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The Klamath Bird Newsletter of the Klamath Bird Observatory, Fall 2005 Science, Education, and Partnerships A Commitment to Education and Training Bob Frey, KBO Biologist The Klamath Bird Observatory's Education and Training Programs approach the sharing of bird conservation from many perspectives. Through ongoing public presentations, K-12 classroom education, bird walks, and bird banding demonstrations, our programs reach thousands of individuals each year. We share our information with an even larger audience through a variety of media, including peer-reviewed publications, symposia presentations, and educational materials. Finally, our training programs present opportunities for biologists to receive highly technical information and specialized skills and promote the use of standard bird monitoring methods throughout the Americas. KBO's Training Programs take several approaches, including professional training workshops and student internships. Our professional training opportunities target partners and collaborators through landowner workshops (Work in the Watershed, page 4), biologist training workshops (Training Partners, page 7), and consulting on research methodologies (Trout and Birds, page 6), to name a few. International Intern Viviana Cadena (Colombia) banding a Northern Flicker, 2004 In addition to providing training for partners and collaborators, we offer student internships for beginning ornithologists to gain skills in field research methods such as mist netting and bird banding. As the Banding and Intern Program Leader, I am intimately familiar with KBO's student internship program. I am responsible for the selection, training, and supervision of approximately 10 interns each year. \| The Intern Experience \| 2 \| \|---\|---\| \| KBO Interns Seek Higher Degrees \| 3 \| \| Work in the Watershed \| 4 \| \| Willow Wind Student Articles \| 4-5 \| \| Bird Bio \| 5 \| \| Trout and Birds \| 6 \| \| Training Partners \| 7 \| \| Upcoming Events \| 7 \| During the course of an internship, student volunteers employ a variety of bird monitoring methods, the most complex being the use of mist nets to capture and band songbirds. Interns are trained to the safe and ethical standards of the North American Banding Council (NABC, at http://www. nabanding.net) and are given the opportunity to attain NABC Bander Certification. Experiential training is supplemented by extensive study of relevant manuals and scientific article discussions. Interns are also encouraged to design and carry out their own research projects with support from KBO staff biologists. For a first hand account of the intern experience, see page 2. KBO actively recruits from outside the US in order to provide training opportunities that may not exist, or may be prohibitively difficult and expensive, in many parts of the world. In cooperation with Southern Oregon University's International Program, KBO has hosted interns from Argentina, Australia, Canada, Colombia, Costa Rica, Hungary, New Zealand, The Netherlands, Trinidad & Tobago, and the United Kingdom. Many of these individuals have taken the specialized skills and knowledge mastered during internships with KBO and applied them to new challenges in their profes- continued on page 2 Science A Commitment to Education and Training, continued from page 1 sional careers. Several are in or have completed graduatelevel studies in ornithology, zoology, or wildlife sciences (see page 3). Others have moved on to biologist positions with private companies, NGOs, and government agencies. One of our former interns has begun a birdmonitoring program in her homeland of Trinidad & Tobago while completing a Master of Science degree (see page 3). The internship program is rewarding in several ways. By enabling young biologists from all over the world to acquire specialized bird monitoring skills, we are able to collect a tremendous amount of data for our longterm monitoring projects, while at the same time forming enriching and wonderful friendships and promising professional relationships each year. "If you tell me, I will listen. If you show me, I will see. But if you let me experience, I will learn." - Chinese proverb, ca. 500 BC Interns Sarah Faegre and James Melton banding a Coopers Hawk, 2004. The Intern Experience David Hodkinson, KBO Intern, 2005 From April to September 2005 I held an internship with the Klamath Bird Observatory, before beginning my degree in ecology at the University of Sheffield, U.K. While working with KBO, I had numerous opportunities to develop my field, ornithological, and banding skills. Since this was my first visit to the area, I was especially interested in the opportunity to travel to KBO's various field sites throughout the Klamath-Siskiyou region. I was not disappointed with this experience; in fact I have decided to return in 2006 to travel more extensively. One of the most memorable experiences of the summer was the KBO trip to attend the annual meeting of the Cooper Ornithological Society held at Humboldt State University in Arcata, California. This event provided an excellent opportunity to see many inspirational presentations, including five by KBO staff members, and a chance to brush shoulders with many of the top names in North American ornithological research. In addition to my regular duties, I was privileged to work with KBO staff on a research project using the data collected during previous years. The project I chose in- volved using wing length measurements to improve the sex determination of Song Sparrows ( Melospiza melodia ). Identifying male Song Sparrows from female Song Sparrows is a difficult task, since both sexes have identical plumage. The aim of my project was to determine the extent of overlap between the wing lengths of male and female individuals. Once the overlap zone is determined, it will be possible to classify any bird with a wing length shorter than the lower limit of the overlap zone as female, and those birds with wing lengths greater than the upper limit as males. This determination will allow KBO in future years to make an accurate sex determination of an additional 30% of the non-breeding Song Sparrow population. This will have substantial benefits during future analysis of this species by KBO biologists. When September finally arrived, I returned to my home in Nottingham, UK with a heavy heart, having spent the summer in the company of so many wonderful people, each contributing to an unforgettable experience. Thank you so much to everyone at the Klamath Bird Observatory. I look forward to continuing working with you all in the future. Science KBO Interns Seek Higher Degrees After interning with KBO, many interns return to school in pursuit of master's or doctorate degrees. Katherine Miller worked with KBO in 2002, and Daveka Boodram was an intern in 2002 and 2003. Our internship program is an excellent way for KBO to contribute to conservation at the local, national, and international level. –John Alexander, Executive Director Katherine Miller It is a hot humid summer afternoon. I am on my knees in a grass flat hoping to spot an elusive female Botteri's Sparrow (Aimophila botterii) heading to her nest. I am working with this difficult-to-study bird for my Master's thesis because little is known about its biology. Daveka Boodram I am from Trinidad and Tobago and interned at KBO for six months in 2002 and 2003. I enjoyed it so much the first time that I had to return for more. At the end of the 2003 field season, I returned to Trinidad to begin a journey I never expected. Sometimes I wonder how I ended up in the field, chasing birds. I started working summer field jobs as a junior in college. One of those jobs was with the Klamath Bird Observatory. During my KBO internship, I became very familiar with bird biology and research techniques. As a result, I finished college Ornithology with an A, received good marks for my preparation of bird skins, landed a job with USGS conducting Burrowing Owl surveys, and am now a graduate student in Corpus Christi at Texas A & M University. The other day I discovered a bird skull on my study site and suddenly found myself explaining to a coworker how baby bird skulls form during their 1 st year of life, giving bird banders a tool for determining the age of captured birds. I was able to gain these skills and knowledge because of KBO's staff, who willingly teach numerous eager interns each year. KBO took a city girl with no field skills and turned her into a biologist. So many thanks to the KBO staff. May we always be willing to rise to the challenge of promoting bird and habitat conservation by sharing our knowledge and teaching the art of science to those who can carry on such a tradition. I have used my experiences at KBO to make substantial contributions to bird conservation in Trinidad and Tobago. My efforts include operating the first MoSI bird monitoring station in Trinidad and Tobago. MoSI is a program to study over-winter ecology of migratory songbirds (http://www. birdpop.org/MoSI/MoSI.htm). I also established the first constant-effort mist-netting station in Trinidad and Tobago, which is still in operation. In addition, I have just agreed to help with a project studying the West Nile virus in birds in Tobago. Presently, I am a master's student at the University of the West Indies, working on developing a management plan for a threatened species of hummingbird called the White-tailed Sabrewing (Campylopterus ensipennis). To date I have captured over 2000 birds and introduced 11 people from Trinidad and Tobago to bird monitoring techniques, including 4 students from the University of the West Indies. I have been the recipient of three small grants to help support my constant-effort station. My goals are to train local people in bird monitoring techniques and eventually to have enough data to develop criteria to determine the age and sex of individuals of resident species in Trinidad and Tobago. At present I am the only local in Trinidad and Tobago banding birds. Education & Outreach Work in the Watershed Nat Seavy, KBO Research Associate The Applegate River Watershed Council (ARWC) has developed a unique program designed to restore and sustain ecological structure and function in the Applegate Watershed in southern Oregon. This program includes stream habitat and water quality monitoring, watershed-based analysis and planning, and education and community outreach promoting conservation and stewardship practices that maintain a healthy watershed. Strong community participation, volunteer efforts, and partnerships with landowners, agencies, and interest groups are essential to this program. Funding from Jackson County's Title II Program supports KBO's efforts to connect communities with science. Funding from Jackson County's Title II Program supports KBO's efforts to connect communities with science. This past spring, the Klamath Bird Observatory had the opportunity to discuss some of our research results with the Applegate community at a workshop on oak woodland fuels treatments sponsored by ARWC. We discussed how we have cooperated with Medford Bureau of Land Management to compare plant communities and bird abundance in treated and untreated stands of oak woodland and chaparral in the Applegate Valley. These fuels treatments were small, 15-80 acres, and designed to reduce cover of flammable shrubs, maintain cover of hardwoods, enhance native herbaceous vegetation, and maintain structure in the plant community. Our data demonstrate that these small-scale fuels treatments in oak woodlands did not reduce the abundance of several bird species representative of oak woodland and chaparral habitats. Indeed, two oak woodland species were more abundant, suggesting that these treatments en- hanced habitat conditions as measured by the study of birds. Our partnership with the Applegate River Watershed Council provides important opportunities to communicate the results of our research to the Applegate community. Furthermore, we are grateful for the support of both the Council, and the Applegate commu- nity, for our research projects in this unique and biologically diverse region of Oregon. For more information on the Applegate River Watershed Council, visit their website: http://www.arwc. org/ Willow Wind Student Articles Joe Madden, KBO Outreach and Education Intern (Southern Oregon University) We Can Make a Difference by Rebekah L. Mortensen The Klamath Bird Observatory is comprised of people that will do whatever they can for the birds, and who care about their surroundings as much as their surroundings take care of them. These people contribute to Willow Wind in many ways. First, they contribute by being such amazing people, with so much heart. Secondly, they developed a class to teach the kids what they know about the birds, but not only that, they teach us to care. In this class we've learned how hard it is for birds to survive through migration. We've learned that some birds migrate distances as far as 10,000–13,000 miles. The most extraordinary thing we've learned is to care, which is something that not all people get the chance to learn and understand, and something that you can only understand by observing people who care. In this class we had an opportunity to go down to the banding station. The people from the Klamath Bird Observatory showed so much care and gentleness in the way they handled the birds, from the moment the bird was caught in the net to the moment they let it go, alert to any pain, stress, or struggle the bird might have. The Klamath Bird Observatory has made us feel like we can make a difference in the world because of the difference they make. My experience at Willow Wind has definitely changed for the better since I've come to know most of the individuals in the Klamath Bird Observatory; I'll always thank them for giving me the opportunity to become part of what they are part of. This fall, KBO Staff have been pleased to offer a class in Bird Biology to students at Willow Wind Community Learning Center (http://www.ashland.k12.or.us/SectionIndex.asp?SectionID=49), here in Ashland, Oregon at the site of KBO headquarters. On the following page appear articles submitted by some of these students. I wish we had room to publish all of the articles submitted by our thirteen Willow Wind students, as each of them expressed a lot of appreciation for and excitement about the class. Many students agreed that their favorite part of the class is visiting the banding station, where they get to see birds up close and even hold them in their hands before setting them free. Several students also mentioned that they have enjoyed the homework assignments, in which they get to know our local bird species better through researching them in field guides and on the internet. Others enjoy the bird walks that we take around the Willow Wind grounds to observe birds in their natural habitat. A couple of our students were enthralled by how KBO biologists can tell the age of a bird by looking through the translucent skin on the crown of its head to see how fully formed its skull is. The fascinating science and compelling narrative of bird migrations made for a popular topic of study, while, last but not least, several students cited amazing facts that they have learned about birds, such as that the Anna's Hummingbird can fly backwards, or that the Canada Goose flies at a height of 8,000 feet. It has been such a pleasure to teach these students, all of whom show so much curiosity, enthusiasm, and concern for birds. continued on page 5 Education & Outreach Willow Wind Student Articles (continued) Bryce Shumway Dillon McCord In this class we have done many fun things, like catching cool birds in mist nets, banding them, releasing them, and writing study reports about them. I have learned lots of cool stuff about birds. Most birds have to migrate for food sources during winter and summer. Some birds eat seeds, others eat meat, and many eat bugs. My favorite part of class is getting to hold banded birds and having an opportunity to release them back into the wild. I have really enjoyed the bird biology class so far. We have done a lot of fun, interesting things. My favorite was going down to the mist nets. We saw a lot of birds and I got to release one. I have learned about taxonomy, the classification of different types of life. We have also learned about migration, and about identifying birds by their appearance, call, and beak. Rebekah L. Mortensen The Klamath Bird Observatory is comprised of people that will do whatever they can for the birds, and who care about their surroundings. The folks at KBO have developed a class to teach the kids at Willow Wind what they know about the birds, but not only that, they teach us to care. In this class we had an opportunity to go down to KBO's banding station here on our campus. The biologists there showed so much care and gentleness in the way they handled the birds, from the moment the bird was caught in the net to the moment they let it go, alert to any pain, stress, or struggle the bird might have. The Klamath Bird Observatory has made us feel like we can make a difference in the world because of the difference they make. My experience at Willow Wind has definitely changed for the better since I've come to know most of the individuals at KBO; I'll always thank them for giving me the opportunity to become part of what they are part of. Bird Bio: the Song Sparrow (information from The Birder's Handbook by P.R. Ehrlich, D.S. Dobkin, and D. Wheye, and from The Sibley Guide to Birds by D.A. Sibley) verge on its chest, just below the throat, to form a messy breast-spot. The Song Sparrow generally eats seeds and sometimes berries, but supplements its diet with insects. The Song Sparrow (Melospiza melodia) is a familiar bird yearround in our region. It has the conical, seed-crunching bill typical of sparrows, and can be identified by its brown cap, gray supercilium ("eyebrow"), brown streak extending behind the eye, and strong brown lateral throat stripe. Additionally, it has heavy brown striping along the sides of its white or gray breast. These brown streaks con- During the spring, male birds can be seen chasing females in a courtship dance, with head and neck held high and wings fluttering rapidly. Song Sparrows are generally monogamous, and some pairs will even stay together from one breeding season to the next. After choosing a mate, a female Song Sparrow will build a cup-shaped nest, usually on the ground or in low shrubs, and preferably in a densely vege- tated riparian area. She lays a clutch of 3 or 4 pale blue or green eggs, patterned with reddish-brown markings. Song Sparrows are a frequent victim of cowbird parasitism, and have been known to recognize and chase off cowbirds. The female broods the eggs, and the pair collaborate in caring for the hatchlings. After about 9-12 days, the young fledge; at this point the male takes over their feeding so that the female can attend to a new clutch of eggs. (The pair may raise two, three, or even four clutches in a single season!) About 21-30 days after hatching, the young disperse to make their way on their own. Mist-netting research conducted by KBO along the Rogue River indicates that resident populations of Song Sparrows have declined 6.4% annually during the past eight years. Oregon-Washington Partners in Flight classifies the Song Sparrow as a conservation focal species associated with riparian habitats; meanwhile, California PIF has found that Song Sparrow populations increase gradually following the restoration of degraded riparian habitat. Monitoring Song Sparrow populations is a good way to track the health of riparian habitats, and as PIF riparian restoration objectives are implemented, we expect Song Sparrow populations to benefit. Partnerships Trout and Birds? Karen Pope, UC Davis Sport fishes such as brook and rainbow trout have been introduced to many formerly fishless lakes, resulting in recreational use of wilderness and national forests throughout the mountainous regions of the west. Recently, however, these non-native trout have been implicated in the decline of several amphibian and invertebrate species. The direct relationship between trout predator and tadpole or insect prey is fairly easy to document. Most larval amphibians and aquatic insects, however, metamorphose into terrestrial adult stages that become major prey items for birds, bats, snakes, and other terrestrial predators. Therefore the introduced fish could potentially lead to indirect effects on terrestrial wildlife, an issue rarely considered by resource managers or researchers. In 2003, with support from the California Department of Fish and Game, National Science Foundation, The University of California, and the US Forest Service Redwood Sciences Laboratory, we initiated a collaborative study to assess whether trout predation of larval amphibians and aquatic invertebrates subsequently affects terrestrial predators. Our study sites include 16 lake basins in the Trinity Alps Wilderness of northern California, a historically fishless region that now supports trout in approximately 90% of the 100+ lakes more than 2 meters deep. This project has benefited from expert advice and training that we have received from KBO staff. John Alexander (KBO Executive Director) and Nat Seavy (KBO Research Associate) helped adapt a double-observer point count technique for the study and have led the bird identification and point count trainings for the crew in both 2004 and 2005. They also helped design a time/area-constrained search technique that was incorporated into the project in 2005. "...we have received expert advice and training from the KBO staff." Each summer our crews spend two nights at each of the 16 lakes collecting data on trout density, aquatic and terrestrial insects, amphibians, birds, reptiles, and bats. Birds are sampled each morning by conducting 5-minute point counts around the perimeter of the lake and by mapping bird activity within 50 m of the lake shore, focusing on five focal bird species (Dark-eyed Junco, American Robin, Lincoln's Sparrow, Song Sparrow, and American Dipper). As a part of this study, we removed trout from four of the lakes in the fall of 2003. We have started to see a distinct recovery of amphibians, such as the Cascades frog, and aquatic insects, such as mayflies and caddisflies. Field surveys and data analysis are continuing, so stay tuned to find out if we discover a connection between trout and birds. For additional information, please contact Karen Pope at firstname.lastname@example.org. KBO Wish List You can contribute to conservation by supporting KBO through memberships, contributions, and donations. The following items and sponsorship opportunities are greatly needed. Thanks for your support! Sponsorship Opportunities Donations $1000– publication costs for a new brochure Outboard engine for a Boston Whaler $600– one set of mist nets Frequent flyer miles for staff travel to meetings $500– one month intern stipend Color laser printer $100– fuel cost for traveling to one point count route Partnerships Training Partners: Monitoring Techniques and Application John Alexander, KBO Executive Director The Klamath Bird Observatory is committed to promoting standardized bird monitoring techniques among our partners through training opportunities. Each year KBO engages our partners through 1) The Klamath Demographic Monitoring Network, 2) Oregon-Washington Partners in Flight training workshops, and 3) The North American Banding Council. data. In addition, we certify dozens of trainees through NABC sanctioned sessions. By promoting standardized bird monitoring techniques, we continue to forward bird and habitat conservation through excellent science, education, and partnerships. In partnership with the Forest Service Redwood Sciences Laboratory (RSL), we coordinate the Klamath Demographic Monitoring Network in southern Oregon and northern California. It is one of the world's densest networks of standardized bird monitoring stations. The Network's success is owed to the dedication of the cooperators, who include state and federal agency biologists, tribal members, private consultants, non-government organizations, industry representatives, and community members. Each year we offer, at no cost, training workshops in bird census and banding techniques as well as an advanced banding workshop. We also visit cooperators at their stations for one-onone training opportunities and encourage cooperators to visit each other's stations to foster collaboration. Individuals who now work outside of our Network often return to us to express how unique the training we provide is and how exceptional the quality of our Network data is. For more than ten years, Barb Bresson, the Forest Service and Bureau of Land Management Avian Program Manager for Oregon and Washington, has held a one-week training workshop focusing on bird monitoring techniques. This Partners in Flight workshop originally focused on point count techniques; however, with the involvement of KBO and others, the scope has expanded. Workshop sessions cover topics that include advanced mist netting techniques, study design, data analysis, and the application of monitoring results to land management issues. KBO and RSL are actively involved with the North American Banding Council (NABC). NABC's mission is to promote sound and ethical banding principles and techniques. Our training programs use NABC standards as a central theme, and the NABC Bander's Code of Ethics are at the heart of these efforts. Our trainees are taught to value safety, the importance of assessing their own work as well as that of others, and the need to collect accurate and complete Bob Altman (American Bird Conservancy) helps John Alexander (KBO Executive Director) instruct a banding session at the 2002 Partners in Flight Bird Monitoring Workshop, hosted by the Confederated Tribes of Warm Springs in Oregon. Upcoming Events! Please join us at the following events: Saturday Dec 10th — Rogue Valley birder and KBO Board Member Dick Ashford will lead a walk to observe flocking sparrows and other winter visitors. We'll make stops at the feeders at North Mountain Park and the banding station at Willow Wind/KBO Headquarters. Meet at 9:00 am at the Northwest Nature Shop. Saturday Feb 18, 2006 — John Alexander (KBO Executive Director) will discuss the advancement of bird and habitat conservation in the Americas through science, education, and partnerships at the Winter Wings Festival in Klamath Falls, Oregon (www.winterwingsfest.org). KBO Student Interns and Volunteers KBO Staff and Board Staff John D. Alexander, MS— Executive Director Bob Frey—Biologist Melissa Pitkin—Education and Outreach Nat Seavy, MS—Research Associate Jaime Stephens, MS—Biologist Board Members Stewart Janes, PhD—Chair George Alexander, MBA Dick Ashford, MS Frank Lang, PhD Margaret Widdowson, PhD Research Director C. 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Forum Comment A 1000-yr-old tsunami in the Indian Ocean points to greater risk for East Africa Paul Graham Somerville AECOM, 300 South Grand Avenue, Los Angeles, California 90071, USA Maselli et al. (2020) described evidence in Pangani Bay, Tanzania, of a tsunami that they conclude occurred ~1000 years ago. At a depth of ~1.5 m, they found a sand layer, which they interpret as a tsunami deposit, hosting human remains lacking traditional funerary burial. The bones did not present any evidence of disease or trauma due to battle. Radiocarbon dating indicated that the event that deposited the sand layer in Pangani Bay occurred ~1000 years ago. Sedimentary evidence of paleo-tsunami deposits of the same age were reported from 14 sites in Thailand, India, Indonesia, southern Sri Lanka and the Maldives, pointing to an event in ca. A.D. 950. time when conditions were such that a record would not have been made. In the case of Aceh, Rubin et al. (2017) found evidence for at least 11 prehistoric tsunamis that struck the Aceh coast between 7400 and 2900 years ago, and they state "The cave probably contained stratigraphic evidence of recent historic tsunamis from 2900 years BP to the 2004 Indian Ocean tsunami that have been identified elsewhere in the region, but these were most likely removed by subsequent tsunamis inundating the cave as indicated by the erosional unconformity beneath the 2004 deposit." Although Maselli et al. did not associate the Pangani Bay, Tanzania, inferred tsunami deposit with a historical earthquake, the NOAA Global Historical Tsunami Database (NOAA, 2020) contains an event in Nagapattinam, India, in A.D. 900 based on Rastogi and Jaiswal (2006) who described the event as follows: "There is mention of tsunami effect in scriptures at Nagapattinam in 900 AD that destroyed a Buddhist monastery. According to literature available in the library of Thondaiman kingdom in Puduckottai, Tamilnadu, it was during the reign of Raja Raja Chola that waves had washed away the monastery and several temples and killed hundreds of people. There is evidence of this in Kalaki Krishnamurty's book Ponniyin Selvan—The Pinnacle of Sacrifice, In the chapter 'The Sea Rises', the author explains how the sea had risen very high and the black mountain of water moved forward. The sea inundated warehouses and sheds and began to flow into the streets. Ships and boats seemed suspended in mid-air, precariously poised on the water peaks. The book also describes how an elephant was swallowed by the gushing water." It seems likely that this is the event that Maselli et al. identified in Pangani Bay, Tanzania. Considering the tsunamigenic earthquake sources that are present in the Indian Ocean (Jaiswal et al., 2008; Schäfer and Friedmann, 2019), it is evident that the Sumatra–Andaman Sea subduction zone is the only one with the potential to generate large transoceanic tsunamis in the Indian Ocean, so we seek evidence in other paleo-tsunami records of large tsunamis in that region to see if the A.D. 900 event is recorded in them. The A.D. 900 event does not appear on the lists of events inferred to have occurred at sites in Aceh (Rubin et al., 2017) and the Andaman Islands (Malik et al., 2019), but in both cases, it may have occurred at a Downloaded from http://pubs.geoscienceworld.org/gsa/geology/article-pdf/49/1/e515/5204744/e515.pdf by guest In the case of the Andaman Islands, Malik et al. (2019) describe evidence for 7 events between A.D. 1881 and before 5600– 5300 BCE, and state"The sequence includes an unexplained hiatus of two or three millennia ending around 1400 CE, which could be attributed to accelerated erosion due to Relative Sea-Level (RSL) fall at ~3500 BP." From this, we conclude that the absence of observations of the A.D. 900 event at Aceh and the Andaman Islands does not preclude the likelihood that it occurred somewhere in this region. The association of the A.D. 900 tsunami with tsunami deposits in Tanzania and South Asia enhances our understanding of what appears to be a major historical transoceanic tsunami in the Indian Ocean. REFERENCES CITED Jaiswal, R.K., Rastogi, B.K., and Murty, T.S., 2008, Tsunamigenic sources in the Indian Ocean: Science of Tsunami Hazards, v. 27, no. 2, p. 47. Malik, J.N., Johnson, F.C., Khan, A., et al., 2019, Tsunami records of the last 8000 years in the Andaman Island, India, from mega and large earthquakes: Insights on recurrence interval: Scientific Reports, v. 9, p. 18463, https://doi.org/10.1038/s41598-019-54750-6. Maselli, V., et al., 2020, A 1000-yr-old tsunami in the Indian Ocean points to greater risk for East Africa: Geology, v. 48, p. 808–813, https://doi.org /10.1130/G47257.1. National Oceanic and Atmospheric Administration (NOAA), 2020, NGDC/WDS Global Historical Tsunami Database, 2100 BC to Present: https://www.ngdc .noaa.gov/hazard/tsu_db.shtml Rastogi, B.K., and Jaiswal, R.K., 2006, A catalog of tsunamis in the Indian Ocean: Science of Tsunami Hazards, v. 25, no. 3, p. 128–143. Rubin, C.M., et al., 2017, Highly variable recurrence of tsunamis in the 7,400 years before the 2004 Indian Ocean tsunami: Nature Communications, v. 8, p. 16019, https://doi.org/10.1038/ncomms16019. Schäfer, A., and Friedemann, W., 2019, Global megathrust earthquake hazard— Maximum magnitude assessment using multi-variate machine learning: Frontiers of Earth Science, v. 7, p. 136, https://doi.org/10.3389/feart.2019 .00136. e515	<urn:uuid:701ec55f-3f98-4625-ac4c-2afa5adecb02>	CC-MAIN-2021-04	https://watermark.silverchair.com/e515.pdf?token=AQECAHi208BE49Ooan9kkhW_Ercy7Dm3ZL_9Cf3qfKAc485ysgAAAnEwggJtBgkqhkiG9w0BBwagggJeMIICWgIBADCCAlMGCSqGSIb3DQEHATAeBglghkgBZQMEAS4wEQQMmleLkOy5ZpuIoSLjAgEQgIICJMkRqkhEm5gNWtgR_6jGgT30thM5ljW-KFTUf_t-4W-mJ-vsNt5AEoNdr4Z6y4rWiV9oYLvgYriDFXpRD0oN8Riu99Jw8NuDaVWnj_yYFdqCXbXnCrrhtvFlQBYK215W2s7DI4fTnkQit2zhzPxa81lRspUfiTYBbGRjNvNfj1lt9KPSvG1GurponVBE_qcyOQ9I8lP6XeDBfXKOXIWBJroGys5UyWul4u-aHkV0ej6HgPdh-vjABmKQcPTe5KRX3yvjn6jmXchiaCGag_2pYhP2pWDnVSyAlyZ5MOLQDO63uiIxteZieyv5LJCvUS8JmSd-6V-f_nrD7H5mo78zi7m7LaGQXpWLDVt2oZObUtn0-uwJ1rpAlioOPqFXHBqTrpEzkGNe_zWF5ZOA41tn_337p2NmNxozMn7h_H9qh_GtJY5r7V77IWyUdwmgklWTC4Asog_Bh5zdvWNhUeGcw-RXqToqUvyD6Xy37GoMTc9FEd72YORZ-VJeKCkkoupl7wLLX2H2dwR9vKJtBJDzO3PrgsqjOJxuFsWVrJ4peh5BixRhIBIVJRwWFSmoBtVd05jQWUfMCtMYbrdh3rZnqFvQ_JmT5G5CVuUBt80UhYlK-p04U3CZV-hSigCfRyE_TpxNZS_12c4-zeo-O56CdP3NpWtCScM-TjvT8JPpUgunkLhIye625vsQ-rVMAp1DFRtSiXwSTj1nXZ3j7xJ0ql0nXKnj	2021-01-20T20:41:42+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00134.warc.gz	642,211,023	1,429	eng_Latn	eng_Latn	0.978938	eng_Latn	0.978938	[ "eng_Latn" ]	false	docling	[ 5462 ]	[ 1.546875 ]	1	0
Long Term Plan Theme: History: The Arts Year Group: Year 3 Term: Autumn 2 Areas of learning \| As mathematicians, we will be focusing on the chronology of the events we study. We will also calculate the passing of time. We will be learning about multiplication and division and their relationship. \| Visual representation \| \| \| \| \|---\|---\|---\|---\|---\| \| As writers, we will present information and opinion letters about an area we feel strongly about. We will be using persuasive devices to convince an audience. We will be using expanded noun phrases to develop our writing of description. \| \| \| \| \| \| As citizens we will be learning about how to live a healthy lifestyle and keeping ourselves safe as we grow and change. \| \| \| \| \| \| As scientists we will learn about humans and animals, investigating the need for food and learning about skeletons and muscles. \| \| \| \| \| \| As religious experts, we will investigate the symbolism of light at Christmas time. We will be comparing this to other religions. \| \| \| \| \| \| As computing experts we continue to use our Google Chrome books to develop our reading and maths skills. We will be learning about Coding and how to create commands. \| \| \| \| \| \| As historians, we will develop our understanding of the chronology of British history with a focus on ancient Britain. \| \| \| \| \| \| As dancers, we will create movements inspired by the music of Matilda. \| Curriculum Drivers \| \| \| \| \| As athletes we will be developing the skills associated with Tag Rugby. \| Resilience We will be using a variety of tools and techniques in our \| Teamwork/Independence We will have opportunities to create art in groups and \| Empathy We will develop an understanding of how life has \| Curiosity (Engagement) \| Long Term Plan Theme: History: The Arts Year Group: Year 3 Term: Autumn 2 \| As musicians we are learning Pitch: to secure so, mi and la pitches Rhythm: to improvise four beat rhythm phrases using crotchets quavers and rests Performance: to learn traditional Christmas carols. \| artwork. Some of these techniques were used many years ago, so they might be a bit tricky. \| independently. We will work together to create a dance inspired by Matilda. \| changed throughout the periods we study. We will compare the differences to our lives. \| \|---\|---\|---\|---\| \| As artists, we will create images and artwork inspired early Briton using early forms of artwork such as cave painting \| \| \| \| \| As designers we will be designing and creating pots using clay. \| \| \| \| \| As linguists we are finding different ways to learn and recall the vocabulary of colours, days of the week and months of the year. We are learning to pick out these key words in songs and stories. We are also learning how to write similes in French within the topic of colour and Leon Le Cameleon. \| \| \| \|	<urn:uuid:b362a410-1fd3-4838-aecb-43e47ace3fac>	CC-MAIN-2021-04	https://www.worplesdon.surrey.sch.uk/attachments/download.asp?file=2015&type=pdf	2021-01-20T19:43:35+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00135.warc.gz	1,050,749,026	679	eng_Latn	eng_Latn	0.609001	eng_Latn	0.534237	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1857, 3025 ]	[ 3.984375 ]	1	0
Spanish Verb: machar to beat, to crush English Translation: We're sorry, but this verb has not been conjugated yet.	<urn:uuid:4f87ef7f-dc16-43af-9511-3b4d84fd1151>	CC-MAIN-2021-04	https://premium.123teachme.com/spanish_worksheets/verb_conjugations/machar	2021-01-20T20:09:34+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00134.warc.gz	516,092,631	29	eng_Latn	eng_Latn	0.999528	eng_Latn	0.999528	[ "eng_Latn" ]	false	docling	[ 118 ]	[ 1.734375 ]	1	2
ROUND 6 TOSS-UP 1) CHEMISTRY Multiple Choice Recycling code 2 indicates which of the following types of plastic? W) Polyvinyl chloride X) Polystyrene (read as: pahl-i-STYR-een) Y) High-density polyethylene Z) Polyethylene terephthalate ANSWER: Y) HIGH-DENSITY POLYETHYLENE BONUS 1) CHEMISTRY Short Answer If 4.67 grams of butane reacts with 23.12 grams of molecular oxygen to produce 2.67 grams of carbon dioxide, what is the limiting reactant? ANSWER: BUTANE _______________________________________________________ TOSS-UP 2) MATH Multiple Choice If the derivative of f(x) is positive on the closed interval [a, b], then which of the following statements is TRUE? W) f(x) is increasing on [a, b] X) f(x) has critical points at a and b Y) f(x) is constant on [a, b] Z) f(x) cannot have an inflection point on [a, b] ANSWER: W) f(x) IS INCREASING ON [a, b] BONUS 2) MATH Short Answer Providing your answer in simplest form, give the volume in terms of π of a solid generated by revolving the region bounded by the graph of y = ln(x) (read as: y equals the natural log of x), the x-axis, the lines x = 1, and x = e, about the y-axis. 3) PHYSICS Short Answer Using 9.8 meters per second squared for g and providing your answer to the nearest kilojoule, what is the gravitational potential energy of a 33 kilogram cart halfway down a 25-meter high slope that is 60 meters long? ANSWER: 4 BONUS 3) PHYSICS Short Answer Assuming that the speed of sound in air is 343 meters per second and providing your answer to the nearest integer, what is the fundamental frequency in hertz produced by a pipe with a length of 3 meters that is open at both ends? ANSWER: 57 _______________________________________________________ TOSS-UP 4) BIOLOGY Short Answer What is the common name of the seabird that has the largest wingspan of any living bird, up to 11.5 feet? ANSWER: ALBATROSS (ACCEPT: WANDERING ALBATROSS) BONUS 4) BIOLOGY Short Answer What adjective describes hormones that cause secretion of other hormones? ANSWER: TROPIC 5) CHEMISTRY Multiple Choice Sodium azide and potassium nitrate react to inflate an airbag during a car crash primarily by producing which of the following gases? W) Nitrogen X) Oxygen Y) Potassium oxide Z) Sodium nitrate ANSWER: W) NITROGEN BONUS 5) CHEMISTRY Short Answer By name or number, identify all of the following four characteristics that are intensive properties of a bubble of air: 1) density, 2) radius, 3) percent oxygen, 4) temperature. ANSWER: DENSITY, PERCENT OXYGEN, AND TEMPERATURE (ACCEPT: 1, 3, AND 4) _______________________________________________________ TOSS-UP 6) PHYSICS Multiple Choice Under which of the following conditions is the momentum of a system unchanged? W) The system is undergoing acceleration X) The system is acted upon by multiple forces Y) The net external forces are zero Z) The net internal forces are zero ANSWER: Y) THE NET EXTERNAL FORCES ARE ZERO BONUS 6) PHYSICS Short Answer Providing your answer to the nearest hundredth, what is the moment of inertia in kilogram meters squared of a solid sphere with a mass of 2.5 kilograms and a radius of 30 centimeters? ANSWER: 0.09 7) EARTH AND SPACE Multiple Choice Which of the following best describes surface airflow in a northern hemisphere middle-latitude cyclone? W) Divergent and clockwise X) Divergent and counterclockwise Y) Convergent and clockwise Z) Convergent and counterclockwise ANSWER: Z) CONVERGENT AND COUNTERCLOCKWISE BONUS 7) EARTH AND SPACE Short Answer Name the kind of equilibrium state, characterized by a balance between internal pressure and gravity, of the dense gas or fluid of any main sequence star. ANSWER: HYDROSTATIC _______________________________________________________ TOSS-UP 8) PHYSICS Multiple Choice The single electron in the ground state of hydrogen is bound to the proton by 13.6 electron volts. If it is excited to the n = 2 state, by which of the following energies, in electron volts, is it now bound? W) 3.4 X) 6.8 Y) 13.6 Z) 54.4 ANSWER: W) 3.4 BONUS 8) PHYSICS Short Answer A model truck with a mass of 1.0 kilogram is accelerated by an electric motor from rest to 0.8 meters per second in 20 milliseconds. What is the average power, in watts, delivered by the motor during this time? ANSWER: 16 9) ENERGY Multiple Choice Which of the following BEST represents the percentage of global oil reserves located in North America? W) 5 X) 10 Y) 15 Z) 20 ANSWER: W) 5 BONUS 9) ENERGY Short Answer To study fuel and water use by migrating birds, what controlled environment do researchers use in order to assess fat stores, protein mass, water, and immunological function when birds fly long distances? ANSWER: WIND TUNNEL _______________________________________________________ TOSS-UP 10) MATH Short Answer Simplify i 17 completely. ANSWER: i BONUS 10) MATH Short Answer Evaluate the following limit: limn→∞ 1+ 3 n n (read as: the limit as n approaches infinity of open parenthesis 1 plus 3 over n close parenthesis to the power of n). ANSWER: e 3 11) EARTH AND SPACE Short Answer On Earth, what is the average time from one high tide to the next, in hours and minutes? ANSWER: 12 HOURS AND 25 MINUTES (ACCEPT ANY ANSWER BETWEEN: 12:15 AND 12:45) BONUS 11) EARTH AND SPACE Multiple Choice Which of the following correctly generalizes how crystal size compares between extrusive and intrusive rocks? W) Extrusive rocks have larger crystals X) Intrusive rocks have larger crystals Y) Extrusive and intrusive rocks have comparable sizes of crystals Z) Crystal size is variable and unpredictable ANSWER: X) INTRUSIVE ROCKS HAVE LARGER CRYSTALS _______________________________________________________ TOSS-UP 12) PHYSICS Multiple Choice Which of the following kinds of cells CANNOT be recharged? W) Dry X) Wet Y) Primary Z) Secondary ANSWER: W) DRY BONUS 12) PHYSICS Short Answer A 600-newton worker is standing 1.00 meters from the left end of a 200-newton scaffold that is 3.00 meters long and supported by cables at each end. What is the tension in newtons in the right-hand cable? ANSWER: 300 13) EARTH AND SPACE Multiple Choice A fault is an example of which of the following types of strain? W) Brittle X) Elastic Y) Plastic Z) Dilational ANSWER: W) BRITTLE BONUS 13) EARTH AND SPACE Multiple Choice Which of the following properties of felsic melts makes them more viscous than mafic melts? W) Higher temperature X) Higher volatile content Y) Higher silica content Z) Erupting at a higher elevation ANSWER: Y) HIGHER SILICA CONTENT _______________________________________________________ TOSS-UP 14) ENERGY Multiple Choice Which of the following energy generation methods is the BEST source for baseload? W) Hydroelectric X) Wind Y) Solar Z) Tidal turbines ANSWER: W) HYDROELECTRIC BONUS 14) ENERGY Short Answer If 50.0 grams of water cools from 35.10° Celsius to 26.05° Celsius, providing your answer to the nearest hundred, how much heat is released in joules? ANSWER: 1,900 15) BIOLOGY Short Answer Moths have evolved high-frequency hearing as a defense against which organisms? ANSWER: BATS BONUS 15) BIOLOGY Short Answer Give the common name of a family of large Asian birds that has the following unique nesting characteristics: When a female is ready to lay eggs, she enters a hole in a tree and seals off the entrance, leaving just a narrow opening. Once sealed inside, she becomes dependent on the male, who passes food through the hole while she incubates and raises the chicks. ANSWER: HORNBILLS _______________________________________________________ TOSS-UP 16) MATH Multiple Choice Which of the following statements is TRUE? W) A correlation of +0.8 is stronger than a correlation of -0.8 X) A correlation of +0.8 is weaker than a correlation of -0.8 Y) A correlation of +0.8 is just as strong as a correlation of -0.8 Z) It is impossible to tell which correlation is stronger ANSWER: Y) A CORRELATION OF +0.8 IS JUST AS STRONG AS A CORRELATION OF -0.8 BONUS 16) MATH Short Answer Providing your answer in decimal form, what is the limit of 3 n + 4 n 5 n ∞ n=0 (read as: the summation of n equals 0 to infinity of [pause] open parenthesis 3 to the n plus 4 to the n close parenthesis over 5 to the n)? ANSWER: 7.5 17) BIOLOGY Multiple Choice Cephalopods belong to which of the following groups? W) Mollusks X) Annelids Y) Roundworms Z) Arthropods ANSWER: W) MOLLUSKS BONUS 17) BIOLOGY Short Answer By name or number, identify all of the following five animals that are even-toed ungulates: 1) peccaries, 2) camels, 3) goats, 4) bison, 5) horses. ANSWER: PECCARIES, CAMELS, AND GOATS (ACCEPT: 1, 2, AND 3) _______________________________________________________ TOSS-UP 18) ENERGY Short Answer Which country supplies the U.S. with 95% of its needed rare earth elements, key components in electronics, solar panels, and hybrid cars? ANSWER: CHINA BONUS 18) ENERGY Short Answer What kinds of electromagnetic emissions from the Crab Nebula were so stable that they were used for decades to calibrate space-borne instruments? ANSWER: X-RAY 19) MATH Short Answer Considering the function f x = 2x 3 + 5x 2 + 4, what is the instantaneous rate of change at the point (-1, 7)? ANSWER: -4 BONUS 19) MATH Short Answer Find all values of c such that the given function is continuous from negative infinity to infinity: f(x) = c 2 x when x ≤ 2, and f(x) = (5/4)cx 2 + 3 when x > 2. ANSWER: -½, 3 _______________________________________________________ TOSS-UP 20) BIOLOGY Short Answer Proteins have different levels of structure. Which level of structure is identified with hydrogen bonds at regular intervals that produce alpha helices and betapleated sheets? ANSWER: SECONDARY BONUS 20) BIOLOGY Multiple Choice If a student were to analyze the liquid in the nephrons of humans and the nephridia of earthworms, which of the following pairs of substances might be found in both organisms? W) Salts and urea X) Salts and sugar Y) Sugar and urea Z) Sugar and ammonia ANSWER: W) SALTS AND UREA 21) MATH Short Answer What is the derivative of the integral of x 4 with respect to x? ANSWER: x 4 BONUS 21) MATH Short Answer Find the radius and the center, respectively, of the circle with the equation: x 2 + y 2 − 16x + 12y + 75 = 0? ANSWER: RADIUS = 5; CENTER = (8, -6) _______________________________________________________ TOSS-UP 22) CHEMISTRY Short Answer What element corresponds to the electron configuration 1s 2 2s 2 2p 5 ? ANSWER: FLUORINE BONUS 22) CHEMISTRY Multiple Choice In which of the following sets of elements would all members be expected to have very similar chemical properties? W) Neon, oxygen, and fluorine X) Argon, bromine, and krypton Y) Magnesium, calcium, and barium Z) Aluminum, silicon, and phosphorus ANSWER: Y) MAGNESIUM, CALCIUM, AND BARIUM 23) EARTH AND SPACE Multiple Choice Which of the following most accurately provides the three necessary ingredients for thunderstorm formation? W) Moisture, lifting mechanism, instability X) Lifting mechanism, mountains, oceans Y) Stability, moisture, heat Z) Lifting mechanism, fronts, moisture ANSWER: W) MOISTURE, LIFTING MECHANISM, INSTABILITY BONUS 23) EARTH AND SPACE Multiple Choice The image resolution of a large optical telescope is most directly related to which of the following? W) Focal length of the objective X) Diameter of the objective Y) Atmospheric conditions of the observing site Z) Astigmatism of the optical system ANSWER: Y) ATMOSPHERIC CONDITIONS OF THE OBSERVING SITE _______________________________________________________ TOSS-UP 24) CHEMISTRY Multiple Choice Which of the following is an example of effusion? W) The formation of snowflakes in the upper atmosphere X) A hot air balloon flight Y) The evaporation of water from a lake Z) A bike tire losing air after running over a nail ANSWER: Z) A BIKE TIRE LOSING AIR AFTER RUNNING OVER A NAIL BONUS 24) CHEMISTRY Short Answer When hydrochloric acid in an aqueous solution reacts with solid sodium bicarbonate, what are the products? ANSWER: CARBON DIOXIDE, WATER, AND SODIUM CHLORIDE (ACCEPT: CARBON DIOXIDE GAS, LIQUID WATER, AND AQUEOUS SODIUM CHLORIDE) 25) BIOLOGY Multiple Choice Which of the following monomers CANNOT be converted into an intermediate that can be used for cellular respiration? W) Fatty acids X) Glycerol Y) Amino acids Z) Nucleic acids ANSWER: Z) NUCLEIC ACIDS BONUS 25) BIOLOGY Short Answer What is the name for the technique in which DNA is digested using restriction enzymes, separated using gel electrophoresis, transferred to a filter, treated with an alkaline solution, and radioactively probed to search for specific DNA sequences? ANSWER: SOUTHERN BLOT (DO NOT ACCEPT: BLOT, NORTHERN BLOT OR WESTERN BLOT)	<urn:uuid:14db0fd0-2c48-43e8-9114-3f667edd8be6>	CC-MAIN-2021-04	https://science.osti.gov/-/media/wdts/nsb/pdf/HS-Sample-Questions/Sample-Set-5/Round6.pdf	2021-01-20T20:49:42+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00136.warc.gz	549,297,194	3,409	eng_Latn	eng_Latn	0.95715	eng_Latn	0.976819	[ "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	[ 1150, 2050, 3189, 4322, 5089, 6149, 7064, 8331, 9168, 10127, 10922, 12276, 12865 ]	[ 1.9921875 ]	1	6
Inside Online Charter Schools A Report of the National Study of Online Charter Schools Media Call and Webinar October 27, 2015 Brian Gill, Senior Fellow Online charter school sector is young and understudied * Instructional approach is innovative, consistent with one of the purposes of charter laws * Critics have questioned effectiveness of online charters * Few rigorous studies of operations or effects * We present results from the first national study of operations of online charter schools Principal survey responses illuminate operations of online charter schools across the country * Sought to survey principals in all online charters, which are: – Public charter schools – Serving full-time students – Delivering instruction entirely online * Received responses from 68 percent of schools * Survey findings supplemented with data from public sources (U.S. Department of Education) About 200 online charter schools are operating, serving 200k students * More than half serve elementary and middle grades as well as high school * Sector dominated by a few schools serving >1000 students each * 57 percent of schools are affiliated with management organizations White students overrepresented, Hispanic students underrepresented * English learners very underrepresented (0.4 percent) * Students with disabilities represented in similar numbers as in conventional public schools (14 percent) Independent study is most-frequently-used instructional approach * One-third of schools rely exclusively on self-paced courses * Very few online schools use lectures frequently at any grade level Students in typical online charter schools receive 3 to 6 hours per week of synchronous (live) instructional time * Time for median student (as opposed to median school) is 5 hours in elementary and middle grades, 6 hours in high school * One-on-one instructional support time is 45-60 minutes per week Online charter schools have substantially higher student-teacher ratios than other public schools Student engagement is the biggest challenge facing online charter schools Most online charter schools have substantial expectations of parents Key conclusions * Online schooling creates both constraints and opportunities for delivering instruction * Independent study is the dominant mode of learning, with much less synchronous (live) instructional time than in conventional schools * Online charter schools expect much of parents * Parental support may be necessary to keep students engaged—the biggest challenge for online charters – Challenge of student engagement is inherent in online instruction – But lean staffing and limited live contact hours may exacerbate the challenge and make it difficult to solve For More Information * Read the full report and the fact sheet * Brian Gill – firstname.lastname@example.org	<urn:uuid:23cf8625-da5c-4b6a-9c88-186a94d51b79>	CC-MAIN-2021-04	https://www.qualitycharters.org/wp-content/uploads/2015/10/VirtualSchools_MathematicaPresentation.pdf	2021-01-20T18:47:17+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00136.warc.gz	958,577,216	533	eng_Latn	eng_Latn	0.974606	eng_Latn	0.996548	[ "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	[ 156, 503, 899, 1179, 1410, 1608, 1913, 2012, 2087, 2157, 2730, 2836 ]	[ 1.46875 ]	2	1
Atribuciones emocionales heterorreferenciadas en estudiantes de primaria ante comportamientos violentos Falla, D., Romera, E. M., Rodríguez-Barbero, M. S., y Ortega-Ruíz., R. Departamento de Psicología, Universidad de Córdoba, Córdoba, España email@example.com Las atribuciones emocionales que realizan los escolares implicados en situaciones de violencia escolar han despertado un gran interés porque se considera que esta es una experiencia que impacta su vida afectiva. Pero no hay duda de que dichas atribuciones puede variar cuando se hacen sobre información relativa a otros. El propósito de este estudio es conocer las diferencias en las heteroatribuciones emocionales de estudiantes implicados en comportamientos violentos, tanto como perpetradores como víctimas. Participaron un total de 1150 escolares de primaria (50,3% niñas). Para el estudio se utilizaron cuatro viñetas que representan diferentes formas de violencia interpersonal (verbal, física, rumores malintencionados y exclusión) y una pregunta acerca de la heteroatribución emocional teniendo como respuesta las seis emociones básicas. Los resultados revelan que los estudiantes atribuyen en mayor medida la tristeza a los escolares que sufren cualquier tipo de violencia, sin embargo, estos porcentajes se dan con mayor frecuencia entre escolares que han sido víctimas de violencia, por el contario los escolares que la han ejercido en algún momento atribuyen la ira en más ocasiones. Destaca que la exclusión es la única forma de violencia interpersonal donde las víctimas atribuyen más enfado que los agresores. Se concluye que la atribución emocional en los procesos de victimización puede aportar una valiosa información en la comprensión de los fenómenos de violencia escolar. Palabras clave: bullying; atribución emocional; agresores; víctimas. Hetero-reference emotional attributions in elementary students to violent behavior Falla, D., Romera, E. M., Rodríguez-Barbero, M. S., y Ortega-Ruíz., R. Departamento de Psicología, Universidad de Córdoba, Córdoba, España firstname.lastname@example.org The emotional attributions carried out by school children involved in situations of school violence have aroused great interest because it is considered that this is an experience that impacts their emotional life. But there is no doubt that such attributions may vary when they are made about information relative to others. The purpose of this study is to know the differences in the emotional heteroatributions of students involved in violent behavior, both as perpetrators and victims. A total of 1150 primary school children participated (50.3% girls). For the study four vignettes were used that represent different forms of interpersonal violence (verbal, physical, malicious rumors and exclusion) and a question about emotional heteroatribution having as response the six basic emotions. The results reveal that students attribute a greater degree of sadness to students who suffer any type of violence, however, these percentages occur more frequently among schoolchildren who have been victims of violence, on the other hand the students who have exercised it At some point they attribute anger on more occasions. It emphasizes that exclusion is the only form of interpersonal violence where victims attribute more anger than aggressors. It is concluded that emotional attribution in victimization processes can provide valuable information in understanding the phenomena of school violence. Keywords: bullying; emotional attribution; aggressors; victims.	<urn:uuid:3dd3c9bc-6d9b-4bfc-a2cc-2789553bb89f>	CC-MAIN-2021-04	https://www.cipe2018.com/sites/default/files/resumenes/Abstrac%20Emociones.%20Falla.pdf	2021-01-20T20:20:18+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00138.warc.gz	720,690,972	767	eng_Latn	eng_Latn	0.49803	spa_Latn	0.756073	[ "spa_Latn", "eng_Latn" ]	false	docling	[ 1829, 3543 ]	[ 2.40625 ]	1	0
Ageing and Disability Abuse Helpline 1800 628 221 (M-F, 9-5) www.ageingdisabilitycommission.nsw.gov.au In an emergency call 000 or Lifeline 13 11 14 for crisis support. National Relay Service 1800 555 660 Interpreter Services 131 450 You can raise concerns of your own wellbeing, or of an older person or an adult with disability you suspect is being abused or mistreated by someone they know in their home, or in the community. 1. Get information on what services are available to help. 2. Speak with a trained professional about your concerns. 3. Be supported to make an anonymous report, and be heard without judgement. Every older person and adult with disability has the right to Control and access their own money Attend appointments without another person Choose to see family and friends when they want to Have easy access to clean clothes, food and their own medication If you or someone you know is not free to make their own choices, contact the Ageing and Disability Abuse Helpline. 1800 628 221 (M-F, 9-5) Everyone has the right to feel safe and be treated with dignity and respect in their own home and community. This list may help understand types of abuse, neglect or exploitation towards older people and adults with disability. What is abuse? There are many types of abuse experienced by vulnerable adults. Financial abuse is threatening to take someone's money or assets, misusing another person's money without permission, or stealing and abusing power for financial gain. Psychological abuse is threatening, pressuring or intimidating someone verbally, or emotionally blackmailing them. This also includes threatening to isolate someone from friends and family. Physical abuse is intentionally pushing, shoving, kicking or injuring someone else. This includes physically restraining or locking someone up in their home. Sexual abuse is having nonconsensual contact with someone. This could be enforcing nudity, or inappropriate washing or handling. It is not OK to abuse anyone, especially someone vulnerable like an older person or an adult with disability. What is neglect? Neglect is a type of abuse that means a vulnerable person's basic needs are not being met. This could be not providing adequate food, clothing or shelter, not keeping someone safe, or refusing to meet a vulnerable person's healthcare needs. Neglect is also deliberately denying a vulnerable person help, which leaves them exposed to physical, mental and emotional harm. This is known as wilful neglect. It is not OK to neglect anyone, especially someone vulnerable like an older person or an adult with disability. What is exploitation? The most common type of exploitation is financial. This means someone takes money, assets or allowances from a vulnerable person for their own use and without permission. Exploitation can also be someone who sells, transfers or changes property titles without the property owner knowing. It is not OK to use or sell another person's assets without their consent, especially someone vulnerable like an older person or an adult with disability.	<urn:uuid:7f2c4276-ccf4-440b-b0b9-7a298e047911>	CC-MAIN-2021-04	https://www.ageingdisabilitycommission.nsw.gov.au/__data/assets/pdf_file/0011/772175/Brochure-defining-abuse-neglect-and-exploitation.pdf	2021-01-20T18:56:56+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00138.warc.gz	656,404,892	616	eng_Latn	eng_Latn	0.997245	eng_Latn	0.998209	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1032, 3108 ]	[ 1.7890625 ]	1	1
HOME TRAINING PROGRAMS The objective of the Home Training Programs is to provide you with a list of activities to assist you in continuing to develop your basketball skills. There are three home programs that may be done according to the position you play. They are: * All Player Home Program * Big Man's Home Program * Guard's Home Program Five (5) modules have been designed which may be used within each Home Program. They cover most of the areas in basketball, allowing you to multi-skill and develop every facet of your game. You will determine how you want to do the modules. You may choose to complete Module 1 for 3-4 weeks, then move on to Module 2, and so on. This is the most logical way to complete the modules. However, you may choose to vary which module you do each day eg. Module 1 on Mondays and Module 2 on Wednesdays. Finally, you may choose to do activities from different modules in the one session eg. On Monday you may do the ball handling from Module 1 and the high post shooting from Module 2 and so on. There is also the opportunity for you to design your own training module with the help of your coach, to suit you better individually. HOW MANY TIMES A WEEK DO I HAVE TO DO THE MODULE? This is the question I always get asked. My answer is simple. You choose again! Obviously the more times you do the home training modules the better. I would like to put forward the following proposal – leading up to the start of Tours complete the modules 2-3 times a week. Again, you choose, so if you can do more then good for you – you will continue to improve. Just remember to be smart with your time management and give yourself some rest time from basketball. The time spent completing the modules should not exceed one (1) hour. Remember that it is better to work really hard at game pace for 30 minutes, rather than "muck around" for 90 minutes. Quality is better than quantity ! DIFFERENT SKILL LEVELS The home program has been designed to cater for all athletes. It would be expected that the older athletes (eg.U/16 to U/18's) might be better able to cope with completing the drills. As such, all athletes should do their best to complete as much as they can. If you find that it is taking you a long time to complete the modules, you should reduce the number of shots. Similarly, if you find a drill too difficult you should either leave it out, or replace it with a similar drill (eg. U/14 athletes may do ball tapping against a wall instead of the backboard) HOW WILL THIS BE MONITORED? Basically, doing the training modules is up to you. For those that choose to complete the work, you will undoubtedly get better (providing you work at the appropriate level of intensity). If you walk through the program the benefits gained will be a lot less. If you choose not to do any individual work, then you will only be cheating yourself. Ultimately failure to do the work set out in the Home Program will lead to you struggling when competition time arrives. WHAT DO YOU AND YOUR COACH NEED TO DO? A checklist is provided for you to complete the date you did your individual work by placing a tick in the box provided. If you want to write the number of successful shots that you make instead of ticking the box, this may help you monitor your progress. You will also need to initial your name under the date, as will the coach who works with you. Some athletes may not be able to have a coach present all the time, however I highly advise you to locate a coach to work with you, if at all possible. It is also a good idea to team up with a "mate" to work out with. If possible, try and play some 1 on 1 at the end of your training to put into action what you have just practised ! FITNESS AND CONDITIONING It is highly advisable that you develop a good level of fitness. It is very noticeable that athletes who are not been fit, and have struggled. It is suggested that the following activities may help if done 2-3 times a week: * Running * Swimming - interval running eg. 20seconds on/ 10 seconds off x 8 times (2 sets) * Bike Riding * Aerobic Classes - distance (20+ minutes x 3 times per week) OR 1 minute on/ 1 minute off x 6 times (2 sets) OR 3 minutes on/ 3 minutes off x 6 times (1 set) Again, coaches will know if you have not done anything. It is up to you to be as best prepared as possible! BE A BETTER DRIBBLER Choose some drills below and complete for 30 seconds each as quickly as possible Stationary Dribbling Drills (Use both hands) 1. Slow to fast dribble (change of pace – high to low) 2. Front to back – one side – same hand 3. Left to right in front of the body – same hand 4. Right to left, cross over dribble in front of body 5. Around each leg 6. Figure eight dribble 7. Scissors 8. Spider Dribbling Drills on the Move Do your dribbling drills across the court and back, or fullcourt and back 9. Speed (left and right) dribble 10. Crossover 11. Between the legs 12. Behind the back 13. Hesitation (change of pace) 14. Retreat 15. Wave or onside dribble 16. Stutter step (change of direction) 17. Spin 18. Combinations - e.g. Crossover, between the legs - Crossover, behind the back - Double crossover 19. Two Balls - Alternate (one up, one down) - Together (two up, two down) - Drills as above BE A BETTER BALL HANDLER Choose some drills below and complete for 30 seconds each as quickly as possible Some drills you will be able to reverse the direction, that is start going clockwise, then reverse and go anti- clockwise. Remember to go as fast as you can and don't worry if you make a mistake and drop the ball. Stationary Ball Handling (no dribbling) 1. Fingertip tapping hand to hand (high and low) 2. Pound the ball 3. Pendulum swings 4. Single leg wraps (left and right) 5. Double leg wraps 6. Head wraps (head, knees, ankles) 7. Whole body wraps (top to bottom) 8. Figure eight 9. Figure eight and drop (rhythm drill) 10. Scissors 11. Two hands in front, two hands behind 12. Left hand in front and right hand behind (cradle) 13. Ricochet or suicide (feet apart, hold ball two hands in front, bounce between legs and catch) 14. Toss ups (throw ball in the air and clap hands before catching the ball. Look to increase number of claps) 15. Waterfall (Hold ball behind your head, drop and catch the ball at the bottom of your back) Stationary Passing Drills (with a partner or against a wall) 1. Two hand chest pass 2. Bounce pass (one and two hands) 3. Right hand push pass 4. Left hand push pass 5. Two hand overhead pass 6. Baseball pass 7. Curl pass (stationary and off the dribble) 8. Fake to make (using various passes above SKIPPING WORKOUT How many jumps can you do in 20-30 seconds? Skip for 20-30 seconds and then go onto the next jump. Start skipping for 3 minutes and build up to 5 minutes plus. Use this as a warmup in conjunction with ball handling and dribbling before stretching 1. Jump both feet 2. Right foot only 3. Left foot only 4. Forward and back with both feet 5. Forward and back with right foot 6. Forward and back with left foot 7. Side to side with both feet 8. Side to side with right foot 9. Side to side with left foot Advanced 10. Triangle both feet 11. Star jump 12. Letter "W" jump 13. Double jumps ALL PLAYER Stretch \| MODULE 2 \| MODULE 3 \| MODULE 4 \| \|---\|---\|---\| \| running - high knees, high heels, 3 minutes skipping \| plant and pivot running, 3 minutes skipping \| running - high knees, grapevine, 3 minutes skipping \| \| Stretch \| Stretch \| Stretch \| \| Maravich stationary ball handling drills \| 2 ball stationary dribbling drills on the spot \| Stationary dribbling drills \| \| 1 x ball moves, speed dribble, retreat and explode, x-over \| 1 x ball moves, combinations, double x-over, legs/spin, legs/back \| 2 ball moves, alternate, together, legs/x-over, x- over/behind \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Technique shooting (close to basket), creative shooting \| One hand technique shooting (close to basket), rhythm shooting, Mikan drill (1 min/28) \| One hand technique shooting, rhythm shooting, reverse Mikan \| \| Toss and catch, shot fake, 1 dribble j/shot \| Toss and catch, jab/drive fake and j/shot \| Toss and catch, dribble move and j/shot \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Toss and catch, reverse pivot, shot fake and 1 dribble power layup \| Toss and catch, forward pivot and shot \| Toss and catch, 1 x-over dribble to middle for short j/shot \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Toss and catch, forward pivot highside and shoot \| Toss and catch, drop step middle and jump hook shot \| Toss and catch, drop steps high and low, counters high and low \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| own choice of shot (no 3 pointers) \| own choice of shot (no 3 pointers) \| own choice of shot (no 3 pointers) \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| 1/2 way line, 1-2 dribbles, shoot the "3" \| Catch a skip pass and shoot the "3" \| Toss and catch, shoot the "3" (from wherever the ball ends up) \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| 2 dribble elbow j/shot - start from 1/2 way \| 2-3 dribble block j/shot (go straight up) - start from 1/2 way \| 2 dribble, 3 point shot - start from 1/2 way (U/16 & U/18 only) \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Ball Tapping - L hand x 10, R hand x10, Both hands x 10 \| Throw ball off backboard, rebound, keep ball high, up and score x 10 \| Superman drill - toss ball over ring, catch keeping ball up , repeat x 10 \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Circle closeouts - closeout, drop step, slide, slide (repeat opposite) \| Zig zag agility drill - Sprint forward, slide diagonally, sprint, slide diagonally, sprint \| Wing denial - deny pass twice, snap head on backdoor (go both sides) \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| X - out layups in 1 minute \| X - out layups in 1 minute \| Consecutive free throws \| \| Stretch \| Stretch \| Stretch \| BIG MAN ACTIVITY minutes) 2 minutes) \| MODULE 1 3 minutes skipping, line jumping \| MODULE 2 running - high knees, high heels, 3 minutes skipping \| MODULE 3 plant and pivot running, 3 minutes skipping \| MODULE 4 running - high knees, grapevine, 3 minutes skipping \| \|---\|---\|---\|---\| \| Stretch \| Stretch \| Stretch \| Stretch \| \| 1 X ball moves, x-over, hesitation, spin, inside/ out \| 1 x ball moves, speed dribble, retreat and explode, x-over \| 1 x ball moves, combinations, double x- over, legs/spin, legs/back \| 2 ball moves, alternate, together, legs/x-over, x-over/behind \| \| Technique shooting (close to basket), rhythm shooting \| Technique shooting (close to basket), creative shooting \| One hand technique shooting (close to basket), rhythm shooting, Mikan drill (1 min/28) \| One hand technique shooting, rhythm shooting, reverse Mikan \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| rhythm shooting \| Toss and catch, back to basket, reverse pivot, j/shot \| Toss and catch back to basket, forward pivot, j/shot \| rhythm shooting - spin ball out, forward pivot and shoot \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Toss and catch, fake middle, drop step low, power layup \| Toss and catch, fake low, drop step middle, baby hook shot \| Toss and catch, reverse pivot, shot fake, 1 dribble, power layup \| Toss and catch, drop steps high and low, counters high and low \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Toss and catch, reverse pivot and shot \| Toss and catch, reverse pivot, shot fake and 1 dribble power layup \| Toss and catch, forward pivot and shot \| Toss and catch, 1 x-over dribble to middle for short j/shot \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| own choice of shot (no 3 pointers) \| own choice of shot (no 3 pointers) \| own choice of shot (no 3 pointers) \| own choice of shot (no 3 pointers) \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Box drill low - 1 or 2 basketballs on low block, pickup, dropstep low, 1 dribble, power layup, go side to side \| Box drill high - 1 or 2 basketballs on elbow block, pickup, 1 dribble, layup, go side to side \| Backboard taps - tap ball against backboard using left hand, right hand or both hands \| Box drill low - 1 or 2 basketballs on low block, pickup, dropstep low, 1 dribble, power layup, go side to side \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Throw ball off backboard, rebound, keep ball high, up and score x 10 \| Superman drill - toss ball over ring, catch keeping ball up , repeat x 10 \| Throw ball off backboard, rebound, keep ball high, up and score x 10 \| Superman drill - toss ball over ring, catch keeping ball up , repeat x 10 \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Slide, run, slide baseline to 1/2 way x twice each side \| Circle closeouts - closeout, drop step, slide, slide (repeat opposite) \| Post defense footwork \| Post cutter defense footwork \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Consecutive free throws \| X - out layups in 1 minute \| Spot shooting drill - shoot the ball from 10 different spots \| Consecutive free throws \| \| Stretch \| Stretch \| Stretch \| Stretch \| GUARDS ACTIVITY \| MODULE 1 \| MODULE 2 \| MODULE 3 \| MODULE 4 \| \|---\|---\|---\|---\| \| 3 minutes skipping, line jumping \| running - high knees, high heels, 3 minutes skipping \| plant and pivot running, 3 minutes skipping \| running - high knees, grapevine, 3 minutes skipping \| \| Stretch \| Stretch \| Stretch \| Stretch \| \| Maravich stationary ball handling drills \| Maravich stationary ball handling drills \| 2 ball stationary dribbling drills on the spot \| Stationary dribbling drills \| \| 1 X ball moves, x-over, hesitation, spin, inside/ out \| 1 x ball moves, speed dribble, retreat and explode, x-over \| 1 x ball moves, combinations, double x- over, legs/spin, legs/back \| Dribble the lines \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Technique shooting (close to basket), rhythm shooting \| Technique shooting (close to basket), creative shooting \| Toss outs \| Rhythm shooting \| \| Toss and catch, forward pivot and mid- range shot (outside key) \| Toss and catch, shot fake, 1 dribble j/shot \| Toss and catch, jab/drive fake and j/shot \| Toss and catch, dribble move and j/shot \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Toss and catch, reverse pivot and shot \| Toss and catch, reverse pivot, shot fake and 1 dribble power layup \| Toss and catch, forward pivot and shot \| Toss and catch, 1 x-over dribble to middle for short j/shot \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Toss and catch, shot fake, 1 dribble move and j/shot \| Point Moves \| Toss and catch, 2 dribble move and j/shot \| Toss and catch, shot fake, 1 dribble, change of direction , 1 dribble and jumpshot \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| own choice of shot (no 3 pointers) \| own choice of shot (no 3 pointers) \| own choice of shot (no 3 pointers) \| own choice of shot (no 3 pointers) \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Toss and catch, shoot the "3" (from wherever the ball ends up) \| 1/2 way line, 1-2 dribbles, shoot the "3" \| Catch a skip pass and shoot the "3" \| Toss and catch, shoot the "3" (from wherever the ball ends up) \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| 2-3 dribble wing j/shot - start from 1/2 way sideline \| 2 dribble elbow j/shot - start from 1/2 way \| 2-3 dribble block j/shot (go straight up) - start from 1/2 way \| 2 dribble, 3 point shot - start from 1/2 way (U/16 & U/18 only) \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Slide, run, slide baseline to 1/2 way x twice each side \| Circle closeouts - closeout, drop step, slide, slide (repeat opposite) \| Zig zag agility drill - Sprint forward, slide diagonally, sprint, slide diagonally, sprint \| Wing denial - deny pass twice, snap head on backdoor (go both sides) \| \| 1 x 10 \| 1 x 10 \| 1 x 10 \| 1 x 10 \| \| Consecutive free throws \| Jordan's Game, make shot from elbow - add 1, miss shot minus 2 - play to 7 \| X - out layups in 1 minute \| Spot shooting drill \| …… to make 8 …… to make 8 \| Date / / \| Date / / \| Date / / \| Date / / \| Date / / \| Date / / \| \|---\|---\|---\|---\|---\|---\| \| …… to make 8 \| …… to make 8 \| …… to make 8 \| …… to make 8 \| …… to make 8 \| …… to make 8 \| \| …… to make 8 \| …… to make 8 \| …… to make 8 \| …… to make 8 \| …… to make 8 \| …… to make 8 \| \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| \| ……./…… \| ……./…… \| ……./…… \| ……./…… \| ……./…… \| ……./…… \| \| ……./…… \| ……./…… \| ……./…… \| ……./…… \| ……./…… \| ……./…… \| \| ……./…… \| ……./…… \| ……./…… \| ……./…… \| ……./…… \| ……./…… \| \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| \| ……./…… \| ……./…… \| ……./…… \| ……./…… \| ……./…… \| ……./…… \| \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| ……../10 \| \| …….…… \| …….…… \| ………… \| ………… \| …….…… \| …….…… \|	<urn:uuid:47d5c8ff-03b8-45a3-b650-96d94a6ea46b>	CC-MAIN-2021-04	http://eastpertheagles.com.au/storage/app/uploads/public/5d1/014/f67/5d1014f670463878453221.pdf	2021-01-20T18:49:58+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00139.warc.gz	36,168,581	4,908	eng_Latn	eng_Latn	0.994294	eng_Latn	0.998107	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "unknown" ]	false	docling	[ 2502, 4779, 6334, 7244, 9781, 12826, 15635, 16585 ]	[ 2.046875 ]	2	1
Class #15 Page 1 of 6 Comprehensive Study of "The Law of the Land" Part IX: Amendment 4 Sunday - August 23, 2014 / 1 p,m. — 3 p.m. Blog Talk: Mhhs—Eyes Wide Open Chat Room OR Call In: 347 945-5899 Affirmation - In practice, a solemn and formal declaration or asseveration that an affidavit is true, that the witness will tell the truth, etc., this being substituted for an oath in certain cases. A solemn religious asseveration in the nature of an oath. 1 Greenl.Ev. § 371. coupled with an appeal to a sacred or venerated object, in evidence of the serious and reverent state of mind of the party, or with an invocation to a supreme being to witness the words of the party, and to visit him with punishment if they be false. June v. School Dist. No. 11, Southfield Tp., 283 Mich. 533, 278 N.W. 676, 677, 116 A.L. R. 581. Quakers, as a class, and other persons who have conscientious scruples against taking an oath, are allowed to make affirmation in any mode which they may declare to be binding upon their consciences, in confirmation of the truth of testimony which they are about to give. 1 Atk. 21, 46; Cowp. 340, 389; 1 Leach Cr.Cas. 64; 1 Ry. & M. 77. AFFIRMATION OF FACT. A statement concerning a subject-matter of a transaction which might otherwise be only an expression of opinion but which is affirmed as an existing fact material to the transaction, and reasonably induces the other party to consider and rely upon it, as a fact. Stone v. McCarty, 64 Cal.App. 158, 220 P. 690, 694. Oath- Any form of attestation by which a person signifies that he is bound in conscience to perform an act faithfully and truthfully. Vaughn v. State, 146 Tex.Cr.R. 586, 177 S.W.2d 59, 60. An affirmation of truth of a statement, which renders one willfully asserting untrue statements punishable for perjury. U. S. v. Klink, D.C.Wyo., 3 F. Supp. 208, 210. An outward pledge by the person taking it that his attestation or promise is made under an immediate sense of responsibility to God. Morrow v. State, 140 Neb. 592, 300 N.W. 843, 845. A solemn appeal to the Supreme Being in attestation of the truth of some statement. State v. Jones, 28 Idaho 428, 154 P. 378, 381; Tyler, Oaths 15. An external pledge or asseveration, made in verification of statements made, or to be made, In its broadest sense, the term is used to include all forms of attestation by which a party signifies that he is bound in conscience to perform the act faithfully and truly. In a more restricted sense, it excludes all those forms of attestation or promise which are not accompanied by an imprecation. The term has been variously defined: as, "a solemn invocation of the vengeance of the Deity upon the witness if he do not declare the whole truth, so far as he knows it," 1 Stark.Ev. 22; or, "a religious asseveration by which a person renounces the mercy and Imprecates the vengeance of Heaven if he do not speak the truth," 1 Leach 430: or, as "a religious act by which the party invokes God not only to witness the truth and sincerity of his promise, but also to avenge his imposture or violated faith, or, in other words, to punish his perjury if he shall be guilty of it," 10 Toullier, n. 343; Puffendorff, b. 4, c. 2, § 4. The essential idea of an oath would seem to be, however, that of a recognition of God's authority by the party taking it, and an undertaking to accomplish the transaction to which ft refers as required by his laws. Probable Cause - Having the appearance of truth; having the character of probability; appearing to be founded in reason or experience. State v. Thiele, 119 Iowa, 659, 94 N.W. 256. Having more evidence for than against; supported by evidence which inclines the mind to believe, but leaves some room for doubt; likely. Barrett v. Green River Sr. Rock Springs Live Stock Co., 28 Wyo. 379, 205 P. 742, 743. Apparently true, yet possibly false. Spadra Creek Coal Co. v. Harger, 130 Ark. 374, 197 S.W. 705. Probable Cause- Reasonable cause. State v. Baltes, 183 Wis. 545, 198 N.W. 282, 284. Having more evidence for than against. Ex parte Souza, 65 Cal.App. 9, 222 P. 869, 870. A reasonable ground for belief in the existence of 'facts warranting the proceedings complained of. Owens v. Graetzel, 149 Md. 689, 132 A. 265, 267. An apparent state of facts found to exist upon reasonable inquiry, (that is, such inquiry as the given case renders convenient and proper,) which would induce a reasonably intelligent and prudent man to believe, in a criminal case, that the accused person had committed the crime charged, or, in a civil case, that a cause of action existed. Brand v. Hinchman, 68 Mich. 590, 36 N.W. 664, 13 Am. St.Rep. 362; Cook v. Singer Sewing Mach. Co., 138 Cal.App. 418, 32 P.2d 430, 431. In malicious prosecution the existence of such facts and circumstances as would excite the belief in a reasonable mind, acting on the facts within the knowledge of the prosecutor, that the person charged was guilty of the crime for which he was prosecuted. Lunsford v. Dietrich, 86 Ala. 250, 5 So. 461, 11 Am.St.Rep. 37. A reasonable ground of suspicion, supported by circumstances sufficiently strong in themselves to warrant a prudent and cautious man to believe that the accused is guilty of the offense with which he is charged. Sanders v. Palmer, N.Y., 55 F. 217, 5 C.C. A. 77. Such a state of facts and circumstances known to the prosecutor personally or by information from others as would, in the judgment of the court, lead a man of ordinary caution, acting conscientiously in the light of such facts and circumstances, to believe that the person charged is guilty. Keebey v. Stifft, 145 Ark. 8, 224 S. W. 396, 400. See, also, Galley v. Brennan, 216 N.Y. 118, 110 N.E. 179, 180. Where defendant in an action for malicious prosecution shows that before commencing the prosecution he, in good faith, consulted an attorney of good standing and made a full disclosure of all of the facts reasonably obtainable, and in good faith acted upon such advice, this of itself constitutes "probable cause." Gustason v. Speak, 85 Cal.App. 18, 258 P. 725, 726; Treloar v. Harris, 66 Ind. App. 159, 117 N.E. 975, 976. As justifying arrest without a warrant by one believed guilty of felony or to be engaged in commission of a felony, is a Class #15— Page 2 of 6 Comprehensive Study of The Law of the Land Part IX: Amendment 4 Sunday, August 23, 2014 1 p,m. — 3 p.m Mhhs—Eyes Wide Open Blog Talk: Chat Room ORCall In: 347 945-5899 belief fairly arising out of facts and circumstances known to officer that a party is engaged in commission of a crime. Day v. U. S., C.C.A.Neb., 37 F.2d 80, 81. "right" is well defined as "a capacity residing in one man of controlling, with the assent and assistance of the state, the actions of others." Holl. Jur. 69. For search warrant means reasonable ground of suspicion, supported by circumstances sufficiently strong to warrant cautious man in believing party is guilty of offense charged. Shore v. U. S., 49 F.2d 519, 521, 60 App.D. C. 137. For arrest which must be shown as justification by defendants in action for false imprisonment is reasonable ground of suspicion supported by circumstances sufficient in themselves to warrant cautious man in believing accused to be guilty, but does not depend on actual state of case in point of fact, as it may turn out upon legal investigation, but on knowledge of facts which would be sufficient to induce reasonable belief in truth of accusation. Christ v. McDonald, 152 Or. 494, 52 P.2d 655, 658. Rights— As a noun, and taken in an abstract sense, justice, ethical correctness, or consonance with the rules of law or the principles of morals. In this signification it answers to one meaning of the Latin "jus," and serves to indicate law in the abstract, considered as the foundation of all rights, or the complex of underlying moral principles which impart the character of justice to all positive law, or give it an ethical content. As a noun, and taken in a concrete sense, a power, privilege, faculty, or demand, inherent in one person and incident upon another. "Rights" are defined generally as "powers of free action." And the primal rights pertaining to men are undoubtedly enjoyed by human beings purely as such, being grounded in personality, and existing antecedently to their recognition by positive law. But leaving the abstract moral sphere, and giving to the term a juristic content, a The noun substantive "a right" signifies that which jurists denominate a "faculty ;" that which resides in a determinate person, by virtue of a given law, and which avails against a person (or answers to a duty lying on a person) other than the person in whom it resides. And the noun substantive "rights" is the plural of the noun. substantive "a right." But the expression "right," when it is used as an adjective, is equivalent to the adjective "just." as the adverb "rightly" is equivalent to the adverb "justly." And, when used as the abstract name corresponding to the adjective "right," the noun substantive "right" is synonymous with the noun substantive "justice." Aust.Jur. § 264, not. In a narrower signification, an interest or title in an object of property; a just and legal claim to hold, use, or enjoy it, or to convey or donate it, as he may please. See Co. Litt. 345a. The term "right," in civil society, is defined to mean that which a man is entitled to have, or to do, or to receive from others within the limits prescribed by law. Atehison & N. R. Co. v. Baty, 6 Neb. 40, 29 Am.Rep. 356. That which one person ought to have or receive from another, it being withheld from him, or not in his possession. In this sense "right" has the force of "claim," and is properly expressed by the Latin "jus." Lord Coke considers this to be the proper signification of the word, especially in writs and pleadings, where an estate is turned to a right; as by discontinuance, disseisin, etc. Co. Litt. 345a. See, also, Droit; Jus; Recht. Classification Rights may be described as perfect or imperfect, according as their action or scope is clear, settled, and determinate, or is vague and unfixed. Rights are either in personam or in rem. A. right in personam is one which imposes an obligation on a definite person. A right in rem is one which imposes an obligation on persons generally; 1. e., either on all the world or on all the world except certain determinate persons. Thus, if I am entitled to exclude all persons from a given piece of land, I have a right in rem in respect of that land; and, if there are one or more persons, A., B., and C., whom I am not entitled to exclude from it, my right is still a right in rem. Rights may also be described as either primary .or secondary. Primary rights are those which can be created without reference to rights already existing. Secondary rights can only arise for the purpose of protecting or enforcing primary rights. They are either preventive (protective) or remedial (reparative.) Preventive or protective secondary rights exist in order to prevent the infringement or loss of primary rights. They are judicial when they require the assistance -of a court of law for their enforcement, and extrajudicial when they are capable of being exercised by the party himself. Remedial or reparative secondary rights are also eitheir judicial or extrajudicial. They may further be divided into (1) rights of restitution or restoration, which entitle the person injured to be replaced in his original position; (2) rights of enforcement, which entitle the person injured to the performance of an act by the person bound; and (3) rights of satisfaction or compensation. With respect to the ownership of external objects of property, rights may be classed as absolute and qualified. An absolute right gives to -the person in whom it inheres the uncontrolled dominion over the object at all times and for all purposes. A qualified right gives the possessor a right to the object for certain purposes or under certain circumstances only. Such is the right of a bailee to recover the article bailed when it has been unlawfully taken from him by a stranger. Rights are also either legal or equitable. The former is the case where the person seeking to enforce the right for his own benefit has the legal title and a remedy at law. The latter are such as are enforceable only in equity; as, at the suit of cestui que trust. Class #15— Page 3of 6 Comprehensive Study of The Law of the Land Part IX: Amendment 4 Sunday, August 23, 2014 1 p,m. — 3 p.m Blog Talk: Mhhs—Eyes Wide Open Chat Room ORCall In: 347 945-5899 Constitutional Law There is also a classification of rights, with respect to the constitution of civil society. Thus, according to Blackstone, "the rights of persons, considered in their natural capacities, are of two sorts,— absolute and relative; absolute, which are such as appertain and belong to particular men, merely as individuals or single persons; relative, which are incident to them as members of society, and standing in various relations to each other." 1 Bl. Comm. 123. Johnson v. Johnson, 32 Ala. 637; People v. Berberrich, 20 Barb, (N. Y.) 224. dressed in a civil action. Also a term applied to certain rights secured to citizens of the United States by the thirteenth and fourteenth amendments to the constitution, and by various acts of congress made in pursuance thereof. State of Iowa v. Railroad Co., C.C.Iowa, 37 F. 498, 3 L.R.A. 554; State v. Powers, 51 N.J.L. 432, 17 A. 969. Rights are also classified in constitutional law as natural, civil, and political, to which there is sometimes added the class of "personal rights." Natural rights are those which grow out of the nature of man and depend upon personality, as distinguished from such as are created by law and depend upon civilized society; or they are those which are plainly assured by natural law (Borden v. State, 11 Ark. 519, 44 Am.Dec. 217); or those which, by fair deduction from the present physical, moral, social, and religious characteristics of man, he must be invested with, and which he ought to have realized for him in a jural society, in order to fulfill the ends to which his nature calls him. 1 Woolsey, Polit. Science, p. 26. Such are the rights of life, liberty, privacy, and good reputation. See Black, Const. Law (3d Ed.) 523. Civil rights are such as belong to every citizen of the state or country, or, in a wider sense, to all its inhabitants, and are not connected with the organization or administration of government. They include the rights of property, marriage, protection by the laws, freedom of contract, trial by jury, etc. Winnett v. Adams, 71 Neb. 817, 99 N.W. 681. Or, as otherwise defined, civil rights are rights appertaining to a person in virtue of his citizenship in a state or community. Rights capable of being enforced or re- Political rights consist in the power to participate, directly or indirectly, in the establishment or administration of government, such as the right of citizenship, that of suffrage, the right to hold public office, and the right of petition. Black Const. Law (3d Ed.) 524; Winnett v. Adams, 71 Neb. 817, 99 N.W. 681. Personal rights is a term of rather vague import, but generally it may be said to mean the right of personal security, comprising those of life, limb, body, health, reputation, and the right of personal liberty. As an Adjective The term "right" means just, morally correct, consonant with ethical principles or rules of positive law. It is the opposite of wrong, unjust, illegal. Old English Law The term denoted an accusation or charge of crime. Fitzh. Nat. Brev. 66 F. Other Compound and Descriptive Terms Base right. In Scotch law, a subordinate right; the right of a subvassal in the lands held by him. Secure– To give security; to assure of payment, performance, or indemnity; to guaranty or make certain the payment of a debt or discharge of an obligation. Ex parte Reynolds, 52 Ark. 330, 12 S.W. 570. One "secures" his creditor by giving him a lien, mortgage, pledge, or other security, to be used in case the debtor fails to make payment. Also, not exposed to danger; safe; so strong, stable or firm as to insure safety. Wenzel & Henoch Const. Co. v. Industrial Commission, 202 Wis. 595, 233 N.W. 777, 779. Seizures– To take possession of forcibly, to grasp, to snatch, or to put in possession. Hardie v. State, 140 Tex.Cr.R. 368, 144 S.W.2d 571, 575. Law of Copyholds Seizure is where the lord of copyhold lands takes possession of them in default of a tenant. It is either seizure quousque or absolute seizure. Practice The act performed by an officer of the law, under the authority and exigence of a writ, in taking into the custody of the law the property, real or personal, of a person against whom the judgment of a competent court has passed, condemning him to pay a certain sum of money, in order that such property may be sold, by authority and due course of law, to satisfy the judgment. Or the act of taking possession of goods in consequence of a violation of public law. Carey v. Insurance Co., 54 N.W. 18, 84 Wis. 80, 20 L.R.A. 267, 36 Am.St. Rep. 907. Seizure, even though hostile, is not necessarily capture, though such is its usual and probable result. The ultimate act or adjudication of the state, by which the seizure has been made, assigns the proper and conclusive quality and denomination to the original proceeding. A condemnation asserts a capture ab inittio; an award of restitution pronounces upon the act as having been not a valid act of capture, but an act of temporary seizure only. Appleton v. Crowninshield, 3 Mass. 443. Unreasonable– Irrational; foolish; unwise; absurd; silly; preposterous; senseless; stupid. Southern Kansas State Lines Co. v. Public Service Commission, 135 Kan. 657, 11 P.2d 985, 987. Not reasonable; immoderate; exorbitant. Cass v. State, 124 Tex.Cr.R. 208, 61 S.W.2d 500. Capricious; arbitrary; confiscatory. Harris v. State Corporation Commission, 46 N.M. 352, 129 P.2d 323, 328. Violation [ed] – Injury; infringement; breach of right, duty or law; ravishment; seduction. The statute 25 Edw. III. St. 5, c. 2, enacts that any person who shall violate the king's companion shall be guilty of high treason. Class #15— Page 4 of 6 Comprehensive Study of The Law of the Land Part IX: Amendment 4 Sunday, August 23, 2014 1 p,m. — 3 p.m Mhhs—Eyes Wide Open Blog Talk: Chat Room ORCall In: 347 945-5899 Warrants v. In contracts. To engage or promise that a certain fact or state of facts, in relation to the subject-matter, is, or shall be, as it is represented to be. In conveyancing. To assure the title to property sold, by an express covenant to that effect in the deed of conveyance. To stipulate by an express covenant that the title of a grantee shall be good, and his possession undisturbed. Warrant, n. 1. A writ or precept from a competent authority in pursuance of law, directing the doing of an act, and addressed to an officer or person competent to do the act, and affording him protection from damage, if he does it. People v. Wood, 71 N.Y. 376. 2. Particularly, a writ or precept issued by a magistrate, justice, or other competent authority, addressed to a sheriff, constable, or other officer, requiring him to arrest the body of a person therein named, and bring him before the magistrate or court, to answer, or to be examined, touching some offense which he is charged with having committed. See People v. Baxter, City Ct., 32 N.Y.S.2d 325, 327. See, also, Bench-Warrant; SearchWarrant. 3. An order by which the drawer authorizes one person to pay a particular sum of money. Shawnee County v. Carter, 2 Kan. 130. 4. An authority issued to a collector of taxes, empowering him to collect the taxes extended on the assessment roll, and to make distress and sale of goods or land in default of payment. 5. A command of a council, board, or official whose duty it is to pass upon the validity and determine the amount of a claim against the municipality, to the treasurer to pay money out of any funds in the municipal treasury, which are or may become available for the purpose specified, to a designated person whose claim therefor has been duly adjusted and allowed. Roe v. Roosevelt Water Conservation Dist., 41 Ariz. 197, 16 P.2d 967, 970; State v. State Board of Examiners, 74 Mont 1, 238 P. 316, 328. A "warrant" differs from a "bond" in that a bond is a "negotiable instrument", whereas a warrant is nonnegotiable and is subject at all times to the defenses it would be were it in the hands of the original payee, which is not the case with a negotiable bond. Adams v. McGill, Tex.Clv.App., 146 S.W.2d 332, 334. 6. In England, a dividend warrant or coupon. See Coupons. Coupons. Interest and dividend certificates; also those parts of a commercial instrument which are to be cut, and which are evidence of something connected with the contract mentioned in the instrument. They are generally attached to certificates of loan, where the interest is payable at particular periods, and, when the interest is paid, they are cut off and delivered to the payer. Wharton. Toon v. Wapinitia Irr. Co., 117 Or. 374, 243 P. 554, 556. In England, they are known as warrants or dividend warrants, and the securities to which they belong, debentures; 13 C. B. 372. Coupons are written contracts for the payment of a definite sum of money on a given day, and being drawn and executed in a form and mode for the purpose, that they may be separated from the bonds and other instruments to which they are usually attached, it is held that they are negotiable and that a suit may be maintained on them without the necessity of producing the bonds. Each matured coupon upon a negotiable bond is a separable promise, distinct from the promises to pay the bonds or the other coupons, and gives rise to a separate cause of action. Aurora v. West, 7 Wall. 88, 19 L.Ed. 42. Haven v. Depot Co., 109 Mass. 88; Thompson v. Perrine, 106 U.S. 589, 1 S.Ct. 564, 27 L.Ed. 298. Reminder Notes for Future Classes: State - A People permanently occupying a fixed territory, bound together by common-law, habits, and custom into one body politic exercising, through the medium of an organized government, independent sovereignty and control over all persons and things within its boundaries, capable of making war and peace and of entering into international relations with other communities of the globe. Black's Law Dictionary 4 th Edition Parties to the Constitution – United States: 1. Moors – Supreme Authority, and 2. Union [United] States of America – Europeans, the People adopted into the Nation. Status – The etymology of the word state comes from the latin "Status" – stare – to stand; Status – manner of standing, attitude, position, carriage, manner, dress, apparel; and other senses. All legislative powers herein granted shall be vested in a Congress of the United States - Moors, which shall consist-[stands together with] of a Senate and House of Representatives – [members elected from the Union States] The 3 Great Departments of Government: ♦ Legislative – pass law – this is appropriate if you comprehend that the Moors make up the United States and only the sovereign of the land can make any laws. ♦ Executive – approve and execute the laws that have been passed. ♦ Judicial – expound and enforce the laws that have been passed. 9 Lawful Questions: 1. Who does the 4 th Bill of Right (Amendment) secure? 2. What of the People' is secured by the 4 th Amendment? 3. What are the People secured against? 4. What must first be obtained in order to by pass the 4 th Bill of Rights? Give an example? 5. In order for the 4 th Bill of Rights to be effective what must be included? From who? 6. Who cannot utilize the 4 th Bill of Rights? Why? 7. If they use the 4 th Bill of Rights is used against the People what is that called? 8. What MUST be described in the warrant? 9. When MUST the warrant be obtained? Group Discussion Question The purpose of the 4 th Bill of Rights is to secure People from who and overall assure them of what? Supreme Laws for Review: Section 1 the right of the people to be secure. "...and it is the duty of the courts to be watchful for the constitutional rights of the citizen, and against any stealthy encroachments thereon." Byars v. U.S., 273 US 28 (1927) " The permissibility of a particular law enforcement practice is judged by balancing its intrusion on the individual's Fourth Amendment interests against its promotion of legitimate governmental interests." Delaware v. Prouse, 99 S.Ct. at 1396. "The Fourth Amendment is to be construed in the light of what was deemed an unreasonable search and seizure when it was adopted, and in a manner which will conserve public interests as well as the interests and rights of individual citizens." Carroll v. U.S. 267 US 132, 149. "Stopping an automobile and detaining its occupants constitute a "seizure" within meaning of the Fourth Amendments, even though purpose of stop is limited and resulting detention is quite brief."Delaware v. Prouse, 440 US 648, "Where property or evidence has been obtained through unconstitutional search and seizure, failure to return the same and to suppress the evidence learned thereby constitutes reversible error. - Boyd v. United States, 116 US 616; Weeks v. United States, 232 US 383; Silverthorne Lumber Co. v. United States, 251 US 385; Gouled v. United States, 255 US 298; Amos v. United States, 255 US 313. "When officers detained defendant for the purpose of requiring him to identify himself, they performed a "seizure" of his person subject to the requirements of the Fourth Amendment." Brown v. Texas, 443 US at 47 ). Class #15 — Page 5 of 6 Comprehensive Study of TheLaw of the Land Part IX: Amendment 4 SundayAugust 23rd1—3 p.m. Blog Talk: MHHS Eyes Wide Open Chat Room ORCall In: 347 945-5899 "The essential purpose of the proscriptions of the Fourth Amendment is to impose a standard of "reasonableness"* upon the exercise of discretion by government officials, including law enforcement agents, in order 'to safeguard the privacy and security of individuals against arbitrary invasions...'"** Delaware v. Prouse, 99 S.Ct. at 1396. * See Marshall v. Barlows Inc., 436 US 307, 315, 98 S.Ct. 1816, 1822 (1978); U.S. v. Brignoni-Ponce, 422 US 873, 878, 95 S.Ct. 2574, 2578, 45 L.Ed.2d 607 (1975); Cady v. Dombrosky, 413 US 433, 439, 93 S.Ct. 2523, 2527, 37 L.Ed.2d 706 (1973); Terry v. Ohio, 392 US 1, 20-21, 88 S.Ct. 1868, 1879, 20 L.Ed.2d 889 (1968); Chambers v. Maroney 399 US 42, 51 "In sum then, individuals accosted by police on the basis merely of reasonable suspicion have a right not to be searched, a right to remain silent, and, as a corollary, a right not to be searched if they choose to remain silent. Justices Brennan, Marshall and Stevens dissenting in Michigan v. DeFillipo 443 US at 45 An Analysis of "The Spirit of the Supreme Law of the Land" Part X –5th Bill of Rights of the American Constitution 1791. 1906: Hale v. Henkel, 201 U.S. 43. Defined the distinction between natural persons and corporations as it pertains to 5th Amendment protections within the U.S. Constitution. "...we are of the opinion that there is a clear distinction in this particular between an individual and a corporation, and that the latter has no right to refuse to submit its books and papers for an examination at the suit of the state. The individual may stand upon his constitutional rights as a citizen. He is entitled to carry on his private business in his own way. His power to contract is unlimited. He owes no duty to the state or to his neighbors to divulge his business, or to open his doors to an investigation, so far as it may tend to criminate him. He owes no such duty to the state, since he receives nothing therefrom, beyond the protection of his life and property. His rights are such as existed by the law of the land long antecedent to the organization of the state, and can only be taken from him by due process of law, and in accordance with the Constitution. Among his rights are a refusal to incriminate himself, and the immunity of himself and his property from arrest or seizure except under a warrant of the Class #15 — Page 6 of 6 Comprehensive Study of The Law of the Land Sunday Part IX: Amendment 4 August 23, 20141—3 p.m. Blog Talk: MHHS Eyes Wide Open Chat RoomORCall In: 347 945-5899 law. He owes nothing to the public so long as he does not trespass upon their rights. Upon the other hand, the corporation is a creature of the state. It is presumed to be incorporated for the benefit of the public. It receives certain special privileges and franchises, and holds them subject to the laws of the state and the limitations of its charter. Its powers are limited by law. It can make no contract not authorized by its charter. Its rights to [201 U.S. 43, 75] act as a corporation are only preserved to it so long as it obeys the laws of its creation. There is a reserved right in the legislature to investigate its contracts and find out whether it has exceeded its powers. It would be a strange anomaly to hold that a state, having chartered a corporation to make use of certain franchises, could not, in the exercise of its sovereignty, inquire how these franchises had been employed, and whether they had been abused, and demand the production of the corporate books and papers for that purpose. The defense amounts to this: That an officer of a corporation which is charged with a criminal violation of the statute, may plead the criminality of such corporation as a refusal to produce its books. To state this proposition is to answer it. While an individual may lawfully refuse to answer incriminating questions unless protected by an immunity statute, it does not follow that a corporation, vested with special privileges and franchises, may refuse to show its hand when charged with an abuse of such privileges. " Sistars Standing On Law \| Part 2 —Article I \| Part 8— Bill of Right II & III \| \|---\|---\| \| Part 3 —Article II \| Part 9 — Bill of Right IV \| \| Part 4 —Article III \| Part 10 — Bill Right V \| \| Part 5 — Article IV & V \| Part 11 — Bill of Right VI \| \| Part 6 —Article VI & VII \| Part 12 — Bill of Right VII & VIII \| This Series contains a total of 13 Classes and the first class began on December 15th, 2013, our 7th overall broadcast on MHHS-Eyes Wides Open Blog Talk "Sistars Standing On Law" .	<urn:uuid:e27ec716-8620-43e9-931b-77fd8aa97966>	CC-MAIN-2021-04	http://rvbeypublications.com/sitebuildercontent/sitebuilderfiles/sistarsclass15.pdf	2021-01-20T19:08:10+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00139.warc.gz	98,947,664	7,608	eng_Latn	eng_Latn	0.994989	eng_Latn	0.995489	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 6266, 12410, 18280, 23445, 28300, 30528 ]	[ 1.1015625, 2.03125 ]	3	7
Welcome to Success Basic Safety Study Guide The following questions should be answered using complete sentences on a separate piece of paper. 1. What is the highest safe standing level on an extension ladder? 2. How far must an extension ladder extend beyond a platform? 3. What is an MSDS sheet? What is its purpose? 4. Heat is anything that will raise a fuel temperature to the point. 5. Tags on a fire extinguisher show what? 6. What is a UL label? Why is it important? 7. What is a three wire system? 8. What does the ground in an electrical system do? 9. When do you use a concealed receptacle? 10. What is proximity work? 11. What is a lockout tag out system? 12. What is a barricade? 13. What materials can be used for protective barricade? 14. What does a red barricade indicate? 15. How do you properly clean your safety glasses? 16. Can you alter or modify your safety equipment? 17. If you cannot alter or modify your safety equipment, please tell me why. 18. What material are most hard hats made out of? 19. What is the maximum length of a lanyard on a safety harness? 20. How do you clean your earplugs? 21. What do you use to protect yourself against brief exposures of gas or fumes? 22. Who is responsible for on-the-job safety? Welcome to Success Basic Safety Study Guide 23. What color are caution signs? 24. What color are danger signs? 25. What are cylinders? 26. How do we store cylinders? 27. What is welding? 28. What three things must I checked before and during welding operations? 29. On a cutting torch a green hose carries what gas? 30. Why do we cut metals in a well ventilated area? 31. What is a friction striker used for? The following words should be defined using full sentences. 1. Unsafe conditions 2. unsafe acts 3. qualified person 4. competent person	<urn:uuid:a0f761f1-307d-4c97-a1ee-7e20af7d1693>	CC-MAIN-2021-04	https://www.ybccs.org/uploads/3/9/1/2/3912979/basic_safety_study_guide.pdf	2021-01-20T18:48:32+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00137.warc.gz	1,081,519,569	421	eng_Latn	eng_Latn	0.998997	eng_Latn	0.999056	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1271, 1832 ]	[ 2.9375 ]	1	0
What Readers Have to Say About 'Noses Are Red' " 'Noses Are Red' is the de-fun-ative book on children and humor. Yes, I said 'de-fun-ative.' After you read Joel Schwartz's wonderful book, you'll start making up funny words, too!" — David Glickman, Humor Advantage "This book encourages us to lighten up and enjoy our angels at a time in their lives when they are pure sweetness most of the time." — Robin Wes, founder, The Little Gym "This book was so much fun to read. I didn't realize how much I was learning until I found myself using humor to explain where warts come from." — Mindy May, mother of two sets of twins About the Author * Abington Memorial Hospital Department of Psychiatry Chairman for 11 years * Board-certified Child, Adolescent & Adult Psychiatrist * Certified Child, Adolescent & Adult Psychoanalyst * Associate Director and Head of Child and Adolescent Services at Northwestern Institute * Teacher and supervisor for psychiatric residents and psychoanalytic candidates in private practice * Author of eight books for young adolescents age 10 to 14. His first book,"Upchuck Summer," sold over 150,000 copies in paperback * Author of "Noses are Red," a manual for parents on how to improve children's sense of humor 'NOSES' & STOP SMELL THE * NSA member * Phi Beta Kappa at Franklin and Marshall College * Received M.D. from Hahnemann University Hospital, and psychiatric training at the Institute of Living and Hahnemann University * Herman Belmont Award recipient for Excellence in Teaching Child and Adolescent Psychiatry * United States Air Force Commendation Medal recipient during his tour of duty in the U.S. Air Force. BY DR. JOEL SCHWARTZ Contact Dr. Schwartz 1315 Cinnamon Drive Fort Washington, PA 19034 215-498-6333 stresslessshrink@ comcast.net www.stresslessshrink.com In 'Noses Are Red, Joel Schwartz, M.D., gives his readers the gift of laughter with his comical and thoughtful tips on how to instill humor into children's lives, starting in their infancies. Dr. Schwartz, head of the department of psychiatry at Abington Memorial Hospital outside of Philadelphia, defines a sense of humor as a light-hearted approach to the trials and tribulations of life. He says,"It is a way of living one's life, of viewing the world and making the most out of one's own potential." Each chapter of 'Noses" is divided into The Principles, which deal with developmental milestones, and The Practicals, which give the reader suggestions on how to grow the humorous perspective. Showcasing the illustrations of Emmy-award winning illustrator Bruce Blitz,"Noses" is a colorful, quick read with loads of practical and humorous advice. Give it as a gift to a new parent or grandparent, offer it to your child's teacher or give yourself a refresher course on the importance of filling your day with laughter. No matter the reason, just be sure to read it.	<urn:uuid:f2373983-580e-42ae-b383-30636511776e>	CC-MAIN-2021-04	http://www.stresslessshrink.com/uploads/JoelSchwartzBook.pdf	2021-01-20T19:40:24+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00138.warc.gz	186,350,894	651	eng_Latn	eng_Latn	0.995471	eng_Latn	0.995471	[ "eng_Latn" ]	false	docling	[ 2890 ]	[ 1.46875 ]	2	1
Lake George Each year high tides and fresh water run off into drains that fill the Lake and encourage weed growth, which is both good and bad. The good point is that as Summer comes the Lake gradually recedes and leaves huge areas of the lake with weed close to the surface. At this time the sailing is unreal, the water like a mirror, not a ripple and the wind blowing at an average 2025 knots, the conditions don't get much better. Down wind speed or reaching is FAST and arching into a carving gybe is just great, no hassle. This information will come as no surprise to the regulars who like a change from the chop or wavesailing, found in Adelaide and Melbourne. We often have visitors from both come down at Easter and Christmas. Camping Fosters Point has great camping areas and you can always find a peaceful spot under large teatrees. When camping here you must 1) Bring your own fire wood, and 2) Remove all rubbish from your area Getting there The track to the Lake is corrugated and full of holes, but can be navigated by most cars -- Even in wet conditions as the ground is always hard underneath. To get there you drive into Beachport and turn right, keep going past the "5 mile Drift" sign and through the gate. Keep to your right until coming out onto Fosters Point, which is a small peninsula dividing Lake George. The Sailing Fosters Point has a weed reef on either side about 400 metres off shore which is under water when the Lake is full. As the Lake drops part of this weed reef becomes exposed and white salt foam forms on it, normally from whichever way the wind is blowing. No matter which way the wind blows either one side of the Lake or the other is always smooth. There are two islands on the southern side of the lake which you need to keep at least 100 metres from due to sharp rocks. When coming into shore you need to slow down or get off early as the water is shallow in close. Wind is either strong enough for a 4.0-4.5m sail or light enough for a 6.0-6.5m sail. WINDSURFING SA PO BOX7022, HUTTSTREET, ADELAIDE5000 WEBSITE: WWW.WINDSURFING.ORG SURFBEACH This spot is in front of the car-park, found as you enter Beachport. The beach is known as "Surfbeach" as it has the best surf in the area. The cross shore winds are not normally brilliant, but it does have its moments. These are usually during Summer when a southerly or south-easterly wind blows onto shore with a swell. The Sailing Sailing is parallel with the beach, on the inside of a chasing wave, you can travel a couple of kilometres in either direction while only 150 metres off shore. As you get chased in you need to pick your spots to cross over into the next section between waves. Or if it is a slight cross-on you need to jump, but then you normally have a wide space to gain speed before the next wave – I like it! Also when the swells are huge you can start near the jetty and tack out to one kilometre off the end, then cross ride the huge swells, the locals refer to as "Demole Break", it's great fun. I enjoy sailing my slalom board in these conditions. The wind needs to be reasonable otherwise don't bother. Move on to Lake George. Those who fear sharks, I have never seen one in the many years I've been sailing in the South East waters. The water is too cold, they live near Adelaide. BEACHPORT JETTY to SOUTH END JETTY This 14km trip is great on North-easterlies. Because of the wind direction it tends to be a straight reach. Slightly upwind coming back to Beachport - Fairly flat water with rolly swirls and ramps company required or let someone know where you're going. Take a flare as it is several Kms off shore in the middle of bay. Clean clear water with lots of cray buoy markers and on a good day there are plenty of small boat fishermen for company Lake George Boardsailing Club A division of Windsurfing SA Inc. No racing as such just social sailing most weekends at 5 Mile Drift or Fosters Point, Lake George. There are about 30 sailors in the group. Danny Quintel (08) 8734-8252 home 19 Riddoch Avenue, Mount Burr SA 5279 mailto:email@example.com WINDSURFING SA PO BOX 7022, HUTT STREET, ADELAIDE 5000	<urn:uuid:d81203b1-dd63-4f07-902b-e2e3fade29da>	CC-MAIN-2021-04	http://windsurfing.org/files/FactSheet_Lake_George.pdf	2021-01-20T20:34:48+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00137.warc.gz	116,083,549	1,001	eng_Latn	eng_Latn	0.998292	eng_Latn	0.998393	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2088, 4152 ]	[ 1.609375 ]	1	0
THE PACIFIC JOURNAL OF COMMUNITY DEVELOPMENT VOLUME 4, EDITION 2, 2018 WHANAKE Whanake: The Pacific Journal of Community Development EDITOR IN CHIEF Gavin Rennie DEPUTY EDITOR John Stansfield ADVISORY BOARD Gavin Rennie, Denise Bijoux, Wheturangi Walsh-Tapiata, Love Chile EDITORIAL BOARD Sue Elliott, David Haigh, Helene Connor, Geoff Bridgman, Anne Jennings, Peter Westoby, Aarif Rasheed CONTACT email@example.com Founded at Unitec Institute of Technology in 2015 Cover photograph: Dianna Fuemana Whanake: The Pacific Journal of Community Development is licensed under a Creative Commons AttributionNonCommercial 4.0 International License. An ePress publication firstname.lastname@example.org www.unitec.ac.nz/epress/ Unitec Institute of Technology Private Bag 92025, Victoria Street West Auckland 1142 New Zealand Poverty in New Zealand Poverty in New Zealand is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. This publication may be cited as: Haigh, D. (2018). Poverty in New Zealand, Whanake: The Pacific Journal of Community Development, 4(2), 102–115. Founded at Unitec Institute of Technology in 2015 An ePress publication email@example.com www.unitec.ac.nz/epress/ Unitec Institute of Technology Private Bag 92025, Victoria Street West Auckland 1142 New Zealand Poverty in New Zealand DAVID HAIGH Abstract Poverty is an important socio-political issue in Aotearoa New Zealand. The Children's Commissioner's Child Poverty Monitor has established the following measures of poverty: material hardship (households that go without things they need), and income poverty (where household income is less than 60% of the current median income). It was also identified that households in extreme poverty (including 80,000 children) are experiencing both material hardship and income poverty. Various policy proposals are made to government to relieve poverty in both the short and long term. Short-term measures will not involve high cost and include greater child-support payments to sole parents who are receiving a benefit. Long-term measures involve increased childrelated benefits and greater commitment by government to social housing and continuing free healthcare. This paper also recognises the importance of a cultural shift in the Department of Work and Income in relation to staff treatment of benefit applicants. Introduction Poverty has become a socio-political problem in Aotearoa New Zealand. Over recent years, governments have neglected the rapid growth in poverty. This has been based on a political belief that getting a job will relieve poverty. This belief has been countered by others who show that getting a low-paid job is no panacea for living on a low-paid benefit. Some politicians actually deny that poverty exists in this country. Leader of the ACT party, Jamie Whyte in 2016 stated that there was no poverty in New Zealand because there were no slums. In an attempt to define poverty, he seemed to move towards the Third World indicator of abject poverty rather than considering the face of poverty in this country. However, his argument does raise the important question about an agreed approach to measuring and understanding poverty. In New Zealand, poverty is seen as relative, whereby those suffering deprivation are often struggling to feed their children, living in insecure circumstances and unable to enjoy a satisfying social life. As a result, family members' health suffers and children fail to achieve a sound level of education. This research is an attempt to look at ways of measuring poverty and the best ways of reducing and eliminating poverty in this country. It considers three key questions: –– What are the key indicators of poverty in Aotearoa New Zealand? –– What are the evidence-based actions, policies and programmes that could reduce or eliminate poverty in Aotearoa New Zealand? –– What other innovative ideas could be worth exploring? The New Zealand Children's Commissioner's Expert Advisory Group on Solutions to Child Poverty (EAG) (2012) explained the reality of poverty in Aotearoa New Zealand in this way: Child poverty involves material deprivation and hardship. It means, for instance, a much higher chance of having insufficient nutritious food, going to school hungry, wearing worn-out shoes or going barefoot, having inadequate clothing, living in a cold, damp house and sleeping in a shared bed. It often means missing out on activities that most New Zealanders take for granted, like playing sport and having a birthday party. It can also mean much narrower horizons – such as rarely travelling far from home. For instance, many children in low-income families in the Hutt Valley and in Porirua have never been the short distance to Wellington city (The Dominion Post, 27-28 October, 2012). A major reason is because their families cannot afford the very modest transport costs. This is the harsh reality for many of our children (p. 1). The advisory group goes on to point to the fact that child poverty carries economic costs. The costs start with the children themselves and then move on to the wider society. Initially, these include children going hungry and living in cold, damp housing. Being socially excluded results in poor school achievements. In the longer-term, child poverty correlates with unemployment, poor physical and mental health, and higher rates of criminality. The report states that these economic cost are $6-8 billion per year and it "…damages the nation's long term prosperity" (EAG, 2012, p. vi). A recent article in the New Zealand Herald (Leahy, 2018) said that the 'working poor' are frequently living in motels as a response to homelessness and that four out of ten families living in poverty are working poor. In the same article, the Salvation Army is quoted as saying that there was an increasing number of families seeking food parcel assistance in 2017 and that 60% of those had never sought help before. As well as the Salvation Army, a number of other community coordinating and advocacy organisations have been consistent in their claims, backed by data, that Aotearoa New Zealand faces a major socio-economic issue of poverty that is accelerating. The Child Poverty Action Group has, over a number of years, spoken out, researched and disseminated information on child poverty and its impacts. It argues that "290,000 Kiwi kids live below the poverty line" (2018, para. 1), and that "Nutritious food for children is beyond the reach of many low-income families." (CPAG, 2011, para. 6) Using various definitions, Boston and Chapple (2015) have calculated the number of children living in poverty and material hardship: (Boston & Chapple, 2015, p. 40) Auckland City Mission research (2014) into the lives of 100 families in poverty highlighted the following: –– Food is scarce for impoverished people and may involve a great deal of effort to obtain (p. 5). –– Housing may not provide a place of sanctuary and may compound the struggles of being poor (p. 5). –– Participants had to tell and re-tell their stories of despair to many different agents to 'prove' they were poor, truly desperate and deserving of help (p. 18). The New Zealand Council of Christian Social Services (NZCCSS) (2017, para. 3) claims "…that there are around 682,500 people in poverty in this country or one in seven households." The NZCCSS goes on to explain what this means in reality. "Being in poverty means experiencing hunger and food insecurity, poor health outcomes, reduced life expectancy, debt, and unaffordable or bad housing." (para. 13) In 2008, Catholic Bishops issued a statement of concern about levels of poverty in Aotearoa New Zealand. They said, in Poverty in an affluent society: When a section of our society is allowed to fall into poverty and hardship, everyone is at risk from symptoms of that economic violence. The diseases that thrive in conditions of poverty threaten the health of everyone; the violence that accompanies economic stress does not confine itself to the poorest suburbs; and the uncertainty of those living with insecure work is exposed in mental illness and suicide rates. (NZCBC, 2008, para. 14) The poverty issue is acknowledged by government officials – a briefing to the Minister of Social Development in 2017 stated: In light of the short and long-term costs of child poverty to individuals and communities and relatively flat trend lines in levels of child poverty and hardship, it is important to continue to make progress in this area. Alleviating hardship for children in the 'here-and-now' is an investment to improve life chances and child wellbeing in other domains, and reduces the potential harm and costs (including economic costs) to society. Within this multi-pronged approach, options could be explored to review the adequacy of the existing transfer payments, notably in the case of families with children. (New Zealand Government, 2017, p. 28) The measurement of child poverty is used as a means of measuring poverty in the general population. Research and analysis of child poverty has been carried out though organisations like Child Poverty Action and the work of the Children's Commission. Measuring levels of poverty Recently, government introduced the Child Poverty Reduction Bill, which establishes criteria for measuring poverty including low income (less than 50% of median household income), through to those who experience material hardship and persistent poverty. The Minister for Social Development has responsibility to produce a strategy that would improve the wellbeing of children and reduce poverty. In addition, the minister is required to set longterm (ten-year) and intermediate (three-year) targets for reducing poverty. In determining appropriate measures, the minister should consider the New Zealand Children's Commission's EAG work in this area, which proposes this definition of child poverty: Children living in poverty are those who experience deprivation of the material resources and income that is required for them to develop and thrive, leaving such children unable to enjoy their rights, achieve their full potential and participate as equal members of New Zealand society. (EAG, 2012, p. 2) This definition links poverty to both inadequate material resources and low income. It also relates to the rights of children. In addition, the report reflected on the relevant 1972 objective proposed by the Royal Commission on Social Security. This objective for social wellbeing is "to ensure that everyone is able to enjoy a standard of living much like the rest of the community, and thus be able to feel a sense of participation in and belonging to the community (p. 65)" (EAG, 2012, p. 4). This objective suggests an egalitarian society where there was little difference between groups in society in terms of income and wealth. The intervening decades have, however, resulted in grave disparities of income and wealth. The following graph shows these changes from the 1990s to 2011. The sudden change in the 1990s is a result of benefit reductions coupled with limitations on trade unions to negotiate on behalf of members under the Employment Contracts Act, and reduced working conditions. Rashbrooke (2014) says, "Weaker bargaining power for many low-paid workers is the flipside of greater power for company managers" (p. 7). Statistics New Zealand explained disparities in wealth: "Household wealth in New Zealand was concentrated in the top 20% of New Zealand households, which held about 70% of total household net worth" (Statistics NZ, 2016, para. 3). The following graphs demonstrate the income and wealth disparities. According to research carried out by Oxfam New Zealand, "…two New Zealand men own more wealth than the poorest 30% of the adult population" (Oxfam NZ, 2017, para. 1). In addition, Rashbrooke (2014) states that "…the wealthiest 1 per cent of the adult population alone [in New Zealand] own 18 per cent of the total wealth" (p. 46). The New Zealand Children's Commissioner's Child Poverty Monitor (2017) considers two key measures of poverty: a) Material Hardship – within this category are two measures: –– Lesser Hardship: 135,000 NZ children (12%) live in households that go without seven or more things they need (see appendix). –– Greater Hardship: 70,000 NZ children (6%) live in households that go without nine or more things they need. b) Poverty – within this category are two measures: –– Income Poverty: 290,000 NZ children (27%) with household income less than 60% of the median contemporary income. –– Severe Poverty: 80,000 NZ children (7%) are in low-income households and are also experiencing material hardship. Boston (2013) explained that the gap between the rich and poor in New Zealand increased markedly in the early 1990s when benefit payments to individuals were markedly reduced together with pressures on wage income (p. 5). Since that period, poverty rates have stayed much the same for ten years and then reduced, only to rise again in 2008. Figure 1 shows these changes. Different poverty measures are used internationally. For example, the European Union uses 60% of the median household equivalent disposal income and the OECD uses the 50% measure (Stephens, 2013). The term equivalent is used to adjust income for families of different size. However, Stephens, while recognising these two measures (60% and 50%), also notes that more data is needed to identify the geographic distribution of poverty, "… showing which areas have high incidence of unemployment, sole parenting, low household income etc" (p. 21). Stephens also notes that national averages may not pick up on the family types most affected. He states: Family groups with a high incidence of poverty tend to be sole parents, those with low or no labour force participation, Māori and Pasifika families with children, especially larger families, those renting or paying mortgages and younger households. (p. 21) In spite of their limitations, it is suggested that both the 50% and 60% measures of income are used to monitor poverty together with the measures of hardship as used in the New Zealand Children's Commission's Child Poverty Monitor. Ways of reducing and eliminating poverty in Aotearoa New Zealand This section looks at ways government and the community can work together to reduce and eventually eliminate poverty. The key responsibility lies with the state because of its access to resources (funds, organisations and facilities) and its responsibilities to service the whole of society. It is recognised that government has recently increased incomes of many people through various measures. These include: –– Expanding Working for Families financial support –– Introducing Best Start payments for newborn babies –– Extending parental leave to 22 weeks –– Providing Winter Energy Payments for people on benefits and superannuation –– Increasing the Accommodation Supplement The EAG is the most comprehensive and evidenced-based analysis of child poverty and suggests four areas for policy change to reduce poverty: 1. Short-term measures to deal with hardship 2. More long-term measures that require greater coordination of government agencies together with local government and the community sector 3. Recognition of the complexity of the problem and that merely increasing benefit rates and wages will not be sufficient 4. The need for a government strategy to focus on the special needs of children According to the EAG, the following priorities are recommended for immediate attention at relatively low cost. They are a series of practical, cost-effective and relatively inexpensive measures that will mitigate some of the worst consequences of child poverty. Most of these measures can be implemented quickly and will make a difference to the lives of many children. Their impact on child poverty rates, however, is likely to be only modest: 1. Pass on child support payments to sole parents who are on a stateprovided benefit 2. (Recommendation 13) 3. Establish a Warrant of Fitness for all rental housing (both social and private sector) 4. (Recommendation 20) 5. Support a public-private partnership micro-financing model with the banking sector and community groups with the aim of providing modest low-interest and zero-interest loans as a mechanism to help lowincome families access affordable credit and effectively manage debt (Recommendation 48) 6. Implement a collaborative food-in-schools programme (Recommendation 60) 7. Support young people who are pregnant and/or parenting to remain engaged in education (Recommendation 63) 8. Support effective delivery of local services through community hubs. (p. vii) The following are also recommended by EAG: 1. "Commission an independent and comprehensive review of all childrelated benefit rates and relativities with a prime goal to reduce child poverty" (p. 36) 2. Create a new universal income-support payment for families with dependent children (called the Child Payment) to replace a number of existing benefits and tax credits 3. Increase the number of social houses by a minimum of 2000 units per year until 2020 4. Continue to implement free primary healthcare visits for all children 5. Local government to ensure their parks and other facilities are childfriendly and available and accessible to all children Boston (2013, p. 7) suggests that overseas strategies to reduce child poverty incorporate a mix of policies: 1. Ambitious medium- to long-term reduction targets 2. Increased cash transfers to families who are working and non-working 3. Incentives to encourage sole parents back to work while improving working hours flexibility 4. Increased investment to child support, e.g. childcare, education, longer maternity leave, support for schools in poor areas and increased support for young mothers The preference for unconditional cash assistance also comes from the quality analysis by Berentson-Shaw and Morgan (2017) who propose two options for relieving poverty: 1. One-year universal basic income of $200 per week for every child that enters a family 2. Three-year basic income of $200 per week for every child under three years Berentsen-Shaw and Morgan argue that all the international evidence (pp. 143-148) indicates that the best way to ensure that children thrive is to provide their families with sufficient income so that they can make their own choices. Other innovative proposals The following are suggestions for policy change: A) CULTURAL SHIFT AT WORK AND INCOME St John (2012) attributes negative attitudes to people receiving benefits to "…ingrained prejudice and fear of the stereotype of people on welfare benefits, who are presented as 'a group that breed for money' and the solution to child poverty in New Zealand has been seen as simply to 'get a job'" (p. 16). It is clear that, based on the experiences of advocacy organisations like Auckland Action Against Poverty (AAAP), there needs to be a shift in organisational culture at Work and Income. For example, people applying to receive national superannuation are treated better at a Work and Income office than people applying for benefits to relieve hardship. Superannuants (who receive a universal benefit) are treated with courtesy and assisted through the application process. The same cannot be said for other beneficiaries. Over the past five years, AAAP has assisted and advocated for 6000 individuals who have not been treated well by Work and Income officers. A new organisational culture is needed based on compassion, courtesy, and ensuring that clients are provided with full information on their entitlements and rights including appeal rights. A change-management process to improve the culture of Work and Income management and staff is overdue. Also, appointing staff as skilled caseworkers for individual clients might also assist in moderating negative attitudes to beneficiaries. Lunt, O'Brien and Simpson (2008) state that "Active welfare requires case managers to have a much more sustained relationship with applicants and with the wider labour market" (p. 148). It is pleasing to see that any decision to suspend a benefit will now be checked by a second officer. It is hoped that this review will include impact on children. B) ACCESS TO HEALTH SERVICES Many people find the costs of basic health services too great. Regular dental treatment, glasses and hearing aids are beyond the financial resources of many families. Government needs to widen access to these services for low-income families. While market competition has reduced the price of glasses, the same is not true for dental treatment and hearing aids. Government should: 1. Support community organisations and health agencies providing cheap/ free regular dental treatment and prevention for low income families 2. Through the power of bulk purchasing, reduce the costs of hearing aids 3. Ensure access to affordable after-hours medical and dental services C) ABATEMENT THRESHOLDS In order to encourage people receiving benefits to move into regular employment, the abatement thresholds should be raised. At present a person receiving sole parent support can earn only $100 per week before having the benefit reduced by 30 cents in the dollar. This figure should be increased substantially and costs of travel and child care taken into account. D) SOCIAL HOUSING Affordable and healthy housing is fundamental to people's well-being. A lack of access to secure healthy housing will result in major physical and psychological health problems. It will have major impacts on children's education as families move around in search of accommodation. While priority will be for family homes, there is also need for housing for older people, papakaianga housing close to marae, housing for people with disabilities, emergency housing, as well as accommodation for the homeless (St John, 2012, p. 16). A New Zealand Herald article has, as already stated, reported that the working poor are living in motels and that four out of ten families living in poverty are working poor, but in the same article, policy analyst Alan Johnson said, "There was an increase in government support, more jobs than ever before and wages have been rising – but rents have been rising faster." He went on to say that, "The only way to address this poverty was to tackle underlying issues in the housing market" (Leahy, 2018, paras. 9, 10). E) SCHOOL MEALS The need for school meals (breakfast and/or lunch) is supported by the Children's Commissioner (2014), which has produced guidelines on establishing such programmes. It points out the benefits of feeding children at school: children are healthier and able to learn, and they and the wider community have a better understanding of nutrition. Organisations like KidsCan are active in this area and feed 32,000 children every week at school. Government support for meals in schools programmes would assist communities to reach more children. Inequality and poverty While this paper focuses on the alleviation of poverty, it is important to acknowledge the context of inequality in Aotearoa New Zealand. Wilkinson and Pickett (2010) show that there are social and health impacts as inequality increases. Those worse off suffer both physical and psychological health problems. Rashbrooke (2014) comments that, "New Zealand's long-running survey … shows that children from poor families are twice as likely to suffer heart disease as children from wealthy families" (p. 12). In addition, Rashbrooke picks up the Wilkinson and Pickett conclusion that, "…in less equal societies nearly everybody, not just the poor, is adversely affected" (p. 13). An article in the British newspaper The Guardian (2018) points out that the basic premise of Wilkinson and Pickett "…is that inequality creates greater social competition and divisions, which in turn foster increased social anxiety and higher stress, and thus greater incidence of mental illness, dissatisfaction and resentment. And that leads to coping strategies – drugs, alcohol, and […] gambling – which themselves generate further stress and anxiety" (Anthony, 2018, para. 8). It is clear that New Zealand has become an unequal society with the wealthiest 1% owning 20% of the country's net worth and the top 6% owning 60%. (Rashbrooke, 2014, p. 47) In terms of income, the richest 1% annual income has risen rapidly since the 1980s, whereas the poorest 10% has stayed constant over the decades (p. 56). Piketty (2014) has convincingly argued that the economic and political reason that inequality has risen rapidly in recent decades is due to the adoption of neoliberal policies. These policies have favoured the wealthy in the following way: The return on capital (r) (interest, dividends, profits, property) exceeds the rate of economic growth (g) from which income is derived. In peacetime it does this continuously year by year. This concept is reduced to the formula r > g. If the rate of return is on average 5-10%, it far exceeds economic growth of say 2-3% and wage rises of around 1%. Piketty goes on to state that the wealthiest obtain the highest rate of return due to having fortunes that can be managed in a way to take advantage of a system that favours them. This wealth will also give them political power. Conclusions It is clear from evidence-based analyses of programmes and policies that the best way to reduce poverty in the most effective and efficient way is to increase unconditional weekly payments to those on low incomes, whether waged or receiving a benefit. In addition, greater emphasis needs to be given to the building of social housing, coupled with increased provisions of health services such as free dental treatment, hearing aids and glasses for all children and those on low incomes. While the focus of this paper has been about poverty reduction, it is useful to make special mention about child poverty and support for those caring for children. Calling for a new focus, St John (2012) says: …it would start with asking what a woman with young children would need to thrive; it would admit that she is working; it would wrap her around with support and would stop tying social provision to narrow concepts of paid work. Importantly, it would not victimise and exclude some poor children from poverty alleviation measures, but it would place the child at the centre of a paradigm to determine how best that child could flourish. (p. 17) This paper attempts to clarify what should be done to relieve poverty in the population in Aotearoa New Zealand. How this will be achieved through the political system, however, is beyond the scope of this study. References Anthony, A. (2018, June 3). Is rising inequality responsible for greater stress, anxiety and mental illness? The Guardian. Retrieved from https://www.theguardian.com/books/2018/jun/03/ is-rising-inequality-responsible-for-greater-stress-anxiety-andmental-illness-the-inner-level Auckland City Mission. (2014). Speaking for ourselves. Auckland, New Zealand: Author. Berentson-Shaw, J., & Morgan, G. (2017). Pennies from heaven: Why cash works best to ensure all children thrive. Wellington, New Zealand: Public Interest Publishing. Boston, J. (2013). The challenge of securing durable reductions in child poverty in New Zealand. Policy Quarterly, 2(9), 3-11. Boston, J., & Chapple, C. (2015). The child poverty debate. Wellington, New Zealand: BWB Texts. Catholic Bishops' Statement. (2008). Poverty in an affluent society. Retrieved from https://www.catholic.org.nz/about-us/bishopsstatements/poverty-in-an-affluent-society Child Poverty Action Group. (2018). Our vision is an Aotearoa where all children flourish free from poverty. Retrieved from https:// www.cpag.org.nz/ Child Poverty Action Group. (10 March 2011). Nutritious food too costly for the poorest families. Retrieved from https://www. cpag.org.nz/resources-2/household-expenses-1/ Duncanson, M., Oben, D. M., McGee, M., & Simpson, J. (2017). Child poverty monitor technical report. Dunedin, New Zealand: New Zealand Child and Youth Epidemiology Service, University of Otago. Retrieved from: http://nzchildren.co.nz Expert Advisory Group on Solutions to Child Poverty. (2012). Solutions to child poverty in New Zealand: evidence for action. Wellington, New Zealand: New Zealand Children's Commissioner. Health Promotion Forum. (2012). Child poverty in New Zealand. In The right to health: proceedings of the health and human rights workshops (pp. 16-17). Auckland, New Zealand: author. Johnson, A. (2017). Taking stock: The demand for social housing in New Zealand. Auckland, New Zealand: Salvation Army Social Policy & Parliamentary Unit. Leahy, B. (2018, May 28). Rising rental prices creating a new class of 'working poor', support group warns. New Zealand Herald. Retrieved from https://www.nzherald.co.nz/ Lunt, N., O'Brien, M., & Simpson, R. (2008). New Zealand, new welfare. Melbourne, Australia: Cengage Learning Australia. New Zealand Catholic Bishops Conference. (14 September 2008). Poverty in an affluent society: Justice. Retrieved from https:// www.catholic.org.nz/about-us/bishops-statements/poverty-inan-affluent-society Expert Advisory Group on Solutions to Child Poverty. (2012). Solutions to child poverty in New Zealand: evidence for action. Wellington, New Zealand: New Zealand Children's Commissioner. New Zealand Council for Christian Social Services. (2017). Fact 1: There is poverty in the midst of prosperity in Aotearoa New Zealand. Retrieved from: https://nzccss.org.nz/work/poverty/ facts-about-poverty/fact-1-there-is-poverty-in-the-midst-ofprosperity-in-aotearoa-new-zealand/ New Zealand Government. (2017). Briefing for Minister: Social Development. Retrieved from beehive.govt.nz/sites/default/ files/2017-12/Social%Development.pdf Office of the Children's Commissioner. (2014). Guidelines for food in schools programme. Retrieved from www.occ.org.nz/assets/ Publications/Guidelines-for-schoold-programmes.pdf Oxfam New Zealand. (2017). Revealed: New Zealand's growing wealth gap 'fracturing society'. Retrieved from htpp://Oxfam. org.nz/new/16.1.2017 Perry, B. (2017). Household Incomes in New Zealand: Trends in indicators of inequality and hardship 1982 to 2016. Wellington, New Zealand: Ministry of Social Development. Retrieved from http://www.msd.govt.nz/about-msd-and-our-work/ publications-resources/monitoring/household-incomes/index. html Piketty, T. (2014). Capital in the twenty-first century. Cambridge, MA: Belknap Press. Rashbrooke, M. (2014). The inequality debate. Wellington, New Zealand: Bridget Williams Books. Royal Commission on Security. (1972). Report on social security in New Zealand. Wellington, New Zealand: Government Printer. Statistics New Zealand. (2016). Household net worth statistics: Year ended June 2015. Retrieved from https://www.stats.govt. nz/information-releases/household-net-worth-statistics-yearended-june-2015 Stephens, R. (2013). Dimensions of poverty measurement. Policy Quarterly, 2(9), 18-23. Wilkinson, R. G., & Pickett, K. (2010). The spirit level: Why equality is better for everyone. London, UK: Penguin. Appendix The complete list of things that children need (Duncanson et al., 2017, table 2): CHILD-SPECIFIC ITEMS INCLUDED IN THE NEW ZEALAND HOUSEHOLD ECONOMIC SURVEY, 2016 Ownership or participation (have/do, don't have/do and enforced lack): Two pairs of good shoes for each child* Two sets of warm winter clothes for each child* Waterproof coat for each child* All the uniform required by the school A separate bed for each child* Fresh fruit and vegetables daily* Meal with meat, fish or chicken (or vegetarian equivalent) at least each second day* A range of books at home suitable for their age A suitable place at home to do school homework Friends around to play and eat from time to time Friends around for a birthday party Good access at home to a computer and internet for homework* Mobile phone if aged 11+ Economising (not at all, a little, a lot) – to keep down costs to help in paying for (other) basic items (not just to be thrifty or to save for a trip or other non-essential). Economising a lot is taken as a deprivation in this report Postponed visits to doctor Postponed visits to dentist Unable to pay for school trips/events for each child* Had to limit children's involvement in sport* Children had to go without music, dance, kapa haka, art, swimming or other special interest lessons* Children continued wearing worn-out/wrong-size clothes and shoes* Made do with very limited space to study or play* David Haigh has an MA in sociology and diplomas in public health, community work and professional ethics. He has worked as a community worker for local authorities, as a policy analyst and leader of a regional council team involved in heritage and social planning. He has been self-employed, carrying out social-policy research for local authorities, NGOs and iwi. He is a lecturer at Unitec in the Department of Social Practice and an external examiner for the Planning Department at the University of Auckland. He has sat on two ethics committees dealing with social and health research. He is chair of the Newmarket Arts Trust. David received the New Zealand Order of Merit (MNZM) for his services to the community.	<urn:uuid:73ca3123-c97b-47b4-afe5-c5f666d11be7>	CC-MAIN-2021-04	https://unitec.researchbank.ac.nz/bitstream/handle/10652/4463/Haigh%2C%20D.%20%282018%29.pdf?sequence=1&isAllowed=y	2021-01-20T19:57:20+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00137.warc.gz	625,946,826	7,108	eng_Latn	eng_Latn	0.884755	eng_Latn	0.997118	[ "lit_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	[ 80, 820, 1322, 3530, 6564, 8969, 11693, 14240, 16390, 18470, 21033, 24235, 26755, 31224, 32674, 33394 ]	[ 1.53125, 1.453125 ]	2	1
"My Elbow is the Same As Your Elbow": From Grammatical Structure to Communication in Classroom Assessment Andrea Kalwara* Hawaiʻi Pacific University Abstract This paper explores the possibilities and challenges in testing grammar forms communicatively. Using an actual case of a beginning-level class of English as a Second Language, it outlines the steps of and considers issues in designing a grammar test on comparison constructions while attempting to maintain communicativeness and authenticity. Introduction As a language teacher and language learner, I am well aware of the importance of communicative language teaching. When teaching grammar classes, I try to show students that grammar has relevance in everyday interactions by showing the usage of specific grammar structures in real-life situations. However, when it comes to testing grammar, I usually fall back on old-fashioned multiple-choice or gap-filling tests that are likely to be high in reliability and practicality. My situation is described by Purpura (2004), who observed that many teachers put a lot of effort into teaching grammar communicatively, focusing on form and meaning; however, for testing, "they rely exclusively on traditional multiple-choice or blank-completion tasks of grammatical form"(p. 21). From my own experience, this approach to testing grammar is inadequate, as students who usually perform very well on these traditional tests still fail to produce the tested form correctly when speaking in real-life communication. For example, the class average of a recent assessment I administered targeting present and past tense structures was 90%; however, when students communicated, they still produced sentences such as "She go," "Yesterday I go," and "I study last night." Multiple-choice tests can be highly reliable, especially if they contain a sufficient number of items; yet, performance on the test might not be a valid measure of students' ability to use the target structures proficiently in real-life communicative contexts (Anderson, Clapham, & Wall, 1996, p. 187). Therefore, I was excited by the opportunity to collaborate with my colleagues to design an assessment to measure students' abilities to use target grammatical structures while performing an authentic speaking task. This way, I could determine not only whether students know the grammatical rules and structures but also whether ______________________ Kalwara, A. (2018). "My elbow is the same as your elbow": From grammatical structure to communication in classroom assessment. TESOL Working Paper Series, 16, 97-103. Website: Hawaii Pacific Uni versity http://www.hpu.edu * Email: firstname.lastname@example.org. Address: MP 411, 1188 Fort Street Mall, Honolulu, HI 96816, USA. students could proficiently use the target structures in authentic communicative contexts. Below, I will describe the assessment itself, discuss the challenges we faced, and refect on how these challenges may be addressed in the future. Assessment Objectives The purpose of this test was to find out whether students could accurately produce simple structures for comparisons using the same as, similar to, different from, like, and alike. These structures are from Basic English Grammar (Azar, 1996), sections 15-5 and 15-6 of chapter 15 (pp. 470-474). The test was created for a 12-week High Beginner Grammar class that met for two hours each class day. The class used the Basic English Grammar (Azar, 1996) textbook, supplemented with some materials for communicative purposes. The students' proficiency level was approximately equivalent to the A2 level in the Common European Framework of Reference for Languages (CEFR). Students' goals were to become competent in English so that they could not only socialize and meet new people but also develop English skills that would help them in their careers. Based on the course syllabus, the class objectives focused on grammar study for spoken and written communication. However, the textbook's heavy focus on grammar, the school's curriculum, and the students' learning objectives, each was geared toward non-communicative pedagogy, made it challenging for students to develop communicative competence. As the teacher of this class, I tried to modify the grammar points into speaking activities using pair work and group work. Students practiced phrases and simple sentences using the target grammar structures and participated in a variety of pair/group discussions, surveys, and role-plays that were meant to encourage the development of their communicative competence. The students were assessed biweekly to determine whether they had acquired the grammatical structures in the chapter. It would have been easy to assess only their knowledge of grammar, but I wanted to assess their communicative competence as well, as the major goal of language teaching is to enable students to use the target language as a means to accomplish their goals and successfully navigate their social environments. Therefore, my colleagues and I designed a communicative assessment that would measure the students' abilities to use the target grammatical structures in their speaking. The assessment itself is included in Appendix A. Dilemmas and Future Solutions in Assessment Design Form vs. Function In attempting to design an authentic assessment which would measure students' production of language forms to achieve communicative functions, we quickly encountered a paradox. Language form includes morphology and syntax, and during assessments, we are mainly concerned with determining the accuracy of the students' production of these language forms (Purpura, 2004, p. 59). In contrast, "language function" refers to how people use the forms in communication and interaction with others when expressing their ideas (Rutherford-Quach, Hsieh, Zerkel, Skarin, & Wiles, 2015). Integrating these two language aspects—form and function—in a single test seems like an ideal combination for testing students' language abilities. However, this ideal combination requires careful and thorough analysis of how language forms are used in the employment of language functions in real-life communication. Further, when it comes to production in communication, students may choose among many forms to express a given function, which means that in order to elicit a sample of the target grammatical forms, we need to restrict students' freedom in their choice of forms. As we discovered during the test administration, by forcing students to use the assigned language form, we sacrificed the communicative part of the task as well as the task's authenticity. Because of the constraints of a grammar-driven syllabus, our group felt obliged to design and restrict the test to particular grammar forms that the students were learning that week. Students' task for the assessment was to compare mundane objects using these exact 5 structures: the same as, similar to, different from, like and alike. In our attempt to achieve some authenticity through relevance of content, we asked students to bring their own objects, which included pens, cups, wallets, shoes, bags, phones, and books. To ensure that students would produce the target forms, my colleagues and I wrote the target grammatical forms and the names of the objects on the whiteboard, instructing students to only use the forms they see written (Appendix B). Although the students performed very well (90% of the students scored above the passing grade), I felt that the assessment design gave students ample time to think ahead and check the forms on the whiteboard before producing their sentences. As Carroll (1961) stated, "if testers limit the test only to one structure at a time, the students have more time to think than they would have in normal communication" (as cited in Bachman, 1990, p. 300). Thus, by giving students the extra time to consider the target forms, the assessment lost its authenticity, as the conditions for natural and communicative contexts were not achieved. Although our students had five grammatical structures to use, it was still a very controlled task that allowed students to read the grammar structures first and then produce them. Students were too dependent on these particular structures and used the whiteboard as a crutch when they forgot the structures. To avoid this dependency in my future assessments, one should avoid writing such structures on the board. This way one could also assess whether the students can use the structures in conditions which simulate real-life interaction. However, without a reminder of the target forms, students may not use them in their oral production, and the assessment would fail to collect a sample of the target structures. Another solution is to study how these target structures are actually used in real life and then recreate those situations in the assessment. Some situations that may be likely to elicit the target forms are two friends choosing clothing items to buy, speed dating, wherein people learn about each other to find similarities and differences, or evaluating cities in another country to determine whether they are good candidates for being a sister city (see further discussion below). Even then, there is no guarantee that students will actually use the target forms unless they are required to do so, and this is due to the nature of language: the same function can be expressed through the use of more than one form. Not writing the target forms on the board could also resolve another problem which arose during the implementation of the assessment. The communicative aspect of the assessment as well as the interaction between students also suffered because of our form restriction and the lack of a natural purpose for the interaction. Students produced forced language as required, and their communication was not as interactive as we would have liked. Before the test, students were divided into groups, and in their groups, they had to take turns producing the given structures and comparing their objects. Students did not have a conversation with a meaningful purpose; rather, they waited patiently for each other's turn to end before initiating their turn. Most sentences that the students produced were predictable ("My book is the same as your book," "My phone is similar to your phone," "My pen is like your pen"), which is not always the case in a real conversation. Interactiveness that contributes to the accomplishment of a task is one aspect of a good speaking assessment (Bachman & Palmer, 2009, p. 25). I noticed the lack of interaction during the administration of the assessment, as some students kept their eyes on the whiteboard to make sure they were using all the assigned forms instead of interacting with their group members. Test Structure vs. Student Creativity During the test, the students compared their own and their partners' objects, which allowed them to relate to the task on a personal level and went some way in encouraging interaction. Their actual performance on the test pointed to a contrast between the assessment's designed structure and students' creativity. To my pleasant surprise, some students ventured outside the assigned objects, making the task more interesting, meaningful, and interactive for them. Instead of sticking to books, pens, wallets or other assigned objects, students creatively exploited other items as well: my mind is different from your mind; my elbow is the same as your elbow; my fnger is similar to your fnger; my thumb is like Dan's; my hairstyle is like JJ's hairstyle; or my face and Oguri Shun's face are alike (Oguri Shun is a famous Japanese actor). As Bachman & Palmer (2009) asserted, a task that requires test takers to relate the topical content of the test input to the their own topical knowledge is likely to be more interactive than one that does not (p. 25). In our case, the topical knowledge included the familiarity with the objects that the test takers compared. However, natural interactions normally include two or more people talking to each other about subjects that they think are mutually interesting and relevant in the situation (Luoma, 2004, p. 20). Although familiarity with the assigned objects which students were asked to compare introduced a measure of personalization, the missing communicative function (or purpose) of the task prevented the students' production from resembling natural conversations. To compensate for this problem, some students creatively invented their own purpose (humor or social relationships with classmates) by going outside the list of the assigned objects. Students and assessments benefit when this kind of spontaneity is introduced. For example, one might ask students to look around and make comparisons between them and their classmates based on the objects they brought to class, the objects they see, or imaginary objects. One might challenge students to think of as many humorous comparisons as possible, making this test potentially more interactive. Alternatively, the goal of this activity could be to find similarities and differences among members of the class in order to conduct a class survey. Topic Authenticity vs. Task Authenticity Along with designing a communicative task to test language forms, our group also strived to introduce authenticity so that not only could we measure their communicative competence in a real-life context, but also encourage students to see the relevance of the test to their everyday language use. Bachman (1990) defined authenticity as the real life (RL) approach, i.e, "the extent to which test performance replicates a non-test language performance," mirroring the "reality of non-test language use" (p. 301). Likewise, Bachman and Palmer (2009) stated that authenticity and the relevance to target language use of the test content and task may help promote test takers' positive and affective response to the task, which in turn may lead students to perform their best (p. 24). The authors maintained that learners' performance on the language test need to be relatable to learners' language use in a "specific domain other than the test itself " (p. 23). Bachman (1990) added that authenticity includes "the interaction between the test taker and the task," and it becomes identical with "communicative language use or the negotiation of meaning" (p. 317). The real-life component in our task was meant to be the authentic objects that students brought in from their daily lives and compared, e.g., their cell phones, books, wallets and other objects. However, when I think back on the task, asking students to compare their objects does not meet Bachman and Palmer's criteria of the relevance of the target language produced or even Bachman's requirement of an authentic test, including negotiation of meaning. In our real-life conversations and interactions, we do not have many instances in which we compare objects just for the sake of comparing them. In addition, if we do compare objects in our environment, we usually do not use the forms the same as, similar to, different from, like and alike, all together. To increase the authenticity of such test tasks in the future, it is vital to strive to connect the target structure with real life situations. One promising route involves using the Corpus of Contemporary American English (COCA), where one can identify situations in which these grammar structures are used and adapt this usage to the language level of the test takers. This way, students might have the opportunity to experience how the target expressions are used outside of the classroom. To find out the most common use of comparison expressions, I looked at the SOAP and GlobeWE's corpora. The contexts usually involved situations wherein people compared personalities or the past with the present, as in the following: Ryan was different from your father; we're so much alike; my income is the same as it was ten years ago; and her father's house was almost the same as years ago (GlobeWe). There was also a trend of comparing music and TV shows that ran through different websites, together with comparisons of people and life situations, as was found in COCA and SOAP: single songs for a music library is [sic] the same as Twitter feeds; the show was similar to Oprah's show; the boy is similar to my dad; and a broken promise is not the same as a lie. Thus, for a test, one might design a situation wherein students survey their classmates' tastes of music, TV shows, and/or their classmates' personalities. Another option could also be a comparison of their homes in their countries and in the United States. A more complex proposal would involve setting up four stations with different tasks. One station would have pictures of typical homes from the students' home country and typical homes from the U.S. Students would have conversations comparing these different homes. Other stations could include pictures of movies, TV shows, food, or people's personalities. Students could work in groups of three or four. This way, students would have their eyes directed at the pictures or their classmates, rather than turning their heads toward the whiteboard. As this test would be for a high-beginner class, I would expect short responses. For instance: B: Really? My home in Japan is similar to my home in Hawaii. I have two bedrooms and one kitchen. A: My home in Japan is different from my home in Hawaii. In Japan I had two bedrooms and in Hawaii, I only have one. C: My home in Japan and Hawaii are alike. They both have a backyard and a patio. D: In my home, the kitchen is the same size as my kitchen in Japan. Conclusion In sum, the class syllabus' constraint to adhere to testing specific grammar structures took away from the interactiveness and authenticity associated with communicative language testing. Although we attempted to add authenticity to the task by introducing comparisons of students' own objects, the lack of purpose and interaction in the students' groups significantly decreased the authenticity of the task. This assessment experience shows that it is not a simple task to establish a natural relationship between testing grammar forms and testing communication in which functions are the primary focus. Having a clear definition of what to test and deciding which is more important to test, isolated grammar points or communicative functions, is a first step in developing an authentic grammar-based communicative test. I propose two kinds of tests: one form-driven (less communicative) and the other one function-driven (more freedom in forms). First, one could administer to students the standard writing test that is mandated by the school, after which students could use the forms in a speaking test that would refect everyday language use of those forms. Teachers could view form-driven and function-driven tests as a continuum rather than a dichotomy. This is mainly because while it is possible to have a completely form-driven or a completely function-driven test, a combination of elements from both ends of the spectrum may be pedagogically necessary to inform teachers and learners of the learners' strengths and weaknesses in language skills and knowledge. References Bachman, L. (1990). Fundamental considerations in language testing. Oxford, UK: Oxford University Press. Alderson, J., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. Cambridge, UK: Cambridge University Press. Bachman, L., & Palmer, A. (2009). Language testing in practice: Designing and developing useful language tests. Oxford, UK: Oxford University Press. Carroll, J.B. (1961a). Fundamental considerations in testing for English language proficiency of foreign students' in Testing the English Profciency of Foreign Students. Washington, DC: Center for Applied Linguistics: 30-40. Davies, Mark. (2008-).The Corpus of Contemporary American English (COCA): 560 million words, 1990present. Available online at https://corpus.byu.edu/coca/. Davies, Mark. (2013). Corpus of Global Web-Based English: 1.9 billion words from speakers in 20 countries (GloWbE). Available online at https://corpus.byu.edu/glowbe/. Luoma, S. (2004). Assessing speaking. Cambridge, UK: Cambridge University Press. Purpura, J. (2004). Assessing grammar. Cambridge, U.K.: Cambridge University Press. Rutheford-Quach, S., Hsieh, H., Zerkel, L., Skarin, R. & Wiles, S. (2015). Module Two: Task analysis. Stanford University. Retrieved from the ELPA21 Consortium Website. Appendix A Test Instructions Instructions on March 6 th , 2018: On the test day, bring to class your pen, a cup, a wallet, a bag, a phone, and a book. Instructions on the test date: - Put your objects in front of you - Compare objects using constructions: the same as, similar to, different from, and alike. - Use the various constructions independently and produce 2 unique, grammatically correct sentences comparing your and your classmates' objects - Listen to each other's sentences to avoid saying the same comparisons your classmate Speaking Test Grading Rubric \| \| Fluency \| Grammar \| Vocabulary \| \|---\|---\|---\|---\| \| 1 \| Constant pauses, very slow speech, nervous hesitation, and/or inability to complete sentence. \| Constant mistakes that take away meaning. \| Minimal range of vocabulary. Constant errors that interfere with meaning. \| \| 2 \| Frequent pauses, slow speech, and/or hesitation. Able to complete sentence. \| Frequent mistakes that take away meaning. \| Limited range of vocabulary. Frequent errors that regularly interfere with meaning. \| \| 3 \| Irregular Pauses, and/or minimal hesitation. Complete sentences. \| Regular mistakes that do not overly interfere with meaning. \| Regular errors that do not overly interfere with meaning. \| \| 4 \| Minimal Pauses. Complete sentences. \| Some mistakes that do not interfere with meaning. \| Mostly accurate with only a few errors that interfere with meaning. \| \| 5 \| Natural pattern of speech for the level. \| Very accurate, few mistakes. \| A wide range of vocabulary used accurately. \| _______________ About the Author: Andrea Kalwara (MA TESOL candidate, Hawaiʻi Pacific University) is an ESL Instructor at Central Pacific College in Honolulu. Her research and teaching interests include formative classroom assessment, teacher-student rapport, and teacher talk. 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Art and D&T: Learning about famous portrait artists and drawing a pencil portrait of a Soldier with a collage background. Learning how to use pencils to create depth and detail. The Blitz art – focusing on the works of Lowry. Building a periscope to use for re-enacting life in the trenches. Literacy: In line with Write Stuff units. Maths: In line with White Rose scheme. Science Classification: describe how things are classified according to characteristics. Give reasons for plant and animal classification. Evolution and Inheritance: Recognise that living things have changed over time, looking for evidence of these changes, recognise that living things have similar offspring, identify how plants and animals have adapted to suit their environments. PE: Year 5- Athletics and Dance Year 6- Dance and Gymnastics Music: Year 5- Make you feel my love Year 6- The life and music of Benjamin Britten focusing on "A New Year Carol" War and Conflict Year 5/6 RE: Year 5- Prayer and Worship. What is the best way for a Hindu to show commitment to God? The Christmas Story. Year 6- Beliefs and moral values. Does belief in Akhirah (life after death) help Muslims lead good lives? PSHE: Year 5- Britain and Brtish values Year 6- "Safety first" managing risks, making decisions and keeping ourselves safe online and in real life. History: What does conflict it mean? Why do wars start? Study how WW1 and WW2 started and who was involved. Find out key facts about major wars. Focus on cause and effect of war — socially, economically, culturally and politically. Understand there are different sources of information and views. Use chronology to describe events. Explore the act of Remembrance celebrated yearly and its importance. Geography: Explore where WW1 and WW2 took place? Study the locations of key battles such as the Somme and D-Day. Understand which countries were involved in WW1 and WW2. Study the flags of the nations involved in WW1 and WW2. French: Quelle heure est-il? - revising numbers, learning how to tell the time on both analogue and digital clocks En ville/dans mon village - giving and following directions, describing what is in our local town/village, following routes to get to specific locations, writing instructions Computing: Year 5- Esafety – digital citizenship and online safety. Programming and de-bugging programmes. Year 6- Cyber-bullying, privacy settings and staying safe online.	<urn:uuid:f123183b-5f4a-4517-9026-05b6805e0cf0>	CC-MAIN-2021-04	http://www.st-lawrence.staffs.sch.uk/wp-content/uploads/2020/06/B1-War-and-Conflict.pdf	2021-01-20T20:17:45+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00137.warc.gz	182,339,145	525	eng_Latn	eng_Latn	0.996438	eng_Latn	0.996438	[ "eng_Latn" ]	false	docling	[ 2440 ]	[ 3.453125 ]	1	0
