trained and prepared to use technology. Millennials risk being over-schooled and overworked • xiv. The most scheduled generation ever, Millennials are pushed to succeed unlike any previous generation. High school students who excel arrive at college to find themselves unchallenged, sometimes finding no use for the first two years of higher education. At the same time, only 75 percent of public high school students in the U.S. graduate on time xv . The remaining 25 percent drop out because they do not believe their coursework is relevant, the teaching they are subjected to does not match their learning styles and they experience a lack of personal attention xvi . The U.S. is not alone; individuals all around the world enter the workforce without graduating from secondary school: - In New Zealand, where young people are required to attend school from age six to 16, six percent of 15-year-olds have dropped out xvii . - In Canada, the high school dropout rate among 20 year olds is approximately 12 percent xviii . - In the United Kingdom, 16 percent of individuals of working age lack the appropriate qualifications xix . - In Australia, student retention rates are only about 67 percent, and a study by the Business Council of Australia estimates 80,000 young people aged 15 to 19 will drop out of the educational system and fail to find fulltime work xx . - In South Africa, only 60 percent of students advance through the country's school systems xxi . Some Millennials will not pursue post-secondary education. • When formal education is not of interest, Millennials move into career clusters, which provide skills education, rather than academics. Although they may go to work in family businesses or trades, they still need a minimum standard of business, communication, creative, interpersonal and technical skills, as well as strong work ethic and personal integrity to succeed. SOLUTIONS FOR USING TECHNOLOGY TO TEACH 21ST CENTURY STUDENTS To effectively engage and teach Millennial students, school systems must be outfitted with a prerequisite of ICT resources, and curricula must be designed to promote a collaborative learner-centered environment to which students will relate and respond. As ICT is integrated into classrooms, educators must have professional development and certification of computing skills. Students must also be taught ICT skills relevant to their entry into the workforce. Equip Classrooms with ICT Resources Schools and school systems must outfit classrooms with ICT resources vital to the learning needs of 21st century students. In addition to hardware, software and infrastructure, ongoing technical support and maintenance is crucial. For about $5,000 (USD), a "presentation station" with a teacher's workstation, data projector, interactive whiteboard, printer and digital camera can be created. On an individual level, one state was recently able to outfit students with laptops, software, technical support and maintenance for as little as $289 per student per year xxii . When funding does not allow for computers for each student, workstations may be mounted on wheeled carts to provide access for multiple classrooms to share. New Curricula Design Eight out of 10 teenagers play networked, online video games xxiii . Designing curricula to simulate a video-game environment may help educators better engage media-saturated Millennial students and provides the analytical-thinking, team-building, multitasking and problem-solving skills employers need xxiv . Consider the following characteristics of well-designed video games and ideas for how these characteristics can be applied in the learning environment xxv : Well-defined goals. • Video games provide players a clear explanation of the desired outcome of the game and a definition of how to play. For example, a video game's objective may be, "Save the princess." Its definition of play may include, "Travel through worlds. Complete heroic tasks." In the classroom, teachers must set clear, realistic, attainable expectations for success. Not all students will achieve a goal in the same way or at the same speed, but every one must be given the same criteria for passing. For clarity, provide rubrics, multiple measures and examples, considering how individual students learn. Patience • xxvi. Video games allow players to perform tasks over and over. Multiple ways to complete a task may be available, and players are allowed to try repeatedly until they are successful. For example, when players attempt to kill a dragon and the dragon kills them first, they can always restart and try again. Likewise, if at first players try to use swords to kill the dragon and fail, they may try again using other weapons. In the classroom, allow students to complete portions of assignments and submit them for review. Give them opportunities to correct work and resubmit it. Be patient with their attempts, allowing students to learn from their mistakes and try again. Team play. • Networked, online video games offer players opportunities to work together to win. Some games even require players to be part of a team to win. The collaboration involved in these games also extends outside of the game to online fan sites and discussion boards xxvii . In the classroom, utilize group projects and peer review. Allow students to introduce themselves to their groups so classmates can see who they are working with, identify areas of shared interests and discover how they are individual, different and unique. Physically arrange classrooms to allow for collaboration and idea sharing. Assign tasks, and evaluate students as groups xxviii . Tracking. • Video games are organized in levels, allowing players to easily track their progression toward a goal. In the classroom, students need to understand where they are on the pathway toward their goal and must be able to see success at every level on the way. For example, say, "You are on step three of a 10-step process." By tracking where they are, students are better able to see the big picture. By showing how specific skills are relevant to jobs, students also see how skills development keeps them on track to achieving their goals in life. Change. • Video games keep experiences moving. Players constantly change environments and progress to new and different areas of challenge when they are ready. Similarly, nothing in the classroom should be static. When possible, break up large projects into smaller tasks and teach students how task division moves a project along. Through these experiences, they see progress toward accomplishing their goals and learn time-management skills. Immediate consequences. • Video games engage players by allowing them to see the impacts of their actions instantly. In the classroom, provide immediate, useful feedback and meaningful assessments. Help students understand what works for them, how it helps them achieve their goals, the value of their learning and how it impacts their environment. Remember, students need to see how learning is relevant to their lives. Personalization. • Video games allow players to perform as different characters, customizing their experience and allowing for varying levels of expertise. In the classroom, teachers must help students set targets they can meet and identify where they may struggle. Although passing criteria is the same for all students, they should be encouraged to work in different roles to discover their strengths, preferences and interests. Give them opportunities to explore and move out of their comfort zones. Patterns. • Despite varying levels of complexity, video games are designed to allow players to recognize certain patterns to solve problems. Learning to identify patterns and make logical decisions helps students cultivate higher-level thinking skills. The following table compares the requirements of video-game and learning design: By structuring academic courses to reflect the attributes of well-designed video games, educators better reach Millennials and allow them to be in control, make their own choices, interact in groups and take risks. When teachers set clear expectations and allow students to chart their own courses toward task completion, students learn to manage their own education. In this self-directed-learning environment, they divide tasks, make decisions and learn from the consequences of their actions. To win a video game, players recognize patterns and prioritize tasks. Similarly, when courses are designed to provide patterns students can follow, tasks they can prioritize and opportunities for group collaboration, students achieve success. Digital Literacy Certification for Educators ICT resources and well-designed curricula will only achieve optimal results in the 21st century classroom if educators have a foundation of basic computing skills. College and university-level teacher education programs should require educational technology courses for graduation. When new teachers enter school systems, they must come prepared with computing skills to seamlessly integrate technology into their classrooms. Existing teachers are not exempt from the need for these skills. Professional development for all educators is critical to ensure technology is used with ease in the classroom. Just as school districts appropriate funds for teacher development in reading, writing, mathematics and other subjects required by departments and ministries of education, they must also allocate funds to train teachers with the skills required to integrate ICT with the lessons they teach. Of course, an individual's technological expertise is arbitrary unless it is measured and validated against a standard. Certiport ® Internet and Computing Core Certification (IC³ ® ), for example, is based on a standard that certifies knowledge of the critical computing and Internet skills valued in today's academic and professional environments. Developed in partnership with the Global Digital Literacy Council and with input from hundreds of subject matter experts from business and academia worldwide, IC³ is aligned with International Society for Technology in Education National Educational Technology Standards and has been given credit recommendations by the American Council on Education. The industry recognition, portability and validity of IC³ make it compelling proof of an individual's digital literacy. Schools around the world have successfully included IC³ in teacher development programs. For example, Freeman School District, which is located just south of Spokane, Washington, implemented a teacher training and certification program to establish a base level of computing knowledge among teachers and to ensure teacher development was efficient and cost effective. "We've struggled for years to provide technology in-service trainings to meet the needs of our teachers," said Bill Thurston, former superintendent of Freeman School District. "On these occasions, about one-third of the members of our staff say the training is what they need, one-third have knowledge and skills above the level of training we are providing and one-third are below it. It has been difficult to target the needs of our staff and establish a base of knowledge to provide everyone. We knew if we could put a certification standard in place, all of our staff would have the same knowledge base from which we could continue to provide training." Several years ago, Freeman School District set a goal to have staff earn IC³. Dave Teague, Freeman School District technology director, said IC³ was chosen because of its task-based methodology, the concepts it covers in its three component exams—Computing Fundamentals, Key Applications and Living Online—and its logical gateway to other certifications in the ICT world. "Staff development is a priority," Teague explained. "But it's difficult because the members of our staff are at all levels of knowledge about technology. IC³ provides our teachers a level playing field and an equal foundation from which they can develop their ICT skills." Mary Ellen Wall, a third-grade teacher at Freeman Elementary School, said IC³ opened a door to a whole new world for her. "I wasn't raised with technology. I've had to take classes and work with it. Earning IC³ was difficult for me, but once I passed the tests, I realized its benefits. It gave me confidence to approach new technology and use it." The investment the district made in teacher development flowed into the classroom. "We are a school district that receives little federal funding," Teague explained. "Therefore, all of our activities are taxpayer funded. Staff certification is a tangible way we are putting technology in classrooms and using taxpayer dollars wisely. Now that our teachers are familiar with IC³, they are better able to incorporate technology into their lesson plans and integrate it into their classrooms." Thurston said the district is implementing multimedia functionality in its classrooms, providing more students access to technology. "The base knowledge IC³ provides has helped our teachers utilize these new opportunities," he said. "The new resources are being used effectively with little training." "I now have enough background knowledge to not be afraid of technology," Wall said. "It has changed my job. We use online tutorials, we're moving to a more-paperless system to reduce waste, we use an intranet at school for communication, we access student test scores online—in all these ways we are better serving our students thanks to technology. My job is easier because I can now communicate with parents via the Internet. I can also format my lessons in so many different ways to adapt to different student learning styles xxix ." Training and certification of computing skills are critical to success in the classroom. Equipment means nothing unless teachers and other ICT professionals within school districts can productively use it to supplement teaching. "Highly qualified teachers" are imperative to education reform in many countries, including the U.S. The No Child Left Behind Act specifies U.S. schools are required to have a highly qualified teacher in every classroom xxx . One quantifiable way to ensure teachers are qualified is to require certification of digital literacy skills. In Hawaii, the department of education has placed special emphasis on the importance of ICT training and certification for teachers, administrators and staff. When the state gave every teacher an IBM-compatible computer, Macintosh-proficient teachers were unable to use the new machines. "Project Inspire," a comprehensive online professional development program, was introduced to help teachers use their new computers and better integrate ICT into their classrooms. The program provides foundational, productivity and more advanced computing skills training and testing. After completing three courses at the foundational-skills level, Hawaii teachers are required to take IC³ exams. Earning the certification is necessary to progress to the next level of the Project Inspire program and qualify for reclassification benefits xxxi . In North Carolina, the board of education approved The Impact Model, a set of teaching and learning guidelines to increase technology integration in classrooms. The program helps teachers merge technology into their teaching, increases student technology awareness and improves students' academic achievements. Focused on collaboration between teachers, technology facilitators and media coordinators, The Impact Model establishes an infrastructure of technological support and provides new, hands-on technology experiences. The results of The Impact Model have contributed to school reform in North Carolina. ICT now spans grade levels and subject areas, including music, art, physical education and special education. Traditional reading, science, math and social studies subjects meld together, assessments are problem-based and authentic and learning is measured by portfolio activities in addition to tests. ICT is integrated effortlessly into teaching plans, and students are met each day with personalized, individualized, exciting learning prospects. Teachers have a new vision; the time and money invested in their professional development has helped them and their students grow academically and personally xxxii . Technology integration programs like The Impact Model are less about the inclusion of ICT in classrooms as they are evidence of the value of emphasizing educator professional development and collaboration. Certainly, technology shapes the learning environment, but, in reality, it is an instrument by which students and teachers come together to learn about their worlds. Well-trained and certified teachers are no longer distracted by the ICT in their classrooms. Given adequate training and time to develop ways to integrate technology into coursework, these teachers improve their teaching and results. Digital Literacy Certification for Students Exposure to computers in the classroom or at home and use of mobile technology does not always equal understanding or efficient use of ICT. Core digital literacy must be taught and validated to ensure students have current and relevant skills to enter institutions of higher learning and perform productively in the workplace. Certification of student computing skills ensures everyone in the classroom is prepared to learn, rather than be concerned with basic ICT functions. Many school systems around the world use IC³ as both a standard of student digital literacy and a requirement for graduation. One example, Papakura High School, is a large, co-educational secondary school for students in Years 9 through 13 in Papakura, Auckland, New Zealand. Of Papakura High School's 1,400 students, many are Maori and Pacific Island students without access to ICT at home. To achieve optimal success, teachers focus on individual student needs. "Some students have had more computer access than others, so we focus on differentiated learning using pre-assessments to determine how well individuals perform specific tasks," explained Jules Nicholas, head of ICT at Papakura High School. "From pretests we learn what to emphasize with the whole class and what needs less explanation." The school's ICT courses have been designed to offer students IC³, which comprises the fundamental computing skills required to earn credits to move to the next grade level and to earn New Zealand's National Certificate of Computing Level 2. "Not only do students earn their units, but they are getting an internationally recognized qualification," Nicholas said. "What our students gain from earning this certification can be used elsewhere. They have to have ICT literacy skills of a certain level when they leave our school. If they also have a certification, they are that much ahead xxxiii ." A globally recognized standards-based certification for basic computing skills, IC³ tests computing knowledge to ensure students have mastered core-computing concepts in the areas of Computing Fundamentals, Key Applications and Living Online. Using performance-based exam methodology rather than rote memorization, IC³ demonstrates students have essential skills. It ensures students understand both how to perform a task and why this knowledge is important. Similar to other legislation around the world, the U.S. No Child Left Behind Act bridges the Digital Divide by requiring that all students are technologically literate by the time they finish eighth grade. Certification of these skills gives educators a valid method to report successful completion of this requirement, unbiased examination of student ICT skills through psychometrically validated exams and a universally portable and global standard of digital literacy. Available worldwide, IC³ is more cost effective and time efficient than assembling other assessments to meet national or local requirements. Standards-based certification of basic computing skills should be required for advancement from middle to secondary school or for graduation from secondary schools. Career education and workforce readiness skills, like those required by IC³, have been shown to affect and reduce secondary-school dropout rates xxxiv . IC³ also equips students with computing skills beneficial to higher education and vital to success in the international business world. At the university level, Priscilla Hagebusch, clinical professor of information systems at the A.B. Freeman School of Business at Tulane University in New Orleans, has witnessed firsthand the need for students to come to college prepared with computing skills. When policy changes allowed students to start business school in their freshman year rather than taking prerequisite courses to enter in their junior year, Hagebusch said Freeman School became concerned with foundational computing skills. Administrators needed a way to equip freshmen with the learning tools they would need throughout their university experience. IC³ proved to be a viable solution. Initial IC³ results surprised Freeman School students and faculty. During sample testing the first week of school, students scored significantly lower than passing on the Computing Fundamentals and Living Online IC³ exam components. "The standard for these exams has been set by a panel of 450 industry experts from around the world," Hagebusch said. "So my students were, on average, not up to that international standard upon entering the course." Students used assessments to measure their initial computing skills, increased competence and took IC³ exams for extra credit. "More and more high schools around the country and the world are adopting digital literacy standards to ensure a uniform level of computing knowledge," Hagebusch said. "Because not every high school student goes on to college, I believe it is essential for high-school graduates to present these recognized credentials to the workplace to be competitive. We believe it is critical for A. B. Freeman School of Business students to be well armed with these skills for their academic and employment futures xxxv ." Indeed, with employment on the horizon, Millennial students must be able to demonstrate a solid foundation of computing skills and experience. Employers reviewing job applications and interviewing candidates expect and require certification of digital literacy standards. This validation enables employers to confirm and be assured individuals have core ICT skills to function productively, efficiently and competently in the workplace. Like the well-designed video games defined in this paper, IC³ meets students' needs in a format with which they can identify. The following table illustrates how IC³ accomplishes the goals of well-designed course curricula: IC³ requires critical-thinking skills and the ability to evaluate real-world scenarios and precedes higher-level skills validation. The Educational Testing Service (ETS) and workforce development organizations around the world recognize IC³ equips students for 21st century careers. CONCLUSION As ongoing study of the rising Millennial generation continues to define this unique population of students, best-practice education resources and requirements will evolve. Technology already serves as an extraordinary tool to shape and enhance the learning environment. Along with equipment, digital literacy skills are absolutely necessary to ensure the technology is used to supplement—and not substitute for—high-quality instructional methods. Undeniably, the instruments in our hands are not as important as how they are used to effectively shape the learning environment for today's students. Great teachers using digital technology with certified computing skills will be the most powerful educators in the 21st century. i A Kaiser Family Foundation Study, "Generation M: Media in the Lives of 8-18 Year Olds," March 2005. ii The Intelligence Group, "The Cassandra Report®," August 2005. iii John C. Beck and Mitchell Wade, Got Game: How the Gamer Generation Is Reshaping Business Forever (October 2004). iv Bridge Ratings, "The Baby Boomer Media Consumption Study – 2007," 22 August 2007. v Deborah Rothberg, "Generation Y for Dummies," 24 August 2006. vi "Personal Goals at Age 25 in Three Generations of the Twentieth Century: Young Adulthood in Historical Context," Swiss Journal of Psychology. vii Ibid. viii Claire Raines, Managing Millennials (2002). ix Bridge Ratings, "The Baby Boomer Media Consumption Study – 2007," 22 August 2007. x Steven L. Kleber, "How to Sell and Market to the Right Generations." xi Barbara Pvtel, "NEA: Today's Teacher Issues," 9 July 2006. xii U.S. Department of Education National Center for Education Statistics, "Teacher Preparation and Professional Development: 2000," June 2001. xiii U.S. Department of Education National Center for Education Statistics, "Special Analysis 2005: Mobility in the Teacher Workforce." xiv Claire Raines, Managing Millennials (2002). xv U.S. Department of Education National Center for Education Statistics, "Dropout Rates in the United States: 2005," June 2007. xvi More information about the U.S. Dropout Prevention Program Recognition Initiative is available at www.ed.gov/programs/drop- out/dropoutprogram.html. xvii "Early Leaving Exemptions," Education Counts 17 April 2007. xviii Human Resources and Social Development Canada, "At a Crossroads: First Results for the 18 to 20-year-old Cohort of the Youth in Transition Survey," January 2002. xix UK Office for National Statistics, "Annual Population Survey, January 2004 to December 2004." xx Business Council of Australia, "The Cost of Dropping Out: The Economic Impact of Early School Leaving," January 2003. xxi "Pandor Takes Issue with Beeld Report Over Drop-out Rates," 25 July 2006. xxii "Maine to Extend Laptop Program With Apple," QJ.net 30 June 2006. xxiii A Kaiser Family Foundation Study, "Generation M: Media in the Lives of 8-18 Year Olds," March 2005. xxiv "Scientists: Can Video Games Save Education?" eSchool News Online October 2006. xxv Based on research and ideas by Julia Fallon and William Moseley. xxvi "Scientists: Can Video Games Save Education?" eSchool News Online October 2006. xxvii Constance Steinkuehler, "The Gaming Generation and Libraries: Intersections." xxviii Claire Raines, Managing Millennials (2002). xxix Certiport, Inc. "IC³-certified School District Successfully Integrates Technology into Classrooms, Requires Less Technical Support and Boosts Staff Confidence and Development," September 2006. xxx U.S. Department of Education, "President Bush's Education Reform Initiatives." xxxi More information about Project Inspire is available at atr.k12.hi.us/proj_inspire/. xxxii More information about The Impact Model is available at www.ncwiseowl.org/impact. xxxiii Certiport, Inc. "Exceptional-teaching Approach Results in International Certification for Papakura High School Students," February 2006. xxxiv More information about reducing high-school dropout rates is available at www.dropoutprevention.org. xxxv Certiport, Inc., "Students Present Digital Literacy Credentials to Universities and Workplace for Competitive Edge," July 2007. INTERNATIONAL EDUCATION ADVISORY BOARD The International Education Advisory Board (IEAB) brings digital literacy to students and educators worldwide. Members of the IEAB are educational authorities and advocate the digital literacy standard found in Certiport Internet and Computing Core Certification (IC³). The IEAB provides thought leadership, input on strategy, product development and program direction. Certiport sponsors the IEAB by facilitating group meetings, providing communication and funding resources to represent Certiport in speaking engagements, conferences and white papers. Mona Bickham Louisiana Department of Education Frances Bradburn Director, Instructional Technology North Carolina Department of Public Instruction Richard Edwards Program Coordinator, Continuing Education Alvin Community College Julia Fallon Information Technology Education and Technology Integration Program Manager Washington State Office of Superintendent of Public Instruction Julian Luke Chief Learning Officer Strategic Solutions Consortium Duke Mossman Executive Director Northeastern Utah Educational Services (NUES) Lynedon A. 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Letter to the Editor Sahabat Alam Malaysia Friends of the Earth Malaysia For Environmental Justice 1, Jalan Joki, 11400 Penang, Malaysia Tel No: +604 827 6930 Fax No: +604 827 6932 Email: firstname.lastname@example.org https://www.foe-malaysia.org 26 August 2020 Motorist insensitivity riled up elephant Sahabat Alam Malaysia (SAM) is concerned by a recent incident on the East-West Highway in which a wild elephant stomped on a car bonnet after it was riled by honking from a motorist. Under such circumstances, when encountering an elephant, the Wildlife Department has in the past advised motorists against using high-beam lights and to refrain from honking. However, a motorist through his ignorance or impatience preferred to honk, resulting in the consequences of a damaged bonnet to a car. Luckily the five passengers escaped unhurt. Wildlife officials often reported that encounter with elephants along the East-West Highway, which runs between the district capital of Gerik in Perak and the district of Jeli in Kelantan, is common. These wild elephants from the Royal Belum State Park and Temenggor Forest Reserve often wander around the highway early in the morning and late at night in search of food when visibility is low. Users of the East-West Highway are advised against panicking when encountering wild elephants roaming or crossing the highway but to allow them to pass unhindered. According to an animal expert, for most animal encounters it is best to stay quiet, to not make sudden movements and to back away slowly. When an animal finds itself in a position where it feels threatened or where one of its family members is threatened, whether those threats are real or imagined, it may trigger the animal's flight response. The animal may want to get away but if it feels it cannot escape, it may choose to defend itself. If there are babies present, this would make things even more problematic. Walking out of a car is also risky and should be avoided by all cost. Using a camera with a flash is a definite no. An encounter with an elephant may be a sight to behold but many are unaware of the risks faced by these pachyderms. The Gerik-Jeli route has become a site of carnage for wildlife from neighbouring forests. Signages had been erected in the past to warn motorists of wildlife crossings but this is not enough since there are highly irresponsible and reckless drivers. Rapid development has squeezed out our local wildlife and elephants which have lost much of their habitats. They are now forced out to forage for food like grass, palm trees and bamboo. With roads crisscrossing across wildlife habitats, many other wildlife species have become road victims along with the elephants. 1 Based on Perhilitan's statistics of 2018, a total of 2,444 wild animals became roadkill from 2012 to 2017, with monitor lizards having the highest fatalities at 764, followed by civet cats (446), monkeys (439), wild boars (265), snakes (147) and wild cats (88). Other threatened wildlife species that have been killed on roads are tapirs, sun bears (six), elephants (four), mountain goats (two), leopards (two) and tiger (one). All wildlife have the right to roam freely and safely. In the name of development, wildlife is paying the price with their lives. The situation is serious with the exodus of cars during school holidays and festive seasons. Drivers ought to be more responsible when driving at night. Their killing of wildlife may be unintentional or intentional. Educational awareness on what to do when approaching wildlife designated areas should be incorporated into their driving lessons. The Transport Ministry, Highway authorities, road engineers, planners should take into account the impact roads will have on wildlife before the construction of highways and roads. The planning stages should include the Wildlife department, wildlife biologists, conservationists and NGOs to mitigate road-related impacts on wildlife. Meenakshi Raman President Sahabat Alam Malaysia 2	<urn:uuid:be7d44e5-19b1-4252-9834-17996a1071a1>	CC-MAIN-2021-04	https://consumer.org.my/wp-content/uploads/2020/12/26-Aug-2020-Motorist-insensitivity-riled-up-elephant-1.pdf	2021-01-20T19:11:46+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00134.warc.gz	283,077,693	879	eng_Latn	eng_Latn	0.997559	eng_Latn	0.997824	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2734, 4032 ]	[ 2.265625 ]	1	0
WHO WE ARE & WHAT WE DO BEING PREPARED The Rescue Coordination Centre New Zealand (RCCNZ) is part of Maritime New Zealand and is one of the two coordinating agencies for search and rescue (SAR) in New Zealand. We provide SAR services 24 hours a day, 7 days a week, 365 days a year, responding to approximately 850 SAR incidents each year, saving lives and rescuing people. We cover a 30 million square kilometre search and rescue region (SRR), extending from the mid-Tasman Sea to halfway to Chile, and from the South Pole almost to the Equator. RCCNZ is staffed by a team of highly trained and experienced Search and Rescue Officers (SAROs) and is based in the Hutt Valley. Our role is to coordinate SAR services at a national level for all aviation and off-shore marine incidents within New Zealand's SRR, and any land-based searches involving distress beacons (Category II). This can involve the mobilisation of a wide number of NZ and international SAR resources. We also support NZ Police, our partner coordinating agency, who coordinate missions at a local level for all land, marine close-toshore, inland waterway and subterranean incidents (Category I). RCCNZ also provides secondary support services, including: * determining search areas for Police, Coastguard and other countries' SAR authorities on request * obtaining medical advice for mariners * providing maritime assistance services * monitoring ship security alerting systems * receiving and relaying marine accident reports * receiving and relaying aviation accident reports * alerting responders after receiving reports of marine pollution * responding to bomb and security alerts on aircraft * liaising with other agencies about migrants trying to illegally enter New Zealand on vessels * passing on tsunami alerts * issuing restricted airspace notices in conjunction with the Civil Aviation Authority * maintaining NZ's distress beacon database Regardless of your chosen activity, your safety and wellbeing depend to a large extent on your preparation and your ability to look after yourself. It is important that you have the right knowledge, experience and equipment. Carrying the right communications equipment is at the core of being well prepared for an emergency – whether at sea, on land or in the air. If you can't make contact when you are in trouble, then no one will know you need to be rescued. Always remember, before you head out: * leave your trip details with a responsible person – including where you are going and when you intend to be back * check the weather first – if in doubt, don't go out * make sure you carry appropriate emergency communications equipment: - distress beacon (406MHz EPIRB) - VHF radio (channel 16) - cellphone in a plastic bag (111) - red hand-held flares. IF THINGS GO WRONG… If you are in a life-threatening situation and need to be rescued, activate your distress beacon and leave it turned on until help arrives. For more on beacons, visit beacons.org.nz * Wear a lifejacket – take the correct-sized lifejacket for each person on board, and wear them. * Check the marine weather – check the latest marine forecast and tides. If in doubt, don't go out. * Carry communications – take at least two types that will work when wet. * Avoid alcohol – it impairs your reaction times, ability to cope if something goes wrong, and survival time if you end up in the water. * Squawk 7700 and activate your ELT (emergency locator transmitter). * Put out a Mayday call on 121.5MHz or any other frequency that may be heard by Air Traffic Services (ATS) or other aircraft. * Once down, contact ATS, or if unable to, activate the 406MHz ELT if it hasn't activated automatically. Leave the ELT on until help arrives. * Be able to call for help – the Mountain Safety Council recommends you carry a mountain radio and distress beacon (406MHz PLB). These can be hired. A cellphone can be useful as back up if there is coverage – dial 111 for emergencies in New Zealand. * Seek shelter and stay put. For more advice on staying safe in the outdoors go to adventuresmart.org.nz WHY DISTRESS BEACONS SAVE LIVES New Zealand's rugged landscapes and unpredictable weather mean that people can get into trouble in remote areas very quickly. If you get into trouble, a registered 406MHz distress beacon (PLB, EPIRB or ELT) could result in a faster SAR response and save your life, or the life of someone else. While cell phones are valuable, they cannot always be relied upon. They may be out of range, have limited battery power or become water-damaged. Portable distress beacons can be hired throughout New Zealand. If you buy one, it is vital for your safety that you register it with RCCNZ. This is a FREE service and a legal requirement. The key points to remember when you obtain a 406MHz distress beacon are: * register your beacon free with RCCNZ * keep your contact details up to date * understand how to use the beacon before you leave home * check the battery expiry date * a distress beacon with inbuilt GPS will provide a more accurate position faster to RCCNZ * do not buy a distress beacon from overseas (unless it is NZ-coded) as it may result in delays to the rescue response. NEW ZEALAND SRR CHILE SRR ANTARCTICA TAHITI SRR HONOLULU SRR FIJI SRR NAURU SRR AUSTRALIA SRR WELLINGTON PAPEETE SAMOA TONGA TOKELAU NIUE NAD I NOUMEA NORFOLK ISLAND KERMADEC ISLANDS COOK ISLANDS HONIARA SOLOMON ISLANDS SRR SEARCH AND RESCUE REGION RESCUE COORDINATION CENTRE SEARCH AND RESCUE REGION (SRR) BOUNDARY NZ Defence Force IMPORTANT To safely dispose of your old beacon; or for more information about registration, buying or hiring a 406MHz beacon: WEBbeacons.org.nz EMAIL email@example.com 0508 406 111 or 0800 406 111 FREEPHONE INTERNATIONAL+64 4 577 8042FAX+64 4 577 8041 Note: Distress beacons using the 121.5 and 243MHz frequencies are no longer monitored by satellites. If you still have an old analogue distress beacon, you need to remove the battery then dispose of it carefully. CONTACTS AND FURTHER INFORMATION RCCNZ 24/7 freephone NEW ZEALAND0508 472 269 (0508 4 RCCNZ) INTERNATIONAL+64 4 577 8030 RCCNZ postal address PO Box 30050, Lower Hutt, 5040 Management and administration(office hours) PHONE(04) 577 8034 Free 406MHz distress beacon registration and enquiries WEBbeacons.org.nz/registration EMAIL firstname.lastname@example.org FREEPHONE0508 406 111 or 0800 406 111 INTERNATIONAL +64 4 577 8042 FAX+64 4 577 8041 Accident reporting (for maritime and aviation accidents) PHONE0508 222 433 Online reporting(maritime only) maritimenz.govt.nz/report-online Online reporting(aviation only) caa.govt.nz RCCNZ/MNZ 24/7 media service (for enquiries from media only) PHONE (04) 499 7318 Useful websites	<urn:uuid:531450f0-85b2-4614-b64f-629da4b022ab>	CC-MAIN-2022-49	https://maritimenz.govt.nz/content/about/what-we-do/safety-and-response/RCCNZ/documents/Rescue-Coordination-Centre-New-Zealand-information-leaflet.pdf	2022-12-05T05:47:36+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00275.warc.gz	408,720,093	1,651	eng_Latn	eng_Latn	0.971923	eng_Latn	0.992275	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4092, 6776 ]	[ 1.734375 ]	2	7
STELLAGAMA STELLIO DAANI (BEUTLER & FRÖR, 1980) AS A PREY OF FALCO TINNUNCULUS LINNAEUS, 1758 ON TILOS ISLAND (DODECANESE, AEGEAN SEA) Mauro Grano¹ & Cristina Cattaneo² 1 Via Valcenischia 24, 00141 Rome, Italy, e-mail: firstname.lastname@example.org 2 Via Eleonora d'Arborea 12, 00162 Rome, Italy, e-mail: email@example.com Published online: July 1, 2017 Abstract The aim of this work is to provide some notes on the biology and feeding habits of the common kestrel Falco tinnunculus Linnaeus, 1758 on Tilos Island (Dodecanese, Greece). The discovery of many remains of the starred agama Stellagama stellio daani (Beutler & Frör, 1980) in several pellets and near a nest-roost of the common kestrel conﬁ rms the importance of this lizard in kestrel feeding. Keywords: Tilos, Stellagama stellio, Falco tinnunculus, trophic plasticity, Dodecanese. Introduction Tilos is a small island of the Dodecanese Archipelago (Greece), covering a surface area of 64.3 km² and a coastline developed for 63 km. It is located between Rhodes (12 nm), Chalki (8 nm) and Nisyros (12 nm) islands, about 20 km from the nearest point of the Turkish mainland (Desio 1923, 1924, 1928). It is surrounded by numerous smaller uninhabited oﬀ shore islets the largest of which are Gaidhouronisi (NE) and Antitilos (SE). Tilos is a mountainous and rocky island and its tallest peak is Proﬁ tis Ilias (650 m a.s.l.). The most fertile and ﬂ at area in the island is located between Aghios Antonios bay (north) and Eristos bay (south). Tilos is also characterized by the presence of deep inlets like Stavros, Tholos and Skaphi. Tilos is mainly dry; there are only few springs (Lethra, Skaphi and Aghios Pandeleimon). From a geological point of view, Tilos presents a remarkable uniformity being almost totally composed of limestones. There are some areas with ceroid limestone (east). The plains of the western half of the island are covered with volcanic tuﬀ s from the explosion of the nearby volcanic island of Nisyros (Desio 1924, Broggi 2006, Cattaneo 2009). The entire island is a Special Protected Area (SPA) according to the EU Directive for Birds, since it hosts numerous rare species of birds. It is also included in the Natura 2000 Network (GR4210024), due to the presence of highly representative and exclusive habitats, like the temporary ponds in Livadia village (Code 92/43/EC - 3170* "Mediterranean temporary ponds"). A non-proﬁ t association "The Tilos Park Association" was formed in October 2003 for the protection, maintenance and promotion of the natural and cultural environment of the island of Tilos. ISSN (print-edition): 2241-7834 ISSN (on-line edition) : 2241-7842 Many of the birds of Tilos are protected by international Conventions (Bern and Bonn) as well as the 2009/147/EC Directive for the protection of wild birds. Because of its geographical position within the boundaries of the migration "ﬂ yway" of the eastern Aegean islands and the western coast of Turkey as well as its remote insular character, Tilos is an important stopover for many birds during their migration. One possible migration route that some birds may follow in spring is Crete-KarpathosRhodes-Chalki-Tilos-Nisyros-Kos and Turkey (Rigas & Xenoyanni 2007). Twenty-six strictly protected aviary species have been recorded that are included in the annex I of the European Union Community Directive 79/409. In particular, Tilos is very important for raptor species like: Hieraaetus fasciatus (Bonelli's eagle), Falco eleonorae (Eleonora's falcon) and Buteo ruﬁ nus (Long - legged buzzard). The island is also important for Phalacrocorax aristotelis desmarestii (Mediterranean shag). During the last decades Tilos' natural environment has changed due to anthropogenic inﬂ uences such as tourism development, land-use changes and other small infrastructure development. All these have threatened the island's traditional agricultural landscapes, its biodiversity and consequently its important avifauna. Falco tinnunculus Falco tinnunculus Linnaeus, 1758 is a common diurnal bird of prey. With its long tail and narrow wings, it is easy to distinguish from most other species. The sexes are distinct: in males, the rump and tail are bluish grey and unbarred, whereas in females they are brownish-red with dark barring. Furthermore, the head is grey in males and brown in females. Juveniles are like females, but are usually more yellowish-brown. Falco tinnunculus feeds largely on small mammals, snakes, lizards and small birds. Invertebrates are also very important components of the diet (i.e. earthworms taken from cereal ﬁ elds are particularly important during winter). Lizards represent a substantial part of kestrel's diet (Jesus et al. 2005, Fargallo et al. 2009, Steen et al. 2011, Kaf et al. 2015). Falco tinnunculus hunt by sight, and when hovering they can remain still even in strong winds. Upon spotting their quarry, they plunge to the ground, seizing the prey with their talons. If prey is abundant, F. tinnunculus will sometimes kill more than they need and cache what they do not eat (Village 1990, Shrubb 1993). Stellagama stellio Stellagama stellio (Linnaeus, 1758) (roughtail rock agama or starred agama) is a diurnal lizard that is found in a variety of Mediterranean, arid and semi-arid habitats, always in rocky areas. Populations are often present in rocky mountainous and coastal regions. It can be found on rocks, trees, buildings and other habitats that it can climb on (Amr et al. 2012). This lizard is herbivorous, (Parker 1935), but it also feeds on insects and on large invertebrates such as scolopendres (Lo Cascio et al. 2001, Ibrahim & El Naggar 2013). It may also prey on mice (Baier et al. 2009) and bird hatchlings (Kopan & Yom-Tov 1982). A case of ophiophagy has recently been reported (Karameta et al. 2015). Taxonomically, the history of Laudakia dates to 1758 when the ﬁ rst member of this group was described as Lacerta stellio by Linnaeus. At that time, the knowledge of systematics was still incomplete and the morphological and behavioral similarities of agamids and iguanids misled many herpetologists to confuse their aﬃ liations (Baig et al. 2012). This species, formerly placed in the paraphyletic genus Laudakia, was assigned as the type (and presently sole) species of the new genus Stellagama by Baig et al. (2012). This wide-ranging lizard has seven recognized subspecies (although this number varies according to diﬀ erent authors), and it is considered likely to be a species complex. However, "more extensive work is still required before splitting the S. stellio complex" (Baig et al. 2012), as most work to date has been conducted on a morphological base and genetics is needed to clarify relationships in this taxon (Baig et al. 2012). In Tilos Island, the subspecies S. s. daani is present, previously synonymized with the nominate form, but whose distinctiveness was recognized by Almog et al. (2005), and it is considered a distinct subspecies in the review of Laudakia conducted by Baig et al. (2012). The diagnosis of this subspecies is: larger size than other subspecies; head and body moderately depressed; head dorsally colored like back or darker, not distinctly colored from back; back with usually four-ﬁ ve yellowish vertebral blotches on dark grey ground color; belly whitish; throat whitish ground colour, spotted dark usually over half of the area; vertebral scales heterogeneous, irregular, keeled, larger than other small dorsals, midvertebral moderately large and interrupted at regular intervals by transverse series of highly enlarged mucronate scales; three-ﬁ ve rows precloacal callous glands with more than 30 scales; tail segment of two whorls; tail length about one and half times the distance of snout-vent (Baig et al. 2012). Materials and Methods During naturalistic researches on the Mount Amali, located on the western side of the central part of the island, the authors have found a nest-roost of F. tinnunculus (36°24ʹ57.81ʺN - 27°21ʹ49.68ʺE, 310 m a.s.l). At the base of the rock where this roost was located, many remains of S. s. daani have been found (Fig. 1). These remains consisted in three entire and four partial carcasses and six skulls. About thirty pellets were taken and analyzed. In these pellets, most of the remains belonged to S. s. daani (jaws, vertebrae and little bones) whilst a small percentage (15%) consisted of Rattus rattus (Linnaeus, 1758) remains. Fieldwork and lab measurements were conducted in accordance with the Greek National Legislation (Presidential Decree 67/81). Results and Discussion The ability of F. tinnunculus to feed on diﬀ erent types of prey has always been seen as an opportunistic character that allows common kestrel to take advantage of the abundant food resources within their own hunting grounds (Ferguson-Lees & Christie 2001, Costantini et al. 2005). However, possible changes in population dynamics of their prey, derived from trophic interactions, should also be taken into account (Fargallo et al. 2009). Micromammals constitute the main component in F. tinnunculus diet. However, the incidence of reptiles is rather high and is related to climatic-environmental and ecological factors. Falco tinnunculus