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Year Group: 3 and 4
Date: W/C 14 th September
This week in school we will be learning about a range of topics. Please find this list below, with links for worksheets and additional assistance. Please do not hesitate to contact the school if you have any queries. We would like to thank you for your continued support and assistance during this difficult time.
Subject English
Activities:
Mathematics
PE
Science
History
Computing
* We are reading The Twits by Roald Dahl as our class novel so could you please create a mini project about the book: book character descriptions, write your own trick, make a leaflet on looking after pets, etc.
* Proof read to check that you have not made any mistakes.
* Practise common exception word spellings. The list can be found via Twinkl https://www.twinkl.co.uk
* Read any books, comics, magazines you may have – reading for pleasure allows us to develop our love of reading.
* Handwriting practise and letter formation. Worksheets can be found via Twinkl https://www.twinkl.co.uk
* Complete Number and Place Value activities on Mathletics – pick the ones you need to work on to help you.
* Log in to Times Tables Rock Stars to practice times tables – pick the ones you need to work on to help you.
* Practice the 10x, 5x, 3x, 4x 8x tables on paper in order and random questions.
* Practice counting in 100s.
* Learn to write (in words) numbers to 1000.
* Understand hundreds, tens and ones in numbers up to 1000 e.g. identify that 567 = 500 + 60 + 7.
Support, tasks and activities for these topics can be found via the White Rose website https://whiterosemaths.com/ or by downloading the pdf https://wrm-13b48.kxcdn.com/wpcontent/uploads/2020/08/Year-3 and 4-Full-Autumn-Term-.pdf
We will be learning about teamwork in our PE lessons. Be outdoors in your garden and be active. Draw a plan of your garden and locate different objects. Go on a treasure hunt around your garden. Can you find ways to get from one side of the garden to the other without your feet touching the ground? Make an obstacle course.
What is light? What gives us light? How do we see light? Pupils will explore these questions by experimenting, exploring and observing using a variety of scientific equipment (e.g. torches, coloured paddles etc.) and everyday resources (e.g. paper, the sun, shadows, rulers, coloured wrappers) and watching videos. Pupils will present their thoughts and findings with words and pictures.
Excellent science videos are available via the BBC Bitesize website.
https://www.bbc.co.uk/bitesize/subjects/z6svr82
Pupils will research the ancient Greeks and present their findings via a power point, poster or leaflet. Who were they? When were they living? What did they do? Why are they important?
Use the computer to create the power point for the ancient Greeks. Information about the ancient Greeks can be found via the Twinkl website: https://www.twinkl.co.uk
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Sharing the Wonder of Nature with Young Children
"Wonder is the wellspring of knowledge; it is also the basis of creativity and imagination." Edith Cobb – The Ecology of Imagination in Childhood
In Nature and Young Children (2008) Ruth Wilson shows parents and other care-givers how to share nature with young children.
"Wonder, creativity, and imagination can not be taught. It is through wonder that we come to know the world. Rather than focusing on "teaching" children about the natural world, adults should focus on developing an awareness and enjoyment of the beauty and wonder of nature."
We support wonder when we provide the tools for exploration, experimentation, and representation – binoculars, magnifying glasses, writing and drawing materials, collection boxes, digging tools, etc.
Ruth Wilson's advice:
Begin with simple experiences.
Many children have very little or no direct experience with the natural environments. Start slowly. An earthworm may seem as poisonous as a snake. Use gentle, gradual exposure in their encounters with nature.
Keep children actively involved.
Children learn when they are actively engaged with materials, children, and their leader. Think about being the facilitator or enabler instead of a teacher. Help children realize that they can discover their own knowledge. Observe carefully, listen closely, and answer questions simply.
Provide pleasant, memorable experiences.
Children develop a lifelong interest in learning through experiences that are pleasant and memorable, not forced or dull. "Do not touch" will never work with young children. They need to hold and manipulate. The enjoyment factor of an activity needs to be planned as carefully as the content factor.
Emphasize experiencing versus teaching.
Young children need to be involved in sharing and doing versus listening and watching. They need to explore, experiment, and follow their own curiosity and ideas. When a child asks, "What's that?" they may not want a name. Pose other questions for the children to consider – questions that encourage the child to seek their own answers. Is it alive? How does it move? Do you see eyes, nose, mouth, ears, etc.? What do you think it eats?
Engage full use of the senses.
"Immersing techniques" help children see, hear, touch, taste, and smell the world of nature.
* Crawl on the ground instead of walking.
* Take off shoes and socks to increase physical contact.
*
Simulate natural processes. (move like the wind, float like a cloud)
* Temporarily block the sense of sigh or sound to heighten the other senses.
* Pet or hug selected things in nature (tree, flower, leaf, or stone).
Demonstrate a personal interest in and enjoyment of the natural world.
Authentic interest and enjoyment are critical to promoting young children's positive engagement with the natural world. It is the adult's own sense of wonder that will ignite and sustain a young child's interest and involvement with nature. Young children learn more about attitudes and values from their observations of adults' behavior than they do from what adults say.
20 second nature break – take 20 seconds to stop and look up, down, and all around noticing plants and animals.
Model caring for the environment through gentleness in behavior. It is important to teach a child not to step on a caterpillar. It's good for the child and for the caterpillar.
Maintain a warm, accepting, and nurturing atmosphere.
Children learn best in a warm and friendly environment. They need to know they can trust the adults who work with them.
Focus on the beauty and wonder of nature.
The most important thing young children can learn about the Earth is that it is full of beauty and wonder. It is a sense of wonder that will serve as the strongest incentive to save Planet Earth.
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How to Prevent Tooth Decay in Your Baby
Taking good care of your child's teeth must start even before the first tooth appears. You can prevent tooth decay in your child by following healthy dental habits. Your pediatrician or pediatric dentist may also call a child's tooth decay early childhood caries. In the past it was called baby bottle tooth decay.
Why are baby teeth important?
Tooth decay can develop as soon as the first tooth erupts. But brushing every day may not be enough to prevent it. If tooth decay is not prevented it can be costly to treat. If left untreated, it can destroy the teeth. This can cause infection, early loss of baby teeth, crooked adult teeth, and decay in adult teeth. Read on to find out how you can help prevent tooth decay from developing in your child.
What causes tooth decay?
Tooth decay develops when a child's teeth and gums are exposed to any liquids or foods other than water for long periods. The liquid or food collects around the teeth, and the natural or added sugars are changed to acid by bacteria in the mouth. This acid then dissolves the outer part of the teeth, causing them to decay.
The most common way this happens is when parents put their children to bed with a bottle of formula, milk, juice, soft drinks, sugar water, or sugared drinks. It can also occur when children are allowed to drink from a sippy cup, suck on a bottle, or breastfeed for long periods during the day or night.
Signs of tooth decay
Tooth decay first appears as white spots at the gum line on the upper front teeth. These spots are hard to see at first—even for a pediatrician or dentist—without proper equipment. A child with tooth decay needs to be examined and treated early to stop the decay from spreading and to prevent further damage.
How to prevent tooth decay
Take the following steps to prevent tooth decay:
* Never put your child to bed with a bottle or food. Not only does this expose your child's teeth to sugars, it can also put your child at risk for ear infections and choking.
* Only give your child a bottle during meals. Do not use a bottle or sippy cup as a pacifier or let your child walk around with or drink from them for long periods.
* Teach your child to drink from a cup as soon as possible. Drinking from a cup is less likely to cause the liquid to collect around the teeth. Also a cup cannot be taken to bed.
Baby teeth act as place holders for adult teeth. If baby teeth are lost too early, the teeth that are left may move and not leave any room for the adult teeth to come in. Healthy baby teeth make for a beautiful smile. Decay in baby teeth can cause pain and life-threatening infection; may affect speech development; and may make eating painful, resulting in poor weight gain.
How to clean your child's teeth
Keep your baby's mouth clean by gently brushing the gums and teeth with water and a soft infant toothbrush or gauze. Once your baby has 8 teeth, you can start using a child-sized toothbrush for daily cleanings.
Brush your child's teeth 2 times a day. The best times to brush are after breakfast and before bed. Start by using a fluoride-free toothpaste. When your child is able to spit and not swallow the toothpaste (usually around 2 to 3 years old), you should continue brushing his or her teeth using a peasized amount of toothpaste containing fluoride. Swallowing too much toothpaste with fluoride in it can cause white and brown spots on your child's developing adult teeth. Most children are not able to brush their teeth by themselves until they are 6 to 8 years old, when their hand coordination and understanding of thorough plaque removal are better.
Remember
Tooth decay can be prevented. Talk with your pediatrician or pediatric dentist if you see any signs of decay in your child's teeth or you simply have questions about the teeth. With the right care, your child can grow up to have healthy teeth for a lifetime of smiles.
The American Academy of Pediatrics recommends that all infants receive oral health risk assessments by 6 months of age. Infants at higher risk of early tooth decay should be referred to a dentist as early as 6 months of age and no later than 6 months after the first tooth erupts or 12 months of age (whichever comes first).
All children in their early toddler years should have a complete dental exam by a dentist.
The information contained in this publication should not be used as a substitute for the medical care and advice of your pediatrician and allergist. There may be variations in treatment that your physician may recommend based on individual facts and circumstances.
* If your child must have a bottle or sippy cup for long periods, fill it only with water. During car rides offer only water if your child is thirsty.
Web site—www.aap.org
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MASSACHUSETTS DEPARTMENT OF PUBLIC HEALTH | BUREAU OF ENVIRONMENTAL HEALTH DEVENS ENTERPRISE COMMISSION
Pick Up After Your Pet to Protect Water Quality
Pet waste is a form of non-point source pollution that can have devastating impacts. Do your part to protect water quality by picking up after your pet and properly disposing of the waste.
WHY IS PET WASTE A CONCERN?
The majority of water pollution comes from small, cumulative sources. As rain falls on the ground, excess runoff collects, flows, and transports soil, pet waste, salt, pesticides, fertilizer, oil and grease, litter and other pollutants. These pollutants combine together and are referred to as non-point source pollution or NPS. NPS is the leading cause of water quality problems in the US.
WHY PICK UP AFTER MY DOG? WON'T THE RAIN WASH IT AWAY?
There are a lot of pets, producing a lot of waste, and while pet waste is not the most significant pollutant, it can contribute to pollution levels over time. Every time it rains the potential exists for thousands of pounds of pet waste to wash down storm drains and into streams, rivers and lakes. Pet waste may pose a health threat to plants, animals, wetlands and watercourses, as well as fish, swimmers and even other pets. It can pollute the water, cause algae blooms, and lead to beach closures.
HEALTH RISKS POSSIBLY ASSOCIATED WITH PET WASTE
Pet waste can contain bacteria and parasites, causing infections such as the following:
* Campylobacteriosis: A bacterial infection that causes diarrhea in humans.
* Giardiasis: A protozoan infection of the small intestine that can cause diarrhea, cramping, fatigue, and weight loss.
* Salmonellosis: Symptoms include fever, muscle and head aches, vomiting, diarrhea.
* Toxocariasis: An animal-to-human infection that is caused by roundworms found in the intestines of dogs. The parasite can cause vision loss, rash, fever, or cough, and is a particular threat to children exposed to parasite eggs in sand and soil.
I ONLY HAVE A SMALL DOG; IT CAN'T REALLY HARM THE WATER, CAN IT?
It can be hard to picture how a single dog depositing a small amount of waste can result in water pollution. However, studies have shown that the combined impact of all pets within a watershed can be significant when it comes to water quality and human health.
BE AWARE
* When animal waste ends up in the water, it decomposes, using up oxygen. During summer months, low dissolved -oxygen levels harm fish and other aquatic life
* Lakes rivers and streams may be closed for fishing or water contact activities if diseasecausing bacteria and virus levels are too high. Pet waste can be a cause of test results that close waterbodies to human contact – this includes Mirror lake too!
* Devens requires pet owners to pick up and remove fecal matter from public property. Fines can be imposed on those caught violating these laws.
BUT PET WASTE IS NATURAL?
* However, efficient road drainage systems make it easy for pet waste to travel far and reach wetland and watercourses.
* Waste left on the ground either passes through storm sewers untreated or washes directly into lakes, and streams.
* Pet waste is unpleasant and can pose health risks when left on lawns, parks, sidewalks or other public and private places.
* To make sure your pet isn't contributing to the problem, always clean up after your pet and deposit waste in an appropriate manner. It is not fertilizer.
For More Information:
Devens Enterprise Commission 33 Andrews Parkway Devens, MA 01434 978.772.8831
www.devensec.com
July 2020
QUICK TIPS
* Reuse old bags (e.g. grocery, sandwich, newspaper, produce, or bread bags) to pick up and contain pet waste.
* Buy compostable non-plastic bags for more environmentally responsible disposal.
* Keep a supply of bags near your dog's leash. Tie bags onto the leash if you don't have a pocket or pack.
DO MORE TO PROTECT WETLANDS AND WATERCOURSES
* Always carry a bag to pick up your pet's waste.
* Do not throw pet waste near a storm drain; use a trash can. Pet waste can also be flushed down a toilet, but please don't flush the bag.
* Make sure to dispose of pet waste in a sealed bag, so it doesn't spill during trash collection.
* Pick up pet or wildlife waste from your property and properly dispose of it.
* Obey local leash laws.
* Remember:
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Parent Workshop Literacy
Structure of Literacy in MoL
* As a whole school we follow the Highland Literacy Progression
* This means each child takes part in 3 different literacy activities and is seen by the teacher in a small group each day
* Over the course of the school year we complete at least 3 writing assessments in order to track children's progress
* We do a similar thing for spelling and phonics, starting the year with a summative assessment and tracking progress as time goes on
* Depending on year group and ability the children follow different reading schemes
Benchmarks & Steps to Success
* All our planning is guided by the Curriculum for Excellence and then more specifically by the Highland Literacy Benchmarks and Steps to Success
* Progress and coverage is monitored against these to ensure all pupils have a wide breadth of learning
Assessment
Some examples of our assessments...
Structuring the Literacy Session
Week Beg: 05/03
Monday
Tuesday
Wednesday
Thursday
Friday
Focus : Phonics
Focus : Spelling
Focus : Tools for Writing
Focus : Writing
Focus : Comprehension
| 10 minute introduction | Introduction to phonic sound through IWB activity. | Revise the spelling pattern for the week. | IWB Activity on Adjectives | Main Writing Session Character Description Group 1: Teacher assessment Group 2: Self assessment Group 3: Peer assessment |
|---|---|---|---|---|
| 20 minute group work | Group 1: Guided Reading Group 2: Looking for sounds in books Group 3:Word building | Group 1: Guided Reading Group 2: Sentences with spelling words Group 3:Spelling game on Chromebooks | Group 1: Learning Conversations Group 2: Using adjectives to describe characters Group 3: Independent Reading | |
| 10 minute whole class | Sharing of words found so far. | Spelling Tennis | Kung Fu Punctuation | |
| 20 minute group work | Group 1:Word building Group 2: Guided Reading Group 3:Looking for sounds in books | Group 1:Spelling game on Chromebooks Group 2: Guided Reading Group 3:Sentences with spelling words | Group 1: Independent Reading Group 2:Learning Conversations Group 3:Using adjectives to describe characters | |
| 20 minute group work | Group 1:Looking for sounds in books Group 2:Word building Group 3:Guided Reading | Group 1:Sentences with spelling words Group 2:Spelling game on Chromebooks Group 3:Guided Reading | Group 1:Using adjectives to describe characters Group 2: Independent Reading Group 3:Learning Conversations | |
| 5 minute plenary | Exit passes - What words have our sound in them? | VCOP activity | Uplevelling Sentences | |
Example activities of a daily plan
1. Primary 2 - I can use my phonics to sound out my spelling words
2. Primary 4 - I can fully answer questions using the information I have read from the text
3. Primary 6/7 - I can use adjectives, adverbs and similes to create an interesting character description
Plenaries
* An example of a writing lesson:
* Plenaries can be used throughout a teaching session to ensure all children are aware of their task and the aim of their learning. It is also an opportunity for children to share their good work.
■ Explanation of S.C. and task
■ 10 mins of work
■ Show of thumbs, are you confident in what you are being asked to do? Have some children explain in own words
■ Check in, fist of 5, how do you feel it's going? Why is it successful? Top tips?
■ 15 mins of work
■ Teacher/peer/independent work based on answer
■ Children's work samples for inspiration and feedback, relating to the S.C. Are we on task and achieving?
■ Come together as a class to discuss S.C., what we have learned/what was tricky/exciting/good practice
■ Final 15 mins of work
Any questions?
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Eastern Hills Middle School Builders Club delivering Easter Baskets to residents at Indian Oaks Nursing Center
Showing appreciation for the City"s support of our annual Easter Sunrise Service
Objects of Kiwanis
The six permanent Objects of Kiwanis International were approved by Kiwanis club delegates at the 1924
Convention in Denver, Colorado. Through the succeeding decades, they have remained unchanged.
- To give primacy to the human and spiritual rather than to the material values of life.
- To encourage the daily living of the Golden Rule in all human relationships.
- To promote the adoption and the application of higher social, business, and professional standards.
- To develop, by precept and example, a more intelligent, aggressive, and serviceable citizenship.
- To provide, through Kiwanis clubs, a practical means to form enduring friendships, to render altruistic service, and to build better communities.
- To cooperate in creating and maintaining that sound public opinion and high idealism which make possible the increase of righteousness, justice, patriotism, and goodwill.
The Harker Heights Kiwanis Club meets from 12:00 to 1:00 P.M. each Tuesday at St Paul Chong Hasang Parish Hall, 2412 Stillhouse Lake Rd, Harker Heights, TX.
Contact our club through the website www.kiwanisharkerheights.org or by mail: P O Box 2309, Harker Heights, TX 76548.
Kiwanis Club of Harker Heights
Kiwanis is a global organization of volunteers dedicated to improving the world one child and one community at a time.
A Legacy of Service
Kiwanis is one of the world's largest and most respected service organizations. Since the founding in 1915 in Detroit, MI the International Kiwanis organization has grown to about 8,400 clubs in more than 96 nations with more than 600,000 men, women, boys and girls improving the lives of people on every continent.
Kiwanis Strategic Plan
The International Board of Trustees and Kiwanis members globally have a vision: To turn Kiwanis into one of the most effective volunteer service organizations in the world. As such, Kiwanis will be a powerful voice for children everywhere, responding to needs globally and acting as a premier provider of programs that develop capable and ethical leaders.
www.kiwanisharkerheights.org
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Reasons The North Opposed Slavery
Throughout American history, the differences between the northern and southern states have often been the cause of divisions between the two. The American Civil War was the climax of an escalating feud between the north-based Union and the south-based Confederacy, a feud which had significant basis in the different attitudes and lifestyles of each side`s respective citizens. Although the Civil War was based on more than one issue, slavery became a considerably important topic as the War went on. After numerous disputes about state and federal rights, and the election of Abraham Lincoln on an anti-slavery platform, several "cotton states" seceded from the United States, sparking what would become the Civil War. While it is certainly true that a significant portion of the North's anti-slavery conviction was based on moral principles, to argue that morality was the sole factor in the Union's abolitionist ideals would be a false generalization. In fact, many of the North's anti-slavery ideals were not based on morality, but rather political, economical, and even racist factors. The anti-slavery ideology of many northerners extended far past mere moral rationale and into reasons of self-gain. Unfortunately, this area of history has often been modified to place the North (whose ideals formed the foundation of modern America) in a better light.
By the start of the Civil War, there were a variety of different factors which caused the North to oppose slavery, many of which were politically based. Politicians in the Union used the issue of slavery as justification for the Civil War, while citizens used slavery as a basis for their anti-Confederacy sentiment. In reality, by 1850, "there were only 347,525 slaveholders in a total white population of about 6,000,000 in the slave states. Half of these owned four slaves or fewer and could not be considered planters." By the time the Civil War started, slavery in the South was a dying institution.
Despite this, the North continued to use slavery as a justification for their inherent dislike of the South. These sentiments stemmed from a long-lasting mistrust between the two sides. Thanks to the sectional division of the country, the South had a different climate, geography, a differently structured economy, and different moral, racial, social, ideological, and political views than the North. It extended farther than that though. The North desired the industrialization of America, whereas the South was rooted firmly in their agriculture-based lifestyle. Set in their "peculiar" ways, the South was proving to be a nuisance and embarrassment to the North.
Even within the federal system, northerners detested southerners for the imbalance of power they held in government. "The bitterness...was greatly aggravated by the wide imbalance in the distribution of political power and economic and numerical strength within the United States. The North now far outstripped the South in wealth, strength and numbers, and yet the South remained very strong in all branches of the federal government." Simply put, the North was looking for any excuse to hate the South. They believed the South was the bane of America; to them, southerners were odd, stubborn, and stuck in an antiquated lifestyle that northerners simply could not accept. However, these reasons alone were not enough to form a real moral opposition to the South; the North needed an issue which they could exploit and use as justification for their antiSouthern sentiments. Their solution was slavery (this perhaps explains the North's fairly sudden shift from pro-slavery ideals to a sudden staunch abolitionist ideology). "Of all the differences between North and South, slavery was the most obvious, inescapable, deep rooted and controversial...it provided the symbol of North-South differentiation" Slavery extended far into the morality, idealism, and prejudice of each side. It was an issue they were each passionate about and, ultimately, unwilling to compromise over.
By exploiting the issue of slavery, the North was able to blame America's woes on the South, specifically on slavery in the South. They twisted logic, going so far as blaming the South for the troubles of African Americans in the North. In his anti-slavery newspaper The Liberator, editor and well-known abolitionist William Lloyd Garrison editorialized that "The toleration of slavery in the South is the chief cause of the unfortunate situation of free colored persons in the North." Any excuse to blame the South, or put the South in a negative light, was used; by doing so, northerners were able to convince themselves of the South's immorality (and, therefore, justify their disapproval). Slavery provided the North with the validation they needed for their crusade against the South.
This logic was not confined to the citizens; it extended to politicians, who used the issue of slavery to justify their war against the South. For example, Abraham Lincoln, one of American history's most celebrated abolitionists, was not nearly as anti-slavery as many today believe he was. A clever politician, Lincoln's primary concern was not the abolition of slavery, but rather the preservation of the Union. In an 1862 letter to Horace Greeley, founder of the New York Tribune, Lincoln stated: "My paramount object in this struggle is to save the Union, and is not either to save or to destroy slavery. If I could save the Union without freeing any slave I would do it, and if I could save it by freeing all the slaves I would do it; and if I could save it by freeing some and leaving others alone I would also do that." When it comes down to it, the entire Civil War was centredaround preserving the Union. The North had never taken the South's threats of secession seriously. When the South finally did secede, many northerners were strongly opposed to it as their primary goal had always been a single, united, industrialized America.
Lincoln and other northern politicians needed a reason to substantiate fighting the South; slavery was the perfect choice. It was a moral issue that struck strong feelings within the people. It turned the Civil War from a war about secession into a war about slavery; in essence it turned the Civil War into a battle of good versus evil. The abolitionist movement was merely an excuse the Union used to justify their war and achieve their goals.
Even the Emancipation Proclamation, the supposed pinnacle of the abolitionist movement, had underlying political motivations. Despite its important place in American history, the Emancipation Proclamation did not free a single slave. The Proclamation was designed to apply only to rebel state territories where Congress had already outlawed slavery (Lincoln understood the importance of keeping the border states Missouri, Kentucky, Maryland and Delaware - content and, as a result, the Emancipation Proclamation did not apply to them).
The Proclamation itself was never meant to fight the immorality of slavery; it was designed to demoralize the South, affect the diplomacy of other countries and, ultimately, justify the Civil War. It had the desired effect on the South; it was demoralizing to the poorer, white soldiers who no longer felt that they were fighting for their way of life, but rather for wealthy plantation owners to be able to hold on to their "property."
By the start of the Civil War, European countries (such as Britain and France) had long since abolished slavery and were firmly against its use. The Proclamation was designed to show Europe that the Union was firmly an abolitionist nation, while entrenching the view of the Confederacy as a slave-holding nation. These countries knew they could never support a slave-holding nation, and they could not justify provoking a nation fighting for abolition. The Emancipation Proclamation was never really about slavery; it dealt with slavery on the surface, but its deeper purpose extended far past abolition and right into justification and motivation for the Civil War.
While politics certainly played an important role, the abolitionist movement in the North also had its root in economics. As the nineteenth century progressed, changes in technology and the economy were industrializing the North at a rapid pace. Infrastructure improvements such as roads, railroads and canals were turning America from a rural country into an integrated, national society. The major exception was the South which was firmly set in an agriculture-based lifestyle - a lifestyle which relied on a foundation of slavery. Many northerners (especially businessmen) strongly resented this fact. They saw America as a growing industrialized nation; the South was continuing to prove both a nuisance and an embarrassment as they refused to join together as a single nation and embrace industrialization. Opposing slavery would seem a natural choice for these businessmen. Without slavery, the South could not hope to continue their lifestyle and would be forced to embrace the industry-based, nationalist ideals of the North. In fact, this is potentially why many of the first abolitionists in America (for example: Josiah Wedgwood and Moses Brown) were also noted industrialists.
The industrialization of the North also brought to light the need for cheap labour. While this need was usually filled by a steady flow of immigrant workers, many factory workers of the time were African American (who, thanks to the racism of the North, were unable to get better jobs). As industrialization continued on, so did the need for cheap, strong, and effective labour. To businessmen and industrialists, bringing former southern slaves north to work would have seemed an effective way to fill their factories; to do this, they would have had to fight for abolition in the South.
It is a common misconception that the abolitionist movement was always based on a pro-African American stance. In fact a large portion of the anti-slavery sentiment had its basis in racism and an inherent dislike of the African race. Many northerners, especially immigrants, saw slavery as the reason the country was flooded with blacks. They disliked the fact that blacks were filling their streets and taking their jobs. French historian and political thinker Alexis de Tocqueville noted that "race prejudice seems stronger in those states that have abolished slavery than in those where it still exists, and nowhere is it more intolerant than in those states where slavery was never known." By opposing slavery, northerners were also denying the African American race a legitimate spot in American society.
Leading up to the Civil War, the North was still quite racist towards blacks. Although northern slavery had been dissolved, anti-black feelings were still strong. Abraham Lincoln himself stated that he had "[never] been in favor of making voters or jurors of negroes, nor of qualifying them to hold office, nor to intermarry with white people; and I will say in addition to this that there is a physical difference between the white and black races which I believe will forever forbid the two races living together on terms of social and political equality...there must be the position of superior and inferior" (although it is difficult to understand Lincoln's full meaning through a quotation not in full context, this suggests that Lincoln, despite being an abolitionist, agreed with the common view of the time: that blacks were inherently inferior to whites and, as such, should be denied the same privileges as them).
African Americans were never truly accepted in northern society; in fact, during the American Revolution almost five thousand (roughly fifty percent) of African American soldiers crossed sides and fought for the British. The North was not and never was a black-friendly territory, despite what modern history has made it out to be. Anti-black sentiments ran deep and were ingrained within many northerners. For some, fighting for abolition was not a matter of fighting to free blacks; it was a matter of fighting to remove blacks from American soil.
While it is certainly true that the North rejected slavery for reasons other than morality, morality did play a particularly important part. However, this was not morality that had stemmed from natural conclusions about freedom; it simply came from the fact that the South was pro-slavery and thus, to be anti-South, one had to be anti-slavery. The strongest support of this is the fact that, for an exceptionally long period of time, the North allowed and supported slavery. Even long after the slave trade was abolished, slavery continued on in the North. In fact, when the first abolitionists in the North made themselves public, they were met with riots and protests.
However, in a relatively short period of time, northern slavery was suddenly forgotten. Over a period of a few decades, the history of slavery in the North was buried; even nowadays it is often difficult to find information about this time period. In part, this was a northern effort to absolve themselves of guilt. However, the main reason they did this was to create a mythology for a "New America."
In the years preceding and during the Civil War, the North's foremost concern was undeniably the preservation of the Union. At the time, though, each state saw itself as an individual body with its own set of laws and beliefs (and a rather loose allegiance to Washington) . To unite and solidify the states under one flag, a new set of morals and ideals for all to follow needed to be instituted. These morals had to be bold, they had to be defendable, and they had to define the nation America was to become. Originating in New England, this pro-freedom, pro-democracy ideology would have never worked in a slave territory. Thus, the history of slavery in the North had to be buried, and northerners had to actively fight for abolition. This anti-slavery viewpoint was also beneficial in that it united the North against the already detested South, characterizing them as anti-American. "The North, and New England in particular, sought to demonize the South through its institution of slavery; they did this in part by burying their own histories as slave-owners and slave-importers...In so doing, they characterized southern interests as purely sectional and selfish." In the north, to be anti-slavery was not seen as "anti-evil"; to be anti-slavery made one anti-South and in favour of a new, united America. The North's anti-slavery morality did not come naturally; it was fabricated to contrast the South and unite the rest of the country together against an identifiable cause. To assume that the North's moral reasons to oppose slavery were solely based on their inherent good nature would be ignoring the influence that their anti-southern sentiment played.
The North's role in the abolitionist movement has too often been characterized as a battle between good and evil, or morality and immorality. Realistically there has never been a single conflict in history where the sole motivation for one side was "the fight for justice"; the Civil War was no exception. Even abolition in Europe was not a moralitybased decision; it was an economic one. The end of slavery in Europe "was due less to increasingly kind masters or to the pressure of the church than to the fact that the static labour demands of the feudal system seldom made the sale and resale of workmen necessary." Common arguments that the North fought to oppose racism and immorality are naive and simplified. Northerners themselves were quite prejudiced against blacks, and most of them had little or no concern for the welfare of southern slaves; they simply wanted to strike the South on a solid, definable issue.
Just like the South had reasons to preserve slavery, the North had their own reasons for opposing it. These reasons were not based on the good of humanity, but rather on selfgain. The reality is that the North's opposition to slavery was based on political and antisouth sentiment, economic factors, racism, and the creation of a new American ideology. American history has, in a way, been censored to forget this fact. It is an example of history being recorded by the victor – most patriotic Americans do not want to hear that the North fought against slavery for selfish reasons. While it is certainly pleasant to believe that the good of humanity led the North to fight against slavery, the reality is that their motivation was based on self-gain and not good human nature.
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601 Light Street • Baltimore's Inner Harbor 410.685.5225 • www.marylandsciencecenter.org
MAGNITUDE is a measure of a star's brightness.
TO USE MAP:
Hold the map in front of you so that the direction you are facing is on the bottom. The stars on the lower half on the map will match up with the stars in the sky. The center of the map is directly overhead in the sky. Constellation and star pattern names are all capitalized. Names of stars have only the first letter capitalized. The map is valid within an hour of:
10:30pm Mid-March EDT
8:30pm Mid-April EDT
The lower the number, the brighter the star
1 st or brighter magnitude star
2 nd magnitude star
3 rd magnitude star
4 th or fainter magnitude star
ECLIPTIC:
The imaginary path of the Sun through the year. Constellations of the Zodiac surround the Ecliptic and the Moon and planets appear along it.
DAVIS PLANETARIUM MARCH/APRIL 2020 Starmap
IN THE MARCH/APRIL SKY
Mar 2
First quarter Moon
Mar 7
Moon near Regulus
Mar 8
Daylight Saving Time begins (See Celestial Highlights)
Mar 9
Full Moon
Mar 16
Last quarter Moon
Mar 18
Moon below Jupiter and Mars (morning)
(SeeCelestial Highlights)
Mar 19
Moon near Saturn (morning) (See Celestial Highlights)
Vernal Equinox
(SeeCelestial Highlights)
Mar 20
Mars near Jupiter (morning) (See Celestial Highlights)
Mar 21
Moon near Mercury (morning)
Mar 23
Mercury at greatest elongation (morning)
Mar 24
New Moon
Venus at greatest elongation
Mar 28
Moon near Venus
Mar 29
Moon near Aldebaran
Mar 3
Mars near Saturn (morning)
Apr 1
First Quarter Moon
Apr 3 Venus among the stars of the Pleiades cluster (See Celestial Highlights)
Apr 4
Moon near Regulus
Apr 7
Full Moon
Apr 14
Last quarter Moon
Apr 15
Moon below Jupiter and Saturn (morning)
Apr 16 Moon near Mars (morning)
Apr 22
New Moon
Apr 25
Moon near Aldebaran
Apr 26
Moon near Venus
Uranus in conjunction with Sun
Apr 30
First Quarter Moon
MERCURY
When:
Before sunrise, late March Not visible, April
Where:
Very low in East, March
Constellation:
Aquarius, Pisces, Aries
VENUS
When:
After sunset
Where:
West
Constellation: Pisces, Aries, Taurus
CELESTIAL HIGHLIGHTS
Daylight Saving Time begins, Sunday, March 8, 2:00 am – Remember to turn your clocks forward one hour before going to bed Saturday night!
Jupiter, Saturn and Mars visible for March mornings – The very bright planet Jupiter will be your guide to two other planets during March. Jupiter stands out in the Southeast dawn sky. On March 4, Mars can be found to the upper right of Jupiter; Saturn is the same distance to the lower left of Jupiter. Over the next two weeks, Mars will be getting closer to Jupiter and then to Saturn. The crescent Moon will pass below both Mars and Jupiter on March 18 and below Saturn the next morning. Mars will be closest to Jupiter on March 20 and continue on toward Saturn. Mars will be closest to Saturn the morning of March 31. Note that these three planets are at much different distances from the Earth. Jupiter is almost four times farther from us than Mars, and Saturn is almost two times farther from us than Jupiter.
Brilliant Venus with the Pleiades star cluster, Friday, April 3 – Join MSC staff as the Observatory features Venus on this special edition of our weekly "Friday Night Stargazing." After it gets dark, the stars of the Pleiades cluster are seen surrounding Venus (weather permitting).
See Venus near the Pleiades on your own a few days before and after April 3. Look for them after dark with your eyes alone, although binoculars will help.
Vernal Equinox, Thursday, March 19, 11:50 pm – The Vernal Equinox marks the first day of spring. The Equinoxes are the only two days each year when the sun rises due east and sets due west everywhere on Earth! If you happen to be standing at the Earth's equator at noon during the Equinox, you will see the sun pass directly overhead.
The bi-monthly STARMAP is available on the web at https://www.mdsci.org/learn/resources/starmaps/
CROSBY RAMSEY MEMORIAL OBSERVATORY INFO 410-545-2999
Free public observing nights are held Friday evenings from 5:309:00 pm through March 6, weather permitting. Starting on March 13, the Observatory is open Friday evenings from 7:00-10:30 pm. Please call after 5:00 pm on Friday for observing conditions.
MARS
When:
Morning sky
Where:
Southeast
Constellation:
Sagittarius, Capricornus
JUPITER
When:
Before sunrise
Where:
Southeast
Constellation:
Sagittarius
SATURN
When:
Before sunrise
Where:
Southeast
Constellation: Sagittarius, Capricornus
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How to Use Water Safely in Acute Health Care Sites During a Boil Water Advisory
What facilities does this document apply to?
This document applies to health care facilities such as active treatment hospitals, acute care units, urgent care centres, non-hospital surgical facilities, health centres, and similar types of facilities. This is also applicable to departments within these facilities such as Infection, Prevention and Control (IPC), Facilities, Maintenance and Engineering (FM&E), Medical Device Reprocessing (MDR), Linen and Environmental Services (LES), Nutrition and Food Services (NFS), Emergency Disaster Management (EDM), etc.
If facility staff, such as FM&E and IPC personnel, are reviewing modifications to procedures or changes to service delivery, it may be prudent to contact the Environmental Public Health office that issued the boil water advisory to gather more information and insight. In most scenarios where a boil water advisory is issued, the greatest risk will be to a user consuming the water.
What is a boil water advisory?
A boil water advisory is a notification that the drinking water supply may be contaminated with pathogenic microorganisms (e.g., E. coli bacteria, Giardia parasite, etc.), and that drinking the tap water can make patients, residents, clients, staff and visitors sick. Boiling the tap water destroys pathogens and makes the water safe to drink and use. A boil water advisory may be issued for a variety of reasons, such as not meeting a treatment goal (noted below) or the presence of indicator bacteria in the drinking water supply.
What are the typical treatment goals for drinking water?
Drinking water is not sterile. Drinking water treatment, for example, does not target spore forming bacteria. For municipal water treatment plants, when the source water is at risk of microbial contamination, treatment involves reducing levels of waterborne disease causing viruses, bacteria and protozoa to acceptable public health levels. Waterborne infectious bacteria and enteric viruses are required to be reduced by at least 99.99% found in source water. Protozoa are typically required to be reduced to at least 99.9%.
What immediate steps must be implemented when a boil water advisory is issued?
- All alternate sources of water provided to patients, staff and visitors must be safe for drinking.
- Signs must be posted at the entrance to the facility and at all faucets, including the kitchen area, kitchenettes, washrooms and handwashing sinks, as a reminder that a boil water advisory is in effect and that the water is not safe to drink. See attached signs.
- Provide an alcohol based hand rub (ABHR) in all public and staff washrooms and at all stand-alone handwashing sinks. When providing clinical care, the Public Health Agency of Canada (PHAC) recommends an ABHR with an alcohol concentration above 60% and up to 90%, and have either a Health Canada Natural Product Number (NPN) or a Drug Identification Number (DIN). Post signs advising staff, patients, residents and visitors to apply the ABHR after normal handwashing procedures with warm tap water, soap and paper towels. ABHR provided in AHS facilities contain 70% alcohol.
- Disconnect all drinking water fountains, pop dispensers with post-mix service and ice making machines from the affected water supply.
- Shut down all ice machines for human consumption or therapy use attached to a plumbed water system.
- Discard any ice and beverages that may have been prepared with the affected water supply.
- If switching to bottled water, please note that commercially bottled water is not sterile. Clinicians should consider the supply needs for severely immunocompromised patients. In the event of a boil water advisory, there may be different types and qualities of bottled water that may be available in the facility including sterile water.
- Critical equipment that is connected to the water system should be evaluated by the facility departments including but not limited to Medical Device Reprocessing (MDR) and the hemodialysis unit to determine what equipment is to be taken off line (e.g. dialysis machines, automated endoscopic reprocessors, etc.).
- All departments should determine how the boil water advisory will impact their department procedures, and whether modifications can be set up (example: potable water tanks for handwashing may be set up to perform surgeries, etc.).
Note: Non-hospital surgical facilities on contract with AHS, if impacted by the boil water advisory, need to implement these immediate steps. If help is needed to review risks related to specific equipment or water systems used in medical device reprocessing and treatment, the IPC Contact at the facility may contact Environmental Public Health for additional advice.
When a boil water advisory has been issued, are there restrictions for using tap water?
Yes, there are restrictions as follows. Do not use the tap water to:
- drink
- prepare foods
- make juice
- make ice
- wash fruits or vegetables
- brush teeth
- give to pets or animals in pet therapy programs
During a boil water advisory, the water cannot be considered safe. Therefore, use boiled water, bottled water, or water from another safe public supply not affected by the advisory. Discard any ice in your freezer made with the affected water and sanitize the ice cube trays. Make ice with bottled water or with tap water that was previously boiled and cooled.
What is the correct way to boil water?
Boiling the tap water will destroy any pathogens that might be present, and it will make the water safe to drink and use. To correctly boil water, bring it to a rolling boil for at least one minute. Use an electric kettle if possible. Only boil as much water as you can safely lift without spilling. Be careful not to burn yourself or others.
What special precautions should patients with weakened immune system take?
Patients and residents with weakened immune systems and/or underlying health conditions may require special consideration, and this should be discussed with the unit manager, personal physician and IPC staff.
Is bottled water or water from self-serve water dispensers safe to use?
In most instances, bottled water is safe to use, but it depends on when and how the water was bottled. Bottling plants and water dispensers that operate in the municipality affected by the boil water advisory must treat the water to ensure that harmful microorganisms are removed. Check with the Environmental Public Health Office about providers of bottled water or water dispensers that are considered to be safe. Bottled water produced in locations that are not affected by the boil water advisory is considered to be safe.
Do water filtration devices make the tap water safe to drink or cook with?
No. Many water filtration devices may not remove all pathogens. If the water passes through a water filtration device in your facility, do not use this water unless it has been boiled first. FM&E should check with the water filter manufacturer to determine the effectiveness of the filters in place, and determine with IPC staff recommendations for return to use of the filters if not taken off line or if a filter change is required.
Do water filtration devices make the tap water safe for use with medical devices?
No. Medical devices must use potable water, and during a boil water advisory the water is not potable. It is recommended to always follow the manufacturer's directions regarding the quality of water for use with medical devices.
PERSONAL HYGIENE DURING A BOIL WATER ADVISORY
Can tap water be used to wash hands?
Yes, tap water can be used for handwashing but an ABHR should be applied afterwards. Wash your hands with warm tap water and soap, making sure to lather for at least 20 seconds. Rinse your hands well under running water and dry them with a paper towel. When hands are dry, apply ABHR.
Can tap water generally be used for showering or bathing?
Yes. Patients, residents and staff may take showers or baths with tap water, but they must be careful to avoid the face, and avoid swallowing any of the water. The use of hand-held showerheads is recommended to assist with this concern. Open wounds, cuts, blisters or recent surgical wounds should be covered with a waterproof covering, and care must be taken not to contaminate these areas during bathing, showering or towel-bathing. Pre-boiled water, sterile water and water from a safe alternate source can be considered instead of tap water if a bed-bath is required.
Are there special precautions for showering or bathing?
Neonates and patients with weakened immune systems should not be bathed with nonpotable water and require special consideration. It is also recommended that sponge baths be given for infants and children who are at risk of swallowing the water. This should be discussed with the unit manager, personal physician and IPC staff.
Can tap water be used for brushing teeth?
During a boil water advisory, tap water is NOT safe for brushing teeth. Only pre-boiled water that is cooled, bottled water or water from another safe source should be used to brush teeth.
CLEANING AND DISINFECTION PRACTICES
Can tap water be used for cleaning and disinfecting high touch and other surfaces?
Yes. High touch surfaces such as door knobs, handles, railings, etc., and other surfaces such as walls, floors can be cleaned and disinfected using tap water and normal surface disinfectants.
Can tap water be used for washing laundry?
Yes. During a boil water advisory, tap water may still be used for general laundry procedures. However, wet laundry should be dried in a mechanical drying machine on a normal setting or hotter. For sterile linen processing, consult with Linen and Environmental Services and IPC staff to verify correct procedures.
Can automated reprocessing equipment be used during a boil water advisory?
MDR, FM&E and IPC staff will review equipment manufacturer's instructions for use (MIFU) and ensure appropriate reprocessing procedures using automated reprocessing equipment such as washer disinfectors, endoscope reprocessors, chemical sterilizers and steam sterilizers are implemented. Steam provided to sterilizers by boilers in the facilities physical plant is safe, and may be used during a boil water advisory. Instruments should be cleaned using water that meets the manufacturer's requirement for cleaning (e.g. potable tap water, filtered, or RO water). Staff must ensure that water comes from a safe source.
The use of any specialized medical equipment that is directly connected to a water system for invasive medical procedures should first be evaluated by clinical staff, Clinical Engineering, FM&E and IPC staff.
Can medical equipment that is directly connected to the water supply for any non-critical treatment procedures be used?
Generally No. Consult with FM&E, IPC and Environmental Public Health for any specific questions related to the water quality (equipment for example may include hydrocollators, hypothermia or hyperthermia blankets). Each department should evaluate the use of equipment that requires potable tap water.
PREPARING FOOD DURING A BOIL WATER ADVISORY
Can tap water be used in commercial coffee brewers and hot tea towers during a boil water advisory?
Yes. Ensure the coffee maker and hot tea towers produce water at 70 o C/160°F. This temperature is sufficient to inactivate disease-causing microorganisms. It is recommended that the coffee pot be held for at least five minutes on the burner before consumption. The temperature should be verified using a probe thermometer.
Can tap water be used to wash dishes by hand?
Yes. Tap water can be used to wash and rinse dishes provided that the water is hot. After the dishes are washed and rinsed, dishes must be sanitized to destroy the pathogens. To do this, soak your dishes for at least two minutes in a chlorine bleach solution. To make a 100 mg/L chlorine bleach solution, mix 10 mL (2 tsp) of liquid, unscented bleach (5.25% sodium hypochlorite) in 5 litres (20 cups) of warm water. Let the dishes air-dry completely.
All on-unit programs that integrate cooking into patient therapy and activities of daily living need to consult with IPC staff to determine actions to consider including suspension of the program while in a boil water advisory situation.
Can domestic style dishwashers be used in the facility?
Yes, provided that the domestic style dishwasher has a hot temperature setting or sanitizer cycle. If the dishwasher does not have a hot temperature/sanitizer setting, the user should consider not using the dishwater until the boil water advisory is over. If it is necessary to use the dishwasher, it is recommended to stop the dishwasher at the start of the rinse cycle, add 20 mL (4 tsp) of liquid household chlorine bleach containing 5.25% sodium hypochlorite, and then re-start the dishwasher. Let the dishes dry completely, preferably using a heated dry cycle on the dishwasher.
Can tap water be used for cleaning and sanitizing counter tops, cutting boards and other kitchen surfaces?
Yes, tap water may be used to prepare sanitizing solutions. Wash kitchen surfaces with a hot soapy solution, then rinse and sanitize with a bleach solution. Make a new bleach solution every day (this is because bleach breaks down quickly once it is mixed with water), so it works well to destroy pathogens.
To prepare the sanitizer solution (sanitizer strength of 200 mg/L chlorine solution), add 5 mL (1 tsp) of liquid household bleach (5.25% sodium hypochlorite) to 1 litre (4 cups) of tap water. Apply this solution onto the food contact surfaces and let sit for a minimum of two minutes.
Vinegar is not an acceptable disinfectant.
Is there information on safe food preparation in a public food establishment?
Follow the procedures listed in the document, "How to Use Water Safely in Your Food Establishment During a Boil Water Advisory". This document is available at http://www.albertahealthservices.ca/assets/wf/eph/wf-eh-water-safely-foodestablishment-bwa.pdf.
PROCEDURES TO TAKE AFTER A BOIL WATER ADVISORY HAS ENDED
- Flush all water-using fixtures, equipment and faucets by running them for five minutes. If your service connection is long or complex, consider flushing for a longer period of time.
- FM&E should be consulted to determine the most effective method to flush all water lines and building plumbing fixtures. A suggested method for flushing multi-storey buildings is as follows: start on the top floor flushing each fixture and faucet for five minutes. The fixtures may be flushed simultaneously. Proceed to the next floor, and continue the procedure until all fixtures and faucets on all floors are flushed.
- Ensure equipment with water line connections, such as medical equipment, refrigerator water and ice dispensers are drained, flushed, cleaned and disinfected according to the manufacturer's recommendations.
- Reverse osmosis systems and dialysis water lines need to be managed by FM&E according to the manufacturer's recommendations.
- Flush, drain, clean and disinfect cisterns that contained the affected water source.
- Run water softeners through a regeneration cycle according to the manufacturer's recommendations.
- Replace the filters on any water filtration devices, and flush the fixture according to the manufacturer's directions.
- Drain and refill hot water heaters that have been set below 45°C/110°F.
Note: FM&E should be consulted or involved as the capacity to carry out these procedures is significant and the facility needs to preplan for the resumption of the use of the water supply.
This material is for information purposes only. It should not be used in place of medical advice, instruction, or treatment. If you have questions, talk with your doctor or appropriate healthcare provider. Alberta Health Services expressly disclaims all liability for the use of these materials, and for any claims, actions, demands or suits arising from such use.
© Alberta Health Services – Safe Healthy Environments
CC BY-NC-SA 4.0
780-735-1800
403-943-2288
403-388-6689
PUB-0074-201801
CAUTION !
Boil Water Advisory in effect. This water is not safe for drinking.
Contact Environmental Public Health for more information.
Edmonton and Area Ph: 780-735-1800
Calgary and Area Ph: 1-855-943-2288
Southern Alberta Ph: 403-388-6689
Northern Alberta Ph: 780-513-7517
Central Alberta
Ph: 1-877-360-6366
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Cottonwood Heights Parks and Recreation – Youth Jr. Jazz Basketball Program
7 th -8 th Grade Rules
The Cottonwood Heights Youth Junior Jazz program is designed to be fun, while developing game skills and focusing on principles of sportsmanship and fair play. *Rule interpretation and enforcement will be at the discretion of the recreation staff (CHRC officials, site supervisors, coordinators, etc.)
Parents, Family, Friends & Fans: Yelling at or harassing (swearing, bullying, intimidating, threatening) game officials, the opposing team's fans, any coaches or players will not be tolerated. Such behavior could lead to an ejection from the game and potential league suspension/ban.
High School basketball rules will govern play with the following modifications:
1. The 7th/ 8th grade recreation basketball division will use a men's size 29.5". The division will play on 10foot basketball standards.
2. Every team member must play an equal amount of time.
3. Game time consists of four, 8 minute Quarters using a running clock. The clock will stop on free throws and time-outs and on all dead balls during the last minute of each quarter. 3 minute half time period.
4. The game will be started with a jump ball. All subsequent jump balls and the start of the remaining quarters will be alternating possessions.
5. If a team is up by 20 points a mercy rule will go into effect and the score clock will run with no stops.
6. Coaches are encouraged to instruct the players to keep moving and not stand still when they are in the key. 3 second violation will be called by officials.
7. One-and-one bonus will be awarded on the seventh team foul of each half. Double bonus will be awarded on the tenth team foul. During free-throws players in the marked lane space can enter the key once the ball leaves the shooters hand, the free-throw shooter and players behind the shooter can enter once the ball hits the rim.
8. There are no special restrictions on the type of defense used. You may use zone or man-to-man. A full court press is allowed at any time during the game. Exception: If a team is leading by 10 or more points they will not be allowed to full court press.
9. Any player receiving an unsportsmanlike technical foul will sit out eight (8) game-time minutes. If a player receives two unsportsmanlike technical fouls in a single game, he/she will be ejected for the remainder of that game and the next game. A meeting with the program coordinator is required before that player is eligible to return to the league. Three unsportsmanlike technical fouls accumulated during the season will result in immediate suspension from league play.
10. Coaches are encouraged to coach from the bench. If 2 coaches are on the bench only 1 can stand up in front of the bench. Yelling at officials, players, opposing team/coach will not be tolerated. Technical fouls can be called if such behavior happens. Team coach must stay in front of their own bench at all times.
11. Any head coach receiving an unsportsmanlike technical foul will be required to sit down on the bench for the remainder of the game. If a coach receives two unsportsmanlike technical fouls in a single game he/she will be ejected for the remainder of that game and the next game. A meeting with the program coordinator is required before that coach is eligible to return to the league. Three unsportsmanlike technical fouls accumulated during the season will result in being suspended from league play.
12. Each team will receive two, 1-minute timeouts per half. Unused timeouts in the first half do not carry over to the second half.
13. There will be no overtime periods. If the game ends in a tie, it is a tie.
14. Full Court Pressing is only allowed if the score is within 10 points or less, otherwise it is half-court defense.
15. CHRC, at its sole discretion, reserves the right to revise rules at any point during the season if necessary.
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Grades 9 and 10 Utah Aspire Plus
Reading Blueprint
| | Grade 9 | |
|---|---|---|
| | 35 Operational & 10 Field Test Items | |
| | Testing Time: 75 Minutes | |
| Reporting Category | | Min. |
| Key Ideas | | 26% |
| Craft and Structure | | 40% |
| Integration of Knowledge and Ideas | | 9% |
| DOK 1 | | 11% |
| DOK 2 | | 34% |
| DOK 3 | | 25% |
| | Grade 10 | |
|---|---|---|
| | 35 Operational & 10 Field Test Items | |
| | Testing Time: 75 Minutes | |
| Reporting Category | | Min. |
| Key Ideas | | 26% |
| Craft and Structure | | 40% |
| Integration of Knowledge and Ideas | | 9% |
| DOK 1 | | 11% |
| DOK 2 | | 34% |
| DOK 3 | | 25% |
| | Percentage of Item Distribution Between Passage Types | |
|---|---|---|
| Literary | | Informational |
| 30%-40% | | 60%-70% |
Note: The percentages shown represent target aggregate values.
Disclosure: Depth of Knowledge (DOK) is an essential component of the Utah Reading Core Standards. As such, DOK is integrated into the items. All students see a variety of DOK and item difficulty.
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ORANGE PASS FOR COVID-19
Parent's Signature :
1. My child’s temperature is below 37.5 degree and does not have any COVID-19 symptoms. (sore throat, coughing, difficulty breathing, chills, muscle ache, headache, loss of smell and taste)
2. No one in my household is under quarantine or suspected of showing COVID-19 symptoms.
3. My child or family member has not been to any overseas country in the past 14 days. I confirm all of it,
Student's Name :
Grade Level :
Date :
ORANGE PASS FOR COVID-19
Parent's Signature :
1. My child’s temperature is below 37.5 degree and does not have any COVID-19 symptoms. (sore throat, coughing, difficulty breathing, chills, muscle ache, headache, loss of smell and taste)
2. No one in my household is under quarantine or suspected of showing COVID-19 symptoms.
3. My child or family member has not been to any overseas country in the past 14 days. I confirm all of it,
Student's Name :
Grade Level :
Date :
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INEQUITIES IN DISCIPLINARY ALTERNATIVE EDUCATION PROGRAM PLACEMENTS BY ETHNICITY/RACE AND ECONOMIC STATUS FOR TEXAS MIDDLE SCHOOL STUDENTS: A MULTIYEAR, STATEWIDE INVESTIGATION
_______________
A Dissertation
Presented to
The Faculty of the Department of Educational Leadership
Sam Houston State University
_______________
In Partial Fulfillment of the Requirements for the Degree of
Doctor of Education
_______________
by
Edward L. Lopez
August, 2017
INEQUITIES IN DISCIPLINARY ALTERNATIVE EDUCATION PROGRAM PLACEMENTS BY ETHNICITY/RACE AND ECONOMIC STATUS FOR TEXAS MIDDLE SCHOOL STUDENTS: A MULTIYEAR, STATEWIDE INVESTIGATION
by
Edward L. Lopez _______________
APPROVED:
____________________________________
Dr. John R. Slate Dissertation Chair
____________________________________
Dr. Cynthia Martinez-Garcia Committee Member
____________________________________
Dr. George W. Moore Committee Member
Approved:
_____________________________
Dr. Stacey L. Edmonson
Dean, College of Education
DEDICATION
I dedicate this dissertation to my loving family, my wife Sonja Lopez, and our children, Jacob, Grayson and Zoe, who have been my foundation of love and support. I thank them for allowing me the opportunity to obtain my dream. I also would like to thank my loving parents, George Lopez and Josefa Lopez, for instilling a strong work ethic and persistence in me to accomplish this honor. To my mother-in-laws Karla and Helen Alexander, I thank them both for their loving support, and prayers in helping in a multitude of ways as my wife and I worked through each year. Lastly, a special thank you to my Father-in-Law Prentice Alexander, who is beaming with pride from heaven. His encouraging fatherly advice and supportive nature not only made this doctoral dream a possibility, but a reality.
ABSTRACT
Lopez, Edward L., Inequities in disciplinary alternative education program placements by ethnicity/race and economic status for Texas middle school students: A multiyear, statewide investigation. Doctor of Education (Educational Leadership), August 2017, Sam Houston State University, Huntsville, Texas.
Purpose
The purpose of this journal-ready dissertation was to determine the extent to which differences were present in Disciplinary Alternative Education Program placement by student demographic characteristics for Grade 6, 7, and 8 students in Texas schools. In the first investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (i.e., Black, Hispanic, White, and Asian) for Grade 6, 7, and 8 boys were examined. In the second investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (i.e., Black, Hispanic, White, and Asian) for Grade 6, 7, and 8 girls were addressed. Finally, in the third study, the extent to which Disciplinary Alternative Education Program assignments differed by student economic status (i.e., Not Economically Disadvantaged, Moderately Poor, and Extremely Poor) for Grade 6, 7, and 8 students were determined. In each of these three articles, four years of Texas statewide data were analyzed. As such, this multiyear analysis permitted a determination of trends in the differential assignment of Disciplinary Alternative Education Program placements for Grade 6, 7, and 8 Texas students.
Method
A causal comparative research design was employed in this quantitative investigation in which four years of Texas statewide data were analyzed. All of the
independent variables and the dependent variables had already occurred, thus precluding the possibility of controlling for any extraneous variables.
Findings
Results were remarkably consistent across all four school years and across all three grade levels. In each of the school years, Black boys and Black girls were assigned statistically significantly higher rates of Disciplinary Alternative Education Program placements than their Hispanic, White, or Asian peers. Hispanic boys and Hispanic girls also received statistically significantly higher rates of Disciplinary Alternative Education Program placements than their White and Asian peers. Regardless of ethnicity/race, students who were Extremely Poor had statistically significantly higher rates of Disciplinary Alternative Education Program placements than their peers who were Not Poor or who were Moderately Poor. The results of these studies were congruent with the existing literature regarding the presence of inequities in the assignment of Disciplinary Alternative Education Program placements.
KEY WORDS: Economic Disadvantage, Not Poor, Moderately Poor, Extremely Poor, Student Ethnicity/Race, Black, Hispanic, White, Asian, White, Grade 6, 7, and 8
v
ACKNOWLEDGEMENTS
I would first like to express my sincere gratitude to my doctoral committee: Chair Dr. John R. Slate, Committee Member Dr. Cynthia Martinez-Garcia, and Committee Member Dr. George W. Moore for only with their support was this dissertation possible to complete. I would like to especially thank Dr. Slate for his continuous support of my doctoral research, for his patience, and his vast knowledge base on research. I could not imagine having a better dissertation chair and mentor to assist in the completion of my doctorate program.
Also, enough cannot be said of the professors in the Educational Leadership doctoral program at Sam Houston State University. I would like to thank my doctoral instructors: Dr. Slate, Dr. Martinez-Garcia, Dr. Moore, Dr. Edmondson, Dr. Combs, Dr. Horne, Dr. Bustamante, and Dr. Skidmore for their valuable guidance, insight, and support to complete this doctoral program successfully.
Lastly, I would like to thank Cohort 32, I am proud to have traveled this journey with such a great group of professional educators. The memories are endless as will the hopes and blessings that we all achieve our goals and continue to make our students the best they can be.
TABLE OF CONTENTS
LIST OF TABLES
CHAPTER I
INTRODUCTION
Student disciplinary procedures and interventions are intended to create a safe educational environment for all students. For students whose behavior results in a disruption of the educational setting, removal is an unfortunate necessity. Described by the Texas Education Agency (2010a) in the Texas Education Code are several different ways of administering discipline for student misbehavior. In Texas, the initial discipline consequence for student misbehavior is an in-school discipline. For students who continue to misbehave, the second discipline consequence assigned is an out-of-school discipline. Pathways for students with persistent misbehavior or serious infractions necessitate even more strict consequences. Some students commit serious student infractions that require a level of consequences that result in an off-campus alternative educational setting. In Texas, this off-campus alternative education setting is referred to as a Disciplinary Alternative Education Program.
The recommendation for Disciplinary Alternative Education Program placement is determined by district/campus procedures and policies that comply with the Texas Education Code and are approved by the school board and implemented by the campus administrators for each campus. Disciplinary placements range from in-school suspensions to more disruptive consequences requiring off-campus or alternative exclusionary placements. A Disciplinary Alternative Education Program is established in conformance with the Texas Education Code (TEC), §37.008, and this section is defined as an educational and self-discipline alternative instructional program, adopted by local policy, for students in elementary through high school grades who are removed from their regular classes for mandatory or discretionary disciplinary reasons and placed in a Discipline Alternative Education Program (Texas Education Agency 2010a). Furthermore, the Texas Education Code defines mandatory placements in Chapter 37, Section 37.001-37.022: (a) felonies; (b) assaults or terrorist threat; (c) using, providing, or possessing drugs; (d) using, providing, or possessing alcohol, glue, or aerosol chemicals; (e) public lewdness or indecent exposure (Booker & Mitchell, 2011). Although the Discipline Alternative Education Program can be located on or off-campus, each school district is required to maintain the student's current 4-year graduation plan and curriculum.
Discipline Consequence Inequities by Ethnicity/Race for Boys
School discipline practices in the United States have generated serious concerns in the past decade (United States Department of Education, 2014, 2016). These concerns are serious in nature due to the presence of racial/ethnic inequities in the way discipline consequences were assigned to students (Office for Civil Rights, 2014). As noted by former-U.S. Secretary of Education Arne Duncan "Nationwide, as many as 95 percent of out-of-school suspensions are for nonviolent misbehavior—like being disruptive, acting disrespectfully, tardiness, profanity, and dress code" (Office for Civil Rights, 2014, p. 2). Further documented by the Office for Civil Rights (2014) is that "the number of secondary school students suspended or expelled to have increased by roughly 40% in the last four decades" (p. 2). Serious concerns exist about inequities in discipline consequence, concerns that increase each year based on the widespread overuse of discipline consequences.
Of the 49 million students enrolled in public schools in the United States in the 2011-2012 school year, 3.5 million students received an in-school suspension, 3.45 million students received an out-of-school suspension, and 130,000 students were expelled from school (Office for Civil Rights, 2014, p. 1). This many students who were removed from the regular classroom setting as a result of being assigned a discipline consequence is cause for concern. In fact, within the last decade, the phrase, School-toPrison pipeline, has been created to describe the relationship between school disciplinary consequences and later human costs. The School-to-Prison pipeline has been defined by the American Civil Liberties Union (2016) as the policies and practices that push the nation's school children, especially at-risk children, out of classrooms and into the juvenile and criminal justice systems (p. 1). Amurao (2016) reported that the United States spent $70 billion annually on incarceration, probation, and parole. These monies reflect a 127% increase for incarcerations between 1987-2007, in comparison to only a 21% increase in funding for higher education during the same 20-year period.
With respect to Texas the manner in which public school systems discipline students is defined and implemented by a larger governing entity within the public school system. That is, in Texas, school district personnel are provided with set procedures for controlling student misbehavior in the classroom. These procedures have been established through the Texas Education Code, which consists of provisions to provide a safe educational environment for the entire student body. In the State of Texas, the three major discipline consequences that are assigned to students are in-school suspension, outof-school suspension, and Disciplinary Alternative Education Program placement. Sustaining established systems of order and boundaries that help teachers maintain an
acceptable and safe environment for all children to learn, however, must not come to the detriment of minority students and disproportional disciplinary placements.
For students with persistent and serious misbehaviors, opportunities to an education are compromised. In 1995, the 74th Texas Legislative session passed an educational reform requiring schools to offer students who were expelled from school an Alternate Education Program to continue their education. The establishment of Juvenile Justice Alternative Education Program and in-district Alternative Education Program placements met the state's policy to educate these students. For students facing expulsion, parameters for consequences were set into place by Chapter 37.007 of the Texas Education Agency (2010a).
Even though students are removed from the general campus setting, Disciplinary Alternative Education Programs serve as alternatives to suspensions or expulsions for students who are highly disruptive to the education of other students (Cortez & Cortez, 2009; Levin, 2006). Alternative Education Programs are mandated to maintain the curriculum of students' basic core scheduled coursework during their temporary placement term for the behavior infraction. Offenses defined in Chapter 37 of the Texas Education Code are considered mandatory Disciplinary Alternative Education Program placements and discretionary Disciplinary Alternative Education Program placements are violations of a school district's code of conduct.
With respect to the empirical evidence regarding inequities in disciplinary consequence assignment by student ethnicity/race, several researchers (e.g., Henkel, Slate, & Martinez-Garcia, 2016; Hilberth & Slate, 2014; Jones, Slate, & Martinez-Garcia 2014) have conducted studies in Texas in which they have provided extensive evidence of the presence of inequities. Hilberth and Slate (2014) analyzed data from the 20082009 school year on disproportionalities in discipline consequence assignment to Black and White students. The Texas statewide data they analyzed included 172,551 Grade 6 White and Black students, 175,671 Grade 7 White and Black students, and 175,730 Grade 8 White and Black students. With respect to in-school suspension, Hilberth and Slate (2014) documented that 32% of the in-school suspensions were assigned to Grade 6 Black students, although only 14.1% of their Grade 6 students were Black. In contrast, they determined that 14.1% of the in-school suspensions were assigned to White students, although White students constituted 34.7% of Grade 6 students. Results were similar for their Grade 7 students in that 35.6% of the in-school suspensions were assigned to Black students and only 16.2% of the in-school suspensions were assigned to White students, despite Black and White students comprising 14.2% and 35.2%, respectively, of the Grade 7 student enrollment. Grade 8 student results were commensurate with both Grade 6 and 7 findings.
Of importance to this article are Hilberth and Slate's (2014) results for Disciplinary Alternative Education Program placement. Of these consequences that were assigned, 4.1% of Grade 6 Black students were assigned to a Discipline Alternative Education Program placement, compared to 1.1% of White students; 5.8% of Grade 7 Black students were assigned to a Disciplinary Alternative Education Program placement, compared to 1.8% of White students; and 7.0% of Grade 8 Black students were assigned to a Discipline Alternative Education Program placement, compared to 2.6% of Grade 8 White students. In their investigation, Hilberth and Slate (2014) used a commonly used definition of disproportionality (Harry & Anderson, 1995). That is, they compared the percentage of Black and of White students who received a discipline consequence with their proportion of the student enrollment. Using that definition of disproportionality, they established that Grade 6 Black students were assigned Discipline Alternative Education Program consequences almost 4 times the rate of their Grade 6 White peers. Grade 7 Black students were 3.7 times more likely to be assigned a Discipline Alternative Education Program placement than were their Grade 7 White peers. Finally, they determined that Grade 8 Black students were assigned to a Discipline Alternative Education Program placement almost 3 times the rate of their Grade 8 White peers. As such, Hilberth and Slate (2014) concluded that Black students attending Texas public schools in Grades 6, 7, and 8 were 2 to 5 times more likely to receive a suspension and expulsion than were their grade level White peers.
In a related investigation, Henkel et al. (2016) examined the degree to which scores on the state-mandated assessment, the Texas Assessment of Knowledge and Skills (TAKS) Reading and Mathematics tests, differed as a function of in-school suspension and out-of-school suspension for Hispanic, Black, and White Texas middle school students. In their investigation, they analyzed data for two school years (i.e., 2008-2009 and 2010-2011) separately for boys and for girls in Grades 6, 7, and 8. Henkel et al. (2016) established the presence of statistically significantly lower TAKS Reading and Mathematics test scores for Grade 6, 7, and 8 Hispanic, Black, and White boys and girls who received either an in-school suspension or an out-of-school suspension. Of importance to this article are the numbers of students by ethnicity/race who received these two discipline consequences. The numbers of students they reported who had received these two discipline consequences differed by ethnicity/race.
With respect to the assignment of out-of-school suspensions for the 2008-2009 school year, Grade 6 White boys received 3,386 assignments; Hispanic boys received 10,675 assignments; and Black boys received 6,212 assignments. Concerning Grade 7 results, White boys received 4,259 assignments; Hispanic boys received 12,558 assignments; and Black boys received 6,888 assignments. Grade 8 White boys received 4,606 consequences; Hispanic boys received 13,959 consequences; and Black boys received 6,880 consequences.
For these groups of boys, the numbers of Black and of Hispanic students who were assigned to an out-of-school suspension were disproportionate to their percent of the student enrollment in these grade levels. That is, the percentage of the student enrollment in Texas middle schools who are Black was approximately 14% (Hilberth & Slate, 2014) and the percentage of the student enrollment who are White was approximately 35% (Hilberth & Slate, 2014). For all of the three grade levels in the Henkel et al. (2016) investigation, however, Black students received an out-of-school suspension that was two to three times greater than the out-of-suspension rates for White students.
For an extensive review of the literature regarding discipline inequities by ethnicity/race, readers are directed to Jones et al. (2014). In their literature review, Jones et al. (2014) summarized empirical research investigations on inequities in the assignment of discipline consequences as well as the relationship of discipline consequence assignment with achievement gaps in reading and in mathematics. Jones et al. (2014) contended that inequalities among middle school students by ethnicity/race exist which, in turn, increases the achievement gap perpetuating an ever-growing cultural, social, and academic dilemma.
Discipline Consequence Inequities by Ethnicity/Race for Girls
The United States Department of Education for Civil Rights (2014) reported "troubling national findings of unfair and excessive school discipline policies regarding an increase of secondary school Black student suspensions and expulsions by a rate of 40% from 1-13 in 1972-1973 to 1 in 9 in 2009-2010" (p. 1). Despite inequities that have been clearly documented for Black and Hispanic students, a dearth of information is available regarding discipline disproportionalities for girls. What limited information that is available on girls and discipline inequities has only recently been published.
In recent reports, the African American Policy Forum (AAPF) and Columbia Law School Center for Intersectionality and Social Policy Studies (2015) released a study, Black Girls Matter: Pushed Out, Overpoliced, and Underprotected, specifically related to New York and Boston schools, in which they confirmed the presence of statistically significant differences in disciplinary actions for Black girls at a rate much higher than for Black boys and for White girls (Crenshaw, Ocen, & Nanda, 2015). Black girls in the New York public school system during the 2011-2012 school year were disciplined 10 times more often than White girls. Black girls received 9,076 incidents of in-and out-ofschool suspensions, expulsions, or police referrals compared to only 884 White girls who received such consequences (Klein, 2015, p. 2). In addition, Black girls in Boston schools received 11 times more disciplinary actions than White girls in the 2011-2012 school year. Klein (2015) contended that the rates of expulsion were "strikingly disproportionate" between Black and White girls (p. 2). Crenshaw, Ocen, and Nanda (2015) contended that although boys were suspended more often in terms of raw numbers, "the rate of racial disparity in girl suspensions…is higher for girls than boys"
(Klein, 2015, p. 2). Crenshaw et al. (2015), in an analysis of national statistics, established that Black girls far exceeded the number of disciplinary consequences in relation to White and Hispanic girls.
Multiple researchers (e.g., Hilberth & Slate, 2014; Skiba, Arredondo, & Williams, 2014; Skiba & Peterson, 2000; Fitzgerald, 2007) have provided evidence of inequities in disciplinary placement of middle school girls by ethnicity/race. In 2009-2010 data collected by The Office of Civil Rights (2014), Black girls were substantially more likely to be suspended out-of-school, 11%, than were Hispanic girls, 4%, White girls, 3%, and Asian/Pacific Islander girls, 1%. Losen and Skiba (2010) established after sampling more than 9,000 middle schools that Black females (18%) were four times more likely to be suspended than were White girls (4%). The NAACP Legal Defense & Education Fund Inc. and the National Women's Law Center (2014) collaborated on a report titled Unlocking Opportunity for African American Girls: A Call to Action for Educational Equity. The importance of their report for this investigation comes from their findings in which they documented continued inequities in the rate of suspension of Black girls in middle schools as the fastest growing rate among their peers regardless of gender or ethnicity/race.
Of note for this article are the works of several researchers (Hilberth & Slate, 2014, Jones, Slate, & Hilberth, 2012; Slate, Gray, & Jones, 2016) who conducted empirical studies in the state of interest for this study, Texas. In their investigations, they provided empirical evidence that disciplinary consequences were inequitably assigned by student ethnicity/race. Hilberth and Slate (2014) analyzed data on Texas middle school Black students and three discipline consequences (i.e., in-school-suspension, out-ofschool suspension, and Discipline Alternative Education Program placements). Hilberth and Slate (2014) compared these discipline consequence assignments received by Black students to these same consequences received by White students. Of the 521,952 Grade 6, 7, and 8 Black and White students whose data were analyzed by Hilberth and Slate (2014), statistically significant differences were present between Black and White students in their receipt of all three discipline consequences.
Of particular relevance to this article were the inequities that Hilberth and Slate (2014) documented with respect to the assignment of Disciplinary Alternative Education Program placements to Black and White students. In their investigation, they established that 4.1% of Black students received a Disciplinary Alternative Education Program placement, compared to 1.1% of White students who were assigned to a Disciplinary Alternative Education Program placement. Grade 6 White students comprised of 34.7% of the population in the study, yet received only 1.1% of the Disciplinary Alternative Education Program placements in comparison to Black students who constituted 4.1% of the student enrollment but received this consequence 19.4% (Hilberth & Slate, 2014). Examining these results separately by grade level reveals that 5.9% of Grade 7 Black students received this consequence, compared to 1.8% of Grade 7 White students; and 7% of Grade 8 Black students received this consequence, compared to 2.6% of Grade 8 White students.
With respect to girls of color, discretionary suspension and expulsion placements are assigned in an inequitable manner (Henkel, Slate, & Martinez-Garcia, 2016; Skiba, Arredondo, & Williams, 2014; Slate et al., 2016; Wallace et al., 2008). The Office of Civil Rights (2014) has expressed while
Black middle school student boys receive more than two-thirds of suspensions, it is their peer Black student girls with the higher rates of 12% than other girls and most boys including American Indian and Native-Alaskan girls at 7% with higher suspensions than that of White boys at 6% or girls at 2%. (p. 1)
Wallace et al. (2008) documented that White girls were more than five times less likely to have received a suspension or expulsion than their Black girl peers. In a recent study, Crenshaw et al. (2015) established that the number of suspensions received by Black girls far exceeded the number of suspensions received by White girls, despite the fact that White girls comprise a larger percentage of the student population than do Black girls.
In a recent major investigation, Slate et al. (2016) analyzed the number of disciplinary consequences assigned to Black, Hispanic, and White girls in Texas public schools. In their study, they examined in-school suspension, out-of-school suspension, and of importance for this article, Disciplinary Alternative Education Program placements, for girls in Grades 4 through 11. Slate et al. (2016) obtained Texas statewide data on all discipline consequences that were assigned to Grade 4 through Grade 11 girls in the 2013-2014 school year. In their analyses, they demonstrated the presence of statistically significant differences in the assignment of Disciplinary Alternative Education Program placements for all grade levels between Black, Hispanic, and White girls.
In one of the earliest grade levels they addressed, Grade 5, Hispanic girls received all five instances of Disciplinary Alternative Education Program placement that were assigned in that school year. Both Hispanic and Black girls in Grade 6 were assigned
several instances of Disciplinary Alternative Education Program placement. Regarding Grade 7, 0.5% of Black girls and 0.6% of Hispanic girls were assigned instances of Disciplinary Alternative Education Program placement. For Grades 4, 5, 6, and 7, a Disciplinary Alternative Education Program placement was not assigned to any White girls in this school year. With respect to Grade 8, 0.8% of Black girls and 0.4% of Hispanic girls were assigned to a Disciplinary Alternative Education Program placement. In Grade 9, 0.9% of Black girls, 0.9% of Hispanic girls, and 0.3% of White girls received a Disciplinary Alternative Education Program placement.
The inequity in Disciplinary Alternative Education Program placement was the greatest for Grade 10 girls. The percentage of Black girls who were assigned a Disciplinary Alternative Education Program placement was 0.6%, compared to 0.1% for Hispanic girls and 0.0% for White girls. Although these percentages are small, readers should note that Black girls received much higher rates of this consequence than White girls at all grade levels. In Grades 5, 8, and 10, Black girls were assigned higher rates of this consequence than were Hispanic girls. Both Black and Hispanic girls had similar rates of this consequence in Grades 7 and 9. Of the 525 Disciplinary Alternative Education Program placements that were assigned to girls in this particular school year, a stair-step process was evident in that the number of these consequences that were assigned to girls increased from Grade 6 through Grade 8. Also of importance with respect to inequities in discipline consequence assignment is the fact that not a single Disciplinary Alternative Education Program placement was received by a White girl from Grade 4 to Grade 7 of this study.
Discipline Consequence Inequities by Economic Status
The formulation of laws such as the Federal Gun Free School Act of 1994 in which zero-tolerance policies were created resulted in the overuse and misuse of exclusionary discipline practices to address student misbehavior. Curtiss and Slate (2015) recently contended that exclusionary discipline practices have been overused and misused and, as a result have resulted in inequities for all students regardless of their ethnicity/race, gender, or economic status. Noted by the National Association of Secondary School Principals (2000), in a report to the U.S. Commission on Civil Rights on the economic and racial disciplinary inequities of students, was that "A higher incidence of ethnic and racial minority students being affected by zero tolerance should not be the seen as disparate treatment or discrimination, but in terms of an issue of socioeconomic status" (p. 3). In agreement with that report were Butler, Lewis, Moore, and Scott (2012) who asserted one of the greatest predictors of student school suspensions is that of low economic status.
In a recent study on inequities in disciplinary consequence assignment in the state of interest for this investigation, Texas, Barnes and Slate (2016) analyzed discipline consequence data on Grade 5 and Grade 6 Texas elementary school students by their economic status in the 2013-2014 school year. They documented the presence of statistically significant differences in discipline consequence assignments by student economic status. Of the 13,469 disciplinary consequences that occurred in Grade 5 in their study, only 1,143 discipline consequences were given to students who were not economically disadvantaged. This statistic means that 12,326 discipline consequences in Grade 5 were assigned to students who were in poverty; more than 10 times the
consequences that were assigned to Grade 5 students who were not in poverty. With respect to the 78,570 disciplinary placements given to Grade 6 students, approximately 7,000 disciplinary placements were assigned to students not in poverty, while more than 71,000 disciplinary assignments were assigned to students in poverty (Texas Education Agency, 2014a, 2014b). Barnes and Slate (2016) clearly established the presence of disproportionalities in discipline consequence assignment for students in poverty.
In a related investigation, also conducted on students in Texas public schools, Lopez and Slate (2016) specifically examined the degree to which Grade 7 and Grade 8 students were differentially assigned a Disciplinary Alternative Education Program placement as a function of their economic status in the 2010-2011 school year. Lopez and Slate (2016) established the presence of statistically significant differences in Disciplinary Alternative Education Program placement for both Grade 7 and Grade 8 students on the basis on their economic status. Grade 7 students who were in poverty received this consequence 1,121 times whereas Grade 7 students who were not economically disadvantaged received this consequence 692 times. In addition, Grade 8 students were placed in a Disciplinary Alternative Education Program three times more often than Grade 8 students who were not economically disadvantaged (Texas Education Agency, 2014a, 2014b). Clearly established in the Lopez and Slate (2016) study was that student economic status was related to the presence of inequities in the assignment of Disciplinary Alternative Education Program placement for Grade 7 and 8 students.
Not addressed in the Barnes and Slate (2016) and in the Lopez and Slate (2016) studies was the relationship of economic status within ethnic/racial groups. Khan and Slate (2016), however, did analyze the degree to which economic status within three
ethnic/racial groups (i.e., Black, Hispanic, and White) was related to the assignment of three major discipline consequences (i.e., in-school suspension, out-of-school suspension, and Disciplinary Alternative Education Program placement). Khan and Slate (2016) analyzed discipline data on 341,411 Texas public middle school students for the 20112012 school year. In their study, they examined data from the Texas Education Agency Public Education Information Management System on 46,560 Black students, 179,638 Hispanic students, and 115,213 White students.
Although Khan and Slate (2016) analyzed data on in-school suspension and on out-of-school suspension, the interest in this article is on their Disciplinary Alternative Education Program placement results. In their study, Black students who were economically disadvantaged received a total of 1,373 such consequences, compared to 205 Black students who were not in poverty and who received this consequence. As such, Black students in poverty received more than four times the rate of this consequence than did Black students who were not economically disadvantaged. Hispanic students in poverty were assigned a total of 3,192 Disciplinary Alternative Education Program placements, compared to 309 Hispanic students who were not in poverty. These statistics were reflective that Hispanic students in poverty were assigned this consequence almost three times more than Hispanic students who were not poor. Similar results were present for White students in that White students who were economically disadvantaged received this consequence almost five times more than did White students who were not poor.
Khan and Slate (2016) established the presence of strong disproportionalities in the assignment of discipline consequences to Black, Hispanic, and White students on the basis of their economic status. Regardless of student race/ethnicity, students in poverty received the majority of the discipline consequences that were assigned. The research results previously discussed are congruent with other researchers such as Gregory et al. (2010) who determined that students from low-income families or who were enrolled in high poverty schools were statistically significantly more likely to receive disciplinary consequences and Disciplinary Alternative Education Program placements than their peers who were not economically disadvantaged. Poverty status is a contributing factor to increased suspension rates, to dropout rates, and to academic disengagement and incarceration (Harlow, 2003). Chapman et al. (2011) reported students from low income families had a five times greater possibility of dropping out than students from higher income families.
Statement of the Problem
Student discipline as it pertains to ethnic/racial inequities have been extensively documented by researchers (e.g., Carrell & Hoekstra, 2010; Hilberth, 2010; Hilberth & Slate, 2014; Jones, 2013; Skiba & Peterson, 2000; Wallace, Goodkind, Wallace, & Bachman, 2008). Gottfredson (1989) contended that the reasons for the increases in suspension and expulsions in middle schools were related directly to unclear and inconsistent school rules and their implementation. Along with possible discrepancies of student discipline are issues of inequity based on student ethnicity/race and increasing academic achievement gaps after placement. Gregory, Skiba, and Noguera (2010) reported that lower achievement levels, misbehavior patterns, and poverty could not sufficiently explain the educational gap. Decreasing the academic gap in achievement is a growing problem for all students and thus an important factor for students placed in
alternative education settings due to disciplinary issues. Inequities in the assignment of discipline consequences to middle school grade level girls have also been documented, although not as thoroughly as that for boys. In a recent empirical investigation for Grade 4 through Grade 11 girls, Slate, Gray, and Jones (2016) documented the presence of inequities in the assignment of in-school suspension, out-of-school suspension, and disciplinary alternative education program placement for Black and Hispanic girls, in comparison to White girls.
Carter et al. (2014) contended that broad disciplinary discretion based on race and gender bias creates disproportionality. Losen and Martinez (2013) emphasized the disciplinary bias on Black girls results in higher rates of exclusionary discipline practices. With the growing diversity in public education, concerns of disproportionality or discipline for girls is continuing to increase. Several scholars (Blake, Butler, Lewis, & Darensbourg, 2011) contend inequities and disproportionalities of disciplinary placement of Black girl on racial and gender-biases discrimination to the disciplinary practices of the school supervisors. It is warranted that exclusionary placements and discretionary placement practices for middle school girls be addressed to avoid the continued pattern of discriminatory negative impacts upon the students' educational stability.
Purpose of the Study
The purpose of this journal-ready dissertation was to determine the extent to which differences were present in Disciplinary Alternative Education Program placement by student demographic characteristics for Grade 6, 7, and 8 students in Texas schools. In the first investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (i.e., Black, Hispanic, White, and Asian) for Grade
6, 7, and 8 boys were examined. In the second investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (i.e., Black, Hispanic, White, and Asian) for Grade 6, 7, and 8 girls were addressed. Finally, in the third study, the extent to which Disciplinary Alternative Education Program assignments differed by student economic status (i.e., Not Economically Disadvantaged, Moderately Poor, and Extremely Poor) for Grade 6, 7, and 8 students were determined. In each of these three articles, four years of Texas statewide data were analyzed. As such, this multiyear analysis permitted a determination of trends in the differential assignment of Disciplinary Alternative Education Program placements for Grade 6, 7, and 8 Texas students.
Significance of the Study
Inequities in the assignment of discipline consequences have been documented by many researchers (e.g., Hilberth, 2010; Hilberth & Slate, 2014; Levin, 2012; Skiba et al., 2002; Skiba & Peterson, 2000) in relation to ethnicity/race, gender, and economic status. The majority of these empirical investigations has been conducted on students at the high school level. Few researchers (e.g., Henkel, Slate, & Martinez-Garcia, 2016; Hilberth & Slate, 2014; Jones, Slate, & Martinez-Garcia, 2014) have analyzed data on discipline consequence assignment for girls and even fewer researchers (e.g., Skiba, Michael, Nardo, & Peterson, 2002) have examined data on discipline consequence assignment by student economic status. In this journal-ready dissertation, the discipline consequence assignment of Disciplinary Alternative Education Program placement was addressed separately for boys and for girls and separately by grade level. With analyses also being conducted by student economic status, educational leaders are provided with information regarding several variables that may be related to differential assignment of a discipline consequence that removes students from the classroom setting. As such, findings from this journal-ready dissertation may assist educational leaders and policymakers in evaluating current discipline methods used in Texas schools.
Definition of Terms
The following terms, used in this study, were defined to assist the reader in understanding the context of this investigation.
Academic Excellence Indicator System
The Academic Excellence Indicator System is described as follows by the Texas Education Agency (2014c):
The Academic Excellence Indicator System (AEIS) pulls together a wide range of information on the performance of students in each school and district in Texas every year. This information is put into the annual Academic Excellence Indicator System reports, which are released each fall. (para. 1)
Asian
The Texas Education Agency (2013) defined Asian as "students having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent" (p. 2).
Black
The Texas Education Agency (2013) defined Black as "students having origins in any of the Black racial groups of Africa" (p. 2).
Disciplinary Alternative Education Program Placement
The Texas Education Agency defined a Disciplinary Alternative Education Program as established in conformance with the Texas Education Code (TEC), §37.008, and this section as an educational and self-discipline alternative instructional program, adopted by local policy, for students in elementary through high school grades who are removed from their regular classes for mandatory or discretionary disciplinary reasons and placed in a Disciplinary Alternative Education Program (Texas Education Agency, 2010a). Disciplinary Alternative Education Program placement is further defined as a discretionary in-district alternative education setting assigned to students who commit non-criminal offenses or persistent misbehaviors (Hilberth & Slate, 2014).
Disproportionality
Discretion is given to each state to define what constitutes significant disproportionality. Each state is obligated to collect and examine data to determine whether significant disproportionality exists based on race or ethnicity in their state or local education agencies with respect to the following: (a) special services identification for students with disabilities or partial impairments, (b) placement of student in particular educational settings and (c) the incidence, duration, and type of disciplinary actions including suspensions and expulsions (Texas Education Agency, 2016a).
Economically Disadvantaged
The Texas Education Agency (2013) defined economically disadvantaged as "students in Texas who are eligible for the federal free- and reduced-lunch program". Eligibility for the federal free- and reduced-lunch program is determined by family income. Students from families with an income of 130% or less of the federal poverty line are eligible for free-lunch, whereas students from families with an income of 131% to 185% of the federal poverty line are eligible for reduced-price meals. (Burney & Beilke, 2008). For the purpose of this study, students who were eligible for the reduced lunch program were referred to as moderately poor and students who were eligible for the free lunch program were referred to as extremely poor.
Ethnicity
The Texas Education Agency (2014a) defined ethnicity as students in Texas being classified of or not of Hispanic or Latin descent.
Hispanic
In this study, the term Hispanic is used to describe students who are of Hispanic origin (Texas Education Agency, 2014a). A person of Hispanic ethnicity is an individual of Cuban, Mexican, Puerto Rican, South or Central American descent, other Spanish culture or origin, regardless of race (Texas Education Agency, Appendix F, 2009, p. 9).
Inequity
In this investigation, the term, inequity, was used in a manner similar to that of disparate impact. As noted in legal doctrine under the Fair Housing Act, disparate impact states that policy may be considered discriminatory if it has a disproportionate "adverse impact" against any group based on race, national origin, color, religion, sex, familial status, or disability when there is no legitimate, non-discriminatory business need for the policy (National Fairing Housing, 2015 p.1). Specifically in reference to this journalready dissertation, inequities were determined to exist when a statistically significant difference is present among ethnic/racial groups in their receipt of a Disciplinary Alternative Education Program placement.
In-school Suspension
The Texas Education Agency (2010) described in-school suspension as the first method of disciplinary consequence for students. An in-school suspension consequence is the removal of a student from the regular classroom as a disciplinary consequence by placing the student into a separate classroom.
Out-of-school Suspension
The Texas Education Agency (2010a) described out-of-school suspension as the second method of disciplinary consequence, following in-school suspension. An out-ofschool suspension consequence is the removal of a student from the regular classroom as a disciplinary consequence that does not allow the student to attend school for a day and to not exceed three days in a row.
Public Education Information Management System
The Public Education Information Management System encompasses all data requested and received by Texas Education Agency about public education, including student demographic and academic performance, personnel, financial, and organizational information (Texas Education Agency, 2014a).
Race
The Texas Education Agency (2014a) defined race as students in Texas being classified as American Indian, Alaska Native, Asian, Black or African American, Native Hawaiian/Other Pacific Islander, or White.
Texas Education Agency
The Texas Education Agency (2016a) is the state agency responsible for overseeing primary and secondary public education in state of Texas. The mission of the agency is to provide leadership, guidance and resources to help schools meet the educational needs of all students and prepare them for success in the global economy.
Texas Education Code
Established by the Texas Legislature, the Texas Education Code is a set of state statues governing public education in Texas. Unless specifically excluded by the code, it is applicable to all educational institutions supported solely or in part by Texas tax funds (Texas Education Agency, 2016a).
Texas Academic Performance Report
The Texas Academic Performance Reports have replaced Academic Excellence Indicator System Reports for the Texas Education Agency in the 2013-2014 school year and are described as follows:
The Texas Academic Performance Reports (TAPR) pull together a wide range of information on the performance of students in each school and district in Texas every year. Performance is shown disaggregated by student groups, including ethnicity and low income status. The reports also provide extensive information on school and district staff, programs, and student demographics. (Texas Education Agency, 2014a, para. 1)
White
The Texas Education Agency (2014a) defined White as "students having origins in any of the original peoples of Europe, the Middle East, or North Africa" (p. 2).
Literature Review Search Procedures
For the purpose of this journal-ready dissertation, the literature regarding Disciplinary Alternative Education Program placement by gender, by ethnicity/race, and by economic status were examined. Phrases that were used in the search for relevant literature were: middle school, student, discipline, economic status, ethnicity/race, White, Hispanic, Black, gender, and Discipline Alternative Education Program. All searches were conducted through following databases: EBSCO Host, Educational Resources Information Center (ERIC), Journal of Educational Leadership academic journals, and the American Psychological Association (Psych NET) database that contained scholarly peer reviewed articles.
Delimitations
The three studies in this journal-ready dissertation were delimited to traditionally configured public middle schools in Texas, specifically middle schools comprised of Grades 6 through 8. Data on students who were enrolled in either charter or in private schools were not used in this journal-ready dissertation. Data were analyzed on only Grade 6, 7, and 8 White, Hispanic, and Black students in the 2012-2013, 2013-2014, 2014-2015, and 2015-2016 school years. All the data used were obtained previously from the Texas Education Agency Public Education Information Management System for the 2012-2013, 2013-2014, 2014-2015, and the 2015-2016 school years. A Public Information Request form was submitted to the Texas Education Agency for the four latest school years of data. The discipline consequence of interest in this journal-ready dissertation is Disciplinary Alternative Education Program placement.
Limitations
In this journal-ready dissertation, the relationship of student ethnicity/race, economic status, and gender with Disciplinary Alternative Education Program placement of middle school students was addressed. As such, several important limitations are
present. Data analyses were limited to only Grade 6, 7, and 8 White, Hispanic, and Black students in the 2012-2013. 2013-2014, 2014-2015, and 2015-2016 school years who were enrolled in traditionally configured middle schools. Data were not analyzed for students who were enrolled in charter schools or in private schools. Only quantitative data were analyzed in the three empirical studies in this journal-ready dissertation. Accordingly, the degree to which results are generalizable beyond the students whose data were analyzed herein is not known. Due to the use of archival data, the research design constitutes a causal-comparative study in which a cause-effect relationship cannot be established.
Assumptions
The major assumption in this journal-ready dissertation that was made was that the data provided to the Texas Education Agency through the Public Education Information Management System were accurately reported. That is, any errors that are present with respect to the reporting of student ethnicity/race, gender, economic status, and Disciplinary Alternative Education Program placement have the potential to affect results. This assumption of data accuracy is based on the auditing that the Texas Education Agency conducts of the data reported by each school campus and each school district.
Procedures
Following approval of the journal-ready dissertation proposal by the dissertation committee, an application was submitted to Sam Houston State University's Institutional Review Board. Once approval was received from the Institutional Review Board at Sam Houston State University, archival data for the 2012-2013, 2013-2014, 2014-2015, and
2015-2016 school years on Grade 6, 7, and Grade 8 students that were previously attained were analyzed.
Organization of the Study
In this journal-ready dissertation, three empirical manuscripts were generated. In the first journal-ready dissertation article, research questions related to Disciplinary Alternative Education Program placements for Grade 6, 7, and 8 White, Hispanic, and Black boys for the 2012-2013, 2013-2014, 2014-2015, and the 2015-2016 school years were addressed. In the second proposed article, the degree to which inequities were present in Disciplinary Alternative Education Program placements for Grade 6, 7, and 8 White, Hispanic, and Black girls for the 2012-2013, 2013-2014, 2014-2015, and 20152016 school years were determined. Finally, for the third article, the extent to which inequities were present in Disciplinary Alternative Education Program placements by economic status for Grade 6, 7, and 8 White, Hispanic, and Black students was investigated.
Five chapters compose this journal-ready dissertation. Chapter I includes the background of the study, statement of the problem, purpose of this study, significance of the study, theoretical framework, definitions of terms, assumptions, delimitations, and limitations of the three proposed research investigations. In Chapter II, readers are provided with the framework for the first journal-ready dissertation investigation into Disciplinary Alternative Education Program placements for boys by their ethnicity/race. In Chapter III, the second journal-ready dissertation investigation into Disciplinary Alternative Education Program placements for girls by their ethnicity/race was discussed. In Chapter IV, the third journal-ready research investigation into Disciplinary Alternative
Education Program placements by student economic status for White, Hispanic, and Black middle school students is presented. Finally, in Chapter V is a discussion of research results of the three statewide investigations, implications for policy and practice, and recommendations for future research.
CHAPTER II
INEQUITIES IN DISCIPLINARY ALTERNATIVE EDUCATION PROGRAM PLACEMENTS BY ETHNICITY/RACE FOR TEXAS GRADE 6, 7, AND 8 BOYS: A MULTIYEAR, STATEWIDE INVESTIGATION
_____________________
This dissertation follows the style and format of Research in the Schools (RITS)
.
Abstract
In this investigation, the extent to which Disciplinary Alternative Education Program placement assignments differed as a function of ethnicity/race (i.e., Black, Hispanic, White, Asian) for Grade 6, 7, and 8 boys was determined. Archival data were obtained from the Texas Education Agency Public Education Information Management System on all middle school students for the 2011-2012, 2013-2014, 2014-2015, and 2015-2016 school years. Inferential statistical procedures yielded statistically significant differences for all four school years with below small effect sizes. For each year, in each grade level, a stair-step effect was present. Grade 6 through Grade 8 Black boys received a Disciplinary Alternative Education Program placement statistically significantly more often than their peers at all three grade levels. Similarly, Grade 6 through Grade 8 Hispanic boys received statistically significantly more instances of a Disciplinary Alternative Education Program placement than did White and Asian boys. Recommendations for research and implications are discussed along with suggestions for policy and practice.
Keywords: Disciplinary Inequities, Disciplinary Alternative Education Program Placements, Ethnicity-Race, Black, Hispanic, White, Asian, Grade 6, 7, and 8 boys
INEQUITIES IN DISCIPLINARY ALTERNATIVE EDUCATION PROGRAM PLACEMENTS BY ETHNICITY/RACE FOR TEXAS GRADE 6, 7, AND 8 BOYS:
A MULTIYEAR, STATEWIDE INVESTIGATION
School discipline practices in the United States have generated serious concerns in the past decade (United States Department of Education, 2014, 2016). These concerns are serious in nature due to the presence of racial/ethnic inequities in the manner in which discipline consequences were assigned to students (Office for Civil Rights, 2014). As noted by former-U.S. Secretary of Education Arne Duncan "Nationwide, as many as 95 percent of out-of-school suspensions are for nonviolent misbehavior—like being disruptive, acting disrespectfully, tardiness, profanity, and dress code" (Office for Civil Rights, 2014, p. 2). Also documented by the Office for Civil Rights (2014) is that "the number of secondary school students suspended or expelled to have increased by roughly 40% in the last four decades" (p. 2). Serious concerns exist about inequities in discipline consequence, concerns that increase each year based on the widespread overuse of discipline consequences.
Of the 49 million students enrolled in public schools in the United States in the 2011-2012 school year, 3.5 million students received an in-school suspension, 3.45 million students received an out-of-school suspension, and 130,000 students were expelled from school (Office for Civil Rights, 2014, p. 1). This many students who were removed from the regular classroom setting as a result of being assigned a discipline consequence is cause for concern. In fact, within the last decade, the phrase, School-toPrison pipeline, has been created to describe the relationship between school disciplinary consequences and later human costs. The School-to-Prison pipeline has been defined by the American Civil Liberties Union (2016) as the policies and practices that push the nation's school children, especially at-risk children, out of classrooms and into the juvenile and criminal justice systems (p. 1). Amurao (2016) reported that the United States spent $70 billion annually on incarceration, probation, and parole. These monies reflect a 127% increase for incarcerations between 1987-2007, in comparison to only a 21% increase in funding for higher education during the same 20-year period.
With respect to the state of Texas, the manner in which Texas public school systems discipline students is defined and implemented by a larger governing entity within the public school system. School district personnel are provided with set procedures for controlling student misbehavior in the classroom. These procedures have been established through the Texas Education Code (2010a), which consists of provisions to provide a safe educational environment for the entire student body. In the State of Texas, the three major discipline consequences that are assigned to students are in-school suspension, out-of-school suspension, and Disciplinary Alternative Education Program placement. Sustaining established systems of order and boundaries that help teachers maintain an acceptable and safe environment for all children to learn, however, must not come to the detriment of minority students and disproportional disciplinary placements.
For students with persistent and serious misbehaviors, opportunities to an education are compromised. In 1995, the 74th Texas Legislative session passed an educational reform requiring schools to offer students who were expelled from school an Alternate Education Program to continue their education. The establishment of Juvenile Justice Alternative Education Program and in-district Alternative Education Program placements met the state's policy to educate these students. For students facing
expulsion, parameters for consequences were set into place by Chapter 37.007 of the Texas Education Agency (2010a).
Even though students are removed from the general campus setting, Disciplinary Alternative Education Programs serve as alternatives to suspensions or expulsions for students who are highly disruptive to the education of other students (Cortez & Cortez, 2009; Levin, 2006). Alternative Education Programs are mandated to maintain the curriculum of students' basic core scheduled coursework during their temporary placement term for the behavior infraction. Offenses defined in Chapter 37 of the Texas Education Code are considered mandatory Disciplinary Alternative Education Program placements and discretionary Disciplinary Alternative Education Program placements are violations of a school district's code of conduct.
With respect to the empirical evidence regarding inequities in disciplinary consequence assignment by student ethnicity/race, several researchers (e.g., Henkel, Slate, & Martinez-Garcia, 2016; Hilberth & Slate, 2014; Jones, Slate, & Martinez-Garcia 2014) have conducted studies in Texas in which they have provided extensive evidence of the presence of inequities. Hilberth and Slate (2014) analyzed data from the 20082009 school year on disproportionalities in discipline consequence assignment to Black and White students. The Texas statewide data they analyzed included 172,551 Grade 6 White and Black students, 175,671 Grade 7 White and Black students, and 175,730 Grade 8 White and Black students. With respect to in-school suspension, Hilberth and Slate (2014) documented that 32% of the in-school suspensions were assigned to Grade 6 Black students, although only 14.1% of their Grade 6 students were Black. In contrast, they determined that 14.1% of the in-school suspensions were assigned to White students, although White students constituted 34.7% of Grade 6 students. Results were similar for their Grade 7 students in that 35.6% of the in-school suspensions were assigned to Black students and only 16.2% of the in-school suspensions were assigned to White students, despite Black and White students comprising 14.2% and 35.2%, respectively, of the Grade 7 student enrollment. Grade 8 student results were commensurate with both Grade 6 and 7 findings.
Of particular importance to this article are Hilberth and Slate's (2014) results for Disciplinary Alternative Education Program placement. Of these consequences that were assigned, 4.1% of Grade 6 Black students were assigned to a Discipline Alternative Education Program placement, compared to 1.1% of White students; 5.8% of Grade 7 Black students were assigned to a Disciplinary Alternative Education Program placement, compared to 1.8% of White students; and 7.0% of Grade 8 Black students were assigned to a Discipline Alternative Education Program placement, compared to 2.6% of Grade 8 White students. In their investigation, Hilberth and Slate (2014) used a commonly used definition of disproportionality (Harry & Anderson, 1995). That is, they compared the percentage of Black and of White students who received a discipline consequence with their proportion of the student enrollment. Using that definition of disproportionality, they established that Grade 6 Black students were assigned Discipline Alternative Education Program consequences almost 4 times the rate of their Grade 6 White peers. Grade 7 Black students were 3.7 times more likely to be assigned a Discipline Alternative Education Program placement than were their Grade 7 White peers. Finally, they determined that Grade 8 Black students were assigned to a Discipline Alternative Education Program placement almost 3 times the rate of their Grade 8 White peers. As such, Hilberth and Slate (2014) concluded that Black students attending Texas public schools in Grades 6, 7, and 8 were 2 to 5 times more likely to receive a suspension and expulsion than were their grade level White peers.
In a related investigation, Henkel et al. (2016) examined the degree to which scores on the state-mandated assessment, the Texas Assessment of Knowledge and Skills (TAKS) Reading and Mathematics tests, differed as a function of in-school suspension and out-of-school suspension for Hispanic, Black, and White Texas middle school students. In their investigation, they analyzed data for two school years (i.e., 2008-2009 and 2010-2011) separately for boys and for girls in Grades 6, 7, and 8. Henkel et al. (2016) established the presence of statistically significantly lower TAKS Reading and Mathematics test scores for Grade 6, 7, and 8 Hispanic, Black, and White boys and girls who received either an in-school suspension or an out-of-school suspension. Of importance to this article are the numbers of students by ethnicity/race who received these two discipline consequences. The numbers of students they reported who had received these two discipline consequences differed by ethnicity/race.
With respect to the assignment of out-of-school suspensions for the 2008-2009 school year, Grade 6 White boys received 3,386 assignments; Hispanic boys received 10,675 assignments; and Black boys received 6,212 assignments. Concerning Grade 7 results, White boys received 4,259 assignments; Hispanic boys received 12,558 assignments; and Black boys received 6,888 assignments. Grade 8 White boys received 4,606 consequences; Hispanic boys received 13,959 consequences; and Black boys received 6,880 consequences.
For these groups of boys, the numbers of Black and of Hispanic students who were assigned to an out-of-school suspension were disproportionate to their percent of the student enrollment in these grade levels. That is, the percentage of the student enrollment in Texas middle schools who are Black was approximately 14% (Hilberth & Slate, 2014) and the percentage of the student enrollment who are White was approximately 35% (Hilberth & Slate, 2014). For all three of the grade levels in the Henkel et al. (2016) investigation, however, Black students received an out-of-school suspension that was two to three times greater than the out-of-suspension rates for White students.
For an extensive review of the literature regarding discipline inequities by ethnicity/race, readers are directed to Jones et al. (2014). In their literature review, Jones et al. (2014) summarized empirical research investigations on inequities in the assignment of discipline consequences as well as the relationship of discipline consequence assignment with achievement gaps in reading and in mathematics. Jones et al. (2014) contended that inequalities among middle school students by ethnicity/race exist which, in turn, increases the achievement gap perpetuating an ever-growing cultural, social, and academic dilemmas.
Statement of the Problem
Inequities in student discipline have been extensively documented (e.g., Henkel et al., 2016; Hilberth & Slate, 2014; Jones et al., 2014; Skiba, Horner, Chung, Rausch, May, & Tobin, 2011). Gottfredson (1989) contended that the reasons for the increases in suspension and expulsions in middle schools were related directly to unclear and inconsistent school rules and their implementation. Along with possible discrepancies of student discipline are issues of inequity based on student ethnicity/race and increasing
academic achievement gaps after placement. Gregory, Skiba, and Noguera (2010) reported that lower achievement levels, misbehavior patterns, and poverty could not sufficiently explain the educational gap. Decreasing the academic gap in achievement is a growing problem for all students and thus an important factor for students placed in alternative education settings due to disciplinary issues.
Significance of the Study
In this study, the degree to which differences were present in the receipt of a Disciplinary Alternative Education Program placement for boys by their ethnicity/race was examined for the 2012-2013, 2013-2014, 2014-2015, and the 2015-2016 school years. Specifically addressed were whether inequities were present in Disciplinary Alternative Education Program placement for Grade 6, 7, and 8 Black, Hispanic, White, and Asian boys. Given the importance of instructional time for academic success, if students are removed from the instructional setting in an inequitable manner, then concerns arise regarding their civil rights. As such, the outcomes of this study may provide empirical data regarding the degree to which inequities are present in the assignment of this specific disciplinary consequence for Black, Hispanic, White, and Asian boys. Ideally, this research information may aid stakeholders, policymakers, and educational agencies in reforming discipline programs for boys by their ethnicity/race. Understanding the current disciplinary system and the degree to which inequities might be present are essential if educational leaders are to restructure discipline procedures.
Purpose of the Study
The purpose of this study was to ascertain the extent to which inequities were present in Disciplinary Alternative Education Program placements for Texas Grade 6,
Grade 7, and Grade 8 boys based on their ethnicity/race (i.e., Black, Hispanic, White, and Asian). By examining Disciplinary Alternative Education Program placements for Grade 6, Grade 7, and Grade 8 Black, Hispanic, White, and Asian boys, a comparison across grade levels was possible. Four school years of archival data from the Texas Education Agency Public Education Information Management System were analyzed to determine the degree to which Disciplinary Alternative Education Program placements were differentially assigned to Grade 6, 7, and 8 boys by their ethnicity/race.
Research Questions
The following research questions were addressed in this empirical investigation: (a) What is the difference in Disciplinary Alternative Education Program placements as a function of ethnicity/race (i.e., Black, Hispanic, White, and Asian) for Grade 6 boys?; (b) What is the difference in Disciplinary Alternative Education Program placements as a function of ethnicity/race for Grade 7 boys?; (c) What is the difference in Disciplinary Alternative Education Program placements as a function of ethnicity/race for Grade 8 boys?; and (d) What trends are present in the assignment of Disciplinary Alternative Education Program placements for Grade 6, 7, and 8 boys by their ethnicity/race?? The first three questions were examined for the 2012-2013, 2013-2014, 2014-2015, and the 2015-2016 school years whereas the fourth research question involved all four years of data.
Method
Research Design
For this study, a causal comparative research design was employed. In a causal comparative method, "the relationship between one or more categorical independent
variables and one or more quantitative dependent variables" (Johnson & Christensen, 2012, p. 44) is examined. In this investigation, statewide archival data that were previously obtained from the Texas Education Agency were analyzed. As such, the independent and dependent variables had already occurred and could not be manipulated. For these reasons, the research design used herein was a causal comparative research design (Johnson & Christensen, 2012). The data included Grade 6, Grade 7, and Grade 8 boys by their ethnicity/race and whether or not they had received a Disciplinary Alternative Education Program placement. Thus, the independent variable of ethnicity/race for boys consisted of four groups: Black, Hispanic, White, and Asian. For each school year (i.e., 2012-2013, 2013-2014, 2014-2015, 2015-2016), the dependent variable was receipt or non-receipt of a Disciplinary Alternative Education Program placement.
Participants
Students for whom data were analyzed were Grade 6, Grade 7, and Grade 8 boys who were enrolled in Texas public middle schools in the 2012-2013, 2013-2014, 20142015, and the 2015-2016 school years. Archival data were requested and obtained from the Texas Education Agency Public Education Information Management System for the last four school years. For the purposes of this study, the following definition is used as defined by Maughan (1999): Disciplinary Alternative Education Placement is a discretionary in-district alternative education setting assigned to students who commit non-criminal offenses or persistent misbehaviors,
Instrumentation and Procedures
Through submission of a Public Information Request form to the Texas Education Agency, data on Grade 6, 7, and 8 boys by their ethnicity/race were requested. The Texas Education Agency Public Information Management System, in fulfilling this request, provided data for all Texas Grade 6, Grade 7, and Grade 8 boys by their ethnicity/race (i.e., Black, Hispanic, White, and Asian), their gender, their grade level, and whether the student had received a Disciplinary Alternative Education Program placement. The last four school years of data were requested: 2012-2013, 2013-2014, 2014-2015, and 2015-2016. Once the Texas Education Agency provided these data, they were converted into Statistical Package for the Social Sciences data files. Then data were analyzed separately for Grade 6, Grade 7, and Grade 8 boys by their ethnicity/race status.
Results
To address the research questions regarding Disciplinary Alternative Education Program placements for boys by their ethnicity/race, Pearson chi-square procedures were calculated. This statistical procedure was the ideal analysis to calculate because frequency data were present for student ethnicity/race and for Disciplinary Alternative Education Program placement assignments for all four school years. A large sample size was available, providing a sample size that was more than five responses per cell. Therefore, the assumptions for using a Pearson chi-square procedure were met for each research question (Field, 2013). Results will now be provided, beginning with the 20122013 school year and with Grade 6 boys and ending with the 2015-2016 school year and with Grade 8 boys.
Results for Grade 6 Boys
In the 2012-2013 school year for Grade 6 boys, a statistically significant difference was present in Disciplinary Alternative Education Program placements, χ 2 (3) = 1117.10, p < .001, by student ethnicity/race. The effect size for this finding, Cramer's V, was below small, .07 (Cohen, 1988). Revealed in the results was the presence of a stairstep effect (Carpenter, Ramirez, & Severn, 2006) in Disciplinary Alternative Education Program placements. Grade 6 Black boys were assigned to a Disciplinary Alternative Education Program placement more than 10 and a one half more times than Grade 6 Asian boys, three and a third times more often than Grade 6 White boys, and one and two thirds more often than Grade 6 Hispanic boys. Grade 6 Hispanic boys were assigned to a Disciplinary Alternative Education Program almost two times more often than Grade 6 White boys and six times more often than Grade 6 Asian boys. Grade 6 White boys were assigned to a Disciplinary Alternative Education Program placement more than three times more often than Grade 6 Asian boys. Frequencies and percentages of Disciplinary Alternative Education Program placements for Grade 6 boys by their ethnicity/race in the 2012-2013 school year are presented in Table 2.1.
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With respect to the 2013-2014 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 955.67, p < .001, of Grade 6 boys by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .07 (Cohen, 1988) and was reflective of a stair-step effect (Carpenter et al., 2006) in Disciplinary Alternative Education Program placements. Grade 6 Black boys were assigned a Disciplinary Alternative Education Program placement more than 15 and one half times more often than Grade 6 Asian boys, more than three times more often than White boys, and more than one and one half times more often than Grade 6 Hispanic boys. Grade 6 Hispanic boys were assigned to a Disciplinary Alternative Education Program placement nine times more often than Grade 6 Asian boys and almost two times as often as Grade 6 White boys. Grade 6 White boys were assigned to a Disciplinary Alternative Education Program placement five times more often than Grade 6 Asian boys. Delineated in Table 2.1 are the descriptive statistics for this analysis.
Concerning the 2014-2015 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 1054.64, p < .001, of Grade 6 boys by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .07 (Cohen, 1988) and was reflective of a stair-step effect (Carpenter et al., 2006). As revealed in Table 2.2, Grade 6 Black boys were assigned to a Disciplinary Alternative Education Program placement 11 and one half more times more often than Grade 6 Asian boys, more than three and one half more often than Grade 6 White boys, and almost two times more often than Grade 6 Hispanic boys. Grade 6 Hispanic boys were assigned a Disciplinary Alternative Education Program placement six and a quarter times more often than Grade 6 Asian boys and almost two times as often than Grade 6 White boys. Grade 6 White boys were assigned to a Disciplinary Alternative Education Program placement more than three and a quarter times more often than Grade 6 Asian boys. Delineated in Table 2.2 are the descriptive statistics for this analysis.
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Regarding the 2015-2016 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 1135.30, p < .001, of Grade 6 boys by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .07 (Cohen, 1988) and was indicative of a stair-step effect (Carpenter et al., 2006). Grade 6 Black boys were assigned to a Disciplinary Alternative Education Program placement 47 times more often than Grade 6 Asian boys, more than three and a third times more often than Grade 6 White boys, and more than two times more often than Grade 6 Hispanic boys. Grade 6 Hispanic boys were assigned a Disciplinary Alternative Education Program placement 23 times more often than Grade 6 Asian boys and more than one and one half times as often as Grade 6 White boys. Grade 6 White boys were assigned to a Disciplinary Alternative Education Program placement 14 times more often than Grade 6 Asian boys. Table 2.2 contains the descriptive statistics for this analysis.
Results for Grade 7 Boys
In the 2012-2013 school year for Grade 7 boys, a statistically significant difference was present in Disciplinary Alternative Education Program placements, χ 2 (3) = 1400.66, p < .001, by student ethnicity/race. The effect size for this finding, Cramer's V, was below small, .08 (Cohen, 1988). Revealed in the results was the presence of a stairstep effect (Carpenter et al., 2006). Grade 7 Black boys were assigned to a Disciplinary Alternative Education Program placement more than 12 times as often as Grade 7 Asian boys, almost three times more often than Grade 7 White boys, and more than one and one half times more often than Grade 7 Hispanic boys. Grade 7 Hispanic boys were assigned to a Disciplinary Alternative Education Program eight times more often than Grade 7 Asian boys and almost two times more often than Grade 7 White boys. Grade 7 White boys were assigned to a Disciplinary Alternative Education Program placement four times as often as Grade 7 Asian boys. Frequencies and percentages of Disciplinary Alternative Education Program placements for Grade 7 boys by their ethnicity/race in the 2012-2013 school year are presented in Table 2.3.
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With respect to the 2013-2014 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 1459.06, p < .001, of Grade 7 boys by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .08 (Cohen, 1988) and was reflective of a stairstep effect (Carpenter et al., 2006). Grade 7 Black boys were assigned a Disciplinary Alternative Education Program placement almost 12 times more often than Grade 7 Asian boys, more than three times more often than Grade 7 White boys, and more than one and one half times more often than Grade 7 Hispanic boys. Grade 7 Hispanic boys were assigned to a Disciplinary Alternative Education Program placement more than seven times as often as Grade 7 Asian boys and almost two times as often as Grade 7
White boys. Grade 7 White boys were assigned to a Disciplinary Alternative Education Program placement almost four times as often as Grade 7 Asian boys. Delineated in Table 2.3 are the descriptive statistics for this analysis.
Concerning the 2014-2015 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 1239.55, p < .001, of Grade 7 boys by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .08 (Cohen, 1988) and was reflective of a stair-step effect (Carpenter et al., 2006). As revealed in Table 2.4, Grade 7 Black boys were assigned to a Disciplinary Alternative Education Program placement more than 21 and one half times more often than Grade 7 Asian boys, almost three times more often than Grade 7 White boys, and one and one half times more often than Grade 7 Hispanic boys. Grade 7 Hispanic boys were assigned a Disciplinary Alternative Education Program placement 13times more often than Grade 7 Asian boys and almost two times as often than Grade 7 White boys. Grade 7 White boys were assigned to a Disciplinary Alternative Education Program placement more than seven and one half times as often as Grade 7 Asian boys.
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Regarding the 2015-2016 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 1314.57, p < .001, of Grade 7 boys by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .08 (Cohen, 1988) and was indicative of a stair-step effect (Carpenter et al., 2006). Grade 7 Black boys were assigned to a Disciplinary Alternative
Education Program placement 15 and three fourth times more often than Grade 7 Asian boys, three times more often than Grade 7 White boys, and more than one and one half times more often than Grade 7 Hispanic boys. Grade 7 Hispanic boys were assigned a Disciplinary Alternative Education Program placement nine and a quarter times more often than Grade 7 Asian boys and more than one and two third times as often as Grade 7 White boys. Grade 7 White boys were assigned to a Disciplinary Alternative Education Program placement five and a quarter times more often than Grade 7 Asian boys. Table 2.4 contains the descriptive statistics for this analysis.
Results for Grade 8 Boys
In the 2012-2013 school year for Grade 8 boys, a statistically significant difference was present in Disciplinary Alternative Education Program placements, χ 2 (3) = 1382.68, p < .001, by student ethnicity/race. The effect size for this finding, Cramer's V, was below small, .08 (Cohen, 1988). Revealed in the results was the presence of a stairstep effect (Carpenter et al., 2006). Grade 8 Black boys were assigned to a Disciplinary Alternative Education Program placement almost 10 times more often than Grade 8 Asian boys, almost two and one half times more often than Grade 8 White boys, and more than one and one half times more often than Grade 8 Hispanic boys. Grade 8 Hispanic boys were assigned to a Disciplinary Alternative Education Program more than six and one half times more often than Grade 8 Asian boys and more than one and one half times more often than Grade 8 White boys. Grade 8 White boys were assigned to a Disciplinary Alternative Education Program placement four times as often as Grade 8 Asian boys. Frequencies and percentages of Disciplinary Alternative Education Program
placements for Grade 8 boys by their ethnicity/race in the 2012-2013 school year are presented in Table 2.5.
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With respect to the 2013-2014 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 1330.79, p < .001, of Grade 8 boys by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .08 (Cohen, 1988) and was reflective of a stairstep effect (Carpenter et al., 2006). Grade 8 Black boys were assigned a Disciplinary Alternative Education Program placement more than 11 and one half times more often than Grade 8 Asian boys, almost two and one half times more often than Grade 8 White boys, and almost one and one half times more often than Grade 8 Hispanic boys. Grade 8 Hispanic boys were assigned to a Disciplinary Alternative Education Program placement eight times as often as Grade 8 Asian boys and more than one and one half times as often as Grade 8 White boys. Grade 8 White boys were assigned to a Disciplinary Alternative Education Program placement more than four and one half times as often as Grade 8 Asian boys (see Table 2.5).
Concerning the 2014-2015 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 1403.57, p < .001, of Grade 8 boys by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .08 (Cohen, 1988) and was reflective of a stair-step effect (Carpenter et al., 2006). As revealed in Table 2.6, Grade 8 Black boys were assigned to a
Disciplinary Alternative Education Program placement almost 16 times more often than Grade 8 Asian boys, more than two and one half more often than Grade 8 White boys, and almost one and one half times more often than Grade 8 Hispanic boys. Grade 8 Hispanic boys were assigned a Disciplinary Alternative Education Program placement more than 10 and one half times more often than Grade 8 Asian boys and more than one and two third times more often than Grade 8 White boys. Grade 8 White boys were assigned to a Disciplinary Alternative Education Program placement more than six times as often as Grade 8 Asian boys.
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Regarding the 2015-2016 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 1239.38, p < .001, of Grade 8 boys by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .08 (Cohen, 1988) and was indicative of a stair-step effect (Carpenter et al., 2006). Grade 8 Black boys were assigned to a Disciplinary Alternative Education Program placement 19 times more often than Grade 8 Asian boys, almost two and one half times more often than Grade 8 White boys, and more than one and one half times more often than Grade 8 Hispanic boys. Grade 8 Hispanic boys were assigned a Disciplinary Alternative Education Program placement 12 times more often than Grade 8 Asian boys and more than one and one half times as often as Grade 8 White boys. Grade 8 White boys were assigned to a Disciplinary Alternative Education Program placement seven and three fourth times more often than Grade 8 Asian boys (see Table 2.6).
Regarding the degree to which trends were present in the assignment of this disciplinary consequence to Grade 6, 7, and 8 boys, in all four school years, statistically significant results were present. Strong trends were clearly evident across the four school years and across the three school levels. Across the 2012-2013 through the 2015-2016 school years, Black boys were assigned the highest rates of this consequence; statistically significantly more often than were Hispanic, White, or Asian students. Though small effect sizes, consistently around from .07 to.08 (Cohen, 1988), were present, a stair-step effect (Carpenter et al., 2006) was clearly evident. Black boys in all three grade levels received the highest rates of Disciplinary Alternative Education Program placements in all four school years. Hispanic boys in all three grade levels received the second highest rates of this consequence in all four school years, followed by White boys and then by Asian boys. A summary of the effect sizes of the analyses of Disciplinary Alternative Education Program placement by ethnicity/race for Grade 6, 7, and 8 boys in the 20122013 through the 2015-2016 school year are presented in Table 2.7.
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Discussion
In this investigation, the extent to which differences were present in Disciplinary Alternative Education Program placements for Texas Grade 6, Grade 7, and Grade 8 boys based on their ethnicity/race was addressed. Four school years of statewide archival data were obtained and analyzed from the Texas Education Agency Public Education Information Management System to determine the degree to which Disciplinary
Alternative Education Program placements were disproportionately assigned to Grade 6, 7, and 8 boys by their ethnicity/race.
Connections with Existing Literature
In this 4-year Texas statewide investigation, results were congruent with the results of previous researchers (e.g., Barnes & Slate, 2016; Khan & Slate, 2016; Lopez & Slate, 2016; Skiba et al., 2011; Texas Education Agency, 2014a) regarding the presence of inequities in the assignment of discipline consequences. In this empirical statewide investigation across four school years of data, Black boys in Grades 6, 7, 8 were assigned to a Disciplinary Alternative Education Program placement one and one half to 21 times more often than their Hispanic, White, or Asian peers. Moreover, Hispanic boys in all three grade levels in all four school years received the second highest rates of this particular disciplinary consequence, followed by White boys and then by Asian boys. Accordingly, results were clearly evident of a stair-step effect (Carpenter et al., 2006), with respect to consistent disproportionalities in the assignment of Disciplinary Alternative Education Program placements.
In previous investigations by Barnes and Slate (2016), Henkel et al. (2016), and Khan and Slate (2016), the emphasis was placed on in-school suspension and on out-ofschool suspensions. As such, results of this this empirical investigation into a much more severe discipline consequence extend the extant literature. Findings from these studies regarding the presence of clear inequities are congruent with results of this investigation into the assignment of Disciplinary Alternative Education Program placements.
Implications for Policy and for Practice
Based upon the results of this multiyear, Texas statewide investigation, several implications for policy and for practice can be made. First, educational leaders and school administrators are encouraged to examine in depth the degree to which inequities might be present in the assignment of Disciplinary Alternative Education Program placements to their students on the basis of student ethnicity/race. Are disproportionalities present in their school districts regarding the assignment of this particular consequence, similar in nature to the results delineated in this study? By implementing routine audits of disciplinary consequences, educational leaders and school administrators would become knowledgeable about the presence of any inequities that might existed. Based upon that information, they could then either improve their existing discipline programs or implement new ones, should disproportionalities be present. A second implication is for educational leaders and school administrators to extent their audits to other discipline consequences such as in-school suspension and out-of-school suspension. Should inequities be present in those two discipline consequences, then existing discipline methods would need to be modified or new discipline methods be generated.
A third implication is to examine the behavioral history of students who are assigned disciplinary consequences. Do these students misbehave repeatedly over a multiyear period such that they receive several in-school suspensions, followed by several out-of-school suspensions, and then by a Disciplinary Alternative Education Program placement? If this situation exists, this process would suggest a failure in the discipline methods that were used. A final recommendation is for policymakers in Texas to require a statewide analysis of discipline consequences to determine the degree to which inequities in their assignment are present. Such inequities could be construed as being violations of students' civil rights to have an appropriate and free education.
Recommendations for Future Research
Several suggestions for future research can be made based upon the results of this multiyear, statewide investigation. First, researchers are encouraged to examine the degree to which inequities might be present in Disciplinary Alternative Education Program placements as a function of student economic status. To what degree are the results delineated herein by student ethnicity/race similar by student economic status? Do inequities exist in the assignment of discipline consequences between students who are economically disadvantaged and students who are not poor? Another recommendation for future research is to analyze discipline consequences separately for boys and girls, rather than analyzing data for all students. The extent to which inequities in discipline consequence assignment might differ for boys and for girls is not known. A fourth recommendation would be for researchers to extend this investigation to students in other grade levels. Analyzing data at the elementary school level could provide useful information regarding the frequency with which this consequence is administered to young children. Extending this investigation to students at the high school level could also provide valuable information to education leaders and policymakers.
Given the importance of this investigation, researchers are encouraged to extend this study into other states because only Texas discipline data were analyzed herein. The degree to which the findings delineated herein are generalizable to students in other states is not known. In this investigation, only the discipline consequence of Disciplinary
Alternative Education Program placement was analyzed. Researchers are encouraged to examine other discipline consequences such as in-school suspension, out-of-school suspension, and Juvenile Justice Alternative Education Program placements. More empirical information is needed regarding the presence or absence of inequities in the assignment of these discipline consequences to students based on their economic status, ethnicity/race, or gender. A final recommendation for future research is to examine the reasons why students are assigned discipline consequences. Are students assigned different consequences for the same misbehavior due to their economic status, ethnicity/race, or gender?
Conclusion
The purpose of this study was to ascertain the extent to which inequities were present in Disciplinary Alternative Education Program placements for Texas Grade 6, Grade 7, and Grade 8 boys based on their ethnicity/race (i.e., Black, Hispanic, White, and Asian). Four school years of archival data from the Texas Education Agency Public Education Information Management System were analyzed. In each of the school years, Black boys were assigned statistically significantly higher rates of Disciplinary Alternative Education Program placements than their peers who were either Hispanic, White, or Asian. Furthermore, Hispanic boys also received statistically significantly higher rates of Disciplinary Alternative Education Program placements than their White and Asian peers. As such, a stair-step effect (Carpenter et al., 2006) was clearly present in the assignment of this consequence by student ethnicity/race. Findings of this 4-year Texas statewide investigation were congruent with the results of previous researchers (e.g., Barnes & Slate, 2016; Khan & Slate, 2016; Lopez & Slate,
2016; Skiba et al., 2011; Texas Education Agency, 2014) regarding the presence of inequities in the assignment of discipline consequences.
References
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Table 2.1 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Ethnicity/Race for Grade 6 Boys in the 2012-2013 and the 2013-2014 School Years
| School Year and Ethnicity/Race | | Received a DAEP | Did Not Receive a DAEP |
|---|---|---|---|
| | | Placement | Placement |
| | | n and %age of Total | n and %age of Total |
| 2012-2013 | | | |
| Black | (n = 1,452) 5.3% | | |
| Hispanic | (n = 3,171) 3.0% | | |
| White | (n = 1,025) 1.6% | | |
| Asian | (n = 38) 0.5% | | |
| 2013-2014 | | | |
| Black | (n = 1,276) 4.7% | | |
| Hispanic | (n = 2,811) 2.7% | | |
| White | (n = 953) 1.5% | | |
| Asian | (n = 20) 0.3% | | |
Table 2.2 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Ethnicity/Race for Grade 6 Boys in the 2014-2015 and the 2015-2016 School Years
| School Year and Ethnicity/Race | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | | Placement | | Placement |
| | | n and %age of Total | | n and %age of Total |
| 2014-2015 | | | | |
| Black | (n = 1,258) 4.6% | | (n = 25,938) 95.4% | |
| Hispanic | (n = 2,653) 2.5% | | (n = 105,366) 97.5% | |
| White | (n = 828) 1.3% | | (n = 61,403) 98.7% | |
| Asian | (n = 30) 0.4% | | (n = 8,183) 98.7% | |
| 2015-2016 | | | | |
| Black | (n = 1,288) 4.7% | | (n = 26,249) 95.3% | |
| Hispanic | (n = 2,504) 2.3% | | (n = 107,778) 97.7% | |
| White | (n = 856) 1.4% | | (n = 61,263) 98.6% | |
Table 2.3 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Ethnicity/Race for Grade 7 Boys in the 2012-2013 and the 2013-2014 School Years
| School Year and Ethnicity/Race | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Ethnicity/Race | n and %age of Total | | n and %age of Total |
| | 2012-2013 | | | |
| | Black | (n = 2,000) 7.3% | (n = 25,498) 92.7% | |
| | Hispanic | (n = 4,946) 4.8% | (n = 98,548) 95.2% | |
| | White | (n = 1,627) 2.5% | (n = 63,198) 97.5% | |
| | Asian | (n = 42) 0.6% | (n = 6,949) 99.4% | |
| | 2013-2014 | | | |
| | Black | (n = 1,987) 7.1% | (n = 25,829) 92.9% | |
| | Hispanic | (n = 4,783) 4.4% | (n = 103,740) 95.6% | |
| | White | (n = 1,499) 2.3% | (n = 62,576) 97.7% | |
| | Asian | (n = 44) 0.6% | (n = 7,628) 99.4% | |
Table 2.4 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Ethnicity/Race for Grade 7 Boys in the 2014-2015 and the 2015-2016 School Years
| School Year and Ethnicity/Race | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Ethnicity/Race | n and %age of Total | | n and %age of Total |
| | 2014-2015 | | | |
| | Black | (n = 1,792) 6.5% | (n = 25,876) 93.5% | |
| | Hispanic | (n = 4,226) 3.9% | (n = 103,555) 96.1% | |
| | White | (n = 1,446) 2.3% | (n = 61,592) 97.7% | |
| | Asian | (n = 26) 0.3% | (n = 7,977) 99.7% | |
| | 2015-2016 | | | |
| | Black | (n = 1,745) 6.3% | (n = 25,915) 93.7% | |
| | Hispanic | (n = 4,026) 3.7% | (n = 105,797) 96.3% | |
| | White | (n = 1,287) 2.1% | (n = 61,251) 97.9% | |
| | Asian | (n = 34) 0.4% | (n = 8,538) 99.6% | |
Table 2.5 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Ethnicity/Race for Grade 8 Boys in the 2012-2013 and the 2013-2014 School Years
| School Year and Ethnicity/Race | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Ethnicity/Race | n and %age of Total | | n and %age of Total |
| | 2012-2013 | | | |
| | Black | (n = 2,398) 8.9% | (n = 24,584) 91.1% | |
| | Hispanic | (n = 5,963) 5.9% | (n = 95,090) 94.1% | |
| | White | (n = 2,282) 3.6% | (n = 61,731) 96.4% | |
| | Asian | (n = 58) 0.9% | (n = 6,566) 99.1% | |
| | 2013-2014 | | | |
| | Black | (n = 2,257) 8.1% | (n = 25,513) 91.9% | |
| | Hispanic | (n = 5,978) 5.6% | (n = 100,029) 94.4% | |
| | White | (n = 2,127) 3.3% | (n = 62,599) 96.7% | |
| | Asian | (n = 55) 0.7% | (n = 7,373) 99.3% | |
Table 2.6 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Ethnicity/Race for Grade 8 Boys in the 2014-2015 and the 2015-2016 School Years
| School Year and Ethnicity/Race | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Ethnicity/Race | n and %age of Total | | n and %age of Total |
| | 2014-2015 | | | |
| | Black | (n = 2,216) 7.9% | (n = 25,756) 92.1% | |
| | Hispanic | (n = 5,748) 5.3% | (n = 103,523) 94.7% | |
| | White | (n = 1,967) 3.1% | (n = 62,293) 96.9% | |
| | Asian | (n = 42) 0.5% | (n = 7,970) 99.5% | |
| | 2015-2016 | | | |
| | Black | (n = 2,111) 7.6% | (n = 25,663) 92.4% | |
| | Hispanic | (n = 5,240) 4.8% | (n = 104,431) 95.2% | |
| | White | (n = 1,970) 3.1% | (n = 61,134) 96.9% | |
| | Asian | (n = 37) 0.4% | (n = 8,206) 99.6% | |
Table 2.7 Summary of Disciplinary Alternative Education Program Placements for Grade 6-8 Boys in the 2012-2013 Through the 2015-2016 School Years
CHAPTER III
INEQUITIES IN DISCIPLINARY ATLERNATIVE EDUCATION PROGRAM PLACEMENTS BY ETHNICITY/RACE FOR TEXAS GRADE 6, 7, AND 8 GIRLS: A MULTIYEAR, STATEWIDE INVESTIGATION
_____________________
This dissertation follows the style and format of Research in the Schools (RITS).
Abstract
In this investigation, the extent to which Disciplinary Alternative Education Program placement assignments differed as a function of ethnicity/race (i.e., Black, Hispanic, White, and Asian) for Grade 6, 7, and 8 girls was addressed. Archival data, obtained from the Texas Education Agency Public Education Information Management System, were analyzed for all middle school girls for the 2011-2012, 2013-2014, 2014-2015, and 2015-2016 school years. Inferential statistical procedures yielded statistically significant differences for all school years with below small effect sizes. For each year, in each grade level, a stair-step effect was present. Grade 6 through Grade 8 Black girls were assigned a Disciplinary Alternative Education Program placements resulted in statistically significantly higher rates than Hispanic, White, and Asian girls in all 4 school years. Similarly, Grade 6 through Grade 8 Hispanic girls were assigned to a Disciplinary Alternative Education Program placement statistically significantly more often than White and Asian girls in all 4 school years. Recommendations for research and implications are discussed along with suggestions for policy and practice.
Keywords: Inequities, Disciplinary Alternative Education Program, Ethnicity/Race,
Black, Hispanic, White, Asian, Grade 6, 7, and 8 Girls
INEQUITIES IN DISCIPLINARY ATLERNATIVE EDUCATION PROGRAM PLACEMENTS BY ETHNICITY/RACE FOR TEXAS GRADE 6, 7, AND 8 GIRLS:
A MULTIYEAR, STATEWIDE INVESTIGATION
The United States Department of Education for Civil Rights (2014) reported "troubling national findings of unfair and excessive school discipline policies regarding an increase of secondary school Black student suspensions and expulsions by a rate of 40% from 1-13 in 1972-1973 to 1 in 9 in 2009-2010" (p. 1). Despite inequities that have been clearly documented for Black and Hispanic students, a dearth of information is available regarding discipline disproportionalities for girls. What limited information that is available on girls and discipline inequities has only recently been published.
In recent reports, the African American Policy Forum (AAPF) and Columbia Law School Center for Intersectionality and Social Policy Studies (2015) released a study, Black Girls Matter: Pushed Out, Overpoliced, and Underprotected, specifically related to New York and Boston schools, in which they confirmed the presence of statistically significant differences in disciplinary actions for Black girls at a rate much higher than for Black boys and for White girls. Black girls in the New York public school system during the 2011-2012 school year were disciplined 10 times more often than White girls. Black girls received 9,076 incidents of in-and out-of-school suspensions, expulsions, or police referrals compared to only 884 White girls who received such consequences (Klein, 2015, p. 2). In addition, Black girls in Boston schools received 11 times more disciplinary actions than White girls in the 2011-2012 school year. Klein contended that the rates of expulsion were "strikingly disproportionate" between Black and White girls (p. 2). Crenshaw, Ocen, and Nanda (2015) contended that although boys were suspended more often in terms of raw numbers, "the rate of racial disparity in girl suspensions…is higher for girls than boys" (Klein, 2015, p. 2). Crenshaw et al. (2015), in an analysis of national statistics, established that Black girls far exceeded the number of disciplinary consequences in relation to White and Hispanic girls.
Multiple researchers (e.g., Hilberth & Slate, 2014; Skiba, Arredondo, & Williams, 2014; Skiba & Peterson, 2000; Fitzgerald, 2007) have provided evidence of inequities in disciplinary placement of middle school girls by ethnicity/race. In 2009-2010 data collected by The Office of Civil Rights (2014), Black girls were substantially more likely to be suspended out-of-school, 11%, than were Hispanic girls, 4%, White girls, 3%, and Asian/Pacific Islander girls, 1%. Losen and Skiba (2010) established after sampling more than 9,000 middle schools that Black females (18%) were four times more likely to be suspended than were White girls (4%). The NAACP Legal Defense & Education Fund Inc. and the National Women's Law Center (2014) collaborated on a report titled Unlocking Opportunity for African American Girls: A Call to Action for Educational Equity. The importance of their report for this investigation comes from their findings in which they documented continued inequities in the rate of suspension of Black girls in middle schools as the fastest growing rate among their peers regardless of gender or ethnicity/race. At a South Carolina high school during the 2015-2016 school year, a White police officer body slammed a Black high school girl from her desk in the classroom (Stelloh & Connor, 2015).
Of note for this article are the works of several researchers (Hilberth & Slate, 2014, Jones, Slate, & Hilberth, 2012; Slate, Gray, & Jones, 2016) who conducted empirical studies in Texas. In their investigations, they provided empirical evidence that disciplinary consequences were inequitably assigned by student ethnicity/race. Hilberth and Slate (2014) analyzed data on Texas middle school Black students and three discipline consequences (i.e., in-school-suspension, out-of-school suspension, and Discipline Alternative Education Program placements). Hilberth and Slate compared these discipline consequence assignments received by Black students to these same consequences received by White students. Of the 521,952 Grade 6, 7, and 8 Black and White students whose data were analyzed by Hilberth and Slate, statistically significant differences were present between Black and White students in their receipt of all three discipline consequences.