Developing Extensive Listening for EFL Learners Using Internet Resources Yen (Ingrid) Vo Abstract With Internet resources, EFL learners can enhance their extensive listening both inside and outside the classroom. In this paper, I first review the literature and show the benefits of and rationales for extensive listening using Internet recourses in comparison with audio-only listening materials regarding visual support, authentic content, comprehensible input, vocabulary acquisition, and student motivation. I then suggest some Internet sources and materials for extensive listening. Finally, the paper concludes with sample teaching activities that demonstrate how Internet resources can be used in and beyond the classroom in student-centered instruction to develop extensive listening for EFL learners. Introduction With the development of information technology, teaching with Internet resources is becoming a trend in foreign language teaching environments. According to Warshauer, Shetzer, and Meloni (2000), there are five main reasons to use the Internet for English teaching: authenticity, literacy, interaction, vitality, and empowerment. In terms of authenticity, the authors stated, "language learning is most successful when it takes place in authentic, meaningful contexts" (p. 7). Another reason for using the Internet for language teaching is literacy, as the Internet offers students opportunities to develop their abilities of listening, speaking, reading, writing, communicating, researching, and publishing (p. 7). Interaction is additionally an important reason why English teachers should use the Internet in their teaching. It provides students with opportunities to interact with native speakers and non-native speakers around the world (p. 7). For vitality, the fourth reason for using the Internet, "the Internet can inject an element of vitality into teaching and motivate students as they communicate in a medium that is flexible, multimodal, constantly changing, and connected to their real-life needs" (p. 7). Lastly, regarding empowerment, the Internet allows teachers and students to empower their teaching and learning. The Internet offers them chances to become "autonomous ______________________ lifelong learners" (pp. 7-8). Research has indicated that language teachers can use Internet resources to improve students' extensive listening, both inside and beyond the language classroom (Bingham & Larson, 2006). In this paper, I will give the definition and benefits of extensive listening, review some studies on developing students' extensive listening with Internet resources, suggest Internet sources and materials for extensive listening, and conclude with some teaching activities for extensive listening with support from Internet recourses. What Is Extensive Listening? Waring (2010) stated that in extensive listening, students often listen for pleasure. It includes listening to a large amount of texts that learners can understand reasonably and smoothly with a high level of comprehension. It is listening without being constrained by pre-set questions or tasks, or listening at or below one's comfortably fluent listening ability. Extensive listening does not require listening for specific information, listening for the exact words of a phrase or expression, or listening for details. Ucán (2010) likened extensive listening to extensive reading and saw the same principle in both: "students are exposed to large amounts of comprehensible material that is enjoyable to them" (p. 37). Extensive listening aims to develop learners' listening skills based on the notion of learnercentered instruction. In extensive listening, learners may choose any listening sources and materials that they find suitable for their English proficiency, are highly enjoyable for them, and not very difficult for them to understand. Students choosing their favorite program on English radio to listen to every day is an example of extensive listening because students can choose for themselves what they want to listen to and they do so for pleasure and general language improvement. Another example of extensive listening is watching a movie, understanding, and enjoying the story. In contrast to extensive listening, intensive listening involves listening for specific information, for instance, listening to find answers for specific questions or doing a detailed study of a language point. For example, students assigned to listen to an announcement about an upcoming fair, a weather forecast, or sport scores on the radio are examples of intensive listening because students are listening for specific information and details as well as for particular responses. Benefits of Extensive Listening In extensive listening, students are more engaged and highly motivated to learn because they select their own listening materials. Moreover, the teacher can conduct extensive listening both inside and outside the language classroom to enhance students' listening skills. Extensive listening is especially useful in EFL settings where teachers tend to pay more attention to English grammar, reading, and vocabulary. Moreover, students become aware of their responsibilities for their self-study and make their own decisions about their study. For example, they have to think about the types of listening materials, including topics, length, and difficulty, to listen to. Therefore, "extensive listening should not only foster the development of learners' listening skills, but also their ability to more consciously guide themselves in independently learning a second language" (Holden, n. d., p. 310). Importantly, according to Waring (2010), extensive listening is an approach to improve learners' listening fluency. He considered that the best way of learning and acquiring English is to read and listen to the language. He argued that, "If you understand almost all of the text you listen to, you can build your word recognition speed, you'll notice more uses of grammar points, more collocations and generally your brain will be working very effectively." He added that extensive listening helps students develop learners' automatic processing of language, which enables them to have high concentration and listening comprehension of what they are listening to. In addition, Waring suggested that extensive listening helps to direct learners' attention to pronunciation and intonation patterns of the spoken language. A considerable amount of vocabulary knowledge was gained from the exposure, but was not assessed. Such knowledge might include the noticing of lexical phrases, collocational and colligational patterns, new nuances of meanings, improved lexical access speed, and so on. It is probably here that the true benefit of reading and listening extensively occurs. (p. 158) In terms of vocabulary acquisition, Brown, Waring, and Donkaewbua (2008) argued that a benefit of listening to stories is the potential for acquiring new vocabulary incidentally. They suggested that: It is believed that learners can pick up new vocabulary as they listen to stories. This is called incidental vocabulary learning from extensive listening – an effective way of acquiring vocabulary from context. In general, extensive listening empowers language learners since they can choose listening materials appropriate to their proficiency. They can listen in a relaxing manner and direct their attention to comprehending speech as well as have opportunities to acquire vocabulary and learn about other features of language such as stress, pronunciation, and intonation through listening. Thus, extensive listening can promote a sense of success, which in turn fosters motivation to continue learning. Reasons for Using Internet Resources in Listening Comprehension Research shows that a multimedia listening environment which includes video and audio in combination with text offers learners more effective listening comprehension and performance than either audio or video only (Brett, 1997). In fact, listening to materials on the Internet supplies students with multimedia input including visual support, such as texts, captions, illustrations, photographs, etc., while CDs and tapes provide only audio input. There are five specific benefits from listening with multimedia materials. First, listening with visual support helps to promote students' listening comprehension and is more facilitative for less proficient language learners (Mueller, 1980; Rubin, 1975, as cited in Suvorov, 2008, p. 16). Second, research suggested that the advantage of multimedia over audio-only format is providing learners with more authentic content, context, discourse, paralinguistic feature, and cultural aspects (Coniam, 2001, as cited in Suvorov, 2008, p. 15), which can aid listening comprehension. Third, Jones (2003) indicated that using visual and verbal annotation assists learners in listening comprehension and vocabulary acquisition (p. 41). Fourth, according to Peterson (2010), Internet resources are effective in improving listening comprehension because listening to digital audio or watching a video clip on the Internet provides learners with the opportunity to control their listening processes through the optional use of repeated viewings, subtitles, transcripts, and feedback. Moreover, the audio-video input visualizes what is being said and facilitates the task of guessing and expecting what is going to be said so it helps learners to enhance their comprehension (p. 140). In terms of motivation, Nobar and Ahangari (2012) stated that the introduction of computers and the Internet into language classrooms helps to improve language learners' attitudes and motivation since language lessons become practical and enjoyable for learners (p. 39). Luu (2011), in her paper on "Adopting CALL to Promote Listening Skills for EFL Learners" in Vietnamese Universities, also suggested that "computer use in listening instruction should be given much more consideration so as to improve the listening skills of EFL learners, and to motivate both teachers and learners." Finally, Chapelle (1999) indicated that teaching listening skills with Internet resources contributes to enhancing EFL students' listening comprehension both in and beyond the classroom. For example, CALL software, online discussion boards, and online conference tools such as text chat, whiteboard, and audio and video can be used in an extensive listening program to offer opportunities for comprehensible input and output, and meaning negotiation. Internet Sources And Materials for Extensive Listening There are a great variety of Internet sources for students to extend their listening skills inside and outside of the classroom. Waring (2010) suggested some appropriate sites for extensive listening, including those listed in Table 1. 9 Successful English www.successfulenglish.com 10 Takako's Great Adventure http://international.ouc.bc.ca/ takako/index.html 11 VOA Learning English http://www.voanews.com/ specialenglish/index.cfm This website is a good place to find clear explanations and practical suggestions for better English. Especially it supplies intermediate and advanced English learners with online listening and video resources about subjects related to life in the United States: daily life, business, entertainment, health/medicine, relationship, shopping, etc. This is a full novel told in parts that learners can listen to. They can also download PDF files of it to read. The site is good for advanced learners. This website is recommended for adult learners and students who are interested in politics, current news, as well as special features on life in the U.S. including science, education, health, famous Americans, and American history. They can read and listen to them on their computer or download them to their iPod or mp3 player. With these many Internet resources for extensive listening, language teachers and learners can use them to improve listening skills both inside and outside of the classroom. The following teaching activity is a sample of an application of using Internet resources to developing extensive listening for language learners. Application: Group Project for Extensive Listening Teaching Context This project is designed for 12 th grade students (17-18 years old) in a public high school in Vietnam. There are 20 students in the class and their level of English is advanced. The class meets once a week for 90 minutes. The students need to develop the four skills of English: listening, speaking, reading, and writing, which are requirements for their English examinations. They also need to develop computer skills that can assist their long-life learning. Through this project, students will be able to work in a collaborative learning environment, develop critical thinking skills, use the Internet as a resource to support their leaning, find and organize information, make decisions, and give an oral presentation. Objectives - Language: Not limited - Skills: Language skills: Extensive listening, listening for main ideas, listening for specific details, inferencing, critical listening, and any relevant listening skills depending on the materials. Other skills: Computer literacy, brainstorming, researching for information, gathering and organizing information, synthesizing information, predicting Teaching materials - Handouts: - Handout #1: Extensive Listening - Handout #2: A survey of Extensive Listening - Handout #3: Report on Extensive Listening - Handout #4: Search Engines and Tips - Handout #5: Websites for Extensive Listening - Handout #6: Group Project Presentation Guide - Handout #7: Grading the Students' Group Project - One-computer classroom, computer lab, Internet access - Web Sites: http://www.youtube.com/watch?v=fBoYZqmcZuc Note. Materials are included in the appendices and are hyperlinked to the lesson plans. The first class meeting (90 minutes): Introduce Extensive Listening and Listening Materials 1. Get the class to listen to a song for pleasure (refer to the following link): http://www.youtube.com/watch?v=fBoYZqmcZuc 2. Ask the students some question about the song: b. What is the song about? a. Do you know this song? c. Which words have you heard or viewed from the video? 3. Introduce the lesson: "Today, I am going to put you into groups for a project of extensive listening. You may have heard about 'extensive listening.' So, what is extensive listening? And what are its benefits? In extensive listening, you often listen for pleasure, not listening for specific information. You can choose your own listening materials which interest you. The following activity will help you better your understanding of extensive listening. 4. Introducing extensive listening to the class: Ask the class to work in groups of three to discuss and answer some questions that will help the students better understand about extensive listening. Questions for group discussion: a. What do you know about extensive listening? b. What are the differences between intensive and extensive listening? d. What are sources and materials you may find for extensive listening? c. What are the benefits of extensive listening? Check the groups' answers and give feedback to the students by giving a handout of answers to the questions above (See Appendix 1) and then discuss the answers with the class. 5. Conduct a class survey of student interests for extensive listening (See Appendix 2 - A Survey of Extensive Listening). The second class meeting (90 minutes): Group Formation And Group Project Requirements 1. Based on the results of the class survey, the teacher puts the students into groups to do a four-week group project for extensive listening according to their interests, with a group leader and secretary in each group. 2. Guide the students how to access the class blog at http://yenvo.edu20.org/ and use it during the course. 3. Talk about the requirements for group projects: Each group member will choose at least two listening materials to listen to and view weekly. For example, each member in the group 'Listen to songs' will choose two songs to listen to weekly. They are required to share their best listening materials with their group members and the class by posting a weekly report in the Forum of the course at http://yenvo.edu20.org/. Each report should mention the titles of the materials, the links, the summary, and useful words and structures they have learned through their extensive listening. (See Appendix 3 – Report on Extensive Listening) Group members post their reactions to each listening material, their recommendations on listening materials to the whole class, and a preview for their selection. 4. Assign homework a. Search on the Internet for your selections (a song, a story, a short clip, news, etc.) (Follow guidelines referred to the handout in Appendix 4) b. Prepare for group work in the computer lab to show your group about your work more and also investigate the best listening materials suggested by your group members. (See Appendix 3 – Report on Extensive Listening) c. The teacher suggests some useful websites to support her students' searches (Refer to Table 1 and the handout in Appendix 5). The third class meeting (90 minutes) 1. Ask the students to work on their group projects to share with each other about what they have heard or viewed, and what they have learned for their work in week 1. Go around the class to assist students if they have any questions to ask and also to see how well the groups did on their projects. 2. Create new groups in which they have a variety of types of extensive listening, such as listening to songs, news, stories, lectures, movie clips, etc. They will share with the new group members about their former group projects. 3. Restart the listening circle. Students prepare their own work at home, and also prepare for meeting with their group members outside the classroom and in the computer lab to share what they listened to or viewed, and wrote in their listening log. Individual students need to post their listening report at least twice a week, and they need to respond to all of their group members' reports. Every three weeks, students are required to visit another Forum and leave comments. The fourth class meeting: (90 minutes) 1. Students share their group project presentations in which they reflect on what they learned in their project. (See Appendix 6 – Group Project Presentation Guidelines) 2. The teacher gives her comments on each group's work, the students' group forum, and group presentation and gives grades to each group. (See Appendix 7 - The handout for grading the students' group projects) Conclusion To conclude, the notion of extensive listening has been paid much attention by the academic world in recent years since it brings benefits for language learners. The massive development of computer technology has supported language learners both inside and outside of the classroom. Therefore, they can improve their listening skill with Internet recourses. In extensive listening, learners will have opportunities to listen to what they desire to listen to at their language level. They can also share with their classmates about what they have learned and support each other through peer or group work. Language teachers should guide their students to extensive listening with the Internet resources to enhance their listening skill. Online interactive reports and comments not only allow students to learn from each other but also enable the teacher to monitor students' progress. However, there are possible challenges that both teachers and students may face in their language learning and teaching with the References Bingham, S. & Larson, E. (2006). Using CALL as the major element of study for a university English class in Japan. The JALT Journal, 2 (3), 39-52. Brett, P. (1997). A comparative study of the effects of the use of multimedia on lis- Internet including inadequate equipment, limited computer literacy, insufficient interaction between the teacher and students, and insufficient teacher support. For extensive listening using Internet resources to work, one-computer classrooms and a language laboratory with Internet access are needed to support the English language teaching and learning. The teacher needs to be available to help students both inside and outside of the classroom in case they have troubles with using computers and the Internet. The students are also encouraged to raise questions relating to issues of the lessons by emailing the teacher, thus, students need to be trained to be independent learners. Despite the above challenges, with the teacher's clear instructions and students' responsibility for their own learning, extensive listening with Internet resources can become effective. In an EFL context where exposure to the target language is limited, extensive listening is crucial for language development. tening comprehension. System, 25 (1), 3953. Brown, R. R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20 (2), 136-163. Chapelle, C. A. (1999). Technology and language teaching for the 21st century. In J. E. Katchen & Y.N. Leung (Eds.). The proceedings of the eighth international symposium on English teaching (pp. 25-36). Taipei, Taiwan: The Crane. Jones, L. C. (2003). Supporting Listening Comprehension and Vocabulary Acquisition with Multimedia Annotations: The Students' Voice. CALICO journal, 21(1), 41-65. Holden, W. R. (2008). Extensive Listening: A new approach to an old problem. Journal of the Faculty of Humanities, University of Toyama, 49, 299-312. Luu, T. P. L. (n. d.). Adopting CALL to promote listening skills for EFL learners in Vietnamese universities. Retrieved October 25, 2012, from http://www.pixelonline.net/ICT4LL2011/common/dow nload/Paper_pdf/IBL26-175-FPPhuong-ICT4LL2011.pdf Nobar, A. G., & Ahangari, S. (2012). The impact of computer- assisted language learning on Iranian EFL learners' task- based listening skill and motivation. Journal of academic and applied studies, 2(1), 3961. Suvorov, R. S. (2008). Context visuals in L2 listening tests: the effectiveness of photographs and video vs. audio-only format. Retrieved November 2, 2012, from http://rsuvorov.public.iastate.edu/docs/ Thesis_Suvorov.pdf Peterson, E. (2010). Internet-based resources for developing listening. Studies in SelfAccess Learning Journal, 1 (2),. 139-154. Ucán, J. L. B. (2010, March 31). Benefits of using extensive listening in ELT. Personal website. Retrieved October 15, 2012, from Waring, R. (2010). Extensive listening. Rob Waring's Websites. Personal website. Retrieved from http://www.robwaring.org/el/ http://fel.uqroo.mx/adminfile/files/me morias/borges_ucan_jose_luis.pdf Warschauer, M., Shetzer, H., & Meloni, C. (2000). Internet for English Teaching. Alexandria, Virginia: Teachers of English to Speakers of Other Languages, Inc. Appendix 1 Extensive Listening Extensive listening involves listening to a recording to get a general understanding, for example, watching a film, understanding and enjoying the story; or listening and carrying out instructions. Thus EL involves - listening to (or being involved in) massive amounts of text - text which learners can understand reasonably smoothly - high levels of comprehension - listening without being constrained by pre-set questions or tasks - listening at or below one's comfortable fluent listening ability EL is NOT … - listening for specific information - listening for the exact words of a phrase or expression - listening for details Intensive listening on the other hand involves more detailed analysis of the language used or listening for specific information. Listening for specific information involves finding the answers to specific questions. Benefits of Extensive Listening: - to improve our automaticity in recognizing spoken text - to enjoy the listening (the aim is not to study the text intensively) - to practice the listening skill - for knock on effects such as tuning into pronunciation and noticing intonation patterns (Adapted from http://er-central.com/teachers/learn-about-extensive-reading-and-listening/what-isextensive-listening/) Appendix 2 A Survey of Extensive Listening A Survey of Extensive Listening Your name: _______________________ Circle your answers or write your answers in the blanks 1. What type of extensive listening would you like best to listen to in this project? A. English songs B. Short stories C. Movies or movie clips: Comedy, horror, love, science fiction, action, adventure, fantasy, war. (Circle the kinds of movies you like). D. News reports E. Lectures F. Others: ______________________________ 2. What kinds of sources and materials for extensive listening do you want to use in your project? . A. Audio and video materials. B. Audio-only materials. C. Listen-while-reading materials 3. What are the topics you are interested in? (you may choose one or more) . A. Sports. B. Fashion. C. Teenage issues: School, sex, dating, stress. D. Romance. E. Travel. F. Current events. G. Controversial issues: Politics, economics, history, environment, media . H. Others:_________________________ Appendix 3 REPORT ON EXTENSIVE LISTENING (Video clip, Audio file/ Report, …) …………………….. Your name: ……………………………… Group: ………………………………….. Week: …………………………………… I. Audio file/Video clip information: Title: Year: Publisher/Producer: Link: II. Usefulness for language learning Age: (who is appropriate to listen to the listening material?) …………………………….. Proficiency level: (Beginning/Intermediate/ Advanced level)…………………………… Brief description: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………. Incidental vocabulary/structure learning: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………… Most interesting things you learned from this material and why you find it useful to suggest to your group members and the class: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… …………………………………………………………………………………………… Search Engines: Appendix 4 Search Engines and Tips ``` http://www.google.com http://www.yahoo.com http://search.msn.com www.ask.com/ www.alltheweb.com/ search.aol.com/ www.hotbot.com/ ``` The websites above are the most popular search engines. You go directly to these websites and type what you are searching for into the search box. Then the search results will load into your browser. You can search types of material such as videos, songs, movies, or stories, etc. Search Tips Basic Search Only documents that contain all words from your search request are shown. famous songs Search Exact Phrases Use double quotes to search for an exact phrase. Exclude Terms The "-" operator allows you to remove all documents containing a specific word or expression from the search results. ``` star -movie Search ``` Site Search The "site:" operator restricts a search to a particular web site. manythings.org Search Title Search The "intitle:" operator allows you to search for a word or a group of words found within the title of a document. URL Search The "inurl:" operator allows you to search for a word or a group of words found within the URL of a document. ``` inurl:music Search ``` Link Search The "link:" operator allows you to search for pages that contain a given link. ``` link:www.song Search ``` Search Language The "language:" operator restricts a search to documents written in the given language. ``` movie star lan Search ``` Search Before a Date The "before:" operator restricts a search to documents created or modified before the given date (in the YYYY/MM/DD format). ``` movie star be Search ``` Search After a Date The "after:" operator restricts a search to documents created or modified after the given date (in the YYYY/MM/DD format). ``` movie star afte Search ``` (Adapted from http://www.exalead.com/search/web/search-syntax/) For Example: How to Search on Google First you will need to open Internet Explorer then enter www.google.com in the address bar. Here is what www.google.com looks like: To conduct the search, point and click your mouse in the search textbox. Type in the textbox the words or words you would like to search. Use quotation marks around the terms when searching for a specific phrase. Then point and click your mouse on the Google Search button below the search textbox. (Adapted from http://www.cefls.org/esenior_2_4_search_engine.htm) Appendix 5 Websites for Extensive Listening Websites for songs: \| \| Site Names and URL \| \|---\|---\| \| 1 \| Alpozo's Phonetic Blog http://allphonetics.blogspot.com/ search/label/videos \| \| 2 \| Elllo http://www.Elllo.org/english/ 1001.htm \| \| 3 \| ESL Videos: Category: ‘Songs’ http://www.manythings.org/b/e/ category/songs/ \| \| 4 \| Music Tube 101 http://www.youtube.com/ watch?v=anxqSb3XrGE \| \| 5 \| Songs for Teaching http://www.songsforteaching.com/ phonemicawareness.htm \| Websites for news reports: \| \| Site Names and URL \| Brief descriptions \| \|---\|---\|---\| \| 1 \| 6 Minute English http://www.bbc.co.uk/worldservice/l earningenglish/general/sixminute/ \| Students can listen to current news from Europe in a way that is easy to understand and download the files to listen to many times. Another great aspect is having a copy of the text available for reading at the same time or after listening. This site is suggested for advanced English learners or native- like speakers. \| \| 2 \| CNN Streaming Video News http://www.cnn.com/videoselect/ \| Learners can listen to clips of individual news items or to whole programs. The CNN site is predomi- nantly American English. \| \| 3 \| ESL Videos http://www.manythings.org/b/e/ \| In this site, students can choose from a variety of videos to help them learn English, which can be accessed by date or subject. It is appropriate for adult learners. \| \| 4 \| Euronews http://www.euronews.net \| The website has Euronews TV, radio, and video about news, European affairs, business, special reports, sports, and culture. It is suggested for advanced level. \| \| 5 \| Listen and Watch http://learnenglish.britishcouncil.org/ en/listen-and-watch \| The site has five-minute audio reports and transcripts on subjects such as famous people, pop music, and entertainment. Students can listen to or watch news on the computer, or download audio and video files to their mp3 players. Audio and video materials are accompanied by language practice activities that learners can do on their computers while they listen or watch, or print out and do them when they want to. \| \| 6 \| VOA Learning English http://www.voanews.com/ specialenglish/ \| This website is recommended for adult learners and students who are interested in politics, current news as well as special features on life in the U.S. including: science, education, health, famous Americans, and American history. They can read and listen to them on their computer or download them to their iPod or mp3 player. \| Websites for conversations: \| \| Site Names and URL \| Brief descriptions \| \|---\|---\|---\| \| 1 \| Elllo http://www.Elllo.org/english/ 1001.htm \| This website supplies teachers and students with free online listening activities. Many of them have quizzes and transcripts. There are many kinds of authentic materials such as songs, interviews, and casual lectures on this website. It is suitable for intermediate and advanced students. \| \| 2 \| ELT Podcast http://www.eltpodcast.com/ \| ELT Podcast provides basic conversations for EFL and ESL students and classes. ELT Podcast presents a common conversation theme in each episode. The first presentation is spoken at a normal speed, and then at a slower, less natural speed to help with comprehension. The site also provides a transcript of the conversation. \| \| 3 \| Focus English: http://www.focusenglish.com/ \| This resource is suggested for intermediate to advanced EFL learners. Through this site, learners can hear real English, including idioms, vocabulary, and other commons words and phrases. \| \| 4 \| Learning English Online http://esl.wikidot.com/listening \| This site provides teachers and students listening exercises from intermediate to advance levels. It also gives students many links to practice listen- ing from many different sources. Most listening exercises focus on real speeches, or real life conversations. It is recommended for beginning, intermediate, and advance levels. \| \| 5 \| Learning Oral English Online http://www.rong-chang.com/book/ \| Learners have an opportunity to practice their listening and speaking through daily conversations on a wide range of topics. The website is recom- mended for all levels. \| \| 6 \| OM Personal English Conversation http://www.ompersonal.com.ar/ omaudio/contenidotematico.htm \| This site includes daily conversations on a variety of topics. The conversations are categorized according to elementary, intermediate, and advanced levels. \| \| 7 \| Real English http://www.real-english.com/ \| There are thousands of topics from easy to difficult levels on this website. Students can watch and listen at the same time. One special thing is that students can watch a short video with or without subtitles. It is useful for pre-intermediate to advanced levels. \| Websites for stories: \| \| Site Names and URL \| \|---\|---\| \| 1 \| Annenberg Learners http://www.learner.org/resources/ series71.html \| \| 2 \| Beeoais.com Beeoasis.com \| \| 3 \| ESL Videos: Category: ‘Stories’ http://www.manythings.org/b/e/ category/stories/ \| \| 4 \| NPR http://www.npr.org/ \| \| 5 \| Spotlight http://www.spotlightradio.net \| \| 6 \| StoryCorps http://storycorps.org/ \| \| 7 \| StorylineOnline http://www.storylineonline.net/ \| Websites for film clips/drama: \| \| Site Names and URL \| \|---\|---\| \| 1 \| Annenberg Learners http://www.learner.org/resources/ series71.html \| \| 2 \| Learning English through movies http://cinema.clubefl.gr/ \| \| 3 \| Living English (Australianetwork) http://australianetwork.com/livingen glish/ \| \| 4 \| Movie trailers http://www.movies.com/ movie-trailers/ \| \| 5 \| Top Documentary Films http://topdocumentaryfilms.com/ \| \| 6 \| YouTube http://www.youtube.com/ \| Websites for lectures: \| \| Site Names and URL \| Brief descriptions \| \|---\|---\|---\| \| 1 \| FreeVideoLectures http://freevideolectures.com/ \| You can watch more than 18400 video lectures from top 30 universities on 35 categories. You can even download the lectures in MP4, FLV, 3GP, and MP3 for easy access later. The site is recommended for advanced learners. \| \| 2 \| Nobelprize.org http://www.nobelprize.org \| The Nobel Prize web site has an archive of video lectures from winners dating back to 1999. You can watch winners in every subject talk about their lives and their research. This website is suggested for advanced learners. \| \| 3 \| Prezi http://prezi.com \| On this website, you could listen to and watch great Prezi presentations with videos, images, texts and other presentation media. This site is recommended for advanced adult learners. \| \| 4 \| reddit http://www.reddit.com/r/ lectures/ \| The website provides advanced learners with video lectures on mathematics, physics, computer science, programming, engineering, biology, medicine, economics, politics, social sciences, and many other subjects. This website is suitable for advanced learners. \| \| 5 \| TED Ed Lessons Worth Sharing http://ed.ted.com/ \| On this site, you will find carefully curated educational videos, many of which represent collaborations between talented educators and animators nominated through the TED-Ed platform. The website is suggested for interme- diate to advanced learners. \| \| 6 \| TED Ideas Worth Spreading http://www.ted.com/ \| On TED.com, you will watch the best talks and perfor- mances about Technology, Entertainment, and Design. More than 1500 TED Talks are now available, with more added each week. All of the talks are subtitled in English, and many in other languages, too. The website is suitable for advanced learners. \| \| 7 \| videolectures.net http://videolectures.net/ \| VideoLectures.NET is an award-winning free and open access educational video lectures repository. The lectures are given by distinguished scholars and scientists at the most important and prominent events like conferences, summer schools, workshops and science promotional events from many fields of Science. It might be best for students in college who are pursuing Computer Engineer- ing since the site puts a special emphasis on that particular topic, but they also cover several general topics such as biology and mathematics. \| Your presentation must: Appendix 6 Group Project Presentation Guidelines - Show the best listening materials categorized according to songs, stories, lectures, film clips, reports, and conversations, with a brief description of the content of each listening material and any useful words and structures you learn through your listening and viewing. - Recommend the best materials to your classmates (including Titles, and the URL (the address of the web page). - Tell advantages and challenges you faced during your group project and how you addressed your difficulties. - Discuss the most valuable language and information you learned from your group members and your project. - Discuss changes you may do if you do the project again. - Demonstrate how your listening skills have been improved through your project. - Show your future plans for your listening improvement. Appendix 7 Grading The Students' Group Projects \| Tasks \| Criteria \| Points \| \|---\|---\|---\| \| 1. Group work \| - Participating in the group’s activities adequately (posting informed reports) - Interacting and sharing ideas with other group members (responding to others’ postings with meaningful comments) \| 5 5 \| \| 2. Group presentation \| - Content: Knowledgeable, accurate, clear, informative - Organization: well-organized - Fluency: express ideas smoothly - Interaction: eye contact, gesturing, movement, facial expressions, etc. \| 5 5 5 5 \|	<urn:uuid:7d236bba-d970-474d-9958-97973b975b7b>	CC-MAIN-2021-04	https://www.hpu.edu/research-publications/tesol-working-papers/2013/02_YenVo2013.pdf	2021-01-20T20:45:49+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00138.warc.gz	818,760,941	8,082	eng_Latn	eng_Latn	0.912754	eng_Latn	0.995365	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "sma_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "unknown" ]	false	docling	[ 3597, 7625, 10869, 13408, 15558, 18341, 21282, 23117, 24411, 25423, 26865, 27935, 28925, 29292, 29768, 31793, 34056, 34491, 34951, 37366, 38243, 38790 ]	[ 2.421875, 3.609375 ]	2	1
- Fighter verse - Prayer - New City Catechism - Question 17: What is idolatry? Idolatry is trusting in created things rather than the Creator for our hope and happiness, significance and security. (Romans 1:21,25) - Question 18: Will God allow our disobedience and idolatry to go unpunished? No, every sin is against the sovereignty, holiness, and goodness of God, and against his righteous law, and God is righteously angry with our sins and will punish them in his just judgment both in this life, and in the life to come. (Ephesians 5:5-6) Patience - Discuss what you think of when you think of patience. Biblical Principles of Patience 1. God's patience delays punishment so that we might be saved. - Romans 2:4 "Or do you presume on the riches of his kindness and forbearance and patience, not knowing that God's kindness is meant to lead you to repentance?" - 2 Peter 3:9 "The Lord is not slow to fulfill his promise as some count slowness, but is patient toward you, not wishing that any should perish, but that all should reach repentance." - Why is it important that God is patient in delaying punishment? - God's patience allows us to be spared from punishment for the moment so that we might put our faith in Jesus and be saved. It is extremely kind and loving that God is patient, he wouldn't have to be. He has every right to punish right away! 2. Christians have patience. - Ecclesiastes 7:8 "the patient in spirit is better than the proud in spirit." - Galatians 5:22 "But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness" - Ephesians 4:1-2 "I therefore, a prisoner for the Lord, urge you to walk in a manner worthy of the calling to which you have been called, with all humility and gentleness, with patience, bearing with one another in love," - Colossians 1:10-11 "so as to walk in a manner worthy of the Lord, fully pleasing to him: bearing fruit in every good work and increasing in the knowledge of God; being strengthened with all power, according to his glorious might, for all endurance and patience with joy;" - How might patience reflect that we are a Christian? 3. Patience is demonstrated by how we wait. - Psalm 37:7 "Be still before the Lord and wait patiently for him" - Psalm 40:1 "I waited patiently for the Lord; he inclined to me and heard my cry" - Romans 8:25 "But if we hope for what we do not see, we wait for it with patience." - Hebrews 6:15 "And thus Abraham, having patiently waited, obtained the promise." - Patience is something we get better at the more we practice. It also demonstrates trust. - What does it mean to wait patiently? What might it look like to not wait patiently? Any examples? Youth Sunday School – What is Patience? – 11/29/20 4. Patience is demonstrated by how we interact with others. - Acts 26:3 "Listen to me patiently" - 1 Corinthians 13:4 "Love is patient" - 1 Thessalonians 5:14 "And we urge you, brothers, admonish the idle, encourage the fainthearted, help the weak, be patient with them all." - 1 timothy 4:2 "preach the word; be ready in season and out of season; reprove, rebuke, and exhort, with complete patience and teaching." - What are some ways we could be patient or impatient with other believers? With unbelievers? Any examples? 5. Patience is demonstrated by how we endure suffering. - Romans 12:12 "be patient in tribulation" - 2 Corinthians 1:6 "you patiently endure the same sufferings that we suffer." - Revelation 1:9 "I, John, your brother and partner in the tribulation and the kingdom and the patient endurance that are in Jesus" - Revelation 2:2-3 [Jesus speaking] "I know your works, your toil and your patient endurance, and how you cannot bear with those who are evil, but have tested those who call themselves apostles and are not, and found them to be false. I know you are enduring patiently and bearing up for my name's sake, and you have not grown weary" - What does our patient endurance of suffering say about God? - Definition: Patience joyfully accepts delay, suffering, and the shortcomings of others. - Prayer Requests For Next Time: - Read Chapter 14 of Practice of Godliness, "Patience". - Keep memorizing the verse you've chosen. Patience Memory Verses (pick at least 1) - Psalm 40:1 "I waited patiently for the Lord; he inclined to me and heard my cry" - Proverbs 25:5 "With patience a ruler may be persuaded, and a soft tongue will break a bone." - 1 Timothy 2:24 "And the Lord's servant must not be quarrelsome but kind to everyone, able to teach, patiently enduring evil" - 1 Thessalonians 5:14 "And we urge you, brothers, admonish the idle, encourage the fainthearted, help the weak, be patient with them all." 2 Peter 3:9 "The Lord is not slow to fulfill his promise as some count slowness, but is patient toward you, not wishing that any should perish, but that all should reach repentance." Study Guide 1. - Why is it important that God is patient in delaying punishment? (so that we all people have a chance to be saved, otherwise we would be immediately punished for our sin) 2. - How might patience reflect that we are a Christian? (it shows that earthly concerns are not primary, it is a fruit of the spirit, patience is ultimately not self-serving (proud) but others exalting (humble) in that it bears with one another in love/waits for God to act/gives us the ability to endure difficult times, etc.) 5. - What does our patient endurance of suffering say about God? (it says that he is faithful to work it out for good, he is trustworthy even when things might be scary, he is standing on the water reaching out his hand to us even when the waves are crashing around us, it ultimately shows that our hope is in God and nothing else, etc.)	<urn:uuid:eb967ca0-8950-4471-9e77-4ddef7c0dbff>	CC-MAIN-2021-04	https://files.logoscdn.com/v1/files/46770638/assets/11259040/content.pdf?download=true&signature=MFS20jRTqb8zg1avNBc_-OcZYZw	2021-01-20T18:42:38+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00138.warc.gz	353,243,447	1,406	eng_Latn	eng_Latn	0.997946	eng_Latn	0.997901	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2735, 4862, 5718 ]	[ 1.703125 ]	1	1
What is oak wilt? What is oak wilt? ESSENTIALS ...a highly destructive fungal disease, usually fatal to susceptible species of trees. What can be done to stop an oak wilt outbreak? Which species are susceptible to oak wilt? ---"Red oaks" (Spanish oak, blackjack) are particularly susceptible; once infected, they almost invariably die. In addition, diseased red oaks play an essential role in the external spread of oak wilt. The first step is to confirm diagnosis, for management techniques are based on specific characteristics of the oak wilt disease cycle. If you suspect oak wilt, don't delay. For advice on how to proceed, contact the Texas A&M Forest Service Project Forester for our region (830-792-8885), or the Bandera County A&M AgriLife Extension Service in Bandera at 830-796-7755. There is no charge for a site visit and consultation. ---"Live oaks" are slightly more resistant: some 15% survive, to some degree, but because of their growth pattern in large groups and their wide-spreading, interconnected roots, live oaks are particularly vulnerable to oak wilt. ---"White oaks" (including chinkapin, post, bur, and Lacey oak) are much less susceptible, although not immune. What happens to a susceptible tree infected with oak wilt? The fungus rapidly disables the tree's vascular system, preventing essential absorption of moisture and nutrients. Infected red oaks typically die within weeks of developing symptoms; live oaks may survive for some months. How is oak wilt spread? …externally, through spores carried by beetles; then …internally, along root connections with healthy trees. The initial source of infection is spores on fungal mats that often form underneath the bark of red oaks recently killed by oak wilt. These sweet-smelling spore mats attract insects including the sapfeeding beetles believed to be the primary vector for disease transmission. These beetles also feed on the sap of fresh tree wounds. If a beetle contaminated with oak wilt fungal spores feeds at a fresh cut on a susceptible tree, the fungus can easily invade that tree through the wound. Then, once one tree is infected, the fungus may also spread to adjacent healthy trees through root connections to the diseased tree, a typical pattern of oak wilt in live oaks due to their widespreading and interconnected roots. Vast stands of live oaks can thus be infected as the result of a single tree originally exposed to the disease. What are the symptoms of oak wilt in red oaks? Typically, the tree's foliage simply wilts, changing overall color very rapidly. The tree may die within weeks but often retains its dead leaves for some months. Then, several months later, pressure pads may develop beneath the bark of the dead tree. These mats are covered with fresh spores of the oak wilt fungus, the initial source of new disease . What are the symptoms in live oaks? ---often a gradual defoliation with progressive loss of canopy over a period of months. A group of dead and dying trees in varying stages of defoliation is a strong indication that it is the oak wilt fungus affecting tree after tree in a widening infection center. While the leaves of infected live oaks show a number of different patterns, one particularly distinctive leaf pattern is considered diagnostic: "veinal necrosis" describes the characteristic browning or yellowing along the central veins of an otherwise green leaf. In contrast to red oaks, live oaks are not known to form fungal mats . When a live oak is infected by external exposure to oak wilt spores, the fungus can only spread internally through underground root connections to nearby healthy trees. In a sense, these stricken live oaks represent a final, dead-end phase of the disease, since, except through root connections, they are not "contagious," in stark to spore-producing diseased red oaks. A tree already showing symptoms of oak wilt is essentially dead, but aggressive action can effectively limit future losses, especially when the disease is caught early. Effective techniques for disease management in live oaks include disrupting root connections with healthy trees by trenching to encircle the infection center, uprooting diseased trees within that center, and protecting still-healthy trees near infected trees with a systemic treatment of fungicide. How can a live oak infection center be managed? ---Trenching Current trenching recommendations are to cut through the soil to a depth of at least 4 ft. and a minimum 100 ft. distance past the last symptomatic tree, using trenching machine, ripper bar, backhoe, or rock saw. The Texas Forest Service may provide cost-sharing assistance to landowners following these guidelines if the active infection center can be completely encircled. Wherever possible, uproot all diseased trees, t o further disrupt root connections to healthy trees. ---Fungicide treatment Alamo TM and similar Propaconizolebased fungicides. "macro-injected" into a tree's roots can temporarily protect individual healthy live oaks at imminent risk of infection from an advancing infection center. The fungicide is not a cure, however, and it does not stop root transmission of disease. Further, repeated injections may be required as long as the threat of infection remains, since each fungicide treatment is effective for a couple of years at most. How can new outbreaks of oak wilt be prevented? ---Always, regardless of season, paint any pruning cut or other deep injury to an oak tree immediately with wound dressing. Infection is most likely within the first two days. ---Avoid pruning oaks between January 15 and July 1 Fungal mat production, insect activity and tree susceptibility all reach a peak during this period . If pruning must be done, the optimal times are during the hottest days of August and the coldest days of January. ---Exercise extreme caution in using firewood from unknown sources. Select only well-seasoned firewood (with dry, crumbly bark), store firewood wrapped securely in clear plastic, and purchase only enough to burn by the end of January. Wood cut from diseased red oaks is a potential hazard, and has been implicated in the long-distance transmission of oak wilt , as fungal spores may form on a diseased red oak even after the tree is felled, cut into firewood, and transported far from the infection site. As a result, new infection may appear in areas formerly free from oak wilt. ---Destroy or disable any diseased red oak without delay, as soon as it develops clear symptoms of oak wilt: the fungal spores that may form on these diseased trees a few months later will put all healthy oak trees within a half-mile radius at risk . Ideally, that dying tree should be burned or buried on site. If prompt destruction is not possible, deep-girdle it without delay, cutting through to the white wood as low as possible on the trunk, then leave the tree standing for a year or until the wood has dried past a point that can sustain spore development.	<urn:uuid:4cccf11f-f7e7-4f73-b266-08db65d65574>	CC-MAIN-2021-04	http://banderacanyonlandsalliance.org/documents/Oak_Wilt.pdf	2021-01-20T20:28:51+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00139.warc.gz	13,964,620	1,443	eng_Latn	eng_Latn	0.997418	eng_Latn	0.997418	[ "eng_Latn" ]	false	docling	[ 6991 ]	[ 2.65625 ]	1	2
Global Information Society Watch 2013 Women's rights, gender and ICTs Association for Progressive Communications (APC) and Humanist Institute for Cooperation with Developing Countries (Hivos) Global Information Society Watch 2013 Steering committee Anriette Esterhuysen (APC) Loe Schout (Hivos) Coordinating committee Janine Moolman (APC) Monique Doppert (Hivos) Valeria Betancourt (APC) Mallory Knodel (APC) Project coordinator Valeria Betancourt Editor Alan Finlay Assistant editor Lori Nordstrom Publication production Mallory Knodel Proofreading Valerie Dee Lori Nordstrom Graphic design Monocromo email@example.com Phone: +598 2400 1685 Cover illustration Matías Bervejillo Financial support provided by Humanist Institute for Cooperation with Developing Countries (Hivos) Ministry of Foreign Affairs of the Netherlands Funding Leadership and Opportunities for Women (FLOW) Global Information Society Watch Published by APC and Hivos 2013 Creative Commons Attribution 3.0 Licence ‹creativecommons.org/licenses/by-nc-nd/3.0› Some rights reserved. ISSN: 2225-4625 ISBN: 978-92-95102-06-4 APC-201310-CIPP-R-EN-DIGITAL-197 canada #OpThunderbird: Anonymous engagement to combat violence against Indigenous women in Canada Association for Progressive Communications (APC) Shawna Finnegan of a national commission of enquiry, 7 the government of Canada has continued to uphold the status quo. 8 www.apc.org Introduction Violence against Indigenous women and girls in Canada has reached a point of crisis. Faced with persistent insecurity, Indigenous women in Canada are three times more likely to experience spousal violence and seven times more likely to be murdered than non-Indigenous women. 1 Law enforcement around the country has consistently failed to address this issue, with reports of police misconduct, harassment and sexual assault. 2 In December 2012, the case of a racially motivated abduction and rape of an Indigenous woman in Thunder Bay, Ontario, 3 and subsequent failure by local police to adequately respond, prompted the development of Operation Thunderbird. 4 Started by a group of local Indigenous women and allies using the Anonymous network, 5 Operation Thunderbird is a community-based initiative to raise public awareness and pressure local authorities to take effective action. This initiative is part of a larger Indigenous-led movement in Canada called Idle No More, and reflects growing engagement by the Anonymous network in cases of violence against women and girls. Background Erosion of Indigenous rights in Canada The insecurity faced by Indigenous women and girls in Canada is a national human rights tragedy. Despite receiving strong recommendations at the United Nations Human Rights Council, 6 including the launching 1 www.parl.gc.ca/HousePublications/Publication. aspx?DocId=5056509&File=18 2 www.cbc.ca/news/canada/british-columbia/story/2013/02/12/ bc-human-rights-watch-abuse-report.html 3 www.cbc.ca/news/canada/thunder-bay/story/2012/12/31/tbpolice-investigate-sexual-assault.html 4 www.wawataynews.ca/archive/all/2013/4/10/operationthunderbird-rallies-Indigenous-women-thunder-bay_24354 5 en.wikipedia.org/wiki/Anonymous_%28group%29 6 www.upr-info.org/IMG/pdf/a_hrc_wg.6_16_l.9_canada.pdf Despite systemic violence against Indigenous women in the country, individual cases are often given low priority by local authorities and media. In 2005, a Canadian media analysis 9 suggested significant disparities in how local police and media respond to reports of missing Indigenous women when compared to non-Indigenous women. Reports from Amnesty International 10 indicate widespread failure by local authorities to protect Indigenous women and girls from violence, while recent research conducted by Human Rights Watch 11 in the north of British Columbia documents cases of physical and sexual assault by officers of the Royal Canadian Mounted Police (RCMP). Violence against Indigenous women is part of the growing inequality and marginalisation of Indigenous people in Canada, including endemic child poverty, 12 structural discrimination and the erosion of treaty and land rights. 13 Despite many issuefocused campaigns, public awareness has been historically low. In November 2012, in response to proposed federal legislation that would lower the threshold of community consent in the designation and surrender of Aboriginal Reserve lands, 14 four women developed a grassroots campaign 15 to raise awareness of the impact of Bill C-45 on both Indigenous and non-Indigenous people in Canada. This campaign developed into Idle No More, 16 a 7 www.amnesty.ca/blog/un-committee-canada-needscomprehensive-action-to-uphold-Indigenous-rights 8 www.vancouversun.com/life/report+finds+Canada+doing +enough+stop+violence+against+aboriginal+women /8315408/story.htmlreport+finds+Canada+doing+enough+stop +violence+against+aboriginal+women/8315408/story.html 9 Madison, L. M. (2006) Immediacy, Where Is It For Aboriginal Women Who Are Reported Missing? 10 www.amnesty.ca/our-work/issues/Indigenous-peoples/no-morestolen-sisters 11 www.hrw.org/news/2013/02/13/canada-abusive-policing-neglectalong-highway-tears 12 www.cbc.ca/news/canada/story/2013/06/18/f-poverty-firstnations-Indigenous-report.html 13 www.amnesty.ca/blog/un-committee-canada-needscomprehensive-action-to-uphold-Indigenous-rights 14 www.cbc.ca/news/politics/story/2012/10/19/pol-list-2ndomnibus-bill.html 15 idlenomore.ca/about-us/item/1-history-of-idle-no-moregrassroots-movement 16 www.idlenomore.ca 88 / Global Information Society Watch protest movement that has gained significant support across Canada and internationally. Social media have been an essential part of the movement, to both raise awareness and provide a space for Indigenous people – particularly youth – to speak out and have their voices heard. 17 Anonymous "hacktivism" Often referred to as "hacktivists", 18 Anonymous is a loose network of hackers, technologists, activists, human rights advocates, geeks and pranksters, using the name as a banner for disparate collective action to protect and promote the free flow of information. 19 Anonymous gained public attention in 2010 as a result of Operation Payback, 20 a series of distributed denial of service (DDoS) attacks against websites of financial institutions refusing to transfer funds from donors to WikiLeaks following the US diplomatic cable leaks. 21 Months later, in 2011, members of the Anonymous network participated in attacks on government websites in Egypt, Tunisia and Libya in support of the Arab uprisings. 22 The Canadian branch of the Anonymous network, CanAnon, 23 has taken a slightly different approach to anonymous activism, raising awareness and rallying support against policies that limit freedom of expression online, including the proposed online surveillance bill, C-30. 24 In 2012, members of Anonymous released details through social media about an alleged suspect in the blackmail and sexual assault of a 15-year-old girl who committed suicide after private photos were shared without her consent. 25 The allegations were ultimately found to be false, leading some to raise concerns over the negative impacts of online "vigilantism". 26 Operation Thunderbird On 27 December 2012, an Indigenous woman was abducted and raped by two white men in Thunder Bay, Ontario, in alleged response to ongoing pro- 17 www.thestar.com/news/canada/2013/01/11/social_media_helps_ drive_idle_no_more_movement.html 18 en.wikipedia.org/wiki/Hacktivism 19 canopycanopycanopy.com/15/our_weirdness_is_free 20 en.wikipedia.org/wiki/Operation_Payback 21 en.wikipedia.org/wiki/United_States_diplomatic_cables_leak 22 www.aljazeera.com/news/ middleeast/2011/05/201151917634659824.html 23 www.cananon.info 24 www.brockpress.com/focus/a-new-breed-of-activism-unmaskingcanada-s-anonymous-culture 25 www.huffingtonpost.com/2012/10/16/amanda-todd-bullyanonymous-suicide_n_1969792.html 26 www.theglobeandmail.com/news/british-columbia/hacktivistgroup-names-second-person-in-amanda-todd-case/article4619867 tests connected to the Idle No More movement. 27 During the assault the woman was told by her attackers that she deserved to lose her Treaty rights, referencing recent protests. Reports indicate that local police devoted few resources to investigating the racially motivated crime, and the perpetrators were never found. After years of similar cases and police response, a group of like-minded Indigenous and allied women and men identified the need for direct action. Using the Anonymous network, Operation Thunderbird was developed to raise awareness and demand that police allocate sufficient resources in order to conduct full investigations. 28 In January 2013, the Anonymous network released a video 29 from Operation Thunderbird, criticising police response to the assault and releasing descriptions of two suspects. Referencing Anonymous action in other cases, 30 the video contained a message to police stating that if no public progress was made, a second phase of Operation Thunderbird would be undertaken. In February 2013, Operation Thunderbird began a second phase through the development of an online crowdsourced map to demonstrate the extent of violence against Indigenous women in Canada and the United States. 31 Using Anonymous online networks, Operation Thunderbird receives and shares information on missing Indigenous women, and communicates directly with police and media to address the disparity in resources deployed to protect and bring justice to victims. In an interview, the principal researcher for Operation Thunderbird described the importance of the internet and social media in addressing violence against Indigenous women: The internet community is the global digital community now connected, discussing and sharing resources like never before. We believe this is useful in terms of knowing what has and has not been done to combat disparity and systemic racism. 32 27 www.cbc.ca/news/canada/thunder-bay/story/2012/12/31/tbpolice-investigate-sexual-assault.html 28 Interview with @org9, Operation Thunderbird, 2 June 2013. 29 www.cbc.ca/news/canada/thunder-bay/story/2013/01/24/tbyanonymous-hacker-thunder-bay-police-investigation.html 30 jezebel.com/5973165/anonymous-releases-more-intel-on-thealleged-steubenville-rape-crew 31 www.cbc.ca/news/canada/thunder-bay/story/2013/02/06/tbythunderbay-anonymous-map-tracks-missing-murdered-aboriginalwomen.html 32 Interview with @org9, Operation Thunderbird, 2 June 2013. 89/ Global Information Society Watch Using its crowdsourced map and confidential tips from witnesses, Operation Thunderbird raises public awareness through Tumblr and Facebook, 33 using the Twitter handle @anony_mmis to tweet updates and connect to related movements. Although the group has experienced some opposition and online harassment, Operation Thunderbird has developed strong support through connections within the Idle No More movement and hacktivist communities. Members of the group have been involved in online crisis mapping, including with the Standby Task Force during the Libya conflict in 2011. 34 In the future Operation Thunderbird plans to investigate sources of funding to develop a website to house databases, documents, research catalogues and a specialised map to assist further research and advocacy. While Operation Thunderbird has used online platforms to put pressure on local authorities, its members believe that this online advocacy must be tied to offline strategies: Only by meeting people in person and physically being at the location of the crimes with the intent of demanding answers from authorities will any real longer term impact come from internetbased [..], crowdsourced or digital activism. 35 Offline organising has been a regular component of action by Operation Thunderbird, including holding rallies outside of local police headquarters. In April 2013, Operation Thunderbird staged a peaceful protest outside of the Thunder Bay Police Services office, with protestors coming in support from nearby cities and towns. While some of the protestors wore Anonymous Guy Fawkes masks, 36 others revealed their identity, including the communications officer of the Assembly of Manitoba Chiefs, and families of women who had been murdered or gone missing. 37 Surveillance and exclusion While online platforms and networks have played an essential role in holding local authorities accountable for cases of missing and murdered Indigenous women in Canada, there are also risks posed by new technology. The Canadian Security Intelligence Service (CSIS) and the RCMP were accused in 2012 of spying on environmentalists and Indigenous groups in order to provide information 33 opthunderbird.tumblr.com/ 34 standbytaskforce.wordpress.com/2011/09/01/libya-crisis-mapreport 35 Interview with @org9, Operation Thunderbird, 2 June 2013. 36 en.wikipedia.org/wiki/Guy_Fawkes_mask 37 wawataynews.ca/node/24354 to the energy corporations in the Arctic. 38 In May 2013, Canada's Privacy Commissioner confirmed reports that the government had unlawfully spied on Cindy Blackstock, the executive director of the First Nations Child and Family Caring Society of Canada, after her organisation filed a human rights complaint over funding of child services on reserves. 39 These cases, as well as recent revelations of US National Security Agency spying, demonstrate the growing importance of privacy and anonymity online. The Association for Progressive Communication's (APC) EROTICS research 40 from India and South Africa found that while the internet is an increasingly important public space for democratic deliberation, anonymity is key to provide a safe space for the negotiation of rights, particularly for those denied access to other spaces based on sexuality or gender identity. In addition to increased surveillance of individuals and civil society groups in Canada, experts suggest that because of significant digital divides, the use of social media may exclude individuals living in rural communities from participating in political activism. 41 Conclusions In March 2013, the outcome document of the 57th session of the Commission on the Status of Women made recommendations for governments, national human rights institutions, the private sector, civil society and other stakeholders to "[s]upport the development and use of ICT and social media as a resource for the empowerment of women and girls, including access to information on the prevention of and response to violence against women and girls." 42 "Hacktivists" associated with the Anonymous network are a growing source of support for community-based development and use of technology to prevent and respond to violence against women in Canada. Moving away from DDoS attacks and towards legal protest, outreach and information sharing, groups collaborating under the Anonymous banner are working with local communities to tackle structural inequalities. While questions continue 38 www.dominionpaper.ca/articles/4640 39 www.thestar.com/news/canada/2013/05/29/conservative_ government_found_spying_on_aboriginal_advocate_tim_harper. html 40 www.apc.org/en/node/12804 41 www.thestar.com/news/canada/2013/01/11/social_media_helps_ drive_idle_no_more_movement.html 42 www.genderit.org/feminist-talk/agreed-conclusions-csw-57thinclude-violence-against-women-and-ict / Global Information Society Watch 90 to arise as to the evolving nature of this heterogeneous network, and how it can be held accountable, local Anonymous action to address women's rights issues is having a real impact and merits further study. Moreover, in considering anonymity and accountability in the public sphere, 43 and in light of growing convergence between Anonymous activism and work to combat violence against women, it is essential to critically discuss risks posed by new technology, as well as the barriers to access and engagement. Action steps Operation Thunderbird provides important guidance for individuals and civil society groups working to address violence against Indigenous women in Canada. At the same time, further action is needed to strengthen this initiative, and others like it: * Support community-based social media initiatives to gather and disseminate information, raise awareness, and demand justice for missing and murdered Indigenous women. 43 www.genderit.org/feminist-talk/anonymity-accountability-andpublic-sphere 91/ Global Information Society Watch * Combine online mobilisation with offline engagement to hold local authorities accountable. * Work together with community informatics groups to demand greater access to the internet in Indigenous communities. * Develop strategies for secure online communications, such as those set by the Take Back The Tech (TBTT) campaign. 44 * Conduct research on the impact of Anonymous activism in advocating for the protection and promotion of women's rights. ■	<urn:uuid:827ac3ea-dd50-41e2-b33b-e73daba6d7fe>	CC-MAIN-2021-04	https://giswatch.org/sites/default/files/canada_gisw13.pdf	2021-01-20T20:09:15+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00137.warc.gz	368,273,047	3,648	eng_Latn	eng_Latn	0.831882	eng_Latn	0.99088	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 193, 232, 1154, 5882, 10625, 15520, 17039 ]	[ 1.3359375 ]	2	0
Cape Elizabeth School Board Wednesday March 11, 2020 6:30 pm School Board Budget Workshop CEMS Library "Cape Elizabeth School Department: Open Minds and Open Doors" Cape Elizabeth School Department School Board Budget Goals FY21 1. Maintain and improve the high quality of education for every student. 3. Support the current strategic plan goals. 2. Careful examination of line items and consideration of the success and effectiveness of the expenditures in order to provide a fiscally responsible budget. 4. Clear and continual communication throughout the budget process. Cape Elizabeth School Department Strategic Plan Goals 2. Global Competency: Our students will be personally responsible, aware, empathetic, and engaged local and global citizens. 1. Health and Well-Being: Our schools will provide a supportive learning environment in which physical, social, and emotional well-being are valued and promoted. 3. Multiple Pathways and Definitions of Success: Our schools will value, promote, and celebrate multiple pathways and definitions of success. 4. Safe, Sustainable, and Effective Facilities: Our schools will be safe and effective facilities. They will be updated and maintained to meet the needs of students and staff in accordance with long-term financial planning. 5. Environmental Responsibility: The school department will prioritize environmental responsibility, including stewardship and sustainability. AGENDA I. Introduction – Finance Chair II. Public Comments on Budget III. Budget Updates IV. Undesignated/Unassigned fund discussion V. General Budget discussion VI. Guidance to Superintendent for revised budget VII. Public Comments VIII. Adjourn	<urn:uuid:2daabf67-dfb9-4875-85d0-5466a9b3927b>	CC-MAIN-2021-04	https://reflect-cetv.cablecast.tv/Cablecast/WebFiles/1570/BUDGET_WORKSHOP_AGENDA_3.11.20.pdf	2021-01-20T20:06:39+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00138.warc.gz	534,523,727	324	eng_Latn	eng_Latn	0.988234	eng_Latn	0.988234	[ "eng_Latn" ]	false	docling	[ 1677 ]	[ 1.375 ]	1	2
Tenth annual fall survey of the Animas River Wetlands Courtesy of the Durango Bird Club Observers: Susan Allerton and Catherine Ortega Date/Time: September 2020 8:15 a.m. to 12:45 pm Weather: Sunny and calm; 50-something to 72 degrees 1 Mountain Chickadee Poecile gambeli 1 Rock Wren Salpinctes obsoletus 7 House Wren Troglodytes aedon 1 Marsh Wren Cistothorus palustris 2 Blue-gray Gnatcatcher Polioptila caerulea 1 Ruby-crowned Kinglet Regulus calendula 2 Western Bluebird Sialia mexicana 20 Mountain Bluebird Sialia currucoides 1 Hermit Thrush Catharus guttatus 16 American Robin Turdus migratorius 4 American Pipit Anthus rubescens 1 Sage Thrasher Oreoscoptes montanus 1 European Starling Sturnus vulgaris 5 House Finch Haemorhous mexicanus 49 Pine Siskin Spinus pinus 10 Lesser Goldfinch Spinus psaltria 5 American Goldfinch Spinus tristis 3 Evening Grosbeak Coccothraustes vespertinus 7 Orange-crowned Warbler Oreothlypis celata 2 MacGillivray's Warbler Geothlypis tolmiei 5 Yellow Warbler Setophaga petechia 19 Yellow-rumped Warbler Setophaga coronata 22 Wilson's Warbler Cardellina pusilla 4 Green-tailed Towhee Pipilo chlorurus 8 Chipping Sparrow Spizella passerina 3 Brewer's Sparrow Spizella breweri 1 Vesper Sparrow Pooecetes gramineus 1 Grasshopper Sparrow Ammodramus savannarum 3 Song Sparrow Melospiza melodia 11 Lincoln's Sparrow Melospiza lincolnii 9 White-crowned Sparrow Zonotrichia leucophrys 2 Dark-eyed Junco Junco hyemalis 2 Western Tanager Piranga ludoviciana 51 Red-winged Blackbird Agelaius phoeniceus Bird of the Day: Grasshopper Sparrow. This is only the second record of this species in La Plata County.	<urn:uuid:c8e4e18a-8a68-4cd0-85c7-baa366776f21>	CC-MAIN-2021-04	http://animasriverwetlands.com/ARW%202020%20Sept%2012.pdf	2021-01-20T18:27:54+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00138.warc.gz	8,815,444	538	eng_Latn	eng_Latn	0.582285	eng_Latn	0.418681	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 238, 1703 ]	[ 1.375 ]	1	0
KS3 TEXTILES Making a soft Abstract art Using artist inspiration such as Sophie Munn, Rex Ray and Anne Marie Cadman Eco shopper bag Project Pop art Andy Warhol toy Hand embroidery for beginners Abstract faces Project Blind contour Construction techniques End of unit assessment Plastic pollution A designers responsibility 6 R’s Blue planet Tie dye End of unit assessment Pencil case project Using the mouse hover over the picture to watch videos relevant to your learning in this project Cubism Pablo Picasso LEARNING JOURNEY YR 7 YR 8 YR 9 Wayne Thiebaud Understanding Modern art End of unit assessment By watching this video, it will give you an idea on how to use different drawing techniques in your work Aurora Robson	<urn:uuid:d0937828-1b02-470a-aade-3636f21edcf8>	CC-MAIN-2021-04	https://dormston.s3.amazonaws.com/uploads/document/KS3-TEXTILES-1.pdf?t=1606981099	2021-01-20T20:09:40+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00139.warc.gz	309,051,254	204	eng_Latn	eng_Latn	0.974962	eng_Latn	0.974962	[ "eng_Latn" ]	false	docling	[ 726 ]	[ 2.90625 ]	2	1
Buffalo High School Chromebook Usage and Guidelines 2020-2021 Dear Parents, BHS is proud to provide each student with their Chromebook for the 2020-2021 school year. Our focus of the 1 to 1 Chromebook program is to provide equipment and resources that meet the needs of today's students. By each student having a Chromebook, this will allow him or her more access to digital education resources over and above those offered during the school day. It will individualize learning, prompt creativity and innovation, enhance communication and collaboration beyond the limits of our community, and ensure that our students have the tools needed to prepare for post-secondary readiness. However, the one to one program does come with a price. Students must assume responsibility for the use and care of their Chromebook. This Chromebook Usage and Guidelines packet outlines the responsibilities and possible costs to each student and parent. I encourage you to read the handbook with your child before signing. All students are required to have a Chromebook as part of the 2020-2021 educational process. If you have any questions, please feel free to contact the High School at (903) 322-2473. Sincerely, John R. Clements, M.Ed Principal General Information Chromebook check-in and check-out The students are issued a Chromebook for classroom use this year. Parents and students must sign and return the Chromebook Agreement before the Chromebook will be issued. Upon return to school the next year, the student will receive the same Chromebook that was issued the previous year. If a student withdraws from Buffalo ISD, the Chromebook and charger will be returned at the time of withdrawal. REPAIR/USAGE Chromebooks that are broken or fail to work properly must be taken to the library. Any repairs that are not due to misuse or damage will be covered without cost. If the Chromebook must be sent off for repair, a temporary replacement will be provided for the interim. Students are responsible for the welfare of their issued Chromebook. Students will be responsible for all repair or replacement costs that occur while the Chromebook is issued to the student. LOSS OR THEFT Students (or parents) must contact the Principal if there is loss or theft of the Chromebook that has been issued. A theft report (by BISD Law Enforcement or Buffalo PD) is required by the district for replacement of the Chromebook. Students who lose their Chromebook and do not have a theft report will be required to pay the full replacement cost. CHROMEBOOK USE * Use caution when eating or drinking near your Chromebook. * Cords, cables, and removable storage devices must be inserted and removed carefully to prevent damage. * Students should never carry their Chromebook while the screen is open, or while the cord is attached * Do not stack any books, heavy materials, etc. on top of the Chromebook in your locker or backpack. Anything placed on the Chromebook may cause damage. * Do not close the Chromebook with anything inside it (pencil, etc.). This can cause screen damage. * Chromebooks that are stored in the student's locker must be locked and secured at all times. * Students need to take their Chromebooks home with them every night to charge them. * Chromebooks should not be left unattended (particularly in the cafeteria), in unlocked classrooms, locker rooms, dressing rooms, hallways, bathrooms, buses, cars, or on school grounds. * Do not expose the Chromebook to extreme temperatures or direct sunlight for extended periods of time. Extreme heat or cold may cause damage. (Do not leave it in your vehicle.) * The Chromebook may not be personalized. Personalizing the Chromebook in any way will result in disciplinary action. CHARGING YOUR BATTERY * Average battery life is 7 hours. If the Chromebook is consistently losing its charge before the end of the school day, it needs to be turned in to the BHS Library. * Chromebooks should be shut down or put to sleep (close the screen) when not in use to extend battery life. * Chromebooks must be brought to school each day; fully charged. Students need to charge their Chromebooks at home each evening. Students who do not bring their Chromebooks to class charged may result in disciplinary action. SCREEN CARE * Do not lean on top of the Chromebook when it is closed. * Do not place anything near the Chromebook that could put pressure on the screen. * Clean the screen with a soft cloth. If desired, you can lightly spray the cloth with a screen cleaner. (Library has cleaning solution available.) * Do not bump the Chromebook against lockers, walls, car doors, floors, etc. SCHOOL USE Chromebooks are intended for use at school each day. In addition to teacher expectations for Chromebook use; school messages, announcements, calendars, and schedules may be accessed using the Chromebook. Students are responsible for bringing their Chromebook to all classes. CHROMEBOOK MANAGEMENT Only the BISD student who is assigned to the Chromebook is allowed to log into that Chromebook. The domain "gcloud.BISD.org manages BISD Chromebooks" manages the operating system on all Chromebook. Any attempt to remove the managing software will result in immediate disciplinary action, including, but not limited to, confiscation of the device. MEDIA, SOUND, AND GAMES All photos (including desktop background) and videos must meet District Acceptable Use Guidelines. Media that violates acceptable policy (guns, weapons, pornographic materials, inappropriate language, alcohol, drugs, gang related symbols or pictures) will result in disciplinary action and may also result in a loss of Chromebook privileges. Music and games must meet the Acceptable Use Guidelines. Use of media, sound, and games must be by classroom procedures. HOME INTERNET ACCESS Students are allowed to set up access to home wireless networks on their Chromebooks. This will allow students to access the resources needed to complete school work/homework. Chromebooks are content filtered (blocked from pornography, hate, violence, most social media) no matter what network they are on. Any student who attempts to bypass the content filter is in violation of the Acceptable Use Agreement and subject to disciplinary action. All Chromebooks will have offline extensions to allow students to access school work if the internet is unavailable. SAVING TO THE CHROMEBOOK Student work will be saved in the student's Google Drive (gcloud.BISD.org). Documents created in Google are automatically saved. Files that are created in or uploaded to Google Drive are accessible from any computer or Chromebook. Files that are saved locally on the Chromebook (downloaded PDF's, for example) are only available on that Chromebook. NETWORK CONNECTIVITY Buffalo ISD makes no guarantee that the BISD network will be up and running 100% of the time. In the rare case that the network is down, the District will not be responsible for lost or missing data. Students will not be penalized if the network is down and completed assignment cannot be accessed for class projects, presentations, etc. Most of the Google Drive Apps can be used offline. Once a student reconnects to the Internet, the offline files will sync with the Google Drive account. APPS AND EXTENSIONS Buffalo ISD manages the apps and extensions that are available on the Chromebook. Apps and extensions installed by the district are not to be removed by the student. Any app or extension that violates the Acceptable Use Guidelines or that is deemed inappropriate for use in school is not to be installed on the Chromebook. INSPECTION Chromebooks are the property of BISD and are subject to inspection at any time. Reasons for Chromebook inspection may include but are not limited to the following: functionality, maintenance, service, ability, and student conduct when using the Chromebook. CHROMEBOOK OPERATING SYSTEM UPDATES The Chromebook will update automatically every time the device is connected to the Internet. If a Chromebook does not appear to be managed by gcloud.BISD.org, running slowly, or has trouble connecting to a network, the Chromebook should be turned in for maintenance at BHS Library. Buffalo High School Student Chromebook Guidelines, and Signature Page 2020 - 2021 STUDENT CHROMEBOOK AGREEMENT * I will take care of my Chromebook. * I will never leave my Chromebook unattended. * I will never loan out my Chromebook to others. * I will charge my Chromebook battery daily. * I will be responsible for any damages caused by food or drink to my Chromebook. * I will not disassemble any part of my Chromebook or attempt any repairs. * I understand that my Chromebook is for educational use only. * I understand that my Chromebook is subject to inspection at any time without notice and remains the property of Buffalo ISD. * I will file a police report in case of theft or vandalism with Buffalo ISD PD or District PD. * I will be responsible for all damage or loss caused by neglect or abuse. * I agree to return the Chromebook and power cords in good working condition at required check-ins (i.e., withdrawal from school or summer). * I understand that my use of the Chromebook is subject to all applicable district policies and regulations, the Student Handbook, and Student Code of Conduct. * I understand that the device is assigned specifically to me and I will not let other students use or borrow my device. * I understand to not place books or other items on top of the device. I understand to never leave my Chromebook unattended. * I understand to shut down the device completely before charging the device for the next day. Charge your Chromebook at the end of every school day; do not plug in the device to charge between classes or during class without teacher permission. * I understand not to personalize these devices in any way; which includes decals, screensavers, and downloading any software, applications or shortcuts that have not been explicitly allowed by the teacher (devices periodically checked for illicit downloads). "Skins" or other personalization must be specifically designed for devices, must be easily removable, and must be approved by the school administration. * I understand to follow the teacher's instructions about labeling documents before sharing or printing. * I understand if something is wrong with the device to report to my teacher immediately and the BHS library. * I understand that any damage to the Chromebook could result in repair changes and may result in a replacement cost of $217.00. * I have read the Acceptable Use Guidelines and understand that any violations of this policy will result in disciplinary action and suspension. Chromebook Inspection: Please note any damage before taking full possession for any damage. The student was able to log on to the Chromebook. Librarian or designee signature: __________________ Date: ________________ I have read the Chromebook guidelines and I understand that I am fully responsible for all damage to my Chromebook while in my possession. I have inspected the Chromebook and successfully logged on. Print Student Name_________________________ Student ID # __________ Student Signature __________________________ Date_________________ Buffalo High School Parents Chromebook Guidelines, and Signature Page 2020-2021 PARENT/GUARDIAN RESPONSIBILITIES Parents, please talk to your children about the importance of avoiding any websites, extensions, videos, pictures, or programs that would cause them to lose their Chromebook privileges. Remind them that nothing online is ever truly erased. Any social medial post can be found, published, and passed on. Colleges and employers are beginning to check the social media accounts of prospective students and employees as a routine part of their screening process. As a parent, we encourage you to be an active participant in your child's digital life. Have them show you what sites they are navigating to, what apps they use, and what they are working on. PARENT / STUDENT CHROMEBOOK AGREEMENT * I will take care of my Chromebook. * I will never leave the Chromebook unattended. * I will never loan out my Chromebook to others. * I will charge my Chromebook battery daily. * I will be responsible for any damages caused by food or drink to my Chromebook. * I will not disassemble any part of my Chromebook or attempt any repairs. * I understand that my Chromebook is for educational use only. * I understand that my Chromebook is subject to inspection at any time without notice and remains the property of Buffalo ISD. * I will file a police report in case of theft or vandalism with Buffalo ISD PD or District PD. * I will be responsible for all damage or loss caused by neglect or abuse. * I agree to return the Chromebook, power cord, and case in good working condition at required check-ins (i.e., withdrawal from school or summer). * I understand that my use of the Chromebook is subject to all applicable district policies and regulations, the Student Handbook, and Student Code of Conduct. * I understand that the device is assigned specifically to me and I will not let other students use or borrow my device. * I understand not to place books or other items on top of the device. I understand that I should never leave my Chromebook unattended. * I understand to shut down the device completely before charging it for the next day. Chromebooks should be charged at the end of every school day; do not plug in the device to charge between classes or during class without teacher permission. * I understand not to personalize these devices in any way; which includes decals, screensavers, and downloading any software, applications or shortcuts that have not been explicitly allowed by the teacher (devices periodically checked for illicit downloads). "Skins" or other personalization's must be specifically designed for devices, must be easily removable, and must be approved by the school administration. * I understand to follow the teacher's instructions about labeling documents before sharing or printing. * I understand if something is wrong with the device to report to my teacher and the BHS library immediately. * I understand that any damage to the Chromebook could result in repair changes and may result in a replacement cost of $217.00. * I have read the Acceptable Use Guidelines and understand that any violations of this policy will result in disciplinary action, including possible suspension. I have read the Chromebook guidelines and I understand that I am fully responsible for all damage to my child's Chromebook while in their possession. I understand that I have the option of purchasing insurance for my child's Chromebook. 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Q.: What is the f/Ratio of a telescope? (Question 002) A.: The f/Ratio of a telescope is identical to that of a camera, but the application for a telescope is different. You will find that the term f/Ratio is thrown around a lot. f/6 means that the focal length is 6 times the objective (main mirror or lens) diameter D. So if your Main mirror diameter is D = 200mm and f/6, then the focal length of it is 6X200mm = 1200mm	<urn:uuid:25daa07c-48f0-411b-9dd3-f388ec4af75c>	CC-MAIN-2021-04	https://smasweb.org/wp-content/uploads/2011/04/f-Ratio-PDF.pdf	2021-01-20T20:15:42+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00141.warc.gz	582,746,448	116	eng_Latn	eng_Latn	0.926897	eng_Latn	0.926897	[ "eng_Latn" ]	false	docling	[ 426 ]	[ 2.015625 ]	1	8
City of Pembroke 2018 Annual Water Quality Report GA Water System ID #0290001 160 North Main Street Post Office Box 130 Pembroke, Georgia 31321 Phone: 912.653.4413 Fax: 912.653.4424 Drinking Water Quality The City of Pembroke is committed to providing its customers with the highest quality drinking water possible. We are proud to inform you that the City of Pembroke did not have any violations of water quality parameters during 2018. Our water continually meets or surpasses state and federal standards for safe drinking water. This annual water quality report will help inform you on where your water comes from, what it contains, and other information. For more information about your water or this report, please call Keith Cook, Water/Wastewater Superintendent, at 653-4422. The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity. Contaminants that may be present in source water include the following: The City of Pembroke has two wells which pump groundwater from the Upper Floridian Aquifer. We perform treatments at each of the wells to include chlorine disinfection and fluoride is added for tooth and bone development. We also add Aquadene (Water Treatment Compound) for corrosion control and to prevent brown water. These wells pump water to a 150,000-gallon elevated storage tank. The water then enters the distribution system for your consumption. ❖ Microbial contaminants, such as viruses and bacteria which may come from sewage treatment plants, septic systems, agricultural livestock operations, and wildlife. ❖ Inorganic contaminants such as salts and metals, which can be naturally occurring or result from urban storm runoff, industrial or domestic wastewater discharges, oil and gas production, mining, or farming. ❖ Pesticides and herbicides, which may come from a variety of sources such as agriculture, urban storm water runoff, and residential uses. ❖ Organic chemical contaminants, including synthetic and volatile organic chemicals, which are by-products of industrial processes and petroleum production, and can also come from gas stations, urban storm water runoff, and septic systems. ❖ Radioactive contaminants, which can be naturally occurring or be the result of oil and gas production and mining activities. ❖ If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The City of Pembroke is responsible for providing high quality drinking water but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available at http://www.epa.gov/safewater/lead. To ensure that tap water is safe to drink, EPA prescribes regulations limiting the number of certain contaminants in water provided by public water systems. Food and Drug Administration regulations establish limits for contaminants in bottled water, which must provide the same protection for public health. Important Information About Your Drinking Water Pembroke's City Council meets the second Monday of each month at 7:00 p.m. at City Hall. We urge our citizens to attend these meetings to stay abreast and active in the decision making of Pembroke's water. Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA's Safe Drinking Water Hotline at 1-800426-4791. Some people may be more vulnerable to contaminants in drinking water than the general population. Immunocompromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline. (1 800 426 4791) \| \| \| \| Your \| Sample \| # Samples \| Exceeds \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Contaminants \| MCLG \| AL \| Water \| Date \| Exceeding AL \| AL \| Typical Source \| \| Inorganic Contaminants \| \| \| \| \| \| \| \| \| Unit Descriptions \| \| \|---\|---\| \| Term \| Definition \| \| ppm \| ppm: parts per million, or milligrams per liter (mg/L) \| \| ppb \| ppb: parts per billion, or micrograms per liter (µg/L) \| \| NA \| NA: not applicable \| \| ND \| ND: Not detected \| \| NR \| NR: Monitoring not required, but recommended. \| The City of Pembroke provides water and sewer services to the area without regard to race, color, sex, age, handicap, religion or national religion. The City of Pembroke is an equal opportunity provider and employer. A copy of this report is available to the public at Pembroke City Hall	<urn:uuid:25711f27-6ff2-4b34-bea1-06a8fa0eb63c>	CC-MAIN-2021-04	https://pembrokega.net/Assets/Files/CCR2018.pdf	2021-01-20T20:38:44+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00140.warc.gz	507,968,890	1,227	eng_Latn	eng_Latn	0.995666	eng_Latn	0.995237	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3717, 5188, 5775 ]	[ 2.375 ]	8	0
Mission Statement Buckland School is committed to providing quality education that engages all students fully in a wide range of learning experiences that will assist them in preparing for the challenges of the future. Be Lifelong Learners Be Active Participants Motivated and enthusiastic about learning Be Literate & numerate Be IT capable & confident Able to think critically & creatively Be an informed decision maker Relate Well to Others Use communication tools effectively in a range of situations Accept diversities Be proud of own and others' achievements Our Vision for Learning at Buckland School Participate in a range of social, cultural, physical and intellectual activities Contribute to well-being of self, others and the environment. Have High Self Esteem Be confident Take risks and challenge self to solve problems and adapt to new challenges. Be independent Strive for excellence in all areas Show courage School Values Our school is an Olympic School and as such our students are encouraged to value and use the Olympic Values: Pursuit of Excellence Respect for Others Joy of Effort Fair Play Balance between Mind, Body and Character Principles The principles set out below embody beliefs about what is important and desirable in school curriculum. They underpin all school decision making. They put students at the centre of teaching and learning, asserting that they should experience a curriculum that engages and challenges them, is forwardlooking and inclusive, and affirms New Zealand's unique identity: High Expectations Learning to Learn Treaty of Waitangi Community Engagement Cultural Diversity Coherence Inclusion Future Focus National Stated Values Our students will be encouraged to value: excellence, by aiming high and persevering in the face of difficulties innovation, inquiry and curiosity, by thinking critically, creatively and reflexively diversity, as found in our different cultures, languages and heritages equity, through fairness and social justice community and participation for the common good integrity, which involves being honest, responsible, accountable and acting ethically And to respect themselves, others and human rights Maori Dimensions and Cultural Diversity As the school recognises the unique position held by Maori as detailed within the New Zealand Administration Guidelines, the school also recognises the increasing diversity of the New Zealand culture and will seek to promote understanding and appreciation of all cultures. The school will actively work towards maximising the potential of each student irrespective of cultural background. The school will continue to develop staff understanding and use of tikanga Maori and the confidence in speaking Te Reo Maori, and provide the means of fostering better cultural understanding consistent with the Treaty of Waitangi. The school will continue to consult with the Maori community both through face to face meeting and invited consultation meetings. The school will actively seek to liaise with local Maori elders and be involved with the local Te Huarahi Whanau and individual school parents.	<urn:uuid:d43de39c-0e46-49a6-aab1-a51489537e5b>	CC-MAIN-2021-04	https://www.buckland.school.nz/files/70aa97a5197471ec/file_attachments/207/Mission_Statement.pdf	2021-01-20T20:32:34+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00141.warc.gz	716,724,316	682	eng_Latn	eng_Latn	0.99348	eng_Latn	0.99483	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 950, 3176 ]	[ 2.28125 ]	1	11
Water Wheels Related Subjects: Physics, Environmental Science Through designing and creating a water wheel, this activity brings to light many physics concepts, including conservation of energy, work, energy, torque, and friction. By isolating the variables of the water wheel design, students should be able to determine how to maximize the weight that a water wheel can lift. Author: Melissa Higgins Museum of Science, Boston Recommended Grades: 9-1st Year Materials Plastic dinner plates of verying diameters Plastic cups of varying sizes 3-5 gallon buckets Large plastic basin Wooden dowels String Duct tape or packing tape Nails, pennies, or other weights Suggested Time Intro to Hydro Power/Project: 1 period Lab (build, test, modify): 2 periods Review/Discussion: 1 period Introduction Show students one model water wheel so that they have an idea of what they will be designing. The foundation of the water wheel is two dinner plates secured back-to-back. Cups should be taped around the circumference of the plates. These cups will catch the water that will power the wheel. The wheel will act as a pulley to lift a cup ﬁ lled with nails, pennies, or other weights. Break students into groups and explain that each group will be testing one water wheel variable. Have students brainstorm a list of variables. Suggestions might include: diameter of wheel size of cup spacing of cups height of water diameter of tube delivering water Tell students that their goal is to design a water wheel that can lift the most weight. Power Up! is a Museum of Science, Boston, program supported by the National Science Foundation under grant number 0402309 Set Up The water wheels will be positioned above the large plastic basin. You will need to create a stand (two dowels or yardsticks attached vertically to two opposite sides of the basin work well). You will also need to secure a pulley nearby which will be attached to the water wheels to create a weight lifting system. A water source should be established. A 3-5 gallon bucket with a hole punched on the side near the bottom should work well. You can place a spigot in the hole that will allow for control of the water ﬂ ow. Attach a hose to the end of the spigot. Place the bucket on a high surface. Students can use the hose to direct water towards their wheels. Designing the Wheels Remind students that they are responsible for making sure their water wheel designs will operate properly on the stand. They will need to punch a hold in the center of their wheels so that a dowel will ﬁ t through the wheel and allow it to spin freely on the stand. They will also need a spool or bobbin of some kind on the side of the wheel to gather string as the water wheel turns. Redesign the Wheels Resources Allow students to share with classmates what they learned about the variable they were testing. Let students redesign their wheels so that they can lift the most weight—do the most work. You may also ask students to consider the power of their water wheel—the amount of work the wheel does compared to the time it takes to do that work. Wheels At Work by Bernie Zubrowski http://www.energyquest.ca.gov/projects/ waterenergy.html Power Up! is a Museum of Science, Boston, program supported by the National Science Foundation under grant number 0402309 3	<urn:uuid:8cab2061-4921-4bec-b615-09b75192d19b>	CC-MAIN-2021-04	http://stemtec.org/sess/gralinski/Engineering%20design%20waterwheellab.pdf	2021-01-20T18:57:32+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00141.warc.gz	108,262,260	725	eng_Latn	eng_Latn	0.998206	eng_Latn	0.998648	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1666, 3336 ]	[ 4.6875 ]	1	0
The future of our past is ever present The year was 1839, 20 years after Belleville was incorporated as a village. 40 men and their families attended a meeting at the Belleville courthouse following a service given by John Jacob Reiss, one of the founders and fathers of the Evangelical Synod of North America. Pastor Reiss began preaching at Centerville (now Millstadt) 4 years earlier. This would become known as the 1st congregational meeting of our church. Adolph Hildebrandt chaired the meeting. The charter members were asked by Reiss to decide on a name. It was decided to name the church St. Paul's Church, in homage to German immigrants' church, St. Paul's Church of Frankfort on the Main. Our church's first constitution was adopted in April 13, 1839, which stated that Theodore J. Krafft, Sr. offered to donate land for a church, deeding the land to the congregation. During a board meeting seven days later, the board reported that Lot 17 of Krafft Addition had been donated. However, Governor Kinney and Theodore Hilgard, Sr. held a mortgage on the lot. On December 13, 1839, the 7 trustees of the German Protestant Church purchased the Lot 17 of the Flannagan and Krafft platt for $200.00. Four months after becoming the pastor of the German Protestant Church of Belleville, Rev. Reiss became unable to continue to lead the church due to illness. In Service to God, Jo Ann Elmore, Archivist	<urn:uuid:0c055153-63ab-428c-9809-a5bb49f17773>	CC-MAIN-2021-04	https://stpaulucc.org/mt-content/uploads/2017/12/january-2017-amazing-archives.pdf	2021-01-20T20:23:38+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00140.warc.gz	591,813,358	328	eng_Latn	eng_Latn	0.997372	eng_Latn	0.997372	[ "eng_Latn" ]	false	docling	[ 1411 ]	[ 1.3671875 ]	1	6
The New Corona Virus (COVID-19) Preventive Guide Within Workplaces About Corona Viruses (CoV) are a large family of RNA viruses that cause diseases ranging from common colds to more severe diseases such as Middle East Respiratory Syndrome (MERS-CoV) and severe acute respiratory syndrome (SARS-CoV). Most cases were registered initially in the Republic of China, but COVID-19 has spread to several countries around the world . How does (COVID-19) spreads : When a person with (COVID-19) coughs or exhales, he releases droplets of fluid infected with the disease, and those droplets fall on surfaces and nearby objects such as offices, tables or phones . Then the disease is transmitted when people touch those contaminated surfaces and touch their eyes, mouth, or face afterward . It is also possible for the disease to transmit if a person is standing one or two meters away from the person infected with (COVID-19) by direct contact through the diffused droplets from those infected . Know that most people with (COVID-19) suffer from mild symptoms and recover from it, some may experience more serious symptoms and may need hospital care . Risk of infection : The risk of infection increases among some groups, such as : 1 - The elderly . 2 - People who suffer from medical conditions, such as diabetes, heart and lung diseases . 3 - People with a weak immune system, and some groups with a risk of disease . Symptoms of infection : The main symptoms include: fever, cough, shortness of breath, and sometimes symptoms can develop into pneumonia. The infection may cause severe complications for people with a weak immune system, chronic diseases, and the elderly . Some simple methods to prevent the spread of COVID-19 in the workplace Initiating some precautions may be important even with no infection in your workplace. Some simple measures may help prevent infection from spreading in the workplace, reduce absence days due to illness, and slow the spread of infection . 1. Sanitary procedures and cleanliness of workplaces : * Desktops, phones, and keyboards need to be constantly cleaned and sterilized because surface contamination which is touches by staff and customers is one of the main ways in which COVID-19 is spread . * Promote and encourage regular hand washing by employees and clients : * Place hand sanitizers in prominent places of the workplace . * Assure the regular filling of sterilizer dispensers * Assure that soap and washbasins are available for frequent hand washing, as washing kills the virus on the hands, and prevents COVID-19 from spreading . * Display info stickers inside the workplace that illustrate the correct way to wash hands . 2. Rising respiratory protective measures : * Assure the availability of masks for those who have symptoms of a runny nose, and go to the nearest health facility for a check and doing what is necessary * Display info stickers inside the workplace on sneezing etiquette that helps reduce the prevalence of (COVID-19) 3. For travel, advise your employees before embarking on traveling : * Assessing the necessity of travel * Avoid sending staff on business trips to areas where COVID-19 is prevalent, especially those who may be at greater risk of getting a serious disease (such as older employees, and those with medical conditions such as diabetes, heart and lung diseases) . * In case of urgent need to send employees on business trips, they need to be educated and aware of how to take precautionary measures of COVID-19 infection . 4. Staff Safety Procedures : * The employee needs to stay at home (or work from home) if he has a mild cough or low-grade fever (37.3 ° C or more). * The employee needs to stay at home (or work from home) if he uses certain medicines such as paracetamol/acetaminophen, ibuprofen or aspirin, which may hide symptoms of infection . * Continue to provide awareness through the communication channels used in the workplace * In cases that need to stay at home (or work from home) if they have only mild symptoms of COVID-19. For Help, Call 937	<urn:uuid:9afb21db-5469-482a-bb69-d96c2a32ba6e>	CC-MAIN-2021-04	http://saudicomedat.com/images/guide2.pdf	2021-01-20T19:22:49+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00141.warc.gz	102,713,115	841	eng_Latn	eng_Latn	0.997197	eng_Latn	0.997286	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1683, 4072 ]	[ 2.328125 ]	1	2
Kidney Removal Kidney Removal The medical name for removing a kidney is nephrectomy. This pamphlet will answer some of your questions about your stay in hospital and care at home. How do my kidneys work? A kidney is the same shape as a kidney bean and about the size of your fist. The kidneys are just above your waist and are partly covered by your rib cage. The kidneys make urine (pee) by removing waste material from your blood that your body does not need. Urine then travels through hollow tubes (ureters) to the bladder. Your urine is then stored in the bladder until you go to the bathroom. Kidneys Ureter Bladder Can I be healthy with only one kidney? Yes, if your remaining kidney is healthy. The remaining kidney can do all the work. Before your surgery Please read the pamphlet Before and After Day Surgery to learn more about day surgery or ask a staff member for more information. After your surgery You will be taken to a special nursing unit to recover from the anesthetic (sleeping medicine). Your breathing, pulse, and blood pressure will be checked often. When you are fully awake and stable, you will be taken to your hospital room. Intravenous (IV) and food * You may have an IV for about 24 hours. It is usually taken out when you are able to eat and drink again. * Your nurse will be checking your bowels. You will be able to eat when your bowels are active again. Measuring fluid * Your nurse will ask you to keep track of how much you drink. * Drink at least 8 glasses of fluid a day. * You will be asked to measure your urine after your catheter (hollow tube for pee) is taken out. Incision * Your wound will be closed with staples (metal clips) or Steri-Strips™ (special tape). * Sometimes, the nurse will take them out before you go home. If not, you will need to make an appointment with your family doctor who will take out the staples 7-10 days after your surgery. * Steri-Strips™ can be peeled off when they get loose 7-10 days after your surgery. Discomfort and pain It is normal to have pain after surgery. Talk about pain medication choices with your doctor or nurse. Please read the pamphlet Managing Pain After Surgery or ask a staff member for more information. You will get pain medication as needed. We recommend that you take pain medication regularly for the first 24 hours, and before doing any activity. You and your nurse can plan activities around when your medication is given. Bladder catheter You may have a catheter in your bladder that is connected to a collection bag. The bag should always hang below your bladder. The catheter is usually taken out 24-48 hours (1-2 days) after your surgery. Drainage tube You may have a drain near the incision (cut) for a few days. It will drain blood and fluid from the area. At home Controlling pain or soreness * You may take pills for pain or soreness for a short period of time. Take the pills as you are told. * Do not drink alcohol when you are taking pain pills. Healthy eating * It may take some time for your appetite to return to normal. During this time, it may help to eat smaller meals more often throughout the day. * Healthy meals will help your body heal. * The foods that you eat will affect your bowel movements. Eat foods high in fibre ( such as bran, vegetables, and fruit). * Drink 8 glasses of water a day (unless you are not allowed to because of another heath problem). * Some pain pills can cause constipation. Ask your doctor about using stool softeners or laxatives if needed. * Remember that you do not need to have a bowel movement every day to be healthy. Activity * You will find that you will get tired easily and may need extra rest. Your energy will come back slowly. * Some examples of good activities are: light housework, preparing small meals, and riding as a passenger in a car for short distances. * Walking is the best exercise for you after surgery. Start slowly and increase the distance each day. * Go back to having sex when you feel well enough. * Do not drive a car for 2 weeks. * Do not drive if you are taking pain pills. * Always wear a SEATBELT to lower the chance of injuring the other kidney. * Talk about going back to work with your doctor. For the next 6 weeks do not: -› Lift anything heavier than 10 pounds (such as children, laundry, groceries, luggage). -› Move furniture. -› Mow the lawn. -› Shovel snow. -› Take long car trips (if you have to take a long car trip, have someone else drive). -› Do strenuous (hard) exercise. Care of your incision * You may shower 2 days after your surgery. Pat your incision lightly to wash and dry. There should not be any drainage or increased redness from the area. If your bandage must be left on, tape Saran Wrap® (plastic wrap) over it to keep it dry. * You may have a bath when the incision is healed in about 10 days. Follow-up care * A visit will be booked with your doctor after you go home. It is very important that you keep this appointment. * Train your bladder by going to the bathroom at least every 4 hours. Do not hold your urine. Always go to the bathroom when you feel the urge. Call your doctor if you have: * Fever and/or chills * Nausea and/or vomiting * Increased redness, swelling, or warmth around the incision * Increased pain or tenderness around the incision * Separation of the edges of the incision * Drainage from the incision * Blood in your urine * Trouble passing urine If you need to see a doctor, please contact your family doctor or go to the nearest Emergency Department unless otherwise instructed by your Urologist. If you have any questions, please ask. We are here to help you. Notes: Looking for more health information? Contact your local public library for books, videos, magazines, and other resources. For more information go to http://library.novascotia.ca Capital Health promotes a smoke-free, vape-free, and scent-free environment. Please do not use perfumed products. Thank you! Capital Health, Nova Scotia www.cdha.nshealth.ca Prepared by: Urology Nursing Education Committee, QEII, Halifax Revised by: Urology Practice Council Illustration by: LifeART Super Anatomy 1 Images, Copyright © 1994, TechPool Studios Corp. USA Designed by: Capital Health Library Services, Patient Education Team Printed by: Dalhousie University Print Centre The information in this brochure is provided for informational and educational purposes only. The information is not intended to be and does not constitute healthcare or medical advice. If you have any questions, please ask your healthcare provider. WJ85-0283 Revised August 2014 The information in this pamphlet is to be updated every 3 years.	<urn:uuid:8cb1bf61-7dc6-4673-8324-3c71710d9a54>	CC-MAIN-2021-04	http://www.cdha.nshealth.ca/patientinformation/nshealthnet/0283.pdf	2021-01-20T20:06:59+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00140.warc.gz	122,272,983	1,510	eng_Latn	eng_Latn	0.997085	eng_Latn	0.99882	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 14, 627, 1623, 2788, 3603, 4215, 4844, 5580, 5653, 6667 ]	[ 1.375 ]	1	1
Statistical Analysis of Networks Sources of Network Data Learning Goals ❖ Review various sources of network data. Twelve sites with data ❖ https://icon.colorado.edu/#!/ ❖ https://github.com/awesomedata/awesome-public-datasets#socialnetworks ❖ www-personal.umich.edu/~mejn/netdata ❖ http://snap.stanford.edu/data/index.html ❖ https://linqs.soe.ucsc.edu/data ❖ https://networkdata.ics.uci.edu/ ❖ http://jmcauley.ucsd.edu/data/amazon/ ❖ http://konect.uni-koblenz.de/networks ❖ https://www.icpsr.umich.edu/icpsrweb/NAHDAP/studies/22140 ❖ https://www.dimensions.ai/widgets/access/ ❖ https://www.icpsr.umich.edu/icpsrweb/ICPSR/studies/36975 Prison Inmate Network Study (PINS) ❖ The PINS is a two-wave study of relationships among incarcerated men in a medium security prison. ❖ See: http://justicecenter.psu.edu/research/projects/ prison-inmate-networks-study-pins ❖ Each wave captures survey and network data for individuals in the same unit with a capacity of 205 inmates. ❖ These data are currently being examined by the PINS team and have produced several scholarly products. Prison Inmate Network Study (PINS) ❖ But, there is still LOTS that can be done! ❖ The PINS data are an option for this course. ❖ Steps: ❖ Review PINS surveys, ❖ Complete PINS data request template, ❖ Wait… ❖ Start working with PINS data. Boston Special Youth Project (SYP) Affiliation Data ❖ Another source of data are the SYP afﬁliation data. ❖ See: https://www.jacobtnyoung.com/sypnetworks.html ❖ Or: Young, Jacob T.N., Scott H. Decker, and Gary Sweeten. 2018. "The Boston Special Youth Project Afﬁliation Dataset". Connections, 37(1&2): 85-88. https://www.exeley.com/journal/connections. Boston Special Youth Project (SYP) Affiliation Data ❖ Another source of data are the SYP afﬁliation data. ❖ See: https://www.jacobtnyoung.com/sypnetworks.html ❖ Or: Young, Jacob T.N., Scott H. Decker, and Gary Sweeten. 2018. "The Boston Special Youth Project Afﬁliation Dataset". Connections, 37(1&2): 85-88. https://www.exeley.com/journal/connections. Learning Goals ❖ Review various sources of network data. Questions?	<urn:uuid:3dbf48d2-76e7-4dac-bfca-531d53d40331>	CC-MAIN-2021-04	https://jacobtnyoung.github.io/SAND/lectures/crj_605_networks_3_sources_of_data_slides.pdf	2021-01-20T18:26:34+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00140.warc.gz	400,778,079	605	eng_Latn	eng_Latn	0.642169	eng_Latn	0.822	[ "unknown", "unknown", "kiu_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown" ]	false	docling	[ 57, 116, 639, 1080, 1320, 1675, 2030, 2089, 2101 ]	[ 1.53125 ]	1	1
February, 2011 PERFORMANCE OF SOLAR POWER PLANTS IN INDIA Submitted To Central Electricity Regulatory Commission New Delhi Table of Contents References .................................................................................................................................. 42 List of figures List of tables 1.0 Introduction There is a pressing need to accelerate the development of advanced clean energy technologies in order to address the global challenges of energy security, climate change and sustainable development. Solar Photovoltaic is a key technology option to realize the shift to a decarbonised energy supply and is projected to emerge as an attractive alternate electricity source in the future. Globally, the solar PV grid connected capacity has increased from 7.6 GW in 2007 to 13.5 GW in 2008 and was 21 GW at the end of 2009. Similarly, annual solar PV production also jumped from 3.7 GW in 2007 to 10.7 GW in 2009 1 . The growth trend is continuing and is likely to explode once the grid parity is achieved. India is located in the equatorial sun belt of the earth, thereby receiving abundant radiant energy from the sun. The India Meteorological Department (IMD) maintains a nationwide network of radiation stations which measure solar radiation and also the daily duration of sunshine. In most parts of India, clear sunny weather is experienced 250 to 300 days a year. The annual global radiation varies from 1600 to 2200 kWh/sq.m. which is comparable with radiation received in the tropical and subtropical regions. The equivalent energy potential is about 6,000 million GWh of energy per year. The highest annual global radiation is received in Rajasthan and northern Gujarat. In Rajasthan, large areas of land are barren and sparsely populated, making these areas suitable as locations for large central power stations based on solar energy. The Indian government has launched Jawaharlal Nehru National Solar Mission (JNNSM) with a target of achieving 20000 MW by 2022. The goal is to make India one of the leaders in solar energy. Although Solar energy is still expensive today, but costs are coming down with technology development, right governmental policies and R and D efforts. 1.1 Jawaharlal Nehru National Solar Mission (JNNSM) The mission will be carried out in three phases and aims to do the following: to create a policy framework for deployment of 20,000 MW by 2022; to add 1,000 MW of grid solar power by 2013, and another 3,000 MW by 2017. The target for 2017 may be higher based on the availability of international finance and technology transfer. The scheme also aims at strengthening indigenous manufacturing capability, and achieving 15 million sq. meters solar thermal collector area by 2017 and 20 million by 2022. One of the steps to achieve this will be to make solar heaters mandatory by incorporating byelaws in the National Building Code. Deployment of 20 million solar lighting systems for rural areas by 2022 is also part of the scheme. 1 Renewables 2010, Global Status Report, REN21. This mission has received widespread support from agencies like the World Bank and the Clinton Initiative. Also, the launch of organisations like the Solar Thermal Federation of India (STFI) indicates that the industry is gearing up for a shift towards solar. 1.2 Energy Security India needs to focus on developing its own sources of energy. Our major energy sources, oil and coal, are imported in large quantities. Even with the development of nuclear energy, India will be dependent on other nations for fuel. To sustain economic growth, to come out of the energy deficit situation and ensure that energy is available in every town and village, India must utilise its immense potential in solar energy. 1.3 Role of Central and State Governments India is the only country with a Ministry dedicated to New and Renewable Energy. There are nodal agencies in each State, which specifically work on enhancing the percentage of renewable energy in the power-mix. States such as Rajasthan, Karnataka, Maharashtra, Gujarat, and West Bengal have already taken initiatives for installation of large solar power plants. The MNRE also announced Generation Based Incentives (GBI) in 2008, to incentivize development of solar power plants. 2.0 Objectives of this report It is clear from the above discussion that solar energy is becoming an important source of energy all over the World and especially in India. Very few solar plants have been installed in India so far, and therefore no historical experience available. It is important to investigate the performance of solar power plants. Knowledge about the performance of solar power plants will result in correct investment decisions, a better regulatory framework and favorable government policies. In this report, we examine the various factors contributing to the performance of solar power plants, such as radiation, temperature and other climatic conditions, design, inverter efficiency and degradation due to aging. The objectives of this study are summarized below: * To estimate the performance of solar power plants at different locations in the country * To assess the degradation of module output associated with aging as per current technology trends * To recommend future work in the field of solar energy * To review existing radiation data sources and softwares * To review design criteria for better performance of power plants 3.0 Methodology For this report, information and data from a wide variety of sources has been used, which includes theoretical knowledge of solar energy technology, for both solar PV and solar thermal power plants, available in standard literature. Data for solar radiation has been analysed from sources such as the Handbook of Solar Radiation for India (Anna Mani, Allied Publishers) India Meteorological Department (IMD), National Aeronautics and Space Administration (NASA), National Renewable Energy Laboratory (NREL), Ministry of New and Renewable Energy (MNRE) and Meteonorm. Software analysis It has been found that data from the above sources varies over a wide range, depending on whether it is collected from monitoring stations, extrapolated, or derived from satellite information. Data from the above mentioned sources is analysed using software such as PVSyst and RETScreen. This facilitates easy comparison of irradiation levels from different sources, and power output from solar plants, with variation in type and make of panel used, the angle of tilt of the panel, the use of tracking mechanism, local weather conditions such as temperature, and losses such as panel degradation, inverter losses and so on. Long term studies Further, to evaluate the performance of solar power plants over the long term, data has been obtained from tests conducted by research institutes like the Fraunhofer Institute in Germany, NREL USA etc.. It is noted however, that very little information on long term performance and panel degradation after installation is available for India, as most power plants are relatively new. Solar panel manufacturers also provide guarantees on long term performance of their panels, which is used for comparison with installed-plant data. Data from existing power plants To test the validity of various sources of data, we have collected output measurements from power plants in India, which have been in operation for at least a period of 6 months. This output can be used to analyse whether the data inputs are accurate or not. For example, the output power generated, minus the losses can give a good estimate of the accuracy of the input radiation data and the estimated generation. Since several source of irradiation data are available, this will be useful is evaluating which source of data is the most accurate. Performance evaluation For complete performance evaluation, the following data has to been collected and verified to the extent possible: 2 2 International Energy Agency, "Methodology Guidelines on Life Cycle Assessment of Photovoltaic Electricity", IEA PVPS Task 12, Subtask 20, LCA Report IEA-PVPS T12-01:2009 October 2009. 1. Irradiation – as mentioned, data from different sources has been analysed and the source identified based on the accuracy perception for the present study. 2. Performance ratio – it is observed that performance ratio depends on the irradiation, the optimum angle of tilt, air temperature, design parameters, quality of modules, efficiency of inverter etc. The results have been obtained based on the above parameters using RETscreen software. The results have been compared with some data available on the recently installed grid connected power plants in India. 3. Degradation – All manufacturers stand a guarantee of performance over a period of 25 years with 90% output for first 12 years and up to 80% after 25 years of operation. Various studies carried out by global renowned institutions on the extent of degradation of out put of modules after long term operation in field. These results are analysed to arrive at the actual field performance. 4. Life expectancy – Trends in the accelerated tests for modules, inverters, supporting structure and cabling have been studied. 4.0 Technology for Solar power plants Solar power generation technologies can be broadly classified into two broad categories: * Solar Photovoltaic technologies * Solar thermal power plants 4.1 Solar Photovoltaic (SPV) technologies Photovoltaic converters are semiconductor devices that convert part of the incident solar radiation directly into electrical energy. The most common PV cells are made from single crystal silicon but there are many variations in cell material, design and methods of manufacture. Solar PV cells are available as crystalline silicon, amorphous silicon cells such as Cadmium Telluride (Cd-Te), Copper Indium diselenide, and copper indium gallium diselenide (CIGS), dye sensitised solar cells DSSC and other newer technologies such as silicon nano particle ink, carbon nanotube CNT and quantum dots. Table 1: Commercial efficiencies of photovoltaic modules \| Wafer-based c-Si \| \| \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| Mono-Si \| \| Multi-Si \| \| a-Si; a-Si/μc-Si \| \| CdTe \| CIS/CIGS \| \| 15-20% \| \| 15-17% \| \| 6-9% \| \| 9-11% \| \| \| Crystalline silicon (c-Si) modules represent 85-90% of the global annual market today. C-Si modules are subdivided in two main categories: i) single crystalline (scSi) and ii) multi-crystalline (mc-Si). Thin films currently account for 10% to 15% of global PV module sales. They are subdivided into three main families: i) amorphous (a-Si) and micromorph silicon (aSi/μc-Si), ii) Cadmium-Telluride (CdTe), and iii) Copper-Indium-Diselenide (CIS) and Copper-Indium-Gallium-Diselenide (CIGS). Emerging technologies encompass advanced thin films and organic cells. The latter are about to enter the market via niche applications. Concentrator technologies (CPV) use an optical concentrator system which focuses solar radiation onto a small high-efficiency cell. CPV technology is currently being tested in pilot applications. The above technologies are mainly used on roof tops of commercial and residential buildings, and as large scale grid connected power plants. For optimum output, larger installations use tracking devices which change the orientation of the panels to correspond with the trajectory of the sun to focus sunlight directly onto the panels. 4.2 Solar thermal power plants Solar thermal power plants produce electricity by converting the solar radiation into high temperature heat using mirrors and reflectors. The collectors are referred to as the solar-field. This energy is used to heat a working fluid and produce steam. Steam is then used to rotate a turbine or power an engine to drive a generator and produce electricity All CSP plants are based on four basic essential systems which are collector, receiver (absorber), transport/storage and power conversion. Parabolic Trough, Solar towers, Parabolic Dishes and Linear Fresnel Reflectors are the four main technologies that are commercially available today. The details are given below: Parabolic trough Parabolic trough shaped mirrors collect and reflect the solar energy onto receiver tubes positioned along the focal line of parabolic mirrors. The troughs are usually designed to track the Sun along one axis, predominantly north–south. Heat transfer fluids, such as synthetic thermal oil suitable for temperatures up to 400 °C, circulating through the tubes are used to generate steam through heat exchangers and steam generators and drive turbine to generate electricity through a steam cycle. This is a well established and proven CSP technology. Solar Towers A circular array of heliostats concentrates sunlight on to a central receiver mounted at the top of a tower. The heliostats tack the sun on two axes. The central receiver can achieve very high concentrations of solar irradiation thus resulting in extremely high temperature for the operating fluid. A heat-transfer medium in this central receiver absorbs the highly concentrated radiation reflected by the heliostats and converts it into thermal energy, which is used to generate superheated steam for the turbine through the Rankine cycle. Brayton cycle systems are also under testing because of the higher efficiencies. Spain has several solar tower systems operating or under construction, up to 20 MW capacity. Parabolic Dish The parabolic shaped dish tracks the sun, through a two axis movement, onto a thermal receiver mounted at the focal point. The concentrated beam radiation is absorbed into a receiver to heat a fluid or gas to approximately 750°C. This fluid or gas is then used to generate electricity in a small piston or Stirling engine or a micro turbine. Dish technology produces relatively small amount of electricity compared to other CSP technologies – typically in the range of 10 to 25 kW which results in high capital costs. Linear Fresnel Reflectors Use reflectors made of several slices of mirrors with small curvature approximating a parabola. Mirrors are mounted on trackers and configured to reflect sunlight onto elevated linear reflectors. Water flows through the receivers and is converted into steam and the intermediate heat transfer fluid is not required. These systems have lower investment costs and also lower optical performance as compared to parabolic trough collectors. This technology is still in the developmental stage. 5.0 Performance of solar power plants The performance of solar power plants is best defined by the Capacity Utilization Factor (CUF) , which is the ratio of the actual electricity output from the plant, to the maximum possible output during the year. The estimated output from the solar power plant depends on the design parameters and can be calculated , using standard softwares. But since there are several variables which contribute to the final output from a plant, the CUF varies over a wide range. These could be on account of poor selection /quality of panels, derating of modules at higher temperatures, other design parameters like ohmic loss, atmospheric factors such as prolonged cloud cover and mist. It is essential therefore to list the various factors that contribute to plant output variation. The performance of the power plant however depends on several parameters including the site location, solar insolation levels, climatic conditions specially temperature, technical losses in cabling, module mismatch , soiling losses, MPPT losses, transformer losses and the inverter losses. There could also be losses due to grid unavailability and the module degradation through aging. Some of these are specified by the manufacturer, such as the dependence of power output on temperature, known as temperature coefficient. The following factors are considered key performance indicators: 1. Radiation at the site 2. Losses in PV systems 3. Temperature and climatic conditions 4. Design parameters of the plant 5. Inverter efficiency 6. Module Degradation due to aging These are covered in detail in the following sections. 5.1 Radiation Solar radiation basics and definition Solar radiation is a primary driver for many physical, chemical and biological processes on the earth's surface, and complete and accurate solar radiation data at a specific region are of considerable significance for such research and application fields as architecture, industry, agriculture, environment, hydrology, agrology, meteorology, limnology, oceanography and ecology. Besides, solar radiation data are a fundamental input for solar energy applications such as photovoltaic systems for electricity generation, solar collectors for heating, solar air conditioning climate control in buildings and passive solar devices [3]. Several empirical formulae have been developed to calculate the solar radiation using various parameters. Some works used the sunshine duration others used the sunshine duration, relative humidity and temperature, while others used the number of rainy days, sunshine hours and a factor that depends on latitude and altitude. 3 The primary requirement for the design of any solar power project is accurate solar radiation data. It is essential to know the method used for measuring data for accurate design. Data may be instantaneously measured (irradiance) or integrated over a period of time (irradiation) usually one hour or day. Data maybe for beam, diffuse or total radiation, and for a horizontal or inclined surface. It is also important to know the types of measuring instruments used for these measurements. 4 For the purpose of this report, data sources such as NREL, NASA, IMD and so on were compared. All these sources specify global irradiance, measured over one hour periods and averaged over the entire month. The data is available for horizontal surfaces and must be suitably converted for inclined solar collectors. Monthly average daily solar radiation on a horizontal surface is represented as H, and hourly total radiation on a horizontal surface is represented by I. The solar spectrum, or the range of wavelengths received from the Sun are depicted in the figure below. Short wave radiation is received from the Sun, in the range of 0.3 to 3 μm, and long wave radiation (greater than 3 μm) is emitted by the atmosphere, collectors or any other body at ordinary temperatures. 5 3 M. Chegaar, A. Lamri and A. Chibani, "Estimating Global Solar Radiation Using Sunshine Hours", Physique Energétique (1998) 7 – 11. 4 Duffie John A, William Beckman A, "Solar Engineering of Thermal Processes, 3rd Edition, 2006, John Wiley and Sons Inc, pages 3 – 138. 6 Sen, Zekai, Solar energy fundamentals and modeling techniques:atmosphere, environment, climate change and renewable energy, Springer, 2008, pp 44-70. 5 Ibid. Definitions and terminology Beam Radiation – solar radiation received from the Sun without being scattered by the atmosphere and propagating along the line joining the receiving surface and the sun. It is also referred as direct radiation. It is measured by a pyrehiliometer. Diffuse Radiation – the solar radiation received from the Sun after its direction has been changed due to scattering by the atmosphere. It does not have a unique direction and also does not follow the fundamental principles of optics. It is measured by shading pyrenometer. Total Solar Radiation – the sum of beam and diffused radiation on a surface. The most common measurements of solar radiation is total radiation on a horizontal surface often referred to as 'global radiation' on the surface. It is measured by pyrenometer. Irradiance (W/m 2 ) – the rate at which incident energy is incident on a surface of unit area. The symbol G is used to denote irradiation. Irradiation (J/m 2 ) – the incident energy per unit area on a surface, found by integration of irradiation over a specified time, usually an hour (I) or a day (H). Solar Constant - The solar constant is the amount of incoming solar radiation per unit area, measured at the outer surface of Earth's atmosphere, in a plane perpendicular to the rays Direct Normal Insolation (DNI) - It is the direct component of the solar radiation incident normal to the collector; that is, the angle of incidence of solar radiation with the normal of the collector is zero throughout the day. 5.1.2 Measurement of Solar Radiation Measurements may be direct or indirect. Direct methods are those involving the use of devices such as pyrheliometers and pyranometers at radiation stations. Indirect methods use satellite data, the number of sunshine hours, or extrapolation to arrive at values for radiation at a place. The solar radiation data should be measured continuously and accurately over the long term. Unfortunately, in most areas of the world, solar radiation measurements are not easily available due to financial, technical or institutional limitations Solar radiation is measured using pyrheliometers and pyranometers. Ångström and Thermoelectric Pyrheliometers are used for measurement for direct solar radiation and global solar radiation is measured using the Thermoelectric Pyranometer. A Thermoelectric Pyranometer with a shading ring is used for measurement of diffuse radiation. Inverted pyranometers and Sunphotometers are used for measuring reflected solar irradiance and solar spectral irradiance and turbidity respectively. 7 7 Solar Radiation Hand Book, Solar Energy Centre, MNRE and Indian Metrological Department, 2008. In India, large scale measurements are carried out by the India Meteorological Department at 45 radiation observatories with data loggers at four of these stations. 8 The stations are depicted on the map below (Fig 2), obtained from the IMD Pune website. Another method of acquiring data is through mathematical modeling and extrapolation of data using variables such as sunshine hours, cloud cover and humidity. This modeled data generally is not very accurate for several reasons. Models require complex calibration procedures, detailed knowledge of atmospheric conditions and adjustments to produce reasonable results. Further inaccuracies arise in micro-climates and areas near mountains, large bodies of water, or snow cover. The third source of radiation data is satellite measured data such as that provided by NASA. NASA data is available for any location on Earth, and can be obtained by specifying the coordinates of the location. The data is available in near real time for daily averages and for 3 hour intervals. Also, this data can be accessed free of cost online 8 IMD Pune website, http://www.imdpune.gov.in/, accessed on 20th June 2010 5.1.3 Sources of radiation data Radiation data is available from various sources, such as IMD, NREL, Meteonorm, NASA, WRDC (World Radiation Data Centre) and so on. Some of these agencies provide data free of cost and with others, the data needs to be purchased. The following are the key features of the some data sources considered by us: Meteonorm Provides data of more than 8,055 weather stations. The measured parameters are monthly means of global radiation, temperature, humidity, precipitation, days with precipitation, wind speed and direction, sunshine duration. Time periods 1961-90 and 1996-2005 for temperature, humidity, precipitation and wind speed are available. Satellite data is used for areas with low density of weather stations. Interpolation models are provided in the software to calculate mean values for any site in the world. The user may import data for use in the models. This data is not freely available, and must be purchased along with the Meteonorm software. WRDC WRDC (World Radiation Data Center) provides monthly irradiance for 1195 sites in the world, averaged during periods between 1964 and 1993. Many of them are only over a few years. These data doesn't include temperatures, which should be obtained from another source. This data is available free of cost. RETScreen RETScreen is Canadian software which holds a complete database for any location in the world, optimised for using the best available data at each location from about 20 sources, the main ones being the WRDC and the NASA irradiance data. Temperatures and wind velocities are also provided probably with good reliability. NASA and WRDC data are available free of cost, and hence RETScreen data is also free. IMD IMD has 45 radiation observatories recording various radiation parameters. At all these stations, measurement of global solar radiation is being carried out while at a few selected stations other parameters like diffuse, direct, net, net-terrestrial and reflected radiation and atmospheric turbidity are also measured. Data loggers have been introduced at four stations viz. New Delhi, Patna, Jaipur and Thiruvanathapuram. Besides the measurements on the surface, fortnightly airborne soundings are made with radio metersondes to measure directly the vertical distribution of the infrared radiation flux and radiation cooling from surface upto a height of 20 Km or more in the free atmosphere, at New Delhi, Srinagar, Thiruvananthapuram, Pune, Nagpur, Jodhpur, Calcutta and Bhubaneshwar. Radiometersonde ascents are being conducted regularly at Maitri, the Indian Antaractic station also. NASA NASA provides over 200 satellite-derived meteorology and solar energy parameters. These are monthly averages from 22 years of data. Global solar energy data is available for 1195 ground sites. These data are available free of cost. 3TIER 3TIER provides custom reports enabling assessment for commercial and utilityscale solar projects. This organization provides FullView Solar Site Climate Variability Analysis (CVA) which describes a complete picture of the solar resources at required site. Based on a satellite derived 11 to 13-year time-series, this product includes the intensity and variability of irradiance values and additional data on wind speed and temperature. Table 2: Radiation data sources Comparison of various sources of data The radiation data can be used from all the above mentioned sources. However, each has its own accuracy levels. The satellite data has the following limitations: 9 * The sensors generally cannot distinguish between clouds and snow cover. * The measurements are less accurate near mountains, oceans or other large bodies of water. * All measurements are essentially made at the top of the atmosphere and require atmospheric models to estimate the solar radiation at the ground. NASA estimates that their measurements of average daily solar radiation have an RMS error of 35 W/m2 (roughly 20% inaccuracy). The World Climate Research Program estimated that routine-operational ground solar radiation sites had end-toend inaccuracies of 6-12%, with the highest quality research sites in the range of 36% inaccuracy.1 Other researchers comparing NASA solar radiation measurements to ground-based sites have found comparable results (19% average error in the daily data). Based on the merits and demerits of the different sources of radiation data, it can be concluded that the most reliable data is obtained from ground based weather stations. Therefore it is recommended that the IMD/MNRE Handbook of Solar Radiation at 23 locations based on actual measurements should be used for assessing the performance of solar power plants. In locations where IMD is data is not available, NASA/Meteonorm data may be used. 9 Hall James and Hall Jeffrey, "Evaluating the Accuracy of Solar Radiation Data Sources", Solar Data Warehouse, February 2010. 5.2 Losses in PV Solar systems The estimated system losses are all the losses in the system, which cause the power actually delivered to the electricity grid to be lower than the power produced by the PV modules. There are several causes for this loss, such as losses in cables, power inverters, dirt (sometimes snow) on the modules, ambient temperature, varying insolation levels and so on. While designing a PV system, we have to take into consideration all possible losses. Reflection losses PV module power ratings are determined at standard test conditions, which require perpendicular incident light. Under field conditions larger incidence angles occur, resulting in higher reflection losses than accounted for in the nominal power rating. Calculations show that for modules faced towards the equator, and with a tilt angle equal to the latitude, yearly reflection losses relative to STC are about 1%. Soiling Soiling of solar panels can occur as a result of dust and dirt accumulation. In most cases, the material is washed off the panel surface by rainfall; however dirt like bird droppings may stay even after heavy rains. The most critical part of a module is the lower edge. Especially with rather low inclinations, soiling at the edge of the frame occurs. By often repeated water collection in the shallow puddle between frame and glass and consecutive evaporation dirt accumulates. Once it causes shading of the cells, this dirt reduces the available power from a module. The losses are generally 1%, however the power is restored if the modules are cleaned. Mismatch effects Mismatch losses are caused by the interconnection of solar modules in series and parallel . The modules which do not have identical properties or which experience different conditions from one another. Mismatch losses are a serious problem in PV modules and arrays because the output of the entire PV array under worst case conditions is determined by the solar module with the lowest output. Therefore the selection of modules becomes quite important in overall performance of the plant. MPPT Losses Maximum Power Point Tracking (MPPT) Power output of a Solar PV module changes with change in direction of sun, changes in solar insolation level and with varying temperature. The PV(power vs. voltage) curve of the module there is a single maxima of power. That is there exists a peak power corresponding to a particular voltage and current. Since the module efficiency is low it is desirable to operate the module at the peak power point so that the maximum power can be delivered to the load under varying temperature and insolation conditions. Hence maximization of power improves the utilization of the solar PV module. A maximum power point tracker (MPPT) is used for extracting the maximum power from the solar pv module and transferring that power to the load. A dc/dc converter(step up/step down) serves the purpose of transferring maximum power f rom the solar PV module to the load. Maximum power point tracking is used to ensure that the panel output is always achieved at the maximum power point. Using MPPT significantly increases the output from the solar power plant. As depicted in the V-I curves for the monocrystalline solar module below, the maximum power point is achieved at the intersection of the current and voltage curves at a particular value of irradiation. There are losses in the cabling, transformer, inverter and transmission systems, which are easy to determine in most cases. Inverter efficiency A solar PV inverter is a type of electrical inverter that is made to change the direct current (DC) electricity from a photovoltaic array into alternating current (AC) for use with home appliances or to be fed into the utility grid. These inverters may be stand alone inverters, which are used in isolated systems, or grid tie inverters which are used to connect the power plant to the grid. The efficiency of an inverter has to do with how well it converts the DC voltage into AC. The currently available grid connected inverters have efficiencies of 96 to 98.5%, and hence choosing the correct inverter is crucial to the design process. There are less efficient inverters below 95% also available. Inverters are also much less efficient when used at the low end of their maximum power. Most inverters are most efficient in the 30% to 90% power range. 5.3 Solar Plant design The long term commercialization of utility based solar PV electric generation requires the development of safe, efficient, reliable, affordable components and systems that meet utility expectations of performance and life cycle cost per kWh production goals, while allowing for full integration of time variant intermittent renewable generation resources in the utility generation portfolio. Cost reductions available through design, material specification and construction techniques developed by the power industry in response to the need for lower cost traditional generating stations can effect significant cost savings when applied to PV generation systems. Higher generation through proper design and use of efficient system components effectively means lower cost of power. Some critical factors which must be kept in mind during design include proper selection of modules, optimum angle of tilt, minimization of ohmic losses with proper selection of conductors, selection of efficient transformers and inverters etc. Use of reliable and long life components is equally essential for expensive solar power plants. The actual energy output that one can expect from a given PV system depends on a large number of factors. Some of these are: * The PV efficiency is affected to a greater or lesser extent by the temperature of the module, usually decreasing with increasing temperature. * Nearly all module types show decreasing efficiency with low light intensity. The strength of this effect varies between module types. * Some of the light is reflected from the surface of the modules and never reaches the actual PV material. How much depends on the angle at which the light strikes the module. The more the light comes from the side (narrow angle with the module plane), the higher the percentage of reflected light. This effect varies (not strongly) between module types. * The conversion efficiency depends on the spectrum of the solar radiation. Where nearly all PV technologies have good performance for visible light, there are large differences in the efficiency for near-infrared radiation. If the spectrum of the light were always the same this effect would be assumed to be part of the nominal efficiency of the modules. But the spectrum changes with the time of day and year, and with the amount of diffuse light (light not coming directly from the sun but from the sky, clouds etc.). * Finally, some module types have long-term variations in the performance. Especially modules made from amorphous silicon are subject to seasonal variations in performance, driven by long-term exposure to light and to high temperatures. * Mounting position For fixed (non-tracking) systems the way the modules are mounted will have an influence on the temperature of the module, which in turn affects the efficiency (see above). Experiments have shown that if the movement of air behind the modules is restricted, the modules can get considerably hotter (up to 15°C at 1000W/m2 of sunlight). * Inclination angle This is the angle of the PV modules from the horizontal plane, for a fixed (nontracking) mounting .It is also noted that the global radiation measurements are done on horizontal surface. The maximum radiation can be obtained by tilting the surface at an optimum angle, which is determined by the latitude of the location. Comparison for Indian metro cities is given below. Table 3 Daily global radiation ( MJ m-2 per day) \| CITY \| Horizontal Radiation \| Optimum tilt Radiation \| \|---\|---\|---\| \| New Delhi \| 19.67 \| 21.54 \| \| Kolkata \| 17.47 \| 19.07 \| \| Pune \| 20.4 \| 21.94 \| \| Chennai \| 20.12 \| 20.99 \| Temperature Module performance is generally rated under Standard Test Conditions (STC): irradiance of 1,000 W/m², solar spectrum of AM 1.5 and module temperature at 25°C. All electrical parameters of solar module depend on temperature. The module output decreases with increase in temperature. The loss of power as defined by Temperature coefficients. This effect can be seen in the sample V-I characteristics, obtained from the specification sheet for commercially available module. Figure 8: Temperature coefficient for crystalline cells The temperature coefficient represents the change in power output with different temperatures. Typical values of temperature coefficient for for crystalline silicon are as follows: γ (Pmpp) typical values for crystalline modules is -0.4 to 0.45%/K γ (Pmpp) typical values for CdTe modules is -0.24 to 0.25%/K γ (Pmpp) typical values for amorphous modules is -0.2 to 0.23%/K Therefore thin film modules will certainly give higher performance at elevated temperature when compared to crystalline silicon. 5.4 Long term reliability The long term reliability of photovoltaic modules has been improving steadily, with manufacturers offering over 25 years guarantee on their panels. However, no power plant has been in existence for such a long period of time, for verification of the guarantee. Some reports have been published on this subject by NREL, Fraunhofer Institute and so on. This report intends to extend the same study for panels in India, by getting data from installed power plants. It is important for the PV industry to know the long term reliability, since it impacts the life of the PV system, and hence changes the cost considerations. The factors mentioned as other losses in the section above are used for accelerated rate testing since it is not feasible to test for 25 years to get results 10 . However, these accelerated tests still do not completely simulate real conditions and hence field accelerated techniques are used wherein one of the factors is artificially enhanced and tests are done, but on installed plants 11 . NREL tests have concluded that the degradation and the losses in maximum power are almost entirely due to losses in short circuit current, and that these losses are almost identical for single and poly crystalline panels and are highly dependent on the process used in manufacture 12 . The drop in current production by the modules can be attributed in part to the visually observable physical defects including EVA browning, delamination at the Si- cell/EVA interface and the occurrence of localized hot spots. 6.0Module Degradation 6.1 Background The degradation of solar modules with temperature and time contributes significantly to the final output from the panel. As the output reduces each year, so does the revenue from sale of power, and therefore accurate data must be available at the outset to ensure that the power plant design is exact and not over or under the required output. Lifetime of the module is one of the four factors besides system price, system yield and capital interest rate which decides the cost of electricity produced from the module, and this lifetime is decided by the degradation rate. The effect of degradation of photovoltaic solar modules and arrays and their subsequent loss of performance has a serious impact on the total energy generation. And with respect to this maximum power at standard test conditions, (Pmax at STC) is the most critical characteristic of the photovoltaic module or array for all of its operational life. For calculation of the system size to the associated investment costs Pmax is a key working value. The effective cost of power generation Rs./kWh is dependant on the initial investments, expected returns (KWh) and the assumption that the module will operate for a sufficiently long period (lifetime) to guarantee the return of the investment. 13 Most manufacturers indicate the extent to which the panel will degrade, through the guarantee. This is specified as a ratio of the maximum power available at the time time of installation. Most manufacturers claim their panels will produce 90% of the maximum power after a period of 10 years, and 80% of the maximum power after 25 years. Hence, most power plants are also designed for a life of 25 years. 10 Ibid. 11 A.M. Reis, N.T. Coleman, M.W. Marshall, P.A. Lehman, and C.E. Chamberlin, "Comparison OF PV Module Performance before and after 11 years of field exposure", Proceedings of the 29th IEEE Photovoltaics Specialists Conference New Orleans, Louisiana May, 2002 12 C.R. Osterwald, A. Anderberg, S. Rummel, and L. Ottoson, "Degradation Analysis of Weathered Crystalline-Silicon PV Modules", 29th IEEE PV Specialists Conference, New Orleans, Louisiana, May 20-24, 2002. 13 Ewan D. Dunlop, David Halton, "The Performance of Crystalline Silicon Photovoltaic Solar Modules after 22 Years of Continuous Outdoor Exposure", Prog. Photovolt: Res. Appl. 2006; 14:53–64 However, since most installed solar PV power plants are less than 25 years old, this data is not available readily, and especially in the Indian scenario where solar power plants are relatively new. 6.2 Causes of degradation Tests on module degradation are performed using real-time and accelerated exposures. These tests are conducted by institutions of international repute such as the Fraunhofer Institute, the National Renewable Energy Laboratory, Solar Energy Research Institute of Singapore and so on. These tests have successfully demonstrated that there is module degradation (usually less than 1% per year), and the possible reasons for this are the slow breakdown of a module's encapsulant (usually ethylene vinyl acetate; EVA) and back sheet (polyvinyl fluoride films), the gradual obscuration of the EVA layer between the module's front glass and the cells themselves, and the deterioration of solar cells due to temperature increase. The silicon cells themselves have infinite life, except for the slight degradation due to thermal effects. The degradation of the module itself is due to a collection of factors as mentioned above. Module encapsulant protects the cells and internal electrical connections against moisture ingress. Some amount of moisture does enter, and is forced back out on a daily basis, as module temperature increases. Sunlight slowly breaks down the encapsulation materials through ultraviolet (UV) degradation, making them less elastic and more plastic. Over time, this limits a module's ability to force out moisture. The trapped moisture eventually leads to corrosion at the cell's electrical connections, resulting in higher resistance at the affected connections and, ultimately, decreased module operating voltage. The second source for output degradation occurs as UV light breaks down the EVA layer between a module's front glass and the silicon cells. The properties of the encapsulant are critical to the long-term performance of modules. The silicon solar cells are fragile and an encapsulant is needed to protect them against cracking and breaking. This gradual breakdown of the material isn't usually visible to the naked eye, but over time this obscuration limits the amount of sunlight that can hit the cell. 14 A slight but incremental decrease in cell output current is the result. The main cause of reduction in output is the discolouration of the EVA layer due to interactions between cross-linking peroxides and certain stabilizing additives, and also due to oxidation of the EVA layer. The third cause for degradation is inherent to the silicon cells, resulting from exposure to sunlight, resulting in defects called metastable dangling bonds. These can be removed by heating the cell to a high temperature, something that is not possible in practice. The dangling bonds capture electrons, therefore reducing the electrical output and hence the efficiency. Research has shown that this form of degradation leads to a 15-20% reduction in efficiency. 15 14 Peter Klemchuk, Myer Ezrin, Gary Lavigne, William Halley, James Susan Agro, "Investigation of the degradation and stabilization of EVA-based encapsulant in field-aged solar energy modules." Polymer Degradation and Stability 55 (1997) pp. 347-365. 15 Saren Johnston, "Sunproofing Solar Cells Computer simulations help explain why solar cells degrade in sunlight", Insider, April 2003. To estimate the lifetime from degradation, standard tests called 'Type Approval Tests' have been introduced by the International Electrotechnical Commission (IEC). These are essentially accelerated test procedures based on accelerated climatic testing. However, there is still some uncertainty as to whether these accelerated tests can accurately simulate real time long term exposure. The IEA guidelines recommended life expectancy used in life cycle assessment studies of photovoltaic components and systems as follows: - Modules: 30 years for mature module technologies (e.g. glass-tedlar encapsulation), life expectancy may be lower for foil-only encapsulation; - Inverters: 15 years for small size plants (residential PV); 30 years with 10% of part replacement every 10 yrs (parts need to be specified) for large size plants (utility PV, (Mason et al. 2006); - Structure: 30 years for roof-top and façades and between 30 to 60 years for ground mount installations on metal supports. Sensitivity analyses should be carried out by varying the service life of ground mount supporting structures within the time span indicated. - Cabling: 30 years Guarantees and long term studies We listed the guarantees given by panel manufacturers. It was noted that most panels are guaranteed to produce outputs of 90% after 10 years of use and 80% after 20 years of use. This data has been compared with the degradation data obtained from long term tests conducted by various institutes, and it is seen that the modules do not degrade by more than 10% in 10 years and more than 20% in 25 years. Recent trends in the manufacturer's guarantee indicate that the power Hence, with this data, it is reasonable to assume that the yearly reduction in power output is 0.5%. The table below lists the various solar modules considered and the guarantees provided by the manufacturers. Table 4: Garantees offered by different suppliers 6.3 Case studies on module degradation There are few long term studies currently available, and research laboratories use accelerated testing methods to simulate the effect of long term exposure of solar modules. This involves several hours of exposure to conditions such as dry heat (85°C, RH < 20%) or damp heat (85°C, RH>85%) and so on. Some long term studies have also been conducted, the results of which are presented below: 1. Fraunhofer Institute Long Term Study of Schott solar panels Fraunhofer Institute conducted a long term study on Schott solar modules that were delivered in 1984 and tested in 2009 and found that 18 out of the 20 modules tested, showed an average power output of 7% below the nominal output listed by the manufacturer on delivery, even after 25 years of use. 16 2. NREL Degradation Analysis The NREL degradation study was conducted on 2 different single crystal and 2 different polycrystalline modules. The solar weathering program at NREL found a linear relationship between maximum power degradation and the total UV exposure for four different types of commercial crystalline Si modules. The results obtained from the long term studies are depicted in the table below. It was also concluded that most of the degradation occurred in the 800-1100 nm wavelength region, and not in the shorter wavelengths. The PV modules were subjected to real time and accelerated exposures at fixed tilt. For the four crystalline-Si module types in this study (both single and polycrystalline), a linear correlation between the normalized module maximum output power (Pmax) and the total UV exposure was found, due to the absorption of UV radiation at or near the top surface. On comparing the values of short circuit current loss obtained, it was concluded that the losses are clearly due to UV exposure and not due to browning of the encapsulation. Figure:5 Power degradation, Source: NREL It was concluded that the average degradation rate for the 4 types of modules was 0.71% per year. 17 16 Fraunhofer Institute: Module Power Evaluation Report, commissioned by Schott Solar AG. 17 C.R. Osterwald, A. Anderberg, S. Rummel, and L. Ottoson, "Degradation Analysis of Weathered Crystalline-Silicon PV Modules", 29th IEEE PV Specialists Conference, New Orleans, Louisiana, May 20-24, 2002. 3. Study on comparison of degradation rates by NREL 18 The study was conducted by NREL in 2006 on all types of modules, includes single and poly crystalline, CIS, CIGS etc. From monthly blocks of output power data, ratings were determined using multiple regressions to Performance Test Conditions (PTC). The results of the study are summarized in the table below. Table: 6 NREL degradation study, Source: C.R. Osterwald, J. Adelstein, J.A. del Cueto, B. Kroposki, D. Trudell, and T. Moriarty, National Renewable Energy Laboratory (NREL), "Comparison of degradation rates of individual modules held at maximum power". 2006. The study concludes that for crystalline silicon, it will be more reasonable to assume a figure of less than 0.5% for degradation. 4. Study on comparison of PV module performance before and after 11 years of field exposure This study, conducted by Schatz Energy Research Center, Humboldt State University concluded that the average module short circuit current and maximum power production at NOCT have decreased by 6.38% and 4.39%, respectively. These modules were installed in 1990 and tested in 2001. All modules were tested within two hours of solar noon with module temperatures ranging from 26.5°C to 62.5°C. The measurements were conducted under clear sky conditions with irradiance values greater than 800 W/m 2 . Before testing a subsection of the array, the cover glass of each of the modules in that subsection was cleaned in order to remove any residue after which he module was electrically disconnected from the remainder of the PV array and connected across the capacitive load test circuit in order to generate the I-V curve. As shown in the table below, the change in power 18 C.R. Osterwald, J. Adelstein, J.A. del Cueto, B. Kroposki, D. Trudell, and T. Moriarty, National Renewable Energy Laboratory (NREL), "Comparison of degradation rates of individual modules held at maximum power". 2006. output over a period of 11 years was only 4.39%, which is lower than what is quoted by most manufacturers. 19 Figure: 7 Degradation data, Source: Schatz Energy Research Center 5. Module testing at Telstra Research Laboratories The New Energy and Industrial Technology Development Organization (NEDO) of Japan, together with Telstra Corporation of Australia, conducted a 15 year project studying photovoltaic module degradation under laboratory and outdoor field trial situations. The crystalline silicon panels were installed in 1982 and thin film panels in 1987 and have been studied since then. From their long term study on panels, it was concluded that the degradation is 7% over a period of 10 years. 20 6. Results from NREL PV module reliability workshop – "Decades in the Installed Environment: Do Silicon Modules Really Last More than 20 Years?" NREL conducted a study in 2010, on two sets of modules, one installed by the Solar Power Corporation in Beverly, Massachusetts and the other installed by Mobil Solar in Gardner, Massachusetts. The results are presented below: 21 1. Percentage Power Loss Per Year for Solar Power Corporation G12-361CT Modules (Beverly, Massachusetts) * Average annual power loss from original NOCT rating for 30.2W for all tested modules: 0.539% * Median annual power loss from original NOCT rating for 30.2W for all tested modules: 0.546% 19 A.M. Reis, N.T. Coleman, M.W. Marshall, P.A. Lehman, and C.E. Chamberlin, "Comparison OF PV Module Performance before and after 11 years of field exposure", Proceedings of the 29 th IEEE Photovoltaics Specialists Conference New Orleans, Louisiana May, 2002 21 James M. Bing, "Decades in the Installed Environment: Do Silicon Modules Really Last More than 20 Years? Preliminary Findings", NREL PV Module Reliability Workshop, 2/19/2010. 20 Ian Muirhead and Barry Hawkins, "Research into new technology photovoltaic modules at Telstra Research Laboratories – What we have learnt", 1996. 2. Percentage Power Loss Per Year for Mobil Solar Ra-30-12H Modules (Gardner, Massachusetts) * Average annual power loss from original STC rating for 30.0W for all tested modules: 0.180% * Median annual power loss from original STC rating for 30.0W for all tested modules: 0.082% 7. "The performance of Crystalline Silicon Photovoltaic Solar modules after 22 Years of continuous outdoor exposure", a study conducted by the European Commission, DG Joint Research Centre, Institute for Environment and Sustainability, Renewable Energies Unit. This paper presents the results of 40 silicon based PV modules, originating from 6 different manufacturers, which were tested and characterised originally at the European Solar Test Installation, (ESTI), in 1982–1984. The performance of the same modules has been re-measured in 2004 after 20–22 years of continuous outdoor weathering. The researchers compared the results obtained with the typical guarantees given by module manufacturers and concluded that in general the manufacturers are conservative with their power guarantees. Most modules exceed the minimum power levels given for 10 years exposure, even after 22 years in the field, therefore concluding that the actual lifetime of the modules is significantly more than 20 years. 22 The report concludes that, "At the present time many manufacturers give a double power guarantee for their products, typically 90% of the initial Pmax after 10 years operation and 80% after 25 years. Applying these criteria to the data measured here and including a typical measurement uncertainty of a testing laboratory of ±2.5% on Pmax, we find that for the 90% level at 10 years we have only eight modules which fall outside this condition even after twenty two years of outdoor exposure. Considering the second condition of 80% after 25 years in this study we have only two modules that fall outside this range." 8. Study of a 20 year old power plant A study to estimate the Mean Time Before Failure (MTBF) of the first power plant commissioned in Europe in 1982 investigates the performance of the power plant after 20 years of operation in 2002 and compared those with results from accelerated testing of modules. Results show that, after about twenty years, 59% of the modules exhibited a variation of less than -10% to the stated nominal power, 35% of modules exhibited a variation of between -10% and -20%, and only for the 6% of modules showed a variation loss greater than -20%. For a period of 20 years, manufacturers provide a guarantee much higher than the loss in maximum power as 22 Ewan D. Dunlop, David Halton, "The Performance of Crystalline Silicon Photovoltaic Solar Modules after 22 Years of Continuous Outdoor Exposure", Prog. Photovolt: Res. Appl. 2006; 14:53–64 observed here(since almost 60% of the modules show a loss of less than 10%). This further strengthens the claim that manufacturer warranties are given with a margin of safety. RESULTS SUMMARY Analysis of the data from various studies indicates that the actual degradation is much lower than the guarantees given by module manufacturers. Over 12 years and 20% for 25 years. It has been observed that the confidence among manufacturers has increased over time, with some of them giving a guarantee of only 10% degradation over a period of 12 years and 15% over 25 years. This is evident from the increase in guarantee period being provided by module manufacturers, as shown in the table below. Table 7:Module reliability, Source: Wohlgemuth John H, "Long Term Photovoltaic Module Reliability", NCPV and Solar Program Review Meeting 2003. The data from long term tests shows that module degradation for 10 years can be in the range of 4 to 7 percent, lower than the 10% degradation currently guaranteed by most manufacturers. This information is extremely relevant during power plant design for getting an accurate estimate of the amount of power and therefore income expected each year after installation. NREL study suggest that a more reasonable thumb of rule will be degradation less than0.5% per year. One can conclude from all available data that the manufacturers provide a guarantee with a definite margin of safety and for design purpose a lower degradation percentage can be employed. Further, the length of warranty period is continuously increasing, indicating the increase in confidence among manufacturers, as they realise durable quality of their products, due to technology improvements and quality assurance practices.. And lastly, this has important consequences in calculation of electricity cost from the power plant and with increased lifetimes, one can expect better returns on investment. The quality of module is of immense importance. It is safe to assume no degradation for the first three years and then a maximum of 0.5% per year over the life of modules. 7.0 Estimation of CUF of Solar Plant at different locations Software available for solar PV power estimation For estimation of power generation from PV power plants several softwares are available. Some of these are: RETScreen The RETScreen Clean Energy Project Analysis Software is a clean energy decisionmaking software. It is provided completely free-of-charge by the Government of Canada. RETScreen allows engineers, architects, and financial planners to model and analyze any clean energy project. Decision-makers can conduct a five step standard analysis, including energy analysis, cost analysis, emission analysis, financial analysis, and sensitivity/risk analysis. For the purpose of this report, we used RETScreen in order to compare the output from standard 1 MW power plants using IMD data wherever available and RETscreen data in other cases. Certain assumptions about the efficiency and expected losses were included and kept as constants for all simulations. PVSyst 23 PVSyst is available freely for a 15 day trial period, during which period the full version is accessible. Data is included for certain stations and new data set can be created by importing data. PVSyst has a preliminary and a project design mode, and the preliminary mode can be used to get an approximate value of radiation and power output from the system. The project design mode allows for user defined losses, inverter efficiency, shading analysis and several other variables which provide a more accurate output. The software has the following three main modules: Preliminary design This is a simple tool for grid, stand-alone or pumping system pre-sizing. Upon user's requirements like energy/water needs and "Loss of load" probability, and very few other input parameters, this provides the PV-system component sizes, evaluates the monthly production and performances, and performs a preliminary economic evaluation of the PV system. Project design This is used for performing detailed simulation in hourly values, including an easy-touse expert system, which helps the user to define the PV-field and to choose the right components. This produces a complete printable Report with all parameter and main results. Tools This module performs the database meteorological and components management. It provides also a wide choice of general solar tools (solar geometry, meteorological on 23 http://www.pvsyst.com/5.2/index.php (accessed on 15th July 2010) tilted planes, etc), as well as a powerful mean of importing real data measured on existing PV systems for close comparisons with simulated values. HOMER 24 HOMER is a computer model that simplifies the task of evaluating design options for both off-grid and grid-connected power systems for remote, stand-alone, and distributed generation (DG) applications. HOMER's optimization and sensitivity analysis algorithms allow the user to evaluate the economic and technical feasibility of a large number of technology options and to account for uncertainty in technology costs, energy resource availability, and other variables. HOMER models both conventional and renewable energy technologies. In 2009 NREL granted a license to distribute and enhance HOMER to HOMER Energy (another version of the software). HOMER Energy provides a highly visible commercial outlet for NREL's renewable energy simulation tools, with the goal of enhancing the use of HOMER by industry and decision makers. HOMER Energy will distribute HOMER worldwide through its affiliates and will provide customization, training, and technical support for its global user base. Based on the details discussed above it was decided to use the radiation data for 23 locations as per IMD for the purpose of calculations of CUF. The wellknown RETScreen software was used for these calculations. The assumptions made and the results are described below both for crystalline technology and thin film technology. The following data for 45 (23 from MNRE booklet +22 others) locations has been prepared using RETScreen software, and radiation data from the MNRE handbook on Solar Radiation. The assumptions made in RETScreen are given below for reference. ASSUMPTIONS Table: 8 Crystalline Silicon Modules Photovoltaic Type Power capacity Manufacturer Model Efficiency Nominal operating cell temperature Temperature coefficient Solar collector area Control method Miscellaneous losses Inverter Efficiency Capacity Miscellaneous losses Amorphous modules Photovoltaic \| Type \| \| a-Si \| \|---\|---\|---\| \| Power capacity \| kW \| 1,000.00 \| \| Manufacturer \| \| \| \| Model \| \| \| \| Efficiency \| % \| 6.0% \| \| Nominal operating cell temperature \| °C \| 47 \| \| Temperature coefficient \| % / °C \| 0.20% \| \| Solar collector area \| m² \| 16,667 \| \| Control method \| \| \| \| Miscellaneous losses \| % \| 7.5% \| \| Inverter \| \| \| \| Efficiency \| % \| 96.0% \| \| Capacity \| kW \| 1000.0 \| \| Miscellaneous losses \| % \| 0.0% \| Assumptions used in RETScreen for crystalline and amorphous silicon modules The average irradiation is in kWh/m 2 , and the electrical output is in Mega Watt Hour. Table 9: showing the CUF at various locations. \| City \| Average Radiation \| \| Ambient Temp \| \| Crystalline output \| \| CUF \| \| Thin film output \| \| CUF \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Srinagar \| \| 4.1 \| \| 13.6 \| \| 1,337.97 \| \| 15.27 \| \| 1,373.51 \| \| 15.68 \| \| Delhi \| \| 5.09 \| \| 25.1 \| \| 1,611.9 \| \| 18.4 \| \| 1,708.4 \| \| 19.5 \| \| Jodhpur \| \| 5.52 \| \| 26.1 \| \| 1,732.40 \| \| 19.78 \| \| 1,845.10 \| \| 21.06 \| \| Jaipur \| \| 5.52 \| \| 26.1 \| \| 1,741.10 \| \| 19.88 \| \| 1,854.40 \| \| 21.17 \| \| Varanasi \| \| 4.88 \| \| 25.1 \| \| 1,521.90 \| \| 17.37 \| \| 1,609.20 \| \| 18.37 \| \| Patna \| \| 4.83 \| \| 25.3 \| \| 1,509.80 \| \| 17.24 \| \| 1,596.40 \| \| 18.22 \| \| Shillong \| \| 4.54 \| \| 16.5 \| \| 1,510.05 \| \| 17.24 \| \| 1,556.50 \| \| 17.77 \| \| Ahmedanad \| \| 5.35 \| \| 27.5 \| \| 1,643.20 \| \| 18.76 \| \| 1,753.80 \| \| 20.02 \| \| 96.0% \| \|---\| \| 1000.0 \| \| 0.0% \| 9 Bhopal 5.23 25.3 1,635.35 18.67 1,734.89 19.80 23.3 \| 10 \| Ranchi \| \| 4.70 \| \| 24.3 \| \| 1,484.00 \| \| 16.94 \| \| 1,562.46 \| \| 17.84 \| 23.4 \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| 11 \| Kolkata \| \| 4.50 \| \| 26.9 \| \| 1,378.60 \| \| 15.74 \| \| 1,458.30 \| \| 16.65 \| 22.5 \| \| 12 \| Bhavnagar \| \| 5.70 \| \| 27.2 \| \| 1,743.20 \| \| 19.90 \| \| 1,863.80 \| \| 21.28 \| 21.8 \| \| 13 \| Nagpur \| \| 5.12 \| \| 27.0 \| \| 1,563.27 \| \| 17.85 \| \| 1,662.80 \| \| 18.98 \| 21.1 \| \| 14 \| Mumbai \| \| 5.03 \| \| 27.5 \| \| 1,506.13 \| \| 17.19 \| \| 1,601.85 \| \| 18.29 \| 19.1 \| \| 15 \| Pune \| \| 5.41 \| \| 24.7 \| \| 1,648.50 \| \| 18.82 \| \| 1,745.40 \| \| 19.92 \| 18.5 \| \| 16 \| Hyderabad \| \| 5.67 \| \| 26.7 \| \| 1,706.00 \| \| 19.47 \| \| 1,818.70 \| \| 20.76 \| 17.5 \| \| 17 \| Vishakapatnam \| \| 5.13 \| \| 28.4 \| \| 1,537.20 \| \| 17.55 \| \| 1,638.90 \| \| 18.71 \| 17.7 \| \| 18 \| Panjim \| \| 5.50 \| \| 27.4 \| \| 1,645.87 \| \| 18.79 \| \| 1,756.70 \| \| 20.05 \| 15.5 \| \| 19 \| Chennai \| \| 5.36 \| \| 28.8 \| \| 1,560.40 \| \| 17.81 \| \| 1,667.60 \| \| 19.04 \| 13 \| \| 20 \| Bangalore \| \| 5.47 \| \| 24.1 \| \| 1,642.90 \| \| 18.75 \| \| 1,736.10 \| \| 19.82 \| 13 \| \| 21 \| Port Blair \| \| 4.73 \| \| 26.2 \| \| 1,420.00 \| \| 16.21 \| \| 1,500.27 \| \| 17.13 \| 11.7 \| \| 22 \| Minicoy \| \| 27.2 \| \| 27.5 \| \| 1,487.30 \| \| 16.98 \| \| 1,577.50 \| \| 18.01 \| 8.3 \| \| 23 \| Thiruvanan‐ tapuram \| 5.41 \| \| 27.3 \| \| 1,581.30 \| \| 18.05 \| \| 1,682.50 \| \| 19.21 \| \| 8.5 \| \| \| \| \| 5.41 \| \| 27.3 \| \| 1,581.30 \| \| 18.05 \| \| 1,682.50 \| \| 19.21 \| \| \| 24 \| Chandrapur \| \| 5.12 \| \| 27.5 \| \| 1,562.59 \| \| 17.84 \| \| 1,664.87 \| \| 19.01 \| 20 \| \| 25 \| Pahalgam \| \| 4.70 \| \| 0.0 \| \| 1,703.90 \| \| 19.45 \| \| 1,698.50 \| \| 19.39 \| 34 \| \| 26 \| Gangapur \| \| 4.97 \| \| 25.0 \| \| 1,569.60 \| \| 17.92 \| \| 1,659.70 \| \| 18.95 \| 26.5 \| \| 27 \| Ludhiana \| \| 5.23 \| \| 22.6 \| \| 1,708.10 \| \| 19.50 \| \| 1,801.80 \| \| 20.57 \| 30.9 \| \| 28 \| Manali \| \| 4.59 \| \| ‐1.6 \| \| 1,664.50 \| \| 19.00 \| \| 1,650.20 \| \| 18.84 \| 32.3 \| \| 29 \| Dehra Dun \| \| 5.32 \| \| 11.4 \| \| 1,837.40 \| \| 20.97 \| \| 1,884.20 \| \| 21.51 \| 30.3 \| \| 30 \| Churu \| \| 4.92 \| \| 24.1 \| \| 1,555.70 \| \| 17.76 \| \| 1,641.50 \| \| 18.74 \| 28.3 \| \| 31 \| Jaisalmer \| \| 5.17 \| \| 25.9 \| \| 1,609.10 \| \| 18.37 \| \| 1,708.40 \| \| 19.50 \| 26.9 \| \| 32 \| Allahbad \| \| 5.79 \| \| 25.9 \| \| 1,822.50 \| \| 20.80 \| \| 1,943.90 \| \| 22.19 \| 25.5 \| \| 33 \| Darjeeling \| \| 4.80 \| \| 9.0 \| \| 1,641.00 \| \| 18.73 \| \| 1,663.60 \| \| 18.99 \| 27.1 \| \| 34 \| Dibrugarh \| \| 3.92 \| \| 17.1 \| \| 1,320.58 \| \| 15.08 \| \| 1,357.42 \| \| 15.50 \| 27.5 \| \| \| \| 5.08 \| 25.4 \| 1,592.70 \| \| 18.18 \| 1,686.70 \| 19.25 \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| 36 \| Palanpur \| 5.15 \| 26.6 \| 1,594.80 \| \| 18.21 \| 1,694.90 \| 19.35 \| 24.2 \| \| 37 \| Vadodara \| 5.29 \| 27.5 \| 1,621.60 \| \| 18.51 \| 1,730.20 \| 19.75 \| 22.3 \| \| 38 \| Bhuvaneshwar \| 4.82 \| 26.9 \| 1,476.63 \| \| 16.86 \| 1,566.03 \| 17.88 \| 20.3 \| \| 39 \| Ahmadnahar \| 5.17 \| 25.6 \| 1,582.70 \| \| 18.07 \| 1,678.87 \| 19.17 \| 19.1 \| \| 40 \| Machilipatnam \| 4.95 \| 28 \| 1,479.50 \| \| 16.89 \| 1,573.60 \| 17.96 \| 16.2 \| \| 41 \| Mangalore \| 5.08 \| 27.3 \| 1,513.06 \| \| 17.27 \| 1,608.91 \| 18.37 \| 12.9 \| \| 42 \| Coimbatore \| 5.12 \| 26.2 \| 1,512.30 \| \| 17.26 \| 1,601.90 \| 18.29 \| 11 \| \| 43 \| Dindigul \| 5 \| 24.9 \| 1,485.40 \| \| 16.96 \| 1,566.20 \| 17.88 \| 10.4 \| \| 44 \| Amini \| 5.76 \| 27.4 \| 1,690.90 \| \| 19.3 \| 1,690.90 \| 19.3 \| 11.1 \| \| 45 \| Jallandhur \| 5.39 \| 20.4 \| 1,766.80 \| \| 20.17 \| 1,856.30 \| 21.19 \| 31.3 \| \| 46 \| Rae Bareli \| 5.05 \| 24.9 \| 1,594.80 \| \| 18.21 \| 1,687.60 \| 19.26 \| 26.2 \| \| 47 \| Nadiad \| 5.6 \| 28.16 \| 1630.60 \| \| 18.61 \| 1,741.80 \| 19.88 \| 22.7 \| \| 48 \| Okha \| 6.11 \| 26.1 \| 1895.30 \| \| 21.64 \| 2025.60 \| 23.12 \| 22.2 \| \| 49 \| Bhatinda \| 5.08 \| 23.4 \| 1,648.70 \| 18.82 \| 18.82 \| 1740.40 \| 19.87 \| 30.2 \| \| 50 \| Dindigul \| 5 \| 24.9 \| 1501.40 \| \| 17.14 \| 1583.10 \| 19.87 \| 10.4 \| \| 51 \| Siliguri \| 4.85 \| 19.4 \| 1626.00 \| \| 18.56 \| 1693.90 \| 19.34 \| 26.7 \| It is very clear that the CUF depends not only on solar radiation level but also on air temperature. 8.0 Performance of Operating plants There are a few plants which have been commissioned in India and are working for some time. These are mainly in Chandrapur, Maharashtra, Amritsar (Punjab), Kolar and Belgaum ( Karnataka), West Bengal which are in the MW range. We have tried to get the actual generation data from these plants and compare it with our design. The only one year data is available from Chandrapur and is given below. The design data of the delve eloper agrees very well with our design and the actual performance exceeds the estimated generation. Similarly Azzure power has reported higher performance during the first month of working itself. More data is available but not sufficient to compare. However the data available agrees with our model. The data from Kolar and Belgaum is also available for few months, and their generation is slightly on the lower side. The efficiency of the inverter is clearly reflected in the performance of the plants. Similarly two months data available from 54.4KW grid connected plant at NDPL and the generation agrees with the design. Table 10 MEDA (Chandrapur Solar Plant) \| \| Generation in MWhrs \| \| \| \| \|---\|---\|---\|---\|---\| \| Month \| Designed \| Actual \| Our Model \| \| \| January,2009 \| 130 \| 154 \| \| 151.89 \| \| February,2009 \| 160 \| 154 \| \| 152.41 \| \| March,2009 \| 170 \| 170 \| \| 170.44 \| \| April,2009 \| 173 \| 159 \| \| 162.80 \| \| May,2009 \| 141 \| 151 \| \| 156.36 \| \| June,2009 \| 90 \| 107 \| \| 111.84 \| \| July,2009 \| 85 \| 94 \| \| 97.60 \| \| August,2009 \| 75 \| 93 \| \| 96.70 \| \| September,2009 \| 123 \| 116 \| \| 118.78 \| \| October,2009 \| 147 \| 144 \| \| 144.43 \| \| November,2009 \| 155 \| 152 \| \| 149.20 \| \| December,2009 \| 144 \| 156 \| \| 152.42 \| \| TOTAL \| 1593 \| 1650 \| \| 1664.87 \| Table: 11 Monthly Generation Status up to 31.12.2010 \| Sr. No. \| Month \| Generation (KWH) \| PLF % \| \|---\|---\|---\|---\| \| 1 \| April 2010 \| 32800 \| 4.55 \| \| 2 \| May 2010 \| 73620 \| 9.89 \| \| 3 \| June 2010 \| 10860 \| 14.8 \| \| 4 \| July 2010 \| 96550 \| 12.9 \| \| 5 \| Aug 2010 \| 105890 \| 14.2 \| \| 6 \| Sept 2010 \| 100390 \| 13.9 \| \| 7 \| Oct 2010 \| 114770 \| 15.4 \| \| 8 \| Nov 2010 \| 105660 \| 14.675 \| \| 9 \| Dec 2010 \| 112570 \| 15.13 \| * Source: NASA data. * **: Site Specific Data Expected Annual Generation: 1.583 MU'S Table 12 Actual Power generation at Plant commissioned by M/s.Azure Power in Punjab. Designed CUF is 20.8 Actual is 16.79 Table: 13 Actual power generation at 3 MW Kolar and Belgaum plants \| MONTH \| GEN KOLAR \| GEN BELGAUM \| \|---\|---\|---\| \| 10-Jan \| 404780 \| 333639 \| \| 10-Feb \| 406441 \| 376002 \| \| 10-Mar \| 419099 \| 392788 \| \| 10-Apr \| 364077 \| 408986 \| \| 10-May \| 374000 \| 363517 \| \| 10-Jun \| 305650 \| 294000 \| \| 10-Jul \| 239600 \| 260562 \| \| 10-Aug \| 153100 \| 240876 \| \| 10-Sep \| 137700 \| 305534 \| \| 10-Oct \| 149000 \| 315976 \| \| 10-Nov \| 114300 \| 268200 \| \| 10-Dec \| 280700 \| 337600 \| \| Cumulative \| 3.34845e+06 \| 3897680 \| It is to be noted that all the values of radiation etc are average over a period of time and so the actual values may differ from year to year but the average over a period will hold. The performance in 2010 is poor due to more rains and partly due to technical breakdowns. 9.0 Conclusions and Recommendations Solar Photovoltaic and thermal power plants will play an important role in the overall energy supply. The grid parity is likely to be achieved around 2017-2020. Solar radiation data is available from several sources including satellite simulations. The data collection and simulation is a complex procedure and can have inaccuracies varying from 3 to 20%. The most reliable data is ground measured with accurate instruments. The performance (Capacity utilization factor ) CUF depends on several factors including the solar radiation, temperature, air velocity apart from the module type and quality, angle of tilt(or tracking), design parameters to avoid cable losses and efficiencies of inverters and transformers. There are some inherent losses which can be reduced through proper designing but not completely avoided. Thin film modules will perform better than the crystalline modules in high temperature zones. The estimated capacity factor varies from 16 to 20% in various parts of the country. At most locations in Rajasthan and Gujrat it is around 20%. In overall most of the places it is around 19% .In some places where the CUF is around 18%, it is advisable to increase to 19% by adding 50 KWp of modules for every MW of capacity to compensate for the inherent losses in the system. This will require an additional investment of Rs.40 to 45 Lakhs per MW. The modules show degradation in power output through years of operation. It is observed that quality modules is very important in determining the extent of degradation. The improvements in technology and quality assurance have reduced this degradation considerably. Several manufacturers are proposing extended warranties although with a safety of margins. Based on the results of past studies and trends, one can fairly assume degradation of maximum 0.5% per year from 3 rd year of deployment. This can also be compensated by addition of 5 KW of modules per year from 4th year to 24 th year of operation requiring an expenditure of Rs.4 to 4.5 lakhs per year at current market rates. It would be desirable to monitor the solar plant installations and build up database for future work. It is also recommended to carry out a detailed study for several locations with active involvement of IMD database. References [1] International Energy Agency, "Methodology Guidelines on Life Cycle Assessment of Photovoltaic Electricity", IEA PVPS Task 12, Subtask 20, LCA Report IEA-PVPS T12-01:2009 October 2009. [2] M. Chegaar, A. Lamri and A. Chibani, "Estimating Global Solar Radiation Using Sunshine Hours", Physique Energétique (1998) 7 – 11. [3] Zaharim Azami, Razali Ahmad Mahir, Gim Tee Pei, Sopian Kamaruzzaman, "Time Series Analysis of Solar Radiation Data in the Tropics", European Journal of Scientific Research, Vol.25 No.4 (2009), pp.672-678. [4] Duffie John A, William Beckman A, "Solar Engineering of Thermal Processes, 3 rd Edition, 2006, John Wiley and Sons Inc, pages 3 – 138. [5] Sen, Zekai, Solar energy fundamentals and modeling techniques:atmosphere, environment, climate change and renewable energy, Springer, 2008, pp 44-70. [6] Solar Radiation Hand Book, Solar Energy Centre, MNRE and Indian Metrological Department, 2008. [7] IMD Pune website, http://www.imdpune.gov.in/, accessed on 20 th June 2010 [8] Hall James and Hall Jeffrey, "Evaluating the Accuracy of Solar Radiation Data Sources", Solar Data Warehouse, February 2010. [9] Saren Johnston, "Sunproofing Solar Cells Computer simulations help explain why solar cells degrade in sunlight", Insider, April 2003. [10] M. Chegaar, P. Mialhe, "Effect of atmospheric parameters on the silicon solar cells performance", Journal of Electron Devices, Vol. 6, 2008, pp. 173-176 [11] Wohlgemuth John H, "Long Term Photovoltaic Module Reliability", NCPV and Solar Program Review Meeting 2003. [12] C.R. Osterwald, A. Anderberg, S. Rummel, and L. Ottoson, "Degradation Analysis of Weathered Crystalline-Silicon PV Modules", 29th IEEE PV Specialists Conference, New Orleans, Louisiana, May 20-24, 2002. [13] A.M. Reis, N.T. Coleman, M.W. Marshall, P.A. Lehman, and C.E. Chamberlin, "Comparison OF PV Module Performance before and after 11 years of field exposure", Proceedings of the 29 th IEEE Photovoltaics Specialists Conference New Orleans, Louisiana May, 2002 [14] Fraunhofer Institute: Module Power Evaluation Report, commissioned by Schott Solar AG. [15] Ewan D. Dunlop, David Halton, "The Performance of Crystalline Silicon Photovoltaic Solar Modules after 22 Years of Continuous Outdoor Exposure", Prog. Photovolt: Res. Appl. 2006; 14:53–64 [16] Peter Klemchuk, Myer Ezrin, Gary Lavigne, William Halley, James Susan Agro, "Investigation of the degradation and stabilization of EVA-based encapsulant in fieldaged solar energy modules." Polymer Degradation and Stability 55 (1997) pp. 347-365. [17] Ian Muirhead and Barry Hawkins, "Research into new technology photovoltaic modules at Telstra Research Laboratories – What we have learnt", 1996. [18] C.R. Osterwald, J. Adelstein, J.A. del Cueto, B. Kroposki, D. Trudell, and T. Moriarty, National Renewable Energy Laboratory (NREL), "Comparison of degradation rates of individual modules held at maximum power", 2006. [19] James M. Bing, "Decades in the Installed Environment: Do Silicon Modules Really Last More than 20 Years? 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Cyberbullying vocabulary OBJECTIVE To know some of the words that are linked to cyberbullying. OUTCOME To understand what some of the words that are linked to cyberbullying mean. 1. An electronic device that a lot of people have at home, which you can use to play games or do homework. 2. Someone that harms others through electronic devices. 3. A hurtful and negative comment that makes a person feel scared. 4. An online messaging service where you can talk to others. 5. A social media platform where you can share information about yourself which others can see and follow. 6. A social media platform where you can share pictures, videos and talk to friends. 7. The person who receives negative comments through electronic devices. 8. A worldwide network where information can be obtained and shared with others. Cyberbullying vocabulary OBJECTIVE To know some of the words that are linked to cyberbullying. OUTCOME To understand what some of the words that are linked to cyberbullying mean. MATERIALS A copy of the words and definitions sheet per person, scissors, glue, paper/exercise book, coloring materials, pencils, erasers. INSTRUCTIONS 1. Introduce the exercise to the children, and present the objectives and outcomes. 2. Present the children with the mixed up copies of the definitions (see accompanying slides), and ask the children to cut them out then match them up (see page 6 for answers). 3. Go through the answers and get the children to glue down the correct matches on paper. 4. End the exercise by asking the children to produce and design catchy slogans using the vocabulary. EVALUATION Ask the children to swap their slogans and write a few lines describing the slogan their partner has produced in relation to the cyberbullying vocabulary. NOTES * The children can work in pairs or individually when matching the vocabulary. * You can speed up the exercise by asking each child to join the matches with lines instead of cutting up the keywords and definitions. * When presenting the correct matches, either read them out or use the slides provided. * You can provide the children with the following example of a slogan, which does not include any of the above vocabulary. "Stay safe while you surf." Answers	<urn:uuid:4ef28a8d-2bec-4dee-8a06-038f1ea0015e>	CC-MAIN-2021-04	https://www.cybersmile.org/wp-content/uploads/The-Cybersmile-Foundation-Cyberbullying-Vocabulary-8-11.pdf	2021-01-20T20:12:21+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00140.warc.gz	767,375,886	476	eng_Latn	eng_Latn	0.99837	eng_Latn	0.99844	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 184, 823, 2246, 2255 ]	[ 4.09375 ]	2	0