is a generalist predator and has a great capacity to switch to alternative prey when the basic prey becomes scarce (Fargallo et al. 2009). Studies carried out in northern latitudes, revealed that many predators like F. tinnunculus specialized on voles. Predatorprey systems are simpler compared to southern ecosystems where predator communities are made up mostly of generalists and predator-prey systems are more complex. The change in the type of predator from more specialized in north Europe to more generalist in south Europe may not be strictly due to a change in the predator community, but also to a change in predator behaviors. For example, Falco tinnunculus is considered a nomadic rodent-specialist predator in northern Europe but a nomadic and/or resident generalist predator in the south (Fargallo et al. 2009). This could imply, in the case of kestrels, a possible change in population dynamic of their prey derived from trophic interactions. A study on a population of the Falco tinnunculus was conducted over15 years in a mountainous Mediterranean area (central Spain). The inter-annual variation in the abundance of two main prey species of F. tinnunculus, Microtus arvalis and Lacerta lepida and a third species scarcely represented in kestrel diet, the Crocidura russula has been recorded over 11 years (Fargallo et al. 2009). These studies determined that only one prey species (Microtus arvalis) has the capacity to modulate population dynamics of generalist predators and reveals the importance of climatic factors in the dynamics of micromammal species and lizards in the Mediterranean region. It was detected that environmental factors like rainfall and temperature have a great eﬀ ect on the population dynamics of the Microtus arvalis. When this primary prey becomes scarce, F. tinnunculus may change to other prey shifting its focus on Lacerta lepida, particularly during the breeding season. The real role of lizards in kestrel diet is lower as lizards are not predated during autumn, winter and early spring. Lizards are most predated during warm season, when the activity of these reptiles is greater. Other studies conducted on the diet composition of F. tinnunculus in the easternmost peninsula of Madeira (Jesus et al. 2005) revealed that Lacerta dugesii is a very important component in the diet of kestrel. Food items identiﬁ ed in pellets collected during July and August of 1993 and 1994, revealed a high percentage of mammals 92, 5% and of reptiles (75, 9%). Arthropods (23%) and birds (15%) also occur in a lower percentage (Jesus et al. 2005). Most likely Falco tinnunculus may select each prey according to its abundance. The proportion of lizards among vertebrate prey increases further south in Europe, a correlation due to the great abundance of lizards in warm and dry climates in south Europe (Village 1990). Lizards are an important constituent food items in F. tinnunculus diet. Is a prey closely linked to the climate, to the seasons and to the ecological conditions, such as the degree of vegetation density and the eﬀ ect that this has on the kestrel's hunting ability (Jesus et al. 2005). The same situation most likely occurred on Tilos Island. Stellagama stellio daani is the most common lizard in Tilos and of larger size, therefore more visible, and attends numerous environments (Clark 1992, Broggi 2006, Cattaneo 2009). This could reveal and conﬁ rm the trophic plasticity of the F. tinnunculus that can adapt to a very abundant prey in a given period of the year, switching to alternative prey when probably the basic prey becomes scarce. Acknowledgements We are grateful to Walter Biggi for the macro photos of hosteological parts of Stellagama stellio daani. Also, we are grateful to Maria Dimaki (Goulandris Natural History Museum, Athens), Petros Lymberakis (Natural History Museum of Crete, Iraklio) and Leonardo Vignoli (Università degli Studi Roma Tre, Rome) for providing critical comments on the manuscript. Literature Almog A., Bonen H., Herman K., Werner Y.L. 2005. Subspeciation or none? The hardun in the Aegean (Reptilia: Sauria: Agamidae: Laudakia stellio). - Journal of Natural History 39: 567-586. Amr Z.S.S., Al Johany A.M.H., Akarsu F., Üzüm N., Kumlutaş Y., Baha El Din S., Lymberakis P., Hraoui-Bloquet S., Ugurtas I.H., Werner Y.L., Disi A.M., Tok V., Sevinç M., Sadek R., Crochet P.A., Kaska Y., Avci A. & Yeniyurt C. 2012. Stellagama stellio. - The IUCN Red List of Threatened Species 2012. Downloaded on 02 April 2017. Baier F., Sparrow D.J., Wiedl H.J. 2009. The Amphibians and Reptiles of Cyprus. Edition Chiamaira, Frankfurt am Main. Baig K.J., Wagner P., Ananjeva N.B., Böhme W. 2012. A morphology-based taxonomy revisions of Laudakia Gray, 1845 (Squamata: Agamidae). - Vertebrate Zoology 62 (2): 213-260. Broggi M.F. 2006. Isolation und Landnutzungswandel und ihre Einﬂ üsse auf die Herpetofauna Dargestellt am Beispiel der Insel Tilos (Dodekanes, Griechenland). - Herpetozoa 19: 13-16. Cattaneo A. 2009. L'oﬁ diofauna delle isole egee di Halki e Tilos (Dodecaneso) con segnalazione di un nuovo fenotipo di Dolichophis jugularis (Linnaeus) (Reptilia Serpentes). - Naturalista Siciliano, S. IV, XXXIII (1-2): 131-147. Clark R.J. 1992. A collection of reptiles from the islands of Symi, Tilos and Gaidaronisi; Dodecanese, Greece. - Herptile 17: 19-27. Costantini D., Casagrande S., Di Lieto G., Fanfani A., Dell' Olmo G. 2005. Consistent diﬀ erences in feeding habits between neighboring breeding kestrels. - Behaviour 142: 1409-1421. Desio A. 1923. La potenzialità agricola delle Isole del Dodecaneso e i suoi rapporti colla costituzione geologica. - L'Agricoltura coloniale 6: 209-216. Desio A. 1924. Cenni preliminari sulla costituzione geologica del Dodecaneso. - Bollettino Società Geologica Italiana 43: 113-127. Desio A. 1928. Le isole italiane dell'Egeo. Pp. 364-454 in: Stefanini G. & Desio A. (eds.) Le colonie. Rodi e le isole italiane dell'Egeo. - Unione Tipograﬁ co - Editrice Torinese, Torino. Fargallo J.A., Martínez-Padilla J., Viñuela J., Blanco G., Torre I., Vergara P., & De Neve L. 2009. Kestrel-prey dynamic in a Mediterranean region: the eﬀ ect of generalist predation and climatic factors. - PLoS One 4 (2), e4311: 1-13. Ferguson-Lees J., Christie D.A. 2001. Raptors of the World. London. Ibrahim A.A., El-Naggar M.H. 2013. Diet and reproductive biology of the Starred Agama, Laudakia stellio (Linnaeus, 1758) (Squamata: Agamidae), in the northern Sinai, Egypt - Zoology in the Middle East 59: 136-143. Jesus J.A., Sampaio L.M., & Silva L.C. 2005. Incidence of Lacerta dugesii Milne-Edwards, 1829 (Sauria, Lacertidae) in the diet of kestrels (Falco tinnunculus canariensis Koenig, 1889; Aves, Falconidae) in a semiarid zone of Madeira. - Herpetological bulletin (93): 14-16. Kaf A., Saheb M., Bensaci E. 2015. Preliminary data on breeding, habitat use and diet of Common Kestrel, Falco tinnunculus, in urban area in Algeria. - Zoology and Ecology 25(3): 203-210. Karameta E., Papadopoulos V.V., Paﬁ lis P. 2015. First record of ophiophagy in the roughtail rock agama (Stellagama stellio): one of the most rare feeding behaviors among European lizards. Herpetology Notes 8: 111-113. Kopan R., Yom-Tov Y. 1982. Agama stellio (Reptilia: Sauria) feeding on avian eggs and chicks. Israel Journal of Zoology 31: 159-160. Lo Cascio P., Corti C., Luiselli L. 2001. Seasonal variations of the diet of Laudakia stellio (Agamidae) from Nisyros Island, Dodecanese (Greece). - Herpetological Journal 11: 33-35. Parker W. 1935. A new melanic lizard from Transjordania and some speculations concerning melanism. - Proceedings of the Zoological Society of London: 137-142. Rigas Y., Xenoyanni F. 2007. Tilos: See, Discover, Share! - Oikos Ltd., Athens, Greece. Shrubb M. 1993. The Kestrel. - Hamlyn, Species Guides, London. Steen R., Løw L.M., & Sonerud G.A. 2011. Delivery of Common Lizards (Zootoca (Lacerta) vivipara) to nests of Eurasian Kestrels (Falco tinnunculus) determined by solar height and ambient temperature. - Canadian Journal of Zoology 89 (3): 199-205. Village A. 1990. The Kestrel. T & AD Poyser Ltd, London.	<urn:uuid:a923d66c-5c38-4f56-aa32-609a59802738>	CC-MAIN-2022-49	https://www.wildgreeceeditions.com/new/wp-content/uploads/2013/06/45-50.pdf	2022-12-05T05:10:34+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00274.warc.gz	1,125,495,624	4,770	eng_Latn	eng_Latn	0.681798	eng_Latn	0.949543	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "dag_Latn", "eng_Latn" ]	false	docling	[ 2668, 6655, 7794, 12839, 15481, 17379 ]	[ 1.578125 ]	1	0
BOGOMOLETS NATIONAL MEDICAL UNIVERSITY Department of human anatomy GUIDELINES \| Academic discipline \| HUMAN ANATOMY \| \|---\|---\| \| Module № \| 1 \| \| Content module № \| 2 \| \| The theme of the lesson \| Bones of facial skull \| \| Course \| 1 \| \| The number of hours \| 3 \| Specific goals: As a result of the classes a student should know and be able to: 1.2. To determine the drug and the location in the skull radiograph of the upper and lower jaw, cheekbones, nose, palate, sublingual, lacrimal bone, the inferior turbinate, Blades. 1.1. To classify the facial bones of the skull. 1.3. Describe the details of the structure (parts, surfaces, edges, angles, certain anatomical lesions) of the upper and lower jaws, cheekbones, nose, palate, sublingual, lacrimal bone, the inferior turbinate, Blades. 1.4. To analyze the place of attachment on the bones of facial skull facial and masticatory muscles. 1.5. Identify the structural features of the collar of the mandible and maxilla alveolar bone. 1.7. To analyze which parts of the facial skull bones are involved in the formation of the walls of the eye socket, nasal bone, nasal septum. 1.6. Explain that bones and parts form a bony palate. 1.8. Identify holes and grooves on the bones of facial skull that contains blood vessels and nerves. Before classes a student should know and be able to: 2. Basic level of preparation. 2.1. Identify the anatomical planes of the human body to indicate the location of the bones of facial skull about these planes. 2.3. To determine the structure of long and short, flat, spongy and tubular, mixed, pneumatic, atypical bone. 2.2. Classify bone (in structure and form). 2.4. To demonstrate the cranial bones, parts and details of the structure. Teaching material is described in a logical sequence involving structural logic, tables, figures that reflect the content of the main topics of practical lessons. C. Organization of educational content material. 4. The content of the material. The upper jaw (maxilla) Pair bone. Part: Body of maxilla (corpus maxillae) and processes (frontal (processus frontalis), Zygomatic (processus zygomaticus), palatal - processus palatinus, alveolar - processus alveolaris Infratemporal (facies infratemporalis), nasal surface (facies nasalis) The body surface of the upper jaw: front (facies anterior), orbital (facies orbitalis), Anatomical formations of the body: Infraorbital hole (foramen infraorbitale) Infraorbital edge (margo infraorbitalis) Iklova fossa (fossa canina) The front nose beard (spina nasalis anterior) Nasal tenderloin (incisura nasalis) Cell protrusion (juga alveolaria) Infraorbital channel (canalis infraorbitalis) 1 Infraorbital sulcus (sulcus infraorbitalis) Hill maxilla (tuber maxillae) Great palatine sulcus (sulcus palatinus major) Cell openings (foramina alveolaria) Lacrimal sulcus (sulcus lacrimalis) Maxillary hiatus (hiatus maxillaris) Lacrimal edge (margo lacrimalis) Maxillary sinus (sinus maxillaris) Front lacrimal crest (crista lacrimalis anterior) Anatomical lesions on spikes: Lacrimal notch (incisura lacrimalis) Lacrimal sulcus (sulcus lacrimalis) Nasal crest (crista nasalis) Ethmoidal crest (crista ethmoidalis) Incisive canal (canalis incisivus) Alveolar arch (arcus alveolaris) Palatine grooves (sulci palatini) Dental cells (alveoli dentales) Interalveolar partitions (septa interradicularia) Interalveolar partitions (septa interalveolaria) Cell protrusion (juga alveolaria) Incisive hole (foramen incisivum) Parts The lower jaw (mandibula) 1. The body of the mandible (surface: external, internal) : The base of the mandible (basis mandibulae) Mental tubercle (tuberculum mentale) Mental protuberantia (protuberantia mentalis) Mental hole (foramen mentale) Upper mental spine (spina mentalis superior) Digastric fossa (fossa digastrica) Oral sublingual line (linea mylohyoidea) Submandibular fossa (fovea submandibularis) Sublingual fossa (fovea sublingualis) Alveolar part (pars alveolaris) Dental cells (alveoli dentales) Alveolar arch (arcus alveolaris) Interalveolar partitions (septa interalveolaria) Cell protrusion (juga alveolaria) Interlveolar partitions (septa interradicularia) Retromolar fossa (fossa retromolaris) The opening of the mandible (foramen mandibulae) 2. The branch of the mandible (ramus mandibulae) Mandibular canal (canalis mandibulae) Oral sublingual sulcus (sulcus mylohyoideus) Vertical appendage (processus coronoideus) The head of the mandible (caput mandibulae) Condylar process (processus condylaris) The neck of the mandible (collum mandibulae) The angle of the mandible (angulus mandibulae) Pterygoid fossa (fovea pterygoidea) Chewing tuberosity (tuberositas masseterica) Parts: - perpendicular to the plate (lamina perpendicularis) Palatine bone (os palatinum) - Horizontal plate (lamina horizontalis) Perpendicular plate (lamina perpendicularis): - Nasal surface (facies nasalis) - involved in the formation of bone nasal cavity Surface: - Maxillary surface (facies maxillaris) - participates in the wing-palatine fossa - Pyramidal appendage (processus pyramidalis) - participates in the pterygoid fossa Processes: - Orbital process (processus orbitalis) - participates in the bottom wall of the eye socket, partially covering the lattice cell bone. Anatomical formations and connections: - Wedge-shaped appendage (processus sphenoidalis) - attached to the lower surface of the sphenoid bone - Wedge-palatine tenderloin (incisura sphenopalatina) - together with the body of sphenoid bone forms the foramen sphenopalatinum - Great palatine sulcus (sulcus palatinus major) - together with similar grooves maxilla and pterygoid bone sphenoid bone forming large palatal canal, ending a great palate opening on the top side of the mouth - Great palatine sulcus (sulcus palatinus major) - Minor palate channels (canales palatine minores) Surfaces: - nasal surface (facies nasalis) - participates in the bottom wall of the nasal cavity Horizontal plate (lamina horizontalis): - Palatine surface (facies palatina) - participates in the upper wall of the Zygomatic bone (os zygomaticum) mouth Surface: - Side surface (facies lateralis) - forms the outline of the face has cheekbones, facial hole (foramen zygomatico-faciale) for the same nerve. - Orbital surface (facies orbitalis) - forms a bottom and lateral eye socket - Temporal surface (facies temporalis) - participates in the front wall of the infratemporal fossa, and there is zygomatic-temporal hole (foramen zygomaticotemporale) for the same nerve. walls, forming infraorbital edge, Processes: - temporal process (processus temporalis) Inferior turbinate (concha nasalis inferior) - Frontal appendage (processus frontalis) - connects to the shoot of zygomatic frontal bone and a large wing of sphenoid bone Pair bone, bone forms a side wall of the nasal cavity, middle and bottom separates the nasal passages. Part 1. Body. Surfaces: - side - Medial (convex) Edges: - upper - Lower (free) 2. Processes: - Lacrimal (processus lacrimalis) - reaches the lacrimal bone - Ethmoidal (processus ethmoidalis) - Maxillary (processus maxillaris) - covers the maxillary hiatus Lacrimal bone (os lacrimale) Surfaces: - side, behind the borders of the orbital plate of the ethmoidal bone is back Lacrimal crest (crista lacrimalis posterior), Lacrimal hook (hamulus lacrimalis), lacrimal sulcus (sulcus lacrimalis) - with the same groove windshield appendix maxilla forms a hole lacrimal sac which begins from nasal-Lacrimal canal (opening in the lower nasal passage) - Medial (front covers labyrinth lattice cell bone) Surfaces lacrimal bone behind the border of the orbital bone plate lattice, in front of the frontal offshoot of the upper jaw, top borders on the orbital surface of the frontal bone. Vomer Azygos bone plate, which is located in the nasal cavity boom in plane forms a bony septum (with perpendicular plate lattice bone), fixes the horizontal plate of palatine bone and maxilla.to the nasal crest Nasal bone (os nasale) Even. The upper edge is connected to the frontal bone and the lower edge above limits pear-shaped hole. Hyoid bone (os hyoideum) Odd. It has a body (corpus ossis hyoidei), doubles great horn (cornu majus) and doubles the little horn (cornu minus). 5.1. Preparatory stage. 5. The method of educational process on a practical level. In order to form the motivation for targeted training activities emphasizes the importance of lesson topics for further study at our department and other departments of the university and for professional activities of physicians of any specialty, but first of all trauma surgeons in various fields, anesthesiologists, neurologists. 5.2. The main stage Students meet specific goals and plan of occupation. A standardized control the entry level of students' knowledge. The main phase involves study at a poster (as preparations, models, drawings, photographs) using textbooks and under the supervision of the structural features of the facial bones of the skull. During the study of individual bones viscerocranium stick to this plan: - Name of the bone (Ukrainian and Latin). - The orientation of the bones in the skull to the definition of the right or left (for the pair). - Location of the bones in the skull. - Name and show the main part of the bone. Show anatomical structures that differentiate them (edges, corners). - Describe the structure of each part (anatomical contour elements on surfaces, holes, grooves, channels, cavities (in the pneumatic bones). 5.3. The final stage. A standardized final control of knowledge. We estimate the current success of each student during classes, score is assigned to the log of visits and success. Estimates are announced and elder groups simultaneously puts them in the roll of the success of attendance of students and their teacher certifying the signature and records in an electronic journal. Students are informed about the topic of the next classes and instructional techniques to prepare for it. Questions to control the entry level of students' knowledge. 6. Applications: - Questions to control the final level of training. - Practical tasks and illustrations in the manual "Human Anatomy" - Formatized tests (STEP 1). Issues to monitor students' knowledge base 2. Classify the bone (in structure and form). 1. Identify the anatomical planes of the body. 3. Name and demonstrate the cranial bones and their parts. Questions to control the final level of training 2. Name and show part of the upper jaw. 1. Name and show separately even and odd facial bones of the skull. 3. Name and show the body surface of the upper jaw. 4. Describe and demonstrate orbital lesions of the body surface of the upper jaw. 7. Name and show the processes of the upper jaw. Describe and show creations of alveolar bone in the upper jaw. 5. Describe and show lesions on the anterior surface of the body of the upper jaw. 8. Describe and show palatine process of maxilla. Which department of palate bone does it form? 9. Name and show parts of the mandible. Describe the internal surface of the body of the mandible. 10. Please describe and show the outer surface of the body of mandible and its collar part. 12. Describe and demonstrate palatal bone and details of its structure. Demonstrate its position in the skull. 11. Describe and demonstrate branch of the mandible, and the surface processes. 13. Describe and demonstrate the zygomatic bone, the surface of the body spines holes. Show it to the skull. 14. Describe and demonstrate the structure of the inferior turbinate. Show it on the skull. 15. Describe and demonstrate lacrimal bone structure and show it on the skull. 17. Describe the structure and show the hyoid bone. Show it on the skull. 16. Describe and demonstrate the structure of blades. Show it on the skull.	<urn:uuid:1c881bfa-4dd2-4b59-ae89-29f7f988c1c7>	CC-MAIN-2022-49	https://anatom.ua/wp-content/uploads/1-m-5.-Bones-of-facial-skull.pdf	2022-12-05T05:30:30+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00276.warc.gz	125,771,589	3,023	eng_Latn	eng_Latn	0.647685	eng_Latn	0.912942	[ "pol_Latn", "eng_Latn", "lat_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 267, 2708, 4439, 6643, 8137, 10365, 11958 ]	[ 2.859375 ]	1	1
[Insert school name] Assessment and Reporting Procedures Our Lady of Lourdes Primary School is a school which operates with the consent of the Catholic Archbishop of Melbourne and is owned, operated and governed by Melbourne Archdiocese Catholic Schools Ltd (MACS), where formation and education are based on the principles of Catholic doctrine, and where the teachers are outstanding in true doctrine and uprightness of life. This section sets out the steps that are taken at Our Lady of Lourdes Primary School to adhere to the rules of the policy and achieve the policy purpose. 1. Methods used to assess student learning progress and achievement 1.1. Formative assessment 1.2. Summative assessment 1.3. Students with additional learning needs Assessment is the ongoing process of gathering, assessing, analysing and interpreting, using and reflecting collected data to make informed judgements about student progress and achievement. Assessment identifies the extent to which students have learnt and can apply knowledge, skills and behaviours. Assessment for improved student learning and understanding involves a range of assessment practices to be used with three overarching purposes: * Formative- assessment FOR learning occurs when teachers use inferences about student progress to inform their teaching * Summative – assessment OF learning - occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards. * Student self-reflection - Assessment AS learning - occurs when students reflect on and monitor their progress to inform their future learning goals 2. Process for developing assessment tasks Assessment tasks are collaboratively planned as units of work are developed. This can involve the coconstruction of individual learning goals where appropriate. Assessment is plan For, Of and As learning. 3. Cycle of review of assessment practices and processes 3.1. Student data 3.2. Identification of data 3.3. Collection of data – cycle, methods, storage, dissemination 3.4. Analysis of data 3.5. Interpretation of data 3.6. Use of data to inform teaching and assessment practices Staff use a variety of assessment practices, including: - Daily and anecdotal records (including planning and assessment records) - Internal assessments in Literacy and Numeracy - Informal assessments such as observations; anecdotal records; peer assessment; written presentations and reports; work samples or oral presentations. - External (Mandated) assessments such as NAPLAN 4. Reporting practices 4.1. Formative assessment 4.2. Summative assessment 4.3. Written reports 4.4. Student/teacher/parent conferences 4.5. Students with additional learning needs 4.6. Students with additional needs - A formal written report is provided to the parents or carers of each child twice a year. - A Student Learning Conference is provided to discuss each child's progress. - Appointments may be set up to discuss any concerns at other times upon parent or teacher request. - Selected students have Program Support Group (PSG) meetings which are held termly to review and plan for short and long term goals. - Formal Assessment of student knowledge in Religious Education twice a year. 5. Personalised Learning Plans 5.1. NCCD data 5.2. Participation in national testing programs such as NAPLAN - Personalised Learning Plans for students identified for support through PSG program. - Individual Learning Plans for intervention and extension	<urn:uuid:be2a4dbb-dbe8-4ac2-8d82-d4d5baecd47e>	CC-MAIN-2022-49	https://olbayswater.catholic.edu.au/wp-content/uploads/2021/07/OLOL-Assessment_and_Reporting_Procedures_July2021.pdf	2022-12-05T05:00:33+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00275.warc.gz	464,878,711	697	eng_Latn	eng_Latn	0.986031	eng_Latn	0.98644	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2342, 3501 ]	[ 1.7109375 ]	1	0
Hip-Hip Harand Half a century of creative summer camp breeds artists and achievers alike. By Rosemary Zurlo-Cuva, 2004 For 50 years Harand Camp of the Theatre Arts in Beaver Dam has provided thousands of children with summers of acting, singing and dance instruction. As the camp enters its golden anniversary season, the list of alums now working successfully in television, film and theater is impressive. A very short list includes actors Jeremy Piven and Billy Zane, director Andrew Davis and playwright David Rush. But by all accounts, it is the non-competitive, family-like atmosphere that makes this camp unique and brings campers back year after year. "We emphasize an environment where each child is a star and 'no man is an island,'" says Harand Camp co-founder Sulie Harand. "Through communal participation in theater and sports we strive to instill the importance of diversity and help the children grow as well-rounded adults." Lindsay Feitlinger positively glows when she describes her summers at Harand Camp. A 1996 East High graduate who now lives in Chicago and works as part of Oprah Winfrey's production team, Feitlinger spent nine summers at Harand and credits her camp experiences with shaping the confident and creative person she has become. "Every year you have the challenge of a new play," she says, speaking of the musical productions staged during each session in which every child has a part and the major roles are shared by a number of children. She took her first video production class at camp and learned how much she liked working behind the scenes, putting together the composition of a program. "After camp," she says, "going to college was easy. I'd learned to be outgoing, to take risks and meet all sorts of new people." Most important to Feitlinger was the atmosphere of caring. During her first year at camp, when she was most homesick, Pearl Harand, the camp co-founder who passed away in 1999, took Feitlinger under her wing. "She would invite me for walks, ask me how I was doing and really listen to me. She encouraged me and became like another grandmother." Joe Michaelis recently graduated from UW-Madison and credits his three summers working as a counselor at Harand with his decision to become a teacher. "Working there has been the most amazing and most difficult thing I've ever done. It really tests your limits," Joe says of the camp workday, which starts at 7 a.m. and doesn't end until 10:30 p.m. or later. He was never much interested in theater, he admits, but it has been Sulie and Pearl's "no man is an island" philosophy that has impressed him most. "You feel that we're all working together, sharing. All the kids get to feel special, get to feel part of things." Harand Camp was established in Elkart Lake, Wisconsin, in 1955 by sisters Sulie and Pearl Harand, along with their husbands, Byron Friedman and Sam Gaffin. The sisters were both performers from early childhood, but their real gift, it seems, is to have passed on their enthusiasm for musical theater to generations of young people. Also, sports and recreational activities have always been half of the camp equation, emphasizing the values of teamwork, poise and self-esteem. In 1990 the camp moved to the Wayland Academy in Beaver Dam, taking advantage of its wellmaintained facilities on 55 acres. Acting, singing and dance classes take up half of each day, in preparation for the musical production that ends each session. The second half of each day is filled with sports and electives like video, stage technology and management, arts and crafts, photography and chorus. Evenings and Sundays include trips to go bowling or to Madison for a baseball game, talent shows, sports tournaments and dances. Counselors and instructors come from all over the world, but clearly, it is the family thing that makes all the difference. The next generation of the Harand family -- Janice Gaffin Lovell, Judy Friedman Mooney and Nora Gaffin Shore -- has taken up management of Harand Camp now, and the atmosphere of personal involvement remains intact. When asked what keeps him coming back to work at Harand, Joe Michaelis says, "Every time I leave I feel Iike I'm leaving family. When I come back, I feel like I'm coming home." Rosemary Zurlo-Cuva is a contributing writer to Madison Magazine.	<urn:uuid:081e1dee-269f-45d5-af92-e6050a4b1293>	CC-MAIN-2022-49	https://www.harandcamp.com/_files/ugd/00773c_2b74b8de9a0d4b01a86daf938d138d12.pdf	2022-12-05T04:30:21+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00275.warc.gz	837,158,548	926	eng_Latn	eng_Latn	0.999348	eng_Latn	0.999381	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2113, 4329 ]	[ 1.5390625 ]	1	1
Overview This is the third Overcoming Indigenous Disadvantage report, prepared at the request of the Council of Australian Governments (COAG). It provides indicators of Indigenous disadvantage, with a focus on areas where governments can make a difference. It contains information on the current level of disadvantage, and where possible, how that disadvantage has changed over time. And importantly, it acts as a driver for positive change by identifying key areas for action. Across virtually all the indicators in this Report, wide gaps remain in outcomes between Indigenous and non-Indigenous Australians. Despite Australia's world class health system, the life expectancy of Indigenous people is estimated to be around 17 years lower than that for the total Australian population. Despite compulsory education, Indigenous students at all levels experience much worse outcomes than non-Indigenous students. And Indigenous people are significantly over-represented in the criminal justice system, as both victims and offenders. Although these outcomes are disturbing, the challenge is not impossible. Indigenous people make up just over 2 per cent of the Australian population (although they are widely dispersed across the country). Concerted action by governments, by Indigenous people and by business and the community, can make a difference. This Report is part of a commitment by all governments in Australia to tackle the problems that lead to Indigenous disadvantage. The Report's framework is like a map — the priority outcomes identify the destination, while the indicators are like staging posts along the way, highlighting key areas for attention, showing how much progress has been made, and how far we still have to go. The Report has three parts: * this Overview, which summarises the Report's key messages * the main Report, which provides more detailed information and the evidence base supporting the Report's framework and choice of indicators * the attachment tables (published on the Review website), which include all the data used in the Report. Throughout this Report, the term 'Indigenous' is used to refer to people who have identified themselves as Aboriginal or Torres Strait Islander. Although the 1 situations of Aboriginal people and Torres Strait Islander people can sometimes be very different, the relatively small numbers of Torres Strait Islander people make it extremely difficult to report separately about their experiences. Available data on Torres Strait Islander people are summarised in the section 'Outcomes for Torres Strait Islander people'. How many people? In the 2001 Census (data from the 2006 Census were not available for this Report), 410 000 Australians identified themselves as Indigenous, out of a total population of nearly 19 million people (equating to 2.2 per cent of the Australian population). Of these, 366 000 (89.4 per cent) identified as Aboriginal, 26 000 (6.4 per cent) as Torres Strait Islander and 17 500 (4.3 per cent) as both. A higher proportion of both Indigenous and non-Indigenous populations lived in NSW than other states (30 per cent and 34 per cent respectively). Relatively high proportions of the Indigenous population also lived in Queensland, WA and the NT. Proportion of the population in each State and Territory, 2001 Indigenous Non-Indigenous In 2001, 30 per cent of Indigenous people lived in major cities, and 20 and 23 per cent lived in inner and outer regional areas, respectively. Nine per cent lived in remote areas and 18 per cent in very remote areas. Nearly 90 per cent of non-Indigenous people lived in major cities or inner regional areas. Proportion of the population in each remoteness area, 2001 Indigenous Non-Indigenous Major Inner cities 30% Very remote Remote 18% 9% Source: Figures A3.2 and A3.3. See appendix 3 of the main Report for more information. regional 20% Outer regional 23% Has anything changed? For this Report, up to ten years data are available for some indicators (although there are no trend data at all for other indicators). The first Overcoming Indigenous Disadvantage report was released in November 2003. Given the relatively short time since the first Report, and delays in data collection, data in this Report may not reflect outcomes from more recent government actions. Future editions of this Report will be better placed to measure progress on some indicators — particularly when data from the 2006 Census become available. There have been improvements in some indicators, although in some cases outcomes for non-Indigenous people have also improved, meaning a gap in outcomes persists. The clearest improvements have come in some of the economic indicators. From 1994 to 2004-05, there were large falls in the unemployment rate for Indigenous women and men (although these unemployment rates are influenced by participation in the Community Development Employment Projects (CDEP) program). Over the same period, the proportion of Indigenous adults living in homes owned or being purchased by a member of the household increased, and the proportion of Indigenous adults with a qualification of certificate level 3 or above increased from 8 per cent to 21 per cent. From 2002 to 2004-05, median (mid point) incomes for Indigenous people rose 10 per cent. There have been increases in native title determinations (from almost 5 per cent of the total area of Australia in 2004 to over 8 per cent in 2006) and in land subject to registered Indigenous Land Use Agreements (from 2 per cent of the total area of Australia in 2003 to over 10 per cent in 2006). However, the proportion of Indigenous adults living in non-remote areas who did not recognise an area as their homelands increased between 1994 and 2004-05. There have been improvements in child health, perhaps reflecting an emphasis on early intervention. Infant mortality rates have improved in recent years (but are still two to three times as high as for the total population of infants), and hospitalisation rates for 0–14 year olds decreased for a range of diseases associated with poor environmental health. Other outcomes for children have not improved in the period covered by the Report. The proportion of low birthweight babies born to Indigenous mothers did not change between 1998–2000 and 2002–2004, and there was no change in the prevalence of hearing problems among Indigenous children between 2001 and 2004-05. From 1999-2000 to 2005-06, the rates of substantiated notifications for child abuse or neglect and children on care and protection orders increased for both Indigenous and non-Indigenous children. Other health outcomes deteriorated. From 2001 to 2004-05, there was an increase in the number of long term health conditions for which Indigenous people reported significantly higher rates than non-Indigenous people. The Indigenous rate for kidney disease was 5 times as high as the non-Indigenous rate in 2001 — in 2004-05 it was 10 times as high. Between 2001-02 and 2004-05, older Indigenous people (65 years and over) had increased hospitalisation rates for diseases associated with poor environmental health. Better reporting or improved access to health care may have contributed to these trends, but the negative outcomes are concerning. Many environmental and behavioural risk factors that contribute to poor health outcomes have not improved. There was no change in the rate of housing overcrowding between 2002 and 2004-05. There was little change in reported 'risky to high risk' alcohol consumption by Indigenous men between 1995 and 2004-05, and the reported rate increased for Indigenous women. Over the same period, the reported rate of smoking among Indigenous women and men remained constant, and the proportion of Indigenous people engaging in moderate or high levels of exercise decreased. Indigenous people's involvement with the criminal justice system continued to deteriorate. Between 2002 and 2006, the imprisonment rate for Indigenous women increased by 34 per cent and the imprisonment rate for Indigenous men increased by over 20 per cent. The difference between the Indigenous and non-Indigenous juvenile detention rates increased between 2001 and 2005. Consultations and developments in reporting The Overcoming Indigenous Disadvantage Report has evolved over time. Each edition has been informed by feedback received during consultations, and by new evidence and data. Extensive consultations were held in 2006, seeking feedback on the 2005 Report and suggestions for improvements to the framework and indicators. A consultation team visited Indigenous communities and Indigenous organisations across the country, in a range of remote and regional centres, as well as major cities. The team also met with representatives of all governments, and many expert bodies. Some common themes were evident in the consultations: * Most fundamentally, there was broad support for the Report — Indigenous people generally considered that the indicators reflected the issues affecting their communities and causing disadvantage. * The identification of 'things that work' was seen as very useful, and participants supported identification of the 'success factors' behind the 'things that work'. * Cultural issues were regarded as significant to the wellbeing of Indigenous Australians, but there was general acceptance of the difficulty of developing additional indicators. * There was a general view that improving governance remains critically important at organisational, community and government levels. Following the consultations, several improvements were made for this Report: * Two new indicators have been included in the 'Functional and resilient families and communities' strategic area for action: – 'Mental health' — mental health and wellbeing and the prevalence of mental disorders are important factors in Indigenous health – 'Engagement with service delivery' — removing barriers to service access is critical to reducing disadvantage for Indigenous families and communities. * 'Access to the nearest health professional' has been renamed 'Access to primary health care' to provide a broader measure of access to health services. * 'Things that work' examples have been expanded, and 'success factors' behind the 'things that work' have been identified. * The governance case studies now include an additional key determinant 'resources' and a discussion of 'government governance'. Consultation responses on culture Culture plays a significant role in Indigenous wellbeing, and must be recognised in actions intended to overcome Indigenous disadvantage. This is clearly shown in the 'success factors' identified for the 'things that work' and the key determinants of successful governance arrangements (both discussed below). Most Indigenous people who took part in the consultations, while encouraging development of additional indicators of 'culture', strongly supported the indicators in the 2005 Report that touched on cultural issues: * Indigenous cultural studies in school curriculum and involvement of Indigenous people in development and delivery of Indigenous studies * Indigenous people with access to their traditional lands (including determinations of native title) * participation in organised sport, arts or community group activities * Indigenous owned or controlled land * case studies in governance arrangements. Native Title determinations Source: NNTT (unpublished); table 11A.3.8. The consultations raised three areas for possible new cultural indicators: language; heritage; and Indigenous culture and law. Each of these areas was regarded as important, but there was no agreement on specific indicators. Some of the 'things that work' in the Report provide examples of these aspects of culture, and continuing research will be undertaken for future reports. Reporting on 'wellbeing' is related to reporting on culture. Many Indigenous people expressed the view that, although the measures in the Report are important, they do not show the whole picture of Indigenous wellbeing. This partly reflects the terms of reference for this Report — to report on overcoming disadvantage. This requires a different approach to reporting on wellbeing, because wellbeing involves more than just the absence of disadvantage. Although this is not a 'wellbeing' report, it does include some relevant information, including self-reported feelings of happiness, and the stressors experienced by Indigenous people (in the sections on mental health and housing overcrowding). In addition, the section on engagement with service delivery reports on barriers to accessing services, including cultural barriers. Future Reports may be able to report more 'wellbeing' information, drawing on work by the ABS on measuring Indigenous social and emotional wellbeing. The reporting framework The reporting framework is described in detail in the main Report. At the top, three priority outcomes reflect a vision for how life should be for Indigenous people, endorsed by governments and Indigenous people. These outcomes are linked and should not be viewed in isolation — they all need to be pursued in order to overcome Indigenous disadvantage. But how can progress toward achieving such broad outcomes be measured? The framework Improved wealth creation and economic sustainability for individuals , families and communities Positive child development and prevention of violence , crime and self-harm Safe, healthy and supportive family environments with strong communities and cultural identity Headline indicators - Life expectancy - Disability and chronic disease - Years 10 and 12 retention and attainment - Post secondary education - participation and attainment - Labour force participation and unemployment - Household and individual income - Home ownership - Suicide and self-harm - Substantiated child abuse and neglect - Deaths from homicide and hospitalisations for assault - Family and community violence - Imprisonment and juvenile detention rates Strategic areas for action Early child development and growth (prenatal to age 3) Early school engagement and performance (preschool to year 3) Positive childhood and transition to adulthood Functional and resilient families and communities Substance use and misuse Effective environmental health systems Economic participation and development Strategic change indicators (see page 25) Governments and Indigenous people have endorsed a set of headline indicators that are closely linked to the priority outcomes. Improvements in these indicators would provide strong evidence of progress toward the priority outcomes. However, many of the headline indicators (such as life expectancy) are long term measures that are not expected to change rapidly. This raises the question, how can shorter term progress toward achieving the headline indicators be measured? Sitting beneath the priority outcomes and headline indicators are seven 'strategic areas for action'. Research shows that focusing efforts in these areas can make a difference in the shorter term. Each strategic area for action is linked to a set of strategic change indicators. These indicators are designed to show whether actions are making a difference, and to identify areas where more attention is needed. The logic behind the framework is that improvements in the strategic areas for action (measured by the strategic change indicators) will, in time, lead to improvements in the headline indicators. Improvements in the headline indicators will show progress toward the priority outcomes. The elements of the framework are highly inter-related. Actions across a range of areas might be required to improve a single indicator. But in other cases, a single, well-targeted action can lead to improvements in many indicators. Disadvantage can have multiple causes Employment is influenced by years 10 and 12 retention and tertiary attainment. These in turn are influenced by school engagement and early child development. Environmental factors such as substance abuse and families and communities affect all these outcomes, as do the intergenerational effects of parental income, employment and education levels. Year 10/12 retention Substance abuse Early school engagement Families and communities Early child development Tertiary attainment Employment But some actions can have multiple effects Targeted actions can lead to improvements across a range of indicators. Reducing overcrowding in housing can contribute to improvements in health, school attendance and performance, substance abuse and family and community violence. Health Domestic violence School attendance and performance Substance abuse Overcrowding in housing Environmental Health Things that work Not everything that matters can be captured in broad indicators. Changes occurring at a community level may not show up in state or national data, and some information is better presented in words, rather than numbers. The main body of this Report includes many case studies of 'things that work' — examples of activities that are making a difference at the community level. This Overview summarises the case studies in the discussion of each headline indicator or strategic area for action. These examples of positive outcomes may help to balance negative perceptions of Indigenous issues, and demonstrate to both Indigenous communities and governments what might be successful elsewhere. They also illustrate the factors that contribute to successful programs. Analysis of the 'things that work', together with wide consultation with governments and Indigenous people, identified the following 'success factors': * cooperative approaches between Indigenous people and government (and the private sector) * community involvement in program design and decision-making — a 'bottomup' rather than 'top-down' approach * good governance * on-going government support (including human, financial and physical resources). Many of those consulted felt that the lack of these factors often contributed to program failures. Where possible, broader programs demonstrating sustained success have been reported. However, programs that are successful in individual communities or for short periods are frequently only funded as pilot projects. Even when evaluated as successful, such programs are not always continued or expanded. The need for greater sustainability of successful programs was a common theme in consultations. Headline indicators HEADLINE INDICATORS * Life expectancy at birth * Disability and chronic disease * Years 10 and 12 retention and attainment * Post secondary education — participation and attainment * Labour force participation and unemployment * Household and individual income * Home ownership * Suicide and self-harm * Substantiated child abuse and neglect * Deaths from homicide and hospitalisations for assault * Family and community violence * Imprisonment and juvenile detention rates The first part of the Report focuses on the twelve headline indicators. These are measures of the major social and economic outcomes that need to improve, if the vision of an Australia in which Indigenous people enjoy the same opportunities and standard of living as other Australians is to be achieved. Each headline indicator is discussed in turn. Key messages arising out of the data and 'things that work' in each area are presented, with references to relevant sections of the main Report. Life expectancy at birth Life expectancy is an indicator of the long-term health and wellbeing of a population. This indicator refers to the average number of years a person could expect to live if there was no change to the population's death rates throughout his or her lifetime. Improvements in outcomes across all of the strategic areas for action have the potential to affect Indigenous life expectancy. Box 1.1 KEY MESSAGES * The life expectancy