Of particular relevance to this article were the inequities that Hilberth and Slate (2014) documented with respect to the assignment of Disciplinary Alternative Education Program placements to Black and White students. In their investigation, they established that 4.1% of Black students received a Disciplinary Alternative Education Program placement, compared to 1.1% of White students who were assigned to a Disciplinary Alternative Education Program placement. Grade 6 White students comprised of 34.7% of the population in the study, yet received only 1.1% of the Disciplinary Alternative Education Program placements in comparison to Black students who constituted 4.1% of the student enrollment but received this consequence 19.4% (Hilberth & Slate, 2014). Examining these results separately by grade level reveals that 5.9% of Grade 7 Black students received this consequence, compared to 1.8% of Grade 7 White students; and 7% of Grade 8 Black students received this consequence, compared to 2.6% of Grade 8 White students. Wallace et al. (2008) documented that White girls were more than five times less likely to have received a suspension or expulsion than their Black girl peers.
In a recent study, Crenshaw et al. (2015) established that the number of suspensions received by Black girls far exceeded the number of suspensions received by White girls, despite the fact that the student population is comprised of a larger percentage of White girls than Black girls.
In a recent major investigation, Slate et al. (2016) analyzed the number of disciplinary consequences assigned to Black, Hispanic, and White girls in Texas public schools. In their study, they examined in-school suspension, out-of-school suspension, and of importance for this article, Disciplinary Alternative Education Program placements, for girls in Grades 4 through 11. Slate et al. (2014) obtained Texas statewide data on all discipline consequences that were assigned to Grade 4 through Grade 11 girls in the 2013-2014 school year. In their analyses, they demonstrated the presence of statistically significant differences in the assignment of Disciplinary Alternative Education Program placements for all grade levels between Black, Hispanic, and White girls.
In one of the earliest grade levels addressed by Slate et al. (2014), Grade 5, Hispanic girls received all five instances of Disciplinary Alternative Education Program placement that were assigned in that school year. Both Hispanic and Black girls in Grade 6 were assigned several instances of Disciplinary Alternative Education Program placement. Regarding Grade 7, 0.5% of Black girls and 0.6% of Hispanic girls were assigned instances of Disciplinary Alternative Education Program placement. For Grades 4, 5, 6, and 7, a Disciplinary Alternative Education Program placement was not assigned to any White girls in this school year. With respect to Grade 8, 0.8% of Black girls and 0.4% of Hispanic girls were assigned to a Disciplinary Alternative Education Program
placement. In Grade 9, 0.9% of Black girls, 0.9% of Hispanic girls, and 0.3% of White girls received a Disciplinary Alternative Education Program placement.
The inequity in Disciplinary Alternative Education Program placement was the greatest for Grade 10 girls. The percentage of Black girls who were assigned a Disciplinary Alternative Education Program placement was 0.6%, compared to 0.1% for Hispanic girls and 0.0% for White girls. Although these percentages are small, readers should note that Black girls received more frequent assignment of this consequence than White girls at all grade levels. In Grades 5, 8, and 10, Black girls were assigned higher rates of this consequence than were Hispanic girls. Both Black and Hispanic girls had similar rates of this consequence in Grades 7 and 9. Of the 525 Disciplinary Alternative Education Program placements that were assigned to girls in this school year, a significant increase was evident in that the number of these consequences that were assigned to girls increased from Grade 6 through Grade 8. Also of importance with respect to inequities in discipline consequence assignment is the fact that not a single Disciplinary Alternative Education Program placement was received by a White girl student from Grade 4 to Grade 7 of this study.
Statement of the Problem
Inequities in the assignment of discipline consequences to middle school grade level girls have been documented, although not as thoroughly documented as that for boys. In a recent investigation on Grade 4 through Grade 11 girls, Slate et al. (2016) established the presence of inequities in the assignment of Disciplinary Alternative Education Program placement between Black and White girls and between Hispanic and White girls. The Slate et al. (2016) results were congruent with the results of Carter et al.
(2014) and Losen and Martinez (2013). With the growing ethnic/racial diversity in public education, disproportionalities in the administration of discipline consequences for girls create concerns regarding the civil rights of girls, with respect to receiving an education.
Significance of the Study
In this study, the degree to which differences were present in the receipt of a Disciplinary Alternative Education Program placement for girls by their ethnicity/race was examined for the latest four school years. For Grade 6, 7, and 8 Black, Hispanic, White, and Asian girls, the extent to which inequities might be present in their Disciplinary Alternative Education Program placement assignment was determined. Given the importance of instructional time for academic success, if students are removed from the instructional setting in an inequitable manner, then concerns arise regarding their civil rights. As such, this study may provide empirical data regarding inequities in the assignment of this specific disciplinary consequence for Black, Hispanic, White, and Asian girls. The extent to which ethnicity/race is related to the assignment of girls in a Disciplinary Alternative Educational Program placement within three grade levels over the latest four school years may provide important information to educational leaders and to policymakers. Slate et al. (2016) contended the need for critical discussions and plans of action by educators to address the growing implicit biases of disciplinary actions toward Black girls.
Purpose of the Study
The purpose of this study was to ascertain the extent to which inequities were present in Disciplinary Alternative Education Program placements for Texas Grade 6,
Grade 7, and Grade 8 girls based on their ethnicity/race. By examining Disciplinary Alternative Education Program placements for Grade 6, Grade 7, and Grade 8 Black, Hispanic, White, and Asian girls, a comparison across grade levels was possible. Four school years of archival data from the Texas Education Agency Public Education Information Management System were analyzed to determine the degree to which Disciplinary Alternative Education Program placements was differentially assigned to Grade 6, 7, and 8 girls by their ethnicity/race.
Research Questions
The following research questions were addressed in this empirical investigation: (a) What is the difference in Disciplinary Alternative Education Program placements as a function of ethnicity/race (i.e., Black, Hispanic, White, and Asian) for Grade 6 girls?; (b) What is the difference in Disciplinary Alternative Education Program placements as a function of ethnicity/race for Grade 7 girls?; (c) What is the difference in Disciplinary Alternative Education Program placements as a function of ethnicity/race for Grade 8 girls?; and (d) What trends are present in the assignment of Disciplinary Alternative Education Program placements for Grade 6, 7, and 8 girls by their ethnicity/race? The first three questions were examined for the 2012-2013, 2013-2014, 2014-2015, and the 2015-2016 school years whereas the fourth research question involved all four years of data.
Method
Research Design
For this study, a causal comparative research design was employed. In this investigation, statewide archival data that were previously obtained from the Texas
Education Agency Public Education Information Management System was analyzed. As such, the independent and dependent variables had already occurred. For these reasons, the research design used herein was a causal comparative research design (Johnson & Christensen, 2012). The data included Grade 6, Grade 7, and Grade 8 girls by their ethnicity/race and whether they had received a Disciplinary Alternative Education Program placement. Thus, the independent variable of ethnicity/race for girls consisted of four groups: Black, Hispanic, White, and Asian. For each school year (i.e., 20122013, 2013-2014, 2014-2015, and 2015-2016), the dependent variable was receipt or non-receipt of a Disciplinary Alternative Education Program placement.
Participants
Students for whom data were analyzed were Grade 6, Grade 7, and Grade 8 girls who were enrolled in Texas public middle schools in the 2012-2013, 2013-2014, 20142015, and the 2015-2016 school years. Archival data were requested and obtained from the Texas Education Agency Public Education Information Management System for the last four school years. For the purposes of this study, the following definition is used as defined by Maughan (1999): Disciplinary Alternative Education Placement is a discretionary in-district alternative education setting assigned to students who commit non-criminal offenses or persistent misbehaviors,
Instrumentation and Procedures
Through submission of a Public Information Request form to the Texas Education Agency, data on Grade 6, 7, and 8 girls by their ethnicity/race were requested. The Texas Education Agency Public Information Management System, in fulfilling this request, provided data for all Texas Grade 6, Grade 7, and Grade 8 girls by their ethnicity/race
(i.e., Black, Hispanic, White, and Asian). Specifically provided by the Texas Education Agency were: (a) student ethnicity/race; (b) student gender; (c) student grade level; and (d) whether or not the student had received a Disciplinary Alternative Education Program placement. The last four school years of data were requested: 2012-2013, 2013-2014, 2014-2015, and 2015-2016. Once the Texas Education Agency provided these data in Excel files, they were converted into Statistical Package for the Social Sciences data files. Then data were analyzed separately for Grade 6, Grade 7, and Grade 8 girls by their ethnicity/race status.
Results
To address the research questions regarding Disciplinary Alternative Education Program placements by student ethnicity/race, Pearson chi-square procedures were calculated. This statistical procedure was the ideal analysis to calculate because frequency data were present for both student gender and for Disciplinary Alternative Education Program placement assignments for all four school years. A large sample size was available, providing a sample size that was more than five responses per cell. Therefore, the assumptions for using a Pearson chi-square procedure were met for each research question (Field, 2009). Results will now be provided, beginning with the 20122013 school year and with Grade 6 girls and ending with the 2015-2016 school year and with Grade 8 girls.
Results for Grade 6 Girls
In the 2012-2013 school year for Grade 6 girls, a statistically significant difference was present in Disciplinary Alternative Education Program placements, χ 2 (3) = 610.01, p < .001, by student ethnicity/race. The effect size for this finding, Cramer's V, was below small, .06 (Cohen, 1988). Revealed in the results was the presence of a stairstep effect (Carpenter, Ramirez, & Severn, 2006) in Disciplinary Alternative Education Program placements. Grade 6 Black girls were assigned to a Disciplinary Alternative Education Program placement 11 times more often than Grade 6 Asian girls and five and one half times more often than White girls. Grade 6 Hispanic girls were assigned to a Disciplinary Alternative Education Program five and one half more times than Grade 6 Asian girls and more than two and one half times more often than White girls. Grade 6 Black girls were twice as likely assigned a Disciplinary Alternative Education Program placement than Grade 6 Hispanic girls. Grade 6 White girls were assigned to a Disciplinary Alternative Education Program placement twice as often as Grade 6 Asian girls. Frequencies and percentages of Disciplinary Alternative Education Program placements for Grade 6 girls by their ethnicity/race in the 2012-2013 school year are presented in Table 3.1.
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With respect to the 2013-2014 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 643.46, p < .001, of Grade 6 girls by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .06 (Cohen, 1988). Revealed in the results was the presence of a stair-step effect (Carpenter et al., 2006) in Disciplinary Alternative Education Program placements. Grade 6 Black girls were assigned a Disciplinary Alternative Education Program placement 20 times more likely than Grade 6 Asian girls, more than six and one half times more often than White girls, and more than two times more often than Grade 6 Hispanic girls. Grade 6 Hispanic girls were assigned to a Disciplinary Alternative Education Program placement 10 times more often than Grade 6 Asian girls and more than three times as often as White girls. Grade 6 White girls were assigned to a Disciplinary Alternative Education Program placement three times more often than Grade 6 Asian girls. Delineated in Table 3.1 are the descriptive statistics for this analysis.
Concerning the 2014-2015 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 704.38, p < .001, of Grade 6 girls by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .06 (Cohen, 1988). Revealed in the results was the presence of a stair-step effect (Carpenter et al., 2006). As presented in Table 3.2, Grade 6 Black girls were assigned to a Disciplinary Alternative Education Program placement 21 times more often than Grade 6 Asian girls, seven times more often than were Grade 6 White girls, and two and one third times more often than Grade 6 Hispanic girls. Grade 6 Hispanic girls were assigned a Disciplinary Alternative Education Program nine times more likely than Grade 6 Asian girls and three times more often than Grade 6 White girls. Grade 6 White girls were assigned to a Disciplinary Alternative Education Program placement three as often as Grade 6 Asian girls.
Regarding the 2015-2016 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 467.61, p < .001, of Grade 6 girls by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .05 (Cohen, 1988). Revealed in the results was the presence of a
stair-step effect (Carpenter et al., 2006). Grade 6 Black girls were assigned to a Disciplinary Alternative Education Program placement 17 times more likely than Grade 6 Asian girls, more than five and one half times more often than were Grade 6 White girls, and more than one and one half times more often than Grade 6 Hispanic girls. Grade 6 Hispanic girls were assigned a Disciplinary Alternative Education Program placement 10 times more than Grade 6 Asian girls and almost three and one half times as often as Grade 6 White girls. Grade 6 White girls were assigned to a Disciplinary Alternative Education Program placement three times as often as Grade 6 Asian girls. Table 3.2 contains the descriptive statistics for this analysis.
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Results for Grade 7 Girls
In the 2012-2013 school year for Grade 7 girls, a statistically significant difference was present in Disciplinary Alternative Education Program placements, χ 2 (3) = 919.31, p < .001, by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .07 (Cohen, 1988). Revealed in the results was the presence of a stair-step effect (Carpenter et al., 2006). Grade 7 Black girls were assigned to a Disciplinary Alternative Education Program placement 19 times more often than Grade 7 Asian girls, more than four times more often than White girls, and more than one and one half times more often than Grade 7 Hispanic girls. Grade 7 Hispanic girls were assigned to a Disciplinary Alternative Education Program 11 times more often than Grade 7 Asian girls and almost two and one half times more often than White girls. Grade 7 White girls were assigned to a Disciplinary Alternative Education Program placement four and one half times more often than Grade 6 Asian girls. Frequencies and percentages of Disciplinary Alternative Education Program placements for Grade 7 girls by their ethnicity/race in the 2012-2013 school year are presented in Table 3.3.
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With respect to the 2013-2014 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 848.11, p < .001, of Grade 7 girls by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .07 (Cohen, 1988). Revealed in the results was the presence of a stair-step effect (Carpenter et al., 2006). Grade 7 Black girls were assigned a Disciplinary Alternative Education Program placement 17 and one half more times than Grade 7 Asian girls, almost four times more often than White girls, and more than one and one half times more often than Grade 7 Hispanic girls. Grade 7 Hispanic girls were assigned to a Disciplinary Alternative Education Program placement 10 and one half times more times than Grade 7 Asian girls and almost two and one half more times as often as Grade 7 White girls. Grade 7 White girls were assigned to a Disciplinary Alternative Education Program placement four and one half times more often than Grade 7 Asian girls. Delineated in Table 3.3 are the descriptive statistics for this analysis.
Concerning the 2014-2015 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 794.65, p < .001, of Grade 7 girls by their ethnicity/race. The effect size for this finding, Cramer's
V, was below small, .06 (Cohen, 1988) and was reflective of a stair-step effect (Carpenter et al., 2006). As revealed in Table 3.4, Grade 7 Black girls were assigned to a Disciplinary Alternative Education Program placement 31 times more often than Grade 7 Asian girls, almost four times more often than were Grade 7 White girls, and more than one and one half times more often than Grade 7 Hispanic girls. Grade 7 Hispanic girls were assigned a Disciplinary Alternative Education Program placement 19 times more often than Grade 7 Asian girls and almost three times as often than Grade 7 White girls. Grade 7 White girls were assigned to a Disciplinary Alternative Education Program placement eight times as often as Grade 7 Asian girls.
Regarding the 2015-2016 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 827.81, p < .001, of Grade 7 girls by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .07 (Cohen, 1988) and indicative of a stair-step effect (Carpenter et al., 2006). Grade 7 Black girls were assigned to a Disciplinary Alternative Education Program placement 33 times more often than Grade 7 Asian girls, more than four times more often than were Grade 7 White girls, and more than one and one half times more often than Grade 7 Hispanic girls. Grade 7 Hispanic girls were assigned a Disciplinary Alternative Education Program placement 19 times more often than Grade 7 Asian girls and almost three times as often as Grade 7 White girls. Grade 7 White girls were assigned to a Disciplinary Alternative Education Program placement eight times as often as Grade 7 Asian girls. Table 3.4 contains the descriptive statistics for this analysis.
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Results for Grade 8 Girls
In the 2012-2013 school year for Grade 8 girls, a statistically significant difference was present in Disciplinary Alternative Education Program placements, χ 2 (3) = 882.01, p < .001, by student ethnicity/race. The effect size for this finding, Cramer’s V, was below small, .07 (Cohen, 1988). Revealed in the results was the presence of a stair- step effect (Carpenter et al., 2006). Grade 8 Black girls were assigned to a Disciplinary Alternative Education Program placement 22 times more often than Grade 8 Asian girls, three times more often than Grade 8 White girls, and two and two thirds more often than Grade 8 Hispanic girls. Grade 8 Hispanic girls were assigned to a Disciplinary Alternative Education Program 12 and one half times more often than Grade 8 Asian girls and almost two times more often than White girls. Grade 8 White girls were assigned to a Disciplinary Alternative Education Program placement seven times as often as Grade 8 Asian girls. Frequencies and percentages of Disciplinary Alternative Education Program placements for Grade 8 girls by their ethnicity/race in the 2012-2013 school year are presented in Table 3.5.
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With respect to the 2013-2014 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) =
699.15, p < .001, of Grade 8 girls by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .06 (Cohen, 1988) and reflective of a stair-step effect (Carpenter et al., 2006). Grade 8 Black girls were assigned a Disciplinary Alternative Education Program placement 13 times more often than Grade 8 Asian girls, almost three times more often than White girls, and more than one and one half times more often than Grade 8 Hispanic girls. Grade 8 Hispanic girls were assigned to a Disciplinary Alternative Education Program placement eight and one third times more often than Grade 8 Asian girls and almost two times as often as White girls. Grade 8 White girls were assigned to a Disciplinary Alternative Education Program placement more than four and one half times more often than Grade 8 Asian girls. Delineated in Table 3.5 are the descriptive statistics for this analysis.
Concerning the 2014-2015 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 693.25, p < .001, of Grade 8 girls by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .06 (Cohen, 1988) and reflective of a stair-step effect (Carpenter et al., 2006). As revealed in Table 3.6, Grade 8 Black girls were assigned to a Disciplinary Alternative Education Program placement 18 and one half times more often than Grade 8 Asian girls, more than two and one half times more often than were Grade 8 White girls, and more than one and one half times more often than Grade 8 Hispanic girls. Grade 8 Hispanic girls were assigned a Disciplinary Alternative Education Program placement 12 times more often than Grade 8 Asian girls and almost two times as often than Grade 8 White girls. Grade 8 White girls were assigned to a Disciplinary Alternative Education Program placement six and one half times more often than Grade 8 Asian girls.
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Insert Table 3.6 about here
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Regarding the 2015-2016 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (3) = 863.36, p < .001, of Grade 8 girls by their ethnicity/race. The effect size for this finding, Cramer's V, was below small, .07 (Cohen, 1988) and indicative of a stair-step effect (Carpenter et al., 2006). Grade 8 Black girls were assigned to a Disciplinary Alternative Education Program placement 20 times more often than Grade 8 Asian girls, three and a third times more often than were Grade 8 White girls, and almost two times more often than Grade 8 Hispanic girls. Grade 8 Hispanic girls were assigned a Disciplinary Alternative Education Program placement 11 times more often than Grade 8 Asian girls and almost twice as often as Grade 8 White girls. Grade 8 White girls were assigned to a Disciplinary Alternative Education Program placement six times as often as Grade 8 Asian girls. Table 3.6 contains the descriptive statistics for this analysis.
With respect to the research question regarding whether trends were present in the assignment of this consequence to Grade 6, 7, and 8 girls, in all four school years, statistically significant results were present. Across the 2012-2013 through the 20152016 school years, Black girls in all three grade levels were assigned the highest rate of this particular consequence than were their Hispanic, White, or Asian peers. Hispanic girls in all three grade levels were assigned the second highest rate of this particular consequence, followed by White girls, and then by Asian girls. The effect size for these findings, Cramer's Vs, ranged from.07 to.08 (Cohen, 1988) and were reflective of a stairstep effect (Carpenter et al., 2006) in the assignment of this particular consequence. A summary of this consequence for all three grade levels and for all four school years is presented in Table 3.7.
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Insert Table 3.7 about here
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Discussion
In this investigation, the extent to which differences were present in Disciplinary Alternative Education Program placements for Texas Grade 6, Grade 7, and Grade 8 girls based on their ethnicity/race was examined. Four school years of statewide archival data were obtained and analyzed from the Texas Education Agency Public Education Information Management System to determine the degree to which Disciplinary Alternative Education Program placements were disproportionately assigned to Grade 6, 7, and 8 Black, Hispanic, White, and Asian girls.
Connections with Existing Literature
In this 4-year Texas statewide investigation, results were remarkably commensurate the results of previous researchers (e.g., Hilberth & Slate, 2014; Skiba, Arredondo, & Williams, 2014; Skiba & Peterson, 2000; Fitzgerald, 2007) regarding the presence of inequities in the assignment of discipline consequences of middle school girls by ethnicity/race. Losen and Skiba (2010) established that Black girls (18%) were four times more likely to be suspended than were White girls (4%). In this investigation across all four school years of data, Black girls in all three grade levels were assigned to a Disciplinary Alternative Education Program placement one and one half to 21 times more often than Hispanic, White, or Asian girls. Results of this empirical multiyear investigation were also congruent with a recent investigation on Grade 4 through Grade 11 girls conducted in Texas. Slate et al. (2016) established the presence of inequities in the assignment of Disciplinary Alternative Education Program placement between Black and White girls and between Hispanic and White girls. Clearly established in this investigation was a stair-step effect (Carpenter et al., 2006) with respect to was clearly evident among the four ethnicity/races for each grade level and school year for the disproportionalities in the assignment of Disciplinary Alternative Education Program placements.
Implications for Policy and for Practice
Several implications for policy and for practice can be made from the results of this multiyear, empirical statewide investigation. First, educational leaders and school administrators need to analyze Disciplinary Alternative Education Program placement data in their school campuses and school districts. Are disproportionalities present in their school districts regarding the assignment of this particular consequence on the basis of student economic status, ethnicity/race, or gender? By auditing the assignment of this consequence, educational leaders and school administrators could use the information they learn to either improve their existing discipline programs or to generate new ones. A second implication is that education leaders and school administrators need to have disciplinary codes of conduct structured to eliminate disproportionate discipline methods as well as minimizing the presence of any subjectivity of in assignment this discipline consequence. Another implication would be to analyze the history of students who are assigned this consequence. Do these students misbehave repeatedly over a multiyear
period such that they receive several in-school suspensions, followed by several out-ofschool suspensions, and then by a Disciplinary Alternative Education Program placement? If so, this process would suggest a failure in the discipline methods that were used. A final recommendation is for policymakers in Texas to require a statewide analysis of discipline consequences to determine the degree to which inequities in their assignment are present. Such inequities could be construed as being violations of students' civil rights to have an appropriate and free education.
Recommendations for Future Research
Based upon the results of this multiyear, statewide investigation, several suggestions for future research can be made. First, researchers are encouraged to examine the degree to which inequities might be present in Disciplinary Alternative Education Program placements for girls as a function of their student economic status. Such studies could be conducted analyzing both groups together for boys and for girls, rather than analyzing data on the two groups of students separately. The extent to which inequities in discipline consequence assignment might differ for boys and for girls is not known. A third recommendation would be for researchers to extend this investigation to students in other grade levels. Analyzing data at the elementary school level could provide useful information regarding the frequency with which this consequence is administered to young children. Extending this investigation to students at the high school level could also provide valuable information to education leaders and policymakers.
Because this investigation was based entirely on Texas data, researchers are encouraged to extend this study into other states. The degree to which the findings
delineated herein are generalizable to students in other states is not known. In this investigation, only the discipline consequence of Disciplinary Alternative Education Program placement was analyzed. Researchers are encouraged to examine other discipline consequences such as in-school suspension, out-of-school suspension, and Juvenile Justice Alternative Education Program placements. More empirical information is needed regarding the presence or absence of inequities in the assignment of these discipline consequences to students based on their economic status, ethnicity/race, or gender. A final recommendation for future research is to examine the reasons why students are assigned discipline consequences. Are students assigned different consequences for the same misbehavior due to their economic status, their ethnicity/race, or gender?
Conclusion
The purpose of this research was to determine the extent to which inequities were present in Disciplinary Alternative Education Program placements to Texas Grade 6, 7, and 8 Black, Hispanic, White, and Asian girls. Four school years of archival data from the Texas Education Agency Public Education Information Management System were analyzed. In each of the school years and at each of the three grade levels, Black girls were assigned statistically significantly higher rates of Disciplinary Alternative Education Program placements than their Hispanic, White, or Asian peers. Hispanic girls received the second highest rates of this consequence, followed by White girls and then by Asian girls. As such, a stair-step effect (Carpenter et al., 2006) was clearly present in the assignment of this consequence. Findings of this 4-year Texas statewide investigation were congruent with the results of previous researchers (e.g., Barnes & Slate, 2016; Khan & Slate, 2016; Lopez & Slate, 2016; Skiba et al., 2011; Texas Education Agency, 2014) regarding the presence of inequities in the assignment of discipline consequences.
References
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Table 3.1 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Ethnicity/Race for Grade 6 Girls in the 2012-2013 and the 2013-2014 School Years
| School Year and Ethnicity/Race | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Ethnicity/Race | n and %age of Total | | n and %age of Total |
| | 2012-2013 | | | |
| | Black | (n = 558) 2.2% | (n = 25,126) 97.8% | |
| | Hispanic | (n = 1,102) 1.1% | (n = 99,970) 98.9% | |
| | White | (n = 257) 0.4% | (n = 59,493) 99.6% | |
| | Asian | (n = 12) 0.2% | (n = 6,877) 99.8% | |
| | 2013-2014 | | | |
| | Black | (n = 515) 2.0% | (n = 24,862) 98.0% | |
| | Hispanic | (n = 1,024) 1.0% | (n = 99,061) 99.0% | |
| | White | (n = 198) 0.3% | (n = 58,354) 99.7% | |
| | Asian | (n = 2) 0.0% | (n = 7,338) 100.0% | |
Table 3.2 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Ethnicity/Race for Grade 6 Girls in the 2014-2015 and the 2015-2016 School Years
| School Year and Ethnicity/Race | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Ethnicity/Race | n and %age of Total | | n and %age of Total |
| | 2014-2015 | | | |
| | Black | (n = 532) 2.1% | (n = 25,213) 97.9% | |
| | Hispanic | (n = 949) 0.9% | (n = 102,016) 99.1% | |
| | White | (n = 189) 0.3% | (n = 58,345) 99.7% | |
| | Asian | (n = 4) 0.1% | (n = 7,879) 99.9% | |
| | 2015-2016 | | | |
| | Black | (n = 437) 1.7% | (n = 25,897) 98.3% | |
| | Hispanic | (n = 1,046) 1.0% | (n = 104,566) 99.0% | |
| | White | (n = 194) 0.3% | (n = 57,865) 99.7% | |
| | Asian | (n = 9) 0.1% | (n = 8,365) 99.9% | |
Table 3.3 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Ethnicity/Race for Grade 7 Girls in the 2012-2013 and the 2013-2014 School Years
| School Year and Ethnicity/Race | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Ethnicity/Race | n and %age of Total | | n and %age of Total |
| | 2012-2013 | | | |
| | Black | (n = 972) 3.8% | (n = 24,815) 96.2% | |
| | Hispanic | (n = 2,149) 2.2% | (n = 97,469) 97.8% | |
| | White | (n = 565) 0.9% | (n = 60,034) 99.1% | |
| | Asian | (n = 14) 0.2% | (n = 6,818) 99.8% | |
| | 2013-2014 | | | |
| | Black | (n = 914) 3.5% | (n = 25,186) 96.5% | |
| | Hispanic | (n = 2,117) 2.1% | (n = 101,703) 97.9% | |
| | White | (n = 529) 0.9% | (n = 59,604) 99.1% | |
| | Asian | (n = 16) 0.2% | (n = 7,316) 99.8% | |
Table 3.4 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Ethnicity/Race for Grade 7 Girls in the 2014-2015 and the 2015-2016 School Years
| School Year and Ethnicity/Race | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Ethnicity/Race | n and %age of Total | | n and %age of Total |
| | 2014-2015 | | | |
| | Black | (n = 800) 3.1% | (n = 25,022) 96.9% | |
| | Hispanic | (n = 1,906) 1.9% | (n = 100,648) 98.1% | |
| | White | (n = 445) 0.8% | (n = 58,733) 99.2% | |
| | Asian | (n = 2) 0.0% | (n = 7,651) 100.0% | |
| | 2015-2016 | | | |
| | Black | (n = 854) 3.3% | (n = 25,140) 96.7% | |
| | Hispanic | (n = 1,966) 1.9% | (n = 102,872) 98.1% | |
| | White | (n = 469) 0.8% | (n = 58,264) 99.2% | |
| | Asian | (n = 12) 0.1% | (n = 8,182) 99.9% | |
Table 3.5 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Ethnicity/Race for Grade 8 Girls in the 2012-2013 and the 2013-2014 School Years
| School Year and Ethnicity/Race | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Ethnicity/Race | n and %age of Total | | n and %age of Total |
| | 2012-2013 | | | |
| | Black | (n = 1,129) 4.4% | (n = 24,539) 95.6% | |
| | Hispanic | (n = 2,403) 2.5% | (n = 93,302) 97.5% | |
| | White | (n = 825) 1.4% | (n = 60,180) 98.6% | |
| | Asian | (n = 14) 0.2% | (n = 6,346) 99.8% | |
| | 2013-2014 | | | |
| | Black | (n = 1,021) 3.9% | (n = 25,101) 96.1% | |
| | Hispanic | (n = 2,540) 2.5% | (n = 98,307) 97.5% | |
| | White | (n = 840) 1.4% | (n = 60,271) 98.6% | |
| | Asian | (n = 18) 0.3% | (n = 7,163) 99.7% | |
Table 3.6 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Ethnicity/Race for Grade 8 Girls in the 2014-2015 and the 2015-2016 School Years
| School Year and Ethnicity/Race | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Ethnicity/Race | n and %age of Total | | n and %age of Total |
| | 2014-2015 | | | |
| | Black | (n = 976) 3.7% | (n = 25,438) 96.3% | |
| | Hispanic | (n = 2,510) 2.4% | (n = 102,204) 97.6% | |
| | White | (n = 772) 1.3% | (n = 59,934) 98.7% | |
| | Asian | (n = 15) 0.2% | (n = 7,607) 99.8% | |
| | 2015-2016 | | | |
| | Black | (n = 1,037) 4.0% | (n = 25,006) 96.0% | |
| | Hispanic | (n = 2,344) 2.2% | (n = 101,882) 97.8% | |
| | White | (n = 688) 1.2% | (n = 58,592) 98.8% | |
| | Asian | (n = 17) 0.2% | (n = 7,928) 99.8% | |
Table 3.7 Summary of Disciplinary Alternative Education Program Placements for Grade 6-8 Girls in the 2012-2013 Through the 2015-2016 School Years
CHAPTER IV
INEQUITIES IN DISCIPLINARY ALTERNATIVE EDUCATION PROGRAM PLACEMENTS BY ECONOMIC STATUS FOR TEXAS GRADE 6, 7, AND 8 STUDENTS: A MULTIYEAR, STATEWIDE INVESTIGATION
_____________________
101
Abstract
In this investigation, the extent to which inequities in Disciplinary Alternative Education
Program placements were present by economic status (i.e., Not Poor, Moderately Poor, or
Extremely Poor) for Grade 6, 7, and 8 White, Hispanic, and Black students was ascertained. Archival statewide data were analyzed from a Public Information Request
form that was fulfilled from the Texas Education Agency Public Education Information
Management System on all middle school students for the 2012-2013, 2013-2014, 2014-
2015, and 2015-2016 school years. Inferential statistical analyses revealed statistically significant differences in all four school years. A stair-step effect was present for each
year and at each grade level. Grade 6, 7, and 8 White, Hispanic, and Black students who were Extremely Poor received statistically significantly higher rates of Disciplinary
Alternative Education Program placements than their peers who were Moderately Poor and their peers who were Not Poor. Grade 6, 7, and 8 White, Hispanic, and Black
students who were Moderately Poor had statistically significantly higher rates of
Disciplinary Alternative Education Program placements than their peers who were Not
Poor. Recommendations for research are provided, as well as implications for policy and practice.
Keywords: Not Poor, Moderately Poor, Extremely Poor, Disciplinary Alternative
Education Program, Grade 6, 7, and 8 students, Economic Status
INEQUITIES IN DISCIPLINARY ALTERNATIVE EDUCATION PROGRAM PLACEMENTS BY ECONOMIC STATUS FOR TEXAS GRADE 6, 7, AND 8 STUDENTS: A MULTIYEAR, STATEWIDE INVESTIGATION
The formulation of laws such as the Federal Gun Free School Act of 1994 in which zero-tolerance policies were created resulted in the overuse and misuse of exclusionary discipline practices to address student misbehavior. Curtiss and Slate (2015) recently contended that exclusionary discipline practices have been overused and misused and, as a result have resulted in inequities for all students regardless of their ethnicity/race, gender, or economic status. Noted by the National Association of Secondary School Principals (2000), in a report to the U.S. Commission on Civil Rights on the economic and racial disciplinary inequities of students, was that "A higher incidence of ethnic and racial minority students being affected by zero tolerance should not be the seen as disparate treatment or discrimination, but in terms of an issue of socioeconomic status" (p. 3). In agreement with that report were Butler, Lewis, Moore, and Scott (2012) who asserted one of the greatest predictors of student school suspensions is that of low economic status.
In a recent study on inequities in disciplinary consequence assignment in the state of Texas, Barnes and Slate (2016) analyzed discipline consequence data on Grade 5 and Grade 6 Texas elementary school students by their economic status in the 2013-2014 school year. They documented the presence of statistically significant differences in discipline consequence assignments by student economic status. Of the 13,469 disciplinary consequences that occurred in Grade 5 in their study, only 1,143 discipline consequences were given to students who were not economically disadvantaged. This
statistic means that 12,326 discipline consequences in Grade 5 were assigned to students who were in poverty; more than 10 times the consequences that were assigned to Grade 5 students who were not in poverty. With respect to the 78,570 disciplinary placements given to Grade 6 students, approximately 7,000 disciplinary placements were assigned to students not in poverty, while more than 71,000 disciplinary assignments were assigned to students in poverty (Texas Education Agency, 2014a, 2014b).
In a related investigation, also conducted on students in Texas public schools, Lopez and Slate (2016) specifically examined the degree to which Grade 7 and Grade 8 students were differentially assigned a Disciplinary Alternative Education Program placement as a function of their economic status. Lopez and Slate established the presence of statistically significant differences in Disciplinary Alternative Education Program placement for both Grade 7 and Grade 8 students on the basis on their economic status. Grade 7 students who were in poverty received this consequence 1,121 times whereas Grade 7 students who were not economically disadvantaged received this consequence 692 times. In addition, Grade 8 students were placed in a Disciplinary Alternative Education Program three times more often than Grade 8 students who were not economically disadvantaged (Texas Education Agency, 2014a, 2014b).
Not addressed in the Barnes and Slate (2016) and in the Lopez and Slate (2016) studies was the relationship of economic status within ethnic/racial groups. Khan and Slate (2016), however, did analyze the degree to which economic status within three ethnic/racial groups (i.e., Black, Hispanic, and White) was related to the assignment of three major discipline consequences (i.e., in-school suspension, out-of-school suspension, and Disciplinary Alternative Education Program placement). Although Khan and Slate
(2016) analyzed data on in-school suspension and on out-of-school suspension, the interest in this article is on their Disciplinary Alternative Education Program placement results. In their study, Black students who were economically disadvantaged received a total of 1,373 such consequences, compared to 205 Black students who were not in poverty and who received this consequence. As such, Black students in poverty received more than four times the rate of this consequence than did Black students who were not economically disadvantaged. Hispanic students in poverty were assigned a total of 3,192 Disciplinary Alternative Education Program placements, compared to 309 Hispanic students who were not in poverty. These statistics were reflective that Hispanic students in poverty were assigned this consequence almost three times more than Hispanic students who were not poor. Similar results were present for White students in that White students who were economically disadvantaged received this consequence almost five times more than did White students who were not poor.
Research results previously discussed are congruent with other researchers such as Gregory et al. (2010) who determined that students from low-income families or who were enrolled in high poverty schools were statistically significantly more likely to receive disciplinary consequences and Disciplinary Alternative Education Program placements than their peers who were not economically disadvantaged. Poverty status is a contributing factor to increased suspension rates, to dropout rates, and to academic disengagement and incarceration (Harlow, 2003). Chapman et al. (2011) reported students from low income families had a five times greater possibility of dropping out than students from higher income families.
Statement of the Problem
Inequities in discipline consequence assignment have been established on the basis of student ethnicity/race, both for boys and for girls (e.g., Carrell & Hoekstra, 2010; Hilberth, 2010; Hilberth & Slate, 2014; Jones, 2013; Skiba & Peterson, 2000; Wallace, Goodkind, Wallace, & Bachman, 2008). In recent years, evidence has been provided that inequities in discipline consequence assignment also exist on the basis of student poverty (Barnes & Slate, 2016; Khan & Slate, 2016; Lopez & Slate, 2016). Inequities in discipline consequence assignment by student economic status, however, have not been as well documented as has inequities by student ethnicity/race. Moreover, the investigations that have been conducted were for a single school year, in each of the Barnes and Slate (2016), Khan and Slate (2016), and Lopez and Slate (2016) studies. As such, the extent to which their findings are generalizable over time is not known. The importance of knowing the degree to which the inequities that have been documented by student economic status are generalizable cannot be understated. Should consistencies be present in these violations of their civil rights to an appropriate education, then changes need to be made in discipline programs in schools.
Significance of the Study
In this study, the degree to which differences were present in the receipt of a Disciplinary Alternative Education Program placement by economic status by Grade 6, 7, and 8 were examined for the 2012-2013, 2013-2014, 2014-2015, and the 2015-2016 school years. For Grade 6, 7, and 8 White, Hispanic, and Black students, the extent to which inequities were present in their Disciplinary Alternative Education Program placement assignment as a function of their economic status was determined. Given the importance of instructional time for academic success, if students are removed from the instructional setting in an inequitable manner, then concerns arise regarding their civil rights. As such, this study may provide empirical data regarding inequities in the assignment of this discipline consequence by economic status for White, Hispanic, and Black students. The extent to which economic status has influenced the placement of students in Grade 6, 7, and 8 in a Disciplinary Alternative Educational Program placement within the three grade levels over the latest four school years may bring to light disproportionalities that may provide useful information to aid educational leaders.
Purpose of the Study
The purpose of this study was to ascertain the extent to which inequities were present in Disciplinary Alternative Education Program placements by economic status for Texas Grade 6, Grade 7, and Grade 8 students. By examining Disciplinary Alternative Education Program placements for Grade 6, Grade 7, and Grade 8 White, Hispanic, and Black students, a comparison across grade levels was possible. Four school years of archival data from the Texas Education Agency Public Education Information Management System were analyzed to determine the degree to which Disciplinary Alternative Education Program placements were differentially assigned to Grade 6, 7, and 8 White, Hispanic, and Black students by their economic status.
Research Questions
The following research questions were addressed in this empirical investigation: (a) What is the difference in Disciplinary Alternative Education Program placements as a function of economic status for Grade 6 students?; (b) What is the difference in Disciplinary Alternative Education Program placements as a function of economic status for Grade 7 students?; (c) What is the difference in Disciplinary Alternative Education Program placements as a function of economic status for Grade 8 students?; and (d) What trends are present in the assignment of Disciplinary Alternative Education Program placements for Grade 6, 7, and 8 students by their economic status? The first three questions were examined for the 2012-2013, 2013-2014, 2014-2015, and the 2015-2016 school years, separately for White, Hispanic, and Black students, whereas the fourth research question involved all four school years of data.
Method
Research Design
For this study, a causal comparative research design was employed. In this investigation, statewide archival data that were previously obtained from the Texas Education Agency Public Education Information Management System were analyzed. As such, the independent and dependent variables had already occurred and could not be manipulated. For these reasons, the research design used herein was a causal comparative research design (Johnson & Christensen, 2012). The data included Grade 6, Grade 7, and Grade 8 students by their economic status and whether they had received a Disciplinary Alternative Education Program placement. The independent variable of economic status for students consisted of three groups: (a) Students who did not qualify for the free/reduced lunch program (i.e., the Not Poor group); (b) students who qualified for the reduced lunch program (i.e., the Moderately Poor group); and (c) students who qualified for the free lunch program (i.e., the Extremely Poor group). For each school year (i.e., 2012-2013, 2013-2014, 2014-2015, 2015-2016), the dependent variable was receipt or non-receipt of a Disciplinary Alternative Education Program placement.
Participants and Instrumentation
Students for whom data were analyzed were Grade 6, 7, and 8 students who were enrolled in Texas public middle schools in the 2012-2013, 2013-2014, 2014-2015, and 2015-2016 school years. Archival data were requested and obtained from the Texas Education Agency Public Education Information Management System for the 2012-2013, 2013-2014, 2014-2015, and 2015-2016 school years. The Texas Education Agency deems students as being eligible for the federal free-and reduced-lunch based on family income of 130% or less of the federal poverty line, and as being eligible for the reducedlunch program based on family incomes of 131% to 185% of the federal poverty line (Burney & Beilke, 2008). Students who were eligible for the free lunch program were referred to as Extremely Poor. Students who were eligible for the reduced lunch program were referred to as Moderately Poor. Students who did not qualify for either program were referred to as Not Poor in this investigation. For the purposes of this study, the following definition is used as defined by Maughan (1999): Disciplinary Alternative Education Placement is a discretionary in-district alternative education setting assigned to students who commit non-criminal offenses or persistent misbehaviors,
Through submission of a Public Information Request form to the Texas Education Agency, data on Grade 6, 7, and 8 students by their economic status were requested. Data were provided for all Texas Grade 6, 7, and 8 students by their economic status (i.e., Not Poor, Moderately Poor, and Extremely Poor). Specifically provided by the Texas Education Agency were: (a) student economic status; (b) student grade level; and (c) whether the student had received a Disciplinary Alternative Education Program placement. Four school years of data were requested and obtained: 2012-2013, 2013-
2014, 2014-2015, and 2015-2016. Once the Texas Education Agency provided these data, they were converted into Statistical Package for the Social Sciences data files. Then data were analyzed separately for Grade 6, Grade 7, and Grade 8 White, Hispanic, and Black students by their economic status.
Results
To address the research questions regarding Disciplinary Alternative Education Program placements by degree of economic disadvantage, Pearson chi-square procedures were calculated. This statistical procedure was the ideal analysis to calculate because frequency data were present for both economic status and for Disciplinary Alternative Education Program placement assignments for all 4 school years. A large sample size was available, providing a sample size that was more than five responses per cell. Therefore, the assumptions for using a Pearson chi-square procedure were met for each research question (Field, 2013). Results will now be provided, beginning with the 20122013 school year and with Grade 6 students and ending with the 2015-2016 school year and with Grade 8 students.
Results for Grade 6 White Students
In the 2012-2013 school year for Grade 6 White students, a statistically significant difference was present in Disciplinary Alternative Education Program placements, χ 2 (2) = 839.89, p < .001, by economic status. The effect size for this finding, Cramer's V, was below small, .08 (Cohen, 1988). Revealed in the results was the presence of a stair-step effect (Carpenter, Ramirez, & Severn, 2006) in Disciplinary Alternative Education Program placements. Grade 6 White students who were Extremely Poor were assigned to a Disciplinary Alternative Education Program placement almost
five times more often than White students who were Not Poor. Grade 6 White students who were Moderately Poor were assigned to a Disciplinary Alternative Education Program more than two times more often than White students who were Not Poor. Grade 6 White students who were Extremely Poor were more than twice as likely assigned a Disciplinary Alternative Education Program placement than Grade 6 White students who were Moderately Poor. Frequencies and percentages of Disciplinary Alternative Education Program placements by economic status for Grade 6 White students in the 2012-2013 school year are presented in Table 4.1.
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With respect to the 2013-2014 school year, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (2) = 724.31, p < .001, by student economic status. The effect size for this finding, Cramer's V, was below small, .08 (Cohen, 1988). Revealed in the results was the presence of a stair-step effect (Carpenter et al., 2006). Grade 6 White students who were Extremely Poor were placed more than four times more often in a Disciplinary Alternative Education Program than White students who were Not Poor. Grade 6 White students who were Moderately Poor were placed in a Disciplinary Alternative Education Program twice as often as White students who were Not Poor. Grade 6 White students who were Extremely Poor were more than twice as likely assigned a Disciplinary Alternative Education Program placement than students who were Moderately Poor. Delineated in Table 4.1 are the descriptive statistics for this analysis.
Concerning 2014-2015, a statistically significant difference was present in Disciplinary Alternative Education Program placements, χ 2 (2) = 622.28, p < .001, by Grade 6 White student economic status. The effect size, Cramer's V, was below small, .07 (Cohen, 1988). Revealed was the presence of a stair-step effect (Carpenter et al., 2006). As presented in Table 4.1, Grade 6 White students who were Extremely Poor were assigned to a Disciplinary Alternative Education Program placement five times more often than were Grade 6 White students who were Not Poor. Grade 6 White students who were Moderately Poor were assigned a Disciplinary Alternative Education Program placement more than twice as often than Grade 6 White students who were not Poor. White students in Grade 6 who were Extremely Poor were twice as likely assigned a Disciplinary Alternative Education Program placement than were Grade 6 students who were Moderately Poor.
Regarding 2015-2016, a statistically significant difference was present in Disciplinary Alternative Education Program placements, χ 2 (2) = 830.39, p < .001, by Grade 6 White student economic status. A below small effect size, Cramer's V of .08, was present (Cohen, 1988). Revealed was the presence of a stair-step effect (Carpenter et al., 2006). As presented in Table 4.1, Grade 6 White students who were Extremely Poor were assigned more than five times more often to a Disciplinary Alternative Education Program placement than were Grade 6 White students who were Not Poor. Grade 6 White students who were Moderately Poor were assigned a Disciplinary Alternative Education Program twice as often than White students who were not Poor. Finally, Grade 6 White students who were Extremely Poor were almost three times more likely to be assigned a Disciplinary Alternative Education Program placement than were Grade 6 White students who were Moderately Poor.
Results for Grade 7 White Students
Regarding 2012-2013 for Grade 7 White students, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (2) = 1144.11, p < .001, by economic status. The effect size, Cramer's V, was small, .10 (Cohen, 1988). Revealed was the presence of a stair-step effect (Carpenter et al., 2006). Grade 7 White students who were Extremely Poor were assigned to a Disciplinary Alternative Education Program placement almost four times more often than were Grade 7 White students who were Not Poor. Grade 7 White students who were Moderately Poor received twice as many Disciplinary Alternative Education Program placements than Grade 7 White students who were Not Poor. Grade 7 White students who were Extremely Poor were assigned a Disciplinary Alternative Education Program Placement almost twice as often as their White peers who were Moderately Poor. Delineated in Table 4.2 are the descriptive statistics for this analysis.
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Concerning Grade 7 White students in 2013-2014, a statistically significant difference was present in Disciplinary Alternative Education Program placements, χ 2 (2) = 1282.46, p < .001, by student economic status. The effect size, Cramer's V, was small, .10 (Cohen, 1988). Present was a stair-step effect (Carpenter et al., 2006). Grade 7 White students who were Extremely Poor were assigned a Disciplinary Alternative
Education Program placement more than four times more often than were White students who were Not Poor. Grade 7 White students who were Moderately Poor were placed in a Disciplinary Alternative Education Program placement more than two times more often than Grade 7 White students who were Not Poor. Grade 7 White students who were Extremely Poor were assigned this consequence almost two times more often than Grade 7 White students who were Moderately Poor. Table 4.2 contains the descriptive statistics for this analysis.
With respect to 2014-2015, a statistically significant difference was present in Disciplinary Alternative Education Program placements, χ 2 (2) = 1030.98, p < .001, by Grade 7 White student economic status. The effect size, Cramer's V, was below small, .09 (Cohen, 1988). Revealed was a stair-step effect (Carpenter et al., 2006). Grade 7 White students who were Extremely Poor were assigned this consequence two and one half times more often than were Grade 7 White students who were Not Poor. Grade 7 White students who were Moderately Poor were assigned a Disciplinary Alternative Education Program placement one and a quarter times more often than White students who were Not Poor. Grade 7 White students who were Extremely Poor received a Disciplinary Alternative Education Program placement two times as often as Grade 7 White students who were Moderately Poor. Descriptive statistics for this analysis are revealed in Table 4.2.
Regarding 2015-2016, a statistically significant difference was present in Disciplinary Alternative Education Program placements, χ 2 (2) = 1007.83, p < .001, by Grade 7 White student economic status. The effect size, Cramer's V, was below small, .09 (Cohen, 1988). Revealed was the presence of a stair-step effect (Carpenter et al.,
2006). Grade 7 White students who were Extremely Poor received this consequence more than four times more often than Grade 7 White students who were Not Poor. Grade 7 White students who were Moderately Poor were assigned this consequence two times more often than Grade 7 White students who were Not Poor. Grade 7 White students who were Extremely Poor were assigned this consequence two times more often than Grade 7 White students who were Moderately Poor. Revealed in Table 4.2 are the descriptive statistics for this analysis.
Results for Grade 8 White Students
In 2012-2013 for Grade 8 White students, a statistically significant difference was present in Disciplinary Alternative Education Program placements, χ 2 (2) = 1303.46, p < .001, by economic status. The effect size, Cramer's V, was small, .10 (Cohen, 1988). Revealed was the presence of a stair-step effect (Carpenter et al., 2006). Grade 8 White students who were Extremely Poor were assigned this consequence more than three and one half times more often than Grade 8 White students who were Not Poor. Grade 8 White students who were Moderately Poor were assigned this consequence more than two times more often than Grade 8 White students who were Not Poor. Grade 8 White students who were Extremely Poor were assigned this consequence more than one and one half times more often than Grade 8 White students who were Moderately Poor. Delineated in Table 4.3 are the descriptive statistics for this analysis.
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With respect to 2013-2014, a statistically significant difference was present, χ 2 (2) = 1499.62, p < .001, by student economic status. The effect size, Cramer's V, was small, .11 (Cohen, 1988). Revealed was the presence of a stair-step effect (Carpenter et al., 2006). Grade 8 White students who were Extremely Poor were assigned this consequence more than three and one half times more often than Grade 8 White students who were Not Poor. Grade 8 White students who were Moderately Poor were assigned this consequence almost two times more often than Grade 8 White students who were Not Poor. Grade 8 White students who were Extremely Poor were assigned this consequence almost two times more often than Grade 8 White students who were Moderately Poor. Table 4.3 contains the descriptive statistics for this analysis.
Concerning 2014-2015, a statistically significant difference was present, χ 2 (2) = 1407.59, p < .001, by Grade 8 White student economic status. The effect size, Cramer's V, was small, .11 (Cohen, 1988). Revealed was a stair-step effect (Carpenter et al., 2006). Grade 8 White students who were Extremely Poor were assigned this consequence more than three and one half times more often than Grade 8 White students who were Not Poor. Grade 8 White students who were Moderately Poor were assigned this consequence one and one half times more often than Grade 8 White students who were Not Poor. Grade 8 White students who were Extremely Poor received this consequence more than one and one half times more often than Grade 8 White students who were Moderately Poor. Descriptive statistics are revealed in Table 4.3.
Regarding 2015-2016, a statistically significant difference was present, χ 2 (2) = 1234.08, p < .001, by Grade 8 White student economic status. The effect size, Cramer's V, was small, .10 (Cohen, 1988). Revealed was a stair-step effect (Carpenter et al., 2006)
by student economic status. Grade 8 White students who were Extremely Poor received this consequence almost two times more often than Grade 8 White students who were Not Poor. Grade 8 White students who were Moderately Poor were assigned this consequence twice as often as Grade 8 White students who were Not Poor. Grade 8 White students who were Extremely Poor and Grade 8 White students who were Moderately Poor had similar percentages of students who were assigned this consequence. Table 4.3 contains the descriptive statistics for this analysis.
Results for Grade 6 Hispanic Students
In 2012-2013 for Grade 6 Hispanic students, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (2) = 371.97, p < .001, by economic status. The effect size, Cramer's V, was below small, .05 (Cohen, 1988). Grade 6 Hispanic students who were Extremely Poor were assigned to a Disciplinary Alternative Education Program placement more than two times more often than were Grade 6 Hispanic students who were Not Poor. Grade 6 Hispanic students who were Extremely Poor were assigned a Disciplinary Alternative Education Program placement more than two times more often than were Grade 6 Hispanic students who were Moderately Poor. In this school year, similar percentages of Grade 6 Hispanic students who were in the Not Poor and Moderately Poor groups were assigned to this disciplinary consequence. Descriptive statistics for this analysis are presented in Table 4.4.
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With respect to 2013-2014, a statistically significant difference was present in Disciplinary Alternative Education Program placements, χ 2 (2) = 724.31, p < .001, by student economic status. The effect size, Cramer's V, was below small, .08 (Cohen, 1988). Grade 6 Hispanic students who were Extremely Poor were assigned a Disciplinary Alternative Education Program placement more than two times more often than were Hispanic students who were Not Poor. Grade 6 Hispanic students who were Extremely Poor were assigned a Disciplinary Alternative Education Program placement more than two times more often than Hispanic students who were Moderately Poor. Similar to the previous results, similar percentages of Grade 6 Hispanic students who were in the Not Poor and Moderately Poor groups were assigned to this disciplinary consequence. Delineated in Table 4.4 are the descriptive statistics for this analysis.
Concerning 2014-2015, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (2) = 622.28, p < .001, by Grade 6 Hispanic student economic status. The effect size, Cramer's V, was below small, .07 (Cohen, 1988). Revealed was the presence of a stair-step effect (Carpenter et al., 2006). As revealed in Table 4.4, Grade 6 Hispanic students who were Extremely Poor were assigned to a Disciplinary Alternative Education Program placement more than two times more often than were Grade 6 Hispanic students who were Not Poor. Grade 6 Hispanic students who were Moderately Poor were assigned a Disciplinary Alternative Education Program placement almost one and a quarter times more than Hispanic students who were Not Poor. Grade 6 Hispanic students who were Extremely Poor were assigned a Disciplinary Alternative Education Program placement almost two times more often than Grade 6 Hispanic students who were Moderately Poor.
Regarding 2015-2016, a statistically significant difference was present in the
Disciplinary Alternative Education Program placements, χ
2
(2) = 622.28,p< .001, by
Grade 6 Hispanic student economic status. The effect size, Cramer's V, was below small, .07 (Cohen, 1988). Grade 6 Hispanic students who were Extremely Poor were
assigned to a Disciplinary Alternative Education Program placement two times more often than were Grade 6 Hispanic students who were Not Poor and two times more often
to Grade 6 Hispanic students who were Moderately Poor. Similar to the first two school year results, similar percentages of Grade 6 Hispanic students who were in the Not Poor
and Moderately Poor groups were assigned to this disciplinary consequence. Delineated in Table 4.4 are the descriptive statistics for this analysis.
Results for Grade 7 Hispanic Students
Regarding 2012-2013 for Grade 7 Hispanic students, a statistically significant difference was present in the Disciplinary Alternative Education Program placements,
χ
2
(2) = 496.99,p
< .001, by economic status. The effect size, Cramer's V, was below small, .05 (Cohen, 1988). Grade 7 Hispanic students who were Extremely Poor were
assigned this consequence almost two times more often than were Grade 7 Hispanic students who were Not Poor and more than two times more often than Grade 7 Hispanic
students who were Moderately Poor. Similar percentages of Grade 7 Hispanic students who were in the Not Poor and Moderately Poor groups were assigned this consequence.
Table 4.5 contains the descriptive statistics for this analysis.
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Concerning Grade 7 Hispanic students in 2013-2014, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (2) = 501.94, p < .001, by economic status. The effect size, Cramer's V, was below small, .05 (Cohen, 1988). Grade 7 Hispanic students who were Extremely Poor were assigned this consequence two times more often than were Hispanic students who were Not Poor and more than two times more often than Grade 7 Hispanic students who were Moderately Poor. Similar percentages of Grade 7 Hispanic students who were in the Not Poor and Moderately Poor groups were assigned this consequence. Revealed in Table 4.5 are the descriptive statistics for this analysis.
With respect to 2014-2015, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (2) = 468.47, p < .001, by Grade 7 Hispanic student economic status. The effect size, Cramer's V, was below small, .05 (Cohen, 1988). Grade 7 Hispanic students who were Extremely Poor were assigned this consequence almost two times more often than were Grade 7 Hispanic students who were Not Poor and more than two and one half times more often than Grade 7 Hispanic students who were Extremely Poor. Similar percentages of Grade 7 Hispanic students who were in the Not Poor and Moderately Poor groups were assigned this consequence. Descriptive statistics for this analysis are delineated in Table 4.5.
Regarding 2015-2016, a statistically significant difference was present in Disciplinary Alternative Education Program placements, χ 2 (2) = 473.37, p < .001, by Grade 7 Hispanic economic status. The effect size, Cramer's V, was below small, .05 (Cohen, 1988). Grade 7 Hispanic students who were Extremely Poor received this consequence two times more often than Grade 7 Hispanic students who were Not Poor and more than two and one half times more often than Grade 7 Hispanic students who were Moderately Poor. Similar percentages of Grade 7 Hispanic students who were in the Not Poor and Moderately Poor groups were assigned this consequence. Revealed in Table 4.5 are the descriptive statistics for this analysis.
Results for Grade 8 Hispanic Students
In 2012-2013 for Grade 8 Hispanic students, a statistically significant difference was present in the Disciplinary Alternative Education Program placements, χ 2 (2) = 397.82, p < .001, by economic status, with a below small Cramer's V, .05 (Cohen, 1988). Grade 8 Hispanic students who were Extremely Poor were assigned this consequence more than one and half times more often than Grade 8 Hispanic students who were Not Poor and almost two times more often than Grade 8 Hispanic students who were Moderately Poor. Similar percentages of Grade 8 Hispanic students who were in the Not Poor and Moderately Poor groups were assigned this consequence. Delineated in Table 4.6 are the descriptive statistics for this analysis.
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With respect to 2013-2014, a statistically significant difference was present in Disciplinary Alternative Education Program placement, χ 2 (2) = 417.04, p < .001, by student economic status, with a below small effect size, Cramer's V of .05. Grade 8 Hispanic students who were Extremely Poor were assigned this consequence more than one and one half times more often than Grade 8 Hispanic students who were Not Poor and more than two times more often than Grade 8 Hispanic students who were
Moderately Poor. In this school year, Grade 8 Hispanic students who were Moderately Poor were assigned this consequence almost one quarter more often than were Grade 8 Hispanic students who were Not Poor. Table 4.6 contains the descriptive statistics for this analysis.
Concerning 2014-2015, a statistically significant difference was present, χ 2 (2) = 468.47, p < .001, by Grade 8 Hispanic student economic status, with a below small effect size, Cramer's V of .05. Grade 8 Hispanic students who were Extremely Poor were assigned this consequence more than one and one half times than Grade 8 Hispanic students who were Not Poor and more than two times more often than Grade 8 Hispanic students who were Moderately Poor. Similar to the previous school year, Grade 8 Hispanic students who were Moderately Poor were assigned this consequence more than a quarter times more often than Grade 8 Hispanic students who were Not Poor. Descriptive statistics for this analysis are revealed in Table 4.6.
Regarding 2015-2016, a statistically significant difference was present, χ 2 (2) = 474.947, p < .001, by Grade 8 Hispanic student economic status, with a below small effect size, Cramer's V of .05. Grade 8 Hispanic students who were Extremely Poor received this consequence more than one and one half times more often than Grade 8 Hispanic students who were Not Poor and more than two times more often than Grade 8 Hispanic students who were Moderately Poor. Similar to the previous two school years, Grade 8 Hispanic students who were Moderately Poor were assigned this consequence more than a quarter times more often than Grade 8 Hispanic students who were Not Poor. Table 4.6 contains the descriptive statistics for this analysis.
Results for Grade 6 Black Students
In 2012-2013 for Grade 6 Black students, a statistically significant difference was present in Disciplinary Alternative Education Program placement, χ 2 (2) = 222.10, p < .001, by economic status, with a below small effect size, Cramer's V of .07 (Cohen, 1988). Grade 6 Black students who were Extremely Poor were assigned to a Disciplinary Alternative Education Program placement more than almost two and one half times more often than were Grade 6 Black students who were Not Poor and more than two and one half times more often than Grade 6 Black students who were Moderately Poor. Similar percentages of Grade 6 Black students in the Nor Poor and the Moderately Poor groups were assigned this consequence. Descriptive statistics for this school year are presented in Table 4.7.
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With respect to 2013-2014, a statistically significant difference was present, χ 2 (2) = 724.31, p < .001, by student economic status, with a below small effect size, Cramer's V of .08 (Cohen, 1988). Revealed was the presence of a stair-step effect (Carpenter et al., 2006) in Disciplinary Alternative Education Program placements by student economic status. Grade 6 Black students who were Extremely Poor were assigned to a Disciplinary Alternative Education Program placement more than two and one half times more often than were Black students who were Not Poor and almost two times more often than were Grade 6 Black students who were Moderately Poor. Grade 6 Black students who were Moderately Poor were assigned this consequence almost a quarter
times more often than were Grade 6 Black students who were Moderately Poor. Delineated in Table 4.7 are the descriptive statistics for this analysis.
Concerning 2014-2015, a statistically significant difference was present, χ 2 (2) = 622.28, p < .001, by Grade 6 Black student economic status, with a below small effect size, Cramer's V of .07 (Cohen, 1988). Grade 6 Black students who were Extremely Poor were assigned to a Disciplinary Alternative Education Program placement more than two and one half times more often than were Grade 6 Black students who were Not Poor and more than two times more often than Grade 6 Black students who were Moderately Poor. Similar percentages of Grade 6 Black students who were in the Not Poor and Moderately Poor groups were assigned this consequence in this school year. Table 4.7 contains the descriptive statistics for this analysis.
Regarding 2015-2016, a statistically significant difference was present, χ 2 (2) = 622.28, p < .001, by Grade 6 Black student economic status, with a below small effect size, Cramer's V of .07 (Cohen, 1988). As revealed in Table 4.7, Grade 6 Black students who were Extremely Poor were assigned to a Disciplinary Alternative Education Program placement more than two times more often than were Grade 6 Black students who were Not Poor and more than two times more often than Grade 6 Black students who were Moderately Poor. Congruent with the previous school year results, similar percentages of Grade 6 Black students who were in the Not Poor and Moderately Poor groups were assigned this consequence in this school year.
Results for Grade 7 Black Students
Regarding 2012-2013 for Grade 7 Black students, a statistically significant difference was present, χ 2 (2) = 243.83, p < .001, by economic status, with a below small effect size, Cramer's V of .07 (Cohen, 1988). Grade 7 Black students who were Extremely Poor were assigned to a Disciplinary Alternative Education Program placement almost two times more often than were Grade 7 Black students who were Not Poor and more than two times more often than Grade 7 Black students who were Moderately Poor. Similar percentages of Grade 7 Black students who were in the Not Poor and Moderately Poor groups were assigned this consequence in this school year. Revealed in Table 4.8 are the descriptive statistics for this analysis.
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Concerning Grade 7 Black students in 2013-2014, a statistically significant difference was present, χ 2 (2) = 279.10, p < .001, by student economic status, with a below small effect size, Cramer's V of .07 (Cohen, 1988). Grade 7 Black students who were Extremely Poor were assigned this consequence more than two times more often than Grade 7 Black students who were Not Poor and more than two times more often than Grade 7 Black students who were Moderately Poor. Similar percentages of Grade 7 Black students who were in the Not Poor and Moderately Poor groups were assigned this consequence. Table 4.8 contains the descriptive statistics for this analysis.
With respect to 2014-2015, a statistically significant difference was present, χ 2 (2) = 200.90, p < .001, by Grade 7 Black student economic status, with a below small effect size, Cramer's V of .06 (Cohen, 1988). Revealed was a stair-step effect (Carpenter et al., 2006) in Disciplinary Alternative Education Program placements by student economic status. Grade 7 Black students who were Extremely Poor were assigned this consequence almost two times more often than were Grade 7 Black students who were Not Poor and more than one and one half times more often than Grade 7 Black students who were Moderately Poor. Commensurate with the previous school year, similar percentages of Grade 7 Black students who were in the Not Poor and Moderately Poor groups were assigned this consequence in this school year. Descriptive statistics for this analysis are revealed in Table 4.8.
Regarding 2015-2016, a statistically significant difference was present, χ 2 (2) = 237.09, p < .001, by Grade 7 Black student economic status, with a below small effect size, Cramer's V of .07 (Cohen, 1988). Grade 7 Black students who were Extremely Poor were assigned this consequence more than two times more often than were Grade 7 Black students who were Not Poor and more than two times more often than Grade 7 Black students who were Moderately Poor. Congruent with the previous two school years, similar percentages of Grade 7 Black students who were in the Not Poor and Moderately Poor groups were assigned this consequence in this school year. Revealed in Table 4.8 are the descriptive statistics for this analysis.
Results for Grade 8 Black Students
In 2012-2013 for Grade 8 Black students, a statistically significant difference was present, χ 2 (2) = 265.74, p < .001, by economic status, with a below small effect size, Cramer's V of .07 (Cohen, 1988). Grade 8 Black students who were Extremely Poor were assigned this consequence more than one and one half times more often than Grade 8 Black students who were Not Poor and more than two times more often than Grade 8 Black students who were Moderately Poor. Grade 8 Black students who were Moderately Poor were assigned this consequence almost one quarter times more often
than were Grade 8 Black students who were Not Poor. Delineated in Table 4.9 are the descriptive statistics for this analysis.
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With respect to Grade 8 Black students in 2013-2014, a statistically significant difference was present, χ 2 (2) = 247.71, p < .001, by student economic status, with a below small effect size, Cramer's V of .07 (Cohen, 1988). Grade 8 Black students who were Extremely Poor were assigned this consequence more than one and one half times more often than Grade 8 Black students who were Not Poor and more than two times more often than Grade 8 Black students who were Moderately Poor. Grade 8 Black students who were Moderately Poor were assigned this consequence almost a quarter times more often than were Grade 8 Black students who were Not Poor. Table 4.9 contains the descriptive statistics for this analysis.
Concerning 2014-2015, a statistically significant difference was present, χ 2 (2) = 307.56, p < .001, by Grade 8 Black student economic status, with a below small effect size, Cramer's V of .08 (Cohen, 1988). Grade 8 Black students who were Extremely Poor were assigned this consequence more than two times more often than were Grade 8 Black students who were Not Poor and more than two times more often than Grade 8 Black students who were Moderately Poor. Similar percentages of Grade 8 Black students who were in the Not Poor and Moderately Poor groups were assigned this consequence in this school year. Descriptive statistics for this analysis are in Table 4.9.
Regarding 2015-2016, a statistically significant difference was present, χ 2 (2) = 235.46, p < .001, by Grade 8 Black student economic status, with a below small effect size, Cramer's V of .07 (Cohen, 1988). Grade 8 Black students who were Extremely Poor were assigned this consequence more than one and one half times more often than Grade 8 Black students who were Not Poor and more than two times more often than Grade 8 Black students who were Moderately Poor. Congruent with the previous school year, similar percentages of Grade 8 Black students who were in the Not Poor and Moderately Poor groups were assigned this consequence in this school year. Table 4.9 contains the descriptive statistics for this analysis.
Concerning the research question involving the presence of trends, in all four school years, in all three grade levels, and for each ethnic/racial group, students, regardless of their ethnicity/race, who were Extremely Poor were assigned higher rates of Disciplinary Alternative Education Program placements than their peers who were either Moderately Poor or Not Poor. Students who were Moderately Poor had statistically significantly higher rates of Disciplinary Alternative Education Program placements than their peers who were Not Poor. These results were consistent across grade levels, across ethnic/racial groups, and across the four years of data.
Discussion
In this study, the degree to which differences were present in the receipt of a Disciplinary Alternative Education Program placement by economic status by Grade 6, 7, and 8 students were examined for the 2012-2013, 2013-2014, 2014-2015, and the 20152016 school years. For Grade 6, 7, and 8 White, Hispanic, and Black students, inequities were clearly established in Disciplinary Alternative Education Program placements by
student economic status. Disciplinary Alternative Education Program placement rates for Grade 6-8 White students who were Extremely Poor ranged from 2.0% to 5.3%. For White students who were Moderately Poor, Disciplinary Alternative Education Program placement rates ranged from 0.8% to 3.2%, and for White students who were Not Poor, the Disciplinary Alternative Education Program placement rates ranged from 0.4% to 1.5% within the 4-year study. The presence of a stair-step effect (Carpenter et al., 2006) was clearly present in the assignment of this consequence by student degree of poverty. Readers are directed to Table 4.10 for a summary of effect sizes for Disciplinary Alternative Education Program placement rates by economic status for Grade 6-8 White students across the four school years.
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Hispanic students in Grades 6-8 who were Extremely Poor were assigned Disciplinary Alternative Education Program placement rates from 1.6% to 4.8% in these four school years. For Hispanic students who were Moderately Poor, Disciplinary Alternative Education Program placement rates ranged from 0.8% to 2.5% and from 0.8% to 2.9% for Hispanic students who were Not Poor. Table 4.11 contains a summary of effect sizes for Disciplinary Alternative Education Program placement rates by economic status for Grade 6, 7, and 8 Hispanic students across the four school years.
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Black students who were Extremely Poor had the highest rates of Disciplinary Alternative Education Program placements. Disciplinary Alternative Education Program placement rates for Black students who were Extremely Poor ranged from 3.8% to 8.0% in these four school years. For Black students who were Moderately Poor, Disciplinary Alternative Education Program placements ranged from 1.8% to 3.8% within the four school years. For Black students who were Not Poor, Disciplinary Alternative Education Program placement rates ranged from 1.6% to 4.4% in these four school years. The presence of a stair-step effect (Carpenter et al., 2006) in Disciplinary Alternative Education Program placements by student economic status was clearly established for Grade 6 Black students. Table 4.12 contains a summary of effect sizes for Disciplinary Alternative Education Program placements by economic status for Grade 6-8 Black students across the four school years.
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Connections with Existing Literature
In this multiyear statewide analysis, results were commensurate with the results of previous researchers (e.g., Barnes & Slate, 2016; Khan & Slate, 2016; Lopez & Slate, 2016; Skiba et al., 2011; Texas Education Agency, 2014a) regarding the presence of inequities in the assignment of discipline consequences. Khan and Slate (2016) established the presence of strong disproportionalities in the assignment of discipline consequences to Black, Hispanic, and White students on the basis of their economic status. Results delineated here were in strong agreement with Khan and Slate (2016). In a previous investigation, Gregory et al. (2010) determined that students from low-income families or who were enrolled in high poverty schools were statistically significantly more likely to receive disciplinary consequences and Disciplinary Alternative Education Program placements than their peers who were not economically disadvantaged. Similar consistencies were also revealed in a related investigation by Lopez and Slate (2016) in which they established the presences of statistically significant higher rates of assignments to a Disciplinary Alternative Education Program placement for both Grade7 and Grade 8 students who were economically disadvantaged in comparison to their grade level peers who were not economically disadvantaged. In this 4-year statewide investigation, Black students who were Extremely Poor had the highest rates of Disciplinary Alternative Education Program placement; rates that ranged from 3.8% to 8.0% across the three grade levels. Strongly evident in this investigation was the presence of a stair-step effect (Carpenter et al., 2006) in the assignment of Disciplinary Alternative Education Program placements by student economic status.
Implications for Policy and for Practice
Several implications for policy and for practice can be made from the results of this multiyear, empirical statewide investigation. First, educational leaders and school administrators should analyze their school campus and their school district discipline data to ascertain the degree to which disproportionalities might be present. Specifically examined should be the consequences of in-school suspension, out-of-school suspension, Disciplinary Alternative Education Program placements, expulsions, and Juvenile Justice Alternative Education Program placements. In the audits that are conducted, educational leaders are encouraged to examine the degree to which disproportionalities might be
present in their school assignment of disciplinary consequences on the basis of student economic status, ethnicity/race, or gender. Through the program evaluation information that is obtained, the information could be used to improve existing discipline programs or to development new discipline programs. A second implication is that education leaders and school administrators need to have disciplinary codes of conduct structured to eliminate disproportionate discipline methods as well as minimizing the presence of any subjectivity of in assignment this discipline consequence. Another implication would be to analyze the history of students who are assigned discipline consequences. Do these students misbehave repeatedly over a multiyear period such that they receive several inschool suspensions, followed by several out-of-school suspensions, and then by a Disciplinary Alternative Education Program placement or a Juvenile Justice Alternative Education Program placement? If so, this process would suggest a failure in the discipline methods that were used. A final recommendation is for policymakers in Texas to require a statewide analysis of discipline consequences to determine the degree to which inequities might be present. Such inequities could be construed as being violations of students' civil rights to have an appropriate and free education.
Recommendations for Future Research
Based upon the results of this multiyear, statewide investigation, several suggestions for future research can be made. First, researchers are encouraged to examine the degree to which inequities might be present in Disciplinary Alternative Education Program placements as a function of student ethnicity/race. Such studies could be conducted separately for boys and for girls, rather than analyzing both groups of students together. The extent to which inequities might be different for boys and for girls is not known. A third recommendation would be for researchers to extend this investigation to students in other grade levels. Analyzing data at the elementary school level could provide useful information regarding the frequency with which this consequence is administered to young children. Extending this investigation to students at the high school level could also provide valuable information to education leaders and policymakers.
Because this investigation was based entirely on Texas data, researchers are encouraged to extend this study into other states. The degree to which the findings delineated herein are generalizable to students in other states is not known. In this investigation, only the discipline consequence of Disciplinary Alternative Education Program placement was analyzed. Researchers are encouraged to examine other discipline consequences such as in-school suspension, out-of-school suspension, and Juvenile Justice Alternative Education Program placements. More empirical information is needed regarding the presence or absence of inequities in the assignment of these discipline consequences to students based on their economic status, ethnicity/race, or gender. A final recommendation for future research is to examine the reasons why students are assigned discipline consequences. Are students assigned different consequences for the same misbehavior due to their economic status, their ethnicity/race, or gender?
Conclusion
The purpose of this research was to determine the extent to which inequities were present in Disciplinary Alternative Education Program placements by the economic status of Texas Grade 6, 7, and 8 White, Hispanic, and Black students. Four school years of
archival data from the Texas Education Agency Public Education Information Management System were analyzed. In each of the school years, White, Hispanic, and Black students who were Extremely Poor were assigned statistically significantly higher rates of Disciplinary Alternative Education Program placements than their peers who were either Moderately Poor or who were Not Poor. As such, a stair-step effect (Carpenter et al., 2006) was clearly present in the assignment of this consequence by student degree of poverty. Findings of this 4-year Texas statewide investigation were congruent with the results of previous researchers (e.g., Barnes & Slate, 2016; Khan & Slate, 2016; Lopez & Slate, 2016; Skiba et al., 2011; Texas Education Agency, 2014a) regarding the presence of inequities in the assignment of discipline consequences.
References
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Butler, B., Lewis, C., Moore, J., & Scott, M. (2012). Assessing the odds: Disproportional discipline practices and implications for educational stakeholders. The Journal of Negro Education, 81, 11-24.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
Carpenter, D., Ramirez, A., & Severn, L. (2006). Gap or gaps—Challenging the singular definition of the achievement gap. Education and Urban Society, 39(1), 113-127. doi:10.1177/0013124506291792
Carrell, S. E., & Hoekstra, M. L. (2010). Externalities in the classroom: How children exposed to domestic violence affect everyone's kids. American Economic Journal: Applied Economics, 2(1), 211-228.
Chapman, C., Larid, J., Ifill, N., & Kewal Ramani, A. (2011). Trends in High School Dropout and Completion Rates in the United States: 1972-2009 (NCES 2012006). U.S. Department of Education. Washington, DC: National Center for Educational Statistics. Retrieved from http://nces.ed.gov/pubsearch
Curtiss, K., & Slate, J. R. (2015). Differences in disciplinary consequences and reasons for Texas elementary students by gender. Poster presented at the Hawaii International Conference on Education, Honolulu, HI.
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Thousand Oaks, CA: Sage.
Gregory, A., Skiba, R. J., & Noguera P. A. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 39(1), 5968. doi:10.3102/0013189X09357621
Harlow, C. W. (2003). Education and correctional population. Washington, DC: U.S. Department of Justice Office of Justice Programs, Bureau of Justice Statistics. Retrieved from http//www.bjs.gov/index.cfm?ty=pbdetail&iid=814
Hilberth, M. R. (2010). Black and White Texas middle school student discipline referral consequences and their relationship to academic achievement (Doctoral dissertation). Retrieved from ProQuest. (UMI 3448047)
Hilberth, M. R., & Slate, J.R. (2014). Middle school Black and White student assignment to disciplinary consequences: A clear lack of equity. Education & Urban Society, 46, 312-328. doi:10.1177/0013124512446218
Johnson, R. B., & Christensen, L. (2012). Educational research. Quantitative, qualitative, and mixed approaches (4th ed.). Los Angeles, CA: Sage.
Jones, M. C. (2013). White and Hispanic Texas middle school student' discipline consequence type and academic achievement: A statewide analysis (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Full Text. (UMI No 3571403)
Khan, M. Q., & Slate, J. R. (2016). Disciplinary consequence differences in Grade 6 students as a function of race/ethnicity and economic status. Journal of School Administration Research and Development, 1, 39-46.
Lopez, E., & Slate, J. R. (2016). Differences in disciplinary alternative educational placement as a function of economic status for White students. Journal of Global Research in Education and Social Sciences, 6(2), 75-79.
Maughan, S. (1999). Policy and implementation of the juvenile justice alternative programs throughout the state of Texas. Journal of Correctional Education, 50, 124-129.
National Association of Secondary School Principals. (2000) Statement on Civil Rights Implications of Zero Tolerance Programs. Testimony presented to the United States Commission on Civil Rights, Washington, DC.
Skiba, R. J., & Peterson, R. (2000). School discipline at a crossroads: From zero tolerance to early response. Exceptional Children, 66(3), 335-345.
Texas Education Agency. (2014a). Recoded Economic Status, Recoded Disciplinary Consequence Assigned Crosstabulation. Retrieved from http://tea.texas.gov/Reports_and_Data/Data_Submission/PEIMS/PEIMS_Data_St andards/PEIMS_Data_Standards/
Texas Education Agency. (2014b). Recoded Economic Status, Recoded Reason for Discipline Consequence. Retrieved from http://tea.texas.gov/Reports_and_Data/Data_Submission/PEIMS/PEIMS_Data_St andards/PEIMS_Data_Standards/
Wallace, J. M., Jr., Goodkind, S., Wallace, C. M., & Bachman, J. G. (2008). Racial, ethnic, and gender differences in school discipline among U.S. school students: 1991-2005. The Negro Educational Review, 59, 47-62.
Table 4.1 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Economic Status for Grade 6 White Students in the 2012-2013 Through the 2015-2016 School Years
| School Year and Economic Status | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Economic Status | n and %age of Total | | n and %age of Total |
| | 2012-2013 | | | |
| | Not Poor | (n = 414) 0.5% | (n = 84,268) 99.5% | |
| | Moderately Poor | (n = 93) 1.3% | (n = 7,061) 98.7% | |
| | Extremely Poor | (n = 744) 2.4% | (n = 29,967) 97.6% | |
| | 2013-2014 | | | |
| | Not Poor | (n = 393) 0.5% | (n = 82,850) 99.5% | |
| | Moderately Poor | (n = 67) 1.0% | (n = 6,691) 99.0% | |
| | Extremely Poor | (n = 668) 2.2% | (n = 29,464) 97.8% | |
| | 2014-2015 | | | |
| | Not Poor | (n = 362) 0.4% | (n = 84,188) 99.6% | |
| | Moderately Poor | (n = 66) 1.0% | (n = 6,394) 99.0% | |
| | Extremely Poor | (n = 561) 2.0% | (n = 27,851) 98.0% | |
| | 2015-2016 | | | |
| | Not Poor | (n = 328) 0.4% | (n = 83,460) 99.6% | |
| | Moderately Poor | (n = 48) 0.8% | (n = 5,812) 99.2% | |
| | Extremely Poor | (n = 636) 2.2% | (n = 28,282) 97.8% | |
Table 4.2 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Economic Status for Grade 7 White Students in the 2012-2013 Through the 2015-2016 School Years
| School Year and Economic Status | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Economic Status | n and %age of Total | | n and %age of Total |
| | 2012-2013 | | | |
| | Not Poor | (n = 846) 1.0% | (n = 87,052) 99.0% | |
| | Moderately Poor | (n = 142) 2.0% | (n = 6,939) 98.0% | |
| | Extremely Poor | (n = 1,157) 3.9% | (n = 28,371) 96.1% | |
| | 2013-2014 | | | |
| | Not Poor | (n = 713) 0.8% | (n = 86,019) 99.2% | |
| | Moderately Poor | (n = 122) 1.9% | (n = 6,308) 98.1% | |
| | Extremely Poor | (n = 995) 3.5% | (n = 27,148) 96.5% | |
| | 2014-2015 | | | |
| | Not Poor | (n = 726) 0.8% | (n = 85,506) 99.2% | |
| | Moderately Poor | (n = 66) 1.0% | (n = 6,394) 99.0% | |
| | Extremely Poor | (n = 561) 2.0% | (n = 27,851) 98.0% | |
| | 2015-2016 | | | |
| | Not Poor | (n = 651) 0.8% | (n = 84,782) 99.2% | |
| | Moderately Poor | (n = 97) 1.6% | (n = 5,938) 98.4% | |
| | Extremely Poor | (n = 938) 3.3% | (n = 27,220) 96.7% | |
Table 4.3 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Economic Status for Grade 8 White Students in the 2012-2013 Through the 2015-2016 School Years
| School Year and Economic Status | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Economic Status | n and %age of Total | | n and %age of Total |
| | 2012-2013 | | | |
| | Not Poor | (n = 1,326) 1.5% | (n = 87,431) 98.5% | |
| | Moderately Poor | (n = 217) 3.2% | (n = 6,563) 96.8% | |
| | Extremely Poor | (n = 1,507) 5.3% | (n = 27,086) 94.7% | |
| | 2013-2014 | | | |
| | Not Poor | (n = 1,221) 1.4% | (n = 88,785) 98.6% | |
| | Moderately Poor | (n = 179) 2.7% | (n = 6,465) 97.3% | |
| | Extremely Poor | (n = 1,502) 5.3% | (n = 26,642) 94.7% | |
| | 2014-2015 | | | |
| | Not Poor | (n = 1,142) 1.3% | (n = 84,378) 98.7% | |
| | Moderately Poor | (n = 139) 2.2% | (n = 6,215) 97.8% | |
| | Extremely Poor | (n = 1,391) 5.0% | (n = 26,258) 95.0% | |
| | 2015-2016 | | | |
| | Not Poor | (n = 1,102) 1.3% | (n = 86,126) 98.7% | |
| | Moderately Poor | (n = 155) 2.6% | (n = 5,771) 97.4% | |
| | Extremely Poor | (n = 636) 2.2% | (n = 28,282) 97.8% | |
Table 4.4 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Economic Status for Grade 6 Hispanic Students in the 2012-2013 Through the 20152016 School Years
| School Year and Economic Status | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Economic Status | n and %age of Total | | n and %age of Total |
| | 2012-2013 | | | |
| | Not Poor | (n = 451) 1.1% | (n = 40,901) 98.9% | |
| | Moderately Poor | (n = 144) 0.9% | (n = 15,394) 99.1% | |
| | Extremely Poor | (n = 2,822) 2.4% | (n = 114,230) 97.6% | |
| | 2013-2014 | | | |
| | Not Poor | (n = 399) 1.0% | (n = 41,314) 99.0% | |
| | Moderately Poor | (n = 143) 0.9% | (n = 15,561) 99.1% | |
| | Extremely Poor | (n = 2,499) 2.2% | (n = 112,952) 97.8% | |
| | 2014-2015 | | | |
| | Not Poor | (n = 424) 0.9% | (n = 46,078) 99.1% | |
| | Moderately Poor | (n = 157) 1.1% | (n = 14,769) 98.9% | |
| | Extremely Poor | (n = 2,407) 2.0% | (n = 116,455) 98.0% | |
| | 2015-2016 | | | |
| | Not Poor | (n = 393) 0.8% | (n = 47,198) 99.2% | |
| | Moderately Poor | (n = 113) 0.8% | (n = 13,878) 99.2% | |
| | Extremely Poor | (n = 2,914) 1.6% | (n = 181,862) 98.4% | |
Table 4.5 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Economic Status for Grade 7 Hispanic Students in the 2012-2013 Through the 20152016 School Years
| School Year and Economic Status | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Economic Status | n and %age of Total | | n and %age of Total |
| | 2012-2013 | | | |
| | Not Poor | (n = 908) 2.1% | (n = 42,678) 97.9% | |
| | Moderately Poor | (n = 277) 1.8% | (n = 14,852) 98.2% | |
| | Extremely Poor | (n = 4,555) 4.1% | (n = 107,657) 95.9% | |
| | 2013-2014 | | | |
| | Not Poor | (n = 823) 1.9% | (n = 43,618) 98.1% | |
| | Moderately Poor | (n = 293) 1.8% | (n = 15,795) 98.2% | |
| | Extremely Poor | (n = 4,460) 3.8% | (n = 113,025) 96.2% | |
| | 2014-2015 | | | |
| | Not Poor | (n = 906) 1.9% | (n = 47,571) 98.1% | |
| | Moderately Poor | (n = 211) 1.4% | (n = 14,604) 98.6% | |
| | Extremely Poor | (n = 3,999) 3.5% | (n = 111,872) 96.5% | |
| | 2015-2016 | | | |
| | Not Poor | (n = 796) 1.6% | (n = 48,267) 98.4% | |
| | Moderately Poor | (n = 174) 1.2% | (n = 13,852) 98.8% | |
| | Extremely Poor | (n = 3,899) 3.2% | (n = 116,171) 96.8% | |
Table 4.6 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Economic Status for Grade 8 Hispanic Students in the 2012-2013 Through the 20152016 School Years
| School Year and Economic Status | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Economic Status | n and %age of Total | | n and %age of Total |
| | 2012-2013 | | | |
| | Not Poor | (n = 1,275) 2.9% | (n = 43,088) 97.1% | |
| | Moderately Poor | (n = 14,462) 2.5% | (n = 14,462) 97.5% | |
| | Extremely Poor | (n = 5,138) 4.8% | (n = 102,016) 95.2% | |
| | 2013-2014 | | | |
| | Not Poor | (n = 1,356) 2.9% | (n = 45,022) 97.1% | |
| | Moderately Poor | (n = 345) 2.2% | (n = 15,159) 97.8% | |
| | Extremely Poor | (n = 5,322) 4.7% | (n = 107,423) 95.3% | |
| | 2014-2015 | | | |
| | Not Poor | (n = 1,361) 2.7% | (n = 49,883) 97.3% | |
| | Moderately Poor | (n = 320) 2.1% | (n = 14,727) 97.9% | |
| | Extremely Poor | (n = 5,230) 4.5% | (n = 110,099) 95.5% | |
| | 2015-2016 | | | |
| | Not Poor | (n = 1,184) 2.3% | (n = 49,731) 97.7% | |
| | Moderately Poor | (n = 265) 1.9% | (n = 13,659) 98.1% | |
| | Extremely Poor | (n = 4,835) 4.2% | (n = 110,742) 95.8% | |
Table 4.7 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Economic Status for Grade 6 Black Students in the 2012-2013 Through the 2015-2016 School Years
| School Year and Economic Status | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Economic Status | n and %age of Total | | n and %age of Total |
| | 2012-2013 | | | |
| | Not Poor | (n = 249) 1.9% | (n = 12,677) 98.1% | |
| | Moderately Poor | (n = 76) 2.0% | (n = 3,767) 98.0% | |
| | Extremely Poor | (n = 1,546) 4.6% | (n = 32,038) 95.4% | |
| | 2013-2014 | | | |
| | Not Poor | (n = 214) 1.7% | (n = 12,713) 98.3% | |
| | Moderately Poor | (n = 85) 2.2% | (n = 3,742) 97.8% | |
| | Extremely Poor | (n = 1,358) 4.1% | (n = 31,664) 95.9% | |
| | 2014-2015 | | | |
| | Not Poor | (n = 224) 1.6% | (n = 13,688) 98.4% | |
| | Moderately Poor | (n = 68) 1.9% | (n = 3,556) 98.1% | |
| | Extremely Poor | (n = 1,352) 4.3% | (n = 30,330) 95.7% | |
| | 2015-2016 | | | |
| | Not Poor | (n = 232) 1.7% | (n = 13,691) 98.3% | |
| | Moderately Poor | (n = 63) 1.8% | (n = 3,434) 98.2% | |
| | Extremely Poor | (n = 1,238) 3.8% | (n = 31,043) 96.2% | |
Table 4.8 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Economic Status for Grade 7 Black Students in the 2012-2013 Through the 2015-2016 School Years
| School Year and Economic Status | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Economic Status | n and %age of Total | | n and %age of Total |
| | 2012-2013 | | | |
| | Not Poor | (n = 470) 3.4% | (n = 13,392) 96.6% | |
| | Moderately Poor | (n = 120) 3.1% | (n = 3,789) 96.9% | |
| | Extremely Poor | (n = 2,182) 6.6% | (n = 30,787) 93.4% | |
| | 2013-2014 | | | |
| | Not Poor | (n = 413) 3.0% | (n = 13,303) 97.0% | |
| | Moderately Poor | (n = 115) 2.9% | (n = 3,815) 97.1% | |
| | Extremely Poor | (n = 2,160) 6.5% | (n = 31,258) 93.5% | |
| | 2014-2015 | | | |
| | Not Poor | (n = 424) 2.9% | (n = 14,131) 97.1% | |
| | Moderately Poor | (n = 111) 3.1% | (n = 3,477) 96.9% | |
| | Extremely Poor | (n = 1,828) 5.7% | (n = 29,981) 94.3% | |
| | 2015-2016 | | | |
| | Not Poor | (n = 400) 2.7% | (n = 14,320) 97.3% | |
| | Moderately Poor | (n = 102) 2.8% | (n = 3,477) 97.2% | |
Table 4.9 Frequencies and Percentages of Disciplinary Alternative Education Program Placements by Economic Status for Grade 8 Black Students in the 2012-2013 Through the 2015-2016 School Years
| School Year and Economic Status | | Received a DAEP | | Did Not Receive a DAEP |
|---|---|---|---|---|
| | School Year and | Placement | | Placement |
| | Economic Status | n and %age of Total | | n and %age of Total |
| | 2012-2013 | | | |
| | Not Poor | (n = 643) 4.4% | (n = 14,057) 95.6% | |
| | Moderately Poor | (n = 141) 3.8% | (n = 3,597) 96.2% | |
| | Extremely Poor | (n = 2,528) 8.0% | (n = 29,095) 92.0% | |
| | 2013-2014 | | | |
| | Not Poor | (n = 573) 3.9% | (n = 14,023) 96.1% | |
| | Moderately Poor | (n = 139) 3.5% | (n = 3,843) 96.5% | |
| | Extremely Poor | (n = 2,377) 7.3% | (n = 30,343) 92.7% | |
| | 2014-2015 | | | |
| | Not Poor | (n = 541) 3.5% | (n = 14,881) 96.5% | |
| | Moderately Poor | (n = 131) 3.5% | (n = 3,642) 96.5% | |
| | Extremely Poor | (n = 2,295) 7.3% | (n = 29,294) 92.7% | |
| | 2015-2016 | | | |
| | Not Poor | (n = 568) 3.7% | (n = 14,723) 96.3% | |
| | Moderately Poor | (n = 120) 3.4% | (n = 3,378) 96.6% | |
| | Extremely Poor | (n = 2,158) 6.9% | (n = 28,894) 93.1% | |
Table 4.10 Summary of Disciplinary Alternative Education Program Placement Results by Economic Status for Grade 6-8 White Students in the 2012-2013 Through the 2015-2016 School Years
Table 4.11 Summary of Disciplinary Alternative Education Program Placement Results by Economic Status for Grade 6-8 Hispanic Students in the 2012-2013 Through the 20152016 School Years
Table 4.12 Summary of Disciplinary Alternative Education Program Placement Results by Economic Status for Grade 6-8 Black Students in the 2012-2013 Through the 2015-2016 School Years
CHAPTER V
DISCUSSION
The purpose of this journal-ready dissertation was to determine the extent to which differences were present in Disciplinary Alternative Education Program placement by student demographic characteristics for Grade 6, 7, and 8 students in Texas schools. In the first investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (i.e., Black, Hispanic, White, and Asian) for Grade 6, 7, and 8 boys were examined. In the second investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (i.e., Black, Hispanic, White, and Asian) for Grade 6, 7, and 8 girls were ascertained. Finally, in the third study, the extent to which Disciplinary Alternative Education Program assignments differed by student economic status (i.e., Not Poor, Moderately Poor, and Extremely Poor) for Grade 6, 7, and 8 students were examined. In each of these three articles, four years of Texas statewide data were analyzed. As such, this analysis of data permitted a determination of trends in the differential assignment of Disciplinary Alternative Education Program placements for Grade 6, 7, and 8 Texas students. In this chapter, results are discussed and a summary of each of the three articles is provided. Implications for policy and practice are also discussed. Finally, recommendations for future research are given.
Summary of Results for Study One
In the first investigation, the extent to which inequities were present in Disciplinary Alternative Education Program placements for Texas Grade 6, Grade 7, and Grade 8 boys based on their ethnicity/race (i.e., Black, Hispanic, White, and Asian). By examining Disciplinary Alternative Education Program placements for Grade 6, Grade 7, and Grade 8 Black, Hispanic, White, and Asian boys, a comparison across grade levels was possible. Four school years of archival data from the Texas Education Agency Public Education Information Management System were analyzed to determine the degree to which Disciplinary Alternative Education Program placements were differentially assigned to Grade 6, 7, and 8 boys by their ethnicity/race.
In all four school years, statistically significant results were present. Across each of the three grade levels, Black boys received the highest rate of Disciplinary Alternative Education Program placements, ranging from 4.6% to 5.3% in Grade 6, from 6.3% to 7.3% in Grade 7, and from 7.6% to 8.9% in Grade 8. Disciplinary Alternative Education Program assignments for Hispanic boys ranged from 2.3% to 3.0% in Grade 6, from 3.7% to 4.8% in Grade 7, and from 4.8% to 5.9% in Grade 8. Disciplinary Alternative Education Program placement rates for White boys ranged from 1.3% to 1.6% in Grade 6, from 2.1% to 2.5% in Grade 7, and from 3.1% to 3.6% in Grade 8. For Asian boys, Disciplinary Alternative Education Program placement rates ranged from 0.1% to 0.5% in Grade 6, from 0.3% to 0.6% in Grade 7, and from 0.4% to 0.9% in Grade 8. Readers are directed to Table 5.1 for a summary of effect sizes for Disciplinary Alternative Education Program placement rates for Grade 6, 7, and 8 boys by their ethnicity/race across four school years.
Table 5.1 Summary of Disciplinary Alternative Education Program Placements for Grade 6-8 Boys in the 2012-2013 Through the 2015-2016 School Years
Summary of Results for Study Two
Analyzed in this second investigation was to ascertain the extent to which inequities were present in Disciplinary Alternative Education Program placements for
Texas Grade 6, Grade 7, and Grade 8 girls based on their ethnicity/race. By examining Disciplinary Alternative Education Program placements for Grade 6, 7, and 8 Black, Hispanic, White, and Asian girls, a comparison across grade levels was possible. Four school years of archival data from the Texas Education Agency Public Education Information Management System were analyzed to determine the degree to which Disciplinary Alternative Education Program placements was differentially assigned to Grade 6, 7, and 8 girls by their ethnicity/race.
In all four school years, statistically significant results were present. Across each of the three grade levels, Black girls received the highest rate of Disciplinary Alternative Education Program placements, ranging from 1.7% to 2.2% in Grade 6, from 3.1% to 3.8% in Grade 7, and from 3.7% to 4.4% in Grade 8. Disciplinary Alternative Education Program assignments for Hispanic girls ranged from 0.9% to 1.1% in Grade 6, from 1.9% to 2.2% in Grade 7, and from 2.2% to 2.5% in Grade 8. Disciplinary Alternative Education Program placement rates for White girls ranged from 0.3% to 0.4% in Grade 6, from 0.8% to 0.9% in Grade 7, and from 1.2% to 1.4% in Grade 8. For Asian girls, Disciplinary Alternative Education Program placement rates ranged from 0.0% to 0.2% in Grade 6, from 0.0% to 0.2% in Grade 7, and from 0.2% to 0.3% in Grade 8. Table 5.2 contains a summary of effect sizes for Disciplinary Alternative Education Program placement rates for Grade 6, 7, and 8 girls by their ethnicity/race across four school years.
Table 5.2 Summary of Disciplinary Alternative Education Program Placements for Grade 6-8 Girls in the 2012-2013 Through the 2015-2016 School Years
Summary of Results for Study Three
Examined in this 4-year statewide study was the extent to which inequities were present in Disciplinary Alternative Education Program placements by the economic status of Texas Grade 6, Grade 7, and Grade 8 students. By examining Disciplinary Alternative Education Program placements for Grade 6, Grade 7, and Grade 8 White, Hispanic, and Black students, a comparison across grade levels was possible. Through analyzing four school years of archival data from the Texas Education Agency Public Education Information Management System to determine the degree to which Disciplinary Alternative Education Program placements were differentially assigned to Grade 6, 7, and 8 White, Hispanic, and Black students by their economic status was determined.
In all four school years, statistically significant results were present. Across each of the three grade levels, White students who were Extremely Poor received the highest rate of Disciplinary Alternative Education Program placements, ranging from 2.0% to 2.4% in Grade 6, from 2.0% to 3.9% in Grade 7, and from 2.2% to 5.3% in Grade 8. Disciplinary Alternative Education Program assignments for White students who were Moderately Poor ranged from 0.8% to 1.3% in Grade 6, from 1.0% to 2.0% in Grade 7, and from 2.2% to 3.2% in Grade 8. Disciplinary Alternative Education Program placement rates for White students who were Not Poor ranged from 0.4% to 0.5% in Grade 6, from 0.8% to 1.0% in Grade 7, and from 1.3% to 1.5% in Grade 8. Table 5.3 contains a summary of effect sizes for Disciplinary Alternative Education Program placement rates for White students by their economic status for Grade 6, 7, and 8 across four school years.
Table 5.3 Summary of Disciplinary Alternative Education Program Placement Results by Economic Status for Grade 6-8 White Students in the 2012-2013 Through the 2015-2016 School Years
Across each of the three grade levels, Hispanic students who were Extremely Poor received the highest rate of Disciplinary Alternative Education Program placements, ranging from 1.6% to 2.4% in Grade 6, from 3.2% to 4.1% in Grade 7, and from 4.2% to 4.8% in Grade 8. Disciplinary Alternative Education Program assignments for Hispanic students who were Moderately Poor ranged from 0.8% to 1.1% in Grade 6, from 1.2% to 1.8% in Grade 7, and from 1.9% to 2.5% in Grade 8. Disciplinary Alternative Education Program placement rates for Hispanic students who were Not Poor ranged from 0.8% to 1.1% in Grade 6, from 1.6% to 2.1% in Grade 7, and from 2.3% to 2.9% in Grade 8. Table 5.4 contains a summary of effect sizes for Disciplinary Alternative Education Program placement rates for Hispanic students by their economic status for Grade 6, 7, and 8 across four school years.
Table 5.4 Summary of Disciplinary Alternative Education Program Placement Results by Economic Status for Grade 6-8 Hispanic Students in the 2012-2013 Through the 20152016 School Years
Across each of the three grade levels, Black students who were Extremely Poor received the highest rate of Disciplinary Alternative Education Program placements, ranging from 3.8% to 4.6% in Grade 6, from 5.7% to 6.6% in Grade 7, and from 6.9% to
8.0% in Grade 8. Disciplinary Alternative Education Program assignments for Black students who were Moderately Poor ranged from 1.8% to 2.2% in Grade 6, from 2.8% to 3.1% in Grade 7, and from 3.4% to 3.8% in Grade 8. Disciplinary Alternative Education Program placement rates for Black students who were Not Poor ranged from 1.6% to 1.9% in Grade 6, from 2.7% to 3.4% in Grade 7, and from 3.5% to 4.4% in Grade 8. Delineated in Table 5.5 is a summary of effect sizes for Disciplinary Alternative Education Program placement rates for Black students by their economic status for Grade 6, 7, and 8 across four school years.
Table 5.5 Summary of Disciplinary Alternative Education Program Placement Results by Economic Status for Grade 6-8 Black Students in the 2012-2013 Through the 2015-2016 School Years
Connections with Existing Literature
Well documented in the extant literature (e.g., Barnes & Slate, 2016; Khan & Slate, 2016; Lopez & Slate, 2016; Skiba et al., 2011; Texas Education Agency, 2014a) are clear inequities in the assignment of discipline consequences. Evident in this 4-year investigation was the presence of a stair-step effect (Carpenter et al., 2006) in the assignment of Disciplinary Alternative Education Program placements to students in Grades 6, 7, and 8 on the basis of their ethnicity/race and economic status. Results of this research were congruent with recent researchers (e.g., Hilberth & Slate, 2014) which provided extensive evidence of disproportionalities in discipline consequences assigned to Black and White students. Henkel et al. (2016) documented that, among the three grade levels examined in their investigation, Black and Hispanic boys received disproportionately higher percentage rates of out-of-school suspensions than their White peers. Similar results were established herein, with Black boys and Hispanic boys in Grades 6, 7, 8 being assigned a Disciplinary Alternative Education Program placement statistically significantly more often than their White and Asian peers.
The results obtained here were congruent for both boys and for girls. Black boys and Black girls were assigned the highest rate of placements with Hispanic boys and Hispanic girls being assigned the second highest rate of Disciplinary Alternative Education Program placements. White boys and White girls received the third highest rates, followed by Asian boys and Asian girls. As such, a stair-step effect (Carpenter et al., 2006) was clearly established in the assignment of this consequence. The findings were congruent with the results of previous researchers (e.g., Hilberth & Slate, 2014;
Skiba et al., 2011; Skiba & Peterson, 2000; Fitzgerald, 2007) regarding the presence of inequities in the assignment of discipline consequences.
Results of this investigation were remarkably consistent with a related investigation by Lopez and Slate (2106) who established the presence of statistically significant higher rates of Disciplinary Alternative Education Program placements for both Grade7 and Grade 8 students who were economically disadvantaged in comparison to their grade level peers who were not economically disadvantaged. Similar to the results of previous researchers, Khan and Slate (2016) established the presence of strong disproportionalities in the assignment of discipline consequences to Black, Hispanic, and White students on the basis of their economic status.
Implications for Policy and Practice
Based upon the results of three articles discussed in this journal-ready dissertation, several implications for policy and for practice can be made. First, school district leaders and campus administrators are urged to analyze their school campus and their school district student codes of conduct and discipline practices to ascertain the degree to which disproportionalities might be present. Educators are encouraged to examine school discipline programs to determine inequitable disciplinary administrative practices to students assigned to in-school suspension, out-of-school suspension, Disciplinary Alternative Education Program placements, expulsions, and Juvenile Justice Alternative Education Program placements. In addition, from the results obtained from the disciplinary audits that are conducted, educational leaders are urged to examine the degree to which disproportionalities might be present in their school assignment of disciplinary consequences on the basis of student economic status, ethnicity/race, or
gender? In analyzing the audit data, such findings can be used to bring about necessary changes to current programs and the implementation of new programs.
Educational leaders and school administrators are also encouraged to review and revise the district and campuses disciplinary codes of conduct to eliminate disproportionate discipline methods as well as maintaining consistency among assignments given for discipline reasons. School leaders and district personnel are encouraged to improve upon the cultural diversity and professional development for all administrators, teachers, and staff members. Based on the results from this investigation, another implication for practice is to implement proactive efforts to reduce the Black and Hispanic School-to-Prison pipeline, through periodic analysis of disciplinary placements. Another implication would be to examine the history and rationale of students who are assigned this consequence by student ethnicity/race and student economic status. If trends exist for students who continually misbehave each year such that they receive several in-school suspensions, followed by several out-of-school suspensions, and then by a Disciplinary Alternative Education Program placement would this practice suggest a failure in the discipline methods that were used? A final recommendation is for policymakers in Texas to require a statewide analysis of discipline procedures and administrative practices to determine the degree to which inequities exist in their assignments by gender, ethnicity/race, and economic status. If so, such inequities could be construed as being violations of students' civil rights to have an appropriate and free education.
Recommendations for Future Research
Based upon the results of three journal articles previously discussed, the following recommendations for future research are made. First, researchers are encouraged to examine the degree to which inequities might be present in Disciplinary Alternative Education Program placements as a function of student demographics such as at-risk status, and English Language Learner status. Such studies could be conducted separately for boys and for girls, rather than analyzing both groups of students together. The extent to which inequities might be different for boys and for girls is not known. Furthermore, researchers are encouraged to extend this investigation to students in other grade levels. Analyzing data at grade levels other than the ones analyzed herein could provide information regarding the frequency with which this consequence is administered to students throughout their educational career. Extending this investigation to students at the high school level could also provide valuable information to education leaders, policymakers and post-secondary institutions.
Due to the fact that this journal-ready dissertation was based entirely on Texas data, researchers are encouraged to extend this study into other states. The degree to which the findings delineated herein are generalizable to students in other states is not known. In this journal-ready dissertation, only the discipline consequence of Disciplinary Alternative Education Program placement was analyzed. Researchers are encouraged to examine other discipline consequences such as in-school suspension, outof-school suspension, and Juvenile Justice Alternative Education Program placements. In addition, more empirical information is needed regarding the presence or absence of inequities in the assignment of these discipline consequences to students based on their
economic status, ethnicity/race, or gender. A final recommendation for future research is to examine the reasons why students are assigned discipline consequences. Are students assigned different consequences for the same misbehavior due to their economic status, their ethnicity/race, or gender? Based on the results of this study, research should be conducted into the underlying factors of ineffective disciplinary procedures and programs to curtail the negative impact disciplinary placements have on the educational system.
Conclusion
The purpose of this journal-ready dissertation was to determine the extent to which differences could be present in Disciplinary Alternative Education Program placement by student demographic characteristics for Grade 6, 7, and 8 students in Texas schools. In the first investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (i.e., White, Hispanic, Black, and Asian) for Grade 6, 7, and 8 boys was analyzed. In the second investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race for Grade 6, 7, and 8 girls were ascertained. Finally, in the third study, the extent to which Disciplinary Alternative Education Program assignments differed by student economic status (i.e., not economically disadvantaged, moderately poor, and extremely poor) for Grade 6, 7, and 8 students was addressed. In each of these three articles, four years of Texas statewide data were analyzed. As such, this analysis of data permitted a determination of trends in the differential assignment of Disciplinary Alternative Education Program placements for Grade 6, 7, and 8 Texas students. Results were consistent across the three grade levels and across the four school years of data that were analyzed. Clearly established in this journal-ready dissertation was the presence of
inequities in the assignment of Disciplinary Alternative Education Program placements by student ethnicity/race and by their economic status. As such, violations were present of these students' civil rights to a free and appropriate education.
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APPENDIX
VITA
EDWARD L. LOPEZ
EDUCATIONAL HISTORY
Doctorate of Education – Educational Leadership (August 2017)
Sam Houston State University, Huntsville, TX
Dissertation: Inequities in Disciplinary Alternative Education Program Placements by Ethnicity/Race, and Economic Status for Texas Middle School Students: A Multiyear, Statewide Investigation
Master of Education Administration, December, 2002 Sam Houston State University, Huntsville, TX
Bachelor of Science, Education/History/Special Education Endorsement, December 1998 Sam Houston State University, Huntsville, TX
PROFESSIONAL EXPERIENCE:
PROFESSIONAL LICENSES:
Texas Superintendent Certification
Texas Principal Certification
Texas Assistant Principal Certification
Texas Teaching Certification (History 1-8)
Texas Generic Special Populations Certificate (K-12)
SCHOLARLY RESEARCH ACTIVITY:
Lopez, E., & Slate, J. R. (2016). Differences in disciplinary alternative educational placement as a function of economic status for White students. Journal of Global Research in Education and Social Sciences, 6(2), 75-79.
PRESENTATIONS:
Lopez, E., & Slate, J. R. (2016, January). Differences in disciplinary alternative educational placement as a function of economic status for White students. Poster Presentation presented at the Hawaii International Conference on Education, Waikiki Beach, HI.
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DATE: ____________________ SEASON: ____________WEATHER: ______________________
NAME: _________________________ CLASS: _____________
QUESTIONNAIRE ABOUT YOURSELF! Answer the following questions.
1. WHO are you? _____________________
2. HOW old are you? _____________
3. WHEN is your birthday? ___________________
4. WHERE are you from? _______________________
5. WHAT is your favourite school subject? ___________________
6. WHY do you want to learn English? ________________________
7. WHAT is your favourite hobby? ___________________________
8. WHERE are you at this moment? _______________________
9. HOW are you feeling now? ___________________
10. WHAT TIME is it now? _________________
11. WHAT were you doing two hours before? _________________________
12. HOW do you usually spend your day? (Your day routine). _______________
_________________________________________________________
13. WHAT WAS THE HAPPIEST MOMENT IN YOUR LIFE? _______________ __________________________________________________________
14. WHO IS YOUR HERO IN LIFE? (Can be a real person or a fictional character)
__________________________________________________________
15. WHAT is your favourite book? WHY? _____________________________
_________________________________________________________
16. WHAT is your favourite film? WHY? ______________________________
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AIM
The aim of this plan is to reduce the negative impacts that the Little Corellas are having on residents, wider community, infrastructure and vegetation within the Light Regional Council. Specifically the plan aims to reduce the future impacts the Little Corellas are having on the townships of Hewett, Kapunda, Roseworthy and Greenock.
While it would be considered impossible to totally eliminate Little Corellas from the landscape it is accepted that certain management strategies have yielded results in minimising the impacts of Little Corellas in populated areas. It is acknowledge that the management actions prescribed in this plan are likely to be successful in dispersing the species from the townships, potentially moving the flocks to other areas outside of township areas where they are likely to have less impact.
The broader scale problem is a matter for discussion with major stakeholders including Councils, LGA and the State Government and to consider options produced by the anticipated report by the University of South Australia on Little Corellas.
The Little Corella management plan will evolve as actions are trialled and new information becomes available.
BACKGROUND
Historically the Little Corella's southern range extent was north of the Flinders Ranges. Since the 1920's the range of the Little Corellas in South Australia has expanded substantially southward. The numbers of Little Corellas in the Light Regional Council area has increased significantly since the summer of 2014. The Little Corellas have been observed in large numbers in several townships within the region with numbers increasing significantly each year. It has been observed that flocks of Little Corellas have been sighted loafing in trees in Kapunda, Hewett, Roseworthy and Greenock where this has led to a number of problems reported by local residents.
Over the last two seasons the numbers of birds sighted in local township areas has increased significantly. There have been many attempts to manage the problem at a Council level in the past, but these have been piecemeal and limited, or yielding short term effect. Work carried out traditionally by Department of Environment, Water and Natural Resources (DEWNR) to remove eggs from nesting sites has declined over the years and has contributed to the increasing numbers of birds.
Many management strategies have been implemented by Councils with Little Corella problems. Through research it appears that only a handful of strategies have had any effect in discouraging the birds from settling in an area and only those strategies that have committed persistent resources have had any positive results.
Reported Corella
Activity
LITTLE CORELLA BEHAVIOUR
A typical daily activity pattern for Little Corellas is to start calling at first light. As the light grows birds begin to move about the roost trees and the calling intensifies. Birds often fly to the tops of exposed or dead trees to warm up and bask in the sun before moving away to feed. The birds will fly off to forage for food in a sown crop or pasture stubble. Birds will feed from 1- 5 hours before returning to trees to loaf, digest food, preen and play. Little Corellas will return to the evening roost site near sunset and are often noisy while settling to roost.
In addition to daily activity patterns there are seasonal activity patterns. These are influenced by food availability and breeding activities. During the spring birds will pair off to breed and usually disperse over the countryside. They will generally feed near their breeding place. After the young fledge (usually November) they will join growing flocks. This is generally when flocks forms as they aggregate into larger flocks heading into the summer weather. The Little Corella's diet is based on plant food including a wide range of seeds, fruits, flowers, nuts, bulbs and corns. Little Corellas have learnt that many commercial crops provide a good source of food in the form of cereal grains.
The problems associated with Little Corellas vary significantly depending on location. One of the main problems reported to Council are, but not limited to, excessive noise, where large numbers of Corellas will periodically start calling en masse and fly about calling, this noise can be very distracting and disturbing to residents. Other nuisance reported has been damage to trees, damage to houses such as solar panels, wiring, hoses and roofing. Damage to public infrastructure such as street lighting has also been reported. Many trees within the region are in distress and wear the scars of Little Corellas where they have been stripped of foliage.
Little Corella damage is not restricted to physical damage and noise. Many native birds have been displaced by large numbers of Little Corellas invading areas normally inhabited by other species.
Aspects of the Little Corella's behaviour is the damage they cause and the way they use their beaks as a grasping tool, a chisel, pliers and a digging implement and in combination with their tongue, a fine instrument capable of husking tree branches. Little Corellas have been reported to Council for damage to buildings, aerials, lights fittings, wiring and digging up of newly laid turf on sporting grounds. This has a significant financial implication to Councils and residents.
The Little Corella is found in a large variety of environments, but always near permanent water. It is found on open plains, grasslands, sedge plains, saltbush, arid woodlands, coastal mangroves, cultivated farmlands, rocky ranges, woodlands and Mallee adjoining Riverland and areas of Adelaide, Melbourne and Sydney.
Little Corellas (Cacatua sanguinea) roosting in a local native tree.
WHAT HAS BEEN DONE SO FAR?
Light Regional Council has trialled several strategies to date but has had limited success due to the number of birds. Several strategies have been used in an adhoc manner mainly reacting to complaints in local township areas. The following have been applied over the last two seasons since 2014 with limited success. Most complaints relate to bird activity either at sunrise or sunset when it has been impractical to dedicate staff to the complaints.
Water Cannon
A trial to prove a concept that water jets would deter the Little Corellas. The trial involved the use of a high pressure unit spraying a jet stream of water into the areas where the birds were roosting. The initial reaction from the birds was positive. The water spray caused them to fly up and away and circle around. As the water jet moved closer the birds moved from tree to tree but it was quickly evident that they weren't scared of the water and returned to nearby trees.
Scaring Tactics – Starter Pistol non lethal shooting
Council staff have trialled starter pistols at various intervals during the day at different locations. Results from the use of starter pistols has been positive in getting the birds to move but given the limited time and resources it only results in the birds returning the next day. The use of starter pistols in populated areas is limited especially around Hewett as the Birds loaf next to the primary school and day care centre. An intensive scare program around this area is limited to activity before and after school hours so as to not cause any distress to children at the school.
Amber Flashing lights
Vehicle mounted hazard flashing lights were mounted on the roof of the vehicle and the vehicle was driven around the areas where birds rested. The lights had no effect on the birds during daylight hours as they are deemed to be too dull to have any impact on the birds.
WHAT CAN WE DO MOVING FORWARD?
Strategies to Consider
The problems associated with large Little Corella flocks are not isolated to Light Regional Council. Neighbouring Councils such as the Barossa Council and the Town of Gawler experience the same issues. It has been identified by all three Council's General Inspectorate staff that without a regional or broader approach by all 3 Councils the problem will just be shifted from one Council area to another. A combined strategy to utilise a single contractor who has knowledge of the area and has experience in the migration of the birds combined with the on ground scare campaign applied by Council Staff to target scout birds should yield some good results this coming season. Some of the strategies to consider;
- Bird Scaring (starter pistol) combined limited lethal shooting
The use of starter pistols is useful in moving birds from their resting place. The idea of dislodging them from a location with a starter pistol has been positive in the past. An intense program of scaring birds as trialled successfully in the Case study: Quorn Caravan Park, Management strategy 2004-2015 has proven to be successful. It is anticipated that an initial site visit to each township 2-3 times a day with starter pistols for approximately 4-6 weeks. This is to be followed by the introduction of a contractor shooter to cull a number of scout birds. The combination of scaring and culling has reportedly been successful in deterring birds from roosting. This is an ongoing strategy that requires persistent attention to the bird roosting sites and needs to commence upon the presence of the first scout birds appearing and beyond.
- Trapping and Gassing
In Practice, trapping and euthanising birds is time consuming and requires the birds to be attracted to the trapping site, usually with food. The focus on trapping and gassing is on number reduction and has no impact on the problems caused by the birds. To have any real impact of this strategy would require dedicated resources and a significant budget allocation. It was reported, a Victorian taxpayer sponsored program cost in excess of 1 million dollars over a five year period.
- Visual Decoys
The use of visual decoys has been around for centuries an undoubtedly the oldest method of scaring birds. Many modern equivalents are available today such as scarecrows, dead birds hung or spread on the ground, plastic bags or wine cask inners, balloon with big eyes displayed on them, reflective tapes, mirrors, humming tapes, plastic birds of prey, birds of prey kites and lately model remote control drones.
A combination of these deterrents can be applied as part of an integrated management program. The combination of these often yields long lasting effects if maintained over long periods of time.
Advantages of visual decoys are, low cost, quiet and unlikely to disturb local residents.
- Strobe lights – Visual deterrent
Strobe lights, high intensity white lights and high powered torches have been found to be effective deterrents for the birds. This would take place a sunset as the birds are settling down to roost for the night, the flashing lights have been proven to make the birds uneasy during roosting times causing them to fly off.
- Laser Lights – Visual deterrent
The purpose of the laser light is to startle the birds and make them uncomfortable at the roosting site. The birds will leave the site if they are disturbed by the laser light. The laser is pointed at the branches where the birds are roosting. The laser is not lethal to the birds. Laser lights and flashing torches are inexpensive with cost of less than $100 per item.
- Audible Gas Guns – Audible deterrent
To satisfy Work, Health and Safety requirements, Council staff would need to be instructed in their safe use and confirm that they are in a serviceable condition. Gas guns have not been trialled yet due to the potential for a number of complaints it may receive from nearby landowners.
On this, the EPA has previously issued Environmental Noise Guidelines related to the use of Audible Bird-Scaring Devices. It is noted that these mainly relate to their use in primary production areas in proximity of residences on adjoining properties, rural living allotments and residential areas of townships. The EPA notes that the "testing of gas gun devices indicates that the resultant noise levels from one shot to the next, and from one model of gas gun to another can vary substantially".
Due to noise restrictions such devices may only be used between 7am and 8pm. The guidelines provide that they must not exceed a prescribed noise level of 100dBA from each shot and that not more than 6 shots can occur in any
hour. Topography/ proximity of nearby houses and weather conditions are contributing factors that influence the achievement of these performance-based objectives (for instance, the guidelines recommend separation distances of 300m from the nearest house but these would increase in an area with 'valley' topography such as Hewett). As such devices are generally 'intended for purpose' Council staff are looking into whether there is any opportunity to deploy them near Hewett and Kapunda, mainly as staff are concerned that there are few safe options for a dedicated Contractor to conduct a discreet cull using live ammunition in these particular areas (for reasons of both general safety as well as, potentially, noise). If possible, the intention is to use such mechanisms to encourage the Corella flocks to move out of the suburban and township areas into spaces where any other measures, such as subsequent culling, can occur more readily and safely.
- Community Awareness, Monitoring Behaviour and Movement
An important part of Little Corella management will be to understand their behaviour. To have an effective management approach it is necessary to know where the flocks are roosting, feeding and how they move about during the day. The public are invited to report any Little Corella activity to Council to assist in a more effective approach. Council staff are aware that there will be sensitivities to introducing lethal elements to Council's Corella response plan and particularly that increased noise disturbance is very likely to result in localised complaints. Both may result in potentially negative publicity, to address this staff are mindful of the importance of communication and looking at ways to advise the community of Council's intentions in advance of these activities and this will also include keeping SAPOL advised in advance as a matter of course. Council staff will advise residents adjacent to operational areas (radius of 200m) directly via written correspondence and provide advice more broadly via a media release when carrying out any actions on the birds.
- Monitor and Evaluate
Monitor and evaluate the plan and regularly record strategies and how effective they were. Record bird activity at different sites and monitor behaviour patterns.
Review the plan seasonally if needed to ensure techniques are either working or ineffective. Adjust Little Corella Management Plan according to the bird's behaviour and movements from location to location.
Management Objectives
- Prevent Little Corella from establishing roosts in the Kapunda, Greenock, Roseworthy and Hewett townships over the 2016/17 season, or;
- Keep the number of birds to less than 200 per township, or;
- Ensure that Little Corellas do not Roost in any of the townships in any of the neighbouring Council areas as combined management plan.
- Minimise the impact of Little Corellas behaviour on trees and other infrastructure.
- Establish areas where it is acceptable for the Little Corellas to roost at night without causing early morning nuisance. These areas to be determined as suitable.
- Lobby State Government in an effort to seek assistance from the LGA and relevant State Government stakeholders to reinstate strategies that have since ceased over recent times.
Appendix 1. Feasibility/Acceptability criteria matrix
Control
Option
Noise makers?
Pistols/Gas
guns
Visual deterrents
Decoys
deterrents
Shooting
Trap and
Gas
Egg
destruction
| Technically possible | Will it work? | | | Practicall | Cost Benefit | Environmental Acceptable? | Political/legal Acceptable |
|---|---|---|---|---|---|---|---|
| | | | | y | | | |
| | | | | possible | | | |
| | | | | ? | | | |
| Yes | Yes | | Yes | Yes | Yes | Yes | Yes |
| Yes | | In | Yes | | Yes | Yes | Yes |
| | | conjunction | | | | | |
| | | With other | | | | | |
| | | strategy | | | | | |
| Yes | ??? | ??? | No | | No | Yes | Yes |
| Yes | | In | Yes | | Yes | Yes | ??? |
| | | conjunction | | | | | |
| | | With other | | | | | |
| | | strategy | | | | | |
| Yes | ??? | ??? | No | | No | Yes | Yes |
Control Recommendations
As a result of looking at options and analysing the criteria matrix it makes economic and technical sense to utilise a combined bird scaring option with limited shooting. To gain further effect it is recommended that the use of visual deterrents be used in conjunction with the scaring and shooting option. This strategy combines the best possible options within the scope of available budget and resources.
Control strategies are to commence in the later part of the year around November when scout birds are looking for areas to roost for the season. It is anticipated that an intense scaring campaign in conjunction with other deterrents including shooting be used within the first 4-6 weeks of beginning the campaign. An early intervention will hopefully deter birds from settling in the township areas and forcing the birds into the greater country landscape.
Acceptable
Yes/No
Yes
Yes ???
No
Yes
References: Managing impacts of Little Corellas on the Fleurieu Peninsula, Action Strategy for the Little Corella 2015-2019, Flinders Ranges Council,
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THE AUSTRALIAN FLUORIDATION NEWS
Vol 53
No. 1
$20 per annum posted Australia Published Quarterly
ARTIFICIAL FLUORIDATION IS WATER POLLUTION
GPO Box 935, Melbourne, VIC 3001 www.fluoridationnews.com
FB: Australian-Anti-Fluoridation-Association
PLEASE PASS ON WHEN READ
January - March 2017
Print Post Approval PP331.985 00013
ISSN 1445-2847
Ontario Canada
Fluoride Spill - Injuries and Death
Police in Ontario Canada activate "mass casualty response"
A 30 vehicle collision in Ontario involving a tanker containing fluorosilicic acid has claimed the life of the truck driver and put 28 others into hospital on the afternoon of 14 March 2017.
The weather-related collisions on Highway 401 involved multiple chain reaction crashes.
The driver carrying the toxic liquid was required to be extricated after the truck ended up in a ditch. It was estimated the tanker was carrying between 7,000 and 10,000 litres, most of which leaked onto the highway. The 45 year old driver died later in hospital.
None of the first responders were wearing hazmat suits and did not know what they were dealing with. A HAZMAT team was called to the site. According to the newspaper KingstonRegion.com (14 Mar 2017):
"The incident was labelled a "mass casualty event" due to the high number of people exposed to a hazardous material, fluorosilicic acid, which leaked from one of the tractor trailers involved.
"Kingston General Hospital declared a code
Reprinted from National Fluoridation News
orange that afternoon due to the influx of patients coming in from the crash, and reported that it treated 29 patients in total as a result of the accident – 13 of whom were emergency services first responders including firefighters, police officers and paramedics. All of these patients were treated in a decontamination bay set up for the occasion and were held for observation as a precaution."
Fluorosilicic acid is waste chemical collected typically at phosphate fertiliser factories and is one of the forms of "fluoride" used in artificial water fluoridation. Once diluted, authorities claim, it is "safe and effective" for preventing tooth decay, but after more than 70 years very few countries fluoridate their populations and an increasing volume of the latest science shows it is ineffective. There is a long list of health consequences of using any toxic fluoride substance at any concentration.
KingstonRegion.com (14 Mar 2017) describes some of the acute effects:
"Exposure to the fluorosilicic acid could cause irritation to the nose, throat and respiratory system; redness or swelling of the skin; and severe eye irritation. Fluorosilicic acid turns into hydrofluoric acid if exposed to heat,
CONTENTS
Fluoride Tanker Spill – Injuries and Death
1
Fluorosilicic Acid – Toxic Additive in Drinking Water 2
WA Fluoride Free Party contests 2017 state election
4
Brief News: ValeMary Walker; Google & Facebook Censorship
4
The Australian Fluoridation News - January -March 2017 - 1
according to the Leeds Fire Department. Hydrofluoric acid is a highly toxic, highly corrosive and poisonous solution which is harmful to skin, lungs and eyes."
Another report in LandLineMag.com (14 March 2017) stated:
"The police service post notes that emergency responders are requesting anyone in the area to remain in their vehicles and await further instructions and evacuation by first responders…
" 'We reiterate the need for people to remain in their cars until otherwise advised,' the release stated, and encouraged residents and travelers to stay home or use alternate travel routes."
As an indication of increasing awareness of fluoridation issues, reader's comments on KingstonRegion.com (15 March) included:
"Many innocent people who have been acutely exposed to fluoridation chemical spill will later go on to develop long term disability and other health problems without a clue. Just like the segments of the population unusually susceptible to the toxic effects of water fluoridation. People with deficiencies of calcium, magnesium, &/or vitamin C, and people with cardiovascular and kidney problems. These people are simply ignored by Ontario's Health Minister, Dr. Eric Hoskins who should at least understand the science let alone the ethics of his profession. He had better stop this practice, not only will this improve the health of many Onatians but will stop the transport of this toxin on our highways. Next time it might be in his or your city!"
Another reader commented:
"The chemical spilled, fluorosilicic acid, is the fluoridation chemical added to the drinking water of some cities and towns to ostensibly prevent dental cavities. According to new studies and thousands of scientists, toxicologists, doctors, and dentists, fluoride is cumulative in the body causing many health problems. It has been banned in 97% of European Countries and many Canadian cities. This contentious, protected government practice should be stopped for the sake of our health and the environment."
The readers' comments were later removed from the newspaper's webpage.
Conclusion
Fluorosilicic Acid, the carcinogenic schedule 7 poison being transported in a tanker truck is nearly as dangerous on our roads as it is in our water supply.
The active ingredient in fluorosilicic acid that poisons enzymes and kills life is the element fluoride. When it spills on the highway it kills and causes injury. If the fluoride truck had reached its destination, the fluoride would have contributed to increasing the fluoride body burden and ensuing illness, while shortening the lives of people who believed it was good for their teeth. The day is coming when enough people are asking enough questions to have this fluoride waste disposal scheme ended. Let's do what we can to speed that up.
Sources:
http://www.kingstonregion.com/news-story/7190140-hwy-401-stillclosed-after-fatal-30-vehicle-pile-up-sparks-mass-casualty-response-/ http://www.kingstonregion.com/news-story/7189833-one-dead-aftermultiple-transport-collision-chemical-spill-on-highway-401/ http://www.landlinemag.com/story.aspx? storyid=33005#.WNEX0kclHIo
Fluorosilisic Acid - The Toxic Additive in Our Drinking Water
Fluoride, the world's worst air pollutant, becomes the dental profession's Holy Grail
The billions of dollars of claims for damage caused by fluoride air pollution to livestock, fruit, vegetable crops and human health has exceeded claims for all other air pollutants combined. The need for fluoride, as a critical chemical for building the first atomic bomb for the secret Manhattan Project site in western Florida, also produce human victims of fluoride air pollutants, with "multiple deaths and damage to workers health kept secret for 50 years". General R. L. Groves of the US Army Corps of Engineers was in charge of the massive project, and was responsible for fluoride deaths.
Dr. Kehoe, Director of the Kettering Laboratory of Applied Psychology at Cincinnati University, with advice from corporate attorneys, led the major fluoride-producing corporations legal challenges against lawsuits for industrial fluoride pollution.
blood and tissue samples from citizens being sent to his atomic laboratory for study. "He trained a generation of dental school deans in the 1950s and 1960s, having previously, together with Dr. Robert Kehoe, promoted water fluoridation in the 1940s and 1950s".
"Dr. Harold Hodge was the senior toxicologist for the Manhattan Project. In that role he "helped choreograph the notorious human radiation experiments in which hospital patients were injected with plutonium and uranium – without their knowledge or consent – in order to study the toxicity of those chemicals in humans."
His responsibilities also included studying fluoride toxicity.
Later, he covertly monitored one of America's first public water fluoridation experiments at Newburgh, New York,
The Australian Fluoridation News - January - March 2017 - 2
When fluoride is in water supplies at one tenth the concentration of 1 part per million added artificially to water supplies, mild mottling of teeth still occurs in a small proportion of children.
"No matter how mild the mottling is, it is an 'external sign of internal distress' according to the scientist H. V. Smith, one of the researchers who in the 1930s discovered fluoride was mottling teeth".
"The AMA and the ADA had editorialized against fluoridation in the early 1940s. In 1944 the Journal of the
American Dental Association had editorialized, 'Our knowledge of the subject certainly does not warrant the introduction of fluorine in community water supplies'."
"Our knowledge of the subject certainly does not warrant the introduction of fluorine in community water supplies".
- US ADA and US AMA, circa 1940s
Kaj Roholm, who first revealed the devastating effects of fluoride air pollution in the Donora death fogs and the world's leading fluoride authority, opposed giving fluoride to children.
As Christopher Bryson revealed in his extensively researched book The Fluoride Deception, the final solution to the problem of fluoride pollution and health damage, was for fluoride to be labelled "the dental 'wonder chemical'. Hodge and Groves, together with industries which used or produced fluoride including the U.S. military, helped to create and polish fluoride's public image as a safe chemical to prevent dental decay".
Although it is impossible to control human fluoride intake when in drinking water, being totally related to the volume consumed, "fluoride promoters had a simple solution." "Mottled teeth were described as a 'cosmetic' issue, not a health problem." "Most importantly, promoters vigorously denied that any injury to bones or organs could ever be produced from drinking water fluoridated at 1 part per million".
"Mottled teeth [from damage caused by fluoridated water] were described as a 'cosmetic' issu e , not a health problem."
Master propagandist, American Edward Bernays, selfstyled father of public relations, assisted in successfully promoting fluoridation of water supplies when a consultant to the National Institute of Dental Research. His clients also include Alcoa, U.S. Military, and major tobacco companies, where he was responsible for persuading American women to smoke cigarettes.
Dr Hodge "produced two key studies for the National Research Council and American Association for the Advancement of Science in 1953 and 1954, stating 'Present knowledge fails to indicate any health hazard associated with the extra deposit of fluoride in the skeleton that will undoubtedly accompany water fluoridation'." But, "in an obscure paper published in 1979, Hodge quietly admitted that his safety figures had been wrong".
Florida, with huge reserves of natural phosphate, the raw material for phosphate fertilizer, supplied fluorosilisic acid to many water authorities in the U. S., the waste fluoride product being scrubbed from phosphate fertilizer plants to reduce that air pollutant's damage to crops and livestock, particularly when down-wind. In some instances, fluoride air pollutants have been recorded one hundred kilometers from fertilizer plants.
"In 1983 the EPA's Rebecca Hanmer acknowledged that fluoridated water with phosphate-industry waste was a fix for Florida's environmental pollution." The vast majority of the acid finishes up in waterways and the ocean, but that was apparently of no concern to her.
Fluoridated water with phosphate-industry waste was a fix for Florida's environmental pollution. - Rebecca Hanmer, US Environmental Protection Agency
'The Agency regards such use as an ideal environmental solution to a long-standing problem. By recovering byproduct fluosilisic acid from fertilizer manufacturing, water and air pollution are minimized, and water utilities have a low-cost source of fluoride available to them".
In the US, over 200 communities stopped fluoridation after a court trial. In Australia, dozens of communities have soundly rejected fluoridation proposals, but in an affront to democracy, governments have legislated for mandatory fluoridation in most cities and towns.
Acknowledgements and References
Christopher Bryson: Extracts from his book "The Fluoride Deception" are quoted in this segment. Anyone with a conscience about the welfare of his fellow man should not only be extremely grateful to Christopher Bryson and his research team in uncovering the secret link between development of the first atomic bomb and fluoridation of water supplies, but also disturbed and appalled that top officials and scientists apparently had no concern for either the welfare of their own workers, nor future damage to the health of millions of citizens throughout the world, including in Australia, when they knew the inevitable consequences of their obsession with this volatile enzyme poison.
Dr. George L. Waldbott: and his books, including Fluoridation the Great Dilemma.
Dr. F. B. Exner: Fluoridation, Its Moral and Political Aspects, A New and Comprehensive Study. His analysis of Public Dental Services dental fluorosis data in children's teeth showed beyond doubt that even minute traces of fluoride in water where it sometimes occurred naturally inevitably resulted in dental fluorosis in a proportion of teeth.
Advances in Fluorine Chemistry : published by Butterworths. There are several contributors to the book.
The Australian Fluoridation News : Particularly Vol. 48, No. 2, AprJune, 2012 and Vol. 51, No. 2, Apr-June 2015.
The Australian Fluoridation News : Vol. 47, No. 3, July-September, 2011 and Vol. 48, No. 1, Jan-March 2012.
Even Captain America has fluorosis
Actor Chris Evans, who plays Captain America, has dental fluorosis.
His father Dr G Robert Evans is a dentist and gave fluoride drops, tablets and gels to his kids including his son Chris. Only when Chris' permanent teeth erupted and had brown and white spots, did his dentist dad begin researching fluoride. Dr Evans no longer uses fluoride in his practice. And he's now a staunch opponent of water fluoridation.
Will Captain America pick up his shield and go after the industrial sector (and their buddies in the government "health" bureaucracies) disposing of hazardous industrial fluoride wastes through the tap water?
The Australian Fluoridation News - January -March 2017 - 3
Western Australia
WA Fluoride Free Party contests 2017 state election
In what may be a world first, the newly-created Fluoride Free Western Australia Party has contested its first election. We're unaware of a similar fluoride free party running in an election before.
On March 11, twelve candidates stood for the Western Australian Legislative Council (upper house), particularly in regions affected or threatened by fluoridation, but did not win any seats.
fluoridation in and maintaining it in areas whose populace would not vote for it if fully informed and given the opportunity to choose.
The existence of the party highlights that fluoridation is a politicial issue that won't go away until fluoridation is removed, and the issue will continue to bite politicians who wish to mass medicate.
Up to 1.6 million voters saw the words 'fluoride free' on their ballot papers, impressing that fluoridation is still an issue, despite Perth being fluoridated since 1968.
The WA Health Minister John Day (Liberal), a former dentist (pro-fluoride) lost his seat in the election. The incoming Health Minister Roger Cook (Labor) is also pro-fluoride. To date, health ministers in fluoridated areas have avoided questioning the claimed benefits, costs and ethics of artificial fluoridation.
In the lead up to the election, Professor Paul Connett gave talks in Kununurra, Yanchep, Perth and Margaret River.
The low election result is a reflection of the number of factors including that the FFWA party is only new and is on a learning curve; that it is a single issue party, so it was unclear how an elected member might represent the electorate on issues other than fluoridation; and also a preference deal amongst smaller parties that saw only the largest of those small parties in the agreement win any seats. In retrospect, not such a good deal.
