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GRADE 10 EXEMPLAR EXAMINATION 2006 ENGLISH HOME LANGUAGE READING Time: 2 hours PLEASE ALLOW FOR 10 MINUTES READING TIME INSTRUCTIONS 1. Read all questions with care. 2. Make sure that you number your answers exactly as the questions are numbered. 3. Answer ALL sections 4. Write only in black or blue ink. It is in your own interest to write legibly and to present your work neatly. 5. Please pay attention to mark allocation. Originality and insight are encouraged, but you must remember to substantiate your viewpoint. IEB Copyright © 2006 PLEASE TURN OVER 100 marks QUESTION 1 Refer toText 1on page (i). 25 marks IEB Copyright © 2006 QUESTION 2 Refer to Text 2 on page (ii). 2.1 Your friend has decided that he wants to shoot a moose. You don't believe he should. Having read Text 2, write a summary of the passage, explaining to your friend why he should not shoot a moose. * Your summary must be in the form of a letter. You do not need to include the address and date. * Your summary must not be longer than 100 words. * Provide an accurate word count at the end. * The summary should be in your own words. Do you just 'cut and paste'. You will be penalised if any of these instructions are ignored. QUESITON 3 Refer to Text 3 on page (iii). 3.1 Bulwer-Lytton refers to his readers as "Young Reader", when he could, probably more accurately, have said "Reader". It seems that he believes his argument will be stronger if he adds "Young". What reasons do you think he might have had for addressing his audiences as "Young Reader's? Explain your reasoning. (4) 3.2 At the end of the passage, the writer stops addressing the "Young Reader" and addresses "Jupiter" instead. Why do you think the writer does this? Explain your reasoning. 3.3 What attitudes and values does the author suggest that women have? Refer closely to the text in explaining your reasoning. (3) (4) 3.4 How much of Bulwer-Lytton's argument do you think is valid? Explain your reasoning. (4) 15 marks IEB Copyright © 2006 PLEASE TURN OVER (10) 10 marks QUESTION 4 Refer to Text 4 on page (iii). 4.1 What do you think the cartoonist thinks of tobacco companies? What visual and verbal clues helped you to come to this conclusion. Explain your reasoning. (4) 4.2 Why do you think the cartoonist has drawn the two boys in the way he has? Explain your reasoning. (2) 4.3 How would you describe the expression on the face of the 'cigarette man'? Explain how this expression might indicate what his intentions are. (3) 4.4 Do you think that this is an accurate portrayal of tobacco companies? Explain your reasoning. (3) 4.5 How do you think Bulwer-Lytton, the writer of Text 1, would respond to Text 2? Explain your reasoning. (3) 15 marks QUESTION 5 Refer to Text 5 on page (iv) and Text 6 on page (v). IEB Copyright © 2006 5.4 Consider both Text 6 and Text 7 on page (v). (4) (4) (5) Total: 100 marks IEB Copyright © 2006 PLEASE TURN OVER	<urn:uuid:6bf98f3b-b684-4856-9ad4-ea769e0e544f>	CC-MAIN-2018-47	http://www.past-exam-papers.co.za/past-exam-paper-downloads/Exam-A-HL-Reading-IEB.pdf	2018-11-14T11:00:13Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00128.warc.gz	506,436,691	768	eng_Latn	eng_Latn	0.781965	eng_Latn	0.99683	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "swe_Latn" ]	false	docling	[ 577, 649, 2068, 2847, 2970 ]	[ 3.234375 ]	2	0
Blazing New Trails – Review of the 57th Annual Ohio Genealogical Conference 2018 OGS Conference Guide Review of the 57th Annual Ohio Genealogical Society Conference – Blazing New Trails – Columbus, Ohio; April 11-14, 2018. Having attended my first Genealogy Conference, I felt compelled to write a review and summary of this event. I have been researching my family lineages for years, beginning as a teen when I took a 4-H project on Genealogy. This has been a life-long interest of mine and this year decided to take my hobby to the next level by attending the 2018 Ohio Genealogical Society's Annual Conference, held this year at the Hyatt Regency in Columbus Ohio. While I cannot speak of the hotel facilities (having stayed elsewhere), I can review a few of the classes I attended. This event began on Wednesday evening, April 11 with prepaid workshops to any attendee who had registered in advance. I began my conference experience the next day, Thursday, April 12 and proceeded throughout the next three days to attend a total of 19 sessions. Hey, I figured I spent the money to be there for three days, so I would take advantage of as many sessions as possible. Each session lasted one hour with 10 minutes break in between and a 1-1/2 hour lunch break. It was fast-paced with no time for boredom and barely time for coffee breaks. The event was well planned out, thanks to Conference Chairs, Stacey Adger and Marleen Applegate, and from an attendee point of view, everything ran smoothly with the exception of a few computer glitches (which were rectified quickly by the knowledgeable IT staff on hand). There was an exhibit hall with organizations from all over Ohio and elsewhere, such as various Ohio County Genealogy Societies, The OGS, several authors of Fiction and Historical Fiction, "FunStuffForGenealogists" (who gladly took my money), some War Societies, DNA Research, Libraries and Lineage Societies, to name a few. The conference kicked off with an entertaining keynote session by J. Mark Lowe, CG, FUGA, entitled, "Pistol Packing Grandma." Apparently, his grandma was a lively woman who, although you wouldn't know by looking at her, took no guff from anyone, including the two hobo's caught stealing clothing from the family. It was a great way to start the conference. Every hour, experts in the field offered us a choice of five different sessions teaching various topics relevant to the study of Genealogy. Some memorable sessions I took were, "A Critical Step in Evaluating Old Documents" by LaBrenda Garrett-Nelson, JD, LLM, CG. She gave valuable insight into the interpretation of old hand-written documents and explained the importance of tracking down original documents rather than settling for the transcription of someone else. Her skills in transcription are incredible. Her website is: www.LaBGarrettGenealogy.com. Another session which left an impression on me was, "Going Wayback: Using the Internet Archive in Your Research," by Daniel A. Earl, MS. Did you know The Wayback Machine has archived the internet since 1996? Mr. Earl gave an entertaining discussion on all the resources you can find on the internet. He can be found at: https://familyhistoryguy.weebly.com Then there were two sessions by the author, James M. Beidler, on German Naming Patterns and Pennsylvania Taxes and Census Records. Of course, I just had to buy his book, "Trace Your German Roots Online – A Complete Guide to German Genealogy Websites." It will be an invaluable resource as I dig deeper into my German roots. He has a great website at: http://www.jamesmbeidler.com/ Other sessions by knowledgeable speakers gave us insight into resources and documents for finding ancestors that are not commonly thought of, such as, Land Deeds, Probate Court Records, Coroners Inquests, Life Insurance Policies, School records and Immigrant Ship Lists, to name a few. Additional favorite sessions were on Scotland Resources, Becoming a professional Genealogist, DNA testing basics and Genealogy Strategies . I attended far too many great sessions to review them all here. In addition to the sessions, there were banquets and evening workshops for those who chose to attend. Overall, I have to say that I thoroughly enjoyed everything about my first conference. It met and exceeded my expectations with the abundant information which was crammed into this three-day event. Anyone interested in going beyond the hobby stage of family research would benefit from attending a conference such as this. Genealogy conferences are held all over the country. Living in Ohio, I feel lucky that we have the largest State Genealogical Organization in the United States. The library in Bellville is phenomenal. Check it out if you want to learn more about your family history. But be prepared to spend a whole day. It is amazing how quickly time flies when you are lost in the past. www.ogs.org My Grandpa's Barn My grandpa's barn is a memory. Weeds now stand where cows used to be. Dad, his brothers and father, abt. 1949. Bark is clinging to hand-hewn logs, cut by timbermen long ago. Daylight glows through weathered walls. Cobwebs adorn the walls like haphazardly hung Christmas swags. Loose straw covers the wide-plank floorboards. Long ago, industrious ancestors built this barn with the help of neighbors and family. The festive day brought crowds from miles around. With each person given a job to do, all worked together to build this solid piece of architecture, creating the stately focus of livelihood and survival which would serve for generations to come. In Grandpa's barn, creaky narrow steps lead below to the coolness of the milking stalls. Mewing cats wait expectantly for streams of warm milk squirted deftly by my grandfather's swift hands. With the rhythm of a clock, strong hands urge the milk to flow into the metal pail. Cows come in peacefully, waiting their turn. Grandpa's stool is just the right height. Tails swish back and forth, flicking flies with precision. The wooden walls absorb grandpa's singing. Barn swallows scold as they dive at our heads, beaks making contact with an occasional lazy cat. Sheep wander back from grazing, baaing in the pen, seeking shelter and rest from the hot summer sun. Grandpa's barn may not stand where it used to, but it has found a new place and purpose, just miles from where it began. Grandpa sold it to an Amish family who painstakingly tore it down, moved it, and rebuilt it on the foundation where their barn used to stand…. Grandpa's barn still houses cows and sheep, cats and chickens. Spiders spin their garland and swallows dive for flies while scolding the farmer who steadily milks with firm and gentle fingers. Walls echo with new voices, with my grandpa's voice, and of those who came before. Life in the barn is a peaceful place, built long ago by strong and steady hands. The blood in those hands passed on to my grandpa, to my father, and to me. Grandpa's Barn moved to an Amish farm, painted white. ~Karen Glenn Farr 2017 In honor of my dad and grandfathers on Father's Day. Doors of Life "Will you chose Door Number 1, Door Number 2, or Door Number 3?" Many recognize this stressful question from game shows on TV. The prizes varied from something magnificent – like a dream car or vacation, to something mundane – like cleaning supplies. How many contestants choose wisely? Was it a matter of wisdom, luck or psychic ability possessed by the player? In life, I have seen and participated in many game-show style door choices. Some have led to adventurous vacations and others have led to job loss. However, I have grown to appreciate what is behind all the doors. These doors have molded me into the person I am and the one I will be. I have had my hand on many doorknobs throughout life. Some doors I should have opened, but did not. Some I shouldn't have – but did. Now that I find myself headed down the slope of life with retirement years looming ahead, I see people differently than I did 20 years ago. Everyone is playing the big game of life, making choices. A few people seem to be blessed with good luck at opening doors. The rest of us do the best with the choices we have made. I find myself to be less critical of people's choices than I once was. Maybe this is the result of doors I have gone through. In my possession is a special door. This physical object connects me to my family history – A Door – Through this door dozens of family have passed. It was once a kitchen door to the house my father, his father, and his father all passed through. Quite possibly, my Great, Great Grandfather hung this door. We may never know. Most importantly however, all the family members who grew up there went in and out that door. Hands touched the doorknob. Visitors came and went. Then, a remodel, and the door was no longer required. I could not say no. To touch the same doorknob that my ancestors touched is probably the closest I will ever get to meeting them here on earth. There is a sense of respect, appreciation and gratefulness when I touch the door. I am grateful for the choices they made that influenced my presence. Many do not stop and think about the generations to come and how our choices will affect them. But they do. I am thankful to have been born into a loving family of believers in God. I am grateful for family get-togethers that connect us. I am blessed to have opened the most important door of all… "Behold I stand at the door and knock; if anyone hears My voice and opens the door, I will come in to him and will dine with him, and he with Me." Revelations 3:20 Welcome Door 2017. May you be filled with happiness, health, adventure and love. ksgf010617 To Till or Not to Till When I first started gardening about 26 years ago, my neighbor owned a fantastic rototiller that he pulled behind his Ford tractor. Every spring I'd lay out my garden plot and then be surprised after work with freshly turned soil. It was wonderful and I was spoiled. Then he moved. The next few years I managed by using a borrowed rototiller, and another neighbor even brought his walk-behind tiller over a few times. He tilled, my husband tilled, my dad tilled, I tilled…. With my 50th year on God's great earth came the realization that I was no longer young. In addition, raking and tilling by hand made my bones and muscles ache for days. Something had to change. So I explored various methods of gardening used throughout the country. I came across writings of a woman by the name of Ruth Stout. She explained something called Mulching or Layer gardening. After reading about it, I remembered working with an older gentleman in my past who used similar methods. He allowed the city to dump collected leaves all over his garden. I saw his garden once. It was a mess. Do people still use that word to describe an unorganized, disheveled look? Mounds of leaves were piled between the rows; some piled high, some in various stages of decay. I was used to seeing finely cultivated brown earth between manicured rows of vegetables. Frankly, the appearance of a layered vegetable garden is not as pretty as one with the soil turned over and raked fine. Still, I was intrigued. I wanted to find a way to plant a garden without breaking my back. The premise behind a no-till garden is not the same as you hear about on agricultural farms where the fields are sprayed with herbicides and then planted with no-till Drills after the weeds have died. In layer gardening, you do just what it sounds like. You build up and strengthen the soil with layers of organic matter. That first year, I laid down newspaper and shredded paper from work, followed by leaves. My garden has a mixture of clay, loam and gravel on one end and a high concentration of gravelly soil on the other. The gravel end needed work. At the end of the growing season, I was pleased to see more earthworms on the gravel end than previous years. I mowed the bed, spread a 12" layer of leaves evenly over the garden and waited til spring. It was amazing. The softness of the soil under the leaf mold was as though I were digging in the forest floor. The soil was soft enough to drag a hoe through the pegged rows and plant seeds without all the backbreaking preparation. It was a lot faster too. Every fall I rake leaves and spread them on the garden. I no longer use shredded paper because I discovered that it takes a long time to break down. And since I grow an organic garden, I realized paper from unknown sources may not be ideal. One year I added a layer of organic mushroom compost. Another year I added a layer of composted horse manure. I had a lot of new weeds come up in the garden that year. Usually, with using just leaves from my yard, there aren't many weeds and those that do come up are easily extracted. The earth is so soft that my weed pulling time has been slashed by more than half. I will continue to use layer gardening because it is good for the soil, easy on my back and a time saver. I do miss feeling the cool soft earth under my feet and watching the spiders dodging my hoe. The crunchy, dusty leaves also get a little annoying, but the yield from the vegetables has been no different from the tilling method. At my age, I'm open to change if it makes my life easier. Ksgf101816 "You Don't Have Enough Points, Sir" "You don't have enough points, sir." "But I'm looking at my card right now and it says 4525. I thought I only needed 4500?" The girl with highlighter blue hair at the gate looked at me with her equally vibrant blue eyes and blinked slowly. "Nope." She said. "You got 15 hundred points." I looked at her in disbelief. Her face softened, and she added, "I'm sorry?" "I guess there is no point in arguing," I sighed, turning away. Someone must have hacked my account and used my points within the past half-hour, otherwise my card would have updated. I think they update every hour. How will I get home now? My mind is whirling with thoughts as I wander aimlessly through the crowded streets. Everyone else is going the opposite direction, headed home, I presume. Not me. No. I will be homeless tonight in this high-rise wasteland, unless I can find shelter. What will 1500 points get me? Maybe I can buy water and a sandwich. I've never stayed in the metro area after dark. It's like being in a foreign city. The temperatures are dipping. "It will get cold tonight too," I said to no one in particular. The setting sun casts long shadows of the skyscrapers onto the roads and sidewalks. This concrete land of commerce looks as though it could swallow me whole if I step into it. The darkness calls to me, beckoning with the shadowy fingers of the lamp post reaching…. My hand slips into the shadow of the lamp post and something tugs at me. I pull it away in astonishment. Slowly I reach for it again and let my hand slip inside. The icy cold fingers grab at me urging me to follow. Startled, I pull my hand back and look around; there is no one in sight. When did the streets empty out? How did everyone disappear so quickly? I must have been lost in thought longer than I realized. Curiosity is getting the better of me. I'm 55 years old and have done nothing exciting in my life. Should I find out what is in the shadow? But what if it's dangerous? "Yeah, it probably is," I say. "Well, are you going to go into the shadow or not?" My conscience wrestles with me. "All right, I'll do it!" Looking around, I notice a shadow that doesn't seem as dark as the others. That one looks less sinister. Stepping forward, my nerves are on edge. Am I making the biggest mistake of my life? It might be the best decision I've ever made. I will find out soon enough. Reaching my hand forward into the darkness, I feel the same cold icy fingers wrapping around my own. I let them tug on me for a moment. Cautiously I step into the shadow. The wind is spinning around me. I am being pulled into the unknown. Closing my eyes, I let it happen. Falling, I am pulled into the darkness. Everything went black. Waking up, I realize it's no longer dark. I'm lying on the ground. The ground…. it's not the cold concrete I expected. It is warm and soft. This is DIRT. I haven't seen soil since I was a kid at my grandparent's tiny house on the outskirts of town. They were the last hold-outs. Everyone else had moved into the apartment district. Buried memories come flooding back to me. What is this place, and what is that sound? It's the murmuring of people speaking. Looking around, I see them. Normal looking folks are walking, talking, laughing…. "HEY, you okay," shouted a young woman into my ear? It was the highlighter blue girl from the gate! "We've been waiting for the right moment to bring you here. Don't worry. I took your points on purpose." The End. 3025 Points to Eternity kgf070516 Writer's Digest is a website for information and resources for the writing community. Several times a year, they have a variety of different writing contests, ranging from poetry and photo captions to short stories. This is my entry in contest #75 (unfortunately, I did not place). It was a fun piece to write, and I decided to share it here. The requirements were to keep the story under 700 words and begin with the sentence: "You don't have enough points, sir." Farm Life Then and Now If you want to see what farming was like 100 years ago, just take a trip to Amish Country. Horse Drawn Binder Back when my grandpa was a boy, the Amish and "English" both farmed using the same methods. This was the pre-tractor era. Every farm had workhorses and horse-drawn implements. You walked or rode behind the horse as they dragged the plow, rake or binders through the field. It was hard work. There is a feeling of peacefulness looking at a field of wheat or corn shocks. Calmness rides on the backs of butterflies as they gracefully flit about the fence rows. These images invoke memories of quiet summer days in the hot sun, swatting flies while beads of sweat rolled down the face, taking quiet rest under the trees, and listening to bees and birds while drinking cold water or lemonade to refresh and rejuvenate the body and soul. Driving by a field of standing rows of golden wheat bundles, I wonder about the hands who labored there, guiding the horses as they cut the ripe grain, gathering and stacking bundles of wheat ….one by one….all in a row…. The contrasting image of technology is exciting as it rumbles through the field, slashing swaths ten feet wide at a time, while tumbling and pulsing the grain through sharp heads, separating kernels that human hands will never touch. Combining Wheat Life is so much faster on the modern farm. It kept up with technology as the world progressed with a pace that threatens to lose touch with the ground we stand on. But, I believe that all farmers are tied together in unity, as the shocks of wheat stand in a row, bound by a love of the earth and the goal to nurse the soil and seed into producing sustenance for both man and animal. It is the seed that connects us to one another, whether farmer, gardener, balcony grower or consumer. We cycle through this earthly life, beginning as seeds ourselves, cultivated by the choices we make and the fields we plant ourselves in. Some prefer the slower, quiet lifestyle while others race along feeding their souls with excitement driven by numerous inventions. In the end, these outer husks end up back in the earth, regardless of the plots where we grew. However, we shall not all sleep, but we shall be changed (I Cor 15:51)…Because a seed cannot grow until it first dies. (1 Cor 15: 36). We are all connected- man, animal, vegetation, water, soil, and air, being brought into existence by a mosaic word from our Creator, with the goal to teach us about love and acceptance, forgiveness and eternity. ~KSGF072316 Wheat Shocks Independence Day 48 Star Flag of the United States of America How many people in the United States of America know the history of our Independence Day celebrations? I bet a large portion of the population don't even know it's called Independence Day. They know it as 'the 4th of July'. There were thirteen original colonies which claimed their independence from England on July 4, 1776. On June 7, in 1776, Richard Henry Lee presented this famous resolution to the Continental Congress in Philadelphia: "Resolved: That these United Colonies are, and of right ought to be, free and independent States, that they are absolved from all allegiance to the British Crown, and that all political connection between them and the State of Great Britain is, and ought to be, totally dissolved." On July 2, 1776, the Congress secretly voted for independence from Great Britain. Two days later, on July 4, 1776, the final wording of the Declaration of Independence drafted by Thomas Jefferson was approved and published. Not all the colonies voted to adopt the Declaration of Independence. Nine voted in favor, Pennsylvania and South Carolina voted no, Delaware was undecided and New York abstained from the vote. The original document is kept at The National Archives in Washington DC, with John Hancock's name being the largest signature so "King George can read that without spectacles." The DAR (Daughters of the American Revolution) is a women's organization which strives to keep history alive in the United States by honoring our ancestors who fought for independence from Great Britain. The organization was founded on October 11, 1890 and has had more than 950,000 women join in membership since the inception. Ground was broken for DAR Constitution Hall on June 22, 1928. The cornerstone was laid by Mrs. Calvin Coolidge on October 30, 1928, using the trowel George Washington used to lay the cornerstone at the Capitol in 1793. Any woman who has an ancestor who was a patriot or in service to the colonies is eligible to join, but must provide direct lineage proof leading back to that ancestor. Men may join the SAR (Sons of the American Revolution). Congress first declared July 4 to be a national holiday in 1870, almost a hundred years after the Declaration was written. Let us join in remembering and honoring those men and women who fought for our freedom. ~KSGF040316 Cicada Summer In the year 2033, the 17 year Cicadas will emerge from the soil. This cycle is a long and dangerous one for the cicada who lives above ground only a few short weeks. Brood V cicada I would be remiss not to mention that this year, 2016; Ohio is experiencing an emergence of these cyclic insects. Not everyone experiences them with the same intensity. Some yards are full to overflowing to the point where garden rakes and shovels are required to remove their dead bodies and discarded exoskeletons. Other yards only bare a few in the tops of the trees and have scattered remnants of outgrown shells. Cicada ravaged tree They don't appear to cause much damage to vegetation, other than the new growth on tree branches where the female has pierced the tender growth and laid her eggs with her sharp ovipositor. As you drive down the road, you can see the damage to the trees. Dead branches fringe the trees and there is a blanket of broken, leaf filled twigs haloing the tree trunks. Cicadas make a peculiar sound. It is not an easy one to write in the English language; however, if I were to try to subscribe letters to this sound, it would be something like: Hee-Uoo t-t-t-t-t-t-t-t, Hee-Uoo t-t-t-t-t-t-t-t. Singularly, a lone cicada isn't too loud, but put hundreds and thousands of them together and the chorus sounds like the hum of a C-130 airplane three miles away, warming up for takeoff. Someone described it as White Noise. As you drive down the road, going past pockets of cicada swarms, the sound is loud enough to permeate your closed car windows. Cicadas bounce off the windshield as they clumsily fly in apparent confusion. Why and where are they going? They are following the laws of nature to find a mate and perpetuate this mysterious 17 year cycle, of course! The birds and wildlife are eating well this summer. ©Karen Glenn Farr 2016 Cicada exoskeleton Showing Vs. Telling I have spent nearly 30 years working in male dominated environments. One thing I've learned is to keep things brief. 'Just the facts, Ma'am.' It's true, most men don't really care that you bought a lovely lavender blouse and found the perfect shoes to go along. They could care less you spent eight hours planting your garden full of peppers, tomatoes, green beans, beets, onions and radishes. They just want to know that you planted your garden…and when will it produce food. Maybe they want to know that last part. Probably they don't, they just want to know what's for dinner. So, I've been writing a little fiction and have received some valuable advice from authors, teachers and friends who tell me I need to put more emphasis on showing rather than telling. This baffles the practical me. All these years of learning to glean the fact from the fluff so all that's left is the juicy truth—and now I'm being told to embellish a little bit more. Years of writing business letters and reports may have ruined me. To be honest, I get a little annoyed by all the squishy showing words and tend to skip over them. I find them to be space filling words which limit my own imagination. But I will practice some more and try harder to add imaging to my stories since many people prefer I show them–'my feet wet from the morning air which sparkled on the grass and turned the field into a kaleidoscope of color'–rather than letting their minds picture it for themselves by simply saying, 'the sun dawned on the damp grass.' ©kgf061716 2016 Cleveland Writing Workshop On June 4, I attended the 2016 Cleveland Writing Workshop presented by Writer's Digest and organized by Jessica Bell. The Keynote speaker was Chuck Sambuchino. The focus of the workshop was Getting Your Writing Published and was packed full of tips and helpful instruction. Various topics were discussed, such as: traditional vs. self-publishing options, finding and connecting to the right agent for your book, writing query letters and book proposals, marketing your book and creating a media platform (this is your visibility to your target audience) and the top ten tips on how to get published. Chuck Sambuchino is a very entertaining speaker and the day passed too quickly. There was a "Writer's Got Talent" segment where we enjoyed listening to the first page of random attendee's manuscripts with critiques by agents in attendance. This was a very interesting portion of the day as we were able to learn what it is that turns an agent off and what propels them to keep reading. It was nice to meet Mr. Sambuchino, and of course I could not resist purchasing his book, Formatting and Submitting Your Manuscript. He graciously autographed it for me. I was able to pitch my picture book to agent, Vickie Selvaggio from The DeChiara Literary Agency in New York City. I was nervous, this being my first real agent pitch, but she was very nice and easy to talk to. She liked the concept I presented and asked me to send it to her for review. Step one in the many stages of getting a book published, completed! I hope she likes it and we are a good match. Finding an agent is not an easy task or something to enter into lightly. Maybe a year from now, I will be putting my book up here for all to see!	<urn:uuid:1d9522c0-d7f2-4579-8d68-6ed08ab06237>	CC-MAIN-2018-47	https://karenglennfarr.com/index.php/author/farraway1/?print=pdf-search	2018-11-14T11:53:07Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00128.warc.gz	682,995,523	6,154	eng_Latn	eng_Latn	0.999018	eng_Latn	0.999419	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1623, 4095, 5597, 7094, 9283, 11326, 13291, 14774, 16805, 18244, 19945, 21581, 22962, 24742, 26828, 27554 ]	[ 1.0234375, 2.59375 ]	1	0
"There are four places, the sight of which will arouse strong emotions in those with faith. Here the Tathagata was born... Here the Tathagata attained enlightenment.....Here the Tathagata set in motion the Wheel of the Dharma... Here the Tathagata attained final Nirvana. And, the monk, the nun, the layman or laywoman who has faith should visit these places." - The Buddha IN THE FOOTSTEPS OF THE BUDDHA A Pilgrimage to India and Nepal with Dharmacharya Shantum Seth and the Monastics in the Plum Village tradition Blue Cliff Monastery pilgrimage September 22 - October 5, 2018 (14 days) US$ 3150 (excluding international airfares) Sponsorship: This is a special pilgrimage for the Blue Cliff community. For every 8 people who sign up to come on the pilgrimage, the price includes the sponsorship of one monastic to come on the pilgrimage, including international airfare to and from India. The Buddha lived and travelled along the plains of the Ganges. Besides the historic city of Delhi, where we visit the house where Mahatma Gandhi was martyred, we shall visit two states of northern India, Uttar Pradesh and Bihar, and go into southern Nepal. Our journey will take us to the Deer Park at Sarnath, where the Buddha gave his first teachings; Bodh Gaya, where the Buddha attained enlightenment; Kushinagar, where he passed away, and Lumbini where he was born. We will visit his favourite meditation place, Vulture Peak in Rajgir; take a gentle walk across the countryside in the village of Sujata, the young girl who offered him rice and milk when he was starving to death; Sravasti where he spent 24 rain retreats; Kapilavastu, where he spent the first 29 years of his life; Vaishali, where the first nuns were ordained; Kesariya, where the largest stupa in the world is; and Nalanda, the site of the famous university from the 5th to 12th centuries where a lot of Mahayana teachings were developed. Join us on this journey through a fascinating and mysterious India – as we walk 'In the Footsteps of the Buddha'. The pilgrimage is an unforgettable opportunity to explore areas that few tourists visit and to see and experience aspects of Indian life that, in many ways, have not changed since the time of the Buddha. We invite you to journey with other practitioners, including monastics from the Plum Village tradition, on a transformative journey that will allow you to touch an ancient culture and civilization, and experience the life of the Buddha through the places he lived and taught. For more information: Email: firstname.lastname@example.org www.buddhapath.com Ms Bina Aranha, Buddhapath, 309-B, Sector 15A, Noida 201 301, India Tel: +91-120-4334284; 2511633 "With each step and breath the Buddha comes alive. Shantum's knowledge, insight and humour brings joy to those journeying with him in the footsteps of the Buddha." -Thich Nhat Hanh	<urn:uuid:235bf7bd-525e-4d07-b12f-6863ca68af7b>	CC-MAIN-2018-47	http://buddhapath.com/BCM%20Flyer-4web.pdf	2018-11-14T11:46:04Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00130.warc.gz	58,082,263	670	eng_Latn	eng_Latn	0.996809	eng_Latn	0.996809	[ "eng_Latn" ]	false	docling	[ 2856 ]	[ 1.4921875 ]	6	0
\| \| \| \| \| \| \| \| \| PAPER HRS. \| TH (1) \| \| PR (4) \| \| OR (8) \| \| TW (9) \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| \| \| TH \| TU \| PR \| \| Max \| Min \| Max \| Min \| Max \| Min \| Max \| Min \| \| 1 \| Management $ \| MAN \| 17601 \| \| 03 \| -- \| -- \| 03 \| 100 \| 40 \| -- \| -- \| -- \| -- \| -- \| -- \| \| 2 \| Advanced Communication Systems \| ACS \| 17656 \| \| 04 \| -- \| 02 \| 03 \| 100 \| 40 \| 25# \| 10 \| -- \| -- \| 25@ \| 10 \| \| 3 \| Mobile Communication \| MCO \| 17657 \| \| 03 \| -- \| 02 \| 03 \| 100 \| 40 \| -- \| -- \| -- \| -- \| 25@ \| 10 \| \| 4 \| Embedded System β \| ESY \| 17658 \| \| 03 \| -- \| 02 \| 03 \| 100 \| 40 \| 50# \| 20 \| -- \| -- \| 25@ \| 10 \| \| 5 \| Elective (Any One) \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Very Large Scale Integration \| VLS \| \| 17659 \| 03 \| -- \| 02 \| 03 \| 100 \| 40 \| -- \| -- \| -- \| -- \| 25@ \| 10 \| \| \| Mechatronics \| MEC \| \| 17660 \| 03 \| -- \| 02 \| 03 \| 100 \| 40 \| -- \| -- \| -- \| -- \| 25@ \| 10 \| \| 6 \| Simulation Software β \| SSO \| \| 17807 \| -- \| -- \| 02 \| -- \| -- \| -- \| -- \| -- \| -- \| -- \| 25@ \| 10 \| \| 7 \| Industrial Project β \| PRO \| \| 17808 \| -- \| -- \| 04 \| -- \| -- \| -- \| -- \| -- \| 50# \| 20 \| 50@ \| 20 \| Course Name : All Branches of Diploma in Engineering / Technology Course Code : EJ/EN/ET/EX/EV/IC/IE/IS/MU/DE/ME/PG/PT/AE/CE/CS/CR/CO/CM/IF/ CW/EE/EP/EU/CH/CT/PS/CD/ED/EI/CV/FE/IU/MH/MI/TX/TC Semester: Sixth for EJ/EN/ET/EX/EV/IC/IE/IS/MU/DE/ME/PG/PT/AE/CE/CS/CR/ CO/CM/IF/CW/EE/EP/EU/CH/CT/PS/TX/TC and Seventh for MH/MI/CD/ED/EI/CV/FE/IU Subject Title : Management Subject Code : 17601 Teaching and Examination Scheme: \| Teaching Scheme \| \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| TH \| TU \| PR \| PAPER HRS \| TH \| PR \| OR \| TW \| NOTE: Two tests each of 25 marks to be conducted as per the schedule given by MSBTE. Total of tests marks for all theory subjects are to be converted out of 50 and to be entered in mark sheet under the head Sessional Work (SW). Rationale: Management concepts are universal and it is a multidisciplinary subject. They are equally applicable to different types industries like Manufacturing, Service and Trade as well as different kind of business activities like industry, army, school, hospital, retail shops etc. Also, at the end of diploma course polytechnic students are expected to enter in to the Industrial Environment. This environment is altogether different and new to the students. A proper introduction and understanding of management fundamentals is therefore essential for all these students. Contents of the this subject will enable the students to address various issues related to human resource, finance, materials, legislations etc. by use of basic principles of management. This will ensure that students will play their role effectively to enhance the quality of business output in total. Objective: The students will able to: 1. Get familiarized with environment related to business processes. 2. Know the management aspects of the organisations. 3. Understand Role & Responsibilities of a Diploma engineer. 4. Understand importance of quality improvement techniques. 5. Appreciate need and importance of safety in industries. 6. Understand process of Industrial finance and its management. 7. Know the latest trends in industrial management. Learning Structure: Application Procedure Concepts Facts Use management functions & techniques. Realize importance of management process in Business. Describe Business scenario. Practice managerial traits. Know supervisory responsibilities, time management & productivity Exposure to world of work Information collection regarding government functions, rules and regulations, regarding Business processes. Case studies of management functions. Role and Opportunity for technicians in Business world. Responsibilities & Expectations from Technicians in Business Environment. Globalization & WTO Modern methods of management Value addition by efficient management. Roll of supervisor Managerial Traits Government Rules & Regulations and their implications. Conventional Engineering & Business opportunities Changing Role & nature of employment. Developments in functions of Business Management. Review of Supervisory responsibilities Time Management functions Learning to learn management functions Contents: Theory Topic and Contents Hours Marks \| Topic 1: Overview of Business Specific Objectives State various business types and sectors Describe importance of globalisation 1.1. Types of Business Service Manufacturing Trade 1.2. Industrial sectors Introduction to Engineering industry Process industry Textile industry Chemical industry Agro industry IT industry Banking, Insurance, Retail, Hospitality, Health Care 1.3 Globalization Introduction Advantages & disadvantages with respect to India \| 02 \| \|---\|---\| \| Topic 2: Management Process Specific Objectives State various management principles Describe different management functions 2.1 What is Management? Evolution Various definitions of management Concept of management Levels of management Administration & management Scientific management by F.W.Taylor 2.2 Principles of Management (14 principles of Henry Fayol) 2.3 Functions of Management Planning Organizing Directing Controlling Decision Making \| 08 \| \| Topic 3: Organisational Management Specific Objectives Compare different forms of organisation , ownership for a specific business Describe types of departmentation 3.1 Organization : Definition \| 08 \| - Steps in organization 3.2 Types of organization - Line - Functional - Line & staff - Project 3.3 Departmentation - By product - By function - By process 3.4 Principles of Organisation - Authority & Responsibility - Effective Delegation - Span of Control - Balance ,stability and flexibility - Communication 3.5 Forms of ownership - Proprietorship - Partnership - Joint stock - - Co-operative Society Govt. Sector \| Topic 4: Industrial Safety and Legislative Acts Specific Objectives Describe types of accidents & safety measures State provisions of industrial acts. 4.1 Safety Management Causes of accidents Types of Industrial Accidents Preventive measures Safety procedures 4.2 Industrial Legislation - Necessity of Acts Important Definitions & Main Provisions of following acts: Indian Factory Act Workman Compensation Act Minimum Wages Act \| 08 \| \|---\|---\| \| Topic 5: Financial Management (No Numerical) Specific Objectives Explain functions of financial management State the sources of finance & types of budgets. Describe concepts of direct & indirect taxes. 5.1 Financial Management- Objectives & Functions 5.2 Capital Generation & Management Types of Capitals - Fixed & Working Sources of raising Capital - Features of Short term, Medium Term & Long Term Sources 5.3 Budgets and accounts Types of Budgets \| 08 \| - Fixed & Variable Budget - Concept - Labour Budget - Sample format - Production Budget - Sample format - Profit & Loss Account & Balance Sheet - Meaning, sample format, meaning of different terms involved. 5.4 Meaning & Examples of - - Excise Tax - Income Tax - Service Tax - Value Added Tax - Custom Duty Topic 6: Materials Management (No Numerical) Specific Objectives Describe concept of inventory, ABC analysis & EOQ. Describe purchase functions & procedures State features of ERP & MRP 6.1. Inventory Concept, its classification, functions of inventory \| Topic 7: Quality Management Specific Objectives State Principles of Quality Management Describe Modern Technique & Systems of Quality Management 7.1 Meaning of Quality Quality Management System - Activities, Benefits Quality Control - Objectives, Functions, Advantages Quality Circle - Concept, Characteristics & Objectives Quality Assurance - Concept, Quality Assurance System 7.2 Meaning of Total Quality and TQM Components of TQM - Concept, Elements of TQM, Benefits 7.3 Modern Technique & Systems of Quality Management like Kaizen,5’S’,6 Sigma 7.4 ISO 9001:2000 - Benefits, Main clauses. \| 06 \| \|---\|---\| \| Total \| 48 \| Learning Resources: Books: \| Sr. No \| Author \| Name of Book \| \|---\|---\|---\| \| 01 \| Dr. O.P. Khanna \| Industrial Engineering & Management \| \| 02 \| Banga & Sharma \| Industrial Engineering & Management \| \| 03 \| Dr. S.C. Saksena \| Business Administration & Management \| \| 04 \| W.H. Newman E. Kirby Warren Andrew R. McGill \| The process of Management \| E Source: nptel.iitm.ac.in http://iete-elan.ac.in/subjects/amIndustrialMgmt.htm Course Name: Electronics Engineering Group Course Code: EJ/ET/EN/EX/DE/ED/EI Semester: Sixth for ET/EN/EX/EJ/DE and Seventh for ED/EI Subject Title: Advanced Communication System Subject Code: 17656 Teaching and Examination Scheme: \| Teaching Scheme \| \| \| Examination Scheme \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| PAPER \| \| \| \| \| \| \| TH \| TU \| PR \| \| TH \| PR \| OR \| TW \| TOTAL \| \| \| \| \| HRS \| \| \| \| \| \| \| 04 \| -- \| 02 \| 03 \| 100 \| 25# \| -- \| 25@ \| 150 \| NOTE: Two tests each of 25 marks to be conducted as per the schedule given by MSBTE. Total of tests marks for all theory subjects are to be converted out of 50 and to be entered in mark sheet under the head Sessional Work (SW). Rationale: Initially communication technology focused on simple transmission links, but then quickly moved to increasingly sophisticated networks. Nowadays modern high capacity, high speed telecom networks based on microwave principles, optical fiber technology, satellite communication and radar systems became integral part of industry, society and other organizations. Advance communication system is an application of devices and basic communication techniques. It is useful to understand principles, working, use of microwave devices and systems. Knowledge of optical fiber technology is helpful in understanding of optical communication system, maintenance of optical links and related components. Study of satellite and radar communication system is important for understanding operation, maintenance and monitoring of these systems. This subject is also useful as a basis to acquire in depth knowledge of advance communication systems and for analysis of these systems. General Objectives: Students will be able to: 1. Understand concepts and applications of microwave and optical spectrum. 2. Understand construction and working of microwave components and devices. 3. Understand basic principle & operation of radar systems. 4. Understand the construction, working and uses of optical communication system components 5. Know the concept, working and application of satellite communication system. Learning Structure: Application Procedure Concepts Facts Principle Microwave communication, Radar, Satellite, Wired communication viz telephony, telemetry Propagation of waves, addition of wall, waveguide analysis, field pattern klystron, magnetron, TWT, Gunn diode, IMPATT. TEM / TM /TE modes, Dominant modes, isolator, circulator. Radar performance factors, scanning and tracking, beacons, Snell’s law, construction and working of optical sources and detectors, splicing techniques, loss mechanism, satellite look angles, satellite Radar operation, Radar display, Doppler Effect, CW Radar, Attitude control, operation of satellite subsystems, OTDR Pulse Radar, CW Radar, FOC construction, optical sources and detectors, satellite orbit, uplink and downlink frequency. Microwave spectrum, radar, satellite, optical devices Waveguides, microwave components, microwave tubes, microwave solid state devices Theory: Topic and Contents Hours Marks \| Topic 1: Wave Guide and Components: Specific Objectives: Students will be able to Identify band designation with range in microwave spectrum. Compare waveguide with two wire transmission line. Plot the field pattern for dominant mode (Lower) of rectangular waveguide. Contents: 1.1 Introduction to basics of microwave transmission. [08] Microwave spectrum and band designations. Comparison of wave guide with transmission line. Rectangular waveguides: Propagation of waves through rectangular wave guide, Reflection of waves from a conducting plane- Basic behaviour, dominant mode at the conducting surface, dominant mode of operation, plane waves at conducting surface, parallel and normal wavelength, phase velocity. The parallel plane waveguide, cut off wavelength, cut off frequency, group and phase velocity.(Simple numericals) Rectangular waveguide modes: TEm,o modes, TEm,n modes, TMm,n modes, field patterns of TE1,0,TE2,0,TE1,1 modes. 1.2 Circular waveguide- [04] Analysis of behavior field patterns for dominant mode, Advantages and applications of circular waveguide. 1.3 Waveguide components [08] Flanges, Rotating coupling, Bends & corners, Taper & Twist. Multiple Junctions - E plane, H- plane and Hybrid junction. Cavity resonators - operation, types and applications Auxiliary components- Directional coupler, Isolator and circulators, Detector mounts, switches - Duplexer. \| 12 \| 20 \| \|---\|---\|---\| \| Topics 2: Microwave Devices: Specific Objectives: Sketch the constructional details and the working of klystron , TWT & magnetron Sketch and explain the construction of semi conductor microwave devices. Contents: 2.1 Microwave vacuum tube devices. [12] Construction, working, specifications and applications of Two cavity Klystron amplifier, Reflex Klystron, Magnetron TWT 2.2 Microwave semiconductor devices. [08] Construction, working and applications of \| 12 \| 20 \| - Gunn diode, . - PIN diode. - IMPATT diode - Tunnel diode Topics 3: Radar Systems: Specific Objectives: Interpret the radar range equation Explain operation of pulse radar, MTI and CW radar system Interpret the position of target by observing displays Explain the operation of A-scope, PPI, ATD displays Contents: - Basic block diagram of radar system. - Radar performance factors: Radar range equation, factors influencing max. Range, effect of noise. - Basic pulse Radar system: Block diagram & description. - Antenna scanning & Tracking (Definition, types and principle) of Antenna scanning: Horizontal, vertical, helical and spiral. - Antenna tracking: Sequential, conical and monopusl - Display Methods: A-Scope, PPI, Automatic target detection - Block diagram, operation and application of pulsed radar system and MTI and CW Doppler radar. - Radar Becons - Antannas used in RADAR: \| Topics 4: Satellite Communication System: Specific Objectives: Draw block diagram of various subsystems of satellite Explain the operation of satellite earth station Contents: 4.1 Introduction to satellite communication system [08] Importance of satellite communication system. Concept of orbit & its types Communication link : uplink & downlink frequency, look angle altitude, elevation angle, Azimth angle footprint & station keeping Block diagram and function of satellite earth station 4.2 Subsystems of satellite :Block diagram and Principle [08] Power subsystem Communication channel subsystem Attitude control subsystem Thermal control subsystem Telemetry tracking and command subsystem Main & auxiliary propulsion subsystem Antenna subsystem \| 10 \| \|---\|---\| \| Topics 5: Theory of optics & fundamentals of optical fiber Specific Objectives: Draw constructional sketch of fiber optic cable Classify optical fibers Contents: Optical spectrum: Band name and its range. Definition & concept of reflection, refraction dispersion, diffraction \| 06 \| 12 16 ,absorption & scattering with help of light theory - Definition of critical angle, Snell's law, numerical aperture, acceptance angle, acceptance cone. - Advantages & disadvantages of Fiber Optic communication - Block diagram of Fiber Optic communication system Topics 6: Optical Communication System Specific Objectives: Explain construction & working of LED, Laser and avalanche photo diode. Explain splicing techniques Know causes of losses in fiber optic system and minimize them. Contents: 6.1 Types of fiber optics cable and its losses [08] - Optical fiber types & characteristics. - Losses in optical fiber: Absorption loss,Scattering loss, Dispersion loss, Radiation loss, Coupling loss. 6.2 Optical sources and detectors [04] - Optical sources: Edge emitter and Surface emitter LED, Laser construction & working principle, Comparison of different sources. - Photo Detector: Review of PIN photo diode, avalanche photo diodeconstruction & working principle. 6.3 Splicers and connectors : [04] - Splicing techniques- Properties of splicing, fusion splice, V-groove splice and elastic tube splice. Fusion splice and V-groove splice - Fiber connector-properties of connector, ferrule connector 6.4 Attenuation measurements: OTDR block diagram, working principle, and OTDR trace To Practical: Skills to be developed: Intellectual Skills: 1. Interpret the characteristics. 2. Identify and select the microwave devices. 3. Calculate different parameters. Motor Skills: 1. Measure different quantities related to waveguides and microwave devices. 2. Verify characteristics of microwave devices, fiber optic sources and detectors. List of Practical: 1. Write specifications of Microwave Test Bench and five major Microwave components. 2. Verify the characteristics of Reflex Klystron. tal 12 64 16 100 3. Verify characteristics of microwave tees E-plane, H-plane and E-H plane. 4. Verify characteristics of the isolator. 5. Verify characteristics of circular. 6. Verify properties of Multi-Hole Directional Coupler. 7. Calculate the Numerical Aperture(NA) of given optical fiber by using Trigonometric method (visual method) 8. Measure the bend loss and attenuation in given FOC 9. Plot (i) V-I characteristics of LED (ii) Characteristics of the output light intensity against forward current of LED 10. V-I characteristics of photo-diode (Detector) at different luminance. Assignments: 1. Radar- Block diagram and operation of pulsed radar system. 2. Satellite communication- Block diagram and operation of satellite Earth Station. 3. Visit to Earth station/ Radio station/ TV relay station/ Airport/ BSNL. Learning Resources: Books: \| Sr. No. \| Author \| Title \| Publisher \| \|---\|---\|---\|---\| \| 01 \| John F Kennedy \| Electronic Communication system \| Tata McGraw Hill \| \| 02 \| Willium Schewber \| Electronic Communication system \| PHI publication \| \| 03 \| Wayne Tomasi \| Advanced Electronic Communication system \| PHI / Pearson publication \| \| 04 \| Gerd Keiser \| Optical Fiber Communication \| Tata McGraw Hill \| Course Name: Electronics Engineering Group Course Code: EJ/ET/EN/EX/DE/ED/EI Semester: Sixth for ET/EN/EX/EJ/DE and Seventh for ED/EI Subject Title: Mobile Communication Subject Code: 17657 Teaching and Examination Scheme: \| Teaching Scheme \| \| \| Examination Scheme \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| PAPER \| \| \| \| \| \| \| TH \| TU \| PR \| \| TH \| PR \| OR \| TW \| TOTAL \| \| \| \| \| HRS \| \| \| \| \| \| \| 03 \| -- \| 02 \| 03 \| 100 \| --- \| -- \| 25@ \| 125 \| NOTE: Two tests each of 25 marks to be conducted as per the schedule given by MSBTE. Total of tests marks for all theory subjects are to be converted out of 50 and to be entered in mark sheet under the head Sessional Work (SW). Rationale: The 21 st century has brought the rapid growth of cell phones, LAN and wireless appliances. Wireless communication is driving the whole world towards greater integrity. RF spectrum in higher bands is available for mobile communications. Mobility awareness in civilized societies, global standardization of wireless devices and products are leading towards huge growth. Students will know the fundamentals of mobile communication, basics of cellular system and different services provided by the cellular system. This subject gives the knowledge of cellular system architecture, components and its application along with its standards .It is the application of wireless digital communication. General Objectives: The student will be able to: 1. Describe cellular concept such as frequency reuse, hand off available in various mobile standards. 2. Understand GSM system, CDMA (IS-95), SS7 architecture and call processing in these system. 3. Understand 3G Mobile Communication system. Learning Structure: Application Procedure Principles Concept Facts Mobile unit Architecture of GSM, CDMA call processing. Cell, Sector, Frequency synthesizer, Paging, Base station, Master station Digital Modulation & Demodulation, Repeater, Multiple Access, Multiplexing techniques. Hand off, Co-channel Interface, Sectoring, Frequency response. Range Extension, Local loop, Transmitter, Receiver Micro cell zone, GSM-channel, Cell splitting. LMDS, WLL, CDMA Operation of mobile unit. GSM & CDMA technology, Servicing of mobile unit, Wireless technologies Theory: Topic and Contents Repeater for range extension. Hours Marks - - Micro cell zone concept. Topic 3: Digital Cellular Mobile Systems \| Topic 4: Modern Wireless Communication System Specific Objective: List out features of 2.5 G GSM Standards HSCSD, GPRS and IS-136, EDGE and IS 95B. State features of IMT 2000 Radio spectrum, vision and Evolution. Contents: 4.1 Evolution for 2.5 G TDMA standards [12] HSCSD for 2.5 G GSM GPRS for 2.5 G GSM and IS-136 EDGE for 2.5vg GSM and IS-136 IS-95B for 2.5 G CDMA. 4.2 IMT 2000 [04] IMT 2000 Vision and Evolution Aspects. Radio Spectrum for IMT -2000 \| 06 \| 16 \| \|---\|---\|---\| \| Topic 5: Modern wireless Networks Specific Objective: State features of 3G wireless networks- UMTS, 3G CDMA 2000, G- TD-SCDMA Explain WLL and LMDS technology State features of Bluetooth and Personal Area networks State Conceptual features of 4G and 4.5G. Explain 4G architecture and its capability \| 08 \| 20 \| . Define and state importance of Blockage, voice channel blockage, Voice quality and word error rate. Contents: 5.1 Third Generation (3G) Wireless Networks. [10] - 3G W-CDMA (UMTS) (Universal mobile Telecommunication system.) - 3G CDMA 2000 - 3G- TD-SCDMA (synchronous) - Wireless local loop and LMDS (local multipoint distribution) 5.2 Wireless Local Area Networks [10] - Features of Bluetooth and Personal Area Networks(PANS) - Concept of Ad voc mobile communication for 4G and 4.5G. - MANET applications. - 4G wireless architecture and capabilities, characteristics, - Concept of Blockage, voice-channel Blockage, call drops, voice quality, word error rate. (no need of detail mathematical calculation and/or derivation) Practical: Skills to be developed: Intellectual Skills: 1. Identification of different components and their use. 2. Interpret various generation technologies. Motor Skills: 1. Follow standard testing procedure 2. Accurate measurement of waveforms and write results. 3. Report writing. List of Practical: 1. Perform installation of mobile phone, registration, activation and authentication of mobile handset 2. Observe Input / Output signal of different sections of mobile phone unit. 3. Read the content of SIM card. 4. Perform testing procedure of different sections of mobile phone. 5. Find out different add- on accessories for cell phones (battery, charger, hands free data cable, memory card) and their interfacing with Handset. 6. Identify different sections and component of mobile unit such as (Ringer section, dialer section, receiver section etc.) 7. Troubleshooting and testing of mobile handset. Such as Speaker problem, Ringer problem, Mike problem, Vibrator problem, SIM card problem, charging problem, display problem ,Dialing/keypad problem , Dead handset , Network problem, water dipped handset 8. Check network availability manual and auto selection of network using AT commands in mobile. 9. Observe the process of Call connection and Call release of Mobile system. To ta l 48 100 List of Assignments: (Any Three) 1. Industrial visit to mobile company BTS BSC MSC – GSM ( Airtel, idea, Vodafone) to know duties and responsibilities of O & M engineer, Microwave and GSM antenna tower maintenance. 2. Industrial visit to CDMA mobile station BTS BSC MSC (TATA Indicom, Reliance) 3. Prepare report on features, services and technology provided by different companies. 4. Find out the electrical specifications of different handsets provided by different companies. Prepare report on GSM technology, its network, GSM capability & data Services, handoff, frequency reuse, cell splitting. 5. Study and prepare report on cell site, distance coverage, antennas used. Role of RF engineer. 6. Listing out message center number and their use. Learning Resources: 1. Reference Books: \| Sr. No. \| Author \| Title \| \|---\|---\|---\| \| 1 \| T.S. Rappaport \| Wireless Communication Principles & Practice \| \| 2 \| William Lee \| Mobile Cellular Tele communication \| \| 3 \| C K Toh \| Ad Voc Mobile wireless Networks \| \| 4 \| Raj Pandya \| Mobile and Personal communication system and services \| \| 5 \| Steffano Basagni Marco, Silvia, Ivan \| Mobile AD HOC Network \| 2. CDs, PPTs Etc.: http://nifrash.weebly.com/uploads/3/5/0/9/3509162/gsm_introduction.ppt http://www.gadgetcage.com/4g-mobile-communications-presentation-powerpoint-download/4305/ 3. IS, BIS and International Codes: IS 15040:2010 Radio Disturbance Characteristics for Protection of CISPR 25:2008 receivers Used on Board Vehicles, Boats and Internal Combustion Engines – Limits and Methods of Measurement 4. Websites: - http://en.wikipedia.org/wiki/W-CDMA_%28UMTS%29 for WCDMA - http://www.itu.int/ITU- R/index.asp?category=information&rlink=imtadvanced&lang=en for IMTS - http://www.mobiledia.com/glossary/33.html - http://www.youtube.com/watch?v=whYljse4Abc Course Name: Electronics Engineering Group Course Code: ET/EN/EX/EJ/IE/IS/IC/DE/EV/MU/IU/ED/EI Semester: Sixth for ET/EN/EX/EJ/IE/IS/IC/DE/EV/MU and Seventh for IU/ED/EI Subject Title: Embedded System Subject Code: 17658 Teaching and Examination Scheme: \| Teaching Scheme \| \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| TH \| TU \| PR \| PAPER HRS \| TH \| PR \| OR \| TW \| \| 03 \| -- \| 02 \| 03 \| 100 \| 50# \| -- \| 25@ \| NOTE: Two tests each of 25 marks to be conducted as per the schedule given by MSBTE. Total of tests marks for all theory subjects are to be converted out of 50 and to be entered in mark sheet under the head Sessional Work (SW). Rationale: In the age of computer we are surrounded by the Embedded System - at home, office, colleges, canteen, toys, cell phones, transit, aerospace technology, military application. Out of millions of processor manufactured every year, nearly 95% processors are used in Embedded System. The Embedded Systems design is with or without OS. Most of them are Real Time Embedded Systems. Due to such tremendous growth of Embedded Systems in recent years, one needs to be familiar with its design aspects, characteristics. Also the knowledge and programming of Real Time Embedded System is must. This subject is the advanced part of the subject Microcontroller. General Objectives: 1. Differentiate and decide the architectures of processors for application. 2. Define communication media. 3. Design and development of small Embedded Systems. 4. Development of software. 5. Understand architecture of RTOS. Learning Structure: Application Procedure/Principles Concepts Facts Software Development for Real Time Embedded Syst em Design of Real Time Embedded System Embedded Computer Organization Driver software Handling multiple tasks Programming Model of Microcontroller C Programming (IDE) OS & Communication Interface Microprocessor & Microcontroller Assembly Language Programming Memory & data Theory: Topic and Contents Hours Marks \| Serial Communication Protocol: I2C, CAN, USB, Serial Peripheral Interface (SPI), Synchronous Serial Protocol (SSP). Parallel Communication Protocol: PCI, PCI-X Wireless Communication Protocol: IrDA, Bluetooth, Zigbee, IEEE802.11 \| \| \|---\|---\| \| Topic 4: I/O interfacing Interface different devices to Microcontroller 89C51. Develop logic of program to work with different devices. Contents: Interfacing: Interfacing Keys, LEDs and relay and its programming with ‘C’. Interfacing matrix keyboard and its programming with ‘C’. Interfacing LCD and its programming with ‘C’. Interfacing ADC and its programming with ‘C’. Interfacing DAC and its programming with ‘C’ for generation of different patterns. Interfacing Stepper Motor and its programming with ‘C’. Interfacing DC Motor and its programming with ‘C’. \| 10 \| \| Topic 5: Embedded System Design Classify and specify characteristics of embedded system. Contents: Embedded System: Introduction, block diagram, applications, advantages and disadvantages. Classification of Embedded System: Small scale, medium scale, sophisticated, stand-alone, reactive/real time (soft and hard real time), Networked, Mobile, Single functioned, Tightly constrained, Design Metrics/Specifications/Characteristics of Embedded System: Processor power, memory, operating system, Reliability, performance, power consumption, NRE cost, unit cost, size, flexibility, time-to- prototype, time-to-market, maintainability, correctness and safety. \| 06 \| \| Topic 6: Real Time Operating System Define, understand and classify operating system. Define, describe and applications of real time operating system. Contents: Operating System: Operating System, functions of operating system. Architecture of Real Time Operating System (RTOS). Scheduling architecture. Multitasking. Share data problem. Semaphore. Dead lock. Inter-task Communication. \| 06 \| \| Total \| 48 \| Intellectual Skills: 1) Use IDE for Microcontroller programming with 'C'. 2) Develop Logic of program. 3) Write 'C' Program. Motor Skills: 1) Use of IDE for Microcontroller programming. 2) Interface Microcontroller Evaluation boards & peripherals. List of Practical: Write and execute 'C' Programs: 1) Input and output operation via ports. 2) Arithmetic and logic operations on data. 3) Use of assembly language instruction in 'C' program. 4) Generation of pulse/square wave on port line/s. 5) Reading key status and LED ON/OFF. 6) Operating Relay to activate connected devices to relay. 7) Reading matrix keyboard. 8) Read ADC and display it on LCD. 9) Generating different patterns with DAC 10) Running Stepper motor with different speed (CW/CCW). Learning Resources: 1. Books: \| Sr. No. \| Author \| Title \| Publisher \| \|---\|---\|---\|---\| \| 1 \| Frank Vahid & Tony Givargis \| Embedded System Design A Unified Hardware/Software Introduction \| Wiley \| \| 2 \| Raj Kamal \| Embedded System Architecture, Programming and Design \| Tata McGraw Hill \| \| 3 \| Dr K.V.K.K. Prasad \| Embedded/Real-Time Systems: Concept, Design & Programming \| Dreamtech Press \| \| 4 \| Jean J Labrosse \| Micro C/OS-II The Real Time Kernel \| CPM Books \| \| 5 \| Mazidi, Mazidi & McKinlay \| The 8051 Microcontroller and Embedded System Using Assembly and C \| Prentice Hall \| \| 6 \| Ajay V. Deshmukh \| Microcontrollers (Theory and Applications) \| Tata McGrawHill \| 2. Websites: 1) http://developer.apple.com/documentation/mac/devices-313.html 2) http://en.wikipedia.org/wiki/Integrated_development_environment 3) http://en.wikipedia.org/wiki/communication_protocol 4) http://en.wikipedia.org/wiki/RS-232 5) http://en.wikipedia.org/wiki/Embedded_system 6) http://en.wikipedia.org/wiki/Real_time_operating_system Course Name: Electronics Engineering Group Course Code: EJ/ET/EX/EN/EV/ED/EI/IE Semester: Sixth Semester for EJ/ET/EX/EN/EV/IE and Seventh for ED/EI Subject Title: Very Large Scale Integration (Elective) Subject Code: 17659 Teaching and Examination Scheme: \| Teaching Scheme \| \| \| Examination Scheme \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| PAPER \| \| \| \| \| \| \| TH \| TU \| PR \| \| TH \| PR \| OR \| TW \| TOTAL \| \| \| \| \| HRS \| \| \| \| \| \| \| 03 \| -- \| 02 \| 03 \| 100 \| -- \| -- \| 25@ \| 125 \| NOTE: Two tests each of 25 marks to be conducted as per the schedule given by MSBTE. Total of tests marks for all theory subjects are to be converted out of 50 and to be entered in mark sheet under the head Sessional Work (SW). Rationale: Very-Large-Scale Integration (VLSI) is the process of creating integrated circuits by combining thousands of transistors into a single chip. VLSI began in the 1970s when complex semiconductor and communication technologies were being developed. The microprocessor is a VLSI device. VLSI design is effective in providing potential engineers with exposure to both frontend and back-end processes. Very-Large-Scale Integration is an emerging technology trend in the industry. VLSI design and verification is done using the RTL Coding and verification tools. VLSI design tools eventually included not only design entry and simulation but eventually cell-based routing, ROM compilers, and a state machine compiler. The tools were an integrated design solution for IC design and not just point tools, or more general purpose system tools. The VLSI is intended for the students having prerequisite of principles of analog and digital electronics. Students can use this knowledge in the digital design field to implement combinational and sequential logic circuit, ASIC, cores of various processors using HDL. They also design CMOS Logics at foundry levels. Students can utilize the basics of VLSI design tools as programmer, designers in IT, embedded systems in industrial sector. General Objectives: The student will be able to 1. Develop the state diagram, state table and built Moore and Mealy models 2. Implement logical equations using CMOS technology 3. Develop program to implement combinational and sequential logic circuit using VHDL and synthesize and optimum coding style. 4. Act as industry logic designers for imparting standard ICs, ASIC libraries. Learning Structure: Application Implement the Application specific integrated circuits, cores of different processor, embedded system components, digital circuits, Programming, CMOS designing Procedure Fabrication Technology Synthesis and Simulation of circuits Principles n-MOS, p-MOS,CMOS devices, switches, transmission Gates ASIC, CPLD, FPGA families Concept MOS logic Moore, Mealy models, MSI circuits, VHDL Elements , VHDL Statements, Attributes, Subprogram Fact CMOS logic family, Combinational and Sequential circuits Theory: Topic and Contains Hours Marks \| Topic 1: Introduction to Advanced Digital Design Specific Objectives: Develop the state diagram, state table Develop model of Moore and Mealy machine Contents : 1. Review of Sequential Logic : Asynchronous and Synchronous, Metastability, Noise margins, Power Fan-out, Skew (Definitions only) 2. Moore and Mealy Models, state machine notation, examples on Moore and mealy: counter, sequence detector only \| 04 \| \|---\|---\| \| Topic 2: Introduction to CMOS Technology Implement CMOS logic and logical equations. Comprehend CMOS processing Technology Contents : Comparison of BJT and CMOS parameters Design of Basic gates using CMOS: Inverter, NOR, NAND, MOS transistor switches, transmission gates. Drawing of complex logic using CMOS ( building of logic gate as per the Boolean equation of three variable) Estimation of layout resistance and capacitance, switching characteristics, Fabrication process: Overview of wafer processing, Oxidation, epitaxy, deposition, Ion–Implementation and diffusion, silicon gate process. Basics of NMOS, PMOS and CMOS: nwell, pwell, twin tub process. \| 12 \| \| Topic 3: Introduction to VHDL Comprehend Hardware description language , its components and programming syntax Contents : Introduction to HDL: History of VHDL, Pro’s and Con’s of VHDL VHDL Flow elements of VHDL(Entity, Architecture, configuration, package, library only definitions) Data Types, operators, operations Signal, constant and variables(syntax and use) \| 08 \| \| Topic 4: VHDL Programming Develop program to implement combinational and sequential logic circuit using VHDL. Contents : Concurrent constructs (when, with, process) Sequential Constructs (process, if, case, loop, assert, wait) Simple VHDL program to implement Flip Flop, Counter, shift register, MUX, DEMUX, ENCODER, DECODER, MOORE, MEALY machines Test bench and its applications \| 08 \| \| Topic 6: Introduction to ASIC, FPGA, PLD Comprehend ASIC, FPGA and PLDs. Contents : ASIC design flow CPLD -Xilinx and Atmel series architecture, Details of internal block diagram Introduction to FPGA like Xilinx (FPGA), SPARTAN 3 series and Atmel \| 04 \| \|---\|---\| \| Total \| 48 \| Practical: Intellectual Skills: 1. Use the different VLSI design Software tools for programming, simulation and synthesis. 