CCS Virtual Honor Ensemble Recording Instructions Congratulations on being a part of this year's CCS Virtual Honor Ensemble. Here are the directions to record and submit your recording. Items needed: You will need two devices. This could be your phone and your laptop or chromebook, for example. You will also need headphone/earbuds, and your music (preferably printed) BASIC SETUP: (Vocalists make sure Siri is off. Siri will think you are asking questions and try to answer you) Be sure to have phones and computers in do not disturb mode so that there are no texts, emails, or any other notifications pinging during the recording Two devices (PREFERRED METHOD): you will need one to play the part track and one to record yourself with. You'll also need to either print the sheet music, or figure out a plan for how to see your digital pdf of the music while you're recording (or memorize it). Plug your earbuds or headphones into a laptop, and use that laptop to play the part track or conducting video (choir). You can use your phone to record audio and video of yourself, in the basic camera app. Or, vice-versa depending on your devices. If you're using the corded headphones with a microphone attached, please be sure to plug those into the device you're using to record yourself. Be sure that the backing track is playing in your headphones and cannot be heard in your final recording. Band and Orchestra- You will be using the recording linked on ccsmusic.org to help you keep tempo. While playing the music, you will be listening to the music through your headphones. Choir- Choir- Sheet music and part tracks are posted here on the website for you to learn your parts. A part track with a sync cue will be posted on the website in December. You will use that version of the part track to record your video submission. Sectional rehearsals will be held over Zoom in December and January to go over phrasing, dynamics, and other important musical and vocal details. Camera and clothes Please wear your school's concert attire or plain black clothes. If you have medals from previous years honors ensembles, it is okay to wear them. Be sure to record with a wall behind you, with no visible light source (a window, a lamp, etc.) shining into the camera that you are using to record. Choir- Place the camera so that it captures your face from the shoulders up. Band- Place the camera so that we can see your face and your instrument. Orchestra- Place your camera so that it shows your face, instrument, and bow. When recordings are complete Double check your recording before submitting. Please title your recording with your part, your name, and your school name (Examples: Violin 1-Itzhak Perlman-School Name, Alto-Annie Lennox-School Name, Snare-John Bonham-School Name). Upload your completed recording to the Google Drive for the appropriate ensemble. You may submit more than one part if you wish (Examples: Violin 1 and Violin 2, all percussion parts, Tenor and Bass); however, if recording more than one part, make sure you submit them as separate recordings. ALL RECORDINGS are to be submitted by your teacher by January 22, 2021	<urn:uuid:b2f2d380-fe15-40a1-90e5-77b01e93f34c>	CC-MAIN-2021-04	http://ccsmusic.org/CCSRecordingDirections.pdf	2021-01-20T18:25:00+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00140.warc.gz	21,212,422	683	eng_Latn	eng_Latn	0.996575	eng_Latn	0.998863	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2456, 3167 ]	[ 1.890625 ]	1	0
BEGINNER 8-WEEK TRAINING Training Plan provided by Lincoln Running Company WEEK ONE Everyone needs structure! \| SUNDAY \| MONDAY \| TUESDAY \| WEDNESDAY \| THURSDAY \| FRIDAY \| \|---\|---\|---\|---\|---\|---\| \| EASY \| MEDIUM + \| EASY \| MEDIUM \| EASY \| FUN & FAST \| \| WARM-UP: None WORKOUT: Starting the week off right with a nice and easy 2 mile run! COOL DOWN: None \| WARM-UP: None WORKOUT: Let’s go again ….find a hilly route and just run it! Might have to drive to it, but Nebraska has hills, just look around! COOL DOWN: None \| WARM-UP: None WORKOUT: WOOT-WOOT! You deserve a day off! COOL DOWN: None \| WARM-UP: None WORKOUT: 3 miles total Progressive run: Sounds fun and doable – right? That’s because it is! Start out S.L.O.W. – seriously slow. Then…each mile run about 5-10 second faster each mile. COOL DOWN: Couple minutes easy jog or walk \| WARM-UP: None WORKOUT: Another day off… don’t get too used to this COOL DOWN: None \| WARM-UP: None WORKOUT: 2 miles steady, ending where there is a slight Downhill…..run 3-4 of those downhills at a quicker pace! These are downhill strides! COOL DOWN: None \| \| MILEAGE TOTAL: 2 \| MILEAGE TOTAL: 2-3 \| MILEAGE TOTAL: 0 \| MILEAGE TOTAL: 3 \| MILEAGE TOTAL: 0 \| MILEAGE TOTAL: 2 \| WEEK TWO Let's keep building our base….we can do anything with the right foundation under us! Building, building. Do some core, do some stretching, sleep 7-8 hours each night, hydrate well. Crazy how these things can make a run SO much better! \| SUNDAY \| MONDAY \| TUESDAY \| WEDNESDAY \| THURSDAY \| FRIDAY \| \|---\|---\|---\|---\|---\|---\| \| EASY \| MEDIUM + \| EASY \| MEDIUM \| EASY \| MEDIUM \| \| WARM-UP: None WORKOUT: Let’s get in a couple miles of walking or slow running….go for an AWE walk or run…..get out and get to some real nature. Explore a new trail, lake, state park or country road. COOL DOWN: None \| WARM-UP: None WORKOUT: Hilly route…head to your hilly route again! The one that has some good hills and run the uphills fairly hard! EASY on the down side! COOL DOWN: None \| WARM-UP: None WORKOUT: DDO!! Deserving Day Off! COOL DOWN: None \| WARM-UP: None WORKOUT: THIS IS FUN!!! Seriously - keep telling yourself that and you will believe it! 3 miles total Progressive run: Start out SLOW – Then run about 5-10 second faster each mile. COOL DOWN: Couple minutes easy jog or walk \| WARM-UP: None WORKOUT: Ok – you can be off again today….recovery is as important – NO, MORE important – than a workout! When you take a day off your muscles recover and get stronger….. easiest way to get better, but so hard for some people! COOL DOWN: None \| WARM-UP: None WORKOUT: Steady 3 mile run COOL DOWN: None \| \| MILEAGE TOTAL: 2 \| MILEAGE TOTAL: 3 \| MILEAGE TOTAL: 0 \| MILEAGE TOTAL: 3 \| MILEAGE TOTAL: 0 \| MILEAGE TOTAL: 3 \| WEEK THREE Get to the starting line….this is our motto! Impressive workouts and big miles mean nothing if you don't make it to the start line! Even if this seems boring, stick with it and you will get to the exciting part! \| SUNDAY \| MONDAY \| TUESDAY \| WEDNESDAY \| THURSDAY \| FRIDAY \| \|---\|---\|---\|---\|---\|---\| \| EASY \| MEDIUM + \| EASY \| MEDIUM \| EASY \| MEDIUM + \| \| WARM-UP: None WORKOUT: Another AWE Run or Walk! 2 miles!! COOL DOWN: None \| WARM-UP: 1 mile easy jog WORKOUT: Stretch Intervals are what we are doing today and you’ll need equipment this time! A pair of brightly colored socks – not to wear but to carry! Here’s the scoop – run up the hill for 30 seconds and drop 1 sock where you end in that 30 seconds. Jog down the hill and head up again for 30 seconds….your goal is to go further than where you dropped the first sock! Drop the second sock where you end and pick up the first sock on the jog back down. Do this 3-4 times – each time going further than the time before! COOL DOWN: 1 mile easy jog \| WARM-UP: None WORKOUT: Rest those legs after your hill workout! COOL DOWN: None \| WARM-UP: None WORKOUT: Easy run 4 miles COOL DOWN: None \| WARM-UP: None WORKOUT: Now we can start to add a day here if you like! 0-3 easy miles today! COOL DOWN: None \| WARM-UP: None WORKOUT: 3 Bears Run ….this is not too fast nor too slow…but just right! COOL DOWN: None \| Training is a lot like life. Only 10% of it is exciting. 90% of it is slog and drudge. - DAVE BEDFORD, ENGLISH DISTANCE RUNNER WHO OCCASIONALLY PUT IN 200 MILES A WEEK IN TRAINING! WEEK FOUR HALF WAY THROUGH THIS FUN!!! Good job and enjoy the rest of this with your new found conﬁdence! \| SUNDAY \| MONDAY \| TUESDAY \| WEDNESDAY \| THURSDAY \| FRIDAY \| \|---\|---\|---\|---\|---\|---\| \| EASY \| MEDIUM + \| EASY \| MEDIUM + \| EASY \| MEDIUM \| \| WARM-UP: None WORKOUT: AWE Run! 2-3 miles this week! COOL DOWN: None \| WARM-UP: 1 mile WORKOUT: WE EAT HILLS FOR BREAKFAST!!! Stretch Intervals again! (I believe there are hills at LC?) Let’s get 5-6 of these in this week! Remember – goal is to get a bit farther every time you run 30 seconds up that hill! Don’t forget your socks! COOL DOWN: 1 mile \| WARM-UP: None WORKOUT: No Run Tuesday! COOL DOWN: None \| WARM-UP: 1 mile super slow WORKOUT: We're going to move a bit faster now. Run 1 min fast/1min slow (or walk) and do this 5 times. COOL DOWN: 1 mile super slow \| WARM-UP: None WORKOUT: Easy – peasy 3 miles HOW SLOW CAN YOU GO? COOL DOWN: None \| WARM-UP: None WORKOUT: Progressive run…. Start out SLOW – then each mile get 5-10 seconds faster. COOL DOWN: 1 mile super easy \| WEEK FIVE Over half way through the training – on the downside but not the easy side \| SUNDAY \| MONDAY \| TUESDAY \| WEDNESDAY \| THURSDAY \| FRIDAY \| \|---\|---\|---\|---\|---\|---\| \| EASY \| MEDIUM + \| EASY \| MEDIUM + \| EASY \| MEDIUM \| \| WARM-UP: None WORKOUT: 3 mile AWE Run or Walk. Really try to get out to nature! COOL DOWN: None \| WARM-UP: 1-2 Miles WORKOUT: Stretch Intervals again! 5-6 of these bad boys! Remember – get a bit further each time! Make the warmup and cooldown a bit longer this week! COOL DOWN: 1-2 Miles \| WARM-UP: None WORKOUT: It’s Tuesday so ….. NO RUNNING! COOL DOWN: None \| WARM-UP: 1 Mile WORKOUT: 2 MINUTE TOUGHIE!! Woo-Hoo! Run 2 minutes hard/2 minutes easy – do this 4 times. You are going to feel SOOO good after this and SOOO proud! You’re welcome COOL DOWN: 1 Mile \| WARM-UP: None WORKOUT: Easy 3 COOL DOWN: None \| WARM-UP: None WORKOUT: Good 3 Bear Run Not too slow- not too fast – just right! 4 x downhill strides after. Do them on a SLIGHT downhill – nothing steep! COOL DOWN: None \| \| MILEAGE TOTAL: 3 \| MILEAGE TOTAL: 4 \| MILEAGE TOTAL: 0 \| MILEAGE TOTAL: 4 \| MILEAGE TOTAL: 3 \| MILEAGE TOTAL: 4 \| Believe in yourself, know yourself, deny yourself, and be humble. - JOHN TREACY'S FOUR PRINCIPLES OF TRAINING PRIOR TO LOS ANGLES '84 WEEK SIX 3 weeks to go! We are in the heart of this thing! Isn't it fun!!!??? \| SUNDAY \| MONDAY \| TUESDAY \| WEDNESDAY \| THURSDAY \| FRIDAY \| \|---\|---\|---\|---\|---\|---\| \| EASY \| MEDIUM + \| EASY \| MEDIUM + \| EASY \| MEDIUM \| \| WARM-UP: None WORKOUT: Off! Yep! You read right….no running today! Head out for a walk if you need to get out! COOL DOWN: None \| WARM-UP: 1 Mile WORKOUT: Stretch Intervals! 6 of these guys! Be sure to follow the Stretch Rule – go further each time! COOL DOWN: 1 Mile \| WARM-UP: None WORKOUT: You know the drill – don’t run! COOL DOWN: None \| WARM-UP: 1 Mile WORKOUT: Today is "tempo run day"! It's THE BEST!! You're going to run for 5 minutes at your tempo pace (comfortably hard), then run 2 minutes easy. Finish your workout with another 5 minute tempo run. COOL DOWN: 1 Mile \| WARM-UP: None WORKOUT: Easy 3 COOL DOWN: None \| WARM-UP: None WORKOUT: 3 Bears Run once more! Downhill strides after - 4 of them on that slight downhill! COOL DOWN: None \| \| MILEAGE TOTAL: 0 \| MILEAGE TOTAL: 4 \| MILEAGE TOTAL: 0 \| MILEAGE TOTAL: 4 \| MILEAGE TOTAL: 3 \| MILEAGE TOTAL: 4 \| WEEK SEVEN Time to start tapering! The taper time is when we minimize fatigue without compromising ﬁtness! We got this, everyone and you might actually dislike less running at this point! \| SUNDAY \| MONDAY \| TUESDAY \| WEDNESDAY \| THURSDAY \| FRIDAY \| \|---\|---\|---\|---\|---\|---\| \| EASY \| MEDIUM \| EASY \| EASY \| MEDIUM + \| EASY \| \| WARM-UP: None WORKOUT: Optional AWE Run or no run COOL DOWN: None \| WARM-UP: None WORKOUT: 4 miles flat + 4 x strides COOL DOWN: None \| WARM-UP: None WORKOUT: Off of course! COOL DOWN: None \| WARM-UP: None WORKOUT: Easy 3 miles COOL DOWN: None \| WARM-UP: 1 Mile WORKOUT: 10 Day Out Workout - Icing On The Cake! It's fun to see how fast you can run! 1 min hard - 30 seconds easy - 30 seconds easy - 1 min easy. Do this 4 times! COOL DOWN: 1 Mile \| WARM-UP: None WORKOUT: Easy 3 or off COOL DOWN: None \| \| MILEAGE TOTAL: 0-3 \| MILEAGE TOTAL: 4 \| MILEAGE TOTAL: 0 \| MILEAGE TOTAL: 3 \| MILEAGE TOTAL: 3-4 \| MILEAGE TOTAL: 0-3 \| Regardless of who you are or who you have been, you can be what you want to be. - W. CLEMENT STONE WEEK EIGHT Race Week! This is it! You made it! Congrats and be proud of yourself – we are proud of you! \| SUNDAY \| MONDAY \| TUESDAY \| WEDNESDAY \| THURSDAY \| FRIDAY \| \|---\|---\|---\|---\|---\|---\| \| EASY \| EASY \| EASY \| MEDIUM + \| EASY \| EASY \| \| WARM-UP: None WORKOUT: Off! COOL DOWN: None \| WARM-UP: None WORKOUT: Flat and easy 3 miles COOL DOWN: None \| WARM-UP: None WORKOUT: Off! COOL DOWN: None \| WARM-UP: 1 Mile WORKOUT: 1 mile @ tempo pace COOL DOWN: 1 Mile \| WARM-UP: None WORKOUT: Off! 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Examining the Heart by Barbara Z. Tharp, M.S. Deanne B. Erdmann, M.S. Marsha L. Matyas, Ph.D. Ronald L. McNeel, Dr.P.H. Nancy P. Moreno, Ph.D. RESOURCES For online presentations of each activity and downloadable slide sets for classroom use, visit http://www.bioedonline.org or http://www.k8science.org. © 2012 by Baylor College of Medicine All rights reserved. Printed in the United States of America ISBN: 978-1-888997-55-2 Teacher Resources from the Center for Educational Outreach at Baylor College of Medicine. The mark "BioEd" is a service mark of Baylor College of Medicine. The information contained in this publication is intended solely to provide broad consumer understanding and knowledge of health care topics. This information is for educational purposes only and should in no way be taken to be the provision or practice of medical, nursing or professional health care advice or services. The information should not be considered com plete and should not be used in place of a visit, call or consultation with a physician or other health care provider, or the advice thereof. The information obtained from this publication is not exhaustive and does not cover all diseases, ailments, physical conditions or their treatments. Call or see a physician or other health care provider promptly for any health care-related questions. The activities described in this book are intended for school-age children under direct super vision of adults. The authors, Baylor College of Medicine (BCM) and the National Space Biomedical Research Institute (NSBRI) cannot be responsible for any accidents or injuries that may result from conduct of the activities, from not specifically following directions, or from ignoring cautions contained in the text. The opinions, findings and conclusions expressed in this publication are solely those of the authors and do not necessarily reflect the views of BCM, NSBRI or the National Aeronautics and Space Administration (NASA). Cover Illustrations: LifeART © Williams & Wilkins. Cover Photos: Astronaut courtesy of NASA; boy and girl © Rubberball Production; electronic equipment © Fotosearch. Authors: Barbara Z. Tharp, M.S., Deanne B. Erdmann, M.S., Marsha L. Matyas, Ph.D., Ronald L. McNeel, Dr.P.H., and Nancy P. Moreno, Ph.D. Senior Editor: James P. Denk, M.A. Designer and Editor: Martha S. Young, B.F.A. ACKNOWLEDGMENTS The authors gratefully acknowledge the support of Bobby R. Alford, M.D., Jeffrey P. Sutton, M.D., Ph.D., William A. Thomson, Ph.D., Jeanne L. Becker, Ph.D., Marlene Y. MacLeish, Ed.D., Nancy Murray, Dr.Ph., and Kathryn S. Major, B.A. The authors also express their gratitude for the con tributions of the following expert reviewers: Lloyd H. Michael, Ph.D., Robert G. Carroll, Ph.D., Michael T. Vu, M.S., and Gregory L. Vogt, Ed.D. Special thanks also go to the American Physiological Society and to the HEADS UP project of The University of Texas School of Public Health (funded by the Science Education Partnership Award of the National Center for Research Resources, National Institutes of Health). This work was supported by National Space Biomedical Research Institute through NASA NCC 9-58. No part of this book may be reproduced by any mechanical, photographic or electronic process, or in the form of an audio recording; nor may it be stored in a retrieval system, transmitted, or otherwise copied for public or private use without prior written permission of the publisher. Black-line masters reproduced for classroom use are excepted. NATIONAL SPACE BIOMEDICAL RESEARCH INSTITUTE 1 Baylor Plaza, NA-425, Houston, Texas 77030-3498 www.nsbri.org CENTER FOR EDUCATIONAL OUTREACH Baylor College of Medicine, 1 Baylor Plaza, BCM411, Houston, Texas 77030 713-798-8200 / 800 -798-8244 / www.bcm.edu/edoutreach SOURCE URLs AMERICAN COLLEGE OF SPORTS MEDICINE http://www.acsm.org AMERICAN HEART ASSOCIATION http://www.americanheart.org BAYLOR COLLEGE OF MEDICINE BIOED ONLINE / K8 SCIENCE http://www.bioedonline.org http://www.k8science.org CENTERS FOR DISEASE CONTROL AND PREVENTION http://www.cdc.gov EUROPEAN SPACE AGENCY http://www.esa.int/esaHS/education.html MEDLINE PLUS http://medlineplus.gov NATIONAL AERONAUTICS AND SPACE ADMINISTRATION (NASA) NASA IMAGES http://www.nasaimages.org NASA JOHNSON SPACE CENTER www.nasa.gov/centers/johnson/astronauts/ http:// journals_astronauts.html SCIENCE@NASA http://science.nasa.gov NATIONAL INSTITUTES OF HEALTH SCIENCE EDUCATION PARTNERSHIP AWARD, NATIONAL CENTER FOR RESEARCH RESOURCES http://www.ncrr.nih.gov NATIONAL HEART, LUNG, AND BLOOD INSTITUTE http://www.nhlbi.nih.gov NATIONAL RESEARCH COUNCIL NATIONAL SCIENCE EDUCATION STANDARDS http://www.nap.edu/openbook.php?record_id=4962 NATIONAL SPACE BIOMEDICAL RESEARCH INSTITUTE http://www.nsbri.org TESSERACT-EARLY SCIENTIFIC INSTRUMENTS http://www.etesseract.com THE UNIVERSITY OF TEXAS (UT) HEADS UP PROGRAM, UT SCHOOL OF PUBLIC HEALTH AT HOUSTON http://www.sph.uth.tmc.edu/headsup UT SOUTHWESTERN MEDICAL CENTER AT DALLAS http://www.utsouthwestern.edu UNIVERSITY OF MARYLAND MEDICAL CENTER www.umm.edu/news/releases/laughter2.htm U.S. FOOD AND DRUG ADMINISTRATION http://www.fda.gov/hearthealth TEaming witH bEnEfits by Jeffrey P. Sutton, M.D., Ph.D., Director, National Space Biomedical Research Institute (NSBRI) collaborations and revolutionary research advances that result from them is enormous and unprec edented, with substantial benefits for both the space program and the American people. Dr. Jeffrey P. Sutton Space is a challenging environment for the human body. With long-duration missions, the physical and psychological stresses and risks to astro nauts are significant. Finding answers to these health concerns is at the heart of the National Space Biomedical Research Institute's program. In turn, the Institute's research is helping to enhance medical care on Earth. The NSBRI, a unique partner ship between NASA and the aca demic and industrial communities, is advancing biomedical research with the goal of ensuring a safe and productive long-term human presence in space. By developing new approaches and countermea sures to prevent, minimize and reverse critical risks to health, the Institute plays an essential, enabling role for NASA. The NSBRI bridges the research, tech nological and clinical expertise of the biomedical community with the scientific, engineering and operational expertise of NASA. With nearly 60 science, tech nology and education projects, the NSBRI engages investigators at leading institutions across the nation to conduct goal-directed, peer-reviewed research in a team approach. Key working relation ships have been established with end users, including astronauts and flight surgeons at Johnson Space Center, NASA scientists and engineers, other federal agencies, industry and international partners. The value of these The Science of the Heart and Circulation help guide the Institute in achieving its goals and objectives. Through our strategic plan, the NSBRI takes a leadership role in countermeasure development and space life sciences education. The results-oriented research and development program is integrated and implemented using focused teams, with scientific and manage ment directives that are innova tive and dynamic. An active Board of Directors, External Advisory Council, Board of Scientific Counselors, User Panel, Industry Forum and academic Consortium It will become necessary to perform more investigations in the unique environment of space. The vision of using extended exposure to microgravity as a laboratory for discovery and exploration builds upon the legacy of NASA and our quest to push the frontier of human understanding about nature and ourselves. The NSBRI is maturing in an era of unparalleled scientific and technological advancement and opportunity. We are excited by the challenges confronting us, and by our collective ability to enhance human health and well-being in space, and on Earth. NSBRI RESEARCH AREAS CARDIOVASCULAR PROBLEMS The amount of blood in the body is reduced when astro nauts are in microgravity. The heart grows smaller and weaker, which makes astronauts feel dizzy and weak when they return to Earth. Heart failure and diabetes, experienced by many people on Earth, lead to similar problems. HUMAN FACTORS AND PERFORMANCE Many factors can impact an astronaut's ability to work well in space or on the lunar surface. NSBRI is studying ways to improve daily living and keep crew members healthy, productive and safe during explora tion missions. Efforts focus on reducing performance errors, improving nutrition, examining ways to improve sleep and scheduling of work shifts, and studying how specific types of lighting in the craft and habitat can improve alertness and performance. MUSCLE AND BONE LOSS When muscles and bones do not have to work against gravity, they weaken and begin to waste away. Special exercises and other strategies to help astro nauts' bones and muscles stay strong in space also may help older and bedridden people, who experience similar problems on Earth, as well as people whose work requires intense physical exertion, like firefighters and construction workers. NEUROBEHAVIORAL AND STRESS FACTORS To ensure astronaut readiness for spaceflight, preflight prevention programs are being developed to avoid as many risks as possible to individual and iii group behavioral health during flight and post flight. People on Earth can benefit from relevant assessment tests, monitoring and intervention. RADIATION EFFECTS AND CANCER Exploration missions will expose astronauts to greater levels and more varied types of radiation. Radiation exposure can lead to many health problems, including acute effects such as nausea, vomiting, fatigue, skin injury and changes to white blood cell counts and the immune system. Longer-term effects include damage to the eyes, gastrointestinal system, lungs and central nervous system, and increased cancer risk. Learning how to keep astronauts safe from radiation may improve cancer treatments for people on Earth. SENSORIMOTOR AND BALANCE ISSUES During their first days in space, astronauts can become dizzy and nauseous. Eventually they adjust, but once they return to Earth, they have a hard time walking and standing upright. Finding ways to counter act these effects could benefit millions of Americans with balance disorders. SMART MEDICAL SYSTEMS AND TECHNOLOGY Since astronauts on long-duration missions will not be able to return quickly to Earth, new methods of remote medical diagnosis and treatment are necessary. These systems must be small, low-power, noninvasive and versatile. Portable medical care systems that monitor, diagnose and treat major illness and trauma during flight will have immediate benefits to medical care on Earth. OVERVIEW Mammals and birds, including humans, sheep and chickens, have four-chambered hearts. This design completely segregates oxygen-rich from oxygen-poor blood. Students will examine sheep or chicken hearts to learn about the heart's structure and the flow of blood through the heart. Activity Examining T hE HEart The heart is made mostly of a special kind of muscle, known as cardiac muscle, which is very resistant to fatigue. Cardiac muscle cells are able to contract on their own, without receiving stimula tion from the nervous system. Due to this important characteristic, the heart does not require a signal from the brain or spinal cord every time it needs to con tract. A small bundle of nervous tissue, called the sinoatrial node (SA node), in the wall of the right atrium initiates each contraction and serves as a "pacemaker," setting the rate and timing of heartbeats. The signal from the sinoatrial node spreads to another small bundle of nervous tissue, the atrioventricular node (AV node), located in the heart wall between the two chambers on the right side of the heart. Together, the SA and AV nodes regulate contractions of the ventricles and atria, and allow the heart to work as an efficient double pump. Additional signals about pace can come from the brain (nervous system) and hormones (endocrine system). Fever also raises heart rate. SCIENCE EDUCATION CONTENT STANDARDS* GRADES 5–8 LIFE SCIENCE Structure and function of living systems * Living systems at all levels of organization dem onstrate the complementary nature of structure and function. Important levels of organization for structure and function include cells, organs, tissues, organ systems, whole organisms and ecosystems. * Specialized cells perform specialized functions in multi-cellular organisms. Groups of specialized cells cooperate to form a tissue, such as a muscle. * The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control and coordination, and for protection form disease. SCIENCE, HEALTH & MATH SKILLS * Observing * Comparing and contrasting * Relating knowledge * National Research Council. 1996. National Science Education Standards. Washington, D.C., National Academies Press. Examining the Heart The Science of the Heart and Circulation The heart is a double pump with four chambers. The two upper chambers, the atria, receive blood returning from the body (right atrium) and the lungs (left atrium), and pass it into the lower chambers, the ventricles, so that they can pump it to all other areas of the body. As students examine and dissect a heart, be sure they note the thick, muscular, elastic walls that allow the ventricles to pump blood effectively throughout the body. The walls of the atria are not as thick as those of the ventricles. Students also should note that there are several oneway valves in the heart that prevent blood from moving backward from the atria into the veins, from the ventricles back into the atria, and from the arteries back into the ventricles. TIME 20 minutes for setup; 45 to conduct activity 1 AstroBlogs! An AstroBlog entry for this activity can be found on page 6. Muscle Tissue There are three main categories of muscle in the body. * Skeletal muscles are responsible for voluntary movement (such as raising your arm). * Cardiac muscle makes up most of the heart. * Smooth muscle makes up the supporting tissue of blood vessels and hollow internal organs, such as the stomach, intestines and bladder. © 2012 Baylor College of Medicine BioEd Online\|K8 Science A Broken Heart? The term, "heart disease," is very common, but what does it mean? In fact, it does not refer to one specific ailment, but to any of a number of conditions that can impair the heart's normal function. One example of heart disease is arteriosclerosis, which causes the walls of the arteries— normally strong and elastic—to thicken and harden. Sometimes, plaques of fatty material form inside arteries, leading to a condi tion called atherosclerosis. Heart attacks can occur when plaques break off and clog the arteries that supply oxygen and nutri ents to the heart itself. A buildup of plaque can restrict the flow of oxygen, cause damage to the heart, and lead to a heart attack. The sever ity of the heart attack depends on how much tissue is damaged. Sometimes, malfunctions of the sinoatrial node (the heart's pacemaker) cause the heartbeat to become irregular. Without regular, coordinated electrical signals telling the ven tricles to contract, blood is not pumped to cells of the body as needed. In such cases, an artificial pacemaker may be used to send electrical impulses to the heart and help it pump properly. MATERIALS * Masking tape and long pins Teacher (see Safety; Setup) * PowerPoint® slides or transparencies of all student sheets * 13 long pins with masking tape flags Each group of four students will need: * 2 pipe cleaners * Lab notebook or sheets of paper * Chicken heart (fresh) or sheep heart (preserved) * Paper plate * Dissection kit * Pair of dissecting scissors, plastic knife or scalpel * Dissection tray Each student will need: * Magnifier * Highlighting marker * Pair of safety goggles * Pair of disposable gloves * Copy of student sheets and sheets from activities "It Begins with the Heart" and "The Heart is a Pump" SAFETY Before the activity begins, instruct students on the proper way to handle sharp instruments. All students should wear gloves and goggles. After the activ ity, surfaces exposed to raw chicken must be sanitized. For proper disposal of sheep hearts, refer to the Material Safety Data Sheet shipped with the hearts. Seal chicken hearts in a plastic bag and dispose of normally. Students should wash their hands with soap and water before and after any science activity, even if they will be wearing gloves. Always follow all district and school laboratory safety procedures. SETUP & MANAGEMENT Purchase chicken hearts from a grocery store or order sheep hearts from a bio logical supply company (these hearts are preserved and can be used for several weeks). Keep the sheep hearts in tightly 2 sealed plastic bags. Place all necessary dissecting materials on paper plates or trays, with one set of materials for each student group. Make pins with masking tape flags for each group, or have students make their own. Have students perform the dissections in groups of four. This activity may be conducted as a class demonstration. Or visit the Virtual Heart Web site (http://thevirtualheart.org) to provide a three-dimensional class dem onstration of the heart's structures. Download PowerPoint® slides from www.BioEdOnline.org or make copies of student sheets for this activity, along with the sheets from Activities 4 and 5. PROCEDURE Part One: Exterior of the Heart 1. Discuss students' previous explora tions of the exterior and interior of the heart. Ask students to share any questions they still have about the heart's structure or function. Record their questions to refer to at the end of this activity. 2. Tell students that they will be examin ing chicken or sheep hearts similar to the ones they viewed in the videos previously. Safety Note: Be sure all students wear gloves and safety goggles, even if they only will touch the heart. Inform students that there will be no blood involved in the dissection (it is clotted). Monitor students, as some people may begin to feel a little uncomfortable during the procedure. 3. Distribute copies of the "Heart Dissection" page and have students read it within their groups. 4. Have each Materials Manager pick up a tray of materials for his or her group. 5. Have students examine the heart spec imens. Ask, How does the heart feel when you touch it? [smooth, tough, rubbery] If Continued Examining the Heart The Science of the Heart and Circulation using sheep hearts, explain to students that the heart's texture has been altered by the preservation chemicals. Have students locate, and then gently press on, the upper and lower chambers of their heart speci mens. Ask, Does one part feel thicker or more muscular than another? [There is more muscle around the lower chambers.] 6. Because most diagrams show the anterior (front) view, the right side of the heart appears on the left side of the diagram. To demonstrate this to your class, ask each student to face another student and raise his or her right hand. Explain that they are looking at an anterior (front) view of their partner student's body. Therefore, each student's right hand will appear on the left for his/her partner. The same will be true when they study a ventral view of the heart. 7. Have students continue to observe the heart by following the dissection instruction sheet. 8. After students have completed "Part One: Exterior of the Heart," review what they have learned so far. You may wish to display a copy of the worksheet while students check the location of the pins on their speci men hearts. Ask each group to check another group's work and discuss any differences. Or, have students create their own labeled drawings. 9. Have students remove all pins from their specimens before proceeding to Part Two. Part Two: Interior of the Heart 1. Before they begin, instruct students on the proper way to handle sharp instruments. You may demonstrate how to make the first cut into the heart, or simply complete this step for students. First, insert the point of a pair of dissection scissors, plastic knife or scalpel into the superior vena cava (large vein that enters the right Examining the Heart The Science of the Heart and Circulation atrium—sometimes present only as a large hole). Cut down the superior vena cava into the wall of the right atrium and continue down to the apex of the heart. Students should be able to see the right atrium and ventricle. 2. Students will use Part Two of the student sheet to complete the heart dissection. Note: You may want to assist stu dents when they open the left atrium and ventricle. Insert scissors or knife into one of the pulmonary veins (may appear as a large hole) on the left side of the heart, and cut through the wall of the left atrium. Once again, con tinue forward toward the apex (or tip) of the heart. 3. Distribute copies of the "Blood Pathways" sheet to each student. Have students read the descriptions of how blood flows through the heart. 4. If using sheep hearts, have students discuss and demonstrate the flow of blood through the heart specimen, beginning with the point of entry at the superior vena cava. Have students push pipe cleaners through the large vessels to discover where they lead. 5. Once students understand the flow of blood via heart-lung-heart-body circulation, explain that the right and left atria contract at the same time, followed by contractions of right and left ventricles. In a properly function ing heart, the synchronized work of the four chambers will cause the atria to expand and fill with blood as the ventricles are contracting. 6. When finished, students should clean and return all dissection equipment. Have students clean their desktops and wash their hands thoroughly with soap and water. Dispose of hearts properly (see Safety, p. 2). 7. Revisit and discuss students' questions about the heart. Have students add new information and observations to their concept maps. 3 Update Concept Maps © 2012 Baylor College of Medicine BioEd Online\|K8 Science activity Heart Dissection The instructions below will guide the dissection and help you to locate and identify various parts of the heart. Read carefully and make observations as you go. Part One: Outside of the Heart A. Find and observe the "front" (or anterior) side of the heart. This is the how the heart would appear if we were to open up the chest. From this angle, the heart usually appears rounded. Note that the back side of the heart is flat, with several large openings for blood vessels. B. The white material is a layer of fat. A little fat is normal. It protects and covers some of the blood vessels around the outside of the heart. With scissors, carefully cut away as much fat as possible. (This will take some time.) C. The heart has four chambers: two at the top and two at the bottom. The two chambers at the top of the heart are the right and left atria. (Atria is plural for atrium.) The two chambers at the bottom are the right and left ventricles. D. Observe the flaps on the heart, called auricles. The auricles expand to help the atria hold more blood. You will notice that there is one auricle on either side of the heart. E. When you are certain the front of the heart is facing you, find the two large blood vessels at the top. The first vessel, in the center at the top of the heart, is the pulmonary artery. Blood in the pulmonary artery leaves the right ventricle and goes to the lungs. The large vessel just behind pulmonary artery is the aorta. The aorta is the largest blood vessel in the entire body. It takes blood from the lower chamber Part Two: Inside of the Heart A. You or your teacher already have made the first cut through the heart, exposing the chambers on the right side. Pull the two sides of the heart apart and look for three flaps, or membranes, on the right side. These flaps make up a valve, or one-way door. When the right ventricle contracts, the valve closes to prevent blood from traveling backward. B. The upper chamber is the right atrium and the lower chamber is the right ventricle. You will notice that the walls of the ventricle are thicker than the walls of the atrium. C. The large opening in the center of the top of the heart is the attachment point for the artery that takes © 2012 Baylor College of Medicine BioEd Online\|K8 Science of the heart—the left ventricle— and sends it to all parts of the body, from head-to-toe. F. Turn the heart over and look at its back (or posterior) side. The severed vessel nearest the right auricle is the superior vena cava. Just below and a little toward the center of the heart is the other severed vessel that enters the right auricle. It is the inferior vena cava. G. To the left of the inferior vena cava is the severed pulmonary vein, which enters the left auricle. H. Stick numbered pins into the parts of the heart that you can observe. 1. Right auricle 2. Right atrium (general area) 3. Right ventricle (general area) 4. Left auricle 5. Left atrium (general area) 6. Left ventricle (general area) 7. Pulmonary artery 8. Aorta 9. Superior vena cava (opening) 10. Inferior vena cava (opening) 11. Pulmonary vein (opening) blood to the lungs (called the pulmonary artery). If you are working with a sheep heart, thread a pipe cleaner through this opening into the right ventricle. D. Make a lengthwise cut through the pulmonary vein (you will only see an opening). Continue through the wall of the atrium and ventricle, and down toward the apex (tip) of the heart. Pull the two sides apart. Here, you will find another valve with two flaps, separating the left atrium and the left ventricle. The left side of the heart is noticeably thicker than the right side because it pumps blood throughout the entire body. The right side of the heart pumps blood to the lungs, which are very close to the heart. Examining the Heart The Science of the Heart and Circulation 4 activity blood patHways Now that you know more about how the heart is put together, it will be easier to understand the flow of blood through the heart and circulatory system. Remember that blood flows in only ONE direction, thanks to one-way valves. Let's start with drops of blood in the tiny capillaries of your fingertips and follow the path of that blood through the circulatory system. The journey begins at the bottom left corner of the page, with Item 1. Out of the Heart / Into the Lungs Inside the Lungs The arteries that carry blood from the heart to the lungs are called pulmonary arteries. Into the Right Ventricle When the right atrium is filled with blood, it contracts, pushing the blood through the one-way tricuspid valve into the right ventricle. When the right ventricle is filled, it contracts, pushing blood through the pulmonary valve into arteries leading to each lung. Into the Right Atrium Blood from both vena cavas enters into the right atrium of the heart. Blood returning to the heart is low in oxygen. It must be replenished with oxygen from the lungs before it can make another trip around the body. The complex flow patterns between the heart and lungs are shown in the illustration above. 2 Out of the Veins / Into the Vena Cava (See both illustrations.) Smaller veins carry blood to two large collecting veins that connect to the heart. Blood from the hand (and upper parts of the body) flows into the superior vena cava, above the heart. Blood from veins in the lower part of the body flows into the inferior vena cava, below the heart (see "2" located beneath the heart in the upper illustration). Out of the Capillaries / Into the Veins Capillaries are very fine, branching blood vessels that form a network between arteries and veins. Because capillaries are very narrow, it is easy for nutrients, water and oxygen to move from the blood to body cells, and for wastes and carbon dioxide to be transferred from the cells into the blood. As blood travels from the capillaries in the hand toward the heart, it enters tiny veins that connect to larger veins. One-way valves in the veins keep blood from moving upward — especially in your legs. M.S. Young from LifeART © 2012 Williams & Wilkins. All Rights Reserved. 5 Once in the lungs, blood moves into smaller and smaller arteries, and finally, into capillaries that surround the tiny air sacs in the lungs. Here, the blood drops off carbon dioxide (breathed out of the body), and picks up oxygen (breathed into the body), which it will carry to cells of the body. 7 Out of the Lungs / Into the Heart The oxygen-rich blood moves from the lung's capillaries, to veins, and back to the heart through the pulmonary veins. Notice that the oxygen-rich blood on the left side of the heart is kept separate from the oxygenpoor blood on the right side. Into the Left Atrium Blood in the pulmonary veins moves into the heart's left atrium. When the left atrium is full of blood, it contracts and forces blood out through the mitral valve (also called the bicuspid valve) into the left ventricular chamber of the heart. Into the Left Ventricle Blood is pumped from the left atrium into the left ventricle. When full of blood, the left ventricle contracts, pushing blood though the aortic valve and into the largest artery in the body (the aorta). Out of the Aorta / Into the Arteries (See both illustrations.) This large artery is called the aorta. From the aorta, blood travels out to the rest of the body through smaller and smaller branching arteries. Out of the Arteries / Into the Capillaries Now, blood has made a full circuit and returned to the capillaries in your fingertip, rich with oxygen and ready to pick up waste and carbon dioxide to start the circle again. FULL CIRCUIT A drop of blood releases oxygen and picks up waste and carbon dioxide at the body cells. It cir culates through the right side of the heart, and to the lungs to release carbon dioxide and pick up oxygen. It then circulates through the left side of the heart and returns to the body cells to start this path of continual circulation again. © 2012 Baylor College of Medicine BioEd Online\|K8 Science An Astronaut's Point of View astroblogs Create a "blog-wall" in your classroom to stimulate students' thinking and encourage students to express their ideas in writing. Periodically, post a copy of one of the AstroBlog entries below to spark students' interest. Suggested use with specific activities is noted with each entry. astroblogs As you can see, the heart is a powerful pump. But like any pump, it can malfunction, some times because of our choices for exercise and diet. What about when we are floating in space? Does microgravity affect the heart muscle? Yes! If you think about it, a lot of the work done by the cardio vascular system involves moving blood upward against gravity. For example, your heart has to push blood more than a foot upward to your brain. If you've ever sucked soda up a super-long straw, you know it takes some work to move liquid against gravity through a narrow tube. day in space, my legs start to look skinny and my face starts to look puffy. My nose and ears feel stuffy, too… not fun! It's no surprise that while I'm floating in space, my body doesn't have to use its muscles to hold me upright against the Earth's gravity. This makes my heart rather lazy. It slows down and doesn't have to work as hard to pump blood to the different parts of my body. And we all know what happens to muscles when we don't work them, right? They get weaker and smaller. Due to the downward pull of gravity, our blood tends to pool in the lower half of our bodies. While I float in the space shuttle as it orbits the Earth, the blood in my body is not being pulled by gravity toward my feet. Because, of course, there is very little gravity in space! Therefore, more blood than usual will stay in the upper half of my body, and less will stay in the lower half. After just one This can happen to an astronaut's heart, too. How do we avoid this? The same way we do on Earth: exercise, and lots of it! We have treadmills and stationary bikes in space to keep our skinny chicken legs and our hearts strong. When I get back to Earth, I'll feel a little dizzy and weak-kneed for a while. But my body will readjust to Earth's gravity pretty quickly and my heart will get strong again. The recovery time happens even faster if I keep exercising. Gotta go… Time to ride the bike!* * www.esa.int/esaHS/ESAGO90VMOC_astronauts_0.html The Science of the Heart and Circulation 6	<urn:uuid:de63fe59-9fc6-4198-8208-f9cec1077f3b>	CC-MAIN-2021-04	https://www.bioedonline.org/BioEd/cache/file/ACB096BA-CEE2-3CA2-16DD35E9A88A9174.pdf	2021-01-20T20:41:23+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00139.warc.gz	696,674,573	7,241	eng_Latn	eng_Latn	0.968996	eng_Latn	0.996404	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 311, 5252, 10923, 14525, 18835, 22438, 26328, 30525, 32929 ]	[ 2.125, 4.6875 ]	2	0
Gnosall St Lawrence CE Primary Academy Maths Curriculum Statement \| Fluency \| Problem solving \| Reasoning \| \|---\|---\|---\| \| Pupils will become fluent in the fundamentals of mathematics to allow for the development of conceptual understanding and the ability to recall and apply knowledge accurately. \| Pupils will solve problems, including single and multi-step work, by applying their mathematics to a range of contexts. \| Pupils will follow lines of enquiry, using age- appropriate vocabulary, developing justifications and proof in order to reason mathematically. \| The Gnosall St Lawrence CE Primary Academy mathematics curriculum is designed to equip children with the necessary skills, knowledge and resilience needed to 'shine as lights in the world' (Phillippians 2:16). Through varied and high-quality activities, we focus on the development of fluency, reasoning and problem solving skills at all stages. Pupils are required to explore mathematics in depth, using appropriate vocabulary to reason logically and explain their ideas. A range of mathematical resources are used in order to aid learning, with children developing familiarity with concrete, pictorial and abstract forms. Working together with our pupils, their families and the local community, we seek opportunities to provide informative workshops and home-learning partnerships. Early Years Foundation Stage In the Early Years Foundation Stage, children are provided with daily opportunities (through planned, purposeful play and a mixture of adult-led and child-initiated activity) to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, space and measure. The three stages which Early Years Foundation Stage practitioners are required to reflect upon when planning (playing and exploring, active learning and creating/thinking critically) are subsequently built upon throughout Key Stage 1 and Key Stage 2 mathematics sessions. Children further develop these areas throughout school by investigating different possibilities/solutions, using concrete resources and developing/selecting strategies of choice. EYFS pupils at Gnosall St. Lawrence CE Primary Academy are taught to: Number - Count reliably with numbers from 1 to 20 - Place these numbers in order - Say which number is one more or one less than a given number - Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer - Solve problems, including doubling, halving and sharing Shape, Space and Measures - Use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems - Recognise, create and describe patterns - Explore characteristics of everyday objects and shapes and use mathematical language to describe them Year 1 During Year 1, we build on work from the Early Years Foundation Stage, developing pupils' confidence and fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations. At this stage, children primarily use concrete resources and measuring tools to aid their learning. At this stage, pupils begin to develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching also involves using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. Additionally, pupils begin to read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at Key Stage 1. Year 1 pupils at Gnosall St. Lawrence CE Primary Academy are taught to: Number: Place Value - Count to 10, forwards and backwards, beginning with 0 or 1, or from any given number - Count, read and write numbers to 10 in numerals and words - Count to 20, forwards and backwards, beginning with 0 or 1, from any given number. - Count, read and write numbers to 20 in numerals and words - Count to 50 forwards and backwards, beginning with 0 or 1, or from any number. - Count, read and write numbers to 50 in numerals - Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. - Count, read and write numbers to 100 in numerals - Given a number, identify one more or one less - Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least - Count in multiples of twos, fives and tens Number: Addition and Subtraction - Represent and use number bonds and related subtraction facts within 10 - Represent and use number bonds and related subtraction facts within 20 - Read, write and interpret mathematical statements involving addition (+), subtraction () and equals (=) signs - Add and subtract one digit numbers to 10, including zero - Add and subtract one-digit and two-digit numbers to 20, including zero - Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations and missing number problems Number: Multiplication and Division - Count in multiples of twos, fives and tens - Solve one step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher Number: Fractions - Recognise, find and name a half as one of two equal parts of an object, shape or quantity - Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity - Compare, describe and solve practical problems for: lengths and heights (for example, long/short, longer/shorter, tall/short, double/half) - Compare, describe and solve practical problems for: mass/weight [for example, heavy/light, heavier than, lighter than]; capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] Geometry: Shape/Position and Direction - Recognise and name common 2-D shapes, including: (for example, rectangles, squares, circles and triangles) - Recognise and name common 3-D shapes, including: (for example, cuboids, cubes, pyramids and spheres) - Describe position, direction and movement, including whole, half, quarter and three quarter turns Measurement: Length, Height, Mass, Capacity and Temperature - Measure and begin to record lengths and heights - Compare, describe and solve practical problems for lengths and heights (for example, long/short, longer/shorter, tall/short, double/half) - Measure and begin to record mass/weight, capacity and volume - Compare, describe and solve practical problems for mass/weight (for example, heavy/light, heavier than, lighter than); capacity and volume (for example, full/empty, more than, less than, half, half full, quarter) Measurement: Money - Recognise and know the value of different denominations of coins and notes Measurement: Time - Sequence events in chronological order using language (for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening) - Recognise and use language relating to dates, including days of the week, weeks, months and years. - Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times - Compare, describe and solve practical problems for time (for example, quicker, slower, earlier, later). - Measure and begin to record time (hours, minutes, seconds) Year 2 During Year 2, we build on work from the Early Years Foundation Stage and Year 1, developing pupils' confidence and fluency with whole numbers, counting and place value (up to at least 100). This involves working with numerals, words and the four operations. Children begin to increase their understanding of multiplication and division by working with a range of contexts in which they consider grouping/sharing discrete and continuous quantities, arrays and repeated addition. At this stage, children continue to use concrete resources and measuring tools to aid their learning. By the end of Year 2, we anticipate being secure in using and understanding place value. This provides a platform to be built upon in Key Stage 2. At this stage, pupils continue to develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching also involves using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. Additionally, pupils continue to read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at Key Stage 1. Year 2 pupils at Gnosall St. Lawrence CE Primary Academy are taught to: Number: Place Value - Read and write numbers to at least 100 in numerals and in words - Recognise the place value of each digit in a two digit number (tens and ones) - Identify, represent and estimate numbers using different representations including the number line - Compare and order numbers from 0 up to 100; use <, > and = signs - Use place value and number facts to solve problems - Count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backward Number: Addition and Subtraction - Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 - Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones; a two-digit number and tens; two twodigit numbers; adding three one-digit numbers - Show that the addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot - Solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures; applying their increasing knowledge of mental and written methods - Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems Number: Multiplication and Division - Recall and use multiplication and division facts for the 2, 5 and 10 times tables, including recognising odd and even numbers - Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) sign - Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods and multiplication and division facts, including problems in contexts - Show that the multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot Number: Fractions - Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity - Write simple fractions. For example, 1/2 of 6 = 3 - Recognise the equivalence of 2/4 and 1/2 Geometry: Shape/Position and Direction - Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line - Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces - Identify 2-D shapes on the surface of 3-D shapes (for example, a circle on a cylinder and a triangle on a pyramid) - Compare and sort common 2-D and 3-D shapes and everyday objects - Use mathematical vocabulary to describe position, direction and movement including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise) - Order and arrange combinations of mathematical objects in patterns and sequences Measurement: Length, Height, Mass, Capacity and Temperature - Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels - Compare and order lengths, mass, volume/capacity and record the results using >, < and = Measurement: Money - Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value - Find different combinations of coins that equal the same amounts of money. - Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change Measurement: Time - Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times - Know the number of minutes in an hour and the number of hours in a day - Compare and sequence intervals of time Statistics - Interpret and construct simple pictograms, tally charts, block diagrams and simple tables - Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity - Ask and answer questions about totalling and comparing categorical data Year 3 During Year 3, we build on work from Key Stage 1, ensuring that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value (up to at least 1000). This enables pupils to develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching ensures that pupils begin to draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It also ensures that they can begin to use measuring instruments with accuracy and make connections between measure and number. By the end of Year 3, pupils will have built on the multiplication table knowledge acquired in Key Stage 1 and be able to recall multiplication and associated division facts for the 3, 4 and 8 multiplication tables. Additionally, pupils read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling. Year 3 pupils at Gnosall St. Lawrence CE Primary Academy are taught to: Number: Place Value - Recognise the place value of each digit in a three-digit number (hundreds, tens and ones) - Compare and order numbers up to 1000 - Read and write numbers up to 1000 in numerals and in words - Identify, represent and estimate numbers using different representations - Find 10 or 100 more or less than a given number - Solve number problems and practical problems involving these ideas Number: Addition and Subtraction - Add and subtract numbers mentally, including: a three-digit number and ones; a threedigit number and tens; a three digit number and hundreds - Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction - Estimate the answer to a calculation and use inverse operations to check answers - Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction Number: Multiplication and Division - Count from 0 in multiples of 4, 8, 50 and 100 - Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables - Write and calculate mathematical statements for multiplication and division using the multiplication tables they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods - Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objectives Number: Fractions - Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10 - Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators - Recognise, find and write fractions of a discrete set of objects: unit fractions and nonunit fractions with small denominators - Recognise and show, using diagrams, equivalent fractions with small denominators - Compare and order unit fractions, and fractions with the same denominators - Add and subtract fractions with the same denominator within one whole (for example, 5/7 + 1/7 = 6/7) - Solve problems that involve all of the above Geometry: Shape/Position and Direction - Recognise angles as a property of shape or a description of a turn - Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle - Identify horizontal and vertical lines and pairs of perpendicular and parallel lines - Draw 2-D shapes and make 3-D shapes using modelling materials - Recognise 3-D shapes in different orientations and describe them Measurement: Length, Height, Mass, Capacity and Temperature - Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) - Measure the perimeter of simple 2D shapes Measurement: Money - Add and subtract amounts of money to give change, using both £ and p in practical contexts Measurement: Time - Tell and write the time from an analogue clock, including using Roman numerals from I to XII and 12-hour and 24-hour clocks - Estimate and read time with increasing accuracy to the nearest minute - Record and compare time in terms of seconds, minutes and hours - Use vocabulary such as o'clock, a.m./p.m., morning, afternoon, noon and midnight - Know the number of seconds in a minute and the number of days in each month, year and leap year - Compare durations of events (for example to calculate the time taken by particular events or tasks) Statistics - Interpret and present data using bar charts, pictograms and tables - Solve one-step and two-step questions (for example, 'How many more?' and 'How many fewer?') using information presented in scaled bar charts and pictograms and tables Year 4 During Year 4, we build on work from Key Stage 1 and Year 3, ensuring that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value (beyond 1000). This enables pupils to develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching ensures that pupils continue to draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It also ensures that they can continue to use measuring instruments with accuracy and make connections between measure and number. By the end of Year 4, pupils will be competent in their recall of all multiplication tables and associated division facts (up to 12x12) and be well-equipped to undertake the statutory Multiplication Check. Additionally, pupils read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling. Year 4 pupils at Gnosall St. Lawrence CE Primary Academy are taught to: Number: Place Value - Count in multiples of 6, 7, 9. 25 and 1000. - Find 1000 more or less than a given number. - Recognise the place value of each digit in a four digit number (thousands, hundreds, tens and ones) - Order and compare numbers beyond 1000 - Round any number to the nearest 10, 100 or 1000 - Solve number and practical problems that involve all of the above and with increasingly large positive numbers. - Count backwards through zero to include negative numbers. - Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value. Number: Addition and Subtraction - Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate. - Estimate and use inverse operations to check answers to a calculation. - Solve addition and subtraction two step problems in contexts, deciding which operations and methods to use and why. Number: Multiplication and Division - Recall and use multiplication and division facts for multiplication tables up to 12 × 12. - Count in multiples of 6, 7, 9. 25 and 1000 - Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers. - Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects. - Recognise and use factor pairs and commutativity in mental calculations. - Multiply two digit and three digit numbers by a one digit number using formal written layout. Number: Fractions - Recognise and show, using diagrams, families of common equivalent fractions. - Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten. - Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number. - Add and subtract fractions with the same denominator. Number: Decimals - Recognise and write decimal equivalents of any number of tenths or hundredths. - Find the effect of dividing a one or two digit number by 10 or 100, identifying the value of the digits in the answer as ones, tenths and hundredths - Solve simple measure and money problems involving fractions and decimals to two decimal places. - Convert between different units of measure [for example, kilometre to metre] Compare numbers with the same number of decimal places up to two decimal places. - Round decimals with one decimal place to the nearest whole number. - Recognise and write decimal equivalents to 14, 12 and 34 Geometry: Shape/Position and Direction - Identify acute and obtuse angles and compare and order angles up to two right angles by size. - Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. - Identify lines of symmetry in 2-D shapes presented in different orientations. - Complete a simple symmetric figure with respect to a specific line of symmetry. - Describe positions on a 2-D grid as coordinates in the first quadrant. - Plot specified points and draw sides to complete a given polygon. - Describe movements between positions as translations of a given unit to the left/ right and up/ down. Measurement: Length and Perimeter - Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres - Convert between different units of measure [for example, kilometre to metre] Measurement: Area - Find the area of rectilinear shapes by counting squares. Measurement: Money - Estimate, compare and calculate different measures, including money in pounds and pence. - Solve simple measure and money problems involving fractions and decimals to two decimal places. Measurement: Time - Convert between different units of measure [for example, kilometre to metre; hour to minute] - Read, write and convert time between analogue and digital 12- and 24-hour clocks. - Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days. Statistics - Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs. - Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs. Year 5 During Year 5, we begin to extend pupils' understanding of the number system and place value to include larger integers (to at least 1,000,000). Subsequently, this develops the connections that children make between multiplication and division with fractions, decimals and percentages. At this stage, pupils begin to develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. Teaching in geometry and measures begins to consolidate and extend knowledge developed in number. Teaching also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. During Year 5, pupils build on prior learning by applying all the multiplication tables and related division facts frequently, committing them to memory and using them confidently to solve larger calculations with formal written methods. By Upper Key Stage 2, pupils read, spell and pronounce mathematical vocabulary correctly. Year 5 pupils at Gnosall St. Lawrence CE Primary Academy are taught to: Number: Place Value - Read, write, order and compare numbers to at least 1000000 and determine the value of each digit. - Count forwards or backwards in steps of powers of 10 for any given number up to 1000000. - Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers including through zero. - Round any number up to 1000000 to the required degree of accuracy - Solve number problems and practical problems that involve all of the above. - Read Roman numerals to 1000 (M) and recognise years written in Roman numerals. Number: Addition and Subtraction - Add and subtract numbers mentally with increasingly large numbers. - Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) - Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why. Number: Multiplication and Division - Multiply and divide numbers mentally drawing upon known facts. - Multiply and divide whole numbers and decimals by 10, 100 and 1000. - Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers. - Recognise and use square numbers and cube numbers and the notation for squared (2) and cubed (3) - Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes. - Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers. - Establish whether a number up to 100 is prime and recall prime numbers up to 19 - Multiply numbers up to 4 digits by a one or two digit number using a formal written method, including long multiplication for 2 digit numbers. - Divide numbers up to 4 digits by a one digit number using the formal written method of short division and interpret remainders appropriately for the context. Number: Fractions - Compare and order fractions whose denominators are multiples of the same number. - Identify, name and write equivalent fractions of a given fraction, represented visually including tenths and hundredths. - Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements >1 as a mixed number - Add and subtract fractions with the same denominator and denominators that are multiples of the same number. - Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams. - Read and write decimal numbers as fractions Number: Decimals and Percentages - Read, write, order and compare numbers with up to three decimal places. - Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents. - Round decimals with two decimal places to the nearest whole number and to one decimal place. - Solve problems involving number up to three decimal places. - Recognise the per cent symbol (%) and understand that per cent relates to 'number of parts per hundred', and write percentages as a fraction with denominator 100, and as a decimal. - Solve problems which require knowing percentage and decimal equivalents of 1 2 1 4 1 5 and those fractions with a denominator of a multiple of 10 or 25. Geometry: Shapes and Angles/Position and Direction - Identify 3D shapes, including cubes and other cuboids, from 2D representations. - Distinguish between regular and irregular polygons based on reasoning about equal sides and angles. - Draw, estimate and compare acute, obtuse and reflex angles, knowing they are measured in degrees.. - Identify: angles at a point and one whole turn (total 360o), angles at a point on a straight line and ½ a turn (total 180o) other multiples of 90o - Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed. Measurement: Perimeter and Area - Measure and calculate the perimeter of composite rectilinear shapes in cm and m. - Calculate and compare the area of rectangles (including squares), and including using standard units, cm2, m2 estimate the area of irregular shapes. Measurement: Converting Units - Convert between different units of metric measure [for example, km and m; cm and m; cm and mm; g and kg; l and ml] - Solve problems involving converting between units of time. Measures: Volume - Estimate volume [for example using 1cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water] - Use all four operations to solve problems involving measure. Statistics - Solve comparison, sum and difference problems using information presented in a line graph. - Complete, read and interpret information in tables including timetables. Year 6 During Year 6, we continue to extend pupils' understanding of the number system and place value to include larger integers (up to 10,000,000). Subsequently, this enhances the connections that children make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, pupils consolidate their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures further consolidates and extends knowledge developed in number. Teaching also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. During Year 6, pupils continue to maintain their fluency by applying all the multiplication tables and related division facts frequently, committing them to memory and using them confidently to solve larger calculations with formal written methods (including long division). By Upper Key Stage 2, pupils read, spell and pronounce mathematical vocabulary correctly. Year 6 pupils at Gnosall St. Lawrence CE Primary Academy are taught to: Number: Place Value - Read, write, order and compare numbers up to 10,000,000 and determine the value of each digit. - Round any whole number to a required degree of accuracy. - Use negative numbers in context, and calculate intervals across zero. - Solve number and practical problems that involve all of the above. Number: Addition, Subtraction, Multiplication and Division - Solve addition and subtraction multi step problems in contexts, deciding which operations and methods to use and why. - Multiply multi-digit number up to 4 digits by a 2-digit number using the formal written method of long multiplication. - Divide numbers up to 4 digits by a 2-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding as appropriate for the context. - Divide numbers up to 4 digits by a 2-digit number using the formal written method of short division, interpreting remainders according to the context. - Identify common factors, common multiples and prime numbers. - Use their knowledge of the order of operations to carry out calculations involving the four operations. - Solve problems involving addition, subtraction, multiplication and division. - Use estimation to check answers to calculations and determine in the context of a problem, an appropriate degree of accuracy Number: Fractions - Use common factors to simplify fractions; use common multiples to express fractions in the same denomination. - Compare and order fractions, including fractions > 1 - Add and subtract fractions with different denominations and mixed numbers, using the concept of equivalent fractions. - Multiply simple pairs of proper fractions, writing the answer in its simplest form - Divide proper fractions by whole numbers - Associate a fraction with division and calculate decimal fraction equivalents for a simple fraction - Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts Number: Decimals - Identify the value of each digit in numbers given to 3 decimal places and multiply numbers by 10, 100 and 1,000 giving answers up to 3 decimal places. - Multiply one-digit numbers with up to 2 decimal places by whole numbers. - Use written division methods in cases where the answer has up to 2 decimal places. - Solve problems which require answers to be rounded to specified degrees of accuracy. Number: Percentages - Solve problems involving the calculation of percentages [for example, of measures and such as 15% of 360] and the use of percentages for comparison. Number: Algebra - Use simple formulae - Generate and describe linear number sequences. - Express missing number problems algebraically. - Find pairs of numbers that satisfy an equation with two unknowns. Number: Ratio - Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts. - Solve problems involving similar shapes where the scale factor is known or can be found. - Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples. Geometry: Properties of Shapes/Position and Direction - Draw 2-D shapes using given dimensions and angles. - Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals and regular polygons. - Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles - Describe positions on the full coordinate grid (all four quadrants). - Draw and translate simple shapes on the coordinate plane, and reflect them in the axes. Measurement: Converting Units - Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate. - Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3dp. - Convert between miles and kilometres. Measurement: Perimeter, Area and Volume - Recognise that shapes with the same areas can have different perimeters and vice versa. - Recognise when it is possible to use formulae for area and volume of shapes. - Calculate the area of parallelograms and triangles. - Calculate, estimate and compare volume of cubes and cuboids using standard units, including cm3, m3 and extending to other units (mm3, km3) Statistics - Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius. - Interpret and construct pie charts and line graphs and use these to solve problems. - Calculate the mean as an average. Pupil Voice Through discussion and feedback, children talk enthusiastically about maths lessons. They can discuss the context in which maths is being taught, relating this to real-life scenarios and they can ask relevant questions about their learning. Evidence in Knowledge Pupils recognise the significance of maths in the workplace and its value in the wider world. They recognise how maths can be used in order to support their potential. Evidence in Skills Pupils can independently use the vocabulary and methods taught in fluency, problem solving and reasoning contexts. They recognise the importance of a "growth mindset" and resilience when answering more complex problems. Breadth and Depth Teachers plan a range of opportunities for children to enhance their mathematical skills independently, with a partner, in groups and in a variety contexts. Additionally, they seek parental involvement and encourage home-learning opportunities.	<urn:uuid:aecfb8e8-0f43-4a28-b6e9-3a3b28ed2675>	CC-MAIN-2021-04	http://www.st-lawrence.staffs.sch.uk/wp-content/uploads/2020/06/Maths-Curriculum-Statement-1.pdf	2021-01-20T18:24:28+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00141.warc.gz	189,369,105	7,506	eng_Latn	eng_Latn	0.995215	eng_Latn	0.99584	[ "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	[ 2913, 6413, 9390, 12631, 16033, 18790, 22544, 24829, 28054, 31196, 34287, 37421 ]	[ 4.5, 4.5625 ]	2	0
Lesson developed and shared by Ryan Markel, Cusick School District Contact information: firstname.lastname@example.org Notes to Educators from Ryan: I assign this project in my 7 th sometimes 9 Th Grade Washington State History class. It is a Jigsaw project of sorts that requires the students to research conflict between the Native Americans and Europeans during the 1800s. See student example (done in an adapted timeline). Name_______________________________________ Period___________ Conflict in the PNW Partner PowerPoint Project Partner: Conflict: Introduction/Expectations: You and a partner will be developing an informational PowerPoint on one conflict that took place in the Pacific Northwest. Each group will be focusing on a different topic. I will also determine the pairs so that I can attempt to match novice PowerPoint users with experts in this area. The PowerPoint will be shared with the class and you will be quizzed over the information presented by all the groups. Here is a list of possible conflicts to choose from: The Yakima War Battle of Spokane Plains / Four Lakes Battle of Rosalia The Modoc War The Nez Perce War Bannock-Paiute War The Tonquin Incident The Rouge River Wars I would prefer to give you ideas for how to organize each slide of your PowerPoint, but with the variety in topics this just does not seem possible. I will give you the following guidance: Slide #1: Title slide * Names * Title * Graphic Slide #2: Introduction * Ideas o What will we be learning about? o Where does this fit in with Pacific Northwest History? * Perhaps, mention something to draw us in Slides #3-9: For you to decide * Keep it informative & historically relevant o Why is this important? Slide #11: Works Cited Slide #10: Conclusion * Ideas o What should we remember? * Web sites: MLA format (I would recommend using Easy bib for this) * Books: Include the title, author, and date published Note: Wikipedia should not be your first stop to locate information. Also, don't forget that there are books in the library. I'd like to see at least one source that is a book. Grading: We have two rubrics related to this assignment: one for your work with your partner and the other for the PowerPoint/presentation. This assignment is worth a total of 105 points. 5 Keys to Success: * No lengthy paragraphs on your slides (Keep informative and concise) * Follow the layout * Images should be the only items that you copy and paste * Information first, then animations * Use your time wisely (If computers are available, you and your partner can be on different computers.) Group Rubric \| \| 7 \| 5 \| 3 \| \|---\|---\|---\|---\| \| Time/Effort \| Class time was used very wisely. Much time and effort went into the planning and creation of the PowerPoint. \| Class time was used adequately. Much time and effort went into the planning and creation of the PowerPoint. \| Class time was not always used wisely. More time and/or effort could have been put into the planning and creation of the PowerPoint. \| \| Cooperative Learning \| Group members continually worked cooperatively, respecting the ideas and contributions of others. \| Group members almost always worked cooperatively, respecting the ideas and contributions of others. \| Group members occasionally worked cooperatively, respecting the ideas and contributions of others. \| Total: /14 PowerPoint Rubric \| Number of Slides \| PowerPoint contains at least 11 slides related to the topic. \| PowerPoint contains 9- 10 slides related to the topic. \| PowerPoint contains 7- 8 slides related to the topic. \| \|---\|---\|---\|---\| \| Subject Knowledge \| Subject knowledge is greatly evident throughout the PowerPoint. Information is clear, appropriate, and correct. \| Subject knowledge is evident in the PowerPoint. Information is clear, appropriate, and correct. \| Some subject knowledge is somewhat evident. Information is confusing or inaccurate. \| \| Focus \| PowerPoint is relevant to the assigned topic and provides a very effective overview. \| PowerPoint is relevant to the assigned topic and provides an effective overview. \| PowerPoint drifts from the assigned topic or does not provide an effective overview. \| \| Appearance \| PowerPoint is exceptionally attractive in terms of design, layout, and neatness. Pictures and graphics go well with the text. \| PowerPoint is attractive in terms of design, layout and neatness. Pictures and graphics go well with the text. \| PowerPoint is acceptably attractive, yet it may appear cluttered. Pictures relate to the text, but there are too few or too many. \| \| Grammar & Spelling \| Text contains no errors in grammar and/or spelling. \| Text contains few errors that do not interfere with comprehension. \| Text contains several errors that limit comprehension. \| \| Text Elements \| Fonts are easy-to-read and point size varies. Use of italics, bold, and indentations enhances readability. Text is appropriate in length. Background colors enhance the readability. \| Fonts are easy-to-read. Appropriate use of italics, bold, and indentations. Text is appropriate in length. Background colors enhance the readability. \| Fonts are occasionally easy-to-read. Use of fonts, italics, bold, or background colors may detract from readability. Text may include lengthy paragraphs. \| Total: /91 Grand Total: /105	<urn:uuid:266fa2f4-0f5f-485e-aa35-3998e2da4ab0>	CC-MAIN-2021-04	https://k12.wa.us/sites/default/files/public/indianed/curriculum/ReadytoGo/PNW%20Conflict%20PowerPoint%20Project%20%28MS-HS%29.pdf	2021-01-20T19:40:37+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00140.warc.gz	412,449,272	1,143	eng_Latn	eng_Latn	0.995416	eng_Latn	0.996486	[ "eng_Latn", "eng_Latn", "unknown", "unknown" ]	false	docling	[ 1626, 3379, 5301, 5334 ]	[ 4.34375 ]	1	0
National Drought Management Authority GARISSA COUNTY DROUGHT EARLY WARNING BULLETIN FOR OCTOBER 2020 OCTOBER 2020 EWS PHASE Drought Situation & EW Phase Classification Biophysical Indicators - The short rains season started on the 3 rd dekad of October, the onset was normal but depressed with a temporal distribution of only 2 days was experienced in some sections of the county. The spatial distributed was un even across the county, few areas reported rainfall and the average amount recorded was 10mm of rain during the month - The average vegetation condition index for month was 58.38. with a declining trend as compared to the previous month. similarly, when compared to the long-term average, the current vegetation condition index is way above the long term average. However, the current vegetation condition index is below the maximum value ever recorded at this particular time of the year. - Pasture condition was generally poor to fair across the livelihood zones while browse condition was fair to poor in the county. - Both household distances and livestock trekking distances to water sources increased and are above the long term average. Socio Economic Indicators (Impact Indicators) - Livestock body condition of all species was generally fair with isolated cases of small stock and lactating herds at poor body condition in all the livelihood zones. - Household milk production per day for the month under review was 1.9litre/household/day in all the livelihood zones and relatively reduced as compared to the previous. - Market prices for all livestock species reduced. - The terms of trade were 46.4 kilograms of maize upon sale of a goat and reduced as compared to the previous month - The mean coping strategy index (CSI) was 13.2 for the month - Proportion of sampled children below five years at risk of [x] Short rains harvests Planting/Weeding [x] Long rains harvests l t iti 13 3 t [x] Short dry spell [x] Reduced milk yields [x] Increased HH Food Stocks [x] migrations [x] Land preparation [x] Short rains [x] A long dry spell [x] Land preparation [x] Increased HH Food Stocks [x] Kidding (Sept) [x] Migrations [x] Herd separations [x] Planting/weeding [x] High birth rates [x] Wedding [x] Long rains [x] High Calving Rate [x] Milk Yields Increase [x] Breeding period \| \| Livelihood Zone \| \| Phase \| \| Trend \| \|---\|---\|---\|---\|---\|---\| \| Agro-pastoral \| \| \| Alert \| Deteriorating \| \| \| Pastoral cattle/sheep \| \| \| Alert \| Deteriorating \| \| \| Pastoral-all species \| \| \| Alert \| Deteriorating \| \| \| County \| \| \| Alert \| Deteriorating \| \| \| \| Biophysical \| value \| value \| \| Normal \| \| \| Indicators \| \| \| \| Range/Value \| \| Rainfall (% of Normal) \| \| <25% \| \| 91-110% \| \| \| VCI-3Month \| \| 58.38 \| \| >35 \| \| \| Forage condition \| \| fair \| \| Good \| \| \| \| Production indicators \| \| Value \| \| Normal \| \| Livestock Body Condition \| \| 2-3 \| \| 1 \| \| \| Milk Production \| \| 1.9 \| \| >2.3 litres \| \| \| Livestock Migration Pattern \| \| Normal migration \| \| Normal \| \| \| Livestock deaths (from drought) \| \| No death \| \| No death \| \| \| \| Access Indicators \| \| Value \| \| Normal \| \| Terms of Trade (ToT) \| \| 46.4 \| \| 26.3 \| \| \| Milk Consumption \| \| 1.5 \| \| >1.97 litres \| \| \| Return grazing distance to water sources in km \| \| 25..4 \| \| 24 km \| \| \| Cost of water at source (20 litres) \| \| Kshs 5 \| \| <5Kshs \| \| \| \| Utilization indicators \| \| Value \| \| Normal \| \| Nutrition Status, MUAC (% at risk of malnutrition) \| \| 13.3 \| \| 10.7% \| \| \| Coping Strategy Index (CSI) \| \| 13.2 \| \| <21 \| \| \| Food Consumption Score(mean ) \| \| 39 \| \| 35 \| \| \| Jan \| Feb \| Mar \| Apr \| May \| Jun \| Jul \| Aug \| Sept \| Oct \| Nov \| Dec \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| 1. CLIMATIC CONDITIONS 1.1 RAINFALL PERFORMANCE [x] The short rains season started on the 3 rd dekad of October, the onset was normal but depressed with a temporal distribution of only 2 days was experienced in some sections of the county. [x] The spatial distributed was un even across the county, few areas reported rainfall and the average amount recorded was 10mm of rain during the month. [x] The normalised vegetation index for the month remained above the long term average for the period. 2 2.0 IMPACTS ON VEGETATION AND WATER 2.1 VEGETATION CONDITION 2.1. 1 Vegetation Condition Index (VCI) [x] The average vegetation condition index for month was 58.38. with a declining trend as compared to the previous month. [x] When compared to the long-term average, the current vegetation condition index is way above the long term average. However, the current vegetation condition index is below the maximum value ever recorded at this particular time of the year. [x] The trend in vegetation condition index is deteriorating which is expected to move to moderate vegetation deficit in the near future. [x] All the sub counties were in above normal vegetation greenness. Dadaab and Township sub counties experienced the highest level in vegetation condition deterioration during the month of October. 2.1.2 Pasture and browse condition - Pasture condition as observed during the transect drive and interviews with the key informants from communities across all the livelihood zones was generally poor to fair during the period under analysis. - The prevailing level of pasture condition during the month was slightly above with the one normally observed at such a time of the year. - With the onset of short rains season pasture condition is expected to improve at slower - Browse condition was generally fair to poor across all livelihood zones, the quality and quantity of browse is fair to poor in all the livelihood zones. Largely, in the agro-pastoral areas, browse will last for 1 months whereas in the pastoral livelihood zone browse is expected to last for less than a month but with the onset of the short rains season browse condition is expected to improve. 2.2 WATER RESOURCE 2.2.1 Sources The major sources of water during the period under review across the three livelihood zones included - boreholes, water pans/dams and tana river. Other water sources exist in areas outside the sentinel sites. - 50 percent of the population are currently dependent on boreholes for both households and livestock use. River water use was the second largest water sources in the county,water pans were still in use but a lower level and with a reducing trend. - The graph below provides an illustration of the various water sources: 2.2.2 Household access and Utilization - Return household water distances to the main water sources was 10.60km in the month under review which depicts an increase when compared to the preceding month's household water distance of 10.40km in all the livelihood zones. - The current trekking distances for households was above the long term average for the month by 17 percent but was below the same period of a bad year by 13 percent (figure5). - Current waiting time in the agro-pastoral livelihood zone varied between 30-35 minutes which is slightly above the long term average of 20-30 minutes whereas in the pastoral livelihood zone, waiting time was 90-120 minutes compared to 35-40 minutes normally. - The trend was attributed to reduced water availability and increased demand at household level. Figure 5:household return distance to water sources - Current waiting time in the agro-pastoral livelihood zone was between 30-60 minutes which was slightly above the long term average of 20-40 minutes whereas in the pastoral livelihood zone, waiting time was 60-90 minutes compared 40-60 minutes normally. 2.2.3 Livestock access - During the month under review, the return livestock trekking distance from grazing areas to water points was 25.4km which depicts gradual increase when compared to the previous month's distance of 24.7km. - The pastoral all species livelihood zone recorded the highest trekking distance of 25km. Maalimin ward recorded the highest trekking distances of 34km for all livestock due to drying up of available open water sources. - The current trekking distance was by 12 percent above the normal long term average for the month but was below the same period of a bad year by 19.2 percent. (figure 6) - The trend was attributed to reduced water availability within the rangeland and diminishing forage availability around water sources. Figure 6:Return distance from grazing areas to water sources - Livestock watering frequencies declined due to pressure at water points and increased distances to grazing areas. Small stocks are watered after 2 days, cattle after 2-3 days and camels after 6-10 days in all the livelihood zones. 3.0 PRODUCTION INDICATORS 3.1 LIVESTOCK PRODUCTION 3.1.1 Livestock Body Condition - Livestock body condition of all species was generally fair with isolated cases of small stock and lactating herds at poor body condition in all the livelihood zones,with the onset of the short rains season though with false start as forecasted may improve the forage condition which will in turn is expected to improve livestock body condition. - The observed livestock body condition for all species was slightly above with the one normally observed for similar periods during the previous years. 3.1.2 Livestock Diseases - Livestock disease incidences reported were, suspected cases of small stock enterotoxaemia, haemorrhagic septicaemia in camel's contagious caprine pleuropneumonia and tick borne diseases in small stock. - Upsurge of endo parasites and ectoparasites across the livelihood zones was reported - Mortalities were within normal ranges and mainly due to predation. - Endemic trypanosomiasis in parts of fafi sub county and entire ijara sub county reported during the month. 3.1.3 Milk Production - Household milk production per day for the month under review was 1.9litre/household/day in all the livelihood zones and relatively reduced when compared with the previous month. - The production level for the month under review was below the long term average and the same period of a good year by 16.4% and 15% respectively. - Below normal milk production was due to very low calving rates as most camels and cattle are likely to calf down in the next few weeks across the livelihood zones. Available milk is mainly derived from goats across the County. [x] Milk retailed at an average of Kshs 80per litre in all the livelihood zones compared to Kshs 30-35 per litre normally which is 43 percent above the normal price attributed to low milk production 3.2 RAIN-FED CROP PRODUCTION 3.2.1 Stage and Condition of food Crops No crops were planted during the month; Land preparation activities are ongoing with anticipation of good performance of the short rains season. 4.0 MARKET PERFORMANCE 4.1 LIVESTOCK MARKETING 4.1.1 Cattle Prices [x] Cattle prices for the month under review was kshs.16258 in the local markets and remained stable when compared with the previous month. [x] The recorded price of cattle for the month under analysis was higher than the short term average price for the month by 13 percent. Similarly, it was above the same period of wet years by 11 percent. (figure8) [x] The deteriorating cattle price trend was attributed to poor body condition and reduced markets demands due to dry spell. [x] The current price is expected to improve with the onset of the short rains season which is expected to improve livestock body. [x] The pastoral livelihood zone recorded the highest price of kshs. 18000 Figure 8:Trend in cattle prices [x] Current traded volumes of cattle in the livestock markets reduced as compared to the previous month. 4.1.2 Small Ruminants Prices (Goats) - During the period under review,the average price of goats was kshs. 3250 indicating a decline of 5.5 percent as compared to the previous month. Goat prices Garissa County-October 2020 - the price trend was in relation to poor body condition recorded and market dynamics, goat prices was also affected by diseases that affected the marketability of the animals. - The recorded price for the month was higher than the normal short term average and the same period of a good years by 18 and 14 percent respectively. [x] There was minimal price variation across the livelihood zone and with the onset of the short rains season and the anticipated performance the price of goats is expected to improve. 4.2 CROP PRICES 4.2.1 Maize [x] A kilogram of maize retailed at Kshs. 70 across all the major markets during the period under review and thus it remained stable in relation to the month of September. [x] Outstandingly, the reported price was higher than that reported for the same period during the bad years and normal short term average by 5 and 6.5percent (figure10) [x] Availability of substitute cereals such as sorghum and improved accessibility occasioned by continuous supply of the commodity to the local markets. [x] Markets in pastoral all species livelihood zone returned the highest prices of maize grains due to increased need of the commodity as livestock feed. [x] The lowest maize grain price was recored in agro pastoral livelihood zone due to availability of other other cerials commodities in the markets plus availability of standing hey in the farms. Figure 10:Trend in maize grain prices 4.2.2 Sifted Maize Meal [x] The average price for sifted maize meal was kshs.100 per kilogram and remained stable as compared to the previous month. [x] The current price was higher than the normal short term average for the month by 10 percent (Figure11) but remained within the same period of 2018 (bad year). [x] Sifted maize meal remains key staple food for pastoral households due to its ease and faster preparation. [x] Price variability across the livelihood zones was reported, in Agro pastoral livelihood a price of kshs. 95 per kg was recorded while in pastoral livelihood zone a price of kshs 110 per kg was reported as the highest [x] It is expected that the price of sifted maize meal will continue to remain stable as it is readily available in the local markets, if the short rains season performs well will likely damage road infrastructure leading to increased cost of transportation thus the product price may increase. 4.2.3 Terms of Trade - The terms of trade were 46.4 kilograms of maize upon sale of a goat and as compared to the previous month of 50kg of maize per goat sold. (Figure 12). Terms of trade Garissa county- October 2020 - The current reported terms of trade were within the same period of Good years but above the long term average by 43 percent. Therefore, the purchasing power of Pastoral households slightly reduced during that period but a good proportion of households were able to purchase basic essential food stuffs albeit in small quantities. - The performance of terms of trade was due to reducing goat's prices against stable maize grain prices in the local markets. - The terms of trade are expected to continue reducing with the expected continued fall in goat's price but may increase with good performance of the short rains season. 5.0 FOOD CONSUMPTION AND NUTRITION STATUS 5.1 MILK CONSUMPTION [x] The average consumption was 1.5 litres / household/ day and reduced when compared with the previous month. consumption was below the long term average and the same period of Good years for by 21 and 34 percent accordingly. (Figure13.) [x] The low consumption could be attributed to reduced production at household level occasioned by the reduced yield per animal and low calving/lambing taking place. [x] Livestock herds remaining outside homesteads and in dry spell fall areas contributed to milk production and consumption at household's level [x] Based on historical trends, milk consumption is projected to slightly increase as kidding /calving is expected to start across the Figure 13:Trend of milk consumption livelihood zones in the next few weeks. 5.2 FOOD CONSUMPTION SCORE - The proportion of households classified as having poor, borderline and acceptable food consumption scores was 13 percent, 51 percent and 36 percent respectively during the month of September. - Pastoral livelihood zone had the highest proportion of households with poor food consumption score of 17.6. percent (Figure.14) - The pastoral all species livelihood zone recorded the highest proportions of household with borderline food consumption score at 75 percent. - Formal employment livelihood zone recorded the highest proportion of households with acceptable food consumption score of 96.7percent - The mean food consumption score for the month was of 39.3 percent. 5.3 HEALTH AND NUTRITION 5.3.1 Nutrition Status - From the sampled children aged five years and below across all the sentinel sites, the Proportion of children at risk of malnutrition was 13.3 percent as compared to 13.1 percent recorded the previous month. - The current proportion as compared to the same period of a good and the normal long term average was above by 19 and 22 percent respectively(Figure.15). - The observed deteriorating trend was attributed to decreased milk consumption, poor dietary diversity, high diseases prevalence, poor health seeking behaviours and low nutrition interventions in the county. - Based on family MUAC, proportion of children at risk was 11.4 percent - The severely malnourished children were at 1.%. 5.3.2 Health There was no outbreak of disease reported during the month. Upper respiratory tract infections (URTIs) and diarrhoea were the major diseases reported by health facilities with upward trend 5.4 COPING STRATEGIES INDEX - The mean coping strategy index (CSI) for the month of was13.2 as compared to 12.3 recorded in the month of September which depicts an increase of 7 percent. - Formal employment/waged labour livelihood zone recorded the highest of 24.5 while Agro pastoral livelihood zone recorded the lowest at 8.2 (Figure.16). - The households in formal employment/waged labour livelihood zone were initially pastoral drop outs that were dependent on labour from farms and urban centres, the upstream floods from the previous season greatly affected farms production leading to labour loss, the condition was acerbated by restriction of the corona virus pandemic. - In pastoral livelihood zones reduced income from the main income sources contributed to the increased coping strategy index. - The most commonly applied consumption based coping strategies across the three livelihood zones in October were reduced portion size of meals. Reliance on less preferred/less expensive food and reduced number of meals. - Households expected to apply more consumption based strategies. 6. CURRENT INTERVENTION MEASURES (ACTION) 6.1 NON-FOOD INTERVENTION Table 1 Non-food interventions \| Activity \| Beneficiaries \| Implementers \| \|---\|---\|---\| \| Routine maintenance of broken-down boreholes \| Households and All livestock species \| Water department \| \| Water trucking \| Areas with acute water shortage \| NG-CDF and water department \| \| Active and Passive disease surveillance \| Livestock owners \| Veterinary services \| \| Training of farmers on value meat ,milk and tomato value chains \| Groups \| ASDSP,KCSAP \| \| Registration for cash transfers for 1000 households \| 1000households in Sabena, sankuri and nanighi \| Food and Agricultural organization \| 7. EMERGING ISSUES 7.1 Insecurity/Conflict/Human Displacement - Insecurity due to threats of terror attacks exists in areas bordering the Republic of Somalia - There was no resource based conflicts reported during the month. 7.2 Migration No livestock out migrations was reported during the month. However, livestock remained in the dry period fall back areas. 7.3 FOOD SECURITY PROGNOSIS - The shorts rains season started as predicted on the 3 rd dekad of October but with a likely false start. Few water pans impounded water. With the likely good performance of the season expected livestock productivity is projected to slightly improve due to expected increase in forage and water availability in the rangelands. Milk production and consumption at the household level is expected to slightly improve with expected kidding /calving within the season which might better the nutrition status of the under-fives. - Livestock prices will likely increase due to likely improvement of livestock body conditions in the next two months. - The likelihood of commodity (maize) prices remaining stable due to availability of other cereals substitutes and anticipated reduced demand of the commodity for use as livestock feed supplementation. - The food security situation is expected to slightly increase in the next one months. - With the ongoing short rains season performing above normal, there is likelihood of upstream flooding expected in areas along river tana. . 8. RECOMMENDATIONS Table 2. Recommended interventions \| Sector \| Sub County \| \|---\|---\| \| Livestock \| Lagdera /Balambala/Dadaab /Fafi \| \| \| All sub counties \| \| Agriculture \| Lagdera /Balambala/Dadaab /Fafi /Ijara \| \| \| Lagdera /Balambala/Dadaab /Fafi /Ijara \| \| Health \| Township/Balambala /fafi /Ijara Dadaab/Lagdera \| \| \| Township/Balambala /fafi /Ijara Dadaab/Lagdera \| \| Water \| Lagdera /Balambala/Dadaab /Fafi \| \| \| Ijara//Lagdera/Hulugho/township/D adaab \| \| \| Lagdera/fafi/Dadaab \| \| Education \| Township/Dadaab \| \| Coordination \| All sub-counties \|	<urn:uuid:1a74ecf8-f762-4344-9518-c6f88db09b76>	CC-MAIN-2021-04	https://www.ndma.go.ke/index.php/component/jdownloads/send/5-garissa/5825-garissa-october-2020	2021-01-20T19:08:43+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00140.warc.gz	945,919,553	4,919	eng_Latn	eng_Latn	0.997848	eng_Latn	0.998203	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 3762, 5073, 7625, 10550, 12402, 15110, 17598, 20828, 21397 ]	[ 1.40625, 1.4609375 ]	2	0
The Status of Agricultural Biotechnology and Biosafety in Belarus TABLE OF CONTENTS LIST OF ACRONYMS BCH Biosafety Clearing House ACKNOWLEDGEMENTS This report was commissioned by FAO's Research and Extension Division (NRRD) and the Regional Office for Europe and Central Asia (REU). It was prepared on the basis of the report of the Consultant Alexander P. Yermishin, Head of the National Biosafety Coordination Centre, Minsk, Belarus. His contribution is gratefully acknowledged. Contact persons from government, science, education and other organizations in Belarus provided information on agriculture, biotechnology and biosafety compiled in this report. The FAO staff involved in the coordination of the assessment mission and in the review and editing of the final report was Karin Nichterlein, Agricultural Research Officer, NRRR and Nevena Alexandrova, Agricultural Research and Biotechnology Officer, REU. SUMMARY As part of the former Soviet Union, Belarus was a major food producer, particularly of meat and dairy products. However, since gaining independence in 1991, it hardly instituted any structural reforms in the agricultural sector, largely retaining the former system of subsidised collective and state farms. Agricultural production generally declined following independence, but over the last six years, yields have stabilised and even increased in some instances. Private smallholdings contribute significantly to agricultural production. Following the nuclear accident at Chernobyl in 1986, a sizeable area of the productive agricultural land and forest remains contaminated with radioactive fallout. Belarus is a signatory to several international agreements on issues of biosafety and while it has introduced substantial national legislation in this regard, there are, as yet, no transgenic crop varieties grown in the country. Research on genetic engineering of plants, animals and microorganisms is relatively undeveloped and there is room for considerable capacity building. Facilities for field testing and monitoring release of GMOs in the environment are in need of upgrading. 1. Profile of national agriculture The Republic of Belarus is located in east-central Europe, borders the Russian Federation, Ukraine, Poland, Lithuania and Latvia, and represents a strategic corridor linking Russia and Europe. Belarus covers an area of about 207 600 km 2 and is mostly hilly lowland with many lakes and gently sloping ridges. The highest point is 346 masl and altitude averages 160 masl. The main rivers are the Dnieper, the West Dvina, the Pripyat and the Neman. One third of Belarus is covered by mixed forests and 13 percent of the territory is low-lying swamp. The climate is temperate continental, with average annual precipitation of 550 to 700 mm. The economy is highly industrialized and relies heavily on imported raw materials from the Russian Federation. The population of Belarus is nearly ten million, with a potential workforce of 6 066 million, 460 000 of whom work in agriculture. An area of about 93 390 km 2 (45 percent of land area) is used for agriculture, of which arable land occupies 30 percent. The soils are mainly podsols and peats and large areas remain constantly water-logged. The soils, with the exception of those in the southern marshy region, are generally fertile, especially in the river valleys. In 1993 agriculture and forestry accounted for almost a quarter of gross domestic production and almost 6 percent of the total agricultural production of the former Soviet Union, when agriculture consisted mainly of state and collective farms. Since independence in 1991 the agriculture sector has been largely unreformed and Belarus retains many features of a planned economy. Agriculture suffered a setback in 1994, when there was a severe drought that resulted in an overall decline of 19 percent in crop production: wheat yield declined by 35 percent, sugar beet by 31 percent and potato by 29 percent. Animal products declined by 11 percent and cattle and sheep numbers by two and thirty percent respectively. In 2006 agriculture contributed about 20 percent to the gross domestic product. The main agricultural products are meat, dairy stock, grain, potato, flax, sugar beet, fruits and vegetables. In general, agricultural production is concentrated in large farms, but about 37 percent derives from the domestic farms of the rural population. A disproportionate volume of agricultural products derive from such smallholdings – 85 percent of vegetables, 90 percent of potatoes and >30 percent of milk. Although there has been an increase in the number of private farms since independence, they have remained relatively small in size in comparison with the state and collective farms. Agricultural production declined steadily throughout the 1990s. Gross yield of grains - wheat, rye, barley and oat - have remained at about 6 million tonnes pa over the last six years, but sugar beet gross yields have more than doubled, to reach about 4 million tonnes. Potato yields have increased slightly to about 8 million tonnes, but maize yields have gone from about 25 000 to 153 000 tonnes. Over the same period vegetable production has risen from 1,5 million tonnes to >2 million tonnes. Productivity per unit area of the major crops has remained similar over the last fifteen years, and meat, milk and egg production has risen slightly since 2000. Forest covers nearly one third of Belarus and supplies wood for furniture and paper production, but forests have been logged faster than they have been replanted. The greatest problem facing agriculture and forestry in Belarus stems from the nuclear accident at Chernobyl in 1986. Most of the radioactive fallout was on Belarus and long-term radiation affects 18 percent of the most productive farmland and 20 percent of the forests. The marshy areas also retain high levels of radiation. Additional environmental problems derive from widespread overuse of agricultural chemicals and industrial pollution, although agricultural products are still exported to former Soviet republics after testing for radioactive contamination. 2. National agricultural policy During the Soviet era, agriculture in Belarus was based mainly on state and collective farms, although allotments were allowed for home production of fruit and vegetables. At that time Belarus specialized in meat and dairy production based on subsidised imported fodder (mainly grain). Government policies in the early 1990s were based on the Soviet model and large-scale farming was retained to supply food for domestic consumption and export. In 1993 the Law on the Right to Land Ownership was passed, which represented an addition to the Land Lease Law of 1990. This allowed farmers to lease, on a long term basis, up to fifty hectares for house construction and fruit and vegetable production. This meant that agriculture would effectively remain the responsibility of the government. Although the number of private farms increased from 84 in 1990 to nearly 3 000 in 1993, average private farm size was only about twenty hectares, in comparison with over three thousand hectares for state and collective farms. The agricultural sector has not yet been effectively restructured. In the early 1990s there was a large decrease in the area of land under cultivation and a shift from livestock to crop production, as sale prices for the latter increased, while livestock inputs, including imported fodder, increased in price. Private farms suffered as the guaranteed producer prices were eaten away by inflation. In 1993 the government introduced minimum guaranteed prices that could be adjusted according to changes in input prices and direct subsidies to agriculture were discontinued, although food price subsidies were maintained to keep domestic food prices low. In 1995, following a severe drought that substantially reduced agricultural output, state and collective farms were awarded credits and producer prices were increased to encourage agricultural production. There is currently an attempt to revitalise agriculture through specialized production, improved management and increased investment. The state is subsidising modernization of the agricultural sector and is providing grants for purchase and lease of modern agricultural equipment. The aim is to revitalize the rural areas through raised incomes and improved living conditions and social services. 3. Status of agricultural research Agricultural research in Belarus is mainly conducted in institutions of the Department of Agricultural Sciences of the National Academy of Sciences (DAS NAS). DAS NAS was established in 2002 based on the former Academy of Agricultural Sciences of the Republic of Belarus. DAS NAS coordinates research and applies the results to practical farming, including crop production, stock-breeding, veterinary medicine, mechanization, food production, agricultural economics and planning and organization of agricultural production. The main research themes of the institutions included in DAS NAS are: * Strategy development for agro-industry, including economic and organizational mechanisms for improving national food safety. * Development of a strategy for rational use of soil resources, effective methods of protecting soil from degradation, methods for improving soil fertility based on resource saving and environmentally friendly technologies, improving technologies for exploiting, repairing and reconstructing land reclamation systems. * Breeding productive, high quality, stress resistant agricultural and horticultural crop varieties based on scientific advances that make it possible to realize genetic potential, decrease resource inputs, encourage sustainable use of natural resources and protect the environment. * Development of sound principles of pest and weed regulation, and reducing the harmful effects of plant diseases, based on modern methods of plant protection. * Development and improvement of environmentally friendly, resource-saving technologies for livestock production and veterinary medicine, including methods and facilities for improved diagnostics, prophylaxis and therapy. * Breeding improved, highly productive livestock, including poultry and fish, based on modern methods of breeding and biotechnology. * Development of new and improved technologies for production, stocking, storage and rational use of feeds, aimed at ensuring optimal health of agricultural animals, making it possible to realize their genetic potential to produce high quality products. * Development of novel technologies based on modern technical means of crop production, stockbreeding and food industry management. DAS NAS includes five Research and Production Centres (RPC) (for farming, stockbreeding, potato growing, vegetables and horticulture, and agricultural mechanisation and the food industry), the Institute of Genetics and Cytology, Grodno Zonal Institute for Plant Production, Polesski Agriculture and Ecology Institute, five regional agricultural research stations and Polesskaja Research Station for Land Reclamation and Grass Farming. In total, as of 2006, the centres employed 3 540 staff, including 1 560 researchers (81 D.Sc. and 447 Ph.D.). 4. National biotechnology policy The biotechnology policy of Belarus is included in health care and environmental protection policies and is based on the concept of sustainable development. Biosafety policy is guided by a number of international agreements that Belarus is a party to, as well as by various national legislative acts. The main objective is, on the one hand, to create an enabling environment for deriving maximum benefits from the achievements of modern biotechnology, particularly through development of genetic engineering as a priority research area, and on the other hand, to ensure optimal human and environmental health regarding genetic engineering, implementation of new biotechnologies and consumption of biotech products (National Strategy for Sustainable Development: Continuity and Renovation: Analytical Report. – Minsk: Unipak, 2003. p. 103–109). Biotechnology and genetic engineering are on the list of priority research areas and technologies of Belarus (Resolutions No. 139 of February 27, 1997 and No. 111 of 29 January 2002 of the Council of Ministers of the Republic of Belarus) (the complete Russian texts of the legislative acts referred to in this project are available on the web site of the National Co-ordination Biosafety Centre at http://biosafety.org.by/rus/legislation.html). Three main directions in modern biotechnology have been followed in Belarus: (1) Creation of new effective strains of microorganisms for microbial synthesis of biologically active compounds and their use in industry and agriculture, and for environmental protection. (2) Breeding transgenic varieties of agricultural and ornamental plants. (3) Application of genetic engineering biotechnologies in medicine for diagnostics, treatment of diseases and creation of fundamentally new pharmaceuticals. In accordance with this, there is a set of state-supported scientific and research programmes, the main one of which is that on 'Development of biological science, biological education and biological industry for 2007-2011 and for the period until 2015 (SP "Biotechnology")'. In addition to research themes, this programme includes a set of organisational and human resource activities intended to expedite development of promising lines of research. Other research programmes that include projects in the field of agricultural biotechnology are: (1) The state programme on oriented basic research 'Genetic, physiological, biochemical and immunological basis of adaptive plant breeding, directed towards producing plants with high performance, stress resistance and high quality products' [(Breeding, Seed Farming and Genetics)] (2006-2010). (2) The state programme on applied research, 'Physiological, biochemical and genetic basis of using microorganisms, plant and animal cells in biotechnologies' [(Novel Biotechnologies)] (2006-2010). (3) The state complex programme of research on 'Molecular cell mechanisms of vital plant and animal systems as the basis for developing new agricultural and medical technologies' [(Biological Engineering and Biosafety)] (2006-2010). Within the framework of the Belarus-Russia union, a research programme is underway on, 'Creation of Highly Effective and Biologically Safe New Generation Medicinal Preparations Based on Human Proteins Produced in Milk of Transgenic Animals (BelRosTransGen)'. Belarus has also undertaken some important steps in the field of safe use of biotechnologies. Among these is establishment of the National Biosafety Co-ordination Centre, whose functions include full-scale monitoring of developments in biotechnology (Resolution No. 963 of June 19, 1998 of the Council of Ministers of the Republic of Belarus). In May 2002 Belarus acceded to the Cartagena Protocol on Biosafety to the Convention on Biological Diversity. In January 2006 parliament passed the law on 'Safety in Genetic Engineering Activities'. Work is ongoing on improving the current legislation and developing new regulatory legislation in biosafety. Belarus is a party to several international conventions related to safe use of modern biotechnology, the most important being: (1) The Convention on Biological Diversity, adopted in 1992 in Rio de Janeiro. It was ratified by the Resolution of the Supreme Council of the Republic of Belarus on 10 June 1993 and entered into force on 29 December 1993. (2) The Cartagena Protocol on Biosafety to the Convention on Biological Diversity, adopted 29 January 2000 in the city of Montreal at the extraordinary meeting of the Conference of the Parties to the Convention on Biological Diversity. It entered into force on 11 September 2003. Belarus ratified the Cartagena Protocol on 5 May 2002, passing the law on 'Belarusian Accession to the Cartagena Protocol on Biosafety to the Convention on Biological Diversity'. In accordance with Resolution No. 734 of 5 June 2002 of the Council of Ministers of the Republic of Belarus 'On Measures for Implementation of the Provisions of the Cartagena Protocol on Biosafety to the Convention on Biological Diversity', the Institute of Genetics and Cytology of the NAS, performing the functions of the National Co-ordination Biosafety Centre, was designated the national focal point, responsible for liaison with the Secretariat of the Protocol. The Ministry of Natural Resources and Environmental Protection (as part of the functions related to release of LMOs into the environment) and the Ministries of Health Protection and Agriculture and Food (for the issues related to commercial use of LMOs) were designated as the competent authorities. (3) The International Convention for the Protection of New Varieties of Plants, adopted 2 December 1961, was revised in Geneva 10 November 1972, 23 October 1978 and 19 March 1991. It was ratified pursuant to the Law of the Republic of Belarus on 24 June 2002, 'On Accession of the Republic of Belarus to the International Convention for the Protection of New Varieties of Plants'. (4) The Convention on Access to Information, Public Participation in Decision-Making and Access to Justice in Environmental Matters (the Aarhus Convention), adopted 25 June 1998 in Aarhus (Denmark) at the Ministerial Conference 'Environment for Europe', was approved by the Decree No. 726 of 14 December 1999 of the President of the Republic of Belarus. The Convention on Biological Diversity, the Cartagena Protocol to the Convention on Biological Diversity, the International Convention for the Protection of New Varieties of Plants and the Aarhus Convention, after their ratification by parliament, were made part of the national legislation of Belarus in accordance with the Law of the Republic of Belarus 'On Regulatory Legal Acts'. However, in order to meet the international commitments contained in these international agreements, it was necessary to pass domestic legislation. Compliance with the commitments of Belarus, contained in the international agreements, is one of the most important biosafety legislative requirements. 5. Status of biotechnology research and applications of biotechnology Biotechnologies based on research of in vitro plant tissue and cell culture, micropropagation, DNA-markers etc. have gained some ground in Belarus. Most institutions of the NAS conducting research in plant biotechnology have biotechnology and micropropagation laboratories (Table 1). Genetic engineering research and production of GMOs is done in three laboratories only: the Laboratory of Molecular Genetics of the Institute of Genetics and Cytology, the Department of Plant Biochemistry and Biotechnology of the Central Botanical Garden and the Laboratory of Molecular Biology of the Cell of the Institute of Biophysics and Cell Engineering (Table 1). \| Institution \| Contact \| Programme details, strengths and weaknesses \| \|---\|---\|---\| \| NAS Institute of Genetics and Cytology \| Prof. Alexander Kilchevsky, Director 27, Academicheskaja St., Minsk 200072 email@example.com tel.: (375) 172949183 fax.: (375) 172841917 \| State research organization founded in 1965. 159 scientific staff, 16 M.Sc., 39 Ph.D.; 1 M.Sc., 2 Ph.D. and 3 non-graduates involved in biotechnology. 1 M.Sc., 2 Ph.D. and 1 non-graduate involved in biosafety. Main areas of activity in production of transgenic plants (potato, rape, model species) and work of the National Co-ordination Biosafety Centre. - physical infrastructure satisfactory; - equipment good; - manpower could be expanded; - financial resources good; - funding through public projects; - Internet available. \| \| NAS Institute of Biophysics and Cell Engineering \| Prof. Igor Volotovski, Director 27, Academicheskaja St., Minsk 200072 firstname.lastname@example.org tel.: (375) 172841568 fax.: (375) 172842356 \| State research organization founded in 1973. 66 scientific staff, 6 M.Sc. and 34 Ph.D.; 1 M.Sc., 2 Ph.D. and 7 non-graduates involved in biotechnology. Main areas of activity in production of transgenic plants (potato, model species). - physical infrastructure satisfactory; - equipment good; - manpower: could be expanded; - financial resources good; - funding through public projects; - Internet available. \| \| NAS Central Botanical Garden \| Prof. Vladimir Reshetnikov, Director 2B, Surganov St., Minsk 200012 email@example.com tel.: (375) 172841484 fax.: (375) 172841484 \| State research organization founded in 1932. 29 scientific staff of the Department of Plant Biochemistry and Biotechnology (2 M.Sc. and 11 Ph.D.); 1 M.Sc., 2 Ph.D. and 3 non-graduates involved in biotechnology. Main areas of activity in production of transgenic plants (cranberries, cowberries, clover, model species). - physical infrastructure satisfactory; - equipment good; - manpower could be expanded; - financial resources good; - funding through public projects; - Internet available. \| \| NAS Research and Production Centre for Farming \| Dr. Fedor Privalov, Director General. 1 Timirjazev St., Zhodino, Minsk region 222160 firstname.lastname@example.org tel.: (375) 177597033 fax.: (375) 177537066 \| \|---\|---\| \| NAS Research and Production Centre for Potato Growing, Vegetables and Horticulture \| Dr. Sergey Turko, Director General. 2a Kovaljov St, Samokhvalovichi, Minsk region 223013 email@example.com tel.: (375) 175066145 fax.: (375) 175067001 \| \| NAS Institute of Forestry \| Dr. Alexander Kovalevich, Director 71 Proletarskaja St, Gomel 246001 firstname.lastname@example.org tel.: (375) 232741423 fax.: (375) 232747373 \| \| \| email@example.com- net.by tel.: (375) 172674766 fax.: (375) 172674766 \| \|---\|---\| \| NAS Research and Production Centre for Livestock Breeding \| Dr. Nikolay Popkov, Director General 11 Frunze St., Zhodino, Minsk region 222160 firstname.lastname@example.org tel.: (375) 177533426 fax.: (375) 177535283 \| The following projects associated with genetic transformation of plants are carried in the programmes outlined in Table 1: SP, Biotechnology: (1) To develop effective technology for Agrobacterium transformation of hop-clover for the production of new genotypes in breeding (implementing institutions: Central Botanical Garden, Institute of Experimental Botany, Research and Production Centre for Farming; Project leader – Academician V. Reshetnikov). (2) To clarify the role of expression of taumatin II in antifungal activity and changing the taste of cranberries. To develop the technology for indoor and outdoor trials of transgenic cranberries for the selection of genotypes with resistance to pathogens and modified fruit taste (implementing institutions: Central Botanical Garden; Project leader – Academician V. Reshetnikov). (3) To develop transgenic antimicrobial peptides in cells of potato plants (implementing institutions: Institute of Biophysics and Cell Engineering; Project leader – Academician I. Volotovski). (4) To develop the technology for trials and use of transgenic potato plants resistant to PVY. To select initial material resistant to PVY, which can be considered a new potato variety (implementing institutions: Research and Production Centre for Potato Growing, Vegetables and Horticulture; Project leader - Dr. G. Yakovleva). (5) To develop effective technology for and to breed genetically modified lines of potato, characterized by enhanced insect resistance (implementing institutions: Institute of Genetics and Cytology; Project leader – Academician N. Kartel). SPOBR, Breeding, Seed Farming and Genetics: (1) Development of effective technologies for transformation of rape with aroA and P450sccCYP11A1 genes and to study their expression (implementing institutions: Research and Production Centre for Farming, Institute of Genetics and Cytology; Project leader – Dr. M. Shishlov). (2) Production of transgenic potato and study of expression of the endochitinase gene and its contribution to improved resistance to phytopathogens (implementing institutions: Institute of Genetics and Cytology, Research and Production Centre for Potato Growing, Vegetables and Horticulture; Project leader – Academician N. Kartel). (3) Production of transgenic potato plants with higher resistance to phytopathogenic microorganisms using cationic peptides (implementing institutions: Institute of Biophysics and Cell Engineering, Research and Production Centre for Potato Growing, Vegetables and Horticulture; Project leader – Academician I. Volotovski). SPAR, Novel Biotechnologies: Genetic transformation of cowberry varieties introduced into Belarus (implementing institutions: Central Botanical Garden, Institute of Experimental Botany; Project leader – Academician V. Reshetnikov). SCPR, Biological Engineering and Biosafety: Expression of the CYP11A1 gene for cytochrome P450scc from bovine adrenal cortex in plants to alter stearin metabolism (implementing institutions: Institute of Genetics and Cytology; Project leader – Academician N. Kartel). Belarusian researchers cooperate closely with some institutions of the Russian Federation. In particular, there is substantial collaboration in research concerning plant genetic engineering with the Institute of General Genetics of the Russian Academy of Sciences, the Institute of Bioorganic Chemistry, and the Centre for Bioengineering of the Russian Academy of Agricultural Sciences. Table 2. Key contact persons in biotechnology research and biosafety \| NAS Institute of Genetics and Cytology \| 27 Academicheskaja St., Minsk 200072 \| Prof. Nicolay Kartel, Academician NAS, Head of the Laboratory of Molecular Genetics email@example.com tel.: (375) 172841848 fax.: (375) 172841917 \| \|---\|---\|---\| \| NAS Institute of Genetics and Cytology \| 27 Academicheskaja St., Minsk 200072 \| Dr.Alexander Yermishin, Head of the National Biosafety Co-ordination Centre firstname.lastname@example.org tel.: (375) 172840297 fax.: (375) 172841917 \| \| NAS Institute of Biophysics and Cell Engineering \| 27 Academicheskaja St., Minsk 200072 \| Prof. Igor Volotovski, Academician, Director of the institute, Head of the Lab. of Molecular Biology of the Cell email@example.com tel.: (375) 172841568 fax.: (375) 172842356 \| Most research results on GMOs have yet to be applied in agricultural production and there are as yet no varieties of transgenic crops (national or international) registered in Belarus. The first official trials of transgenic organisms, involving their release into the environment, took place in 1999. At the request of AgrEvo (German company, now Bayer Crop Science) the Institute of Genetics and Cytology of the NAS investigated the safety of a transgenic variety of sugar beet resistant to the glufosinate (Liberty, Basta, Finale). The risk assessment methodology was that used in the EU countries. On the basis of their investigations into the safety of this transgenic variety, the Ministry of Natural Resources issued a permit for its import and testing. There have been no applications for release of GMOs into the environment since that time. 6. Regulatory frameworks Selecting an appropriate biosafety model for Belarus In order to select an appropriate model for Belarus to ensure safety in genetic engineering, it is necessary to balance the benefits of the application of applied molecular biology against possible adverse consequences. Genetic engineering is a science-based and well proven technology that can assist in plant and animal breeding and allows for significant expansion of the possibilities beyond traditional breeding methods, through increased access to a range of valuable genes in near and distant relatives. Using genetic engineering techniques it is possible to add genes to the genome of a crop variety, an animal breed or a microorganism without altering their basic genetic characteristics. The risks to human health and the environment related to genetic engineering activities do not fundamentally differ from those of using traditional breeding technologies (UNEP International Technical Guidelines for Safety in Biotechnology, point 6 of Introduction. UNEP. 1995. p. 2). The GMOs can be identified and assessed during early phases of the breeding process and it is possible to avoid or minimize possible adverse effects. When developing the national biosafety model, the following requirements were borne in mind: (1) Protection of human health and the environment are paramount in genetic engineering research and application of the results. (2) When designing the biosafety system, the state should minimize amendments to current legislation and avoid establishment of new state bodies that are likely to represent an additional burden on the national budget and tax payers. It is necessary to use currently available bodies, granting them, if need be, extended authority. (3) It is important that new legislation in the field of biosafety includes regulations and procedures that can be implemented using minimum resources. The procedures themselves should be simple and clear. (4) Society has the right to be made aware of information on the results of genetic engineering activities and should be able to exercise community control. Therefore, the evolving biosafety framework should include a mechanism for promoting public awareness and participation in decision-making processes. The concept of the state governing biosafety activities in Belarus is based on the expertise of several leading nations, current legislation in Belarus, the existing national system of state governance and commitments under international agreements. Biosafety legislation in Belarus Current biosafety legislation in Belarus includes, inter alia, legislation in the area of human health, environmental protection, agriculture, human rights, intellectual property rights and specific biosafety legislation in the law 'On Safety in Genetic Engineering Activity' (in the following text referred to as the 'Biosafety Law') adopted 9 January 2006, which came into force on 10 July 2006. Some amendments to the current legislation have been made in accordance with this 'Biosafety Law'. Legislation in Belarus in the field of safety in genetic engineering for contained use includes: (1) A law on health, which determines the state policy on health protection for Belarusian citizens and constitutes the legal, socio-economic and organizational basis of the health care system. (2) A law on well-being of the population regarding sanitation and epidemics, which regulates public relations in the field of provision of health and well-being of the citizens of Belarus, preserving and improving public health, physical and spiritual growth and life expectancy and quality. The law designates competent national and local enterprises, institutions, organizations and other entities, regardless of their form of ownership, public associations, officials and citizens in complying with sanitary regulations and norms of hygiene. These bodies monitor sanitation and hygiene, and engage in preventive, anti-epidemic and anti-radiation activities. There is state control and monitoring; and penalties for violation of sanitary legislation are given. In order to ensure observance of the requirements on biological safety and handling of hazardous microorganisms, including transgenic microorganisms, the laboratories in the institutions of the Ministry of Health adhere to 15 national regulatory and legal acts and methodological guidelines. This list includes a number of regulatory documents, developed in the former Soviet Union, which do not conflict with the legislation of Belarus. They will remain effective until national regulatory and legal acts are developed and adopted. The Biosafety Law includes a number of important provisions regarding safety in genetic engineering activities for contained use. Firstly, it establishes four levels of risk related to genetic engineering activities: (1) Working with non-pathogenic, transgenic organisms. (2) Working with opportunistic pathogenic transgenic organisms. (3) Working with transgenic organisms capable of inducing dangerous infectious diseases and spreading infection for which effective prevention and treatment measures are available. (4) Working with transgenic organisms inducing especially dangerous infectious diseases that can be rapidly spread and for which no effective prevention and treatment measures are known. Genetic engineering for contained use only at the second, third and fourth levels of risk is carried out exclusively by state-owned organisations. Implementation of these activities is allowed only if a permit is issued by the Ministry of Health. The procedure for determination of the risk level, as well as the requirements for carrying out work at the second, third and fourth levels of risk are also determined by the Ministry of Health. A contained use system for genetic engineering activities at the second, third and fourth level of risk is subject to mandatory accreditation given by the Ministry of Health according to procedures specified by it. Thus, Belarus has established an effective system of ensuring biosafety when working with microorganisms, including transgenic microorganisms, of various pathogenicity groups. This biosafety system can also be applied to non-pathogenic transgenic organisms in contained use when such work does not pose a significant threat to human health. Concerning risk to the environment, there are measures for preventing inadvertent release of transgenic organisms into the environment that are described in Resolution No. 50 of 17 August 2006 of the Ministry of Natural Resources and Environmental Protection 'On Safety Requirements for Contained Use Systems for Work at the First Risk Level of Genetic Engineering Activities and for Subjects Carrying out the Development of Transgenic Organisms' (NRLA, 2006, 144, 8/14952). Legislation on biosafety for genetic engineering involving release of transgenic organisms into the environment for trials The law 'On Environmental Protection' (17 July 2002) includes Article 49, 'Requirements in the field of environmental conservation for activities that have or may have an adverse biological effect on the environment', pursuant to which 'Introduction, acclimatization, cultivation, breeding and use of plants and animals, which are not native to the natural ecosystems, and those created by artificial means, without developing measures for preventing their harmful impact on the natural ecosystems, obtaining expert advice and (or) permits in accordance with the legislation of the Republic of Belarus, are prohibited, etc.'. This provision is fully applicable to transgenic organisms, but contains a reference to the special legislative act regarding release of transgenic organisms into the environment, for which the described requirements should be detailed. A comprehensive list of national legislation, regulating safety in the processes of release of transgenic organisms into the environment for trials is given below. It also includes acts associated with implementation of international legislation. * 6 May 2002, 'On Accession of the Republic of Belarus to the Cartagena Protocol on Biosafety to the Convention on Biological Diversity'. * 9 January 2006, the law 'On Safety in Genetic Engineering Activities' ('Biosafety Law'). * 17 July 2002, revised version of the law 'On Environmental Protection'. * 5 June 2002, Resolution No. 734 of the Council of Ministers of the Republic of Belarus 'On Measures for Implementing Provisions of the Cartagena Protocol on Biosafety to the Convention on Biological Diversity'. * 17 August 2006, 'Regulations regarding the advisory committee on biosafety of transgenic organisms of the Ministry of Natural Resources and Environmental Protection' (approved in Resolution No. 52 of the Ministry of Natural Resources and Environmental Protection//NRLA, 2006, No. 145, 8/14954). * 19 June 1998, Resolution No. 963 of the Council of Ministers of the Republic of Belarus 'On Establishment of the National Co-ordination Biosafety Centre'. * 22 August 2006, 'Directions on carrying out risk assessment for possible adverse effects of transgenic organisms on the environment' (approved in Resolution No. 55 of the Ministry of Natural Resources and Environmental Protection//NRLA, 2006, No. 150, 8/15002). * 29 August, 2006, Resolution No. 56 of the Ministry of Natural Resources and Environmental Protection 'On safety requirements for the trial fields and other sites designed for trials of transgenic organisms during their first-time release into the environment', (approved by the Ministry of Natural Resources and Environmental Protection//NRLA, 2006, No. 151, 8/14993). * 25 August 2006, 'Directions on carrying out risk assessment for possible adverse effects of transgenic organisms on human health' (approved in Resolution of the Chief State Sanitary Physician, No. 076-086). * August 29, 2006, 'Directions for carrying out trials of transgenic organisms during their release into the environment' (approved in Resolution No. 57 of the Ministry of Natural Resources and Environmental Protection//NRLA, 2006, No. 151, 8/14994). * 8 September 2006, 'Regulations on state expertise for conducting biosafety procedures for transgenic organisms and developing model agreements for its implementation' (approved in Resolution No. 1160 of the Council of Ministers of the Republic of Belarus//NRLA, 2006, No. 151, 5/22922). * 8 September 2006, 'Regulations on issuing the permits for the release of transgenic organisms into the environment for trials' (approved in Resolution No. 1160 of the Council of Ministers of the Republic of Belarus//NRLA, 2006, No. 151, 5/22922). According to Article 15 of the Biosafety Law, only non-pathogenic GMOs are allowed for release into the environment for trial purposes. Any first time release of GMOs into the environment is only allowed by permit issued by the Ministry of Natural Resources and Environmental Protection. No permit from the Ministry of Natural Resources and Environmental Protection is needed for field trials of plant varieties that are produced by traditional breeding methods from transgenic materials, such as varieties of plant that have undergone the procedure of state registration in Belarus. The procedure of issuing permits is described in the 'Regulations on issuing permits for the release of transgenic organisms into the environment for trials'. The Ministry of Natural Resources and Environmental Protection issues permits for release of GMOs into the environment on the basis of expert recommendations according to the Biosafety Law, Art. 20, 21; 'Regulations on state expertise for conducting biosafety procedures for transgenic organisms and developing model agreements for its implementation' and 'Regulations regarding the advisory committee on biosafety of transgenic organisms of the Ministry of Natural Resources and Environmental Protection'. Regulations on risk assessment for experts and applicants are: 'Directions on carrying out risk assessment for possible adverse effects of transgenic organisms on human health' and 'Directions for carrying out trials of transgenic organisms during their release into the environment'. The permit is valid for all subsequent releases of GMOs if there has been no change in release details (recipient environment, safeguards, etc.). A permit for release of GMOs into the environment can be cancelled or suspended in cases of violation of the legislation, as well as in the case of receiving additional reliable information on the adverse effect of the GMOs on human and environmental health. Article 15 of the Biosafety Law states that trials of GMOs, during their initial release into the environment, must be performed in specially equipped trial fields and at other sites specially monitored to prevent possible adverse effects on the environment and to meet the requirements prescribed by the Ministry of Natural Resources and Environmental Protection. The first release of GMOs is regulated by Resolution No. 56 of 29 August 2006 of the Ministry of Natural Resources and Environmental Protection, 'On safety requirements for the trial fields and other sites designed for trials of transgenic organisms during their first-time release into the environment' and 'Directions for carrying out trials of transgenic organisms during their release into the environment'. State legislation on the use of transgenic plant varieties for crop production Current legislation in Belarus only permits the use of crop varieties that have undergone state registration following favourable results in national crop variety trials. Transgenic plants, in accordance with the law 'On Patents for Varieties of Plants' 13 April 1995 (amended and supplemented 14 July 2004), belong to the category of varieties that to a significant degree inherit traits from another variety (Article 7). Consequently, any transgenic variety of interest for breeding must undergo registration pursuant with this law in order to be entered on the State Register of Protected Varieties of Plants of the Republic of Belarus and, thus, be legally protected. According to the law 'On Seeds' of 14 February 1997, seeds of varieties of plant, including trees and shrubs, can be cultivated only after having been entered on the State Register of Varieties of Plants and Woody and Shrubby Species, or after having been recognized as having potential. In order to determine economic value and other traits for the purpose of recommending them for use in production, state variety trials are carried out. The results of these trials are taken into account for patent application and constitute the basis for inclusion on the state register. Amendments to the law on GMO seeds have been made by adding provisions concerning such seeds. The latest version of the 'Regulations on crop variety trials' (approved in Resolution No. 1135 of the Council of Ministers of the Republic of Belarus on 5 September 2006//NRLA, 2006, No. 149, 5/22894) includes provisions for GM plants. According to the Biosafety Law, Article 16 states that registration of transgenic plant varieties is to be carried out by the Ministry of Agriculture and Food by entering the corresponding data in the State Register of Transgenic Plant Varieties, Animal Stocks and Strains of Nonpathogenic Microorganisms. State registration is carried out after a positive decision is made by state experts in GMO safety on the basis of results of field trials. The procedures for state registration are described in the 'Regulations on state registration of transgenic plant varieties, animal stocks and strains of non-pathogenic microorganisms' (approved in Resolution No. 1195 of the Council of Ministers of the Republic of Belarus on 12 September 2006//NRLA, 2006, No. 149, 5/22920). The current legislation of Belarus, in contrast with that of the EU, does not envisage a special registration procedure for transgenic plant varieties intended for food, feed and processing. The import of seeds of such varieties is regulated by Art.11 of the Cartagena Protocol and national legislation on food safety and veterinary rules on import of feeds. Export and import of seeds of transgenic plant varieties Export and import of seeds is regulated by the Law 'On Seeds' of 14 February 1997 (with amendments concerning GMOs); the Customs Code of the Republic of Belarus of 6 January 1998 and additional legislation. According to the Biosafety Law (Art. 18) and regulations on import of GMOs into Belarus for release into the environment for trials, a permit is issued by the Ministry of Natural Resources and Environmental Protection. Import of GMOs for commercial purposes, including crop production, is allowed with an appropriate state registration certificate. Transit of nonpathogenic GMOs is allowed if the carrier notifies the Ministry of Natural Resources and Environmental Protection. According to the 'Regulations on issuing permits for import into and export from the Republic of Belarus of seeds' (approved in the Resolution of the Ministry of Agriculture and Food of 19 September 2006, No. 61//NRLA, 2006, No. 164, 8/15089), the Main State Inspection on Seed Farming, Plant Quarantine and Plant Protection and its regional offices are responsible for examination of applications for import or export of GM seeds and issuing permits. Permits are issued according to 'Directions on carrying out state phytosanitary control in points of admission through the state borders of the Republic of Belarus and (or) the places of destination' (approved by the decision of the Council of Ministers of the Republic of Belarus on 14 June 2006, No. 881//NRLA. 2006, No. 123, 5/22635). No transgenic seeds have been imported into Belarus since adoption of national biosafety legislation. The biosafety legislation of Belarus, in this regard, is in full compliance with the requirements of the Cartagena Protocol and, in general, with the biosafety legislation of the European Union (Regulations 90/219/EC and 2001/18 EC). Food and Feed Safety The relevant legislation includes: (1) The law 'On Health' of 18 June 1993, which determines state policy in the field of health care. (2) The law 'On Sanitary and Epidemic Well-Being of the Population' of 23 November 1993, which establishes legal and organisational requirements for prevention and elimination of adverse effects of foodstuffs, among other items, on people and regulates activities of state bodies and legal entities to ensure good health and well-being of the population. (3) The law 'On Quality and Safety of Edible Raw Materials and Foodstuffs for Human Life and Health' of 29 June 2003 (referred to as the law 'On Quality of Foodstuffs'), which details provisions and requirements for ensuring safe nutrition. The main state bodies that exercise control over food safety include the Ministry of Health, the Ministry of Agriculture and Food, the Committee for Standardisation, Metrology and Certification under the Council of Ministers of the Republic of Belarus, and the Committee for State Control of the Republic of Belarus. The law 'On Sanitary and Epidemic Well-Being of the Population' guarantees citizens the right of access to information on foodstuffs. The law 'On Quality of Foodstuffs' specifies requirements in line with the law 'On Protection of Consumers' Rights' of 9 January 2002, which states that the consumer has rights to purchase safe food products and to receive comprehensive information on them. In particular, according to Paragraph 2.4 of Article 5 of the law on protection of consumers' rights, information on commodities must indicate if the food product is genetically modified or contains genetically modified ingredients. Compliance of food products with regulatory acts and standards is assessed in accordance with the law 'On Assessment of Compliance with Requirements of Technical Regulatory Legal Acts in the Field of Norm Setting and Standardisation', which requires mandatory certification of products. It is illegal to market and import products subject to mandatory certification without a certificate of conformity. In order to control food quality and ensure biosafety, the State System of Hygienic Regulation and Registration of Chemical and Biological Substances, Materials and Products was established by the Council of Ministers in 1993. All substances, materials and products, manufactured and used in Belarus, including imports, are subject to registration and regulation. Registration is based on the results of directed research and existing data, which quantify permissible concentrations of harmful substances in all food products. Coordination of the work, expert assessment of the results of toxicological and hygiene studies, responsibility for the quality, reliability of the findings, and performance of registration and regulation, rests with the Ministry of Health. It is entitled to approve the list of chemical and biological substances, materials and products, which are subject to registration. Resolution No. 1807 of the Council of Ministers of the Republic of Belarus of 14 December 2001, 'On Improving the State System of Hygiene Regulation and Registration of Chemical and Biological Substances, Materials and Products Thereof, Products for Industrial and Technical Purposes, Products for Personal (Household) Purposes and Foodstuffs', specified the procedures for registration and regulation and for carrying out laboratory trials and sampling of products for laboratory trials. International agreements are also adhered to. Among other important documents that aim at ensuring quality and safety of food products are the sanitary rules 'Hygiene Requirements for Quality and Safety of Edible Raw Materials and Foodstuffs' (SanPiN 11 63 RB 98), which prescribes hygiene norms for quality and safety of edible raw materials and food products, as well as requirements for compliance with the prescribed norms for handling food, which are the same for all products and raw materials, irrespective of whether genetic modification is involved. There are, in addition, 41 supplementary documents concerning the food processing industry (technological processes and raw materials) and 11 documents on compliance with the sanitary conditions at enterprises that sell food products. The general methods of inspection and analysis of food products, technical specifications for their manufacture and quality requirements are contained in over 200 Standards of Belarus, 1,000 National Standards (GOSTs) and Technical Specifications. On 2 September 2003 the Chief State Sanitary Physician adopted Resolution No. 116, 'On the State Hygiene Regulation and Registration of Edible Raw Materials and Foodstuffs, Derived from or Using Genetically Modified Sources'. Starting from 1 January 2004, edible raw materials and foodstuffs and components used for their manufacture, derived from or using genetically modified sources, if they contain 2 percent or more of the latter, must undergo mandatory state hygiene regulation and registration. This resolution is no longer applicable to edible raw materials and food products that do not contain DNA or proteins. The results of analyses appear on food labels that indicate the levels of GM components. This was approved in Resolution No. 434 of the Council of Ministers of the Republic of Belarus of 28 April 2005, 'On Some Aspects of Consumer Information on Edible Raw Materials and Food Products', which supersedes Resolution No. 116. Use of GM products is not allowed in production of children's food. The list of foods that are subject to mandatory laboratory tests for presence of genetically modified components was restricted to soybean and corn products marketed in Belarus. A network of twelve GM testing laboratories was established and accredited (Table 3). Table 3. List of laboratories accredited for GMO testing of edible raw materials and foodstuffs in Belarus \| Institution \| Address \| \|---\|---\| \| Republican Centre of Hygiene, Epidemiology and Public Health \| 50 Kazintsa St, 220099 Minsk firstname.lastname@example.org tel.: (375) 172780549 fax.: (375) 172784207 \| \| Minsk Municipal Centre of Hygiene and Epidemiology \| 13 P.Brouki St., 220013 Minsk tel.: (375)1720861 \| \| Brest Regional Centre of Hygiene, Epidemiology and Public Health \| 11 Svobody Sq., Build. “B”, 224030 Brest email@example.com tel.: (375) 162215429 fax.: (375) 162216769 \| \| Mogilev Regional Centre of Hygiene, Epidemiology and Public Health \| 82 Grishin St, 212011 Mogilev tel.: (375) 222468723 \| \| Gomel Regional Centre of Hygiene, Epidemiology and Public Health \| 49 Moiseenko St, 246001 Gomel firstname.lastname@example.org tel./fax.: (375) 232745326 \| \| Belarusian State Institute of Metrology \| 93 Starovilensky trakt, 220053 Minsk email@example.com tel.: (375) 172336217 fax.: (375) 172880938 \| \| Brest Centre of Standardisation and Metrology \| 10/1 Kizhevatova St., 220041 Brest firstname.lastname@example.org tel.: (375) 162285780 fax.: (375) 162285608 \| \| Grodno Centre of Standardisation and Metrology \| 56 Kosmonavtov St., 230003 Grodno csms email@example.com tel./fax.: (375) 152723817 \| \| Gomel Centre of Standardisation and Metrology \| 17a Polesskaja St., 246003 Gomel firstname.lastname@example.org tel./fax.: (375) 232717285 \| \| Mogilev Centre of Standardisation and Metrology \| 33 Belinskogo St., 212011 Mogilev csms email@example.com tel./fax.: (375) 222240578 \| \| NAS Institute of Genetics and Cytology \| 27 Akademicheskaja St., 220072 Minsk firstname.lastname@example.org tel.: (375) 172841691 fax.: (375) 172841917 \| Labelling of GMOs There are some principal differences in GMO labelling legislation in Belarus and the EU (as well as in the Russian Federation). Current Belarusian legislation, in contrast with that of the EU, does not require special registration procedures for transgenic plant varieties intended for food, feed and processing purposes. If the food was produced from a transgenic crop variety registered, for example, in the USA, and grown in the USA in accordance with national biosafety legislation, there is no reason to consider such food as hazardous to health. For labelling purposes, the national laboratories are able to identify characteristic DNA sequences such as the 35S promoter of cauliflower mosaic virus. In contrast with EU and Russian legislation, in Belarus there is no threshold content of GM-components in foods that determines whether a food should be labelled or not. This makes it possible to use simple and not too expensive methods for GMO detection. GMO labelling legislation for feed is different from that for food in Belarus. For a long period it was not necessary to label GM feed, but new veterinary norms on 'Feed Safety Indices' have been approved (Resolution No 48 of the Ministry of Agriculture of 28 April 2008, amended on 21 May 2008 Resolution No 54 and 23 December 2008 Resolution No. 94). According to the new norms, the maximum permissible level of GMO content in feed and feed raw materials is 0.9 percent, except for GTS 40-3-2, A 2704-12 (GM-soybean) and MON810, Bt 11, T25, GA21, NK603, MON863 (GM-maize), for which their content is not limited . Administrative system for biosafety The Ministry of Natural Resources and Environmental Protection (for functions related to release of GMOs into the environment) and the Ministries of Health, and Agriculture and Food (for the issues of commercial use of GMOs) were designated as the competent authorities for complying with international obligations under the Cartagena Protocol. The Institute of Genetics and Cytology of the NAS, which earlier performed the functions of the National Coordination Biosafety Centre, was designated the national focal point, responsible for liaison with the Secretariat of the Cartagena Protocol. Figure 1. Structure of the administrative biosafety system of the Republic of Belarus. Min.of Nat. Min. of Health Min. of Agriculture Customs Committee Ministries and Agencies Mass Media Concerned Institutions Public Associations CBD Secretariat, BCH Biosafety co-ordination Centres of other countries International Organizations NCBC Min. of Nat. – Ministry of Natural Resources and Environmental Protection of the Republic of Belarus; Min. of Health – Ministry of Health of the Republic of Belarus; Min. of Agriculture – Ministry of Agriculture and Food of the Republic of Belarus; Customs Committee – State Customs Committee of the Republic of Belarus; NCBC – National Co-ordination Biosafety Centre; CBD Secretariat - Secretariat of the Convention on Biological Diversity; BCH- Biosafety Clearing-House The National Co-ordination Biosafety Centre was created in accordance with the Resolution of the Council of Ministers of the Republic of Belarus, No. 963 of 19 June 1998 'for the purpose of ensuring effective participation of the Republic of Belarus in conservation of biological diversity and providing nation-wide coordination of the activities in the framework of the Convention on Biological Diversity, adopted in Rio de Janeiro on 5 June 1992 and regarding the issues for the safe use of the results of modern biotechnology'. Its main tasks have been: * To collect, analyse and systematize information on legislation and research in the field of biosafety, field trials of transgenic organisms, import, export and commercial use in Belarus of transgenic organisms and products made on their basis, as well as the above mentioned information on biosafety from international databases and to create a national biosafety database. * To share information with biosafety focal points of other countries and international organizations. * To provide information on biosafety issues to the concerned ministries and other national bodies and mass media. * To organize scientific expertise on the safety of transgenic organisms and products of transgenic origin intended for use in Belarus. * To provide advisory support to the ministries and other national bodies in drafting legislative acts, dealing with imports, exports and safe use of transgenic organisms and products of transgenic origin, guidelines for assessment and prevention of risks to human and environmental health, and occupational safety guidelines for genetic engineering laboratories. * To provide advisory support to the ministries and other national bodies in the preparation of proposals on conclusions of bilateral and regional agreements and in the development of international agreements on biosafety issues. Design of the national biosafety system does not envisage establishment of new state governance. According to the law 'On Safety in Genetic Engineering Activities', state governance in the field of safety of genetic engineering activities is exercised by the President of the Republic of Belarus, the Council of Ministers of the Republic of Belarus, as well as special authorised national state governing bodies, including the Ministry of Natural Resources and Environmental Protection of the Republic of Belarus, the Ministry of Health of the Republic of Belarus, the Ministry of Agriculture and Food of the Republic of Belarus and their territorial bodies. In the field of regulating genetic engineering activities, the government will: * Adopt regulatory and legal acts in the field of safety of genetic engineering activities. * Approve regulations on the procedures for organisation and performance of state expertise on safety of transgenic organisms. * Determine the procedures for issuing permits for import into Belarus, export out of Belarus or transit through its territory of transgenic organisms, as well as permits for release of transgenic organisms into the environment for trials. * Determine the procedure for state registration of varieties of transgenic plants, breeds of transgenic animals and strains of transgenic microorganism. * Determine the procedure for providing information from databases on transgenic organisms. * Determine the procedure for state control in the field of safety of genetic engineering activities. * Exercise other powers according to the legislation. The Ministry of Natural Resources and Environmental Protection of the Republic of Belarus has the right to: * Adopt regulatory and legal acts and technical regulatory acts in the field of safety of genetic engineering activities. * Establish safety requirements for contained use for genetic engineering activities of the first risk level. * Issue, according to the specified procedures, permits for release of non-pathogenic transgenic organisms into the environment for trials. * Establish safety requirements for sites for trials of non-pathogenic transgenic organisms in coordination with the National Academy of Sciences of Belarus. * Determine the procedures for the trials of non-pathogenic transgenic organisms released into the environment in coordination with the National Academy of Sciences of Belarus. * Establish the procedures for risk assessment for potential adverse impacts of transgenic organisms on the environment. * Exercise state control in the field of safety of genetic engineering activities within its competence. * Issue, according to the specified procedures, permits for import into the Republic of Belarus and release into the environment for trials of non-pathogenic transgenic organisms. * Exercise other powers according to the legislation. The Ministry of Health of the Republic of Belarus within its competence shall: * Adopt regulatory and legal acts and technical regulatory acts in the field of safety of genetic engineering activities. * Issue, according to the specified procedures, permits for import into the Republic of Belarus, export from the Republic of Belarus and transit through its territory of opportunistic pathogenic and transgenic pathogenic organisms. * Establish safety requirements for contained use systems for genetic engineering activities of the second, third and fourth risk levels. * Establish safety requirements for transportation of opportunistic pathogenic and transgenic pathogenic organisms. * * Establish procedures and exercise accreditation for contained use systems for genetic engineering activities of the second, third and fourth risk levels. Establish procedures for risk assessment of potential adverse effects of transgenic organisms on human health. * Exercise state control in the field of safety of genetic engineering activities and exercise other powers according to the legislation. The authorities of the Ministry of Agriculture and Food of the Republic of Belarus shall: * Adopt regulatory and legal acts and technical regulatory acts in the field of safety of genetic engineering activities. * Exercise state control in the field of safety of genetic engineering activities and exercising other powers according to the legislation. * Exercise state registration of transgenic varieties of plants, animal breeds and strains of microorganisms. System of state expertise on the safety of genetic engineering activities State expertise for safety of transgenic organisms is performed in the case of: * The initial release of transgenic organisms into the environment for trials. * State registration of transgenic varieties of plants, animal breeds and strains of microorganisms intended for commercial use. First-time release of transgenic organisms into the environment, which requires a permit from the Ministry of Natural Resources and Environmental Protection, may include the following: * Individual breeding samples (primary transformants or their progeny), which are released into the environment at the testing site (controlled release) for assessing breeding value and biosafety, and selecting the best genotypes. * Transgenic varieties from foreign breeders, which are released into the environment in state variety trials (planned release) for state registration and commercial use. During the initial trial stages particular attention is paid to environmental safety of released organisms and affects on human health. An initial strict screening reduces the numbers of individual genotypes, in the case of plants, to a core group that can be investigated in detail. The screening is done by independent experts appointed by the state, with reference to national laws, published manuals, scientific literature etc. The experts prepare a statement based on their findings containing unambiguous conclusions on the possible consequences of release of the organisms into the environment or for their commercial use. This statement is reviewed by a state appointed expert council that makes recommendations to the appropriate state authority for issuance or not of the relevant permit and registration certificate. Figure 2. Scheme for release of genetically engineered organisms into the environment for testing purposes Min. of Nat. NCBC Applicant http://biosafety.org.by GEO dossier Risk assessment discussion Expert opinion Resolution of the Ministry Monitoring Secretariat of the http://biosafety.org.by experts Public Associations Expert Council Promoting public awareness and public participation in biosafety decision-making Belarusian legislation secures citizens' rights to receive information and participate in decision-making processes in accordance with the Cartagena Protocol on Biosafety (Article 23): 1. 'The Parties shall: а ) Promote and facilitate public awareness, education and participation concerning the safe transfer, use and handling of living modified organisms in relation to the conservation and sustained use of biological diversity, taking also into account risks to human health. In doing so, the Parties shall cooperate, as appropriate, with other States and international bodies; b) Endeavour to ensure that public awareness and education encompass access to information on living modified organisms identified in accordance with this Protocol that may be imported. 2. The Parties shall, in accordance with their respective laws and regulations, consult the public in the decision-making process regarding living modified organisms and shall make the results of such decisions available to the public, while respecting confidential information in accordance with Article 21. 3. Each Party shall endeavour to inform its public about the means of public access to the Biosafety Clearing-House'. The Aarhus Convention concerns informing the public and public participation in decisionmaking processes on issues of environmental importance, which regarding genetic engineering, contains a clause (Article 6, par. 11) stating that 'Each Party shall, within the frameworks of its national law, apply, to the extent feasible and appropriate, provisions of this article to decisions on whether to permit the deliberate release of genetically modified organisms into the environment'. The national law 'On Protection of Consumers' Rights', of 9 January 2002, and various additional laws and resolutions echo this. The National Co-ordination Biosafety Centre provides information on issues of the safety in genetic engineering to state government bodies, mass media, citizens and public associations. A number of workshops dedicated to developments in biosafety have been held and reports on topical issues in biosafety have been presented at numerous national and international conferences and symposia. Staff members of the Centre have given interviews to the mass media and have prepared and published materials on biosafety in newspapers and journals. The public can express their opinion in petitions and through an interactive web site, which is currently being redesigned. There are no special information programmes exclusively dealing with biotechnology, but TV and radio frequently deal with these issues. There are some special programmes for the rural population. The law 'On Safety in Genetic Engineering Activities' contains a number of provisions maintaining people's rights of access to environment-related information and participation in decision-making in issues of environmental importance. The law obliges specially authorised government bodies to submit relevant information to the National Co-ordination Biosafety Centre, in particular that regarding permits and state registration certificates for transgenic varieties of plants, animal breeds and strains of microorganisms. The web site of the National Co-ordination Biosafety Centre (http://biosafety.org.by/forum/) ensures public participation and transparency in decision-making. In 2003-2005 the National Co-ordination Biosafety Centre completed the UNEP-GEF project 'Development of the National Biosafety Framework for the Republic of Belarus'. The most important output of the project was the 'Draft National Biosafety Framework for the Republic of Belarus', which can serve as a basic guide to implementation of the national biosafety system. The Report on the project, (Ed. A.Yermishin, Minsk, 2004, 126 pp.) is available in Russian and in English on the website of the National Co-ordination Biosafety Centre. Intellectual Property Rights Following independence, Belarus ratified important international agreements in the area of protection of intellectual property. Corresponding national legislation was adopted and administrative structures were established. The State Patent Committee was made the agency responsible for protection of intellectual property rights. The main legislative acts include the laws, 'On Patents for Inventions and Useful Models', 'On Patents for Industrial Standards', 'On Patents for Varieties of Plants' (of 13 April 1995, amended and supplemented 14 July 2004), 'On Accession of the Republic of Belarus to the International Convention on Protection of New Varieties of Plants' (of 24 June 2002) and some resolutions of the Council of Ministers. A database of inventions, industrial standards, patents and breeding achievements was established. 7. State of information and communication needs Use of the Internet is growing in Belarus, although the telecommunications sector lags behind that of neighbouring countries. All NAS institutions, ministries and other major agencies have open access to the Internet and have their own websites. Relevant information is available on the web site of the National Co-ordination Biosafety Centre, http://biosafety.org.by. The National Co-ordination Biosafety Centre has good contacts with biosafety coordination centres of most countries of former the Soviet Union, in particular, with Russian and Ukrainian colleagues. The centre also has good contacts with international organizations, including the BCH of the Cartagena Protocol, UNEP and FAO. The officers of the centre take part in international workshops and conferences on biosafety organised by UNEP, FAO and other international organisations. 8. Areas requiring support Capacity in modern biotechnology research in Belarus is limited. Only three laboratories carry out research on development of GMOs and no GM crop variety is registered in Belarus. In this regard, capacity building in the area of plant biotechnology is important. Strengthening biotechnology research capacity would be possible through collaboration with leading institutions and biotechnology firms. Use of transgenics in breeding improved Belarusian crop varieties could assist in combating Colorado potato beetle (CPB) and PVY and PLRV. It would also be useful for the production of F1 hybrid oil seed rape and maize and to develop herbicide tolerance in soybean, sugar beet, barley, wheat and flax. Belarus has a rational biosafety framework and assured government support. Comprehensive biosafety legislation came into force in 2006, and covers all aspects of GMOs, but special legislation may be developed to regulate GM crop management and co-existence of traditional, organic and GM crop production. There are currently no special regulations in Belarus that distinguish among the various types of crop production. Implementation of the biosafety legislation would benefit from some assistance in technical and capacity building issues. For example, there are no test sites designed for trials of transgenic crops for release into the environment and no specialized laboratories equipped for monitoring transgenic organisms released into the environment. The existing laboratories require substantial upgrading in order to test and monitor the release. 9. Participation in networks and international cooperation Belarus is a member of the Commonwealth of Independent States that was formed after the dissolution of the Soviet Union, but does not belong to other organisations. In 2003 Russia, Belarus, Kazakhstan and Ukraine negotiated the setting up of a Single Economic Space to facilitate trade among the members, but this is unlikely to function as it goes against the principles of the World Trade Organization, which Russia, Kazakhstan and Ukraine hope to join. The main trading partner of Belarus remains Russia, but there is also trade with Ukraine, Poland and Germany. There are no special networks and programmes with neighbouring countries regarding biotechnology. There are some agreements on general research cooperation between the National Academy of Sciences of Belarus and academies in Russia, Ukraine, Moldova and France, among others, that include joint projects on biotechnology. 10. Recommendations Belarus has a near comprehensive biosafety framework, but lacks up-to-date technical facilities and sufficient scientific expertize in the area of applied molecular biology. Consequently recommendations fall into five broad categories: (1) Strengthening biotechnology research capacity through collaboration with leading international institutions and biotechnology firms. (2) Use transgenics in breeding improved Belarusian crop varieties. (3) Development and approval of legislation on co-existence among traditional, organic and GM crop production methods. (4) Establishment of fully equipped testing areas for trials of transgenic organisms for release into the environment. (5) Establishment of specialised laboratories for monitoring transgenic organisms during their releaze into the environment. 11. Bibliography 1. Belarus' Strategy on Sustainable Development: Continuity and Renovation: Analytical Report. – Minsk: Unipak, 2003. P. 103 – 109. 2. Law 'On Belarus Accession to the Cartagena Protocol on Biosafety to the Convention on Biological Diversity' of 5 May 2002//NRLA. 2002, No. 53, 2/846. 3. Resolution No. 734 of 5 June 2002 of the Council of Ministers of the Republic of Belarus 'On Measures for Implementation of the Provisions of the Cartagena Protocol on Biosafety to the Convention on Biological Diversity' of 5 May 2002//NRLA 2002, No. 67, 5/10573. 4. Law of 24 June 2002 'On the Accession of the Republic of Belarus to the International Convention for the Protection of New Varieties of Plants'. 5. UNEP International Technical Guidelines for Safety in Biotechnology, point 6 of Introduction. UNEP. 1995. P. 2. 6. Resolution No. 170 of 8 February 2000 of the Council of Ministers of the Republic of Belarus 'On the Republican Programme of Efficient Increase of Agroindustrial Complex in 2000-2005'. 7. State Program 'Development of biological science, biological education and biological industry for 2007-2011 and for period till 2015' (Adopted by the Resolution No. 1223 of 15 September 2006 of the Council of Ministers of the Republic of Belarus). 8. Plan of the main research in the area of natural, technical, humanitarian and social sciences in the Republic of Belarus on 2006-2010.Minsk 2006. Part 1-3. 9. Law 'On Safety in Genetic Engineering Activity' of 9 January 2006//NRLA. 2006, No. 2, 2/1193. 10. Law 'On Health' of 18.06.1993 (amended and supplemented: 03.05.1996; 03.03.1997; 11.01.2002). 11. Law 'On Sanitary and Epidemic Well-Being of the Population' of 23.11.1993 (amended and supplemented: 15.07.1997; 09.07.1999; 23.05.2000). 12. Resolution No. 50 of 17 August 2006 of the Ministry of Natural Resources and Environmental Protection 'On Safety Requirements to Contained Use Systems for the Works of the First Risk Level of Genetic Engineering Activities and to Subjects Carrying out the Development of Transgenic Organisms', NRLA, 2006, No. 144, 8/14952. 13. Law 'On Environmental Protection' (Version of the Law of 17 July 2002). 14. 'Regulations on issuing the permits for the release of transgenic organisms into the environment for trials' (approved by The Resolution No. 1160 of the Council of Ministers of the Republic of Belarus of September 8, 2006//NRLA, 2006, No. 151, 5/22922. 15. 'Regulations on carrying out the state expertise of safety of transgenic organisms and on model agreements for its implementation' (approved by The Resolution No. 1160 of the Council of Ministers of the Republic of Belarus of 8 September 2006//NRLA, 2006, No. 151, 5/22922). 16. 'Regulations on the advisory committee on safety of transgenic organisms of the Ministry of Natural resources and Environmental Protection' (approved by the resolution No. 52 of 17 August 2006 of the Ministry of Natural Resources and Environmental Protection, NRLA, 2006, No. 145, 8/14954. 17. 'Directions on carrying out risk assessment of possible adverse effects of transgenic organisms on human health' (approved by the resolution of Chief State Sanitary Physician of 25 August 2006 No.076-086). 18. 'Directions on carrying out risk assessment of possible adverse effects of transgenic organisms on the environment' (approved by the resolution No. 55 of 22 August 2006 of the Ministry of Natural Resources and Environmental Protection, NRLA, 2006, No. 150, 8/15002). 19. Resolution No. 56 of 29 August 2006 of the Ministry of Natural Resources and Environmental Protection 'On safety requirements to the testing fields and other sites designed for trials of transgenic organisms during their first-time release into the environment', NRLA, 2006, No. 151, 8/14993. 20. 'Directions on carrying out the trials of transgenic organisms during their release into the environment' (approved by the resolution No. 57 of 29 August 2006 of the Ministry of Natural Resources and Environmental Protection, NRLA, 2006, No. 151, 8/14994). 21. Law 'On Patents for Varieties of Plants' of 13 April 1995 (amended and supplemented 14 July 2004), NRLA. 2004. No.103, 2/1040. 22. Law 'On Seeds' of 14 February 1997//NRLA, 2006. No.122, 2/1257. 23. 'Regulations on crop variety trials' (approved by the resolution No. 1135 of the Council of Ministers of the Republic of Belarus of September 5, 2006//NRLA, 2006, No. 149, 5/22894. 24. 'Regulations on state registration of transgenic plant varieties, animal stocks and strains of non-pathogenic microorganisms (approved by the resolution No. 1195 of the Council of Ministers of the Republic of Belarus of 12 September 2006//NRLA, 2006, No. 149, 5/22920). 25. Customs Code of the Republic of Belarus of 6 January 1998//NRLA. 2004, No. 180, 2/1081. 26. 'Regulations on issuing permits for import into and export from the Republic of Belarus of seeds' (approved by the resolution of the Ministry of Agriculture and Food of 19 September 2006 No. 61//NRLA, 2006, No. 164, 8/15089). 27. 'Directions on carrying out the state phytosanitary control in points of admission through the State border of the Republic of Belarus and (or) in the places of destination' (approved by the decision of the Council of Ministers of the Republic of Belarus of 14 June 2006 No. 881//NRLA. 2006, No.123, 5/22635). 28. Law 'On Quality and Safety of Edible Raw Materials and Foodstuffs to Human Life and Health' of 29 June 2003//NRLA. 2003, No.79, 2/966. 29. Law 'On Protection of Consumers' Rights' of 9 January 2002//NRLA. 2003, No. 8, 2/932. 30. Resolution No. 116 of the Chief State Sanitary Physician of the Republic of Belarus of 2 September 2003 'On the State Hygienic Regulation and Registration of Edible Raw Materials and Foodstuffs, Derived from or with the Use of Genetically Modified Sources'. 31. Resolution No. 434 of the Council of Ministers of the Republic of Belarus of 28 April 2005 'On some aspects of consumer's information about edible row materials and food products'. 32. Resolution No. 963 of 19 June 1998 of the Council of Ministers of the Republic of Belarus 'On Establishment of the National Co-ordination Biosafety Centre', Code of President Decrees, Resolutions of the Government of the Republic of Belarus. 1998, No.18. С . 492. 33. Cartagena Protocol on Biosafety to the Convention on Biological Diversity. Text and Annexes. Montreal.2000. 40p. 34. Convention on Access to Information, Public Participation in Decision-Making and Access to Justice in Environmental Matters (the Aarhus Convention). Adopted 25 June 1998//NRLA. 2000, No.1, 1/837. 35. Law 'On Protection of Consumers' Rights' of 9 January 2002//NRLA. 2003, No. 8, 2/932. 36. Resolution No. 122 of the Council of Ministers of the Republic of Belarus of 15 September 2006 'On procedure and conditions of providing information from information data base on transgenic organisms', NRLA, 2006, No.151, 5/22949. 37. Draft National Biosafety Framework for the Republic of Belarus (Ed. A.Yermishin). Minsk, Technologia. 2004 -126 p. 38. Law of the Republic of Belarus of 24 June 2002 'On Accession of the Republic of Belarus to the International Convention on Protection of New Varieties of Plants'. 39. Law 'On Patents for Varieties of Plants' (April 13, 1995, amended and supplemented July 14, 2004)//NRLA. 2004. No.103, 2/1040. 40. Economist Intelligence Unit, Belarus Country Report 2008. 41. 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Initiators Information Through advancements in the fields of knowledge and technology, the Eindhoven area plays a significant role both nationally and on a European scale. The Phileas project has a regional character and is made possible by cooperation between the local governments and private companies. The Samenwerkingsverband Regio Eindhoven (SRE – Eindhoven district joint venture) and the municipalities of Eindhoven and Veldhoven coordinate this project. The Phileas is built by Berkhof /APTS, a consortium of mainly regional companies. The project is funded by the Dutch national government, the participating municipalities, Stimulus (European subsidies), the province of Noord-Brabant and local companies. More information about the Phileas in Eindhoven and Veldhoven can be obtained from the HQPT project desk of the Samenwerkingsverband Regio Eindhoven. P.O. Box 985, NL-5600 AZ Eindhoven Tel.: 040-2594780 Website: www.phileas.nl E-mail: firstname.lastname@example.org Trends in urban development are determined, more than anything else, by the lack of available land for building. There is less room for infrastructures such as parking facilities, making it more and more difficult to reach city centres. To combat this, it is necessary to manage smoother traffic flow in the cities as well as encouraging more use of public transport. To allow people to travel privately or for their work, a transport concept is required that meets all the demands set by today's and tomorrow's vision of urban development. The Phileas high-quality public transport concept (HQPT) fully meets these requirements. It blends in well with the limited available space, it can be integrated with the existing public transport network and it forms the axis within the dynamic Westcorridor development zone in the Eindhoven area. A new perspective on public transport Ten years ago, the Eindhoven council selected the Westcorridor, located to the North West of the city centre, as a zone for new activities. This corridor is an urban development zone located between Eindhoven Central Station and Eindhoven Airport. A high level of development activities are taking place in this zone at different speeds. The Phileas line running through the corridor, is an ideal way to manage smooth flow of the increasing traffic resulting from these developments. Due to the high number of travellers, virtually all urban functions (homes, offices and recreation facilities) will be joined by the Phileas route. The Phileas project is like a string running through the Westcorridor connecting many beads: station district – Emmasingel complex - Stadionkwartier - Strijp S - Evoluon – the Strijp residential area – Trade Forum - Meerhoven - Eindhoven Airport. The Phileas high-quality public transport system comprises three parts: a free track with electronic guiding, the Phileas vehicle and measures to stimulate public transport. This policy of stimulation includes raising the parking fees in the town centre, good public transport facilities in Meerhoven, corporate transport management, the Transferium (linking the motorway to the Phileas route) and the building of bicycle parking facilities. This transport concept forms a first and significant part of the high-quality public transport network set in the Eindhoven and Veldhoven area. The HQPT connection to Meerhoven and Veldhoven is the first element of a network of HQPT lines that should be created in the region. Amsterdam Rotterdam Eindhoven Recognition will allow accessibility The route followed by the Phileas consists of the so-called Central Connection Axis West. This axis runs from the central bus station via the Mathildelaan to the Noord-Brabantlaan. The route then branches off to the Meerhoven district and Eindhoven Airport on the one hand and Citycentrum in Veldhoven with the residential districts of Zonderwijk and 't Look on the other hand. The route crosses the motorway and links the three supra-regional means of transport that can be identified here: travel by train, car or airplane. The Phileas network will offer travellers better opportunities of changing to other means of transport. From the start of the building plans for the Meerhoven residential estate the proper integration of the Phileas route in the urban development structure was taken into account. The uniform layout of the entire route is intended to improve recognition. Thus the bus track is lined by 'green' shoulders with typical trees, and high-quality materials are used – for example on the bus stops – to give public transport a prominent role, helping to structure the urban area. These effects are enhanced by the attractive design of the Phileas. In comparable urban areas this line of transport forms a perfect combination with other transport possibilities or is an alternative to light-rail and underground lines. In larger cities it can also act as a form of public transport to complement systems such as the underground for example. Along the entire route there will be raised platforms allowing passengers to get on and off without having to climb steps. The electronic guiding system allows the Phileas to approach the bus stop and come to a standstill very carefully. The bus stops have a modern and recognizable look and the bus stop information system tells the traveller in how many minutes the Phileas is arriving. A number of bus stops in Meerhoven have separate bicycle parking facilities. The Phileas makes travelling much more pleasant: it is on time, it has a high frequency (a Phileas passes every 10 minutes) and it is fast (less than 25 minutes from the Central Station to Eindhoven Airport). In addition, thanks to the dynamic travel information, travellers know exactly when the Phileas leaves and arrives at the required stop. And the Internet, mobile telephones and information systems in shops and theatres can be used as a dynamic way of informing travellers about timetables, exact times of departure and possible delays. Thanks to the wide access doors and the level entrance, wheelchair and rollator users and people with pushchairs have no problems getting on the Phileas. The Phileas allows people with limited mobility to travel independently. The national Public Transport cards can be used on the Phileas. And every Phileas will be fitted with a card-stamping machine. Travelling by Phileas costs the same as regular bus travel. Travelling for everyone The user travels in great comfort thanks to the excellent shock absorption and air-conditioning facilities of the Phileas and there is extra space for luggage, pushcarts and wheelchairs. On board the Phileas passengers will be given information on the route, the upcoming stops and the expected time of arrival at the final destination. Even when the Phileas is guided electronically, there is always a driver on board as a general safety precaution and to ensure that the Phileas follows its route safely. To further promote the general safety of travellers, the Phileas is fitted with cameras. The Phileas makes use of free tracks with flyovers and has the right of way at other junctions. This will allow a high average speed and a smooth passage.	<urn:uuid:828a4d96-2769-4ae5-9459-3f269568d814>	CC-MAIN-2021-04	http://tbus.org.uk/brt_phileas_folder.pdf	2021-01-20T18:34:17+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00142.warc.gz	103,526,550	1,469	eng_Latn	eng_Latn	0.987132	eng_Latn	0.997868	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 973, 3450, 5451, 7186 ]	[ 1.40625 ]	2	6