Fluoridation and Politics
Most countries do not fluoridate their populations. Fluoridation promoters for years have tried to convince populations in a small number of mostly English speaking countries that there is no controversy and no debate.
But when given the chance to debate, the vast majority of fluoridation promoters worldwide refuse to do so.
The WA Fluoride Free Party draws attention to fluoridation's many issues, including that fluoridation usually only occurs in areas where 'leaders' force the policy on unsuspecting citizens.
The big political parties in Australia have been a cog in the fluoridation mechanism since the 1950s, allowing
Brief News
Vale Mary Walker
Mary Walker, fluoridation campaigner since the 1960s, and wife of the late Glen Walker, has passed away aged 92. We will publish a tribute in a forthcoming edition.
Google and Facebook censor Natural News
NaturalNews.com is now being censored so that it doesn't show up in searches or sharing of stories. InfoWars is also being targeted. This looks like bullying for not complying with the official establishment "fakestream" media narratives on certain issues. We suggest ditching Google and trying other search engines like DuckDuckGo, GoodGopher.com or StartPage.com.
The Australian Fluoridation News - January - March 2017 - 4
Both Liberal and Labor parties support artificial water fluoridation. Federally, the Greens, led by a former medical doctor trained in pharmaceuticals, also think the disposal of industrial fluoride wastes through the kitchen tap is an acceptable policy, though not all Greens agree with this.
Politics alone won't remove fluoridation and we must also look to the steady stream of scientific research showing fluoridation's harms and also importantly the increasing organic grassroots support from those active and knowledgeable. Eventually everyone will know that industrial waste fluoride is as beneficial as arsenic or mercury.
The fluorosilicic acid (or its salt, sodium fluorosilcate) that is used for water fluoridation is unrefined industrial waste, mainly from phosphate fertiliser factory emissions. Because it is unrefined, it often also contains arsenic.
It's great at last to have a political party shining light on the discredited, dangerous and absurd practice of artificial water fluoridation.
Fluoridation 30 second TV Commercials
A series of 30 second television fluoridation advertisements have been created for NZ television, activating people to question the practice, possibly for the first time. Created and funded by New Zealanders, these commercials are straightforward and promote critical thinking, even to the point of cognitive dissonance. We've been told for so long that fluoridation is "safe and effective" that when the opposite is suggested, it can be quite a shock. Some people will then investigate the issue while others are unable or unwilling to process the contradiction and bury it for the time being, until the matter comes up again.
The WA Fluoride Free Party campaign added new voiceovers to the NZ advertising campaign and is also worth sharing. Both series of commercials are available on YouTube:
Countries: www.youtube.com/watch?v=pqfaR42kyas Hazardous Waste: www.youtube.com/watch?v=mD_taIztaRg
Subscriptions: The Australian Fluoridation News
$20 per annum posted Australia. Send a cheque or money order to the Australian Anti-Fluoridation Association, GPO Box 935, Melbourne VIC 3001
* Note: There was no issue of
The Australian Fluoridation News for Oct- Dec 2016.
DISCLAIMER The articles in this publication are for educational purposes only and do not necessarily reflect the opinions of the editors or publisher. We do not endorse any treatments, medical or otherwise, and encourage our readers to continue with their own research and consult health professional(s) if they are ill.
ALL RIGHTS RESERVED Authorisation to mechanically or electronically copy the contents of this publication is granted by the publisher to approved persons and organisations, provided acknowledgement is given to the author and publisher.
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U6 Session Plan – Week #9
Start Time: 6:30
Set up a grid (20m x 20m) using your pylons to show your team members their part of the field for the team activities before the scrimmage.
| 6:30 5-6 minutes | Warm Up |
|---|---|
| | Ball Tag: |
| | All players dribbling a ball. They try to hit another player’s soccer |
| | ball and keep count of how many they hit. |
| | Coach: Coaches and parents should play as well. Hitting the |
| | coach’s or parent’s soccer ball counts as 5 points. |
| 5-6 minutes | Activity 1 |
| | Crab Soccer: |
| | Have 2 or 3 players without a ball standing inside the area acting as |
| | crabs. The other players are spread out around the area and dribble |
| | around area on coach signal trying to avoid the moving crabs and |
| | find open space. The crabs try to kick the ball out of the area, if a |
| | dribbler’s ball goes out of the area they become a crab as well. |
| | Play until all are crabs. Can be repeated several times. |
| 5-6 minutes | Activity 2 |
| | 3 v 3 mini games: |
| | Divide the group into teams of 3 and position each team outside the |
| | grid at a corner of the area marked by cones. Coach calls 2 teams |
| | into the grid who play 3v3 trying to score into a net marked by |
| | cones. If the ball goes out of the grid send the teams back to their |
| | corner and restart with different teams. |
| 6:50 | |
| | 5 v 5 game |
| | Vs |
| | Other team |
| | With referee. |
| | Coach on field |
| | with team. Subs |
| | at any time. No |
| | goalies |
| | Wrap up |
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Water Facts
India is facing a fresh water crisis. India has just 4% of the world's fresh water but 16% of the global population.
- 76 million are without access to safe drinking water
- 21% of country's diseases are water related 1
- Over 329, 000 children under five die due to diarrhea in India in 2015 2
- Across India as a whole, it is estimated that women spend 150 million work days every year fetching and carrying, equivalent to a national loss of income of INR 10 billion/ 160 million USD 3 .
- The total potential area to be brought under the micro irrigation (drip and sprinkler) in India is 42.2 million hectare of land, however only 3.9 million hectare of land or 9.2% of the potential is currently under micro irrigation 4 .
India is currently suffering from the worst water crisis in its history 5
- 600 million people face high-to extreme water stress.
- 75% of households do not have drinking water on premise.
- 84% rural households do not have piped water access
- 70% of our water is contaminated
- India is currently ranked 120 among 122 countries in the water quality index.
Reference
[1] https://thewaterproject.org/water-crisis/water-in-crisis-india
[2] https://www.hindustantimes.com/india-news/1-2-million-child-deaths-that-india-could-haverevented/story-fqjt5vL8B3pfSxtaFobCiO.html
[3] http://www.unwater.org/fileadmin/user_upload/worldwaterday2015/docs/Water%20For%20Women.pdf
[4] http://www.iwmi.cgiar.org/iwmi-tata/PDFs/2012_Highlight-20.pdf
[5] Composite Water Management Index (CWMI)Report, NITI Aayog , 14 June 2018
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COVID-19
Play Safe Guidelines for Tennis
Before you play
Social distancing
You must stay at home if you:
* Have been in contact with someone with COVID-19 in the last 14 days
* Have been overseas or exposed to someone with COVID-19 in the last 14 days
* Have flu-like symptoms
* Or are in a high risk health category.
Attending tennis activities
* Book your court, session or lesson in advance through contactless booking (online or by phone)
* Wash your hands before you play, and afterwards too
* Complete the online contact tracing form on tennis.kiwi/checkin OR the clubs own contact tracing form
* Arrive and leave as close as possible to when you need to
* Only one parent/guardian should accompany younger children where possible
* Take your own equipment if possible. Do not share equipment with people outside of your bubble
* Exercise caution with common touch points (e.g. doors and gates)
* Check the clubs safety plan to make sure you are aware of, and can follow their guidelines.
Tennis holds a unique advantage as a sport which requires no direct contact between players. Be sure to keep 2 metres away from other people while taking part in any tennis activity.
Behaviours
To protect against infection, you should:
* Wash/sterilise your hands before and after you play and avoid touching your face while playing
* Not share water bottles and bring your own full bottle
* Wash your hands frequently with soap and water or hand-sanitiser when available. It is recommended to carry your own hand sanitiser with you
* Cover your coughs and sneezes and dispose of any used tissues immediately
* Avoid touching your face
* Do not attend if you are feeling unwell
* Avoid touching any shared surfaces (gate, net posts, chairs etc). If you do touch anything that is not your own equipment, you must clean these thoroughly before you leave.
After play
If you become sick with Covid-19 symptoms within 10 days of playing at the club, it is vital that you inform the main contact at the club.
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TEACHER EVALUATION FORM
Lower School Applicants for Grades 1-5
Applicant's Name___________________________________________________________________________________
Applicant for Grade_________________________________________School Year_____________________________
To the Teacher:
Thank you for taking the time to complete this evaluation. The student listed above is a candidate for admission to Episcopal. Episcopal is an independent, college preparatory school for students in grades PreK-3 to Grade 12. Your thoughtful and candid evaluation of the applicant will be of great assistance. We understand the difficulty in evaluating a student and are aware that children are constantly growing, changing, and developing. The assessments that you supply will be confidential and will not become part of the student's permanent record.
Please indicate in the following categories where the applicant ranks in comparison with other students you have taught.
| | Listens to and follows teacher's directions |
|---|---|
| Is attentive to group discussions/activities | |
| | Contributes appropriately to group |
| di i / ti iti Demonstrates ability to work independently | |
| | Perseveres in spite of difficulty |
| Works cooperatively | |
| | Enjoys new challenges |
| Moves easily from one activity to another | |
| | Demonstrates ability to stay on task |
| Ability to complete work in a timely manner | |
Comments: __________________________________________________________________________________________________
Communication Skills
Truly Outstanding
Excellent
Above Average
Average
Below Average
Ability to express ideas verbally
Clarity of writing style
Grammar/Mechanics skills
Reading rate and fluency
Reading comprehension
Knowledge and usage of vocabulary
Imagination and creativity
Problem-solving skills
Comments: __________________________________________________________________________________________________
Social Skills
Truly Outstanding
Excellent
Above Average
Average
Below Average
Responds positively to constructive criticism
Establishes friendships easily
Is comfortable in a group
Is respectful of faculty
Is respected by peers
Demonstrates self-control
Takes responsibility for belongings
Is cooperative
Page 1 of 2 – Please complete second page
3200 Woodland Ridge Drive Baton Rouge, Louisiana 70816
Phone: (225) 755-2684
Fax: (225) 819-3729
Email: email@example.com
3200 Woodland Ridge Drive Baton Rouge, Louisiana 70816
Phone: (225) 755-2684
Fax: (225) 819-3729
Email: firstname.lastname@example.org
| | Truly Outstanding | Excellent | Above Average | Average |
|---|---|---|---|---|
| Demonstrates appropriate behavior | | | | |
| Demonstrates appropriate energy level | | | | |
Comments: __________________________________________________________________________________________________
Circle the words that best describe this student:
Aggressive
Easily discouraged
Imaginative
Oppositional
Shy
Anxious
Flexible
Immature
Over-protected
Self-reliant
Cheerful
Follower
Impulsive
Perfectionist
Spirited
Confident
Helpful
Manipulative
Positive Leader
Well-liked
Easily agitated
Honest
Noncompliant
Self-disciplined
Witty
Reading Program at Current School: _________________________________Applicant's Current Reading Level: _______________
Describe any notable social or emotional strengths or weaknesses. What steps have been taken to address the areas of concern?
____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________
Parental expectations of both the child and the school:
____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________
How long have you known the applicant? ________________Is the applicant habitually tardy or absent? ____________________
Parent Involvement and Cooperation:
□ Outstanding □ Good
□ Fair
□ No Basis for Judgment
I recommend this candidate:
□ with great enthusiasm
□ with confidence
□ with some confidence
□ with reservations
□ I do not recommend
If you checked recommend "with reservations" or "I do not recommend," please explain. _________________________________
____________________________________________________________________________________________________________
Is there anything regarding the applicant or family that would be helpful for the Admissions Committee to know? _____________
____________________________________________________________________________________________________________
I would: Like to ________ be willing to ________ discuss this applicant by phone.
Name______________________________________________________Email Address___________________________________
Title_______________________________________________________Telephone(__________) __________________________
School______________________________________________________________________________________________________
Address__________________________________________City/State/Zip______________________________________________
Signature____________________________________________________________Date__________________________________
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COMPENDIUM SHORT PROFILE: CZECH REPUBLIC
(Based on the comprehensive country profile of Pavla Petrová:
http://www.culturalpolicies.net/web/czechia.php)
1. Facts and figures
Political system:
Parliamentary republic with two- chamber parliament
Year of membership to the Council of Europe: 30 June 1993
Year of membership to UNESCO:
22 February 1993
Population:
10 553 843 (2016)
Non-nationals of total population:
4.4 % (2015)
Official language(s):
Czech
Share of population using the Internet
87.5% (2016)
Public cultural expenditures per capita:
90 EUR (2014)
GDP in Billion EUR:
165.4 (2015)
Accession to Key Cultural Conventions:
- European Cultural Convention (1955): 1 January 1993
- European Charter for Regional or Minority Languages (1992): 1 March 2007
- UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions: 12 August 2010
2. Historical perspective
General context
In 1993, the Czech and Slovak Federative Republic split into two independent states. The Czech Republic (CR) joined the European Union on 1 May 2004 following a referendum.
Until 1989, a dense network of ideologically controlled and state endowed cultural facilities existed. Early in the 1990s, former state institutions such as book publishers and music industries, film studios, circuses or art agencies were privatised, others with ideological burdens closed. State funds like the Czech Music Fund were transformed into foundations in conformity with the new Act on Foundations.
Denationalising cultural facilities has been a main step in the process of democratisation; it was closely connected with a territorial reform of public administration in the CR. The Act on Municipalities released local authorities from organisational subordination to the state and allowed them to establish cultural institutions or to integrate former state facilities – in particular theatres. A strategic White Book, elaborated in 1996 for the Ministry of Culture, clarified the relation of the state to culture, presented examples of cultural policies from other European countries and included a proposal for modernising the grant system of the Ministry.
The first government policy on culture in the history of the CR – Strategy of Effective Cultural Support – has been ratified in April 1999, followed by decrees on Cultural Policy in the CR 2001-2005 (2001) and National Cultural Policy 2009-2014 (2008). The latter, updated in 2013, sees culture as a discipline worth to invest time, energy as well as
human and financial resources. Provisions connected with the membership of the CR in the European Union and reforms of public administration ranked among the main topics of cultural policy.
Government Resolution No. 393 (2015) and the implementation plan of the Ministry of Culture outline the State Cultural Policy for 2015-2020 (with a view to the year 2025).
3. Overall description of the system
Division of tasks and main players in cultural policy
The central body of state administration for the field of culture is the Ministry of Culture (MC), whose scope includes: art; cultural and educational activity; cultural monuments; matters relating to churches and religious societies; matters relating to the press and other information means; the preparation of legal regulations on radio and television; implementation of the Copyright Act; and production and trade in the area of culture.
The MC processes cultural policy, prepares drafts of acts and other legal provisions in the field of culture, and carries out tasks connected with the negotiation or implementation of international treaties and the membership in international organisations.
The MC supports the arts, cultural activities and the preservation of cultural heritage with grants and contributions from the state budget of the CR. It established and supports 30 state-managed organisations and is involved, together with the city of Prague, in one public benefit organisation, the International Music Festival Prague Spring.
Since January 2013, legislation on two funds operating at the state level of the CR came into force: the State Cinematography Fund and the State Cultural Fund. While the MC is responsible for the administration and financing of the State Cultural Fund, the State Cinematography Fund is an independent institution. However, the MC retains influence over it by exercising certain functions such as appointing its director, members of the Supervisory Board, and experts. The task of the State Cultural Fund of the CR is to support the creation, realisation and promotion of works of artistic value; editorial activities in the area of publications; the acquisition, restoration and preservation of cultural monuments and collections; the promotion of Czech culture abroad; the organisation of cultural festivals, exhibitions and other cultural activities; and cultural projects of ethnic minorities in the CR.
Among other state bodies pursuing culture-related activities, the Ministry of Education, Youth and Sports (MEYS) and the Ministry of Foreign Affairs (MFA) are particularly important.
Regions and municipalities play an essential role in cultural policies of the CR. On the basis of Constitutional Act No. 347/1997 Coll., fourteen regions started operations on 1 January 2001, created from 76 former districts. Cities and regional authorities support libraries, museums and galleries, regional theatres, orchestras or institutes of archaeological preservation and are involved in the cultural development planning for
their region, working in conformity with concepts of the government of the CR and recommendations of the Ministry of Culture.
As well, cultural policies are influenced or shaped by civil society and many initiatives in this field, both on local and state levels. For example, their influence is evident in the changes of grant and other cultural support systems or in the establishment of advisory bodies.
Financing of culture
- In 2011, State budgetary organisations experiened cuts of 15%, while expenditure on grants did not decrease from 2010. The MC and its organisations made savings by, inter alia, cutting staff, cancelling fixed-term employment contracts, and lowering wages. In 2012 grants were affected as well as state institutions. In 2013 cuts primarily impacted the area of grants and the independent sector, but state institutions also saw cuts, and this pattern continued in 2014 and 2015, while subsequent increases in the volume of funding always managed to be obtained in the course of the year.
- Public culture expenditure at all levels of government per capita in 2013 amounted to nearly 127 EUR, which corresponded to 0.89% of GDP.
- The share of culture out of total public budget expenditure was 1.62% in 2009, 1.66% in 2010, 1.70% in 2011, 2.2% in 2012, and 2.95% in 2013. Total public expenditure in 2013 was 1 173.13 billion CZK.
Public culture expenditure at all levels of government per capita, in EUR, 20002013
| | 2009 | 2010 | 2011 | 2012 | 2013 |
|---|---|---|---|---|---|
| Czech Rep. | 102 | 137 | 134 | 130 | 127 |
Public cultural expenditure: by level of government, in thousand CZK, 2013
| State | | 7 658 791 | 22.11 |
|---|---|---|---|
| Territorial self-governing | 26 985 636 | 26 985 636 | 77.89 |
| units (municipalities, | | | |
| voluntary associations of | | | |
| municipalities, regions) | | | |
| TOTAL | | 34 644 427 | 100.0 |
Source: Results of the Culture Account of the CR for 2013, ČSÚ, NIPOS, Prague.
4. Main cultural policies and priorities
Government Resolution The State Cultural Policy for 2015–2020 has 5 priority objectives:
- Supporting identity, cultural diversity, and intercultural dialogue.
- Developing creativity through support for cultural activities and the creation of cultural gods, the provision of cultural services, work with the public, support for access to culture, and advancing a participative culture to facilitate social integration.
- Preserving cultural heritage as an environment conducive to the development of creativity.
- The use of cultural heritages and cultural activities, services, and goods for the development of the economy and increases competitiveness and supports mobility.
- Creating a more effective environment for the support of cultural activities, the provision of public cultural services, the development of cultural goods and the conservation of cultural heritage.
The cultural policy is based on the objectives of the official Programme of the Government of the Czech Republic dated 12 February 2014, namely:
- The Government aims to move towards a level of expenditure of one percent of the public budget on culture as a public service, to directly link revenue from tourism to expenditure on the conservation and maintenance of the heritage stock, and make thorough use of EU funds and the Norwegian Financial Mechanism for the restoration of monuments.
- The Government intends to adopt an act on culture and an act on public institutions in culture in order to eliminate difficulties faced by semi-budgetary organisations, depoliticise them, and ensure stable funding for them, and the Government shall also adopt a new heritage act and amended versions of the copyright act and media legislation.
- The Government will introduce a new model for promoting the Czech Republic abroad based, among other things, on the export of Czech arts and culture.
- The Government will improve the ease of access to public cultural institutions, e.g. by introducing free admission days and family discounts, and will advance a more effective model to foster children's creativity through artistic activities and cultural experiences.
- The Government will provide support for amateur artistic activities, regional culture, and public cultural services provided by non-profit organisations.
Latest developments:
- A new Concept of the Foreign Policy of the Czech Republic was prepared by the Ministry of Foreign Affairs in 2015.
- Cultural priorities of the government are to raise expenditure on culture to 1% of the state budget, to directly link revenue from tourism and expenditure on heritage, and to make consistent use of funds from the EU and the Norwegian Financial Mechanism for the restoration of monuments.
- A new Concept of Support for the Arts for 2015-2020 was adopted by the Government at the end of 2015.
- A new Heritage Act was submitted to the government in 2015, which was slow to process due to a number of very sensitive issues relating to the protection of heritage stock.
- There is a new Concept for the Development of Museums in the Czech Republic for 2015-2020
- In February 2015 a new Concept of Roma Integration 2015-2020 was adopted.
- More than 45% of employees in the cultural sector work in branches where the wages are lower than the national average wage.
- Complex changes to procurement rules were introduced in a new act that came into effect on 1 January 2015.
- From 1 January 2015, a second lower VAT rate of 10% was introduced for books, including illustrated books for children and sheet music.
- The current government's agenda includes preparation of legislation on public institutions in the field of culture.
- Lottery industry says the banning of gambling machines will impact on funds for good causes including culture.
- A study on the Prague theatre network proposes solutions to the upcoming Civil Law which will introduce new legal forms of institutions.
5. International cooperation
General context and main actors
In the field of foreign cultural cooperation at the central level, the Ministry of Culture (MC) traditionally closely cooperates with the Ministry of Foreign Affairs (MFA). The Czech Centres, state-managed organisations of the MFA, are other important partners.
In connection with the Czech Republic's membership in the EU, relations with other European countries are a priority. There is important multilateral cooperation within the Visegrád group, the Central European Initiative, Francophonie, UNESCO and other international organisations.
The Czech Republic has above-standard and very active ties with the so-called Visegrád countries (Slovakia, Hungary, and Poland). Regular meetings of culture ministers from these countries are held and they serve as fora for sharing experiences in the sphere of cultural policy. A very important organisation in the field of culture is the International Visegrád Fund, which annually provides support for cultural projects.
A big shift occurred in general in 2004 when the CR joined the European Union because this widened the scope for various forms of cooperation between Czech and foreign partners and for more intense participation in Community programmes.
Cultural cooperation with foreign partners, undertaken as part of the CR's presentation abroad, is organised with a view to territorial priorities and aims at ensuring positive feedback for the future development of Czech culture, cultural industries, tourism, economics, investment, science, research and support for Czech studies in the world. Great emphasis is put on traditional cultural cooperation towards the fulfilment of bilateral or multilateral treaties. The MFA supervises the preparation and discussion of international cultural agreements; this can lead to short-term implementation plans for cooperation that process the aims of individual ministries such as the MC or MEYS.
The priorities of the Government's Programme Declaration of 2014 are to introduce a new model of promoting the Czech Republic abroad, which will be based among others on the export of Czech arts and Czech culture.
The Ministry of Culture, the Ministry of Labour and Social Affairs, and Czech Centres are the main actors in cultural cooperation and the promotion of Czech culture abroad. The Concept of the Foreign Policy of the Czech Republic of made it the aim of public diplomacy to present the Czech Republic as a country with a rich culture, as amidst increasing globalisation the importance of culture as a medium of individual expression and an affirmation of national identity is growing. In connection with this Concept,
Annual Reports on Public Relations have been published since 2011 (see http://www.mzv.cz/file/974173/rocenka2012_web.pdf).
European cooperation
Czechoslovakia was one of the foundation states of UNESCO and the Czech Republic (CR) has been a member since 1993. That same year it became a member of the World Intellectual Property Organisation and the Council of Europe. Since 1995, the CR has been a member of the International Centre for the Study of the Preservation and the Restoration of Cultural Property. It has been an EU member since 2004.
The Ministry of Culture is responsible for the Creative Europe programme for 20142020. It also covers a portion of the financial involvement of subjects that had successful projects in the Culture sub-programme. The programme also supported Pilsen – European Capital of Culture 2015 (http://www.plzen2015.cz/). The most important financial support for the culture sector flowing from the EU to the CR comes from the European Structural and Investment Funds (hereinafter just SF). Support from these programmes is always tied to strengthening economic growth and employment. In the 2007-2013 programme term the Czech Republic used SF primarily to support cultural heritage in conjunction with tourism (Integrated Operational Programme), but through other programmes, such as those supporting education, other projects related to culture and the arts were also co-financed. However, the use of SF in the culture sector is still low in the CR, compared with other EU Member States.
The EEA and Norway Grants have become an important source of funding. In October 2003 the Government of the Czech Republic signed the Agreement on the Participation of the Czech Republic in the European Economic Area (EEA). Under this agreement a new financing mechanism was introduced wherein the EFTA states (Iceland, Liechtenstein, and Norway) in 2004-2009 contributed to countries just joining the EEA for projects in the expanded internal market. Norway also contributed through the bilateral "special Norwegian financing mechanism" (Norsk finansieringsordning). Through this financial mechanism, states of the EEA and Norway committed to contributing to the economically weaker states in the EEA in the form of grants for investment and development projects in priority areas, including the protection and renewal of cultural heritage.
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"Reducing Stress and Anxiety
If news stories make you feel anxious or confused, think about switching off or limiting what you look at for a while.
Social media could help you stay in touch with people, but might also make you feel anxious including if people are sharing news stories or posting about their worries. Consider taking a break or limiting how you use social media. You might decide to view particular groups or pages but not scroll through timelines or newsfeeds.
There are lots of different ways that you can relax, take notice of the present moment and use your creative side. These include:
arts and crafts, such as drawing, painting, collage, sewing, craft kits or upcycling DIY
mindfulness coloring
playing musical instruments, singing or listening to music yoga
writing meditation.
If news stories make you feel anxious or confused, think about switching off or limiting what you look at for a while.
Social media could help you stay in touch with people but might also make you feel anxious including if people are sharing news stories or posting about their worries. Consider taking a break or limiting how you use social media. You might decide to view particular groups or pages but not scroll through timelines or newsfeeds.
What can I do to relax?
You can use these exercises when you're feeling stressed, busy or worried:
Relax your body Draw calming circles Take a mindful moment in nature
Don't worry if one technique doesn't work for you – you could give it another chance, or just move on to a different exercise.
"Reducing Stress and Anxiety
How to use relaxation exercises:
You can use relaxation techniques regularly, or every once in a while, – whatever feels right for you.
Find somewhere quiet and comfortable where you won't be interrupted, if you can. Try to make sure your surroundings are the right temperature – it can be hard to relax if you're too hot or cold.
Try and make some time in your day to try these exercises. Don't treat relaxing like a task that needs to be completed – try to think of it as giving yourself some time and space.
Relax your body
When you're stressed your muscles can become tight and tense. This exercise helps you notice tension in your body and relax your muscles.
What do I need?
You will need:
somewhere comfortable to sit or lie down space where you won't be interrupted
What do I do?
Lie down or sit with your back straight and your feet on the floor. Close your eyes or focus on a spot in the distance.
Match this to your breathing. Tense your muscle as you take a deep breath in, and relax as you breathe out.
Start by clenching your toes as much as you can for a few seconds then releasing them. Notice the difference between the two feelings.
Move up your body to your thighs, your stomach and all the way to your shoulders and hands, clenching and relaxing each muscle in turn. Take time to notice any parts of your body that feel tense, tight or tired. You can repeat if you still feel tense. Take a moment to relax, then slowly and gently begin to move. When you feel ready, you can stand up slowly.
Variations
Instead of tensing your muscles, try placing something warm on each part of your body in turn.
"Reducing Stress and Anxiety
Draw calming circles
Color, creativity and movement can help you feel relaxed by:
distracting you from worrying thoughts giving you an outlet and focus for your emotions stimulating your senses.
What do I need?
You will need:
a table or desk blank paper crayons, colored pencils or pens sticky tape or masking tape to hold your paper down (optional)
What do I do?
Make sure you are sitting comfortably with your feet firmly on the floor, your back straight and your shoulders relaxed.
Now keep drawing. You could keep going over the circle, or fill it with a pattern, but try not to let your crayon leave the page. Don't worry about creating a finished picture, just keep going.
Take your paper and crayon and draw a circle that fills most of the page – don't worry if it's a bit wonky!
Take time to focus on what you're drawing. Focusing on these sensations can help you quieten your mind.
Variations
Once you have done this for a few minutes, try using a different color or pattern.
If you're focusing too much on getting the pattern right, try using your other hand. If you find it hard to get started, try using a coloring book.
Take a mindful moment in nature
Mindfulness is a way of paying attention to the present moment. And spending time in green spaces (ecotherapy) has been found to reduce stress, anxiety and depression.
Follow these steps for a new way to experience your surroundings. If you're able to walk this can also be an opportunity get some gentle exercise, but you can do this exercise whatever your mobility.
"Reducing Stress and Anxiety
What do I need?
Just yourself and a green space – try a local park, woodland, nature reserve or just your garden.
What do I do?
Find a green space. When you get there, stop for a moment and take a deep breath. Start exploring slowly – try not to focus on getting somewhere in particular. Really focus on any movement you make. If you're walking, notice which part of your foot touches the ground first, and feel the transfer of weight through your foot.
Think about the rest of your body – how are you holding your arms? Does the air on your face feel cold or warm?
Notice the ground underneath you. Is it grass or earth? Does the ground feel soft? What colours can you see?
Listen to the sounds around you – can you hear birdsong, or wind rustling through the leaves?
Variations
If you can't go to a green space, you can try opening your window and noticing what's around you. Notice any clouds in the sky, or trees and plants you can see. Can you feel rain, wind or sun on your skin?
You could try looking after a plant. Spend time focusing on its scent, shape and texture. You could try touching some of the leaves or soil and focusing on how it feels.
If you would like to look at more ways of keeping active Sport England have provided some options on their site https://www.sportengland.org/stayinworkout
Exercise
Relive Stress
"Club Quiz "
See how many of these questions you can get right, the answers will be in the next newsletter
Q1.-What year was the club founded?
Q2.– Name two founded members
Q3.– Name Three people on the management committee
Q4.– What date did the club close unexpectedly?
Q5.– What team won Thursday Morning League 2019
Q6. - Who is the management secretary
How are you ?
We would love you to share how you are coping or any of your suggestions on how to cope , may be a poem or book to read. Send it in to be published in the next news letter
Don't forget to stay safe and seek support for any needs you have .
PS if you have received this via post and you have an email please let us know at email@example.com
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Asian Journal of Biology
10(1): 1-28, 2020; Article no.AJOB.60272
ISSN: 2456-7124
Effects of Depth and Seasons on the Physicochemical and Bacteriological Quality of Selected Well Water Samples in Awka Urban, Anambra State, Nigeria
M. U. Orji 1* , S. C. Onuorah 1 , M. O. Ifemeje 1 and O. R. Umeh 1
1 Department of Applied Microbiology and Brewing, Nnamdi Azikiwe University, P.M.B. 5025, Awka, Nigeria.
Authors' contributions
This work was carried out in collaboration among all authors. Authors MUO, SCO and MOI designed the study, performed the statistical analysis and wrote the protocol. Authors ORU and MOI wrote the first draft of the manuscript. Authors MUO, SCO, ORU and MOI managed the analyses of the study. Authors ORU and MOI managed the literature searches. All authors read and approved the final manuscript.
Article Information
DOI: 10.9734/AJOB/2020/v10i130096
Editor(s):
Dr. Jehad M. H. Ighbareyeh, Al-Quds Open University, Palestine.
Reviewers:
(1) R. P. Singh, Govt. P.G. College, India.
(2) Sushil K.Pagariya, Vidyabharati Mahavidyalaya, India.
Complete Peer review History: http://www.sdiarticle4.com/review-history/60272
Received 15 June 2020 Accepted 20 August 2020 Published 02 September 2020
Original Research Article
ABSTRACT
Background: The people of Awka urban show an increasing trend of using well water resulting to unreliable and quality-compromised water supply.
Aim: Effects of depth and seasons on the physicochemical and bacteriological quality of selected well water samples in Awka urban, Anambra State was conducted to determine their quality and suitability for domestic uses. A total of thirty shallow and deep well water samples were collected during the rainy and dry seasons.
Methods: Physicochemical analysis was carried out using standard analytical methods. The total bacterial count was determined by dilution method.
Results: Some of the physicochemical parameters (P H , dissolved oxygen, nitrate, cadmium, lead and arsenic) exceeded the World Health Organization maximum containment levels indicating that the samples were unfit for domestic uses. The bacterial counts ranged from 2.66 to 3.26 logcfu/ml _____________________________________________________________________________________________________
(1)
during the rainy season and 2.54 to 3.20 logcfu/ml during the dry season. The total coliform counts also exceeded the W.H.O levels. Citrobacter freundii, Shigella flexneri, Serratia marcescens, Proteus vulgaris, Vibrio cholerae, Salmonella typhi, Pseudomonas aeruginosa, Escherichia coli and Bacillus subtilis were isolated during both seasons and identified using standard analytical procedures. The bacterium that had the highest frequency of occurrence during the rainy season was Citrobacter freundii (16.55%) while Salmonella typhi had the highest frequency of occurrence during the dry season (17.69%) respectively. Proteus vulgaris had the least frequency of occurrence 5.41% and 4.62% during the rainy and dry seasons respectively. The results were analyzed statistically using two-way analysis of variance. Higher bacterial counts were recorded in rainy season and shallow wells than dry season and deeper wells.
Conclusion: The presence of these bacteria above admissible limits showed that the water lacked proper water management services and may be harmful to humans. There is therefore a need to monitor the well water quality by employing better sanitary practices and subjecting the waters through various forms of water treatments before use to help prevent disease outbreak.
Keywords: Effects of depth and seasons; physicochemical and bacteriological.
1. INTRODUCTION
A reliable supply of clean wholesome water is highly essential in a bid to promoting healthy living among the inhabitants of a defined geographical region. Potable water is odorless, colorless, tasteless and free from faecal pollution [1]. Water provides essential elements, but when polluted it may become undesirable substance that is dangerous to human health. Potable water is one that is free from pathogens, low in compounds that are acutely toxic and have great long term effects on human health. Ground water represents the world's largest and most important source of fresh potable water. It has proven to be the most reliable resource for meeting rural water demands in the Sub-Saharan Africa [2].
bacteriological quality of water [8]. In rural Africa, where the most common type of sanitation is the pit latrines, this poses a great risk on the bacteriological quality of groundwater. For instance, a septic tank can introduce bacteria to water and pesticides that seep into farmed soils can eventually end up in the water drawn from a well. Poor sanitary completion of wells may lead to contamination of ground water. Proximity of some wells to solid waste dumpsite and animal droppings being littered around them could also contaminate the quality of groundwater [8].
Generally, well water quality varies from place to place depending on seasonal changes [3,4], the types of soils, rocks and surfaces through which it moves [5,6]. Naturally-occurring contaminants are present in the rocks and sediments. As ground water flows through the sediments, metals such as lead, cadmium, chromium, iron and manganese are dissolved and may later be found in high concentrations in the water [7]. Human activities can alter the natural composition of groundwater through the dissemination of chemicals and microbial matter on the land surface and into the soils, or through injection of wastes directly into groundwater. Agriculture, urban activities, groundwater plumage, industrial discharge and disposal of waste can affect groundwater quality. Pesticides and fertilizers applied to lawns and crops can accumulate and migrate to the water tables thus affecting both the physical, chemical and
Nigeria has the highest populace in Africa with high demand for water; the high demand for water has resulted to the increased number of dug wells without considering the environmental and health implications [9]. Due to paucity of good waste management practices in the country, ample quantities of leachates move into these water bodies [9]. Inability of well owners to dig wells to fresh aquifers due to cost, lack of knowledge on good hygiene practices, most Awka urban dwellers have digressed to using shallow depth well water for drinking and domestic purposes leading to various diseases and infections [9]. In Africa, millions of people in the semi-urban communities and rural areas are dependent on groundwater. Consequently, the realization of the potential health hazards that may result from the contamination of drinking water from well water source is therefore of primary importance because of the danger and risk of water borne diseases [10]. The problems of ground water quality are much more acute in areas which are densely populated, thickly industrialized and have shallow groundwater tables. The rapid growth of urban areas has further affected ground water quality due to over
exploitation of resources and improper waste disposal practices [11]. The use of shallow well water sources for drinking and other domestic purposes is a common feature of many low income communities in developing towns like Awka.
The longer the polluted water travels through the soil formation, the better it becomes [12]. The major microorganisms of concern in contaminated water include Salmonella species, Shigella species, Escherichia coli and Vibrio cholerae [13]. The presence of faecal coliforms or Escherichia coli has been widely used as an indicator for the presence of any of these waterborne pathogens [14]. The World Health Organization recommends that no faecal coliform should be present in 100 ml of drinking water [15]. Wells should be located at least 30 m away from latrines and 17 m away from septic tanks [16]. These underground water supplies are usually considered safe provided they are properly located, constructed and operated according to the World Health Organization guidelines for drinking water [17].
The aim of this study was to determine the effects of depth and seasons on the physicochemical and bacteriological quality of selected well water in Awka urban, Anambra State, Nigeria.
The specific objectives were to evaluate the physicochemical quality (temperature, pH, electrical conductivity, total suspended solids, total dissolved solids, total solids, turbidity, well depth, total alkalinity, phosphate, sulphate, total chloride, dissolved oxygen, total hardness, calcium hardness, magnesium hardness, nitrate, lead, chromium, cadmium, copper, arsenic, zinc and iron) of the selected deep and shallow wells in Awka urban during the rainy and dry seasons, enumerate the total bacterial load, total and faecal coliforms present in the selected well water samples during both seasons, characterize and identify the bacterial isolates in the selected well water samples during both seasons.
2. MATERIALS AND METHODS
2.1 Study Area
The study area for this research is Awka Urban, Anambra State, Nigeria. Awka is the capital of Anambra State, Nigeria. It is made up of two local government areas, namely: Awka South and Awka North. Most of the wells under study were privately owned and sometimes open to general public. The climate is characterized by a rainy season (about 6 months), followed by a dry and dusty harmattan season lasting from November to February. The rainy season is preceded by a short hot dry spell with mean maximum daily temperature of between 35°C and 40°C. Annual total rainfall is about 149.88 mm and rain falls mostly from May to October.
2.2 Research Centre
The physicochemical analysis was done at Projects Development Institute (PRODA) Enugu while bacteriological analysis was done in Applied Microbiology and Brewing laboratory Nnamdi Azikiwe University, Awka Nigeria.
2.3 Sample Collection for Physicochemical and Bacteriological Analyses
Thirty water samples were collected from fifteen major wells (eight shallow and seven deep wells) in Awka urban, Anambra State during wet and dry season. These wells were: St Faith well water, Marian well water, Oli's close well water, Ginger well water, Eljoe well water, Mmaku well water, Nwakpodolu well water, Blooms well water, P.G Hostel, Muodozie well water, Ichoku well water, Kosta lodge well water, Camp's bay well water, Ada's close well water and Obi's close well water. These water samples were collected in the morning period (7am-8am). One liter of water samples were collected in one liter sterile bottles with stoppers. Prior to sample collection, all the sampling bottles were rinsed with the water samples to be collected. The sampling bottles were tied with a strong string to a piece of metal. The bottle caps were aseptically removed and the weighted bottle lowered into the well to a depth of about 1.5 meters. The sampling bottles were capped and labeled with dates and collection sites. The water samples were kept at 4°C in an ice box and transported to the laboratory within 3 hours for immediate sample analysis.
2.4 Physicochemical Analysis
The physicochemical parameters evaluated were temperature, pH, electrical conductivity, total suspended solids, total dissolved solids, total solids, turbidity, total alkalinity, phosphate, sulphate, total chloride, dissolved oxygen, total hardness, calcium hardness, magnesium hardness, nitrate, cadmium, lead, chromium,
copper, arsenic, zinc and iron. The evaluation was carried out as described by [18].
2.5 Bacteriological Analysis
Bacterial isolation was done according to the method described by Cheesbrough M [19]. The media used were prepared according to the manufacturer's instruction stated on the media. The glass wares such as Petri dishes, conical flasks, test tubes, beakers and bijou bottles were thoroughly washed and sterilized in a hot air oven at 160°C for an hour. The inoculating loop was sterilized by flaming in the Bunsen burner until it turns red hot. Similarly, microbial load on the working surfaces were reduced by the application of disinfectant solution (70% ethanol).
2.6 Determination of Total Bacterial Count
Composite water samples collected from the wells were homogenized by shaking them for 25 times, beside a Bunsen burner. The bacterial load of the water samples from the well waters were determined by performing ten-fold serial dilution in test tubes containing peptone water up to 10 -5 . Nine milliliters (mls) of peptone water was transferred aseptically into 5 sterile test tubes labeled 10 -1 to 10 -5 , one ml of the water samples were also aseptically transferred into the first tube (10 -1 ) with a sterile pipette then serial dilution. This was repeated until the 5 th tube. The total viable count (Total plate count) was determined using the pour plate technique, cultured in triplicates. 1 ml of the samples from 10 -1 to 10 -3 of the dilution test tubes were aseptically transferred into the Petri plates. The plates were labeled before inoculation and the culture medium was Nutrient Agar. The medium was prepared according to the manufacturer's instruction and sterilized by autoclaving at 121°C for 15 minutes at 15psi and then allowed to cool to 45°C before dispensing about twenty milliliters into sterile Petri-dishes and allowed to solidify, inverted to prevent condensation droppings from the lid into the agar and incubated in the incubator at 37°C for 24 hours. A control was
equally prepared without adding the sample. The bacterial colonies ranging from 30 to 300 were counted and expressed in colony forming unit per ml (CFU/ml).
Colony forming unit / ml = N/V×D
N = Average number of colonies
V = Aliquot volume
D = Dilution factor
The bacteria isolates were counted using a colony counter and sub-cultured on a freshly prepared nutrient agar for characterization and identification.
2.7 Examination of Total and Faecal Coliform by Membrane Filtration Method
A sterile filtration apparatus was placed in position and connected to a vacuum pump. The apparatus was rinsed by passing small amount of sterile water and the water sample through the funnel and applying pressure through the vacuum pump. The water samples were thoroughly mixed by shaking for 25 times beside a Bunsen flame and one hundred milliliters of the water samples were measured and dispensed into the funnel and slowly filtered through the membrane filter consisting of a cellulose compound with a uniform pore diameter of 0.2 µm by applying pressure through the vacuum pump. After filtration, the membrane filter containing the bacteria was carefully unscrewed and picked up using sterile forceps and placed upright in a Petri-plate ensuring that there was no air bubbles trapped under the membrane paper. The sterile funnel was carefully and accurately replaced on the filter base and then screwed for another filtration. The Petri plates were incubated at an appropriate temperature with a selective and differential culture medium, characteristic colonies of total coliforms/ faecal coliforms developed and were counted using a colony counter. Eosine methylene blue agar at 44.5°C incubation for 24 hours was used for faecal coliforms, while MacConkey agar medium at 37°C incubation for 48 hours was used for total coliforms.
2.8 Detection of Vibrio cholerae
Thiosulphate Citrate Bile Salt Sucrose (TCBS) Agar was weighed and prepared based on the manufacturer's instruction. A given volume of sterile water was dispensed into the weighed medium, swirled, heated using a Bunsen flame, cooled, aseptically dispensed into the Petri dishes and allowed to gel. The membrane filter paper containing the bacteria was carefully placed with the grid-side uppermost on the prepared Thiosulphate Citrate Bile Salt Sucrose (TCBS) Agar. Duplicate plates were prepared and labeled for the water samples. Incubation was carried out in an inverted position at 37 ° C for 24 hours. The presence of yellow colonies was suspected to be Vibrio cholerae . The colonies that developed were counted using a colony counter and the result recorded. Each colony was sub-cultured and stored on a sterile nutrient agar slant for characterization and identification.
2.9 Detection of Salmonella typhi and Shigella flexneri
Salmonella-Shigella agar was weighed and prepared based on the manufacturer's instruction. A given volume of sterile water was dispensed into the weighed medium, swirled, heated using a Bunsen flame, cooled, aseptically dispensed into the Petri dishes and allowed to gel. The membrane filter paper containing the bacteria was carefully placed with the grid-side uppermost on the prepared Salmonella-Shigella agar. Duplicate plates were prepared and labeled for the water samples. Incubation was carried out in an inverted position at 37°C for 24 hours. The presence of colorless colonies with black centers was suspected to be Salmonella species while colourless colonies without black centers were suspected to be Shigella species. The colonies that developed were counted using a colony counter and the result recorded. Each different colony was sub-cultured and stored on a sterile nutrient agar slant for characterization and identification using Gram stain and biochemical tests.
2.10 Detection of Pseudomonas aeruginosa and Pseudomonas fluorescens
Cetrimide agar was weighed and prepared based on the manufacturer's instruction. It was sterilized in an autoclave at 15psi (121°C) for 15 minutes, allowed to cool and aseptically dispensed into Petri dishes. The membrane filter paper containing the bacteria was carefully placed with the grid-side uppermost on the cetrimide agar. Duplicate plates were prepared
5.62 mg/l, dissolved solids ranged from 9 mg/l to 86 mg/l, total solid values ranged from 9.22 mg/l to 91.62 mg/l while the turbidity values ranged from 0.43 NTU to 1.88 NTU and well depth ranged from 10 meters to 35 meters.
3.2 The Physical Parameters of the Well Water during the Dry Season as Shown in Table 2
and labeled for the water samples. Incubation was carried out in an inverted position at 37°C for 24 hours. The presence of green discrete colonies on the agar was suspected to be Pseudomonas species. The colonies that developed were counted using a colony counter and result recorded. Each different colony was sub-cultured and stored on a sterile nutrient agar slant for characterization and identification using Gram stain and biochemical tests.
2.11 Characterization and Identification of the Bacterial Isolates was done According to the Method of [19]
The cultural characteristic of the respective isolates were examined and recorded.
2.12 Gram-Staining and Microscopic Examination
The temperature values ranged from 26°C to 28°C, pH ranged from 4.00 to 6.80, electrical conductivity ranged from 48 µs/cm to 162 µs/cm, dissolved solids ranged from 4 mg/l to 55 mg/l, suspended solids ranged from 0.01 mg/l to 3.55 mg/l, total solids ranged from 4.07 mg/l to 58.55 mg/l, turbidity values ranged from 1.00 NTU to 2.55 NTU and well depth ranged from 10 meters to 35 meters.
This was done according to the procedure described by Cheesbrough M [19].
2.13 Biochemical Tests
These biochemical tests were carried out according to Cheesbrough M [19].
Catalase test, coagulase test, citrate utilization test, oxidase test, urease test, indole test, motility test, voges-proskauer test, methyl red test, sugar fermentation, hydrogen sulphide test and Spore test.
2.14 Data Analysis
The data were subjected to analysis of variance to determine the level of significance among the physicochemical and bacteriological using SPSS 8.0 package.
3. RESULTS AND DISCUSSION
3.1 The Physical Parameters of the Well Water during the Rainy Season as Shown in Table 1
The temperature values ranged from 28°C to 29°C, pH ranged from 5.62 to 7.11, electrical conductivity ranged from 68 µs/cm to 266 µs/cm, suspended solids ranged from 0.10 mg/l to
3.3 The Results of Chemical Parameters of the Well Water during the Rainy Season as Shown in Table 3
The values for total alkalinity ranged from 3.16 mg/l to 48.21 mg/l, phosphate ranged from 0.03 mg/l to 0.37 mg/l, sulphate ranged from 0.00 mg/l to 0.07 mg/l, total chloride ranged from 11.50 mg/l to 81.05 mg/l, dissolved oxygen ranged from 5.23 mg/l to 9.21 mg/l, total hardness ranged from 12.03 mg/l to 48.17 mg/l, calcium hardness ranged from 4.35 mg/l to 33.35 mg/l, magnesium hardness ranged from 2.13 mg/l to 18.72 mg/l and nitrate values ranged from 0.50 mg/l to 10.3 mg/l.
3.4 The Results of the Chemical Parameters of the Well Water during the Dry Season as Shown in Table 4
The values for total alkalinity ranged from 2.89 mg/l to 44.53 mg/l, phosphate ranged from 0.01 mg/l to 0.29 mg/l, sulphate ranged from 0.00 mg/l to 0.1 mg/l, total chloride ranged from 09.10 mg/l to 75.19 mg/l, dissolved oxygen ranged from 4.11 mg/l to 7.06 mg/l, total hardness ranged from 5.21 mg/l to 43.83 mg/l, calcium hardness ranged from 2.99 mg/l to 31.05 mg/l, magnesium hardness ranged from 1.44 mg/l to 18.00 mg/l and nitrate values ranged from 0.31 mg/l to 6.55 mg/l.
Table 1. Physical characteristics of the well waters during the rainy season
Table 2. Physical characteristics of the well water during the dry season
3.5 The Heavy Metal Parameters of the Well Water during the Rainy Season as Shown in Table 5
The values for cadmium ranged from 0.00 mg/l to 0.07 mg/l, lead values ranged from 0.01 mg/l to 0.11 mg/l, chromium ranged from 0.00 mg/l to 0.05 mg/l, copper ranged 0.02 mg/l to 0.82 mg/l, arsenic ranged from 0.00 mg/l to 0.10 mg/l, zinc values ranged from 0.01 mg/l to 0.15 mg/l and iron values ranged from 0.02 mg/l - 0.20 mg/l.
3.6 The Heavy metal Parameters of the Well Water during the Dry Season as Shown in Table 6
The values for cadmium ranged from 0.00 mg/l to 0.05 mg/l, lead values ranged from 0.00 mg/l to 0.07 mg/l, chromium ranged from 0.00 mg/l to 0.02 mg/l, copper ranged from 0.00 mg/l to 0.22 mg/l, arsenic ranged from 0.00 mg/l to 0.06 mg/l, zinc values ranged from 0.00 mg/l to 0.03mg/l and iron values ranged from 0.00 mg/l to 0.12 mg/l.
The physicochemical characteristics of the well water varied and this may be attributed to depth of the wells and seasonal variations.
Temperature of an organism is defined as the level of hotness or coldness in the body of a living organism either in water or land. As water temperature increases, it holds less oxygen. These factors commonly result in less available oxygen in water. The temperature values observed in the well waters during the rainy and dry seasons ranged from 28°C to 29°C (Table 1) and 26°C to 28°C (Table 2) respectively and are within W.H.O (2006) limit (25°C-32°C). The rainy season values were similar to the report by Umeh OR et al. [9] who recorded a temperature range of 26°C-28°C from the well water samples in Awka and its Environment, Anambra State. The dry season values were similar to the report by Onuorah S et al. [20] who also recorded a temperature range of 27°C-28°C from the well water in Awka Metropolis. The observed water temperatures in the rainy and dry are considered normal for use.
pH is the negative logarithm of hydrogen ion concentration. This value is an indication of the level of acidity or alkalinity of a solution. It has been reported that the pH between 6.5 to 8.5 is appropriate for domestic use [21]. The pH values observed in during rainy season ranged from 5.62 to 7.11 (Table 1) and 53.3% of the pH values recorded were below W.H.O (2006) permissible limit of 6.5-8.5 and therefore acidic which may be attributed to solid and liquid wastes leaching into the shallow well waters. The pH values obtained during dry season ranged from 4.00 to 6.80 (Table 2) and 86.67% of the pH values were below W.H.O (2006) maximum containment level goal of 6.5-8.5 and therefore acidic which may be attributed to solid and liquid wastes leaching into the shallow well waters. The rainy season values were similar to the report by Olusiji SA et al.[22] who reported that the pH level of some hand-dug wells in Ekiti State ranged from 6.0-7.3 indicating that the water was slightly acidic to alkaline. The dry season values were slightly different from the report of Onuorah S et al. [20] who recorded pH range of 4.15.5from hand-dug well waters in Awka Metropolis. The pH values obtained during the dry season may be attributed to the contamination of the wells by acidic leachates from the soil.
Electrical conductivity is a measure of the ability of water to conduct electricity. It is dependent on the ionic concentration and water temperature. The total load of salts in a water body is directly related to its conductivity. Conductivity is also regarded as an indication of its freshness or otherwise of a water body. The conductivity values observed in the well waters during rainy season ranged from 68 µs/cm to 266 µs/cm (Table 1) and 100% of the conductivity values recorded in the water samples were within W.H.O (2006) permissible limit of 1000 µs/cm and therefore fit for domestic use. These values agreed with the report of Bernard E et al. [23] who observed a conductivity value of 135 µS/cm from groundwater samples in Kano, State. The excellent conductivity values gotten from my analysis can be attributed to the rainy season in which the samples were collected. Conductivity values reported in the dry season samples ranged from 48 µS/cm to 162 µS/cm (Table 2). These values fall within the W.H.O. (2006) limits of 1000 µS/cm, and disagreed with the report of Amr-Mostafa H et al. [24] who observed higher values of 449 and 1027 µs/cm from Microbiological and Physicochemical Evaluation of Groundwater in Egypt so the studied well waters would be regarded as safe for domestic uses. The excellent conductivity values gotten from my analysis can be attributed to better temperature range during dry season.
Table 3. Chemical characteristics of the well water during the rainy season
Table 4. Chemical characteristics of the well water during the dry season
Table 5. Heavy metal characteristics of the well water during the rainy season
Table 6. Heavy metal characteristics of the well water during the dry season
The total suspended solids (TSS) are made up of carbonates, bicarbonates, chlorides, phosphates and nitrates of metals such as calcium, magnesium sodium, potassium, magnesium as well as other particles. TSS affects the turbidity of water bodies [25]. The total suspended solids observed during rainy season ranged from 0.10 mg/l to 5.62 mg/l (Table 1) and 100% of the TSS values recorded in the well water samples were within W.H.O (2006) permissible limit of 30 mg/l and therefore fit for domestic purposes. The values were below 31.3 mg/l to 55.0 mg/l reported by Onwughara NI et al. [26] from groundwater samples in Abia State, which he attributed to high presence of suspended matters. The values obtained during dry season ranged from 0.01 mg/l to 3.55 mg/l (Table 2). The values obtained were within the W.H.O permissible limit of 30 mg/l which is good for optimum use. The TSS values were below 1250 mg/l to 1580 mg/l recorded by Oladipo IC et al. [27] from well water used for Drinking and Domestic Purposes in Ogbomosho, Nigeria. This may be due to better sanitary practices.
Total Dissolved Solids (TDS) is an indication of the amount of dissolved substances. The total dissolved solids observed in the well waters during rainy season ranged from 9 mg/l to 86 mg/l (Table 1) and 100% of the conductivity values recorded in the water samples were within W.H.O (2006) permissible limit of 500 mg/l and therefore fit for domestic uses. The rainy season values agreed with the work of [28], who stated that TDS values obtained were below the 500 mg/l maximum permissible limit (W.H.O 2006). The TDS values obtained during dry season ranged from 4 mg/l to 55 mg/l (Table 2). These values were within W.H.O (2006) maximum containment level goal of 500 mg/l. The dry season values were below findings (174.67 mg/l) recorded by Sadiya A et al. [29] from well water samples in Abuja. Water with total dissolved solids above the recommended limit contains high level of ions which can lead to staining of fabrics.
Total solids (TS) are a combination of dissolved solids and total suspended solids. The solids observed during the rainy season ranged from 9.22 mg/l to 91.62 mg/l (Table 1) and 100% of the TS values recorded in the well water samples were within W.H.O (2006) permissible limit of 500 mg/l and therefore potable for domestic use. The values were similar to 9.58 mg/l to 93.89 mg/l reported by Umeh OR et al. [9] from the well water samples in Awka and its Environment, Anambra State, which he attributed to high presence of suspended matters because most of the wells were not covered and have shallow aprons which can bring about surface water infiltration. The values obtained during dry season ranged from 4.07 mg/l to 58.55 mg/l (Table 2). The values obtained are within the W.H.O permissible limit of 500 mg/l which is good for optimum use. The TS values were below 1363.33 mg/l to 1760 mg/l recorded by Oladipo IC et al. [27] from well water used for Drinking and Domestic Purposes in Ogbomosho, Nigeria. This may be due to better sanitary practices.
Turbidity is an indication of the clarity of water or a measure of the ability of water to transmit the light that restricts light penetration and limit photosynthesis [25]. Turbidity consists of suspended particles in water and is usually affected by factors such as clay particles, dispersion of plankton organism, particulate organic matters as well as pigments caused by decomposition of organic matter. The turbidity values observed during rainy season ranged from 0.43 NTU to 1.88 NTU (Table 1) and 100% of the turbidity values recorded in the well water samples were within W.H.O (2006) permissible limit of 10 mg/l and therefore good for use. The rainy season values were similar to the work of [28] who tabled turbidity values of 0.05 NTU to 2.65 NTU. Turbidity values reported during dry season ranged from 1.00 NTU to 2.55 NTU (Table 2) and were within the W.H.O. (2006) permissible limit of 10 NTU. The turbidity results in the dry season were above [27] findings, who reported lower turbidity values of 0.67 NTU to 1 NTU and this may be attributed to bad sanitary practices. Turbidity affects the appearance of water. Water with high turbidity is normally associated with high microbiological contamination.
The well depth (source of water) ranged from 10 meters to 35 meters. Wells below 15 meters are classified as shallow wells according to W.H.O Standard (2006).
The result of the physical parameters varied significantly (p < 0.05) at 0.05 alpha level of significance between the two depths (shallow and deep) and seasons (rainy and dry) using two-way analysis of variance (ANOVA).
Water alkalinity is a measure of its capacity to neutralize acids. It can be referred to as the buffering capacity of water. Waters with high alkalinity are undesirables. The alkalinity values observed during rainy season ranged from 3.16 mg/l to 48.21 mg/l mg/l (Table 3) and 100% of the total alkalinity values recorded in the well water samples were within W.H.O (2006) permissible limit of 250 mg/l and therefore fit for domestic use. This is better than the report of Sadiya A et al. [29] who recorded a total alkalinity value of 116.32 mg/l from well water samples in Abuja and attributed it to high bicarbonate level. The obtained alkalinity values during dry season ranged from 2.89 mg/l to 44.53 mg/l (Table 4). This is in line with the report of Onuorah S et al. [20] who recorded a total alkalinity value of 4 mg/l to 32 mg/l from hand dug well water samples in Awka Metropolis.
Phosphate is the chemical term for the various combinations of phosphorous and the element oxygen. Phosphate is the main nutrient for algae. The phosphate values observed during rainy season ranged from 0.03 mg/l to 0.37 mg/l (Table 3) and 100% of the phosphate values recorded in the well water samples were within W.H.O. (2006) permissible limit of 0.5 mg/l and therefore not fit for domestic purposes. This is
similar to values (0.09 to 0.347 mg/l) recorded by Mensah MK [30]. The values observed from dry season ranged from 0.01 mg/l to 0.29 mg/l (Table 4) and 100% of the phosphate values were within W.H.O. permissible limit of 0.5 mg/l and therefore good for use. This is similar to values (0.01 to 1.86 mg/l) recorded by Sabrina S et al. [31] from well water samples in Cameroon. Higher values could lead to eutrophication.
The sulphate values observed during rainy season ranged from 0.00 mg/l to 0.07 mg/l (Table 3) and 100% of the sulphate values recorded in the well water samples were within W.H.O (2006) admissible limit of 250 mg/l and therefore fit for domestic use. This is smaller than values (210.0 mg/l to 345.0 mg/l) recorded by Chukwuka CO [28] which he attributed to agricultural activities and geological formation of the area. The dry season well water samples investigated had sulphate values ranging from 0.00 mg/l to 0.1 mg/l (Table 4) which is within W.H.O permissible limit of 250 mg/l and below values (2.4 mg/l to 3.2 mg/l) reported by Anyanwu CU et al. [32]. Sulphate is known as one of the least toxic anions [33].The main natural sources of sulphate in water is the process of chemical weathering and dissolution of sulfur containing minerals, predominantly gypsum (CaS042H20), oxidation of sulfides and elemental sulfur, and the decomposition of animal and plant residues. Direct anthropogenic sources of sulphates include industrial and municipal wastes, agricultural drainage and runoff.
Chloride ion is a common constituent of all natural water and it's generally regarded as a non-harmful constituent [33]. Though chloride is present in all natural water bodies, high concentration is an indication of pollution from sewage, industrial or intrusion of seawater or saline water into fresh water aquifer [33]. The chloride values observed during rainy season ranged from 11.50 mg/l to 81.05 mg/l (Table 3) and 100 % of the total chloride values recorded in the water samples were within W.H.O (2006) permissible limit of 250 mg/l and therefore good for use. Anyanwu CU et al. [32] reported chloride values of 2.0 mg/l to 2.3 mg/l from well water samples in Nsukka. Chloride content obtained during dry season ranged from 9.10 mg/l to 75.19 mg/l (Table 4). These values are within W.H.O (2006) permissible limits of 250 mg/l and similar to values (11.62 mg/l to 320.69 mg/l) obtained by Onuorah S et al. [20]. Higher concentrations may be harmful to life.
Dissolved Oxygen (DO) is defined as the measure of gaseous oxygen dissolved in water [34]. The solubility of oxygen in water decreases as the water temperature increases. The dissolved oxygen observed during rainy season ranged from 5.23 mg/l to 9.21 mg/l (Table 3) and 100% of the dissolved oxygen values recorded in the well water samples were within W.H.O (2006) permissible limit of >5mg/l and therefore fit for domestic purposes. This is above the values reported by Akubuenyi FC et al. [35], he recorded DO values of 4.61 mg/l to 3.16 mg/l. The high DO in this study may be as a result of high aeration in the sampled areas. The DO values obtained from the dry season study ranged between 4.11 mg/l to 7.06 mg/l (Table 4) 26.67% of the dry season values were below recommended value by W.H.O (2006) and therefore not suitable for use. This is within the values (5.86 mg/l) reported by Sadiya A et al. [29].
Total hardness of water is used to describe the effect of dissolved minerals (mainly Ca and Mg) suitable for domestic and industrial purposes which is attributed to the presence of bicarbonates, sulphates, chlorides and nitrates. Calcium and Magnesium are essential for bone and scale formation [36]. The total hardness observed during rainy season ranged from 12.03 mg/l to 48.17 mg/l (Table 3) and 100% of the total hardness values recorded in the well water samples were within W.H.O (2006) permissible limit of 250 mg/l and therefore fit for domestic use. This is in line with the report of Oladipo IC et al. [27] who recorded a total hardness value of 58.47 mg/l to 72.30 mg/l from well water used for drinking and domestic purposes in Ogbomosho, Nigeria and this can be attributed to moderate calcium and magnesium ions. Total hardness observed during dry season ranged from 5.21 mg/l to 43.83 mg/l (Table 4). These values are within the W.H.O (2006) permissible limit of 250 mg/land higher values (64.6 mg/l to 68 mg/l) were reported by Anyanwu CU et al. [32] which he attributed to high calcium and magnesium content.
The calcium hardness observed during rainy season ranged from 4.35 mg/l to 33.35 mg/l (Table 3) and are within W.H.O (2006) permissible limit of 75 mg/l. The rainy season values were below 35.22 mg/l to 65.54mg/l reported by Umeh OR et al. [9] from the well water samples in Awka and its environment, Anambra State. The calcium hardness values during dry season ranged from 2.99 mg/l to
31.05 mg/l (Table 4). The dry season values were in agreement with the W.H.O (2006) permissible limit of 75 mg/l and therefore suitable for domestic use. The dry season values were similar to the values (1.40 mg/l to 29.46 mg/l) reported by Onuorah S et al. [20].
The magnesium hardness observed during rainy season ranged from 2.13 mg/l to 18.72 mg/l (Table 3) and are within W.H.O (2006) permissible limit of 50 mg/l. The rainy season values are below 48 mg/l to 59 mg/l reported by Shittu OB et al. [37] from shallow wells in Awka. Magnesium in water can come from the leaching of minerals such as clay. Magnesium hardness values obtained during dry season ranged from 1.44 mg/l to 18.00 mg/l (Table 4). The dry season values are in agreement with the W.H.O permissible limit of 50 mg/l and therefore suitable for domestic use. The values are similar to the values (6.69 mg/l to 5.20 mg/l) obtained by Akubuenyi FC et al. [35].
Nitrate represents the final product of the biochemical oxidation of ammonia [25]. It is important that the level of nitrate in well water is controlled to avoid eutrophication. Nitrates cause methaemoglobinemia in humans when it exceeds the maximum containment level goal. The nitrate values observed during rainy season ranged from 0.50 mg/l to 10.3 mg/l (Table 3) and 6.66% of the nitrate values recorded were above W.H.O (2006) permissible limit of 10 mg/l and therefore not fit for domestic use. This is similar to values (4.03 mg/l to 19.33 mg/l) recorded by Chukwuka CO et al. [28]. Nitrate concentrations during dry season ranged from 0.31 mg/l to 6.55 mg/l (Table 4) and 100% of the nitrate values were within W.H.O. permissible limit of 10 mg/l and therefore good for domestic purposes. This is above the values (0.00 mg/l to 1.86 mg/l) recorded by Sabrina S et al. [31]. This may be as a result of proximity of wells to farmlands (fertilizers), septic tanks etc.
The result of the chemical parameters varied significantly (p < 0.05) at 0.05 alpha level of significance between the two depths (shallow and deep) and seasons (rainy and dry) using two-way analysis of variance (ANOVA) except sulphate, total hardness, calcium and magnesium hardness.
Heavy metals are chemical elements with a specific gravity that is at least four to five times the specific gravity of water at the same temperature and pressure [38]. Heavy metals refer to metallic chemical element that has a relatively high density and is toxic or poisonous at low concentrations [39]. The heavy metals: lead, chromium, mercury, copper, arsenic, iron, cadmium and zinc concentrations in the well waters in all the sampling sites were compared with W.H.O (2006) standard. The obtained results showed that, with the exception of lead, cadmium and arsenic the heavy metal concentrations in the well waters did not exceed W.H.O. (2006) standard.
The lead content observed during rainy season ranged from 0.01 mg/l to 0.11 mg/l (Table 5) and 73.33% are above W.H.O (2006) permissible limit of 0.01 mg/l and therefore not fit for domestic use. The rainy season values were within 0.01 mg/l to 0.27 mg/l reported by Umeh OR et al. [9] from the well water samples in Awka and its Environment, Anambra State. The values for lead in dry season ranged from 0.00 mg/l to 0.07 mg/l (Table 6). 33.3% were above the W.H.O. recommended standard of 0.01 mg/l and therefore not fit for domestic use. This result corroborates the [20], who reported a lead concentration of 0.00 mg/l to 0.09 mg/l in shallow well water samples in Awka, which may be as a result of fissured water pipes, sewage effluents, automobile exhaust fumes, run off wastes and atmospheric depositions. Lead rarely occurs naturally in water, it usually gets into drinking water through the delivery systems. Materials that contain lead have frequently been used in the construction of water supply distribution and plumbing systems in private homes and other buildings. Lead in these materials can contaminate drinking water as a result of corrosion that takes place when water comes into contact with these materials for a long time. In human beings, it binds with SH group of proteins, apart from that, lead damages blood circulation, central nervous system, liver and kidneys [40]. In addition, lead can delay embryonic development, suppress reproduction, and inhibit growth, increase mucus formation, neurological problem, enzyme inhalation and kidney dysfunction [40].
The chromium content observed during rainy season ranged from 0.00 mg/l to 0.05 mg/l (Table 5) and 100% of the chromium values were within W.H.O. (2006) permissible limit of 0.05 mg/l, therefore fit for domestic use. The values for chromium during dry season ranged from 0.00 mg/l to 0.02 mg/l (Table 6). These values were within the W.H.O. recommended standard of 0.05 mg/l and therefore good for domestic
purposes. Chromate compounds are used at homes and school laboratories. Chromium therefore may have entered the groundwater through leaching. Again some chemical operation like fossil fuel combustion and waste incineration, might have contributed by releasing chromium to the atmosphere [41]. The analysis shows that the well water samples for both seasons contain very low concentrations of chromium, which are within the acceptable limit of W.H.O. (2006).
The cadmium content observed during rainy season ranged from 0.00 mg/l to 0.07 mg/l (Table 5) and 20% of the cadmium values were above W.H.O. (2006) admissible limit of 0.03 mg/l and were therefore not fit for domestic use. The rainy season values were above 0.00 mg/l to 0.04 mg/l reported by Umeh OR et al. [9] from the well water samples in Awka and its environment, Anambra State which he attributed to any of the factors below. The values for cadmium during dry season ranged from 0.00 mg/l to 0.05 mg/l (Table 6). 6.67% of the well waters exceeded the W.H.O. recommended standard of 0.03 mg/l and therefore not fit for domestic use. The dry season values were similar to 0.01 mg/l to 0.33 mg/l reported by Onuorah S et al. [20] from shallow well waters in Awka. Cadmium is a metal with no known beneficial properties that supports life. Chukwuka CO et al. [28] stated that the source of contamination may be attributed to the interaction of the groundwater and the rock layers or soil minerals. Contamination of groundwater with cadmium can also be possible through the application of fertilizer that is common in the study area. According to Asolker SR et al. [42], cadmium may also enter drinking water through weathering of soil and bedrock, corrosion of galvanized pipes, atmospheric decomposition of direct discharge from industrial operation, burning of coal and house hold wastes, volcanic eruptions, leakages from landfills and from the use of fertilizers. Therefore the presence of cadmium in the water could be attributed to any of the above factors. At low concentrations, it is toxic to plants, birds and humans etc. Cadmium causes cancer, birth defects and genetic mutations to humans Asolker SR et al. [42].
The copper content observed during rainy season ranged from 0.02 mg/l to 0.82 mg/l (Table 5) and 100% of the values were within W.H.O. (2006) permissible limit of 2.0 mg/l, therefore fit for domestic use. The rainy season values were similar to 0.00 mg/l to 0.11 mg/l reported by Onwuneme P et al. [43] from water samples in University of Nigeria, Nsukka. The values for copper in the dry season ranged from 0.00 mg/l to 0.22 mg/l (Table 6). These values were within the W.H.O. recommended standard of 2.0 mg/l and therefore fit for domestic use. Copper is often used to plumb residential and commercial structures that are connected to water distribution systems. Copper contaminates drinking water as a result of the corrosion of copper pipes that remain in contact with water for a prolonged period. Copper toxicity in natural water arising from pollutants may cause severe damage to humans. Long term exposure to copper, higher than normal levels can cause nausea, vomiting, stomach cramps, or diarrhea when ingested by humans [44].
The arsenic content observed during rainy season ranged from 0.00 mg/l to 0.10 mg/l (Table 5) and 86.6% of the arsenic values were above W.H.O. (2006) admissible limit of 0.01 mg/l and therefore not fit use. The rainy season values were below 3.10 mg/l to 39.82 mg/l reported by Onuorah S et al. [20] from shallow well waters in Awka Metropolis which he attributed to agricultural practices. The values for arsenic in dry season ranged from 0.00 mg/l to 0.06 mg/l (Table 6). 40% of the dry season values exceeded the W.H.O. recommended standard of 0.01 mg/l and therefore not fit for use. The dry season values were below 0.01 mg/l to 0.10 mg/l reported by Onuorah S et al. [20] from shallow well waters in Awka Metropolis.
The zinc content observed during rainy season ranged from 0.01 mg/l to 0.15 mg/l (Table 5) and 100% of the values were within W.H.O (2006) permissible limit of 3.0 mg/l, therefore fit for use. The rainy season values were similar to 0.001 mg/l to 0.04 mg/l reported by Onwuneme P [43] from water samples in University of Nigeria, Nsukka. The dry season values ranged from 0.00 mg/l to 0.03 mg/l are within the set values by W.H.O. (2006) of 3.0 mg/l (Table 6). The main source of zinc into wells is dissolved zinc from zinc related appliances such as galvanized pipes. Low levels can be attributed to less zinc load from industrial, agricultural, domestic and urban waste waters [45]. Zinc accumulation results in several dysfunctions in humans. It exerts adverse effects by accruing structural damage which affects the growth, development and survival [40].
to 186 cfu/ml. The logarithmic values for 10 -1 dilution tube ranged from 2.66 cfu/ml to 3.26 cfu/ml. Some of the mean values for 10 -1 dilutions were within the 100 cfu/ml World Health Standard. The faecal coliform count ranged from 0 cfu/100 ml to 13 cfu/100 ml. The total coliform count ranged from 11 cfu/100 ml to 70 cfu/100 ml. Bacillus subtilis count ranged from 0 cfu/ml to 11 cfu/ml. Pseudomonas aeruginosa count ranged from 0 cfu/100 ml to 9 cfu/100 ml. Vibrio cholerae count ranged from 0 cfu/100ml to 13 cfu/100 ml.
3.8 The Results of the Bacteriological Parameters Present in the Well Waters during Dry Season as Shown in Tables 7 and 9
The iron content observed during rainy season ranged from 0.02 mg/l to 0.20 mg/l (Table 5) and 100% of the iron values were within W.H.O. (2006) permissible limit of 0.3 mg/l, therefore fit for use. The rainy season values were below 0.01 mg/l to 1.35 mg/l reported by Umeh OR et al. [9] from well water samples in Awka and its environment, Anambra State, Nigeria which he attributed to corrosion of iron well covers. The values for iron in dry season ranged from 0.00 mg/l to 0.12 mg/l (Table 6) and 100% of the results were within the W.H.O. (2006) recommended standard of 0.3 mg/l and therefore fit for use. The dry season values were below 0.05 mg/l to 15 mg/l reported by Sabrina S et al. [31] from well water samples in Cameroon.
The result of the heavy metal parameters varied significantly (p < 0.05) at 0.05 alpha level of significance between the two depths (shallow and deep) and seasons (rainy and dry) using two-way analysis of variance (ANOVA) except copper, arsenic zinc and iron.
3.7 The Bacteriological Parameters Present in the Well Water during the Rainy Season as Shown in Tables 7 and 8
The mean total bacterial count for 10 -1 dilution tube during rainy season ranged from 46 cfu/ml
The mean total bacterial count for 10 -1 dilution tube during dry season ranged from 35 cfu/ml to 160 cfu/ml. The logarithmic values for 10 -1 dilution tube ranged from 2.54 cfu/ml to 3.20 cfu/ml. Some of the mean values for 10 -1 dilutions were within the 100 cfu/ml World Health Standard. The faecal coliform count ranged from 0 cfu/100 ml to 8 cfu/100 ml. The total coliform count ranged from 9 cfu/100 ml to 52 cfu/100 ml. Bacillus subtilis count ranged from 0 cfu/ml to 8 cfu/ml. Pseudomonas aeruginosa count ranged from 0 cfu/100 ml to 5 cfu/100 ml. Vibrio cholerae count ranged from 0 cfu/100 ml to 6 cfu/100 ml.
Table 7. Mean and logarithm value of total bacterial counts isolated from the well water during the rainy and dry season
Table 8. Bacteriological characteristics of the well water during the rainy season
Key: P. aeruginosa: Pseudomonas aeruginosa.
Table 9. Bacteriological characteristics of the well water during the dry season
Key: P. aeruginosa: Pseudomonas aeruginosa
3.9 The Distribution of the Bacteria Present in the Well Water during the Rainy and Dry Season as Shown in Tables 10 and 11 Respectively
3.10 Frequency of Occurrence and Percentage Frequency of Bacteria Present in the Well Water during the Rainy and Dry as Shown in Table 12
The bacteria isolated from the well water samples were denoted using a positive (+) sign while those bacteria not found in some well water samples were shown using a negative (-) sign.
Ninety-Eighty colonies of Citrobacter freundii were isolated from all the well waters during the rainy season with a percentage frequency of 16.55% while 62 colonies of the same bacterium
were isolated from the well waters during the dry season with a percentage frequency of 15.89%. Ninety-two colonies of Shigella flexneri were isolated from all the well waters during the rainy season with a percentage frequency of 15.54% while 68 colonies of the same bacterium were isolated from the well waters during the dry season with a percentage frequency of 17.44%. Forty-four colonies of Serratia marcescens were isolated from all the well waters during the rainy season with a percentage frequency of 7.43% while 35 colonies of the same bacterium were isolated from the well waters during the dry season with a percentage frequency of 8.97%. Thirty-two colonies of Proteus vulgaris were isolated from all the well waters during the rainy season with a percentage frequency of 5.41% while 18 colonies of the same bacterium were isolated from the well waters during the dry season with a percentage frequency of 4.62%. Sixty-four colonies of Vibrio cholerae were isolated from all the well waters during the rainy season with a percentage frequency of 10.81% while 32 colonies of the same bacterium were isolated from the well waters during the dry season with a percentage frequency of 8.21%. Ninty-seven colonies of Salmonella typhi were isolated from all the well waters during the rainy season with a percentage frequency of 16.39% while 69 colonies of the same bacterium were isolated from the well waters during the dry season with a percentage frequency of 17.69%. Thirty-four colonies of Pseudomonas aeruginosa were isolated from all the well waters during the rainy season with a percentage frequency of 5.74% while 19 colonies of the same bacterium were isolated from the well waters during the dry season with a percentage frequency of 4.87%. Seventy- three colonies of Escherichia coli were isolated from all the well waters during the rainy season with a percentage frequency of 12.33% while 47 colonies of the same bacterium were isolated from the well waters during the dry season with a percentage frequency of 12.05%. Fifty-eight colonies of Bacillus subtilis were isolated from all the well waters during the rainy season with a percentage frequency of 9.80% while 40 colonies of the same bacterium were isolated from the whole well water samples during dry season with a percentage frequency of 10.26%.
The result of the bacteriological characteristics showed that Gram negative bacteria were dominant in the studied well waters for both rainy and dry seasons. The bacterial identification revealed the presence of nine isolates;
Citrobacter freundii, Shigella flexneri, Serratia marcescens, Proteus vulgaris, Vibrio cholerae, Salmonella typhi, Pseudomonas aeruginosa, Escherichia coli and Bacillus subtilis (Table 13). The isolates were detected in higher number in rainy season and shallow wells than dry season and deep wells (Tables 7 and 12). This may be attributed to contamination from surface water run-offs, shallow depths and bad sanitary practices. The coliforms isolated were an indication of the contamination of the well waters with faecal materials. The faecal materials may be as a result of bad sanitary practices like low aprons, proximity to septic tanks and agricultural farms. The diverse groups of bacteria isolated from these wells are in line with the report of Ajayi AO [46] who worked on well waters at various locations within Akungba-Akoko, Ondo state. The presence of pathogenic microorganisms especially Salmonella typhi, Shigella flexneri, Escherichia coli and Vibrio cholerae can lead to the transmission of water borne diseases such as, Diarrhea, Typhoid fever, Cholera. Citrobacter freundii was the most dominant bacteria in rainy season while Salmonella typhi dominated during dry season (Table 12). The presence of Salmonella typhi and Escherichia coli in water indicates the possible presence of causative agents of many gastrointestinal diseases [47].
The analysis of the total bacterial count in the water samples revealed the presence of heterotrophic bacteria in all the well waters for both seasons (Table 7). The W.H.O standard for heterotrophic bacteria in potable water states that the total heterotrophic bacteria count should not be more than 100 cfu/ml (W.H.O, 2006). The presence of counts exceeding the W.H.O limits indicates that the water samples contain high concentration of bacteria that could make the water unsafe for domestic purposes. Result shows that the values of total bacterial count ranged from 2.66 log cfu/ml to 3.26 log cfu/ml for the rainy season (Table 7). The dry season values ranged from 2.54 log cfu/ml to 3.20 log cfu/ml (Table 7). Ginger well water had the least bacterial load for both seasons while Mmaku well waters had the highest values for both seasons. 100% of the deep well water values were within the W.H.O. permissible limit for domestic water (100 cfu/ml) while 87.5% of the shallow well water values exceeded the W.H.O. permissible limit for domestic water (100 cfu/ml). The rainy season result agrees with the findings of Bello et al. (2013) who recorded zero to 8.1 x 10 2 cfu/ml for well water samples in Ijebu-ode with about
Table 10. Distribution of bacterial isolates in the well waters during rainy season [49]
Table 11. Distribution of bacterial isolates in the well waters during the dry season [49]
Key: Serratia marc: Serratia marcescens
Table 12. Frequency of occurrence and percentage frequency of the bacterial isolates in the well water during both seasons
eighty percent of the samples having bacterial count within the admissible limit of 100 cfu/ml for potable water. The dry season result agrees with the findings of Shittu OB eet al. [37] who recorded 6.3 x 10 6 cfu/ml to 1.57 x 10 7 cfu/ml in water used for drinking and swimming purposes in Abeokuta, Nigeria and stated that the water samples had bacterial count above the admissible limit of 100 cfu/ml.
The total coliform count obtained from the well water samples in rainy season ranged from 11 cfu/100 ml to 70 cfu/100 ml (Table 8) and 100% of the values exceeded W.H.O. (2006) Standard of 10 cfu/100 ml. This indicated that the water samples are not fit for domestic purposes. This result was higher to the findings of Umeh OR et al. [9] who recorded lower total coliform values of 5 cfu/100 ml to 27 cfu/100 ml from well water samples in Awka and its environment, Anambra State which may be attributed to shallow depth of the wells.
The faecal coliform count obtained from the well water samples in rainy season ranged from 0 cfu/100 ml to 13 cfu/100 ml (Table 8) and 86.6% of the values exceeded W.H.O. (2006) standard of 0 cfu/100 ml. This indicated that the water samples (except Oli and Muodozie wells) are not fit for domestic purposes. This result corroborates with the findings of Ampofo JA et al. [47] who recorded similar feacal coliform values of 0 cfu/100 ml to 10 cfu/100 from Lokuwa water samples located in Mubi Metropolis, Adamawa state, Nigeria. This may be as a result of poor sanitary result such as proximity to septic tanks, agricultural farms, and poultry houses which were against the W.H.O Standard (2006). W.H.O. recommends that water sources should be located at least 30 m away from latrines and 17m from septic tank.
The total coliform count obtained from the well water samples in dry season ranged from 9 cfu/100 ml to 52 cfu/100 ml (Table 9) and 86.6% of the values exceeded W.H.O. (2006) Standard of 10 cfu/100 ml. This indicated that the water samples were not fit for domestic purposes. This result corroborates with the findings of AmrMostafa H et al. [24] who recorded high total coliform values of 0 cfu/100 ml to 30 cfu/100 ml in groundwater in Egypt and stated that most of the water samples had total coliform count above the permissible limit of 10 cfu/100 ml.
The faecal coliform obtained from the well water samples in dry season ranged from 0 cfu/100 ml to 8 cfu/100 ml (Table 10) and 86.6% of the values exceeded W.H.O. (2006) Standard of 0 cfu/100ml. This indicated that the well water samples are not fit for domestic purposes. This result is similar to the findings of Amr-Mostafa H et al. [24] who recorded feacal coliform values of 0 cfu/100 ml to 13 cfu/100 from groundwater samples in Egypt. This may be as a result of poor sanitary result such as proximity to septic tanks, agricultural farms, and poultry houses which were against the 2006 W.H.O Standard [41]. W.H.O. recommends that boreholes should be located at least 30m away from latrines and 17m from septic tank.
This well water samples (rainy season) revealed the presence of Citrobacter freundii (16.55%) , Shigella flexneri (15.54%) , Serratia marcescens (7.43%), Proteus vulgaris (5.41%), Vibrio cholerae (10.81%) , Salmonella typhi (16.39%), Pseudomonas aeruginosa (5.74%) , Escherichia coli (12.33%) and Bacillus subtilis (9.80%) (Table 12). These findings were similar to the values obtained by Akubuenyi FC et al. [35]. The slight differences in results may be due to collection methods and geographical location.
Akubuenyi FC et al. [35] revealed the presence of 31 isolates belonging to the genera: Bacillus (19.35%), Staphylococcus aureus (16.14%), Pseudomonas (12.90%), Escherichia coli (12.90%), Proteus (12.90%), Enterobacter (6.45%), Streptococcus (6.45%), Salmonella (3.23%) and Vibrio (3.23%) from major sources of water for domestic uses in Calabar Metropolis, Cross river State, Nigeria.
This well water samples (dry season) revealed the presence of Citrobacter freundii (15.89%), Shigella flexneri (17.44%), Serratia marcescens (8.97%), Proteus vulgaris (4.62%), Vibrio cholerae (8.21%), Salmonella typhi (17.69%), Pseudomonas aeruginosa (4.87%), Escherichia coli (12.05%) and Bacillus subtilis (10.26%) (Table 12). These findings were similar to the values obtained by Tula MY et al. [48] and Umeh OR et al. [9] below. The slight differences in results may be due to collection methods and geographical location.
Tula MY et al. [48] stated that Escherichia coli (37.5%), Citrobacter sp (2.5%), Enterobacter aerogenes (12.5%), Salmonella sp (2.5%), Proteus vulgaris (27.5%) and Klebsiella pneumoniae (17.5%)were present in water samples located in Mubi Metropolis, Nigeria.
Umeh OR et al. [9] stated that Escherichia coli, Bacillus subtilis, Salmonella typhi and Klebsiella pneumoniae were present in well water samples located in Awka and its environment, Anambra State, Nigeria.
samples except Kosta well. Serratia marcescens was present in all the well water samples except Ginger, Eljoe, P. G. Hostel and Blooms wells. Proteus vulgaris was present in all the well water samples except Marian, Oli, Muodozie, Ichoku, P. G. Hostel and Blooms wells. Vibrio cholerae was present in all the well water samples except Marian, Ginger and Kosta wells. Salmonella typhi was present in all the well water samples except Muodozie and Kosta wells. Pseudomonas aeruginosa was present in all the well water samples except St. Faith, Ichoku, Nwakpadolu, Obi's close, Ada's close and Bloom's wells. Escherichia coli was present in all the well water samples except Oli's close and Moudozie wells. Bacillus subtilis was present in all the well water samples except Marian, Ginger, Muodozie, Kosta and Eljoe wells (Table 10).
The distribution of the bacterial isolates in the well water samples (dry season) showed that Citrobacter freundii was present in all the well water samples except Oli, Ginger and Kosta wells. Shigella flexneri was present in all the well water samples except Marian well. Serratia marcescens was present in all the well water samples except Oli, Ginger, Eljoe, Nwakpadolu, P. G. Hostel and Blooms wells. Proteus vulgaris was present in all the well water samples except Marian, Oli, Muodozie, Eljoe, Ichoku, P. G. Hostel and Bloom wells. Vibrio cholerae was present in all the well water samples except Marian, Ginger, Kosta, Mmaku and Ada wells. Salmonella typhi was present in all the well water samples except Muodozie, Kosta, Eljoe and Nwakpadolu wells. Pseudomonas aeruginosawas present in all the well water samples except St. Faith, Marian, Oli, Eljoe, Nwakpadolu, Obi's close, Ada's close and Bloom's wells. Escherichia coli was present in all the well water samples except Moudozie and Ada wells. Bacillus subtilis was present in all the well water samples except St. Faith, Marian, Ginger, Muodozie, Eljoe and Bloom wells (Table 11).
The distribution of the bacterial isolates in the well water samples (rainy season) showed that Citrobacter freundii was present in all the well water samples except Ginger and Kosta wells. Shigella flexneri was present in all the well water
The result of the bacteriological parameters varied significantly (p < 0.05) at 0.05 alpha level of significance between the two depths (shallow and deep) and seasons (rainy and dry) using two-way analysis of variance (ANOVA) except Pseudomonas aeruginosa and Vibrio cholerae.
Table 13. Morphological and biochemical characteristics of the bacteria from the well water samples for both seasons
Orji et al.; AJOB, 10(1): 1-28, 2020; Article no.AJOB.60272
Table 14. Morphological and biochemical characteristics of the bacteria from the well water samples for both seasons continued
4. CONCLUSION
The levels of contamination among the fifteen well water samples varied. The results showed that shallow wells yielded water of very poor quality with regards to physicochemical and bacteriological quality than the deeper wells. Higher values and counts were recorded in rainy season than the dry season. The study also indicated that the well water samples contained significant amounts of nitrate, phosphate, lead, cadmium and arsenic. All the wells sampled failed to meet the zero coliform per 100 ml standard set by World Health Organization. The results from this study clearly demonstrated that the water quality obtained from the wells is unfit for human consumption. The location and construction play a large part in reducing the contaminants in these wells, but do not guarantee that the water obtained from deep wells will be safe to drink.
COMPETING INTERESTS
Authors have declared that no competing interests exist.
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PLEASANT VALLEY SCHOOL 2020-2021 CALENDAR
Approved May 11, 2020
Kindergarten - 8th Grade
AUGUST
| | | | | | | 1 |
|---|---|---|---|---|---|---|
| 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| 9 | 10 | 11 | 12 | 13 | 14 | 15 |
| 16 | 17 | 18 | 19 | 20 | 21 | 22 |
| 23 | 24 | 25 | 26 | 27 | 28 | 29 |
NOVEMBER
FEBRUARY
MAY
| | | | | | | 1 |
|---|---|---|---|---|---|---|
| 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| 9 | 10 | 11 | 12 | 13 | 14 | 15 |
| 16 | 17 | 18 | 19 | 20 | 21 | 22 |
| 23 | 24 | 25 | 26 | 27 | 28 | 29 |
SEPTEMBER
OCTOBER
| | | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|---|
| 6 | 7 | 8 | 9 | 10 | 11 | 12 |
| 13 | 14 | 15 | 16 | 17 | 18 | 19 |
| 20 | 21 | 22 | 23 | 24 | 25 | 26 |
| 27 | 29 | 29 | 30 | | | |
DECEMBER
MARCH
JUNE
Holidays
Labor Day 9/7
Thanksgiving 11/26
Christmas 12/25
New Years 1/1
MLK 1/18
Presidents Day 2/15
Memorial Day 5/31
K-3rd School Day 9:00-3:00
180 days @ 5 hours of instruction = 900 hours
5 hours of direct instruction per day
15 minute morning recess
1/2 hour lunch
15 minute afternoon recess
PIR (SO) - 6 hours staff orientation: MT SSA Aug 10 Missoula
PIR (RK) - 6 hours record keeping Oct 23 & Mar 29 @ 3 hours per day,
PIR (PT) - 6 hours parent-teacher conferences Oct 23 & Mar 29 @ 3 hours per day
PIR (PD) - 24 hours: NMEC Summer Institute Aug 11-12 Kalispell, MEA-MFT Educators Conference Oct 15-16 Great Falls
Additional Training: NMEC Courses, OPI Teacher Learning Hub, Assessment Conference Jan/Feb
JANUARY
APRIL
PIR Day - No School
First Day of School Aug. 24, 2020
District Testing
State Testing
No School
End Quarter
Parent-Teacher Conferences/End of Quarter
(No School)
Last Day of School June 8, 2021
Snow Make-Up Day
4th-8th School Day 8:00 to 3:00
180 days @ 6 hours of instruction = 1080 hours
6 hours of direct instruction per day
15 minute morning recess
1/2 hour lunch
15 minute afternoon recess
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The Ward M. Canaday Center for Special Collections The University of Toledo
Finding Aid
Assistance Dogs of America, Inc. Records, 1986-2007
MSS-175
Size: 5 linear feet
Provenance: Donated by Chris Diefenthaler, executive director, on behalf of Assistance Dogs of
America, Inc. in May 2003.
Access: open
Collection Summary: The collection includes administrative and financial records, photographs and videotape, printed material, and correspondence documenting the day-to-day work of the organization.
Subjects: Disability History, Social Welfare
Related Collections: Collection is part of the Regional Disability History Archive Project
Processing Note: None
Copyright: The literary rights to this collection are assumed to rest with the person(s) responsible for the production of the particular items within the collection, or with their heirs or assigns. Researchers bear full legal responsibility for the acquisition to publish from any part of said collection per Title 17, United States Code. The Ward M. Canaday Center for Special Collections may reserve the right to intervene as intermediary at its own discretion.
Completed by: Deborah Marinski, July 2003; last updated: July, 2014
Historical Sketch
Assistance Dogs of America, Inc. was founded in 1984 as the Guide Dogs for the Handicapped, Inc. by Joe and Pamela "Sam" Maxwell in Columbus, Ohio. "Sam" Maxwell began the organization by training dog Abby for her husband, who was a quadriplegic. Joe also assisted in training several dogs. The purpose of the Guide Dogs for the Handicapped was to "provide specially trained dogs and/or adaptive equipment that aid the handicapped, enabling them to become more independent." The organization was also concerned with educating recipients about dogs and educating the public about disabilities and the program. In 1986 the first Board of Directors was created with twenty-two members, and in 1987 the organization obtained 501 (C) (3) tax exemption status. The group became registered at local, state, and federal levels and began to expand its name and message to the nation.
The name formally changed in 1989 to Assistance Dogs of America, Inc. (ADAI). The Board of Directors voted to change the name because the word "handicapped" was seen as offensive, primarily concerned with an individual's limitation, and politically incorrect. The group wanted to recognize people as individual beings, not as disabled. Also, guide dogs referred largely to the visually impaired, which was not the concentration of the program. Also in 1989 the ADAI received a new home. The National Training Headquarters was moved to Swanton, Ohio, about 20 miles west of Toledo. The owner, Richard Ransom, donated half the cost of the property and the Kiwanis of Toledo paid for the other half. The property was situated on 2 ¾ acres with a twenty-two kennel run, grooming areas, isolation spots, insulated and air conditioned kennels, an out-building for training, and a six bedroom, four bathroom house that provided offices and quarters for live-in staff. In 1995 the property was paid off and the deed handed to the Kiwanis who leased the facilities to ADAI for $1.00 a year. Throughout the late 1980s and 1990s the organization continued to grow and expand on the local, state, and national levels. Besides the Toledo chapter, another was established in Pontiac, Illinois, and others were trying to organize in Texas and Wisconsin. In 1991 a National Headquarters was set up in Columbus, Ohio, and in 1996 an executive office was created in Florida. The non-profit organization became nationally renowned for its help to disabled individuals.
The clients of ADAI are individuals with mobility problems or those who have multiple disabilities. Recipients may suffer from a variety of diseases including ataxia, cerebral palsy, multiple sclerosis, muscular dystrophy, poliomyelitis, rheumatoid arthritis, spina bifida, and stroke while others have suffered accidental trauma or are disabled veterans. The hearing impaired may be given dogs, but the visually impaired are not unless they have other physical problems as well. Some dogs are used as therapy dogs in nursing homes, as companions to the elderly, or may be given to Easter Seals children. The ADAI wants to give people facing a variety of disabilities more independence, mobility, and a better quality of life.
The dogs provided are generally Labradors, Golden Retrievers, or mixes of the two; however, other large breeds such as collies, shepards, greyhounds, and Great Danes have been approved for use. These dogs come from animal shelters, humane societies, pounds, breeders, and pet owners. Some have been abused or abandoned while others were slated for destruction. After a lengthy training program some of these dogs move on to become great companions and
Assistance Dogs of America, Inc. Records, 1986-2002
help to disabled people. Some dogs, however, are not up to ADAI quality and go on to become family pets or narcotic sniffing dogs. The dogs that do pass the six-month training period are capable of many functions. For the hearing impaired the dogs are trained to alert their owners to situations like fire or smoke alarms, telephones, doorbells, alarm clocks, or crying children. Other dogs specialize in answering phones, helping with balance in walking, carrying books and small packages, dressing and undressing, getting food from shelves and refrigerators, getting help in emergencies, going up and down stairs, opening doors, operating elevators, covering with blankets, pulling oxygen carts, pulling wheelchairs if stuck, picking up dropped items, turning on and off appliances, and turning lights on and off. Once a specific dog is matched with a recipient, the dog is trained for the individual's specific needs. Typically, dogs will stay with their owners 10-12 years. The dogs support the recipients and provide companionship.
Training is a critical step in the program. Dogs go through a series of stages to final placement. The first 10-14 days consists of observation of behavior and health check-ups. Once approved the dogs are placed in a foster home for 2-6 months of training. Foster parents are responsible for teaching basic obedience commands, socialization skills, housebreaking, and getting them used to public spaces. Foster homes are also required to provide a safe, clean, and loving environment. After foster training the dogs return to the facility for a 7-10 day training sessions with their recipient. Once the dog and recipient pass the class, they have a three-month probationary period and frequent follow-up visits. Finally, owners must pass a public certification exam to receive full ownership of the dogs.
ADAI is a non-profit organization that relies on donations and fundraisers to pay for the daily operations. Individuals who receive a dog do not pay for the animal. Various clubs, organizations, associations, fraternities and sororities, corporations, and hospitals are useful resources. These groups sponsor dogs, giving money, training facilities, living spaces, and time to the program.
Besides providing dogs for the disabled, ADAI provides some community services in order to educate the community about disabilities. ADAI gives demonstrations and lectures free of charge at schools, churches, libraries, and organizations. They try to convey the bonds created between owner and dog, how to care properly for pets, and how the program works. Community outreach is an important part of the program.
ADAI is an organization that benefits the physically disabled in a very positive way by providing them with dogs as helpers and companions. The group continues to grow and expand the number of dog s they place each year and allowing more disabled people to have a better life.
Scope and Content Note
The records of Assistance Dogs of America, Inc. date from the first board meeting in 1986 to 2002. These years have extensive documentation through administrative records, financial information, photographs, printed materials, videos, tax information, property information, meeting minutes, training reports, applicants and board member profiles, donations, fundraisers, by-laws, correspondence, newspapers, and newsletters.
The collection is broken into four series, each arranged alphabetically and then chronologically. Series I, Administrative Records, describe the daily functions of the group. This series includes annual meeting information, by-laws, applicant and board member profiles, correspondence, foster home instruction and applicants, legal issues, board of director's minutes, press releases, restructuring information, and training reports. Series II, Financial Records, documents the various facets of funding the program. Included in this series is information on donations, fundraisers, grant applications, property agreements, and tax information. Series 3, Printed Materials, include newsletters, fact sheets, historical information, newspaper clippings, pamphlets, and policy manuals. Series 4, Audiovisual Materials, include many photographs and a variety of videotapes.
S1 Administrative Records
1986-2002, 2.5 linear ft.
Arranged alphabetically then chronologically
Includes annual meeting information from 1989 to 1991, applicants and board member profiles, application information, elections and resignations, by-laws and constitution, correspondence, foster home information, job descriptions, legal issues, chapter information, product information, name change, publication information, and board of director minutes, which include training reports, announcements, invitations, amendments, executive director reports, volunteer reports, developmental reports, and some financial budgets.
S2 Financial Records
1986-2002, .25 linear ft.
Arranged alphabetically then chronologically Includes information on spending and funding through fundraisers, donations, grant applications, property agreements, insurance, invoices, tax information, monthly budgets, and yearly spending reports.
S3 Printed Materials
1986-2002, .25 linear ft.
This series shows the formation, history, policies, and affect of the program on its recipients through newsletters, newspaper clippings, pamphlets, fact sheets, and policy manuals.
S4 Audiovisual Materials
1986-2002, 2 linear feet
Photographs and videotapes show the facilities, dogs, recipients, events, and volunteers of the program. Most of the photographs are unidentified. The photographs have been divided into major categories by subject.
Series List
Folder List
| Box | Folder |
|---|---|
| 1 | 1 |
| | 2 |
| | 3 |
| | 4 |
| | 5 |
| | 6 |
| | 7 |
| | 8 |
| | 9 |
| | 10 |
| | 11 |
| | 12 |
| | 13 |
| | 14 |
| | 15 |
| | 16 |
| | 17 |
| | 18 |
| | 19 |
| | 20 |
| | 21 |
| | 22 |
| | 23 |
| | 24 |
| | 25 |
| | 26 |
| | 27 |
| | 28 |
| | 29 |
| | 30 |
| | 31 |
| | 32 |
| | 33 |
| 2 | 34 |
| | 35 |
| | 36 |
| 2 | 37 |
| | 38 | Minutes, Board of Directors, September-December, 1992 |
|---|---|---|
| | 39 | Minutes, Board of Directors, January-June, 1993 |
| | 40 | Minutes, Board of Directors, July-December, 1993 |
| | 41 | Minutes, Board of Directors, January-June, 1994 |
| | 42 | Minutes, Board of Directors, July-December, 1994 |
| | 43 | Minutes, Board of Directors, January-June, 1995 |
| | 44 | Minutes, Board of Directors, July-December, 1995 |
| | 45 | Minutes, Board of Directors, January-June, 1996 |
| | 46 | Minutes, Board of Directors, July-December, 1996 |
| | 47 | Minutes, Board of Directors, January-June, 1997 |
| | 48 | Minutes, Board of Directors, July-December, 1997 |
| | 49 | Minutes, Board of Directors, January-June, 1998 |
| | 50 | Minutes, Board of Directors, July-December, 1998 |
| | 51 | Minutes, Board of Directors, January-June, 1999 |
| | 52 | Minutes, Board of Directors, July-December, 1999 |
| | 53 | Minutes, Board of Directors, January-June, 2000 |
| | 54 | Minutes, Board of Directors, July-December, 2000 |
| | 55 | Minutes, Board of Directors, January-June, 2001 |
| | 56 | Minutes, Board of Directors, July-December, 2001 |
| | 57 | Minutes, Board of Directors, 2002 |
| 3 | 58 | Miscellaneous, 1993-94 |
| | 59 | National Assistance Dog Awareness Week, 1989-91 |
| | 60 | Ohio Revised Code |
| | 61 | Pontiac, Ill. Chapter – Guide Dogs for the Handicapped, Inc., 1987-89 |
| | 62 | Presentation requests, 1994 |
| | 63 | Press releases, 1992, 2001 |
| | 64 | Product information, 1993-94 |
| | 65 | Publications, 1993 |
| | 66 | Recipient correspondence, 1987-97 |
| | 67 | Recipient and dog profiles |
| | 68 | Restructuring, 1986 – Name change |
| | 69 | Training Information, 1993-94 |
| | 70 | Secretary of State fillings, 1989-90 |
| | 71 | Toledo Museum of Art, 2000 |
| | 72 | Website, 1999 |
| | | S2. Financial Records |
| | 73 | Balloon lift-off, 1989 |
| | 74 | Bethel Road property rental agreement, 1992 |
| | 75 | Donations, 1989-2001 |
| | 76 | Fundraising, 1990-2002 |
| | 77 | Golf classic, 2000-01 |
| 3 | 79 | Insurance, 1993-94 |
|---|---|---|
| | 80 | Invoices, 1994 |
| | 81 | “May Day at Muirfield” Dinner/Auction, 1989 |
| | 82 | Swanton property rental agreement, 1989-94 |
| | 83 | Tax papers, 1993-95 |
| | 84 | Walking events |
| | | S3. Printed Materials |
| | 85 | Assistance Dogs International Newsletter, 1988-89 |
| | 86 | History and information |
| | 87 | Information/Fact Sheet |
| | 88 | Newsletter, Hearts in Harness, 1987, 1995-2002 |
| | 95 | Newsletter, Wags & Wheels, Spring/Summer & Fall 2006, Spring/Summer & Fall 2007, Fall 2008 |
| | 89 | Newspaper Clippings, not dated |
| | 90 | Newspaper Clippings, 1980s |
| | 91 | Newspaper Clippings, 1990s |
| | 92 | Newspaper Clippings, 2000-2002 |
| | Oversized | Newspaper Clippings and recipient and dog profiles |
| | 93 | Pamphlets |
| | 94 | Policies and Manuals, 1991 |
| | | S4. Audiovisual Materials |
| | | Photographs: |
| 4 | 95 | Dogs, identified |
| | 96 | Dogs, unidentified |
| | 97 | Events |
| | 98 | Facilities |
| | 99 | Recipients, identified |
| | 100 | Recipients, unidentified |
| | 101 | Volunteers and workers |
| 5 | | Video tapes, VHS, Beta, ¾ Inch, 1989-2001 |
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L E S S O N 9
Why Does God Permit Suffering?
Why does God allow suffering? It is hard at times to comprehend why God would allow people to suffer intense pain and very difficult circumstances. Some suffering is brought about by natural causes—tornadoes, fires, earthquakes, etc. Philosophers call this natural evil. Other suffering is the result of the actions of people who use their freedom to commit sinful, destructive, and cruel acts. Philosophers call this moral evil.
While we will never understand all the reasons why God permits suffering, the Scriptures do provide some consistent answers to the hard questions of life. In fact, the more we can learn about this subject now, perhaps while things are going well, the better we will face trial and hardship and the better equipped we will be to give answers to those who wonder why they suffer.
Job's life is an example of riches to rags. The first two chapters of the book of Job describe what happened to him. But the subsequent thirty-five chapters deal with what was happening inside of him. We are introduced to Job as a successful man. He enjoyed good health, children, and wealth. Yet God allows Job to suffer. God permits Satan to take away everything Job had. His good health is shattered; his workers murdered; his animals stolen or killed; and his sons and daughters perished. In the midst of this calamity, Job's reaction is honorable. "Job got up and tore his robe and shaved his head. Then he fell to the ground in worship" (Job 1:20). Job's reaction to suffering is a great model for us. He realizes that the things of this world are temporary. His children and possessions belonged to God. Job understood that, as humans, we come into this world with nothing, and we leave with nothing.
Moreover, instead of cursing God for his suffering, Job asks rhetorically, "Shall we accept good from God, and not trouble?" (Job 2:10). In the midst of all his loss, Job does not sin with his words. While he expresses great anguish and even wishes to die (read Job 3), he never abandons his faith or curses God. Later, God comforts Job and restores him to good health and greater prosperity than before.
Nobody wants to suffer, but the truth is that there are some lessons that can only be learned through suffering.
LESSON OUTLINE
Suffering Produces Fruit
The Product of Good Character
Suffering at the Hands of Satan
Suffering Rebukes Our Sin
Suffering Unites Believers with Christ
Suffering Teaches Dependence on God
Suffering Equips Us for Ministry
LESSON OBJECTIVES
1. Explain how suffering aids in the development of the fruit of the Spirit.
2. Explain how suffering produces good character.
3. Identify tactics Satan uses against God's people.
4. Explain why God uses suffering to discipline disobedient Christians.
5. Describe how suffering unites us with Christ.
6. Explain how suffering increases our dependence on Christ.
7. Point out how suffering equips Christians for ministry.
Suffering Produces Fruit
Objective 1:
Explain how suffering aids in the development of the fruit of the Spirit.
Producing Fruit
God insists on fruit in our lives, and He has many different ways of producing it. Some of these ways include the effect of the Word of God on our lives, the outcome of prayer, and even suffering. None of us looks forward to adversity, but if God allows it in our lives, it is meant to produce good fruit. God longs to see fruit in our lives. Jesus said, "This is to my Father's glory, that you bear much fruit, showing yourselves to be my disciples" (John 15:8). Dr. Norman Vincent Peale said,
The only people who do not have problems are those in the cemeteries, and some of them really have problems. If you have problems, it simply means you are alive and the more problems you have the more alive you are. If you don't have man-sized problems you should get on your knees and ask God to "trust" you with a few.
While suffering can produce good fruit, it also has the potential to produce bad fruit. How we respond to suffering is our choice. We can either become bitter or better, grateful or hateful. Let us discuss some good fruit that suffering produces.
Patience out of Suffering
Patience is a characteristic that seems lacking in many people these days, yet it is an essential feature of Christian maturity. As we face trials and learn to wait on God, patience and perseverance develop. Luke 8:15 says, "But the seed on good soil stands for those with a noble and good heart, who hear the word, retain it, and by persevering produce a crop."
A story is told about a young Christian who went to an older believer for prayer. The young man wanted more patience. The elderly man prayed that the Lord would send the man tribulation all throughout the day. When the confused younger man asked why he was praying for tribulation and not patience, the older man replied, "It's through tribulation that we learn patience."
Thus, we must allow God to work in us until His job is finished! James 1:2–4 advises, "Consider it pure joy, my brothers, whenever you face trials of many kinds, because you know that the testing of your faith develops perseverance. Perseverance must finish its work so that you may be mature and complete, not lacking anything."
Joy in Suffering
Joy is a product of suffering. Some of the greatest joy you will ever experience will be in the lessons you learned through adversity. After suffering, you will have a testimony for the rest of your life. Jesus told us tough times would come: "'I have told you these things, so that in me you may have peace. In this world you will have trouble. But take heart! I have overcome the world'" (John 16:33). We can find joy in knowing that God will bring us through, so there is no need to worry.
The Product of Good Character
Objective 2:
Explain how suffering produces good character.
Suffering produces a character of moral excellence and strength. Our character is revealed by how we react to suffering and adversity. Let us look back at Job. The Bible describes him as blameless and upright, one who feared God and hated evil (Job 1:1). This was before he faced any misfortune. His true character was not seen until after calamity struck. Notice what the Bible says following Job's hardship, "In all this, Job did not sin by charging God with wrong-doing" (Job 1:22). When you
seek God while suffering, He will enable you to react well and build much fruit in your life.
Are you a person of good character? Character has been described as what you are when no one is looking. Allow me to touch on three areas of character that have the potential of developing when we suffer.
Suffering Toughens the Weak
First, suffering helps you to become stronger. A vacationer watched with curiosity as a lumberjack occasionally jabbed his sharp hook into a log, separating it from the others that were floating down a mountain stream. When asked why he did this, the worker replied, "These may all look alike to you, but a few of them are quite different. The ones I let pass are from trees that grew in a valley where they were always protected from the storms. Their grain is coarse. The ones I've hooked and kept apart from the rest came from high up on the mountains. From the time they were small, they were beaten by strong winds. This toughens the trees and gives them a beautiful grain. We save them for choice work. They are too good to make into plain lumber." This story is a great example of how suffering produces strength.
First Peter 4:12–13 reads, "Dear friends, do not be surprised at the painful trial you are suffering, as though something strange were happening to you. But rejoice that you participate in the sufferings of Christ, so that you may be overjoyed when his glory is revealed." When will Jesus' glory be revealed? Certainly it will happen with the splendor of His second coming, but
His glory is also revealed when He sends deliverance our way. Moreover, Jesus' glory is revealed as we reflect His character, as we are molded into the people God wants us to be.
Correction through Suffering
Second, suffering helps to correct faults. We all have defects and blemishes in our lives—some small and some rather large ones. Often we are blind to our own
imperfections or willing to tolerate them. Jesus told us, "Be perfect, therefore, as your heavenly Father is perfect" (Matthew 5:48). The Greek word for "perfect" is teleios, which can be translated as "complete." God desires to see us "complete," not lacking in any moral and spiritual virtue.
Suffering has a way of steadily working out our imperfections. Just as a potter callously kneads clay to remove the air bubbles that damage the pot in the furnace, so the Holy Spirit works on us. It may be painful, but it is worth it in the end. Our lack of patience is sorely tested through suffering when things are simply out of our control. Our tendency towards materialism and riches is often touched through suffering as well. God works on us just as he worked on all of our heroes in the Bible. He tests every area of our lives through suffering, and this suffering builds great strength.
Stability through Suffering
Third, suffering steadies our fluctuations. Most of us struggle with vacillation. We are hot then cold, up then down, in then out. When we become believers, we might think that our lives will be steady and solid. But soon we fall off track. Great leaders and persons in the Bible also struggled with consistency. For instance, when Timothy needed encouragement, Paul reminded him to "fan into flame the gift of God, which is in you through the laying on of my hands" (2 Timothy 1:6). On the other hand, an entire church at Corinth was given to extremes of spiritual highs until they were abusing spiritual gifts. In 1 Corinthians 12, Paul reprimanded them for their over zealousness. Suffering has a wonderful way of protecting us from the extremes.
All of us are subject to spiritual weakness, but we can be assured that God will strengthen us. If we continually measure our human strength against the job we have been called to do, we will become discouraged. However, God sends trials at just the right time and in just the right measure to exercise our faith and increase our strength. He never sends a trial to destroy, only to build our character. We tend to look forward to relief from suffering, but learning what our Father wants us to gain is much
more important. In Luke 22:31–32, Jesus says to Peter, "'Simon, Simon, Satan has asked to sift you as wheat. But I have prayed for you, Simon, that your faith may not fail. And when you have turned back, strengthen your brothers.'" Our suffering equips us to help others.
Suffering at the Hands of Satan
Objective 3:
Identify tactics Satan uses against God's people.
A Real Enemy
First Peter 5:8–9 reads, "Be self-controlled and alert. Your enemy the devil prowls around like a roaring lion looking for someone to devour. Resist him, standing firm in the faith, because you know that your brothers throughout the world are undergoing the same kind of sufferings." So how does one suffer at the hands of Satan? Three common tactics of the enemy that cause us harm are discouragement, deception, and distraction.
Discouragement
Can you identify with the following situation? Say you are having a rough time. Things are not going well at work. You have been battling sickness. Someone you love is struggling. After many weeks of hardship, you feel weak and vulnerable. Invariably some callous, unthinking individual says something negative, unfair, or hurtful to you.
Satan knows that if he can get us discouraged, he can render us ineffective. Elijah the prophet was discouraged and spoke of quitting his ministry after the attack of Jezebel. Jonah the prophet was also discouraged and resentful; he spoke of dying after his ministry at Nineveh. These are only two of the many leaders in the Bible who faced discouragement.
As a Christian, you must also recognize discouragement as one of Satan's fiery darts. Do not let it live in your spirit and develop into anger or bitterness.
Pray about it. Talk to a trusted Christian friend or pastor. And stand firmly against the enemy.
Deception
Satan is the master deceiver. He has brought more suffering into the church through deception than through any other means. The primary way Satan deceives is through distorting the truth, and especially the truth of Scripture. The apostle Peter warned us against this trickery. In 2 Peter 3:16, he writes, "Ignorant and unstable people distort, as they do the other Scriptures, to their own destruction."
Satan speaks the Word of God in half-truths. In Matthew 4, Satan himself came to Jesus and told Him half-truths on divine provision, divine protection, and divine position. But Jesus resisted him with the truth of God's Word. Today, false prophets still believe halftruths. They are trying to turn stones into bread, advocate levitation, and even gain power and authority through these counterfeit measures. But the only way to know the difference between God's whole truth and Satan's halftruths is by being a student of the Word of God.
Distraction
If Satan cannot bring suffering into your life through discouragement or deception, then he will try to attack the strategic center of your life—your mind. The mind is where the decisions of life and eternity are made. The mind is an armory where we forge the weapons for our victory or our destruction. Satan does not have to fill your mind with evil thoughts all day to win; all he needs to do is distract you.
He seeks to cause confusion, weariness, fear, busyness, or anything that will shut out the voice of God. Nevertheless, our greatest stance of spiritual power is to be led by the Holy Spirit and not by the flesh. We must have the mind of Christ in all we do. Paul advised the Christians in Rome, "Do not conform any longer to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test
and approve what God's will is—his good, pleasing and perfect will" (Romans 12:2).
We do not have to suffer at the hands of Satan for long. Yes, he will continue to attack, but the sooner we recognize his efforts, the sooner we can engage in countermeasures. So, be sober and vigilant and stand against the tricks of the devil.
Suffering Rebukes Our Sin
Objective 4:
Explain why God uses suffering to discipline disobedient Christians.
Sin Gets God's Attention
There is no quicker route to suffering than to habitually engage in sinful behavior. Sin itself carries its own set of natural and unavoidable consequences. If you lie, you may be exposed as dishonest and untrustworthy. If you steal, you may go to jail. If you gossip, you may find yourself with few genuine friends. Moreover, in the life of a believer, sin will always elicit a response from God.
God loves us too much to ignore the sin in our lives. Count on it—if you practice sin, God will attempt to correct you just as a good parent corrects his or her disobedient child. God's correction or discipline entails varying degrees of suffering.
The Price of Salvation
When Christians rebel and sin, they sometimes think that those who warn them are overreacting. They make excuses for their behavior and pretend that their sin is minor or inconsequential. They even assume God will just wink at their shortcomings. But God will not excuse sin! Christ paid an incredible price for our salvation. God has a huge investment in our lives. He will do whatever it takes to get our attention and turn us back to Him. He will even allow pain into our lives now so that we will not miss the future blessings.
The writer of Hebrews says, "In your struggle against personal sin is minimal compared to the price Christ paid sin, you have not yet resisted to the point of shedding your blood" (Hebrews 12:4). Our struggle against to save us. At first, we may think that God's discipline in our lives is an overreaction, yet Psalm 103:10 tells us, "He does not treat us as our sins deserve or repay us according to our iniquities." God is never as severe with us as we actually deserve. He is a gracious God, who
only desires the best for us.
The Father Acts in Our Best Interest
It is important to understand what family we belong to. When we were without Christ in our lives, our father was the devil. Now, since we are Christians, God is our heavenly Father. The apostle John writes, "How great is the love the Father has lavished on us, that we should be called children of God! And that is what we are!" (1 John 3:1). Everyone knows that a parent has the right to speak to and discipline his or her child. Parents can tell you that when it comes to children and discipline, there are two common temperaments: strong-willed children and compliant children. Strong-willed children tend to resist discipline, so parents work extra hard to train them. Compliant children need little discipline. In fact, a little discipline goes a long way for them.
We see these basic reactions among believers under God's discipline. While both temperaments of people require the Lord's correction from time to time, some fight it while others embrace it. Hebrews 12:5–6 says, "'Do not make light of the Lord's discipline, and do not lose heart when he rebukes you, because the Lord disciplines those he loves, and he punishes everyone he accepts as a son.'" God disciplines us because He loves us.
A Lesson from the Prodigal
The devil comes to kill, steal, and destroy, but Christ comes to give, restore, and build. Read the parable of the prodigal son (see Luke 15:11–32). This father's heart remained faithful to his wayward son. He welcomed him home, restored him to sonship, and celebrated his return. The father in this story represents God.
Unlike the prodigal's father, some self-righteous Christians fail to appreciate the grace of God involved in restoring a wayward follower of Christ. Rather than celebrate the triumph of God's love, these self-righteous Christians secretly wish they could impose their own brand of discipline on the believers who return to the family of God. But Christ desires us to love unconditionally and accept into His family the believers who have strayed.
Suffering Unites Believers with Christ
Objective 5:
Describe how suffering unites us with Christ.
Suffering Is Unavoidable
Some people assume that Christians should be exempt from most suffering. Shouldn't being a follower of Christ protect us from the worst difficulties and hardships? What about the hedge of protection we often hear about? Shouldn't that keep us from all pain and sorrow?
According to Peter, Christians are not exempt from suffering. First Peter 4:12–13 records, "Dear friends, do not be surprised at the painful trial you are suffering, as though something strange were happening to you. But rejoice that you participate in the sufferings of Christ, so that you may be overjoyed when his glory is revealed." The apostle Paul also wrote, "I want to know Christ and the power of his resurrection and the fellowship of sharing in his sufferings, becoming like him in his death" (Philippians 3:10).
Both of these great men of God expected suffering in the Christian life. This does not mean that there are never temporal blessings to enjoy or that no divine protection is available. As Christians, we believe that we are under the watchful eye of God. No blessing or suffering comes into our lives without God's permission.
The Fellowship of Suffering
The apostle Peter says that we "participate in the sufferings of Christ" (1 Peter 4:13). Paul speaks of wanting to know the "fellowship of sharing in his [Jesus'] sufferings" (Philippians 3:10). To fellowship means to share the same experience of another. Rather than avoiding suffering on life's journey, we should expect it, and even welcome it. Why? When we endure pain, assuming we are not suffering because of sin, we experience a special unity with Christ. As hard as this may seem, Paul understood that it would only benefit him to suffer. Our suffering allows us to associate, in some small degree, with Christ's ultimate suffering.
Why Jesus Suffered
Throughout eternity past, it was God's plan to allow His Son to suffer for our sins and thereby purchase our salvation. The prophet Isaiah wrote, "Yet it was the Lord's will to crush him [Jesus] and cause him to suffer" (Isaiah 53:10). This is strange to our human minds; we cannot fathom why any father would desire to have his son endure such pain.
God's ways often seem foolish to the unbelieving human mind. His ways are higher and wiser than ours. Thus, it pleased God to wound His Son because of the end result it would produce. Even earthly fathers will permit their children to suffer some pain if it will bring about a greater good. If a child falls and severely breaks his arm, he probably will cry and fear anyone touching his arm lest it hurt more. However, the father in love will permit a doctor to reset the arm bones, although the procedure may be excruciatingly painful. If surgery is necessary to correct the damage, the father will also permit that even though it requires more suffering. The greater good justifies him in doing so.
When John the Baptist first acknowledged Jesus in public, he announced, "Look, the Lamb of God, who takes away the sin of the world!" (John 1:29). Jesus repeatedly told the disciples that He came to earth to suffer and die. In Luke 24, we find two of Jesus' disciples on the road
to Emmaus on that first Easter. Jesus had been crucified days earlier, and these disciples were sorrowful and confused by the news that Jesus had been seen alive. Jesus rebuked them, "Did not the Christ have to suffer these things and then enter his glory?" (Luke 24:26).
It was essential to the plan of God that Jesus suffer. The writer of Hebrews tells us, "In bringing many sons to glory, it was fitting that God, for whom and through whom everything exists, should make the author of their salvation perfect through suffering" (Hebrews 2:10). Jesus was already in a state of sinless perfection. The work of Calvary did not make Him perfect in regard to sin. The Greek word translated perfect means "to finish or to fulfill." Calvary's cross was the culmination of Jesus' earthly mission. Without it He could not have finished or fulfilled God's will. Thus, Jesus cried out on the Cross, "It is finished" (John 19:30).
Jesus also learned obedience through suffering. As a man, He had to learn to obey God; He had to make choices. We even see Him struggling in the Garden of Gethsemane just before His arrest and trial. "He fell with his face to the ground and prayed, 'My Father, if it is possible, may this cup be taken from me. Yet not as I will, but as you will'" (Matthew 26:39). God the Father could have delivered Jesus from death (Hebrews 5:7), but even our wonderful Savior, fully divine and fully human, had to endure suffering.
God has a plan for your life, too. He wants us to be conformed to the image of his Son. For that to happen, we must participate in the sufferings of Christ.
Proper Attitude Is Important
Suffering is not easy. Consider the children of Israel who spent forty years in the wilderness prior to entering the Promised Land. Moses reminded them, "Remember how the LORD your God led you all the way in the desert these forty years, to humble you and to test you in order to know what was in your heart, whether or not you would keep his commands" (Deuteronomy 8:2). We can trust that the same God to test us. He will also bring us through our suffering.
Suffering Teaches Dependence on God
Objective 6:
Explain how suffering increases our dependence on Christ.
The Problem of Self-Reliance
The apostle Paul learned a valuable lesson through his intense suffering. He states in 2 Corinthians 1:9, "In our hearts we felt the sentence of death. But this happened that we might not rely on ourselves but on God, who raises the dead." The natural tendency for all of us is to become self-reliant. We forget God. But God knows exactly what we need. He knows what it will take to keep us solely dependent on Him, and that may include periods of suffering.
There will be times when it feels that God is far away from you. You may wonder if He has forgotten about you. King David experienced this and wrote about it in Psalm 22. Jesus also experienced this sense of abandonment. While hanging on the Cross, Jesus cried out, "My God, my God, why have you forsaken me?" (Matthew 27:46).
We serve the God who promised never to leave us (Hebrews 13:5). A.W. Tozer said, "For each of us the time is coming when we shall have nothing but God. Health and wealth and friends and hiding places will be swept away, and we shall have only God. To the man of pseudo faith that is a terrifying thought, but to real faith it is one of the most comforting thoughts the heart can entertain."
What do you do when it seems that God is missing from your life? You keep praying and worshipping. You continue to study His Word. You quote Scripture. You persist in living for Him. You call to remembrance the stories of deliverance you read in the Bible and have heard from the lips of your fellow Christians. You recall the good things God has done in your life. You never stop confessing your confidence and faith in the Lord. Eventually, the fog will lift.
We Are Witnesses
Through our adversity the world finds out what we are made of. Unbelievers observing us will ask if we really depend upon God or if Christianity is just another empty religion. They will wonder if our faith is strong enough to get us through. Suffering, in this sense, requires or forces us to depend upon God like never before. While in suffering, we must hold to the truth that God is still with us. A great verse to memorize is Isaiah 46:4: "Even to your old age and gray hairs I am he, I am he who will sustain you. I have made you and I will carry you; I will sustain you and I will rescue you." Holding to such promises will give you the strength to be an effective witness even while you are suffering.
Suffering Equips Us for Ministry
Objective 7:
Point out how suffering equips Christians for ministry.
Good and Bad Experiences
God knows how all experiences interrelate, and He is able to move all things toward His final end. Therefore, we can look at every situation as ultimately part of a greater good. Romans 8:28 notes, "And we know that in all things God works for the good of those who love him, who have been called according to his purpose." No experience is a wasted experience in the grand scheme of God. He uses everything, whether good or bad, for our benefit and for the benefit of others.
Moses' Example
Look at the life of Moses. He started out as the son of Hebrew slaves and was nearly killed. But later, thanks to divine providence, Moses was adopted by the daughter of Pharaoh. For forty years he lived in luxury, enjoying the best of Egypt. He became acquainted with the language and customs of the Egyptians.
Then, one day everything changed. While trying to aid a Hebrew being abused, Moses took the life of an Egyptian. This brought the wrath of Pharaoh upon him. Moses was forced to flee from Egypt and dwell in the Midian desert for forty years. There, he married the daughter of a nomad and ended up tending his sheep. No doubt, this was a humbling and painful experience. It was also necessary if Moses was going to become the great leader God wanted him to be. Thus, some lessons can be learned only through suffering. Samuel Rutherford said, "When I am in the cellar of affliction, I look for the Lord's choicest wines."
Compassion Ministry
Suffering gives us a unique compassion for others. Some churches offer recovery groups such as sexual abuse recovery, divorce recovery, grief recovery, and chemical abuse recovery.
Many of the workers in these groups are people who themselves have struggled with these difficulties. These ministries are borne out of a heart of compassion.
The Ability to Encourage
Suffering not only teaches compassion but also gives us valuable insight to encourage others who are suffering. Having suffered, we can tell people how God brought us through; we can testify to God's unfailing love and care. We can let others know they are not alone in their suffering and that they can bear up under a lot more pressure than they realize.
Conclusion
Whether or not you are bearing up under suffering at the present time, these simple biblical truths are able to transform your attitude and outlook on life. You do not have to be ashamed of or even fear suffering. Do not let anyone despise you or question your commitment to Christ if you find yourself bearing up under painful circumstances. God is at work in your life. His grace is always sufficient for you no matter what you are facing.
Scripture Verses to Memorize
Romans 8:28
Romans 12:2
Hebrews 13:5
1 Peter 4:12–13
1 John 3:1
SELF-TEST
After studying the lesson, please read each study question carefully and circle the correct response. There is only one correct response for each question.
1. Job's reaction to suffering is a good model for us because
b) despite his suffering, he chose to worship God.
a) he never showed his sorrow and always presented a happy face to others.
c) he listened to his friends who gave him great advice.
2. God permits us to suffer at times to produce good fruit in the long run, but sometimes we react incorrectly and allow bad fruit to develop.
b) False
a) True
3. God allows us to go through trials in order to a) build our character.
c) prove that He is divine.
b) destroy us.
4. Why is it good to understand the ways Satan causes us to suffer?
b) It is not good to know the ways of Satan, for it might cause us to stumble.
a) We can run away from all situations where it appears that Satan is at work.
c) When we are aware of the tactics of the enemy, we can stand strong against him.
5. When we practice sin, we bring suffering upon ourselves. This suffering serves as a warning so will not continue to make the same mistakes.
b) False
a) True
6. Why should we want to know the fellowship of sharing in Christ's sufferings?
b) It creates a special unity with the Lord achievable in no other way.
a) It automatically makes us holier than others.
c) It will cause people to look up to us with more respect.
7. It is a cruel God who would willfully allow His children to suffer.
b) False
a) True
8. When God seems distant during our times of suffering,
b) it is an indication of our sin.
a) we must remember that God is still nearby; He will never forsake us.
c) this means that we are not as special to Christ as we originally thought.
9. One of the greatest things we gain from suffering is a) compassion for others who suffer.
c) both a) and b).
b) insight leading to an ability to encourage others who suffer.
10. Which of the following statements is true?
b) God's correction entails various degrees of suffering.
a) Suffering comes only as a result of one's own sin.
c) God's grace is not suffi cient to carry us through all suffering.
ANSWERS TO STUDY QUESTIONS
Note: You can check your answers by using the answer guide. The numbers in the parentheses indicate which objective in the lesson to check.
1. b (9.1)
2. a (9.1)
3. a (9.2)
4. c (9.3)
5. a (9.4)
6. b (9.5)
7. b (9.5)
8. a (9.6)
9. c (9.7)
10. b (9.4)
ABOUT THE AUTHOR OF THIS LESSON
Ron Bontrager and his wife were youth pastors for eight years. Ron served as Senior Pastor in DeKalb, Illinois, from 1985–1990, and in Madison, Indiana from 1990–1994. He now leads Lakeview Church in Indianapolis, Indiana, as Senior Pastor.
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Wye's Owls Out of School Club
Wye Village Hall, Bridge Street, Wye, Ashford, Kent TN25 5EA
| The quality and standards of the early years provision | This inspection: | Outstanding | 1 |
|---|---|---|---|
| | Previous inspection: | Good | 2 |
| Effectiveness of leadership and management | | Outstanding | |
| Quality of teaching, learning and assessment | | Outstanding | |
| Personal development, behaviour and welfare | | Outstanding | |
| Outcomes for children | | Not Applicable | |
Summary of key findings for parents
This provision is outstanding
n Staff have inspirational relationships with children. Children are incredibly happy, confident and enthusiastic during their time at the club.
n The manager and staff establish extremely positive partnerships with other early years professionals. These help staff to provide children with an extremely consistent approach to their play experiences. For instance, they regularly observe children with the teachers at the school and make targets together.
n All staff are incredibly good at evaluating their practice together. For example, they have daily discussions to reflect on how well they enthralled children in their play experiences. They use the findings to enhance the extremely engaging activities.
n Children have outstanding opportunities to gain excellent physical skills. For instance, they enjoy extremely challenging activities, such as climbing large trees, and use climbing walls and firefighter poles with incredible levels of confidence.
n Children have an incredible understanding for other people's similarities and differences. They learn about an extensive range of events traditional to other counties, such as New Zealand's Waitangi Day. They also enjoy baking French croissants and Chinese fortune cookies.
n All staff establish outstandingly positive partnerships with parents and keep them exceptionally well informed of their children's time at school and the club. For example, they share children's interesting play experiences and activity ideas daily.
What the setting needs to do to improve further
To further improve the quality of the early years provision the provider should:
n enhance the already extremely good opportunities children have to explore and investigate the natural world and learn how things grow.
Inspection activities
n The inspector observed staff interacting with children.
n The inspector looked at written documentation, including a sample of the policies and procedures, risk assessments and staff training records.
n The inspector viewed the indoor and outdoor environments children use.
n The inspector spoke to children, parents and staff, and took their views into consideration.
Inspector
Kelly Hawkins
Inspection findings
Effectiveness of leadership and management is outstanding
The manager monitors the consistency of the quality of care and play experiences exceptionally well. For example, she carries out daily observations and provides staff with highly challenging targets to meet in order to enhance their future performance. Staff fully include the views and suggestions from children, who have an incredibly active role in their play. For instance, children add their own ideas to the daily activities and staff implement their wishes into the club's plans. This helps keep children enthusiastic and fascinated in incredibly interesting experiences. The manager identifies the potential to enhance children's understanding of how things grow even further. All staff keep their professional knowledge up to date and attend extremely beneficial training to build on their already impressive skills. For example, they learned about the different ways to ensure they implement knowledge and understanding for children about the importance of equality and diversity at the club. Safeguarding is effective. The manager and staff have an extremely comprehensive knowledge of the safeguarding and child protection policies to help protect children's welfare and keep them safe. Children learn how to keep themselves and others safe. For instance, they have an active role in risk assessing the activities daily. Children learn how to contact the emergency services, and they know how to place people in the recovery position and carry out cardiopulmonary resuscitation.
Quality of teaching, learning and assessment is outstanding
Staff enthusiastically encourage children to share their learning from school and they build on these ideas at the club. Staff extend children's play and ideas in extremely fascinating ways. For example, children who are enthralled in taking apart electrical equipment, such as microwaves and toasters, use real tools to put them back together. They go on to make electric circuits and learn about electricity and where it comes from. Children are extremely excited to engage in highly interesting activities. For instance, they use hammers, drills and saws with excellent maturity to build their own wooden structures.
Personal development, behaviour and welfare are outstanding
Children are extremely confident communicators. For example, they make up their own stories and are keen to share them with their friends. Children are incredibly polite, and their behaviour is impeccable. Children work together in highly interesting team games, including netball, volleyball and tennis. Children show each other incredible kindness and empathy, for example when they ensure all children are included in their play and they listen to each other's ideas intently. Children develop an excellent understanding of healthy eating. For example, they are extremely keen to make their own healthy items for their snack, such as fruit smoothies and home-made pancakes with fruit, including berries.
Setting details
Wye's Owls Out of School Club registered in 2011 and operates in Wye, Kent. The club is open on Monday to Thursday from 3.10pm to 6pm and on Friday from 3.10pm to 5.30pm, term time only. The club employs three members of staff, one of whom hold an early years qualification at level 5 and one who is qualified at level 3.
This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.
Any complaints about the inspection or the report should be made following the procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email email@example.com.
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.
If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email firstname.lastname@example.org.
You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/opengovernment-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: email@example.com
This publication is available at www.ofsted.gov.uk/resources/120354.
Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .
Piccadilly Gate Store Street Manchester M1 2WD
T: 0300 123 4234
Textphone: 0161 618 8524
E: firstname.lastname@example.org
W: www.ofsted.gov.uk
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SCHOOL CONTEXT STATEMENT
Updated: 13/02/2020
School number:
0194
School name:
JERVOIS PRIMARY SCHOOL
School Profile:
JPS supports students and staff to actively engage in the process of learning and encourages everyone to learn from mistakes and strive for progress. The school works in partnership with families and community so all become successful learners, confident and creative individuals; and active and informed citizens.
We are guided by the Department for Education (DfE) vision:
"To build a stronger future for our children by making South Australian's education and child development system world class."
Jervois Primary is a regional school with approximately 100 R - 7 enrolments across 4 classes.
Our school staff members provide quality care and have high expectations for student learning and wellbeing.
The whole school supports four foundations:
Happy Safe & Belonging
because we value respectful relationships, wellbeing and community
Stop & Think because we know every student can learn and value every opportunity for student success
Learning & Leading because we value lifelong learning and leadership through collaboration
The Learning Pit (challenge)
because we value change, effort, persistence, perseverance and progress
Outside areas for learning and play include a kitchen garden, Nature Play, oval and playground and court areas.
There are various opportunities for student leadership, including SC (Student Council), SLC (Student Learning Community), YEL (Youth Envrionment Leaders).
We have a school wide approach on showing kindness towards others and being bully-free.
1. General information
- School Principal name:
Mikelle Miegel
- Deputy Principal’s name: N/A
- Year of opening:
1922
- Postal Address:
RAYSON STREET, JERVOIS SA 5259
- Location Address:
RAYSON STREET, JERVOISS
- DECD Region:
MURRAYLANDS
- Geographical location:
100km (from GPO)
- Telephone number:
0885723279
- Fax Number:
0885723126
- School website address:
www.jervoisps.sa.edu.au
- School e-mail address:
email@example.com
- Child Parent Centre (CPC) attached:
NO
- Out of School Hours Care (OSHC) service:
NO
- February FTE student enrolment:
- Student enrolment trends:
The school introduced a 4 th class in 1996. It has fluctuated between 4 and 5 classes since 2015, however the past 3 years have been consistent with 4 classses.
- Staffing numbers (as at February census):
Staffing Data
- Public transport access:
NIL
- Special site arrangements:
The school works with the surrounding schools in our Murraylands Partnership.
2. Students (and their welfare)
- General characteristics
Students come from diverse socio economic backgrounds. Jervois is a close knit rural community with a predominantly Anglo/Australian background. More than half the schools students come from outside the township. There is currently 1 NESB students and the school card population takes up about 40% of the total school population.
- Student well-being programs
Jervois has a 0.2 wellbeing coordinator to support student welfare. We have a Pastoral Care Worker who supports student and staff twice weekly. Programs run include lunch time activites, social skills programs for small groups and classroom engagement.
- Student support offered
At risk students are identified and supported by teachers, the PCW and SSOs. We connect with regoional and departmental services when required for guidance and support with specific needs (eg attendance, behaviour, speech). Over the past few years we have also had connections with the Tailem Bend Communities for Children and they have offered small group support.
- Student management
- At Jervois Primary School student engagement and behaviour is paramount and we will continue to:
- Promote what we value and what is communicated in our 4 foundations (Happy, Safe & Belonging, Stop & Think, Learning & Leading and The Learning Pit)
- Support every student to engage in learning and engage positively with others
- Provide opportunities for students to learn from mistakes, as we all aim to view interpersonal and behaviour mistakes in the same way we see academic mistakes: opportunities to learn and grow
- Follow best practice, including Restorative Practices to help each person to find a solution to the problem and work together to repair the relationship
- Follow Department for Education(DfE) policies and processes
- Student government
- Student Council is representative of all students 1-7. They meet weekly and focus on 3 key areas of; School Improvement, Learning and Fundraising. Students also have an opportunity to be part of Youth Environment Leaders (YEL), which participates in Student Forums based on Environmental learning and practices. Student reps also belong to the Student Learning Community (SLC) which collaborates with other students across the partnership with a 2020 focus on feedback for learning.