2. Learn different Programmable logic devices (CPLD, FPGA, etc) and selection for target implementation Motor Skills: 1. Write and test and debug the VHDL programming 2. Make the different connections for programming PLDs as a target device 3. Simulate and implement different programming modules on PLDs List of Practical: 1. Write VHDL program for any two basic gates. 2. Write VHDL program for full adder / subtractor & Synthesize using FPGA 3. Write VHDL program for 8:1 multiplexer & Synthesize using FPGA 4. Write VHDL program for 2:4 Decoder & Synthesize using FPGA 5. Write VHDL program for 8:3 Encoder & Synthesize using FPGA 6. Write VHDL program for synchronous counter & Synthesize using FPGA 7. Write VHDL program for binary to gray code converter & synthesize using FPGA 8. Interfacing of DAC and ADC using FPGA 9. Interfacing Stepper motor controller using FPGA 10. Implement four Bit ALU or sequence generator. Learning Resources: Books: \| 1 \| Gaganpreet Kaur \| VHDL Basics to programming \| \|---\|---\|---\| \| 2 \| John M. Yarbrough \| Digital Logic: Application and design \| \| 3 \| William I. Fletcher \| An Engineering approach to digital design \| \| 4 \| Neil H. E. Weste Kamran Eshraghian \| Principals Of CMOS VLSI Design: A Systems Perspective \| \| 5 \| Douglas Perry \| VHDL Programming by example \| \| 6 \| Sarkar & Sarkar \| VLSI design and EDA tools \| Web Sites: www.xilinx.com www.altera.com Course Name: Electronics Engineering Group Course Code: ET/EJ/EN/EX/IE/IU Semester: Sixth for ET/EJ/EN/EX/IE and Seventh for IU Subject Title: Mechatronics (Elective) Subject Code: 17660 Teaching and Examination Scheme: \| Teaching Scheme \| \| \| Examination Scheme \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| PAPER \| \| \| \| \| \| \| TH \| TU \| PR \| \| TH \| PR \| OR \| TW \| TOTAL \| \| \| \| \| HRS \| \| \| \| \| \| \| 03 \| -- \| 02 \| 03 \| 100 \| \| -- \| 25@ \| 125 \| NOTE: Two tests each of 25 marks to be conducted as per the schedule given by MSBTE. Total of tests marks for all theory subjects are to be converted out of 50 and to be entered in mark sheet under the head Sessional Work (SW). Rationale: Mechatronics is a rapidly developing interdisciplinary field of engineering, which comprises of development of various computer integrated electro mechanical systems. It is an integration of mechanical engineering, electronic engineering, computer technology and control and instrumentation engineering. This integration facilitates the production of complex engineering systems with a high level of performance, reliability and value at a low price. Due to these aspects, industrial sector is rapidly adopting such integrated systems in manufacturing processes. To adopt such systems, industries are in need of the engineers with knowledge of this integration. Hence it is essential for the students to have knowledge of this multidisciplinary field. Students will be able to select sensors and actuators, develop control algorithms and use or develop advanced functional materials for the design of mechanical systems such as anti-lock brakes, engine control units, disk drives, cameras, service and surgical robots and artificial hearts. General Objectives: The student will be able to: 1. Understand the elements of Mechatronics systems. 2. Understand the significance of sensors & transducers in Mechatronics. 3. Understand the different types of controllers used in Mechatronics. 4. Understand the fundamentals of Robotics & micro electro mechanical systems. 5. Develop the skills to integrate the Mechatronics system with the help of case studies. Learning Structure: Application Procedure Principles Concepts Facts Potentiometers, strain gauge, LVDT, Photoelectric sensors and signal conditioners Pneumatic and electronic controllers Pneumatic and electric actuators Hall effect, Photoelectric effect, Piezo electric effect, electromagnetism, change in resistance, inductance and capacitance with change in various physical parameters Hydraulic, and mechanical actuating elements Hall effect sensors, optical encoders, eddy current, Inductive and capacitive sensors, Tachogenerators, Stroboscope, accelerometers, Torsion bar, load cell Hydraulic controllers, Fuzzy logic controllers Characteristics and working of sensors Characteristics and working of Actuators Characteristics and working of controllers Integration of elements of mechatronic systems for various applications like drilling machine, anti lock brake system, automatic car park system, pick and place robot. Conversion of controller output in to controlling action using fluid power systems or electrical systems Pascal’s law, generation of an output signal as a change in fluid power in response to an error. Theory: \| Topic 1: Elements of Mechatronic System Specific Objectives: Explain the importance of mechatronics systems Draw the block diagram and identify the elements of mechatronics systems. Contents: Importance of mechatronics in various fields of engineering, Evolution of mechatronis, Block diagram of mechatronic systems and identification of elements (Sensors, signal conditioners, controllers, Actuators), Advantages and disadvantages of mechatronic systems \| 04 \| \|---\|---\| \| Topics 2: Sensors and Transducers in Mechatronics Systems Specific Objectives: Differentiate between transducers and sensors. Classify the transducers. Explain the sensors used for displacement, proximity, velocity, acceleration, and force and torque measurement. Appreciate the importance of signal conditioner. Review of transducers and sensors, classification and selection parameters for transducers, Review of displacement sensors: Potentiometer, Resistance strain gauge and LVDT (no marks) Contents: 2.1 Proximity and position Sensors: [06] Photo electric sensors, hall effect sensors, optical encoder, eddy current proximity sensor, Inductive sensor, Capacitive sensor (construction, principle of operation and application) 2.2 Velocity, Motion, Acceleration, Force and Torque Sensors (construction, principle of operation and application) [10] Velocity Sensors: Electromagnetic transducers, Tacho generators. Motion Sensors: Stroboscope , Pyroelectric Sensors Acceleration sensors: Strain gauge accelerometer, Piezo electric accelerometer, LVDT accelerometer. Torque sensors : Torque measurement using strain gauge, torque measurement using torsion bar (optical method, capacitive method, proximity sensor method, stroboscope method) 2.3 Signal conditioners : [04] Need of Isolators, Filters, amplifiers and data converters in mechatronic systems \| 10 \| \| Topic 5: Robotics and Micro Electro Mechanical Systems (MEMS) Specific Objectives: Draw the block diagram and identify basic elements of a robot Classify robots based on work space Draw and identify the basic elements of micro electro mechanical systems Contents: Robotics: [08] 5.1 Block diagram and function of each component (Sensors, drive system, control system, end effectors), Construction and degrees of freedom of Cylindrical, Spherical and Cartesian Robots, Applications of Robot 5.2 MEMS : [08] Block diagram and Identify the Basic Blocks of MEMS (Micro sensors, Micro actuators, signal conditioners), construction of MEMS Accelerometer, MEMS accelerometer as airbag sensors for car safety. \| 08 \| 16 \| \|---\|---\|---\| \| Topic 6: Integration of Mechatronic Systems Specific Objectives: Explain the application areas of mechatronics Integrate and interface various components of mechatronic systems Contents: 6.1 Block diagram, working and operation of following systems CNC based Drilling machine Microcontroller based Antilock Brake system PLC based Automatic car park barrier systems Microcontroller/PLC based Pick and place robot \| 06 \| 16 \| \| TOTAL \| 48 \| 100 \| Practical: Skills to be developed: Intellectual Skills: [x] Proper selection of measuring instruments on the basis of range, least count, precision and accuracy required for measurement. [x] Read and interpret the graph. [x] Use these results for parallel problem Motor Skills: [x] Proper handling of instruments. [x] Measuring physical quantities accurately. [x] Observe the phenomenon and to list the observations in proper tabular form. [x] Adopt proper procedure while performing the experiment. List of Practicals: 1. Measurement of torque using torsion bar. 2. Measurement of speed using stroboscope. 3. Characteristics of linear, equal percentage and quick opening control valve. 4. Write and verify ladder program for ON-Off control of Lamp. 5. Write and verify ladder program for control of conveyor belt motor. 6. Write and verify ladder program for control of process tank. 7. Demonstration of CNC lathe operation. 8. Temperature controller with PID controller. 9. Stepper motor control using microcontroller. 10. Study of single acting and double acting cylinder. List of Assignments: 1. Identify and write a report on different types of robots used in various industries. 2. Write a report on any three applications of MEMS in auto motive field. List of Equipments: 1. PID Controller for Temperature control. 2. Micro controller kits and stepper motor interface card. 3. Single acting and double acting cylinder. 4. 8 DI / DO programmable logic controller. 5. CNC lathe machine Learning Resources: Books: \| Sr. No. \| Author \| Title \| Publisher \| \|---\|---\|---\|---\| \| 01 \| K. P. Ramachandran, G. K. Vijayaraghavan, M. S. Balasundaram \| Mechatronics - Integrated Mechanical electronic systems \| Wiley-India \| \| 02 \| M. D. Singh J. G. Joshi \| Mechatronics \| PHI Learning Private Limited \| \| 03 \| W. Bolton \| Mechatronics \| Pearson \| \| 04 \| Nitaigour Premchand Mahalik \| Mechatronics Principles, Concepts and Applications \| Tata McGraw Hill \| \| 05 \| Appuu Kuttan K.K \| Introduction to Mechatronics \| Oxford \| Websites: www.sc.leadix.com/mechatronics www.cncsimulator.com www.users.bergen.org/idefalco/CNC www.plctutor.com Course Name: Electronics Engineering Group Course Code: ET/EN/EX/EJ/IE/IS/IC/DE/EV/MU/IU/ED/EI Semester: Sixth for ET/EN/EX/EJ/IE/IS/IC/DE/EV/MU and Seventh for IU/ED/EI Subject Title: Simulation Software Subject Code: 17807 Teaching and Examination Scheme: \| TH \| TU \| PR \| PAPER HRS \| TH \| PR \| OR \| TW \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| -- \| -- \| 02 \| -- \| -- \| -- \| -- \| 25@ \| Rationale: Recent development in technology has put a lot of emphasis on awareness of analytical tools available in the market. The ready to use library functions available in different simulation software enable the user to design circuits without knowing the complex mathematical details. Under this subject students will be taught softwares like Labview & MATLAB which are commonly used by electronics engineers, worldwide. General Objectives: Students will be able to: 1. Learn the use of various library functions available in the software. 2. Construct given circuit diagram using these library functions. 3. Study the working of the circuit for various inputs. Learning Structure: Application Procedure Principle Concept Facts Simulate the behaviour of complex systems in the field of communication, control & digital systems without using hardware Run the problem using proper commands of the software & interpret the result Translating a given problem in to software language Simulation Programming using Matlab commands Tool boxes in Lab view Scalars, Arrays, Matrix & Logical operations, Block diagram Reduction, Time response & frequency response of a system, AM, FM, ASK & FSK, ECG, EMG List of Experiments 1. Verify simple mathematical operations of all elements in row/column vector. Using MATLAB a. Sum b. Mean c. Length d. Max e. Min f. Prod g. Sign h. Round i. Sort j. Fix 2. Use commands to a. convert centigrade to Fahrenheit b. Given the radius of circle. Find the circumference & its area 3. Calculate the output for all the eight conditions of A,B,C B 4. Use of commands to a. Find the determinant, inverse & transpose of the given 2X2 matrix b. Evaluate the following expression 5. Calculate the natural frequency of oscillators for the given RLC circuit. Assume L=0.01mH, R=100Ω & C varying from 0.1 to 0.5 in steps of 0.1 μF using following equation F = 6. A series R-L-C circuit connected across 100V peak, 50 Hz supply, consists of R=10Ω, L=0.2H, C=100μF. Write a MATLAB script to determine the resonant frequency & current at resonance ] 7. Connect three sine wave sources of given amplitude and frequency but with a phase shift of 0, 2π/3,and - 2π/3 to a 3X1 multiplexer and observe the waveforms on scope. Also, de multiplex these waveforms and observe on the scope. 8. Create a VI that produces a sine wave with a specified frequency and displays the data on a Waveform chart until stopped by the user. 9. Simulation of amplitude and frequency modulation 10. Design a low pass filter with R= 1 K Ω and C = 0.1 μF and calculate the cut off frequency. Course Specific Simulation Programs (using either Matlab / Labview / Open source free downloadable software) For Instrumentation Course 1. Observe step & impulse response of first & second order system & calculate time response parameters- td, tr, tp, Mp, ts, ess 2. Characteristics equation of a system is given by S 5 +2S 4 +4S 3 +8S 2 +3 S +1 Check their stability with routh Hurwitz criterion 3. Observe the characteristics of linear, equal percentage and quick opening control valves For Electronics and Industrial Electronics Course 1. Simulation of R-L-C series circuit 2. Single phase half wave phase controlled converter 3. Observe step & impulse response of first & second order system For Medical Electronics Course 1. Calculate Body Mass Index, given the height and weight 2. Given the Heart Rate and display whether the person is having trachicardia and bradicardia 3. Design a scope for patient monitoring with at least four different parameters and observe the waveform by changing these parameters. For EJ/ET/EX/EV Courses 1. Simulation of Sampling theorem 2. Simulation of Amplitude shift keying 3. Simulation of TDM Course Name: Electronics Engineering Group Course Code: ET/EN/EJ/IE/IS/IC/DE/EV/MU/IU/ED/EI Semester: Sixth for ET/EN/EX/EJ/IE/IS/IC/DE/EV/MU and Seventh for IU/ED/EI Subject Title: Industrial Project Subject Code: 17808 Teaching and Examination Scheme: \| Teaching Scheme \| \| \| Examination Scheme \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| \| PAPER \| \| \| \| \| \| \| TH \| TU \| PR \| \| TH \| PR \| OR \| TW \| TOTAL \| \| \| \| \| HRS \| \| \| \| \| \| \| -- \| -- \| 04 \| -- \| -- \| -- \| 50# \| 50@ \| 100 \| Rationale: Diploma holder need to be capable of doing self-Study throughout their life as the technology is developing with fast rate. Student will be able to find out various sources of technical information and develop self-study techniques to prepare a project and write a project report. This subject is intended to teach students to understand facts, concepts and techniques of electrical equipments, its repairs, fault finding and testing, estimation of cost and procurement of material, fabrication and manufacturing of various items used in electrical field. This will help the students to acquire skills and attitudes so as to discharge the function of supervisor in industry and can start his own small-scale enterprise. Objectives: The students will be able to, 1. Work in Groups, Plan the work, and Coordinate the work. 2. Develop leadership qualities. 3. Analyse the different types of Case studies. 4. Develop Innovative ideas. 5. Develop basic technical Skills by hands on experience. 6. Write project report. 7. Develop skills to use latest technology in Electronics field. Contents: During fifth semester students will collect information, analyse the information and select the project. They will also prepare the List of the components required, PCB design, Testing Procedure, Design of the Cabinet or Box or Board as the case may be. They will also prepare a synopsis of the project. So at sixth semester they have to execute the project. A tentative Schedule is proposed below: References: Books/Magazines: Name of the Magazines 1. Industrial Automation 2. Electronics for You 3. Electronics Projects 4. Computer World 5. Chip 6. Any Journal Related to Electronics/Computer/Information Technology Website: Using any search engine, such as http://www.google.co.in/ the relevant information can be searched on the Internet.	<urn:uuid:6313e012-2373-4c96-b16c-26131a3c250a>	CC-MAIN-2018-47	http://gparvi.ac.in/extc/g6.pdf	2018-11-14T12:22:08Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00130.warc.gz	148,810,148	13,339	eng_Latn	eng_Latn	0.807074	eng_Latn	0.961609	[ "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1173, 3303, 4324, 5534, 6876, 8071, 8504, 10655, 11562, 13514, 15493, 17462, 18679, 20408, 20966, 21042, 21925, 24018, 25882, 27453, 27846, 27888, 29933, 31589, 34024, 34554, 36469, 37816, 38297, 40490, 41621, 43480, 45496, 46817, 47881, 48415, 49662, 50958, 52776, 53342 ]	[ 1.53125, 2.265625 ]	2	2
LS WEEKLY BULLETIN Weekly Bulletin 25\| March 10, 2017\| Elizabeth Gale Important Dates * March 14 th -15 th : Student-Led Conferences * March 24 th : Lower School Assembly featuring 5P and "Silly Clothes" Spirit Day * March 17 th : PAFA sponsored Teacher Appreciation Day and Mid-Semester Reports sent home to parents via email * April 1 st -9 th : Spring Break * April 11 th : LS Principal's Coffee Morning at 9:00am in room 310 on the Grade 5 PYP Exhibition. PAFA General Meeting * April 14 th : Lower School Assembly featuring 2M and "Crazy Hair" Spirit Day Dear Parents, We are so excited to welcome you to Student-Led Conferences next Tuesday, March 14 th and Wednesday, March 15 th . Students across grade levels and subject areas have been enthusiastically preparing to share their learning journey with you next week. It is important to remember that Student-led Conferences are a celebration of learning and this is truly your child's opportunity to shine! Please provide your child with positive feedback surrounding their progress and encourage them to share with you the ways in which they feel you can support them with achieving their learning goals. Thank you for your support in helping make Student-led Conferences a very Congratulations to 3J on a fantastic assembly performance! During the assembly, students in 3J shared information related to their current unit of inquiry on Persuasion. Audience members were able to view persuasive videos by 3J students. 3J used the assembly as an opportunity to convince audience members to read their favorite books. This assembly coincided perfectly with the Lower School Book Character Spirit Day! Super job 3J! special event for your child. As the weather changes, we've noticed a slight increase student absences due to "common cold" symptoms. Please remember that according to school policy, students who have a fever are not permitted back to school until 24 hours after the fever breaks; students who vomit are not permitted back to school until 24 hours past the last vomit. We ask that parents adhere to these parameters to help keep all students at school healthy. Throughout the school we have increased cleaning protocols to ensure that all student spaces are sanitized multiple times each day. If your child will be participating in a play-date with a friend after school, please remember that it is essential that you contact the front office or your child's teacher if they will not be taking their regular bus home. Students will not be allowed to go home with a friend or miss their assigned after school activity unless the front office has received a phone call or email from parents. We ask that parents contact the front office by 2:00pm at the latest if their child will not be taking their regular bus home. Wishing all families, a fantastic weekend! Liz Gale Lower School Principal Snapshots of Learning in the Lower School To further their understanding of their current unit of inquiry on Matter and Materials, grade 2 students took a trip to the Upper School Science Lab where they participated in a fantastic lesson led by Mr. Dobson. Students worked in groups to explore how water can change from one state to another based upon the temperature. During their inquiry the second grade scientists generated a hypothesis, prepared materials, made observations, collected data, analyzed the results and shared their findings. Kindergarten students have been exploring their sense of taste to support their current inquiry into Who We Are, "Surprising Senses." Reminder: There will not be any After School Activities(ASAs) next week due to Student-led Conferences. Students will take the 3:00pm bus home Monday – Friday (March 13-17). ASA's will resume on March 20 th . Preparations for the Grade 5 PYP Exhibition have begun, as grade 5 students have recently identified real world issues they are interested in researching and taking action on. Students have worked in groups to craft strong questions that will guide their inquiry. More information on the PYP Exhibition will be shared in an upcoming Lower School Bulletin, as well as during the Principal's Coffee Morning on Tuesday, April 11 th . Parents of children in Grade 5 are highly encouraged to attend to understand the ways in which these students can be supported in the weeks leading up to the Exhibition. Raising "Successful" Children All parents want their child to succeed in school and in life; however, as student-led conferences approach it is important to remember that your definition of success may not be what your child believes success to be. In today's competitive world, children are constantly being evaluated on their performance whether it is at school or through the extracurricular activities in which they participate. Providing opportunities for children to develop self-confidence and their ability to be successful is essential if you want success to occur. Ongoing encouragement from parents, teachers and other influential adults is important as children take on new activities and learn new skills. Although, it is common for some children to quickly give up when they are faced with a challenge, a parent can help the child by encouraging them to try new things and praise them for when they exhibit characteristics such as commitment and persistence towards a new or difficult task. Most importantly, love your child unconditionally and do not link the love of the child to their ability and the level at which they perform. Below are some tips to help you raise a successful child. 1. Encourage your child to pursue his/her own dreams - not your dreams. * Remember there's a difference between programming our children to do what we love versus loving what our children do. 2. Provide opportunities for your child to explore many activities. * Exposing your child to a variety of activities will allow them to try many things before determining what they are good at and enjoy doing. Children who enjoy what they are doing are much more likely to be happy and continue with the activity. 3. Help your child create a positive and encouraging peer group outside of school. * Children are highly influenced by their peer groups. Ensuring that your child has honest, open-minded and caring friends will certainly help build their self-esteem and confidence. 4. Have Balance * If your child excels in a particular sport, academic subject or musical instrument, encourage the development of their talent. However, it is important that your child spends time playing and just being a kid. Overscheduling your child with multiple activities every day of the week can have negative results on their ability to self-direct and their enjoyment of the activities.	<urn:uuid:7a8aa3b2-4337-47cc-a4f4-11da233243c1>	CC-MAIN-2018-47	https://pd.scis-his.net/sites/default/files/newsletterPDF/weekly_bulletin_25_march_10_2017.pdf	2018-11-14T12:03:12Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00128.warc.gz	730,727,253	1,368	eng_Latn	eng_Latn	0.997821	eng_Latn	0.998507	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2886, 5112, 6785 ]	[ 1.578125 ]	1	1
WSA REC GAME GUIDELINES Kindergarten Boys & Girls 1. 4 versus 4 (no Goalkeeper) 2. Number 3 ball 3. 12 minute quarters 4. No off-sides, throw-ins, corner kicks or goal kicks 5. Coaches on the field - max of two coaches at any one time with a couple of balls to help & to keep play moving 6. Field size – 40 x 25 yards 1st Grade Boys & Girls 1. 4 versus 4 (no Goalkeeper) 2. Number 3 ball 3. 12 minute quarters 4. No off-sides, corner kicks or goal kicks (throw-ins allowed if it does not slow game down) 5. Coaches on the boundaries of field with a couple of balls to help & to keep play moving 6. Field size – 40 x 25 yards 2nd Grade Boys & Girls 1. 5 versus 5 (no Goalkeeper) 2. Number 3 ball 3. 15 minute quarters 4. No off-sides (corner kicks, goal kicks & throw-ins allowed if it does not slow game down) 5. Coaches on the sidelines, no coaches on field, team on separate side of the field from parents 6. Field size – 50 x 30 yards 3rd & 4th Grade Boys & Girls 1. 8 versus 8 (with Goalkeeper) 2. Number 4 ball 3. 30 minute halves 4. All rules applied except for *off-sides a. Off-sides will be called if blatant 5. Coaches on the sidelines, no coaches on field, team on separate side of the field from parents 6. Field size – 70 x 50 yards (Fields should be fully lined for games) 7. Consider taking goal kicks from the top of the 18 yard box instead of the 6 yard box WSA REC GAME GUIDELINES 5th & 6th Grade Boys & Girls 1. 8 versus 8 (with Goalkeeper) 2. Number 4 ball 3. 35 minute halves 4. All rules apply 5. Coaches on the sidelines, no coaches on field, team on separate side of the field from parents 6. Field size – 70 x 50 yards (fields should be fully lined for games) 5th & 6th Grade Boys 1. 8 versus 8 (with Goalkeeper) 2. Number 4 ball 3. 35 minute halves 4. All rules apply 5. Coaches on the sidelines, no coaches on field, tea m on separate side of the field from parents 6. Field size – 70 x 50 yards (fields should be fully lined for games) 7th – 12th Grade Boys & Girls 1. 11 versus 11 (with Goalkeeper) 2. Number 5 ball 3. 35 or 40 minute halves 4. All rules applied 5. Coaches on the sidelines, no coaches on field, team separate from parents 6. Field size – Regulation full size field (fields should be fully lined for games) Highly recommended to all Coaches: - Keep it Simple & Positive - Be flexible so kids can play - Non competitive - Play all equally - Keep instructions simple – do not over coach - Pre, halftime, post game comments – 1 to 2 coaching points works best - Have Fun	<urn:uuid:d5cf27b5-0c22-4696-9ea0-391e1e47e8df>	CC-MAIN-2018-47	http://files.leagueathletics.com/Images/Club/2126/RECSpring2013/WSA%20REC%20GAME%20GUIDELINES%204%2022%2013%20FINAL.pdf	2018-11-14T11:32:45Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00129.warc.gz	124,793,933	733	eng_Latn	eng_Latn	0.985816	eng_Latn	0.984771	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1382, 2532 ]	[ 2.3125 ]	1	115
Passing You must do passing drills and never assume your players are good passers. Poor passing will destroy an offence faster than anything. Excellent, crisp passing makes it all work. Most turnovers are related to bad passing or receiving. All players must become good at the chest pass, bounce pass and overhead pass. Pairs Passing Drill Set-up : Have each player get a partner, and each pair has a ball, so they can "play catch" with each other. Have the partners separate about 12 - 15 feet (comfortable passing distance), and face each other. Procedure : Have the players practice each of the three basic passes (chest, bounce and overhead). Demonstrate the proper techniques with "stepping into" the pass with one foot forward. The ball is held with both hands on the ball, with the thumbs in back pointing upward and the fingers around the sides of the ball. When passing, snap the wrists, with the thumbs going through the ball and extending toward the receiver, and eventually the thumbs end up pointing downward on the follow-through. Make sure the players pass the ball crisply, and not "lob" their passes. Hit the receiver in the chest. The receiver should show a target with her hands extended toward the passer. Feet should be squared and shoulder-width apart. Have the passers alternate the lead foot. Pairs Shuffle Drill (passing on the move) Players must learn how to pass and receive on the move. Have all the pair partners line up on one end-line. Each pair has a ball. The players are about 12 - 15 feet apart. The first pair starts, shuffling the full length of the floor in a straight line and back again, making accurate chest passes back and forth the entire way, with no traveling or dribbling. Pairs Passing, Find the Receiver Often we see kids make a bad pass because they actually threw the ball before first locating their receiver (especially against press). Kids must learn to look before they pass! With this drill, the passer must first find the receiver before making the pass. Refer to diagram B above. Use both baskets. Have a line under each basket. The first player in line (player #1) speed dribbles out to the three-point line, makes a jump stop and a reverse pivot. Meanwhile, the next player in line (player #2) sprints out to either corner (mix it up so the passer has to look to find her). The passer makes the crisp chest pass to #2, cuts to the hoop, receives the pass back from #2, and finishes the lay-up. #2 rebounds, and now becomes player #1 and dribbles out and repeats the drill.	<urn:uuid:482efde5-76b2-4939-a71d-ead0ba7784e9>	CC-MAIN-2018-47	http://brookwoodbasketball.org/Resource_passing.pdf	2018-11-14T11:15:16Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00129.warc.gz	54,162,886	568	eng_Latn	eng_Latn	0.998859	eng_Latn	0.998859	[ "eng_Latn" ]	false	docling	[ 2566 ]	[ 3.640625 ]	1	0
Optometry DistList Instance 2017: 47 Thursday, 15 June 2017 Today's subjects - Oxford University Student Develops World-First Soft Tissue Retina - Intense Pulsed Light Bridges Eye Care And Aesthetics - 5 Free Computer Software for Color Blindness - Myopia Progression Increases Dramatically at the Onset of School Age - Dr Agarwal's Research Fellowship Program - ASCO Fellowship Program ********************************************************* Date: 22 May, 2017 From: M. Shiva Ram (firstname.lastname@example.org) Subject: Oxford University Student Develops World-First Soft Tissue Retina A postgraduate student has developed a soft tissue retina using hydrogels and biological cell membrane proteins. Oxford University researcher, Vanessa Restrepo-Schild, 24, developed a double-layered retina that uses biological, synthetic tissues in contrast to the rigid materials that are usually used in artificial retinal research. The retina is designed like a camera, using biological cell membrane proteins that work like pixels to detect and react to light, creating a monochrome image. Ms Restrepo-Schild told OT that she hoped her research was the first step in a journey towards building technology that was soft and biodegradable. "The synthetic material can generate electrical signals, which stimulate neurons at the back of our eye just like the original retina," she explained. A study detailing the technology, published in Scientific Reports details how an implant using natural materials is less likely to be invasive than a mechanical device. "The human eye is incredibly sensitive, which is why foreign bodies like metal retinal implants can be so damaging, leading to inflammation or scarring," Ms Restrepo-Schild highlighted. The Oxford University scholar has filed for a patent for the technology and will lead future research to expand the retina's function to recognize different colors. For the complete article, please visit: https://www.aop.org.uk/ot/science-andvision/research/2017/05/08/oxford-university-student-develops-world-first-soft-tissue-retina ********************************************************** Date: 6 June, 2017 From: B. Suresh (email@example.com) Subject: Intense Pulsed Light Bridges Eye Care and Aesthetics The Intense Pulse Light (IPL) has been used in dermatology for decades to treat a variety of skin problems, including facial rosacea. As commonly occurs with procedures and medicines, anecdotal changes often accompany the original goal. Take the lash growth seen with the use of bimatoprost (Latisse, Lumigan; Allergan) as an example of a sequela that is fortuitous for the patient. Because studies have concluded that 80 to 90 percent of patients with facial rosacea also have ocular rosacea, it should come as no surprise that patients experienced an improvement in symptoms of dry eye after IPL treatment for their facial rosacea. It appears that breaking up the inflammatory cycle may be utilized for both rosacea as well as dry eye. The mechanism of action for IPL is to absorb light filtered to certain wavelengths into selective target tissues. IPL shares similarities with laser treatments in that it uses light to heat and destroy its targets—unlike lasers that use a single wavelength (color) of light which typically matches only one chromophore, and hence only one condition. IPL uses a broad spectrum which when used with filters allows it to convert light into heat. This conversion can then be used against several conditions. IPL therapy is considered a non-ablative resurfacing technique, meaning it targets the lower layers of skin (dermis) without affecting the top layers of skin (epidermis). The results are not as dramatic as ablative resurfacing in which both the dermis and epidermis are injured to produce a more noticeable overall outcome. In the treatment of inflammation, the laser targets oxyhemoglobin, which is present in the walls of telangiectactic blood vessels, to induce thrombosis. These superficial leaky blood vessels release inflammatory mediators that are often the impetus for inflammatory-related conditions, including dry eye. For the complete article, please visit: http://optometrytimes.modernmedicine.com/optometrytimes/news/intense-pulsed-light-bridges-eye-careand-aesthetics?page=0,0 ********************************************************** Date: 27 May, 2017 From: Kalaivani Sriram (firstname.lastname@example.org) Subject: 5 Free Computer Software for Color Blindness Color blindness, also known as color vision deficiency, is the inability to see color distinguish colors. It affects a large number of individuals across the world, with approximately 8% of all Caucasian males and 0.5% of females experiencing problems with some forms of color deficiency. For individuals with color blindness, the text and images of a website may be fuzzy and unrecognizable. Fortunately, there are numerous assistive software products for color blind people using Windows computer. Five of them have been discussed below. Visolve Visolve by Ryobi Systems Solutions is a software that uses filters to allow better differentiation between colors by making colors lighter and darker or increasing the saturation. Daltap Daltap is assistive software by Glenn Heylen that comes with many useful features. Its naming feature gives the name of the color at the tip of the cursor while also enabling the user to enlarge or zoom in the area around the mouse. ColorBlindExt ColorBlindExt is a Firefox add-on that helps color blind people while browsing the web, by processing images and text on the page according to the type of color blindness the user suffers from. eyePilot EyePilot is software that comes with several different types of filters. Along with the usual flashing and name filters that flash a selected color and show the name of the color that the mouse points at respectively, eyePilot has a gray filter. WhatColor WhatColor is a freeware that enables users to identify colors by selecting pixels. The program magnifies an area around the cursor from which the user can select some pixels to identify. The program will then tell the user the color of the selected pixel is, along with providing an RGB value for it. For the complete article, please visit: http://www.thewindowsclub.com/computer-software-color-blindness ********************************************************** Date: 09 June, 2017 From: Brien Holden Vision Institute (email@example.com) Subject: Myopia Progression Increases Dramatically at the Onset of School Age China is undergoing rapid transformation with increasing urbanization, upward social mobility with increasing use of technology. This social change has brought pressure to perform well academically and seen a growing popularity and usage of electronic devices, such as tablets and mobile phones. As with other parts of South East Asia, the prevalence of myopia in China exponentially increases with age, with studies reporting rates of 60% among 12-year-olds, reaching 80% in 16 years old and surpassing 90% in university students. Numerous studies have identified school age as a point when the progression of myopia increases dramatically in children. Research conducted at schools in the Chinese city of Shanghai recently has added to this evidence. The Shanghai Children Eye Study revealed the rate of myopia increased dramatically from around 5% in 6 year-olds to 52% in 10 year-old children (an increase of approximately 10% per year). While further research is necessary to understand the key mechanisms involved in this acceleration in progression, the authors suggest that the risk of myopia may be even greater in 'high level' schools in China. Observing that children at these schools 'experience greater homework demands and pressure from teachers, parents, and peers to study,' they highlight the conclusions of several studies that 'educational exposure' is an 'important environmental risk factor for myopia.' The study was published in 'Investigative Ophthalmology & Visual Science' in November 2016. The open access article can be viewed here: http://iovs.arvojournals.org/article.aspx?articleid=2585947 ********************************************************** Date: 30 May, 2017 From: Maheswari Srinivasan (firstname.lastname@example.org) Subject: Dr Agarwal's Research Fellowship Program Eligibility 1. Optometrists and Freshers. 3. Intellectual curiosity 2. 6 months commitment 4. Passionate about Research, Innovation, Product Development and Clinical Trials Content of the Fellowship 1. Research Methodology, 2. Innovation and Product Development 3. Testing and Validating the Device 4. Clinical Trials. Duration: 6 months (1 st July to 31 st Dec 2017) Selection procedure 2. Number of seats: 5 only 1. Interview and Online entrance exam Course Facilitators: 2. Mrs.Maheswari Srinivasan M.Optom, F.I.A.C.L.E, F.A.S.C.O 1. Dr Dhivya Ashok kumar, a senior consultant and Research Head of Dr Agarwals eye hospitals. She has 10 years of experience in research. She has published 80 papers in indexed journals. 3. Mr. Vamsi Mohan – a leading mechatronics engineer from IIT Madras. 4. Mr. Ravi Theja- – a leading electronics engineer from IIT Madras. For application form and procedure, please write to email@example.com or call (+91) 98416 – 61134 ********************************************************** Date: 07 June, 2017 From: Uday Addepalli (firstname.lastname@example.org) Subject: ASCO Fellowship Program Greetings from Association of Schools and Colleges of Optometry (ASCO) We wish to announce that ASCO has launched its revamped fellowship program starting from June 2017. For the very first time a blended learning approach has been introduced to offer quality fellowship in three specialty subjects namely – Contact lens, Vision Therapy and Clinical Optometry. Salient features of the 1 year fellowship program: 1. Candidate gets to choose his/her mentor in the chosen specialty from the list of mentors. 3. Exclusive access to the ASCO web portal with presentations on various specialty subjects of optometry from across the globe. 2. Hands on training and didactic lectures during two contact program. 4. Continuous evaluation of the candidate by the mentor 5. Fellowship conferred upon successful completion of assignments, written exam and viva. To know more about fellowship, please write to Ms Anitha Arvind at email@example.com or call at (+91) 7869387438 ********************************************************** India Vision Institute Plot No 212, No 45, Palkalai Nagar, 7th Link Road, Palavakkam, Chennai - 600041, TN, India Tel. No. : +91 - 44 – 24515353 Email: firstname.lastname@example.org Web: www.indiavisioninstitute.org ********************************************************** Note: To subscribe to OptDistList, please send an email to email@example.com with the subject line titled 'SUBSCRIBE' To unsubscribe from OptDistList, please send an email to firstname.lastname@example.org with the subject line titled 'UNSUBSCRIBE'. Administrivia: The OptDistList is a service provided by the India Vision Institute (IVI) DistList postings are for informational purposes only and do not imply endorsement by IVI Instructions for DistList postings: IVI invites contributions including latest updates and new developments in Optometry, innovative ideas, optometry job vacancies, conferences, links to interesting articles and other latest happenings. All contributions need to be in word format (not more than two to three paragraphs including a title). Send in your contributions with your name and contact details to email@example.com DistList Archives: All instances of the DistList are available (both for browsing by whole items and searching for individual messages): http://www.indiavisioninstitute.org/optdistlist.php ************************************************************	<urn:uuid:d9b66e06-3779-4b0e-9baf-24e351c5fe9c>	CC-MAIN-2018-47	https://www.indiavisioninstitute.org/resources-files/5605OptDistList_47.pdf	2018-11-14T11:43:13Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00129.warc.gz	923,256,828	2,527	eng_Latn	eng_Latn	0.989301	eng_Latn	0.994163	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3526, 6426, 9286, 12021 ]	[ 1.484375 ]	2	3
West Slopes Central - Skagit River to South of I-90 Issued: 7:48 PM PST Saturday, March 18, 2017 by Dennis D'Amico NWAC avalanche forecasts apply to backcountry avalanche terrain in the Olympics, Washington Cascades and Mt Hood area. These forecasts do not apply to developed ski areas, avalanche terrain affecting highways and higher terrain on the volcanic peaks above the Cascade crest level. The Bottom Line: The avalanche danger should decrease Sunday as a wet snowpack refreezes. Fresh but shallow wind slab will mostly likely be found above treeline. Shallow loose wet slides are likely on steeper solar aspects in the afternoon. Continue to avoid unsupported slopes due to the low likelihood - high consequence threat of wet slab or glide avalanches for one more day. \| Elevation \| Sunday, March 19, 2017 \| \| Outlook for Monday \| \|---\|---\|---\|---\| \| Above Treeline \| Moderate \| Heightened avalanche conditions on specific terrain features. Evaluate snow and terrain carefully; identify problem features. \| Moderate \| \| Near Treeline \| Moderate \| Heightened avalanche conditions on specific terrain features. Evaluate snow and terrain carefully; identify problem features. \| Low \| \| Below Treeline \| Moderate \| Heightened avalanche conditions on specific terrain features. Evaluate snow and terrain carefully; identify problem features. \| Low \| Avalanche Problems for Sunday Wind Slab Wind slabs can take up to a week to stabilize. They are confined to lee and cross-loaded terrain features and can be avoided by sticking to sheltered or wind scoured areas. Loose Wet Loose wet avalanches occur where water is running through the snowpack, and release at or below the trigger point. Avoid terrain traps such as cliffs, gullies, or tree wells. Exit avalanche terrain when you see pinwheels, roller balls, a slushy surface, or during rain-on-snow events. Wet Slab Wet slabs occur when there is liquid water in the snowpack, and can release during the first few days of a warming period. Travel early in the day and avoiding avalanche paths when you see pinwheels, roller balls, loose wet avalanches, and during rain-on-snow events. Avalanche Problem Avalanche Problem Avalanche Problem Aspect/Elevation Aspect/Elevation Aspect/Elevation Likelihood Likelihood Likelihood Size Size Size Avalanche Forecast for Sunday Decreasing snow showers along with rapid cooling Saturday night through Sunday morning should transition to mostly sunny skies by Sunday afternoon. Freezing levels will be on the cool side Sunday but late March sunshine will help bump up temperatures to near or above freezing at lower and mid-elevations. Winds are forecast to be fairly light on Sunday. The avalanche danger should decrease Sunday as a wet snowpack refreezes. Fresh but shallow wind slabs have likely built on NW to SE aspects, mainly above treeline. Watch for firmer wind transported snow on other aspects, especially in areas of complex terrain. All aspects will be listed until more information is received on recent general loading patterns. Generally small loose wet avalanches are likely at lower elevations and on solar slopes. Watch for surface wet snow deeper than a few inches, rollerballs or increasing small natural releases. Although the likelihood of wet slab or glides avalanches has greatly decreased with the cooling trend, these avalanche problems may still occur 24 to 48 hours following a heavy rain event. Continue to avoid unsupported slopes, especially where you know there is a smooth underlying surface or slopes with glide cracks. New snow accumulated with a cooling trend and diminishing winds, but small storm slabs may remain in isolated areas on Sunday. It is always a good plan to travel well back from ridges, suspected of cornice formation, or on steep slopes below cornices. Avalanche Summary Weather and Snowpack The first week or so of March was very cool and snowy. NWAC stations along the west slopes of the Cascades piled up about 3 to 8 ft of snow with the most at Mt Baker. The 2nd week of March was equally active with non-stop Pacific frontal systems pummeling the PNW. Unfortunately these systems delivered far more rain than snow. At least two regional avalanche cycles occurred during the stretch. Significant snowpack consolidation occurred over this period due to rainfall and warmer temperatures. After a short respite from the active weather pattern on Thursday, another strong low pressure system brought several inches of rain to the west slopes of the Cascades outside the Cascade Passes Friday night. 2.5 to 4 inches of water has been seen at Paradise, Crystal and Mt. Baker respectively over the last 24 hours ending at 5 PM PDT Saturday, mainly in the form of rain. The Cascade Passes picked up 6-8 inches of new snow Friday night before changing to rain later Saturday morning. Rapid cooling with the frontal passage produced about 8 inches of snow to accumulate at Mt. Baker with lesser amounts seen elsewhere along the west slopes of the Cascades. Recent Observations North NWAC observer Lee Lazarra was in the Mt Baker backcountry prior to the storm on Friday and reported a well settled snowpack with a stout crust. The recent snow ranged from 4 to 8 inches of recent dry snow depending upon wind distribution. There were some shallow wind slabs noted on lee slopes in higher terrain. Early Saturday morning, Mt. Baker pro-patrol reported widespread natural loose wet activity that had occurred Friday night off of Table Mt, Mt. Herman and Shuskan Arm. Very heavy rain overnight had increased the potential for wet slab/glide avalanches in the Mt. Baker area. Central Alpental pro-patrol reported easy and widespread ski triggered 6-8" storm slabs on the upper half of Alpental Saturday morning with rain reaching the summit. Stevens Pass pro-patrol had similar results Saturday morning with widespread sensitive loose wet slides, up to size 2, natural and human triggered during the warming and switch to rain. South Prior to the storm, NWAC pro-observer Jeremy Allyn was out in Bullion Basin in the Crystal area Friday and found little to no avalanche problems due to the re-freeze and stout crust. Very thin wind slabs were possible on steep lee or cross-loaded features above treeline. Crystal patrol reported a natural cycle Friday night, presumably loose wet, but little to no results during avalanche control work Saturday morning. Mountain Weather Synopsis for Sunday & Monday Cool upper level troughing is over the area today but sunshine, a rarity this winter, has come out in force this afternoon as isolated morning showers have ended. There is still some daytime cumulus over most mountain locations, with the exception of the north Cascades where slightly more moisture and cloud cover is hanging tough. Northerly surface gradients on Sunday will become offshore easterly gradients on Monday as high pressure builds east of the Cascades. A moderate easterly breeze should be seen in the Cascade Passes and down around Mt. Hood later tonight through Monday. A weak system off the California coast will rotate up bands of light precipitation on Monday. The low levels will be quite dry such that the main affect for the Washington Cascades will be increasing high clouds from the south through the day with slightly lowering ceilings while light precipitation develops for Mt. Hood in the afternoon. Light bands of rain and snow should develop for all areas Monday night. USE AT YOUR OWN RISK This Backcountry Avalanche Forecast is provided in conjunction with the US Forest Service, and is intended for personal and recreational purposes only. Safe backcountry travel requires preparation and planning, and this information may be used for planning purposes but does not provide all the information necessary for backcountry travel. Advanced avalanche education is strongly encouraged. The user acknowledges that it is impossible to accurately predict natural events such as avalanches in every instance, and the accuracy or reliability of the data provided here is not guaranteed in any way. This forecast describes general avalanche conditions and local variations will always occur. This forecast expires 24 hours after the posted time unless noted otherwise.	<urn:uuid:12d5881e-25ea-43bd-a483-f49aeacf83c1>	CC-MAIN-2018-47	http://www.nwac.us/avalanche-forecast/avalanche-region-forecast/3323/cascade-west-central/?format=pdf	2018-11-14T11:00:18Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00129.warc.gz	500,363,979	1,705	eng_Latn	eng_Latn	0.996917	eng_Latn	0.998307	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2314, 7482, 8277 ]	[ 1.6484375 ]	3	0
LS WEEKLY BULLETIN Weekly Bulletin 16\| December 9, 2016\| Elizabeth Gale Important Dates * December 14: Grade 1 "Personal Histories" Learning Celebration * December 16: End of first semester. Students will be dismissed at 11:30am. Report cards distributed via email. * January 9: New Family Orientation. Professional Development Day for Teachers. No school for students. * January 10: First Day of Semester 2. It will be a Day 1 * January 26: Whole School Chinese New Year Assembly * January 27 – February 5: Chinese New Year Holiday Dear Families, What an incredibly busy, fun-filled and festive week we have had in the Lower School. Thank you to all of the parents that attended the Principal's Coffee Morning on Tuesday focused on Inquiry-based learning and the Primary Years Programme (PYP). As mentioned during the presentation, using an inquiry-based approach to teaching and learning with students results in increased creativity, independence, a positive attitude towards learning and overall improvements in student achievement. However, success with implementing an inquiry-based approach often requires a change in school culture and embracing teaching and learning practices that require students to apply 21 st century skills which are vastly different from what students would experience in a traditional classroom. If you have any questions about inquiry-based learning or the PYP at SCIS-Pudong, please feel free to contact me any time. Congratulations to all of our Winter Concert Performers! students in Prekindergarten through grade 1 proudly and courageously performed a variety of holiday songs during the Winter Wonderland concert. I'm very proud of all student performers for their hard work and commitment. I would also like to thank Ms. Rebecca Macoskey for the endless hours of work and preparation she put into making these two events such a success! Students in Grades 2, 3, 4 and 5 took the stage on Thursday evening with such confidence and enthusiasm and put on a magnificent and flawless performance of The Reindeer Whisperer. On Friday afternoon Wishing all families, a warm and festive weekend. Liz Gale Lower School Principal On Tuesday, December 6 and Wednesday, December 7, Mr. Johnson and Ms. Gale spent time with all students in Grades 3, 4 and 5 to introduce and discuss theSCIS-Pudong Acceptable Use of Technology Policy. Students in in these grade levels frequently utilize the various technologies available in school as tools to enhance their learning. Thus, it is important that students are educated surrounding what it means to be a responsible user of technology. During the hour discussion, students carefully reviewed the policy to ensure they fully understood the school's expectations when engaged with technology at school. Following the discussion students were directed to review and sign the policy with their parents. There is no doubt that children today are living in a digital era and it is extremely important that the entire community of parents, teachers and students work together to ensure appropriate use of technology at all times. On Friday afternoon students in Prekindergarten had their first big learning celebration of the semester as when they invited parents, teachers and students to a Gallery Walk featuring some of the beautiful and creative pieces they crafted during their current unit of inquiry "How we Express Ourselves: Art and Artists." During this unit, students formulated an understanding that artists use many ways to express ideas and feelings. During their inquiry they learned about the different forms of art, the way art can make people feel and how artists use tools and different materials to express themselves. During the gallery walk, children reflected on their own art work and shared information surrounding the process they went through to create such imaginative pieces. Well Done Prekindergarten! During the Principal's Coffee Morning parents shared their prior knowledge surrounding inquiry-based learning and the Primary Years Programme. Parents also learned about what makes inquiry-based learning different from a more traditional approach to teaching and learning. WINTER FEST FUN! THANK YOU to all of the PAFA parents who worked so tirelessly to transform the cafeteria into a students to enjoy. Winterfest was a spectacular event and a wonderful way to end an incredible true Winter Wonderland and provide such fun activities and arts and crafts for lower school week of holiday celebrations. We are so fortunate to have such dedicated parents who go above and beyond to create magical experiences for all students. A big heartfelt thanks!	<urn:uuid:b654b28c-c66f-4d7a-bbfc-ca27073c6da8>	CC-MAIN-2018-47	https://pd.scis-his.net/sites/default/files/newsletterPDF/weekly_bulletin_16_december_9_2016_2.pdf	2018-11-14T11:25:46Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00128.warc.gz	730,217,140	930	eng_Latn	eng_Latn	0.997869	eng_Latn	0.998167	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2180, 4708 ]	[ 1.765625 ]	1	0
COUNTY: KENT SITE NAME: THE SWALE DISTRICT: CANTERBURY/SWALE Status: Site of. Special Scientific Interest (SSSI) notified under Section 28 of the Wildlife and Countryside Act 1981 as amended. Part of the site has been designated a National Nature Reserve under Section 16 of the National Parks and Access to the Countryside Act 1949 and part is a Local Nature Reserve under Section 21 of the National Park and Access to the Countryside Act 1949. Canterbury City Council, Swale Borough Council National Grid Reference: TR 000670 Area: 6568.45 (ha.) 16,230.58 (ac.) Ordnance Survey Sheet 1:50,000: 178, 179 1:10,000: TQ 96, TQ 97 SE & SW, TR 06, TR 07 SE, SW, TR 16 NW Date Notified (Under 1949 Act): 1968 Date of Last Revision: 1981 Date Notified (Under 1981 Act): 1984 Date of Last Revision: 1990 Local Planning Authorities: National Grid Reference: TR 000670 Area: 6568.45 (ha.) 16,230.58 (ac.) Ordnance Survey Sheet 1:50,000: 178, 179 1:10,000: TQ 96, TQ 97 SE & SW, TR 06, TR 07 SE, SW, TR 16 NW Other Information: Parts of the site are listed in 'A Nature Conservation Review' D A Ratcliffe (ed) CUP 1979. The Royal Society for the Protection of Birds manage part of the site as a nature reserve. The site has been extended to include Coldharbour and Ridham Marshes, and an additional part of the Oaze. Most of the site is also designated under the Convention on Wetlands of International Importance Especially as Waterfowl Habitat (Ramsar Convention) and as a Special Protection Area under European Community Directive 79/409 on the Conservation of Wild Birds. Reasons for Notification: The Swale includes the largest remaining areas of freshwater grazing marsh in Kent and is representative of the estuarine habitats found on the north Kent coast. The habitats comprise chiefly mudflats, saltmarsh, and freshwater grazing marsh, the latter being intersected by extensive dykes and fleets. The area is particularly notable for the internationally important numbers of wintering and passage wildfowl and waders, and there are also important breeding populations of a number of bird species. Associated wit the various constituent habitats of the site are outstanding assemblages of plants and invertebrates. The mudflats of the Swale are extremely rich in invertebrates, over 350 species having been recorded. Some of these, such as the polychaete worm Clymenella torquata are known from nowhere else in Britain, while other more widespread species are present at high densities and provide food for the huge numbers of birds, especially waders, which use the Swale. The saltmarshes are among the richest for plant life in Britain with for example particularly good representation of the saltmarsh-grasses Puccinellia and the glassworts Salicornia. Other abundant species include sea aster Aster tripolium, sea lavender Limonium vulgare, sea purslane Halimione portulacoides and common cord-grass Spartina anglica while lesscommon plants include small cord-grass Spartina maritima* and golden samphire Inula crithmoides. As well as providing feeding and roosting places for many birds, the saltmarshes are of entomological interest; for example, this is the habitat of the scarce ground lackey moth Malacostoma castrensis. Also on the seaward side of the sea walls are smaller areas of other habitats. The harder substrates of shingle below high water mark in places support large mussel beds, which in turn attract different birds from those of the mudflats, such as turnstone Arenaria interpres. There are several areas of shell, or shell sand beach, notably at Shellness on Sheppey and at Castle Coote west of Seasalter. These have an interesting calcareous flora with plants characteristic of both sand ant shingle beaches: sea kale Crambe maritima, yellow horned-poppy Glaucium flavum, marram grass Ammophila arenaria and sea rocket Cakile maritima occur for example. Where undisturbed these beaches attract breeding ringed plover Charidrius hiaticula and little tern Sterna albifrons. The grazing marsh complexes, including seawalls, counterwalls, fleets, dykes, temporary runnels, etc. provide suitable conditions for a wide range of plants and animals. The grassland habitats range from the damp muddy areas near the dykes, where characteristic plants include divided sedge Carex divisa and small goosefoot Chenopodium botryodes* to the dry seawalls and counterwalls which support several less-common in addition to many widespread plants. These less-common plants include the specially-protected hogs fennel Peucedanum officinale and least lettuce Lactuca saligna, slender hare's-ear Bupleurum tenuissimum, sea clover Trifolium squamosum and sea barley Hordeum marinum, all of which are more abundant in the Thames estuary than elsewhere in Britain. The more level grassland is dominated by a variety of grasses including foxtails Alopecuris, bents Agrostis, rye-grass Lolium and fescues Festuca with various herbs such as clovers Trifolium, and buttercups Ranunculus also present. The flora of the dykes and fleets varies according to the salinity. Those nearest the sea tend to be most brackish, and generally have sea club-rush Scirpus maritimus, common reed Phragmites australis and fennel pondweed Potamogeton pectinatus as the most abundant species. In the fresher water further inland there is a greater variety of species and plants such as branched bur-reed Sparganium erectum and reed-mace Typha latifolia may become dominant. Plants associated with the dykes include beaked tasselweed Ruppia maritima and soft hornwort Ceratophyllum submersum. There is also a good invertebrate community with beetles, dragon and damsel-flies, and flies especially well represented. Other less extensive habitats in the Swale include water-filled disused clay-pits, and small patches of scrub and woodland. These provide additional variety and interest to the site, and in some cases also support uncommon plants or animals. The bird interest of the Swale is centred on the large numbers of waders and wildfowl which use the area in winter, and on autumn and spring migrations. Several species: wigeon Anas penelope, teal Anas-crecca and grey plover Pluvialis squatarola regularly overwinter in numbers of international importance+. Others, including shoveler Anas clypeata, knot Caladris canutus, dunlin Caladris alpina and spotted redshank Tringa erythropus are regularly present in winter in nationally significant numbers+. Many of the birds use more than one habitat, some for example feed on the mudflats at low tide and then move up to roost on the saltmarsh or on fields inland of the sea wall. The commoner breeding dry-land birds include skylark Alauda arvensis, meadow pipit Anthus pratensis and yellow wagtail Motacilla flava, and among the wetland birds mallard Anas platyrhynchos, shelduck Tadorna tadorna, coot Fulica atra, moorhen Gallinula chloropus, lapwing Vanellus vanellus and redshank Tringa totanus. Scarcer breeding birds include teal Anas crecca, gadwall Anas strepera, Anas clypeata and pochard Athyia ferina. Garganey Anas quercedula, pintail Anas acuta, ruff Philomachus pugnax and black-tailed godwit Limosa limosa have bred, or attempted to do so in recent years. + Wildfowl and Wader Counts 1987--88, D G Salmon et al, Wildfowl Trust 1988. * Species regarded as 'scarce' in Britain (recorded from 16--100 of the 10 x 10km squares in Britain). ** Species recorded as 'rare' in Britain (recorded from 1--15 10 x 10km squares) and listed in British Red Data Books: 1. vascular Plants, 2nd Ed F H Perring & L Farrell, RSNC 1983.	<urn:uuid:9faa955d-fe2c-408b-a839-1c665a96188b>	CC-MAIN-2018-47	https://designatedsites.naturalengland.org.uk/PDFsForWeb/Citation/1003678.pdf	2018-11-14T11:36:15Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00129.warc.gz	618,241,091	1,895	eng_Latn	eng_Latn	0.983002	eng_Latn	0.987177	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3249, 7604 ]	[ 1.8125 ]	1	0
Nine Annual Production Workshop for Commercial Caneberry Growers Spotted Wing Drosophila (SWD; Drosophila suzukii) 13 FACTORS CONTRIBUTING TO RISK 1) LACK OF AWARENESS: If you do not monitor regularly for fly activity using traps, or visit the OSU-IPPC degree-day model (http://uspest.org/swd) that forecasts/predicts SWD events, or check suspect fruit using a larval extraction method, SWD problems may arise. Visit the http://spottedwing.org website for current information. - Use an abundance of baited traps along the borders of the fruiting crop and adjacent landscape to increase chances of detecting fly presence, and as a tool for control. - Trap on the adjacent landscape to detect immigrating flies from outside the crop. Trapping and recording fly numbers provides growers with insights about immigrating flies, subsequent generations of flies, and the protective residual of an insecticide application. - Know how to identify Drosophila suzukii (SWD) from other Drosophila spp. There are slight variations in appearance (gpdn.org/webinar_2012 and oregon.gov/ODA/PLANT_suzukii_id_guide10.pdf) 2) FRUIT RIPENESS: When fruit begins to ripen (or color), SWD risk increases. 3) UNTIMELY HARVEST: Crops that are not harvested regularly when ripe can lead to over-ripe, damaged, or split fruits that attract SWD to fruit juices and are susceptible to egg-laying. 4) CROP DIVERSITY: Diversified fruit farms can provide continuous food and egg-laying sites for SWD throughout the season. SWD are "fruit followers!" Target the first activity of SWD with a treatment to minimize future population increases. SWD can multiply quickly and exponentially. - If one female survives the winter, she can lay ≈300 eggs; = 300 ♀+♂ SWD (F1); 150 are ♀ x 300 eggs = 45,000 (F2); 22,500 are ♀ x 300 eggs = 6.75 Million (F3) in one month! 5) UNTIMELY MANAGEMENT: Fruits that are not monitored regularly with trapping and larval checks, timely chemical applications, and use of other tools to protect fruit from first ripening to last picking, are at risk. - Use effective pesticide rates, ensure adequate coverage of foliage and fruit, and reapply after a rain. - Address the SWD situation early in the season to avoid population explosions later on. 6) INCORRECT PESTICIDE USAGE: Not following the pesticide label, not knowing PHI and REI (and MRL's for export markets) of the insecticide, and lack of rotating chemical classes (modes of action) when developing a pest management program can lead to resistance and pesticide residue violations. 7) LATE-SEASON HARVEST: Late-season fruit crops (e.g., raspberries, blackberries, blueberries, etc.) are most susceptible to SWD, and can be problematic as SWD populations build up quickly. Fruits that mature later in the season, are thinner-skinned, or are soft, have increased chances of SWD attack and infestation. 8) SANITATION: Leftover hanging or fallen ripe and over-ripe fruit can be a source of food or breeding site for SWD. - Clean up fruit by removing, destroying, crushing, pureeing, bagging, or solarizing by tightly covering infested fruit with clear plastic for a period of time. - Weed mats under plants (e.g., blueberries) can cook fallen berries with SWD eggs, reducing SWD source. 9) OVERHEAD IRRIGATION: Overhead watering systems appear to encourage SWD presence when compared to drip irrigation. This is likely due to increased humidity under the plant canopy. Use drip irrigation if possible. 10) REPAIR IRRIGATION LINES and FILL LOW SPOTS ON FARM to avoid unnecessary moisture that SWD desires. 11) DENSE PLANT CANOPY: Mature plants with thick, closed, and shaded canopies favor SWD; pruning and aerating plants reduce humidity and habitat for SWD. 12) WEATHER: Mild winters increase fly survival; populations can build up earlier in season if weather remains favorable. - Long periods of low precipitation (dry), low humidity, and high temperatures (greater than 86°F) during harvest have shown reduced fly activity, decreasing crop risk. The question still remains if flies are dying, emigrating to more favorable environments, or resting in cooler refuges until satisfactory conditions return. 13) ADJACENT LANDSCAPE. Abundant and diverse non-crop landscape near commercial fruit crops can provide food nutrients, refuge, protection, and alternative egg-laying sites for SWD. Identify "hot spots" where increased numbers of SWD may be residing. Consider habitat management.	<urn:uuid:08316fe5-831c-467d-8d62-f769df937558>	CC-MAIN-2018-47	http://uspest.org/swd/pubs/SWD_Risky_Situations_10-14-2014.pdf	2018-11-14T12:16:15Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00129.warc.gz	377,269,337	1,033	eng_Latn	eng_Latn	0.985188	eng_Latn	0.985188	[ "eng_Latn" ]	false	docling	[ 4441 ]	[ 1.6015625 ]	1	19
World Day to Combat Desertification was celebrated on 17 th June, 2015 under the aegis of ENVIS at CAZRI, Jodhpur. The function was chaired by Dr. R.K. Bhatt, Director (Acting), CAZRI, Jodhpur. Dr. Praveen Kumar, Head of Division -II welcomed the guests. Dr. Suresh Kumar, ENVIS Coordinator discussed about Desertification from UNCCD highlighting that"...............99.7% of our food calories comes from the land. With the competition for productive land growing even as the global population rises, land for food production will get scarcer. We need to recover degraded land to remain food................." He exhorted that "desertification can be effectively tackled, solutions are possible, and key tools to this aim lay in strengthened community participation and co-operation at all levels." Dr. Ritu Purohit, Programme Officer introduced the invited speaker to the house. The programme was attended by around 65 people including scientists and staff of CAZRI, Jodhpur. On this occasion, „Role of microorganisms in maintaining soil health‟ was discussed in great detail by Dr. J. C. Tarafdar with excellent slides. Dr. Tarafdar explained that there is a poor fertility of soil of arid regions resulting in low production. To increase the production from degraded soil of arid zones, the fertility level should be increased so that the moisture holding capacity can be raised by addition of biofertilizers such as rhizobia, azotobacter and biosynthesised nano particles . Plants grow at a faster rate in healthy soil. He explained in detail about crop cycle, compost, vermicomposting, biopesticides etc. for maintaining the soil fertility and this was followed by an interactive session. Dr. R.K. Bhatt, Director (Acting) also emphasized that there is a need to increase agricultural productivity especially from sensitive arid geographical regions according to climate change. There is a need to increase plant cover in minimum land, increase in productivity and water conservation for peace, safety, stability environment and food security in the world. CAZRI has done a lot of research work for controlling desertification, plant cover and to increase production from desert land and has also developed new agricultural techniques by which success has been gained. There should be a check on unsustainable use of natural resources, land degradation and ground water level should be increased by using rain water. ENVIS Coordinator Dr Suresh Kumar explained that pressure of human population is increasing in world and so to increase the production as per demand to ensure food security is a worldwide challenge for which there is a need of continuous united efforts. At the end, vote of thanks was presented by Dr Shweta Mathur, Information Officer ENVIS. The programme was compered by Dr. Ritu Purohit, Programme Officer ENVIS.	<urn:uuid:142b1c15-b032-4e8e-a9b0-fd5382ed9ee0>	CC-MAIN-2018-47	http://cazrienvis.nic.in/Report/Report%20on%20World%20day%20to%20combat%20desrtification.pdf	2018-11-14T10:49:49Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00130.warc.gz	64,115,002	596	eng_Latn	eng_Latn	0.996727	eng_Latn	0.996727	[ "eng_Latn" ]	false	docling	[ 2842 ]	[ 1.4921875 ]	2	0