MRSA (Methicillin-Resistant Staphylococcus aureus) What You Need to Know What is MRSA? Staphylococcus aureus ("staph") is a common type of bacteria (germ) that can be found on the skin and in the nose of healthy people. Between 25-30% of people have these bacteria but are not sick. Another 1% of people have MRSA. MRSA is a type of staph infection that is often found in hospitals or other healthcare settings. It is resistant to certain antibiotics. MRSA may cause infections in the skin, lung, and blood. A Community Acquired (CA)-MRSA infection is found in persons who have not been hospitalized but may have had a medical procedure such as surgery or dialysis within the past year. How is MRSA spread? Factors that have been associated with the spread of MRSA skin infections include: close skin-to-skin contact, openings in the skin such as cuts or abrasions, contaminated items and surfaces, crowded living conditions, poor hygiene and medical procedures or a stay in the hospital. What do MRSA infections look like? Staph bacteria, including MRSA, can cause skin infections that may look like a pimple or boil that can be red, swollen, painful, or have pus or other drainage. More serious infections may cause pneumonia, bloodstream infections, or surgical wound infections. How is MRSA treated? Many staph skin infections may be treated by your doctor by draining the abscess or boil. This should only be done by a healthcare provider. Other staph and MRSA infections may require treatment with antibiotics. If you are given an antibiotic, take all of the doses, even if the infection is getting better, unless your doctor tells you to stop taking it. Do not share antibiotics with other people or save unfinished antibiotics to use at another time. If, after visiting your doctor, the infection is not better within a few days, let your doctor know. If people you know or live with seem to have the same infection, encourage them to go to their doctor. How can MRSA be prevented? Practice good hygiene: * Keep hands clean by washing thoroughly with soap and water or by using an alcohol-based hand sanitizer when soap and water are not available. * Do not touch other people's wounds or bandages. * Keep cuts and scrapes clean and covered with a bandage until healed. * Do not share personal items such as towels or razors. * Do not inject illegal drugs. * Use a barrier between skin and shared equipment in health clubs, saunas and gymnasiums. HAND WASHING INSTRUCTIONS: * Use soap and running water * Wash all surfaces, including: * Rub your hands vigorously for 20 seconds o backs of hands o between fingers o wrists o under fingernails * Dry hands with a paper towel * Rinse well * Turn off the water using a paper towel instead of bare hands	<urn:uuid:9e78dde4-5a98-4763-90bd-5524259119a5>	CC-MAIN-2021-04	https://d2y1pz2y630308.cloudfront.net/26905/documents/2020/8/MRSA-2015.pdf	2021-01-20T18:47:53+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00143.warc.gz	306,482,894	611	eng_Latn	eng_Latn	0.994999	eng_Latn	0.997761	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1974, 2773 ]	[ 3.234375 ]	1	0
Helpful information about learning brought to you by Reading Rockets, Colorin Colorado, and LD OnLine The Night Before the Museum Daytrips, vacations and special outings create special memories for families. The time leading up to your trip can be ﬁ lled with excitement and adventure too! Whether you're going to the zoo, the museum, or a state park, below are a few "stops" to make on your way to family fun. First stop: Your public library Whether you're going to the zoo or to an amusement park, your library will have great nonﬁ ction and ﬁ ction books about your destination. Full of colorful photographs and interesting facts, these books can provide great background knowledge to enhance your trip. Second stop: Your destination's website Most locations have websites, and many include special sections just for kids. These oft en include maps, games, information about special exhibits and shows, and fun facts. Third stop: Your house Is anyone in your house a collector? Now is a great time to share your collections and talk about their history. Whether you collect coins, stamps or rocks, your child will enjoy sharing these collections with you. Grandparents, extended family, and neighbors may want to share their collections, too! This is a great time to talk about the diﬀ erent types of collections you might see at the museum you're about to visit. Fourth stop: Your kitchen table Aft er gathering information from books, websites, and your house, sit down as a family and plan your trip. Have your child help in the planning by using a calendar or for day trips, simple clock faces. "10:00, watch sea lions eat breakfast, 11:00 visit new camel exhibit, 12:30 watch elephants take a bath." This is also a great time to write out a packing checklist. A simple notebook made from lined or blank paper can help record the plans, and can also turn into an informal travel journal to take with you. Wherever you go this summer, have a great time, and ﬁ nd simple ways to take literacy with you! For more ideas on reading and learning together, visit the Reading Rockets activities section: www.ReadingRockets.org/article/c71 Reading Rockets, Colorín Colorado, and LD OnLine are services of public television station WETA, Washington, D.C. Reading Rockets is funded by the U.S. Department of Education, Ofﬁ ce of Special Education Programs. Colorín Colorado, a web service to help English language learners become better readers, receives major funding from the American Federation of Teachers. Additional funding is provided by the National Institute for Literacy and the U.S. Department of Education, Ofﬁ ce of Special Education Programs. LD OnLine is the world's leading website on learning disabilities and ADHD, with major funding from Lindamood-Bell Learning Processes.	<urn:uuid:de29c7ac-ed68-4af1-85ab-44b83662c323>	CC-MAIN-2021-04	https://www.startwithabook.org/sites/default/files/museum-en.pdf	2021-01-20T18:40:38+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00143.warc.gz	1,037,090,731	593	eng_Latn	eng_Latn	0.997938	eng_Latn	0.997938	[ "eng_Latn" ]	false	docling	[ 2802 ]	[ 2.609375 ]	1	15
Dear Parent/Guardian: Our goal this year is to ensure that every student attends school regularly. Showing up for school has a huge impact on a student's academic success starting in kindergarten and continuing through high school. Even as children grow older and more independent, families play a key role in making sure students get to school safely every day and understand why attendance is so important for success in school and in life. We realize some absences are unavoidable due to health problems or other circumstances. But, we also know that when students miss too much school— regardless of the reason – it can cause them to fall behind academically. Your child is less likely to succeed if he or she is chronically absent—which means missing 18 or more days over the course of an entire school year. Research shows: * Children chronically absent in kindergarten and 1 st grade are much less likely to read at grade level by the end of 3 rd grade. * By 6 th grade, chronic absence is a proven early warning sign for students at risk for dropping out of school. * By 9 th grade good attendance can predict graduation rates even better than 8 th grade test scores. Absences can add up quickly. A child is chronically absent if he or she misses just two days every month!! Clearly going to school regularly matters! We don't want your child to fall behind in school and get discouraged. Please ensure that your child attends school every day and arrives on time. Here are a few practical tips to help support regular attendance: * Make sure your children keep a regular bedtime and establish a morning routine. * Lay out clothes and pack backpacks the night before. * Ensure your children go to school every day unless they are truly sick * Avoid scheduling vacations or doctor's appointments when school is in session. * Talk to teachers and counselors for advice if your children feel anxious about going to school. * Develop back up plans for getting to school if something comes up. Call on a family member, neighbor, or another parent to take your child to school. Let us know how we can best support you and your children so that they can show up for school on time every day. We want your child to be successful in school! If you have any questions or need more information please contact your child's school. Sincerely,	<urn:uuid:1349fae3-8939-4da6-a66c-83fa1d31c8c0>	CC-MAIN-2021-04	http://aec.amherst.k12.va.us/sites/default/files/Attendance%20Letter.docx.pdf	2021-01-20T18:28:27+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00143.warc.gz	2,908,923	482	eng_Latn	eng_Latn	0.998719	eng_Latn	0.998719	[ "eng_Latn" ]	false	docling	[ 2373 ]	[ 1.765625 ]	11	1
The Peaceful Parent Institute Genevieve Simperingham www.peacefulparent.com The peaceful parenting approach to preventing and resolving conflict between children. By Genevieve Simperingham www.peacefulparent.com Why do children act out? How to prevent bullying? What drives anti-social behaviour? How to intervene effectively? Effects of stress or trauma on behaviour Hyperarousal response Aggression, violence, impulsivity, distractibility Fears, exaggerated startle response Frequent tantrums, hyperactivity, Sleep disturbances Dissociation (numbing, shutting down) Withdrawal, isolation, passivity, non-responsive Resistance to taking action, indecisive AVOID LABELLING, AVOID FAVOURITES, AVOID COMPARISONS SELFISH NAUGHTY DEFIANT OOD G OBEDIENT C LEVER INCONSIDERATE REBEL ULLY B Jane Elliot's Blue Eyes Brown Eyes Social Experiment Who started it?? What now!! YOU'RE BEING SUCH A BULLY. SELFISH. DIFFICULT. RUDE. RESENTMENTS BUILD! Oh dear! I'm concerned. Let me help. When labelled "You're a bully. Selfish. Difficult. Rude." => Child believes; "I'm selfish. I'm difficult. I'm bad, I never learn, adults blame & punish me." Connect before you correct "Oh dear, I'm concerned. Let me help, what do you need?" => Child believes: "Even when I do something wrong, I'm learning, I'm good, adults can help, my feelings and needs are important." Centre, Connect, Communicate Centre yourself. Slow down and become present. Make a loving connection with your child. "I'm here, I care, I'm listening". "I" statements, "Because you grabbed my hot cup, I got scared" If it is a shared problem "We can work this out. What's needed?" If problem amongst kids "Let me help you kids work it out". Communicate & Problem Solve When your child's frustration is lessened, they can again cope, think clearly and be reasonable. You can now problem solve or explore what might have worked better or might work better next time. Or hold Loving Limits when needed. Mediation 1. Allow each child to tell his or her version: 2. Reflect back each child's feelings and needs. Be objective. 3. Problem solve: Describe problem in simple terms, and invite the children to think of a solution. Instead of … You should know better Look how much you've upset him Say sorry Next time there'll be consequences Genevieve Simperingham www.peacefulparent.com I know it's hard .. Sportscast what happened What do you wish you'd done instead? What will work better next time? PP methods; encouragement, meeting needs, listening to feelings, loving limits natural consequences, problem solving, family meetings. GENEVIEVE SIMPERINGHAM WWW.PEACEFULPARENT.COM Problem solving or repair can only happen when the child feels cared for. "Are you ready to problem solve or still too upset?" When still angry/ upset: Active listening, empathy, healthy outlets, breathing. When calm: "What would have worked better in that situation?" Help child see both sides. Talk about next time … When a child is aggressive. Resentful. Competitive. Rejecting ….. What are they feeling? What are they needing? Use my child's feelings and needs chart (pdf on website) Supporting cries reduces a child's out of balance behaviour and builds emotional resilience. Children can bounce back to balance again and again IF they are allowed and supported to heal in the most natural way, through feeling heard, releasing cries and laughter release. Meeting aggression with connection When we express our limits "I can't let you .. " it's our empathy and understanding of the big feelings that are driving their behaviour which allows them to move through their frustrations and be able to hear and care about other's feelings and boundaries. When a child feels secure in their relationship, being guided to work through differences with other kids is …. - overall received as loving support. Maintaining Trust & Security Learning how to repair the connection and re-build trust after conflicts with your child teaches your child how to repair the connection with their sibling/ friends. And having the security of the loving bonds at home gives them the strength to say no to unhealthy relationships. Modelling Sincere Apology Avoid "I'm sorry BUT YOU …… " Create space for their feelings "That must have been so scary when I got angry, did you feel …. ?" Avoid forcing kids to say sorry (it teaches insincere apologies) Express what you regret Authoritarian; yelling, criticizing, blaming, punishments, rewards. Permissive; pleading, bribing, nagging, yielding, lecturing, waiting, self sacrificing, rescuing and neglecting. Authoritarian and permissive parenting result in a lot of heart-breaking conflict and power struggles for parent and child alike. They have a strong need for some autonomy over decisions that affect them and crave to be treated fairly and respectfully. Strong Willed Children are equally intense and sensitive, they can dig their heels in or bend over backwards to help and care. They need as much freedom as they can safely deal with, yet, they equally need to feel held and guided and grounded. STRONG WILLED CHILDREN Peaceful Parenting is especially important for the very strong-willed spirited children. Strong willed children are especially at risk of enduring very conflicted relationships with their parents, their siblings, with peers and with themselves. They are at risk of being labelled difficult and evoking the wrath of teachers and relatives. All children are emotionally sensitive and vulnerable, yet the strong-willed child can feel so very deeply and passionately. What is bullying? 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The Oxford English Dictionary: Defining Moments Elizabeth Ann Tuthill Abstract This paper reviews important events in the making of the Oxford English Dictionary (OED). I trace the development of the OED from its conceptual stage to its current stage. By revisiting the controversies and uncertain moments that the OED project went through and by sketching the portraits of some of the key individuals involved in the project, I wish to highlight the fact that the OED itself is embedded in its social and historical context. Many have strived to find words to express themselves. Others have forsaken love, life, and kinship to clarify what words mean. The making of the Oxford English Dictionary (OED) is a tale of humanity striving to hold meaning for expression as defined by the masses. It is a powerful example of what lengths generations of English speakers would sacrifice to hold themselves true to their words, so that we in the present can find words to express ourselves. In 1884, the Clarendon Press at the University of Oxford published seven thousand words in a serial magazine beginning with the letter Aa in what was entitled A New English Dictionary on Historical Principles; Founded Mainly on the Materials Collected by the Philological Society. Later, in 1928 the 125 th serialized dictionary was published. In 1993, the entire collection of twelve volumes of a dictionary of the English language, now renamed The Oxford English Dictionary, was published. It represents the work of generations of editors that have contributed to the masterpiece for over a century. among other great men (Willinsky, 1994, p. 3). To note some perspectives on beginning contributions to the work, in 1858 through 1887, Richard Trench sought to create A New English Dictionary as a resource for standardized English. Trench's aspirations began with the Roman Catholic Church. In his time, there was a great controversy between religion and new scientific findings. Trench was a recognized Archbishop and, for that reason, he wanted to create a platform for words as a moral guide. This platform started with a resolution headed by Trench within the Philological Society that passed in 1857. He led the committee to document unregistered words in English as a moral guide inscribed in God's word. The other men who worked on the project with him were Herbert Coleridge and Fredrick Furnivall (Willinsky, 1994, pp. 14-15). The OED was first proposed by members of the Philological Society at Oxford University, then finally organized and published by James A. H. Murry They chose to model their definitions after a pamphlet entitled An Apology Made to Satisfy, If It May Be, William Tindale, published in 1535 by George Joye. In this pamphlet, Joye cited information systematically as he provided a critical analysis of William Tindale's controversial translation of the New Testament from Hebrew and Greek into English. 1 Joye's pamphlet was important for the OED because in it he introduced the practice of citing the source of information (Willinsky, 1994). Being a translator himself, Joye's critical analysis of Tindale's work includes citations of words' meanings in the context of where and when they were used. This practice of citation, commonly used today in scholarly works, was new and even controversial at the time. The originators of the OED, however, followed Joye's insight and built upon his method for defining words, which is to base words' meanings on the context of actual usage, and to provide citations of the words' sources. In 1868, James A. H. Murry, the most infamous creator of the OED, was introduced to the Philological Society. He was not as sober as the men who were members of the society; instead, he was said to be a rather humorous and jovial individual. Fredrick Furnivall, acting president at the time and an authority in the society through 1910, had a very powerful influence over Murry. They worked together on A New English Dictionary which was to become the OED (Murry, 1977, p. 87). In April 1876, Murry was surprised by a suggestion that he join the effort for A New English Dictionary. Alexander Macmilla, then president, called a meeting with Murry regarding what Murry's potential contributions of lexicography to the project. Noah Webster's dictionary, published in the United States, was internationally acclaimed at the time, and it was explained to Murry that the Philological Society wanted something like it, but bigger and better. The Society was interested in Murry's contribution because they had seen his work on dialects and felt that he was up to the task (Murry, 1977, p. 135). In addition, the Society recognized the importance of translation. Richard Trench had great interest in the GreekEnglish Lexicon, a bilingual text that explored the history of words beginning with their origins and the changes that were made to them over time (Murry, 1977, p. 135). Had the Society not understood the importance of translation, perhaps people today would not hold the finished masterpiece in such high esteem. Students and educators in the twenty-first century may take for granted that words are articulated by a standard. In the time of the founding fathers 2 of the OED, words were open to interpretation by educated men, which usually meant the upper class. It is probable that documented words were not defined by the majority of people that used them prior to the insight of Murry and his colleagues. The great men that knew Murry, such as Alexander Macmillan and Fredrick Furnivall, felt that Murry would be a major contributor to exploring this approach of documenting words because of his outgoing persona and interest in communication. As the work became more involved, controversies developed over who should take credit and from where funding should be derived. When asked, there was a point where Murry hesitated to take on the responsibility of editor because he felt that the work belonged to the Philological Society, and no matter what happened, any publisher would publish it for England (Murry, 1977, pp. 143-145). After two years of hesitation, Murry took over the project in 1879 by signing a contract with the Oxford University Press. Originally, he predicted that he should contract for ten years to complete the work. Forty-nine years later, Murry finished his contract with few remaining co-workers, including Henry Bradley, Charles Onions and William Craigie (Mugglestone, 2005, p. 2). In the beginning, Trench and his colleagues had created a system for documenting definitions that involved outsourcing volunteer scholars from various backgrounds to create definitions. These contributors were called 'delegates' and were asked to explore published books to collect data for given words. Each delegate submitted paper 'slips' with broad hand-written definitions. Trench's original volunteers were numbered at 76. When Murry inherited the project, he began his task with roughly 2.5 million 'slips' submitted by delegates during and after Trench's reign. Murry organized a system of pigeonholes, first thought of by Henry Coleridge when he was an active member in the Philological Society. The pigeonhole idea was expanded to Murry's Scriptorium. At first, it served to organize all of the previous contributions. Ultimately, Murry felt that many of the definitions were not of good quality, so he only used one-sixth of the original 'slips' (Mugglestone, 2005, pp. 14-15). According to Mugglestone (2005), Murry wrote an irate letter to Furnivall stating that the Philological Society's existing materials were a, "…mass of utter confusion." Murry then redefined the effort and appealed to the academic community for contributions (p. 15). By 1881, over 800 new delegates had answered Murry's appeal. He requested that they be more specific with their documentation and include sentences to define strange and unfamiliar words such as idioms (p. 18). Murry had the burden of overseeing the project as a whole while continuing to manage the resources for it. What eventually happened with the new delegates is that they started to form opinions about how their input should be organized. While the project continued to gain momentum, two volumes were planned to be added to the original four. At the same time, a challenge to the editor of the OED was that the majority of the delegates began to form opinions about what should be in the dictionary. They started to try to create the dictionary instead of taking the role of contributors to the work. Murry was put in a position where he had to defend the importance of all words for the project, including, for example, newspaper quotations, deemed unworthy by some delegates. In addition, he often had to remind the delegates that language is continually reconstructed as it grows (Mugglestone, 2005). Frustration with all parties involved became fully escalated in the 1890s. The situation was described as a crisis. Eventually, Murry had to take a stand. At that point, he demanded respect and took a strong stance as peacemaker in the battles over due credit for individual 'slips' and funding. It was stated at that time that the OED could not demonstrate the exact meaning of everything (Mugglestone, 2005, p. 35). Murry may have had the realization that he carried a larger burden than the logistics of the OED. It is possible that the men leading the project, especially Murry, felt that they had to make a statement about the growing assumption that they were all knowing authorities on English from the past, present, and future. Perhaps this was an emotional issue for delegates as well. What makes the OED unique to other dictionaries is that it includes cited entries from great authors such as William Shakespeare and John Milton. For example, compared to Samuel Johnson's Dictionary that was written in the same period as the OED, there are thousands more entries in the OED. For some words, there were so many sources that the OED appointed specific delegates to focus solely on definitions from texts such as Shakespearean plays or the Bible (Willinsky, 1994, pp. 57-58). According to Willinsky (1994), the delegates were steadily gathering resources from all of the written work they could find. Many authors, from various genres, were cited. The whim of a writer and his or her prose helped and hindered the gallant effort to include as much of the English language as possible. Murry referred to the effort as a scientific spirit that guided the OED through all of the literary nuances that are found in published texts (pp. 57-58). Analytical literary contributions from poetry prompted the OED writers to create the first recorded attempts at sociolinguistic definitions for meanings. Previous attempts at dictionaries, including the most recent work at the time; Johnson's Dictionary, were based on works by reputable authors that were thought to be authorities on English. In comparison, the OED was an innovative attempt at acknowledging the Christianbased and academic writings in addition to including how all classes of people communicated in their daily lives (Willinsky, 1994). For example, works by Oscar Wilde were not taken seriously by some critics but were thought to be valuable by the writers of the OED. Willinsky (1994) looked at this issue more closely when he sought to analyze words taken from William Shakespeare's Taming of the Shrew for the OED. Willinsky isolated some entries including annoy, bold, crave, and smack. He found that the challenge for the editors of the OED was to look at verse and definition, and then reason how they would apply them to the reader's sense of how the words are defined. There were anywhere from 30 to 50 'bundles' of paper slips for each word submitted. From there, the editors had the responsibility of ranking how important or valid the delegate's interpretation was. They also had to determine the validity of the author that the delegates cited. According to the research, Murry was never happy about omitting anything the delegates found; however, the sheer volume of it all forced him to do so (pp. 76-77). Among the examples Willinsky noted, smack has several entries. Smack, sh. 2 A sharp noise or sound made by separating the lips quickly, esp. in kissing, and in tasting or anticipating food or liquor. 1570 LEVINS Manip. 5 Ye smacke of a kisse, suauium. 1956 SHAKES. Tam. Shrew III. Ii. 180 Hee… kist her lips with such a clamous smacke, that at the parring all the Church did eccho (Oxford English Dictionary as cited by Willinsky, 1994, pp. 79-80). Some other interesting excerpts dated back to the 1300s and continued through the 1800s. Definitions are cited in Old English from 1340 where a sentence from Ayenb. 93 defined smack as "to perceive by the sense of taste or to experience" and "to suspect." In addition, Image Hypocr. 1550, 1, 48 is quoted; "We… Must sey that white is blacke, Or ells they say we smacke, And smell we wote not what." Finally, smack continued for several pages, more cites included entries from 1591, 1648, and 1827 (Simpson, 1989, Vol. XV). These examples taken from the OED prove John Willinsky's point and speak to how intricate this task was for the editors of the OED. James Murry strived to find delegates that had time and literary backgrounds to fulfill the demanding requirements the editors asked of them. Having sought as much input as possible, the network for the OED continued to grow to the furthest corners of the literary world in England. Murry's outreach found qualified delegates that may not have otherwise been considered appropriate. An example is Dr. William Minor. Originally, Dr. William Minor was one of the least well-known delegates of the OED contributors. Dr. Minor had made hundreds of contributions, all very accurate and well written, yet no one knew who he was. Minor was obviously educated, but there was no sign of him in well-known academic circles. James Murry took it upon himself to visit Dr. Minor out of curiosity. When Murry arrived at Dr. Minor's address, he introduced himself to the man who answered the door with a bow. The man at the door paused and told Murry that he was, in fact, Dr. Minor's physician and that Dr. Minor was a patient at the mental institution Murry was gracious enough to visit (Winchester, 1998, xi-xii). Over the years, Murry and Minor established a friendly relationship, a relationship that turned out to be invaluable for the OED. Because Dr. Minor had more free time than most delegates did, he created a backlog of words he felt would be beneficial to the project. He was, despite being mentally ill, a wealthy man with access to as many books as he desired. This made him invaluable compared to other delegates who read related literature and wrote 'slips' as they found words to cite for given letters. Dr. Minor had a surplus of words because he constantly read and documented words he thought might be appropriate for the project. When the editors came upon a word they could not find entries for, they contacted Dr. Minor and he was able to send them the information that they needed posthaste (Winchester, 1994, pp. 142-143). As both Minor and Murry aged, their decline had a significant impact on the OED. Dr. Minor was originally from the United States and had committed murder (which was a consequence of his mental disorder) in England. He was incarcerated in England until his brother appealed to the British government to release him to a hospital in the US. Winston Churchill, who would later become very famous, intervened and they allowed the transfer on his behalf. The OED was half completed when Minor was shipped back to the United States. By then, Minor was heralded as one of the OED's greatest contributors. James Murry and his wife saw Dr. Minor off when he boarded the ship to leave England. It is written that both men had tears in their eyes when they said farewell, which is significant considering social norms in the era they knew each other in (Winchester, 1994, pp. 198-191). As the years past, Murry became worried about whether or not he would see the completion of the OED. While most of the elderly editors had started limiting their work on the OED, Murry continued with gusto. In 1912, he was 76. Six men that had worked closely with him on the project had died. Murry's private letters indicate that he had a lot of anxiety about seeing the project finished (Mugglestone, 2005, 190-191). Murry, feeling pressed to finish, and exerting more energy in his attempts to complete his task, was continually slowed because the people he relied on to complete the work were dying. It was difficult to replace those that had passed. In 1914, Murry's long-time friend, Charles Onions, took over the lead editor position for the OED. Things had a more positive outlook with that change, but then World War I began. Younger men who were working on the OED had to enlist for the war effort (Mugglestone, 2005, pp. 192193). Eventually, there were few men and resources left to continue the project. At that time, some of the elderly men asked their daughters to volunteer to keep things going. This was a short-lived effort because Oxford University was then converted to a war hospital, and over time, the Press was used exclusively for the war effort (Mugglestone, 2005, pp. 196-198). After the war, as the OED once again gained momentum, technology became a part of lexicography. In the early 1900s, Murry became convinced that technology would have a significant impact on the completion of the OED. However, he could not fathom what those changes would be (Mugglestone, 2005, p. 211). Murry worked almost until his death, July 26, 1915. He strived to complete the letter Tt before he died, he left the uncompleted work very organized, and those that followed him were able to finish it with more ease than the burden he had inherited (Murry, 1977, p. 317). The final volume of the OED was published in 1928, almost 70 years from the start date of the Philological Society's commitment to A New English Dictionary. There was a supplement created in the time that technology had emerged. Craigie and Onions oversaw the editing process for it and the final whole work was published in 1933 (Murry, 1977, p. 312). In 1972, four new volumes were published under guidance by R. W. Burchfield. It was to replace the 1933 supplement to bring the OED to present day. It is with great respect that the statement released to the news press in 1928 is still held as the most accurate summary of the work that was published in Periodical, xiii, 143 (19 Feb. 28) as a whole (as cited in Murry, 1977). It read: The superiority of the Dictionary to all other English Dictionaries, in accuracy and completeness, is everywhere admitted. The Oxford English Dictionary is the supreme authority, and with a rival. It is perhaps less generally appreciated that what makes the Dictionary unique is its historical method; it is a Dictionary not of our English, but of all English: the English of Chaucer, of the Bible, and of Shakespeare is unfolded in it with the same wealth of illustration as is devoted to the most modern authors. When considered in this light, the fact that the first part of the Dictionary was published in 1884 is seen to be relatively unimportant; 44 years is a small period in the life of a language. (pp. 312-313) According to Mugglestone (2005), even the second edition of the OED was not able to keep up with modern times. In the 1980s, John Simpson, acting editor, felt that the Internet was the future for the OED. Simpson claimed that with the Internet, the editors of the OED would have access to advisors from all over the world when lexicographical inquires and authority were called into question. To date, the OED Online is still a work in progress. In conclusion, many great sacrifices and efforts were made to create a masterpiece that helps us, in the present, identify with our language, as it was and is spoken. Without the undertaking of such an effort, we would not have the kind of References Mugglestone, L. (2005). Lost for words: The hidden history of the Oxford English Dictionary. Yale University Press: New Haven and London. Murry, K. (1977). Caught in the web of words: James H. Murry and the Oxford English dictionary. Seventh Printing, Yale University: Great Britain. Simpson, J. A. & E. S. C., Weiner. (1989). The Oxford English dictionary (2 nd . ed.). documentation demonstrated in the Oxford English Dictionary. Notes 1 Tindale's translation was said to be false by the church, who, at the time, saw the conversion of the Bible into contemporary English was vulgar and unforgivable. Tindale was executed by English authorities in 1536. Later, his translation of the Bible made substantial contributions to the very well cited King James Bible and the translation itself is the source of some 2,000 citations in the OED (Willinsky, 1994). 2 There were no women in any leadership positions in the OED, although thousands of women helped in the collection of word usage examples that made up the definitions and examples in the dictionary. (Vol. XV, Ser-Soosy). Clarendon Press: Oxford. Willinsky, J. (1994). Empire of words. Princeton University Press: Princeton, NJ. Winchester, S. (1994). The professor and the madman: A tale of murder, insanity, and the making of the Oxford English Dictionary. 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KIMBERLY NGUYEN C O P Y W R I T E R C is for CREATIVE SOLUTIONS In the summer of 2018, The Counseling Center and The Ly Hotchkin Art Program embarked on a collaborative journey to provide art therapy services to children on the Autism spectrum. The LyArts studio was abuzz with young people and the delightful sounds of art being created. A piece of paper being ripped for a collage, a crayon tapping on the table, the swipe of a paintbrush on a canvas. Alex, a young man diagnosed with Autism Spectrum Disorder was a participant in the program and he was interested in only one thing. Drawing sharks. When encouraged to participate in other activities or engage socially, Alex would demonstrate aggressive behavior or walk away from the group. As time went on and Alex observed his peers from afar, he became more interested in the work that was being done. During a project called "Carousel", where students walked around a table in a circular formation, picking out one color, contributing to a large scale drawing, Alex anxiously joined in. He watched his peers closely, and commented on their contributions to the drawing. With the help of the program's therapist, Alex began to make lines with his crayon that connected each of the drawings. This made Alex very happy and he began to laugh and enjoy the work. His anxiety lessened and he started to engage more with his peers, who eventually became his friends. The Counseling Center at The Community House has been awarded a grant from Autism Speaks, Inc. to support the Creative Connections Art Therapy Program that helped Alex and students like him express their emotions and improve their social skills through artistic expression. #LightItUpBlue	<urn:uuid:1ac06882-b525-45cd-8812-6a4830f829a0>	CC-MAIN-2021-04	https://www.thecommunityhouse.org/wp-content/uploads/2019/05/C-is-for-Creative-Solutions.pdf	2021-01-20T18:51:11+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00141.warc.gz	1,039,498,690	347	eng_Latn	eng_Latn	0.999129	eng_Latn	0.999129	[ "eng_Latn" ]	false	docling	[ 1710 ]	[ 2.375 ]	1	1
How to use a Push-To-Talk (PTT) Radio Two-way radios use a one-at-a-time system of communication, known as Push-ToTalk (PTT). When you have the Talk button pressed, no one else can speak. If you chat unnecessarily, it may prevent someone else from making an urgent call. When you press the Talk button, there is a short delay before the radio transmits. This could cut off your first few words, so wait a second before speaking. Name the person who you are calling, and identify yourself when you initiate a transmission. For example, say: "John Smith, this is Mary Brown", and then let go of the Talk button to wait for a response. The other person may not be able to respond immediately, so give them time before trying again. Keep your messages short and clear. Don't interrupt if you hear other people talking, unless it is an emergency, in which case you should interrupt as soon as there is a gap in the conversation. Don't discuss anything that is sensitive or personal, unless absolutely unavoidable. In case of an emergency where there may be a threat to life, start your message by saying, "EMERGENCY EMERGENCY", followed by your full name and location. If urgent help is required, such as a conflict with a member of the public, start your message by saying "CODE RED", followed by your full name and location. Critical words, unusual names, car registration numbers, etc, should be spelled out using the phonetic alphabet as listed below. For numbers, say each digit individually, eg for A590, say: "Alpha, Five, Nine, Zero". A - Alpha J - Juliet S - Sierra \| B - Bravo \| K - Kilo \| \|---\|---\| \| C - Charlie \| L - Lima \| \| D - Delta \| M - Mike \| \| E - Echo \| N - November \| \| F - Foxtrot \| O - Oscar \| \| G - Golf \| P - Papa \| \| H - Hotel \| Q - Quebec \| PTT Radio Instructions There are different types of radio provided, but the basic controls are the same. Firstly, turn the On/Off knob clockwise to switch on the radio. Keep the radio switched on. Make sure that the radio is set to Channel 1, using the left knob. To transmit, press the Talk button. You can adjust the volume that you hear when somebody else is speaking by turning the Volume knob. If you've been given a handheld microphone, then use the Talk button on that. The radios can be used in the rain but are not fully waterproof. If it's raining, please try to keep the radio dry, clipped to a trouser belt or zipped into a coat pocket, but make sure that you can still hear any conversations.	<urn:uuid:0260b200-5129-415f-b09f-a11a9898cc0e>	CC-MAIN-2021-04	https://ulverston.com/wp-content/uploads/2-way-radio-user-instructions-Jan-2021.pdf	2021-01-20T18:53:25+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00143.warc.gz	644,887,692	585	eng_Latn	eng_Latn	0.998326	eng_Latn	0.998326	[ "eng_Latn" ]	false	docling	[ 2487 ]	[ 2.25 ]	1	1
Los Alamos app allows users to visit 1940s 'Atomic City' 12 June 2016, by Russell Contreras This Feb. 25, 1955 file photo shows a general view of the main gate to the Los Alamos National Laboratory, in Los Alamos, N. M., where scientists developed and tested the first atomic weapon. During the Manhattan Project, Los Alamos scientists worked to develop the atomic bomb that was dropped on the Japanese cities of Hiroshima and Nagasaki. The program also involved facilities in Oak Ridge, Tennessee, and Hanford, Washington. (AP Photo/File) Los Alamos, a once secret city where scientists participated in the nation's classified World War II nuclear development program, can now be experienced much like it was then with a new app. The "Los Alamos: The Secret City of The Manhattan Project" iPhone app takes users through an "augmented-reality" while visiting the northern New Mexico city to see it in its 1940s character. The app was created by Los Alamos National Laboratory. Packed with games, historical nuggets and role playing, the app allows users to feel what it was like to join a secret project in an unknown location where the future of the world was at stake, said Jennifer Payne, Resource Management Team leader in Los Alamos' Environmental Stewardship Group. Because Los Alamos has changed since the project and is now a modern city, Payne said the app takes users on a virtual tour of a Manhattan Project world that is gone. "It took us more than a year to create," Payne said. "Almost all of the structures from that era don't exist anymore." Once downloaded and opened, users will receive a "recruitment telegram" to begin the virtual journey from 109 E. Palace Ave., in Santa Fe. That's the same location where the original Project Y staff members joined the team. Users then will receive an initial "clearance" there, then board a bus into the mountains to explore "the Hill." This July 16, 1945, file photo, shows an aerial view after the first atomic explosion at the Trinity Test site, in New Mexico. Residents of Tularosa, an historic Hispanic village located next to the Trinity Test site, are praising President Obama's plan to visit Hiroshima the Japanese city where the U.S. dropped an atomic bomb. July marks the 71st anniversary of the Trinity Test in southern New Mexico. The milestone comes amid renewed interest in the Manhattan Project thanks to new books, online video testimonies and recently canceled TV drama series "Manhattan." The secretive World War II program provided enriched uranium for the atomic bomb. (AP Photo/File) 1 / 4 From there, Payne said users can choose how much information they want to know while they explore Los Alamos as the bomb is developed. Of course, no actual nuclear secrets are shared, she said. amid renewed interest in the Manhattan Project thanks to new books, online video testimonies and the recently canceled TV drama series "Manhattan." Officials said the project is a collaboration of Los Alamos National Laboratory's VISIBLE team, the Bradbury Science Museum, and staff history specialists. This Oct. 15, 1965, file photo shows a "Fat Man" nuclear bomb of the type tested at Trinity Site, N.M, and dropped on Nagasaki, Japan in 1945, on view for the public at the Los Alamos Scientific Laboratory Museum. Thursday, July 16, 2015 marks the 70th anniversary of the Trinity Test in southern N.M.July marks the 71st anniversary of the Trinity Test in southern New Mexico. The milestone comes amid renewed interest in the Manhattan Project thanks to new books, online video testimonies and recently canceled TV drama series "Manhattan." (AP Photo, File) Developers also are working on an Android app. During World War II, Los Alamos scientists worked to develop the atomic bomb that was dropped on the Japanese cities of Hiroshima and Nagasaki. The secret program provided enriched uranium for the atomic bomb. It also involved facilities in Oak Ridge, Tennessee, and Hanford, Washington. July marks the 71st anniversary of the Trinity Test in southern New Mexico. The milestone comes This Sept. 9, 1945, file photo Gen. Leslie R. Groves, right, and Dr. J. Robert Oppenheimer, who cooperated on the development of the atomic bomb, survey the area in Alamogordo, N.M., where a tower once stood before the test bomb exploded. A new PBS special looks into the creation of the atomic bomb in the city of Los Alamos and will feature newly-restored footage of nuclear weaponry. "The Bomb," which begins airing Tuesday, July 28, 2015, on most PBS stations, seeks to tell the story of the deadly device as the 70th anniversary of the atomic bombings of Hiroshima and Nagasaki approaches. (AP Photo/File) 2 / 4 This undated photo provided by the Atomic Heritage Foundation shows the "high bay" building at Los Alamos National Laboratory in Los Alamos, N.M. The building was part of V Site, a collection of wooden, shed-type structures that were slated for demolition as part of a cleanup at Los Alamos National Laboratory until preservationists jumped in. In 2000, the Cerro Grande fire swept through, destroying all but the high bay building. The simple structure, the first Manhattan Project work site to be restored, is a reminder of the urgency with which scientists gathered in 1944 to design and assemble the first atomic weapons. (Los Alamos National Laboratory via Atomic Heritage Museum via AP, File) In this April 18, 1997, file photo, John Rhoades, director of The Bradbury Science Museum at Los Alamos National Laboratory, holds one of 11 public comment books at Los Alamos, N.M. The books suggest that almost none of the thousands of people writing comments were aware of Japanese efforts to build an atomic bomb during World War II, but most either favored or opposed the U.S. decision to drop atomic bombs on Japan. In foreground is mockup of "Little Boy," the bomb dropped Aug. 6, 1945, on Hiroshima. In background is mockup of "Fat Man," the bomb dropped Aug. 9, 1945, on Nagasaki. (AP Photo/Al Cabral, File) © 2016 The Associated Press. All rights reserved. 3 / 4 Powered by TCPDF (www.tcpdf.org) APA citation: Los Alamos app allows users to visit 1940s 'Atomic City' (2016, June 12) retrieved 20 January 2021 from https://phys.org/news/2016-06-los-alamos-app-users-1940s.html This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. 4 / 4	<urn:uuid:c7cd35d1-4cb0-417e-94f2-cbc9eec8682e>	CC-MAIN-2021-04	https://phys.org/pdf384926785.pdf	2021-01-20T19:51:13+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00143.warc.gz	529,047,050	1,446	eng_Latn	eng_Latn	0.994747	eng_Latn	0.997443	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2577, 4691, 6066, 6515 ]	[ 1.8125 ]	1	0
How to help your child in English 'The Machine Gunners' – Robert Westall Year 7 Edition Dear parent/carer, On behalf of the English department at Dormston School, I recognise that you may not have hours to devote to helping your child with English. However, research proves that every child benefits from parental involvement in their learning and from one-on-one support, so any time that you can spare to aid them in their studies will be gratefully received. This booklet has been compiled to help you if you wish to support your child further at home. It is by no means compulsory, but does include a number of activities, information and suggestions, both for the busy parents and those that have lots of time to offer. It is not homework and is not an extended learning project and therefore, will not be marked by English staff; however, there is a self-mark section at the back for the relevant questions if you wish to use it. Please use it at your leisure and I hope that it gives you an insight into your child's learning. If you have any questions, please feel free to contact me via the school's main contact number. A note for pupils: This is not a replacement for homework; homework must take first priority with pupils as it is compulsory. Yours faithfully, Mr D Corns KS3 co-ordinator of English Upcoming Assessment: Spring Assessment question: You are advised to spend about 45 minutes on this question. You should use the extract and your knowledge of the whole novel to answer this question. Write about the character of _________ and how s/he is presented throughout the novel. In your response you should: refer to the extract and the novel as a whole; show your understanding of characters and events in the novel. Marks are allocated for accuracy in spelling, punctuation and the use of vocabulary and sentence structures. Assessment time: 45 minutes Resources: Assessment paper only, including the extract (no copy of the book in assessment) On the day of the assessment, pupils will be given an exam paper that they have not seen before. The 'extract' will be from the novel, but pupils will not know which extract or particular character they will focus on until the day. The Machine Gunners by Robert Westal l This synopsis does not include the end of the book – this story has a powerful ending which we do not wish pupils to discover until they have read it. Please respect our wishes and withhold the ending as far as possible. Set during the Second World War the story follows six children living in the fictional town of Garmouth which regularly suffers bombing raids by the GermanLuftwaffe. When Chas McGill finds a crashed German Heinkel 111 bomber he removes a fully operational machine gun and over 2000 rounds of ammunition. With the help of his friends, Cem, Clogger, Carrot Juice, Audrey and Nicky they set up their own den called "Fortress Caporetto", named after a World War I battle in which Chas's grandfather fought. Later a bomb lands on Nicky's house and he is presumed dead but actually survives and hides in the fortress, where he is found by the gang. After this, only his friends know he is alive and Clogger leaves his home and joins him. During an attack by an Bf 110 fighter, the children fire their gun at the plane. They miss but the plane is shot down. The pilot is killed but the rear gunner, Rudi Gerlath, bails out. He discovers the children's hidden fortress and is promptly detained by the children, who take his pistol, even though their machine gun is damaged and inoperable. The children do not hand the German over to the authorities, but keep him prisoner at their fort. The children bribe the German with the offer of a boat if he will repair their machine gun. He agrees and mends it before being taken to the dock where he rows off. The same night the church bells ring signalling a German invasion. The children hurry to the fortress but do not see anything; it was a false alarm. Out at sea, Rudi finds he does not have the strength to row to German-occupied Norway and is forced back to England and rejoins the children at the fortress. The next day it is realised that the children are missing, and some Polish soldiers are drafted in to look for them. The children, on hearing troops speak in a foreign language, open fire on them with the gun, believing they are a German invasion force. The children are soon overpowered, however, and forced to surrender. In the chaos, Clogger shoots and wounds Rudi with his own Luger pistol. The very well-made fortress is surrendered to the Home Guard, then Clogger and Nicky are taken to a children's home while the other children are handed over to their parents. Extra materials to extend your pupil's learning - The Boy in the Striped Pyjamas – John Boyne - Watching the film adaptation at home - The Diary of a Young Girl – Anne Frank - Who was Anne Frank? – Anne Abramson - The Book Thief – Markus Zusak - Night – Elie Wiesel - Number the Stars – Lois Lowry - Those Who Save Us – Jenna Blum These are simply some suggestions. Pupils may also wish to read non-fiction books that inform them about World War 2, or even watch documentaries if you have access to them. Any books, documentaries or films which extend their knowledge of the context of World War 2 and the perspective of the allies will be highly beneficial to them. Advise your child to look in the school library or local library for these texts. Skill 1: Choosing relevant evidence In English, pupils must be able to make points about the book and choose quotations (the exact words from the text) to prove those points. Extract: "He sniffed. There was a foreign smell in the Wood … like petrol and fireworks. Funny – it wasn't Guy Fawkes yet. Some kids must have been messing about. As he pressed on, the smell grew stronger. There must be an awful lot of petrol. Something was blocking out the light through the branches. A new building; a secret army base; a new anti-aircraft gun? He couldn't quite see, except that it was black." Example: Chas could smell something unfamiliar: "There was a foreign smell in the Wood… like petrol and fireworks." Things to note: - The point and evidence must match up closely - The evidence must be the exact words from the book - The evidence must have quotation marks " " surrounding it Task: Add the evidence to each of these points 1) The text is written before November: ………………………………………………………………………………………………………………. 2) The boy is in the wood: ………………………………………………………………………………………………………………. 3) There is something keeping the boy in the shade: ………………………………………………………………………………………………………………. ……………………………………………………………………………………………………. Skill 2: Inference and Deduction Inferring and deducing is an important skill in English; it basically means that pupils must look for clues in the texts and from those clues, come up with interpretations. The best inferences or deductions are those that read between the lines, rather than state the obvious. Look at the extract on the following page. An obvious, simple inference = Chas is uncertain what to do A much better inference = Chas feels torn in his attitude towards his new discovery, he is unsure whether to be inquisitive or be fearful. Task: Answer the questions below 1) What can Chas see at the opening of the extract? …………………………………………………………………………………………………………………………. 2) Why does Chas feel “proud”? …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. 3) Why does Chas not want to report what he has found? …………………………………………………………………………………………………………………………. 4) Why was Chas so surprised at the end of the extract? …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. 5) What can you infer about Chas here? …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. Extract: And then he saw, quite clearly at the top, a swastika, black outlined in white. He didn't know whether to run towards it or away. So he stayed stock-still, listening. Not a sound … except the buzzing of flies. The angry way they buzzed off dog-dirt when you waved your hand over it. It was late in the year for flies, thought Chas. He moved forward again. It was so tall, like a house, and now it was dividing into four arms, at right angles to each other … He burst into the clearing. It was the tail of an aeroplane: the German bomber that had crashed onto the laundrette. At least, most of it had crashed on the laundrette. The tail, breaking off in the air, had spun to earth like a sycamore seed. He'd read of that happening in books. He could also tell from books that this aeroplane had been a Heinkel HX 111. Suddenly, he felt very proud. He'd report the find and be on the nine o'clock news. He could hear the newsreader's voice in his head, saying: The mystery bomber shot down over Garmouth on the night of November 1 st has been identified as a new and secret variation of the Heinkel HX 111. It was found by local schoolboy, Charles McGill of Garmouth High School. There is no doubt that – but for the sharp eyes of this young boy - several enemy secret weapons vital to the Nazis would have remained undiscovered … Chas sighed. If he reported it, they'd just come and take it away for scrap metal. Like when he'd taken that shiny incendiary bomb-rack to the Warden's office … they'd not even said thank you. And he wouldn't get in the news because it was a perfectly normal Heinkel HX 111, with typical rear turret mounting one machine-gun … Chas gulped. The machine gun was still there, hanging from the turret, shiny and black! Skill 3: Creating PEAL paragraphs PEAL is an acronym that stands for 4 important words Look at the extract on the previous page. How is the character of Chas presented? Good example: POINT: The character of Chas is presented as uncertain: EVIDENCE: “he didn’t know whether to run towards it or away” ANALYSIS: Chas is a very curious young boy, who wants to understand the world around him. Although he can see the danger in looking closely at something that was so evidently German, his curiosity is strong as he wants to know what it is. He is uncertain whether to allow his curiosity or his desire for safety win. LANGUAGE: The verb "run" implies to a reader his eagerness to have full understanding of the debris in front him, but the prepositional phrase "towards it or away" is a reflection of his uncertainty whether to go further into the Wood or leave the aircraft alone. As a paragraph, it looks like this. This is a good example of a PEAL paragraph: The character of Chas is presented as uncertain: "he didn't know whether to run towards it or away" Chas is a very curious young boy, who wants to understand the world around him. Although he can see the danger in looking closely at something that was so evidently German, his curiosity is strong as he wants to know what it is. He is uncertain whether to allow his curiosity or his desire for safety win. The verb "run" implies to a reader his eagerness to have full understanding of the debris in front him, but the prepositional phrase "towards it or away" is a reflection of his uncertainty whether to go further into the Wood or leave the aircraft alone. Task: Answer the question below as a full PEAL paragraph, using the sentence starters How is the character of Chas presented in the extract? The character of Chas is presented as… "…………………………………………………………………………….." [quotation] This quotation suggests… The word "………………….." is particularly important because… …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. Together, tick which of these you have managed to complete: Made a clear point? Used a relevant quotation? Explained it in detail? Made inferences that are not really obvious? Discussed how the reader might feel? Explained a key word and why it is important? Challenge: Explained why sentences have been structured in a certain way? Explained punctuation choices? Explained the writer's purpose/message? What is your target for next time? ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. Add an extra sentence or two here that would have improved your paragraph? ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ANOTHER CHANCE TO PRACTISE Task: Answer the question below as a full PEAL paragraph, using the sentence starters How is the character of Chas presented in the extract on the following page? The character of Chas is presented as… "…………………………………………………………………………….." [quotation] This quotation suggests… The word "………………….." is particularly important because… …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………. Extract: The beginning of the novel Chas had the second-best collection of war souvenirs in Garmouth. It was all a matter of knowing where to look. Silly kids looked on pavements or in the gutters; as if anything there wasn't picked up straight away. The best places to look were where no one else would dream, like in the dry soil under the privet hedges. You often found machine-gun bullets there, turned into little metal mushrooms as they hit the ground. Fools thought nothing could fall through a hedge. As he walked, Chas's eyes were everywhere. At the corner of Marston Road, the pavement was burnt into a white patch a yard across, Incendiary bomb! The tailfin would be somewhere near – they normally bounced off hard when the bomb hit. He retrieved the fin from a front garden and wiped it on his coat; a good one, not bent, the dark green paint not even chipped. But he had ten of those already. Boddser Brown had fifteen. Boddser had the best collection of souvenirs in Garmouth. Everyone said so. There had been some doubt until Boddser found the nose-cone of a 3.7 inch anti-aircraft shell, and that settled it. Chas sighed, and put the fin in his basket. A hundred tailfins couldn't equal a nose cone. He knew the old laundry would be no good even before he got there. He began findings bits of the plane, but they were only lumps of aluminium, black on the sides and shiny at the edges, crumpled like soggy paper. They were useless as souvenirs – other kids just laughed and said you'd cut up your mother's tin kettle. Unless it was a piece that had a number on it, or a German word, or even… Chas sighed at the tightness in his chest… a real swastika. But these were just black and silver. Together, tick which of these you have managed to complete: Made a clear point? Used a relevant quotation? Explained it in detail? Made inferences that are not really obvious? Discussed how the reader might feel? Explained a key word and why it is important? Challenge: Explained why sentences have been structured in a certain way? Explained punctuation choices? Explained the writer's purpose/message? What is your target for next time? ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. Add an extra sentence or two here that would have improved your paragraph? ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. ………………………………………………………………………………………………………….................. On the following pages are chapter summaries. If you enjoy reading with your child, it would be a fantastic idea to reread the book together, and discuss these summaries along the way to consolidate their understanding. Remember, these summaries are intended to aid discussion, and they are not compulsory. Chapter Summaries Machine Gunners - Chapter 1 1 - Chas wakes up in an Air Raid Shelter after the 'all clear' has been sounded. He goes to the house to find his dad (who is an Air Raid Warden) talking about the raids that night. He tells Chas that a German Bomber plane crashed at Chirton. 2 - Chas has the second best collection of war souvenirs in Garmouth. He collects everything he can to do with the war. 3 - Chas gets to the scene of the crash. He trades insults with a family of "West Chirton rubbish", who have one engine in their wrecked house, then he leaves. 4 -The other engine is being guarded by Fatty Hardy, the local policeman. Chas lies to him saying there is an "unexploded bomb" in a street nearby and distracts Hardy long enough to try and get a bit off the engine, but it doesn't work and Hardy chases him off. 5 - Chas goes to the woods in West Chirton to hide from Fatty Hardy. As he climbs through a load of brambles he finds the tail end of a Heinkel 111 - German bomber plane. 6 - Chas dreams that he will be on the local news as a hero for finding the plane. 7 - Chas then sees that the dorsal machine-gun is still there! Machine Gunners - Chapter 2 1 - Chas tries to remove the machine gun from the crashed German bomber but it's stuck. The dead German airman in the plane causes him to be sick. 2 - Chas rushes back home so he can change for school. His mother notices how pale he looks and notices he's lost the basket. 3 - At school Mr Liddell notices that Chas isn't his usual self. This is because Chas can't stop thinking of the machine gun. 4 - Chas needs a means of carrying the machine gun as it's so heavy. So Chas asks Cemetery Jones (the undertakers son) to help him as he needs Cem's bogie to move the gun. 5 - Cem eats his food in a very strange way and says his bogie has a guy on it, however he eventually agrees to help. 5 - They go to the plane at night time. On their way to the woods they meet Audrey Parton who is the local Tomboy. She comes from a 'posh' background and is quite demanding. She's also fair and honest. 6 - When they get to the plane the small saw Chas has taken from his dad's tool chest takes ages to cut through the gun mounting. Audrey and Cem panic when they see the body and their flashlight gives their position away to Fatty Hardy, the local Air Raid Warden. 7 - The gun finally falls off and they hide it up the trouser leg of their Guy (Fawkes). However they see Fatty Hardy accompanied by a woman, two boys and a dog. 8 - Tears of rage fill Chas' eyes. To be so close to having a gun...... Machine Gunners - Chapter 3 1 - Just as Chas, Cem and Audrey are about to be discovered by Fatty Hardy there is a sudden air raid 2 - A lot of description of what it's like to be in an air raid including the sound of airplanes, bombs falling, anti aircraft guns and Chas' hatred of the Germans and his fear of death. 3 - They sneak Cem's bogey with the machine gun hidden in the Guy back home but Chas's dad gets hold of them and throws them into an air raid shelter. 4 -Mrs McGill and and Mrs Spalding are in the shelter moaning about children's behaviour and it is a very uncomfortable night. 5 - Chas' dad puts the bogie in his greenhouse and Chas hides the machine gun in one of the heating pipes. 6 - At school it is clear that other collectors had been to the plane. Cem had picked up bullet canisters. However the worst bit was that Boddser Brown, the school bully, had found the plane and robbed the dead pilot's body of a flying helmet, photos and money. 7 - Boddser Brown is a large, strong, cruel and violent bully and Chas' sworn enemy. Machine Gunners - Chapter 4 1 - Stan Liddell is called by the Headteacher to his office as the policeman wants to speak to Stan, not the Head! The Head is very unhappy about this. 2 -In the Head's office, Stan realises that the policeman is an ex pupil who isn't in the army as he was badly hurt at Dunkirk. He asks Stan to accompany him to Chirton Woods. 3 - The police show Stan the German plane that has been completely vandalised by masses of children. Almost every part of the plane that can be stolen has been and the dead pilot's body has been mutilated. 4 -However the main point the police make is that a heavy machine gun has clearly been sawn off its mounting and that the 2000 rounds of ammunition that were with it have now also gone. 5 - They explain to Stan that this type of gun can blow a hole in a brick wall at quarter of a mile and that they think it must be a grammar-school gang as the operation clearly took planning. 6 - So Stan needs to help them find the gun and fast. otherwise they "could kill 20 people without even knowing they'd done it." Machine Gunners - Chapter 6 1) Chas and his mother go to their shelter with cousin Gordon who has a rifle and explains he could bring down a plane with it. The air raid doesn't happen and the all clear is sounded. 2) Mr McGill comes home and gets his supper given to him but when the blackout starts again he loses his meal as they dash to the air raid shelter and they throw themselves in. 3) They hear the German planes overhead then Mrs Spalding comes crashing in with her pants round her ankles as she'd been on the loo when the raid started. 4) Chas tries to imagine firing the machine gun at the bombers and bringing them down, then the raid starts. 5) In the morning many houses have been hit, including the house of one of his classmates. Mr McGill takes Chas to see if his grandparents are alive. The streets are full of damaged houses, burning and terrified people. Firemen struggle to put out fires and one is trapped under falling debris. Seville Street has been totally destroyed as had many others. 6) They find Chas' grandparents' house is damaged but the inhabitants safe. Nana tells them the "Jarmans" couldn't kill Granda in WW1 and they couldn't do it now. He sits drinking tea with a medal he got from an Austrian soldier he killed at a battle in Italy. He thinks this Austrian's ghost has come back to haunt him. He talks to himself as if he's in that war. 7) The grandparents have their things taken away and move into Chas' house. Chas tells his dad he wants to look round before going home. 8) Clogger is a ginger haired hard nut from Glasgow who likes Chas and laughs at his jokes. He knows about the machine gun. Chas decides they will build a camp in Sicky Nicky's garden as no one goes there. 9) Sicky Nicky gets picked on by Boddser every day after school. He's a quiet sensitive type. Everyone seems to bully him. 10) On the way home Chas, Cem and Clogger walk with Nicky and are confronted by Boddser and his gang. Clogger floors two of the gang. Boddser singles out Chas for a fight. Chas avoids Boddser's first punch and throws gravel in his eye. Chas then hits him with his gas mask twice and causes huge damage. Cem stops him from striking a third blow. 11) Chas is told that Britishers fight with their fists and his father, the Head and even his class disown him. However Boddser is laughed at for his bandages, his gang leave him and parents tell his mum how he'd been a bully. 12) Chas, Audrey and Nicky are also outcasts so they go to Nicky's very big house. Nicky's father had been a Captain of a warship but had been killed in 1940. However there is loads of food as Nicky's mum 'billets' lots of sailors. Mrs Nichol also drinks far too much and has relationships with the sailors in return for food off the ships. Chas decides the huge rockery in the garden is a perfect place for a secret den. 13) Chas asks his parents why Nicky's house is a bad place to visit but they are too embarrassed to tell him. The same goes for Audrey's parents. 14) Above Garmouth there were five barrage balloons and each one had their own nickname. As Chas looked at them he saw a lone German plane fly in and he could even see the pilot's face. Chas gives him the V sign as he's a Britisher. 15) Britsh anti aircraft guns start firing but the plane fires at 'The South Shield's' barrage balloon and sets it on fire. The British AA guns set fire to The Wellington Windbag. The German plane also sets fire to the Fish Quay Buster. 16) They hide bits of the Fish Quay Buster in a disused shed. They are going to use this to waterproof their Fortress. 17) Boddser tries to get Clogger and Cem to join his gang by offering them to see his dirty postcards or play with his railway set. Chas realises he needs Cem and Clogger. 18) A German plane crashes into their school and wrecks it. There is no other school available so they have time off. Chas realises they can't build the Fortress on their own so he gets John (a 40 year old man with huge learning disabilities) to help them. 19) Mr McGill hardly ever came home as he was working so hard as an air raid warden. He barely washed and hardly had time to eat. Granda had bronchitis and Nana was annoying Mrs McGill so the house was not a good place to be. So no one minded if Chas wasn't around. 20) Cem gets his sister's boyfriend to design him a machine gun emplacement in return for leaving them alone. 21) Sarge notices sandbags are being stolen. Mrs Nichol notices their shelter for the servants has been stolen. The sailor's notice their food and various items are being stolen. Machine Gunners - Chapter 7 1) On Christmas Eve Chas and Clogger are in the Crow's nest of the Fortress. Audrey was making tea and they had plenty of food. Carrot Juice Nicky and Cem are inside Fortress Caparetto, which is now finished. 2) The children have made rules for the Fortress and created their own home there. John is given the seat of honour as he built the place. 3) Nicky wakes up in his house ashamed and angry to hear there is a sailor in his mum's room as well as in the house. He senses rather than hears the air raid (he has a dream his dad warns him) and runs to the Fortress. 4) The Nichol house had been been destroyed by a bomb. The front was almost normal but the back was completely destroyed. People believed Nicky had been blown to bits as they couldn't find his body. Nicky tells Chas he wants to live in the Fortress so he's not taken to a home. 5) Carrot Juice thinks they should tell the grown ups about Nicky but cry really badly. Clogger decides he will live in the Fortress with Nicky as Clogger says they will take him to a home which is terrible. Nicky starts to he hates living at his Auntie's. So Fortress Caparetto becomes more than a game - it becomes their home. Clogger says that he'll join Charles whenever he can, - his parents both work full time and he never sees them in the afternoon, only in the mornings. 6) The police think that Clogger walked out of his Auntie's to go back home to Glasgow. Mr McGill questions Chas about this but Chas lies. He'd never done this before but he had lost faith in grown ups to keep children safe - an effect of the war. 7) With John's help they enlarge the Fortress with a second Anderson Shelter taken from the Nichols' garden. With three loop-holes for the gun the Fortress is ready. 8) No one visits the Nichol house except the children as they think it's haunted. Machine Gunners - Chapter 8 1) One morning Clogger is in the Crows nest and sees a lone German plane coming in. The children fire the machine gun at it but the huge recoil of the gun means the machine gun flies off its stand and blows a hole in the roof. 2) The German fighter pilot is startled by the bullets and his tail fin is then hit by British Pom-Pom fire. The pilot seems to go crazy and attacks the British Pom-Poms and forgets to look for the Spitfires that shoot his plane down. 3) Sergeant Rudi Gerlath (a rear gunner/observer) escapes from the plane and crashes into a garden and twists his ankle. He hides in a potting shed. He tries to surrender but no one is around so eventually he falls asleep. 4) The children squabble about the firing of the machine gun and how noone could hold it. Clogger says they need to make a stand for the machine gun. 5) Rudi wakes up and realises his ankle is very bad. He crawls to the edge of the allotments but can find no one to surrender to. He lives for five days on the scraps in the rabbit hutch. 6) Chas gets his dad to fix the telescope and pretends to his dad that they need a big metal stand to hold it so Mr McGill makes a steel tripod over the course of a week. Machine Gunners - Chapter 9 1) Fatty Hardy tells 'Sarge' of a "funny case" and brings a very strange and very religious woman who tells them her mother has been machine gunned by "the foul servants of the beast". She shows them a flattened German bullet that has plunged through her mother's roof. 2) Sarge tells her that she can't claim war damage from him but realises the bullets couldn't have come from the lone 'Tea Time Sneaker'. Sarge realises that the machine gun from the crashed bomber is being used by kids. 3) Sarge goes to the lady's house and tries to work out from what direction the bullets had come. 4) Rudi's ankle is finally ok to walk on. He realises he must be careful as shot down pilots were often attacked by the public or even killed. Rudi also hates being "fastened in". He roamed the streets at home just to be free. 5) Rudi sets off looking like a tramp. One woman feeds him scraps and she thinks he's dumb. His uniform is so damaged and filthy he doesn't look like a pilot anymore. He wanders until he comes to bombed house with a large garden. 6) Rudi hides from a Police Sergeant who's looking at the house. He then goes to the garden for a wee. He notices a little doorway in a mound of rubble and goes through to come face to face with a barrel of a machine gun and four faces behind it. Machine Gunners - Chapter 10 1) Clogger makes a concrete floor to fix the tripod to the floor so the machine gun won't jump about when fired. However they find the machine gun won't work when they try to change the magazines. 2) They all see Rudi come towards the Fortress and Chas almost thinks it's a ghost. Rudi surrenders to them and they take his pistol (Luger). Rudi realises he has surrendered to kids and thinks he's an idiot and the machine gun cannot fire. 3) The kids want to hand Rudi to the police at first but realise Rudi could let slip all about the Fortress. 4) While they argue about what to do Rudi falls asleep. Machine Gunners - Chapter 11 Lots of time passes in this chapter. 1) Mr McGill explains to Chas and Mrs McGill that there are spring tides and this is perfect for flat-bottomed invasion barges to land. He tells them Hitler has to invade soon as Britain is getting stronger by the day due to Canadians arriving to help us. 2) Chas starts to fear an invasion and thinks of Clogger and Nicky. 3) Rudi wakes up from his fever and is led to some bushes for a poo. He has a bad cough and temperature. He falls back asleep. 4) For days Rudi battles his fever. He thinks the children look too grown up and solemn. But he realises they are nicer than the Hitler Youth at home. Rudi notices that Nicky was the weakest and most nervous one. 5) Stan Liddell gets used to not going to school as it's bombed out. He remembers WW1 and how he fought the Germans then. He realises they can't fight the Germans now with rifles from The Boer War and rocket firing drainpipes. But he does have Sandy who gets some shotguns from a farmer and 'wins' some ammo. 6) The police sergeant with a limp tells Sandy he thinks that a group of children have got the missing machine gun. He says Charlie McGill lives in the same street as John Brownlee and Audrey Parton and Cem Jones are all in the third year together as was 'The Nichol Boy' whose body was never found and Young Duncan who never showed up in Scotland. The sergeant says all the families have reported things stolen from their houses. 7) Stan Liddell goes to the observation platform on the old mill and learns that the Germans use paratroopers to start any invasion. Through his binoculars he notices Chas. 8) Rudi gets the 'ginger boy' to put the safety catch on the Luger and starts to become friends with Clogger, then Nicky. 9) More time passes. Rudi has got better at English. He reads Desperate Dan comics and notices Nicky is almost treating him like he's his dad. Rudi notices he's less like a soldier and doesn't miss Germany or being near death in a plane. 10) Rudi suggests they expand the Fortress to include a 'bog'. The children steal many things including doors, sand bags and a bucket to help. They even get barbed wire, bricks and windows to help him. Nicky calls Rudi 'Dad' by accident. 11) The children want Rudi to fix the machine gun but he refuses as he knows how dangerous it can be but finally agrees to do it in return for a boat back to Germany. Machine Gunners - Chapter 12 1) Stan is watching Chas' house through binoculars but can never find out where Chas goes to because Chas always goes different directions and he loses him. 2) Stan spies Boddser Brown following Chas. 3) Chas realises he is being followed and leads his follower through a hawthorn hedge, across a water pipe, over a glass topped wall and then through mud flats. But still the footsteps follow him. 4) In the Fortress Rudi eyes the Luger in Nicky's hand whilst Clogger sleeps. He notices the safety catch is off. 5) Chas realises his chaser is Boddser Brown. 6) Rudi takes the Luger off the sleeping Nicky but realises that he can't really escape as there would be a man hunt for him. He also realises that if he got to Germany he might be shot as a deserter. He gives the sleeping Nicky back the gun. 7) Boddser pushes Chas' head under water trying to torture him into telling him where the machine gun is but Chas won't talk. Machine Gunners - Chapter 13 1) Boddser is worried that despite him ducking Chas under the water loads of times Chas refuses to tell him where the gun is. Chas pretends to be dead. 2) Boddser lets Chas go and Chas runs over the plank bridge towards the bombed out Nichol house where he meets Clogger. 3) Clogger fights Boddser and beats him very badly. Clogger threatens to kill Boddser if he tells the police that Clogger is still in Garmouth. Chas is shocked at the level of violence. 4) Back at the Fortress Clogger scolds Chas for being a wimp for not wanting him to beat Boddser so badly. Chas says he was nearly drowned but refused to talk. Clogger tells Chas he's proud of him and that he's not a 'bairn' but a man. 5) Stan Liddell calls at the McGill's but Mrs McGill won't let him see Chas as he's so badly bruised. Stan calls at the Brown's and Mrs Brown tells him her son is really badly hurt but won't say who did it. Stan tells Mrs Brown not to tell the police. He guesses that Chas won the fight. Machine Gunners - Chapter 14 1) Chas, Cem and Clogger force an upset Nicky to show them where his father's boat is so Rudi can escape. They dress him as a slum kid in a balaclava so he won't be recognised. 2) They break into the boat shed and put the boat into the water. It leaks at first but Nicky explains the wood has shrunk and it will expand. 3) Next day they load the boat ready for its departure. Machine Gunners - Chapter 15 1) In his shelter Chaz is told of the massive damage being done by Mrs Spalding. She then tells them she thinks she's heard Church bells ringing that is the warning sign for an invasion. 2) Chaz fears the Germans. For a second he thinks of befriending them but realises you can't befriend Nazis and he wants to fight. So he leaves the shelter to go to the fortress. 3) Mr Jones takes Cem and his wife from their shelter to the Irving Tomb but Cem doesn't want to go and runs to the Fortress. Mr Jones doesn't bother to chase him. 4) Mr Parton takes Audrey and his wife to his fancy car filled with fuel he bought on the black market. He tells them they are running despite Winston Churchill's orders to stay put. But Audrey jumps out and limps to the Fortress. 5) In the Brownlee shelter John is terrified and runs to the Fortress but Mrs Brownlee follows him. 6) Mrs McGill searches her house for Chaz but finds Granda and Granny who are waiting to fight the "Jarmans". Mrs McGill is desperate to find her son. Machine Gunners - Chapter 16 1) Garmouth is on fire spreading smoke and confusion everywhere. People are starting to flee the area. 2) Stan confirms with other army units on the coast that there has been no invasion. 3) After dealing with bombed houses all night Mr McGill learns from his distraught wife that Chas has run off into the night. 4) Mr McGill throws his wife out and mans his phone. 5) The children want Rudi to get the gun to fire but Rudi realises that kids should not be playing soldiers, but he repairs it anyway. 6) Stan and Sandy are told the Germans have landed and get ready for battle. 7) Stan realises the "Germans" are in fact Poles come over to fight for us and argue with the Poles who want to fight the Germans. 8) Nicky and Rudi bump into a queue of refugees that Fatty Hardy is questioning to see if anyone is a Nazi saboteur. Nicky pretends Rudi is his deaf and dumb parent. 9) Just as Rudi and Nicky are about to be captured, John bursts in terrified and the duo escape. 10) Rudi escapes in his rowing boat and rows out to sea, but soon realises there is no invasion and has to row back as it's 300 miles to Germany. 11) The poles are ordered by head command to check the whole area for German parachutists. Machine Gunners - Chapter 17. 1) The people of Garmouth realise there is no invasion but the four sets of parents hassle the police to find their children. 2) The Polish Corps are deployed by Fatty Hardy to search the Heath. 3) Chas wakes up after the kids have squabbled all night. 4) Chas looks out into the mist and sees the Poles and thinks they are "Germans" with Fatty Hardy who they think must be captured or a traitor (Quisling). 5) Chas fires the machine gun at them. The Poles fire back and start to attack the Fortress. Fatty Hardy feels a total failure compared to the über professional Polish army soldiers. 6) Rudi steps out with a white flag and surrenders to the Poles and Fatty Hardy. 7) Rudi tells the Poles and Hardy that there are no Germans except for him and that it is just 6 kids. Machine Gunners - Chapter 18 1) Chas realises things are very strange as Rudi talks to Fatty Hardy and Stan Liddell and the Home Guard turn up and start talking to the 'German' soldiers. Then all the children's parents start turning up. 2) The 'Germans' drive away! The police and parents start walking towards the fortress. Chas fires The Luger in the air and all the police, Home Guard and parents fling themselves to the ground. Only Rudi carries on walking forward. 3) Clogger fires The Luger and Rudi is hit........ 4) Rudi is taken away in an ambulance. The parents of the children start to descend into squabbling over who was to blame. Stan Liddell assumes authority as it is a military matter and the police storm off in rage. 5) Sandy says the 'ole is great and that they want to take it over for the Home Guard. Stan and Sandy are trying to make the children feel better. 6) Chas tries to make sure that Clogger and Nicky aren't sent away to him and that they can see Rudi in hospital. 7) Stan and Sandy leave the children to say their final goodbyes and confront Mr Parton about having Black Market petrol. Mr McGill is limbering up to give Chas a beating but says that he admires 'his guts'. 8) The children say their emotional goodbyes and are lead away by their parents. Each of the parents blames the other children. 9) The a Police Sergeant goes to take Nicky and tells Nicky he shouldn't be hanging round with this 'riff-Raff' as his dad was a ship's captain. 10) Nicky tells the Police Sergeant to 'get stuffed Review Writing: Writing a Review Imagine that your review is to be posted on an Internet film website. It will be read by people of all ages. It should be at least one A4 page. 1. Identify an interesting title that references the film in some way. 2. Introduction: what you expected from the film. 3. Genre: what type of film is it? Does it have a message? 4. Plot: what happens in the film? Does the plot make sense? Is it easy enough to follow? Is it believable? 5. Characters: Who are the main characters and what are they like? Who are the actors playing these parts, and are they effective in their roles? 6. What is the camerawork/animation like? If there are special effects, what are they like? Are there beautiful scenes? Are there moments when the camera is used in an interesting way? 7. Did you enjoy the film? Why/why not? What were its good and bad points? 8. Write about a scene you particularly enjoyed or remembered. Why was it good/ memorable? 9. Would you recommend this film? To which sorts of people? Why? 10. Are there any other films you can compare this film to? When you have completed your planning by answering all the questions, you should write the review. Remember: - Set your work out in paragraphs - Take care with spelling and punctuation - Make the review interesting to read by choosing your language carefully - Write in the first person and try to address the reader directly. For example: 'I urge you to go and see this film- it's brilliant!' - Write in a style that is informal, but not too informal. WAGOLL: (What A Good One Looks Like) 1. Star Wars Episode Three: The Revenge of Mediocrity So, after the disappointment of 1999's highly anticipated prequel 'The Phantom Menace' and the excess of 2002's frankly quite terrible 'Attack of the Clones', the question on everybody's lips is "has George Lucas redeemed himself with Episode Three: Revenge of the Sith?" The answer, judging by the noisy, shallow and virtually pointless mess I have just had the misfortunate of sitting through for two hours, is a resounding "no"! Part of the problem, if you have been following the whole Star Wars Saga, is that we know the outcome of the film before it even begins, therefore undercutting any potential tension from the start. It's all about the transformation of the clean-cut Anakin Skywalker (teen heartthrob Haydn Christenson) to the evil dark lord Darth Vader, along with some incredibly tedious stuff about the shifting of the Jedi's political climate. Ultimately, though, the plot takes a back seat to the action, becoming nothing more than a skeleton on which to hang endless battles in outer space and lightsabre fights on various planets. This may sound like a good thing; sometimes a brainless, action-packed roller coaster ride is just what we need. However, Episode Three's action sequences do not differ that greatly to those we were treated to in Episode One and Two, and the spectacular, mind-numbing overuse of CGI means you'd probably be better off sitting at home staring at a computer screen. As a result, Episode Three is not an engaging film. It does not make you care about any of the characters. None of the actors are remotely charismatic or even convincing. Even the usually dependable Ewan McGregor turns in an emotional performance, while Christenson does little other than stare at the camera menacingly. What should have been the most horrific scene, Skywalker killing a group of defenceless children (or 'younglings' in Star Wars speak) was made amusing simply by the poor effort put into the scene by any of the actors. Admittedly, the film is not without strengths - the attention to detail is often quite stunning, the backdrops are rich and colourful – but these are not enough to carry the film on their own. I'm sure you could have done better Mr Lucas. 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Semester: Fall 2016 Course Title: Nursing Leadership Course Number: PNSG 2410 Credit Hours/ Minutes: 1/750 Class Location: Room 8103 Class Meets: Mondays: November 7 th , 14 th , & 21 st from 9-3 CRN: 20317 PNSG 2410 COURSE SYLLABUS Fall Semester 2016 Instructor: Beth Hendrix (Another PN Instructor may fill in and teach at any time) Office Hours: M-R: 8am-9am; 4pm-5pm Office Location: Room 8105; Building 8 Email Address: email@example.com Phone: 478-289-2284 Fax Number: 478-289-2336 Tutoring Hours: Please schedule an appointment REQUIRED TEXT: Fundamental Nursing Skills and Concepts Text, 10 th edition, Lippincott Nursing Leadership and Management, 6 th edition, ATI Nursing Education All previous texts for reference ATI testing web service OPTIONAL TEXT: (1). Study Guide for Timby's Fundamental Nursing Skills and Concepts, 10 th edition, Lippincott (2). Comprehensive Review for the NCLEX-PN Examination, 6 th edition, Saunders by Silverstri REQUIRED SUPPLIES & SOFTWARE: Pen, pencil, paper, highlighter, calculator, folders, computer access, and headphones COURSE DESCRIPTION: Builds on the concepts presented in prior nursing courses and develops the skills necessary for successful performance in the job market. Topics include: application of the nursing process, supervisory skills, client education methods, group dynamics and conflict resolution. MAJOR COURSE COMPETENCIES: 1. Application of the Nursing Process 2. Supervisory Skills 3. Client Education Methods 4. Group Dynamics PREREQUISITE(S): Program Admission COURSE OUTLINE: Application of the Nursing Process \| Order \| Description \| Learning Domain \| \|---\|---\|---\| \| 1 \| Appraise the role of nursing process in leadership. \| Cognitive \| \| 2 \| Integrate concepts of critical thinking. \| Cognitive \| \| 3 \| Prepare to write the NCLEX examination. \| Cognitive \| Supervisory Skills \| Description \| Learning Domain \| \|---\|---\| \| Understand acquisition, maintenance, and termination of employment. \| Cognitive \| \| Characterize autocratic, democratic, and laissez-faire leadership styles. \| Cognitive \| \| Examine client care delivery systems (functional, team, case, and primary). \| Cognitive \| \| Articulate principles of work ethics. \| Cognitive \| \| Express the role of the practical nurse in leadership positions. \| Cognitive \| \| Characterize the role of the practical team leader in an acute care or long-term care facility. \| Cognitive \| \| Participate in comprehensive review processes to meet external regulatory standards. \| Cognitive \| Client Education Methods \| Order \| Description \| Learning Domain \| \|---\|---\|---\| \| 1 \| Compare and Contrast various learning styles. \| Cognitive \| Group Dynamics \| Order \| Description \| Learning Domain \| \|---\|---\|---\| \| 1 \| Characterize group dynamics. \| Cognitive \| \| 2 \| Recognize components of risk management processes. \| Cognitive \| \| 3 \| Compare and Contrast methods of effective conflict management. \| Cognitive \| GENERAL EDUCATION CORE COMPETENCIES: STC has identified the following general education core competencies that graduates will attain: A. The ability to utilize standard written English. B. The ability to solve practical mathematical problems. C. The ability to read, analyze, and interpret information. STUDENT REQUIREMENTS: Students are expected to complete all exams and daily assignments. A unit exam average of 70% or above for the unit exams must be obtained in order to take the final exam. A course grade of 70% must be obtained in order to advance into future nursing courses Students must make a 100% on a calculation exam before attending clinical each semester. There is a 45 minute time limit on the exam. Student may take the drug calculation exam a maximum of THREE attempts per semester. Each attempt will be a different, but similar version. If the student fails the calculation exam on the 3 rd attempt, the student will receive a grade of F for the course and will not be allowed to progress in the program. No assignment opportunities will be given for extra credit. Any test grade will be entered as is to the nearest 10 th . No scores will be rounded (up or down). This rule applies to every grade issued during this semester. It is highly recommended that students take full advantage of the all resources available to them; workbooks, end of chapter review questions, NCLEX-PN review questions, and internet sources but, will be REQUIRED to complete all ATI assignments that correspond with covered chapters. Any ATI assignments; these must be completed with a passing score; print out report and turn in prior to test. **Students are subject to pop quizzes Power Points Power points for each chapter are available on the student M: drive. This student drive can be accessed by going to the STC website and logging into Remote Lab Access. Remediation Procedure: Failure to pass any regular examination with a minimum grade of 70 or above will result in mandatory remediation of the material covered in the exam. Remediation assignments are non-negotiable. The Student Remediation Conference Form will be completed, and the student must complete a remediation assignment. For the designated remediation assignment, the student will be given a written assignment based on the weak area(s) noted on the exam. All remediation assignments must be completed before the student will be allowed to take the final exam. EXIT EXAM: Prior to graduation from the STC PN program, the student is required to pass the ATI PN Comprehensive Predictor Exit Exam with a minimum 90% predicted probability of passing NCLEX. This is a requirement for graduation and not an option. The student will have three chances to achieve this. If the student does not meet the required percentage on the first try, the student may retake the exam. On the second try, if the student does not achieve the required percentage then the student will remediate with an instructor in the deficient content areas prior to retaking the exam for the third try. The student will be required to pay for the exam if a third attempt is required. If on the third try the percentage is not achieved, the student must retake the nursing courses which include the deficient content material. The student will also receive a grade of "F" in PNSG 2415. WORK ETHICS: The Technical College System of Georgia instructs and evaluates students on work ethics in all programs of study. Ten work ethics traits have been identified and defined as essential for student success: appearance, attendance, attitude, character, communication, cooperation, organizational skills, productivity, respect, and teamwork. Students will be required to take a work ethics exam as marked in the lesson plan. A grade of 70 or better is required to complete the work ethics requirements for this class. Work ethics exam counts 5% of the course. ATTENDANCE GUIDELINES: Class attendance is a very important aspect of a student's success. Being absent from class prevents students from receiving the full benefit of a course and also interrupts the learning process. Southeastern Technical College considers both tardiness and leaving early as types of absenteeism. Responsibility for class attendance rests with the student. Regular and punctual attendance at all scheduled classes is required for student success. Students will be expected to complete all work required by the instructor as described in the individual course syllabus. Instructors have the right to give unannounced quizzes/assignments. Students who miss an unannounced quiz or assignment will receive a grade of 0. Students who stop attending class, but do not formally withdraw, may receive a grade of F and face financial aid repercussions in upcoming semesters. ADDITIONAL ATTENDANCE PROVISIONS Health Sciences Requirements for instructional hours within Health Science and Cosmetology programs reflect the rules of respective licensure boards and/or accrediting agencies. Therefore, these programs have stringent attendance policies. Each program's attendance policy is published in the program's handbook and/or syllabus which specify the number of allowable absences. All provisions for required make-up work in the classroom or clinical experiences are at the discretion of the instructor. Attendance is counted from the first scheduled class meeting of each semester. To receive credit for a course a student must attend at least 90% of the scheduled instructional time. Time and/or work missed due to tardiness or absences must be made up at the convenience of the instructor. Any student attending less than the required scheduled instructional time (90%) may be dropped from the course as stated below in the Withdrawal Procedure. Tardy means arriving after the scheduled time for instruction to begin. Early departure means leaving before the end of the scheduled time. Three (3) tardies or early departures equal one (1) absence for the course. A tardy will be issued if a student has missed less than 20% of instructional class time. An automatic absence will be issued if the student misses greater than 20% of instructional class time. This averages out to 10 minutes per hour. For example, in this class which meets from 9:003:00 (5 hours excluding lunch), a student will be counted tardy if he/she arrives between 9:01 and 10:00. After 10:00, the student will be counted absent. Tardies after lunch and early departures are calculated in the same manner. For this class, which meets a total of 3 days, you will not be allowed any absences. SPECIAL NEEDS: Students with disabilities who believe that they may need accommodations in this class based on the impact of a disability are encouraged to contact Helen Thomas, 912-538-3126, firstname.lastname@example.org, to coordinate reasonable accommodations. SPECIFIC ABSENCES: Provisions for Instructional Time missed because of documented absences due to jury duty, military duty, court duty, or required job training will be made at the discretion of the instructor. PREGNANCY: Southeastern Technical College does not discriminate on the basis of pregnancy. However, we can offer accommodations to students who are pregnant that need special consideration to successfully complete the course. If you think you will need accommodations due to pregnancy, please advise me and make appropriate arrangements with Helen Thomas, (912) 538-3126, email@example.com. WITHDRAWAL PROCEDURE: Students wishing to officially withdraw from a course(s) or all courses after the drop/add period and prior to the 65% portion of the semester (date will be posted on the school calendar) must speak with a Career Counselor in Student Affairs and complete a Student Withdrawal Form. A grade of "W" is assigned when the student completes the withdrawal form from the course. Students who are dropped from courses due to attendance (see your course syllabus for attendance policy) after drop/add until the 65% point of the semester will receive a "W" for the course. Abandoning a course(s) instead of following official withdrawal procedures may result in a grade of 'F' being assigned. After the 65% portion of the semester, the student will receive a grade for the course. (Please note: A zero will be given for all missed assignments.) There is no refund for partial reduction of hours. Withdrawals may affect students' eligibility for financial aid for the current semester and in the future, so a student must also speak with a representative of the Financial Aid Office to determine any financial penalties that may be accessed due to the withdrawal. All grades, including grades of 'W', will count in attempted hour calculations for the purpose of Financial Aid. Remember - Informing your instructor that you will not return to his/her course does not satisfy the approved withdrawal procedure outlined above. MAKEUP GUIDELINES (Tests, quizzes, homework, projects, etc…): In the event of an absence on an exam day, the instructor may require a physician's excuse before a student is allowed to take a makeup exam. A student will only be allowed to make-up one theory exam which will be given at the discretion of the instructor. A grade of "0" will be given to all subsequent exams missed. The make-up exam may or may not be the same as the original exam. It may also be a different test format. If a student misses the final exam and has already used their ONE time make-up, the student will NOT be allowed to make-up the final exam and be given a zero for the final exam. ACADEMIC DISHONESTY POLICY: The STC Academic Dishonesty Policy states All forms of academic dishonesty, including but not limited to cheating on tests, plagiarism, collusion, and falsification of information, will call for discipline. The policy can also be found in the STC Catalog and Student Handbook. Procedure for Academic Misconduct The procedure for dealing with academic misconduct and dishonesty is as follows: --First Offense-- Student will be assigned a grade of "0" for the test or assignment. Instructor keeps a record in course/program files and notes as first offense. The instructor will notify the student's program advisor, academic dean, and the Registrar at the student's home campus. The Registrar will input the incident into Banner for tracking purposes. --Second Offense-- Student is given a grade of "WF" for the course in which offense occurs. The instructor will notify the student's program advisor, academic dean, and the Registrar at the student's home campus indicating a "WF" has been issued as a result of second offense. The Registrar will input the incident into Banner for tracking purposes. --Third Offense-- Student is given a grade of "WF" for the course in which the offense occurs. The instructor will notify the student's program advisor, academic dean, and the Registrar at the student's home campus indicating a "WF" has been issued as a result of second offense. The Vice President for Student Affairs, or designee, will notify the student of suspension from college for a specified period of time. The Registrar will input the incident into Banner for tracking purposes. STATEMENT OF NON-DISCRIMINATION: Southeastern Technical College does not discriminate on the basis of race, color, creed, national or ethnic origin, gender, religion, disability, age, disabled veteran, veteran of Vietnam Era or citizenship status, (except in those special circumstances permitted or mandated by law). This school is in compliance with Title VI of the Civil Rights Act of 1964, which prohibits discrimination on the basis of race, color, or national origin; with the provisions of Title IX of the Educational Amendments of 1972, which prohibits discrimination on the basis of gender; with the provisions of Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the basis of handicap; and with the American with Disabilities Act (ADA). GRIEVANCE PROCEDURES: Grievance procedures can be found in the Catalog and Handbook located on STC's website. ACCESS TO TECHNOLOGY: Students can now access Blackboard, Remote Lab Access, Student Email, Library Databases (Galileo), and BannerWeb via the mySTC portal or by clicking the Current Students link on the STC website at www.southeasterntech.edu. GRADING SCALE: A: 90-100 B: 80-89 C: 70-79 D: 60-69 F: 0-59 GRADING POLICY: Completion of Assignments/Unit Exams 70% Completion of Resume Assignment 25% Work Ethics (scenarios) 5% Each student’s final course grade will be determined as fo l l ows : Assignment/Unit Grades X 0.70 = +_____ Completion of Resume Assignment X 0.25 = +_____ Work Ethics X 0.05 = +_____ Total = _____ TCSG GUARANTEE/WARRANTY STATEMENT: The Technical College System of Georgia guarantees employers that graduates of State Technical Colleges shall possess skills and knowledge as prescribed by State Curriculum Standards. Should any graduate employee within two years of graduation be deemed lacking in said skills, that student shall be retrained in any State Technical College at no charge for instructional costs to either the student or the employer. \| Date \| Chapter / Lesson \| Content \| Assignments Tests \| Competency Area \| \|---\|---\|---\|---\|---\| \| MON Nov 7 \| Fundamentals book: Chapter 2 Leadership book: Chapter 1 NCSBN Discussion \| Application of the Nursing Process Nursing Process in leadership (F) Integrate concepts of critical thinking(LS) NCLEX preparation (NCSBN) WE Scenarios 1-4 \| Review material covered in class Nursing Process Work Ethics National Council of State Boards of Nursing: https://www.ncsbn.o rg/nclex.htm ATI: Fundamentals and Leadership & Management Review Modules TEST #1 \| Course: 1, 2 Core: a, c \| \| MON Nov 14 \| Fundamentals book: Chapters 3- 4 Leadership book: Chapters 1-3 Discussion \| Supervisory Skills Understand acquisition, maintenance, and termination of employment (LS Ch 1) Characterize autocratic, democratic and laissez-faire leadership styles (LS Ch 1) Client delivery systems, such as functional, team, case, and \| Review material covered in class Care Plan Work Ethics o Lance Helms Guest speaker on employment TEST #2 \| Course: 2 Core: a, c \| nt (LS CH 1) WE Scenarios 9-10 - Work Ethics topics will be discussed weekly. Please see attached copy of WE topics. - All lesson plans are tentative and are subject to change at the instructor's discretion. MAJOR COURSE COMPETENCIES: 1. Application of the Nursing Process 2. Application of the Nursing Process 3. Client Education Methods 4. Group Dynamics General Education Core Competencies: STC has identified the following general education core competencies that graduates will attain: a. The ability to utilize standard written English b. The ability to solve practical mathematical problems. c. The ability to read, analyze, and interpret information. Disclaimer Statements* *Instructor reserves the right to change the syllabus and/or lesson plan as necessary.* *The official copy of the syllabus will be given to the student during face to face class time the first day of the semester. The syllabus displayed in advance of the semester in a location other than the course you are enrolled in is for planning purposes only.* Resume Rubric PNSG 2410 Student Name: ___________________________ \| Skill \| \| \| Outstanding \| Good (B) \| \| Average (C) \| \| \| Unsatisfactory \| Total \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| (A) \| \| \| \| \| \| (F) \| \| \| PRESENTATION/ FORMAT \| \| Typed or computer generated Balanced margins with eye appeal Format highlights strengths and information Appropriate fonts and point size used with variety \| \| Typed or computer generated Balanced margins Format identifies strengths and information Appropriate fonts and point size used \| \| Typed or computer generated Somewhat balanced margins Format identifies strengths and information No variation in fonts and/or point size \| \| Typed or computer generated Unbalanced margins Format detracts from strengths and information Fonts distract from readability \| \| \| \| Ranking Points \| \| 10 \| \| 8 \| \| 7 \| \| 6 \| \| \| \| JOB-SPECIFIC INFORMATION \| \| All action phrases used to describe duties and skills Information demonstrates ability to perform the job Professional terminology used when describing skills \| \| 1-2 duties/skills lack action phrases Information demonstrates ability to perform the job Some professional terminology used when describing skills \| \| 3-4 duties/skills lack action phrases Some information demonstrates ability to perform the job \| \| 5-6 duties/skills lack action phrases Information does not clearly demonstrate ability to perform the job \| \| \| \| \| Ranking Points \| \| 15 \| \| 12 \| \| 11 \| \| 10 \| \| \| RESUME CONTENT \| \| Heading, objective, skills, experience, and education covered in detail Extra information given to enhance resume \| \| Heading, objective, skills, experience, and education covered in some detail Extra information given to enhance resume \| \| Heading, objective, skills, experience, and education covered with little detail Minimal extra information given to enhance resume \| \| Missing one of the following: heading, objective, experience, or education No extra information given to enhance resume \| \| \| \| \| Ranking Points \| \| 15 \| \| 12 \| \| 11 \| \| 10 \| \| \| SPELLING & GRAMMAR \| \| No spelling errors No grammar errors \| \| 1-2 spelling errors 1-2 grammar errors \| \| 3-4 spelling errors 3-4 grammar errors \| \| 5-6 spelling errors 5-6 grammar errors \| \| \| \| Ranking Points \| \| 10 \| \| 8 \| \| 6 \| \| 4 \| \| \| PNSG 2410 Work Ethics Contents of Work Ethic Topics 1. Attendance 2. Character 3. Teamwork 4. Appearance 5. Attitude 6. Productivity 7. Organizational Skills 8. Communication 9. Cooperation 10. Respect Attendance An employer expects his or her employee to be at work and on time every day. An employee who is not at work costs the employer money in several areas. First, employees who are at work often times must do their job and that of the absent employee. Second, the increased workload enhances the possibility of job-related accidents and deteriorates employee moral. Third, additional workload and paperwork is required by personnel departments to maintain sick leave hours, hours without pay, payroll deductions for the tardiness, and so on. Other costs may be associated with absenteeism and tardiness of employees depending on the nature of the business. Therefore, employers are concerned with the attendance and punctuality of you, the student, as it very well may indicate what they can expect of you, the employee. Your employer may use your attendance and punctuality records as a criteria for employment. Consider the following scenario: Mary is a LPN on a busy nursing unit. She works the 7A-7P shift. There are generally 24 patients on the unit and 4 nurses. Each nurse is usually responsible for the care of 6 patients. Mary notifies her nursing supervisor at 6AM that she will be absent for her shift even though the required notification for an absence from work is at least 4 hours before the beginning of the scheduled shift. She states she does not have day care for her child. This is the third time in 30 days that Mary has been absent for work. Answer the following questions: 1. What effect(s) may Mary's absence have on the patients on the nursing unit? 2. What effect(s) may it have on the nursing staff? 3. What effect(s) may Mary's behavior have on her job security? And why? 4. What suggestions do you have to help Mary become a better employee? Attendance Action Plan Directions: Write the specific actions you will do to perform each step for maintaining good attendance. 1. Make work attendance your highest priority. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________ 2. Know your schedule. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________ 3. Make daily use of an alarm clock. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________ 4. Get enough sleep. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________ 5. Arrange your transportation ahead of time and have a contingency plan. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________ 6. Inform your supervisor directly in plenty of time if you are unable to perform duties. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ CHARACTER An employer expects employees to work together toward achieving the objectives of the company. The wise employee who is interested in having a good relationship with an employer will try to help the employer achieve success. An employer, in return for salary or wages and fringe benefits paid to employees, expects employees to develop certain desirable traits that will help them to perform their jobs well so that the company can succeed. Some of these traits include the following: Loyalty Honesty Trustworthiness Dependability Reliability Initiative Self-discipline Self-responsibility Scenerio & Questions CiCi a RN on the medical surgical floor was walking by a patient’s room and saw MeMe the medication nurse on the medical surgical floor injecting herself with a needle. CiCi went to the nurses’ station and started telling the other staff member what she saw. When MeMe returned to the nurses’ station, the staff started giggling and whispering. MeMe wanted to know what everyone was giggling and whispering about. Everyone became quiet, smiled and walked away. 1. What should have been CiCi's first action? 2. Did she follow proper protocol? 3. What are some examples of dishonest behaviors on the job? Teamwork Alicia's family has seven children and enjoys doing everything together. Her grandmother is celebrating her 85 th birthday next Thursday. The family has planned a surprise party for her. On Monday when the work schedule is posted Alicia finds out she is scheduled to work Thursday evening. She is very upset, though she knows she should have asked for that evening off before the schedule was made. 1. What could be your positive reaction to Alicia’s problem? 2. What could be your negative reaction? Jamie, the nurse that is working with you today has a very busy hall. She has had an admission as well as one patient that required close observation. The hall you have, has been quiet with little request from the patients. Jamie also has some patients that have been discharged by the doctor and are waiting on her to complete their discharge papers so they can go home. Jamie has a history of poor time management. 1. What could be your positive reaction to Jamie's problem? 2. What could be your negative reaction? Appearance #1 Dr. Williams is a physician in a large metropolitan area. He had been in practice for seven years after buying out a partner who was ready to retire. During the past year, competition had increased as a result of two additional urgent care offices opening near his. He continued to increase his patient load, however, by spending money on advertising and office improvements, and by trying to offer good service to all who were under his care. Jeanine was a nurse employed by Dr. Williams six months ago. She had been highly recommended by the school she had attended and had graduated with the top grades in her class. As Dr. Williams observed Jeanine's work, he saw that she was very skilled and that she did a good job applying the knowledge she had learned in school. She was able to operate several modern pieces of equipment recently purchased for the office that his other nurses had not yet learned to use. Recently, Dr. Williams was reviewing a monthly report that was produced by a new computer system now being used in the office, and he discovered that on a percentage basis, patients who had been seen by Jeanine were not returning for further services. He was to have a staff meeting this morning with his office manager, and he decided to inquire further about the apparent trend. When Dr. Williams asked his office manager about the report, she was evasive at first. When questioned further, she told him that several patients had complained about Jeanine. One had said that she was not very cheerful and another thought she was not friendly. The office manager had also been told by one of the other nurses that Jeanine usually jogged in the mornings before work and did not take enough time fixing her hair and making herself presentable before coming to work. With the close working conditions between patient and nurses, careful attention to personal grooming was an issue the office manager felt was important. Six months later . . . Dr. Williams faced increased competition, and the number of patients he is seeing has declined. In spite of efforts to reverse the decline, patients continue to switch to other practices. The office manager continues to suggest that a major part of the problem is Jeanine. She points to reports generated by the computer system which indicate that Jeanine has a higher percentage of patients who do not return than do the other nurses. Questions 1. With the reduced patient load, Dr. Williams will now need to fire one of his nurses. Jeanine is more skilled in actual patient care and made better grades in school. Should Dr. Williams fire Jeanine? 2. Why do you think her patients do not return? 3. What could Jeanine do differently that would increase her patient return rate? Appearance #2 The way a person dresses, their grooming habits, hygiene and their etiquette is often what we base our first impression on. This can be a building block for a professional, stable relationship or a stumbling block that stops us from developing a trusting relationship with that person. Read the following scenario and discuss what you as a nursing student would do in the situation. It is your first day to orient to a nursing unit. You are assigned to a preceptor that shows up 20 minutes late. His scrubs are wrinkled and do not match. You notice that they have not shaved and appear to have "just rolled out of bed". He bypasses you and goes straight for the coffee machine after the charge nurse has informed him that he will be orienting a new student today. Questions 1. What is your first impression of your new preceptor? 2. What do you think the patients will think when they encounter this nurse? 3. Why is appearance in the workplace, especially when dealing with the public so important? 4. What could this preceptor have done differently to make a better first impression? ATTITUDE We must never underestimate the power of the proper attitude. Our attitude determines how successful we will be as students and as employees and how well we get along with our classmates and co-workers. We often fail to remember that our attitude determines our altitude and that we determine our own fate by controlling our attitudes. Our attitudes become self-fulfilling prophecies. If we have a good attitude about something we usually have good results. If, on the other hand, we have a negative attitude or feel that something will turn out bad, it usually does. A negative attitude is often compared to the flu, because it is highly contagious and because it can get much worse if left untreated. A bad attitude, being contagious, will "rub off" on others. A positive attitude has been compared to electricity because of its "shocking" importance and because it, too, is not always recognized or appreciated until it is absent. A positive attitude is not always verbally rewarded. However, there's no question that having a positive attitude Attitude: (Critical Thinking) Demonstrates a positive attitude; appears self-confident; has realistic expectations of self; demonstrates problem-solving skills; ability to reason; able to troubleshoot; uses technical support systems appropriately. Upon completion of this course, students will understand the aspects involved in "critical thinking". In addition, the following objectives should be met. - Understand how to maintain a positive attitude. - Learn how attitudes affect your job performance. - Identify the importance of having self-confidence. - Learn why the right attitude is important. Overview Your attitude affects your job performance and whether or not you keep your job. You must always present a positive attitude in the work place (even when negative situation arise). Scenerio Sally is a 24 yr old LPN that has recently graduated. Sally has taken a job on a hospital medical surgical floor. Brenda is a nurse assigned to Sally for her orientation. Brenda appears to be frustrated if Sally asks her questions about hospital policies, does not introduce her to fellow co workers or physicians, ignores her on breaks, and takes her lunch with other nurses. 1. How might Brenda's attitude affect Sally? 2. Why is Sally's self confidence critical in this situation? 3. Give one idea of what Sally might do to change the situation to a positive. Productivity Follows safety practices; conserves materials; keeps work area neat and clean; follows directions and procedures; makes up assignments punctually; participates. Questions 1. What do you do when someone else is late and preventing you from accomplishing your tasks? 2. Describe a time you identified a barrier to your (and or others’) productivity and what you did about it. Organizational Skills Organizational skills include prioritizing and managing tasks assigned within appropriate time frames. These skills also demonstrate flexibility in handling change, thereby reducing potential stress. This may be one of the hardest traits to grasp if one does not understand time management. Organizational skills may be the key to prevent a situation that feels overwhelming from becoming chaotic. Scenario You are working a 7am-7pm shift in a busy ER. You are assigned to the minor medicine rooms. The triage nurse brings you 3 patients all at once and they have all been seen by the physician who has written the orders. All the nurses and aids are extremely busy taking care of their patients and will be able to provide little to no assistance. Room #1: Patient is a 43 male who was placing chlorine in his pool when it splashed in his eyes. He is to have both eyes irrigated with 500mL NS using a morgan's lens. Both eyes were affected so they will both need to be flushed. His eyes are burning and he needs his pain medication that the physician ordered. Room #2: Patient is 21 year old female complaining of severe abdominal pain. Her orders include blood work, NS at 125mL/hr, a urinalysis and abdominal ultrasound to be done at bedside. The physician will also do a pelvic exam which you will need to assist with. The ultrasound tech is calling requesting to know a time frame as to when the exam can be performed. Room #3: Patient is a 2 year old who fell while running in the house. He hit is arm on the corner of the TV stand and needs stitches. The bleeding is controlled. He is very afraid and crying and stating he wants to go home. The physician is going to stitch him up but will need you to assist because the mother is unable to stay in the room. The physician has ordered for the suture tray to be set up with 1% lidocaine and ethilon 5.0 with a curved needle. Question 1. How can you devise your plan of care for each patient as to make your care more effective? Patient #1 Patient #2 Patient #3 2. What patient do you think is the most important to provide care for first and why? 3. Why are organizational skills so important especially for the nursing profession? Communication The purpose of this survey is to determine your susceptibility to being a source of communication breakdown. Since no one but you will see the results of this questionnaire, answer the questions as honestly as possible. Respond not as you would like to be seen as a communicator but as you really are. Indicate how frequently you engage in the following behaviors when communicating with another person or persons. Use this scale to describe your behavior. 4 – I always do this. 3 – I often do this. 2 – I sometimes do this. 1 – I seldom do this. 0 – I never do this. ____ 1. When I have something to say, I am open and honest about my need to say it. ____ 2. I communicate with an awareness that the words I choose may not mean the same thing to other people that they do to me. ____ 3. I recognize that the message I receive may not be the same one the other person intended to send. ____ 4. Before I communicate, I ask myself questions about who my receiver is and how that will affect his or her reception of my message. ____ 5. As I communicate to someone, I keep a watchful eye and ear out for an indication that I am understood. ____ 6. I make my messages as brief and to the point as possible. ____ 7. I consciously avoid the use of jargon with those who may not understand it. ____ 8. I consciously avoid the use of slang words and colloquialisms with those who may be put off by them. ____ 9. I try not to use red-flag words (words that might trigger an emotional response) that may upset or distract the receiver of my message. ____ 10. I recognize that how I say something is just as important as what I say. ____ 11. I analyze my communication style to determine what nonverbal messages I send and how well they conform to the meaning I desire to get across. ____ 12. I carefully consider whether my message would be best understood by my receiver in a face-to-face meeting, over the telephone, or in writing. ____ 13. I form opinions about what others say to me based on what I hear them saying rather than what I think of them as a person. ____ 14. I make a genuine effort to listen to ideas with which I don't agree. ____ 15. I look for ways to improve my listening skills. Analyze Survey Results Find your score on the following table. Score Interpretations 50 – 60 Are you sure you were honest? If so, you are an extremely effective communicator who almost never contributes to misunderstanding. 40 – 49 You are an effective communicator who only infrequently causes communication breakdown. The goal of these exercises is to move everyone up to this level. 30 – 39 You are an above average communicator with occasional lapses. You cause some misunderstandings but less than your share. 20 – 29 Many people (at least those who are honest) fall into this category. While things could be worse, there is much room for improvement in your communication style. The goal of these exercises is to move you to a higher category. 10 – 19 You are a frequent source of communication problems. Enthusiastically tackle the rest of these exercises and consider their implications for you personally. Less Than 9 Your honesty is commendable, but it will take more than honesty to improve your communication effectiveness. Consider taking a communication course. Cooperation When hired on with any hospital, doctor office, or business there is an expectation of cooperation among all employees. This is displayed through each employee's leadership skills and ability to problem solve issues co-workers and bosses. A cooperative hospital employee must appropriately handle criticism, conflicts, and complaints and follow the chain of command. Scenario You are newly graduated and hired as a full-time LPN for the 3-11 shift at a local nursing home. The DON (Director of Nursing) schedules you to work Thanksgiving Day as well as all four weekends during November. You were hired knowing you would work every other weekend. Employees are putting in requests for Christmas leave and you hear your co-workers discussing how they have "paid their dues" and that new employees must work ALL holidays. Answer the following questions: 1. Do you confront your DON about your schedule? 2. If YES, explain how you confront him/her. 3. If NO, explain your reason. 4. Explain how you feel when you hear the comment stated that new employees must work ALL holidays. Scenerio You are an LPN with a busy neurology office. The well-liked office manager's birthday is later in the week and other staff members have nominated you to purchase something special for her birthday. You purchase a $50 gift that would require a $10 donation from all other nurses in the office and they all agree that is "OK". You only receive money from one co-worker even after telling the other four and sending them an email and text reminder. The physician decides to carry the office manager and all staff out to lunch on the day of her birthday. A co-worker (that did not you pay her portion) takes the wrapped gift from your seat and presents it to the office manager……as though she were the only one responsible. Answer the following questions: 1. How do you handle this situation….knowing all co-workers and the doctor are seated at the restaurant? 2. Describe how you go about getting your money from the other nurses…..if you choose to do so. 3. Explain how this situation has the potential to impact your work environment. Respect Respect toward others, whether it be family, coworkers, patients, etc involves the ability to appropriately deal with cultural and racial diversity. Having respect is valuing others' personal physical property and their personal space. To have respect is not to engage in harassment of any kind. Scenerio You are the 7-3 charge nurse at a Nursing Home and Rehabilitation facility. Your previous experience includes a year as a floor nurse and five years as an LPN in a nursing home Alzheimer's unit where you worked closely with other LPN's, RN's, CNA's and physicians. 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SPITTIN' TRUTH TO THE POWER WHILE LIGHT LEAPING FOR THE PEOPLE By Alyce Smith Cooper and Shammy Dee A La Jolla Playhouse Commission Grade Level: Middle and High School Before You Watch: * Learn more about La Jolla Playhouse Digital Without Walls (WOW) Artists Alyce Smith Cooper and Shammy Dee and the creative team for this piece. Questions for class discussion or journal: - Consider the title for this piece. What do you think this title means? What do you imagine you will be seeing, hearing, and experiencing? - When you see the image of a person with their hand in a fist, stretched up towards the sky, what does that evoke for you? Where have you seen this symbol before and what does it mean? - Make a list as a class of the fairy tales and stories they have heard as children. Ask the students to consider who is the storyteller and who is the audience for these stories. Which stories did you connect to the most and why? Do you feel like the stories you heard as a kid represented who you are as a person? Why or why not? - What do the words sermon, communion, and fellowship mean to you, and in what context do you think of these words? Have the students share their various definitions and ask them why they think the three pieces of SPITTIN' TRUTH TO THE POWER WHILE LIGHT LEAPING FOR THE PEOPLE may have these titles--what might they expect to see or hear in each piece? (Revisit this question after watching each piece with each term). * As a class, watch this video (6:10) which engages in the tradition and importance of the Griot people--the West African musicians, storytellers, custodians and teachers of tradition through music and dance. Why is the tradition of the Griots so important in our society? How can you relate this tradition to your own culture? After You Watch: * Questions for class discussion or journal: - What are your first impressions of this piece? What feelings or emotions did the piece create and in what moments? - Describe the methods that the creators of the piece and the creative team employed to create a sense of theatricality in a virtual setting. - Who do you think the intended audience is for this piece and why? - What themes or major ideas emerged for you while watching this piece. How did the artists convey those themes through poetry, music, and imagery? What specific examples can you notice? * Spoken Word Lesson Plan: Guide your students through a lesson plan in which they will create their own spoken word poetry around environmental justice. (full class period + extensions) * Creating Your Own Sermon: La Jolla Playhouse has created an open social media invite for the community to interact with us on Light Leaping by creating their own version of the "Sermon" video using dance, spoken word or whatever kind of interpretation lights up their hearts. Using Shammy's music and inspired by Alyce's striking words, we want the community to spit their own truth into the piece--and we would love your students to be a part and share their own sermons. Here are the instructions for how to upload created sermon videos. - The instrumentals to "Sermon" can be found here: bit.ly/LJPSermonInstrumental * Spoken Word Exploration: Starting on page 4 are the four pieces of spoken word poetry found in the piece by storyteller, healer, and minister, Alyce Cooper Smith. Read through the pieces as a class or in groups. - Have the students take a highlighter as they read and highlight any words or phrases that stand out to them. Share out these words or phrases as a class. Use the Literary Terms document at the end of the lesson plan to identify specific choices used by the artist, and how those choices help to tell the story, highlight themes, and create imagery. - Engage in a discussion in the differences in hearing/seeing the spoken word and reading these pieces. What is the same? What is different? - Encourage students to write their own pieces in the same titles--share out their pieces and focus on delivery in terms of persuasion and effectiveness. * SERMON Image Discovery: Starting on page 11 of this guide, you will see descriptions and links to the 64 images which appear in SERMON alongside the spoken word and music with Alyce Smith Cooper and Shammy Dee. - Share the list with the students, have them watch SERMON again this time, paying special attention to the images used in the piece--and following along with the descriptions. - Discuss with the students about what images stand out to them and why. With the image they chose, have a discussion about the mood of the image and what about the image contributes to the mood? Discuss why this image was included in the SERMON and how it communicates towards the themes in the larger piece. - Have students each select an image to research the people, places, and events present in the image to share with the class. Students may also: ■ Create a newspaper article about the people, places, and events from their image. ■ Create a monologue from the perspective of one of the individuals in the image. ■ Write a journal entry from the perspective of one of the individuals about what happened either right before or right after this photo was taken. Educators: * We'd love to see, hear, and experience the thoughts of your students in relation to SPITTIN' TRUTH TO THE POWER WHILE LIGHT LEAPING FOR THE PEOPLE. Please feel free to share any materials with email@example.com. * Create, explore, and learn with more lesson plans, videos, and interactive materials by La Jolla Playhouse for educators here! * Explore more of La Jolla Playhouse's Digital Without Walls virtual theatre here! The Storytelling Segment of Spittin Mother wit to Power by Alyce Smith Cooper With Storytelling Hat on and in Griot garments-she begins... So my beloveds, that is the way it was in those days. The impostors were so sure they had the people of LIGHT surrounded in a shroud of darkness sewn together by hatred fears and lies. So drunk on pride and arrogance that they became bloated , they forged ahead swimming in the blood of innocents and feasting on lynched flesh . They planned to manipulate us , we the rainbow MELANIN peoples the visionpoets ...they thought we were convinced-blinded - deafened to the cried out anguished last breathes calling for MOTHER ... seeking compassions which were unavailable. They thought we would turn on each other, shedding each other's blood. HUMPH! But then lightning flashed, the LION ROARED- our eyes popped wide our mouths opened declaring TRUTHS OF BROTHERHOOD-UNITY -VICTORY in the LIGHTNETWORK silence to the tongues of liars- WE pulled down the strongholds of the IZMS...called forth the drowsy religions to WAKE UP!! SHOUT..Lead with tools forged of LOVE. We crafted community thru services to each other. We grew our food from blessed seeds, healed ourselves from the fruits leaves trees vines roots we grew . We sang our singeing songs. The DIVINE LIGHT dissolved darkness; destroying hidden plots and schemes. We shifted the agendas toward true abolition, reparations . We chose to be the Agencies to usher in Transformation. We the Family of ALL choosing to live as one. We forged this new garden. Same MOTHER-AND same FATHER! But a new garden!!! ©️Alyce Smith Cooper San Diego, CA 10/5/2020 Sermon Mother. Father. Creator of All. I'm howling in rage at the undeniable injustices continuing With contempt for you. In this country, This experiment in consciousness No recognition of brotherhood, Common decency cast aside Compassion consumed by the lies and greed of darkness Refusing to admit defeat Mother. Father. Creator of All. You will not be denied or continually disrespected Victory lives in your word remembered We, your people, Built this bitch By our stolen blood, sweat, tears Sold, shackled, shattered but spirit not extinguished We, the people of light, arise! We march We arm We aim to blot out ignorant envy of who we are and what we stand for Spirit ignited creativity We will not miss our shot into eternity We live to erase the seed of racism Blind to our common creation, ha! We are the agency (agencies?) of abolition We declare and claim reparation, restoration, renewal On this land with its Native People And those who come seeking to grab freedom… Hah! It ain't free Freedom ain't free in this infant democracy We still longing, crafting, fighting for it Still rubbing the sleep from our eyes Remembering the nightmare of the imposters trying to steal it! Mother. Father. Creators of All. We belong to YOU! ©️Alyce Smith Cooper San Diego, CA, 10/5/2020 Communion Lord, this is a prayer for my people. Please watch over the families whose children have passed. Place peace in their hearts. You say invite the people - open arms Inside the temple…I'll find you. But I'm inside the temple, It's dark. My arms are outstretched to feel for walls and I grasp space… Looking for you to put my faith in. And I look Because you say when two or more gathered, you are there. There were plenty around Floyd. I didn't see you. There were plenty more around Breonna. And I still saw not And you say Turn to you, in my times of trouble. Turn to you when I am broken. Turn to you when I have nothing else. I will make you whole. Sometimes I get tired of turning. What I want is justice. What I want is compassion. What I want is a way out What I want is to live my life like they can. What I want is the killing to stop What would it take to bring the babies back? Turn Brianna into the modern day Lazarus Give Elijah three days. Resurrect Floyd from under the knee I'm asking you for miracles hopefully it's not too much to ask for. Respect. I'm in your temple Arms stretched out Searching Hands up Guide my steps… You're all I need. Benediction Behold We create together new visions of life On this renewing Earth We walk in the names of our Creator forever And ever To us, it is so And so it is ©️Alyce Smith Cooper San Diego, CA 10/5/2020 Fellowship So my beloveds That's the way it was in those days The imposters were so sure they had the people of light surrounded in a shroud of darkness Sewn together by hatred, fears and lies They were so drunk on pride and arrogance They became bloated They forged ahead, swimming in a blood of innocence And feasting on lynched flesh They planned to manipulate us Ha / Huh We the rainbow melanin peoples The vision poets They thought we were convinced, blinded, Deafened to the cried out anguished last breaths Calling for mother Seeking compassions which were unavailable They thought we would turn on each other Shedding each other's blood Ha / Huh But then, lightning flashed The lion roared Our eyes popped wide Our mouths open declaring truths of brotherhood Unity / Victory in the light network Silenced to the tongues of liars We pulled down the stronghold of the -isms Called forth the drowsy religions to wake up / Shout! Lead with tools forged of love We crafted community through services to each other We grew our food from blessed seeds Healed ourselves from the fruits, leaves, trees, vines, roots we grew We sang our singeing songs The divine light dissolves darkness* Destroying hidden plots and schemes We shifted the agencies toward true abolition, reparations We chose to be the agencies to usher in transformation We The family of all Choosing to live as one We forged this new garden Same mother And same father But a new garden ©️Alyce Smith Cooper San Diego, CA 10/5/2020 Definitions of Literary Terms Rhyme: The correspondence of sounds, particularly at the end of words. Examples:Fair and Square, Hocus-Pocus, Fender Bender Alliteration: The repetition of sounds at the beginning of words or syllables. Examples: White Water, Pretty Please, Five Fat Frogs Feeling Fairly FeverishFrequently Fall Flat...Hip Hop. Onomatopoeia: The use of words whose sounds suggest their meaning. Examples:Bow Wow, Swoosh, Beep Simile: A phrase that uses the words like or as to describe someone or something by comparing it with someone or something else that is similar. Examples: She is like a rose, As brave as a lion Metaphor: The definition of a metaphor is a word or phrase used to compare two unlike objects, ideas, thoughts or feelings. Examples: All the worlds a stage, He is the black sheep of the family Repetition: Repetition consists of repeating a word, phrase, or sentence, and is common in both poetry and prose. It is a rhetorical technique to add emphasis, unity, and/or power. Personification: Giving human traits to objects or ideas. Examples:Water on the lake shivers, The sunlight danced, The streets are calling me Hyperbole: Exaggerating to show strong feelings or affects. Examples: I will love you forever, My house is a million miles away, She'd kill me Symbolism: is the practice or art of using an object or a word to represent an abstract idea.Page 7 Tone: is the attitude you feel in it; the writer's attitude toward the subject or audience *Mood: literary element that evokes certain feelings or vibes in readers through words and descriptions. Literary terms from SPOKEN WORD lesson developed by Venneasha Davis for Remake Learning. Image glossary and descriptions for SERMON compiled by Shammy Dee 1 -2016 Time magazine cover. Taken by David Allen during the Baltimore protests of Freddie Gray's preventable death. https://time.com/magazine/us/3841445/may-11th-2015-vol-185-no-17-u-s/ 2 - IG caption: A protester takes a knee during a #SanJose protest on Friday after #GeorgeFloyd's death in #Minneapolis #GeorgeFloydprotest. On assignment for @mercnews @ebtimes by @daisugano 3 – Iesha Evans, nurse and mother to a 5 year old son, her dress flowing in the wind, as she stands before two police officers clad in full riot gear—surrounded by an entire brigade of similarly equipped officers—just moments before her arrest. In New Orleans. Photo by Jonathan Bachman https://www.theguardian.com/us-news/2016/jul/11/baton-rouge-protester-photo-iesha-evans 4 – "Straight Voice." A young man, illuminated by mobile phones, recites protest poetry while demonstrators chant slogans calling for civilian rule, during a blackout in Khartoum, Sudan. Photo by Yasuyoshi Chiba. It won World Press Photo of the Year 2020. https://www.worldpressphoto.org/collection/photo/2020/39605/1/Yasuyoshi-Chiba 5 - Dr. Martin Luther King Jr., marches with other civil rights protesters during the 1963 March on Washington. 6 - Coretta Scott King, widow of Martin Luther King Jr., and Civil Rights leader John Lewis (center) cross the Edmund Pettus Bridge in 1975, commemorating a decade since the brutal events of "Bloody Sunday." https://news.gsu.edu/magazine/summer2018/following-the-footsteps-of-freedom/ 7 – A crowd at a Johannesburg, South Africa protest meeting which defied a ban on such gatherings, circa 1952. https://www.history.com/news/apartheid-policies-photos-nelson-mandela 8 - On May 22, 1969, around 500 students from Central State University protested the school's limit on the number of out-of-state students admitted to the college. The demonstrators gathered at the Ohio State House. Almost every member of the large group raised their hands in protest. 9 – Mamie Bradley, mother of Emmitt Till, Mamie Bradley speaking to anti-lynching rally after acquittal of men accused of killing her son, Emmett Till, Harlem, NY 10 – Frederick Douglass, escaped slave who became a prominent activist, speaker, and author. https://www.history.com/topics/black-history/frederick-douglass 11 – Ax Handle Saturday. https://aaregistry.org/story/ax-handle-saturday-a-brief-story/ 12 - A 17-year-old civil rights demonstrator, defying an anti-parade ordinance of Birmingham, Ala., is attacked by a police dog on May 3, 1963. Not related to this picture but wonderful images of different moments during this era: https://www.theatlantic.com/photo/2014/05/1964-civil-rights-battles/100744/ 13 – Front page newspaper headline of Emmitt Till's murder. 14 – Breonna Taylor 15 – George Floyd 16 – John Lewis getting beaten on Bloody Sunday in front of the Edmund Pettus Bridge. In this March 7, 1965, file photo, a state trooper swings a billy club at John Lewis, right foreground, chairman of the Student Nonviolent Coordinating Committee, to break up a civil rights voting march in Selma, Ala. (AP Photo/File) https://www.history.com/news/selma-bloody-sunday-attack-civil-rights-movement 17 – A member of the state militia faces off against an African-American veteran during the 1919 Chicago Race Riot. https://www.history.com/topics/black-history/chicago-race-riot-of-1919 18 – National Guardsman, called in by Mayor "Big Bill" Thompson after three days or rioting, question an African American man in Chicago, 1919. Jun Fuijita / Chicago History Museum, Getty Images 19 - The story behind the iconic photo - Soiling of Old Glory: https://www.npr.org/2016/09/18/494442131/life-after-iconic-photo-todays-parallels-of-american- flags-role-in-racial-protes 20 – Freedom Riders attacked in Anniston, Alabama. https://calendar.eji.org/racial-injustice/may/14 21 – City Commissioner T. Eugene "Bull" Conner uses police dogs and fire hoses on demonstrators, Birmingham, Alabama, 1963 http://encyclopediaofalabama.org/article/h-1358 22 - View of Black Panther Party members as they demonstrate, fists raised, on Centre Street (outside the New York County Criminal Court), New York, New York, April 11, 1969. The demonstration was about the 'Panther 21' trial, over jailed Black Panther members accused of shooting at police stations and a bombing; all of whom were eventually acquitted. Visible in the background is the New York County Criminal Court (at 100 Court Street). https://www.nytimes.com/1971/05/14/archives/black-panther-party-members-freed-after-beingcleared-of-charges-13.html https://www.workers.org/2016/05/25321/ 23 – The Black Panther Party rallies together. Interesting article about the BPP: https://www.publichealth.columbia.edu/public-health-now/news/black-panther-party-standshealth 24 – People marching against police brutality. New York, 1963. Photo by Gordon Parks. 25 – A little girl holds up a sign in San Francisco. Photo by Lynn Adler 26 – Black American youth march against segregation in St. Augustine, Florida. The Atlantic Magazine writes "Dr. Martin Luther King, Jr. gives a young protester a pat on the back as a group of youngsters started to picket St. Augustine, Florida, on June 10, 1964." https://blackbutterfly7.wordpress.com/2016/06/03/june-this-month-in-black-american-history/ 27 - Dr. Martin Luther King being shoved back by Mississippi patrolmen during the 220 mile 'March Against Fear' from Memphis, Tennessee to Jackson, Mississippi, June 8, 1966. (Credit: Underwood Archives/Getty Images) https://www.history.com/news/for-martin-luther-king-jr-nonviolent-protest-never-meant-wait-andsee 28 - Civil rights leader Martin Luther King Jr. kneels with a group in prayer prior to going to jail in Selma, Alabama. Getty Images https://globalnews.ca/news/3769534/martin-luther-king-jr-take-a-knee-history/ 29 –People filling out the March on Washington for Jobs and Freedom in 1963. https://www.history.com/topics/black-history/march-on-washington 30 - Plans of a ship for transporting slaves, engraving, 1790. https://www.britannica.com/topic/Middle-Passage-slave-trade 31 - An illustration shows slaves being shackled on board a slave ship. 32 - Circa 1850: An overseer riding past people picking cotton in a field in the southern states of America. https://time.com/5377803/slavery-labor-day/ 33 – Enslaved people returning from the cotton fields in South Carolina, circa 1860. https://www.history.com/news/slavery-profitable-southern-economy 34 - An escaped slave named Peter showing his scarred back at a medical examination in Baton Rouge, Louisiana, 1863. https://www.history.com/news/whipped-peter-slavery-photo-scourged-back-real-story-civil-war 35 – Possible pic of slaves in Congo during the rule of Belgium King Leopold who killed and maimed 10+ million people under his colonial rule. 36 – Unknown source. Photo of two black teens encouraging people to vote. 37 – Ruby Bridges being escorted out of school by federal marshalls. https://www.nps.gov/people/rubybridges.htm https://www.pbs.org/wnet/af ri c an -am e ricans-many-rivers-to-cross/video/ruby-bridges-goes-toschool/ 38 – On March 25, 1964, Martin Luther King and Malcolm X meet for the first and only time. https://www.biography.com/news/martin-luther-king-jr-malcolm-x-meeting 39 – I Am A Man – Memphis Sanitation Workers Strike. National Guard troops lined Beale Street during a protest on March 29 , 1968. "I was in every march, all of 'em, with that sign: I AM A MAN," recalls former sanitation worker Ozell Ueal. https://www.washingtonpost.com/news/retropolis/wp/2018/02/12/i-am-a-man-the-1968memphis-sanitation-workers-strike-that-led-to-mlks-assassination/ 40 - African American freshman students from North Carolina A&T (from left: Joseph McNeil, Franklin McCain, William Smith, and Clarence Henderson) holding a sit-in at a Woolworth's lunch counter in Greensboro, North Carolina, February 2, 1960. https://snccdigital.org/events/sit-ins-greensboro/ 41 – Photo from the Freedom Summer Movement. https://stmuhistorymedia.org/cause-freedom-aint-free-freedom-summer-movement-in-1964mississippi/comment-page-1/ https://medium.com/@kirstyn_21077/freedom-now-68d68ac76e16 42 – Activist holds up a sign. 43 – Maya Angelou, poet, memorist, and civil rights activist 44 – James Baldwin, American novelist, playwright, essayist, poet, and activis 45 - Alice Walker, American novelist, short story writer, poet, and social activist. 46 – Alicia Garza, Opal Tometi, and Patrisse Cullors, co-founders of Black Lives Matter 47 – Stacey Abrams, American politician, lawyer, voting rights activist, and author who served in the Georgia House of Representatives from 2007 to 2017, serving as minority leader from 2011 to 2017. 48 – Protesters took to the streets of York, Pennsylavnia, for the second consecutive day, Tuesday, June 2, 2020, as emotions continued to boil over the death of George Floyd in Minneapolis earlier in the week and the state of policing in America. Picture by Frank Bodani, York Daily Record https://www.ydr.com/story/opinion/2020/06/09/bobby-simpson-offers-advice-yorks-blm-youngprotesters/5329189002/ 49 – In 1968, athletes Tommie Smith and John Carlos, gold and bronze medalists of the 200 m run at the Summer Olympic games in Mexico, raise their gloved fists during the playing of the Star-Spangled Banner to highlight the social issues roiling the US at the time. https://www.history.com/news/1968-mexico-city-olympics-black-power-protest-backlash 50 – In 2016, athlete Colin Kaepernick kneels during the National Anthem in protest of US race relations at the time. https://www.nfl.com/news/colin-kaepernick-explains-why-he-sat-during-national-anthem0ap3000000691077 51 - Rev. Charles Billups and Rev. Fred Shuttlesworth lead a kneel-in in April of 1963 in Birmingham, Alabama Interesting article about racial reconciliation from a religious perspective: https://religiondispatches.org/from-kneel-ins-to-the-condemnation-of-racial-sin-the-meaning-ofthe-pcas-overture-on-pursuing-racial-reconciliation/ 52 – Demonstrators from the Black Lives Matter movement march through central London on July 10, 2016, during a demonstration against the killing of black men by police in the US. Police arrested scores of people in demonstrations overnight Saturday to Sunday in several US cities, as racial tensions simmer over the killing of black men by police. / AFP / DANIEL LEAL-OLIVAS 53 – Demonstrator raise their fists at the Lincoln Memorial during a protest on June 6 in Washington, DC (AFP via Getty) 54 – Activists hold up a sign about Native Sovereignty during a DAPL protest. 55 - Native American tribes and their supporters protested against the Dakota Access Pipeline. This rally was outside the White House in 2017. Jose Luis Magana/AP 56 – Protesters stand together outside a Donald Trump rally in Orlando, Florida in March 2016. Racism in America has been a leading issue of the 2016 presidential election. 57- Demonstrator is arrested in Minneapolis during the George Floyd protests. 58 - Protesters are sprayed with pepper spray by Detroit police officers in riot gear in downtown after an afternoon march and rally against police brutality extended into the evening and became contentious on Friday, May 29, 2020 in Detroit. https://www.thetimesnews. com/ pi ct ur e- gallery/news/local/michigan/detroit/202 0/05/30/protesters-gather-detroit-rally-march-against- police-brutality/528832600 2/ 59 - An activist speaks to demonstrators organized by Black Lives Matter LA. The rally was in front of the Los Angeles County Hall of Justice to protest District Attorney Jackie Lacey. About 10,000 Angelenos protested police violence, the proposed LA city budget, and the death of George Floyd. June 3, 2020. 60 - Los Angeles, USA. 31st May, 2020. Protesters confront the police during a massive street protest over the killing of George Floyd in Los Angeles, the United States, May 30, 2020. Over 530 people were arrested Friday night and early Saturday after protests against police brutality turned violent in downtown Los Angeles, authorities said Saturday noon. Los Angeles Mayor Eric Garcetti announced at a press conference Saturday afternoon that a curfew will be in effect in the city's downtown beginning from 8 p.m. Saturday to 5:30 a.m. Sunday local time. 61 - Demonstrators march through the street on Oct. 13, 2014 in St Louis, Mo. The St. Louis area has been struggling to heal since riots erupted following the Aug. 9 killing of 18-year-old Michael Brown by a police officer in suburban Ferguson. Another teenager, Vonderrit Myers Jr., was killed by a St. Louis police officer on Oct. 8. 62 – A child protestor raises his fist. Caption from the IG account of the photographer. Marching yesterday with hundreds of people in downtown Brooklyn, I saw this young kid launch through his sunroof to join in protest. Jaw dropped, screaming in unison. His black power fist clenched with the angst of the zeitgeist. June 2, 2020. https://www.instagram.com/p/CA-mtCRJDc2/ 63 – A 7-year old protestor raises his fist during demonstrations in June 2020. https://www.cnn.com/2020/06/19/us/young-protester-atlanta-kai-ayden-cnnphotos/index.html 64 – A 7-year old protestor lights up the internet with her passionate protest. https://www.liherald.com/elmont/stories/the-girl-who-lit-up-the-twittersphere,125911	<urn:uuid:88fa348b-6823-4317-b615-b8108e6f892c>	CC-MAIN-2021-04	https://lajollaplayhouse.org/wp-content/uploads/SPITTIN-TRUTH-Curriculum-Guide.pdf	2021-01-20T20:06:32+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00143.warc.gz	441,663,796	6,279	eng_Latn	eng_Latn	0.989831	eng_Latn	0.996345	[ "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	[ 1858, 4441, 5655, 7304, 8622, 9728, 10033, 10986, 11557, 13248, 15441, 17346, 19380, 21266, 23059, 25674, 26725 ]	[ 4.34375, 2.125 ]	1	0