- Special programmes
- NA
3. Key School Policies
Vision
Jervois Primary School supports students and staff to actively engage in the process of learning and encourages everyone to learn from mistakes, and strive for progress.
The school works in partnership with families and community so all become successful learners, confident and creative individuals; and active and informed citizens.
Site Improvement Plan
We develop our vision and foundations through our Site Improvement Plan. Our 2 priorities are:
- Increase student achievement in reading, particularly the area of comprehension
- Increase student achievement in mathematics, particularly the number strand
Recent key outcomes:
Jervois Primary School look at a range of data sets to track and monitor students, looking for progress and improved ways to continue to support them as learners.
One way we did this was to track 6 students in each class around reading comprehension across the year. This data was useful for teachers to see growth but also to identify future teaching points. We continued to maintain our school wide reading data wall and this gave us many insights into students. We could confidently select students to participate in a range of wave 2 interventions that encompassed the Big 6 of reading.
An inclusion to our end of year report is the Standard of Education Achievement (SEA) reference against State testing in Pat Maths and Pat Reading. This was discussed at Governing Council and students from year 3 up now have a SEA target for both areas and includes the score the student achieved so families are informed if their child met the SEA.
As a school that often has fewer than 20 students eligible to sit NAPLAN in each year level, small changes in the number of our students Improvement Planning Outcomes can cause large changes in the percentages shown in the previous graphs. This makes it more difficult to use those percentages to draw reliable conclusions about changes in performance from year to year. As we continue our SIP journey in maths next year we are keen to shift the lower progress group as well as see growth in the upper progress group.
4. Curriculum
Subject offerings
Jervois Primary School implements the Australian Curriculum subjects for all students. The 4/5 Class engage in Choir as part of The Arts (music) curriculum.
Special Needs
The system supports schools in identifying students with significant needs. Once these students are identified and approved fudning is provided to the school and we establish SSO time and support for the student.
Teaching Methodology
Teachers engage and implement the TfEL framework as the DfE mandated pedagogical framework. A wide range of teaching methodologies are used to cater for diversity. Teachers engage with the learning design framework, with curriculum considerations, explicit and inquiry approaches to enable students to aquire the intended knowledge, skills and understandings.
Student assessment procedures and reporting
Parent / Teacher / Student interviews occur in Term 1 and on request. A summative formal report is sent home in Term 2 and at the end of the year. All classes and students are using the See Saw app and this is a regular tool used to share learning with families.
Joint programmes
Jervois, Mypolonga, Tailem Bend and several Murray Bridge Primary Schools have links in the areas of Sport, Choir, the Arts and Training and Development of Staff.
Jervois is a feeder school to Murray Bridge High.
Our Partnership actions include a Student Learning Community where students and teachers from all Primary sites connect once a term to learn together, influence their own sites and drive improvement.
Special curriculum features:
An LLI (Leveled Literacy Intervention) Support program occurs to furher support students identified to improve their reading skills, behaviours and achievement. Groups of studetns meet for 30 minutes each day across 10 weeks, this is in addition to the reading instruction students receive in classrooms. A Reciprocal Reading program is also run with groups of students over a 3 week block using the Fab Four reading discussion technique strategies. A phonemic awareness/ phonics small group also occurs and again builds on the learning that takes place in classrooms to further support studnets to consolidate their skills and understandings.
Numeracy Support occurs in small groups of R-3 and 4-7 students. This opportunity encourages and supports students to show and explain their mathematical thinking; all the time looking for flexibility, creativity, accuracy, efficiency, understading and the use of vocabulary.
The JP class have incorporated Walker Learning approaches through Discovery time and outdoor learning experiences. This includes the implemtation of effective play-based pedagogies to further support student
enagement and achievement in Literacy, Numeracy and personal and social capabilities.
5. Sporting Activities
- A Sports Day is held each year.
- Swimming lessons are a compulsory part of the school program for all students, with the Upper Primary class participating in Aquatics biannually.
- Jervois Primary School is active is SAPSASA sports for the Murraylands; athletics, netball, football, cricket, lawn bowls, tennis, swimming and softball.
- The school seeks opportunities to provide other sporting experiences eg Gymnastics, Tennis.
6. Other Co-Curricular Activities
Students in year's 5-7 have the opportunity to perform at the Regional Festival of Music performance, held at the Murray Bridge Town Hall, along with students from other schools within the partnership.
A whole school end of year performance is held annually at the Murray Bridge Town Hall, and is open to school community members for students to showcase their skills in the area of performing arts.
School camps and excursions are considered options, keeping in mind curriculum links and capacity of students and families.
Annual events include a Walkathon/Bikeathon is held annually to raise funds to support our World Vision Community Sponsorship and our Bookweek event which is facilitated by SC.
A mini Debutante Ball (generally held every third year) is organised by the Parents & Friends Committee.
All scheduled activities support our four foundations.
7. Staff (and their welfare)
Staff profile
Our staffing is managed in consulatation with PAC (Personal Advisory Committee). Most teachers and SSO's are part-time. All staff are committed to the students and community.
Leadership structure
PCO2 Principal
Allocation of 0.2 Wellbeing leader
Staff support systems
Teachers support one another in Teaching and Learning and aim to provide best practice. There are structures that support the Junior Primary Team and Upper Primary Team improving together as they learn with and from one another.
Professional Development opportunities are provided to staff, this includes weekly onsite PD as well as external opportunities.
All staff have access to the EAP (Employee Assistance Program)
Performance Management
Performance Management processes are followed and staff meet with the site leader around their PDP.
Staff utilisation policies
Sophie is coleading Literacy Improvement at JPS and is a member of the Partnership Reading Leaders Group.
Tania is coleading Numeracy Improvement at JPS.
Access to special staff
Jervois Primary School works with the District Education Office, Murray Bridge's specialist staff including Guidance Officers, Special Education Unit Hearing and Speech Pathology, Aboriginal Education Officers and Behaviour Support Officers.
Other
NA
8. Incentives, support and award conditions for Staff
- Complexity placement points
NIL
- Isolation placement points
NIL
- Shorter terms
NIL
- Travelling time
Jervois is located 20 minutes travelling time from Murray Bridge
- Housing assistance
As per award
- Cash in lieu of removal allowance
As per award
- Additional increment allowance
As per award
- Designated schools benefits
NA
- Aboriginal/Anangu schools
NA
- Medical and dental treatment expenses
As per award
- Locality allowances
NIL
- Relocation assistance
As per award
- Principal's telephone costs
As per award
9. School Facilities
Buildings and grounds
Jervois Primary School is situated on a single hectare block of land, which has been attractively landscaped mainly with waterwise and native plants.
The Administration building is located centrally, surrounded by a double portable classroom and 3 single classrooms. The Resource Centre, built in 2010, provides a large area for assemblies and performances. The Room 5 Classroom and Resource Centre are both fitted with Solar Panels to provide solar energy to the school.
In addition the school has a canteen and an Activity Room.
Abundant grassed playing areas, an asphalt court and two playground areas are maintained for students' play.
The school also utilises the adjacent Community Hall for visiting performances and the end of year Concert rehearsals.
Close to the school is the Jervois Oval, Courts and Sporting Clubrooms. The school occasionally uses these facilities for sporting and other events.
A Nature Play area has continued to be developed and is available for playtime access as well as learning time.
Heating and cooling
All rooms have reverse cycle air conditioning.
- Specialist facilities and equipment
NA
- Student facilities
The canteen operates twice a week for nutritious lunches and snack foods at lunchtime. The canteen and school promotes healthy eating.
- Staff facilities
Staff members have work spaces in the Resource Centre and staffroom for use during Non-Instruction time.
Internet and email access is available to staff through the school network and staff are provided with individual laptops and iPad.
The Administration building has a toilet, first aid room and staffroom with facilities available for food heating, cooling and storage.
- Access for students and staff with disabilities
The Administration building has a disabled toilet and some classrooms have ramp access.
All classrooms have been acoustically upgraded to cater for students with hearing disabilities.
The school os serviced by a private bus, which runs to the Winery at White Sands, and to Wellington servicing the local student community and beyond.
- Other
NA
10. School Operations
- Decision making structures
School management is collaborative, with decisions made by all staff at weekly meetings.
An active Personnel Advisory Committe is used for staffing and matters.
There is an active Performance Development program.
All staff members participate as staff representatives on sub-committees such as the Finance Advisory Committee.
Governing Council meet twice per term, SC meet weekly.
- Regular publications
Newsletters are published fortnightly and the school utilises the School Stream App, Jervois Primary facebook page and the See Saw app for timely information sharing.
- Other communication
Weekly staff meetings are held, a digital day book and calendar used to keep staff informed of the daily routines and information.
The Principal provides a weekly 2-4 page Principal report to all staff and Governing Council members.
An induction booklet is available to all staff, TRT's and regular volunteers outlining the day to day routines of the school.
There is a parent pack of policies and procedures for new parents to the school.
There is a Volunteers Agreement Procedure for all volunteers at the school.
Policies are available for all staff and community members.
Class newsletters, diaries, communication books, letters, notes, phone calls, parent/teacher interviews, meetings are used to assist communication.
- School financial position
Jervois Primary School manages their finances appropriately, providing staffing and resourcing for student learning. Funds are allocated and spent in line with the Site Improvement Plan.
- Special funding
Jervois Primary School staff seek special funding (such as Sporting School Grant) to support student learning. We have received funding from School's Plus to progress the playbased approach in Junior Primary.
11. Local Community
- General characteristics
Jervois is an agricultural area, incorporating dairy farming, piggeries, chicken farms and beef cattle farming. The town has a local milk factory providing employment. A large percentage of the working community commute to Murray Bridge. Some children come to this school from Tailem Bend and Murray Bridge, as well as the immediate surrounding towns of Wellington and Woods Point.
- Parent and community involvement
An energetic Governing Council contributes to the school management. The Parents & Friends Committee are also highly active in fundraising and in welcoming new families to the school.
Parent/Caregivers are very visible in the school in a range of roles; listening to reading, assistance to class teachers, sports coaching, assistance at
School Context statement 2020.doc
events (Sports Day etc), excursion transport and supervision and camps are some of the ways which parents participate in the school's learning program.
- Feeder or destination schools
Most children continue their education at Murray Bridge High School. Feeder Kindergartens are located at Tailem Bend and Murray Bridge.
- Other local care and educational facilities
A Rural Care program is offered at the Tailem Bend.
- Commercial/industrial and shopping facilities
Although Jervois has no services of its own, there are limited shopping facilities available in Wellington. Extensive shopping facilities and services are available at either Tailem Bend (located across the river), or Murray Bridge (located 25km from Jervois).
- Other local facilities
Jervois has many active Sporting facilities available: Jervois Bowling Club; Cricket, Tennis, Netball, Football and Eight Ball are all played at the Jervois Combined Sports Complex, and Darts at the local Jervois Hall. Golf Clubs, Rowing, Basketball, Gyms and other minor sports are available at either Tailem Bend or Murray Bridge.
- Availability of staff housing
Private rental accommodation can be found in Jervois, Woods Point or Wellington. Rental accommodation is available in both Tailem Bend and Murray Bridge.
- Accessibility
Adelaide is approximately 100km from Jervois. The main road from Jervois to Murray Bridge (Jervois Rd) is very good, with access to Adelaide on the South Eastern Freeway from Murray Bridge. There is no available public transport from Jervois to Murray Bridge (apart from taxi), but public transport is accessible in Murray Bridge.
- Local Government body
Jervois lies within the Rural City of Murray Bridge Council area.
12. Further Comments
There is a strong, positive support for the school in the local community, making the school a vital part of the community's focus. The community is not only an enjoyable place to live, but also a rewarding place to work.
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Local History Factsheet: A brief history of the suburb Findon
The suburb Findon is named after Findon, in Sussex, England. Ten acre sized blocks were offered for sale in 1848. Past industries were gravel mining, market gardening and farming including cropping, dairy, pig and poultry farms. In 1866 the population of Findon was reported as being 200.
The subdivision and sale by auction of a portion of Balcombe Estate, on the corner of Findon and Crittenden Roads, was instructed to go ahead in April 1926. 'The Advertiser' described the land as having always been noted for 'magnificent crops of lucerne and other products of intense culture'. The nearby Findon Post Office and general store, the closeness of the tramway and Grangeville train station, the 'picturesque countrified surroundings' and the 'perfect asphalted' roads were identified as attractive selling points.
The South Australian Housing Trust began erecting houses in Findon in the late 1930s.
Following world war two increased demand for housing led to the subdivision and urban development of Findon. Post war migration brought cultural change to the Findon community with new residents from Italy, Greece and Bulgaria.
Findon Primary School was built in 1952 and started with 220 students.
Findon high school began with two wooden buildings on an old market garden in 1955. By the time the school was officially opened with a new building in 1959 its student population had grown from 132 to 1080.
The Findon Skid Kids were started by Mick Harley, now a City of Charles Sturt Councillor, in 1958.
Until 1958 Findon was serviced by a tram which terminated at the intersection of Grange and Crittenden Roads.
The Findon Hotel opened in 1965.
The Findon Community Centre opened in 1997.
Sources
Newspaper articles sourced from the digitised newspapers database at Trove: www.trove.nla.gov.au/newspaper 'A History of Woodville' by Susan Marsden, Corporation of the City of Woodville, 1977 & 'A History of Woodville – update' by Susan Marsden 1987 (not published).
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Youth Online Safety Practices
BEAR takes the online safety of your child seriously. To that end, we follow the same guidelines on our website and E-mentoring platforms that schools and libraries are subject to, set forth by the Children's Internet Protection Act (CIPA, 2000). Visit the FCC for more information:
https://www.fcc.gov/consumers/guides/childrens-internet-protection-act
CIPA rules require the adoption and implementation of an Internet safety policy addressing:
* Access by minors to inappropriate matter on the Internet;
* The safety and security of minors when using electronic mail, chat rooms and other forms of direct electronic communications;
* Unauthorized access, including so-called "hacking," and other unlawful activities by minors Online;
* Unauthorized disclosure, use, and dissemination of personal information regarding minors;
* Measures restricting minors' access to materials harmful to them.
BEAR has taken the following measures to ensure consistent monitoring of our E-mentoring platforms and 1:1 interactions.
* All communications on the E-Den blog are private and for members only.
* BEAR staff manage the online registration of members to ensure proper parental/guardian/caregiver consent prior to youth sign up.
* BEAR staff will review and approve all comments made by members in the BEAR E-Den before they are posted to the blog. Inappropriate content and/or bullying will be removed at staff's discretion.
* As part of the form to submit comments to the blog, members are required to enter their name and email each time they make a comment. Therefore, BEAR staff will compare the names/emails submitted with comments to the member registration log and only approve comments when the
names/emails match the registration log. This ensures the identity of the commenting member each time they post and prevents members from entering alias names or hiding their identity.
* BEAR will post the names and/or photos of youth members who win raffle prizes, with parent/guardian/caregiver permission only (obtained via the Parental Consent Form), in a video drawing posted to the blog, in the bi-weekly Shout OUT! E-mentoring newsletter, and on the BEAR Facebook page.
* Parents/Guardians/Caregivers are encouraged to sign up as members on the blog as a method for creating greater transparency for families to monitor the online activity of their youth.
Suggestions for Families on how to keep kids safe Online
https://canadasafetycouncil.org/online-safety-rules-kids/
The Internet has brought many benefits, but it has also raised some safety concerns such as the potential for crime and predators. To make sure children have a safe and rewarding experience on the Web, parents and educators must understand where they go, what they do and the safety issues they may face.
The BEAR recommends that children who use the Internet follow these rules:
* I ask my parents' permission before giving out any personal information on the Internet, including: my sex, name, phone number, address, e-mail, school name, my parents' work address/telephone numbers, credit card information, my picture and my passwords.
* I only use chat rooms for kids that my parents have checked out for me.
* When I'm online I always use a nickname that doesn't reveal anything about
me – including if I am a boy or girl.
* If an online message makes me feel uncomfortable or frightened, I don't respond to it. Instead I tell an adult right away.
* If I want to arrange a meeting with someone I've met on the Internet, I tell my parents first and make sure one of them comes with me.
* I treat people nicely when I'm online and never post or send rude messages or threats.
* I always ask permission from the author before taking words, pictures or sounds from a Web site.
* I use Web sites and search engines for kids that my parents, teacher or librarian have told me about.
* I know that things I read online aren't always true so I check the information with a parent or teacher.
* I always check with an adult before opening e-mails from strangers.
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Calendar No. 739
107TH CONGRESS 2nd Session
REPORT 107–322"
!
SENATE
FOOD ALLERGEN LABELING AND CONSUMER PROTECTION ACT
OCTOBER 17, 2002.—Ordered to be printed
Mr. KENNEDY, from the Committee on Health, Education, Labor, and Pensions, submitted the following
REPORT
[To accompany S. 2499]
The Committee on Health, Education, Labor, and Pensions, to which was referred the bill (S. 2499) to establish labeling requirements regarding allergenic substances in food, and for other purposes, reports favorably thereon with an amendment and recommends that the bill (as amended) do pass.
CONTENTS
I. PURPOSE AND SUMMARY OF THE BILL
The Federal Food, Drug, and Cosmetic Act (FFDCA) requires, with some exceptions, a complete listing of all the ingredients in a food on the food label. Currently, the FFDCA does not require the eight major food allergens to be identified, using plain English, on the food label when ingredients contain allergenic substances. The names of many ingredients do not clearly identify in plain English that the ingredient is the source of an allergen.
There are also two exemptions from the requirement that each ingredient be listed in the food ingredient label. One exemption al-
VerDate 0ct 09 2002 05:37 Oct 19, 2002 Jkt 019010 PO 00000 Frm 00001 Fmt 6659 Sfmt 6602 E:\HR\OC\SR322.XXX SR322
lows for collective naming of flavors, certain colors, and spices. These terms are not completely descriptive, however; in particular, they do not identify if any components of the flavors, colors, and spices are allergens. Under the second exemption, incidental additives, which are food substances that are used in insignificant amounts and that do not have any technical or functional affect in the food, need not be identified in the food label. Although additives that contain a major food allergen are not considered to be incidental, these ingredients are nonetheless sometimes inadvertently left off of the food label.
Food allergens also may inadvertently find their way into a food because of a firm's production practices; for example, rework addition, product carryover due to use of common equipment or production scheduling. Such practices present an unintentional opportunity for a product that contains an allergen to come into crosscontact with a product that does not intentionally contain that particular allergen. Some food manufacturers have added statements, such as ''May contain (allergic ingredient),'' to their product labels to alert consumers to the possibility that the product may contain an allergic substance.
The term ''gluten-free'' has not been defined by regulation. Persons with celiac disease must avoid certain types of gluten in foods associated with celiac disease. When gluten from certain cereal grains is ingested by individuals with celiac disease, damage to the gastrointestinal tract, central nervous system, and other organs may occur over time. Allowing the term ''gluten-free'' on food labels will assist consumers who have celiac disease avoid gluten.
The committee has approved this legislation to address these and other issues related to food allergens and glutens in foods that are associated with celiac disease.
1. THE LEGISLATION REQUIRES PLAIN ENGLISH INGREDIENT LABELING OF THE EIGHT MAJOR FOOD ALLERGENS
The legislation amends the FFDCA to require that food ingredient statements identify in plain English when the food contains a major food allergen. The legislation also provides that food ingredient statements will identify when a food allergen is contained in spices, flavorings, colorings, and incidental additives.
2. THE LEGISLATION PROVIDES FOR A REPORT ON FOOD ALLERGEN CROSS-CONTACT AND ADVISORY LABELING AND FOR BIENNIAL REPORTS ON FOOD ALLERGEN INSPECTIONS
The legislation requires the Secretary of Health and Human Services (Secretary) to issue a report to Congress about food allergen cross contact and advisory labeling. The legislation also requires the Secretary to give priority to increasing the number of food allergen inspections and it requires biennial reports to Congress about such inspections.
3. THE LEGISLATION PROVIDES FOR ENHANCED SURVEILLANCE AND FOR A RESEARCH PLAN RELATING TO FOOD ALLERGENS
The legislation requires the Centers for Disease Control and Prevention (CDC) to track food-allergic-related deaths and other clinically significant and serious adverse events. It also directs the National Institutes of Health (NIH) to convene a panel of experts to develop a plan for research activities concerning food allergies.
4. THE LEGISLATION PROVIDES THAT THE FOOD CODE ADDRESS FOOD ALLERGENS AND FOR TECHNICAL ASSISTANCE TO STATES REGARDING EMERGENCY TREATMENT OF ALLERGIC RESPONSES TO FOOD
The legislation directs the Secretary to pursue revision of the Food Code to provide guidelines for preparing allergen-free foods in food establishments. It also directs the Secretary to provide technical assistance relating to emergency treatment of allergic responses to foods.
5. THE LEGISLATION PROVIDES FOR VOLUNTARY ''GLUTEN-FREE'' LABELING AND TWO REPORTS ON CELIAC DISEASE AND LABELING OF GLUTENS IN FOODS ASSOCIATED WITH CELIAC DISEASE
The legislation requires the Secretary to contract with the Institute of Medicine to provide a report to Congress and the Secretary about the glutens in foods that are associated with celiac disease. The legislation requires the Secretary to define the term ''glutenfree'' for voluntary use in food labeling. In addition, the legislation requires the Secretary to submit a report to Congress about the labeling of gluten in foods that are associated with celiac disease.
II. BACKGROUND AND NEED FOR THE LEGISLATION
Seven million Americans suffer from food allergies, approximately 2 percent of adults and 5 percent of infants and young children. Recent studies estimate that 150 Americans die each year and that 30,000 individuals require emergency room treatment because of allergic responses to food. Eight major foods or food groups—milk, eggs, fish, Crustacean shellfish, tree nuts, peanuts, wheat, and soybeans—account for 90 percent of food allergies. There is currently no cure for food allergies. Instead, people with a food allergy must avoid the food to which they are allergic.
To avoid an allergen, food-allergic consumers must carefully read the labels for every food product they consume. This task is complicated because the names of many ingredients do not clearly identify that they are derived from an allergen. Currently, ingredients that may cause allergic reactions are listed on food labels using terms that do not identify the allergen in plain English. For example, whey and casein are foods derived from milk that cause allergic reactions in those allergic to milk. Currently, whey and casein are required to be identified in the food ingredient list only as whey and casein, however. A recent study showed that many parents of children with food allergy were unable to identify correctly several ingredients derived from major food allergens in each of several food labels. Use of plain English in food labels to identify the presence of the eight major food allergens will make the food label much more useful to consumers with food allergies.
In addition, currently spices, flavorings, and certain colorings and incidental additives are exempt from ingredient labeling requirements and need only be identified collectively as spices or flavorings, for example. Because some of these ingredients contain allergens, this exemption can pose a health threat to susceptible consumers, even though spices, flavorings, colorings, and incidental
additives are generally present in foods in only small quantities. Requiring the use of plain English to identify the presence of the eight major food allergens used in spices, flavors, and certain colors and incidental additives will also make the food label more useful to allergic consumers.
Food allergens sometimes inadvertently find their way into a food because of a firm's production practices; for example, rework addition, product carryover due to use of common equipment or production scheduling. Such practices present an unintentional opportunity for a product that contains an allergen to come into cross-contact with a product that does not intentionally contain that particular allergen. This problem of unintentional ''cross-contact'' deserves study and further action by both FDA and the food industry.
Although FDA and the industry must identify and implement practicable steps to eliminating the possibility of cross-contact, it may be that, in some instances, even such procedures will not be sufficient to eliminate the presence of an allergen. In such instances, it will be appropriate for food manufacturers to use advisory labeling (such as ''may contain'') to indicate the possible presence of food allergens in a food product. Many food manufacturers currently use such advisory language. Many do so appropriately, given the current state of knowledge about processes and technologies to reduce cross-contact. Yet there is concern among the food allergenic community that some members of the food industry use advisory labeling inappropriately, or not at all when they should. FDA and the food industry should carefully consider the use of advisory labeling, which can save the life of a consumer when it is appropriately used.
Although several studies have provided estimates, the prevalence of food allergies is uncertain. Currently, the CDC does not sufficiently track data on the prevalence of food allergies, incidence of clinically significant and serious adverse events related to food allergies, and the use of different modes of treatment for and prevention of allergic responses to foods. The CDC should improve the collection of this information to better determine the national significance of food allergies.
Research on food allergies is being conducted by public and private organizations. The NIH should conduct a comprehensive review of completed and ongoing studies on food allergies. Based on their findings, NIH should make recommendations identifying clinical research that should be conducted.
Numerous food establishments, including restaurants, grocery store delicatessens and bakeries, and school cafeterias are working to better serve those consumers with food allergies. Private guidelines demonstrating and recommending ways to prepare allergenfree foods have helped to educate such food establishments. Revision of the Food Code to include similar recommendations, however, will help to better alert the food establishments to the problem food allergies pose to public health and make the distribution of such information more widespread.
Not all States and localities provide emergency medical technicians with adequate training to treat successfully a patient undergoing a food allergic response. The government should provide technical assistance to such States and localities to enhance their preparedness to address emergencies caused by food allergens.
Celiac disease is an immune-mediated disease. When gluten from certain cereal grains is ingested by individuals with celiac disease, damage to the gastrointestinal tract, central nervous system, and other organs may occur over time. The response to glutens by those with celiac disease is not an allergic response. A multicenter, multiyear study estimated the prevalence of celiac disease in the United States to be 0.5 to 1 percent of the general population. The current recommended treatment is avoidance of glutens in foods that are associated with celiac disease. Allowing a clearly defined ''gluten-free'' claim to appear on the labels of food products will assist individuals with celiac disease to avoid the glutens associated with the disease.
III. LEGISLATIVE HISTORY AND COMMITTEE ACTION
On May 9, 2002, Senator Kennedy, for himself and Senator Clinton, introduced S. 2499, to amend the FFDCA to require plain English labeling of the eight major food allergens in food ingredient labeling.
On September 25, 2002, the committee held an executive session to consider S. 2499. Senator Kennedy, for himself and Senators Gregg, Clinton, Roberts, and Frist, offered a substitute amendment as modified that was considered as original text by the committee. The committee approved S. 2499, as amended, by unanimous voice vote.
IV. EXPLANATION OF THE LEGISLATION AND COMMITTEE VIEWS
Requirement of Plain English Labeling of the Eight Major Food Allergens
The legislation amends section 201 of the FFDCA to define the term ''major food allergen.'' It is defined to mean the eight most significant food allergens—milk, egg, fish (e.g., bass, flounder, or tuna), Crustacean shellfish (e.g., crab, lobster, or shrimp), tree nuts (e.g., almonds, pecans, or walnuts), wheat, peanuts, and soybeans— and any proteinaceous substance derived from one of these eight food allergens, unless the Secretary determines that the substance does not cause an allergic response that poses a risk to human health. Fish, Crustacean shellfish, and tree nuts are collective names that include a variety of different items. For example, the term ''tree nuts'' refers to a variety of individual nuts, including almonds, Brazil nuts, cashews, chestnuts, filberts/hazelnuts, macadamia nuts, pecans, pine nuts, pistachios, and walnuts. Similarly, the term ''Crustacean shellfish'' refers to crabs, crawfish/crayfish, lobster, prawns, and shrimp. The term ''fish'' refers to a variety of different fish. The committee intends that the Secretary will provide guidance to industry on the information that would be useful for making a determination that a proteinaceous substance derived from one of the eight major food allergens does not cause an allergic response that poses a risk to human health. The committee also intends that the Secretary provide an appropriate process for providing such information to the Secretary that minimizes the burden on the food manufacturer.
The legislation also amends section 403 of the FFDCA to provide two new misbranding provisions. The first of these, section 403(t), requires that the eight major food allergens be labeled on foods that are not raw agricultural products. Under section 403(t), manufacturers will have two options as to how they must label the eight major food allergens on such foods. Under either plain English allergen labeling option, the term for a major food allergen—milk, egg, wheat, peanuts, soybeans, or, in the case of the collective terms ''fish,'' ''Crustacean shellfish,'' or ''tree nuts,'' the common or usual name for the relevant specific members of the class, such as ''tuna,'' ''shrimp,'' or ''almond''—will appear in the food label if the food is, or intentionally bears or contains, a major food allergen as defined in section 201(ll). These plain English allergen labeling requirements apply only to foods for which an ingredient list is required in a label or labeling under the FFDCA.
Manufacturers may choose to summarize the allergen information using the terms for the major food allergens from which any ingredients in the food are derived in a statement at the end of, or immediately adjacent to, the ingredient list. This information must appear in a type size no smaller than the type size used in the ingredient list.
Alternatively, manufacturers may place the term for the appropriate major food allergen in parentheses within the ingredient list after the common or usual name of the ingredient derived from that major food allergen. There are two exceptions to this requirement. First, the listing of the term for the food allergen is not required to appear in parentheses after an ingredient name if the ingredient name uses the term for the major food allergen (for example, ''milk'' need not appear in parentheses after ''milk'' or ''milk byproduct,'' nor need ''almond'' appear after ''almond''). Second, the term for a food allergen need not be placed after an ingredient if the term for that food allergen appears elsewhere in the ingredient list; the food allergen term need only appear once in the ingredient statement.
These two options can be illustrated by an example. If a food were to have as ingredients semolina, rice flour, rolled oats, pine nuts, tomato juice, whey, sodium caseinate, and natural flavoring, with the natural flavoring including peanuts as a constituent, the major food allergens in the food could be labeled in two ways. First, the following statement could appear at the end of, or immediately adjacent to, the list of ingredients: ''Contains wheat, milk, pine nuts, and peanuts.'' Second, the ingredient list could read: ''Ingredients: semolina (wheat), rice flour, rolled oats, pine nuts, tomato juice, whey (milk), sodium caseinate, and natural flavoring (peanuts).''
These two examples illustrate several aspects of the allergen labeling requirements. In the second example, ''milk'' does not appear in parentheses after ''sodium caseinate'' because it has already appeared after ''whey.'' In the examples, the natural flavoring includes peanuts as a constituent and so peanuts is labeled as an allergen in the food. In other words, the food allergen labeling requirement applies to spices, flavorings, colorings, and incidental additives. Only the peanut constituent of the natural flavoring ingredient is identified, however; the other constituents of the flavoring—or indeed of any spice, coloring, or incidental additive—are
not required to be listed under either plain English labeling option permitted under the legislation.
The term ''pine nuts'' is in the summary of allergy information in the first example, but it need not appear after ''pine nut'' in the ingredient list in the second example because the repetition is unnecessary. The first example illustrates the committee's intent that the term for the relevant specific member of the class ''fish'' or ''Crustacean shellfish'' or ''tree nuts'' is required to be used whenever an ingredient is, or is derived from, an example from one of these food categories. The second example illustrates the committee's intent that an ingredient whose common or usual name uses the term for the major food allergen—in the example, ''pine nuts'' clearly uses the term for pine nuts—need not be followed by a parenthetical repeating the term. Finally, all major food allergens are required to be labeled consistently: either in the summary of allergen information at the end of, or immediately adjacent to, the ingredient list, or using parentheses after ingredients.
The committee intends that the use of the term ''milk'' in either of these examples does not violate the standard of identity for milk established under FDA regulations. Used in this context, the term ''milk'' is used to identify a major food allergen and not the identity of the ingredient or the food.
The legislation gives FDA the authority to modify or eliminate these requirements by regulation. This authority is limited in a few respects, however. First, FDA may modify one or both labeling options. Second, FDA may not eliminate all major food allergen labeling by eliminating both labeling options; rather, FDA may eliminate only one of the approaches. Third, and most significantly, FDA must demonstrate in the regulation that modification or elimination of an allergen labeling requirement is necessary to protect public health. The committee considers this standard to impose a high burden on the Secretary to justify changing these requirements of the legislation.
Section 403(t) is limited to foods that are not raw agricultural products. Accordingly, this legislation does not change the applicability of current misbranding and adulteration provisions to foods that are raw agricultural products. In particular, raw agricultural products into which major food allergens have been introduced by any means would be considered to be misbranded by FDA if not appropriately labeled under sections 201(n) and 403(a)(1) of the FFDCA, and even so may be considered to be adulterated by FDA under section 402(a)(1).
In addition, the legislation amends section 403A of the FFDCA to give the modification to the ingredient label required by section 403(t) the same preemptive effect over State and local ingredient labeling that the current ingredient labeling has.
The labeling requirements of section 403(t) become effective for foods labeled on or after January 1, 2006. This effective date gives the food industry time to provide this essential public health information on the labels of their foods. Importantly, this requirement does not require the relabeling of food products that are in the marketplace before the effective date. In other words, this legislation does not require food products to be pulled from the marketplace and relabeled in conformance with the requirements of this legislation if they were labeled before January 1, 2006.
The committee understands that many foods are already labeled in conformity with one of the plain English allergen labeling options, and it expects that most foods will be labeled in compliance with these requirements before January 1, 2006. In any case, all foods that intentionally bear or contain major food allergens must be labeled by January 1, 2006. This fixed date by which all affected foods must be relabeled will give consumers greater certainty that they will be able to rely on food labels as of that date.
The committee intends the requirements of section 403(t) to be self-implementing. FDA will not be required, nor is it necessary for FDA, to issue regulations to implement section 403(t). FDA may issue guidance, should the agency find that guidance would assist manufacturers or distributors, particularly small businesses, to comply with the requirements in this legislation.
The legislation also adds a second misbranding provision to account for other food allergens. In particular, section 403(u) provides that FDA has the authority to require by regulation appropriate labeling of any spice, flavoring, coloring, or incidental additive that is, or includes as a constituent, a food allergen that is not a major food allergen. In addition, the legislation provides that the amendments made by it do not otherwise alter FDA's authority to require the labeling of other food allergens that are not major food allergens. Finally, the legislation amends section 403A of the FFDCA to give requirements under section 403(u)—which provides for an exception to a current labeling exemption for spices, flavorings, colorings, and incidental additives that has preemptive effect over State and local labeling requirements—the same preemptive effect over State and local labeling requirements that the current exemption has.
Food Allergy Surveillance, Research, and Response
The committee is concerned that the prevalence of food allergies is uncertain and the incidence of clinically significant and serious adverse events is not being systematically monitored. In response to these concerns, the legislation requires the Centers for Disease Control and Prevention to better capture information on the prevalence of food allergies, the incidence of clinically significant or serious adverse events related to food allergies, and the use of different modes of treatment for and prevention of allergic responses to foods. In addition, the legislation requires the National Institutes of Health to convene a panel of nationally recognized experts to review current clinical research efforts and develop a plan for expanding research activities concerning food allergies.
The legislation directs the Secretary, in the Conference for Food Protection, to pursue revision of the Food Code to provide recommendations and guidance on preparing allergen-free foods in food establishments. The Secretary should refer to private guidelines, including the Food Allergy and Anaphylaxis Network and Food Allergy Initiative's document entitled: Food Allergy Training Guide for Restaurants and Food Services, as a model during development.
Finally, the legislation directs the Secretary to provide technical assistance to States and localities about treatment of food allergic responses by trauma care and emergency medical services. Currently, the preferred treatment for anaphylaxis from food allergy is
an auto-injector epinephrine device. The legislation does not specify this treatment, however, so that the Secretary will continue to provide such technical assistance as new treatments are developed.
Celiac Disease and Gluten Labeling
The legislation directs the Secretary to contract with the Institute of Medicine to conduct a review of the science relating to the glutens in food that are associated with celiac disease, the means of preventing and treating celiac disease, and the methodologies for detecting such glutens in food. This research should include information on both the sensitivity of individuals with celiac disease to gluten from different cereal grain sources and on gluten threshold levels (the amount of a gluten necessary to elicit the symptoms of celiac disease). The Institute of Medicine will provide a report to the Secretary and to Congress on this review not later than 2 years after the date of enactment of the legislation.
The committee expects this report to inform a rule making required by the legislation, by which the Secretary is to define and permit the use of the term ''gluten-free'' as a voluntary claim on the food label. The committee intends that this ''gluten-free'' claim not be a claim for special dietary use, a nutrient content claim, or a health claim. Further, the committee intends that, under the regulation, foods that are ordinarily gluten-free may be appropriately identified as a gluten-free food in food labeling. The legislation requires that the proposed rule allowing this claim be issued not later than 4 years after the date of enactment of the legislation, and that the final rule be issued not later than 6 years after the date of enactment of the legislation.
The committee also expects the Institute of Medicine report to inform a report by the Secretary to Congress on whether additional requirements for the labeling of gluten in food associated with celiac disease are warranted and necessary to better inform individuals with celiac disease. If the Secretary finds that other labeling of gluten in food associated with celiac disease is warranted and necessary, the report is to identify the types of such labeling and should describe why the different types of labeling are warranted and necessary.
V. COST ESTIMATE
Due to time constraints the Congressional Budget Office estimate was not included in the report. When received by the committee, it will appear in the Congressional Record at a later time.
VI. APPLICATION OF LAW TO THE LEGISLATIVE BRANCH
S. 2499 adds two misbranding provisions to section 403 the FFDCA to provide, first, that food labels include plain English labeling of the eight major food allergens and second, that food allergens other than the eight major food allergens can be identified when they are contained in spices, flavorings, colorings, or other incidental additives. It also requires reports to the Congress by the Department of Health and Human Services and the Institute of Medicine about various issues relating to food allergens, celiac disease, and gluten, and requires certain other actions by the Department relating to food allergens and gluten. As such, it has no application to the legislative branch.
VII. REGULATORY IMPACT STATEMENT
The legislation requires foods that contain one or more of the eight major food allergens to be labeled so as to disclose the presence of those allergens in plain English. Because many in the food industry have already begun the process of labeling their products to disclose these allergens, and because the legislation requires food manufacturers to comply with this requirement by January 1, 2006, by which time most in the food industry may be expected to produce new labels for their foods notwithstanding the requirements of this legislation, the costs to most members of the food industry and to the food industry in aggregate of this requirement will be minimized. Accordingly, S. 2499 is not expected to increase costs to government.
VIII. SECTION-BY-SECTION ANALYSIS
Sec. 1. Short Title
Sec. 2. Findings
Sec. 3. Food Labeling; Requirement of Information Regarding Allergenic Substances
Section 3 amends the FFDCA to define the term ''major food allergen'' to mean one of the eight major food allergens (milk, egg, fish (e.g., bass, flounder, or tuna), Crustacean shellfish (e.g., crab, lobster, or shrimp), tree nuts (e.g., almonds, pecans, or walnuts), wheat, peanuts, and soybeans) and any proteinaceous substance derived from one of these eight food allergens, unless the Secretary determines that the substance does not cause an allergic response that poses a risk to human health. Section 3 amends the FFDCA to require that food ingredient statements identify in plain English when a food that is not a raw agricultural product is, or intentionally bears or contains, a major food allergen. Section 3 requires that this information appear consistently within each such food's label in one of two ways, either within the ingredient list in parentheses after the first ingredient that is derived from the allergen, or in summary form at the end of, or immediately adjacent to, the ingredient list. Section 3 requires that food ingredient statements identify in one of these ways when a major food allergen is used in spices, flavorings, colorings, and incidental additives. Section 3 requires all foods that are not raw agricultural products and that are, or that intentionally bear or contain, major food allergens to be so labeled by January 1, 2006. Section 3 also amends the FFDCA to give the plain English allergen labeling the same preemptive effect over State and local ingredient labeling as current ingredient labeling.
Section 3 provides that the FDA has the authority to require by regulation appropriate labeling of any spice, flavoring, coloring, or incidental additive that is, or intentionally includes as a constituent, a food allergen that is not a major food allergen. Section 3 also provides that this regulatory exception to the current labeling exemption for spices, flavorings, colorings, and incidental additives has the same preemptive effect over State and local labeling
requirements as the current exemption. In addition, section 3 provides that the amendments made by it do not otherwise alter FDA's authority to require the labeling of other food allergens that are not major food allergens.
Section 4. Report on Food Allergens
Section 4 requires the Secretary to issue a report to Congress by June 30, 2004, analyzing the ways in which foods, during manufacturing and processing, can be unintentionally contaminated with major food allergens (cross-contact); estimating how common these practices are; recommending methods that can be used to reduce or eliminate cross-contact of foods with the major food allergens; describing the types of advisory labeling used by the food industry, the conditions of manufacture associated with use of advisory labeling, and the extent of use of advisory labeling; determining how consumers with food allergies or the caretakers of consumers would prefer information about the risk of cross-contact be communicated on food labels; and identifying the circumstances, if any, under which advisory labeling could appropriately be used.
Section 5. Inspections Relating to Food Allergens
Section 5 requires the Secretary to give priority to increasing the number of inspections to ensure that foods comply with practices to reduce or eliminate cross-contact of a food with major food allergen residues and that food allergens are properly labeled. Section 5 also requires biennial reports to Congress to include information on the number of inspections conducted in the previous year and the number of facilities and food labels that were found to be in compliance or out of compliance; the nature of the violations found; the number and classification of voluntary recalls of foods with undeclared major food allergens; the extent of use of advisory labeling and the appropriateness of that use; and the extent to which the Secretary and the food industry have effectively addressed cross-contact issues.
Sec. 6. Labeling of Glutens and Celiac Disease
Section 6 requires the Secretary to contract with the Institute of Medicine, in conjunction with celiac disease experts, for a report, to be issued not later than 2 years after the date of enactment of the legislation to the Secretary and Congress, reviewing the science relating to glutens in foods that are associated with celiac disease, the means of preventing and treating celiac disease, and the methodologies for detecting such glutens in foods. Section 6 requires the Secretary, after reviewing the Institute of Medicine report, to issue a rule not later than 6 years after the date of enactment of the legislation defining and permitting voluntary use of the term ''glutenfree'' on food labeling. In addition, section 6 requires the Secretary to submit a report to Congress that assesses whether additional requirements for the labeling of gluten are warranted and necessary to better inform individuals with celiac disease, and if other labeling is warranted and necessary, that identifies the types of such labeling.
Sec. 7. Data on Food-Related Allergic Responses
Section 7 requires the Secretary, not later than 1 year after the date of enactment of the legislation, to complete a study to determine whether existing systems of reporting, collecting, and analyzing national data accurately capture information about the prevalence of food allergies, the incidence of clinically significant or serious adverse events related to food allergies, and the use of different modes of treatment for and prevention of allergic responses to foods, and to identify new or alternative systems or enhancements of current systems to better collect such information. On completion of this study, section 7 requires the CDC to improve the collection of such information, and publish it as it becomes available. Not later than 30 months after the date of enactment of the legislation, the Secretary must submit a report on the progress made in conducting the study and enhancing food allergy surveillance. Section 7 authorizes the appropriation of such sums as may be necessary to carry out its purposes.
Sec. 8. Food Allergies Research
Section 8 directs the NIH to convene a panel of nationally recognized experts to review current basic and clinical research efforts related to food allergies and to develop a plan for expanding, intensifying, and coordinating research activities concerning food allergies. Section 8 requires the Secretary to submit the plan to Congress not later than 1 year after the date of enactment of the legislation.
Sec. 9. Food Allergens in the Food Code
Section 9 directs the Secretary, in the Conference for Food Protection, as part of its cooperative activities between the States under section 311 of the Public Health Service Act, to pursue revision of the Food Code to provide guidelines for preparing allergenfree foods in food establishments, including in restaurants, grocery store delicatessens and bakeries, and elementary and secondary school cafeterias.
Sec. 10. Recommendations Regarding Responding to Food-Related Allergic Responses
Section 10 directs the Secretary to provide technical assistance relating to the use of different modes of treatment for and prevention of allergic responses to foods when it provides technical assistance relating to trauma care and emergency medical services under Section 1202(b)(3) of the Public Health Service Act.
IX. CHANGES IN EXISTING LAW
In compliance with rule XXVI paragraph 12 of the Standing Rules of the Senate, the following provides a print of the statute or the part or section thereof to be amended or replaced (existing law proposed to be omitted is enclosed in black brackets, new matter is printed in italic, existing law in which no change is proposed is shown in roman):
FEDERAL FOOD, DRUG, AND COSMETIC ACT
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S. 201. For the purposes of this Act—
(a)(1) * * *
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(ll) The term ''major food allergen'' means any of the following:
(1) Milk, egg, fish (e.g. bass, founder, or tuna), Crustacean shellfish (e.g. crab, lobster, or shrimp), tree nuts (e.g. almonds,
pecans, or walnuts), wheat, peanuts, and soybeans.
(2) A proteinaceous substance derived from a food specified in paragraph (1) (unless the Secretary determines that the substance does not cause an allergic response that poses a risk to human health).
* * * * * * SEC. 403. A food shall be deemed to be misbranded— (a) * * *
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(t)(1) If it is not a raw agricultural commodity and it is, or it in- tentionally bears or contains, a major food allergen, unless either— (A) Contains, which statement is followed by the name of the food source as described in section 201(ll)(1) from which the major food allergen is derived, follows immediately after or is adjacent to (in a type size no smaller than the type size used in the list of ingredients) the list of ingredients required under subsections (g) and (i); or
(B) the common or usual name of the major food allergen in the list of ingredients required under subsections (g) and (i) is followed in parentheses by the name of the food source as described in section 201(ll)(1) from which the major food allergen is derived, except that the name of the food source is not required when—
(i) the common or usual name of the ingredient uses the term used to describe a major food allergen in section 201(ll)(1), or
(ii) the name of the food source as described in section 201(ll)(1) appears elsewhere in the ingredient list; and
Provided all major food allergens are labeled in a consistent manner either as specified in clause (A) or as specified in clause (B).
(2) The information required under this subsection may appear in labeling in lieu of appearing on the label only if the Secretary finds that such other labeling is sufficient to protect the public health. A finding by the Secretary under this subparagraph is effective upon publication in the Federal Register as a notice (including any change in an earlier finding under this subparagraph).
(3) Notwithstanding subsection (g), (i), or (k), or any other law, a spice, flavoring, coloring, or incidental additive that is, or that intentionally bears or contains, a major food allergen shall be subject to the labeling requirements of this subsection.
(4) The Secretary may by regulation modify the requirements of subparagraph (A) or (B) of paragraph (1), or eliminate either the requirement of subparagraph (A) or the requirement of subparagraph (B), if the Secretary determines that the modification or elimination of the requirement is necessary to protect the public health.
(u) Notwithstanding subsection (g), (i), or (k), or any other law, a spice, flavoring, coloring, or incidental additive that is, or that intentionally bears or contains, a food allergen (other than a major food allergen), as determined by the Secretary by regulation, shall be disclosed in a manner specified by the Secretary by regulation.
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Sec. 403A. (a) Except as provided in subsection (b), no State or political subdivision of a State may directly or indirectly establish under any authority or continue in effect as to any food in interstate commerce—
(1) any requirement for a food which is the subject of a standard of identity established under section 401 that is not identical to such standard of identity or that is not identical to the requirement of section 403(g), except that this paragraph does not apply to a standard of identity of a State or political subdivision of a State for maple syrup that is of the type required by sections 401 and 403(g).
(2) any requirement for the labeling of food of the type required by section 403(c), 403(e), or ø 403(i)(2) ¿ , 403(i)(2), 403(t), or 403(u) that is not identical to the requirement of such section, except that this paragraph does not apply to a requirement of a State or political subdivision of a State that is of the type required by section 403(c) and that is applicable to maple syrup. (3) * * *
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Find additional resources at: www.211Arizona.org
Caregiver Resources in Arizona
WHAT IS A CAREGIVER?
A caregiver is someone who provides care for another person. This includes doing tasks such as driving someone to a doctor's appointment, preparing meals, and reminding them to take their medication. It also includes hands-on tasks like getting someone out of bed, bathing them, and helping them get dressed.
The AARP has estimated that there are 53 million adult caregivers in the US. This means informal, unpaid caregivers, such as family members and friends. It also includes paid professionals.
WHO NEEDS CARE?
People who aren't able to do activities of daily living (ADLs) need someone to help them. There are two kinds of ADLs. Basic ADLs focus on taking care of yourself. Instrumental ADLs are about managing life. The fewer tasks a person can do on their own, the more help they need.
[x] Basic ADLs:
* Feeding yourself
* Walking or transferring to a wheelchair
* Dressing yourself
* Getting to the toilet, using it appropriately, and cleaning yourself
* Personal hygiene, such as bathing, and caring for teeth and hair
[x] Instrumental ADLs:
* Paying bills and managing finances
* Transportation, either driving or organizing other ways of getting places
* Shopping for groceries and other items, and preparing meals
* Communication with others, including using the telephone and mail
* Housework to keep areas clean and tidy
* Medications, taking over-the-counter and prescription drugs as the doctor instructs
RESOURCES
Caregiving can be a big job, but there are community resources to support caregivers and make things a little easier.
The links below are to services found in the 2-1-1 Arizona database. Select a link and add a location under Custom Search at the top.
If you are taking care of someone on a 24-hour basis, it's important to take a break. Respite is a short break and allows the caregiver to run errands or just have some down time. It can last from a couple of hours to a couple of days.
* In-Home Respite for Adults
* Out of Home Respite for Adults
* In-Home Respite for Children
* Out of Home Respite for Children
Adult day care facilities are a longer-term option. They offer supervision and structure, exercise programs, social activities, and meals. Some include transportation to and from the center, and other services. They are usually available for full and half days.
* Adult Day Care
Find day care for children with disabilities or other special needs:
* Child Care Referrals
Another possibility is hiring someone to help. This can be mean finding a private caregiver or finding someone through a home health agency.
If you are helping someone who is more independent, there are programs for social interaction:
* Senior Centers
* Senior Meals
* Friendly Visiting & Phone Calls
* Supported Employment for Adults with Disabilities
* Center Based Employment for Adults with Disabilities
PAYING FOR ASSISTANCE:
The options for paying for out of home care, in home services, and assistive devices depend on income requirements, and how much help is needed.
* Medicare
* AHCCCS Arizona Long Term Care System (ALTCS)/Medicaid
* Family Caregiver Subsidies
* Finding & Applying for Additional Benefits
ADDITIONAL SUPPORT:
Caregiving can be very fulfilling. It can also be very difficult if the person has dementia or other mental health issues, if they have physical limitations, or if they cannot be safely left alone.
It's natural to feel overwhelmed sometimes. According to the CDC, informal caregivers are at risk for depression, anxiety, substance abuse, and physical health problems.
Get the training you need to feel confident about being a good caregiver:
* Caregiver Training
Get support from others in your situation:
* Caregiver Support Groups
Get more information about agencies that provide services to help older adults remain in their home:
* Area Agencies on Aging
Make your home more accessible, such as having a wheelchair ramp built to the front door.
* Home Barrier Removal Services
An alert device is a bracelet or necklace that can be pressed in an emergency. The device will call a friend or family member to check on that person:
* Personal Emergency Alert Devices
There are also programs that call people on a daily basis to check that they are okay.
* Telephone Reassurance Programs
CRISIS RESOURCES:
* Elder Abuse Reporting
* Suicide Prevention Hotlines
________________________
SOURCES: AARP (formerly the American Association of Retired Persons); Family Caregiver Alliance; United States Census Bureau; United States Centers for Disease Control and Prevention (CDC); United States Department of Health and Human Services, National Institutes of Health, National Library of Medicine
PREPARED BY: lk
CONTENT LAST REVIEWED: 8/10/2020
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What's it all about - this education?
Cathryn Gathercole reflects on work since Tide~ and the challenges from young people to core network thinking about education ... and learning.
I have recently been working for a large education charity with a mission to work with the most challenging schools and address educational disadvantage. It runs well regarded professional development courses for teachers to increase proficiency in teaching and learning. I learnt a lot while working there.
She now lives in the North East.
Cathryn was Director of Tide~ global learning 2009 - 2016.
Return
The Elephant Times
The Elephant Times
to website
14
I had an opportunity to take part in high quality learning and gain new insights into teaching methodologies. The courses were very well designed, based on research with clear criteria for the choices of methodology. The teachers participating in the courses were enthusiastic learners and saw teaching as an academic endeavour. The organisation could point to evidence that previous participants had increased educational achievement among pupils, so the methods clearly worked.
These experiences prompted me to reflect on my involvement in global learning and consider the educational validity of what I did. The images used in these training sessions recalled the 'empty vessels' approach, whereby the role of a teacher is to fill the child with knowledge. I had used these images to show what global learning was not! These reflections inevitably took me back to the perennial question about the purpose of education.
The model I have described in paragraph 2 is based on key assumptions. Firstly, that levelling the playing field in educational achievement will level the socio-economic playing field. Secondly, that schools can do that on their own. Thirdly, that the current curriculum and assessment methods are best suited to achieving these ends.
Education is political. For years the focus was the 3R's – at least the focus for the public education system was. I would argue that the focus for the private sector was always how to maintain power, with both their formal and informal curriculum designed to do that.
Maybe that is why the private sector continued to provide a broad and balanced curriculum, extolling the virtues of educating the whole child when Michael Gove sought to shake up the curriculum for most learners in 2010. The current National Curriculum in England has just two stated aims. The first is to introduce pupils to 'the essential knowledge they need to be educated citizens'. The second is not really an aim but says that teachers can also "do other things". I would argue that the current curriculum is about maintaining the status quo of power and influence rather than disrupting it.
In the last 12 months young people have organised on the streets demanding change for the climate and for racial equality. Both causes have made demands on the education system. The school strikes highlight collective action on climate change as a priority over an individual's education. Black Lives Matter call for the curriculum to be decolonised. These demands challenge what is currently classed as essential knowledge, but they also raise questions of values, dispositions, skills and understandings.
So I am bound to ask perennial questions of global learning:
What does it offer to young people today? Is it accessible and relevant to everyone? Will it improve their life chances and lead to a more just and sustainable world? How do we know?
Only if we challenge ourselves to respond to these questions can we ensure that global learning is relevant to the needs of all learners in 2020.
How should the Network respond to the challenges encapsulated in these demands?
Back to contents Tide~ on line magazine
15
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Country roads don't build themselves
Lay the groundwork for better roads in your community by taking the census. Your response can impact funding for things like maintaining local roads, bridges, public transportation, and more each year.
2020CENSUS.GOV
Census data impacts funding for things like:
* Highway Planning and Construction
* Community Development Block Grants
* Federal Transit Formula Grants
* Formula Grants for Rural Areas
* Rural Rental Assistance Payments
* Water and Waste Disposal Systems for Rural Communities
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Exploring Maps with Touch: an Inclusive Haptic Device (F2T)
Katerine Romeo, Simon Gay, Marc-Aurèle Rivière, Edwige Pissaloux
Rouen Normandy University, LITIS Lab / CNRS FR 3638, France
17th International Conference on Computers Helping People with Special Needs, September 9-11, 2020
Introduction: 2D data & VIP
* In our digital society, most information is visual.
* Visually Impaired People (VIP) can only access this information through specific supports (relief pictures, maps with magnets, thermoformed surfaces, …)
* However, those solutions are :
- Expensive (usually),
- Static (display a fixed portion or scale of the information),
- Require experts to be created.
Haptic representation of information
* Requires an interface able to display dynamic haptic information based on the exploration intentions of the user (e.g. finger or eye movements).
* Various existing technologies : Taxel matrices, electro-tactile surfaces, wearable vibrators…
* However, most are not actively used by VIP due to:
– Difficulty to recognize and differentiate textures and edges / objects
– Difficulty to convey complex / real-world data
– Lack of system assistance to find specific objects / locations
The F2T : an inclusive haptic device
* Novel interface to explore graphical content interactively: Force Feedback Tablet, F2T
* Haptic effects are generated based on the underlying content of the image.
* Haptic effects assisting the interpretation of graphical primitives such as edges or textures.
* Can adapt the haptic effects to the specific task the device is used for.
Principles of F2T work
* VIP can explore and feel graphical content by moving a small mobile platform (a flat thumbstick) supported by motorized axes over a virtual image.
* Different effects are applied to the mobile platform to modify its speed or direction, simulating friction, bumps, currents, …
* Two working modes :
– Free exploration (passive feedback)
– Guided (assisted) exploration
Experimental evaluation
* High-level goals:
Exploration of map data with haptic stimulations
Assist the emergence of a mental representation of a simple indoor map
* Protocols:
Exp 1 : Identifying the angle between two walls.
Exp 2 : Recognizing the layout of a room.
* Participants: 12 blindfolded sighted persons
Experiment 1:
Angle perception
* 45°, 90°, 135°, 225°, 270°, and 315° « haptic » angles.
* Randomized order and no preliminary information on the angles.
* Participants:12 blindfolded sighted participants.
* Task: identify the angle.
* Participants could freely explore the image.
Green areas represent virtual walls, they can't be crossed.
The average exploration time was 58.5 seconds with a standard deviation of 12.8 seconds.
Right angles (90° and 270°) were the most easily recognized ones, with a MAE of 0° and 3.33° respectively.
The highest MAE (of 9.5°) was observed for 45° and 315° angles, while the MAE is around 8.2° for 135° and 225° angles.
Experiment 2: Layout perception
* Four basic room layouts :
– An entrance facing the user
– An exit identified with a specific friction effect
* Participants divided into 2 groups:
– Free exploration only
– Guided exploration of the walls & exit, followed by free exploration.
* Task: drawing the layout
* Same participants as the previous experiment.
Experiment 2: results
* The average free exploration time :
- Non-guided condition : µ = 95.4s
- Guided condition : µ = 53s
Users can use the guided exploration to mentally represent the structure of the layout, thus reducing the free exploration time required to correctly draw the layout.
Mental representation
* Task: draw the whole apartment by linking the four interconnected rooms previously explored.
– Requires to mentally rotate some of the rooms to connect the exit to the next entrance
Conclusion
* Presenting a new haptic device to explore 2D graphical data through a combination of active and passive haptic feedback: the F2T
* It allows VIP to intuitively explore and interpret images by representing scene elements and mobility points of interest (e.g. stairs, elevators, etc.) with specific haptic effects.
* Simple experiments were designed to test the emergence of spatial awareness in blindfolded participants while exploring simplified layouts with the F2T.
* The results are encouraging but will need to be confirmed with more robust protocols and visually impaired participants.
* The contribution of sychronised ad hoc audio information for improved scene recognition should be studied.
Thank you for your attention
firstname.lastname@example.org email@example.com firstname.lastname@example.org email@example.com
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The White World of Disney's Wall-E
By
Travis C. Yates
The Disney brand evokes images of childhood innocence, animation, theme parks, toys, and one of the most iconic animated characters in Mickey Mouse. A 1966 Disney brochure described company founder Walt Disney as "a man – in the deepest sense of the word – with a mission. The mission is to bring happiness to millions" (Pinsky 20). Known as a pioneer in the animation industry, Walt Disney and the Walt Disney Company is responsible for bringing dozens of fictional characters to life through feature film and television. Despite Disney's success, research shows a stark lack of diversity in its films. Contrary to cultural minority advancements and an increasing complexity of animation narratives, the animation genre, in which Disney is still a leader, continues to feature a dominant white ideology in its films.
This lack of minority importance does not appear to be egregious on the part of Disney but rather part of a larger cycle of hegemony in Hollywood. In his book "White: Essays on Race and Culture" Richard Dyer writes, "White people create the dominant images of the world and don't quite see that they thus construct the world in their image" (9). It is in this vein that Disney created the 2008 film Wall-E, with a white lens in which both its protagonist sees the world view as well as the white constructs of the entire human race with a narrative that resembles the mid20th century white flight phenomenon. Dyer adds, "Whites are everywhere in their representation…in other words, whites are not of a certain race, they're just the human race" (3).
As the eco-friendly Wall-E narrative takes aim at the conservative values of consumerism, it equally perpetuates the white norm that makes up a majority of the conservative base.
Wall-E is both a love story of 20 th century popular culture and a stark warning of overconsumption and rampant consumerism. Set in 2085, humans have abandoned a trashcovered Earth for the safety of ark-like starliners courtesy of the global corporation Buy 'n' Large. The only thing left roaming Earth is a Waste Allocation Load Lifter – Earth Class robot (Wall-E), voiced by Ben Burtt. The robot's sole purpose is to clean the Earth of waste, though over the course of 700 years Wall-E develops artificial intelligence that includes an interest in musicals and unique innate items such as Zippo lighters and Rubik's Cubes. A chance encounter with a robot sent to Earth in search of vegetation, Wall-E travels to one of the Buy 'n' Large starliners where he must convince the now morbidly obese and technology-dependent passengers to return to Earth in order to recolonize.
Wall-E was a commercial and critical success, grossing more than $223 million in theaters, with more than $63 million coming in its opening weekend. The Hollywood Reporter's Kirk Honeycutt called Wall-E smart and sophisticated with "all the heart, soul, spirit and romance of the very best silent movies 80 years ago" (Honeycutt). Despite the critical acclaim and box office success, further examination of Wall-E reveals more than just pop culture romanticism and warnings of excessive consumerism. The narrative of Wall-E perpetuates the ongoing cycle of Hollywood hegemony by unintentionally suggesting whites are superior by way of the white flight phenomenon.
Eric Avila describes the phenomenon of white flight in his book "Popular Culture in the age of White Flight: Fear and Fantasy in Suburban Los Angeles." Avila explains that the New
Deal and the beginning of World War II largely constituted a reconfiguration of the American city, creating what he calls a "new paradigm of race and space." A combination of elements that included technological innovations, government policies and demographic upheaval helped shape a new urban landscape in the 1950s and 1960s. Under this model cities extended outward to accommodate the needs of homeowners, retailers and industrial expansion (Avila 4). This new post-war landscape also created a racial barrier. Avila calls the migration of millions of African Americans into urban spaces during World War II the most significant demographic shift of the twentieth century (4). But decades earlier the way was paved for another demographic shift to take place. Avila cites gains made by labor groups in the 1930s and 1940s created a thriving consumer economy that would focus on suburban home ownership. This process was aided by racially restrictive practices such as redlining, blockbusting, restrictive covenants and municipal incorporations. The mass migrations of whites from urban areas to suburban spaces would become known as white flight.
According to author Kevin Kruse white flight is not a singular issue contained to one city but an issue the entire country was confronted with in the 1960s. In "White Flight: Atlanta and the Making of Modern Conservatism" he notes that postwar national debates included segregation, the demise of white supremacy and the rise of white suburbia, and new conservative alliances replacing older liberal coalitions. He describes what happened in postwar Atlanta "…not simply an Atlanta story or a southern story. It is, instead, an American Story" (15). Kruse contends that the white flight phenomenon served as a more subtle form of racial segregation, stating:
Ultimately, the mass migration of whites from cities to the suburbs proved to be the most successful segregationist response to the moral demands of the civil rights movement and the legal authority of the courts. Although the suburbs were just as segregated as the city – and truthfully, often more so – white residents succeeded in convincing the courts, the nation, and even themselves that this phenomenon represented de facto segregation, something that stemmed not from the race-conscious actions of residents but instead from less offensive issues like class stratification and postwar sprawl.
Kruse draws comparisons to postwar suburbia post-white flight and white supremacy, citing "remarkably similar levels of racial, social, and political homogeneity" along with shared ideologies that included privatization over public welfare and free enterprise (8). The racial transition of neighborhoods was more problematic and complex than the phrase "white flight" would indicate. An increase in black homeownership in Atlanta's Adair Park neighborhood in the mid-1950s was followed by maps that outlined the white community, a warning from the Adair Park Civic Club that stated, "Don't be mislead by the idea you can stand meekly by and do nothing until a negro buys a house on your block," and a rush by white homeowners to list their homes with black realtors (Kruse 94).
The race to leave the city would have a damaging long-term effect on the city of Atlanta. The migration of white middle-class residents to the suburbs led to an economic boom for Atlanta's five-county metropolitan region, but inside the city limits the economy slumped. The city's share of retail sales from the entire metropolitan area fell 22% from 1963 to 1972, with the central business district accounting for just 7% (Kruse 243). The hardships weren't just limited to Atlanta. Federal initiatives such as tax policies that favored homeowners over renters, transportation funds favoring highway construction over mass transit, loan policies favoring new construction over renovation, and the placement of low-income projects in the inner cities all contributed to the migration of middle-class Americans to the suburbs (Kruse 244). Researchers David Kirp, John Dwyer, and Larry Rosenthal summed up the effect this had in a study of the New Jersey suburb Mount Laurel, stating, "Pointedly, [white suburbanites] have left the city as blacks have been moving in. The very last thing they want to do is assume responsibility for those whom they deliberately left behind" (Kruse 246).
Failing to take responsibility for those left behind is a central theme in the Wall-E narrative. Rather than a proliferation of African Americans moving to urban areas driving whites to the newly-built and rapidly expanding suburbs in the mid-twentieth century, it is rampant consumerism creating an unsustainable planet, forcing mostly white city-dwellers to board space-bound arks meant to preserve the human race. They leave their crumbling cities for starliners that resemble more of a brightly-lit shopping mall rather than a life-sustaining space craft. As they grow more obese and continue their dangerous levels of consumerism, it is clear the very last thing the humans in Wall-E want to do is assume responsibility for that which they left behind.
When asked in 1947 if his films contained propaganda, Walt Disney told the House Committee on Un-American Activity, "We have large audiences of children and different groups, and we try to keep them as free from anything that would offend anybody as possible" (Pinsky 262). The maturation of animation since the 1937 release of Disney's first feature-length animation, Snow White and the Seven Dwarfs, reveal a racial ideology quite different from that in Walt Disney's initial testimony. In "Animating Difference" authors King, Lugo-Lugo, and Bloodsworth-Lugo point out, "…in the fifty years since Disney released Peter Pan, animated films have undergone profound transformations that make them extremely important cultural texts" (18). Animated films once considered simplistic hand-drawn narratives exclusive to Disney have become in the digital age a cultural force that are more adult-centric. In the 1990s studios such as DreamWorks, Twentieth Century Fox, and Disney began making animated features that moved away from older fairy tales and instead focus on sophisticated characters and their trials and tribulations (18). King, Lugo-Lugo, and Bloodsworth-Lugo argue that these character and narrative constructs offer contemporary lessons about sexuality, race and gender (19). The increasing complexities of these "highly racially and sexualized scenarios" serve as socializing agents that guide children in the United States, painting certain social values as normal and others invisible (King, Lugo-Lugo, and Bloodsworth-Lugo 11).
In "The Mouse That Roared: Disney and the End of Innocence" Henry Giroux writes, "There is nothing innocent in what kids learn about race as portrayed in the 'magical world' of Disney…The racism in these films is defined by the presence of racist representations and the absence of complex representations of African Americans and other people of color," (106). King, Lugo-Lugo, and Bloodsworth-Lugo agree, citing the texts of 1999s Tarzan and 1994s The Lion King which contain racial allegories and endowing whites with superiority. Tarzan, specifically, is replete with Eurocentric projections and although set in Africa is devoid of Africans (61).
A similar void exists in Wall-E. There is only one African American in a position of leadership in the film. A scene in the Captain's quarters of the Axiom features the lineage of Axiom Captains. The lineage is as follows: Captain Reardon (white male), Captain Fee (Asian American female), Captain Thompson (white male), Captain Brace (white male), Captain O'Brien (African American male), and current Captain B. McCrea (white male), voiced by Jeff
Garlin. These minorities are marginalized even further in that they are given Eurocentric names, anglicized versions of Gaelic lineage (named after actual Pixar employees) rather than names with genuine minority origins. Outside of the robots and Captain McCrea, only two characters on board the Axiom have substantial speaking roles and are both white. John, voiced by John Ratzenberger, and Mary, voiced by Kathy Najimy, both break away from the stranglehold of Buy 'n' Large just long enough to help Wall-E and Eve defeat the film's antagonists. Though Wall-E does show a small minority representation on the Axiom, the characters are marginalized and have no substantive lines or reason for existing in the film. There are also no minorities in positions of leadership save for two brief visual appearances of past Axiom Captains. Much like King, Lugo-Lugo, and Bloodsworth-Lugo's examples of Tarzan and The Lion King, Wall-E endows whites with superiority through their overwhelming existence compared to other races.
Robin Murray and Joseph Heumann discuss a clash of ideologies found in Wall-E in the book "That's All Folks? Ecocritical Readings of American Animated Features." Because the film explicitly critiques consumerism, Murray and Huemann argue that Wall-E's narrative also serves as a critique of Disney's aesthetic and production values. At the same time they point out that the film also supports the conservative romantic ideology found in classic Disney films that maintain the culture of the white norm. Iris Shepard also addresses this in her article "Representation of Children in Pixar Films: 1995-2011." Shepard points out that the release of Snow White and the Seven Dwarfs signaled the beginning of the company's "classic" period. This period also included seminal films such as Bambi (1942), Cinderella (1950), Sleeping Beauty (1959), and The Jungle Book (1967) and adopted a conservative view of the world while promoting a culture of consumerism (172).
With themes of themes of fate, environmentalism and the role of technology in human lives, King, Lugo-Lugo and Bloodsworth-Lugo call Wall-E a novel setting for an animated film. Despite the progressive tropes, the authors argue the film still features core racial ideological elements analogous to the animation genre. Wall-E's love of the predominantly white musical Hello, Dolly! contributes to the film's overall appearance of white normalcy (54). This is in part to the inherent white ideologies present in the musical genre. In "The Great White Way," author Warren Hoffman states:
The power of the musical derives from the notion that everything is in plain sight. Thus, the common audience perception of the musical as "simplistic" or "unsophisticated" is in part derived from the fact that is has nothing to conceal. This tactic of appearing to hide nothing is the same strategy employed by whiteness; whiteness marks itself and its concomitant politics as invisible. Whiteness just "is." It is the norm, it is all surface. (8)
Hoffman argues that these explicitly white productions that mirror the nature of racism in the U.S. and perpetuate a universal white norm are no different than contemporary non-violent white nationalist groups such as the American Renaissance. He points to American Renaissance's nostalgic longing for an American society where a homogenous white community is the norm and questions how it is different than the unspoken worldview in musical narratives that advocate for white exclusivity (10). This white normalcy displayed in Hello, Dolly! bleeds into the Wall-E narrative with the arrival of Wall-E's romantic interest Eve, a bright white, blueeyed, egg-shaped extraterrestrial vegetation evaluator robot. Besides the Hello, Dolly! video which plays in the film, the only representation of human life on Earth is the white Chief
Executive Officer of Buy 'n' Large. Shelby Forthwright (Fred Willard) appears via holograph commercial for Buy 'n' Large that continues to play in New York City as Wall-E goes about his cleanup duties. Between Forthwright, the featured scenes from Hello, Dolly! played in repetition, and Eve's representation of whiteness, Wall-E is never been exposed to any other racial representation on Earth other than white.
King, Lugo-Lugo and Bloodsworth-Lugo also state that Wall-E's discovery of a "decidedly white colony" relates to the propriety of coloniality, indigenous peoples and empire (54). Shohat and Stam discuss the effects imperialism has on identity in the article "The Imperial Imaginary." They assert that beliefs about the origins of nations often take shape in stories, with certain tropes shaping our concept of history. As the world's storyteller, cinema plays an immense role in national identity, arranging actions and events in a narrative that shape a nation's concept of history and time (2). King, Lugo-Lugo and Bloodsworth-Lugo contend that although Wall-E's narrative is set in the future, the text reflects the central tensions of contemporary film (54). Films such as Wall-E contain manifestations of imperial nostalgia, a "longing for the freedom, lifeways, values, and possibilities associated with indigeneity…" (55). Despite our present multicultural ideology in contemporary U.S. culture, imperial nostalgia continues to saturate the animation genre through tropes of natives and nature (56).
Despite the seemingly innocent nature of cinematic animation, close examination of the genre's films reveals a glaring absence of minorities that creates a misleading imagery of the culture in which the texts are created. The narratives feature false, nostalgia-based societies where white is the ideological norm, often times simply due to the absence of anything other than white. Though set hundreds of years in the future, the narrative and white normalcy found in Disney's Wall-E is reminiscent of the mid-twentieth century white flight phenomenon. After failing to come to terms with their failed co-existence with nature, white characters flee the cities in which they live for a promise of a better tomorrow, leaving an "other" (Wall-E) with the responsibility of maintaining the places in which they once lived.
Works Cited
Avila, Eric. Popular Culture in the Age of White Flight: Fear and Fantasy in Suburban Los Angeles. Berkeley : University of California. 2004. Print.
Box Office Mojo. IMDB.com, Inc. 2009. Web. 26 November, 2014.
Dyer, Richard. White: Essays on Race and Culture. New York: Routledge, 1997. Print.
Giroux, Henry A. The Mouse That Roared: Disney and the End of Innocence. Lanham, Md. : Rowman & Littlefield, 1999. Print.
Hoffman, Warren. The Great White Way: Race and the Broadway Musical. New Brunswick, N.J. : Rutgers University Press, 201. Print.
Honeycutt, Kirk. "Film Review: Wall-E." The Hollywood Reporter. 25 June 2008. Web. 23 November 2014.
King, C. Richard,, Lugo-Lugo, Carmen R.Bloodsworth-Lugo, Mary K.Animating Difference: Race, Gender, And Sexuality in Contemporary Films for Children. Lanham, Md. : Rowman & Littlefield Publishers, 2011. Print.
Kruse, Kevin Michael. White Flight: Atlanta and The Making of Modern Conservatism.
Princeton, N.J. : Princeton University Press, 2005. Print.
Murray, Robin L.Heumann, Joseph K. That's All Folks?: Ecocritical Readings of American Animated Features. Lincoln : University Of Nebraska Press, 2011. Print.
Pinsky, Mark. The Gospel According to Disney. Louisville: Westminster John Knox Press, 2004. Print.
Shepard, Iris. "Representations of Children in the Pixar Films: 1995-2009." Red Feather Journal An International Journal of Children's Popular Culture. 1.1: 2-13. Web. 26 Nov. 2014.
Shohat, Ella, Stam, Robert. "The Imperial Imaginary." Unthinking Eurocentrism:
Multiculturalism and the Media. London : Routledge, 1994. Print.
The Internet Movie Database. IMDB.com, Inc. 2009. Web. 25 November, 2014.
Wall-E. Dir. Andrew Stanton. Perf. Ben Burtt, Elissa Knight, Jeff Garlin. Disney, 2008. DVD
Warren, John T. "Whiteness and Cultural Theory: Perspectives on Research and Education." The Urban Review. 31.2 (1999): 185-203. Print.
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COVID-19 Information for Seniors
Reduce your risk of COVID-19:
* Limit non-essential trips out of your home
* Keep two metres (six feet) distance from others
* Cover your cough or sneeze with your elbow or a tissue. Immediately throw the tissue in the garbage and wash your hands.
* Wear a mask or face covering in indoor public spaces and when you can't keep physical distance
* Clean your hands often. Use soap and water or an alcohol-based (70-90 per cent) hand sanitizer
* Clean and disinfect frequently touched objects and surfaces
* Avoid close contact with people who are sick
* Stay home if you are feeling unwell
* Avoid touching your face with unwashed hands
For the most up-to-date health guidance, and questions about COVID-19, call the Toronto Public Health hotline at 416-338-7600 (8:30 a.m. to 8 p.m.). You can also visit the City of Toronto website for more information at toronto.ca/COVID-19.
If you develop COVID-19 symptoms, call your healthcare provider, or Telehealth Ontario 1-866-797-0000.
COVID-19 SYMPTOMS
Fever
Cough
Difficulty breathing
Not feeling well
Loss of taste or smell
Nausea, vomiting, diarrhea
If you are having trouble breathing, call 911. Older adults may also have these symptoms:
* Disorientation, confusion
* Dizziness, weakness or falls
* Sleeping more than usual
* Muscle aches, headaches
* Chills
COVID-19 Information for Seniors
Help for seniors:
* Food, meals, and delivery of essentials
* Someone to talk to or to check on you
* Mental health support
YOU CAN CALL:
211 (Available 24/7)
Toronto Seniors Helpline 416-217-2077 (9 a.m. – 8 p.m.)
Both numbers provide service in many languages.
There are also many Indigenous-focused COVID-19 support services for seniors.
Call Toronto Aboriginal Support Services Council (TASSC) at 647-748-6100 x103 or email firstname.lastname@example.org
You may also be eligible for financial help with:
* Rent and energy arrears
* Help with funeral expenses
* Medical expenses
* Income support
If you are currently receiving Ontario Works or Ontario Disability payments, contact your caseworker. If you are not receiving social assistance but need financial help, contact the City of Toronto at 416-338-8888.
Call the City of Toronto by dialing 311 (available 24/7, in many languages) if you have questions about:
* Libraries, Community Recreation Centres, Parks
* Help finding and keeping your housing
* Transportation to medical appointments
* Support dealing with elder abuse
* Many more programs and services for seniors
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Briefing note – 26 July 2018
LAOS
Floods in Attapeu province
Following days of heavy rainfall due to the passage of Son-Tinh tropical storm over the country, a hydro-power dam under construction overflowed in Attapeu province, releasing 5 billion cubic metres of water. 16,256 people living in eight downstream villages of Sanamxay District were affected. National authorities report that more than 1,300 houses have been damaged though the extent of the damages is unspecified. 26 people are confirmed dead and more than 130 people are missing. These events took place while the monsoon season is ongoing which could exacerbate the situation and hamper the recovery of the affected communities.
Anticipated scope and scale
Key priorities
26 people were found dead but at least 130 people are missing. The death toll is expected to increase over the next days. At least 6,000 people will be in urgent need of shelter after losing their homes to the floods.
Though engineers working at the hydropower plan have said that water levels were back to normal, heavy rains are forecast over the region between 26 and 28 July, which could aggravate the situation and lead to more floods.
+16,000
people affected
+1,300
homes damaged clean water
systems are cut off
Humanitarian constraints
The floods have caused extensive damage to the road system and bridges. Helicopter and boat are required to access Sanamxay district, where most of the affected villages are located. Many areas remain inaccessible.
Limitations
There are only few sources reporting on the events, The official Laos News Agency communicates slowly about the situation and there are conflicting reports on numbers of people affected and damages to houses.
Any questions? Please contact our senior analyst, Alex Odlum: firstname.lastname@example.org/ +41 78 783 48 25
Crisis impact
On 24 July, a significant increase in water levels due to the effect of the southwest monsoon, exacerbated by Son-Tinh tropical storm since 18 July, damaged one of seven dams comprising a large hydroelectric network built along the Xe-Pian river. Around 5 billion cubic meters of water were released in the valley, impacting principally six villages within Sanamxay district, Attapeu province: Ban Mai, Ban HinLath, Ban ThaSengchan, Ban Thahintai, Ban Sanong and Ban Nonghin. (ASEAN 25/07/2018) In these villages, almost the entire population was displaced to temporary shelters and around half of them have lost their homes. (Radio Free Asia 25/07/2018) Villages along the Sekong River in neighboring Cambodia were also impacted and at least 6,000 people had to be evacuated. (The Guardian 26/07/2018)
An estimated 16,256 people are affected by the floods in Attapeu province (representing around 10% of the total population). (ASEAN 25/07/2018) At least 26 people were killed while more than 130 others are still missing. (Radio Free Asia 25/07/2018)
Food: According to the IFRC Asia Pacific, the dam collapse resulted in high food needs as stocks were either lost or damaged. Displaced families are in urgent need of food aid. (IFRC 25/07/2018) Shortages of drinking water and firewood are likely to hamper cooking. Food security will be impacted even after the affected population are able to return to their villages as the floods damaged fields. Most people in the area depend on survival agriculture to sustain their food needs.
WASH: Shortages of safe drinking water are expected as access to safe drinking water has been cut off. Risks of waterborne diseases are likely to increase if the affected population is forced to resort to drinking contaminated water.
Shelter: Housing has been severely damaged. According to government data, at least 1,300 houses have been damaged though the extent of the damages are not clear. (ECHO 26/07/2018) These figures are likely to increase when a drop in the water levels leads to improved access to conduct further assessment of the situation. (Radio Free Asia 25/07/2018) Over 1,370 families (around 6,630 people) who were displaced are housed in temporary shelters organised inside local schools. (OCHA 24/07/2018, ASEAN 25/07/2018)
Livelihoods: Attapeu is a largely agricultural province where most people rely on rice production for their livelihood. (WFP 01/09/2016) The extent of damage is unknown at this stage, but paddy fields were flooded in many areas, which could mean significant crop losses, as July is the end of the sowing season. (FAO 18/07/2018)
Education: Schools were likely flooded in the affected areas. An unspecified number of schools are being used as temporary relief centres, which will disrupt education. (OCHA 24/07/2018)
Vulnerable groups affected
There are protection concerns for vulnerable groups such as children, women, older people, and people with disabilities. Women and girls are particularly vulnerable to security risks around temporary shelters when displaced by natural disasters. There is an increased risk of exposure to incidents of rape, sexual assault and gender-based violence, and such incidents go largely underreported. People with disabilities and older people may find leaving their shelters more challenging. Difficult terrain acts as a barrier to accessing relief shelter or aid. Children are at risk of exploitation and abuse, especially when left unattended during the recovery period when their parents may be busy collecting relief items and restoring livelihoods.
Though there are no official breakdown numbers regarding gender and age of the affected population, the Pacific Disaster Centre estimates that at least 34% of the populations in need of humanitarian assistance is composed of children under 15 years and 4% are over 65 years old. (PDC 24/07/2018)
Humanitarian and operational constraints
The floods have caused extensive damage to the road system and to 14 bridges, in a region that is, under normal circumstances, very remote and hard to reach. Helicopter and boat are required to access Sanamxay district, where most of the affected villages are located, but the government could only dispatch three helicopters and many areas remain inaccessible. (OCHA 24/07/2018) Due to access constraints, more than 3,000 people remained stranded on the roofs of their houses and on top of trees for 48 hours before being rescued. (Lao News Agency 26/07/2018)
Unexploded ordnance and landmines can be found in the rural areas of all 17 provinces of the country, which may further hamper humanitarian access. (Mine Advisory Group 2018)
Aggravating factors
Monsoon season
Heavy rainfall has been reported in Laos since 18 July, leading to flooding all over the country. In total, 373 villages across 10 provinces have been impacted. According to the forecast published by the Laos Department of Meteorology and Hydrology, rain is expected for at least three more days between 26 and 28 July, while soil is already saturated.
2
Proximity of critical infrastructure
Over 70 projects similar to the Xe-Pian hydroelectric plant are underway or planned in the country. Laos has adopted an aggressive dam building policy, hoping to develop its economy by becoming the "battery of South-East Asia" and selling power to neighbouring countries. (Reuters 24/04/2018) The damaged dam is one of seven dams built as part of the project along the Xe-Pian river.
Environmental rights groups have long criticised this policy and have raised concerns about the impact of dams on the Mekong River and its tributaries, its flora and fauna and the rural communities that depend on it. Food security in southern Laos had already been impacted by the massive construction of dams disrupting the natural migration of fish. Critics have underlined the lack of proper environmental impact assessment which could lead to similar situations happening again. (Al Jazeera 25/07/2018, Asian Correspondent 24/01/2018)
Response capacity
Local and national response capacity
The local government was quick to react and on 24 July the Prime Minister's Office declared the affected areas in Attapeu province as a "National Disaster Emergency Zone".
The Lao Red Cross, which counts more than 3,000 volunteers and 350 staff members, is also participating in the evacuation of the affected population and has started distributing drinking water, food and NFIs. (IFRC 24/07/2018, IFRC 25/07/2018)
A Provincial Disaster Prevention and Control Committee was activated with military and police assisting evacuation of villagers. Search and Rescue teams were deployed with three helicopters and rescue boats. (OCHA 24/07/2018, ASEAN 25/07/2018)
Although some items such as dewatering pumps, chlorine powder, emergency food or vitamins are prepositioned inside the country, access constraints mean that most NGOs and INGOS have limited access to areas outside their current areas of operations. (HCT 06/2018)
The country has been offered bilateral assistance by various ASEAN member states such as Malaysia, Thailand, Brunei, Myanmar, Singapore or the Philippines (ASEAN 25/07/2018) and by numerous other countries. So far, it is unclear whether the government plans on accepting it or not.
International response capacity
The IFRC Country Cluster Support Team (CCST) in Bangkok is deploying one member of its team to provide in-country coordination and is preparing to dispatch 1,400 food relief kits in coordination with the Thai Red Cross Society (TRCS). IFRC Asia Pacific regional office in Kuala Lumpur warehouse can also mobilise enough non-food supplies
(including tarpaulins and hygiene kits) to respond to the situation immediately. The regional logistics team is checking cost estimates for a charter. ( IFRC 24/07/2018 ) UNICEF is providing water, sanitation, and hygiene supplies for 1,500 households (around 7,500 people). The goods should reach the affected communities within the next 24-48 hours. ( UNICEF 25/07/2018 )
Information gaps and needs
The Government of Laos has deployed its Rapid Assessment Team, but the results are not known yet. Data is lacking on specific sectoral needs other than food and shelter. The extent of the damages, especially to crops, cannot be assessed in all areas due to the high water levels. Information on groups with specific needs, such as women, children, elderly or disabled people, are not available.
Further assessment of the consequences of the floods on the water and sanitation infrastructure will also be required to avoid contamination.
Lessons learned
In September 2017, a similar event occurred in Xieng Khouang province in northern Laos when the reservoir of the Nam Ao Dam broke following heavy rainfall. One village was severely damaged by the 500,000 cubic meters that overflowed from the dam. No injuries or deaths were reported. The project was under development when the dam broke, leading to questions about safety standards implemented in such large-scale projects, and underlining the necessity to learn from those man-made disasters to avoid repetition.
Floods are frequent in Laos during the during the southwest monsoon season, from July to September. The central and southern provinces are usually the most affected due to the significant network of rivers and tributaries. Climate change has impacted the rainfall trends with a rainy season starting earlier than usual, while tropical storms are more intense. (HCT 06/2018)
3
Map: Areas affected by the dam collapse in Attapeu province
Source: ASEAN 25/07/2018
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Was Jesus Really from Nazareth?
Jesus' Hometown Discovered?
On December 21st, 2009, the Israel Antiquities Authority announced an archaeological discovery that may cause red faces for those who have doubted the New Testament's historical accuracy. For the first time in history, archaeologists cite evidence of the 1st century town of Nazareth, the reputed hometown of Jesus.
Moreover, this discovery has the backing of scientists; Archaeologist Stephen Pfann, president of the University of The Holy Land, states: "It's the only witness that we have from that area that shows us what the walls and floors were like inside Nazareth in the first century."[1]
Although Nazareth exists today as a thriving Arab city of 65,000 in northern Israel, some scholars have believed it didn't exist during Jesus' lifetime. For example, the Encyclopedia Biblica in 1899 stated, "It is very doubtful whether the beautiful mountain village of Nazareth was really the dwelling-place of Jesus."[2]
In 2006, American Atheist Press published a book by Rene Salm entitled, The Myth of Nazareth. The author summarized his argument before this recent discovery. He writes, "What must matter to all Christians, however, is the inescapable fact that the evangelists invented this basic element in the story of cosmic redemption. The proof is now at hand that 'Jesus of Nazareth,' a long-standing icon of Western civilization, is bogus."[3]
In the face of this new discovery, Salm still defends the conclusions in his book. However, 1st century clay shards discovered in the Nazareth location seem to undermine his theory that Jesus' hometown was mythical.
Archaeologists have also discovered other relics in recent times that confirm the existence of New Testament characters such as Pilate and Caiaphas (see "Was Jesus a real person?" at http://y-jesus.com/wwrj/1-jesus-real-person).
What's So Important About Nazareth?
So what's the big deal about Nazareth, you might ask? According to a recent article by Frank Zindler on American Atheists'website, the question of whether or not the town existed during the first century is a huge deal.
In reviewing The Myth of Nazareth, Zindler explains the reason why to his largely atheistic audience. Zindler makes his point clear, writing:
"If it could be shown conclusively that 'Nazareth' did not exist at the time that Jesus and his family are supposed to have lived there… You get my intended point." He further cites, "archaeological excavations of Jesus' home town make it absolutely certain—or at least as certain as any scientific argument can be—that the place now called Nazareth was not inhabited from around 730 BCE until sometime after 70 CE. This nasty fact is more than a mere inconvenience for those who seek historical facts in the Gospels."[4]
Salm also argues its importance by writing, "If the tradition invented his hometown, then who can place faith in other aspects of the Jesus story, such as his virgin birth, miracles, crucifixion, or resurrection? Were these also invented? What, in other words, is left in the gospels of which the average Christian can be sure? What is left of his or her faith?"
Salm concludes his article in American Atheists' article with these provocative words: Celebrate, freethinkers… Christianity as we know it may be finally coming to an end!"[5]
In other words, if Nazareth didn't exist in the 1st century, as the New Testament gospels state, then how do we
Powered by TCPDF (www.tcpdf.org)
know whether anything in the gospels is historically accurate? (See "Are the gospels true?" at http://y-jesus.com/wwrj/4-are-gospels-true/)
But this coin has two sides to it. If indeed archaeologists have discovered 1st century Nazareth, what does that say about the reliability of the gospel accounts of Jesus? Christians see the discovery as an affirmation of their beliefs.
All of this points to an even bigger question: Who was the real Jesus of Nazareth? Certainly there are many opinions. Some say that he was simply a great moral teacher. Others believe he was a man who was made a legend by his followers. Historians tell us that he has changed the world more than any other person.
Christians believe that God actually visited us in the form of a man. A man unlike any other who has ever lived. But what did Jesus claim for himself, and what does the evidence tell us? To find out, see: "Is Jesus God?" at http://y-jesus.com/wwrj/3-is-jesus-god.
Endnotes
1. Associated Press: First Jesus-era house discovered in Nazareth, December 22, 2009.
3. T. Cheyne, Encyclopedia Biblica, "Nazareth", 1899.
2. [ http://www.usatoday.com/news/world/2009-12-21-jesus-house-nazareth_N.htm ]
4. Rene Salm, American Atheist.org, "The Myth of Nazareth, Does it Really Matter?", December 22, 2009,
6. [From the Probing Mind column, "Why the Truth About Nazareth is Important," American Atheist magazine (Nov-Dec. 2006).]– Frank R. Zindler, Author, The Jesus the Jews Never Knew, editor American
5. [http://www.atheists.org/The_Myth_of_Nazareth,_Does_it_Really_Matter%3F]
Atheist magazine.
7. Salm, "The Myth of Nazareth, Does it Really Matter?"
Permission to reproduce this article: Publisher grants permission to reproduce this material without written approval, but only in its entirety and only for non-profit use. No part of this material may be altered or used out of context without publisher's written permission. Printed copies of this article and Y-Origins and Y-Jesus magazine may be ordered at: http://jesusonlineministries.com/resources/products/
© 2011 JesusOnline Ministries. This article is a supplement to Y-Jesus magazine by Bright Media Foundation & B&L Publications: Larry Chapman, Chief Editor.
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Communicating about Security within Teams and Organisations
Once we understand how individuals and teams react to stress and threats, it becomes important to reflect on how healthy practices towards this can be fostered in our groups and organisations.
Creating a safe and regular environment for communicating about security within teams and organisations is one of the most important preparatory steps towards a successful security strategy and organisational well-being. All of the tools outlined in this and other resources which help us build our security demand time and space to be made for speaking, exchanging, reflecting and learning about security. Aside from this clear practical necessity, creating space to talk about security with our peers and colleagues helps us to:
* more accurately perceive the threats to our work (reduce unrecognised threats and unfounded fears)
* understand why members of the team might react differently to stress or threats (individual responses to threats)
* assign roles and responsibilities for security measures
* increase group ownership of security measures
* build solidarity and care for colleagues who are suffering from threats.
However, there may be barriers that prevent us from discussing security openly within our organisation. Some barriers may include:
* heavy workloads and lack of time
* simply being afraid to discuss it
* a sense that our observations on security might be perceived as fear, paranoia or weakness
* not wanting to confront colleagues about their practices
* not wanting to be the first to bring the matter up for discussion
* gender issues and/or power dynamics.
In order to create a space for discussion, we can engage in the following:
a. building trust within the team
b. regularly scheduling talks about security
c. fostering a healthy culture of interpersonal communication.
As we explore each of these, we will discuss ways to establish them, and some of the benefits (as well as the disadvantages) associated with each of them.
a Building trust within the team
Having a team that operates based on trust is optimal for productivity as well as for security purposes. Trust facilitates the implementation of new security measures, especially among members who could not be, or were not involved in making the decisions about it. It creates an atmosphere of openness in which members will more readily share their security incidents and the information they feel is important, and even their mistakes. It gives members confidence to know whom to talk to about which aspects of security.
There are several ways we can work on increasing trust within a team. Below are some examples of activities to accomplish this:
* Getting to know each other outside the professional or activist context, e.g. through out-of-work activities, socialising and having fun.
* Checking regularly on the well-being of team members (perhaps as a start to team meetings), to have an idea about everybody's stress levels, general mood and what they are bringing to their activism from their personal lives.
* Transparency about hierarchies and decision-making structures.
* Clear protocols for how to deal with personal or sensitive issues that may arise including (but not limited to) security incidents, threats and so on.
* Having access to a counsellor or trusted psychologist.
Building trust within a team is not a trivial task – it involves investment and taking risks, given the potential for infiltration noted above. However, in this regard, aside from trust in one another, we can also build trust in our strategies for managing sensitive information, clear channels and create means for communication about it.
An atmosphere of trust also relies on everyone being able to give and receive constructive criticism and feedback, which will be explored in the segment on interpersonal communication below.
Encouraging regularly scheduled talks about security b
As explored in Chapter 1.4 Team and Peer Responses to Threat, it is essential to create regular, safe spaces to talk about the different aspects of security. When a team sets regularly scheduled time aside to talk about security, it elevates the importance of the topic and the conversation. This way, if team members have concerns around security, they will be less anxious about seeming paranoid or wasteful of other people's time.
Scheduling regular talks about security also normalises the frequency of interaction and reflection on matters relating to security, so that the issues are not forgotten, and team members are more likely to bring at least a passive awareness of security to their ongoing work.
It is also important to incorporate security elements into the normal functioning of the group. As such, we avoid making security an extraneous element, but rather an integral part of our strategy and operations. For example, this can be achieved by adding security to the agenda of a regular meeting. Another way is to rotate the responsibility for organising and facilitating a discussion on security between members the group, so as to instil the notion that security is everyone's responsibility and not just that of a select few.
In situations of high risk, it is important to increase the number of check-ins at meetings and informal spaces, as well as raising group members' overall receptiveness to talking about security in a supportive atmosphere.
In the next exercise, you will find some questions to help you explore the culture within your group in regard to talking about security, identifying barriers and considering ways to deal with them.
Exercise 1.5a
Talking about security in groups and teams
Purpose & Output
The purpose of this exercise is to reflect on how and when we talk about security with our peers, colleagues or team. It is best facilitated by at least two people, but can also serve as a useful individual reflection on your interaction with your colleagues. This helps start a process to constructively talking and discussing security in your team/group.
To do this exercise in a participative way and in order to document it, you may need writing material (cards or stickies and markers). A large area of wall-space, a flip-chart or pin-board may also be useful.
Input & Materials
Format & Steps
Individual work & group discussion
Step 1: Divide the group into pairs. Ask each pair to consider the following questions concerning group dynamics and write down their answers.
* What topics take up the majority of time in group conversations?
* What topics do we never seem to find time for?
* What aspects of our group interaction do we find energising?
* What aspects of our group interaction do we find exhausting?
* What happens in the group when people disagree?
* Have you created any space to develop and refine your own security practices (as an individual)? Describe it: where and when does this space exist? Is it sufficient, and how might you expand this space, if necessary?
* Do you have enough space to talk about security issues with others, such as peers or colleagues who work closely with you, and how might this space be created or expanded if necessary?
Step 2: Collate the full set of responses to these questions on a board or in a notebook.
Step 3: As a team, consider the following questions.
* Where and how do we want to set our priorities concerning security?
* What are common problems that arise around talking about security as a group?
* What can prevent us from talking about security? How can we deal with this?
* How can we create and maintain sufficient and adequate space for talking about security? What will this mean in terms of time and resources?
* How might we increase the effectiveness of our group interaction on security?
* What problems arise around committing to changing our security practices? Do we resist change, individually or collectively, and why?
Format & Steps
Remarks & Tips
Step 4: Invite each person individually to reflect on:
* Whether you should have a similar awareness for your family and loved ones?
* What are the differences in the dynamics and ways in which family and loved ones are affected?
* In what ways do you communicate the threats you are facing to your family, community, friends and others not in your work circle?
Step 5: In the whole group, share the points that people feel free to share. Then you should agree on what can be communicated to those 'outside' the group, for reasons of confidentiality, intimacy and security. Agree on these guidelines for the whole group.
Consider also discussing the steps and requirements necessary to put your ideas of how to talk about security in the future into practice.
Important questions to consider might be:
* What happens if you don't progress on 'talking about security'?
* What happens if someone does not stick to the guidelines on what can be communicated to the outside?
Fostering a healthy culture of interpersonal communication c
Individuals' ability and willingness to engage in open communication with each other is fundamental to creating a space where security can be frankly and effectively discussed.
We must make sure that communication among team members stays healthy and open, so that we have access to as much information as possible and can make more informed decisions, as a group, about our security.
Talking about security can, however, be challenging for a number of reasons, due to its very personal nature and the fact that our vulnerabilities and even mistakes are often very relevant information. Finding a constructive way to talk about security in groups or organisations helps avoid misinterpretations that can lead to conflict between the people involved.
Below are some aspects worthy of consideration in creating a healthy culture of communication:
Prevailing atmosphere around security
It helps to come to terms with what the existing (organisational) mindset around security is. For instance, we can reflect on whether the time allocated to talking about security is as valued and tended as other meeting times; or we can pay attention to whether group members are dismissive in voice and tone when discussing security matters; or if we are genuinely interested and personally connected when our colleagues are addressing their concerns.
Existing hierarchies
Communication under stress
Intercultural situations
Formal modes of communication
It is also important to create mechanisms for such communication across hierarchies within an organisation, so that members are able to discuss things in an atmosphere free of power dynamics.
Paying attention to our communication style within teams becomes particularly important during times of increased stress. In times of threat and stress, we tend not to focus on our language and tone due to other extenuating circumstances. We may not even be aware of our impatience, or we may expect others to understand the reason behind our change in behaviour.
We also have to bear in mind that communication is a fundamental aspect of culture and cultural diversity. We should pay attention to our verbal and non-verbal communication in intercultural situations.
Some groups tend to be more formal in communication and about decision-making in meetings. While formally establishing practices for security and well-being is useful in many contexts, this mode of communication can occasionally hinder open sharing, especially regarding the emotional aspects of security. Thinking about facilitation and formats for these discussions may help arrive at an effective structure that provides space for open sharing of hopes and fears, as well as for more technical discussions. It is important to incorporate all of these aspects when making decisions about security.
One example of a useful practice in interpersonal communication is through the method of non-violent communication. Non-violent communication is a method of communicating based on the assumption that all people are compassionate by nature, that we all share the same basic human needs and that each of our actions is a strategy to meet one or more of these needs.
While this method is certainly culturally shaped in the 'West', it allows for communication to include ways of comfortably reflecting on how the communication is affecting everyone involved. This can be especially effective for giving and receiving feedback about security and in discussing the impact of attacks, accidents, threats or other security-related events on us as individuals and groups.
A major advantage of employing such a particular way of structuring conversations and feedback is that it helps avoid accusatory manners of expressing views and encourages clarification where there is misunderstanding. In the following exercise, you can practice following the steps for giving constructive feedback on security according to the basic principles of non-violent communication.
Exercise
Non-violent feedback
Purpose & Output
The purpose of this exercise is to practice non-violent communication as a means of improving the effectiveness of communication about security within teams and groups. It provides for a reflection on how we can give our feedback in an understandable, clear way and avoid some of the pitfalls which can lead to arguments or ineffective communication.
The exercise is best carried out in pairs at first, although it can be adapted for larger groups.
It may be useful to write the guidelines for non-violent feedback somewhere visible, like on a flip-chart.
Decide on a setting for conducting a feedback discussion (this can be done in pairs, or with observers, taking turns). The participants should choose a topic (real or imaginary) about which they want
Input &
Materials
Format & Steps
to give feedback. This can be a security-related topic, such as an incident which took place already, or something else entirely.
Ask the person giving feedback to follow the guidelines below. For each guideline, a small illustrative example is given. Here, we are imagining a scenario in which two colleagues are talking: one of the colleagues often works late and once forgot to lock the door of the office when leaving; the other colleague wants to talk about the incident.
The recipient of the feedback should only ask questions of clarification but not comment, reply, justify or question the content of the feedback.
Guidelines for non-violent feedback:
I speak for myself: You can only speak from your own subjective experience – not about 'common sense', 'my group', 'we', or 'one', but only 'I'.
* e.g. "I felt unsafe when I found the office unlocked this morning".
* Bad practice: "What you did yesterday put us in danger!"
What did you observe? You should speak only of the facts as you experienced them, so the interlocutor knows what your feedback is referring to (what you saw, heard, etc.).
* e.g. "When I arrived at the office this morning, the front door was unlocked and I could open it without the key".
* Bad practice: "You forgot to lock the door yesterday!".
What was your reaction to it? What were your internal feelings and physical reaction to your experience? Try not to be judgemental, but again, simply speak from your experience as you understand it.
* e.g. "I was very worried, because I thought maybe we had been robbed. When I found that everything was OK, I was still quite angry."
How do you interpret it? What does your personal interpretation bring to the facts? Although your personal interpretation is indeed subjective, it is still valuable and colours your experience.
* e.g. "I think it happened because you have been working very late and were tired and simply forgot to close it"
Format & Steps What are your wishes, advice, or interests? What are your suggestions for change based on this experience? They should be offered without demands, but rather as requests for consideration by the group.
* e.g. "I would feel better if I knew we were all getting enough rest and not overworking so that we could better take care of things like this, so it would be better if you didn't work so late".
Ask the pairs to then share their insights on the process and manner of giving feedback – not about the content. Did they experience different feelings than when they normally receive feedback?
This exercise can also be used to clarify the content and tone of your feedback as a preparation for an actual feedback session or potentially difficult discussion.
It is important to receive feedback with your ears and not with your mouth, and understand it as a personal reflection from your partner, not as 'the truth' or an invitation to justify or defend your actions. You decide yourself if it is valuable to you and how to react to it. Following such an approach might be a preventive step for conflicts within your team. As such, it can contribute to your overall well-being.
If you are interested in deepening modes of communication which deal sensitively with conflict, you might want to have a look at non-violent communication approaches.
Be aware that 'speaking for myself only' is not appropriate in many regions around the world. Adapt the methodology so that it fits your needs and setting.
Remarks & Tips
Conclusion
Hopefully, these exercises will have helped you get a better sense of what security means to you, as well as a better understanding of the way you and those around you respond to threats to yourselves and your work. Establishing a healthy culture of communication as explored above may represent one of the more difficult changes to make in adopting a more positive and organised approach to our security and well-being. However, understanding this and all of the topics covered in this Section is vital in order to make space for the process of context analysis, a key set of activities in improving and maintaining an organised approach to security, which we will expand in Section II | Explore.
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FINN Additive System™ HydroG e l B
DESCRIPTION
HYDROGEL B
FINN HydroGel B is a polymer that is able to store water and nutrients up to 500% its own size and weight. Once HydroGel B releases its stored moisture and nutrients to the root system, it will replenish itself with the next rainfall or irrigation. Finn HydroGel B is a plant watering aid used to reduce or eliminate stress caused by a lack of moisture.
APPLICATION & RATES
HYDROSEEDING ..................... Mix approximately 2.5 lbs. of HydroGel B to an agitated tank containing 800 gallons of water. Add sufficient seed to cover 10,000 square feet. Rates will vary depending on amount and types of fertilizer.
PRODUCT REQUIREMENTS
N/A
PACKAGING
40 LB . CASE (8-5 LB. BAGS)
50 LB. BAG
50 LB. DRUM
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Fat and Your Health
All fat is composed of different fatty acids. There are saturated, monounsaturated and polyunsaturated types. The kinds of fatty acids consumed are more important in influencing health than the total amount of fat in the diet. Animal fats tend to have a higher proportion of saturated fatty acids (seafood being the major exception), and plant foods tend to have a higher proportion of monounsaturated and/or polyunsaturated fatty acids (tropical oils being the exception).
monounsaturated and polyunsaturated fats is in the number of double bonds in their chemical make-up. Oils high in monounsaturated fatty acids include canola, olive, peanut, sesame, and safflower oils. Oils that are good sources of polyunsaturated fatty acids include soybean, corn, and cottonseed oils. Replacing foods high in saturated fats with foods high in monounsaturated or polyunsaturated fatty acids helps decrease risk of cardiovascular disease.
Saturated fats tend to be solid at room temperature. Think of the fat in meat, poultry, butter, or cheese. Whole, 2%, and 1% milk also contain saturated fatty acids. Tropical oils are solid at room temperature because they contain high amounts of saturated fatty acids.
The primary sources of saturated fat are cheese, pizza, desserts, chicken, and processed red meat like sausage and ribs. Saturated fats increase the risk of cardiovascular disease, and according to the Dietary Guidelines for Americans, they should be used in small amounts and replaced by foods higher in monounsaturated and polyunsaturated fatty acids to promote cardiovascular health.
Monounsaturated and polyunsaturated fats are usually liquid at room temperature and are found in seafood, nuts, seeds, avocados, olives, and liquid oils. The difference between
Br o ught t o yo u b y :
Trans fatty acids are the worst type of fat for our health. The bulk of our trans fatty acid intake comes from processed foods such as partially hydrogenated oils used in some margarines, snack foods, and prepared desserts. Trans fats from partially hydrogenated oils raise LDL cholesterol levels and lower HDL cholesterol levels, increasing risk of heart disease and stroke.
The Dietary Guidelines recommend acceptable ranges for total fat intake to reduce risk of chronic disease such as cardiovascular disease, while promoting optimum intake of essential nutrients. Keep trans fatty acid intake as low as possible, and choose foods higher in monounsaturated and polyunsaturated fatty acids to replace foods with saturated fatty acids. Here are the overall fat intake recommendations:
* 30-40% of total calorie intake for children ages 1-3 years
* 25-35% of total calorie intake for children and teens ages 4-18 years
* 20-35% of total calorie intake for adults age 19 and over
By Lynn Grieger RDN, CDE, CPT, CWC
©www.foodandhealth.com
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Carbohydrate Counts Jan-March 2020
Redlands Unified School District
Elementary, Middle and High School Master Sheet Menu
For more information contact the Child Nutrition Office: 909-307-5366
| Carbs (g) | Food Product | |
|---|---|---|
| 51 | French Toast Sticks | |
| | | French Toast Sticks |
| 34 | | French Toast, Mini Chocolate Chip |
| | | (Eggo) |
| 48 | Hashbrowns | |
| 45 | Honeybun | |
| 38 | Honey Lemon Loaf | |
| 39 | Honey Wheat Breakfast Bar | |
| 37 | Maple Sausage Biscuit | |
| 25 | Mini-Blueberry Waffles | |
| 27 | Mini Maple Pancakes | |
| | Mini-Pancakes (ES) | |
| 23 | Pan Dulce | |
| 22 | Pizza Bagel (ES) | |
| 24 | Potato Smiles | |
| 23 | Scrambled Eggs | |
| 45 | String Cheese | |
| 47 | Turkey Sausage Link | |
| 47 | Ultimate Breakfast Round: | |
| 47 | Cinnamon | |
| 45 | Sunberry Blast | |
| 24 | Ultimate Eggs Sandwich | |
| 23 | Uncrustable (2.6oz, Small): | |
| 41 | Grape | |
| | Carbs (g) | Food Product |
|---|---|---|
| | 26 | Waffle Sausage Sandwich |
| | 1 | Waffle & Turkey Sausage |
| | | Yogurt: |
| | 41 | Cherry, Trix |
| | 41 | Peach, Land O Lakes |
| Double Chocolate Chip Muffin | 40 | Strawberry/Banana, Danimals |
| (MS/HS) | | |
| | 43 | Straw/Banana, Trix |
| | 32 | Raspberry, Trix |
| Egg, Turkey-Ham & Cheese | 33 | Vanilla (Upstate) |
| Croissant | | |
| | 25 | |
LUNCH ITEMS
Carbs
Carbs
| | 29 | | Pizza: | |
|---|---|---|---|---|
| Apple Pie Parfait | | 112 | | Ardellas Cheese (Elem.) |
| Bagel Box: | | | | Cheese Pizza Wedge |
| | 34 | | Cheesy Garlic French Bread Pizza | |
| | 11 | | Domino's Cheese or Pepperoni | |
| | 0 | | Galaxy Cheese Pizza | |
| | 1 | | R & S Cheese or Pepperoni | |
| | 42 | | Pizza, "Big Daddy": | |
| | 47 | | Buffalo Chicken | |
| | 30 | | Primo Four Cheese | |
| | 3 | | Primo Pepperoni | |
| | 46 | | Pizza Crunchers | |
| | 48 | | Pork Chile Verde Burrito | |
| | 48 | | Popcorn Chicken | |
| | 41 | | & Garlic Roll | |
| | 33 | | Cheese Quesadilla | |
| | 27 | | Spicy Chicken Salad | |
| | 34.1 | | & Roll | |
| | | | Spicy Chicken Sandwich | |
| | 0 | | Sweet Chili Thai Chicken Bowl | |
| | 15 | | | Sweet & Sour Chicken w/ Rice Bowl |
| | | | | (ELM) |
| | 11 | | | Sweet & Sour Chicken w/ Rice Bowl |
| | | | | (MS/HS) |
| | 32 | | Spaghetti & Meatballs | |
| | 8 | | Street Tacos | |
| | 28 | | Teriyaki Chicken & Brown Rice | |
| | 30 | | Turkey Deli Sandwich (wedge) | |
| | 12 | | Turkey-Ham & Cheese Croissant | |
| w/ Roll | | 28 | | Turkey Taco |
Food Product
Carbs (g)
Food Product
Carbs (g)
| Crispy Chicken Salad | | 24 | | Turkey Gravy w/ Mashed Potatoes | | 18 | |
|---|---|---|---|---|---|---|---|
| & Roll | | 12 | | w/ Dinner Roll | | 30 | |
| Crispy Chicken Sandwich | | 43 | | Tamale, Chicken (Elem) | | 28 | |
| Chicken & Cheese Tamale | | 45 | | Tamale, Chicken & Cheese (MS/HS) | | 45 | |
| Chicken (Drumstick) | | 5 | | Three Cheese Cavatappi | | 28 | |
| | & Waffles | | 11 | | Teriyaki Chicken & Chowmein | | 58 |
| Chicken Caesar Wrap | | 34 | | & Fortune Cookie | | 7 | |
| Chicken Corn Dog | | 30 | | Teriyaki Dippers | | 6 | |
| Chicken Parmesan | | 69 | | & Brown Rice | | 44 | |
| Chicken Tenders, Crispy | | 14 | | Teriyaki Pork, Brocolli & Brown Rice | | 81 | |
| & Honey Biscuit | | 15 | | Tortilla Chips, Cheese & Seeds | | | |
| Chicken Drumstick | | 5 | | Chips, Tortilla | | 31 | |
| w/ Maple Biscuit | | 33 | | Cheese Cup (LOL) | | 14 | |
| | Chili | | 26 | | Seed | | 12 |
| w/ Corn Bread | | 37 | | Tortilla Chips, Cheese & Go Bonzos | | | |
| | Cinnamon Winter or Heart Shaped | 21 | | Chips, Tortilla | | 31 | |
| | Cracker | | | | | | |
| Double Dogs, MB Beef | | 30 | | Cheese Cup, | | 14 | |
| Fish Sticks | | 22 | | Go Bonzos | | 12 | |
| w/ Dinner Roll | | 12 | | Uncrustable Sandwich Combo | | 32 | |
| Grilled Chicken Sandwich | | 29 | | w/ Cheez-its | | 14 | |
| Hamburger | | 29 | | w/ String Cheese | | 0 | |
| Hot Cuban Sandwich | | 35 | | Valentine Cookie (KidsKookie) | | 12 | |
| Hot Dog on Bun, Beef | | 30 | | Vanilla Bear Grahams | | 20 | |
| Iced Oatmeal Cookie | | 19 | | Waffle Sausage Sandwich | | 25 | |
| French Bread Cheese Garlic Pizza | | 30 | | Western Burger | | 55 | |
| Mac & Cheese | | 32 | | Wow Butter Sandwich (4.6 oz, Large) | | 55 | |
| w/ Garlic Roll | | 19 | | Wow Butter Combo: | | | |
| w/ Honey Breadstick | | 15 | | Wow Grape Sandwich | | 28 | |
| Meatball Sub Sandwich (ELM) | | 35 | | String Cheese | | 0 | |
| Meatball Sub Sandwich (MS/HS) | | 42 | | Yogurt (Strawberry/Banana) | | 20 | |
| Mixed Berry Pop (Wawona) | | 18 | | | | | |
| Food Product | | Carbs (g) | | Food Product | | |
|---|---|---|---|---|---|---|
| | Orange Chicken | | 19 | | Honey Lemon Loaf | 31 |
| | w/Brown Rice | | 44 | Seeds | | |
| Ortega Jack Chicken Sandwich | | 30 | | Yogurt, Muffin, Seed | | |
| Peanut Butter & Jelly Combo: | | | | Yogurt | | |
| | PB & J Sandwich (ELM) | | 41 | | Chocolate Chip Muffin (Dave's) | 40 |
| PB & J Sandwich (MS/HS) | | 49 | | Roasted Sunflower Seeds | | |
| | String Cheese | | 1 | | Zoo Nuggets | 15 |
| Pepper Jack Cheese Enchiladas | | 32 | | & Dinner Roll | | |
| Pick-Up-Stix Orange Chicken | | 54 | | | | |
| | Peach Yogurt Parfait (large) | | 96 | | | |
| | Supper & Super Snack | | | | | | |
|---|---|---|---|---|---|---|---|
| Food Product | | Carbs (g) | | Food Product | | | Carb |
| | | | | | | | s (g) |
| Ardella's Pull-A-Part | | 29 | | | Mixed Fruit Cup (1/2 Cup) | | 13 |
| | & Marinara | | 3 | | Muffin, Mini Apple Cinnamon | | 20 |
| | Bagel, Mini | | 15 | | Muffin, Cornbread Superstar | | 37 |
| | Bean & Cheese Burrito | | 46 | | Nectarines (whole) | | 14 |
| | Bongard Cheese Cup | 1 | | | Pizza Crackers | | 15 |
| | Cheese Cubes | | 0 | | Pretzel, Mini | | 14 |
| | Cheesecurds, Ranch | | 0 | | Rich Chix Nuggets | 12 | |
| | Cheese Pizza Sliders | | 29 | | String Cheese | | 0 |
| | Craisins | | 28 | | Sunflower Seeds, Honey Roasted | | 11 |
| | Crispy Tenters | | 0 | | Taquitos, Beef | 27 | |
| | Double Dogs | | 30 | | Tortilla Chips | 28 | |
| | Edamame Cup (1/2 cup) | | 5 | | Trail Mix, Sunberry (Rockin ola) | 28 | |
| | Fruit Burst | | 13 | | Turkey Slider | | 17 |
| | Galaxy Cheese Pizza | 29 | | | Turkey Stick | 0 | |
| | Go Bonzos | 12 | | | Uncrustable Sandwich, 2.4 oz | 32 | |
| | Goldfish Crackers | | 14 | | Wheat Crackers, 1 oz | 14 | |
| | Goldfish Pretzels | | 16 | | Wheat Crackers, 2 oz | 28 | |
| | Granola (Rockin’ Ola | 21 | | Wow Butter Cup | | 8 | |
| | Straw/Marsh), | | | | | | |
| | Juice Cup, Frozen Peach | | 19 | | Wow butter Sandwich, 2.4oz | | 28 |
| | Juice Cup, Frozen Strawberry | | 22 | | Yogurt, Go Big Strawberry | 18 | |
| | Kix | | 14 | | Yogurt, Trix | | 20 |
| Marble Cheese Stick | | 0 | | | | | |
| | Fruits | | | | | |
|---|---|---|---|---|---|---|
| Food Product | | Carbs (g) | | Food Product | | |
| Apples (whole) | | 21 | | Oranges (1 ea = 16) | | |
| Applesauce | | 15 | | Peaches (whole, Small) | | |
| Asian Pears (whole) | | 21 | | Peach Cup, (1/2 cup) | | |
| Banana (whole) | | 28 | | Pears (1/2 cup) | | |
| Blueberry-Strawberry Cup | | 17 | | Plum (whole) | | |
| Cherries (1/2 Cup) | | 9 | | Raisels (1 box) | | |
| Craisins (1 pkg) | | 28 | | Raisins | | |
| Edamame Cup (1/2 cup) | | 5 | | Tangerines (whole) | | |
| Grapes (1/2 cup) | | 15 | | Strawberries, Diced Frozen | | |
| | Kiwi (1/2 cup) | | 13 | | Strawberries, Fresh (1/2 cup | 7 |
| Mixed Fruit Cup (1/2 Cup) | | 13 | | Watermelon (1 wedge, 1/2 cup) | | |
| | Nectarines (whole) | 14 | | | | |
| Veggies | | | | | |
|---|---|---|---|---|---|
| | | Carbs | Food Product | | Carbs |
| | | (g) | | | (g) |
| | | | Cucumber (1/2 cup) | | |
| | 20 | | Jicama (1/2 cup) | | |
| | 23 | | Lettuce, 4-way mix (1 cup) | | |
| | 17 | | Romaine Lettuce (1 Cup) | | |
| | 4 | | Romaine Salad | | |
| | 17 | | Olives | | |
| | 20 | | Peas | | |
| | 6 | | Peppers, Sweet Mini (about 3) | | |
| | 3 | | Pickles, Dill Chips | | |
| Carrots (1/2 cup) | | 3 | | Pickles, Dill Chips | |
| Celery (1/2 cup) | | 2 | | Pirate Bean Cup | 19 |
| | 15 | | Sweet Potato Fries | | |
| | 17 | | Sugar Snap Peas (1/2 cup) | | 3 |
| | 3 | | Saucy Bean Cup | | |
| Beverages & Other | | | | | |
|---|---|---|---|---|---|
| | Carbs (g) | | Food Product | | Carbs |
| | | | | | (g) |
| | | | Cream Cheese | | |
| | 14 | | Cookie: | | |
| | 14 | | Chocolate Chip (Secondary) | | |
| | 14 | | | Chocolate Chip Mini Cookies | |
| | | | | (Elem.) | |
| | | | Double Fudge | | |
| | 17 | | Snickerdoodle | | |
| | 21 | | Jelly | | |
| | | | Ketchup (packet) | | |
| | | | Mayonnaise (packet) | | |
| | 20 | | Mustard (packet) | | |
| | 17 | | Raisels | | |
| | 24 | | Ranch (packet) | | |
| | 24 | | Ranch Dressing (2 Tbsp) | | |
| | 24 | | String Cheese | | |
| Cheez It's | | 14 | | Syrup | 20 |
| Cracker, Wheat | | 22 | | Taco Sauce | 1 |
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After discussing the different types of transferable and hard skills in our last issue, we are now going to discuss what other skills and competencies can be mentioned in the CV, as well as the importance of giving proof that you actually have such skills and in what way you have gained them. In our "A Day in the Life of..." series, we delve into the life of Anna Maria Grech, whose career as a Youth Worker involves managing the Mosta Youth Empowerment Centre, amongst many other things! Last but not least, our featured Career of the Month is that of Fashion Designer...check out the Karrieri interview with Fiona Maria Vella, a prestigious local Fashion Designer, to learn more about this challenging and creative career!
Christine
Back to top
Confused about which skills to list on your CV? (Part 2)
more »
After discussing the different types of transferable and hard skills in our last issue, in this article we are going to discuss what other skills, competencies and abilities can be mentioned in the CV. How important is it to give proof that we actually have such skills? And last least...what about hobbies and interests? Read but not
Back to top
A day in the life of...a Youth Worker
A wife, mother and youth worker by profession, Anna Maria Grech manages the Mosta Youth Empowerment Centre, a service offered by the Mosta Local Council. This Centre offers services to a number of young persons coming from different socio-economic Anna Maria speaks to us about her work.
Back to top
Fashion Designer
Fashion Design presents a challenging and demanding career in an extremely competitive industry. The work of the Fashion Designer involves drawing sketches, developing patterns and producing samples of their work. It is a career which requires creativity, originality, a very good understanding of the fashion industry as well as knowledge of textiles, materials, colour and design. Fiona Maria Vella speaks to us about her career in Fashion Design. Read more »
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Also in this issue
Confused about which skills to list on your CV? (Part 2)
Youth Worker
A day in the li fe of...a
Fashion Designer
Subscribe to our newsletter
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Inspiring quotes
"Everyone has his own specific vocation or mission in life. Therein he cannot be reÂplaced, nor can his life be repeated. Thus, everyone's task is as unique as is his specific opportunity to implement it", Viktor Frankl (Austrian Neurologist & Psychiatrist, and Holocaust survivor).
"When one door closes, another opens. But we often look so regretfully upon the closed door that we don't see the one that has opened for us", Alexander Graham Bell (Scientist, Inventor, Engineer and Innovator).
Contact us
Do you want to get in touch with us or do you have any suggestions? Send us an email on firstname.lastname@example.org
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Karrieri is a multimedia educational project based on the use of multiple platforms for the delivery of its content, which is aimed at providing a wider accessibility to information about careers. Through Karrieri, we aim to empower today's youth by providing career awareness and information. To inspire them in achieving their dreams. To believe in their abilities and believe that through passion, hard work and persistence, success can be achieved.
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CORROSION: Costs, Causes, and Cures
J.I. Munro, P. Eng. Corrosion Service Company Limited, 369 Rimrock Road, Downsview, ON, M3J 3G2, CANADA
Published in the WATER AND POLLUTION CONTROL Magazine February 1978
Corrosion is best defined as "the process by which a material, usually a metal, combines with certain elements within it's environment to produce a product that does not retain the useful properties of the original material". Unfortunately, this seemingly innocuous textbook definition does not convey the economic losses that result from corrosion damage. The minimum financial losses due to this "process" are well in excess of the combined annual costs of fires, floods, hurricanes, tornadoes, and earthquakes in North America.
Let us examine some statistics to see how such enormous losses can be accumulated. In 1949, the direct cost of corrosion in the United States was estimated to be $5 billion a year. More recent surveys in 1971, undertaken by T.P. Hoar in England on behalf of the Department of Trade and Industry, suggested that direct losses due to corrosion could be 1.25 percent of the gross national product. A recent estimate of the National Commission on Materials Policy in the United States comes up with the figure $15 billion a year, whereas using Hoar's percentage of GNP in the U.S., losses would actually approach $30 billion a year in the United States.
A National Bureau of Standards report in 1966 stated that 40 percent of U.S. steel production was used to repair or replace items rendered useless due to corrosion. At that time, this amounted to 40 million tons of steel a year. Fifty percent of the world's zinc production is sacrificed to protect steel. Sixteen cents on every barrel of crude oil is spent on corrosion losses. Corrosion costs the oil and gas industry an estimated $200 per mile of line pipe per year on over one million miles of underground pipelines in the United States.
Most catastrophic industrial failures have corrosion among their causes. In many cases, corrosion is found to be the principal factor leading to structural or mechanical breakdown. The United States chemical industry estimates the annual costs due to stress corrosion cracking failures alone to be in the order of $30 million a year. In 1968, the United States Air Force determined that 38 percent of their aircraft accidents, major and minor, were attributable to corrosion.
The economics of reducing this wastage is sound. However, equally important is that some of this waste results in the dispersion of essential materials and energy in such a manner that they cannot be practically recovered for recycling.
Danger to human life results from, among other things, corroded equipment releasing toxic substances into our environment.
The above statistics should not be startling as, unless preventative measures
are undertaken, 100 percent of all existing refined metals will eventually corrode. To prevent this devastating occurrence, design engineers, maintenance, and management personnel must understand the basics of the corrosion process, in order to counteract its destructive powers - and these same people must be prepared to invest some capital, as corrosion control also costs money.
WHY METALS CORRODE
Electrochemical reactions will only occur spontaneously if the free energy of the products is less than that of the reactants. In other words, materials are only completely stable if they have attained the product which possesses the minimum possible free energy.
During the refining of a metal such as steel, the iron is divorced from its associated oxygen in a blast furnace, and an enormous amount of energy is put into the steel in the form of heat (approximately 28-35 million BTU's is required to produce one ton of steel). As long as it remains metallic, a piece of steel retains a small portion of this energy, bound up within itself, always urging the metal to corrode back to the ore from which it was unwillingly derived.
It is this energy which supplies the power to drive the various corrosion reactions. When steel rusts, the latent energy is released and the metal, relieved of its uneasy hypertension, thankfully reverts to a stable oxide again and the cycle is complete.
The energy which is released in the corrosion process is called Gibbs free energy, and is expressed in calories or kilo calories per mole in most textbooks. Table 1 shows the free energy of formation of some oxides, expressed in kilo calories/mole of oxide at 27ºC (unless otherwise indicated).
Water and Pollution Control
FIGURE 1 • Electrochemical Equilibrium Resulting in Solution Potential of Zinc
| Oxide Type | Kilo Calories per Mole | Temp. |
|---|---|---|
| Silver | 2.55 | |
| Copper | 34.6 | |
| Lead | 45.0 | |
| Nickel | 51.4 | |
| Iron | 54.6 | 227ºC |
| Zinc | 76.2 | |
| Magnesium | 136.5 | |
| Quartz | 197.3 | |
| Chromium | 236.7 | 227ºC |
| Aluminium | 377.6 | |
| TABLE 1 • Free Energy of Formation of Some Oxides | | |
In Table 1, it can be seen that substances like silver have low free energies and sometimes appear as native silver in ores, and some, such as aluminium, have such large free energies that their recovery from ores on a commercial scale has only been achieved in this century.
If a small sample of metal (say zinc) is immersed in a neutral pH aqueous solution, some of the metal will immediately dissolve by the reaction:
The two electrons remain behind in
- 2 -
the metal. An equilibrium is soon established due to the electrical charge separation of the zinc ions and the electrons. This results in a potential difference between the metal and its environment, referred to as the solution potential (Figure 1).
There is an important relation between Gibbs free energy and solution potential expressed by the equation:
where:
E = the electrode (corroding element) potential
February 1978
n = the number of electrons (chemical equivalents) in the reaction
F = Faraday's number which relates the weight of metal going into solution with coulombs of charge transferred
The principle consideration of this relationship for the nonelectrochemist is the relationship between energy and measurable solution potential. The equation indicates that a metal with a large free energy will have a large negative solution potential.
If pure metals are placed in aqueous solution of their salts under controlled conditions, each metal exhibits an electrical potential when compared to a reference electrode. These metals can be arranged into what is known as the electrochemical series. With the electronegative metals at the top and the electropositive metals at the bottom.
A similar series can be made using commercial metals and alloys immersed in sea water. This series is called the practical or galvanic series and is reproduced in Table 2.
If a dissimilar metal, such as copper, is placed in the same solution as the zinc, without an electrical connection between the two electrodes, the copper will establish an independent equilibrium with the solution, as did the zinc.
A voltmeter connected between the two metals will indicate the difference of solution potentials between the two metals (approximately 0.9V in sea water). If the electrodes are interconnected by a metallic path, the individual electrode equilibriums are disrupted. The different solution potential of the zinc and copper results in a current flow through the cell. The current will flow, from the copper to the zinc through the metallic path and from the zinc to the copper through the electrolyte (solution). Current entering
Water and Pollution Control the solution from the zinc will cause the reaction expressed in Equation 1 to continue, resulting in continuous corrosion of the zinc (Figure 2).
Several possible reactions can occur at the copper electrode. However, the dissolution (corrosion) of copper will stop.
The area of corrosion (zinc electrode) is called the anode (location of oxidation) and the location not corroded (copper electrode) is called the cathode (location of reduction).
If two metals from the galvanic series are coupled together in an aqueous solution, the metal higher in the series (more electronegative or active) will become the anode or corroding element in this cell, and the metal that is lower is the series (electropositive or more noble) will become the cathode or noncorroding element. A metal that is the anode in one combination can become the cathode in another combination. (Table 3)
4
- 3 -
February 1978
FIGURE 3 •
Evan’s Diagram
Cathodic
Polarization Curve
Anodic
Polarization Curve
‘IR’ Drop
in Highly
Conductive
Electrolyte
‘IR’ Drop
in Less
Conductive
Electrolyte
Corrosion Current
Open Circuit
Potential
(ANODIC)
Open Circuit
Potential
(CATHODIC)
ELECTRO
POSITIVE
ELECTRO
NEGATIVE
CURRENT
One other important phenomenon in the corrosion mechanism is polarization of the electrodes. Without polarization the majority of metals immersed in an electrolyte would corrode very rapidly. Polarization must be examined more carefully if a clear understanding of the control of corrosion processes is desired.
In a galvanic cell using zinc and copper in sea water, zinc is the anode and copper is the cathode. If these two metals are not in metallic contact with one another, no current flows in the cell and the metals are open circuited. Using suitable measuring probes, the open circuit potential of the anode and cathode can be determined. When the metallic circuit is closed, a corrosion process commences and a corrosion current flows from the anode through the electrolyte to the cathode. This current flow causes polarization of these two surfaces which results in a reduced potential difference between them. This process can be shown in an idealized fashion in what is called an Evan's Diagram (Figure 3).
Water and Pollution Control
Figure 3 indicates the open circuit potentials of the cathode and anode and shows how polarization tends to bring these two potentials closer together as the current flow increases. If a galvanic cell is short circuited, as is usually the case in naturally occurring corrosion situations, the anode and cathode potentials come very close together and are separated by the potential drop through the electrolyte caused by the passage of current (IR drop).
In highly conductive electrolytes, the IR drop is small and the corrosion current is large. In poorly conducting solutions, the equilibrium condition would occur at smaller current flows with less polarization on the anodes and cathodes. Such a situation is described by the dotted line drawn between the polarization curves. In the diagram shown, the flow of corrosion currents affects the potential of both the anode and cathode.
The equivalent electrical circuit of any corrosion cell is depicted in Figure 4.
- 4 -
The anode and cathode solution potentials are modelled by the voltage sources Va and Vc respectively. The anode to cathode electrical resistance through the electrolyte is depicted as Re and polarization effects are accounted for by Ra and Rc. A corrosion current Ic is determined by:
Actual metal loss at the anode can be determined by the corrosion current (Ic), Faraday's equivalent for the particular metal of interest and the time the current is allowed to continue. For example, 1A of current discharging for one year from a piece of steel will dissolve (corrode) 20-22 lb. of metal. Conventional corrosion mitigation techniques attempt to minimize or halt this corrosion current.
To this point, only dissimilar metal corrosion has been considered. However, similar processes occur on a single sample of metal. A metal surface
February 1978
in contact with an aqueous solution has areas on its surface that differ from one another in solution potential and are thus tiny anodes and cathodes. These differences are due to many causes, such as residual stresses, impurities in the metal, grain orientation, differences in metal ion concentration, thermal effects, and so on. The anodes corrode and the cathodes do not. A corrosion cell can only exist if there is a cathode and anode connected by a metallic path, with the cathode and anode, in a common electrolyte.
FORMS OF CORROSION
As previously mentioned, all forms of corrosion require the following minimum conditions: an anode, a cathode, a conductive electrolyte, and a metallic connection between the anode and cathode.
Although the basic mechanism is similar for all corrosion attack, variations of the corrosion cell parameters results in many different forms. The following is a list of the eleven most common types:
* dissimilar metal
* de-alloying corrosion (corrosion attack to one constituent of the alloy)
* pitting corrosion
* intergranular corrosion (attack at the grain boundaries of metals)
* corrosion fatigue
* stress corrosion cracking
* caustic embrittlement
* crevice corrosion
* fretting corrosion
* cavitation & impingement corrosion
* general attack
Information on these types of corrosion can be obtained from a number of corrosion textbooks.
Water and Pollution Control
CORROSION MITIGATION TECHNIQUES
Corrosion prevention systems minimize or stop the corrosion current or Ic (determined by Equation 3). Each type of protection changes or eliminates some component of the corrosion cell. Often two or more techniques are utilized simultaneously to mitigate a corrosion problem.
Protective Coatings
Protective coatings attempt to isolate the structure from the surrounding environment (electrolyte). The corrosion current Ic can now be defined as:
if Va = Vc the corrosion current becomes zero. In addition to minimizing the potential difference of the anodes and cathodes, the protective current also increases the value of Rc, the effective polarization resistance.
where: Rp = the effective coating resistance
If the value of Rp is very large, as in the case of good quality coatings, the corrosion current decreases to a small value. In general, coating a structure is the only economical method of preventing atmospheric (non-immersed) corrosion.
Any small void in the coating is generally anodic to the remainder of the surface and can cause rapid corrosion perforation of the structure in immersed service. Frequently, coating protection schemes are supplemented by cathodic protection. Zinc rich paints and galvanizing provide a degree of cathodic protection.
Cathodic Protection
Cathodic protection combats corrosion by impressing an electrical current to the structure, ensuring the entire metal becomes a cathode. The electrical current changes the solution potential of the cathodes to a value at least as negative as the anodes. As can be seen from the equation:
- 5 -
Cathodic protection can be implemented by either a sacrificial or impressed current system. A sacrificial scheme utilizes a more electronegative metal than the structure while the impressed current system requires a rectifier and semi-inert electrode.
Inhibitors
Chemical inhibitors attempt to polarize the anode and/or cathode of the corrosion cell. Again, this increase in the effective resistance of Ra and/or Rc results in a lower corrosion current. The use of inhibitors is generally restricted to "closed" systems.
Metallurgical Alloying
Additions of certain elements to metals can increase their corrosion resistance dramatically. Additions of chromium to steel produce the stainless steel alloys. The chromium additions produce corrosion products on the surface of the metal, which effectively isolates the structure from the environment. When stainless steel alloys do corrode, the usual mechanism of destruction is pitting due to local protective film breakdown. They are particularly vulnerable to pitting attack in solutions containing chlorides.
February 1978
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Water Level & Flow Update for the Lower Nelson River
Reservoir impoundment at Keeyask is scheduled to start late August, 2020. This is the third edition of the weekly water level and flow updates that will be provided over the course of the impoundment period to describe the water conditions on the Nelson River system generally, and specifically for the lower Nelson River.
Nelson River Watershed
Significant precipitation across northern Manitoba through the summer has kept local tributary inflows to the Nelson River very high. This, combined with high outflows from Lake Winnipeg, has led to high flows and water levels along the Nelson River. Hydro system flows to Split Lake and the Lower Nelson River come from two sources – Lake Winnipeg (LW) outflows through Kelsey generating station (at 4090 cms or 144,400 cfs) and Churchill River Diversion (CRD) through Notigi control structure (710 cms or 25,100 cfs. These combined flows total 4800 cms (or 169,500 cfs). The Nelson's flow downstream of Keeyask is 5760 cms (or 203,400 cfs), measured at Limestone. See Map
Lower Nelson River (Split Lake to Hudson Bay)
Graphs of Split, Clark, Gull and Stephens Lakes and Nelson River flow are available on the following pages. As of August 25 Lower Nelson River lake and forebay levels are:
* Split Lake 168.47 m (or 552.7 ft)
* Clark Lake 167.90 m (or 550.8 ft )
* Gull Lake 156.63 m (or 513.9 ft )
Nelson River flow depends largely on Lake Winnipeg Water level: Lake Winnipeg outflows are largely controlled by the Jenpeg Generating Station (upstream of Kelsey Generating Station). Generally there are higher flows through Jenpeg when the level of Lake Winnipeg is higher – last year with Lake Winnipeg 1.4 feet lower at this time, flows through Jenpeg were 55,000 cfs; while this year with the lake 1.4 feet higher, flows through Jenpeg are 100,000 cfs.
* Stephens Lake 141.03 m (or 462.7 ft)
* Long Spruce forebay 109.90 m (or 360.6 ft)
* Limestone forebay 85.10 m (or 279.2 ft)
This update is based on a combination of current and forecasted weather data from Environment and Climate Change Canada; recent and historic stream flow conditions based on both federal and Manitoba Hydro data.
If you have any questions or concerns, please contact:
Dale Hutchison-Waterway Community Engagement @ (204) 360-3505 or email@example.com.