OCTOBER 4, 2015 NINETEENTH SUNDAY AFTER PENTECOST Jesus welcomes and blesses children. DAILY BIBLE READINGS These readings are related to the Lectionary readings for this Sunday. We invite you to take time each day to read the assigned Bible passages. SCRIPTURE VERSE FOR THIS WEEK Jesus said to his disciples, "Let the little children come to me. Don't keep them away. God's kingdom belongs to people like them." Mark 10:14 (NIRV) SAY, PRAY AND BLESS: A Prayer for the Week: Lord Jesus, give us faith like little children, always ready to receive you and trust you. Amen. (Mark 10:15) Mealtime Prayer: With this food you make us strong. To you our life and love belong. Thank you, God! Amen. A Blessing to Give: May God give you faith like a little child. May the Lord Jesus take you into his arms and bless you. Amen. (Mark 10:13-16) OCTOBER 4, 2015 NINETEENTH SUNDAY AFTER PENTECOST CARING CONVERSATIONS Discuss in your household or small group: * Who is someone you would like to meet? Why? * Mark 10:13-16 tells us that people were bringing children to Jesus, but the disciples weren't very welcoming. What does Jesus' reaction tell us about him? * What do you think it means to accept the kingdom of God the way a little child does? DEVOTIONS Give attention to blessing one another in your home this week (at bedtimes or when household members leave for work or school). Use one of the blessings below or one of the "Blessings to Give" provided each week in Taking Faith Home. May the Lord cover you with peace, fill you with love, and keep you safe. Amen. May the Lord bless you and protect you; may the Lord show you kindness and be gracious to you; may the Lord grant you favor and give you peace. Amen. May the Lord protect you when you are awake (sign cross on forehead); and watch over you when you sleep (sign cross over eyes); that awake you may keep watch with Christ, and asleep, rest in God's peace (sign cross over heart). Amen. SERVICE In this week's Gospel reading, Jesus teaches about marriage. Think of a married couple whom you could encourage. Write them a note, prepare a gift for them to enjoy, or, if they have children, offer childcare so the parents can go out together. RITUALS AND TRADITIONS Spend some time together as a household sharing childhood photos and memories. Play a favorite childhood game or recreate a childhood outing or experience.	<urn:uuid:86b50bd9-0087-42ff-87a1-873ceea67bff>	CC-MAIN-2018-47	http://ctkelc.org/wp-content/uploads/2012/05/Taking-Faith-Home-October-TFH_100415_Clr_1.pdf	2018-11-14T11:52:58Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00130.warc.gz	84,463,054	582	eng_Latn	eng_Latn	0.99624	eng_Latn	0.99624	[ "eng_Latn" ]	false	docling	[ 2403 ]	[ 1.8125 ]	1	7
Memories of Fear How the Brain Stores and Retrieves Physiologic States, Feelings, Behaviors and Thoughts from Traumatic Events Bruce D. Perry, M.D., Ph.D. The Child Trauma Academy www.ChildTrauma.org This is an Academy version of a chapter originally appearing in "Splintered Reflections: Images of the Body in Trauma" (Edited by J. Goodwin and R. Attias) Basic Books (1999). Memory -- the capacity to bring elements of an experience from one moment in time to another is the unique property of life forms. This remarkable property - the carrying of information across time - is the foundation of every biological process from reproduction to gene expression to cell division – from receptor-mediated communication to the development of more complex physiological systems (including neurodevelopment). To some degree, all of the organ systems in the human body have "memory." This ability to carry elements of previous experience forward in time is the basis of the immune, the neuromuscular, and neuroendocrine systems. Through complex physiological processes, elements of experience can even be carried across generations. Elements of the collective experience of the species are reflected in the genome, while the experience of the individual is reflected in the expression of that genome. No other biological system has developed more sophisticated capacity to make and store internal representations of the external world – and the internal world – than the human central nervous system, the human brain. All nerve cells 'store' information in a fashion that is contingent upon previous patterns of activity (see Singer, 1995; Thoenen, 1995). Neurons are specifically designed to modify in response to external cues (e.g., neurohormones, neurotransmitters, neurotrophic factors; Lauder, 1988). These neurophysiological and molecular neurobiological properties underlie all of the complex functions mediated by the brain (thinking, feeling and acting). During development, the cognitive, motor, emotional and 'state'-regulating areas of the brain organize in response to experiences (see Perry, 1988; Brown, 1994; Perry 1997). And in each of the diverse brain systems which mediate specific functions, some element of previous experience is stored. This storage involves complex neuromolecular processes – use-dependent changes in synaptic microarchitecture and intracellular alterations in various important chemicals involved in cellular communication and gene expression (see Kandel, 1989). The details – those that are known – are outside the scope of this chapter. Yet to understand that the physical properties of neurons change with experience is crucial to understanding the concept of memory. Simply stated – the brain changes with experience – all experience, good and bad. The focus of this chapter is how the brain changes by storing elements of a traumatic experience. The brain allows the individual to sense the external and internal environment, process this information, perceive and store elements of these sensations, and act to promote survival, and optimize our chances for successful mating – the key to survival of the species. In order to do this, the brain creates internal representations of the external world -- taking information that was once external to the organism, transforming this into patterned neuronal activity and, in a 'use-dependent' fashion, creating and storing these representations (e.g., Kandel and Schwartz, 1982; Maunsell, 1995). A further remarkable characteristic of this internal representation is that the brain makes and stores associations between the sensory information (e.g., sights, sounds, smells, positions, and emotions) from that specific event (e.g., the pairing of the growl of the sabertooth tiger and danger) allowing the individual to generalize to sensory information present in current or future events. This chapter will discuss: 1) the process of making internal representations during traumatic events; 2) the development of associations specific to the traumatic event; 3) the generalization of these associations from trauma-specific cues to non-specific cues and 4) clinical implications of the storage and recall of trauma-related 'memories' during childhood. The Brain: Development and Plasticity The human brain is an amazing organ which acts to sense, process, perceive, store (create memories) and act on information from the internal and external environment to promote survival. In order to carry out these functions, the human brain has evolved a hierarchical organization -- from the regulatory brainstem areas to the complex, analytical cortical regions (Figure 1). More simple, regulatory functions (e.g., regulation of respiration, heart rate, blood pressure, body temperature) are mediated by the 'lower' parts of the brain (brainstem and midbrain) and the most complex functions (e.g., language and abstract thinking) by its most complex cortical structures (see Loewy and Spyer, 1990; Goldstein, 1995). (FIGURE 1 HERE) The structural organization and functional capabilities of the mature brain develop throughout life, with the vast majority of the critical structural organization taking place in childhood. Brain development is characterized by 1) sequential development and 'sensitivity' (from the brainstem to the cortex) and 2) 'use-dependent' organization of these various brain areas. The neurophysiological and neuromolecular mechanisms underlying this 'use-dependent' or activity-dependent neurodevelopment are the same which underlie the use-dependent development of 'memories'. Indeed, use-dependent development and the resulting organization of the brain are 'memories' - stored reflections of the collective experiences of the developing child. For each of the hundreds of neurophysiological systems and areas of the brain, their mature organization and functional capabilities reflect some aspect of the quantity, quality and pattern of somato-sensory experience present during the critical organizational periods of development (see Bennett et al., 1964; Gunnar, 1986; Lauder, 1988; Perry; 1988; Brown, 1994; Singer, 1995; Perry et al., 1995; Perry, 1997). This use-dependent property of brain development results in an amazing adaptive malleability such that the brain develops capabilities suited for the 'type' of environment it is growing in (Perry et al., 1995) . Children reflect the world in which they are raised. These various brain areas develop, organize and become fully functional at different stages during childhood. At birth, for example, the brainstem areas responsible for regulating cardiovascular and respiratory function must be intact while the cortical areas responsible for abstract cognition have years before they are required to be fully functional. Any brain area or system, once organized, is less sensitive to experience – less likely to change in response to experience – less plastic. It is of critical importance, then, that by age three, the vast majority of the brain has been organized. The brain of the three year old infant is ninety percent of adult size, while her body is only fifteen percent of adult size. The vast majority of brain development and organization takes place in these first few years of life. The degree of brain plasticity is related to two main factors – the stage of development and the area or system of the brain. Once an area of the brain is organized, it is much less responsive to the environment – it is less plastic. For some brain areas such as the cortex, however, significant plasticity remains throughout life, such that experiences can continue to alter, easily, neurophysiological organization and functioning. A critical concept related to memory and brain plasticity is the differential plasticity of various brain systems. Not all parts of the brain are as plastic as others. Once the brain has organized (i.e., after age three), experience-dependent modifications of the regulatory system are much less likely than experience-dependent modifications of corticallymediated functions such as language development (Figure 2). (FIGURE 2, about here) The Brain's Response to Threat The prime 'directive' of the human brain is to promote survival and procreation. Therefore, the brain is 'over-determined' to sense, process, store, perceive and mobilize in response to threatening information from the external and internal environments (see Goldstein, 1995). All areas of the brain and body are recruited and orchestrated for optimal survival tasks during the threat. This total neurobiological participation in the threat response is important in understanding how a traumatic experience can impact and alter functioning in such a pervasive fashion. Cognitive, emotional, social, behavioral and physiological residue of a trauma may impact an individual for years – even a lifetime. In order for any experience, traumatic or not, to become part of memory, it must be 'sensed' -- it must be experienced by the individual. The first step in experiencing is sensation. The five senses of the human body have the amazing capacity to transform forms of energy from the external world (e.g., light, sound, pressure) into patterned activity of sensory neurons. The first 'stop' of this sensory input from the outside environment (e.g., light, sound, taste, touch, smell) and from inside the body (e.g., glucose levels, temperature) is the lower, more 'regulatory' parts of the brain -brainstem and midbrain. As the sensory input comes into the brain stem and midbrain, it is matched against a previously stored patterns of activation and if unknown, or if associated with previous threat, an initial alarm response begins (e.g., Aston-Jones, Ennis, Pieribone, Nickel, & Shipley. 1986). The alarm response begins a wave of neuronal activation in key brainstem and midbrain nuclei which contain neurons utilizing a variety of neurotransmitters (e.g., norepinephrine, dopamine, serotonin), neuromodulators and neuropeptides such as ACTH, corticotrophin releasing factor, vasopressin. At this point, the complex pattern of sensory neuronal activity associated with a specific visual image -- or in different areas of the midbrain, with a specific smell or sound -- make connections with neuronal networks in these levels of the brain. A cascade of patterned neuronal activity is initiated in these primitive areas of the brain which moves up to more complex parts of the brain. In addition to sending these signals to higher parts of the brain, this cascade of activity also initiates a set of brainstem and midbrain 'responses' to the new information from the environment, allowing the individual to react in a near-reflexive fashion. In many instances, the brain's response to incoming sensory information will take place well before the signals can get to the higher, cortical parts of the brain where they are 'interpreted'. Activation of these key systems results in patterns of neuronal activation which move from brain stem through mid brain, to thalamic, limbic and cortical areas. At the level of the brain stem and midbrain, there is very little subjective perception. It is at the level of the thalamus and the limbic areas that the actual sensation of anxiety arises. It is only after communication with cortical areas that the individual is able to make more complex, cognitive associations which allow interpretation of that internal state of anxiety (Singer, 1995). Simply stated, then, the fear response will involve a tremendous mobilization and activation of systems distributed throughout the brain: terror involves cortical, limbic, midbrain and brainstem-based neurophysiology (see Gorman, Liebowitz, Fyer, & Stein, 1989). Because the neuronal systems alter themselves in a 'use-dependent' way in response to patterned, repetitive neuronal activation, a state of terror will result in patterned, repetitive neuronal activation in this distributed and diverse set of brain systems – resulting in a set of 'memories.' In each of these areas -- mediating cognitive, motor, emotional and state-regulation — elements of the traumatic event will be 'stored.' Memories of trauma have been created (see Terr, 1983; Pynoos and Nader, 1989; Schwarz and Kowalski, 1991; Schwarz and Perry; 1994). This overview describes the sensing, storing and perceiving elements of the response to threat. At each level of the brain, as the incoming input is 'interpreted' and matched against previous similar patterns of activation, a response is initiated. The brain responds to the potential threat. This immediate response capability is very important for rapid response to potentially-threatening sensory signals – the classic example of this is the immediate motor action of withdrawal of the finger after being burned – or the jump that takes place following an unexpected loud sound (startle response). Clearly, in order for the brain to react in this immediate, 'un-interpreted' fashion, the more primitive portions of the brain (i.e., the brainstem and the midbrain) must 'store' previous patterns of sensory neuronal input which are associated with threat – there must be 'state' memories – memories of previous patterns of sensory input which were connected with a bad experience – the combat veteran from Vietnam will have an automatic response to the sound of a helicopter (e.g., Figure 5). The classic 'response' to the threatening cues involves activation of the autonomic nervous system. Originally described by Cannon (Cannon. 1929; Cannon. 1914) this 'fight or flight' reaction involves the physiological manifestations of alarm, arousal and the emotion of anxiety (e.g., profuse sweating, tachycardia, rapid respiration). These physical symptoms are manifestations of activation of the autonomic nervous system and the hypothalamic-pituitary axis (HPA, see Giller, Perry, Southwick and Mason, 1990), again, an adaptive response to the impending threat. The physiological hyper-reactivity of post-traumatic stress disorder is a cue-evoked 'state' memory (see Figures 3, 4 and 5). The brain has taken a pattern of neuronal activation previously associated with fear and now, will 'act' in response to this false signal. The 'recall' of traumatic state memories underlies many of the abnormally persistent characteristics of the once-adaptive response to threat (see Perry, in press; Perry 1993; Perry, 1994). This persistence of the 'fear' state and the ability of now nonthreatening cues to become paired to a full blown threat response is related to the remarkable capacity of the human brain to make associations. (INSERT FIGURE 3 about here) The Brain's Ways of Categorizing Information: Association and Generalization Neuronal systems are remarkably capable of making strong associations between paired cues (e.g., the growl of a tiger and threat). Associations between patterns of neuronal activity and specific sensory stimuli take place in all brain areas, yet for complex associations involving the integration of multiple sensory modalities more complex brain areas (e.g., amygdala) are required, with the most complex associations taking place in cortical areas. Under ideal conditions, this capacity for association allows the brain to rapidly identify threat-associated sensory information in the environment, allowing the organism to act rapidly to promote long term survival (see Phillips and LeDoux, 1992). Yet the remarkable capacity of the brain to take a specific event and generalize, particularly with regard to threatening stimuli, makes humans vulnerable to the development of 'false' associations and false generalizations from a specific traumatic event to other non-threatening situations. These processes are crucial to understanding memory and trauma. Associations between neuronal patterns of activity derived from specific sensory cues are matched against a 'catalogue' of previous experiences. For example, in an individual with a history of traumatic experience, a simple rise in heart rate induced by a non-threatening experience (e.g., exercise; see Case 5) can trigger a brainstemmediated alarm response if in that individual's past, the neuronal patterns of activation that occur with increased heart rate matched those associated with severe threat. The brain has stored this state memory-- and has generalized this neurophysiological pattern of activity to indicate threat. Generalization is an adaptive process. It was far preferable for the vulnerable human to be too cautious, too hypervigilant and to over-read non-verbal cues of threat. Learning the association between the growl of the sabertooth and danger should only take one experience. Not many individuals who required more than one trial to learn this had a chance to pass on their genes. Indeed, it is likely that certain sensory cues are genetically-coded to induce an alarm state – as witness the pervasive nature of phobias to snakes or the stereotyped fashion in which infants will exhibit distress at loud, sudden auditory cues. Because paired associations have been created in these regulatory and more 'primitive' parts of the brain, a pattern of incoming sensory information may be interpreted as 'danger' and acted upon in the brainstem, midbrain and thalamus milliseconds before the information gets to the cortex to be interpreted as 'harmless.' For a combat soldier from Vietnam, the sound of a firecracker will still elicit a 'fear' response (e.g., increased heart rate, startle response) even though he knows it is a firecracker. This man's brainstem has interpreted and acted on the information before it has had a chance to get to the cortex to be interpreted in a more complex fashion. Brainstem, midbrain and limbic associative capabilities are at the heart of these automatic trauma-related "flashback" responses – emotional, motor and state memories. At each level of increasing complexity, the local associations become more complex. The associations in the brainstem are simple and categorical. Associations in the amygdala are more complex and allow interpretation of emotional signal and cues, including facial expressions -- and the intentionality they convey (threat, affiliation). Associations in the cortex are the most complex and may involve a variety of abstract elements -- associations between previously unpaired cues and various levels of 'meaning' can be made -- allowing abstract cognition. (INSERT FIGURE 4 about here) In post-traumatic stress disorders, associations between specific complex cues (e.g., helicopters) may become linked to the limbically-mediated emotion (anxiety). Limbic activation may result from cortically-mediated images (e.g., interpretation of a specific event as potentially threatening, or imagining a specific traumatic event). Once these limbic areas are activated, there may (or may not be) activation of lower midbrain and brainstem areas involved in the response to threat -- the efferent wing of the alarm response may or may not be activated. The degree of activation of the rest of the threatresponse neurobiology residing in the midbrain and brainstem depends, to some degree, upon the 'sensitivity' of these systems. Indeed, it is likely that PTSD involves a sensitization of these systems to threat-related cues, internal or external (see below). A sensitizing pattern of previous activation from a traumatic experience can dramatically change the sensitivity of the brain's alarm system (e.g., Kalivas et al., 1990). The result is a state of anxiety, even in the presence of what were originally non-threatening cues. A sensitized stress response apparatus then is likely a common etiology of traumarelated symptoms in children (see Perry et al., 1995). This is certainly the case for traumatized children where it has been demonstrated that exposure to chronic and repeated stressors literally alters a variety of brain stem related functions, including emotional and behavioral functioning (Perry. 1994; Perry, Southwick, & Giller. 1990). Use-dependent Storage of Experience: Types of 'Memory' The brain changes in response to patterned neuronal activity (see Perry, 1988; Courschene, Chisum and Townsend, 1994; Perry et al., 1995). All parts of the brain are capable of changing in response to changes in neuronal activity -- hence, all parts of the brain 'store' information and have, in some sense, memory. While the majority of research on memory has been in the cognitive memory, and more recently, implicit and procedural memory, other brain areas, responsible for other functions, change in response to activation and, thereby, make memories. Categorization of these 'memories' constitutes a review of major brain-mediated functions. Cognitive memories arise from 'use-dependent' changes in neuronal patterns of activity present during cognition (e.g., learning names, phone numbers, language). Motor vestibular memories arise from 'use-dependent' activation of motor vestibular parts of the brain (e.g., riding a bicycle, typing, dancing, playing the piano). Emotional or affect memories result from 'use-dependent' changes in neuronal patterns of activity present during specific emotional experiences (e.g., grief, fear, mirth). Emotional memories may (see LeDoux et al., 1990) manifest as first impression or transference. State memories develop when a pattern of activation in state-regulating parts of the brain occurs that is sensitizing, chronic or prolonged (e.g., chronic domestic violence, traumatic stress). The specific nature of the 'memory' or storage and the 'kind' of information that is stored and recalled in each of these major areas (cognitive, emotional, motor, state) is different depending upon the specific function of that given area or system (see Selden et al., 1991; Shors et al., 1990). During familiar routines the patterns of neuronal activity in the brain (especially in the regulatory systems in the brain) are familiar and similar to previously stored 'templates' of activation – that is, in equilibrium. Traumatic events disrupt these patterns, causing disequilibrium. Patterns of neuronal activity present during the traumatic experience are unlike those present during routine daily activities and therefore will influence and alter functioning from the cortex (cognition) to the brainstem (core physiological state regulation). Over time, a thought – recalling the trauma – may activate limbic, basal ganglia and brainstem areas – resulting in emotional, motor and arousal/state changes which are the functional residuals associated with the stored patterns of neuronal activation present in the original event (Greenwald, Draine and Abrams, 1996). Conversely, a state – arousal – may lead to activation of paired neuronal activity in the amygdala – resulting in an emotional change (see LeDoux et al., 1988) which may or may not be sufficient to activate associated cognitive memories. Indeed in many cases, the individual is completely unaware of 'why' they feel so fearful or depressed. The external or internal 'triggers' may not be something the person is aware of. It is the nature of the human brain to store experience. All experience. To generalize from the specific to the general. In children exposed to chronic abuse or neglect early in childhood, it is the rule that they will have little cognitive understanding (insight) of how the anxiety, impulsivity, social and emotional distress they suffer are related to the brain's creation of 'memories' during previous traumatic experience. Cognitive and affective (emotional) memory: The word memory, for most lay persons and for most mental health professionals, has come to signify some aspect of cognitive memory. In the recent past, the concept of emotional memory has received considerable attention, in large part due to the excellent research on the function of the amygdala conducted by investigators such as LeDoux (1988; 1989; 1990) and Davis (1992). The neurobiology and psychology of cognitive and affective memory has been reviewed extensively elsewhere (see Mesulam, 1990; Davis, 1992; LeDoux, Romanski, Xagoraris, 1989; Schacter, 1992; Squire, 1992; Siegel, 1996). The focus of the following discussion will be motor and state memory in relation to these other forms of memory (for more traditional discussion of motor and state memory see Knowlton, Maungels and Squire, 1996; Greenwald, Draine and Abrams, 1996). Motor/vestibular and state memories: In the same way that patterned neuronal activity (use) builds in cognitive memories, so does certain motor activity -- playing piano, riding a bicycle. The motor vestibular movements of a roller coaster may elicit an internal state associated with the playful experiences of a small child being tossing in the air by a parent. The fetal position clearly elicits and sense of soothing and calm. During the calmest, safest, warmest, least threatening time in the history of the 'brainstem' the neuronal patterns of proprioception associated with the fetal position were associated with the neuronal patterns of this calm, warm, safe – most soothed state. Therefore, as a motor memory, when the child or adult rolls into the fetal position, the neuronal patterns this evokes can evoke some elements of that original soothed state. Very few people, feeling overwhelmed or sick, will lie on their backs in the 'spread eagle' position. Similarly, a major organizing sensory pattern of the developing brainstem is the somatosensory pattern associated with maternal heart rate. During the crucial final trimester, when the neuronal apparatus of the brainstem is undergoing crucial processes related to building the organizational capacity to regulate heart rate, blood pressure, body temperature and respiration by birth, the primary 'environmental' sensation is the repetitive, relentless and rhythmic sound and feel of mother's heart beating. The fetus' senses (vibratory and hearing) translate these maternal patterns into patterns of neuronal activation in the developing brain. And, as the brain is organizing in utero, these maternal patterns play a role as organizing templates for the brain. Is it any surprise then, that cross cultural studies demonstrate that mothers, in all cultures, rock children with the same frequency (see Hatfield and Rapson, 1993). This frequency is between 70 and 80 beats/min – the same as the resting mother's heart rate. This 'frequency' of soothing may be related to the use of similar patterns of sound and movement in a host of healing or soothing rituals - again, practices observed through history and across cultures. One of the most powerful examples of the connections between a motor 'memory' and an 'emotional' and 'state' memory relate to oropharangeal motor activity – eating. For individuals fortunate enough to have an attentive, nurturing caregiver, eating as an infant (the time when the patterns of oropharangeal motor patterns related to eating are being built into the brain) becomes associated with eye contact, social intimacy, safety, calm, touch, cooing (e.g., Hatfield and Rapson, 1993). This wonderful, soothing and interactive somatosensory bath that the nurturing caregiver provides literally organizes and 'grows' the brain areas associated with attachment and emotional regulation (see Perry et al., 1995; Perry, 1997). Disruptions of this 'bath' by neglect, depression, trauma, or other chaotic, inconsistent experiences can result in abnormal development of the neurobiological systems and patterns of activity which are required for normal eating or relationship formation. Rumination and failure to thrive are classic clinical examples of the results of a severely disrupted maternal-infant somatosensory 'dance.' Another example of a disturbed motor memory related to eating is described in Case 3. (INSERT FIGURE 5 about here) Use-dependent Learning: State Dependent Storage and Recall As described above, the brain changes in a use-dependent fashion. All parts of the brain can modify their functioning in response to specific, repetitive patterns of activation. These use-dependent changes in the brain result in changes in cognition (this, of course, is the basis for cognitive learning), emotional functioning (social learning), motor-vestibular functioning (e.g., the ability to write, type, ride a bike) and state-regulation capacity (e.g., resting heart rate). No part of the brain can change easily without being activated -- you can't teach someone French while they are asleep or teach a child to ride a bike by talking with them. Mismatch between modality of teaching and the 'receptive' portions of a specific child's brain occur frequently. This is particularly true when considering the learning experiences of the traumatized child -- sitting in a classroom in a persisting state of arousal and anxiety -- or dissociated. In either case, the child is essentially unavailable to process efficiently the complex cognitive information being conveyed by the teacher. This principle, of course, extends to other kinds of 'learning' -- social and emotional. The traumatized child frequently has significant impairment in social and emotional functioning. Social and emotional capabilities are learned; they develop in response to experience -- experiences which these children often lack -- or fail at. Indeed, hypervigilant children frequently develop remarkable non-verbal skills in proportion to their verbal skills (street smarts). It is common that they over-read (misinterpret) nonverbal cues -- eye contact means threat, a friendly touch is interpreted as an antecedent to seduction and rape -- accurate in the world they came from but now, hopefully, out of context. During development, these children spent so much time in a low-level state of fear (mediated by brainstem and midbrain areas) that they were focusing consistently on non-verbal cues. In our clinic population, children raised in chronically traumatic environments demonstrate a prominent Verbal-Performance split on IQ testing (n = 108; WISC Verbal = 8.2; WISC Performance = 10.4, Perry, in preparation). This is consistent with the clinical observations of teachers that these children are 'bright' but can't learn easily. Often these children are labeled as learning disabled. These difficulties with cognitive organization contribute to a more primitive, less mature style of problem-solving -- with aggression often being employed as a "tool". This principle is critically important in understanding why a traumatized child -- in a persisting state of arousal -- can sit in a classroom and not learn (see Figures 3 and 4). At rest, the brain of this child has different areas activated -- different parts of the brain 'controlling' his functioning. The capacity to internalize new verbal cognitive information depends upon having portions of the frontal and related cortical areas being activated -which, in turn, requires a state of attentive calm (see Castro-Alamancos and Comori, 1996). A state the traumatized child rarely achieves (Perry et al., 1995). Children in a state of fear store and retrieve information from the world differently than children who feel calm (see Eich, 1995; Kim and Fanslow, 1992; McNally et al., 1990). We all are familiar with 'test' anxiety. Imagine what life would be like if all experiences evoked the persisting emotion of anxiety. If a child has information stored in cortical areas but in the specific moment is very fearful, this information is inaccessible. In this regard, cognitively-stored information does little good in the life-threatening moment. Simple didactic conflict-resolution models are doomed to fail unless they involve elements of role-playing. Imagine how much you would trust an Army that went through combat training by sitting in classroom -- or the E.R. physician about to run her first code after only leaning how to do that by reading a book. In the midst of most threatening experiences -- situations where violence often takes place -- the 'problemsolving' information in the cortex is not easily accessed. It is of interest to note that information learned in song, rhyme or rap is more easily recalled when in a state of high arousal. This is due, of course, to the fact that this information is stored in a different fashion than traditional verbal cognitive information. Case 1: State and affect memories elicited in a non-conscious state. D. is a 9 yo boy. He was victim of chronic and pervasive physical threat and abuse from this biological father. From the age of 2 until 6 he was physically and sexually abused by his father. At age 6 he was removed from the family. His mother acknowledged pervasive abuse. At age 8, he was seriously injured in a fall. He suffered from serious brain injury such that he was in a coma for 8 months following the injury. He continues to be difficult to arouse, is non-verbal, no form of meaningful communication is noted. In the presence of his biological father, he began to scream, moan, his heart rate increased dramatically. Audiotapes of his biological father elicit a similar response. Clearly the sensory information (sounds, smells) which was associated with father was reaching this child's brain in a way that elicited a 'state' memory. This child's brain did not have the capacity to have conscious perception of the presence of his father. However, the auditory and olfactory sensory neuronal patterns which entered this boy's brain were associated, even at the level of his brainstem and midbrain, with past states of fear. Therefore, with exposure to this unique pattern, the boy's brain sensed, processed and 'acted' on the information despite the fact that higher areas of his brain were damaged and incapable of full function. Exposure to his father elicited no cognitive, narrative memory; his agitation and increased heart rate were manifestations of affective and 'state' memories which were the products of many years of traumatic terror which had become associated with his father – and all of his father's attributes. Case 2: State and affect memory with no 'associated' cognitive memory: F. is a 15 yo male. From birth to age 8, he was continually exposed to severe physical abuse from his biological father. He witnessed many episodes of his mother being severely beaten by this father. As he grew older, he attempted to intervene and was seriously injured on several occasions. At age 8, his mother left his father. From that time forward, he was noted to be quiet, withdrawn and, in school, he 'tuned out' and was noted to be daydreaming. At age 10, he began having syncopal episodes of unknown origin. He received multiple evaluations by neurologists and cardiologists. We were to 'rule out' psychogenic causes of his fainting. On initial evaluation, the mother related the long history of domestic violence, abuse and a series of medical work-ups for a host of non-specific symptoms including headaches, fainting, 'seizures', chest pains and chronic emotional and behavioral problems. His resting heart rate was 82. When asked about his biological father, his heart rate fell to 62 and he became very withdrawn. On a walk in the hall, we asked about his abuse and his heart rate fell below 60 and he fainted. He was placed on Trexan, an opioid receptor antagonist, with a marked decrease in his syncope. He has persisting problems. This child exhibited a clear sensitization of the neurobiological systems involved in the dissociative response to threat (see Figure 3). Sensitization of the brainstem catecholamine systems are involved in the hyperarousal, hypervigilance, startle response and sympathetic nervous system hyper-reactivity in post-traumatic stress disorder (PTSD: Perry, Southwick and Giller, 1990). Similar sensitization of the opioid systems involved in dissociation is likely to account for the symptoms of cue-specific bradycardia, syncope, 'daydreaming,' and a host of other dissociation-related signs and symptoms (Perry et al., submitted). Case 3: Motor memories evoking state and affect memories. I first saw him in the basement cafeteria-style 'lunchroom at the Residential Treatment Facility. He -- small, wiry, herky-jerky, noserunning, dirty shirt sleeves, always out of chair, run on speech, T. -- sat with six other young boys at a round table covered in an institutional plastic, red-checkerboard tablecloth. It was lunch-time and all of the children were eating hot dogs, beans and potato chips. All except him. I was a new consultant to this Center. Sixty children, the majority 'in the system' after being removed from their abusive families and failing in an escalating series of 'least restrictive' placements -- foster family to another foster family to a psychiatric hospital to a therapeutic foster home back to the hospital to a residential treatment center for six months to a different foster family to this Residential Treatment Facility. Failed placements, failing system. T. stood out because he was loudly demanding that someone 'cut my hot dog -- cut my hot dog -- cut my hot dog'. A chant, a pressured, almost psychotic chant. A staff member came up to him and chided him for being 'a baby' about not eating the hot dog without it being cut. The staff member, with some good intentions, felt that this was the time to take a stand and make T. 'grow up'. "T. its time you act your age. See all the other kids are eating without me cutting this up. I won't cut it up." T. escalated, shouting louder, frantic. The staff member stood his ground. T. rose from his chair, the staff member commanded him to stay at the table. The confrontation ended with T. a sobbing, hysterical, out of control, child being physically restrained by two staff. He was led off to a quiet place -- to re-group, re-organize and, in some sense, to re-develop, emerging from his primitive, terrified disorganized state through various levels of psychological, cognitive and emotional organization back to his most mature level of functioning. "You can't indulge this kind of demanding behavior." The staff member said to me as they carried T. from the cafeteria. The other children seemed familiar with these confrontations -- and with the resulting physical restraint. They kept eating. One of the children at his table looked at me and said, " This always happens when we have hot dogs." Over the years I worked there, I came to see that T. would cut his bananas, he would take popsicles off of the stick and eat them with a spoon. He had a number of other 'unusual' or bizarre eating habits. He had a host of swallowing 'difficulties'. He needed to eat soft food -- rarely eating foods that were solid. He chewed forever and frequently gagged. While T. could tell anyone what these habits were, he had no idea why he had to do things that way. ``` "I just have to". " And if you don't ?" "I just get angry" " Angry ?" "Well, I guess. Maybe scared. Mixed up .....I don't know ." ``` T was an 8 yo boy. He had been forced to fellate his father from birth. And later, other men. Many other men. He was very young when this happened -- from birth on -- at age 6 he was finally taken from this life of pervasive, socialized abuse. Normal oropharyngeal 'patterns' of stimulation during development (primarily from eating) are associated with the development of normal eating and swallowing capabilities. Furthermore, these patterns of oropharyngeal stimulation take place in association with caretaker's soothing touch, and gaze, and smell and warmth and the satiey of being fed. This should be one of the most soothing, comforting positive sets of experiences an individual will have -- and it follows us through life. Eating involves 'trainable' neuromuscular events -- motor memories, if you will, -and these motor memories are linked to positive emotional, olfactory, gustatory and cognitive memories. But for T., the development of oropharyngeal stimulation was associated with other things -- fear, pain, gagging, suffocating in the flesh of a pedophile. No satiety, no calm, no comfort. Rather than the soothing warmth of the maternal breast, his brain internalized the confused, inconsistent, painful states associated with his abuse. Solid food in his mouth, his throat, evoked the state memories ingrained during the critical formative stages of his first six years. Eating for T. evokes fear and confusion -- he has to eat to survive-- there is some positive effect of eating but often enough, the evocative nature of the meal can erase these positive effects. With each meal, some small part of T. relives the abuse of his early childhood, some set of deeply burned-in state memories are accessed. These rarely, if ever, come to his awareness as a 'cognitive' memory -- he will likely never be able to have the insight to make the association between his eating habits and his early abuse. Each meal scratches at the slowly healing scars of his childhood. He remains small for his age. (from Perry, in press) Case 4: Cognitive narrative memory evokes affect, motor and state memory. C , a 5 year old child, witnessed her father shoot and kill her mother and then himself. She started attending our clinic within days after the event. She came to the clinic on a regular basis. Five weeks later, during a one hour free-play therapy session, a semistructured PTSD interview was conducted (see Figure 6). When asked about the worst thing that ever happened to her, she had a marked alteration in her facial expression, stopped playing, moved her face and head away from the interviewer and stared into space. After a long moment, she stated, "I wanted to stay up late last weekend and have pizza, but I had to go to bed." The rest of the interview was characterized by single word responses which minimized her distress or the traumatic nature of her parent's death. (FIGURE 6 about here) This child exhibited a classic dissociative response when evocative cognitive cues of the murder/suicide were brought up. This dissociative state was protective and was evoked – a state memory – by merely thinking about the events. Her mood, motor movements and state of physiological regulation all were altered by this narrative memory. Narrative recall 'memory' was strongly linking to affect, motor and state memories in this child, a common finding in individuals following trauma (see Burke, Heuer and Reisberg, 1992). Case 5: State memories evoking cognitive and affect memories T. is an 18 yo female. She was brutally raped at age 17. She had no previous history of psychiatric symptoms or treatment. She was seen within a month after her rape for symptoms related to an acute trauma response (e.g., anxiety, sleep problems, guilt, dysphoria). A prominent memory of the event was "I felt my heart was going to burst it was beating so hard. I felt it pounding against my chest." Prior to the event, she had exercised on a regular basis, deriving significant pleasure from the activities. Since the time of the rape, she had been unable to exercise. At multiple points during the treatment, she was free of anxiety, felt energetic and returned to exercising. She would immediately find herself having intrusive ideations of the rape, dysphoria and anxiety. Ultimately the connection between her increased heart rate and the affective and cognitive memories of the rape was identified. Once the recognition was made that increased heart rate would trigger a cascade of emotions and recollections, she was able to guide herself through a form of progressive desensitization. Over time she was able to disconnect increased heart rate from the distressing affect and the cognitive recollections of the rape. This example of a 'state' memory eliciting intense affect and cognitive memory illustrates powerful associations that can exist between various neuronal systems and functions that are co-activated during a trauma. In many cases, the state-elicited distress is not associated with a clear cognitive recollection, nor is the manifestation of the symptom proximal in time to the trauma. In these situations, it is often very difficult to make the connections which allow for effective therapeutic interventions. Indeed, it is likely that many 'states' of distress are activated by accessing state or affect memories without any clear cognitive or narrative associations to a specific trauma or experience. This is very common in young children who are pre-verbal or cognitively immature. Often their behaviors or symptoms are never connected to past experiences and traumatized children may get labeled as having Attention Deficit Hyperactivity Disorder or Conduct Disorder based merely upon the current presentation of symptoms. These diagnostic labels, while often accurate, do not give the clinician any clues to etiology, prognosis or treatment approach that would be suggested by knowing the relationships between past trauma and current functioning. Case 6: State memory in a pre-verbal child: X is a 3 year old boy referred to our clinic following the murder of his 18 month old sister. X witnessed the murder of his 18 month old sister by a caretaker. Over a series of non-intrusive clinical contacts, X developed a sense of familiarity and comfort at our clinic. Approximately two months after the event, a semi-structured interview was conducted. During the non-intrusive part of the interview, X was spontaneous, interactive, smiling and age-appropriate in his play. When the direct questioning began (see Figure 7), his heart rate increased but his behaviors remained constant. Within 5 seconds of being asked about his sister, his heart rate dramatically increased and his play stopped. He broke eye-contact, physically slowed and became essentially nonresponsive. This dissociative response was accompanied by a decrease in his heart rate to the previous baseline level of the free play portion of the interview. Similar alterations in heart rate and induction of a 'protective' dissociative response could be elicited by exposure to cues associated with the murder. In this situation, this child, upon direct questioning, gave no verbal or narrative information about the event. This 'lack' of a narrative memory, however, did not mean that the child had not 'stored' the experience. Clearly, he demonstrated clear and unambiguous evidence of emotional and state memories when verbal or non-verbal cues were used to evoke the event (Figure 7). (INSERT FIGURE 7 about here) Traumatic Memory and the Law: Vulnerable Children Specific problems are posed by the child narrative when it is part of a forensic proceeding. The focal conflict is that the law is a primarily verbal domain while communication in children – particularly when communicating about a traumatic event – is primarily non-verbal. In the law words are considered the only essential element of a narrative. In the traumatized child, the narrated words are mere shadows of what is being communicated as they recall the event. The child's recall of a traumatic event involves not just the narrative shards as recalled using cognitive memory but also the intense fear of the emotional memory, the motor agitation of the motor memories and the physiological arousal (or dissociative response) of the state memory. Yet the syntax, semantics and grammar of these non-cognitive narrations do not yet have the standing in court that the syntax, semantics and grammar of verbal language does. Learning the language of trauma and translating the verbal and non-verbal elements of this language will require many more years of investigation. Yet, as this investigation is underway, it is the task of all of us working with maltreated children to educate our peers and the rest of society that this language exists (e.g., Briere and Conte, 1993; Ceci and Bruck, 1993). To educate our society that traumatic events, like other experience, change the brain. Further, that the brain stores elements of the traumatic events as cognitive memory, motor memory, emotional memory and state memory, altering the functional capacity of the traumatized individual. And, in the end, by robbing the individual potential of millions of children each year, childhood trauma and neglect robs the potential of our families, our communities and our societies. Trauma, Memory and History: Transgenerational Memory of Culture and Society Traumatic events impact millions of children and adults across the world each year. War, rape, floods, earthquakes, physical abuse, neglect --- all create memories for individuals, for families, for communities and for societies. The memory of trauma is carried not only through the life of the individual by their neurobiology but it is carried in the life of a family through family myths, childrearing practices and belief systems. Major traumatic events in the history of a people or culture become memorialized, as well, and carried forward across generations in our literature, our laws and our very social structures. It is the unique property of living systems to carry forward elements of past experience – indeed, for all living systems, the present is contingent upon and a reflection of that past experience. In a very true sense, a body collective – a group – is a living, dynamic system. And, as the individual carries its own history forward using the apparatus of neurobiological mechanisms related to memory, each living group carries its memories forward in time. Yet living groups – families, clans, societies – carry this information forward using different mechanisms of recording and storage. Over the history of humankind, the methods for recording and storing the experiences of the group have evolved. In our distant past, humans living groups passed experience from generation to generation using oral tradition – and sociocultural practices – language, arts, belief systems, rules, law – all were reflections of the past – and with each generation, modification, amendment, and alteration of the past 'memory' was modified by present experience. With the development of written language, information could be passed across generations more efficiently. Sociocultural advance occurred at an increased rate, made possible by more efficient 'remembering' of the lessons (good and bad) from the past. The 'brain' of humankind – the libraries of the world -- kept 'civilization' alive through its darkest moments – and even if generation after generation during a given period in history did not take advantage of this 'memory' – the information was not lost to humankind. Later in history, again, with the introduction of the printing press, the past was more efficiently stored and passed on. Books became available for everyone. More people became literate. Information of all sorts – arts, science, social studies-- was stored in books. Again, a tremendous advancement in human sociocultural evolution can be traced to this process – to literacy and widespread education. Information from the past – primarily cognitive information – enriched the present. The rate of creativity was accelerated; invention and innovation – new ideas, machines, products, processes – were facilitated by the more efficient sociocultural 'memory' allowed by books and literacy. Now, in the span of a lifetime, the accumulated and distilled experience of thousands of generations could be absorbed – and acted upon to create sociocultural advances. And now, we are in the first generations of a new era of recording, storing and transmitting information – electronic media – tapes, photographs, videos, films – all immortalize the experiences of humankind. The electronic media allow a unique and different form for the memory of an individual, family, community and society to pass from generation to generation. There is great hope for humankind in these advances. In the past, the inefficient methods of recording, storing and passing on the horror of war, rape, neglect, abuse, starvation, misogyny, slavery – allowed these lessons of living to be edited, modified, distorted and, with tragic consequences, forgotten. Only elements of the experience of war were passed across generations – the heroism of an individual, the success of the nation -- and the emotional 'memory' of war – the hate, rage, death, loss – has been transformed, altered and, all too often, forgotten. Creative artists have always played the role of 'emotional' memory for a culture. In ways that standard recording of simple facts and figures cannot convey, a painting, poem, novel, or film can capture the emotional 'memory' of an experience. But in a society where access to and 'artistic' literacy is low, the emotional lessons of the past are easily lost. And when the last veteran of each distant war died, an element of the emotional 'memory' of that horror died as well. Unable to carry the emotional memory of war to the next generation – history could much more easily repeat itself – or more honestly, we could much more easily repeat history. But with documentary and creative film and video, which can convey both the fact and the emotion, maybe it will be harder for us to forget the past – and we, therefore, will be not so doomed to repeat it. Yet the ever present danger of recording, storing and passing on false images, false stories, false history can be equally destructive. The responsible use of film, video, electronic storage may allow us to use these advances to promote and pass on those qualities which create, sustain and grow our humanity and, over many generations, to leave behind those qualities which rob our humanity (racism, misogyny, factionalism). Can we change our world to create fewer traumatic memories to carry into the next generations – fewer traumatic events to shape our children who will create our future social structures ? How can we heal the scars of individual and group trauma that haunt us today ? Can we ever make racism, misogyny, maltreatment of children – distant memories ? There are solutions. These conditions are not the inevitable legacy of our past. When an individual becomes self-aware, there is the potential for insight. With insight comes the potential for altered behavior. With altered behavior comes the potential to diminish the transgenerational passage of dysfunctional or destructive ideas and practices. And so it must be for groups. As a society, we cannot develop true insight without selfawareness. Enduring socio-cultural changes in racism, misogyny and maltreatment of children cannot occur without institutional and cultural insight and the resulting altered institutional and cultural behavior. The challenge for our generation is to understand the dynamics and realities of our human living groups in a way that can result in group insight – which, inevitably, will lead to the understanding that we must change our institutionalized ignorance and maltreatment of children. Acknowledgments This work was supported, in part, by grants from CIVITAS Initiative, the Hogg Foundation, the Children's Crisis Care Center of Harris County, Maconda O'Connor and Anonymous X. References Aston-Jones, G., Ennis, M., Pieribone, J., Nickel, W.T., & Shipley, M.T. 1986. The brain nucleus locus coeruleus: restricted afferent control over a broad efferent network. Science, Vol. 234, 734-737. Bennett, E. 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Annual Meeting of the American Academy of Child and Adolescent Psychiatry, New Research, Perry, BD, Pollard, R, Blakely, T, Baker, W, Vigilante, D Childhood trauma, the neurobiology of adaptation and 'use-dependent' development of the brain: how "states" become "traits'". Infant Mental Health Journal 16 (4): 271-291, 1995 Perry, B, Southwick S, and Giller E: Adrenergic receptor regulation in post-traumatic stress disorders, in Advances in psychiatry: biological assessment and treatment of post-traumatic stress disorder, E. Giller, Editor. 1990, American Psychiatric Press: Washington, D.C. , pp . Phillips, R.G., & LeDoux, J.E. (1992). Differential contribution of amygdala and hippocampus to cued and contextual fear conditioning. Behav Neurosci, Vol. 106, 274285. Pynoos, R and Nader K: Children's memory and proximity to violence. Journal of the American Academy of Child and Adolescent Psychiatry, 1989. 28: p. 236-241. Schacter. D. L. 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Plasticity and brain organization: Once the human brain has organized in childhood, it remains capable of changing in response to experience. Yet not all parts of the brain are equally 'changeable.' With relatively brief cognitive experiences we can learn a new phone number but it is much more difficult to make a new 'motor' memory. To make a new 'state' memory - to modify the brainstem, however - is even more difficult. Prolonged or repeated activation of the neurophysiology of stress or alarm must occur to make state memories (see text). This, of course, is the reason that therapeutic activities require prolonged and repetitive experience. The parts of the brain in which the dysfunctional symptoms arise are often midbrain and brainstem, which are relatively more difficult to modify than the cortex. Figure 3. State-dependent adaptations to threat. Different children have different styles of adaptation to threat. Some children use a primary hyperarousal response some a primary dissociative response. Most use some combination of these two adaptive styles. In the fearful child, a defiant stance is often seen. This is typically interpreted as a willful and controlling child. Rather than understanding the behavior as related to fear, adults often respond to the 'oppositional' behavior by becoming more angry, more demanding. The child, over-reading the non-verbal cues of the frustrated and angry adult, feels more threatened and moves from alarm to fear to terror. These children may end up in a very primitive "minipsychotic" regression or in a very combative state. The behavior of the child reflects their attempts to adapt and respond to a perceived (or misperceived) threat. Figure 4. State-dependent cognition and the response to threat. One of the most important elements of understanding the child living in the Vortex of Violence, is that all humans process, store, retrieve and respond to the world in a state-dependent fashion. When a child is in a persisting state of arousal due to persisting exposure to threat, the primary areas of the brain which are processing information are different from those in a child who can be calm. The calm child may sit in the same classroom next to the child in an alarm state, both hearing the same lecture by the teacher. Even if they have identical IQs, the child that is calm can focus on the words of the teacher and, using neocortex, engage in abstract cognition. The child in an alarm state will be less efficient at processing and storing the verbal information the teacher is providing. This child's cognition will be dominated by sub-cortical and limbic areas, focusing on non-verbal information -- the teachers facial expressions, hand gestures, when she seems distracted. And, because the brain internalizes (i.e., learns) in a 'use-dependent' fashion, this child will have more selective development of non-verbal cognitive capacities. The children raised in the vortex of violence have learned that non-verbal information is more important than verbal -- "when daddy smells like beer and walks funny, I know he will hurt mommy." As a child moves along the continuum of arousal, the part of the brain which is 'orchestrating' functioning shifts. This process reflects ontogeny, such that the more distressed one is , the more primitive are the brain areas responsible. An important reflection of this is how the sense of time is altered in alarm states. Sense of future is foreshortened. The critical time period for the individual shrinks. The threatened child is not thinking (nor should she think) about months from now. This has profound implications for understanding the cognition of the traumatized child. Immediate reward is most reinforcing. Delayed gratification is impossible. Consequences of behavior become almost inconceivable to the threatened child. Reflection on behavior -- including violent behavior -- is impossible for the child in an alarm state. Cut adrift from internal regulating capabilities of the cortex, the brainstem acts reflexively, impulsively, aggressively -- to any perceived threat. Eye-contact for too long becomes a life-threatening signal. Wearing the wrong colors.-- a hand gesture -- cues that to the calm adult reading about another 'senseless' murder in the paper are insignificant but to the hypervigilant, armed adolescent born and raised in the vortex of violence, are enough to trigger a 'kill or be killed' response. Figure 5. Physiological state memory in a child with PTSD. reactivity (e.g., motor hyperactivity, anxiety, impulsivity, hypervigilance, sleep disturbance). ( Right) HR distribution under free play and interview conditions. Note 1) the reproducibility of the increased baseline heart rate during interviews and the separation of the free play (baseline) distribution for the interviews. (Left) Continuous tracing of a free play session, (with the same adult therapist as during the structured interview: mean HR = 105) and two separate structured PTSD interviews (mean HR = 119) with a young male (age = 9). This boy met DSM IV criterion for PTSD and exhibited prominent symptoms of physiological hyper questions and had a marked decrease in her HR (mean = 112 compared to the free play mean of 128). (Right) HR distribution demonstrating almost complete separation of the two conditions—both with the same therapist/interviewer during the same session. Figure 6. Physiological state memory in a child with primary dissociative symptoms. (Left) Continuous tracing of a similar free play session as described above. This tracing is from a young girl (age = 8) who met criterion for PTSD. She exhibited primarily dissociative and avoidant symptoms. During the structured interview, she exhibited profound symptoms of dissociation, gave 'invalid' and inaccurate responses to the Figure 7. State memory of a witnessed murder in a three year old child. A three year old child witnessed the murder of his 18 month old sister. During a therapeutic session, a free play 'baseline' heart rate was established. When direct, but nonthreatening, questioning began, his heart rate increased. Within 5 seconds of being asked about his sister, a dramatic increase in heart rate was seen with an immediate behavior inhibition and dissociative response. His heart rate fell and non-intrusive questioning resumed. 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Survey of the Old Testament Ruth Ruth Ruth was a virtuous woman (3:11) …a hard worker (2:2, 3, 7, 17) Boaz was kind and generous (2:8-9, 14-16) …did right (3:12-13; 4:9-10) Ruth Set in the time of the judges (1:1) Glimpse of faithful people during this time of apostasy Sets the stage by giving David's lineage (4:1722) Ruth Kinsman redeemer responsibility (Lev. 25:25) Levirate marriage (Dt. 25:5-6) Kinsman redeemer marriage? Extension of "levirate" marriage? Ruth in lineage of Jesus (Mt. 1:5) 2/19/2018 1	<urn:uuid:72556abf-17d2-4294-a7a2-00d8e7ba8331>	CC-MAIN-2018-47	http://media.virbcdn.com/files/50/4541a4bed665e5be-Ruth.pdf	2018-11-14T11:47:42Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00129.warc.gz	231,978,327	185	eng_Latn	eng_Latn	0.542057	eng_Latn	0.542057	[ "eng_Latn" ]	false	docling	[ 520 ]	[ 1.3359375 ]	1	1