of Indigenous people is estimated to be around 17 years lower than that for the total Australian population (figure 3.1.1). * The most recent estimates indicate that life expectancy at birth is 59 years for Indigenous males compared with 77 years for males in the total population, and 65 years for Indigenous females compared with 82 years for females in the total population (figure 3.1.1). * In 2005, death rates in all age groups were higher for Indigenous people than for non-Indigenous people. The greatest differences were for those aged between 35 and 54, where Indigenous death rates were five to six times those for non-Indigenous people (table 3.1.2). Life expectancy can be affected by levels of income and education, and access to effective and appropriate health care. Environmental factors, such as lack of clean drinking water or adequate sanitation, can accentuate health risks, particularly for babies and young children. Lifestyle factors such as consumption of tobacco and excessive alcohol, poor nutrition and lack of exercise can contribute to high levels of chronic disease and lower life expectancy. Life expectancy at birth, Indigenous 1996–2001, total population 1998-2000 OVERVIEW Source: ABS (2004b); table 3A.1.1. Disability and chronic disease Box 1.2 KEY MESSAGES * In non-remote areas in 2002, Indigenous adults were twice as likely to report a disability resulting in a profound or severe core activity limitation as non-Indigenous adults. * From 2001 to 2004-05, there was an increase in the number of long term health conditions for which Indigenous people reported higher rates than non-Indigenous people. In 2001, Indigenous people reported higher rates of asthma, diabetes/high sugar levels and kidney disease than non-Indigenous people. In 2004-05, Indigenous people also reported higher rates of arthritis, back pain/problems and heart and circulatory diseases (figure 3.2.1 and table 3A.2.1). * In 2004-05, the greatest difference between Indigenous and non-Indigenous rates was for kidney disease, where the Indigenous rate was 10 times as high as the non-Indigenous rate. This gap is widening — in 2001 the Indigenous rate was 5 times as high as the non-Indigenous rate (table 3A.2.1). * In 2004-05, Indigenous people were three times as likely as non-Indigenous people to have diabetes (figure 3.2.1). There was no improvement in the reported incidence of diabetes among Indigenous people between 2001 and 2004-05 (table 3A.2.1). Rates of disability and chronic disease have a bearing on, and reflect, the wellbeing of Indigenous people. In addition to serious illness, Indigenous people have high exposure to a range of other 'personal stressors' that may contribute to the development of long term health conditions. Around 36 per cent of the Indigenous population aged 15 years or over reported a disability or long term health condition in 2002. After taking into account the different age structures of the populations, 21 per cent of Indigenous people aged 18 years and over in non-remote areas reported a disability resulting in core activity limitation. This was almost twice as high as that reported by non-Indigenous people. As no new data on disability have become available since the 2005 Report, this Report compares rates of selected long term health conditions (that may cause disability) among Indigenous and non-Indigenous people. More information on chronic diseases in the Indigenous population can be found in the 'Access to primary health care' strategic indicator. Box 1.3 Things that work Disease prevention programs for Indigenous people in NSW include: * the Aboriginal Vascular Health Program, which applies general disease management approaches for a number of preventable vascular diseases (box 3.2.2) * a partnership between Justice Health, NSW Aboriginal Community Controlled Health Services and Area Health Services, which provides health care services and disease prevention programs for Indigenous people in custody (box 3.2.2). Years 10 and 12 retention and attainment Students who stay on at school and complete year 12 are much more likely to undertake additional education and training. In turn, they will have more, and better, employment options. In the long term, people who have completed secondary or post secondary education are more likely to encourage their children to do the same, so that the benefits flow from one generation to another. Box 1.4 KEY MESSAGES * In 2006, 21 per cent of 15 year old Indigenous people were not participating in school education. Only 5 percent of non-Indigenous 15 year olds were not participating in school education (table 3A.3.2). * In 2006, Indigenous students were half as likely as non-Indigenous students to continue to year 12 (figure 3.3.4). * In 2004-05, a smaller proportion (22 per cent) of Indigenous people than non-Indigenous people (47 per cent) had completed year 12 (table 3A.3.18). * The proportion of Indigenous students who achieved a year 12 certificate (after being enrolled in year 11 the previous year) changed little between 2001 and 2005 (tables 3A.3.11–15). There has been success in increasing retention rates for Indigenous students in some schools where specific programs have been introduced. Greater recognition of Indigenous culture can help give students the skills and knowledge they need to 'walk in two worlds'. Apparent retention rates of full time secondary school students, all schools Source: ABS 2007 (unpublished); table 3A.3.1. Box 1.5 Things that work * Deadly Vibe, a magazine for Indigenous students published by Vibe Australia (an Aboriginal media agency) with funding from the Australian Government, encourages Indigenous students to stay at school (box 3.3.2). * The Cape York Institute's Higher Expectations Program and St Joseph's Indigenous fund are examples of successful non-government sector sponsorship of scholarship programs for children to board at private schools (box 3.3.2). * The Clontarf Foundation in WA engages and supports young Indigenous men to complete year 12 and then provides assistance to find employment. The Foundation establishes Football Academies in partnership with mainstream schools (box 3.3.2). * Where on-site secondary education is unavailable in the NT, the Northern Territory Open Education Centre is working closely with small remote schools to support students undertaking secondary school subjects (box 3.3.2). Post secondary education — participation and attainment People who have participated in post secondary study have greatly improved employment prospects. They are also more likely to earn higher incomes. An individual's education can also affect their health, and the health of their children, as well as their ability to make informed life decisions. Positive outcomes in virtually all of the strategic areas for action could contribute to better educational achievement. Box 1.6 KEY MESSAGES * Although not strictly comparable, between 1994 and 2004-05, the proportion of Indigenous people participating in post secondary education increased from 5 per cent to 11 per cent (table 3A.4.2). * The proportion of Indigenous people with a qualification of certificate level 3 or above increased from 8 per cent in 1994 to 21 per cent in 2004-05 (figure 3.4.3). * In 2004-05, non-Indigenous people were more than twice as likely as Indigenous people to have completed a post secondary qualification of certificate level 3 or above (table 3A.4.10). * Higher education success rates (between 2001 and 2004) and TAFE pass rates (between 2002 and 2005) increased for Indigenous students (figures 3.4.4 and 3.4.5). Box 1.7 Things that work * The Australian Master Bricklayers Association and the Victorian Department of Education are working in partnership to provide construction skills and work readiness training to unemployed Indigenous people in Robinvale (box 3.4.2). * A training culture in many Queensland prisons has contributed to a decrease in the probability of Indigenous offenders returning to custody (box 3.4.2). * A program developed in 2004 in partnership between the Construction Forestry Mining and Energy Union and TAFE NSW is assisting unemployed Indigenous people interested in working in the building and construction industry (box 3.4.2). Labour force participation and unemployment Having a job that pays adequately and provides opportunities for self development is important to most people. Employment is important to living standards, self-esteem and overall wellbeing. It is also important to the family. Children who have a parent who is employed are more likely to attend school and stay on past the compulsory school age. They are also more likely to enter into post secondary education and gain employment. Unemployment can have a major impact on a number of areas covered in this Report, including poor health and mortality, domestic violence, homelessness and substance misuse. The labour force participation rate will, to some extent, reflect the limited employment opportunities available to Indigenous people in remote areas, along with the employment opportunities provided by CDEP. Information in this section does not reflect recent changes made to the CDEP program. Box 1.8 KEY MESSAGES * In 2004-05, after adjusting for age differences: – the labour force participation rate for Indigenous people (58.5 per cent) was about three quarters of that for non-Indigenous people (78.1 per cent) (figure 3.5.3) – the unemployment rate for Indigenous people (13 per cent) was about 3 times the rate for non-Indigenous people (4 per cent) (figure 3.5.6). * From 1994 to 2004-05: – the participation rate for Indigenous women increased from 42 per cent to 53 per cent. The rate for Indigenous men was constant (figure 3.5.5) – the Indigenous unemployment rate fell from 30 per cent to 13 per cent. The unemployment rate fell for both women and men (figure 3.5.9) – CDEP participation rates remained stable (figure 3.5.2). CDEP participation significantly reduces recorded Indigenous unemployment rates and increases recorded labour force participation rates, particularly in remote areas. Indigenous unemployment rate, people aged 18 to 64 years Source: ABS 2004-05 NATSIHS and NHS, 1994 NATSIS, and 2002 GSS and NATSISS (unpublished); table 3A.5.3. Household and individual income The economic wellbeing of individuals is largely determined by their income and wealth. Differences in household and individual income between Indigenous and non-Indigenous people are important indicators of differences in material wealth. Box 1.9 KEY MESSAGES * For the period 2002 to 2004-05, after adjusting for inflation, median (mid point) gross weekly equivalised household income for Indigenous people rose by 10 per cent (from $308 to $340). This compares to $618 for non-Indigenous households in 2004-05 (figure 3.6.2). * In 2004-05, over half of Indigenous people (52 per cent) received most of their individual income from government pensions and allowances, followed by salaries and wages (34 per cent) and CDEP (10 per cent) (figure 3.6.6). Income is linked to overall wellbeing. Higher income can enable the purchase of better food, housing, recreation and health care. There may also be psychological benefits such as a greater sense of personal control and self-esteem. Low income can be both a cause and an effect of disadvantage — for example, low income can contribute to health problems, which in turn limit people's ability to work and increase their incomes. Home ownership Box 1.10 KEY MESSAGES * The proportion of Indigenous adults living in homes owned or being purchased by a member of the household increased from 22 per cent in 1994 to 25 per cent in 2004-05 (figure 3.7.1). * In 2004-05, the proportion of Indigenous adults living in homes owned or being purchased by a member of the household in remote (18 per cent) and very remote (3 per cent) areas was much lower than in major cities (29 per cent) and inner and outer regional areas (39 and 32 per cent, respectively) (figure 3.7.2). * In 2002, the most recent year for which both Indigenous and non-Indigenous data are available, a much lower proportion of Indigenous adults (27 per cent) than nonIndigenous adults (74 per cent) lived in homes owned or being purchased by a member of the household (table 3A.7.2). 17 Home ownership is an important economic indicator of wealth and saving, and is positively related to employment and income indicators. Home ownership provides a secure asset base that can contribute to financial stability and against which people can borrow. During consultations for this Report, many Indigenous people said that home ownership was an important part of improving Indigenous wellbeing. Others suggested that not all Indigenous people want to own their own homes, and that those in more remote areas and living more traditional lifestyles may prefer a more communal form of ownership. Information on communally owned land is reported in the section on 'Indigenous owned and controlled land'. Indigenous people aged 18 years and over living in homes someone in their household owned or was purchasing Source: ABS 1994 NATSIS, 2002 NATSISS and 2004-05 NATSIHS (unpublished); tables 3A.7.1 and 3A.7.2. Box 1.11 Things that work * An Indigenous home ownership program, now known as IBA Homes, was established in 1975. It has helped more than 12 000 Indigenous families buy their own homes (box 3.7.2). * In South Australia, HomeStart Finance introduced Nunga Home Loans in March 2004. Almost 300 applicants have purchased homes with a Nunga Loan (box 3.7.2). * The Tasmanian Government provides funding to the Tasmanian Aboriginal Centre to assist Aboriginal and Torres Strait Islander first home buyers with the payment of stamp duties (box 3.7.2). Suicide and self-harm Suicide and self-harm cause great grief in many Indigenous communities. Suicide rates are higher for Indigenous people than other Australians, and particularly for those aged 25 to 34. Box 1.12 KEY MESSAGES * Suicide death rates were higher for Indigenous people (between 19 and 45 per 100 000 population) than non-Indigenous people (between 11 and 16 per 100 000 population) in Queensland, WA, SA and the NT for 2001 to 2005 (figure 3.8.1). * In 2004-05, after adjusting for age differences, three in every 1000 Indigenous people were hospitalised for non-fatal intentional self-harm, compared with two per 1000 non-Indigenous people (table 3.8.1). There were no significant trends between 2001-02 and 2004-05 (figure 3.8.4). Indigenous suicide is influenced by a complex set of factors. There are significant differences in suicidal behaviour not only between Indigenous and non-Indigenous populations, but also between different Indigenous communities. Suicide is often impulsive, and may be preceded by interpersonal conflicts. But suicide frequently occurs in communities that have experienced similar losses in the past, and where 'lifestyles of risk' are common. Research suggests that Indigenous suicide and self-harm are most common among young men (although suicide attempts seem to be more common for Indigenous women). Suicide and self-harm are generally associated with disadvantage such as unemployment and low levels of education. Other factors include interpersonal conflicts and alcohol and substance misuse (although only 15 per cent of Indigenous people report consuming alcohol at a risky level). Other factors are incarceration, violence and family breakdown. Anxiety and depression are major contributors, particularly among young Indigenous people. Box 1.13 Things that work * The Yarrabah Family Life Promotion program in Queensland, established in 1995, has developed a successful set of strategies for suicide prevention, intervention, aftercare and life promotion (box 3.8.2). Substantiated child abuse and neglect Many Indigenous families and communities live under severe social strain, caused by a range of social and economic factors. Alcohol and substance misuse, and overcrowded living conditions are just some of the factors that can contribute to child abuse and violence. This indicator provides some indication of the extent of abuse, neglect and/or harm to children in the family environment. However, the substantiation data refer only to those matters which have been notified and investigated. No credible data exist on actual levels of abuse. Box 1.14 KEY MESSAGES * From 1999-2000 to 2005-06, for both Indigenous and non-Indigenous children, the rate of substantiated notifications for child abuse or neglect increased (figure 3.9.1). * In 2005-06, Indigenous children were nearly four times as likely as other children to be the subject of a substantiation of abuse or neglect (table 3A.9.1). Deaths from homicide and hospitalisations for assault Box 1.15 KEY MESSAGES * Homicide makes up a very small proportion of total deaths but can indicate broader levels of family and community violence. There were 37 Indigenous homicide victims in Australia in 2004-05 (table 3A.10.5). * Of 245 homicides in Australia in 2004-05, Indigenous people accounted for 15 per cent of homicide victims and 16 per cent of homicide offenders (table 3A.10.6). * After adjusting for age differences, the homicide rate in the Indigenous population was 5 to 15 times the rate in the non-Indigenous population in Queensland, WA, SA and the NT, between 2001 and 2005 (figure 3.10.1). * From 1999-2000 to 2004-05, the rate of Indigenous homicides in remote, outer regional and very remote areas (13 to 17 per 100 000 population) was around three times the rate in major cities and inner regional areas (5 per 100 000). Indigenous homicide rates were higher than non-Indigenous rates in all remoteness areas (figure 3.10.6). * In 2004-05, in the four jurisdictions for which data are available, Indigenous people were hospitalised for assault at 17 times the rate of non-Indigenous people. Indigenous females were 44 times as likely to be hospitalised for assault as non-Indigenous females (figure 3.10.1 and table 3A.10.12). Indigenous people are over-represented in all forms of violent crime in Australia, as both victims and offenders. The impact of homicide and hospitalisations for assault extends beyond the offender and immediate victim. Families and communities are severely affected, and the impact may be felt from one generation to another. Indigenous homicides and assaults are frequently associated with substance misuse, including alcohol consumption. Indigenous homicides tend to involve family members, with disputes within families being one of the main factors. Homicide death rate, age standardised, 2001–2005 Source: ABS Causes of Death 2005 (unpublished); table 3A.10.1. Comparatively high rates of Indigenous homicide are paralleled by high levels of other forms of violence such as self-harm and assault. Actions in a number of the strategic areas have the potential to make a difference, by addressing the circumstances which can lead to dysfunctional families and violent behaviour. Family and community violence There is a growing body of research into violence in Indigenous communities, particularly family violence. Community and family violence problems are complex. Social, economic and environmental conditions such as unemployment, low income, housing overcrowding and alcohol and substance misuse can all contribute to violence. The presence of family violence is a strong predictor of child abuse, and partner violence has a damaging effect on children's emotional, behavioural and cognitive development. Box 1.16 KEY MESSAGES * Comparable data on the extent of family and community violence are not currently available. From the available data, Indigenous people are more likely than nonIndigenous people to be victims of domestic violence related assault. * The main reason both Indigenous and non-Indigenous people sought Supported Accommodation Assistance Program (SAAP) assistance in 2005-06 was to escape domestic or family violence (31 per cent of Indigenous people and 21 per cent of non-Indigenous people) (figure 3.11.1). * In 2005-06, over 4000 Indigenous people and 15 000 non-Indigenous people who sought SAAP assistance to escape domestic or family violence had accompanying children (table 3A.11.3). Box 1.17 Things that work * Since 2001, the 'Pathways to Prevention' project in Queensland has assisted disadvantaged families and their young children, and empowered their families, schools and communities to provide supportive environments (box 3.11.2). * An early intervention project in SA, 'Rekindling Indigenous Family Relationships in the Riverland Program' is assisting the Aboriginal community to resolve family violence and child abuse issues (box 3.11.2). * In 2000, the NT Government launched the 'Strong Families, Strong Communities, Strong Future' project, currently being trialled with eight Indigenous communities in the Katherine region and Tiwi Islands (box 3.11.2). Imprisonment and juvenile detention rates Indigenous people are highly over-represented in the criminal justice system, as both young people and adults. The early involvement of young people in the criminal justice system puts them at much higher risk of being imprisoned as adults. Poverty, unemployment, low levels of educational attainment, and lack of access to social services are associated with high crime rates and high levels of imprisonment. Box 1.18 KEY MESSAGES * Indigenous imprisonment rates increased by 32 per cent between 2000 and 2006 (figure 3.12.1). * Between 2002 and 2006, the imprisonment rate increased by 34 per cent for Indigenous women and by 22 per cent for Indigenous men (table 3A.12.7). * In 2006, after adjusting for age differences, Indigenous people were 13 times more likely than non-Indigenous people to be imprisoned (table 3.12.1). * At 30 June 2005, Indigenous juveniles were 23 times more likely to be detained than non-Indigenous juveniles. The difference between the Indigenous and non-Indigenous juvenile detention rates has increased since 2001 (figure 3.12.4). Box 1.19 Things that work * Victoria's Koori Courts, SA's Nunga Courts and Queensland's Murri Courts reduce cultural alienation for Indigenous offenders and give Indigenous people more input into the judicial process, particularly sentencing (boxes 3.12.2–4). Juvenile detention rates, aged 10–17 years, at 30 June each year Source: Taylor (2006); table 3A.12.17. Age standardised adult imprisonment rates, 30 June each year Source: ABS (2006); table 3A.12.4. Strategic areas for action This part of the Report is concerned with the strategic areas for action and the strategic change indicators. These areas have been chosen for their potential to have a significant impact on Indigenous disadvantage. Some key messages arising out of the data and 'things that work' in each area are presented, with references to where more information can be found in the main Report. Early child development and growth (prenatal to age 3) Providing a child with a good start can have a profound effect on the rest of their life. Health, growth and development in the first three years of life play crucial roles in later outcomes. Stress and neglect in these early years can have significant effects on later health and educational outcomes. Policy action in these early years can lead to significant benefits in the longer term. Injury and preventable diseases A wide range of social, cultural, physical and economic factors influence the health of children. The actions of communities and governments can promote the health of children — most childhood diseases and injuries can be successfully prevented or treated without hospitalisation. This indicator examines injury and preventable diseases that result in children being hospitalised. Box 1.20 KEY MESSAGES * In 2004-05, Indigenous children under four were twice as likely to be hospitalised for potentially preventable diseases and injuries than non-Indigenous children (251 per 1000 compared to 123 per 1000) (table 5.1.1). * For the period 2001 to 2005, the death rate from external causes and preventable diseases was around five times as high for Indigenous children (from 6 to 11 per 10 000 population) as for non-Indigenous children (from 1 to 3 per 10 000 population) in Queensland, WA, SA and the NT (figure 5.1.2). Potentially preventable hospitalisations, for children aged less than 4 years, 2004-05 Source: AIHW National Hospital Morbidity Database (unpublished); table 5A.1.1. Box 1.21 Things that work * The Jabba Jabba Indigenous Immunisation program, in Queensland's Sunshine Coast, was developed to provide culturally appropriate access for 'hard to reach' sections of the Indigenous community and an entry point to mainstream health services (box 5.1.2). * The Keeping Kids Healthy Makes a Better World program has operated in four communities in the NT: Mt Liebig, Titjikala, Nyirripi and Willowra. As well as improving the nutrition of 0–5 year olds, the program has improved engagement in the community, cultural awareness and family cohesion (box 5.1.2). * A team approach to child nutrition on Tiwi Islands (NT) started in 2006. A nutritionist worked with a multidisciplinary team, the crèche and local women to support the nutrition of children aged less than five years (box 5.1.2). Infant mortality The survival of infants in their first year of life is generally viewed as an indicator of the general health and wellbeing of a population. While there has been a dramatic decline in infant mortality rates in the past century for all Australians, the mortality rate for Indigenous infants is still significantly higher than for infants in the rest of the population. Box 1.22 KEY MESSAGE * Indigenous infant mortality rates in most of the states and territories for which data are available have improved in recent years. Nevertheless, mortality rates for Indigenous infants in these jurisdictions remain two to three times as high as those for the total population of infants (figures 5.2.1 and 5.2.2). Box 1.23 Things that work * The NSW Aboriginal Maternal and Infant Health Strategy, operating since 2001, improves access to culturally appropriate maternity services for Aboriginal mothers (box 5.2.2). * The 'Mums and Babies' project, operating since 2000, provides a collaborative model of antenatal and postnatal care for women at the Townsville Aboriginal and Islander Health Service (Queensland) (box 5.2.2). Indigenous infant mortality Source: ABS Deaths Australia (various issues); table 5A.2.1. Birthweight Infants with a low birthweight are more likely to die or have problems early in life. Low birthweight may influence the development of chronic diseases in adulthood, including diabetes and heart disease. Box 1.24 KEY MESSAGES * From 2002 to 2004, babies born to Indigenous mothers were more than twice as likely to have low birthweight (13 per 1000 live births) than babies born to nonIndigenous mothers (6 per 1000 live births) (table 5.3.2). * Average birthweights and proportions of low birthweight babies to Indigenous mothers did not change between 1998–2000 and 2002–2004 (tables 5A.3.1 to 5A.3.5). * From 2002 to 2004, the average birthweight of live births to Indigenous mothers was 3161 g, compared with 3380 g for babies born to non-Indigenous mothers — a difference of 219 g (table 5.3.2). Box 1.25 Things that work * Congress Alukura, based in Alice Springs, NT, is a women's health and birthing centre developed in the 1980s to address the needs of Aboriginal women in Central Australia (box 5.3.2). * The Strong Women, Strong Babies, Strong Culture Program in the NT supports Indigenous women to teach young pregnant women and new mothers to care for themselves and their children in ways that reflect traditional cultural values and practices (box 5.3.2). * Djuli Galban operates in Kempsey, NSW, with a focus on antenatal and early postnatal care and education (box 5.3.2). * The Koori Maternity Strategy in Victoria provides culturally appropriate maternity care to Koori women (box 5.3.2). * The Marrang Aboriginal Child and Family Health Model was developed to improve access and health outcomes for Aboriginal families in Orange, NSW (box 5.3.2). * Nganampa Health Council Child and Maternal Health Program is an intensive antenatal and early postnatal care program operating in the Anangu Pitjantjatjara lands of SA since the mid 1980s (box 5.3.2). * Ngua Gundi — the Mother/Child Project — was funded by the Commonwealth Birthing Services Project to address the low use of antenatal services by young Aboriginal mothers in Woorabinda, Queensland (box 5.3.2). Hearing impediments Otitis media, the main cause of hearing problems experienced by Indigenous children, is characterised by very early onset, persistence and high rates of severity. It can become a chronic disease which is carried from childhood into adolescence. Box 1.26 KEY MESSAGES * In 2004-05, the prevalence of hearing conditions for Indigenous children was three times as high as for non-Indigenous children (table 5A.4.1). * Between 2001 and 2004-05, there was no statistically significant change in the overall prevalence of hearing problems among Indigenous children (figure 5.4.1). * From 2001-02 to 2004-05, hospitalisations for middle ear and mastoid diseases decreased for Indigenous children aged 0–3 years (from 13 per 1000 to 10 per 1000) (tables 5A.4.6 to 5A.4.9). Hearing impediments, if not treated early, may affect children's attendance at school, and their capacity to learn and socialise. This, in turn, can contribute to future disadvantage. Hearing conditions in children aged 0–14 years Source: ABS 2004-05 NATSIHS (unpublished); ABS 2004-05 NHS (unpublished); ABS 2001 NHS (unpublished); tables 5A.4.1 and 5A.4.2. Box 1.27 Things that work * There was a decrease in rates of skin infections and ear perforations after the installation of a swimming pool in Burringurrah (box 5.4.3). * Following a 2005 study of hearing loss in children in a Townsville primary school, inclass and out-of-class hearing assessment tools and professional development programs were developed to maximise students' academic success (box 5.4.3). Children with tooth decay Dental health is an indicator of early growth and development, including nutrition and access to dental health care. Unless treated early, tooth decay may result in pain, infection and destruction of soft tissue in the mouth. Poor dental health can affect speech and language development, as well as school attendance and performance, with implications for self-esteem, employment and social wellbeing. Box 1.28 KEY MESSAGES * Data on tooth decay were available only for NSW, SA and the NT. For these jurisdictions: – Indigenous children had higher numbers of both infant and adult teeth with decay than non-Indigenous children, in both metropolitan and rural areas (table 5.5.1) – fewer Indigenous children than non-Indigenous children had decay-free infant and adult teeth across all age groups and in both metropolitan and rural areas (table 5.5.2). * National data on dental hospitalisation rates and procedure rates showed: – Indigenous children aged less than five years had the highest dental hospitalisation rate of any age group, almost one and a half times the rate for non-Indigenous children of that age group (table 5A.5.8) – extraction rates were greater for Indigenous children than for non-Indigenous children. The rate of extraction procedures for Indigenous boys was almost one and a half times as high as the rate for non-Indigenous boys (figure 5.5.4). Historically, Indigenous people had less tooth decay due to their traditional diet. As their diet changed to include food rich in fermentable carbohydrates, they have become as exposed to tooth decay risk factors as non-Indigenous people. This risk is worsened where there is limited access to dental health services and lack of preventive measures and education. Box 1.29 Things that work * Since 2005, the Wuchopperen Indigenous Health Service 'Filling the Gap Indigenous Dental Program', has provided care to approximately 20 000 Aboriginal and Torres Strait Islander people in and around Cairns, Queensland (box 5.5.2). * Following the successful employment of an Aboriginal Liaison Officer in Northern Adelaide, the SA Dental Service established a broader Aboriginal Liaison Program in late 2005 to improve access to dental care by Indigenous people (box 5.5.3). Early school engagement and performance (preschool to year 3) The extent to which Indigenous children begin formal learning at an early age, attend school regularly, and are healthy, safe and supported by their families and communities, all have a bearing on educational outcomes in the short and long term. Research shows that the children most likely to have learning difficulties often have nutritional, hearing or other health problems. There are no data available on attendance for the period from preschool to year 3. Participation rates only indicate the number of children enrolled as a proportion of the population group. Preschool and early learning Children who have access to, and attend, good quality early childhood education have a head start at school. Gaps in children's basic skills for life and learning that appear at age five or six are often difficult to close, even with targeted school interventions. In Australia, preschool attendance is not compulsory. Fees and program availability may create barriers to access to preschool, particularly in remote and very remote regions. Box 1.30 KEY MESSAGES * Preschool participation was slightly higher for Indigenous 3 year olds (19 per cent) than non-Indigenous 3 year olds (17 per cent) (table 6.1.1). However, preschool participation rates for Indigenous 4 and 5 year olds were lower than for nonIndigenous children of the same ages (table 6.1.1). * Between 2002 and 2005, the number of Indigenous children aged 3–5 years old enrolled in preschool increased slightly, from 8729 to 9015 (from 24 per cent to 25 per cent of Indigenous children aged 3–5) (table 6A.1.2). Box 1.31 Things that work * A NT Government funded mobile program provides a regular preschool program for Indigenous children in six remote sites (box 6.1.2). * The Yappera Centre in metropolitan Melbourne assists Koori families to participate in childcare and kindergarten (box 6.1.2). * For over 30 years, Aboriginal 3 year olds in SA have been able to access state preschools. Staff work with families and communities to develop shared understandings, positive relationships and culturally inclusive practices (box 6.1.2). School attendance In Australia, school attendance is compulsory for people between 6 and 15 years of age (with some variation across jurisdictions). Research has shown a direct relationship between the number of days absent from school and academic performance. Box 1.32 KEY MESSAGE * In 2006, the school participation rate for Indigenous five to eight year old children (97 per cent) was similar to that for non-Indigenous children (94 per cent) (figure 6.2.1, table 6A.2.1). All the strategic areas have some relevance to achieving good outcomes for young children in education. In addition, parental support is very important to ensure young children attend school regularly. Box 1.33 Things that work * The Ngaripirliga'ajirri program, operating in three Tiwi (NT) primary schools in 2000–04, is a culturally relevant early intervention program for Tiwi children of primary school age and their parents (box 6.2.2). Year 3 literacy and numeracy Achievement in the early years of schooling has major implications for retention and attainment in later years. Children who have already fallen behind in year 3 will have difficulty progressing through school and are less likely to attend school beyond the compulsory age. This in turn has implications for employment options and long term disadvantage. Box 1.34 KEY MESSAGES * Between 1999 and 2005, Indigenous students' performance against the national reading, writing and numeracy benchmarks fluctuated, with no statistically significant trend (figures 6.3.1, 6.3.3 and 6.3.5). * In 2005, the proportion of Indigenous year 3 students who did not achieve the national benchmark was substantially higher than the proportion of all students, for: – reading (22 per cent compared to 7 per cent) (figure 6.3.2) – writing (26 per cent compared to 7 per cent) (figure 6.3.4) – numeracy (20 per cent compared to 6 per cent) (figure 6.3.6). Year 3 students who achieved national benchmarks, 2005 Source: MCEETYA (2007); table 6A.3.1. The gap in school performance between Indigenous and non-Indigenous students is evident from year 1 onwards. Studies have shown that, unless preschool learning and early primary school assistance are provided, underperforming students are rarely able to catch up. Support for Indigenous parents, who may themselves have limited education, is a key factor in ensuring that their children are encouraged to do well at school. Box 1.35 Things that work * The Scaffolding Literacy Program improved the literacy levels of Indigenous children at the Kulkarriya Community School on Noonkanbah station in the Kimberley region of WA, and has been extended to other schools in the region (box 6.3.2). * Since 2005, a MULTILIT (Making Up Lost Time In Literacy) Tutorial Centre has operated at Coen State School, a remote community in Cape York (box 6.3.2). * The Yachad Accelerated Learning Project is a professional tuition programme underway in five locations throughout Australia. It provides after hours tutoring for the lowest performing students (box 6.3.2). * Sixty-two schools in the NT participate in the Accelerated Literacy Program, with significant improvements in literacy outcomes for the students involved (box 6.3.2). Positive childhood and transition to adulthood The later years of childhood, adolescence and the transition to adulthood are critical phases in a person's development. A good foundation in early childhood can be built upon, or interventions can assist those who had childhood difficulties to make the transition to a more positive adulthood. There are strong links between a positive childhood and transition to adulthood and several of the headline indicators and other strategic areas for action. Outcomes in these years can have far reaching consequences. Good educational outcomes for young Indigenous people will enhance their opportunities as adults. Young people who avoid the juvenile justice system are less likely to become involved in the adult correctional system and a cycle of re-offending. Years 5 and 7 literacy and numeracy Research has shown that achievement in years 5 and 7 literacy and numeracy is a key determinant of whether children go on to year 12 and higher education. A lack of basic literacy and numeracy skills also results in poor employment prospects. Other research has found that low literacy is one of the biggest hurdles to improving the health of Indigenous people. Box 1.36 KEY MESSAGES * Between 1999 and 2005, year 5 Indigenous students' performance against the national reading, writing and numeracy benchmarks fluctuated, with no statistically significant trend (figures 7.1.1, 7.1.3 and 7.1.5). * Between 2001 and 2005, year 7 Indigenous students' performance against the national reading, writing and numeracy benchmarks also fluctuated, with no statistically significant trend (figures 7.1.7, 7.1.9 and 7.1.11). * In 2005, the proportion of year 5 Indigenous students who did not achieve the national benchmark was substantially higher than the proportion of all students for: – reading (37 per cent compared to 13 per cent) (figure 7.3.2) – writing (26 per cent compared to 7 per cent) (figure 7.1.4) – numeracy (34 per cent compared to 9 per cent) (figure 7.1.6). * In 2005, the proportion of year 7 Indigenous students who did not achieve the national benchmark was substantially higher than the proportion of all students for: – reading (36 per cent compared to 10 per cent) (figure 7.1.8) – writing (28 per cent compared to 8 per cent) (figure 7.1.10) – numeracy (51 per cent compared to 18 per cent) (figure 7.1.12). * As Indigenous students progress through school the proportion who achieve the national minimum benchmarks decreases (figures 7.1.13 and 7.1.15). Students who achieved the numeracy benchmark Source: MCEETYA (2007); table 6A.3.7. Retention at year 9 For most students, compulsory schooling ends during year 9 or 10. Consultations with Indigenous people revealed that this was a critical time for Indigenous children. Many of those who leave school early have poor literacy and numeracy skills, limiting their post-school options, including employment opportunities. The available data suggest a high retention rate at year 9. However, apparent retention rates are based on enrolment numbers, and high rates are to be expected because students commencing year 9 are generally of an age at which school education is compulsory. In addition, apparent retention rates do not reflect school attendance or whether the student completed the school year (because these data are collected mid-way through the year). A significant gap between Indigenous and non-Indigenous students' retention appears in year 10. Box 1.37 KEY MESSAGES * In 2006, 8 per cent of Indigenous people aged 14 years were not participating in school education compared with 1 per cent of non-Indigenous 14 year olds (table 3A.3.2). * Over the period 2002 to 2006, the Indigenous retention rate to year 9 was relatively stable (figure 3.3.2). * In 2005, the retention rate for Indigenous students to year 9 was 99 per cent. In 2006, the retention rate for the same group of students (now in year 10) had declined to 91 per cent (figure 3.3.2 and table 3A.3.1). Indigenous cultural studies in school curriculum and involvement of Indigenous people in their development and delivery The inclusion of Indigenous cultural studies in school curricula is widely regarded (by both Indigenous and non-Indigenous people) as being a significant factor in an Indigenous student's self-esteem and achievement at school. It can also contribute to the understanding and acceptance of Indigenous people by the wider community. The participation of Indigenous people in the development and delivery of Indigenous cultural studies is also regarded as highly desirable. Box 1.38 KEY MESSAGES * Between 2001 and 2005, the number of Indigenous teachers and Aboriginal and Islander Education Workers in schools increased from 3238 to 3596 (table 7.3.1). * Some primary and secondary schools are incorporating Indigenous studies in their curricula, and Indigenous culture and perspectives are being incorporated into VET programs offered at school. This can improve the number of Indigenous students completing year 12 and improve all students' knowledge and appreciation of Indigenous culture (boxes 7.3.2 to 7.3.6). Box 1.39 Things that work * The 'Dare to Lead' program fosters Indigenous education programs in schools throughout Australia. In 2005, the Bendigo Senior Secondary College in Victoria was one of six national winners of the Excellence in Leadership in Indigenous Education awards established under the program (box 7.3.2). * The Swan View Senior High School Access Program in WA offers school-based traineeships. Ongoing involvement of parents, family members and former students has resulted in more Indigenous students completing year 12 (box 7.3.3). * The Broulee Public School Dhurga Djamanji language program in NSW has been successfully integrated into everyday classroom activities and has received strong support from the school and local communities (box 7.3.4). * Tauondi College, an independent, Indigenous, community-run training organisation in SA, has a culturally-appropriate approach to VET in schools (box 7.3.5). * An (unidentified) remote community school includes Indigenous studies programs in the curriculum over a two year cycle, ensuring all students are exposed to Indigenous studies during their schooling (box 7.3.6). * The Remote Area Teacher Education Program in Queensland is assisting Indigenous community teachers to become registered teachers (box 7.3.7). Juvenile diversions In some states and territories, diversion programs allow young offenders to be dealt with outside the traditional court processes. This might involve a caution or attendance at community and family conferences. Programs vary from one State to another. Diversionary mechanisms, in combination with sports and cultural programs can contribute to a reduction in antisocial behaviour and offending. Box 1.40 KEY MESSAGES * Although data on juvenile diversions are not comparable between states and territories, a smaller proportion of Indigenous juveniles were diverted from court by formal cautioning or referrals than non-Indigenous juveniles in each State and Territory for which data were available. Box 1.41 Things that work * The Circular Head Aboriginal Corporation Youth Justice Program, in north-west Tasmania, supports children aged 10 to 18 years who are at risk of adverse contact with the criminal justice system (box 7.4.1). * Community Grant Programs, part of the Victorian Aboriginal Justice Agreement, enable Koori communities to design and deliver localised early intervention/prevention strategies for Koori youth (box 7.4.2). Transition from school to work Two approaches are used to analyse the transition from school to work. The 'at risk' approach examines the proportion of young adults who are neither in employment nor engaged in study, and are therefore considered to be 'at risk' of long term disadvantage. The second approach looks at outcomes from education. People aged 18 to 24 years who were not employed and not studying Source: ABS 2004-05 NATSIHS and NHS, 2002 NATSISS and GSS (unpublished); table 7A.5.2. Box 1.42 KEY MESSAGES * In 2004-05, for young people aged 18 to 24 years: – a higher proportion of Indigenous young people than non-Indigenous young people were not employed and not studying, for both men and women, and in all remoteness areas (figures 7.5.1 and 7.5.2) – a higher proportion of Indigenous young people living in very remote areas were not employed and not studying (52 per cent), compared with those in major cities (34 per cent) (figure 7.5.1) – both Indigenous and non-Indigenous young women were more likely than their male counterparts to be neither employed nor studying (figure 7.5.2). * In 2004-05, for people aged 18 years and over: – both labour force participation and employment rates for Indigenous people were lower than for non-Indigenous people, whether or not they had achieved a certificate level 3 or higher qualification (table 7.5.1) – for both Indigenous and non-Indigenous people, those with a certificate level 3 or higher qualification were more likely to participate in the labour force than those with lower levels of qualifications or without qualifications (table 7.5.1). Box 1.43 Things that work * The Aboriginal and Torres Straight Islander Education to Employment Scheme began in Queensland in 1998. The scheme aims to increase training and employment opportunities for Indigenous youth (box 7.5.2). Substance use and misuse Substance use and misuse can have far reaching effects on a person's quality of life and health, and on those around them. The end result may be a reduction in life expectancy. A range of social factors can influence the misuse of substances, such as socioeconomic status, unemployment and poor education. Alcohol consumption and harm Excessive alcohol consumption is associated with increased illness. As well as health risks to the individual, high levels of alcohol consumption also contribute to domestic violence, financial problems, child abuse and family breakdowns. In the case of pregnant women, excessive alcohol consumption can also affect the health of new born infants. Alcohol consumption at long term risky to high risk levels, adults in non-remote areas, 2004-05 Source: AIC NHMP (unpublished); table 8A.1.5. Box 1.44 KEY MESSAGES * In 2004-05, after adjusting for age differences, survey results indicated that: – a higher proportion of Indigenous adults reported that they did not drink or had never drunk alcohol (53 per cent) compared to non-Indigenous adults (36 per cent) (table 8.1.2) – among those who drank alcohol, the reported rate of long term risky to high risk drinking for Indigenous people was not statistically different to that for non-Indigenous people (figure 8.1.2); the rate of short term risky to high risk drinking for Indigenous people (17 per cent) was nearly double the rate for non-Indigenous people (8 per cent) (table 8.1.3). * Among Indigenous people living in non-remote areas, more Indigenous women reported long term risky to high risk alcohol consumption in 2004-05 (14 per cent) than in 1995 and 2001 (6 and 9 per cent respectively) (figure 8.1.3). There was little change in long term risky to high risk alcohol consumption by Indigenous men over the same periods. * Over the period from 1999-2000 to 2004-05, Indigenous homicides were more than three times as likely as non-Indigenous