More information on water level forecasts and current year actual outflows are on our website at:
https://www.hydro.mb.ca/waterlevels/
Water Level & Flow Update for the Lower Nelson River
Water Flows to Split Lake and Water Levels Split to Gull Lakes (July 1 to present)
Note: All values shown above are daily averages. Clark Lake gauge was not functioning during early July so that data is missing.
Water Level & Flow Update for the Lower Nelson River
Stephens Lake Water Levels (July 1 to present)
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Indoor Scavenger Hunt
See if you can find these 15 objects around the house. Check the boxes as you find each object.
□ A STUFFED ANIMAL
□ A COZY BLANKET
□ SOMETHING BRAND NEW
□ A VEGETABLE THAT YOU □ (ACTUALLY) ENJOY EATING
□ YOUR FAVORITE TOY
□ SOMETHING GREEN
□ A TOOTHBRUSH
□ SOMETHING THAT MAKES NOISE
□ A FUN PICTURE BOOK
□ A PIECE OF FRUIT
□ ART SUPPLIES
□ AN OBJECT THAT STARTS WITH □ THE FIRST LETTER OF YOUR □ NAME
□ SOMETHING BROKEN
□ A T-SHIRT WITH A FUN DESIGN
□ SOMETHING THAT HELPS YOU □ WASH UP BEFORE BEDTIME
□
Outdoor Scavenger Hunt
See if you can find these 15 objects in your front or backyard. Check the boxes as you find each object.
□ THREE (3) DIFFERENT COLORED □ LEAVES
□ A BRANCH LONGER THAN □ YOUR ARM
□ AN OUTSIDE TOY
□ A DOORBELL
□ SOMETHING GREEN
□ A TEENY-TINY ROCK
□ A PIECE OF TRASH TO THROW □ IN THE GARBAGE BIN
□ SOMETHING THAT FLYS
□ A SIDEWALK
□ SOMETHING TO RECYCLE
□ AN OBJECT THAT STARTS WITH □ THE LETTER "T"
□ SOMETHING BROWN
□ A MAILBOX
□ YOUR HOUSE/BUILDING NUMBER
□ A STREETLIGHT
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WINCHCOMBE SCHOOL
Anti-Bullying Policy
Effective Date: March 2015
Reviewed: Sept 2016, Oct 2018, Oct 2019
Next Review: October 2020
Review Responsibility: Curriculum & Standards
This Policy was reviewed and adopted by the Full Governing Body
Adopted
Signature
Headteacher
Signature
Chair of Curriculum & Standards
Date
1. Introduction
Winchcombe School believes that young people have the most successful learning experiences in a supportive, caring and safe environment where there is no fear of pupils being bullied, and staff are
free from fear of bullying by pupils.
Bullying is anti-social behaviour and affects everyone; it is unacceptable and will not be tolerated.
Only when all issues of bullying are addressed, are pupils able to fully benefit from the opportunities available at Winchcombe School. This policy details how
we aim to prevent and deal with bullying. Winchcombe School is a fully inclusive and safe environment for everyone. Pupils, staff and parents can openly discuss bullying without fear of further bullying or
discrimination.
This policy is firmly based on current legislation and Local Authority guidance, including The
Safeguarding Children Handbook
("Live version"- i.e. use online only rather than a printed copy due to regular updating)
issued by the Gloucestershire Safeguarding Children Board. The policy and be should be read and deployed in conjunction with the following statutory guidance, legislation, school
policies and documents:
Working Together to Safeguarding Children 2019 Department for Education (DfE)
Keeping Children Safe in Education 2019 DfE
Preventing and Tackling Bullying 2017 DfE
Governance Handbook January 2017 DfE
Guidance for Safer Working Practice for Adults who Work with Children and Young People October
2015 Safer Recruitment Consortium inc. NCSPCC, Lucy Faithfull Foundation et al
Information Sharing 2018 HM Government
Education (Independent School Standards) (England) Regulations 2014
Education Act 2011
Equality Act 2010
Education and Inspections Act 2006
Children Act 2006, 2004, 1989
Education Act 2002
School Standards and Framework Act 1998
Winchcombe School Behaviour Management Policy
Winchcombe School Safeguarding and Child Protection Policy
Winchcombe School Risk Management Policy
Winchcombe School Health & Safety Policy
Winchcombe School Complaints Procedure
Winchcombe School Allegations Management Policy
Winchcombe School Conduct Policy
Winchcombe School Social Media Policy
Winchcombe School E Safety Policy
Winchcombe School SEND Policy
The above list is not exhaustive but when undertaking development or planning of any kind the School and its Governing Body will always need to consider safeguarding matters first, including anti bullying policy and procedures. The School and the Governing Body's legal responsibilities for safeguarding the welfare of children goes beyond basic child protection procedures. The duty is to ensure that safeguarding children and young people permeates all activities and functions; hence, the reference to numerous other documents such as those listed above.
2. Our School Commitment
As a school we are committed to providing a fully inclusive, safe and caring environment so that everyone can thrive both academically and socially. We are committed to dealing with all types of bullying and we will do all we can to prevent it happening in the first place. Our aim is to raise awareness about bullying, understanding of our anti-bullying policy and the strategies of support available to pupils, staff and parents. Winchcombe School does not tolerate bullying and want pupils, staff and parents to feel confident we will take any complaint about bullying seriously and resolve the issue in a way that protects all those involved from the impact of bullying.
Headteachers have a legal duty to draw up procedures to prevent bullying among pupils and to bring these procedures to the attention of staff, pupils and their parents and carers. These legal duties extend to include preventing and responding to bullying that happens outside of school, where it is reasonable for us to do so. Schools have a duty to safeguard and promote the welfare of all pupils and to ensure that children and young people are safe from bullying and discrimination. All pupils are aware of the school's approach and are clear about the part they play in preventing bullying, including when they find themselves as bystanders.
3. What is Bullying?
Definition: Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physical or emotionally. Bullying can take many forms (for instance cyber-bullying via text messages, social media or gaming, which can include the use of images and video) and is often motivated by prejudice against particular groups for example on grounds of race, religion, gender, sexual orientation, appearance, special educational needs or disabilities, or because a person is adopted, in care or has caring responsibilities. It might be motivated by actual differences between pupils, or perceived differences. Bullying is a form of discrimination.
Bullying happens when a person deliberately makes another person feel hurt, intimidated or distressed through mental, verbal or physical abuse. Bullying can occur by word, action or gesture.
It is very important for pupils to realise the extent of bullying as many are mistaken or misunderstand the definition when they 'fall out' with friends and peers. Bullying is usually part of a pattern of behaviour rather than an isolated incident.
4. What does bullying look like, feel like, sound like?
Bullying is any behaviour by an individual or a group that:
- is meant to hurt - the person or people doing the bullying know what they are doing and mean to do it
- happens more than once - there will be a pattern of behaviour, not just a 'one-off' incident
- involves an imbalance of power – the person being bullied will usually find it very hard to defend themselves.
Bullying can be:
- Physical, e.g. kicking, hitting, taking and damaging belongings
- Verbal, e.g. name calling, taunting, threats, offensive/personal remarks
- Relational, e.g. spreading nasty stories, gossiping, excluding from social groups. This type of emotional bullying is more common than physical bullying and it can also be more difficult for people to cope with and to prove
- Cyber, e.g. e-mails, text messages, mobile phone calls, picture/video bullying, instant messaging, chat rooms and the use of social media such as Snapchat, Facebook etc
- Indirect, e.g. graffiti, defacing of property, display of pornographic, class, disability, homophobic, racist or sexist material
- Sexual, e.g. unwanted physical contact
- Abuse of the vulnerable, e.g. those with physical disabilities or special educational needs
Concerns about sexual violence and sexual harassment between children in School should be dealt with under the School's Safeguarding and Child Protection Policy 2018 (refer to section 7.7 at pages 16-17). We recognise that children are capable of abusing their peers. This is known as 'Peer on Peer Abuse'. Abuse will never be tolerated or passed off as 'banter' or 'part of growing up'. Most cases of pupils hurting other pupils will be dealt with under our School's Behaviour Management Policy and this Anti-Bullying Policy but our Safeguarding and Child Protection Policy shall apply to any allegations
that raise safeguarding and child protection concerns for any of the individuals involved. This might include allegations where the alleged behaviour:
- Is serious, and potentially a criminal offence
- Could put pupils in the school at risk
- Is violent
- Involved pupils being forced to use drugs or alcohol
- Involves sexual exploitation or sexual abuse, such as indecent exposure, sexual assault or sexually inappropriate pictures or videos (including sexting).
If an allegation is made of bullying that includes (but is not limited to) the above, the staff member must refer to the Safeguarding and Child Protection Policy guidance as detailed at page 16 of that
document and immediately refer the matter to the Designated Safeguarding Lead. Reports of sexual violence and sexual harassment are likely to be complex and require difficult professional decisions to
be made, often quickly and under pressure. Pre-planning, effective training and policies are in place for the Designated Safeguarding Lead and his team to deal with these situations and provide all staff
and pupils with the foundation for a calm, considered and appropriate response to any allegations or reports.
5. Who bullies?
Anyone has the capacity to bully. There are no completely reliable predisposition diagnoses.
However, those who perceive themselves as low status within a community, institutions or group may use bullying in an attempt to artificially boost their status. Self-esteem is therefore a key factor in
whether someone bullies or not. This puts equal opportunities, understanding of diversity and inclusion at the centre of anti-bullying work at Winchcombe School.
6. Who is bullied?
Anyone can be bullied – child, young person, parent, carer, guardian, staff member or volunteer.
People who suffer bullying are often perceived by others to be different. Sometimes the perceived difference is individual to that person – shyness, physical appearance, clothing and possessions,
accent, perceived inappropriate behaviour. Frequently the perceived difference comes from assigning an individual to a group. Such bullying would then be designated as class, disability, homophobic,
racist, religious or sexist. People can be assigned or be a member of more than one group.
7. Identifying and reporting concerns about bullying
All concerns about bullying will be taken seriously and investigated thoroughly. Pupils who are being bullied may not report it. However, there may be changes in their behaviour such as becoming shy and nervous, feigning illness, taking unusual absence or clinging to adults. There may be evidence of changes in work patterns, lacking concentration or truanting from school. All school staff will be alert to the signs of bullying and act promptly and firmly in accordance with this policy. Parents and carers are also encouraged to be mindful of changes to their child's demeanour and behaviour and seek advice from School if they are concerned.
Pupils who are aware of bullying (as 'bystanders') can be a powerful force in helping to address it and will be encouraged to do so in a safe way.
Pupils:
All pupils will be encouraged to report bullying (as victims and bystanders) by:
I. Talking to a member of staff of their choice;
II. Using the Toot-Toot Make a Noise App via which they can report all forms of bullying directly to the Heads of Houses team. The App automatically redirects pupils to ChildLine during school holidays;
III. Contacting local and national support agencies for advice and support as detailed and linked at the end of this policy.
Parents:
Parents and carers are encouraged to report concerns about bullying and to support the school in tackling it. Trying to resolve bullying directly with the bully or their families can lead to problems escalating.
All pupils, parents and staff are reminded this policy should be read in conjunction with the School's Safeguarding and Child Protection Policy 2019 and in particular with regard to the following sections:
o Section 7.7 Allegations of abuse against other pupils (pgs 17-18)
o Section 9 Technology including mobile phones, tablets and cameras (pgs 18-19)
o Appendix 1 Types of Abuse, including peer on peer abuse and cyberbullying (pgs 2224)
o Appendix 7 Handling Sexting Incidents Procedure (pgs 51-52)
8. Responding to reports about bullying
School :
The school will take the following steps when dealing with concerns about bullying:
I. Ensure the immediate physical safety of all pupils, staff and parents.
II. If bullying is suspected or reported, it will be dealt with immediately by the member of staff who has been made aware of it.
III. A clear account of the concern will be recorded and given to the pupil's Head of House or in their absence, a member of SLT.
IV. The investigating member of staff will interview everyone involved and keep a detailed record on systems such as Toot-Toot, CPOMS and Go4Schools. All information will be held in line with the school's data protection practices and policy.
V. Tutors will be kept informed and if the bullying persists, subject staff will be advised.
VI. Parents and other relevant adults will be kept informed and in some cases, a meeting arranged in school to discuss the matter and the action to be taken.
VII. Where bullying occurs outside of school, any other relevant schools or agencies such as the Police and Social Care will be informed and advice/support obtained.
VIII. Punitive measures will be used as appropriate and in consultation with all parties involved. These may include the loss of social time at break and lunch; after school detention; confiscation of electronic devices; fixed term exclusion and for extreme cases of bullying or repetitive bullying behaviour after earlier sanctions have failed, permanent exclusion.
IX. Disciplinary measures will be applied fairly, consistently and reasonably taking account of any special educational needs or disabilities that the pupils may have and taking into account the needs of vulnerable pupils
X. Appointments will be made for the 'victim' and the 'perpetrator' to spend time with Peer Counsellors or other School Counsellors and staff members to understand the impact of bullying.
XI. Winchcombe School utilises the process of Restorative Practice which aims to bring the 'victim' and the 'perpetrator' together after some individual counselling. They will discuss their actions and will become aware of how their actions have affected others. Restorative Practice accepts conflict is a part of life and it allows pupils to take responsibility for their feelings and behaviour and is a good way to repair the damage
caused by bullying. It does not make the 'perpetrator' less responsible but looks at reparations for damage done.
XII. Once the bullying incident has been resolved and the 'victim' considers the matter closed, a support programme will be put in place for the 'perpetrator'. Winchcombe School recognises that those who bully have often been 'victims' of bullying themselves.
XIII. Parents of 'perpetrators' may attend a meeting with their child's Form Tutor or Head of House or a member of SLT to discuss the incident and to agree to the appropriate action taken. The School relies on the support of parents and carers in matters such as this to stop the problem continuing and to help the pupil to improve their behaviour.
XIV. Pupils at risk of exclusion as a result of continual bullying will have a Pastoral Support Plan (PSP) created which will target internal and external support.
Pupils and Staff:
Pupils and staff who have been involved in bullying in any respect will be supported by:
I. Discussing what happened
II. Being offered continuous support
III. Discovering why the pupil became involved
IV. Establishing the wrongdoing and need to change
V. Informing parents to help change the attitude of pupils
VI. Providing reassurance that the bullying will be addressed
VII. Restoring self-esteem and confidence
VIII. Recognition of the impact of bullying on the mental health of all involved both in the short and longer term
IX. Short and long term plans which incorporate a deep understanding of the impact of bullying on the individuals involved
X. Referral to the School's SENCO if appropriate
XI. Access to the School's on-site alternative provision in the Pupil Centre which has facilities for both inclusion and exclusion areas
XII. Understanding that missing school because of bullying (whether unusual bullying related absence or as part of an exclusion period) disrupts a pupil's education and can make it difficult for pupils to reintegrate back into the main School
XIII.
XIV.
The use of special interventions or referrals to other agencies where appropriate such as CYPS (CAMHS), Police, Pupil Referral Unit and other professionals
Peer Counsellors, School Counsellor and small group work
XV. Help and advice on how to remove online and other digitally held material
Parents:
Most concerns about bullying will be resolved through discussion between home and school.
However, where a parent feels their concerns have not been resolved, they are encouraged to refer to Winchcombe School’s Complaints Policy. Where a pupil is involved in bullying
others outside of school, i.e. in the street or through the use of internet at home, parents will be asked to work with the school in addressing their child’s behaviour, for example by
restricting/monitoring their use of the internet or mobile phone. Referral of the family to external support agencies will be made where appropriate.
Parents are invited to attend the School's Parent Forum which meets termly. This regular event is hosted by the Head, members of the Senior Leadership Team and the Governing Body.
Parent representatives have regular contact with staff in setting the agenda for these meetings, though any parent is entitled to contact staff in advance to schedule an issue for
discussion or to raise it at the meeting. The School welcomes parent's views and comments on its anti-bullying policy and procedures and encourages the opportunity for dialogue in the
Parent Forum. Specific and individual cases cannot however be discussed and parents are reminded to follow the process for reporting bullying concerns outlined above.
9. Awareness and Prevention of Bullying
The School will raise awareness of the nature of bullying through:
I. PSHE and Citizenship lessons
II. Tutorial time
III. School newsletter
IV. Behaviour Policy reviews and amendments
V. Assemblies
VI. Posters and displays
VII. During R.E. lessons with an emphasis on empathy and compassion
VIII. During Drama lessons and activities
IX. Training of Peer Counsellors and their work with pupils
X. Anti-bullying week and other local and national initiatives
XI. Anti-bullying noticeboard
XII. Anti-bullying Interest Group within School Parliament
XIII.
Staff training which emphasises the principles and purpose of the School's Anti- bullying policy and procedures; its legal responsibilities regarding bullying; how to
resolve problems and where to seek support when necessary.
Develop links with the wider community that will support inclusive environments and anti-bullying education including inviting guest speakers to visit the School; working
with the Police and Social Care and seeking advice and support from specific organisations for help with particular problems.
10. Promotion of this Policy
This policy and methods for reporting bullying concerns will be promoted throughout the
School, for example in information packs for new pupils and staff and through regular awareness raising activities such as those outlined above for existing pupils, parents and staff.
The Anti-bullying Interest Group will be comprised of pupils, staff and governors. It will support these efforts and will meet at least three times per year to discuss the following:
I. Updates to the Anti-Bullying Policy
II. Updates to the recording and reporting systems
III.
Plans for educating pupils about bullying and its effects
IV. Ideas for Anti-bullying week and other initiatives
V. Work of the Peer Counsellors
VI. Work of the School Parliament
VII. Other ideas for raising the profile of anti-bullying in School
Everyone has a part to play in preventing bullying at Winchcombe School. Below are a few extra ideas on how we can all help:
I. Encourage pupils to talk about issues. The more we encourage communication; the more pupils will feel confident something will be done about their individual situation. Encourage pupils to use the Toot-Toot Make a Noise App.
II.
Encourage pupils to empathise with others and encourage social and emotional behavioural skills throughout the school day. This can be done through assemblies,
school ethos, tutor time (Citizenship and PSHE) and observation of staff interactions with each other and with pupils. Work and discussions about issues of difference,
10
XIV.
diversity and inclusion should form part of everyone's day to day experiences at Winchcombe School.
III. Actively encourage the School's good behaviour ethos where pupils treat one another and staff with respect because they know this is the right way to behave. Values of respect for staff and other pupils, an understanding of the value of education and a clear understanding of how our actions affect others permeates the whole school environment and is reinforced especially by staff and older pupils who set good examples to others.
IV. Take every opportunity to make it clear that bullying is unacceptable and Winchcombe School takes this issue very seriously. It is everyone's responsibility to ensure bullying does not happen and everyone has a responsibility to tell someone if they witness something happening.
V. Pupils need to know that the School has an anti-bullying policy and what it means. This will be done via assemblies and tutor time and in the various ways referred to above. Pupils, parents and staff should share information about bullying at the earliest opportunity to avoid situations escalating and to ensure support is put in place for everyone involved quickly.
VI. Staff should form relationships with the pupils in their tutor groups and teaching groups to ensure pupils feel safe in confiding in staff if they need to. School staff who proactively gather information about issues between pupils which might provoke conflict are able to develop strategies which prevent bullying from occurring in the first place.
VII. Pupils, staff, parents and carers must all feel able to challenge how incidents of bullying are dealt with by the School if they are unhappy in any way. In the first instance, concerns should be shared with the person responsible for investigating the incident after which, the School's Complaints Policy (available on the website) should be referred to.
VIII. When pupils, staff and parents are aware that bullying has taken place they should all make a special effort to monitor the mental well-being and behaviour of the people involved and speak to other staff and professionals if they think additional support and help is necessary. Winchcombe School's anti-bullying policy is the responsibility of the entire school community and listening to concerns about the impact of bullying on victims, bystanders and perpetrators is one of our priorities. We want everyone in our school to feel valued, safe and cared for.
11. Monitoring, evaluation and review
A member of the Senior Leadership Team (SLT), currently Assistant Head, Tim Young, will be identified to lead on the implementation of this policy and act as the link person with the local
authority and outside agencies and other professionals. Tim Young is also the School's
Designated Safeguarding Lead for all issues of safeguarding and child protection. The
Governor with responsibility for this policy is currently Victoria Leather who will meet regularly with the School’s anti-bullying lead; review and challenge aspects of the School’s
anti-bullying policy and procedures and consider the same within the annual Governor's Audit of Safeguarding. Victoria Leather is also the lead safeguarding and child protection Governor.
An anti-bullying report will be made to the governing body twice a year via a standing itm in the Curriculum Committee, including statistics about:
o The number of reported concerns
o Monitoring information about the pupils involved
o Motivations for bullying
o Actions taken and outcomes
The School and its governing body will review the policy annually and assess its implementation and effectiveness. Such review will also take account of developments in
technology and social media.
12
Further sources of information and advice
Child Line – advice over the telephone and online, anytime of day or night. Use the website to contact a counsellor for support, get support from other people on the message board or call Child Line on 0800 11 11. A free, private and confidential service for children and young people. Whatever the worry, whenever help is needed, whether by telephone or online, ChildLine staff are always there for children and young people, anytime. Also offer links to advice for parents, carers and teachers and staff who work with children and young people via the NSPCC.
Anti-Bullying Alliance – a coalition of organisation and individuals working to stop bullying and create safer environments in which children and young people can live, grow, play and learn. Helpful interactive bullying tool for parents and carers.
Kidscape – provides children, families, carers and professionals with advice, training and practical tools to prevent bullying and protect children and young people.
Restorative Justice Council – promotes quality restorative practices for everyone, championing clear standards and raising awareness and confidence in restorative processes.
ChildNet – an international non-profit organisation working with other professionals, businesses and organisations to make the internet a great and safe place for all children and young people.
Digizen – information for educators, parents, carers, children and young people to strengthen their awareness and understanding of what digital citizenship is and encourages users of technology to be and become responsible digital citizens.
Internet Matters – Simple, practical and easy advice on the steps parents, carers and educators can take to keep children and young people as safe as possible on the internet. Age specific advice and information on what children may come across on the internet and how to get help if needed.
Think U Know – An education programme from CEOP (Child Exploitation and Online Protection Command). CEOP is part of the National Crime Agency and is tasked with working both nationally and internationally to protect children both online and offline. Six different age dependent websites link from the home page for advice about staying safe on a phone, tablet or computer.
EACH (Education Action Challenging Homophobia) – charity providing training, resources and support services to affirm the lives of lesbian, gay, bisexual, trans or questioning (LGBT+) people. Working to reduce discrimination, harassment or bullying experienced because of gender identity or sexual orientation.
The Proud Trust – life enhancing organisation that helps young people empower themselves to make a positive change for themselves and their communities through youth groups, peer support, training, events, campaigns, research and creating resources for LGBT+ youth.
Schools Out – an educational charity that offers practical advice, resources (including lesson plans) and training to schools on LGBT+ equality in education with the overall aim of making all school and educational institutions safe spaces for LGBT+ people whether pupils, staff, parents, carers or volunteers.
Stonewall – national charity working to empower individuals to make change happen and ensure national and global LGBT+ equality. Considerable expertise in LGBT+ bullying in schools, a dedicated youth site, resources for schools and specialist training for teachers.
Mencap – Charity which represents people of all ages and backgrounds with learning disabilities. Specific advice and information for people who work with children and young people plus parents and carers online community for support and advice (FamilyHub).
End Violence Against Women & Girls – Schools Safe 4 Girls programme focusing on sexual violence and harassment in schools. Leading coalition of specialist women's support services, researchers, activists and NGOs working to end violence against girls and women in all its forms. Specific guide for schools sets out the different forms of abuse to support staff in understanding violence and abuse of girls, including warning signs to look for and how to get the entire school community working towards preventing abuse.
Disrespect Nobody – a Home Office led campaign which helps young people understand what a healthy relationship is – everyone should feel loved, safe and free to be themselves. Includes resources for parents and carers plus teaching materials to be used in the classroom.
Preventing and Responding to Sexual Bullying – clear advice for parents, carers and school staff and leaders on the prevention of, and responses to sexual bullying among young people. Resources to educate and support children and young people.
Changing Faces - UK's leading charity for the 1.3 million people in the UK with a visible difference – a scar, mark or condition that makes them look different. Provides online resources and training for schools focusing on bullying because of physical difference.
Cyberbullying and SEN/disability – Advice provided by the Anti-bullying Alliance on developing effective anti-bullying practice. Disabled children and those with SEND are more likely to experience cyberbullying, less likely to be able to use the internet and less likely to have support to use the internet. The Alliance has worked with disabled young people to establish issues and solutions to some of the problems.
Anti-bullying Alliance SEND programme of resources – Advice provided by the Alliance for parents, carers and school staff on issues related to SEND and bullying.
MindEd – Provides a free online training tool for adults that can be used by parents and carers and by staff and pupils in schools. It can be used to help everyone learn more about children and young people's mental health problems. It provides simple, clear guidance on mental health and includes information on identifying, understanding and supporting children and young people who are bullied. Educate Against Hate – provides parents, carers, teachers and school leaders with practical advice and information on protecting children from extremism and radicalisation. Children and young people are particularly at risk of radicalisation and extremism and may have low self-esteem, or be victims of bullying or discrimination. Developed by the Department for Education and the Home Office.
Show Racism the Red Card – UK's leading anti-racism educational charity providing resources and workshops for schools to educate young people, often using the high profile of sports such as professional football players in videos about a range of issues surrounding racism.
Tell MAMA – an independent, non-governmental organisation which works on tackling anti-Muslim hatred, prejudice and biotry. Resources and information for young people, parents and staff plus a facility to report any form of anti-Muslim abuse and refer victims for support through partner agencies.
Kick It Out – Uses the appeal of football to educate children and young people about racism and provide resources and education packs for schools
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know your rights:
The student press law center answers your most frequently asked questions about students' right to a free press
Do students still have any First Amendment rights after the Supreme Court's Hazelwood case?
A:Definitely. The Supreme Court reduced, but did not eliminate, the First Amendment protection of high school students' "curricular" speech in the 1988 Hazelwood ruling. Even where Hazelwood applies, the burden remains on the school to furnish a legitimate educational reason for censoring – and that cannot be simply protecting the school's P.R. image. Except for one federal court ruling that covers Indiana and Wisconsin, there's little reason to believe Hazelwood applies in the adult setting of a college campus.
Is Hazelwood always the rule for all high school media?
A:Not at all. Schools can always designate student publications as "forums" for student expression. In a "forum" publication, the school can intervene only if the speech is unlawful or threatens to incite substantial disruption. Seven states have laws extending this enhanced protection to all student publications (and an eighth, Illinois, only for publications at the college level). Such laws been on the books for more than 30 years with no evidence of any ill effects.
If a school can't censor the publication directly, can they censor indirectly, by pulling the funding or threatening the adviser?
A:Two states – California and Kansas – expressly protect advisers against retaliation under state law. In the rest, the First Amendment should prohibit any act by a public school meant to punish or deter legally protected speech. That includes firing the adviser, cutting the budget, replacing the editor or any other act of intimidation, as long as it can be linked back to the editorial content of the publication.
So if I'm at a private school, I'm out of luck?
A:The First Amendment restricts only state employees, so there's no constitutional recourse at a private school. But there may be state-law protections (California's "Leonard Law" puts private and public schools and colleges on the same free-speech footing) or policies in the school's own internal regulations. Many excellent private colleges – including Notre Dame, Princeton and Tulane – offer First Amendment-like rights to the student media on their campuses under school rules.
Can the school censor what students write on blogs and other off-campus websites when they're on their own time?
A: Most legal experts think not, but a few recent federal court cases have opened the door for schools to punish speech that might lead students to respond disruptively on school grounds. Speech that appears to promote violence against school personnel – even humorously – is unlikely to receive constitutional protection, so be careful what you joke about.
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Main Street Information Sheet and FAQs
What is Indiana Main Street?
Indiana Main Street encourages the revitalization and restoration of downtown areas in Indiana cities and towns. The program provides technical assistance and educational opportunities to participating communities. Indiana Main Street is the state's coordinating program to the National Main Street Center.
Indiana Main Street Four Point Approach
Design: Enhancing the physical appearance of the commercial district by rehabilitating historic buildings, encouraging supportive new construction, developing sensitive design management systems and long-term planning. The look of downtown, its streets, signs, buildings and store interiors is unique to each Indiana community. Main Street's goal is to work with all these elements to create a friendly, attractive place that will draw in visitors and businesses.
Organization: Building consensus and cooperation among the many groups and individuals involved in the revitalization process. To ensure a self-reliant, broad-based, long-lasting downtown revitalization program, the entire community must rally around the idea. Cooperation from both the public and the private sector is critical to achieve visible results. In addition, a separate staff and business solely dedicated to downtown revitalization is key to achieving long-term, large-scale results.
Promotion: Marketing the commercial district's assets to customers, potential investors, businesses, local citizens, and visitors. To keep investors, visitors, and businesses coming downtown, Main Street must reshape the community perspective of downtown as a hub of activity. Successful downtown image campaigns, as well as promotional activities that build upon the community's unique heritage and culture send a consistent, compelling message promoting the downtown area.
Economic Restructuring: Strengthening the district's existing economic base while finding ways to expand it to meet new opportunities and challenges from outlying development. Main Street's ultimate goal is to create downtowns that are economically viable. Researching the regional market and consumer trends give Main Street organizations a realistic picture of what market mix will work for their downtown. Based on their research, Main Street organizations can begin stabilizing existing businesses and recruiting new businesses to fill the gaps.
Why Main Street/Why Be a Member
- Decatur's historic commercial district is a prominent employment center and represents a significant portion of the tax base.
- The commercial district is a reflection of the community image.
- Locally owned businesses keep profits in town and support other local businesses and community projects.
- A vibrant downtown creates a feeling of "hometown pride" and sense of place.
Main Street Information Sheet and FAQs
- The downtown district is a public gathering area, where parades, special events, and celebrations are held in a unique setting.
- Community character and historic integrity cannot be recreated.
Downtown Enhancement Grants
Purpose – The Downtown Enhancement Grant program is designed to foster innovative approaches to activities, which support and promote community based planning, pre-development, and research initiatives. The goal of these projects is to improve the quality of life and opportunities for increasing private investment and employment in Indiana Main Street communities. The Downtown enhancement Grant priorities are directed by OCRA's strategic plan and the National Main Street Four Point Approach (discussed on the first page.)
Applicant Eligibility – Eligible applicants for the Downtown Enhancement Grant are current participating Main Street Programs that have been an active Indiana Main Street community for one year. Decatur became an active community as of October 2014.
An active Main Street organization is one that has a production governing group, which has established committees focusing on the implementation of the Four Point Approach. These communities work toward fulfilling their mission statement as well as implementing their work plan. The communities also submit reports requested by the Indiana Main Street office within the reporting deadlines and attend continuing education sessions and workshops as they are scheduled by the IMS office.
Project Eligibility – Qualifying projects are ones which promote economic development in the downtown areas and will enhance the quality of life in the community. Ideal projects could include, but are not limited to, façade renovations or rehabilitations, creation of way finding signage, streetscape/landscaping, mural restoration and other more permanent initiatives as they relate to the grant purpose.
Funding and Distribution –
1. The awarded amount will be dependent on grant availability and parameters.
2. The required local match for a project is dollar for dollar of the amount of the grant funds requested.
3. A maximum of 10% properly documented in-kind match may be applied toward the total project match.
4. Federal and other state funds may not be used as local match. Philanthropic foundations, especially community foundations, are strongly encouraged to participate and provide cash match.
Main Street Information Sheet and FAQs
FAQs
How does Main Street work locally?
Typically, interest in developing a local Main Street program comes from business or property owners, city government, bankers, civic clubs, the Chamber of Commerce, historic preservationists or other civicminded groups. Community leaders (both public and private sector) discuss goals, establish an organization (Main Street programs are usually independent non-profit organizations), raise money to hire a Main Street manager, and create committees and a board of directors to carry out the work. Once established, the program's participants examine the commercial district's needs and opportunities and develop a long-term, incremental strategy based on the Main Street Four Point Approach to strengthen commercial activity and improve buildings.
Who should be involved in the local Main Street organization?
Everyone with a stake in the commercial district, and its future should be involved. Merchants, property owners, the Chamber of Commerce, industries, local government and private citizens all benefit from a healthy local economy and from a historic city core that reflects the community's heritage and ideals. Solid partnerships are crucial to the Main Street program's success.
Who pays for the Main Street program? Is it a grant?
No. Financial support for the program comes from the local entities that have a stake in the downtown: city government, merchants, businesses, and the public. The success of the Main Street program over the years can be attributed to the act that it is a local initiative, both organizationally and financially. People are more likely to become involved in and care more about the success of a project to which they have contributed resources and time.
How long does a local Main Street program last?
Commercial revitalization is an ongoing process. Just as a shopping center has a full-time staff and works constantly to ensure proper leasing, management and marketing, downtown and neighborhood commercial districts need ongoing attention, too.
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PRIMARY SCHOOL- How you can help
There are many ways in which you can help prepare your child for starting school. The guidance and strategies provided in the early years by the QTVI and EYVIPS will have helped develop your child's potential through play and day to day activities.
When it comes to choosing a school, it is important to have an open mind and do your research first. Websites are a wonderful source of information, but you should arrange to visit the schools you are interested in; perhaps attending school fetes; open days; booking an individual visit. All these experiences will provide you with an understanding of where your child seems most 'at home'.
Although your QTVI cannot advise on which school you should choose, they will be able to answer your questions and support you through the process. Once you have been allocated a place at your chosen school, your QTVI will work closely with the staff on planning for a smooth transition. This may include an assessment of the environment and recommendation of suitable adaptations; training of staff in meeting the needs of a learner with a visual impairment; recommendation/provision of specialist equipment.
PRIMARY SCHOOL- What happens next
From this point the EYVIPS input will cease and your QTVI will focus on working with the school, to ensure that your child's needs are met. They will visit your child in school regularly, dependent on need and provide the school with a record of visit, outlining recommendations for curriculum access, independent learning, mobility support and use of technology. Each year, your QTVI will produce a report on your child's progress and will include some suggested outcomes to work towards in the next year. When starting school and in addition to school advice, it would be helpful if you could:
* Ensure name tags are in block script (i.e.not cursive)
* Teach dressing skills, including identifying fronts and backs of clothes and piling them up, ready for changing during PE lessons.
*
Teach good feeding skills including using cutlery
* Teach good hygiene skills; washing /drying hands etc
* Teach personal care skills including toileting
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Learn Now.
Timely Torah Insights
by Rabbi Baruch Bodenheim
Associate Rosh Yeshiva
Nitzavim – Vayeilech/ Selichos
Expanding Our "I"
This issue is dedicated by Dr. & Mrs. David and Varda Berkovitz L'Iluy Nishmas her father, Chaim Yehoshua ben Tzvi Hirsch z"l, Yahrzeit, 20 th of Elul
At the beginning of Elul last year, the Mir Yeshiva in Yerushalayim found itself in an overwhelming deficit. Three weeks before Rosh Hashanah, the Rosh Yeshiva and HaRav Benny Carlebach flew to America for a six-hour visit to meet with 150 close supporters. The situation was dire. The yeshiva was four months behind in paying the married men learning in the yeshiva Kollel! The group of supporters launched a plan to raise $7 million dollars for the yeshiva. A few close supporters offered to donate half the needed funds IF the other half was raised before Rosh Hashanah. A three-week, $7 million dollar challenge! It was frantic—dozens of meetings, working into the wee hours of the night. Thankfully, the goal was reached and the married Kollel students received their checks before Rosh Hashanah, giving them and their families great relief.
I believe the dedication shown by the yeshiva‟s supporters provides us with a core message for Rosh Hashanah. Parshas Nitzavim opens with Moshe addressing the entire nation before him. The Ohr Hachaim 1 says the purpose of speaking to all of Klal Yisrael was to unite the entire nation as one entity. This created arvus - a feeling of responsibility of each Jew for the other. The Zohar notes the words, "You are standing here today before Hashem…" alludes to the day when all Klal Yisrael stands before Hashem in judgment - Rosh Hashanah. How is arvus related to Rosh Hashanah?
The Mishnah Rosh Hashanah 2 tells us that on Rosh Hashanah everyone passes before Hashem as if in a flock of sheep—indicating that each person is judged individually. Conversely, Rabbi Yochanan 3 tells us we are all judged by Hashem in one glance, implying that everyone is judged collectively. So are we judged independently or collectively?
Rav Chaim Friedlander 4 explains there is no contradiction. Two areas of each individual‟s actions are assessed on Rosh Hashanah: his performance as an individual based on his capabilities, plus his actions with regard to his family, community, the Jewish nation and the world. Even if one falls short individually, if his efforts are beneficial to and appreciated by his family and the community, then he will receive a good judgment.
It‟s puzzling that both these concepts are derived from the same source in Tehillim, "Hayotzer yachad libam hameivin el kol ma'aseihem" 5 - Hashem fashioned their hearts together and understands all their deeds. How can the individual assessment and the collective assessment both be learned from one source?
.
This coming week, Ashkenazi Jews start reciting Selichos. The central prayer in selichos includes the thirteen attributes of mercy. On Rosh Hashanah, we recite Tashlich, which is based on a few pesukim from Micha which also correspond to the thirteen attributes of mercy. One of the attributes is how Hashem relates to the Jewish nation as "She'eris Nachalaso" 6 Rav Moshe Cordevero 7 explains the word "She‟er," which usually means „remnant, in this context means relative, teaching us that Hashem has a special relationship with Klal Yisrael as we are all relatives and not strangers. Similarly, every Jew is considered a close relative to each other, as learned from the concept of arvus The Jewish nation is one large, close-knit family and the plight of each Jew affects all of us.
My good friend Rabbi Avrohom Weinrib, Rav of Congregation Zichron Eliezer of Cincinnati, told me that Rabbi Shimon Shkop 8 says different people mean different things when they say "I." Some people are only referring to themselves. Others are referring to themselves and their family, while still others include their friends, community and nation. A person is capable of increasing the realm of his "I." As Jews, our "I" needs to be inclusive of all of Klal Yisrael because we are one. The greater a person is, the larger is his "I."
We live in the „I‟ generation: iPad, iPod, iPhone, iCloud, iTunes .... We need to expand our outlook to include others with ourselves. Think about quarantined individuals and families. Some are stuck alone in their houses. My wife mentioned to me that when I go shopping, I should call someone stuck at home to offer to purchase things for them. My daughter and son-in-law went back to Eretz Yisrael last week and are now quarantining for two weeks. Their friends have been helping them to purchase whatever they need. This exemplifies Arvus.
Last year, close supporters of the Mir Yeshiva took upon themselves to ensure the Kollel families had food for Yom Tov. This year, Hashem has created an extra opportunity for us before Rosh Hashanah to expand our "I" to include so
1 Nitzavim 29:9
3 Gemara Rosh Hashanah 18a
2 16a
4 Sifsei Chaim Moadim 1 Maamar Kbnei Maron
5
6 Micha 7:18
Tehillim 33:15
7 Tomer Devorah 1:4 8 Introduction to Shar Yosher
many other Jews. When we do that, we are judged not just as individuals but as representatives of the entire Jewish nation. Although each person individually is not guaranteed a favorable judgment, Klal Yisrael as a nation has a guarantee to be judged favorably 9 .
May Hashem bless us all with a K'siva v'chasima tova.
9 Sifsei Chaim Moadim 1
Inyanei D'Yoma – Selichos
by Rabbi Moshe Silverstein
Maggid Shiur, Yeshiva Ner Boruch-PTI
The Rema 1 quotes the minhag that the Chazzan for Selichos should be the Chazzan for the other tefillos of the day as well.
words of the paragraphs. It is easy to find someone willing to do it, and we do not have to offer any additional incentives.
The Mogen Avrohom 2 says that this is based on the principle that one who begins a mitzvah should be the one to finish it 3 המתחיל במצוה אומרים לו גמור. The Rema 4 uses this principle as a Halacha when saying that the Ba'al Tokeiya who blows the shofar before Musaf on Rosh Hashana should ideally be the one to blow during Musaf as well.
Rav Shlomo Hakohen 5 , the Av Beis Din and Dayan of Vilna (1828-1905), argues that this principle should not require the Shliach Tzibur for Selichos to daven the other tefillos because the subsequent tefillos are their own separate mitzvos and not the conclusion of the Selichos. After all, on a regular day we never insist that the same person be the Chazzan for Shacharis and Mincha as well. Rav Hershel Schachter 6 defends the Mogen Avrohom by explaining that the institution of Selichos is not meant to be its own independent tefillah but is rather an introduction to and enhancement of the other tefillos of the day. In fact, if an individual says Selichos but doesn‟t daven the regular tefillos, the Selichos obligation is not fulfilled either. Therefore, the principle of המתחיל במצוה אומרים לו גמור is operative.
Sefer Elyah Rabbah 8 gives another reason for the minhag. There was a practice that the Shliach Tzibur (and certainly the one who leads Selichos) during the Selichos days would fast for the entire day. In order not to burden extra people, the practice was for the same individual to lead all the tefillos of the day. If this is the reason then nowadays, since the Chazzanim usually do not fast, there is no purpose to have the one who davens Selichos daven the other tefillos as well. 9
Rav Moshe Shternbuch 10 writes yet another reason for the minhag. When choosing a Shliach Tzibur for Selichos, we tend to look for someone who will arouse the tzibur to daven with kavanah. If after a beautiful and inspiring Selichos, eloquently recited by a professional Chazzan, the Gabbai sends up the regular Baal Tefillah to daven Shacharis, the message implied is that Selichos is more important than the core tefillah itself. To prevent this impression, we insist that the same person serve as Shliach Tzibur for both. He says, therefore, that the insistence is only on days when we choose a special Chazzan for Selichos such as the first night and Erev Rosh Hashana.
R‟ Shlomo m'Vilna himself gives a different explanation for the minhag. The Gemara 7 says that the one who reads the Haftorah should also serve as Chazzan for the davening as well. Since the Haftorah does not have the prestige of the real aliyos, some may feel that the "honor" is beneath their dignity and turn it down. To appease congregants to accept the honor, we offer them the opportunity to serve as Shliach Tzibur as well. Similarly, says R‟ Shlomo m'Vilna, since Selichos is only an addendum to the tefillos, we must placate one to accept the role by offering him to be Chazzan for the "real" tefillah also. Accordingly, it is merely a "right of first refusal" rather than a requirement for him to lead the davening the rest of the day. He continues based on this reason and writes that the minhag was only necessary in the days that the Shliach Tzibur davened on behalf of the entire tzibur, requiring the whole Selichos to be said out loud. It was an arduous task and required coaxing and bribing. Now, however, the Chazzan only finishes off the last
It goes without saying that this minhag does not give license for arguments over who has priority. Aruch Hashulchan 11 , when discussing the minhag, concludes that anyone who has Yiras Shamayim will waive his right, even if he is technically entitled to the amud, in order to prevent dispute. This is an area of Halacha where the Satan "dances" at the opportunity to cause strife, and anyone who makes an effort to prevent machlokes will have great reward.
1 או"ח ס 'תקפ"א סע 'א
3 במדבר רבה פרשה כב:ד
2 מגן אברהם או"ח ס 'תקפ"א ס"ק ז
4 או"ח ס 'תקפ"ה סע 'ד
6 נפש הרב עמ 'קצ"ט
5 בנין שלמה ס 'ל"ז
7 מגילה כ"ד ע"א
9 פסקי תשובות ס 'פ תק"א הערה 76
8 אלי'ה רבה ס 'תקפ"א ס"ק י"ח
10 ו תשובות והנהגות אח ס 'קט"ו מועדים וזמנים ח"ו ס 'ב
11 ערוך השלחן או"ח ס 'תקפ"א סע 'ו
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Have a Wonderful Shabbos!
Yeshiva Ner Boruch-PTI of Passaic, NJ is a Yeshiva for the Working Man led by Rabbi Shlomo Singer and Rabbi Baruch Bodenheim with shiurim on all levels
Yeshiva Ner Boruch–PTI 441 Passaic Avenue, Passaic, NJ 07055 973-594-4774 firstname.lastname@example.org ptiweb.org
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The Omnipotent Messiah
Reading: John 5:1-15
The Omnipotent Messiah
1 ¶ Some time later, Jesus went up to Jerusalem for a feast of the Jews.
Reading: John 5:1-15
3 Here a great number of disabled people used to lie—the blind, the lame, the paralysed. 4
2 Now there is in Jerusalem near the Sheep Gate a pool, which in Aramaic is called Bethesda and which is surrounded by five covered colonnades.
5 One who was there had been an invalid for thirty-eight years.
he asked him, "Do you want to get well?"
6 When Jesus saw him lying there and learned that he had been in this condition for a long time,
7 "Sir," the invalid replied, "I have no-one to help me into the pool when the water is stirred.
8 Then Jesus said to him, "Get up! Pick up your mat and walk."
While I am trying to get in, someone else goes down ahead of me."
9 At once the man was cured; he picked up his mat and walked. The day on which this took place was a Sabbath, 10 and so the Jews said to the man who had been healed, "It is the Sabbath; the law forbids you to
11 But he replied, "The man who made me well said to me, 'Pick up your mat and walk.'"
carry your mat."
12 So they asked him, "Who is this fellow who told you to pick it up and walk?"
14 Later Jesus found him at the temple and said to him, "See, you are well again. Stop sinning or something worse may happen to you."
13 The man who was healed had no idea who it was, for Jesus had slipped away into the crowd that was there.
15 The man went away and told the Jews that it was Jesus who had made him well.
16 So, because Jesus was doing these things on the Sabbath, the Jews persecuted him.
*What does a 3 year mission plan look like?
Founder, Values
Vision
Mission
Strategy
Objectives
Detailed tactics
Creator,
Expressed in creation, covenants, scripture,
Character
Vision
Mission
Plan
Objectives
Tactics
conscience
A people in relationship
with Him
To deliver those willing to
become holy and His
forever
Come to earth to win a
people via salvation
Demonstrate who God is.
Prepare a leadership to be
His who will lead others
to Himself. Do the
salvation work
OT covenant. Prophecy.
Forerunner. Teaching.
Signs..
| Vision | A people in relationship |
|---|---|
| | with Him |
| Mission | |
| | To deliver those willing to |
| | become holy and His |
| | forever |
| Plan | Come to earth to win a |
| | people via salvation |
| | Demonstrate who God is. |
| Objectives | Prepare a leadership to be |
| | His who will lead others |
| | to Himself. Do the |
| | salvation work |
| Tactics | OT covenant. Prophecy. |
| | Forerunner. Teaching. |
| | Signs.. |
The Sequence up to this Sign
The Situation
*The feast of the Jews
The Situation •The Sheep Gate
The Situation •Bethesda Pool
The Sign •Why this man?
The Sign •Why one man?
The Sign
*Do you want to get well?
The Sign
your mat and walk!
*Get up. Pick up
The Sabbath
The Sabbath
The Stages of Faith
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A merry Christmas (1935) arranged by Arthur Warrell (1882–1939)
Arthur Warrell was organist and choirmaster at several prestigious churches in Bristol, a port city in the west of England. This same region is the source for the present traditional carol, which is well known for its refrain, "We wish you a merry Christmas." Warrell's quicksilver arrangement is his only work frequently heard today, and its popularity is largely due to its inclusion in Carols for Choirs. Perhaps his version inspired a rather later rendition by the Muppets, with Animal's insistent demand: "Won't go!" Did anyone bring figgy pudding?
© Gary D. Cannon, 2016
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CLIMATE SERVICES FOR THE COFFEE SECTOR
Ramón Vargas, coffee grower
"The sustainability of coffee growing is threatened by climate change and price fluctuation"
Coffee is an important global crop and the second most valuable commodity exported by developing countries. More than 120 million people in 70 countries rely on its value chain for their livelihoods (The Climate Institute 2016). Coffee farming is an agricultural activity particularly affected by climate change. Rising temperatures and altered rainfall patterns are already affecting coffee yields, quality, pests and diseases, which in turn represent a threat to economic security in many coffee-producing regions. According to recent studies, 60% wild coffee species are under threat of extinction due to climate change.
MED-GOLD will identify opportunities for the development of climate services for the coffee sector over a range of timescales, that will complement the services offered by in-situ growing associations and cooperatives. Climate information underlying the services will be provided at higher spatial resolution, which is needed to account for geomorphology and improve forecasting at a local level, and with a reduced bias. These climate services tools will include customized products such as climate variables and numerical models that will help optimize both the longterm strategy and the shorter term agricultural crop management.
| Mid-term (e.g., 6 months) | Agro- management | • Optimize pest treatment • Anticipate best timing for harvesting | • Temperature • Precipitation • Solar radiation • Relative humidity • Physiological-demographic modelling for pests and productivity |
|---|---|---|---|
| | Stock management | • Better estimation of coffee production • Improve the selling process | |
Selection of appropriate coffee species
Colombia's coffee region is increasingly vulnerable to climate-change-induced disasters like flooding, drought and invasive pests. Traditionally, the country has been known as a top producer of coffee arabica, an emblematic Colombian crop that is cultivated at middle altitudes (1000-2000m) in the Colombian Andes. Unusual weather events related to climate change have direct and indirect impacts on C. arabica. A different species not widely cultivated in the country, C. robusta, seems to be a suitable alternative that, despite being affected by climate extremes, can tolerate higher temperatures and is more resistant to pests and diseases. Therefore, the coffee-growing areas could expanded into warming regions with C. robusta to counteract the C. arabica yield reductions. These new regions would be flat locations below 1200m, which in Colombia receive the name of Orinoquía, Pacífico, Caribe and 2 specific zones in Amazonia (Caquetá and Putumayo). C. robusta does, however, require higher rainfall, which, because of the increased likelihood of prolonged droughts, means that irrigation is likely to become an increasingly essential requirement.
The UNESCO-recognized coffee cultural landscape of Colombia, also recognized under the 'Café de Colombia' EU-Protected Geographic Indication, requires specific management that could greatly benefit from the climate services provided by the MED-GOLD project. Besides, better climate forecasts and projections could become a useful tool for policy-making, helping growers associations and economic authorities to understand the impact of climate change on C. arabica and the potential expansion of C. robusta into warmer areas.
Advantages of having access to long-term climate predictions:
1. Selection of new production areas with suitable climate to meet production and quality goals.
2. Match adequate types of coffee species or even varieties to expected climate.
3. Identify years with adverse/favourable climate conditions for coffee production (bad/good years).
4. Identify areas where the coffee berry borer pest will limit production
Glossary
Climate predictions: probabilistic forecasts of climate variables that extend further into the future than weather forecasts, from months and seasons up to decades
Climate services: transformation of climate-related data and other information into customized products such as trends, economic analysis, advice on best practices, and any other climate-related service liable to benefit that may be of use for the society
Phenology: study of the timing of biological events, such as flowering, leafing or reproduction, in plants
Physiological-demographic modelling (PBDM): best approach to study agroecological problems from the perspective of trophic level interactions that include the dynamics of coffee berry production, the coffee berry borer, natural enemies and agricultural practices
Seasonal predictions: probabilistic forecasts of climate variables for the next season (up to 6 months)
Weather forecasts: probabilistic forecasts of climate variables for the next hours and days (up to two weeks)
About MED-GOLD
MED-GOLD, Turning climate-related information into added value for traditional MEDiterranean Grape, OLive and Durum wheat food systems, is a 4-year project contributing to make European agriculture and food systems more resilient, sustainable and efficient in the face of climate change by using climate services to minimize climate-driven risks/costs and seize opportunities for added value
www.med-gold.eu | @medgold_h2020 | email@example.com
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Beaver Program at the Pilot stage
Instructors Kim and Patty have been hard at work designing and producing a distributed learning version of the Beaver Program. After a month's work the result is slick and professional.
MEMBERSHIP
* Membership is free
* Teachers must be Mainstreams members to book our programs
* Membership form? e-mail me at:
Delivering it to students at home will be different from delivering it to students in class.
* firstname.lastname@example.org
When schools open fully, Mainstreams will be using Distributed Learning to reach students in all areas of the Columbia Basin. This will allow us to increase our reach while minimizing the risks and expense of travel.
Teachers: if you are interested in piloting the Beaver program, please contact Kim at email@example.com, or Patty at firstname.lastname@example.org
Goats, Weeds 'n Water also at Pilot stage
Laura, Patty, Cailey and Jim have been designing an exciting program focused on goats, invasive plants and healthy streams. The classroom version of this program will sometimes involve live goats!
In the meantime, Mainstreams is offering a Distributed Learning version of Goats, Weeds 'n Water. Teachers interested in piloting this program should contact Patty at email@example.com
Tony LePrieur
Tony LePrieur
Laura Duncan Tony LePrieur took the beaver shots in a wetland at Fish Creek Provincial Park, Calgary
Laura Duncan
Mainstreams, Friends of Lois Creek and Kimberley Trail Society combined efforts to do a habitat restoration project in the Lois Creek Trails.
Funding from The Trust allowed us to hire Vanhana Nature Rehabilitation (Cailey Chase and Goats) to treat invasive plants.
None of Mainstreams Programs would exist without these funders.
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INSECT PROOF SCREENING
PRECISION MESHES
33
INSECT PROOF SCREENING
Our range of flyscreening is used throughout the world and is used in many different ways in order to control the passage of all forms of insect and reptile life - as well as enabling companies and individuals to comply with increasingly stringent controls on health and safety, food hygiene and environmental regulations.
We offer here a selection of the most popular materials together with their technical specifications.
FIBREGLASS
Fibreglass insect screening is constructed using a fibreglass yarn with a vinyl coating in proportion 38% / 62% by weight. Fibreglass is the most widely used type of flyscreening material and is very easy to work with because it is pliable and easy to cut.
It is available in either grey or charcoal, but charcoal is increasingly popular because it is easier to see through from the inside and is less visible from the outside.
It is an inexpensive material; however, certain applications may require other materials, as outlined in this brochure.
TECHNICAL SPECIFICATIONS
MATERIAL:
FIBREGLASS WITH VINYL COATING
| MESH COUNT PER INCH: 18X16 | 20X20 |
|---|---|
| COLOURS Charcoal or grey | Charcoal |
| STANDARD ROLL LENGTHS: 30m alternatively 50m | 30m |
| STANDARD ROLL WIDTHS: 1.2m, 1.8m | 1.2m, 1.8m |
| WEIGHT: 120 g/m² | |
| OPEN AREA: 65.7% | 55% |
| THREAD DIAMETER: 0.28mm | 0.33mm |
34
ALUMINIUM
Aluminium is a popular alternative to fibreglass as it is more durable but is more expensive than fibreglass and not so easy to work with.
TECHNICAL SPECIFICATIONS
STAINLESS STEEL
Stainless steel is the most durable of the materials here and has excellent resistance to corrosion. It is the most expensive of the four materials offered.
TECHNICAL SPECIFICATIONS
MATERIAL:
Stainless Steel AISI 304
35
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West-Eastern Divan Ensemble
Michael Barenboim / Music Director and Violin Samir Naser Abdel Hamid Obaido / Violin Yamen Saadi / Violin David Strongin / Violin Miriam Manasherov / Viola Sindy Mohamed / Viola Assif Binness / Cello Astrig Spidak Siranossian / Cello
Wednesday Evening, February 26, 2020 at 7:30 Rackham Auditorium Ann Arbor
Ken Fischer, president emeritus of the University Musical Society and a leader in the national arts community, was awarded an honorary Doctor of Fine Arts degree at the University of Michigan Winter 2019 commencement.
Ken is widely known for his significant contributions to the arts. As president of UMS from 1987 until his retirement in 2017, he oversaw the expansion of UMS into many new areas, including a sustained commitment to dance, theater, and global traditions. Under his guiding values of "Everybody In, Nobody Out," UMS built an extensive education and community engagement program that now includes hundreds of free events each season. In 2015, President Barack Obama presented UMS with the National Medal of Arts, the highest award in the arts given by the US government.
We are delighted to add our congratulations to Ken and celebrate his honorary degree as part of this evening's WestEastern Divan Ensemble concert at UMS, a fitting moment to recognize his unwavering commitment to excellence, bringing people of different backgrounds together, and advancing culture in our world.
This evening's performance is supported by Joel Howell and Linda Samuelson.
Media partnership provided by WGTE 91.3 FM.
Special thanks to Pamela Ruiter-Feenstra, visiting university carillonist, for coordinating this evening's pre-concert music on the Charles Baird Carillon.
Michael Barenboim and the West-Eastern Divan Ensemble appear on tour with the support of CAMI Music (New York), the Daniel Barenboim Stiftung (Berlin), and the Barenboim-Said Foundation USA.
In consideration of the artists and the audience, please refrain from the use of electronic devices during the performance.
The photography, sound recording, or videotaping of this performance is prohibited.
PR OGRA M
Johannes Brahms
Sextet No. 1 in B-flat Major, Op. 18
Allegro ma non troppo Andante, ma moderato Scherzo: Allegro molto Poco allegretto e grazioso
Mr. Barenboim, Mr. Saadi, Ms. Manasherov, Ms. Mohamed, Ms. Siranossian, Mr. Binness
Benjamin Attahir Jawb for String Octet
Intermission
Giuseppe Tartini
Violin Sonata in g minor, Op. 1, No. 4
Larghetto affectuoso Tempo giusto della Scuola Tartinista Sogni dellautore: Andante, allegro assai
Mr. Barenboim
Felix Mendelssohn Octet in E-flat Major, Op. 20
Allegro moderato ma con fuoco
Andante
Scherzo: Allegro leggierissimo
Presto
SEX TET NO. 1 IN B- FLAT M A J O R , O P. 1 8 ( 1 8 6 0 )
Johannes Brahms Born May 7, 1833 in Hamburg, Germany Died April 3, 1897 in Vienna
UMS premiere: Yoko Moore and Martin Chalifour (violins), Stanley Konopka and Lynne Ramsey (violas), and Richard Weiss and Bryan Dumm (cellos) as part of a multi-day residency with The Cleveland Orchestra; February 5, 1995 in Rackham Auditorium.
Snapshots of History…In 1860:
* The Pony Express begins its first run from St. Joseph, Missouri to Sacramento, California
* South Carolina becomes the first state to secede from the US
* Charles Dickens publishes the first installment of Great Expectations in his magazine All the Year Round
The two sextets for two violins, two violas, and two cellos are Brahms's earliest chamber works without piano, preceding the string quartets and quintets by several years. They reveal a composer full of youthful energy yet possessed of an emotional maturity well beyond his years.
written between 1858 and 1860 and premiered in Hanover by Joseph Joachim and five of his colleagues on October 20, 1860.
Brahms in his mid-20s did not feel quite ready to write a string quartet. In that genre, Beethoven's legacy seemed even more oppressive than it did in others. Although the performing forces are larger, a string sextet actually presented a lesser challenge. First of all, string sextets did not have such a daunting history (in fact, they hardly had any history at all), and second, chamber ensembles of six or more players (not necessarily all strings) had previously been associated with lighter, serenadetype music. Brahms, who had composed two orchestral serenades in the late 1850s, adapted their genial atmosphere to the chambermusic medium in his first sextet,
Joachim was not only one of the greatest violinists of his time, he was also a composer in his own right. During their long friendship, Brahms often asked Joachim for his opinion in compositional matters. He did so not only in the case of the Violin Concerto where he needed Joachim's violinistic expertise, but also with the Piano Concerto No. 1, as well as the present sextet. In the latter work, Joachim felt that the opening theme of the first movement needed to be stated twice, lest the subsequent modulations begin too soon. Brahms heeded his friend's advice and added 10 measures at the beginning of the work. The first cello thus received the honor of announcing the lyrical theme, which is then taken over by the first violin. The character of this tender and romantic movement is best defined by the performance
instructions espressivo, tranquillo, and dolce, found frequently in the score.
The second movement, in the form of theme and variations, contains some unmistakable echoes of Bach's famous "Chaconne" from the Partita in d minor for unaccompanied violin (a piece that Brahms later arranged for piano). The d-minor melody, like many Baroque variation themes, is dominated by a descending harmonic progression, but Brahms enriched it with some characteristic modal (that is, neither major nor minor) inflections. There are five variations, of which the first three grow gradually more and more impassioned. In variations IV and V, the key changes to D Major, and the music evolves from gentle lyricism to a moment of supreme magic. The theme then reappears in its original form but in a much more subdued instrumentation.
The third movement is an extremely brief scherzo in the Beethovenian mold, with allusions to Symphonies Nos. 5 and 7. The main section, already quite fast, frames a trio that is even more animated. Some of the trio's thematic material returns, a la Beethoven, as the movement's coda.
The last movement's graceful theme is passed from the first cello to the first violin, as in the opening movement. The light serenade tone prevails throughout, except for a brief moment where the music becomes more agitated. Each time the main theme returns, its instrumentation changes. At the last recapitulation, for instance, the melody is divided between two groups of three instruments each, alternating in every measure. The work ends with a spirited coda, getting faster and faster to the end.
JAWB FOR STRING O CTE T ( 2 0 1 9 )
Benjamin Attahir
Born February 25, 1989 in Toulouse, France
UMS premiere: This piece has never been performed on a UMS concert.
In lieu of a retrospective statement about the themes and processes of his work, the composer provides the following text to accompany the performance of his new commission for the West-Eastern Divan Ensemble:Jawbfor String Octet.
V I OLIN SON ATA I N G M I NO R , O P. 1 , NO. 4 "I L T R I L LO DE L D IAVOLO" ( TH E D E V I L'S TR I LL) ( 1 7 1 3)
Giuseppe Tartini Born April 8, 1692 in Pirano (now Piran, Istria peninsula, Slovenia) Died February 26, 1770 in Padua, Italy
UMS premiere: Violinist William Yunck with pianist Julius Seyler; June 1890 in University Hall.
Snapshots of History…In 1713:
* The Treaty of Portsmouth ends hostilities between the Abenaki Indians and the British Provinces of Massachusetts Bay and New Hampshire
* Arcangelo Corelli dies at the age of 60
* Antoine Watteau paints Fête galante
The "Devil's Trill" sonata is one of the best-known violin works from the rich Italian Baroque repertoire. The author, a celebrated virtuoso, was for many years the concertmaster at St. Anthony's basilica in Padua (known for its famous Giotto paintings). He left over 100 violin concertos and dozens of sonatas, in addition to sacred vocal works and theoretical writings, but nothing captured the imagination of posterity more than the "Devil's Trill" and the dream story in which it supposedly originated. His colorful life was the subject of a fictionalized biography by the celebrated American violinist Albert Spalding, entitled A Fiddle, a Sword and a Lady (1953), which speaks of Tartini's artistry on the violin, his prowess as a fencer, and his secret romance with the woman he married in 1710 at the age of 18.
It is not known exactly when Tartini wrote the "Devil's Trill" sonata. The traditionally accepted date (1713) is now thought to be several decades too early for stylistic reasons. In any event, Tartini was in the habit of returning to his old compositions time and again, making changes and corrections over a period of many years. The sonata first appeared in print in 1763. Tonight, Mr. Barenboim performs the sonata without accompaniment. While the accompaniment is technically optional, a solo performance is quite rare.
Tartini's dream, as recounted to his friend the French astronomer Joseph de Lalande:
I dreamed one night that I made a pact with the devil. In return for my soul, the devil promised to be at my side whenever I needed him, anticipating my every wish. On a whim, I handed him my violin, to see what kind of musician he might be. To my astonishment, the music he made was exquisite — a sonata of such unearthly skill and beauty that I stood transfixed as he played. My pulse stopped, breath failed me — and I awoke. Snatching up a fiddle, I tried to recapture the sounds I'd heard. Feverishly, before I should forget, I noted down the music of the sonata. But though it is the best I ever composed, how poor, how far inferior it is to the music the devil played in my tantalizing dream!
OCT ET IN E-FL AT M A J O R , O P. 2 0 ( 1 825)
Felix Mendelssohn Born February 3, 1809 in Hamburg, Germany Died November 4, 1847 in Leipzig
UMS premiere: Stratford Festival Orchestra of Canada with violinist and director Oscar Shumsky; July 1967 at the Fair Lane Festival in Dearborn.
Snapshots of History…In 1825:
* The US House of Representatives elects John Quincy Adams as President after no presidential candidate receives a majority of electoral votes
* The Erie Canal opens
* The Stockton and Darlington Railway, the world's first modern railway, opens in England
Mendelssohn wrote his Octet in 1825, the same year Beethoven composed his String Quartet in B-flat Major (Op. 130) with its original last movement, the Great Fugue. At 55, Beethoven was nearing the end of his career; the 16-year-old Mendelssohn was just starting his. Much ink has been spilled over who was "modern" and who was "conservative," who was "classical" and who was "romantic." Mendelssohn never tried to explode classical forms the way Beethoven did in his late quartets, which broke the conventions at every turn. Yet the younger composer infused those traditional forms with a new energy in ways that were absolutely unheard of. He also invented a whole new genre with his Octet, which calls for what can be considered either a large chamber group of a small orchestra. Mendelssohn noted in his manuscript:
Yet there were really no other "pieces of this character" of which to speak. True, Louis Spohr, a composer who was counted among the greatest at the time, had written some works for eight string players, but those were double quartets, conceived as dialogs between two separate groups. Mendelssohn, on the other hand, treated his eight players as a single, integrated unit, which was a quite different story.
This Octet must be played by all instruments in symphonic orchestral style. Pianos and fortes must be strictly observed and more strongly emphasized than is usual in pieces of this character.
As for the young prodigy's melodic style, one need only compare the Octet's opening with the "sunrise" theme at the beginning of Haydn's String Quartet in B-flat Major, Op. 76, No. 4, which has a comparable melodic shape. Haydn's theme is to Mendelssohn's what a sunrise would be to a solar flare. The Octet opens with a true stroke of genius, and the continuation is in every way worthy of those exceptional first measures.
In all four movements, classical gestures are similarly magnified and expanded upon. The second movement, in c minor, begins and ends in a gentle pianissimo, evoking
a nocturnal mood, but there are some extremely powerful emotional outbursts in between. The third movement is the first in a long line of light-footed "fairy" scherzos by Mendelssohn, a type of movement to which the composer frequently returned in later years. This time, however, he used a modified sonata form, so, the movement is a scherzo only in character and not in terms of its structure (among other things, it lacks a contrasting trio or middle section).
In the concluding "Presto," finally, Mendelssohn pulled out all the stops. He wrote a brilliant fugue, as a bow to the music of the Baroque which he had already begun to study and which would play such an important role in his later life. The quote from Handel's Messiah ("And He shall reign for ever and ever") cannot be missed. But there is also plenty of playfulness in the movement, along with some harmonic surprises that would have made Handel — and probably Beethoven, too — raise his eyebrows in disbelief mixed with admiration.
Program notes by Peter Laki.
AR T ISTS
The West-Eastern Divan Ensemble, led by the Orchestra's concertmaster Michael Barenboim, draws upon players of the West-Eastern Divan Orchestra. Founded in 1999, the origins of the Orchestra lie in the conversations between its founders, Edward Said and Daniel Barenboim. Over the course of their great friendship, the Palestinian author/scholar and Israeli conductor/pianist discussed ideas on music, culture, and humanity. In their exchanges, they realized the urgent need for an alternative way to address the Israeli-Palestinian conflict. The opportunity to do this came when Barenboim and Said held a workshop using their experience as a model. This evolved into the WestEastern Divan Orchestra that global audiences know today. The group is comprised of Arab and Israeli musicians, defying fierce political divides in the Middle East and globally. Through its work and existence, they demonstrate that bridges can be built to encourage people to listen to the narrative of the other.
The West-Eastern Divan Ensemble is the most recent imprint of this project and brings the highly praised artistry of the large orchestra into an intimate chamber music format. As the Orchestra celebrates its 20th anniversary, Michael Barenboim, who as a soloist has recently appeared with Berlin Philharmonic, Vienna Philharmonic, and Chicago Symphony, continues to spread the ideas that built the West-Eastern Divan Orchestra even further and continues to offer the public an opportunity to intimately experience the musicians' unique artistry and personality.
While committed to the core classical and romantic repertoire, Michael Barenboim (music director and violin) is deeply invested and recognized for his performances of 20th-century and contemporary music. He celebrates a long history of collaboration with the late Pierre Boulez, whose pieces he regularly performs. His second solo recording, with works by Sciarrino, Berio, and Paganini, was released in early 2018 and hailed by critics as "visionary programming" ( BBC Music Magazine ), "breathtakingly compelling, and one that's full of brilliant revelations" ( The Strad ).
Recent highlights include debuts with Gustavo Dudamel and the Los Angeles Philharmonic, with Robert Trevino and the Royal Liverpool Philharmonic, and with San Diego Symphony and Dresden Philharmonic, performing the Glazunov Violin Concerto. Mr. Barenboim's debut with the Berlin Philharmonic performing Schönberg's Violin Concerto was critically acclaimed, and followed debuts with the Vienna Philharmonic, Chicago Symphony, and Israel Philharmonic. He has also appeared with London's Philharmonia Orchestra, performing Prokofiev's Violin Concerto No.1, and with the BBC Philharmonic performing Berg's Violin Concerto.
The current season brings debuts with the Orchestre National d'Île de France, where he will perform in a regional tour of the Ligeti Concerto with Case Scaglione conducting, and with Orchestre National du Capitole de Toulouse, where he will perform Dutilleux's Concerto with Fabien Gabel. He will also return to the Enescu Festival Orchestra to perform J. Widmann's Violin Concerto No. 1, and will reprise the Schönberg Concerto, this time at the Musikverein with the ORF RadioSymphonieorchester Wien under the baton of Pinchas Steinberg. Trio performances
with Daniel Barenboim and Kian Soltani will be featured at the Boulez Saal in Berlin, and Mr. Barenboim will be soloist and leader of a new chamber ensemble of musicians from the West-Eastern Divan Orchestra, known as Michael Barenboim and the West-Eastern Divan Ensemble.
Mr. Barenboim is a founding member of the Erlenbusch Quartet and frequently invited to such festivals as the Lucerne Festival, Verbier, Aix en Provence, and Jerusalem Chamber Music Festival. He collaborates regularly with his mother, the pianist Elena Bashkirova, as well as with such artists as Franz Helmerson, Julian Steckel, Guy Braunstein, Andras Schiff, and Martha Argerich. He also serves as concertmaster of the West-Eastern Divan Orchestra and cultivates a continuous and strong involvement in educational activities. He is head of chamber music at the Barenboim-Said Academy and gives master classes around the world.
UMS welcomes Michael Barenboim and the West-Eastern Divan Ensemble as they make their UMS debuts tonight.
THA N K YOU TO SU PPO R TE R S O F TON IGHT'S PE R FO R M A NCE
Patron Sponsors
Joel Howell and Linda Samuelson
MAY WE A L SO RECO M M E ND...
3/22 New York Philharmonic String Quartet with Anne-Marie McDermott
4/5
Apollo's Fire and Chorus: J.S. Bach'sSt. Matthew Passion
4/23 Chineke! Orchestra with Sheku Kanneh-Mason
Tickets available at www.ums.org.
ON THE EDUCATIO N H O R I Z O N...
3/13 UMS 101: Jazz — Tarek Yamani Trio
(Michigan League, Michigan Room, 6:00–7:30 pm)
Paid registration required at http://bit.ly/UMSClasses (case sensitive).
3/18 Post-Performance Artist Q&A: ANTHEM
(Jam Handy, 2900 E. Grand Boulevard, Detroit)
Must have a ticket to that evening's performance to attend.
4/23 UMS 101: Classical Music — Chineke! Orchestra
(Hill Auditorium Mezzanine Lobby, 6:00–7:30 pm)
Paid registration required at http://bit.ly/UMSClasses (case sensitive).
Educational events are free and open to the public unless otherwise noted.
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Pa Kram Thammachat Sakon Nakhon (Sakhon Nakhon Natural Indigo Dyed Fabric) Thailand
Country
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Sakhon Nakhon natural indigo dyed fabric (Pa Kram Thammachat Sakon Nakhon) is cotton coloured with dye from indigo plants. This traditional fabric is light to dark blue and it retains its colour even after several washes. It has a vibrant look and a unique scent. In addition, it is airy and comfortable and can be worn in warm and humid climates.
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Publication in the Official Gazette
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GI rights holder/GI association Contact information
Department of Intellectual Property Thailand Sakon Nakhon Province
Source: DIP Thailand
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Sakon Nakhon province located in north-eastern Thailand.
Link between product and territory
Sakon Nakhon province is located in the highlands. It has a relatively high annual rainfall and is quite warm and humid in the summer. This is the reason why the indigo plants grown in the area are of such a unique quality. These factors, together with the skill and expertise of the local people who produce it, all contribute to making this high-quality unique fabric so wellrenowned.
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Handicrafts
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58100068
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Stop Complaining
Complaining seems to be an American way of life. Almost all people complain about something. We complain about the weather, the traffic, and the weeds in our yard. We complain about our clothing, misplaced keys, late airplanes, and the price of gasoline. We complain about our jobs or our lack of jobs, and lazy people. We complain about our neighbors, ungrateful teenagers, and our parents. We have become a society that is quick to complain.
In the church, we hear complaints about the preachers, the leaders, our Christian brothers and sisters, congregational activities or lack of activities, the worship service, and Bible classes. The sermon is too long or too short, too general or too personal. Or people complain about the congregation being too large or too small or planning too much to do or not enough activities.
A song by the Kingsmen Quartet is a perfect introduction to this sermon. Just substitute the word complaints every time you hear the word excuses in this song.
"Excuses" by the Kingsmen Quartet
Excuses, excuses, you'll hear them every day. And the Devil he'll supply them, if the church you stay away. When people come to know the Lord, the Devil always loses So to keep them folks away from church, he offers them excuses.
In the summer it's too hot. And, in the winter, it's too cold. In the spring time when the weather's just right, you find some place else to go. Well, it's up to the mountains or down to the beach or to visit some old friend. Or, to just stay home and kinda relax and hope that some of the kin folks will start dropping in.
Well, the church benches are too hard. And, that choir sings way too loud. Boy, you know how nervous you get when you're sitting in a great big crowd. The doctor told you, "Now, you better watch them crowds. They'll set you back." But, you go to that old ball game because you say "it helps you to relax."
Well, a headache Sunday morning and a backache Sunday night. But by work time Monday morning, you're feeling quite alright. While one of the children has a cold, "Pneumonia, do you suppose?" Why the whole family had to stay home, just to blow that poor kid's nose.
Well, the preacher he's too young. And, maybe he's too old. The sermons they're not hard enough. And, maybe they're too bold. His voice is much too quiet-like. Sometimes he gets too loud. He needs to have more dignity. Or, else he's way too proud.
Well, the sermons they're too long. And, maybe they're too short. He ought to preach the word with dignity instead of "stomp and snort." Well, that preacher we've got must be "the world's most stuck up man." Well, one of the lady's told me the other day, "Well, he didn't even shake my hand."
Excuses, excuses, you'll hear them every day. And the Devil he'll supply them if the church you stay away. When people come to know the Lord, the Devil always loses
So to keep them folks away from church, he offers them excuses.
Philippians 2:14 commands us to "Do all things without complaining and disputing,"
The topic of this lesson is Stop Complaining.
"Complaining" has been translated as murmurings, grumbling, and faultfinding.
"Disputing" has been translated as questionings, bickering, doubting, arguing, and making trouble. Disputing seems to be just another form of murmuring.
2 Timothy 2:23 commands us to "avoid foolish and ignorant disputes, knowing that they generate strife."
Proverb 15:1-2 says " 1 A gentle answer turns away wrath, but a harsh word stirs up anger. 2 The tongue of the wise uses knowledge rightly, but the mouth of fools pours forth foolishness."
Jesus gave this warning in Matthew 12:36-37 " 36 But I say to you that for every idle word men may speak, they will give account of it in the day of judgment. 37 For by your words you will be justified, and by your words you will be condemned."
Jesus also warned in Matthew 15:11 that "Not what goes into the mouth defiles a man; but what comes out of the mouth, this defiles a man."
The Bible clearly condemns the sins of complaining and disputing. We are to avoid these sins if we would have the mind of Christ that is described in verse 5.
The Greek word translated "complainer" means literally "one who is discontented with his lot in life." It is similar to the word grumbler. Complaining is certainly not a fruit of the Spirit - Galatians 5:22-23. In fact, it is harmful to the love, joy, peace, and patience that come from the Spirit. Complaining is destructive personally and only serves to weaken our example to the world. For example, who would be attracted to a religion whose members are dissatisfied with life and who continually grumble and complain?
"Without complaining" means to do your duty cheerfully not resenting the task that you are doing. 2 Corinthians 9:7 teaches that God wants us to serve Him willingly, "not grudgingly or of necessity; for God loves a cheerful giver."
Do you know who was the first complainer?
The first complainer was Adam who, after he and Eve disobeyed, complained to God in Genesis 3:12 - "Then the man said, "The woman whom You gave to be with me, she gave me of the tree, and I ate."
The Israelites had a history of complaining about God.
Psalm 106 tells the history of God's people, from the Exodus to the days of the exile. The Psalm related four of the times that the people of Israel grumbled and complained against God after they left Egypt.
- v.7 – Israel "rebelled" by the Red Sea. This was when they complained to Moses that God had
only brought them out from Egypt into the wilderness to die - Exodus 14:11-12. Let us remember the power of words. When we say something enough times, we tend to start believing it. Let's be very careful with our words. The Israelites kept complaining that they were going to die in the wilderness. Numbers 14:2-3 says " 2 And all the children of Israel complained against Moses and Aaron, and the whole congregation said to them, "If only we had died in the land of Egypt! Or if only we had died in this wilderness! 3 Why has the Lord brought us to this land to fall by the sword, that our wives and children should become victims? Would it not be better for us to return to Egypt?" Eventually, God got so tired of their whining and complaining that he allowed the horrible things they predicted to become their reality. Numbers 14:29-30 says " 29 The carcasses of you who have complained against Me shall fall in this wilderness, all of you who were numbered, according to your entire number, from twenty years old and above. 30 Except for Caleb the son of Jephunneh and Joshua the son of Nun, you shall by no means enter the land which I swore I would make you dwell in."
- v.13-15 – Israel complained in the wilderness about not having meat, so God sent them quail. They were so greedy for the meat, they didn't properly prepare it, and many of them died of a plague - Numbers 11:1-34.
- v.24-27 – Israel "complained in their tents" when it was time to enter the Promised Land. Instead of trusting God's promise, they complained and disobeyed God's voice. That generation did not enter the Promised Land - Numbers 13-14.
- v.32-33 – Israel again angered God at Meribah because of their grumbling and complaining about a lack of water - Numbers 20:1-13.
Numbers 11:1 tells how angry God was at their complaining. "Now when the people complained, it displeased the Lord; for the Lord heard it, and His anger was aroused. So the fire of the Lord burned among them, and consumed some in the outskirts of the camp."
Numbers 14:27 tells how God felt about the complaining of the Israelites when He told Moses, "How long shall I bear with this evil generation who complain against me?"
What about us?
1 Corinthians 10:10-11 also condemns our practice of complaining - " 10 nor complain, as some of them also complained, and were destroyed by the destroyer. 11 Now all these things happened to them as examples, and they were written for our admonition,"
In John 6:43 "Jesus therefore answered and said to them, "Do not murmur among yourselves." Jesus made it clear that He is not happy when we criticize Him or grumble among ourselves about His teachings.
Jude 1:16 describes grumblers and complainers in this way - "These are grumblers, complainers, walking according to their own lusts; and they mouth great swelling words, flattering people to gain advantage."
We need to realize how dangerous complaining is and how much it displeases and angers God. Grumbling and complaining are sins that can lead to further disobedience by giving the devil a place in our lives. In the Bible, complaining is considered an act of unbelief toward God.
Complaining does not change situations, or even make anything better. Complaining just increases our frustration.
Complaining is also very contagious and spreads discontent and dissatisfaction to others.
We need to pray to God about our concerns instead of complaining about them.
This lesson also applies to our relationships with one another as well as with God.
James 5:9 tells us "Do not grumble against one another, brethren,"
1 Peter 4:9 says "Be hospitable to one another without grumbling." Remember in Luke 10:40 how Martha complained about her sister Mary not helping with the serving when providing hospitality to Jesus in her home.
Acts 6:1 offers several lessons regarding complaining or murmuring. "Now in those days, when the number of the disciples was multiplying, there arose a complaint against the Hebrews by the Hellenists, because their widows were neglected in the daily distribution."
One lesson is that complaining presents a serious threat to the unity of the church. Complaining opens the door to conflict. This complaint resulted from the allegations of neglect of a certain group of widows receiving assistance.
Both groups of these Jews were Christians, but there was a language barrier. The Jewish Christians of Palestine spoke Aramaic, and those from other areas spoke Greek. Many of the Greek speaking Christians were living in Jerusalem at that time but were natives of other Roman provinces. In the Jewish world there was often tension even after they became Christians.
Some people believe that there was justification for this complaint based upon the assumption that the Grecian widows were actually neglected. Luke does not go into detail, however the original word translated here as "complaint or murmuring" almost always carries with it the blame of guilt in the persons doing the complaining or murmuring. In the Bible, guilt is usually attached to the practice of complaining or murmuring. It seldom implies any guilt in those murmured against.
This incident in Acts 6:1 does not suggest any justification for the murmuring that took place regarding the daily distribution of food to the needy. In the very nature of such distributions, it was inevitable that some should receive less, others more, and that almost any person desiring to find fault could easily have discovered some basis for alleging neglect. It is always easier to find fault than to help solve the problem.
Let's notice a leadership lesson from the Apostles. They did not speak a word of blame regarding either those who complained or those who had done the distributing. They simply changed the method of helping those in need with a view to eliminating all further excuses for any complaining.
We need to understand the difference between helpful criticism and complaining. There are times when it is good to point out things that need to be corrected. This can be helpful and should never be discouraged. In the local church, if you have a valid complaint about worship, the temperature of the building, the singing, the song leaders, the leaders, the preachers, Bible classes, etc., a comment and suggestion is helpful. But if it is not corrected your way, do not murmur. Such murmuring is wrong. Anyone can criticize, condemn, and complain but it takes character and self control to be understanding, forgiving, and longsuffering.
The tendency of human nature is to murmur, complain, and find fault. It is a very easy thing to do.
It is easier than doing something to solve the problem we are complaining about.
The very word "murmur" is made of two childish sounds - "mur mur."
There is no sense in it and no thought to it. It is simply a double moan and groan.
How can we stop complaining?
It is necessary to deal with the root causes of why people murmur and complain.
1. Learn to be content.
Discontent causes murmuring and complaining.
1 Timothy 6:6-8 says that we should be content with the necessities of life. " 6 Now godliness with contentment is great gain. 7 For we brought nothing into this world, and it is certain we can carry nothing out. 8 And having food and clothing, with these we shall be content."
Hebrews 13:5 also says to "be content with such things as you have."
Paul said inPhilippians 4:11that "I have learned in whatever state I am, to be content:"
It is hard to complain when you are content.
2. Develop the attitude of gratitude.
Complaining is a sign of being ungrateful.
Count your blessings, be thankful, be grateful. Ask God to help you develop an attitude of gratitude. Ephesians 5:20 says "giving thanks always for all things to God the Father in the name of our Lord Jesus Christ,"
1 Thessalonians 5:18 says "in everything give thanks; for this is the will of God in Christ Jesus for you."
It is almost impossible to be thankful and complain at the same time.
When we have a grateful heart that is focused on God, we have very little room for complaining. Try sitting down for a minute and putting things in perspective counting your blessings. Yes, we'll still have circumstances in life that we are not happy with. Take it to the Lord in prayer! Continually praise God and thank God in spite of your circumstances.
Also, sometimes the best cure for complaining is to put ourselves in a position where we are forced to look at things from a different perspective. If you find that you are complaining all the time, consider spending some time volunteering at a shelter, food bank, hospital, nursing home, church activities, or other service projects. Sometimes we just need to see things from a different point of view to realize that we really don't have that much to complain about.
Instead of complaining that the rosebush is full of thorns, be happy that the thorn bush has roses. Happiness is not about getting what you want all the time. It's about appreciating what you have and being grateful for it.
Remember the opposite of complaining is thanksgiving which is really an expression of gratitude and trust in God. God loves it when we show gratitude and are thankful. He hates it when we complain.
3. We have to train ourselves to be less judgmental.
We often complain about others because we think they are not up to our standards. Once we stop judging people without knowing their stories, we will most likely complain less about the things people do.
For example, constantly complaining about the service in a restaurant is not helpful. You don't know what kind of a day your waiter or waitress has had or what problems are going on behind the scenes. If you put yourself in their shoes for a minute, you may be more kind and calm about the situation.
A Northern Cheyenne Indian Proverb wisely said "Do not judge your neighbor until you walk two moons in his moccasins."
4. We need to take personal responsibility.
Let's take responsibility for our own lives, instead of blaming others and blaming God for our problems. For instance, instead of accepting responsibility for his actions, Adam blamed Eve for tempting him and indirectly also blamed God for putting Eve in his life. If you want to be happy in life, don't blame God and others for your problems. Accept responsibility for your actions and make the necessary changes when necessary.
5. Be part of the solution, not the problem.
When there is a problem and all we do is complain about it, we become part of the problem. Instead, let's pray about a solution to the problem, and become a part of the solution. Ask God to open your eyes to see how you can help solve the problem, whether alone or along with others. And if you have the influence or opportunity, speak out constructively, and work towards leading and delegating others to solve the problem. When we stop complaining and change our attitudes, we become much happier and the people around us become happier. And we could potentially become a part of the solution to the problem.
Henry Ford said "Don't find fault. Find a remedy."
Remember, if you have time to whine and complain about something then you have the time to do something about it.
"If you took one-tenth the energy you put into complaining and applied it to solving the problem, you'd be surprised by how well things can work out. Complaining does not work as a strategy. We all have limited time and energy. Any time we spend whining is unlikely to help us achieve our goals. And it won't make us happier." - Randy Pausch, The Last Lecture
"I know it's important to do more than just complain when there's something you don't like. You need to try to do something about it, or you're nothing but a whiner." - Jean Ferris, Twice Upon a Marigold
You have a choice every morning when you wake up. Rise and whine or rise and shine. The Bible tells us in Philippians 2:14-16 which choice God wants us to make. " 14 Do all things without complaining and disputing, 15 that you may become blameless and harmless, children of God without fault in the midst of a crooked and perverse generation, among whom you shine as lights in the world,"
How can we shine as lights in the world, if we are busy whining about everything that doesn't meet your expectations?
If something is bothering you, either fix it or accept that nothing can be done right now, so why complain? Complaining is a passive activity. We need to convert complaining into action to solve the problem or simply accept it and focus on something else. We simply do not have control over some things.
Remember the Serenity Prayer. "God grant me the serenity to accept the things I cannot change; courage to change the things I can; and wisdom to know the difference."
How should we deal with complainers?
1. Don't fall into the trap of joining the complaint party and helping a murmuring campaign grow.
2. Respond in love! Even if you have never struggled with the issue of complaining, you have probably made mistakes in other areas. Let's remember to be patient when dealing with everyone, just like others have been patient with us. Remember, God has been very patient with us concerning many things. Resist the temptation to criticize the complainer.
3. Listen to them with compassion, but don't spend too much time in idle talk.
4. Ask them specific questions to see if they can find a solution to the problem. Try to guide them toward taking positive constructive action.
5. As always, pray for God's guidance when dealing with people in all things.
Action steps
- Start with a change of attitude.
- Then set some goals for yourself. Start small.
- Just like with any other issues we deal with in life, don't forget the power of prayer.
o Go 24 hours without complaining. Not even once. Then watch how your life starts changing for the better and how much happier you are.
o Take the 7 Days Without Complaining Challenge.
o Then follow the example of the person who said "I Went 21 Days Without Complaining and It Changed My Life."
We can live this positive life with God's help. Philippians 4:13 says that "I can do all things through Christ who strengthens me."
If you have been trying to live your life without depending on Christ to help you, you can decide right now to repent and allow Him to be the Master of your life. And if you have not yet made the decision to put on Christ in baptism, I urge you to take that step and begin your new life in Christ.
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School of Humanities
Regulations & Syllabus
Certificate in Dance Drama (CDD)
TAMIL NADU OPEN UNIVERSITY Saidapet, Chennai - 15 Tamil Nadu
Regulations & Syllabus
Certificate in Dance Drama (CDD)
Duration: Minimum Six Month and Maximum One (1) Year.
Eligibility: 10 years of Schooling (10th Pass or Fail) or TNOU PPE
Medium of Instruction: English & Tamil
Fees: Rs 1200/-
Scheme of Evaluation: Scheme of Evaluation: 3-hour final theory examination carrying 75% of the total weightage and continuous assessment carrying 25% of the total weightage. The Final practical examination (Single and Group) carrying 75% of the total weightage and Record or Portfolio or Written review carrying 25% of the total weightage. To complete each Course, the learner is required to secure minimum 35% (26 marks out of 75) of the 75% in the final examination and overall 40% in both final and continuous assessment taken together. Those students who secure 60% and above in aggregate will be placed in the First Class; those who secure 50% and above but below 60% in aggregate will be placed in the Second Class and those who secure 40% and above but below 50% in aggregate will be placed in the Third/Pass Class. The examination question & practical pattern is as follows:
Theory Courses :
- Answer 25 Short Answers Questions. 25 x 2 = 50
- Answer 5 Brief Answers Questions. 05 x05 = 25
…………
75
…………
Practical Course:
- Theme – 10 marks
-
Skill
– 15 marks
- Composition
– 15 marks
- Presentation or Clarity
– 20 marks
- Discussion (or) Viva – 15 marks
…………
75
…………
Syllabus
Certificate in Dance Drama (CDD)
| CDD - 1 | Introduction to Indian Drama | |
|---|---|---|
| CDD - 2 | Traditional Theatre forms of South India | |
| CDD -P1 | Dance Drama Trainings - | Kutrala Kuravanji |
Course Details
CDD - 1 Introduction to Indian Drama
Unit 1 Indian Performing Arts
Unit 2 Indian Sanskrit Theatre
Unit 3 Indian Traditional Theatre
CDD - 2 Grammar of Indian Acting and Melodramatic Acting
Unit 1 What is Acting
Unit 2 Four Parts of Indian Acting
Unit 3 Grammar of Melodrama acting
CDD – P1 Dance Drama Trainings - Kutrala Kuravanji
Unit 1 Choreographers
Unit 2 Dialogue Delivery
Unit 3 Songs Delivery
Unit 4 Acting for Stage
Choreographers
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Classification: Public
Dinner, a drink and a dance: What 50p could buy you 50 years ago
- It would take an hour to earn 50p fifty years ago, compared to 2 minutes today
- You could buy a pint in the pub for 22p in 1969, with fish and chips costing 25p and a trip to the cinema setting you back 27p
- An average supermarket food shop would feed the family for £3.90, compared to £51.76 today
To mark the 50th anniversary of the introduction of the 50 pence piece in 1969, Lloyds Bank has been taking a look back at the changing cost of everyday items in the UK.
A night down the local in 1969 was just as popular as it is today, with a pint coming in at 22p (compared to £3.70 today), while a glass of wine would set you back 23p (almost £4 today).
In the year that Neil Armstrong touched down on the moon, Friday night fish and chips – a British favourite – would set you back 25p, while Brits are used to paying between £6 and £8 today. For your Sunday morning brunch, 50p could buy you 11 bacon butties, but would struggle to buy you one roll today.
Music lovers could dance to Elvis' Suspicious Minds or sing along to Neil Diamond's Sweet Caroline, both released in 1969, with a 45p vinyl (where a CD single would cost around £5 today), while revellers could rock and roll all weekend to Bob Dylan at the Isle of Wight Festival for just £3 (compared to £175 for a weekend ticket this year).
Lloyds Bank found that it would take an hour for someone on the average UK national wage to earn 50p, compared to just 2 minutes today. With the average person earning £16.35 a week in 1969, almost half of the UK (46%) earned less than £1,000 a year, while a lucky few (9%) brought home over £2,000 per annum. When taking inflation into account, 50p fifty years ago is equivalent to £8.30 today.
Contrary to popular belief, the weekly food shop has become cheaper over the years. While a pint of milk would set you back 4p in 1969 (66p when adjusted for inflation), a pint today is cheaper in real terms, coming in at 44p. The same is true of a loaf of bread, which cost 8p fifty years ago (£1.33 in today's money),
Classification: Public
compared to £1.19 today. On the other hand, tea bags have become slightly more expensive over the years, rising from 12p in 1969 (£1.99 when adjusted for inflation) to £2.04 these days.
An average supermarket shop of chicken, beef, eggs, flour, coffee and vegetables would feed the family for £3.90 (£64.77 when adjusted for inflation), compared to £51.76 today. Filling your fruit bowl with fresh apples, oranges and bananas would cost 53p (£8.80 in today's money), compared to £3.34 in the present day.
A ticket to see the latest blockbuster – Michael Caine's 'The Italian Job' – was 27p, compared to a typical ticket price of £7.50 these days, meaning a date night at the cinema cost about the equivalent of an hour's work fifty years ago.
While entertainment in the late sixties may have been cheaper in real terms, paying for these items meant sacrificing a greater percentage of your weekly income than it would today. A pint in the pub cost around 1.4% of your week's wages in 1969, almost double what it is today (0.7%).
Keeping your money safe fifty years ago was just as important as it is today, but with the majority of people being paid in cash, only 30% of the UK population had a bank account. These days, 97% of Brits use a bank account to manage their money.
-Ends-
Notes to Editors:
Data sources
All figures calculated using ONS data unless specified below.
Spending power figure calculated using ONS figures, May 2019. Distribution of personal incomes in 1969 cited from Lloyds Bank, The British Economy in Figures, 1971. Cinema ticket prices calculated using data from Terra Media, August 2014, and Statista, Average annual cinema ticket price in the United Kingdom (UK) from 2000 to 2017. Percentage of UK population with a bank account and flight passenger numbers 1968 cited from Lloyds Bank, An Economic Profile of Britain, 1969. Percentage without a bank account in 2019 calculated using ONS population figures and House of Commons Library Financial Inclusion briefing paper.
Data Tables
Table 1: The Price of Everyday items in 1969
Classification: Public
| Item | | Estimated | Estimated |
|---|---|---|---|
| | | Average price | Average price |
| | | 1969 (in new | 2019 (in new |
| | | pence) | pence) |
| Bread: white loaf, unwrapped, 800g | 8.00 | | |
| Butter: home produced, per 250g | 10.70 | | |
| Cheese: cheddar type, per Kg | 39.00 | | |
| Flour: self-raising, per 1.5 Kg | 10.60 | | |
| Sugar: granulated, per Kg | 8.10 | | |
| Milk: pasteurised, per pint | 4.40 | | |
| Coffee: pure, instant, per 100g | 17.98 | | |
| Tea bags, per 250g | 12.27 | | |
| Bacon: back per Kg, | 72.00 | | |
| Eggs: size 4 (55-60g), per dozen | 20.00 | | |
| Chicken: roasting, oven ready, fresh/chilled, Kg | 43.00 | | |
| Beef: home-killed, topside, per Kg | 67.82 | | |
| Carrots, per Kg | 8.00 | | |
| Cauliflower, each | 8.00 | | |
| Potatoes, new loose, per Kg | 10.00 | | |
| Potatoes, old white, per kg | 4.51 | | |
| Draught lager, per pint | 22.19 | | |
| Wine, per 175ml glass | 23.81 | | |
| Total: Shopping Basket | 390.38 | | |
Source: ONS, Table MM23 & RPI
Table 2: Earnings 1969, 2019
Source: ONS weekly earnings
| Year | Average weekly wage (£) | | Hourly wage | Wage per minute | |
|---|---|---|---|---|---|
| | | | based on 35 | | |
| | | | hour week | | |
| 1969 | 16.35 | 0.47 | | n/a | 1 hour to earn 50p |
| 2019 | 525.45 | 15.01 | | 0.25 | 2 mins to earn 50p |
Table 3: The UK in 1969
Source: Lloyds Bank, The British Economy in Figures, 1970 Edition
Classification: Public
Table 4: Distribution of Personal Incomes, 1968
| | Range of incomes before tax | | Percentage |
|---|---|---|---|
| £275-599 | | 19.6% | |
| £600-799 | | 13.1% | |
| £800-999 | | 13.0% | |
| £1,000-1,249 | | 15.7% | |
| £1,250-1,499 | | 13.6% | |
| £1,500-1,999 | | 16.1% | |
Source: Lloyds Bank, The British Economy in Figures, 1971 Edition
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M.Sc. DEGREE EXAMINATION — JUNE, 2019.
Second Year
Botany
ECOLOGY AND FORESTRY
Time : 3 hours
Maximum marks : 75
PART A — (5 3 = 15 marks)
Answer any FIVE out of Eight questions.
1. Define: Ecology. `Ǽ¯À Áøμ¯Ö.
2. What is community?
\•uõ¯® GßÓõÀ GßÚ?
3. What is halophytes? EÁº{» uõÁμ[PÒ GßÓõÀ GßÚ?
4. Explain : Food web.
EnÄ Áø» – ÂÍUSP.
5. Define : Thermal pollution.
öÁ¨£ ©õ_£õk – Áøμ¯Ö.
6. What is deciduous forest? Cø»²vºPõkPÒ GßÓõÀ GßÚ?
7. Explain: Tundra.
x¸Á¨£Sv – ÂÍUSP.
8. Define: Silviculture.
Põk Áͺ¨¦ GßÓõÀ GßÚ?
Answer any FIVE out of Eight questions.
9. Write a detailed notes on aim and scope of ecology.
`Ǽ¯À £ØÔ¯ ›ÁõÚ SÔU÷PõÒ ©ØÖ® GvºPõ» •UQ¯zxÁzøu £ØÔ ›ÁõP GÊxP.
10. Write an essay on synecology.
]ßDPõ»â £ØÔ ›ÁõÚ Pmkøμ GÊxP.
11. Briefly explain carbon cycle in biogeochemical cycle.
E°º ¦Â ÷Áv°¯À _ÇØ]°À Põº£ß _ÇØ]ø¯ £ØÔ ›ÁõP Âøh¯ÎUPÄ®.
PG–411
12. Write a detailed notes on vegetative studying method.
uõÁμ £μÁÀ •øÓø¯¨ £ØÔ £iUS® •øÓø¯¨ £ØÔ ÂÁ›.
13. Definition, causes, effects and controlling methods of chemical and noise pollution.
÷Áv ©ØÖ® J¼ ©õ_£õk £ØÔ¯ Áøμ¯øÓ, Põμn®, ÂøÍÄPÒ ©ØÖ® Pmk¨£kzx® ÁÈ•øÓPÒ ÷£õßÓÁØøÓ Áøμ¯Ö.
14. Write an essay on natural and man made forest. C¯ØøP ©ØÖ® ©ÛuÚõÀ E¸ÁõUP¨£mh PõkPÒ £ØÔ Pmkøμ ÁøμP.
15. Write a short note on forest conservation. PõkPÒ £õxPõzuÀ Âv £ØÔ ]Ö SÔ¨¦ ÁøμP.
16. Write a detailed note on forest and gene conservation.
PõkPÒ ©ØÖ® ©μ£q £õxPõzuÀ £ØÔ ›ÁõÚ Âøh¯ÎUPÄ®.
——–––––––––
M.Sc. DEGREE EXAMINATION – JUNE 2019.
Second Year
Botany
BIOPHYSICS AND BIOCHEMISTRY
Time : 3 hours
Maximum marks : 75
PART A — (5 3 = 15 marks)
Answer any FIVE out of eight questions.
1. Bomb calorimetry.
2. Oxygen electrodes.
3. Buffer.
4. Derived lipids.
5. Induced fit model.
6. Entropy.
7. Atom.
8. Galvanic cell.
PART B — (5 × 12 = 60 marks)
Answer any FIVE out of eight question.
9. Describe in detail the various laws of thermodynamics.
10. Write an elaborate account on oxidation– reductions involved in living organisms.
11. Give a detailed account on the classification and properties of carbohydrates.
12. Describe the classification, structure and properties of amino acids.
13. List out the factors affecting enzyme action. Add a note on lock and key model of enzyme action.
14. Write a detailed account on energy generation and energy transfer process in biochemical reactions.
15. Write an account on the various types of isomerism.
16. Describe in detail the classification and type of proteins.
——–––––––––
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1-800-985-5990
Call us:
Text: 'TalkWithUs' to 66746
http://disasterdistress.samhsa.gov
Visit:
Like us on
Facebook:
http://facebook.com/ distresshelpline
Follow us on http:// twitter.com/distressline
Twitter (@distressline):
Call 1-800-985-5990 or text 'TalkWithUs' to 66746
to get help and support for any distress that you or someone you care about may be feeling related to any disaster.
The Helpline and Text Service are:
* Available 24 hours a day, 7 days a week, year-round
* Answered by trained crisis counselors.
* Free (standard data/text messaging rates may apply for the texting service)
TTY for Deaf / Hearing Impaired: 1-800-846-8517
Spanish-speakers: Text "Hablanos" to 66746
Administered by the Substance Abuse and Mental Health Services Administration (SAMHSA) of the U.S. Dept. of Health and Human Services (HHS).
If you or someone you know is struggling after a disaster, you are not alone.
"I can't get the sounds of the gunshots out of my mind..."
"Things haven't been the same since my shop was flooded ..."
Talk With Us!Dept. of Health and Human Services USA logoSAMHSA LOGO
Disasters have the potential to cause emotional distress.
Some are more at risk than others:
* Survivors living or working in the impacted areas (youth & adults)
* First Responders, Rescue & Recovery Workers.
* Loved ones of victims
Stress, anxiety, and depression are common reactions after a disaster.
Warning signs of distress may include:
* Sleeping too much or too little
* Stomachaches or headaches
* Anger, feeling edgy or lashing out at others
* Overwhelming sadness
* Worrying a lot of the time; feeling guilty but not sure why
* Feeling like you have to keep busy
* Lack of energy or always feeling tired
* Drinking alcohol, smoking or using tobacco more than usual; using illegal drugs
* Eating too much or too little
* Not connecting with others
* Feeling like you won't ever be happy again.
TIPS FOR COPING WITH STRESS AFTER A DISASTER:
Take care of yourself. Try to eat healthy, avoid using alcohol and drugs, and get some exercise when you can- even a walk around the block can make a difference.
Reach out to friends and family. Talk to someone you trust about how you are doing.
Talk to your children. They may feel scared, angry, sad, worried, and confused. Let them know it's okay to talk about what's on their mind. Limit their watching of TV news reports about the disaster. Help children and teens maintain normal routines to the extent possible. Role model healthy coping.
Get enough 'good' sleep. Some people have trouble falling asleep after a disaster, others keep waking up during the night.
If you have trouble sleeping:
* Only go to bed when you are ready to sleep
* Don't watch TV or use your cell phone or laptop computer while you're in bed
* Avoid eating (especially sugar) or drinking caffeine or alcohol at least one hour before going to bed
* If you wake up and can't fall back to sleep, try writing in a journal or on a sheet of paper what's on your mind.
Take care of pets or get outside into nature when it's safe. Nature and animals can help us to feel better when we are down. See if you can volunteer at a local animal shelter- they may need help after a disaster. Once it's safe to return to public parks or natural areas, find a quiet spot to sit in or go for a hike.
Know when to ask for help. Signs of stress can be normal, short-term reactions to any of life's unexpected events- not only after surviving a disaster, but also after a death in the family, the loss of a job, or a breakup.
It's important to pay attention to what's going on with you or with someone you care about, because what may seem like "everyday stress" can actually be:
* Depression (including having thoughts of suicide)
* Alcohol or Drug Abuse.
* Anxiety
If you or someone you know may be depressed, suffering from overwhelming feelings of anxiety, or possibly abusing alcohol or drugs ...
Call 1-800-985-5990 or text 'TalkWithUs' to 66746.
You Are Not Alone.
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THE AUSTRALIAN FLUORIDATION NEWS
ARTIFICIAL FLUORIDATION IS WATER POLLUTION
GPO Box 935, Melbourne, VIC 3001 www.fluoridationnews.com
PLEASE PASS ON WHEN READ
Vol 49 No. 4
$25 per annum posted Australia Published Quarterly
October-December 2013
Print Post Approval PP331.985 00013
ISSN 1445-2847
Sugar Facts and Fluoride Myths
Public Relations machine still using TV programming to whitewash fluoride's image
In August 2013 the ABC-TV program "Catalyst" aired two segments of great interest. The first one on "Sugar" revealed what we've all known for years, that sugar causes tooth decay and a range of degenerative conditions. This change of reporting has come with the obesity epidemic. But the second segment on "Water Fluoridation" was quite different; it was a deeply flawed propaganda piece apparently designed to shore up support for the "protected pollutant" following Queensland's re-awakening.
The "Water Fluoridation" segment's script covered the main selling points for fluoride, presenting dodgy science, glossing over holes in logic and refusing to examine fluoridation from a balanced scientific or journalistic standpoint. In short, this is just another promotional puff piece.
The segment's front-man, Ruben Meerman grew up in Bundaberg and returned to visit his family dentist for a check-up. Earlier in 2013, Bundaberg Regional Council was among over a dozen Queensland councils to vote against fluoridation, due to "financial concerns along with community pressure".
Meerman says of fluoridation in Australia that "now, around 90% of us are covered", with the implication that being "covered" is a good thing. This is a key message repeated ad nauseum in fluoridation promotion. But how exactly does adding industrial fluoride wastes collected from factory chimneys help protect our teeth? The program sidesteps this big question, but later attempts to tell us that even though fluoride is toxic, there's a safe (and beneficial) level, without providing any credible evidence.
Catalyst provides an almost completely one-sided presentation, taking the public's perception of "poison" and trying to mould and manipulate our perceptions into loving fluoride, the "protected pollutant".
The program contained just 13 seconds of Merilyn Haines of Queenslanders for Safe Water, Food and Air (qawf.org) giving examples of the toxicity of one of the fluoride compounds used in the fluoridation of Queensland's drinking water supplies:
"This is a schedule six poison. Uses: as an insecticide, particularly for roaches and ants... so you can use it either for killing insects, or fluoridation of drinking water."
And a two second file footage clip of former NZ dentist Dr John Colquhuon: "Fluoride is not good for you".
Further, of the selected Queenslanders interviewed on the street (vox-pops), most said that fluoride is a poison.
Sometimes we observe utter nonsense being peddled as fluoride facts.
Increasingly TV is an entertainment medium, often at expense of information. There is a commercial reality to this, even at the publicly-funded broadcaster, the ABC. Sometimes we observe utter nonsense being peddled as fluoride facts. To this end, the jingly music and the "happy and smiley" can delight the unquestioning pleasure centres of the brain and reinforce the accompanying messages (true or otherwise), and so can be used to promote fluoridation misinformation. Televisions emit alpha waves which are hypnotically addictive. Beware of addiction to TV entertainment! If we change the spelling of "entertainment" to "entrainment", it's much closer to the mark. Our TV entrains us what to think and how to behave. But at least we weren't watching Big Brother. Or were we? Whenever the TV is on, it gives us a chance to develop our critical thinking and questioning skills.
The "Dodgy" Science
Promoter Dr Michael Foley (Director, Brisbane Dental Hospital) asserted disturbingly that with fluoridated water, "you get the systemic benefit for little kiddies, and you get the much greater topical effect." .. continued page 2
CONTENTS
Catalyst: Sugar Facts and Fluoride Myths 1
(Fluoride in Ireland; Be Aware Censorship Plans) 4
The Australian Fluoridation News - October-December 2013 - 1
Brief News
"Topical", or direct application of fluoride (such as with toothpaste) is an idea used by the fluoridation promoters at the Centers for Disease Control, which we'll deal with in a future edition. But what are the "systemic benefits for little kiddies"?
Children's brains are still developing, including the bloodbrain barrier. Fluorides in water help metals such as lead, aluminium and mercury to accumulate in the brain, reducing IQ. Also, fluoride seeks not just teeth but bones and soft tissues (various organs, especially the kidneys). Up to half the fluoride intake is excreted, but the rest accumulates in the body. Small bodies absorb significantly higher quantities of fluorides, when they are most vulnerable. Long-term ingestion of this highly toxic industrial chemical added to drinking water is inadvisable for children and adults.
Fluoride promoter Dr Foley spoke of a "Dental Survey", the kind which dentists have quoted over the years. These surveys are merely the "counting of teeth" without regard to the many variables such as the quantity of water consumed, diet, use of fluoride toothpaste, fluoride topical dental applications, etc, all of which are unmonitored. So it cannot be called a scientific study.
Professor Michael Moore (Vice President, Australian College of Toxicology & Risk Assessment) - "It goes back to one of the fundamental precepts of toxicology, 'the dose makes the poison'. You take a lot of it, you get poisoned, you take the right amount, it keeps you well. Have too little, you've got a problem."
Using this logic, there is a "right amount" for arsenic, lead, aluminium, mercury and radioactive materials in your diet.
That is true of many substances (for example, oxygen) but the substance has to be of benefit to have a safe range. That's a slip in Moore's pseudo-scientific logic. Using this logic, there is a "right amount" for arsenic, lead, aluminium, mercury and radioactive materials in your diet. Show us a single study that fluoride "keeps you well" or is even necessary! In over sixty years this proof has not been forthcoming, the question has been ignored by "smart" professionals who either do not look for, or cannot find the proof, but the issue has seemed too big to "rock the boat" and so they go along with it. And the pay cheques from industrial fluoride polluters have continued to flow!
Comparative studies have shown that the absence of fluoride in the diet has no impact on health. Fluoride has never been shown conclusively to be essential to man (Victorian Government Inquiry into Fluoridation, (1979-80, p 136 – 12.71). How can Dr Moore (or anybody else) even begin to try to calculate the
Image: www.LarryHannigan.com
The Australian Fluoridation News - October-December 2013 - 2
unknown, unnamed very important "right" dose and how can we then be assured that each of us keeps strictly to his magical daily dose through the totally uncontrolled and unmonitored amount of water we drink, processed foods eaten, etc, in order to avoid being poisoned? His peers and indeed everyone could find such statements ridiculous.
Dr Yiamouyiannis was a conscientious scientist who studied fluoridation and wouldn't put up with any non-scientific nonsense. In his book "Fluoride: The Aging Factor", he points out how fluorides accelerate ageing, accumulating in and affecting many parts of the body over time, including an increase in cancers, particularly gastro-intestinal cancers.
Good natural food keeps us well. But we're not legislated to eat food. Fluoride, the "protected pollutant" has been zealously promoted, especially in areas where people are unaware of what's really being added to their drinking water, and given little or no opportunity to exercise what is essentially a personal right to choose. Instead, the policy appears to be "keep the people in the dark and medicate them with fluoride."
Pretending that fluoride is beneficial to humans is the "central dogma" of fluoridation. But where is the evidence?
Pretending that fluoride is beneficial to humans is the "central dogma" of fluoridation. But where is the evidence of this benefit? Trumped-up percentages of reducing tooth decay sound impressive as a TV sound bite, but similar rates of declining tooth decay are occurring around the world, in fluoridated and non-fluoridated countries. Furthermore, the decline in tooth decay started even before the fluoridation scheme began in the few countries that fluoridate!
How embarrassing it will be when fluoride promotion professionals accept that there's no safe level of fluoride. But worse still will be the guilt factor, if they have a conscience, when they realise they've been going along with a poisoning regime affecting so many children, adults and maybe even themselves. Finding the truth begins with rational thought and questioning, something genuine professional scientists are good at. It also requires the willingness to discover the truth, even if it is not what you expect.
The Unmentioned Science
The Catalyst segment takes a one-eyed view of fluoride and promotes the poison as safe. For this, Catalyst gets an 'A' for discredited dogma but fails science with an 'F-'.
The program did not mention the science showing massive fluoride accumulation in the pineal gland in the centre of the brain. (Luke, 1997). No mention either of the US National Research Council (2006) findings, to which the American Dental Association responded by issuing warnings for parents who make infant formula not to use fluoridated tap water. Again, no mention that the US Department of Human Services and US EPA recommending reducing the fluoridation level to 0.7ppm.
All of these have been (and are) potential science stories for the pre-eminent TV science show in Australia. This one-sided "Water Fluoridation" argument was a repetition for the masses, hoping some of it will stick, or reinforce past programming. There was even a nostalgic clip of Mrs Marsh, the advertising industry's TV fluoride promoter from the 1970s and 80s.
The mention of the 1996 comparison study of Townsville and Brisbane immediately rings alarm bells for anyone who knows the basic tenets of statistics. Compared towns must be similar in most respects for comparisons to be valid. Clearly the population of Townsville (196,000) is much smaller than Brisbane (2.2 million, using 2012 ABS figures) and so this study is suspicious right from the start. Coincidently, Townsville hosts a military base and for some reason, western military bases are fluoridated very quickly. (See the recently republished The Dickinson Statement on our website for possible explanations).
Prof Moore cites a Harvard study and attempted to deny any link between fluoride and bone cancer. Prof Moore does not mention the Bassin (2006) Harvard study of boys (aged 6 to 8), where a positive link was shown between fluoride and bone cancer (osteosarcoma). Moore also doesn't mention that Bassin's PhD supervisor was Chester Douglas, who had a conflict of interest in also working for fluoride promoter Colgate. Douglas had tried to suppress the study, but Bassin was awarded her doctorate on the basis of her research, which means it has merit.
So the fluoridation promoters needed a study to try to discount the osteosarcoma link to fluorides, so they came up with one in 2011, called the "latest science" from Harvard, trying to forget about the Bassin study.
Prof Moore also forgetfully (or otherwise) does not mention the very extensive epidemiological study by the late Drs Dean Burk, known as one of the world's leading biochemists and John Yiamouyiannis, who was appointed Director of the National Health Federation in 1974. This scientific study covered the cancer experience of 18 million Americans over a period of 30 years and it was proven in a court of law (Pittsburgh 1978) that fluoride ingestion does indeed increase the incidence of cancer and cancer mortality rates.
powder did not have the previously common "skull and cross bones" visible anywhere.
The pro-fluoride scientists in court agreed that the Burk/Yiamouyiannis study proved the cancers were caused by the ingestion of fluoridated water.
The pro-fluoride scientists in court ultimately agreed that the Burk/Yiamouyiannis study proved the cancers were caused by the ingestion of fluoridated water. This important evidence was confirmed in a letter from the sitting Judge Flaherty to the late Glen Walker, editor of the heavily scientifically referenced book "Fluoridation: Poison on Tap" and is recorded in his book. The Judge cautioned that it was his "sincere hope" that the Australian Government would review all of the evidence before "imposing toxic sodium fluoride at 1ppm on a helpless people." The scientific research still stands and has never been disproved.
If fluoridation was as safe and effective as promoting dentists would have us believe, the whole world would be clamouring for it. Instead most European countries do not fluoridate their water supplies and some have discontinued trial schemes because they failed to show any benefit and were an imposition on the right to choose. There are many scientific papers which point to the potential health dangers of the practice. For examples, see Dr Yiamouyiannis' book Fluoride: The Aging Factor or Dr Bruce Spittle's Fluoride Fatigue.
Those old enough to remember may recall seeing on our TV screens the barrels of this toxic chemical, clearly marked with the S6 poison signs being handled by the fluoridation plant workers wearing the necessary protective clothing and masks, resembling astronauts ready to take flight. We note in this TV segment that the bags of poisonous sodium silicofluoride
Dr Foley told us that fluoroapatite incorporated in the teeth matrix makes teeth harder. But he failed to mention that fluoridated teeth and bones are more brittle, leading to chipping and breaking of teeth, requiring repair by a dentist (more profits for dentists, no wonder they love fluoride!), and also a higher incidence of hip and bone fractures in fluoridated areas.
It is not surprising that many Queenslanders have taken the opportunity to free their water of this highly toxic chemical by overwhelmingly opposing fluoridation. Almost without exception, people vote against fluoridation when given the chance. That is why fluoride promoters strongly oppose referendums. i.e. they are anti-democratic.
Govt Push to Overpower People's Choice
The presenter makes the point that local councillors aren't scientists, and "that's the problem". We wonder what the Hegelian "solution" they have in mind for this "problem".
Australia's Federal system doesn't manage fluoridation, instead fluoridation is forced by the states and local governments, when they can get away with it. They use the "divide and conquer" method to force fluoridation into communities, one by one, creating resistance in only small areas at any given time. This TV story seems related to the NSW State Government's attempt to mandate fluoridation throughout the state, without asking voters.
Science: Observation first, Conclusions later
Catalyst is ABC TV's flagship science program. Yet this "Water Fluoridation" segment lacked scientific questioning and was instead an all too clever "fill-in-the-dots" promotional puff-piece for fluoride disposal. Are we supposed to believe everything on TV without questioning? Anyone asking fluoride promoters basic questions can unravel the story, but this story's presenter didn't bother. It must be hard working for an organisation where only some science is allowed to be reported fairly. Further, he may be completely unaware of the fluoridation controversy – but that
The Australian Fluoridation News - October-December 2013 - 3
leads a journalist back to ask more questions to understand "both sides": why is it that many overwhelmingly oppose fluoridation?
Ask more questions to understand "both sides": why is it that many overwhelmingly oppose fluoridation?
That's exactly what Charles Woolley, replete with large sideburns, did in the 1979 ABC Four Corners program "Fluoridation". He asked questions of both sides and presented what they said fairly, even though they were diametrically opposed. He pursued what was said, investigating in a journalistic way, and showed the toxic fluoride ("skull and cross bones") being mixed by machine at the dosing station. According to Wendy Varney's book "Fluoride: a case to answer" (1986), the ABC was harassed by fluoride promoters for showing fluoridation as it is, 'warts and all.' But it was competent, incisive and balanced journalism.
Journalists feeling trapped by their workplace censorship somehow need to express themselves, to get all that knowledge of "what really goes on" off their chests, before their conscience withers and they become as twisted as their corporate media masters. Preventing journalists from investigating toxic waste in drinking water degrades the profession, and if journalists tolerate it, their own credibility and integrity shrink too. There's only so much that journalists can put up with. Some journalists are finding other outlets for exposing the systemic corruption that underlies scandals such as fluoridation.
If the ABC's Catalyst can present a supposedly scientific segment as poorly as this, we begin to wonder how many more of their segments also have their scientific integrity flushed away like 99% of fluoridated water.
Catalyst may do a better job with a possible upcoming story on "Mercury"; of how mercury is being phased out globally. The presenter in this "Water Fluoridation" story had numerous mercury fillings counted during his dental exam. "Leaking" mercury (silver/amalgam) fillings cause systemic health problems, as mercury is highly toxic to life, including dentists, their patients
Brief New
s
Ireland's Girl Against Fluoride
High Court legal action is being taken against the Irish Government to end the policy of water fluoridation. Aisling Fitzgibbon, aka "The Girl Against Fluoride" with her supporting team have secured a pro-bono legal team for the case. In the lead up, the campaign is to build as much knowledge and support as possible in the community. The Republic of Ireland is the only country in Europe with mandatory water fluoridation, which began in 1964. See www.thegirlagainstfluoride.com for more on this creative and inspirational campaign.
Environmental scientist Declan Waugh is involved in the campaign. Initially sceptical of any harm, he has studied fluoridation closely, then finding more and more evidence of harm. His reports published in 2012 are at his site, www.enviro.ie
Also see Fluoride Free Ireland, another group working hard to end water fluoridation in Ireland, at www.fluoridefreewater.ie
Be Aware of Censorship Attempts and Respond
David Rockefeller's statement in 2009 that "the Internet should never have been invented" is still echoing, as the transparency of information remains uncomfortable for elitists and governments of various countries. The globalist agenda doesn't want to allow
The Australian Fluoridation News - October-December 2013 - 4
and the environment. If you didn't know this already, mercury is something worth researching further.
It's important to acknowledge ABC Catalyst for their other segment the same night on "Sugar" for going into detail on how refined sugar is a primary cause of degenerative conditions including obesity and (sugar) diabetes. We have reported for decades that the sugar industry has been a strong (financial) supporter of fluoridation, hoping that fluorides would take the attention away from their sweet cytotoxic (cell-toxic) product. See "An Australian Fluoridation Dictatorship" (The Australian Fluoridation News, Jan-March 2011, p. 5).
We're also compelled to acknowledge the two segments by the ABC "7.30" program on fluoridation in Queensland in Dec 2012 and Feb 2013, even though the journalist did not validate many of the claims. If a journalist were to declare that "yes, the source of fluoride in our drinking water does actually come from phosphate fertiliser factories, and yes, it is labelled as Schedule S7 poison, with skull and cross bones," any unquestioning people watching may have begun questioning too.
If you still think fluoride is safe, go ahead and choose it for yourself, but don't force it on others!
There was a subtly sarcastic tone to this Catalyst segment, suggesting that "if you think fluoride is bad, you're crazy!" We suggest that if you think fluoride is safe or effective, you're either ill-informed of the facts or have a vested interest in perpetrating the "fluoride prevents caries" myth. But if you still think fluoride is safe, go ahead and choose it for yourself, but don't force it on others!
Catalyst raises doubts about its own credibility in airing such a one-sided story. This segment may have become a "catalyst for action" for those who know fluorides are toxic, to "up the ante" and do something new or additional in alerting others that are yet to find out. And to be discerning and questioning when watching "infotainment" on TV.
people to choose for themselves what sources of information they use. Under the pretence of protecting us from pornography, the aim appears to be to restrict and censor the Internet. e.g. the UK Censorship Bill, which also includes "spiritual, new age and esoteric websites", without drawing attention to the fact. Nexus 20/06
Where might such a list of censored sites end? More importantly, what will you do to help end such censorship plans? Freedom, including that of the Internet, is important to us all, so keep alert for how you can contribute to keeping freedom alive.
Subscriptions: The Australian Fluoridation News $25 per annum posted Australia. Send a cheque or money order to the Australian Anti-Fluoridation Association, GPO Box 935, Melbourne VIC 3001 Support us publishing information on fluoridation
DISCLAIMER The articles in this publication are for educational purposes only and do not necessarily reflect the opinions of the editors or publisher. We do not endorse any treatments, medical or otherwise, and encourage our readers to continue with their own research and consult health professional(s) if they are ill.
ALL RIGHTS RESERVED Authorisation to mechanically or electronically copy the contents of this publication is granted by the publisher to approved persons and organisations, provided acknowledgement is given to the author and publisher.
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Respect – Show some
"Show proper respect to everyone: Love the brotherhood of believers, fear God, honor the king." – 1Peter 2:17. Respect incorporates love for others, godly living and showing honor to the authorities. Showing respect for others is not an option, but is indeed at the core of the Christian faith.
Dad - Underline a rating on the level of respect your dad exemplified for:
His employer; … …...
low … so-so … high
Student - Circle a rating on the level of respect your dad exemplifies today for each category. (Dad - encourage honesty and listen well to the ratings. Accept affirmation and steer clear of being defensive.)
Dad - Give a specific example on where you rated your dad high, and another where the rating is low or so-so.
Student- Do the same.
Discussion time:
Respect is caught as much as it is taught
* Discuss a positive example from the ratings above.
* Discuss an area of challenge in respecting someone.
Respect, honor starts at home - 5 th Commandment: Honor your father and your mother, so that you may live long in the land the Lord your God is giving you. - Exodus 20:12.
Jesus gave two commandments: "Love the Lord your God with all your heart, soul and mind;" and to "… love your neighbor as yourself."
- Discuss how Jesus lived out the 5 th commandment.
- Each to share a story of how you have or have not honored your father.
- Each to share a story of how you have or have not honored authority.
We commit to:
Prayer guide: Lord, I confess I failed to respect my father in my younger years and indeed did more to dishonor him than to honor him. Thank You for the grace in my life to open that door to reconcile relationship with him just as You opened the door through Your Son, Jesus the Christ to reconcile relationship with You. Forgive me for failing to respect my father and for how I allowed that to manifest into disrespect for others. In Your strength I repent and under Your word I accept responsibility to respect others as You command and to be respectful as an example in my family and beyond. Amen.
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Tooth Decay on the Rise
It cannot be denied that tooth decay was on the decline during the 70's and 80's, but it is on the rise again. A review of literature on this subject seems to provide answers as to why this is occurring. A main factor in this increase in tooth decay is the amount of acid and sugar in many of the products that are consumed these days and the rise of tooth decay comes as no surprise.
In our office, we believe that diagnosis is key to prevention and treatment. For instance, we have diagnostic protocols for assessing bite related tooth wear and head and neck pain, as well as several methods of testing the extent of a patient's periodontal disease, which can vary considerably from person to person.
We also have a diagnostic protocol for evaluating one's tendency to have decay. There are several diagnostic tests available, but one of the simplest is to determine the degree of acidity of one's saliva. The more acidic, or lower pH of the saliva, the more chance for the decay process to occur. Decay promoting bacteria don't have a chance in saliva that is not acidic, or basic in nature, having a high PH factor. Knowing this, we can change the nature of one's saliva from a low PH to one that is not conducive to decay activity. There are several ways to do this:
* modification of types of beverages and foods that may be acidic in nature (see chart below)
* application of calcium and phosphate substances to the teeth. This not only replenishes the minerals lost from the decay process, but helps change the PH of the saliva
* using xylitol rinses and chewing gum
* arginine containing mouth rinses.
Our mouths are as unique as we are as individuals, therefore "one size does not fit all." when it comes to any dental preventive or treatment services.
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Study guide: AS Sociology
Sociology is the study of diverse factors influencing group behaviour and life in modern society. Sociologists observe relationships between social institutions and human action that affect our lives. Such institutions include the family, education, the police/judiciary, the media, religion and politics. In particular, Sociology is often characterised with describing and explaining patterns of inequality, deprivation and conflict, which are a feature of almost all societies.
You will develop the essential knowledge and skills to apply theories and concepts revolving around the topic on family and education in AS Sociology, supported by extended reading, writing and study skills outside of classes which will enhance your analytical and evaluation skills.
| Families and Households | You will study how ideas of what constitutes a family have changed over time and space. You will also study power relationships and inequalities in different family structures |
|---|---|
| Education with Methods in Context | You will examine the role of the education system and assess the extent to which the education system is meritocratic or reproduces and reinforces inequalities. |
AS topics in Sociology
Below is a guide to the recommended reading list, resources and study skills to help you engage with the topics during your lessons.
Recommended reading list
Browne, K. (2008) Sociology AS for AQA [3 rd ed] . Cambridge: Polity Press.
Giddens, A. (2009) Sociology [6 th ed). Cambridge: Polity Press.
Browne, K. (2008) An Introduction to Sociology [3 rd ed]. Cambridge: Polity Press.
Haralambos, M & Holborn, M. (2008) Sociology Themes and Perspectives [7 th ed] . London: Collins.
Moore, S; Aiken, D. & Langley, P. (2010) Sociology for AS . London: Collins.
Webb, R. et al. (2008) AS Level Sociology [2 nd ed.]. Brentwood: Napier Press.
Webb, R. et al (2015)
AQA A- Level Sociology Book one: Including AS-Level. London:
Napier Press.
Useful websites
http://www.revisesociology.com/good-sociology-sites http://www.s-cool.co.uk/a-level/sociology
https://www.tutor2u.net/sociology/reference/what-is-the-family https://sociologytwynham.com/2013/06/13/family-and-households-overview/
Newspapers
As Sociology students you are encouraged to read broadsheet newspapers regularly to stay informed about current social and political affairs in society, which can help to motivate you throughout the course. The Guardian, Independent and The Times newspapers can be downloaded free of charge for iPhones or Android devices.
Study skills
You should take an active study approach that helps you to develop the skills needed to prepare you for your lessons and exams.