UDC 372.8 Rapid Mental Сomputation System as a Tool for Algorithmic Thinking of Elementary School Students Development 1 Rushan Ziatdinov 2 Sajid Musa 1-2 Fatih University, Turkey 34500 Büyükçekmece, Istanbul 1PhD (Mathematical Modelling), Assistant Professor 2 E-mail: firstname.lastname@example.org Research Student E-mail: email@example.com Abstract. In this paper, we describe the possibilities of using a rapid mental computation system in elementary education. The system consists of a number of readily memorized operations that allow one to perform arithmetic computations very quickly. These operations are actually simple algorithms which can develop or improve the algorithmic thinking of pupils. Using a rapid mental computation system allows forming the basis for the study of computer science in secondary school. Keywords: algorithmic thinking; rapid mental computation; Trachtenberg system; informatics education; mathematics education. 1. Introduction Algorithmic thinking is regarded as a representation of the sequence of actions, along with imaginative and logical thinking that defines the intellectual power of man, i.e., his creativity. Planning skills, the habit of accurate and complete description of their actions, can help students to develop algorithms for solving problems of different origins. Algorithmic thinking is a necessary part of the scientific world view. At the same time, it also includes some general thinking skills that are useful in a broader context, these include, for example, splitting a task into subtasks. For student teaching algorithmic thinking, only the ability to perform arithmetic operations on integers is needed. Knowledge can be the active use of games, theatrical problems. It is well-known that an algorithm is a fundamental concept in preparing informatics teachers. Learning algorithmic thinking can start in the early years of a child's life and must be oriented around the thinking ability of young children. Despite this fact, the development of an algorithmic style of thinking encounters many problems such as, for example, in South Korea where elementary school students have a weakness in algorithm and modelling (Cha et al., [6]). In the Czech Republic, where the user approach by students has been increasing, still has the problem that the algorithmic approach is almost unknown to them (Milkova, [17]). Futschek et al. [10] present in a learning scenario Tim the Train for primary school children that involves tangible objects and allows a variety of interesting tasks designed to assist in the learning of basic concepts of algorithmic thinking. Kolczyk [9] discusses some useful examples of tools and techniques which future informatics teachers should be familiar with. An interesting work by Knuth [16] deals with philosophical questions connected with the actual role of the notion of an algorithm in mathematical sciences, as well as its understanding by computer scientists. Cooper et al. [8] have introduced Alice, a 3-dimensional animation tool that provides a learning environment which may be helpful in developing algorithmic thinking. Hubálovský et al. [20] have considered algorithmic learning as an example of a physical problem and used step by step modelling and several approaches as a solution to this. This approach, as well as our case, demonstrates possible interdisciplinary learning, which is considered to be a very important part of future teachers' education. The Australian Informatics Competition (AIC), which has the unique feature of three-stage tasks that invite algorithmic thinking by posing similar problems of increasing size, has been described by Burton [5]. Schwank [19] noted that differences in students' construction and analysis of mathematical algorithms may be explained by the differences between predicative and functional cognitive structures. Moreover, recently Futschek [11] has shown that algorithmic thinking is a key ability in informatics that can be developed independently from learning programming, and this was great motivation for us to investigate if there are any other effective methods except programming that can improve algorithmic thinking. Aside from the Trachtenberg system, several other techniques of rapid mental computation exist. These are Vedic mathematics (Agrawala, [1]) and the Mental Abacus (Stigler, [20]) etc. However, we will not deal with these much as our main subject is the Trachtenberg system. We will simply give a brief and concise idea of the other two techniques mentioned. Vedic mathematics originated in India. Inspired by the Vedas, or sacred Hindu texts, Bharati Krishna Tirthaji (18811960), a saint-yogi, researched the ancient Indian scriptures and drew forth 16 sutras, or wordformulae, thus creating Vedic mathematics. It is designed to utilize the right side of the brain; hence making math more assessable to larger audiences. Like the Trachtenberg system, Vedic mathematics is a mental tool for calculation that encourages the development and use of intuition and innovation, while allowing the student a lot of flexibility, fun and satisfaction. With such techniques, the students do not just learn, they also enjoy themselves as they play with numbers and their mental calculation abilities. 2. Existing rapid mental computation systems Calculating numbers, such as 998 x 997 in less than five seconds flat, is one of the best examples of Vedic mathematics. It also helps in solving many mathematical problems in the branches of arithmetic, algebra, calculus and even geometry. With its extremely fast way of calculation, Vedic mathematics soon became known as "High Speed Vedic Mathematics". It has paved the way for the success of the students in many mathematical competitions and examinations. The Mathematics of OZ: Mental Gymnastics from Beyond the Edge was created and designed by Clifford Pickover, Dorothy and Dr. Oz (Pickover, [18]). The tests devised by Dr. Oz to assess human intelligence are used to enhance the brain of even the most avid puzzle fan. The Mathematics of Oz focuses on a variety of topics: geometry and mazes, sequences, series, sets, arrangements, probability and misdirection, number theory, arithmetic, and even several problems dealing with the physical world. As many of children struggle in mathematics nowadays, Speed Math for Children was created especially with them in mind. Tricks for understanding fractions and decimals are given, furthermore, checking answers right after every calculation is also taught. A new and revised edition of Speed Math for Children features new chapters on memorizing numbers and general information, calculating statistics and compound interest, square roots, logarithms and easy trig calculations. Created so that anyone can understand, this book teaches simple strategies that will boost calculation skills. Making math easy and fun is possible with speed mathematics and this book fits those who enjoy working with figures and even those who are terrified of numbers. With regard to the Mental Abacus, as we all might know, the abacus originated in China. Even before the 14th century the Chinese were using the abacus as their computing device in all trade and business dealings they were associated with. Six centuries have passed and the abacus, which is an ancient calculating device, is still being used in China and Japan. Nowadays, there are many skilled abacus operators and they visualize a mental image of the abacus, performing rapid mental calculations by manipulating the beads on their "mental abacus". Eleven-year-old Chinese children at three levels of abacus expertise were observed performing both abacus and mental addition. Response times and errors were examined as a function of problem type and mode of computation. The results indicate that abacus training has both quantitative and qualitative effects on children's mental calculation skills. However, the "mental abacus" is used by experts (Stigler, [20]) and before one tries the mental abacus, one must be an abacus user with great experience. Chuk Lotta has presented the 250 ten-minute quizzes he developed to help boost his students' mental math skills and their scores on standardized tests. Topics covered include addition, subtraction, multiplication, division, numeration, patterns, per cents, ratios, rounding, prime numbers, geometry and much more. 1106 The amazing mathematical system discussed by Harry Lorayne makes it possible to become a math whiz and can have you solving problems in addition, subtraction, division and multiplication as fast as any calculator and with an even greater degree of precision. Based on the same idea used in the Asian abacus, it requires no more equipment than a pencil and paper. Rapid Math contains a few of time-saving tips and tricks for performing common math calculations. It contains sample problems for each trick, leading the reader through step by step. It also has sections on "Mathematical Curiosities" and "Parlor Tricks" created by Edward H. Julius (Julius, [15]). Mathemagics (Benjamin et al., [2]) shows how to add, subtract, multiply and divide faster in your head than with a calculator, let alone using pencil and paper. With Mathemagics these tricks are so easy to learn that they make calculating actually enjoyable. 3. The basics of the Trachtenberg rapid mental computation system Rule 3.1 (Multiplication by 11) The last number of the given digit is put down as the right-hand figure of the answer. Each consecutive digit of the given number or the multiplicand is added to its neighbour at the right. The first digit of the multiplicand becomes the left-hand number of the answer. Then we get the final answer. In this section we will be seeing an alternative way of multiplication without using any of the multiplication table rules. The system uses some of the basic operations, such as addition and subtraction, and associates them with some unique rules which are actually simple algorithms containing if-then-else-else if as conditional statements. Example 3.1 \| 1+0 \| 1+2 \| 2+3 \| 3+0 \| \|---\|---\|---\|---\| \| 1 \| 3 \| 5 \| 3 \| Example 3.2 Rule 3.2 (Multiplication by 12) Double every digit in turn and add its neighbour. \| \| 4 \| 9 \| 7 \| \|---\|---\|---\|---\| \| 0+4 \| 4+9=(1)3 \| 9+7=(1)6 \| 7+0 \| \| 4+(1) \| 3+(1) \| 6 \| 7 \| Example 3.3 \| \| 4 \| 9 \| \|---\|---\|---\| \| 0+4 \| 4×2+9=(1)7 \| 9×2+7=(2)5 \| \| 4+(1) \| 7+(2) \| 5+(1) \| \| 5 \| 9 \| 6 \| Before we proceed, there are some terms that we will be using a lot, such as the left-hand figure, neighbour and right-hand figure. Left-hand figure means the top left digit of the given example. Neighbour indicates the next left number of the digit which we are using. While the righthand figure is the top right digit of the given number. Another important rule we have to keep in mind is if we take half of the digits, especially for the odd numbers, we throw away the 1 over 2. For example half of 3 is 1. It is really 1 and 1 over 2, but as we apply the rule, we throw away 1 over 2. The same thing goes for 5 which is 2, 7 which is 3 and 9 which is 4. But for even numbers like 2, 4 and the others, there is no need for such a rule. As we continue to grasp the rules, we must keep in mind the difference between the even and odd numbers, because we will be using even numbers: 0,2,4,6,8 and the odd numbers: 1,3,5,7,9 a lot in the succeeding rules. Based on these numbers, we will be encountering different rules based on their group. Rule 3.3 (Multiplication by 6) In every digit add the half of its neighbour and add another 5 if the digit is odd. Example 3.4 \| \| 4 \| 9 \| \|---\|---\|---\| \| 0+2 \| 4+4=8 \| 9+3+5=(1)7 \| \| 2 \| 8+(1) \| 7+(1) \| \| 2 \| 9 \| 8 \| Rule 3.4 (Multiplication by 7) Double the digit and add half of its neighbour, and add another 5 if the digit is odd. Example 3.5 \| 0×2+2=2 \| 4×2+4=(1)2 \| 9×2+3+5=(2)6 \| \|---\|---\|---\| \| 2+(1) \| 2+(2) \| 6+(1) \| \| 3 \| 4 \| 7 \| Rule 3.5 (Multiplication by 5) Take the half of its neighbour and add another 5 if the number is odd. Example 3.6 \| 2+0 \| 4+0=4 \| 3+5=8 \| \|---\|---\|---\| \| 2 \| 4 \| 8 \| As we notice we only add another 5 for those numbers which are odd, but for the even numbers they remain as usual and we will not add any 5 to it. Rule 3.6 (Multiplication by 9) Subtract the right-hand figure of the given number by ten. Taking the remaining numbers up to the last one, subtract it from 9 and add the neighbour. Finally, when you are left with zero in front of the given number, subtract 1 from the neighbour and that serves as the final digit of the answer. Example 3.7 \| \| 4 \| 9 \| \|---\|---\|---\| \| 4-1=3 \| 9-4+9=(1)4 \| 9-9+7=7 \| \| 3+(1) \| 4 \| 7 \| Rule 3.7 (Multiplication by 8) Subtract the right-hand figure from ten and double it. Taking the remaining numbers up to the last 1, subtract it from 9 and double it, when you get the result add the neighbour to it. For the left-hand figure, subtract 2 from it and then we get the last digit of the answer. Example 3.8 \| \| 4 \| 9 \| \|---\|---\|---\| \| 4-2=2 \| (9-4)2+9=(1)9 \| (9-9)2+7=7 \| \| 2+(1) \| 9 \| 7 \| \| 3 \| 9 \| 7 \| Rule 3.8 (Multiplication by 4) Subtract the right-hand figure of the given number from ten and add 5 if that digit is odd. Taking the remaining numbers up to the last 1, subtract it from 9, add half of its neighbour plus another 5 if the number is odd. Under the zero in front of the given number, write half the neighbour of this zero minus 1. Example 3.9 \| \| 4 \| 9 \| \|---\|---\|---\| \| (4over2)-1=1 \| 9-4+4=9 \| 9-9+3+5=7 \| \| 1 \| 9 \| 8 \| Rule 3.9 (Multiplication by 3) Subtract the right-hand figure of the given number from ten and double the result plus another 5 if the number is odd. Taking the remaining numbers up to the last 1, subtract it from 9 and double the result then add half of its neighbour plus another 5 is the number is odd. Finally, divide the left-hand figure by half then subtract 2. That gives us the final digit of the answer. Example 3.10 \| \| 4 \| 9 \| \|---\|---\|---\| \| (4over)-2=0 \| (9-4)2+4+5=(1)4 \| (9-9)2+3+5=8 \| \| 0+(1) \| 4 \| 8+(1) \| \| 1 \| 4 \| 9 \| For more comprehensive information on the Trachtenberg system, as well as the algorithms of multiplication of any digit numbers, the reader is referred to Trachtenberg [22]. We have discussed the possibilities of using the Trachtenberg rapid mental computation system as a tool for improving the algorithmic thinking of elementary school students. It is wellknown that one of the problems of the computer science propaedeutic course is developing algorithmic and logical thinking. In our opinion, algorithmic thinking development can be started in elementary school in mathematics lessons, since to think algorithmically means the ability to solve problems of various origins, requiring an action plan to achieve the desired result, and only mathematics can be considered as the universal language for describing the laws of nature. 4. Conclusions and future research Our implementation of several multiplication algorithms in computer algebra system Matlab 2011a has shown that the Trachtenberg rapid mental computation system can decrease the computation cost of multiplying numbers. So, there might be hope that computations in computer algebra systems based on the Trachtenberg system can accelerate operations with numbers. All these issues would offer considerable scope for our future work. References 2. Benjamin, A., Shermer, M. (2006). Secrets of Mental Math: The Mathematicians Guide to Lightning Calculation and Amazing Math Tricks. California, USA: Three Rivers Press. 1. Agrawala, V. S. (1992). Vedic mathematics. Motilal Banarsidass Publ., India. 3. Bill Handley. (2007). Speed Math for Kids: The Fast, Fun Way To Do Basic Calculations, California, USA: John Wiley & Sons. 5. Burton, B. A. (2010). Encouraging algorithmic thinking without a computer. Olympiads in Informatics 4, 3 – 14. 4. Bill Handley. (2012). Speed Mathematics, California, USA: John Wiley & Sons. 6. Cha, S. E., Jun, S. J., Kwon, D. Y., Kim, H. S., Kim, S. B., Kim, J. M., Kim, Y. A., Han, S. G., Seo, S. S., Jun, W. C., Kim, H. C., Lee, W. G. (2011). Measuring achievement of ICT competency for students in Korea. Computers and Education 56 (4), 990 – 1002. 7. Chuck Lotta. (2000). Fast & Fun Mental Math: 250 Quick Quizzes to Sharpen Math Skills Every Day of the School Year. New-York: Scholastic Inc. 8. Cooper, S., Dann, W., Pausch, R. (2000). Developing algorithmic thinking with Alice. In: Information System Educators Conference. pp. 506 – 539. 10. Futschek, G., (2006). Algorithmic thinking: The key for understanding computer science. In: Mittermeir, R. (Ed.), Informatics Education The Bridge between Using and Understanding Computers. Vol. 4226 of Lecture Notes in Computer Science. Springer Berlin / Heidelberg, pp. 159 – 168. 9. Ewa Kolczyk. (2008). Algorithm - Fundamental Concept in Preparing Informatics Teachers. In Mittermeir, Roland and Syslo, Maciej (Eds.), Informatics Education - Supporting Computational Thinking in Lecture Notes in Computer Science, pages 265 - 271. Springer Berlin / Heidelberg. 11. G. Futschek, J. Moschitz. (2011). Learning Algorithmic Thinking with Tangible Objects Eases Transition to Computer Programming. Informatics in Schools, Contributing to 21st Century Education, pages 155 - 164, Springer-Verlag Berlin Heidelberg. 13. Inge Schwank. (1993). On the Analysis of Cognitive Structures in Algorithmic Thinking. Journal of Mathematical Behavior, 12(2), 209 – 231. 12. Harry Lorayne. (1992). Miracle Math: How to Develop a Calculator In Your. New York: Barnes & Noble. 14. Jakow Trachtenberg. (1960). The Trachtenberg Speed System of Basic Mathematics. Garden City, New York: Doubleday and Company, Inc. 16. Knuth, Donald E. (1985). Algorithmic Thinking and Mathematical Thinking. The American Mathematical Monthly, 92(3), 170 – 181. 15. Julius, E. H. (1992). How & Tips, 30 Days to Number Power. California, USA: John Wiley & Sons. 17. Milkova, E. (2005). Developing of algorithmic thinking: the base of programming. International Journal of Continuing Engineering Education and Life Long Learning 15 (3-6), 135 – 147. 19. Schwank, I. (1993). On the analysis of cognitive structures in algorithmic thinking. Journal of Mathematical Behavior 12 (2), 209 – 231. 18. Pickover, C. A. (2002). The Mathematics of Oz: Mental Gymnastics from Beyond the Edge. United Kingdom: Cambridge University Press. 20. Stigler, J. W. (1984). "Mental abacus": The effect of abacus training on Chinese children's mental calculation. Cognitive Psychology 16 (2), 145. 22. Trachtenberg, J. (1960). The Trachtenberg Speed System of Basic Mathematics. Doubleday and Company, Inc., Garden City, NY, USA. 21. Štěpán Hubálovský, Eva Milková, Pavel Pražák. (2010). Modeling of a real situation as a method of the algorithmic thinking development and recursively given sequences. WSEAS Transactions on Information Science and Applications, 7(8), 1090 - 1100. Быстрая интеллектуальная вычислительная система как инструмент развития алгоритмического мышления учеников начальной школы 1-2 1 Рушан Зиатдинов 2 Саджид Мусса 34500 Стамбул, ул. Бюуюкшекмеке Университет Фатих, Турция 1 E-mail: firstname.lastname@example.org Кандидат наук по математическому моделированию, доцент 2 Аспирант Аннотация. В данной работе описываются возможности использования быстрой интеллектуальной вычислительной системы в начальном образовании. Система состоит из ряда готовых операций, позволяющих каждому быстро произвести математические вычисления. Эти операции являются, по сути, простыми алгоритмами, которые могут развить или улучшить мышление учеников. Использование быстрой интеллектуальной вычислительной системы позволяет создать основу для обучения информатике в средней школе. Ключевые слова: алгоритмическое мышление; быстрое интеллектуальное вычисление; система Трахтенберга; информатика; математика.	<urn:uuid:c49f46e5-93fe-447a-a4a4-40f405a74e21>	CC-MAIN-2018-47	http://www.erjournal.ru/journals_n/1342467174.pdf	2018-11-14T12:15:34Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00129.warc.gz	445,687,501	5,019	eng_Latn	eng_Latn	0.85798	eng_Latn	0.989083	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3691, 8784, 11632, 13123, 16399, 19917 ]	[ 3.46875 ]	2	2
FOR IMMEDIATE RELEASE DATE: July 10, 2017 Division of Libraries, Archives, and Museums Prepares for Sesquicentennial Exhibit Juneau – The Alaska Division of Libraries, Archives, and Museums is gearing up for an exhibit related to the 150 year anniversary of Alaska's transfer from Russia to the United States. The exhibit will feature significant maps, photographs, documents, and objects related to the 1867 transfer, most of which will be exhibited for the first time. The exhibit will be held in the Andrew P. Kashevaroff Building in Juneau this fall. Materials going on exhibit include rare paper documents related to the 1867 transfer which have undergone conservation treatment and repair by a professional conservator. A grant through the Alaska Office of History & Archeology helped bring a professional paper conservator to Alaska to work on these historic documents. The highlight of the exhibit is an eight foot map of Sitka, drawn in 1867 for the transfer. Other materials include documents penned by Chief Administrator of the Russian America Company, Prince Dmitry Petrovich Maksutov. The exhibit will include the nineteenth-century painting Signing of the Treaty of Alaska by Emanuel Leutze on loan from the collections of the Seward House Museum in Auburn, New York. The German-born artist, Leutze, is the creator of the well-known painting which depicts General George Washington crossing the Delaware River during the American Revolution. Leutze's Signing of the Treaty of Alaska remains one of the most iconic historical recreations of Alaska's history. The exhibit will open October 6, 2017 and run through the month. FOR MORE INFORMATION: museums.alaska.gov	<urn:uuid:f382156c-175f-46fb-ba40-c213217826a4>	CC-MAIN-2018-47	https://museums.alaska.gov/documents/asm/press_releases/20170607_Sesquicentennial.pdf	2018-11-14T11:23:25Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00128.warc.gz	712,379,904	345	eng_Latn	eng_Latn	0.996237	eng_Latn	0.996237	[ "eng_Latn" ]	false	docling	[ 1684 ]	[ 1.5859375 ]	1	2
Rationale: At Morphett Vale Primary School, staff, students and families work together to create a learning community that is; - Safe - Inclusive - Conducive to learning (Students have the right to learn, teachers have the right to teach) - Free from harassment and bullying The Policy Students are provided with opportunities and support to succeed and to learn from the consequences of their own actions. The Pathways to Powerful Learning Program, which was developed by students, teachers and supports achievement of these expectations and outcomes. Pathway skills are celebrated through awards, teacher and student led conversations and our summative report. All students are encouraged to be active participants in all stages of their learning. Staff are responsible for fostering opportunities to ensure this is common practice. Students, staff and families work together to outline responsibilities in accordance with our school values. The Responsibilities of All Students: Respect - Show good manners - Follow staff instructions in a timely manner - Be friendly and treat everyone fairly - Allow everyone to learn - Keep hands and feet to ourselves - Look after our school property - Wear correct school uniform Responsibility - Make safe, considered choices - Look after our personal things - Know where we need to be and be on time - "Have a go" at all learning - Use appropriate 'Wheels of Choice' - Use Grievance Procedures to seek support - Not be a bystander of inappropriate behaviour Caring - Look after our school environment - Look after and include each other - Share space and equipment - Take pride in our efforts and achievements Honesty - Own up to your actions - Accept that making mistakes is OK and be ready to sort them out calmly - Treat others how you would want to be treated The Responsibilities of Staff: - Follow school expectations and procedures inclusive of a strengths focused, Restorative Justice approach - Model and acknowledge appropriate behaviour - Demonstrate persistence to achieve positive behaviour outcomes calmly - Work with students at the beginning of the year to establish class behaviour codes, routines and responsibilities - Explicitly teach the Pathways to Powerful Learning and the Child Protection Curriculum (Communication, Persistence, Rights and responsibilities & Personal Safety) - Teach the skills, strategies and language for students to successfully manage in a variety of social and learning situations - Be aware of and follow the 3 levels of consequence of student behaviour (see below) - Display our school values of Respect, Caring, Honesty and Responsibility The Responsibilities of Parents: - Be aware of relevant policies - Support and encourage students to maintain the school values and the Learning Success and Wellbeing Policy - Follow the Grievance Procedures (see separate policy) - Not approach children or other adults directly but seek support from staff to resolve issues - Display our school values of Respect, Caring, Honesty and Responsibility Leaders will: - Model and positively reinforce the school values and the Pathways to Powerful Learning - Follow and enforce appropriate policies and procedures - Support staff in all aspects of their duty of care and their own wellbeing - Value communication with families and make policies available to the school community - Liaise with DECD services and providers - Ensure students clearly understand their rights and responsibilities, negotiated behavioural expectations and support procedures Policies and documents that sit behind this policy include; Anti-Bullying and Harassment, Grievance Procedures and School Discipline. Behaviour in class and during play can be classified into 3 levels 1. LOW LEVEL- distracts from teaching and learning, usually responded to by the teacher, still "safe" Responses include: - Reminder of the rule/expectation/agreement - Interruption of the behaviour - Redirection- verbal and non-verbal - Behavioural rehearsal - Reflection statement 2. MEDIUM LEVEL- disrupts teaching and learning, may impact on class or group, still "safe" and requires follow up response by the teacher Responses include: - Reminder of appropriate behaviour - Logical consequences- redoing work to reflect capability, catch up time - Community Circle - Communication with parents - Buddy class - Behaviour Book - Possible exclusion from extra-curricular activities - Walk with the teacher on yard duty to observe positive play - Community service - Restricted play areas - Counselling - Inclusion in SKIP (Supporting Kids in Play) Program - Restorative conferences- make amends-apology, repair damaged relationships 3. HIGH LEVEL- severely disrupts the teaching and learning of the whole class, often unsafe or harmful, usually support from other colleagues or leadership is needed and parent contact will be made. Responses include: - Admin response: office Time Out, Detention Room (Yard), Take Home, Internal/External Suspension, Exclusion - Communication with parents - Referral to regional support services - Development and implementation of Student Development Plan - Alternative program - Community Circle REVIEW 2021	<urn:uuid:ccda5f8d-5431-43e2-bfd3-143977582cd4>	CC-MAIN-2018-47	http://morphettvaleps.sa.edu.au/Policies/Learning%20Success%20and%20Wellbeing%20(Behaviour%20management)%20Policy.pdf	2018-11-14T10:57:36Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00129.warc.gz	243,897,485	1,023	eng_Latn	eng_Latn	0.945437	eng_Latn	0.994371	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1228, 2361, 3687, 4893, 5208 ]	[ 2.90625 ]	1	2
The Fourteenth Amendment Gordon Warren Epperly http://tinyurl.com/zn8lqu9 Introduction Over the years, many "Scholars" and "Judges" of the States of our Nation have written "Treatises" and "Court Opinions" exposing the fraud that went into the ratification of the Fourteenth (14 th ) Amendment to the Constitution for The United States of America. As these highly qualified Scholars and Judges have addressed the irregularities of the Amendment, these irregularities will not be rehashed. For a review of the "fraud" that went into the Fourteenth (14 th ) Amendment, I direct you to the following "Court Rulings" and "University Treatises": 1. The 14th Amendment - A Treatise as authored by Judge Lander H. Perez (http://tinyurl.com/js5prhe) (http://tinyurl.com/hok7x3x) (http://tinyurl.com/guyeyx9) 2. The "Unconstitutional 14th Amendment and "The Committee of States" (http://tinyurl.com/j9wmh22) 3. Dyett v. Turner, 439 P2 d 266 @ 269, 20 U2d 403 (The Supreme Court for the State of Utah exposes the 14th Amendment as a fraud.) (http://tinyurl.com/juax77u) 4. State v. Phillips, 540 P2d 936 (The Supreme Court for the State of Utah exposes the 14th Amendment as a fraud.) (http://tinyurl.com/zag5oo6). 5. South Carolina Law Quarterly (The 14th Amendment to the Constitution of the United States and the threat that it poses to our Democratic Government.) (http://tinyurl.com/hxabjgu) 6. Tulane Law Review (The Dubious Origin of the Fourteenth Amendment.) (http://tinyurl.com/zsjnc3w) 7. U.S. Representative, Cordell Hull (Congressional Record) (http://tinyurl.com/hez8swz) At the time those "Treatises" and "Court Rulings" were written, the "Authors" believed that as the U.S. Constitution is regarded as the "Supreme Law" of the land (see U.S. Constitution, Article VI, Section 1, Clause 2), only the "Federal Judiciary" had jurisdiction under U.S. Constitution, Article II, Section 2, Clause 1 to review the law of procedures as used in the ratification of Constitutional Amendments as set forth in Article V, Section 1, Clause 1 of the U.S. Constitution. This view was prominent until I, Gordon Warren Epperly, brought the question of ratification of the Fourteenth (14 th ) Amendment before the Federal Courts. On or about November 02, 1990, I filed a "Complaint" (http://tinyurl.com/zztmfan) with the U.S. District Court for the District of Alaska that questioned the ratification of the Fourteenth (14 th ) Amendment to the U.S. Constitution and other issues. On or about April 30, 1991, the Court issued forth its "Memorandum and Order" (http://tinyurl.com/zl2nzun) wherein the Court stated: ". . . . the question of whether the fourteenth amendment has been properly ratified is a political question. Coleman v. Miller, 307 U.S. 433, 450 (1939). Political questions are those federal constitutional issues which courts do not address but leave to the legislative and executive branch of the federal government for resolution. Baker v. Carr, 369 U.S. 186, 217 (1962). Plaintiffs' fourteenth amendment claim, therefore, fails to state a claim upon which relief can be granted." On or about November 24, 1992, the U.S. Court of Appeals, Ninth Circuit issued its unpublished "Memorandum" (http://tinyurl.com/jzebt66) upholding this "Opinion" of the U.S. District Court for the District of Alaska. The Appellate Court states in part: "The Epperlys also seek declaratory relief to the effect that the Fourteenth Amendment was never ratified. See E.R. p. 13 (Amended Complaint, p. 11). Such relief involves the evaluation of a political question which cannot be addressed by the courts. United States v. Stahl, 792 F.3d 1438, 1440-41 (9 th Cir. 1986), cer. Denied, 479 U.S. 1036 (1987); see also United States v. Foster, 789 F.2d 457, 462-63 (7 th Cir. 1986), cert. denied, 479 U.S. 883 (1986); Kantor v. Wellesley Galleries, Ltd., 704 F.2d 1088, 1090 (9 th Cir. 1983). Accordingly, the Epperlys' request for declaratory judgment was properly dismissed by the district court." On or about [filing date unknown], a "Petition for a Writ of Certiorari" to the U.S. Court of Appeals, Ninth Circuit was filed with the U.S. Supreme Court (http://tinyurl.com/zntxygg) with that U.S. Supreme Court issuing forth a "Court Order" on October 04, 1993 (http://tinyurl.com/gsv4jar) dismissing the "Petition" without comment. As all three Federal Courts have ruled that the question of ratification of Constitutional Amendments is a "Political Question" to which the legislative and executive branch of the federal government is left for resolution, the question as to who has the "textually demonstrable constitutional commitment of the issue to a coordinate political department" to resolved questions of ratification of Constitutional Amendments has never been addressed nor resolved. Ratification of Constitutional Amendments as a Political Question The leading Supreme Court case in the area of political question doctrine is Baker v. Carr, 369 U.S. 186, 217 (1962). In the opinion written for Baker, the Court outlined six characteristics of a political question. These include: - A "textually demonstrable constitutional commitment of the issue to a coordinate political department; or" - A "lack of judicially discoverable and manageable standards for resolving it; or" - The "impossibility for a court's independent resolution without expressing a lack of respect for a coordinate branch of the government; or" - The "impossibility of deciding the issue without an initial policy decision, which is beyond the discretion of the court; or" - An "unusual need for unquestioning adherence to a political decision already made; or" - The "potentiality of embarrassment from multifarious pronouncements by various departments on one question." In an attempt to find answers to the "Political Question Doctrine" as that doctrine is being applied to U.S. Constitutional Amendments, I, Gordon Warren Epperly, began exhausting remedies by taking the question of ratification of Constitutional Amendments before the U.S. Congress, the U.S. Constitution, Article I Congressional Courts, and the Departments of the Executive Branch of Government. The first phase was the U.S. Constitution, Article I Congressional Court of the "United States Court of Federal Claims of Washington, D.C." wherein I filed a "Complaint" requesting the Court to make an investigation into the ratification of the U.S. Constitution, 14th Amendment. The authority relied upon for this request was my attempt to redefine the term "Claims" as used in 10 Stat. 612. The Court issued several "Court Orders" giving detailed reasons as to why the "U.S. Court of Federal Claims" was without jurisdiction to entertain questions of ratification of Constitutional Amendments. These "Court Orders" are of April 17, 1995 (http://tinyurl.com/jefht45), and May 04, 1995 (http://tinyurl.com/hudz3ou), and June 12, 1995 (http://tinyurl.com/j8t67nb). The second phase was my letter to the "Archivist" of the United States requesting an investigate into the ratification of the Fourteenth (14 th ) Amendment to the U.S. Constitution (http://tinyurl.com/hvg88rs), a letter that was followed up with a "Complaint" filed in the U.S. District Court for the District of Alaska for an "Order in Nature of Mandamus" (http://tinyurl.com/jpe26cp). On or about March 03, 1998, Judge H. Russel Holland issued forth a "Court Order" (http://tinyurl.com/hsslsb2) wherein he declares: "Respondent [U.S. Archivist] submits that the petitioner's complaint must be dismissed because: (1) the archivist is not authorized to investigate the validity of the states' ratification of amendments to the United States Constitution; (2) petitioner seeks to compel relief outside the scope of mandamus; (3) declaratory judgment on which officer or department has authority to investigate the ratification of the Fourteenth Amendment is a non-justiciable political question; and (4) the United States has not waived sovereign immunity. "For the reasons and upon authorities set forth in respondent's motion (http://tinyurl.com/zy2dg6f), respondent's motion to dismiss is granted. The petitioner's motion for judgment on the pleadings is denied. . . . " The third phase was my filing of a "Complaint" with the U.S. District Court for the District of Alaska naming the U.S. Congress as the Defendant (http://tinyurl.com/jo9ljhq). The purpose of this "Complaint" was to bring the U.S. Congress before the U.S. District Court to justify the enactments of the Reconstruction Acts of 1868. The Court issued "Orders to Dismiss Case with Prejudice" on April 17, 2006 and on May 04, 2006 (http://tinyurl.com/jjrz2e4). The forth phase was my filing of a "Petition" for an "Order in Nature of Mandamus" in the U.S. District Court for the District of Alaska or about June 11, 2007 to be issued upon "Allen Weinstein" as "Archivist" of the United States (http://tinyurl.com/gwlduda). The Court was moved to compel the "Archivist" of the United States to correct the record of the States that cast votes of "rejection" on the Fourteenth (14 th ) Amendment to the U.S. Constitution. On motion of the Respondent, Allen Weinstein, the Court issued forth a "Court Order" dismissing the case (http://tinyurl.com/zq4n7k5). The fifth phase was my approach to the U.S. Congress for a "Congressional Hearing" regarding the ratification of the Fourteenth (14 th ) Amendment to the U.S. Constitution as it was the position of the "Archivist" of the United States that the U.S. Congress is the authority to review the ratifications of Constitutional Amendments (http://tinyurl.com/zv7g82l). As with other "Petitions" as submitted by several States of the Union over the years, my "Petition" was withheld from review of the "U.S. Senate Sub - Committee on the Constitution" on personal grounds of "U.S. Senator Orrin Hatch" of the State of Utah (http://tinyurl.com/hstolc4). The Congressional Record shows that all the "Petitions" that have been submitted to the U.S. Congress by the States of the Union were read and ordered to lay on the table without any further action taken. In otherwords, the U.S. Congress has informed the "Legislatures" and "People" of the States that the question of ratification of the Fourteenth (14 th ) Amendment is a "Political Question" to which the U.S. Congress has no authority to address leaving the U.S. Congress without jurisdiction to review procedures taken in the ratification of Constitutional Amendments. Below are a few of those "Petitions" that were submitted to the U.S. Congress: 1. The "Petition" of Gordon Warren Epperly (http://tinyurl.com/h7246t6). It is the position of U.S. Senator Orrin Hatch (http://tinyurl.com/hstolc4) that an invalid Amendment would have to be "repealed" by another Constitutional Amendment. This view is an error for any Amendment that was not adopted in accordance to the provisions of Article V of the U.S. Constitution is not, and never has been, an Amendment to the U.S. Constitution regardless of its purported acceptance. The views of U.S. Senator Frank H. Murkowski (http://tinyurl.com/jmfq4zv), U.S. Senator Ted Stevens, and U.S. Representative, Don Young (AK) (http://tinyurl.com/zrkvzxl), are more radical than that of U.S. Senator, Orrin Hatch. 2. The speech of U.S. Representative, Cordell Hull (http://tinyurl.com/hez8swz), as recorded in the Congressional Record, explains that once the U.S. Congress has proposed a Constitutional Amendment, the U.S. Congress ceases to have authority or jurisdiction over the ratification of those Constitutional Amendments: "Hence it follows that Congress has no power in the premises after it has once proposed an amendment to the States as the Constitution provides, not even of recalling the amendment; therefore the passage of any resolution by Congress declaring that a given amendment has or has not been duly ratified by the States, such as was done with respect to the fourteenth amendment, is ultra vires and void." 3. State of Georgia Senate Resolution No. 39 (http://tinyurl.com/75b96t9). "A memorial to Congress of the United States of America urging them to enact such legislation as they may deem fit to declare that the 14 th and 15 th Amendments to the Constitution of the United States were never validly adopted and that they are null and void and of no effect." 4. State of New Jersey Senate Joint Resolution No. 1 (http://tinyurl.com/hulhg2x). "JOINT RESOLUTIONS withdrawing the consent of this State to the proposed amendment to the Constitution of the United States, entitled article fourteen, and rescinding the joint resolution approved September eleventh, anno Domini eighteen hundred and sixty-six, whereby it was resolved that said proposed amendment was ratified by the legislature of this State." 5. Joint Resolution of the Legislature of Oregon withdrawing assent to the proposed Fourteenth Constitutional Amendment (http://tinyurl.com/hyuvju7). ". . . And whereas the newly constituted and newly established bodies, avowing themselves to be, and acting as the legislatures respectively of the States of Arkansas, Florida, North Carolina, Louisiana, South Carolina, Alabama, and Georgia, were created by a military despotism against the will of the legal voters of the said States, under the reconstruction acts (s0 called) of Congress, which are usurpations, unconstitutional, revolutionary, and void; and consequently the acts of such bodies cannot legally ratify the said proposed constitutional amendment for the States which they pretend to represent, nor affect the rights of the other States of the Union; . . ." 6. Argument of "Hon. T. U. Sisson" of the State of Mississippi in behalf of H.J. RES 165 that was before the "COMMITTEE ON THE JUDICIARY U. S. HOUSE OF REPRESENTATIVES" on March 21, 1910 (http://tinyurl.com/gtfk5zx). "VALIDITY OF FOURTEENTH AND FIFTEENTH AMENDMENTS TO THE CONSTITUTION" Textually Demonstrable Constitutional Commitment Of The Issue As all three branches of the national government of The United States of America have been found to be without "textually demonstrable constitutional commitment of the issue to a coordinate political department" to inquire into or rule upon the ratification of "Amendments" to the Constitution for The United States of America, then the question must be asked: Who has the authority? The answer may be found within Article V, Clause I, Section 1 of the U.S. Constitution: "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; . . . " [Emphasis added]. According to this provision of the U.S. Constitution, only the States of the Union (in and through its Legislators) have authority to "Amend" and make alterations to the U.S. Constitution. Only the "Legislators" of the States have the "textually demonstrable constitutional commitment of the issue" to ratify and adopt "Amendments" to the U.S. Constitution. The U.S. Congress is limited to the "proposing" of Constitutional Amendments, having no authority in making its "proposed" Amendments a part of the U.S. Constitution (as was done in with the purported ratification of the Fourteenth (14 th ) and Fifteenth (15 th ) Amendments). As the U.S. Congress' authority over Constitutional Amendments is severely restricted and limited to the "proposing" of Amendments, no authority may be found within Article V, Clause I, Section 1 of the U.S. Constitution (or any other provision of the U.S. Constitution) for the U.S. Congress to make inquiries into or declare the "validity" of the Fourteenth (14 th ) and Fifteenth (15 th ) Amendments (or any other Amendments to the U.S. Constitution). With the "Legislatures" of the States being the only body of government that has been granted the "textually demonstrable constitutional commitment of the issue" to amend the U.S. Constitution, it is the "Legislatures" of the States that have the constitutional authority and duty to determine the validly of ratification of Constitutional Amendments. A Historical Review of the Fourteenth (14 th ) Amendment During the years that the Fourteenth (14 th ) and Fifteenth (15 th ) Amendments were before the States for ratification, we see that the U.S. Supreme Court ruled in the case of "State of Texas v. White, 74 U.S. 700" (http://tinyurl.com/jv4nzua) that the "Southern (Confederate) States" had legitimate governments before, during, and after the "Civil War." We also see that the U.S. Congress of 1861 had proclaimed the same (http://tinyurl.com/hjlvk2p): "RESOLUTION of U.S. Senator, Johnson dated July 24, 1861 [http://tinyurl.com/hjlvk2p] "Resolved, That the present deplorable civil war has been forced upon the country by disunionists of the southern States now in revolt against the constitutional government and in arms around the capital; that in this national emergency Congress, banishing all feeling of mere passion or resentment, will recollect only its duty to the whole country; that this war is not prosecuted upon our part in any spirit of oppression, nor for any purpose of conquest or subjugation, nor purpose of overthrowing or interfering with the rights or established institutions of those States, but to defend and maintain the supremacy of the Constitution and all laws made in pursuance thereof, and to preserve the Union, with all the dignity, equality, and rights of the several States unimpaired; that as soon as these objects are accomplished the war ought to cease." The U.S. Congress also recognized those "Southern (Confederate) States" as having legitimate governments after the "Civil War" when the U.S. Congress submitted the "Thirteenth (13 th ) Amendment to those "Southern (Confederate) States" for "ratification" and acceptance of their "ratification votes." This was about to change when it came to the ratification of the Fourteenth (14 th ) and Fifteenth (15 th ) Amendments to the U.S. Constitution. When the Fourteenth (14 th ) Amendment was submitted to the States for ratification, the "Southern (Confederate) States" rejected the Amendment. With the negative ratification votes of the "Southern (Confederate) States," the Amendment failed passage for want of obtaining the required three-fourths (¾) votes needed for ratification of Constitutional Amendments. The failed ratification of the Fourteenth (14 th ) Amendment caused the U.S. Congress of the "Northern (Union) States" to declare the "Southern (Confederate) States" as not having legitimate governments (http://tinyurl.com/z53szcj) and without authority to participate in the adoption of Constitutional Amendments (http://tinyurl.com/gql2gou). The U.S. Congress of "Northern (Union) States" declared that the "Statehood" status of the "Southern (Confederate) States" have been "dissolved" and had replaced the "republican form of government" of those States with "Military Districts" of the U.S. Congress (http://tinyurl.com/z53szcj), (http://tinyurl.com/gnslm6j). The actions of the "Northern (Union) States" in dissolving the "statehood status" of their sister "Southern (Confederate) States" was done without lawful authority for said actions were in violation the perpetual "Union" agreement compact as entered into by the States under the "Articles of Confederation" (see Article XIII of the Articles of Confederation of 1778 [http://tinyurl.com/hztsmc9]). - "RESOLUTIONS of U.S. Senator Sumner dated December 5, 1866 [http://tinyurl.com/gql2gou] "RESOLUTIONS declaring the true principles of reconstruction; the jurisdiction of Congress over the whole subject; the illegality of existing governments in the rebel States, and the exclusion of such States, with such illegal governments, from representation in Congress and from voting on constitutional amendments. "Resolved, 1. That in the work of reconstruction it is important that no false step should be taken interposing obstacle or delay; but that, by careful provisions, we should make haste to complete the work, so that the unity of the republic shall be secured on permanent 10 foundations, and fraternal relations shall be once more established among all the people thereof, "3. That this work of reconstruction must be conducted by Congress and under its constant supervision; that under the Constitution Congress is solemnly bound to assume this responsibility; and that, in the performance of this duty, it must see that everywhere throughout the rebel communities loyalty is protected and advanced, while the new governments are fashioned according to the requirements of a Christian commonwealth, so that order, tranquility, education, and human rights shall prevail within their borders. [Emphasis added]. "6. That it is the duty of Congress to proceed with the work of reconstruction, and to this end it must assume jurisdiction of the States lately in rebellion, except so far as that jurisdiction may have been already renounced, and it must recognize only the loyal States as those States having legal and valid legislatures as entitled to representation in Congress, or to a voice in the adoption of constitutional amendments." / 1 [Emphasis added]. - "THIRTY-NINTH CONGRESS. Sess. II. Ch. 153 [http://tinyurl.com/z53szcj] "Whereas no legal State governments or adequate protection for life or property no exist in the rebel States of Virginia, North Carolina, South Carolina, Georgia, Mississippi, Alabama, Louisiana, Florida, Texas, and Arkansas; … [Emphasis added]. "Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That said 1/ This is a statement that the "Southern (Confederated) States" were no longer States of the Union at the time the Fourteenth (14 th ) Amendment was purportedly ratified. With Article I, Section 3, Clause 1 of the U.S. Constitution mandating that the U.S. Senate shall comprise of two (2) Senators from every State in the Union and with Article V of the U.S. Constitution declaring that no State may be denied its suffrage in the Senate without its consent, there is no authority for any State (individually or in a compact) to deny their sister States of their rights to participate in Congressional Debates on the adoption of Constitutional Amendments. rebel States shall be divided into military districts and made subject to the military authority of the United States …/ 2 [Emphasis added]. "Sec. 5. … and when said State [Military District], by a vote of its legislature elected under said constitution, shall have adopted the amendment to the Constitution of the United States, proposed by the Thirty-ninth Congress, and known as article fourteen and when said article shall have become a part of the Constitution of the United States, said State shall be declared entitled to representation in Congress, / 3 … Provided, That no person excluded from the privilege of holding office by said proposed amendment to the Constitution of the United States, shall be eligible to election as a member of the convention to frame a constitution for any of said rebel States, nor shall any such person for members of such convention. [Emphasis added]. "Sec. 6. And be it further enacted, That, until the people of said rebel States shall be by law admitted to representation in the Congress of the United States, any civil governments which may exist therein shall be deemed provisional only, and in all respects subject to the paramount authority of the United States / 4 … [Emphasis added]. "SCHUYLEER COLFAX, Speaker of the House of Representatives "LA FAYETTE S. FOSTER, President of the Senate, pro tempore." 2/ This is a statement that the "Southern (Confederated) States" had their statehood status dissolved. The "Military Districts" of the United States have no "Republican Form of Governments" and therefore they are not States of the Union. (see "Congressional Guarantee" for the States to have a "Republican Form of Government" at U.S. Const., Article IV, Sect. 4, Cl. 1). 3/ This is another statement that the "Southern (Confederated) States" were not States of the Union at the time the Fourteenth (14 th ) Amendment was purportedly ratified. First, no State may be compelled under duress to cast "ratification votes" for Constitutional Amendments; and second, no State may impose additional conditions for representation in the U.S. Congress other than what is specified in the U.S. Constitution itself. - "FORTIETH CONGRESS. Sess. I. Ch. 30 [http://tinyurl.com/gnslm6j] "… [Rebel States] were not legal State governments; and that thereafter said governments, if continued, were to be continued subject in all respects to the military commanders of the respective districts, and to the paramount authority of Congress. [Emphasis added]. "Sec. 2. And be it further enacted, That the commander of any district named in said act [Act of March 02, 1867] shall have power, … to suspend or remove from office, or from the performance of official duties and the exercise of official powers, any officer or person holding or exercising, or professing to hold or exercise, any civil or military office or duty in such district under any power, election, appointment or authority derived from, or granted by, or claimed under, any so-called State or the government thereof, or any municipal or other division thereof, / 5 and upon such suspension or removal such commander, subject to the disapproval of the General as aforesaid, shall have power to provide from time to time for the performance of the said duties of such officer or soldier or the army, or by the appointment of some other person, to perform the same, and to fill vacancies occasioned by death, resignation, or otherwise. [Emphasis added]. 4/ Here again is another statement that the "Southern (C0nfederated) States" were not States of the Union at the time the Fourteenth (14 th ) Amendment was purportedly ratified. Looking to the U.S. Constitution, where may we find the authority that authorizes the U.S. Congress to enact "Laws" over and above the provisions of the U.S. Constitution for the admission of a sister State into representation of the U.S. Congress? Where may we find within the U.S. Constitution that a State must ratify "Constitutional Amendments" as a condition of representation in the U.S. Congress? 5/ Here is another statement that the "Southern (Confederate) States" were not States of the Union at the time the Fourteenth (14 th ) Amendment was purportedly ratified. What this statement says is that the "Commanders" of "Military Districts" have absolute dictatorial powers over the People. There are no "Civil" republican form of governments within the "Southern (Confederate) States" as mandated by U.S. Const., Art. IV, Sect. 3, Cl. 1 and therefore said "Military Districts" are not States of the Union. - "Sec. 10. And be it further enacted, That no district commander or member of the board of registration, or any of the officers or appointees acting under them, shall be bound in his action by any opinion of any civil officer of the United States. [Emphasis added]. "SCHUYLER COLFAX, Speaker of the House of Representatives. "B. F. WADE, President of the Senate pro tempore." FORTIETH CONGRESS. Sess. II. Res. 58, July 20, 1868" [http://tinyurl.com/jqena47] "Resolved by the Senate and House of Representatives of the United States of America in Congress assembled, That none of the States whose inhabitants were lately in rebellion shall be entitled to representation in the electoral college for the choice of President or Vice-President of the United States, / 6 nor shall any electoral votes be received or counted from any of such States, unless at the time prescribed by law for the choice of electors the people of such States, pursuant to act of Congress in that behalf, shall have, since the fourth day of March, eighteen hundred and sixty-seven, adopted a constitution of State government / 7 under which a State government shall have been organized and shall be in operation, nor unless such election of electors shall have been held under the authority of such constitution and government, and such State 6/ This "Act" of Congress is a statement that the "Southern (Confederate) States" were dissolved of their "Statehood" status. The U.S. Constitution mandates that it shall be the duty of the States (without exception) to determine the qualifications and selection of its "Electors" for President and Vice-President (U.S. Const., Art. II, Sec. 1, Cl. 2). Nowhere may it be found with U.S. Constitution that the U.S. Congress has been empowered to state otherwise. As the "Southern (Confederate) States" were not allowed to exercise their duty of selecting "Electors" is further evidence that the "Southern (Confederate) States" were not States of the Union at the time the Fourteenth (14 th ) Amendment was purportedly ratified. 7/ This statement that "State Constitutions" must be adopted is a statement that the "Southern (Confederate) States" were not States of the Union at the time the Fourteenth (14 th ) Amendment was purportedly ratified. Keep in mind that every State was proclaimed to have a "republican form of government" at the time they were admitted into the Union which leaves the question: "At what period of time in history did those 'Southern (Confederate) States' lose their republican form of governments that would require new "State Constitutions" to be adopted?" shall have also become entitled to representation in Congress, pursuant to the acts of Congress in that behalf: Provided …" / 8 The most repulsive abuse among a long train of abuses of the U.S. Constitution by the U.S. Congress of the "Northern (Union) States" was the "Order" (http://tinyurl.com/j7yqwe4) which was issued upon U.S. Secretary of State, William H. Seward, to count the "votes of ratification" as cast by "Military Districts" as votes cast by States of the Union (http://tinyurl.com/j7yqwe4): "Mr. Sherman submitted the following resolution, which was considered, by unanimous consent, and agreed to, as follows: "Whereas the legislatures of the States of [naming them including the Military Districts of the southern States], being three-fourths and more of the several States of the Union, have ratified the fourteenth article of amendment to the Constitution of the United States duly proposed by two-thirds of each house of the thirty-ninth Congress: Therefore, "Resolved by the Senate, (the House of Representatives concurring,) That said fourteenth article is hereby declared to be a part of the Constitution of the United States, and it shall be duly promulgated as such by the Secretary of State." Please keep in mind that the U.S. Congress of the "Northern (Union) States" declared that the statehood status of the "Southern (Confederate) States" shall not be restored until the occupying "Military Districts" have ratified the Fourteenth (14 th ) Amendment to the U.S. Constitution (http://tinyurl.com/z53szcj), (http://tinyurl.com/zvum83n) and as such, there were no "Southern (Confederate) States" in existence at the time the U.S. Congress of the "Northern (Union) States" ordered the U.S. Secretary of State to issue forth a "Proclamation of Ratification" (http://tinyurl.com/zzyvwdm) declaring 8/ Since when and where may it be found within the U.S. Constitution that a "State," (individually or in a compact of "States,") may invoke additional qualifications that are over and above those which they themselves exercised as a qualification for office of the U.S. Congress? that the Fourteenth (14 th ) Amendment was ratified by more than three-fourth (¾) of the States in the Union. The U.S. Congress was without authority to convert the "votes" cast by "Military Districts" into votes cast by States of the Union. The "Military Districts" of the U.S. Congress are not States of the Union no more than the "Territories," the "District of Columbia," or any other property or possessions of the United States are States of the Union. Furthermore, the U.S. Congress was without constitutional authority to convert the "negative ratification votes" as cast by the "Southern (Confederate) States" into "ratification votes." Have the States of the Union exercised its "textually demonstrable constitutional commitment of the issue" to review and declare the invalidity of Fourteenth (14 th ) Amendment? Has the constitutionality of the ratification of the Fourteenth (14 th ) Amendment to the U.S. Constitution been reviewed by the States of the Union? The answer to this question may be found in the numerous House and Senate Journals of the "Southern (Confederate) States" and other sources: 1. State of New Jersey was admitted to the Union on December 18, 1787 as the 3rd State. In regard to the Fourteenth (14 th ) Amendment; the State of New Jersey submitted its objections to the Congress of the United States on March 27, 1868 (New Jersey Acts, March 27, 1868), (http://tinyurl.com/hulhg2x) and by "Resolution": ". . . That it being necessary, by the Constitution, that every amendment to the same should be proposed by two-thirds of both houses of Congress, the authors of the said proposition, for the purpose of securing the assent of the requisite majority, determined to, and did, exclude from the said two houses eighty representatives from eleven States of the Union, upon the pretense that there were no such States in the Union; but, finding that two-thirds of the remainder of said houses could not be brought to assent to the said proposition, they deliberately formed and carried out the design of mutilating the integrity of the United States Senate, and without any pretext or justification, other than the possession of the power, without the right, and in palpable violation of the Constitution, ejected a member of their own body, representing this State, and thus practically denied to New Jersey its equal suffrage in the Senate, and thereby nominally secured the vote of two-thirds of the said houses. "The object of dismembering the highest representative assembly in the nation, and humiliating a State of the Union, faithful at all times to all its obligations, and the object of said amendment, were one – to place new and unheard of powers in the hands of a fraction, that it might absorb to itself all executive, judicial, and legislative power, necessary to secure to itself immunity for the unconstitutional acts it had already committed, and those it has since inflicted on a too patient people. "The subsequent usurpations of these once national assemblies, in passing pretended laws for the establishment, in ten States, of martial law, which is nothing but the will of the military commander, and therefore inconsistent with the very nature of all law, for the purpose of reducing to slavery men of their own race in those States, or compelling them, contrary to their own convictions, to exercise the elective franchise in obedience to the dictation of a fraction in those assemblies; the attempt to commit to one man arbitrary and uncontrollable power, which they have found necessary to exercise to force the people of those States into compliance with their will; the authority given to the Secretary of War to use the name of the President, to countermand the President's orders, and to certify military orders to be "by the direction of the President," when they are notoriously known to be contrary to the President's direction, thus keeping up the forms of the Constitution to which the people are accustomed, but practically deposing the President from his office of Commander-in-chief, and suppressing one of the great departments of the government, that of chief, and suppressing one of the great departments of the government, that of the executive; the attempt to withdraw from the supreme judicial tribunal of the nation the jurisdiction to examine and decide upon the conformity of their pretended laws to the Constitution, which was the chief function of that august tribunal, as organized by the fathers of the republic; all are but amplified explanations of the power they hoped to acquire by the adoption of the said amendment. . . ." 2. State of Alabama was admitted to the Union on December 14, 1819 as the 22nd State. In regard to the Fourteenth (14 th ) Amendment; the State of Alabama submitted its objections to the Congress of the Unite States in the year of 1866 (Alabama House Journal 1866, pgs. 211-213), (http://tinyurl.com/zjh2mk5). "Whereas, Alabama, for the last twelve months and more, has been re-organized and considered by every department of the Government of the United States as a State in the Union, except that her Senators and Representatives have not been admitted to their seats in Congress, and participation in the councils of the nation – "AND WHEREAS, There is now submitted to the consideration of the General Assembly of the State an amendment to the Constitution of the United States; therefore – "Be it resolved by the Senate and House of Representatives of the State of Alabama in General Assembly convened, That in view of the undefined and anomalous relation now existing between the State and the Government of the United State, the State having no representation in Congress, that we, the Representatives of the people of the State of Alabama, respectfully decline to take action on said amendment, as it does not appear that any action of the General Assembly in the premises can necessarily affect said relation. "Be it further resolved, That Congress be, and is hereby earnestly petitioned to consider and determine by some formal action in the premises, at as early a day as practicable, with what qualification and what conditions Senators and Representatives of this State shall be admitted to their seats in Congress, and what participation in the national councils, and submit the same to the people of Alabama, in whatever way the wisdom of Congress may deem best. ". . . . "The Senate joint resolution was adopted, Yeas 69; nays 8." 3. State of Florida was admitted to the Union on March 3, 1845 as the 27th State. In regard to the Fourteenth (14 th ) Amendment; the State of Florida submitted its objections to the Congress of the United States on December 5, 1866 (Florida House Journal, 1866, pg. 76), (http://tinyurl.com/jfhdeh8). "The first section of this amendment, considered in connection with the fifth, is virtually an annulment of State authority in regard to rights of citizenship. It invests the Congress of the United States with extraordinary power at the expense of the States. It would so operate that under its provisions all persons, without distinction of color, would become entitled to the "privileges and immunities" of citizens of the States, and among those privileges would be embraced the elective franchise, as well as competency to discharge the duty of jurors. In addition to this, without denying to the State the power and right to legislate and to control to some extent the liberty and property of the citizen, it vests in the General Government the power to annul the laws of a State affecting the life, liberty and property of its people, if Congress should deem them subject to the objections therein specified. The change which this section proposes, affects the general interests of the people of the United States, and we are unable to see upon what grounds, independent of the fact that it was a party measure, it could have recommenced itself to any State in the Union. Its tendency is to the complete consolidation of the government – result which should not be desired by any person or party really anxious to promote the best interests of the Union – and it is to us a matter of great surprise that any State should voluntarily and cheerfully invest Congress with such extraordinary powers, affecting the internal interests of its own people. The legislative branch of the General or State Governments is always affected to a great extent by the prejudices and passions of the hour, and the knowledge of the present should teach our sister States North not to invest the popular branch of the government with such power, for it might perhaps in the future result in their own destruction. The general welfare and interest of the people should not be made subject to its unqualified and absolute control. "A ratification of these sections would virtually destroy that system of government instituted by our forefathers which it is our earnest desire to perpetuate, and which we do not think can be improved by incorporation into the Constitution of the United States clauses couched in such general and questionable language as the first and fifth sections of the proposed amendment. "The second section proposes to the Southern States either to deprive themselves of a great portion of their political power and decrease their representation in Congress, or so change their present Constitutions and laws as to invest the negro with the elective franchise. "..... "Your Committee, for these reasons among others, recommend that the House of Representatives do not ratify the proposed amendment. All of which is respectfully submitted. JAMES D. WESTCOTT, Jr., Chm's, WALTER T. SAXON, F. C. BARRETT, ANDERSON PEELER, JOHN McLELLAN, 4. State of Georgia was admitted to the Union on January 2, 1788 as the 4th State. In regard to the Fourteenth (14 th ) Amendment; the State of Georgia submitted its objections to the Congress of the United States on November 9, 1866 (Georgia House Journal, Nov. 9, 1866, pgs. 66-67), (http://tinyurl.com/j2s4b7w) and by "Resolution": "Since the reorganization of the State government, Georgia has elected Senators and Representatives. So has every other State. They have been arbitrarily refused admission to their seats, not on the ground that the qualifications of the members elected did not conform to the fourth paragraph, second section, first Article of the Constitution, but because their right of representation was denied by a portion of the States having equal but not greater rights than themselves. They have in fact been forcibly excluded; and, inasmuch as all legislative power granted by the States to the Congress is defined, and this power of exclusion is not among the powers expressly or by implication, the assemblage, at the capitol, of representatives from a portion of the States, to the exclusion of the representatives of another portion, cannot be a constitutional Congress, when the representation of each State forms an integral part of the whole. "This amendment is tendered to Georgia for ratification, under that power in the Constitution which authorizes two thirds of the Congress to propose amendments. We have endeavored to establish that Georgia had a right, in the first place, as a part of the Congress, to act upon the question, `Shall these amendments be proposed?' Every other excluded State had the same right. "The first constitutional privilege has been arbitrarily denied. Had these amendments been submitted to a constitutional Congress, they would never have been proposed to the States. Two thirds of the whole Congress never would have proposed to eleven States voluntarily to reduce their political power in the Union, and at the same time, disfranchise the larger portion of the intellect, integrity, and patriotism of eleven co- equal States.'' 5. State of Louisiana was admitted to the Union on April 30, 1812 as the 18th State. In regard to the Fourteenth (14 th ) Amendment; the State of Louisiana submitted its objections to the Congress of the United States on June 13, 1967 (Louisiana H. Con. Res. 208 [Congressional Record, House, 06/13/1967, pgs. 15641-15646]), (http://tinyurl.com/hok7x3x), (http://tinyurl.com/zv377x5), (http://tinyurl.com/z3akrxp): H. CON. RES. 208 "A concurrent resolution to expose the unconstitutionality of the 14th Amendment to the Constitution of the United States; to Interpose the sovereignty of the State of Louisiana against the execution of said amendment in this State; to memorialize the Congress of the United States to repeal its joint resolution of July 28, 1868, declaring that said Amendment had been ratified; and to provide for the distribution of certified copies of this resolution "Whereas the purported 14th Amendment to the United States Constitution was never lawfully adopted In accordance with the requirements of the United States Constitution because eleven states of the Union were deprived of their equal suffrage in the Senate in violation of Article V, when eleven southern states, including Louisiana, were excluded from deliberation and decision in the adoption of the Joint Resolution proposing said 14th Amendment; said Resolution was not presented to the President of the United States in order that the same should take effect, as required by Article 1, Section 7; the proposed amendment was not ratified by three-fourths of the states, but to the contrary fifteen states of the then thirty-seven states of the Union rejected the proposed 14th Amendment between the dates of Its submission to the states by the Secretary of State on June 16, 1866 and March 24, 1868, thereby nullifying said Resolution and making It Impossible for ratification by the constitutionally required three-fourths of such states; said southern states which were denied their equal suffrage in the Senate had been recognized by proclamations of the President of the United States to have duly constituted governments with all the powers which belong to free states of the Union, and the Legislatures of seven of said southern states had ratified the 13th Amendment which would have failed of ratification but for the ratification of said seven southern states; and "Whereas the Reconstruction Acts of Congress unlawfully overthrew their existing governments, removed their lawfully constituted legislatures by military force and replaced them with rump legislatures which carried out military orders and pretended to ratify the 14th Amendment; and "Whereas In spite of the fact that the Secretary of State in his first proclamation, on July 20, 1868, expressed doubt as to whether threefourths of the required states had ratified the 14th Amendment, Congress nevertheless adopted a resolution on July 28, 1868, unlawfully declaring that three-fourths of the states had ratified the 14th Amendment and directed the Secretary of State to so proclaim, said Joint Resolution of Congress and the resulting proclamation of the Secretary of State included the purported ratifications of the military enforced rump legislatures of ten southern states whose lawful legislatures had previously rejected said 14th Amendment, and also Included purported ratifications by the legislatures of the States of Ohio and New Jersey although they had withdrawn their legislative ratifications several months previously, all of which proves absolutely that said 14th Amendment was not adopted in accordance with the mandatory constitutional requirements set forth in Article V of the Constitution and therefore the Constitution Itself strikes with nullity the purported 14th Amendment. "Now therefore be It resolved by the Legislature of Louisiana, the House of Representatives and the Senate concurring: "(1) That the Legislature go on record as exposing the unconstitutionality of the 14th Amendment, and Interposes the sovereignty of the State of Louisiana against the execution of said 14th Amendment against the State of Louisiana and Its people; "(2) That the Legislature of Louisiana opposes the use of the invalid 14th Amendment by the Federal courts to Impose further unlawful edicts and hardships on Its people; "(3) That the Congress of the United States be memorialized by this Legislature to repeal its unlawful Joint Resolution of July 28, 1868, declaring that three-fourths of the states had ratified the 14th Amendment to the United States Constitution; "(4) That the Legislatures of the other states of the Union be memorialized to give serious study and consideration to take similar action against the validity of the 14th Amendment and to uphold and support the Constitution of the United States which strikes said 14th Amendment with nullity; and "(5) That copies of this Resolution, duly certified, together with a copy of the treatise on "The Unconstitutionality of the 14th Amendment" by Judge L. H. Perez, be forwarded to the Governors and Secretaries of State of each state in the Union, and to the Secretaries of the United States Senate and House of Congress, and to the Louisiana Congressional delegation, a copy hereof to be published in the Congressional Record. "VAIL M. DELONY, Speaker of the House of Representatives. "C. C. AYCOCK, Lieutenant Governor and President of the Senate." 