English as an Additional Language or Dialect Teacher Resource Annotated Content Descriptions Mathematics Foundation to Year 10 All material in this brochure is subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) 2013. Licence Unless otherwise noted, all material in this brochure – except the logo of ACARA, third party icons and any material protected by trademark – is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia (CC BY NC SA) licence identified by the following logo: Under a CC BY NC SA Licence, you may download, copy, print and communicate material for personal or non-commercial purposes, including educational or organisational use, provided you attribute ACARA and licence any new work created incorporating material from this website under the same CC BY NC SA Licence. Attribution (Credit ACARA) All ACARA material licensed under the CC BY NC SA licence must be attributed in the following manner: Unmodified ACARA material: You must credit ACARA in the following manner: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA) Modified ACARA material: You must credit ACARA in the following manner: Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials Copyright inquiries For all copyright inquiries, please email: firstname.lastname@example.org or phone: 1300 895 563 (if within Australia) or 61 2 8098 3100 (if outside Australia). Contents Introduction The Shape of the Australian Curriculum describes ACARA's commitment to supporting equity of access to the Australian Curriculum for all students. As part of this commitment, ACARA developed the English as an Additional Language or Dialect Teacher Resource to support teachers as they develop teaching and learning programs in the Australian Curriculum: Foundation to Year 10 with students for whom English is an additional language or dialect (EAL/D). The English as an Additional Language or Dialect Teacher Resource is available as several related publications: [x] EAL/D Overview and Advice [x] EAL/D Learning Progression [x] EAL/D Annotated Content Descriptions: English [x] EAL/D Annotated Content Descriptions: Mathematics [x] EAL/D Annotated Content Descriptions: History [x] EAL/D Annotated Content Descriptions: Science [x] Student Illustrations of the EAL/D Learning Progression. Additional components of the resource will be published as the Australian Curriculum is developed. All publications are available on the Australian Curriculum Website. The resource has been developed to: [x] advise teachers about areas of the curriculum that EAL/D students may find challenging and why [x] assist classroom teachers to identify where their EAL/D students are broadly positioned on a progression of English language learning [x] help teachers understand students' cultural and linguistic diversity, and the ways this understanding can be used in the classroom [x] provide examples of teaching strategies supportive of EAL/D students [x] direct teachers to additional relevant and useful support for teaching EAL/D students. Throughout the resource, English refers to Standard Australian English. Annotated Content Descriptions Mathematics Foundation to Year 10 This publication contains annotations that describe linguistic and cultural considerations implied by some Mathematics content descriptions. It also suggests teaching strategies to better enable EAL/D students to access the learning described in the Mathematics content descriptions. The annotated content descriptions for each of English, Mathematics, Science and History have been developed to advise teachers about areas of the curriculum that EAL/D students may find challenging and why, help teachers understand students' cultural and linguistic diversity and the ways this understanding can be used in the classroom and provide examples of teaching strategies supportive of EAL/D students.Only content descriptions for which annotations have been written have been included in the following tables. All content descriptions are available at www.australiancurriculum.edu.au. Annotated Content Descriptions: Mathematics Foundation to Year 10 1 Foundation CONTENT DESCRIPTIONS Measurement and geometry Use direct and indirect comparisons to decide which is longer, heavier and holds more, and explain reasoning in everyday language (ACMMG006) Measurement and geometry Compare and order the duration of events using the everyday language of time (ACMMG007) Measurement and geometry Connect days of the week to familiar events and actions (ACMMG008) Measurement and geometry Sort, describe and name familiar two–dimensional shapes and three–dimensional objects in the environment (ACMMG009) Measurement and geometry Describe position and movement (ACMMG010) LANGUAGE/CULTURAL CONSIDERATIONS The language of comparison in English includes the use of the comparative adjective forms. These include: adding '–er' to one– or two–syllable adjectives (for example 'This tower is taller'), using 'more' for adjectives with three or more syllables (for example 'This tower is more gigantic'), and the irregular comparative adjectives such as 'better', not 'gooder'. For most native English speakers, this is intuitive knowledge that comes from a sense of what sounds right. EAL/D students often don't know the English vocabulary for everyday home and family items because they use their mother tongue in these contexts, and have not had the exposure to English vocabulary that we might expect of the other students in the class. Not everyone has the same 'everyday' routines. EAL/D students, in particular, may have routines at home that differ from the taken–for–granted routines of the classroom. Words themselves often contain the concept being taught, and so the language and the content are often effectively taught in conjunction with one another (for example tri–angle). Not all vocabulary challenges involve the technical or long words. Some of the more challenging words in English for all EAL/D students are the small words (for example the articles 'the', 'an', 'a', and the prepositions 'on', 'under', 'over'). TEACHING STRATEGIES Teach EAL/D students different forms of comparative adjectives and how to construct sentences to describe comparisons. Provide sentence models that students can modify by adding their own content. Build visual word banks for everyday vocabulary. Use concrete objects – for example items around the classroom can be labelled using students' first languages. When modelling examples of the task (for example sequencing events in the day of a child), use a variety of possibilities for the events and the times they may occur. Build picture dictionaries of mathematical terms that illustrate the meaningful parts (morphemes) of the words. Pay attention to the ways that small words such as prepositions are used in describing position and movement, and use pictures, role play and gesture to illustrate their meaning to EAL/D students in the Beginning and Emerging phases of English language learning. 2 Foundation \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| Measurement and geometry Describe position and movement (ACMMG010) \| Not all vocabulary challenges involve the technical or long words. Some of the more challenging words in English for all EAL/D students are the small words (for example the articles ‘the’, ‘an’, ‘a’, and the prepositions ‘on’, ‘under’, ‘over’). \| \| \| Number and algebra Connect number names, numerals and quantities, initially up to 10 and then beyond (ACMNA002) \| The patterns of English number words are different from other languages, and this may impact on EAL/D students’ understandings of both the number concept and the word in English (for example in Greek 13 = ten three, 14 = ten four). \| \| \| Number and algebra Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289) \| Words have different meanings in different contexts, and this can be especially challenging for EAL/D students (for example ‘second’ in Mathematics can refer to the ordinal number or a unit of time). \| \| \| Number and algebra Sort and classify familiar objects and explain the basis for these classifications Copy, continue and create patterns with objects and drawings (ACMNA005) \| EAL/D students in the Beginning and Emerging phases of English language learning may not have had the experiences with objects that teachers may consider ‘familiar’. \| \| \| Statistics and probability Answer ‘yes/no’ questions to collect information (ACMSP011) \| English questions are formed in many ways and can be challenging for many EAL/D students. For example, questions can be formed by changing word order – ‘Are you six years old?’, or by using question words – ‘How old are you?’ ‘Do you have a brother?’ Many Aboriginal and Torres Strait Islander cultures use questioning in social context only, and not for learning. \| \| English as Additional Language or Dialect Teacher Resource Annotated Content Descriptions: Mathematics Foundation to Year 10 3 Year 1 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| Measurement and geometry Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019) \| The language of comparison in English includes the use of the comparative adjective forms. These include: adding ‘–er’ to one– or two–syllable adjectives (for example ‘This tower is taller’), using ‘more’ for adjectives with three or more syllables (for example ‘This tower is more gigantic’), and the irregular comparative adjectives such as ‘better’, not ‘gooder’. For most native English speakers, this is intuitive knowledge that comes from a sense of what sounds right. \| \| \| Measurement and geometry Tell time to the half hour (ACMMG020) \| The telling of time is constructed differently in different languages, and often reflects concepts of time in different cultures. For example, in some languages ‘half past four’ is constructed as ‘half to five’. Time in many Aboriginal and Torres Strait Islander cultures is ‘measured’ in terms of quality of event rather than duration. \| \| \| Measurement and geometry Describe duration using months, weeks, days and hours (ACMMG021) \| Familiar vocabulary is often used in abstract ways in Mathematics that is challenging for EAL/D students. For example, in questions such as ‘How long is it until the end of the week?’ ‒ ‘long’ is an abstract measurement of time, rather than the more concrete ‘I have long hair.’ Words themselves often contain the concept being taught, and so the language and the content are often effectively taught in conjunction with one another (for example the days of the week: Mon–day, Tues–day). \| \| \| Measurement and geometry \| Words have specialist meanings \| \| 4 Year 1 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| Recognise, visualise and classify familiar two–dimensional shapes and three–dimensional objects using obvious features (ACMMG022) \| in mathematical contexts, and this can be especially challenging for EAL/D students (for example in Mathematics ‘face’ refers to a geometrical feature, but in everyday language it refers to a part of the body). \| \| \| Measurement and geometry Give and follow directions to familiar locations (ACMMG023) \| Most morphemes allow us to change the meaning of a word (for example anti–clockwise), or to change its word class (for example clock–wise, which changes a noun to an adjective). \| \| \| Number and algebra Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) \| Familiar vocabulary is often used in abstract ways in Mathematics, and this can be especially challenging for EAL/D students. For example, in questions such as ‘How many are left?’, ‘left’ asks the learner about a remainder, whereas in ‘Turn left’, ‘left’ gives a direction. \| \| \| Number and algebra Recognise, describe and order Australian coins according to their value (ACMNA017) \| All EAL/D students have rich cultural resources that give them alternative perspectives on issues and phenomena, as well as experiences and knowledge. \| \| \| Statistics and probability Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024) \| The modal verbs in English (for example ‘will’, ‘may’, ‘might’, ‘should’, ‘could’) modify the certainty of verbs and are a feature of hypothesising. They are a feature mastered late in the language progression of EAL/D students and are not necessarily ‘everyday’ language. Words of chance do not necessarily exist in many traditional Aboriginal and Torres Strait Islander languages, and so these concepts may need to be explicitly taught, as well as the vocabulary. \| \| \| Statistics and probability \| In English, questions are formed \| \| Annotated Content Descriptions: Mathematics Foundation to Year 10 5 Year 1 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| TEACHING STRATEGIES \| \|---\|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| Choose simple questions and gather responses (ACMSP262) \| in many ways and are quite challenging for EAL/D students. They can be formed by changing word order (for example ‘Are you from Australia?’), or by using question words (for example ‘Do you come from Australia?’ ‘How many brothers do you have?’), as well as the ‘wh’ question words – why, what, who, where. \| \| students when they pose questions, and explicitly teach English question forms. Provide model question formats for students to use as they construct their own. \| 6 Year 2 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| TEACHING STRATEGIES \| \|---\|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| Measurement and geometry Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037) \| Abbreviations are used often in non–narrative texts, and may be considered to be known language (for example in Mathematics: 3D = three–dimensional, kg, cm). \| \| \| \| Measurement and geometry Compare masses of objects using balance scales (ACMMG038) \| Many Aboriginal and Torres Strait Islander languages don’t have words of comparison (for example ‘big mobs’, ‘big big mobs’). The language of comparison in English includes the use of the comparative and superlative adjective forms. ', in Mathematics, lighter, the lightest, adding ‘–er’ and using the article ‘the’ and adding the suffix ‘–est’ to one– or two–syllable adjectives. This is not intuitive knowledge for EAL/D students. \| \| \| \| Measurement and geometry Tell time to the quarter hour, using the language of ‘past’ and ‘to’ (ACMMG039) \| The telling of time is constructed differently in different languages, and this often reflects concepts of time in different cultures. For example, in Greek ‘quarter to five’ is constructed as ‘six less a quarter’. \| \| \| \| Measurement and geometry Name and order months and seasons (ACMMG040) \| Seasons are understood differently according to geographical locations, including the wet and dry seasons in the tropics, to the more complex seasonal descriptors used by some Aboriginal and Torres Strait Islander people. \| \| \| \| Measurement and geometry Use a calendar to identify the date and determine the number of days in each month (ACMMG041) \| EAL/D students have rich cultural resources that give them alternative perspectives on issues and phenomena, as well as experiences and knowledge. \| \| \| English as Additional Language or Dialect Teacher Resource Annotated Content Descriptions: Mathematics Foundation to Year 10 7 Annotated Content Descriptions: Mathematics Year 2 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| Measurement and geometry Describe and draw two– dimensional shapes, with and without digital technologies (ACMMG042) \| English words often contain their meanings, through their morphemes (for example in Mathematics, tri–angle, tri = three). \| \| \| Measurement and geometry Describe the features of three– dimensional objects (ACMMG043) \| Mathematics contains subject– specific vocabulary that would not have been encountered by EAL/D students in any other context (for example words such as ‘tally’, ‘prism’, ‘rhombus’). \| \| \| Measurement and geometry Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044) \| Diagrams, including maps, in Mathematics are informational, and are different from the images that students usually create intuitively. For example, maps must be to scale and usually represent a bird’s eye view. \| \| \| Measurement and geometry Investigate the effect of 1–step slides and flips with and without digital technologies (ACMMG045) \| Hypothesising in English requires conditional language structures that will be challenging for EAL/D students, as they require the use of multiple verb structures and tenses (for example ‘I think if I turn the shape one more time it will make a diamond’). \| \| \| Number and algebra Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences (ACMNA026) \| Every language produces its own sounds. Some of the sounds of English will be new for EAL/D students in the Beginning phase of English language learning and may be difficult to distinguish and reproduce. \| \| 8 Year 2 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| morpheme marking the multiples of ten), six–th (a morpheme marking ordinal number). \| \| \| Number and algebra Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028) \| All students have rich experiences and knowledge that are valuable resources to draw on to add to the learning and experiences of all students in the classroom. \| \| \| Number and algebra Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030) \| Many EAL/D students will have the conceptual skills, and first language experience, to solve numerical problems, but will struggle with the language required to interpret written Mathematics problems or construct word stories to accompany numerical equations. Teachers should be mindful of whether it is language that is preventing EAL/D students from demonstrating mathematical achievement. \| \| \| Number and algebra Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031) \| Reasoning and explaining require the language of cause and effect in English, involving the use of connectives and conjunctions, which appear later in the language progression of EAL/D students. For example, ‘First I had 10 blocks, then I put ten more blocks because I was going up in lots of 10.’ \| \| \| Number and algebra Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032) \| Shared and direct experiences are an effective way of ensuring that all students start with the same foundational content knowledge. \| \| English as Additional Language or Dialect Teacher Resource Annotated Content Descriptions: Mathematics Foundation to Year 10 9 Year 2 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| Number and algebra Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033) \| Some mathematical vocabulary carries different meanings in different contexts (for example ‘eighth’ can be a fraction or an ordinal number). This can be confusing to EAL/D students in the Beginning and Emerging phases of English language learning. \| \| \| Number and algebra Count and order small collections of Australian coins and notes according to their value (ACMNA034) \| All students have cultural experiences and knowledge that are valuable resources for the classroom. \| \| \| Number and algebra Solve problems by writing number sentences for addition or subtraction (ACMNA036) \| Word problems in Mathematics often introduce sentence structures that are new learning and challenging for EAL/D students For example, the use of ellipsis, where the object is referred to once and then implied – ‘There are 12 pieces of pizza. When you take away 4 [pieces of pizza] how many [pieces of pizza] are left?’ \| \| Year 3 \| Measurement and geometry Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061) \| Abbreviations are used often in non–narrative texts, and may be considered to be known language, but EAL/D students have not had the years of exposure to English that teachers might expect of the other class members. For example: in Mathematics: kg, cm. \| \|---\|---\| \| Measurement and geometry Tell time to the minute and investigate the relationship between units of time (ACMMG062) \| The telling of time is constructed differently in different languages, and this often reflects concepts of time in different cultures. For example, in Greek ‘quarter to five’ is constructed as ‘six less a quarter’. \| \| Measurement and geometry Make models of three–dimensional objects and describe key features (ACMMG063) \| Vocabulary in Mathematics is often used in specialist ways that are different from everyday usage (for example ‘face’– ‘How many faces does a cube have?’). \| \| Measurement and geometry Create and interpret simple grid maps to show position and pathways (ACMMG065) \| Diagrams, including maps, in Mathematics are informational, and are different from the images that students usually create intuitively. For example, maps must be to scale and usually represent a bird’s eye view. \| \| Number and algebra Recognise, model, represent and order numbers to at least 10 000 (ACMNA052) \| Words themselves often contain the concept being taught. For example: the number words reflect the number concepts they represent – six, six–teen, six–ty (a morpheme marking the multiples of ten), six–th (a morpheme marking ordinal number). \| \| Number and algebra Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculation and solve problems (ACMNA053) \| The symbols of Mathematics are not universal. For example, a comma is used to indicate place value for ‘thousands’ – 1,000 in French, and a full stop in Greek. \| Annotated Content Descriptions: Mathematics Foundation to Year 10 Annotated Content Descriptions: Mathematics Year 3 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| Number and algebra Recall multiplication facts of 2, 3, 5 and 10, and related division facts (ACMNA056) \| Familiar vocabulary is often used in metaphorical ways in Mathematics, and this can be especially challenging for EAL/D students (for example ‘How many times does two go into six?’). \| \| \| Number and algebra Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057) \| Word problems in Mathematics often introduce sentence structures that are new learning and challenging for EAL/D students. For example, the use of ellipsis, where the object is referred to once and then implied – ‘There are 12 pieces of pizza. When you take away 4 [pieces of pizza] how many [pieces of pizza] are left?’ \| \| \| Number and algebra Model and represent unit fractions including 1/ , 1/ , 1/ , 1/ and their 2 4 3 5 multiples to a complete whole (ACMNA058) \| The texts used in the learning areas often introduce sentence structures that are new learning and challenging for EAL/D students. In Mathematics, an imperative sentence is sometimes used, and these sentences often start with specialist verbs (for example ‘Shade one half, 1/ , of 2 the circle’). \| \| \| Number and algebra Represent money values in multiple ways and count out the change of simple transactions to the nearest 5 cents (ACMNA059) \| All students have rich experiences and knowledge that are valuable resources to be drawn upon to add to the learning and experiences of all students in the classroom. \| \| \| Statistics and probability Conduct chance experiments, identify and describe possible outcomes and recognise variations in results (ACMSP067) \| Hypothesising in English requires conditional language structures, which will be difficult for EAL/D students, as they require the use of multiple verb structures and tenses (for example ‘If I throw the dice one more time, I think it will \| \| Annotated Content Descriptions: Mathematics Year 3 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| be a six’). \| \| \| Statistics and probability Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068) \| In English, questions are formed in many ways and are quite challenging for EAL/D students. They can be formed by changing word order (for example ‘Are you from Australia?’), or by using question words (for example ‘Do you have a brother or sister?’ ‘How many brothers do you have?’), as well as the ‘wh’ question words – why, what, who, where. \| \| \| Statistics and probability Collect data and organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069) \| Diagrams in Mathematics are informational, and are different from the images that students usually create intuitively. For example, tables and graphs require accuracy in size relationships and precision in line work. \| \| \| Statistics and probability Interpret and compare data displays (ACMSP070) \| It is important to teach subject– specific vocabulary explicitly and in context. In Mathematics, for example, words such as ‘tally’ and ‘data’ would not have been encountered by EAL/D students in any other context. \| \| Annotated Content Descriptions: Mathematics Foundation to Year 10 Year 4 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| Measurement and geometry Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084) \| Abbreviations are used often in non–narrative texts, and may be considered to be known language, but EAL/D students have not had the years of exposure to English that teachers might expect of the other class members. For example, in Mathematics: kg, cm. \| \| \| Measurement and geometry Compare objects using familiar metric units of area and volume (ACMMG290) \| Metric units use common morphemes to make new words (for example ‘cent’, ‘kilo’). These morphemes play an important role in helping to comprehend words and spell them. Morphological knowledge is crucial for EAL/D students, as it allows them to efficiently expand their vocabulary, through building word families. Nouns in English can be characterised as ‘countable’ or ‘uncountable’. Countable nouns can be described with numbers (for example 10 marbles), and we ask questions about them using ‘many’. For example, ‘How many marbles do you think are in the jar?’ Uncountable nouns can’t be described with numbers, and we ask questions about uncountable nouns using ‘much’. For example, ‘How much water do you think is in the jar?’ This distinction comes intuitively to native speakers of English, but not to EAL/D students who have less experience with the language to hear what ‘sounds right’. \| \| \| Measurement and geometry Use am and pm notation and solve simple time problems (ACMMG086) \| Abbreviations are used often in Mathematics texts, and may be considered to be known language, but EAL/D students have not had the years of exposure to English that teachers might expect of the other class members. For example: am/pm. \| \| Annotated Content Descriptions: Mathematics Year 4 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| Measurement and geometry Compare and describe two– dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (ACMMG088) \| The language of comparison in English includes the use of the comparative adjective forms. These include: adding ‘–er’ to one– or two–syllable adjectives – ‘This square is smaller’, using ‘more’ for adjectives with more than two syllables – ‘The circle is more difficult to split’, and adding ‘the’ and ‘–est’ to form the superlative – ‘This rectangle is the biggest.’ \| \| \| Measurement and geometry Compare angles and classify them as equal to, greater than or less than a right angle (ACMMG089) \| Generally, Mathematics requires the use of precise language. For example, in Mathematics, half refers to a precise amount – that is 1/ . However, in everyday 2 language it can have a more colloquial, and imprecise meaning (for example 'Half the class is away today'). \| \| \| Measurement and geometry Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090) \| EAL/D students bring rich experiences with them to the classroom, which can be acknowledged and used in the everyday work of the classroom to build self–esteem and belonging. \| \| \| Number and algebra Recognise, represent and order numbers to at least tens of thousands (ACMNA072) \| Even EAL/D students in the Consolidating phase of English language learning may revert to doing number work in the first language. Students in the Beginning and Emerging phases of English language learning may have the number concepts, but may struggle with the number words. \| \| \| Number and algebra Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074) \| EAL/D students in the Beginning and Emerging phases of English language learning will have a limited range of synonyms for mathematical functions. \| \| English as Additional Language or Dialect Teacher Resource Annotated Content Descriptions: Mathematics Foundation to Year 10 Annotated Content Descriptions: Mathematics Year 4 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| Number and algebra Investigate equivalent fractions used in contexts (ACMNA077) \| Vocabulary in mathematics can be challenging for EAL/D students, when the same words perform different mathematical functions (for example third = ordinal, third = fraction). \| \| \| Number and algebra Solve problems involving purchase and the calculation of change to the nearest 5 cents, with and without digital technologies (ACMNA080) \| All EAL/D students bring cultural knowledge and experience to the classroom, which should be used in everyday teaching to build self– esteem and belonging. Word problems in mathematics often introduce sentence structures that are new learning and challenging for EAL/D students. \| \| \| Number and algebra Solve word problems by writing number sentences involving multiplication or division without remainder (ACMNA082) \| Number sentences in mathematics introduce the passive voice, which is very difficult for EAL/D students even in the Developing and Consolidating phases of English language learning (for example When a number is added to 23 …). \| \| \| Statistics and probability Describe possible everyday events and order their chances of occurring (ACMSP092) \| The mathematical meanings in the expressions least likely, more likely, most likely are dependent upon an understanding of the nuances in the meanings of the words. \| \| \| Statistics and probability Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094) \| The language of comparison in English includes the use of the comparative adjective forms. For example, in Mathematics, chance and probability: ‘I think it is more likely that I will pull out a red peg.’ ‘In our survey, soccer was less popular than basketball.’ For most native English speakers, this is intuitive knowledge that comes from a sense of what \| \| Annotated Content Descriptions: Mathematics Year 4 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| sounds right. EAL/D students are more efficiently taught this knowledge. \| \| \| Statistics and probability Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095) \| In English, questions are formed in many ways and are quite challenging for EAL/D students. For example, making a question requires the learner to change the position of the verb and the subject (‘Can I?’) or else to use a question word (‘Why did this happen?’). \| \| English as Additional Language or Dialect Teacher Resource Annotated Content Descriptions: Mathematics Foundation to Year 10 Annotated Content Descriptions: Mathematics Year 5 \| Measurement and geometry Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108) \| EAL/D students may bring developed knowledge about alternative units of measurement to the classroom. \| Invite students to contribute what they know to small–group and whole–class discussions. If they are hesitant to talk, teachers can make reference to their understandings or frame information from their culture in positive ways. \| \|---\|---\|---\| \| Measurement and geometry Connect three–dimensional objects with their nets and other two–dimensional representations (ACMMG111) \| Vocabulary in mathematics is often used in specialist ways that are different from everyday usage (for example ‘net’, ‘face’). \| Note the ways that words are being used in mathematical contexts and pre–empt possible confusion by drawing attention to the different meanings of the words. Build glossaries and charts of the ways that the same words can be used. \| \| Measurement and geometry Estimate, measure and compare angles using degrees. Construct angles using a protractor (ACMNA105) \| EAL/D students are unlikely to have had cumulative exposure to the Australian curriculum and so may not have had experiences with equipment, as well as mathematical concepts. \| Don’t assume prior knowledge or experience with technical mathematical equipment. \| \| Measurement and geometry Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113) \| Words have different meanings in different contexts, and this can be especially challenging for EALD students. For example, in expressions such as ‘How many are left?’, ‘left’ asks the learner about a remainder; whereas in ‘Turn left’, ‘left’ gives a direction. These differences in meaning must be made clear to EAL/D students. \| Support vocabulary with visuals (for example arrows indicating left, right). \| \| Measurement and geometry Visualise and describe translations, reflections and rotations of two–dimensional shapes. Identify line and rotational symmetries (ACMMG114) \| The texts used in the learning areas often introduce sentence structures that are new learning and challenging for EAL/D students. Imperative sentences begin with verbs, unlike most other English sentences, and are a feature of instructional texts. In mathematics and science, the imperative sentences often start with specialist verbs (for example ‘Shade one quarter of the square.’ ‘Fold along the dotted line.’). \| Support students to read the instructions attached to tasks, provide modelling of the task required and build mathematical glossaries. \| Year 5 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| TEACHING STRATEGIES \| \|---\|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| Number and algebra Identify and describe factors and multiples of whole numbers and solve problems involving these (ACMNA098) \| Some EAL/D students will bring alternative problem–solving strategies with them to the mathematics classroom. \| \| Be open to alternative mathematical strategies, being aware that EAL/D students in the Beginning and Emerging phases of English language learning will not have the oral language skills to explain their working. Bilingual assistants and parents can be useful resources. \| \| Number and algebra Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA099) \| In ‘everyday’ mathematics language, we often use language that is challenging for all EAL/D students, despite our original intention to simplify. For example, ‘How many times does 3 go into 17?’ ‘How many are left over?’ \| \| For EAL/D students in the Beginning and Emerging phases of English language learning, consider more literal explanations or support metaphorical explanations with diagrams. \| \| Number and algebra Solve problems involving multiplication of large numbers by one– or two–digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100) \| EAL/D students with good mathematics skills in their first language often prefer to work with number in their first language. \| \| Allow students to build their mathematical understandings in their first language while simultaneously working with them to build understanding of the language of mathematics in English. \| \| Number and algebra Compare and order common unit fractions and locate and represent them on a number line (ACMNA102) \| Vocabulary in mathematics can be challenging EAL/D students, when the same words perform different mathematical functions (for example third = ordinal, third = fraction). \| \| Ensure that EAL/D students understand the ways in which terminology is being used. Construct charts to represent fractions. \| \| Number and algebra Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominators (ACMNA103) \| EAL/D students in the Beginning and Emerging phases of English language learning may have the mathematics concepts but not the language knowledge to solve word problems. EAL/D students in the Developing and Consolidating phases of English language learning may find the sentence structures of word problems challenging. \| \| Provide visual scaffolds into word problems. Unpack the sentence structures required for writing mathematical word problems For example; word problems often place the first direction to the reader at the end of the sentence. \| \| Number and algebra Compare order and represent decimals (ACMNA105) \| Different languages use different notational symbols, and some EAL/D students may have other expectations of mathematics symbols. For example, decimal \| \| Ensure shared understandings in the classroom about the function of mathematical notations. \| English as Additional Language or Dialect Teacher Resource Annotated Content Descriptions: Mathematics Foundation to Year 10 Year 5 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| points in some languages are marked with a comma. \| \| \| Number and algebra Create simple financial plans and examine financial records (ACMNA106) \| Some taken–for–granted information in Australian classrooms is not part of the cultural experiences of some EAL/D students. For example, receipts and invoices will not be in the cultural history of students from refugee camps. \| \| \| Number and algebra Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107) \| While fractions and decimals appear to be ‘language free’, language must be used to instruct students in their meaning and for instructions. \| \| \| Statistics and probability List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions (ACMSP116) \| The mathematical meanings in the expressions least likely, more likely, most likely are dependent upon an understanding of the nuances in the meanings of the words. The modal verbs in English (for example ‘will’, ‘may’, ‘might’, ‘should’, ‘could’) modify the certainty of verbs and are mastered late in the language progression of EAL/D students. \| \| \| Statistics and probability Pose questions and collect categorical or numerical data by observation or survey (ACMSP118) \| In English, questions are formed in many ways and are quite challenging for EAL/D students. They can be formed by changing word order (for example ‘Are you from Australia?’), or by using question words (for example ‘Do you have a brother or sister?’ ‘How many brothers do you have?’), as well as the ‘wh’ question words: why, what, who, where. \| \| Year 5 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| relationships and precision in line work. \| \| English as Additional Language or Dialect Teacher Resource Annotated Content Descriptions: Mathematics Foundation to Year 10 Year 6 \| Measurement and geometry Connect decimal representations to the metric system (ACMMG135) \| Different languages use different notational symbols, and some EAL/D students may have other expectations of mathematical symbols. For example, decimal points in Greek are marked with a comma rather than a full stop. \| \|---\|---\| \| Measurement and geometry Convert between common metric units of length, mass and capacity (ACMMG136) \| The abbreviations used in these types of conversions may be unfamiliar and confusing to EAL/D students, who may or may not have encountered them before. \| \| Measurement and geometry Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137) \| Word problems are challenging for EAL/D students, as it can be difficult to determine the operation needed from the language used. This is particularly relevant for EAL/D students in the Beginning and Emerging phases of English language learning when they may not be making sense of all words. Often, irrelevant material is included (and since many language only state that which is needed, this will further confuse EAL/D students). EAL/D students may have a much greater understanding of mathematical concepts than they are able to demonstrate if assessment occurs through word problems. \| \| Measurement and geometry \| The abbreviations used in these types of algorithms may be unfamiliar and confusing to EAL/D students, who may or may not have encountered them before. \| Annotated Content Descriptions: Mathematics Year 6 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| TEACHING STRATEGIES \| \|---\|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| Measurement and geometry Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles (UCMMG141) \| EAL/D students who are in the Beginning and Emerging phases of English language learning are unlikely to have had cumulative exposure to the Australian Curriculum and so may not have had experiences with equipment, as well as mathematical concepts. \| \| \| \| Measurement and geometry Investigate combinations of translations, reflections and rotation, with or without the use of digital technologies (ACMMG142) \| The vocabulary required may be unfamiliar, and this will impede EAL/D students' ability to understand and perform the task. \| \| \| \| Number and algebra Identify and describe properties of prime, composite, square and triangular numbers (ACMNS122) \| EAL/D students may come to the classroom with an alternative method for solving operations. \| \| \| \| Number and algebra Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123) \| EAL/D students may come to the classroom with an alternative method for solving operations. \| \| \| \| Number and algebra Compare fractions with related denominators and locate and represent them on a number line (ACMNA125) \| Vocabulary in mathematics can be challenging when the same words perform different functions (for example third = ordinal; third = fraction). \| \| \| Year 6 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| EAL/D students are unlikely to have had cumulative exposure to the Australian Curriculum and so many not have had experiences with equipment, as well as mathematical concepts. \| \| \| Number and algebra Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonable \| EAL/D students in the Beginning and Emerging phases of English language learning are unlikely to have had cumulative exposure to the Australian Curriculum and so may not have had experiences with equipment, as well as mathematical concepts. \| \| \| Number and algebra Multiply decimals by whole numbers and perform divisions that result in terminating decimals, with and without digital technologies (ACMNA129) \| EAL/D students in the Beginning and Emerging phases of English language learning are unlikely to have had cumulative exposure to the Australian Curriculum and so may not have had experiences with equipment, as well as mathematical concepts. \| \| \| Number and algebra Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133) \| Many EAL/D students will be able to demonstrate their mathematical knowledge by creating correct sequences, but may have limited English language skills to describe the rule used to create the sequence. It is important to differentiate between knowledge of the maths and use of mathematical language to describe that knowledge. \| \| \| Number and algebra Explore the use of brackets and order of operations to write number sentences (ACMNA134) \| The use of brackets differs from language to language. In some languages they are represented as [ ], in others as < >, and in some languages standard brackets ( ) may not be recognised automatically as they are in English. \| \| \| Statistics and probability Describe probabilities using fractions, decimals and \| Describing probability involves the languages of prediction, comparison and hypothesis, and these are all challenging for \| \| Year 6 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| percentages (ACMSP144) \| EAL/D students in all phases of English language learning. \| \| \| Statistics and probability Compare observed frequencies across experiments with predicted frequencies (ACMSP146) \| The mathematical meanings in expressions such as least likely, more likely, most likely are dependent upon an understanding of the nuances in the meaning of the words. The modal verbs in English (for example ‘will’, ‘may’, ‘might’) modify the certainly of verbs and are mastered late in the language progression of EAL/D students. \| \| Annotated Content Descriptions: Mathematics Foundation to Year 10 Year 7 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| TEACHING STRATEGIES \| \|---\|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| Measurement and geometry Establish the formulas for areas of rectangles, triangles and parallelograms and use these in problem solving (ACMMG159) \| EAL/D students will come to the classroom with different levels of knowledge, and teachers will need to ascertain what these are and identify which skills need to be further developed. \| \| Use concrete objects to explain this concept and allow students to demonstrate their knowledge of this in concrete or oral formats. \| \| Measurement and geometry Calculate volumes of rectangular prisms (ACMMG160) \| EAL/D students will come to the classroom with different levels of knowledge, and teachers will need to ascertain what these are and identify which skills need to be further developed. \| \| Use concrete objects to explain this concept and allow students to demonstrate their knowledge of this in concrete objects that are relevant and have meaning. \| \| Measurement and geometry Draw different views of prisms and solids formed from combinations of prisms (ACMMG161) \| Some EAL/D students may not be familiar with two–dimensional representations of three– dimensional figures. Mathematical shapes are named by subject–specific vocabulary, which may not have previously been encountered by EAL/D students. \| \| Allow students to manipulate three–dimensional shapes and assist them in drawing these as two–dimensional shapes before attempting this skill. Provide illustrated glossaries or bilingual word walls to assist students in transferring their knowledge into the English learning environment. \| \| Measurement and geometry Identify corresponding, alternate and co–interior angles when two parallel straight lines are crossed by a transversal (ACMMG163) \| Subject–specific language can be confusing for EAL/D students. \| \| Allow students to use a picture dictionary or else have students create their own vocabulary list on which they draw the pictorial representation and have both English and their first language definitions. \| \| Measurement and geometry Investigate conditions for two lines to be parallel and solve simple numerical problems, using reasoning (ACMMG164) \| Reasoning and explaining require the language of cause and effect in English and the use of conjunctions, which appear later in the language progression of EAL/D students (’ because’). \| \| Teach the sentence structures and conjunctions required of this task. \| \| Measurement and geometry Classify triangles according to their side and angle properties and describe quadrilaterals (ACMMG165) \| Different cultures have different ways of classifying objects. \| \| Create retrieval charts that explicitly state the categories required. \| \| Measurement and geometry Describe translations, reflections in an axis, and rotations of multiples \| The vocabulary required may be unfamiliar, and this will impede EAL/D students’ ability to \| \| Teach the vocabulary using modelled and shared approaches and vocabulary learning strategies such as word walls, lingo, snap \| Year 7 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| TEACHING STRATEGIES \| \|---\|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| of 90º on the Cartesian plane using coordinates. Identify line and rotational symmetries (ACMMG181) \| understand and perform this task. \| \| and other games. \| \| Number and algebra Investigate index notation and represent whole numbers as products of powers of prime numbers (ACMNA149) \| Index notation is an abstract way of representing numbers, and EAL/D students may not have the cumulative learning or background to understand this concept. \| \| Use bilingual teaching assistants, where available, to help students learn this concept in their first language before trying to express it in an additional language. Explicitly note the difference between 4 x 2 and 42 to avoid confusion between these two operations. Teach the language around them also (for example ‘four times two’ and ‘four to the power of two’) so that students can learn how to describe them when required. \| \| Number and algebra Investigate and use square roots of perfect squares (ACMNA149) \| Index notation is an abstract way of representing numbers, and EAL/D students may not have the cumulative learning or background to understand this concept. \| \| Use bilingual teaching assistants where available to help students learn this concept in their first language before trying to express it in an additional language. Explicitly note the difference between 4 x 2 and 42 to avoid confusion between these two operations. Teach the language around them also (for example ‘four times two’ and ‘four to the power of two’) so that students can learn how to describe them when required. \| \| Number and algebra Apply the associative, commutative and distributive laws to aid mental and written computation (ACMNA151) \| While algorithms appear to be ‘language free’, the explanations that accompany their use require the use of language. \| \| Monitor spoken instructions and explanations to ensure that the language used is commensurate with where students are on the EAL/D language learning progression. \| \| Number and algebra Compare fractions using equivalence. Locate and represent fractions and mixed numerals on a number line (ACMNA152) \| Specific language is used for comparisons – adding ‘–er’ to form the comparative (for example ‘bigger’) and ‘the’ plus ‘–est’ to form the superlative (for example ‘the biggest’), as well as associated prepositions (‘bigger \| \| Explain to students that comparisons of two objects are made by adding ‘–er’ and comparisons of three or more objects by adding ‘the’ and ‘–est’. Explain that single–syllable words are preceded by ‘more’, ‘less’ \| Annotated Content Descriptions: Mathematics Foundation to Year 10 Year 7 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| than’, ‘larger when compared to ...’). \| \| \| Number and algebra Solve problems involving addition and subtraction of fractions including those with unrelated denominators (ACMNA153) \| There are many words to describe the same functions for both addition and subtraction. EAL/D students may become confused if these are constantly interchanged. Word problems are challenging for EAL/D students, as it can be difficult to determine the operation needed from the language used. This is particularly relevant for EAL/D students in the Beginning and Emerging phases of English language learning when they may not be making sense of all words. Contextual material is often included in word problems, which adds a cultural or linguistic dimension to the maths problem. This extra information may distract or confuse EAL/D students, who may have a much greater understanding of mathematical concepts than they are able to demonstrate through word problems. \| \| \| Number and algebra Multiply and divide fractions and decimals using efficient written strategies and appropriate digital technologies (ACMNA154) \| There are many words to describe the same functions for both multiplication and division. EAL/D students may become confused if these are constantly interchanged. \| \| Year 7 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| TEACHING STRATEGIES \| \|---\|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| of another with and without the use of appropriate digital technologies (ACMNA155) \| cultures. Number words often reflect the number concepts they represent, and place value is attributed by a common suffix. \| \| demonstrate fractions in a concrete way. To assist with comprehension, teach the language of fractions and the concept of number fractions concurrently (for example one fifth, one fifteenth, one twenty–fifth, one fiftieth). \| \| Number and algebra Connect fractions, decimals and percentages and carry out simple conversions (ACMNA157) \| The vocabulary required may be unfamiliar, and this will impede EAL/D students’ ability to understand and perform this task. \| \| Use everyday objects that can be ‘divided’ (such as paper that can be cut) or manipulatives to explicitly teach the vocabulary and equivalents in fractions, decimals and percentages first. \| \| Number and algebra Find percentages of quantities and express one quantity as a percentage of another, with and without digital technologies (ACMNA158) \| EAL/D students in the Beginning and Emerging phases of English language learning are unlikely to have had cumulative exposure to the Australian Curriculum and so may not have had experiences with equipment, as well as mathematical concepts. \| \| Do not assume prior knowledge or experience of mathematical content, or experience with technology such as calculators. \| \| Number and algebra Investigate and calculate best buys, with and without digital technologies (ACMNA174) \| The language used to describe hypothetical comparisons is quite advanced (for example ‘would be a better buy’ – conditional). Some cultures do not hold the same concept of ‘exactness’ as Western culture. This means that fine–grained differentiation of what is more economical than another item may cause these students difficulty. The requirements of ‘investigate’ may not be known. \| \| Model the grammar required (use of the conditional) to express results for EAL/D students in the Developing and Consolidating phases of English language learning. Students in the Beginning phase may give one– word answers supported by numerical working to minimise the linguistic demands of answering the question. Provide students with more concrete support (that is role play) in the first instance, rather than proceeding directly to an abstraction on paper. Teach the text organisation, language and grammar required for this. \| Year 7 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| TEACHING STRATEGIES \| \|---\|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| \| this use of letters confusing. \| \| concept in the student’s first language. \| \| Number and algebra Write algebraic expressions and evaluate them by substituting a given value for each variable (ACMNA176) \| EAL/D students in the Beginning phase of English language learning and who are new to the English script/alphabet may find this use of letters confusing. \| \| Use a bilingual assistant, where available, or a more able student from the same language background to explain this concept in the student’s first language. \| \| Number and algebra Extend and apply the laws and properties of arithmetic to algebraic terms and expressions (ACMNA177) \| EAL/D students in the Beginning and Emerging phases of English language learning are unlikely to have had cumulative exposure to the Australian Curriculum and so may not have had experiences with equipment, as well as mathematical concepts. \| \| Ensure that students understand arithmetic properties deeply before attempting to generalise them (algebra). \| \| Number and algebra Plot points on the Cartesian plane given coordinates and find coordinates for a given point (ACMNA178) \| This concept is abstract, and some students may have difficulty understanding the connection to real–life situations. \| \| Have students stand on coordinate points on a ‘human grid’ (each student is an ordered pair). Students say what their coordinates are and those of the other students when quizzed. \| \| Number and algebra Investigate, interpret and analyse graphs from authentic data (ACMNA180) \| Explaining an interpretation and analysis of a graph requires specific types of language (for example use of the present tense for a finding such as ‘The graph suggests that …’, ‘Data indicates that …’). \| \| Explain, model and explicitly teach this language prior to requiring a response from students. Supply a generic list of commonly used expressions such as those given in the example. Use contexts that students can relate to and are meaningful. \| \| Statistics and probability Construct sample spaces for single–step experiments with equally likely outcomes (ACMSP167) \| EAL/D students may not have the required prior learning for this due to their continuous entry into the Australian school system at any year level. \| \| Use modelling to explicitly teach what a ‘sample space’ is and have students generate their own journey during experiments. \| \| Statistics and probability Assign probabilities to the outcomes and determine probabilities for events (ACMSP168) \| EAL/D students may not have the required prior learning for this. \| \| Use the language of fractions in a ‘probabilistic sense’ (for example ¼ = 1 in 4 chances). \| \| Statistics and probability Construct and compare a range of data displays including stem and \| Specific language is used for comparisons – adding ‘–er’ to form the comparative (for example \| \| Explain to students that comparisons of two objects are made by adding ‘–er’ and \| Annotated Content Descriptions: Mathematics Year 7 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| leaf plots and dot plots (ACMSP170) \| ‘bigger’) and ‘the’ plus ‘–est’ to form the superlative (for example ‘the biggest’), as well as associated prepositions (‘bigger than’, ‘larger when compared to ...’). \| \| Annotated Content Descriptions: Mathematics Foundation to Year 10 Year 8 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| TEACHING STRATEGIES \| \|---\|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| Measurement and geometry Choose appropriate units of measurement for area and volume and convert from one unit to another (ACMMG195) \| Abbreviations relevant to this skill (cm, m, km, ml, l) are often considered to be known language, but EAL/D students may not have had exposure to these. \| \| Teach source words to support the students in understanding the abbreviation. Have charts of abbreviations available. \| \| Measurement and geometry Find perimeter and area of parallelograms, rhombuses and kites (ACMMG196) \| EAL/D students may have difficulty with identifying the name for each shape, as this is subject– specific terminology. \| \| Provide labelled models of these shapes. \| \| Measurement and geometry Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use formulas to solve problems involving circumference and area (ACMMG197) \| Abbreviations relevant to this skill (for example ‘C’ for circumference’) are often considered to be known language, but EAL/D students may not have had exposure to these. \| \| Teach source words to support the students in understanding the abbreviation (for example A = area, r = radius). Have charts of abbreviations available. Teach investigations as a text form, including headings, vocabulary, tense and structure. \| \| Measurement and geometry Solve problems involving time duration, including using 12– and 24–hour time within a single time zone (ACMMG199) \| The telling of time is constructed differently in different languages, and this often reflects concepts of time in different cultures. Some EAL/D students may never have used 24–hour time; others may be confused if it is not used. Others may still use approximations (for example ‘long, long time’). \| \| Teach the language structures of telling the time, being aware of possible linguistic differences to better understand if problems with time–telling are linguistic or cultural. \| \| Measurement and geometry Define congruence of plane shapes using transformations (ACMMG200) \| The vocabulary required may be unfamiliar to EAL/D students and therefore cause confusion. \| \| Teach the vocabulary needed (such as ‘congruent’, ‘plain shapes’, ‘3D shapes’, ‘reflections’, ‘translations’, ‘rotations’) using picture cards, bingo, ‘shapes snap’ and concentration. \| \| Measurement and geometry Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical problem using reasoning (ACMMG202) \| Reasoning and explaining require the language of cause and effect in English and the use of conjunctions, which appear later in the EAL/D language learning progression (for example ‘because’). \| \| Teach the sentence structures and conjunctions required of this task, as well as how to reason, by teacher modelling (talking aloud while doing it so that students can hear the process). \| Year 8 \| zero index (ACMNA182) \| \| \|---\|---\| \| Number and algebra Carry out the four operations with integers, using efficient mental and written strategies and appropriate digital technologies (ACMNA183) \| There are many words to describe operations. EAL/D students may become confused if these are constantly interchanged. Efficient written strategies are culturally specific. Some cultures will require extremely direct writing, while others will require extended explanation. \| \| Number and algebra Investigate terminating and recurring decimals (ACMNA184) \| Not all EAL/D students will have received the prior grounding in place value to understand the concept of decimals. \| \| Number and algebra Investigate the concept of irrational numbers, including π (ACMNA186) \| Mathematical vocabulary can cause confusion for EAL/D students as they may have learnt ‘homophonic’ partners (for example 'pi',' pie'). \| \| Number and algebra Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies (ACMNA187) \| Word problems are challenging for EAL/D students, as it can be difficult to determine the operation needed from the language used. This is particularly relevant in the Beginning and Emerging phases of English language learning when students may not be making sense of all words. Contextual material is often included in word problems, which adds a cultural or linguistic dimension to the maths problem. This extra information may distract or confuse EAL/D students, who may have a much greater understanding of mathematical concepts than they are able to demonstrate if assessment occurs through word problems. \| \| Number and algebra Solve problems involving profit and \| EAL/D students in the Beginning and Emerging phases of English \| English as Additional Language or Dialect Teacher Resource Annotated Content Descriptions: Mathematics Foundation to Year 10 Year 8 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| loss, with and without digital technologies (ACMNA189) \| language learning are unlikely to have had cumulative exposure to the Australian Curriculum and so may not have had experiences with equipment, as well as mathematical concepts. \| \| \| Number and algebra Extend and apply the distributive law to the expansion of algebraic expressions (ACMNA190) \| Using letters to represent numbers may cause confusion for a student with a limited literacy background and is who still learning that letters make words. \| \| \| Number and algebra Factorise algebraic expressions by identifying numerical factors (ACMNA191) \| Using letters to represent numbers may cause confusion for a student with a limited literacy background and who is attempting to learn the letters. \| \| \| Number and algebra Simplify algebraic expressions involving the four operations (ACMNA192) \| Using letters to represent numbers may cause confusion for a student with a limited literacy background and who is attempting to learn the letters. The use of letters may require specific explanation to some students. \| \| \| Number and algebra Plot linear relationships on the Cartesian plane with and without the use of digital technologies (ACMNA193) \| This concept is abstract, and some EAL/D students may have difficulty understanding the connection to real–life situations. \| \| \| Number and algebra Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (ACMNA194) \| While algebraic and graphical techniques use visuals and symbols, the explanations of the meanings of these are made using spoken language and specific vocabulary. \| \| Year 8 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| solve problems (ACMSP204) \| \| \| \| Statistics and probability Describe events using language of ‘at least’, exclusive ‘or’ (A or B but not both), inclusive ‘or’ (A or B or both) and ‘and’ (ACMSP205) \| These ‘little’ words (‘and’, ‘or’, ‘but’) in English often cause the greatest confusion, as they are difficult to distinguish. \| \| \| Statistics and probability Represent such events in two–way tables and Venn diagrams and solve related problems (ACMSP292) \| Two–way tables and Venn diagrams require analysis of events, their commonalities and differences. Comparative terms such as both, some, neither and either will be required to interpret the information. \| \| \| Statistics and probability Explore the variation of means and proportions in representative data (ACMSP293) Investigate the effect of individual data values, including outliers, on the mean and median (ACMSP207) \| Subject–specific vocabulary is challenging for EAL/D students, as many will have had limited exposure to these words, depending upon their time in Australian schools. In Mathematics, for example, words such as ‘mean’ and ‘median’ may not have been encountered by EAL/D students in a statistical context, but they may have more common sense understandings of the words. \| \| English as Additional Language or Dialect Teacher Resource Annotated Content Descriptions: Mathematics Foundation to Year 10 Year 9 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| Measurement and geometry Calculate the surface area and volume of cylinders and solve related problems (ACMMG217) \| Abbreviations relevant to this skill are often considered to be known language, but EAL/D students may not have had exposure to these. \| \| \| Measurement and geometry Solve problems involving surface area and volume of right prisms (ACMMG218) \| Abbreviations relevant to this skill (for example A = area, V = volume) are often considered to be known language, but EAL/D students may not have had exposure to these. \| \| \| Measurement and geometry Use the enlargement transformation to explain similarity and develop the conditions for triangles to be similar (ACMMG220) \| The vocabulary and sentence structures needed for this skill may impede an EAL/D learner from demonstrating their knowledge. \| \| \| Measurement and geometry Use similarity to investigate the constancy of the sine, cosine and tangent ratios for a given angle in right–angled triangles (ACMMG223) \| Abbreviations relevant to this skill are often considered to be known language, but EAL/D students may not have had exposure to these. \| \| \| Number and algebra Solve problems involving direct proportion. Explore the relationship between the graphs and equations corresponding to simple rate problems (ACMNA208) \| Word problems are challenging for EAL/D students, as it can be difficult to determine the operation needed from the language used. This is particularly relevant for EAL/D students in the Beginning and Emerging phases of English language learning when students may not be making sense of all words. Contextual material is often \| \| Year 9 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| \|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| included in word problems, which adds a cultural or linguistic dimension to the maths problem. This extra information may distract or confuse EAL/D students, who may have a much greater understanding of mathematical concepts than they are able to demonstrate if assessment occurs through word problems. \| \| \| Number and algebra Solve problems involving simple interest (ACMNA211) \| Word problems are challenging for EAL/D students, as it can be difficult to determine the operation needed from the language used. This is particularly relevant for students in the Beginning and Emerging phases of English language learning when they may not be making sense of all words. Contextual material is often included in word problems, which adds a cultural or linguistic dimension to the maths problem. This extra information may distract or confuse EAL/D students, who may have a much greater understanding of mathematical concepts than they are able to demonstrate if assessment occurs through word problems. \| \| \| Number and algebra Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where appropriate (ACMNA213) \| Using letters to represent numbers may cause confusion for a student with a limited literacy background and who is still learning that letters represent sounds. \| \| English as Additional Language or Dialect Teacher Resource Annotated Content Descriptions: Mathematics Foundation to Year 10 Year 9 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| TEACHING STRATEGIES \| \|---\|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| Number and algebra Find the distance between two points located on a Cartesian plane using a range of strategies, including graphing software (ACMNA214) \| Many specialist maths terms (for example ‘Cartesian plane’) will not have been encountered before. Some EAL/D students may be familiar with the maths but not the terminology. \| \| Teach required technical language. Use alternative strategies that make use of gesture and visuals to support EAL/D students’ understanding of the concept and support their language development. For example, creating a Cartesian plane in the school courtyard and plotting student positions. \| \| Number and algebra Find the midpoint and gradient of a line segment (interval) on the Cartesian plane using a range of strategies, including graphing software (ACMNA294) \| \| \| Teach the required technical language. Do not assume prior knowledge, relevant vocabulary or experience of mathematical content. \| \| Number and algebra Sketch linear graphs using the coordinates of two points (ACMNA215) \| Graphing, although visual, still requires the use of language in the teacher instructions and students’ accounts of what they have understood. Many specialist maths terms (for example ‘linear graphs’) will not have been encountered before. Some EAL/D students may be familiar with the maths but not the terminology. \| \| Teach the required technical language. Monitor the language of teacher instruction to ensure that it is at a level commensurate with the student’s phase of English language learning. Gesture and visuals clearly linked to the oral language are helpful. With EAL/D students in the Beginning and Emerging phases of English language learning, avoid additional information or observations that are extraneous to the task at hand, as these can distract. \| \| Number and algebra Sketch simple non–linear relations with and without the use of digital technologies (ACMNA296) \| Many specialist maths terms (for example ‘surds’) will not have been encountered before. Some EAL/D students may be familiar with the maths but not the terminology. \| \| Teach the technical language of this process. \| Year 9 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| TEACHING STRATEGIES \| \|---\|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| Statistics and probability List all outcomes for two–step chance experiments, both with and without replacement, using tree diagrams or arrays. Assign probabilities to outcomes and determine probabilities for events (ACMSP225) \| The language required to express probability requires knowledge of tense structures such as the conditional tenses (for example ‘if x then y will occur’; ‘if x occurred then y would occur’; ‘if x had happened then y would have occurred’) and linguistic structures. such as comparative language (for example ‘more likely than’) and modal verbs (for example ‘may’, ‘might’, ‘will’, ‘would’). \| \| Provide modelling and examples of the ways that these outcomes can be expressed, so that students can use these to present their own findings. \| \| Statistics and probability Calculate relative frequencies from given or collected data to estimate probabilities of events involving ‘and’ or ‘or’ (ACMSP226) \| These ‘little’ words (‘and’, ‘or’, ‘but’) in English often cause the greatest confusion, as they are difficult to distinguish. \| \| Explain and demonstrate what each word or expression means and ensure that these are clearly explained when introducing the concept. \| \| Statistics and probability Investigate reports of surveys in digital media and elsewhere for information on how data was obtained to estimate population means and medians (ACMSP227) \| Questioning ‘authority’ sources is not a skill taught in some cultures. EAL/D students may find this task confronting. \| \| Reassure students that it is necessary to question the validity of surveys and assist them in the language needed to express their findings. Teach investigation as a text form – structure, organisation, tenses and vocabulary. \| \| Statistics and probability Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly from secondary sources (ACMSP228) \| Forming questions in English can be done in different ways, such as the use of question words (for example ‘Why’, ‘What’, ‘How many’) or a change in word order (for example ‘Can it ...’). \| \| Provide models of questions that students can use as a basis for their own work. \| English as Additional Language or Dialect Teacher Resource Annotated Content Descriptions: Mathematics Foundation to Year 10 Year 10 \| Measurement and geometry Solve problems involving surface area and volume of a range of prisms, cylinders and composite solids (ACMMG242) \| Abbreviations relevant to this skill are often considered to be known language, but EAL/D students may not have had exposure to these. \| \|---\|---\| \| Number and algebra Connect the compound interest formula to repeated applications of simple interest using appropriate digital technologies (ACMNA229) \| Students from a limited schooling background may not have the required background knowledge to understand or attempt this skill. They may also lack some of the cultural understandings that may accompany word problems which attempt to contextualise the concept of compound interest. \| \| Number and algebra Factorise algebraic expressions by taking out a common algebraic factor (ACMNA230) \| Using letters to represent numbers may cause confusion for a student with a limited literacy background and who is still learning that letters represent sounds. \| \| Number and algebra Simplify algebraic products and quotients using index laws (ACMNA231) \| \| \| Number and algebra Apply the four operations to simple algebraic fractions with numerical denominators (ACMNA232) \| Students from a limited schooling background may not have the required background knowledge to understand or attempt this skill. \| \| Number and algebra Expand binomial products and factorise monic quadratic expressions using a variety of strategies (ACMNA233) \| EAL/D students may not understand which strategies can be used. Some EAL/D students may have come from systems where they are competent in maths skills and may have alternative strategies for solving maths tasks. \| Annotated Content Descriptions: Mathematics Year 10 \| equations, including those derived from formulas (ACMNA235) \| difficult to determine the operation needed from the language used. This is particularly relevant for students in the Beginning and Emerging phases of English language learning when they may not be making sense of all words. Contextual material is often included in word problems, which adds a cultural or linguistic dimension to the maths problem. This extra information may distract or confuse EAL/D students, who may have a much greater understanding of mathematical concepts than they are able to demonstrate if assessment occurs through word problems. \| and to cross this out. Focus on how the operations are described differently in different questions. \| \|---\|---\|---\| \| Number and algebra Solve linear simultaneous equations, using algebraic and graphical techniques including using graphing software (ACMNA237) \| Students from a limited schooling background may not have the required background knowledge to understand or attempt this skill. \| Teach the skills on which this more difficult mathematics is based. Intensive support is needed in this instance. \| \| Number and algebra Explore the connections between algebraic and graphical representations of relations such as simple quadratics, circles and exponentials using graphing software as appropriate (ACMNA239) \| Some EAL/D students may need support in understanding these connections. \| Model and ‘talk aloud’ the thinking processes used. \| \| Statistics and probability Describe the results of two– and three–step chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities of events. Investigate the concept of independence (ACMSP246) \| The language required to express probability requires knowledge of tense structures such as the conditional and linguistic structures such as comparative language and modal verbs. \| Provide modelling and examples of the ways that these outcomes can be expressed, so that students can use these to present their own findings. \| \| Statistics and probability Use the language of ‘if ... then’, ‘given’, ‘of’, ‘knowing that’ to \| Students who are still trying to learn this language will not be able to identify mistakes in its use. \| Demonstrate and explain the common mistakes in investigating conditional statements. \| Year 10 \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| TEACHING STRATEGIES \| \|---\|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| investigate conditional statements and identify common mistakes in interpreting such language (ACMSP247) \| \| \| Pair the EAL/D learner with a non–EAL/D learner and give students time to solve this in group work. \| \| Statistics and probability Compare shapes of box plots to corresponding histograms and dot plots (ACMSP250) \| Specific language is used for comparisons – adding ‘–er’ to form the comparative (for example ‘bigger’) and ‘the’ plus ‘–est’ to form the superlative (for example ‘the biggest’), as well as associated prepositions (‘bigger than’, ‘larger when compared to ...’). \| \| Explain to students that comparisons of two objects are made by adding ‘–er’ and comparisons of three or more objects by adding ‘the’ and ‘–est’. Explain that single–syllable words are preceded by ‘more’ or ‘less’ rather than by adding a suffix. Provide lists of irregular comparative adjectives (for example ‘good’, ‘better’, ‘best’). \| \| Statistics and probability Use scatter plots to investigate and comment on relationships between two continuous variables (ACMSP251) \| \| \| Model how to use scatter plots, displaying labelled visuals as a support. \| Annotated Content Descriptions: Mathematics Year 10A \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| TEACHING STRATEGIES \| \|---\|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| Measurement and geometry Solve problems involving surface area and volume of right pyramids, right cones, spheres and related composite solids (ACMMG271) \| EAL/D students in the Beginning and Emerging phases of English language learning are unlikely to have had cumulative exposure to the Australian Curriculum and so may not be familiar with the terminology or the mathematical concepts. Alternatively, they may come from school systems where they have learned the mathematical concepts to this level and perhaps beyond, but do not have the language to adequately demonstrate that understanding. \| \| Identify the mathematical learning the students have had in previous schooling. Use visuals to support learning and think aloud problem solving. Ensure that vocabulary required to understand and complete the task is understood by all students. \| \| Measurement and geometry Establish the sine, cosine and area rules for any triangle and solve related problems (ACMMG273) \| Vocabulary in mathematics can be confusing for EAL/D students, particularly when homophones are used (for example ‘sine’, ‘sign’). \| \| Teach the vocabulary needed, its spelling, its pronunciation and point out other homophones, explaining the difference in meaning. Use word walls, glossaries. \| \| Measurement and geometry Use the unit circle to define trigonometric functions, and graph them, with and without the use of digital technologies (ACMMG274) \| Many specialist maths terms (for example ‘trigonometry’) will not have been encountered before. Some EAL/D students may be familiar with the maths but not the terminology. \| \| Teach maths vocabulary. The use of bilingual maths dictionaries would be supportive. \| \| Measurement and geometry Solve simple trigonometric equations (ACMMG275) \| Many specialist maths terms (for example ‘equations’) will not have been encountered before. Some EAL/D students may be familiar with the maths but not the terminology. \| \| Teach maths vocabulary. The use of bilingual maths dictionaries would be supportive. \| \| Measurement and geometry Apply Pythagoras’s theorem and trigonometry to solving 3–D problems in right–angled triangles (ACMMG276) \| Many specialist maths terms (for example ‘theorem’) will not have been encountered before. Some EAL/D students may be familiar with the maths but not the terminology. \| \| Teach maths vocabulary. The use of bilingual maths dictionaries would be supportive. \| \| Number and algebra Define rational and irrational numbers and perform operations with surds and fractional indices (ACMNA264) \| Many specialist maths terms (for example ‘surds’) will not have been encountered before. Some EAL/D students may be familiar with the maths but not the \| \| Teach maths vocabulary. The use of bilingual maths dictionaries would be supportive. \| Year 10A \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| TEACHING STRATEGIES \| \|---\|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| \| terminology. \| \| \| \| Number and algebra Use the definition of a logarithm to establish and apply the laws of logarithms (ACMNA265) \| EAL/D students in the Beginning and Emerging phases of English language learning are unlikely to have had cumulative exposure to the Australian Curriculum and so may not be familiar with the terminology or the mathematical concepts. Alternatively, they may come from school systems where they have learned the mathematical concepts to this level and perhaps beyond, but do not have the language to adequately demonstrate that understanding. \| \| Provide models of the required language, both oral and written, that the EAL/D learner can then use as a framework. \| \| Number and algebra Investigate the concept of a polynomial and apply the factor and remainder theorems to solve problems (ACMNA266) \| EAL/D students in the Beginning and Emerging phases of English language learning are unlikely to have had cumulative exposure to the Australian Curriculum and so may not be familiar with the terminology or the mathematical concepts. \| \| \| \| Number and algebra Describe, interpret and sketch parabolas, hyperbolas and circles and exponential functions and their transformations (ACMNA267) \| Students may have difficulty in expressing what they know (describe). \| \| Provide support in the vocabulary and language features required for this task. Provide visual models of the graphs required with accompanying labels. These should be on display for students to refer to. \| \| Number and algebra Apply understanding of polynomials to sketch a range of curves and describe the features of these curves from their equation (ACMNA268) \| EAL/D students in the Beginning and Emerging phases of English language learning are unlikely to have had cumulative exposure to the Australian Curriculum and so may not be familiar with the terminology or the mathematical concepts. EAL/D students may understand polynomials but may still be developing the language to describe their understandings. \| \| Provide both oral and written models of descriptions that EAL/D students may then use as a scaffold into their own descriptions using different variables. \| Annotated Content Descriptions: Mathematics Year 10A \| CONTENT DESCRIPTIONS \| \| LANGUAGE/CULTURAL \| TEACHING STRATEGIES \| \|---\|---\|---\|---\| \| \| \| CONSIDERATIONS \| \| \| Number and algebra Factorise monic and non–monic quadratic expressions and solve a wide range of quadratic equations derived from a variety of contexts (ACMNA269) \| EAL/D students in the Beginning and Emerging phases of English language learning are unlikely to have had cumulative exposure to the Australian Curriculum and so may not be familiar with the terminology or the mathematical concepts. The contexts from which quadratic equations are derived may be unfamiliar to EAL/D students. \| \| Ensure shared understandings of contexts. \| \| Statistics and probability Investigate reports of studies in digital media and elsewhere for information on their planning, implementation and variability (ACMSP277) \| Questioning ‘authority’ sources is not a skill taught in some cultures. EAL/D students may find this task confronting. Investigating reports in the media requires additional reading skills beyond reading statistical data. Media reports will include additional information that may highlight linguistic or cultural knowledge gaps in students. \| \| Reassure students that it is necessary to question the validity of surveys and assist them in the language needed to express their findings. Provide support for reading media reports, unpacking the ways in which statistical data from graphs can be re– presented in prose. \| \| Statistics and probability Calculate and interpret the mean and standard deviation of data and use these to compare data sets (ACMSP278) \| EAL/D students in the Beginning and Emerging phases of English language learning are unlikely to have had cumulative exposure to the Australian Curriculum and so may not be familiar with the terminology or the mathematical concepts. \| \| \| Annotated Content Descriptions: Mathematics Foundation to Year 10	<urn:uuid:9dfa766d-8715-4c6f-83ec-ae97478a5be0>	CC-MAIN-2021-04	https://docs.acara.edu.au/resources/EALD_Learning_Area_Annotations_Maths_Revised_February_2014.pdf	2021-01-20T19:12:12+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00142.warc.gz	304,655,560	18,895	eng_Latn	eng_Latn	0.492476	eng_Latn	0.959603	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "dag_Latn", "unknown", "dag_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "dag_Latn" ]	false	docling	[ 127, 1525, 1535, 4275, 7193, 9246, 11022, 13267, 13929, 15961, 17777, 19654, 20789, 22846, 24933, 26417, 28240, 30424, 32419, 33173, 35865, 39117, 40900, 41175, 42666, 44372, 46501, 47208, 50327, 53075, 54448, 57000, 60081, 60501, 63516, 65462, 67206, 68689, 70418, 71986, 74250, 76718, 78416, 80814, 82093, 85066, 87377, 89330 ]	[ 3.875, 3.625 ]	1	6
Student Essay on Types of Diabetes Types of Diabetes (c)2015 BookRags, Inc. All rights reserved. Contents Essay Diabetes, by definition, means high blood sugar level. It is also a disease of glucose metabolism, and people with this have no clinical symptoms. The diagnosis of diabetes is based on one of two tests: the fasting plasma glucose test or an oral glucose tolerance test, not by obesity and its complications nor it is defined by a urine test. There are three types of diabetes, Type I, Type II and Gestational Diabetes. In Type I, insulin isn't produced and there's nothing to tell the cells to take glucose and metabolize it. "Researchers believe that a combination of environmental factors and, probably, viral antigens are responsible for Type I diabetes." In Type II, insulin is present, but the signal for glucose uptake and metabolism is lost. The problem could be in the insulin itself or in any one of the proteins involved in glucose uptake and metabolism. The liver is responsible for glucose production and insulin is the main agent of production. High blood sugar causes the pancreas to let out insulin, and the insulin should signal the liver to stop making sugars. But, in diabetics, there's a boundary to that signal and the liver keeps producing glucose. Some ethnic groups, such as most Native Americans and Hispanics, have a definite genetic susceptibility to diabetes, while some groups, including Caucasians, Melanesians, and Eskimos, are at low risk. "It is very clear that there's a genetic susceptibility to developing complications; a Caucasian with a blood sugar count of 200 will have about 20% chance of developing diabetes after 20 years; a Native American with a 200 count will have an 80% chance." Most Americans are aware at the rising cost of medicine, and one solution being discussed is a managed care system.	<urn:uuid:344539f5-f644-4386-a528-1ff75536c5b7>	CC-MAIN-2021-04	http://render-bookragscdn-com.s3.amazonaws.com/docs/essays/2005/12/4/12571/2005/12/4/12571/6179-essays.pdf?AWSAccessKeyId=AKIAIYLGL5GJYFTRMKHA&Expires=1611213190&Signature=LcjbaipLVs7elsrPCMt1qTFVPU8%3D	2021-01-20T19:13:10+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00146.warc.gz	85,767,347	383	eng_Latn	eng_Latn	0.879439	eng_Latn	0.998758	[ "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 98, 108, 1859 ]	[ 1.8046875 ]	1	0
The Journey of Organic Farming Written By Udaybhanu Roy Edited By SUBHAJIT ROY CHOWDHURY Legal Notice This document is a property of Bio-diverse Farming Pvt. Ltd, hereby known as the owner. No part of this document may be reproduced, edited, shared or transmitted, in any form or by any means, without the prior permission of the owner. The viewer's access to this document and access duration is determined by the owner as per management discretion. Under no circumstances can the viewer share or circulate this document in any form with a third party. PREFACE 3 4 PREFACE Over the past decades, the pressure towards finding an organic approach towards safe food production has been unprecedented. This is not only to find natural ways to improve human health, but also to save the earth from catastrophic climate changes. For most, the word organic symbolizes food. A conscious move towards an alternative pathway to make a new and better world – one where the approach would be for nature, of nature and with nature is now a big discussion across social classes. Covid-19 has magnified this intention to move, globally. People are becoming aware of the environmental situation, health and food safety and the importance of food security as climate changes continue to happen. There might be many alternative pathways but most certainly the number one pathway is organic and natural cultivation. Because this is the only pathway which doesn't need new inventions, new technology, new or unknown knowledge. It simply needs us to change our habits, maybe return to some old practices while taking lessons from recent history and our mistakes as a species. This is an achievable pathway and when we achieve it we will ensure our long term healthy survival and our world's survival too. But changing is difficult. Hopefully this discussion and the ones to follow will help with this change and influence others to change. 1. What is this Organic Theoretically, a compound without any carbon bondage is defined as inorganic. But we cannot simply claim all carbon compounds are organic. Well yes! So instead of understanding what is organic agriculture we will understand the holistic meaning of the organic approach, how meaningful is this practice where nature gives all the components to us not only for our survival but also for the betterment of all life forms. 1.1. A Look Back Just about a hundred years ago, there was no concept of this fancy word, 'organic farming' because no inorganic components were discovered and used for farming. But we couldn't produce as much as the growing human population! Possibly, after WWII, the ruling class understood that until and unless the food , the main component for survival, is controlled properly one cannot rule the people. Top most agriculture scientists were given the responsibility to find out productive options to increase crop production. Ultimately, these scientists developed the first inorganic fertilizers from naturally found raw components. It was applied in the fields and it produced massive results. First, it was applied in the USA and they found remarkable achievements considering profitability. The main reason behind this immediate success was that the plants were being given minerals in inorganic forms, as in artificially. 1.2. The Impact of Inorganic Fertilizers Nitrogen (N), which is available 78% in nature but cannot be directly consumed by plants,, was one of the primary nutrients in the fertilizers. Other nutrients like phosphorus, potash, calcium, magnesium, sulphur as primary and secondary chemical nutrients were also developed. Like many other invented pharmaceutical products, it was not tested thoroughly because the science behind the nature of nutrient intake in plants naturally and artificially is mostly the same. Plants extract N only from Ammonium (NH4) or Nitrate (NO3) whether from nature or from chemical fertilizers. N is responsible for protein and amino acids which are needed for plant growth and cell formation. In nature, the process of mineralization to ammonification is done by microbes which produce NH4 and also a byproduct is NO3. The excess amounts are again converted to minerals (immobilization process). Thus, a balance is maintained on how much plants can consume and how excesses are recycled. In contrast let's take the example of Urea–CO(NH2)2. Urea is converted to NH4 by the microbes. But during this conversion it releases hydro carbonate (HCO3), which ultimately releases Carbon Di-oxide (CO2) and you have global warming! Further, if the total NH4 is not utilized properly by the plants, it is converted to NO3 which is a negative ion. The colloids, the smallest particle of soil, cannot hold NO3. The amount of NO3 is more when created from chemical fertilizers., This excess mixes with groundwater and contaminates it or it becomes Nitrous Oxide (N20). N2O is extremely potent even more than CO2, and it also depletes the ozone layer. N2O has a shorter life span; so reducing it could have a faster and significant impact on global warming. So the natural practice (made by the microbes ) somehow maintains ecology whereas the industrially produced practice disrupts the whole ecological balance within the soil by the absence of microbial activity which ultimately affects the atmosphere through GHG like NO3, CH4, CO2, N2O and others. 1.3. The Gradual Downfall of Nature The problem is that we still do not know how confident we are in understanding agriculture sciences. It is variable from place to place, climate to climate, the character of land, availability of natural resources and multiple other daily factors which cannot be captured or measured. Even with tech integration, the absence of historical data to train machines to analyze the present condition, prepare reports and maybe predict the right moves is a mammoth task. On a large scale, globally such a network of interconnected data might be able to help in the future. So let's look at how we reached a state of innumerable factors influencing agriculture. Fortunately initially our country was not affected with chemical hazards in the same time as the West as this secret recipe was not shared with other agro-based countries to maintain monopoly and earn profit without competition. Chemical fertilizers were introduced in India with the green revolution movements in the sixties. Dr. Swaminathon, the agriculture scientist, took the responsibility for its promotion. Since it is a ready food for the plants, a massive crop production proved the authenticity of the new practice. The state itself promoted it by giving solid subsidies to the corporates. Consequently within a decade our socio- economic structure was impacted. But not all impacts were positive. Until then the primary condition has been the unique and sustainable integration and management of all rural activities. This had changed in the absence of the natural biological cycle. (Livestock played an important role in the agrarian countries and more so in India because of our small land holdings and a large population possessing no or minimal land. The Indian livestock sector contributes close to 4% of the Indian GNP compared to agriculture's 42.4%. For the ecological balance, especially in agrarian countries, Animal Husbandry (A&H) plays a vital role in agriculture) The chemical fertilizers are basically salt in nature. When it is applied in the field, non-utilized chemicals form anaerobic conditions. Therefore the condition of ideal soil (25% air, 25% water, 45% mineral and 5% humus) is disrupted by the absence of air. At the same time primarily the soil is also disrupted by the absence of microbes (ideal soil is 1.11 cr microbes per one gram of soil) because of anaerobic conditions. With the fertilizer based farming approach, there was an absence of natural fertilizers, which naturally come-off from the excreta of livestock animals (which is also considered as microbes feed) because of fast deterioration of A&H activities. With this total disorder of the natural atmospheric condition, farmers faced a new problem of pests which was absolutely unforeseen and difficult to manage at the heightened scale. Generally, in natural conditions the percentage of pests should be 5% maximum. In the new chemical set up , farmers found so many pests in the field which were unknown till now. Ultimately a new chapter was opened by the agriculture Department, namely Integrated pest management which ultimately supported the corporates and their fertilizer based solutions. They instantly developed numbers of poisons to manage these pests and the farmers had no other alternatives but to use them knowing nothing of its impact. Day by day, the cost of cultivation increased resulting in a decreasing percentage of profit. Before the chemical era, Indian farmers were considered a multipurpose field force. Now most of them even do not know what is the function of urea. Initially, the application of urea in the crop was 650 gm in one hectare which ultimately was approved up to 1.65 kg by the scientists. Now there is a strong debate among the farmers considering application of urea– whether it is forty or fifty kg per bigha or more. What followed repeated fertilizer applications was heavy metals accumulation in the soil. Cadmium is the heavy metal of most concern because it may affect human health . Other heavy metals used in chemical fertilizers are arsenic, chromium, lead, mercury, nickel, vanadium etc. Though these mostly are easily available in the soil their increased amount have created other life threatening life risks. Even some acids like sulfuric are used to produce Diammonium phosphate (DAP) and Monoammonium Phosphate (MAP). In the chemical era, we are much concerned about mineral availability for the plants. But if we analyze the plants by dissection, we will find that the carbon and oxygen contained is nearly 45% each with hydrogen 6%. Therefore out of 100%, 96% is from the non-mineral part and the rest 4% is from minerals. But the entire chemical fertilizer focuses on minerals and creates a huge issue with excess which lead to the harmful effects. Before the chemical era, farmers were not supposed to understand so many complications of agriculture sciences. They would know naturally which plant needs how much light, heat, air, water and which nutrients come from nature. They knew their land and tasted the acidity using their tongue. But the mathematical calculation needed to safely and sustainably practice inorganic farming is too complicated for any farmer and too difficult for any state to implement without the factors discussed in the beginning of this section. Even at this stage, no agriculture scientists can forecast the exact amount of chemical inputs for any particular crop cultivation for any land without a thorough and long-drawn analysis. There are so many factors related as discussed before! Science could have progressed on this route but the immediate benefits, especially of the corporates, have till now eluded the long term benefits of human life. In contrast, there are so many natural fertilizers available for organic practices from the wastes generated from the biological crop cycles and animal outputs. Out of only five components needed for the plant growth(discussed before), only the development of nutrients for plants, both in chemical and biological, are different. Other four components are more or less the same as before as there is no scope of human interference. As per government. data, in 1952-53, chemical nutrients needed was only 70,000 tonne for 52 million tonne crops, whereas in 1999-2000 for 206 million tonne crop production, chemical fertilizers needed was 18 million tonnes, 250 times more within five decades. Basic science behind the utilization of chemical fertilizer is that during chemical changes, some enzymes/hormones must be available in the fertile soil. For example, urease (hormone) is needed for the chemical changes of urea. With the increasing volume of production in chemical practice, absence of microbes is responsible for excess chemical application which ultimately pollute either ground water or atmosphere. Before the chemical era, the farmers would not only conserve manure for the future but also had the knowledge and home grown technology for seed conservation that increased productivity through continuous reproduction. In the chemical era, the farmers were wrongly guided by the hybrid seeds which have no reproductive capacity. As a result after three to four decades, farmers were habituated to using seeds from corporates which ultimately converted them from the multi-skill to bonded workers with no control on input factors. Recently, the terminology of hybrid has been used for GMO (Genetically Modified Organisms) which is a technology practised by the insertion between plant and animal kingdom gene which is absolutely against natural ecology. If we study ecological physiology, physiological ecology, environmental physiology, evolutionary physiology, the difference in the biology of plant and animal kingdom makes them capable of coexisting. It will be unfortunate for human civilization if we want to develop a living organism where the gene is incorporated from animal to plant, especially if the holistic impact on crops, soil, air, humans, livestock is not studied over a long period of times across geographies. But even with limited data sets GM crops are now common and we don't know what long term effect awaits us. Today the farmers treat cultivation as a processing technology which is to provide a formula of nutrients for the specific crops and this is absolutely unscientific. Just for example, if we follow any guideline published from the agro industry, intelligently they just give information of nutrient balance. Now, technically the guide just trains the farmers on chemical practice following the formula given by the corporate. At the same time it is not possible for the Government to provide real-time soil testing data before every crop planning to every farmer. So they don't know the nutrient condition of their soilis. The agro-retailers also have a role and vested interest in pushing excess fertilizer as they are considered the doctor of agriculture by the farmers. As a result, within four to five decades, volume of chemical inputs have increased by 250 times and the unused fertilizer is continuously polluting the environment in an endless cycle. 1.4. Soil – The Primary Medium of Plants Soil is the main medium in which crops grow to feed and clothe to the world. To understand soil fertility, every farmer should understand the basic needs of crop production. Only a productive soil does not give productivity if other factors do not complement it properly. We also deal with other mediums like water, sand, coco-peat, water hyacinth for crop production which come under hydroponic, aquaponic and aeroponic methods. These are applied on a static principle. Soil is the only medium where the planning should be done based on the character of land. In West Bengal, India, there are eight characters of land declared by the soil scientists — hill soil to Ganges based silt soil. They have also detected at least 20,000 characters of soil in this state. Its fertility mainly is influenced by PH( presence of hydrogen. There are several factors, depending on soil characters: 1. parent material (developed from acid or basic rocks), 2. precipitation( heavy rainfall leeches ,minerals like calcium and magnesium and replace acid like aluminium, hydrogen and magnesium), 3. decomposition of organic matter( by micro organisms into organic acid), 4. native vegetation( tends to be more acid than those developed under grasslands), 5. crops grown( more acidic at the time of harvesting), 6. soil depth( loss of topsoil), 7. nitrogen fertilization and 8. flooding. Therefore in organic farming, farmers should select those crops which will get plenty of support from nature and not be dependent on artificial factors..	<urn:uuid:720cc7a8-9cf9-4dbb-99b0-5273f44d54e5>	CC-MAIN-2021-04	https://www.organic-tona.com/uploads/3/8/9/2/38928985/organic_farming_chapter_1_v1.pdf	2021-01-20T20:32:07+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00145.warc.gz	927,435,961	3,212	eng_Latn	eng_Latn	0.997691	eng_Latn	0.998293	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 559, 574, 1934, 3676, 5391, 7182, 8852, 10677, 12614, 14572, 16143 ]	[ 1.796875 ]	1	0
Making a new generation of memristors for digital memory and computation 3 February 2016, by Allison Mills Electronics have come a long way from the 200 megabytes stored on this 75-pound Memorex 667 disk drive. Memristors like the one developed by Yun Hang Hu could push computing into a new era. Memristors are a new class of electrical circuits—and they could end the silicon era and change electronics forever. Since HP first developed a working prototype with a titanium dioxide film in 2008, engineers have sought to perfect the model. Now, researchers at Michigan Technological University have made an ideal memristor based on molybdenum disulfide nanosheets. Yun Hang Hu, the Charles and Carroll McArthur Professor of Materials Science and Engineering, led the research, which was published in Nano Letters this January. Beyond Binary Code Transistors based on silicon, which is the main component of computer chips, work using a flow of electrons. If the flow of electrons is interrupted in a transistor, all information is lost. However, memristors are electrical devices with memory; their resistance is dependent on the dynamic evolution of internal state variables. In other words, memristors can remember the amount of charge that was flowing through the material and retain the data even when the power is turned off. "Memristors can be used to create super-fast memory chips with more data at less energy consumption" Hu says. Additionally, a transistor is confined by binary codes—all the ones and zeros that run the internet, Candy Crush games, Fitbits and home computers. In contrast, memristors function in a similar way to a human brain using multiple levels, actually every number between zero and one. Memristors will lead to a revolution for computers and provide a chance to create human-like artificial intelligence. "Different from an electrical resistor that has a fixed resistance, a memristor possesses a voltagedependent resistance." Hu explains, adding that a material's electric properties are key. "A memristor 1 / 3 material must have a resistance that can reversibly change with voltage." His research revealed that molybdenum disulfide nanosheets are promising for memristors. The material's success comes down to engineering atomic structures. An ideal memristor is symmetrical. The relationship between current and voltage is even, rounded and equal in both quadrants. In reality, memristors usually show lopsided current-voltage characteristics. However, Hu's molybdenum disulfide memristor does show the ideal symmetry. This will make the material more predictable and consistent as it is developed for use in electronics. To get this symmetry, Hu and his research team started with bulk molybdenum disulfide, also known as the mineral molybdenite that used as an industrial lubricant. They then manipulated the atomic, structural arrangements, referred to as different crystal phases. The bulk material with a 2H phase works well as a regular resistor, and to make it a memristor, the team peeled back the molecular layers. This exfoliation process creates molybdenum disulfide nanosheets with 1T phase. The nanosheets with1T phase exhibit a reversible change in resistance relative to voltage—necessary for a memristor. The researchers finally dispersed nanosheets on the two sides of a silver foil to form a symmetric memristor. "This material is in the very beginning stages for this application," Hu says, adding that new materials and better memristors could radically change the way computers are built. It will start with smaller and faster computer chips, but then he gestures around his office. "These memristor materials will be very versatile, and someday, this white board and that coffee cup could be computers." And having a symmetrical memristor material brings us closer to that day. More information: Peifu Cheng et al. Memristive Behavior and Ideal Memristor of 1T Phase MoS Nanosheets , Nano Letters (2016). DOI: 10.1021/acs.nanolett.5b04260 Provided by Michigan Technological University 2 / 3 Powered by TCPDF (www.tcpdf.org) APA citation: Making a new generation of memristors for digital memory and computation (2016, February 3) retrieved 20 January 2021 from https://phys.org/news/2016-02-memristors-digitalmemory.html This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. 3 / 3	<urn:uuid:dc0f7116-6dea-4272-b821-1c74d4d6b610>	CC-MAIN-2021-04	https://phys.org/pdf373708415.pdf	2021-01-20T19:47:14+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00145.warc.gz	511,999,506	971	eng_Latn	eng_Latn	0.993339	eng_Latn	0.996292	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2060, 4073, 4539 ]	[ 1.359375 ]	1	0
Beware of Invasive Cane Toads: Huge Toad is a Dog and Koi Killer Doug Caldwell, Ph.D. ■ U.F. Commercial Landscape Horticulture Extension, Collier County Toxic Cane Toads are Everywhere! INITIAL TREATMENT Be careful when walking your dogs in South Florida. Don't let them stray into the bushes or nose around without supervision. Especially at night! They may find a toxic Cane Toad. This toad defends itself using chemical warfare. When disturbed, it releases (sometimes squirts) milky toxins that will burn the eyes, inflame the skin, and are rapidly absorbed across the mucus membranes of the victim into the circulatory system. If your pet bites or swallows a Cane Toad, it will become sick and may die in as little as 15 minutes unless you take immediate action. SYMPTOMS Scrub the toxins away from its mouth (not into its stomach). Take a wash cloth and try to clean the gums and mouth as you sponge the poison away. Do this for The first indication of a problem is pawing at the mouth and frantic, disoriented behavior. The mucus membranes turn a brick red (instead of pink) and the animal will foam profusely at the mouth. Other symptoms include vomiting, head-shaking, crying, loss of coordination and sometimes convulsions. numbers during wet and rainy evenings. Place it in a sealed baggy and freeze for about a week. Discard in the trash. about 15 minutes then get to the veterinarian ASAP. Check Your Yard If you have pets it is a good idea to catch and identify ANY toad you see in your yard to be sure that they aren't dangerous. With very few exceptions, any toad in Florida that is larger than 4 inches is NOT native and is almost certainly an invasive Cane Toad. Wear gloves to protect yourself and catch them at dusk or at night in a net or plastic bag. They especially come out in big More detailed information on following pages... Good Toad • Bad Toad: Naples Reporting Increasing Numbers of Cane Toads A South Naples (off Davis Blvd) resident warned me that they were seeing large numbers of these toads. He had collected a dozen in an hour! So, I had to see if my dog's exercise habitat was a toad gauntlet. I went for a 10:00 p.m. walk and found 8 in 30 minutes! When we have rainy, rainy seasons and mild winters, frog and toad populations will most likely abound. Dog lovers, snowbirds especially, need to be careful when walking your dog in south Florida. Don't let them stray into the bushes or nose around without supervision! They may find a toxic toad, the cane toad! Dogs especially may want to chew on it or eat it, which could end up requiring a visit to the pet emergency hospital. For small pets and wild animals, this toad toxin could be deadly. These toads will also climb into outdoor food bowls to consume leftovers, which may also lead to a confrontation with Fido. So sanitation is important in reducing possible encounters. Cane Toad Size Adults of the cane toad (AKA, marine toad) or Rhinella marina, previously Bufo marinus, are the largest toad found in the US. It's natural range includes south Texas through Mexico and South America. It grows from a tadpole to a 6 to 9 inch long toad; this is just the body without the legs extended! The Guinness Book of Records reports a pet cane toad record length of 15 inches body length and weighed in at 5.84 pounds. There are urban legends about how this toad, wound up in south Florida. It may have escaped from zoos or pet stores and/or was released as a biocontrol agent for large beetles in sugarcane fields, hence the "cane" name. However, University of Florida, Sugarcane Entomologist, Dr. Ron Cherry, doubts the toads have These toads were intentionally released in 1935 in Australian sugarcane fields for beetle control and it has become an ecological nightmare there (see references at end of article) with no beetle control benefits either. Toad I.D. Do not confuse these bad toads with our native, southern toad, Anaxyrus terrestris, previously Bufo terrestris. The southern toad stays under 4 The Southern Toad stays under 4 inches in length. It also has smaller oval parotoid glands and two short, parallel ridges that start as knobs between the eyes and extend down the back. Invasive Poisonous Cane Toad The invasive Cane Toad has no knobs or ridges between the eyes. There are 2 larger triangular parotoid glands located just below the shoulders. Many grow to the size of a salad plate and become up to four pounds in weight. inches in length. The southern toad also has smaller parotoid glands and two short, parallel ridges that start as knobs between the eyes and extend down the back for an inch or so. The cane toad has no knobs or ridges between the eyes. The cane toad has dry, warty skin and the color is usually various shades of brown with some grey, some are yellow, redbrown or olive brown with varying brown and white mottling. Poisonous Pest! This toad defends itself using chemical warfare. When disturbed, it releases (sometimes squirts if stepped on) toxins. These toxins are secreted in a milky substance from the toad's large parotoid glands, which are an aggregation of granular glands (modified mucous glands) located at the back of the head, behind and to the side of each ear drum (tympanum). These toxins will burn the eyes, inflame the skin, and are rapidly absorbed across the mucus membranes of the victim into the circulatory system. There is a wide variety of toxins secreted by this toad. Rapid Reproduction A female deposits batches of 8,000 to 25,000 eggs and the gelatinous egg strings can stretch up to 66 feet in length. Eggs are deposited in water and hatch into tadpoles within 2 to 3 days and become land dwelling toadlets in 45 to 50 days. The toads can live 10 to 15 years. All parts of the Cane Toad are poisonous–eggs, juveniles and adults. Dog Killers Dogs (especially certain breeds such as terriers and Jack Russells), tend to be curious and if they latch onto one of these big toads there can be serious health consequences. The first indication of a problem is pawing at the mouth and frantic, disoriented behavior. The mucus membranes turn a brick red (instead of pink) and the animal will foam profusely at the mouth; often vomit; and may vocalize and the eyes may move rapidly back and forth. Convulsions are not uncommon. This may progress to stupor and death, especially with smaller dogs. Death may occur in as little as 15 minutes due to cardiac arrhythmia. Symptoms & First Aid If your dog exhibits these symptoms it is crucial to immediately remove the toxins from its mouth (not into its stomach). Take a wash cloth and try to clean the gums and mouth as you rinse the poison away. Mixing hydrogen peroxide with water 50:50 on a wash cloth wash may help deactivate the toxin. Then get to the veterinarian ASAP. If the toad was swallowed, it must be removed, either surgically or with an endoscope. Fido's temperature should be monitored because dangerously high temperature often follows the intense muscular activity induced by the toxins. Thanks to Dr. Joshua Parra, Florida Veterinary Referral Center (Estero) for sharing cane toad experiences. Fish Deaths In March 2012, a local hotelier reported a koi incident: "Our pond is 250 gallons and we lost 8-10 koi. We were maintaining the water feature of the pond and my tech moved one of the rocks that is a part of this feature and exposed a nest with about 10 black toads all of which proceeded to seek shelter in the pond–30 minutes later all the koi went belly up. Strangely enough, we have 2 plecostomus (bottom feeder), which were ﬁne." Partial catch from June 2014 neighborhood Cane Toad hunt– 37 Toads collected in one hour on a one mile hike. More References: Since this is not direct contact on land, it seems like an unexpected event, but the literature reports koi ponds with eggs (and possibly the tadpoles) of cane toads can kill koi fish. In several cases, koi have died in a small pond within 24 hours after a cane toad laid its eggs in that pond. It was unclear if the fish had eaten the eggs or if simply the presence of the eggs was toxic to the koi. Steve A. Johnson and M. E. McGarrity. 2017. Florida Invader: Cane Toad., See: http://edis.ifas.uﬂ.edu/pdﬃles/UW/UW34500.pdf http://ufwildlife.ifas.uﬂ.edu/frogs/canetoad.shtml http://www.critterology.com/bufo_toads_poisonous_to_pets-226.html Click this link to hear this toad's particular song: http://www.wec.uﬂ.edu/extension/wildlife_info/frogstoads/rhinella_marina.php A 5-part Australian video series: Cane Toads an Unnatural History: http://www.youtube.com/watch?v=v6ERCHFlN1A&feature=relmfu Nigel Turvey. 2013. Cane Toads: A tale of sugar, politics and ﬂawed science. Sydney Univ. Press. 247 pp. Doug Caldwell is a Certified Arborist and the commercial horticulture extension agent and landscape entomologist with the University of Florida Collier County Extension Service. The Cooperative Extension Service is an off-campus branch of the University of Florida, Institute of the Food and Agricultural Sciences and a department of the Public Services Division of Collier County government. Extension programs are open to all persons without regard to race, color, creed, sex, handicap or national origin. For updates on the Southwest Florida horticulture visit: http://collier.ifas.uﬂ.edu What To Do Mike Freedman, Horticulturist from Fairchild Tropical Botanic Garden states, "Te toads are exotic and dangerous and should be removed from the U.S., but with a cool head." You might even work on helping reduce the cane toad populations by having neighborhood toad hunts. To catch a cane toad, use gloves and a fish or butterfly net. Place in a baggy and freeze for about a week and discard in the trash the day it will be picked up. ❧ Subscribe to My Link Newsletter at this http://eepurl.com/Q7K5D	<urn:uuid:7bc62878-af3d-4543-ae61-538bffaaccb0>	CC-MAIN-2021-04	http://blogs.ifas.ufl.edu/collierco/files/2018/09/Can-Toad-update-Aug-2018-BLOG-DougC.pdf	2021-01-20T19:48:08+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00145.warc.gz	17,480,937	2,340	eng_Latn	eng_Latn	0.99764	eng_Latn	0.998317	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2376, 4463, 6948, 9848 ]	[ 1.734375 ]	2	1
Clean Air Grade Levels: 7-9 Question: Does indoor or outdoor air have more particulate pollution? Possible Hypotheses: Inside air has more particulate pollution. Outside air has more particulate pollution. Materials: Petroleum jelly 14 white index cards Cotton swabs Magnifying glass Procedure: 2. Smear petroleum jelly on cards 1-I and 1-O using a cotton swab, and tape them to the same window, 1-I on the inside and 1-O on the outside. Avoid placing the cards near a door. 1. Label the index cards 1-I to 7-I and 1-O to7-O. 3. After 24 hours, take the cards down and repeat the procedure with the cards labeled 2-I and 2-O cards. Make a note of the weather each day. 5. Record your observations, noting any differences. 4. Do this for a week, replacing the cards each day. Examine the cards closely and compare them to each other and to previous sets. 6. Repeat the experiment in a different location or at a different time of year. Analysis and Conclusion: How does the inside and outside air compare? How does it compare in different weather, different locations and in different seasons? What do you think is the main source of particulate pollution in your area? Research and find out. Inside Outside The NEED Project PO Box 10101 Manassas, VA 20108 1-800-875-5029 www.NEED.org	<urn:uuid:e247c14c-ac6d-432f-afb7-118edf578a0c>	CC-MAIN-2021-04	https://arkansasenergyrocks.com/wp-content/uploads/2019/06/SecCleanAirARER.pdf	2021-01-20T18:56:33+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00145.warc.gz	224,365,898	321	eng_Latn	eng_Latn	0.996885	eng_Latn	0.996885	[ "eng_Latn" ]	false	docling	[ 1315 ]	[ 4.125 ]	1	1
NARI KALLYAN SHANGHO Research Report Iona Dyson This report looks at the results of research investigating the difference that the work of Nari Kallyan Shangho has made to women who have now moved on from the organisation. June 2012 6/26/2012 Contents 16 17 18 19 Summary NKS works with women and families who originate from the countries of South Asia but who are now living in Edinburgh. This report looks at the depth of influence and input that Nari Kallyan Shangho (NKS) has had on the lives of ten women who used to be a part of the project but have now moved on from attending the groups and activities. This research is in support of a larger piece of research being carried out at NKS this summer which is to enable development of indicators of social exclusion and health inequalities. These indicators are important in the development of the work of NKS and will provide a clearer way of measuring the success of its work and demonstrating its impact to the wider community. The piece of research I was asked to carry out is relating to women who are no longer coming to NKS and have been able to move on in life, in different ways. My aim was to ascertain how they have moved on since attending the project, and what influence, if any, NKS had had in helping them to move on and in making a difference to them at a personal level. There have been many positive findings as a result of this research and I feel these demonstrate the value of the work of the organisation. Main Research Findings About the Women's lives - Women face a hard struggle when they first come here because usually they have left all they know behind, and have to rebuild their lives from scratch here, often without any prior knowledge of the language or experience of a different culture. All spoke of the feelings of isolation around this time. - Women who were interviewed and have lived here for most or all of their lives are not necessarily aware of the issues faced by those of a similar culture and background to them. Some of the interviewees described their experience of working at NKS as 'eye-opening' and found that it ignited a passion within them to help the struggle of their own people. In this way NKS is raising awareness and inspiring others. - Within some cultures it is not expected that the women will have social contact with others at all. Mostly their role is centred on the family and the home. About NKS - NKS is a valued and trusted organisation, well connected and respected within the communities it reaches out to. - NKS has a distinctive environment, it is thought of as a home by these women, and it means very much to them. They have a space to come and simply 'be' in, to enjoy company of others and to access a wide range of activities and opportunities. - NKS has been really important in the personal journey of these women. NKS has influenced their lives in a positive way. Some have experienced the nurturing care of NKS which has encouraged and built them up, others spoke of their time at NKS as an 'eye opening' experience that ignited something within them and helped them find a sense of purpose. - NKS as an organisation has a deep richness to it in that it gives so much to these women in so many different ways; from building their confidence to providing support and encouragement in language learning or job searching. The women spoke of courses they had found useful, activities and trips they enjoyed and got a lot from and also volunteering and how this experience had opened doors for them. - NKS operates in a collective way; everybody has their role but there are no separations made between people, everyone is equal and equally valued. - NKS was described as a 'grassroots' organisation. They care deeply and genuinely about the women within their communities and build true relationships with them which allow these women to connect with the organisation in a way that means they are a part of shaping the work themselves. This means their position within society is perhaps 'on the edge' of the mainstream but this is important in order to be able to reach out to these women. - The staff team are a significant asset to the organisation, they make NKS what it is through their interaction with the women, the relationships they build, and also the vast wealth of knowledge, their experience and the skills they bring into the project. Recommendations - NKS should be encouraged at the strengths that have come through in the findings. I hope they can use this report to take stock of all that has been achieved and to move into a new season, and that it will be useful in presenting to funders and other bodies as a way of detailing the difference they make and the value of this to the city of Edinburgh. - I believe other workers can be inspired by the distinctive and 'grassroots' ways that NKS engages with their community and hope that others will find this report stimulating and insightful, perhaps allowing them to take a fresh look at their own approaches to practice. - There is an important message to the funding bodies that support NKS; NKS is a precious organisation, it is needed and it is valuable, it is unique and needs to be protected and supported, allowing it to grow stronger. It is important to surround the organisation and help it to become better and also to protect it from being pulled apart by expectations which conflict with its value base. Introduction The results of the research have been very encouraging and have uncovered the strengths of NKS as an organisation. They also show how much it is valued by the community surrounding it. As I go through the findings I hope to demonstrate these strengths using the words spoken by the women themselves. I hope you will find it interesting and inspiring to read about these women and how, with the help given to them by NKS, they have been able to overcome their struggles. By way of introduction to the findings, I would like to begin by sharing a few words from these women about their lives, about the struggles they faced and their situation at the time of coming to NKS. As you read these words I would invite you to imagine this is you, to put yourself in their position. I have used initials in order to maintain anonymity. 'I had just moved here, I didn't know anyone, I didn't know anything, everything was new for me.' – A.K. 'I moved here because I had health issues and my dad was living here already… At that time I was very isolated, didn't know anyone, didn't go anywhere, was in the house with my Dad doing nothing.' – I.M. 'I was living in Pakistan… I had some difficulties with my marriage, so what else do you do, you go home to be with your family… When I came I never had my boys with me, I was on my own, that was hard for me.' - H.A. The first thing that struck me as I was interviewing these women was just how strong they have been. In the face of great emotional distress at having had to leave everything they knew behind, in a way their struggles were only just beginning, not ending. It is important to remember this reality as we consider the impact of NKS in this situation, and to perhaps challenge our own previous assumptions too. One interviewee pointed out that many of us have made assumptions and generalisations about 'the Asian community' believing they are simply coming here for a 'better life' or to depend on or 'use' our system. 'For them [society] it's just a 'better economic life' and they come just as a choice like that. A lot of the time it's not a choice, your family marries you off, you just come and it's not a better life – you've lost the community support you had, you are amidst another family who are your in-laws a lot of the time, you don't know the language, and so the assumption that it's always a 'better life' is a wrong one, and I think the other idea was – it's changed, but the other idea was that if people didn't know English, they were not intelligent, and so you know a Doctor would say something slowly and loudly thinking that would help! But it wouldn't… You start realising how isolated women can feel when they don't have their language, when they've married and come, and they don't have family here, and how they cope, how they want the best for their children and how, you know this whole idea of 'bleeding the system'…I don't think that was my experience. My experience was that these women had a lot of dignity and it was a struggle for them but they coped pretty well, and they were very keen that their children wouldn't go through that same struggle that they had been going through… a lot of them were professionals in their own country, pretty well placed, but not really understood as educated and accomplished' – B.F. Most of the women I interviewed came to this country on their own, as described here, but a few grew up here. One woman described the influence her family have had on the path she has taken. 'I didn't have a career path, set out in stone, I've always been a driver, I've always been a go-getter and I've always had a lot of energy to do and to progress, and that's just the value-base that I've had, that I've grown up with, I've been pushed to go and do things, go out there and achieve, and I think having that family background probably has made that happen.' – A.C. This woman had grown up in Scotland and has her family here, she came to NKS on a placement for a course she was studying and is now working in a very successful job, managing a team of people in a well-established organisation in Edinburgh. It was great to hear about how this had made a difference to her but it made me think of the depth of support that is missing in this way for other women who have left their own families or grown up in a different culture where these things are not encouraged. The reality of their lives is very different. One woman I interviewed couldn't remain with her husband in Pakistan but still needed a way of supporting her family there. 'I needed to get work but it wasn't possible for me, I wasn't qualified, my husband didn't want me to finish my education so I had to leave my course. So after the separation I finished my practicion, I finished my training, I finished my graduation, my youngest one was eight months old.' – H.A. These women need so much at times like these but as some described, they didn't know where to go after moving here. When asked whether there was any help from organisations other than NKS when she first came to Scotland, one woman answered, 'No, no, because I didn't know any other organisations…' Coming here and not knowing the system of support we have, not knowing anyone in the wider community, there was nowhere for her to 'plug in' to what might have been available for her. If a woman has family here then they might have some people around them but outside of this they have no other connections. Within some families and communities, especially in Bengali families, I heard that social contact is not even considered to be the norm. For most of the women coming to NKS, it is the only place where they can make these connections within their own communities, which gives them some sense of belonging in what can be a very alien place for them, and helps them to begin to build a new life here. Research Methods - I carried out ten semi-structured interviews altogether, using open questions in order to gain qualitative data. - Eight of the interviews were recorded and transcribed in order to use the women's exact words and two were written from notes and memory. - All of the interviews apart from one were face to face, one was held over the phone. - I interviewed two workers at the project who themselves were members of the community initially before becoming part of the team at NKS. - Seven of the women interviewed were of Pakistani origin, three of these women grew up in Scotland and four moved here after living in Pakistan. Two of the women interviewed moved to Scotland from Bangladesh, and one woman moved to Scotland from India. - The women interviewed were aged between 30 to 50 years and were at different stages of life, some were mothers, others had children that were now grown up and one was single. Findings There were key themes that came across from all the women during the interviews which demonstrated just how much NKS means to them and in what ways it has helped them. I have divided these into two main sections; NKS as a 'Place to be and a Space to Grow' and 'The position and location of NKS' within society. In the first section I will discuss how NKS provides a sense of place and of freedom for the women to come and be nurtured and grow, and in the second I will discuss the position of NKS as a grassroots organisation and its location outside of mainstream services and how both these are of great importance. A Place to 'Be' and Space to Grow 'Because here, it's like one big family' – N.A. During the interviews, NKS was described as a home time and time again. This is a really important point to begin with – NKS is a Home. As these women shared about what NKS meant to them I heard them describe all the things we would associate with a good home – a place of safety, a loving, caring, environment which is always there and is settled, constant, stable, long term, where people are trustworthy and can be relied upon. It is extremely evident to me, through the interviews, how much this sense of Home, of a place of familiarity, belonging and safety is needed by these women and how much of a positive impact it has in their lives as they try to make a new life here. 'They were the first point for me to settle down here, meeting the NKS workers… all of them were very supportive and positive, not only one person or two, I kind of take it like my second home to be honest, even at that time I didn't know most of the people, then I got involved in different groups and from there got a lot of love, it helped me a lot, I think, to build up and make me what I am today.' – O.R. Here women describe their first experience of NKS. 'I did feel a bit home sick, not having people around me, but then I came to know Asma, and she, introduced me here, in NKS and I met so many other Asian women and girls… I felt like at home to be honest, very warm, welcoming, very co-operative, supportive, and I didn't feel like it was, maybe...different, like I'd just moved here, new, it was very good, very good experience I have to say.' – O.R. 'The worker, Shamshad she invited me so I was coming to the events, the groups, we had some discussion, and my community was there I liked to meet them... Usually we don't have social contact so coming to NKS was good for making new friends, to meet the community...' – K.N. 'I remember, it was a little bit scary for me, new people, new place, I didn't know what to expect, I didn't know what was going to happen. But I still remember the way Rohina welcomed me, she gave me such a warm welcome, she made me feel such a part of the group.' - A.K. To use an analogy, NKS, you could say, is a bit like a greenhouse. The greenhouse provides a space for new shoots to be nurtured and cared for so that they can grow strong enough before being planted outside. At their stage of growth, new shoots are not ready or prepared for the harsher weather, not strong enough to cope with heavy rain or strong winds, but as they spend time in the warm, comfortable environment of the greenhouse they are able to stretch out, grow and become healthier, moving from pot to pot as they get bigger. Women coming to NKS are in a similar situation, they need somewhere that provides a familiar, comfortable space where they are protected, nurtured and able to grow stronger, to take in every nutrient they need that they might be ready to gradually begin acclimatising to a new outside environment, eventually getting to the point where they are ready to move outside. NKS have created this space in exactly the right way. They have built the best environment for these women, one which does nurture them, build them up, and help them to grow. This environment is culturally relevant, and appropriate for these women, tailored towards their understanding and their needs. The fact that it is just for women and children makes it a safe place where the women feel at ease, there is sensitivity to religious and cultural differences. All these things make NKS successful in providing a place where these women can grow. 'It was welcoming, very culturally sensitive, it's a comfortable environment, where I never ever felt like I had to be something else coming in, you know, it's just easy and friendly.' – A.C. 'I think it's more to do, the first thing, very very important thing is that it's a women's organisation particularly, and in south Asian countries especially the women are really conscious not to go to the people they don't know or they are not from their origin, so here you get that environment which are can't say friends, but sort of trustworthy, that you can rely on? They won't, manipulate information you are giving to them, and, it's started from the very bottom level, that's the difference I noticed, that you don't hesitate to come here and speak... here I think it's kind of like family and kind of homely, you come and you ask or do whatever you want to do.' – O.R. Within the space NKS provides they give much to the women, however it is important to point out NKS is not simply a 'service provider' – there is giving and receiving taking place all the time, whether this be in sharing food, giving guidance or advice, helping out practically, or using specific skills. In this way they are empowering these women; strengths are recognised and drawn upon or contributed to the whole, whilst weaknesses are supported and those in need are able to receive. 'Whenever you need them or they need you, you know they are there and then we are here.' – O.R. All of the women I spoke to mentioned that being a part of NKS helped with confidence. 'Because NKS is women only you can talk about things that you can't talk about anywhere else, you have the freedom to discuss. It gives women self-confidence which is the key; it is the starting point to all these other things.' – I.M. 'Giving me the confidence, it's like you have the confidence to know something, to learn, and then you can go out and work, and when you are able to learn it gives you confidence' – H.A. 'Respect, for myself and others, being part of different people with different culture and religion. It's made a big difference to my confidence at that time.' – N.A. Along with gaining confidence an important aspect of why women enjoyed coming to NKS was the opportunity to speak their own language. 'I was coming to the Bengali group, at that time there were only five or six women. The most important thing was talking my language, being able to speak in Bengali. We weren't doing activities it was more talking, spending time, it was important just being with other people to get out of isolation and talking my language.' – I.M. In one of the groups I attended whilst I was at NKS, we were having a discussion around Scottish Independence and the Bengali women were sharing about their fight for independence. I didn't realise this before but at the time of the struggle you could be arrested for simply speaking in Bengali. It helped me to appreciate how precious being able to speak their own language is. Within NKS there are strong connections. The relationships formed at NKS last for a lifetime and even after women have moved on from the groups, they still express a sense of being connected in some way. 'I was always involved in NKS in some way, there was always some connection.' – A.K. 'I don't come on a regular basis but still I get in touch with them and see what's going on and try to catch up' – O.R. 'There has always been a connection – it feels like a second home to you, NKS is just like a home to you.' – H.A. The depths of these relationships are important. At NKS women don't only attend groups, they share their lives together and the environment allows this to happen which is especially important when there are big challenges and struggles to face. 'Your family are there to support you but if someone else is supporting you too then it's very very good support, everybody was so loving and caring, everybody was telling me, it will be okay, we have seen something worse than this, and this is what you need at that time, in the hardest time you need someone with you, telling you these things' – H.A. 'Anything that happened in my life, NKS was the first place I'd come to. My Father passed away in 2000, I never felt alone, I had so much support in every way, really, a lot of support.' – A.K 'I was living with extended family so I had to get out... [I enjoyed] the company, conversation, speaking to somebody about my problems, just getting away and relaxing here, it was somewhere I could come and let my hair down' - N.A. The people who make this happen are those on the staff team at NKS, there are many volunteers but these workers lead the way for others to follow. They are strong women who bring a depth of positive values and their own experience with them - they too have faced situations similar to these women and they are now there to help others. They are trusted. The team are well respected within their community on a professional level and a personal level. One women now working for the NHS said, 'Any programme which I need to convey the message from the health services to the community I will come here first' (– R.I.) Here other women share their view of the workers at NKS. 'They encourage women to come out, to get awareness of health and to have contact with community, also an awareness of social wellbeing.' – K.N. 'I was inspired by the women I saw working at NKS, I saw them and thought if they can do this then so can I!' – I.M. '…and I think their whole acceptance was a great thing – the women accepted me in spite of my very different background, so that I think was quite a rewarding experience, yes.' – B.F. 'when people come here and they sit down and they share their issues and their worries, and that's the platform you know, it's not easy to share with one woman and in a group atmosphere people have friendship with each other, the staff they listen to them, that thing is not easy to achieve, it's very hard to set up, and harmony between the group when they come here, I've seen them, and the attendance, every time I come I think more than 20 people is always there which is very very nice to see, and I must say this is all the hard work of the good reputation of the workers… people have understanding that when they go here the ladies they will help them , there's a trust, they have built up the trust with them so that helps people a lot, it makes them really different, that they, they're a trusted project, a trusted place where people can come and share, with other people and with staff, and they feel like you can get things off your chest… they can maybe not tell the family and they are telling us so obviously they have trust in this organisation.' – R.I. 'team work, still I find a very very nice team to work every person, is so much they are included in the feel of that and they feel they have inclusion with the team and very valued, so that's their main strength, group working and trusting each other and very good people…all the women working here, very very enthusiastic, with limited resources, and just this one room so many people share, they are really really very dedicated staff they have and I was one of them for two weeks!' – R.I. Another strength of the environment at NKS is that everyone is together, no separations are made between background or position; they operate as a collective unit. This allows for genuine relationship and connection. Women respect each other, they are able to find 'unity within diversity', to celebrate the differences that each one brings and to make others a part of the whole, of their community. 'It's almost a unit that brings people together because it is as I say that grassroots, it doesn't pretend to be something else, the staff truly engage with the users, it's not like at arm's reach and 'oh you can't talk to me' and 'I don't have time for you' I think the approach is so flexible around people where it works, you know the rules are different around NKS.' – A.C. 'It is like a second home – it doesn't feel like somewhere new, you feel comfortable. Everybody is so friendly here, it doesn't feel like you are in an organisation, everybody is so friendly, no matter whether they are from India or Bangladesh, or from Pakistan, or from anywhere else, it's like you are completely getting together, it's like a family.' – H.A. 'Multiculturalism, another thing which is a good part because sometimes, you know, when you are even from different countries, the same region but different countries like Pakistan, India, Sri Lankan, Bengali, but here you get a chance to know each other and it's promoting each other's events and celebrations and things.' – O.R. They also have a particular sensitivity in relation to religion which is important as explained here. 'They have workers from all the different countries so they have knowledge of the different groups in the region, and I think another thing that distinguishes it is that it's very sensitive to Muslim sentiment, because it really caters for Muslim women and children, it doesn't close doors to others but the way it handles questions of Muslim identity and takes things on board concerning such an identity I think is very positive given today's misunderstandings about the community in the world.' – B.F. All these aspects I have highlighted make for a very distinctive and successful environment, one which takes these women in, welcomes them and builds them up, making them ready to move out on their own again. It also shows the level of skill that the workers bring to NKS. They have such a richness of life experience which they pour out in order to help others. I will now discuss the position of NKS and how this is also relevant to it's success. The Position and Location of NKS NKS has well established connections across the city. The social network NKS maintains is unique. It spans professionals in all sorts of fields, reaches to women at all levels, from many ethnic and religious groups, and brings all of these groups together in a very positive way. Just looking at the variety of ways women come to know about NKS demonstrates an aspect of this network. 'We knew a couple of families and they were going to NKS so I went with them.' – A.K. 'I came from Pakistan at that time so, you can say that was the first contact for me in the community, basically from an NKS worker... I met her here, in the community centre in the mosque and from there we introduced each other, she asked about me, what I am doing, why am I here...' – O.R. 'I first came to NKS in 2005, for my work placement through Women into Work organisation.' – R.I. 'I had friends who were coming.' – N.A. NKS maintains strong connections professionally and also exists to influence and shape mainstream services in a positive way. Another woman I interviewed explained about issues with a certain dialect in Bangladesh called Sylheti. 'Sylheti – this is not a language, it's a dialect and there is no script, Bengali is the language but a lot of people who were from the villages don't read or write because Sylheti is not a language, so there were audiotapes with instructions' – B.F. Here she is discussing about the translation of information by the NHS which is an important issue for these women. In this particular dialect instructions had to be recorded for women to listen to as this was the only way of getting the information across. These other quotes also demonstrate the issues surrounding translating information and cultural differences. 'Most of the health talks on the NHS will be delivered by professionals in English, we have some vocabulary people can't understand, although they do translate they are changing complex medical things into simple terms they don't understand.' – R.I. 'A lot of information that we're fed in the UK is quite straightforward and it's often bite-sized whereas trying to disseminate that same information in a more culturally sensitive way can be quite difficult... it showed that when health organisations, especially NHS, when they try to translate information it's not always the best thing for it because there's slight variations, there's topics that you can't just translate per se and give and expect people to take in because there will be cultural, other areas that you need to consider' – H.Aw. 'We worked with other groups like Milan, Saheliya, the Wellbeing Project…and of course we also worked with NHS…I worked as a representative, went to their meetings regularly, made suggestions which they took on board, the entire menu in hospitals changed with the whole idea that we brought in' – B.F. The strength of NKS is that the workers are fully aware of these challenges and cultural differences, and they have a pool of women to draw on who are both experienced in medicine and other areas, and can speak the languages, translating information and synthesising it in the most effective way. These are really valuable skills that can be overlooked or not realised as being necessary but are essential in helping these women gain access to other mainstream services. Another strong theme that came through in the interviews was that NKS is a grassroots organisation. It also operates on the fringes of mainstream society and it has to, because these women are isolated, they are excluded from the mainstream because of the barriers they face. The strength of this is that NKS can exist in a place, and work in a way which they will connect with in order that they can then reach out to them and invite them in and respond directly to them. 'It's always shouted about being a grassroots type organisation, and it's remained like that, you know it's that kind of safe, comfortable...appropriate as well, type of organisation, appropriate in the way that it will always be on the level of the users, it'll be representative of what their needs are and the kind of issues that are around for that user group, and I think that's what makes NKS so special, in that it doesn't become out of touch with what the community needs are.' – A.C. 'NKS is sustaining progress and development, because sometimes you have these ups and downs in organisations... but it's not like that because they keep trying to improve their things and they keep involving the community which is very good as well' – O.R. 'It's always been very people focused, so it looks at what the users want and is able to provide the services, cater their services accordingly. There's a lot of organisations out there that seems to think they know best and 'we'll decide' and because it's run by people from ethnic minorities themselves, they've got a better understanding of what the issues are because some of them have probably gone through the same themselves and that makes it much more easier to engage service users.' – H.Aw. 'It gives them a platform really, a lot of the women who come from overseas particularly, who have migrated here through marriage or through other areas, they're not able to access mainstream services easily even though there's a lot of translated information flying around, but often that's not really what they need, it's more understanding what their needs are, and I think NKS has been able to fill that gap for these women and just tell them in their own language in a way that they'll understand what it is so that they know how to access these services, but also look at what their needs are and be able to bring in information, bring in experts, from different areas and give them that information in a more user friendly way.' – H.Aw. As was described above, NKS acts as a platform for these women, almost like a 'springboard' into the mainstream, one woman said, 'It was like the building block for me.' (– H.A.) Another woman described the experience of NKS like this; 'It was an intensive, wide-ranging, awareness raising, but at the same time, an opportunity for women to come out and meet each other, learn from each other and to break the isolation, and provide a platform for a unified voice' – B.F. One of the workers has been with NKS for over 10 years but originally came from the community herself and gained so much from the groups and activities NKS provided at that time. Here she describes how NKS was a 'springboard' for her and now is for others. 'NKS gives the support, emotional, moral, but so much else. I know what has worked in my life, the path that worked for me, I try to encourage other women onto this path; coming, getting confidence, volunteering, moving onto sessional work, maybe a job. We provide the opportunities, we see that they can do the work and then are able to move them forward. Many women don't have the confidence, they feel confident working within their own community, with the children, then they build the confidence, then they can move outside, to the mainstream and find jobs.' – A.K. This is a really important aspect of what NKS provides. As the women grow in confidence, as described here, they are able to move forward into the next step, into other opportunities and hopefully into the workplace, or onto courses as appropriate to them. This is like the greenhouse I described; the women are able to move within NKS into different opportunities, they may begin on the edges, excluded but as they move 'through' NKS, they become able to access things beyond the project and into the mainstream. The team at NKS are very gifted at recognising people's strengths when they come to the organisation and fitting them in so that they might be able to learn but at the same time use their existing talents, knowledge and experience to contribute to the work. For example, Mrs Iqbal came to NKS for a work placement through Women onto Work. She had moved to this country with her husband to study and then they started a family and she was out of the workplace for a long period of time. NKS provided a place for her to explore her opportunities. Here she talks about how the experience helped her discover what she was passionate about. 'Because of my background, I thought, what I can do, I can deliver some health sessions, so I gave a health talk on different issues in the Urdu language… it was a very good experience for me that I can be effective, not a patient and doctor relationship, I can be effective so with some health promotion things we started from NKS like that and it worked out for me to get a job in the NHS in primary care.' 'I can say without NKS it will be very hard for me to find a space, NKS not only gave me a particular help but also opened my eyes to how I can use my skills so allowing me to deliver the health talks in this project, in this service, then I go out for my interview and I had a kind of vision [of how I could help] by listening to so many different age groups of ladies, of their issues' 'People come here to take a start like myself and go out and deliver so many things to our communities, to work, it's a great place. Job opportunities you can say, you have done the placement, you find some enthusiasm, a vision and you go out and deliver, it will give you a kind of initiative.' Like Mrs Iqbal, all of the women I spoke to had been involved in not only coming to the groups but in volunteering in some way. Out of their time at NKS they spoke of how this opportunity gave them practical experience but more than this they told me how being at NKS had changed them personally. 'Then I did some volunteering, Shamshad invited me to do lectures, I did about different things like diabetes, women's cycles after childbirth, I trained as a Doctor in Bangladesh but I wasn't able to work here, I needed to do my registration exams... volunteering made me think I can help, I can do something in my community to make a difference.' - K.N. 'When I was getting to terms with what I was supposed to do and what the organisation was about, I was intrigued because it had been around for a while even then and the work that it had done with women, encouraging them to get out of the house and do things, I'd never really thought of services like that previously because I'd just gone through the usual mainstream system and gone to school and I hadn't really been involved in organisations like that beforehand so it was an eye opener that there were services out there and there were women that really needed services like this... it was through NKS that triggered my involvement in ethnic minority issues... I went to do accountancy and business stuff and then NKS did change the course [of my life] because it just highlighted a lot of areas where there's not sort of intentional discrimination, but there is services that are not catered for around ethnic minorities, and NKS kind of geared me, put me in that direction,' – H.Aw. For other women these opportunities provided a space to adjust to this new culture and environment, teaching them all they needed to know about how to live and work here, which as they described was key to their integration into this new context. '[The most helpful thing about NKS was] getting to know the new environment, and if I needed some information, wanted to get some information, obviously I needed experienced people, guidance for the situation and they helped me a lot with that…also, confidence, to deal with the day to day basic things in a new environment basically, that's the most important things that I learned from here' – O.R. 'When you go out to get a job they normally ask you do you have experience of working here, I had all the training but there were so many differences... NKS gave me the ability to prepare me for every kind of work... so I know, okay, this is how things work over here... I started working here with children and there are children everywhere but their needs are different; physical, their social and emotional needs change according to the environment, so it helped me to learn with support from NKS.' – H.A. They also mentioned the value of courses they had done at NKS such as First Aid, Food Hygiene, Health and Safety and Childcare. As well as providing these practical courses NKS has an English class. Some of the women I spoke to had done this course but the interviews highlighted that having the opportunity to volunteer at NKS helped with their language issues in a different way. 'When I came here and moved here English wasn't my first language, and I needed a place where I could use both things, and it helped me a lot when I was working in the nursery and I had that interaction with the children, and speak with them, so I used to practice with the children my English, my conversational English and it helped me to build up my vocabulary... NKS provided a platform to practice and to get involved with the workers and children but at the same time get the language.' – O.R. As one woman described NKS, 'acts as a language interface, if you like, not like a translation service but for somebody who's experiencing language difficulties out in the community it's somewhere they can come back to and actually speak in their own native language and be understood and feel welcome in that kind of way as well, I think that probably is an under-represented part, it's not recognised massively because NKS isn't a translation service but the language and how it breaks down language barriers is massive'( – A.C.) This is quite an important point to bring out; the value of the informal language learning and practice that takes place at NKS is huge. It is also highly accessible, and there is no pressure to learn. Some women I spoke to whilst working at the project had completed the English course and done well but they still struggled when speaking conversationally, with this practice available the women I interviewed were able to develop their language skills easily and quickly, especially the confidence in speaking to others. I hope you have been able to see how NKS is changing lives; changing life for women who are struggling with isolation and battling many barriers, and inspiring others, helping them to find their place in supporting and advocating for other women. Here are a last few words from some of the women which demonstrate just how much NKS means to them. 'I owe so much to NKS, it has had such a big influence in my life. I have had so much support. Everything I know I have learned from here, from the other workers. Taking on the manager role I have learned everything from Naina, Rohina, from watching how they work. They were my role model. Everything I have learned from here, how to do community work, managing... I think most I have enjoyed is being in this position now, being able to give back to people, to help the women move on, to give back into the community when I have received so much.' – A.K. 'NKS has been part of [my] journey, certainly for me that's where I started off from and that's where I explored a lot of my avenues and my work styles and developed myself… [What I have learned, ] it's definitely about people and it's definitely about just understanding how people work and that everybody's so different but we've all still got the similar values where everybody wants to thrive, everybody wants to be understood and everybody wants to be valued and recognised, and I think that NKS does all of that, provides all of that.' – A.C. 'I felt really very positive and the services delivered from here, people who are very isolated, people with a language barrier, people who had no-where to express themselves… I saw lots of women's groups, and to see all age groups, young women, old women, and by talking to them and telling about myself, I think it was a lot of issues where women were suffering I thought I should be looking for a place in NHS where I can be a part of it where I can solve their problems.' – R.I. 'Yeah, I learnt a lot – I learned the system, the benefits system , I learned about the education system, the loop holes, the lack of support in some cases, the assumptions mainstream society can make, the lack of knowledge in mainstream society, so for me it was a learning process… I have this kind of what sociologists call 'insider-outsider' status, which the women accepted and as I said I learned a lot from my fellow workers because they were very good they were very sensitive and they knew the issues as insiders… personally I learned a lot about the communities here and how…I think I learned to individualise them rather than see them as a group and that was the best thing.' – B.F. 'I think [I learned about] not having assumptions... because I've been born and brought up in Edinburgh I just went through the usual way and I thought well, that's just the way it is, but when you go out there and you see other people and see what barriers they've had to face because of language, because of where they've come from, cultural barriers that I've taken for granted, because I didn't see them, so when you come and you see what other people's experiences have been you realise, I think that's been the biggest one, it's just opened my eyes to different experiences and different people. ..by the time I graduated in '98 I'd more or less decided I didn't want to do accountancy as a career, and I think NKS was pretty instrumental in that, I ended up having a passion for these kinds of issues... now that I look back on NKS there's so much there that started that fire. ' – H.Aw. 15 \| P a g e Analysis In considering the findings it is easy to see the richness of provision within NKS. At a most basic level they are very successful in filling the gap in the provision of awareness-raising opportunities for these women around health and wellbeing. From the research we can also see that at the most complex level they are influencing and changing the city, bringing about positive futures for women who would have been lost without their support, empowering and releasing potential. In reviewing Gert Biesta's paper on lifelong learning (2006), it was interesting to consider what types of lifelong learning have been taking place at NKS. Biesta proposes three functions of lifelong learning: an economic function, 'learning that has to do with the acquisition of new skills and knowledge in relation to the world of work,' a personal dimension including learning from experiences, locating a sense of meaning in life, and personal growth, and lastly a democratic dimension, 'to do with democracy and social justice, with the empowerment and emancipation of individuals.' (p173) It is clear from these interviews that these women have experienced all three during their time at NKS. They have been able to explore opportunities and various courses in relation to employment, to develop their sense of self, and have been encouraged to grow and more forward personally and democratically. I think this is an important model to keep in mind as NKS develop their work in future and provides a sort of map in which to locate their activities. It would be easy to lose the personal dimension and to think that this is a woman's individual and private responsibility but I would like to expand a little on this aspect. Illeris (2003) described different levels of learning, the deepest of these being transformative learning which takes place 'as the result of crisis-like situations caused by challenges experienced as urgent and unavoidable, making it necessary to change oneself in order to get any further.' (p402) It is important to remember back to how some of the women were feeling when they first came to NKS and to this country, and to realise that they are going through this deep process of personal change that Illeris describes. He uses the words 'profound and extensive' in relation to the changes it brings, and I believe it is important to note the significance of what these women are going through and just how much support they might need in this time. These are not usually experiences we can process on our own and can be ones which create anxiety as everything around us, including ourselves, is moving, therefore the stability and support that NKS provides really is necessary for them in this time and should not be overlooked. There are also lessons to be taken away from observing the work of NKS, in considering what true community work is. Shaw and Martin (2000) discuss 're-making the connections' between community work, citizenship and democracy, and suggest that 'community work… takes place within the creative space between the intentions and outcomes of policy.' (p403) NKS is definitely one of these 'creative spaces'. They also talk of re-politicising citizenship (p410) and allowing 'the community work role to be about expansion rather than closure: activating 'voice' rather than managing diversity; exposing awkward political problems rather than obscuring them,' I believe my research has shown the strength of NKS in doing this, in opening the door for these women and tackling the issues they face head on. Shaw and Martin (2000) end with the question over whether those in power will recognise true 'democratic renewal as a political process in which people in communities are regarded as critical allies and creative actors in the building of a new and inclusive kind of democracy.' (p410-412) Until this change in thinking happens, organisations like NKS, with its workers strongly rooted in the community, are essential. NKS was described as a platform and as having given a voice to these women, and who else is able to do this? We must not allow communities to slip away to the margins of society with no-one to act on their behalf, or to provide what they need in order to stand strong on their own. It seems now that there is a danger in assuming a 'one size fits all' mentality and that we can incorporate everyone into one type of provision but we must remember there are different needs within different cultures. Another really strong aspect of NKS is the level of participation that takes place at all levels in the organisation; it is clear who works for the project, it is clear who manages the project, and it is clear who volunteers and who comes to take part in the groups, but there are no separating lines drawn between these groups. At NKS there is no 'them' and 'us' everyone has their place and I think this is the point; there is room for everyone. If anyone wants to say something, they are listened to; their words are valued and responded to. When people need an opportunity for training or to gain experience every effort is made to try and fit them in, to find a space for them, or to organise something. There is respect between everybody and a genuine sense of relationship which guards against tokenism and an unequal distribution of power, as described by Croft and Beresford (1992), allowing everybody to enter into the process of developing and shaping the work – all contributions are valid and valued. As community workers this process can be scary, you don't know where listening to your community will lead you! But, we must not be afraid as Jo Macfarlane encourages, 'if community workers genuinely want to empower users, we should recognise that their journey of growth may take them in other directions and this is a possibility we should not shrink from.' (2002, p89) Another positive to draw out from the evidence is that multiculturalism is possible, and bringing cultures together can be very positive. All of the women spoke of how within NKS many different cultures are able to come together and certainly in my own experience I found I was accepted and people were interested in getting to know me and finding out about my culture. Andrew Haywood describes multiculturalism as being 'characterised by a steadfast refusal to link diversity to conflict or instability,' and, 'based on the assumption that diversity and unity can, and should be, blended with one another: they are not opposing forces.' (2007, p321) These are important to remember when working with others, because we all have differences but these can bring us closer as we share together. I saw how at NKS there was space for the women to share their stories, this was a powerful experience for them and for me as I listened and shared my own. Through this we were able to appreciate where the other was coming from and value those different experiences. Recommendations In bringing out these points I wanted to encourage NKS as an organisation, along with community workers as well whilst also challenging those who provide support to NKS. For community workers I believe is it important to reconsider our own established approaches to practice in the light of all that is so positive in the way that NKS works. Without allowing for new inspiration in ways of connecting with our communities and carrying out our work, we will no longer be responding to what we see in a fresh and relevant way. At a recent conference community worker Lynn McCabe described relationships as the 'bread and butter' of our work and it is vital to remember this and value them, putting them first in our work. This is how the staff at NKS work, and the outcomes and depth of all they do is invaluable. In terms of support for NKS there is difficulty in the current climate in ensuring that community work is not limited or put into a specific box through stringent targets and expectations being out upon organisations. There is a duty of accountability for every organisation to those who support its work, but this must be kept in balance with a freedom to operate in the community's best interest which will ultimately bring about the positive difference that all parties would like to see. We must recognise the richness of what NKS brings to these women and work to protect it and enhance it, celebrating its strengths and supporting it to become even more. I believe there is a danger that if we encourage NKS to become something that it is not we will destroy the very essence and source of its success. As a grassroots organisation which exists on the edge we must value and protect its distinctive nature, style, and way of working and realise there is still a specific need for such a place to exist. I would encourage NKS to retain those ways of working which encourage all the breadth and depth of their work to continue. I hope the key concepts discussed will help to inform their work and provide a perspective which will help them to take stock and review all they are doing. I would encourage them to remain true to who they are as an organisation in their distinctive nature, and fluid way of working , and encourage them that they are making a big difference to the women they come into contact with. Conclusion Through this research I have gathered a wealth of insightful information which I have tried to use in order to present the strengths of NKS, and to show in what ways the project makes a difference to Asian women living in Edinburgh. I have detailed how NKS is viewed as a home, how it is a place that nurtures and empowers women, and how it acts as a springboard, helping women to move out into 'mainstream' society here. In my analysis I was able to bring useful theoretical concepts into the discussion. Bieta's (2006) triangle of lifelong learning was a good way to locate and measure the different strands of the work of the project, and Illeris's (2003) paper reminds us how significant their support is for these women in all that they face. Looking at Shaw and Martin's (2000) concept of regaining the root values of community education I have been able to show the strengths of the ways NKS carries out their work with this community and also inspire them to continue in this. Through my recommendations I felt it was most important to highlight the need for projects such as NKS to be valued and protected by those supporting them, and for Community Work as a whole to be influenced by its fresh and distinctive approach to working with people. The staff at NKS can be proud of the valuable work they are involved in, I hope this report will give them a sense of the importance of all that they do and will encourage them to continue building upon the success of the organisation. It is important for them to see all the different strands of their work and recognise the deeper more wide-ranging and long term positive effect they are having and will continue to have in women's lives. References Shaw, M and Martin, I (2000) 'Community work, citizenship and democracy: Remaking the connections', Community Development Journal, 35 (4) pp401-413. Biesta, G. (2006) 'What's the point of lifelong learning if lifelong learning has no point? On the democratic deficit of policies for lifelong learning. European Educational Research Journal, vol 5 (3&4) pp169-180. Heywood, A. (2007) 'Political Ideologies – an Introduction' (4 th Edition) Palgrave Macmillan, Basingstoke. Croft, S and Beresford, P (2011) 'The politics of participation' in Craig, G, Mayo, M, Popple, K, Shaw, M and The Community Development Reader: History, Themes and Issues, Taylor, M (eds) Policy Press. Bristol.163-171. Illeris, K. 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2013 ENDANGERED RIVERS LIST BACKGROUNDER Introduction This is the 21st year in which the Outdoor Recreation Council of BC (ORC) has published its list of endangered rivers on which the continuation of outdoor recreation, on or by streams of one kind or another, is threatened by impacts to the river itself or through human-activities to its surrounding environment. This year ORC improved its nomination and selection process in two ways. First, a standardized nomination form, for persons concerned about outdoor recreation on BC's rivers, was developed to provide the selection committee with essential information about a river considered to be endangered. This form was made available on ORC's website. Secondly, an on-line questionnaire, ancillary to the newly standardized form, was also made available on the ORC website. The latter tool made it very straightforward to justify a nomination and it became the preferred way to make a nomination. Many people found it convenient to use the questionnaire. In addition, ORC's Endangered Rivers Committee was expanded and formalized. The committee now includes persons having particular expertise in river ecology, fluvial geomorphology, their natural and human habitats and their recreation attributes and potential. These committee members also include recreationalists and advocates known across the Province for their rigor and dedication. Given the continued improvements in the decision-making process, the committee has been able to ensure that the rivers on the 2013 endangered list fully reflect the nominations made. With the new process, the 2013 selection has resulted in a slightly-shorter list than has been the case in recent years. Nevertheless, it is important to note that the issues of previous years have not been forgotten and there are outstanding concerns that would likely be included with more research. For example, there are issues and locations that have not made the list this year that are likely to show up in subsequent years. These include the Northern Gateway Pipeline, or low flows issuing in the south-central interior such as those affecting the Kettle River, which ORC will continue to follow. However this year's list focuses on those issues deemed to be most critical at this point in time. 1. The Peace River About the nominations of the Peace The concerns expressed in the very-large number of nominations submitted for the Peace River for 2013 have been nothing short of overwhelming. Nominations for the Peace this year far outnumbered those for any other river. These nominations, many of them providing considerable detail, have come from a variety of individuals such as members of local First Nations, biologists, ranchers and guides, and many residents of the area. In addition, folks from outside of the Peace country have registered their concern. These tended to be visitors familiar with the area who have come to enjoy the many different kinds of outdoor recreation on, and by, the river in its present state. What was especially noteworthy is that several of the nominations came from people who have either been involved in land use planning in the area in the past, had been directly involved in the construction of the earlier dams on the Peace River, or who were formerly employed by the BC Government to conserve and protect the area's ecosystems. As a result many of the nominations were extremely well informed about the river, its history and its surroundings. The Peace has been featured near the top of ORC's Endangered Rivers List since it was first nominated in 2008. What is the threat to the Peace and which sections will be impacted? The primary threat to the Peace River is BC Hydro's current plan to build a 60 m high and 1050 m long earth fill dam and hydro-electric generating station on the Peace River at Site C. The dam would be located downstream of the confluence with the Moberly River and, literally, on the southern outskirts of Fort St. John. Site C is intended to generate 1,100 MW for BC's electricity grid. The newly proposed dam would be the third impoundment on the Peace River and it would flood an additional 83 km of the stream including key riparian areas and rich valley bottoms.. The impoundment would reach as far upstream as the tailrace of the Dinosaur Reservoir at the Peace Canyon Dam, which was the second impoundment, constructed in 1980, about 23 km below the W.A.C. Bennett Dam, to a point below the confluence with the Moberly. The Peace is also a significant part of the headwaters of the Mackenzie and this reach of the River includes most of the remaining undammed length of this stream in BC! The dam would result in a widening of the river to about three times its present width and its backwatering effect would also flood about 10 km of the lower Moberly River and 14 km of the Halfway River. The project would also require the realignment of several sections of Highway 29 and the construction of two 77 km transmission lines to connect Site C to the Peace Canyon complex. In the past the provincial government has stated that the additional power for this dam will be required to supply the growth in general demand for electricity in BC in the near future. However, according to BC Hydro's most-recent forecast, BC now has a substantial surplus of power that is expected to last for a number of years. It has also been suggested that the Site C project may be necessary to supply the very-large amounts of power which might be required for the liquefied natural gas (LNG) projects planned for the north coast of the Province; however, with the declining prices of natural gas and the imminent glut of hydrocarbonbased energy throughout North America, it is questionable if these LNG projects will even proceed. Anticipated impacts and threats to cultural and ecosystem values of the Peace River The specific impacts to the river which would threaten recreation include the following: * The flooding of 83 km of the Peace River Valley and creation of a large; reservoir; * The flooding of up to 10 km of the Moberly River valley and up to 14 km of the Halfway River valley; * Varying reservoir water levels would result in constant shoreline erosion and the strong likelihood of sloughing or slumping of shoreline banks (In reservoirs the establishment of stable banks at new winter and summer lake levels takes many years); * Excessive turbidity in the water both in the reservoir and downstream; there will also be extensive amounts of floating debris from flooded forests; * The loss of fish habitat for goldeye, migratory Arctic grayling in the Moberly River, migratory bull trout that spawn in the Halfway River and mountain whitefish that rely on Peace River habitat; * Destruction of habitat for moose, deer, elk, black and grizzly bears on the Peace River islands and adjacent to the present river; * The loss of mule deer winter range in high-snow years; * Loss of habitat for several key bird species, such as Cape May, Canada and Bay-breasted Warblers, Yellow Rail and Nelson's Sparrow; * Destruction of riparian areas and wetlands adjacent to 83 km of the river; * The resultant loss of biodiversity in the entire reservoir region; * Loss of approximately 5,000 ha of boreal forest as well as 5,000 ha of high quality farmland; * Loss of cultural and historic sites such as native burial grounds and the site of an early settlers' fort; and, * Possible impact on local climates due to a radical change in the unique geography of the only low-elevation corridor through the Rockies which allows warm Pacific air to flow eastwards. Potential loss of social and outdoor-recreation opportunities * Aboriginal and non-aboriginal fishing opportunities would be detrimentally impacted due to changes in the river resulting from flooding, including significantly increased siltation and changes to water temperature. The fishery will change from grayling, rainbow trout and bull trout to a coarse-fish species assemblage of walleye and northern pike; * Degradation of canoeing, kayaking and paddling opportunities; * Loss of white water kayaking between the Peace Canyon Dam and Hudson's Hope; * Loss of hunting and trapping opportunities in the Peace River valley; * Loss of wildlife viewing and bird watching opportunities; * Loss of camp sites in the reservoir area and loss of islands in the river; * Flooding of fossil sites; * Loss of prehistoric sites with dinosaur footprints; * Flooding of the Rocky Mountain Fort site, the first European settlement east of the Rockies in 1794; and, * Essential destruction of one of the most visually-attractive and much-visited landscapes in the Province. Recommendations There are several very large questions overhanging the perceived need for the proposed Site C Dam and the power its facility would generate. In the ORC's opinion, the need for extra generating capacity of 1,100 MW has not been adequately justified, whether for general electricity demand in the Province or for supporting development of LNG projects. ORC recommends that any power requirements for LNG projects that do proceed are provided by purchasing power on the open market or through the use of natural gas, whether on or off the site of the planned LNG plants. To build Site C just to power an LNG plant, that may or may not, proceed is an unacceptable economic and environmental subsidy that ORC does not support. With respect to projections of future increased demand for power for other industrial and for residential purposes in the Province, ORC would like to see a thorough review of future demand estimates by the BC Utilities Commission to verify these estimates. No. 2 - The Lower Fraser River (A Canadian Heritage River) The Fraser River from Hope to Mission Known as the Heart of the Fraser, the Hope to Mission stretch of the river is one of the most productive stretches of river in the world. This section sustains more than 30 species of fish, more than any other BC fresh-waterway, including all species of salmon as well as Canada's largest population of sturgeon. In addition, up to 10 million pink salmon spawn in this part of the Fraser main-stem in peak years and it is the principal migration corridor for billions of other juvenile salmonids as they migrate through this reach of stream to the ocean. This stretch is also known as the gravel reach and gravel extraction, ostensibly for flood protection, is a major concern. There is a need to better protect the gravel reach with an integrated approach to reducing the flood risk. In a recent report by Dr. Michael Church, professor emeritus at UBC and a world renowned river geomorphologist, Dr Church determined that the accumulation of gravel in this reach of the river over time is relatively slow and regular gravel removal for flood prevention was not justified. There is also clear empirical evidence, presented to government by river stewards and scientists, that some past gravel extractions have been excessive in certain locations. In any event, future largescale gravel extractions should be avoided during pink salmon spawning years so as to prevent possible massive fish mortalities such as occurred at the Big Bar site in March of 2006. Furthermore, many believe there is a need for more science-based decisions when it comes to flood control options. At no point has the provincial government provided any empirical or modelled evidence that sediment (silt, sand, gravel) accumulation has affected the design profile of the dikes in the gravel reach over the last 50 years. Last but not least, highlyproductive side-channel fisheries habitats that are more sheltered from flows, hence less likely to heal quickly from gravel extractions, should be protected from such activities. To try and address this and other human-induced impacts to this section of the Fraser, the "Heart of the Fraser" campaign was launched in 2006 by various groups such as the International River Foundation, the Rivers Institute at the BC Institute of Technology, the Nature Trust of British Columbia and the North Growth Foundation. The "Heart of the Fraser" initiative has received widespread support from the public, scientists and government alike. A key part of this initiative deals with the acquisition of private lands for conservation purposes. This is being spearheaded largely by the private and non-government sectors including the groups mentioned above. The "Heart of the Fraser" project is one of the most exciting conservation initiatives in Canada and some major headway has already been made with the purchase and protection of much of the Harrison Knob, which has since been turned over by the Nature Trust to the Skowlitz First Nation to manage in perpetuity. The acquisition and protection of the Tom Berry Ranch property near Hope in the fall of 2007 was also good news for the river as was the protection of the McGillivray Slough in 2009 as part of the Bert Brink Wildlife Management Area. As a complement to this initiative, there is also an urgent need for a collaborative vision/plan for the Heart of the Fraser that will identify key environmental and cultural values. Hopefully, much of this will be developed and led by lower Fraser First Nations, in consultation with other groups. It is to be hoped that an off-shoot of this will be renewed efforts to better manage and protect key crown lands, including the protection of important habitat features in Tree Farm Licence 43. Efforts to manage these attributes were attempted in the 1990s through the Protected Area Strategy, and failed at the time. The Fraser River from Mission to the Strait of Georgia The lower Fraser River downstream of Mission continues to be plagued by many long-standing issues, such as sewage discharges and other types of pollution, which remain problematic. There are also a host of other, emerging, issues. These include reduced protection for many urban stream tributaries (i.e. the shift from Streamside Protection Regulations to Riparian Area Regulations), plans to deliver jet fuel by tanker to a new wharf upstream from the Massey Tunnel in Richmond, a number of agricultural-related impacts and a proposal to export coal from the US through the Fraser Surrey Docks. Furthermore the river continues to be threatened by impacts associated with rapid urbanization, urban run-off, new transportation corridors, and widespread bank armouring. Other areas of concern are found in the North and Middle Arms of the Fraser River, along with the continued regression of the outer delta marshes, which provide important habitat to juvenile salmon as well as large numbers of waterfowl. This situation may further worsen in light of an array of new development proposals near Iona Spit on the North Arm, including a proposed airport expansion onto the salt marsh by Sturgeon Bank and Port Metro Vancouver's proposal to double the capacity of the container terminal at Deltaport on Roberts Bank. There have been certain environmental gains in the practices of some large riverside communities, such as Burnaby, Surrey and Maple Ridge, and groups such as the Fraser Basin Council continue to promote sustainability throughout the watershed, but the lower Fraser River still faces an array of pressures and threats. The recent loss of the Fraser River Estuary Management Program (FREMP), part of the mandate of which was to review developments on the Fraser below Kanaka Creek, makes this even more problematic. One of many long-standing threats to the Fraser pertains to sewage pollution. The Iona treatment plant still provides primary treatment only and, while this plant's effluent is discharged into the Strait of Georgia as opposed to the mainstem of the river, many millions of young Fraser River salmon pass through the discharge area on their journey out to sea. This discharge contains high levels of traditional contaminants that can be toxic to aquatic life such as copper and zinc but there are also concerns around the high levels of "emerging contaminants"— including pharmaceuticals and chemicals found in personal care products, endocrine disruptors, chemical fire retardants, glyphosates, caffeine— that are not filtered out, or contained, by current sewage treatment practices. At present, the upgrading of the Iona sewage facility to secondary treatment levels is not scheduled to be completed until 2030. Agricultural impacts along the Fraser and its tributaries throughout the Fraser Valley farm-belt also continue to be problematic. Along many of the river's smaller tributaries there is a lack of riparian protection and there is inappropriate use of pesticides and fertilizers. Another significant issue in much of the lower Fraser Valley centers on the inappropriate disposal of manure during winter months in close proximity to streams. The Fraser Valley has the greatest concentration of farm animals anywhere in Canada. While the inappropriate disposal of this waste poses a problem for rivers and fish, there are also human health implications. In terms of mitigating agricultural issues, there should be enhanced efforts to enforce existing regulations. It is also important to continue recent efforts to develop a "best management practices" philosophy throughout the farming community. A plan is also needed to better protect and restore streamside vegetation along many small (but often key) tributaries throughout the Fraser Valley farm-belt. On a positive note, despite the potential for conflict, agricultural land also presents a real opportunity to protect stream habitat and ORC believes that farms and fish can co-exist side by side. In an effort to achieve this, farmers are being encouraged to develop environmental farm plans which could be very helpful in mitigating various environmental impacts. ORC fully supports this initiative. In closing, it is important to note that the Fraser it is one of the very few rivers in BC which is part of the Canadian Heritage Rivers system, the mandate of which is to conserve rivers with outstanding natural, cultural and recreational heritage. While this status does not necessarily ensure adequate conservation efforts, it is surely a powerful incentive for such measures to be undertaken. 3. The Elk River Located in the southeast corner of the province, the Elk River is severely threatened by high levels of selenium (which is toxic to aquatic life) leaching from nearby open-pit coal mines. This has sparked wide-spread concern because the river sustains a thriving population of genetically pure west-slope cut-throat and bull trout (both of which have been classified as "species of special concern" by the BC Conservation Data Centre) and the river has been designated by the Province as a "classified water" in an effort to protect its unique fishery. The Elk River valley also serves as a critically important wildlife migration corridor and is a vital part of the Yellowstone to Yukon (Y2Y) initiative, intended to connect Banff National Park to the north and the nearby Flathead River Valley and WatertonGlacier International Peace Park to the south. The river is also one of BC's premier recreational paddling streams. Yet, despite the river's amazing natural values, there are ample reasons for concern over the future of this waterway. First and foremost, the concentration of selenium found in the river downstream from the coal mines is seven to ten times that of natural levels found upstream of the mines. Such levels are known to cause health problems in both humans and domestic animals and exceed the values known to result in toxicity and abnormal development in fish. While impacts to the river from existing development are a serious problem, the human footprint adjacent to the Elk continues to grow. Most notably, there are five-large strip coal mines, with plans to increase production (There are plans for another six coal mines on the horizon). There is also a clear and direct correlation between levels of selenium loading in a receiving watershed and the amount of waste rock exposed to surface. The run-off from "legacy" waste rock dumps are the major source of increasing levels of selenium now found in the river. To its credit, Teck Coal agrees that transformative change is necessary to address this problem and has commenced a multi-year plan to try and achieve this. The Province has also recently stated that no new mines would be approved until the selenium issue is resolved. However, pollution levels continue to rise and the issue has become so serious that clean-up efforts must be ramped up in a much more expedited fashion so that the current trend is reversed. In addition, other existing (or proposed) developments are adding to the cumulative impacts affecting the river. Among these are two coalbed methane experimentation schemes (with tenures totalling over 600 sq/km), forestry activities, resort development (ski and golf), and highway related impacts (i.e., widening of Highways 3 and 43). As part of the rush to get shovels in the ground under "Canada's Economic Action Plan," a section of Highway 3, identified as crossing a critical wildlife corridor, was twinned with little if any consideration for wildlife connectivity. There must also be enhanced efforts on the part of all industrial operations to follow "best management practices". A planning process for the area, engaging all stake-holders, must also be initiated. The primary objective would be to to establish a wildlife management area/corridor on the relatively undisturbed west side of the river in order to protect critical wildlife migration routes. Rivers to watch – The Coquitlam River For the first time in many years, the Coquitlam River has not been included on the list of endangered rivers. This is because improvements have been made in the management of this river that, if continued, bode well for this river's future. These include the establishment of a multi-stakeholder watershed round-table and the launching of a river monitoring program this past year. Despite these initiatives, the river will remain on a "river to watch list" for the years ahead because for many years, there was widespread concern about excessive sediment loads entrained into the river from nearby gravel mines; this is a concern that may have eased a bit with these new initiatives but has not been totally alleviated. Also on a positive note, there has been other progress in recent years, such as, the creation of some significant off-channel habitats below the dam that are now being utilized by salmon as spawning and rearing habitats. ORC is also encouraged that the feasibility of sockeye re-introduction into the system is still being examined. However, there continue to be some perceived problems with regards silt and sediment loading from nearby gravel mines although, perhaps, not as severe as was the case a few years ago. Recent sampling and monitoring efforts by the City of Coquitlam indicated conditions may be improving. But a number of local respondents and river advocates expressed the view that, while monitoring efforts to assess silt loads should continue, they should also be done in a continuous-ongoing, real-time basis that would provide information at all times of day and night as well as during high-precipitation events. This approach may well provide a truer, and more re-assuring, picture than the current limited sampling done at specific times. If silt-related, and other issues that have plagued the Coquitlam River in the past are to be permanently resolved, Metro Vancouver, BC Hydro, the Province, local government and Fisheries & Oceans Canada will all have to act in unison for the good of the river. That said, it's the goal of ORC to see rivers fall off the endangered rivers list for the right reasons and there is, clearly, progress along the Coquitlam River. Rivers to watch - Tamihi Creek Tamihi Creek in the Chilliwack River Valley represents one of the nearly 1,000 waterways (rivers, creeks and lakes) threatened by Independent Power Projects (IPP's). Most of these waterways are in scenic places, often in remote areas, with an assortment of important values. A large number of these waterways are used for recreation, of which Tamihi Creek is one. This stream contains three notable paddling stretches, ranging from Class III+ to V+ whitewater, all of which are threatened by the dewatering of the creek for independent hydro. Unfortunately the same things that make waterways desirable for paddling (gradient and flow), make them attractive for power. There are also other effects from run-of-river hydropower. Among these are spontaneous water releases that have detrimental effects on fish populations (as seen on the Ashlu and Mamquam Rivers). In addition, alterations and fluctuations in pH and water temperatures and increased siltation in downstream sections of the river(below the power facilities) can adversely affect fish. In drainages with multiple run-of-river projects, these impacts are often realized in a compounded fashion. In many cases, run-of-river hydro generates small amounts of power and, often, only during times of year when it's not required, mainly the spring and fall. Perhaps most importantly, the prospect of IPP development on Tamihi Creek highlights the need to establish "no-go places" for those waterways that have exceptional recreational and/or natural values. To many, Tamihi Creek is becoming a "poster child" of sorts, emphasizing the need for better regional planning when it comes to IPP development; something that has been sorely missing to date. ORC's concerns regarding amendments to the Fisheries Act, the Canadian Environmental Assessment Act and the Navigable Waters Protection Act ORC is extremely concerned about recent amendments to the environmental legislation in Canada which has governed the environmental protection of fish and fish habitat, recreational values and water quality on thousands of rivers and streams for decades. We are referring here to recent amendments to the federal Fisheries Act, the Canadian Environmental Assessment Act and the Navigable Waters Protection Act. Prior to these amendments taking place, issues such as the impact of planned resource development and extraction activities (e.g. mining, logging, hydroelectric and real estate development) on First Nations' rights, title and access to resources, as well as recreational fishing opportunities, canoeing, kayaking and white-water rafting, and drinking water quality, were required to be addressed through a fairly comprehensive environmental assessment procedure. This took into account the impacts of these proposed projects on those activities and resources. However the recent amendments have removed the requirement for project proponents to address these issues on literally tens of thousands of streams, rivers and lakes across Canada, thus tipping the balance in favour of resource development and job growth. ORC is concerned that, so long as economic development and profit are given priority over the right of Canadians to recreate and enjoy nature, the list of endangered rivers in Canada will only continue to grow, rather than shrink as we would hope they would. Canadians, especially those that engage in and value outdoor activities, deserve more consideration for the values they hold dear. ORC urges governments at all levels, whether municipal, provincial, territorial, First Nations or federal, to give serious future consideration to the protection of the values that our members, and the Canadian public generally, want for themselves and future generations. Following the upcoming BC Provincial election, ORC is also hoping the Province will finally move forward with the long awaited modernization of the century-old Water Act and work to ensure that any decisions relating to the allocation and extraction of water under the NEW Act take into account the long-term needs of people and fish over short-term needs to satisfy resource development and extraction opportunities. April 5, 2013 -------------- 30 -------------	<urn:uuid:6ddd6ffd-d7d5-4642-a74d-19f87d9b44d1>	CC-MAIN-2018-47	http://orcbc.ca/pdf/ER/2013/Backgrounder2013.pdf	2018-11-14T11:55:14Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00124.warc.gz	246,215,256	5,505	eng_Latn	eng_Latn	0.9979	eng_Latn	0.998347	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2580, 5802, 8116, 11803, 14460, 17490, 20714, 23509, 26790, 28181 ]	[ 1.7109375, 1.8515625 ]	2	6