homicides to have involved both the offender and victim having consumed alcohol (figure 8.1.4). However, the overall level of alcohol involvement in Indigenous homicides fell from 85 to 71 per cent over the period (figure 8.1.5). Box 1.45 Things that work * The Groote Eylandt Liquor Management Plan in the NT was developed in 2005 to reduce the number and harm of liquor related incidents in Groote Eylandt and Bickerton Island (box 8.1.2). Tobacco consumption and harm Tobacco use is an important contributor to premature death and ill-health. It is estimated that smoking is responsible for 20 per cent of all cancers and 21 per cent of heart disease in Australia. In addition to the long term health risks, tobacco use among low income groups can have immediate, insidious effects, by diverting scarce family resources away from beneficial uses. Box 1.46 KEY MESSAGES * Nationally, in 2004-05: – 50 per cent of Indigenous adults were current daily smokers (figure 8.2.1) – after adjusting for age differences, Indigenous adults were more than twice as likely as non-Indigenous adults to be daily smokers (46 per cent compared to 21 per cent) (table 8A.2.2). * From 1995 to 2004-05, the proportion of current daily smokers among both Indigenous women and men living in non-remote areas remained constant (figure 8.2.3). Tobacco use is often associated with other lifestyle related health risk factors, such as excessive alcohol consumption, low levels of physical activity and poor diet. Drug and other substance use and harm Reducing drug-related harm will improve health, social and economic outcomes at both the individual and community level. Illicit drug consumption has played a role in the involvement of Indigenous people in the criminal justice system. There is a strong connection between domestic violence and drug and alcohol use in Indigenous communities. The use of substances such as inhalants (for example, petrol and glue) can lead to brain damage, disability or even death. Box 1.47 KEY MESSAGES * In 2004-05: – 28 per cent of Indigenous adults living in non-remote areas reported illicit substance use in the previous 12 months (table 8.3.1) – marijuana (23 per cent), amphetamines (7 per cent) and analgesics/sedatives (for non-medical purposes) (6 per cent) were the most commonly used substances (table 8.3.1). * For all homicides recorded from 1999-2000 to 2004-05, a lower proportion of Indigenous homicides than non-Indigenous homicides occurred under the influence of drugs (23 per cent compared to 35 per cent) (figure 8.3.2). Box 1.48 Things that work * The introduction of alternative fuels with low aromatics in more than 50 Indigenous communities in the Central Desert Region of the NT, WA and SA has been successful in reducing the incidence of and harm from petrol sniffing (box 8.3.2). * The Mt Theo Program successfully eliminated regular petrol sniffing in Yuendumu, a remote Aboriginal community northwest of Alice Springs, NT (box 8.3.2). Functional and resilient families and communities Families and communities are the mainstay of our society. The extent to which they are functional and resilient influences a range of outcomes for Indigenous people. A caring, protective and supportive environment, together with positive health outcomes and cultural awareness, are particularly important. Dysfunctional families and communities can lead to breakdowns in relationships and social alienation, and contribute to physical and mental health problems. Ultimately, life expectancy, education, imprisonment, violence, employment and income can be affected. Box 1.49 Things that work The Lake Tyers Community Renewal Project is a partnership in progress between the Lake Tyers Aboriginal community and the Victorian Government. Strategies under the Renewal Project have improved community infrastructure and created opportunities for positive community engagement (box 9.1). Children on care and protection orders Data on children under care and protection orders show the extent to which some form of legal intervention has been made for their protection. Not all orders are due to neglect and abuse — in some cases, family difficulties such as a parent being hospitalised or dying may be the reason why a child is placed in care. However, legal intervention is usually a last resort, after other interventions have not been possible or have failed, and these data may provide some indication of the social and cultural stress under which many people in Indigenous communities live. Box 1.50 KEY MESSAGES * Almost 30 out of every 1000 Indigenous children aged 0–17 years were on care and protection orders at 30 June 2006, compared to 5 per 1000 for non-Indigenous children (table 9.1.2). * From 1999-2000 to 2005-06, the rate of children on care and protection orders increased for both Indigenous and non-Indigenous children in all states and territories (table 9A.1.1). Repeat offending Cycles of intergenerational offending, where children of prisoners commit offences that result in their own imprisonment, is common for Indigenous families. This cycle of Indigenous imprisonment has severe effects on families and communities. It is important that people who have contact with the criminal justice system have the opportunity to integrate back into the community, lead productive lives, and not re-offend. Box 1.51 KEY MESSAGES * In 2006, a greater proportion of Indigenous prisoners (74 per cent) than non-Indigenous prisoners (52 per cent) had prior adult imprisonment (figure 9.2.1). * From 2000 to 2006, there was no significant change at the national level in the proportion of Indigenous prisoners with prior adult imprisonment (table 9A.2.3). * In studies on juvenile offenders carried out in NSW, Queensland, WA and SA, Indigenous juveniles experienced a higher number of court reappearances and higher rates of repeat offending than non-Indigenous juveniles (table 9A.2.6 and figures 9.2.4, 9.2.6 and 9.2.7). Prisoners, by known prior adult imprisonment under sentence Data for 2005 are not available for publication. Data source: ABS (2000 to 2006); table 9A.2.3. Box 1.52 Things that work * Since February 2002, Circle Sentencing in Nowra, NSW, has provided an alternative sentencing court for adult Indigenous offenders. It has reduced reoffending among Indigenous offenders and contributed to the Indigenous community. Circle Sentencing Courts have since been established in eight other locations in NSW (box 9.2.2). * The Rumbalara Women's Mentoring Program was established in Victoria in 2002 to reduce reoffending by Indigenous women. Following the success of the Rumbalara pilot, the mentoring program has been expanded to five locations for both Indigenous men and women (box 9.2.3). Access to primary health care Access to health services is important in order to identify and treat diseases in a timely way. Many chronic conditions are potentially preventable if treated early. Vaccination can be effective in the prevention of diseases such as influenza. A lack of access contributes to the high prevalence of diseases such as diabetes and lung diseases in many Indigenous communities. Access to primary health care can affect outcomes in a range of headline indicators and strategic areas for action, including life expectancy, infant mortality, disability and chronic disease, early child development and growth, substance use and misuse, and functional and resilient families and communities. Poor health can also affect people's educational attainment and ability to work. Box 1.53 KEY MESSAGES * In 2001-02, expenditure per Indigenous person on primary health care, including that paid through the Medicare Benefits Scheme, was less than half the expenditure per non-Indigenous person (table 9.3.1). * In 2004-05, the hospitalisation rate for Indigenous people with potentially preventable chronic conditions was 8 times the rate for non-Indigenous people, and the rate for potentially preventable acute conditions was 3 times the rate for non-Indigenous people (tables 9.3.2 and 9.3.4). For Type 2 diabetes, the Indigenous hospitalisation rate was 7 times the rate for non-Indigenous people (table 9.3.3). * Hospitalisation rates for influenza decreased for both Indigenous and non-Indigenous people between 2003-04 and 2004-05. However, the reduction was greater for non-Indigenous people (table 9.3.5). * Hospitalisation rates for Indigenous people for sexually transmitted infections were between 13 and 67 times the rates for non-Indigenous people in 2004-05 (table 9.3.6). Hospitalisations for potentially preventable conditions, 2004-05 Source: AIHW National Hospital Morbidity Database (unpublished); tables 9A.3.1 and 9A.3.2. Box 1.54 Things that work * The Marrang Aboriginal Child and Family Health Model was developed to improve access to health care services and health outcomes among Indigenous families living in Orange, NSW (box 9.3.2). * The Condom Social Marketing for Indigenous Australia project aims to reduce unplanned teenage pregnancies and the incidence of sexually transmitted infections in Indigenous communities (box 9.3.3). * Jirrawun Health, a non-government body based in Kununurra, WA, works with mainstream health services to improve the health of the Gija people (box 9.3.4). Mental health Mental health is defined in terms of an individual's ability to negotiate the daily challenges and social interactions of life without experiencing undue emotional or behavioural incapacity. For many Indigenous people, health, including mental health, is holistic — encompassing not just the physical wellbeing of the individual but the social, emotional, spiritual and cultural wellbeing of the community. Level of psychological distress, people aged 18 years and over, age standardised, 2004-05 Source: ABS 2004-05 NATSIHS (unpublished); ABS 2004-05 NHS (unpublished); table 9A.4.5. Box 1.55 KEY MESSAGES * In 2004-05, psychological distress data showed that 27 per cent of Indigenous adults had experienced a high to very high level of distress, compared with 13 per cent of non-Indigenous adults (figure 9.4.1). * In 2004-05, 56 per cent of Indigenous adults reported feeling calm or peaceful all or most of the time and 71 per cent reported being happy all or most of the time (table 9A.4.13). * From 2001-02 to 2004-05, Indigenous people had higher rates of hospitalisation for mental and behavioural disorders than non-Indigenous people (figure 9.4.3). * 'Life stress events' has been identified as the factor most strongly associated with high risk of clinically significant emotional or behavioural difficulties in Aboriginal children. In WA, in 2001 and 2002, over one in five Aboriginal children aged 0–17 years were living in families where 7 to 14 major life stress events, such as death, imprisonment, violence and severe hardship, had occurred in the 12 months prior to the survey (Western Australian Aboriginal Child Health Survey) (section 9.4). * In WA, Indigenous children in remote communities had better mental health than those living in Perth, suggesting that growing up in very remote communities, where adherence to traditional culture and ways of life are strongest, may be protective against emotional and behavioural difficulties in Aboriginal children (section 9.4). Issues of mental health and wellbeing cover a broad range of problems which can result from domestic violence, substance misuse, physical health problems, imprisonment, family breakdown and social disadvantage. For Indigenous people, there are also broader social and historic issues, such as forced separation or forced relocation, which influence mental health and wellbeing. Box 1.56 Things that work * The school-based 'Family Wellbeing Empowerment Program' for remote Indigenous school children in Cape York, Queensland, aims to enhance the life skills and psychosocial development of young Indigenous people (box 9.4.2). * In NSW, the Aboriginal Mental Health Workforce Training Program aims to increase the representation of Aboriginal people in mental health professions (box 9.4.2). Proportion of Indigenous people with access to their traditional lands Indigenous people derive social, cultural and economic benefits from their connection to traditional country. Culturally, access to land and significant sites may allow Indigenous people to practise and maintain their knowledge of ceremonies, rituals and history. Socially, land can be used for recreational, health, welfare and educational purposes. The economic benefits of land are discussed under 'Economic participation and development'. This indicator aims to show access by all Indigenous people to traditional lands. However, available data are for Indigenous adults in non-remote areas, and are not representative of all Indigenous people. Box 1.57 KEY MESSAGES * In 2004-05, there were no data on access to traditional lands for people in remote or very remote areas. * The proportion of Indigenous adults living in non-remote areas who did not recognise an area as their homelands increased from 29 per cent in 1994 to 38 per cent in 2004-05 (figure 9.5.3). * In non-remote areas, the proportion of Indigenous adults who lived on their homelands decreased from 22 per cent in 1994, to 15 per cent in 2004-05. The proportion who were allowed to visit their homelands remained steady, ranging from 44 per cent to 48 per cent, between 1994 and 2004-05 (figure 9.5.3). Participation in organised sport, arts or community group activities Taking part in organised sport, arts or community group activities can foster selfesteem, social interaction and the development of skills and teamwork. Early participation in these activities can lead to stronger bodies, the prevention of chronic diseases and improved learning and academic performance. Reductions in substance misuse, self-harm, and crime may also result. Box 1.58 KEY MESSAGES * In 2002, almost one quarter of Indigenous people aged 15 years and over had attended an Aboriginal or Torres Strait Islander ceremony in the previous 12 months (ABS 2004). Indigenous people in remote areas were three times more likely to have attended an Aboriginal or Torres Strait Islander ceremony than those in non-remote areas (ABS 2006). * The proportion of Indigenous people who were engaged in moderate or high levels of exercise decreased from 30 per cent in 1995 to 24 per cent in 2004-05 (table 9A.6.2). Box 1.59 Things that work * In the Tirrapendi Aboriginal Youth Disco Program in SA, police and Aboriginal families work together to plan and supervise Aboriginal youth discos (box 9.6.2). * Blue Light NT conducts self-supporting discos at remote communities such as Milingimbi and Ramingining (box 9.6.2). * In 2006, the Little Yuin Aboriginal Preschool established a holiday program at Wallaga Lake in NSW (box 9.6.3). * The Swan Nyungar Sports Education Program at Balga Senior High School, WA, aims to encourage Aboriginal students at school and improve their success, participation in post-school education and employment prospects (box 9.6.4). * The Rumbalara Football and Netball Club in Shepparton, Victoria, operates programs that support education, employment and healthy lifestyles (box 9.6.5). * The Athletics for the Outback Program focuses on remote and rural Indigenous communities, and provides resources and assistance to create a 'whole of life' activity linking education, life skills and responsibilities with sport (box 9.6.6). * Yirra Yaakin, established in 1993 in WA, has become a world class theatre company and leader in community development, supporting positive selfenhancement through artistic expression (box 9.6.7). * The Australian Government has supported independent Indigenous broadcasters since 1987. It has agreed to fund a National Indigenous Television Service. The ABC and SBS also provide Indigenous television programming (box 9.6.8). Engagement with service delivery Engagement with service delivery covers both impediments to Indigenous people accessing services and the appropriate delivery of services (including culturally relevant programs). In remote areas, lack of services and long distances create additional barriers to access. Communication with service providers, Indigenous people 15 years or over, 2002 Source: ABS 2002 NATSISS (unpublished); table 9A.7.5. Box 1.60 KEY MESSAGES * In 2002, based on survey data, Indigenous people aged 55 years and over had the most difficulty understanding and being understood by service providers (table 9A.7.7). * In 2004-05, an estimated 26 500 Indigenous adults needed to go to hospital in the previous 12 months, but did not go because of cost, personal reasons, logistical reasons or other barriers (figure 9.7.1 and table 9A.7.1). * The Western Australian Aboriginal Child Health Survey found that, even though there was a high proportion of Aboriginal children at high risk of clinically significant emotional and behavioural difficulties, very few children had had contact with Mental Health Services (section 9.7). Box 1.61 Things that work * From 2001 to 2005, the Sharing the True Stories project identified and addressed communication barriers between Indigenous patients and health care workers (box 9.7.2). * The Jalaris Aboriginal Corporation (WA) coordinates a holistic approach to family strength and health issues (box 9.7.3). * The Improving Care for Aboriginal and Torres Strait Islander Patients program aims to improve identification of, and quality care for, Aboriginal and Torres Strait Islander patients in Victoria (box 9.7.4). * 15 people in Port Augusta with Aboriginal language skills received training to become accredited interpreters (box 9.7.5). * Improvements to Medicare and Pharmaceutical Benefits Scheme (PBS) arrangements have improved access to health care for Indigenous people (box 9.7.6). * The book 'Yarning about Mental Health' uses pictures and traditional Aboriginal stories to identify and explain some of the causes, symptoms and treatments of mental health problems (box 9.7.7). * A pre-hospital care model for remote Indigenous communities has been implemented in Coen, Horn Island, Cooktown and Kowanyama in Queensland (box 9.7.8). Effective environmental health systems Environmental health is about safe and healthy living conditions. It depends, among other things, on the buildings in which people live, the water they drink, the safe removal of waste and the control of pests. Just as important is the food people eat and their ability to clean themselves, their clothes and their homes. Rates of diseases associated with poor environmental health Sanitation, drinking water quality, food safety, disease control and housing conditions are major contributors to health and quality of life. However, many rural and remote Indigenous communities still struggle to achieve the basic level of environmental health that has been achieved for the rest of the population. Hospitalisation rates for Indigenous children 0–14 years Source: AIHW National Hospital Morbidity Database (unpublished); table 10A.1.1. Research in Indigenous communities has found that infected secretions from eyes, noses, ears and coughs play a major role in transmitting infectious diseases — especially in overcrowded households. Inadequate waste disposal is also a major source of infectious disease. Box 1.62 KEY MESSAGES * Indigenous people had higher hospitalisation rates than non-Indigenous people for all diseases associated with poor environmental health (table 10.1.1). * Between 2001-02 and 2004-05, hospitalisation rates for the 0–14 age group decreased for intestinal infectious diseases (25 per cent decrease), scabies (32 per cent decrease), acute upper respiratory infections (14 per cent decrease) and influenza and pneumonia (31 per cent decrease) (figure 10.1.3). * Between 2001-02 and 2004-05, hospitalisation rates for older Indigenous people (65 years and over) increased for bacterial disease (10 per cent increase), influenza and pneumonia (32 per cent increase) and acute upper respiratory infections (17 per cent increase) (table 10A.1.2). * In the four jurisdictions for which data are available, death rates from diseases associated with poor environmental health were much higher for Indigenous people (between 113 and 230 deaths per 100 000 people) than for non-Indigenous people (between 25 and 40 deaths per 100 000) (table 14A.1.4). Access to clean water and functional sewerage Contaminated drinking water can be a source of sickness and disease. An adequate and reliable supply of water is necessary for personal hygiene and for washing food, kitchen utensils and clothes, which is important to prevent infectious diseases and other illnesses. A functional sewerage system prevents contamination of drinking water and food. Box 1.63 KEY MESSAGES * The number of discrete Indigenous communities without an organised sewerage system decreased from 91 in 2001, to 25 in 2006 (table 10A.2.4). * In 2006, of the 322 discrete Indigenous communities with a reported usual population of 50 or more: – 165 (51 per cent) had experienced water supply interruptions in the previous 12 months (table 10A.2.2) – 130 (40 per cent) had experienced sewerage overflows or leakages in the previous 12 months (table 10A.2.5). Box 1.64 Things that work The Aboriginal Communities Development Program in NSW is raising the health and living standards of 22 priority Aboriginal communities, with new housing and upgrading existing housing, roads, footpaths and street lighting (box 10.2.2). Overcrowding in housing Overcrowding in housing (as well as housing quality and condition) can contribute to poor health, family violence and poor educational performance. The housing occupancy standard reported here compares the number of bedrooms with the number of people in a dwelling, to determine overcrowding. However, particularly in larger households, the number of bathrooms and toilets, and the size of kitchens, bedrooms and other living spaces, may be as important as the number of bedrooms. Indigenous people 15 years and over living in overcrowded housing Source: ABS 2002 NATSISS and 2004-05 NATSIHS (unpublished); table 10A.3.2. Box 1.65 KEY MESSAGES * In 2004-05, 25 per cent of Indigenous people aged 15 years and over lived in overcrowded housing (figure 10.3.1). There have been no statistically significant changes in the rates of overcrowding since 2002 (table 10A.3.3). * In 2004-05, overcrowding was most common in very remote areas, where 63 per cent of Indigenous people lived in overcrowded households (figure 10.3.2). Economic participation and development The extent to which people participate in the economy is closely related to their living standards and broader wellbeing. It also influences how they interact at the family and community levels. This report examines economic development through employment opportunities, influence over land resources, and aspects of education and training that are relevant to the goals of good governance and the capacity to govern. Employment by sector, industry and occupation Having a job (and, to an extent, the type of employment), leads to improved incomes and standards of living for people and their families. This in turn has a positive influence on health and the education of children. It also enhances self-esteem and reduces social alienation. More broadly, where people are employed, benefits also flow on to the wider community. Employment, Indigenous people aged 18 to 64 years, 2004-05 Source: ABS 2004-05 NATSIHS (unpublished); table 11A.1.4. Box 1.66 KEY MESSAGES * The full time employment rate for Indigenous people increased from 45 per cent to 52 per cent between 1994 and 2004-05, and the part time employment rate increased from 26 per cent to 35 per cent over the same period (figure 11.1.6). * In 2004-05, after adjusting for age differences: – Indigenous people in the labour force were more likely than non-Indigenous people to be employed part time (35 per cent compared to 28 per cent) and less likely to be employed full time (54 per cent compared to 69 per cent) (table 11A.1.2) – a higher proportion of Indigenous people than non-Indigenous people were employed in lower skilled occupations, including elementary clerical, sales and service workers and labourers, and related workers (26 per cent compared to 16 per cent) (figure 11.1.9). * For Indigenous people in 2004-05: – full time employment decreased with remoteness, while part time employment increased with remoteness (figure 11.1.2) – CDEP participation comprised a significant proportion of Indigenous employment in remote and very remote areas, accounting for 64 per cent of Indigenous employment in the public sector and 48 per cent of Indigenous employment in the private sector (figure 11.1.7). Box 1.67 Things that work * The Aboriginal Employment Strategy in NSW is a community strategy in partnership with government and the corporate sector to create jobs for Aboriginal people. Following success in Moree, the program has been expanded to four offices in regional NSW and three offices in Sydney (box 11.2.2). * The Accor Asia Pacific Corporate Leaders for Indigenous Employment Project encourages private sector companies to create job opportunities using the Australian Government's Indigenous Employment Programme (box 11.2.2). * The Sunraysia Area Consultative Committee Structured Training and Employment Project was established in 2003. The project focuses on full time skilled or professional employment for Indigenous people (box 11.1.2). * Under the Port Hedland Regional Partnership Agreement, the Australian Government and the Minerals Council of Australia aim to create employment and business opportunities for Indigenous people in mining regions (box 11.1.2). Self employment and Indigenous business Self employment is one way that Indigenous people can reduce dependence on government welfare and improve self reliance. It also enables them to participate in the economy and improve their economic wellbeing. Indigenous business has the potential to contribute to economic participation and development for Indigenous people. Box 1.68 KEY MESSAGES * In non-remote areas in 2004-05, the rate of self employment for Indigenous people was markedly lower than that for non-Indigenous people (table 11A.2.1). * The most recent nationally comparable data that can be reported for the Indigenous self employment and business indicator are the ABS 2001 Census data that were published in the 2003 Report. * The 2003 Report noted that differences in the rates of self employment between non-Indigenous and Indigenous people varied significantly across remoteness areas; the largest difference was found in very remote areas, where non-Indigenous people were nine times as likely as Indigenous people to be self employed. Box 1.69 Things that work * Through a small, Indigenous-owned enterprise, Wujal Wujal Walker Family Tours provide guided walking tours through the Daintree Rainforest in Queensland. The enterprise works with non-Indigenous tourism businesses in the region (box 11.2.2). * Ngarda Civil and Mining, based in Port Hedland WA, in conjunction with Indigenous Business Australia, Henry Walker Eltin and the Ngarda Ngarli Yarndu Foundation, has achieved higher Indigenous employment staffing rates than other businesses in the mining sector (box 11.2.3). * Indigenous Business Australia's Business Development Programme, known as IBA Enterprises, directly assists Indigenous individuals, families and partnerships to succeed in business, through support, mentoring and business loans (box 11.2.4). Indigenous owned or controlled land Indigenous owned or controlled land is reported as an indicator of economic participation and development. It is, however, also important in terms of the social and cultural relationships between Indigenous peoples and their land. Box 1.70 KEY MESSAGES * Indigenous (and non-Indigenous) people obtain a variety of economic, social and cultural benefits from land they own or control. * In June 2006, native title had been determined to exist in full or part in 8 per cent of the area of Australia, compared with 5 per cent in June 2004. The national increase was around 264 210 km², with the major increase occurring in WA (figure 11.3.3). * The number of registered Indigenous Land Use Agreements (ILUAs) increased from 84 in June 2003 to 250 in June 2006 (figure 11.3.4). Over this period, the total land area subject to ILUAs grew from 239 219 km² to 812 866.3 km², or 11 per cent of the total area of Australia. * Indigenous land interests are also protected under various forms of legislation that enable the grant or purchase of land by governments for Indigenous ownership or use. The Indigenous Land Corporation has acquired 201 properties across Australia, covering more than 5.5 million hectares. Examples of State and Territory grants and transfers of land to Indigenous people are included in the main Report (section 11.3). Ownership and control of land can provide both economic and cultural benefits to Indigenous people. As well as yielding benefits from customary activities (for example, fishing, hunting and gathering) and commercial activities (for example, mining royalties and tourism), Indigenous owned or controlled land can provide people with a place to live, through either individual home ownership or community housing. Source: ILC (unpublished); table 11A.3.2. Box 1.71 Things that work * The main Report contains several examples of the benefits deriving from Indigenous ownership and control of land, in terms of: – the customary economy – residential use and home ownership – commercial business – service delivery – land management/tradeable assets – eco-services (section 11.3). * The Indigenous Pastoral Program was established in 2003 in the NT to increase sustainable pastoral production on Indigenous land and Indigenous involvement in the pastoral industry (box 11.3.2). Governance capacity and skills Capacity building for good governance can take many forms. This indicator provides information on Indigenous participation in mainstream courses that are regarded as useful in developing skills relevant to governance. These include management and commerce, economics and business law. Students in other courses may also be well equipped to provide leadership and contribute to good governance. Box 1.72 KEY MESSAGES * In 2005, lower proportions of Indigenous than non-Indigenous students enrolled in university and TAFE courses relevant to governance and management (figures 11.4.1 and 11.4.3). * Both Indigenous and non-Indigenous male students were more likely than females to enrol in university courses relevant to governance and management (figure 11.4.2). * Both Indigenous and non-Indigenous female students were more likely than males to enrol in TAFE courses relevant to governance and management (figure 11.4.4). Box 1.73 Things that work * The Office of the Registrar of Aboriginal Corporations (ORAC) has developed a range of corporate governance training programs for Indigenous corporations and their governing committees/boards (box 11.4.2). * The Managing in Two Worlds Governance Training Program aims to strengthen the management capacity of Victorian Aboriginal community organisations and improve service delivery, using programs developed by ORAC (box 11.4.2). Case studies in governance arrangements Many Indigenous bodies provide important services to their communities. Generally speaking, community governance refers to the ways Indigenous people come together to deal with community affairs, and organisational governance refers to governance of Indigenous bodies established to undertake social, economic and cultural activities. A comprehensive picture of Indigenous governance should also consider governments' engagement with Indigenous organisations and communities — government governance. Governance is closely linked with economic development and disadvantage, because it contributes to Indigenous organisations' and communities' ability to make and implement decisions. Each Indigenous community and organisation has unique historical and cultural characteristics that are reflected in its governance arrangements, but some key determinants have general application to good governance, while allowing for the unique cultures of different organisations and communities. Box 1.74 KEY MESSAGES * Six determinants have general application to good Indigenous governance, while allowing for the unique cultures of different organisations and communities: – governing institutions – capacity building – leadership – cultural match – self-determination – resources. * No one determinant in isolation is enough to lead to good governance arrangements — all determinants are necessary for sustained success. * A comprehensive picture of Indigenous governance should also consider 'government governance' — government engagement with Indigenous organisations and communities. Box 1.75 Things that work The Indigenous Governance Awards are a partnership project between Reconciliation Australia and BHP Billiton, established in 2005, to encourage, reward and promote best practice in Indigenous governance. Indigenous Governance Awards Finalists 2005 2006 * Winner: Koorie Heritage Trust (Melbourne) * Highly commended: Central Australian Aboriginal Congress (Alice Springs) * Highly commended: Sunrise Health Service (Katherine) * Finalist: Goldfields Land and Sea Council (Kalgoorlie) * Finalist: Institute for Aboriginal Development (Alice Springs) * Finalist: North Coast Aboriginal Corporation for Community Health (Maroochydore) * Finalist: Maari Ma Health Aboriginal Corporation (Broken Hill) * Finalist: Tiwi Islands Local Government (NT) Organisations under 10 years old * Winner: Gannambarra Enterprises (Wagga Wagga) * Highly commended: Wunan Foundation (Kununurra) * Finalist: Muru Mittigar Aboriginal Cultural and Education Centre (Penrith) * Finalist: Nyirranggulung Mardrulk Ngadberre Regional Council (Katherine) Organisations over 10 years old * Winner: WuChopperen Health Service Limited (Cairns) * Highly commended: Yirra Yaakin Aboriginal Corporation (Perth) * Finalist: Wangka Maya Pilbara Aboriginal Language Centre (Port Hedland) * Finalist: Yarrabah Shire Council (Qld) Outcomes for Torres Strait Islander people Torres Strait Islander people are a culturally distinct group of Indigenous Australians. As a relatively small proportion of the Australian population, small numbers in surveys and administrative data collections make it difficult to report reliable data. The main Report includes a selection of results that separately identify outcomes for Torres Strait Islander people, Aboriginal people and non-Indigenous people. In these data, 'Torres Strait Islander' includes people who identified as 'Torres Strait Islander only' and 'Aboriginal and Torres Strait Islander'. Box 1.76 KEY MESSAGES * Around 6 per cent of Indigenous people identify as Torres Strait Islander only, while an additional 4 per cent identify as both Aboriginal and Torres Strait Islander. * Fifty-nine per cent of Torres Strait Islander people live in Queensland. * In 2004-05: – the proportions of Aboriginal and Torres Strait Islander adults with a long term health condition were similar (tables 12A.5.5 and 12A.5.6) – a higher proportion of Torres Strait Islander adults (22 per cent) than Aboriginal adults (14 per cent) had year 12 as their highest level of education (figure 12.5.1), but similar proportions had completed a post-secondary qualification of certificate level 3 or higher (table 12A.5.1) – the labour force participation rate for Torres Strait Islander people aged 18 to 64 years (70 per cent) was higher than for Aboriginal people (62 per cent) (figure 12.5.2). The proportions of people who were unemployed or who were participating in CDEP were similar (tables 12A.5.4 and 12A.5.6) – the median (mid point) weekly income of Torres Strait Islander adults ($400) was higher than for Aboriginal adults ($303) but lower than for non-Indigenous adults ($518) (figure 12.5.3) – the proportions of Aboriginal and Torres Strait Islander adults living in homes someone in their household owned or was purchasing were similar (table 12A.5.2). Median (mid point) individual income, people aged 18 years or over, 2004-05 Data source: ABS 2004-05 NATSIHS; ABS 2004-05 NHS; table 12A.1.3. Measuring multiple disadvantage Different aspects of disadvantage often seem to occur together — for example, poor education appears to be linked with poor employment outcomes, and both are linked with poor income. Using comparable data from the ABS 2004-05 National Aboriginal and Torres Strait Islander Health Survey (NATSIHS) and the National Health Survey (NHS), the main Report identifies some aspects of disadvantage that tend to occur together. This analysis does not identify cause and effect (that is, it does not say that disadvantage in one area is the cause of another poor outcome). Box 1.77 KEY MESSAGES * In 2004-05, Indigenous people were markedly disadvantaged when compared with non-Indigenous people against the three measured headline dimensions — education, labour force and income. Different patterns of disadvantage were observed according to age, sex and remoteness areas (figures 12.1.1–12.1.3). * Overcrowded housing is associated with most headline dimensions of disadvantage, including poor education and employment outcomes and low household and individual incomes (figure 12.3.3). * Health risk behaviours among Indigenous people are associated with many headline dimensions of disadvantage — daily smoking is associated with poor outcomes in education, employment and income (figure 12.3.1), and illicit drug use is associated with unemployment and poor outcomes in home ownership (figure 12.3.2). Characteristics of Indigenous people aged 18 years and over living in overcrowded housing Source: ABS 2004-05 NATSIHS (unpublished); tables 13A.3.1 and 13A.3.2. FUTURE DIRECTIONS IN DATA Notwithstanding some improvements, data for Indigenous people are of poor quality in several key areas. \| Indicator \| Data priority \| \|---\|---\| \| Life expectancy and causes of death \| • Continue work on improving quality and availability of Indigenous data, including changes over time. \| \| Substantiated child abuse and neglect; children on care and protection orders \| • Develop data collections to better reflect the underlying extent of child protection issues that are not necessarily apparent from administrative data on substantiations, notifications and orders. \| \| Alcohol and tobacco consumption; drug and other substance use \| • Collect regular data comparing Indigenous and non- Indigenous consumption and more robust data by jurisdictional and geographic levels. \| \| Birthweight \| • Extend data collections to focus on the Indigenous status of babies (rather than mothers). \| \| Hearing impediments \| • Collect data to enable the assessment of the true burden of hearing loss and the type and severity of ear infections in the Indigenous population. \| \| Hospitalisation data \| • Improve quality of Indigenous identification in hospital administrative systems. \| \| Social and emotional wellbeing \| • Improve data on comparable measures of social and emotional wellbeing. \| \| Family and community violence \| • Improve data on relationship of victim to offender and comparability between states and territories. \| \| Children with tooth decay \| • Expand the availability of comparable data on children’s dental health. \| \| Juvenile diversions \| • Collect comparable national data. \| \| Self employment and Indigenous business \| • Collect regular data on Indigenous business and self- employment. \| \| Access to clean water and functional sewerage \| • Collect regular data allowing comparison between services in Indigenous communities and those \| delivered by major utilities.	<urn:uuid:4918b6d7-1dc0-4d13-8b49-e451587eab71>	CC-MAIN-2022-49	https://www.pc.gov.au/ongoing/overcoming-indigenous-disadvantage/2003/overview.pdf	2022-12-05T04:03:14+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00274.warc.gz	983,625,556	23,344	eng_Latn	eng_Latn	0.988994	eng_Latn	0.996593	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 2238, 3919, 6645, 9099, 11347, 12864, 14450, 16388, 17941, 19519, 21186, 23516, 25366, 26898, 28938, 30314, 32357, 33824, 35858, 38106, 39629, 41483, 42507, 42606, 43019, 43882, 44593, 46555, 47463, 49534, 50738, 53025, 54936, 56655, 58320, 60499, 61460, 63123, 65137, 66081, 68146, 69636, 71410, 73338, 75397, 76985, 78152, 79332, 82056, 83879, 85663, 86503, 88406, 89881, 91532, 92951, 94306, 96349, 98932, 99762, 101942, 103883, 105856, 107433, 107596, 109478, 109509 ]	[ 1.40625, 1.4375 ]	2	3
Concepts and Applications Tests The MBSP book of Basic Math Concepts and Applications Blackline Masters includes 30 tests at each grade level for Grades 2–6. Each test samples skills in the areas of math concepts and applications representing the yearlong curriculum. The Concepts and Applications Skills Assessed by Grade charts on the following page show the types of problems that appear in each grade level's tests. In many cases, there are too many skills in a skill area for all of them to fit in a single Concepts and Applications test. For example, at Grade 2, there are seven different types of problems within the Number Concepts area; however, only two Number Concepts problems are included on each test. The complete set of Number Concepts problems is sampled across several tests. Therefore, although the number of problems within a skill area remains constant across all tests, the specific types of problems from certain skill areas may vary from test to test. The small letter at the bottom left corner of the first page of each test in the Blackline Master book refers to the sampling pattern used for the test. For instance, every test with "A" at the bottom includes the same specific problem types as every other test with "A," whereas tests with "B" differ in some skills areas from "A" tests. The following list indicates the number of problems on each test at a specific grade level. Grade 2 18 problems Grade 3 Grade 4 Grade 5 24 problems 24 problems 23 problems Grade 6 24 or 25 problems At a given grade level, each weekly test has the same time limit (i.e., the time limit allowed on the first test of the school year is the same time limit allowed for every test during the year). See the chart below for the time limit at each grade. Time Limit for Concepts and Applications Tests Grade 2 8 minutes Grade 3 6 minutes Grade 4 6 minutes Grade 5 7 minutes Grade 6 7 minutes Concepts and Applications Skills Assessed by Grade The list that follows shows the skills represented on the Concepts and Applications tests for each grade level. Within some skill areas, there are too many specific types of problems to fit into a single test. In these cases, the skills are sampled systematically across several different tests. The sampling scheme for each test is shown by the small letter at the bottom left corner of the first page. Grade 2 Grade 5 Counting Number Concepts Names of Numbers Measurement Charts and Graphs Money Fractions Applied Computation Word Problems Grade 3 Counting Number Concepts Names of Numbers Measurement Charts and Graphs Money Fractions Decimals Applied Computation Word Problems Grade 4 Number Concepts Names of Numbers and Vocabulary Measurement Grid Reading Charts and Graphs Area and Perimeter Fractions Decimals Word Problems Numeration Money Measurement Geometry Charts and Graphs Fractions and Factors Decimals Applied Computation Word Problems Grade 6 Numeration Measurement Geometry Charts and Graphs Applied Computation Word Problems Percentages Ratios and Probability Proportions Variables Normative Scores on Basic Math Concepts and Applications Tests (Points) Note. Data at Grades 5 and 6 come exclusively from high-poverty schools.	<urn:uuid:aad20757-18d4-447d-9df0-a7642e74d9e8>	CC-MAIN-2022-49	https://dl.icdst.org/pdfs/files4/44ce74a9978c45fd416ad0fcb9a8c161.pdf	2022-12-05T03:55:25+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00275.warc.gz	239,080,175	707	eng_Latn	eng_Latn	0.976734	eng_Latn	0.992438	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1917, 3124, 3271 ]	[ 3.890625 ]	1	2
Teach the sound not letter name- 'vvvvvvvv' (stretch the sound). Children copy you. Say "down a wing up a wing", repeat a few times saying the sound and the picture phrase. Children practice (green words below) sounding out the letters (Fred talk) to blend into a word. For example, v-e-t vet. vent vanvan vatvest v e t More confident readers Children to practise reading the words with 'Fred in your head' (this means to sound it out in your head then read the word). Children should then be able to start reading the word without sounds. Say a word above and ask the children to point to the word. . Children practise writing the 'v' sound saying the phrase 'down ta wing up a wing' v _______________________________________________________	<urn:uuid:cb63e9f1-d831-4868-a43c-caf8a822efd6>	CC-MAIN-2022-49	https://www.stjohnandjames.enfield.sch.uk/wp-content/uploads/2020/04/v.pdf	2022-12-05T05:16:08+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00275.warc.gz	1,063,964,558	184	eng_Latn	eng_Latn	0.99924	eng_Latn	0.99924	[ "eng_Latn" ]	false	docling	[ 757 ]	[ 3.734375 ]	1	0