6. State of Oregon was admitted to the Union on February 14, 1859 as the 33rd State. In regard to the Fourteenth (14 th ) Amendment; the State of Oregon submitted its objections to the Congress of the United States on October 26, 1870 (SENATE Misc. Doc. No. 56, 41st Congress, 3d Session, 02/08/1871), (http://tinyurl.com/hyuvju7): "Be it resolved by the legislature assembly of the State of Oregon, That the above recited resolution adopted by the legislative assembly on the 19 th day of September, 1866, by fraud, be, and the same is hereby rescinded, and the ratification on behalf of the State of Oregon of the above recited proposed amendment to the Constitution of the United States is hereby withdrawn and refused. "Resolved, That any amendment to the Constitution of the United States on the subject of representation should be proposed by a Congress in which all the States are represented, or by a convention of all the States, where each could be heard in the proposing, as well as in the subsequent ratification of such amendment. "Resolved, That the secretary of state be directed to forward certified copies of the foregoing preamble and resolutions, without delay, to the States, to the President of the Senate, and to the Speaker of the House of Representatives of the United States. "Adopted by the house October 15, [1868] "JOHN WHITEAKER, Speaker. "Adopted by the senate October 6, [1868] "B. F. BURCH, President." 7. State of Texas was admitted to the Union on December 29, 1845 as the 28th State. In regard to the Fourteenth (14 th ) Amendment; the State of Texas submitted its objections to the Congress of the United States on October 15, 1866 (Texas House Journal, 1866, pg. 577), (http://tinyurl.com/zo8g4p8) and by "Resolution": "The Amendment to the Constitution proposed by this joint resolution as Article XIV is presented to the Legislature of Texas for its action thereon, under Article V of that Constitution. This Article V, providing the mode of making amendments to that instrument, contemplates the participation by all the States through their representatives in Congress, in proposing amendments. As representatives from nearly one third of the States were excluded from the Congress proposing the amendments, the constitutional requirement was not complied with; it was violated in letter and in spirit; and the proposing of these amendments to States which were excluded from all participation in their initiation in Congress, is a nullity.'' 8. State of Arkansas was admitted to the Union on June 15, 1836 as the 25th State. In regard to the Fourteenth (14 th ) Amendment; the State of Arkansas submitted its objections to the Congress of the United States on December 17, 1866 (Arkansas House Journal, 1866, pg. 287), (http://tinyurl.com/hgw9zvc) and by "Resolution": "The Constitution authorized two thirds of both houses of Congress to propose amendments; and, as eleven States were excluded from deliberation and decision upon the one now submitted, the conclusion is inevitable that it is not proposed by legal authority, but in palpable violation of the Constitution.'' 9. State of Florida, was admitted to the Union on March 3, 1845 as the 27th State. In regard to the Fourteenth (14 th ) Amendment; the State of Florida submitted its objections to the Congress of the United States on December 5, 1866 (Florida House Journal, 1866, pg. 76), (http://tinyurl.com/jfhdeh8) and by "Resolution": "Let this alteration be made in the organic system and some new and more startling demands may or may not be required by the predominant party previous to allowing the ten States now unlawfully and unconstitutionally deprived of their right of representation is guaranteed by the Constitution of this country and there is no act, not even that of rebellion, can deprive them." 10. State of North Carolina was admitted to the Union on November 21, 1789 as the 12th State. In regard to the Fourteenth (14 th ) Amendment; the State of North Carolina submitted its objections to the Congress of the United States on December 6, 1866 (North Carolina Senate Journal, 1866-67, pgs. 92 and 93), (http://tinyurl.com/hs65gs3): "A number of radical changes in the fundamental law of the country are proposed to be embraced in one Article, and to be accepted or rejected together, and if but one of these Amendments is disapproved, this General Assembly will be under the necessity of rejecting all; leaving no alternative of accepting some of the Sections in the proposed Article and rejecting others; and it is submitted that this mode of amending the Constitution of the United States is unwise, and without precedent, and ought not to find favor in any portion of this great nation. "The Committee entertain the opinion that this proposition has not been submitted in a constitutional manner, and in pursuance of the forms prescribed by the Constitution. North Carolina, and her ten sister seceding States, have been repeatedly recognized as States in the Union, by all the Departments of the Federal Government, both during and since the war. Congress did this by the Resolutions of July, 1861, which declared that "the object of the war was not for any purpose of conquest or subjugation, nor for the purpose of overthrowing or interfering with the rights or established institutions of those States, but to defend and maintain the supremacy of the Constitution and to preserve the Union with all the dignity, equality and rights of the several States unimpaired." And again: by an Act apportioning taxation among the States; by an Act assigning them their respective numbers of Representatives; by an Act at the last session re-adjusting the Federal Judicial Circuits; by accepting as valid the assent of Virginia to the division of that State, and thereupon establishing the State of West Virginia; and by other Acts. The Judiciary has recognized them by hearing and deciding causes carried up from their Courts. The Executive has done so by approving the aforesaid Acts of Congress. This recognition of them as States in the Union is now repeated by the Federal Government, in submitting to them for ratification the pending proposition of Amendment, since only States in the Union can vote on such a question. "The Federal Constitution declares, in substance, that Congress shall consist of a House of Representatives, composed of members apportioned among the respective States in the ratio of their population, and of a Senate, composed of two members from each State. And in the Article which concerns Amendments, it is expressly provided that "no State, with-out its consent, shall be deprived of its equal suffrage in the Senate." The contemplated Amendment was not proposed to the States by a Congress thus constituted. At the time of its adoption, the eleven seceding States were deprived of representation both in the Senate and House, although they all, except the State of Texas, had Senators and Representatives duly elected and claiming their privileges under the Constitution. In consequence to this, these States had no voice on the important question of proposing the Amendment. Had they been allowed to give their votes, the proposition would doubtless have failed to command the required two-thirds majority. Had they voluntarily relinquished the exercise of their right and privilege in this matter, as they had done in the case of the late Amendment respecting slavery, they would, perhaps, be estopped from objecting to the regularity of the proceeding. But as their Senators and Representatives elect were seeking admission to their seats and were deprived of them against their consent, the subject is presented in a different light. "If the votes of those States are necessary to a valid ratification of the Amendment, they were equally necessary on the question of proposing it to the States; for it would be difficult, in the opinion of the Committee, to show by what process in logic, men of intelligence could arrive at a different conclusion. And it is submitted that this irregularity, in the initiative step, would make the amendment of doubtful validity, even if ratified. ".… "For the reasons submitted in this report, the Committee respectfully recommends the adoption of the following resolution to wit: "Resolved, That the General Assembly of the State of North Carolina do not ratify the Amendment proposed as the fourteenth Article of the Constitution of the United States." ``` "J. M. LEACH, Chairman "HENRY T. CLARK, "H. M. WAUGN, "JOS. J. DAVIS, "THOS. S. KENAN, ``` , "J. P. H. RUSS, "ARCH. McLEAN, "PHILLIP HODNETT, "JOHN M. PERRY, "J. MOREHEAD, Jr., "D. A. COVINGTON, "W. D. JONES." 11. State of South Carolina was admitted to the Union on May 23, 1788 as the 8th State. In regard to the Fourteenth (14 th ) Amendment; the State of South Carolina submitted its objections to the Congress of the United States on November 27, 1866 (South Carolina House Journal, 1866, pgs. 33 and 34), (http://tinyurl.com/j6dnmvl) and by "Resolution": "Eleven of the Southern States, including South Carolina, are deprived of their representation in Congress. Although their Senators and Representatives have been duly elected and have presented themselves for the purpose of taking their seats, their credentials have, in most instances, been laid upon the table without being read, or have been referred to a committee, who have failed to make any report on the subject. In short, Congress has refused to exercise its Constitutional functions, and decide either upon the election, the return, or the qualification of these selected by the States and people to represent us. Some of the Senators and Representatives from the Southern States were prepared to take the test oath, but even these have been persistently ignored, and kept out of the seats to which they were entitled under the Constitution and laws. 2. "Hence this amendment has not been proposed by `two thirds of both Houses' of a legally constituted Congress, and is not, Constitutionally or legitimately, before a single Legislature for ratification.'' 12. State of Utah was admitted to the Union on January 4, 1896 as the 45th State. In regard to the Fourteenth (14 th ) Amendment; the State of Utah, in and through its Supreme Court (http://tinyurl.com/gvdvy38) and State v. Phillips, (540 P2d 936) (http://tinyurl.com/zag5oo6). At the time the U.S. Constitution, Fourteenth (14 th ) Amendment was purportedly ratified on July 9, 1868 and certified on July 28, 1868; the following States had no lawful governments of a State and were not States of the Union (representing more than one-fourth (¼th) of the States in the Union) : 1. State of Arkansas >>> >>> March 2, 1867 to June 22, 1868: - FORTHIETH CONGRESS. Sess. II. Ch. 69 [ " http://tinyurl.com/jhbzw7v] ``` "June 22, 1868 "CHAP. LXIX. – An Act to admit the State of Arkansas to Representation in Congress "…" ``` State of Virginia >>> >>> March 2, 1867 to January 26, 1870: - [http://tinyurl.com/zzoaugj] " FORTY-FIRST CONGRESS. Sess. II. Ch. 10 Jan. 26, 1870" "CHAP. X. – An Act to admit the State of Virginia to Representation in the Congress of the United States. "…" 3. State of Texas >>> >>> March 2, 1867 to March 30, 1870: - FORTY-FIRST CONGRESS. Sess. II. Ch. 39 [http://tinyurl.com/j8bf2qm] " "March 30, 1870 "CHAP. XXXIX. – An Act to admit the State of Texas to Representation in the Congress of the United States." "…" 4. State of North Carolina >>> March 2, 1867 to June 25, 1868; ``` 5. State of South Carolina >>> March 2, 1867 to June 25, 1868; 6. State of Louisiana >>> >>> March 2, 1867 to June 25, 1868; 7. State of Georgia >>> >>> March 2, 1867 to June 25, 1868; 8. State of Alabama >>> >>> March 2, 1867 to June 25, 1868; 9. State of Florida >>> >>> March 2, 1867 to June 25, 1868: ``` - "FORTIETH CONGRESS. Sess. II. Ch. 70 [http://tinyurl.com/zvum83n] "June 25 1868 "CHAP. LXX. – An Act to admit the States of North Carolina, South Carolina, Louisiana, Georgia, Alabama, and Florida, to Representation in Congress. "…" State of Mississippi >>> >>> March 2, 1867 to February 23, 1870: - "FORTY-FIRST CONGRESS. Sess. II. Ch. 19 ``` [http://tinyurl.com/hypz8s6] "Feb. 23, 1870 "CHAP. XIX. – An Act to admit the State of Mississippi to Representation in the Congress of the United States "…" ``` 10. U.S. Constitution, Fourteenth (14 th ) Amendment and the Law of Nations The U.S. Constitution, Fourteenth (14 th ) Amendment must be declared "null and void" for being created in violation of international law as stated by "Emerich de Vattel" within his year 1797 writings of "Law of Nations." At the time of the beginnings of our Nation, our founding fathers wrote into the U.S. Constitution (as a compromise to the "Southern States" for ratification of the Constitution) that "Slavery" was to be recognized as a legitimate occupation for a limited period of time. / 9 As the U.S Constitution was ratified on September 17, 1787, this provision of the U.S. Constitution on "Slavery" was written ten (10) years before the "Law of Nations" was given to us by "Emerich de Vattel." This provision of the U.S. Constitution is a statement that "Slaves" are not "men" (as that word "men" is used in the "Declaration of Independence" of July 4, 1776), but were "property" that may be taxed. This view and understanding of "Negroes" as "Slaves" was sustained by the U.S. Supreme Court in the case of Dred Scott vs. Sanford, 60 US 393 (1857) (http://tinyurl.com/ja45fyh). By the time the "American Civil War" (http://tinyurl.com/c6qhvjh) of April 1861 came to an end, the "Negros" were no longer regarded as "property" to be owned as "Slaves," but were restored and liberated as "freemen" under the "Thirteenth (13 th ) Amendment" to the U.S. Constitution. / 10 This freedom was 9/ see "U.S. Constitution, Article I, Section 9, Clause 1" which states: "The migration or importation of such persons as any of the States now existing shall think proper to admit, shall not be prohibited by the Congress prior to the year one thousand eight hundred and eight, but a tax or duty may be imposed on such importation, not exceeding ten dollars for each person." 10/ The "U.S. Constitution, Thirteenth (13th) Amendment" is a flawed Amendment for it was not proposed by a legitimate (dejure) U.S. Congress. As the lawful appointed U.S. Senators of those Southern (Confederated) States were not allowed to exercise their rights of "suffrage" (see "U.S. Const., Art. V, Sec. 1, Cl. 1") on the debates of the "Resolutions" that proposed the Thirteenth (13 th ) Amendment, that Amendment was not ratified as a lawful Amendment to the U.S. Constitution. short lived for with the [purported] ratification of the "Fourteenth (14 th ) Amendment" to the U.S. Constitution, those former "Slaves" were once again "enslaved" with a new master being the "U.S. Congress." Former President Abraham Lincoln was instrumental in the liberation of the "Slaves" with his "Emancipation Proclamation" (http://tinyurl.com/bnv256h). As part of his plan to free the "Slaves," he was preparing arrangements to transportation those freed "Slaves" back to their homeland of Africa or giving them the option of becoming "citizens" of our Nation. That plan was cut short with his assassination and with the [purported] ratification of the Fourteenth (14 th ) Amendment. The Fourteenth (14 th ) Amendment was adopted and ratified as a "forceful citizenship" upon the "Negro" people. The newly freed "Negros" was given no choice of their country of citizenship, that being of their former countries of "Africa" or that of the "United States": "All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. …" [Emphasis added]. U.S. Constitution, Fourteenth Amendment, Section One. Although the Fourteenth (14 th ) Amendment declares the "citizenship" of those who were "Negros" that were "born" or "naturalized" in the United States, this Amendment was also applied to "Negros" who were "born" in Africa. This Amendment declares that the "United States" has jurisdiction over the "Negro" population of our Nation which is an absurdity in law and fact. Nowhere can it be found within the "Laws of Nations" that a people may be abducted from their homeland and under force of "armament" and "chains," be transported to a foreign land and be made citizens thereof. This is exactly what the government of the "United States" has done with the "Negro" people in adopting the Fourteenth (14 th ) Amendment to the U.S. Constitution. No "Amendment" to a Constitution can compel a "captured" and an "enslaved" people to be citizens of a Nation nor can those "captured" and "enslaved" people be compelled to owe an "allegiance" to that Nation. The Fourteenth (14 th ) Amendment declares that those who are born or naturalized in the "United States" are subject to the jurisdiction thereof, and with the U.S. Congress being granted by that Amendment to use "force" to enforce its will upon those people, the "Negros" are now enslaved to the U.S. Congress. / 11 Do you not understand why a majority of the "Negro" population don't regard themselves as "citizens" of our Nation owing no "allegiance" nor are bound by our laws? The Fourteenth (14 th ) Amendment was proposed and is being used as a tool to abduct the "citizens" of the States of the Union and make those "State citizens" the "citizens" of the United States. Through deception and fraud, the U.S. Congress established "Social Security Accounts" for its Fourteenth Amendment "citizens" and then told the States (and those who do business in those States) that "Social Security Account Numbers" are mandatory as a matter of law. Today, we have parents registering their children with "Social Security Account Numbers" and business's mandating the production of "Social Security Account Numbers" believing that "Social Security Account Numbers" are required of those who are "citizens" of the States of the Union as a condition of employment. Once a child has been assigned a "Social Security Account Number," that child, as an adult, may not rescind that "Number." The production and use of "Social Security Account Numbers" is evidence of citizenship of the United States. / 12 11/ see "Section Five" of the Fourteenth Amendment: "The Congress shall have power to enforce, by appropriate legislation, the provisions of this Article." 12/ See U.S. State Department letter to Gordon Warren Epperly (http://tinyurl.com/j45nw8c). Today, it is difficult (if not impossible) to locate those who may be "citizens" of a State without having the status of being "citizens" of the United States. / 13 As a matter of the "Law of Nations," any governmental body whom has no citizens of their own ceases to exist as a government with sovereign powers. In otherwords, with the transfer of "citizens" of the "States" to the "United States" goes the transfer of reserved powers of the "People" and "States" (under Articles Nine and Ten of the "Bill of Rights" to the U.S. Constitution) to the "United States." The "States" of the Union are no longer governments with sovereign powers as all their sovereign powers have been transferred to the government of the "United States." Be advised that the "United States" is not a "State" of the Union / 14 and there were no "citizens" of the "United States" which were subject to the jurisdiction of the "U.S. Congress" at the time the U.S. Constitution was written and ratified. Those who are born as "citizens" of the States of the Union or were made "citizens" via the immigration laws of the day were recognized as "Citizens" of the United States. Please take notice that the word "Citizen" as used in the main text of the U.S. Constitution is spelled with an upper case letter "C" while the word "citizen" as created by the "Fourteenth (14 th ) Amendment" and used throughout the "Amendments" to the U.S. Constitution is spelled with a lower case letter "c". This is not a mistake in printing of the "U.S. Constitution" and the two citizenships are not one of the same. 13/ Most "Constitutions" of the "States" have been rewritten to mandate that one must be a "citizen of the United States" as a qualification of "Office" or to cast "Votes" at "Elections" of their "States." 14/ 20 CJS Section 1785 - "The United States government is a foreign corporation with respect to a state." N.Y. - In Re Merriam, 36 N.E. 505 141 N.Y. 479, affirmed 16 S.Ct. 1073, 163 U.S. 625, 41 L, Ed. 287. Conclusion The "Legislatures" of the States of the Union have spoken and they have declared that the Fourteenth (14 th ) Amendment to the United States Constitution was never proposed in accordance to several provisions of the U.S. Constitution nor was it ever ratified. The only question left: "Will the U.S. Congress and the U.S. Supreme Court (with its inferior Courts) listen to the findings and messages of the Legislatures of the States or are they going to continue to be in rebellion with the People and States of this Nation"? The U.S. Constitution is not a popularity contest nor is it the property of the "BAR Associations" and their "Federal" and "State Judges" to use as they please. All enactments of "Laws" by the U.S. Congress which are founded upon the Fourteenth (14 th ) Amendment are without authority and they are all "null and void" ab initio. These pretended "Laws" need to be "purged" / 15 from the law books of our Nation. Without the foundation of a Constitution, no law can be made. Such pretended laws cannot obtain legitimacy through time, use, or acceptance. All "Rulings" and "Opinions" of Federal and State Courts that rely upon the Fourteenth (14 th ) Amendment for their authority and existence are also null and void, ab initio. Without a provision of a Constitution, there is no authority for a Court of our Nation to impose its will through "Rulings" and "Opinions" upon the "People" and "States" of the Union. All "Court Documents" that run to and are founded upon the Fourteenth (14 th ) Amendment needs to be "purged" from the "Records" of the Courts. 15/ As pretended laws are not laws of the Nation, no law may be formed to "repeal" non-existent laws. The proper phrase is to "purge" pretended laws from the "law books." When the "People" and their "States" of the Union are being held hostage to fraudulent "Amendments" / 16 to the U.S. Constitution, the "People" and "States" are in a state of "involuntary servitude" to defacto "Officers" and "Judges" of a defacto government of The United States of America. The "People" are under the commandment of the "Declaration of Independence" of July 4, 1776 to remove themselves from the tyranny of defacto governments. Fourteenth (14 th ) Amendment Court Cases Here is a list of ten (10) famous Court decisions that show the progression of the Fourteenth (14 th) Amendment from Reconstruction to the era of affirmative action. The Slaughter-House Cases (14 Apr 1873) [http://tinyurl.com/gvhkol6] ― In the Slaughter-House Cases, waste products from slaughterhouses located upstream of New Orleans had caused serious health problems for years by the time Louisiana decided to consolidate the industries into one slaughterhouse located south of the city. Slaughterhouse owners were incensed. They challenged the state's action citing the Fourteenth (14 th ) Amendment's Privileges and Immunities Clause as their remedy. The Court said that the Privileges and Immunities Clause only prevented the federal government from abridging privileges and immunities guaranteed in the Fourteenth (14 th ) Amendment and that the clause did not apply to the states. The move gutted the Privilege and Immunities Clause of its effect 16/ There is sufficient documentation that shows the Sixteenth (16th) Amendment [http://tinyurl.com/grlpx3b] and Seventeenth (17 th ) Amendment (see Article V, Section 1, Clause 1 of the U.S. Constitution). Several U.S. Senators "rejected" the "Resolution" that proposed the Seventeenth (17 th ) Amendment and several States [http://tinyurl.com/77w28hf] were not proposed nor adopted in accordance with many provisions of the U.S. Constitution. As for the Seventeenth (17 th ) Amendment, it is null and void for no State (whether in compact or individually) may deprive any of its sister States of their rights of "Suffrage" in the U.S. Senate without that States' consent. "rejected" the ratification of that Amendment. For want of a unanimous "ratification vote" by all the States in the Union, the Amendment failed ratification. [http://tinyurl.com/77w28hf]. and kept the door open for Jim Crow laws in the South. To this day the Privileges and Immunities Clause is seldom invoked. Plessy v. Ferguson (18 May 1896) [http://tinyurl.com/pcxkqsf] ― The Louisiana legislature had passed a law requiring black and white residents to ride separate, but equal, train cars. In 1892, Louisiana police arrested Homer Adolph Plessy — who was seven-eighths Caucasian — for taking his seat on a train car reserved for "whites only" because he refused to move to a separate train car reserved for blacks. Plessy argued that the Louisiana statute violated the Thirteenth (13 th ) and Fourteenth (14 th ) Amendments by treating black Americans inferior to whites. Plessy lost in every court in Louisiana before appealing to the Supreme Court in 1896. In a 7-1 decision, the Court held that as long as the facilities were equal, their separation satisfied the Fourteenth (14 th ) Amendment. Justice Harlan authored the lone dissent. Passionately he clarified that the Constitution was color-blind, railing the majority for an opinion which he believed would match Dred Scott [http://tinyurl.com/ja45fyh] in infamy. Lochner v. New York (17 Apr 1905) [http://tinyurl.com/grajfqm] ― Lochner, a baker from New York, was convicted of violating the New York Bakeshop Act, which prohibited bakers from working more than 10 hours a day and 60 hours a week. The Supreme Court struck down the Bakeshop Act, however, ruling that it infringed on Lochner's "right to contract." The Court extracted this "right" from the Due Process Clause of the Fourteenth (14 th ) Amendment, a move that many believe exceeded judicial authority. Gitlow v. New York (08 June 1925) [http://tinyurl.com/hturofp] ― Prior to 1925, provisions in the Bill of Rights were not always guaranteed on the local level and usually applied only to the federal government. Gitlow illustrated one of the Court's earliest attempts at incorporation, that is, the process by which provisions in the Bill of Rights has been applied to the states. A socialist named Benjamin Gitlow printed an article advocating the forceful overthrow of government and was arrested pursuant to New York state law. Gitlow argued that the First Amendment guaranteed freedom of speech and the press. On appeal, the Supreme Court expressed that the First Amendment applied to New York through the Due Process Clause of the 14th Amendment. However, the Court ultimately ruled that Gitlow's speech was not protected under the First Amendment by applying the "clear and present danger" test. The Court's ruling was the first of many instances of incorporating the Bill of Rights. Brown v. Board of Education (17 May 1954) [http://tinyurl.com/j2xg78j] ― It is impossible to mention victories of the Civil Rights Movement without pointing to Brown v. Board of Education. Following the Court's ruling in 1896 of Plessy v. Ferguson, segregation of public schools based solely on race was allowed by states if the facilities were "equal." Brown overturned that decision. Regardless of the "equality" of facilities, the Court ruled that separate is inherently unequal. Thus public school segregation based on race was found in violation of the 14th Amendment's Equal Protection Clause. Mapp v. Ohio (19 Jun 1961) [http://tinyurl.com/h63jyn2] ― What happens when the police obtain evidence from an illegal search or seizure? Before the Court's decision in Mapp, the evidence could still be collected, but the police would be censured. Police had received a tip that a bombing suspect might be located at Dollree Mapp's home in suburban Cleveland, Ohio. When police asked to search her home, Mapp refused unless the police produced a warrant. The police used a piece of paper as a fake warrant and gained access to her home illegally. After searching the house without finding the bombing suspect, police discovered sexually explicit materials and arrested Mapp pursuant to state law that prohibited the possession of obscene materials. Mapp was convicted of possessing obscene materials and faced up to seven years in prison before she appealed her case on the argument that she had a First Amendment right to possess the material. The Court held that evidence collected from an unlawful search — as this search obviously had been — from be excluded from trial. Justice Clark's majority opinion incorporated the Fourth Amendment's protection of privacy using the Due Process Clause of the 14th Amendment, a very controversial move. Gideon v. Wainwright (18 Mar 1963) [http://tinyurl.com/mnxog3m] ― Prior to 1962, indigent Americans were not always guaranteed access to legal counsel despite the Sixth Amendment. Gideon, a Florida resident, was charged in Florida state court for breaking and entering into a poolroom with the intent to commit a crime. Due to his poverty, Gideon asked the Florida court to appoint an attorney for him. The court declined to do this and pointed to state law which said that the only time indigent defendants could be appointed an attorney was when charged with a capital offense. Left with no other choice, Gideon represented himself in trial and lost. He filed a petition of habeas corpus to the Florida Supreme Court, arguing that he had a constitutional right to be represented with an attorney, but the Florida Supreme Court did not grant him any relief. A unanimous United States Supreme Court said that state courts are required under the 14th Amendment to provide counsel in criminal cases to represent defendants who are unable to afford to pay their own attorneys, guaranteeing the Sixth Amendment's similar federal guarantees. Griswold v. Connecticut (07 Jun 1965) [http://tinyurl.com/gnacpnm] ― You know when you're walking down the street at night with lights in front of you and behind you, and you get that really dark shadow? In the scientific community, that shadow is known as an "umbra." Flanking that dark shadow on the ground are two or more, half-shadows, not quite as dark, but darker than the well-lit sidewalk around you. Those shadows are known as "penumbras" and were used to explain the most controversial issue of arguably the most controversial Supreme Court case in the 20 th century. Estelle Griswold was the director of a Planned Parenthood clinic in Connecticut when she was arrested for violating a state statute that prohibited counseling and prescription of birth control to married couples. The question before the Supreme Court was whether the Constitution protected the right of married couples to privately engage in counseling regarding contraceptive use and procurement. Justice Douglas articulated that although not explicit, the penumbras of the Bill of Rights contained a fundamental "right to privacy" that was protected by the 14th Amendment's Due Process Clause. Griswold's "right to privacy" has been applied to many other controversial decisions such as Eisenstadt [http://tinyurl.com/jrxbuqm] and Roe v. Wade [http://tinyurl.com/jebyxbf]. It remains at the core of substantive due process debate today. Loving v. Virginia (12 Jun 1967) [http://tinyurl.com/nnawqeh] ― By 1967, 16 states had still not repealed their anti-miscegenation laws that forbid interracial marriages. Mildred and Richard Loving were residents of one such state, Virginia, who had fallen in love and wanted to get married. Under Virginia's laws, however, Richard, a white man, could not marry Mildred, a woman of African-American and Native American descent. The two travelled to Washington D.C. where they could be married, but they were arrested state law which prohibited inter-racial marriage. Because their offense was a criminal conviction, after being found guilty, they were given a prison sentence of one year. The trial judge suspended the sentence for 25 years on the condition that the couple leave Virginia. On Appeal, the Supreme Court of Appeals of Virginia ruled that the state had an interest in preserving the "racial integrity" of its constituents and that because the punishment applied equally to both races, the statute did not violate the Equal Protection Clause of the 14th Amendment. The United States Supreme Court in a unanimous decision reversed the Virginia Court's ruling and held that the Equal Protection Clause required strict scrutiny to apply to all race based classifications. Furthermore, the Court concluded that the law was rooted in invidious racial discrimination, making it impossible to satisfy a compelling government interest. The Loving decision still stands as a milestone in the Civil Rights Movement. Regents of the University of California v. Bakke (26 Jun 1978) [http://tinyurl.com/zk9b7u8] — Allan Bakke, a white man, had been denied access to the University of California Medical School at Davis on two separate occasions. The medical school set aside 16 spots for minority candidates in an attempt to address unfair minority exclusion from medical school. All 16 candidates from both years had test scores lower than Bakke's but gained admission. Bakke contested that his exclusion from the Medical School was entirely the result of his race. The Supreme Court ruled in a severely fractured plurality that the university's use of strict racial quotas was unconstitutional and ordered that the medical school admit Bakke, but it also said that race could be used as one of several factors in the admissions process. Justice Lewis F. Powell, Jr., cast the deciding vote ordering the medical school to admit Bakke. However, in his opinion, Powell said that the rigid use of racial quotas violated the equal protection clause of the 14th Amendment. In addition to these 10 famous cases, this June's 2015 decision in Obergefell v. Hodges [http://tinyurl.com/owqjg72], which recognized a national right to same-sex marriage, will likely join the list of notable Fourteenth (14 th ) Amendment cases. In the Court's 5-4 decision, Justice Anthony Kennedy held that: "the Fourteenth Amendment requires a State to license a marriage between two people of the same sex and to recognize a marriage between two people of the same sex when their marriage was lawfully licensed and performed out-of-State." The "Court Rulings" of the Federal Courts are without effect "null and void ab initio" for want of nominated "Federal Judges" ("U.S. Supreme Court Justices") being confirmed into "Office" by a lawful (dejure) U.S. Senate. With the [purported] ratification of the Seventeenth (17 th ) Amendment to the U.S. Constitution on April 8 th , 1913; / 17 no U.S. Senator has been "appointed" into "Office" of the U.S. Senate by the "Legislature" of their States, leaving the U.S. Senators of today's U.S. Congress without constitutional authority to represent the "Legislatures" of their States in the U.S. Congress as required by "U.S. Constitution, Article I, Section 3, Clause 1." The "States of the Union" are without representation in the Congress of The United States of America as envisioned by the founding fathers of our Nation. As there are no States of the Union being represented in the U.S. Congress, there are no "U.S. Senators" that have the "Office Qualifications" to confirm a nominated "Federal Judge" into "Office" as mandated by "U.S. Constitution, Article II, Section 2, Clause 2." Today, there are no lawful (dejure) "Judges" or "U.S. Supreme Court Justices" administering the "Federal Courts" of The United States of America. When our "Federal" and "State Courts" are in rebellion with our Heavenly Father and his "Commandments," the "Judges" of those "Courts" have stepped over the line by placing the "People" in the awkward position of having to make the "abominations" of the "Holy Bible" the law of the land. As for me, I will chose the ways of the "Heavenly Father" by showing respect and honor for his "Commandments." 17/ For discussion on the Seventeenth (17th) Amendment, see footnote number "16 on page 35. " / / / / / / / / / / / / / / / Respectfully Submitted Gordon Warren Epperly P.O. Box 34358 Juneau, Alaska 99803 email@example.com Tel: (907) 789-5659	<urn:uuid:151fe8fc-45b0-42a3-8cb0-89d1064c2c32>	CC-MAIN-2018-47	http://14th-amendment.com/Miscellaneous/Articles/The_Fourteenth_Amendment.pdf	2018-11-14T11:52:37Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00129.warc.gz	1,724,112	19,462	eng_Latn	eng_Latn	0.962867	eng_Latn	0.994198	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "mlt_Latn" ]	false	docling	[ 1068, 3101, 5211, 7289, 9627, 11990, 14353, 16458, 18361, 20475, 22668, 24835, 27235, 29854, 31968, 34424, 36901, 40768, 41424, 43623, 46178, 48366, 50519, 52348, 55490, 57393, 59138, 60442, 61611, 63953, 66122, 67873, 69871, 71645, 73970, 76517, 79591, 82529, 84043, 85867, 86036 ]	[ 0.83984375, 1.4296875 ]	2	0
† Br Benedict (Caspar) Ntshangase OSB On Thursday, 5 October 2017, the senior of our community, Br Benedict Ntshangase, was called home to eternal life at the age of 86. He was born in Mbabane, Swaziland, on 25 Nov. 1930. His parents called him MadodakaZulu at birth to stress the fact that he was a son of the Zulu nation. At baptism, he received the name Caspar. His early schooling was done at Nongoma in the heart of Zululand where his father served in the Christ the King Parish as a catechist under Fr Romanus Pally OSB (1900– 1972), Fr Wigbert Drzyzga OSB (1900–1979) and Fr Ignatius Jutz (1897– 1973). When he was still a teenager, Br Benedict showed a strong desire to dedicate his life to the service of the Church. He entered St Mary's Minor Seminary at Ixopo in southern Natal. This was followed by a few years at St Joseph's Major Seminary which the Catholic Bishops of South Africa had established at Pevensey for local vocations in 1946. Br Benedict used to mention with a sense of pride how privileged he felt to study for the priesthood together with the late Mansuet Dela Biyase (1930–2005) who, in 1975, was to become the first black bishop of the Diocese of Eshowe. After becoming gradually aware that he was not really called to pursue the study for the priesthood, he returned to Zululand where he stayed in close contact with the Missionary Benedictines. In the early 1950s, it was Br Ethelwold Hettrich (1906–1969) who took him under his wing. He was a master tailor at Little Flower Mission outside Eshowe, training apprentices in tailoring. Br Benedict became one of his apprentices. Later he used to accompany and assist Br Ethelwold when electrical work had to be done at mission stations. Like many of the Benedictine brothers, Br Ethelwold had turned into a jack-of-all-trades during his time as a missionary in Zululand. He gave Br Benedict an opportunity to become familiar with other trades besides tailoring. In 1954, the Benedictines began for the first time to recruit and train local candidates who showed an interest in the Benedictine way of life. Little Flower Mission was chosen as a venue for the training and Fr Waldemar Dröber (1905–1988) was put in charge of the program. Br Benedict was among the first group of candidates. They began their postulancy at Little Flower Mission in October 1954 but moved to Fatima Mission a few months later as this was thought to be a more suitable place. The whole undertaking proved rather challenging as Fr Waldemar based his dealing with candidates firmly on the way he had been introduced to Benedictine life in his home monastery in Germany decades earlier, while monasticism was not at all a familiar concept to the candidates under his care. This first attempt at introducing Benedictine monasticism in Zululand may have been unsuccessful, but it encouraged Br Benedict to keep in touch with the Benedictines. When Fr Albert Herold (1928–2010), who was at the time the prior of Inkamana Monastery, made a new attempt in the early 1960s, Br Benedict was the first one to respond. He entered Inkamana Monastery on 21 March 1964, the Feast of St Benedict After a period of postulancy, he began his novitiate. Together with our Br Clement Sithole, he professed his monastic vows on 29 August 1965 and made his life-long commitment on 1 September 1969. Br Benedict was for many years engaged in catechetical work at the monastery itself and in the neighbouring parish of the Holy Angels. He could be seen riding on a bicycle to Bhekuzulu which is about 6 km from Inkamana. He was also engaged in youth work. He was also part of the vocation team that was responsible for the recruiting of young men for monastic life. His special interest belonged to the group of "Children of Mary" whom he prepared for First Holy Communion. Besides, he used to visit regularly two local prisons conducting prayer services for the inmates. He was also the monastery sacristan for many years. He had an interesting philosophy which states "When you know much, you have to do much." Br Benedict was loved by the people and the services he rendered in various parishes were deeply appreciated. Although his physical and mental strength gradually diminished in the last few years, his sense of humour and his well-known smile never left him. Now that he has crossed the threshold of death, we trust that the Lord will reward him for his faithful service. Requiem Mass, followed by the burial, will be celebrated on Wednesday, 11 October, at 10:00. Fr Prior John Paul and the monks of Inkamana.	<urn:uuid:16fda496-4555-44c3-8613-bd82c83621ba>	CC-MAIN-2018-47	http://inkamana.mariannhillmedia.org/wp-content/uploads/2017/11/2017-20-Br-Benedict-Ntshangase-Ink-3a.pdf	2018-11-14T11:51:00Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00130.warc.gz	171,751,817	1,076	eng_Latn	eng_Latn	0.998103	eng_Latn	0.998288	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2168, 4564 ]	[ 1.4375 ]	1	2
Surveying for Windowwinged Caddis Flies Chobham Common Wednesday, 23 rd May 2018 A half-day course for volunteers who would be willing to carry out surveys for Window-winged Caddis Flies (Hagenella clathrata). The course aims to teach volunteers: - About the ecology and known distribution of Windowwinged Caddis Flies - How to identify the species - Where, when and how to find the species - How to submit records to the Species Recovery Trust With thanks to the Margaret Guido's Charitable Trust and the People's Postcode Lottery for their generous support Details Surveying for Window-winged Caddis Flies Chobham Common The Window-winged Caddis Fly (Hagenella clathrata) is an extremely rare caddis fly. In England, it is now found in only two sites on the Shropshire/Welsh boarder, three sites in Staffordshire, and two in Surrey (Whitmoor and Chobham Common). It is thought to have declined with the drying out of its habitat, the encroachment of trees into its boggy habitat, wildfires, and the opening of tussock habitat by livestock trampling the ground. The Species Recovery Trust is working in collaboration with Surrey Wildlife Trust to estimate how many caddis flies remain at the two Surrey sites and to assess how vulnerable the populations are. This will allow us to then target our conservation work appropriately. It is also possible that the caddis fly is found at other sites in Surrey that have not been surveyed to date, and so we are also keen to expand our survey effort to other sites. To achieve this, we are planning to set up a long-term monitoring programme for the Window-winged Caddis Fly, and this is the main purpose of the volunteer day. We will teach you how to survey for the species and you will then be asked to carry out at least one survey each spring/summer and to submit your records to the Species Recovery Trust. This is a great way of becoming involved in protecting your local wildlife whilst also learning new ecological skills. The course will start with an indoor session in the Surrey Wildlife Trust portacabin in Pirbright, where you will learn about the ecology and distribution of the caddis fly, and how to survey for and identify it. We will then head outside for a practical session where we will hope to find some caddis flies. This will take place on Chobham Common, a 20 minute drive from Pirbright. The training course is free of charge – to register, please email email@example.com. Your leader for the training course will be Scotty Dodd, who is an authority on Windowwinged Caddis Flies. With thanks to the Margaret Guido's Charitable Trust and the People's Postcode Lottery for their generous support What to bring - Notebook/clipboard - Water and snacks - Firm boots and outdoor clothing Any problems on the day please call Charlotte Carne on 07581328478. Please inform us of any relevant medical requirements/conditions we should be aware of prior to the training day. Schedule 12.45 Arrival and Welcome 13.00 Start of Course – indoor session to learn about the caddis fly 14.30Outdoor practical session 16.30 Finish Directions Address: Surrey Wildlife Trust portacabin School Lane Pirbright Woking Surrey GU24 0JN Google maps – click here Chobham Common Staple Hill Rd Chobham Woking GU24 8TU Google maps - click here Car parking is available on site, but it can get full. There is alternative parking on Pirbright Green, which is a 5 minute walk from the portacabin. Brookwood train station is about a 15 minute walk away. Please let us know if you will be travelling by train so that we can make sure we will have enough cars to get to Chobham Common. For more information on Window-winged Caddis Flies click here With thanks to the Margaret Guido's Charitable Trust and the People's Postcode Lottery for their generous support	<urn:uuid:2ffad0d4-c215-48ea-aa09-fd1cb39abdd7>	CC-MAIN-2018-47	http://speciesrecoverytrust.org.uk/Courses/Volunteer%20day%20leaflet%202018%20-%20Chobham.pdf	2018-11-14T10:48:19Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00130.warc.gz	333,103,521	874	eng_Latn	eng_Latn	0.995736	eng_Latn	0.997944	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 562, 2703, 3854 ]	[ 1.703125 ]	2	1
20 Lessons from the Garden 20 Lessons from the Garden (excerpt: Broken Arrowheads and Dragonflies) I once found a broken arrowhead in my garden. It was made of pink flint and the tip was broken off. One day, long ago, a Native American had knapped the arrow and used it to hunt a small animal. I was not the first one to walk on this soil, nor will I be the last. Being a gardener gives you time for reflection and teaches you many things about life. Here are 20 lessons I have learned in my garden: Sometimes there are sinkholes. Just when you think you are making 1. progress, a tiny hole forms out of nowhere. It grows larger and larger. Unless you excavate to find out why–and repair the foundation–it can destroy all your hard work. Water frequently. If you want fruit, you need to water. Left to the fate of 2. the environment, they might shrivel and die. Everything needs moisture. Some things need less than others, so don't overdo it. Prune with purpose. A sucker is an unwanted stem which saps nutrients 3. from the main plant. It won't produce much while sucking off the parent plant, but removed and planted in a new spot, it is free to grow to its full potential and produce fruit of its own. Some suckers need to be thrown away. Weed daily. Let a weed take hold for a week and it will develop an 4. underground network of roots, which are nearly impossible to search and destroy. Some weeds reproduce by sending out new shoots this way. A garden can be quickly overtaken if neglected. Thin liberally. Grow your vegetables too close together and they will be 5. small, weak and deformed. But if you thin out the overgrowth, the ones left behind will grow large and strong. Quality is better than quantity. Save spiders. Spiders love gardens because they are full of bugs. Some 6. bugs serve no purpose other than to eat your hard work and grow bigger on your labor. Spiders will help keep the destruction of these pests to a manageable level. They will work hard for themselves which will benefit you. Learn to thank the spiders. Feed the wildlife. Your garden will produce more than you need. Will 7. you let the excess rot or share with the creatures whose habitat you disturbed to plant your garden? Grow flowers. Flowers remind us that there is beauty all around if we 8. take the time to look. Not everything we plant has to serve a physical need. Some things we plant feed our souls and that is their main purpose. Save seeds. If you want to have more control over your life, you will learn 9. to harvest and save seeds. Don't be so dependent on others to supply what you need. You are capable of supplying yourself with seeds for the future. Harvest daily. If you neglect to check the garden when harvest time is 10. near, you might be dismayed to discover that your cucumbers are past their prime and have begun to rot. Have no fear–if you have learned to save seeds for the future, even rotten fruit has a purpose. Condition the soil. The building blocks of good soil is found in decay. 11. It is advantageous to add layers of decaying plant matter to your soil. But learn the difference between decay and disease. The wrong thing added can introduce disease which could destroy the fragile ecosystem permanently. Watch birds. Birds do not worry about their next meal because they 12. know God will provide it for them. If a bird decides you are God's garden, then be willing to share. Put up a fence. Fences are for keeping out raccoons and other 13. destructive animals who find pleasure in reeking havoc on your hard work. They are not there just for a bite to eat, but to have fun destroying what you have worked so hard to make. It's okay to lock them out. Wear gloves. You will work harder with gloves on. The harsh weeds will 14. not hurt if your hands are protected. You will not be timid and will be stronger with the proper equipment for the job. Use sunscreen. It's hot in the sun. Your skin is not armor, nor is your 15. pigment protected by chlorophyll. Protect yourself from the harsh rays of the sun. Know your limitations. Make a plan. A well planned garden will produce more than a 16. haphazardly planted one. Some plants don't like each other and grow best next to others. Learn the signs. Make the best use of those who grow best together. Let volunteers grow. If a volunteer plant has the strength and quality to 17. reproduce on its own, why would you want to pull it out or lower its chances of survival by moving it? This is one that you want to nurture and save the seeds. It is a survivor. Don't use chemicals. Chemicals are overused in our environment and 18. diets. If you are in charge of this garden and have the choice to reduce your exposure to manmade chemicals, why wouldn't you? Chemicals are poisoning our world and us. Rotate your crops. Repeated growth of the same plant in the same place 19. year after year will eventually deplete the soil of the nutrient that that plant uses the most. Rotate your crops into different places each year to make sure your soil is healthy. Thank God. God provided you with the soil, seeds, sun, water, strength, 20. tools and knowledge to grow this garden. Thank Him for everything. ©Karen Glenn Farr 2016 (KGF061216LMW)	<urn:uuid:accb728f-38a7-4631-ab2b-8b9acfb3ea99>	CC-MAIN-2018-47	https://karenglennfarr.com/index.php/literature/my-writings/20-lessons-from-the-garden/?print=pdf	2018-11-14T11:53:53Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00131.warc.gz	656,006,286	1,205	eng_Latn	eng_Latn	0.999389	eng_Latn	0.999463	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2118, 4459, 5247 ]	[ 2.546875 ]	1	4
CONNECT... Communities, People and the Land Vermont's economic, social and environmental well-being is grounded in our cultural and economic heritage. This heritage created and maintained the state's historic landscape of compact cities and villages surrounded by working farms and forests. But this landscape is in jeopardy. According to the 2000 U.S. Census, Vermont's rural communities are absorbing 40% of the state's population growth, resulting in the loss of valuable farmland, forest and wildlife habitat. Smart Growth... Reduces energy use and harmful greenhouse gas emissions Creates a range of housing opportunities and choices Enables a mix of land uses Preserves open space, farmland, forests and other critical environmental areas Provides a variety of transportation choices Creates opportunities for walking, bicycling, and other recreation Takes advantage of compact building design For Vermont to grow and thrive we need to carefully integrate growth, environmental protection and economic opportunities into our local and state planning framework. This will require the participation of citizens, local and state officials, developers, business leaders and non-profit organizations. Encourages community and stakeholder collaboration Fosters distinctive, attractive communities with a strong sense of place Makes development decisions predictable, fair and cost effective Strengthens existing communities Design: Place Creative Company Smart Growth in Vermont Paper is made with 100% Post Consumer Waste. Manufactured with wind-generated electricity. Our future depends on careful analysis, dialogue, cooperation and leadership. Smart Growth Vermont facilitates that analysis, dialogue and public engagement. We do this on-theground at the community level, where we provide local leaders with the resources they need to make wise land use decisions, and at the state level, where we help guide the development of sound land-use legislation. Our goal is to encourage development that revitalizes neighborhoods, strengthens downtowns and village centers, protects farmland and open space, keeps housing affordable, and provides more transportation choices. This is development that is good for the economy, community and the environment. Invest... In Vibrant Downtowns Our downtowns are our lifeblood. Neglected for many years, there is now a resurgence, thanks to the Downtown Tax Credit program, of redevelopment and renovation of existing downtown space that brings it back to life. Through a partnership of developers, realtors and non-profit housing organizations, Burlington's Banknorth Block has been revitalized and a brownfield site redeveloped. A landmark factory was restored and converted to condos, two historic homes converted to apartments, and new construction adds permanently affordable apartments as well as marketrate rental units combined with office space. This is all within easy walking distance of bus routes, jobs, shops, schools and Burlington's waterfront. Barre's granite industry, in decline for years, has left behind several hulking granite sheds. ReSOURCE North's creative reuse of one of these sheds is turning a brownfield into a community resource. Not only will the energyefficient retrofit provide space for community residents to purchase recycled goods and materials, it also extends their social enterprise by providing space for a training program to help lower-income residents develop skills and become self-sufficient. The site is easily accessible by foot, bike, car and public transportation. What happens to a strip mall when retail operations abandon it? In Winooski's case, it is reborn as the O'Brien Community Center. The Center provides space for retail businesses as well as social service organizations, health practitioners and a YMCA. Residents come to the Center for educational and vocational training and to use the commercial kitchen to start up a new business. Left: ReSOURCE North, Barre Right: Winooski's O'Brien Community Center RevitalizE... Village Centers Many small Vermont towns are losing their sense of community as their village stores close and post offices move to the outskirts of town. In Proctorsville's case, this trend was exacerbated by a devastating fire that left a burnt out mill site. This area became the focus of a community strategy to re-invigorate the village center through mixed-use development which kept a key anchor – the post office – in the village. The project added affordable homes and gave historic buildings new lives as housing and shops, all within a short walk to a grocery store, churches, the school and library, and good jobs within five miles of the village center. When your village's main economic engine is a world-class ski resort, appearances count. Stowe's Lower Village recognized the importance of maintaining and improving the scenic vistas and adding commercial space and jobs to enhance this gateway to the main village. The South Main Street Business Center project combined new construction, historic renovation, land preservation and the state's first river preservation, resulting in new space for several companies and creation of six jobs. Proctorville Green Revitalization Plan... for the Future of Our Communities Good land use starts with strong plans that build on our special landscape. The Finney Crossing at Tafts Corners plan in Williston has the potential to turn a commercial center into a neighborhood. The proposed development will result in a compact, mixed-use community with singleand multi-family homes integrated with shops and offices. The extensive sidewalk network and multiple public outdoor spaces put people at the center of the design. centered plans. The 2009 Calais Town Plan establishes a framework for their zoning and for citizen participation to protect both their rural district, revitalize the village, encourage food production, protect open space, provide low and moderate income homes, and increase transportation options to reduce the need to travel for work and shopping. One way to ensure working landscapes remain viable is to encourage village- Downtown White River Junction Hartford's White River Junction Revitalization Plan maintains the character and scale that make historic White River Junction unique. Proposed elements include: building in available CREATE... Healthy Neighborhoods Burlington Cohousing Kitchen vacant space; sidewalks, street lights, crosswalks, a river walk/bike path and bike racks to reduce the number of cars in the downtown; higher density housing options; and street trees and other green ways to control run-off from pavement and roofs. Champlain Valley Cohousing Building more homes in a way that respects our state's character and environment will not only ease Vermont's current housing shortage, but provide economic benefits. In today's market, almost half of Vermont's households cannot afford a median priced home or today's Fair Market Rent. Recent developments, such as Second Branch Homes in East Randolph, are working to offset this shortage by providing energy-efficient single family homes designed to be affordable. These Second Branch Homes East Randolph homes are clustered in the village and within easy walking distance of the general store, post office, community hall, fire station, church and a farm equipment and sales service center. Vermont's growing cohousing movement provides an alternative to traditional homes in rural, village-centered and urban settings. Burlington Cohousing's East Village is a vibrant urban infill neighborhood designed to be multi-cultural and multi-generational. Putney Commons provides an example of the density called for in the Putney Town Plan, with six condominiums clustered on a brownfield close to the food coop, health practitioners, library, restaurants and various other businesses. Champlain Valley Cohousing combines attached and singlefamily homes around a common green with conservation of 118 acres of farmland and forest.	<urn:uuid:2453cc86-69b8-4192-8fc1-5f70d58bef6d>	CC-MAIN-2018-47	http://vnrc.org/wp-content/uploads/2012/08/Smart-Growth-in-Vermont-2009.pdf	2018-11-14T11:01:05Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00130.warc.gz	381,854,746	1,500	eng_Latn	eng_Latn	0.99745	eng_Latn	0.998312	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2266, 8048 ]	[ 2.390625 ]	1	5