___________________________________ PSYC 203.02 Psychology of Everyday Life Fall 2020 Instructor: Dr. Mike Boyes Lecture Location: Web-Based Phone: 403-560 9171 Lecture Days/Time: T 17:00 - 19:45 Email: firstname.lastname@example.org TA info: Raksha Ramkumar Office: Zoom Email: email@example.com> Office Hours: By Appointment Course Description Provides students with an understanding of the key theories, research methods, and discoveries in coping and resilience, identity development, interpersonal relationships, and mental health with an emphasis on developing the knowledge and skills necessary to be effective consumers of psychological theory and research. Through a focus on adjustment issues that arise in everyday life, this course will demonstrate some of the ways in which psychology can be used to benefit students' wellbeing in their personal and professional lives. This course is being run in a Web-Based hybrid format. Each week (see course schedule later in this outline) recorded Lectures in the form of Vodcasts (audio, video, and instructor video) will be assigned (except in weeks where course exams are scheduled) and posted on D2L. You will review the assigned Vodcasts within each module at times of your choosing though it is expected that you will do so in such a way as to have reviewed each week's assigned Vodcasts by 7 pm on Tuesday of the week in which they are assigned. In the last 45 minutes of the assigned course time (from 7 to 7:45PM Tuesdays) there will be a live class zoom session in which the course instructor will very briefly point to key themes in each weeks' assigned content as covered in the linked Vodcasts for that content module, briefly identify some key "take-aways" that students could potentially apply to their own situations and experiences, followed by a (student) question and answer period. The Department of Psychology is committed to student knowledge and skill development. The table below lists the key learning outcomes for this course, the program-learning outcomes they facilitate (see psyc.ucalgary.ca/undergraduate/program-learning-outcomes), and the expected level of achievement. \| Course Learning Outcomes \| Assessment Methods \| PLO(s) \| \|---\|---\|---\| \| Explain the different influences on development of self and relationships with others \| Multiple-choice tests, Team project \| 1, 2, 3, 4, 5, 6, 7, 8 \| \| Identify and address cognitive biases that can lead to stereotyping, prejudice, and discrimination \| Multiple-choice tests \| 1, 2, 5, 7, 8 \| DEPARTMENT OF PSYCHOLOGY Faculty of Arts \| Identify and address stressors within your own personal and professional life and develop techniques to build personal resilience to those stressors \| Multiple-choice tests \| 1, 2, 7 \| \|---\|---\|---\| \| Generate and work toward solutions for personal goals using psychological research \| Team project \| 1, 2, 3, 4, 5, 6, 7 \| \| Identify and source appropriate and reliable information about adjustment and wellbeing \| Team project \| 3, 4, 5 \| Notes. PLOs = Program-Learning Outcomes: 1 = demonstrate knowledge of psychological sciences, 2 = think critically and solve problems, 3 = conduct research and analyze data, 4 = communicate effectively, 5 = demonstrate information literacy, 6 = understand and implement ethical principles, 7 = apply psychological knowledge and skills, 8 = Demonstrate multicultural competence and awareness of issues related to equity, diversity, and inclusion. Level of PLO achievement facilitated by this course: I = introductory, C = competency, A = advanced. Acknowledgments and Respect for Diversity Our classrooms view diversity of identity as a strength and resource. Your experiences and different perspectives are encouraged and add to a rich learning environment that fosters critical thought through respectful discussion and inclusion. The Department of Psychology would also like to acknowledge the traditional territories of the people of the Treaty 7 region in southern Alberta. The City of Calgary is also home to Métis Nation of Alberta, Region III. Course Format This course will use a hybrid format. Some lectures will be taught live via Zoom during each scheduled class as marked by asterisks in the course schedule below and will be recorded and posted to D2L after class. Other class materials will be posted to the course D2L page by the day/time of each scheduled class as per the course schedule. Note: Psyc 203 is the first core course toward the embedded certificate in mental wellbeing and resilience (https://www.ucalgary.ca/mentalhealth/embedded-certificate). You may enroll in the certificate through your Student Centre beginning October 1. Psyc 203 does not count toward the minimum requirements for the Major or Honours in Psychology. Psyc 200 and Psyc 201 (Principles of Psychology I and II) are prerequisite courses for all psychology courses. Psyc 203 cannot be used in place of Psyc 200 or 201. Prerequisites There are no prerequisites to take this course. Recommended Text Weiten, W., Dunn, D. S., and Hammer, E. Y. (2018). Psychology Applied to Modern Life: Adjustment in the 21st Century (12th Ed.), Belmont, CA: Nelson Education Ltd. (available in the university bookstore). This text is optional and intended as a supplement to the Vodcast content modules in this course. Exam questions will be based on material covered in the Vodcast content modules. Assessment Methods Exams (74% of final grade) There are two exams (October 13 and November 17) and a final exam (to be written during the final exam period) scheduled for this course. The first two exams are multiple-choice, non-cumulative, and will Vodcast content and Zoom session material (including any films and other demonstrations). The final exam is cumulative and will consist of multiple-choice questions. Exams in this course are closed book. The use of resources, including class notes, the textbook, online resources, and calculators is prohibited during the exams in this course. Students may not communicate with others about course material or the exam either in person or electronically during exams. The exams in this course will be accessed and written through D2L. As per University requirements you will be given 50% additional time beyond what would have been provided if the exams were written in an in-class setting. As well, you will have a 24-hour window within which you will be able to access, write and submit each exam. Exams will be available at 9 AM on the date they are scheduled (see table below) and will remain available for 24hours until 9 AM the next day. You will have UP TO 2 hours to complete and submit each exam once you access it. The date and start time of the Final Exam will be announced once it is set by the Exams Office. Exam dates, weightings, and topics are as follows: Identity Assignment (8% of grade) As part of this assignment you will: 1) Complete a short online measure to determine your current Identity Style 2) Participate in a sort group discussion with a small number of randomly assigned other students from the class regarding how each of you goes about deciding something like how you plan to vote in an election. 3) Consider how people operating from each of three possible Identity Styles go about making life decisions. 4) Write a paper (on your own) describing each identity style and how people with each style approach making life decisions (illustrated with examples from your group discussion). As well, include a section in your paper describing how people operating within a Diffused Identity Style might be nudged towards considering and using an Informational Style. You paper will be 2 to 3 pages double spaced with 12 pt font and 1" margins. Each paper will be graded for (1) its description of the Identity Styles, (2) the actions it recommends to nudge Diffused styled individuals towards an Informational Style and (3) it presentation clarity and creativity (a rubric will be included with the detailed assignment description on D2L). Due to the Assignment's D2L drop box by 5pm on Tuesday Oct 20 Team Project (14% of final grade) As part of this project, each team of 5-6 people will: 1) use psychological research to justify the selection of a personal goal (e.g., improve time management skills, improve study strategies, decrease procrastination, etc.) 2) develop a plan to meet your team's chosen goal 3) collect data to assess and chart your team's progress 4) draw conclusions about your progress toward your team's chosen goal 5) make recommendations for how to improve your team's plan to better help others who wish to meet this goal Each team will submit a single report (8-10 pages double-spaced with 12 pt font and 1" margins) documenting your team's work. Each report will be graded for (1) identification and empirical justification of a goal, (2) detailed action plan outlining planned steps to meet goal, 3) summary of data collected to chart progress toward goal and conclusions drawn based on these data, and 4) mechanics and APA formatting. Further details about each of the components required for your project will be provided in class and posted on D2L. Due to the project's D2L drop box by 5pm on Tuesday Dec 1. Without approved documentation, late papers will be deducted 5% per day (including weekends) up to a maximum of 35% (7 days), at which point, late papers will no longer be accepted. Teams are advised to conduct their meetings with online formats using email, conference calls etc. Zoom, which allows for virtual meetings via combinations of computers, phones and other devices such as tablets, has a free version which works well for small team meetings. It is ESSENTIAL that all team members personally commit to staying in regular touch with their teammates and to ensure they meet their agreed teamwork obligations on time and fully. Course Credits for Research Participation Experiential-Learning/Article-Evaluation Course Component (4% of final grade) This experiential-learning/article-evaluation component provides enriched learning opportunities in this introductory course. You can complete this component by participating in research studies (Option 1: Research Participation), by completing 1-page article evaluations from a designated list (Option 2: Article Evaluations), or by a combination of the two options. Thus, you will learn more about psychology by taking part in research studies and/or by reading and evaluating articles from a psychological perspective. Option 1: Research Participation. Students can complete this course component by creating an account and participating in Departmentally approved research studies at http://ucalgary.sona- systems.com. Students earn 0.5% (0.5 credits) for each full 30 minutes of participation. Each study will be followed by an educational debriefing experience. The demand for timeslots may exceed the supply in a given term. Thus, students are not guaranteed that there will be enough studies available to them to meet their credit requirements. Students should seek studies early in the term and should frequently check for open timeslots. The last day to participate in research and allocate credits is Wednesday, Dec 9, 2020. Option 2: Article Evaluations. Students can complete this course component by reading and evaluating articles. Students earn 1% (1 credit) for each acceptable evaluation. Students can submit only one evaluation per due date (September 25, October 16, November 6, November 27, 2020), late submissions will not be accepted. Please consult the D2L for this course for more information about this option. Option 3: Combinations of Options 1 and 2. Students can complete this course component through any combination of Options 1 and 2 (e.g., 3% through Option 1 and 1% through Option 2, or vice versa). Given that each article evaluation counts for 1%, students who complete, for example, 2.5% through Option 1 would need to complete two evaluations to successfully complete all 4% of this course component. As mentioned under Option 2, students can only submit one article evaluation per due date, late submissions will not be accepted. Thus, students who opt to combine Options 1 and 2 must plan ahead carefully. Department of Psychology Criteria for Letter Grades Psychology professors use the following criteria when assigning letter grades: A+ grade: Exceptional Performance. An A+ grade indicates near perfect performance on multiple choice and short answer exams. For research papers/essays/course projects/presentations, an A+ grade is awarded for exceptional work deserving of special recognition and is therefore not a common grade. A, A- Range: Excellent Performance. Superior understanding of course material. Written work is very strong in terms of critical and original thinking, content, organization, and the expression of ideas, and demonstrates student's thorough knowledge of subject matter. B Range: Good Performance. Above average understanding of course material. Written work shows evidence of critical thinking and attention to organization and editing but could be improved in form and/or content. C Range: Satisfactory Performance. Adequate understanding of course material. Knowledge of basic concepts and terminology is demonstrated. Written work is satisfactory and meets essential requirements but could be improved significantly in form and content. Note: All prerequisites for courses offered by the Faculty of Arts must be met with a minimum grade of C-. D range: Marginally meets standards. Minimal understanding of subject matter. Written work is marginally acceptable and meets basic requirements but requires substantial improvements in form and content. Student has not mastered course material at a level sufficient for advancement into more senior courses in the same or related subjects. F grade: Course standards not met. Inadequate understanding of subject matter. Written work does not meet basic requirements. Student has not demonstrated knowledge of course material at a level sufficient for course credit. Grading Scale As stated in the University Calendar, it is at the instructor's discretion to round off either upward or downward to determine a final grade when the average of term work and final examinations is between two letter grades. To determine final letter grades, final percentage grades will be rounded up or down to the nearest whole percentage (e.g., 89.5% will be rounded up to 90% = A but 89.4% will be rounded down to 89% = A-). Topic Coverage Schedule and Scheduled Course Events \| \| \| Stress Zoom Session (Q and A) 7pm (45 minutes) \| \|---\|---\|---\| \| 9 \| T Nov 3 \| Vodcasts: Coping \| \| \| \| Coping Zoom Session (Q and A) 7pm (45 minutes) \| \| 10 \| M Nov 8 \| Reading Break – No Classes \| \| \| to Nov 14 \| \| \| 11 \| \| \| \| \| Nov 17 \| Exam 2 \| \| 12 \| T Nov 24 \| Vodcasts: Psychological Disorders \| \| \| \| Psychological Disorders: Zoom Session (Q and A) 7pm (45 minutes) \| \| 13 \| T Dec 1 \| Vodcasts: Psychotherapy \| \| \| \| Psychotherapy Zoom Session (Q and A) 7pm (45 minutes) \| \| 14 \| T Dec 8 \| Vodcasts: Life Design and Course Review \| \| \| \| Life Design and Course Review Zoom (Q and A) 7pm (45 minutes) \| \| \| \| Fall Term Lectures End. Last day to withdraw with \| \| \| W Dec 9 \| \| \| \| \| permission from Fall Term half courses. \| \| \| Dec 23 to \| Final Exam \| \| \| 23 \| \| Academic Accommodations Students seeking an accommodation based on disability or medical concerns should contact Student Accessibility Services; SAS will process the request and issue letters of accommodation to instructors. For additional information on support services and accommodations for students with disabilities, visit www.ucalgary.ca/access/. Students who require an accommodation in relation to their coursework based on a protected ground other than disability should communicate this need in writing to their Instructor. The full policy on Student Accommodations is available at http://www.ucalgary.ca/policies/files/policies/student-accommoda t i on -pol icy. pdf . Absence From A Test/Exam Makeup tests/exams are NOT an option without the approval of the instructor. Students who miss a test/exam have up to 48 hours to contact the instructor to ask for a makeup test/exam. It's the instructor's discretion if they will allow a make-up exam. Students who do not schedule a makeup test/exam with the instructor within this 48-hour period forfeit the right to a makeup test/exam. At the instructor's discretion, a makeup test/exam may differ significantly (in form and/or content) from a regularly scheduled test/exam. Once approved by the instructor a makeup test/exam must be written within 2 weeks of the missed test/exam on a day/time scheduled by the instructor. If a student cannot write their final exam on the date assigned by the Registrar's Office, they need to apply for a deferred exam https://www.ucalgary.ca/registrar/exams/deferred-exam s . Travel During Exams Consistent with University regulations, students are expected to be available to write scheduled exams at any time during the official December and April examination periods. Requests to write a make-up exam because of conflicting travel plans (e.g., flight bookings) will NOT be considered by the department. Students are advised to wait until the final examination schedule is posted before making any travel arrangements. If a student cannot write their final exam on the date assigned by the Registrar's Office, they need to apply for a deferred exam https://www.ucalgary.ca/registrar/exams/deferred-exams. Students with an exceptional extenuating circumstance (e.g., a family emergency) should contact the Department of Psychology ( firstname.lastname@example.org ) . Reappraisal of Graded Term Work http://www.ucalgary.ca/pubs/calendar/current/i-2.html Reappraisal of Final Grade http://www.ucalgary.ca/pubs/calendar/current/i-3.html Academic Misconduct For information on academic misconduct and its consequences, please see the University of Calgary Calendar at http://www.ucalgary.ca/pubs/calendar/current/k.html Instructor Intellectual Property Course materials created by professor(s) (including course outlines, presentations and posted notes, labs, case studies, assignments and exams) remain the intellectual property of the professor(s). These materials may NOT be reproduced, redistributed or copied without the explicit consent of the professor. The posting of course materials to third party websites such as note-sharing sites without permission is prohibited. Sharing of extracts of these course materials with other students enrolled in the course at the same time may be allowed under fair dealing. Copyright Legislation All students are required to read the University of Calgary policy on Acceptable Use of Material Protected by Copyright (www.ucalgary.ca/policies/files/policies/acceptable-use-of-material-protected-bycopyright.pdf) and requirements of the copyright act (https://laws-lois.justice.gc.ca/eng/acts/C42/index.html) to ensure they are aware of the consequences of unauthorized sharing of course materials (including instructor notes, electronic versions of textbooks etc.). Students who use material protected by copyright in violation of this policy may be disciplined under the Non-Academic Misconduct Policy. Freedom OF Information and Protection of Privacy Student information will be collected in accordance with typical (or usual) classroom practice. Students' assignments will be accessible only by the authorized course faculty. Private information related to the individual student is treated with the utmost regard by the faculty at the University of Calgary Student Support and Resources https://www.ucalgary.ca/registrar/registration/course-outlines Student Organizations Psychology students may wish to join the Psychology Undergraduate Students' Association (PSYCHS). They are located in Administration 130 and may be contacted at 403-220-5567. Student Union VP Academic: Phone: 403-220-3911 email@example.com firstname.lastname@example.org Student Union Faculty Rep.: Important Dates The last day to drop this course with no "W" notation and still receive a tuition fee refund is Thursday September 17, 2020. Last day for registration/change of registration is Friday September 18, 2020. 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Exercise 6 Find the Laplace transform of the following expressions: e x − cos x	<urn:uuid:a877121a-6056-4200-94f6-145c1600d4b3>	CC-MAIN-2021-04	https://stemjock.com/STEM%20Books/Wazwaz%20Integral%20Equations/Chapter%201/Section%205/Exercise%206/WazwazIEch1s5p6Q.pdf	2021-01-20T20:25:20+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00144.warc.gz	581,808,264	19	eng_Latn	eng_Latn	0.763262	eng_Latn	0.763262	[ "eng_Latn" ]	false	docling	[ 81 ]	[ 1.3671875 ]	1	1
Spanish Verb: balancear English Translation: to swing, to balance \| yo \| tú \| él/ella/usted \| nosotros/-as \| vosotros/-as \| \|---\|---\|---\|---\|---\| \| balanceo \| balanceas \| balancea \| balanceamos \| balanceáis \| \| he balanceado \| has balanceado \| ha balanceado \| hemos balanceado \| habéis balanceado \| \| balanceaba \| balanceabas \| balanceaba \| balanceábamos \| balanceabais \| \| balanceé \| balanceaste \| balanceó \| balanceamos \| balanceasteis \| \| había balanceado \| habías balanceado \| había balanceado \| habíamos balanceado \| habíais balanceado \| \| hube balanceado \| hubiste balanceado \| hubo balanceado \| hubimos balanceado \| hubisteis balanceado \| \| balancearé \| balancearás \| balanceará \| balancearemos \| balancearéis \| \| habré balanceado \| habrás balanceado \| habrá balanceado \| habremos balanceado \| habréis balanceado \| \| balancearía \| balancearías \| balancearía \| balancearíamos \| balancearíais \| \| habría balanceado \| habrías balanceado \| habría balanceado \| habríamos balanceado \| habríais balanceado \| \| balancee \| balancees \| balancee \| balanceemos \| balanceéis \| \| haya balanceado \| hayas balanceado \| haya balanceado \| hayamos balanceado \| hayáis balanceado \| \| balanceara OR balancease \| balancearas OR balanceases \| balanceara OR balancease \| balanceáramos OR balanceásemos \| balancearais OR balanceaseis \| \| hubiera balanceado OR hubiese balanceado \| hubieras balanceado OR hubieses balanceado \| hubiera balanceado OR hubiese balanceado \| hubiéramos balanceado OR hubiésemos balanceado \| hubierais balanceado OR hubieseis balanceado \| \| \| balancea! \| balancee! \| balanceemos! \| balancead! \| \| \| no balancees! \| no balancee! \| no balanceemos! \| no balanceéis! \| balancearis a completely regular verb. Note: Spanish Verb: balancear to swing, to balance English Translation: Sample Translated Sentences Containing 'balancear' Estaban balanceándose en el columpio con mucha alegría. They were swinging on the swing with much joy.	<urn:uuid:d4793e49-c6b4-48c5-b4ed-9fa8cfef01f3>	CC-MAIN-2021-04	https://premium.123teachme.com/spanish_worksheets/verb_conjugations/balancear	2021-01-20T20:35:06+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00145.warc.gz	521,413,951	526	eng_Latn	eng_Latn	0.927986	eng_Latn	0.939429	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1725, 1950 ]	[ 2.4375 ]	3	0
From Seed to Harvest: A beginner's guide to growing salsify Salsify, also known as the oyster plant because of its light oyster flavoring, is a root vegetable not commonly found in grocery stores. The vegetable is similar to a carrot but with white flesh. The young roots can be eaten raw if finely shredded onto a salad, but the roots are usually cooked in stews. Salsify has a longer growing season but is relatively simple to grow and can be a unique addition to any garden. Although it looks similar to a carrot, salsify is actually related to the dandelion and chicory. To plant: Salsify can be grown over the winter in warmer climates or planted in the spring in cooler climates. If planted in the spring, salsify is harvested in the fall and if grown over the winter, salsify is harvested in the spring. The plants do best when started from seeds directly sown into the garden. Plant outdoors two weeks before the last spring frost for a fall harvest and plant ½ inch deep and 1 to 2 inches apart in rows set 18 to 24 inches apart. Prior to planting the seeds, make sure you loosen the soil 12 inches deep and remove any debris such as rocks that could get in the way of the growing roots. To grow: Salsify requires frequent weeding, as the plants are such slow growers that fast-growing weeds can overtake them. Mulching around the plants can help deter weeds. Since it is a root plant, salsify also requires frequent, deep water. Salsify plants to best in soil with a pH of 6.0 to 6.8. In warmer months, the plants require shade during the hot parts of the day, so plant near Mammoth Salsify seeds available at ufseeds.com fast-growing vegetables that are tall enough to cast a shadow. The shade will encourage more tender roots. Carrot rust flies and wireworms can be pests that cause problems to your salsify plants. To deter carrot rust flies, spray insecticides or use outdoor sticky traps. For wireworms, leaving a cut piece of potato nearby will distract the pests from the salsify plants. To harvest: Salsify is ready to harvest when the roots are 12 inches in length. This can be up to 120 days after planting. Use a spading fork to harvest, as the roots grow deep and if they are broken, their storage time decreases. If harvesting in the fall, wait for the salsify to withstand a few frosts prior to digging up the root as it enhances the taste and makes the root sweeter. Once pulled from the ground, remove the tops and store in a cool, dry place for two weeks so the roots can dry. Copyright 2018 © Urban Farmer. All rights reserved. What salsify craves: Prior to planting, spread aged compost around the salsify planting site and work it into the soil several inches deep. Don't use manure or high-nitrogen fertilizer as this can cause the roots to split and fork. Although salsify has a long growing season, it doesn't require much fertilizing as over-fertilizing can fork the roots. Apply a general-purpose fertilizer at the time of planting and mid-season through the summer. Where to buy salsify seeds: Mammoth Salsify seeds available at ufseeds.com Urban Farmer sells salsify seeds on our website at ufseeds.com! Copyright 2018 © Urban Farmer. All rights reserved.	<urn:uuid:4e19531e-7590-4e39-8078-9ac50061fc8f>	CC-MAIN-2021-04	https://files.ufseeds.com/uploads/Instructions-for-Growing-Salsify.pdf	2021-01-20T20:02:16+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00144.warc.gz	345,032,142	736	eng_Latn	eng_Latn	0.998574	eng_Latn	0.999208	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2565, 3208 ]	[ 2.96875 ]	1	1
How to use the business blended learning Journey on the next page * Find the unit you are completing in school. If you are unsure, check go4schools or email your teacher * Each unit references page numbers from the CGP GCSE Edexcel Business revision guide – All Y11 pupils have been provided with a copy of this. * There is also a link to the supporting BBC Bitesize pages which you need to work your way through whilst not at school Other Resources Available Qualification Details: SenecaLearning 12 Mark Model Answers 9 Mark Model Answers Exemplars with examiner commentary Exam Board: Edexcel Title: GCSE (9-1) Business Course Materials Unit 7 – Making Marketing Decisions	<urn:uuid:a2951fba-628a-4c02-b74c-f4d5e4187101>	CC-MAIN-2021-04	https://dormston.s3.amazonaws.com/uploads/document/BS-Learning-journey-2020-blended.pdf?t=1606981099	2021-01-20T20:31:11+00:00	crawl-data/CC-MAIN-2021-04/segments/1610703521987.71/warc/CC-MAIN-20210120182259-20210120212259-00144.warc.gz	314,781,539	153	eng_Latn	eng_Latn	0.997104	eng_Latn	0.995919	[ "eng_Latn", "unknown" ]	false	docling	[ 648, 686 ]	[ 1.9765625 ]	1	0
Nation-Building: Role of Media and Films Renu Ramgopal Singh Assistant Professor J G College of Education Drive-in-road, Thaltej, Ahmedabad, India Abstract Indian cinema not only plays a significant role in integrating society but also imparts human values on people such as honesty, hard work, sympathy, charity, brotherhood. Almost all movies have stories in which goodness is rewarded and wickedness is punished. The Indian film industry is also a big source of revenues also from the 30s, right through the 90s; Indian cinema had developed in focusing different aspects of Indian life. It has not only presented but tackled many sensitive issues like freedom to unemployment, from dowry to women's emancipation, from poverty to exploitation, from social conflict to national integration and so on. With the transformation of the society, the issue confronting it kept on changing and so also themes adopted for film making. After India gained independence in 1947 it had to create its own nation selfconsciousness from the thin air. The popular Hindi cinema played an important role in nation-building. In this article the researcher examined how Bollywood cinema supported and strengthened the community spirit and nation building. KEYWORDS – Media, Films, Nation Building, Bollywood and National Integration Introduction The nation is and has always been a major theme in popular Hindi cinema. In fact from 1950 onwards popular Hindi cinema has played a significant role in stimulating a sense of 'unity in diversity' and reinforcing nationalism in India. It shaped the collective consciousness of Indians and helped them in imagining India as their nation. Perhaps no other cultural medium in the post-independence era portrays the peculiarly 'all-inclusive' pluralistic image of the Indian nation as effectively as by the popular Hindi cinema. Time and again Hindi filmmakers have produced films to efface all regional, linguistic, religious, caste and class based distinctions and to engender a national identity. These films based on the theme of the nation edify Indians about their heroic past, cultural heritage, great men and glories which constitute "the social capital upon which one bases a national idea". India is the biggest film producing country in the world with a yearly 10001200 feature films. 150-200 are made in Bombay. The most populous city in India has always played a central role in the Indian subcontinent's history. Under the British rule it became the most important trading centre of the area. The relatively high standard of living attracts migrants from every part of the country, resulting in a multi-cultural, multi-ethnic metropolis. Bombay was traditionally a main centre of the Pharsi theatre that's historical and social dramas show inevitable resemblance with the Bollywood film genre. The early films' directors and actors came from this theatre culture like Dhundiraj Govind Phalke who created the first feature film, Raja Harischandra (1913). The plot is based on the Mahabharata creating the genre of the mythological film. He emphasized the importance of the cinema's national origin and character. In his writings Phalke draws attention to the significance of using movies as an interpreter of the 'Swadeshi' giving political aspect to the Indian filmmaking. From the 30s, right through the 90s, Indian cinema had developed in focusing different aspects of Indian life. It has not only presented but tackled many sensitive issues like freedom to unemployment, from dowry to women's emancipation, from poverty to exploitation, from social conflict to national integration and so on. With the transformation of the society, the issue confronting it kept on changing and so also themes adopted for film making. Major influences that have shaped Indian Popular Cinema The following six major influences that have shaped Indian popular cinema - * The ancient epics of Mahabharata and Ramayana influenced the narratives of Indian cinema. Examples of this influence include the techniques of a side story, back-story and story within a story. Indian popular films often have plots that branch into sub-plots; such narrative dispersals can clearly be seen in the 1993 films Khalnayak and Gardish. * Indian filmmakers, while enhancing the elements of fantasy so pervasive in Indian popular films, used song and music as a natural mode of articulation in a given situation in their films. There is a strong Indian tradition of narrating mythology, history, fairy stories and so on through song and dance." Indian filmmakers demonstrated how this creation intersected with people's day-to-day lives in complex and interesting ways." * Ancient Sanskrit drama, with its emphasis on spectacle, combined music, dance and gesture combined "to create a vibrant artistic unit with dance and mime being central to the dramatic experience". Sanskrit dramas were known as natya derived from the root word nrit (dance), featuring spectacular dance-dramas. The Rasa method of performance, dating to ancient times, is one of the fundamental features that differentiate Indian from Western cinema. In the Rasa method, empathetic "emotions are conveyed by the performer and thus felt by the audience," rather than "simply conveying emotion". * Western musical television, particularly MTV, had an increasing influence in the 1990s, as can be seen in the pace, camera angles, dance sequences and music of recent Indian films. Issues focussed through films It is worthy to mention some of the Indian films that have sensually touched the audience and the society through its messages. Indian cinema talked about upliftment of untouchables in `Acchut Kanya' (1936); fought against marriage of young girls with old persons (Duniya Na Mane, 1937), highlighted the problem of alcohol in 'Brandi Chi Bath' (1939), raised the issue of dowry in `Dahej' (1950). Films like 'Aurat', 'Do Bigha Zamin', 'Mother India' and 'Mujhe Jeene Do' focused on the socio-economic causes of the very Indian problem. Movies like 'Rang De Basanti' encouraged people to take up things in their own hands, Taare Zameen Par' and 'Three Idiots' helped parents accept their children as they are; Swades' portrayed the problem of brain drain in the country, `Aarakshan' was based on controversial policy of caste-based reservations in Indian Government jobs and educational institutions and 'My brother Nikhil' dealt with the stigma associated with HIV/AIDS. Human Values, Justice & Religion Indian cinema not only plays a significant role in integrating society but also imparts human values on people such as honesty, hard work, sympathy, charity, brotherhood. Almost all movies have stories in which goodness is rewarded and wickedness is punished. The hero is an embodiment of good qualities. He is respectful towards elders, adores his parents, helps others, stays away from drinking and gambling and is strong enough to beat a gang of bad guys. It is the hero who is admired by everybody and loved by the beautiful heroine. There is justice and hope in every story in Indian cinema. This has great influence on people especially the young boys who want to become like the heroes. There are films on religious themes like Samporna Ramayan, Jai Santoshi Ma, Shiv Shakti, Nanak Nam Jahaz, and Veer Hanuman which touch the religious sentiments of people and give the message of truth and religious faith. Society owes a lot to cinema for inculcating such feelings among the people. Contribution in Music & Art Every Hindi movie has, on average six to ten songs sung by versatile male or female singers. The lyrics of these songs are written by well-established poets and lyricists. Famous music directors prepare tunes and background music of these songs. Band of expert instrumentalists play different instruments like sitar, tabla, bango, harmonium, flute, etc. as per requirement of the song before the song is finalised. These songs become very popular among people. They like to listen to these songs again and again on radio, TV, CD player, etc. Millions of cassettes/CDs are sold every month. Cinema, thus, is rendering a great service to the cause of music. India has a great tradition of classical, folk and general music. All these types of music are promoted by films. Cinema, therefore, serves our tradition of music. Film-making is an art. In this sense, cinema encourages various arts-acting, singing, dialogue-writing, story-writing, directing, lyrics-writing, and composing and music directing. Bollywood is an industry and film-making is a business. Cinema provides employment to millions of people across the country. Apart from the actors, actresses, story-writers, lyricists, singers, musicians, there are distributors, CDmaking companies, recording companies, instrument makers, cinema-houses and their staff, shopkeepers selling CDs, etc. designers of dresses, dress-makers, cameramen and several others related directly or indirectly with film-making who earn their livelihood through cinemas. Contribution in Economic Development As filmmaking is a business, the producers and others who are connected with the business earn crores of rupees every year. They pay huge amount of tax to the government. Similarly, the actors and actresses who charge crores of rupees for acting in a film pay heavy amount of tax every year. The entertainment tax charged by the government runs into several crores of rupees for one day. Cinema is thus a great source of capital for the government which is spent on various projects of development. Cinema thus participates in the country's development. Films & Fashion Cinema also promotes fashion. The latest designs in clothes; hairstyle and even bikes and cars are promoted by the heroes and heroines. This not only brings freshness and change in traditional designs but also sustains what is called the fashion boom. Many businesses like readymade garments, jewellery and saloons thrive on the fashion sustained by cinema. Bollywood has produced some of the greatest movies in world cinema and they are proofs that we have motley of artists with brimming talent in India. Some of our greatest movies played a huge role in displaying diversity of India and its people. Movies like Sholay, Mother India etc played a significant role in upholding the name of our country in various international platforms and film festivals. Now with ambassadors like Aamir Khan and Directors like Sanjay Leela Bhansali the legacy of Bollywood will go on. Dangal, Bajirao Mastani, Taare Zameen Par, 3 idiots etc are some examples of movies which we can be proud of. Shah Rukh Khan, one of the greatest actors the world has seen, has done terrific movies like Chak De India, Swades. SRK movies have a huge following outside the country. He is honoured with Knighthood from various countries. Movies - Reflections of the Society and People Movies are an integral part of Nation Building since we as an audience watch movies in theatres and multiplexes and thus contribute to Entertainment Industry. A plethora of Artists work for movies and related fields and they are the reason the Industry is thriving. No brain Entertainers like Judwaa 2 and Class movies like Dangal become blockbusters. This diversity of spectators and their vivid tastes have done wonders for the Industry. Though many films flop in a year, films still have audience. Hence, movies play a major role in nation building. Cinema plays a very important role in India. As we all know, the country is a melting pot of different regions, religious faiths, communities, castes and creeds. People speaking different languages and following different customs and traditions are all fond of Hindi movies. Films Unites the Nation There are movies in other languages which are watched by people knowing and speaking those languages, like Punjabi, Marathi, Gujarati, Assamese, Tamil, Kannada and Malayalam. But people prefer Hindi movies. In this way, cinema binds the people of different regions and communities together. They serve the most important cause of national integration. As a matter of fact our Mumbai filmdom called Bollywood is a unique example of secularism. Actors, singers, music directors, composers, producers, directors and other artists hailing from different parts of India work together while making a movie. As a matter of fact, Bollywood is like a mini secular India where people of different faiths live together and work together to achieve excellence in cinema. They regard one another for their act. What better example can there be for people at large to emulate Bollywood and root out communalism from the country? Role of Films in the field of Entertainment The most important contribution has of course been the entertainment. The emotional dramas with some of great screen plays have been blockbusters. Many a time's Indian cinema has remained a place where, as Manmohan Desai said, "people would forget their misery, a dream where there is no poverty and where the fate is kind..." For a society which is largely poor it remained a place where people could visit places from Kashmir or Ooty to US and Switzerland. Also for long, guests to a family were treated with a movie in a nearby theater which remains a common place today where friends want to hang out. Conclusion Films have played an important role in the integrity of the nation. It was the only platform where people could see different cultures. At times when politics was dividing the nation on regional basis Cinema showcased a superhit 'Sholay' , directed by a Sindhi, with music from someone of Tripura and main actors from Punjab, U.P, Gujarat, Tamil Nadu and Bengal, presenting the magic by a blend of talents from all across the country. Moreover, they have given the society the lectures on communal harmony cloaked under entertainment. Brothers separated by fate growing up in different religious families in Amar Akbar Anthony packed with high drama, or Hindu guy marrying a Muslim girl in Mani Ratnam's Bombay, there have been remarkable cinema challenging the communalism in the society. So finally we can conclude that media and films play important role in nation building as it almost covers all the areas of country which is integral in effecting any nation. References: * Metropolis, Film periodical (hungarian language) 1./2007. * Dudrah, Rajinder Kumar (2006) Sociology Goes to the Movies – Sage, New Delhi * Gokulsing, K. Moti and Dissanayake, Wimal (1998) Indian Popular Cinema – A Narrative of Cultural Change – Trentham Books Limited, Oakhill * Mazumdar, Ranjani (2007) Bombay Cinema – an archive of the city, University of Minnesota Press, Minnesota * Gangoli, Geetanjali Sexuality, Sensuality and Belonging. Representation of the "Anglo-Indian" and the "Western" Woman in Hindi Cinema. In Raminder Kaur, Ajay J. Sinha (eds.) (2005) Bollywood: Popular Indian Cinema through a Transnational Lens. New Delhi – Thousand Oaks – London: Sage Publications * Desai, Jigna (2004) Beyond Bollywood – The Cultural Politics of South Asian Diasporic Film, Routledge, New York * Virdi, Jyotika (2003) The Cinematic ImagiNation – Indian Popular Films as Social History, Rutgers University Press – New Brunswick, New Jersey, and London * Chakravarty, Sumita S. (1993) National Identity in Indian Popular Cinema 1947-1987, University of Texas Press – Austin * Rushdie, Salman (1980) Midnight's Children, Penguin Books Ltd., London * Richards, A (1995) Hidden Pleasures: Negotiating the Myth of the Female Ideal in Popular Hindi Cinema (Paper circulated at the SOAS Conference) 1921 June in Gokulsing, K. Moti and Dissanayake, Wimal (1998) Indian Popular Cinema – A Narrative of Cultural Change – Trentham Books Limited, Oakhill * Brown, J. (1994) Modern India Second Edition, Oxford: Oxford University Press in Gokulsing, K. 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Childhood Overweight and Obesity Healthy Children Initiative Healthy eating and physical activity in children are important to achieving a healthy weight, and good health, growth and development. Childhood overweight and obesity is complex and needs a systematic approach across multiple settings. The NSW Healthy Eating and Active Living Strategy 2013-2018 provides the framework to drive partnerships across government and with key stakeholders to support children being healthy and active. The prevalence of overweight and obesity in children has been relatively stable in NSW since 2007, with a current prevalence of 22.0% in 5-16 year old children (2015). However, the prevalence remains high and is a cause for concern (NSW Population Health Survey 2015). Education about healthy eating and physical activity in children is key to establishing healthy habits in later years. The Healthy Children Initiative includes a range of evidence based programs, in a range of settings to achieve the Premier's priority target of reducing childhood overweight and obesity by 5 per cent by 2025. These interventions have contributed to stabilising the increasing trend in overweight and obesity seen since 1985. Source: NSW Population Health Survey, Centre for Epidemiology and Evidence, NSW, Ministry of Health Key program elements and status FAMILIES TARGET Children and Parent/Carer(s) Go4Fun® helps overweight and obese children and their parent/ carer(s) to modify family lifestyles, increase diet and activity levels, promote weight management and increase children's wellbeing and self-esteem. Go4Fun® is delivered face-to-face by qualified health professionals across NSW, with prioritisation for delivery within disadvantaged communities. 7000 overweight and obese children and their families will participate to June 2015 and a further 847 families from July 2015 to December 2015. STATUS 6854 overweight and obese children and their families have participated. Children on average achieve significant reductions in waist circumference and Body Mass Index; and improvements in diet, fitness, levels of physical activity, confidence and self-esteem. Children and Parent/ Carer(s) Social marketing to motivate families to reassess their lifestyle choices and create a new, healthy normal. Further develop the Make Healthy Normal campaign to target parent/carer(s). Under development. \| Early Childhood Services Program \| Munch & Move encourages healthy eating, increased physical activity and reduced small screen recreation in children attending early childhood education and care services. \| 80% of early childhood services participate to June 2016. \| \|---\|---\|---\| \| Supported Playgroups \| Recommendations and online information to create environments and deliver consistent, appropriate messages and learning experiences that support healthy eating, active play and oral health to parents/carers. Targeted at isolated and disadvantaged families. \| Work with stakeholders for wide implementation. \| Adoption of Healthy Practices: Early Childhood Services 91% of early childhood services across NSW participate in the program (3217 services) 94.7% include active play time 95.6% include fruit and vegetables daily 97.4% of services have written policies on nutrition NEXT FOCUS AREAS TO WORK WITH THE SERVICES ARE: * Putting in place written policies on physical activity (77% currently have one) * Encouraging water or age appropriate milk as a drink (79.2% are currently doing this) * Including daily fundamental movement skills for 3-5 year olds (70.1% are currently doing this) * Encouraging services to communicate with families about healthy eating and physical activity (76.3% are currently doing this) \| PRIMARY SCHOOL AGE CHILDREN \| \| TARGET \| \|---\|---\|---\| \| Primary School Age Programs \| Live Life Well @ School enhances teacher's knowledge and skills in teaching nutrition and movement. Supports schools to create environments which enable children to eat healthily and be physically active. \| 80% of all primary schools participate to June 2016. \| \| Primary School Age Programs \| Fruit, vegetable and water breaks such as Crunch&Sip® provide a set time when students can eat fruit or vegetables and drink water in classtime. \| 80% of all primary schools participate to June 2016. \| \| Primary School Age Programs \| Active travel to schools will have a suite of actions to support active travel to school. A comprehensive approach is available, plus specific resources for developing school activities, communication, and working with local organisations. \| Program under development. \| \| Junior Community Sport \| Finish with the Right Stuff encourages junior community sports clubs to provide and promote healthier food at club canteens and encourages kids to drink water before during and after the game. \| 100 clubs by December 2015. \| Adoption of Healthy Practices: Primary Schools 84% of primary schools across NSW participate in the programs (2035 schools) 91.9% encourage students to be physically active during recess and lunch 88.7% have fruit, vegetable and water break 80.8% provide nutrition and physical activity information to families NEXT FOCUS AREAS TO WORK WITH THE SCHOOLS ARE: * Encourage continued professional development in healthy eating and physical activity (81.5% are currently doing this) * Implement a healthy canteen program (46.1% of participating schools are currently doing this) \| TEENAGERS \| \| TARGET \| \|---\|---\|---\| \| Youth \| NSW Yhunger helps disadvantaged youths to develop healthy eating and physical activity skills by training youth workers provide healthy, nutritious food and encourage regular physical activity. Run through specialist youth health and homelessness services and alternate education providers. \| Program being piloted. \| \| High School Age Programs \| Working with high schools and selected stakeholders to identify strategies of how to establish a healthy canteen. \| Program under development. \| © NSW Ministry of Health 2016 SHPN (CPH) 160091 Further copies of this document can be downloaded from the NSW Health website www.health.nsw.gov.au NSW MINISTRY OF HEALTH 73 Miller Street NORTH SYDNEY NSW 2060 Tel. (02) 9391 9000 Fax. (02) 9391 9101 TTY. (02) 9391 9900 This work is copyright. It may be reproduced in whole or in part for study or training purposes subject to the inclusion of an acknowledgement of the source. Reproduction for purposes other than those indicated above requires written permission from the NSW Ministry of Health. NSW Ministry of Health, Snapshot Childhood Overweight and Obesity – Healthy Children Initiative, June 2016. www.health.nsw.gov.au	<urn:uuid:6d8d9913-333a-40da-afd9-e46848fa21ff>	CC-MAIN-2018-47	https://www.health.nsw.gov.au/heal/Publications/snapshot-child-obesity.pdf	2018-11-14T11:40:27Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00124.warc.gz	878,038,260	1,372	eng_Latn	eng_Latn	0.906569	eng_Latn	0.991034	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 61, 1311, 3742, 6694 ]	[ 2.625 ]	2	7
1st Grade ELA Curriculum Guide - 2016 Smith (email@example.com) Quarter #1 - Readers Build Good Habits / Small Moments: Writing with Focus, Details, and Dialogue (August 29 - October 28) In these initial units, "Readers and Writers Build Good Habits" and "Small Moments: Writing with Focus, Details, and Dialogue," students will focus on expectations, routines and procedures involved with Reader's and Writer's Workshop. They will develop skills to independently access grade level appropriate texts and know what to do when they lose their way or become stuck. In writing, students will study what authors do to make great stories and write their own narrative stories that are focused, full of details, and easy to read. Unit Topics & Objectives Students will… Readers / Writers Build Good Habits * Follow Workshop procedures and explore Writing process * Read / write and discuss texts with partners * Predict before reading and check predictions during reading * Match the story to the pictures * Build stamina as writers, building independence * Build stamina as readers, reading longer and stronger Small Moments: Writing with Focus, Details, and Dialogue Students will… * Zoom in on one event * Add action, dialogue, feelings, thoughts to bring stories to life * Revise/edit for punctuation and capitalization * Revise/edit writing to make it easy to read * Look at books that they are reading to help with writing * Write and discuss writing with partners ELA Personalized Learning Approach Students will work in differentiated groups based on their individual needs. Instruction will be a combination of: whole class instruction, small group instruction, partner work and independent work. Differentiated groups will be determined through ongoing formal and informal assessments and will support their work in strategy and guided reading groups. Student Work The majority of student work will be completed within their Reader's and Author's notebooks. This year, Charlotte Lab School will also use an online portfolio system called SeeSaw which will enable students to independently showcase what they are learning in each one of their content areas. Both students and teachers will be able to view and assess progress and growth over time. In ELA, students will post to SeeSaw at least once per week to share their current work and progress toward their personalized goals. Teachers will provide feedback weekly as well. Families are invited to also leave encouraging comments on their student's work as well. For more information about SeeSaw go to - http://web.seesaw.me/learn-more Homework and Home-School Connections Homework will only consist of daily reading and work that students did not finish during the school day. There will be no formally assigned homework this year. Research has been unable to prove that homework improves student performance. Rather, we ask that you spend your evenings doing other activities that correlate with student success - reading with your student, eating dinner together, playing outside, participating in after school activities, and getting your student to bed early. Students will be encouraged to read and write independently or with adults whenever possible and appropriate. Dreyer (firstname.lastname@example.org) 1st Grade Math Curriculum Guide - 2016 Quarter #1 - Graphing, Place Value, Comparing, Adding and Subtracting Numbers (August 29 - October 28) During this unit, students will build upon the mathematical knowledge that they gained in Kindergarten. They will continue to collect data and represent it in the form of graphs. They will also work with numbers regularly in the tens place comparing, adding and subtracting them. By the end of the unit, students will be able to collect and record data that they collected in bar graphs and picture graphs. They will also be able to use a variety of strategies to add and subtract within 20, compare numbers, and use symbols to represent numbers in equations. Unit Topics, Objectives & Vocabulary \| Topics \| Objectives Students will... \| \|---\|---\| \| Graphing \| ● Collect data and represent it using bar and picture graphs \| \| Place Value \| ● Understand the value of ones and tens place \| Math Personalized Learning Approach Personalized learning is instruction that offers specific curriculum and learning environments that meet each individual student's needs. In Kindergarten, students will be placed in different groups throughout the Math block based on individual needs, strengths, and levels. Groups will change as needed throughout the year according to informal and formal assessments. Student Work This year, Charlotte Lab School will use an online portfolio system called SeeSaw which will enable students to independently showcase what they are learning in each one of their content areas. Both students and teachers will be able to view and assess progress and growth over time. In Math, students will document their learning related to each skill; this can be in the form of videos, pictures, drawings, texts and pdfs. Stay tuned for more information on SeeSaw in the coming months http://web.seesaw.me/learn-more Homework and Home-School Connections Homework will be assigned on a weekly basis later in the year. We also encourage parents to review SeeSaw at home with students.vary depending on what your child is working on. The purpose of Math homework is to ensure that students are practicing independently at home and this allows parents to connect with what your child is learning in Math as well. 1st Grade Quest Curriculum Guide - 2016 Dreyer (email@example.com) Quarter #1 - Interactive Playground Design (August 29 - October 28) The Challenge How can our new playground be more than just fun? First grade students will collaborate to make our new playground more interactive, so that it will not only be a place to play but also a place to learn more about science. The First grade class will learn about force and motion, the history of play, and playgrounds from around the world. Students will narrate and craft an interactive playground experience to share what they learn. Course Description In this First Quarter Quest, students will fulfill goals and objectives set by NC First Grade Science Standards as they focus on how forces affect the motion of an object. Students will learn about simple machines and have the opportunity to learn how push and pull affect motion. Through our Quest, we will analyze the importance of playgrounds in the community as well as looking at this topic from a global perspective. After exposure to urban playgrounds around us, hands-on exploration of playground equipment and simple machines, integration of simple machine characteristics and conversations with experts in the field, we will create an interactive playground experience. Maker Lab is part of quest so students will participate in Maker activities during quest throughout the year. Course Objectives * Critical Thinking and Problem Solving: Questioning, Trying, Coping In addition to learning topics based on the NC Essential Science Standards, students will also work to create and develop the following skills: * Effective Written and Oral Communication: Conversing, Conveying, Presenting * Collaboration Across Networks and Leading by Influence: Interacting, Relating, Affecting Additionally, Maker Lab will be incorporated into the Quest curriculum this year, so students will engage in a variety of making activities throughout the year. Weekly Timeline Student Work Students will post to SeeSaw (a web-based and mobile app) to share their current work and progress toward their personalized goals. Teachers will provide feedback, as well. Families are invited to also leave encouraging comments on their student's work on the SeeSaw app. Teacher-Parent Communication The best way to communicate general questions is through your student's advisor, as multiple teachers will be working with your student. However, if you have a quest specific question you can contact your child's quest committee leader, Ms. Dreyer. Homework and Home-School Connections Homework will only consist of work that your student did not finish during the school day. There will be no formally assigned homework this year. Since the purpose of Quest is to foster curiosity in your child, we encourage activities that include experiments, building, outdoor exploration, and making, using items easily accessible in your home! We also hope that you will ask your child many questions about what they're learning and doing in Quest each day. Novice Mid Spanish Curriculum Guide - 2016 Team Members: Salas, Najenson, French, Castro, Morales Quarter #1 - School and Home Rules in the U.S. & Spain (August 29 - October 28) In this unit, students will explore school and home rules both nationally and internationally. They will be able to explain how citizenship works in the United States and Spain and the importance of being a strong member of the community. Students will understand how positive relations support the overall community, why we have rules, and the significance of authority figures at home, school, within our city, within our country and in other countries such as Spain; by the end of the unit, students will be able to present a project about their learning. Unit Objectives, Essential Questions & Vocabulary Throughout the unit, students will be able to fulfill these "I can" statements: * I can exemplify positive relationships through fair play and friendship. * I can explain why citizens obey rules in the classroom, school, home and neighborhood. * I can exemplify how citizens contribute politically, socially and economically to their community. * I can exemplify how citizens contribute to the well-being of the community's natural environment. * I can explain why national holidays are celebrated. * I can classify the roles of authority figures in the home, school and community (teacher, principal, parents, mayor, park rangers, game wardens, etc). Students will also be able to answer these essential question: * How is this classroom its own community? Students will understand and use the following vocabulary words: amistad, reglas, colegio, casa, barrio/ vecindario, familia (papá, mamá, hermano, hermana), comunidad, lugares de la comunidad, oficios y trabajos World Languages Personalized Learning Approach In World Languages each quarter, students will be exposed to the project-based approach. Students will work in differentiated groups throughout these projects based on their individual needs. Instruction will be a combination of: whole class 301 E. 9 th Street, Charlotte, NC 28202 instruction, small group instruction, partner work and independent work. Differentiated groups will be determined through ongoing formal and informal assessments and will support their work in reading, writing, speaking and listening. Student Work This year, Charlotte Lab School will use an online portfolio system called SeeSaw which will enable students to independently showcase what they are learning in each one of their content areas. Both students and teachers will be able to view and assess progress and growth over time. In World Languages, students will post to SeeSaw at least once per week to share their current work and progress toward their personalized goals. Teachers will provide feedback weekly as well. Families are invited to also leave encouraging comments on their student's work as well. For more information about SeeSaw go to - http://web.seesaw.me/learn-more Homework and Home-School Connections Homework will only consist of daily reading, weekly conversational prompts, and work that students did not finish during the school day. There will be no formally assigned homework this year. Research has been unable to prove that homework improves student performance. Rather, we ask that you spend your evenings doing other activities that correlate with student success - reading, writing, speaking with and listening to your child in Spanish. Teacher-Parent Communication Astrid Salas: firstname.lastname@example.org Barbara Najenson: email@example.com Carey French -firstname.lastname@example.org Victoria Castro - email@example.com Luis Morales - firstname.lastname@example.org The best way to communicate general questions is through your student's advisor because multiple teachers work with each student. If a specific World Languages question arises, please directly email the World Languages team and an answer will be provided within 24 hours. 1st Grade World Language & Cultural Studies (Chinese) Curriculum Guide2016 Liao (email@example.com) Quarter #1 - Nationality, Food, Shopping, Clothes & Body (August 29 - October 28) In this unit, students will learn how to say different nationalities, fruit, food, clothes and body. Moreover, students will learn how to ask questions: "What is your nationality?" and" what is it inside?" . Each topic will be taught two weeks so that students will have sufficient time to master the skills. Students will be engaged in a variety of activities that are authentic and meaningful to enhance and to maximize their learning. Timeline \| Week \| Topic \| Goals \| \|---\|---\|---\| \| 8/29-9/2 \| Nationality \| I can say American, Chinese, Korean, England, Brazilian, Canadian Person/People Which Nationality? I can ask “ What is your nationality?” And answer, “I am _____.” \| \| 9/5-9/9 \| Nationality \| I can say American, Chinese, Korean, England, Brazilian, Canadian Person/People Which Nationality? I can ask “What is your nationality?” And answer, “I am _____.” \| \| 9/12-9/16 \| I am hungry \| I can say Apple, Banana, Pear, Strawberry, Grapes, Watermelon. I can say, ”I am hungry, I want to eat____.” \| \| 9/19-9/23 \| I am hungry \| I can say, Apple, Banana, Pear, Strawberry, Grapes, Watermelon. I can say, ”I am hungry, I want to eat____.” \| \| 9/26-9/30 \| Shopping \| Vocabulary: Buy, Cake, Bread, Milk, Chocolate, Fruits, Ice, Cream, Juice Sentence: I can say, ”I want to buy_____.” \| \| 9/3-9/7 \| Shopping \| Vocabulary: \| \| \| \| Buy, Cake, Bread, Milk, Chocolate, Fruits, Ice, Cream, Juice Sentence: I can say ”I want to buy_____.” \| \|---\|---\|---\| \| 9/10-9/14 \| Clothes \| Vocabulary: Shirt, pants, socks, shoes, hat, gloves, jacket Phrase: “My _____.” \| \| 9/17-9/21 \| Clothes \| Vocabulary: Shirt, pants, socks, shoes, hat, gloves, jacket Phrase: “My _____.” \| \| 9/24-9/28 \| Body \| Vocabulary: Hand Foot Leg Nose Ears Eyes Doll I can ask, ”What is it inside?” and answer, “It is ____ inside.” \| World Languages Learning Approach In World Languages each quarter, students will be exposed to the project-based approach. Students will work in differentiated groups throughout these mini-projects based on their individual needs. Instruction will be a combination of: whole class instruction, small group instruction, partner work and independent work. Differentiated groups will be determined through ongoing formal and informal assessments and will support their work in reading, writing, speaking and listening. Student Work This year, Charlotte Lab School will use an online portfolio system called SeeSaw which will enable students to independently showcase what they are learning in each one of their content areas. Both students and teachers will be able to view and assess progress and growth over time. In World Languages, students will post to SeeSaw weekly to share their current work and progress toward their personalized goals. Teachers will provide feedback weekly as well. Families are invited to also leave encouraging comments on their student's work as well. For more information about SeeSaw go to - http://web.seesaw.me/learn-more. Students will also have a Chinese Book in which they will collect most of their work. Homework and Home-School Connections Homework will only consist of conversational prompts and work that students did not finish during the school day. There will be no formally assigned homework this year. Research has been unable to prove that homework improves student performance. Rather, we ask that you spend your evenings doing other activities that correlate with student success - reading, writing, speaking with and listening to your child in Chinese. We will provide some weekly guidance for which topics to discuss at home. Teacher-Parent Communication The best way to communicate general questions is through your student's advisor because multiple teachers work with each student. If a specific World Languages question arises, please directly email the team and an answer will be provided within 24 hours: Resources NCSSFL-ACTFL Can-Do Statements Progress Indicators for Language Learners North Carolina Social Studies Essential Standards NCSSFL-ACTFL Proficiency Guide My First Chinese Words	<urn:uuid:0ee0ceae-9d80-471b-9757-13332b0d0e5b>	CC-MAIN-2018-47	http://storage.cloversites.com/charlottelabschool/documents/1stGradeQ1CurriculumGuides2016-2017_2.pdf	2018-11-14T12:23:39Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00126.warc.gz	294,389,131	3,556	eng_Latn	eng_Latn	0.996598	eng_Latn	0.998019	[ "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	[ 1880, 3266, 4245, 5081, 5589, 7589, 8658, 10760, 12686, 14210, 16471, 16951 ]	[ 4.375 ]	2	0
PRESIDENT'S head, Dr. Stephen R. Briggs THE HEADLINES ARE RELENTLESS: "College costs too much," "How Liberal Arts Colleges Are Failing America," "The Campus Tsunami," "The future of online vs. residential education," and "Come the Revolution." BER RY The purpose of Berry Two articles landed on my desk recently. One was titled "The End of the University as We Know It." Its central claim was that with major universities providing access to free online lectures, half of America's universities will be closed in 50 years and "ten years from now Harvard will enroll ten million students." The logic is that "the Internet is a great destroyer of any traditional business that relies on the sale of information." The other article highlighted "whiz kids who were dropping out of college to pursue riches and experiences through their own entrepreneurial initiatives." The point was that college is an unnecessary and timeconsuming expense. What are we to make of these assumptions? Is a college education really about the sale of information? If so, books should have put colleges out of business long ago. And is college primarily a means for increasing one's personal wealth? Evidence demonstrates that a college degree is associated with many benefits including higher salaries, better health, more stable marriages and better opportunities for one's children. Even so, a college degree that does not focus on what it means to live a worthwhile life – a life imbued with meaning and purpose – leaves one uneducated in the most profound way. SPARKLE IN THEIR EYES When Martha Berry first established her residential school, she emphasized a model that "teaches by doing" with students ERRY B MAGAZINE • SPRING 2013 undertaking all manner of work necessary to sustain the institution, from growing crops, tending livestock and preparing food to constructing the buildings in which they lived, worked and studied. Martha intended to break the cycle of poverty in the hill country of Northwest Georgia by investing in educated and morally sound families who would become the foundation for strong rural communities. Martha sought out deserving and talented boys and girls who had "sparkle in their eyes," but her goal was not simply or primarily to advance their eventual success and prosperity. Students were taught to honor work. As she explained to them, "The co-ordination of the hand and head will strengthen your earning ability and your character and will enable you to render a valued service to humanity." And, for Martha, this valued service was normally rendered in one's home community. AGENTS OF IMPROVEMENT A century later, the world has changed dramatically, as have the communities that send students to Berry. Yet, the purpose of Berry endures: to prepare graduates with the knowledge, experience, integrity and passion to improve the places where they choose to live and work. And the means for achieving this purpose – an education of the head, heart and hands – remains effective, which is why Berry holds firmly to a residential model of education. As a residential campus, Berry is a living laboratory where students experience firsthand what it means to form, sustain and improve a community of learners. Each year anew, the community must organize and govern itself to create shared expectations, pursue goals, resolve conflicts and negotiate differences. This practical learning occurs in the residence halls, on the playing fields, in work settings, with work teams, with study groups, and in the classroom. Learning how to improve Berry as a campus community provides a practical and principled lesson in how to improve any community. Berry is also part of an extended commu nity, the community of Rome and Floyd County. Berry's health and continued prosperity are contingent on the well-being of this larger neighborhood. Thus, Berry has a vested interest in improving the community in which it resides by promoting economic development, encouraging educational attainment, and building a vibrant culture for the arts and recreation. Learning how Berry faculty, staff and students can partner with other agencies to improve Rome and Floyd County, including a specific commitment to early childhood education in South Rome, provides a practical and principled demonstration of service to an extended community. Every year, Berry students and faculty also travel to communities afar – in places like Costa Rica and Uganda – to invest time and resources in children and families in order to promote economic development, healthy families and educational attainment in our global communities. These students are deeply affected by the relationships they form and the resiliency and warmth of these developing and rural communities. Berry also occupies a large footprint. Although never wholly self-sustaining, the college has land resources and assets that allow it to serve as a model of stewardship in the production of food, water and timber resources. In particular, Berry's land holdings provide an opportunity to define a healthy place – one that emphasizes environmental well-being and assesses the role of environ 10 heart, hands mental influences on human and animal health through epidemiologic and laboratory investigations. Berry's opportunity in this area is substantial because it aligns with a national "One Health" initiative "dedicated to improving the lives of all species – human and animal – through the integration of human medicine, veterinary medicine and environmental science." Learning how to improve and inhabit Berry as an ecosystem provides a practical and principled model of stewardship of place and creation. * Understand how complicated systems operate, whether those systems are social (economic, political, cultural) or natural (biochemical, ecological, organismic) service, why should our graduates embrace as an obligation that which is often not rewarded or valued by society? To my mind, the need to probe this question reinforces the position that a college education must focus on what it means to live a life of value to others and why we must do so; otherwise, it is instruction that leaves one uneducated in the most profound ways. What makes Berry special, then, is how it purposefully prepares graduates through academic rigor and practical experience to be agents of improvement. Berry's success can be evaluated in terms of whether its graduates employ the analytical, problemsolving and persuasive skills needed to make a place better. Does a teacher have the vision and insight to improve a whole school and not just one classroom? Does a real estate developer have the desire to improve a whole corridor and not just the parcels he or she owns? Does a medical doctor have an obligation to improve the local hospital? Asking graduates to think beyond their own immediate assignment is asking them to embrace a broader sense of "ownership." If Berry asks its graduates to serve in this capacity – to be agents of improvement – then it should be clear about how it prepares them to this end. THE PRACTICAL AND REFLECTIVE VALUE OF THE LIBERAL ARTS What enables people to be agents of improvement? Of course, they must be able to communicate ideas clearly and concisely – orally and visually as well as in writing. At the least, they also must be able to reason critically about complex problems. In other words, as part of their essential learning at Berry, they should be able to: * Gather and interpret evidence relevant to the problem * See a problem in context and from multiple perspectives * Understand the use of empirical reasoning to test ideas and draw conclusions * Recommend practical, principled and creative solutions to the problem. In the liberal arts tradition, analytical skills of this sort, which can be used to generate inspired solutions to the kind of thorny issues that confront society today, are learned in and across many disciplines. While no one discipline provides the perfect lens, each contributes in a distinctive and content-rich way when it purposefully helps students to reason critically about pressing problems. At the heart of this same tradition is an exploration of what it means to live a "good life." Are we obligated to serve? If so, what is the basis of this obligation? For Martha Berry, the basis was compelling. Serving ("to minister," as Berry's motto puts it) pours directly and reflexively from a wellformed Christian faith, which is why the "heart" portion of Berry's motto was critical in her mind. The message of Mark 10:45, from which our Biblical motto of service was drawn, was countercultural in Christ's time, just as it is now. What is service from this context? Timothy Keller (see Every Good Endeavor) defines this kind of service as "putting the needs of others ahead of our own, or putting the needs of the community ahead of our individual needs." Service of this kind teaches self-knowledge, promotes community and yields joy. Service offered in humility teaches us to understand our own aptitudes, draws us away from our consumer (meet my needs) mindset and into relationships, and allows us to see ourselves as part of a larger story. Paradoxically, if we serve primarily to bolster our identity, it isn't really serving, and we miss the benefits. Absent a well-formed foundation for In our moment of time, when technological advances are pervasive and communication immediate, it is easy to take our freedoms and relative affluence for granted – as if we were entitled to them. Our culture and our own impulses encourage us to seize this moment and live it to the fullest. What makes us most human, however, is our very ability to not take things for granted – to be self-aware about our moment in time and to wrestle with the deep and enduring questions of our own fragile and fleeting existence and what it means to live responsibly. In the end, critics are correct to assert that the residential model of education is time-consuming and expensive. (Although in terms of debt, for most students four-year college debt is less than the cost of a Ford F-150.) After all, the residential model endeavors to do more than sell information via digital lectures distributed through "massively open online courses." I agree with columnist David Brooks that "people learn from the people they love" and that acquiring information more readily online (which is but the first and most trivial level of learning) allows liberal arts colleges to move "up the value chain – away from information transmission and up to higher things." We should all care more about these higher things. The purpose of Berry – the Berry model – is to develop critical and creative problemsolvers who care enough to want to be agents of change in the communities in which they live and work – agents of improvement and peacemakers who are life ready. 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MANUFACTURING MONEY, AND GLOBAL WARMING by Dr. David Evans SPPI ORIGINAL PAPER ♦ October 27, 2009 MANUFACTURING MONEY, AND GLOBAL WARMING by Dr. David Evans \| October 21, 2009 EXECUTIVE SUMMARY * Modern money is paper, manufactured by banks out of thin air. Banks make something from nothing. This is the story of the rise and abuse of that great power, a high-level view of the current financial bubble and its causes and consequences. * Modern money is created by debt. The growth of the bubble is tracked by the ratio of debt (money) to GDP (size of the economy). It started at its normal level of 150% in 1982. By 1987 it had reached 235%, the previous record set in 1929 on the eve of the Great Depression. By 2007 it had soared to 340%, and by mid 2009 it was 375%—nearly 20% of GDP is now spent on interest. There is now scarcely any more disposable income for taking on yet more debt. We are hitting the wall. * The financial bubble greatly advantages the banks and the financial smarties who know how to take advantage of the ways money is manufactured. The bubble has been extremely profitable for them. Each time the bubble faltered, it was reignited by the banks and government through loosening safeguards on money manufacture, flooding the economy with easy money, low interest rates, encouraging price bubbles in asset markets, or covertly suppressing interest rates on the bond market (the Clinton strategy). This is easily the world's biggest and deepest bubble, ever. It has not ended yet. When it does, the debt will have to be repaid or inflated away. * The return of the debt-to-GDP ratio to its normal level requires a drop of 15% - 25% of GDP. We can do it fast or do it slow, or politicians can opt for high inflation to try and avoid the pain. * The newest game by the banks is carbon emissions trading. The plan is to manufacture emission credit certificates out of thin air, trade them between big financial companies, and compel the rest of us pay for them by producing real goods and services. The new financial slavery. * Carbon emission permits are the latest paper currency, brought to you by the same crowd who profited from the world's largest financial bubble. Same structure, same modus operandi, same beneficiaries, same exaggerations, half-truths, and tricky government statistics. * Banks want carbon trading. They do not make a profit from a carbon tax, which would be fairer and simpler. Governments are not offering a carbon tax, only cap and trade. Ever wondered why? INTRODUCTION Money is power. You can use money to get people to do things for you, and to obtain real stuff. Most people will do almost anything, if you offer them enough money. In the current financial system, money is manufactured by central and private banks out of thin air: they make something from nothing. This is a great power. There is a system of checks and balances surrounding it, but the safeguards are imperfect. This is the story of the rise and abuse of that power. The paper aristocracy, those who manufacture money and the financial smarties who work the system of paper money, have easy jobs and far more stuff than the rest of us. If you are not part of the paper aristocracy, you are effectively working for them, being subtly and persistently disadvantaged in ways you probably are not aware of. Ultimately those who wield the power to manufacture money have great financial and political influence, and have come to quietly rule the financial world. This essay explains the story as simply as possible, for members of the public. There are a lot of interconnecting parts to the story, so unfortunately the essay cannot be short. So far most readers have found it eye-opening, informative, and thought-provoking. The essay starts a little slowly because we need to understand the basics of money manufacture, but then moves quickly. And global warming? The money behind trading carbon emission permits will be colossal. The proposed system bears remarkable similarity to the paper money system: permits are manufactured out of nothing, given value by government decree, traded at a profit by big banks, and then the rest of us have to buy them. The same sort of game by the same people. BANKING ISN'T SECRET, BUT NO ONE TELLS YOU HOW IT WORKS… Money and banking involve slightly difficult or unfamiliar concepts. But the world's largest and deepest financial bubble, which started in 1982, will soon end—so there is now a widespread urgency to understand these topics. The public have been disinterested for the last 30 years, because while in a bubble the current system appears to work. That lack of interest has suited the finance industry just fine. There is a lot of disinformation out there, and bankers can obfuscate and misdirect all day. It hurts people's heads to understand banking. But when the system falls apart and hurts ordinary people, we will need to understand in order to make it better. Banking thrives behind a wall of complexity, confusion, and misdirection. There are no actual secrets, it's just that we non-banking folks cannot understand banking unless we are fairly determined and put in some time. It's been that way for centuries. This essay explains the minimum you need to know, as simply as possible. Banking is a con that is, not coincidentally, just a little too complicated for the average person to grasp unless they really try, and most of the time they just cannot be bothered because the system seems to work well enough. If everyone understood what really goes on, who are the winners and who are the losers, it would be outlawed in an instant. (As it has been before. Aspects of current banking practice were outlawed for centuries in Europe, and central banks have been rejected and disbanded several times in the US.) Bankers have created a system that makes it hard for outsiders to understand how they create advantage for themselves: at first glance, and to listen to them explain it, everything seems fair and ok. But think about it: some folks have the power to manufacture money out of thin air and, miraculously, they do not work particularly hard and they have lots more stuff than most of the rest of us. Ok, so if the system of manufacturing money is so fair and even, want to switch jobs Mr. Bankster? FRACTIONAL RESERVE BANKING, BASE MONEY, AND BANK MONEY To understand how money is manufactured, you really need to understand how modern banking evolved from gold-smithing. Although it appears a little arcane at first, this historical route is the easiest. It's not difficult to understand, but pay attention because otherwise the tricks of manufacturing modern money will not make sense. Commerce started with direct barter, but over thousands of years gold evolved as the universal medium of exchange in Europe, Asia, and Africa. A simple system that continued for a few millennia. In the Middle Ages, goldsmiths took gold deposits from individuals for safekeeping. The receipts for these deposits circulated as money, because they were more convenient than the metal itself. But the goldsmiths learned they could issue many more "receipts" than they had gold. They would typically lend out receipts for ten times as much gold as they had, on the assumption that not everyone would try to redeem their receipts for metal at the same time. Money was thereby manufactured, or created out of thin air. Furthermore, the goldsmith would charge interest on the receipts they lent out, to compensate for the risk of not being repaid and to make a profit. For example, if customers deposited 200 ounces of gold with a goldsmith, then the goldsmith would issue them with receipts for 200 ounces. But he would also issue receipts for another 1,800 ounces to people as loans, and charge interest on them — for a total of receipts for 2,000 gold ounces. Notice that 1,800 of the gold ounce receipts that the goldsmith manufactured were for gold that did not exist. For a typical interest rate of 5%, the goldsmith is earning 90 gold ounces per year by lending out these receipts to gold he does not have — pretty profitable eh? If any customer came to the goldsmith with one of the goldsmith's receipts and asked for "their" gold, the goldsmith would hand over some gold and destroy the receipt. In normal business, they knew from experience that keeping back 10% of the gold was enough to keep this scheme working and, if it wasn't, they could simply borrow gold from another goldsmith. The only downside for the goldsmith was an unpaid loan—he owed gold on all the receipts issued, so he would ultimately have to pay any unpaid loan out of his own pocket. This practice is called fractional reserve banking, and exists in essentially the same form today in modern banking. The underlying medium of exchange is called base money. The bits of paper that represent the base money and which circulate as money are called bank money. In the Middle Ages the base money was gold, and the bank money consisted of the goldsmith's receipts. Nowadays the base money is cash (and "reserves", or numbers in bank accounts at the central bank), and the bank money consists of numbers in bank accounts (of all the banks other than the central bank). Over time the goldsmiths became bankers, governments introduced central banking, and finally, in 1971, the world financial system switched from using gold as its base money to using cash (paper money). The world financial system is now unpinned by cash, which governments can print at will. We have a fully paper system, with no hard constraints on how much money there is. Banking is a great business to be in, so long as people pay back their loans. The invention of fractional reserve banking transformed goldsmiths/bankers from being mere tradesmen into wealthy and influential businessmen. They now rule the financial universe, and they control much of the political system as well. It's hard not to have power with so much money. The wider class of people who control and manufacture paper money in all its forms are referred to in this essay as the paper aristocracy: the banks, the government, and those who know how to work the system of paper money. They are the kings of the financial system. This banking class started from humble beginnings as goldsmiths, grew rich by over-issuing paper that represented gold, eventually dispensed with gold and all its constraints, and have now graduated to rule the financial universe with a money system based entirely on paper. HOW MODERN MONEY IS MANUFACTURED We have had a huge financial bubble from 1982 (or series of bubbles, depending on your point of view), and it still hasn't ended. To understand why and what will happen next, you need to understand how it is manufactured and what it means. Today, hardly anyone outside the paper aristocracy knows how money is made. Banks and governments discourage people from knowing where money comes from, because they can create it and you can't. It is problems arising from the manufacture of money that caused the recent financial bubble, and it is through taking advantage of that manufacturing process that the paper aristocracy and their friends grew rich. And those who understand how money is manufactured, and take the right precautions, will make fortunes in the forthcoming bust. Technically, modern money comes in two types, "base money" and "bank money". Base money is cash and reserves at the central bank. It is manufactured by central banks, which are strictly supervised by government and staffed with the best and most able public servants. The country's government formally controls the central bank (the US Federal Reserve is technically owned by private interests, but the US Government appoints its leaders); central banks do things essentially at the direction of government. Cash is brought into existence by printing physical cash. Reserves are numbers in accounts at the central bank; they are created when the central bank writes a number into a bank account at the central bank, which is typically what happens when the central bank buys something. By the way, when a central bank buys something and pays for it by writing a number into an account at the central bank—thereby paying for it with money just manufactured out of thin air—it is called "monetization". Central banks have legal constraints on what they are allowed to monetize, and usually only buy treasury bonds (which the government's treasury issues to print money). But in practice, in an emergency, they can monetize almost any asset—and thereby create vast amounts of new base money, and a bulging balance sheet of assets. Bank money is manufactured by private banks when they make some types of loans. By "private banks" we really mean all the banks other than the central bank (in most countries today they really are nearly all private, owned by shareholders, but there can be government-owned non-central banks too). Bank money is essentially a receipt for base money, issued on a fractional reserve basis in the same way that the old goldsmiths issued receipts on gold. For each loan they make, private banks have to lodge base money equal to a fraction of the loan as a reserve at the central bank. Bank money consists of numbers in bank accounts. Bank money is created at the instant of borrowing—the bank simply writes a number into a bank account (and immediately starts charging interest on the money it just manufactured). About 90% of money today is bank money. Most payments between individuals and businesses consists of moving numbers from one bank account to another; relatively little bank money ever gets converted to base money (cash). Basically the government (via its central bank) prints some base money, and the banking system amplifies this up by issuing about ten times as much again as bank money. Base and bank money are easily interchanged (on a 1:1 basis), so we simply call them "money". Because bank money is created by the act of borrowing, bank money literally is debt—an IOU passed between us as a medium of exchange. Because banks charge interest on the bank money they create, someone somewhere is paying interest on each dollar of bank money in existence. When a debt is repaid, bank money is destroyed. For a loan to be repaid, the borrower must pay back the original amount of money plus interest. If all loans are to be repaid, the amount of money must continually expand—to pay back the original debts, plus the interest. New money must be continually be created, by new debt, in order to pay back the interest on previous debts. If the rate of money manufacture drops below the average interest rate then not all debts can be repaid. Banks charge interest on the money they create out of thin air. Obviously this is hugely profitable, so long as people pay back their loans. There are rules and safeguards about the process of manufacturing and destroying bank money, so all the books balance and, to a first approximation, it is all fair and balanced. But there are ways of taking advantage of the secondary effects of our current system of money manufacture. Naturally the advantages flow mainly to the paper aristocracy. Unfortunately there are periods when the paper aristocracy pushes their advantage too hard, makes too much money and captures too much real wealth for itself, and in doing so weakens the system and exposes its unfairness. One might say it acts irresponsibly or too greedily. If that situation persists, we get a financial bubble then a bust. 1971: THE BIRTH OF TODAY'S FIAT CURRENCIES Before 1971, the base money was gold. A dollar note represented some small fraction of an ounce of gold, and under certain conditions could be exchanged on demand for that gold. Gold is scarce and tangible, which constrained the amount of base money. This in turn limited how much bank money could be created. So the amount of money in the economy, the "money supply", was constrained, and inflation was relatively low. In the six decades prior to 1971 the financial system created much more bank money than could be supported by the available gold. Eventually the stress of having to exchange bank money for gold led to the abandonment of gold as base money—there had been too much bank money issued and there just wasn't enough gold. The game was up. The bankers were about to lose big-time as people increasingly wanted gold in preference to their paper, so the rules were changed. In 1971 the last link between bank money and gold was severed, and bank money was no longer redeemable for gold under any conditions: at that instant, bank money no longer represented gold. This drastic action saved central banks from being cleaned out of all their gold, and bankruptcy. Lucky them. From 1971, you have only been able to redeem money for cash—physical notes of paper currency, manufactured on a government printing press. You can redeem a $100 note for five twenties or two fifties, but all you are ever going to get is the same total of cash. This circularity calls into question the meaning of money, and is a solid clue to what gave rise to the financial bubble and the upcoming bust. The new base money is cash. Ours is called a "fiat money system" or "fiat currency", because "fiat" means "by government edict" and because cash only has value by virtue of government decrees— principally the legal tender laws, and the requirements that taxes paid must be paid to the government in cash or bank money representing that cash. Today, governments can print as much base money as they want. Naturally, inflation took off after 1971, because governments always have some political need to inject more money into the economy (like the need to be "popular"). The best argument for a fiat system is the extreme need for cash in wartime, while the modern welfare state depends on government ability to conjure up some money out of thin air. The 1970s was a time of high inflation, but inflation was brought under control with 20% interest rates in 1980. By 1982 that unpleasant episode was over. It was back to banking as usual, and the current bubble began. The history of fiat currencies is that political pressures for more money always resulted in the manufacture of too much base money, then there was a major inflation, and the fiat currency died after one or two generations. Today's currencies, such as the US dollar, the British pound or the Japanese yen, became fiat currencies in 1971—so they are all "due" to die about now. Today, neither base money or bank money represents anything real or tangible. At best, today's money is an implicit promise that in the future you will be able to exchange it for almost as much real stuff as you can today. THE BUSINESS CYCLE WE DON'T HAVE TO HAVE Fractional reserve banking causes the "business cycle"— the whole kit and caboodle of the cyclical business "clock" is almost entirely thanks to fractional reserve banking. We have good times punctuated by recessions every decade or so. The good times occur when the amount of bank money is expanding, and a recession occurs when it is contracting (or at least much less expansionary than usual). There was no business cycle before fractional reserve banking, and no financial bubbles either. The business cycle consists of fluctuations in the amount of bank money circulating in the economy, so it affects prices for goods, services, and labor. The real economy can cope with the business cycle; it's a real cost because it leads to some poor allocation of real resources, but it's bearable. The fluctuations of the business cycle are often deliberately caused by the banks themselves. It's difficult to prove, but easy to imagine. Classically they issue as much bank money (and thus debt) as possible for a few years, then suddenly all cut back on lending at once—causing a recession in which the paper aristocracy buy businesses and assets at knockdown prices. Very profitable. And there's always a good alibi, some external reason for the tightening that sounds vaguely plausible. The real economy can handle the typical fluctuations in money supply caused by fractional reserve banking. We merely get recessions. But when the amount of base money is also subject to fluctuations, the total fluctuations can be too much for the economy to bear. We are now in such a situation, having created too much base money since 1982. We are near the end of the world's biggest and deepest bubble. It's been fun going up, and governments are trying frantically to keep the bubble going, but they can only postpone the inevitable. The descent will be ugly. BANKS AND GOVERNMENTS RUN THE MONEY SYSTEM FOR THEIR OWN ADVANTAGE The banks and government got together in a big way in the United States in 1913, with the creation of the Federal Reserve. This was the third time a central bank had been created in the US; the previous two ended in ignominy or failure. It's been a lucrative partnership. The bank money manufactured by the private banks is labelled as national money, backed by the government, instead of just the private currencies of individual banks. Government gets to borrow as much money as it wants whenever it wants. The government has run up a huge tab that future taxpayers must pay off through actual hard work, although the debt is now so large that it can never be paid off without also reducing the value of the dollar, and our descendents may be paying it off in perpetuity. All this for money that is created legally out of thin air, and for which the banks charge interest. Beautiful. As the say in the world of confidence tricks, the best con is one where the mark doesn't even know they've been conned. The banking system today is in many ways an arm of government, manufacturing bank money of behalf of the government in return for strict supervision. Organizations that can manufacture money can always find subtle ways of enriching themselves at the expense of others, which is why they should be kept on a very short leash. (Or possibly just nailed to the floor.) "Rent seeking" is where you earn income through manipulation of the economic environment, rather than earning it by providing goods and services for others at a market price. The profits made in the financial sector increased from 10% of all profits before 1971 to 45% in 2006. The finance industry only employs about five percent of workers, and produces no tangible goods and few essential services, yet it captured a huge share of profit during the financial bubble. That is rent seeking on a monumental scale. Do you remember all the outrage about this in the newspapers and from the politicians? No? That's because it never made it to the newspapers and no politician I know ever mentioned it. Have you ever wondered why? How is it possible that the paper aristocracy is able to exploit the majority? The answer to that question starts with you: did you know how money is manufactured? If you weren't sure, don't be surprised: hardly anybody knows. Those of us who do know how outrageous it is cannot get others to do anything about it, because the system appears too complicated, or because the system isn't sufficiently broken. But the paper aristocracy have been taking a little too much from the system for many years, and now the system is breaking. So soon we might finally do something about it. Be careful to distinguish between banks and their regular employees, on one hand, and their executives and owners on the other. The former are not members of the paper aristocracy. The people who profit from banking are the executives and owners, and those who can take advantage of the cycles of money creation. The banks themselves are just profit-seeking actors in a competitive and regulated environment—they come and go, get bailed out or not. It matters little to past executives or owners if a bank fails. The problem is more diffuse than the banks themselves. The problem is the paper aristocracy, who control the manufacture of paper money—the upper echelons of the financial class in general, Wall Street. The paper aristocracy has overwhelming wealth. They own or influence all the media – if only because every media organization borrows from banks. They influence almost all the institutions that employ professional economists, by supplying the money for PhDs and providing most of the lucrative consulting jobs for economists. They buy politicians by the truckload. The banksters have even killed the occasional thorn in their side—including, probably, two US presidents, Lincoln and Garfield. If no one knows or objects to their activities, why shouldn't the paper aristocracy do what they want? If they don't flaunt it, and the system seems to basically work for most people most of the time, what's so bad? (In southern Italy some people say the same about the Mafia.) If people don't know that the system would run better if the paper aristocracy weren't there skimming off their take, are they really being ripped off? The paper aristocracy have a monopoly on providing paper money, the medium of exchange used by the rest of us. The banking class have easy lives and have very high incomes compared to the rest of us, so they are successfully rent seeking. They are parasites in the economy—in the sense that they do not pull their weight, because they do not provide services commensurate with what they receive. Why does the banking class indulge in all this rent seeking and wealth accumulation for themselves? Because they can. Medieval goldsmiths noticed they could get away with lending out receipts for more gold than they had, and they become wealthy and powerful as a result. It has just grown from there, into a system of central banks and private banks issuing paper money. Central banking is a pact between government and banking that allows bankers to be monopoly suppliers of money with government backing and assistance, while supplying government with unlimited amounts of money to fight wars or buy votes. The logical endpoint for banking is what we have now, the largest and deepest worldwide financial bubble ever. The political class is trying to delay the inevitable, but the fallout from this bubble will reveal some of the costs that the paper aristocracy have imposed on the rest of us. The paper aristocracy used their unearned money to buy property and real stuff, and are leaving behind a wreckage of loans and broken promises. They did it because they could, because nobody stopped them, and because government not only did not really understand what was happening but actively aided and abetted it. You might assume that the right wing has closer ties to the banking world, but historically it's the left wing that introduced the reforms that have most benefited the paper aristocracy. Perhaps the bankers have an easier time convincing lefties and academics because they aren't quite as hard-nosed and wise to the ways of business and creating advantage. Some people are just more likely to believe that something useful could be created from thin air. THE PAPER ARISTOCRACY ARE REALLY IN CHARGE Bankers know far more about banking and its subtle ramifications than politicians, and have usually been able to persuade, con, or bribe governments to do their bidding. The politicians, our representatives, are the patsies here. The banksters have conned government big time, including when they talked US President Woodrow Wilson into setting up the Federal Reserve in 1913 (which, by the way, Wilson later bitterly regretted). Is it fair to compare the paper aristocracy as keeping the majority of us like cows or sheep? They milk us like cows or sheep during a bubble, until it is time to shear us in the bust...by money expansion then money contraction during the business cycle, they massively extract wealth from the majority of people doing genuine economic service. Is this what we're going through now? It's hard to come to any other conclusion. Most people never notice, so we are happy enough most of the time. But some folks do see what is going on and fight back, and history is littered with revolutions. The most famous one is of course the American Revolution, which saw the American colonies break away from the parasitic grip of European banking. By the way, the American Revolution was more about being forced to use the money issued by European banks instead of the locally-issued money. The revolution wasn't over the small tax on tea—that was just the straw that broke the camel's back. WHAT'S GOLD GOT TO DO WITH IT? Gold keeps bankers and governments more honest, because it is tangible, scarce, and physical— governments and banks cannot simply make more of it whenever they feel like it. The power of the paper aristocracy only exists because they found ways of escaping those constraints, of substituting their paper for gold. The switch from using gold to cash as the base money in 1971 ushered in an era of higher inflation and accelerated bubble formation. As this bubble ends, the real economy and our fiat currencies are going to get badly hurt. The system is now too unstable and unjust, too open to corruption. It is just too easy and tempting for those controlling money manufacture to create too much. The lure of "something-fornothing" is too strong, and a system that allows it (even for a small number of very "responsible" people) is doomed to fail. Using gold for our base money prevented most of that nonsense from getting too far out of hand. Alan Greenspan, later Chairman of the US Federal Reserve from 1987 to 2006 (the bulk of the growth years of the current bubble), said in his famous 1966 essay: "The abandonment of the gold standard made it possible for the welfare statists to use the banking system as a means to an unlimited expansion of credit. …the earnings saved by the productive members of the society lose value… In the absence of the gold standard, there is no way to protect savings from confiscation through inflation. There is no safe store of value. If there were, the government would have to make its holding illegal… The financial policy of the welfare state requires that there be no way for the owners of wealth to protect themselves. This is the shabby secret of the welfare statists' tirades against gold. Deficit spending is simply a scheme for the confiscation of wealth. Gold stands in the way of this insidious process. It stands as a protector of property rights. If one grasps this, one has no difficulty in understanding the statists' antagonism toward the gold standard." Asked in 2002 whether he still agreed with everything in that essay, Greenspan's entire reply was: "Yes". FINANCIAL BUBBLES No money: no bubble. A "financial bubble" is where we manufacture money faster than we manufacture new goods and services. It causes prices to rise, but often just in one or two favored asset classes at first. The price rises in an asset class, when spectacular, are called a "price bubble". But the underlying cause is nearly always a rise in the amount of available money, a financial bubble. You cannot have a price bubble in a significant market without a rise in the amount of money, or "money supply". (Tiny markets do not involve much money, and can have price bubbles for reasons other than rises in the total money supply.) It is simple supply and demand. (But speak to a Keynesian economist and watch how the situation is complexified and avoided.) In the housing market, for example, houses are exchanged for money. The situation is symmetric: the prices of houses depend on the housing supply AND the money supply. If there is a decrease in the number of houses for sale, or an increase in the amount of money available to buy houses, then house prices rise. Suppose the housing supply is about constant but house prices are rising—if the money supply stops rising then there is no extra money to buy houses, so housing prices stop going up. Without a quickly rising money supply, bubbles do not occur. The rise in the money supply is the cause, the price rises are the effect. Feedback is also important, because rising prices draw in more money— from speculators, and from banks willing to lend against increasingly valuable collateral. The bank lending is mainly of newly-manufactured money, so it further increases the money supply, which enables more prices rises, and so on. But it is ultimately the increase in money supply that is the bubble, which causes the price rises, and which enables the prices to keep rising. And when the money supply stops rising, so do the prices. Price bubbles often only occur in particular asset markets, such as housing or tech stocks, because banks will create money specifically to make purchases in this market, and because speculators are only attracted to markets where prices are already rising. A rising money supply will not generally cause bubbles in all markets, but often just in those markets where prices happen to be rising for other reasons and where banks are willing to lend. However, a quickly rising money supply makes bubbles possible, and makes a bubble in some market in the economy inevitable. With a longer and steeper rise in money supply, we get a series of overlapping bubbles in different markets—until we have a general financial bubble with raising prices in nearly every market. The role of bank lending ensures that it is asset markets that experience price bubbles first, because banks will only lend against assets. Eventually the public catch on to the existence of the rising amount of money, and demand their share as higher wages. This realization can be put off by convincing people that there is in fact no "inflation", even while asset markets are raging. Then the rising prices spread out of the asset markets and into wages, and then the prices of nearly everything are rising. Most of the economy, as measured by where money is spent, is not measured by the consumer price index (CPI). Asset markets do not appear in the CPI. During the early stages of a financial bubble, when only prices in asset markets are rising, the newly created money is mainly being used to buy assets in the markets with rising prices. Eventually that new money trickles out of the asset markets and into the parts of the economy measured by the CPI, namely wages and consumer goods. The trickle is fairly slow, so the financial bubble can go for years of increasing money supply without affecting the CPI. A major con during a bubble is that the folks getting the newly manufactured money get to spend or invest it before prices rise, and before the rest of the population catches on that there is a lot of new money. The banking class and their friends or favored clients manufacture new money, buy stuff in a particular asset market at existing prices, and then the new money causes prices to rise in that asset market. This is a great game to play if you own a money-making machine—the vast bulk of the population have no idea, and you get cheap investments early that are almost guaranteed to go up. This is one of the secondary effects of money manufacture by which the paper aristocracy make unearned real income at the expense of the rest of us. While people outside the paper aristocracy can also participate and profit from price bubbles, the paper aristocracy have two advantages that others do not share. First, the paper aristocracy buy assets in a market when they are at their cheapest, before the rises begin, with new money they manufacture for themselves. They then manufacture new money for those wishing to buy in the market, and prices rise. Second, the paper aristocracy get out of the market at the best time, because they control the flow of new money that is causing asset prices to rise. They know when it will be turned off, and sell to unsuspecting newcomers before then. In the 1890s instructions were sent in writing over two years in advance to the hundreds of banks required to coordinate the turn-off on a particular day. (Things today would not be so blatant. Perhaps it was difficult to coordinate hundreds of private banks without Blackberries, emails, and cell phones.) This end of this financial bubble will be no different. Relatively few people outside the paper aristocracy profit overall, during the entire cycle of a rising and falling asset market. Money is just a medium of exchange, so manufacturing more money does not create real wealth—the economy does not become more physically productive. But manufacturing more money redistributes real wealth—some people use the new money to go any buy stuff without having saved for it, and everyone else's money is thereby devalued a little (because there is suddenly more money, but not suddenly more goods and services to spend it on). OVERVIEW OF THE CURRENT FINANCIAL BUBBLE The recession of 2008 is different from all the ones since 1930. Previous recessions were due to a build up of excess inventory and money, and the corrective recession started when the central banks raised interest rates in response. The Great Depression and the 2008 recession (and the forthcoming bust) are what happens when the central banks don't raise interest rates when they should, when they simply keep interest rates too low until something breaks. What is breaking this time is that, on a worldwide scale, we simply ran out of borrowing capacity—there just isn't enough income to service more debt, and the world is running low on unencumbered collateral. The usual solutions to recessions won't work this time around. The solutions tried in the 1930s dragged out what should have been a short, sharp depression lasting a couple of years into a much longer ordeal, depending on how much the government interfered in the markets and indulged in Keynesian spending. Countries like Britain and Australia that did not indulge so much recovered by 1936, but the USA, where Keynesianism was rampant, was still mired in the depression in 1941 when WWII started. It takes persistent wrong-headed economic interference backed by the force of government to turn a depression into a Great Depression. So far, in 2009, governments are trying the failed solutions of the 1930s to restart and prolong the bubble, substituting increased public debt and money to make up for the decreasing private debt and money. There was a large deflation at the beginning of the Great Depression, which destroyed a large portion of the money supply. This left many towns and communities literally without any money, with no mediumof-exchange with which to conduct commerce. To restart economic activity, government invented all sorts of reasons simply to inject money into these towns and communities—all the way up to the ridiculous notion of burying money in bottles and having people dig it up. Bank failure was also a major problem in the 1930s. The main asset of banks was bonds, whose values fall with increasing interest rates. If a bank's assets fall below its liabilities, the bank fails. Government lowered interest rates to boost bank assets—which also promoted money production to counter the previous deflation. These policies of the 1930s were in response to the specific circumstances of the post-deflation 1930s, but they form the basis of Keynesianism—which is the dominant economic school today, but which has become little more than an elaborate excuse for lowering interest rates. Keynesianism simulates money manufacture and favors the paper aristocracy, and the paper aristocracy have been very influential in persuading the economics profession to adopt Keynesianism. But today's circumstances near the end of the largest ever bubble and after years of high money supply growth, are very different from the postdeflation 1930s. In the last decade of the recent bubble, almost everyone was convinced by the government's CPI figures and the low gold price that there was no (price) inflation. So they did not raise the price of their labor, even though the money supply was expanding at over 8% a year in the US and at similar rates elsewhere in the developed world. Meanwhile those with new money were making fortunes in the bond, stock, then housing markets, and spending their profits on your labor, which was still mainly at pre-bubble prices. General prices, especially wages, have not yet gone up much in response to all that extra money created during the bubble. But they will. The winners are those who get the new money first; the losers are those who get it last, often by wage or welfare payment increases long after asset prices and general prices have already risen. Extra debt creates extra money, which creates more economic activity, which adds to the GDP—so it causes the economy to grow faster. This feels good, and politicians love the illusion of growth and wealth during a financial bubble. Shame that the debt that has to be repaid. Like an individual with debt, in a financial bubble the economy is just borrowing from the future. Sooner or later the debt has to be repaid. In the current money system, loan repayment destroys the money, withdrawing it from the economy—and lowering GDP because there is less money sloshing around the economy. The hope of central banks and government, like the individual who borrows, is to create enough real wealth with the borrowed money that paying it back won't hurt too much. Unfortunately, much of the money borrowed into existence in the last few years was spent on things like luxury goods or nicer houses that don't increase future production of goods or services. History says that when economies do this, it rarely works out well. The day of reckoning can be put off by creating even more debt money, but the day of reckoning will eventually come. It looks like it's arriving in about 2010 or 2011, maybe 2012. THE EARLY YEARS OF THE B UBBLE The growth of the current financial bubble is easily seen in the growth of the total debt, as a proportion of the size of the economy: we can simply track the ratio of debt to GDP. market-ticker.denninger.net/archives/1439-WARNING-Deflationary-Collapse-Dead-Ahead.html In the USA, the debt-to-GDP ratio in 1982 was at its usual level, around 150%. That is, the total amount of debt was equal to about one-and-a-half times the yearly economic turnover. By 1987 the debt had reached 235% of GDP, a level last reached in 1929, the year the stock markets crashed to usher in the Great Depression. There was a stock market crash in 1987, like in 1929, but this time the central banks reacted by quickly creating more money, and in 1987 the economy was more flexible about wages and production. After the 1987 stock market crash the economy and debt levels quickly recovered, and kept right on powering on. In the early 1990s there was a small recession as the pace of money manufacture faltered. The banking system obliged by loosening some safeguards on money manufacture and effectively dispensed with reserve requirements for banks, which meant the end of rationing of loans. (Before then there was a limited supply of new loans, so you had to suck up to your bank manager to be the one to get the loan. From the early 90s banks could pretty much create as much bank money as required for any borrower with collateral and enough income to pay it back.) The recession of 1990 was swept away in a deluge of new debt and money, and by 1995 the debt-to-GDP ratio was increasing again, into record breaking territory at a dizzying 250%. HOW INTEREST RATES ARE SET To understand the next stage of our current financial bubble we need to know how interest rates are determined in our current money system. Basically the central bank sets short term interest rates by government decree, but the bond market sets long term interest rates by a market process. Long term interest rates are set by the bond market. A bond is an IOU, a piece of paper where the issuer of the bond pays the purchaser of the bond a certain payment when the bond matures, and perhaps some smaller payments along the way. Governments and companies issue and sell bonds to raise money. The price of a bond is equivalent to the interest rate implied by the repayment schedule, plus a risk factor. Long term interest rates are set by the prices of bonds, particularly the less risky ones like government bonds. The US bond market is the single biggest, deepest, and most important market in the world, much bigger than any stock market. In most countries, including the USA, housing mortgage rates are set by the long term interest rates, and thus by the bond market. Short term interest rates are set by the central bank, by force of government: some bureaucrats at the central bank dictate the overnight interest rate. (It can be argued that central banks follow the market for short term interest rates most of the time. But the market is simply anticipating what the next edict from the bureaucrats will be, and short term interest rates could, and very likely would, be quite different in the absence of central banks.) There are markets for bonds of a wide range of timeframes. The central bank only dictates the price of overnight money, but the shorter the duration of the bond, the more it is affected by the overnight rate. For example, the interest rate implied by a one-year bond must be roughly equal to the anticipated overnight rates over the next year, because an investor could lend out his money overnight each night for a year or choose to buy a one year bond. The longer the duration of the bond, the less the influence on its interest rate of the central bank's overnight rate—for 10 and 30 year bonds the influence is much muted. Don't you think it curious that in our so-called capitalist economies, the most important price in the economy, the price of overnight money, is set by bureaucrats? Capitalism is characterized by letting the marketplace set prices, not politicians and bureaucrats. Communism is the system where bureaucrats set the prices of things. A marketplace does a better job because it takes into accounts everyone's desires and the supply factors, automatically transmitting information about demand and supply to producers and consumers alike. Bureaucrats fail to set prices well, not because they are lazy, corrupt, or stupid, but because it is not humanly possible to absorb and weigh all the dispersed bits of information that affect supply and demand—having bureaucrats set prices prevents price information sending signals about how much to produce and so on. See how well having bureaucrats set prices worked out for the Soviet economy! Everyone always wants market discipline to apply to everyone else, but not to them. (So we can buy the best possible goods and services at the best possible prices from everyone else. And so have an easier life, not working as hard, with less competition and above-market income—that is, rent seeking.) Pure communism is an attempt to extend the luxury of escape from market discipline to everyone; pure capitalism is where everyone is subject to market discipline all of the time. From the history of the last century, and from the high correlation between the wealth of a society and its level of economic freedom, we now know that the more people in a society are subject to market discipline the higher the living standards and material wealth of the society. In our mixed economies of the developed world, situations where prices that are not set by markets are always because some political privileged group has managed to escape market forces—indulging in rent-seeking at the expense of the rest of us. So it is with short term interest rates. The paper aristocracy and government find it convenient to ignore market discipline for themselves, and simply set short term interest rates by edict. Therein lays a powerful clue to reforming our current money system. THE CLINTON STRATEGY In 1993 the new Clinton administration found itself hampered by the bond market. Whenever Clinton proposed a government initiative that involved spending more money, the bond markets would realise it would entail more debt and money creation, and would promptly raise long term interest rates in response, which hurt voters and businesses. To escape that discipline, the US government under Clinton and Greenspan implemented a three part strategy to allow increased government spending without causing either long term or short term interest rates to rise, a strategy for silent mass money creation. Low interest rates encourage borrowing and thus money manufacture, which feeds and sustains the financial bubble. This strategy is what allowed the financial bubble, already at record levels in 1994, to grow from huge to obscene; to a state where today it threatens the whole western financial system, and even political and social stability. Each part of the strategy had to be clandestine, designed to mislead the public and to interfere with the normal operation of markets. It was a political corruption of the idea of free and open markets. The US interest rate settings are exported to the rest of world, because the US is such a large consumer and because the dollar is the world's reserve currency. Any country that set interest rates significantly higher than the US soon found its currency appreciating and its exports falling—ouch! The lower interest rates caused by the Clinton strategy in the US affected the whole world, as all other countries were forced to adopt lower interest rates in response. PART 1: LOWER LONG TERM INTEREST RATES The first and most important part of the Clinton strategy was for the government to intervene surreptitiously in the bond market to lower long-term interest rates. It had to be surreptitious, because if the market had caught on it would simply have raised rates in anticipation of future debt and inflation. The government employed certain big Wall Street banks to use derivatives to influence the bond market, to give it a heavy bias towards low interest rates, and to jerk the market around counter-intuitively so as to demoralize and wipe-out regular bond market traders, in particular the so-called "bond vigilantes" who had previously constrained government spending. Evidence for this can be found in the huge quantity of interest rate derivatives held by major banks. JP Morgan Chase, the main agent for the US Government on the bond market, has over 60 trillion dollars of interest rate derivatives. World GDP is only 50 trillion dollars—the nominal value of the interest rate derivatives held by JP Morgan Chase alone are larger than all the business conducted by the all the world for an entire year. Further, these derivatives are "naked" or unbalanced, which is very risky for a bank. This suggests that JP Morgan Chase has been guaranteed in this undertaking by an even larger entity, which could only be the US Government. According to the Bank for International Settlements, there are about 600 trillion dollars worth of derivatives in existence, the vast bulk of them on interest rates. This colossal interest rate derivative complex is ever expanding, because it must continually keep the long term interest rates below the natural rates that would be set by a free market. This huge pile of derivatives, about twelve times world GDP, is a clear and present danger to the world's financial system. The large nominal values of the derivative contracts cause "counterparty risk": if one party to a derivative contract goes bust and cannot pay, the other party is likely to go bust too because it was depending on that payment to meet a related derivative liability. If large banks start failing then the derivatives could ensure that nearly all banks, worldwide, fail almost immediately. The failure of Lehman Brothers in 2008 almost set off this derivative bomb. The presence of the derivative bomb is a major reason governments feel compelled to keep banks alive, no matter how stupid and amoral their behavior has been. The major banks are holding us hostage: don't let any of us die or the whole world gets it. The derivative bomb ensures that many financial institutions with large derivative contracts are considered "too big to fail". PART 2: LOWER THE CONSUMER PRICE INDEX (CPI) NUMBERS The second part of the Clinton strategy was to artificially lower the CPI numbers by changing the way the CPI is calculated, by statistical sleight-of-hand. This prevents the public and markets from being alerted to the inflation caused by the financial bubble. It also justifies the US Federal Reserve setting low short term interest rates, thereby keeping the pace of money manufacture higher—if CPI was higher, interest rates would have to be raised to bring "inflation" under control. The paper aristocracy have many reasons to underestimate the CPI, and none to overestimate it. (The policy of setting short term interest rates as low as possible consistent with keeping the CPI low was adopted by central banks in the 1990s and is known as "inflation targeting". Some central bankers now acknowledge that they should have targeted asset markets as well. The issue is that the CPI does not measure large parts of the economy, such as asset markets, and it was in these areas that the money growth was occurring. The new money is largely confined to the asset markets at first, but gradually trickles out to the wider economy.) The public has been educated to think that inflation IS a rise in prices, which is measured by the CPI. There are two problems with this. First, the word "inflation" has for centuries referred to an increase in the amount of money in the economy. Rising prices were not called "inflation"; rather, rising prices were correctly seen as a symptom of prior inflation. Rising prices are a natural consequence of inflation, because in the broadest terms prices are determined by the ratio of the amount of money to the amount of goods and services. (Prices also rise and fall for reasons other than changes in the money supply. A rise in money supply does not lead to higher prices if there is a corresponding rise in the amount of goods and services.) A good analogy: influenza is not "having a high temperature"; rather the high temperature is a symptom of the underlying viral infection. This confusion of cause and effect concerning the nature of monetary inflation is very important because it allows banks and government to con us. Second, governments changed the way CPI is calculated many times since 1980, and each change has lowered the CPI below what it would have been as previously calculated. Since 1996, the US CPI is about 3% below the CPI calculated using 1980 methodology. That is, if you took today's price data in the US and computed the CPI using the method used in 1980, it would be about 3 percentage points higher than the currently reported CPI. For example, in 2008 the US CPI was reported as about 4%, but if the 1980 method had been used then it would have been reported as about 7%. By artificially lowering their CPI numbers, the western governments lowered inflationary expectations and hid the large inflation that was taking place. How large was the inflation? The broad money supply in the US from 1995 to 2008 grew at about 8 - 9% per year, over 12% in some years. By the standards of times gone by, we might have said the "inflation" for those years was around 8 or 9%. (It's somewhat unclear because none of the M1, M2 or M3 standard monetary aggregates measure "money" correctly for this purpose. Changes in M3 probably usually best reflect the relevant changes in the money supply.) Yet for the entire period the CPI was always 1% to 4%. Under-reporting inflation has another benefit for the government: it boosts the reported "economic growth" figures. GDP is calculated as the nominal or face value of all transactions, minus the increase in CPI. So if the CPI is under-reported by 3 percentage points then the headline GDP will be over-reported by 3 percentage points—so a great-sounding 4% growth rate in GDP would really only be a 1% growth rate. This has been going on since 1982, but especially after 1996. Have you ever notice that, apart from borrowed money, rising asset prices in bubble markets, and people moving into more senior positions as they get older, we aren't really wealthier we were than 20 years ago? Where one worker per household was enough to provide a middle class lifestyle in 1971, now it generally takes two. The extra wealth we've been told about by government statisticians was mainly an illusion caused by mismeasuring inflation, and the genuine improvements have been mainly due to advances in technology. Public servants such as nurses, fireman, police, and teachers, and others whose wages or welfare benefits increase at about CPI plus 1% each year, have really been getting ripped off: their wage increases have been below inflation for years. After a couple of decades, their real wages are considerably lower than they used to be. (Suppose CPI underestimates inflation by 3 percentage points per year for 20 years, and you get CPI plus 1% per year wage increases. After 20 years of being 2 percentage points below inflation each year, your real wage has dropped by 48%.) But government figures "prove" they are ahead of "inflation". They cannot protest because they do not know how complicated CPI statistical chicanery has lowered the CPI below a realistic measure of inflation—yet they are pretty sure that their standard of living is gradually dwindling. (What a great con! The victims are left unable to complain because they don't comprehend what has happened to them or even if anything was actually done to them.) PART 3: SUPPRESS THE GOLD PRICE The third part of the Clinton strategy was to lower the gold price, to prevent an increasing gold price from alerting the public and markets to the high inflation. The gold price is mainly set in a derivatives market in New York, the COMEX gold futures market. Like the bond market manipulation, the gold price suppression was done with derivatives for leverage, biasing the market to low prices, and jerking it around counter-intuitively to demoralize and bankrupt regular traders. Evidence for this is that the almost the entire "short" side of the futures market in gold and silver (the side taken by those pushing prices lower), is taken by just a handful of traders, who all happen to be big financial companies, principally Goldman Sachs, JP Morgan Chase, Deutsche Bank, and HSBC (USA). In a court case about the issue, JP Morgan Chase simply claimed immunity because they were acting as the agent of central banks. The US Securities and Exchange Commission does not allow anywhere near such a concentration on one side of a market in any other commodity, just in gold and silver. In other words, the government body responsible for keeping commodity markets free and fair turns a blind eye to obvious manipulation in the gold and silver markets. In addition, from 1998 to 2008 western central banks sold or leased out much of their gold, mainly surreptitiously, to further suppress the price. This successfully lowered the gold price for the first few years, but since its low point in 2001 the gold price has been rising at 15% a year. The suppression, which still continues, has nevertheless been successful in that the gold price is lower than it would have been otherwise. The general public and markets have only recently been slightly alerted to the inflation that occurred by the gold price finally topping $1,000 per ounce. When the Federal Reserve was first created in 1913, there were twenty US dollars per ounce of gold, now there are a thousand dollars per ounce. The purchasing power of the US dollar keeps getting smaller and smaller under our current system. Compare that with the century before 1913, during which the value of the US dollar stayed fairly constant (though there were fluctuations due to wars). The dollar only started systematically shrinking when bankers were given control of it, starting in 1913 with the creation of the Federal Reserve. THE RECENT YEARS OF THE BUBBLE So what was the effect of the Clinton strategy? The financial bubble grew fiercely in the late 1990s, finding a particularly strong outlet in tech stocks. By 2000 the debt-to-GDP ratio had reached 260%, a new record. The new money boosted the GDP and government taxation, so it appeared rosy. In the late 1990s some Depression-era regulations intended to prevent financial disasters were repealed, and in other cases, simply not enforced. Wall Street and the bankers got the green light from government to really shear the rest of us. After the crash of the tech mini-bubble in March 2000, the rate of debt and money faltered. Central banks lowered short term interest rates, to 1% in the US, and the financial bubble reignited almost immediately. This time it found an outlet in the housing market, and got going with a vengeance as more of the public found a way to participate in an asset bubble. By now, housing loans were being offered to anyone with a pulse. Government even forced banks to lend money to borrowers who failed to meet traditional standards of credit worthiness, and who had little hope of ever repaying their loans. In response, Wall Street developed a nice scam of bundling loans together, labeling them AAA, and selling them to unwary buyers—so a bank could make a bad loan but pass the repayment problem on to someone else, while raking in large fees calculated on the assumption that the loans would be repaid. Beautiful. Bush followed essentially the same financial policies as Clinton. Obama has continued them unchanged, and worse, and filled even more key economic posts with members of the paper aristocracy. I doubt if the presidents themselves were aware of the details of the policies, or understood what was really going on, but their financial policies were something the paper aristocracy wanted, understood, and profited from far more than the rest of us. By the end of 2007 the debt-to-GDP ratio in the US had soared to 340%, far higher than it had ever been before. Even the global financial crisis of 2008 hasn't checked its growth: private debt creation slowed, but it was more than replaced by public debt creation and the GDP fell. By the middle of 2009 the debtto-GDP ratio had risen to 375%. The day of reckoning is almost here. The average interest rate on all that debt is about 5%. This is where the arithmetic gets ugly. The debt is 3.75 times the GDP, and 5% of that must be repaid as interest every year, so the interest repayments are 19% of GDP! An economy cannot function if it is paying interest equal to nearly a fifth of all economic activity. We are hitting the wall. LIFE INSIDE THE BUBBLE The bubble encourages corruption and rent-seeking. There is new money about, something for nothing. It often makes more sense for us to chase the new money than to produce real goods and services in the marketplace. In the long run, it makes humanity poorer. The closer you get to the new money and its manufacture, the more the corruption. Government and Wall Street, especially the big banks, will be revealed to have been deeply immersed in a culture of corruption over the next few years. (The term "corruption" is used here in the wider sense of feathering their own nests rather than doing what they are supposed to do, not necessarily in the sense of doing something illegal—though there has been plenty of that too.) With the exception of entertainers (which includes professional sportspeople), nearly all over-sized salaries in today's economy exist because the recipient has somehow managed to directly capture a slice of the newly manufactured money. For example, CEOs award themselves some of the money borrowed by their company. (The company makes extra profits with that borrowed money, so it appears that the CEO is making extra profits for the company. The company is grateful to the CEO, but it is really the easy availability of money and an economy awash with money that are mainly responsible for the profits.) Remember, each new dollar snips some value off all the dollars already in existence. The CEO using newly manufactured money is also using purchasing power sucked from citizens everywhere to create company profits. And because interest rates are artificially low, the CEO did it by snitching your purchasing power at an unfairly low price—if you knew money supply was growing at 10%, would you loan your money out at 5%? In recent decades, economic activities that manipulate and extort unearned profits by such means as unduly influencing government policy have become increasingly rife. The economy is suffering, and so are justice and a sense of opportunity. Examples abound. Labor unions do it by being a monopoly supplier of labor. Businesses often find it more profitable nowadays to lobby government than to spend the same effort developing better or cheaper products. Businesses try to corner markets by taking over their competitors, which is greatly assisted by the current monetary system—a company buys out a competitor simply by having a bank manufacture the money to do so out of thin air, and all it has to do is convince the bank it can repay the money plus interest. People everywhere are trying to make unearned gains or engage in a bit of rent seeking. People rarely become rich nowadays just by hard work or providing a useful service to society. It's nearly always either by successful rent seeking or by taking advantage of the many financial distortions caused by the manufacture of money out of thin air. Big government makes rent seeking much easier—just persuade the government to change a regulation or law to favor you. This is how the third world operates. "Regulatory capture" is where the government regulators and the people they are regulating get to know one another, socialize, and so on. The regulated know far more about their line of business than the regulators, so they explain it to the regulators – who are usually career public servants with generalist training. After a while the regulators see things from the point of view of the regulated. It's fairly common. Banks are the best at it, and have almost completely captured their regulators. Until recently it's been an open question about whether government controls banks or banks control government. The events of 2008 settled that question, at least in the US. The banks got $700 billion to spend on … whatever they wanted really, and lots of other support. "There is no financial institution that exists today that is not the direct or indirect beneficiary of trillions of dollars of taxpayer support for the financial system." – Larry Summers, White House senior economic adviser, October 2009. Meanwhile two US car companies went to Washington begging for a loan of $25 billion—they were refused, and were nationalized instead. Car companies manufacture something useful (cars), while banks manufacture…money. Hmmm. THE AFTERMATH OF THE BUBBLE The world is nearing the end of its biggest ever financial bubble. The bubble is worldwide, the money is purely paper, and debt-to-GDP ratios are at record levels. Centuries of evolution of our money system have been leading up to this moment. What next? The financial bubble is not yet finished. The global financial crisis of 2008 marks the end of the period where the bubble was fuelled by private debt. We have now entered a new stage, where the private sector is paying down its debt but government has stepped up to fuel the bubble with public debt. The manufacture of money in the private sector is declining, but government manufacture of money through various national stimulus packages has stepped up to replace it. Politicians feel they must keep the bubble going, or falling asset prices and rising unemployment will make them unpopular. Governments hope that their injections of money will induce private debt levels to start increasing again and reignite the bubble, as happened after the crash of 1987, the recession of 1990-91, and the tech crash of 2000. But this time bank lending rules cannot get any looser, the percentage of national income already paying off existing debt is higher than before, and the world is running out of unencumbered collateral. Even if the bubble reignites it is unlikely to last more than a year or two, whereupon we will be plunged back into crisis. Governments are debating when to withdraw their stimulus programs, but private debt is not expanding. They are afraid of a recession if government simulation is removed. The end is near. We will know the bubble is finally ending when the debt-to-GDP ratio starts falling. There are basically three ways we can go from here. The world will probably do a bit of each, in some sequence that is hard to predict because it depends on political decisions rather than market behavior. The first path is that governments can withdraw or reduce their stimulus packages, thereby reducing money manufacture by government. The private sector is already reducing debt, which is destroying money. A falling money supply is deflationary—this is the path of deflation, which is what happened in 1930-32. There will be a deep recession or even a depression, large increases in unemployment, and asset prices will fall. If pursued with zeal, this path would demand that financial institutions mark their assets to market, and failing financial institutions would need to be nationalized to preserve their basic functions (such as bank accounts and payment systems). Eventually the debt-to-GDP ratio would fall to normal levels, and a dynamic economy would resume once again. Obviously this is a very painful path and one that democratic leaders will avoid at almost any cost. The second path is that governments can keep their stimulus packages in place as required to prevent recession. The private sector is already at about its debt limit, so the money manufacture required to keep the bubble going will need to come from government. This path continues the moderate inflation of the bubble years. Governments take over more and more as they manufacture and spend money, and private debt contracts. Total debt levels will stay permanently high, because if the debt-to-GDP ratio falls then there will be recession and unemployment. The private economy will become moribund. This prolongs but does not resolve the situation; eventually we will go down one of the other paths. This bears some resemblance to Japan after 1990. The third path is that governments keep or increase their stimulus packages in order to keep economies "growing" like they did earlier in the bubble. The necessary money manufacture will result in moderate to high inflation that becomes increasingly obvious to the public. Inflationary expectations will increase, wages will rise, and the prices of consumer goods will go up. This is the inflationary path, like a more intense version of the 1970s. Fortunately the inflation will reduce the real value of the private and government debts, which will reduce the debt-to-GDP ratio to more normal levels in a decade or so. The danger is that the inflation slips out of control, paper money becomes meaningless, and our fiat currencies end up in the hyperinflationary death usually experienced by previous fiat currencies. Or there might be a happy ending: once real debt levels are sufficiently reduced, governments could impose high interest rates to end the inflation and resume a sounder economy. Given that the first path is too painful and the second path doesn't lead anywhere, this third path is where we will end up. Once the bubble merely stops growing—debt levels stop rising, or equivalently, net money manufacture ceases—the real economy will be hurt. Much of the business activity that grew up during the 28 years of the bubble caters to the excess new money—especially luxuries, such as yachts. Once the new money stops, the business activity that depends on it is not worth doing, and those involved will lose their jobs. If there had not been an excess of newly manufactured money over new goods and services then those business activities (like the bubble) would not exist. Losing this business activity at the end of a bubble is unavoidable. This misdirection of real productive capability into servicing the excessive new money is the main way that a financial bubble damages the real economy. RESOLVING THE HIGH DEBT-TO-GDP RATIO While the financial bubble was growing, especially in the frenetic period from 1995 to 2007, the creation of debt and money added 1 or 2 percentage points to GDP, every year. Over those 13 years, about 15 to 25% of growth was essentially borrowed from the future. As the debt-to-GDP ratio returns to a more normal 150% all that borrowed GDP growth will be paid back. This means we have to give up 15 to 25% of GDP. A depression is usually defined as a loss of 10% of GDP, so we have a double depression on our hands. The bubble will finally end when government stimulus packages are stopped or become insufficient. The debt-to-GDP ratio will return to normal, pre-bubble levels, decreasing from 375% down to 150%. People won't carry abnormally large debts unless asset prices are rising quickly, so the debt-to-GDP level cannot stay permanently elevated. Reducing debt reduces the money sloshing around the economy: retiring debt destroys money, in our current system. So as the debt-to-GDP ratio returns to normal, that 15 to 25% of extra economic activity brought from the future by extra debt will be removed from the GDP. The biggest issues facing the world's economies are how, and how fast, to reduce the debt-to-GDP ratio back to normal levels. We could return to normal debt levels quickly, in a year or two, with a sharp short depression; force bad debts out into the open, suffer the bankruptcies and unemployment, and everyone soon starts over in a dynamic economy. Or we can do it slowly, dragging it out over years of depression and a moribund economy, while keeping zombie banks alive. Or we could do it slowly while inflating away the real value of the debt, with all the attendant dangers of inflation and the risk of accidentally slipping into hyperinflation. So far governments have tried to postpone the GDP decline by stimulating the economy with a mix of existing money borrowed from people and newly manufactured, to keep the bubble going a bit longer. History suggests that politicians can be relied upon to keep trying to put it off, and to eventually reach for the printing press and inflate to lower the real value of debts and to disguise the reduction in real GDP. If the central banks lose control of the situation we could get some savage deflation, followed by a prolonged and nasty inflation or even a hyperinflation. OUR INFLATIONARY FUTURE Money hasn't represented anything tangible since 1971. Money is an now just an implicit promise that in the future you will be able to exchange it for about as much real stuff as you can today. During the bubble, vast quantities of money were manufactured. The promises implicit in that money cannot be meaningfully kept: there are too many promises and too little real stuff to buy. Some people are going to miss out. The meaning of money is about to change – it will become worth less, its promise will be devalued by inflation. While it is technically possible for every loan to be repaid, the debts are now so huge that it can only done by devaluing the money—which is essentially why we are in for an extra large dose of inflation. But in terms of real value, the loans will never be repaid. For example, in 2005 when a hamburger cost $3, a loan of $3,000 was equal to 1,000 hamburgers. But if the printing presses go to work, a big inflation raises everyone's wages, and the loan is repaid in 2015 when a hamburger costs $300, then the repayment is equal to only 10 hamburgers. A good long inflation will allow everyone's debts to be paid off in full, but it will destroy trust and savings and weaken the economy. The promise implicit in earned money will be broken as money is devalued. Inflation weakens the real economy due to friction costs, and because distorted price signals lead to the poor allocation of capital. Lenders will be seriously ripped off, and borrowers will make out like bandits if they can just avoid bankruptcy. This doesn't exactly encourage honesty, thrift, and hard work, so living standards will take a major hit. This process is ahead of us, pretty much inevitable, and the only real choice for the political class is whether they do it to us slow and drag it out, or fast and get it over with. Governments can print vast amounts of new dollars and spread them around the economy (well, mainly to their friends, or to buy votes). Most voters are borrowers, not lenders, and ultimately they will demand an inflation to lower the real levels of their debt. These two reasons for the inflationary path will prove politically irresistible—never let a crisis go to waste! Inflation makes little difference to a family that lives from paycheck to paycheck and has few assets, so long as wages rise at about the same rate as consumer goods. However inflation hurts those on fixed incomes or living off assets, especially retired people, because it devalues their fixed income or savings, and taxes eat up more of the nominal returns on their assets. In the 1970s, after the smaller financial bubble of the 1960s, the formula was to run about 10% inflation for seven years, which halved the real value of debt. Then in 1980 interest rates were raised radically, which largely ended the inflation. The politicians will choose the inflationary path, because they have to. Financial institutions, companies, and individuals are failing economically, and the common problem is always debt. The government is running up stupendous debts on our behalf. A large inflation is the only way to reduce the real value of all those debts, and most voters are debtors not lenders. What could possibly go wrong? (It worked for Zimbabwe didn't it?) Don't let government CPI numbers fool you over the next few years. The CPI is merely a tool the government uses to manage inflationary expectations. The CPI bears only a passing resemblance to inflation, or even to prices that people pay in real life. Gold is the money that evolved naturally in the marketplace over the last 5,000 years, and it is only government power that has allowed it to be supplanted as base money for the last 38 years. If gold was still our base money, this bubble could never have grown so big. It will be interesting to see what happens next, whether we change our monetary system. Already the Chinese government is openly diversifying some of its US dollar reserves into gold, because it is concerned at the rate of money manufacture in the US. THE SPECIAL SITUATION IN THE USA Monetary arrangements and banking used to be the main issue in US politics. For example, Andrew Jackson became President in 1828 and his main campaign issue was to end the second central bank of the US (founded in 1816). This was not some incidental issue: his campaign slogan was "Jackson and no bank". By the end of his second term in 1836 the bank was gone. The public in the 1800s, up until WWI, were very much into the issue of silver (which was the people's money) versus gold (the banks held all the gold) versus paper (you've got to be kidding right?). The US is a special place for banking, because it took several failed attempts before the paper aristocracy finally conquered it for keeps in 1913. Europe had long been under the paper aristocracy's "control", but people escaped to the new world to be free of, among other things, the parasitic grip of the banking class. That is why so much of the recent history of struggles in banking has occurred in the US. Other European colonies, such as Australia, just inherited the European arrangements. Much of the rest of the world, such as Thailand, has been easily assimilated by the bankers. The single biggest export of the USA for the last few decades has been US dollars. The USA is in a unique position, because the US dollar is the world's reserve currency, used by the rest of the world for much of their trade and international banking. There are lots of US dollars floating around outside the USA—all of them were manufactured in the USA, then given to foreigners in exchange for real goods or services. The rest of the world has been sending the USA real goods and services for years, and just receiving bits of paper or electronic bookkeeping entries in return. Many ships travel to the US full of goods, but return half empty. The US population is largely unaware of what a free ride it has been getting, but the situation is now coming to an end and they are going to have to get used to new circumstances. The US political class made the most of it on behalf of the US, getting as much stuff as possible for free from the rest of the world, but the bulk of these profits in the last decade or so has been captured by Wall Street and not by mainstream Americans. In the United States in the last decade, the government has intervened in most markets. Long term interest rates have been lowered by covertly intervention in the bond market—the centerpiece of government intervention. Short term interest rates are an extreme case of government intervention: they are set by government edict through the Federal Reserve. The stock market is widely believed to be covertly and frequently pushed higher by the US Government, which issues money and instructions to favored Wall Street agents to influence the market through derivatives—there is even a formal mechanism for doing so, the President's Working Group on Financial Markets. The US housing market has been distorted by government rules that force banks to lend to people whose credit risk is too high, by the existence and activities of Fannie Mae and Freddie Mac, and by land restrictions on new houses in many cities. US agricultural markets are distorted by subsidies and trade barriers, so maybe there is no need for covert manipulations as well. The gold and silver markets are covertly but brazenly manipulated by a few big banks acting on behalf of the government. The oil market might be the only major market the US government has not intervened in, but I wouldn't bet on it anymore. By 2008 it was openly being said amongst traders that in the US "there are no markets anymore, just interventions". In the US, the markets are broken. The US is more open about its affairs than other countries, but presumably the same applies to some extent elsewhere. The economic miracle of the United States, which lifted more people to a higher standard of living than at any other time in human history, is fading. US markets are no longer free, principally because of the predations of the government acting on behalf of the paper aristocracy. It's a shame, because the constitution of the United States of America is specifically designed to prevent what has happened. It's not the fault of the constitution, it's just that the constitution is no longer enforced—too many clauses are now wilfully interpreted to mean other than what they originally meant. The US constitution was written shortly after the American Revolution, when the American colonists revolted against the money and control that the European bankers wanted. It is the best constitution in the world at keeping the paper aristocracy at bay, but it has been subverted. To remedy the situation we don't need new regulation so much as we just need to enforce the regulations that already exist, particularly the fraud provisions. The government is not regulating the paper aristocracy, who in the last couple of decades have sucked too much out of us. Finally, only two countries have ever owed a stupendous debt that was specified in their own fiat currency. 1. Germany after WWI owed crushing reparation payments to the victorious Allies. The payments were mainly specified in German marks but, due to an oversight by the Allies, there was nothing to stop the Germans changing the mark from representing a certain amount of gold to representing nothing, that is, to a fiat currency. After a few years of reparations the Germans started printing more and more marks, inflating their currency to worthlessness. The Allies were repaid as stipulated, but all Germans savings got wiped out, people with loans went bankrupt (banks put up interest rates faster than wages rose), and you ended up needing a wheelbarrow full of cash to buy a loaf of bread. 2. The United States of America, now. The temptation for government to inflate its fiat currency is overwhelming, but it will be disguised and denied for as long as possible. CAP AND TRADE: THE NEW GAME IN TOWN Cap and trade with carbon emission permits is the new game in town…the new way to suck more blood out of us. The proposed cap and trade system for carbon emission permits bears many of the same hallmarks as fiat currencies, and the same groups stand to benefit. The modus operandi and the beneficiaries are the same, so perhaps this bears a little scrutiny. The plan is to manufacture emission credit certificates out of thin air, trade them between big financial companies, and compel the rest of us pay for them by producing real goods and services. Ultimately the government will extract a tax that is paid for by consumers, and the big financial companies will take a cut along the way. Like fiat currency and all the games with money manufacture, this is another game brought to you by the paper aristocracy: you pay, they enjoy. Ultimately people who produce real goods and services will pay—because there be will another bunch of bureaucrats and financial smarties living off our efforts. Controlling who can emit carbon dioxide gives the government and the paper aristocracy an excuse and mechanism for controlling every activity on the planet. We all breathe out carbon dioxide, and nearly all energy use emits carbon dioxide. Further, the whole world has to be involved for the emission restrictions to be effective, so this will be the start of world government—you will no longer be able to escape by moving to a different country. A carbon tax that replaced some or all income tax wouldn't be so bad. But bringing the bankers in to first trade the emission permits is just stupid—we already pay them too much. It's a red flag alerting us the real nature of the emissions trading schemes. How does one answer environmentalists who are certain that emissions trading will save the planet? Easy: implement national carbon taxes instead of international emissions trading, and reduce income taxes by the amount raised by the carbon tax. As it happens our carbon dioxide emissions aren't doing much to warm the planet, but moving the economy to an indirect tax base that taxes non-renewable energy use may be a good thing in any case. Is carbon trading a monopoly practice? Sort of. Monopoly practices are where consumers don't have a choice. We would have to pay for cap and trade; we would be "sold" something we are forced to buy. This is closer to economic slavery than mere monopoly. THE EFFECT OF CARBON DIOXIDE HAS BEEN MUCH EXAGGERATED The theory that humans caused the global warming with our emissions of carbon dioxide is based on two assumptions, made in the early 1980s when there was insufficient data. One assumption has since been disproved, and the second is looking dubious. Otherwise alarmist and skeptic scientists are in broad agreement over how much global warming is caused by carbon dioxide. ASSUMPTION 1 The first assumption is that water vapor feedback (WVF) strongly amplifies the warming due to extra carbon dioxide. We can calculate how much the global temperature will rise if carbon dioxide levels rise by a certain amount. Except for WVF, all the factors in the calculation are based on well understood physics and observed data, and climate alarmists and skeptics are in broad agreement. WVF is the response of water in the atmosphere (in all its forms—clouds, rain, water vapor, humidity, snow, ice, and so on) to increased temperature, and what further effect that response has on the temperature. There was simply no data on WVF in the early 1980s, so the alarmists assumed that nearly all the warming since 1750, the beginning of the industrial revolution, was due to rising carbon dioxide levels. For the calculations to correctly calculate the observed temperature rise since 1750, the effect of all the feedbacks would have is to amplify the warming due to carbon dioxide by a factor of 3. This amplifying warming would be predominately due to extra water vapor in the atmosphere (the WVF constitutes the bulk of the feedbacks). That extra water vapor must expand the warm, lower troposphere into some volume previously occupied by the cooler upper troposphere, which contains little water vapor. This must create a "hotspot" in the atmospheric warming pattern, at the top of the lower troposphere, particularly over the tropics. But radiosonde observations of the atmospheric warming pattern from 1979 to 1999, the last period of global warming, show beyond reasonable doubt that there is no hotspot. None at all. So there is in fact no extra water vapor. So WVF does not amplify the warming due to extra carbon dioxide. The assumption is wrong, and so are the alarmist calculations and the climate models because they are based on it. While there is plenty of evidence that global warming has been occurring, and ample evidence that carbon dioxide causes warming and that the level of atmospheric carbon dioxide is increasing, there is no evidence that carbon dioxide emissions are the main cause of the recent global warming. All predictions of the amount of warming caused by rising carbon dioxide are only theoretical, calculated as above. Those calculations are wrong, so it is not surprising that we have been unable to find any evidence to support them—despite the US Government spending $32 billion on climate research since 1990. Since 2005, observations of clouds and observations of outgoing radiation by satellites have both independently show that WVF in fact dampens the warming due to increased carbon dioxide, cutting its warming effect in half. So the effect of adding carbon dioxide is smaller than the alarmists want you to believe, by a factor of about 6. By 2100 we might see temperatures rise by 0.5°C, not the 3.3°C predicted by the alarmists and their models. The carbon dioxide theory of global warming is now bogus, but the public and government scientists are kept in place by a wall of money and government propaganda. Outside a few scientists, hardly anyone even knows that the real nature of the climate debate is over the WVF assumption. Chronology is important. Unfortunately the missing hotspot evidence only came to light in 1999, after the IPCC had been set up, Kyoto was signed, a huge bureaucracy was in place to deal with carbon emissions, and the western climate research establishment was lavishly spending billions looking to blame carbon dioxide for global warming. Too many jobs and careers were at stake for the bureaucracy and scientists to turn back. Scientists working in climate change who disagree tend to either keep quiet and take the money, or leave and speak out (if they can cope with the vilification from the alarmist propagandists). What seemed like a plausible assumption in 1984 has spawned a climate alarmism movement that, 30 years later, will slow or prevent much of the third world from industrializing and will make plane travel and big cars unaffordable for the lower bulk of the developed world—even though the assumption was shown to be false just 15 years later. Even now, 10 years after the hotspot was found to be missing, scarcely anyone knows that climate alarmism is based on a false assumption. ASSUMPTION 2 The second assumption is that the increased carbon dioxide levels we observe are entirely or even mainly due to human emissions. As of 2009 this assumption is neither proven nor disproven, but it is looking dubious. The oceans hold about 50 times as much carbon dioxide as the atmosphere, and the ratio of dissolved carbon dioxide in the ocean to atmospheric carbon dioxide depends mainly on the temperature of the ocean. Adding more carbon dioxide to the atmosphere from some external source (such as car exhausts) will, in the long term, just raise the amount of carbon dioxide in the ocean, and leave the atmospheric level of carbon dioxide virtually unchanged. This is just high school chemistry and is well known and undisputed. The question is, what constitutes "long term"? The IPCC claims our emitted carbon dioxide effectively stays in the atmosphere for two hundred years, but no one else can understand what they are on about. The atmospheric bomb tests put lots of the carbon isotope C14 into the atmosphere, and from observing the fall in C14 levels after the atmospheric tests were ended in 1963 we know that the half life of carbon dioxide in the atmosphere is about four to five years. This also fits with the turnover of carbon dioxide: about a quarter of the carbon dioxide in the atmosphere is exchanged each year with the oceans or plants. Finally, umpteen studies of the residence time of carbon dioxide in the atmosphere have concluded it is less than twenty years. According to the alarmists, carbon dioxide levels started to rise in 1750 at the beginning of the industrial revolution, and nearly all the global warming since then is due to that carbon dioxide. However, figures for human consumption of hydrocarbons, mainly coal, wood, and oil, are fairly reliable and tell a different story: human hydrocarbon use before 1850 was negligible, and it wasn't until 1950 that hydrocarbon consumption was significant by today's standards. Yet the bulk of the global warming since 1750 took place before 1900. The carbon emission theory just doesn't make sense. WHAT'S GOING ON Something cooled the earth from the medieval warm period, when it was warmer than today, and caused the little ice age that lasted until 1750. As it happens, 1750 is also when the industrial revolution started. Could it be that this natural cooling force passed away or eased up starting in 1750, and the earth is simply warming naturally back to the temperature of the medieval warm period (which is the same as the temperature during the Roman optimum, and in the Holocene optimum before that)? On current knowledge, it would seem likely. UNDERSTANDING GLOBAL WARMING: FOLLOW THE MONEY So why does the public believe their carbon emissions are imperilling the planet? In time-honored fashion (but mysteriously out of fashion on this topic for all mainstream journalists), follow the money: * The amount of money spent on skeptical activity by organizations is around $2 million per year. (Exxon spent $23 million over 10 years, but stopped in 2006.) * The amount of money spent by alarmist government organizations on climate research in the US alone is about $3 billion per year. Also, as much again is spent on related technologies, in promoting the alarmist message in the US, by other western governments, and by the Greens. (Even Exxon donated over $100 million for renewable energy research.) So alarmist spending is 3,000 times larger than skeptic spending. * Emissions trading by the finance industry was $120 billion in 2008. This will grow to over $1 trillion by 2012, and carbon emission permit trading will be the largest "commodity" market in the world—larger than oil, steel, rice, or wheat. Typically the finance industry will pocket 1% – 5% of that turnover. So even now their financial interest matches the alarmist spending, and soon will vastly exceed it. The money is suggesting that it is the finance industry that is driving the carbon emission permits agenda. Notice that a carbon tax, which would be simpler and fairer, but would not benefit the banks and traders, is not being put forward by governments. The world media is 110% behind the theory that carbon emissions cause global warming, so it is fair to presume that those with a substantial influence on the media have an interest in the cap-and-trade schemes being proposed. This suggests that the paper aristocracy, which is behind our fiat currencies, is also behind cap-and-trade. CAP AND TRADE IS A NEW FIAT CURRENCY The proposed cap-and-trade system for carbon emission permits has several structural similarities with our current money system: 1. Like base money , carbon emission permits are created out of thin air by government fiat. 2. Like modern money, carbon emission permits have no intrinsic value, yet they are given value by government. 3. Like bank money and foreign exchange, carbon emission permits will be traded by big financial organizations for profit. 4. Like modern money, carbon emission permits will be manufactured and sold to the public by a partnership of government and financial firms. The bureaucrats get control, the financial firms get easy profits from captive clients, and you get to pay and do as you are told. 5. Like the banks, the large financial firms trading emission permits will lobby and donate to politicians to protect their economic privilege. 6. Like governments mismeasuring CPI and unemployment, governments will mismeasure global temperature to justify taking action against carbon dioxide. Who benefits from cap-and-trade? Emission permits are created by government fiat, out of thin air, yet have value. Trading favors the well-informed and those who can move the market, so big financial firms will routinely plunder the pockets of smaller market participants. The rest of us, one way or another, will pay for both the government-issued emission permits and the trading profits of the finance industry. BOGUS GOVERNMENT STATISTICS An important method that governments have for dealing with problems is to mismeasure them. For example, the inflation of the 1970s was partly "cured" by defining inflation as the consumer price index (CPI), then changing the way that CPI is measured in ways that lower the CPI. Today, the US CPI is about 3 percentage points lower than it would be if the method of 1980 was used. Another example is unemployment, where governments continually refine what counts as "unemployed" so as to lower the unemployment number. Governments are going to do the same with global temperature, mismeasuring it to make it appear to be rising faster than it really is. In fact, it's already started. Governments will soon make some global agreement restricting carbon emissions, which will lead to taxes, trading profits, and maybe some early form of world government. To justify all this, there will need to be rising global temperatures—because we are guaranteed decades of rising carbon emissions as the developing world industrializes. There will be pressure, tremendous pressure, on those who measure global temperature to show a rising temperature. The organizations that measure temperature are in government control, because no private group has an interest in measuring global temperatures over the decades required to show significant changes. The government organizations that measure temperatures will tend to produce the answers government needs, because people who do not comply will be effectively forced out of those organizations—their careers will stall, or they won't be hired in the first place if they don't have the right "attitude". The staff will be self selecting. Only true believers, for whom the ends justify the means, and those with a sufficiently flexible attitude to truth, will survive and thrive in those organizations. Think a future of systematic cheating of temperature data to justify taxes, profits, and world government is too cynical? It's already started: * 89% of official ground-based thermometers used to measure temperatures in the USA violate siting requirements—because they are too close to an artificial heat source! * More than half of the worldwide official temperature-measuring stations are at airports, near radiating heat sources like tarmac, and often in the wash of jet exhaust. (Can anyone be that inept?) Land-based thermometers are mainly measuring increased urbanization and increased air travel. * The Argo network was started in 2003 to measure ocean temperatures properly. 3,000 buoys roam the world's oceans, duck diving down to measure temperatures and radioing back the results. To the surprise and annoyance of the government climate organizations, Argo initially showed ocean cooling. Soon afterwards, the buoys giving the coolest results were excluded from the network – their results were simply omitted. Possibly legitimate, but its funny how the numerous changes to the various temperature datasets are always in the direction of showing increased warming. By chance alone half the changes ought to be in each direction, but that isn't what is happening. * The hockey stick graph frightened the world in 2000, showing a sharp recent uptrend of global temperature after centuries of level temperatures. The scientists were finally forced to reveal their data, last month. It turns out that the hockey stick graph is essentially due to one very unusual tree in Yamal in Russia, plus some biased statistical processing. A decidedly nonscientific attitude in the IPCC and a compliant press made it possible. The hockey stick was a fraud. How would anyone really know if global warming is occurring? People simply don't notice changes as small as 0.5°C, the amount of global warming over the last century. Any perceived cooling can be explained away by alarmists as just "regional variation". It's beautiful: this scam could go for decades. If governments applied a carbon tax it would be fair, equitable, and simpler—and there would be no private interests taking a cut and lobbying government to make rules to extend their profits. And a carbon tax would be easier to unwind when the public catches on that our carbon emissions have little effect on temperature. WHAT NEXT FROM THE PAPER ARISTOCRACY? There are a small number of families who, over the centuries, have amassed wealth through financial rent seeking. They are leading members of the paper aristocracy. For example, the Rothschilds are the biggest banking family in Europe, and were reputed to own half of all western industry in 1900. That sort of wealth doesn't just dissipate, because unless the managers are incompetent the wealth tends to concentrate. The banking families don't work for a living in the normal sense, like the rest of us. They avoid scrutiny and envy by blending in and make themselves invisible. Since they own or influence all sorts of media organizations, it isn't too hard. There are unsubstantiated rumors and conspiracy theories, but nobody can really credibly say how much wealth and influence they have. What are the paper aristocracy going to do in the aftermath of the current huge bubble? The course and end of the bubble are quite foreseeable, so they must have a plan. There are unsubstantiated rumors that they influenced the system to make an almighty bubble, and intend to buy lots of real stuff, such as real estate and businesses, in the ensuing bust, when everything is dirt cheap. By the way, this is how the paper aristocracy has made most of its wealth over the last few centuries, and how those banking families originally became wealthy. Bankers would introduce excess bank money, then deliberately cut it back on it one day, watch prices plummet as businesses failed, then buy distressed assets cheaply. Earning interest was a second way of earning money but less important. Bank fees were just for pocket money and to keep customers distracted. Perhaps today's fiat currencies—the US dollar, pound, yen and so on—will go up in smoke in an inflationary crescendo in the next few years, perhaps as planned by the paper aristocracy. Maybe they will reintroduce an asset backed currency. And guess who has all the gold? Those banking families have been salting it away for years. Possibly a global currency, so one cannot escape the predations of the paper aristocracy. This is not just about money, but about power, of course. Anyway, these are only unsubstantiated rumors. We shall see. ABOUT THIS ESSAY This is a very high-level view of the current economic situation, and how we got here, with a populist edge. It's simple to understand, it's not technical, and there is only one graph. I've been investigating these topics since 1998, as a semi-professional hobby. Think of it as a very long journalistic investigation that regular journalists haven't had the time or interest or background to do. It's not easy penetrating the world of finance. I've made my living largely by trading stocks since 1990, and I've (profitably) traded gold futures on the NY Comex. Everything in here is reasonably well sourced, although I haven't quoted the sources. It sometimes took me years to find the information for what is just a single sentence here. It seems that the time to tell people has arrived. The bubble is coming to an end, the damage is becoming obvious, and people are starting to become interested. Thank you to Joanna Nova and Dr. Marcus Matthews for helping edit and improve this essay. I set up GoldNerds.com because we wanted better information on the fundamentals of precious metals companies, and I am invested in gold companies. I've put my money where my mouth is, buying gold investments when gold was under $300/oz. This crunch has been a long time coming, but it has been no shock at all to the thousands of people who know about monetary history. Cheers, David Evans October 2009	<urn:uuid:a78f7087-e4e4-47c4-83ee-5d90ee09baea>	CC-MAIN-2018-47	http://scienceandpublicpolicy.org/images/stories/papers/originals/manufacturing_money_and_warming.pdf	2018-11-14T11:21:44Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00125.warc.gz	305,066,089	21,506	eng_Latn	eng_Latn	0.973031	eng_Latn	0.999355	[ "pis_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" ]	false	docling	[ 101, 2518, 5811, 9240, 12666, 16021, 19300, 22829, 26665, 29719, 33420, 36863, 40693, 42383, 46687, 49597, 53487, 57789, 60209, 63625, 67157, 70700, 74430, 77859, 81345, 85035, 88524, 91729, 94867, 97611, 100658, 104133, 106096 ]	[ 1.5703125, 1.1953125 ]	2	19