Welcome Good morning! I'm Sue Sweeney and I am part of the Teaching Team here at Catalyst. Some of you know my husband Jeff, and we have two little girls. Clara is 3 and Stella, will be 7 years old this week. My girls are pretty much the most precious things that have ever existed. I know y'all agree with me. In addition to being their mother, I also work full time for the Richardson school district and I spent 8 years as a classroom teacher. Last month, the worst thing that could ever happen to a person like me who is a parent and also a teacher...happened. I was at work, in a meeting, minding my own business and I received this message on my phone from Stella's 1st grade teacher… Um, excuse me? The teacher must have gotten my child confused with someone else. Literally my first thought was, "this is a case of mistaken identity. She sent this message to the wrong parent." Surely this cannot be, right? MY sweet little princess, Stella. Whose mom was a teacher, whose Grandmommy was a teacher, whose aunt is a teacher? Stella has been persistently reminded since her birth by three important family members to always listen to her teachers and follow their directions. What. Is. Happening? I sent a few clarifying questions to the teacher and discovered, that my worst nightmare had indeed come true. Stella was not listening to her teacher and following directions. And a hot rush of shame and embarrassment washed over me. This happens to me a lot, actually. I let the things my children do embarrass me sometimes because I view these things as personal failures on my part. I'm quick to view their behavior as a direct reflection of me. Sometimes, I want people to think I'm perfect. I want people to respect what I say and I want my family to have financial success and our way of life to feel secure. I come by this honestly because this is what our culture expects of me. This is what the world expects of me. I want people to believe that my religious life and my everyday life are in balance. I want to live my life according to what it means to be a Christian, but I don't want to be so into my faith that people think I'm some kind of weirdo. I want to be the person God wants me to be, but I also want to be the person the world wants me to be. I want to live out my God-given calling, but I also want power in the form of respect, security, and success. You probably feel like this too. There is nothing inherently wrong with wanting to be more powerful. The problem is when we put a desire for worldly power first and make God second place. We want this life God has promised us, but not when it's in opposition with what the world tells us we should want. We want what the world says is the "good life" and what God says is the "good life." So we try to balance the two. This morning we're going to talk about the problem with this balancing act. We have two feet, one foot in living out what the world wants and one foot in living out what God wants, but we find we cannot straddle between the two. We cannot find our balance. The Good News is, we don't need to be balanced at all. It's actually better if we just throw this whole balancing act out the window. Because if we do, we inherit hope and life. Let's sing together. Sermon We're in a series called Empathy for the Devil. We're meeting six of the worst villains in the Bible and asking, "Why did they do what they did?" We're not looking to apologize or make excuses for them. We simply want to practice some empathy - put ourselves in their shoes. Because ultimately, we'll discover we're more like them than we thought, and reflecting on their sin will illuminate the seeds of those same sins in our own lives. Today, we're going to meet an evil queen named Jezebel. Turn with me to 1 Kings Chapter 16 verses 2931. If you borrowed one of our Bibles from the back table, you can find these verses on page ###. If you don't have a Bible of you're own, you're welcome to take that one home with you. The name Jezebel is probably familiar to you. It's the name of a high-end magazine which covers the details of living in modern luxury. It's also the name of a popular lingerie brand that qualifies for Amazon Prime shipping. If you grew up in church, you've heard the name before because calling someone a "Godless Jezebel" was a pretty serious insult. Jezebel is heralded as one of the original Bad Girls of the Bible. The Biblical authors call her a harlot even though it appears she was faithful to her husband, Ahab, the King of Israel, the nation of God's people. This association with promiscuity is likely because she was a foreigner who brought the worship of the pagan god, Baal to Israel. All throughout the Old Testament, we hear God forbid the people of Israel to worship any other gods or engage in child sacrifice like many of the other nearby civilizations and kingdoms. Let's see what the Old Testament authors had to say about Jezebel and her husband, King Ahab: 1 Kings 16: 29-31 In the thirty-eighth year of Asa king of Judah, Ahab son of Omri became king of Israel, and he reigned in Samaria over Israel twenty-two years. Ahab son of Omri did more evil in the eyes of the Lord than any of those before him. He not only considered it trivial to commit the sins of Jeroboam son of Nebat, but he also married Jezebel daughter of Ethbaal king of the Sidonians, and began to serve Baal and worship him. He set up an altar for Baal in the temple of Baal that he built in Samaria. Ahab also made an Asherah pole and did more to arouse the anger of the Lord, the God of Israel, than did all the kings of Israel before him. Look at that last line. "Ahab did more to arouse the anger of the Lord than did all the kings of Israel before him." That's pretty bad because there were a lot of kings in Israel's history who did a lot of messed up stuff. So, what did King Ahab do? Well, he married Jezebel and allowed her to bring her religion to Israel with her. Not to replace Israel's religion, but more like, in addition to it. That doesn't really sound so bad. Jezebel was the princess of Sidonia, which means she was Phoenician. Phoenicia was a great ancient civilization. You may remember from your high school World History class that the Phoenicians were the ones who invented the alphabet that is basically what we use today. By the world's standards, Phoenicia was an advanced society with plenty of wealth and relative equality for women. At this time, Israel by comparison, was nothing but a poor little backwater kingdom with weird religious and cultural beliefs. It is likely Jezebel saw it her purpose to improve Israel by making it at least as powerful as its neighbors. She saw it her business to help her husband, Ahab, by acquiring land and wealth for the royal family. Unfortunately, this required her to plot the murder of a Hebrew vineyard owner, but hey..to make an omelette...sometimes you have to break a few eggs. But Jezebel was not the first Biblical person to have someone murdered. Even God's favorite, King David, killed a man for selfish reasons. Jezebel was just trying to help her family out. She was just trying to bring Israel up to the world's standard of success. So how did Queen Jezebel turn her husband, King Ahab into the worst king in Israel's history? It's important to understand here how God feels about Idolatry."The Hebrew word for God is 'Yahweh', and the Israelites believed the worship of anything other than Yahweh was, and is, considered idolatry. Idolatry being the worst of the sins. When God, or Yahweh, gave Moses the 10 commandments in Exodus, chapter 20, the first commandment was this: "You shall have no other gods before me. "You shall not make for yourself an image in the form of anything in heaven above or on the earth beneath or in the waters below. You shall not bow down to them or worship them; for I, the Lord your God, am a jealous God, punishing the children for the sin of the parents to the third and fourth generation of those who hate me, but showing love to a thousand generations of those who love me and keep my commandments. So, this is serious. "The Lord, your God, am a jealous God." So a jealous God? That can make us uncomfortable. Does that mean that God is jealous like a jealous husband? That's not what this means. We're called by God to live in God's image because of God's love for us. God knows that giving our worship to anyone or anything else will only lead us down a path of fear and death. The Israelites knew and we know today, that Yahweh or God's way is the way of hope and life. And how did Jezebel get God's people to engage in idolatry exactly? When she married Ahab and moved over to Israel from her Phoenician home, she set up temples to worship Baal in Israel. This caught the immediate attention of God's prophet, Elijah, who warned the Hebrew people again that their purpose was to follow Yahweh and Yahweh alone. To further the point, Elijah put on a great show of challenging Jezebel's priests of Baal in front of all the people of Israel. The competition was to see which god could rain down fire on a sacrificial offering first: Yahweh or Baal. Hundreds of priests of Baal called and called for their god to bring fire to the offering and nothing happend. Even though Elijah threw water all over his offering, Yahweh still miraculously set the sacrifice on fire. Even in the face of this amazing evidence of Yahweh's power. The Hebrew people still let Baal worship seep into their lives. To them, Yahweh was the God of the desert- of victory and power and big defining moments for the Hebrew people, but Baal was the god of rain and crops, which was more fitting with everyday life. I know what you're thinking, "this is all some weird Old Testament stuff. I know I'm all good because I definitely do not worship Baal or any ancient pagan god that I know of." I do need to ask myself, "Who is the god of my big defining moments, my biggest challenges and victories and who is the god of my every day regular life?" When big, great things happen, I give God the glory. When I am in crisis, I call on God for help. God feels nearest to me in these moments. What is harder for me to determine is where God fits into my regular life of family, friends, going to work and paying my bills. This is where I'm most likely to give over my worship to something else without really realizing it. If I'm honest, in my everyday life I find myself splitting my devotion and worship into two spheres or circles. In one circle, I want to live into the image of God. I want to live my life in such a way that it helps usher in the Kingdom of God here on earth. I want my life to be about loving my neighbor and bringing about peace and justice. In order to do this, I have to die to myself. I have to admit that I cannot do this on my own- that given over to my basic human desires I will only try to make myself greater by making other less. I need the hope and help of the Holy Spirit. But in this other circle, I want to be successful by the world's standards. I want people to think I am handling it all on my own and I look good doing it. I want people to respect me. I want to be able to do the things I want, and have the things I want, whenever I want. In our world, this type of power is the standard of success- to have more than others and to be more than others because we feel like we deserve it. In our world, this is a god we also worship. A false god of power, material success, fame, and ego. I want to find what our culture calls "balance." So like a Venn Diagram, I put these two opposing circles together and try to find some overlap. We think the good life is found in this sweet spot where the gods overlap-where our religious life and our everyday life overlap only where it is considered by others to be "socially, economically, or politically appropriate." But, this isn't the good life. No matter how hard we try to balance at all, we can never quite do what God wants and what the world wants at the same time. God's way leads to life. The world's way leads to death. We can't have it both ways. There is no place where they overlap. There is no balance. We cannot worship two gods. To try is to engage in idolatry. So, how do I know where I'm engaged in idolatry against God? The questions to ask are, "where am I giving my worship? To whom am I giving my worship?" Worship is where my heart is. How do I know where my heart is? I can look to where I'm giving my time, attention, and effort. If I'm honest, I find myself, more often than not, worshiping at the altar of a version of myself that is fully made into the image of the world. It is a version of life in pursuit of security in my social, economic, and political life. I so easily subscribe to the idea that my value in society only increases when someone else's value decreases. It's easy for me to believe that my success must come at the expense of others. But hey..to make an omelette...sometimes you have to break a few eggs. This is not the life God has called us to. What I should really give my time, attention, and effort to is a version of myself that is surrendered to the Holy Spirit and made into the image of God. Jezebel wanted to find this overlap as well between her and Israel's religious life and their every day social, economic and political life. She wanted the people of Israel to find their power in being made in the image of God, but also worship pagan gods like the rest of the world so they could increase their status on the world stage. Jezebel wanted Israel to be powerful in the way the world expected them to be powerful- to exert more social, political, and economic power at the expense of others. In a world that operates like everything is a zero-sum game and where there can only be winners if there are losers, God wanted a different path for the people of Israel. Because God loves us all so much, God wants this different path for us too. But like Jezebel, we want to veer off this path and find our own way, because we think we know better and we don't want people to think we're weirdos. We can't have it both ways. We don't want it both ways. Jesus tells us why. Turn with me to Matthew 6:19-24. If you have one of our Bibles, that's on page ###. Here, Jesus explains why the more we lean into this circle of what the world wants us to be, the smaller we make this circle of what it means to follow God with our whole heart. As we continuously pursue more social, economic, and political power and collect treasures as evidence of our worldly successes, sin is invited to creep deeper into our hearts and lives. Here, Jesus explains that we cannot have one foot in the desires of the world and one foot in the desires of God. We have to put God first. Jesus says, "Do not store up for yourselves treasures on earth, where moths and vermin destroy, and where thieves break in and steal. But store up for yourselves treasures in heaven, where moths and vermin do not destroy, and where thieves do not break in and steal. For where your treasure is, there your heart will be also. "The eye is the lamp of the body. If your eyes are healthy, your whole body will be full of light. But if your eyes are unhealthy, your whole body will be full of darkness. If then the light within you is darkness, how great is that darkness! "No one can serve two masters. Either you will hate the one and love the other, or you will be devoted to the one and despise the other. You cannot serve both God and money. So, Catalyst, how do you know where your heart is? What are your treasures and where are you storing them? I want to be clear here that God has no problem with trying to take care of your family and friends. There's nothing wrong with wanting to work hard and do your best in this life. It's just about putting true value in the proper place. It's about putting the God first, and the desires of the world second. Let me offer you an analogy. Pastor and author Shane Hipps asks us to think of God as a 1 and all the "stuff" that makes up our lives our family, our jobs, our friends and social groups, our church - to think of all these as 0's. If we put any of the 'stuff' ahead of God, they don't add any value to our lives. In fact, the more we put in front of that 1, the more cluttered everything looks. 1 has the same value as 00000001 But if we put God first, then everything else adds value. Every 'zero' we put in its proper place - after God - makes the overall value of our lives greater and greater. 1 isn't the same as 10 or 100 or 1,000 or 1,000,000. When we put God first, our whole lives are ordered better and everything flourishes and finds its place. This is why Jesus insists we seek God's kingdom first. So, what does it look like to seek God's Kingdom first? What does it mean to live into the image of God? Is it about making sure my butt is in a seat in church every Sunday? Is it about just not being a jerk to people? What does it look like? It looks like listening to the Holy Spirit. It's about rejecting this idea that we can balance what God wants and what the world wants. The world wants us to win the the social, economic, and political power game so we can store up more treasures here on earth. More personally for me, the world wants my children to always be dressed better, behaving better, and be always winning while you're losing because it makes ME look better. This explains why I take Stella's teacher's concerns so personally. According the the world's standards, everyone, including people I hardly know, need to see me as successful. It's why I felt this hot rush of shame and embarrassment when I got that message from her teacher. This was not my daughter's failure. This was a parenting failure. This was MY failure! Her teacher made it look like I was screwing up and that I don't have my life together. (As if I really did.) My first impulse is to try and solve it on my own, and my own desires are inherently bent away from God because really, my only desire is to make myself look better and the best way to do this is to try to shame someone else and make them feel worse than I do. I can either make my daughter feel utterly miserable for embarrassing me or I can make the teacher feel like an idiot for even questioning that my family is anything other than better than everyone else's. This is really an opportunity to let God into my everyday life. This is a chance for me to stop listen for the Holy Spirit. Maybe this choice of punishing my daughter or punishing the teacher is really a false dichotomy. The Holy Spirit can show me a third way that involves making this a positive learning opportunity for Stella and a way to build a productive relationship with her teacher. This world wants me to make myself more, even if it means making others less. The Holy Spirit calls me to forgo more social, economic, and political security if the cost is the oppression of others. The Holy Spirit calls me, in situations where I am privileged, to recognize and empower others who are not. The spirit reminds of me of what my treasures really should be and where I should store them. What was truly evil about Jezebel was the way she tried to normalize living a life with one foot in what God wants and another foot in what the world wants. The scriptures again and again point to what God cares about and what the world cares about to be in opposition to one another. Communion [Communion Slide] We approach the communion table today to put God's way before everything else in our lives. This table invites us to share the meal Jesus shared with his followers the night before he was killed. At that meal, he broke bread and gave it to his followers, saying, "This is my body, broken for you. Eat it." Later in the meal, he offered a cup of wine, saying, "This is my blood, poured out for the forgiveness of sin. Drink it." Jesus shows us what it means to put God's way first: he followed God all the way to the Cross, even giving up his very breath rather than divide his allegiances. We follow his lead, walk in his footsteps and ask God to make us into his image. You don't have to be a member of Catalyst to receive communion with us today. If you're willing to put God above all else, to reject the idol of balance, then you're welcome to come forward. Before we approach the table, I'm going to lead you in a prayer of Examen. I'll ask you four questions to give you space to reflect on what God is calling you to today. After we've worked through those questions, I'll pray for all of us, and then you're welcome to come forward as you're ready. Here's the first question: Prayer of Examen 1. Where in the last week did I seek God's way above all else? 2. Where in the last week did I put other priorities above God? 3. Where in the next week will I be tempted to put other priorities above God? 4. How can I seek God's kingdom first this week? God, you created our lives and you know how they fit together. Forgive us for listening to the voices in our world that whisper that family, wealth, respectability or balance belong in the same breath as our praise of you. We have seen in the story of Jezebel that this can end only in pain for us and for our families. We approach your table today as a people who wants to seek your way first. Teach us yet again that your path leads to life. May these wafers and juice become a spiritual food that opens our eyes to see the way of Jesus and our ears to hear the voice of your Holy Spirit. Make us your people, wholly committed to you. Order our lives. Show us what should stay, what needs to go, and what's in the wrong place. Order our priorities and our steps. Breathe new life into us. We offer these prayers and approach your table in the name of your son, Jesus. Blessing Thank you to all who are supporting Catalyst both financially and in serving. Your faithfulness in this area helps us continue to do what God is calling us to do. If you want to begin contributing in those ways, more information is in the mini and on the next step cards. Again, thank you to the guests with us. We know it can be hard to connect with a new Church, so we wanted to make it as easy as possible to do that. We created a next step called Newcomers Lunch we do once a month (the next one is October 15). It's right after we worship together, and in about 45 minutes, we feed you, tell you who Catalyst is, what God is doing here, and we give you a next step to get connected. If you'd like to sign up, you can check the box at the top of the tear off we did earlier, and drop it in the box by the door on your way out. Either way, thank you again for worshiping with us. Next week, we meet Judas, the man who betrayed Jesus to death. But for now, Catalyst, as you go: May you dispense with the lie that God wants you to live a balanced life. Seek God's kingdom first, and his righteousness. And as you put God first, may you find all those other areas of your life begin to make more sense. May you see what should stay and what needs to go. May you find wholeness and flourishing as you follow God's way. 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CS 230 Programming Languages 09 / 27 / 2022 Instructor: Michael Eckmann Today's Topics * Questions? / Comments? * Another Bottom up parser example * Regular Expressions (Regexs) – For matching – General concepts – How the regex engine works (especially backtracking) – Java code for regexs * Last ½ hour you can work on the exercises from yesterday. If you finished, create some invalid syntax programs to test out your error code. Bottom Up parsers * Bottom-up parsers – Given a right sentential form, α, determine what substring of α is the right-hand side of the rule in the grammar that must be reduced to produce the previous sentential form in the right derivation – This substring is called the handle – This is backwards from the way top down parsing works – The most common bottom-up parsing algorithms are in the LR family (L=left-to-right scan of input, R= rightmost derivations) Michael Eckmann - Skidmore Bottom Up parsers * Bottom-up parsers – The whole process is: Starting with the input sentence (all terminal symbols) (also this is the last sentential form in a derivation), produce the sequence of sentential forms (up) until all that remains is the start symbol. – One step in the process of bottom-up parsing is: given a right sentential form, find the correct RHS to reduce to get the previous right-sentential form in the derivation – What are we reducing a RHS to? Michael Eckmann - Skidmore Bottom Up parsers Example: Michael Eckmann - Skidmore Bottom Up parsers * And why can we not choose the others? Michael Eckmann - Skidmore Bottom Up parsers * The correct choice of the RHS to reduce in any given step is called the handle (of that right-sentential form.) * The text contains intuition on how to find the handle --we won't cover that here. Just know that the handle of any right-sentential form is unique. Michael Eckmann - Skidmore Bottom Up parsers * Most bottom-up parsers are LR --- what is LR again? * They use small programs and a parsing table. Michael Eckmann - Skidmore Bottom Up parsers * LR parsers consist of – A parse stack – An input string (the sentence to be determined if it is syntactically correct) – A parse table created from the grammar beforehand. Its rows are states, and its columns are terminal and nonterminal symbols. – So, given an input symbol and a state, the program will lookup in the table what to do. Michael Eckmann - Skidmore arithmetic expression grammar (same one as on earlier slide) * 2. E -> T * 1. E -> E + T * 3. T -> T * F * 5. F -> ( E ) * 4. T -> F * 6. F -> id * For next slide, R means reduce, S means shift. e.g. R4 means reduce using production 4 above. S6 means shift the next symbol of input onto the stack and push state 6 onto the stack. LR parsing table for arithmetic expression grammar the S4 in row: State 0, should be under ( not * ACTION & GOTO * The GOTO portion of the table is used to determine which state to push onto the stack after a reduction. * Blank cells in the table imply syntax errors. * The ACTION portion of the table is used to determine whether to shift or reduce based on the current state and next input symbol. * accept means the sentence is syntactically correct. * The input string is the complete sentence followed by a termination symbol, usually a $. * The stack starts with only state 0 on it. LR Parser structure * Top of stack is to the right, the next input symbol for the input is the leftmost symbol. S's are State #'s and X's are grammar symbols. Let's go through an example parse * Before we go through an example parse a few things should be stated. * Recall that a shift pushes the next input symbol on the stack and then pushes the specified state on the stack as well. That's pretty straightforward. Let's go through an example parse * A reduce is more complex. When a reduce occurs, * 1. the handle (the whole RHS) is popped off the stack (along with each state per symbol in the handle) * 2. then the LHS is pushed onto the stack * 3. followed by another state pushed onto the stack. The state to be pushed is determined by the GOTO portion of the parse table. – column is the LHS just pushed – row is the state that was on the top of the stack after the handle and its associated states were popped. Let's go through an example parse * We already determined if is syntactically correct for the example grammar a few slides ago. Let's go through an example parse * How about we determine if is syntactically correct for the example grammar a few slides ago. We'll do this by viewing the table on screen and I'll show the stack and input and action on the board. Also, I'll write on the board what happens during a shift and a reduce. * Matching – If you wanted to test if a string contained exactly some particular value, how would you do it? * Matching – If you wanted to test if a string contained exactly some particular value, how would you do it? * In Java, you might use .equals method of String – e.g. if (name.equals("Mike")) * Matching – But, what if you wanted to test if a string contained some particular text somewhere within it, how would you do it? – If you wanted to test if a string contained 4 digits together somewhere within it, how would you do it? – How about determining if a string contained 2 or more consecutive "the "'s? And if it did, remove all but one of them. * Matching – But, what if you wanted to test if a string contained some particular text somewhere within it, how would you do it? – If you wanted to test if a string contained 4 digits together somewhere within it, how would you do it? – How about determining if a string contained 2 or more consecutive "the "'s? And if it did, remove all but one of them. – Regular expressions (aka regexes) can do this, and more. – They are powerful! Michael Eckmann - Skidmore College - CS 230 - Fall 2022 * What are regular expressions? – Regular expressions consist of a specialized syntax used to describe patterns of text – May be used to find and/or extract text from input source (file, network data stream…) * Why study regular expressions? – They are used in a variety of tools * Editors, file search utilities, compilers, programming language libraries – Useful as a quick way to search and parse data – We will use them in several ways including in our lexical analyzer * Regular Expression syntax varies among programming languages and tools * Regexes have been used for many years within computer science and over time variations in the syntax have arisen – Different implementations will work with different regex syntax, which can be frustrating when switching between languages * But, luckily, most of the core regex syntax is common among languages – When switching between languages, just need to focus on the differences * Languages such as Perl, Python, C, Java all provide regular expression support. * Terminal based tools such as – grep (a search tool that searches files for matching patterns), – awk (a programming language for text processing), and – vi (a text editor) – among many others all include support for regular expressions * A regular expression is interpreted by a program that compares input text to the regular expression to identify a match, if present – The program is a regex engine – e.g. a lexical analyzer may use regular expressions that defines the pattern of lexemes/tokens * The regex engine's – Input: is text and the regular expression and – Output: is metadata identifying the match * e.g. whether or not there was a match and if so where (start and end character positions) in the input text the match was found * In the early days of text editing a common syntax for using a regular expression to find or match text in a file was to place the regex pattern between two slashes --- still used in perl – Before the first slash the user could include the letter 'g' meaning that the search should be global (search the entire file) – After the second slash the user could include the letter 'p' meaning that each match should be printed on the console – This led to the pattern g/regular_expression/p * This was used as the name for a command line text searching tool: grep * The simplest form of regular expression is just exact text to look for to try to match. * e.g. Given the regex "rem" and the input text "Skidmore College is the premier school in the northeast." * r is tries to match the S, it doesn't so r tries to match k and doesn't, r is compared to i, r is compared to d, r is compared to m, r is compared to o, then r is compared to r and they match so e is compared to e and they match, but since m doesn't match the space after Skidmore it starts comparing the r to the e, then r to space, then r to C etc. eventually r matches the first r in premier then e matches e and then m matches m in premier and the regular expression successfully matched rem in the input text. * The result being that "Skidmore College is the p" is the text before the match, and "ier school in the northeast." is the text after the match. * When we write the regex we are defining an expected order of characters to match Michael Eckmann - Skidmore College - CS 230 - Fall 2022 * Another example: * e.g. Given the regex "ledge" and the input text "Skidmore College is the premier school in the northeast." * This match attempt will fail to match and the regex engine will indicate in some way that it failed to match. * Let me explain how it will go about doing it, using backtracking when necessary. * A slightly more complex regular expression than previous examples uses a character class. Character classes are put between [ ] square brackets within the pattern --- this means exactly one of the set of characters in the [ ] is able to match. * e.g. Given the regex "[Cm]o" and the input text "Skidmore College" – This will try to match either Co or mo in the input text * It starts trying to match at the beginning of the text (and so prefers to match as early as possible in the text) so the mo matches the mo in Skidmore and result is "Skid" is before the match, "mo" is the match, "re College" is after the match. * Notice: because mo appears before Co the mo match happens. * Character classes are put between [ ] square brackets within the pattern --this means any one single character in the [ ] is able to match. * May use ^ (not) --- to match any one char not part of the character class * May use – (hyphen) --- to specify a range of characters for the class input: "Hay is for horses" regex: "[A-Z]ay" –- matches if the input contains any capital letter followed by ay, would match Hay input: "The boardgame Payday is fun" regex: "[A-Z]ay" –- this would be match too, it matches Pay input: "The boardgame Payday is fun" regex: "[^A-Z]ay" –- this would be true too, why? In English, how would you describe, what the regex "[bchr]at" would try to match? * Character classes may contain multiple ranges: * e.g. [a-zA-Z] says match any one letter (lowercase or uppercase) * [0-9A-F] says to match one Hexadecimal digit * This next one does not have multiple ranges in one character class, but instead has two character classes one after the next so it will match only substrings of length 2: [1-3][0-9] says to match any 2 digit number 10 through 39 * In Java's String class, several methods take regular expressions: – matches – takes a regex and returns true or false if whole String matches the regex or not – replaceAll and replaceFirst --- both take a regex and a replacement String as parameters and returns a String with the replacement String inserted where the regex was found – split --- splits a string based on regex as delimiters, returns an array of Strings – Let's try some of these out on Strings / regexes. * Let's see the results of some of those past examples in Java using the Pattern and Matcher classes which provide more functionality than the few methods provided in String. * Pattern p = Pattern.compile(regex); // where regex is a String containing the regular expression * Matcher m = p.matcher(inputText); // where inputText is the text to search for the pattern p // associated with the regex * Methods in Matcher class matches --- acts like the matches one in String, requires the whole text to match the regex find --- looks for a subset of the input to match the regex ``` Michael Eckmann - Skidmore College - CS 230 - Fall 2022 start --- returns the index of the start of the previous match end --- returns the offset after the last character in match ``` * There are ways to specify common character classes * \d (any digit) * \s (any whitespace \ \t\r\n\f ) * \w (any "word" character (a digit, letter or underscore)) * \D (any non-digit) * \S (any non-whitespace) * \W (any non-word character) * . 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Bogomolets National Medical University Department of Human Anatomy GUIDLINES \| Academic discipline \| HUMAN ANATOMY \| \|---\|---\| \| Modul № \| 2 \| \| Content module № \| 2 \| \| Topic of the lesson \| The abdominal aorta. The \| \| \| arteries of the pelvis. \| \| Course \| 1 \| \| Number of hours \| 3 \| 1. Relevance of the topic: Damage to major vessels and high mortality as a result of this pathology is an actual medical problem today. The most common cause of death is an abdominal aortic aneurysm, disease Rene Lyarisha, occlusion of the abdominal aorta and iliac arteries. Pathological lesions of major vessels of the abdominal cavity and pelvic cavity are actual medical problem for physicians of any specialty, but especially the surgeon, obstetriciangynecologist, neonatologist. Knowledge of the abdominal aorta and its branches, pelvic arteries and their branches, areas of blood supply needed in medical practice of future doctor for differential diagnostics in patients with various lesions of vital important major large vessels. 2. Specific goals: To demonstrate the preparation of the abdominal aorta, define its branches. Classify branches of the abdominal aorta. Call parietal branches of the abdominal aorta, to demonstrate the preparation of course and areas of blood supply; Call odd visceral branches of the abdominal aorta, to demonstrate the preparation of progress and areas of blood supply; Call paired visceral branches of the abdominal aorta, to demonstrate the preparation of progress and areas of blood supply; Call and demonstrate on the preparate sources of common iliac artery formation, their progress and location of branching to internal and external iliac artery; Call and demonstrate on the preparate branch of external iliac artery, their course and plots of blood supply; Call and demonstrate on the preparate branches of the internal iliac artery, their course and plots of blood supply. 3. The basic level of preparation. Define the organs of abdomen and pelvic cavities and demonstrate them on the preparate. Define the walls of abdominal and pelvic cavity and demonstrate them on the preparate. To demonstrate and call on the preparate the formation of peritoneal cavity in upper, middle and lower floors. To demonstrate and call on the preparate the parts of the aorta. 4. Tasks for independent work during preparation for the lesson. 4.1. The list of key terms, parameters, characteristics which the student must assimilate while preparing for lesson \| term \| definition \| \|---\|---\| \| ABDOMINAL PART OF THE AORTA \| This is a direct continuation of the \| \| (ABDOMINAL AORTA), \| thoracic aorta, which ends \| \| PARS ABDOMINALIS AORTAE \| bifurcation into right and left \| \| (AORTA ABDOMINALIS) \| common iliac artery, a terminal \| \| \| branches of the abdominal aorta. \| \| BIFURCATION OF AORTA, \| Separation of the abdominal aorta on \| \| BIFURCATIO AORTAE \| the right and left common iliac \| \| \| arteries. \| \| CELIAC TRUNK, TRUNCUS \| This is a thick and short (1-2 cm) \| \| COELIACUS \| vessel that goes forth from the aorta \| \| \| at the level of the XII thoracic \| \| \| vertebra. \| \| SUPERIOR MESENTERIC ARTERY, \| It departure from the abdominal \| \| ARTERIA MESENTERICA SUPERIOR \| aorta one cm below the celiac trunk, \| \| \| goes down behind the pancreatic \| \| \| head to the root of the mesentery of \| \| \| the small intestine and goes between \| \| \| the sheets of rippling reaches the \| \| \| right iliac fossa. \| \| INFERIOR MESENTERIC ARTERY, \| It departure from the abdominal \| \| ARTERIA MESENTERICA INFERIOR \| aorta at the level of the third lumbar \| \| \| vertebra, 3-4 cm above the \| \| \| bifurcation of the aorta, \| \| \| retroperitoneal goes down and to the \| \| \| left. \| \| AVERAGE ADRENAL ARTERY, \| It departure from the lateral surface \| \| ARTERIA SUPRARENALIS MEDIA \| of the aorta just below the place of \| \| \| departuring of the superior \| \| RENAL ARTERY, \| This is a pair thick vessel that departs \| \|---\|---\| \| ARTHERIA RENALIS \| from the lateral abdominal aorta \| \| \| floor at the level of I lumbar \| \| \| vertebrae. \| \| OVARIAN ARTERY, \| This is a pair thin and long vessel, \| \| ARTERIA OVARICA \| which departs from a front surface of \| \| \| the abdominal aorta at the level of \| \| \| the second lumbar vertebra and \| \| \| reaches the gonads. It goes deep in \| \| \| suspensor ovarian ligament. \| \| TESTICULAR ARTERY, \| Pair, starting at the level of the \| \| ARTERIA TESTICULARIS \| second lumbar vertebra, vessel as a \| \| \| thin and long vessel that reaches the \| \| \| gonads. It goes through the inguinal \| \| \| canal as a part of structures of the \| \| \| spermatic cord. \| \| COMMON ILIAC, \| This is a pair artery coming from the \| \| ARTERIA ILIACA COMMUNIS \| aorta split down and sideways and at \| \| \| the level the sacroiliac joint divided \| \| \| into internal and external iliac \| \| \| arteries. \| \| EXTERNAL ILIAC ARTERY, \| This is a direct continuation of the \| \| ARTERIA ILIACA EXTERNA \| common iliac artery. It goes forward \| \| \| and down, gets under the inguinal \| \| \| ligament throught the vascular gap \| \| \| and goes out on the front of the thigh, \| \| \| which gets the name of the femoral \| \| \| artery. \| \| INTERNAL ILIAC ARTETY, \| Going down to the pelvic cavity to the \| \| ARTERIA ILIACA INTERNA \| large sciatic hole and near the top \| \| \| edge divides on the front and back \| \| \| branches. From the anterior branch \| \| \| usually depart viscera, or visceral \| \| \| branches, and from the back - \| \| \| parietal branches. \| 4.2. Theoretical questions to the lesson: 1. Classify branches of the abdominal aorta. 3. Describe the celiac trunk and its branches. 2. Name and demonstrate on the preparate parietal branches, even and odd visceral branches of the abdominal aorta. 4. Name the variants departuring the branches of the ventral trunk. 5. What is blood supplies by splenic artery? 7. Which artery branching gastrico-duodenalegaslrical artery? 6. Name the general branches of the hepatic artery. 8. Name and demonstrate artery, which runs in hepato-duodenal ligament. 10. Name and demonstrate the arteries that blood supply all parts of the small intestine. 9. Name the arteries that blood supply stomach 11. Name and demonstrate the arteries that blood supply all parts of the colon. 12. Name arteries that blood supply adrenal glands. 14. Name the branches of the abdominal aorta, which blood supply walls and organs of small pelvic. 13. Identify the features of blood supplying to the kidney. 15. At what level the abdominal part of aorta divides into right and left common iliac arteries? 17. Which organs are blood supplying by superior mesenteric artery branches? 16. Name and demonstrate the artery that blood supply the sacral plexus. 18. Which organs are blood supplying by lower mesenteric artery? 20. Name the branches of external iliac artery and what are they blood supply? 19. Name the intersystem and intrasystem arterial anastomosis in organs of abdominal cavity. 21. Categorize branches of the internal iliac artery. 23. Name the visceral branches of the internal iliac artery. What are they blood supplying? 22. Name the parietal branches of internal iliac artery. What are they are blood supplying? 24. Describe the course and plots of blood supplying the inside unclean artery. 26. What feature of blood supplying the testicles and ovaries? 25. Name and demonstrate the arteries that blood supplying bladder. 27. Which vessel blood supplying vagina? 29. Name and demonstrate the vessels that blood supplying different parts of the rectum. 28. Which artery branches blood supplies the external genitalia of men and women? 30. Name the intersystem and intrasystem arterial anastomosis in the area of the pelvis 4.3. The list of standardized practical skills: - Aorta - Aortic bifurcation - Parts of the aorta: the ascending, arch, descending - The abdominal aorta - The internal iliac - Common iliac - External iliac - Lower epigastric artery 4.4. The content of the topic The aorta is the largest artery in the body, initially being an inch wide in diameter. It receives the cardiac output from the left ventricle and supplies the body with oxygenated blood via the systemic circulation. The aorta can be divided into four sections: the ascending aorta, the aortic arch, the thoracic (descending) aorta and the abdominal aorta. It terminates at the level of L4 by bifurcating into the left and right common iliac arteries. The aorta classified as a large elastic artery. In this article we will look at the anatomy of the aorta – its anatomical course, branches and clinical correlations. The ascending aorta arises from the aortic orifice from the left ventricle and ascends to become the aortic arch. It is 2 inches long in length and travels with the pulmonary trunk in the pericardial sheath. The left and right aortic sinuses are dilations in the ascending aorta, located at the level of the aortic valve. They give rise to the left and right coronary arteries that supply the myocardium. Branches The aortic arch is a continuation of the ascending aorta and begins at the level of the second sternocostal joint. It arches superiorly, posteriorly and to the left before moving inferiorly. The aortic arch ends at the level of the T4 vertebra. The arch is still connected to the pulmonary trunk by the ligamentum arteriosum (remnant of the foetal ductus arteriosus). There are three major branches arising from the aortic arch. Proximal to distal: Branches Brachiocephalic trunk: The first and largest branch that ascends laterally to split into the right common carotid and right subclavian arteries. These arteries supply the right side of the head and neck, and the right upper limb. Left common carotid artery: Supplies the left side of the head and neck. Left subclavian artery: Supplies the left upper limb. The thoracic (descending) aorta spans from the level of T4 to T12. Continuing from the aortic arch, it initially begins to the left of the vertebral column but approaches the midline as it descends. It leaves the thorax via the aortic hiatus in the diaphragm, and becomes the abdominal aorta. In descending order: Branches Bronchial arteries: Paired visceral branches arising laterally to supply bronchial and peribronchial tissue and visceral pleura. However, most commonly, only the paired left bronchial artery arises directly from the aorta whilst the right branches off usually from the third posterior intercostal artery. Oesophageal arteries: Unpaired visceral branches arising anteriorly to supply the oesophagus. Mediastinal arteries: Small arteries that supply the lymph glands and loose areolar tissue in the posterior mediastinum. Pericardial arteries: Small unpaired arteries that arise anteriorly to supply the dorsal portion of the pericardium. Intercostal and subcostal arteries: Small paired arteries that branch off throughout the length of the posterior thoracic aorta. The 9 pairs of intercostal arteries supply the intercostal spaces, with the exception of the first and second (they are supplied by a branch from the subclavian artery). The subcostal arteries supply the flat abdominal wall muscles. Superior phrenic arteries: Paired parietal branches that supply the superior portion of the diaphragm. The abdominal aorta is a continuation of the thoracic aorta beginning at the level of the T12 vertebrae. It is approximately 13cm long and ends at the level of the L4 vertebra. At this level, the aorta terminates by bifurcating into the right and left common iliac arteries that supply the lower body. In descending order: Branches Inferior phrenic arteries: Paired parietal arteries arising posteriorly at the level of T12. They supply the diaphragm. Coeliac artery: A large, unpaired visceral artery arising anteriorly at the level of L1. It is also known as the celiac trunk and supplies the liver, stomach, abdominal oesophagus, spleen, the superior duodenum and the superior pancreas. Superior mesenteric artery: A large, unpaired visceral artery arising anteriorly, just below the celiac artery. It supplies the distal duodenum, jejuno-ileum, ascending colon and part of the transverse colon. It arises at the lower level of L1. Renal arteries: Paired visceral arteries that arise laterally at the level between L1 and L2. They supply the kidneys. Middle suprarenal arteries: Small paired visceral arteries that arise either side posteriorly at the level of L1 to supply the adrenal glands. Gonadal arteries: Paired visceral arteries that arise laterally at the level of L2. Note that the male gonadal artery is referred to as the testicular artery and in females, the ovarian artery. Inferior mesenteric artery: A large, unpaired visceral artery that arises anteriorly at the level of L3. It supplies the large intestine from the splenic flexure to the upper part of the rectum. Lumbar arteries: There are four pairs of parietal lumbar arteries that arise posterolaterally between the levels of L1 and L4 to supply the abdominal wall and spinal cord. Median sacral artery: An unpaired parietal artery that arises posteriorly at the level of L4 to supply the coccyx, lumbar vertebrae and the sacrum. LITERATURE Base: 1. Human anatomy: book in 3 volumes / A. S. Holovatsky, V.G.Cherkasov, N. G. Sapin [et al.] – Ed. 3-rd edition, modified – Vinnitsa: Nova knyga, 2015. – T. 3. 2. Sviridov, O. I. Human Anatomy / Sviridov O. I. – Kyiv: High school, 2000. Additional: 1. Tests "KROK-1" - human anatomy: textbook / under the editorship of V. G. Cherkasova, I. V. Dzevulska., O.I. Kovalchuk. 5-th Edition, revised. 2. Human anatomy: in 3 volumes / ed. by V. G. Koveshnikov. – Lugansk: Virtual reality, 2008. – T. 3. 3. Netter F. Atlas of human anatomy / F. Netter; [transl. from eng. A. A. Tsegelsky]; ed. by U.B. Tchaikovsky. – Lviv: Nautilus, 2004. 4. International anatomical nomenclature. Ukrainian standard / edited by I. I. Bobryk, V. G. Koveshnikov. - Kiev: Health, 2001. www.anatom.ua Tests: С. Thoracic aorta D. Abdominal aorta 8. Which of the following is a paired artery from the abdominal aorta? В. Coeliac А. Inferior phrenic С. Median sacral D. Superior mesenteric 9. Which of the following is not contained within the supracolic compartment? А. Stomach В. Liver D. Spleen С. Small Intestine 10. What is the most common cause of ascites? В. Portal hypertension secondary to Liver Cirrhosis А. Peritonitis С. Malnutrition D. Heart Failure Answers: 1 2 C B 3 A 4 C 5 A 6 C 7 D 8 A 9 C 10 B	<urn:uuid:65eb07d6-5202-4c30-8532-83cd0acd2977>	CC-MAIN-2022-49	https://anatom.ua/wp-content/uploads/2-m-29.-Abdominal-aorta.-The-arteries-of-the-pelvis.pdf	2022-12-05T05:35:49+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00276.warc.gz	126,118,020	3,658	eng_Latn	eng_Latn	0.79256	eng_Latn	0.989871	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 290, 2308, 3890, 7712, 9834, 13173, 13952, 13975, 14503 ]	[ 1.6015625 ]	1	1