CONFERENCE OF THE PARTIES TO THE CONVENTION ON BIOLOGICAL DIVERSITY Tenth meeting Nagoya, Aichi, Japan, 18-29 October 2010 INFORMATION NOTE FOR PARTICIPANTS QUICK LINKS (Control + click on page number to directly access text in document) INFORMATION HIGHLIGHTS Distr. GENERAL 20 September 2010 ENGLISH ONLY 1. VENUE The tenth meeting of the Conference of the Parties to the Convention on Biological Diversity (COP-10) will be held in Nagoya, Aichi Prefecture, Japan, from 18 to 29 October 2010. The meeting will be held at: Nagoya Congress Center (NCC) 1-1 Atsuta-nishimachi, Atsuta-ku Nagoya, Aichi Prefecture 456-0036, Japan Tel: +81-52-683-7711 Fax: +81-52-683-7777 Web site: http://www.nagoya-congress-center.jp The meeting will be preceded by the fifth meeting of the Conference of the Parties serving as the meeting of the Parties to Cartagena Protocol on Biosafety (COP-MOP-5), which will be held at the same venue from 11 to 15 October 2010. 2. OFFICIAL OPENING The official opening for the COP-10 will take place at 10:00 a.m. on Monday, 18 October 2010. The formal sessions of the meeting will be held daily from 10:00 a.m. to 1:00 p.m. and from 3:00 p.m. to 6:00 p.m. For more information, please refer to the provisional annotated agenda, which is available on the Secretariat‟s web site at: http://www.cbd.int/doc/?meeting=COP-10. 3. HIGH-LEVEL MINISTERIAL SEGMENT A High-Level Ministerial Segment (HLS) is being organized by the Government of Japan in consultation with the Bureau of the Conference of the Parties and the Executive Secretary of the Convention. The HLS will be opened in the Century Hall of the Nagoya Congress Center on Wednesday, 27 October and continue until its closure on Friday, 29 October 2010. A separate information note providing details on the programme will be announced in due course. Related organizational matters for the HLS are available on the Secretariat‟s web site at: http://www.cbd.int/cop10. The Secretariat‟s focal point for all issues related to the HLS is: Mr. Ahmed Djoghlaf Executive Secretary Secretariat of the Convention on Biological Diversity World Trade Centre 413 St. Jacques Street, Suite 800 Montreal, Quebec, Canada H2Y 1N9 Telephone (Direct line): +1-514-287-7001 Fax: +1-514-288-6588 E-mail: firstname.lastname@example.org 4. REGISTRATION 4.1 Registration and accreditation of Parties In accordance with rule 18 of the rules of procedure, and pursuant to recommendation 1, contained in the United Nations Office of Internal Oversight Services audit report of the CBD Secretariat (UNEP/CBD/COP/8/INF/44), Parties to the Convention are urged to submit their credentials to the Secretariat if possible no later than twenty-four hours after the opening of the meeting. The credentials of representatives of Parties to the Convention must be issued by the Head of State, Head of Government or the Minister for Foreign Affairs. A model for the preparation of credentials is contained in Annex A. Questions regarding the accreditation procedure should be directed to: Mr. Lyle Glowka Senior Legal Advisor Secretariat of the Convention on Biological Diversity World Trade Centre 413 St. Jacques Street, Suite 800 Montreal, Quebec H2Y 1N9, Canada Tel: +1-514-287-7022 Fax: +1-514-288-6588 E-mail: email@example.com Registration of representatives from Contracting Parties is subject to the receipt by the Secretariat of an official notification. The official notification shall be sent through diplomatic channels and must be received as soon as possible but no later than 30 September 2010. The notification, which must indicate the names, titles and contact details of delegates nominated to attend the meeting, should be sent to the attention of the Executive Secretary at the address below: Mr. Ahmed Djoghlaf Executive Secretary Secretariat of the Convention on Biological Diversity World Trade Centre 413 St. Jacques Street, Suite 800 Montreal, Quebec H2Y 1N9, Canada Fax: + 1-514-288-6588 E-mail: firstname.lastname@example.org 4.2 Observers 4.2.1 Observer States Rule 6.1 of the rules of procedure applies to States not Party to the Convention that wish to be represented as observers in the meeting. The registration of these representatives is subject to the receipt by the Secretariat of an official written notification. The notification must be received as soon as possible, but no later than 30 September 2010, and must indicate the names, titles and contact details of the delegates to the meeting. The notification should be addressed to the Executive Secretary at the address indicated in item 4.1, above. 4.2.2 Observers from the United Nations and its specialized agencies Rule 6.1 of the rules of procedure also applies to the United Nations, its specialized agencies and the International Atomic Energy Agency, that wish to be represented as observers in the meeting. The registration of these representatives is subject to the receipt by the Secretariat of an official written notification. The notification must be received as soon as possible, but no later than 30 September 2010, and must indicate the names, titles and contact details of the delegates to the meeting. The notification should be sent to the attention of the Executive Secretary at the address indicated in item 4.1, above. Please note that pursuant to rule 6.2 of the rules of procedure, these observers may participate in the meeting, without the right to vote, unless at least one third of the Parties present at the meeting object. 4.2.3 Bodies or agencies qualified in the fields of biodiversity conservation and sustainable use Rule 7.1 of the rules of procedure applies to bodies or agencies qualified in the fields of biodiversity conservation and sustainable use wishing to be represented as observers in the meeting. The registration of these representatives is subject to the receipt by the Secretariat of an official written notification. The notification must be received as soon as possible, but no later than 30 September 2010. The notification, to be sent to the attention of the Executive Secretary at the address indicated in item 4.1 above, must take the form of an official letter from the Chief Executive or President of the organization, and must indicate the names, titles and contact details of the delegates to the meeting. Please note that pursuant to rule 7.2 of the rules of procedure, these observers may participate, without the right to vote, in the proceedings of any meeting in matters of direct concern to the body or agency they represent unless at least one third of the Parties present at the meeting object. 5. ON-SITE REGISTRATION Access to the meeting venue is subject to the presentation of a valid conference badge. Conference badges with photographs will be issued at the registration counter located at the Nagoya Congress Center upon the presentation of a valid passport or an identification card with a photograph, along with a copy of the letter of nomination/accreditation referred to in 4.1, above. Registration will start on 14 October and continue during the following hours: For security reasons, the display of conference badges is mandatory at all times to gain access to the meeting venue and meeting rooms. Any loss of a conference badge should be reported immediately to the registration counter. 6. PROCEDURES FOR MEDIA ACCREDITATION Media participation at CBD meetings is subject to accreditation by the CBD Secretariat. Accreditation is strictly reserved for members of the press-print media, photo, radio, TV, film and news agencies who fully meet UN media accreditation requirements. Accreditation will be granted upon presentation of valid press credentials including each of the following: 1. Completed Media Accreditation Form (Annex E); 2. Letter of assignment on official letterhead of a media organization signed by the Publisher/Assignment Editor, Editor-in-chief or Bureau Chief, specifying the name and functional title of the journalist. Unsigned letters or e-mails will not be accepted; 3. Photocopy of a valid press card/work pass; and 4. Photocopy of passport/national ID card. To avoid delays upon arrival, please submit the form Media Accreditation Form together with the documents listed above to: Mr. Johan Hedlund Media Assistant Secretariat of the Convention on Biological Diversity World Trade Centre 413 St. Jacques Street, Suite 800 Montreal, Quebec, H2Y 1N9 Canada Tel: + 1-514- 287-6670, Fax: + 1-514-288-6588 E-mail: email@example.com It is also possible to register on-site. Note that double accreditation is not allowed (e.g. as press and delegate, or as press and NGO). Press passes can be picked up at the registration counter upon presentation of two forms of photo ID (passport, official national press pass, driver‟s license, work ID, etc.) or of a photo press pass from the United Nations in New York, Paris, Geneva, Vienna, or Nairobi. Please note that journalists accredited to cover the meetings should make their own travel and hotel bookings. For press releases and other information, please contact: Mr. David Ainsworth Information Officer Focal Point for the International Year of Biodiversity Secretariat of the Convention on Biological Diversity World Trade Centre 413 St. Jacques Street, Suite 800 Montreal, Quebec H2Y 1N9 Canada Tel: +1-514-287-7025 Fax: +1-514-288-6588 E-mail: firstname.lastname@example.org 7. SOUTH-SOUTH COOPERATION FORUM The Secretariat together with the Group of 77 will organize the First South-South Cooperation Forum on Biodiversity for Development on 17 October 2010 at the Nagoya Congress Centre. For more information, participants are invited read CBD Notification 145-2010 which can be found at http://www.cbd.int/doc/notifications/2010/ntf-2010-145-ssc-forum-en.pdf. 8. DOCUMENTS In order to minimize the negative environmental impact of the meeting, the number of copies of in-session documents will be limited to the strict minimum. With regard to pre-session documentation, delegates are urged to bring their own copies for the meeting, including the information documents. Only one set of specific documents, such as the provisional agenda and the annotations thereto, the compilation of draft decisions and the draft programme budget for the period 2011-2012, will be distributed to delegations through their assigned pigeon-holes. Participants are invited read CBD Notification 156-2010 on documentation which can be found at: http://www.cbd.int/doc/notifications/2010/ntf-2010-156cop10-en.pdf. CD-ROMs containing the pre-session documents, in the six United Nations official languages, as well as the information documents, will also be made available to delegates and participating organizations who wish to reproduce on site, at their own expense, additional copies of the documents. The CD-ROMs will be available at the documentation counter. Pre-session and information documents are available on the Secretariat‟s web site at: http://www.cbd.int/doc/?meeting=COP-10. In-session and information documents are available on the Secretariat‟s web site at: http://www.cbd.int/cop10/in-session/. In order to assist the interpreters in the discharge of their duties, delegations wishing to make a formal statement on any issue relevant to the agenda items of the meeting should provide, in advance, a copy of their statement to the Secretary of the meeting, Mr. David Cooper, at the following coordinates: Mr. David Cooper Senior Programme Officer, Interagency and Programme Coordination Secretariat of the Convention on Biological Diversity World Trade Centre 413 St. Jacques Street, Suite 800 Montreal, Quebec, H2Y 1N9 Canada Tel: +1-514-287-9809 Fax: +1-514-288-6588 E-mail: email@example.com 9. LIST OF DELEGATIONS A list of delegations that have attended the meeting will be prepared by the Secretariat and made available on its web site soon after the closing of the meeting at the following link http://www.cbd.int/COP10-LoP.pdf. Participants not wishing to have their full coordinates appear on the list of participants should notify the Secretariat staff at the registration desk. 10. SERVICES TO PARTICIPANTS A variety of services will be available within the meeting venue. These will include restaurants and cafeterias, a medical unit, a post office, a travel desk, a hotel reservation service, a tourist information service, coin and card-operated telephones, sale of pre-paid telephone cards, an Internet café, photocopying, facsimile, scanning, sale of a small range of office supplies and plug adaptors and a delegates‟ lounge. Some international cellular phones may not be operational in Japan due to different frequencies used; it is recommended to check with your provider in advance. Information on rental of cellular phones will be provided in July on the website of Aichi-Nagoya COP-10 CBD Promotion Committee. Aichi-Nagoya COP10 CBD Promotion Committee http://www.cop10.jp/aichi-nagoya/english/ Wireless internet will be provided; free of charge, at the meeting venue, an internet café will also be available to all participants. 11. TRAVEL AND DAILY SUBSISTENCE ALLOWANCE ARRANGEMENTS For any query related to travel and daily subsistence allowance (DSA), sponsored participants are invited to contact the designated focal persons indicated below: 11.1 Daily Subsistence Allowance and Related Travel Inquiries Mr. Ide Ahmed Fund Management Officer Secretariat of the Convention on Biological Diversity World Trade Centre 413 St. Jacques Street, Suite 800 Montreal, Quebec H2Y 1N9 Canada Tel: + 1-514-287-7024 Fax: + 1-514-288-6588 E-mail: firstname.lastname@example.org 11.2 Travel Agency Ms. Sally Atoui MKI Travel & Conference Management Inc. 2121 Carling Ave, Suite 202 Carlingwood Mall, 2nd floor Ottawa, Ontario K2A 1H2, Canada Tel: +1-613-234-6797 Toll free number (North America): 1-800-267-9676 Fax: +1-613-233-7813 E-mail: email@example.com 12. VISAS Diplomatic/Official passport or UN Laissez-passer holders are advised to contact the Consular Section of the Embassy or the Consulate General of Japan http://www.mofa.go.jp/about/emb_cons/over/index.html in advance in order to obtain information about the necessity of an entry visa to Japan, the visa application procedure and the necessary documents for the visa application. Please note that for above said participants, an invitation letter from CBD Secretariat is NOT necessary for the visa application. Holders of ordinary passports from countries NOT LISTED in (Annex B) require an entry visa to Japan, and it is recommended to contact the Consular Section of the Embassy or the Consulate General of Japan nearest you in advance in order to obtain information about the visa application procedure and the necessary documents required for the visa application. The period required from the visa application to the issuance of the visa is approximately 5 working days as long as there are no particular problems with the content of the application. SCBD will issue a letter for holders of ordinary passports for whom an entry visa to Japan is required. If you need the letter, please send an e-mail with a copy of the passport of each visa applicant to SCBD (firstname.lastname@example.org) and with a copy to the Government of Japan email@example.com. Please also bear in mind that an entry visa to Japan is issued in accordance with the laws and regulations of Japan. Participants requiring an entry visa to Japan should attach the following, as appropriate, duly completed and signed, to their visa application form: - An official letter from the Government or the organization nominating him/her as an official participant in the meeting; - A passport-size photograph(approx.45mm x 45mm); - Valid passport (with an expiry date no less than six months from the date of entry into Japan and at least two blank (unstamped) visa pages); - Letter of invitation from the CBD Secretariat (to be issued upon request for holders of ordinary passports); - Other necessary documents as requested by the Japanese Embassy/Consulate; - Visa application form: http://www.mofa.go.jp/j_info/visit/visa/pdfs/application_all.pdf It should be noted that airline companies will not allow boarding in the absence of a valid visa; visas cannot be obtained upon arrival in Japan. For updated information on visa requirements, please visit the links below: - List of diplomatic missions: http://www.mofa.go.jp/about/emb_cons/over/index.html - Countries which have visa exemption for holders of ordinary passport: http://www.mofa.go.jp/j_info/visit/visa/short/novisa.html - Nationals requiring an entry visa except nationals of China, Russian Federation, NIS countries and the Philippines who are holders of ordinary passports: http://www.mofa.go.jp/j_info/visit/visa/short/other_visa.html - Nationals of the Philippines who are holders of ordinary passports: http://www.mofa.go.jp/j_info/visit/visa/short/philippine.html - Nationals of the Russian Federation and NIS nationality who are holders of ordinary passports: http://www.mofa.go.jp/j_info/visit/visa/short/russia_nis.html - Nationals of China who are holders of ordinary passports: http://www.cn.emb-japan.go.jp/consular.htm(Chinese) Participants experiencing difficulties in accessing these web sites and/or requiring any visa-related assistance are requested to contact the designated focal person below: Ms. Junko Yamazaki The Secretariat of the Government of Japan for the 10 th meeting of the Conference of the Parties to the Convention on Biological Diversity Tokyo, Japan Fax: +81-3-5501-8175 E-mail: firstname.lastname@example.org 13. GREENING OF THE MEETING The Secretariat of the Convention on Biological Diversity and the Government of Japan want to create a setting that is true to the spirit of the Convention and meets the requirements of environmental protection in general. Japan is therefore organizing the meeting in line with a comprehensive and ambitious environmental plan with the purpose of ensuring that, to the extent possible, environmental impacts resulting from the meeting are avoided or, at a minimum, reduced, to give participants first-hand experience of the ideas behind the environmental concept and thus indirectly also promote the goals of the meeting. The main areas that the concept will address are: waste management, travel of participants, and efficient use of energy and water during the meeting. Climate protection will also play a key role as it is closely connected to biodiversity. 13.1 Waste Management The starting point for waste management is waste prevention. Proper organization will prevent large volumes of waste from accumulating at the meeting. To facilitate efficient waste recycling, waste will be collected separately. In 1998, a garbage emergency was declared in Nagoya. The increase in the amount of waste had exceeded the capacity of incineration and landfill facilities. Citizens, businesses and the Nagoya City Government joined forces to enforce the separation of waste according to categories for recycling. As a result, the volume of waste fell by 30% and that of landfills by 60%. For this reason, waste separation and recycling is the core environmental principle that symbolizes Nagoya. The Government of Japan and the Aichi-Nagoya COP-10 CBD Promotion Committee will take advantage of COP-10 to introduce and apply Nagoya‟s waste separation system, in order to promote waste reduction and recycling. Pictographs for separate waste collection: Burnable Refuse Non-Burnable Refuse Empty Bottles Empty Cans PET Bottles (with PET markings on container) Plastic Containers and Packages (with marking) Paper Containers and Packages (with marking) Used Papers Newspapers OA Papers (paper for copying and computer) Cardboard Others (Magazines, Brochures, etc.) It is hardly possible to imagine a meeting without documents and brochures, but it is a great help to the environment if participants only take, distribute or copy what is really of interest and will actually be read. Different waste containers will also be placed throughout the meeting venue, including the public areas, enabling participants to dispose of their waste separately. This means that every participant can actively support environmentally sound waste management. 13.2 Energy and water Energy and water consumption for the meeting will be kept as low as possible. Electricity needs will be supplied by certified green electricity for the duration of the meeting. 13.3 Transportation In order to promote the use of environmentally friendly public transportation, the Aichi-Nagoya COP-10 CBD Promotion Committee will provide a free subway pass valid within Nagoya City. More details about transportation are available in section 14. 13.4 Climate protection The Government of Japan is committed to minimizing the negative impacts on the climate. All greenhouse gas emissions, e.g. in the transport and energy sectors, well be kept as low as possible. All non-avoidable greenhouse gas (GHG) emissions, for example emissions resulting from the long flights which many participants must take to and from Japan, will be offset by investments in climate-protection projects elsewhere. These projects will comply with the highest ecological and social standards. To offset GHG emissions accurately, the Government of Japan needs to know if there are participants that are independently offsetting GHG emissions from their personal flights. In such cases, participants are requested to provide us with their country/organization, point of origin, participant names, via e-mail or fax before their arrival to Japan. Secretariat of the Government of Japan for the COP-10 Tokyo, Japan E-mail: email@example.com Tel: +81-3-5501-8495 Fax: +81-3-5501-8175 14. TRANSPORTATION 14.1 Arrival information The nearest international airport servicing Nagoya is "Centrair", the Central Japan International Airport http://www.centrair.jp/en/, which is located about 45 km from the City of Nagoya. The airport is linked to Nagoya City via the Meitetsu train service. For more information please consult the following link: http://www.centrair.jp/en/access/ac-to-train/index.html. The Nagoya Congress Center, the venue for COP-10, is located at a 5-minute walk from the Nishitakakura subway station (Meijyo subway line) of the Nagoya City Subway http://www.kotsu.city.nagoya.jp/english/english_sub.html. The Aichi-Nagoya COP-10 CBD Promotion Committee will provide a free subway pass valid within Nagoya City for participants upon registration. The public transportation system passes are valid from registration day until the end of the meeting. For more information on access to Nagoya, please visit the following link: http://www.cop10.jp/aichi-nagoya/english/info/index.html. 14.2 Help Desks Help Desks, staffed by English-speaking attendants, will also be set up at the Centrair International Airport, Nagoya Station, Kanayama Station, Sakae Station, Hibino Station and Nishitakakura Station to assist participants with transportation or any other query they may have. At these Help Desks, information kits containing train route maps will be available. 15. HOTEL ACCOMMODATION Participants are responsible for making their own hotel reservations. It should be noted that a credit card or a bank transfer will be required for hotel reservations. Hotel reservations are handled by "Aichi-Nagoya CBD COP-10 Accommodation Center (CAC)" on a first-come, first-served basis. CAC‟s web site has started accepting hotel reservations from Parties and observer states and organizations with more than 10 participants as "First Reservation" that is open from April to 31 July 2010 Japan time. From 1 June 2010, CAC also started accepting reservations from all participants except participants mentioned above as "Second Reservation". The First reservation will terminate on 31 July 2010. From 1 August 2010, participants who have not completed their reservation by First reservation need to reserve hotels by Second reservation. The web site is: https://amarys-jtb.jp/COP10/index.html - Inquiry: CAC (Aichi-Nagoya CBD COP-10 Accommodation Center) Tel.: +81-52-220-5530 Fax: +81-52-222-6336 E-mail: firstname.lastname@example.org Business hours: 9:30 a.m.-5:30 p.m. Japan time (Closed on Saturdays, Sundays and Japanese national holidays) 16. SHIPMENTS Packaging information for all shipments: Participants are requested to clearly label the recipient information on shipment boxes, i.e. recipient‟s organization, contact information in Nagoya (such as telephone number or hotel name). Please also clearly identify if your boxes are intended for COP/MOP-5 or COP-10 along with the number of boxes (e.g. if you are sending a total of 3 boxes, please label them 1/3, 2/3, 3/3 on the respective boxes) on the surface of your boxes. 16.1 Shipments to the NCC There are two shipment options, they are presented below in 16.1.1 and 16.1.2, in both cases please ensure that shipping costs and all necessary customs clearance arrangements are being borne by your organization/sender or by the receiving organization/receiver. JAPAN POST SERVICE CO.LTD., and SCHENKER-SEINO CO. LTD., are the only two shipment operators at the Nagoya Congress Center servicing COP MOP5 and COP10, with this in mind please see below 16.1.1 and 16.1.2 explaining in detail the two options: 16.1.1 Shipments by Postal Service: This service is recommended for shipments of up to 30 KG, as this may vary; please enquire with the local postal service in the country or origin of the shipment (departure country). Participants are requested to address their shipments to: COP-10/MOP-5 Nagoya Congress Center 1-1 Atsuta-nishimachi, Atsuta-ku Nagoya, Aichi Prefecture 456-0036, Japan To ensure the best possible coordination, we request that participants using this service send an e-mail to the COP-10 Logistics Information Services, Japan Post Service Co., Ltd. The subject line and the e-mail should be entitled: "Details of Shipped Items" and addressed to the following company: email@example.com, and it should contain the following information in English or Japanese: - Scheduled arrival date; - Registration No.; - Title of the meeting (e.g. COP/MOP-5 or COP-10); - Total number of boxes; - Desired delivery date. - The name of recipient and organization; 16.1.2 Shipments by Courier Companies: As mentioned above, Schenker-Seino Co. Ltd is the official operator at the NCC. Participants sending their shipment to the Nagoya Congress Center by courier companies such as DHL, UPS, TNT, FedEx and Schenke, should address their shipment to: Attn: Mr. Shingo Goto Nagoyaport Logistics Center (COP-10) Seino Transportation Co. Ltd 1-2-49 Chidori, Minato-ku, Nagoya-City, Aichi Postal code 455-0031 Telephone: + 81-(0)3-5769-7380 Please note the following: - Participants will be charged commissions (delivery charge and handling fee) upon collection. - Nagoya Congress Center will not accept any items that are not sent to the above designated address. To ensure the best possible coordination, we request that participants using this service send an e--ail to Schenker-Seino (to the attention of Mr. Hisayoshi Umeda, e-mail address: firstname.lastname@example.org) with the following information either in English or Japanese with the title "Details of shipped items": - Scheduled arrival date; - Reference/waybill No.; - Title of the meeting (e.g. COP/MOP-5 or COP-10); - Total number of boxes; - Desired delivery date. - The name of recipient and organization; If a participant is using a courier service, please ensure to write the name of the recipient, organization and desired delivery date in the blank space of shipping document. If a participant is sending items as air cargo, please ensure to attach the following shipper information (Case Mark) to each container: title of the meeting (e.g. COP/MOP-5 or COP-10); the name of shipper and organization; the name of recipient and organization; the number of containers and destination. 16.2 Collection of shipped items at the NCC Participants can collect their boxes at the Nagoya Congress Center as of 7 October 2010. When the items are ready for collection, the recipient‟s information will be shown on the „shipment arrival board‟, at the desk of JAPAN POST SERVICE CO. LTD / SCHENKER-SEINO CO. LTD at the conference venue (NCC). For the collection of the items, participants need to present a photo ID and your sender‟s receipt/waybill. 16.3 Shipment from the NCC (Outbound from Nagoya) Participants wishing to return/send shipments to their country from the Nagoya Congress Center can make arrangements with either JAPAN POST SERVICE CO., LTD or SCHENKER-SEINO CO. LTD. at the conference venue. 17. PROMOTIONAL MATERIAL 17.1 Dedicated web site In keeping with efforts to minimize the negative environmental impact of the meeting, a web site will be set up for promotional materials. Participants wishing to have their materials posted on-line are encouraged to send them, with a brief description, including the full name and coordinates of their government or organization, to the CBD Secretariat to the attention of: Mr. Neil Pratt Senior Environmental Affairs Officer, Outreach & Major Groups Secretariat of the Convention on Biological Diversity World Trade Centre 413 St. Jacques Street, Suite 800 Montreal, Quebec, Canada H2Y 1N9 Tel: +1-514-287-7007 Fax: +1-514-288-6588 E-mail: email@example.com 17.2 Posters Display space for posters will be made available within the meeting venue. The governments and organizations wishing to have display space for a poster need to send a request to the following focal point via e-mail or fax. Requests must include: country/organization, contact person‟s name and contact information, title of the poster and outline of the poster in English of about 100 words. The application period is from 1 July to 31 August, and spaces are allocated on a first-come, first-served basis. Space given for each poster is 84 cm×112 cm, and each accepted applicant will be given one space for a poster. Mr. Munenori Kishida The Secretariat of the Government of Japan for the 10 th meeting of the Conference of the Parties to the Convention on Biological Diversity Tokyo, Japan. firstname.lastname@example.org E-mail: Tel: +81-3-5501-8495 Fax: +81-3-5501-8175 17.3 Display tables for promotional materials Display tables will be made available within the meeting venue for the display of promotional materials and publications. Display tables will be available on a first-come, first-served basis. 18. EXHIBITION STANDS: INTERACTIVE FAIR FOR BIODIVERSITY: The Aichi-Nagoya COP-10 CBD Promotion Committee has created an information web page for exhibitors at the MOP and the COP meetings (Interactive Fair for Biodiversity). The fair will take place at the Shirotori area adjacent to the COP-10 venue. All details related to the fair can be found at the following link: http://www.cop10.jp/fair/en. Environmental protection is a high priority for COP-10. The aim is to avoid negative environmental impacts as much as possible during the whole conference, including side-events and exhibitions. Therefore, exhibitors are requested to commit to the environmental requirements when designing and operating their exhibition stands. Participating governments and organizations wishing to book exhibition space are invited to submit their applications, no later than 30 June 2010, to the Aichi-Nagoya COP-10 CBD Promotion Committee, the focal organization designated by the Secretariat of the Government of Japan for CBD-COP-10, by e-mail or by fax; at the following coordinates: Aichi-Nagoya COP-10 CBD Promotion Committee Fax: +81-52-972-7822 E-mail: email@example.com Should the number of applications exceed the available space, a selection process will be undertaken; you will be notified of the outcome by the end of July 2010. Any request received after the deadline (30 June 2010) will not be considered. Any enquiry related to these exhibition stands should be sent to the Aichi-Nagoya COP-10 CBD Promotion Committee. Relevant information regarding the exhibition can be found in Annex C. 19. FAIR ON EXPERIENCES AND BEST PRACTICES IN CEPA A fair on experiences and best practices in Communication, Education and Public Awareness (CEPA) will be held parallel to COP-10 in Room 216, 1 st Floor of Building 2 of the Nagoya Congress Center. The CEPA Fair is an opportunity for Parties and organizations to highlight their work and its contribution to the implementation of the three objectives of the Convention. As this year‟s Fair will take place near the closing of the International Year of Biodiversity (IYB), it offers a platform for highlighting activities and celebrations in support of the Year. The CEPA Fair will include two components; 1. An exhibition of IYB materials and events; and 2. Side-events focusing on CEPA as a strategic tool of the Convention. Details of these components and the ways that Parties may participate are listed below: 19.1. Exhibition of materials for the International Year of Biodiversity: The International Year of Biodiversity is a tremendous opportunity for Parties and organizations to demonstrate experiences and information products designed to communicate the value of biodiversity for human well-being. At the CEPA Fair, a number of display stations will be available to exhibit materials produced for the IYB, including the following: - Presentation of posters; - Display of printed materials; and - Display of CD-ROMs. To ensure maximum flexibility in presentations, and to take into account the different resource capabilities of exhibitors, it will also be possible to mount a display for only some of the days of COP-10. Exhibitions of IYB materials are to be mounted by representatives of Parties. Proposals for the displays of these materials are to be submitted to the Secretariat and to include the following information: - Name and description of material; and - Name and contact information of exhibitor. Please note that exhibitors are responsible for all matters and costs relating to the shipment of their own materials, including all customs arrangements and provisions for any return shipments. 19.2. Side-events on CEPA as a strategic tool of the Convention Throughout COP-10, side-events on CEPA will be held on a number of strategic themes. Parties and organizations will be invited to submit proposals for short presentations that demonstrate activities related to the theme. These proposals will be reviewed by the Secretariat and organized into programmes of side-events. Proposals that bring together more than one Party or organization under an activity are encouraged. Proposals should include the following: - The name and description of the activity; - Information on the agency and its partners who are implementing the activity; - Its relevance to one of the themes; - Links to any online resources that describe the activities; - The name of the presenter; and - Audio-visual requirements. The themes under which proposals may be submitted are the following: [x] CEPA and the strategic plan of the CBD; [x] Biodiversity monitoring and citizen science; [x] Media relations and biodiversity; [x] Building capacity for CEPA at national and regional levels; [x] Mainstreaming biodiversity into education for sustainable development; [x] Natural history museums, zoos, botanical gardens and CEPA; [x] Information technology and CEPA (including social networking); [x] Indigenous and local communities (ILCs) and communicating traditional knowledge; and [x] Communicating the economic value of biodiversity. In the context of the above elements, the Secretariat invites Parties, other governments, development agencies, research institutions, and other relevant organizations and initiatives to register their interest to showcase their CEPA projects and activities with the Secretariat at their earliest convenience, but no later than 15 July 2010. Kindly submit your request to firstname.lastname@example.org and include in the subject line CEPA Fair COP-10. Please note the due to restricted room capacity, only a limited number of exhibitors can be offered the opportunity to showcase their work. The Secretariat reserves the right to select the exhibitors. 20. RIO CONVENTIONS' ECOSYSTEMS AND CLIMATE CHANGE PAVILION: A CHIEVING SYNERGIES BETWEEN BIODIVERSITY , LAND MANAGEMENT AND CLIMATE CHANGE Convened by the Rio Convention secretariats, the Rio Conventions‟ Ecosystems and Climate Change Pavilion will take place at meeting venue during COP-10. The Pavilion will also be held during the UNFCCC COP-16 in Mexico (29 November – 10 December 2010). It is also intended that the Pavilion be held in 2011 at the UNCCD COP-10 in the Republic of Korea. Taking place during the International Year of Biodiversity, the Pavilion will provide opportunities for Parties and organizations to highlight activities linking biodiversity, land management, and climate change, especially at national and sub-national levels. The Pavilion will provide an opportunity to highlight how ecosystem-based approaches are successfully being used in climate change mitigation and adaptation. The Pavilion contributes to enhanced awareness-raising and outreach in the framework of the Rio Conventions (CBD COP decision IX/16) and to enhancing collaboration between the Rio Conventions (UN General Assembly Resolution 64/203 of 14 December 2009). Running in parallel with the side-event programmes of the CBD COP-10 and the UNFCCC COP-16, the Pavilion will bring together a lecture series, web events and thematic displays. Main activities will be designed around a number of thematic days, for example, on protected areas, forests, marine, coastal and island biodiversity, and wetlands. The Pavilion will also provide opportunities to highlight a number of cross-cutting issues, including, for example: - Linking biodiversity, climate change and land management in poverty alleviation: the role of ecosystem-based approaches; - Economics of biodiversity and ecosystem services in climate change management; - Indigenous peoples benefits and livelihoods; e.g. opportunities, role of traditional knowledge and rights of indigenous and local communities; and - Gender perspectives in linking biodiversity, climate change and land management. Parties and organizations will be invited to express their interest in providing input to the Pavilion programme through a separate notification. Please direct any questions to email@example.com and include in the subject line: Rio Conventions' Ecosystems and Climate Change Pavilion. 21. SIDE-EVENTS Requests for side-events should be made using the on-line system available on the Secretariat‟s web site at: http://www.cbd.int/register/home.shtml. The deadline for the receipt of requests is 15 July 2010. After the deadline, all requests will be processed, subject to availability of rooms; meeting rooms will be assigned, to the extent possible, on the indicated dates and time slots. However, it should be noted that side-events may be rescheduled in the interests of official sessions of the meeting. A list of all the accepted side-events will be posted on 3 August 2010 at: www.cbd.int/cop10/side-events. All side-event rooms are equipped with an LCD projector and a computer/laptop; other services such as interpreters, catering and any additional IT equipment required are the sole responsibility (cost and logistics) of the organizer of the side-event. Below please find contact information for service providers at the Nagoya Congress Center: (a) Rental of technical equipment Congress Corporation E-mail: firstname.lastname@example.org Fax: +81-52-950-3370 (b) Catering Meitetsu Grand Hotel E-mail: email@example.com Fax: +81-52-683-7730 Catering request form: http://www.nagoya-congress-center.jp/english/catering.html (c) Interpreter services Congress Corporation E-mail: firstname.lastname@example.org Fax: +81-52-950-3370 Participants without Internet access or experiencing difficulties using the online system for the submission of side-event requests should send the duly completed form (Annex D) to the CBD designated focal person, Ms. Lisa Pedicelli, at the following coordinates: Ms. Lisa Pedicelli Meeting Services Assistant Secretariat of the Convention on Biological Diversity World Trade Centre 413 St. Jacques Street, Suite 800 Montreal, Quebec, Canada H2Y 1N9 Tel.: +1-514-287-7058 Fax: + 1-514-288-6588 E-mail: email@example.com In order that the Secretariat may publish a compendium of side-events held during the meeting, side-event organizers are kindly requested to send to Ms. Pedicelli a short abstract on the objective of the side-event, as well as a summary of the side event no later than 15 November 2010. Any submission received after the deadline will not be included in the compendium. 22. HOST-COUNTRY OFFICE The Government of Japan has set up a secretariat for COP-10 in order to provide logistical support to the meeting; the contact point is as follows: The Secretariat of the Government of Japan for COP-10 Tokyo, Japan E-mail: firstname.lastname@example.org Tel.: +81-3-5501-8495 Fax: + 81-3-5501-8175 The opening hours are from 9:30 a.m. to 6:15 p.m. (Japan time) on weekdays. The Secretariat will provide bilingual service in both English and Japanese. 23. LIST OF FOCAL POINTS In order to enhance relations between representatives of major groups and other stakeholders and the CBD Secretariat, the following focal points have been designated: - Focal point for indigenous and local communities Mr. John Scott Programme Officer – Traditional Knowledge Secretariat of the Convention on Biological Diversity World Trade Centre 413 St. Jacques Street, Suite 800 Montreal, Quebec, H2Y 1N9 Canada Tel.: +1-514-287-7042 Fax: +1-514-288-6588 E-mail: email@example.com - Focal point for non-governmental organizations Mr. Neil Pratt Senior Environmental Affairs Officer Secretariat of the Convention on Biological Diversity World Trade Centre 413 St. Jacques Street, Suite 800 Montreal, Quebec H2Y 1N9 Canada Tel.: +1-514-287-7007 Fax: +1-514-288-6588 E-mail: firstname.lastname@example.org - Focal point for gender Ms. Marie Aminata Khan Programme Officer - Gender Secretariat of the Convention on Biological Diversity World Trade Centre 413 St. Jacques Street, Suite 800 Montreal, Quebec H2Y 1N9 Canada Tel.: +1-514-287-8701 Fax: +1-514-288-6588 E-mail: email@example.com - Focal point for business Mr. Ravi Sharma Principal Officer Secretariat of the Convention on Biological Diversity World Trade Centre 413 St. Jacques Street, Suite 800 Montreal, Quebec H2Y 1N9 Canada Tel.: +1-514-287-7018 Fax: + 1-514-288-6588 E-mail: firstname.lastname@example.org Focal point for local authorities and cities Mr. Oliver Hillel Programme Officer, Sustainable Use/Tourism/Islands Secretariat of the Convention on Biological Diversity 413 St. Jacques Street, Suite 800 Montreal, Quebec H2Y 1N9 Canada Tel.: + 1-514-287-7009 Fax: + 1-514-288-6588 E-mail: email@example.com - - Focal point for parliamentarians Mr. Oliver Hillel Programme Officer, Sustainable Use/Tourism/Islands Secretariat of the Convention on Biological Diversity 413 St. Jacques St., Suite 800 Montreal, Quebec H2Y 1N9 Canada Tel.: + 1-514-287-7009 Fax: + 1-514-288-6588 E-mail: firstname.lastname@example.org - Focal point for United Nations and other intergovernmental organizations Ms. Nandhini Krishna Liaison Officer, United Nations (CBD & UNCCD) 1 UN Plaza DC1 Room 1170C New York, New York U.S.A. Tel.: +1-917-367-2806 Fax +1-917-367-3441 E-mail: email@example.com - Focal points for exhibition – within conference centre Mr. David Ainsworth Information Officer and Focal Point for the IYB Secretariat of the Convention on Biological Diversity World Trade Centre 413 St. Jacques Street, Suite 800 Montreal, Quebec H2Y 1N9 Canada Tel.: +1-514-287-7025 Fax: + 1-514-288-6588 E-mail: firstname.lastname@example.org - Focal Point for Security Mr. Peter B. Marshall Chief Security Adviser and Chief Security and Safety Service Department of Safety & Security UNON, Nairobi, Kenya Tel.: (+254)-20-762-2326 Fax: (+254)-20-762-3939 E-mail: email@example.com Web site: www.unon.org 24. BILATERAL MEETINGS WITH THE EXECUTIVE SECRETARY Delegations wishing to book an appointment for bilateral meetings with the Executive Secretary on the margins of the Conference of the Parties are requested to contact: Ms. Ailis Rego Associate Executive Assistant Secretariat of the Convention on Biological Diversity World Trade Centre 413 St. Jacques Street, Suite 800 Montreal, Quebec H2Y 1N9 Canada Tel.: +1-514-287-8710 Fax: +1-514-288-6588 E- mail: firstname.lastname@example.org 25. CURRENCY AND RATE OF EXCHANGE The currency in Japan is the Japanese Yen (JPY). The current exchange rate (May 2010) is approximately 1 Euro = 115.28 JPY and 1 US $ = 92.79 JPY. Currency exchange facilities are readily available in banks and hotels. 26. OFFICIAL LANGUAGE The official language in Japan is Japanese. However, English is spoken and understood in some hotels and restaurants. 27. WEATHER AND TIME ZONE INFORMATION In October, temperatures in Nagoya range between a maximum of 22°C in the daytime and a minimum of 12°C at night. The time zone is GMT/UTC + 9 hours. 28. ELECTRICITY The voltage and frequency in Nagoya, Japan is 100 Volts, 60 Hertz as illustrated below. 29. DISCLAIMER The CBD Secretariat disclaims all responsibility for medical, accident and travel insurance, for compensation for death or disability, for loss of or damage to personal property and for any other loss that may be incurred during travel time or the period of participation. In this context, it is strongly recommended that participants secure prior to departure international medical insurance for the period of participation. Annex A SAMPLE FORMAT FOR CREDENTIALS FOR THE TENTH MEETING OF THE CONFERENCE OF THE PARTIES TO THE CONVENTION ON BIOLOGICAL DIVERSITY CREDENTIALS I, the undersigned [Head of State or Government or Minister for Foreign Affairs] hereby make known that the following delegation has been duly appointed, authorized and empowered to represent [country] at the tenth meeting of the Conference of the Parties to the Convention on Biological Diversity, to be held in Nagoya, Japan, from the eighteenth to the twenty-ninth of October in the year two thousand and ten. Head of Delegation [Name of Head of Delegation] Alternate Head of Delegation [Name of Alternate Head of Delegation Representative(s) [Name(s) of representative(s)] ] DONE in [city] on this [day] of [month] in the [year] Seal and Signature Annex B COUNTRIES AND TERRITORIES WHOSE CITIZENS DO NOT REQUIRE VISAS IN ORDER TO ENTER JAPAN AS VISITORS (AS LISTED ON THE WEBSITE OF MINISTRY OF FOREIGN AFFAIRS OF JAPAN) Citizens of the following countries and territories do not require a visa to visit or transit Japan: A N United Kingdom of Great Britain and Northern Ireland United States of America Uruguay () Nationals of Barbados who possess "Non-Machine-Readable passports" will be encouraged to obtain visas before entering Japan. Nationals without visas will be strictly examined when entering Japan. () 14 days or less. Annex C EXHIBITION: THE "INTERACTIVE FAIR FOR BIODIVERSITY", NAGOYA, JAPAN 1. ABOUT THE FAIR The Interactive Fair for Biodiversity, taking place in the Shirotori area adjacent to the Nagoya Congress Center (the COP-10 venue), will be an international exhibition providing opportunities for presentations and interaction under the theme of biodiversity. At the Fair, national and local governments, international organizations, non-governmental organizations, non-profit organizations, academic institutions, private enterprises, and many other exhibitors from around the world will present their projects, initiatives, ideas and issues related to biodiversity at display booths and through other means. Exhibitors will also be encouraged to learn about the successes and challenges of others while gaining the inspiration to continue implementing their projects and initiatives. In addition, visitors will be highly motivated by what they see and hear at the Fair to preserve biodiversity in their respective regions. 2. PERIOD 11-29 October, 2010 3. HOURS OF OPERATION Weekdays: 9:30-18:30 (9:30-15:00 on 29 October) Saturdays and Sundays: 10:00-16:00 4. VENUES Shirotori area (Shirotori Park, Atsuta Jingu Park, Nagoya Gakuin University Gymnasium) 5. PROMOTION COMMITTEE FOR COP-10 Aichi-Nagoya COP-10 CBD Promotion Committee Fax: +81-52-972-7822 E-mail: email@example.com 6. EXHIBITORS Various types of organizations working on biodiversity, including national and local governments, international organizations, non-governmental organizations, non-profit organizations, academic institutions and private enterprises. 7. PROGRAM OF THE FAIR There will be display booths from various exhibitors, stage performances and forums, all intended to encourage visitors to enjoy exploring and learning about biodiversity and commit themselves to a future for the conservation of biological diversity. (a) Display Booths National and local governments, international organizations, non-governmental organizations, non-profit organizations, academic institutions, private enterprises, and many other exhibitors from around the world will present and exhibit their projects, initiatives, ideas and issues related to biodiversity. (b) Stage Performances A special stage on the site will be used to present an interesting programme focused on biodiversity. Visitors will also learn about the focus of the sessions at the COP-10 venue and will be treated to presentations by various organizations as well as concerts, live shows, talk shows, and other forms of entertainment. (c) Forums A variety of organizations will report the results of their projects, exchange views, and hold discussions on the theme of biodiversity. (d) Other Events Many attractions will be held, including biodiversity programmes for children and general visitors, as well as booths offering a rich variety of foods and environmentally friendly features. 8. EXHIBIT CATEGORIES AND TIME PERIODS Exhibitors can select one of the four categories indicated below. 9. BOOTH SPECIFICATIONS AND EQUIPMENT Basic booth size: 2.7m x 3.6m (approx. 9.7m 2 ). Standard equipment (included in the basic booth fee): basic lighting, one long table (1,800mm x 450mm), two chairs, two receptacles, and 100-V power supply (up to 1,200W) For more information of other booth sizes and their equipment, please visit the web site: http://www.cop10.jp/fair/en. Other items are available for rental. Please contact the Promotion Committee for details. 10. EXHIBITOR FEE (BASIC CHARGE) (Prices are listed in Japanese Yen) \| Category \| \| COP-MOP-5 and COP-10 \| COP-10 \| COP-MOP-5 \| \|---\|---\|---\|---\|---\| \| Commercial Businesses \| Private enterprises and organizations \| 240,000 \| 240,000 \| 160,000 \| \| Non- commercial Businesses \| Administrative agencies, international organizations, NGOs, NPOs, academic institutions, and quasi-public organizations \| 120,000 \| 120,000 \| 80,000 \| For more information on the fees for the booths, please visit the web site (http://www.cop10.jp/fair/en). 11. REGISTRATION PROCESS FOR EXHIBITORS (a) Application Please submit the online application form at http://cop10.jp/fair/en/en_entry.html to Aichi-Nagoya COP-10 CBD Promotion Committee by E-mail: (firstname.lastname@example.org) or fax (+81-52-972-7822). (b) Selection Process and Confirmation The Promotion Committee will verify applications and determine the location and size of the booths. Should the number of applications exceed the available space, a selection process will be undertaken after which you will be notified of the outcome by the end of July 2010. (c) Payment The Promotion Committee will inform exhibitors of the method of payment for the exhibits in due course. The Promotion Committee will officially approve the registration upon receipt of this fee. 12. APPLICATION DEADLINE 30 June 2010. 13. CONTACT DETAILS For additional information, please contact: Aichi-Nagoya COP10 CBD Promotion Committee 3-2-1, Sannomaru, Naka-ku, Nagoya 460-0001, Japan Fax: +81-52-972-7822 E-mail: email@example.com Annex D – Side-Event Request Form Deadline: 15 July 2010 SIDE-EVENT REQUEST FORM TENTH MEETING OF THE CONFERENCE OF THE PARTIES TO THE CONVENTION ON BIOLOGICAL DIVERSITY Nagoya, Japan, 18-29 October 2010 Please ensure that all the information below is completed For online requests, please click here: http://www.cbd.int/register/home.shtml 1. Event Title: 2. Full name and acronym of organizer(s): 3. Expected number of Participants: 4. Preferred date and time: (a) First Choice: ____/10/2010 time: 13:15 – 14:45 18:15 – 19:45 (b) Second choice: ____/10/2010 time: 13:15 – 14:45 18:15 – 19:45 (c) Third choice: ____/10/2010 time: 13:15 – 14:45 18:15 – 19:45 5. Requirements (Please check the boxes as appropriate) (a) LCD Projector with PC (for PowerPoint presentations) (b) Other* (Please specify and refer to note below): 6. Date of submission: (____ /____ /_____) dd/mm/yy 7. Short event description: * For any catering arrangements, please refer to page 18 under heading 21. Any event requiring special equipment is at the expense of the organizer; for queries and assistance, please contact: firstname.lastname@example.org. CBD Annex E – Media Accreditation Form REQUEST FOR ACCREDITATION OF MEDIA REPRESENTATIVES COP-MOP 5 – 11 to 15 October 2010 - COP-10 – 18 to 29 October 2010 - Nagoya Japan PERSONAL DATA (Please type or print clearly) 1. Name:__________________________________________________________________________ (Family name) (First name) 2. Date of birth: __________________________ 3. Place of birth: ________________________ 4. Nationality: ____________________________ 5. Passport number: _____________________ 6. Permanent office address (if different from your organization’s headquarters) :______________ _______________________________________________________________________________ 7. Tel.: (_____) ________________ 8. Fax: (____) _______________ 9. E-mail: ____________ 10. Contact address during the Conference: _______________________________________________________________________ 11. Tel.: (_____)_________________12. Fax: (____) _______________ 13. E-mail: ___________ DATA ON THE MEDIA ORGANIZATION YOU REPRESENT 14. Name of organization: _________________________________________________________ 15. Contact person and title: _______________________________________________________ 16. Headquarters' mailing address: _________________________________________________ 17. Tel.: (____)_________________18. Fax: (____)________________19. E-mail: ___________ 20. Status/Ownership: Educational/Public Government/State Private Other (specify): __________________________________ 21. Type of medium (check as many as necessary): Daily newspaper Photo/visual Television News agency/service Radio Weekly publication Other (specify): ____________________________________________ 22. Position: Cameraperson Director Photographer Reporter Correspondent Editor Producer Technician Other (specify): ____________________________________________ 23. Working language(s) of your media organization: _________________________________ 24. 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storie stories along the way Mission Possible We read to know we are not alone. —C. S. Lewis I t is the first day of school and you have a mission. Imagine a fuse burning across the screen and the thump of a bass guitar from the soundtrack to "Mission Impossible." Tap it out on your desk as you read along with me here: bump, bump, badumpabump, bump, bump, badumpabump . . . Your mission, should you choose to accept it, is to turn your students into readers. Not just some of the kids, all of the kids. You have 180 days. read again? Some students look at me like I'm a sandwich short of a picnic, for sure. Every year I get some of the same answers. Okay, not really; there might be a few interruptions. The fuse burns no matter what. You're going to need every minute you can scrape up to make this happen. This is the most important work you will do as a teacher. You get one year to make a mark. You get one year to infect each child with a need to read, with a belief that it matters, with the desire to turn off the Celtics and pick up a book. It's true: few teachers succeed. You've seen the reports. From the National Endowment for the Arts, "The number of 17-year-olds who never read for pleasure increased from 9 percent in 1984 to 19 percent in 2004 . . . only 30 percent of 13-year-olds read almost every day" (Mehegan, 2007). What are the numbers in your room? Who sets aside Guitar Hero and collapses into the couch with a novel for 30 minutes or an hour? I ask questions at the start of each school year: Tell me about the great books you've read in the last year. What words or phrases do you hold in your heart? Which books have you read lately that you want to Alan stopped reading in eighth grade. He remembers he used to read, but now he doesn't have time for it. He loved war books because he was curious about his father's service in Vietnam, but there weren't any war books in English class. Novels and poetry and Shakespeare took over in high school, and it was all so far outside of his interests at 14 that he refused to try anymore. And really, who at 14 has the maturity to choose differently? It was book after book, month after month, nothing that he wanted to read. He skimmed SparkNotes to pass his classes, but by 11th grade, he'd dropped to the lowest level in English. He wouldn't read the classics, so they were read to him. Alan no longer saw himself as a reader because he wasn't motivated to read within the narrow space we allowed. Emily said, "Reading was something that I didn't really take time to do. My reading level was below my grade level. I carried books to make it look like I was reading them and would never really read them." Alicia said, "The last book I read? You mean actually read? The Lovely Bones [Sebold, 2004] in sixth grade. Oops. All those other books were boring; even on SparkNotes they were boring." Dana Gioia, chairman of the NEA, summarized the report I mentioned above by saying, "We are losing the majority of the new generation. They will not achieve anything close to their potential because of poor reading." And yet with shelves of organized books, daily book and author talks, contagious passion, and choice, my students cannot get enough books. Our library is often in disarray from all of the stu- Copyright © 2009 by the National Council of Teachers of English. All rights reserved. Voices from the Middle, Volume 17 Number 1, September 2009 dents who paw its shelves. The truth is, I simply expected Alan to develop a reading habit in the semester I had him as a student. I asked him to find books he wanted to read, and if he didn't want to put other things aside to read it, it was probably the wrong book. Each day in class, I gave him 10 minutes to enjoy his choice, and I talked about books that I thought he might connect to. Alan always had his book for class, read two hours a week outside of it, and became that motivated student we seek. He visited bookstores when he couldn't find the war memoirs from Iraq that he craved. He read 5 books in 18 weeks in my room, more than he had read in the prior three years. I saw him in the hall this week, book in hand. "Hey, Alan, what are you reading?" He smiled, sneaking his hat behind his back. "How ya doin', Mrs. Kittle." He held his book out to me, "Ghost Soldiers. It's by that same guy that wrote Blood & Thunder, but I think this one would be a little too violent for you." "Ah, Hampton Sides, brilliant writer. I actually read the first section of Ghost Soldiers and gave it to my husband. I want to get back to it, though." "Oh, you should. It's excellent." He shows me he's halfway through; we both know what this means—it's not an assignment, and he's still reading. "Alan, what class do you have now?" "None; I'm done with English in high school. This is for study hall." Alan's a reader again. I believe when we find that balance that allows for student interests as well as ours, we're more likely to see it happen. Do we believe all can be brought into The Literacy Club? Do we not only believe it, but act upon it, and challenge all of the ways our depart- ments or curriculum or schools prevent kids from earning admission there? I feel the thumping of that bass beat in my heart when I think about our time with teenagers. It's now or never for some. For too many. For 7,000 teenagers that will drop out of high school each day of this year (Jackson & Cooper, 2007). The fuse is burning. Nancie Atwell (2007) said, "For students of every ability and background, it's the simple miraculous act of reading a good book that turns them into readers, because even for the least experienced, most reluctant reader, it's the one good book that changes everything. The job of adults who care about reading is to move heaven and earth to put that book into a child's hands." I believe you can make it happen. This year. Today. Right now. References Atwell, N. (2007). The reading zone: How to help kids become skilled, passionate, habitual, critical readers. New York: Scholastic. Jackson, Y., & Cooper, E. J. (2007). Building academic success with underachieving adolescents. In K. Beers, R. E. Probst, & L. Rief (Eds.), Adolescent literacy: Turning promise into practice (pp. 243– 256). Portsmouth, NH: Heinemann. Mehegan, D. (2007, November 19). Young People Reading a Lot Less. The Boston Globe. pp. 1A, 4A. Sebold, A. (2004). The lovely bones. Boston: Back Bay Books. Sides, H. (2002). Ghost soldiers: The epic account of World War II's greatest rescue mission. New York: Anchor Books. Sides, H. (2007). Blood & thunder: The epic story of Kit Carson and the conquest of the American west. New York: Anchor Books. Smith, F. (1987). Joining the literacy club: Further essays into education. Portsmouth, NH: Heinemann. Voices from the Middle, Volume 17 Number 1, September 2009	<urn:uuid:bc04f2a3-2e3a-4838-8229-1b340ef13048>	CC-MAIN-2018-47	http://pennykittle.net/uploads/images/PDFs/PK_Writing/Mission-Possible.pdf	2018-11-14T11:14:32Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00131.warc.gz	253,518,478	1,651	eng_Latn	eng_Latn	0.999537	eng_Latn	0.99965	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3438, 6861 ]	[ 2.125 ]	3	3
A NEWSLETTER OF THE ROCKEFELLER UNIVERSITY COMMUNITY NaturalSelections WOMEN AND THE SCIENCE PIPELINE AILEEN MARSHALL In January, Lawrence Summers, president of Harvard University, made some provocative statements about women's lack of ability to succeed in science (see Natural Selections Issue 13). While Summers was widely criticized for his remarks, they did bring up the debate on the reasons why there are fewer women in the upper echelons of science. It seems that there is still much gender discrimination, but it has become subtler over the years. Scientiﬁc research on the problem pinpoints areas where discrimination can occur; unfortunately few researchers have come up with solutions. Female scientists have always faced discrimination during their careers. Until as recently as the 1970s this discrimination was very blatant. In 1977, a female researcher in psychology was asked by a famous faculty member during a job interview, "Who did your research for you?" She wrote an essay on her experiences in which she noted that at that time it was very common at professional meetings to see a joke slide of a semi-dressed woman 2 . While such insensitive behavior would draw much negative feedback today, more subtle discrimination still exists in society and in science. The advent of Title IX of the Education Amendments of 1972 (prohibition against discrimination on the basis of sex from any educational program or activity) led to a signiﬁcant increase in the number of females entering the ﬁeld of science and occupying entry-level positions in the 1970s. It was a widely held belief that once these women were promoted, the proportion of women in the upper ranks of academic research would increase. This has not happened. In 1996, women made up 51% of the population and 46% of the labor force, but only 22% of the science and engineering work force 3 . Although there have been other legislative eﬀorts to boost women's involvement in science, such as The 1980 Science and Technologies Opportunities Act 4 , women are still statistically less likely to have a successful career. " In 1996, women made up 51% of the population and 46% of the labor force, but only 22% of the science and engineering work force. " One explanation for the low percentage of female scientists is a high rate of loss of women during the stages of career progression, known as the "science pipeline." Many girls drop out, but hardly any drop back in, especially after high school. Eﬀorts to ﬁx this attrition consist of three diﬀerent strategies: increase intake, prevent leakage, and make it easier to drop back in. There is a range of factors at each stage of the "science pipeline" that contribute to leaks. From the outset, family and parental support forecast girls' perseverance in Summers spoke about the role of "intrinsic aptitude" in under-representation of female scientists. In a bell curve of male vs. female IQ scores, the medians are very close, with males slightly skewed to the higher scores. As this bell curve has been redrawn over the years, with the most recent data, the gap between the male and female scores at the high end has decreased. Also, this gap varies from country to country. The factors date and location indicate that the gap between male and female high IQ is due to societal reasons 1 . science. Secondly, in elementary and high school, it has been recognized that teenage girls drop behind in science and math 5 . Studies have shown that the mere presence of boys in the room can lower girls' math scores 1 . The third stage of female departure is at college. The freshman year is the most critical; it is when women disproportionately drop out of science. Women tend to receive less faculty support, which has been shown to be a very important factor in the science pipeline. In addition, it has been acknowledged that male peers can make science classes inhospitable for female students. However, it is controversial as to whether female colleges are eﬀective in nurturing women's ambitions in science. In 1993, Wellesley's Pathways Report discovered a 36% attrition rate from science by Wellesley's alumnae. The fourth step is graduate school where women have been reported to have lower self-conﬁdence than their male peers. Finally, during later stages of their career, a higher proportion of female than male scientists are married to other scientists and face the problem of ﬁnding two jobs in the same area. Women report family obligations as the main reason for leaving science 5 . A major study in 1997—the Dartmouth Women in Science Alumnae Survey— sought to determine the career paths and the important factors determining these paths for science, math, and engineering alumnae. Responses to three questions were provided by a total of 724 alumnae (from the classes 1973 through 1996). The ﬁrst question was: Did you continue in science after leaving Dartmouth? 72% of the respondents had continued on to postgraduate degrees: 33% for Masters and 39% for a Ph.D. Of the 81% of the respondents who were employed, a heartening 80% were currently or recently employed in science. Moreover, 45% said that their current or most recent job related to their undergraduate major. 2 'Women and the Science Pipeline' from previous page In response to the second question of what factors during college encouraged or discouraged them in their careers and in the decision to get an advanced degree in science, the reasons given from those who had left or were considering leaving science were: a) advantages of non-science careers and concerns about a science career, b) feelings of inadequacy or disinterest, and c) inﬂuential incidents in college, graduate school, or the workplace. Negative genderrelated issues were cited by 63% of respondents, including the small number of female students in science classes and the small number of female science faculty. Formal advising was also considered a negative inﬂuence. Inﬂuential encouraging factors were: course work (cited by 59%), informal advising (67%), institutional structure (63%), and positive out-of-classroom learning experiences (85%). At the next step in the pipeline, the career track, studies show that women face discrimination. A 1997 study analyzed the awarding of postdoctoral fellowships at the Swedish Medical Research Council. The Swedish Freedom of the Press Act enabled researchers unprecedented access to peer reviewer evaluation sheets, and the paperwork from the 1995 round of postdoctoral applications was analyzed. In that year, 114 applications were submitted from 62 men and 52 women, and awards were made to 16 men and 4 women. In this postdoctoral fellowship evaluation system each applicant is given a score that is a multiple of scientiﬁc competence (typically number and quality of scientiﬁc publications) and assessment of their research proposal. Female applicants received lower average scores than men, with the largest diﬀerence occurring in the score for scientiﬁc competence. However, when the researchers did their own analysis To the third question, what recommendations do alumnae have to prepare women for science, the answers were mostly concerned with women's issues and perspectives. Formal advising was the category most cited as in need of improvement and respondents emphasized the importance of faculty support and mentoring for a career in science. Dartmouth's Women in Science project, which provides research opportunities, information, and support, was rated as making a positive contribution by 83% of the respondents. This program provides research internships, a peer mentoring program, an industrial mentoring program, special events, and a newsletter 6 . of the applicants' publication records (using a range of criteria including total number of publications, ﬁrst author publications, impact factors of journals published in, and total citations), they found that women with comparable publications to men received signiﬁcantly lower scientiﬁc competence scores from reviewers. The authors calculated that a female publication record had to be 2.5 times more scientiﬁcally productive than a male's application to achieve the same competency score—on average, this represented about three extra papers in Nature or Science. In the 1995 data set, only the females with the best publication records received competence scores equivalent to men. However, these women's scores were equivalent to the least productive male applicants 7 . In a study on curricula vitae (CV), researchers sent out two identical CVs to 238 academic scientists, one with a female name, and the other with a male name. Employers were more likely to recommend hiring the male candidate than the female candidate, regardless of whether the viewer was male or female 9 . One quarter of the applicants to the European Young Investigator awards this year were female. The ﬁrst round of selection reduced the proportion to 20%. While 10% of the men applying made the shortlist, only 4.7% of women did. The random chance probability of the female proportion being cut to half of men is only 0.05% 8 . At late career stages, studies have found that qualiﬁed women tend to back away from research universities because of the impediments they see in balancing highpowered professional jobs and family, and because of discrimination issues. At MIT, university discrimination came under the spotlight in the 1990s due to Nancy Hopkins' famous study of the status of female faculty there. Her study determined that from the 1970s through the mid-1990s the proportions of female faculty at MIT remained at around 7%, despite the fact that the national number of female science PhDs had been growing steadily. In 1995, women made up only 6.2% of senior faculty at MIT. It was also discovered that while male senior faculty had signiﬁcantly more lab space than male junior faculty at MIT, female senior faculty had no more lab space than any junior faculty. In 1999, MIT president Charles Vest confessed openly that the university was guilty of gender bias. After the Hopkins study, the proportion of fe- NaturalSelections Editorial Board Mary Abraham Allan Coop Paula Duque Martin Ligr Aileen Marshall Vasant Muralidharan Maurizio Pellegrino Sriram Tari Suprapto Esther Wu male faculty at MIT grew by 50% 10 . To widely survey the issue of university hiring of women, in 2005 The Graduate Employees and Students Organization at Yale, along with graduate students from Columbia and University of Pennsylvania compiled a report, "The (Un)Changing Face of the Ivy League," using data from the Integrated Postsecondary Education Data System at the US Department of Education. The report found that in 1993 14% of all tenured faculty were women, but by 2003 that percentage had increased to 20%. In 2003 Ivy League campuses recruited 443 new professors into tenure-track jobs, with 150 (34%) of these new hires being women. However, the report showed that there is a higher percentage of women in non-tenure track positions. In recent years Ivy League schools have increased their teaching staﬀ by hiring more graduate students and adjunct professors, which are non-tenure track positions. These jobs tend to pay less, have fewer or no beneﬁts, and are less secure than tenure track positions. The Ivy League has created a two-tier system: Women populate the lower tier with no hope of tenure, but men are the majority in the higher status upper tier. It seems that it's not enough to create an administrative position to correct the gender disparity; the report recommends schoolwide eﬀorts. Labor unions seem to have made signiﬁcant strides towards equity at universities, lobbying, for example, for the release of data on gender among the student body and faculty. Such transparency helps to make progress towards gender equality. Unions also push for higher wages and better beneﬁts, which tend to help lower tier employees. In addition, better job security helps improve the academic freedom of the lower tier. The New York University graduate employee contract increased earnings in general by about 40%, which had the most impact on the lower wage earners. The report states that improvements in parental leave, tenure timelines, ﬂexible hours, and childcare options will level the playing ﬁeld for women in academia 11 . Considering the issue closer to home, how are women scientists treated at The Rockefeller University? This will be explored in depth in the next issue of Natural Selections. ◉ Recently, Dr. Christine Nusslein-Volhard, director of the Max Planck Institute for Developmental Biology, has come up with her own solution to help women in science. Her plan is based on the fact that in the early stages of a science career, a woman doesn't have the money to hire domestic help that would allow her to reach a certain level of professional achievement. She wants to keep distinctively capable women in science that would otherwise wind up "working" for their husbands. Her foundation will award its ﬁrst of ﬁve grants this summer for the equivalent of $500 a month for a period of one to three years 12 . References: 1. Women in Science: Are They Being Held Back? The New York Academy of Sciences' Women Investigators Network. April 14, 2005. 2. www.cwluherstory.com/CWLUMemoir/naomiscientist.html. 3. Hall, A., Leutwyler, K., "Is the Glass Half Full or Half Empty?" Scientiﬁc American, April 27, 1998. 4. Sonnert, G., "Advocating Women", Scientiﬁc American, April 27, 1998. 5. Sonnert, G. "Dropping Out", Scientiﬁc American, April 27, 1998. 6. "Looking Back: A Retrospective Study of Dartmouth Science Alumnae 1973 to 1999". Dartmouth Women in Science Project. 7. Wenneras, C., Wold, A. Nature vol 387, p.341343 (1997). 8. Watson, D., Anderson, A., Hjorth, J., Nature, Vol 436, July 2005, p.174. 9. Steinpres, R.E., Anders, K.A., Ritxke, D. The impact of gender on the review of curricula vitae on job applicants and tenure candidates: A National Emperical Study. Sex Roles: A Journal of Research vol. 41, nos 7/8, 1999, pp509-528. 10. Lawler, A. Science, Nov. 12, 1999. 11. The (Un)Changing Face of the Ivy League, The Graduate Employees and Students Organization at Yale, February 2005. 