* Understand keywords/ concepts definition – create a Sociology glossary (definitions are invaluable in exams and there are always marks available for defining your terms)
* Make short-hand notes summarising what you have read
* Create mind-maps or knowledge organisers to visually help you to structure, organize, memorize, arrange and learn information in a highly specialized way
* Rephrase what you have read in your own words but accurately
* Apply concept/ideas to topics and real-life examples
* Come up with examples of your own
* Look for ideas/concepts that are opposites or complementary
* Compare and contrast ideas and theories
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| Name of Assessment | Benchmark Formative | Common Formative | Summative | Screening | Diagnostic | Window of Administration | Access to Results |
|---|---|---|---|---|---|---|---|
| Common District Grade 7 Social Studies Assessment | | | X | | | Modified Exam Week | No later than the end of June |
| NYS Grade 8 Social Studies Assessment | | | X | | | Mid-June | No later than the end of June |
| Units | Weeks of |
|---|---|
| | Study |
| The Global Heritage of the American People Prior to 1500 | 2-3 |
| European Exploration and Colonization of the Americas | 5-7 |
| A Nation is Created | 4-6 |
| Experiments in Government | 3-4 |
| Life in the New Nation | 8-12 |
| Division and Reunion | 7-8 |
| Units | Weeks of Study |
|---|---|
| An Industrial Society | 7-8 |
| The United States as an Independent Nation in an Increasingly Interdependent World | 5-6 |
| The United States Between the Wars | 6-7 |
| The United States Assumes Worldwide Responsibilities | 8-9 |
| Changing Nature of the American People From World War ll to the Present | 4-5 |
| Review for the NYS Grade 8 Test | 2-3 |
courses of action most likely to achieve goals arranging and recombining data to create new structures for looking at the problem thinking of new ways to use old or standard ideas and thinking of novel, unique, or
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| Content Outline: • History and the other social sciences provide a framework and methodology for a systematic study of human cultures 1. The role of history and the historian 2. The other social sciences including anthropology, economics, geography, political science, psychology, and sociology • The social scientific method as a technique for | • Understand the social scientific method and techniques used by social scientists to study human cultures • Demonstrate an understanding of how the social scientific method and techniques can be applied to a variety of situations and problems • Formulate social science questions and define social science issues and problems | |
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| problem solving and decision making | These understandings may be introduced at the beginning of both grades 7 and 8, but should be infused and applied whenever possible in all units. | |
Key Vocabulary · environment · isthmus · glacier · settlement patterns · plateau · land bridge · tributary · indigenous · pueblo · migration · adobe People · Pueblo Indians · Native Americans Aztecs Mayas Incas
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| Content Outline: • Theories attempt to explain human settlement in the Americas 1. Anthropologists theorize that Asians migrated across a land bridge between Asia and the Americas 2. Native American Indians believe in indigenous development with migration patterns in both directions • Geographic factors affected the settlement patterns and living conditions of the earliest Americans • Major Native American civilizations in Central and South America 1. The Aztecs 2. The Mayas 3. The Incas | • Describe the relationships between people and environments and the connections between people and places • Explain the reasons for periodizing history in different ways • Map information about people, places, and environments • Identify and compare the physical, human, and cultural characteristics of different regions and people • Discuss the geography of settlement patterns and the development of cultural patterns | |
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| Content Outline: A. Iroquois (Haudenosaunee--People of the Longhouse) and Algonquian People adapted to the environment in which they settled 1. Geographic regions of New York 2. Diversity of flora and fauna 3. Seasons and weather patterns 4. Kinds of settlements and settlement patterns B. The Iroquois (Haudenosaunee) developed cultural patterns that reflected their needs and values 1. Creation and religious beliefs 2. Importance of the laws of nature and the wise use of natural resources 3. Patterns of time and space | 1. Recognize the social and economic characteristics such as customs, traditions, child-rearing practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations 2. Map information about people, places, and environments 3. Express the worldview held by native peoples of the Americas and how that worldview developed 4. Role play the ways different people view the same event or issues from a variety of perspectives | |
legend/myth confederacy nuclear family extended family fireside family
long house matriarchal sachems tribe/clan Algonquin Red Jacket Hiawatha
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| Content Outline: • European knowledge was based on a variety of sources 1. Accounts of early travelers and explorers 2. A variety of different maps 3. Writing of ancient scholars 4. Guesswork 5. Oral traditions and histories • Different worldviews and ethnocentrism resulted in many misconceptions | • Understand the worldview held by Europeans prior to 1500 • Role play the ways different people view the same event or issues from a variety of perspectives | |
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| A. Motivating factors 1. Technological improvements in navigation 2. Consolidation of political power within certain countries in Europe 3. Desire to break into the Eastern trade markets 4. Missionary zeal | • Recognize major turning points, such as the European exploration of and settlement in the Americas, by investigating the causes and other factors that brought about change and the results of these changes • Discuss the impact of European settlement on Native American Indians and Europeans • Investigate why people and places are | |
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| B. Geographic factors influenced European exploration and settlement in North and South America 1. Effects of weather and natural hazards on the Atlantic crossings 2. Characteristics of different physical environments in the Americas and where different Europeans settled 3. The development of "New England," "New France," "New Netherland," and "New Spain" C. Effects of exploration and settlement in America and Europe--human-induced changes in the physical environment in the Americas caused changes in other places 1. Introduction of new diseases to the Americas was devastating 2. The continued growth of population in the colonies resulted in the unjust acquisition of Native American lands 3. New types of foods improved both European and Native American health and life spans 4. Economic and political changes in the balance of power in Europe | located where they are located and what patterns can be perceived in these locations • Role play the ways different people view the same event or issues from a variety of perspectives | |
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| and the Americas 5. Introduction of African slaves into the Americas D. Exploration and settlement of the New York State area by the Dutch and English 1. Relationships between the colonists and the Native American Indians 2. Similarities between the Europeans and Native American Indians A. The role of tradition B. The importance of families and kinship ties C. The hierarchical nature of the community and family D. The need to be self-sufficient 3. Differences A. Ideas about land ownership B. Roles of men and women C. Beliefs about how people from different cultures should be addressed 4. Rivalry between the Dutch and English eventually resulted in English supremacy | | |
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| Content Outline: A. English colonies: New England, Middle Atlantic, Southern 1. Reviewed as a geographic region -criteria to define regions, types of regions 2. Settlement patterns: who? when? why? 3. Economic patterns emerge to meet diverse needs: agricultural and urban settlements 4. Political systems: the Mayflower Compact 5. Social order B. New Netherland; French and Spanish colonies 1. Reviewed as a geographic region- -types, connections between regions | • Investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout the colonial period • Analyze why people and places are located where they are located and discuss patterns which can be perceived in these locations • Explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital and natural and human resources • Evaluate how the values of colonial powers affected the guarantee of civil rights and made provisions for human needs | |
legislature indentured servant Mayflower Comact self-government representative government democratic
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| 2. Settlement patterns: who? when? why? 3. Economic patterns emerge to meet diverse needs 4. Political systems and social order | |
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| Content Outline: A. Colonial communities were the center of social, economic, and political life and tended to develop along European patterns 1. Variations were found 1. Religious-based 2. Slave and free black communities 3. Place of national origin 2. The social structure promoted interdependence 3. Social goals promoted community consciousness over individual rights 4. Role of religions | • Understand how European and other settlers adapted to life in the American colonies • Classify major developments in categories such as social, political, geographic, technological, scientific, cultural, or religious • Investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout the American colonies • Present geographical information in a variety of formats, including maps, tables, graphs, charts, | |
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| 1. Puritans 2. Quakers 3. Catholics 4. Others 5. Survival demanded cooperation and a strong work ethic 6. Importance of waterways 7. A hierarchical social order created social inequity B. Structure and roles of colonial families 1. Nuclear families made up the basic social and economic unit 2. Authority and obligation followed kinship lines 3. Roles of family members C. Life in colonial communities was a reflection of geographic and social conditions 1. Impact of physical environments on A. Travel B. Communication C. Settlements D. Resource use 2. Social conditions led to A. Different forms of government B. Varying roles of religion C. Inequalities of economic | diagrams, and computer-generated models • Investigate how people in colonial communities answered the three fundamental economic questions (What goods and services shall be produced and in what quantities? How shall goods and services be produced? For whom shall goods and services be produced?) and solved their economic problems • Analyze how values of a people affect the guarantee of civil rights and make provision for human needs | |
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| conditions D. Unequal treatment of blacks 3. The impact of geographic and social conditions could be seen in the divergent landholding systems that developed in: A. New England B. New Netherland: patroonship system C. Southern colonies: plantation system 4. Life in French and Spanish colonies was both similar to and different from life in other colonies | | |
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| Content Outline: • Economic factors 1. Growth of mercantilism: triangular trade 2. Rise of an influential business community in the colonies 3. Cost of colonial wars against the French • Political factors 1. The role of the British Civil War 2. Periods of political freedom in the | • To understand the economic, political, and social causes of the American Revolution • To compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts | |
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| colonies 3. Impact of the French and Indian War: Albany Plan of Union 4. Political thought of the Enlightenment influenced prominent colonial leaders • New social relationships between European powers and the American colonies: development of a new colonial identity | • To investigate how people in the United States and throughout the world answer the three fundamental economic questions and solve basic economic problems • To consider the nature and evolution of a constitutional democracy | | |
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| Content Outline: A. New British attitude toward colonies following victory over France 1. Colonies could not protect themselves 2. Colonies were not paying a fair amount toward their support B. New British policies antagonized many Americans 1. Various acts of Parliament such as the Quebec Act 2. New tax policies and taxes: Stamp Act and others 3. Other acts of repression: Zenger case and others C. Public opinion was shaped in different forums 1. Political bodies 2. Public display and demonstration | • Demonstrate an understanding of how colonists’ concerns regarding political and economic issues resulted in the movement for independence • Compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts • Assess the nature and evolution of constitutional democracies | | • Loyalists/Tories • patriots • militias • boycott • autonomy People • George Grenville • Samuel Adams • Patrick Henry • Mercy Otis Warren • Charles Townshend • John Adams • Paul Revere • Crispus Attucks |
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| 3. Print media D. Wide variety of viewpoints evolved 1. Complete separation 2. More autonomy for the colonies 3. No change in status quo: the Loyalist position | | |
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| Content Outline: A. The Revolution begins 1. Early confrontations 2. Important leaders 3. First Continental Congress B. The Second Continental Congress represented the first attempt to govern the colonies 1. "Republican" government 2. Request for state constitutions and political systems 3. Asserting independence C. A movement for independence evolved from the political debate of the day D. Declaration of Independence 1. Origins | • To understand how the colonists attempted to establish new forms of self-government • To investigate key turning points in New York State and United States history and explain why these events or developments are significant | |
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| 2. Content 3. Impact 4. Ideals embodied E. Independence creates problems for New Yorkers 1. Organizing new State government 2. Economic problems 3. Political factions 4. Slavery 5. Recruiting soldiers for the war | • To compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts • To describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States constitutions, the Bill of Rights, and other important historic documents | | |
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| Content Outline: • On the national level 1. Britain gave up claims to govern 2. Slavery began to emerge as a divisive sectional issue because slaves did not receive their independence 3. American economy was plagued by inflation and hurt by isolation from world markets 4. Allocation of resources 5. Foreign aid: funds and volunteers 6. Role of women, blacks, and Native American Indians 7. Haphazard occurrences of events: the human factor 8. Clash between colonial authority | • Understand how a revolution can have a profound effect on the economic, political, and social fabric of a nation • Analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs • Present information by using media and other appropriate visuals such as tables, charts, and graphs to communicate ideas and conclusions | |
blockade traitor Calvary ratify George Washington Benedict Arnold Marquis de Lafayette Bernardo de Galves John Paul Jones George Rogers Clark Fredrich von Steuben Casimir Pulanski Thaddeus Kosciusko Ethan Allen Nathan Hale
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| and Second Continental Congress • In New York State 1. The effects of the American Revolution on the Iroquois Confederacy 2. Disposition of Loyalist property and resettlement of many Loyalists after the Revolution to Canada, thus changing the French/British balance 3. A republican ideology developed which emphasized shared power and citizenship participation • In the Western Hemisphere 1. Britain did not accept the notion of American dominance of the hemisphere 2. The remaining British colonies in Canada strengthened their ties to Great Britain 3. Many leaders in South America drew inspiration from American ideas and actions in their struggle against Spanish rule | • Demonstrate an understanding of how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives • Explain how societies and nations attempt to satisfy their basic needs and wants by utilizing capital, natural, and human resources | |
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| 1. Draft and debate in Congress, 1776-1777 2. Ratification by the states, 1778 1781; period of operation, 1781 1789 C. The structure of government under the Articles of Confederation 1. Congress was the only branch of government 2. Each state had equal representation 3. Congress's power under the Articles included: a. Making war and peace b. Conducting foreign and Native American Indian affairs c. The settlement of disputes between and among states d. Issuance of currency and borrowing D. The Articles suffered from many weaknesses 1. Indirect representation 2. No coercive power; decisions more advisory than binding: e.g., | |
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| Shay's Rebellion 3. Lack of national executive and judicial functions 4. Lack of taxing power 5. Difficulty in passing legislation E. The Articles did have several achievements and contributions 1. The Land Ordinance of 1785 and the Northwest Ordinance, 1787 2. Developed the privileges and immunities of citizenship 3. Developed the concept of limited government | | |
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| Content Outline: A. Adopted by convention without submission to popular vote 1. Included Declaration of Independence 2. Influence of leaders such as John Jay B. Chronology of the document 1. Draft and debate in convention, 1776-1777 2. Period of operation, 1777-1822 C. Form of early State government 1. Similar to colonial government | 1. Recognize the earliest formal structure of the New York State government, as expressed in the first New York State Constitution 2. Compare and contrast the development and evolution of the United States and New York State constitutions 3. Explain how the United States and New York State constitutions support majority rule but also protect the rights of the minority | |
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| 2. Governor with limited authority and three-year term 3. Inclusion of rights and liberties 4. First system of State courts 5. Limited franchise 6. Bicameral legislature: Senate- four-year term; Assembly--one- year term D. Effectiveness 1. Smoother functioning than national government under the Articles of Confederation 2. Cumbersome administrative procedures 3. Excessive use of veto procedures 4. A model for the United States Constitution of 1787 | |
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| Content Outline: A. Annapolis Convention, 1786 1. Impracticality of correcting weaknesses in Articles of Confederation 2. Need for an improved form of government without losing key elements of a new philosophy of government 3. Decision to write a constitution B. Constitutional Convention: setting and composition C. Major issues 1. Limits of power: national versus state | • To understand the importance of the events that took place during the writing and adoption of the United States Constitution and to recognize their significance beyond their time and place • To explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State | |
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| 2. Representation: slaves and apportionment 3. Electoral procedures: direct versus indirect election 4. Rights of individuals D. The need for compromise 1. The issue of a "federal" or a "national" government 2. The Great Compromise on representation 3. The three-fifths compromise on slavery 4. The commerce compromises E. The underlying legal and political principles of the Constitution 1. Federalism 2. Separation of powers 3. Provisions for change 4. Protection of individual rights F. The Constitution and the functioning of the federal government 1. The Preamble states the purpose of the document 2. The structure and function of the legislative, executive, and judicial branches (Articles I, II, III) 3. The relation of states to the | over time • To understand that the New York State Constitution, along with other documents, served as a model for the development of the United States Constitution • To compare and contrast the development and evolution of the constitutions of the United States and New York State • To define federalism and describe the powers granted to the national and state governments by the United States Constitution | |
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| federal union (Article IV) 4. Assuming the responsibility for a federal system (Article VI) G. The Constitution as a living document 1. The elastic clause and delegated power facilitate action 2. Amendment procedure as a mechanism for change (Article V) 3. The Bill of Rights 4. Supreme Court decision (e.g., Tinker v. DesMoines School District, 1969) H. The evolution of an ”unwritten constitution" 1. Political parties 2. The President's cabinet 3. President's relation to Congress 4. Committee system in Congress 5. Traditional limitations on Presidential term I. The ratification process 1. The debates in the states, especially New York State 2. The Federalist Papers 3. Poughkeepsie Convention a. Federalists--Hamilton b. Anti-Federalists--Clinton 4. Formal ratification of the Constitution and launching of the new government | | • Edmund Randolph • Roger Sherman • John Locke • Baron de Montesquieu |
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| 5. The personal leadership of people like Washington, Franklin, Hamilton, Madison | |
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| Content Outline: A. Washington as President: precedents B. Establishing stability 1. Hamilton's economic plan 2. The Whiskey Rebellion 3. Preserving neutrality: the French Revolution, Citizen Genet, Jay, and Pinckney treaties 4. Political parties | • To understand how the new nation established itself and began to operate • To understand how political parties emerged in response to concerns at the local, State, and national levels | |
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| Missouri Compromise 6. Threats to Latin America: the Monroe Doctrine 7. Disputed election of 1824 | • To investigate how people in the United States solve the three fundamental economic questions and solve basic economic problems • To complete well-documented and historically correct case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians in New York State and the United States | | |
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| Content Outline: A. The age of the "common man" 1. Expansion of suffrage 2. Citizenship 3. Election of 1828 4. Jackson: man, politician, President 5. The "spoils system" 6. New political parties B. Jackson's Native American policy reflected frontier attitudes 1. Some Native Americans resisted government attempts to negotiate their removal by treaty 2. Government policy of forced removals (1820-1840) resulted in widespread suffering and death | • To understand how an American consciousness began to develop during Jackson's administration • To complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations | |
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| 3. Native American Indian territory C. Intensifying sectional differences 1. Protective tariff, 1828 2. Nullification controversy, 1828, 1832 3. Clay's compromise tariff, 1833 | • To describe how ordinary people and famous historic figures in the local community, the State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States constitutions, the Bill of Rights, and other important historic documents • To gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States | |
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| | • To develop conclusions about economic issues and problems by creating broad statements that summarize findings and solutions | |
Key Vocabulary · agrarian · urban · capitalist · factory system · interchangeable parts · canal · suffrage · Hudson River School · abolition · temperance · discrimination nativist immigrant famine extended family
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| Content Outline: A. Portrait of the United States, 1800 1. Agriculturally based economy 2. Urban centers on the coast 3. Poor communication and transportation systems 4. Self-sufficiency 5. Regional differences B. Patterns of community organization, work, and family life in agrarian America C. Technological changes altered the way people dealt with one another 1. Improved transportation made travel and communication easier 2. Greater ties between communities | • To understand the way of life of an agrarian society • To understand the nature and effect of changes on society and individuals as the United States began to move from an agrarian to an industrial economy | |
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| were possible 3. The Erie Canal and its impact A. Reasons for building the Erie Canal B. Technology involved in its construction C. Types and sources of labor: ethnic and racial labor force D. Results of building the Erie Canal D. The impact of early industrialization and technological changes on work and workers, the family, and the community 1. An increase in the production of goods for sale rather than personal use 2. Increased purchasing of what was formerly produced at home 3. Emergence of a new work ethic E. Family roles changed, affecting society in general 1. Changing role of women 2. Childhood became a more distinct stage of life 3. Roles of private agencies F. Slavery and abolition 1. Review the institution of slavery | • To describe historic events through the eyes and experiences of those who were there • To explore the meaning of American culture by identifying the key ideas, beliefs, patterns of behavior, and traditions that help define it and unite all Americans • To define basic economic concepts such as scarcity, supply and demand, markets, resources, and economic systems | |
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| 2. The meaning and morality of slavery 3. Abolition movement A. Leadership (Harriet Tubman, Garrison, and others) B. Activities (e.g., freedom trail and the underground railroad) 4. Abolition in New York State 5. Canada's role 6. Effects of abolition G. Social changes 1. Religious revival 2. Women's rights 3. Mental hospital and prison reform 4. Education 5. Temperance H. An American culture begins to emerge 1. Literature 2. Art I. Portrait of the United States, 1860 1. Growth brought about many changes and regions--the spatial patterns of settlement in different regions in the United States A. The size and shape of communities | • To understand how scarcity requires people and nations to make choices that involve costs and future considerations • To develop conclusions about economic issues and problems by creating broad statements that summarize findings and solutions • To describe the relationships between people and environments and the connections between people and places | | |
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| B. Environmental impacts due to development of natural resources and industry- human modification of the physical environment C. The diversity of people within the larger communities and regions D. The ability of the political system within communities to deal with deviance E. The Preindustrial Age took place at different times in different places 2. The North A. Industrial base B. Increasing population C. Urban centered--"causes and consequences of urbanization" 3. The South A. Agricultural base (cotton) B. Impact of Industrial Revolution on agriculture C. Increasing slave population | • To use a number of research skills (e.g., computer databases, periodicals, census reports, maps, standard reference works, interviews, surveys) to locate and gather geographical information about issues and problems | |
Key Vocabulary · annex · manifest destiny sectionalism arsenal abolitionist Underground Railroad popular sovereignty
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| Content Outline: A. Territorial expansion and slavery 1. The secession of Texas, 1836 2. The Mexican War, 1846-1848 3. Oregon Territory 4. The westward movement and its | • To understand the series of events and resulting conditions that led to the American Civil War • To understand how different | |
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| effects on the physical, social, and cultural environments B. The emotional impact of slavery 1. Uncle Tom's Cabin 2. John Brown's raid on Harper's Ferry 3. Fugitive slave laws C. Failure of political compromise 1. Compromise of 1850 2. Kansas-Nebraska Act, 1854 3. Founding of the Republican Party, 1854-1856 4. Dred Scott v. Sanford (1857) 5. Lincoln-Douglas debate, 1858 6. Election of 1860 7. Firing on Fort Sumter, 1861 | experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives • To participate in a negotiating and compromising role-playing activity that mirrors the attempts at political compromise in the 1850s | |
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| Content Outline: A. The Presidency of Lincoln 1. Personal leadership 2. Opposition 3. Emancipation Proclamation B. Advantages and disadvantages of each side 1. Advantages a. South i. Military leadership ii. Commitment of people to preserve their way of life b. North i. Effective navy ii. Larger army iii. Manufacturing | • To understand the development and progress of the Civil War • To investigate key turning points in the Civil War in New York State and United States history and explain why these events or developments are significant • To map information about people, places, and environments | |
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| iv. Agricultural production v. Transportation system 2. Disadvantages a. South i. Lacked manufacturing ii. Lacked a navy iii. Not prepared for war b. North i. Lacked quality military leadership ii. Not prepared for war c. The military and political dimensions of the war 3. Geographic factors influenced the war's progress and outcome--role of physical and other barriers 4. Major campaigns evolved around a changing strategy on both sides 5. Wartime problems and political issues 6. Foreign policy maneuvering was crucial to the final outcome a. Seward's concern with Mexico b. Emancipation Proclamation as an element of foreign | • To describe the relationships between people and environments and the connections between people and places • To identify and collect economic information related to the Civil War from standard reference works, newspapers, periodicals, computer databases, textbooks, and other primary and secondary sources | |
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| policy 7. Technology of the war C. New York State in the Civil War 1. Military role 2. Political opposition in New York City 3. Conscription laws and draft riots a. Undemocratic nature of the draft b. Conscription as a factor in racism | | |
sectionalism Underground
arsenal abolitionist Railroad secede secession Santa Anna Sam Houston James Polk Zachary Taylor Winfield Scott
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| Content Outline: A. Preservation of the Union B. Abolition of slavery 1. The Emancipation Proclamation 2. Civil Rights and the 13th Amendment C. Political power and decision making 1. Secession 2. States' rights D. Reconstruction--theory, practice, and termination 1. Lincoln's plan 2. Johnson's plan and Congressional opposition resulted in his impeachment 3. Congressional Reconstruction 4. Constitutional Amendments 14 and 15 guarantee equal rights for all races except Native American | • To understand how the Civil War affected the development of the postwar United States and influenced other countries • To describe how ordinary people and famous historic figures in the local community, the State, and the United States have advanced fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States constitutions, the Bill of Rights, and other important historic documents | |
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| Indians 5. Problems of economic and social reconstruction led to sharecropping as a substitute for slavery 6. The official end of Reconstruction in 1877 7. Segregation held legal: Plessy v. Ferguson (1896) E. The enormous human suffering and loss of life caused by the war | • To consider the sources of historic documents, narratives, or artifacts and evaluate their reliability • To value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality • To analyze the role played by the United States in international politics, past and present | |
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| Content Outline: A. Problems and progress in American politics: Framework for a changing United States 1. New problems created a changing role for government and the political system 2. Scandals, depressions, and limitations of traditional politics resulted in reluctant change, e.g., | • To understand how industrialization led to significant changes in the economic patterns for producing, distributing, and consuming goods and services | |
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| civil service 3. National politics were dominated by the Democratic and Republican parties, but third parties occasionally arose to meet special interests 4. New York State and New York City in an era of machine politics, e.g., the Tweed Ring and Tammany Hall 5. Prevailing attitude of noninterference ("laissez-faire") as the appropriate role for government, with some regulations to meet excesses B. The United States developed as an industrial power 1. Changes in the methods of production and distribution of manufactured goods a. Transportation developments and their effects on economic developments, 1865-1900 b. Communication developments, 1865-1900 c. Industrial technology, 1865 1900 | • To explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources • To define basic economic concepts such as scarcity, supply and demand, markets, resources, and economic growth • To understand how scarcity requires people and nations to make choices that involve costs and future considerations • To understand how people in | | • business organization • trust • Social Darwinism • union • strike • sweatshop • collective bargaining • monopoly • capitalist • populism • transcontinental railroad • Dawes Act 1887 People • Boss Tweed • Cornelius Vanderbilt • John D. Rockefeller • Henry Ford • Andrew Carnegie • J.P. Morgan • Samuel Gompers • Eugene V. Debs |
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| d. Rise of banking and financial institutions 2. Increase in the number and size of firms engaged in manufacture and distribution of goods 3. Increase in the number and skill level of workers; new labor markets 4. Expansion of markets for manufactured goods 5. The growth and emerging problems of the cities C. Growth of the corporation as a form of business organization: Case studies--oil, railroads, steel 1. One of several forms of business organization 2. Many firms maintained traditional ways of doing business 3. Advantages and disadvantages of a corporation D. Government response to industrial development and abuses 1. Laissez-faire versus regulation 2. Interstate commerce: state and national control 3. Sherman Antitrust Act: bigness as a threat | the United States and throughout the world are both producers and consumers of goods and services | |
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| E. Changing patterns of agricultural organization and activity in the United States and New York State 1. Unprecedented growth in agriculture 2. Changes in the methods of production and distribution of farm products--spatial distribution of economic activities 3. Efficient use of resources combined with competition and the profit motive to improve methods of production F. Occurrence of many significant and influential changes 1. Communities grew in size and number 2. Interdependence increased 3. Decision-making procedures changed 4. Technology advanced 5. Adaptation of, rather than to, the environment--human modifications of the physical environment 6. Perceptions of time became more formal, e.g., railroad schedules 7. Political machines influenced daily | | |
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| life G. The response of labor to industrialization 1. Industrialization created a larger workforce and more complex work 2. Working conditions underwent extensive change, which often placed hardships on the workers; roles of women, children, minorities, disabled changed 3. Early attempts to unionize the workforce met with resistance and failure, e.g., the Knights of Labor and the Haymarket Riot, American Railway Union, the Industrial Workers of the World 4. Roots of modern labor unionism, e.g., the American Federation of Labor 5. Labor as a reform movement in other aspects of society H. The response of the farmer to industrialization 1. Expanding agricultural production and railroads 2. Cheap money and high railroad rates 3. The Grange and state reforms | |
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| 4. The Populist movement 5. The closing of the frontier- limitations of physical environment | |
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| Content Outline: A. The immigration experience 1. Two distinct waves occurred, from the 1840s to the 1890s, and from the 1890s to the early 1920s; migration streams over time 2. Differences were based on national origins, cultural patterns, and religion 3. Similarities included motivations for coming and patterns of community settlement 4. Initial clashes ended in varying degrees of acculturation 5. Occupational and political experiences varied | • To understand how industrialization altered the traditional social pattern of American society and created a need for reform • To investigate key turning points in New York State and United States history and explain why these events or developments are significant | |
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| B. Case studies of the immigrant experience in the United States and New York State- population characteristics 1. A comparison of European immigrants and the black slave experience--human migration's effects on the character of different places and regions 2. Immigrants as rural settlers in the Midwest 3. The Chinese experience in the Far West 4. Mexicans in the Southwest 5. New York City's ethnic neighborhoods 6. French-Canadian settlement in northern New York State 7. Immigration patterns and experiences throughout New York State 8. Irish immigration: Mass starvation in Ireland, 1845-1850 9. Immigrants in the local community C. Legal basis for citizenship in the United States 1. Citizenship by the "law of the soil" 2. Citizenship by birth to an American | • To complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations • To consider the sources of historic documents, narratives, or artifacts and evaluate their reliability • To describe historic events through the eyes and experiences of those who were there | | • Jane Addams |
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| parent 3. Citizenship through naturalization D. Responsibilities of citizenship 1. Civic: A citizen should be: a. Knowledgeable about the process of government b. Informed about major issues c. A participant in the political process 2. Legal: A citizen should: a. Be knowledgeable about the law b. Obey the laws c. Respect the rights of others d. Understand the importance of law in a democratic society 3. The changing role of the citizen E. America becomes an increasingly mobile society 1. Motivated by new economic opportunities 2. Changing patterns of movement, e.g., blacks begin to move North 3. Westward settlement 4. The disappearance of the frontier- physical limits of geography | • To understand how scarcity requires people and nations to make choices that involve costs and future considerations | |
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| F. America developed as a consumer society 1. Improved standard of living increased consumption 2. Greater variety of goods available 3. Continually rising expectations G. Leisure activities reflected the prevailing attitudes and views of the time 1. Greater variety of leisure activities became available as less time was spent on work 2. Leisure activities reflected general characteristics of modern society, i.e., organized use of technology, emphasis on the individual role, and reliance on experts | | |
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racism isolation imperialism sphere of influence expansionist yellow journalism big stick policy dollar diplomacy open door policy protectorate
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| Content Outline: A. Growth of imperialist sentiment was caused by several factors 1. A belief that the nation had a right to the land, i.e., Manifest Destiny- "people's differing perceptions of places, people, and resources" 2. Perceived moral obligations to extend America's way of life to others, i.e., ethnocentrism and racism | • To understand how and why the United States grew during the 19th century • To recognize that American territorial and economic growth had widespread economic, political, and social impacts both at home and abroad | |
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| 3. American citizens were already migrating into new lands in North America--the effects of human migration on the characteristics of different places 4. Increased foreign trade led to a growing interest in gaining control over some foreign markets 5. Fear that other foreign nations would gain control of strategic locations at the expense of the United States 6. Developing technology in transportation and communication contributed to American expansion potential--the importance of location and certain physical features B. The Spanish-American War signaled the emergence of the United States as a world power 1. The war's origins lay in Cuban attempts to gain freedom from Spain 2. Concerns of the United States, i.e., pro-expansionist sentiment, Cuba's location, Spanish tactics | • To describe the reasons for periodizing history in different ways • To understand the relative importance of United States domestic and foreign policies over time • To analyze the role played by the United States in international politics, past and present • To compare and contrast different interpretations of key events and issues in New York State and United States history and offer reasons for these different accounts | |
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| 3. Newspapers shaped public opinion over the Maine incident- "yellow journalism" 4. Conduct of the war created domestic and international problems 5. Opposition to American imperialist movement C. Victory in the Spanish-American War created a need for a new foreign policy 1. Acquisition of land far from America's shores--importance of resources and markets 2. Emphasis on doing what the government felt was necessary and possible to protect American interests, i.e., maintaining a strong navy, gaining control of other strategic locations, advocating equal trading rights in Asia, e.g., the Open Door Policy 3. Actions created conflict with Filipinos and Japanese D. United States policies in Latin America 1. The United States attempted to control a number of locations in Latin America for economic and | | |
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| political reasons 2. The quest for Latin American stability through the Roosevelt Corollary to the Monroe Doctrine: Panama Canal 3. Armed intervention in Latin America | |
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| Content Outline: A. United States policy on noninvolvement in European political affairs was based on a number of factors 1. Tradition dating back to the earliest days of the country 2. Focus on the international problems of the new nation 3. Recognition of United States military unpreparedness 4. Impacts of geography (e.g., location, resources) on United States foreign policy B. Pre-World War I involvements 1. Application of the Monroe Doctrine to the Western Hemisphere 2. Threats to American foreign trade 3. Roosevelt's Treaty of Portsmouth C. World War I occurred as a result of international problems | • To understand how American relations with other nations developed between the end of the Civil War and the end of World War I • To describe the reasons for periodizing history in different ways • To understand the relative importance of United States domestic and foreign policies over time | |
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| 1. Intense nationalism 2. Power struggles among European nations 3. A failure of leadership 4. European alliances D. Events led to United States involvement in World War I 1. The American people were divided in ways that made involvement difficult 2. Fear that United States involvement would increase intolerance at home 3. Initial attempts to follow traditional policy of neutrality failed 4. Unwillingness of warring nations to accept President Wilson as a mediator 5. England was a major United States trade partner 6. Despite varied ethnic backgrounds in the United States, leaders felt closer to the English than to the Germans 7. While both sides attempted to restrict United States trade with their opponent, Germany did so by | • To analyze the role played by the United States in international politics, past and present • To describe the relationships between people and environments and the connections between people and places | |
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| sinking American ships 8. Recognition that the United States would have no say at any peace conference if it remained neutral E. The United States entered the war 1. Combining new technology with old strategies e.g., chemical warfare led to the death of millions 2. The war was supported by the majority of Americans 3. The war effort created changes on the home front, e.g., economic controls, the role of women in the workforce, black migrations to the North, and attempts to organize labor to improve conditions 4. 4. War promoted intolerance, e.g., the Espionage Act of 1917 and the Sedition Act of 1918; "hyphenated Americans" have their loyalty questioned F. The United States and the peace negotiations 1. Wilson's failed attempts to establish leadership with his Fourteen Points 2. Senate opposition to the League | | |
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| of Nations 3. The Versailles Treaty G. The Bolshevik Revolution 1. Effect of World War I 2. Civil war in Russia 3. Western intervention 4. Threat of international communism | | |
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| B. Scandals C. Coolidge: austerity and integrity D. Government and business: laissez-faire and protection E. Election of 1928 C. Relative isolation of the United States in world political affairs 1. General policy of noninvolvement in European affairs; the League of Nations controversy 2. Limited participation in international activities A. World Court B. Naval disarmament 1924 C. Efforts for peace; Kellogg- Briand Pact, 1928 D. Postwar reparation talks E. Relief efforts in Europe 3. Expansion of international trade and tariffs 4. Restrictions on immigration, e.g., Quota Act, 1924 D. Arising standard of living resulted in the growth of a consumer economy and the rise of the middle class 1. Increase in single-family homes; | • To understand the relative importance of United States domestic and foreign policies over time • To analyze the role played by the United States in international politics, past and present • To classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious | |
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| move to nuclear families 2. Emergence of suburbs 3. Spread of middle-class values 4. Increased use of credit E. Changes in the workplace 1. Shift from agrarian to industrial workforce 2. Lessened demand for skilled workers 3. Working conditions and wages improved 4. Increase in white-collar employees 5. Women continued to increase their presence in the workforce F. Problems developed in the midst of unprecedented prosperity 1. Not all groups benefited equally A. Low farm prices B. High black unemployment C. Millions of poor 2. New trends conflicted with tradition 3. Environmental balance was jeopardized G. Foreign immigration and black migration resulted in a very diverse population and an increase in social tensions--the effects | • To understand how people in the United States and throughout the world are both producers and consumers of goods and services | | |
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| of human migrations on the nature and character of places and regions 1. Restrictions on immigration 2. Black migration to Northern cities 3. Growth of organizations to fight discrimination; e.g., NAACP 4. Growth of black art, music, and cultural identity; e.g., the Harlem Renaissance 5. Generational conflicts 6. Widespread emergence of retired workers 7. Right-wing hate groups H. New ideas about the use of leisure time emerged 1. Impact of the automobile: Henry Ford 2. Organized sports: Babe Ruth 3. Search for heroes and heroines: Lindbergh, Amelia Earhart 4. Motion pictures 5. Popular literature 6. Fads and fashion 7. Changes in social behavior I. The stock market crash marked the beginning of the worst economic time the country has ever known | | |
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| 1. National prosperity had been structured on the investments of the wealthy 2. There were problems with the economic structure 3. People lost faith in the system 4. The government was unwilling or unable to correct the downturn 5. The economic depression that followed was the worst in our history | | |
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| Content Outline: A. Contributing factors 1. Economic growth declined during the late 1920s 2. Stock purchases were made on margin / credit 3. Corporations and individuals became overextended 4. The stock market crash led to a cycle of low demand and high unemployment B. Responses to deepening economic woes 1. Hoover administration response: too little, too late 2. Local and State actions A. Soup kitchens and outstretched hands B. A modified "new deal" in | • To understand the economic, political, and social impacts of the Great Depression on the United States • To understand the economic, political, and social changes that took place in the world during the 1930s • To explain how societies and | |
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| out of depression and into war D. Effects on work, family, and communities 1. Even though unemployment reached new heights, most people continued to hold jobs but at reduced hours and lower wages 2. The loss of jobs fell unequally on women, blacks, and the unskilled 3. The threat of possible job loss was a psychological strain on those who were employed 4. Unemployment affected the traditional male role of provider, especially for those who equated success at work with success as a husband and father 5. Charities? resources were inadequate 6. Local communities attempted to meet the needs of their people 7. The Dust Bowl and the Okies human modification of the physical environment E. The cultural environment during the Great Depression 1. The times were reflected in the | |
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| arts and literature 2. Escapism was popular in fiction and the cinema 3. Many works of social commentary and criticism appeared 4. Federal government supported the arts through the Works Project Administration (WPA) F. Effects of the Great Depression on industrialized Europe 1. Trade and loans tied Western economies together 2. The Great Depression followed similar patterns in affected nations A. Tighter credit B. Business failures C. Decreased money supply D. Lowered demand E. Lower production F. Widespread unemployment 3. Developing totalitarian responses: Germany, Italy, Spain, Japan; intensified communism characterized by: A. One-party governments headed by a strong individual | |
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| B. Armies and police forces fostered national goals and eliminated opposition C. Use of propaganda in the media and schools to support national goals D. Art and literature were used to endorse official policies in totalitarian countries G. European conflicts resulted in several basic problems for United States policy makers 1. The question of whether to shift focus from domestic problems to foreign policy 2. Issue of neutrality versus the g rowing power of totalitarian states 3. Continued efforts to improve Latin American relations through the "Good Neighbor Policy" without losing influence in that area’s affairs | | |
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| Content Outline A. Origins of the war 1. The Versailles Treaty 2. The Great Depression 3. Rise of totalitarianism; expansionism and persecution 4. The rearming of Germany 5. Isolationism 6. Failure of the League of Nations B. Prewar alliances | • To understand why World War II began and how it changed the lives of millions of people • To be aware of the much different world left as a legacy of World War II | |
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| 1. Axis powers 2. Allied powers 3. Role of the United States C. Failure of peace 1. Aggression by Germany in Europe, Italy in Europe and Africa, and Japan in Asia 2. Appeasement; Chamberlain in Munich 3. German attack on Poland; World War II begins 4. United States role to 1941- guarded isolation, aid to allies D. The United States in World War II 1. Japanese attack on Pearl Harbor 2. A two-front war A. Europe--Eisenhower B. Pacific--MacArthur E. New aspects of the war 1. German blitzkrieg 2. Aerial bombing 3. New technology and its impact on people and the physical environment 4. Atomic bomb--the Manhattan Project 5. The Nazi Holocaust | • To investigate key turning points in New York State and United States history and explain why these events or developments are significant • To understand the relative importance of United States domestic and foreign policies over time • To analyze the role played by the United States in international politics, past and present • To describe historic events through the eyes and experiences of those who were there | |
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| 6. Concept of unconditional surrender F. The home front 1. Total mobilization of resources 2. Rationing 3. Role of women 4. War bonds 5. Internment to incarceration of Japanese-Americans 6. Limited progress toward economic, political, and social equality for black Americans, i.e., Roosevelt’s Executive Order 8802 G. End of the war 1. Allied agreement--Yalta Conference 2. Defeat of Germany 3. Defeat of Japan H. Impact of the war 1. Entire countries were physically and demographically devastated- effects of physical and human geographic factors 2. Millions of families suffered the loss of loved ones 3. The Nazi Holocaust—Hitler’s "Final Solution"; worldwide horror; | | |
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| human rights violations 4. United States response to the Holocaust: Fort Ontario; Oswego, New York 5. The Nuremberg Trials 6. Global impact; rise of nationalism in Africa and Asia 7. Advent of the United Nations 8. Advent of the nuclear age | | |
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| Content Outline: A. Shifting foreign policies help lead to the end of the Cold War 1. Detente and arms control beginning with President Nixon 2. Military buildup and treaties to bring about reductions 3. Fall of the Berlin Wall (1989) and the collapse of the Soviet Union B. The United States seeks a new role in the world 1. Arab-Israeli conflicts; Camp David Accord 2. Persian Gulf War 3. Peacekeeping missions; Somalia, Bosnia C. Western Hemisphere relations 1. Economic competition and cooperation: NAFTA | • To understand the historic, political, and social context in which United States foreign policy has evolved during the post-Cold War era • To understand the relative importance of United States domestic and foreign policy over time • To analyze the role played by the United States in international politics, past and present | |
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| 2. Immigration patterns between the United States and Mexico, Latin America 3. Spread of democratic principles in Latin America | |
Great Society discrimination
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|---|---|---|
| | | STUDENTS ARE ABLE TO |
| | | POWER PERFORMANCE INDICATORS ARE IN |
| | | BOLD PRINT |
| Content Outline: A. Changing patterns of production and consumption resulted in economic expansion 1. Increased productivity, a result of improving technology and rising consumer demand, led to higher wages and declining unemployment 2. Number of service jobs, women in the workforce increased | • To understand that the period immediately following World War II was a prolonged period of prosperity with a high level of public confidence in the United States | |
|---|---|---|
| | | STUDENTS ARE ABLE TO |
| | | POWER PERFORMANCE INDICATORS ARE IN |
| | | BOLD PRINT |
| 3. Poverty continued to exist in the midst of plenty B. Families and communities underwent significant changes 1. Postwar baby boom had major effects on social and economic decisions made by families 2. Growth of suburbs paralleled by movement from major cities 3. Effect of automobiles reflected in interstate highway system, shopping centers, increased commuting to work C. Civil rights movement placed focus on equality and democracy 1. Important executive and judicial decisions supported equal rights 2. Brown v. Board of Education of Topeka (1954) overturned legal basis of segregation 3. Activists and leaders such as Dr. Martin Luther King, Jr. developed strategies to secure civil rights for African - Americans 4. Women, Native American Indians, and others also sought greater equality | • To investigate key turning points in New York State and United States history and explain why these events or developments are significant • To compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts | |
| Declarative Knowledge STUDENTS KNOW AND UNDERSTAND | Procedural Knowledge | Key Vocabulary |
|---|---|---|
| | STUDENTS ARE ABLE TO | |
| | POWER PERFORMANCE INDICATORS ARE IN | |
| | BOLD PRINT | |
| 5. Supreme Court moved to protect individual rights: Miranda v. Arizona (1966), Tinker v. Des Moines Independent School District (1969) D. Self-confidence of early postwar years eroded by series of events 1. Assassinations of major leaders: Kennedy, King 2. Nation split over involvement in Vietnam War 3. Groups in society turn to violence to reach their goals 4. Resignation of President Nixon 5. Oil crisis and skyrocketing inflation | | |
|---|---|---|
| | | STUDENTS ARE ABLE TO |
| | | POWER PERFORMANCE INDICATORS ARE IN |
| | | BOLD PRINT |
| Content Outline: A. The United States competes in a world economy 1. Competition from Europe, Asia, rest of Western Hemisphere 2. Effects on economy of the United States B. Federal and state governments reevaluate their roles 1. Fiscal and monetary policies: taxation, regulation, deregulation 2. Social programs: health, welfare, education C. Technology changes: the home and the workplace D. Old and new problems must be addressed 1. Violent crime and substance | • To understand the economic, social, and political trends that shaped the end of the 20th century and point to the 21st century • To investigate problems and opportunities the United States faces in its immediate future | |
| Declarative Knowledge STUDENTS KNOW AND UNDERSTAND | Procedural Knowledge |
|---|---|
| | STUDENTS ARE ABLE TO |
| | POWER PERFORMANCE INDICATORS ARE IN |
| | BOLD PRINT |
|
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ABOUT THE EXHIBIT
APRIL 7, 2020
The Stations of the Cross refers to a series of images depicting Jesus's last day. The stations grew out of imitations of the Via Dolorosa in Jerusalem which is believed to be the actual path Jesus walked to Mount Calvary. The object of the stations is to help the faithful make a spiritual pilgrimage through reflection on Jesus's suffering. Within the past decade, the traditional stations of the Roman Catholic Church have made way for more ecumenical and biblically based stations. The ten stations of this exhibit were selected from scripture and are unique to this event.
This exhibit of the Stations of the Cross grew out of similar events curated by Rev. Doug Minnerly at Grace Covenant Presbyterian Church in 2006-2008. This is the second year that it has been produced at Village Chapel and curated by the Rev. Dr. Amy Wallace Parker, Minister of Education and the Arts.
Due to the shelter-in-place restrictions in effect due to Covid-19, the actual exhibition of these works has been delayed. This guide will hopefully present a virtual yet no less spiritual experience of the art for this most unusual observance of Holy Week.
We are very grateful to the artists who have created work for this exhibit without compensation. If you are interested in purchasing one of the pieces, you may contact the artist directly or through the church office.
STATION I: GETHSEMANE
Luke 22:39-45 "He came out and went, as was his custom, to the Mount of Olives; and the disciples followed him. When he reached the place, he said to them, 'Pray that you may not come into the time of trial.' Then he withdrew from them about a stone's throw, knelt down, and prayed, 'Father, if you are willing, remove this cup from me; yet, not my will but yours be done.' Then an angel from heaven appeared to him and gave him strength. In his anguish he prayed more earnestly, and his sweat became like great drops of blood falling down on the ground."
Artist: Michael Taylor
Medium: Oil paint on Canvas
Reflection: This large, emotionally powerful painting reminds us of the very human Jesus's agony as he pours himself out in prayer to his Abba, his father. The viewer can almost hear the thunderous wailing, the choked voice, the throb of his heart.
Taylor's loose brushwork and Impressionistic application of color gives the painting a raw urgency. The moody color palette is broken up with significantly focused points of light, drawing the viewer's attention not just to his present distress but also that which is to come: here in the garden Jesus's mind seeks understanding and escape, but tomorrow that forehead that will bear the crown of thorns; already buckling under the weight of the stress and anguish of feeling abandoned by God, his shoulders will be slashed with the whip and bear the weight of the heavy wooden cross; the hands gripped together, not just in the reverential posture of prayer but in the tightened, twisting, emotional wringing of his plea for mercy, will be nailed to the cross.
This painting reminds us of just how vulnerable and human Jesus was in that moment – not just physically, but emotionally. His honest cries of anguished prayer remind us of our own dark nights of the soul when we feel like God is not listening, not answering, not with us. When our trust waivers, when our faith grows thin, when our patience with unanswered prayer is at an end, we should remember this scene and be comforted.
Prayer: God of mystery and grace, sometimes your silence brings me to my knees, and doubts drown out my hope. Strengthen me for all that lies ahead in my life – suffering, grief, loneliness, pain – that I might be grateful in times of plenty as well as want, and faithfully fulfill all you have called me to be and to do. Amen.
TATION
S III: B
ET
RAYED AND ARRESTED STATION II: BETRAYED
John 18: 1-9 "Jesus … went out with his disciples across the Kidron valley to a place where there was a garden, which he and his disciples entered. Now Judas, who betrayed him, also knew the place, because Jesus often met there with his disciples. So Judas brought a detachment of soldiers together with police from the chief priests and the Pharisees, and they came there with lanterns and torches and weapons. Then Jesus, knowing all that was to happen to him, came forward and asked them, 'For whom are you looking?' They answered, 'Jesus of Nazareth.' Jesus replied, 'I am he.' Judas, who betrayed him, was standing with them. When Jesus said to them, 'I am he', they stepped back and fell to the ground. Again he asked them, 'For whom are you looking?' And they said, 'Jesus of Nazareth.' Jesus answered, 'I told you that I am he. So if you are looking for me, let these men go.' This was to fulfil the word that he had spoken, 'I did not lose a single one of those whom you gave me.'"
Artist: Jeff Pierson
Medium: Acrylic on canvas
Reflection: This work presents Jesus at the time of his arrest. He is calm, resigned even. Following his prayer to be spared the cup of suffering, he now appears ready to see it through.
Beside him is Judas, hand out, ready to receive his payment for services rendered. His eye seems to look back toward Jesus, though he has not turned to him to meet him eye to eye. His head is lowered in contrast to Jesus who stands tall. His posture suggests his shame—he is already beginning to feel the weight of his betrayal. Is he having second thoughts about the role he is playing this night?
As we follow Jesus's last hours, we too have conflicting reactions to the unfolding events. Why does the one who has healed the blind, the deaf, the lepers, who has fed the multitudes and calmed the storms, why does he now submit himself to a betrayal he knew was coming, and a system where no justice waits for him? When have we betrayed him ourselves? Was Judas included in those prophetic words, or was he ultimately 'lost'?
Prayer: Lord, thank you for the forgiveness that encompasses the betrayer, and even me. Help me to face each trial with the peace and calm that comes from you. Amen.
STATION III: DENIED BY PETER
Luke 22:54-62 "Then they seized Jesus and led him away, bringing him into the high priest's house. But Peter was following at a distance. When they had kindled a fire in the middle of the courtyard and sat down together, Peter sat among them. Then a servant-girl, seeing him in the firelight, stared at him and said, 'This man also was with him.' But he denied it, saying, 'Woman, I do not know him.' A little later someone else, on seeing him, said, 'You also are one of them.' But Peter said, 'Man, I am not!' Then about an hour later yet another kept insisting, 'Surely this man also was with him; for he is a Galilean.' But Peter said, 'Man, I do not know what you are talking about!' At that moment, while he was still speaking, the cock crowed. The Lord turned and looked at Peter. Then Peter remembered the word of the Lord, how he had said to him, 'Before the cock crows today, you will deny me three times.' And he went out and wept bitterly."
Artist: Emma Rickard
Medium: Acrylics on canvas
Reflection: Peter had been warned by Jesus that he would do the unthinkable, deny that he knew Jesus, not just once but three times before the night was through, and of course, Jesus was right. The painting blazes with Peter's crime and with the count: "DENIED/ I II III." His guilt is inescapable, and he wears it in his worn, weary, and broken expression. The rooster and fire are his close companions in this composition, their constant presence in his story an on-going reminder of his failure.
It's a hard thing to deny a friend – hard for the one who denies; hard for the one denied. It requires a great deal of love to forgive such a betrayal, and a great deal of grace to forgive yourself. Jesus knew this was not the sad end of Peter's story, only an episode to remind the rest of us that even the best disciple was flawed, afraid, and as human as we are.
Prayer: Jesus, teacher, friend, Lord: It breaks my heart to recognize the many times I have denied knowing you – if not with words then with my actions. Pour your love and grace out upon me, that I may understand how deep my sin and how great your forgiveness of it. And give me courage and strength for moving on. Amen.
STATION VI: TRIED BY PILATE
John 19:10-11 "So Pilate said to him, 'You will not speak to me? Do you not know that I have the authority to release you and authority to crucify you?' Jesus answered him, 'You would have no authority over me at all unless it had been given you from above.'"
Artist: Steve Lippitt
Title: Authority
Medium: Colored Pencil on Paper
Reflection: True authority is the issue here in the text and in the artwork. Pilate wields the trappings of political authority – the scepter, the signet ring that bears the official seal of his position, the rich, gold-trimmed robe. Jesus wears an authority of a different kind – a mockery of a crown of thorns and a royal purple robe, placed on him by those who believed he had overstepped the natural boundary of his station in life. His back bears the wounds of the forty lashings he received. Though brutal they reveal the past, present, and future truth of his authority. Close observation reveals the proclamation, "I AM" – reminding us of God's response from the burning bush when Moses asked for a name, as well as Jesus's own statements – "I am the bread of Life;" "I am the Light of the world;" "I am the resurrection and the life" – among others. There is also the word "LAMB" to remind us of the holy sacrifice being made for us. Through it all, the prophetic words of Isaiah, "By his stripes we are healed," reverberate, creating a complete vision of Jesus as the final authority for our salvation.
Prayer: Almighty Lord, we kneel before you in awe of your glory. Remind us to seek only the power you yourself would wield – the power of serving, of healing, of loving with the greatest of loves. Amen.
STATION V: MOCKED BY SOLDIERS
Matt 27:27-31 "Then the soldiers of the governor took Jesus into the governor's headquarters, and they gathered the whole cohort around him. They stripped him and put a scarlet robe on him, and after twisting some thorns into a crown, they put it on his head. They put a reed in his right hand and knelt before him and mocked him, saying, 'Hail, King of the Jews!' They spat on him, and took the reed and struck him on the head. After mocking him, they stripped him of the robe and put his own clothes on him. Then they led him away to crucify him."
Artist: Chris Dutch
Medium: Stained glass; thorns and ribbon in glass case with bronze cross.
Reflection: A quick glance at this stained-glass piece gives the impression of a very traditional work that would not be out of place in one of the world's great and ancient cathedrals. Jesus is depicted stripped to the waste, hands and feet tied to a post while he receives the forty lashes of the flogging that preceded his crucifixion. The main scene is surrounded by decorative elements in bright colors. The glass reminds us of the fragility of life and human dignity.
However, a closer look at the 'guards' gives us an abrupt shift of understanding. In the place of Roman soldiers there are two all-too familiar figures – modern man and woman – taking their turns with the leaded whips. The man appears as if he just stepped off the golf course: dressed in athletic shoes, polo shirt, and bright green pants, even his pose is reminiscent of a golf swing. His female counterpart seems dressed for business – her red power suit and professional pumps do not hinder her enthusiasm or focus on her task.
The artist has married this piece with a reliquary holding branches of thorns wound in soft gold ribbon, a holy relic. The jagged thorns are a vivid reminder of the physical and emotional pain of the of the sharp, twisted mocking the soldiers throw at Jesus. Paired with the lashing couple depicted in glass, our complicity in this episode becomes palpable.
Jesus's utter humiliation and our role in it is nowhere more vividly real to us than in this text paired with this art. Mocking is violation at the deepest emotional, psychological, and spiritual level. When we focus such scorn on another person, we add another lash to Jesus's back, another thorn to his crown.
Prayer: Jesus, my heart grieves to remember how you must have suffered as they mocked you. Thank you for standing alongside those who are broken by the cruel actions of others. Forgive me for the times I have been the one holding the lash and mocking the one brought low. Amen.
STATION VI: HELPED BY A STRANGER
Luke 23:26 "As they led him away, they seized a man, Simon of Cyrene, who was coming from the country, and they laid the cross on him, and made him carry it behind Jesus."
Artist: Henry Riffe
Medium: Oils on Canvas Board
Reflection: Little is known of Simon the Cyrene. The fact that he is named in the gospels of Matthew, Mark, and Luke may indicate that he became a prominent member the early Church. Mark's gospel mentions that he was the father of Alexander and Rufus – and though those were common names, there is a tradition that the Rufus mentioned by Paul in Romans 16:13 was the son of Simon. Cyrene was located in northern Africa and had a large Jewish community though there is no indication in the Gospels that Simon was (or wasn't) Jewish.
The painting offers the viewer a glimpse of Jesus and Simon struggling with the heavy, awkward cross. Jesus shows the exhaustion and violence he's already suffered: a bruised and bloody face, a blood-tinged garment, raw knuckles on his hand, his mouth agape, gasping for breath. Simon, dressed in purple, shows a fierce determination.
Most striking in the image is the stream of light that pours down on both men. Its intensity stands in sharp contrast to the dark reality of the moment and blinds us to their surroundings: all that exists in the moment are the two men, the cross, and the light.
The burden of the cross has been inflicted equally on both men by the oppressive Roman government, without regard to their religion, nationality, or race. They struggle together and the light shines on their struggle, on them. On this day of increasing darkness, they are illuminated by the light that shines in the darkness and that no power can overcome.
Prayer: Lord of mercy, your light shines in the darkness for us all. May my eyes be open to the suffering and heavy burdens of those around me. By your Spirit move me to do what I can to walk with them and ease their way. Amen.
STATION VII: CRUCIFIED
Luke 23:33, 39-43 "When they came to the place that is called The Skull, they crucified Jesus there with the criminals, one on his right and one on his left. …
One of the criminals who were hanged there kept deriding him and saying, 'Are you not the Messiah? Save yourself and us!' But the other rebuked him, saying, 'Do you not fear God, since you are under the same sentence of condemnation? And we indeed have been condemned justly, for we are getting what we deserve for our deeds, but this man has done nothing wrong.' Then he said, 'Jesus, remember me when you come into your kingdom.' He replied, 'Truly I tell you, today you will be with me in Paradise.'
Artist: Warren Danzer
Medium: Wine Corks on Board
Reflection: This unique work of art made entirely from cork is a fascinating seek and find exercise. The artist has created a legend of 19 different items, characters, and events depicted (see appendix). The logo on each cork has been carefully matched to the subject. More than 30 characters are represented. It is a busy scene.
In the midst of this chaos of characters, Jesus hangs on a cross. Other crosses flank him on either side. An angel reaches out to receive a dove, symbol of the soul, from the one on the left, the one to whom Jesus promised paradise.
Chaos and confusion, grief, anger, and regret – all these things permeate the scene at the crucifixion. We have to filter out the noise, both external and internal, and our overwhelming emotions to hear ourselves think, and to listen for the silence, the sheer silence through which God speaks.
For the one thief, God's word came from the man on the cross beside him. He did not appear to be divine. His humanity was verified by the wounds dripping blood that mixed with his sweat, the ragged breathing, the moans of pain. Yet in the midst of that hell he offered the thief a glimpse of a paradise that was at hand.
Prayer: Lord, remember me when you come into your kingdom. And thank you for giving me a glimpse of hope when it feels like the world has gone crazy. Amen.
STATION VIII: THE WOMEN
Matthew 27: 55-56: "Many women were also there, looking on from a distance; they had followed Jesus from Galilee and had provided for him. Among them were Mary Magdalene, Mary the mother of James and Joseph, and the mother of the sons of Zebedee."
Artist: Tara Cantrell
Medium: Oils on Canvas
Reflection: The burst of brightness from this rainbow color palette provides a stark contrast to the usual dark tones of Holy Week, providing an equally invigorating and hopeful reminder of the goodness of Good Friday and the underlying reasons to rejoice even in times of darkness.
The painting incorporates two images – a grieving Mary Magdalene and a swirling ball of light. Mary's varigated coloring pulls the viewer away from any literal, representative reading of her image to a more figurative, abstract one. Her features are subtle, the lines and contours of her face and garment all but lost in the brilliant color. The ball of light contains unexpected colors as well – making more literal the spectral reality that white is the presence of all color and black is the absense of all color.
At the heart of the work is the metaphor of God's love as light, and that just as every color is present in white light, so all creation is part of God's love. Even the tear being shed is a sign of the promise of that love, as the rainbow in the sky was a promise to Noah. In this light Mary's grief born out of love is transformed, even as the horrors of crucifixion and death were transformed into life everlasting. While the colors we see at any one moment may seem dark and frightening, they are all part of the spectrum that is God's light.
Prayer: Lord, when we love deeply, we grieve deeply. Thank you for the grace of love that we do not deserve, of joy in the deepest sorrow, and of light that pierces the darkest night. Amen.
STATION IX: IT IS FINISHED
John 19:28-30 "After this, when Jesus knew that all was now finished, he said (in order to fulfill the scripture), 'I am thirsty.' A jar full of sour wine was standing there. So they put a sponge full of the wine on a branch of hyssop and held it to his mouth. When Jesus had received the wine, he said, 'It is finished.' Then he bowed his head and gave up his spirit."
Artist: Terry Parsons Hickernell
Medium: Mixed Media Collage
Reflection: For this Station of the Cross, the artist has produced an image almost as rich as the story itself, incorporating various techniques and materials, subtle color and textures, and vivid imagery. The more time spent observing the piece, the more depth is seen, and the more lasting its impact.
Looking closely the viewer will observe the different paint techniques used, including brush application, drip, and spattering. While black is the predominant color, the neutral sepia tones bring it warmth and a feeling of timelessness. Sparse splatters and smears of white increase the overall visual depth. Materials, including paper, fabric, and deconstructed cardboard, have been layered to create texture and dimension, and remind viewers of important details: a small fragment of cloth suggests the graveclothes with which his body will be wrapped; the word "HOLY" hangs below his beard echoing the voices of angels; tiny repetitions of the word "witness" whisper a reminder that what has been seen must be shared.
The result of all these elements is a powerful image of Jesus at the end of his life. Though only a fraction of his face is visible, there is no fight left in it, no agony or pain. "It is finished." Off in Jerusalem, Matthew says, the temple curtain was torn apart, top to bottom, and the earth shook.
The work of Holy Week was finished, even as the Jewish families finished their work and returned to their homes to get ready for the Sabbath.
Prayer: Lord, help me to be a witness to the mighty love of God. Amen.
STATION XIV: BURIAL
Luke 23:50-53 "Now there was a good and righteous man named Joseph, who, though a member of the council, had not agreed to their plan and action. He came from the Jewish town of Arimathea, and he was waiting expectantly for the kingdom of God. This man went to Pilate and asked for the body of Jesus. Then he took it down, wrapped it in a linen cloth, and laid it in a rock-hewn tomb where no one had ever been laid."
Artist: Arthur Evans
Medium: Oil on Canvas
Reflection: This painting has a place in the great western European tradition of classic religious art, though only completed recently. The artist used bold brushstrokes and fine detailing to create the timelessness of a painterly style and classic portraiture. But lingering over the details reveals the contemporary scholarship behind this work: the wounds in Jesus's hands and feet are placed according to anatomical studies; and the crosses – more of a T than the traditional cross shape – are consistent with recent archeological findings.
The painting features three figures: Jesus as he was when taken down from the cross; Joseph of Arimathea, a good and righteous man; and a haloed angel, dressed in white, clutching the crown of thorns. The three form a trinity of sorts—Joseph, an older man with a long white beard, fills the role of the Father (who many think of as an old, white-bearded man), even as he bears the name of Jesus's earthly father, the carpenter Joseph.
But Joseph of Arimathea has another parental role to play in this work as well. Looking at the way he cradles the lifeless Jesus in his arms, one can't help but be reminded of the "Pieta" – a common motif of classic Christian art depicting Mary cradling the dead body of Jesus. (Michelangelo's sculpture is probably the most well-known example.) So Joseph serves both as mother and father in this scene, and his obvious grief underscores his love and brokenness.
Yet viewers are not left without a glimmer of hope: behind the figures a light shines on distant Jerusalem. In the iconic tradition gold is used to connote the presence of God. Here the gold of blazing sunlight is a reminder that God is still in the picture.
Prayer: Here at the tomb, I pause to allow the reality of your death to soak in. Before I move into the joy of resurrection, reassure me of this truth: in life and in death, I belong to you. Amen.
THE ARTISTS:
Tara Cantrell is a West Virginia native. She works in the medical field as a Specialty Pharmacist servicing people with special and/or financial needs. Her artwork encompasses a variety of mediums and styles, and she is grateful to be a part of this project.
Warren Danzer Warren Danzer is a native of East St Louis, Illinois. He was a Boy Scout executive for 30 years and then became a realtor, lawn, and handyman. He is now retired but likes to keep busy with projects. He has been a member of Village Chapel Presbyterian Church for many years and in the past has served as Elder, Trustee, and Sunday School teacher. Warren has always been interested in creating things including furniture, items for his yard, building a 'Wendy House' for his daughters, and carving maps into wooden table tops to show his many travels. For years he has looked for a way to re purpose corks (he likes to find uses for what others consider junk).
Chris Dutch is a Charleston resident and stained-glass, mosaic, and mixed media artist. He has a Bachelor of Science Degree in Civil Engineering from Rensselaer Polytechnic Institute. His work is part of the West Virginia Permanent Collection at the WV Division of Culture and History, and the Avampato Discovery Museum of Charleston, WV.
Arthur Evans was born and lived in the Charleston area until 1972. He attended Morris Harvey college and graduated from Marshall University in 1969. Two and one half years of military service followed. He lived in Germany for a year and four months where he studied German and Russian language. He moved then to California and took a position as an instructor of German at the Defense Language Institute in Monterey, CA. After 12 years there he moved to San Francisco and began his study of art. Since this time he has taught and sold works and commissions to earn income. Mr. Evans returned to WV in 2002 and is the instructor at the Elk City School of Painters.
Terry Parsons Hickernell is a native West Virginian and resident of Charleston. She has a Bachelor of Fine Arts degree from Marshall University, and creates art in various media, including mixed-media collage, painting, sculpture, and graphic arts. Terry is a juried artist of Tamarack and The National Association of Women Artists in New York City. Her work is part of the West Virginia Permanent Collection at the WV Division of Culture and History. She is married to Scott Hickernell and has two adult daughters.
Steve Lippitt was born and raised in Charleston, WV. He graduated from WVU and is a Doctor of Medicine and specialty shoulder surgeon in Akron, OH. He is married and has two boys. Steve has been doing art since he was five years old, but more seriously tackling biblical projects in the past 16 years with the "guidance of God." Steve strictly considers his art a gift from God and only uses it to further other people's faith in God.
Jeff Pierson is the Director of the Office of Public Art for the City of Charleston is a graduate of the Columbus College of Art and Design where he studied Illustration. He has done several children's books, advertising concepts, editorial work, and murals around the state. For three years Jeff taught art in public schools and ran Doodle Studios where kids could explore new techniques and learn about famous artists. He lives in Charleston with his wife Kara, his daughter Sylvia, and their dogs Harley and Cheddar.
Amy Parker (Curator) is a native Charlestonian, the Minister of Education and the Arts at Village Chapel, and a Minister of Word and Sacrament in the Presbytery of West Virginia. In 2018 she received the Doctor of Ministry degree in Theology and the Arts from Wesley Theological Seminary. She has always been artsy and is particularly fond of visual arts as both creator, consumer, and curator. This is the fourth exhibit she has curated at Village Chapel.
Emma M. Rickard is a senior at Parkersburg High School and lives in Williamstown, WV. She is a Color Guard Commander and Master Chief Petty Officer in the Navy JROTC at PHS. Emma has always showed an artistic flare through drawing, painting, and dance. She is currently focused on drawing and painting to help her through a life-changing medical diagnosis.
Henry Riffe was born in Charleston, West Virginia near the beautiful Kanawha State Forest. Roaming the Appalachian hills and valleys served as a great inspiration for the wildlife and landscape paintings to come. Works of the great Illustrators caught his eye and imagination at an early age. His day job is as an engineering technician at Mountaineer Gas. In addition to painting he is an accomplished singer.
Michael Taylor is a member of the Elk City School of Painters. He enjoys painting various subjects, typically in an impressionistic manner. He is from Sissonville, WV, and served in the Marine Corps. He works as a landman for an oil and gas company.
EASTER CRUCIFIXION
"World Communion"
Can You Find These Items?
1. Apostle Judas – Kissed Jesus to designate him and earn a bribe of 30 pieces of silver – which he later returned and was so disgraced that he killed himself. (DO)
2. Apostle Peter – Denounced knowing Jesus three times as the COCK crowed. (DO)
3. Governors – Pilate and Herod – Pilate not feeling Jesus did anything wrong, so he turned him over to Herod who ruled Galilee where Jesus was from. Herod also found nothing wrong in Jesus' actions and returned him back to Pilate who was being pressured to crucify Him. (DM)
4. Chief Priest, Lawyer & Elder Councilman – Pushed for crucifixion and led crowd into an uprising (DM)
5. Crowd – Demanded that Jesus be crucified and when Pilate gave them the option of releasing one person on Passover, on three different rimes, they demanded the release of Bar-Abbas (a murderer) and the killing of Jesus. (OM)
6. Place of the Skull – Golgotha – "The Hillside of Deaths"
7. Crosses of the Thieves – (T)
8. Thief – The one who died on the cross but proclaimed belief in God and went to Heaven. (T)
9. Angel and People in Heaven – The accepting of others.
10. Sun – It went dark from noon until 3:00PM as Jesus died.
11. Soldiers – They took Jesus' belongings and traded them. (DM)
12. Followers – 4 Mary & Salome (F)
*
Mary – Jesus' Mother
* Mary Magdalene
* Mary – Mother of James and John
* Mary – Mary's sister – wife of Cleopas
* Salome
13. Crown – King of the Jews
14. Jesus on the Cross
* Bloody hands, feet and side
* Crown of thorns
* Intentional to evolution
15. Jesus's Life Trail – Bethlehem to tomb with rolling stone
16. Apostles – Ten remaining
17. Sea of Galilee – Jesus' original home area
18. Amen – The end
19. Grapes and Wine Glasses – Easter Communion Need Help?
Letters to Corks in Picture
D – Devil
M – Magistrate – Judge
F – Mas Family
O – Other
S – Sea of Galilee
T – Thief's Body
By Warren Danzer
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written by Nancy Bo Flood, photographs by Jan Sonnenmair published by Fulcrum Publishing, ISBN: 9781936218134, ages 10 to adult
Readers' Theater Selections
This readers' theater is designed in such a way that the presenters can pick and choose from the various buckets (sections). Readers can read parts alone or in groups. The times listed are approximate, depending on how quickly one reads and if any extra affects are added. It is best to time each bucket with the group performing.
The chorus, or refrain, can be inserted between each chosen bucket as a red thread that ties everything together. Three different options are presented. Suggestions for staging are also presented throughout the text.
Sections (Buckets)
Refrain/Chorus options
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
Refrain/Chorus Option 1 (ca 35 seconds)
For two readers or two groups of readers
Note: say the word water a bit more slowly than the rest, drawing out the syllables.
Reader 1:
You are
Reader 2:
We are
Reader 1:
Water
Reader 2:
Water
Reader 1:
Weeping
Reader 2:
Healing
Reader 1:
Water
Reader 2:
Water
Both Readers: Find Water, find life.
Reader 2:
A chameleon
Reader 1:
Changing
Reader 2:
Water
Reader 1:
Water
Reader 2:
Moving
Reader 1:
Re-cycling
Reader 2:
Water
Reader 1:
Water
Both Readers: Find Water, find life.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
continued from page 2
Reader 1:
You are
Reader 2:
We are
Reader 1:
Water
Reader 2:
Water
Reader 2:
Laughing
Reader 1:
Playing
Reader 2:
Sacred
Reader 1:
Ceremony
Reader 2:
Water
Reader 1:
Water
Both Readers: Find water, find life.
Reader 2:
One body
Reader 1:
You are
Reader 2:
We are
Reader 1:
One watershed
Reader 1:
We are
Reader 2:
You are
Reader 2:
Water
Reader 1:
Water
Both Readers: Find water, find life.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
Refrain/Chorus Option 2 (ca 15 seconds)
For two readers or two groups of readers
NOTE: Group one reads water in Red, Group 2 water in Green, all read water in Blue
Play a rainstick for 4 beats.
Life. •
.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
Bucket 1: You are water (ca 1 minute)
For four readers
All:
Water
Reader 1:
Part of the first breath you took
Reader 3:
Briny
Reader 4:
Salty
Reader 2:
Breath inside your mother
Reader 1:
long before you were born.
All:
We begin in water
Reader 2:
Floating
Reader 3:
Floating
Reader 4:
Floating
Reader 1:
In an amniotic wave
Reader 2:
we swallow
Readers 3 & 4: gulp
Reader 2:
before we learn to breathe.
Reader 1:
You are water
Readers 2, 3, & 4 step forward
Reader 1:
At least 2/3 of you
Reader 2 steps back, feeling rejected
Reader 1:
Our body is a water machine
Reader 3:
In our bones
Reader 4:
So we can stand
Reader 2:
walk
Reader 3:
run.
continued on page 6
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
continued from page 5
Reader 1:
In our brain
Reader 3:
8 molecules out of 10
Reader 4:
using water in chemical reactions.
Reader 2:
Inside us
Reader 3:
New cells
Reader 4:
Growing
All:
Water
Reader 1:
A simple molecule
Reader 3:
Two hydrogen
Reader 4:
One oxygen
All:
Water
Reader 3:
We sweat it
Reader 4:
Urinate it
Reader 2:
Losing nearly 12 cups a day
Reader 1:
We breath it, lungs moistened with
All:
Water
Reader 3:
In, then out
Reader 2:
Exhale
Reader 4:
A salty ocean water sea
Reader 3:
Inside the body.
Reader 1:
Without it?
Reader 2:
Life-less
Reader 3:
Prune-person
Reader 4:
Raisin-kid
Reader 1:
Mummy-man
All:
Water
Reader 2:
Without it
Readers 3 & 4: We would not survive.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
Bucket 2: Water is healing (ca 50 seconds)
For four readers (the All part could be done be a group and the other readers parts by different individuals not part of the group) NOTE: Think of the first four lines as a chorus or refrain in 4/4 time:
Tear drops, fall-ing from my eyes, flow-ing down my face
All:
Teardrops
Falling from my eyes
Flowing down my face (repeat)
(Pause)
Reader 1:
Flamingos' tears
Reader 2:
Rid salt from their bodies
Reader 3:
After meals from the sea.
Reader 2:
Hormones and minerals
Reader 4:
Minerals like manganese
Reader 3:
Fill our tears when we are stressed.
Reader 1:
Our tears
Reader 3:
Rid manganese from our bodies
Reader 2:
To heal our stress, sadness, and fear.
Reader 1:
There are two kinds of tears
Reader 2:
Basal tears
Reader 3:
Moistening eyes
Reader 4:
Protecting from infection
Reader 1:
And reflex tears
Reader 2:
Washing away irritants and dust
Reader 3:
To keep eyes healthy and strong.
(Pause)
All:
Teardrops
Falling from my eyes
Flowing down my face (repeat)
*
continued on page 8
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
Bucket 3: Find water, find life (ca 2 minutes)
For eight readers. If only using four readers combine 1 & 5, 2 & 6, 3 & 7, 4 & 8.
Note: Some sort of instrument could play during the imagine sequence (i.e. bells, chimes).
Reader 1:
Imagine
Reader 2:
Imagine
Reader 3:
Imagine
Reader 4:
You are standing outside.
Reader 5:
It is night.
Reader 4:
Look up! Can you see Jupiter?
Reader 7:
It's a bright planet.
Reader 8:
Can you see a fish jumping on Europa?
Reader 6:
One of Jupiter's largest moons?
Reader 1:
Imagine
Reader 2:
Imagine
Reader 3:
Imagine
Reader 4:
Our solar system is not arid and empty.
Reader 5:
It is a watery place.
Reader 1:
Imagine
Reader 2:
Imagine
Reader 3:
Imagine
Reader 6:
Astronomers have discovered a global ocean on Europa
Reader 7:
Jupiter's moon
Reader 6:
Perhaps 100 miles deep.
Reader 8:
Could there be life in that sea?
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
Reader 1:
Imagine
Reader 2:
Imagine
Reader 3:
Imagine
Reader 6:
All the ingredients are there
Reader 4:
Water
Reader 5:
Salt
Reader 7:
Organic materials
Reader 6:
If water is the key to life
Reader 8:
And water is there….
Reader 1:
Imagine
Reader 2:
Imagine
Reader 3:
Imagine
Reader 4:
Astronomers search far out into our solar system
Reader 6:
Exploring planets circling in distant galaxies around a sun
Reader 7 & 8: Each star a sun perhaps like our own
Reader 5:
If water is there
Reader 7 & 8: Life might be too...
Reader 1:
Imagine
Reader 2:
Imagine
Reader 3:
Imagine
Reader 8:
Down in the earth
Readers 1, 2, 3: Deep down
Reader 8:
Beneath the surface at least several hundred feet
Reader 7:
Pockets of ancient water were trapped during the last ice age
Reader 5:
A trip back in time
Reader 7:
Particles that tell us what was happening on earth
Reader 4:
More than ten thousand years ago.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
Bucket 4: Water powers life
For eight readers. If only using four readers combine 1 & 5, 2 & 6, 3 & 7, 4 & 8.
Reader 1:
When water dries up and disappears
Readers 2, 3, 4: Animals leave
Reader 5:
People abandon their homes to thirsty ghosts
Reader 6:
And deserts grow larger
All:
When water dries up and disappears.
Reader 7:
The definition of a desert is a land that receives less than ten inches of rain over an entire year.
Reader 8:
One third of our earth is desert.
Reader 7:
During severe drought rain may not fall for ten
Reader 8:
Fifty
Reader 7:
Or one hundred years
All:
But
Reader 7:
A few inches of rain changes everything.
(Pause. Could also insert an instrument here – a rain stick for example.)
Reader 7:
Enough rain
Reader 8:
Reader 7:
At the right time
Means healthy growth
Reader 8:
Food
Readers 1, 2, 3, 4, 5, 6: Survival.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
continued from page 11
Reader 7:
Too late
Reader 8:
Or too little
Reader 7:
And plants wither and die.
Reader 7:
Too much rain and floods can destroy roads, homes
Reader 8:
And entire communities
Reader 1, 2, 3, 4, 5, 6:
Washing away or drowning
Reader 7:
The very life that needs water.
All:
How long can you last without water? (say this directly to audience)
Reader 1:
Maybe a day in the desert
Reader 2:
During a drought
Reader 3:
When even the rocks get thirsty.
Reader 4:
The Navajo describe two kinds of rain
Reader 5:
Male
Reader 6:
And Female.
Reader 4:
Male rain falls in the summer
Reader 5 & 6: July, August
Reader 4:
Monsoon season
Reader 5:
Harsh and furious
Reader 6:
Dark clouds
Reader 1:
Thunder
Reader 2:
Boom
Reader 3:
Echo
Reader 4:
Rumble
Reader 7:
Sheets of water pour and pound
Reader 8:
Then stop.
Reader 4:
Bringing with it frog song
Reader 5:
Male frogs calling a seesaw baritone refrain
Reader 6:
To find a mate.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
continued from page 12
Reader 4:
Female rain is gentle
Reader 5:
Moisture absorbed by thirsty sandstone
Reader 6:
Sipped by roots of Pinion, Pine, Sage
Reader 5:
And juniper.
Reader 4:
But with time streams disappear
Reader 5:
Waterfalls shrink and become silent
Reader 6:
Ground dries hard
All:
And the desert waits again for rain.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
Bucket 5a: Water is not always wet (ca 2 minutes)
For eight readers. If only using four readers combine 1 & 5, 2 & 6, 3 & 7, 4 & 8. All could also be a group of readers.
14
All:
Water
Reader 1:
Ever-changing
Reader 2:
Shape shifting
Reader 3:
Magical
Reader 4:
Chameleon
All:
Water
Reader 5:
Solid
Reader 6:
Liquid
Reader 7:
Gas
Reader 8:
or vapor
Reader 1:
Many forms but still
All:
Water
Reader 1:
H2O
Reader 2:
What is the color of water?
All:
Blue
Reader 3:
Intense glowing with light
All:
Blue
Reader 4:
A bit of cold sky
Reader 5:
Scoop up the
All:
blue blue water
Reader 6:
And it is clear
Reader 7:
But in sunset
All:
more than blue
Reader 8:
Waves gilded with gold
Reader 1:
Surf glowing red
Reader 4:
Vermillion
Reader 3:
Magenta
Reader 2:
So what is the color of water?
All:
The color of change.
continued on page 15
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
continued from page 14
Reader 2:
What is the shape of water?
Reader 5:
A raindrop
Reader 6:
A cloud
Reader 7:
A puddle or ice cube
Reader 2:
What is the size of water?
Reader 8:
Tiny as a dew drop
Reader 1:
A bubble on a gecko's chin
Reader 3:
Huge as the ocean
Reader 2:
What is the smell of water?
Reader 4:
Polluted
Reader 5:
Putrid
Reader 6:
Stinky
Reader 7:
Clean
Reader 8:
Clear and thirst quenching
(NOTE: For this next section, speak faster and faster, louder and louder until you get to BAM, then speak more slowly and quietly)
Reader 2:
What is the sound of water?
Reader 1:
Rain coming
Reader 3:
Closer
Reader 4:
Faster
Reader 5:
Pouring
Reader 6:
Drumming
Reader 7:
Gushing
Reader 8:
Rushing
All:
BAM!
continued on page 16
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
continued from page 15
Reader 1:
Then quiet
Reader 3:
Drip dripping
Reader 4:
As clouds move past
Reader 5:
Thin
Reader 6:
And disappear
(Pause in silence – count to three and continue.)
Reader 2:
What is the shape of water?
Reader 4:
When frozen solid it expands
Reader 5:
creating snowflakes
Reader 6:
ice cubes
Reader 7:
icicles
Reader 8:
glaciers
Reader 1:
and immense ice caps
Reader 3:
or ice sheets
Reader 4:
that look like frozen rivers of water.
All:
Water
Reader 1:
Reader 2:
Reader 3:
Reader 4:
Ever-changing
Shape shifting
Magical
Chameleon
All:
Water
Reader 5:
Solid
Reader 6:
Liquid
Reader 7:
Gas
Reader 8:
or vapor
Reader 1:
Many forms but still
All:
Water
Reader 1:
H2O
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
Bucket 5b: How to make a glacier (ca 35 seconds)
For 2 readers (or groups)
A million zillion snowflake firns stacked up to become an
Reader 1:
Capture one snowflake
Reader 2:
Warm it up
Reader 1:
Just a little
Reader 2:
Watch the icy points evaporate
Reader 1:
Change to water vapor
Reader 2:
Invisible
Both:
But
Reader 1:
Filling the space inside the snowflake.
Reader 2:
Then the vapor cools
Reader 1:
Turns back to water
Reader 2:
Becomes the snowflake's frozen middle.
Reader 1:
A tiny solid ball
Reader 2:
No points
Reader 1:
Now called a firn.
Reader 2:
Find another million snowflakes
Reader 1:
Pile them high
Reader 2:
Take your time
Reader 1:
Fifty years or hundreds
Both:
Reader 2:
Ice-blue
Reader 1:
Ice-cold
Both:
Glacier.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
Bucket 6: Water moves, water re-cycles, water shapes climate (the Water Cycle) – about 1 minute 30 seconds
For 4 readers
All the water that was on the earth for the dinosaurs to drink is still here for us today
Reader 1:
Reader 2:
and it's all we've got.
Reader 2:
Water can start with a puddle, pond, stream, or lake.
All:
That's called surface water.
Reader 3:
As the sun warms molecules on that surface water,
Reader 2:
a puddle, pond, stream or lake,
All:
they evaporate
Reader 4:
and become gas
All:
or water vapor,
Reader 1:
rising to become moisture in a cluster of clouds.
All:
As the wind blows
Reader 2:
the clouds move,
Reader 3:
sometimes hundreds
Reader 4:
even thousands of miles,
Reader 1:
until the air temperature drops
Reader 2:
and the wind vapor cools
All:
condenses
Reader 3:
and changes to a liquid
All:
rain
Reader 4:
or a solid
All:
snow.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
continued from page 18
Reader 1:
It gushes over plowed fields
Reader 2:
or down paved streets
Reader 3:
into storm sewers,
Reader 4:
run-off carrying pollutants,
Reader 1:
pesticides,
Reader 2:
herbicides,
Reader 3:
fertilizers,
Reader 4:
and general grime from human use.
Reader 1:
It falls on forests,
Reader 2:
parks,
Reader 3:
or live vegetation,
Reader 4:
soaking slowly into the earth.
Reader 1:
Over time finding its way back to becoming surface water again
All:
scrubbed clean.
Reader 2:
The Water Cycle is a biological Ferris wheel of change,
Reader 3:
of movement,
Reader 4:
of repeated interaction with an ecosystem;
Reader 1:
natural,
Reader 2:
cleansing
Reader 3:
recycling.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
continued from page 19
All:
Or,
Reader 4:
when falling on concrete,
Reader 1:
asphalt
Reader 2:
tilled fields or barren soil,
Reader 3:
surface water
All:
Whoosh!
Reader 4:
denied the cleaning of time
All:
(make sound of a horn)
Reader 4:
creates water pollution,
Reader 2:
erosion,
Reader 1:
and change of a different sort.
Reader 3:
This is all the water we've got so we need to conserve it and keep it clean.
All:
Will we leave clean, clear water for the next era of dinosaurs?
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
Bucket 7: One body, one watershed (about 1 minute 15 seconds)
For four readers
(NOTE: the audience can also take the cell part. One of the readers can direct them by holding up the correct num ber of fingers. Practice a couple times with the audience first)
All:
One cell
Two cells
Four cells
Many cells
Reader 1:
Your body is a collection of diverse cells interacting with each other to keep you
Reader 2:
alive
Reader 3:
healthy
Reader 4:
and well-powered.
All:
One cell
Two cells
Four cells
Many cells
Reader 1:
Your body is a watershed of interconnecting and interdependent parts.
All:
One cell
Two cells
Four cells
Many cells
Reader 4:
If your brain stops thinking
All:
One cell
Two cells
Four cells
Many cells
continued on page 22
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
continued from page 22
Reader 1:
The rest of your body is in trouble.
Reader 2:
If your heart stops pumping
All:
One cell
Two cells
Four cells
Many cells
Reader 3:
Disaster is imminent.
Reader 4:
A watershed is like the body
All Readers: Each part of the whole;
Reader 1:
interconnected,
Reader 2:
interdependent,
Reader 3:
diverse.
All readers: Rain falls,
Reader 1:
washing into streams
Reader 2:
soaking into the earth
Reader 3:
joining with water from many places.
All readers: Rain falls,
Reader 4:
supporting an environmental community of
Reader 1:
plants,
Reader 2:
animals,
Reader 3:
dragonflies,
Reader 4:
grizzly bears,
All readers: and people.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
continued from page 22
All:
One cell
Two cells
Four cells
Many cells
Reader 1:
People depend on the moisture that falls,
Reader 2:
or flows,
Reader 1:
in one area;
Reader 3:
the moisture above
Reader 4:
and below ground
Reader 1:
that connects
Reader 2:
and links
Reader 3:
all that need
Reader 4:
and use
All readers: water.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
Bucket 8: Water laughs, water loves to play (about 30 seconds)
For two readers.
Both:
In every part of the world
Reader 1:
Every part
Reader 2:
Every part
Both:
Every part
Reader 1:
Water is
Reader 2:
Play
Both:
Dive right in
Reader 1:
Splash
Reader 2:
Float
Reader 1:
Bring along a pole
Reader 2:
And Fish
Reader 1:
Dash through the sprinkler
Reader 2:
Walk in the rain.
(Note: The word meandering is divided up and intended to be said more slowly than the rest to give the image of a meandering stream)
Reader 1:
Sit by a me-
Reader 2:
An-
Reader 1:
Der-
Reader 2:
Ing
Both:
River
Reader 1:
Wash your horse
Reader 2:
Neigh! (sound of a horse)
Reader 1:
And when you're tuckered out
Reader 2:
Whew!
Reader 1:
Take a bath
Reader 2:
ahhhhhh…
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
Bucket 9: Water is sacred, water is ceremony (about 30 seconds)
For four readers
All:
Water means home.
Reader 1:
It is sacred,
Reader 2:
precious,
Reader 3:
for the Cherokee,
Reader 4:
for the Pueblo People,
Reader 1:
for the Apache.
All:
Prayers offered to the cloud people
Reader 2:
for rain.
Reader 3:
Water symbols holding a place of honor:
Reader 4:
the lightning bolt
Reader 1:
the rain,
Reader 2:
the rainbow.
Reader 3:
Water rituals are a part of human history
All:
in all parts of the world;
Reader 4:
a part of change
Reader 1:
cleansing
Reader 2:
healing;
Reader 3:
a transition from child to adult
Reader 4:
from birth to death;
Reader 1:
a washing away of sin
Reader 2:
or the bringing of new life
Reader 3:
embracing the creative life force of the universe.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
Bucket 10: An empty bucket? Walking for water (about 1 minute 30 seconds)
For 4 readers
Reader 1:
Mile after
Reader 2:
mile after
Reader 3:
mile after
Reader 4:
Mile
Readers 1 & 2: Walking walking walking walking
(on the third walking, readers 3 & 4 begin saying day after day)
Readers 3 & 4: Day after day after day after day
(on the third day readers 1 & 3 begin walking)
Readers 1 & 2: Walking walking walking walking
All:
Sixteen trips to the moon and back
Reader 1:
No time for play
Reader 2:
No time for school
Reader 3:
Walking
Reader 4:
Walking
Reader 1:
Walking
Reader 2:
Walking
All:
To fetch water.
Reader 1:
Of the 7 billion people in our world, about 1 billion spend most of their day collecting or carrying water.
Reader 2:
That's 1 person out of 7 using a combined 200 million hours each day
All:
Each day, every day
Readers 3 & 4: to fetch water.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
continued from page 26
Reader 3:
What is the source of the water you use daily?
Reader 4:
It flows through underground pipes into your home,
Readers 1 & 2: but from where?
All:
Water
Reader 3:
We use it, but seldom think about it. But what if…
Reader 4:
You turned on the faucet
All:
and no water.
Reader 1:
Went to flush the toilet
All:
and no water.
Reader 2:
Needed to wash your hands
Reader 3:
get a drink
All:
and no water.
Reader 1:
Most people in the United States use about 100 gallons of water each day
All:
Each day, every day
Reader 3:
100 gallons
All:
of water.
Reader 4:
But if you walk to fetch water
Reader 4:
you use less than five gallons each day.
All:
Each day, every day
Reader 2:
5 gallons
All:
Of water.
Reader 1:
How much water would you use if you had to carry every drop?
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
Bucket 11: Water makes supper and shoes (about 1 minute 45 seconds)
For 8 readers (could also combine readers 1 & 5, 2 & 6, 3 & 7, 4 & 8)
NOTE: the reader part marked all could also be a role for the entire audience. Instruct them that when pointed to they will say "less water used"
Reader 1:
It takes 4,000 to 18,000 gallons of water to make a hamburger.
Reader 2:
It takes 110 gallons of water in order to eat an egg or gather one pound of corn.
Reader 3:
It takes 10 gallons of water to produce a slice of bread.
Reader 4:
About 70% of the world's water is used for growing and producing food.
Reader 5:
A lot of water is necessary to manufacture things as well.
(In the next stanza, Reader 6 talks to reader 7.)
Reader 6:
That shirt you are wearing takes 700 gallons.
Reader 7:
And my new shoes?
Reader 6:
2000 gallons.
Reader 8:
The more stuff we buy,
Reader 7:
the more water is used.
Reader 5:
Thousands of gallons of water are needed to produce gas, coal, and oil
Reader 8:
so you can ride to school in comfort
Reader 4:
or stay warm during the winter.
Reader 7:
Water is a precious resource.
Reader 1:
Following the Clean Water Act legislation passed in 1972,
Reader 7:
officially know as the Federal Water Pollution Control Act,
Reader 1:
both mining and manufacturing industries have changed their methods.
Reader 2:
They changed their methods so much that today less water is used.
Reader 3:
50% less.
All:
Less water used.
continued on page 29
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
continued from page 28
Reader 4:
Conservation can start at home.
Reader 5:
Use less energy.
Reader 6:
Turn down the thermostat in winter.
All:
Less water used
Reader 7:
Open the windows or turn on a fan instead of the air conditioner in the summer.
All:
Less water used.
Reader 8:
Walk or bike,
Reader 1:
take the bus, light-rail, or subway,
Reader 2:
or ride a horse
Reader 3:
instead of drive.
All:
Less water used.
Reader 4:
Turn off the water when scrubbing your hair,
Reader 5:
brushing your teeth,
Reader 6:
making a meal.
All:
Less water used.
All readers: Water is a precious resource.
Reader 7:
Use what you need
All readers: because
Reader 8:
what we have is what we've got.
All readers: Don't waste it.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
Bucket 12: Down the drain… going, going, gone (about 1 minute 20 seconds)
For 4 readers
Reader 1:
Water belongs to everyone
(pause)
All readers except 1:
or does it?
(pause)
All readers except 1:
or does it?
Reader 2:
In the Southwest for example
Reader 3:
water is sold
Reader 4:
stolen
Reader 5:
legislated
Reader 6:
fought over.
Reader 7:
Ranchers have even waged wars over irrigation rights.
Reader 8:
It's about profit and survival.
Reader 1:
But who holds the rights to water?
All readers except 1:
Hmmm…..
Reader 2: Earth's aquifers,
All readers except 1:
underground,
Reader 2: are the source of 90% of the earth's clean water.
Reader 3: Once emptied they are gone
Reader 4: gone
Reader 5: gone.
Reader 6: If polluted, they are poison.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
continued from page 30
All readers except reader 1:
But…
Reader 7: Water conservation,
Reader 8: using less
All readers except 1:
water;
Reader 3:
Water legislation,
Reader 4:
protecting more
All readers except 1:
water;
Reader 5:
and river restoration or preservation
Reader 6:
brings life to the watershed community.
Reader 1:
So water belongs to everyone.
Readers 2 & 3: Everyone
Readers4 & 5: Everyone
Readers 6, 7, 8: Everyone
Reader 1:
But can one person make a difference?
Readers 6, 7, 8: Yes
Readers 4, 5: Yes
Readers 2, 3: Yes
All readers except 1:
One person CAN make a difference.
Reader 2:
Use less water.
written by Nancy Bo Flood photographs by Jan Sonnenmair Fulcrum Publishing
Readers' Theater
continued from page 31
All:
At home
Reader 3:
drill a well
All:
At school
Reader 4:
park the car,
Reader 5:
plant a garden,
Reader 6:
compost and recycle.
All:
In your community
Reader 7:
keep learning about water,
Reader 8:
keep talking about water.
Reader 2:
Awareness creates caring.
Reader 3:
Caring creates ideas.
Reader 4:
Ideas lead to conservation.
Reader 1:
Water is something we all have in common.
Reader 5:
Water bridges our different walks of life.
Readers 1,2,3, 4: Water's fragility
Readers 5,6,7, 8: Is our fragility
Reader 1:
Water DOES belong to everyone.
All readers except 1:
And everyone belongs to water.
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International Task Force on Teachers for Education 2030
Response to the COVID-19 Outbreak
Call for Action on Teachers
27 March 2020
As of 25 March, 165 countries have closed all their schools because of the COVID-19 virus, affecting nearly 1.5 billion students and 63 million primary and secondary school teachers. This number is predicted to rise. The closures pose unprecedented challenges for education systems throughout the world. This global health crisis threatens to significantly slow progress towards many of the global goals, in particular, the fourth Sustainable Development Goal ("Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all"). It is also likely to exacerbate the global learning crisis and global education inequalities as the impacts will fall disproportionately on the poorest.
Teachers are the backbone of education systems and the key to reaching learning goals, regardless of context and situation. Within the COVID-19 crisis, they are on the front line in ensuring that learning continues. Around the world, teachers and school leaders have been rapidly mobilising and innovating to facilitate quality distance learning for students in confinement, with or without the use of digital technologies. They have also been participating in and delivering other forms of education. In addition, teachers are essential for communicating measures that prevent the spread of the virus, ensuring that children are safe and supported.
While the top priority for the global community right now is to guarantee sufficient resources for health services, we must also ensure that funding and support continue for education systems. Leadership, financial and material resources for teachers are necessary to make sure that quality teaching and learning can continue at a distance during the crisis and that recovery is rapid. It is also vital that schools be able to reopen in the best conditions once the crisis is over. We cannot allow millions of children to miss out on learning, in particular those in the poorest countries and from marginalised communities, who are likely to be hit the hardest.
In the light of the above, the International Task Force on Teachers for Education 2030 calls on all governments, education providers and funders – public and private – to recognise the critical roles that teachers play in the COVID-19 response and recovery. In particular, the Teacher Task Force calls on all relevant partners to:
1) Preserve employment and wages. The COVID-19 crisis is putting public budgets under added strain, as governments scramble to help public health systems to save lives. At the same time, the global economic downturn is already damaging the well-being of businesses and families. In many countries, contract teachers, substitute teachers and education support personnel risk seeing their contracts broken and their livelihoods disappear. Tertiary education institutions that depend on income from foreign students could face closure, with devastating consequences for their staff. This crisis cannot be a pretext to lower standards and norms, or push aside labour rights. Governments and all public and private education providers should work to preserve the entire teaching and education support staff, and their salaries and benefits. They will be essential for a rapid and effective recovery when schools re-open.
2) Prioritise teachers' and learners' health, safety and well-being. Teachers, students and families are under stress. In some cases, teachers who may already be exposed to the virus themselves are trying to manage the anxiety of being told to work in situations where the COVID-19 risk is growing. Others are dealing with the stress of having to deliver quality learning with tools for which they have received little or no training. Teachers need socio-emotional support to face the extra pressure being put on
them to deliver learning in a time of crisis. They also need the tools to adequately communicate health risks and preventive measures to children, without burdening them with anxiety.
3) Include teachers in developing COVID-19 education responses. Teachers have taken the lead in preparing and implementing rapid and innovative responses to the current situation. To be successful, COVID-19 responses need to be developed with the full involvement of teachers and their representative organisations, taking into account teachers' experience, skills and needs. The Teacher Task Force encourages countries and institutions to include teachers and their representative organisations at all steps of education policy-making and planning. Teachers' voices will be critical as countries and institutions plan short-term approaches to assessment, curriculum and calendars, and long-term solutions such as e-learning platforms, and radio- and television-assisted instruction. Teachers will have a crucial role in the recovery phase when schools reopen, assessing students' progress and making sure that learning gaps are addressed quickly.
4) Provide adequate professional support and training. School closures due to COVID-19 have been sudden. Little attention has been given to providing teachers with adequate training on how to ensure that learning continues, or how to develop relevant, high-quality distance education packages. Teachers whose digital technology skills vary now have to adapt to new learning platforms and develop new strategies to engage children, while maintaining high standards of teaching and learning. To meet these challenges, governments and other providers must move swiftly to ensure that teachers receive the necessary training. Education systems will have to be flexible to take into account the needs of learners and teachers in this global crisis. They also need to document and share experiences to ensure that, in the future, systems are better able to respond if crises re-occur.
5) Put equity at the heart of education responses. Technological solutions to ensure continuity of learning often exacerbate inequalities. Distance and e-learning are only effective for teachers, students and families with adequate electricity, Internet connectivity, computers and tablets, and physical spaces to work. More traditional media-based learning, via print, television, phone and radio, often offers more viable ways of helping teachers to continue to provide lessons, especially in the poorest countries. Greater support and flexibility will be needed for teachers who work in remote areas or with low-income or minority communities, to ensure that disadvantaged children do not miss out. Governments can harness public-private partnerships to supply needed technology. Such partnerships should be carefully regulated and monitored. Governments should also take into account the social and psychological strains of distance learning on parents and families, especially those who are most disadvantaged and are struggling with the health, economic and social impacts of the COVID19 pandemic.
6) Include teachers in aid responses. International financial institutions are releasing the first wave of financial support for health systems. The Teacher Task Force urges financing institutions to also help governments support education systems, particularly the teaching workforce's professional development. Such support is particularly urgent in some of the world's poorest countries, which are already struggling to meet education needs because of critical shortages of trained teachers. These countries cannot afford to see their education systems weakened further.
***
The International Task Force on Teachers for Education 2030 is a global network of over 90 governments and some 50 international and regional organisations (including UN organisations, civil society organisations, the teaching profession and foundations) working to promote teachers and teaching issues. Its Secretariat is hosted by UNESCO at its headquarters in Paris.
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The Farmers' Handbook - "Near The House 1", Chapter 8 - Seed Saving
Function
Timber
Fodder
Vegetables
| Function | Qualities or characteristics needed |
|---|---|
| Timber | straight stems, strong, long lasting, etc |
| Fodder | dense foliage, nutritious, etc. |
| Vegetables | tasty, disease & drought resistant, etc. |
| Medicine | bitter, strong, stores well, etc |
good seed to save good seed to save
paper
paper
Farmers' Wealth
Biodiversity -
various types of
rice seed shown in
an exhibition
Pavisara Shris
In this chapter information is given about how weeding, watering and other work, and harvest from 3 weeks to 6 months after planting. Information on this easy technique is given in Mixed Vegetable Gardening chapter
Grihasthi Communications
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Immunisations
at 12 and 13 months of age
NHS booklets covering the complete routine childhood immunisation programme
At 2, 3 and 4 months
At 13 to 18 years
Copies of these booklets are available from your clinic or doctor's surgery. See also www.immunisation.nhs.uk
The complete routine childhood immunisation programme from birth to 18 years
The booklets shown opposite describe the immunisations offered to your child during the first 18 years of their life.
■ A guide to immunisations up to 13 months of age Covers all the immunisations up to 13 months but describes in detail those at 2, 3 and 4 months.
■ Immunisations at 12 and 13 months of age A reminder leaflet to get your child immunised at 12 and 13 months.
■ Pre-school immunisations – a guide to vaccinations for 3- to 5-year-olds Details of the immunisations for your child at 3 to 5 years of age before they start school.
■ Teenage immunisations – your questions answered Describes the teenage immunisation at 13 to 18 years.
The complete routine immunisation programme is shown in detail on the back cover of this leaflet.
Summary
Which immunisations will my baby have at 12 months?
Your baby will have a Hib/MenC booster immunisation against:
■ Hib (Haemophilus influenzae type b), and
■ meningitis C (meningococcal group C).
Which immunisations will my baby have at 13 months?
Your baby will have a PCV booster immunisation against:
■ pneumococcal infection.
They will also have their first MMR immunisation against:
■ measles
■ mumps, and
■ rubella.
Immunisations at 12 months
Protecting against Hib and meningitis C
What is Hib?
Hib is an infection that can lead to a number of major illnesses such as blood poisoning (septicaemia), pneumonia and meningitis.
What is Meningitis C?
Meningitis C is one of several diseases caused by meningococcal bacteria. Meningitis is inflammation of the lining of the brain.
Which vaccine will be used?
Your child will have a booster dose of combined Hib/MenC vaccine. It will be given in the muscle of the thigh or upper arm.
5
Why does my child need booster immunisations?
Booster immunisations are given to increase the protection already given by the immunisations your baby had at two, three and four months of age. Sometimes the protection offered by a first vaccination begins to wear off after a time. A booster dose extends the period of protection later into life.
Will the Hib/MenC vaccine have any side effects?
Your baby may have redness, swelling or tenderness where they had the injection. About half of all babies who have the vaccine may become irritable, and about one in 20 could get a mild fever.
Immunisations at 13 months
Protecting against pneumococcal infection, measles, mumps and rubella
What is pneumococcal infection?
Pneumococcal (pronounced new-mo cock-al) infection is one of the commonest causes of meningitis but it also causes ear infections (otitis media), pneumonia and some other serious illnesses.
Which vaccine will be used?
The vaccine used is a booster dose of PCV (pneumococcal conjugate vaccine). It will be given in the muscle of the thigh or upper arm.
Will the PCV vaccine have any side effects?
Out of ten babies immunised, one or two may get swelling, redness or tenderness at the injection site or get a mild fever.
7
What is measles?
Measles is caused by a very infectious virus. The complications of measles include chest infections, fits, encephalitis (infection of the brain), and brain damage. In very serious cases, measles kills.
What is mumps?
Mumps is caused by a virus which can lead to fever, headache, and painful, swollen glands in the face, neck and jaw. It can result in permanent deafness, viral meningitis (infection of the lining of the brain) and encephalitis.
What is rubella?
Rubella (German measles) is a disease caused by a virus. In children it is usually mild and can go unnoticed. But, rubella is very serious for unborn babies. It can seriously damage their sight, hearing, heart and brain. This condition is called congenital rubella syndrome (CRS).
What is the MMR vaccine?
It contains weakened versions of live measles, mumps and rubella viruses. Because the viruses are weakened, people who have had the vaccine cannot infect other people.
How and when is the vaccine given?
The vaccine is injected into the muscle of the thigh or upper arm. It is given to a child at around 13 months of age after the immunity the baby got from their mother fades. It should be given again when children are three years four months old or soon after.
How effective is the MMR vaccine?
MMR vaccine has been responsible for almost wiping out the three diseases in young children since it was introduced in the UK in 1988.
Will the MMR vaccine have any side effects?
The three different viruses in the vaccine act at different times and may produce the following side effects after the first dose.
■ Six to ten days after the immunisation, as the measles part of the vaccine starts to work, about one in ten children may develop a fever and some develop a measles-like rash and go off their food.
9
■ About one in every 1000 immunised children may have a fit caused by a fever. This is called a 'febrile convulsion'. However, if a child who has not been immunised gets measles, they are five times more likely to have a fit.
■ Rarely, children may get mumpslike symptoms (fever and swollen glands) about three weeks after their immunisation as the mumps part of the vaccine starts to work.
■ Very rarely, children may get a rash of small bruise-like spots in the six weeks after the vaccination. This is usually caused by the measles or rubella parts of the vaccine. If you see spots like these, take your child to the doctor to be checked. He or she will tell you how to deal with the problem and how to protect your child in the future.
■ Fewer than one child in a million develops encephalitis (swelling of the brain) after the MMR vaccine, and there is very little evidence that it is actually caused by the vaccine. However, if a child catches measles, the chance of developing encephalitis is between one in 200 and one in 5000.
What if my baby is allergic to eggs?
The MMR vaccine can safely be given to children who have had a severe allergy (anaphylactic reaction) to egg. If you have any concerns, talk to your health visitor, practice nurse or doctor.
MMR is the safest way to protect your child against measles, mumps and rubella.
11
Watch out for meningitis and septicaemia
Both meningitis and septicaemia are very serious. It is important that you recognise the signs and symptoms and know what to do if you see them. Early symptoms of meningitis and septicaemia may be similar to a cold or flu (fever, vomiting, irritability and restlessness). However, individuals with meningitis or septicaemia can become seriously ill within hours, so it is important to know the signs and symptoms of these conditions.
What is meningitis?
Meningitis is infection of the lining of the brain. Meningitis can be caused by several types of bacteria or viruses. Infection with meningococcal bacteria can also cause diseases such as meningitis, septicaemia (blood poisoning), pericarditis (inflammation of the lining of the sac that contains the heart) and arthritis (swelling of the joints).
In babies, the main symptoms of meningitis may include:
■ a highpitched, moaning cry
■ irritable when picked up
■ a bulging fontanelle
■ drowsy and less responsive – being difficult to wake
■ floppy and listless or stiff with jerky movements
■ refusing feeds, vomiting
■ skin that is pale, blotchy or turning blue, and
■ fever.
What is septicaemia?
Septicaemia is a very serious condition when the blood stream is infected. The signs of cold hands and feet, pale skin, vomiting and being very sleepy or difficult to wake can come on quickly. If you suspect septicaemia, get help urgently.
In babies, the main symptoms of septicaemia may include:
■ rapid or unusual patterns of breathing
■ skin that is pale, blotchy or turning blue
■ fever with cold hands and feet
13
■ shivering
■ vomiting, refusing feeds
■ red or purple spots that do not fade under pressure (do the glass test explained below)
■ pain or irritability from muscle aches or severe limb or joint pain
■ floppiness, and
■ severe sleepiness.
It is important to remember that not everyone will develop all the symptoms listed. If an individual develops some of the symptoms, especially red or purple spots, get medical help urgently. If you can't get in touch with your doctor, or are still worried after getting advice, trust your instincts and take your child to the emergency department of your nearest hospital.
The 'glass test'
Press the side of a clear drinking glass firmly against the rash so
you can see if the rash fades and loses colour
under pressure. If it doesn’t change colour,
contact your doctor immediately.
Where can I get more information?
The Meningitis Research Foundation and the Meningitis Trust both provide information on meningitis.
Phone the Meningitis Research Foundation's free 24-hour helpline on 080 8800 3344 or visit the website at www.meningitis.org
Phone the Meningitis Trust's 24-hour helpline on 0845 6000 800 or visit the website at www.meningitistrust.org
You can also ask your doctor, practice nurse or health visitor for advice, or call NHS Direct on 0845 4647.
Parents and carers can report suspected side effects of vaccines and medicines through the Yellow Card Scheme. This can be done on-line by visiting www.yellowcard.gov.uk or by calling the Yellow Card hotline on Freephone 0808 1003352 (available Monday to Friday, 10am to 2pm).
15
Routine childhood immunisation programme
Each vaccination is given as a single injection into the muscle of the thigh or upper arm
| When to immunise | Diseases protected against |
|---|---|
| Two months old | Diphtheria, tetanus, pertussis (whooping cough), polio and Haemophilus influenzae type b (Hib) Pneumococcal infection |
| Three months old | Diphtheria, tetanus, pertussis, polio and Haemophilus influenzae type b (Hib) Meningitis C (meningococcal group C) |
| Four months old | Diphtheria, tetanus, pertussis, polio and Haemophilus influenzae type b (Hib) Meningitis C Pneumococcal infection |
| Around 12 months | Haemophilus influenza type b (Hib) and meningitis C |
| Around 13 months | Measles, mumps and rubella (German measles) Pneumococcal infection |
| Three years four months or soon after | Diphtheria, tetanus, pertussis and polio Measles, mumps and rubella |
| Thirteen to eighteen years old | Tetanus, diphtheria and polio |
© Crown copyright 2007 284414 1p 250k Nov07 (ANC)
DH Publications Orderline
First published November 2007 Produced by COI for the Department of Health
E-mail: firstname.lastname@example.org
Phone: 08701 555 455
Fax: 01623 724 524
Textphone: 08700 102 870 (8am to 6pm, Monday to Friday)
www.dh.gov.uk/publications
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Eanes Independent School District Austin, TX 78733
WEST RIDGE MIDDLE SCHOOL
2014 -2016 Campus Improvement Plan
West Ridge Middle School 2014 -2016 Campus Improvement Plan
2014 -2016 WRMS Campus Leadership Team Cheryl Scullin, Instructional Partner
CLT Chair
Eanes Independent School District
Mission, Objectives, Strategies, and Goals
District Mission Statement: The Eanes community is vitally committed to educational excellence that prepares and inspires all students for life-long success by engaging each student in rigorous academic experiences and enriching opportunities.
Objectives
♦ Each student will engage in integrative thinking and creative, collaborative problem solving.
♦ Each student will be prepared for advanced learning opportunities and careers by completing a personally challenging academic program.
♦ Each student will process and evaluate information, and communicate effectively.
♦ Each student will be prepared to accomplish goals, adapt to change and be resilient to challenges.
♦ Each student will be an involved contributing member of the school and global community, while respecting others and self.
District Long-Range Strategies
Strategy II: We will encourage students to explore, identify and develop their strengths and passions.
Strategy I: We will ensure effective, engaging, and enriching instruction and experiences for each student in a safe, supportive environment.
Strategy III: We will prepare students for responsible citizenship in a global society.
Strategy V: We will provide time and support for relevant and innovative professional learning to ensure ongoing improvements in teaching and student learning.
Strategy IV: We will promote and support a robust digital-age learning environment to inspire student learning and creativity.
Strategy VI: We will actively engage the Eanes community to strengthen partnerships that support the evolving needs of students and the district.
Strategy VII:We will prioritize our needs to accomplish the district's mission using resources effectively and efficiently.
EISD District Goals – Identified by Board of Trustees
Eanes ISD will have:
1. All students achieving higher levels of performance in a safe, supportive and technologically- rich environment through a consistently delivered and well-rounded curriculum, differentiated instruction, and strategic assessment.
a. Improve achievement for each student in reading/language arts, math, science, and social studies through the Professional Learning Communities process with collaboration across disciplines.
b. Use the graduate profile as a framework for designing engaging academic experiences and enriching opportunities to develop Well-rounded persons, Healthy individuals, Effective communicators, Engaged citizens, and Life-long learners (WHEEL).
2. Effective processes and systems that support the District's mission through innovative and efficient use of resources and assets and the development of exemplary employees.
a. Build human resources capacity and diversity to promote continued improvement of employee effectiveness.
b. Implement an effective and efficient allocation of financial resources to meet the district's prioritized needs.
c. Develop and implement a Facilities Master Plan to help guide long-term planning for the district.
3. Active engagement of the community through increased, personalized and targeted communication strategies that inform and involve stakeholders.
a. Increase awareness and engagement in District issues through strategic communication with stakeholders.
b. Inform the community about programs, educational spaces, and future needs as discussed in the Master Plan process.
Eanes Independent School District
West Ridge Middle School Campus Improvement Plan 2014 -2016
Campus Goals – Identified by Campus Leadership Teams
1. All students will improve their academic achievement through a comprehensive, inclusive, current, world-class curriculum.
2. All students will be supported and provided tools and strategies to meet the social, emotional, and physical needs of the middle school adolescent as guided by the District W.H.E.E.L: Well rounded person, Healthy individual, Effective communicator, Engaged citizen, and Lifelong learner.
3. Consistently identify and optimize all types of innovative learning tools and strategies that meet evolving academic needs for all students.
4. All faculty and staff are participating members of a vibrant professional learning community dedicated to a positive culture of mutual respect, communication, and collaboration to improve academic growth.
5. Develop and promote effective and innovative 21 st century educators that will guide all students to their full potential.
Eanes Independent School District
West Ridge Middle School
Campus Improvement Plan 2014 – 2016
West Ridge Middle School Campus Mission Statement: The Eanes community is vitally committed to educational excellence that prepares and inspires all students for life-long success by engaging each student in rigorous academic experiences and enriching opportunities.
Every child, every day.
Goal 1: All students will improve their academic achievement through a comprehensive, inclusive, current, world-class curriculum.
Objectives:
B. Implement relevant and relatable curriculum that promotes critical thinking and engaged learners.
A. Curriculum will be aligned to state and district academic expectations.
C. Utilize current student needs and community expectations to guide high quality academic experiences.
E. Collaboratively use data to guide instruction and enhance student growth.
D. Provide intervention, remediation, and enrichment that meet individual student needs.
Goal 2: All students will be supported and provided tools and strategies to meet the social, emotional, and physical needs of the middle school adolescent as guided by the District W.H.E.E.L: Well rounded person, Healthy individual, Effective communicator, Engaged citizen, and Lifelong learner.
Objectives:
B. Continue to support a wide array of elective classes and student groups.
A. Use the district's W.H.E.E.L. to guide instruction and strategies that encourage the development of the whole child.
C. Continue positive interventions and support programs.
D. Implement Student Congress/Wildcat Voice and form an Epicosity group with a goal to look for ways and activities to reduce stress on campus.
E. Continue involvement with No Place for Hate, Project Purple, and All for Equality (A4E).
Goal 3: Consistently identify and optimize all types of innovative learning tools and strategies that meet evolving academic needs for all students.
Objectives:
B. Recognize the different student levels of technology competency and skill and differentiate to allow student voice and choice.
A. Educate students, parents, and community on digital safety and responsibility.
C. Use the SAMR model to deliver personalized, relevant, and engaging curriculum.
E. Create trainings for parents and students to view remotely.
D. Leverage technology to extend student learning outside the classroom.
Goal 4: All faculty and staff are participating members of a vibrant professional learning community dedicated to a positive culture of mutual respect, communication, and collaboration to inform and guide instruction to improve academic growth.
Objectives:
B. Continue to analyze and align assessment strategies to campus and district mission.
A. Use the four guiding questions of a PLC to create a student-centered curriculum and environment: What do students need to know? How do we know they know it? What do we do when they don't know it? What do we do when they already know it?
C. Transform common vocabulary by identifying, developing, and implementing learning targets, rubrics, and clear expectations for student learning.
E. Use resources efficiently including Late Start Days, as well as allocating time in the school day for noncore teachers to meet as a PLC.
D. Create a minimum number of common assessments per department this school year based on Readiness and Supporting Standards.
.
F. Evaluate current master schedule and PLC structure for effectiveness in meeting the needs of the middle school whole child. This includes the new evaluation of the teaming process and identifying time for Kid Day.
H. Encourage the use of the interdisciplinary approach to promote learning connections and critical thinking.
G. Evaluate the new grading categories and continue to monitor the effect on student growth and potential.
Goal 5: Identify the skills all educators will need in order to support our students. Our campus will help lead the district in creating a Profile of the EANES ISD Innovative Educator.
For Example:
B. Acts as a Role Model.
A. Embraces new thinking (district initiatives).
C. Nurtures creativity and critical thinking.
E. Seeks professional opportunities for professional development and lifelong learning.
D. Ensures student learning through quality assessments, interventions, and enrichment opportunities.
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ARTICLE V
MODE OF AMENDMENT
CONTENTS
VerDate Apr 14 2004 08:24 Apr 15, 2004 Jkt 077500 PO 00000 Frm 00001 Fmt 8221 Sfmt 8221 C:\CONAN\CON016.XXX PRFM99 PsN: CON016
VerDate Apr 14 2004 11:04 Apr 14, 2004 Jkt 077500 PO 00000 Frm 00002 Fmt 8221 Sfmt 8221 C:\CONAN\CON016.XXX PRFM99 PsN: CON016
MODE OF AMENDMENT
ARTICLE V
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; Provided that no Amendment which may be made prior to the Year One thousand eight hundred and eight shall in any Manner affect the first and fourth Clauses in the Ninth Section of the first Article; and that no State, without its Consent, shall be deprived of its equal Suffrage in the Senate.
AMENDMENT OF THE CONSTITUTION
Scope of the Amending Power
When this Article was before the Constitutional Convention, a motion to insert a provision that ''no State shall without its consent be affected in its internal policy'' was made and rejected. 1 A further attempt to impose a substantive limitation on the amending power was made in 1861, when Congress submitted to the States a proposal to bar any future amendments which would authorize Congress to ''interfere, within any State, with the domestic institutions thereof . . . .'' 2 Three States ratified this article before the outbreak of the Civil War made it academic. 3 Members of Congress
1 2 M. FARRAND, THE RECORDS OF THE FEDERAL CONVENTION OF 1787 630 (rev. ed. 1937).
3 H. Ames, The Proposed Amendments to the Constitution of the United States During the First Century of Its History, H. DOC. 353, pt. 2, 54th Congress, 2d Sess. (1897), 363.
2 57 CONG. GLOBE 1263 (1861).
opposed passage by Congress of the Thirteenth Amendment on the basis that the amending process could not be utilized to work such a major change in the internal affairs of the States, but the protest was in vain. 4 Many years later the validity of both the Eighteenth and Nineteenth Amendments was challenged because of their content. The arguments against the former took a wide range. Counsel urged that the power of amendment is limited to the correction of errors in the framing of the Constitution and that it does not comprehend the adoption of additional or supplementary provisions. They contended further that ordinary legislation cannot be embodied in a constitutional amendment and that Congress cannot constitutionally propose any amendment which involves the exercise or relinquishment of the sovereign powers of a State. 5 The Nineteenth Amendment was attacked on the narrower ground that a State which had not ratified the amendment would be deprived of its equal suffrage in the Senate because its representatives in that body would be persons not of its choosing, i.e., persons chosen by voters whom the State itself had not authorized to vote for Senators. 6 Brushing aside these arguments as unworthy of serious attention, the Supreme Court held both amendments valid.
Proposing a Constitutional Amendment
Thirty-three proposed amendments to the Constitution have been submitted to the States pursuant to this Article, all of them upon the vote of the requisite majorities in Congress and none, of course, by the alternative convention method. 7 In the Convention, much controversy surrounded the issue of the process by which the document then being drawn should be amended. At first, it was voted that ''provision ought to be made for the amendment [of the Constitution] whensoever it shall seem necessary'' without the agency of Congress being at all involved. 8 Acting upon this instruction, the Committee on Detail submitted a section providing that upon the application of the legislatures of two-thirds of the States Congress was to call a convention for purpose of amending the Constitution. 9 Adopted, 10 the section was soon reconsidered on the motion of Framers of quite different points of view, some who worried that the provision would allow two-thirds of the States to subvert
4 66 CONG. GLOBE 921, 1424-1425, 1444-1447, 1483-1488 (1864).
6 Leser v. Garnett, 258 U.S. 130 (1922).
5 National Prohibition Cases, 253 U.S. 350 (1920).
7 A recent scholarly study of the amending process and the implications for our polity is R. BERNSTEIN, AMENDING AMERICA (1993).
9 Id. at 188.
8 1 M. FARRAND, THE RECORDS OF THE FEDERAL CONVENTION OF 1787 (rev. ed. 1937), 22, 202-203, 237; 2 id. at 85.
10 Id. at 467-468.
the others 11 and some who thought that Congress would be the first to perceive the need for amendment and that to leave the matter to the discretion of the States would mean that no alterations but those increasing the powers of the States would ever be proposed. 12 Madison's proposal was adopted, empowering Congress to propose amendments either on its own initiative or upon application by the legislatures of two-thirds of the States. 13 When this provision came back from the Committee on Style, however, Gouverneur Morris and Gerry succeeded in inserting the language providing for a convention upon the application of the legislatures of two-thirds of the States. 14
Proposals by Congress.—Few difficulties of a constitutional nature have arisen with regard to this method of initiating constitutional change, the only method, as we noted above, so far successfully resorted to. When Madison submitted to the House of Representatives the proposals from which the Bill of Rights evolved, he contemplated that they should be incorporated in the text of the original instrument. 15 Instead, the House decided to propose them as supplementary articles, a method followed since. 16 It ignored a suggestion that the two Houses should first resolve that amendments are necessary before considering specific proposals. 17 In the National Prohibition Cases, 18 the Court ruled that in proposing an amendment, the two Houses of Congress thereby indicated that they deemed revision necessary. The same case also established the proposition that the vote required to propose an amendment was a vote of two thirds of the Members present—assuming the presence of a quorum—and not a vote of two-thirds of the entire membership. 19 The approval of the President is not necessary for a proposed amendment. 20
The Convention Alternative.—Because it has never successfully been invoked, the convention method of amendment is sur-
11 Id. at 557-558 (Gerry).
13 Id. at 559
12 Id. at 558 (Hamilton).
14 Id. at 629-630. ''Mr. Madison did not see why Congress would not be as much bound to propose amendments applied for by two-thirds of the State as to call a Convention on the like application. He saw no objection however against providing for a Convention for the purpose of amendments, except only that difficulties might arise as to the form, the quorum etc. which in Constitutional regulations ought to be as much as possible avoided.''
16 Id. at 717.
15 1 ANNALS OF CONGRESS 433-436 (1789).
17 Id. at 430.
19 Id.
18 253 U.S. 350, 386 (1920).
20 Hollingsworth v. Virginia, 3 U.S. (3 Dall.) 378 (1798).
rounded by a lengthy list of questions. 21 When and how is a convention to be convened? Must the applications of the requisite number of States be identical or ask for substantially the same amendment or merely deal with the same subject matter? Must the requisite number of petitions be contemporaneous with each other, substantially contemporaneous, or strung out over several years? Could a convention be limited to consideration of the amendment or the subject matter which it is called to consider? These are only a few of the obvious questions and others lurk to be revealed on deeper consideration. 22 This method has been close to utilization several times. Only one State was lacking when the Senate finally permitted passage of an amendment providing for the direct election of Senators. 23 Two States were lacking in a petition drive for a constitutional limitation on income tax rates. 24 The drive for an amendment to limit the Supreme Court's legislative apportionment decisions came within one State of the required number, and a proposal for a balanced budget amendment has been but two States short of the requisite number for some time. 25 Arguments existed in each instance against counting all the petitions, but the political realities no doubt are that if there is an authentic national movement underlying a petitioning by two-thirds of the States there will be a response by Congress.
Ratification.—In 1992, the Nation apparently ratified a longquiescent 27th Amendment, to the surprise of just about everyone. Whether the new Amendment has any effect in the area of its subject matter, the effective date of congressional pay raises, the adoption of this provision has unsettled much of the supposed learning on the issue of the timeliness of pendency of constitutional amendments.
It has been accepted that Congress may, in proposing an amendment, set a reasonable time limit for its ratification. Beginning with the Eighteenth Amendment, save for the Nineteenth, Congress has included language in all proposals stating that the amendment should be inoperative unless ratified within seven
21 The matter is treated comprehensively in C. Brickfield, Problems Relating to a Federal Constitutional Convention, 85th Congress, 1st Sess. (Comm. Print; House Judiciary Committee) (1957). A thorough and critical study of activity under the petition method can be found in R. CAPLAN, CONSTITUTIONAL BRINKMANSHIP—AMENDING THE CONSTITUTION BY NATIONAL CONVENTION (1988).
23 C. Brickfield, Problems Relating to a Federal Constitutional Convention, 85th Congress, 1st Sess. (Comm. Print; House Judiciary Committee) (1957), 7, 89.
22 Id. See also Federal Constitutional Convention: Hearings Before the Senate Judiciary Subcommittee on Separation of Powers, 90th Congress, 1st Sess. (1967).
24 Id. at 8-9, 89.
25 R. CAPLAN, CONSTITUTIONAL BRINKMANSHIP—AMENDING THE CONSTITUTION BY NATIONAL CONVENTION 73-78, 78-89 (1988).
years. 26 All the earlier proposals had been silent on the question, and two amendments proposed in 1789, one submitted in 1810 and another in 1861, and most recently one in 1924 had gone to the States and had not been ratified. In Coleman v. Miller, 27 the Court refused to pass upon the question whether the proposed child labor amendment, the one submitted to the States in 1924, was open to ratification thirteen years later. This it held to be a political question which Congress would have to resolve in the event three fourths of the States ever gave their assent to the proposal.
In Dillon v. Gloss, 28 the Court upheld Congress' power to prescribe time limitations for state ratifications and intimated that proposals which were clearly out of date were no longer open for ratification. Granting that it found nothing express in Article V relating to time constraints, the Court yet allowed that it found intimated in the amending process a ''strongly suggest[ive]'' argument that proposed amendments are not open to ratification for all time or by States acting at widely separate times. 29
Three related considerations were put forward. ''First, proposal and ratification are not treated as unrelated acts but as succeeding steps in a single endeavor, the natural inference being that they are not to be widely separated in time. Secondly, it is only when there is deemed to be a necessity therefor that amendments are to be proposed, the reasonable implication being that when proposed they are to be considered and disposed of presently. Thirdly, as ratification is but the expression of the approbation of the people and is to be effective when had in three-fourths of the States, there is a fair implication that that it must be sufficiently contemporaneous in that number of States to reflect the will of the people in all sections at relatively the same period, which of course ratification scattered through a long series of years would not do.'' 30
Continuing, the Court observed that this conclusion was the far better one, because the consequence of the opposite view was that the four amendments proposed long before, including the two sent out to the States in 1789 ''are still pending and in a situation where their ratification in some of the States many years since by
26 Seven-year periods were included in the texts of the proposals of the 18th, 20th, 21st, and 22d amendments; apparently concluding in proposing the 23d that putting the time limit in the text merely cluttered up the amendment, Congress in it and subsequent amendments including the time limits in the authorizing resolution. After the extension debate over the Equal Rights proposal, Congress once again inserted into the text of the amendment the time limit with respect to the proposal of voting representation in Congress for the District of Columbia.
28 256 U.S. 368 (1921).
27 307 U.S. 433 (1939).
29 Id. at 374.
30 Id. at 374-375.
representatives of generations now largely forgotten may be effectively supplemented in enough more States to make three-fourths by representatives of the present or some future generation. To that view few would be able to subscribe, and in our opinion it is quite untenable.'' 31
What seemed ''untenable'' to a unanimous Court in 1921 proved quite acceptable to both executive and congressional branches in 1992. After a campaign calling for the resurrection of the 1789 proposal, which was originally transmitted to the States as one of the twelve original amendments, enough additional States ratified to make up a three-fourths majority, and the responsible executive official proclaimed the amendment as ratified as both Houses of Congress concurred in resolutions. 32
That there existed a ''reasonable'' time period for ratification was strongly controverted. 33 The Office of Legal Counsel of the Department of Justice prepared for the White House counsel an elaborate memorandum that disputed all aspects of the Dillon opinion. 34 First, Dillon's discussion of contemporaneity was discounted as dictum. 35 Second, the three ''considerations'' relied on in Dillon were deemed unpersuasive. Thus, the Court simply assumes that, since proposal and ratification are steps in a single process, the process must be short rather than lengthy, the argument that an amendment should reflect necessity says nothing about the length of time available, inasmuch as the more recent ratifying States obviously thought the pay amendment was necessary, and the fact that an amendment must reflect consensus does not so much as intimate contemporaneous consensus. 36 Third, the OLC memorandum argued that the proper mode of interpretation of Article V was to ''provide a clear rule that is capable of mechanical application,
31 Id. One must observe that all the quoted language is dicta, the actual issue in Dillon being whether Congress could include in the text of a proposed amendment a time limit. In Coleman v. Miller, 307 U.S. 433, 453-454 (1939), Chief Justice Hughes, for a plurality, accepted the Dillon dictum, despite his opinion's forceful argument for judicial abstinence on constitutional-amendment issues. The other four Justices in the Court majority thought Congress had complete and sole control over the amending process, subject to no judicial review. Id. at 459.
33 Thus, Professor Tribe wrote: ''Article V says an amendment 'shall be valid to all Intents and Purposes, as part of this Constitution' when 'ratified' by threefourths of the states—not that it might face a veto for tardiness. Despite the Supreme Court's suggestion, no speedy ratification rule may be extracted from Article V's text, structure or history.'' Tribe, The 27th Amendment Joins the Constitution, WALL STREET JOURNAL, May 13, 1992, A15.
32 Supra, ''Congressional Pay''; infra, ''Twenty-Seventh Amendment''.
34 16 Ops. of the Office of Legal Coun. 102 (1992) (prelim.pr.).
36 Id. at 111-112.
35 Id. at 109-110. Coleman's endorsement of the dictum in the Hughes opinion was similarly pronounced dictum. Id. at 110. Both characterizations, as noted above, are correct.
without any need to inquire into the timeliness or substantive validity of the consensus achieved by means of the ratification process. Accordingly, any interpretation that would introduce confusion must be disfavored.'' 37 The rule ought to be, echoing Professor Tribe, that an amendment is ratified when three-fourths of the States have approved it. 38 The memorandum vigorously pursues a ''plain-meaning'' rule of constitutional construction. Article V says nothing about time limits, and elsewhere in the Constitution when the Framers wanted to include time limits they did so. The absence of any time language means there is no requirement of contemporaneity or of a ''reasonable'' period. 39
Now that the Amendment has been proclaimed and has been accepted by Congress, where does this development leave the argument over the validity of proposals long distant in time? One may assume that this precedent stands for the proposition that proposals remain viable forever. It may, on the one hand, stand for the proposition that certain proposals, because they reflect concerns that are as relevant today, or perhaps in some future time, as at the time of transmission to the States, remain open to ratification. Certainly, the public concern with congressional pay made the Twenty-seventh Amendment particularly pertinent. The other 1789 proposal, relating to the number of representatives, might remain viable under this standard, whereas the other proposals would not. On the other hand, it is possible to argue that the precedent is an ''aberration,'' that its acceptance owed more to a political and philosophical argument between executive and legislative branches and to the defensive posture of Congress in the political context of 1992 that led to an uncritical acceptance of the Amendment. In that latter light, the development is relevant to but not dispositive of the controversy. And, barring some judicial interpretation, that is likely to be where the situation rests.
Nothing in the status of the precedent created by the Twentyseventh Amendment suggests that Congress may not, when it proposes an amendment, include, either in the text or in the accompanying resolution, a time limitation, simply as an exercise of its necessary and proper power.
Whether once it has prescribed a ratification period Congress may extend the period without necessitating action by already-ratified States embroiled Congress, the States, and the courts in argu-
37 Id. at 113.
39 Id. at 103-106. The OLC also referenced previous debates in Congress in which Members had assumed this proposal and the others remained viable. Id.
38 Id. at 113-116.
ment with respect to the proposed Equal Rights Amendment. 40 Proponents argued and opponents doubted that the fixing of a time limit and the extending of it were powers committed exclusively to Congress under the political question doctrine and that in any event Congress had power to extend. It was argued that inasmuch as the fixing of a reasonable time was within Congress' power and that Congress could fix the time either in advance or at some later point, based upon its evaluation of the social and other bases of the necessities of the amendment, Congress did not do violence to the Constitution when, once having fixed the time, it subsequently extended the time. Proponents recognized that if the time limit was fixed in the text of the amendment Congress could not alter it because the time limit as well as the substantive provisions of the proposal had been subject to ratification by a number of States, making it unalterable by Congress except through the amending process again. Opponents argued that Congress, having by a twothirds vote sent the amendment and its authorizing resolution to the States, had put the matter beyond changing by passage of a simple resolution, that States had either acted upon the entire package or at least that they had or could have acted affirmatively upon the promise of Congress that if the amendment had not been ratified within the prescribed period it would expire and their assent would not be compelled for longer than they had intended. Congress did pass a resolution extending by three years the period for ratification. 41
Litigation followed and a federal district court, finding the issue to be justiciable, held that Congress did not have the power to extend, but before the Supreme Court could review the decision the extended time period expired and mooted the matter. 42
Also much disputed during consideration of the proposed Equal Rights Amendment was the question whether once a State had ratified it could thereafter withdraw or rescind its ratification, precluding Congress from counting that State toward completion of ratification. Four States had rescinded their ratifications and a fifth had declared that its ratification would be void unless the amendment was ratified within the original time limit. 43 The issue
40 See Equal Rights Amendment Extension: Hearings Before the Senate Judiciary Subcommittee on the Constitution, 95th Congress, 2d Sess. (1978); Equal Rights Amendment Extension: Hearings Before the House Judiciary Subcommittee on Civil and Constitutional Rights, 95th Congress, 1st/2d Sess. (1977-78).
42 Idaho v. Freeman, 529 F. Supp. 1107 (D. Idaho, 1981), prob. juris. noted, 455 U.S. 918 (1982), vacated and remanded to dismiss, 459 U.S. 809 (1982).
41 H.J. Res. 638, 95th Congress, 2d Sess. (1978); 92 Stat. 3799.
43 Nebraska (March 15, 1973), Tennessee (April 23, 1974), and Idaho (February 8, 1977) all passed rescission resolutions without dispute about the actual passage. The Kentucky rescission was attached to another bill and was vetoed by the Lieuwas not without its history. The Fourteenth Amendment was ratified by the legislatures of Ohio and New Jersey, both of which subsequently passed rescinding resolutions. Contemporaneously, the legislatures of Georgia, North Carolina, and South Carolina rejected ratification resolutions. Pursuant to the Act of March 2, 1867, 44 the governments of those States were reconstituted and the new legislatures ratified. Thus, there were presented both the question of the validity of a withdrawal and the question of the validity of a ratification following rejection. Congress requested the Secretary of State 45 to report on the number of States ratifying the proposal and the Secretary's response specifically noted the actions of the Ohio and New Jersey legislatures. The Secretary then issued a proclamation reciting that 29 States, including the two that had rescinded and the three which had ratified after first rejecting, had ratified, which was one more than the necessary three-fourths. He noted the attempted withdrawal of Ohio and New Jersey and observed that it was doubtful whether such attempts were effectual in withdrawing consent. 46 He therefore certified the amendment to be in force if the rescissions by Ohio and New Jersey were invalid. The next day Congress adopted a resolution listing all 29 States, including Ohio and New Jersey, as having ratified and concluded that the ratification process was completed. 47 The Secretary of State then proclaimed the Amendment as part of the Constitution.
In Coleman v. Miller, 48 the congressional action was interpreted as going directly to the merits of withdrawal after ratification and of ratification after rejection. ''Thus, the political departments of the Government dealt with the effect of previous rejection and of attempted withdrawal and determined that both were ineffectual in the presence of an actual ratification.'' Although rescission was hotly debated with respect to the Equal Rights Amend- tenant Governor, acting as Governor, citing grounds that included a state constitutional provision prohibiting the legislature from passing a law dealing with more than one subject and a senate rule prohibiting the introduction of new bills within the last ten days of a session. Both the resolution and the veto message were sent by the Kentucky Secretary of State to the General Services Administration. South Dakota was the fifth State.
45 The Secretary was then responsible for receiving notices of ratification and proclaiming adoption.
44 14 Stat. 428.
46 15 Stat. 706, 707.
48 307 U.S. 433, 488-450 (1939) (plurality opinion). For an alternative construction of the precedent, see Corwin & Ramsey, The Constitutional Law of Constitutional Amendment, 27 NOTRE DAME LAW. 185, 201-204 (1951). The legislature of New York attempted to withdraw its ratification of the 15th Amendment; although the Secretary of State listed New York among the ratifying States, noted the withdrawal resolution, there were ratifications from three-fourths of the States without New York. 16 Stat. 1131.
47 15 Stat. 709.
ment, the failure of ratification meant that nothing definitive emerged from the debate. The questions that must be resolved are whether the matter is justiciable, that is, whether under the political question doctrine resolution of the issue is committed exclusively to Congress, and whether there is judicial review of what Congress' power is in respect to deciding the matter of rescission. The Fourteenth Amendment precedent and Coleman v. Miller combine to suggest that resolution is a political question committed to Congress, but the issue is not settled.
The Twenty-seventh Amendment precedent is relevant here. The Archivist of the United States proclaimed the Amendment as having been ratified a day previous to the time both Houses of Congress adopted resolutions accepting ratification. 49 There is no necessary conflict, inasmuch as the Archivist and Congress concurred in their actions, but the Office of Legal Counsel of the Department of Justice opined that the Coleman precedent was not binding and that the Fourteenth Amendment action by Congress was an ''aberration.'' 50 That is, the memorandum argued that the Coleman opinion by Chief Justice Hughes was for only a plurality of the Court and, moreover, was dictum since it addressed an issue not before the Court. 51 On the merits, OLC argued that Article V gave Congress no role other than to propose amendments and to specify the mode of ratification. An amendment is valid when ratified by threefourths of the States, no further action being required. Although someone must determine when the requisite number have acted, OLC argued that the executive officer charged with the function of certifying, now the Archivist, has only the ministerial duty of counting the notifications sent to him. Separation of powers and federalism concerns also counseled against a congressional role, and past practice, in which all but the Fourteenth Amendment were certified by an executive officer, was noted as supporting a decision against a congressional role. 52
What would be the result of adopting one view over the other?
First, finding that resolution of the question is committed to Congress merely locates the situs of the power, and says nothing about what the resolution should be. That Congress in the past has refused to accept rescissions is but the starting point, inasmuch as, unlike courts, Congress operates under no principle of stare decisis so that the decisions of one Congress on a subject do not bind
49 F. R. Doc. 92-11951, 57 Fed. Reg. 21187; 138 CONG. REC. (daily ed.) S694849, H3505-06.
51 Id. at 118-121.
50 16 Ops. of the Office of Legal Coun. 102, 125 (1992) (prelim.pr.).
52 Id. at 121-126.
future Congresses. If Congress were to be faced with a decision about the validity of rescission, to what standards should it look?
That a question of constitutional interpretation may be ''political'' in the sense of being committed to one or to both of the ''political'' branches is not, of course, a judgment that in its resolution the political branch may decide without recourse to principle. Resolution of political questions is not subject to judicial review, so the prospect of court overruling is not one with which the decisionmaker need trouble himself. But both legislators and executive are bound by oath to observe the Constitution, 53 and consequently it is with the original document that the search for an answer must begin.
At the same time, it may well be that the Constitution affords no answer. Generally, in the exercise of judicial review, courts view the actions of the legislative and executive branches in terms not of the wisdom or desirability or propriety of their actions but in terms of the comportment of those actions with the constitutional grants of power and constraints upon those powers; if an action is within a granted power and violates no restriction, the courts will not interfere. How the legislature or the executive decides to deal with a question within the confines of the powers each constitutionally have is beyond judicial control.
Therefore, if the Constitution commits decision on an issue to, say, Congress, and imposes no standards to govern or control the reaching of that decision, in its resolution Congress may be restrained only by its sense of propriety or wisdom or desirability, i.e., may be free to make a determination solely as a policy matter. The reason that these issues are not justiciable is not only that they are committed to a branch for decision without intervention by the courts but also that the Constitution does not contain an answer. This interpretation, in the context of amending the Constitution, may be what Chief Justice Hughes was deciding for the plurality of the Court in Coleman. 54
53 Article VI, parag. 3. ''In the performance of assigned constitutional duties each branch of the Government must initially interpret the Constitution, and the interpretation of its powers by any branch is due great respect from the others.'' United States v. Nixon, 418 U.S. 683, 703 (1974).
54 Coleman v. Miller, 307 U.S. 433, 450, 453 (1939) (plurality opinion). Thus, considering the question of ratification after rejection, the Chief Justice found ''no basis in either Constitution or statute'' to warrant the judiciary in restraining state officers from notifying Congress of a State's ratification, so that it could decide to accept or reject. ''Article 5, speaking solely of ratification, contains no provision as to rejection.'' And in considering whether the Court could specify a reasonable time for an amendment to be before the State before it lost its validity as a proposal, Chief Justice Hughes asked: ''Where are to be found the criteria for such a judicial determination? None are to be found in Constitution or statute.'' His discussion of
Article V may be read to contain a governing constitutional principle, however. Thus, it can be argued that as written the provision contains only language respecting ratification and that inexorably once a State acts favorably on a resolution of ratification it has exhausted its jurisdiction over the subject and cannot rescind, 55 nor can Congress even authorize a State to rescind. 56 This conclusion is premised on Madison's argument that a State may not ratify conditionally, that it must adopt ''in toto and for ever.'' 57 While the Madison principle may be unexceptionable in the context in which it was stated, it may be doubted that it transfers readily to the significantly different issue of rescission.
A more pertinent principle would seem to be that expressed in Dillon v. Gloss. 58 In that case, the action of Congress in fixing a seven-year-period within which ratification was to occur or the proposal would expire was attacked as vitiating the amendment. The Court, finding no express provision in Article V, nonetheless thought it ''reasonably implied'' therein ''that the ratification must be within some reasonable time after the proposal.'' Three reasons underlay the Court's finding of this implication and they are suggestive on the question of rescission. 59
Although addressed to a different issue, the Court's discussion of the length of time an amendment may reasonably pend before losing its viability is suggestive with respect to rescission. That is, first, with proposal and ratification as successive steps in a single endeavor, second, with the necessity of amendment forming the basis for adoption of the proposal, and, third, especially with the implication that an amendment's adoption should be ''sufficiently
what Congress could look to in fixing a reasonable time, id. at 453-454, is overwhelmingly policy-oriented. On this approach generally, see Henkin, Is There a 'Political Question' Doctrine?, 85 YALE L.J. 597 (1976).
56 Constitutionality of Extending the Time Period for Ratification of the Proposed Equal Rights Amendment, Memorandum of the Assistant Attorney General, Office of Legal Counsel, Department of Justice, in Equal Rights Amendment Extension: Hearings Before the Senate Judiciary Subcommittee on the Constitution, 95th Congress, 2d Sess. (1978), 80, 91-99.
55 See, e.g., the debate between Senator Conkling and Senator Davis on this point in 89 CONG. GLOBE 1477-1481 (1870).
57 During the debate in New York on ratification of the Constitution, it was suggested that the State approve the document on condition that certain amendments the delegates thought necessary be adopted. Madison wrote: ''The Constitution requires an adoption in toto and for ever. It has been so adopted by the other States. An adoption for a limited time would be as defective as an adoption of some of the articles only. In short any condition whatever must viciate the ratification.'' 5 THE PAPERS OF ALEXANDER HAMILTON 184 (H. Syrett ed., 1962).
59 Quoted supra.
58 256 U.S. 368 (1921). Of course, we recognize, as indicated at various points above, that Dillon, and Coleman as well, insofar as they discuss points relied on here, express dictum and are not binding precedent. They are discussed solely for the persuasiveness of the views set out.
contemporaneous'' in the requisite number of States ''to reflect the will of the people in all sections at relatively the same period,'' it would raise a large question were the ratification process to count one or more States which were acting to withdraw their expression of judgment that amendment was necessary at the same time other States were acting affirmatively. The ''decisive expression of the people's will'' that is to bind all might well in those or similar circumstances be found lacking. Employment of this analysis would not necessarily lead in specific circumstances to failures of ratification; the particular facts surrounding the passage of rescission resolutions, for example, might lead Congress to conclude that the requisite ''contemporaneous'' ''expression of the people's will'' was not undermined by the action.
And employment of this analysis would still seem, under these precedents, to leave to Congress the crucial determination of the success or failure of ratification. At the same time it was positing this analysis in the context of passing on the question of Congress' power to fix a time limit, the Court in Dillon v. Gloss observed that Article V left to Congress the authority ''to deal with subsidiary matters of detail as the public interest and changing conditions may require.'' 60 And in Coleman v. Miller, Chief Justice Hughes went further in respect to these ''matters of detail'' being ''within the congressional province'' in the resolution of which the decision by Congress ''would not be subject to review by the courts.'' 61
Thus, it may be that if the Dillon v. Gloss construction is found persuasive, Congress would have constitutional standards to guide its decision on the validity of rescission. At the same time, if these precedents reviewed above are adhered to, and strictly applied, it appears that the congressional determination to permit or to disallow rescission would not be subject to judicial review.