BEECHWORTH PRIMARY SCHOOL No. 1560 Believe - Persist - Succeed Beechworth Primary School English Policy Purpose - The establishment of sound and well developed literacy skills are essential to future student learning and successful interaction with the world. Literacy in the 21st century will be taught across all subject areas and programs throughout the school utilising a diverse range of tools and devices. - To provide a program which ensures all students maximise their learning potential and develop their literacy skills. Policy statement Background English is a government priority. Our school commits itself fully to the realisation of a high literacy standard for all our students. Whole school engagement - Teachers are expected to follow previously agreed upon English Scope and Sequence Overviews, Assessment schedules and the Hume Region Placemats. - The school staff will plan, implement and document English. Responsibilities Literacy Coordinator - Coordinates, in conjunction with the Principal, professional staff development and in-service training to support staff in exemplary Literacy teaching and whole school assessment practice. - Purchases Literacy resources to support staff development, classroom programs and student take home reading material. - Lead Literacy discussion about exemplary teaching and assessment practice. - Oversee the planning, implementation and documentation of Literacy, including Literacy assessment. Procedures * Hume Placemat is a resource used to guide explicit teaching practice. It outlines the structure of literacy lessons and possible strategies for lesson development and implementation. The document is available on Compass School resources and from the Literacy Co-ordinator. * Amount of time spent teaching writing and reading – This is a daily practice using the resources outlined within this policy. In total 8-10 hours per week as per the Victorian Curriculum F-10 guidelines will be taught. * Soundwaves Program – A phonemic approach to reading and spelling implemented through the whole school. A suggested program for each year level can be accessed in the Student and Teacher books. Additional resources are available on Compass School resources. (Student placement tests and assessments are available through the online component of at Firefly Education. It is recommended that we purchase these in the future when funds become available.) * Speaking and Listening is prescribed in the Victorian Curriculum F-10. See Beechworth Primary School Scope and Sequence. * Handwriting – Formal handwriting is to be explicitly taught up to and including Year 4. Victorian pre-cursive script will be explicitly taught in Foundation – Year 2. Victorian cursive script will be explicitly taught in Years 3 and 4. Resources are available on the DET website at 'Handwriting- Learning and Teaching Resources'. * ICT usage in literacy - Digital Literacy will be used to, engage, create and organise student learning where appropriate. * Reading and Writing will be formally assessed throughout the year as per the Beechworth Primary School Assessment Schedule. * Home reading program – All teachers will enable a home reading program by ensuring every student has access to a book for home reading. All teachers will oversee the home reading until the student has attained Level 30 with full understanding and comprehension as indicated by assessment using PM Benchmarks and/or Cars and Stars. Time spent on home reading will comply with the homework policy of Beechworth PS. * It is recommended that all Education Support staff be provided with Literacy training. Relevant accountability documents * English Domain from DET - DET English Domain Related school policies * Curriculum Policy * Teaching and Learning Policy * Homework Policy Monitoring and review This policy should be monitored by the Literacy Coordinator and reviewed every three years by the Literacy SubCommittee and School Council. Endorsed by school council: Date: 18 th October 2017 Next review date: October 2020	<urn:uuid:6ca28193-6ce5-450e-9630-bce055d0acbc>	CC-MAIN-2018-47	http://beechworthps.vic.edu.au/wp-content/uploads/2017/11/English-Policy-2017.pdf	2018-11-14T12:05:46Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00125.warc.gz	36,033,721	763	eng_Latn	eng_Latn	0.996723	eng_Latn	0.997224	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1976, 4069 ]	[ 1.515625 ]	2	0
Project Name Science and Engineering Everywhere, at Anytime, and for Everyone Principal Investigator Monica Bugallo Campus Stony Brook University Year of Project 2012 Tier Tier One Project Team * Helio Takai, Brookhaven National Laboratory Overview Summary Pilot program to engage undergraduate students in authentic science and engineering by developing and using modern cybertools. Supports and engages high school and atrisk students in STEM based learning. Outcomes Summary Exercises to promote STEM understanding are in the report, along with links to web resources. Project Abstract The information age that we are immersed into is characterized by the ability to transfer data freely and to have instant access to knowledge that would have been difficult or impossible to obtain previously. Regardless the level of use of cybertools in our lives, acquiring computer literacy and use it to obtain further knowledge has become an essential part of our educational process. This project aims at creating an instructional innovative pilot program for engaging undergraduate students in authentic science and engineering by developing and using modern cybertools in an easy and attractive way. Motivated by the mission of building, operating and analyzing data of an experiment designed to investigate the relationship between cosmic rays activity and climate changes, we plan to offer research projects and seminars for undergraduate students who will help building a webportal and the necessary hardware and software instrumentation for offering science and engineering everywhere, at any time and to everyone. The project is naturally aligned with the vision of the IITG Program and has three interconnected goals: Establish a collaborative environment to explore forefront science and engineering by effective use and development of cybertools (webportal, hardware and software tools). Stimulate students into science, technology, engineering, and mathematics (STEM) careers through science and technologyoriented handson activities. Assess the effectiveness of the program and disseminate it to broader audiences. The experiment welcomes the participation of students in various fields. Engineering students will develop tools for data acquisition (electronic circuits based on Arduino's to measure weatherrelated parameters); Computer Science and Engineering majors will implement the webportal and software applications; and Physics students will analyze data. Other sciences are welcome to participate, learn about the experiment and develop cybertools. We will offer a menu of activities in the form of Senior Design Projects in the Electrical and Computer Engineering (ECE) department (academic year); academic and summerlong projects offered jointly by the ECE and Physics departments and Brookhaven National Laboratory (academic/summer offering); twoday seminars for undergraduates in any Science or Engineering major (two per semester); and fourweek seminars (WSE 187) through the Women In Science and Engineering (WISE) program (two in the Spring semester). The core of the project will start with the implementation of a new webportal that will combine two paradigms: social network and content management system. The system will be geared towards the science and engineering educational/research environment with some of the initial data and tools already established by the PIteam through previous initiatives. The underlying development tool will be based on the open source softwares Drupal/Elgg, which are popular frameworks for content management webportals and social networks. Some services of the new webportal will be: Public interface with general information about the project and basic materials to participate. Participant registration management to gain access to data, documents, and discussion forums. Services for data upload and download. Online tutorials to guide data analysis and development of cybertools. Online research journal where participants will submit research findings and reports. The new webportal will provide dynamic reporting and logging of activities. Students will update their profiles with postings, questions, comments and results in a way similar to that of Facebook or Twitter. The PIteam through previous initiatives has a system based on the concept of wiki used to keep record of the experiment's progress. We plan to modernize this service to establish a social network engine server for better communication among participants. We also plan to develop opensourced collaborative and visualization tools including a wikibased document editing software to produce high quality PDF outputs and an interactive online document exchange system. A server already located at Stony Brook University will host the webportal. The second important task will be the development of application software (apps) for the webportal as well as for mobile computing devices to facilitate data analysis. Inspired by new trends on computing where tablets are interfaces for remote computing, the apps will provide userfriendly access data from the experiment. The goal will be to make analysis possible from any location with either a simple connection to the Internet or through mobile devices. The apps will serve as interface with the data repository to obtain data and download results. The use of mobile computing will also facilitate the delivery of seminars at any location using our portable data distributor, data on the go. Students participating in the project will be involved in understanding the science experiment and will contribute to the creation of the webportal through their interests (i.e., creating apps, developing the web, programming data collection algorithms, implementing sensors, or analyzing data.) Students will need to learn the problem and technology at hand and offer the best solution for their contribution. As result of this initiative we expect to have a complete set of cybertools available through the new webportal that will allow students to access data and perform analysis from anywhere and at anytime. Other outcomes will include materials and presentations for delivery of seminars and for assessment of the program and communication of findings. We believe that the proposed work can easily become a platform for informal learning for broader audiences and we will make it available to other SUNY institutions with the cooperation of faculty in engineering and science schools. We also plan to pursue different means of financial sustainability. Reports and Resources * Project website * Course overview * Project description summary Instructional Design * Student Engagement	<urn:uuid:8e54ae43-7828-4438-b7cc-2d05960a188f>	CC-MAIN-2018-47	https://commons.suny.edu/iitg/files/2016/01/ScienceandEngineeringEverywhereatAnytimeandforEveryone.pdf	2018-11-14T12:13:34Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00125.warc.gz	595,498,731	2,194	eng_Latn	eng_Latn	0.996793	eng_Latn	0.996482	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1643, 5953, 6738 ]	[ 1.3515625 ]	1	0
JOHANN GOTTFRIED BERNHARD BACH: FACT AND FICTION. A REMEMBRANCE AND BIRTHDAY TRIBUTE. Johann Gottfried Bernhard Bach was born three hundred years ago on 11 May, 1715, the sixth of seven children born to Johann Sebastian and Maria Barbara Bach, and the fourth to survive childhood. Unlike his two older brothers, very little is known of his brief life--he died suddenly on 27 May, 1739, barely twenty-four years old. Apart from the record of his baptism the day after he was born, the few known facts relate mostly to his brief career as an organist in Muehlhausen and Sangerhausen. The rest is largely supposition derived to some extent by analogy from information known about the early years of his brothers, and to some extent from what is known about his seemingly tempestuous life in his last years, supplemented by the few occasional recorded facts. What is known? 1) His birth and baptism: The Baptismal records of the State Church in Weimar make note of the baptism of Johann Gottfried Bernhard on 12 May 1715. They also note his birth the previous day. His godparents were Johann Andreas Schanert, the ducal Registrar in Ohrdruf; Sophia Dorothea Emmerling, the wife of the chef of the Prince of Schwartzburg; and Johann Bernhard Bach, his father's nephew, after whom he was named. 1 2) He attended the Thomasschule in Leipzig. He is named in a list of students at the School dating from the summer of 1730 as a 'Sekundaner', and is further described as non-resident ('Extern'). 2 3) He is thought to be one of the three sons with whom J. S. Bach took communion at the Thomaskirche on four occasions between 1728 and 1733. The other sons were Wilhelm Friedemann and Carl Philipp Emanuel. Whether Bernhard may have been the lone son who accompanied his father to Communion on the 18 th Sunday after Trinity, 1734 is a matter of speculation. By that time, Gottfried Heinrich would have been ten and most likely old enough to have accompanied his father. And in 1734, Carl Philipp Emanuel was still at university in Leipzig. 3 4) It is commonly thought that Bernhard joined his Father and two older brothers in performing the Concerto for Four Harpsichords and Orchestra (BWV 1065) in the years around 1730. 5) A letter from Jacob von Staehlin to his son Peter dated 1784, tells of an association von Staehlin had with the three eldest sons of J. S. Bach during the years 1731-1734. Von Staehlin recalls frequently playing flute duets with Bernhard whose character he describes as Windig, that is vain, frivolous, or thoughtless. 4 6) Bernhard applied for the position of organist at the Marienkirche in Muehlhausen in early 1735, undoubtedly at the suggestion of his Father and with his Father's direct assistance. J. S. Bach wrote to two acquaintances in Muelhausen in an effort to influence the decision. The town council took their time making a decision—Bernhard apparently spent and ideas about brenhard.fourteen days in Muehlhausen in early June awaiting word following his audition. He was awarded the post on 16 *This article would not have happened without the great kindness of my friend Dr. Peter Wollny supplying me with information about Johann Gottfried Bernhard Bach, transcribing the two surviving original documents, and sitting patiently over the years as I voiced to him my thoughts about Bernhard. In appreciation, this article is dedicated to him. 2 Bach-Dokumente, vol. II, p. 112 1 Bach-Dokumente, vol. II (Baerenreiter, Kassel, 1969), p. 58 3 Bach-Dokumente, vol. II, pp. 124-125 Bach-Dokumente 4 , vol. III (Baerenreiter, Kassel 1972), p. 408; Hans-Joachim Schulze, 'Vier unbekannte Quittungen J. S. Bachs und ein Briefauszug Jacob von Staehlins' in A. Duerr and W. Neumann (eds.), Bach-Jahrbuch 1973(Evangelische Veranstalt, Berlin 1973), pp. 88-90 June 1735. 5 In his first letter of application, J. S. Bach describes his son as having acquired sufficient skill in music (so habil) that he should be properly equipped to fulfill the duties of the position. 6 In a slightly later second letter to another acquaintance, he speaks again of his son's musical proficiency. 7 7) On 2 September, 1735, Bernhard wrote a letter to the Town Council of Muelhausen thanking them for the honour of being selected for the organist post—he is unusually humble in describing his talents as modest (wenigkeit)—and requesting that he receive the full portion of his salary and allocation of wood for the winter without deduction of the portion that was being paid to the widow of his predecessor. Interestingly, he already shows some knowledge of jurisprudence, quoting specifics of the law of Saxony relating to similar cases. 8 8) Bernhard evidently lived well beyond his means in Muehlhausen, running up debts which were ultimately paid by his Father. 9 When he left Muelhausen in early 1737, it was seemingly by choice in view of the application to Sangerhausen (see below). But one cannot exclude the possibility that his departure had become a necessity: as a result of his relations with his creditors, Muelhausen may no longer have been a comfortable place for him to live. 9) Already some months earlier, Bernhard and his Father had started looking for an alternate position. On 30 October and 18 November, 1736, J. S. Bach wrote a second pair of letters of recommendation for Bernhard, this time to the town council in Sangerhausen. 10 Bernhard gave an audition there on 13 January, 1737 and, after producing two witnesses to vouch for his competence as an organist, was awarded the position on 4 April, 1737. The town council of Leipzig gave its approval—presumably a formality--on August 20 of that year. 11 10) On 23 February, 1737, Bernhard wrote a formal letter to the Town Council in Muehlhausen effectively submitting his resignation, explaining the reasons for his actions, and informing them of his decision to take up the post in Sangerhausen. He thanks the Council for the opportunity to serve them and extends good wishes both to them and to the citizens of Muelhausen. At the same time, he cannot resist requesting restitution for the costs he incurred in coming from Leipzig in the first place. This and the earlier letter are most likely the only surviving samples of Bernhard's handwriting and signature, though the signature is printed rather than in script. 12 11) Bernhard took up the position in Sangerhausen in Spring 1737, and stayed there for about a year until Spring 1738, when he unexpectedly left and disappeared completely. Again he left considerable 5 Bach-Dokumente, vol. I (Baeranreiter, Kassel 1963), pp. 79-82 The selection process is described in an article written by Georg Thiele, 'Die Berufung Johann Gotttfried Bernhard Bach nach Muelhausen als Organist an Beatae Mariae Virginis' published in 1907 in the Muelhauser Blaetter pp. 60-64. This is the only study in the secondary literature devoted to J. G. B. Bach. 7 Bach-Dokumente, vol. 1, p. 81; Bach Reader, p. 135 6 Bach-Dokumente, vol. I, p. 79; The Bach Reader ( Norton, New York 1966), p. 134 8 The letter is kept in the archives of Muelhausen. The writer would like to thank Dr. Peter Wollny for bringing the letter to his attention and providing him with a transcription. 10 Bach-Dokumente, vol. I, pp. 91-95; Bach Reader, pp. 149-151 9 Bach-Dokumente, vol. I, p. 93; Bach Reader, p. 160; Bach-Dokumente, vol. II, p. 283 11 Bach-Dokumente, vol. II, p. 95 12 The letter of 23 February, 1737 is reprinted as an adjunct to Peter Wollny, 'Zur Uberlieferung der Instrumentalwerke Johann Sebastian Bachs: Die Quellenbesitz Crl Philipp Emanuel Bachs' in Bach-Jahrbuch 1996 (Evangelische Verlagsanstalt, Leipzig 1996), pp. 7-21. The photos of Bernhard's letter appear on pp. 20-21. debts behind in Sangerhausen which his Father refused to pay without confirmation from Bernhard who appears to have deliberately avoided making any contact with his family. 13 12) Bernhard reappears in January, 1739, where he is recorded as having matriculated as a law student at the University of Jena on 24 January of that year. He died in Jena of a high fever on 27 May, 1739. 14 His place of burial is not known. In the genealogy of the Bach family written in 1735 by J. S. Bach but surviving now only in secondary copies originating with Carl Philipp Emanuel Bach, Johann Gottfried Bernhard appears as 'No. 47' in the listing of family members. He is described as the third son of J. S. Bach, born on 11 May 1715, and serving at the time as organist at the Marienkirche in Muehlhausen. 15 In a second copy, C. P. E. Bach added in his own hand 'Died 1739 in Jena'. Bernhard is also mentioned in a manuscript addition to the entry about his Father in a copy of Johann Gottfried Walther's Musikalisches Lexicon of 1732 now in Vienna. The unknown writer notes that Bernhard was the third son of his father, born on 11 May 1714 (sic!), and living at the time (1738) in Jena. An obviously later addition reports his death there on 30 (!) May 1739 from an ardent inflammatory fever (hitzigen Fieber). 16 No other explicit references to Bernhard and his life are presently known to have survived. Most of what we know about Bernhard and his character comes not from his childhood but from the handful of references from the mid- and late 1730s. He was evidently a proficient musician, both on the flute and the keyboard. One would hardly have expected otherwise considering his family background and the implicit competition from his brothers. More relevant is the fact that he was considered thoughtless, unreliable, and frivolous by his friends. This appears indeed to have been a valid characterization of his personal life. Once he was living on his own and not in the protected atmosphere of his Father's house, he evidently took up a capricious and self-indulgent lifestyle, looking for the pleasure of the moment regardless of the cost. He had nowhere near the business sense of his brother Emanuel, living beyond his means even though- in Muehlhausen at leasthis Father paid for his lodging. 17 He seems to have acted on impulse, indulging his life-style without any thought of the cost and of the manner in which he would repay the considerable debts that he ran up. Admittedly, we know only about the existence of debts, not how much money was involved nor how the debts were incurred. Did Bernhard spend his evenings drinking? Was he carousing with women of ill-repute? Did he gamble and lose heavily? All we know is that his Father called him 'misguided'. 18 There does not appear to be any evidence that his lifestyle impacted his job performance, nor that his temperament, as opposed to his lifestyle, led to problems with his superiors. It would seem that, thanks to his apparent talents, he had no difficulty holding down a job. His departure from both positions was the result of the debts that he ran up from the excesses of his personal life. His unexplained departure from Sangerhausen and subsequent disappearance suggests on the one hand that the extent of his debts may have substantial and led him to fear threats of bodily harm, and on the other, that he may have been ashamed to face his Father and the Town Council with a repetition of the situation in Muehlhausen. But there one enters the realm of speculation. He certainly appears to have been self-centered—not in the sense that his older brother Friedemann was vain and egotistical—but rather self-indulgent, seeking immediate pleasure without giving thought as to the consequences. In that context, one would hesitate to suggest that he was generous or 13 Bach-Dokumente, vol. I, pp. 107-110; Bach Reader, pp. 160-162 15 Bach-Dokumente, vol. I, p. 261. 14 Bach Reader, p. 162 16 Bach-Dokumente, vol II, pp. 231-232. Percy M. Young, The Bachs 1500-1850 (Dent, London, 1970), p. 116, attributes Bernhard's death to typhoid fever. Young does not specify his source for this conclusion. 18 See Footnote 16. 17 J. S. Bach's letter to Herr Klemm in Sangerhausen, The Bach Reader, p. 160. considerate of others. Even in the two surviving letters, he cannot resist arguing for his supposed rights while complimenting the Town Council in Muelhausen, admittedly in the formulaic language of the time. In addition to the known facts listed above, Bernhard would appear not to have been involved in certain family projects where his participation would normally have been expected. J. S. Bach often relied on his two older sons to help out in preparing the parts for performances of his vocal music; on the other hand, he does not seem to call at any time on Bernhard for assistance. Nor does Bernhard appear to have participated in copying the parts of the 1733 Missa which were to be presented to the Saxon royal family. This was an exclusively in-house project, undertaken solely by Bach, his wife, his two older sons, and one unknown copyist. 19 In addition, unlike his brother Emanuel, Bernhard does not appear to have contributed anything to the second Notenbuechlein fuer Anna Maagdalena Bach. Indeed, he seems to have been uninvolved with most family musical projects. To be sure, until recently, no example of Bernhard's handwriting had survived, much less a piece of music explicitly known to be written by him. Accordingly, he could possibly have been one of the countless and still anonymous copyists who were called on to prepare the weekly cantata parts. Or he could have been the 'Anon. 20' who participated in the B minor Mass project. 20 Comparison of the handwriting on the recently rediscovered letters to the Muelhausen Town Council seems to exclude these possibilities. On the other hand, the handwriting of the copyist of the flute parts in a manuscript of the Trio Sonata (BWV 1039), Mus. Ms. Bach St 431 in the Staatsbibliothek zu Berlin Preussischer Kulturgeschicht mit Mendelssohn Archiv, seemed to bear a faint similarity with that on the letters, suggesting that they may have been copied by Bernhard himself. 21 That copyist's hand appears only once more in the corpus of Bach manuscripts: in the entry of a simple chorale arrangement (BWV 510) in the second Notebook for Anna Magdalena Bach. 22 It does not appear in any of the surviving cantata manuscripts and is not identical with that of Anon. 20. 23 A more recent review of the handwriting in St 431 and BWV 510, when compared with that in the two letters of 1735 and 1737, has led to serious doubts about the identification of the copyist of those two manuscripts with Bernhard. 24 And it has raised again the problem of trying to identify Bernhard's musical hand. At this point, things depart from the factual and enter the realm of speculation. Bernhard was only five when his mother Maria Barbara died unexpectedly around 5 July, 1720. Her husband was away at the time accompanying his employer to Carlsbad, Bohemia, and got the news only when he returned home from the trip. The loss of his mother had to be a tremendous shock for Bernhard, one from which he perhaps never completely recovered. His brothers and older sister were certainly also impacted by the death of their mother. Friedemann was his Father's favourite child, a fact that may have cushioned the blow for him. Emanuel was apparently more even-tempered and probably more pragmatic about the loss of his mother. Bernhard was Maria Barbara's youngest surviving child, her baby, and there may well have been a close emotional bond between them which would have made her passing considerably more painful for him. He was suddenly cast adrift emotionally, left to fend for himself with no comfortable place in which to find solace and support. To be sure, his older sister Catherina Dorothea would have had to step in to help care for her brothers along with her aunt, Maria Barbara's older sister Friedelena, who had been living with 19 Hans-Joachim Schulze and Christoph Wolff, Bach Compendium, Part IV (Peters, Leipzig, 1989), p. 1186. The unknown copyist is given the nomenclature 'Anon. 20'. 21 P. Wollny, 'Ueberlieferung…' in Bach-Jahrbuch 1996, p. 11. 20 Current research suggests that this is unlikely. 22 See Footnote 19 24 The writer extends sincere thanks to Dr. Peter Wollny who communicated his most recent thoughts on this question to him both in a conversation in June 2014 and in a communication of 27 March, 2015. 23 This does not rule out the possibility that Bernhard may have participated in copying the cantatas of the socalled 'Picander Jahrgang', the original sources and music for most of which are lost. the Bachs since 1709. 25 Johann Sebastian himself would have been very busy with his duties while consoling himself in his grief at the same time. He most likely had little time for his youngest son. A bit more than a year later, Bernhard was subjected to a second shock: the arrival of a new mistress in the household, Johann Sebastian took a second wife, Anna Magdalena Wilcken. Once again, the household routine would have been turned upside down. And, although Friedelena Bach was still there, it was Anna Magdalena who now ruled the household. There is nothing to suggest that Anna Magdalena was at all comparable to the wicked stepmother of fairy tales. In fact, she seems to have got along quite well with Emanuel. It seems likely that she tried to build bridges to Bernhard, and just as likely that Bernhard probably resisted. And all too soon, Anna Magdalena became pregnant and began producing children of her own. Bernhard was no longer the baby of the family. Furthermore, her oldest surviving child, Gottfried Heinrich, born in 1724, was not entirely normal mentally, and needed extra attention. Johann Sebastian does not seem to have stepped into the breach: he provided guidance by dictum and example rather than by involving himself directly in the upbringing of his children. In this respect, he was being a normal eighteenth-century father. Emotionally, Bernhard would appear to have been left increasingly to his own devices. In such a climate, it should hardly be a surprise that he grew up somewhat hedonistic, thoughtless, and lacking in consideration for others. None of that would appear to have had any bearing on his school work. He attended the Thomasschule, and there is no surviving suggestion that his work was not at the very least adequate. He completed the course work and matriculated. But unlike his older brothers, he did not proceed immediately afterwards to University. It is possible that, being headstrong, he might have told his Father that he did not want to go on with school, leading his Father to try and find a suitable position for him. He was obviously already a competent musician. As part of his curriculum, he undoubtedly participated in one of the choruses of the Thomasschule. Perhaps he also played the flute in the school orchestra as well. In that context, he would undoubtedly have taken part in performances of his Father's music, and, especially after 1730, he may even have played the flute solos in cantatas which his Father composed or performed in Leipzig at that time. He was of course an expert performer on the keyboard and organ; he could not have otherwise qualified for and won the competition for an organist's position. There is no 'Klalvierbuechlein fuer Bernhard' that would document his progress as a performer. Like his brother Emanuel, he undoubtedly learned from materials like the Inventions and Book One of the 'Wohltemperiertes Klavier' which Johann Sebastian had written with Friedemann's instruction in mind. In this respect, Johann Sebastian himself was undoubtedly Bernhard's teacher, the one aspect of his children's upbringing in which he participated actively. Nonetheless, it is puzzling that Bernhard does not appear to have participated in the preparation of performance parts for any of his Father's music. It is also odd that, unlike his brother Emanuel, he wrote nothing which his step-mother could incorporate in her notebooks. 26 And it is especially curious that he did not attend University in Leipzig upon completing his studies at the Thomasschule. One suspects that Bernhard was not an easy child. He may not have been particularly fond of his step-mother, and probably resented the attention being given to all the various half-siblings that followed throughout the decade of the 1720s. He was probably hard-to-handle and un-cooperative at home, if not outright disobedient, especially as he reached puberty. In his desire to keep himself amused on his own terms, he was probably also unreliable. In that context, it would not be surprising that his Father did not trust him with the copying out of cantata parts, often a high-pressure and time-consuming job with a short deadline. And while the absence of any of his compositions in Anna Magdalena's Notebooks allows for the possibility that there was little love lost between Bernhard and his step-mother, the explanation may be a great deal simpler. There is no suggestion 25 Bach-Dokumente II, p. 127 26 P. Wollny, 'Ueberlieferung' in Bach-Jahrbuch 1996, p. 11 suggests that the chorale BWV 510 might be in Bernhard's hand. Dr. Wollny presently considers this suggestion both unlikely and unsubstantiated. or evidence that Bernhard actually composed anything while he was at Leipzig, so there would have been nothing to copy into the Notebooks. The University question is less easily answered. It has been suggested above that perhaps Bernhard had no interest in attending university while he was still in Leipzig. It is also possible that Johann Sebastian may have thought that his son's interest, character, scholastic accomplishments, and capabilities did not qualify him for university and therefore justify the effort and expense that would have been involved. Still, in the context of the last known step in Bernhard's life, his enrollment in the University of Jena, the fact that he was the only one of the three sons from Johann Sebastian's first marriage who did not attend the University of Leipzig upon completing his studies at the Thomasschule remains curious. Nothing is known about Bernhard's whereabouts between the time he abruptly left Sangerhausen in late Spring 1738 and his appearance at the University of Jena in January of 1739. He undoubtedly knew where he was going when he left Sangerhausen, but there is no indication where he went, with whom he was staying, or how he made his living. Did he survive on remnants of the funds he had borrowed in Sangerhausen until he could find gainful employment of some sort? Did he stay with friends, or was he living on his own? Did he go and hide in a small village or in a larger town? Did he perhaps even make a liason with a woman somewhere in south central or southeastern Germany? Did he perhaps go to Frankfurt a. O. and stay for a while with his older brother, with the understanding that Emanuel would say nothing to his Father? Did he perhaps go directly to Jena, a town in a different jurisdiction just over the border in Thueringia, and remain in hiding there until he resurfaced in January of the following year? There is no evidence and no answer to any of these questions. It is hard to believe that once he got to Jena, he did not come into some contact with the family of Johann Nikolaus Bach, a distant relative, who had been established in Jena for a number of years. Jena is a town of some significance in central Germany beyond the borders of the kingdom of Saxony. Nonetheless, Jena was not so large a place that his cousins would not have learned in some way of his presence there, if he did not in fact make direct contact and even stay with them. To the extent that may have been the case, it is very likely that Johann Sebastian would have learned of his son's whereabouts. But perhaps things had reached a point where both Bernhard and his Father wanted a reconciliation. One also wonders who, if anyone, may have sponsored him at the University of Jena and how Bernhard proposed to pay his tuition. And who took care of him in his final illness. There is certainly a strong suggestion that he may have returned into the family fold. In any case, whatever the circumstances, it appears that throughout this period up to his untimely death, Bernhard appears to have stayed out of trouble and to have turned his life around, deciding to enroll in University, a major step toward a normal life; and there is no record of his having accumulated further debts. He must indeed have been working in some capacity in order to survive both before and after he arrived in Jena. What sort of employment he may have found and whether it may have involved music—obviously what he was most suited for by training—remains a mystery. No document of any sort has turned up that might give a clue. Nothing that Bernhard may have composed appears to have survived. In fact, we do not even know if he composed anything at all. Nor is there any information about his performance on the organ or the sort of music that he played. He would certainly have received lessons in the basics of composition from his Father and would undoubtedly have been able to create a melody from a pre-existing bass line much like his older brothers. He was probably able to improvise a fugue—that would appear to have been a basic necessity for an organist in early eighteenth-century Germany and undoubtedly one aspect of the auditions in Muelhausen and Sangerhausen. But whether he improvised chorale preludes or played existing music by his father and other important north German composers is unknown. The only musical manuscripts that were thought at one time to be in Bernhard's hand are the flute parts for BWV 1039 in D- B St 431 and the chorale (BWV 510) in Anna Magdalena's second Notebook. Peter Wollny associated St 431 with the flute duets Bernhard used to play with Jacob von Staehlin; 27 he also suggested that Bernhard may even have been responsible for arranging the flute version from the unspecified original. 28 But all this is now suspect. It is, of course, not impossible that Bernhard may have composed some of the Bach incerta in German libraries, particularly among those works and manuscripts datable to the period around 1740. There is, however, no supporting evidence for such a conclusion. In the end, we simply do not know anything concrete about Bernhard's musical personality. There is also little evidence about Bernhard's relationship with his siblings. No personal correspondence between any of the brothers has survived. He certainly played with Emanuel when they were children- With but a year between them, they would undoubtedly have been close companions, whether playing games or simply exploring around Koethen and Leipzig. A close relationship with Friedemann appears to have been unlikely: Friedemann was aloof both as a child and as a grown up. There was undoubtedly some degree of closeness with Catherina Dorothea inasmuch as she had to step in and help look after her siblings when her mother died. Bernhard was probably not close with his half-siblings. Indeed, he may have resented them. Gottfried Heinrich was nine years his junior and not of sound mind. And when he left home for Muelhausen in 1735, it was too soon for Bernhard to have developed any kind of relationship with his brother Friedrich and his younger sisters. Elisabeth Juliana was seven, Friedrich only three at the time, and Christian was only born in 1735. It would seem that Bernhard's closest friend in the family was his brother Emanuel. And, notwithstanding their obvious differences in character, Emanuel seems always to have had a soft spot for his younger brother. 29 Peter Wollny suggests that Emanuel kept St 431 in his library throughout his life as an explicit remembrance of his brother, perhaps the only concrete memento that he had of Bernhard. Bernhard's relationship with his Father appears to have been unsettled. He profited from his Father's teaching and undoubtedly had great respect for him both as a musician and as an authority figure. But his behavior around the house and his thoughtlessness and unreliability may well have incurred his Father's displeasure. One is not sure to what extent he may have enjoyed his Father's trust, but one suspects it was not wholehearted. Nonetheless, in the context of the relationship between a parent and his child in the eighteenth century, and in spite of all of Bernhard's character flaws, one suspects that, deep down, Johann Sebastian loved Bernhard. He didn't hesitate to call upon his friends for a favour on two separate occasions when he was trying to find a suitable position for his son. He took the trouble to travel to Muelhausen with Bernhard to perform there and consult with the authorities about improvements to the organ. He paid his son's debts willingly—if perhaps grudgingly—in Muelhausen, and he was prepared to do likewise in Sangerhausen as long as his son confirmed the validity of the claims. He was certainly disappointed and ashamed of Bernhard's poor judgment in Sangerhausen; but he was also anxious when his son disappeared without leaving any trace of his whereabouts. 30 And perhaps, as Percy Young speculates, he may even have journeyed to Jena to collect Bernhard's belongings after his son's untimely death in 1739. 31 Johann Sebastian seemed always ready to stand by the son he described as 'misguided'. 32 In part, his actions may have been motivated by a sense of duty and responsibility. But there was certainly an element of affection for his most likely difficult and troubled child. 27 This conclusion is not necessarily negated by Dr. Wollny's current belief that Bernhard was not likely the copyist of St. 431. 29 He was very careful to insert his brother's time and place of death into the genealogy. 28 P. Wollny, 'Ueberlieferung', Bach-Jahrbuch 1996, p. 11. 30 See Footnotes 6 and 12 above. Also Percy Young, Bach Family, p. 137. There is no information surviving to indicate whether or not J. S. Bach finally paid his son's debts in Sangerhausen. 32 Bach Reader, p. 160 31 P. Young, Bach Family, p. 137 Bernhard appears to have been strong-willed, impetuous, thoughtless, self-indulgent, and probably even selfish. He was eminently talented musically, as would have been expected of any member of the Bach family. Most anything else that can be said about him—and that has been suggested above--is speculation: speculation in an effort to understand and connect the few facts about his life that are known without question. It is unfortunate that no eye-witness reports survive about his organ playing, about the kind of music he performed, about his ability as an improviser. It is unfortunate that no music he may have written has survived, allowing the historian to ascertain whether he was a conservative like his Father and oldest brother, or forward-looking like his brother Emanuel. It is unfortunate that there is no concrete information available as to where he disappeared in 1738, what he did and how he lived during that time, and how he set out to turn his life around. It is also unfortunate that there is no concrete evidence regarding a possible reconciliation with his Father during that time. It is sad to think that, based on the little surviving evidence, he died alone, detached from his family and still at odds with them. It is sad to think that his short life was so deeply troubled. And it is sad to think that historians and musicologists gloss over him and his life as if it were but a footnote in the biography of his Father and his siblings. It is proper that, on this, his three-hundredth birthday, one pauses to try and come to an understanding of his complex character and to imagine what might have been had he not been carried away by a fever so young, or how he might have turned out had he not lost his mother at such an early age. For a brief moment, let us hope that, no matter how little we know about his life and no matter how uncomplimentary that little might be, we can pause and celebrate Johann Gottfried Bernhard Bach as the worthy son of his Father that he might have been.	<urn:uuid:e9f069e5-a36e-4b91-a0eb-e32808addbc7>	CC-MAIN-2018-47	https://www.bachfestleipzig.de/sites/default/files/u593/E.N.Kulukundis_J.B.Bach_Bach-Magazin-26.pdf	2018-11-14T11:29:13Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00124.warc.gz	799,859,465	7,272	eng_Latn	eng_Latn	0.927465	eng_Latn	0.999057	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 85, 3790, 7714, 11987, 16484, 21151, 26309, 30040, 32059 ]	[ 1.5390625, 1.1171875 ]	2	1
The dice Players: 2-4 people Age: 8 years and up Duration: approx. 15 min. There is one totally normal white dice (with the numbers 1-6) and six special coloured dice. Each coloured dice shows the numbers from 1 to 6 in the four colours red, yellow, blue and purple. However, the numbers on the coloured dice don't always go from 1 to 6, they are distributed differently. Entering the numbers During the game, every player enters numbers in the four coloured rows on their scorecard. The numbers always have to be entered from left to right in each coloured row – gaps are not allowed. The numbers within each coloured row always have to be higher from left to right but only up to the thick line and then from there on they have to get lower. Every player can decide for themselves when they enter numbers into the coloured rows. For example, you can enter a number in the yellow row first, then a number in the purple row, then another number in the yellow row, then another number in the yellow row, then a number in the red row, etc. Tim has already entered 6 numbers on this scoresheet. The numbers always get higher from left to right in each coloured row. Once a player has completely filled in one vertical column, they receive the second lowest value in the column as points and write it in the white box underneath. Note: If there are several numbers with the same lowest value in one vertical column, then they score the next highest value as points. Tim has already gone over the thick line in the purple and red rows. The numbers after the thick line must always get lower. Tim has already completely filled in the first two vertical columns. In the first column, the second lowest value is 4, this means he scores 4 points. In the second column, the second lowest value is 10, which gives a score of 10 points. Rare special case: If a player has entered the same value four times in a vertical column, then they score this value as points. For example, if a player has the number 6 four times in the first column, they receive 6 points for this column. Playing the game Each player has a scorecard and pen. Lots are drawn to see who takes the first turn. The first player carries out the three steps as follows: A) The player takes all seven dice and takes their first turn. If they are happy with this, they simply don't throw the dice again. If they are not happy with the score, they can take a second throw by throwing all seven dice or as many dice as they want. Note: The player may hold the individual dice and look at which colours are on the dice before their second throw. Example: Sarah leaves four dice after her first throw and throws the other three again. B) The player sorts the dice by colour and places the white dice a bit further away. Now the player may (but doesn't have to) select one colour and enter the total for the dice in this colour on the corresponding coloured row on their scoresheet (the other players are not allowed to enter anything). Very important: The score on the white dice is always added to each of the four colours. It is Sarah's turn. After her second throw, she has the following options and can select one of them. She could enter a 6 in red. She could enter an 8 in yellow. In purple she could enter a 6. In blue she could enter a 13. Sarah opts for the purple 6 and enters this in her purple coloured row. C) To make things clearer, the player places the coloured dice for the colour they have just entered to the side. Now every player can (but doesn't have to) enter any one of the remaining three colours on their scoresheet. The white dice is also added to every colour's total here too. It is allowed for several players to choose the same colour and enter this in the corresponding coloured row. Note: If the active player did not enter a number in step B (also see "Caution, misthrow"), then all four colours are available for every player to choose from in step C. Sara used the purple dice in step B and places this to the side. Just three colours are available for every player now: red, yellow and blue. Sara enters the yellow 8. Tim and Emma both enter the red 6. Linus enters the blue 13. Caution, misthrow: If the active player has not entered a number in step B or step C, they have to cross a misthrow on their scoresheet. The other players never have to cross a misthrow. The first misthrow counts as -1, the second misthrow as -2, the third misthrow as -3, etc. Now the game moves clockwise to the next player who takes their turn as described (first A, then B, then C). The game moves around the players in this way. What happens if a colour is not thrown? If a player has finished their turn (2 throws at the most) and one colour (or several) is not available, then the white dice counts as the score for the missing colour. It is Linus' turn. After 2 throws he has not thrown a red or purple. He can enter one of the following numbers in step B: a 3 in red, an 8 in yellow, a 3 in purple and a 19 in blue. Linus opts for the purple 3 and enters this on his scoresheet. All players then have the remaining colours red (3), yellow (8) and blue (19) available in step C. Playing technique advice: The highest score that can theoretically be achieved in every colour is (with the white dice already added) 33 points – this is extremely rare though. Every player should therefore not let the numbers get too high in the first three columns. It's not actually that easy to achieve a score over 15 or even 20 in one colour. End of the game and final scores The game ends when one player has completely filled in all four coloured rows on their scoresheet. If they already finish with step B, then step C no longer applies. The game also ends after step C if the player has crossed their fifth misthrow on the scoresheet. Every player now adds up all their points on their completed vertical columns (there are not any points for incomplete columns). The minus points for misthrows are dedicated from this. Whoever has the most points is the winner. Emma has completely filled in all 4 coloured rows (= end of the game). She scores 57 points (6+8+12+16+11+4) with her six completed columns. She receives 6 minus points in total for her three misthrows (-1, -2, -3). Emma's total score is therefore 51 points.	<urn:uuid:b7598b07-5207-4539-adbb-e714291fe2ba>	CC-MAIN-2018-47	http://nsv.de/spielregeln/Qwantum_GB.pdf	2018-11-14T11:23:45Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00126.warc.gz	226,925,691	1,435	eng_Latn	eng_Latn	0.999392	eng_Latn	0.999492	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1469, 3089, 4830, 6312 ]	[ 1.328125 ]	1	15
Appendix D: What to Do When — Troubleshooting for Online Testing This section addresses some scenarios that may arise before or during online testing. If you encounter a situation that is not covered, please see the inside front cover of this manual for guidance on whom to contact. \| \| # \| \| Description \| What to Do \| \|---\|---\|---\|---\|---\| \| 1 \| \| An online test administrator needs a Test Administrator or Teacher User Account \| \| \| \| 2 \| \| A user forgets his or her password \| \| \| \| 3 \| \| A student’s accessibility features are not listed correctly under Test Settings in the Test Administrator Interface \| \| \| \| 4 \| \| There are no tests available for the student to select on the “Your Tests” screen. Tests on the “Your Tests” page are grayed out and cannot be selected by the student. \| \| \| \| 5 \| \| A student’s “Is This Your Test?” page shows the wrong accessibility features \| \| \| \| \| # \| \| Description \| What to Do \| \|---\|---\|---\|---\|---\| \| 6 \| \| A new student is enrolled at the school \| \| \| \| 7 \| \| A student moves out of the district during testing \| \| \| \| 8 \| \| A student is absent on the day of testing \| \| \| \| 9 \| \| A student needs to leave the computer for some reason \| \| \| \| 10 \| \| A student is cheating \| \| \| \| 11 \| \| A student starts or takes a test for which the student is not eligible \| \| \| \| 12 \| \| A student cannot sign in to the secure browser \| \| \|	<urn:uuid:25454667-6b9a-4a9c-8962-15128e958cfc>	CC-MAIN-2018-47	https://oh.portal.airast.org/core/fileparse.php/3094/urlt/OST_Fall2017_TAM_AppendixD.pdf	2018-11-14T12:18:26Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00124.warc.gz	697,128,766	407	eng_Latn	eng_Latn	0.996744	eng_Latn	0.996744	[ "eng_Latn", "unknown" ]	false	docling	[ 906, 1417 ]	[ 1.3359375 ]	3	2
Scout: Start Your Engines! 1. Choose A or B or C and complete ALL the requirements. A. Watch about three hours total of technology-related shows or documentaries that involve transportation or transportation technology. Then do the following: (1) Make a list of at least five questions or ideas from the show(s) you watched. This module is designed to help you explore how technology affects your life each day. (2) Discuss two of the questions or ideas with your counselor. B. Read (about three hours total) about transportation or transportation technology. Then do the following: (1) Make a list of at least two questions or ideas from each article. (2) Discuss two of the questions or ideas with your counselor. C. Do a combination of reading and watching (about three hours total). Then do the following: (1) Make a list of at least two questions or ideas from each article or show. (2) Discuss two of the questions or ideas with your counselor. Date Completed A, B or C 2. Complete ONE merit badge from the following list. (Choose one that you have not already used toward another Nova award.) After completion, discuss with your counselor how the merit badge you earned uses technology. (Automotive Maintenance, Aviation, Canoeing, Cycling, Drafting, Electricity, Energy, Farm Mechanics, Motorboating, Nuclear Science, Railroading, Small-Boat Sailing, Space Exploration, Truck Transportation) Date Merit Badge 3. Do ALL of the following. A. Using the requirements from the above list of merit badges: (1) Tell your counselor the energy source(s) used in these merit badges. (2) Discuss the pros and cons of each energy source with your counselor. B. Make a list of sources of energy that may be possible to use in transportation. C. With your counselor: (1) Discuss alternative sources of energy. (2) Discuss the pros and cons of using alternative energy sources. Date 4. Design and build a working model vehicle (not from a kit). A. Make drawings and specifications of your model vehicle before you begin to build. B. Include one of the following energy sources to power your vehicle (do not use gasoline or other combustible fuel source): solar power, wind power, or battery power. C. Test your model. Then answer the following questions: (1) How well did it perform? (2) Did it move as well as you thought it would? (3) Did you encounter problems? How can these problems be corrected? D. Discuss with your counselor: (1) Any difficulties you encountered in designing and building your model? (2) Why you chose a particular energy source? (3) Whether your model met your specifications? (4) How you would modify your design to make it better? Date 5. Discuss with your counselor how technology affects your everyday life. Date R02	<urn:uuid:330c17f5-f662-4a64-9c38-bfdc852be485>	CC-MAIN-2018-47	http://bsa-troop111.org/download/stem/Start%20Your%20Engines%20Tracking%20Form.pdf	2018-11-14T11:05:38Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00126.warc.gz	47,230,881	597	eng_Latn	eng_Latn	0.994362	eng_Latn	0.994362	[ "eng_Latn" ]	false	docling	[ 2769 ]	[ 4.09375 ]	4	27
Governor John R. Kasich American Red Cross Ohio Department of Insurance Emergency Management Association of Ohio Ohio Dept. of Mental Health & Addiction Services National Weather Service Ohio Department of Natural Resources Ohio Citizen Corps Ohio Department of Public Safety - Ohio EMA Ohio Department of Aging Ohio Department of Transportation Ohio Department of Commerce-State Fire Marshal Ohio Insurance Institute Ohio Department of Education WBNS – 10TV Ohio Department of Health WCMH – NBC4 FOR IMMEDIATE RELEASE March 16, 2016 Contact: Kelli Blackwell, Ohio EMA (614) 799-3694 Peter Tamburro, Ohio Dept. of Aging (614) 644-7979 Ohio's Severe Weather Awareness Week is Perfect Time to Prepare Spring Severe Weather Awareness Week is March 20-26 COLUMBUS, OH – Thanks to El Niño, Ohio's winter weather was full of ups and downs: low snowfall amounts; warmer-than-usual temperatures; and a few blasts of artic air in between. One thing that is consistent about Ohio's weather is its inconsistencies. This month already, we've had highs in the 60s with heavy rain one day, and highs in the 30s with snow the next. No matter the climate prediction, it is always important to be prepared to handle any weather situation. And Severe Weather Awareness Week is the perfect time to brush up on severe weather preparedness. "Ohio has been pretty fortunate lately, when it comes to severe weather and major natural disasters," said Sima Merick, executive director of the Ohio Emergency Management Agency. "But we cannot become complacent and not be prepared. During this weather campaign, make the effort to review disaster plans, practice tornado and fire drills, and assemble emergency supply kits." In a coordinated effort with the Ohio Committee for Severe Weather Awareness (OCSWA), Governor John R. Kasich, proclaims March 20-26 as Ohio's Severe Weather Awareness Week. As part of Severe Weather Awareness Week, as coordinated by OCSWA, the state of Ohio will participate in a statewide tornado drill and test its Emergency Alert System (EAS) on Wednesday, March 23 at 9:50 a.m. During this time, Ohio counties will sound and test their outdoor warning sirens. Schools, businesses and households are encouraged to practice their tornado drills and emergency plans. According to the State Fire Marshal's Record of Emergency Evacuation Drills (Form COM 5130), "Tornado drills shall be conducted at least once a month whenever school is in session during the tornado season. The 'tornado season' is the period from the first day of April to the last day of July (OFC 409.2)." Schools that participate in the Statewide Tornado Drill in March can usually count it as their April drill. Schools should verify with their local fire chiefs. Know Your Risk – Learn and understand the different types of weather hazards that occur in Ohio. Know how severe weather could impact your household, your job, your community. Ohio's springtime hazards include tornadoes, thunderstorms, floods, and even snowstorms through early spring. Visit the OCSWA website at www.weathersafety.ohio.gov to view current weather in Ohio, and to review severe weather safety and preparedness information. Ohio Committee for Severe Weather Awareness Page 2 of 2 During tornado drills or actual tornado warnings, remember to DUCK! D – Go DOWN to the lowest level U – Get UNDER something (such as a basement staircase or heavy table or desk) C– COVER your head K – KEEP in shelter until the storm has passed Know the Weather Terms – Know the difference between storm watches and storm warnings. For example, a tornado watch is issued by the National Weather Service when conditions are favorable for the development of tornadoes in and close to the area. During a tornado watch, review tornado safety plans and be prepared to move to a safe place if conditions worsen. Listen to a NOAA Weather Radio or local TV or radio stations newscasts for storm updates. A tornado warning is issued by the NWS when a tornado has been detected by Doppler radar or sighted by storm spotters. If a tornado warning is issued for your area, do not stop to take pictures or shoot video. Seek safe shelter immediately. Many Ohio counties have outdoor warning sirens that sound during storm warnings. Continue to listen to your NOAA Weather Radio or TV or radio newscasts for up-to-date weather information. Another way to receive notification of severe weather and other emergencies is through your mobile device. Wireless Emergency Alerts (WEA) are emergency messages sent by authorized government alerting authorities through your mobile carrier. WEAs can alert you of extreme weather warnings, local emergencies requiring evacuation or immediate action, AMBER Alerts, and Presidential Alerts during a national emergency. Also during the month of March, FEMA and the National Weather Service kickoff Severe Weather Safety Month, promoting flood, severe weather and tornado safety. Know the difference between flood warnings, watches and advisories. A Flash Flood Warning is issued by the NWS when flash flooding is imminent or occurring. If you are in a flood-prone area, move to higher ground immediately. A flash flood is a sudden violent flood that can take from minutes to hours to develop. A Flood Warning is issued when the hazardous weather event is imminent or already happening. Listen to EAS messages for possible evacuation orders. A Flood Watch is issued when conditions are favorable for flooding to occur. A watch does not mean flooding will occur, but it is possible. A Flood Advisory is issued when flooding is not expected to be bad enough to issue a warning. However, the weather event could cause significant inconvenience. Caution should be exercised. During any weather event (flood watches, tornado warnings, severe thunderstorms), continue listening to local weather reports via radio, television or NOAA Weather Radio. Additional flood safety information is available on OCSWA's page. The Ohio Committee for Severe Weather Awareness is comprised of 16 agencies and organizations that are dedicated in educating Ohioans about the natural disasters that typically affect the state, and how to plan and prepare for severe weather incidents and home emergencies before they happen. For additional information on tornado and other severe weather safety and preparedness, visit the OCSWA website at www.weathersafety.ohio.gov.	<urn:uuid:ec307dcc-1471-473c-84e4-8025200c07be>	CC-MAIN-2018-47	https://ema.ohio.gov/Documents/Releases/2016/20160316_SWAW_NewsRelease.pdf	2018-11-14T10:48:02Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00124.warc.gz	613,772,825	1,315	eng_Latn	eng_Latn	0.997063	eng_Latn	0.997473	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3200, 6441 ]	[ 2.796875 ]	1	14
Co-op Community News From the North Seattle Cooperative Preschool Parent Advisory Council 2001 October Starting Preschool By Bev Bos Used with permission. Bev Bos is an impassioned classroom teacher, beloved author, recording artist and seminar leader "extraordinaire!" Bev has received countless honors including "Teacher of the Year" and the California Legislature's "Official Bev Bos Day." Featured on ABC's "20/20", Bev's energetic and creative techniques have amazed teachers, parents and kids everywhere. Starting preschool is a marker in your life. For at least twelve more years your child, your precious child for whom you have great hopes and dreams, will be going to school. Most likely you've visited many schools looking for one that is "right" for your child. A place where your child will grow to his or her optimum. Beginnings are important - how to do it best? Here is my list of things to pay attention to when starting preschool. Some suggestions are for the child, others are for you: 1. Starting school should have a natural feeling. Please do not talk twenty-four hours a day about going to school. What is important to the young child is today. They are interested in the "now". Certainly, you can mention going to preschool but when you talk daily about going to school it does not make sense to the young child. It is hard to explain time to young children. You can, as an adult, have a vision of when and what is going to happen but the young child often has difficulty understanding what you are talking about until they are "in" the experience. (Please see Page 2) Inside this issue Event Calendar October 8- PAC meeting October 12 - Profesional development- not holiday or vacation Ocober 15- PAC raffle prize donation deadline October 22- Parent Education Seminar Nov 5 - PAC meeting (distribution of raffle tickets and Kindergarten folders) Nov 10- Veterans Day Nov 22-23- Thanksgiving Dec 7- Scholarship application deadline Dec 10- PAC Meeting Dec 24 - Jan 4 -Winter break Jan TBA- Parent Education Seminar Jan TBA - Parent Coordinator registration meeting Jan TBA Jan TBA - Kindergarten Resource seminar - Treasurer's workshop Jan 14- PAC meeting Jan 21- Martin Luther King Day Feb 1 - Day between semesters - not holiday or vacation Feb 11- PAC meeting (raffle tickets due) Feb 18- President's Day Feb 18-22- Midwinter break March TBA- In-house registration March 8 - Professional development day - not holiday or vacation March 11- PAC meeting (raffle drawing) March 15 - Professional development day - not holiday or vacation April TBA- Open registration April TBA- Parent Education seminar April 8-12- Spring break April 15- PAC meeting May 17 - Professional development day - not holiday or vacation May 20- PAC meeting May 27- Memorial Day June 19 - Last day for students unless inclement weather make up needed Co-op Community News ( Continued from Page 1) 2. As adults we are excited about our children's first school but we rant and rave too much about this great place and how much fun it's going to be, it might make it difficult for the child to share feelings of fear and anxiety. The key word is "listen". Talk about the new experience, but "listen" to the child's response. Do not discount their fears -- they are real to them. 3. DO NOT buy new clothes. Let your child wear comfortable clothes that feel like they belong to them. Clothes that smell of home. New shoes are often difficult for young children -- make sure their shoes are made for running and jumping and that they feel good. In our school, no child wears a cover-up when they paint. Cover-ups feel very foreign to children and rarely do they protect clothes completely. The paint is washable but does not always come out. The last thing a child should have to be concerned about is clothes. A child's entire focus needs to be on growing to their optimum. 4. When you bring your child into the school on the very first day, do not "push from behind", i.e., "Say hello to the teacher." "Tell the teacher your name." "Go play." "Have fun." Children have a radar built in and know when their parents are anxious and pushing from behind happens when parents become anxious about an experience for the child. most important developmental things to remember is "if it has not been in the hand, it cannot be in the brain." Young children need to run, play, and move to learn. They need experiences to attach words to. 7. When my children were young I always watched the teacher when I walked in. Did the teacher pay more attention to me or to my child? Certainly, the adult deserves a greeting but the initial focus should be a gentle hello to the child. 8. Expect your child to act differently the first few days of school. I cannot tell you how often I have had parents say: "He never acts this way at home." Time, it takes time for children to settle into the routine. On the other hand, sometimes a child can run right in and get into the routine and then two or three weeks later will resist going to school. Do not take your child out of a good preschool the minute they don't want to go one day. I think the most important attributes a human being can have are to be socially competent. To be able to make friends, fight with friends, go back to friends, to say how are you feeling and to speak "Totem pole" by Anders Peterson 5. Walk and talk at your child's pace. I just hate to see parents holding their child's hand and dragging them along at a frantic pace. Allow more than ample time to get ready, drive slowly and stroll into school. Try this: in a safe place with no traffic, walk behind your child. You will start to understand their pace. for yourself should be what you want for your child. You really need to hang in there. 9. Young parents are energetic and enthusiastic especially sometimes in the beginning of the school year when volunteers are asked for. Do know your strengths, your energy level and how many other activities you are committed to. Don't over-commit yourself. The child will suffer when the parent gets tired and cranky. This seems like a peculiar rule from a teacher, who always needs more help, but a burned out parent doesn't help - and it certainly doesn't help the child. 6. Do make sure you have a basic understanding of how children develop before taking them to school so you will know what is appropriate for the young child. One of the 10. Separation ? Of course, you will want to stay, at least the first few days of school. When you are going to leave, be sure to tell your child when you will return. And it is better to say "I will be here right after story-time or after snack." rather than a vague "in a little while" or "at 2:00 p.m." Be (Please see Page 3) Parent Education Program Newsletter Staff College Office..........................527•3783 Web Site: gonorth.org or http://nsccux.sccd.ctc.edu/~parented/ Publication of this newsletter is generously funded by friendly, professional printers at K&H Printing Jessie Schutzenhofer...284•1653 Solvita Upenieks.......361• 9983 Co-op Community News Fall 2001 Parent Education "Immunizations: New vaccines, current controversies and what you should know for your child." Speaker: Heather McPhillips, M.D. Location: Greenlake Library Meeting Room Date: Monday, October 22, 2001 Time: 7:00-8:45 PM "Long-neck Dinosaur" by Helen Clumpner, Age 4 N orth Seattle Community College Cooperative Preschool's Program is excited to welcome Dr. McPhillips as our fall speaker on immunizations. Her lecture is free and open to the public. Dr. McPhillips will focus on vaccines currently recommended for children under age 5, side effects associated with these vaccines, and details on the two newest recommended vaccines (varicella vaccine and the new pneumococcal vaccine). She will address the scientific evidence surrounding some of the current controversies regarding vaccines, particularly the measles/mumps/rubella vaccine and the varicella vaccine. The audience will have the opportunity to ask relevant questions. Dr. McPhillips is a faculty member in pediatrics at the University of Washington and Children's Hospital and Regional Medical Center and currently sees patients in the clinic, the newborn nursery and the in-patient service at Children's Hospital. She is a board certified pediatrician and mother of two boys (ages 3 and 4 weeks). She trained in pediatrics in San Francisco, and moved to Seattle four years ago to obtain a masters degree in public health, as part of a general pediatric fellowship training program. Her research has been in vaccine safety issues. She recently published an extensive review article on vaccine safety with Edgar Marcuse, M.D., M.P.H. Her lecture will be held on Monday,October 22, 2001 from 7:00 to 8:45 p.m. in the lecture hall of Greenlake Library located at 7364 Green Lake Drive N. Parking is limited and carpooling is recommended. For information, contact the North SeattleCommunity College Child and Family Division at (206) 527-3783. ( Continued from Page 2) sure you have made arrangements to leave the blankie or softie - your child's special thing in a backpack or cubby. It can be a wonderful comfort for the child. And when you leave do not hesitate and peek around the door or act wishy-washy about leaving. If you know this is a good place and your child is at a good age to start school, trust the situation. I always tell parents if their child cries for longer than a couple minutes, I will call them. You might ask the teacher to do that or you might want to call and ask how things are going. Don't be afraid of acting like a nervous parent, you are your child's most important advocate. This is an important time in your child's life and in yours -- cherish the time! Co-op Community News What Can I Do When I Get Angry or Frustrated? Excerpt from, 365 Wacky, Wonderful Ways to Get Your Children to Do What You Want By Elizabeth Crary. With permission from the author. P roblem: "Sometimes I get so tired or upset that I want to yell or strike out. My dad did that all the time. I don't want to explode, but I don't know what to do instead." mind yourself that you are a good person, even if your child is being difficult. Do five jumping jacks. (Jump "open" with your feet apart and your arms wide. Then jump "closed" with your feet together and arms straight overhead.) Turn around and look out the window (or at a pleasant picture). Tell yourself, "I can deal with this. This too will pass. This is just a phase." Tell you child, "I need a time-out. I will talk to you when I have calmed down. " Make sure the child is in a safe place, then step away to calm yourself. Imagine you are in a calm, restful place. Let the calm drift through you. Figure out what makes you angry and then develop a plan to change the situation. Call your local crisis line and ask "Mother Dinosaur" by Grace Clumpner, Age 4 for help. Plan to avoid problems. When you remember to use your ideas, reward yourself. Find a friend or a group of mothers to talk over your feelings and problems with. Remind yourself of the good times and savor them. If you have trouble thinking of good times, ask a friend to help you. Look forward to more good times. Co-op Openings Reality check: Know what you want—"I want to stay calm." Development— Young children take much energy. You can avoid much frustration by taking care of yourself. Take care of yourself by getting enough food, sleep, exercise, and support. Temperament—Some children's temperaments are hard to live with. If your child is active, persistent, and has a negative mood, find ways to get a break. Ideas for taking care of you: Take a nap when your child does. If he doesn't nap, then have a "quiet time" each day when you lie down together. You can talk, read books, or listen to music. Get exercise each day. Put your child in the stroller and go for a brisk walk, or put on music and dance to it. Eat nutritious food, especially fruit, vegetables, and grains. Avoid snack food like pop, chips, and sweets. Avoid alcohol, beer, and drugs. On weekends, you and your spouse take turns sleeping late. Swap sitting with a friend so you can have one afternoon a week free. Have Grandma take the kids once a week so you can sleep. Get a sitter to come in one or two hours after school so you can sleep or relax. Do something you like each day. For example, read a book, take a walk and smell the flowers, or call a friend. Take an exercise class at a neighborhood center. Do aerobics with a television show. Talk with a supportive friend. Take a bubble bath. Ideas for getting calm: When you feel yourself getting angry, try a calming tool: take five deep breaths, count to 10 or 5, say the alphabet backwards. Ask a friend how he or she calms down. Separate your feelings from your child. Re- http://nsccux.sccd.ctc.edu/~parented/ These co-ops had openings as of August 8. There may be some changes. The PAC website has full listings: Pre-3's Cedar Park................7 362-4995 - Patty Fliege-Jacobson Northgate.................10 782-9591 - Joan Leppek 3 to 5's Broadview.................3 365-9068 - Susie Vickers Crown Hill p.m..... ..2 784-4501 - Amy Gannar Meadowbrook...........4 517-5221 - Christine Davidson Meadowbrook 5's......2 523-6064 - Carol Mabbott Woodland Park.........1 784-3056 - Michelle Fasser Sandhurst..................2 368-8777 - Lorinda Strellnaver-Gadwill Scholarships are available through the Parent Advisory Council .	<urn:uuid:c7b5b340-eddc-4538-bf9b-637f3124e55e>	CC-MAIN-2018-47	http://coops.northseattle.edu/newsletter/archive/coopnews2001oct.pdf	2018-11-14T11:51:12Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00125.warc.gz	77,312,013	3,121	eng_Latn	eng_Latn	0.99801	eng_Latn	0.99869	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2904, 7115, 9831, 13574 ]	[ 2.25 ]	2	4
BEYOND THE SUPERMAJORITY: POSTADOPTION RATIFICATION OF THE EQUALITY AMENDMENTS Gabriel J. Chin * & Anjali Abraham ** Although an amendment to the Constitution is effective when ratified by threefourths of the states, the states in the Union at the time of adoption unanimously ratified the Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments, as well as the Bill of Rights. Ratification of an already effective provision at first blush appears pointless, but it serves an important function: Post-adoption ratifications moot legal and political infirmities with earlier ratifications when, as was the case with the Fourteenth, Fifteenth, and Nineteenth Amendments, one or more of the * Chester H. Smith Professor of Law, Professor of Public Administration and Policy, University of Arizona James E. Rogers College of Law. LL.M., Yale; J.D., Michigan; B.A., Wesleyan. Thanks to Al Brophy, Brannon Denning, Deven Desai, Paul Finkelman, Maureen Garmon, Mark Godsey, Lowell Schechter, Bradley Skelcher, Suja Thomas, and Randy Wagner for comments and other assistance, and to participants at a faculty colloquium at the University of Arizona James E. Rogers College of Law. Warmest thanks to the members of the Fourteenth Amendment Ratification Project of the University of Cincinnati College of Law Center for Law and Justice, and to the people who worked with us to ratify the Fourteenth Amendment in Ohio in 2003. Cincinnati City Council member John Cranley was the other faculty member on the project; Dean Joseph P. Tomain offered extraordinary support and encouragement. The student members, now attorneys, were Robert Baker, Daniel Dodd, Michael Haas, Rebecca Hinkel, Peder Nestingen, Jack Simms, and Jesika Thompson. Two distinguished public servants, Senator Mark Mallory (now Mayor of Cincinnati) and House Speaker pro tempore Gary Cates (now Ohio Senator), generously educated us about the legislative process, gave us their judgment that the project was worthwhile, and encouraged us to write a report explaining the issue. See FOURTEENTH AMENDMENT RATIFICATION PROJECT, REPORT TO THE GENERAL ASSEMBLY OF THE STATE OF OHIO RECOMMENDING RATIFICATION OF THE FOURTEENTH AMENDMENT TO THE UNITED STATES CONSTITUTION (2003), http://www.law.uc.edu/faculty/docs/ ohio14amend.pdf. Senator Mallory and Representative Cates introduced a ratification bill and shepherded it through the General Assembly. Ohio Senate Joint Resolution 2, ratifying the Fourteenth Amendment, passed the Senate unanimously and the House of Representatives unanimously but for a single negative vote and became law in Ohio on March 12, 2003. See Gabriel J. Chin, Ratifying the Fourteenth Amendment in Ohio, 28 W. NEW ENGL. L. REV. 179, 181 (2006). ** Member, Arizona Bar; J.D., University of Arizona, James E. Rogers College of Law; M. Litt., University of St. Andrews; B.A., Williams College. first three-fourths of the states to ratify did so in a procedurally questionable manner. Post-adoption ratification has also served as an important symbol; for example, several states ratified the Fourteenth and Fifteenth Amendments during the Civil Rights Era to show support for racial integration. INTRODUCTION The impact and legitimacy of Brown v. Board of Education 1 flowed in part from the Court's unanimous rejection of segregation; 2 the reaffirmation of segregation's unconstitutionality in Cooper v. Aaron 3 is celebrated because every member of the Supreme Court individually signed the opinion. 4 Although the achievement has gone unnoticed, another landmark set of policies has won unanimous support: The Thirteenth, Fourteenth, Fifteenth, and Nineteenth Amendments have been ratified by all of the states in the Union at the time each became effective. 5 The unanimous ratification of these amendments is at one level surprising. Multi-member courts and legislatures typically vote collectively (that is, every member of the Supreme Court or Senate 6 present ordinarily votes on every matter), so popular or uncontroversial matters are routinely decided unanimously. By contrast, states considering amendments act independently, 7 and 1. 347 U.S. 483 (1954). 2. See, e.g., Paul Finkelman, Civil Rights in Historical Context: In Defense of Brown, 118 HARV. L. REV. 973, 1018 (2005) ("Brown gave civil rights activists courage by signaling that one branch of the national government was unanimously in favor of their cause.") (book review). 3. 358 U.S. 1 (1958). 4. Abner J. Mikva, Reason, Passion & the Progress of Law: Remembering and Advancing the Constitutional Vision of Justice William J. Brennan, 33 HARV. C.R.-C.L. L. REV. 325, 326–27 (1998) (noting that Brennan was "the author of most of the opinion in Cooper v. Aaron, a unanimous opinion of the Court which was physically signed by every member of the Court to emphasize that the Court considered the school desegregation case Brown v. Board of Education the permanent and enforceable law of the land"). 5. The semi-official compilation of the Constitution published by the Senate is inaccurate, omitting many ratifications. See CONG. RESEARCH SERV., THE CONSTITUTION OF THE UNITED STATES OF AMERICA: ANALYSIS AND INTERPRETATION, S. Doc. No. 108-19, at 25–44 (2004), available at http://www.gpoaccess.gov/constitution/browse2002.html#2002. A more complete source, relied on here, is Emory Law School, Electronic Reference Desk, Amendments to the Constitution, http://www.law.emory.edu/law-library/research/readyreference/us-federal-law-and-documents/historical-documents-constitution-of-the-unitedstates/amendments-to-the-constitution.html (last visited Jan. 15, 2008). 6. See, e.g., Standing Rules of the Senate, Voting Procedure, R 12(1), S. DOC. NO. 110-9, at 8 (2007), available at http://rules.senate.gov/senaterules/Rules091407.pdf ("When the yeas and nays are ordered, the names of Senators shall be called alphabetically; and each Senator shall, without debate, declare his assent or dissent to the question, unless excused by the Senate; and no Senator shall be permitted to vote after the decision shall have been announced by the Presiding Officer, but may for sufficient reasons, with unanimous consent, change or withdraw his vote."). 7. Cf. DENYS P. MYERS, THE PROCESS OF CONSTITUTIONAL AMENDMENT, S. DOC. NO. 76-314, at 36 (3d sess. 1940) ("The freedom of the states to exercise the power of Article V of the United States Constitution provides that ratification by threequarters of the states makes an amendment proposed by Congress part of the Constitution. 8 Accordingly, it would be reasonable to predict that after the required number of states ratify, the remaining legislatures would not bother to ratify or reject an amendment that would be binding regardless of their support or opposition. When it came to these foundational amendments, however, even after the amendments became effective, over the centuries states have continued to go on the record in support of the equal rights of all citizens. Part I of this Essay explains why states ratified after enactment. There were two major rounds of post-adoption ratifications of the Reconstruction Amendments, each designed in different ways to demonstrate state support for civil rights. Some former Confederate states ratified the Fourteenth and Fifteenth Amendments after they became effective because Congress required them to do so; the ratifications were in effect a loyalty oath designed to formalize willingness to comply with the Constitution. 9 In the twentieth century, most ratifications were demonstrations of support for civil rights, 10 for example, when the amendments were perceived to be under attack following Brown. 11 As Part II explains, post-adoption ratifications serve a critical, practical function: although challenges to the validity of particular ratifications are a common feature of the post-ratification legal landscape, post-adoption ratifications render them moot. The Fourteenth, Fifteenth, and Nineteenth Amendments, among others, may be subject to non-frivolous arguments that at least one necessary ratification was irregular. Post-adoption ratifications completely or partially mooted any such objections to these amendments; even without the disputed ratification, there were enough concededly legitimate ratifications to validate each amendment. The cushion of excess ratifications disposed of legal challenges to questionable ratifications—and demonstrated the amendments' legitimacy to the people of the nation. 12 Part II also addresses a doctrinal question arising from the existence of post-adoption ratifications: whether and when the views of states ratifying an already-effective amendment can be taken into account by courts construing that amendment. Surprisingly, the Supreme Court frequently looks at the views of late ratification precludes simultaneous action by them, as would be the case in ordinary balloting."). 8. U.S. C ONST . art. V provides: The Congress, whenever two thirds of both Houses shall deem it necessary, shall propose Amendments to this Constitution, or, on the Application of the Legislatures of two thirds of the several States, shall call a Convention for proposing Amendments, which, in either Case, shall be valid to all Intents and Purposes, as part of this Constitution, when ratified by the Legislatures of three fourths of the several States, or by Conventions in three fourths thereof, as the one or the other Mode of Ratification may be proposed by the Congress. 9. See infra notes 29–31 and accompanying text. 10. See infra notes 32–74 and accompanying text. 11. See infra notes 39–57 and accompanying text. 12. See infra notes 80–105 and accompanying text. ratifiers, sometimes under the mistaken view that they had contemporaneously ratified. 13 Although at some remove of time it would make little sense to canvas the views of those who ratified an amendment decades or centuries later, a reasonably contemporaneous ratifier should be counted even if acting after a proposal has become part of the Constitution. 14 I. POST ADOPTION RATIFICATION Ratification of a constitutional amendment after it has apparently become effective is a routine part of American constitutional practice. This phenomenon is particularly routine with respect to the equality amendments, which the states continued to ratify decades after they came into force. The Thirteenth Amendment became effective in 1865; Oregon, California, Florida, Iowa, New Jersey, and Texas ratified the Thirteenth Amendment before 1870; Delaware and Kentucky ratified it in the Twentieth Century. Mississippi perfected the amendment with its 1995 ratification. 15 Alabama, Georgia, Virginia, Mississippi, and Texas ratified the Fourteenth Amendment within two years of effectiveness in 1868; Delaware, Maryland, California, and Kentucky ratified it in the Twentieth Century. Another group of states re-ratified because they had rescinded their earlier ratifications during the amendment's original consideration: Oregon in 1973 16 and Ohio 17 and New Jersey in 2003. 18 Nebraska, Texas, and New Jersey ratified the Fifteenth Amendment shortly after it became effective in 1870; Delaware, Oregon, California, Kentucky, Maryland, and Tennessee 19 did so in the Twentieth Century. Rescinder New York re-ratified in 1970. The Nineteenth Amendment was adopted in 1920; Connecticut and Vermont ratified within a few months after effectiveness. Delaware acted in 1923, and Maryland, Virginia, Alabama, Florida, South Carolina, Georgia, Louisiana, and North Carolina ratified beginning in 1941. Mississippi was the forty-eighth ratifier in 1984. Only Hawaii and Alaska, the only new states admitted since adoption of the Nineteenth Amendment, have not gone on the record. 13. See infra notes 107–113 and accompanying text. 14. See infra notes 119–124 and accompanying text. , 15. Finally, Mississippi Officially Abolishes Slavery, ALBANY TIMES UNION Mar. 17, 1995, at A2. 16. 1973 Or. Laws 2865-66. See generally Cheryl A. Brooks, Comment, Race, Politics, and Denial: Why Oregon Forgot To Ratify The Fourteenth Amendment, 83 OR. L. REV. 731 (2004). 17. See supra note . 18. S.J. Res. 16, 210th Leg., 2d Reg. Sess. (N.J. 2002). 19. The Tennessee resolution ratified the Fifteenth Amendment, repealed the resolution rejecting it, and stated that the rationale for ratification was that "the General Assembly agrees with the principles of the Fifteenth Amendment." H.R.J. Res. 32, 100th Gen. Assem. (Tenn. 1997); see also Karin Miller, Tennessee Becomes Last State to Formally Back 15th Amendment, CHARLOTTE OBSERVER, April 3, 1997, at 14A. The practice is not limited to the equality amendments. 20 The first postadoption ratifier was Kentucky, which in 1792 ratified the Bill of Rights, already in force, the amendment which became the Twenty Seventh Amendment, and a failed congressional apportionment amendment. 21 Most recently, in 2003 Mississippi ratified the Twenty-seventh Amendment, 22 which had crossed the finish line over a decade before. Every one of the twenty-seven Amendments has been ratified by at least one state since coming into force; at least thirty-five states have ratified one or more amendments after they became effective. Unanimity, however, is reserved for a handful of particularly treasured amendments: the equality amendments and the Bill of Rights, which was made unanimous in 1939 with the ratifications of Connecticut, Georgia, and Massachusetts. Post-adoption ratifications sometimes occur when the principles of the amendments are not particularly contested. Kentucky ratified the Reconstruction Amendments in 1976, apparently as part of the bicentennial celebration. 23 Connecticut, 24 Georgia, 25 and Massachusetts 26 made ratification of the Bill of Rights unanimous in 1939, the sesquicentennial of the Constitution's ratification and of the Bill of Rights' submission to the states. 27 The 1939 ratifications were apparently ceremonial: while the specific meaning of the amendments might have been debated, their desirability and legitimacy seem to have been uncontroversial since adoption. Many other ratifications of the Reconstruction Amendments, 20. MYERS, supra note 7, at 38 ("There has usually been a surplus of ratifications to bring an amendment into effect."). 21. 1 Stat. 97–98 (1789). 22. H.R. Con. Res. 68, 2003 Leg., Reg. Sess. (Miss. 2003). 23. Kentucky Ratifies 3 Old Amendments, WASH. POST, Mar. 20, 1976, at A11. 24. H.R.J. Res. 292 (Conn. 1939). 25. 1939 Ga. Laws 1414 (1939); see also Georgia Ratifies Bill of Rights, N.Y. TIMES, Mar. 19, 1939, at 14. 26. J. MASS. SENATE Mar. 2, 1939, at 369; see also Bill of Rights Finally Ratified: Massachusetts Acts on Constitution after 150 Years, L.A. TIMES, Mar. 4, 1939, at 6 (noting that Governor Saltonstall "asked ratification by March 4, 'the birthday of the Bill of Rights,' to remind the nation of the need for vigilance in guarding liberties and to 'fill a blank page' in Massachusetts' history"). 27. See MYERS, supra note 7, at 10–20; Donald O. Dewey, A Vote of Confidence for the Bill of Rights, 7 AM. J. LEGAL HIST. 137 (1963). Thus, all of the original 13 colonies, plus Vermont, gave them their support. Indeed, the Bill of Rights are apparently the only Amendments to have been approved more than unanimously. When Kentucky was admitted to the Union in 1792, it ratified the already-effective Amendments along with two pending ones. Ky. Acts 1792. Accordingly, there were fourteen states when the Bill of Rights became law in 1791, but the Bill received fifteen affirmative votes. No other state seems to have ratified the Constitution or any amendment which was in effect when the state was admitted to the Union. Even so, since Kentucky ratified the amendments in a single document, and two of the twelve were still pending, Kentucky's ratification is arguably not an exception to the tradition that new states accept the Constitution as it exists when they are admitted to the Union. which have faced bitter debates since their proposal, 28 represent more serious policy decisions. A. Compelled Support for Civil Rights A number of pre- and post-adoption ratifications of the Fourteenth and Fifteenth Amendments were accomplished through congressional compulsion. 29 After the Civil War, with the exception of Tennessee, which was "reconstructed" early, the former Confederate states were required to ratify the Fourteenth Amendment as a condition to regaining representation in Congress. 30 Those states not restored by the time the Fifteenth Amendment was proposed were required to ratify that as well. Accordingly, Alabama, Georgia, Mississippi, Texas, and Virginia ratified the Fourteenth Amendment in the eighteen months after it became effective; Texas ratified the Fifteenth Amendment shortly after that amendment came into force. These ratifications were not purely symbolic: Congress could have provided that ratification by unreconstructed rebel states would be required if necessary to make the Fourteenth or Fifteenth Amendment effective, but it did not so limit the requirement. Instead, every former Confederate state was required to ratify to regain its representation. Accordingly, the ratifications had important legal consequences for the states involved, which would have been excluded from Congress had they persisted in their opposition to the amendments. And, although the last handful of ratifications was not required to bring the amendments into force, the ratifications were designed to protect the amendments from being undermined by the states. This compulsion presents an example of a situation where just saying something carries significance. 31 With respect to the Fourteenth and Fifteenth 28. E.g., Assails 15th Amendment, N.Y. TIMES, Dec. 12, 1916, at 9 (discussing Mississippi Senator's challenge to Fourteenth and Fifteenth Amendments); "Hideous Mistake," 15th Amendment, N.Y. TIMES, Aug. 10, 1907, at 6. 29. There is little question that this condition was lawful. See Ferdinand F. Fernandez, The Constitutionality of the Fourteenth Amendment, 39 S. CAL. L. REV. 378 (1966); John Harrison, The Lawfulness of the Reconstruction Amendments, 68 U. CHI. L. REV. 375 (2001). 30. See Gabriel J. Chin, The "Voting Rights Act of 1867": The Constitutionality of Federal Regulation of Suffrage During Reconstruction, 82 N.C. L. REV. 1581, 1590 (2004). 31. It was significant, for example, when the U.S. Senate apologized for its inaction on lynching. See 151 Cong. Rec. S6364–88 (June 13, 2005), 2005 WL 1413977. It was equally significant when the Chairman of the Republican National Committee apologized for the "Southern Strategy," gaining white voters in the South in the 1960s and 1970s by generating fear and resentment of civil rights gains by African-Americans. Edwin Chen, GOP Rejects Its Past in Courting Black Support, L.A. TIMES, July 15, 2005, at A22. Imagine a purely hortatory declaration with the following text: "The sense of Congress is that we [support] [oppose] Roe v. Wade and the legal protection of a woman's right to abortion," or "The sense of Congress is that the United States is [a Christian nation] [a nation in which no religious belief, faith, or tradition has primacy]." Such resolutions formally adopted by both houses of Congress would be momentous even if they imposed no rights, obligations, or penalties, appropriated not a penny, and left intact every word of Amendments, Congress assumed, perhaps naively, that white supremacists would obey the law if they agreed to do so and therefore required each rebel state to formally voice support for the amendments. B. Voluntary Support for Civil Rights A number of twentieth century ratifications of the Reconstruction Amendments were also intended as substantive support for civil rights and principles of equality. They differed from the Reconstruction-era ratifications in that they were entirely voluntary political acts of the states. 1. Delaware's 1901 Ratification The first year of the twentieth century brought the first post-adoption ratification of the Reconstruction Amendments meant as a vote of support for civil rights based on Democratic influences. Delaware stayed in the Union during the Civil War, but it had been a slave state and continued to be controlled by Democrats. 32 The Thirteenth, Fourteenth, and Fifteenth Amendments became law over Delaware's objection. Like many other former slave states at the turn of the twentieth century, Delaware adopted a Jim Crow constitution. The 1897 constitution provided for separate but equal schools, almost in so many words; with respect to funding, "no distinction shall be made on account of race or color, and separate schools for white and colored children shall be maintained." 33 Throughout this period, at the national level some Republicans challenged conservative efforts to suppress the African-American vote in the former Confederate states; in January 1901, for example, headlines reported a debate on a congressional proposal to "investigate the abridgement of the suffrage in certain Southern states." 34 In the midst of this controversy, Delaware ratified the Reconstruction Amendments. Several factors contributed to the drive for ratification after four decades of inaction. First, in 1900, Delaware elected Republican John Hunn Jr. as Governor. Quaker John Hunn Sr. had been called the "Chief Engineer of the Underground Railroad." Hunn had been bankrupted after being found liable in 1848 for helping fugitive slaves escape; Dred Scott author Justice Roger Taney presided over the trial. The elder Hunn moved his family to South Carolina to existing law. See generally Brent White, Say You're Sorry: Court-Ordered Apologies as a Civil Rights Remedy, 91 CORNELL L. REV. 1261 (2006). 32. PATIENCE ESSAH, A HOUSE DIVIDED: SLAVERY AND EMANCIPATION IN DELAWARE, 1638–1865 (1996). 33. DEL. CONST. art. X, § 2 (1897) (amended by 1995 Del. Laws ch. 277 (removing the words "and separate schools for white and colored children shall be maintained")). This provision was invalidated in Brown v. Board of Education, in the only affirmance among the consolidated cases; Delaware courts had found the schools for African-Americans to be unequal on the facts. Belton v. Gebhart, 87 A.2d 862 (Del. Ch.) (finding separate schools unequal on the facts), aff'd, 91 A.2d 137 (Del. 1952), aff'd sub nom. Brown v. Bd. of Educ., 347 U.S. 483 (1954). 34. House Debates Suffrage, N.Y. TIMES, Jan. 5, 1901, at 5. participate in the Port Royal Experiment, 35 and the governor-to-be lived there as a child. 36 With this direct experience of the effects of racial inequality, Hunn took office on January 15, 1901; less than a month later, Delaware ratified the Thirteenth, Fourteenth, and Fifteenth Amendments. 37 There was also a broader political context: this ratification was the vindication of a battle over African-American rights in Delaware that had been ongoing for more than half a century. As one historian explained: Delaware's belated ratification of these amendments ensued not from a moral stance but out of political considerations. After decades of political struggle, Delaware republicans finally gained complete control of state government by the beginning of the twentieth century. However, because republican control of state politics was in its infancy, only by using the black vote could the Republican party maintain its tenuous hold on state politics. It was within this context that the Republicans proposed the ratification of the Civil War amendments. 38 Delaware's ratification, therefore, was not merely symbolic but an acknowledgement of the reality of African-American political power in that state. 2. Backing Brown Resistance to Brown was exemplified by the Southern Manifesto, a statement published in the Congressional Record signed by southern Senators and Representatives who unabashedly supported segregation. 39 In contrast, many states supporting civil rights publicly responded to the challenges to Brown by ratifying the Reconstruction Amendments. In 1959, California 40 and Maryland 41 ratified the Fourteenth Amendment, and Oregon ratified the Fifteenth. 42 Both California and Maryland rejected the Fourteenth Amendment when proposed, and Oregon did not vote on the Fifteenth Amendment when it was pending in 1869–70. 35. WILLIE LEE ROSE, REHEARSAL FOR RECONSTRUCTION: THE PORT ROYAL EXPERIMENT (U. Ga. 1998) (1964). 36. HENRIETTA BUCKMASTER, LET MY PEOPLE GO: THE STORY OF THE UNDERGROUND RAILROAD AND THE GROWTH OF THE ABOLITION MOVEMENT (1992); JAMES A. MCGOWAN, STATION MASTER ON THE UNDERGROUND RAILROAD: THE LIFE AND LETTERS OF THOMAS GARRETT (rev. ed. McFarland & Co. 2004) (1977); WILLIAM STILL, THE UNDERGROUND RAILROAD (1872). 37. 235 Del. Laws 524 (1901). 38. ESSAH, supra note 32, at 187. 39. 102 CONG. REC. 4459–60 (1956). 40. 1959 Cal. Stat. 5695; see also California Takes Its Time, N.Y. TIMES, Apr. 17, 1959, at 17 (noting that bill was introduced by Republican Bruce F. Allen). 41. 1959 Or. Laws 1511. 42. 1959 Md. Laws 1458 (stating that the amendment "should be ratified by the State of Maryland to show the concurrence of this great State with the principles therein enunciated"). These states had changed their views by 1959, a momentous year for civil rights. In the wake of Brown, both legislators 43 and scholars 44 attacked the validity of the Fourteenth and Fifteenth Amendments. Plaintiffs in a Maryland lawsuit challenging desegregation insisted that the Fourteenth Amendment was void. 45 The 1957 Little Rock crisis was a fresh trauma, as was Cooper v. Aaron, 46 holding that integration could not be delayed on the pretext that compliance with the law risked violence. In addition to delay of school integration, officials in many parts of the South struggled bitterly to prevent African-Americans from registering to vote and sought to block federal officials from even investigating the nature of the Southern way of life, 47 to say nothing of changing it. In 1959, the United States Commission on Civil Rights reported on "the great stubborn fact that many people have not yet accepted the principles, purposes or authority of the Fourteenth or Fifteenth Amendments." 48 In the face of this controversy, Oregon's ratification of the Fifteenth Amendment, said one supporter, "is a token of our sincerity to the downtrodden peoples of all of the Americas"; another said that the vote "would strengthen the United States Commission on Civil Rights in its effort to guarantee the right of Negroes to vote in the South." 49 California's resolution stated that the amendment "should be ratified by the State of California to show the concurrence of this great state with the principles therein enunciated." 50 Newspaper editorials explicitly recognized that Maryland's action was a vote of support for Brown. The Washington Post said: The Maryland legislators could have used this opportunity to express disapproval and indignation over the Supreme Court's decision in the school desegregation cases decided under the Fourteenth Amendment. Instead, they made a point voting 43. E.g., Georgians "Void" U.S. Amendments, N.Y. TIMES, Feb. 9, 1957, at 21 (discussing resolution of Georgia Senate to U.S. Congress asking for declaration of invalidity). 44. E.g., Pinckney G. McElwee, The 14th Amendment to the Constitution of the United States and the Threat that it Poses to Our Democratic Government, 11 S.C. L.Q. 484 (1959). 45. Maryland Parents Argue 14th Amendment Invalid, WASH. POST & TIMES HERALD, Feb. 3, 1957, at B4. 46. 358 U.S. 1 (1958). 47. For example, the struggle against the U.S. Commission on Civil Rights led to Hannah v. Larche. Larche v. Hannah, 177 F. Supp. 816 (W.D. La. 1959) (three judge court), rev'd, 363 U.S. 420 (1960). 48. Excerpts from Report and Recommendations of Commission on Civil Rights, N.Y. TIMES, Sept. 9, 1959, at 44. See generally UNITED STATES COMMISSION ON CIVIL RIGHTS: REPORTS ON VOTING (Gabriel J. Chin & Lori Wagner eds., 2005). 49. Oregon Senate Ratifies 15th U.S. Amendment, N.Y. TIMES, Feb. 3, 1959, at 26. 50. 1962 Cal. Stat. 131. overwhelmingly for the Amendment, which must necessarily constitute an endorsement of its current interpretation. 51 The Chicago Daily Tribune noted that the Fourteenth Amendment was already in effect without Maryland's vote, and the Fifteenth Amendment was in force without Oregon's, but that "it is good to have these fresh evidences of approval of the Constitution of the United States." After bragging about Illinois' early ratification, the paper optimistically stated that "[t]ho the implications of these amendments still constitute a major issue in American politics, nowhere is there any significant demand for their repeal. Oregon and Maryland have climbed on a bandwagon that is in motion." 52 The symbolic importance of these actions was reflected in the American Jewish Congress's 1958–59 survey of civil rights legislation, which highlighted the actions of Oregon and California and noted that those states had enacted other sorts of civil rights laws in the period as well. 53 California's 1962 ratification of the Fifteenth Amendment likely occurred for similar reasons. In 1961–62, the Freedom Riders faced violence in bus stations in the South. 54 James Meredith integrated Ole Miss only because he was backed by 30,000 U.S. troops who battled armed insurrectionists. 55 The Twenty-fourth Amendment, which would help enfranchise African-American voters by banning poll taxes in federal elections, was pending before Congress. 56 According to the Los Angeles Times, Senator Albert S. Rodda, the ratification bill's author, "thought it was time California went on record" for the amendment. 57 Three years before the Voting Rights Act, California's ratification constituted a clear statement in a current and heated debate. 3. African-American Legislators The growth of African-American political power was another factor leading to the modern ratification of the Reconstruction Amendments. The success of the Civil Rights movement led to diversification of state legislatures. Some of the first African-American political leaders to hold office made it a priority to ratify the amendments. Maryland's 1959 ratification of the Fourteenth Amendment was clearly driven by the arrival of elected African-American legislators. The Washington Post noted that "[i]t is especially significant that the resolution of ratification was sponsored by Sen. J. Alvin Jones, a Negro." 58 Jones represented Baltimore and was 51. Editorial, Refreshing Gesture, WASH. POST & TIMES HERALD, Apr. 7, 1959, at A16. 52. Editoral, Ratifications, CHI. DAILY TRIB., Apr. 28, 1959, at 24. 53. Civil Rights Gain Reported by A.J.C., N.Y. TIMES, Aug. 5, 1959, at 17. 54. See RAYMOND ARSENAULT, FREEDOM RIDERS: 1961 AND THE STRUGGLE FOR RACIAL JUSTICE (2006). 55. See WILLIAM DOYLE, AN AMERICAN INSURRECTION: THE BATTLE OF OXFORD, MISSISSIPPI, 1962 (2001). 56. California was an early ratifier of this Amendment in 1963; it became law in January 1964. 57. State Asked to Cure Hangover From Civil War, L.A. TIMES, Mar. 23, 1962, at 20. 58. See supra note 51. the only African-American in the Maryland Senate. 59 The Associated Press reported that "[f]or the last four years, the Maryland Legislature had firmly resisted the efforts of its first Negro members to have the amendment officially ratified. Resistance finally crumbled." 60 Maryland ratified the Fifteenth Amendment in 1973. 61 As in 1959, the leader was an African-American, Senator Clarence Mitchell, III, a member of a distinguished political family. 62 Clarence Mitchell, Jr., had been called the "101st Senator" and was a civil rights leader from the 1930s through the 1970s. 63 Also in 1973, Oregon re-ratified the Fourteenth Amendment. The bill's sponsor was William McCoy, the first African-American elected to the Oregon legislature. 64 Ohio re-ratified the Fourteenth Amendment in 2003, due in significant part to the work of Mark Mallory, then the Assistant Senate Minority Leader. In 2005, Mallory become the first African-American elected Mayor of Cincinnati. 65 Mayor Mallory is the son of legendary Cincinnati official William Mallory, who served in the Ohio House of Representatives for 28 years. 66 Without leadership from prime movers Mitchell and Mallory, these states' march toward ratification would have been much slower. 4. Ratifying After Rescission Several post-adoption approvals of the Reconstruction Amendments occurred in states that had first approved, then attempted to reject, the amendments during the Reconstruction era. Since 1970, all of the states rescinding their ratifications concluded that the rescissions were mistakes that had to be formally rectified. New Jersey was uniquely indecisive, changing its mind on all three Reconstruction Amendments. It initially rejected the Thirteenth Amendment, but then approved it in 1866. It rejected the Fifteenth Amendment, but approved it in 59. Hal Willard, Vets Bonus Bill Killed at Annapolis by Adjournment of the Legislature, WASH. POST & TIMES HERALD, Apr. 5, 1959, at A19. 60. Amendment of 1868 Ratified by Maryland, N.Y. TIMES, Apr. 5, 1959, at 71. 61. 1973 Md. Laws 1849. 62. Md. Urged to Ratify 15th Amendment, WASH. POST & TIMES HERALD, Mar. 9, 1973, at C6 (quoting Senator Mitchell as saying "[i]t is a disgrace that the state of Maryland has not formally recognized this provision of the United States Constitution"). 63. DENTON L. WATSON, LION IN THE LOBBY: CLARENCE MITCHELL, JR.'S STRUGGLE FOR THE PASSAGE OF CIVIL RIGHTS LAWS, at xiii (2002). 64. See supra note 16 and accompanying text. 65. See supra note ; Gregory Korte, Mallory Wins Mayor, CINCINNATI ENQUIRER, Nov. 8, 2005, available at http://news.enquirer.com/apps/pbcs.dll/article?AID=/ 20051108/NEWS01/311080014. 66. See Mayor's Biography, http://www.cincinnati-oh.gov/mayor/pages/-3052-/ (last visited Jan. 15, 2008) ("In 2003, Mallory achieved his greatest legislative accomplishment by passing a resolution in the Ohio General Assembly that finally ratified the 14th Amendment, 135 years after it became part of the U.S. Constitution."). 1871, which, as was the case with the Thirteenth Amendment, was already effective because of the action of other states. New Jersey's voting record with respect to the Fourteenth Amendment was particularly tortuous. The legislature approved the Fourteenth Amendment on September 11, 1866, then rescinded its approval in 1868 before the amendment became effective. This rescission was vetoed by the governor, but the legislature re-rescinded in 1868. The legislature "expressed support" for the Amendment in 1980. 67 In 2003, New Jersey repealed the 1868 rescission resolution. 68 Legislator Leonard Lance explained: "This is a matter of symbolism, but symbolism is important as it relates to the Fourteenth Amendment." 69 Presumably, this is the end of the story of New Jersey and the Fourteenth Amendment, and that great state can be counted as an unambiguous ratifier. Ohio also initially approved the Fourteenth Amendment in 1867 but rescinded in 1868 before the Amendment became effective. The state re-ratified in 2003. 70 Oregon ratified the amendment in 1866, then rescinded in 1868. Unlike New Jersey and Ohio, which had rescinded before three-fourths of states acted, Oregon rescinded months after the Amendment had been declared adopted. Whatever might be said about changing a vote before final passage, 71 once the Constitution has been amended, changing the Constitution thereafter requires another amendment. Nevertheless, Oregon's rescission was not merely symbolic, because in 1868, controversy raged about the validity of the amendment; rescission of ratification could be understood as an appeal from the congressional determination that the Fourteenth Amendment had been ratified, or as formal support for the arguments against the validity of enactment. In addition, the 1868 legislature challenged the validity of the 1866 ratification itself. To eliminate these arguments, the Oregon legislature re-ratified in 1973. 72 New York first ratified and then rescinded the Fifteenth Amendment. After years of efforts, 73 it re-ratified the Fifteenth Amendment in 1970. 74 As is suggested in Part II.C, these re-ratifications suggest that the states believed that rescissions were meaningful political acts, reflecting the view of the state until superseded by re-ratifications. 67. Assemb. Con. Res. No. 128 (N.J. 1980); see also Martin Waldron, New Jersey Journal, N.Y. TIMES, May 4, 1980, at NJ3. 68. S.J. Res. 16, 210th Leg., 2d Reg. Sess. (N.J. 2002). 69. John Sullivan, Up Front: Worth Noting; Enacting in Haste, Repenting at Leisure, N.Y. TIMES, Apr. 7, 2002, at NJ14. 70. See supra notes 65–66 and accompanying text. 71. See infra notes 127–135 and accompanying text. 72. See supra note 16 and accompanying text. 73. SeeLayhmond Robinson,State is Haunted by an 1870 Ghost Jan. 28, 1962, at 68 (discussing 1962 ratification effort). 74. J. N.Y. SENATE 451–52 (Mar. 30, 1970) (Senate vote). , N.Y. T IMES, C. The Nineteenth Amendment The Nineteenth Amendment became law in 1920 after thirty-six of the forty-eight states in the Union ratified. Twelve states 75 ratified after adoption; Connecticut, Vermont, and Delaware did so within a couple of years. Nine states waited at least two decades, beginning with Maryland in 1941 and ending with Mississippi in 1984. 76 Virginia and Alabama ratified in the early 1950s, roughly contemporaneously with serious consideration of an Equal Rights Amendment ("ERA"). 77 Florida, Georgia, Louisiana, North Carolina, 78 and South Carolina ratified from 1969–71, around the Fiftieth Anniversary of the Nineteenth Amendment, and again roughly contemporaneously with congressional consideration of the proposed but failed ERA. 79 There is no obvious connection between late ratification of the Nineteenth Amendment and ERA rejection; that is, no direct proof that these states ratified the Nineteenth Amendment as political cover for a decision to reject the ERA (and indeed, no version of the ERA was pending before the states when these states ratified the Nineteenth Amendment). Yet, there is some correlation. Of the nine states that did not ratify the Nineteenth Amendment before or shortly after it passed, only Maryland ratified the ERA; the other eight rejected it. II. THE FUNCTION OF POST-ADOPTION RATIFICATION Post-adoption ratifications were of tremendous symbolic importance, reflecting states' desires to participate in a great national accomplishment. But at times they have been more than symbolic. Occasionally, they have performed a legal function, mooting challenges to questionable ratifications. The views of states 75. Hawaii and Alaska, the only states admitted since 1920, have followed the tradition of not ratifying amendments already in effect when they joined the Union. 76. Mississippi OKs 19th Amendment; Women Equal—64 Years Late, L.A. TIMES, Mar. 22, 1984, at A2 (noting that bill passed was introduced by two female legislators). Representative Frances Savage noted that "[s]ome of the men in the House have been telling me my votes on the floor will now be legal." Campaign Notes; Balloting by Women Backed in Mississippi, N.Y. TIMES, Mar. 23, 1984, at D16. A male Senator, asked if ratification "might be a little late," replied: "We gave it due consideration." Id. 77. Women Optimistic for Equal Rights, N.Y. TIMES, July 2, 1953, at 26. 78. The legislator who proposed the 1971 ratification reports that ratification failed in 1920 because "an antisuffrage senator, Lindsay Warren (later Comptroller General of the United States), locked a prosuffrage senator in the restroom; in that imprisoned senator's absence, the bill was defeated by a single vote." Willis P. Whichard, A Place for Walter Clark in the American Judicial Tradition, 62 N.C. L. REV. 287, 312 (1985). 79. The version that went to the states was passed in 1972. See 86 Stat. 1523 (1972). However, it had been percolating in Congress for several years prior. See, e.g., Robert Sherrill, That Equal-Rights Amendment—What, Exactly, Does It Mean?, N.Y. TIMES, Sept. 20, 1970, at 241. There is some debate about whether the ERA should be regarded as "failed"—some argue that it should be understood as still pending before the states, notwithstanding the expiration of the time limit, as extended, set forth in the proposing congressional resolution. Compare Allison L. Held et al., The Equal Rights Amendment: Why the ERA Remains Legally Viable and Properly Before the States, 3 WM. & MARY J. WOMEN & L. 113 (1997), with Brannon P. Denning & John R. Vile, Necromancing the Equal Rights Amendment, 17 CONST. COMMENT. 593 (2000). ratifying after adoption have sometimes been canvassed when exploring the meaning of amendments. Finally, the practice of post-rescission re-ratification offers some evidence that rescissions of ratifications are valid. A. Perfecting Questionable Amendments After Maryland ratified the Fourteenth Amendment in 1959, the Washington Post urged the last two non-ratifiers, California and Kentucky, to ratify as well (which they did in 1959 and 1976 respectively). The Post opined: "[i]f they should make approval of the Fourteenth Amendment unanimous, it would at least help to silence the tiresome and threadbare argument that it is not really the law of the land because it was not properly ratified." 80 Post-adoption ratifications, unanimous or not, stabilize and legitimize amendments that otherwise might be doubtful because of shenanigans associated with particular ratifications. If forty or forty-two states ratify, it matters not if a parliamentary trick (or worse) was used to get one or two of the bare minimum thirty-eight (three-fourths of fifty). As with other legislative matters, in the heat of a ratification battle, things can happen that call into question the validity of the proceedings under the Constitution or state law. 81 As mentioned briefly above, 82 several states rescinded their ratifications of the Fourteenth 83 and Fifteenth 84 Amendments. 85 There was a litigated rescission controversy over Tennessee's ratification of the Nineteenth Amendment: A motion for reconsideration was made after passage and never acted 80. See supra note 51. 81. Certain objections based on highly improbable principles of law are not covered here. See, e.g., Benson v. Hunter, 45 P.3d 444 (Okla. Civ. App. 2002) (rejecting claim that typographical errors invalidated Oklahoma's ratification of the Sixteenth Amendment). 82. See, e.g., Brendon Troy Ishikawa, Everything You Always Wanted to Know About How Amendments Are Made, but Were Afraid to Ask, 24 HASTINGS CONST. L.Q. 545, 551–71 (1997). 83. Some question the validity of the Amendment in part on this ground. See, e.g., Dyett v. Turner, 439 P.2d 266, 272 (Utah 1968) (noting that "Ohio . . . withdrew its prior ratification, as also did New Jersey"); cf. Douglas H. Bryant, Note, Unorthodox and Paradox: Revisiting the Ratification of the Fourteenth Amendment, 53 ALA. L. REV. 555, 575 (2002) (noting Ohio's rescission); Gene Healy, Roger Pilon and the 14th Amendment, at http://www.lewrockwell.com/healy/healy3.html (last visited Jan. 15, 2008); Judge L. H. Perez, The Fourteenth Amendment Is Unconstitutional, http://www.sweetliberty.org/ fourteenth.amend.htm (last visited Jan. 16, 2008). 84. See MYERS, supra note 7, at 26–27. In addition to New York's rescission of the Fifteenth Amendment, Missouri's ratification of the Fifteenth Amendment covered only Section 1, omitting Section 2's enforcement provision. Id. at 24. But a state's ratification is not a dialogue; since this was something less than a ratification of the resolution as proposed, it is arguably technically defective. 85. Rescission of ratifications of the ERA is also well known. See Marlene Cimons, Can States Rescind ERA Ratification?, L.A. TIMES, Mar. 21, 1973, at G1. Legislators in Kentucky were successfully lobbied to rescind their ratification of the ERA with "gifts of homemade cookies and jam." Frank Ashley, Ky. ERA Foes Gain in Rescission Drive, WASH. POST, Feb. 24, 1976, at A7. on, 86 and anti-suffrage forces obtained an injunction against state officials prohibiting them from certifying ratification. 87 The equality amendments are not unique in that some ratifications were potentially questionable. There were efforts to rescind ratifications of the Sixteenth 88 and Eighteenth 89 Amendments and there has been litigation or other controversy about the validity of the ratifications of the failed Child Labor Amendment 90 and the Twelfth, 91 Eighteenth, 92 Nineteenth, 93 Twenty-first, 94 and Twenty-sixth Amendments. 95 The Twenty-seventh Amendment is subject to continuing controversy because of its especially long and winding path to ratification. 96 No challenge to the validity of any amendment has succeeded, but this is due at least in part to post-adoption ratifications, which ensure that amendments have the necessary support of three-fourths of the states, even if one or two ratifications are invalid. 86. See Holds up Suffrage, WASH. POST, Aug. 22, 1920, at 1; May Upset Suffrage, WASH. POST, Aug. 20, 1920, at 1; Colby Rejects Plea to Retract Suffrage Fiat, CHI. DAILY TRIB., Sept. 22, 1920, at 12; Tennessee 'Antis' To Call On Colby, N.Y. TIMES, Sept. 13, 1920, at 13; Tennessee House Fights On, N.Y. TIMES, Sept. 5, 1920, at 5; Votes for Women Tied in Hard Knot by Injunctions, ATLANTA CONST., Aug. 24, 1920, at 1. 87. Clements v. Roberts, 230 S.W. 30 (Tenn. 1921). 88. J. Hampden Dougherty, Letter to the Editor, States Ratifying Income Tax Bound, N.Y. TIMES, Mar. 28, 1911, at 12; Editorial, New York and the Income Tax, N.Y. TIMES, Feb. 2, 1912, at 8 (objecting to the idea that states are bound "even though meanwhile public sentiment may have undergone a marked change, and the great preponderance of opinion may be against the amendment, not in favor of it"); Wrangle Over Income Tax, N.Y. TIMES, Mar. 7, 1912, at 5. 89. See Governor Calls for a Referendum on Dry Amendment, N.Y. TIMES, Jan. 8, 1920, at 1 ("Governor Smith in his annual message urged that the lawmakers rescind their action of last year ratifying the amendment . . . ."); Root and Guthrie Discuss Prohibition, Believe a State May Rescind Ratification if Done Before Two-thirds Have Ratified, N.Y. TIMES, Dec. 22, 1919, at 14; To Ask Rescinding of Dry Ratification, N.Y. TIMES, Feb. 8, 1923, at 21; Wets Again Lose in Assembly Vote, N.Y. TIMES, Mar. 27, 1923, at 23; Unable to Reverse 'Dry' Ratification, N.Y. TIMES, Jan. 25, 1919, at 18. 90. See Chandler v. Wise, 307 U.S. 474 (1939); Coleman v. Miller, 307 U.S. 433 (1939). 91. See MYERS, supra note 7, at 34 (noting that New Hampshire's governor vetoed that state's ratification of the Twelfth Amendment). 92. Rhode Island v. Palmer, 253 U.S. 350 (1920); Copeland v. Knapp, 162 N.E. 508, 508 (N.Y. 1928) (per curiam); see also Ex parte Gilmore, 228 S.W. 199, 205 (Tex. Crim. App. 1920) (Davidson, J., dissenting) (stating that the author "does not agree that the Eighteenth Amendment is valid, nor was it properly ratified, so far as Texas is concerned"). 93. Leser v. Garnett, 114 A. 840 (Md. 1921), aff'd, 258 U.S. 130 (1922); Fairchild v. Hughes, 258 U.S. 126 (1922). 94. Chase v. Billings, 170 A. 903 (Vt. 1934); see also Vermont Answers Repeal Suit, N.Y. TIMES, Jan. 4, 1934, at 5. 95. Walker v. Dunn, 498 S.W.2d 102 (Tenn. 1973). 96. See United States v. Emerson, 270 F.3d 203, 251 n.59 (5th Cir. 2001) (Twenty-seventh Amendment "(at least arguably) ultimately ratified"); Schaffer v. Clinton, 240 F.3d 878, 880 n.3 (10th Cir. 2001) (citing scholars debating validity of Twenty-seventh Amendment, but not addressing issue because not briefed by parties). Assent of twenty-eight of the thirty-seven states in the Union was necessary to adopt the Fourteenth Amendment. By the time twenty-eight states had ratified on July 9, 1868, Ohio and New Jersey had rescinded their earlier ratifications. These rescissions were at least arguably valid, and, in any event, made it impossible to state that on July 9, 1868, three-fourths of the state legislatures then formally and actually supported the Fourteenth Amendment. But before Congress promulgated the amendment on July 28, 1868, Alabama and Georgia ratified. A Joint Resolution stated that the amendment had been approved by "three fourths and more" of the states, implying that Congress rejected the validity of the rescissions. 97 The Fifteenth Amendment reached the three-fourths mark with Iowa's ratification on February 3, 1870, but by then New York had rescinded its earlier ratification. However, by February 18, Nebraska, and Texas had ratified the amendment. Accordingly, when ratification was proclaimed on March 30, the three-fourths supermajority had been reached even without New York. The proclamation of ratification noted both New York's rescission and the additional ratifications. 98 The disputed ratification of the Nineteenth Amendment made it to the courts. The Maryland Court of Appeals deflected as moot a challenge to a questionable ratification of the Nineteenth Amendment: "Inasmuch as it appears that, in addition to the 36 states already referred to as having ratified the Nineteenth Amendment, the state of Connecticut has also ratified it, it becomes unnecessary to consider at length the effect of the action of the Legislature of Tennessee in regard to it." 99 The Supreme Court agreed: "The question raised may have been rendered immaterial by the fact that since the proclamation the legislatures of two other states . . . have adopted resolutions of ratification." 100 In the case of the Nineteenth Amendment, the Supreme Court offered a broader reason for not exploring the validity of rescissions. Because the legislatures of the states where the disputed ratifications occurred "had power to adopt the resolutions of ratification," the Court explained, "official notice to the Secretary [of State], duly authenticated, that they had done so, was conclusive upon him, and, being certified to us by his proclamation, is conclusive upon the courts." 101 Ratification, the Court said, was a political question. It may be that for pragmatic reasons the Court was correct in deciding not to look behind certified documents to explore the underlying legislative acts. 97. 15 Stat. 708, 710 (1868). 98. Cong. Globe, 41st Cong., 2d Sess. at 2289–90 (Mar. 30, 1870). 99. Leser v. Garnett, 114 A. 840, 848 (Md. 1921), aff'd, 258 U.S. 130 (1922). Years later, the Tennessee Supreme Court recognized that a challenge to the ratification of the Twenty-sixth Amendment "had been rendered moot . . . because thirty-eight other states have ratified the amendment." Walker, 498 S.W.2d at 104 (but rendering an advisory opinion in spite of mootness). 100. Leser, 258 U.S. at 137. 101. Id.; see also United States ex rel. Widenmann v. Colby, 265 F. 998 (D.C. Cir. 1920), aff'd sub nom. United States ex rel. Widenmann v. Hughes, 257 U.S. 619 (1921). However, the people of a state or nation are unlikely to respect an amendment that became law on a technicality, contrary to the will of the people. Major consequences to life and property cannot legitimately flow from an untrue certificate signed by a rogue Secretary of State or state governor or even as the result of party chicanery in the dead of night in the absence of a quorum, or otherwise in clear violation of valid state legislative rules. In short, that something is a "political question" to the Court in no way prevents the people from concluding that it is illegitimate, perhaps even non-binding. Even courts might hesitate to give a questionably ratified amendment full weight. Professors Denning and Vile, in their paper objecting to arguments that the ERA remains validly pending before the states, argue that because of its "suspect pedigree, the courts and most members of Congress have tended to treat the Twenty-Seventh as a 'demi-amendment,' lacking the full authority of the twentysix that preceded it . . . . A jury-rigged ratification of the ERA might result in its similar evisceration . . . ." 102 The practice of post-adoption ratification legitimately moots difficult questions that could otherwise lead to bitter legal and political controversies. Of course, post-amendment ratification does not cure every sort of defect alleged in the ratification process. Because so many of the ratifications of the Twenty-seventh Amendment are ancient, for example, some of the old states would have to re-ratify now to satisfy those who claim that an amendment should require a contemporaneous consensus. 103 The compelled ratifications of the Reconstruction Amendments also cannot be rectified, according to those who object to them, 104 by later ratifications of other states. With respect to the Fourteenth Amendment, there were thirty-seven states in the Union in 1868; rounding up, twenty-eight states were necessary to achieve a three-fourths majority. All thirty-seven have now ratified. The three rescissions, whether or not valid, have been rectified by re-ratification. But that still leaves ten southern states that had to ratify the Amendment to re-join the Union; if all of them are considered opponents, there are only twenty-seven valid ratifications, one short of the necessary three fourths. 105 102. See Denning & Vile, supra note 79, at 598–99. 103. For a discussion of the "contemporaneous consensus" idea articulated by the Supreme Court, see infra notes 120–124. 104. The argument that some ratifications are invalid because compelled appears in Oregon's 1868 rescission of the Fourteenth Amendment. S.J. Res. 4, 5th Leg., Reg. Sess. (Or. 1868); see also David Lawrence, There Is No 14th Amendment, U.S. NEWS & WORLD REP., Sept. 27, 1957, at 140, available at http://www.texasls.org/reading_room/constitution/ constitution0024.shtml. 105. However, while the former Confederate states were compelled to ratify, democratically elected governments supported the amendments. At least in Louisiana, Mississippi, and South Carolina, where African-Americans were a majority of the population, there is no reason to doubt the majoritarian nature and popular support for the amendments. See Gabriel J. Chin & Randy Wagner, The Tyranny of the Minority: Jim Crow and the Counter-Majoritarian Difficulty, 43 HARV. C.R.-C.L. L. REV. 65 (2008). B. Should Post-Adoption Ratifiers Have A Voice? The Supreme Court treats the views of ratifying states as meaningful to the interpretation of the Constitution and its amendments. 106 Surprisingly, perhaps even shockingly, the Court has regularly examined the practices of states ratifying amendments decades after adoption when interpreting the meaning of particular amendments. For example, in Bowers v. Hardwick, 107 the Court noted: "Sodomy was a criminal offense at common law and was forbidden by the laws of the original thirteen states when they ratified the Bill of Rights. In 1868, when the Fourteenth Amendment was ratified, all but five of the thirty-seven states in the Union had criminal sodomy laws." 108 For the meaning of the Fourteenth Amendment, adopted in 1868, it counted the historical practices of twentieth century ratifiers California, Delaware, Kentucky and Maryland, as well as of rescinders New Jersey and Oregon. 109 Further, in construing the Bill of Rights, 106. See, e.g., Wilson v. Arkansas, 514 U.S. 927, 933 (1995) (interpreting Fourth Amendment in part based on practices "of the States that ratified the Fourth Amendment"); Atascadero State Hosp. v. Scanlon, 473 U.S. 234, 278 n.28 (1985) (Brennan, J., dissenting) (considering statements of state ratifying conventions); id. at 295 n.50 (Brennan, J., dissenting) (discussing Chief Justice Marshall's statements at the Virginia Ratifying Convention); Richardson v. Ramirez, 418 U.S. 24, 48 (1974) (looking to "understanding of those who framed and ratified the Fourteenth Amendment"); Loving v. Virginia, 388 U.S. 1, 10 (1967) (finding no support for race-based distinctions in punishment in "the debates in the Thirty-ninth Congress or in the state legislatures which ratified the Fourteenth Amendment"); Brown v. Bd. of Educ., 345 U.S. 972, 972 (1953) (per curiam) (ordering reargument on questions including: "What evidence is there that the Congress which submitted and the State legislatures and conventions which ratified the Fourteenth Amendment contemplated or did not contemplate, understood or did not understand, that it would abolish segregation in public schools?"); Bridges v. California, 314 U.S. 252, 264–65 (1941) (looking to understanding when "the First Amendment was framed and adopted"); Monaco v. Mississippi, 292 U.S. 313, 323–24 (1934). Of course, the argument based on the ratifiers' intent does not always win and is sometimes advanced in dissents. See, e.g., Granholm v. Heald, 544 U.S. 460, 517–20 (2005) (Thomas, J., dissenting); City of Boerne v. Flores, 521 U.S. 507, 552–53 (1997) (O'Connor, J., dissenting) ("[I]t is reasonable to think that the States that ratified the First Amendment assumed that the meaning of the federal free exercise provision corresponded to that of their existing state clauses."); Harmelin v. Michigan, 501 U.S. 957, 979 (1991) (plurality opinion) (looking to "what evidence exists from debates at the state ratifying conventions that prompted the Bill of Rights as well as the floor debates in the First Congress which proposed it"); Garcia v. San Antonio Metro. Transit Auth., 469 U.S. 528, 568 (1985) (Powell, J., dissenting) ("[T]he States' ratification of the Constitution was predicated on [a particular] understanding of federalism."); Marsh v. Chambers, 463 U.S. 783, 815 (1983) (Brennan, J., dissenting) ("Both the Constitution and its amendments, however, became supreme law only by virtue of their ratification by the States, and the understanding of the States should be as relevant to our analysis as the understanding of Congress."). 107. 478 U.S. 186 (1986), overruled by Lawrence v. Texas, 539 U.S. 558 (2003). 108. Bowers, 478 U.S. at 192–93, nn.5–6; (Scalia, J., dissenting) (citing this portion of see also Lawrence , 539 U.S. at 594 Bowers). 109. Bowers, 478 U.S. at 193 n.6. ratified in 1791, the Court canvassed the colonial-era views of Connecticut, Georgia, and Massachusetts, which ratified the Bill of Rights in 1939. 110 Similarly, Richardson v. Ramirez 111 upheld felon disenfranchisement provisions, in part based on a survey of state constitutions in effect at the time of the adoption of the Fourteenth Amendment. The Court observed: "Further light is shed on the understanding of those who framed and ratified the Fourteenth Amendment . . . by the fact that at the time of the adoption of the Amendment, 29 states had [felon disenfranchisement] provisions in their constitutions." 112 Among the states on the Court's list were seven states that ratified in the twentieth century; although these states did not support the Fourteenth Amendment when it was adopted, their laws were used to help interpret its meaning. Other cases similarly rely on the views of late ratifiers as evidence of the meaning of constitutional amendments. 113 No plausible theory of statutory interpretation relies centrally on the understanding of those who opposed, did not support, or ignored a particular piece of legislation. There might be some logic in assuming that operation of an amendment is likely to be consistent with the law or policy of the states supporting it, but there is no reason to infer that an amendment was shaped by, or is likely to be congenial to, states that opposed or did not support it. Of course, over the centuries, all of the states mentioned by the Court in these cases ultimately ratified the amendments at issue. Perhaps these decisions imply that, say, California's 1959 ratification of the Fourteenth Amendment is entitled to just as much interpretive weight as an 1867 ratification. 114 However, this seems not to be what the Court was getting at; even for the late ratifying states, 110. Id. at 192 n.5. 111. 418 U.S. 24 (1974). 112. Id. at 48 n.14. 113. See, e.g., United States v. Marion, 404 U.S. 307, 314 n.6 (1971) ("Most of the States that ratified the Bill of Rights had either adopted the British Act [regarding speedy trial] or passed a similar law . . . .") (citing In re Provoo, 17 F.R.D. 183, 197 n.6 (D. Md.) (listing practices of states, at time of adoption of Bill of Rights, including Massachusetts and Georgia), aff'd sub nom. United States v. Provoo, 350 U.S. 857 (1955)); United States v. Barnett, 376 U.S. 681, 702–13 (1964) (discussing practices of Connecticut, Georgia, and Massachusetts among other original thirteen states regarding meaning of jury trial provision of Bill of Rights); id. at 741, 742 nn.9 & 14 (Goldberg, J., dissenting) (referring to practices of Connecticut and Massachusetts as evidence of meaning of jury trial clause); Jones v. City of Opelika, 319 U.S. 105, 123 n.5 (1943) (Reed, J., dissenting). But see, e.g., Cruzan v. Dir., Mo. Dept. of Health, 497 U.S. 261, 294 (1990) (Scalia, J., concurring) (distinguishing between ratifiers and non-ratifiers of Fourteenth Amendment); Bartkus v. Illinois, 359 U.S. 121, app. (1959) (surveying state practice; carefully segregating post-adoption ratifiers of Fourteenth Amendment). 114. Indeed, the Massachusetts ratification resolution purported to explain the long-ago inaction: "This failure to act was not due to opposition to the amendments proposed by Congress but to a desire to enlarge the rights of the people by framing further amendments." J. MASS. SENATE, Mar. 2, 1939, at 369. But the 1939 legislature is not a particularly reliable reporter of the views of the 1790 legislature; their recapitulation of history cannot retroactively turn a state that did not ratify the Bill of Rights in 1790 into one that did. the Court cited relevant statutes and constitutional provisions in effect around the time the amendments became effective, not the state's practice decades later at the time of ratification. Thus, the citation in these cases of non-ratifying states must be chalked up as an error; the Court must have mistakenly assumed that the states it discussed had ratified contemporaneously with adoption of the amendment. In other cases, however, at least some members of the Court have deliberately relied on post-adoption ratifications. Although Justice Harlan knew well that the Fourteenth Amendment was adopted in 1868, in his dissent in Reynolds v. Sims, 115 he drew upon evidence from "the 23 loyal states which ratified the [Fourteenth] Amendment before 1870." 116 In Baker v. Carr, 117 to understand the constitutionality of malapportionment under the Fourteenth Amendment, he engaged in "an examination of the apportionment provisions of the thirty-three States which ratified the Amendment between 1866 and 1870, at their respective times of ratification." 118 Justice Harlan treated reasonably contemporaneous but post-adoption ratifications as probative of the meaning of the provision. The Court's practice of considering the views of at least some postadoption ratifiers seems correct. The possible and actual number of post-adoption ratifications is large, so to ignore them would be to ignore the views of a large number of actors in the constitutional process. There is also no particular evidence that post-adoption ratifications are taken less seriously by legislatures than preadoption ratifications. There is no suggestion that post-adoption ratifications are designed to create a misleading legislative history. 119 Nor is it necessarily the case that post-adoption ratifiers are less interested or supportive of legislation than are earlier adopters. A failure to ratify earlier, for example, might be explainable by the mere fact that not all legislatures are in session on a continuous or year-round basis. The strongest justification for taking into account the views of postadoption ratifiers exists when a state ratifies before it is clear that an amendment has succeeded—prior to the federal government's announcement that the amendment is adopted, or even after, if there are questions about the validity of one or more ratifications. When a state believes it is, or could be, part of the necessary three-fourths majority necessary to bring the amendment into force, its understanding of what it did is as probative as if it had ratified earlier. ``` 115. 377 U.S. 533 (1964). 116. Id. at 601–02. 117. 369 U.S. 186 (1962). 118. Id. at 310–11. ``` 119. And, as in any other case, if there is reason to be suspicious of a particular piece of evidence bearing on the construction of a statute, the Court can take that into account. Cf. Bd. of Governors of the Fed. Reserve Sys. v. Dimension Fin. Corp. 474 U.S. 361, 372 (1986) (passage in an article entered into Congressional Record "is not 'legislative history' in any meaningful sense of the term"). For example, if a legislature rejected an amendment and then ratified it only after it became effective, evidence of its narrow views about the scope of the amendment might be entitled to less, or no, weight. At the opposite end of the spectrum, at some remove of time, a late ratifier's views clearly must be regarded as irrelevant to the "intent of the framers." The Ohio legislature's construction of the Fourteenth Amendment in 2003 might be persuasive or not, but the fact that it comes in the form of a resolution ratifying an amendment gives it little special credibility. That legislature is simply not part of the group of states whose support resulted in the passage of the amendment. More difficult is when a ratification takes place reasonably close to proposal and within months or a year or so of enactment, as illustrated by Justice Harlan's approach. This is a significant category because frequently there are ratifications immediately following enactment. Nine states ratified the Eighteenth, Twentieth, and Twenty-fifth Amendments within four months of ratification and within two years of the amendments' submission to the states, for instance. Taking into account post-adoption ratifiers who act close to when an amendment is proposed and enacted is not inconsistent, at least, with the Court's description of how the amendment process is supposed to work. In Dillon v. Gloss, 120 the Court rejected a bootlegger's challenge to his conviction on the ground that the Eighteenth Amendment was void because Congress limited the time for the Amendment's ratification. The Court upheld the time limit, reasoning that ratifications should represent "the approbation of the people" and that Article V implies that ratifications "must be sufficiently contemporaneous in that number of states to reflect the will of the people in all sections at relatively the same period." 121 In Coleman v. Miller, 122 the Court reiterated the Dillon Court's idea that ratification must be sufficiently contemporaneous to reflect the will of the people, 123 although it also held that the question was political and not subject to judicial review. 124 Recently proposed constitutional amendments are open for ratification for seven years, suggesting the view of Congress that if three-quarters of the states agree within seven years, that is a sufficiently contemporaneous consensus. If this view is right, post-adoption ratifiers who join the consensus within two or three years of proposal should be regarded as part of the winning majority and thus counted in the legislative history. C. The Validity of Rescission Since debates over passage of the Fourteenth Amendment, the power of a state to rescind an earlier ratification of a pending amendment has been persistently controversial. 125 Although the post-adoption ratifications do not 120. 256 U.S. 368 (1921). 121. Id. at 375. 122. 307 U.S. 433 (1939). 123. Id. at 452–53. 124. Id. at 454. 125. See Can a State Withdraw or Repeal Its Ratification of a Constitutional Amendment?, N.Y. TIMES, Dec. 19, 1868, at 6; Editorial, Tragic Era Strategy, WASH. POST, June 7, 1939, at 10 ("Nor is it logical to permit a state legislature to change their action from negative to affirmative but not from affirmative to negative during the period when a constitutional change is an active issue."); The Fourteenth Amendment—Validity of Its Ratification, N.Y. TIMES, July 25, 1868, at 4; To Change Amending of Constitution, N.Y. dispose of the controversy over the validity of rescission, they do offer some support for the idea that rescission is valid. The debate over rescission is heated but inconclusive. Article V states that an amendment becomes part of the Constitution "when ratified by the Legislatures of three fourths of the Several States." 126 When counting ratifications, the Constitution could contemplate that both approvals and rejections are final, neither is final, or one is and the other is not. 127 Few seriously argue for the idea that rejection is final. 128 The debate is between those who contend that ratification can be reconsidered before three-fourths of the states ratify and those who contend ratification is final and irrevocable even if a state legislature changes its views. Those who deny state power to rescind before ratification argue that the text of Article V gives the power to ratify, but not to rescind. Defenders of state authority respond that the text is equally consistent with the power to reconsider and a state has not "ratified" if it properly rescinds prior legislative action. As a policy matter, some argue that ratification induces reliance that should lead to estoppel precluding rescission. In other words, ratification by one state may encourage action by others. 129 This argument is implausible. The principle that a vote, once cast, is permanent even in the face of changed views is inapplicable to other constitutional decision makers, such as legislators, who may change votes even after they are cast, or jurors, who may change their minds until the final verdict is reached. Before three-fourths of the states have acted, an amendment is merely potential, and no more the basis for reasonable reliance than would be knowing the action of one house of Congress, or a few members of a jury of twelve. In any event, it is arguable that each state should not delegate its decision to other states but rather act based on its own judgment, and therefore any claimed reliance is unreasonable for this reason as well. Judicial precedents on this point are inconclusive. In Coleman v. Miller, 130 the Court refused to invalidate the rescission of Kansas's ratification of the failed Child Labor Amendment, but no opinion commanded a majority. 131 The most that can be said is that the Court held rescission a political question. 132 More recently, a 1981 district court opinion held that Idaho's rescission of the Equal TIMES, Jan. 17, 1923, at 16 (discussing proposed amendment which would specifically allow states to withdraw their ratifications). 126. U.S. CONST. art V. 127. See Ishikawa, supra note 82, at 557–71. 128. Held et al., supra note 79, at 132. In addition, there is a real question of what constitutes a rejection. Would failure in a committee count? Moreover, a resolution might be rejected based on words in a "whereas" clause or because it was introduced by an unpopular legislator, even if the substance was supported by an overwhelming majority. 129. Held et al., supra note 79, at 131. 130. Coleman v. Miller, 307 U.S. 433, 449–50 (1939). 131. See Ishikawa, supra note 82, at 560; Michael Stokes Paulsen, A General Theory of Article V: The Constitutional Lessons of the Twenty-Seventh Amendment, 103 YALE L.J. 677, 708 (1993). 132. See Opinion of the Justices, 413 A.2d 1245 (Del. 1980) (validity of rescission is federal political question). Rights Amendment was valid notwithstanding Coleman, but the United States Supreme Court vacated the decision as moot. 133 Political precedent in the form of congressional action is equally inconclusive. Congress did not accept the validity of the rescissions of the earlier ratifications of the Fourteenth and Fifteenth Amendments, but by the time those amendments were promulgated, the issue was mooted by additional ratifications. More fundamentally, if the validity of rescission is a political question, then Congress can come out whichever way it wants, whenever it wants; 134 that the rescissions were invalid leaves open the possibility that a future Congress will uphold a new set of rescissions of ratifications of a future amendment. Thus, text, precedent, and practice offer no final verdict on the validity of rescission. Post-adoption ratifications add one modest data point to the controversy over rescission because it has been treated as meaningful by the states. All of the states rescinding their ratifications of the Fourteenth and Fifteenth Amendments later re-ratified. New Jersey, Ohio, 135 and Oregon re-ratified the Fourteenth Amendment, and New York re-ratified the Fifteenth Amendment. They, at least, apparently considered the rescissions to be significant. CONCLUSION Even though the United States is politically diverse, many great events have won unanimous support: for example, the Declaration of Independence is titled "The Unanimous Declaration of the Thirteen United States of America," 136 and every elector voted for George Washington as the first president. 137 The Reconstruction Amendments and the Nineteenth Amendment were equally important to the majority of Americans who, before they became law, could not participate in the political system. The ratification of these amendments by all of the states shows that they reflect particularly valuable and important principles. 133. Idaho v. Freeman, 529 F. Supp. 1107 (D. Idaho 1981), vacated as moot sub nom. Nat'l Org. for Women, Inc. v. Idaho, 459 U.S. 809 (1982); cf. Thibodeau v. Design Group One Architects, LLC, 802 A.2d 731, 749 n.4 (Conn. 2002) (Vertefeuille, J., dissenting) (understanding ERA rescissions as valid). 134. Ishikawa, supra note 82, at 568–70. That is, a Congress hostile to an amendment can accept rescissions as valid; a Congress friendly to an amendment can reject rescissions under precisely the came conditions. Allowing Congress to enjoy such authority, which is probably not what the Framers intended, would be inconsistent with the stateprotective purposes of Article V, which grants states final authority over the ratification process. This alone is a powerful argument for having some consistent answer to the question of the validity of rescission; either it is always good, or it is always bad. 135. S.J. Res. 2, 125th Gen. Assem., Reg. Sess. (Ohio 2003). 136. 1 Stat. 1 (1776). 137. 1 ANNALS OF CONG. 17 (Joseph Gales ed., 1834).	<urn:uuid:6986be3c-78b8-4472-aafa-cced5b61284d>	CC-MAIN-2018-47	http://14th-amendment.com/Miscellaneous/Articles/Beyond_Super_Majority/Beyound_Super_Majority.pdf	2018-11-14T11:32:14Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00125.warc.gz	1,115,535	17,602	eng_Latn	eng_Latn	0.983536	eng_Latn	0.990124	[ "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" ]	false	docling	[ 2880, 6368, 9690, 12635, 16008, 19458, 22526, 25271, 28186, 31237, 34251, 37191, 40859, 44300, 47934, 51204, 54586, 58439, 62115, 65400, 68672, 72075, 75042 ]	[ 1.375, 1.1484375 ]	3	7
022 THE UNITED REPUBLIC OF TANZANIA NATIONAL EXAMINATIONS COUNCIL CERTIFICATE OF SECONDARY EDUCATION EXAMINATION ENGLISH LANGUAGE (For Both School and Private Candidates) TIME: 3 Hours _____________________________________________________________________________________ Tuesday 7 th October 2008 a.m. Instructions 1. This paper consists of sections A, B, C and D. 2. Answer the questions as instructed under each section. 3. Cellular phones are not allowed in the examination room. 4. Electronic calculators are not allowed in the examination room. 5. Write your Examination Number on every page of your answer booklet(s). SECTION A — COMPREHENSION AND SUMMARY Answer all questions in this section. 1. Read the passage below carefully and answer the questions that follow Trees play an important role in preserving and protecting our environment on Earth. They release oxygen into the air and absorb carbon dioxide. In this way they help to reduce the amount of pollution in the Earth's atmosphere. They also play an important part in the water cycle as they release moisture into the atmosphere through their leaves. This helps the formation of clouds which bring rain. Loss of trees can therefore be a cause of drought. In addition, at times when there is a lot of rain, trees can soak up much of the extra water and so they help to prevent floods. Trees also benefit the soil where they grow. They prevent soil erosion as they work like nets trapping soil and stopping it from being washed away. In addition, fallen trees, branches and leaves decay on the ground, making the soil more fertile. An individual tree is home to all kinds of animals: insects, birds, reptiles and mammals as well as other plants. In a forest, millions of types of trees can be found. For example, tropical rain forests, which occupy less than 8% of the Earth's land area, are home to well over 50% of all land plants and animals. In addition to these benefits, products from trees provide us with thousands of everyday items. Many fruits and seeds are eaten by humans and animals. Then there is wood. People do thousands of things with wood. It is used in the construction of both traditional and modern buildings. Inside most buildings there is furniture like wardrobes, tables, chairs, beds and so on, all of which are made of wood. In the street there may be all kinds of structures made of wood: signboards and telegraph poles are just two. Wood is also an important source of fuel. Questions: (i) Trees play an important role in preserving and protecting our environment because they A provide shade on hot days and shelter on wet days B protect the environment from pollution and the effects of weather C provide fruits and seeds which are eaten by humans and animals D make the soil fertile by producing oxygen and absorbing carbon dioxide E absorb excessive moisture from the atmosphere. (ii) Loss of trees may cause drought because A the soil that is trapped by trees is washed away by rains B there would be no branches and leaves to make the soil fertile C clouds which bring rain won't be there if there are no trees D absence of trees will definitely reduce the amount of moisture in the atmosphere E without trees water cannot be preserved in the atmosphere. (iii) Trees play an important part in the water cycle by A preserving the soil B preventing the soil from being washed away C soaking up much of the extra water from the soil and the atmosphere D increasing the amount of moisture in the atmosphere E absorbing carbon dioxide from the atmosphere. (iv) Apart from their environmental importance, trees are also beneficial to humans since they A provide home to all kinds of animals B release water into the atmosphere C provide fruits, wood and fuel D balance the amount of water in the soil and air E stop the soil from being washed away (v) Complete the table below with appropriate information from the passage. An example is given. 2. Summarize paragraph one of question 1 in not more than 40 words. \| e.g. They provide shade and shelter \| Protection from sunshine and rain \| \|---\|---\| \| (a) They release oxygen and absorb carbon dioxide from the air \| \| \| (b) They release moisture into the air \| \| \| (c) They soak up extra water from the soil \| \| \| (d) They trap soil and prevent it from being washed away \| \| \| (e) Fallen trees, branches and leaves decay on the ground \| \| \| (f) They provide wood \| \| SECTION B PATTERNS AND VOCABULARY Answer all the questions in this section. 3. Match the following names with the expressions provided after them. Dentist, oculist, optician, scullery, washroom, pedestrian, pediatrician (a) One who journeys on foot _______________. (b) A place where plates, dishes, pots and other cooking utensils are washed up __________. (c) One who attends the diseases of the eye _______________. (d) One who attends to the teeth _______________. 4. In each of these sentences one of the words is wrong. Correct them by writing the right spelling of the wrong word. (a) My waste is too big. My skirts don't fit any more. (b) I am expecting a letter. I don't know if the messenger has brought any male today. (c) Don't stair at Wkuvanga. He will act on you. (d) His mother has opened a stationary at Kerege. 5. Complete the following dialogue between Mercy and Mr. Pius the shopkeeper. 6. Look at the following chart showing the processing of coffee. Complete the description using the chart. The first one has been done for you. Mercy: Hello, ___________________________________________ Mr. Pius: Hello Mercy, _____________________________________? Mercy: Do you sell bread, sugar and some cooking oil? Mr. Pius: Yes I do, _________________________________________? Mercy: I want a big __________ of cooking oil, three __________ of sugar and two _________ of bread. Mr. Pius: Here you are. Anything else? Mercy: Yes, I want a _________ of mbuni soap and a ________ of khanga. First the berries are picked . Then the beans _______, ________ and ______________. Next the tough skin _____________. After that the beans ____________, __________ and _________________. Finally they ____________. 7. There are special names given to groups of things in English: e.g. a group of knives, spoons, forks is called ‘cutlery’. Using the words choir, students, crew, audience, committee, jazz complete the following expressions. (a) People listening to or watching a performance ___________________ (b) People working on a ship or aircraft ___________________________ (c) A group of people singing a song together ______________________ (d) People appointed to do a special task __________________________ SECTION C LANGUAGE USE Answer questions 8, 9 and two (2) of the four (4) given alternatives in question 10. 8. Pretend that you were the commissar of the match in which Mawenzi secondary school refused to play. Here is the summary you wrote to the organizers of the competition, but the sentences are not in order. Rearrange them to make a correct report. A After waiting for ten minutes, the referee met with his linesmen, discussed and decided to end the match by awarding Nyegezi secondary school 2 goals and 2 points. B Nyegezi secondary school lined up but their opponents were nowhere to be seen. C At exactly 4.30 pm the referee blew his whistle to call the teams. D The referee and his linesmen entered the pitch at 4.00 pm. E At exactly 4.15 pm, Nyegezi team entered the pitch. 9. Match the items in List A with responses in List B to make meaningful sentences by writing the letter of the correct response beside the item number in the answer booklet(s) provided. 10. Answer two (2) of the four (4) alternatives A, B, C and D. A Write an essay on unemployment as one of the problems facing our country today. Your essay should focus on five causes of this problem. B Assume that you are the class master of form 3 at Mzumbe secondary school. You would like your 30 students to pay a visit to Mzumbe University in Morogoro on 26 th November, 2008 to see the way lecturers interact with students and how students study independently. Write a letter of request to The Vice Chancellor Mzumbe University, P.O. Box 1 Morogoro. \| LIST A \| LIST B \| \|---\|---\| \| (i) You will be late …. (ii) You went to Peru for your holiday …. (iii) Despite the fact that the exam was tough …. (iv) I’ll see you …. (v) My family has lived in this house …. \| A. before I go on holiday next week. B. before I go in holiday next week. C. for 1966. D. since 1966. E. if you does not hurry. F. if you don’t hurry. G. he managed to perform well. H. but he managed to perform well I. didn’t you? J. did you? \| Use your name as Subira or Mawazo Juma of P.O. Box 14, Kimarang'ombe. C Imagine that you are Dr. Njanja Ntawanga. Reply to this invitation to inform that you will not be able to attend. INVITATION CARD Mr & Mrs Ntahodi invites Dr. Njanja Ntawanga to a wedding party of their beloved son Hamis to be held at Zunzuri Social Hall on 22 nd November, 2008 from 8:00 PM to 11:00 PM. D Despite three common enemies of Tanzanian's development namely ignorance, diseases and poverty, corruption has emerged the fourth. Suggest the root causes of corruption and the ways to stop this social problem in not less than 250 words. SECTION D RESPONSE TO READING Answer two (2) questions one of which should be question 11 or 12 and the other should be 13 or 14 LIST OF READINGS NOVELS AND SHORT STORIES 1. Madam, this is Annie Diane Case (1986) Macmillan 2. A wreath for Father Mayer of Masasi S.N. Ndunguru (1997) Mkuki na Nyota 3. Encounters from Africa Macmillan Education Limited (2000) 4. Is it Possible H.R. Ole Kulet (1975) Longman 5. The great Ponds E. Amadi (1976) Heinemann 6. The African short stories D. Neville (ed) (1965) (PASS) Thomas Nelson and Sons Ltd. 7. Things Fall Apart C. Achebe (1962) Heinemann 8. Mine Boy P. Abrahams (1963) Heinemann 9. No Bride Price R. David (1967) EAPH 10. House Boy F. Oyono (1966) Heinemann PLAYS 1. Betrayal in the city F. Imbuga (1990) Heinemann, Kenya 2. Lwanda Magere O. Omtatah (1991) Heinemann, Kenya 3. Three Suitors: One Husband O. Mbia (1994) Eyre Methuen 4. The Lion and the Jewel W. Soyinka (1963) OUP 5. This Time Tomorrow Ngugi wa Thiong’o (1972) Heinemann 6. The Black Hermit Ngugi wa Thiong’o (1972) Heinemann POETRY 1. Songs of Lawino and Ocol O.P'. Bitek (1979) EAPH 2. Growing up with poetry D. Rubadiri (ed) (1989) Heinemann 3. Poems from East Africa D. Cook (1971) EAPH 4. Summons R. Mabala (1960) TPH 5. Drum Beat B. Okola (1967) EAPH 11. Poets use poems to pass on the intended message to the readers. Use the following poem to show the message intended. EAT MORE "Eat more fruits" The slogans say, More fruits, more fish more bread But I'm on unemployment pay, My third year now and wed. And so I wonder when I'll see The slogan when I pass The only one that would suit me "Eat more bloody grass!" 12. Poetry is one of the most effective genre that has been used by poets to reflect the conflicts that emerged due to the contact between the old traditions and the modern ways. With reference to two poems verify the statements above. 13. Like men, women are equally capable of contributing to the welfare of the society. Use relevant examples from two plays to prove the statement. 14. Titles of books usually have a close relationship to the main ideas/message found in the book. Use two readings you have read to show how the titles of those books have a relationship to the message given. What can a reader learn from that message?	<urn:uuid:5f01fbf8-6f6e-450a-b7eb-e66a527c65f7>	CC-MAIN-2018-47	http://media.wix.com/ugd/c43ee7_940c2fbc8ddd480bb08a5c6cba8bd5fb.pdf	2018-11-14T11:16:35Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00125.warc.gz	221,773,119	4,544	eng_Latn	eng_Latn	0.876948	eng_Latn	0.997368	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "dag_Latn", "eng_Latn" ]	false	docling	[ 641, 3298, 4738, 5995, 7528, 9368, 10749, 11760 ]	[ 4.125 ]	2	5