12. Lisa Belkin, The New York Times, June 5, 2005. A Sketch of Portugal and its People: Part I VASCO BARRETO I read somewhere that Portugal is a country that has been in steady decline for the last four centuries. Allow me to correct that view. Portugal is a country that has been in steady decline for the last eight centuries, essentially ever since its birth. Being in steady decline is part of our nature. If success were to happen to us, say, by accident, we would lose our identity. Every Portuguese struggles with this reality. The Portuguese intelligentsia is constantly analyzing the causes of our poverty and misfortune, oscillating between a paralyzing pessimism and a miraculous solution that will ﬁx the country and the people within a generation's time. It is not surprising that we have turned into a bipolar and self-delusional nation. The thesis I adopt here borrows very little from genetics. The Portuguese are culturally streamlined for failure. No one knows precisely why it is so, but it is inescapable. Our second hero was the founder of the nation, Afonso Henriques (1109-1185 A.D.), son of the crusader-knight Henry, and Teresa, the illegitimate and favorite daughter of Alfonso VI, king of León. In 1096 A.D. Henry received from Alfonso VI a hereditary title to the province of Portucale (roughly, today's north of Portugal). By then that land was a sort of buffer zone between Christian and Muslim territory. Muslims had moved to the Iberian Peninsula in the eighth century A.D., after the Germanic invasion that contributed to the decline of the Roman Empire. Henry was a loyal vassal to Alfonso VI, but upon the king's death and the civil war that ensued between Galician, Castillian, Aragonese, and Leonese barons, he wisely remained neutral and abandoned his feudal obligations. After his death, his wife Teresa pursued this policy but when the Leonese Alfonso VII ascended to the throne, he forced Teresa to pay homage to the kingdom of Léon and Castilla. The nobles of Portucale, however, who had learned to appreciate their independence, rebelled against Alfonso VII and implicitly, Teresa. They were guided by Afonso Henriques, who had armed himself as a knight and managed to defeat his mother's army. He would ultimately become an acclaimed and self-made king, by ﬁghting the Muslims in the South and containing Alfonso´s march on Portugal. Secondly, although Afonso´s rebellion against his mother was purely political and less Freudian (hélas, his father had died) than I would like to think, it set the tone for centuries of betrayal, politically motivated marriages, illegitimate descendants, quasi-idiotic heirs to the throne, and a lethargic noble class; in short: a display of pure European monarchy. Luckily we became a Republic in 1910, but soon we smoothly transitioned to a dictatorship that lasted half a century, most of which ruled by Salazar (1898-1970). In 1974 a military coup d'état put an end to the dictatorship and eventually paved our way to "the worst form of government except for all those others that have been tried." I do not intend to bother you further by extending the list of Portuguese heroes, but Afonso Henriques' accomplishments were worth mentioning on two grounds. First, gaining independence from our big and only neighboring kingdom (today´s Spain), left a wound that future wars and a Spanish occupation of the country from 1580 to 1640 A.D. did not help to heal. Modern relations between Portugal and Spain are excellent, that is, we no longer fear them and they continue to ignore us, a fact that our collective ego does not allow us to appreciate fully. Nevertheless, discussions over the control of the rate of streamﬂow in Portugal's main rivers (unfortunately they all ﬂow from Spain) or a mere soccer match are suﬃcient to unmask this hidden and mostly unidirectional tension between the two nations. Today, Portugal has about 10 million people living within its borders and there are sizable Portuguese communities in France, the US, Brazil, Venezuela, and South Africa. The country is homogenous in terms of religion, ethnicity, and language, and there are no serious separatist Portugal had its ﬁrst national hero centuries before we became a nation. This is not unusual, but it's a revealing start. Meet Viriato (179-139 B.C.), a warrior chieftain of a tribe (the "Lusitanos") from the western Iberian Peninsula, who held oﬀ the Roman invasion for several years. Viriato was so good at throwing stones from cliﬀs at the Roman Legions and in using guerrilla tactics that he had to be murdered in bed by three of his own people, who had been bribed by the local centurion. When Hollywood runs out of the most obvious epics, they will immortalize Viriato on the big screen. Portugal will then lobby to choose a star that is Portuguese enough. Mark Ruﬀalo or Danny De Vito? Tough choice. Viriato gave us national pride. From the Romans, in turn, we got a uniﬁed language, industries, military roads, bridges, administrative centers, and a religion, when Rome converted to Christianity in the fourth century A.D. 3 4 (Correctly) Defining the Stance of the Catholic Church on Evolution JUSTIN MCMANUS One hundred and forty-six years after the publication of Darwin's The Origin of Species, it remains widely controversial whether the modern theory of evolution (neoDarwinism) can be reconciled with the world's three great monotheistic religions. In particular, there is still widespread dissent among Christians—both within and between denominations—about whether neo-Darwinism is truly consistent with their faith. The debate stems both from diﬀering interpretations of scripture and, more subtly, from disagreement about what the theory really implies about the ultimate causation of life and its development. Even in the Roman Catholic Church, which rejects fundamentalist interpretations of the Creation Story, opposition to evolution has recently sprouted. In the July 7, 2005 issue of The New York Times, Cardinal Christoph Schönborn, the archbishop of Vienna, published an opinion-editorial (op-ed) in which he claims that neo-Darwinism is in no way compatible with Christian faith. Two days later, The New York Times printed another article about Schönborn's position, entitled, "Leading Cardinal Redeﬁnes Church's View on Evolution." Despite the sensationalist title, Schönborn's letter hardly redeﬁnes the Church's traditionally supportive stance on evolution, although it does make several simultaneously shocking, disappointing, and misleading assertions that require a response. Schönborn misunderstands the modern theory of evolution itself, and even worse, he misrepresents the Catechism of the Catholic Church and downplays the viewpoint of the late, much beloved John Paul II. In his letter to The New York Times Schönborn writes: , … defenders of neo-Darwinian dogma have often invoked the supposed acceptance – or at least acquiescence – of the Roman Catholic Church when they defend their theory as somehow compatible with Christian faith. But this is not true.… Evolution in the sense of common ancestry might be true, but evolution in the neo-Darwinian sense – an unguided, unplanned process of random variation and natural selection – is not. Cardinal Schönborn's assertion represents an intellectual and theological break with the Catholic Church's long-standing recognition of Darwinian evolution. Even in a 1950 encyclical written expressly to attack contemporary heresies, Pope Pius XII acknowledged the legitimacy of evolutionary research: …the Teaching Authority of the Church does not forbid that … research and discussions … take place with regard to the doctrine of evolution, in as far as it inquires into the origin of the human body as com- ing from pre-existent and living matter— for the Catholic faith obliges us to hold that souls are immediately created by God. John Paul II, in his address to the Pontiﬁcal Academy of Sciences in 1996, went even further, saying: …[Pius'] encyclical Humani Generis considered the doctrine of "evolutionism" a serious hypothesis, worthy of investigation and in-depth study equal to that of the opposing hypothesis…. Today, almost half a century after the publication of the encyclical, new knowledge has led to the recognition of the theory of evolution as more than a hypothesis. Schönborn's op-ed completely ignores the implications of Pope Pius' encyclical, and it discounts John Paul's 1996 comments as "rather vague and unimportant." But John Paul's viewpoint was neither vague nor unimportant. In his address, John Paul explicitly called evolution a uniﬁed theory, a framework for explaining a series of independent observations, which has been corroborated by the convergence of results from several disciplines. Furthermore, John Paul realizes that there are numerous philosophical interpretations that often accompany the theory, including the so-called materialist and spiritualist ideologies, and that the real distinction lies in the interplay between philosophy and science. Following Pius XII, John Paul asserts that the only condition necessary for uniting evolution with Catholicism is the admission that—whatever the origins of the physical body—the human spirit is created by God. He rejects only those neoDarwinian ideologies that regard the soul as an emergent property of living matter. John Paul goes on to propose "an ontological leap" between man and his evolutionary predecessors, a discontinuity associated with the appearance of souls in human beings. He admits that his leap seems to contradict notions of physical continuity in the universe, but he points to the fundamental diﬀerences between science and theology, between the physical world and the supernatural. The methods of science are inherently incapable of describing events like "the moment of transition to the spiritual," as John Paul calls it, and the lessons about continuity drawn from the physical sciences cannot be applied to the supernatural. John Paul's vision of the physical evolution of man, combined with the mystical infusion of his soul by the Lord, is both beautiful and logically consistent. John Paul developed a coherent theological system for linking evolution with Catholic dogma, and he did it in the most germane of settings: in an assembly of the Pontiﬁcal Academy of Sciences, a group of elite scholars charged with informing the Vatican about modern scientiﬁc developments. Almost unbelievably, and despite complaining that John Paul's 1996 statements were vague and unimportant, Cardinal Schönborn refers instead to comments the late pope made eleven years earlier to a general audience. Nowhere in the statements quoted in Schönborn's letter does John Paul explicitly mention the compatibility of evolution with Catholicism; in fact, his remarks are more a denunciation of materialism than a commentary on evolution. Continuing his inexplicable trend of alluding to loosely related material, Schönborn cites the Catechism of the Catholic Church, the authoritative compilation of Catholic dogma. But, again, the catechism on creation does not even mention the theory of evolution, although it does reject deism and materialistic philosophy. If anything, the catechism suggests a way to soothe the common complaint that evolutionary theory seems to rule out a causal role for God in the development of life. In the catechism we read: And so we see the Holy Spirit, the principal author of Sacred Scripture, often attributing actions to God without mentioning any secondary causes. This is not a "primitive mode of speech," but a profound way of recalling God's primacy…. God is the sovereign master of his plan. But to carry it out he also makes use of his creatures' cooperation…. For God grants his creatures not only their existence, but also the dignity of acting on their own, of being causes and principles for each other, and thus of co-operating in the accomplishment of his plan. The idea that the Church acknowledges here is that God acts through secondary causes, which can be free and stochastic, but that the existence of those secondary causes does not lessen His ultimate authority. If the Lord allows His living creatures to interactively contribute to His plan, we should all the more expect Him to grant the same privilege to the physical, logical, and mathematical rules that characterize His universe. We can simply assert that, very broadly, all of the physical, biological, and mathematical mechanisms enumerated by neo-Darwinism are secondary causes implemented, and potentially swayed continuously, by God. Allowing biological organisms to evolve (more or less) freely and stochastically according to the logical underpinnings upon which God built the universe is perhaps more elegant than rigidly controlling Creation. Moreover, it is false to assert, as Schönborn does, that neo- PDA News: New Representatives Matt Rodeheﬀer I was born and raised on the shores of Lake Superior in the Upper Peninsula of Michigan. After eighteen years living in the majestic North, I escaped to Seattle to pur- a solid dose of mitochondria at Emory, I decided to come to Rockefeller to continue my scientiﬁc work with Jeﬀ Friedman. sue undergraduate studies at the University of Washington. I then came back to the eastern time zone, although just a bit farther south, to Atlanta where I did my graduate work in biochemistry at Emory University with Gerald Shadel. After receiving I look forward to serving the Rockefeller community as a member of the PDA and I welcome any input and ideas anyone may have to oﬀer. Please feel free to email me with any questions or comments or talk to me about them if you see me around campus. The Rockefeller University is an exceptional research institution and the postdocs and research assistants are one of the driving forces behind the university. The PDA is here to help ensure the postdoctoral experience at Rockefeller is a good one. I hope to see you around campus and look forward to working with you in the future. Ben Short Originally I'm from the UK, where I studied biochemistry at Imperial College, London. After a brief spell at Glasgow University in Scotland, I moved to the Max Planck Institute of Biochemistry in Munich, Germany for my PhD, studying vesicle traﬃcking through the Golgi apparatus with Francis Barr. Darwinism necessarily implies that evolution is "unplanned and unguided." Evolution is a scientiﬁc theory that does not, and cannot, contradict the idea that the mechanisms of evolution follow immediately and necessarily from the logical structure of a universe created by an unmoved Mover. The very construction of a universe whose rules lead to Darwinian evolution implies that the consequences of evolution are not strictly "unplanned." Nor does the theory preclude the possibility that natural selection, genetic drift, and gene ﬂow are mechanisms, or secondary causes, that God uses (directly or indirectly) to implement His plan. Cardinal Schönborn has fundamentally failed to recognize the notion John Paul alluded to in 1996. The question is not whether the major mechanisms of evolution really occur; they almost certainly do. The issue is how theology and philosophy relate to the theory. The crucial task is to distinguish between the scientiﬁc theory of evolution and the diﬀerent ideological adornments that so often shroud the underlying theory. After four years in Germany, I realized I wasn't the slightest bit homesick for either the British weather or food, so I decided to move even further abroad for my postdoc. I've been at Rockefeller since last October, when I joined Elaine Fuchs' lab to work on the regulation of intercellular adhesion in mammalian skin. New York is a wonderful city to live in, especially for a music fan like me. If work didn't keep getting in the way, I'd deﬁnitely be out every night checking out as many gigs as I could. I'm also a big sports fan—even if baseball and football don't quite match up to cricket and soccer. The Rockefeller University is a great place to work—thanks in no small part to the eﬀorts of the PDA Representative Committee in expressing the needs of the postdoc community to the university administration. I hope to continue that work now that I'm a representative on the committee. Feel free to stop me if you see me around campus and let me know any concerns you have. As I see it, the PDA is here to make sure all postdocs and their families get the best out of their time at Rockefeller. ◉ 5 6 Cuban Cuisine at Cafecito TARI SUPRAPTO CAFECITO 185 Avenue C (between 11th and 12th Streets) (212) 253-9966/2852 Th e dining area has about 8 tables and is best for small groups due to the limited space. Th e décor is simple yet warm; exposed red brick walls with lit votives on each table, and a low noise level that allowed my companion and I to converse comfortably across our small table. Where does one go to ﬁ nd ﬂ avorful food, delicious drinks, a cozy setting, and all the above for less than $25 per person? I chose to venture to the East Village to sample the oﬀ erings of a small Cuban restaurant named Cafecito. Th e menu is well-priced; the only items above $10 were the specials (shrimp in garlic sauce and the ﬁ sh of the day, Chilean sea bass; $12 and $13 respectively) and the large servings of sangria ($20/ pitcher; $12/half-carafe, $5/glass). I ordered a Mojito Cafecito ($7) to sip while I perused the rest of the menu. Th e mojito was potent but not overpowering and served with an abundance of mint. Cafecito also oﬀ ers a small selection of beers. We started with the Saborcito de Cuba ($6), a platter consisting of a papa rellena (a big ball of fried mashed potato with a ground beef and tomato ﬁ lling), two croquetas de jamon (homemade ham croquettes), one empanada (a choice of beef and chicken), and three bollos (Cuban hushpuppies with black beans and roasted corn). Th e Out of Stock MARY ABRAHAM Universities have recently come under pressure to withdraw from ﬁ nancial investments in multinational companies operating in Sudan because of genocide in the Darfur region (see Natural Selections Issue 16, June 2005). Th is newsletter requested information from the RU administration on ﬁ nancial investments at Rockefeller and answers have been provided by Joseph Bonner and Fred Bohen. Natural Selections queried whether the university has any direct stock holdings in a list of 16 major multinationals that operate in Sudan, including oil companies such as PetroChina and China National Petroleum Company. We were told that Th e Rockefeller University does not currently have direct ownership of stocks or corporate bonds in any of the companies on the list we sent. We also wanted to know whether the university has any indirect investment in the companies from investments such as hedge funds. We were told that the university is not informed about the details of investments made through such funds: "Some of the university's investments are with so-called hedge funds and other pooled investment funds – based on investment criteria and performance. Institutions, including Rockefeller, that use such pooled investment vehicles do not receive information on speciﬁ c investment holdings." Does the university have any general policies or procedures on making investments if there may be an ethical conﬂ ict? We were told: "Rockefeller University has not applied ethical or other non-economic, non-ﬁ nancial criteria to the choice of investment managers or investments funds. Th e issue has not received policy level consideration by successive administrations or by the university's Board of Trustees in recent times. Aft er being made aware of this issue by the Natural Selections article, Dr. Nurse has had preliminary conversations about this matter with trustees and university oﬃ cers and will continue these in the next academic year." ◉ highlight of the platter was the croquetas, which were crispy and tasty. I would have preferred a crispier crust for the empanada and less potato in the papa rellena, but the beef ﬁ llings in both were very ﬂ avorful. Th e bollos were greasy and over-fried—stick with the croquetas. We shared a tres leches cake ($3) that was a bit dry, very sweet, and served with fresh whipped cream and diced pineapple—not great. Cafecito also oﬀ ers a ﬂ an ($2.50) and chocolate cake ($3) that we will be sure to sample next time. We closed with a cup of café con leche ($1.75). Th e service is friendly and fairly eﬃ cient and the clientele is diverse and laid-back in attitude. Just be sure to bring cash as they don't accept credit cards. ◉ We then split a classic Cubano pressed sandwich (ham, roast pork, swiss cheese, and fresh dill pickles on crusty Cuban bread – $6.25) and the churrasco (grilled skirt steak with Cuban chimichurri sauce and lime-cured onions – $9.75). Th e Cubano was split into two large sandwiches stuﬀ ed with meat, cheese, and a zesty garlic mayonnaise sauce. Th e skirt steak was tender and cooked medium-rare per our request. Th e chimichurri sauce was excellent (lots of scallions and garlic), while the onions gave the steak a nice kick. Entrées were served with rice, beans (needed more seasoning), and plantains (the garlic sauce with the tostones is amazing). Overall, we found the portions to be very generous and the food well-prepared. For vegetarians, there are 8 dishes on the menu that do not contain meat. Crystal Structures of Proteins from Famous Genes New York State of Mind This month, Natural Selections features Alicia Galicia, Catering Attendant, Food Service Country of Origin: Mexico 1..How long have you been living in New York? 15 years 2. Where do you live? Astoria, Queens 3. Which is your favorite neighborhood? Queens, because it's where I arrived and got used to. It is nice and quiet, half village, half city. I have everything I need around there. I would also go. 4. What do you think is the most overrated thing in the city? And underrated? Times Square and Fift h Avenue are overrated. Too commercial, very crowded and noisy. Central Park is also too crowded, with too much commercial stuﬀ going on. Th e Museum of Natural History and the Botanical Garden in Brooklyn are underrated. 8. What is the most memorable experience you have had in NYC? Th e ﬁ rst work I had when I arrived in the US. I was a babysitter with an American family in the military base of Fort Dix during the First Gulf War. I did not speak any English at all. 5. What do you miss most when you are out of town? Th e public transportation. In Chicago and New Jersey, for instance, the public transportation is very bad. Here I have all the liberty and facility for transportation I need. 7. Describe a perfect weekend in NYC. A barbecue at the beach (Seven Lakes in New Jersey) with the family. If I didn't drink too much, I would go to the park to play basketball and then watch a movie. If there were a good concert in some park, 6. If you could change one thing about NYC, what would that be? More vigilance on the subways. Silly Points and Short Legs SRIRAM It is not true that the English invented cricket as a way of making all other human endeavors look interesting and lively; that was merely an unintended side eﬀ ect. I don't wish to denigrate a sport that is enjoyed by millions, some of them awake and facing the right way, but it is an odd game. -Bill Bryson Cricket and the rail network are perhaps the biggest legacies of the British rule in India. A passion for cricket, in many ways, is an inevitable consequence of growing up there. Not surprisingly, the game is most popular in the Indian subcontinent (India, Pakistan, Sri Lanka, and Bangladesh) and the best players are almost revered as Gods. International cricket, until recently, was played in two ﬂ avors: the test match and the one-day international (ODI). A test match can continue for up to 5 days (3 sessions of two hours each per day, with breaks for lunch and tea). It is considered to be the true test of a cricketer's skills and is the original format in which the game was played. It is also the form of the game that is least comprehensible to the uninitiated and invites condescending remarks like the one above. Th e ODI, on the other hand, is a shorter version of the game that lasts for a day (two innings of about 3.5 hours each). A relatively recent invention, the ODI is the ﬂ ashier version of the game. For that reason, it is more popular amongst fans, game administrators, and corporate sponsors. Of late, an even further truncated form of the game called Twenty Twenty has been in vogue. It promises three hours of exciting cricket but is abhorred by the purists, who feel it makes a travesty of the game. I also feel more like back in Mexico with the family, the food, the people in el barrio. It is full of hat stores like in Cuautla, Morelos where I am from. Th ey even have a plaza for jaripeos, the charro's party with horses and bulls. 9. If you could live anywhere else, where would that be? Probably Chicago. My sisters live there. It is very diﬀ erent from here as everything is quiet by 8 pm. I only like it for visiting but, on the other hand, 10. Do you think of yourself as a New Yorker? Why? Yes, because I wouldn't change New York for any place else. I am used to New York's lifestyle, I like the noise and the fact that everything is always open. ◉ match in 1882. England was expected to win the match, but failed to do so. A mock obituary was written in the English press announcing the death of English cricket, which ended with the note: "N.B. — Th e body will be cremated and the ashes taken to Australia." Th e following test series between the two countries was widely publicized by the English press as the quest to regain the Ashes, and the name entered the annals of cricketing history. Like other sports, cricket has its share of legendary rivalries. Matches between India and Pakistan are followed with great frenzy. Historically, however, it is the biennial Ashes series between England and Australia that has been the greatest rivalry in the sport. It is a particularly appropriate time to talk about the Ashes, as the series is currently underway in England. At the time of writing, England was comprehensively beaten by Australia in the ﬁ rst test match, and the familiar script of Aussie domination seems to be playing out yet again (England has not won the Ashes since 1986/87). Th e series is actually named aft er its trophy, which consists of a terracotta urn containing the ashes of bails (see reference 4) that were used in a Maybe you are still wondering why I titled this piece Silly Points and Short Legs. Th ey happen to be names of two ﬁ elding positions in cricket. Still interested? Try googling for 'googly' or browse the links below. ◉ References: 1. Cricket Rules and History: http://en.wikipedia.org/wiki/Cricket 2. History of the Ashes: http://en.wikipedia. org/wiki/Th e_Ashes 3. Cricket News http://www.cricinfo.com 4. A cricket wicket consists of three vertical stumps and two horizontal bails kept between the stumps. Th e cricket wicket is roughly equivalent to the strike zone in baseball. See reference 1 for more details. 7 8 'Portugal' from page 3 claims, not even from the Azores and Madeira islands, two small and beautiful Portuguese archipelagoes cast away in the Atlantic ocean. Between 1886 and 1966, Portugal lost an estimated 2.6 million people to emigration, more than any West European country except Ireland. In the last two decades this understandable tendency to abandon the country has slowed down and has been counteracted by a ﬂ ow of immigrants in search of labor from Brazil, countries of the former USSR, and Africa; 400,000 immigrants live today in Portugal. We have made considerable social and economic progress in the last 30 years. For instance, literacy levels have improved and this skill is widely used by the male population to read the sports press. A key event that triggered a number of structural changes in the country was our entry into the EEC (today's European Union) in 1986. European money ﬁ nanced a number of projects and gave us a decent roadway. Still, a recurring topic in any discussion by and about the Portuguese is the need for a "change of mentality." No one knows exactly what this is supposed to mean and how it can be done, but we all agree that it will be more diﬃ cult to achieve than building a few kilometers of highway. Portugal´s empire has left us with huge shoes to ﬁ ll. One of the several ways my Brazilian friends make fun of me is by repeatedly asking for the gold we took from them when Brazil was a Portuguese colony (1532-1822). Frankly, I would also like to know where that gold went. Portugal, the mother-country, remained poor and underdeveloped, even at the peak of the Empire, before the Spanish, the Dutch, the English, and the French took over the world. ◉ Th e Portuguese discoveries remain to this day our greatest accomplishment. Th ey were, however, a burden too heavy to carry. In fact, they still are. Let's start with the word 'discoveries' and its two obvious problems. It is striking that two independent and similar actions, equally valid in merit, are judged diﬀ erently by history, depending solely on when they occurred. "Who did what ﬁ rst" is an obsession well known to scientists but, unlike science, history can be rewritten to a large part just by playing with the dates. Th us, it is just a matter of time until someone comes up with the thesis that Brazil was not discovered by Cabral in 1500, but centuries before by the Vikings (who, apparently, got to North America before Columbus), or by the Chinese, even earlier, or by extra terrestrials, no one knows precisely when but presumably before anyone else. Th e second problem with the word 'discoveries' is that it is an example of eurocentrism and hidden paternalism (euphemistically speaking). Consider this: the Portuguese were the ﬁ rst Europeans to get to Japan, but even the Portuguese would not dare to say that we discovered Japan. Notice however how we talk about the arrival of Cabral to Brazil: we always refer to the discovery of Brazil as if the land was devoid of indigenous populations. Th is being said, what Portuguese sailors accomplished during the fourteen and ﬁ ft eenth centuries was outstanding. Historians and intellectuals in Portugal should just agree, that what is diﬃ cult to explain is not why we were unable to rise to that level again, but simply how we did it in the ﬁ rst place. He Who Must Not Be Read WINSTON SMITH Th e Rockefeller University is facing a literary crisis, sparked by the July 16 release of Harry Potter and the Half-Blood Prince, the 672-page wizard novel written by J.K. Rowling. With Harry Potter fever sweeping the globe, even some of the most respectable members of the scientiﬁ c intelligentsia have been indulging in intellectual slum reading. A 25% slump in energy consumption at Th e Rockefeller University during the week of the novel's publication, compared with the same week in 2004, suggests that a substantial proportion of researchers were caught up in marathon book-reading and consequently neglecting their experiments. However, some Rockefeller professors (three neuroscientists and one immunologist) have taken the unusual and highly controversial step of banning any copies of Harry Potter being brought into their labs, taking a stand against what they perceive as an insidious threat of non-improving reading. Scientists in these aﬀ ected labs have been told to instead choose Th e Science of Harry Potter by Roger Highﬁ eld, which explores such questions as possible mechanisms used by Th e Sorting Hat to interpret brain waves, or the use of adaptive camouﬂ age in the natural world as a model for construction of an invisibility cloak. ◉ Natural Selections is not an official publication of The Rockefeller University. University administration does not produce this newsletter. The views expressed by the contributors to this publication may not necessarily reflect views or policies of the University. Natural Selections needs YOU! Please send articles, letters to the editors, or get involved in the production of Natural Selections. http://selections.rockefeller.edu email@example.com box 24 NaturalSelections	<urn:uuid:03ba0284-2852-4417-b659-ec64efd705a6>	CC-MAIN-2018-47	http://selections.rockefeller.edu/wp-content/uploads/2012/07/ns-07-2005.pdf	2018-11-14T11:48:28Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00131.warc.gz	297,853,325	10,217	eng_Latn	eng_Latn	0.998234	eng_Latn	0.998513	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 5233, 12365, 19359, 25001, 30810, 35798, 41535, 46680 ]	[ 1.3125, 1.5 ]	2	4
iPad GUIDELINES AND EXPECTATIONS In an effort to ensure the best possible experience for your participation in this program, you are responsible for following these directions and expectations: Receiving an iPad * iPads will be distributed during iPad Orientation scheduled by your school. * Parents and students must sign and return the iPad Agreement and before the iPad can be issued to the student. * iPads will only be issued to students during designated deployment times and when accompanied by a legal parent/guardian listed in CCSD's student information system. Returning an iPad * Individual school iPads and accessories (protective cover and charger) must be returned to the school at the end of each school year. * Students who graduate early, withdraw, are suspended or expelled, or terminate enrollment for any other reason must return their school iPads on the date of termination. * Depending on the circumstances, a student who fails to return the iPad may be subject to criminal prosecution and/or required to pay the replacement cost of the iPad. Failure to return the iPad will result in a report being filed with the Clark County School District Police Department. * Furthermore, the student who returns a damaged iPad may be charged a fee for any needed repairs or missing accessories, not to exceed the replacement cost of the iPad and accessories. iPad Use * Use of the iPad is subject to the CCSD Acceptable Use Policy related to technology resources (Policy 3990). * The care of your District iPad is your responsibility. Do not lend your iPad to another person. Each iPad is assigned to an individual student and the responsibility for the care of the iPad solely rests with that student. * Do not alter or remove the District iPad management software or any pre-installed apps or tools. * Never leave the iPad unattended. When not in your possession, the iPad should be in a secure, locked environment. * The iPad is an electronic device and you must handle it carefully. Never throw or slide the iPad or a book bag that contains the iPad. Never place the iPad in a book bag that contains food, liquids or heavy/sharp objects. Avoid placing weight on the iPad. Do not shut the cover if anything is lying on the iPad screen. * You are responsible for bringing the iPad fully charged to school every day unless otherwise directed by your teacher. Failure to bring your iPad or other class materials does not release you from your responsibility for class work. If you repeatedly fail to bring materials to class, including your iPad, progressive discipline procedures will be followed. * You must provide your own ear buds. Personal headphones will not be allowed in school. * The iPad is the property of Clark County School District and may be collected and inspected at any time. You have no right to privacy for any material on a District iPad. * Each iPad has a unique serial number and asset tag. Do not modify or remove the tag. Do not write on, draw on, or add stickers or labels to the iPad or its cover. No form of tampering will be tolerated. * The iPad has limited electronic storage space. It is your responsibility to regularly archive or backup content. * If your iPad is not working or is damaged, report the problem immediately to your teacher or designated site personnel. A limited number of iPads will be available for temporary use. * If your iPad is lost or stolen at school, report the loss immediately to your teacher and school police. If your iPad is lost or stolen outside of school, report the loss immediately to the police and obtain a police report. * You are responsible for using the iPad according to school and District policies and procedures. * Do not download copyrighted software, material or content without permission of the copyright owner. iPad GUIDELINES AND EXPECTATIONS Care and Maintenance Use * Do NOT ever connect your iPad to a computer or laptop to sync or charge it. Doing so will cause problems with the iPad management software and may result in the iPad being confiscated by District personnel to remedy any issues this may cause. * Keep liquids away from the iPad. Do not use cleaners, sprays, alcohol, ammonia, or abrasives on the iPad. Clean the iPad with a soft, lint-free cloth. * While the iPad is scratch resistant, it will scratch. Do not use any sharp objects on the iPad or use the iPad as a flat surface to write on with a pen or pencil. * Do not expose the iPad to extremes of hot or cold. Keep your iPad at room temperature. * Charge the iPad battery by connecting to an electrical outlet. Take care in plugging in iPad accessories and the power cord. * Always keep the iPad in the protective cover. iPad Parent Guide To help your student gain the most from this opportunity to use an iPad, please follow these guidelines: * Monitor your student's home use of the Internet with the iPad. While the Internet will be filtered for inappropriate material when used at school, it will not be filtered while connected to a home or public network. * Provide a place in an open area of your home, such as the kitchen or family room, where the iPad will be used. * Use the Internet with your student to help develop safe surfing habits. * Frequently ask to see your student's iPad, and ask how it is being used. * Look through the apps (programs) installed on the iPad. Ask your student what each app does. * Students over the age of 13 will have an iTunes account. The apps and music belong to your student and do not become the property of the District when the iPad is returned. The District is not responsible for and cannot archive or replace personal apps or music downloaded onto the iPad. You may choose to give a student under the age of 13 access to an iTunes account that you set up. * Do not hesitate to contact your student's teacher if you have any questions or concerns about the iPad use. Apple ID Information for Parents and Guardians An Apple iPad can connect to Apple's iTunes Store and App Store. The iTunes Store allows the download of music and lesson podcasts. Some music and podcasts are free, and some must be purchased. The App Store allows the download of applications that run on the iPad. Again, some of these are free and some must be purchased. Teachers will only request that students download free music, podcasts, & apps as part of classroom activities and homework. Students will never be asked to pay for music, podcasts, & apps to be used in class. In order to use the iPad, use Find My iPhone, and connect to the iTunes Store and the App Store, a student must create a login, called an Apple ID. The student must be at least 13 years old or use an account set up at the request of a school. This is the information from Apple: "This iTunes Service is only available for individuals aged 13 years or older, unless you are under 13 years old and your Apple ID was provided to you as a result of a request by an approved educational institution. If you are 13 or older but under the age of 18, you should review this Agreement with your parent or guardian to make sure that you and your parent or guardian understand it." More information can be found at https://www.apple.com/legal/internet-services/itunes/us/terms.html. We suggest: 1. Do not provide credit card information for the Apple ID. Instructions will be provided on how to set up an Apple ID without a credit card. 2. Monitor what your student downloads from iTunes and the App Store. 3. Ask your student how he or she is using the different Apps. 4. Ask your school or one of the teachers if you have questions.	<urn:uuid:1edd8782-c751-4541-af33-9209257d91f6>	CC-MAIN-2018-47	http://ccsd.net/district/mobile-device-initiatives/pdf/guidelines-expectations-english.pdf	2018-11-14T12:16:27Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00132.warc.gz	58,070,483	1,560	eng_Latn	eng_Latn	0.999305	eng_Latn	0.999327	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3824, 7631 ]	[ 1.9921875 ]	1	1
School Strategic Plan for Beechworth Primary School 1560 2014-2018 Endorsements Endorsement by School Principal Signed Ruth Rampling Name Ruth Rampling Date 26 March, 2015 Endorsement by School Council Signed………………………………………. Name Ruth Parker Date…………………………………………… School Council President’s endorsement represents endorsement of School Strategic Plan by School Council Endorsement by the delegate of the Secretary Signed…… …………………………………. Name……R Stephens (NEVR)……………………………………. Date……26 March 2015……………………………………… Legislative context for endorsementSection 2.3.24, subsection (2) of the act states that "A school plan prepared under subsection (1) must be signed by both the president of the school council and the principal and must be submitted to the Secretary for approval within the period specified in a Ministerial Order."Ministerial Order 470 states that "the requirements for the school plan are set out in guidelines produced by the Department of Education and Training". This template forms the guidelines. School Profile Regulatory context In order to be registered, all Victorian schools must meet a set of minimum standards, which are regulated by the Victorian Registration and Qualifications Authority (VRQA). Under the VRQA's School Governance standard, "a school must have a clear statement of its philosophy". The statement is expected to cover the school's vision, values, mission or objectives, including an explanation of how the school's philosophy is enacted and articulated to staff, students, parents, guardians and the school community. \| Purpose \| \| Motto: Believe, Persist and Succeed! Vision: For all members of our community to value Mission: We aim for excellence in all we do, our de inclusiveness and trust. The celebration and promo productive and positive relationships with all memb \| \|---\|---\|---\| \| Values \| \| At Beechworth Primary School we value, Respect, \| \| Environmental Context \| l Context \| Beechworth is an historic gold mining town in North environment and vibrant arts community has combi Primary School was built in 1875 and consists of a Century learning environment was built. This is the Beechworth Primary School is set in five acres of s years old. The setting offers a stimulating physical e Beechworth Primary School believes that mutually student engagement and well-being. We purposefu the display of positive behaviours. \| Service Standards General * The school fosters close links with parents and the broader school community through its commitment to open and regular communications. * The school commits to the active sharing of its vision and goals to ensure school community engagement in the school's strategic plan. * The school guarantees all students access to a broad, balanced and flexible curriculum including skills for learning and life. * The school provides a safe and stimulating learning environment to ensure all students can achieve their full potential. * All students will receive instruction that is adapted to their individual needs. Specific * The school will respond to all communication by parents and caregivers in a positive and proactive manner. * Parents will be engaged regularly in relation to all aspects of their child's learning. * Students will play an active part in the development and review of the school's behaviour policies. * All teachers will provide timely and targeted feedback to students on their work. Strategic Direction Purpose: Motto: Believe, Persist and Succeed! Vision: For all members of our community to value and embrace the educational opportunities for every child. Mission: We aim for excellence in all we do, our decisions and choices are guided by our core values; respect, pride, safety, inclusiveness and trust. The celebration and promotion of personal best is at the forefront in all we do. Through this we build productive and positive relationships with all members of our school community. \| \| Goals \| Targets \| \|---\|---\|---\| \| Achievement \| To foster the achievement of high quality educational outcomes for all students in all curriculum areas with a focus on Literacy and Numeracy. \| In each year of the Strategic Plan, the matched cohort growth in NAPLAN will demonstrate value add of medium to high growth for every student. In each year of the Strategic Plan, all students (Years 1-6) deemed capable, will improve by 1.0 or greater each year in AusVELS. In each year of the Strategic Plan, Student Attitude to School Survey Teaching and Learning variables of Learning Confidence, Stimulating Learning, School Connectedness, Student Motivation, Teacher Effectiveness and Teacher Empathy and will be equal to or exceed the previous year’s data. \| \| Engagement \| To nurture an environment in which all the school community feel connected to school. \| In each year of the Strategic Plan, Student Attitude to School Survey Student Relationship variables of Classroom Behaviour, Connectedness to Peers and Student Safety, will equal to or exceed the previous year’s data. \| \|---\|---\|---\| \| Wellbeing . \| Support the engagement and wellbeing of students to meet their personal and educational potential. \| In each year of the Strategic Plan, Student Attitude to School Survey Student Wellbeing variables of Student Distress and Student Morale, will equal or exceed the previous year’s data. \| \| Productivity \| To align the allocation of staffing expertise to priority learning areas to maximise student learning outcomes at all year levels. \| In each year of the Strategic Plan resources are allocated to key learning areas and staffing resources. \| School Strategic Plan 2014- 2017: Indicative Planner Purpose: the purpose of the indicative planner is to assist the school to prioritise key improvement strategies to support resource allocation and to describe the changes in practice and behavior that might be observable at the school if the key improvement strategies are being implemented as intended. \| Key Improvement Strategies \| \| Actions \| \|---\|---\|---\| \| Achievement Build Teacher capacity to deliver a comprehensive curriculum to meet the needs of all children with a focus on differentiation of curriculum. Build Teacher capacity in effective assessment. Build a culture of high expectations of all in relation to teaching and learning. Build Teacher capacity in effective pedagogy with ICT. \| Year 1 \| Maintain PLT focus on Literacy and Numeracy. § Michael Ymer Professional Learning both 1 day workshop and 2 day intensive in-school Professional Learning. § Keay Cobbin (Literacy) PD day and continuing PD workshops. § Whole School approach to Writing developed and implemented. § Whole School focus on “Team” to identify characteristics of working as a effective team both as Units and whole school. § Whole school assessment schedule reviewed. § Moderate against external data sources eg NAPLAN, EOL and OnDemand Testing to ensure triangulation of all data sets. § Continue whole school monitoring of student performance through profiling. § Whole school common understanding of rigour around assessment. § Trial the use of Compass for student assessment and reporting. § Development of processes and protocols around Literacy and Numeracy walks across the school. \| \| \| \| § Identify key areas of importance in ICT Plan and focus professional learning around this key area. § 3 Teaching staff members, including the Principal to participate in the Bastow Leading Numeracy Course. \| \|---\|---\|---\| \| \| Year 2 \| § Maintain PLT focus on Literacy and numeracy § Continuing workshops and in-school PD with Keay Cobbin (Literacy) § \| \| \| Year 3 \| § Review of Year 1 and 2 Goals, Actions and Milestones and adapt according to progress achieved. § \| \| \| Year 4 \| § Review of Year 2 and 3 Goals, Actions and Milestones and adapt according to progress achieved. § \| \| Engagement Promote student voice by empowering students to actively contribute to school decisions and plans. Build teacher capacity to deliver a comprehensive curriculum that develops leadership skills in all students. Promote Community Engagement within the School and the wider community. \| Year 1 \| § Establish Student Representative Council from students in Years 5 and 6. § SRC to play an active role in promoting the School’s values. § Have all Year 5 and 6 students complete the Attitude to Schools Survey. § Year 6 School Captains and Vice Captains to attend the Regional Leadership Camp. § Analyse data from survey as a whole \| \| \| staff to identify areas for improvement. § School Captains and Vice Captains meet regularly with the Principal and SRC Teacher to provide feedback on plans, policies and programs within the school. § School Council to take an active role in the Community Engagement of the school. § School Council sub-committee to develop Action Plan for Community Engagement within the school. \| § PLT allocated to the analyse of survey data and areas for improvement are identified and acted upon. § Regular meetings held with Principal, School Captains and SRC Teacher. § Sub-Committee of School Council established. § Community Engagement Action plan is developed and communicated amongst the school. \| \|---\|---\|---\| \| Year 2 \| § Student Representative Council from students in Years 5 and 6 continue to be a key aspect of the Student Voice program within the school § SRC identify School values to be focussed on and play an active role in promoting the School’s values. § Have all Year 5 and 6 students complete the Attitude to Schools Survey. § Year 6 School Captains and Vice Captains to attend the Regional Leadership Camp. § Analyse data from survey as a whole staff to identify areas for improvement. \| § SRC continues to be an active contributor within the school, by holding regular meetings and engaging and promoting whole school activities. § SRC members present weekly School Value to whole school assembly. § 2015 Attitudes to School survey is completed. § School Captains & Vice Captains attend the Leadership camp and report back to whole school assembly on their learning and reflection. § PLT allocated to the analyse of survey data and areas for improvement are identified and acted upon. § Regular meetings held with Principal, School Captains and SRC Teacher. \| \| Year 3 \| § Review of Year 1 and 2 Goals, Actions and Milestones and adapt according to progress achieved. \| § Leadership Team, School Council, Staff have participated in a consultative review of Year 1 and 2. \| \| \| \| progress achieved. \| \|---\|---\|---\| \| Wellbeing Implement a School wide program of Kids Matter to focus on Mental Health and Wellbeing for all students. \| Year 1 \| § Whole staff to participate in Professional Learning focussed on the KidsMatter program. § School community Action team established consisting of Principal, Welfare co-ordinator, Teacher, Representative from Beechworth Health Service and 2 Parent members. § KidsMatter Action Plan developed and communicated to whole school. § KidsMatter Information board highlighting student work is prominently displayed in the school foyer. § Positive relationship developed between the School and Beechworth Health Service. § Purchase and implement Compass Software program. § Review of School’s Student Wellbeing and Engagement Policy in line with KidsMatter program. \| \| \| Year 2 \| § Inservice any new staff to BPS in the KidsMatter program. § Second year of the Action Plan to be implemented in line with plan goals and outcomes. § Continue positive relationship with Beechworth Health Service. \| \| \| Year 3 \| § Review of Year 1 and 2 Goals, Actions and Milestones and adapt according to progress achieved. § \| \|---\|---\|---\| \| \| Year 4 \| § Review of Year 2 and 3 Goals, Actions and Milestones and adapt according to progress achieved. § \| \| Productivity Develop high quality leadership model within the school. \| Year 1 \| § 3 Teaching staff, including the Principal to attend the Bastow Leading Numeracy course. § The eLearning Leadership element in the eLearning Plan is investigated to establish eLearning Team. § Key Action Teams established within staff in the areas of ICT, KidsMatter and Student Engagement. § School Leadership team to consist of Principal, Literacy & Numeracy Co- ordinators and Wellbeing Co- ordinator. \| \| \| Year 2 \| § If course is available, 3 teaching staff to attend the Bastow Leading Numeracy course. § The eLearning Learning Teaching Assessment and Reporting element in the eLearning Plan is investigated to establish action plan for implementation. § Key Action Teams established within staff in the areas of ICT, KidsMatter and Student Engagement. § School Leadership team to consist of Principal, Literacy & Numeracy Co- \| \| \| ordinators and Wellbeing Co- ordinator. \| \|---\|---\| \| Year 3 \| § Review of Year 1 and 2 Goals, Actions and Milestones and adapt according to progress achieved. § \| \| Year 4 \| § Review of Year 2 and 3 Goals, Actions and Milestones and adapt according to progress achieved. § 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Co-op Community News From the Parent Advisory Council of the North Seattle Community College Cooperative Preschool Program March 2008 Do Dads Really Matter? How today's enlightened fathers are impacting their kids' lives By Karen Lee Willemsen, Ed.M., NSCC Parent Education Instructor "Y ou know the rocket going to the moon, honey?" William Sears, a pediatrician, father, and author of countless child care books, recalls telling his five year-old daughter in his pioneering book, Becoming a Father: How to Nurture and Enjoy Your Family (1995, revised edition 2003). "There are a lot of people on the ground watching it at Mission Control monitoring it, so that if the spaceship gets a little off path, they can help the astronauts get on course so they can reach their goal — the moon." That's what he wanted to do as a father, he explained, to help his children when they get a little off path, so that eventually they could reach their goals on their own. We know it, intuitively, that fathers play an influential, even crucial part in the lives of young children. And when we see them in our co-op classes, at the playgrounds, at Mommy and Me classes around town, we realize that they know it, too. Each generation of fathers is both a product of and a response to the fathering they received. Matthew Walker is the stay-at-home dad of a four year-old daughter, an involved co-oping parent at Latona 3 to 5's, and my husband. For him, knowing what kind of father he wanted to be came easily. "I had a dad and a stepdad who were both angry, aggressive men. And I had that in me, too. Marriage made me see how everything I do affects my core relationships, but having a child really made me realize I had to change. (Continued on page 2) In This Issue: 2008 Calendar March When I asked him what he thought the most important thing he'd like to share about his own experience with other dads, he said without hesitation, "For me, it's all about communication. I mean, everything flows from that. I started when Bridget was a baby, and couldn't talk back. But I thought, 'Well, this will help her language development, and we're bonding, so that's good.' And now, if I really take the time to talk to her, about everything, she can work through most things. It's about being really present now, but also keeping the long term picture in mind. If I want her to talk to me when she's a teenager, I need to talk to her now, and listen, show her respect, and make sure she trusts me." In the Psychology departments of major universities research studies devoted to maternal influences still far outpace their paternal counterparts. The presumptive focus is most often mothers' relationships to babies, toddlers, and preschoolers. Despite this, modern dads want to be involved in all aspects of parenting. And the research on fathering that is emerging supports them in that. Dr. Kyle Pruitt of Yale University's Child Study Center, in his research summary, How Men and Children Affect Each Other's Development (Zero to Three Journal, August 1997) concluded that "Male involvement…has measurable, positive effects on the development of children." Looking over the research, here's what we do know: * Dads who are nurturing and available create a close, trusting relationship with their children. Based on this, children whose dads exhibit positive masculine traits including the ability to be assertive, decisive, responsible, logical, and able to take charge in difficult situations, will likely also exhibit those traits. * Fathers nurturing is positively correlated to both boys and girls ability to form successful friendships and peer relationships * Fathers nurturing is also positively correlated to children's learning and abilities from infancy on into the school-age years * Fathers and mothers interact differently, so children receive unique input from each. Families in one Yale study, where fathers were the primary caregivers (Pruett, 1992) had children who were active and robust in infancy, were able to quiet themselves and enjoyed the stimulation of the outer world, and at age two "seemed to expect that play would be rich, exciting, and reciprocated." * Each father develops a unique kind of Paternal Competence, based on the kind of nurturing he wants to give and receive, and his own image of what it means to be a "good father." There are, of course, other studies highlighting the negative effects of unpredictable, uninvolved, and absent fathers. And the results are dramatic: starting in toddlerhood children seek out male attention from father figures to replace an absent father, they are more defiant with their mothers when their fathers are gone for significant periods, and more aggressive at an early age. Boys may struggle to regulate their own emotions, and girls may find it challenging to develop positive relationships with male adults, and on and on… So, how can the modern dads in our community be as effective and impactful as they want to be, and how can we support them? Sears suggests that parenting partners really talk about their parenting philosophies and styles, so that they can get on the same page. Supporting Mom, when she is the primary caregiver, is crucial, but so is finding your own confidence as a dad. Giving Dad the opportunity to be the primary caregiver for significant periods of time helped a man to mature as a father, and as a husband, says Sears. "Fatherhood is one big giveathon," he writes. "The earlier we learn to give, the greater the joy in becoming a father." Besides he adds (with I imagine, a wink), "You may be surprised at how good your wife will be to you if you have been good to her baby." It's not rocket science. Dads do matter. February 1, 2008 Dear NSCC Parent Cooperative Preschool Supporter; Parent education is an integral component of the co-op experience. Val Donato, Parent Education Program Coordinator, has been instrumental in developing and expanding the program at North Seattle Community College. A brief biography of Val's accomplishments is included with this letter. Parent educators continue to need additional education opportunities to keep the parent education experience alive for all of those who participate. There is currently no award program at NSCC to support parent educators in their pursuit of professional development activities such as the purchase of books or attendance at workshops, and very limited resources to provide for professional development for the faculty. At this time when Val is planning to cut back her cooperative preschool teaching time next year and just do program coordination and online classes, we feel this is a great time to honor her for the more than 30 years of dedication to the college and parent education by setting up an endowment fund to provide an annual award to parent educators in their pursuit of continuing education. In order to provide a $500.00 annual award for professional development at least $10,000 must be obtained. Please send your tax deductible donation to: North Seattle Community College Education Fund Write "Val Donato" on the memo line of your check 9600 College Way North Seattle, WA 98103 Or donate through the secure site: http://coops.northseattle.edu/fundraising/valaward.html More information is available at 206 327 3604 or firstname.lastname@example.org. Sincerely, PAC Fundraising Committee: Angie Dietrich, Phaleen Hanson, and Lisa Moody Donato Award Planning Committee: Dr. Robert Fineman, Health and Human Services Dean Matthew Ayer, NSCC Education Fund Associate Director Becky Callahan, Parent Education Instructor Cesily Crowser, Parent Education Instructor Betty Williams, Parent Education Instructor Join Victory Heights PM 3-5s Co-op Preschool T he Victory Heights PM 35s program is currently enrolling for the 2008-2009 school year. We are located at the Victory Heights Recreation Center at the intersection of NE 107 th Street and 19 th Avenue NE. Our site includes a quiet neighborhood park with a large grass field and modern playground equipment. Before and after class each day many parents and children gather at this playground to catch up with each other, arrange play dates and carpools, as well as enjoy the weather, neighborhood, and community. Our teacher, Suzie Barrow, is a former Co-op parent, and mother of four. She has been teaching preschool for six years, and brings with her many more years of experience in working with children. Suzie has a Editor: Chinda Roach Editor & Layout: Toby Beth Jarman Email submissions and photos to: email@example.com NSCC Cooperative Preschool Program www.northseattlecoops.org (206) 527-3783 (NSCC Parent Ed Office) hands-on approach to learning, through play and socialization. She loves to foster creativity and selfexpression through art and music. She has a natural enthusiasm for life and learning, and carries that over in the classroom, where children are encouraged to explore the world around them. The PM 3-5s preschool program is geared towards kids who are entering kindergarten the following year. It provides many opportunities for creative and imaginative play. The children engage in open-ended art projects, lots of pretend play, block construction, sensory table play, story-telling and dramatization, concrete investigation of science and math concepts, and various types of manipulative activities. We encourage the children to share ideas, thoughts, and concerns in small and large groups. This builds confidence, self-esteem, and group cohesiveness. We provide a safe place where kids can learn about their world through play, while building lasting friendships. The PM 3-5s class schedule is Mondays, Tuesdays, Wednesdays and Fridays 12:30-3:30. Parents are expected to help in the class one day a week as well as serve a committee position (such as class photographer, field trip coordinator, or class treasurer). The parent who attends class also earns credit in Parent Education at North Seattle Community College. If you'd like to enroll in Victory Heights PM 3-5s preschool please contact Jen Marberry, parent coordinator, at (206) 274-8172 or firstname.lastname@example.org. Job Openings Teacher, University-Ravenna Pre-3's co-op preschool is looking for a teacher to start in Fall 2008. Class times are Tuesdays and Fridays from 9:30 11:30am. Contact Ann Delestine at email@example.com. Teacher, Broadview 3-5s co-op preschool is looking for a teacher to start in Fall 2008. Classes meet on Monday and Wednesday mornings and Thursday afternoons. Part-Time Parent Ed Instructor, NSCC Cooperative Preschools. Starts Fall 2008. NSCC Co-op Preschool Open Registration Saturday, March 22nd Invite your friends with kids to come check out the coop system! Information Fair 10-11 a.m., with registration starting at 11 a.m.. (But please leave the children home if you can. The registration process can involve long waits and the site is not the safest for small children.) North Seattle Community College Education Building Room 2841A	<urn:uuid:92e5062c-6994-42a7-b2c6-a78cc296f553>	CC-MAIN-2018-47	http://coops.northseattle.edu/newsletter/archive/coopnews2008mar.pdf	2018-11-14T11:55:59Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00132.warc.gz	71,493,906	2,353	eng_Latn	eng_Latn	0.994927	eng_Latn	0.998092	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1790, 5736, 7734, 11068 ]	[ 1.6328125 ]	2	3
FRONT PAGES FROM HISTORY BY JOSEP BOSCH. www.josepbosch.net Daily Herald, London - Monday 4 September, 1939 onsolidated in power by threats, fear and an iron fist against any opposition, Adolf Hitler began his rampage through Europe, showing his lust for power and territory. First, he declared Austria a province of Germany, and then swallowed a German-speaking part of Czechoslovakia, the Sudetenland, with the shameful acquiescence of other European governments which aimed to avoid war through appeasement. The whole of Czechoslovakia came next, and finally, what proved to be too much, he threatened Poland, claiming the city of Danzig and the corridor that separated East Prussia from the rest of Germany. C France and Britain saw, too late, that Hitler had to be stopped. And when the German dictator ignored an ultimatum after attacking Poland, the British and French parliaments declared war. Britain did so at 11:15 on the morning on Sunday September3, France, six hours later. As King George the VI said in his address to the nation "it is unthinkable that we should refuse to meet the challenge". This is how the Daily Herald reported the words of the British Monarch: "We have been forced into a conflict. For we are called with our Allies to meet the challenge of a principle which, if it were to prevail, would be fatal to any civilised order in the world. It is the principle which permits a State, in the selfish pursuit of power, to disregard its treaties and its solemn pledges; which sanctions the use of force or threat of force against the sovereignty and independence of other states". Europe, for the second time that century, was again at war.	<urn:uuid:a16df71f-145b-4044-9d31-65b3abfaae89>	CC-MAIN-2018-47	http://josepbosch.net/articles_catalonia/daily_herald_london.pdf	2018-11-14T11:33:52Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00133.warc.gz	183,012,967	365	eng_Latn	eng_Latn	0.998043	eng_Latn	0.998043	[ "eng_Latn" ]	false	docling	[ 1677 ]	[ 2.109375 ]	1	6
Know Your Place in a nutshell Digital mapping heritage project running to end 2016 Will cover West of England (B&NES, Somerset, Bristol, Gloucestershire, N.Somerset, Somerset, S.Glos and Wiltshire) Layers of historic maps show how area changes over time Mapped information from the Historic Environment Record Invites public users to add their own community heritage Free digital platform for heritage collections including photos, film, oral history, artefacts, archival documents How KYP can meet your needs "Use digital technology to reach new audiences" "Making these digitised records genuinely accessible and known to researchers" "New ways of providing access to collections using digital technology" "Making a view of our collection of artefacts available to a worldwide audience" Checklist for selecting collection items Ask yourself: 1) Has it been digitised? 2) Does it have a geographical association that can be mapped? 3) Do you hold its copyright, or do you have the copyright holder's permission? 4) Are you prepared to publish an image of it? 5) Is it the best example to showcase your collections & stories? 3 simple steps to add your items… 1) Prepare Get your material ready before you go online. You will need: * Object Title * Type of item * Detailed description * Object condition * Contact Information * Jpeg image 3 simple steps to add your items… 2) Locate Search Know Your Place to find the right place. You will need to: * Have an address or historic location to search for • Go online onto Know Your Place * Compare historic maps nearest the object's date * Check and check again until you are happy 3 simple steps to add your items… 3) Contribute Ready to add your collection item onto Know Your Place? * Confirm that you have copyright * Select the pencil icon and location to create a new record * Type information into the relevant fields on the record * Browse your computer to find the jpeg image * Click submit Supporting resources * Handouts: Project Postcard Information for museums * Planning: Organisational Support to plan your project Training workshops for staff & volunteers * Volunteers: Help finding people to work on your project * Online: www.kypwest.org.uk user instructions Top Tips and helpful blog articles Follow project news & developments Contact me firstname.lastname@example.org 01454 865 785 / 07860 181 237 @KYPWestEngland @facebook.com/KYPwestE www.kypwest.org.uk	<urn:uuid:c88e0f9b-edbf-49ac-80ad-1bec7984d13e>	CC-MAIN-2018-47	http://www.kypwest.org.uk/wp-content/uploads/2015/12/Digital-Isnt-Different-Know-Your-Place-Notes-20.Jan_.2015.pdf	2018-11-14T11:31:22Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00132.warc.gz	453,689,519	539	eng_Latn	eng_Latn	0.876413	eng_Latn	0.98812	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "nld_Latn" ]	false	docling	[ 487, 799, 1139, 1355, 1648, 1970, 2327, 2462 ]	[ 1.3359375 ]	1	3