Adoption of the alternative view, that Congress has no role but that the appropriate executive official has the sole responsibility, would entail different consequences. That official, now the Archivist, appears to have no discretion but to certify once he receives
60 Id. at 375-376. It should be noted that the Court seemed to retain the power for itself to pass on the congressional decision, saying ''[o]f the power of Congress, keeping within reasonable limits, to fix a definite period for the ratification we entertain no doubt'' and noting later than no question existed that the seven-year period was reasonable. Id.
61 307 U.S. 433, 452-454 (1939) (plurality opinion). It is, as noted above, not entirely clear to what extent the Hughes plurality exempted from judicial review congressional determinations made in the amending process. Justice Black's concurrence thought the Court ''treated the amending process of the Constitution in some respects as subject to judicial review, in others as subject to the final authority of Congress'' and urged that the Dillon v. Gloss ''reasonable time'' construction be disapproved. Id. at 456, 458.
state notification. 62 The official could, of course, request a Department of Justice legal opinion on some issue, such as the validity of rescissions. That is the course advocated by the executive branch, naturally, but it is one a little difficult to square with the ministerial responsibility of the Archivist. 63 In any event, there would seem to be no support for a political question preclusion of judicial review under these circumstances. Whether the Archivist certifies on the mere receipt of a ratification resolution or does so only after ascertaining the resolution's validity, it would appear that it is action subject to judicial review. 64
Congress has complete freedom of choice between the two methods of ratification recognized by Article V: by the legislatures of the States or by conventions in the States. In United States v. Sprague, 65 counsel advanced the contention that the Tenth Amendment recognized a distinction between powers reserved to the States and powers reserved to the people, and that state legislatures were competent to delegate only the former to the National Government; delegation of the latter required action of the people through conventions in the several States. The Eighteenth Amendment being of the latter character, the ratification by state legislatures, so the argument ran, was invalid. The Supreme Court rejected the argument. It found the language of Article V too clear to admit of reading any exception into it by implication.
The term ''legislatures'' as used in Article V means deliberative, representative bodies of the type which in 1789 exercised the legislative power in the several States. It does not comprehend the popular referendum, which has subsequently become a part of the legislative process in many of the States. A State may not validly condition ratification of a proposed constitutional amendment on its approval by such a referendum. 66 In the words of the Court: ''[T]he
62 United States ex rel. Widenmann v. Colby, 265 F. 998, 999 (D.C. Cir. 1920), aff'd mem. 257 U.S. 619 (1921); United States v. Sitka, 666 F. Supp. 19, 22 (D. Conn. 1987), aff'd, 845 F.2d 43 (2d Cir.), cert. den., 488 U.S. 827 (1988). See 96 CONG. REC. 3250 (Message from President Truman accompanying Reorg. Plan No. 20 of 1950); 16 Ops. of the Office of Legal Coun. 102, 117 (1992) (prelim.pr.).
64 Under the Administrative Procedure Act, doubtless, 5 U.S.C. §§ 701-706, though there may well be questions about one possible exception, the ''committed to agency discretion'' provision. Id. at § 701(a) (2).
63 Id. at 116-118. Thus, OLC says that the statute ''clearly requires that, before performing this ministerial function, the Archivist must determine whether he has received 'official notice' that an amendment has been adopted 'according to the provisions of the Constitution.' This is the question of law that the Archivist may properly submit to the Attorney General for resolution.'' Id. at 118. But if his duty is ''ministerial,'' it seems, the Archivist may only notice the fact of receipt of a state resolution; if he may, in consultation with the Attorney General, determine whether the resolution is valid, that is considerably more than a ''ministerial'' function.
65 282 U.S. 716 (1931).
66 Hawke v. Smith, 253 U.S. 221, 231 (1920).
function of a state legislature in ratifying a proposed amendment to the Federal Constitution, like the function of Congress in proposing the amendment, is a federal function derived from the Federal Constitution; and it transcends any limitations sought to be imposed by the people of a State.'' 67
Authentication and Proclamation.—Formerly, official notice from a state legislature, duly authenticated, that it had ratified a proposed amendment went to the Secretary of State, upon whom it was binding, ''being certified by his proclamation, [was] conclusive upon the courts'' as against any objection which might be subsequently raised as to the regularity of the legislative procedure by which ratification was brought about. 68 This function of the Secretary was first transferred to a functionary called the Administrator of General Services, 69 and then to the Archivist of the United States. 70 In Dillon v. Gloss, 71 the Supreme Court held that the Eighteenth Amendment became operative on the date of ratification by the thirty-sixth State, rather than on the later date of the proclamation issued by the Secretary of State, and doubtless the same rule holds as to a similar proclamation by the Archivist.
Judicial Review Under Article V
Prior to 1939, the Supreme Court had taken cognizance of a number of diverse objections to the validity of specific amendments. Apart from holding that official notice of ratification by the several States was conclusive upon the courts, 72 it had treated these questions as justiciable, although it had uniformly rejected them on the merits. In that year, however, the whole subject was thrown into confusion by the inconclusive decision in Coleman v. Miller. 73 This case came up on a writ of certiorari to the Supreme Court of Kansas to review the denial of a writ of mandamus to compel the Secretary of the Kansas Senate to erase an endorsement on a resolution ratifying the proposed child labor amendment to the Constitution to the effect that it had been adopted by the Kansas Senate. The attempted ratification was assailed on three grounds: (1) that
67 Leser v. Garnett, 258 U.S. 130, 137 (1922).
69 65 Stat. 710-711, § 2; Reorg. Plan No. 20 of 1950, § 1(c), 64 Stat. 1272.
68 Act of April 20, 1818, § 2, 3 Stat. 439. The language quoted in the text is from Leser v. Garnett, 258 U.S. 130, 137 (1922).
70 National Archives and Records Administration Act of 1984, 98 Stat. 2291, 1 U.S.C. § 106b.
72 Leser v. Garnett, 258 U.S. 130 (1922).
71 256 U.S. 368, 376 (1921).
73 307 U.S. 433 (1939). Cf. Fairchild v. Hughes, 258 U.S. 126 (1922), wherein the Court held that a private citizen could not sue in the federal courts to secure an indirect determination of the validity of a constitutional amendment about to be adopted.
the amendment had been previously rejected by the state legislature; (2) that it was no longer open to ratification because an unreasonable period of time, thirteen years, had elapsed since its submission to the States, and (3) that the lieutenant governor had no right to cast the deciding vote in the Kansas Senate in favor of ratification.
Four opinions were written in the Supreme Court, no one of which commanded the support of more than four members of the Court. The majority ruled that the plaintiffs, members of the Kansas State Senate, had a sufficient interest in the controversy to give the federal courts jurisdiction to review the case. Without agreement with regard to the grounds for their decision, a different majority affirmed the judgment of the Kansas court denying the relief sought. Four members who concurred in the result had voted to dismiss the writ on the ground that the amending process ''is 'political' in its entirety, from submission until an amendment becomes part of the Constitution, and is not subject to judicial guidance, control or interference at any point.'' 74 In an opinion reported as ''the opinion of the Court,'' but in which it appears that only two Justices joined Chief Justice Hughes, who wrote it, it was declared that the writ of mandamus was properly denied, because the question whether a reasonable time had elapsed since submission of the proposal was a nonjusticiable political question, the kinds of considerations entering into deciding being fit for Congress to evaluate, and the question of the effect of a previous rejection upon a ratification was similarly nonjusticiable, because the 1868 Fourteenth Amendment precedent of congressional determination ''has been accepted.'' 75 But with respect to the contention that the lieutenant governor should not have been permitted to cast the deciding vote in favor of ratification, the Court found itself evenly divided, thus accepting the judgment of the Kansas Supreme Court that the state officer had acted validly. 76 However, the unexplained decision
74 Coleman v. Miller, 307 U.S. 433, 456, 459 (1939) (Justices Black, Roberts, Frankfurter, and Douglas concurring). Because the four believed that the parties lacked standing to bring the action, id. at 456, 460 (Justice Frankfurter dissenting on this point, joined by the other three Justices), the further discussion of the applicability of the political question doctrine is, strictly speaking, dicta. Justice Stevens, then a circuit judge, also felt free to disregard the opinion because a majority of the Court in Coleman ''refused to accept that position.'' Dyer v. Blair, 390 F. Supp. 1291, 1299-1300 (N.D.Ill. 1975) (three-judge court). See also Idaho v. Freeman, 529 F. Supp. 1107, 1125-1126 (D.C.D.Idaho, 1981), vacated and remanded to dismiss, 459 U.S. 809 (1982).
76 Justices Black, Roberts, Frankfurter, and Douglas thought this issue was nonjusticiable too. Id. at 456. Although all nine Justices joined the rest of the decision, see id. at 470, 474 (Justice Butler, joined by Justice McReynolds, dissenting), one
75 Coleman v. Miller, 307 U.S. 433, 447-456 (1939) (Chief Justice Hughes joined by Justices Stone and Reed).
by Chief Justice Hughes and his two concurring Justices that the issue of the lieutenant' governor's vote was justiciable indicates at the least that their position was in disagreement with the view of the other four Justices in the majority that all questions surrounding constitutional amendments are nonjusticiable. 77
However, Coleman does stand as authority for the proposition that at least some decisions with respect to the proposal and ratifications of constitutional amendments are exclusively within the purview of Congress, either because they are textually committed to Congress or because the courts lack adequate criteria of determination to pass on them. 78 But to what extent the political question doctrine encompasses the amendment process and what the standards may be to resolve that particular issue remain elusive of answers.
Justice did not participate in deciding the issue of the lieutenant governor's participation; apparently, Justice McReynolds was the absent Member. Note, 28 Geo. L. J. 199, 200 n.7 (1940). Thus, Chief Justice Hughes and Justices Stone, Reed, and Butler would have been the four finding the issue justiciable.
77 The strongest argument to the effect that constitutional amendment questions are justiciable is Rees, Throwing Away the Key: The Unconstitutionality of the Equal Rights Amendment Extension, 58 TEX. L. REV. 875, 886-901 (1980), and his student note, Comment, Rescinding Ratification of Proposed Constitutional Amendments—A Question for the Court, 37 LA. L. REV. 896 (1977). Two perspicacious scholars of the Constitution have come to opposite conclusions on the issue. Compare Dellinger, The Legitimacy of Constitutional Change: Rethinking the Amendment Process, 97 HARV. L. REV. 386, 414-416 (1983) (there is judicial review), with Tribe, A Constitution We Are Amending: In Defense of a Restrained Judicial Role, 97 HARV. L. REV. 433, 435436 (1983). Much of the scholarly argument, up to that time, is collected in the ERA-time-extension hearings. Supra. The only recent judicial precedents directly on point found justiciability on at least some questions. Dyer v. Blair, 390 F. Supp. 1291 (N.D.Ill. 1975) (three-judge court); Idaho v. Freeman, 529 F. Supp. 1107 (D.Idaho 1981), vacated and remanded to dismiss, 459 U.S. 809 (1982).
78 In Baker v. Carr, 369 U.S. 186, 214 (1962), the Court, in explaining the political question doctrine and categorizing cases, observed that Coleman ''held that the questions of how long a proposed amendment to the Federal Constitution remained open to ratification, and what effect a prior rejection had on a subsequent ratification, were committed to congressional resolution and involved criteria of decision that necessarily escaped the judicial grasp.'' Both characteristics were features that the Court in Baker, 369 U.S. at 217, identified as elements of political questions, e.g., ''a textually demonstrable constitutional commitment of the issue to a coordinate political department; or a lack of judicially discoverable and manageable standards or resolving it.'' Later formulations have adhered to this way of expressing the matter. Powell v. McCormack, 395 U.S. 486 (1969); O'Brien v. Brown, 409 U.S. 1 (1972); Gilligan v. Morgan, 413 U.S. 1 (1973). However, it could be argued that, whatever the Court may say, what it did, particularly in Powell but also in Baker, largely drains the political question doctrine of its force. See Uhler v. AFLCIO, 468 U.S. 1310 (1984) (Justice Rehnquist on Circuit) (doubting Coleman's vitality in amendment context). But see Goldwater v. Carter, 444 U.S. 996, 1002 (1979) (opinion of Justices Rehnquist, Stewart, Stevens, and Chief Justice Burger) (relying heavily upon Coleman to find an issue of treaty termination nonjusticiable). Compare id. at 1001 (Justice Powell concurring) (viewing Coleman as limited to its context).
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Reflux or Spitting Up
Gastro-Esophageal Reflux Disease (GERD)
[x] At least half of all babies spit up, which is the same things as gastroesophageal reflux.
[x] Most of them are very messy but happy spitters, gain weight well, and outgrow this messiness after several months.
[x] There are management strategies to lessen the spit up, but only time will resolve it completely.
[x] The main thing is to understand the issue to avoid undue worry and to ask for advice when you aren't sure if all is OK.
[x] If the spitting is a problem, it is termed "Gastro-Esophageal Reflux Disease."
Symptoms of Gastro-Esophageal Reflux Disease
[x] Heart burn pain may cause mild or severe fussiness.
[x] If pain is severe, baby may arch her back and stiffen her body during episodes of spitting up or burping.
[x] Spit up is an effortless eruption, in contrast to vomiting, which is preceded by retching or contractions of the stomach muscles.
[x] Spit up may launch from the mouth or nose, or it might dribble over the chin after a wet burp.
[x] Spit up might only reach the back of the mouth, resulting in chewing, gagging and re-swallowing motions. Parents often don't realize this is reflux.
[x] Episodes may occur a couple times per day, with every feeding, or randomly. Some days are worse for no reason.
[x] Spit up may look like fresh milk, curdled milk, or water, or it may be yellow, greenish or bluish, as breastmilk takes on different hues of color.
[x] Poor weight gain is rarely due to reflux. Most babies let you know if they need to eat again after spitting up. It is sometimes confusing to sort out if a baby is spitting up because they are over-eating, or if they are overeating because they are spitting up!
[x] Chronic coughing or wheezing in a spitty baby might indicate aspiration of stomach contents into the lungs. This is quite rare, because most babies have a good gag reflex to protect their airway.
Causes of Reflux
[x] The valve between the esophagus (food tube) and the stomach is commonly immature and loose in infants, and tightens over the first several months of life.
[x] When there is milk in the stomach, an air bubble on top, and pressure is applied to the stomach, the milk can reflux upward through the loose valve. Babies typically spit up when laid on their back for a diaper change, when placed in the car seat, or when slouched over when held or burped.
[x] Swallowing excess air can contribute to reflux, such as if mom has a fast let-down which causes baby to swallow quickly to keep up with the milk flow and thus gulps air with the milk.
[x] Food sensitivities, especially milk intolerance, occasionally contribute to reflux.
[x] Rarely, there are other conditions which contribute to excessive spitting or vomiting, but they usually cause severe progressive symptoms over the course of a few hours.
Reflux or Spitting Up ………continued
Management of reflux
[x] Time, patience and understanding is the key to enduring reflux, as most babies outgrow it by 1 year of age.
[x] Burp frequently. Your baby may just spit up with the burp anyway, but at least you can be prepared for it!
Keep baby's back straight! Allowing baby to "slouch" while holding and burping, puts pressure on their tummy.
[x] Position your baby upright for several minutes after feedings.
[x] Elevating the head of the bed is often recommended, but baby often slides down, so be cautious.
[x] Avoid tight diapers and waist bands.
[x] Smaller more frequent feedings are often recommended, but this can be difficult to accomplish in a nursing baby.
[x] Limiting feedings is a common recommendation, but if the valve is loose, a baby will spit up even if not over fed.
[x] Lean back while nursing if baby gulps air during a fast let-down. The milk will slow down when flowing "uphill."
[x] If milk intolerance is thought to be contributing to the reflux, mom may need to consider an elimination diet.
[x] Rarely, milk fed from a bottle is thickened with cereal to help it stay down.
[x] A trial of antacid medication may be considered if other management strategies
1) fail to improve the fussiness
2) if baby fails to gain weight
3) if baby develops symptoms of aspiration
[x] Antacid drugs are a last resort, because they eliminate acid. Acid kills bacteria so is part of the baby's immune system.
[x] Rarely, X-ray or lab tests are done to look for specific conditions that might be causing progressive reflux.
[x] Sometimes surgery or medical treatments are necessary.
Call the office if baby:
[x] is inconsolable for more than a 2-3 hours
[x] acts sick
[x] fails to gain weight
[x] refuses feedings or has difficulty with feedings
[x] has signs of dehydration (few wets, no tears, dry mouth)
[x] develops more frequent or projectile vomiting
[x] spit up is bright green or bloody
[x]
develops a distended belly
[x] has blood in the stools
[x] coughs, wheezes, has trouble breathing, severe choking episodes, stops breathing, turns blue or pale, or has repeated bouts of pneumonia.
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How to Build a Healthy Eating Pattern
There are many different ways to eat healthy. You can eat healthy in a way that works for you and your family. Healthy eating can fit all tastes and traditions — and can be affordable, too.
The key is to build a healthy eating pattern, which means choosing a variety of nutritious foods in the right amounts for you — and making these choices part of your everyday routine.
Follow these tips — based on the 2015–2020 Dietary Guidelines for Americans — for making choices that can help you reach or keep a healthy body weight, get the nutrients you need, and lower your risk of health problems like heart disease, type 2 diabetes, and some types of cancers.
Get a variety of nutritious foods and beverages.
Eating a variety of foods and beverages is important. It helps you get the range of nutrients you need to be healthy.
* Eat a mix of foods across all food groups.
Choose foods and beverages from all food groups — vegetables, fruits, grains, dairy, and proteins — not just 1 or 2 of them.
Vegetables
Fat-free and low-fat dairy, including milk, yogurt, cheese, and fortified soy beverages
Fruits, especially whole fruits
Grains, especially whole grains
* Eat a mix of foods within each food group.
For example, each week try eating several types of vegetables, including dark green, red and orange, starchy ones, legumes, and others. Switch up the protein foods you eat, too — for example, consider fish, black beans, and peanut butter, not just lean meats and poultry.
Protein foods, like seafood, lean meats and poultry, eggs, legumes (beans and peas), nuts, seeds, and soy products
Try to eat and drink the right amounts for you.
How many calories you need to eat depends on your age, sex, height, weight, and how active you are. Use the MyPlate Daily Checklist at www.choosemyplate.gov/calculator to find a plan that is right for you.
Limit foods and beverages higher in saturated fats, added sugars, and sodium.
Aim to get:
* Less than 10% of calories each day from saturated fats
Foods higher in saturated fats include butter, cheese, whole milk, meats higher in fat (like beef ribs, sausage, and some processed meats), poultry skin, and tropical oils like coconut and palm oil. Instead, go for foods with unsaturated fats — like seafood, avocados, most nuts, and canola or olive oil.
* Less than 10% of calories each day from added sugars
Added sugars are syrups or other sweeteners with calories that are added to foods and drinks when they're being made or prepared. Stick mostly to foods and drinks with naturally occurring sugars — like ones in unflavored milk and fruits — or no sugar at all. Choose water instead of sugary drinks and limit sweet treats like cake, cookies, brownies, and candy.
Small changes = big benefits
Small shifts in your daily eating habits can improve your health over the long run. For example, try swapping out white bread for whole-wheat bread and reach for a handful of nuts instead of potato chips.
* Less than 2,300 milligrams of sodium each day for adults and children ages 14 and up (less for younger children)
Sodium comes from table salt — but most of the sodium we eat comes from foods that are packaged or served in restaurants. When buying foods in the store, check the Nutrition Facts label and choose the option with the lowest amount of sodium. To cut down on sodium, cook more at home or ask not to have salt added to your meal when eating out.
Stick with it.
A lifetime of healthy eating can help prevent health problems like obesity, heart disease, type 2 diabetes, and some types of cancer. Think of every day and meal as an opportunity to make a healthy choice.
Want to learn more about how to find a healthy eating pattern that works for you? Check out DietaryGuidelines.gov for more information on the Dietary Guidelines and find recipes for healthy meals at www.whatscooking.fns.usda.gov/.
What's in a Healthy Eating Pattern?
The 2015–2020 Dietary Guidelines has recommendations for a healthy eating pattern.
For someone who needs 2,000 calories a day, a healthy eating pattern includes:
And it has limits on:
Saturated and trans
fats—
daily calories and keep limit
trans fat
saturated fats to less than 10% of intake as low as possible
Sodium
— limit to less than 2,300 mg a day for adults and children 14 years
Added sugars
—
limit to and up (less for younger children)
less than 10% of daily calories
A variety of meals and snacks can fit within healthy eating patterns. Many meals have several food groups within one dish. Check out these examples.
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2 Tbs
T p salsa
Dair nce lowGrains:
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1/4 cup sl
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tified soy bev
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Grains:
1 cup c
ooked brown rice (2
c hips
Protien:
2 ked ground turk
a
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Oils:
1 Tbsp mayonnaiseLogos:
Health and Human Services
Office of Disease Prevention and Health Promotion
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Vegetables:
s:
1 medium pea
T
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1/
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4 ounces ls:
1 Tbsp canola oil for cooking stir-fry
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Beautiful Mind: Parent Resources
Mental Health
Mental Mind Games
Everyone struggles with the battle of the mind. . .whether it's thoughts, feelings, moods or relating to others. This struggle doesn't make you 'less' of a Christian. The key is adjusting the focus from the guilt to the gift. The gift of living in a community that loves you and being created by a God that adores you. No one escapes the results of living in a broken world.
"In the past few months, a series of television commercials have appeared on tv wherein celebrities are encouraging viewers to discuss their mental health with their physicians the next time they go in for a physical exam. This is good advice for parents, as well. Be proactive. . .ask your children on a regular basis about the highs and lows of their days. Know the typical range of their emotional expressions, and do something if they start dangling off the emotional edge. Depression, anxiety and related disorders cause millions of children and adolescents to live life only hitting on four or five of their eight cylinders. Don't let that be a description of your precious gift from God. Help them learn to be ALL God created them to be: mind, body and soul. Model for them how to talk about their feelings. Teach them how to ask for help and find appropriate resources for assistance with mental health issues."
- Dr. Steve Allison
The Hills Church, Pastoral Care Minister email@example.com
Conversation Starters:
* What's the hardest thing you deal with each day?
* What causes you the most stress?
* What would make things less stressful for you?
* How do you think social media impacts the way you think about or treat yourself?
Do you become more stressed after scrolling? What are some healthy boundaries we could set for that?
* Is there anything you'd like to tell me or talk about that I haven't asked?
More on Mental Health:
https://adaa.org/learn-from-us/from-the-experts/blog-posts/consumer/watch-your-words-why-mental-healthawareness https://www.pinerest.org/mental-health-awareness-blog
https://www.nami.org/Find-Support/Teens-Young-Adults/How-to-Help-a-Friend
THEHILLS.ORG/STUDENTS
An Angle On Anger Anger
Anger isn't a bad, but any emotion left unchecked can get out of control and be dangerous for the mind. Having open conversations with teens about methods to control anger, how it signals the brain and what to do when feeling overwhelmed is a great start. Check out this personal story shared about anger. *
"I have a few very vivid memories of my childhood. From vacations, birthdays and family dinners. But also - a few moments that are less joyful. My mom worked nights at the hospital on the weekends; this meant my dad was in charge which usually boiled down to yard work. He would send my brothers outside to rake leaves and mow the yard while I was instructed to clean up the kitchen and get lunch ready for all of us. I loved this arrangement because I got to be inside and it was quiet. This particular weekend my dad needed to run an errand so he gave us our assignments and reminded us to get along. We began working but soon enough my brothers were inside getting water, going to the bathroom and generally stalling. Naturally, this drove me bananas so when they finally went back outside, I locked our glass back door. Moments later, my brother came back wanting inside. I told him no. After a series of back and forth, he lost his marbles and punched the glass window. We watched in what felt like slow motion as it shattered all over the floor. This moment is one of many I could share where anger was not controlled and things got out of hand. "
* This story was shared with permission
Three Anger Management Tips:
1. Talk It Out:
Learning healthy communication skills helps deal with anger
2. Change The Thoughts:
Changing the way you think and find different ways to process and react to anger.
3. Breathe: Relax. Take a deep breath and even consider a simple countdown to help release tension and soothe the mind and body.
Conversation Starters:
* Are there moments when your anger feels out of control? When or where does that seem to happen most?
* What are some ways I could help you be better prepared for those situations? (could we have a phrase or signal that reminds you to take a deep breath?)
* Is there anything you wish I knew about this? (feelings, triggers, etc.)
More on Anger:
https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/anger-management/art-20045434 https://www.apa.org/topics/anger/control
Breaking Up With Addiction
The term 'addiction' typically takes our minds to things like drugs or alcohol, but we want to challenge students to think about the way they view their phones and video games. These devices can be equally addictive and mind altering. Check out the clip below from the popular TV show Parks and Recreation. In this clip, you'll see how time outside for a character without his phone impacts his thinking.
https://www.youtube.com/watch?v=cWFJgZOqeBk&list=RDrcVPPjQciCY&start_radio=1
THEHILLS.ORG/STUDENTS
Addiction
Addiction Conversation Starters:
* What are some things that stress you out? What can I do to help?
* What is the hardest thing about being a kid?
* Have you ever considered how Instagram (or any other app/video game) could be addicting?
* Are you ever curious about drugs or alcohol? Do you want to experiment with them?
* Has anyone ever offered you drugs? How did you handle that situation?
* What are some of the consequences of using e-cigs and/or drugs (including marijuana and alcohol)? Do these consequences apply only to young people?
* What are some of the consequences of using technology in unhealthy ways?
* What can we do to set healthy boundaries with technology?
* If you saw drugs or alcohol being used at school, what would you think/do?
* Do you trust me and what can I do to help you trust me more?
More on Addiction:
https://www.webmd.com/mental-health/news/20190410/parents-desperate-fight-vs-teen-screen-addiction https://www.rehabspot.com/drugs/who-addiction-affects/teenage-drug-addiction
The Struggle Is Real
A recent survey of 56 students at The Hills was conducted:
1. Anger was mentioned 14 times
3. Anxiety was mentioned 33 times
2. Addiction was mentioned 5 times
4. Depression was mentioned 15 times
6. 27 people wrote down more than one struggle
5. Self Esteem was mentioned 17 times
7. Over half of the students who replied wrote down anxiety as one of their struggles.
"In teens, the mental disorders most closely linked to suicide risk are major depressive disorder, bipolar disorder, generalized anxiety disorder, conduct disorder, substance use disorder and eating disorders. While in some cases these disorders may be precipitated by environmental stressors, they can also occur as a result of changes in brain chemistry, even in the absence of an identifiable or obvious "reason." Traumatic experiences (such as prolonged bullying) can precipitate depression, anxiety, abuse of alcohol or drugs or another mental disorder - which can increase suicide risk. Recent losses are major contributors to adolescent depression and anxiety. These may include the death of a relative, a family divorce or break up with a girlfriend or boyfriend. Other common contributors are social isolation, drug or alcohol abuse and/or exposure to violence in the home or social environment.
It is imperative to educate ourselves and our children about the realities of mental health issues and to work toward ending the daily negative stigmas surrounding our kids. Creating a safe and non-threatening environment for all children is one of the important stages to begin with. Encourage adolescents to talk about and express their feelings. Provide a listening ear and be a support so they can visit with you about how they feel. Adolescents deal much better with tough circumstances when they have at least one person who believes in them."
- Hannah Hughes, LMSW
Brewer High School, Counselor
More on Anxiety:
https://www.heysigmund.com/anxiety-in-teens
THEHILLS.ORG/STUDENTS
Anxiety
Depression
Self-Esteem
Gray Skies Ahead
"Gray. All I felt was gray. And all I wanted to do was play Cooking Fever. But I couldn't stay awake. For the days that followed, I was a shadow of myself. I didn't eat; I couldn't stay awake during the day; I couldn't fall asleep at night. I faked it pretty fine for most of my friends, but Eliza knew. My roommate, Amanda, knew. I felt like a person I didn't even know. I had never felt so tired. And no matter what I did, I couldn't shake it. I couldn't take enough naps or sleep in enough days to counteract whatever was going on in my body. That is what scared me, I think. It wasn't that I was having all these negative sad thoughts. It's not like I was crying myself to sleep. I wasn't doing that at all, actually. Instead, it was more like my body folded in and simply gave up."
- Excerpt from Remember God by Annie Downs, pages 77-78
This story is just one example of what depression can be like for those experiencing it. As Annie writes, her body simply shut down and nothing she did could make it better. One of the things we hope our students will understand is that depression happens. There's nothing wrong with feeling depressed and it's important to invite people in to help. Students must be reminded that there's a huge difference between feeling down and clinical depression.
Conversation Starters When A Change In Demeanor Occurs:
* Are you sleeping more or less than you normally do?
* Are you tasting your food when you eat?
* Are you eating more or less than you normally do?
* Do you feel tired no matter how much you sleep?
* Is it hard for you to do personal grooming?
* Are you capable of enjoying things right now?
* Are you having thoughts of your own death?
As always, we hope these resources will help you and your family navigate conversations on mental health in a way that draws you closer to the Creator.
More On Depression:
https://www.nami.org/Blogs/NAMI-Blog/December-2018/5-Things-You-Can-Do-to-Help-Your-Child-with-Depres
Who's That In The Mirror?
One of the best questions we can ask ourselves in the midst of a low self-esteem moment is "What would change if you viewed yourself truly as a beloved child of God?" Teens need to be reminded that they are deeply loved. God doesn't need us to manage appearances or worry about how others view us.
More On Self Esteem:
https://parents.au.reachout.com/common-concerns/everyday-issues/self-esteem-and-teenagers
THEHILLS.ORG/STUDENTS
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ANDHRA UNIVERSITY
Department of Zoology M.Sc. FISHERY SCIENCE (Self-Finance)
A N D H R A U N I V E R S I T Y DEPARTMENT OF ZOOLOGY
M.Sc. DEGREE IN FISHERY SCIENCE - SYLLABUS (Effective from 2014-2015 Academic year)
M. Sc. Fishery Science is introduced as a two year post-graduate course in the Department of Zoology. Keeping mainly in view of the large number of job opportunities in government and private sector undertakings in the field of Fisheries and Aquaculture, the course is designed that the student is benefited to take up a job in professional and industrial organizations as well as to teach in Degree and junior colleges where Zoology or Fisheries are offered.
1. Candidates for M.Sc. Fishery Science Degree examination shall be required : (a) To have passed the qualifying examination of this University as detailed in AUCET (Andhra University Common Entrance Test) regulations or an examination of any other University recognized by the Academic Council as equivalent thereto; and (b) To have undergone subsequently a further course of studies extending over a period of two academic years. As the case may be, in this University, each academic year consisting of two semesters ordinarily consecutive.
2. The course and scope of instruction shall be defined in the syllabus prescribed :
3. (a) The candidate shall be required to take at the end of each semester, an examination as detailed in the scheme of examination.
Each paper of the examination shall unless otherwise prescribed be of three hours duration and for a maximum of 100 marks (15 + 85). An external paper setter shall set the question paper. There shall be double valuation. Similarly, there shall be one semester-end examination of 2-3 hours duration in each practical course. Papersetting and evaluation shall be done jointly by two examiners, one internal and one external. Evaluation of the performance of the candidates in respect of each paper shall be carried out only by the semester-end examination.
(b) A candidate appearing for the whole examination shall be declared to have passed the examination if he/she obtains not less than 50% of the total marks in all papers including practical and records put together. And, also not less than 40% in each paper/practical at the semester-end and 40% marks for a maximum of 100 marks for each paper. All other candidates shall be deemed to have failed in the examination. Candidates who have completed the first semester course and have earned the necessary attendance and progress certificate shall be permitted to continue the second semester course irrespective of whether they have appeared or not at the first semester examination. Such candidates may be permitted to appear for the examination of the earlier semester with the examination of the later semester simultaneously.
Candidates shall put in attendance at the college for not less than 75% of the total number of working days. Condo nation of shortage of attendance may be granted on the recommendation of the Principal of the College concerned provided that no condo nation shall be recommended in the case of candidates who have not put in attendance at the college for at least 50% of the total number of working days. If a candidate represents the University officially at games, sports or other officially organized extra curricular activities, it will be deemed that he/she has attended the college on the days he/she is absent for the purpose.
4. The names of the successful candidates at the examination shall be arranged in order in which they are registered for the examination as follows. On the basis of the total marks obtained by the each candidate at the I-IV Semester-end examination put together.
I Class with Distinction : Those who obtain 70% and above I Class
I Class than 70%
: Those who obtain 60% and above but less
II Class : Those who obtain 50% and above but less than 60%
Only those candidates who appear and pass examination in all the papers of the four semesters at first appearance are eligible to be placed in the first class with distinction. However, no candidate who has not passed all the papers relating to any semester at the first appearance shall be eligible for any medals, or prizes by the University and to receive certificates of rank, obtained by them in the examination.
Marks Schedule for Each Semester
Semester Duration : 16 weeks (Excluding holidays and time for Semester-end examination)
Theory : Number of periods of theory per paper : 4 – 5 periods per week. Each period of 50 minutes duration.
Practical : Students will be distributed into 4 – 5 batches per practical. Each practical class shall be of 3 periods (3 x 50 minutes) duration/batch.
DEPARTMENT OF ZOOLOGY : ANDHRA UNIVERSITY M.Sc. FISHERY SCIENCE (SELF-FINANCE)
SCHEME OF EXAMINATION
| Semester/ Code No. of paper | Title of the Paper | Max. Marks | Se m end | Mid Sem. | No. of hours/ Week |
|---|---|---|---|---|---|
| I Semester : | | | | | |
| THEORY : | | | | | |
| FS 01 | Limnology | 100 | 85 | 15 | 4 |
| FS 02 | Estuarine and Marine Biology | 100 | 85 | 15 | 4 |
| FS 03 | Taxonomy & Functional Anatomy of Shellfish & Finfish | 100 | 85 | 15 | 4 |
| FS 04 | Biosystematics and Taxonomy | 100 | 85 | 15 | 4 |
| PRACTICALS : | | | | | |
| FS P 01 | Practical-1 : Limnology | 50 | -- | -- | 3 |
| FS P 02 | Practical-2 : Estuarine and Marine Biology | 50 | -- | -- | 3 |
| FS P 03 | Practical-3 : Taxonomy & Functional Anatomy of Shellfish & Finfish | 50 | -- | -- | 3 |
| FS P 04 | Practical-4 : Biosystematics and Taxonomy | 50 | -- | -- | 3 |
| FS – SM | Seminar | 50 | | | |
| II Semester : | | | | | |
| THEORY : | | | | | |
| FS 05 | Ichthyology | 100 | 85 | 15 | 4 |
| FS 06 | Capture Fisheries | 100 | 85 | 15 | 4 |
| FS 07 | General & Applied Zoology | 100 | 85 | 15 | 4 |
| FS 08 | Biostatistics, Population Dynamics and Remote Sensing | 100 | 85 | 15 | 4 |
| PRACTICALS : | | | | | |
| FS P 05 | Practical–5 : Ichthyology | 50 | -- | -- | 3 |
| FS P 06 | Practical–6: Capture Fisheries | 50 | -- | -- | 3 |
| FS P 08 | Practical-8 : Biostatistics, Population Dynamics and Remote Sensing | 50 | -- | -- | 3 |
|---|---|---|---|---|---|
| FS -VV | Viva-Voce | 50 | | | |
| THEORY : | | | | | |
|---|---|---|---|---|---|
| FS 09 | Construction and Management of Hatcheries and Fish Farms | 100 | 85 | 15 | 4 |
| FS 10 | Freshwater Aquaculture | 100 | 85 | 15 | 4 |
| FS 11 | Coastal Aquaculture | 100 | 85 | 15 | 4 |
| FS 12 | Finfish and Shellfish Pathology | 100 | 85 | 15 | 4 |
| PRACTICALS : | | | | | |
| FS P 09 | Practical-09 : Construction and Management of Hatcheries and Fish Farms | 50 | -- | -- | 3 |
| FS P 10 | Practical-10:Freshwater Aquaculture | 50 | -- | -- | 3 |
| FS P 11 | Practical-11 : Coastal Aquaculture | 50 | -- | -- | 3 |
| FS P 12 | Practical-12 : Finfish and Shellfish Pathology | 50 | -- | -- | 3 |
| FS - SM | Seminar | 50 | | | |
| IV Semester : | | | | | |
|---|---|---|---|---|---|
| THEORY : | | | | | |
| FS 13 | Fish Immunology | 100 | 85 | 15 | 4 |
| FS 14 | Fish Physiology and Biochemistry | 100 | 85 | 15 | 4 |
| FS 15 | Genetics, Molecular Biology and Biotechnology | 100 | 85 | 15 | 4 |
| FS 16 | Fishery Education, Extension and Economics of Aquaculture | 100 | 85 | 15 | 4 |
| FS P 13 | Practical-13 : Fish Immunology | 50 | -- | -- |
|---|---|---|---|---|
| FS P 14 | Practical-14 : Fish Pathology, Nutrition and Biochemistry | 50 | -- | -- |
| FS P 15 | Practical-15 : Genetics, Molecular Biology and Biotechnology | 50 | -- | -- |
| FS P 16 | Practical-16 : Fishery Education, Extension and Economics of Aquaculture | 50 | -- | -- |
| FS- VV | Viva-Voce | 50 | | |
I – SEMESTER
PAPER – I: LIMNOLOGY (Code No. FS 01)
Unit – I
1. Origin and classification of water bodies – Rivers, lakes and ponds
2. Major rivers and freshwater lakes of India
3. Ecology of ponds, rivers and lakes – Structure and dynamics - energyflow
Unit – II
4. Physical characteristics of water : Temperature, thermal stratification and thermal exchange – light – total hardness – pH.
5. Chemical characteristics of water : Chlorides – dissolved oxygen – alkalinity and acidity.
Unit – III
6. Major groups of organisms in freshwater bodies other than fish
7. Ecological adaptations of freshwater fauna
8. Productivity of water bodies – Primary, secondary, tertiary - Factors affecting primary production
Unit – IV
9. Plankton of freshwater biotopes – Phyto and Zooplankton, their structural dynamics, seasonal variation
10. Plankton sampling: Methods of collection, preservation and identification
11. Benthos of diverse biotopes
Reference Books:
1. Welch, P.S. Limnology. McGrawHill, NY, 1952.
2. Hutchinson, G.E. A Treatise on Limnology, Vols. I & II. John Wiley & Sons, 1957.
3. Ruttner, F. Fundamentals of Limnology. Translated by D.G. Frey and F.E.Fry. University of Toronto Press, 1968.
4. Wetzel, R.G. Limnology. W.B. Saunders Co., 1975.
5. Reid, G.K. & R.D. wood. Ecology of inland waters and Estuaries. Van Nostrand Company, 1976.
6. Cole, C.A. Textbook of Limnology. The C.V. Mosby Co., 1983.
PAPER – II: ESTUARINE AND MARINE BIOLOGY (Code No. FS 02)
Unit – I
1. Estuaries: Origin of estuaries- structure of an estuary( Physicochemical features)
2. Some typical estuarine habitats of India (Hoogly- Maltah , Mahanadi, Godavari, Krishna, Cauvery and West- coast estuaries).
3. Aquatic pollution.
Unit –II
1. The sea as biological environment – General characters of populations and primary biotic divisions. Terminology of topographical features of the marine environment.
2. Physical environmental factors ( Temperature, light , currents, tides and waves )
3. Chemical environmental factors (oxygen- carbon dioxide, salinity and Hydrogen –Ion –concentration.
Unit-III
1. Phytoplankton composition- adaptations.
2. Biological productivity, Primary Production: Methods of measuring primary production,
Productivity in relation to fisheries.
3. Zooplankton- composition, Zoo-phytoplankton relationships,
Unit –IV
1. Nekton – Composition and ecological adaptations.
2. Intertidal zone- zonation pattern.
3. Types of shores-(Rocky – Sandy- Muddy) and their characteristic feature- fauna – adaptations.
Reference Books:
1. Friedrich, H.: Marine Biology
2. Raymont, J.E.C.: Plankton and productivity in the Oceans, Volume 1.
3. Balakrishna Nair. N. and D.M. Thampy: A text book of Marine ecology
4. Broecker, W.S.: Chemical Oceanography
5. Sverdrup, H.V., M.W., Johnson and R.H. Fleming.: The Oceans Their physics, chemistry and general biology. Prentice-Hall Inc. 1942.
PAPER – III: TAXONOMY AND FUNCTIONAL ANATOMY OF SHELL FISH & FINFISH (Code No. FS 03)
Unit – I
1. General characters of coelenterates, crustaceans, mollusks and echinoderms and fishes..
2. Classification of Crustacea - up to orders
3. Classification of Mollusca - up to sub-class
4. Major groups of Fishes: Major groups of living Fishes and extinct Fishes – Phylogeny of Fishes Classification of fishes up to sub-class.
Unit – II
5. Larval forms of major invertebrate groups.
6. Food, feeding habits and adaptations of cultured crustaceans.
7. Food, feeding habits and adaptations of cultured Molluscs
Unit – III
8. Respiration and circulation in crustaceans and Molluscs
9. Excretion in crustaceans and Molluscs
10. Respiratory organs in fishes – Modification of gills in relation to habit – Structural adaptations of air breathing fishes.
Unit – IV
11. Reproductive patterns in crustaceans, reproductive organs, gonad maturity, spawning and fertilization
12. Endocrine organs in crustaceans and their role in reproduction.
13. Reproductive patterns in Molluscs, reproductive organs, gonad maturity, spawning and fertilization.
14. Reproduction in fishes: Modes of reproduction, reproductive cycle, gonad maturity stages, spawning seasons and grounds, modes of spawning.
Reference Books:
1. Borradile & R.A. Potts. The Invertebrates. Asia Publishing House, 1962.
2. Kaestner, A. Invertebrate Zoology. Vol. I – III, John Wiley & Sons, 1967.
3. Barrington, F.J.W. Invertebrates : Structure and Functions. EIBS, 1971.
4. Kurian, C.V. & V.O. Sabastian. Prawns and Prawn Fisheries of India. Hindustan Pub. Co., 1976.
5. Parker, J. & W.A. Haswell. The Textbook of Zoology. Vol. I. Invertebrates (eds. A.J. Marshall & W.D. Williams), ELBS & McMillan & Co., 1992. Nikolsky, G.V. Ecology of Fishes. Academic Press, NY, 1963.
6. Howar, W.S. & D.J. Randal. Fish Physiology, Vols. 1–4, Academic Press, NY, 1970.
7. Jhingran, V.G. Fish and Fisheries of India. Hindustan Publishing Co., 1975.
8. Norman, J.R. & P.H. Greenwood. A History of Fishes, 3 rd Ed. Ernest Benn Ltd., 1975.
9. Fretter, V. & A. Graham. The functional anatomy of vertebrates. Academic Press Inc. (Lon.) Ltd., 1976.
10. Lagler, K.E. et. Al. Ichthyology. John Wiley, 1977.
11. Carl, B.E. Biology of Fishes. Saunders, 1979.
12. Moyle Peterb, Fishes : An Introduction to Ichthyology. Prentice Hall, 1979.
13. Low, M.S. & G.M. Calliet (eds.). Readings in Ichthyology. Prentice Hall, 1979.
14. Meyer & Ashlock. Principles of systematic Zoology.
15. Turnor. Textbook of endocrinology
PAPER – IV: BIOSYSTEMATICS and TAXONOMY (Code No. FS 04)
Unit – I
1.0. Definition and basic concepts of biosystematics and taxonomy
1.1. Historical resume of systematics.
1.2. Importance and application of biosystematics
1.3. Taxonomic characters – different kinds, origin of reproductive isolation – biological mechanism of genetic incompatibility.
Unit – II :
2.0. Trends in biosystematics – concepts of different conventional and newer aspects
2.1. Chemotaxonomy
2.2. Cytotaxonomy
2.3. Molecular taxonomy
3.0. Molecular perspective on the conservation of diversity
3.1. Diversity and ecosystem process: Theory, achievements and future directions
Unit – III:
4.0. Dimensions of speciation and taxonomy characters
4.1. Dimensions of speciation- types of lineage changes, production of additional lineage
4.2. Mechanisms of speciation in panmictic and apomictic species
4.3. Species concepts – species category, different species concepts: sub-species and other infra specific categories
4.4. Theories of biological classification, hierarchy of categories
Unit – IV :
5.0. Procedure keys in taxonomy
5.1. Taxonomic procedures – taxonomic collections,
preservation, curetting process of identification
5.2. Taxonomic keys – different kinds of taxonomic keys, their merits and demerits
5.3. Systematic publications – different kinds of publications
5.4. Process of typication and different Zoological types
5.5. International Code of Zoological Nomenclature (ICZN) – its operative principles, interpretation and application of important rules, Zoological nomenclature, formation of scientific names of various taxa.
Suggested Reading Material :
1. M. Kato. The Biology of Biodiversity, Springer.
2. J.C. Avice. Molecular Markers. Natural History and Evolution, Chapman
& Hall, New York.
3. E.O. Wilson. Biodiversity, Academic Press, Washington.
4. G.G. Simpson. Principle of Animal Taxonomy. Oxford IBH Pub. Co.
5. E. Mayer. Elements of Taxonomy.
6. E.O. Wilson. The Diversity of Life (The College Edition),W.W.Northern & Co.
7. B.K. Tikadar. Threatened Animals of India, ZSI Publication, Calcutta.
Reference Books:
1. Nikolsky, G.V. Ecology of Fishes. Academic Press, NY, 1963.
2. Howar,W.S. & D.J. Randal. Fish Physiology, Vols. 1–4, Acad Press, NY, 1970.
3. Jhingran,V.G.Fish and Fisheries of India. Hindustan Publishing Co., 1975.
4. Norman, J.R. & P.H. Greenwood. A History of Fishes, 3 rd Ed. Ernest Benn Ltd., 1975.
5. Fretter, V. & A. Graham. The functional anatomy of vertebrates. Academic Press Inc. (Lon.) Ltd., 1976.
6. Lagler, K.E. et. Al. Ichthyology. John Wiley, 1977.
7. Carl, B.E. Biology of Fishes. Saunders, 1979.
8. Moyle Peterb, Fishes : An Introduction to Ichthyology. Prentice Hall,
1979.
9. Low, M.S. & G.M. Calliet (eds.). Readings in Ichthyology. Prentice Hall, 1979.
10. Meyer & Ashlock. Principles of systematic Zoology
II – SEMESTER
PAPER – V: ICHTHYOLOGY (Code No. FS 05)
Unit – I
1.1. Basic fish anatomy – form and function of muscles, gills and gas Bladder. Digestive system.
1.2.Skeleton – Endoskeleton – Neurocranium and visceral skeleton.
1.3.Nervous system, Sense Organs and Endocrine organs in fishes.
Unit – II
Locomotion in fishes: Body form and locomotion, fins and locomotion, swimming and non-swimming locomotion.
2.1. Respiration and Respiratory organs of fish.
Age and growth in fishes: Determination of age, length-weight relationship, annual growth marks, bone marks, determination of growth and factors affecting the age and growth
Unit – III
3.0 Skin and its derivatives in fish, scales and their significance.
3.1. Blood vascular system: Circulation of blood, modification in relation to air breathing
3.2 Excretion and Osmo-regulation: Structure and function of the excretory organs – Major excretory products of fishes. Osmotic and ionic regulation – acid base balance – Patterns of nitrogen excretion
Unit – IV
4.0. Food and Feeding habits of fish
4.1. Electric organs and Electroreception of fish.
4.2. Light organs and poison glands of fish
4.3. Reproductive organs of fish.
4.4. Parental care in fishes.
Reference Books:
1. Sedgewick. A Student's textbook of Zoology, Vol. I & II.
3. Usinger. General Zoology, Vols. I & II.
6. Marshall & Williams. Textbook of Zoology. Vol.I.
7. Parker and Hasswell. Textbook of zoology, Vertebrates. Vol.II.
8. Barnes. General Zoology
9. Day, F. The fishes of India.
10. S.S. Khanna. An introduction to fishes.
11. K.G. Lagler. Ichthyology.
PAPER – VI: CAPTURE FISHERIES (Code No. FS 06)
Unit – I:
1.0. Fish catch statistics of the world
A general survey of inland and marine fish catches of India and the world (Available Fishing Potential, Estimation of Inland fish, Estimation of marine fish landings and Fisheries of different Marine States.
2.0. Craft and Gear used in Inland and Marine Fisheries: Traditional and mechanized boats and nets used in catching fish
Unit – II :
3.0. Freshwater Fisheries:
Riverine Fisheries : River systems in India, their ecology and fisheries (Ganga, Brahmaputra, East Coast River system and West Coast river system).
Reservoir Fisheries : Development, Exploitation and management of Reservoirs with special reference to India – Dams and their effect on fish migration.
Cold water fisheries: Bio-physico-chemical factors of cold water, cold water fisheries and their importance.
4.0. Estuarine Fisheries:
Major Estuaries of India and their fisheries (Hooghly – Matlah, Mahanadi, Godavari, Krishna, Cauvery and West Coast estuaries)
Brackishwater Fisheries : Chilka lake, Pulicat lake and Kerala back waters.
4.1. Migration of fishes, anadromous and catadromous migrations.
4.2. Hilsa fishery – causes of decline and efforts for revival
Unit – III:
5.0. Fisheries of Indian Seas :
5.1. Marine fish catch in India and fisheries of commercial importance Fin Fish : 1) Oil Sardines; (2) Mackerels; (3) Tuna and allied fishes; (4) Seer fish; (5) Flat Fish
5.2. Shell fish : 1) Crustaceans; (2) Molluscs; (3) Sea weeds; (4) Edible Oysters.
5.3. Sea weed fishery
6.0. Population Dynamics
6.1. Fish populations and factors affecting the population structures
6.2. Estimation of fish yield and control of over-fishing
Unit – IV :
7.0. Preservation and processing
7.1. Methods of preservation of finfish and shell fish and associated problems.
7.2. Rigor mortis and post-mortem changes
8.0. Fish products and By-products- different types of by-products from finfish and shellfish. Methods of chitin extraction and preparation- major sources and application. Fish meal and fish oil extraction procedures-industrial application.
Practicals :
Suggested Reading Material :
1. Jhingran, V.G. 1993. Fish and fisheries of India. Hindustan Publishing Corporation (India), New Delhi.
2. Ricker, W.E. 1984. Methods for assessment of fish production in freshwaters. Blackwell Publications.
3. Srivastava, C.B.L. 1985. Textbook of Fishery Science and Indian Fisheries. Kutub Mahal Publications, Allahabad.
4. Bal, D.V. and Veerabhadra Rao, K. 1984. Marine Fisheries. IBH Publications
5. Kurian, C.V. and Sebastian, V.O. 1986. Prawns and prawn Fishery of India. Hindustan Publishing Corporation (India), New Delhi.
PAPER – VII: GENERAL AND APPLIED ZOOLOGY (Code No. FS 07)
Unit - I
1.0. Principles of Genetics
1.1. Mendelian inheritance, Monohybrid and dihybrid crosses, Cytological significance.
1.2. Gene interactions: Incomplete dominance, Co-dominance, Complementary genes, Epistasis. Polymeric genes and Duplicate genes.
1.3. Polygenic inheritance and multifactoral inheritance.
1.4. Sex - linked inheritance- Drosophila.
Unit – II :
2.0. Biomembranes.
2.1. Molecular composition and arrangement, functional consequences
2.2. Transport across cell membrane: diffusion, active transport and pumps, uniports, symports and antiports
2.3. Membrane potential
2.4. Co-transport bysymporters or antiports
2.5. Transport across epithelia: Transport of macromolecules
Unit – III :
3.0. Cytoskeleton and Cell cycle.
3.1. Microfilaments and microtubules – structure and dynamics
3.2. Microtubules and mitosis
3.3. Cilia and flagella
3.4. Cell cycle.
3.5. Cyclines and cyclin dependent kinases
3.6. Regulation of CDK-cycline activity
Unit – IV :
4.0. Instrumentation.
4.1. Principles and analytical uses of pH meter & Spectrophotometer.
4.2. Microscopy: Principles of light, darkfield, phase contrast, Fluorescence, Transmission Electron Microscopy and SEM.
4.3. Electrophoresis.
4.4. Centrifugation.
Suggested Reading Material :
1. Molecular Cell Biology, J. Darnell. H. Lodish and D. Baltimore, Scientific American Book INC, USA.
2. Molecular Biology of the Cell, B. Alberts, D. Bray, J. Lewis, M. Raff, K.Roberts and J.D. Watson Garland Publishing INC, New York.
PAPER – VIII: BIOSTATISTICS, POPULATION DYNAMICS AND REMOTE SENSING (Code No. FS 08)
Unit – I
1. Introduction and scope of biostatistics - Concept of sample and Population Sampling methods - Frequency distribution - Classification and tabulation of data - Diagrammatic and graphical presentation.
2. Measures of central tendency: Mean, Median and Mode.
Unit – II
3. Measures of Dispersion - Coefficient of Variation - Standard Deviation – Variance - Standard Error.
4. Analysis of variance – One way ANOVA and two way ANOVA
5. Correlation and Regression
Unit – III
6. Probability – Concept and types of probabilities
7. Distribution – Binomial, Poisson, Normal distribution
8. Tests of significance – Chi-square test and Student's 't' test
Unit – IV
1. Population attributes-population dispersion- population densityNatality-Mortality-Age structure-Age pyramids- Survivorship curvesBiotic potential.
2. Population growth – Logestic- exponential growth curves- Life tablesNet reproductive rate.
3. Remote sensing- applications in fisheries
Reference Books:
1. Fundamentals of mathematical statistics – Gupta and Kapoor.
2. Fundamentals of Statistics – S.P. Gupta
3. Elementary Statistics – Yule and Kendall
4. Introduction to Biostatistics – Sokal & Rohlf
5. Fundamentals of Biostatistics – By Khan and Khanum
III SEMESTER
PAPER – IX: CONSTRUCTION AND MANAGEMENT OF HATCHERIES AND FISH FARMS (Code No. FS 09)
Unit – I
1. Construction of fish farm: Selection of sites - General considerations land based and open water farms - quantity and quality of water - Size of the farm unit, division of the farm area - water supply and drainage - Construction of different ponds (Nursery, Rearing and Stocking ponds) - pond structure (size, shape depth etc.).
2. Brackish water pond systems: Introduction, site selection engineering investigations, layout designs, design of water management systems, design of water control structures, viz., sluice gates, peripheral dikes and internal bunds
Unit – II
3. Design, construction and management of Finfish hatcheries
4. Design, construction and management of Prawn Hatcheries
Unit – III
5. Fertilization: Introduction, properties of chemical fertilizers, role of inorganic, organic and bio-fertilizers in aquaculture practices.
6. Liming: Introduction, properties of liming materials, effects of liming on pond ecosystem, exchange of acidity and lime requirements, Application of liming materials of ponds, acid sulfate soils
Unit – IV
7. Feeding methods: Introduction, different methods of feeding, frequency of feeding, fate of nutrients in feed, water quality and feeding rates
8. Aquatic weeds and their control: Introduction, chemical, biological and mechanical control methods.
Reference Books:
1. Pillay, T.V.R. & M.A. Dill. Advances in Aquaculture. Fishing News (Books) Ltd., England, 1979.
2. Stickney, R.R. Principles of Warm water Aquaculture. John Wiley & Sons Inc.,1979.
3. Hepher, B. & Y. Prugim. Commercial Fish Farming. John Wiley & Sons Inc., 1981.
4. Boyd, C.E. Water Quality Management for Pond Fish Culture. Elsevier Scientific Publishing Company, 1982.
5. Jhingran, V.G. Fish and Fisheries of India. Hindustan Publishing Corporation India, 1982
6. Turcker, C.S. (ed.). Channel Catfish Culture. Elsevier, 1985.
7. Bose, A.N. et. Al. Coastal Aquaculture Engineering. Oxford & IBH Publishing Company Pvt. Ltd., 1991.
PAPER – X: FRESHWATER AQUACULTURE (Code No. FS 10)
Unit – I
1. Basics of aquaculture: Scope and definition, history of aquaculture, origin and growth, General principles underlying the practices of aquaculture, cultivable finfish and shellfish, species selection – Productivity of a fishpond.
2. Procurement of Stocking material from natural environment, Bund breeding and Induced breeding - Transportation of fish seed and brood fish (Methods of transporting fish seed – Fingerlings and breeders – Control of mortality and measures for reducing mortality during transportation).
Unit – II
3. Culture of Indian major carps: Major species of carps used for culture, culture systems, spawning and fry production, larval rearing, nursery and grow out pond culture, harvesting and marketing
4. Breeding and culture of exotic carps (grass carp, silver carp, common carp),
5. Polyculture system – Definition and various patterns – Mixed fish farming in India – Composite culture of Indigenous and Exotic fishes.
Unit – III
6. Ecology of swamps and their use for culture of air breathing fishes.
7. Tilapia culture and Eel culture
8. Culture of air breathing fishes- Heteropneustus, Clarius, Channa, Anabas.
Unit – IV
8. Freshwater prawn culture with special reference to Macrobrachium rosenbergii – Seed procurement from natural resources, breeding and larval rearing of freshwater prawn hatchery and management, management of culture ponds
9. Integrated fish farming: Paddy cum fish culture, Fish cum livestock, Pig cum fish farming, Duck cum fish farming.
10. Culture of Ornamental fishes.
Reference Books:
1. Bardach, et. Al. Aquaculture – The Farming and Husbandry of Freshwater and Marine Organisms. John Wiley & Sons, NY, 1972.
2. Stickney, R.R. Principles of Water Aquaculture. John Wiley & Sons, NY, 1979.
3. Chondar, C.L. Hypophysation of Indian major carps. Satish Book Enterprise, Agra, 1980.
4. Jhingran, V.G. Fish and fisheries of India. Hindustan Publ. Corporation (India), 1982.
5. Santhanam, R. et. Al. A Manual of Freshwater Aquaculture. Oxford & IBH Publishing Co. Pvt. Ltd., 1987.
6. Pilley, T.V.R. Aquaculture – Principles and Practices. Fishing News (Books) Ltd., London, 1990.
7. Pandey, A.C. Air Breathing Fishes. Reliance Publishing House, New Delhi, 1990.
8. Janardhana Rao, K. & S.D. Tripathi. A Manual of Giant Freshwater Prawn Hatchery. CIFA, Kausalyaganga, Orissa, India, 1993.
9. Iso Matsui. Theory and Practice of Eel Culture. American Publishing Co. Pvt. Ltd., 1980.
PAPER – XI: COASTAL AQUACULTURE (Code No. FS 11)
Unit – I :
1. Concept of Blue revolution, Major Objectives of Blue Revolution in India. Brackish water aquaculture - Principles of pond design – Inland and Coastal pond forms, Tank and raceway farms, cage farms, pens – Types of culture systems. Species selection for coastal aquaculture.
2. Water quality management in Aquaculture, Physico-chemical variables: Salinity, temperature, pH, turbidity, BOD, COD, dissolved oxygen, nitrates, phosphates, ammonia, sulphates and silicates
Unit – II :
4. Design and construction of shrimp culture ponds – Liming and fertilization, Seed procurement of shrimps: Natural seed, hatchery reared seed, production and transportation stocking in nursery ponds, rearing and grow-out ponds, pond harvesting. Traditional, extensive, modified extensive, semi-intensive, intensive and super-intensive culture of shrimps and their management and economics
5. Crab culture- Principles of crab hatchery, brood stock, larval and postlarval management. Packing and transportation of seed - Crab culture: Pond design, management of crab farm. Crab culture and crab fattening process – economics, cage culture and pen culture.
Unit – III
8. Principles involved in seed production of lobsters and mussels. Natural resources of shrimp, crab, brackish water fish, oyster and mussel seed
9. Brackish water fish species for culture, management, traditional culture of brackish water fish. Culture of finfish – Sea-bass, milk fish and mullet culture
Unit – IV:
11. Mariculture: Species identification, Lobster culture, Mussel culture, Pearl oyster and pearl production. Edible Oyster culture, Sea-weed culture
12. Feed management – Feeding schedules, protein requirements at different ages of finfish and shellfish, feed formulations, wet feeds and dry feeds
Reference Text Books :
1. Huet, M. Textbook of Fish Culture – Breeding and Cultivation of Fish. Fishing News (Books) Ltd., England, 1972.
2. Bardach, et. Al. Aquaculture – The Farming and Husbandry of Freshwater and Marine Organisms. John Wiley & Sons, NY, 1972.
3. Chen, T.P. Aquaculture Practices in Taiwan. Fishing News (Books) Ltd., England, 1976.
4. Takeo Imai. Aquaculture in Shallow Seas – Progress in Shallow Sea Culture. Oxford & IBH Publ. Co., India, 1977.
5. Stickney, R.R. Principles of Water Aquaculture. John Wiley & Sons, NY, 1979.
6. Jhingran, V.G. Fish and fisheries of India. Hindustan Publ. Corporation (India), 1982.
7. Kurian, C.V. & V.O. Sabastian. Prawn and Prawn Fisheries of India. Hindustan Publ. Corp. India, 1982.
8. Brown, E.E. World Fish Farming – Cultivation and Economics. AVI Publishing Co. Connecticut, 1983.
9. Huner Jay V. et. Al. Crustacean and Molluse Aquaculture in United States. AVI Publishing Co. Connecticut, 1985
10. Pilley, T.V.R. Aquaculture – Principles and Practices. Fishing News (Books) Ltd., London, 1990.
11. Bose, A.N. Coastal Aquaculture Engineering. Oxford & IBH Publishing Company Pvt. Ltd., 1991.
12. Turcker, C.S. (ed.). Channel Catfish Culture. Elsevier, 1985.
13. Boyd, C.E. Water Quality Management for pond Fish Culture. Elsevier Scientific Publishing Company, 1982.
PAPER – XII : FINFISH AND SHELLFISH PATHOLOGY (Code No. FS 12)
Unit – I :
1. Introduction: Definition, Disease problems in aquaculture, Infectious and non-infectious diseases
2. Viral diseases of fish : Clinical picture, pathology, symptoms and prophylaxis of some common viral diseases – (a) Papillomatosis, (b) Lymphocystis and (c) Infectious Pancreatic Necrosis (IPN)
3. Viral diseases of shrimp : Clinical picture, pathology symptoms and prophylaxis of some common viral diseases – (a) Monodon baculo virus (MBV), (b) HPV, (c) YHV) Yellow head virus, (d) IHHNV, (e) White spot syndrome (WSSV).
Unit – II :
4. Bacterial diseases of fish : Etiology clinical symptoms, pathology and prophylaxis of some common bacterial diseases – (a) Bacterial Heamorrhagic Septicemia, (b) Bacterial gill disease and (c) Columnaris disease
5. Bacterial diseases of shrimp : Etiology, clinical symptoms, pathology and prophylaxis of some common bacterial diseases – (a) Vibriosis, (b) Shell disease, (c) Black spot disease, (d) Red disease.
6. Fungal diseases of fish : Clinical picture, symptoms and pathology and prophylaxis of (a) Branchiomycosis, (b) Saprolegniasis, and (c) EUS
7. Fungal diseases of shrimp : Clinical picture, symptoms, pathology and prophylaxis of some common shrimp fungal diseases
Unit – III :
8. Protozoan diseases:
Protozoan diseases of fish : Clinical picture, pathology, symptoms and prophylaxis of some common diseases – (a) Nodular coccidiosis, (b) Entero - coccidiosis, (c) Whirling disease, and (d) Ichtythyophthrius
Protozoan diseases of shrimp : Clinical picture, pathology, symptoms and prophylaxis of some common viral diseases
9. Metazoan parasites of fish : Clinical picture, pathology, symptoms and prophylaxis of some common diseases – (a) Monogenetic trematode parasites (Dactylogyrus, Gyrodactylus, Diplozoan), (b) Digenetic trematodes (trematode larval and Neodiplostomum), (c) Cestode parasites (Ligula and Dibothriocephalus latus), (d) Nematodes and fish leeches.
Metazoan parasites of shrimp : Clinical picture, pathology, symptoms and prophylaxis of some common diseases
Crustacean parasites of fish : Clinical picture, pathology, symptoms and prophylaxis of some common diseases – (a) Argulus, Ergasilus and Lernea
Unit – IV :
10. Environmental induced diseases of fish. Thermal stress, O2 deficiency, stress due to pH variations; Gas bubble disease
Nutrition deficiency diseases: Avitaminosis, Mineral deficiency, Starvation.
11. Diseases caused by other factors : Hereditary factors, Tumours of hereditary origin - Hydrocoel, Tumours - benign and malignant
Environmental induced and nutritional deficiency diseases in shrimps.
12. Management practices in fish and shrimp diseases.
Reference Text Books :
1. Cheng, T.C. The Biology of Animal Parasites. Saunders, Philadelphia, 1964.
2. Wedemeyer Enivironmental stress and Fish Diseases
3. Amlacher, E. Text book of Fish Diseases.
4. Ribelin, W.E. & G. Miguki. The Pathology of Fishes. The Univ. of Wisconsin - Press Ltd., Great Russel st., London, 1975
5. Schaperclaus, W. Fish Diseases. Vol. I & II.
6. Lightner, D.V. Shrimp Disease Diagnosis, 1998.
7. Sinderman. Fish Diseases, Vol. I. Shell Fish Diseases, Vol. II.
IV SEMESTER
PAPER – XIII: FISH IMMUNOLOGY (Code No. FS 13)
Unit – I: Introduction
1. Background and History of Immunology
2. Application to the Fishery Resource
3. Fish Health and Management
4. Lymphoid system: Lymphoid organs and Cells
5. Crustacean immune system
Unit – II: Factors of Immune Response
6. Cellular components of the Immune System
7. Antigen – Haptens : Carriers – adjuvants - Complement – other serum factors
8. Antibody : Structure and function of Ig M – I its properties and diversity
9. Antigen – Antibody interactions
Unit – III: Immune Response
10. Types of Immune Response in various Representative fish groups
11. Non – Specific and Specific Defense Mechanisms
12. Cell mediated immunity and Humoral immunity
13. Immunotoxicology in Fish – Immuno-suppression & Immunomodulation in response to various toxicants.
Unit – IV: Immunization and Immuno-diagnostic techniques
14. Immunization: Routes of immunization – Principles of vaccination, Vaccines: Types of Vaccines – Live and Attenuated vaccines, peptide vaccines and DNA vaccines.
15. Disease diagnosis using Immuno-diffusion, Agglutination, Blotting techniques and ELISA.
16. Hybridoma Technology: Monoclonal antibodies and their application in fisheries.
Reference Text Books:
1. Douglas P Anderson: Text Book of Fish Immunology
2. Nandini Shetty. Immunology - Introductory Textbook.
3. Kuby Immunology
4. Swin and Sahoo: Fish and Shellfish Immunolgy – An IntroductionInstant Notes in Immunology - P.M. Lydyard, A. Whelam and M.W. Fanger
PAPER – XIV : FISH PHYSIOLOGY AND BIOCHEMISTRY (Code No. FS 14)
Unit – I :
1. Physiological adaptations of fishes and shellfishes with reference to temperature, pressure, Osmo-regulation and pH, Bio-luminescence – electric organs - echolocation
2. Water and electrolyte regulation in freshwater, brackish water and marine environment
3. Biological oxidation, nature of oxidation, reduction reactions, release of energy during oxidation and reduction reactions
Unit – II
4. Neuro-secretory system of invertebrates with special reference to crustaceans, Molluscs and echinoderms – synthesis of hormones and release, non-neural endocrine glands and neurohemal organs in crustaceans
5. Role of Y- organ in the control of molting and growth in crustacean. Androgenic gland in crustacean and its roles in reproduction and sex determination. Importance of eyestalk ablation in growth and reproduction. Hormonal control of reproduction in Molluscs and echinoderms.
Unit – III :
6. Different endocrine glands of fish – thyroid, adrenal, pituitary and other glands, their structure and physiology
7. Nutritive value of fish and shellfish – Fish as food, food commodity, nutritive value of fish and shellfish, composition of raw fish & shellfish
Unit – IV :
8. Carbohydrates – Chemistry and classification – simple and compound sugars – polysaccharides – Carbohydrate metabolism
9. Proteins – chemistry and classification – simple proteins – fibrous proteins – collagen – elastin and carotenes – Albumins and
Globulins – conjugated and nucleoproteins – glycoproteins – nucleotides – purines and pyramidines
10. Lipids – chemistry and classification – simple lipids – glycerides – fats and waxes – compound lipids – phospholipids – glycol and sphingolipids – fatty acids - cholestrol
11. Enzymes – classification and kinetics
Reference Text Books :
1. Prosser & Brown. Comparative Physiology
2. Hoar. Comparative Physiology
3. Hoar & Randall. Fish Physiology
4. Lockwood. Physiology of Crustacea
5. Watermann. Physiology of Crustacea
6. Leninger. Principles of Biochemistry
7. Harper. Physiological Chemistry
8. Bell Patterson & Smith. Textbook of Physiology & Biochemistry
9. Wilson. Textbook of animal Physiology.
PAPER – XV: GENETICS, MOLECULAR BIOLOGY AND BIOTECHNOLOGY (Code No. FS 15)
Unit – I :
1. Principles of cell and molecular biology – Cell structure, Structure of DNA & RNA – Composition and properties
2. DNA replication. Transcription in prokaryotes and eukaryotes
3. Gene structure and function – Gene complementation, cistron , mutan, recon, molecular recombination, gene regulation
Unit – II :
4. Principles of genetic engineering – Isolation of DNA & RNA and characterization of DNA, recombinant DNA technology, cloning, plasmids, cosmids, Bacteriophages, Transformation and Transduction, in vivo packaging, construction of genomic library
5. Applications of Recombinant DNA technology
1. Molecular hybridization - Labeling of nucleic acids, molecular markers. Amplification of DNA, Blotting techniques – Southern, Northern and Western blotting, DNA Sequencing
Unit – III :
7. Chromosomal types and composition in fish. Chromosome manipulation in fish, Herwig's effect, Hybridization.
8. Animal vaccine development and production – Production of Vaccines (killed & attenuated)
Unit – IV :
9. Application of genetic engineering in fisheries : Genomic manipulation, hybridization, interspecific, intergeneric gynogenesis and androgenesis, polyploidy.
10. Transgenic fish production – Selection of fish species, gene selection, advantages and gene transfer technology – Microinjection technique, electroporation, detection of transgenic fish by PCR applications in transgenic fishes and Biotechnology.
Reference Text Books :
1. Hepher, B. and Y. Pruginin. Commercial fish farming. John Wiley & Sons Inc., 1981.
2. Jhingran, V.G. Fish and Fisheries of India, 1982.
3. Bhattacharya, S. Hormones in Pisciculture. Biology Education. Vol.9, No.1, pp.31-41, 1992.
4. Subramonium, T. Endocrine regulation of reproduction and molting in crustacean and its importance in shrimp aquaculture development.
5. Summer School Manuals of CIFE. Recent Developments in Biotechnology. CIFE, 1998.
6. Genetics and Biotechnological tools in Aquaculture and Fisheries, CIFE, 1998.
7. I.C.A.R. Biotechnology in Aquaculture – Training Manual. CIKA, Bhubaneswar, 1992.
8 Darnell. Molecular Cell Biology.
PAPER – XVI : FISHERY EDUCATION, EXTENSION AND ECONOMICS OF AQUACULTURE (Code No. FS 16)
Unit – I :
1. Fisheries training and education in India : Training Institutes, Universities Research Organisations, etc.
2. Institutional funding to fisheries and aquaculture sector. Importance of aquaculture in Indian economy, farm management- scope and importance. Basic principles of economics applied to aquaculture. Scope and characteristics of farming business.
Unit – II :
3. Socio-economic conditions of fishermen and fish farmers- Housing pattern, literacy and employment of fisher folk. Ownership pattern of production, capital investement of fishery equipment, expenditure pattern, edness and credit facilities, general socio-economic patterns.
4. Fishermen Co-operative Societies and their role.
Unit – III :
5. Role of government agencies – Role of NABARD and other central government agencies in the upliftment of fisher folk. Role of state government agencies in various fishery activities – Loans and credits, policies
6. Integrated coastal zone management (ICZM), ocean policy, role of NGO's.
6.1. Coastal Regulatory Zone (CRZ). Conservation of endangered species.
Unit – IV :
7. Economics of aquaculture – fish culture and shellfish culture.
8. Economic viability, data requirement, analysis of data
9. Financial and economic feasibility, risk and insurance.
10.0. Fishery Management
10.1. Yield and optimum catch
10.2. EEZ and its strategy
10.3. Fish transport and marketing including fishery co-operatives
Reference Text Books :
1. Bond, et. al. Fish Inspection and Quality Control. Fishing News (Books), England, 1971.
2. Allen, et. al. Eds. Bio-Economics of Aquaculture, Elsevier, 1984.
3. Chaston, I. Business Management in Fisheries and Aquaculture, Fishing News (Books) Ltd., 1984.
4. Govindan, T.K. Fish Processing Technology, Oxford-IBH, 1985.
5. Meade, J.W. Aquaculture Management, Van Nostrand, New York, 1989.
6. Hepher, B. and Y. Pruginin. Commercial Fish Farming. WileyInterscience, 1989.
7. Shang, Y.C. Aquaculture Economic Analysis – An Introduction. 1990.
8. Pillay, T.V.R. Aquaculture Principles and Practices. Fishing News (Books) Ltd., London, 1990.
M.Sc. FISHERY SCIENCE (SELF-FINANCE)
SYLLABUS FOR PRACTICALS
I SEMESTER:
PRACTICAL – I: LIMNOLOGY (Code FS P 01)
1. Phytoplankton and zooplankton – Identification of major groups up to genus level
2. Estimation of phytoplankton and zooplankton
3. Predaceous freshwater insects
4. Identification of common freshwater benthic organisms
5. Estimation of benthic organisms – Micro, meo and macro benthos
6. Macrophytes in freshwater
PRACTICAL – II: ESTUARINE AND MARINE BIOLOGY (Code FS P 02)
1. Identification of rocky, sandy and muddy shore fauna
2. Phytoplankton and zooplankton estimation
3. Phytoplankton from estuaries
4. Zooplankton from estuaries
5. Enumeration of Zooplankton
6. Phytoplankton and zooplankton from the seawater
PRACTICAL – III : TAXONOMY AND FUNCTIONAL ANATOMY OF SHELL FISH & FINFISH (Code FS P 03)
1. Dissection and display of the visceral organs of freshwater mussels
2. Dissection and demonstration of digestive system of pila
3. Dissection of digestive system of shrimp, prawn and crab
4. Identification and mounting of different appendages of shrimp and prawn
5. Dissection of nervous system of prawn, shrimp and crab
6. Dissection of nervous system of sepia.
7. Methods of food analysis and a study of the guts in fish with different feeding habits
8. Dissection of digestive system of different cultivable species.
Dissection of Weberian ossicles in cat fish
9. Lateral line nerve of Trichiurus.
PRACTICAL – IV : BioSystematics and Taxonomy
Practical :
1. A practical approach towards Biosystematics and taxonomy
2. Examples representing the different taxa in the order of evolution
3. Molecular perspective of diversity – Identification of species by molecular separation of proteins by examples
4. Diversity and similarity index.
5. Methods of collection, preservation and identification of plankton and representative forms of terrestrial and aquatic fauna
II SEMESTER :
PRACTICAL – V : ICHTHYOLOGY (Code FS P 05)
1. Identification of fishes with suitable examples from each class
2. Dissection of fish for internal anatomy – External characters. Types of scales, fins, types of teeth, structure of alimentary canal, gill rackers
3. Ecology of fishes – identification characters of pelagic, mid pelagic, benthic and migratory fishes
4. Determination of growth in fish
PRACTICAL – VI : CAPTURE FISHERIES(Code FS P 06)
1. Identification of freshwater and brackish water fish.
2. Identification of fish by Morphometric and Meristic characters.
2. Observing different boats, nets and other instruments used in fishery
3. Biological analysis of fish samples for gut contents, maturity stages and fecundity
4. Fieldwork : Visit to fish landing and processing centres
PRACTICAL – VII : GENERAL AND APPLIED ZOOLOGY (Code FS P 07)
1. Light microscopic examination of tissues
2. Preparation of different cell – types Hepatic parenchymal cells, adipocytes, macrophages, neuronal cells, epithelial cells
3. Stages of Mitosis and Meiosis
4. Squash preparation
5. Sub-cellular fractionation – separation of macromolecules
PRACTICAL – VIII: BIOSTATISTICS, POPULATION DYNAMICS AND REMOTE SENSING (Code FS P 08)
Data collection - Organization – calculation of the following
1. Mean, Median, Mode
2. Standard deviation, Standard error
3. Correlation and regression
4. t-test and Chi-square
5. Problems on population dynamics
III SEMESTER :
PRACTICAL – IX : CONSTRUCTION AND MANAGEMENT OF HATCHERIES AND FISH FARMS (Code FS P 09)
1. Design and estimates of area and construction of freshwater fish/shrimp farm
1. Estimation of soil quality, sand, silt, clay.
2. Estimation of soil pH.
3. Design and estimates of fish and shrimp and prawn hatcheries.
5. Design and estimates of cages rafts, race way farm
6. Ash and elemental analysis of soils.
PRACTICAL – X : FRESHWATER AQUACULTURE (Code FS P 10) :
1. Estimation of Dissolved oxygen.
2. Estimation of pH, Alkalinity & Total Hardness.
3. Primary productivity, Estimation by Light and Dark Bottle method
4. Spotters : Cultivable species of finfish and shellfish based on the theory
4. Dissecting out the pituitary gland and preparing the extract
5. Visit to aquaculture farms, finfish and shellfish hatcheries
PRACTICAL – XI : COASTAL AQUACULTURE (Code FS P 11) :
1. Estimation of metabolic rate of fish/ shellfish.
2. Estimation of Q10
3. Turbidity estimation by Seccidisk.
4. Estimation of Salinity of different brackishwater samples.
5. Estimation of BOD.
6. Estimation of COD.
7. Spotters : Cultivable species of finfish and shellfish based on the theory.
8. Visit to aquaculture farms, finfish and shellfish hatcheries
PRACTICAL – XII : FINFISH AND SHELLFISH PATHOLOGY (Code FS P 12) :
1. Examination of normal and diseased fish - Thorough examination of external surface
2. Autopsy of the diseased fish
3. Host examination – Collection of parasites
4. Slide preparation - fixing - staining and mounting of parasites
5. Histopathology of organs of diseased fish ( Sectioning – Staining and Mounting)
6. Slides of fish parasites (Protozoan – Helminth and Copepod)
IV SEMESTER :
PRACTICAL – XIII : FISH IMMUNOLOGY (Code FS P 13) :
1. Immunization - Routes of Immunization
Preparation of Inoculum
Immunization Schedule
2. Bleeding of Fish - Different methods adopted
3. Blood film preparation (Giemsa Staining)
4. Differential Count of WBC
5.
Cell Viability Test
6. Quantification of Antibody - Agglutination, Precipitation
and Immuno – Diffusion ( Kit based)
PRACTICAL – XIV : FISH PHYSIOLOGY AND BIOCHEMISTRY (Code FS P 14)
1. Qualitative determination of carbohydrates, proteins and lipids. Paper Chromatography
2. Quantitative determination of glucose, glycogen and proteins
3. Demonstration of enzyme action in crustacean hepatopancreas. Estimation of pH in the alimentary canal of fish
4. Experiments on osmosis. Methods in Feed formulations by using different raw materials
PRACTICAL – XV : GENETICS, MOLECULAR BIOLOGY AND BIOTECHNOLOGY (Code FS P 15)
1. Location of endocrine glands – Fish pituitary, thyroid, adrenals, gonads
2. Isolation and preparation of pituitary gland extract
3. Reproductive systems of selected fish, prawn and crab
4. Nervous and endocrine system of prawn and crab, androgenic gland, sinus gland.
5. Eyestalk ablation experiments
6. Estimation of nucleic acids, DNA & RNA.
PRACTICAL – XVI : FISHERY EDUCATION, EXTENSION AND ECONOMICS OF AQUACULTURE (Code FS P 16)
1. Visiting CIFE, CIFA, FSI, CMFRI etc.,
2. Collecting data of the Fishermen in the nearby fishing villages.
3. Collecting the particulars of Farming practices and its economics.
4. Economics of Freshwater aquaculture, Brackishwater fish culture.
5. Economics of shrimp culture.
6. Economics of freshwater prawn farming.
M.Sc. FISHERY SCIENCE (Model Question Papers)
M.Sc. Fishery Science
Paper-I Limnology (FS 01) (Model Question Paper)
Answer all questions. All questions carry equal marks
Time: 3hrs.
Maximum marks: 85
1. Describe the origin of lakes
Or 2. What are the major rivers in India
3. Give an account on Physical characters of water
Or
4. Give an account on Chemical charters of water
5. Write an account on Ecological adaptations of Freshwater Fauna
Or 6. What are the factors effecting primary production? Explain.
7. Write an essay on seasonal variations of Zooplankton of Freshwater
Or
8. Describe the Methods of collection and preservation of Plankton.
M.Sc. Fishery Science
Paper- II : ESTUARINE AND MARINE BIOLOGY (FS02) (Model Question Paper)
Time: 3 hrs
Max.Marks:85
Answer ALL questions
All questions carry equal marks
1. Define estuary. Discuss physico- chemical features of typical estuary and add a note on Hoogly-Maltah estuary.
Or
2. Write an account on aquatic pollution.
3. Justify sea as a biological environment.
Or
4. Discuss in detail chemistry of the marine environment.
5. Discuss in detail methods of measuring primary production and comment on productivity in relation to fisheries.
Or
6. Explain zooplankton and phytoplankton relationships with suitable theories.
7. Explain adaptations of Nekton with suitable examples.
Or
8. Answer any two
1. Intertidal zonation
2. Adaptations of sandy shore fauna
3. Adaptions of muddyshore fauna
M.Sc. FISHERY SCIENCE
PAPER -III Taxonomy and Functional Anatomy of Shellfish and Fin Fish (FS-03)
(Model Question Paper)
Time: 3 hrs
Max.Marks:85
Answer any four questions
1. Write an account on the General characters of mollusks with suitable examples.
Or
2. Classification of crustacean up to orders.
3. Write an essay on food and feeding habits of cultured crustaceans.
Or
4. With suitable diagrams describe the Anatomy and histology of digestive system in fishes.
5. Describe the Respiratory organs and mechanism of respiration in Crustacea
Or
6. Structural adaptation of air breathing fishes.
7. Describe the Endocrine organs in crustaceans and their role in reproduction.
Or
8. Reproduction cycle in fishes with reference to spawning seasons and grounds.
M.Sc. Fishery Science
Paper-IV Biosystematics & Taxonomy (FS 04) (Model Question Paper)
Answer all questions.
All questions carry equal marks
Time: 3hrs.
Maximum marks: 85
1. Give an account on basic concepts of Biosystematics
Or
2. Describe the importance and application of Biosystematics
3 What are the new trends in Biosystematics? Explain in detail.
Or
4. What are the future directions in the conservation of diversity ?
5. Give a detailed account on species concepts.
Or 6. Describe the theories of Biological classification.
7. Explain the procedural keys in Taxonomy.
Or
8. What are the operative principles of ICZN ?
M.Sc. Fishery Science
Paper-IV ICHTHYOLOGY (FS 05)
(Model Question Paper)
Answer all questions.
All questions carry equal marks
Time: 3hrs.
Maximum marks: 85
1. Describe the structure of neurocramium and visceral skeleton
OR
2 Write notes on :
i) Form and function of muscles
ii) Gas Bladder
3. Describe the different methods of age determination in fishes
OR
4 Write an essay on body form and locomotion in fishes
5. Give an account of the process of excretion and osmoregulation in fishes
OR
6 Write notes on the following :
i) Heart in fishes (ii) Fish blood
7. Describe the parental care in fishes
OR
8 Write short notes on :
a) Bio-geochemical cycles
b) Ecological factors that impinge on lives of fishes
M.Sc. Fishery Science
Paper – VI Capture Fisheries (FS-06) (Model Question Paper)
Time : 3 Hrs.
Max. Marks : 85
Answer All Questions
1. a) Give a detailed account of craft and gear used in both Inland and Marine Fisheries
OR
2 b) Write a brief note on :
i) Fish catch statistics
ii) Fisheries of different maritime states of India
3. a) Describe the major river systems of India and add a detailed note on Fish & Fisheries of Ganga river system
OR
4 b) Write an account on reservoir fisheries of Andhra Pradesh
5. a) Explain the causes of decline and efforts for revival of Hilsa Fishery
OR
6 b) Write a brief account on :
i) Hoogly – Matlah Estuary (ii) Godavari Estuary
7. a) Give a comparative account of Sardine and Mackeral fishery
OR
8 b) Write a brief account on :
i) Seaweed fishery (ii) Molluscan fishery
M.Sc. Fishery Science
Paper-VII General and Applied Zoology (FS 07) (Model Question Paper)
Answer all questions.
All questions carry equal marks
Time: 3hrs.
Maximum marks: 85
1. Explain complementary gene and epistatic gene interactions with suitable examples
Or
2. Explain multi-factorial inheritance with a suitable example
3. Explain the principle and technique of Transmission Electron Microscopy
Or
4. Explain the principle and mechanism of centrifugation
5. Explain the mechanism of transport across cell membranes
Or
6. What is membrane potential - Discuss
7. Give an account of structure and dynamics of microfilaments and microtubules
Or
8. Give an account of regulation of CDK – Cycline activity.
M.Sc. Fishery Science
Paper – VIII Biostatistics, Population dynamics and Remote
Sensing (FS-08) (Model Question Paper)
Time : 3 Hrs.
Max. Marks : 85
Answer All Questions All Questions carry equal marks
1. What is sampling? Explain various sampling methods.
OR
2. What is measure of central tendency? Calculate mean to the following data
| X | 5 – 10 | 10 – 15 | 15 – 20 | 20 – 25 |
|---|---|---|---|---|
| Y | 10 | 12 | 15 | 18 |
3. Explain standard deviation. Calculate standard deviation and coefficient of variation to the following data:
x f
5 10
6 12
8 10
12 11
15 18
OR
4 Explain correlation. Calculate correlation coefficient to the given data :
X 5
Y
10 5
15 7
20 9
25 10
3
5.
What are tests of significance? Explain chi-square test with suitable examples
OR
6 Write notes on the following :
a) Normal distribution (b) Permutations and combinations
7. Write an account on population attributes controlling the population
OR
8 Explain importance of remote sensing in the fishery applications
M.Sc. Fishery Science
Paper – IX Construction and Management Hatcheries and Fish Farms (FS-09)
(Model Question Paper)
Time : 3 Hrs.
Max. Marks: 85
Answer All Questions All Questions carry equal marks
1. Write an account on construction methods of Nursery, rearing and stocking ponds
Or
2. Write notes on
a) Design of Water management system
b) Designing sluice grades
3. Write an account on Fifth Hatchery management
Or
4. describe the methods involving construction of Frown Hatcheries
5. describes the use bio fertilizers in Aquaculture practices
Or 6. Describe the role of lime in aquaculture practices
7. Write an account on feeding schedules in Shrimp culture practices
Or
8. Write an account on aquatic weeds and their control.
M.Sc. Fishery Science
Paper – X Freshwater Aquaculture (FS-10) (Model Question Paper)
Time: 3 Hrs.
Max.Marks: 85
Answer All Questions All Questions carry equal marks
1. Write an account on productivity of Fish ponds
Or
2. Compare the methods of bund breeding and induced breeding in Finfish.
3. Describe the various methods of culture of Indian major crops
Or 4. Write an account on the breeding and culture of exotic carps
5. Describe the culture techniques of freshwater Eel
Or
6. Describe the life cycle and breeding behavior of Heteropneustis and Clarius
7. Describe the natural seed resources of freshwater prawn with a note on its life cycle
Or
8. What is meant by integrated farming? describe the method with reference to paddy cum fish culture in India..
M.Sc. Fishery Science
Paper – XI Coastal Aquaculture (FS-11) (Model Question Paper)
Time: 3 Hrs.
Max.Marks: 85
Answer All Questions All Questions carry equal marks
1. Compare different types of shrimp culture practices in India
Or
2. Describe the role of salinity, temperature and PH in brackish water shrimp and fish culture
3. Describe the methods involved in transportation of shrimp seed
Or 4. Write an account on Crab culture practices
5. Describe the methods involved in Seed production of lobsters
Or
6. Describe the methods involved in brackish water fish culture
7. Write an account on Pearl oyster culture and pearl production
Or
8. Describe the protein requirements and its role in feed formulation in shrimps
M.Sc. Fishery Science
Paper – XII Fin fish and Shellfish Pathology (FS-12 (Model Question Paper)
Time: 3 Hrs.
Max.marks: 85
Answer All Questions All Questions carry equal marks
1. Explain disease problems which we commonly encounter in aquaculture field
Or
2. Give an account of pathology, clinical signs, symptoms and prophylaxis of Infections Pancreatic Necrosis
3. Give an account of Etiology, clinical symptoms and prophylaxis of columnaris disease in fishes
Or
4. Give an account of clinical symptoms and prophylaxis of shrimp fungal diseases
5. Give an account of clinical signs, pathology and prophylaxis of whirling disease
Or
6. Give an account of infections caused by monogenetic trematodes in fishes
7. Give an account of diseases caused by the deficiency of nutrition
Or
8. Explain various management practices adopted for managing disease problems in shrimps and fishes.
Time: 3 Hrs.
M.Sc. Fishery Science
Paper – XIII Fish Immunology (FS-13) (Model Question Paper)
Max. Marks : 85
Answer All Questions All Questions carry equal marks
1. Give an account of immunological organs with suitable diagrams
Or
2. Explain fish pathogens interactions with suitable examples
3. Explain the mechanisms of specific and non-specific immunity with suitable diagrams
Or
4. Explain the structure of and function of Ig M molecular with appropriate diagrams
5. Explain cell – mediated immune response with suitable diagrams
Or
6. How toxicants modulate immune responses in fishes - Explain.
7. Give an account of various immunization procedures adopted for immunization
Or
8. Give an account of the various types of vaccines used to maintain fish health.
M.Sc. Fishery Science
Paper-XIV Fish Physiology, Nutrition and Biochemistry (FS-14) (Model Question Paper)
Answer all questions.
All questions carry equal marks
Time: 3hrs.
Maximum marks: 85
1) Explain osmoregulation in fishes.
Or
2) What is biological oxidation? Describe the oxidation reduction reactions in electron transport system.
3) Write an account on neurosecretory system of crustaceans.
Or
4) Describe the structure and physiology of pituitary gland of fish.
5) Discuss the nutritive value of fish.
Or
6) Explain various types of nutrition among invertebrates.
7) Give an account on the classification of proteins and add a note on their functions.
Or
8) What are lipids? Classify them giving suitable examples and their presence in different organs.
M.Sc. Fishery Science
Paper-XV: Genetics, Molecular Biology and Biotechnology (FS-15) (Model Question Paper)
Answer all questions.
All questions carry equal marks
Time: 3hrs.
Maximum marks: 85
1) Explain the structure of DNA and add a note on its replication.
Or
2) Describe the gene structure and discuss its functions in detail.
3) What is recombinant DNA technology? Explain its applications.
Or
4) Write a detailed account on blotting techniques.
5) What is induced breeding? Describe the application of the technique in fishes.
Or
6) Give an account on vaccine production and development in animals.
7) Discuss the application of genetic engineering in fishes with particular reference to gene transfer and hybridization.
Or
8) What are transgenic fish? Explain microinjection technique in fishes.
M.Sc. FISHERY SCIENCE
PAPER -XVI: Fishery Education, Extension and Economics of Aquaculture (FS XVI)
(Model Question Paper)
Answer any four questions
MaxMarks: 85
1. Write an account on Fisheries training institutes and Research organizations in India.
Or
2. Give an account on Institutional funding to aquaculture.
3. Describe in detail about a the Socio – economic conditions of fishermen.
Or
4. In which way co-operative societies are useful in uplifting fisherman
5. Define and describe the central government upliftment of fishes folk through NABARD.
Or
6. Ocean role of NGO's CRZ.
7. Write an account on Economics of aquaculture.
Or
8. Short notes:
a. Institutional funding to fisheries
b. Role of state government agencies in fishery activities.
c. ICZM (Integrated Coastal Zone Management)
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Rutland County Council
Catmose
Oakham
Rutland
LE15 6HP
telephone: 01572 722 577
fax: 01572 758 307
email: email@example.com
web: www.rutland.gov.uk
DX: 28340 Oakham
08 March 2018
FREEDOM OF INFORMATION REQUEST – 255/18
Dear Sir/Madam
Your request for information has now been considered and the information requested is provided below.
Request:
A. Can you please categorise how those known to the team dealing with elective home education became known? E.g. School, Doctor, self-referral, concerns about the educational provision reported etc.
Answer: Self-referral: Education
i) Does the local authority seek to satisfy itself that the educational provision the parent(s) are providing is suitable to the child's age, aptitude, ability and any SEN as soon as they become aware that parents are electively home educating, regardless of how they become known to the local authority?
Answer: A letter of introduction is sent and the Local Authority policy and if agreed by the parent a home visit follows.
ii) How many instances have there been in the years (from January 1st to December 31st) 2015, 2016, 2017 and to the date of this FOI where the person dealing with elective home education has or has had concerns that a 'suitable' education is not being provided?
Answer: Zero
B. I would also appreciate it if this information could be broken down into categories:
1) Whether they feel that no education is taking place?
Answer: Zero
2) Whether they feel that the philosophy of education is inadequate - for example in the case of autonomous or child led learning, that the particular child is not appearing to be learning 'enough'?
Answer: Zero
3) Whether there are concerns because the family have not implemented a structured approach?
Answer: Zero
4) Or whether the fact that the national Curriculum is not being followed is causing concern?
Answer: Zero
5) A qualified third party is not involved in the child's education?
Answer: Zero
6) An educational report has not been provided by a third party such as; a teacher etc.
Answer: Zero
C) I would like to know of these children, how many of these concerns were proven?
i) Of the children in the above 4 categories, please indicate if further steps have or are being taken - for example, referred to CME or issued with a School Attendance Order. Please break it down into each year asked for.
Answer: Zero
ii) Please indicate how many of these went to court in 2015, 2016 and 2017.
Answer: Zero
iii) Please also indicate if any Education Supervision Orders are currently in court for this population?
Answer: Zero
Finally, please provide all recorded documentation relating to elective home education including policies, procedures (2013 - present) and recorded communications relating to elective home education (2016 - present), including any e-mail attachments. This does not include communications between the Elective Home Education team and electively home educating parents.
Answer: Please find attached "255 18 - Education Otherwise Policy".
You are free to use any documents supplied for your own use, including for noncommercial research purposes. The documents may also be used for news reporting. However, any other type of re-use, for example by publishing the documents or issuing copies to the public will require the permission of the copyright owner, where copyright exists. Such a request would be considered separately in accordance with the relevant Re-use of Public Sector Information Regulations 2005 and is not automatic. Therefore, no permission is implied in the re-use of this information, until such a request to re-use it has been made and agreed, subject to any appropriate conditions. Any request to re-use the information should be made to me at the address below.
If you are dissatisfied with the handling of your request please contact the Head of Corporate Governance, Rutland County Council, Catmose, Oakham, Rutland LE15 6HP You can also complain to the Information Commissioner at:
The Information Commissioner's Office Wycliffe House, Water lane Wilmslow, Cheshire SK9 5AF
Tel: 01625 545700
Yours faithfully
FOI Administrator Corporate Support Team, Rutland County Council
Children's Services Authority
POLICY ON EDUCATION OF CHILDREN OTHERWISE THAN AT SCHOOL
GUIDELINES FOR PARENT/CARER SEEKING TO EDUCATE "OTHERWISE" AND INFORMATION FOR HEADTEACHERS (Section 7 Education Act 1996)
1. INTRODUCTION
These Guidelines are intended to:
a) Provide a framework for parent/carer to prepare their written plans for the Local Authority.
b) Offer some limited suggestions on the approach and content.
c) Provide information for Headteachers.
Parent/carer should note that the LA is not in a position to provide detailed guidance and advice, nor can it supply or loan materials. Some suggested sources of help are listed at the end of this document.
2. In most cases parent/carer are happy with their children's education being provided by a school. Schools work to a common curriculum framework and are generally very successful in supporting the academic progress and personal development of children. Effective schools develop a good partnership with parent/carer. Occasionally, parent/carer prefer to arrange their child's education "Otherwise" than in school, usually providing their lessons at home. Parent/carer who educate their children at home may do so for a number of reasons, possibly based on firm convictions about education. These guidelines have been produced for those parent/carer, resident in Rutland who choose to educate their children otherwise than by attendance at school.
3. WHAT THE LAW SAYS:
A parent/carer is under a duty under Section 7 of the Education Act 1996 to cause their child to receive efficient full time education suitable to their age, ability and aptitude and to any special needs he/she may have, either by regular attendance at School or otherwise. In all cases of children being educated at home, the Local Authority (LA) must, in law, be satisfied that the educational provision is compatible with Section 7. Whilst this does not mean that the provision must be the same as in a school, the children must be able to make good academic progress and develop emotionally and socially. Where the LA is not satisfied, with the parent/carer duty, to provide suitable education the LA can prosecute and enforce a School Attendance Order for failure to ensure regular attendance at school.
The DCFS states: LAs, however, have no automatic right of access to the parent/carer's home. Parent/carer may refuse a meeting in the home and agree to a meeting at another venue.
Section 437 to 443 of the Education Act 1996 place a duty upon local authorities to take certain actions if it appears that a child is not being properly educated.
If it appears to a local authority that a child of compulsory school age in their area is not receiving suitable education, either by regular attendance at school or otherwise, they shall serve a notice in writing on the parent/carer requiring him to satisfy them within the period specified in the notice that the child is receiving such education. (s 437(1))
The LA's legal duty is concerned solely with children who appear not to be receiving suitable education. There is no implication that an LA should be active where it appears that a child is receiving suitable education at home.
Home Educating Children with Special Educational Needs
The right to home educate a child with special educational needs (SEN) is stated in section 7 of the Education Act 1996: (see above)
The parent/carer of every child of compulsory school age shall cause him/her to receive efficient full-time education suitable:
b) to any special educational needs he may have either by regular attendance at school or otherwise
a) to his/her age, ability and aptitude, and
However, where a child does have a statement of special educational needs and begins home education, the LA's statutory duty to undertake an annual review continues. This review includes assessing whether the statement is still appropriate and it may be possible to alter or even cease to maintain the statement depending on the child's current circumstances and the provision being made. Should it be necessary for the statement to remain in force, the parent/carer continue to have responsibility for the education provided; however, the LA has a legal duty to ensure that the child's needs are met. Should disagreement arise between parent/carer and the LA over the review of an assessment it may need to be resolved by the Special Educational Needs & Disability Tribunal, and the LA has a duty to inform the parent/carer of their right of appeal.
4. HOW TO ARRANGE YOUR CHILD'S EDUCATION AT HOME
An LA Officer will make an initial visit as soon as you have indicated your intention to educate your child otherwise than by attendance at school. We do suggest you study the Guidelines for parent/carer carefully. We will need you to complete a form by providing as much information as you can on:
* Who will educate the child and their qualifications;
* The time allocated to teaching different subjects and how this is organised into a daily and weekly pattern;
* The programme being followed in English, Mathematics and other subjects;
* The way by which progress is checked and recorded;
* The plans for recreational and social contact.
If the form is not completed the LA will request a meeting with parent/carer of the child.
An LA Officer will be assigned to consider the information you provide and, when your programme of education at home has been under way for a while, the Officer will arrange a visit to assess the education your child is receiving. When a visit takes place a report of the Officer's conclusions will be produced and a copy will be given to you.
Summary of Key Steps
a) The parent/carer applies in writing to the LA to indicate an intention to educate "Otherwise" and completes Form 1- (attached);
b) The parent/carer informs the school where the child is on roll that an application has been submitted to the LA;
c) The LA requests information from parent/carer;
d) An LA Officer arranges a meeting with the parent/carer (either at home or at the LA Offices);
e) The LA Officer produces a report following meeting;
f) If application is agreed by the LA, the LA notifies parent/carer and requests school to take child's name off roll;
g) If application is unsuccessful the report will indicate what is considered not suitable and what action is to be taken next;
h) Further visits will be arranged to monitor child's progress and the implementation of the programme.
The Local Authority (LA) has a responsibility to be satisfied that reasonable education is being provided to children resident in Rutland who are being educated otherwise than by attendance at school
5. a) THE LEARNING ENVIRONMENT
It is not necessary to set up a classroom. However, it is a good idea to identify a suitable location for your child to work in which creates the right learning atmosphere. Space should be available for storage of books, equipment etc. You should also consider appropriate places where messy/practical work can be undertaken.
b) The Learning Routine
i) Time Allocation
The time allocated to the child's education will depend upon their age but, as a general rule, a minimum of 3 hours of purposeful and planned educational activity should be arranged each school day during normal school terms. In addition there should be properly supervised individual work. You should consider the amount of time that it will be necessary for your child to be taught. The Department for Education and Skills has offered guidance to schools which indicates that teaching hours per week might be:
```
21 hours for 5 - 7 year olds 23.5 hours for 8 - 13 year olds 25 hours for 14 - 15 year olds
```
Schools maintained by an LA are open 38 weeks in the year.
ii) It is a good idea to establish a routine and you should ensure each day has varied activities. This is especially important for younger children who cannot concentrate for too long.
iii) Educational Content
a) The educational programme offered should be appropriate to the child's age, ability, aptitude and any special educational need.
b) It is essential that a satisfactory programme is offered in English (particularly reading and writing) and in Mathematics and that appropriate and sufficient activities are possible.
c) It is important that the Local Authority (LA) is satisfied that a broad, balanced, differentiated and relevant curriculum is offered.
iv) What about compulsory subjects
Subject are not compulsory in that the National Curriculum applies only to schools. However, you will probably want to take account of the National Curriculum which specifies the following subjects:
* English
* Science
* Mathematics
* Design & Technology
* Art/Music/Drama/Information Technology
* History and /or Geography
* Physical Education
* A Foreign Language (at secondary level)
* Religious Education (where appropriate)
* Cross-circular themes – Personal Social & Health Education, Careers Education and Guidance
* Economic and Industrial Understanding, Environmental Education and Citizenship
Planning your child's work is important and it is useful to develop a clear indication of the programme and methods of assessment. Parent/carer will find it helpful to record what is achieved and use these records as a basis for discussing with the child his/her progress.
c) The Social Experience
It is important for your child's development that they have the chance to mix with other children of all ages and both sexes, not just other family members, on a regular basis.
Membership of a young people's organisation should be considered to provide the opportunity for forming relationships in safe and comfortable surroundings. It may also be helpful to consider joining groups for the purpose of expressing any artistic or musical talents.
d) The Wider World
As part of the educational and social experience, school often gives children access to museums, places of interest and different environments. You should consider outings and visits as an integral part of the learning process.
e) Protecting your Child
If you decide to employ a tutor to assist you in educating your child, parent/carer must be present at all times. It is important to ensure that the tutor has good references. The tutor must have a current CRB check.
f) Sources
* The library will have an extensive range of books for you and your child. Larger ones also have cassette, video lending facilities and access to the Internet.
* Local museums/sites of interest are educational in themselves and sell books and other materials.
* The Leisure Centre gives you access to facilities and possibly classes/groups aimed at your child's age.
* Local evening classes/groups are a good place to access creative facilities. You will need to check whether they will accept your child first.
* "Education Otherwise" is a national organisation which supports the parent/carer educating at home.
g) Part-time Employment
All children, whether in school or home educated, who wish to work part-time, or to take part in acting or modelling are subject to legislation. You must apply to the Local Authority for permission prior to your child doing any work of this kind. Full details of what types of work hours are permitted and application forms, are available from the Social Inclusion Development Officer Children and Young People's Service, Rutland County Council, Catmose, Oakham, Rutland, LE15 6HP, telephone number 01572 758496. When your son/daughter reaches the age of 15 you may wish to consider contacting the Connexions service to discuss work experience for your son/daughter (see address list pages 22-23).
6. For some families, deciding to educate their children in ways other than by attendance at school find it a happy, fulfilling and successful experience. This is not always the case and it is important you recognise that the burden of providing an effective education even to just one child can be quite heavy. It can be difficult work, particularly if you are seeking to provide an education broadly in line with the National Curriculum. It can also be quite costly as a parent/carer may feel that it is important to offer access to good books and equipment. Overall, you will find that this is not a responsibility to be undertaken lightly. If your child has special educational needs it may be more difficult to get the help he or she needs, for example, the assessment and help of a trained professional.
7. a) PARENT/CARER AIMS AND INTENTIONS
* to give clear account of intentions;
* to be open about educational intentions.
* to provide positive reasons for pursuing education otherwise;
b) Child's Views
To have positive opinions and feelings about education otherwise.
c) Teaching and Learning
* Parent/carer and children able to identify and talk about learning that has taken place;
* Child's attitude to learning shows interest, enthusiasm and understanding;
* Experiences provided are broadly appropriate to the child's age, ability and aptitude and any special educational needs;
* Signs of appropriate progress with learning;
* Some form of record of progress to inform next steps;
* Suitable stimulus, encouragement and guidance to help learning;
* Sufficient time spent on learning.
d) Conditions and environment for Learning
Sufficient space and facilities, as distinct from resources, for activities, including:
* Reading and writing;
* Taking exercise.
* Making and experimenting;
Access to space outside.
e) Resources
* Access to sufficient equipment and materials for learning activities;
* Appropriate use of resources beyond home, such as:
* Resources which enable child to learn more and extend activities;
1) Library
3) Outings
2) Museums
f) Involvement with Children and Adults beyond Home
* Child should have regular social contact with other children
* Child should have regular contact with other adults
8. WHAT HAPPENS IF THE LOCAL AUTHORITY IS NOT SATISFIED WITH THE EDUCATION BEING PROVIDED?
If the LA Officer is not satisfied that the educational provision is appropriate in that it fails to meet the requirements of Section 7 of the Education Act 1996 and /or that the curriculum offered is not broad, relevant, differentiated and balanced and designed to meet the needs of the child, a number of actions will follow automatically. Firstly, the concerns will be made known to you, and you will be allowed a reasonable time to improve the situation. If, after this time, the Officer is still not satisfied a meeting will be arranged with the LA which may result in the LA instructing you to return your child to full-time schooling. If you fail to do so consideration will be given to serving a School Attendance Order on you under Section 437 of the Education Act 1996. It is important for you to note that if you cannot meet your duty to provide for your child's education, the LA will seek to ensure that he/she attends a school.
9. CONCLUSION
As an LA we would generally prefer that you send your child to school. We are always willing to discuss the reasons that prevent you from doing this with a view to helping you as much as we can. We do, however, respect your wishes and we know that some parent/carer can do a very good job of educating their child at home.
We wish you and your child every success for the future.
Questions and Answers
Does my child have to go to school?
The 1996 Education Act imposes a duty on parent/carer to "secure the education of their children… Of compulsory age" (5-16 years) but this can be done "otherwise than at school".
For most children this means that they will normally go to school, but for various reasons a small number of parent/carers decide to undertake the responsibility of educating their children outside the school system.
Do I need anyone's permission?
No. But the local authority (LA) has a responsibility to make sure that your child's education meets the requirements of the Education Act so it is important to inform them of your decision.
What will happen if I don't notify the school or LA?
If your child is on a school register and not attending, then that non-attendance will be followed up by school and Social Inclusion Development Officer , Children and Young People's Service, . It remains YOUR responsibility to notify the school/LA.
What are parent/carer responsibilities?
Under Section 7 of the 1996 Act parent/carer of children not attending a school need "to cause (the Child) to receive efficient full time education suitable to his or her age, ability, and aptitude (and to any special needs that he or she may have either by regular attendance at school or otherwise)".
Does this mean that I have to follow the National Curriculum?
No. You do not have a legal duty to provide your child with the National Curriculum although you may find it useful to know what it is and to follow it if practical. It will provide you with a suitable framework for levels of achievement across subjects. It will also help if your child returns to school in the future.
Currently, those subjects included in the National Curriculum are English, Mathematics and Science as core subjects with Technology, History, Geography, Art, Music, Physical Education, Modern Foreign Languages (from age 11) and Religious Education (unless parent/carer exercise their right to withdraw a child).
Many of the commercially produced workbooks available from bookshops now relate their content to the National Curriculum.
Do I have to work school hours?
No. Full time does not mean necessarily working school hours or working for 25 hours a week. The LA will want to see how you are going to organise your days and that sufficient time is being spent in study each week.
How should I organise the teaching and learning?
There is no one approach or style that can be recommended, but it should be as active and practical as possible. Great importance should be placed on reading and mathematics and a programme of educational visits should also be planned. You can make use of educational broadcasts but need to prepare well in advance and ensure that you plan follow up work after the broadcast. By varying the style and content of the education, it will be more enjoyable for you and your child(ren).
You will need to ensure that there is a special place set aside for quiet work and independent study.
Do I have to provide all the education?
No. But it is your responsibility to ensure that an efficient programme of work is provided. This can be done by the parent or carer. You can also use suitable friends or pay for specialist teaching, however, it is your responsibility to ensure that any tutors/teachers are suitably qualified and experienced to teach your
child(ren). You are also advised to remain at home when a tutor is teaching your child. You may like to find out if the tutor has undergone a CRB (Criminal Records Bureau) check.
Will the LA give me any support?
No. It is the LA's responsibility to make a judgement about the quality of education provided and to write a report that indicates whether or not it is satisfactory. An LA officer will want to visit and talk with you and may offer advice or tell you where to obtain help.
Can I educate my child part-time at home and in school?
No. If you choose "education otherwise" your child will be removed from the school register; Occasionally schools may make special arrangements with parent/carer but this would be at the discretion of governors. For 15/16 year olds , some colleges of further education will support education otherwise by allowing access to courses but the financial responsibility for these courses remains with the parent/carer.
Can I change my mind?
Yes. You can seek a place in a school at any time and let the LA know of your intention to send your child to school.
What happens if the LA says the provision is unsatisfactory?
The LA officer will tell you this at the end of their visit and will send you a copy of their report which will indicate any areas of the educational provision which needs attention. He/she will probably want to re-visit fairly soon afterwards with a professional colleague to see how you are planning to improve the programme. If it remains unsatisfactory you may have to arrange for re-admittance or a School Attendance order may be served on you.
What do I need to check before making a decision?
* You have the time to devote to your child's education on a regular basis
* You have the space available for a quiet working area
* You are convinced it is the best course of action for your child
* There are opportunities for physical exercise
* Your child is positive about the suggestion
* You are prepared to buy the necessary resources or have access to them
* You have the necessary expertise to teach your child effectively
* Social experiences with other children are available
* You have some support available
For more information and sources of help and advice:
Liz Odom
Rutland County Council
Social Inclusion Development Officer
Catmose
Rutland,
Oakham
LE15 6HP
Telephone Number: 01572 758496
Rutland Youth Services
Telephone Number: 01572 758301
Website: https://www.raw4youth.com/
Email: firstname.lastname@example.org
Jules House 1 Cold Overton Road Oakham Rutland
Mrs Jay Thomlinson
07977 015 674
SENDIASS
email@example.com
Education Otherwise
Helpline: 0845 478 6345
Website: https://www.educationotherwise.net
P.O.Box 63 Swaffham PE37 9AT
Education Now
Telephone Number: 0115 925 7261 (recorded information)
Website: https://www.thetimenow.com
Website: https://www.educationnow.co.uk
Email: firstname.lastname@example.org
113 Arundel Drive Bramcote Hills Nottingham NG9 3FQ
A non-profit making research, writing and publishing company. A co-operative devoted to developing more flexible forms of education and more educational diversity.
Contact for the addresses of examining boards.
National Extension College
The Michael Young Centre
Purbeck Road
Cambridge
CB2 2HN
Telephone Number: 01223 450200
Provides open learning through its correspondence college. Offers GCSE and A Level courses, tutors, handbooks, technical guides and practical guides. Supplies an annual publication catalogue.
Rapid Results College
Tuition House 27/3 George's Road London, SW19 40S
Telephone Number: 0208 944 3103
Qualification and Curriculum Authority (QCA)
London
83 Piccadilly
W1J 8QA
Telephone Number: 0207 509 5555
For information about the National Curriculum and about GCSE coursework
The Student Support Centre
Leominster
23 New Street
HR6 8DR
Telephone Number: 01568 615599
Christian Education Europe
Telephone /Fax Number: 01793 783783
PO Box 770 Highworth Swindon Wiltshire, SN6 7TU
Assists Christian families with the education of their children from 5-16 years.
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The Play's The Thing: Today's Children Are Not Getting Enough Of It
Dr. Todd Huffman
For the Eugene Register-Guard, March 2008
Play is important to healthy brain development. It allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Play is in fact so important to optimal child development that is has been recognized by the United Nations High Commission for Human Rights as a right of every child.
Despite the numerous benefits derived from play, time for free play in American society today has been markedly reduced for many children. Our overscheduled and hurry-up lifestyle has combined with marathon hours of unregulated screen time and with diminishing access to safe places out of doors for children to decrease the average child's opportunity for free and unstructured play.
Today's children are not playing so much as working: working at school and at homework, at improving their talents and at competing with their peers, at adapting to the new instructor or coach, and at not missing Mom or Dad. They, like their computers and television screens, are always "on".
Play in childhood and throughout life helps to relieve the tension of living. Play helps to prepare us for the serious, to define and redefine the boundaries between ourselves and others, and to give us a fuller sense of our own personal being.
It is through play that children at a very early age engage and interact in the world around them. Play allows children to create and explore a world they can master, conquering their fears and developing new competencies and confidence while practicing adult roles. Undirected play allows children to learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills.
And perhaps above all, play is a simple joy that is a cherished part of childhood.
But today's children are too busy with other things to enjoy the simple pleasures children used to take for granted. Relaxation no longer signifies quiet or repose. There is little room in today's hurried world for idle contentment, playful creativity, outdoor exploration, and the passionate pursuit of interests.
Children who are not allowed to retreat once in a while into themselves are not allowed to discover what is there. Making children into achieving doers instead of capable thinkers has its consequences. Children's innate curiosity is intense. When that natural curiosity has no room to fulfill itself, it burns out like a smothered flame.
Compelled towards incessant action, busyness has supplanted togetherness in many families. Being, for children, is doing, adjusting, coping. Parenting, for us, is providing them with things to do. Many of today's parents are simply racing against an imaginary clock in their efforts to plan, schedule, and chauffer their children to and from a wide variety of organized activities intended to enrich their children's lives but instead often exhausting them.
The very idea that childhood is a race, and that the child's participation in beneficial experiences is more important than playing or being with family are modern ones. Yet there are not indications that children today are happier, more self-confident, less aggressive, or in better mental health than they were sixty years ago. For some children, this hurried lifestyle is a source of stress and anxiety, and may even contribute to depression.
That downtime and time spent sharing in child-directed play has become precious and rare in our highlypacked lives is also unfortunate given that it offers parents a wonderful opportunity to engage fully with their children and to see the world from their child's vantage point. Parents who allot themselves time to glimpse into their children's world learn to communicate more effectively with them and gain fuller understanding of their personalities, thereby building a more enduring relationships with them.
Although parents should certainly monitor play for safety, a large proportion of play should be child-driven rather than adult-directed. While ideally much of play involves adult caregivers, when play is controlled by adults, children acquiesce to adult rules and lose some of the benefits play offers them. When play is allowed to be child-driven, children practice decision-making skills, move at their own pace, discover their own areas of interest, and ultimately engage fully in the passions they wish to pursue.
In contrast to passive screen entertainment, play builds healthy, fit young bodies. Encouraging more unstructured play, especially out of doors, is an exceptional way to increase physical activity levels in children.
At school, reduced time for unstructured physical activity is shown to have implications on children's readiness and ability to learn and problem-solve in the classroom. Young children, especially young boys, allowed minimal or no recess perform less well on testing and exhibit greater behavioral problems. Some children, recess-deprived, are even misdiagnosed as having attention deficit hyperactivity disorder.
Some of the best learning experiences happen not in an institution, but in a child's independent "research" of the world at hand. As the child interprets the world around her, creates new things with the materials available to her, and extracts new ideas from the recesses of her mind, she is learning to be an active, contributing participant of the world.
Conversely, if she is constantly stuffed with edifying "opportunities for enrichment", resentment and lack of autonomy are the possible results. One needs time to be a thinker, freedom to be creative, and some level of choice to be enthusiastic.
But it would be wrong to assume that the current trends are a problem for all children: some excel with a highly driven schedule. And it is clear that organized activities can have a healthy developmental benefit for children. But what is less clear is at what point a young person may be "overscheduled" to their developmental detriment or emotional distress.
The challenge for society, schools, and parents is to strike the balance that allows all children to reach their potential without pushing them beyond their personal comfort limits, and while allowing them to profit from some free unscheduled time for creative growth, self-reflection, and decompression. Put simply, we must not forget to let kids be kids.
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Preventive Health Care – Preventive Screenings
At your annual checkup talk to the doctor about what preventive screenings are needed. Preventive screenings or tests look for health problems before a person has symptoms. Tests should be done based upon a person's age, sex, health, and family history. The following recommendations are for everyone. The doctor may recommend additional tests based upon your personal risk.
| SCREENING RECOMMENDED | WOMEN |
|---|---|
| Overweight and Obesity screening and counseling Children, Adolescents, Men and Women – Once a year. | X |
| High blood pressure screening Men and Women - Once a year. | X |
| Cholesterol screening Men - Age 35 and older, Age 20 and older if at increased risk of heart disease. Women – Age 45 and older, Age 20 and older if at increased risk of heart disease. | X |
| Type 2 diabetes screening Men and Women with continued high blood pressure. | X |
| Cervical cancer screening Women – Age 21 through 29 – Once every 3 years. Women – Age 30 through 65 – Once every 3 to 5 years – How often a woman gets screened after 30 depends upon the test used. Talk to the doctor to get a recommendation for the test to be used. | X |
| Breast cancer screening Women – At age 40 start talking to the doctor about risk. From Age 50 to 74 – Get screened for breast cancer every two years | X |
| Colon cancer (colorectal) screening Men and Women – Age 50 until 75 – How often a person gets screened depends upon their risk for colorectal cancer and the type of screening test used. The doctor will make a recommendation about the right test and how often to get it. | X |
| Prostate cancer screening Men – Age 50 and older – Talk to the doctor about the need for prostate cancer screening. The doctor will make a recommendation based upon risk factors. | |
| Osteoporosis screening Women – Age 65 and older – Talk to the doctor about frequency of testing after age 65. The doctor will make a recommendation based upon risk factors. Men – Age 70 and older – Men are less likely to have osteoporosis. Men who are more at risk may have a lower body weight or be inactive. | X |
*Recommendations for conditions for which doctor's commonly screen.
http://www. uspreventiveservicestaskforce
.org/recommendations.htm, http://www.uptodate.com/contents/high-cholesterol- and-lipids-hyperlipidemia-beyond-the-basics, and http://annals.org/article.aspx?articleid=740825
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HOME STUDY POLICY
PURPOSE
The purpose of this policy is to outline to students, parents/carers and school staff Cheltenham Primary School's expectations for home study and at-home learning.
SCOPE
This policy applies to students in all year levels and staff responsible for setting homework.
POLICY
Cheltenham Primary School acknowledges that home study should be tailored and adapted to suit the personal and developmental needs of students.
Teachers at Cheltenham Primary School are encouraged to exercise their discretion in assigning tasks that are appropriate for their students and supports the learning taking place in the classroom.
Prep to Year 4
In the early years, the objective of home study should be to practise and consolidate the concepts that have been introduced during class time. It is also intended to introduce the concept of selfdiscipline and responsibility and prepare them for the upper grades.
Home study will mainly consist of daily reading to, with, or by parents/carers or older siblings and word study.
Students are generally not expected to complete more than 30 minutes of home study per day and no tasks will be assigned over the weekends or during the holidays.
Year 5 to Year 6
In the senior year levels, the objective of home study is to build on the concepts of self-discipline, responsibility and initiative to prepare students for secondary school.
Assigned home study tasks will include daily independent reading and may include extension assignments, class work, essays and research.
Students are generally not expected to spend more than 45 minutes per day on home study and no tasks will be assigned over the weekends or during the holidays.
Shared expectations and responsibilities
Home study is a shared responsibility between the school, teachers, students and their parents/carers. In order to get the most out of assigned tasks, it is important that everyone understands their obligations and responsibilities.
Cheltenham Primary School will support students by:
* fostering lifelong learning and connecting families with the learning of their children, as part of the comprehensive and balanced curriculum within Victorian schools
* ensuring the school's home study policy is relevant to the needs of students
* advising parents/carers of homework expectations at the beginning of the school year and referring them to an electronic copy of the home study policy
* encouraging parents/carers of early primary school aged children to read to and with their children for enjoyment
* ensuring that senior primary students use diaries for regular communication between parents and the school.
Teachers at Cheltenham Primary School will:
* equip students with the skills to solve problems
* encourage real-life problem solving, logical thinking, creativity and imagination
* set varied, challenging and meaningful tasks related to class work to suit the students' learning needs
* give students enough time to complete tasks, considering home obligations and extracurricular activities
* provide timely and practical feedback and support
* help students develop organisational and time-management skills
* ensure parents/carers are aware of the school's home study policy
* develop strategies within the school to support parents and carers becoming active partners in home study
* offer a wide range of opportunities for families to engage in learning with their children.
It is expected that students will take responsibility for their own learning by:
* being aware of the school's home study policy
* discussing with their parents/carers expectations
* accepting responsibility for the completion of tasks within set time frames
* following up on comments made by teachers
* seeking assistance when difficulties arise
* organising their time to manage home obligations, participation in physical activity and sports, recreational and cultural activities and part-time employment.
It is expected that parents/carers will support their children by:
* developing a positive and productive approach to home study
* ensuring there is a balance between the time spent on home study and recreational activities
* reading to them, talking with them and involving them in learning opportunities during everyday household routines and physical activity
* talking to teachers about any concerns they have about the home study
* attending the school events, productions or displays their child is involved in
* discussing home study with their child in their first language, if English is not the main language spoken at home, and linking it to previous experiences
* linking home tasks and other learning activities to the families' culture, history and language, linking with relevant services, clubs, associations and community
* ensuring there is a quiet study area for students to complete their assigned tasks.
Support for students, parents and carers
Teachers at Cheltenham Primary School understand that students have different learning styles and interests, and may approach learning activities and homework differently. If you are concerned that your child may not understand the homework tasks that have been set for him or her, or is spending a long period of time completing their home study, we encourage you to speak to your child's classroom teacher.
FURTHER INFORMATION AND RESOURCES
* School Policy and Advisory Guide:
o Homework Guidelines
o Homework Expectations
REVIEW CYCLE
This policy was last updated on June 2016 and is scheduled for review in June 2020
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Usborne English
Romeo & Juliet • Worksheet
1. Match the two halves of the sentences, then number them from 1 to 5 in story order.
2. Cross out the mistakes in the sentences below, and write correcti ons at the end of the sentence.
A. Romeo was waiti ng for her and the nurse performed the secret wedding at once. ................................
B. Romeo dropped the poison and ran for his life. .................................
C. Love spread fast in Verona and the nurse soon heard what had happened. .................................
D. That night, Romeo went again to the Montagues’ garden and climbed up the ivy to Juliet’s balcony. .................................
E. Friar Laurence was planti ng messages in his garden when Juliet arrived. .................................
3. Put the nouns in the right places to complete the paragraph.
That .......................... , Juliet sat on her .......................... . Carefully she uncorked the .......................... Friar Laurence had given her and drank every last .......................... of the bitt er .......................... . A few ........................ later, she fell into a deep, deep ........................ .
4. Choose the word on the right that best matches the sense of the phrase on the left .
A. The families were sworn enemies and they were always fi ghti ng.
B. "Your body will be cold and it will look as if you're dead."
C. "Of course I'll marry Count Paris on Thursday."
D. But Romeo saw he was poor and off ered him forty gold coins.
trick
bribe
lie
feud
A. When the party ended... ........
B. Benvolio and Mercuti o wanted to dance... ........
C. At the Capulets’ mansion... ........
D. When Romeo kissed her... ........
E. Straightening her dress... ........
...the place was buzzing with excitement.
...Juliet went down the grand marble staircase to the banqueti ng hall.
...but Romeo stood sti ll.
...she felt her heart fl utt ering.
...Romeo sneaked outside and hid in the Capulets’ garden.
bott le sleep drop moments bed night poti on
5. Divide the words below into two categories, and write them in lists under the emoti on you think they match best.
snarled woe feud desperate raged heartbroken scowled sobbed furious hatred unhappy wept
ANGER
SADNESS
..........................................................................
..........................................................................
..........................................................................
..........................................................................
..........................................................................
..........................................................................
© 2012 Usborne Publishing Ltd. Not for commercial use.
Romeo & Juliet • Worksheet
Writi ng acti vity: Imagine how Juliet might write to an agony aunt in a magazine if she couldn't confi de in her nurse or Friar Laurence on page 39. Describe her situati on as clearly as you can, then think what advice the agony aunt might give.
"Dear Ann ie, I don't know what to do....
© 2012 Usborne Publishing Ltd. Not for commercial use.
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CAPACITY CALCULATIONS
Cropper performed a capacity study for the Richmond Public Schools (district). The field research/school tours occurred in February-March 2019. The first step in the process was to collect floor plans for each school within the district. These floor plans were printed off and used as a guide during discussions with school principals/administrators.
Student to teacher ratios that have been used historically for the
*Functional calculated using:
18:1 for KG,
22:1 for 1-12,
15:1 for VPI, and
9:1 for Exc. Ed district were utilized for the capacity calculations, which are shown in the table to the left. Since these are class sizes that are below the state maximum, or sizes that the districts typically aim for,
they have been named 'Functional' class sizes.
Cropper met with each building principal to better understand building/room uses and limitations, and to also take a tour of the facility. This part of the process is critical because it helps to confirm or validate the use of classroom spaces. It is not uncommon to see space that could be used as classroom but may currently not be utilized as a classroom because there isn't a demand for the room. These spaces could be included in the total capacity for the building, as long as there are still adequate spaces available for special uses.
Cropper made sure to set aside spaces that are not included in the capacity. Spaces or rooms that were not included in capacity at the elementary level include pull-out/resource rooms, music, art, library, and other core spaces (gym, auditorium, cafeteria).
Lab spaces, music, and art were calculated in the Middle and High School capacity because of the nature of how education is delivered at the upper grades. In elementary school, students mostly stay in their homeroom and the majority of classes are taught in homeroom. At the Middle and High School levels, students migrate from room to room based on their class schedule. Although this is the case, only spaces that can be utilized for general classroom use were used. Rooms such as band or choir rooms (rooms without desks or tables) were not counted.
| RPS Elementary School Capacities 2018-19 | |
|---|---|
| School Name | RPS Functional* |
| BARACK OBAMA ELEM. | 402 |
| BELLEVUE ELEM. | 361 |
| BLACKWELL ELEM. | 601 |
| BROAD ROCK ELEM. (Ideal) | 721 |
| BROAD ROCK ELEM. (Existing) | 1086 |
| CHIMBORAZO ELEM. | 560 |
| E.S.H. GREENE ELEM. | 1000 |
| ELIZABETH D. REDD ELEM. | 424 |
| FAIRFIELD COURT ELEM. | 499 |
| G.H. REID ELEM. (Ideal) | 632 |
| G.H. REID ELEM. (Existing) | 782 |
| GEORGE MASON ELEM. | 750 |
| GEORGE W. CARVER ELEM. | 700 |
| GINTER PARK ELEM. | 389 |
| J.B. FISHER ELEM. | 386 |
| J.L. FRANCIS ELEM. | 566 |
| JOHN B. CARY ELEM. | 336 |
| LINWOOD HOLTON ELEM. | 591 |
| MARY MUNFORD ELEM. | 508 |
| MILES JONES ELEM. (Ideal) | 575 |
| MILES JONES ELEM. (Existing) | 685 |
| OAK GROVE/BELLEMEADE ELEM. | 739 |
| OVERBY-SHEPPARD ELEM. | 408 |
| SOUTHAMPTON ELEM. | 531 |
| SWANSBORO ELEM. | 296 |
| WESTOVER HILLS ELEM. | 451 |
| WILLIAM FOX ELEM. | 477 |
| WOODVILLE ELEM. | 552 |
| RPS Middle School Capacities 2018-19 | |
|---|---|
| School Name | RPS Functional* |
| ALBERT HILL MIDDLE | 819 |
| BINFORD MIDDLE | 661 |
| ELKHARDT MIDDLE | 1500 |
| HENDERSON MIDDLE | 977 |
| LUCILLE M. BROWN MIDDLE | 779 |
| MARTIN LUTHER KING JR. MIDDLE | 876 |
The floor plan was evaluated for each building and capacities calculated based on the number of rooms counted. There were several schools that had rooms being used for special instruction, but were included in the capacity. These rooms were included in capacity only if there was an adequate number of pull-out spaces set aside already and/or if the principal indicated that the space could be utilized as a classroom.
During interviews with the principals, one of the questions asked is "How many students do you think can fit in this building?" After calculating the capacities and reviewing the results, it appears that the capacity totals only vary slightly from what the principals estimated the capacity of their buildings to be.
When calculating capacities for schools, there were certain assumptions made regarding uses of specific rooms. For instance, the rooms that were considered pull-out spaces or self-contained special ed are listed in the notes. Other building assumptions are noted. Below are the school level notes and assumptions as a result of school tours and calculation of individual school capacity figures:
| BELLEVUE ELEM. | ES | Pull-out rooms include 205, 307, 102, 103, 305. 1 PK/PDD room (106). 2 VPI rooms (101, 105). |
|---|---|---|
| | | Art in room 104. Music in auditorium. |
| BLACKWELL ELEM. | ES | Room 116 assumed for KG use, Room 110 assumed for 1st grade use. Self-Contained Sp. Ed |
| | | rooms include 106, 119, 206. Pull-out rooms (not factored into capacity) include 205, 211, 111, |
| | | and 120. Music/Art assumed to be in room 101. |
| BROAD ROCK ELEM. (Existing) | ES | 16 of the 24 rooms in the portables are currently used for grades 2-3, which leaves 8 available. |
| | | Includes use of 6 of available classrooms in portable stock for grades 1-3, and the remaining 2 |
| | | to use for pull-out instruction. |
| CHIMBORAZO ELEM. | ES | VPI uses rooms 107, 113. Self-Contained Special Ed rooms include 102, 119. Pull out rooms |
| | | (not factored into capacity) include 101, 108, 201, 204a. Assumed use of rooms 204 and 205 as |
| | | regular classrooms (204 for 4th grade, 205 for 5th grade). Music/Art use rooms 118, 121. |
| ELIZABETH D. REDD ELEM. | ES | Room used behind the stage for KG and 1st grade not counted in capacity, and assumed use |
| | | for music and art. Room 3 assumed for Sc. Sped. Another Sc. Sped class being taught in |
| | | 'Activity' room behind stage. This was not counted in capacity, but the number of grade 4-5 |
| | | rooms reduced by 1 to account for the needed additional Sc. Sped space. Various small rooms |
| | | around library and auditorium assumed for pull-out uses. Room 23 in Round currently used |
| | | for a combined/larger 2nd grade class. Only counted as 1 classroom. |
| FAIRFIELD COURT ELEM. | ES | Room 112 is Self-Contained Sp. Ed. Rooms 119a and 117 not counted in capacity, used as pull- |
| | | out. Space in G ill Center not factored into capacity, but are assumed to be used for music/art. |
| G.H. REID ELEM. | ES | Assumes 8 modular additions in capacity (6 rooms counted in 2nd grade, 1 room for Sc. Sped, |
| | | 1 for pull-out). Pull out spaces include: 112, 114, 116, Modular room, 204, 1 room in round |
| | | bldg. Counselors office (rm. 208) not counted in capacity. Music rm 117, Art rm 115 |
| GEORGE MASON ELEM. | ES | |
| GEORGE W. CARVER ELEM. | ES | 13 Acres uses Rooms 115-120, and 217-222. 14 rooms total counted as Self-Contained |
| | | (including 10 in 13 acres section). Music/Art uses auditorium and basement, as well as P.E. |
| | | Not ideal environment in basement. No Gym. |
| GINTER PARK ELEM. | ES | Self-Contained room B6. Pull out spaces not factored into capacity includes rooms B4, B5, 06, |
| | | 17, 123, 124. There are other small office spaces above stage and above auditorium lobby that |
| | | weren’t counted as pull-out or classrooms. Could be used for pull-out. Art room is B3. Room |
| | | 17 considered pull-out because it is smaller due to elevator install. Room 01 is currently used |
| | | for tutoring, but counted as 2nd grade classroom. |
| J.B. FISHER ELEM. | ES | Grades 1-3 inventory includes available use of rooms 108 and 119, and counted in capacity as |
| | | regular classroom. Rooms 104, 113, 114 counted as pull-out spaces (113-114 used for hearing |
| | | impaired). Music and Art in rooms 001 and 002. Conference room next to room 120 not |
| | | counted in capacity. |
| BARACK OBAMA ELEM. | ES | Rooms 208, 309 Self Contained Sp. Ed. Art in room 104. Music in auditorium. Pull out spaces |
| | | (not included in capacity) are rooms 205, 202, 306. |
| J.L. FRANCIS ELEM. | ES | Self-Contained Special Ed / PDD rooms include 001, 003, 28, 29. Pull-out rooms (not factored |
| | | into capacity) includes: Room 025, 014a, 014b, Computer Lab, and rooms around open court in |
| | | center of bldg. Building has no gym. Art being taught in group assembly room in center of |
| | | bldg. |
| JOHN B. CARY ELEM. | ES | Rooms 104 (1st gr), 107 (KG), and 209 (3rd gr) assumed to be available for regular classroom |
| | | use. Rooms 105, 200, 203 assumed for pull-out uses. Self-Contained Special Ed rooms include |
| | | 112, 211. Art uses room 116. There is designated space for music near gymtorium. |
| LINWOOD HOLTON ELEM. | ES | Self-Contained special ed rooms are 205, 206, 235. VPI rooms are 104, 105. Pull-out rooms |
| | | include 111, 102, 116. Music/Art rooms are 101, 211 |
| MARY MUNFORD ELEM. | ES | Self-Contained rooms are 112, 115. Room 105 used for pull-out, as well as small room |
| | | constructed across from room 213. Other pull-out spaces not categorized exist around |
| | | auditorium. |
| School | Type | |
|---|---|---|
| MILES JONES ELEM. | ES | Assumes use of semi-permanent trailers in capacity (6 total classrooms with 1 assumed for |
| | | pull-out, so 5 rooms counted). Other pull-out rooms not in capacity include 116, 211, and 205. |
| | | Title 1 room upstairs not counted as classroom or pull-out room. Music assigned to room 206, |
| | | Art to room 101. |
| OAK GROVE/BELLEMEADE ELEM. | ES | Pull-out spaces include 1501, 1104, 2507, 2505, 3405, 3507 (not counted in capacity). Self- |
| | | Contained Sp. Ed rooms include: 1401, 1102, 2401, 2405, 3402, 3505. VPI rooms include 1105, |
| | | 1106, 1107. Music/Art in rooms 2201, 2205. |
| OVERBY-SHEPPARD ELEM. | ES | Pull-Out rooms (not counted in capacity) include 107, 116, 124, 121. Self-Contained room is |
| | | 113. VPI room is 103. |
| SOUTHAMPTON ELEM. | ES | Room 2 assumed for KG use. Rooms 7, 13, and 16 assumed for grades 1-3 use. Pull-out rooms |
| | | assumed for rooms 10, 9, 15. Multi-Purpose room assumed for Music/Art use. |
| SWANSBORO ELEM. | ES | Pull-out spaces include B4, B5, and 101 (not counted in capacity). No rooms assumed for |
| | | music/art. |
| WESTOVER HILLS ELEM. | ES | Music is on stage. Art is in multi-purpose room, neither of which are counted in capacity. |
| | | Rooms 14 and 15 are small and counted as pull-out spaces. |
| WILLIAM FOX ELEM. | ES | Portable classrooms (2) used for 4th grade. Not factored into capacity. Pull-out spaces not |
| | | factored into capacity include 104, 108, 203. Other small spaces exist in the bldg for pull-out |
| | | uses. Self-Contained Special Ed Room B3. Music/Art use rooms B7 and room coded as 'Art' |
| | | on floor plan. |
| WOODVILLE ELEM. | ES | Self-Contained Special Ed rooms are A1, A2. Pull out rooms are A8, 118, 120, A7, 110, 108. |
| | | Music/Art in rooms 102, 113. Room 101 not counted as a room (used as office). |
| ARMSTRONG HIGH | HS | Kitchen, Band, Choir, and Dance rooms not factored into capacity. Room 121 and 122 not |
| | | factored into capacity. |
| FRANKLIN MILITARY ACADEMY | HS | Rooms 308a, 203a, 203b factored as pull-out and not included in capacity. Band and Choir not |
| | | factored into capacity. |
| GEORGE WYTHE HIGH | HS | Rooms not included in capacity include Band, Choir, Dance, Art Room, and ISS Room (111). |
| HUGUENOT HIGH | HS | Does not include band, choir, drama, dance rooms. Computer labs (3) and 5 classrooms in |
| | | Arts hall included (including Tech CR). |
| JOHN MARSHALL HIGH | HS | Does not include band and dance rooms. Nor does capacity include portion of building that is |
| | | used by charter school. |
| OPEN HIGH | HS | |
| RICHMOND COMMUNITY HIGH | HS | |
| THOMAS JEFFERSON HIGH | HS | Small rooms not factored into capacity include rooms 104, 107, 122, 322, 323, 311. Self- |
| | | Contained Special Education Rooms are 103, 119, 120. |
| ALBERT HILL MIDDLE | MS | Rooms 104, 214, 306 factored as self-contained special ed. |
| BINFORD MIDDLE | MS | 5 total self-contained special ed rooms (113, 114, 313, 314, 214). Room 108 is used for meetings, |
| | | and not counted as classroom. |
| HENDERSON MIDDLE | MS | Rooms 134-137 considered to be used as pull-out space. Due to open design and concern that |
| | | filling all pods will overload core of building, the Home Ec, Fine Arts, Industrial Arts, Music, |
| | | Chorus spaces not factored into capacity. |
| LUCILLE M. BROWN MIDDLE | MS | Rooms 501, 502, TR-08, 320, 310, Space Lab counted as pull-out space and not included in |
| | | capacity. Drama room (505) and Band (506) not counted in capacity. Room 101 and 102 |
| | | counted as 1 large classroom. Room 212 counted for Self-Contained Sp. Ed. |
| | | Multipurpose/Comp lab not counted in capacity. |
| MARTIN LUTHER KING JR. MIDDLE | MS | Rooms D02, and E02 counted for Self-Contained Special Ed rooms. Band, Choir, Dance rooms |
| | | not counted in school capacity. Rooms D19-21, E22-25, C26-28, C50, and F21-23 factored as |
| | | pull-out spaces. |
| THOMAS C. BOUSHALL MIDDLE | MS | |
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Castle Hill School
ART AND DESIGN POLICY
General Policy Statement
At Castle Hill School we intend to provide a safe, secure, caring environment where every one is valued and respected equally. We aim to provide an inclusive education where children develop independent learning skills and are taught according to need whatever their age, gender, background, beliefs or abilities. National legislation re disabilities, race relations and special education needs underpin this policy, which has also taken into consideration national, local and school policies on Special Educational Needs, Equal Opportunities and Health and Safety.