understanding dissociative disorders Understanding dissociative disorders This booklet is for anyone who has, or thinks they may have, a dissociative disorder, and their family and friends. It describes what dissociation is and what types of dissociative disorders there are. It also discusses what might cause them and options for treatment. Note: This booklet includes information on dissociative identity disorder (DID). This is also known as multiple personality disorder (MPD). Contents 3 What is dissociation? Your sense of reality and who you are depend on your feelings, thoughts, sensations, perceptions and memories. If these become 'disconnected' from each other, or don't register in your conscious mind, your sense of identity, your memories, and the way you see yourself and the world around you will change. This is what happens when you dissociate. It's as if your mind is not in your body; as if you are looking at yourself from a distance; like looking at a stranger. Everyone has periods when we feel disconnected. Sometimes this happens naturally and unconsciously. For example, we often drive a familiar route, and arrive with no memory of the journey or of what we were thinking about. Some people even train themselves to use dissociation (ie: to disconnect) to calm themselves, or for cultural or spiritual reasons. Sometimes we dissociate as a defence mechanism to help us deal with and survive traumatic experiences. Dissociation can also be a side effect of some drugs, medication and alcohol. Many mental health problems, such as schizophrenia, bipolar disorder and borderline personality disorder, have dissociative features. The different types of dissociation There are five types of dissociation: Amnesia This is when you can't remember incidents or experiences that happened at a particular time, or when you can't remember important personal information. 4 Depersonalisation A feeling that your body is unreal, changing or dissolving. It also includes out-of-body experiences, such as seeing yourself as if watching a movie. Derealisation The world around you seems unreal. You may see objects changing in shape, size or colour, or you may feel that other people are robots. Identity confusion Feeling uncertain about who you are. You may feel as if there is a struggle within to define yourself. Identity alteration This is when there is a shift in your role or identity that changes your behaviour in ways that others could notice. For instance, you may be very different at work from when you are at home. What are the different types of dissociative disorder? Occasional, mild episodes of dissociation are part of ordinary, everyday life. Sometimes – at the time of a one-off trauma or during the prolonged 'identity confusion' of adolescence, for instance – more severe episodes are quite natural. Dissociative disorders occur when you have continuing and repeated episodes of dissociation. These usually cause what many people describe as 'internal chaos', and may interfere with your work, school, social, or home life. However, you may be someone who appears to be functioning well, and this may hide the distress you are experiencing. Dissociative amnesia This is when you can't remember significant personal information or particular periods of time, which can't be explained by ordinary forgetfulness. You may also experience mild to moderate depersonalisation, derealisation and identity confusion. 5 I didn't know I had other personalities at first because I wouldn't remember them taking over – usually people closest to you are the first to know. Depersonalisation disorder You will have strong feelings of detachment from your own body or feel that your body is unreal. You may also experience mild to moderate derealisation and mild identity confusion. Dissociative fugue You may travel to a new location during a temporary loss of identity. You may then assume a different identity and a new life. Usually this 'fugue' will last for a few days, but it can last longer. To people who don't know you, your behaviour may appear normal. When your memory of your identity returns, you may have a range of different feelings about what you did while in the fugue, such as depression, guilt, shame, fear and/or confusion. If you experience dissociative fugue, you are likely to have experienced severe amnesia, with moderate to severe identity confusion and often identity alteration. Dissociative identity disorder (DID) This is the most complex dissociative disorder. It is also known as multiple personality disorder (MPD). This has led some to see it as a personality disorder, although it is not. The defining feature is severe change in identity. I'd look in the mirror and it would be a different face. I was chaotic and unsettled. If you experience DID, you may experience the shifts of identity as separate personalities. Each identity may be in control of your behaviour and thoughts at different times. Each has a distinctive pattern of thinking 6 and relating to the world.If you also have very severe amnesia, it may mean that one identity may have no awareness of what happens when another identity is in control. The amnesia can be one-way or two-way. Identity confusion is usually moderate to severe. DID also includes severe depersonalisation and derealisation. Dissociative disorder not otherwise specified (DDNOS) Each of the five types of dissociative response (see pp.4-5) may occur, but the pattern of mix and severity does not fit any of the other dissociative disorders listed above. Additional problems If you have a dissociative disorder, you may experience other problems too, e.g. depression, mood swings, anxiety and panic attacks, suicidal thoughts and feelings, self-harm, headaches, hearing voices, sleep disorders, phobias, alcohol and drug abuse, eating disorders, obsessivecompulsive behaviour and various physical health problems. These may be directly connected with the dissociative problem, or could mean that you also have a non-dissociative disorder. In DID, some problems may only emerge when a particular identity has control of your behaviour, thoughts and feelings. What are the effects of a dissociative disorder? Dissociation can affect your perception, thinking, feeling, behaviour, body and memory. If you experience a dissociative disorder you may have to cope with many challenges in life. The impact of dissociation varies from person to person and may change over time. How well a person appears to be coping is not a good way of telling how severely affected they are. The effects of dissociative disorder may include: * finding yourself in a strange place without knowing how you got there * gaps in your memory * out-of-body experiences * loss of feeling in parts of your body 7 * distorted views of your body * being unable to recognise your image in a mirror * forgetting important personal information * a sense of detachment from your emotions * feelings of being unreal * the impression of watching a movie of yourself * internal voices and dialogue * forgetting appointments * feeling detached from the world * feeling that a customary environment is unfamiliar * forgetting a talent or learned skill * a sense that what is happening is unreal * a sense that people you know are strangers * feeling you don't know who you are * a perception of objects changing shape, colour or size * acting like different people, including child-like behaviour * feeling like a stranger to yourself * being unsure of the boundaries between yourself and others * being confused about your sexuality or gender * referring to yourself as 'we' * feeling like there are different people inside you * being told by others that you have behaved out of character * writing in different handwriting * finding items in your possession that you don't remember buying or receiving * having knowledge of a subject you don't recall studying. What causes dissociative disorders? Childhood abuse The causes of dissociative disorders are complex. Studies show that a history of trauma, usually abuse in childhood, is almost always the case for people who have moderate to severe dissociative symptoms. But not all trauma survivors have a dissociative disorder, so the relationship is not one of simple cause and effect. 8 A fuller understanding comes from looking at your childhood relationship with your parents or guardians. If the relationship was insecure and you were abused, then you were, and are, more likely to use dissociation to protect yourself from the trauma. The combination of an insecure relationship, trauma and dissociation can result in a complex dissociative disorder. A number of experts agree that the following factors usually have to be present for a person to develop the most complex dissociative disorders e.g. DID, or DDNOS with features of DID: * abuse is severe and repeated over an extended period * abuse begins before the age of five * the abused child has an enhanced natural ability to dissociate easily * there is no adult to provide comfort; the child had to be emotionally self-sufficient. How are dissociative disorders diagnosed? Several questionnaires can be used to assess whether you have a dissociative disorder. Clinicians who use these assessment tools should have specialist training and a good understanding of dissociative disorders. Clinicians who have extensive knowledge and experience of working with dissociative disorders may be able to recognise a dissociative disorder using clinical judgement alone. If you have experienced a combination of any of the symptoms (effects) on pp.7-8, you may need an assessment for dissociative disorders. Diagnosing dissociative identity disorder (DID) For DID, clinicians may also look for the following clues when making a diagnosis: * reporting 'blank spells' * history of childhood abuse/trauma * hearing voices and/or believing there are external influences on the body and/or other unusual beliefs (apparently delusional thinking) and/or reports of other people's thoughts intruding 9 * previous diagnosis or suspicion of borderline personality disorder * self-destructive behaviour * previous unsuccessful treatment * no thought disorder. More women than men are diagnosed with the DID. Many are diagnosed when they are aged 20-40. However, people both younger and older can experience DID. Difficulty in diagnosing There are quite low rates of diagnosis for dissociative disorders, and there may be several reasons why. * GPs and mental health professionals often receive insufficient training on dissociative disorders, so may not ask the right questions or consider the possibility of a dissociative disorder. * Many signs and symptoms identified during routine mental health assessments (e.g. depression, anxiety, insomnia, self-harming, hearing voices) are common to other mental health problems more familiar to the clinician. And so a standard assessment will often not identify a dissociative disorder. * There is often confusion surrounding the term 'multiple personality disorder' (for DID). It can result in a diagnosis that is not valid, as the clinician may be looking for personality disorder symptoms instead of dissociative disorder symptoms. * Some symptoms can be similar for several disorders. For example, many people who are diagnosed with dissociative identity disorder (DID) may previously have been diagnosed with borderline personality disorder; some may meet the criteria for both. * Until recently, clinicians did not routinely ask about history of childhood abuse and trauma at assessment. Also, even if asked, people may deny a history of abuse. One reason for this may be because they do not remember it (dissociative amnesia). * Almost everyone coping with dissociative difficulties tries to keep them hidden from others. Please note that dissociative states are a common and accepted feature of cultural activities or religious experience in many non-Western societies and are not regarded as a mental health problem. If I think I may have a dissociative disorder, what should I do? Be cautious about diagnosing yourself without the advice of a suitably experienced professional. First, call your GP, unless you are already a patient of the specialist mental health services. Ask your GP, care coordinator or psychiatrist to refer you to a mental health professional aware of dissociation, for a full diagnostic assessment. If this fails, you may want to look to the voluntary or private sector for help. (See 'Access to talking treatments' on pp.12-13 and Mind's booklet Making sense of talking treatments for more information.) What treatments can help? For all dissociative disorders the aim of treatment and self-help is to increase the connections between your feelings, thoughts, perceptions and memories, and to help you develop a sense of empowerment. This will make you feel more 'whole' and reduce the 'internal chaos' you may be feeling. In turn, this will lead to less disruption in your work, and social and home life. The International Society for the Study of Trauma and Dissociation gives guidelines for the treatment of dissociative identity disorder (DID) only. See 'Useful contacts' on p.18. Health professionals, including your GP or psychiatrist, should discuss all your treatment options with you. They should listen to your views and take your preferences into account when they make decisions about your treatment. If you find it difficult to remember what is said and agreed in meetings with doctors or other health professionals, you may want to bring someone you trust with you. It can help if you have discussed and agreed with them what you hope to get from the meeting and how you want them to support you in the meeting. You can also choose to bring along an advocate. This is someone who can both listen to you and speak for you (see Mind's booklet The Mind guide to advocacy). Talking treatments It is important to look at underlying causes as well as the effects of the dissociative problems. Although effective treatment for dissociative disorders may combine several methods, it always includes psychotherapy or counselling – usually over several years. Slowly my other parts are telling me about their memories of my abuse, and I am telling them about my life now and, bit by bit, we are piecing things together and working through it with the help of counselling. The client-therapist relationship The therapist should be familiar with trauma work and ideally have experience of working with dissociation. However, it is the quality of the client-therapist relationship that is most important; and so inexperienced therapists may provide effective therapy if supervised by a professional who is experienced with dissociation. The therapist should be: * willing to learn how to work with dissociation and trauma * accepting of your experience * able to tolerate any level of frustration and extreme pain you may experience * be prepared to work with you long term. Access to talking treatments Getting such help through the NHS may depend on where you live and may not always be easy to access. Those who have received appropriate NHS-funded help often report that it was only through their own persistence and/or with the help of someone else (an advocate). The short to medium-term therapy most commonly available from the NHS may not be effective in the long term for dissociative clients. Low-cost or free therapy may be available through voluntary organisations. Mind Infoline can give you information about services available in your local area. Also, some of the organisations in 'Useful contacts' may be able to give you information on this. Therapists in the private sector are another option if you can afford it – some offer fees based on your ability to pay. Also see Mind's booklet Making sense of talking treatments. Medication There is no medication to treat dissociation. However, medication can help treat symptoms you may also be experiencing, such as depression, anxiety, or insomnia etc. In dissociative identity disorder (DID), medication should only be used when the targeted symptom is widespread throughout the system of identities and/or is experienced by your dominant identity and the one who manages everyday life. It is important to monitor dosage and effects carefully. (See Mind's series of Making sense booklets for more information on medication.) Care in the community Supportive and community mental health services can help you to cope with the everyday effects of dissociation and related problems that impact on your daily life. Staff don't necessarily have to be professionally qualified, but they do need to know about dissociation and how to respond to you if you are in a dissociative state. Crisis intervention If you feel suicidal or don't feel you are able to keep yourself safe, you may need urgent help. You can contact your GP, your community mental health worker or your out-of-hours mental health crisis worker. They may refer you for admission to hospital or for intensive care from a home treatment team. (This is a community-based crisis-response service that can provide support in your own home as an alternative to hospital admission.) Alternatively, you may ask for help at a hospital A&E department. Mainstream crisis intervention services are unlikely to understand or acknowledge the dissociative experience, but they may be the only option to help you get through the crisis. Advance statements Before a crisis occurs, it's a good idea to make a personal crisis plan with the help of a care co-ordinator, friend or other supporter. You can make an advance statement while you are well, explaining what you would like to happen if you are in crisis and become unable ('lose capacity') to make decisions about your treatment or domestic arrangements. If someone else needs to decide things in your best interests, your advance statement should always be taken into account. However: * If you include a decision to refuse a type of treatment, this is legally binding, and should be followed by doctors and other health professionals. * If you have included any positive preferences for treatment – what you would like to happen in a crisis– these should also be taken into consideration, but they are not legally binding. * The Mental Health Act 1983 gives psychiatrists power to override your decisions, if you are sectioned and they believe that treatment is needed (although a decision to refuse electro-convulsive therapy (ECT) is usually respected). The main types of advance statement are advance decisions (also known as an 'advance directive' or 'living will'), joint crisis plans (JCP), and crisis cards. (See Mind's online booklet The Mind guide to crisis services for more details.) You can get a dissociative identity disorder (DID) crisis card from PODS (see 'Useful contacts' on p.18). How can I help myself? Recovery usually requires active self-help, and so it's common for therapists to set 'homework' that includes a variety of self-help techniques and exercises. If you want to try self-help techniques on your own, remember that dissociation can complicate this. In dissociative identity disorder (DID), for instance, the identity who self-harms must be involved in any self-help activity for managing behaviours. Keeping a journal is one way to help improve connections, and (in DID) awareness and co-operation between identities. It can include the writings or artwork from any part of your dissociated self. Using a journal to express my inner turmoil, helps me deal with it. Visualisation is a way to use your imagination to create internal scenes and environments which help you stay safe and contain difficult feelings and thoughts. With practice, you can also use this to bring different identities together to make co-operative decisions. Grounding techniques, which keep you connected to the present, can help you avoid feelings, memories, flashbacks or intrusive thoughts that you can't yet cope with. The many techniques include breathing slowly, walking barefoot, talking to someone, touching something and sniffing something with a strong smell. I feel things around me such as walls and other textures that remind me that I'm real and that things around me are real. Planning for child, adolescent and other identities to have control, at times and in places that are safe, is essential self-help for people who have DID. This is time for them to do things they like, to have experiences they were denied during an abusive childhood. Strategies for everyday challenges can help you cope with everyday life. For instance, a person who loses time, due to dissociation, may decide to wear a watch with the day and date on it. Reading about the life and experiences of survivors with similar problems can give you insight and help you find new ways of dealing with your own difficulties. Support groups Sharing experiences with others who have the same problems can provide you with emotional release and practical assistance, if the support group is well organised and maintains very clear boundaries (see 'Useful contacts' on p.18). Some people with a dissociative disorder have reported that abuse self-help or support groups which include both people with complex dissociative disorders and people without this experience have been problematic. Online forums and communities Some organisations, for example PODS (Partners of Dissociative Survivors – see 'Useful contacts'), provide private online forums and communities where you can talk to others and share your experiences. Other organisations also provide open forums and communities. Unfortunately not all of these may be safe to use, so you may want to check with the organisations listed under 'Useful contacts' before you join any online communities. Also see Mind's online booklet How to stay safe online. Will I get better? Most people with a dissociative disorder who have been correctly diagnosed and provided with appropriate treatment are likely to make significant progress. Many report full recovery and most others have been able to take more control over their lives and reduce the frequency of crises. What can friends or family do to help? This section is for friends or family who wish to support someone they know who has dissociative disorder. Having understanding friends and family helps me. Partners, family and friends can have a key role to play in recovery. Below are some ways you can help. * Learn as much as possible about dissociative disorders. * Listen with acceptance to your friend or relative, if they want to tell you about their experience. * Don't expect them to always know what you can do to help, or to be able to tell you. * Be honest and non-judgemental. * Be cautious about touching and intimacy – ask them what is OK. * Do offer to help with everyday tasks to ease the pressure. Remember not to neglect yourself. Talking treatments may help you cope with the vast array of feelings brought out by living with someone who experience, a dissociative disorder. See Mind's booklets Making sense of talking treatments and How to cope as a carer for more information. Useful contacts Mind Mind Infoline: 0300 123 3393 (Monday to Friday 9am to 6pm) email: email@example.com web: mind.org.uk Details of local Minds and other local services, and Mind's Legal Advice Line. Language Line is available for talking in a language other than English. Clinic for Dissociative Studies web: clinicfordissociativestudies.com Accepts NHS referrals. Website has useful information about dissociative disorders. Directory and Books Services (DABS) tel: 01255 851 115 web: dabsbooks.co.uk For survivors of childhood sexual abuse. European Society for Trauma and Dissociation web: estd.org Includes links to online information on psychological trauma and dissociative disorders. 18 First Person Plural web: firstpersonplural.org.uk Support and information for people who experience complex dissociative distress conditions, their family, friends. International Society for the Study of Trauma and Dissociation web: isst-d.org PODS (Partners of Dissociative Survivors) helpline: 0800 181 4420 web: pods-online.org.uk Information and crisis cards for people who suffer from a dissociative disorder. The Survivors Trust tel: 01788 550 554 web: thesurvivorstrust.org Lists local specialist organisations dealing with sexual abuse and violence. Trauma and Abuse Group (TAG) web: tag-uk.net Details of UK organisations providing or listing counsellors or therapists. Further information Mind offers a range of mental health information on: * diagnoses * treatments * practical help for wellbeing * mental health legislation * where to get help To read or print Mind's information booklets for free, visit mind.org.uk or contact Mind Infoline on 0300 123 3393 or at firstname.lastname@example.org To buy copies of Mind's information booklets, visit mind.org.uk/shop or phone 0844 448 4448 or email email@example.com This booklet was originally written by Kathryn Livingston in consultation with First Person Plural This edition was written by Inger Hatloy, Mind First published by Mind 2004 This edition published 2013 © Mind 2013 To be revised 2016 ISBN 978-1-906759-73-5 No reproduction without permission Mind is a registered charity No. 219830 Support Mind Providing information costs money. We really value donations, which enable us to get our information to more people who need it. Just £5 could help another 15 people in need receive essential practical information booklets. If you found the information in this booklet helpful and would like to support our work with a donation, please contact us on: tel: 020 8215 2243 email: firstname.lastname@example.org web: mind.org.uk/donate Mind 15-19 Broadway (National Association for Mental Health) London E15 4BQ fax: 020 8522 1725 web: mind.org.uk tel: 020 8519 2122 Mind We're Mind, the mental health charity for England and Wales. We believe no one should have to face a mental health problem alone. We're here for you. Today. Now. We're on your doorstep, on the end of a phone or online. Whether you're stressed, depressed or in crisis. We'll listen, give you advice, support and fight your corner. And we'll push for a better deal and respect for everyone experiencing a mental health problem. 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April 2015 Happy Earth Day! There's lots of energy and excitement about Earth Day 2015—the 45 th birthday of the modern environmental movement. The Earth Day Network calls 2015 possibly the most exciting environmental year in history, when international movements for equity and sustainability are gaining momentum toward positive change. Celebrations around the world this week will call for action on climate change and for environmental equity for all communities. In Southern California 2015 will be a big year for environmental education equity as the San Gabriel River Discovery Center turns a major corner—thanks to your support and that of hundreds of community groups, activists and educators. Funding is now in place for the first stage of development. The vision behind the San Gabriel River Discovery Center lines up with the international Earth Day 2015 spirit: equity and access to quality environmental education for underserved communities. The Discovery Center Project means environmental restoration for the San Gabriel River watershed area and the creation of a community space at Whittier Narrows with state-of-the-art facilities for local residents to learn about water issues and discuss the drought and rapidly changing eco-systems. As the gateway to the "Emerald Necklace"—a series of parks on a 17-mile loop along the San Gabriel and Rio Hondo Rivers to that connects San Gabriel Valley cities with bike paths and trails--the Discovery Project dovetails with the mission of Amigos de Los Rios, a Discovery Center Project supporter, to provide green space and park equity in an increasingly urbanized inland area. This month architects are reviewing Discovery Center plans for the design of wetlands for native and migrating birds, re-planting of native trees and an outdoor classroom to expand the EcoVoices education program that guides thousands of students yearly along watershed trails and through hands-on scientific activities that teach about water and the fragility of the local ecology. We'll keep you informed as things roll along. Happy Earth Day!	<urn:uuid:a51a8e52-73de-43c3-920c-bdfb5cc9c9b7>	CC-MAIN-2018-47	http://discoverycenterauthority.org/wp/wp-content/uploads/2015/12/April2015.pdf	2018-11-14T11:14:29Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00128.warc.gz	90,864,214	388	eng_Latn	eng_Latn	0.998103	eng_Latn	0.998103	[ "eng_Latn" ]	false	docling	[ 2093 ]	[ 2.234375 ]	3	3
* Meat is divided into perishable and processed meat. Perishable consumed immediately while processed have shelf stability * Processed is not synonymous with preservation, although processed products have some shelf stability * Processing results in substantial change in natural state. Why Process? * i) Utilize non meat ingredients * ii) Add value to the product * iii) Increase product mix and increase market opportunities Communition- reduction of the particle size so as to incorporate these into sausage. * Comminution results in i). Improved uniformity of product due to particle size, ii) increases tenderness because the subdivision of meat into smaller particles in choppers or cutters * Blending is the additional mixing of comminuted products. This ensures uniform distribution of ingredients especially of cure and seasonings * Emulsification – Am emulsion is a mixture of two immiscible liquids, one dispersed into the other. Dispersed phase usually droplets which are distributed in the continuous phase * Meat emulsions are two phase emulsions with fat forming the dispersed while meat and solubilized proteins form the continuous phase * Emulsion preparation – lean meat, ice water, salt, seasonings and cure ingredients added and comminuted * Brine solubilizes proteins. Fat is added and comminution continues. Reason not to over chop on the fat as this decreases stability * Emulsion stability is affected by:- i) Fat particle size * Fat and meat are comminuted. Fat particle size decreases and its surface area increases. In order to emulsify – coating the fat with solubilized proteins decreases the surface tension. Need more protein solubilized or control the fat size by introducing a chopping order * Protein extraction. Pre-rigor meat has a neutral pH. As rigor sets in and pH drops, protein extractability decreases. Meat with high pH has high level of extractable proteins than meat of low pH. * Type of protein. Myofibrilar proteins are better emulsifiers than sarcoplasmic * Temperature. Increase in temperature in the emulsion mill is detrimental- causes pprofein denaturation making them poor emulsifiers * Fat tend to melt and difficult to emulsify leading to instability * Increase in temperature could be beneficial in helping in increasing protein extraction and accelerating cured color development Hot processing * Is the exposure of meat products to temperature of 57-75 o C. This temperature kills microorganisms and parasite of interest in meat. * Heat processing helps to:- i) develop firm set structure. Denaturation and coagulation causes partial dehydration and product firms * ii). Fixes the meat color * iii). Helps to denature endogenous enzymes which may cause deteriorative changes SMOOKING * Exposure of meat to wood smoke. Helps to i) impart characteristic color, ii). Flavor and iii) confers preservation effects * Wood smoke contains over 2000compounds. Some of these are important as antioxidants such as phenols, bacteriostatic or bactericidal – formaldehyde * Smoking done in smoke houses using saw dust. In modern houses smoking and heat treatment occur together. * Use of liquid smoke from fractional distillation of wood smoke * Smoke houses have controlled temperature, humidity and smoke density to prevent weight loss, 5- 10% may occur but increase in temperature causes emulsion breakdown * Wood smoke has 3,4-benzopyrene known carcinogen AIM * Explain reasons for processing * Factors affecting emulsion stability * Effects of heat processing and smoking meat products	<urn:uuid:d267a236-e2a6-4dd0-ae65-9415ada8a256>	CC-MAIN-2018-47	http://phpt.uonbi.ac.ke/sites/default/files/cavs/vetmed/phpt/PROCESSING.pdf	2018-11-14T11:35:56Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00128.warc.gz	280,204,430	745	eng_Latn	eng_Latn	0.961387	eng_Latn	0.994792	[ "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	[ 288, 516, 845, 1160, 1460, 1734, 2149, 2349, 2636, 2882, 3204, 3422, 3555 ]	[ 1.453125 ]	1	4
The Need for Civics Education Public Intellectuals Reflect on Democracy at Risk On Wednesday, January 10, the American Federation of Teachers and the Albert Shanker Institute cosponsored a panel moderated by AFT President Randi Weingarten on the role that American education should play in responding to the threats confronting our democracy. Two leading public intellectuals, Timothy Snyder, the Richard C. Levin Professor of History at Yale University and the author of On Tyranny: Twenty Lessons from the Twentieth Century, and Danielle Allen, the James Bryant Conant University Professor at Harvard University and the director of Harvard's Edmond J. Safra Center for Ethics, discussed the importance of civics education in preserving our republic and sustaining the American ideals of liberty and democracy. Below is an excerpt of their wide-ranging conversation. –EDITORS Randi Weingarten: In the 2016 presidential election, 3 million more people voted for the person who is not president. About 77,000 votes in Michigan, Pennsylvania, and Wisconsin decided the election. In Alabama, 22,000 votes decided the recent Senate election. Yet, a University of Wisconsin–Madison study on voter suppression showed that as many as 45,000 people statewide in Wisconsin were deterred from voting in 2016 by state ID laws. Why do I say all this? Because clearly voting matters, and clearly the policies, practices, and constitutional norms in this country change radically based upon who is in office. And that has probably never been clearer than in the last several months. This may be the social studies teacher in me, but I'm hoping that after so many years of people rolling their eyes when it comes to any conversation about democracy or civic engagement, we've actually arrived at a new stage in the conversation, which is: How do we make civics real in our classrooms and in our communities? And frankly, that's why we asked the two people with us today, Danielle Allen and Timothy Snyder, to help us make sense of this moment. For our members and for all educators, I'm hoping they can answer two fundamental questions: How do we teach about democratic citizenship when democracy is at risk, and how do we build a new sense of civic engagement? Timothy Snyder: For me as a citizen, American democracy is aspirational. Before 2016, there were already significant ways in which the United States was not a democracy. I would say thanks to two Supreme Court decisions, Citizens United v. Federal Election Commission in 2010 (which legalized unlimited political spending by corporations) and Shelby County v. Holder in 2013 (which weakened the Voting Rights Act), we were actually moving away from and not toward democracy, even before the election. For example, when I hear about the many recent cases of gerrymandering, I think of the 1920s and 1930s, when tiny East European dictatorships did exactly the same thing.* They drew up electoral districts so that one ethnic group would always win. rule-of-law state. This is not an individual who feels comfortable with constraints. His behavior constantly violates the norms that we took for granted, which hold our democratic system together. It's clear that after watching President Trump for a year in office, this is not an individual who feels comfortable within a For more on how tyranny in European history can inform our country's current political climate, see "History and Tyranny" in the Summer 2017 issue of American Educator, available at www.aft.org/ae/ summer2017/snyder. 14AMERICAN EDUCATOR \| SUMMER 2018 These behaviors include an admiration for foreign dictators, such as Vladimir Putin, Recep Tayyip Erdogan, and Rodrigo Duterte, which tells you what kind of system he would like to be in. The fact that he cannot tell the truth is not just a quirk, and neither is his way of speaking about U.S. history. The slogan of his administration is "America First." In the 1930s, the phrase was used by people who opposed Roosevelt's New Deal and immigration to the United States, including that of Jewish refugees from Europe. In 1940, America First was the name of a movement that opposed war with Nazi Germany. Its spokesman, Charles Lindbergh, believed that Americans had more in common with Nazis than with people of color. To use the phrase now is to suggest a kind of alternative history, where America never entered the war and never asserted any values. I find it interesting that Trump and White House chief of staff John Kelly refer to the Civil War as a war that could have been avoided. That's revealing about the kind of country they think they want to be in, or they think is possible. A country where we didn't need to fight a civil war, where reasonable people could have made a deal, where slavery could have reasonably continued for decades. It's very important for us not to say we had this democracy, and now it's under threat. Instead, we must recognize that we started from an imperfect starting point, and Trump is helping us see a lot of the problems that were incipient in the system. Danielle Allen: I think we should spend a little less time thinking about Trump, and we should spend more time thinking about the American people—who we are and what we need to be. I want us to think about our institutions for a second—all the big buildings in Washington, the U.S. Capitol, the Supreme Court, and the White House. Those constitute an asset, a huge body of property that in many ways is owned by all of us. These institutions are a concrete form of knowledge. Our country's founders in the 1700s, and throughout the 1800s, tried to think through this question of how ordinary people, not aristocrats—men, yes, but ordinary people—can do collective decision making together. They conceived of a way to build institutions in order to check power, and in order to distribute power in an egalitarian way, which contrasted with what they knew from Europe. They built institutions, these deposits of knowledge. Now, the problem with storing knowledge that way is people lose sight of the fact that those institutions are actual treasuries of insight, wisdom, and discovery. I would say that this democracy has been at risk for decades, because we, the people, have lost the knowledge that went into building those things. Consequently, we barely know how to operate them. Even before the presidential election, my worry had been focused on young people. Were they getting enough time on civics? Were they getting enough time not just to learn about the structure of institutions but to understand the nature of agency, of personal empowerment; the personal skills of speech, of interaction with other people, of imagination; and the courage necessary to operate democratic institutions? Then after the election, I got so many calls and inquiries from people who wanted to know what to do. They didn't know what to do, and that really blew me away. I literally had to sit down with people and say, "OK, here's how you run a meeting. Here's how you start brainstorming what the problems are in your community, in your "Clearly voting matters, and clearly the policies, practices, and constitutional norms in this country change radically based upon who is in office." —RANDI WEINGARTEN city, in your state, and then get to the country. Here's how you prioritize. And once you figure out what are the things you care most about, here's how you find your menu of policy possibilities. And here's how you start evaluating which ones are the best ones, and here's how you find allies to help you advance that cause." To me, this stuff is really basic, and I think it's probably basic to anybody who's been part of an organizing tradition. But that knowledge is almost gone through most of our society. So we have a big job to do to recover the bodies of knowledge that once upon a time were deeply embedded in our culture. How does this relate to issues of race and equity? This country has been plagued by racial injustice from the beginning. We sit at a moment where very soon no particular ethnic group will be in the majority. But we've never known how to operate political systems where that's true. We've operated political systems for centuries based on the conception that somebody was in the majority and somebody was in the minority. So, the fact of the matter is, as we work toward building an equitable, multicultural society, we don't just have to recover bodies of knowledge that we've lost; we simultaneously need to innovate, to develop egalitarian institutions in a multicultural context. My metaphor for all this is that we have to rebuild the ship while we're trying to sail it. That's the challenge we face. RW: I would argue that if Leo Casey, the executive director of the Albert Shanker Institute, and I were still teaching in high schools, and teaching our juniors and seniors, we would talk about how democratic citizenship is essential to preserving and nurturing democracy. And we would talk in our classes about how voting is a sacred right and responsibility of every citizen, and the government's job is to promote the broadest possible involvement of citizenry in the elections. As Tim has already said, that is the aspiration. Even when I was teaching in the 1990s, there was still a consensus about that aspiration. It was well before all of today's voter suppression. What's interesting now is that political polarization is the lens AMERICAN EDUCATOR \| SUMMER 201815 through which everyone looks at everything. As a result, even when you start talking about wanting more people to vote, which is what we used to teach, that is now a political issue, not a democracy issue. How can we navigate this age of polarization and teach the importance of democratic citizenship? concepts of liberty and justice for all. If we can rebuild cross-class alliances, we can rebuild our capacity to do problem solving throughout the country. Then you start to have more capacity to talk about things like voting again, and not have that fall into a polarized partisan trap. DA: It's a really hard question. At some level, I think in communities across the country, we do need to rebuild crossideological alliances. Forget about solutions for the moment. Can we even imagine cross-ideological problemexploration conversations? Fortunately, there are people working on this. There is a man named Bill Doherty at a program called Better Angels, which actually started a few years before the election, and it has exploded since then. He's a psychologist and a family therapist, and he builds projects that bring together people who are on opposite sides of a divide, not always partisan. For example, one program in Minneapolis brings together police officers and African American men who have a lot of exposure to the police. It takes a lot to build up the trust that makes it possible to do meaningful problem solving. I think we need an expansion of efforts like that. I know of another group of people in Ohio working on a shared values initiative to build workshops that bring together people from divergent positions around basic *For more on Better Angels, visit www.better-angels. org. TS: Voting is one of the very few times we actually get our bodies out to do anything that involves the entire country. It seems to me that a common thread in some of Danielle's answers has to do with precisely that. You have to get your body out and do something. These conversations about what we might have in common, recognizing problems, even if we don't know solutions, require face-to-face dis- cussions. It just doesn’t happen over the Internet. You can bring people out to the street by mobilizing them through the Internet, you can do cool stuff with the Internet, but you can't have that kind of conversation. I think the reason for that has to do with recognition. You have to see the other person and recognize him or her as a human being. So, one of the things that has happened to us, which has made all this much more difficult—and it gets to the polarization and the question of what it means to be a citizen—is that it's just much easier to not recognize somebody as an individual, as a human being, if you're on the Internet. The whole point of education is to create individuals. It takes a huge amount of collective investment. If you want to have a nation, you must invest in education to create individuals, and that's where we have punted, I think, in the last quarter century. DA: Creating individuals requires educating young people for civic agency. They need to know how to identify community problems, how to articulate the problem, how to find people who also care about that problem, and how to brainstorm solutions. Then they need the basic know-how of, well, given this is the problem, what are the levers to pull to change it? For us to make progress on rebuilding civics education, we need to let that con- 16AMERICAN EDUCATOR \| SUMMER 2018 versation really operate at the level of the states and accept a diversity of approaches. But we must recognize the importance of teaching civic bodies of knowledge. For instance, in the vast majority of states, there is a requirement, primarily in high school, to teach the Declaration of Independence and the Constitution. But the Declaration—you can hang a heck of a lot of stuff on the Declaration. It's a "how-to" manual. That how-to manual goes, first, you've got to figure out what your problem is and draw up a list of grievances. Then you've got to figure out what your values are: all people are created equal and we should build governments to provide for our safety and happiness together. And then, you have to put together your grievances and the things you care about in a rhetorically effective structure that will bring you allies, like Spain and France, not to mention everybody else in the colonies. And, you've got to be committed to some actions at the end of it. TS: The Declaration also talks about what happens in the course of human events. This is why history is so important. In the last 25 years, we really have lost track of history. I say this as somebody who spends a lot of time talking to Americans about history. We've gotten ourselves into a mental state nationally where we think that everything is just the way it is, and that it has to be this way. Until everything changes, and then we have no idea how to react to it. If you don't know what I'm talking about, think back to November 2016. Some of us said, "Nothing like this has ever happened before to anyone. So, what can we possibly do?" What percentage of the American population reacted like that? History tells us that not everything is totally new, that shocks are normal. We find ourselves in a historical moment where the consequences of choices, in education and in civil life generally, are magnified and profound. Education means precisely becoming that active individual, that citizen, who is able to recognize his or her place in history and act in time and act to good effect. It just so happens that we're in a moment where the course of human events is flowing. We're at a moment where what we decide to do has multiplying effects down the generations. ☐	<urn:uuid:c1f3e32b-f912-4a28-9a03-9819d16fe92e>	CC-MAIN-2018-47	https://www.aft.org/sites/default/files/ae_summer2018_weingarten-snyder-allen.pdf	2018-11-14T11:31:25Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00127.warc.gz	775,376,019	3,155	eng_Latn	eng_Latn	0.999033	eng_Latn	0.999276	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4438, 9509, 15274 ]	[ 2.125 ]	2	1
LA Aqueduct Centennial 1913-2013 Facts about the LA Aqueduct Provided by the Mono Lake Committee One hundred years ago, the Los Angeles Department of Water & Power (LADWP) completed the Los Angeles Aqueduct. The LA Aqueduct diverts water from the Owens River to Los Angeles, and was built to meet the anticipated growth of a region with limited local water resources. The LA Aqueduct was designed and built during a time when the attitude towards water was "to use water resources of public lands for the ultimate greatest good of the greatest number," thus the development of large scale infrastructure to divert water for domestic water supply and development. The LA Aqueduct was an engineering marvel of its time, constructed to deliver water via gravity through a network of pipes, channels, tunnels and reservoirs. In 1940 the Mono Extension was completed and diversions began in 1941, extending the reach of the aqueduct 105-miles north to the Mono Basin. The Mono Extension diverts water from four of the five major tributary streams that feed Mono Lake. Excessive water diversions dried up the streams and caused Mono Lake to drop to 6,372 feet above sea level, 45 vertical feet below the lake's pre-diversion level of 6,417 feet above sea level. In 1970 a "second barrel" was added to the LA Aqueduct, known as the Second LA Aqueduct. The Second LA Aqueduct was constructed across the Mojave Desert to increase the capacity for diverting water to LA. Diversions increased, and the impacts of water diversions intensified. The Mono Lake Committee formed in 1978 to save Mono Lake and to protect the Mono Basin from the impacts of excessive water diversions. Over the years the Mono Lake Committee, with the support of the National Audubon Society and CalTrout, pursued litigation to protect Mono Lake through the enforcement of two legal principles: the Public Trust Doctrine and California Fish and Game codes. The Public Trust Doctrine is a legal doctrine that protects navigable bodies of water for the use and benefit of all people, and California Fish and Game codes are considered a legislative expression of the Public Trust that protects fisheries, such as in the tributary streams of Mono Lake. A landmark 1994 decision by the State Water Resources Control Board known as D-1631 amended LADWP's water licenses in the Mono Basin to protect the fisheries of Mono Lake's tributary streams and other public trust values. D-1631 also mandated Mono Lake to rise to 6,392 feet above sea level. Excessive diversions to LA ended in the early 1990s, and MLC continues to work to protect and restore the Mono Basin and educate the public. Mono Extension Timeline \| Three Aqueducts in One \| \| \| \| \| \|---\|---\|---\|---\|---\| \| \| \| First LAA \| Mono Extension \| Second LAA \| \| \| Year Completed \| 1913 \| 1940 \| 1970 \| \| \| Cost ($) \| < 23 million \| > 38 million \| 89 million \| \| \| Length (mi.) \| 233 \| 105* \| 137 \| \| \| *Mono Basin water travels most of this distance in the Owens River. \| \| \| \| 1912 – Land and water rights purchases began in the Mono Basin. 1920 –DWP and the US Reclamation Service prepared plans, surveys, and cost estimates for the Mono Extension. 1923 – DWP applied to the State Water Commission to appropriate the entire flow of the Mono Basin streams. 1930 – LA voters passed a $38.8 million bond issue to fund the Mono Extension. 1934 – Work began on the Mono Extension and ended 6 years later. The Mono Extension An 11-mile tunnel was drilled through the Mono Craters to divert water from Lee Vining, Parker, Walker, and Rush creeks to the Upper Owens River. Crowley and Grant Lake Reservoirs are the first and second largest surface reservoirs in the aqueduct system, respectively, with a combined capacity of 231,000 acre-feet. The average flow in the aqueduct increased from 220 to nearly 300 million gallons per day. In 1940 domestic use in LA was 175 million gallons per day for the 1.5 million inhabitants, or 116 gallons per person per day. DWP took as much Mono Basin water as possible between 1947 and 1982. This caused Mono Lake—one of the oldest lakes in North America—to drop 45 vertical feet, lose half of its volume, and double in salinity. Mono Lake holds approximately 2.5 million acre feet of water today and is about 2 ½ times as salty as the ocean. DWP exported 3.5 million acre-feet from the Mono Basin between 1941 and 2012—enough to cover the city of Los Angeles in water 11 feet deep. The Second LAA In order to avoid losing water rights to still-unused Mono Basin water, in 1970 LADWP built the "second barrel" of the Los Angeles Aqueduct from the Owens Valley to LA. This increased the aqueduct's capacity to 430 million gallons per day. In 1970, LA's 2.8 million residents used 500 million gallons per day, or about 170 gallons per person per day. The increased capacity allowed 90% of the streamflows in the Mono and Owens Basins (in an average water year) to be diverted to Los Angeles. In order to fill the second barrel, most irrigation was turned off, groundwater pumping in the Owens Valley increased, Mono Basin diversions increased, and Mono Lake's level dropped faster. \| \| First \| Mono \| Second \| \|---\|---\|---\|---\| \| \| LAA \| Extension \| LAA \| \| Construction \| \| \| \| \| Duration (yrs.) \| 5 \| 6 \| 5 \| \| Aqueduct \| \| \| \| \| Capacity (cfs) \| 485 \| 400 \| 290 \| \| Unlined Channel \| \| \| \| \| (mi.) \| 24 \| n/a \| n/a \| \| Lined Channel \| \| \| \| \| (mi.) \| 37 \| n/a \| n/a \| \| Concrete \| \| \| \| \| Conduit (mi.) \| 98 \| 9.3 \| 64 \| \| Steel & Concrete \| \| \| \| \| Pipeline (mi.) \| 12 \| 1.1 \| 69 \| \| Tunnels (mi.) \| 52 \| 12.2 \| n/a \| \| Other Facilities \| \| \| \| \| (mi.) \| n/a \| <1 \| 4 \| The Fourth and Fifth Aqueducts: The Colorado River Aqueduct and the California Aqueduct While the Mono Basin extension was being built in the 1930s, the Metropolitan Water District (members include LA and other Southern California cities) built the Colorado River Aqueduct. While the Second LA Aqueduct was being built in the 1960s, the State of California built the California Aqueduct as part of the State Water Project. Both of these aqueducts deliver water to LA, supplementing local and LA Aqueduct supplies as needed. Unfortunately, these two aqueducts have had devastating impacts on the Colorado River and the Sacramento-San Joaquin River deltas. The Sixth (And Final?) Aqueduct: Water Conservation and recycling in Los Angeles Water conservation has resulted in Los Angeles using less water today than 40 years ago, despite a population increase of over one million people. In 2011, LA's per capita water use averaged 123 gallons per day, and residential use from 2005–2010 averaged under 100 gallons per day—a rate among the lowest of large western US cities, but not as low as Denver (85) or Albuquerque (70). As a direct result of the Mono Lake Committee's efforts, state and federal government funding helped build water reclamation plants in Southern California. The water conserved is credited toward Mono Lake's protection. LA has been developing programs to use reclaimed water for irrigation, landscaping, and industrial uses. The LA Glendale and Donald C. Tillman Water Reclamation Plants reclaim 20 and 40 million gallons per day, respectively. The Mono Lake Committee works with California Urban Water Conservation Council members, like Mothers of East LA Santa Isabel, who implemented an ultra-low-flush toilet distribution program, saving 38 million gallons per day, or about half the historic Mono Basin exports. Water generated from conservation and recycling does not have the types of ongoing negative impacts associated with the imported water from the LA Aqueducts, Colorado River Aqueduct, and State Water Project. You can make a difference too, wherever you live! Saving water at home protects the places your water comes from. Support the efforts of the Mono Lake Committee and other organizations working to protect and restore our shared resources. Visit us at www.monolake.org! Sources -LADWP.com ►MonoLake.org ►MonoBasinResearch.org -http://en.wikipedia.org/wiki/Los_Angeles ►http://bit.ly/16WCHuh (Storm Over Mono)	<urn:uuid:1231ce4f-6dee-45b6-a407-4b519714c0bd>	CC-MAIN-2018-47	http://monobasinresearch.org/images/2013AqueductCentennialFactSheet.pdf	2018-11-14T12:09:55Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00128.warc.gz	233,020,228	1,950	eng_Latn	eng_Latn	0.994022	eng_Latn	0.994131	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4315, 8158 ]	[ 3.375 ]	3	11
ARULMIGU PALANIANDAVAR ARTS COLLEGE FOR WOMEN (Autonomous) (Re-Accredited with 'A' Grade by NAAC) (A Government Aided College - Affiliated to Mother Teresa Women's University, Kodaikanal) CHINNAKALAYAMPUTHUR (PO), PALANI -624 615. DEPARTMENT OF ECONOMICS SYLLABUS B.A (ECONOMICS) - 2011-2014 CONTENTS 1. Preamble and Objectives 2. Semester wise distribution with scheme of examination 3. Question paper model 4. I Semester to VI Semester Syllabus 5. B.A -Allied papers –I, II, III, IV Semester Syllabus 6. Skill based course papers 7. Elective papers 8. Non-major Elective papers 9. B.Com – Allied- I Semester and II Semester 10. Extra credit course offered by the department PREAMBLE Economics is an important branch of social sciences. In recent years new dimensions are added to it due to the changes taking place in the global level. This causes the concern of updating and restructuring syllabus at undergraduate level. Hence the curriculum in Economics at the undergraduate level is updated including new developing branches of the subject. Quantitative techniques and statistical analysis are included to enable the students to analyze economic problems. Skill oriented, job oriented, Society oriented papers like Management, Environmental Economics, Entrepreneurship Development,Tourism, Business letters and Value Education are introduced. OBJECTIVES: 1. To inculcate knowledge on matters of general economic interest. 2. To equip the students with recent trends in economic theory and development. 3. To motivate the younger generation to study the various applications of the subject Economics in marketing, environment and communication. 4. To build up the attitude of self confidence and become Entrepreneurs by acquiring knowledge of the same. 5. To enhance managerial skills for self-employment. 6. To make them aware of current issues in insurance and population studies. 7. To provide opportunities for placement in the global world in different sectors. ELIGIBILITY FOR ADMISSION: Candidate should have passed the higher secondary examination conducted by the Board of Higher Secondary Education, government of Tamil Nadu or any other examination accepted by syndicate as equivalent there to with Economics as one of the subjects in higher secondary education. DURATION OF THE COURSE: The students shall undergo the prescribed course of study for a period of three academic years (six semesters). MEDIUM OF INSTRUCTION: English 4 SEMESTER WISE DISTRIBUTION WITH SCHEME OF EXAMINATION \| Semester \| Title of the paper \| Hours \| Credits \| Marks \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| \| CIA \| CE \| Total \| \| I \| Part-I Tamil \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| Part-II English \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| Part-III Core Paper-I Micro Economics-I Core Paper –II Demography Allied Principles of Accounting-I \| 5 5 5 \| 4 4 5 \| 25 25 25 \| 75 75 75 \| 100 100 100 \| \| \| Part –IV- Skill Based Communicative English Value Education \| 2 1 \| 2 - \| 25 - \| 25 - \| 100 - \| \| \| Total \| 30 \| 21 \| \| \| 600 \| \| II \| Part-I Tamil \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| Part-II English \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| Part-III Core Paper –I Micro Economics-II Core Paper –II Agricultural Economics Allied Principles of Accounting-II \| 5 5 5 \| 4 4 5 \| 25 25 25 \| 75 75 75 \| 100 100 100 \| \| \| Part – IVSkill BasedCourse Computer Literacy Value Education: Theory & Practical \| 2 1 \| 2 2 \| 25 25 \| 75 75 \| 100 100 \| \| \| Total \| 30 \| 23 \| \| \| 700 \| \| Semester \| Title of the paper \| Hours \| Credits \| Marks \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| \| CIA \| CE \| Tota \| \| III \| Part-I Tamil \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| Part-II English \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| Part-III-Core subjects Core Paper-I Monetary Economics Core Paper –II Banking Allied Statistics for Economics \| 5 4 5 \| 4 4 5 \| 25 25 25 \| 75 75 75 \| 100 100 100 \| \| \| Part –IV – SkillBased Entrepreneurship Development Non – Major Elective – I Home Economics \| 2 2 \| 2 2 \| 25 25 \| 75 75 \| 100 100 \| \| \| Total \| 30 \| 23 \| \| \| 700 \| \| IV \| Part-I Tamil-IV \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| Part-II English - IV \| 6 \| 3 \| 25 \| 75 \| 100 \| \| \| Part-III Core subjects Core Paper –I Macro Economics Core Paper –II Environmental Economics Allied Mathematical Methods \| 6 5 5 \| 5 4 5 \| 25 25 25 \| 75 75 75 \| 100 100 100 \| \| \| Part – IV Skill based course: Office management Part – V Extension Activities \| 2 - \| 2 1 \| 25 - \| 75 - \| 100 - \| \| \| Total \| 30 \| 23 \| \| \| 600 \| \| Semester \| Title of paper \| Hours \| Credits \| Marks \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| \| CIA \| CE \| Tot \| \| V \| Part III Core Subjects 1.International Economics 2.Development and growth 3. Human Resource Development Elective-I Principles of management Elective-II Economics of marketing \| 6 6 6 5 5 \| 5 4 4 5 5 \| 25 25 25 25 25 \| 75 75 75 75 75 \| 10 10 10 10 10 \| \| \| Part IV– Skill Based Career Guidance \| 2 \| 2 \| 25 \| 75 \| 10 \| \| \| Total \| 30 \| 25 \| \| \| 60 \| \| VI \| Part III Core Subjects 1.Public Finance 2.Indian Economy 3.History of Economic Thought Elective-III Principles and practice of Insurance Non – major Elective –II Rural Economics 1. Skill BasedCourse Business letters Part – IV Environmental studies \| 7 6 6 5 2 2 2 \| 5 5 4 5 2 2 2 \| 25 25 25 25 25 25 25 \| 75 75 75 75 75 75 75 \| 10 10 10 10 10 10 10 \| \| \| Total \| 30 \| 25 \| \| \| 70 \| Total credit (for six semesters) = 140 Allied Papers handled by the Department of Economics for B.Com \| Semester \| Title of the paper \| Hours \| Credits \| Marks/Grade \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| \| CIA \| CE \| Total \| \| I \| Allied – Managerial Economics \| 5 \| 5 \| 25 \| 75 \| 100 \| \| II \| Allied – Economic Development of India \| 5 \| 5 \| 25 \| 75 \| 100 \| Extra credit course offered by the Department of Economics \| Title of the paper \| Marks \| \|---\|---\| \| \| CE \| \| Economics of Tourism \| 100 \| Note: Self study Medium: Optional ELIGIBILITY FOR DEGREE: No candidate will be eligible for degree without completing the prescribed course of study and prescribed external examinations. The passing minimum is 40% (both in internal and external separately) in each paper. To complete the course the students should earn a minimum of 140 credits. EVALUATION For each course there will be continuous Internal Assessment (CIA) and final semester examinations. Continuous internal assessment (CIA) carries 25 marks. The components of CIA are as follows: Test : 15 Seminar : 5 Assignment : 5 Total 25 PASSING REQUIRMENTS Scoring 40% minimummarks in Internal and External examinations. 9 QUESTION PAPER MODEL Maximum: 75 Marks SECTION A Answer any five questions (5× 3=15) All questions carry equal marks. Answer not exceeding a paragraph. Out of 8 questions 5 should be answered. SECTION B Answer any three questions (3×10=30) All questions carry equal marks. Answer not exceeding 2 pages. Out of 5 questions 3 should be answered. SECTION C Answer any two questions (2×15=30) All questions carry equal marks. Answer not exceeding 3 pages. Out of 4 questions 2 should be answered. Time: 3 Hours EXTRA CREDIT COURSES OFFERED BY THE DEPARTMENT OF ECONOMICS QUESTION PAPER MODEL (Medium – optional) Maximum: 100 Marks SECTION A Answer any eight questions (8×3=24) All questions carry equal marks. Answer not exceeding a paragraph. Out of 11 questions 8 should be answered. SECTION B Answer any three questions (3×12=36) All questions carry equal marks. Answer not exceeding 2 pages. Out of 5 questions 3 should be answered. SECTION C Answer any two questions (2×20=40) All questions carry equal marks. Answer not exceeding 3 pages. Out of 4 questions 2 should be answered. Time: 3 Hours SEMESTER I PART III – CORE PAPER I – MICRO ECONOMICS – I Credits: 4 Hours: 75 OBJECTIVE: This study helps the students to understand the economic conceptsand the methods of economic analysis. UNIT I: Introduction: Definition of Economics (Wealth, Welfare, Scarcity, Growth) – Branches of Economics – Economics as Social Science – Methods of Economic Analysis (Deduction and Induction) – Basic Economic Concepts - Utility, Goods Meaning &Kinds– Wants – Characteristics of wants – Classification of wantsStandard of living –Meaning. (16 hrs) UNIT II: Demand: Meaning, Law of demand –Individual Demand and Market Demand schedule – Nature of demand curve-Exceptions to the law of demand – Determinants of Demand- Elasticity of demand – Meaning ––Price, income, cross Elasticity – Measurement of Price elasticity of Demand-Factors determining Elasticity of demand-Law of supply: Meaning, Schedule and curves. (14 hrs) UNIT III: Consumption: Cardinal utility analysis–Meaning-Law of diminishing marginal utility – Law of equi -marginal utility – Consumer's surplus. (15 hrs) UNIT IV: Ordinal Utility Analysis:Meaning- Indifference curve–Indifference schedule – Indifference map -Marginal Rate of Substitution – Properties of indifference curve – Price line-Consumer equilibrium using indifference curve(Price effect, income effect and substitution effect) Price effect is the combination of Income effect and substitution effect. (16 hrs) UNIT V: Production: Factors of Production – Land, labour, capital, organization – Features and Functions of an Entrepreneur – Laws of returns – Law of variable proportion – Returns to scale-production function-Meaning -Iso-quant and Iso-cost curves – Producer's equilibrium. (14 hrs) TEXT BOOKS: Srinivasan – Micro Economics, MeenakshiPathipagam. Devakottai, 1996. Mariya John Kennedy-Advanced Micro Economic Theory,Himalaya Publishing House, Mumbai. K.K.Dewett –Price Theory,S.Chand&Company Ltd, New Delhi. REFERENCE BOOKS: K.K.Dewett S.Sankaran H.L.Ahuja H.L.Ahuja – Modern Economic theory, S. Chand & Company Ltd., New Delhi, 2003. – Micro Economics, Margham Publications, Chennai-2012 – Modern Economics, S. Chand & Company Ltd., New Delhi, 1996. -Principles of Micro Economics, S. Chand & Company Ltd., New Delhi, 1996. R, Cauvary, U.K. SudhaNayak, M.Grija, N.Kiruparani, R. Meenakshi, - Micro Economic Theory, S.Chand& Co, 2006 K.P.M.Sundharam& E.N Sundaram – Economic Analysis, S.Chand& Sons, 2008. SEMESTER I PART III –CORE PAPER – II – DEMOGRAPHY Credits: 4 Hours: 75 OBJECTIVES: To make the students understand theories of population and inter relations between economic development and population. UNIT I: Introduction: Definition – Scope and Importance of demography – Sources of Demographic Data:Census:Meaning and Characteristics – Vital Registration: Meaning – Uses – Defects – Sample survey. (15 hrs) UNIT II: Theories of Population: Malthusian theory of Population – Optimum theory – Theory of Demographic Transition. (15hrs) UNIT III: Composition of population: Distribution – Density – Age and sex composition – Rural and urban composition-Literacy-Male-Female.(15 hrs) UNIT IV: Growth of Population and Urbanization: Cause of population growth – Effects of population on Economic development –Trend of Population growth – Causes of urbanization - Consequences of urbanization – Trends in urbanization in India. (18 hrs) UNIT V Control of population: Population policy 2000 – Population Projection (world and India). (12 hrs) REFERENCE BOOKS: S.N.Agarwala – India's Population problems, Tata MCGraw Hill Publishing Company, New Delhi, 1978. G.C.Pande – Principles of Demography, Anmol Publications, New Delhi, 1990. S.Shrivastava-Demography and Population Studies, Vikas Publishing House Pvt., Ltd. Delhi, 1994. A.N.Agarwal-Indian Economy (Problems of Development and Planning) new age international (P) Ltd., Publishers, New Delhi, 2000 S.C. Shrivastava-Studies in Demography, JaiprakashNath& Co, Meerut, 1980. Thompson and Lewis-Population Problems, Tata McGraw Hill Publishing Company Ltd. New Delhi, 1978. SEMESTER II PART III – CORE PAPER I – MICRO ECONOMICS – II Credits: 4 Hours: 75 OBJECTIVE: This study helps the students to understand the market structure and determination of market price. UNIT I CostConcepts: Nature and behavior of cost -Money cost, Real cost and Opportunity cost - Revenue curves – Relation between AC & MC curves and relation between AR & MR curves-Optimum firm. (13 hrs) UNIT II Market structure: Time element in value analysis – Price and output determination under perfect competition – Simple monopoly – Price discrimination – Price and output determination under Monopolistic competition –Oligopoly: Meaning- Features-Kinds – Kinked demand curve – Duopoly: Meaning- EdgeworthModel. (20hrs) UNIT III Theories of Distribution:Marginal ProductivityTheory of Distribution – Modern theory of distribution – Rent:Meaning – RicardianTheory of Rent-Modern Theory of rent-Quasi rent: Meaning and difference. (10hrs) UNIT IV Wages:Meaning -Money Wage & Real Wage– Theories of Wages:Subsistence Theory, Standard of living Theory, Wage Fund Theory, Marginal Productivity theory, Demand and Supplytheory. (12hrs) UNIT V Interest & Profits: Interest: Gross & Net Interest – Productivity Theory of interest – Waiting Theory of interest – Classical Theory of interest – Loanable Fund Theory – Liquidity Preference Theory– Profit :GrossProfit and Net Profit-Risk Theory of Profit – Uncertainty Bearing Theory – Innovation Theory of Profit. (20hrs) TEXT BOOK: Arokiasamy– Modern Economic analysis, AnnaiPublication, Palayamkotai, 1986. Srinivasan – Micro Economics, Meenakshipathipagam. Devakottai, 1996. REFERENCE BOOKS: K.K.Dewatt – Modern Economic theory, S. Chand & Company Ltd., New Delhi, 2003. H.L.Ahuja – Modern Economics, S.Chand& Company Ltd., New Delhi, 1996. H.L.Ahuja, - Principles of Micro Economics, S.Chand& Company Ltd.,New Delhi,1996. R, Cauvary, U.K. SudhaNayak, M.Grija, N.Kiruparani, R. Meenakshi, - Micro Economic Theory, S.Chand& Co, 2006 K.P.M.Sundharam& E.N Sundaram – Economic Analysis, S.Chand& Sons, 2008. SEMESTER II PART III – CORE PAPER II –AGRICULTURAL ECONOMICS Credits: 4 Hours: 75 OBJECTIVE: To make the students understand the features of Indian agriculture. UNIT I Features of Agricultural Economics: Meaning –Role of Agriculture in Economic Development-Special feature and problems of Indian Agriculture– Distinction between Agricultureand industry – Relationship between Agricultural and non Agricultural sectors. (16hrs) UNIT II Backwardness and low productivity in Agriculture: Backwardness inspite of planning – Agricultural holdings –Optimum holding-Economic holding-size of holdingin India –Sub-division and fragmentation of holding in India :Causes – Effects-Remedy-Consolidations of Holdings-Productivity in Agriculture-Causes for low productivity-Measures for development of Agriculture. (14hrs) UNIT III Green Revolution: Meaning-IntensiveAgriculturalDistrict Programs-High Yielding Varieties Program-New Strategy in practice-Area under HYV program- Production trends in HYVP-A critical appraisal of Green Revolution –Merits – Problems and Limitations of HYVP. 19 Mechanization of Agriculture: Meaning –Advantages-Mechanization of Indian Agriculture: Problems and prospects –Mechanization and Small farmers.(15hrs) UNIT IV Agricultural Prices and Price Commission:Fluctuations in Agricultural prices and importance of stability-Objectives of agriculture price policy-Instruments of price policy and procurement policy –Commission for Agricultural cost and prices-significance and importance of procurement and Minimum Support Price for Agricultural goods –Buffer stock operations –Futility of buffer stock operations from domestic production-Procurement. (16hrs) UNIT V Agricultural finance:Agricultural credit-Need and feature –Sources of Agricultural finance-Role and importance of Money Lenders- Role of cooperatives in extending rural credit-Organization of co-operative credit societies Long term credit: co-operative land development banks –cooperative credit :An evaluation –Government and rural credit –Commercial banks and Rural credit – Reserve bank of India and rural credit-Agricultural Refinance Development Corporation –Regional Rural banks –National Bank for Agricultural and Rural Development. (14hrs) TEXT BOOK S.Sankaran -Agricultural Economy of india,Margham Publications,Madras. REFERENCE BOOKS: B.P.Tyagi -Agricultural Economics and rural Development. C.P.Memoria& B.P Trirupathi - Agriculture problems of India, Himalaya Publishing House, SEMESTER III PART III – CORE PAPER I – MONETARY ECONOMICS Credits: 4 Hours: 75 OBJECTIVE: This paper attempts to explain the role of money, theories of money and economic fluctuations in the economy. UNIT I Introduction: Barter system – Demerits – Definition of money – Evolution – Kinds – Functions – Importance – Evils – Qualities of a good money – Paper standard – Principles and Methods of note issue – Merits and Demerits – India's present currency system. (15hrs) UNIT II Theories of money:Demand for and Supply of money-Value of money – Relation with the price level – Fisher's quantity theory of money – Cambridge version of quantity theory of money – Keynes Income theory of money – Friedman's Restatement of quantity theory of money (15hrs) UNIT III Inflation:Meaning – Definition – Causes – Kinds – Demand Pull Inflation – Cost Push Inflation – Phillip's Curve – Inflationary gap – Effects of inflation – Control of inflation. (15hrs) UNIT IV Deflation, Reflation, Disinflation: Deflation – Deflationary gap – Effects of deflation – Control of deflation - Disinflation- Reflation – Stagflation. (15hrs) UNIT V Business cycles: Meaning – Phases – Features – Theories – Hawtrey's theory – Von Hayek's theory – Schumpeter's Innovation theory – Keynes theory – Control of business cycles. (15hrs) TEXT BOOK: M.L.Seth - Monetary Economics, Lakshmi Narain Agarwal Educational Publishers, Agra, 2004 K.P.M. Sundaram - Money, Banking, Finance and Trade, Sultan Chand & Sons, New Delhi. REFERENCE BOOKS: M.L.Jhingan -Monetary Theory, Konarkpubnlications, NewDelhi. R.Cauvery, U.K.Sutha ,Nayak, N,Karuparani,A.Manimekelai -Monetory Economics ,S.Chand&Company Ltd,New delhi,2003 Vaish M.C - Money Banking, International Trade & Public Finance T.N.Hajela- Money Banking, International Trade & Public Finance K.L.Deewat- Modern Economic Theory, ShyamLalChartitable Trust, New Delhi. Credits: 4 B.A SEMESTER III PART III – CORE PAPER II – BANKING Hours: 60hrs OBJECTIVE: To impart knowledge on the modern banking environment. UNIT I Introduction: Meaning and Evolution of Banks – Importance and Types of Banks –Functions of Commercial Banks – E-Banking: Meaning – Benefits – Credit card and ATM. (12hrs) UNIT II Commercial Banking: Balance Sheet of a Commercial Bank – Investment Policy of Commercial Bank - Cash reserves of banks –Credit Creation– Nationalization – Banking Sector Reforms (Narasimham Committee Report). (12hrs) UNIT III Credit and Credit Instrument: Meaning – Feature – Types – Significance – Dangers-Filling up of DD, Chelan forms(Practice to be given). (10hrs) UNIT IV Central Banking: Evolution of Central Banking – Functions of Central Banking – RBI – Evolution and Functions – Credit Control – Quantitative and Qualitative Methods (14hrs) UNIT V Monetary policy: Objectives – Instruments of monetary policy Types – Neutral Money Policy Cheap Money policy – Dear money policy-Monetary policy of the RBI. (12hrs) TEXT BOOKS: M.L.Seth -Money, Banking and International Trade, Lakshmi Narainagarwal Educational Publishers, Agra, 2004 K.P.M.Sundaram - Money, Banking and International Trade, Sultan Chand & Sons, New Delhi. REFERENCE BOOKS: M.L.Jingan - Money Banking, International Trade and Public finance, AndUrindapublication Pvt Ltd., New Delhi, 2003. R.R.Paul - Money and Banking, Kalyanipublication,New Delhi. M.Radhaswamy - Practical banking S. Chand &co.,Ltd,New Delhi, 1984. P.N. Varshrey - Banking law and practicd, Sultan Chand & Sons, New Delhi, 1992. SEMESTER III PART III-ALLIED – STATISTICS FOR ECONOMICS Credits: 5 Hours: 75 OBJECTIVE: To enable the students to classify statistical data and to applystatistical tools. UNIT I Introduction –Meaning and Definition of statistics - Functions and Limitations – Statistical investigation and collection of data – Statistical survey – Planning and executing the survey – Collection of data – Primary and Secondary data – Sources of Secondary data – Methods of collecting primary data.(12hrs) UNIT II Classification and tabulation of data: Classification – Definition – Objectives – Types of classification – Frequency Distribution – Tabulation – Types of tabulation – Diagrams – Graphical representation. (18hrs) UNIT III Measures of central tendency: Averages – Arithmetic Mean – Median – Mode – Geometric Mean – Harmonic Mean – Merits and demerits of averages. Measures of Dispersion: Range – Mean deviation – Quartile deviation – Standard deviation. (15hrs) UNIT IV Correlation Analysis: Definition – Correlation and causation – Types – Methods of Studying Correlation – Scatter Diagram – Simple graph – Karlpearson's co-efficient of Correlation – Spearman's Rank Correlation. (20hrs) UNIT V: Regression Analysis: Definition – Uses – Significance – Correlation and Regression – Regression Equations – Standard Error. (10hrs) TEXT BOOKS: R.S.N. Pillai &V.Bagavathi– Statistics, S. Chand & Co., New Delhi. Dr.S.P. Gupta – Statistical Methods, Sulthanchand& Sons, New Delhi, 2004. REFERENCE BOOKS: C.B. Gupta - Statistics, 31 st Edition 2002, Sultan Chand & Sons, New Delhi. T.K. Nagpal&P.S.Narayana– Practical Business Statistics, Konark Publication, Pvt., Ltd. N.Monoharan –Statistical Methods, Palani Paramount Publication. B.M. Aggarwal –Fundamentals of Statistics, Published by kilabmahal, Allahabad. 27 SEMESTER III NON-MAJOR ELECTIVE –I HOME ECONOMICS Credit: 2 Hours: 30 OBJECTIVE: To enable the students to understand various aspects of Home Management. UNIT I: Home management: Introduction – The home – Its roleand functions – types of families – Joint family merits and demerits- Role ofmodern women as home maker and home management –Goals. (4 hrs) UNIT II: Management of resources: Human &Non -human resources – Management process in family living – Organizing and assembling resources – Decision making in family living – Steps in decision making process – Qualities of good home maker- Factors which affect food management – Purchase and selection of food from the market. (8 hrs) UNIT III Work simplification: Management of time – time plans – Controlling time – Evaluation of time plan – Sample time plan – Management of energy – Energy requirements for living and household tasks – Fatigue and its types – Reducing fatigues – Work simplification – Meaning – Work simplification in home – improving working methods in home. (7hrs) UNIT IV Management of Money – Kinds of income – Management of income – Different income groups – Need and means of supplementary family income – Managing family finance – Planning a budget for family – Objectives of a family budget – Factors that affect expenditure of the family – Steps for family budget – keeping record of Expenditure – Saving and investment – Need to save and its importance – Methods for investing the savings. (7hrs) UNIT V Interior decoration: Basic principles in Interior decoration – Colours and its role– Importance of handicrafts in India . (4hrs) REFERENCE BOOK: Mrs.K.Ajmani,Mrs.M.Baliga,Mrs.A.Banerjee, Mrs.A.Das,Mrs.R.Gulati, Mrs.L.Nair, Mrs.Punia, Mrs.V.Rana, Miss.S.Shrivastav-Home Management, Arya Publishing House, Educational PlanningGroups, Karol Bagh, New Delhi 1995. SEMESTER IV PART III – CORE PAPER I – MACRO ECONOMICS Credits: 5 Hours: 90 OBJECTIVE: To make the students understand the functional relationship between macro aggregates and various macro economic aspects of Keynesian Economics. UNIT I Introduction: Definition – Types – Nature and Scope of Macro Economics – Difference between Micro and Macro Economics – Significance and Limitations of Macro Economics. (10hrs) UNIT II National Income: Meaning – Definition – Factors determining National Income – Concepts : GNP-NNP-Personal income – Disposable Personal Income – Real income – Percapita income – Methods of measuring National Income – Difficulties in the measurement – Uses. (18hrs) UNIT III Theories of Employment : Meaning of Full employment – Unemployment – Types – Say's law of market – Classical theory of employment – Keynesian theory of employment – Difference between the two – Determination of effective Demand – Importance of the concept of effective demand. (22hrs) UNIT IV Consumption function: Meaning – Average and Marginal Propensity to Consume – Keynes Psychological Law of consumption – Measures to raise consumption function – Factors determining consumption function – Multiplier – its working and leakages – Importance and criticisms – Accelerator – Difference between Multiplier and accelerator – Super Multiplier. (25hrs) UNIT V Investment Function: Meaning – Classification of Investment – Measures to stimulate Private Investment – Factors determining investment – MEC – Factors determining MEC – Relationship between MEC and Rate of interest. (15hrs) TEXT BOOK: Dr. S.Sankaran–Macro Economics, Maragatham publications, Chennai M.l.seth- Macro Economics, LakshmiNarain Agarwal, Agra, 1987. REFERNCE BOOKS: R.D. Gupta – Keynes, Post Keynesian Economics, Kalyani Publishers Ludhiana, 1988 M.L. Jhingan – Macro Economics, Vikars publishing house, Pvt. Ltd.,New Delhi 1986. M.L. Jhingan – Economics of Development and planning, Konark, Publishers Pvt, Ltd, New Delhi, 1996. Gardener Ackly - Macro Economics theory and Practice, Macmillan Publishers, New Delhi, 1987. SEMESTER IV PART III – CORE PAPER II – ENVIRONMENTAL ECONOMICS Credits: 4 Hours: 75 OBJECTIVE: To makethe students understand the literature on the integration of economic principles and economizing the environmental resources. UNIT I Introduction: Definition – Role and significance of Environmental Economics – Economics and Environment- Transformation Curve -Scope and significance of environmental economics – Integration, Conservation and Development. (15hrs) UNIT II Market failure and Externality: Concept of welfare economics – Competitive economy and social welfare – Efficiency and perfect competition - Welfare – Pareto's efficiency-Maximum social welfare and perfect competition.(15hrs) UNIT III Natural resources economics: Concept of resources – Definition – Classification of Resources – Renewable and Non -renewable resources – Natural resources – Scarcity – Classical approach, Neo classical and Contemporary perspective – Theories of natural resources use. 32 Conservation of resources: Methods of conservation: (Substitution, Product life extension, recycling) Tax on pollution – Waste reduction. (14hrs) UNIT IV Environmental quality: Tragedy of commons – Characteristic features of common property resources – Environmental quality as a public good. (13hrs) UNIT V Population and urbanization – Impact on environmental quality (case studies of the region may be taught to students) Global warming – Causes – Impact – Green house effect – Concept of sustainable Development. (18hrs) REFERENCE BOOK: Dr. S.Sankaran-Environmental Economics, Margham Publication, Madras (1998) Dr. Karpagam– Environmental Economics, Sterling (1988) Dr. S. Rajalakshmi& DulasiBrindha – Environment,Allied Publishers. Economic Development And Environment – A case study of Oxford University Press, India. SEMESTER IV PART III – ALLIED – MATHEMATICAL METHODS Credits: 5 Hours: 75 OBJECTIVE: To make the students understand the application of mathematical knowledge in Economic Theories. UNIT I Indices and surds: Positive Indices – Fractional Indices – Operations with power functions- Operation on surds – Rationalizing Factor. (15hrs) UNIT II Linear equation: Simultaneous Equations (2 and 3 variables only) – Quadratic equation with one variable. (10hrs) UNIT III Set Theory: Definition of a Set – Types of Sets – Intersection of Sets – Complement of a Set – Difference of Sets– Venn diagram. (10hrs) UNIT IV Differential calculus: Rules of Differentiation – Derivatives of Higher order up to III order – Maxima and Minima. (20hrs) UNIT V Matrix Algebra: Matrix – Types of Matrix – Addition and subtraction of Matrices – Matrix Multiplication – Transpose of a Matrix -Inverse of a Matrix – Determinant – Properties of Determinant – Solution to Simultaneous equations – Cramer's rule. (20hrs) REFERENCE BOOKS: Business Mathematics – Manoharan and C.Elango – PalaniParament Publications Mathematics for Economists – Metha and Mithani, Sultan & Chand Publications. Business Mathematics – D.C. Sancheti and V.K.Kapoor-Sultan & Chand Publications. SEMESTER IV PART-IV- SKILL BASED - OFFICE MANAGEMENT Credits: 2 Hours: 30 OBJECTIVE: To make thestudents understand work simplification and the relevant concepts in office management. UNIT I: Office Management: Meaning- Functions of office manager – Office systems and procedure- Layout of an office. (5hrs) UNIT II: Records management –Meaning- Essentials of good filling system – Classification–(Centralized vsdecentralized filling, Merits and Demerits). (8hrs) UNIT III Work Measurement– Meaning -Importance of work measurement – Different ways of measurement-Setting work standard-Meaning-Steps-Flow of work. (6hrs) UNIT IV Work simplification – Meaning and objectives – Guidelines in office work simplification – Flow process charts. (7hrs) UNIT V Operation of office machines-Operation of fax machine-Xerox machine –Printer Machine. (4hrs) TEXT BOOKS: Prasanta K. Ghosh – Office Management, Sultan Chand &Sons Publications. REFERENCE BOOK: Kathirasan and Radha – Office Management R.K.Chopra – Office Management, Himalaya Publications. SEMESTER – V PART III – CORE PAPER I – INTERNATIONAL ECONOMICS Credit: 5 Hours: 90 OBJECTIVE: This paper helps the students to familiarize with the theory, policy as well as the working of the international trade and payment system. It aims at giving knowledge about the present world economic order. UNIT I: Introduction: International Trade – Meaning – Merits and Demerits – Basis of international trade – Comparison between Internal trade and International trade Case for and against free trade and protection – Methods of protection and their effects. (23hrs) UNIT II Theories of international trade: Adam smith & Ricardo's theory – Heckscher – Ohlin theory – Its superiority over classical theory. (16hrs) UNIT III: Balance of payments: Meaning – Balance of Trade and Balance of payments Disequilibrium – Causes – Methods to correct adverse balance of payments. (18hrs) 38 UNIT IV Foreign Exchange: Meaning – Problem – Methods of foreign payment – Demand and supply of foreign exchange– Equilibrium rate of exchange – Stable Vs. flexible exchange rates- Spot and forward rate – Arbitrage – Purchasing Power Parity theory. (13hrs) UNIT V International Monetary System: IMF – Origin – Objectives – Functions – SDR-India and IMF- International liquidity – IBRD –GATT-UNCTAD-WTO and India-EEC. (20hrs) TEXT BOOK: M.L. Seth – Money banking, international trade, public finance, Lakshmi Narain Agarwal, Agra-3 REFERENCE BOOK: S. S. M. Desai – International Economics, Himalaya Publishing House, Bombay. M.L. Jhingan – International Economics, Konark publishers, New Delhi, 1995. K.P.N. Sundaram – Money, Banking – Internaltional Trade, Sultan chand& Co, New Delhi. M.N Mishra – Money, Banking – International Trade, S.Chand and Company, New Delhi. SEMESTER V PART III – CORE PAPER II-DEVELOPMENT AND GROWTH Credits: 4 Hours: 90 OBJECTIVE: To help the students to know thedifferent growth and development strategies. UNIT I Under development: Under developed country – DefinitionCharacteristics of an UDC – Economic development and Economic growth – Meaning& Difference – Obstacles to Economic Development (Economic and non economic factors) – Factors determining economic growth . (19hrs) UNIT II Economics of growth: W.W. Rostow's stages of Economic growth – Demonstration effect – Meaning and Effects – Capital formation and economic development – Human capital formation (meaning and importance, problems). (18hrs) UNIT III Development strategies: Theory of Balanced and unbalanced growth – Big push theory – Critical minimum effort thesis. (17hrs) UNIT IV Economic Planning: Definition – Case for and against planning – Need for Planning in UDCs – Objectives of economic planning – Types of planning :Physical and Financial planning – Centralized and Decentralized planning – Functional planning and structural planning - Perspective planning and short term planning – Regional planning & National planning – permanent planning& emergency planning – Planning machinery in India – its functions. (17hrs) UNIT V Five year plans in India: General Objectives of five year planning in India – An Evaluation – Essentials of successful planning-Five year plans in India with special reference to XI plan. (19 hrs) TEXT BOOK: M.L. Jhingan -The Economics of Development and Planning, Vikas Publishing House, New Delhi, 2000. REFERENCE BOOKS: K.K.Dewatt – Indian Economics, S.Chand& Sons Varma, New Delhi, 1998. I.C.Dhingra – The Indian Economy, S.Chand& Sons, New Delhi, 1996. RuddarDutt and K.P.M Sundaram – Indian Economy, S.Chand& Sons Varma, New Delhi. S.K.Misra&V.K.Puri - Indian Economy, Himalaya publishing House, Delhi, 1997. Credits: 4 OBJECTIVE: To create an awareness on Human Resource Planning. UNIT I Human Resource Development: Meaning-Concepts of HRD-Difference between HRM and HRD-Objectives –Mechanism and Assumption of HRD-Need and Importance. (15hrs) UNIT II Human Resource Planning: Human Resource Planning-Meaning- Concept – Need for training-Types of training-Methods-Objectives-Need-ProcessQuantitative and Qualitative aspects in man power planning –Problems in Human Resource Planning. (15hrs) UNIT III Human Resource Development and Indian Industry: Qualities of Human Resource Development Manager-Principles of HRD-Employee Counseling-Need for counseling-Forms –Objectives-Steps.Human Capital: Elements –MentoringHurdles- A brief note on Total Quality Management and Human Resource Management. (22hrs) B.A SEMESTER V PART – III-CORE PAPER III HUMAN RESOURCE DEVELOPMENT Hours: 90 Comment [h1]: UNIT IV Career Planning and Development-Career planning and man power planning –Objectives of Career Planning –Process-Advantages and Limitations. (16hrs) UNIT V Recruitment, Selection and Training:Meaning of recruitment –Process of recruitment -Recruitment Policy-Sources of recruitment –Techniques of recruitment –Selection: Meaning –Importance-stages of selection Procedure – Training: Meaning-Importance-Methods of training. (22hrs) REFERENCE BOOKS: Human Resource Management –S.S.Khanka,S.Chand&Company Ltd New Delhi. Human Resource Development-A.c.Tripathi, Sulthan Chand & Sons, New delhi. Human Resource Management-L.M.Prasath, Sulthan Chand &Sons , New delhi. Personal Management and Human Relations -C.S.Venkataratnam, V.K.SriVastava,Tata Magraw Hill Publishing Co. Ltd,Newdelhi. Human Resource Management -C.P.Gupta, Sulthan Chand & Sons , New delhi. Human Resource Management – L.M.Prasath, Sulthan Chand &Sons , New delhi. SEMESTER V ELECTIVE I – PRINCIPLES OF MANAGEMENT Credits: 5 Hours: 75 OBJECTIVE: To enable the Students to understand the managerial techniques and the relevance of the concepts in practical application. UNIT I Management: Definition – Features of management – Functions – Importance of management – Administration and management – Difference – contributions of Henry Fayol&F.W.Taylor. (13hrs) UNIT II Planning: Definition – Importance, Objectives – Steps in planning process – methods of planning – Obstacles in planning – Essentials of good planning. (12hrs) UNIT III Organization: Definition – Nature and importance – Functions – formal and informal organization – Characteristics and difference –Theories of organization: Classical, Neo – Classical and Modern Theory. (13hrs) UNIT IV Decision making:Definition-Characteristics ofDecision making – Elements of Decision making- Decision making process-Principles– Characteristicsof good Decision –Administrative problems-Types ofDecision -Directing:Principles of Directing – Motivation: Importance – X theory, Y theory and Maslow's theory of motivation. (21hrs) UNIT V: Controlling: Introduction – Meaning – Requirements of Effective control system – Co-ordination: Features – Problems– Effective coordination. Communication: Definition – Importance – Elements – Principles of effective communication – Barriers to Communication.(16hrs) TEXT BOOKS: Principles of Management – Dr.P.Ramasamy, Himalaya publishing house, 2005. REFERENCE BOOKS Principles of Management – Kathresan&Radha, Prasanna publishers, Chennai. Business Management – DinagarPagare, Sultan Chand & Sons, New Delhi. Principles of Management – L.M.Prasath, Sultan chand& Co, New Delhi. SEMESTER V ELECTIVE II -ECONOMICS OF MARKETING Credits: 5 OBJECTIVE: To motivate the students to know the tools in Marketing. UNIT I Marketing an introduction: Marketing – Definition –Evolution of the concept of marketing – Selling & Marketing Difference – Modern Marketing – Role of Marketing in Economic Develo0pment – Marketing mix (4'p's) – Marketing function (Functions of Exchange, Functions of Physical Supply, Facilitating functions) –a note (15hrs) UNIT II Product Planning: Product Planning & Development – Product life cycle – New Product planning – Factors to be considered before introducing new product – Branding – Meaning – Features of good Brand – Types – Labeling – Meaning – features of a Label – Advantages and Disadvantages – Packaging – Meaning – Kinds–Requisites of Good Package. (18hrs) UNIT III Pricing the products: Pricing – Meaning – Pricing Objectives – Kinds of Pricing and methods for price determination – Factors affecting pricing decisions – Internal factors & External factors. (12hrs) Hours: 75 UNIT IV Advertising and sales promotion: Advertising – Meaning – Objectives – Qualities of a Good advertisement copy and its elements – AIDAS Formula – meaning – Advertising Media – Kinds – Its Merits & Demerits – Kinds of Sales Promotion (Consumer Promotion, Dealer Promotion, Sales force Promotion) – Quality of Sales personality, Consumer Behavior and motives – Personal selling – meaning and Objectives – Differentiate advertising and salesmanship. (18hrs) UNIT V Channels of Distribution:Meaning and Definition – Marketing Channels (consumer goods, industrial goods, and agricultural goods) – Functions of Middlemen & Merchant Middlemen – Services by the Wholesaler (services to the manufactures, service to the Retailers). Services of the Retailers – International marketing – Meaning – Main task and Importance. (12hrs) TEXT BOOKS: R.S.N. Pillai &Bagavathi- Modern marketing, Principles and Practices,S.Chand&Co,New Delhi REFERENCE BOOKS: Dr. C.B. Gupta &N.Rajanair – Marketing management, Sultan Chand & Sons 2006. S.Kathiresan&V.Radha– Marketing, Prasanna Publications 2006. M.N. Misra –Sales promotion and Advertising management, Himalaya publishing house, Delhi, 2003. SEMESTER VI PART III – CORE PAPER I – PUBLIC FINANCE Credits: 5 Hours: 105 OBJECTIVE: To make the students understand the nature and implications of financial activities in the modern welfare state. UNIT I Introduction: Public finance – Nature and scope – Private finance and Public finance a comparison – Principle of maximum social advantage. (16hrs) UNIT II Public expenditure:Causes for the growth of public expenditure in India – Effects of public expenditure – Classification of public expenditure – Role of public expenditure in a developing economy. (20hrs) UNIT III Public revenue: Source of public revenue (centre and states) Cannons of taxation – Classification of public revenue – Direct and indirect taxes – Characteristics of a good tax system – Impact, shifting and incidence of taxation – Factors influencing incidence of taxation. (22hrs) UNIT IV Public debt: Meaning – Classification – Causes for the growth of public debt in India – Burden of public debt – Methods of redemption – Role of Public debt in a developing economy.(23 hrs) UNIT V ``` Federal finance: Meaning – Principles- Deficit financing :Meaning and Methods – Fiscal policy : Objectives – Tools – Budget: Meaning Features – Qualities of a goodbudget – Budgetary procedure. (24hrs) ``` TEXT BOOKS: Dr. B.P.Tyagi – Public Finance, JaiprakashNath& Co., Meerut. Devairakam– Public Finance, JothiPublication, Palayamkottai REFERENCE BOOKS: Dr. R.CauveryDr.U.K.SudhaNayak, Dr. M. Girija, Dr.N.Kruparani and Dr.R.Meenakshi - Public Finance S. Chand & Co., New Delhi. Andley&Sundharan – Public Finance, RatanPrakasanMandri,Agra. K.P.M.Sundharam& E.N Sundaran– Fiscal economics, Sulthan Chand & Sons, New Delhi. R.C.Saxena& P.C Mathur – Public Finance, K.Nath and Co., Meerut, 1990. S.Sankaran – Fiscal Economics, Margham publication, Madras, 2001. SEMESTER VI PART III – CORE PAPER II – INDIAN ECONOMY Credits: 5 Hours: 90 OBJECTIVE: This study helps the students to know the various resources of the Indian Economy,find solutions to social issues and problems of economyand to acquire knowledge about business environment. UNIT I Resources profile: Indian Economy – Natural Resource (land, water, forest, minerals & energy) and its importance in Economic Development. (14hrs) UNIT II Rural Development:Meaning– Community development programme– Definition – Objectives of CDP- Achievements and shortcomings of CDP- Nature and concept of IRDP. (14hrs) UNIT III Industry & Trade:Importance of cottage industries in rural area – Role of Small Scale Industries – Problems of small scale Industry – Suggestions for improvement –Government measures – To help Small Scale Industry – Foreign trade and economic development – Value, composition, direction of foreign trade – A note on commercial policy and economic development – Export promotion – Measures of government of India. (18hrs) 50 UNIT IV Poverty & Unemployment: Poverty – Causes– Strategy to remove poverty – Measures under taken by government – Unemployment – Problems – Nature of unemployment :Rural, Educated unemployment, Industrial unemployment – Cause and Effects – Remedies (long term measure and short term measure) – Strategyandprograms undertaken by Government of India IRDP,NREP,SGRY,TRYSEM. (18hrs) UNIT V Economic environment: Performance of public sector- problem –Case for and against Privatization – A note on new economic policy (LPG) – Foreign capital – Meaning –Role of foreign capital in economic development – Type of foreign investment- Private foreign investment – Merits – Objectives – Measure for encouragement of private foreign investment – Importance of foreign aid – impacts and problems- Navaratna. (16hrs) TEXT BOOKS: K.K Dewett, J.D. Varma and H.L. Sharma – Indian Economics, Sultan Chand & Sons, New Delhi, 1998. REFERNCE BOOKS: I.C.Dhingra – Indian Economy, Sultan chand&Sons, New Delhi, 1998. S.K.Misra&V.K.Puri – Indian Economy, Himalaya publishing house, Delhi M.L. Jhingan –The Economics of Development and Planning and growth, Vika publishing house, New Delhi, 2000. N. Srinivasan, - Economic development of India, Meenakshi pathipagam, Devakottai 1992. S.K.Misra& V.K Puri– Ecnomic development of India, Himalaya Publishing house, New Delhi 1995. NarayanaNadar, - Economic development of India, Thangam Publishers, Viruthunagar, 1994. SEMESTER VI PART III – CORE PAPER II –HISTORY OF ECONOMIC THOUGHT Credits: 4 Hours: 75 OBJECTIVE: To familiarize students the significant contributions made by great Economists. UNIT I: Mercantilism-Factors that gave rise to Mercantilism-Views of Mercantilists- Thomas Mum Antonio Serra-Phillips Van Hornick –The Physicrats-Factors that gave rise to Physiocracy-Ideas –Main representatives – Quernay-Turgot Condillec. (15hrs) UNIT II Classical School: Features of classical school – Contributions of Adam Smith – Critical Estimate . (15hrs) UNIT III J.S.Mill: Economic principles ofJ.S.Mill -Individualist – Socialist Programme – Critical estimate. (15hrs) UNIT IV Karl Marx: Philosophy – Materialistic Interpretation of history – Class struggle – Falling rate of profit – Concentration of capital – Labour Theory of value – Theory of surplus value – Criticism of Marxism. (15hrs) UNIT V Welfare Economics: Hobson – Pigou – Pareto – J.R.Hicks. (15hrs) TEXT BOOK: V. Lokanathan – A History of Economic Thought, S.Chand& Co., Ltd, New Delhi. REFERENCE BOOKS: H.L Bhatia – History of Economic Thought, Vikas publishing house, Pvt., Ltd., 1980. T.N.Hajela – History of Economic Thought, Shivalal Agarwal & Co., Agra. Srivastava – History of Economic thought, S. Chand & Co. New Delhi. SEMESTER VI ELECTIVE – III – PRINCIPLES AND PRACTICE OF INSURANCE Credits: 5 Hours: 75 OBJECTIVE: To make students understand the risk management and different policies of Insurance to administer risk. UNIT I Introduction: Definition of Insurance – Historical perspectives – Functionsclassification – Importance – Challenges. (8hrs) UNIT II Risk Insurance Management: Definition – Process – Risk identification – principles of Risk Insurance management – Scope of Insurance management – principles of contract of insurance – Essential elements of contract of insurance. (18hrs) UNIT III Life Insurance: Features – Difference between Insurance and Assurance – classification – Group insurance schemes – Partnership insurance – Factorsaffecting selection of life insurance products – LIC and new challenges. (20hrs) 55 UNIT IV Marine insurance: Nature- procedure – Exceptions – Types –Payment of claims – Fire insurance – Definition – Elements – Contract- Policy condition – Payment of claims-Personal accident – Motor vehicle Insurance. (14hrs) UNIT V General Insurance (types):Agriculture insurances (Crop insurance and cattle insurance) Health insurance – Definition – Factor influencing health insurance cover – Reinsurance – Meaning and definition – Characteristics – Types – Difference between reinsurance and double insurance- Private insurance companies – Entry and Growth. (15hrs) TEXT BOOKS: Dr. P. Periasamy – Principles and practice of Insurance, Himalaya publishing House. REFERENCE BOOKS: NaliniParaveTripathy –Insurance Theory and Practice, Eastion Economy Edition. M.N.Mishra– Insurance Principle Practice, S. Chand – New Delhi (2005) Sri Vastsava D.C &Shashnk – Industries transition & prospect, Srivastava (New century Publications) SEMESTER VI NON- MAJOR ELECTIVE – II – RURAL ECONOMICS Credits: 2 Hours: 30 OBJECTIVE: To create an awareness onprospects and problems of rural economy among the students. UNIT I Rural Economy in India:Introduction-Basic frame work-National policy for rural development-Rural decision maker –Rural sector in the Indian EconomySpecial problems-Importance of allied activities and forestry in the development of rural economy with examples-Farm sector in Indian Economy. (7hrs) UNIT II Rural Unemployment:Causes ,types and remedial measures-Poverty and poverty eradication programs-IRDP,NREP,TRYSEM,SGRY. (6hrs) UNIT III Rural Industries:Cottage and small scale industries –Meaning and importance – Problems and difficulties- Suggestions –Government measures Promoting cottage and small scale industries –Sickness of small units –Remedies. (4hrs) 57 UNIT IV Rural development :Community Development Programme –Definition Objectives-Features –Achievements and Shortcomings in india-KVIC and rural industries Development with Examples –Rural Entrepreneurship (7hrs) UNIT V Rural Finance :Problems of rural Credit and solution- Non- institutional credit &Institutional credit with examples-Co-operative credit –RRB,NABARDCommercial Bank and Economic Development-SHG,micro credit. (6hrs) TEXT BOOK: A.R.Patel -RuralEconomics K.K.Dewett -Indian Economy,Sultan&Chand Publications,Newdelhi. REFERENCE BOOK: Agarwal -Indian Economy S.Sankaran -Indian Economy,Sultan &Chand Publications,Newdelhi. I.C.Dhingra - Indian Economy, Sultan &Chand Publications,Newdelhi. SEMESTER VI PART IV – SKILL BASED – BUSINESS LETTERS Credits: 2 Hours: 30 OBJECTIVE: To give orientation in written communication. UNIT I Introduction: Essential of Business letters – Qualities – Structure of business letters Layout and design of a business letter. (5hrs) UNIT II Types of business letter:Claims and adjustments – Collection letters – Circular letters – Sales letters – Follow up letters. (7hrs) UNIT III Trade letters: Trade enquiries and replies – Order and execution – Trade reference and status enquires (5hrs) UNIT IV Letter to financial institution: Banking letters and Insurance letters (8hrs) UNIT V Application for appointments: Letter of appointment – Preparation of resume. (6hrs) REFERENCE BOOKS: K.K. Sinha – Business Communication ParagDiwan and L.N.Aggarwal – Business Communication K. Vairamani – Business Communication Credits: 5 Hours: 75 OBJECTIVE: To create an awareness on fundamental Concepts of managerial Economics to the Students. UNIT I Managerial Economics an Introduction: Definition – Nature and Scope of Managerial Economics – Relationship of Managerial Economics with other disciplines – The role of Managerial Economist – Fundamental concepts (Incremental, Time perspective, Opportunity cost, and Equi– marginal). (15hrs) UNIT II Demand &Elasticity of Demand – Demand : Meaning – Types of Demand – Determinants of Demand – Law of Demand – Elasticity of Demand – Types: Price elasticity – Income elasticity- Cross elasticity – Advertising elasticity- MeaningMeasurement of price elasticity of demand. (18hrs) UNIT III Demand Forecasting: Meaning – Importance – Factors involved in demand forecasting – Short term and long term forecasting – Methods – Essentials of good forecasting method. (14hrs) B.COM SEMESTER I ALLIED - MANAGERIAL ECONOMICS UNIT IV Pricing Policy: Business firm – Objectives – Revenue & Cost concepts :(Money, Real, Opportunity) Pricing policies – Pricing methods – Pioneer pricing – Skimming Pricing – Penetration Pricing – Full cost pricing – Marginal Pricing – Differential Pricing – Price lining – Product line pricing – Pricing for multi product firms- Price forecasting. (18hrs) UNIT V Profit Planning: Meaning – Gross profit and Net profit – Break-even analysis – Measurement, Uses and Limitation – Profit forecasting. (10hrs) TEXT BOOKS: N. Srinivasan – Managerial Economics, Meenakshipathipagam, Madurai. E. Narayan Nadar – Managerial Economics, Thangam publishers, Virudhunagar. REFERENCE BOOKS: D.M. Mithani –Fundamentals of Economic Analysis, Himalaya Publications,1984. R.S.N.Pillai&Bhagavathi – Modern Marketing Principles & Practice,S.Chand& Company,2000. Sankaran– Business Economics Arokiyasamy– Modern Economic Analysis, Annai Publications, Palayamkottai,1986. B.COM SEMESTER II ALLIED – ECONOMIC DEVELOPMENT OF INDIA Credits: 5 Hours: 75 OBJECTIVE: This paper helps to identify the issues and potential of Indian Economy. UNIT I Under Development: Definition- Characteristics of Under developed economy – Is India as a developing Economy. National Income: – Meaning– Concepts – Measurement – Trends in National Income – Difficulties in measuring National Income – Uses. (17hrs) UNIT II Human Resources: Population Problem in India – Population Policy – Unemployment Problem in India – Causes – Types – Effects – Government measures. (12hrs) UNIT III Agriculture: Role of Agriculture in Indian Economy – Causes for low Productivity – Increasing efficiency of agricultural productivity – Objectives of land reforms in India – Green Revolution: features - Impact. (13hrs) UNIT IV Industry & Trade: Industrial Policy 1991 – Role and Problem of Small Scale and Cottage Industries in India – Government measures promoting SSI in India (SIDCO, DICs) – Performance & Importance of Public sector Undertaking – Case for and against Privatization- India's Foreign Trade – Value, Composition and Direction of Trade – Export promotion measures of the government – Factors hindering Exports – EXIM Bank. (18hrs) UNIT V Economic Planning: Definition – General Objectives of five year plans in India – Pre requisites of Successful planning. (15hrs) TEXT BOOKS: N. Srinivasan – Economic Development of India MeenakshiPathipagam, 1996. NarayanaNadar –Economic Development of India, ThangamPublishers, Virudhunagar, 1996 REFERENCE BOOKS: K.K. Dewett& J.D Varma & H.L Sharma - Indian Economy, S. Chand & Sons, New Delhi, 1998. J. C. Dhingra -Indian Economic Environment, S. Chand & Sons, New Delhi, 1996. M.L. Jhingan-Economic Development of India & Planning, Vikas Publications, New Delhi 1998. EXTRA CREDIT COURSE OFFERED BY THE DEPARTMENT OF ECONOMICS ECONOMICS OF TOURISM Credits: 2 Self study course Medium: Optional OBJECTIVES: To create an understanding of growing importance of tourism Industry. To create awareness on various opportunities in the tourism sector and self-employment. UNIT I Meaning of tourism – Definition of Tourist and tourism – Motivation of tourism – Types of tourism – Causes for growth of tourism demand and obstacles. UNIT II Economic impact of tourism – Income, Employment and Infrastructure development, Components of tourism – Road, Railway, Water way and Air way. Management of tourist statistics and tourism business. UNIT III Tourism Planning, development and management – Tourism and economic development successful ways – Tourist attraction – Target and Expenditure plans – Use of Human resources – Tourism and Investment, Government helps in Private tourism – Future of tourism, Advertising planning methods in tourism. 65 UNIT IV Travel Agents – Their role and functions – Tourism business – Types of hotels and hotel business and Entrepreneurship – Tourism marketing (hotel and food) tourist trade – Marketing – Problem & Remedies. UNIT V Tamil Nadu tourism development, Meaning, Importance – Development plans – Travel plans – Motels – Hospitality of tourism development – Tourist spots in Tamil Nadu – A note on tourist guide – Growth of tourism & foreign exchange in India and its obstacles – Functions of tourist office improving tourism department – Sergeant Committee Report – ITDC(India Tourism Development Corporation) Meaning ,aim and its functions Cultural impact of tourism in India, World tourist organization – Meaning and functions. REFERENCE BOOKS: VirenderKaul –Tourism and the Economy, Anand publication, New Delhi,1994. A.K. Bhatia –Tourism Development Principles & Practices, Sterling publication Pvt Ltd, New Delhi 2002.	<urn:uuid:976351b0-aeab-415b-a8e5-d32120c9c737>	CC-MAIN-2018-47	http://apacwomen.ac.in/syllabus/economics/B.A%20(ECONOMICS)%20SYLLABUS%202011-2014.pdf	2018-11-14T12:09:03Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00127.warc.gz	24,426,213	13,629	eng_Latn	eng_Latn	0.640743	eng_Latn	0.768264	[ "kiu_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "dag_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", "dag_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "dag_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", "hif_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	[ 303, 689, 1992, 2476, 3477, 4474, 5389, 5940, 6642, 7166, 7775, 8856, 9737, 10262, 11210, 11910, 12856, 13982, 15083, 16330, 16498, 17456, 18471, 19181, 20164, 21133, 21999, 23052, 23872, 24864, 25990, 26981, 27821, 28564, 29083, 29844, 30153, 31046, 31930, 33205, 33843, 34744, 35695, 36823, 37423, 38466, 39674, 40612, 41652, 42703, 43516, 44182, 44851, 45487, 46318, 47267, 48130, 48854, 49487, 49729, 50684, 51671, 52493, 53561, 54547, 55506 ]	[ 0.83984375, 1.921875 ]	2	2
Education Experience PENNY KITTLE PO Box 2575, N. Conway, NH 03860 Home: 603.356.7416 Cell: 603.662.7277 firstname.lastname@example.org @pennykittle pennykittle.net booklovefoundation.org Penny Kittle Ph.D. student, Miami University, Ohio, 1991. M.A.T. , Lewis and Clark College, Oregon, 1989. B.S. , Oregon State University, 1983. Conway Public Schools: SAU#9, Conway, New Hampshire English teacher, grades 9-12, 2000-present Professional Development Coordinator, 2000-2016 Director of K-12 Mentoring Program for new teachers Director of K-12 Literacy Programs Teacher, gr. 8 language arts, 1997-2000 Eagle Academy Adult Education teacher, 2007, 2013, 2016 University of New Hampshire: Durham, New Hampshire Summer Literacy Institutes Graduate School Teacher, 2006-present Learning Through Teaching, Consultant, 2006-2013 Plymouth State University: Plymouth, New Hampshire Instructor, Graduate School of Education, 2004 Granite State College: Conway, New Hampshire Instructor, Early Childhood Education, 1997-98 Eastern Michigan University: Ypsilanti, Michigan Student Teaching Supervisor, 1992-1996 Lecturer, College of Education Longview School District: Longview, Washington Teacher, gr. 4- 8, 1986-91 Columbia School District: Knappa, Oregon Teacher, gr. 5-8, 1984-86 Coach: HS Volleyball, JH Track & Field, 1984-86 Hesperia School District: Hesperia, California Teacher, gr. 3, 1983-84 PUBLICATIONS Books 180 Days: Two Teachers and The Quest to Engage and Empower Adolescents, coauthored with Kelly Gallagher, Heinemann, 2018. Articles (continued) Residencies Professional Exhibitions "A Conversation Between Three Literacy Educators: Penny Kittle, William McGinley, and Stevi Quate" Statement: The Journal of the Colorado Language Arts Society, Vol. 50., No. 1, Fall 2013. "Stories from Along the Way," Voices from the Middle, NCTE, Sept. 2006–2013 Foreword to The Digital Writing Workshop by Troy Hicks, Heinemann, 2009. "Ethan & Craft Lessons," Statement, a journal of the Colorado Language Arts Society, winter 2006. "Steven," California English Journal, fall 2005. "Confessions," Voices from the Middle, NCTE, September 2004. "So how do we do it all?" School-Talk, NCTE, November 2003. "Writing Giants, Columbine, and the Queen of Route 16," Voices from the Middle, NCTE, September 2001, reprinted for the 25th Anniversary Edition, November 2017. "Renewal," Classroom Leadership Online, ASCD, August 2000. 2018. Asociación Escuelas Lincoln, Buenos Aires, Argentina. 2017. American International School of Budapest, Hungary. 2017. International School Bangkok, Thailand. 2017. International School of Kuala Lumpur, Malaysia. 2017. American International School of Guangzhou, Guangzhou, China. 2017. Shekou International School, Shekou-Shenzhen, China. 2016. Anglo-American School in Moscow, Russia. 2015. United World College of Southeast Asia, Singapore. 2015. American School in Japan, Tokyo. 2015. International School of Kuala Lumpur, Malaysia. 2015. International School Bangkok, Thailand. 2014. International School Bangkok, Thailand. 2013. International School Bangkok, Thailand. 2012. International School Bangkok, Thailand. 2017. "Reading as a Personal Art," co-presented with Nancie Atwell and Kelly Gallagher, National Council of Teachers of English Annual Convention. 2017. "Creating Responsive and Responsible Readers," "Book Love Grant Winners on Using Classroom Libraries to Promote Student Joy, Growth, and Independence," "Reading and Writing with the 5 C's: Collaboration, Community, Creativity, Critical Thinking, and Checking Facts," "Creative Structures: Beyond the 5P Essay," all presented at the National Council of Teachers of English Annual Convention. Professional Exhibitions (continued) 2017. "Book Love: A Secondary Reading Workshop," keynote address to the 41st Day of Reading Conference, Chicago. 2017. "Focus on Writing Craft," Judson University Graduate School. 2017. "Balancing Independent Reading, Book Clubs, and Core Texts to Engage All Readers," and "Writing About Research," featured speaker at Literacy for All Conference, Providence. 2017. "Reading and Writing Workshop Teaching," Literacy Professional Learning Conference at the University of New Brunswick. 2017. "The Art of Creating Classrooms for Readers and Writers," Saskatchewan Summer Literacy Institute. 2017. "Creating Reading Lives that Last," Baylor Summer Literacy Institute, Baylor University. 2017. "Book Clubs: Connecting Kids to Books and Each Other," University of New Hampshire Summer Literacy Institutes. 2017. "The Secondary Readers' Writers' Workshop," address to Harvard Graduate School of Education. 2017. "The Art of Teaching to Inspire Readers and Writers," Ka Hui Heluhelu conference, Hawaii State Council of International Literacy Association. 2017. "Teaching Poetry to Transform Thinking About Writing," and co-keynote address with Kelly Gallagher, "The Power of Talk in Building Literate Lives," North Texas Council of Teachers of English Language Arts. 2017. "Power and Possibility: Engaging Creative Minds," New Hampshire Council of Teachers of English. 2017. "Developing Powerful Small Group Instruction and Conferences with Mentor Texts, to Deepen Connections Between Reading and Writing," Teachers College, Columbia University. 2017. "Advancing Reading and Writing Skills with Middle and Senior Years Students," Manitoba Association of Teachers of English. 2017. "Conferring with Readers to Assess, Nudge, and Celebrate Growth," "Writing Beside Complex Charts, Tables and Graphs," "Keeping the Reading and Writing of Poetry Central to Our Core," and two keynote addresses co-presented with Kelly Gallagher, Adolescent Literacy Summit, Bangkok, Thailand. 2017. "The Power of Talk in a Digital Age," keynote address to the California Association of Teachers of English Annual Convention. 2017. "The Art of Teaching: Crafting Classrooms That Inspire and Challenge All Students," Colorado Council of the International Reading Association. 2017. "Portable Magic: Using Mentor Texts to Deepen Connections Between Reading and Writing," and "Book Clubs: Connecting Kids with Books and Each Other," Wisconsin State Reading Association Annual Conference. Professional Exhibitions (continued) Awards 2017. Boothbay Literacy Institute faculty, Boothbay Harbor, Maine. 2017. "Book Love: Building Reading Lives that Last," address to the Harvard Teaching Fellows Partner Conference, Harvard Graduate School of Education. 2017. "Book Love: Creating Reading Lives that Last," and "Balancing the Reading Diet: Independent Reading, Book Clubs, and Core Texts in the Secondary Classroom," Texas Council of Teachers of English Language Arts. Details for the following events will be provided upon request: 2016. National Conference of Teachers of English; Conference on English Leadership; Maine Middle Schools Reading Association; New England Association of Teachers of English; International Literacy Association; All Write!; New England Reading Association; Teachers Reading and Writing Project at Columbia University; Pacific Coast Literacy Institute; Prince Edward Island Literacy Institute; Reading for the Love of It, Toronto; Reading Rocks the North, Sudbury, Ontario; Boothbay Literacy Institute; University of New Hampshire Summer Literacy Institutes. 2015. National Conference of Teachers of English; Conference on English Leadership; University of California at Irvine; Teachers Reading and Writing Project at Columbia University; Association of Supervision and Curriculum Development Annual Convention; Prince Edward Island Literacy Institute; Saskatchewan Summer Literacy Institute; Boothbay Literacy Institute; University of New Hampshire Summer Literacy Institutes; Keane University; University of Maine Orono; Winnipeg ASCD; Alberta Writing Institute; City Year keynote address. 2014. National Conference of Teachers of English; Wayne Regional Education Service Association; Michigan Council of Teachers of English; Manitoba Literacy Institute; University of California at Northridge fall conference; Prince Edward Island Literacy Institute; Indiana Reading Association; Nova Scotia Province Institute; University of New Hampshire Summer Literacy Institutes; Boothbay Literacy Institute; Denver Public Education and Business Coalition; Boothbay Literacy Institute; North Texas Council of Teachers of English; International Reading Association; Manitoba ASCD fall conference; University of Maine Orono; Missouri Librarians Conference; Massachusetts Reading Association; Oregon Council of Teachers of English; Dublin Literacy Conference; Reading Rocks the North, Sudbury, Ontario. 2002-2013. Institutes, conferences, graduate courses, and school visits and other exhibitions available upon request Exemplary Leader Award from the Conference on English Leadership, 2015. James N. Britton Award from the Council on English Education for Write Beside Them, 2009. New Hampshire Literacy Leader award from New England Reading Association, 2008. Other Professional Activities References PENNY KITTLE PO Box 2575, N. Conway, NH 03860 Home: 603.356.7416 Cell: 603.662.7277 email@example.com @pennykittle pennykittle.net booklovefoundation.org President, Book Love Foundation, 2012-present NCTE Nominating Committee, 2012 Speakers, Heinemann Professional Development, 2005-present New Hampshire Staff Development Council Board of Directors, 2003-2004 Arts Alliance of Northern New Hampshire Consultant, 2002-05. New Hampshire Mentoring Taskforce, State Department of Education, 2002. Writers' Camp Teacher, University of New Hampshire, 2001-02. Poynter Writing Fellowship, St. Petersburg, Florida, July, 2001. Kevin Richard, Assistant Superintendent, SAU#9, 603.447.8368 Neal Moylan, Principal, Kennett High School, 603.356.4343 Elaine Millen, Brown University, 603.986.5876 Thomas Newkirk, Retired Professor, University of New Hampshire, 603.863.1168	<urn:uuid:971cb848-c163-4666-90f0-94ee9607f363>	CC-MAIN-2018-47	http://pennykittle.net/uploads/images/PDFs/Workshop_Handouts/Penny%20Kittle%20resume%202018.pdf	2018-11-14T11:14:52Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00127.warc.gz	257,283,655	2,252	eng_Latn	eng_Latn	0.66967	eng_Latn	0.739269	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1416, 1560, 3743, 6255, 9060, 9989 ]	[ 1.4296875 ]	2	3
BADLANDS & BLACK HILLS September 16 – 23, 2018 The Badlands of South Dakota is an area of rugged beauty and striking geologic deposits. The dry terrain is composed of soft sedimentary rock and clay rich soils which have been extensively eroded by wind and weather to create a natural beauty found nowhere else in the world. The canyons, ravines, gullies, buttes, mesas and hoodoos display a spectacular color range from dark black/blue coal stria to clays of red scoria. Rich fossil beds give evidence of ancient animals such as rhino, horse and saber-toothed cats. The mixed grass prairies support present day animals including big horned sheep, black footed ferrets, marmots and bison. The Black Hills are an isolated and small mountain range. They get their name from the pine covered slopes which appear dark from a distance. The Black Hills were forever changed when gold was discovered in Deadwood Gulch in 1876. The gold rush drew legendary characters such as Wild Bill Hickok and Calamity Jane to the area. Join Sarett naturalists as we explore this area seeking its abundant beauty, rich western history, and wildlife. We will visit national parks, national monuments, discover scenic drives and byways, explore backcountry lanes, marvel at wide open meadows and prairies, watch for wildlife, and enjoy traveling with like-minded nature enthusiasts. Itinerary: September 16, Sunday, 7:00 am Departure from Sarett Nature Center for our United Flight #4148 out of O'Hare, Chicago to Rapid City, South Dakota. We will arrive in South Dakota at 11:23 am. We'll pick up our rental vans and continue to Badlands National Park. We will have time this afternoon to visit the Visitor Center, stretch our legs on a couple short walks and settle into our rooms at the Cedar Pass Lodge. Dinner will be at the Lodge. September 17, Monday. Breakfast at the Lodge. Today we will be exploring the Badland's Loop Road looking for wildlife and enjoying the scenery. There will be a side trip to the famous Wall Drugs for lunch. Then it is back to the Loop Road and Sage Creek Rim Road with short stops at overlooks and wildlife sightings. Dinner back at the Cedar Pass Lodge. We will try to venture out on to the Loop Road again in the evening for more wildlife sightings. September 18, Tuesday. Breakfast at the lodge. We will leave Badlands National Park and make our way to Mount Rushmore National Memorial. We will have a couple hours at the park to view the granite likeness of George Washington, Thomas Jefferson, Theodore Roosevelt and Abraham Lincoln. Some may want to walk .6 mile Presidential Trail, visit the Visitor Center or grab an ice cream cone at the café. Then it is on to the third largest cave in the world at Jewel Cave National Monument. We would like to take the Scenic Tour route which provides an opportunity to visit various cave chambers and passages decorated with calcite crystals and other speleothems. This tour is considered a modern-day walking tour along a paved trail with electric lighting. There is a shorter, gentler Discovery Tour that is available and visits one cave room. Our last stop of the day will be at the Crazy Horse Memorial. A short visit here will acquaint us with the work in progress of this Lakota native. Lodging tonight will be in Keystone, South Dakota at the K Bar S Lodge. September 19, Wednesday. After finding breakfast, we'll make our way to Custer State Park and Wind Cave. Custer State Park, known for its scenery and wildlife, is home to 1500 free roaming bison as well as elk, coyote, mule deer, white tailed deer, mountain goats, prairie dogs, big horn sheep, river otter pronghorn cougars and feral burros. We will drive the famous Needles Highway and the scenic loop watching for bison and prairie dog towns (and burros) and stretch our legs on a few of the easy walks. Wind Cave The different types of features that decorate the cave are collectively called cave formations or speleothems. Most of the speleothems in the cave form by similar processes. The water passes downward through the soil above the limestone, absorbs carbon dioxide, and becomes acidic. As a weak acid, the water is able to dissolve a small amount of the limestone rock as it passes through cracks and pores on its journey down into the cave. As this water drips into the air-filled cave, dissolved carbon dioxide is given off. Because the water has lost carbon dioxide, it cannot hold as much dissolved calcium. The excess calcium is then precipitated on the cave walls and ceilings to make up many of the different kinds of formations. The speloeothem that Wind Cave is most famous for is boxwork. There are many other formations such as popcorn, frostwork, dogtooth spar crystals, and flowstone that may be seen. We are planning on taking the Natural Entrance Tour to enjoy these wonderful underground formations. Lodging is again at the K Bar S Lodge in Keystone. September 20, Thursday. We will visit more areas of Custer State Park including Sylvan Lake area. Try a couple of the area's trails. We might try hiking on Little Devil's Tower trail. Look for wildlife and enjoy this wonderfully scenic park and area. Lodging is at the K Bar S Lodge. September 21, Friday. We have time to finish our exploration of Custer State Park and surrounding area this morning before making our way to Deadwood. We'll check out the Deadwood Cemetary where Wild Bill Hickok and Calamity Jane are said to be buried. Lodging will be at the Comfort Inn in Rapid City. September 22, Saturday. We'll have an early morning departure to Devil's Tower National Monument The Tower is an astounding geologic feature that protrudes out of the prairie surrounding the Black Hills. It is considered sacred by Northern Plains Indians and indigenous people. We will learn about the geology and take some walks on the many trails. The Tower Trail is 1.3 mile paved walk will give excellent views of the tower. Making our way back to Rapid City, we will enjoy the scenic drives and waterfalls of the Spearfish area. Lodging is again at the Comfort Inn in Rapid City. September 23, Sunday. After breakfast, we make our way to the airport for our 11:24 am flight to Chicago on UA 4038. Arrive at O'Hare is scheduled for 2:38 pm where Sarett van's will pick us up and return us to Sarett by approximately 6:00 pm. Cost: $2200.00/per person based on double occupancy. This includes: Round Trip transportation in nature center vans to O'Hare Flights from O'Hare to Rapid City, South Dakota Seven nights lodging Five Continental Breakfasts Park entry fees and park tour fees Two lunches *Services of Sarett naturalists Deposits: Each person must pay a $100. Non-refundable deposit to sign up for this trip. This trip is limited to 12 participants. A single supplement is not available. Membership: You must be a current member of Sarett. The cost is $40 for an individual and $50 for a family. Method of Payment: We prefer that you pay by check as this saves us money. However, we do accept Visa, Mastercard and Discover credit cards. Final Payment: You must have the final payment to Sarett by August 15, 2018 Cancellation Policy: Every attempt will be made to refund any recoverable costs in the event that you must cancel. Responsibility: Sarett Nature Center reserves the right, at their discretion, to make changes in the itinerary should that become necessary. Sarett is not responsible to any person for expenses, loss of time, money or happenings resulting from a change of tour scheduling. Sarett Nature Center reserves the right to accept, decline, or retain any person as a member of the tour, and is not responsible for any losses or damages of personal property, injuries, expenses, or damages incurred or claimed by any tour member. What to Bring: Binoculars (you don't want to miss the wildlife), camera, layers of clothes, rain gear, good walking shoes, walking sticks (if you want), a sense of adventure, cheerful attitude and a willingness to have some fun.	<urn:uuid:72ce1dda-2f4a-48a2-9af6-cecf3ada963c>	CC-MAIN-2018-47	http://sarett.com/wordpress/wp-content/uploads/2014/10/BADLANDS.pdf	2018-11-14T12:02:05Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00128.warc.gz	311,306,067	1,819	eng_Latn	eng_Latn	0.997308	eng_Latn	0.998442	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1827, 4946, 7312, 8067 ]	[ 1.875 ]	1	3
Five Things You Can Do To Prevent Infection was developed in collaboration with American Hospital Association www.hospitalconnect.com Association for Professionals in Infection Control and Epidemiology, Inc. www.apic.org Centers for Disease Control and Prevention www.cdc.gov Infectious Diseases Society of America www.idsociety.org The Joint Commission www.jointcommission.org Society for Healthcare Epidemiology of America www.shea-online.org The Joint Commission is the largest health care accrediting body in the United States that promotes quality and safety. Helping health care organizations help patients TM Avoiding contagious diseases like the common cold, strep throat, and the flu is important to everyone. Here are five easy things you can do to fight the spread of infection. Clean your hands. 1. * Use soap and warm water. Rub your hands really well for at least 15 seconds. Rub your palms, fingernails, in between your fingers, and the backs of your hands. * Or, if your hands do not look dirty, clean them with alcohol-based hand sanitizers. Rub the sanitizer all over your hands, especially under your nails and between your fingers, until your hands are dry. 2. Make sure health care providers clean their hands and wear gloves. * Doctors, nurses, dentists and other health care providers come into contact with lots of bacteria and viruses. So before they treat you, ask them if they've cleaned their hands. * Health care providers should wear clean gloves when they perform tasks such as taking throat cultures,pulling teeth, taking blood, touching wounds or body fluids, and examining your mouth or private parts. Don't be afraid to ask them if they should wear gloves. 3. Cover your mouth and nose. Many diseases are spread through sneezes and coughs. When you sneeze or cough, the germs can travel 3 feet or more! Cover your mouth and nose to prevent the spread of infection to others. * Use a tissue! Keep tissues handy at home, at work and in your pocket. Be sure to throw away used tissues and clean your hands after coughing or sneezing. 4. If you are sick, avoid close contact with others. * If you are sick, stay away from other people or stay home. Don't shake hands or touch others. * When you go for medical treatment, call ahead and ask if there's anything you can do to avoid infecting people in the waiting room. Get shots to avoid disease and fight the spread of infection. 5. Make sure that your vaccinations are current—even for adults. Check with your doctor about shots you may need. Vaccinations are available to prevent these diseases: * Chicken pox * Mumps * Measels * Tetanus * Shingles * Diphtheria * Hepatitis * Meningitis * Flu (also known as influenza) * If you don't have a tissue, cover your mouth and nose with the bend of your elbow or hands. If you use your hands, clean them right away. * Whooping cough (also known as Pertussis) * Clean your hands before touching or eating food. Clean them after you use the bathroom, take out the trash, change a diaper, visit someone who is ill, or play with a pet. * German measles (also known as Rubella) * Pneumonia (Streptococcus pneumoniae) * Human papillomavirus The goal of the Speak Up™ program is to help patients become more informed and involved in their health care.	<urn:uuid:d913d16b-1538-467e-8e57-ef3030e06015>	CC-MAIN-2018-47	https://www.jointcommission.org/assets/1/6/Infection_Control_brochure.pdf	2018-11-14T11:20:29Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00126.warc.gz	875,029,171	730	eng_Latn	eng_Latn	0.921867	eng_Latn	0.997421	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 626, 3300 ]	[ 3.296875 ]	4	11
Time: 1 hour Instructions Fill in the boxes at the top of this page with your name, centre number and candidate number. Use black ink or ball-point pen. Answer all questions. – there may be more space than you need. Answer the questions in the spaces provided Information The marks for each question are shown in brackets – use this as a guide as to how much time to spend on each question. The total mark for this paper is 60. Questions labelled with an asterisk ( * ) are ones where the quality of your written communication will be assessed – you should take particular care with your spelling, punctuation and grammar, as well as the clarity of expression, on these questions. Advice Keep an eye on the time. Read each question carefully before you start to answer it. Try to answer every question. Check your answers if you have time at the end. P43420A0120 FORMULAE You may find the following formulae useful. wave speed = frequency × wavelength v = f × wave speed = distance time v x t electrical power = current × potential difference P = I × V cost of electricity = power × time × cost of 1 kilowatt-hour power = energy used time taken P E t efficiency = (useful energy transferred by the device) (total energy supplied to the device) × 100% primary voltage secondary voltage = number of turns on primary coil number of turns on secondary coil V V N N p s p s = P43420A0220 BLANK PAGE Questions begin on next page. P43420A0320 Answer ALL questions. Some questions must be answered with a cross in a box . If you change your mind about an answer, put a line through the box and then mark your new answer with a cross . Electromagnetic waves 1 (a) Microwaves and X-rays are both electromagnetic waves. (i) Which row of the table is correct for microwaves and X-rays in a vacuum? Put a cross ( ) in the box next to your answer. (1) their speeds are their frequencies are A different different B different the same C the same different D the same the same (ii) State one harmful effect of X-rays on living matter. (1) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... (b) X-rays are ionising radiation. (i) State one other ionising radiation in the electromagnetic spectrum. (1) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... (ii) State one use of an ionising radiation. (1) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... 4 P43420A0420 (c) (i) State one way in which microwave radiation can be harmful to people. (1) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... The microwaves used in ovens have a frequency of about 2450 MHz. Mobile phones emit microwaves with a frequency of about 2000 MHz. Microwave ovens have shielding to protect people from the microwave radiation. (ii) Suggest why the same shielding is not necessary for mobile phones. (3) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... (Total for Question 1 = 8 marks) P43420A0520 Transformers 2 The photograph shows a step-down transformer. (a) Explain why step-down transformers are used in the transmission of electricity in the National Grid. (2) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... (b) Transformers need alternating current to work properly. Sketch a graph of an alternating current with a frequency of 2 Hz. (2) 6 P43420A0620 (c) A transformer has 2400 turns on the primary coil and 100 turns on the secondary coil. Calculate the secondary voltage if the primary voltage is 12 V. (3) secondary voltage = .......................................... V (d) Opening the switch in a circuit produces the opposite magnetic effect to closing the switch. A scientist connected a switch, a fixed resistor and a battery to the primary coil of a step-up transformer. The scientist also connected a fixed resistor across the secondary coil. The scientist switched the circuit on and then later switched it off. Which of these best represents the current in the secondary coil? (Total for Question 2 = 8 marks) P43420A0720 8 BLANK PAGE P43420A0820 Springs and shock absorbers 3 (a) The diagrams show a spring hanging from a nail. In Diagram 1 there is no weight on the spring. Diagram 3 shows the spring after the weight has been pulled down slightly. Diagram 2 shows the spring after a weight is added. (i) Complete the sentence by putting a cross ( ) in the box next to your answer. When held stationary as in Diagram 3, A the spring has zero elastic potential energy B the weight has equal amounts of elastic potential and kinetic energy C the weight has more kinetic energy than gravitational potential energy D the spring has more elastic potential energy than the weight has kinetic energy P43420A0920 (1) 10 (ii) The spring is stretched from the position shown in Diagram 2 to the position shown in Diagram 3. The spring is then released. Describe the energy changes that take place until the spring stops vibrating. (3) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... (b) Shock absorbers with springs are used on some motorcycles. These shock absorbers reduce the bounce on an uneven road. A new shock absorber has been developed to convert some of the movement energy into another form. It consists of magnets which slide inside a coil when the motorcycle goes over a bump. coil assembly magnet assembly Some of the energy which would otherwise be wasted can be recovered and so fuel is saved. (i) Complete the sentence by putting a cross ( ) in the box next to your answer. This device is designed to A increase the thermal energy obtained from the fuel B increase the efficiency of the motorcycle C decrease the speed of the motorcycle D decrease the braking power of the motorcycle P43420A01020 (1) (ii) Explain how this new type of shock absorber can provide electrical energy. (2) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... (iii) The diagram shows the bumps on the surface of two roads, L and M. Explain why the device will transfer more energy on road L than on road M for a motorcycle travelling at the same speed. (3) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... (Total for Question 3 = 10 marks) road L road M Meteors and earthquakes 4 The photograph shows a meteor exploding above Russia in 2013. 12 (a) The noise from the explosion was described as the loudest sound ever detected on Earth. However, human beings could not hear this sound. State the two sound frequency ranges that human beings cannot hear. (2) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... (b) Meteors sometimes collide with the Earth’s surface. These collisions produce both P-waves and S-waves. (i) Which of the following is correct for a P-wave? Put a cross () in the box next to your answer. (1) A It is a transverse wave travelling faster than an S-wave. B It is a transverse wave travelling slower than an S-wave. C It is a longitudinal wave travelling faster than an S-wave. D It is a longitudinal wave travelling slower than an S-wave. The diagram shows the path of a P-wave. The P-wave travels from the collision at X, through the Earth, to another point, A. (ii) Explain why the path of the P-wave is not a straight line. (2) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... (iii) Explain why there are regions on the Earth’s surface where S-waves from the collision at X cannot be detected. You can add to the diagram to help your answer. (3) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... (iv) Describe how a meteor colliding with the Earth could set off an earthquake. (2) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... (Total for Question 4 = 10 marks) Galileo and Jupiter 5 This picture shows Galileo holding a telescope. (a) Explain the purpose of the eyepiece in a telescope. (2) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... (b) Galileo drew pictures of his observations of Jupiter. Nowadays we can take photographs. Suggest how photographs would have helped Galileo. (1) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... 14 (c) The telescope collects light reflected from Jupiter. The light has a frequency of 4.30 × 10 14 Hz and a speed of 3.00 × 10 8 m/s. Calculate the wavelength of the light. (3) wavelength = .................................................... m (d) Galileo’s observations of the moons of Jupiter disproved the geocentric model. However, these observations were not enough to prove the heliocentric model of the Solar System. Explain why Galileo’s observations disproved one model but were not enough to prove the other model. (6) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... (Total for Question 5 = 12 marks) Changing Universe 6 A long time ago scientists thought that the Universe never changed. Now there is evidence to show that stars progress through various stages and that the Universe is expanding. (a) Our Sun is in its main sequence stage. (i) Complete the sentence by putting a cross ( ) in the box next to your answer. A star of much greater mass than the Sun will eventually become (1) A a black hole B a protostar C a red dwarf D a white dwarf (ii) Describe how the Sun reached its main sequence stage. (3) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... (iii) Scientists can estimate the age of a star. They want to find the age of the oldest star. Suggest why knowing the age of the oldest star is not enough to tell scientists the age of the Universe. (2) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... (b) Edwin Hubble discovered that the Universe was expanding. He did this by using observations of red-shift. Explain what red-shift is and how it provides evidence that the Universe is expanding. (6) .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... .................................................................................................................................................................................................................................................................................... (Total for Question 6 = 12 marks) TOTAL FOR PAPER = 60 MARKS 18 BLANK PAGE BLANK PAGE 20 BLANK PAGE	<urn:uuid:9e38949c-6d2f-4daa-a92b-c87fbdf5e6cd>	CC-MAIN-2018-47	https://qualifications.pearson.com/content/dam/pdf/GCSE/Science/2011/Exam%20materials/Question-paper-Unit-P1-1H-June-2014.pdf	2018-11-14T11:04:57Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00127.warc.gz	711,106,674	2,625	eng_Latn	eng_Latn	0.490263	gmh_Latn	0.393092	[ "eng_Latn", "eng_Latn", "unknown", "gmh_Latn", "gmh_Latn", "gmh_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "gmh_Latn", "unknown", "unknown", "unknown", "unknown" ]	false	docling	[ 882, 1434, 1492, 3953, 6599, 8035, 8731, 8761, 9434, 11512, 14628, 15957, 20339, 22850, 26759, 30549, 34154, 34170, 34182, 34198 ]	[ 3.21875, 3.6875 ]	1	0
VernonNEWS Kelowna West Kelowna Penticton Vernon Kamloops VernonNEWS Trained lifesavers by Kevin Rothwell \| Story: 140024 - May 15, 2015 / 4:12 pm Log Tweet 4 1 Business Sports Entertainment Letters Poll Photo: Kevin Rothwell More than 500 School District 22 secondary students a year learn to save lives, thanks to a program pioneered by the ACT Foundation. On Friday, local teachers gathered at Clarence Fulton Secondary School to learn the basics of CPR and how to use an automated external defibrillator. The program has trained more than three million students nationwide since it began. According to the Heart and Stroke Foundation of Canada, up to 40,000 cardiac arrests occur each year in Canada. That is one cardiac arrest every 12 minutes. Without rapid and appropriate treatment, most of these will result in death. Early CPR combined with early defibrillation can increase survival rates for cardiac arrest victims by up to 75 per cent, the foundation says. http://www.castanet.net/news/Vernon/140024/Trained-lifesavers[19/05/2015 12:46:08 PM] BC Canada World Teachers receive training in both areas and then train their students. "It's important to know. You never know what could happen – you might save a student, or the student might save a family member or someone else," said W.L. Seaton teacher Michel Amoua. Ten teachers were taking part in the training at Fulton. Through the ACT program, all students learn the four Rs of CPR. They are: RISK factors for cardiovascular disease and the importance of adopting a heart-healthy lifestyle. How to REACT, by calling 9-1-1 quickly and how to help while waiting for the ambulance to arrive. How to RECOGNIZE a developing medical emergency. How to RESUSCITATE, or perform CPR. Read More: Today's Top Stories Report a Typo SEND US YOUR NEWS TIPS COMMENTS WELCOME Comments on this story are pre-moderated and approval times may vary. Before they appear, comments are reviewed by moderators to ensure they meet our submission guidelines. Keep it clean, keep it civil, keep it truthful, stay on topic and be responsible. Comments are open and welcome for three days after the story is published. We reserve the right to close comments before then. Comments that appear on the site are not the opinion of Castanet, but only of the comment writer. Comments for this thread are now closed. × 0 Comments Castanet Recommend Share ⤤ 1 Login Sort by Newest Castanet pays for news tips. Email us a news tip, photo, or video and your name will be in a draw for our weekly news tip prize $25. Email us firstname.lastname@example.org This discussion has been closed. Read more Vernon News http://www.castanet.net/news/Vernon/140024/Trained-lifesavers[19/05/2015 12:46:08 PM] http://www.castanet.net/news/Vernon/140024/Trained-lifesavers[19/05/2015 12:46:08 PM] http://www.castanet.net/news/Vernon/140024/Trained-lifesavers[19/05/2015 12:46:08 PM] http://www.castanet.net/news/Vernon/140024/Trained-lifesavers[19/05/2015 12:46:08 PM] WHAT? Amazing + Best of the web photos A gallery filled with stuff so awesome you won't believe... North Okanagan Quick Links City of Vernon Vernon Discussion Forum District of Coldstream Village of Lumby City of Armstrong City of Enderby District of Sicamous Interior Health Okanagan Regional Library Member of BC Press Council http://www.castanet.net/news/Vernon/140024/Trained-lifesavers[19/05/2015 12:46:08 PM]	<urn:uuid:5cfb196f-787b-4e68-8bc0-9a494e4c4c8a>	CC-MAIN-2018-47	http://actfoundation.ca/wp-content/uploads/2015/07/Trained-lifesavers-Vernon-News-Castanet.net_.pdf	2018-11-14T11:22:14Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00128.warc.gz	7,460,916	882	eng_Latn	eng_Latn	0.98943	eng_Latn	0.996109	[ "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "unknown" ]	false	docling	[ 1092, 2750, 2837, 2924, 3354, 3441 ]	[ 1.7734375 ]	2	7
Information Technology Program 1) Cisco Networking Academy Every year, the Cisco Networking Academy program teaches hundreds of thousands of students worldwide the skills needed to build, design, and maintain, networks—improving their career prospects while filling the global demand for networking professionals. With 10,000 academies in 165 countries, the Cisco Networking Academy helps individuals prepare for industry-recognized certifications and entry-level information and communication technology (ICT) careers in virtually every type of industry. Students develop foundational skills in ICT while acquiring vital 21st-century career skills in problem solving, collaboration, and critical thinking. The pathway courses are: * Computer Programming 1 * Microcomputer Technologies * Network Engineering & Management (Computer LAN Management) * Some students also take Advanced Networking Students in this pathway prepare for the CompTIA A+ certification exam, which they take before leaving high school. This entry-level certification places our students in excellent standing to pursue their future ICT career certifications as well as continue secondary and post-secondary studies. We are well on our way to having students complete the Cisco CCENT and CCNA certifications as well. For more information go to: https://www.montgomeryschoolsmd.org/career-readiness/plans/cisco-academy.aspx 2)Academy of Information Technology (AOIT) Established in 2000, the Academy of Information Technology (AOIT) introduces students to the broad career opportunities in today's digital workforce and in the process equips them with the personal, analytical, technical, and communications skills they need to thrive. A member of the National Academy Foundation (NAF), the Academy of Information Technology operates as a "school within a school" and is located in high schools nationwide. AOIT is a four-year academic program that augments standard curricula. Students take one or two specialized courses each year and a capstone course their senior year (usually a college-level course). Further, our AOIT students participate in preparation for a compensated internship during the summer after their junior year, if possible, or during the fall of their senior year. The preparation includes resume preparation, mock interviews, and Young Professional conference. The AOIT is a true small learning community. AOIT meets after school as a club once a month, for special guests, celebrations, extended learning and programs. Computer Programming Pathway Learning today's computer languages builds competitive and marketable skills and teaches a wide variety of important concepts. Scientist, engineers, and others use this knowledge to produce programs for new computer games, weather forecasting, controlling robots, medical design and planning in architecture. The Programming Pathway of AOIT will provide unique opportunities for students to express their own creativity by writing programs to solve real-world problems. The pathway courses are: * Computer Programming 1 * AP Computer Programming 2 * AP Computer Science Principles * Some students also take Computer Programming 3 Computer programming, is imbedded in each of the AOIT pathways. Networking Pathway Every year, the Cisco Networking Academy program teaches hundreds of thousands of students worldwide the skills needed to build, design, and maintain, networks— improving their career prospects while filling the global demand for networking professionals. With 10,000 academies in 165 countries, the Networking Academy helps individuals prepare for industry-recognized certifications and entry-level information and communication technology (ICT) careers in virtually every type of industry. Students develop foundational skills in ICT while acquiring vital 21st-century career skills in problem solving, collaboration, and critical thinking. The pathway courses are: * Computer Programming 1 * Microcomputer Technologies * Network Engineering & Management (Computer LAN Management) * Some students also take Advanced Networking Information Resource Design Pathway (Web Development) The information Resource Design pathway of AOIT will provide unique opportunities for students to create friendly, functional Web sites that serve the very important role of sharing vital information with the entire world. Students will study digital media and multimedia tools and concepts. They also will be introduced to the basic concepts of relational database engines and the tools to use them. The pathway courses are: * Web Site Development * Advanced Web Tools and Digital Media * Computer Programming 1 OR AP Computer Science Principles For more information go to: https://www.montgomeryschoolsmd.org/career-readiness/plans/informationtechnology.aspx	<urn:uuid:483d9106-60a9-4cdc-951d-0952fb0ad2c1>	CC-MAIN-2018-47	https://www.montgomeryschoolsmd.org/uploadedFiles/schools/senecavalleyhs/academics/Information%20Technology%208-2018.pdf	2018-11-14T11:12:45Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00126.warc.gz	903,339,638	882	eng_Latn	eng_Latn	0.992524	eng_Latn	0.994286	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1401, 3257, 4830 ]	[ 2.109375 ]	1	2
Conference on Peace Through Tourism Dar Es Salaam December 11 th , 2003 Wildlife Tourism: Can We Increase the Small People's Share? Dr. Rolf D. Baldus Some animals lay eggs. Others give milk. Some provide wool, ivory, skins or meat. And then we have "creatures" like Wildlife Tourism. We expect this poor "creature" to produce many such things all at the same time: Fill the exchequer's coffers, grease District administrations, build dispensaries and wells in remote villages, safeguard biodiversity, conserve wildlife and protect wild areas, reduce poverty at household level – and this all nature friendly, in true eco-style and, of course, without disrupting local culture. Such complex undertakings often fail; or some objectives are reached at the expense of others; or some players get the "lion's share" while others end up up with the "peanuts". Nevertheless, for good economic and environmental reasons, tourism is a major backbone of Eastern and Southern Africa. It can contribute to the above-mentioned objectives, but it must not necessarily. This depends on the framework set by the state and on the actions of the different players. And it depends on us how much we manage to influence the processes in a community– and poverty-oriented way! German development cooperation through GTZ has been involved in wildlife conservation and - thereby indirectly – in tourism in Tanzania for fifteen years. Our tourism here is mainly wildlife based. Let me share with you a few of the experiences we have made during this period. For us wildlife conservation and tourism has always had a community perspective. It was geared towards poverty alleviation. It is an empirical fact that wildlife cannot be protected in the long run against the will of those who share the land with the animals, many of them dangerous, destructive to man and competitors on the land. They live together in conflict and not in harmony. These peasants cannot be turned into conservators by telling them about the beautiful brown eyes of the impala or how important it is to save the rhino as an heritage of mankind. These people can be convinced only, if they will be better off with wildlife than without. This means: If the communities do not get a greater share of the tourism revenues and benefits, the very basis of this tourism will disappear in the not too far future. Some isolated zoo-like enclosures might remain. No Government has the means to protect this natural resource, if the people do not agree. One word of warning as far as the economic potential of wildlife and tourism: We must not overestimate it. Most of the protected areas in Africa do not even earn enough money from tourism to cover their financial needs. It costs 50 to 500 US$ to manage one sqkm of Park, but at most places this is not generated. Tourism sometimes does not even cover its own costs. Public budgets – a great part of which come from poor taxpayers' money – are used in such cases to subsidize tourism in protected areas. Some conclusions: - Protected areas must be managed in a business-like manner. There are examples that this is possible and that it is possible without sacrificing the environmental objectives. - The present trend to create huge trust funds in order to subsidize protected areas leads into the wrong direction. Big money keeps inefficiency alive. It rewards the bad performers. - We have to look at all options to earn money in a sustainable way. Photographic tourism is one option. Hunting is another one. Take the Selous for example: Hunting earns over 90 %, photographic tourism less than 10 %. Without hunting the Selous would be dead. Well-controlled and managed hunting is in very situations a way to earn much more money with less ecological impact. Another point: Tanzania has more than 25% of its country protected as Parks and Game Reserves. New ones are being created. Do we want to put half of the country under strict protection? Who can afford this? I was part of the creation of one, namely the new Saadani National Park. I had a different idea: Make it a privately run multiple-use Reserve in a system of checks and balances set by the state. This would not imply giving away the national heritage, the sovereignty of the country, as some feared. The opposite is true. It just means to find private players who do the job for the Government. And as reward they earn a profit. Saadani will be run for many years at a loss. TANAPA is lucky. God gave them a mountain, and the German and British colonial Governments did a deal and agreed that the mountain was on the Tanzanian side of the border. Together with another three profitable Parks this mountain subsidizes nine loss-making National Parks. Or even a better idea than just privatizing: Community run Parks as an alternative. In most cases the communities will not be able to manage and run the tourism themselves, but they can do this in joint ventures with the private sector. There is a nostalgic and pseudo-democratic feeling that at some time all protected areas were settled by people and that this land actually should be given back them. In some countries this is being done, and mostly it leads to normal agricultural use and a loss of bio-diversity. In Tanzania there are no plans like that. It is therefore all the more important to assist the communities in making full use of the wildlife resources on their own land outside the protected areas. Fortunately Tanzania still has many such "open areas". Half of the country's wildlife lives there. Due to expanding settlements and agriculture as well as widespread commercial poaching for bush-meat the game is, however, disappearing on this land. People had no interest in conserving it in the past, as they suffered only the costs of these animals and did not enjoy the benefits. The new Wildlife Policy of Tanzania foresees that communities have the right to declare Wildlife Management Areas, which will allow them to utilize the game on their land, be it for subsistence, tourism or safari hunting. They can decide in which way they want to use game and it can be expected that they will go for the most profitable type of utilization. This all takes place within a set of legal regulations in order to maintain sustainability. Unfortunately the implementation of this policy is slow, as the Government apparatus moves forward with snail speed. This leads to a situation where many suitable areas get lost. A typical example is the land grabbing around national parks, which takes place with increasing speed. Private investors purchase agricultural land on the border of national parks for a few thousand Shillings and later build hotels. Mostly this is not legal, but in most cases reality creates its own legality, and they get away with it. When later the community tries to create a Wildlife Management Area near the Park in order to lease suitable sites to tourism investors it is too late. The land is already in private hands, and the community will not benefit apart from a few jobs for cleaning maids and watchmen. This happens presently everywhere in Tanzania, and it must be feared that the share of poor communities from tourism will remain small, as it has been in the past. Perhaps it is not too late to halt this trend. References: Gastorn Kennedy, The Legal Environment for Tourist Investments on Village Land outside Wildlife Management Areas Wildlife Division (Ed.), Procedures for Communities to enter into Joint Ventures in Wildlife Management Areas Rolf D. Baldus et al., Experiences with Community Based Wildlife Coservation in Tanzania all three publications can be found on: www.wildlife-programme.gtz.de/wildlife/publications.html This manuscript reflects the opinion of the author only, not necessarily of the institutions he works for.	<urn:uuid:19019249-0069-4d56-a8ba-a9f98a3ff30a>	CC-MAIN-2018-47	http://wildlife-baldus.com/download/Wildlife%20Tourism%20Benefits.pdf	2018-11-14T11:43:00Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00127.warc.gz	362,301,851	1,555	eng_Latn	eng_Latn	0.998632	eng_Latn	0.999067	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2195, 6276, 7818 ]	[ 1.6171875 ]	1	7
Strategy Inventory for Language Learning Worksheet for Answering and Scoring the Strategy Inventory for Language Learning (SILL) 1. The blanks (_____) are numbered for each item on the SILL. 2. Write your response to each item (that is, write 1, 2, 3, 4, or 5) in each of the blanks. 3. Add up each column. Put the result on the line marked SUM. 4. Divide by the number under SUM to get the average for each column. Round this average off to the nearest tenth, as in 3.4 5. Figure out your overall average. To do this, add up all the SUMS for the different parts of the SILL. Then divide by 50. 6. When you have finished, your teacher will give you the Profile of Results. Copy your averages (for each part and for the whole SILL) from the Worksheet to the Profile. SILL Worksheet Version 7.0 (ESL/EFL) © R. Oxford, 1989 Name:______________________________________________ Date:______________ Whole SILL Part A Part B Part C Part D Part E Part F 1._____ 10._____ 24. _____ 30._____ 39._____ 45. _____ SUM A_____ 2._____ 11. _____ 25. _____ 31._____ 40._____ 46. _____ SUM B_____ 3._____ 12. _____ 26. _____ 32._____ 41._____ 47. _____ SUM C_____ 4._____ 13 ._____ 27. _____ 33._____ 42._____ 48. _____ SUM D_____ 5._____ 14. _____ 28. _____ 34._____ 43._____ 49. _____ SUM E_____ 6._____ 15. _____ 29. _____ 35._____ 44. _____ 50. _____ SUM F_____ 7._____ 16. _____ 36._____ 8._____ 17. _____ 37._____ 9. _____ 18. _____ 38. _____ 19. _____ 20. _____ Other strategies used: 21. _____ 22. _____ 23. _____ SUM_____ SUM_____ SUM_____ SUM_____ SUM_____ SUM_____ SUM_____ ÷9=_____ ÷14=_____ ÷6=_____ ÷9=_____ ÷6=_____ ÷6=_____ ÷50=_____ (Overall Average) Profile of Results on the Strategy Inventory for Language Learning (SILL) Version 7.0 (ESL/EFL) © R. Oxford, 1989 You will receive this profile after you have completed the worksheet. This profile will show your SILL results. These results will tell you the kinds of strategies you use in learning English. There are no right or wrong answers. To complete this profile, transfer your averages for each part of the SILL, and your overall average for the whole SILL. These averages are found on the worksheet. SILL Profile of Results Version 7.0 (ESL/EFL) © R. Oxford, 1989 Key to Understanding Your Averages If you want, you can make a graph of your SILL averages. What does this graph tell you? Are you very high or very low on any part? 5.0 4.5 4.0 3.5 ------------------------------------------------------------------------------------------------------- 3.0 2.5 ------------------------------------------------------------------------------------------------------ 2.0 1.5 1.0 A B C D E F Your Remembering Using Compensating Organizing Managing Learning Overall more all for missing and your with Average effectively your knowledge evaluating emotions others mental your processes learning What These Averages Mean to You The overall average tells how often you use strategies for learning English. Each part of the SILL represents a group of learning strategies. The averages for each part of the SILL show which groups of strategies you use the most for learning English. The best use of strategies depends on your age, personality, and purpose for learning. If you have a very low average on one or more parts of the SILL, there may be some new strategies in these groups that you might want to use. Ask your teacher about these.	<urn:uuid:e459fe94-743f-4c21-a57d-dfc51196aed8>	CC-MAIN-2018-47	http://frenchtutorrichmond.co.uk/sillanswersheetenglish.pdf	2018-11-14T11:41:21Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00127.warc.gz	129,547,762	921	eng_Latn	eng_Latn	0.747625	eng_Latn	0.928172	[ "eng_Latn", "hau_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 767, 1697, 2209, 3475 ]	[ 4.125 ]	2	5
Use of potassium bicarbonate as a fungicide in organic farming This document discusses whether potassium bicarbonate could be allowed for use as a fungicide in organic crops. The argumentation follows the criteria proposed by the ORGANIC INPUTS EVALUATION project. - Use and necessity: potassium bicarbonate can be used as a contact fungicide in a variety of crops, e.g. grapevine, pome and stone fruit, berries and soft fruit, vegetables and cereals. In Europe, efficacy trials are still underway at present. It is applied with standard spray equipment at a rate of 2 to 8 kg/ha, with a maximum of 8 applications per year. It mainly inhibits fungus mycelium development. Its mode of action is linked with osmotic pressure, pH and specific bicarbonate/carbonate ion effects. In some crops, potassium bicarbonate has the potential to replace copper or sulfur fungicides. - Origin: Potassium bicarbonate is made industrially from carbon dioxide (CO2) gas and potassium hydroxide (KOH). - Environment: Potassium bicarbonate is naturally present in humans, animals, plants and virtually all living organisms. Under environmental conditions, potassium bicarbonate dissociates completely to potassium and bicarbonate ions and it is impossible to differentiate between ions naturally present and those of external origin. Bicarbonate is present in soil pore waters as a result of carbon dioxide liberated from the respiration of soil organism. Potassium (K) is an essential plant and microbial nutrient that has a natural cycle in soil of uptake and utilisation by plants and microbes, followed by release resulting from the decomposition of rotting organisms. Potassium input resulting from use as a fungicide is considerably smaller than the crops' potassium needs. Further, potassium bicarbonate has an extremely low toxicity to mammals and is not hazardous to the environment. - Human health: Because of its extremely low toxicity, potassium bicarbonate presents no health risks to operators and bystanders, and its residues present no risks to consumers. It is a recognized food additive (E 501). - Public perception: Potassium bicarbonate has been used for decades in medicine and everyday products (as a food ingredient and as a leavening agent in baking). Thus, it is perceived as a safe substance by consumers. In the farming community, the partial replacement of copper fungicides by potassium bicarbonate will be perceived favourably. - Consistency with organic farming traditions: Baking powder (sodium bicarbonate) has been used by organic farmers for decades, and is still used as plant strengthener in Germany. Potassium bicarbonate is allowed for use in organic farming in the USA, and also by the IFOAM standards. Summary and Conclusions Potassium bicarbonate occurrs in nature, is an effective fungicide, and is safe for humans and the environment. As a fungicide, it has the potential to replace copper and sulphur in some crops. However, for commercial use it has to be synthetisized. In conclusion, its advantages clearly outweigh the disadvantage of synthetic manufacture and it will be favourably perceived by consumers. We therefore recommend the use of potassium bicarbonate as a fungicide in organic farming. Bernhard Speiser and Lucius Tamm This document is based on a criteria matrix developed by the ORGANIC INPUTS EVALUATION project (see www.organicinputs.org) and is intended as a basis for discussion by standard setting institutions. The conclusions are based on the present knowledge and may be modified if new information becomes available.	<urn:uuid:66f281a1-08a1-4db1-b8b8-b7eca66540a0>	CC-MAIN-2018-47	https://www.betriebsmittelliste.ch/fileadmin/documents/de/hifu/stellungnahmen/potassium_bicarbonate_organic.pdf	2018-11-14T11:21:18Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00127.warc.gz	803,743,518	716	eng_Latn	eng_Latn	0.994825	eng_Latn	0.994825	[ "eng_Latn" ]	false	docling	[ 3574 ]	[ 1.46875 ]	1	2
Message of Shri Prakash Javadekar, Minister of Environment, Forest & Climate Change, Government of India on the occasion of World Wetlands Day, 2 nd February, 2016 The World Wetlands Day, celebrated on 2 nd February each year around the world to mark the adoption of the Convention on Wetlands in the city of Ramsar in Iran in 1971, is a day to promote, create awareness and ensure positive & affirmative action for conservation of wetlands. Water is life, and wetlands are the life support systems that ensure functioning of the water cycle. Wetlands help recharge groundwater aquifers, cleanse polluted waters, protect shorelines and act as sponges to mitigate floods. The extensive food chain and biological diversity in wetlands make them „biological supermarkets‟. Wetlands are valuable as sources, sink and transformers of a multitude of biological, chemical and genetic material. In addition, wetlands have special attributes as cultural heritage of humanity, and have deep connections with our beliefs and practices. They are indeed an important part of our natural wealth and "liquid assets". The theme of World Wetlands Day this year is „Wetlands for our Future – Sustainable Livelihoods‟. The theme highlights the value of wetlands in securing local livelihoods through activities as fishing, rice farming, tourism, and water provision. Ever since civilizations began, wetlands have played an important role in development of human society. The „wise use‟ principle of wetland management encapsulates the linkages between wetland functioning and livelihoods, on sustainable basis guided by ecosystem approaches. The Ministry of Environment, Forest and Climate Change will continue to accord high priority to conservation and wise use of wetlands in the country. The National Plan for Conservation of Aquatic Ecosystems (NPCA) provides the policy framework and support to State Governments for integrated management of wetlands. The Ministry has also initiated the process of revising the existing regulatory framework on wetlands to enable a greater role and ownership by State Governments in management of wetlands, particularly as water and land are State subjects. The State Wetland Authorities are envisaged to be entrusted the role of management and regulation of wetlands within their jurisdiction. In a strategic step towards increasing the capacity of wetland managers in integrated and holistic management, upgrading the existing Wetland Research and Training Centre of Chilika Development Authority at Barkul, Odisha into the National Capacity Development Centre for Wetlands is also being envisaged. This year the World Wetlands Day is being celebrated by the Ministry in collaboration with the Government of West Bengal at Sunderbans, one of the largest single block of estuarine mangrove forests in the world, which provides habitat to numerous plant and animal species, including the Royal Bengal tiger. The Ministry looks forward to working with State Governments, experts, NGOs, private sector and concerned citizens from all walks of life to secure these natural resource endowments. *****	<urn:uuid:3d970897-b175-4319-a068-c46eb6a6e266>	CC-MAIN-2018-47	http://cazrienvis.nic.in/Message.%20WWD.%202016.pdf	2018-11-14T10:48:13Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00127.warc.gz	63,325,958	598	eng_Latn	eng_Latn	0.992817	eng_Latn	0.992817	[ "eng_Latn" ]	false	docling	[ 3125 ]	[ 2.484375 ]	5	1
Miracle Praying! The ACTS of the Holy Spirit Acts 12 13 Are any of you suffering hardships? You should pray…..The earnest prayer of a righteous person has great power and produces wonderful results. James 5:13 1. God Sees Our ______________________! About that time King Herod Agrippa began to persecute some believers in the church. 2 He had the apostle James (John’s brother) killed with a sword. 3 When Herod saw how much this pleased the Jewish people, he also arrested Peter. (This took place during the Passover celebration.) 4 Then he imprisoned him, placing him under the guard of four squads of four soldiers each. Herod intended to bring Peter out for public trial after the Passover. Acts 12:1-4 God's Testings Get Tougher Each Time—He is Preparing Us For Eternity! 2. God Keep His _______________________! 6 The night before Peter was to be placed on trial, he was asleep, fastened with two chains between two soldiers. Others stood guard at the prison gate. 7 Suddenly, there was a bright light in the cell, and an angel of the Lord stood before Peter. The angel struck him on the side to awaken him a nd said, “Quick! Get up!” And the chains fell off his wrists. 8 Then the angel told him, “Get dressed and put on your sandals.” And he did. “Now put on your coat and follow me,” the angel ordered. Acts 12:6-8 James (brother of John) became the first Martyr Peter sleeping? Matthew 20:22 John 21:18-19 In peace I will lie down and sleep, for you alone, O LORD, will keep me safe. Psalm 4:8 3. God Hears Our _______________________! 5 But while Peter was in prison, the church prayed very earnestly for him. Acts 12:5 12 The eyes of the LORD watch over those who do right, and his ears are open to their prayers. But the LORD turns his face against those who do evil. I Peter 3:12, Psalm 34:15-16 (a) Many people were praying (c) They prayed night and day for perhaps as long as a week (b) They were praying earnestly (d) Their prayers were centered specifically on Peter's deliverance There is something extra special when a church body fervently prays! 4. God Expects Us To Do Our_______________________________! The angel struck him on the side to awaken hi m a nd said, “Quick! Get up!” And the chains fell off his wrists. 8 Then the angel told him, “Get dressed and put on your sandals.” And he did. “Now put on your coat and follow me,” the angel ordered. 9 So Peter left the cell , following the angel. But all the time he thought it was a vision. He didn’t realize it was actually happening. Acts 12:7b-9 I bet for the rest of his life, every time Peter bent over to tie his shoes it was a reminder! 5. God (Most Times) Answers Prayers in ______________________! 9 So Peter left the cell, following the angel. But all the time he thought it was a vision. He didn’t realize it was actually happening. 10 They passed the first and second guard posts and came to the iron gate leading to the city, and this opened for them all by itself. So they passed through and started walking down the street, and then the ange l su d d e n l y l e ft h i m . Acts 12:9-10 6. God Answers Prayers That Even Have A ____________________! 14 When she recognized Peter’s voice, she was so overjoyed that, instead of opening the door, she ran back inside and told everyone, “Peter is standing at the door!” 15 “You’re out of your mind!” they said. When she insisted, they decided, “It must be his angel.” Acts 12:14-15 7. God Should Receive __________________From Answered Prayer! 16 Meanwhile, Peter continued knocking. When they finally opened the door and saw him, they were amazed. 17 He motioned for them to quiet down and told them how the Lord had led him out of prison. “Tell James and the other brothers what happened,” he said. And then he went to another place. Acts 12:16-17 8. God Will Deal With Our _____________________Sooner or Later! Afterward Herod left Judea to stay in Caesarea for a while…..an angel of the Lord struck Herod with a sickness, because he accepted the people’s worship instead of giving the glory to God. So he was consumed with worms and died. Acts 12:19,23 ANSWERS: Trials, Promises, Prayers, Part, Unusual Ways, Little Faith, Glory, Enemies Financial Update Total Weekly Budget $ 12,857.00 Weekly Offering Received May 15, 2016 $ ?	<urn:uuid:a862f42f-aa4a-4bdc-840c-650fcf435013>	CC-MAIN-2018-47	http://deltonalakes.org/hp_wordpress/wp-content/uploads/2016/05/Acts-8-Miracle-Praying-5-22-2016.pdf	2018-11-14T11:09:19Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00127.warc.gz	87,066,071	1,074	eng_Latn	eng_Latn	0.999302	eng_Latn	0.999322	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2014, 4304 ]	[ 1.5703125 ]	2	1
Headline: Prescription to slow worsening myopia in Canadian kids? Head outdoors Outlet: CBC Calgary Date: April 21, 2018 Byline: CBC News Link: http://www.cbc.ca/news/health/myopia-children-1.4627366 Full Article Nearly 30% of children 11 to 13 are nearsighted, study finds. Seven-year-old Jaclyn recently chose bright blue-framed glasses with red dots "because they're a splash of colour." Jaclyn was diagnosed with myopia, or nearsightedness, at the age of four. "I was surprised to learn that she needed glasses," recalled her mother, Ellen Rosenberg, in Toronto. Jaclyn wears glasses all the time at school, where they help her to read and write, such as from the blackboard, she said. Her vision isn't so poor that she trips on things when she takes them off to play sports, Rosenberg said. But in a recent study, more than 30 per cent of young Canadian children walked around with fuzzy vision because of myopia that, unlike Jaclyn's, went undiagnosed. Now experts are exploring a simple way to turn the tide on the worsening problem. Myopia is "increasing globally at an alarming rate," according to the World Health Organization. It affects an estimated 1.89 billion people worldwide, and if rates don't change, that could rise to 2.56 billion by 2020 — a third of the population. In what they call the first study of its kind in Canada, optometrists in Waterloo, Ont., found the rate of myopia was six per cent in children aged six to eight in the Waterloo region. That soared to 28.9 per cent in children aged 11 to 13. In myopia or nearsightedness, the eyeball doesn't get enough light and elongates. The condition isn't innocuous, said study author Debbie Jones, a clinical professor of optometry at the University of Waterloo and a scientist at the Centre for Ocular Research & Education. Uncorrected myopia can affect a child's schooling and lifestyle. For those with powerful prescriptions, the list of risks grows. "One of the big problems of being myopic is the higher your prescription, the more at risk you are for complications that can lead to vision loss later in life," such as retinal detachment or degeneration that affects central vision, Jones said. The retina is like wallpaper that covers the back of the eye, sensing light and sending images to the brain. Stretched too far, the retina may tear. A strong prescription is also a risk factor for glaucoma, cataracts and sight-threatening complications that place a burden on the health-care system. "If we can slow down the progression and keep prescriptions in a lower range, then the risk of getting those complications is much less," Jones said. While genetics play a role, the study's authors have two pieces of advice for what families could do: * Reduce screen time. * Spend more time outdoors. Reading, studying and other time spent swiping smartphones and tablets all seem to contribute to the problem, said Dr. Alla Muladzanov, an ophthalmologist at the Montreal Children's Hospital. "It's so commonplace to see children glued to tablets, because it's easier to occupy them," Muladzanov said. "What we tell them is to limit it to less than an hour a day and really encourage outdoor activities, weather permitting. Spend more time socializing with friends, playing sports outside, having an active lifestyle, because apart from the benefits for myopia, there are so many added benefits in terms of health." Cutting the odds of myopia Research suggests that spending time outdoors protects against myopia. In the Waterloo study, each additional hour of outdoor time per week lowered the odds of a child having myopia by 14 per cent. Regardless of where a child is on the myopic spectrum, he or she will benefit from doing more outdoor activities to slow its progression, Muladzanov said. Why could outdoor time help? It could be exposure to bright light, vitamin D or even the effects of sunlight on neurotransmitters, Muladzanov said. Researchers haven't yet nailed down the association. Rosenberg sets a screen time limit of 30 minutes for Jaclyn on weekdays, which relaxes on weekends. Yet during the week, her daughter is drawn to the smartphone. As the image she's viewing on her iPhone reflects in the spectacles, she knows she should put the screen down. "I usually just message and email," Jaclyn says. But she says she shouldn't do it so much.	<urn:uuid:ce4ea1aa-a26d-4992-896b-41564e47cebe>	CC-MAIN-2018-47	https://www.optometrists.ab.ca/WEB/AsiCommon/Controls/BSA/Downloader.aspx?iDocumentStorageKey=a489c134-bcab-4c74-9ce0-e8d5e7245e59&iFileTypeCode=PDF&iFileName=Download%20Prescription%20to%20Slow%20Myopia%20PDF	2018-11-14T11:58:18Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00127.warc.gz	948,674,147	955	eng_Latn	eng_Latn	0.999315	eng_Latn	0.99932	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2343, 4370 ]	[ 3.09375 ]	1	0
John Sell Cotman (1782-1842) Cotman was born in Norwich, the son of a shopkeeper who turned from hairdressing to haberdashery. He came to London to further his artistic education in 1798, and soon became a leading member of the circle of watercolour artists gathered around Thomas Girtin (17751802), despite having little formal training. From 1803-5 he made annual visits to Yorkshire as drawing tutor to the Cholmeley family; the sketches and studies made there provided the basis for many of his best-known watercolours. On the formation of the Society of Watercolour Painters in 1804, some personal animosity prevented Cotman from joining, and he returned soon afterward to Norwich, where he became a popular teacher; he lent out monochrome and coloured drawings for students to copy from a 'Circulating Library' which came to number over 1,000 works. Cotman issued the first of his sets of etchings in 1811. The next decade, when he lived in Yarmouth on the Norfolk coast, was devoted almost exclusively to printmaking, inspired in part by the antiquarian interests of his patron and employer, the banker Dawson Turner. In 1817 Cotman made the first of three tours of Normandy, which resulted in two folio volumes of etchings, published in 1822. Following his return to Norwich in 1823, Cotman took up painting again with renewed energy, in watercolour and in oil; he exhibited more frequently in the city and also in London. In 1834, he was appointed Drawing Master at King's College School in London, and lived in Hunter Street, Bloomsbury. He made a final, extended visit to Norfolk in the autumn of 1841, not long before his death in London in July 1842. Left: John Sell Cotman, The Drop Gate, Duncombe Park, around 1806 For most of the twentieth century, Cotman was the most widely admired English watercolourist, surpassing even Turner in popularity. This revival owed much to the Norwich collector and curator James Reeve (1833-1920), who acquired many works by Cotman and his Norfolk contemporaries. His contributions to exhibitions in Norwich and in London in 1888-89 re-established Cotman's reputation and attracted the interest of Laurence Binyon, Assistant Keeper in the Department of Prints and Drawings, who published studies of Cotman in 1897 and 1903. Reeve sold his collection to the British Museum in 1902, making it the foremost public holding of the artist's work. The British Museum now contains works from every phase of Cotman's career. These range from his earliest known drawing (House at St Stephen's Road, Norwich) to an extensive group of the chalk landscapes Cotman drew in 1841 as studies for paintings that he never lived to complete. Alongside Greta Bridge, the work Binyon hailed as the greatest work in watercolour by any English artist, are over two hundred drawings in chalk and pencil, revealing an artist far more varied, and also more spontaneous than would be suspected from his watercolours alone. The Museum also holds a comprehensive collection of Cotman's prints, most from the collection of Dawson Turner. Acquired with the Reeve Collection were seven volumes of archives, comprising letters, press cuttings and extensive documentation on Cotman and other Norwich artists, together with catalogues of many of the artist's sales. Other Collections London Tate Britain Victoria & Albert Museum UK Fitzwilliam Museum, Cambridge City Art Gallery, Leeds Castle Museum, Norwich USA Yale Center for British Art, New Haven Further Reading Arts Council of Great Britain John Sell Cotman 1782-1842. Touring exhibition, 1982 Binyon, Laurence The Art of John Sell Cotman. The Portfolio, April 1897 Binyon Laurence Life and work of John Sell Cotman. Masters of English Landscape Painting. The Studio, Special Number, 1903 Holcomb, Adele John Sell Cotman. British Museum Publications, 1978 Kitson, S.D. The Life of John Sell Cotman. Faber & Faber, 1937 Moore, AndrewJohn Sell Cotman 1872-1842. Norfolk Museum Service, 1982 Norwich Arts Circle Ninth Exhibition. Drawings by the late John Sell Cotman. July 1888 Popham, A.E. 'The Etchings of John Sell Cotman' . The Print Collectors' Quarterly, Oct 1922 Rajnai, Miklos assisted by Allthorpe-Guyton, M. John Sell Cotman 1872-1842. Drawings of Normandy in Norwich Castle Museum. Norfolk Museum Service, 1975 Rajnai, Miklos The Norwich Society of Artists 1805-1833. Norfolk Museum Service, 1976 Rajnai, Miklos and Allthorpe-Guyton, M. John Sell Cotman 1872-1842. Early drawings (1798-1812) in Norwich Castle Museum. Norfolk Museum Service, 1979	<urn:uuid:c2f47cd0-eda5-4cd1-a5a7-9e717cb2284e>	CC-MAIN-2018-47	https://www.britishmuseum.org/pdf/Cotman.pdf	2018-11-14T11:37:30Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00126.warc.gz	786,953,052	1,098	eng_Latn	eng_Latn	0.735961	eng_Latn	0.994464	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3284, 4553 ]	[ 2.234375 ]	1	2