INFORMATION ITEM Sustainable Groundwater Management and the Delta Plan Summary: The Council's 2020-2021 priorities includes implementation of Delta Plan Five-Year Review recommendations, one of which is to develop strategies and approaches for outreach, engagement, and collaboration with agencies implementing Delta Plan recommendations. Today, a panel of representatives from the Department of Water Resources (DWR) and the State Water Resources Control Board (Water Board) will present a high-level overview of the Sustainable Groundwater Management Act (SGMA), which implements Delta Plan recommendations regarding groundwater sustainability and reduced reliance on the Delta. Council staff will also present recent analyses of projects and management actions described in Groundwater Sustainability Plans prepared in response to SGMA, identifying implications for the Delta. BACKGROUND Historically, in California's semi-arid Mediterranean climate, where access to river flows and surface water are limited, urban and agricultural water uses required alternative sources of water. To move surface water to developing areas like Southern California and San Francisco from distant sources, aqueducts were constructed in the early 19 th century, including the Los Angeles 1 and Hetch Hetchy 2 aqueducts. These types of projects were both costly and time-consuming. By comparison, groundwater represented both a more accessible and less expensive water source. Many landowners could access groundwater beneath their land using wells and pumps, and their land rights included the right to pump water from underground aquifers directly. Prior to SGMA, State regulations regarding groundwater focused on water quality and well standards and only required that pumped groundwater be put to "beneficial use." In general, groundwater use has not historically been reported to the Water Board or another state agency. Today, groundwater use is estimated to comprise 40 percent of the State's total supply in a typical year, increasing to 60 percent in dry years 3 . Groundwater use typically 1 LADWP. 2013. Los Angeles Department of Water and Power. https://www.ladwp.com/ladwp /f ace s/wcn av_externalId/a-w-fact-hist?_adf.ctrl- state=qjoc0f4l1_4&_afrLoop= 40472691142551 2 SFPUC. 2013. Services of San Francisco Public Utility Commission. https://sfwater.org/modules/showd ocu me nt.aspx?documentid=84 3 Water Board. 2018. State Water Resources Control Board https://www.waterboards.ca.gov/w ate r _i s s ues/programs/groundwater/issue_supply.html#:~:text=Ground water%20resources%20play%20 a% 20 vi t al %20role%20in%20maintaining,against%20the%20impacts%20of %20drought%20and%20climat e % 20 ch an ge Page 2 increases when surface water is not readily available, such as when allocations are lowered due to drought. Overdraft of groundwater (both during droughts and through normal operations) has been linked to several undesirable conditions in California, including land subsidence, declining groundwater levels, reduced groundwater storage capacity, water quality degradation, depletions in interconnected surface water, and seawater intrusion in coastal basins. For example, in the 1950s the U.S. Geological Survey (USGS) determined that subsidence in the Central Valley was the result of large withdrawals of subsurface groundwater. In the community of Mendota, ground levels sunk about 30 feet between 1925 and 1977. 4 Subsidence in California is also linked to other negative consequences such as alteration of water conveyance channels (including the Delta-Mendota Canal 5 ), increased potential for flooding, cracking of irrigation canals, underground infrastructure inefficiencies and failures, and damage to roads and bridges. 6 During and following the recent drought years of 2012-2016, the State took several actions to address drought conditions. Governor Jerry Brown issued a number of emergency executive orders 7 to prepare the State for drought conditions as State Water Project (SWP) allocations 8 were lowered from 65 percent in 2012, to 35 percent in 2013, 5 percent in 2014, and 20 percent in 2015, before returning to 60 percent in 2016. During the drought period, increased groundwater use in the Central Valley led to decreased aquifer levels, increased subsidence and rates of subsidence, and unintended consequences to water infrastructure from subsidence. 9 It became clear that California needed to better understand the water balance in each groundwater basin to manage water resources more sustainably. To achieve this, the State needed a new regulatory structure to manage the transition to sustainable groundwater management. 4 U.S. Geological Survey (USGS). 1975. Land Subsidence in the San Joaquin Valley, California: H20, Figure 17. https://pubs.usgs.gov/pp/0437h/report.pdf 5 U.S. Geological Survey (USGS). 2013. Land Subsidence along the Delta-Mendota Canal in the Northern Part of the San Joaquin Valley, California. P 9. https://pubs.usgs.gov/sir/2013/5142/pdf/sir2013-5142.pdf 6 Maven's Notebook. 2013. https://mavensnotebook.com/2013/11/22/in-her-own-words-usgs- hydrologist-discusses-subsidence-in-the-central-valley/ 7 Water Board. 2018. State Water Resources Control Board https://www.waterboards.ca.gov/water_issues/programs/conservation_portal/executive_orders.html 8 DWR. 2020. State Water Project, Historical Table A Allocations. https://water.ca.gov/-/media/DWRWebsite/Web-Pages/Programs/State-Water-Project/Management/SWP-Water-Contractors/Files/19962020-Allocation-Progression-V-1frev.pdf?la=en&hash=8C66CCF3E1A79A11F2D77AC9A51CCE8987B82596 9 U.S. Geological Survey (USGS). 2015. Water Availability and Land Subsidence in the Central Valley, California. https://ca.water.usgs.gov/pubs/2015/FauntEtAl2015.pdf Page 3 SUSTAINABLE GROUNDWATER MANAGEMENT ACT In 2014, California legislators passed three bills; AB 1739, SB 1168, and SB 1319, collectively known as the Sustainable Groundwater Management Act. 10 Although California groundwater levels were monitored and studied for decades, SGMA was groundbreaking because it created the first regulatory framework for sustainable management of groundwater and aquifers. SGMA provides a portfolio of tools for State and local agencies to implement and sustainably manage groundwater (see Attachment 1: SGMA Portfolio of Tools). SGMA required DWR to identify the groundwater basins in the State and categorize them into high-, medium-, low-, or very low-priority (see Attachment 2: SGMA Basins by Priority). DWR also divided the four categories into critical and non-critical classifications (see Attachment 3: SGMA Critically Over-drafted, High- and Medium-Priority Basins). SGMA established a deadline for Groundwater Sustainability Plans (GSPs) for critically over-drafted, high- and medium-priority basins to be submitted to DWR and the Water Board for review by January 31, 2020, and for GSPs for non-critically over-drafted, high- and medium-priority basins to be submitted by January 31, 2022. The basins are managed under the authority of locally-formed and managed Groundwater Sustainability Agencies (GSAs). The GSAs must develop and implement their GSPs to achieve sustainability within a 20-year time horizon. The GSPs include potential projects and management actions, that may be implemented in the future. GSPs for critically over-drafted basins, which were submitted to DWR in January 2020, provide a first look into how locally formed GSAs plan to monitor groundwater conditions and the projects and management actions they plan to undertake to achieve groundwater sustainability by 2040. SGMA includes provisions that enable the Water Board to develop a GSP or element of a GSP if a locally developed GSP fails to meet its objectives. SUSTAINABLE GROUNDWATER AND THE DELTA PLAN As highlighted in the Water Resilience Portfolio, 11 SGMA will help drive efficiency of water use and help regions secure groundwater supplies by supporting the transition to sustainable use. Achieving sustainable groundwater management will require State agencies and GSAs to coordinate and implement SGMA requirements in concert with other water management regulatory policies. 10 California Legislative Information. Water Code 10720 to 10737.8 et seq. http://leginfo.legislature.ca.gov/faces/codes_displayexpandedbranch.xhtml?tocCode=WAT&division=6.&ti tle=&part=2.74.&chapter=&article= 11 California Natural Resources Agency (CNRA). 2020. Water Resilience Portfolio. https://waterresilience.ca.gov/wp-content/uploads/2020/07/Final_California-Water-Resilience-Portfolio- 2020_ADA3_v2_ay11-opt.pdf Page 4 Improving Groundwater Management The Delta Plan addresses groundwater management in Chapter 3, A More Reliable Water Supply for California, where Improve Groundwater Management is one of the core water management strategies. The Council envisions the achievement of the coequal goals to include sustainably managing groundwater resources, expanding groundwater storage, and eliminating critical overdraft of groundwater basins. The core strategy includes the following recommendations, which were adopted by the Council in 2013, prior to SGMA: * WR R9. Update Bulletin 118, California's Groundwater Plan. * WR R10. Implement Groundwater Management Plans in Areas that Receive Water from the Delta Watershed. * WR R11. Recover and Manage Critically Over-Drafted Groundwater Basins. Bulletin 118 is a report published by the Department of Water Resources that provides critical conditions of overdraft, basin boundaries, and basin priorities to support SGMA implementation. The Bulletin 118 update described in WR R9 was published in December 2016. Bulletin 118 will be updated again in 2020 and every five years thereafter. SGMA required GSAs for critically over-drafted basins to submit GSPs to DWR and the Water Board for review by January 31, 2020. When GSPs for non-critically over-drafted basins are submitted by January 31, 2022, Delta Plan Recommendation WR R10 will be fulfilled. Implementation of GSPs for critically over-drafted and non-critically over-drafted basins aligns with Delta Plan Recommendation WR R11. Projects and management actions proposed in these GSPs will be important to understand and monitor. They will likely have impacts on the Delta as most of these basins lie within the Delta watershed and Delta water export area (see Attachments 2 and 3). Improving Conveyance, Expanding Storage, and Improving the Operations of Both for Groundwater Management Another Delta Plan Chapter 3 core water management strategy, Improve Conveyance, Expand Storage, and Improve the Operation of Both, includes the following recommendations which were adopted by the Council in 2018 (after SGMA). While broad in scope and applicability, each of these recommendations promotes one or more aspects of groundwater management that are also embedded in SGMA. * WR R12d. Promote Options for New or Expanded Water Storage * WR R12f. Implement New or Expanded Groundwater Storage * WR R12g. Promote Options for Operations of Storage and Conveyance Facilities Page 5 * WR R12h. Operate Delta Water Management Facilities Using Adaptive Management Principles * WR R12j. Operate New or Improved Conveyance and Diversion Facilities Outside of the Delta Proposition 1 - the Water Quality, Supply, and Infrastructure Improvement Act of 2014 funded a number of projects under the Water Storage Investment Program that identify groundwater recharge, storage, and conjunctive use benefits (see Attachment 4: Water Storage Investment Program Projects Providing Groundwater Recharge, Storage, and Conjunctive Use Benefits). GROUNDWATER SUSTAINABILITY IMPACTS ON THE DELTA Achieving groundwater sustainability through SGMA relates to the Delta because water exported from the Delta and diverted from the Delta watershed represents a potential source of water supply needed by GSAs to sustainably manage aquifers. Projects, plans, or programs meeting the definition of a covered action that involve water that would be exported from, transferred through, or used in the Delta could trigger consideration of Delta Plan Regulatory Policy WR P1. In addition, increased diversions of water from the Delta watershed could have negative impacts on the Delta and the coequal goals. Water managers and GSAs implementing GSPs now and in the future must balance priorities for groundwater sustainability, regional self-reliance, and reduced reliance on the Delta. As Chair Tatayon wrote in a June 2019 blog, "(n)ot only does the State's most significant groundwater use occur in regions that also rely upon water from the Delta watershed, reduced reliance on the Delta and improved regional self-reliance are central to many of the goals outlined in the…Delta Plan…Over the next 20 years, we'll have valuable opportunities to learn more about how our water storage systems can work together to create a more sustainable, resilient statewide water supply and to reduce reliance on the Delta." 12 In June 2020, the Public Policy Institute of California (PPIC) published a commentary on "How to address groundwater planning gaps," analyzing GSPs submitted to DWR by the GSAs responsible for 21 critically over-drafted basins. 13 PPIC found that these GSPs focused more on supply needs than on reducing demands, and that the projected cumulative water demand needed to support proposed projects and management actions identified in GSPs for critically over-drafted basins appears to exceed available surface water supplies. 14 Council staff also reviewed projects and management actions 12 Tatayon 2019. What Does Groundwater Have to Do with the Delta? – A Lot. Delta Stewardship Council. https://deltacouncil.ca.gov/blogs/what-does-groundwater-have-to-do-with-the-delta-a-lot 13 https://www.ppic.org/blog/commentary-how-to-address-groundwater-planning-gaps/ 14 PPIC. 2020. A Review of Groundwater Sustainability Plans in the San Joaquin Valley, Public comments submitted to the California Department of Water Resources. https://www.ppic.org/wpcontent/uploads/ppic-review-of-groundwater-sustainability-plans-in-the-san-joaquin-valley.pdf Page 6 proposed within these same basins that could involve increased use of water diverted from the Delta watershed or exported from the Delta. Staff found that proposals for increased water transfers and stormwater capture projects are included in most GSPs. When considered together, the scale of the water needed to support projects and management actions proposed in the GSPs submitted to DWR to date raises concerns about Delta impacts. Council staff will continue to monitor and report on developments and implementation of SGMA, including engaging with DWR and the Water Board at key SGMA milestones (e.g., January 2022 when non-critically over-drafted basin plans are due). Staff will periodically report to the Council as additional information becomes available and as additional analysis is completed. TODAY'S MEETING At today's meeting, a panel representing DWR, the Water Board, and Council staff will provide an overview of SGMA, describe ongoing coordination activities, update the Council on current implementation milestones, and describe the next steps in the SGMA process. * Taryn Ravazzini, Deputy Director of Statewide Groundwater Management with DWR, will present an overview of SGMA, how it is implemented, and DWR's role in implementation. * Natalie Stork, PG, Chief of the Groundwater Management Program and Senior Engineer, Geologist with the Water Board, will present the Water Board's responsibilities and authorities to implement SGMA, how the Water Board coordinates with DWR for the review of submitted GSPs, and the triggers for the Water Board's oversight responsibilities and authorities. * Molly Williams, Sea Grant Fellow with the Council, will present recent analyses of projects and management actions described in GSPs, identifying common themes related to the Delta. FISCAL INFORMATION Not applicable. LIST OF ATTACHMENTS Attachment 1: Sustainable Groundwater Management Act Portfolio of Tools Attachment 2: Sustainable Groundwater Management Act Basins by Priority Attachment 3: Sustainable Groundwater Management Act Critically Over-drafted, High- and Medium-Priority Basins Attachment 4: Water Storage Investment Program Projects Providing Groundwater Recharge, Storage, and Conjunctive Use Benefits CONTACT Anthony Navasero Sr. Water Resources Engineer Phone: (916) 445-5471 Agenda Item: 7 Meeting Date: September 24, 2020 Page 7 Page 8 ATTACHMENT 1: SUSTAINABLE GROUNDWATER MANAGEMENT ACT PORTFOLIO OF TOOLS The Sustainable Groundwater Management Act provided a portfolio of tools for State and local agencies to implement and sustainably manage groundwater, including, but not limited to, the following (responsible agency in parentheses): * Establish new authorities, responsibilities, and funding (State and local agencies) * Require identification of the State's aquifers, basins, and sub-basins (Department of Water Resources (DWR)) * Establish new locally-based Groundwater Sustainability Agencies (GSAs) to cover basins and sub-basins (DWR) * Set timelines to increase State and local agencies' understanding of groundwater use and best management practices (DWR) * Set timelines to develop Groundwater Sustainability Plans (GSPs) for critical and non-critical over-drafted basins categorized as high-, medium-, low-, or very low priority and for submittal of GSPs to DWR and the Water Board for evaluation and assessment (DWR and State Water Resources Control Board (Water Board)) * Mandate development of technical knowledge and assistance related to groundwater, aquifer recharge, soil conditions for aquifer recharge, and water availability for the replenishment of groundwater in California (DWR) * Provide funding to assist in the development of GSAs, GSPs, and management of aquifer groundwater quality (DWR and Water Board) * Establish GSA reporting requirements (DWR and Water Board) * Implement GSPs by 2040 with 5-year check-ins with DWR and Water Board to guide local GSAs toward achieving groundwater sustainability (DWR, Water Board, and GSAs) * Provide GSAs authority to impose fees within their jurisdiction to fund GSA activities and GSP implementation to control groundwater demand (GSAs) * Establish local GSAs responsible for the implementation of GSPs and achievement of groundwater sustainability goals, with Water Board oversight if implementation and achievement of groundwater sustainability is not effectuated by the local GSA (Water Board and GSAs). * Conduct inspections and obtain inspection warrants as needed (Water Board) * Development of a GSP or any element of a GSP if the locally developed GSP is found to be deficient (Water Board) ATTACHMENT 2: SUSTAINABLE GROUNDWATER MANAGEMENT ACT BASINS BY PRIORITY DWR SGMA Prioritization Basin map 2020-04: https://og-production-open-data-cnra892364687672.s3.amazonaws.com/resources/aa480726-e92c-421c-bd7c3f2ffece1e19/sgma_bp_statewide_map.jpg?Signature=NkAb4dLJw2LEv%2BVLo%2BV1DFIdsUc% 3D&Expires=1599094114&AWSAccessKeyId=AKIAJJIENTAPKHZMIPXQ ATTACHMENT 3: SUSTAINABLE GROUNDWATER MANAGEMENT ACT CRITICALLY OVER-DRAFTED Page 11 ATTACHMENT 4: WATER STORAGE INVESTMENT PROGRAM PROJECTS PROVIDING GROUNDWATER RECHARGE, STORAGE, AND CONJUNCTIVE USE BENEFITS Proposition 1 funded projects under the Water Storage Investment Program that identify groundwater recharge, storage, and conjunctive use benefits include, but are not limited to, the following: * The proposed Harvest Water Program includes an estimated 50,000 acre-feet of water per year of recycled water that would be made available for irrigation in lieu of groundwater. * The proposed Kern Fan Groundwater Storage Project includes an estimated additional 100,000 acre-feet of storage capacity; up to 100,000 acre-feet of recharge capacity per year would also be created. * The proposed Pacheco Reservoir Expansion Project includes an estimated increase in storage capacity of 130,000 acre-feet of water that can be used during water shortage emergencies reducing reliance on groundwater supplies during water shortages. * The proposed Sites Reservoir Project includes an estimated additional 500,000 acre-feet of water that would be available to support various needs, including groundwater recharge. * The proposed Temperance Flat Dam and Reservoir Project includes an estimated additional 1,260,000 acre-feet of water that would be available to support various needs, including groundwater recharge. * The proposed Willow Springs Water Bank Conjunctive Use Project estimates it will store up to 500,000 acre-feet of existing groundwater storage facilities to operate conjunctively with the SWP.	<urn:uuid:bb934c30-81b5-408a-8baa-0e0656fe1f52>	CC-MAIN-2021-04	https://deltacouncil.ca.gov/pdf/council-meeting/meeting-materials/2020-09-24-item-7-draft-sustainable-groundwater-management.pdf	2021-01-20T20:42:21+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00134.warc.gz	297,594,641	4,550	eng_Latn	eng_Latn	0.740444	eng_Latn	0.977196	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "nld_Latn", "eng_Latn" ]	false	docling	[ 2717, 5788, 8629, 11109, 14170, 16431, 16568, 18819, 19175, 19253, 20793 ]	[ 1.65625, 0.9296875 ]	2	1
When your pet goes on the lawn Remember it doesn't just go on the lawn. When our pets leave those little surprises, rain can wash pet waste and bacteria into our storm drains that can pollute our waterways. So what to do? Simple! Dispose of it properly. Then that little surprise gets treated like it should. Clean water is important to all of us. It's up to all of us to make it happen. In recent years, sources of water pollution like industrial wastes from factories have been greatly reduced. Now, more than 60 percent of water pollution comes from things like cars leaking oil, fertilizers from farms and gardens, and failing septic tanks. All these sources add up to a big pollution problem. But each of us can do small things to help clean up our water too—and that adds up to a pollution solution! Why do we need clean water? Having clean water is of primary importance for our health and economy. Clean water provides recreation, commercial opportunities, fish habitat, drinking water, and adds beauty to our landscape. All of us benefit from clean water—and all of us have a role in getting and keeping our lakes, rivers, streams, marine, and ground waters clean. What's the problem with pet waste? It's a health risk to pets and people, especially children. It's a nuisance in our neighborhoods. Pet waste is full of bacteria that can make people sick. If it's washed into the storm drain and ends up in a lake, stream, or marine water, the bacteria ends up in shellfish. People who eat those shellfish can get very sick. The waste produced by cats and dogs in the Charles River Watershed adds up to nearly 3 tons per day! Unless people take care of it, the waste enters our water with no treatment. Clean Water Tips: How can you get rid of pet waste and help keep our waters clean? Never dump pet waste into a storm drain or catch basin, since the average dog dropping produces 3 billion fecal coliform bacteria. If your community doesn't regulate pet waste, (e.g. "scooper" law), try to make it a priority of your local governing body. Encourage your community to adopt a "pooperscooper" ordinance. Scoop up and seal pet wastes in a plastic bag. Dispose of properly, in the garbage. To find out more about the impacts of nonpoint source pollution and what you can do to prevent it, call the numbers listed below.	<urn:uuid:df839c38-5e55-4109-9cc2-913df791cb81>	CC-MAIN-2021-04	https://3f3eeb85-a-62cb3a1a-s-sites.googlegroups.com/site/testlakegardner/watershed-care/petwaste2.pdf?attachauth=ANoY7cpFA9eFhvir3TMBQIGGmrMZX0UCGX_0RprQlCA5KlCpP0K4dot0dDFt1ObamS-LBDYLM1c_kXreK4zlicLX41SR_0qypti1CADzfBryXCaprERlZ_8FtLgTRO8nVevzlbw8tEgatduccu983voPAx_T9c-EyttevsiqX2Cvk3Y216gmttSPNHReebtj4ZvOYvrkaMm1vn6J_s1iksO9yPKLzdyIgWcZ-l7OEKaGspOJwze71aw%3D&attredirects=0&d=1	2021-01-20T18:40:54+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00134.warc.gz	198,161,609	506	eng_Latn	eng_Latn	0.999086	eng_Latn	0.998812	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 311, 2340 ]	[ 3.515625 ]	4	3
St. Anne's CE Primary School Mental Health and Well-Being Policy Reviewed and updated May 2021 (next review due May 2022) 1 In recognition of its Christian foundation, the Governors and Staff of St. Anne's Church of England Primary School wish that this policy be read in light of the Christian values below, in recognition of its commitment to human flourishing at all levels and for all ages. 'Minds to learn, hearts to care' Learning is at the heart of what we do here; we offer a rich, stimulating environment to develop the whole child, fulfilling academic potential whilst building moral character. We encourage creative, unique, open-minded, independent individuals, respectful of themselves and of others. Inspired by Christian faith and practice, our school provides a caring pastoral base, in which each child feels loved, valued and accepted. Through nurturing them on their educational journey, our pupils will be confident in their ability to meet the opportunities and challenges of a changing world, taking happy memories of St. Anne's with them into their future life.' Values As a Church school with faith at its core, the following Christian values are the building blocks on which it is founded, setting the guidance for learning and ethos. trust, courage, friendship, endurance, wisdom, thankfulness, forgiveness, service, justice, peace These distinctively Christian values, which are explicit in all that we do, are reflected in our aims to: * create and maintain a safe, caring, supportive and stimulating school family, which is fully inclusive and non-discriminatory and where each child is able to enjoy their childhood. * encourage pupils to develop an awareness of moral values and an empathetic and positive attitude towards all members of the school and the wider community. * encourage high aspirations and self-worth by motivating, nurturing and valuing every individual, to prepare pupils for life's opportunities and challenges. * celebrate everyone's individuality and their strengths and efforts, no matter how small. * provide a broad, balanced and relevant curriculum which: ensures continuity and progression; is accessible to all pupils and appropriate to their individual needs; in accordance with the demands of the National Curriculum and with the emphasis on English and Maths. * offer wide-ranging, high quality experiences that stimulate children's minds and help them to be the best they can be. * be aware of the range of abilities and experiences of all pupils and meet their individual needs, including any special educational needs, disabilities, English as an additional language and special gifts and talents. * assess, record and track the progress of all individual children and use the information to guide their future progress, involving pupils, teachers, parents in their further development and ensuring that each child is set demanding, but achievable objectives. * provide opportunities for children to develop their communication, social and problemsolving skills, in order to develop independence and self-esteem. * encourage pupils to be independent, by taking responsibility for their own learning. * encourage respect for others, good manners and positive behaviour and be aware of the effect they have on other people. * provide opportunities for children to develop their personal talents and interests within the wider school curriculum, by celebrating that there is something wonderful and unique in every person. * through the lens of the Christian tradition, to promote pupils' moral, social and cultural development, which includes the Government's traditional British Values of democracy; the rule of law; individual liberty and mutual respect and tolerance of those with different faiths and beliefs. * provide an education which encourages our pupils to make wise decisions, appreciate the wonder of creation and look to the needs of others, wherever they may be. * provide for children's religious and spiritual development, including appropriate time and opportunity for high quality Collective Worship and Religious Education. * ensure that all staff receives the support and training necessary to attain their full potential and to meet the development needs of the school. * place our school at the heart of the community, sharing, supporting and learning together with everyone as equals. * value the opportunities we have to contribute to our community and the wider world. * encourage the development of partnerships and professional links between our school and: parents; governors; the church; nurseries; secondary and other local schools; all support services and the wider community, to develop the whole child and prepare them for life. Policy Statement Mental health is a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community. (World Health Organization) In our school our Christian vision shapes all we do. In addition we aim to promote positive mental health for every member of our staff and pupil body. We pursue this aim using both universal, whole school approaches and specialised, targeted approaches aimed at vulnerable pupils. In addition to promoting positive mental health and wellbeing, we aim to recognise and respond to need as it arises. By developing and implementing practical, relevant and effective mental health and wellbeing policies and procedures we can promote a safe and stable environment for pupils affected both directly, and indirectly by mental health and wellbeing issues. Scope This document describes the school's approach to promoting positive mental health and wellbeing. This policy is intended as guidance for all staff including non-teaching staff and governors. This policy should be read in conjunction with our medical policy in cases where a pupil's mental health and wellbeing overlaps with or is linked to a medical issue and the SEND policy where a pupil has an identified special educational need. The policy aims to: * Promote positive mental health and wellbeing in all staff and pupils * Increase understanding and awareness of common mental health issues * Alert staff to early warning signs of poor mental health and wellbeing * Provide support to staff working with young people with mental health and wellbeing issues * Provide support to pupils suffering mental ill health and their peers and parents/carers Lead Members of Staff Whilst all staff have a responsibility to promote the mental health of pupils. Staff with a specific, relevant remit include: Mrs. L. Sixsmith (HT) Mrs. A. Harrison (DHT) - Designated Child Protection / Safeguarding Officers Mrs. C. Johnson -Chaplain/ Community Coordinator Mrs. A. Harrison. Miss V. Howard – (Lead First Aiders) Miss N. Turnbull- Thrive Champion Mrs. L. Sixsmith - CPD Lead Mrs. A. Harrison- PSHE/ RSHE lead Any member of staff who is concerned about the mental health or wellbeing of a pupil should speak to the Thrive Champion in the first instance. If there is a fear that the pupil is in danger of immediate harm then the normal child protection procedures should be followed with an immediate referral to the Designated Child Protection Office staff or the head teacher. If the pupil presents a medical emergency then the normal procedures for medical emergencies should be followed, including alerting the first aid staff and contacting the emergency services if necessary. Where a referral to CAMHS is appropriate, this will be led and managed by Mrs. A. Harrison (SENDco) or Miss E. Taylor (EYFS SENDco) Individual Care Plans It is helpful to draw up an individual care plan for pupils causing concern or who receives a diagnosis pertaining to their mental health. This should be drawn up involving the pupil, the parents and relevant health professionals. This can include: * Details of a pupil's condition * Special requirements and precautions * Medication and any side effects * What to do, and who to contact in an emergency * The role the school can play Teaching about Mental Health and Wellbeing The skills, knowledge and understanding needed by our pupils to keep themselves and others physically and mentally healthy and safe are included as part of our developmental PSHE curriculum. The specific content of lessons will be determined by the specific needs of the cohort we're teaching but there will always be an emphasis on enabling pupils to develop the skills, knowledge, understanding, language and confidence to seek help, as needed, for themselves or others. We will follow the PSHE Association Guidance 1 to ensure that we teach mental health and emotional wellbeing issues in a safe and sensitive manner which helps rather than harms. Signposting We will ensure that staff, pupils and parents are aware of sources of support within school and in the local community. Refer to the named staff to access what support is available within our school and local community, who it is aimed at and how to access it. We will display relevant sources of support in communal areas and toilets and will regularly highlight sources of support to pupils within relevant parts of the curriculum. Whenever we highlight sources of support, we will increase the chance of pupil help-seeking by ensuring pupils understand: * What help is available * Who it is aimed at * How to access it * Why to access it * What is likely to happen next Warning Signs School staff may become aware of warning signs which indicate a pupil is experiencing mental health or emotional wellbeing issues. These warning signs should always be taken seriously and staff observing any of these warning signs should communicate their concerns with Mrs. L. Sixsmith, Mrs. A. Harrison 1 Teacher Guidance: Preparing to teach about mental health and emotional wellbeing URL= https://www.psheassociation.org.uk/curriculum-and-resources/resources/guidance-preparing-teach-about-mental-health-and (accessed 02.02.2018) Possible warning signs include: * Physical signs of harm that are repeated or appear non-accidental * Changes in eating / sleeping habits * Increased isolation from friends or family, becoming socially withdrawn * Changes in activity and mood * Lowering of academic achievement * Talking or joking about self-harm or suicide * Abusing drugs or alcohol * Expressing feelings of failure, uselessness or loss of hope * Changes in clothing – e.g. long sleeves in warm weather * Secretive behaviour * Skipping PE or getting changed secretively * Lateness to or absence from school * Repeated physical pain or nausea with no evident cause * An increase in lateness or absenteeism Managing disclosures A pupil may choose to disclose concerns about themselves or a friend to any member of staff so all staff need to know how to respond appropriately to a disclosure. If a pupil chooses to disclose concerns about their own mental health or that of a friend to a member of staff, the member of staff's response should always be calm, supportive and non-judgemental. Staff should listen, rather than advise and our first thoughts should be of the pupil's emotional and physical safety rather than of exploring 'Why?' For more information about how to handle mental health disclosures sensitively see Keeping Children Safe in Education. All disclosures should be recorded in writing and held on the pupil's confidential file. This written record should include: * Date * The name of the member of staff to whom the disclosure was made * Main points from the conversation * Agreed next steps This information should be shared with the mental health lead, HT or DHT, who will store the record appropriately and offer support and advice about next steps. Confidentiality We should be honest with regards to the issue of confidentiality. If we it is necessary for us to pass our concerns about a pupil on then we should discuss with the pupil: * Who we are going to talk to * What we are going to tell them * Why we need to tell them We should never share information about a pupil without first telling them. Ideally, we would receive their consent, though there are certain situations when information must always be shared with another member of staff and / or a parent. Particularly if a pupil is in danger of harm. It is always advisable to share disclosures with a colleague, usually the Mental Health and Emotional Wellbeing Lead, this helps to safeguard our own emotional wellbeing as we are no longer solely responsible for the pupil, it ensures continuity of care in our absence and it provides an extra source of ideas and support. We should explain this to the pupil and discuss with them who it would be most appropriate and helpful to share this information with. Parents should be informed if there are concerns about their mental health and wellbeing and pupils may choose to tell their parents themselves. If this is the case, the pupil should be given 24 hours to share this information before the school contacts parents. We should always give pupils the option of us informing parents for them or with them. If a child gives us reason to believe that there may be underlying child protection issues, parents should not be informed, but the child protection office [insert name] must be informed immediately. Working with Parents Where it is deemed appropriate to inform parents, we need to be sensitive in our approach. Before disclosing to parents we should consider the following questions (on a case by case basis): * Can the meeting happen face to face? This is preferable. * Where should the meeting happen? At school, at their home or somewhere neutral? * Who should be present? Consider parents, the pupil, other members of staff. * What are the aims of the meeting? It can be shocking and upsetting for parents to learn of their child's issues and many may respond with anger, fear or upset during the first conversation. We should be accepting of this (within reason) and give the parent time to reflect. We should always highlight further sources of information and give them leaflets to take away where possible as they will often find it hard to take much in whilst coming to terms with the news that you're sharing. Sharing sources of further support aimed specifically at parents can also be helpful too e.g. parent helplines and forums. We should always provide clear means of contacting us with further questions and consider booking in a follow up meeting or phone call right away as parents often have many questions as they process the information. Finish each meeting with agreed next step and always keep a brief record of the meeting on the child's confidential record. Working with All Parents Parents are often very welcoming of support and information from the school about supporting their children's emotional and mental health. In order to support parents we will: * Highlight sources of information and support about common mental health issues on our school website * Ensure that all parents are aware of who to talk to, and how to get about this, if they have concerns about their own child or a friend of their child * Make our mental health policy easily accessible to parents * Share ideas about how parents can support positive mental health in their children through our regular information evenings * Keep parents informed about the mental health topics their children are learning about in PSHE and share ideas for extending and exploring this learning at home Supporting Peers When a pupil is suffering from mental health issues, it can be a difficult time for their friends. Friends often want to support but do not know how. In the case of self-harm or eating disorders, it is possible that friends may learn unhealthy coping mechanisms from each other. In order to keep peers safe, we will consider on a case by case basis which friends may need additional support. Support will be provided either in one to one or group settings and will be guided by conversations by the pupil who is suffering and their parents with whom we will discuss: * What it is helpful for friends to know and what they should not be told * How friends can best support * Things friends should avoid doing / saying which may inadvertently cause upset * Warning signs that their friend help (e.g. signs of relapse) Additionally, we will want to highlight with peers: * Where and how to access support for themselves * Safe sources of further information about their friend's condition * Healthy ways of coping with the difficult emotions they may be feeling Training As a minimum, all staff will receive regular training about recognising and responding to mental health issues as part of their regular child protection training in order to enable them to keep pupils safe. We will host relevant information on our virtual learning environment for staff who wish to learn more about mental health. The MindEd learning portal provides free online training suitable for staff wishing to know more about a specific issue. 2 Training opportunities for staff who require more in-depth knowledge will be considered as part of our performance management process and additional CPD will be supported throughout the year where it becomes appropriate due developing situations with one or more pupils. Where the need to do so becomes evident, we will host twilight training sessions for all staff to promote learning or understanding about specific issues related to mental health. Suggestions for individual, group or whole school CPD should be discussed with Mrs. L. Sixsmith (HT), our CPD Coordinator who can also highlight sources of relevant training and support for individuals as needed. Policy Review This policy will be reviewed every 3 years as a minimum. It is next due for review in May 2022. Additionally, this policy will be reviewed and updated as appropriate on an ad hoc basis. If you have a question or suggestion about improving this policy, this should be addressed to Mrs. L. Sixsmith, Mrs. A. Harrison This policy will always be immediately updated to reflect personnel changes. 2 www.minded.org.uk [accessed 02/02/18].	<urn:uuid:13298206-8e3a-45e1-892f-41ecefdc519b>	CC-MAIN-2022-49	https://www.st-annes-pri.durham.sch.uk/wp-content/uploads/sites/200/2022/05/Mental-Health-Policy-2021-2022.pdf	2022-12-05T04:23:03+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00274.warc.gz	1,058,867,496	3,511	eng_Latn	eng_Latn	0.995018	eng_Latn	0.997566	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 127, 2456, 4741, 6545, 8166, 10104, 11854, 14143, 16712, 18297 ]	[ 2.28125 ]	1	0
The Science of Seedless High School Science Objective: Understand how seedless vegetables and fruits are grown Supplies: Watermelon (or large image of watermelon slice) Seedless watermelon (or large image of seedless watermelon slice) Computer access Lesson: 1. Assign four groups a different seedless fruit or vegetable to research: * Seedless cucumber * Seedless watermelon * Seedless grape * Seedless orange 2. Ask each group to answer this question: If your assigned fruit or vegetable is seedless, how do farmers grow it? 3. After the research period, let each group share and record findings in front of class. Compare and contrast the production of seedless watermelons, cucumbers, grapes, and oranges. 4. Focus on seedless watermelon. Examine the regular watermelon and seedless watermelon (or images of) with class. 5. Share the following background information that may not have been covered by the seedless watermelon research group. Background: Review with class or ask each group to look up definitions: Chromosome – A threadlike structure of nucleic acids and protein found in the nucleus of most living cells, carrying genetic information in the form of genes. Each chromosome consists of a DNA double helix bearing a linear sequence of genes, coiled and recoiled around aggregated proteins (histones). Their number varies from species to species: humans have 22 pairs plus the two sex chromosomes. During cell division, each DNA strand is duplicated, and the chromosomes condense to become visible as distinct pairs of chromatids joined at the centromere. DNA – Deoxyribonucleic acid, a self-replicating material present in nearly all living organisms as the main constituent of chromosomes. It is the carrier of genetic information. Seedless watermelons were invented over 50 years ago, and they have few or no black seeds. White seed coats, where a seed did not mature, are visible within these watermelons and are perfectly safe to swallow. Watermelon breeders discovered that crossing a diploid plant (bearing the standard two sets of chromosomes) with a tetraploid plant (having four sets of chromosomes) results in a fruit that produces a triploid seed (having three sets of chromosomes). This triploid seed is the seed that produces seedless watermelons. A seedless watermelon is a sterile hybrid which is created by crossing male pollen for a watermelon, containing 22 chromosomes per cell, with a female watermelon flower with 44 chromosomes per cell. When this seeded fruit matures, the small, white seed coats inside contain 33 chromosomes, rendering it sterile and incapable of producing seeds. This is similar to the mule, produced by crossing a horse with a donkey. This process does not involve genetic modification. The seedless watermelons need seeded watermelons in order to be pollinated and set fruit. In a watermelon field where they're growing seedless, roughly 25% of the plants are seeded varieties and 75% are seedless varieties. Hives of bees are brought into the fields to cross-pollinate from the seeded plants to the seedless plants. Without this cross-pollination, the seedless watermelon plants would not produce fruit.	<urn:uuid:353566c8-161b-43f6-a350-678e63cda945>	CC-MAIN-2022-49	http://blog.teachersource.com/wp-content/uploads/2016/06/Science-HSScienceSeedless.pdf	2022-12-05T04:34:21+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00276.warc.gz	9,447,103	670	eng_Latn	eng_Latn	0.997271	eng_Latn	0.997271	[ "eng_Latn" ]	false	docling	[ 3182 ]	[ 4.71875 ]	2	1
EXAM 3_2 (Statistics - Algebra) Name:__________________________________________________________ 1. The histogram below shows the heights (in cm) distribution of 30 people. (1 point) a) How many people have heights between 159.5 and 169.5 cm? b) How many people have heights less than 159.5 cm? c) How many people have heights more than 169.5 cm? d) What percentage of people have heights between 149.5 and 179.5 cm? 2. The number of books read in a given months by each of the students in a group of 4ºESO are listed below: (2 points) \| Number \| Frequency \| \|---\|---\| \| 0 \| 5 \| \| 1 \| 10 \| \| 2 \| 13 \| \| 3 \| 7 \| \| 4 \| 4 \| \| 5 \| 1 \| Calculate: a) Range, Mode and Median b) Mean and Standard deviation c) Percentiles 15 and 90 3. The following graph shows the cumulative frequency curve for time taken for students to solve a puzzle. (2 points) From the graph estimate: a) The median time. b) The time at the lower quartile and at the upper quartile. c) After how many seconds were 70% of the puzzles made? d) Using this data draw a box and whisker plot. 4. Solve the following equations: b) 8 x 3 x 1 − = − − 5. Solve the simultaneous equations: (3 points) (2 points) SOLUTION 1. The histogram below shows the heights (in cm) distribution of 30 people. a) How many people have heights between 159.5 and 169.5 cm? 7 b) How many people have heights less than 159.5 cm? 15 c) How many people have heights more than 169.5 cm? 8 d) What percentage of people have heights between 149.5 and 179.5 cm? 21 of 30, so the percentage is 70% 2. The number of books read in a given months by each of the students in a group of 4ºESO are listed below: \| x i \| f i \| F i \| xf i i \| x2f i i \| \|---\|---\|---\|---\|---\| \| 0 \| 5 \| 5 \| 0 \| 0 \| \| 1 \| 10 \| 15 \| 10 \| 10 \| \| 2 \| 13 \| 28 \| 26 \| 52 \| \| 3 \| 7 \| 35 \| 21 \| 63 \| \| 4 \| 4 \| 39 \| 16 \| 64 \| \| 5 \| 1 \| 40 \| 5 \| 25 \| \| \| \| \| 78 \| 214 \| Calculate: a) Range, Mode and Median: r=5-0=5 range 5 ; Mode 2 books Median: 40/2=20, so the median is 2 books b) Mean and Standard deviation 3. The following graph shows the cumulative frequency curve for time taken for students to solve a puzzle. From the graph estimate: a) The median time. N=32, half is 16, so the median time is 13 seconds b) The time at the lower quartile and at the upper quartile. Q s 5 8 Q 8 4 32 1 1. / = → = →; Q 24 4 32 3 Q 3 3 / = → = ⋅ → c) After how many seconds were 70% of the puzzles made? → = 4 22 32 of 70 . % about 16.5 seconds d) Using this data draw a box and whisker plot. 17 5. s 4. Solve the following equations: Solution x = 7 5. Solve the simultaneous equations:	<urn:uuid:0558d7e8-e799-4329-983b-7ee00208102f>	CC-MAIN-2022-49	https://www.yoquieroaprobar.es/_pdf/34193.pdf	2022-12-05T05:30:31+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446711003.56/warc/CC-MAIN-20221205032447-20221205062447-00274.warc.gz	1,134,148,000	875	eng_Latn	eng_Latn	0.937964	eng_Latn	0.99339	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 732, 1182, 1897, 2533, 2622 ]	[ 4.25 ]	1	8