General Curriculum Statement
The fundamental principle behind curriculum design at Castle Hill School is personalisation. The learning needs of each pupil are rigorously assessed on entry to the school and on a regular basis through their school career. This work has included a full audit of learning needs. In this, every aspect of each pupil's learning needs is reviewed, bringing in the experience and expertise of a wide range of staff, professionals and parents/carers to identify priority areas for the pupil's personalised curriculum. Each pupil's curriculum is therefore bespoke.
Expressive Arts and Design Philosophy
The teaching of Expressive Arts and Design is integral to the quality of life for children who cannot always interact with their environment because of visual, physical and auditory impairment. Through art, music and aesthetic awareness we can provide visual, tactile and auditory experiences to stimulate creativity and interaction. The crucial foundation of this policy is to be found in practices that are accessible, achievable and above all, enjoyable for all of our pupils. Expressive Arts and Design is imaginative, creative and fun and can be immediate or ongoing. Expressive Arts and Design enables pupils to develop cognitive skills, fine motor skills, language and expression, including non-verbal communication. Expressive Arts and Design can change the way in which pupils think, feel and respond. It acts as an integral part of culture, past and present and facilitates links with home, school and the wider world.
Aims:
Through the study of Art and Design we intend to
- develop students understanding, appreciation and awareness of Art while increasing their judgement and ability within the subject
- develop, where appropriate, individual potential to express and communicate.
- develop skills attitudes and attributes that can support learning in other subject areas that are needed in life and work, for example listening skills, the ability to concentrate, creativity, intuition, aesthetic sensitivity, perseverance, self-confidence and sensitivity towards others.
Art and Design Practice
Expressive Arts and Design will be taught across the curriculum through a cross curricular approach. This will be through whole class teaching, small group or individual work.
Early years, Key stage 1 and 2
Children in the Early Years and KS1 and 2 classes will follow the Early Years Framework which covers the following areas;
Prime areas:
- Communication and language
- Physical development
- Personal, social and emotional development
Specific areas
- Literacy
- Mathematics
- Understanding the world
- Expressive arts and design
A continuous provision approach is provided and within this, there will always be opportunities for learning through art and design activities and investigations available to the children. Some weekly sessions will be geared more specifically to art and design activities and there will be group work or focused individual work for students who will benefit from this.
Key stages 1 – 4 pupils will be taught Expressive Arts and Design using Castle Hill School's creative curriculum. Programmes of study can therefore be drawn from a variety of sources including; The Castle Hill curriculum; The Victoria School's MSI curriculum; Glynn Gap; Barrs Court; Quest; QCA and Equals; Castle Hill's Art and Design Learning Guidance Document.
Staff should teach knowledge, skills and understanding in ways that match and challenge their pupil's abilities.
Planning is done on an annual, half termly and weekly basis.
Post 16 pupils will follow the Moving On curriculum.
This covers the following areas of learning:
- World Studies
- Life Skills
- Vocational Studies
The practice is to ensure that materials and activities are appropriate within all lessons, offering a wide range of activities that accommodate individual needs. Progress and continuity are apparent across the schemes of work with differentiation for a wide range of pupils apparent in the planning and learning process. Learning opportunities will cover the following elements:
- visual stimulation and exploration
- tactile stimulation and exploration
- exploring and manipulating materials and resources
- developing creativity
- collaborative work
- valuing their own work and the work of others
- development of skills which can be used in artistic expression
- promoting knowledge and understanding of art forms
- enhancing understanding of causing and affecting changes to their work by using I.C.T
Expressive Arts and Design is set within the context of the school that is committed to providing a broad and balanced curriculum. We will provide opportunities to work alongside visiting artists and participate in external projects. We will draw upon the cultural diversity of the school community through display, photographic evidence, artefacts and
various celebrations. There are four main elements which are essential to pupils with severe and profound learning difficulties, these are often interconnected:
- Learning art (making and investigating)
- Learning about art (knowledge and understanding)
- Learning through art (art can develop learning in most curriculum areas)
- Learning self-expression through art
Expressive Arts and Design offers a rich learning environment for our pupils, one that challenges and stimulates. Art is highly motivating and achievable, resulting in success that in turn enhances self-esteem.
Curriculum Delivery
We will teach through
1. Discovery – observation, recording, identifying, recognising, fostering observational skills e.g. memory and imagination through paintings, drawings and sculpture
2. Exploration – collecting, sorting, investigating, comparing, contrasting, selecting and handling tools and equipment
3. Control – interpreting, changing, planning, designing, expression of moods, feelings, preferences and ideas
4. Plan and create – using colour, pattern, shape and space, line and form in 2D and 3D dimensions
Monitoring, recording and performance
Assessment is ongoing and is built into the teaching and learning process for all pupils. Teachers will monitor progress through planning, PIP progression targets, learning journals and observations. These will then inform the next steps in learning. All monitoring processes take the following into consideration:
- differentiation
- cultural influences
- collaborative work
- appropriateness and opportunity for consolidation
- opportunity for first hand, sensory experiences
Achievement in Expressive Arts and Design is also reflected in display work, videos and participation in various events, which are all tangible evidence of pupils' success.
Recognising Progress
For most pupils with learning difficulties achievements can be predicted and planned for and progress can be demonstrated in terms of increased knowledge, skills and understanding. Not all pupils will follow the same developmental pattern at the same age or rate. Progress may not be made in all areas of the curriculum. For some pupils progress may be difficult to predict or be distinctive and may only be demonstrated in a certain environment with a familiar person.
Planning for progression
Effective planning involves the careful and deliberate sequencing of curriculum content and experiences. This builds on previous learning and achievements to promote future learning. Long and medium term curriculum plans should therefore show progression from age group to age group and within each of the key stages. This progression could be through skills or through experiences.
Planning for progression for individuals or groups might focus on:
- Skill development
- Breadth of curriculum for learning
- A range of contexts for learning
- A variety of support equipment
- A range of teaching methods
- Negotiated learning
- Application of skills, knowledge and understanding in the new settings
- Strategies for independence
For our pupils progression is not necessarily only movement up a vertical, hierarchical ladder of skills and knowledge; horizontal progression is also important.
The Role of the Expressive Arts and Design Curriculum Team
- To organise and maintain teaching resources, use them wisely and creatively: ensuring fair allocation and appropriate use
- To manage a delegated budget and keep spending within it.
- To monitor effective teaching and learning by regular observation and participation in art lessons throughout the school
- To encourage and assist in-service training.
- To keep up-to-date by attending courses and feedback sessions organised by LA and other establishments
- To provide guidance and support in implementing the schemes of work.
- To ensure an oversight of recording and presentation throughout the school, to include stimulating and attractive displays
- To advise the Head teacher of action required (e.g. resources, standards etc.).
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July 11, 2019
Mayor Meg Kelly Commissioner of Finance, Michele Madigan Commissioner of Accounts, John Franck Commissioner of Public Safety, Peter Martin Commissioner of Public Works, Skip Scirocco
PRAISE FOR THE DOWNTOWN CONNECTOR, SARATOGA GREENBELT TRAIL HOPE FOR A WATERWORKS PARK
Dear Mayor and City Council Members,
We congratulate you and your staff for all of your excellent work in making the Downtown Connector of the Saratoga Greenbelt Trail a reality. This important trail segment will be a landmark feature of our downtown area, and a testament to our commitment to creating a more walkable, bikeable city.
The City of Saratoga Springs adopted the Urban and Community Forest Master Plan in 2013, recognizing the many values of trees, from their beauty, health benefits, and value for wildlife to their contributions as "green infrastructure," storing carbon, reducing air and water pollution, and conserving energy. In that important policy document, the City committed to preserving and expanding the urban forest, including preserving existing mature trees, reclaiming and increasing growing space for trees, planting a variety of large-growing trees species, and integrating trees into all infrastructure planning and project development.
We are pleased that the urban forest has been a major consideration in the City's planning for the Downtown Connector. We appreciate the Council's efforts, along with those of Tina Carton and Steve Lashomb, who have worked with the project consultant to incorporate trees in decisions about the siting and design of the trail. We support the many proposed tree-friendly actions, which, we understand will include:
* Retaining existing trees wherever possible. In general, it is better to preserve a large tree than to remove it and replace it with a new one.
* Budgeting for the purchase and planting of approximately 130 new trees.
* Coordinating with the City Arborist, Steve Lashomb, to develop a planting plan that utilizes native species. We hope that the priority will be to plant native, large-growing species from the City's approved list wherever overhead utility lines are not an issue.
* Providing adequate distance – ideally at least 6 feet – between the edge of the street and the trail or sidewalk to accommodate large-growing trees.
* Using structural soil under the trail or sidewalk to allow tree roots to grow without raising the pavement.
Sustainable Saratoga |PO Box 454, Saratoga Springs, NY 12866|www.sustainablesaratoga.org
Sustainable Saratoga PO Box 454 Saratoga Springs, NY 12866 firstname.lastname@example.org www.sustainablesaratoga.org
* Where the distance between the edge of the street and the trail or sidewalk is inadequate for large trees, and where there is room within the street right-of-way, planting trees on the far side of the sidewalk.
We know that, along some segments of the trail, there are obstacles to achieving ideal conditions for the growth of large trees. We were pleased to learn that the City is planning to expand the tree lawn to six feet to improve growing conditions for trees in High Rock Park. This widened tree lawn allows for the establishment of a magnificent row of large trees lining High Rock Avenue along the entire length of the park.
Now that the plans for the Downtown Connector are being realized, we would like to emphasize the value of a Waterworks Park as an integral feature of this important segment of the trail. Sustainable Saratoga has previously promoted the idea of creating Waterworks Park, a simple neighborhood park on City land encompassing the large open area between the City's water treatment plant and Excelsior Avenue. We based our proposal on a number of factors, including the rapid residential growth of the surrounding area, the need for more neighborhood parks as the City grows, and the call for creative place-making in the City's new comprehensive plan. The new Downtown Connector trail will pass this location and would provide a direct pedestrian and bicycle connection between the park and the downtown area. With minimal investment, and minimal interference with the secure operation of the plant, Waterworks Park would be a great asset for our city. We hope you will support it.
Again, thank you and your staff for your dedication to making the Downtown Connector a reality. We are encouraged by the prominent role of trees in this project and know that the trees planted along this important trail segment will only serve to increase the value of the trail to our downtown area. We also hope you will consider the potential benefits of establishing a Waterworks Park.
Sincerely,
Art Holmberg Chair, Sustainable Saratoga
Sustainable Saratoga |PO Box 454, Saratoga Springs, NY 12866|www.sustainablesaratoga.org
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Promoting British Values at Glebe Academy
The DfE have recently reinforced the need "to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs."
The government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister this year.
Being Part of Britain
As a school, we value and celebrate the diverse heritages of everybody at Glebe Academy. Alongside this, we value and celebrate being part of Britain. In general terms, this means that we celebrate traditions, such as customs in the course of the year; for example, Harvest festival during the Autumn term, and what could be more British than a trip to a pantomime around Christmas time! We also value and celebrate national events.
At Glebe Academy these values are reinforced regularly and in the following ways:
Democracy:
Democracy is rife within the school. Pupils have the opportunity to have their voices heard through our Pupil Council, pupil questionnaires and through pupil interviews. The elections for Glebe Ambassadors are based on the democratic process with children giving speeches and elections then occurring. Our school behaviour policy involves rewards which the pupils vote. The majority of policies are debated widely and incorporate pupil voice as children, parents, governors and staff work together to put policy into practice. Our Imaginative Learning Project themes are also led by pupil interests and pupils are involved in the planning of these themes on a half termly basis. We have also well-developed linked with local Members of Parliament who come into school.
The Rule of Law:
The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school PSHE and Citizenship lessons, as well as when discussing behaviour and through whole school assemblies. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and the Fire Service are regular parts of our calendar and help reinforce this message. Pupils are involved in deciding class rules and pupil charters linked to anti-bullying and SMSC outcomes.
Individual Liberty:
Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safety, through of provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advise how to exercise these safely, for example through our ESafety and PSHE lessons. Whether it be through choice of challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices and to respect the decisions and choices of others.
Mutual Respect:
Part of our school ethos and behaviour policy has revolved around Core Values such as 'Relationships', and pupils have been part of discussions and assemblies related to what this means and how it is shown. Posters around the school promote respect for others and this is reiterated through our classroom and learning rules, as well as our behaviour policy. Pupils will challenge each other when not showing respect and encourage each other to be respectful.
Tolerance of those of Different Faiths and Beliefs:
This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RE and PSHE. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Through our RE curriculum, which teachers the main faiths and focuses upon learning about religion and learning from religion, we promote tolerance of the beliefs of others. We also enjoy a depth of study during themed days, where sometimes we will celebrate and enjoy learning about the differences in countries and cultures around the world; whilst at other times we might consider groups or individuals who might be vulnerable in some way.
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Activity Materials
* pen or pencil
* photocopies of "The Ninja Match-Up" activity
Before Storytime
In Ninja Cowboy Bear Presents the Way of the Ninja, the ninja participates in a variety of daring activities. Ask your group what kind of games they like playing best. Are they more like the ninja's, the cowboy's or the bear's idea of fun?
During Storytime
Ask the kids to describe what's happening in each illustration. Can they name some of the ninja's activities? What happens to the ninja's friends when they agree to do something daring? What do they think the ninja misses when he tries certain activities on his own?
After Storytime
Ask your group what the ninja learns about friendship and compromise. When the kids play with their friends or siblings, how do they decide on the game or activity? Do they take turns doing the different things that they all enjoy? Why is it important to be willing to try different things? Is it just as important to pursue your own interests? What kinds of games do they like to play with their friends or siblings? How do the kids feel when others aren't willing to play the games they like?
Keep the fun going with "The Ninja Match-Up" activity on page two.
Text © 2010 David Bruins / Illustrations © 2010 Hilary Leung
Available as a free download from www.kidscanpress.com
The Ninja Match-Up Activity
Draw a line connecting the ninja to his daring activity.
Text © 2010 David Bruins / Illustrations © 2010 Hilary Leung
Available as a free download from www.kidscanpress.com
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Isaiah 42. Servant of the Lord |5.13.18
This study guide is designed to help you dig deeper into the weekend message and apply it to your life. The questions below are meant to encourage thoughtful reflection, discussion, and prayer for you and your group.
If you missed the message (or want to hear it again) go to fopc.org/sermon or download the Fair Oaks Church App.
[Read aloud]
[Have someone open in prayer.]
Isaiah 42:1-9
"Here is my servant, whom I uphold, my chosen one in whom I delight; I will put my Spirit on him, and he will bring justice to the nations. 2 He will not shout or cry out, or raise his voice in the streets. 3 A bruised reed he will not break, and a smoldering wick he will not snuff out. In faithfulness he will bring forth justice; 4 he will not falter or be discouraged till he establishes justice on earth. In his teaching the islands will put their hope."
5 This is what God the Lord says—the Creator of the heavens, who stretches them out, who spreads out the earth with all that springs from it, who gives breath to its people, and life to those who walk on it: 6 "I, the Lord, have called you in righteousness; I will take hold of your hand. I will keep you and will make you to be a covenant for the people and a light for the Gentiles, 7 to open eyes that are blind, to free captives from prison and to release from the dungeon those who sit in darkness.
8 "I am the Lord; that is my name! I will not yield my glory to another or my praise to idols. 9 See, the former things have taken place, and new things I declare; before they spring into being I announce them to you."
Isaiah 42:18-22
18 "Hear, you deaf; look, you blind, and see! 19 Who is blind but my servant, and deaf like the messenger I send? Who is blind like the one in covenant with me, blind like the servant of the LORD? 20 You have seen many things, but you pay no attention; your ears are open, but you do not listen." 21 It pleased the LORD for the sake of his righteousness to make his law great and glorious. 22 But this is a people plundered and looted, all of them trapped in pits or hidden away in prisons. They have become plunder, with no one to rescue them; they have been made loot, with no one to say, "Send them back."
1. What is something that stood out to you from our key passage or the sermon this week?
2. We spent a lot of time talking about being blind and deaf.
* What are some examples (from culture, our church, or your own life) that we could be blind or deaf toward?
* What about our relationship with the God?
3. In verses 1-9 we are given a description of the perfect servant.
* What are some of the verses that stand out to you?
* We know that the servant depicted here is Jesus. Share how Jesus has moved in your life. How he has set you free? What he has set you free from? How did it feel when you first felt that freedom and grace? Do you still feel that way now?
4. Read through verses 18-22.
* Spend some time comparing ancient Israel with the modern Church.
* As a Life Group, or as a church, what steps can we take in order to not suffer from spiritual blindness and deafness? Can you share a way you can work on this personally, in the lives of others, and for our church?
5. Read Isaiah 43:1 as a group. Have each person read it once out loud. Then share what the Spirit is speaking to you, or what sticks out to you.
[Have someone close in prayer.]
FAIR OAKS CHURCH |11427 FAIR OAKS BLVD., FAIR OAKS, CA|FOPC.ORG
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Abstract Drawing & Printmaking for Beginners
2019 / 2020
| Course Code | Q3435 |
|---|---|
| Tutor | Ealish Walmsley-Jones |
| Venue | UCM, Homefield Road, Douglas |
| Cost | £198 |
| Start Day, Date & Time | Tuesday 7th January 2020 7pm – 9pm |
| Number of Weeks / Sessions | 15 Weeks |
What is the course about?
An introduction into the basics of drawing, printmaking and mixed media. Students are encouraged to experiment with drawing, painting, colour, and collage. The course will begin with an introduction into drawing and various printmaking techniques, focusing on lino, monoprint and collagraph. Students will be able to create a portfolio of skills, and use these skills to create final outcomes such as personal and individual greetings cards, wedding and party invites, or artwork for the home.
Flowers and plant life will be provided for drawing purposes, but if students would like to draw something else then you are more than welcome to bring in your own objects.
Previous experience:
No previous experience required, all welcome.
Equipment you need to bring:
Paper
Cartridge paper
Coloured papers
Tissue paper
Charcoal
Colouring pencils
Pens
Felt tips
Acrylic paint
Watercolour paints
Paintbrushes
Please note - students do not need to bring every single item, but you need to have a wide range of materials with which to experiment and to draw with.
General Information:
The times advertised for courses, especially 1-day and short courses, will normally include break(s) and a lunch period, as appropriate, and by agreement with the tutor at the sessions.
Students attending one-day workshops might like to note that there are hot/cold drinks and snack vending machines (crisps, sweets, chocolate, biscuits etc) in the College Refectory,
COURSEPROFILE
which will be open during the day, but there are no sandwiches etc available, so students might like to bring a packed lunch with them, which can be consumed in the Refectory.
Some venues may have restricted parking facilities, disc parking etc, so please also be aware of this.
Who should I contact?
For further information, please contact the Programme Area Secretary on 648204.
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Science Georgia Standards of Excellence SCIENCE - Ecology
The Science Georgia Standards of Excellence are designed to provide foundational knowledge and skills for all students to develop proficiency in science. The Project 2061's Benchmarks for Science Literacy and the follow up work, A Framework for K-12 Science Education were used as the core of the standards to determine appropriate content and process skills for students. The Science Georgia Standards of Excellence focus on a limited number of core disciplinary ideas and crosscutting concepts which build from Kindergarten to high school. The standards are written with the core knowledge to be mastered integrated with the science and engineering practices needed to engage in scientific inquiry and engineering design. Crosscutting concepts are used to make connections across different science disciplines.
The Science Georgia Standards of Excellence drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphasis of instruction. The standards are a required minimum set of expectations that show proficiency in science. However, instruction can extend beyond these minimum expectations to meet student needs.
Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, students need to possess sufficient understanding of fundamental science content knowledge, the ability to engage in the science and engineering practices, and to use scientific and technological information correctly. Technology should be infused into the curriculum and the safety of the student should always be foremost in instruction.
Ecology is the study of the distribution and abundance of life and interactions between and among organisms and their environment, including the impact of human activities on the natural world. It draws on elements from biology, chemistry, physics, mathematics, and the social sciences. This curriculum is lab and field based. Whenever possible careers related to ecology and relevant case studies should be emphasized.
Science Georgia Standards of Excellence
SCIENCE - Ecology
SEC1. Obtain, evaluate, and communicate information on how biotic and abiotic factors interact to influence the distribution of species and the diversity of life on Earth.
a. Develop a model describing the organizational structure of a habitat within an ecosystem. (Clarification statement: Includes biotic and abiotic factors and the organizational structure; organism, population, community, ecosystems.)
b. Ask questions to predict the cause and effect of varying levels of abiotic and biotic factors on a habitat in Georgia. (Clarification statement: Focus on specific habitat types, not biomes.)
c. Construct an argument based on evidence to explain factors that lead to sustainability of biodiversity in an ecosystem.
SEC2. Obtain, evaluate, and communicate information to analyze factors influencing population growth, density, and dispersion.
a. Construct an explanation of factors that regulate population density and growth within communities.
(Clarification statement: This includes both density dependent and density independent limiting factors and their relationship to carrying capacity.)
b. Develop and use models to predict population dispersion as a result of population growth and resource availability.
c. Construct an explanation to describe how population growth and dispersion are influenced by natural selection.
(Clarification statement: This includes reproductive strategies, adaptations, and competition for resources.)
SEC3. Obtain, evaluate, and communicate information to construct explanations of community interactions.
a. Construct an argument based on evidence to support how species interactions (e.g., predation, parasitism, mutualism, commensalism, and competition) and adaptations are a response to selective pressures.
b. Obtain, evaluate, and communicate information about various ecological niches within habitats and determine how interactions between species lead to resource partitioning.
c. Construct an explanation based on evidence that describes the impact of keystone, invasive, native, indicator, and rare species in Georgia ecosystems.
d. Construct an explanation about species diversity and how it relates to the stability of ecosystems and communities.
e. Develop a model to explain ecological succession in terms of changes in communities over time and the impact of disturbance on community composition.
Science Georgia Standards of Excellence
SCIENCE - Ecology
SEC4. Obtain, evaluate, and communicate information about biogeochemical cycles and how the flow of energy influences ecosystems.
a. Plan and carry out an investigation of the movement of nitrogen and phosphorus through an ecosystem as a limiting factor in plant communities related to aquatic system succession. (Clarification statement: Field experience or scientific research study should be included.)
b. Construct an explanation of the movement of carbon through an ecosystem. (Clarification statement: Focus is on ecological processes in terrestrial and aquatic ecosystems, not on anthropogenic influences.)
c. Develop a model utilizing the first and second laws of thermodynamics and the law of conservation of matter to explain and illustrate the flow of energy and matter in ecosystems.
d. Construct an argument based on evidence to explain the relationship between net primary productivity and biodiversity.
SEC5. Obtain, evaluate, and communicate information on the impact of natural and anthropogenic activities on ecological systems.
a. Analyze and interpret data on the ecological impacts of sustainable and non-sustainable use of natural resources and predict the cause and effect of unsustainable use of natural resources on ecosystems.
b. Construct an argument based on evidence to predict the impact of climate change on an ecosystem.
c. Construct an argument based on evidence of the consequences of habitat fragmentation and habitat loss on biodiversity in relation to island biogeography.
d. Obtain, evaluate, and communicate mitigation strategies to reduce the impacts of nonsustainable activities on Georgia ecosystems.
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Safety and Health Topics: Emergency Preparedness Bulletin December 2018
In this Issue
Hot Topics
* Enjoy a Safe Holiday Season
* How to Disconnect from the Dialysis Machine in an Emergency
* Making it Safely Through the Peak of Flu Season
Education/Communication
* Winter Holiday Fire Safety Tips
* Tips for Staying Safe in Cold Weather
* Using Social Media to Communicate During an Emergency
Hot Topics
How to Disconnect from the Dialysis Machine in an Emergency
If there is an emergency at a dialysis facility, patients may need to be disconnected from their dialysis machine before the end of their treatments. It is important that patients understand how to disconnect themselves in case a situation occurs where staff can't assist them. Members of the National KCER Patient and Family Engagement Learning and Action Network (N-KPFE-LAN) created a resource with
simple instructions to help patients learn how to take themselves off the dialysis machine in an emergency.
Read More: https://bit.ly/2PEjo3h
BACK TO TOP
Enjoy a Safe Holiday Season
This is the time of year when families gather, parties are scheduled, and the roads are packed with holiday travelers. Help protect yourself and your family by spreading some holiday safety tips available when you click the link below.
Read More: https://bit.ly/2zQ1eJa
BACK TO TOP
Read More: https://bit.ly/2xTxpof
Education/Communication
Making It Safely Through the Peak of Flu Season
We are entering the peak of flu season, and according to the Centers for Disease Control and Prevention (CDC), the best way to prevent catching the seasonal flu is to get vaccinated every year. The flu vaccine has been shown to have many benefits, including reducing the risk of flu related illnesses and hospitalization. It's especially important for people who are at high risk for the flu, especially those 65 and older and people with chronic health conditions, like kidney disease, to get the vaccine.
BACK TO TOP
Winter Holiday Fire Safety Tips
This is an exciting time of year; a time for spending quality time with family and friends in a warm home decorated for the holidays and preparing special meals. But those extra seasonal touches also mean a greater risk for fires. Following a few simple tips can ensure a happy and safe holiday season.
Read More: https://bit.ly/2Eb6hpf
BACK TO TOP
Using Social Media to Improve Communications in an Emergency
Social media has redefined not only how people communicate with each other, but how organizations and governments communicate with their people during emergencies. When used effectively, social media can prevent communication breakdown and reinforce warning messages to the public. This article provides examples of how some emergency managers are using social media to communicate to their audiences during emergencies.
Read More: https://bit.ly/2Qucini
BACK TO TOP
Tips for Staying Safe in Cold Weather
To say it's cold outside might be an understatement for some people. Some communities are already seeing record-breaking temperatures this winter. For older adults and people with chronic conditions, like kidney disease, the below-average temperatures bring health risks—specifically, hypothermia. Click on the link below to learn the signs and symptoms of hypothermia, and to get information on how to reduce your risk of developing it.
Read More: https://bit.ly/2gcshog
BACK TO TOP
You can find this month's KCER Watch, along with past editions, on our website:
www.kcercoalition.com/kcerwatch
Did you find this edition of KCER Watch helpful?
https://www.surveymonkey.com/r/KCERDec2018
We want your feedback! Please click here to complete a short feedback assessment:
www.kcercoalition.com www.facebook.com/KCERCoalition
This material was prepared by the Kidney Community Emergency Response (KCER) contractor, under contract with the Centers for Medicare & Medicaid Services (CMS), an agency of the U.S. Department of Health and Human Services. The contents presented do not necessarily reflect CMS policy nor imply endorsement by the U.S. Government. CMS Contract #: HHSM-500-2006-00007C Pub. No.: FL-KCER-7K2T3A-12182018-01
KCER Watch | December 2018 | Page3of3
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French II - PAPA – 2019/2020 Syllabus
Bienvenue à la classe de français!
Madame (Forward) Sena email@example.com
I am thrilled to be teaching French here at PAPA. I will be using a method called Dynamic Language Acquisition which uses TPR (Total Physical Response) in combination with stories, music, poetry, and culture. This innovative method of student-friendly immersion is based on the idea that we learn a foreign language most easily and most thoroughly through activities that simulate the way we learn our native language.
The text we will be using in class is a curriculum I have been developing for more than 20 years. My goal is to help students master the basic French language skills and gain cultural awareness so they will be comfortable traveling to a French-speaking country. Each day, students will be acquiring not only vocabulary and expressions, but also important cultural information that will help them gain insights into the French way of life. The units include:
Unit I Allons au marché!
Students will learn about the basics of food shopping in France including small and large shops. Students will learn the systems for purchasing, the value of the Euro, how to converse with shop keepers. Students will review numbers, adjectives, colors, and basis French phrases.
Unit II Allons au café
Students will learn how to order food in cafés, types of eating establishments (bistros, restaurants, salons de thé), and the variety of food and drinks in French-speaking countries. Students will research places to eat in Paris and create a story that takes place in a restaurant/café.
Unit III Vive les vacances!
Students will learn about traveling to and within French-speaking countries, weather, sports, seasons, and leisure activities. Students will complete an in-depth project about the regions of France.
Thematic Units Students will study various festivals and holidays that take place each year in France including: La Toussaint, Noël, Le Nouvel An (New Year), and Mardi Gras. They will learn vocabulary and conversational skills to talk about activities in and around each event.
I incorporate music and film into each unit. Films include: The Grocer's Son, Rataouille, Monstre à Paris, Julie et Julia, Bon baisers de France (French Kiss), Cyrano de Bergerac, and Le Ballon Rouge (the Red Balloon).
Each lesson presented is part of the whole process of learning the French language: listening speaking, reading and writing. Missing one class will put you two days behind. If you must miss class, I expect that you will stop by and get your assignments the day you return so you may complete them as quickly as possible. Nothing can replace class time except travel to a French-speaking country.
GRADING
40% Reading and Writing Activities 10% Participation & Speaking Tests
25% Written Quizzes & Tests 25% Projects
In class, please be on time, prepared, respectful and positive! If you ever need any extra help, I am available by appointment. I am really looking forward to working with you.
Bonne chance et bon courage! -Madame Sena
Required materials: a 1 1/2 inch 3-ring binder, 10 dividers, paper, pencil or pen
Dividers should be labeled:
I. Les phrases de classe et proverbes
II. Les notes de classe
III. Dictionnaire des illustrations : Vocabulaire
IV. La culture : les films français
V. La culture : Les chansons
VI. La culture : Le voyage
VII. Les verbes: notes, charts
VIII. Des Projets
IX. Les compositions
X. Course Standards
Course Standards
As students progress in the language acquisition process they will be able to perform tasks, which demonstrate their proficiency in the New Mexico Standards for Modern and Classical Languages.
Content Standard 1 - By speaking, writing, and/or signing, students will express themselves in a culturally appropriate manner for many purposes.
Content Standard 2 - By listening, observing, reading and discussing, students will comprehend and interpret oral, written, and visual messages on a variety of topics.
Content Standard 3 - Students will understand the relationship between language and culture.
Content Standard 4 - Students will develop an understanding of other cultures, including such elements as: value systems, languages, traditions, and individual perspectives.
Content Standard 5 - Students will understand how languages work.
Content Standard 6 - Students will use the languages studied to reinforce and expand knowledge of other disciplines.
Content Standard 7 - Students will use the language studied for personal enjoyment, personal enrichment, and employability.
The goal of my instruction is:
1. to expose students to as much comprehensible input (meaningful communication) in the target language as possible through having them listen and read.
2. to have the students acquire vocabulary and grammar by using them correctly in context in stories, and in activities where they can make comparisons.
3. to have students read as much of the target language as possible as a way of providing them with more comprehensible input. Students read simple teacher and student written stories, simplified literature, children's books, and authentic documents.
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Swine Project Help List for Feeders
A. Feeding
a. Have feed available for when the project arrives
i. Starter/Pre-Starter (Depends on age and size of the pig)
ii. Grower (maybe good for a real muscled up pig that needs slowed down)
b. Next step in feeding
i. Something with a "Wormer"
ii. May vary, contact extension agent to get a plan
c. Feed two times per day
i. Allows you to check health
ii. Feed about 1 to 1.5 pounds at each feeding(beginning)
1. Depends on amount they clean up
2. Want just a little left in the feeder
iii. Maybe add some oat groats to stabilize diet (Handfull)
B. General Care
a. Start Brushing
i. Horse hair or soft bristled brush
ii. Start adding conditioner (Do this at night)
1. Champion's Choice Swine Shine
2. Sudden Impact
3. Mane and Tail skin and hair Conditioner with water (Cheapest)
a. November and December two times per week
b. Last 30 days- EVERYDAY!!!!!!
b. Start Washing
i. Rinse pen that is safe
ii. Not too big or small
1. November and December (weather permitting)
a. Wash with soap once per week
b. Rinse twice per week
c. Be sure to dry them off
2. Last 30 Days (weather permitting)
a. Wash twice per week with soap (minimum)
b. Rinse everyday
c. Exercising
i. Exercise pen with sand or shavings (combination)
ii. In the yard
iii. Somewhere soft, no rocks or anything to get hurt on
1. Start walking in late November or early December
a. Let them outside and don't push too hard!
b. As soon as they are tired put them up (5 min or so at first)
Mid - December
a. Build up stamina slowly
b. Start acting like you are showing in the ring
c. Find an object and show to it
3. Last 30 Days
a. Have stamina up to 15 minutes (minimum)
b. Build up to 30 minutes if possible
c. Walk every pig every day!!!!!!!!!
d. Weighing
i. November and December (Once per week)
ii. January (Twice per week)
iii. Closer to show (every other day to everyday)
iv. NEVER GIVE SHOTS IN THE SCALE!!!!
C. Bio-Security
a. Rubber pan or some sort of container to hold water and bleach
b. Leave outside the pens
2.
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A classroom practice guide
A classroom practice guide
2nd edn.
© State of NSW, Department of Education and Training Professional Learning and Leadership Development Directorate 2006 RYDE NSW
Downloading, copying or printing or materials in this document for personal use or on behalf of another person is permitted. Downloading, copying or printing of material from this document for the purpose of reproduction or publication (in whole or in part) for financial benefit is not permitted without express authorisation.
ISBN 0 73138499 7
SCIS 1273327
This publication is part of the series: Quality teaching in NSW public schools.
The series includes:
* Quality teaching in NSW public schools: Discussion paper (book)
* Quality teaching in NSW public schools: Starting the discussion (book)
* Quality teaching in NSW public schools: An annotated bibliography (book)
* Quality teaching in NSW public schools: A DVD introduction (DVD)
* Quality teaching in NSW public schools: A classroom practice guide (book)
* Quality teaching in NSW public schools: Continuing the discussion about classroom practice (book)
* Quality teaching in NSW public schools: Continuing the discussion about classroom practice: Lesson extracts K–6 (video)
* Quality teaching in NSW public schools: Continuing the discussion about classroom practice: Lesson extracts 7–10 (video)
* Quality teaching in NSW public schools: Continuing the discussion about classroom practice: Lesson extracts K–10 (DVD)
* Quality teaching in NSW public schools: An assessment practice guide (book)
* Quality teaching in NSW public schools: Continuing the discussion about assessment practice (book)
Contents
Acknowledgements
This guide has been developed by Dr James Ladwig and Professor Jennifer Gore from The University of Newcastle in consultation with and on behalf of the NSW Department of Education and Training. They are grateful to the many teachers and other NSW educators whose critical feedback and valuable suggestions have informed the final wording of this guide.
The coding scales and other notes in the guide have been informed by research reported in the Quality teaching in NSW public schools: An annotated bibliography (NSW Department of Education and Training, 2003). In particular, the coding scales are derived from earlier articulations of many elements of the model in studies conducted by: Professor Fred Newmann and associates on "authentic pedagogy" (1990–95) as part of the CORS (Center on Organization and Restructuring of Schools) research agenda, and Dr James Ladwig and Professor Bob Lingard (project directors) on "productive pedagogy" (1998–2000) as part of the QSRLS (Queensland School Reform Longitudinal Study). The coding scales provided in this guide build on, but substantially revise, these earlier elaborations.
Introduction
This guide has been developed to support school leaders and teachers in their implementation of the NSW model of pedagogy in relation to classroom practice. For the purpose of this guide, the term classroom practice is used to include learning activities, a single lesson, sequences of lessons, units and/or modules of work, and to refer to both plans for practice and observed (directly or videotaped) practice.
In May 2003 the Department released Quality teaching in NSW public schools: Discussion paper (NSW Department of Education and Training, 2003). The discussion paper was developed to focus and support the work of school leaders and teachers in addressing teaching and learning in NSW public schools as a long-term strategic priority. The paper proposes a model for pedagogy that can be applied from Kindergarten to Year 12 and across all key learning areas (KLAs).
The three dimensions and eighteen elements of the NSW model of pedagogy represent a synthesis of solid and reliable research that empirically links these general qualities of pedagogy to improved student learning. One of the strengths of the model is that it synthesises general characteristics of pedagogy, thus making it applicable across KLAs, subjects and years of schooling. In so doing, the model offers a coherent vision of pedagogy on a school-wide basis.
This guide has been written to assist schools in building that shared vision. It provides an elaboration of each of the eighteen elements of the model to assist teachers and school leaders to talk about pedagogy and to understand what constitutes quality teaching. The elaboration includes specific descriptions, a coding scale, notes and suggestions, all designed to help clarify what it means to teach well in relation to each element.
Using the guide
The primary purpose of this guide is to support teacher professional learning and professional dialogue. To this end, the guide can be used in two main ways. Coding sheets are included in the Appendix as tools to assist with both these uses.
Firstly, it is intended to guide teacher reflection and analysis where teachers, individually or in groups, can use the guide to analyse current classroom practices in order to understand how those practices might subsequently be improved. Such analysis can focus on written or observed (directly or videotaped) activities, lessons, a series of lessons and units or modules of work.
The document can also be used to guide the planning and redesign of activities, lessons and units of work. Again, working together or individually, teachers can consider how each element might inform their planning in order to maximise the student learning benefits of each learning experience.
It is important to reiterate that the purpose of this guide is to support teacher professional learning and practice. The coding process described in this guide should only be used where teachers have agreed to its use in relation to their work. The guide is not intended to be used for the purpose of teacher assessment. Any use for this purpose has the potential to undermine its value in supporting teacher professional learning and dialogue.
Structure of the document
This guide is organised around each of the eighteen elements of the NSW model of pedagogy. Each element is elaborated with the following information and set out as shown on the following page.
Description
Each element is described in general terms to indicate what might be observed when the element is highly evident, as opposed to what might be observed where there is little or no evidence of the element in classroom practice.
Coding scale
Each element is broken down into five "codes" or "scores" with a descriptor given for each one. The 1–5 coding scale draws upon observable aspects of classroom practice, hence its focus on none, some, most, and all of the students, or none of the time, through to all of the time. While the 1–5 descriptors in the coding scale refer to lessons, terms such as activities, lesson plans, lesson sequences, modules or units of work could also have been used.
The codes or scores provide the basis for professional reflection and/or dialogue. Coming to a shared understanding within a school, or among groups of staff, is in itself an important part of the professional development process in relation to the pedagogy model. Being able to name and identify each element is important in improving practice. Developing a deep understanding of each element as it relates to classroom practice can be enhanced with the elaboration provided in these coding scales.
Notes
Notes are provided for each element to highlight certain reminders for teachers and in response to commonly asked questions about the meaning and application of the element.
Suggestions
While teachers should aim to score high in all three dimensions in all lessons, it is unrealistic to expect that every lesson will score highly for every element. Nonetheless, we encourage teachers to consider what it might take to move to the higher scores for each element. The suggestions provided in relation to each element offer some ideas for moving to the higher scores.
Further examples of teaching ideas can be found on the web site:
https://www.det.nsw.edu.au/proflearn/
For a one-stop-shop of teaching ideas linked to NSW syllabuses K–12 go to the Teaching and Learning Exchange (TaLE) on the Department's intranet at:
www.tale.edu.au
1.1 Deep knowledge
Description
Knowledge is deep when it concerns the central ideas or concepts of a topic, subject or KLA and when the knowledge is judged to be crucial to the topic, subject or KLA. Deep knowledge is evident when either the teacher or the students provide information, reasoning or arguments that address the centrality or complexity of a key concept or idea, or when relatively complex relations are established to other central concepts.
Knowledge is shallow or superficial when it does not concern significant concepts or key ideas of a topic, subject or KLA, or when concepts or ideas are fragmented and disconnected from a central focus. Knowledge is also shallow when important ideas are treated superficially by the teacher or students, or when there is no clear focus on an important idea or concept. This superficiality can arise from trying to cover large quantities of fragmented information that results in the content covered remaining unconnected to central ideas or concepts.
Coding scale
To what extent is the knowledge being addressed focused on a small number of key concepts and the relationships between and among concepts?
Deep knowledge
1 Almost all of the content knowledge of the lesson is shallow because it does not deal with significant concepts or ideas.
2 Some key concepts and ideas are mentioned or covered by the teacher or students, but only at a superficial level.
3 Knowledge is treated unevenly during instruction. A significant idea may be addressed as part of the lesson, but in general the focus on key concepts and ideas is not sustained throughout the lesson.
4 Most of the content knowledge of the lesson is deep. Sustained focus on central concepts or ideas is occasionally interrupted by superficial or unrelated ideas or concepts.
1. The essential difference between deep knowledge and deep understanding is that deep knowledge is about how content is presented in a lesson, while deep understanding is about the learning students demonstrate. It is possible for deep knowledge to be presented (by the teacher, students or guest speakers), but for students to demonstrate only superficial understanding, or vice versa.
2. In curriculum debates, a strong distinction is often made between depth and breadth of knowledge, which at times pits one against the other. It is important to recognise that substantial syllabus content coverage (some breadth) is necessary in order to achieve depth of knowledge. Consequently, depth cannot be achieved simply by focusing on "less" content.
3. The main issue related to deep knowledge is one of quality. Deep knowledge requires relevant syllabus content to be organised and taught in such a way that a small number of ideas or concepts are clearly established as the focus of the lesson. Depth is present if the content of a lesson is structured such that the central focus brings coherence and purpose to the lesson.
Suggestions
*
Identify and review students' prior knowledge as a starting place for addressing deep knowledge.
* Identify significant concepts in syllabuses by reviewing objectives, outcomes, content (e.g. learn about and learn to statements) and stage statements. Reflect on how the syllabus content can explicitly illustrate the concepts.
* Identify the key concepts and relationships to be addressed by asking the questions: What do I want the students to learn? and Why does that learning matter?
* Check that you have identified the key concept or relationship by asking the question: How well does the concept or relationship draw the content together?
* Map outcomes and content during unit planning so that each lesson focuses on illustrating significant concepts while addressing manageable amounts of content.
* Connect key concepts being addressed from lesson to lesson.
* Use learning tools in both planning and teaching to connect, identify and clarify knowledge, e.g. concept maps which explain relationships within a complex issue or topic.
* Select specialised resources carefully to build deep knowledge. These could include field experts, the local community and services, the Internet, multimedia and out of-school visits.
* Provide unit or module overviews for students so that they can see how the concepts fit into the overall picture.
5 Knowledge is deep because focus is sustained on key ideas or concepts throughout the lesson.
Two sample coding sheets are provided in the Appendix to assist in the coding process. The sheets can be used to record the scores for each element following an observation or review of classroom practice.
A coding scale overview is also provided to enable easy access to the coding scales for all the elements. This overview is best used once observers have a deep understanding of each of the elements in the guide.
Notes
Using the coding scales
You can use the coding scales in this guide to code written or observed (directly or videotaped) classroom practice, with the aim of reflecting on and refining or redeveloping this practice.
Coding scales for use in reflecting on, analysing and redesigning assessment tasks are to be provided in a separate document: An assessment practice guide (NSW Department of Education and Training, 2004).
Steps in the coding process
When coding classroom practice, it is suggested that you follow these four simple steps.
1. Have a copy of this guide and a coding sheet with you. Two different coding sheets can be found in the Appendix.
2. Observe the lesson, watch the videotaped lesson segment, read or reflect on the lesson or unit plan.
3. While observing, reading or reflecting, note down any comments or evidence of what you see.
4. After you finish watching, reading or reflecting, refer to the guide and go through each element one by one assigning a score. Refer to any notes you have taken and read carefully the coding scale, then assign a score for each element on your coding sheet.
Assigning a score
When coding classroom practice, you can only score what you can see. This is an important concept to remember. In determining scores for each element, you should only consider the evidence seen during that specific period or within that specific written plan. You will be observing a segment of teaching or a plan for teaching at a moment in time.
There will be times when you cannot see evidence of an element in the observed lesson or in the lesson or unit plan, but are tempted to score the element high because you assume it has happened either beforehand or in the segments you did not see. Despite this, you must score only what you can see.
Similarly, if you do not see evidence of an element at all, you may be tempted to score this element as "not applicable", rather than a "1". For the purpose of coding you should always assign a score to each element. A score of "1" may not necessarily reflect poor pedagogy, but rather indicate simply that that particular element was not a feature of the lesson you observed.
When you are coding, consider the explanations given for each element, using the descriptions of the scores from 1–5. Where you have difficulty in selecting between two scores, consider whether the minimum conditions of the higher score have been met. If these conditions have not been met, the lower score should be used.
The five points on the coding scale represent distinctions that can be made in terms of the relative presence of the element. These distinctions, however, do not cover every possible way in which the element will manifest itself in classroom practice. In these instances you need to return to a judgement about whether the conditions for the higher score are met. If not, you assign the lower score, even if the lower score does not capture exactly what you observe.
Using the scores
Discuss your scores with others and reflect on what it means for improving classroom practice. The scores themselves are there to provide the basis for professional reflection, dialogue and development.
The document, Continuing the discussion about classroom practice (NSW Department of Education and Training, 2003) provides a range of ideas for how you can use the coding process for professional reflection, dialogue and development.
Remember that "5s" are not likely without concerted effort on the part of the teacher and the students.
Remember also that high scores are not achieved by a particular style of teaching or a particular type of classroom environment. Rather, high scores require an approach to teaching that is clear about the answers to these four questions:
* What do you want the students to learn?
* Why does that learning matter?
* What are you going to get the students to do (or to produce)?
* How well do you expect them to do it?
Finally, remember that the purpose of undertaking the coding is to strengthen personal classroom practice. Obviously, if you are working within a faculty, stage group or with an individual within their professional learning program, you would look at a number of lessons over time, as well as analysing units and assessment tasks. Each of these activities contributes to the quality of teaching, and it is important to see them all as part of a whole.
The NSW model of pedagogy
The model of pedagogy presented in the Quality teaching in New South Wales public schools: Discussion paper (NSW Department of Education and Training, 2003) has three dimensions that represent classroom practices that have been linked to improved student outcomes. These three dimensions are:
1. Pedagogy that promotes high levels of intellectual quality.
Intellectual quality refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.
2. Pedagogy that establishes a high quality learning environment.
Quality learning environment refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teachers and students and among students.
3. Pedagogy that generates significance by connecting students with the intellectual demands of their work.
Significance refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students' prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing or cultural perspectives.
Each of the three dimensions of the NSW model of pedagogy is comprised of a number of elements. These elements are presented in Table 1.
Table 1: The dimensions and elements of the NSW model of pedagogy
| Elements | Intellectual quality | Quality learning environment |
|---|---|---|
| | Deep knowledge Deep understanding Problematic knowledge Higher-order thinking Metalanguage Substantive communication | Explicit quality criteria |
| | | Engagement |
| | | High expectations |
| | | Social support |
| | | Students’ self-regulation |
| | | Student direction |
The discussion paper and other support materials related to Quality teaching in NSW public schools can be found on the web site:
https://www.det.nsw.edu.au/proflearn/
Dimension 1: Intellectual quality
Intellectual quality refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.
1.1 Deep knowledge
Description
Knowledge is deep when it concerns the central ideas or concepts of a topic, subject or KLA and when the knowledge is judged to be crucial to the topic, subject or KLA. Deep knowledge is evident when either the teacher or the students provide information, reasoning or arguments that address the centrality or complexity of a key concept or idea, or when relatively complex relations are established to other central concepts.
Knowledge is shallow when it does not concern significant concepts or key ideas of a topic, subject or KLA, or when concepts or ideas are fragmented and disconnected from a central focus. Knowledge is also shallow when important ideas are treated superficially by the teacher or students, or when there is no clear focus on an important idea or concept. This superficiality can arise from trying to cover large quantities of fragmented information that results in the content covered remaining unconnected to central ideas or concepts.
Coding scale
To what extent is the knowledge being addressed focused on a small number of key concepts and the relationships between and among concepts?
Deep knowledge
1 Almost all of the content knowledge of the lesson is shallow because it does not deal with significant concepts or ideas.
2 Some key concepts and ideas are mentioned or covered by the teacher or students, but only at a superficial level.
3 Knowledge is treated unevenly during instruction. A significant idea may be addressed as part of the lesson, but in general the focus on key concepts and ideas is not sustained throughout the lesson.
4 Most of the content knowledge of the lesson is deep. Sustained focus on central concepts or ideas is occasionally interrupted by superficial or unrelated ideas or concepts.
5 Knowledge is deep because focus is sustained on key ideas or concepts throughout the lesson.
Intellectual QualIty
Notes
1. The essential difference between deep knowledge and deep understanding is that deep knowledge is about how content is presented in a lesson, while deep understanding is about the learning students demonstrate. It is possible for deep knowledge to be presented (by the teacher, students or guest speakers), but for students to demonstrate only superficial understanding, or vice versa.
2. In curriculum debates, a strong distinction is often made between depth and breadth of knowledge, which at times pits one against the other. It is important to recognise that substantial syllabus content coverage (some breadth) is necessary in order to achieve depth of knowledge. Consequently, depth cannot be achieved simply by focusing on "less" content.
3. The main issue related to deep knowledge is one of quality. Deep knowledge requires relevant syllabus content to be organised and taught in such a way that a small number of ideas or concepts are clearly established as the focus of the lesson. Depth is present if the content of a lesson is structured such that the central focus brings coherence and purpose to the lesson.
Suggestions
* Identify and review students' prior knowledge as a starting place for addressing deep knowledge.
* Identify significant concepts in syllabuses by reviewing objectives, outcomes, content (e.g. learn about and learn to statements) and stage statements. Reflect on how the syllabus content can explicitly illustrate the concepts.
* Identify the key concepts and relationships to be addressed by asking the questions: What do I want the students to learn? and Why does that learning matter?
* Check that you have identified the key concept or relationship by asking the question: How well does the concept or relationship draw the content together?
* Map outcomes and content during unit planning so that each lesson focuses on illustrating significant concepts while addressing manageable amounts of content.
* Connect key concepts being addressed from lesson to lesson.
* Use learning tools in both planning and teaching to connect, identify and clarify knowledge, e.g. concept maps which explain relationships within a complex issue or topic.
* Select specialised resources carefully to build deep knowledge. These could include field experts, the local community and services, the Internet, multimedia and out of-school visits.
* Provide unit or module overviews for students so that they can see how the concepts fit into the overall picture.
1.2 Deep understanding
Description
Deep understanding is evident when students demonstrate their grasp of central ideas and concepts. Students demonstrate deep understanding when they explore relationships, solve problems, construct explanations and draw conclusions in relatively systematic, integrated or complex ways.
Understanding is shallow or superficial when students present ideas in a limited or narrow way. Shallow understanding is evident when students present misinformation, repeat fragmented pieces of information or routine tasks, or provide limited interpretations without making clear distinctions or demonstrating complex understandings.
Coding scale
To what extent do students demonstrate a profound and meaningful understanding of central ideas and the relationships between and among those central ideas?
Deep understanding
1 Students demonstrate only shallow understanding.
2 For most students, understanding is shallow during most of the lesson, with one or two minor exceptions.
3 Deep understanding is uneven. Students demonstrate both shallow and deeper understanding at different points in the lesson. A central concept understood by some students may not be understood by other students.
4 Most students provide information, arguments or reasoning that demonstrates deep understanding for a substantial portion of the lesson.
5 Almost all students demonstrate deep understanding throughout the lesson.
1. The essential difference between deep knowledge and deep understanding is that deep knowledge is about how content is presented in a lesson, while deep understanding is about the learning students demonstrate. It is possible for deep knowledge to be presented (by the teacher, students or guest speakers), but for students to demonstrate only superficial understanding, or vice versa.
2. Understanding can be demonstrated in oral, written, symbolic or performance modes. What is important is that opportunities for students to actively engage with the knowledge are built into the lesson plan. Opportunities for students to demonstrate their understanding include activities that require them to explore relationships, solve problems, construct explanations and draw conclusions.
3. Observing and coding lessons for deep understanding may require depth of knowledge of the specialist content on the part of the observer. While this may sometimes be true of all elements, it is particularly so when coding for deep understanding (and for knowledge integration).
Suggestions
* Plan for sufficient time in a lesson or across a sequence of lessons for students to demonstrate deep understanding.
* Provide models or tools to facilitate deep understanding and examples of work which demonstrate deep understanding.
* Incorporate regular assessment of understanding in unit planning.
* Plan to do less better.
* Provide a range of opportunities within the lesson and the unit for students to demonstrate deep understanding, e.g. problem solving in a group, developing or answering probing questions, and providing reasoned arguments for a point of view.
1.3 Problematic knowledge
Description
Knowledge is treated as problematic when it involves an understanding of knowledge not as a fixed body of information, but rather as being socially constructed, and hence subject to political, social and cultural influences and implications. Multiple, contrasting and potentially conflicting forms of knowledge are presented and recognised as constructed and open to question.
Knowledge is not treated as problematic when it is presented only as fact, a body of truth to be acquired by students, or is treated as static and open to only one interpretation.
Coding scale
To what extent are students encouraged to address multiple perspectives and/or solutions? To what extent are students able to recognise knowledge as constructed and therefore open to question?
Problematic knowledge
1 All knowledge is presented only as fact and not open to question.
2 Some knowledge is treated as open to multiple perspectives.
3 Knowledge is treated as open to multiple perspectives, seen as socially constructed and therefore open to question.
4 Knowledge is seen as socially constructed and multiple perspectives are not only presented, but are explored through questioning of their basic assumptions.
5 Knowledge is seen as socially constructed, with multiple and/or conflicting interpretations presented and explored to an extent that a judgement is made about the appropriateness of an interpretation in a given context.
Intellectual QualIty
Notes
1. Treating knowledge as problematic requires students to explore the political, social and cultural assumptions underpinning particular viewpoints. Arguing a point of view, as in a debate, can assist in demonstrating that knowledge is problematic. Debates, however, do not necessarily lead to understanding the problematic nature of knowledge unless the opposing views are analysed in a way that interrogates the knowledge claims on which the views are based. For example, in languages, comparing concepts in English and in the target language becomes problematic when the elements of the target language (e.g. symbol systems, vocabulary, concepts) are analysed in relation to their social and cultural contexts.
2. Similarly, the expression of personal opinions or differing views do not in themselves demonstrate high levels of problematic knowledge unless the knowledge on which these views or opinions are based is open to query, and analysed as constructed and open to question.
3. Imagining or speculating about the future is not in itself treating knowledge as problematic. While students in undertaking such activities are constructing knowledge (i.e. higher-order thinking), unless they explore the assumptions underpinning their constructions, they are not treating knowledge as problematic.
4. It is important to recognise that understanding knowledge as problematic is not restricted to more mature students. Kindergarten students can be introduced to the idea of knowledge as problematic. For example, in talking about my family, they can see that families mean different things to different people (one, two or many parents; no siblings or many; extended family or nuclear) and that the notion of family depends on the circumstances.
Suggestions
* Identify and explore the assumptions underpinning a variety of perspectives when presenting a theme or topic. Provide tools to support students to challenge and question knowledge in order to identify assumptions.
* Include opportunities for students to construct their own knowledge, for example by conducting science experiments or engaging in other problem solving activities. Have students question the assumptions on which their solutions are based in order to investigate the social construction of knowledge.
* Identify and discuss how knowledge is viewed or constructed differently over time and by different groups. Depending on the context, ask students questions such as: What is this about? What does the author want us to know? Why is this so? Whose point of view is expressed? Whose knowledge is this? Who is advantaged? Who is disadvantaged? How has this view changed over time?
* If it is difficult to see how the knowledge of your subject area is problematic, look at its history. In some areas, such as in secondary science, historical dimensions of scientific knowledge have become part of the formal curriculum and help students recognise that scientific knowledge is open to social and historical dynamics. In other subjects, however, it may be necessary for the teacher or students to "dig out" the historical background behind the knowledge presented in a topic.
* Explore what a central concept of the unit may mean to a range of cultural groups, and how that meaning may have changed over time. Strategies for exploring these ideas could include well-informed role-playing and debate.
1.4 Higher-order thinking
Description
Higher-order thinking requires students to manipulate information and ideas in ways that transform their meaning and implications. This transformation occurs when students combine facts and ideas in order to synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems and create new (for them) meanings and understandings. When students demonstrate higher-order thinking, they may also generate unexpected concepts, ideas and products which can take the learning in new directions.
Lower-order thinking occurs when students are asked to deal only with factual information or to engage in repetitive activity. Students are exposed to pre-specified knowledge ranging from simple facts and information, to more complex ideas or concepts, through instructional processes that simply transmit knowledge or require practice of procedural routines. Lower-order thinking is evident when students are asked to recall information, define, describe, identify, list, reproduce, or state given content knowledge.
Coding scale
To what extent are students regularly engaged in thinking that requires them to organise, reorganise, apply, analyse, synthesise and evaluate knowledge and information?
Higher-order thinking
1 Students demonstrate only lower-order thinking. They either receive or recite pre-specified knowledge or participate in routine practice, and in no activities during the lesson do students go beyond simple reproduction of knowledge.
2 Students primarily demonstrate lower-order thinking, but at some point, at least some students perform higher-order thinking as a minor diversion within the lesson.
3 Students primarily demonstrate routine lower-order thinking a good share of the lesson. There is at least one significant question or activity in which most students perform some higher-order thinking.
4 Most students demonstrate higher-order thinking in at least one major activity that occupies a substantial portion of the lesson.
5 All students, almost all of the time, demonstrate higher-order thinking.
1. Lower-order thinking is essential to build the foundations for understanding. However, unless there are opportunities to engage in higher-order thinking, it is unlikely that students will achieve deep understanding of a concept.
2. Processes or tools for higher-order thinking result in deep understanding only if the ideas being addressed are substantive and relevant to the purpose of the lesson.
3. Thinking does not necessarily become higher-order thinking just by increasing the complexity of the task. Lower-order thinking can still be the focus of complex activities if, for example, students only need to follow pre-specified steps and routines, employ algorithms or write variations on sentence patterns, in a rote fashion.
4. Rehearsal or practice (e.g. of performances, of role-plays, of moves in sport, of ways of operating machinery) will involve higher-order thinking if students are required to problem-solve in order to create a different or improved result.
Suggestions
* Refer to Bloom's Taxonomy in order to frame higher-order questions and tasks.
* Provide opportunities for students to:
* construct meaning from information (by classifying, summarising, inferring, comparing or explaining)
* separate information, procedures or techniques into parts and determine how the parts relate to one another and/or how they relate to an overall purpose or structure (such as when students analyse, compare, contrast, organise, distinguish, examine, illustrate, point out, relate, explain, differentiate or organise content)
* make judgements based on criteria and/or standards (such as when students evaluate, comment on, check, criticise, judge, critique, discriminate, justify or interpret content)
* put elements together to form a coherent or functional whole, or reorganise elements into a new pattern (such as when students combine, create, design, plan, rearrange, reconstruct, generate or produce).
* Pose questions that can have multiple answers or possibilities and ask students to justify their responses and/or evaluate information from a variety of sources.
* Extend student thinking beyond recall by using follow-up questions such as: Why would you say that? How does this compare with previous comments? and What might be the result if we changed the context?
* Provide opportunities for students to evaluate, manipulate and transform information, e.g. developing a new product, movement composition, text or scenario.
* Plan at least one significant question requiring higher-order thinking in relation to each lesson activity.
1.5 Metalanguage
Description
Lessons high in metalanguage have high levels of talk about language and about how texts work. Teachers or students frequently take the opportunity to draw attention to particular aspects of texts (e.g. words, images, symbols) either at a key point in the lesson, or when students are obviously having difficulties in interpretation. Such discussion will often focus on pointing out how differing sentences, types of texts, discourses and other symbolic representations actually work; comparing and contrasting different texts; and showing how language and symbols can be used to construct texts, knowledge and power.
Lessons low in metalanguage have no explicit talk about language and language use or about how texts work. There is an emphasis on simply doing activities, without taking time out to question the structure and function of the language.
Coding scale
To what extent do lessons explicitly name and analyse knowledge as a specialist language? To what extent do lessons provide frequent commentary on language use and the various contexts of differing language uses?
Metalanguage
1 No metalanguage. The lesson proceeds without the teacher or students stopping to comment on the language being used.
2 Low metalanguage. During the lesson terminology is explained or either the teacher or students stop to make value judgements or comment on language. There is, however, no clarification or assistance provided regarding the language.
3 Some use of metalanguage. At the beginning of the lesson, or at some key juncture, the teacher or students stop and explain or conduct a "mini-lesson" on some aspect of language, e.g. genre, vocabulary, signs or symbols.
4 Periodic use of metalanguage. The teacher or students provide commentary on aspects of language at several points during the lesson.
5 High use of metalanguage. The lesson proceeds with frequent commentary on language use.
1. The specialist terminology of KLAs and subjects is not in itself metalanguage, unless its use is explained in non-specialist terms.
2. Simple explanations of language, such as giving definitions and using them in context are a basic form of metalanguage. More advanced uses of metalanguage would include consideration of how the language (or symbol system) being analysed works to structure meaning in particular ways. High levels of metalanguage in language lessons, for example, are evident when the translation process goes beyond simple "word-for-word" translations.
3. It is important to note that symbol systems (e.g. musical notation, scientific and mathematical equations, visual images) operate as forms of language when they structure meaning. Language about, or commentary on, how these symbolic systems function can be considered metalanguage.
4. Jokes, puns and ironic comments can be indicators of metalanguage when understanding them requires an understanding of the subtleties of the language by which the humour is conveyed.
Suggestions
* Identify the language or symbolic features that are essential for developing deep understanding of key concepts. Clarify meanings and definitions with students, and examine different usages in different contexts (where applicable).
* Use and "unpack" the specialist language of the subject, building on known language and appropriately pacing the introduction of new language and usage. For example, students might develop word banks or subject glossaries, compare multiple meanings of a word in different subjects and contexts, or identify key words and alternatives for Internet searches.
* Explicitly discuss the way language works in the context of the lesson or activity. For instance, this may mean looking closely at the differences that words, symbols or their ordering make. Some examples are:
* Consider the difference in meaning between: In your report list everything that occurred as the experiment proceeded; and In your report list everything that you saw or heard as the experiment proceeded. (The second instruction highlights the role of observation in the construction of scientific knowledge.)
* Examine the differences created by the placement of brackets in algebraic equations.
* Examine the language of "gesture" in sport, the arts and multimedia. For example, in refereeing sports; What are the attributes of the gestures and symbols used? What is the relationship between the sound (e.g. whistle) and the gesture? How important is speed? Why is accuracy of gesture so important?
* Consider using etymology and the history of language in your subject area to build students' understanding of the concepts of the lesson.
1.6 Substantive communication
Description
In classes with high levels of substantive communication there is sustained interaction about the substance of the lesson. Classes high in substantive communication have three characteristics:
* there is sustained interaction
* the communication is focused on the substance of the lesson
* the interaction is reciprocal.
This element identifies the quality of communication (oral, written or symbolic) required to promote coherent shared understanding.
In classes where there is little or no substantive communication, teacher-student interaction typically takes the form of the teacher delivering information and asking routine questions and the students giving very short answers. Discussion tends to follow the typical "initiate–respond–evaluate" (IRE) pattern with low level recall, fact-based questions, short utterances or single word responses, and further simple questions and/or teacher evaluation statements (e.g. "yes", "good"). This is a routine, teacher-centred pattern that requires students to "fill in the blank" or "guess what's in the teacher's head".
Coding scale
To what extent are students regularly engaged in sustained conversations (in oral, written or artistic forms) about the ideas and concepts they are encountering?
Substantive communication
1 Almost no substantive communication occurs during the lesson.
2 Substantive communication among students and/or between teacher and students occurs briefly.
3 Substantive communication among students and/or between teacher and students occurs occasionally and involves at least two sustained interactions.
4 Substantive communication, with sustained interactions, occurs over approximately half the lesson with teacher and/or students scaffolding the conversation.
5 Substantive communication, with sustained interactions, occurs throughout the lesson, with teachers and/or students scaffolding the communication.
1. Substantive communication can be oral, written or symbolic.
2. Substantive communication has the following characteristics:
* It is sustained; that is, the communication continues a thought or idea beyond the simple IRE (initiate–respond–evaluate) pattern by either:
(a) logical extension or synthesis where the flow of communication carries a line of reasoning
(b) building a dialogue where the flow of ideas is not scripted or controlled by one party. This could include using extended statements, direct comments, questions on statements from one participant to another, or the sharing of ideas through the selection or redirection of speakers.
* The communication is focused on the substance of the lesson. It moves beyond mere recounting of experiences, facts, definitions or procedures and encourages critical reasoning such as making distinctions, applying ideas, forming generalisations and raising questions.
* It is reciprocal; that is, the content of one person's contribution is taken up by others and the overall flow of information and ideas is at least two-way in direction.
3. IRE (initiate–respond–evaluate) refers to a format where the teacher asks a question, a student responds, the teacher makes evaluative comment indicating correct or incorrect response and then moves on to next question or lesson segment; as opposed to the question initiating extended dialogue on the topic or issue.
Suggestions
* Encourage students to generate questions about the topic for research and discussion and use these as the basis for lesson development.
* Frame questions which require more depth in response from students than the initiate–respond–evaluate (IRE) format does. Encourage students to extend their responses to make thinking and understanding explicit. Ask students: Why do you think that? How did you get to that solution or viewpoint? How is this like or different from …?
* Frame questions that facilitate reciprocal interaction, rather than mere error correction.
* Teach and model skills and protocols for substantive communication, e.g. active listening, turn-taking, open-ended questioning, Socratic dialogue, giving constructive feedback, debating and using body language.
* Develop opportunities and structures for substantive communication, e.g. in pairs, small group discussion and cooperative learning activities, to allow students to share substantive ideas about the lesson topic.
* In language classes, provide opportunities for students to use the target language for purposeful communication.
Dimension 2: Quality learning environment
Quality learning environment refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teachers and students and among students.
2.1 Explicit quality criteria
Description
High explicit quality criteria is identified by frequent, detailed and specific statements about the quality of work required of students. Explicit quality criteria become reference points when the teacher and/or students use the criteria to develop and check their own work or the work of others.
Low explicit quality criteria is identified by an absence of written or spoken reference to the quality of work expected of students. Reference to technical or procedural requirements only (such as the number of examples, length of an essay or the duration of a presentation) is not evidence of explicit quality criteria.
Coding scale
To what extent are students provided with explicit criteria for the quality of work they are to produce? To what extent are those criteria a regular reference point for the development and assessment of student work?
Explicit quality criteria
1 No explicit statements regarding the quality of work are made. Only technical and procedural criteria are made explicit.
2 Only general statements are made regarding the desired quality of the work.
3 Detailed criteria regarding the quality of work are made explicit during the lesson, but there is no evidence that students are using the criteria to examine the quality of their work.
4 Detailed criteria regarding the quality of work are made explicit or reinforced during the lesson and there is evidence of some students, some of the time, examining the quality of their work in relation to these criteria.
Detailed criteria regarding the quality of work are made explicit or reinforced throughout the lesson and there is consistent evidence of students examining the quality of their work in relation to these criteria. 5
1. Designating what students are to do in order to complete a task does not by itself clarify what counts as high quality work. Merely outlining what students are supposed to complete is procedural. Explicit quality criteria, on the other hand, clarify for all students what the teacher expects in terms of a high quality completion of a task.
2. In some lessons and activities, explicit quality criteria should not be pre-specified, but rather allowed to develop as students are required to create their own work. When observing these lessons or activities, the question of explicit quality criteria relies on whether you can see students interacting with the quality criteria as they develop.
3. While the coding scale places value on the articulation of detailed criteria, simply listing detailed criteria may not give a full picture of what constitutes high quality work. For instance, at times when the "whole is greater than the sum of the parts", it may be useful to discuss the difference between a holistic impression in contrast to a point by point analysis.
Suggestions
* Ask the questions: What do I expect the students to produce? and How well do I expect them to do it?
* Provide students with clear criteria that explicitly describe the quality of work expected. This could be developed with the class through initial brainstorming and then discussion and refinement or through the development of an assessment rubric.
* Assist students to clarify the criteria to reach a shared understanding of what is expected, e.g. have students re-state in their own words what is meant by the criteria and identify examples of the criteria in their work and the work of other students.
* Assist students to use the quality criteria to reflect on and modify their work as it develops. This may assist students to develop skills in self-evaluation.
* Use the criteria to assess student work and to provide feedback during development, as well as on completion of the task.
* Provide annotated exemplars, work samples or models that illustrate high quality student performance based on the criteria. These exemplars could be work from past students and other sources.
2.2 Engagement
Description
High engagement is identified by on-task behaviours that signal a serious investment in class work. These behaviours include sustained interest and attentiveness, individual focus on work, showing enthusiasm for the work, and taking the work seriously. High engagement may also be evident when students take the initiative to raise questions, contribute to group tasks and help peers.
Low engagement or disengagement is identified by off-task behaviours that signal boredom, a lack of effort by students or effort directed into non-class activities. These behaviours include disrupting the class, talking to peers about non-class matters or day dreaming. It is assumed these behaviours indicate that students are not taking seriously the substantive work of the lesson.
Coding scale
To what extent are most students, most of the time, seriously engaged in the lesson? To what extent do students display sustained interest and attention?
Engagement
1 Low engagement or disengagement. Students are frequently off-task, perhaps disruptive, as evidenced by inattentiveness or serious disruptions by many. This is the central characteristic during much of the lesson.
2 Sporadic engagement. Most students, most of the time, either appear apathetic and indifferent or are only occasionally active in carrying out assigned activities. Some students might be clearly off-task.
3 Variable engagement. Most students are seriously engaged in parts of the lesson, but may appear indifferent during other parts and very few students are clearly off-task.
4 Widespread engagement. Most students, most of the time, are on-task pursuing the substance of the lesson. Most students seem to be taking the work seriously and trying hard.
Serious engagement. All students are deeply involved, almost all of the time, in pursuing the substance of the lesson. 5
1. Student engagement is central to learning, and in this sense is fundamental to the work of teachers. Beyond students simply being on-task, the question becomes one of trying to gauge just how much serious investment students have in the work of a lesson.
2. Overt expressions of enthusiasm, or clear demonstrations of trying hard, provide some insight for teachers. Serious engagement, however, often lacks demonstrable forms. It is worth keeping in mind that the coding scale is designed to be based only on what is visible within the coding period.
3. Teachers who are familiar with the behaviour of individual students may be the best judges of student engagement. For instance, behaviour which may typically be considered evidence of low engagement (e.g. a student gazing out the window or a student doodling on a page) may be known by the teacher as that student's behaviour when engaged.
Suggestions
* Promote student ownership and include student interests, background knowledge and cultural understanding through negotiation of learning tasks. Negotiations can be open-ended or can allow the students choice or control regarding aspects such as the mode of presentation, topic, sequencing and pacing of the lesson, possible sources of information and assessment criteria.
* Challenge students and build success by appropriately structuring learning, e.g. scaffolding for students who need more support and designing open-ended tasks that enable a range of responses or a variety of pathways.
* Connect learning to what is meaningful and interesting to particular students, e.g. relate the significant ideas to, and include, people with expertise in the field, community events, issues or trends in popular or youth culture.
* Negotiate varied roles within groups to enhance inclusion and support for all students and joint ownership of tasks, such as in WebQuests.
2.3 High expectations
Description
Expectations are high when teachers (or students) communicate the expectation that all members of the class can learn important knowledge and skills that are challenging for them. Students are encouraged and recognised for taking conceptual or other risks in learning. Expectations are also high when students at all levels are expected, and try, to master challenging work whether the challenge is intellectual, physical or performance-based.
Expectations are low when little is asked of students in terms of conceptual challenge or risk taking. They are also low when teachers (or students) communicate that they do not expect some students to be able to do the work.
Coding scale
To what extent are high expectations of all students communicated? To what extent is conceptual risk taking encouraged and rewarded?
High expectations
1 No students, or only a few, participate in any challenging work.
2 Some students participate in challenging work during at least some of the lesson. They are encouraged (explicitly or through lesson processes) to try hard and to take risks and are recognised for doing so.
3 Many students participate in challenging work during at least half of the lesson. They are encouraged (explicitly or through lesson processes) to try hard and to take risks and are recognised for doing so.
4 Most students participate in challenging work during most of the lesson. They are encouraged (explicitly or through lesson processes) to try hard and to take risks and are recognised for doing so.
5 All students participate in challenging work throughout the lesson. They are encouraged (explicitly or through lesson processes) to try hard and to take risks and are recognised for doing so.
1. The coding scale for this element emphasises that the element of high expectations is not about how many students are participating in the lesson, but about how many students are participating in challenging work.
2. Teachers who view intelligence as dynamic and fluid, rather than static and unchanging, are less likely to have rigid preconceived notions about what students will or will not be able to achieve.
3. High expectations will not always be communicated explicitly in each lesson, especially when such expectations have previously been set. However, whether or not students are working toward high expectations should be evident.
4. When teachers and school leaders maintain high expectations, they encourage in students a desire to aim high rather than to merely get by. To expect less is to do students a disservice, not a favour.
5. Research has shown that teachers' expectations for students tend to be self-fulfilling. That is why Jere Brophy (1998, cited in the Annotated Bibliography, 2003) advises teachers to always treat students as enthusiastic learners, if they want them to become enthusiastic learners.
Suggestions
* Ask yourself: What do I want the students to do to achieve deep understanding or to demonstrate their learning? and How well do I expect them to do it?
* Refer to the standards articulated in the syllabus outcomes, content and stage statements, and in student work samples (if available), to develop a clear understanding of the expectations for the students' current stage, and for the stage beyond.
* Identify the prior learning of students and monitor their progress in order to support the development of appropriately challenging work for all students.
* Consider the goals and expectations the student and their families have for the student and incorporate these into plans for the student's learning.
* Reflect on and challenge your own assumptions and preconceptions about the capacities of individual students to engage in challenging work.
2.4 Social support
Description
Classrooms high in social support for student learning encourage all students to try hard and risk initial failure in a climate of mutual respect. Classrooms high in social support are characterised by teacher and student behaviours, comments and actions that encourage and value effort, participation, and the expression of one's views in the pursuit of learning. If disagreement or conflict occurs in the classroom, it is resolved in a constructive way for all concerned.
Classrooms low in social support are characterised by teacher or student behaviours, comments and actions that discourage effort, participation and taking risks to learn or express one's views. For example, teacher or student comments that belittle a student's response, and efforts by some students to prevent others from taking seriously an activity, serve to undermine support for learning. Social support can also be absent in a class when no overt acts like the above occur, but the overall atmosphere of the class is negative.
Coding scale
To what extent is there strong positive support for learning and mutual respect among teachers and students and others assisting students' learning? To what extent is the classroom free of negative personal comment or put-downs?
Social support
1 Social support is low. Actions or comments by the teacher or students result in "put-downs", and the classroom atmosphere is negative.
2 Social support is mixed. Both undermining and supportive behaviours or comments are observed.
3 Social support is neutral or mildly positive. While no undermining behaviours are observed, supportive behaviours or comments are directed at those students most engaged in the lesson, rather than those students who are more reluctant.
4 Social support is clearly positive. Supportive behaviours and comments are directed at most students, including clear attempts at supporting reluctant students.
Social support is strong. Supportive behaviours or comments from students and the teacher are directed at all students, including soliciting and valuing the contributions of all. 5
1. The teacher has the responsibility for setting the tone in the classroom by creating and maintaining a mutually respectful environment. The core business of the classroom is student learning, and this will be most productive in an atmosphere that is both supportive of students and supportive of their learning.
2. A behaviour in and of itself may be either negative or supportive, depending on the context and power dynamics within the particular classroom.
Suggestions
* Model language and behaviour which demonstrate respect for others' ideas, opinions and work.
* Teach skills in team work, consensus-building, active listening and positive feedback.
* Use strategies and structures which allow for all students to contribute and collaborate, e.g. cooperative learning, think-pair-share and jigsaw activities.
*
Instil a sense of ownership and group solidarity which moderates classroom behaviour, for example by developing class rules in a collaborative fashion.
* Provide opportunities for you and your students to know, understand and value each other through discussions, multiple groupings, peer support networks and participation in community events.
* Design flexible learning tasks that will allow all students to experience success.
* Celebrate success in appropriate ways.
* Focus on the acknowledgement of appropriate behaviour, rather than on inappropriate behaviours.
2.5 Students' self-regulation
Description
High self-regulation is evident when the lesson proceeds without interruption and when students demonstrate autonomy and initiative in relation to their own behaviour in ways that allow the class to "get on" with learning. There is virtually no time spent, or need for time to be spent in the lesson, on disciplining students' behaviour or regulating student movements.
Low self-regulation is evident when teachers devote a substantial amount of classroom time to regulating and disciplining behaviour and movement, either in response to student misbehaviour, or through their own attention to behavioural matters.
Coding scale
To what extent do students demonstrate autonomy and initiative so that minimal attention to the disciplining and regulation of student behaviour is required?
Students' self-regulation
1 Few students demonstrate autonomy and initiative in regulating their own behaviour. Teachers devote more time to disciplining and regulating student behaviour than to teaching and learning.
2 Some students demonstrate autonomy and initiative in regulating their own behaviour, but there is still substantial interruption to the lesson for disciplinary and/or regulatory matters, as an attempt to avert poor behaviour, correct past behaviour or as an immediate reaction to poor student behaviour.
3 Many students demonstrate autonomy and initiative in regulating their own behaviour and the lesson proceeds coherently. However, teachers regulate behaviour several times, making statements about behaviour to the whole class, or perhaps focusing on students who are acting inappropriately.
4 Most students, most of the time, demonstrate autonomy and initiative in regulating their own behaviour and there is very little interruption to the lesson. Once or twice during the lesson, teacher comments on or correct student behaviour or movement.
All students, almost all of time, demonstrate autonomy and initiative in regulating their own behaviour and the lesson proceeds without interruption. 5
1. When students are self-regulated they:
* understand and have internalised the standards of behaviour required in the class
* have the maturity to meet those requirements without prompting, thus showing their autonomy
* have an understanding of when it is appropriate to make and act on decisions about procedural matters in the classroom, thus showing their initiative.
2. A silent classroom is not necessarily a sign of high self-regulation, and conversely a noisy, active classroom may rate high on self-regulation if the students' activity and noise are associated with a particular learning experience.
3. The teacher–student relationship will have an effect on the degree of students' selfregulation. This relationship will be shaped by a host of factors, including the length of time the teacher has taught the class and the teacher's status and authority within the school community.
Suggestions
* Ensure activities are purposeful and interesting with clear goals that students perceive to be worthwhile.
* Provide adequate and relevant learning resources which offer students choice and the motivation to participate.
* Negotiate a shared understanding, expectation and acceptance of responsibilities and rights within the classroom, e.g. collaboratively develop a code of conduct, and provide choice and decision-making opportunities for students.
* Encourage student self-evaluation of progress and achievement on learning tasks.
* Ensure students understand the consequences of choices and of their behaviours.
2.6 Student direction
Description
Classrooms with high student direction see students exercising control over one or more of the following aspects of a lesson:
* choice of activities
spent on activities
* time
* pace of the lesson
* criteria by which they will be assessed.
When students assume responsibility for the activities in which they engage, and/or how they complete them, the activities are likely to be student-centred (e.g. group work, individual research and practical investigation projects).
Classrooms with low student direction do not see students exercising control over class activities. Instead, the teacher explicitly determines what activities students do and how and when they are to do them. The nature and appropriateness of an activity is thus decided by the teacher.
Coding scale
To what extent do students exercise some direction over the selection of activities related to their learning and the means and manner by which these activities will be done?
Student direction
1 No evidence of student direction. All aspects of the lesson are explicitly designated by the teacher for students.
2 Low student direction. Although students exercise some control over some aspect of the lesson (choice, time, pace, assessment), their control is minimal or trivial.
3 Some student direction. Students exercise some control in relation to some significant aspects of the lesson.
4 Substantial student direction. Some deliberation or negotiation occurs between teacher and students over at least some significant aspects of the lesson.
5 High student direction. Students determine many significant aspects of the lesson either independent of, or dependent on, teacher approval.
1. The element of student direction is not about teachers relinquishing their responsibility for students' learning. Rather this element acknowledges the importance of teachers providing opportunities for students to exercise control over one or more of four aspects:
* Choice of activities: Students have opportunities to select from a range of activities, or to choose the topic or focus of an activity, or the way in which they might undertake an activity, the sources of information they may draw upon or the method of presentation.
* Time spent on activities: Students exercise control over the time spent on activities when they can decide and negotiate how much time they require to complete an activity.
* Pace of the lesson: Students exercise control over how quickly they complete their work.
* Criteria by which they will be assessed: Students have opportunities to negotiate or contribute to determining the criteria by which they will be assessed.
2. Teachers will have different scope to provide opportunities for students to exercise control over these four aspects depending on the subject they are teaching or the stage of their students. For example, while teachers of HSC subjects may not have much latitude in determining the content and assessment criteria, there are still ways in which students can take responsibility for amounts of time dedicated to particular topics, overall pacing issues, or in deciding the form of learning activities and assessment tasks.
Suggestions
* Incorporate scaffolded choices within class learning activities, e.g. tiered activities with multiple entry and exit points, so that students can determine where they begin, and what challenges they can meet.
* Negotiate learning tasks and be open to ideas suggested by students for learning activities. Ask students: What could we do to help us understand this? How could we go about learning this? What will we produce as a result of this learning?
* In order to judge the appropriateness of providing students with opportunities to exercise control, teachers need to monitor and evaluate student participation in learning activities.
* Provide multiple pathways for students to demonstrate and teachers to assess learning outcomes, e.g. logbooks, presentations, performances, reflective journals, portfolios, models and online products.
Dimension 3: Significance
Significance refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students' prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing or cultural perspectives.
3.1 Background knowledge
Description
High background knowledge is evident when lessons provide students with opportunities (or they take opportunities) to make connections between their knowledge and experience and the substance of the lesson. Background knowledge may include prior school knowledge or it may include "out-of-school" knowledge, such as local knowledge, cultural knowledge, personal experience and knowledge of media and popular culture.
Low background knowledge is evident when lessons address new content, skills and competencies without any direct or explicit exploration of students' prior knowledge of the topic, and without any attempts by the teacher or students to provide relevant or key background knowledge that might enhance students' comprehension and understanding of the "new".
Coding scale
To what extent do lessons regularly and explicitly build from students' background knowledge, in terms of prior school knowledge, as well as other aspects of their personal lives?
Background knowledge
1 Students' background knowledge is not mentioned or elicited.
2 Students' background knowledge is mentioned or elicited, but is trivial and not connected to the substance of the lesson.
3 Students' background knowledge is mentioned or elicited briefly, is connected to the substance of the lesson, and there is at least some connection to out-of-school background knowledge.
4 Students' background knowledge is mentioned or elicited several times, is connected to the substance of the lesson, and there is at least some connection to out-of-school background knowledge.
5 Students' background knowledge is consistently incorporated into the lesson, and there is substantial connection to out-of-school background knowledge.
SIgnIfIcance
Notes
1. Students' background knowledge can come from just about anywhere—from their individual experiences, prior learning (in or out of school), knowledge from their own families and communities and from their experiences of work. The main focus of this element is whether or not the background knowledge of students in the class is valued and linked with the substance of the lesson.
Suggestions
* Identify and acknowledge background knowledge through assessing prior school knowledge, e.g. pre-testing, brainstorming to generate ideas about a topic, mind maps for describing what is known.
* Identify and acknowledge the out-of-school background knowledge of students by communicating with students' families and gaining familiarity with students' interests and the community in which they live.
* Use identified prior school knowledge and out-of-school background knowledge as a starting point for planning lessons and units of work.
* Incorporate background knowledge in learning activities through reference to family, community, previous experience and popular culture.
3.2 Cultural knowledge
Description
Cultural knowledge is high when there is an understanding, valuing and acceptance of the traditions, beliefs, skills, knowledge, languages, practices and protocols of diverse social groups. Cultural knowledge is high when the lesson recognises and values claims to knowledge from multiple social groups in an authentic, detailed and profound manner. Different social groupings are identified in relation to the dominant Australian culture and are distinguished by characteristics such as socioeconomic status, gender, ethnicity, race, age, sexuality, disability, language and religion.
Cultural knowledge is low when there is little or no understanding, valuing and acceptance of the knowledge, skills and understandings of diverse social groups. Cultural knowledge is also low when it is used simply to compare social groups based on superficial characteristics.
Coding scale
To what extent do lessons regularly incorporate the cultural knowledge of diverse social groupings?
Cultural knowledge
1 No explicit recognition or valuing of other than the knowledge of the dominant culture is evident in the substance of the lesson.
2 Some cultural knowledge is evident in the lesson, but it is treated in a superficial manner.
3 Some cultural knowledge is recognised and valued in the lesson, but within the framework of the dominant culture.
4 Substantial cultural knowledge is recognised and valued in the lesson with some challenge to the framework of the dominant culture.
5 Substantial cultural knowledge is recognised and valued throughout the lesson and this knowledge is accepted as equal to the dominant culture.
1. The element of cultural knowledge concerns the recognition and valuing of the knowledge of different social groups, whereas the element of inclusivity refers specifically to recognising and valuing students from diverse social groups in the class.
2. Cultural knowledge defines features of social groups which people sometimes use to identify themselves as part of a particular social group. While some social groups experience prejudice and disadvantage, cultural knowledge is not an indicator of disadvantage, but rather a valuable resource upon which teachers can build learning. For example, the inclusion of Aboriginal cultural knowledge in KLAs and subjects strengthens the understanding by all students that social groups represent knowledge in different rather than "lesser" ways.
3. The term "culture" is used here in a broad sense to include markers of cultural difference within Australian society. In this sense, it would be possible to consider more groups than those listed above as being sources of cultural knowledge. For example, people living with HIV have developed a unique knowledge of Australia and its institutions that is recognisable as cultural knowledge.
4. There are different opportunities to incorporate cultural knowledge within KLAs and subjects. Tokenistic or contrived inclusions of cultural knowledge should be avoided as they can be self-defeating. However, there are times when recognition of the cultural origins of knowledge can be legitimately incorporated in order to strengthen the substance of the lesson.
Suggestions
* Develop an understanding of diversity by using a range of resources (human and material) within and across social groups. Where they are available, use the resources endorsed by social groups.
* Consider how learning resources reflect and value diversity and include the practices and protocols of social groups.
* Where appropriate, include members of the community from diverse cultural backgrounds as a resource in lessons. Incorporate practices and events of local communities.
* Provide opportunities for students to look beyond stereotypes used to describe different social groups.
3.3 Knowledge integration
Description
High knowledge integration is identifiable when meaningful connections are made between different topics and/or between different subjects. For instance, when students address themes or problems which require knowledge from multiple topics or subject areas, knowledge integration will be high.
Low knowledge integration is identifiable when no meaningful connections are made between different topics and/or between different subjects. In the extreme, strong subject boundaries can prevent or "get in the way of" student learning because opportunities to make meaningful connections are missed.
Coding scale
To what extent do lessons regularly demonstrate links between and within subjects and key learning areas?
Knowledge integration
1 No meaningful connections. All knowledge is strictly restricted to that explicitly defined within a single topic or subject area.
2 Some minor or trivial connections are made. Knowledge is mostly restricted to that of a specific topic or subject area.
3 At least one meaningful connection is made between topics or subject areas by the teacher and/or the students during the lesson.
4 Several meaningful connections are made between topics or subject areas by the teacher and/or the students during the lesson.
5 Meaningful connections are regularly made between topics or subject areas by the teacher and/or the students during the lesson.
1. It is important to recognise that the element of knowledge integration assumes that teachers will be building from different disciplinary bases. To say that meaningful connections are made between subject areas implies that subject knowledge must be present. That is, while integration of subjects is a means for developing significance, it is important not to lose sight of just what is being integrated. Integration of knowledge, understandings and skills from other subject areas will enhance learning only if it contributes to the deep understanding of core concepts.
2. Thematic or problem-based curricula do not necessarily produce knowledge integration. They can result in a series of loosely collected activities which neither deepen the understanding of particular subjects, nor illuminate the connections between them.
3. The mandates of cross-curriculum perspectives and policies such as Aboriginal education, multicultural education, gender equity, environmental education, literacy and numeracy, provide explicit contexts in which knowledge integration can be explored.
4. To see evidence of meaningful connections within a subject or KLA may require a depth of specialist knowledge of the subject or KLA on the part of the observer. While this may sometimes be true of all elements, it is particularly so when coding for knowledge integration (and for deep understanding).
Suggestions
* Plan to make explicit the connections between topics within a KLA or subject using themes or large problems where they can strengthen the learning of key concepts.
* Plan an integrated unit of work using identified syllabus outcomes from more than one KLA or subject, where appropriate. This would involve identifying the significant concepts of each syllabus and ensuring students are provided with opportunities to demonstrate achievement of all identified syllabus outcomes.
* Plan and/or teach collaboratively units of work and learning activities in cross-KLA teams, e.g. map common outcomes across KLAs in a stage to promote links between subjects or lessons.
3.4 Inclusivity
Description
High inclusivity is evident when all students in the classroom, from all cultural or social backgrounds, participate in the public work of the class and when their contributions are taken seriously and valued. High inclusivity is evident when the classroom is free from negative forms of prejudice and discrimination, and thus all individuals, regardless of their social grouping, feel encouraged to participate fully in the lesson.
Low inclusivity is evident when students from a particular group are excluded (or exclude themselves) from class activities, such as asking and answering questions and participating in discussions, demonstrations or group work. Low inclusivity is also evident when the genuine contributions of some students are devalued.
Coding scale
To what extent do lessons include and publicly value the participation of all students across the social and cultural backgrounds represented in the classroom?
Inclusivity
1 Some students are excluded, or exclude themselves, from lesson activities throughout the lesson.
2 Some students are excluded, or exclude themselves, from the majority of lesson activities except for minor forms of inclusion in one or two instances during a lesson.
3 Students from all groups are included in most aspects of the lesson, but the inclusion of students from some groups may be minor or trivial relative to other groups.
4 Students from all groups are included in a significant way in most aspects of the lesson, but there still appears to be some unevenness in the inclusion of different social groups.
5 Students from all groups are included in all aspects of the lesson and their inclusion is both significant and equivalent to the inclusion of students from other social groups.
1. The element of inclusivity refers specifically to recognising and valuing students from diverse social groups who are actually in the class, whereas cultural knowledge concerns the recognition and valuing of the knowledge of social groups which may or may not be represented in the class.
2. The focusof the coding scale for this element is on the extent and degree of participation of students in a class, particularly those from social and cultural backgrounds recognised as being educationally or socially disadvantaged in Australian society. As with the element of cultural knowledge, these groups include those identified by socioeconomic class, gender, ethnicity, race, age, sexuality, disability, language and religion.
3. Active self-exclusion, such as not turning up to class or school, is a major issue, but difficult to address using this classroom practice tool. However, if the observer knows that only 15 out of 25 students attending class is a common occurrence, this could indicate that the missing students feel excluded by aspects of the classroom or the school.
4. While coding this element, it may be difficult to note the subtle ways in which a specific group is excluded without planning more detailed observation strategies beforehand. For example, to determine if gender is an issue in a classroom, the observer may need to note specific instances of the different treatment of boys and girls in a systematic way throughout the lesson.
Suggestions
* Know and value the social and cultural backgrounds of the students in your class.
* Make greater use of the cultural knowledge of the groups represented in the class in the design and development of learning activities.
* Encourage students to examine the concepts of "inclusion" and "exclusion" themselves, particularly when they are embarking on group projects and group work.
* Reflect on and consider ways of including those students who are passively disengaged in the public work of the class.
* Create opportunities for all students to experience the range of classroom roles in learning activities by using strategies such as home group-expert group, thinkpair-share, group roles (e.g. leader, recorder, speaker) and cooperative learning strategies.
3.5 Connectedness
Description
High connectedness is evident when learning has value and meaning beyond the classroom and school. Lessons exhibit high connectedness through addressing either a public problem or actual experiences or situations that students will confront. High connectedness is also evident when there are attempts to interact with an audience beyond the classroom by communicating knowledge to others (including within the school), advocating solutions to social problems, providing assistance to people, or creating performances or products and exploring their utilitarian or aesthetic value.
In a class with little or no connectedness, activities are deemed important for success only in school (now or later), but for no other aspects of life. Student work has no impact on others and serves only to certify their level of competence or compliance with the norms and routines of formal schooling.
Coding scale
To what extent do lesson activities rely on the application of school knowledge in real-life contexts or problems? To what extent do lesson activities provide opportunities for students to share their work with audiences beyond the classroom and school?
Connectedness
1 The lesson has no clear connection to anything beyond itself. Neither the teacher nor the students offer any justification for the lesson beyond the school.
2 The teacher or students try to connect what is being learned to the world beyond the classroom, but the connection is weak and superficial or trivial.
3 Students recognise some connection between classroom knowledge and situations outside the classroom, which might include sharing their work with an audience outside the classroom, but they do not explore implications of these connections which remain largely abstract or hypothetical.
4 Students recognise and explore connections between classroom knowledge and situations outside the classroom in ways that create personal meaning and highlight the significance of the knowledge. There might be an effort to influence an audience beyond the classroom.
5 Students recognise and explore connections between classroom knowledge and situations outside the classroom in ways that create personal meaning and highlight the significance of the knowledge. This meaning and significance is strong enough to lead students to become involved in an effort to influence an audience beyond the classroom.
1. Connectedness is higher when students not only share their work with an audience beyond the classroom and the school, but explore the meaning and significance of having that audience or the meaning of their work for that audience.
2. Influencing an audience beyond the classroom does not mean simply exhibiting students' work outside the classroom. Authentic examples of influencing an audience include: writing letters to the school principal, editors of papers or Government representatives; presenting submissions and reports to local government or senate inquiries; and undertaking community projects such as environmental recycling projects, or designing health promotion programs for members of the local school community.
Suggestions
* Ask questions of students such as:
When would you need to know this?
Why are we studying this?
Who might be an appropriate audience for our work?
* Make explicit and have students explore the link between their context and significant concepts being investigated.
* When possible, select topics more readily applied to contexts outside of school.
* Link learning to and encourage discussion about current issues in the local community, media or popular culture.
* Incorporate resources beyond the classroom such as field experts, Internet searches, local community people and resources, and the media.
3.6 Narrative
Description
Use of narrative is high when the stories written, told, read, viewed or listened to help illustrate or bring to life the knowledge that students are addressing in the classroom. Narratives may include personal stories, biographies, historical accounts, case studies, literary and cultural texts and performances. Narrative does not increase significance if the stories used are unconnected to the substance of the lesson or unproductive in terms of student learning. Narrative may be high if there is only one narrative present in the lesson as long as that narrative enhances the significance of the substance of the lesson.
Use of narrative is low when no stories are used in the lesson or when the stories used are disconnected to the substance of the lesson. Use of narrative will also be low if stories are used in ways that detract from the substance of the lesson.
Coding scale
To what extent do lessons employ narrative to enrich student understanding?
Narrative
1 Either narrative is used at no point in the lesson, or the narratives used are disconnected or detract from the substance of the lesson.
2 Narrative is used on occasion as a minor part of the lesson and/or is loosely connected to the substance of the lesson.
3 Narrative is used at several points in the lesson to enhance the significance of the substance of the lesson.
4 Narrative is used for a substantial portion of the lesson to enhance the significance of the substance of the lesson.
5 Narrative is used throughout the lesson to enhance the significance of the substance of the lesson.
1. Lessons can employ narrative as content (e.g. when students are reading or listening to stories) or as process (e.g. when students are writing or telling stories).
2. The use of "narrative" as a label for this element differs from the use of the term "narrative" as a text type. When used to define a text type, narrative refers to the structures and functions of a particular use of language. As used here, narrative refers broadly to the use of stories to help bring alive the substance of the lesson.
3. Narrative is a powerful tool for learning when used by either the teacher or students. Teachers and/or students can provide a narrative that aptly illustrates a key concept of the lesson and which can be referred to throughout the lesson. Students can demonstrate their understanding by structuring their own experiences or newly acquired knowledge in a narrative form. To be significant, however, the narrative must connect to and support the key concepts of the lesson.
4. Encouraging the use of relevant personal experience or imagined story can assist those students who are less skilled in using abstract constructs to demonstrate their understanding.
Suggestions
* Recognise and use multiple sources of stories such as histories, biographies, autobiographies, documentaries, personal accounts, case studies, field reports and guest speakers, where appropriate and related to the substance of the lesson.
* Plan a variety of opportunities for students to construct their own stories related to the substance of the lesson, e.g. journal writing, diary entries, reflective journals, portfolios, email, chat room, scenarios, case studies and performances.
Appendix
1 Coding sheet
2 Coding sheet
3 Coding scale overview
Coding sheets
Two sample coding sheets are provided that can be used to record the scores for each element following an observation or review of classroom practice.
The first coding sheet allows you to record your score by circling a number from 1 to 5. When using this sheet you may find it useful to jot down any evidence of what you see during the coding period on the back of the sheet or on a separate piece of paper.
The second coding sheet provides space for you to record any evidence of what you see during the coding period and then write in your score.
In using both coding sheets you would only determine your score after referring to the coding scales in this guide.
Coding scale overview
The final three pages display an overview of the coding scales related to each of the three dimensions. They are provided for ease of reference, but are best used once you have developed a deep understanding of each of the elements in this guide.
Coding sheet
Coding sheet
Stage/Year: ________ KLA/Subject:________________Unit/Lesson:____________________
| Element | Evidence: Coding notes |
|---|---|
| 1.1 Deep knowledge | |
| 1.2 Deep understanding | |
| 1.3 Problematic knowledge | |
| 1.4 Higher-order thinking | |
| 1.5 Metalanguage | |
| 1.6 Substantive communication | |
| 2.1 Explicit quality criteria | |
| 2.2 Engagement | |
| 2.3 High expectations | |
| 2.4 Social support | |
| 2.5 Students’ self-regulation | |
| 2.6 Student direction | |
| 3.1 Background knowledge | |
| 3.2 Cultural knowledge | |
| 3.3 Knowledge integration | |
| 3.4 Inclusivity | |
| 3.5 Connectedness | |
Intellectual quality
Coding scale overview
| Deep knowledge | 1 Almost all of the content knowledge of the lesson is shallow because it does not deal with significant concepts or ideas. | 2 Some key concepts and ideas are mentioned or covered by the teacher or students, but only at a superficial level. | 3 Knowledge is treated unevenly during instruction. A significant idea may be addressed as part of the lesson, but in general the focus on key concepts and ideas is not sustained throughout the lesson. | 4 Most of the content knowledge of the lesson is deep. Sustained focus on central concepts or ideas is occasionally interrupted by superficial or unrelated ideas or concepts. |
|---|---|---|---|---|
| Deep understanding | 1 Students demonstrate only shallow understanding. | 2 For most students, understanding is shallow during most of the lesson, with one or two minor exceptions. | 3 Deep understanding is uneven. Students demonstrate both shallow and deeper understanding at different points in the lesson. A central concept understood by some students may not be understood by other students. | 4 Most students provide information, arguments or reasoning that demonstrates deep understanding for a substantial portion of the lesson. |
| Problematic knowledge | 1 All knowledge is presented only as fact and not open to question. | 2 Some knowledge is treated as open to multiple perspectives. | 3 Knowledge is treated as open to multiple perspectives, seen as socially constructed and therefore open to question. | 4 Knowledge is seen as socially constructed and multiple perspectives are not only presented, but are explored through questioning of their basic assumptions. |
| Higher-order thinking | 1 Students demonstrate only lower-order thinking. They either receive or recite pre specified knowledge or participate in routine practice, and in no activities during the lesson do students go beyond simple reproduction of knowledge. | 2 Students primarily demonstrate lower-order thinking, but at some point, at least some students perform higher- order thinking as a minor diversion within the lesson. | 3 Students primarily demonstrate routine lower-order thinking a good share of the lesson. There is at least one significant question or activity in which most students perform some higher-order thinking. | 4 Most students demonstrate higher- order thinking in at least one major activity that occupies a substantial portion of the lesson. |
| Metalanguage | 1 No metalanguage. The lesson proceeds without the teacher or students stopping to comment on the language being used. | 2 Low metalanguage. During the lesson terminology is explained or either the teacher or students stop to make value judgements or comment on language. There is, however, no clarification or assistance provided regarding the language. | 3 Some use of metalanguage. At the beginning of the lesson, or at some key juncture, the teacher or students stop and explain or conduct a “mini-lesson” on some aspect of language, e.g. genre, vocabulary, signs or symbols. | 4 Periodic use of metalanguage. The teacher or students provide commentary on aspects of language at several points during the lesson. |
| Substantive communication | 1 Almost no substantive communication occurs during the lesson. | 2 Substantive communication among students and/or between teacher and students occurs briefly. | 3 Substantive communication among students and/or between teacher and students occurs occasionally and involves at least two sustained interactions. | 4 Substantive communication, with sustained interactions, occurs over approximately half the lesson with teacher and/ or students scaffolding the conversation. |
57
Quality learning environment
| Explicit quality criteria | 1 No explicit statements regarding the quality of work are made. Only technical and procedural criteria are made explicit. | 2 Only general statements are made regarding the desired quality of the work. | 3 Detailed criteria regarding the quality of work are made explicit during the lesson, but there is no evidence that students are using the criteria to examine the quality of their work. | 4 Detailed criteria regarding the quality of work are made explicit or reinforced during the lesson and there is evidence of some students, some of the time, examining the quality of their work in relation to these criteria. |
|---|---|---|---|---|
| Engagement | 1 Low engagement or disengagement. Students are frequently off-task, perhaps disruptive, as evidenced by inattentiveness or serious disruptions by many. This is the central characteristic during much of the lesson. | 2 Sporadic engagement. Most students, most of the time, either appear apathetic and indifferent or are only occasionally active in carrying out assigned activities. Some students might be clearly off-task. | 3 Variable engagement. Most students are seriously engaged in parts of the lesson, but may appear indifferent during other parts and very few students are clearly off-task. | 4 Widespread engagement. Most students, most of the time, are on-task pursuing the substance of the lesson. Most students seem to be taking the work seriously and trying hard. |
| High expectations | 1 No students, or only a few, participate in any challenging work. | 2 Some students participate in challenging work during at least some of the lesson. They are encouraged (explicitly or through lesson processes) to try hard and to take risks and are recognised for doing so. | 3 Many students participate in challenging work during at least half of the lesson. They are encouraged (explicitly or through lesson processes) to try hard and to take risks and are recognised for doing so. | 4 Most students participate in challenging work during most of the lesson. They are encouraged (explicitly or through lesson processes) to try hard and to take risks and are recognised for doing so. |
| Social support | 1 Social support is low. Actions or comments by the teacher or students result in “put-downs”, and the classroom atmosphere is negative. | 2 Social support is mixed. Both undermining and supportive behaviours or comments are observed. | 3 Social support is neutral or mildly positive. While no undermining behaviours are observed, supportive behaviours or comments are directed at those students most engaged in the lesson, rather than those students who are more reluctant. | 4 Social support is clearly positive. Supportive behaviours and comments are directed at most students, including clear attempts at supporting reluctant students. |
| Students’ self-regulation | 1 Few students demonstrate autonomy and initiative in regulating their own behaviour. Teachers devote more time to disciplining and regulating student behaviour than to teaching and learning. | 2 Some students demonstrate autonomy and initiative in regulating their own behaviour, but there is still substantial interruption to the lesson for disciplinary and/ or regulatory matters, as an attempt to avert poor behaviour, correct past behaviour or as an immediate reaction to poor student behaviour. | 3 Many students demonstrate autonomy and initiative in regulating their own behaviour and the lesson proceeds coherently. However, teachers regulate behaviour several times, making statements about behaviour to the whole class, or perhaps focusing on students who are acting inappropriately. | 4 Most students, most of the time, demonstrate autonomy and initiative in regulating their own behaviour and there is very little interruption to the lesson. Once or twice during the lesson, teacher comments on or correct student behaviour or movement. |
| Student direction | 1 No evidence of student direction. All aspects of the lesson are explicitly designated by the teacher for students. | 2 Low student direction. Although students exercise some control over some aspect of the lesson (choice, time, pace, assessment), their control is minimal or trivial. | 3 Some student direction. Students exercise some control in relation to some significant aspects of the lesson. | 4 Substantial student direction. Some deliberation or negotiation occurs between teacher and students over at least some significant aspects of the lesson. |
Significance
| Background knowledge | 1 Students’ background knowledge is not mentioned or elicited. | 2 Students’ background knowledge is mentioned or elicited, but is trivial and not connected to the substance of the lesson. | 3 Students’ background knowledge is mentioned or elicited briefly, is connected to the substance of the lesson, and there is at least some connection to out of-school background knowledge. | 4 Students’ background knowledge is mentioned or elicited several times, is connected to the substance of the lesson, and there is at least some connection to out of-school background knowledge. | 5 Students’ background knowledge is consistently incorporated into the lesson, and there is substantial connection to out-of-school background knowledge. |
|---|---|---|---|---|---|
| Cultural knowledge | 1 No explicit recognition or valuing of other than the knowledge of the dominant culture is evident in the substance of the lesson. | 2 Some cultural knowledge is evident in the lesson, but it is treated in a superficial manner. | 3 Some cultural knowledge is recognised and valued in the lesson, but within the framework of the dominant culture. | 4 Substantial cultural knowledge is recognised and valued in the lesson with some challenge to the framework of the dominant culture. | 5 Substantial cultural knowledge is recognised and valued throughout the lesson and this knowledge is accepted as equal to the dominant culture. |
| Knowledge integration | 1 No meaningful connections. All knowledge is strictly restricted to that explicitly defined within a single topic or subject area. | 2 Some minor or trivial connections are made. Knowledge is mostly restricted to that of a specific topic or subject area. | 3 At least one meaningful connection is made between topics or subject areas by the teacher and/or the students during the lesson. | 4 Several meaningful connections are made between topics or subject areas by the teacher and/or the students during the lesson. | 5 Meaningful connections are regularly made between topics or subject areas by the teacher and/or the students during the lesson. |
| Inclusivity | 1 Some students are excluded, or exclude themselves, from lesson activities throughout the lesson. | 2 Some students are excluded, or exclude themselves, from the majority of lesson activities except for minor forms of inclusion in one or two instances during a lesson. | 3 Students from all groups are included in most aspects of the lesson, but the inclusion of students from some groups may be minor or trivial relative to other groups. | 4 Students from all groups are included in a significant way in most aspects of the lesson, but there still appears to be some unevenness in the inclusion of different social groups. | 5 Students from all groups are included in all aspects of the lesson and their inclusion is both significant and equivalent to the inclusion of students from other social groups. |
| Connectedness | 1 The lesson has no clear connection to anything beyond itself. Neither the teacher nor the students offer any justification for the lesson beyond the school. | 2 The teacher or students try to connect what is being learned to the world beyond the classroom, but the connection is weak and superficial or trivial. | 3 Students recognise some connection between classroom knowledge and situations outside the classroom, which might include sharing their work with an audience outside the classroom, but they do not explore implications of these connections which remain largely abstract or hypothetical. | 4 Students recognise and explore connections between classroom knowledge and situations outside the classroom in ways that create personal meaning and highlight the significance of the knowledge. There might be an effort to influence an audience beyond the classroom. | 5 Students recognise and explore connections between classroom knowledge and situations outside the classroom in ways that create personal meaning and highlight the significance of the knowledge. This meaning and significance is strong enough to lead students to become involved in an effort to influence an audience beyond the classroom. |
| Narrative | 1 Either narrative is used at no point in the lesson, or the narratives used are disconnected or detract from the substance of the lesson. | 2 Narrative is used on occasion as a minor part of the lesson and/or is loosely connected to the substance of the lesson. | 3 Narrative is used at several points in the lesson to enhance the significance of the substance of the lesson. | 4 Narrative is used for a substantial portion of the lesson to enhance the significance of the substance of the lesson. | 5 Narrative is used throughout the lesson to enhance the significance of the substance of the lesson. |
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Renewable Communities
Massachusetts cities and towns leading the way to 100% renewable energy
Watertown: Rooftop solar policy
Since its designation as a Green Community in 2010, Watertown has reduced energy consumption for municipal facilities by 14% through energy efficiency measures. The town has converted all streetlights to efficient LED fixtures, saving more than $105,000 per year. Local officials have installed solar panels on the roofs of the public works building, police station, and high school, reducing energy costs by $30,000 per year. 1
solar panels on new homes built in Massachusetts between 2020 and 2045 would add more than 2,300 megawatts of solar capacity, equivalent to all of the solar that has been installed in the state so far. The electricity generated by these solar panels would reduce Massachusetts' global warming emissions by 1.9% from 2015 levels. 7 Extending this requirement to commercial buildings, similar to Watertown's ordinance, could lead to even greater benefits.
Watertown is home to 231 solar installations, mostly on residential buildings. 2 Town officials recognized an opportunity to tap into more of Watertown's solar energy potential by installing solar panels on the roofs of commercial buildings.
In 2018, the town council unanimously passed an ordinance requiring all new commercial buildings greater than 10,000 square feet or residential buildings with more than 10 units to be built with solar panels on at least 50 percent of the roof area. Additionally, parking structures must have solar panels covering 90 percent of their top surface. 3 The ordinance also requires existing buildings that are undergoing renovation to install solar panels. 4 It allows for exemptions for buildings that do not have sufficient solar exposure on their roofs. 5
Town officials expect that the rooftop solar requirement will not be an impediment to new development. Local leaders hope that the ordinance will help reduce pollution and support local solar energy businesses. 6
A report by the Environment America Research & Policy Center and Frontier Group found that requiring rooftop
1."Energy and Sustainability Office," Town of Watertown, <https:// www.watertown-ma.gov/777/Energy-and-Sustainability>.
2. "Watertown ordinance requires solar panels on commercial buildings," Meredith Gabrilska, Massachusetts Municipal Association, March 2019, <https://www.mma.org/watertown-ordinance-requires-solar-panels-oncommercial-buildings/>.
3. "Planning Board Report," Planning Board, Town of Watertown Department of Community Development and Planning, 10 October 2018, <https:// www.watertown-ma.gov/DocumentCenter/View/26235/2018-11-27-Zoning--Solar-Assessments>.
4. "Watertown Becomes 1st Town In New England To Require Solar Panels On New Commercial Constructions," WBUR, 9 December 2018, <https:// www.wbur.org/news/2018/12/09/watertown-commercial-buildings-solar-panels>.
5. "Planning Board Report," Planning Board, Town of Watertown Department of Community Development and Planning, 10 October 2018, <https:// www.watertown-ma.gov/DocumentCenter/View/26235/2018-11-27-Zoning--Solar-Assessments>.
6. "Watertown Requires Solar Panels On New Buildings, And Massachusetts Considers Following Suit Statewide," Craig LeMoult, WGBH, 1 February 2019, <https://www.wgbh.org/news/local-news/2019/02/01/watertown-requires-solarpanels-on-new-buildings-and-massachusetts-considers-following-suit-statewide>. "Watertown passes new solar requirement," Angela Thoma, Wicked Local Watertown, 5 December 2018, <https://watertown.wickedlocal.com/news/ 20181205/watertown-passes-new-solar-requirement>.
7. Solar Homes: The Next Step for Clean Energy, Rob Sargent, Bret Fanshaw, Abi Bradford, and Jonathan Sundby, Environment America Research & Policy Center and Frontier Group, December 2018, <https:// environmentmassachusetts.org/feature/ame/solar-homes>.
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Roswell Stevens Jr.
1
Born: 17 November, 1808: Mt. Pleasant, Ontario Canada
Died: 4 May, 1880: Bluff Utah
Married: (1). Vallie Mariah Doyle, 1827, Canada. Divorced 1852.
(2). Mary Ann Peterson, 1854, Utah
Father: Roswell Stevens Sr.
Mother: Sybil Spencer
Early Life and Conversion
Roswell Stevens Jr. was the third child born to Roswell and Sybel Spencer Stevens. Roswell's ancestors have been traced to Yorkshire, England and include Puritans and early American settlers. After the American Revolution, Roswell and Sybel Stevens immigrated to Ontario, Canada, where young Roswell Jr. was born and raised. Little is known about Roswell's early life, as he left behind no written recollections of his own. Eventually, while still in Mt. Pleasant, Ontario, Roswell married Vallie Mariah Doyle, and the two settled down to farm, eventually having four children.
In the fall of 1833 Joseph Smith and Sidney Rigdon preached to the Mt. Pleasant community, where Roswell and his family first heard the gospel. In December of 1833 Roswell's sister, Sarah, was baptized, and in the spring of 1834 Roswell and his family joined the LDS church as well. In 1835 Roswell sold his farm and brought his family, along with his sister Sarah, to Missouri. After settling initially in Caldwell County near Far West, Roswell moved farther north to Daviess County. Soon after, Roswell's parents joined them in Missouri. When the bulk of the Latter-Day Saints moved from Missouri to Nauvoo, Roswell Stevens Jr. and his family went with them. Roswell served as a police officer in Nauvoo and aided in the construction of many public and private buildings. Although little is known about the Stevens family's activities in Nauvoo, they were some of the first church members to receive their endowment in the Nauvoo Temple. Eventually Roswell became a "right-hand man" to Brigham Young and was given responsibility to gather boats and ferries to assist the saints in crossing the Mississippi. Roswell also served as a bodyguard for prominent church leaders during the exodus from Nauvoo. 2
Mormon Battalion Member
Roswell Stevens Jr. was one the men who enlisted in the Mormon Battalion shortly after leaving Nauvoo en route to the West. Roswell was appointed 4 th Corporal in Company E, where many of his trademark pioneer skills would be refined. Roswell accompanied the group to Ft. Leavenworth, where he sent his meager clothing allowance back to Council Bluffs to aid his family. Despite a debilitating sickness, Roswell stayed with the Battalion until they reached Santé Fe, where he was chosen to take $4,000 of Battalion wages back to Brigham Young and the rest of the Saints. For most of the return trip Roswell acted as John D. Lees bodyguard. This trek proved providential as it quickly boosted Roswell's health, in preparation for future travels. 3
Emigration and Utah Settlement
Upon his return to Council Bluffs in 1857, Roswell was selected by Brigham Young to accompany the first wagon train to leave for the Salt Lake Valley. In addition to being an outstanding carpenter, Roswell was good with a rifle and was subsequently chosen to provide game meat for the company. When the wagon train reached Ft. Laramie, Brigham Young assigned Roswell to go with three others to Colorado and guide another group of saints to the valley. This group eventually joined the first company in the Salt Lake Valley five days after Brigham Young and the original party arrived. The following August, Roswell returned to Winter Quarters with Brigham Young and was given stewardship over the families of the Mormon Battalion members. 4
In 1850 Roswell brought his own family to Utah and settled in Mountainville, now called Alpine, south of Salt Lake City. Here Roswell was a counselor in a branch presidency and had an active role in building the local meetinghouse and school. In 1851 Roswell returned again to Winter Quarters to captain one of the last wagon trains of Nauvoo refugees. In 1853, after Roswell returned to his home in Mountainville, his wife Mariah divorced him. She promptly remarried and moved to Idaho. One year later Roswell married Mary Ann Peterson, the daughter of Charles Peterson, another valiant colonizer and faithful Latter-Day Saint. Together Charles and Roswell helped build a road into the Weber Valley and eventually settled in what is now Morgan Utah. Roswell and Mary Ann's first two children were the first white children born in that area. 5
Roswell and Mary Ann's life in the Weber Valley was rugged but good. They coexisted peacefully with the local Indians and were primarily self-sufficient. Often, the family would awaken on winter mornings to "find an Indian asleep on the rug in front of their fireplace having quietly opened the door during the night and [crept] in where it was warm". Here Roswell and his family lived in isolation: they often went without bread because it was too expensive to have it brought to them. Eventually, Roswell and his family homesteaded a tract of land across the valley, now called Enterprise, and operated a successful sawmill. 6
In 1865, at the request of Brigham Young, Roswell moved to Echo Canyon to assist in the building of the railroad. While there, the Stevens family lived in caves and dugouts after their initial hut was torn down to provide lumber for a telegraph pole. In 1872 Roswell sold his Echo property and moved to Upton, Utah. While living in Upton, a diphtheria epidemic broke out and many children fell ill to the disease. Roswell, at this time an experienced carpenter, made many of the children's' coffins while Mary Ann added the cloth, lace and padding. 7
Hole-In-The-Rock Pioneer
In 1879 Roswell sold his property and joined a group of pioneers who were leaving to fulfill a request made by Brigham Young at the time of his death. His two nephews, Walter Joshua and David Alma Stevens, and their families were also part of the company. This journey, known as the Hole-in-the-Rock expedition, was long and
arduous and took its toll on Roswell. Although he was older than most of the other pioneers, his trail blazing experience proved to be invaluable. In April of 1880, after six months of grueling travel, the group finally established the city of Bluff and completed their mission. One month later, Roswell, who had been suffering from pneumonia, passed away at the age of 71. He was buried in a coffin made from his own wagon at the initial site for the town cemetery which was on the west bank of Cottonwood Wash. After it became apparent that Cottonwood Wash was prone to flooding Rowswell's grave was moved atop the cobblestone hill on the north edge of the town. 8
Roswell Stevens was a devoted member of his church who consistently left his home and possessions to use his valuable pioneering skills on behalf of others.
Researched and written for the Hole-in-the-Rock Foundation by: C.S. M. Jones LLC, Family Heritage Consulting.
1 Some sources indicate Roswell was born in October, not November. See Andrew Jensen, Latter Day Saint Biographical Encyclopedia.
2 Marlene W. Powell, "Roswell Stevens Jr. ," unpublished history from the files of the Daughters of the Utah Pioneers, Salt Lake City, UT.
3 Elaine Justesen, "Roswell Stevens," unpublished history from the files of the Daughters of the Utah Pioneers, Salt Lake City, UT.
5 Ibid. Elaine Justesen, 15-16, indicates that no reason for the divorce was included in the ward's records.
4 Marlene W. Powell, 2.
6 Margaret Checketts, "Excerpts from 'Pioneering Morgan County" concerning Roswell Stevens," unpublished history from the files of the Daughters of the Utah Pioneers, Salt Lake City, UT.
7 Margaret Checketts, "The Life and Labors of Roswell Stevens," unpublished history from the files of the Daughters of the Utah Pioneers, Salt Lake City, UT.
8 Albert R. Lyman. "The History of San Juan County," unpublished history, Utah State Historical Society, Salt Lake City, UT. Pg40.
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PROGRAM SUMMARY
2012 Fall Speaker: Annie Fox
National Presbyterian School
November 1, 2012
"Why 21st Century Kids Need 21st Century Parenting" –
Addressing Social Media, Peer Approval Addiction and the Culture of Cruelty
Comments from Attendees
"I thought Annie Fox was terrific and provided very insightful recommendations as to how to manage all sorts of issues not just with children. Thanks for bringing her to DC."
"It was a great talk, great food, and a generous contribution from the Parents' Council."
Annie Fox, M.Ed., is an educator with 30+ years experience, an awardwinning author, and a popular online advisor for teens and parents. Viewevent flyer.
Event Summary
Annie offers online advice through her website in response to questions received from teens to parents seeking guidance within an increasing complex world. She has written books on dating and stress for teens, is the author of the Middle School ConfidentialTM series on confidence, family and friends and speaks to students, parents and teachers at a variety of events.
Annie began by thanking everyone for attending the evening presentation. She explained that she has been answering email and offering advice to teens, teens and parents from around the world since June 1997 and that it has been fifteen years of interesting email and questions. She personally replies to each email within 24 hours and since she does not advertise, she thinks that most children hear about her through word of mouth and reach out to her out of motivation to talk to an adult who will listen and guide them through difficult waters. In 1997, children were faced with many of the same problems today's parents faced when they were young such as crushes, friendship issues or having parents that do not understand them. Within the last five years however, social media has played a more important role. Children are now with peers 24/ 7 and this changes the way they think and behave when adults are not around. Annie mentions that with social media acting against our efforts, it is more difficult today to be the person who influences children to be better people and although we cannot change the bigger world, we can change the children that we launch into the 21st century.
Annie shared a few email examples she has received from parents. One concerned mother wrote about how disappointed she was in the way that her younger daughter treated her older daughter who struggled with an intellectual disability. She asked how she could get her younger daughter to be nicer to her sister. Annie responded that this is an example of how there exists a disconnect between the hearts and minds of children. Because of social media and the speed that messages are delivered, children do not
realize how their decisions affect others. Children today lack empathythey tend to not think about who is on the receiving end of their comments. Annie added that empathy is a teachable skill, that we should not assume our children are empathetic. Children do things they are not proud ofrumors are spread or comments are posted. We need to be having conversations with them to guide them, to make sure that their secret world is less secret. This will not guarantee that they will always do what we want them to do, but they need to have our voice inside their head. For example, parents cannot hand over any technology without providing clear, solid guidelines as to how that technology should be used.
Annie shared another parent email from a father who wrote about his 14 year old son getting into trouble at school, being rude at home and arguing about everything. He asked if his son's behavior could be a combination of school, a phase or being a teenager. Annie responded that it could possibly be all of the above issues. She mentioned that the age of 14 and 15 may be the ugliest time for children. They are often mortified of themselves and morph into something despicable. It can be hard to feel compassion for them.
Annie described that 85% of the emails she receives from teens are signed "Confused." She defined confused as a word meaning the inability to think clearly. These "Helpwhat should I do" emails are sent to her because the path is not clear to the person writing. Annie sometimes asks the children to give advice to peer conflict and has found that children are generally capable of providing great feedback. Some suggestions included "talk calmly to your parents" or "parents like to be reassured." So she asked herself why don't children know the answer to their own conflict? The answer is because they are caught in the middle of it. When parents or children are caught in the middle of a conflict or in stressful situations, it is very difficult. Nobody, neither parents nor teens, can be in emergency mode and in critical thinking mode at the same time. Parents need to calm down and understand that there is not any urgency. They may not like the situation created, but they need to lead to be more effective in solving the problem and role model at the same time. If parents do not calm down, the message to children is "this is how adults act when stressed." We simply cannot parent effectively when we are under stress. Guiding children toward independence means that the choices they make should be choices they are proud of.
Parent objectives: achieving them and asserting them
Annie showed a picture of her daughter with the caption "When she grows up, I want her to be…" She explained that parents have ideas of what they want their children to be. She asked the audience what their thoughts/wishes were for their children and some mentioned they would like their children to be happy, resilient, a good person/someone involved in the community, comfortable in their own skin, self aware, accepting, confident, a good citizen, a good friend, balanced, selfsufficient, grounded and independent.
Annie observed that we can come up with a long list of wants for our children. Her list included emotionally mature, honest, empathetic, healthy, responsible, money savvy, resourceful, fulfilled in his/her work, resilient, lifelong learner, good parent/partner and person of character. She then asked whether all of these were teachable skills. She explained parents should be thinking about long term parenting objectives. The main goal for parents is to raise an independent, fully functioning adult who can be launched into his/her next chapter with skills. Parents should be thinking about these objectives every day and have a plan to work on each day. It's not enough to state objectives and not do anything about them. Objectives challenge us to think. We need to take the time to teach, walk the walk and share the knowledge with our children. They need to have our voice in their head guiding them when we are not there with them.
Annie then asked the audience to think about the top 35 objectives or teachable skills they would like their child to have by the time they reach 18 and are launched into the world. Next, she asked the audience to think about what they do on a daily basis to reinforce those objectives or teachable skills.
Annie followed by telling the story about a mother who had trouble getting her 15 year old son up in the morning. Because he would not get up on time for school by himself, they were always running late. Annie asked her what her goal was with her son and she mentioned that it was for her son to be selfefficient. Annie then asked her how she has tried to solve the problem and reach her goal. The mother explained that she laundered his clothes, set up three alarms, woke him up, laid his clothes out for the next day, made breakfast, made his lunch and checked that he had his homework in his binder and backpack. Her actions were obviously not working. Children cannot be selfefficient if parents are doing everything for them. Annie suggested a few solutions:
1. The mother should apologize to her son and explain that she dropped the ball; that her job is to teach him selfefficiency. That should grab his attention.
2. She should then state the morning agenda. For example, let him know that from now on she will be pulling out of the driveway by 7:20 a.m., that she would love his company and hopes that he will join her.
Annie went on to say that with this solution, the son will test his mother on the first try. He will be mad with her and blame her when she leaves him behind because he was not ready, but that he will be there on time on the second try. Problem solved. However, the mother will probably not be able to or be willing to try this solution because it's hard to not feel needed as a parent. She will feel like a failure or bad parent if her son misses school and will not trust that he can do make the better change. Annie reinforced that as children become selfsufficient, it's true that they need parents less, but that it has nothing to do with love. By our continuing to overdo, our children look good on paper, but do not have basic life skills. She explained that overfunctioning parents raise underfunctioning children. This is why it is important to reinforce objectives and encourage our children to meet the objectives. As an example of that, Annie showed a picture of her son sewing his ripped jeans. She had realized before he went to college that she had never taught him how to sew so taught him really fast. Parents must walk the walk and look for opportunities to reinforce the objectives.
The next question Annie asked the audience to think about was what they might be doing to undermine their goals/objectives. She reminded everyone that the goal is to raise fully functioning, independent children. She explained that parents need to avoid "Velcro parenting." They could be undermining their goals when they are stressed with their children usually because they do not agree, like, trust or understand what their children are doing, feeling, saying or thinking. She stressed that there are things we cannot control or fix and that we cannot rush in, take over and do for our children when we do not like a situation. When we take over something that is our child's responsibility, we tend to justify it by thinking "if I don't do it, it won't get done," "it's easier and faster this way," "she needs me to help her," "he never does it right" or "they are just kids, they will learn another time." But we are not fooling anyone. It's important to see parenting in terms of mentoring. Parents need to ask themselves how their children are supposed to learn otherwise. From clueless peers? That could be in direct conflict with what parents are trying to accomplish with and teach their children about.
One area parents can control is reinforcing children to disconnect and turn off from technology at times to avoid connectivity addiction. Scientists are finding that the brain changes quickly when exposed to the internet and creates a different way of thinking. The article "iCrazy" in Newsweek mentioned that differences exist in the brains of those who use the internet and those who don't. Brains were scanned in a study that showed the decisionmaking section of the brain with a heightened impulsive in those who used the internet. With just five hours of exposure, one hour a day, the brain showed changes where we respond emphatically to people. This discovery may explain a lot about cyberbullying. Try to offer more family connection, unplug for a while and make children understand that it is not a punishment to unplug. Scheduling a family dinner without any technology three times a week is proven to reduce high risk behavior and improve grades.
Stress in children
Annie discussed the affect stress has on children and how their brains work against them when they are under stress. Even if children do not get into trouble, they feel guilty and have regrets that surface later. They tend to be sorry about dropping a real friend in favor of a "fake" one, telling a secret they swore to keep, lying to parents, always messing up, quitting a sport because friends told them to, starting a fight and seriously injuring someone, punching a wall and breaking two knuckles or bullying another child for no reason. These regrets come from social pressure and children need a quick relaxation technique to destress and be able to think. Parents think that high achieving children feel pressure to get into good colleges, but social stress is what is the most pressure for children. Children are not writing to her about academic stress, but rather social stress. They ask how they can even study with so much going on. When reading some of the emails she receives, Annie questioned where the parents are. But parents may not know what their children are feeling since their sons or daughters are not opening up about their problems. In one particular email, Annie shared that a teen felt that her parents needed her life to be perfect and she was afraid of disappointing them. Most children do not want Annie to tell them they need to talk to their parents. They are unable to talk to the people they need help from the most. Annie does suggest they try to talk to people who love them. Children tend to begin thinking they can never get it right if they always hear about what they should have done or what they fail to do. They feel as if their parents are always on them which is why it is important for parents to catch their children in the act of doing something right and tell them that they are doing something right especially if it was not something they were asked to do. Children need to hear that parents love them and that they are doing things right. It can be as simple as thanking them for cleaning up the kitchen after themselves. Everything we do as parents should be a vote of confidence, giving our children a chance. They should be mastering age appropriate life skills and are more capable than we think they are. We should be taking a look at what we think they should be doing on their own, asking ourselves if we can step back and provide an opportunity for them to do on their own and give them plenty of moments to do on their own. Children enjoy that.
Mastering boomerang issues Annie described boomerang issues as issues that keep coming back. For example, she hears from parents complaining about wet towels left on the floor and from teens complaining that their parents are yelling at them for leaving wet towels on the floor. Everyone is tired of boomerang issues. Parents should stop yelling and it will stop.
Annie encouraged the audience to think of a boomerang issue they do not want coming back. She asked several questions for thought:
1. What emotion is typically triggered? Anger and frustration were felt by most audience members.
2. What do you do next? Most expressed that they yell or lecture.
3. Does that create more or less stress in you? More in your child? Everyone felt it was more stress for both. Interpersonal stress means things are not working.
Annie offered that when we are stressed, we "act out" and are unable to ask for what we need. At these times, we need to ask ourselves what our children might actually need. The behavior is not what we should be reacting to, but rather the emotional need. Acting out is a veneer, a decoy. We respond to the acting out. We need to be astute enough to be patient as parents, to peel it back and not react to it. While the behavior is not acceptable, we need to calm down in response to it and everyone will calm down in return. Only then can we find out what is going on for real and fix it. We should be calmly asking "how can I help you?" For example, a child may have a conversation with you where you discover that the bad behavior has an underlying cause. A child may fight with a sibling, but the underlying cause may be because they actually want more attention from a parent. Annie reminded everyone that when children are stressed, they are unable to ask for what they need. That is an invitation for parents to dig deeper. How might we help our children improve or identify what is going on and provide them with what they need? It may take some coaxing, but we need to find the source of the frustration, fear or sadness underneath. The anger expressed is the veneer. In our culture, it's easier to show anger, but that is a mask.
We need to invite our children to talk about what is underneath. This will help us come closer to managing their emotional intelligence and creating effective relationships. This is all in our thoughtful response…
* Figure out what someone really wants, provide some or all of it and maybe…
- their irritating "childish" behavior becomes less frequent leading to maturity and independence
- you experience more compassion and love leading to a stronger parent/child bond
- you respond more effectively to an old problem resulting in the disappearance of boomerang issue and a happier family
* Acknowledge, be understanding, listen sympathetically, encourage and our children will feel heard.
Assumption or Fact?
1. Our children will always need our help.
2. We always know what is best for our children. This comes from "if we do it for them, they will learn to do it for themselves," "our way of doing things is better," "if they don't need us as much, they won't love us as much."
3. A good parent does as much as possible for a child. "If I'm too strict, they will hate me," "children of stayathome parents are less independent than those of working parents," "the way my parents raised me will work just fine for me," "parents who push their children toward independence do not really love their parents."
Assumptions Tool Kit
Unreasonable assumptions can keep you from understanding the truth about situations, other people and yourself. Annie asked the audience to name one of their parenting assumptions and then ask themselves:
1. Where did that assumption come from?
2. How does that assumption help me?
3. What problems has that assumption caused?
4. How might things be different if that assumption was wrong?
Parents must decide whether they still want to parent with that assumption.
It's all about…
* making our expectations of children's behavior online and offline crystal clear
* teaching them to take care of themselves and be mindful of the feeling of others
* giving them age appropriate opportunities to use their judgment and help them debrief after mistakes
If we parent well, children will eventually not need us, but they will always need and use what we have taught them. Children will go to their peer group. Make sure they use their judgment and are good judges of character when they are with their peers.
Questions
The following questions were addressed at the end of Annie's presentation.
Question 1. When is it age appropriate to give a child a cell phone?
Annie suggested to not give a child a cell phone before 6th grade and when given there should be appropriate guidelines. Children should know that cell phones can be weapons, they need to know about text messages. With more maturity, the less likely children will do something silly.
Question 2. How to come up with consequences that are not punishment, but teach a child the lessons needed in terms of turning school assignments in on time? Parent allowed long break after school with homework starting after dinner.
Annie felt that the 1 hour ½ break given the child after school was too long. Parents should renegotiate and ease homework in earlier. She suggested following a schedule:
snack, 30 minute screen time, homework started before dinner. Students have a "contract" with their teachers and if the child does not deliver, the teachers will offer the consequence. Once child has fulfilled the expectations, it could be a good time for parents to offer more screen time in return.
Question 3. How to teach children the difference between real and fake friends? Annie mentioned that children already know the difference. She suggested to acknowledge the goodness in the child, to talk about the definition of a good friend vs. another kind of friend. Ask child to evaluate his/her friends and determine which category each one falls in. It is important that children not turn off their empathy and that they not feel used, taken advantage of or no longer trusted. Children deserve good friends and should create space from those who are not.
Question 4. Should a child have a computer in the bedroom?
Annie asked the parent what her instinct was. The parent said that it was to not have one. Annie then asked if her child was honest and of good judgment. Annie mentioned that the child could give the parent her best case of why she wants a computer in her room, for the parent to let the child know that the parent has the power to grant the request and ask the child to anticipate what the parent feels.
Question 5. How far do we let a middle school aged child fall?
Annie asked the parent if the teachers were aware and whether they were working with the child. Parent was concerned that teachers are not responding right away. Annie suggested that parents step in as part of the team.
How to reach Annie:
Annie's books are available on her website:anniefox.com. Her latest book for adults is now available:Teaching Kids to Be Good People. She can also be reached by email at
email@example.com, by facebook onfacebook.com/cruelsnotcooland via twitter at twitter@annie_fox.
Handouts from Annie Fox:
* A Parent's Pledge
* Broken Kids
* Doing the Right Thing
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