STRATEGIC FOREST MANAGEMENT PLAN (SFMP) 2021-2026 © September 2022 by the Forestry Department, Government of Jamaica. All rights reserved. Strategic Forest Management Plan (SFMP) 2021-2026. This document was prepared by Jan J. Voordouw, independent consultant, in close collaboration with the staff of the Forestry Department (FD). It does not necessarily reflect the views of the Government of Jamaica or FD. Cover photos (both by Jan Voordouw): Left: Bogue 2 Forest Reserve, St. Ann. Right: Negril Great Morass, Hanover/Westmoreland. Table of Contents Acronyms and Abbreviations 1 BACKGROUND AND CONTEXT The Strategic Forest Management Plan (SFMP) 2021 – 2026 is the over-arching tool for guiding the institutional and programmatic development of the Forestry Department (FD) 1 . It covers the institutional FD Corporate/Strategic Business Plan 2021-2026 (which includes guidance for minimum standards and for corporate strategies) with its mission to "Manage our forests in an effective and responsible manner for the benefit of current and future generations." The SFMP further incorporates the National Forest Management and Conservation Plan (NFMCP) 2 revised for 2021-2026, a programme involving the entire forest sector towards its goal "Sustainably manage and utilise Jamaica's forest resources to enhance social and economic development and contribute to building the country's climate resilience." The SFMP provides the strategic framework for indicators and targets by which FD's performance in relation to its institutional and programmatic management is measured. The SFMP seeks to ensure the effective and efficient contribution by FD and the forest sector to achieving Vision 2030 Jamaica. Further, SFMP allows for measuring high-level objectives, such as the following: - Building the Forestry Department as an efficient and effective service delivery organisation; - Increasing participation of the private sector, community-based organisations, and nongovernment organisations in the sustainable management and conservation of Jamaica's forests; - Increasing the level of public awareness regarding all issues related to sustainable forestry; - Developing and implementing forest management plans; and - Maintaining and restoring forest cover. FD is mandated by the Forest Act 1996 3 to ensure the protection and conservation of forests on Crown lands (which cover just over a quarter of Jamaica's forest lands). Approximately 100,000 ha of these are designated as Forest Reserves and over 17,000 ha of other forested crown lands are not yet declared under the Forest Act. Nearly three-quarter of forest lands (over 320,000 ha) are privately owned, with no comprehensive legislative framework to govern their protection. Forests cover more than 40% of the Jamaican landmass. They are classified in 8 types: - Closed Broadleaf - Closed primary forest with broadleaf trees at least 5 metres tall and crowns interlocking, with minimal human disturbance; - Disturbed Broadleaf - Forest with broadleaf trees at least 5 metres tall and including species which indicate disturbance; - Tall Open Dry - Open natural woodland or forest with trees at least 5 metres tall and crowns not in contact; - Short Open Dry - Open scrub, shrub, or brushland with trees or shrubs 1 - 5 metres tall and crowns not in contact; 1 In 2010 the Forestry Department became an Executive Agency under the Executive Agencies Act 2002. 2 The NFMCP is required to be prepared, following the Forest Act 1996. 3 The Forest Act 1996 specifies mandatory requirements for: Declaration and purpose of forest reserves and forest management areas; National and local forest management planning; Inventory and classification of forest lands; Appointment and function of forest management committees; Determination of allowable cut; Establishment of nurseries and provision of seedlings; and Enforcement of forest protection measures. - Swamp - Single storey forest with waterlogged soil, including species indicators such as Symphonia globulifera (hog gum) and Roystonea princeps (royal palm); - Mangrove – Forest in areas with brackish water, composed of trees with stilt roots or pneumatophores, including species-indicators such as Rhizophora mangle (red mangrove); - Secondary forest – Forest distinguished from disturbed broadleaf as it has larger percentages of disturbance, namely 15-25% compared to <15% for the latter forest type. Indicator species include Trumpet Tree (Cecropia peltata), Guango (Samanea saman) and Woman's tongue (Albizia lebbeck); - Forest plantations – Woodland inclusive of pine and hardwood. In addition to the FD Corporate Plan and the NFMCP, the SFMP also provides a strategic framework for the implementation of the Forest Policy 4 . This policy lists several policy and regulatory deficiencies which have contributed to the continued loss of quality forest cover over time: - Lack of clearly discernible demarcation of Forest Estate boundaries; - Encroachment and squatting on Forest Estates, especially for agriculture and housing purposes; - Open access use of forests and illegal cutting of trees on Crown Lands; - Selective removal of valuable biodiversity including endemic tree species; - Insufficient take up by private landowners of opportunities to declare their forested land under the Forest Act and obtain property tax incentives; - Lack of a central repository of data on the market price, supply, and demand for local timber; - Lack of clear rules to manage traditional uses of forests and forest products and lack of the regulation of access by communities to local forests; - Insufficient tertiary level programmes in silviculture and forest ecology; - Limited awareness of the value of forests and trees as part of Jamaica's cultural and ecological heritage; - Insufficient monitoring of mangrove forests across the island to prevent or reduce conversion; - Inadequate infrastructure to develop forest appreciation, recreation, and ecotourism activities; - Paucity of financing for forest restoration outside of regular budgetary allocations; and - Limited capacity of many local communities to undertake co-management of Forest Estates. The NFMCP 2021-2026 proposes detailed activities to address these and other issues. Further action to address these deficiencies are discussed in Chapter 3. 4 Forestry Department, 2017. Forest Policy for Jamaica. 2 GUIDING & MANAGEMENT PRINCIPLES Given the complex and cross-cutting nature of sustainably managing Jamaica's forests with many stakeholders and interested parties, the Forestry Department has articulated several guiding and management principles by which the SFMP will be implemented. 2.1 Guiding and management principles for SFMP implementation 5 (1) Combating Climate Change – The recognition of growing and emerging impacts of climate change on forests and sustainable forest management and the contribution of forests to climate change adaptation and mitigation will be central tenets in the implementation of SFMP. Physical risks to Jamaica's forests, land, infrastructure, water resources, deterioration of air quality, change in wellbeing of communities, decline in economic security, aspects of change in socio-economic resilience are to be documented, considered for undertaking appropriate action and possibilities for adaptation and co-benefits pursued. (2) Nationally Determined Contribution (NDC) - Supporting Jamaica's ambitious commitment to strengthen its NDC through: (a) maintaining the goal of no-net-loss of forest cover; and (b) increasing carbon retention through tree planting and reforestation. (3) The Precautionary Approach - This approach is to be utilized in relation to decisions taken that directly or indirectly impact forests in Jamaica. Where there is potential of serious or irreversible damage, precautionary measures are to be taken to prevent such damage and environmental degradation, even if full scientific certainty has not been achieved. (4) Sustainable Development and Inter-Generational Equity – Management will always contribute to the conservation and sustainable development of forests for present and future generations. Appropriate measures are to be developed to provide legal rights to local communities and their citizens to sustainably use the forest and forest resources in their communities. Additionally, measures are to support the social, cultural, spiritual, economic, and environmental needs of all people of Jamaica. (5) Localised Management Approaches – Localised management approaches and techniques are to be used for the different types of forests (see Chapter 1) and for maintaining the integrity of their resources. This shall include but not be limited to co-management arrangements for forested Crown Land. (6) Enhancing Coordination and Harmonisation, Partnerships and Authentic Dialogue and Participation among all Stakeholders - Collaborative approaches to administration and policy-making in the forest sector are to engage interested parties, including women, local forest communities, private land owners, industries, labour representatives and NGOs, in the development, implementation, and monitoring of local or national sustainable forest strategies, plans and policies. Opportunities are to be provided for the full inclusion of all groups in society, including marginalised communities, vulnerable people, youth, and people with disabilities. Timely and accurate information is to be provided on forests, forest ecosystems, and activities that impact forests, to support public understanding and informed decision-making. 5 The management principles and guiding principles listed are based on statements in the Forest Policy 2017, the NFMCP 2016-2026, other forest policies and instruments (such as the UN Forest Instrument, adopted by the UN General Assembly in 2007) and general organizational management theory. (7) Protection and Sustainable Use of Biodiversity - Jamaica's biodiversity shall be conserved and protected and access to biological resources found in forests shall be regulated appropriately to ensure sustainable use. Local knowledge regarding the conservation and sustainable use of these forest resources will be recognised and documented/recorded. (8) Best Science regarding Sustainable Forest Management - Sound technical and scientific principles in forest planning and management shall be applied and, where relevant, traditional knowledge incorporated. Due consideration is to be given to emerging thinking on landscape restoration, social forestry, management of mangrove and swamp forests, payment for ecosystem services, and development of principles and guidance for urban forestry. (9) Recognising the Value of Forest Lands, Goods and Services - The value of ecosystem services and forest products and services are to be integrated into budgeting and costing processes. Decision-making at the individual, corporate and governmental level is to be based on the true value and costs to users and beneficiaries of forests, its management or conservation. Accounting is to include the costs of environmental degradation, caused by unsustainable activities. Mechanisms are to be researched, introduced and incentivised for innovating forest finance, such as disaster risk financing and other new and alternative financing mechanisms for the management and conservation of the forest sector. (10) Comprehensive Gender Equality Mainstreaming - Partnerships are to be built with stakeholders to tackle specific areas where one gender is unrepresented or disadvantaged. Women and men, are to be treated fairly in activities and services, according to their respective needs. This may include equal treatment or treatment that is different but which is considered equivalent in terms of rights, benefits, obligations, and opportunities. (11) Jamaica's Charter of Rights (adopted in 2011 under a Constitutional Amendment) - A substantive right to a healthy environment for all Jamaican citizens is to be actioned. It provides that all citizens have "The right to enjoy a healthy and productive environment free from the threat of injury or damage from environmental abuse and degradation of the ecological heritage." Jamaica's forests are part of its ecological heritage and the SFMP is to provide a framework that will prevent degradation of the island's remaining forests. 2.2 SFMP's principles focused on organisational management of FD (12) Enhancing the management, decision-making and service capabilities of FD – Investments are to be made in developing successful management in FD: (a) Planning: Choosing appropriate goals and actions to pursue, strategies to use, priority actions to take, and determining resource needs; (b) Organizing: Establishing team relationships for staff to achieve their organisational goals together; (c) Leading: Articulating a vision, energising employees, inspiring and motivating people using vision, influence, persuasion, and effective communication skills; (d) Staffing: Recruiting and selecting employees for positions within teams and departments; (e) Monitoring: Evaluating progress towards goals, performance, taking actions, adapting and setting standards. 6 The core values of FD are presented in Table 1. 6 Additionally, FD is to maximise the benefits of financial, human, equipment and other resources mobilised under NFMCP. Under the Public Sector Modernisation Programme (2010-2020), FD grew as an Executive Agency, strengthening its link between planning, budgeting and performance management, through the introduction of a framework for integrated results-based management. It also improved efficiency and effectiveness of human Table 1: Core Values of the Forestry Department \| \| Core Values \| \| Value Statements \| \|---\|---\|---\|---\| \| INTEGRITY \| \| ▪ Honourably fulfil all obligations and commitments to stakeholders ▪ Act with honesty without compromising the truth \| \| \| TEAMWORK \| \| ▪ Help others when necessary ▪ Work harmoniously with others ▪ Share information and resources with team members ▪ Work out conflicts with the person involved ▪ Treat one another with respect ▪ Encourage the best ideas to surface from anywhere in the Agency \| \| \| COMMITMENT \| \| ▪ Dedicated to a cause or activity ▪ Consistency, honesty and accuracy are key in keeping promises to customers-internal or external \| \| \| CONFIDENTIALITY \| \| ▪ Committed to safeguarding information obtained on the job which, if becoming public, might endanger the Agency or cause damage to any employee or customer. \| \| \| PROFESSIONALISM \| \| ▪ Maintain confidentiality ▪ Limit personal business on the job ▪ Stay focused on work rather than getting distracted by gossip ▪ Find solutions to problems rather than complaining ▪ Speak constructively of co-workers, the job and the Agency ▪ Do not be subjective ▪ Keep promises \| \| (13) Transparency and Accountability - A commitment to the principles of transparent, responsive, and accountable governance, measuring the performance of SFMP implementation against intended results. (14) Relevant National and Sectoral Policies – Pertinent policies and guidelines are to be embraced, such as the Protected Areas System Master Plan (PASMP), the National Biological Diversity Strategic Action Plan (NBSAP) and others. (15) Alignment to Vision 2030 Jamaica – National Development Plan. FD is to ensure that the implementation of the SFMP is fully aligned to Jamaica's national development planning efforts. The Strategic Framework for Performance Monitoring, Evaluation and Reporting (PMER) of NFMCP includes a Theory of Change that assumes the feeding of the results of NFMCP into National Outcomes 13, 14 and 15 of Vision 2030 Jamaica and that FD staff uses this to track pertinent progress. An overview table is presented here for ease of reference, see Table 2. (16) International obligations and commitments – The Forest Sector is to support the country's commitments to various multilateral agreements. 7 resource management (employee performance management and appraisal), as well as nurtured continuous improvement in the quality-of-service delivery. 7 A listing is provided in Section 2.6 of the PMER Strategic Framework 2021-2026. Table 2: Key Expected Results of Vision 2030 Jamaica & SDGs and the Outcomes of NFMCP \| \| Expected major results of Vision \| \| \|---\|---\|---\| \| \| 2030 Jamaica & SDGs \| \| \| NO13 \| \| Integrated Management \| \| \| \| Biodiversity Conservation \| \| \| \| Governance Structures for strong Environmental Management \| \| NO14 \| \| Hazard Damage Reduced \| \| \| \| Resilience and Adaptive Capacity to Climate-related Hazards and Natural Disasters Strengthened. \| \| NO15 \| \| A Comprehensive and Efficient (Spatial) Planning System \| \| \| \| Economic Growth and Diversification Achieved in Rural Jamaica. \| 3 OBJECTIVES AND STRATEGIES FOR THE FISCAL YEARS 2022 – 2026 The long-term vision of the Forestry Department, its plans and programmes is: "By 2062, Jamaica's forests and its biodiversity are sufficiently restored and sustainably managed, so once again the island can adequately be described as 'the land of wood and water', capable of meeting the social, economic and ecological needs of current and future generations." A consequence of this vision is that sustainable forest management and climate resilience are woven throughout the institutions and daily habits of Jamaicans. The goal of FD can therefore be expressed as "Sustainably manage and utilise Jamaica's forest resources to enhance social and economic development and contribute to building the country's climate resilience." The SFMP recognizes the following strategic objectives, also expressed in the NFMCP and the FD Corporate Plan 2021 - 2026: * Strategic Objective 1: Reverse forest degradation, deforestation and the loss of forest biodiversity, through conservation and sustainable forest management, as well as strengthening the legislative, policy and institutional framework of the sector. * Strategic Objective 2: Enhance economic, social and environmental benefits of forests through the sustainable utilisation of forest resources. * Strategic Objective 3: Build the capacity within the Forestry Department, its partners and forest communities to manage, protect and conserve the forest resources. * Strategic Objective 4: Increase public education and awareness to protect, conserve, restore and manage Jamaica's forests. The five Thematic Areas of NFMCP, which respond to these strategic objectives, as well as its 13 outcomes, are listed in Box 1. 3.1 Strategic Objective 1: Reverse forest degradation, deforestation and the loss of forest biodiversity, through conservation and sustainable forest management, as well as strengthening the legislative, policy and institutional framework of the sector. Under this strategic objective, the following specific objectives are proposed: 1.1 Continuously strengthen the legal, regulatory and institutional frameworks for development, management, and conservation of all forests in Jamaica and enhance capabilities to ensure appropriate enforcement of Jamaica's forests laws in order to achieve no net loss of forest cover. 1.2 Improve transparent and accountable decision-making as it relates to forests within the context of other sectors as well as address cross-cutting issues, overlapping mandates, and conflicting policies and practices. 1.3 Protect Jamaica's biodiversity, particularly flora and fauna of ecological, cultural and historical value. 1.4 Facilitate and encourage the protection and conservation of forests, particularly native and endemic tree species, found on private lands in urban and rural areas. 1.5 Mobilise the forest sector to realise achieving the NDC, and strengthen this commitment over time. Box 1: NFMCP Thematic Areas and their Expected Outcomes. Under Thematic Area 1, Forest Governance and Conservation, ten outputs are being implemented during 20212026. Its expected outcomes are: * Outcome 1.1: Strengthened governance, policy and legislative framework to ensure sustainable development of the forest sector. * Outcome 1.2: Forest biodiversity protected. Under Thematic Area 2, Forest Utilisation, ten outputs are being implemented during 2021-2026. Its expected outcomes are: * Outcome 2.1: Innovative mechanisms established for financing sustainable forest management and obtaining benefits from forest use. * Outcome 2.2: Sustainable harvesting and use of timber products from forests. * Outcome 2.3: Sustainable use of non-timber products and services of forests. Under Thematic Area 3, Capacity for Sustainable Forest Management, twelve outputs are being implemented during 2021-2026. Its expected outcomes are: * Outcome 3.1: Improved participatory planning to manage, protect and conserve Jamaica's forests. * Outcome 3.2: Strengthened institutional capacity for REDD+ readiness. * Outcome 3.3: Strengthened capacity of Local Forest Management Committees and other community groups. Under Thematic Area 4, Education, Training and Awareness, four outputs are being implemented during 20212026. Its expected outcomes are: * Outcome 4.1: Forest communities, the general public as well as targeted groups have increased capacity regarding sustainable forest practices. * Outcome 4.2: Strengthened capacity for natural resource valuations, carbon stock monitoring and silviculture. Under Thematic Area 5, Monitoring and Information Management, five outputs are being implemented during 2021-2026. Its expected outcomes are: * Outcome 5.1: Improved availability of spatial data for sustainable forest management practices, promoting investment, and for assessing vulnerabilities and risks in the forest sector. * Outcome 5.2: Strengthened capacity for impact and vulnerability assessments and for management of research and knowledge systems. * Outcome 5.3: Improved collaborative monitoring of forest resources. For each Thematic Area, the outputs 2021-2026, outcome and output Key Performance Indicators (KPIs), Sources of Verification/Data are listed in the PMER Strategic Framework, revised for 2021-2026. The PMER Plan 20212026 provides this information as well and additionally, for each output, lists baseline information (usually for 2020-2021), targets for each Financial Year, estimated Risk Level, M&E methodologies, the frequency of data collection, cost of the intervention, and the stakeholders engaged in implementation (lead and supporting partners). The Forest Policy 2017 lists several deficiencies relating to the enforcement of forest laws: 8 8 Policy and regulatory deficiency identified as a priority by the Forest Policy 2017. - Encroachment and squatting on Forest Estates, especially for agriculture and housing purposes; - Open access use of forests and illegal cutting of trees on Crown Lands; - Selective removal of valuable biodiversity including endemic tree species; - Lack of clearly discernible demarcation of Forest Estate boundaries. In order to provide the legal basis to address these deficiencies, as a priority during the period, interagency collaborative work will continue regarding the amendment of the Forest Act 1996 and its promulgation. In tandem, updated Forest Regulations to those introduced in 2001 are being prepared, covering new permit and license programmes. Pertinent public awareness campaigns are planned after these documents are finalised. Several government agencies in Jamaica have a central role in the development and land use planning on Crown Lands. Agencies responsible for mining, agriculture, energy, and housing all are given jurisdiction to make plans for the use of Crown Lands under their mandate. Improvements are needed in land use coordination and the sharing of current land use plans, leases, and permit information. Conflicts in land use should be identified and assessed along with the legitimate interests of different stakeholders. Abiding to the Forest Management Plans governing the various forest reserves and forest management areas will be key. The NFMCP Technical Advisory Committee (TAC) is to be strengthened for its role in the governance of the forest sector and in promotion of the mainstreaming of Sustainable Forest Management into relevant national decision-making processes in other pertinent sectors and in development orders. The TAC is the prime mechanism to address cross-cutting programmatic issues, overlapping mandates, and conflicting policies and practices. FD also aims to become part of consultations on environmental impact assessments on forest lands. Planning and implementing the management of mangrove forests is a priority for the period 2021-2026. For many years, there was insufficient monitoring of mangrove forests across the island to prevent or reduce conversion. 9 In recent years, FD has surveyed the island's remaining mangrove forests. The transfer of mangrove lands to be managed by FD is being prepared. In tandem a mangrove management plan is being finalised for immediate implementation during the period. This includes the restoration of mangrove forests through removal of garbage and replanting (a seedling nursery has been established). Some terrestrial lands are also being transferred to the management of FD, in the scope of supporting the implementation of REDD+. FD will continue its boundary verification programme during the period. The demarcation of boundaries of Forest Reserves and Forest Management Areas is essential for the verification of forest inventories, to prevent encroachment, for monitoring and enforcement purposes, and the implementation of public awareness initiatives. Most of Jamaica's Forest Reserves have been prescribed using legal descriptions and monuments, not surveyed boundaries and readily identifiable markers. In this regard, priority will be given to the delineation of boundaries for Forest Reserves and Forest Management Areas which are identified as being continually under threat of encroachment. The SFMP gives priority to the continued protection of the island's unique biodiversity. Jamaica is rated fifth in islands of the World in terms of endemic plants and its forests are important repositories of biological diversity. Jamaica's National Biodiversity Strategy and Action Plan (NBSAP 2003) indicates that at "least 3,304 species of plants occur in Jamaica" of which 923 (27.9%) are endemic. The Convention on 9 Policy and regulatory deficiency identified as a priority by the Forest Policy 2017. Biological Diversity (CBD) also makes reference to 'Forest Biodiversity' which it defines as a broad term inclusive of all life forms within forested areas and the ecological roles they perform. The main factors associated with the decline of forest biological diversity are: climate change, conversion of forests, agricultural land use, overgrazing, unmitigated shifting cultivation, unsustainable forest management, introduction of alien invasive species, infrastructure development, mining and oil exploitation, anthropogenic forest fires and pollution. A main focus for the period is research of invasive fauna and flora, specifically for the various forest types and the preparation of targeted management plans. Additionally, FD has identified target species for conservation, and will collaborate in the preparation of management and recovery plans. The reforestation of degraded landscapes is one of the major objectives of the NFMCP and a key contributor to two of the (current) 16 key commitments of the Nationally Determined Contribution (NDC): No net loss of forest cover and National Tree Planting Initiative (NTPI)- 3 million trees. Reforestation actions assist in the mitigation of climate change and adapting to its impacts. The UN Framework Convention on Climate Change (UNFCCC) has introduced a mechanism for "reducing emissions from deforestation and degradation (REDD+). The REDD+ mechanism seeks to provide incentives to reduce emissions from deforestation and forest degradation, the conservation, sustainable management of forests and the enhancement of carbon stocks. In order to ensure 'no net loss of forest cover', FD implements reforestation and tree planting programmes for forest estates, urban areas and mangroves. Another priority is the development of guidelines for planting and maintaining trees in urban settings. The NTPI aims to plant 3 million trees by 2022 across Jamaica, with one million saplings distributed to the public and 2 million planted centrally by Government Departments and private organisations. Jamaica's updated NDC (2020) aims to reduce emissions by 25-29% relative to a business-as-usual scenario by 2030. 10 The updated NDC submission covers in addition to emission reduction in the energy sector, emissions from forestry and land use change, reflecting the importance of the forestry sector to climate action in Jamaica. 11 There are many co-benefits to climate mitigation and adaptation in the forest sector. These include helping to maintain optimal levels of groundwater under increased water stress, reducing salt-water intrusion, reducing soil erosion and hence boosting crop productivity in the face of more challenging climatic conditions, and reducing heat stress to the population. Important adaptation benefits are provided in terms of improving health, the lifespans of infrastructure and resilience to drought conditions. Important synergies between mitigation and adaptation are found in swamp and mangrove forests. In addition, coastal mangroves play an important role in preventing coastal erosion in the face of rising sea levels. As a small island developing state, Jamaica is acutely aware of how the physical risks of climate change threaten its development and the wellbeing and economic security of its citizens. Adaptation therefore represents an important cross-cutting element for all sectors. 10 The specific NDC (2020) commitments are: (a) 25.4% reduction relative to business-as-usual emissions in 2030 unconditional; (b) 28.5% reduction relative to business-as-usual emissions in 2030 conditional upon obtaining international support. 11 The baseline for assessing emission reduction from land use change and forestry was determined using Jamaica's 2013 Land Use Change Assessment. 3.2 Strategic Objective 2: Enhance economic, social and environmental benefits of forests through the sustainable utilisation of forest resources. Under this strategic objective, the following specific objectives are proposed: 2.1 Maintain and restore forest cover by providing appropriate incentives to support the protection of forested lands and the reforestation of denuded lands in order to address mitigation and adaptation to climate change. 2.2 Incentivize the preservation of standing natural forests to enhance ecosystem services, disaster risk financing, purification of air and water, carbon sequestration, nutrient dispersal, as well as provision of biochemical and industrial products. Increase the participation of the private sector and their role in forestry-as-a-business. 2.3 Develop greater appreciation of Jamaica's forests by increasing opportunities for Jamaicans and tourists to access them for recreational and leisure activities as well as for cultural purposes. Without deliberate action by private owners (who own just under three-quarters of forested lands), the quantity and quality of forest cover on their lands will decline. 12 Appropriate incentives are to be designed for private land owners to retain standing forests, engage in reforestation practices, conduct habitat enhancement activities and prevent soil erosion. Incentives should meet the needs of private land owners who may have divergent interests based on the size of lands owned, the level and quality of forest cover on these parcels, tax structures and individual future potential development of these properties. In recent years under NFMCP, additional incentives were explored which now need to be made available and promoted. Forest cover is also central within the scope of disaster risk financing, where Jamaica made important strides in recent years. A World Bank / Ministry of Finance and Public Service 2018 study 13 reported that on average, the GoJ would need to cover losses of approximately J$16 billion annually, or 0.84 percent of Jamaica's 2015 gross domestic product (GDP) to address its contingent liabilities related to hurricanes and floods, an amount also equivalent to 3.09 percent of total government expenditures in 2016. In addition to long-term impacts on economic and social development in Jamaica, disasters also increase Jamaica's sovereign debt, as more loans are borrowed to finance unplanned post-disaster expenditures. The report made recommendations for the formulation of a country-specific comprehensive disaster risk finance (DRF) strategy, based on the assessment of the legislative, financial management, fiscal, and insurance market environment in Jamaica. This would equip MOFPS with information and instruments to manage contingent liabilities posed by natural disasters. It is important to note that the Forest Policy 2017 lists Financing for forest restoration outside of regular budgetary allocations as a deficiency. A related theme in climate change adaptation and mitigation is the launch of Payment schemes for Ecosystem Services (PES). In the period 2021-2026, an inter-ministerial working group should be established and pilot projects actively pursued, to outline the options that can be developed. 12 The Forest Policy 2017 notes that there is "Insufficient take up by private landowners of opportunities to declare their forested land under the Forest Act and obtain property tax incentives." 13 World Bank Group. 2018. Advancing Disaster Risk Finance in Jamaica. World Bank, Washington, DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/33089 License: CC BY 3.0 IGO. Another funding mechanism for forest management and conservation could be the establishment of a Forest Fund (comparable to the Tourism Enhancement Fund), as allowed under the 2001 Forest Regulations. The Regulations provide that the Fund may be used for reforestation; watershed management and sustainable forest management; public recreation and nature conservation; carbon conservation projects; forest adaptation and mitigation measures; and grants to owners and tenants of land for tree planting and forest management. For this, partnerships for a stronger and more relevant forest sector are to be strengthened and operationalised. FD will promote forestry-as-a-business and support sustainable earnings from timber and non-timber products in several ways. It will address the deficiency "Lack of a central repository of data on the market price, supply, and demand for local timber 14 " and for this period focus on three to five wood species relevant to timber harvesting. It will also develop a sustainable harvesting programme for forest stands within Forest Management Areas (FMAs) and develop a research and marketing programme on nontimber resources. Strategic emphasis will be placed on increasing the sustainable production of wood from accessible plantations which are environmentally and economically suitable for harvesting, and encouraging the development of such plantations on suitable private lands. The increased participation of private land owners and investors in partnerships for the development of the forestry sector are therefore essential. FD will implement various business strategies and plans to expand recreational facilities in forested areas. Inroads will be made to address the deficiency identified in the Forest Policy: "Inadequate infrastructure to develop forest appreciation, recreation, and ecotourism activities." FD can build on ecotourism pilot projects, recently implemented in forest communities. FD will develop targeted infrastructure and regulate recreation and tourism activities in Crown Lands, considering the carrying capacity for each area. FD will also coordinate the assessment of risks and vulnerabilities to climate change of forests and forest communities. Relevant research outputs related to sustainable forest management and climate change will be made available. 3.3 Strategic Objective 3: Build the capacity within the Forestry Department, its partners and forest communities to manage, protect and conserve the forest resources. Under this strategic objective, the following specific objectives are proposed: 3.1 Provide a broader framework to support community and public participation in the planning, policy making and management of forests, which may include granting rights of use and management of timber and non-timber forest products. The development and implementation of forest management plans are a part of this framework. 3.2 Continue to develop and promote the use of agro-forestry techniques by farmers operating in close proximity to forests, community forestry programmes, as well as alternative sustainable forest-based activities that create employment and income generation, thereby building the knowledge base and interest of farmers and communities. 3.3 Develop staff training programmes for professional development and customer services. 14 Policy and regulatory deficiency identified as a priority by the Forest Policy 2017. 3.4 Build the capacity to handle innovative techniques and new technology for sustainable forest monitoring and management. The successful management of the island's forests requires that rural and community interest groups are actively involved in the various stages of the planning and implementation processes. In this regard, residents in rural areas, both men and women, should play important roles in the sustainable management of the forest sector. Participatory management approaches will be adopted to facilitate access to and sharing of the benefits that can be derived from forests by rural communities, for example, to reduce rural poverty levels. One such initiative is the opportunity for persons who reside on the fringes of State-owned forests with an interest in the sustainable management of these areas, to become members of a Local Forest Management Committee (LFMC). Special training activities will assist LFMCs and other Community-Based Organisations (CBO) to address the "Limited capacity of many local communities to undertake co-management of Forest Estates," listed as a deficiency in the Forest Policy 2017. The Forest Act 1996 identifies that Forest Management Plans for declared Forest Reserves and Forest Management Areas should be developed. These Plans are designed to achieve consensus and allow for practical management rules and understandings. Forest Management Plans can actively target and aim to prevent deforestation and land degradation and seek the active involvement of specific stakeholders. They further highlight potential opportunities for the sustainable management of the natural resources found in the relevant reserve or management area. In addition to these forest management plans, another priority for FD is to develop forest restoration activities in watersheds and to prepare riparian forest management. In recent times, FD has funded a host of projects to generate alternative livelihood in forest communities. Together with the Ministry of Agriculture and Fisheries (MAF) and the Rural Agricultural Development Authority (RADA), FD has promoted agro-forestry systems, which bring together agricultural production techniques with protection of soil and water resources, conservation of biodiversity, and carbon sequestration. Agro-forestry is part of a continuum towards social forestry, which produces timber as well as non-timber products. The promotion of agro-forestry and social forestry will be important areas of focus during the period and appropriate roadmaps will be developed. As such, FD will address the deficiency identified in the Forest Policy 2017: "Lack of clear rules to manage traditional uses of forests and forest products and the regulation of access by communities to local forests." The development of continuing training programmes on core areas of competence for sustainable forest management is also prioritised for the period 2021-2026. Collaboration with local as well as international training institutions is being instituted. The FD team is already using new technology and new approaches in the implementation of NFMCP. During the period, this should increase, for instance by expanding carbon stock monitoring activities through a national methodology for determining how much carbon is sequestered by local forests. A new methodology for forest assessments and conducting bio-physical inventories is also to be introduced. FD will continue to focus on improving forest management information in the following areas: (a) Analysis of the ecosystem services provided by the Forest Estates including the determination of the economic value provided by these services; (b) Biophysical attributes and species inventory on priority sites; (c) Development of indicators to monitor compliance with the nonet-loss of forest cover policy on Crown Lands; (d) Vulnerability assessments of forested areas detailing the risk of flooding, run-off, soil erosion, and fire. 3.4 Strategic Objective 4: Increase public education and awareness to protect, conserve, restore and manage Jamaica's forests. Under this strategic objective, the following specific objectives are proposed: 4.1 Raise knowledge and awareness among the public at large on forest protection, restoration and management and the contribution of forests to climate resilience. 4.2 Raise awareness, in particular within forest communities, on preventing and managing bush fires, including their dangers and costs. FD is carrying out important steps to make its work more visible. During the period, it will continue its programme of school and community visits for educational activities, as well as a strong social media programme. 15 Tree planting at schools, at companies and with many other groups in society is being expanded. 16 The urban forestry activities will be important vehicles for education and awareness, since it brings the message of value of trees close to home for many citizens. During the period, knowledge and awareness on climate resilience will accompany the messages regarding the values of forests and trees. FD will also conduct forest-fire awareness and related educational activities, in particular in vulnerable communities. 15 The Forest Policy 2017 recognizes "Limited awareness of the value of forests and trees as part of Jamaica's cultural and ecological heritage" as a deficiency. 16 In particular within the scope of the National Tree Planting Initiative (NTPI): Three Million Trees in Three Years (2019 – 2022). 4 IMPLEMENTATION OF THE SFMP 4.1 Planning and Management of the Outputs The NFMCP, recently revised and updated for the period 2021-2026, provides the framework for the implementation of the programmatic side of SFMP. NFMCP thematic areas and outcomes are listed in Box 1. Its 47 outputs for the period are described in detail in a companion document, the NFMCP PMER Plan for 2021-2026. 17 Overall costing information is also provided in that document as well as another containing budget notes 18 , while detailed budgeting for each output is contained in a Database (provided in Excel, to be uploaded in the FD BMES system). The NFMCP management structure is described in another document, the Strategic Framework for NFMCP/PMER 2021-2026. 19 Central to management of the plan as well as increasingly important in guiding the forest sector is the Technical Advisory Committee (TAC). Regarding the SFMP, the TAC manages the programmatic side, while the institutional component is managed by FD's Senior Management Team. 4.2 Stakeholder Engagement A wide variety of stakeholders participate in planning, implementing and monitoring NFMCP. A specialised document contains a targeted stakeholder engagement plan 20 and is available as another companion document to this SFMP. It informs on the two large groups of stakeholders to be engaged at appropriate times in the implementation of targeted areas of NFMCP, as recognized in the NFMCP Theory of Change for 2021-2026 21 : a) Implementation partners which are directly involved in activities towards achieving the outputs of the NFMCP. These are the Primary Implementing Entities (PIEs) and Secondary Implementing Entities (SIEs). The PIEs together coordinate the implementation of the NFMCP and fulfil tasks related to Performance Monitoring, Evaluation and Reporting (PMER). The SIEs include several additional Ministries, Departments and Agencies (MDAs), Civil Society Organisations (CSOs), Community-Based Organisations (CBOs), Private Sector and International Organisations. b) Stakeholders in wider society which are essential for achieving the higher-level results of NFMCP and providing contributions to the results of Vision 2030 Jamaica and their sustainability. These include many professional associations, schools, churches, additional private sector entities, 17 September 2022, Forestry Department, Government of Jamaica. Performance Monitoring, Evaluation and Reporting (PMER) Plan 2021-2026 for the National Forest Management and Conservation Plan (NFMCP). 18 September 2022, Forestry Department, Government of Jamaica. Notes to the Budget of the National Forest Management and Conservation Plan (NFMCP) 2021 – 2026. 19 September 2022, Forestry Department, Government of Jamaica. Strategic Framework for Performance Monitoring, Evaluation and Reporting (PMER) of the National Forest Management and Conservation Plan (NFMCP) – Update for 2021-2026. 20 September 2022, Forestry Department, Government of Jamaica. Stakeholder Engagement Plan 2021-2026 for the Continued Implementation of the National Forest Management and Conservation Plan (NFMCP) and its NFMCP and its Performance Monitoring, Evaluation and Reporting (PMER) system. 21 See the Strategic Framework for the NFMCP/PMER 2021-2026. additional community institutions and groups, entities at parish level, additional MDAs, CSOs, farmers, fisherfolk, other individuals pertinent to sustainable forest management, as well as international organisations. 4.3 Performance Monitoring, Evaluation and Reporting Throughout this document, reference has been made to the Performance Monitoring, Evaluation and Reporting (PMER) system for NFMCP, and by extension the SFMP. PMER is documented in a series of four documents and a database: - Strategic Framework for Performance Monitoring, Evaluation and Reporting (PMER) of the National Forest Management and Conservation Plan (NFMCP) – update for 2021-2026; - Performance Monitoring, Evaluation and Reporting (PMER) plan 2021 – 2026 for the National Forest Management and Conservation Plan (NFMCP); - Notes to the Budget of the National Forest Management and Conservation Plan (NFMCP) 20212026; - Stakeholder Engagement Plan 2021-2026 for the continued implementation of NFMCP and its PMER system; - Database for the NFMCP/PMER 2021 - 2026 (Excel, including textual and budget information). Guidance for the monitoring, evaluation and reporting on NFMCP has been provided in the Strategic Framework. 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我們的異象與使命【前言】正如啟示錄所記載的七個代表性的教會，每個教會都有她特別的處境與挑戰，都有她特別蒙恩之處和神所給她獨有的托付。矽谷基督徒聚會(SVCA)自然也有她的特色、她特別蒙恩的地方和她不足、最需要成長之處。轉眼之間，SVCA 從成立迄今已經23 年，她從神所領受的異象與使命也從雛形到逐漸成形。這個異象和使命不僅愈來愈成為我們一切事奉、聚會的準則，也更成為我們努力成長的方向和榮耀的標竿。在人類歷史上，可以說沒有一個世代像現今這個世代鉅變如此的快速。世界潮流的衝擊、自我中心的思維與生活方式、不住墮落的道德標準、混亂的優先順序...在在都影響了我們的生活與事奉。箴言中說到：『沒有異象，民便放肆』(箴29:18)。我們如何才能在今時代中照著主的心意不住長進、同被建造，不僅「一起」為主剛強站住，進而能「一起」成為黑夜中的明燈，為主發光作見證，我深信這也是每個教會今日所共同面對的挑戰。因此，從這一堂課中，我們不僅希望弟兄姊妹們只是知道SVCA 的異象和使命到底是什麼，更希望大家能明白：為什麼它是這麼重要？到底我們的異象和使命如何能幫助我們面對現今世代的挑戰？它與我們的生活，事奉與言行有何關聯？我們該如何具體的落實它？又如何能使它代代傳承下去，直到主回來？【信息綱要】 A) 什麼是「異象」 ﹖ 『聖靈把神永遠的旨意向我們開啟，它吸引我們，並且控制我們一切的生活、言行、與事奉。』 B)「異象」的特點 1) 異象是活的，它是生命，它會不住地增長、成熟 2) 異象會控制我們一切的生活、言行、與事奉 3) 異象具有最強的黏合力 4) 異象會產生不妥協的使命感 C)我們的異象：『基督與教會』 I)『基督』 – 「基督是一切，又在一切之內」 (Christ is all & in all) (a) 基督是一切 (1) 主居首位 - 基督在凡事上居首位，且是一切生活與事奉的中心、目的、與內容。 (2) 不再是我，乃是基督 - 我們的生活、事奉、與各種聚會不僅都當「為著祂」 (For Him) ，並且更要「本於祂」 (Of Him) 且「倚靠祂」 (By Him)。 (3) 承受「全有、全足、全豐」的救恩 - 在基督裏我們得以承受「天上各樣屬靈的福氣」及「神本性一切的豐盛」 (弗 1:3，西 2:9-10) (b) 又在一切之內 - 不只看見基督充滿萬有，更要憑著信心，學習從一切的生活和遭遇中來「經歷基督」、「得著基督」並且「活出基督」來。(羅8:28-30, 腓 3:7-8, 13-14) II) 『教會』：教會是基督的身體，是基督要來充滿並彰顯神榮耀的器皿「全然為主」是教會存在的意義與價值(F.O.R. Christ)，也是教會見証的三個重點： a) Fullness －是基督豐滿的彰顯 b) Oneness －是基督身體合一的見證 c) Richness －承受元首一切的豐富 D) 我們的使命－無論個人、家庭、與教會，盼望都成為耶穌基督『道成肉身』的見証人【問題討論】 1. 請用你自己的話，描述一下 SVCA 的異象與使命是什麼？ 2. 在你加入 SVCA 時，你覺得她有哪些特點？聽完這一堂課之後，你覺得這些特點與 SVCA 的異象與使命有何關聯？有哪些地方我們需要加強，使她能更忠於神所托付的？ 3. 就著你所屬的小組及所負責的服事(例如：招待、兒童主日學、帶領查經、影音、福音、關懷、行政、詩歌敬拜、擘餅...等等)，你是如何受這個異象與使命來支配或引導？ 4. 請與組員分享這個異象與使命曾經如何影響你的生活、言行、與事奉？ Our Vision and Mission 【Introduction】 Just like the seven representative churches addressed in the book of Revelation, every church has her unique circumstances and challenges, as well as her special blessings and commissions from God. Likewise Silicon Valley Christian Assembly (SVCA) also has her unique characteristics, special blessings, lackings and areas of growth. In the blink of an eye, SVCA has been founded for 23 years, and the vision and mission she received from God has gradually evolved to maturity. The vision and mission not only has become the guideline for our service and meetings, but has also become the direction of our growth and our glorious goal. Throughout human history, there has never been a generation like this one where the world is going through unprecedented rapid changes. The impact of global trend, self-centered mindset and lifestyle, ever deteriorating moral standards, confused priorities...etc are all affecting our life and service. As Proverbs says, "Where there is no revelation, the people cast off restraint." (Proverbs 29:18) How can we continue to grow and be edified in the Lord's will, so that not only 'together' we stand firm for the Lord, but also 'together' we become the light in the dark night and shine for the Lord? I believe this is a common challenge faced by every church. Therefore in this lesson, not only that we hope brothers and sisters will grasp the vision and mission of SVCA, but also understand why it is so important. How can our vision and mission help us face the challenges of this age? How is it relevant to our life, walk and service? How can we actualize it? And how can we pass it on generation to generation until the return of the Lord? 【Message Outline】 A) What is "Vision"? "Vision is the eternal will of God revealed to us by the Holy Spirit. Vision draws us, and controls our life, walk and service." B) Characteristics of "Vision" 1) Vision is alive. It is life and will continue to grow and mature 2) Vision will control our life, walk and service 3) Shared vision forges the strongest bond 4) Vision will create an uncompromising sense of mission" C) Our Vision: "Christ and Church I) "Christ" - "Christ is all and in all" (a) Christ is all (1) The Lord has the preeminence - Christ has the preeminence in all things, and is the center, purpose and content of our life and service. (2) No longer I, but Christ - Our life, service and meetings should be not only "for Him", but even more so "of Him" and "by Him" (3) To inherit the all sufficient salvation - In Christ we inherit "every spiritual blessing in the heavenly places" and "all the fullness of the Godhead" (Ephesians 1:3; Colossians 2:9-10) (b) Christ is in all - Not only to see that Christ fills all, but even more so by faith to "experience Christ", "obtain Christ" and "live out Christ" in all our life circumstances (Romans 8:28-30; Philippians 3:7-8, 13-14) II) "Church": Church is the body of Christ, the vessel to be filled by Christ and to manifest God's glory - "Wholly for the Lord" is the significance and worth of the existence of the church (F.O.R. Christ). F.O.R represents three areas of the testimony of the church: a) Fullness －the manifestation of the fullness of Christ b) Oneness －the testimony of the unity of the body of Christ c) Richness －To inherit all the fulness of the Head D) Our Mission －Every individual, family and church will become "incarnated" witnesses of Jesus Christ. 【Discussion Questions】 1. Please describe the vision and mission of SVCA in your own words. 2. When you first joined SVCA, what characteristics did you think that she possessed? After this lesson, do you see any relevance between those characteristics and her vision and mission? What are the areas that we can improve so that she can be even more faithful to God's commission? 3. While serving in your small group or service group (e.g. usher, children's Sunday school, leading Bible study, projection, multimedia, gospel, caring, administration, worship, communion, etc), how are you guided and controlled by this vision and mission? 4. 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POSITION PA P E R Lack of knowledge does not justify a lack of action: the case for animal welfare in farmed fish Vincent Lugert 1 , Dieter Steinhagen 2 , and Stefan Reiser 1 Received: September 19, 2019 Revised: November 4, 2019 Accepted: November 26, 2019 Dieter Steinhagen KEYWORDS animal welfare, fish, stress response, sentience, consciousness, aquaculture, regulatory actions, public demands, ethics 1 Description of the problem Nowadays, 50 % of the world's fish for consumption already originate from aquaculture farms. Predictions indicate that this number will increase to approximately 65 % (Monaco and Prouzet, 2015), which is equivalent to 90 to 100 million metric tons per year by 2030 (World Bank, 2013). Rising production levels are often associated with increased intensification and larger environmental footprints, putting aquaculture at the centre of public debates regarding sustainability and animal welfare. Welfare debates about fish are often focused around one specific question: Whether fish are capable of suffering or experiencing pain, and if so, to what extent. This question addresses the cognitive and mental capacities of fish, which are currently topics of intensive scientific debates (Key, 2016; Brow man et al., 2019). Hence, the number of studies and peer-re viewed publications about animal welfare specifically related to aquaculture-reared species has increased significantly over the last decade, indicating the political and public awareness of the topic (Huntingford et al., 2012). However, the scientific study of welfare in farmed fish is still at an early stage com pared to that of terrestrial livestock (Huntingford et al., 2006). for around 60 % of all vertebrate species (Nelson et al., 2016). They inhabit all aquatic ecosystems and each species has developed particular adaptations to living in their particular habitat. Therefore, anatomical structures, physiological traits and behavioral patterns vary greatly between different fish species according to their taxonomic group, and as a perfect adaptation to the conditions of a particular habitat. This enor mous diversity has to be regarded when drawing conclusions about 'fish' and each respective species grown in aquaculture. It should be noted, that the group of organisms named 'fish' is often treated as a group of animals from the same spe cies. 'Fish', however, comprise organisms from various taxo nomic groups and a large number of species, which account 1 Thünen Institute of Fisheries Ecology, Bremerhaven, Germany 2 The University of Veterinary Medicine Hannover, Germany CONTACT: firstname.lastname@example.org Whether or not pain perception in fish should remain unproven, and even if it proves to be unexperienceable in fish, there is sufficient assignable evidence to justify the same level of animal welfare in farmed fish as in terrestrial livestock. Recent studies have been able to demonstrate that some fish are capable of solving problems (Balcombe, 2016), using tools (Bernardi, 2012) and learning and deploying avoidance behaviour (Yue et al., 2004; Dunlop and Laming, 2006). Cer tain specimens have even passed self-awareness tests (Kohda et al., 2019). Fish show physiological and behavioral stress responses that are in some way similar to those in mammals. Accordingly, the European general public expects animal welfare to be generally safeguarded during the rearing and slaughtering of fish. This article aims to provide an overview by summarising the prevailing scientific opinion from the field of welfare research in aquaculture within the framework of this issue. 2 Possible solutions 2.1 Evaluating physiological and nutritional demands of farmed fish Living in water largely determines the body structure, physi ology and behaviour of fish. Water is in intimate contact with their gills and skin, therefore its physical and chemical proper ties directly influence fish physiology. In particular, water tem perature, oxygen, carbon dioxide, ammonium and nitrate concentrations may have a direct effect on fish physiology. In general, fish can adapt to a range of water parameters, however, when their capacity for adaptation is exceeded, fish may suffer from physiological or pathological disorders, which may result in a stress response. The level at which abiotic parameters exceed the adaptive capacity of fish depends on the species and life stage of the fish. When tolerance levels are defined, interactions with water parameters must also be taken into account. Hence, during rearing, water parameters should be monitored and matched to the specific require ments of the fish species being raised. Feeding rates and feed composition must be determined in relation to fish size and species requirements to optimise dietary intake, health, growth, feed conversion and fecundity. The nutritional requirements of the fish species must be properly addressed. In particular, when new feed ingredients are introduced, such as proteins or lipids of plant or insect origin, the bio availability of micronutrients and the absence of anti-nutri tional factors must be ensured. In general, feed should be provided daily and adapted to the system used in order to reduce the aggressive behaviour of fish when competing for feed. Since feed availability is sometimes limited in the wild, fish have developed various behavioural and physiological adaptations to reduce metabolism during feed deprivation. During routine production procedures such as transport, sorting, stocking and slaughter, short periods of feed depri vation allow clearance of the gut. This reduces fecal contami nation of the water, thus improving sanitary conditions. It also reduces the oxygen demand, CO2 and ammonia excre tion of the fish, which helps to maintain water quality during the management procedures. 2.2 Evaluating the ecological and behavioural demands of farmed fish As mentioned previously, fish cannot simply be compared across species and taxonomic groups. Each species has different ecological and behavioural demands, and varying physiological capacities. Some fish live singularly or terri torially for most of the year, while others form large schools. Certain species live in benthic habitats or seek shelter in caves, rocks, corals and aquatic plants, while others inhabit and seek their prey in the open water column. All of these characteristics may alternate depending on the life stage of the fish (juvenile, subadult and adult specimens). Accordingly, husbandry methods, rearing conditions and stocking density should reflect these specific demands. In general, each fish species should be kept in accordance with their natural behaviours and within a beneficial social structure. The level of domestication in fish species is also known to enhance general husbandry practices, speciesappropriate breeding and animal welfare. Trait-specific breeding programmes can enhance growth characteristics and feed conversion, but also immune competence and stress resilience, making fish more adaptive to husbandry methods. When rearing different species in polyculture, care must be taken to ensure that these are compatible in terms of water quality and parameters, as well as social and predatory behaviour. This also holds true for species reared communally for management reasons such as the control of sea lice (e.g. cleaner fish in salmon cages). 2.3 Evaluating rearing systems and husbandry techniques As highlighted previously, different species of fish have differ ent ecological needs and have adapted to a wide range of con ditions and habitats throughout evolution. The types of rear ing systems currently applied are limited, and can be classified roughly as ponds, tanks, troughs and net cages of various sizes and materials. With the exception of earthen ponds, these sys tems are all artificial and barren rearing environments. The heterogeneity of fish certainly creates the need for further adaptions of rearing systems to fulfill specific natu ral demands. Environmental enrichment, though critically debated among the aquaculture community, might help to adapt aquaculture rearing systems to species-specific requirements (Näslund and Johnsson, 2016). Feasibility of added substrates and enrichment strategies have yet to be studied more thoroughly, but there are promising initial results regarding their effects on welfare (e.g. Batzina and Karakatsouli, 2012; Batzina et al., 2014). Indeed, enrichment goes beyond the addition of substrates or structures; it also includes the presence or alteration of flow, shade, cover, shelter and hideouts. Naturally, these measures must be incorporated while taking into account hygiene manage ment and the practicability of daily working routines. In addition to rearing systems, many common aquaculture working routines also have scope for improvement. While natural adaptations and physiological capacities enable some species to do well, even under rough husbandry conditions, others are much more delicate and require special measures. Behavioural abnormalities detected visually or by means of automated alarm systems may indicate suboptimal husband ry conditions way before welfare is put at risk. This also holds true for altered behavioural patterns following certain hatch ery techniques, which would indicate that these measures should be evaluated and potentially improved. With regard to evaluation and improvement, staff carrying out daily working routines must be involved in the process first and foremost, so that it may be continuously developed and refined. 2.4 Evaluating staff training, competence and performance Many of the current cases of poor animal welfare and even animal cruelty in terrestrial farm animals have resulted from poor staff competence, performance and motivation. Staff competence can easily be assured through vocational train ing, and can be permanently maintained at a high level through continuing education, training and qualification programmes. Such programmes are offered by a variety of different organisations, from government bodies and chambers of agriculture to private consultants. Staff involved in fish rearing and production must be aware of welfare-related objectives and should receive additional training on welfare-related issues (Segner et al., 2019). Motivation is often closely related to salary, general work atmosphere and a feeling of appreciation. All three are known to increase employee performance and engagement, which directly affect animal welfare. Owners and staff must possess fundamental knowledge about the species-specific needs (see points 2.1, 2.2, 2.3 of this article) of the fish under their care (Council of Europe, 2005). Without experienced and well-trained staff, cases of poor fish welfare may remain undetected or may be detected too late (Segner et al., 2019). 2.5 Evaluating and monitoring the state of welfare in farmed fish The public debate surrounding the extent to which animal welfare is safeguarded in livestock farming is extremely con troversial. The available information on the state of welfare of reared fish is minimal, especially in aquaculture operations. In order to make reliable statements about the state of ani mal welfare in fish, a regularly scheduled monitoring system should be established. The system should be based on reli able, valid and practically feasible indicators. The indicators should be specified for each monitored species and surveyed by trained staff at regular intervals. Data on animal-related, resource-related and management-related indicators must be systematically collected. Arlinghaus et al. (2009) suggest that such welfare indicators should focus on objectively meas urable items such as behaviour, physiology, growth, fecundity, health and stress. Finally, the collected data on animal wel fare in farmed fish should be made publicly available. Using such data, positive and/or negative trends on the state of welfare in farmed fish can be monitored in the long term. Furthermore, the results of measures and activities ini tiated for the improvement of fish welfare can be evaluated. 2.6 If in doubt: actions should reflect the code of best knowledge and practice! In order to safeguard fish welfare, any aquaculture practices or measures should – as a minimum – reflect the possibility that some fish could be capable of experiencing emotions and suffering, just as terrestrial livestock animals (Braith waite, 2010), and be in accordance with ethical standards (Mackensen, 2011). All welfare-related work and tasks should reflect this and be performed in accordance with the code of best knowledge and practice. 3 Conclusion Animal welfare is a fundamental societal choice, which com mences well before suffering or pain. The welfare of ani mals under human care starts with the most basic aspects: feed, care and husbandry methods. Accordingly, the debate about whether fish are capable of experiencing suffering or pain should not be considered the pivotal issue in a welfare context. Although understanding the pain perception and suffering capacity of fish is important, it must be considered independently. Welfare should extend beyond this point and include the entire quality of life of the fish. Husbandry and production methods should be led by the biological require ments of fish in addition to public demands, rather than solely economic principles or scientific debates. Additionally, the growing body of recent scientific find ings indicates that fish in aquaculture facilities should be given the same protection as currently afforded to terres trial livestock. They are all animals under human care. It must be ensured that aquaculture operations follow public ethical opinion and demands in addition to incorporating the necessary regulatory measures and legal frameworks. All participants will ultimately benefit, since good standards in fish welfare will safeguard product quality and healthy foods, which generate maximum revenue and consumer acceptance. Acknowledgements We would like to thank the two unknown reviewers for their professional comments on an earlier version of the manuscript. Their suggestions and references have great ly helped to improve the overall quality of the article. This work was funded by the German Federal Ministry of Food and Agriculture (BMEL) through the Federal Office for Agri culture and Food (BLE), grant number 28N1800008. REFERENCES Arlinghaus R, Schwab A, Cooke SJ, Cowx IG (2009) Contrasting pragmatic and suffering-centred approaches to fish welfare in recreational angling. J Fish Biol 75(10):2448–2463, doi:10.1111/j.1095-8649.2009.02466.x Balcome J (2016) Fishes use problem solving and invent tools. New discover ies show that fishes are capable of complex mental calculus, reshaping our ideas about animal intelligence underwater. Sci Am 314(6): 66–69, doi:10.1038/scientificamerican0616-66 Batzina A, Karakatsouli N (2012) The presence of substrate as a means of en vironmental enrichment in intensively reared gilthead seabream Sparus aurata: Growth and behavioral effects. Aquaculture 370–371: 54–60, doi:10.1016/j.aquaculture.2012.10.005 Batzina A, Dalla C, Papadopoulou-Daifotib Z, Karakatsoulia, N (2014) Effects of environmental enrichment on growth, aggressive behaviour and brain monoamines of gilthead seabream Sparus aurata reared under different social conditions. Comp Biochem Physiol Part A Mol Integr Physiol 169:25–32, doi:10.1016/j.cbpa.2013.12.001 Bernardi G (2012) The use of tools by wrasses (Labridae). Coral Reefs 31(1):39, doi:10.1007/s00338-011-0823-6 Braithwaite VA (2010) Do fish feel pain? Oxford: Oxford University Press, 194 p Browman HI, Cooke SJ, Cowx IG, Derbyshire SWG, Kasumyan A, Key B, Rose JD, Schwab A, Skiftesvik AB, Stevens ED, Watson CA, Arlinghaus R (2019) Welfare of aquatic animals: where things are, where they are going, and what it means for research, aquaculture, recreational angling, and com mercial fishing. ICES J MarSci 76(1): 82–92, doi:10.1093/icesjms/fsy067 Council of Europe (2005) Standing committee of the European convention for the protection of animals kept for farming purposes (T–AP) Recommen dation concerning farmed fish [online]. Retrieved from <https://www. coe.int/t/e/legal_affairs/legal_co-operation/biological_safety_and_ use_of_animals/Farming/Rec%20fish%20E.asp> [at 16 September 2019] Dunlop R, Millsopp S, Laming P (2006) Avoidance learning in goldfish (Carassius auratus) and trout (Oncorhynchus mykiss) and implications for pain perception. Appl Anim Behav Sci 97(2):255–271, doi:10.1016/j. applanim.2005.06.018 Huntingford FA, Adams C, Braithwaite VA, Kadri S, Pottinger TG, Sandøe P, Turnbull JF (2006) Current issues in fish welfare. J Fish Biol 68(2):332– 372, doi:10.1111/j.0022-1112.2006.001046.x Huntingford FA, Jobling M, Kadri S (2012) Aquaculture and behaviour. Oxford: Wiley-Blackwell, 358 p Key B (2016) Why fish do not feel pain [online]. Animal Sentience 3(1)1–33. Retrieved from <https://animalstudiesrepository.org/animsent/vol1/ iss3/1/> [at 15 Jun 2020] Kohda M, Hotta T, Takeyama T, Awata S, Tanaka H, Asai J-y, Jordan AL (2019) If a fish can pass the mark test, what are the implications for conscious ness and self-awareness testing in animals? PLoS Biology 17(2): e3000021, doi:10.1371/journal.pbio.3000021 Mackensen H (2011) Aquakulturen – ein vernachlässigtes Tierschutzthema. Die Probleme der Massenzucht von Fischen [online]. In: AgrarBündnis e.V. (ed) Der kritische Agrarbericht 2011, Chapter8, 227–232. Retrieved from <https://www.kritischer-agrarbericht.de/fileadmin/Daten-KAB/ KAB-2011/Mackensen.pdf> [at 15 Jun 2020] Monaco A, Prouzet P (2015) Governance of seas and oceans. Hoboken: John Wiley & Sons, 318 p Näslund J, Johnsson JI (2016) Environmental enrichment for fish in captive environments: effects of physical structures and substrates. Fish Fish 17(1):1–30, doi:10.1111/faf.12088 Nelson JS, Grande TC, Wilson MVH (2016) Fishes of the world. 4th Edition. Hoboken: John Wiley & Sons, 624 p Segner H, Reiser S, Ruane N, Rösch R, Steinhagen D, Vehanen T (2019) Wel fare of fishes in aquaculture [online]. FAO Fisheries and Aquaculture Circular 1189. Budapest: FAO, 18 p. Retrieved from <http://www.fao. org/3/ca5621en/CA5621EN.pdf> [at 15 Jun 2020] World Bank (2013). Fish to 2030: prospects for fisheries and aquaculture [online]. AES Agriculture and Environmental Services. Washington, DC: World Bank, 102 p, World Bank Report 83177-GLB. Retrieved from <http://documents.worldbank.org/curated/en/458631468152376668/ pdf/831770WP0P11260ES003000Fish0to02030.pdf> [at 15 Jun 2020] Yue S, Moccia RD, Duncan IJH (2004): Investigating fear in domestic rain bow trout, Oncorhynchus mykiss, using an avoidance learning task. Appl Anim Behav Sci 87(3):343–354, doi:10.1016/j.applanim.2004.01.004 OPEN ACCESS This article is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/) © The author(s) 2020	<urn:uuid:d43b3491-bcb5-41df-92e9-3d1cb9c0cc0e>	CC-MAIN-2021-04	https://www.landbauforschung.net/fileadmin/landbauforschung/Pdf_Papers_Reviews/LBF-70-01-7_PP_Lugert_200618.pdf	2021-01-20T18:41:18+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00136.warc.gz	856,802,181	4,380	eng_Latn	eng_Latn	0.771695	eng_Latn	0.971492	[ "eng_Latn", "eng_Latn", "eng_Latn", "dag_Latn" ]	false	docling	[ 3627, 9989, 16483, 19103 ]	[ 1.3671875 ]	3	4
Advent Calendar 2018 – Flower 2 step 1. This pattern uses US terminology Ch 4, close to a ring with 1 sl st in 4th ch from hook. Round 1 : Ch 1 (do not count as a st), 6 sc in ring, close the round with 1 sl st in first sc. Fasten off.	<urn:uuid:026d2c3e-1097-45f0-9f0d-f2147c4eeb7e>	CC-MAIN-2021-04	https://blog.annettepetavy.com/wp-content/uploads/2018/12/Flower-2-step-1.pdf	2021-01-20T18:32:21+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00136.warc.gz	242,785,472	78	eng_Latn	eng_Latn	0.994946	eng_Latn	0.994946	[ "eng_Latn" ]	false	docling	[ 239 ]	[ 1.453125 ]	1	0
Learning Italian in the United States and Italy Anne Wheelock* Hawaiʻi Pacific University, USA After two trips to Italy about four or five years ago, I decided to try to learn the language, both because of its beauty (to my eye and ear) and as an exercise for my aging brain. Unable to fit a traditional university language course into my work schedule, I started with grammar texts. I had heard of language software, such as Fluenz and Rosetta Stone, but these were unfamiliar to me and rather expensive. I was accustomed to grammar texts after 13 years of French in elementary and high school (1960s through mid-1970s), wherein I was taught by the Grammar Translation Method. Eventually, I entered the 21 st century and searched the internet for language CDs, finding the Pimsleur method (https://www.pimsleur.com, see Choe – this volume). I purchased their four levels of Italian language CDs comprising 120 30-minute lessons. In general, Pimsleur uses repetition and formulaic expressions as teaching tools. You are told what to say in English (sometimes in Italian) and you repeat the phrase in Italian during a pause. The lessons are all conversations between 2-3 people about everyday activities such as traveling, ordering in a restaurant, and conducting business. The Pimsleur method has its benefits and drawbacks. Aspects of the repeated phrases and formulaic expressions proved valuable. For example, Italian articles and adjectives have to agree in number and gender with nouns, so learning a phrase as a unit by repeating it over and over cements the phrase in one's memory. For example, the English sentence I took a long walk translated into Italian is ho fatto una lunga passeggiata (a walk is feminine in Italian). After all the repetition, I never say ho fatto un lungo passeggiata, and my articulation feels automatic and fluent. Moreover, the repetition transitions the phrases to long-term memory. The range of topics introduced in Pimsleur is an additional benefit. Individuals generally relate to some conversational topics more than others, and such relevancy and personalization is important. Perhaps I remember ho fatto una lunga passeggiata not only because of the repetition but because I take long walks daily. One drawback is that Pimsleur occasionally introduces antonyms together. For example, Pimsleur introduced sotto (below) and sopra (above) at the same time in the context of opening a bank account and signing documents – fermi qui sotto (sign here at the bottom) and fermi qui sopra ______________________ (sign here at the top). I kept confusing them and had to make up a mnemonic to keep them distinct (sotto has a t while sopra has a p and t is "below" p in the alphabet). Unfortunately, I had to think of the mnemonic before I could respond, resulting in reduced automaticity. I still struggle with this now. As of October of 2016 I am on my third pass through the four levels, and I think the Pimsleur method would work pretty well for certain individuals, such as those moving to Italy to start a new job. Along with Pimsleur, I purchased a textbook called Prego, which was recommended to me by my tutor. The topics are interesting, the readings are chosen well, and it typically supplies a CD, although my used copy did not come with a CD and I now regret not buying a new book. Besides the value of listening input, a good CD offers native speaker pronunciation to the learner. Prego would probably be useful in a classroom context because it also requires students to frequently engage in conversation, though I, as a solo learner, now have to play both roles in one conversation! Since I am not studying Italian in a classroom, it is easy to look at a conversation practice exercise, say, "Nah, I don't want to do that", and move on to something else. In a classroom, I would simply do the practice as part of the class and benefit from the reinforcement. Further, I don't receive feedback on answers to exercises in the textbook or on the accuracy of grammar or pronunciation as I would receive in the classroom. When I entered the MA TESOL program at Hawaiʻi Pacific University in January of 2013, I wanted to use Italian to satisfy my foreign language requirement. This gave me added motivation to learn Italian. In the summer of the same year, I traveled to Italy for a third time with the purpose of taking an Italian language course at Scuola Il Sasso in the small hill town of Montepulciano in Tuscany. I tested into the second-lowest proficiency level (their levels are based on the Common European Framework) and spent two weeks there "immersed" in Italian. I had only just recently learned about immersion language teaching in my MA TESOL program, but I could see the benefit of only being allowed to speak Italian in class, being pushed to produce the language, working in a context, and hearing Italian in town. I learned that immersion is relative. Montepulciano is a tourist town, and most of the shopkeepers and vendors spoke at least some English, making it easy for me to slide back into comfortable English outside the school's walls. However, the shopkeepers all know of the language school, constantly encounter students practicing their Italian, and are very patient. Knowing this made it easier. Though it was still intimidating, it was less so than in a small village which never saw tourists and contained no English speakers. I know I would have learned more in the small village, as I would have been pushed by necessity. In hindsight, I would have benefited from living with a host family in Montepulciano rather than alone in an apartment. I started slowly trying to speak at establishments in town using simple greetings and expressions of thanks (buon giorno, ciao, grazie) and progressed to ordering common items in Italian coffee shops and restaurants (un cappuccino, per favore – a cappuccino, please). We also went places together as students, and I could listen to more advanced students speak and try to imitate them. Listening to the townspeople speak was difficult because of their rate of speech. As any language learner knows, once you hear a word you don't know you fixate on it and promptly lose the rest of what the speaker says. I would be lucky to catch one or two words. What a difference from practicing with a textbook when I have all the time in the world! A textbook feels safe, is within my comfort zone, and can be closed any time I get tired or frustrated. Not so when one is forced to navigate daily life in a foreign language. As I have proceeded through the MA TESOL program, learning more and more about second language acquisition, I have often seen myself reflected as a language learner in various theories. For example, I find that certain grammatical forms are too difficult at one point. Then, months, weeks, or even days later, they seem much easier, and I wonder why I ever saw them as challenging. I know now from my MA TESOL course readings that I was not yet ready to learn them; I had not yet reached that developmental stage in my interlanguage. Just as my course books say, my interlanguage evolves (sometimes devolves…) constantly along a continuum. When I did my student teaching at Hawaiʻi Literacy in Honolulu, I saw my students struggle with English in a way reminiscent of my struggles in Italian. My Chinese students might say sentences such as He is wearing a blue dress (referring to a woman) or I no go out last night but write these sentences correctly. With less time to plan an utterance, students accessed their "old" rule (that of their native language, or L1), which was faster than accessing the "new" rule (that of English, the L2). With time to plan, such as when writing, students could access the new rule. This systematic variability dependent on time availability is also apparent in my interlanguage; I do exactly the same thing. The major frustration to my learning is the lack of live listening and speaking practice. I can get some contrived listening practice with Pimsleur and News in Slow Italian, but it is not the same as the "real thing." Although having a tutor is great, I need daily listening and speaking practice, and neither my tutor nor I am available every day. My tutor charges $40 per hour and lives 30 minutes away by car, resulting in a large investment of time and money. Besides the frustration, using books, websites, and CDs is, quite frankly, boring. It has been a challenge to stay motivated. For someone who really wants to learn a language but happens to be in an EFL environment, "going it alone" is not effective. In closing, my experience learning Italian as a second language informs my teaching in many important ways. First, repetition, repetition, repetition! There's only so much that can be done by a CD or a book to make repetition fun or interesting. In contrast, often-used phrases and expressions can be revisited in a classroom using different activities to keep students motivated. The key to automaticity and fluency in a new language is repetition, especially in a variety of contexts. Second, daily language study and vocabulary building is vital. My lack of vocabulary is the major limiting factor for all four skills (my dictionary is so worn!). Third, relevancy and personalization are important. Topics have to be relevant to students, and the more personalization the better. When a teacher knows about her students she can personalize materials and activities, which greatly helps motivate students to learn. Students tend to learn and remember what they want to say. The best method? Immersion. Hmmm…I think I'll go teach English in Italy! About the author: Anne Wheelock received her MA TESOL from Hawaiʻi Pacific University in December 2016. After a career in pharmacy and teaching pharmacology, anatomy and chemistry, she is in transition to her new profession as a language teacher.	<urn:uuid:81a59d09-2c25-49ea-b3de-9ebdcbf71b6a>	CC-MAIN-2021-04	https://www.hpu.edu/research-publications/tesol-working-papers/2016/09dVoicesAnne%20Wheelock.pdf	2021-01-20T20:00:44+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00136.warc.gz	818,166,681	2,089	eng_Latn	eng_Latn	0.99886	eng_Latn	0.99908	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2553, 6548, 9913 ]	[ 1.640625 ]	1	1
Which horse is hot, cold and warm blooded? Draw a line to match our horse friends to the correct group. Warm Blooded Cold Blooded Hot Blooded	<urn:uuid:0e284415-d0ee-4529-a2aa-d1d66ae63f65>	CC-MAIN-2021-04	https://lovewayinc.org/wp-content/uploads/2020/12/Breed-Classification-Beginner-Matching.pdf	2021-01-20T19:05:27+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00136.warc.gz	440,172,599	35	eng_Latn	eng_Latn	0.998329	eng_Latn	0.998329	[ "eng_Latn" ]	false	docling	[ 144 ]	[ 3 ]	1	0
Weekly Wellbeing Information and Tips Ed. 1. 7th April 2020 Welcome to our first Wellbeing information and tips sheet. Below you will find information about the Five Ways to Wellbeing: Connect, Be Active, Take Notice, Keep Learning and Give. This is an evidence based tool developed by the New Economics Foundation and a well-established way to support your wellbeing. We have adapted them for you here to reflect our current social climate and offered a few suggestions for how you can put them into practice whilst you are at home. Connect There is strong evidence that indicates that connecting with other people is a fundamental human need and one that helps us to function well in the world. It's clear that social relationships are vital for promoting wellbeing and for acting as a buffer against mental ill health for people of all ages. However, as our ability to connect with others and the world around us is greatly hindered at the moment, it is still really important to find new ways of connecting. With this in mind, try to do something different today and make a connection. - Connect with others via online supportive communities such as National Mind's Elefriends at www.elefriends.org.uk. - Telephone befriending services are now available both in Hastings and in Eastbourne. Contact them to become a befriender or to talk to someone if you are feeling isolated. For Eastbourne contact firstname.lastname@example.org or for Hastings at Hastings Voluntary Action - In Brighton volunteers are needed to help distribute food via foodbanks. The Brighton and Hove Food Partnership has information on its website about how you can help Be Active Regular physical activity is associated with lower rates of depression and anxiety across all age groups, and is even more vital whilst living our currently restricted lifestyles. Current government advice is that we are able to leave our home once a day for exercise, and if we are fortunate to have access to outdoor space we are able to use it. Activity doesn't need to be particularly intense for you to feel good: - Check out and join the Health Walks Spring Lockdown Walking Challenge! Brighton and Hove City Council Health Walks have set up an initiative to clock our steps on daily walks. Click on the link for more information how to take part (currently requires access through Facebook). - Ideas of things to keep you active in and around Hastings are included here - Ideas wherever you are for how to keep moving from Sport England Take Notice Evidence shows that reminding yourself to 'take notice' and being aware of what is taking place in the present moment directly enhances your well-being. With many of us being in situations where we may have more time than usual to 'take notice', it's a great opportunity to start building this practice into our daily lives. Take some time to enjoy the moment and the environment around you. - How about joining in the British Trust for Ornithology Garden Bird Watch. They are giving everyone free access to join their research during the COVID-19 lockdown – so you can support your wellbeing and contribute to scientific research! - Taking time to be still and quiet is also really beneficial for our mental health so why not join the Brighton Meditation Centre for free online meditation classes or take a look at Smiling Minds YouTube mindfulness videos Keep Learning Continued learning enhances self-esteem and encourages social interaction and a more active life. Setting yourself goals, however small, have been strongly associated with higher levels of wellbeing. New and creative ways are emerging daily for people to learn and develop while living more isolated lives. Why not learn something new today? Libraries may be closed, but eBooks and eAudiobooks are still available to borrow! Is there a particular topic, skill or subject you've always wanted to learn more about? Follow the links below for libraries in your local area - East Sussex libraries - Brighton and Hove libraries - West Sussex libraries Give Participation in social and community life has attracted a lot of attention in the field of wellbeing research, and is strongly linked with increased wellbeing. Individuals who report a greater interest in helping others are more likely to rate themselves as happy. It is also important to give some time to yourself, and structure to your day. Since the outbreak of the Coronavirus, people have really come together to provide help and support to others. An example includes the Mutual Aid groups that have quickly gathered in momentum. These enable communities to support each other, check in with neighbours, and generally connect with those around us. Find your local Mutual Aid group below: - Hastings - West Sussex - Brighton and Hove We will continue to bring you tips, initiatives and ideas so please keep an eye out! Next week's edition: Connecting with others	<urn:uuid:125a1900-2cbe-4f22-8f3a-3a0bb34f9ea3>	CC-MAIN-2021-04	https://www.mindcharity.co.uk/wp-content/uploads/2020/04/Weekly-Wellbeing-Info-and-Tips-sheet-edition-1-09-04-20-Final-update.pdf	2021-01-20T19:08:00+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00134.warc.gz	901,997,684	957	eng_Latn	eng_Latn	0.998549	eng_Latn	0.9985	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2917, 4931 ]	[ 1.921875 ]	2	0
Dear Chavraya, As a child attending summer camp, a large sign on the wall of the dining room continually drew my attention. I was fascinated by this sign and found myself trying to understand it through the time I was in camp and well beyond, continuing to think about it even until today. In large letters, the words on the sign recognized the inevitability of anger, but offered a way of response from within, "Don't Turn Off Anger, Channel It." Somehow reassured that it was okay to feel anger, I was not sure what it meant to channel it. Years later, Mister Rogers offered some clarity in the way of practical advice in the moment of anger, sing a song, bang the piano keys, all about finding ways to redirect the powerful emotions seeking resolution. Over time, I came to realize how important it is to talk about anger, not to pretend it isn't there, to find ways beyond the heat of the moment to talk with the person or people who triggered my own angry feelings. I thought about that summer camp sign this morning, smiling at the realization of how it had stayed with me through all the years. As I was learning Daf Yomi, the daily page of Talmud whose new cycle began this week, I entered a conversation with the rabbis about anger. Having already ascertained that God prays, they ask, mai m'tzalei/what does God pray? Perhaps they too had been to my old camp and had seen the sign on the dining room wall and wondered about what it means to channel anger. As much about us as about God, as much about our responses to people as about God's, so they imagined God's prayer: May it be My will that My compassion conquer My anger, and that My compassion overcome My strict attributes, and that I respond to My children with the attribute of compassion, and that for their sake I go beyond the strict letter of the law/lifnim m'shurat ha'din (B'rachot 7a). In this week's Torah portion, Parashat Vayechi (Gen. 47:28-50:26), there is a painful reminder of a terrible and terrifying moment of anger, its instance as one of Torah's harsh passages, one, as all of them are, that is hard to make our way through. On his deathbed, Ya'akov Avinu, Jacob our father, blesses each of the progenitors of the tribes. We realize quickly that his words are not so much blessings, as they are reflections on the nature and needs of each of his sons. When he speaks to Shimon and Levi together, he harkens back to the horrifying moment (Gen. 34) when they took their swords and slaughtered Sh'chem and Chamor and all of their people; Sh'chem who had raped their sister, Dinah, who it seemed then loved her and sought to marry her; Sh'chem who had agreed to be circumcised, and so convinced all of the other men of his people in facilitating the marriage. We don't know of Dinah's own agency, not a word of her insight or desire, only the violent response of her brothers, not clear whether concerned at all for her or only for their own honor. Weak from the circumcision, they were all slaughtered; their city plundered and destroyed, their women and children taken. Certainly unable to channel it, we are told that the events caused Shimon and Levi to burn fiercely with anger/va'yi'char lahem m'od (Gen. 34:7). At the time of that explosion of anger, Ya'akov was concerned primarily for the wellbeing of his family, worried only that the deeds of these two sons would put the rest of the family in danger as others sought revenge. Now on his deathbed, he is more reflective, more able to see the moral enormity of what Shimon and Levi had done. Speaking to these two, he says: Shimon and Levi are brothers, instruments of violence are their means of acquiring gain…, for in their anger they murdered men…; a curse, therefore, upon their anger, for it is too fierce, and their outrage, because it was too cruel. I will divide them in Ya'akov and scatter them in Israel … (Gen. 59:5-7). Notably, it is the anger of Shimon and Levi that their father curses, not them. Hope for change is offered, that they might yet learn to channel their anger, to direct their passion and outrage in a more positive way, too fierce, too cruel in the way of slaughter and destruction. That they are scattered in Israel means that they are among us, that they are part of us, of each one and of all of us as a people. It becomes for all of us to consider the way of redirecting their anger and finding other instruments and ways than those of violence for expressing anger and resolving conflict. Scattered among us, perhaps in small doses their anger can become an antidote to our own misdirection of anger and its violent expression. In a powerfully moving teaching, we learn how the rabbis saw the possibility of channeling such fierce anger, thereby offering a way for all of us to find ways of repair and redirection. They are each given a path of tikun/repair, Shimon to become a teacher of children, and Levi to serve in the Holy Temple and minister to the needs of the spirit, that holy work on behalf of others may awaken a gentler side within themselves. Of Shimon we are told that it was set for him that he shall be a teacher of little children/m'lamed tinokot, and in such a setting he shall teach himself to be moderate in his words and in his deeds, and so shall his anger be repaired/y'tukan al y'dei zeh kaso. Of Levi, we are told that he too shall be given a path to repair, that his service shall only be in the realm of the spiritual/rak ruchani'ut lavad…, and that with God as his portion he shall dwell in houses of study where they engage with Torah, and so shall his anger and wrath find repair/al y'dei zeh y'tukan kaso v'evrato… (Sefer Chochmat Ha'matz'pun). In their teaching that God prays to overcome anger and give precedence to compassion, and in the way of Shimon and Levi's repair of anger through service to others, we learn ways to redirect our own anger and channel it to good. Whether or not the rabbis saw the sign that so fascinated me in my old camp dining hall, they too are seeking to answer the question that still comes to me all these years later, rather than turn off anger, how shall we channel it? As the rabbis long ago offered prayer and service as a path to repair, may we seek our own ways of channeling the anger that is ours to redirect. With all the energy of so much anger channeled to good, paths of repair shall open in the world and be the answer to a child's wondering upon a sign: "Don't Turn Off Anger, Channel It." Shabbat shalom, Rabbi Victor	<urn:uuid:5d3eb32c-95ec-4c8f-a7dc-10ee8c50463d>	CC-MAIN-2021-04	https://neharshalom.org/wp-content/uploads/2020/01/Parashat-Vayechi-57802020.pdf	2021-01-20T19:33:45+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00134.warc.gz	471,958,121	1,494	eng_Latn	eng_Latn	0.997941	eng_Latn	0.997956	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3878, 6484 ]	[ 1.6328125 ]	1	0
JA Global Marketplace Vocabulary (Middle School) Appreciate- To gain value. Bilateral Agreement- An agreement between two nations. Business Practice- A usual way of doing business. Capital Resource- A finished good. Consumer- A person who buys products or services. Culture- The way of life of a group of people who share traditions, interests, beliefs, and everyday activities. Currency- A nation's money. Depreciate- To lose value. Dispute- An argument, debate, or quarrel. Domestic Trade- An exchange of goods or services with people and businesses in your own country. Economy- How a country manages its resources to produce and distribute products. Embargo- A ban on trade with another country for one or all of its goods. Emigrate- To permanently leave one country for another; people who emigrate are emigrants. Entrepreneur- A person who starts his or her own business in hope of earning a profit. Ethics- A code of conduct that helps determine what is good, right, and proper. Exchange Rate- The price of one nation's currency in terms of another nation's currency. Export- A good or service sold to another country. Free Trade- A special right given to a businessperson to sell a company's right. General Agreement on Tariffs and Trade (GATT)- The basic law of international trade; countries that are members of the World Trade Organization (WTO) agree to obey GATT rules. Global- Having to do with the whole world. Good- An item that can be bought and sold. Human Resource- A person who works at a company, business, or organization. 1800 White Bear Avenue North Maplewood, Minnesota 55109 E-mail: email@example.com www.jaum.org Immigrate- To permanently enter a new country from another; people who immigrate are immigrants. Import- A good or service bought from another country. Input- The number of workers, their resources, and the length of time worked to produce a product. Intellectual Property- Any product of the human intellect that is unique, novel, and marketable. Examples include: an idea, invention, literary or musical creation, unique name, business method, industrial process, chemical formula, or computer program process. International Trade- An exchange of goods or services with people and businesses in other countries. Manufacture- To make products by hand or machinery. Market- A place where trade occurs. Multilateral Agreement- An agreement between more than two nations. Natural Resources- The raw material necessary to make a finished product. Negotiate- To discuss a deal or problem in the hope of reaching an agreement. North American Free Trade Agreement (NAFTA)- An agreement between the governments of the United States, Mexico, and Canada to lower trade barriers on one another's products. Output- The amount of a good produced. Producer- A person who makes or produces a good and/or service. Productivity- The amount of a good produced (output) by a certain number of workers, their resources, and the length of time worked (input). Quota- A control on the amount of a product that can be imported into a country. Resource- Something of value that can be useful (natural, human, capital). Respect- To feel or show honor for a person, her or his rights, and a way of life. Restrict-To keep within bounds or to set limits. Service- Work done by someone for someone. Standard- A requirement that stops or limits the sale of a product not meeting certain specifications. Subsidy- A government action that decreases an industry's productions costs, which also decreases the price of the industry's good(s). Tariff- A tax on a good imported into a country. Technology- To accomplish a task using specialized tools, methods, or knowledge. Trade- An exchange of a good or service. Trade Barrier- A rule or law that slows or prevents trading with other nations. 1800 White Bear Avenue North Maplewood, Minnesota 55109 Phone: 651.255.0055 \| Fax: 651.255.0460 E-mail: firstname.lastname@example.org www.jaum.org World Trade Organization (WTO)- An organization acting as a court to hear and settle trade disputes among its member nations.	<urn:uuid:9a8a6320-3afb-4ffc-b358-0ffbc5c8a7f4>	CC-MAIN-2021-04	https://www.jaum.org/wp-content/uploads/2012/12/Vocab_GlobalMarketplace_Middle.pdf	2021-01-20T18:55:52+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00134.warc.gz	850,299,225	884	eng_Latn	eng_Latn	0.987585	eng_Latn	0.994867	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1660, 3985, 4112 ]	[ 3.78125 ]	1	3