Estimating Fan Airflow for Grain Bins The drying fan is one of the most important, and often least understood, pieces of equipment on a grain bin drying system. For example, farmers often have questions about which is the best fan to buy. Or they wonder how satisfactorily a fan they own will dry grain. If you have any of these or other similar questions about bin drying fans, this publication will help you. One of the most important factors to consider about a bin fan is airﬂ ow, the amount of air the fan will move through the grain. The total amount of airﬂ ow is measured in cubic feet of air per minute (cfm) that a fan will move against a speciﬁ ed static pressure in inches of water. A more useful factor that can be obtained or developed from total airﬂ ow is the airﬂ ow per bushel or cubic feet of air per minute per bushel (cfm/bu). It is not the purpose of this bulletin to provide a complete discussion about lowtemperature drying. Midwest Plan Service publication MWPS-22, "Low-Temperature and Solar Grain Drying," available from your local Iowa county extension ofﬁ ce, contains a very complete 18-page discussion about low-temperature grain drying. Table 1, taken from MWPS-22, provides the recommended minimum airﬂ ow for the maximum moisture content for corn harvested in Iowa on or after seven speciﬁ c dates. Low-Temperature Drying The airﬂ ow that is forced through corn is the key to success for all low-temperature corn drying systems. Low-temperature drying includes drying with natural or unheated air or drying with air that has been heated (usually a maximum of 10ºF) with electricity, LP gas, or solar energy. The minimum airﬂ ow recommendations that have been determined by research to successfully dry corn are the same for unheated-air and heated-air low-temperature drying. The information in this bulletin is appropriate only for drying shelled corn in a round bin with a perforated ﬂ oor. If you need to evaluate a drying fan for another purpose, such as for drying other grains, contact a competent commercial bin drying representative or extension agricultural engineer for assistance. When comparing two drying fans, the one with higher airﬂ ow in cfm/bu will dry grain faster. For example, a low-temperature bin drying fan that delivers 25% more air will dry corn essentially 25% faster. The additional air could be the difference between satisfactory drying and spoiled corn. The only two potential disadvantages of higher-airﬂ ow drying fans are that they are likely to have a higher initial cost, and the cost for electricity to power higher-airﬂ ow fans will usually be higher. Because all costs, including electricity, are inﬂ ating, it is desirable to select fans that are as energy efﬁ cient as possible. This is not only a more complicated evaluation, but it is often impossible because many fan manufacturers do not furnish the necessary information about the energy efﬁ ciency of their fans. Consequently, this bulletin is limited to the procedure for estimating the capacity for fans to deliver air in cfm/bu. Table 1. Recommended airﬂ ow for Iowa Table 2. Data for plotting fan and bin curves for ____-foot-diameter bin (27-food-diameter bin used in this example). \| Static pressure \| Example––10-hp vane axial \| \| Your fan____-hp \| \| \| \|---\|---\|---\|---\|---\|---\| \| \| Col. 1 Total airfl ow \| Col. 2 Air velocity \| Col. 1 Total airfl ow \| Col. 2 Air velocity \| Col. 1 Total airfl ow \| \| (inches of water) 0 \| (cfm) 23,400 \| (fpm) 40.8 \| (cfm) \| (fpm) \| (cfm) \| \| 1⁄ 2 \| 22,200 \| 38.7 \| \| \| \| \| 1 \| 20,800 \| 36.3 \| \| \| \| \| 11⁄ 2 \| 19,400 \| 33.9 \| \| \| \| \| 2 \| 17,900 \| 31.2 \| \| \| \| \| 21⁄ 2 \| 16,000 \| 27.9 \| \| \| \| \| 3 \| 13,400 \| 23.4 \| \| \| \| \| 31⁄ 2 \| 9,400 \| 16.4 \| \| \| \| \| 4 \| 6,100 \| 10.6 \| \| \| \| \| 41⁄ 2 \| 3,200 \| 5.6 \| \| \| \| \| 5 \| 500 \| 0.9 \| \| \| \| \| 51⁄ 2 \| \| \| \| \| \| \| 6 \| \| \| \| \| \| \| 61⁄ 2 \| \| \| \| \| \| \| 7 \| \| \| \| \| \| Use this bulletin as a worksheet. Complete the appropriate tables and plot the curve for the fan or fans you want to evaluate on the appropriate table and curves in this publication. The only accurate way for you to evaluate the performance of a bin drying fan is to evaluate a speciﬁ c fan on a speciﬁ c bin diameter and depth of corn. You should have little trouble following the suggested four-step procedure if you carefully follow the examples and have a calculator to do the arithmetic. Step 1. For the fan or fans you wish to evaluate, enter the fan speciﬁ cations in total airﬂ ow (cfm) vs. static pressure in inches of water in Column 1, Table 2. Space is provided to enter the airﬂ ow at each half-inch of water. Some manufacturers only provide the information for their fans for each inch, which is satisfactory for this evaluation although not as accurate or easy to plot. If you do not have the speciﬁ cations for the fan you need to evaluate, contact a dealer for the bin fan to obtain the information. The example given in this bulletin is for one manufacturer's 10-hp vane axial or propeller fan. Space is provided for you to evaluate up to two fans. For example, you might want to evaluate a vane axial fan vs. a centrifugal fan, or one manufacturer's fan vs. another's. Step 2. Calculate the air velocity in feet per minute (fpm) through the bin ﬂ oor for your speciﬁ c fan and bin by dividing the cfm at each static pressure by the bin ﬂ oor area. Enter these ﬁ gures in Column 2, Table 2. The ﬂ oor area for several Table 3. Typical grain bin characteristics common bin diameters is given in Table 3. For other bin diameters, the ﬂ oor area = bin diameter in feet x bin diameter in feet x 0.7854. A 27-foot-diameter bin with a ﬂ oor area of 573 sq ft (27 ft x 27 ft x 0.7854) was selected as the example bin throughout this bulletin. For the example fan and bin at zero-inch static pressure, 23,400 cfm the airﬂ ow = 40.8 fpm ( ). 573 sq ft Step 3. Plot the air velocity (fpm) for each static pressure on the air velocity vs. static pressure curves (Fig. 1) as was done with the example 10-hp vane axial fan. Connect the dots. Although a smooth curve through the points is slightly more accurate, it is easier and sufﬁ ciently accurate to draw a straight line from point to point. Step 4. From the curve you have drawn for your fan, determine the approximate depth of corn for the ﬁ ve speciﬁ c airﬂ owper-bushel levels 1, 1 1 / 4 , 1 1 / 2 , 2, and 3 cfm bu. These are important airﬂ ows to evaluate fan performance for low-temperature drying as indicated in Table 1. You must use judgment to complete this step. For instance, note that the curve for the example 27-foot bin equipped with the 10-hp fan crosses the 1 cfm/bu curve between the 18- and 20-foot corn depth curves, or about 19 feet as entered in Table 4. Using the same type of judgment, complete Table 4 for your fan, as was done for the example bin and fan. You now have the necessary information to judge or estimate the effectiveness for the bin fan or fans you evaluated to satisfactorily dry your corn with low-temperature drying techniques. Although farmers are usually most interested in the airﬂ ow when the bin is full, it is necessary to estimate the airﬂ ow at various depths of ﬁ ll for either layer or controlled ﬁ lling, as discussed on pages 16 through 18 in MPWS-22. For instance, what depth of corn, with a maximum moisture content of 20%, can be loaded on or after October 1 into the example bin equipped with the 10-hp vane axial fan and be safely dried? Table 1 shows that corn with a maximum of 20% moisture, harvested on or before Fig. 1. Air Velocity vs. Static Pressure Corn Depth (Feet) Airflow per Bushel (cfm/bu) Example Fan and Bin October 1, needs a minimum of 1 cfm/ bu, and Table 4 shows that the example bin and fan will deliver an estimated 1 cfm/bu through approximately 19 feet of corn. Therefore, we can conclude that up to a maximum depth of 19 feet of this corn can be loaded into the bin and safely dried since the airﬂ ow is at the minimum required. High-Temperature Drying You can also evaluate a fan or fans used for such purposes as high-temperature binbatch or continuous-ﬂ ow dryers where the airﬂ ow per bushel is considerably greater than 3 cfm/bu. The following is a suggested ﬁ ve-step procedure that is a modiﬁ cation of the previous four-step procedure. 1. Complete Steps 1 through 3 of the fourstep procedure. 2. Find the air velocity for the desired depth of ﬁ ll from Fig. 1. 3. Multiply the air velocity times the bin ﬂ oor area to estimate total airﬂ ow in cfm. 4. Determine the bushels of corn to be dried by multiplying the desired depth of ﬁ ll times the bushels of corn per foot given in Table 3. 5. To determine estimated airﬂ ow per bushel (cfm/bu), divide the total airﬂ ow by the bushels of corn. Table 4. Estimated airflow-per-bushel summary. \| \| \| Your __-ft-dia. bin with __-hp fan. Approx. depth of fi ll \| \|---\|---\|---\| \| Example 27-ft-dia. bin with 10-hp fan. Approx. depth of fi ll \| \| \| \| (ft) 19 \| (ft) \| (ft) \| \| 17 \| \| \| \| 15 \| \| \| \| 12 \| \| \| \| 9 \| \| \| Determine the airﬂ ow per bushel for the example 27-foot-diameter bin equipped with the 10-hp fan used as a heated-airbin dryer in which the corn would be maintained as close to the 6-foot level as possible. 1. This step has been completed. Fig. 1 is the result. 2. From Fig. 1, the air velocity for the example bin and fan at the 6-foot level is approximately 27 fpm. 3. Total estimated airﬂ ow = 27 fpm x 573 sq ft = 15,471 cfm. 4. Bushels of corn = 458 bu/ft x 6 ft = 2,748 bu. 5. Estimated airﬂ ow per bushel = 15,471 cfm 2,748 bu = 5.6 cfm/bu. Remember: the greater the airﬂ ow per bushel, the greater the drying capacity in bushels per hour. Heated-air bin dryers often have fans that will move close to 10 cfm per bushel. Aeration and Hot Corn Cooling The ﬁ ve-step procedure just described can also be used to estimate the airﬂ ow a speciﬁ c fan will deliver to aerate a speciﬁ c size of bin of dry corn Page 3 The primary limitation for this purpose is that Fig. 1 is not drawn to provide the best accuracy for smaller aeration fans. MWPS AED-20, "Managing Dry Grain in Storage," available at your county extension ofﬁ ce, describes how to estimate the cooling or warming time when the airﬂ ow per bushel is known. The ﬁ ve-step procedure can be used to estimate the airﬂ ow per bushel through a bin used for cooling hot corn taken from a dryer by either bin cooling or dryeration techniques. Airﬂ ow per bushel must be known to determine the cooling time for the corn. The cooling time in hours is approximately equal to 15 divided by the airﬂ ow per bushel (cfm/bu). For instance, from the previous example, the fan would cool 6 feet of corn (2,748 bu) in The recommended airﬂ ow per bushel depends on numerous factors, such as the speciﬁ c grain ﬂ ow rates (bushels per hour or bushels per day) needed for loading and unloading for a cooling bin that will be compatible with heated-air-dryers with different drying capacities. Consequently, a complete, rather lengthy discussion about selecting a fan for cooling hot corn is not included in this publication. If you desire additional assistance about selecting or using fans for any of the cornconditioning practices discussed in this publication, contact a competent commercial drying bin representative or the Iowa State University county, area, or state extension staff. The ﬁ ve types of information they would need to know to help you are: the fan speciﬁ cations as described in Table 2, bin diameter, depth of ﬁ ll, type of grain, and a general description of your speciﬁ c grain conditioning goals or needs. This ﬁ gure is an estimate of the packing in the grain which depends on such variables as type of grain spreader, depth of ﬁ ll, and amount of ﬁ nes in the corn. Although not all persons competent in grain-drying technology use the same pack factor, most extension agricultural engineers in the Corn Belt states have agreed to use the 1.5 factor for estimating fan performance. Using this ﬁ gure should give you an estimated airﬂ ow value that is at least equal to and probably less than the actual amount of air that is being delivered. It is to your advantage if your fan is delivering more air than you estimated. Check Your Fan It is desirable to check the airﬂ ow your fan is delivering to your bin at different depths of ﬁ ll. The actual airﬂ ow can be checked by measuring the static pressure, in inches of water, below the perforated ﬂ oor. The static pressure can be measured with either a commercial or homemade manometer. A manometer is basically a transparent tube fastened to a board in a "U" shape as shown in Fig. 2. SP Tube inserted below drying floor The speciﬁ c airﬂ ow-per-bushel estimates for a fan and bin combination you will obtain from using the procedures in this bulletin may vary slightly with estimates from other sources about the same fan and bin. The primary reason is because the depth of corn and cfm/bu curves in Fig. 1 were drawn by assuming a pack factor of 1.5. Fig. 2. Two manometers. The water is at the same level in both sides of the top manometer. The static pressure (SP) is zero inches, indicating the fan is not operating. When the fan is operating, as indicated in the bottom manometer, the water is pushed down in the right side and up in the left side. The distance SP between the two water levels is the static pressure measured in inches. … and justice for all Prepared by Larry Van Fossen, former extension agricultural engineer The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, gender, religion, age, disability, political beliefs, sexual orientation, and marital or family status. (Not all prohibited bases apply to all programs.) Many materials can be made available in alternative formats for ADA clients. To ﬁ le a complaint of discrimination, write USDA, Ofﬁ ce of Civil Rights, Room 326-W, Whitten Building, 14th and Independence Avenue, SW, Washington, DC 20250-9410 or call 202-720-5964. When you know the static pressure, the total airﬂ ow (cfm) can be estimated from the fan speciﬁ cations (see Table 2). The actual airﬂ ow moving through the grain will likely be somewhat less than indicated by the static pressure-airﬂ ow curve because of air leaking out of the fan, transition piece, and bin, and also because the shape of the ductwork may cause the fan to deliver a lower airﬂ ow. You would be safer to assume the actual air moving through the grain is about 80 percent of that indicated from the fan spaces in Table 2. The following is a brief description of how the actual airﬂ ow, as indicated by static pressure, can be used as a check of the estimated airﬂ ow procedures in this publication. Assume the example 10-hp vane axial fan was checked with the bottom manometer in Fig. 2 when operating in the 27-foot-diameter bin ﬁ lled with 20 feet of corn. If the static pressure measured about 3 1 / 4 inches, it would indicate (from Fig. 1) the air velocity to be about 20 fpm. The total indicated airﬂ ow would be about 11,460 cfm (20 fpm x 573 sq ft). Assume the actual airﬂ ow moving through the grain will be 80% or 0.8 of the indicated airﬂ ow. Multiply the indicated airﬂ ow times 0.8 or 11,460 x 0.8 = 9,168 cfm. Now, check the estimated airﬂ ow. Note in Fig. 1, the example bin and fan curve crosses the 20-foot depth of grain curve at about 3 1 / 2 inches. From Table 2, the indicated total airﬂ ow at 3 1 / 2 inches is 9,400 cfm. This compares closely to the check––9,400 cfm vs. 9,168 cfm. Estimating the airﬂ ow by checking the static pressure should be more accurate than the procedures for estimating provided in this publication. As emphasized throughout this publication, these procedures are estimates. Additional general information about static pressure and airﬂ ow are discussed on pages 9-11 in MWPS-22, "Low Temperature and Solar Grain Drying Handbook." 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VII. Racial Discrimination A. Genesis 1-2: all people on earth are descended from Adam and Eve B. Therefore: all people – from every racial background – share equally in being "in the image of God" (Gen 1:27), and all should be treated with respect, dignity, honor C. Scripture thus excludes any ideas of racial superiority/inferiority D. Some invalid and wrongful arguments that people have made to support racial discrimination Argument 1: Gen. 9:25 Noah's curse on Canaan: Genesis 9:20 Noah began to be a man of the soil, and he planted a vineyard. 21 He drank of the wine and became drunk and lay uncovered in his tent. 22 And Ham, the father of Canaan, saw the nakedness of his father and told his two brothers outside. 23 Then Shem and Japheth took a garment, laid it on both their shoulders, and walked backward and covered the nakedness of their father. Their faces were turned backward, and they did not see their father's nakedness. 24 When Noah awoke from his wine and knew what his youngest son had done to him, 25 he said, "Cursed be Canaan; a servant of servants shall he be to his brothers." 26 He also said, "Blessed be the LORD, the God of Shem; and let Canaan be his servant. 27 May God enlarge Japheth, and let him dwell in the tents of Shem, and let Canaan be his servant." Answer: the curse on Canaan was fulfilled in the history of the Canaanites: Genesis 10:15 Canaan fathered Sidon his firstborn and Heth, 16 and the Jebusites, the Amorites, the Girgashites, 17 the Hivites, the Arkites, the Sinites, 18 the Arvadites, the Zemarites, and the Hamathites. Afterward the clans of the Canaanites dispersed. 19 And the territory of the Canaanites extended from Sidon in the direction of Gerar as far as Gaza, and in the direction of Sodom, Gomorrah, Admah, and Zeboiim, as far as Lasha. Deuteronomy 7:1 "When the LORD your God brings you into the land that you are entering to take possession of it, and clears away many nations before you, the Hittites, the Girgashites, the Amorites, the Canaanites, the Perizzites, the Hivites, and the Jebusites, seven nations more numerous and mightier than yourselves, 2 and when the LORD your God gives them over to you, and you defeat them, then you must devote them to complete destruction. You shall make no covenant with them and show no mercy to them. 3 You shall not intermarry with them, giving your daughters to their sons or taking their daughters for your sons Argument 2: Interracial marriage was prohibited in OT Deuteronomy 7:3 You shall not intermarry with them, giving your daughters to their sons or taking their daughters for your sons Ezra 10:11 Now then make confession to the LORD, the God of your fathers and do his will. Separate yourselves from the peoples of the land and from the foreign wives." Answer: see the context: the prohibition was against marrying people of other religions Deuteronomy 7:1 "When the LORD your God brings you into the land that you are entering to take possession of it, and clears away many nations before you, the Hittites, the Girgashites, the Amorites, the Canaanites, the Perizzites, the Hivites, and the Jebusites, seven nations more numerous and mightier than yourselves, 2 and when the LORD your God gives them over to you, and you defeat them, then you must devote them to complete destruction. 1 You shall make no covenant with them and show no mercy to them. 3 You shall not intermarry with them, giving your daughters to their sons or taking their daughters for your sons, 4 for they would turn away your sons from following me, to serve other gods. Then the anger of the LORD would be kindled against you, and he would destroy you quickly. Ezra 9:1 After these things had been done, the officials approached me and said, "The people of Israel and the priests and the Levites have not separated themselves from the peoples of the lands with their abominations, from the Canaanites, the Hittites, the Perizzites, the Jebusites, the Ammonites, the Moabites, the Egyptians, and the Amorites. 2 For they have taken some of their F. daughters to be wives for themselves and for their sons, so that the holy race 1 has mixed itself with the peoples of the lands. And in this faithlessness the hand of the officials and chief men has been foremost." Ezra 9:11 which you commanded by your servants the prophets, saying, 'The land that you are entering, to take possession of it, is a land impure with the impurity of the peoples of the lands, with their abominations that have filled it from end to end with their uncleanness. .... Ezra 9:14 shall we break your commandments again and intermarry with the peoples who practice these abominations? Would you not be angry with us until you consumed us, so that there should be no remnant, nor any to escape? What is the NT counterpart to these OT laws? Not marrying unbelievers (it has nothing to do with race) (1 Cor 7:39; 2 Cor 6:14-18) E. Some Biblical examples of interracial marriages viewed positively Joseph: Genesis 41:50 Before the year of famine came, two sons were born to Joseph. Asenath, the daughter of Potiphera priest of On [an Egyptian], bore them to him. 51 Joseph called the name of the firstborn Manasseh. "For," he said, "God has made me forget all my hardship and all my father's house." 1 52 The name of the second he called Ephraim, "For God has made me fruitful in the land of my affliction." Moses: Numbers 12:1 Miriam and Aaron spoke against Moses because of the Cushite [Ethopian] woman whom he had married, for he had married a Cushite woman. 2 And they said, "Has the LORD indeed spoken only through Moses? Has he not spoken through us also?" And the LORD heard it. Others: Matthew 1:5 and Salmon the father of Boaz by Rahab, and Boaz the father of Obed by Ruth, and Obed the father of Jesse, 6 and Jesse the father of David the king. And David was the father of Solomon by the wife of Uriah, .... Matthew 1:16 and Jacob the father of Joseph the husband of Mary, of whom Jesus was born, who is called Christ. What is the historical origin of racial differences in the human race? selective geographical isolation of different parts of the gene pool inherited from Adam and Eve (see genetic map) G. How should we relate to people of different racial & ethnic backgrounds? 1. OT commands about how Israelites were to treat "sojourners" who stayed among them: Exod. 23:9; Lev. 19:34 Deuteronomy 10:18 He executes justice for the fatherless and the widow, and loves the sojourner, giving him food and clothing. 19 Love the sojourner, therefore, for you were sojourners in the land of Egypt. 2. New Testament teaching on racial differences: Luke 10:25-37: Good Samaritan Matt 28:18-20: gospel to all nations Gal 3:28: neither Jew nor Greek Revelation 5:9 And they sang a new song, saying, "Worthy are you to take the scroll and to open its seals, for you were slain, and by your blood you ransomed people for God from every tribe and language and people and nation, 10 and you have made them a kingdom and priests to our God, and they shall reign on the earth." 3. Paul tells us a wonderful "mystery": How God is glorified by an interracial church Ephesians 3:1 For this reason I, Paul, a prisoner for Christ Jesus on behalf of you Gentiles- 2 assuming that you have heard of the stewardship of God's grace that was given to me for you, 3 how the mystery was made known to me by revelation, as I have written briefly. 4 When you read this, you can perceive my insight into the mystery of Christ, 5 which was not made known to the sons of men in other generations as it has now been revealed to his holy apostles and prophets by the Spirit. 6 This mystery is 1 that the Gentiles are fellow heirs, members of the same body, and partakers of the promise in Christ Jesus through the gospel. 7 Of this gospel I was made a minister according to the gift of God's grace, which was given me by the working of his power. 8 To me, though I am the very least of all the saints, this grace was given, to preach to the Gentiles the unsearchable riches of Christ, 9 and to bring to light for everyone what is the plan of the mystery hidden for ages in 1 God who created all things, 10 so that through the church the manifold wisdom of God might now be made known to the rulers and authorities in the heavenly places. 11 This was according to the eternal purpose that he has realized in Christ Jesus our Lord H. For discussion: How does this apply to: 1. Our personal lives? 2. Church? 3. Businesses? 4. Civil laws? Audio recording of classes and these handouts are available on the class website http:www.christianessentialssbc.com	<urn:uuid:94f0dba4-6772-4fb1-bf9a-a8c69fef4948>	CC-MAIN-2018-47	http://www.christianessentialssbc.com/downloads/2013/2013-02-17.pdf	2018-11-14T11:08:38Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00133.warc.gz	418,652,133	2,142	eng_Latn	eng_Latn	0.998476	eng_Latn	0.998636	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4057, 8415, 8641 ]	[ 1.75 ]	2	3
Maryland Youth Advisory Council Annual Report 2016 - 2017 August 31, 2017 Larry Hogan Governor Boyd K. Rutherford Lt. Governor Arlene F. Lee Executive Director, Governor's Office for Children Submitted by: Governor's Office for Children Contact: Christina Drushel Williams 410-697-9241 firstname.lastname@example.org Executive Summary The Maryland Youth Advisory Council provides the opportunity for the State's young people to give feedback and recommendations regarding public policies and programs that affect their future and to take a leadership role in creating meaningful change. In 2016-2017, 24 Councilmembers enjoyed a robust and busy council year, where their activities included: - Holding 8 meetings (twice the required number); - Adopting a broad legislative platform and amending the Council bylaws; - Hosting 7 Community Conversations in their home jurisdictions, where local youth discussed issues that mattered most to them and offered solutions; - Leading numerous presentations to lawmakers on the Council and its platform; - Participating in Advocacy Day in Annapolis, which coincided with the Governor's Office for Children's Ice Cream Social; - Engaging in Results-Based Accountability™ training and planning; and - Tracking and supporting bills of interest, including offering oral and written testimony. All meeting minutes, community conversation recaps, bylaws, and bill language are available upon request from the Governor's Office for Children. Background and Mission of the Council BACKGROUND The Maryland Youth Advisory Council (the Council) was established through the General Assembly in 2008 (Chapter 559, Acts of 2008, Chapter 69, Acts of 2009, and Chapter 620 of 2016) to ensure that Maryland youth are given the opportunity to provide feedback and recommendations regarding public policies and programs that affect their future. Youth are encouraged to take a leadership role in creating meaningful change. Members are appointed by the Governor, the President of the Senate, the Speaker of the House of Delegates, the Maryland Association of Student Councils, the University System of Maryland Student Council, and the Maryland Higher Education Commission Student Advisory Council. All youth members must be 14-22 years of age, serve a two year term (September 1 - August 31), and cannot serve more than one term. MISSION: As a coalition of diverse young advocates and leaders from across the State, we, the Maryland Youth Advisory Council address relevant issues by influencing legislation, spreading public awareness, and serving as a liaison between youth and policymakers. VISION: We strive to be an effective voice that: - Incites change for the betterment of Maryland youth, - Ensures equal opportunity for all youth regardless of background or circumstance, - Initiates political conversations with youth, - Educates youth on political issues, and - Is respected by legislators and other stakeholders on youth issues. RESPONSIBILITIES: - Holding at least four meetings a year; - Holding at least one public meeting on issues of importance to youth (topics can include: education, a safe learning environment, employment opportunities, increasing youth participation in government, health care access and quality of care, substance abuse and underage drinking, emotional and physical well-being, the environment, poverty, homelessness, youth access to services, suicide prevention, and educational accessibility issues for students with disabilities); - Recommending one legislative proposal; - Providing testimony before legislative bodies on youth issues; - Conducting a public awareness campaign to raise awareness about the Council among Maryland youth; and - Providing an annual report to the Governor and the General Assembly. 2016-2017 Council at a Glance The 2016-2017 Council is composed of 24 members, representing 13 counties, 13 high schools, and 9 colleges/universities. The Council is 54% female and 46% male. Of the 24 members, 12 are returning second-year members and 12 are first-year members. One member resigned from his/her position on the Council during the council year; the position was not filled. 2016-2017 Council Roster 2016-2017 MARYLAND YOUTH ADVISORY COUNCIL EXECUTIVE BOARD (elected by Councilmembers) Chair—Darius Craig Vice Chair—Zachary Caplan Secretary— Ashley Russell Legislative Committee Chair—Antonio Morrell Public Awareness Committee Chair—Kirsten Wach Executive Board Members— Emily Dreszer, Madeline Goldstein, Viraj Paul, Gabrielle Shlikas, and Grace Wu APPOINTED BY THE GOVERNOR Appointed in 2016 Yael Anaya—Montgomery County—Prince George's Community College Dianna Portee-Mason—Baltimore County—Community College of Baltimore County Vernon Osborne—Anne Arundel County—Anne Arundel Community College Madeline Goldstein—Washington County—Boonsboro High School Appointed in 2015 Zachary Caplan—Baltimore County—Towson High School Patricia Miller—Wicomico County—Salisbury University Antonio Morrell—Prince George's County—Prince George's Community College Joseph Vogel—Montgomery County—George Washington University APPOINTED BY THE PRESIDENT OF THE SENATE Appointed in 2016 Gabrielle Shlikas—Harford County—Edgewood High School Sydney Williams—Anne Arundel County—Indian Creek Upper School Appointed in 2015 Kimberly Carter—Anne Arundel County—Our Lady of Good Council Connor Mull— Wicomico County—James M. Bennett High School APPOINTED BY THE SPEAKER OF THE HOUSE OF DELEGATES Appointed in 2016 Darius Craig—Baltimore City—University of Maryland, College Park Sloane Walker—Anne Arundel County—Severn School Appointed in 2015 Jonathan Dayton—Allegany County—Mountain Ridge High School Tyler Hagen—Baltimore County—McDaniel College Viraj Paul—Montgomery County—Poolesville High School APPOINTED BY THE MARYLAND ASSOCIATION OF STUDENT COUNCILS Appointed in 2016 William Anderson—Frederick County - Walkersville High School Grace Wu—Montgomery County - Richard Montgomery High School Appointed in 2015 Emma Gilligan—St. Mary's County - Leonardtown High School Ryan Pickrel—Carroll County - Century High School APPOINTED BY THE UNIVERSITY SYSTEM OF MARYLAND STUDENT COUNCIL Appointed in 2016 Ashley Russell—Howard County - Glenelg High School Appointed in 2015 Kirsten Wach—Howard County—Towson University APPOINTED BY THE MARYLAND HIGHER EDUCATION COMMISSION - STUDENT ADVISORY COUNCIL Appointed in 2016 Emily Dreszer—Anne Arundel County - Anne Arundel Community College Appointed in 2015 No appointments were made in 2015 Council Meeting Overview The establishing statute requires the Council to meet at least four times each year and each meeting must be open to the public. Over the Council years, members have reflected that only meeting four times a year was not sufficient to complete its intended work and have chosen to meet monthly. The Council met once a month from September to April; meetings were held on Saturday afternoons at the Governor's Office for Children's home office located in Crownsville, Maryland. All meeting dates, times, and locations were available on the Governor's Office for Children's website. MEETING #1: SEPTEMBER 17, 2016 (11:00 – 4:00PM) GOVERNOR'S OFFICE FOR CHILDREN The Council kicked the year off with an overview of member responsibilities, the history of the Council, and parliamentary procedure in order to lay the groundwork for the year. Elections were held for leadership positions and Councilmembers either joined the public awareness committee or the legislative committee. MEETING #2: OCTOBER 15, 2016 (1:00 - 4:00 PM) GOVERNOR'S OFFICE FOR CHILDREN In the second meeting of the year, Councilmembers were met with the task of selecting the issues impacting youth in Maryland about which they were most passionate. This would eventually allow the Council to form a legislative platform for the 2016-2017 year. With a large variety of options and much debate over what issues should be prioritized, it was decided the Council's legislative priorities would be mental health, substance abuse, and bullying. The approval of the legislative priorities was followed by an analysis of the issues and a discussion of tactics to resolve them. MEETING #3: NOVEMBER 5, 2016 (1:00 – 4:00PM) GOVERNOR'S OFFICE FOR CHILDREN Councilmembers identified the legislative priority of this year as "The health and well-being of youth of the State of Maryland" and set goals to address mental health issues and substance abuse. Meanwhile, the Council decided to continue to emphasize youth involvement and engagement as a primary goal of the Council each year. Councilmembers discussed engaging in efforts to expand support for all prioritized issues Statewide. MEETING #4: DECEMBER 17, 2016 (1:00 – 4:00PM) GOVERNOR'S OFFICE FOR CHILDREN During an especially busy meeting, Councilmembers watched two presentations on efforts to expand youth outreach. The first was by the Girl Scouts of Central Maryland. The organization is exploring the idea of building a youth advisory board for the Latino community and would like advice from the Council on how to create the board and how to provide opportunities for youth to hold leadership positions. Second, Will McCurry from the Governor's Office for Children shared information from the Heroin and Opioid Emergency Taskforce including the recommendations developed to combat substance abuse. A discussion regarding substance abuse in Maryland and possible actions that the Council could take to address it was inspired by this presentation. Additionally, the Public Awareness Committee urged Councilmembers to promote the Council on their individual social media platforms. The Legislative Committee began to look at past bills of interest in the House and Senate. MEETING #5: JANUARY 21, 2017 (1:00 – 4:00PM) GOVERNOR'S OFFICE FOR CHILDREN Councilmembers prepared for the upcoming legislative session by drafting oral testimonies, reviewing legislative bills, and discussing the course of action the Council should take on those bills. Legislative bills continued to be monitored by the Legislative Committee and the Council will be updated on new bills as necessary. MEETING #6: FEBRUARY 11, 2017 (1:00 – 4:00PM) GOVERNOR'S OFFICE FOR CHILDREN With the bill drop date and legislative session quickly approaching, the Council continued to work towards the legislative priority of mental health and substance abuse by attending a presentation by an organization called On Our Own. Over two years, On Our Own conducted focus groups with youth who experienced mental health crisis or struggled with substance use to better understand the helpful and harmful aspects of their treatment. On Our Own published a final report titled, "What Helps, What Harms" (April 2016) that includes recommendations developed by the youth in the focus groups, based on their own lived experiences. The categories and recommendations covered issues of youth voice, hospitalization, mental health, substance use, education, employment, and law enforcement. The Council decided to support the recommendations outlined in the report and follow its recommendations as a guide to future discussions for the legislative priority. Additionally, the Council discussed Advocacy Day, when Councilmembers put their knowledge to the test by networking and meeting with Delegates, Senators, and other Maryland officials. MEETING #7: MARCH 18, 2017 (1:00 – 4:00PM) GOVERNOR'S OFFICE FOR CHILDREN With the General Assembly coming to a close, Councilmembers discussed the state of the bills the Council supported: SB 141, which provides polling places on college campuses, and SB 804, which would give Frederick County Student Members of the Board voting rights. Additionally, Councilmembers looked over the past year and reflected on what the Council did well, what could be improved, and how to expand outreach to future Councilmembers. MEETING #8: APRIL 22, 2017 (1:00 – 4:00PM) GOVERNOR'S OFFICE FOR CHILDREN The Councilmembers held a legislative discussion on the bills that the Council supported. As expected, the two bills did not get out of committee. It was recommended that the Council meet with the sponsors of the bills during the summer to learn how the Council can improve and/or support future bills in the 2018 Session. In addition, Councilmembers reflected on what they thought the Council did positively or could have done differently. April's meeting was the last meeting of the 2016-2017 year for Councilmembers, but the group agreed to continue their work over the 2017 summer, to develop a strategic plan to guide the Council's work for the future. Revision of Bylaws During the 2016-2017 year, the Council amended its bylaws to account for changes made with the passage of a revision bill during the 2016 legislative session to alter the Council's structure. The amendments updated the size of the Council in accordance with State law and reduced the Executive Board to reflect the total size of the Council. The Council also added three positions appointed by the Chair: the Parliamentarian, Historian, and Technology Officer. Eligibility for these positions previously required an appointee to be a member of the Executive Board. However, this requirement was also removed to reflect the Council's reduced size. Committees PUBLIC AWARENESS COMMITTEE This year the Council's Public Awareness Committee focused on expanding the Council's online presence. Many ideas were discussed to expand the Council's online visibility and spread the word about the Council's mission. The Public Awareness Committee also discussed various ways in which the Council could more effectively make itself known to legislators and the Maryland General Assembly. One way in which the Council expanded its online presence was a "Get to Know the Council" section added to the Council's webpage. This included a picture of each Councilmember, the county that he or she represented, the school he or she attended, and a quote from each member about why he or she wanted to join the Council. The committee also proposed ideas about how to expand this new section of the Council's webpage. Ideas included a councilmember "take-over-day," where a Councilmember would write a blog page about a "day-in-the-life" of a member during Council business. One example could be a Councilmember's day in the State capital of Annapolis. The committee was also interested in expanding the Council's social media accounts. Proposals were drafted outlining what the Council would like to do with its Instagram and Twitter accounts, though these proposals needed to be amended to include why the Council would like separate accounts from the Governor's Office for Children. The committee also focused on brainstorming ideas for small items that the Council could hand out at events. These events included the Ice Cream Social and the Community Conversations. Ideas for these items included business cards with information about the Council, such as the email address and name of the Chair. Other ideas included distributing small flyers or pens with the Council's logo. LEGISLATIVE COMMITTEE The Council's Legislative Committee tracked the progress of bills and recommended specific bills that the Council could support. The Committee also provided oral and written testimony on bills of interest to the Council. 2017 Legislative Session LEGISLATIVE PLATFORM AND LEGISLATIVE PRIORITY Legislative Platform During the 2014-15 term, the Legislative Committee spearheaded the development of a Legislative Platform as a way to codify the views of the Council and Maryland youth. The platform spans seven broad subjects: Youth Representation, Youth Leadership, Education, Health and Social Issues, Youth Safety and Student Discipline, Environmental Issues, and Youth Employment. Contained within the platform are over 70 planks indicating either an area of support or opposition in relation to the seven subjects. The platform was reviewed, additions were made, and the Council approved the 2016-2017 Legislative Platform during the October meeting. The goal of the platform is multifaceted. Firstly, the platform allows the Council to share its views and recommendations for Maryland through a central, easy to follow document. Secondly, the adoption of a platform enables the Council to advocate more broadly for youth, and individual Councilmembers will be empowered by this document as youth advocates. Finally, this document serves as a testament to the abilities of youth to be informed on a wide array of subject matters enough so to make specific, action-oriented comments and recommendations. The Maryland Youth Advisory Council Legislative Platform serves both the Council and its peers across the State as well. The platform promotes informed advocacy, future Council discussions, and ultimately a better defined and organized Council. As a living document, the platform is sure to evolve with the needs of youth and continue to influence change for years to come. Legislative Priority Each year, the Council selects an issue area as a legislative priority. The priority serves as a focus of the work of the Council in the community and during legislative session. The Council held a community conversation during a meeting and reviewed the results of the two community conversations hosted during the summer of the 2015-2016 year. The topics of mental health and substance use were prominent in all of these conversations. Discussions during the community conversations included concerns around depression, anxiety, suicide, binge drinking, and drug use – including growing concerns with heroin/opioid use. Council Advisor Christina Drushel Williams also shared that these issues were discussed in many of the Council's application responses. 2017 LEGISLATIVE BILLS During the 2017 legislative session, the Council provided both written and oral testimony on two bills. These bills promoted youth voice and leadership in decision-making processes such as the ability to vote in local and general elections and granting voting rights to student members of the board of education. Unfortunately, neither bill was voted out of committee. Looking to the future, the Council plans to continue supporting efforts which allow youth greater opportunities to exercise their right to vote, and for Student Members of the Board to be able to serve in a similar capacity as their adult peers. This bill required local boards of elections to establish a polling place at each senior institution of higher education that had residential student housing on campus, and defined the term "senior institution of higher education" as an institution of postsecondary education that generally limits enrollment to graduates of secondary schools and awards degrees at the baccalaureate or graduate level. The bill was introduced on January 26, 2017 but did not make it out of committee because of questions about the logistics of establishing new polling places. SB 804/HB1028 FREDERICK County BOARD OF EDUCATION – STUDENT MEMBER This bill alters the duties, rights, and privileges of the student member of the Frederick County Board of Education. In addition, the bill modifies the manner in which the student member is elected. The Council supported the bill to grant voting rights to the Frederick County Public School Student Member of the Board of Education. This bill was introduced at a time when several counties across the state were adopting measures to expand the student member's voting rights. The Council has supported and continues to support these measures, as Student Members on Boards of Education are important tools for student advocacy throughout Maryland. The bill was written by the Frederick County Board of Education and several members of the Frederick County delegation following a favorable vote by the Frederick Board of Education in 2016. However, the delegation was split on the bill and ultimately, for that reason, it did not make it out of committee. ADVOCACY DAY This year, the Council's Advocacy Day was on February 21, 2017, when Council members spent the day in Annapolis. All members were encouraged to attend Advocacy Day, which was an opportunity to see the legislative process firsthand. Parents were also invited to join the members throughout the day's activities. Council members met in the State House Lobby to view House and Senate Floor Proceedings, where they watched debate over a bill. The Council was recognized in each chamber during special announcements. Members then watched hearings in the Ways and Means Committee. Afterwards, Councilmembers prepared for the Governor's Office for Children's Ice Cream Social. This was an opportunity for councilmembers to talk with Local Management Boards, senators, delegates, and secretaries to raise awareness about the Council and learn more about the initiatives of Local Management Boards. Members also took turns helping to run the sign in table. After the Ice Cream Social, Councilmembers headed to the office of Delegate Aruna Miller of Montgomery County and met with her staff to talk more about the Council. Other Meetings and Events HOWARD COUNTY ASSOCIATION OF STUDENT COUNCILS MEETING Councilmembers Kirsten Wach and Emily Dreszer represented the Council at the Howard County Association of Student Councils meeting on Wednesday, October 19 th at Homewood School in Columbia, MD. CHILDREN'S CABINET MEETING Members of the Council, Governor's Office for Children staff members, and the Honorable Lt. Governor Boyd K. Rutherford attended the December meeting of the Maryland Children's Cabinet. This meeting served as an opportunity for the Council to speak with the secretaries of Maryland's child-serving agencies about the Council's legislative platform for the 2017 General Assembly and Community Conversation Initiative. Members provided an overview of the Council's mission, vision, history, past legislative priorities, and supported legislative bills. Members were also able to speak about the results of their community conversations and share some of the issues being discussed by youth and young adults in their communities. There was discussion between the Councilmembers and the secretaries about how the agencies could assist in addressing the issues raised during the Community Conversations. The secretaries suggested creating for a line of communication between each agency and the Council to regularly share information about recent initiatives and to ask questions about upcoming legislative and policy. One of the most interesting parts of the meeting was when Lt. Governor Rutherford arrived. The Lt. Governor was eager to discuss how the Administration is addressing the current heroin and opioid epidemic in Maryland and was excited that the Council was including substance use as an area of focus. BALTIMORE CITY COUNCILMEMBER MEETING On January 13, 2017, Councilmember Darius Craig met with Baltimore City Councilmembers Eric Costello, Brandon Scott, and Shannon Sneed to present the work of the Council and its legislative priorities. Mr. Craig shared why he joined the Council and about police-community relations in Baltimore City. WOMEN'S CAUCUS PRESENTATION During the 2017 Legislative Session, the Council had the opportunity to present to the Women's Caucus. Councilmembers Gabrielle Shlikas, Zach Caplan, and Grace Wu attended the meeting of the Women's Caucus, chaired by Montgomery County Representative, Aruna Miller. The Councilmembers observed the Caucus discuss bills and vote on the sub-committee's recommended stances on those bills. Presentations from other groups were given to the Caucus, including those on constituent polling and the process to appoint members to councils and commissions through the Governor's Appointment Office. During the Council's presentation, members distributed packets to the present delegates and senators. These packets included pens, pins, as well as informational flyers about the mission of the Council. Mr. Caplan spoke about the mission and purpose of the Council, Council structure and membership, and previous legislative priorities. He also told the Caucus about the current legislative priority of mental health and substance use. Ms. Wu spoke next, sharing why she became involved in the Council, as well as explaining the community outreach that the Council does through the Community Conversations. Ms. Wu also explained the link between the information gathered at the Community Conversations and the Legislative focus of this year's Council. Ms. Shlikas spoke next to share a bit about herself, including what drew her to the Council. She described her passion for government and women's empowerment, and how this is carried out in the Maryland Youth Advisory Council. She explained further the leadership structure of the Council, and the strong presence of female leadership and opportunities presented by the Council. Lastly, the Councilmembers and Ms. Drushel Williams took questions from the members of the Caucus. Questions involved previous priorities of the Council, including financial literacy. Other topics branched into the application season for the Council. Later the Council was recognized on the floor of the Senate, and witnessed testimony and debate on proposed bills. Out of this opportunity, a relationship was built between the Council and the Chair of the Women's Caucus, Delegate Aruna Miller. NEW GENESIS TOTAL PRAISE CENTER COMMUNITY FORUM On Tuesday April 18, 2017, Darius Craig attended a community panel discussion at the New Genesis Total Praise Center in West Baltimore. Mr. Craig was asked to serve on the panel, as a youth representative from Baltimore City to discuss the crime epidemic in the City. The panel featured a police officer, a city councilmember, and other activists and officials in the Baltimore area. The topics raised during the meeting included community accountability in regards to crime prevention, woes within the Baltimore City School system, and the City's role in fighting crime. Many attendees voiced their concerns with the current policy towards fighting and preventing crime in Baltimore. Darius made several points such as "holding elected officials accountable", and "more involvement by parents". Panelists and attendees were all deeply engaged in the conversation. MEETING WITH DELEGATE ARUNA MILLER – FINANCIAL LITERACY The Maryland Youth Advisory Council began a relationship with Maryland Delegate Aruna Miller after the Council spoke to the Women's Caucus, which the Delegate chairs. Delegate Miller then reached out to the Council to discuss financial literacy in Maryland among youth. The Council and Delegate Miller discussed the lack of financial literacy demonstrated among Maryland Youth, focusing on what education is offered or required in public education. Topics the group felt were not sufficiently addressed included interest, loans, credit cards, credit, checking and savings accounts, taxes, and many other issues. After identifying these problems, the Council and Delegate Miller began to discuss possible solutions. Options discussed were in-school programs, field trips, and guest speakers. The Council then focused in on the program Junior Achievement Biz Town. The Council gathered and shared information on Biz Town, and current financial literacy curriculums in Maryland public schools. As of July 24, Delegate Miller and the Council continue to work together to improve financial literacy among youth in Maryland. Possible future ventures include speaking to county and school officials, as well as advising Delegate Miller on legislation. RESULTS-BASED ACCOUNTABILITY™ AND PERFORMANCE MEASURES WITH KAREN FINN Councilmembers met at Community Place to be briefed on the Results-Based Accountability™ (RBA) framework with Karen Finn from Clear Impact, LLC. To better track the implementation of the work the Council is doing, Ms. Finn prepared an exercise for Councilmembers to get handson training with RBA/Turn the Curve. Councilmembers were given three results and their corresponding indicator to work with (Youth have Opportunity for Employment and Career: Percent of Youth Ages 16-24 Not in School and Not Working; Healthy Children: Percent of Maryland Public School Students in Grades 9-12 Who Have Ever Had a Drink of Alcohol; and, Children are Successful in School: Number of Bullying And Harassment Incidents Reported). Councilmembers chose to work with the result Children are Successful in School Results and the Indicator of Bullying and Harassment. Councilmembers then dissected the result and indicator to get the story behind Bullying, brainstorming key partners and ideas that could help the outcome, envisioning turning the curve, and seeing the realistic options that could be in play to prevent Bullying and Harassment. From there the Council used the same process to develop performance measures for the Council to improve accountability. Community Conversations During the 2012-13 and 2014-15 Council years, members of the Council received training on how to facilitate Community Conversations by Youth as Resources, a youth-led nonprofit grantmaking organization in Baltimore City. Community Conversations provide an opportunity for a community to identify and prioritize its needs and develop solutions and action plans through a facilitated conversation. The conversation guides participants to identify the community's assets and problems, the causes of each problem, and the solutions to the problems based on the identified causes. The group then develops an action plan which includes identifying targets for demands and allies for support. The Council focuses Community Conversations on youth and young adults as a way to engage young people in creating community change and allowing the Council to share the thoughts and ideas of Maryland youth to the Governor, State agencies, legislators, and community leaders. During the 2016-2017 year, the Council's goal was to host Community Conversations each month in Counties represented by council members. This initiative was based on the recommendation and planning of the 2015-2016 Co-Chair, Allison Smith. Community Conversation participants were encouraged to share issues or concerns they have observed or experienced in their communities. Individual and group responses from participants were recorded, yielding data from seven Community Conversations with over 375 responses. This data was collected by the Council and analyzed by the Governor's Office for Children. The chart below summarizes some of the key findings gathered in the Community Conversations by grouping together similar issues within broader categories. The issue category that received the most responses was Curriculum/Education (66%). The three most frequently recurring grievances within this broader category were an overemphasis on tests and scores under the current grading policies, the lack of life skill courses and their limited availability, and a workload which resulted in undesirable academic pressure. The second most popular issue category was Exclusion and Bullying; Social Pressures; Racism (12%). The top three subcategories within this broad issue category were a lack of diversity and acceptance in the community, bullying and cyberbullying, and racism. The third most common issue category was Health: Education, Concerns, and Overdoses (11%). The three most frequently cited complaints within this category included a weak sex education program in schools, lack of support and awareness for mental health issues, and drug overdoses resulting from the opioid crisis. Finally, the participants of each Community Conversation identified, as a whole, one or two issue focus areas which were of particular salience within the local community. The following image displays these specially identified issue focus areas. Taken together, these issue focus areas encapsulate the topics that Maryland's youth view as the most pressing concerns in their communities. Overall, the Council saw great success in the Community Conversations initiative and believes it is of great value. The Community Conversations were helpful in identifying common concerns across the State and enabled Councilmembers to connect and hear from the youth they serve and represent. BALTIMORE CITY: NOVEMBER 12, 2016 (5:00-7:00 PM) – PATTERSON PARK LIBRARY On November 17, 2016 at the Patterson Park Branch Library, the Baltimore City Community Conversation was facilitated by Councilmember Darius Craig. Members from the community, particularly youth, were given the opportunity to discuss and prioritize problems, issues, and concerns relating to Baltimore youth. After reviewing an extensive list of problems in the community, as a group, participants were able to prioritize "Lack of access to resources" and "Poor police-community relations" as the top issues. Causes of Lack of Access to Resources Participants spoke extensively about a lack of access to resources. These resources included, but were not limited to, jobs, guidance and support, and youth recreation funding. Participants also pointed to the lack of community engagement and feedback as causes for this issue. The participants noted that more funding from local governments and community engagement could address this problem. Causes for Poor Police-Community Relations Participants also spoke of the poor relationship between Baltimore City Police Department and the communities they serve, an issue that has plagued Baltimore for decades. Causes for this distrust included, but are not limited to, concerns about police misconduct, excessive use of force, lack of communication between police and communities, and police not being able to relate to the communities they served. Solutions for Poor Police Community Relations Participants brainstormed solutions for this issue. A few solutions stood out amongst everyone. The first was to ensure that police officers reflect the communities they are serving. Participants felt that this would create better relationships since the officers and community members could relate to each other. Another potential solution was an updated sensitivity training. Everyone felt that police are not properly trained to handle certain situations, which in many cases can turn deadly. Although there were many solutions, the final that stood out the most was the need for community-police liaisons. The participants felt that there needed to be more engagement between the community and police officials, and that community liaisons would be beneficial to bridging the gap. ST. MARY'S COUNTY: NOVEMBER 14, 2016 (5:30-7:30 PM) – CHANCELLOR'S RUN REGIONAL PARK – LOFFLER CENTER The St. Mary's County Community Conversation was held on November 14, 2016 at Loffler Center in Chancellors Run Regional Park from 5:30 to 7:30 pm. The conversation was hosted by Councilmember Emma Gilligan and Council Advisor Christina Drushel Williams. The conversation began with an introduction to the work of the Council in advocating for youth, as well as an explanation of the purpose of the Community Conversation: to organize and empower youth in addressing youth issues specific to the local community. The conversation then moved on to the "Hand, Head, Heart" exercise, in which attendees amalgamated their skills (hand), knowledge (head), and passions (heart) in a group list. The assets and strengths of the community represented by the attendees were also listed. Key assets of the community included the resources and STEM emphasis provided by the Patuxent River Naval Air Station, a Higher Education Center, and close-knit community relationships. The conversation then turned to community issues, such as homelessness, lack of residential medical resources readily available, and the repeated mention of youth struggles with selfidentity and social pressure. Participants decided to prioritize the need for mentors and supportive adults, as well as the issue of self-identity and social pressure. Solutions were developed to address the need for an increase in effective mentors for youth. These solutions included adult mentor training (emphasizing long-term dependability and other components of relationship building), opportunities for youth and adults to shadow one another for a "day in the life" approach, and reevaluation and expansion of parenting groups and classes to encourage support in relationships between fellow parents as well as between parents and children. WICOMICO COUNTY: DECEMBER 19, 2016 (6:00-8:00 PM) – SALISBURY UNIVERSITY – CONWAY HALL The Wicomico County Community Conversation was hosted by Councilmember Connor Mull. The group participated in the Head, the Hand, the Heart, the Human exercise and identified strengths and skills that they all brought to the table to contribute to their community. Discussion at the meeting focused on the opioid epidemic and on racial equity/cultural awareness. The group believed that more discussion about substance use and abuse, especially in schools, would lessen the stigma and encourage more people to seek treatment. They also believed that more job availability on the Eastern Shore would help create possibilities and a sense of hope for a future that may lead to less drug abuse. FREDERICK COUNTY: JANUARY 23, 2017 (4:30-6:30 PM) – C. BURR ARTZ PUBLIC LIBRARY The Frederick County Community Conversation was hosted by Councilmember Will Anderson. Discussion at the meeting focused on college-level class offering, the County budget, differences in opportunities at different schools, and school funding. The meeting highlighted differences that set high schools in the County apart from one another. Topics the students focused on were college readiness and courses offered in schools. They believed Frederick County Public Schools should do a better job of offering college-level classes and differentiating between International Baccalaureate (IB), Advanced Placement (AP), and dual enrollment opportunities. The students identified the Board of Education, the Teachers' Union, and Student Councils as allies and avenues for affecting change. BALTIMORE COUNTY: JANUARY 27, 2017 (5:00-7:00 PM) – TOWSON HIGH SCHOOL Students from the greater Towson community and throughout Baltimore County had a discussion on the wellbeing of young people in Baltimore County. When discussing the strengths of Baltimore County, much of the emphasis was placed on the numerous opportunities Baltimore County Public Schools County were offering to its students to become involved in student organizations and clubs outside of the classroom. In addition, participants were complimentary of the many magnet programs at County schools, such as the law and public policy program at Towson High School, the location of the Community Conversation. A leading strength highlighted throughout the conversation was the easy access students had to leadership opportunities and how that has not only benefited those individual students, but the organizations they are a part of. Although the students were quite proud of themselves and their activism, they have a lot they would like to change in Baltimore County, starting with the lack of life skills taught in the classroom. Students easily agreed that a strong academic curriculum is crucial to the wellbeing of County students, but the attempt to mix life skills in with courses has not made much of an impact. Instead of going over credit scores for a few minutes in economics and then home safety in engineering class, students believed that a standalone home economics course should be required in order to graduate. Many students felt as though they have been inadequately prepared to deal with day-to-day tasks that everyone has to do after graduating. Another major area of concern among County students was the poorly implemented grading policy throughout the county. Not only were the students unable to comprehend the policy, but they felt that teachers did not grade uniformly. Students stated that the new grading policy added more pressure on students to succeed on their tests, which impacted their mental wellbeing. The Baltimore County participants stated that they were not only placed at an academic disadvantage in the past year, but an emotional one as well. Finally, minority representation within County was a major concern. Students that identify as LGBTQ+ reported that they felt as though their health issues were not covered in health class, in addition to the fact that they had no easy access to have an open conversation with a trusted adult about contraceptive use. The health curriculum does not place a heavy emphasis on how students can be safe during intercourse, another indication that students are not receiving the type of knowledge and life skills they feel as though County should be responsible in teaching them. Students also shared their worries over the lack of minorities in leadership and teaching positions when compared to the composition of the student population. The conversation elicited strong opinions. Ultimately students felt optimistic about the future for Baltimore County youth. Participants left the Conversation energized, ready to continue ensuring their voices were heard. CARROLL COUNTY: FEBRUARY 15, 2017 (6:00-8:00 PM) – CENTURY HIGH SCHOOL The Carroll County Community Conversation was hosted on February 15, 2017 at Century High School. Councilmember Ryan Pickrel and Council Advisor Christina Drushel Williams hosted this event. This was the first Community Conversation to gain local newspaper coverage from the Carroll County Times. The first topic in the Community Conversation was assets and strengths in Carroll County. The students discussed how Carroll County has a quality education system, multiple youth leadership opportunities, a growing community, and much more. The conversation was then guided to problems, issues, and concerns in the community. The most notable issues brought up were lack of diversity in the county and perceived lack of acceptance. Academic issues included over-testing with exams - High School Assessment (HSA), Advanced Placement (AP), Partnership for Assessment of Readiness for College and Careers (PARCC), and finals - and school assemblies and curriculum not relating to youth, especially with regard to how topics are presented. The students went on to detail the causes of ineffective school assemblies. The major causes identified were that the assemblies are created by adults with no youth input, students' expectation that assemblies will be boring, and messages in the assembly are "don't do this, or be punished". The conversation finished with students offering a solution - the students planned to have a meeting with the administration of the school regarding a "Unity Day". In this meeting students would set a formal time and agenda in advanced, have a clear objective, and provide multiple options for feedback on full execution. This "Unity Day" was successfully implemented later in the year. MONTGOMERY COUNTY: MARCH 28, 2017 (5:00-7:00 PM) – RICHARD MONTGOMERY HIGH SCHOOL The Montgomery County Community Conversation was hosted March 28, 2017 from 5:00 to 7:00 pm at Richard Montgomery High School. The Community Conversation was hosted by councilmembers Grace Wu and Viraj Paul, and Council Advisor Christina Drushel Williams. The Community Conversation began by briefly introducing the background of the Council and the Community Conversation Initiative. The first part of the Community Conversation was discussing the assets and strengths of Montgomery County. Some common assets brought up were the many education programs available, including magnet and International Baccalaureate programs, the diversity of the county, many youth leadership programs, and access to technology. The conversation then went on to discuss the issues and concerns in the County, including the achievement gap, Wi-Fi in schools, the lack of after-school support, and crowded buses and class sizes. The most prominent issue addressed was the disparity between funding and access to resources in different parts of the County (upper and lower Montgomery County). Solutions developed for the achievement gap and access to funding started by reaching out to the County's several government associations, including the Student Government Association and minority scholars program and testifying at the County's board of education meetings. WASHINGTON COUNTY: APRIL 24, 2017 (6:00-8:00 PM) – WASHINGTON County FREE LIBRARY The Washington County Community Conversation took place on April 24 , 2017 at the Washington County Free Library. Councilmember Madeline Goldstein hosted. The group identified bullying and homework as key concerns for their community. Bullying included harassment at school and "behind the internet," and participants said that they were not sure what their schools were doing to address bullying. Homework concerns included not having enough time to study, too much daily work to keep up, repetitive assignments and busywork, and not having clear instructions. HARFORD COUNTY: JULY 14, 2017 (3:00 – 5:00 PM) – ABINGDON BRANCH LIBRARY The Harford County Community Conversation took place on Friday, July 14 th at the Abingdon Public Library. There were seven people in attendance, and issues facing youth were thoroughly discussed. First, the participants began by naming strengths in the Harford County community. These strengths included affordable and accessible housing, strong sports communities, focusing on basketball and soccer, as well as a well-structured education system. Other strengths included very impassioned and dedicated youth populations, as well as a variety of student organizations such as Student Members of the Board of Education (SMOB), local Student Government Associations (SGA), and the Maryland Association of Student Council's (MASC). Then, the participants addressed problems that they saw in their personal communities and Harford County as a whole. Problems discussed were school bullying, fighting in schools, lack of school discipline, school underfunding, and teacher pay. Other issues involved a lack of awareness about programs, in school and in the community, that aid people with drugs and mental illness problems. Two problems that were looked at more closely were fights in school, as well as lack of school funding. The assembled group then dove into the reasons they felt that fights in school happened. This boiled down to immaturity, lack of respect for authority, and a lack of authority present in problematic areas where fights occurred, such as busy hallways. Possible solutions to the problem were discussed, including an increase in authority presence in high risk areas, outside speakers/experts addressing the students on issues such as violence and bullying, and stressing nonviolent problem solving methods in schools. The next issue discussed was school funding, with a focus on teacher salary, student voice at individual schools, how youth could impact funding from the County and State government, and retaining effective teachers. Solutions discussed included having students become more involved with their local Parent Teacher Associations, school by school fundraising, and advocating for great voting rights for students on the school board. Improvements and Recommendations for the 2017-2018 Council Year During the final meeting of the year, Council Advisor Christina Drushel Williams facilitated a reflection activity for members of the Council to think about the council year, focusing on 1) What worked, 2) What didn't work, and 3) Suggestions of improvement for next year. Below are the results of the reflection activity. WHAT WORKED? WHAT DID YOU LIKE? - Committee breakouts at meeting - Communication - receiving reminder emails with materials before meetings and assignment reminders - Monthly meetings with an accessible and consistent location - Community Conversations - spacing; ability for Councilmembers to plan and take ownership - Icebreaker activities - Opportunities to promote MYAC - Children's Cabinet, ice cream social, women caucus, legislators - Testifying and writing testimony - Ms. Christina [Drushel Williams] - Food at meetings and Community Conversations - Creativity and ability to share ideas and views within the group - Networking and presenting opportunities for other organizations during meetings - Marketing – more people and organizations are hearing about the Council and looking to attend events WHAT DID NOT WORK? WHAT DID YOU NOT LIKE? - Lack of communication between members and committees - Agency Liaisons communications - Communication with legislators - Meeting attendance - Following up on meetings, ideas, legislative platform, and legislative priority - County representation - More participation in committees, tasks, and emails - Not enough committee time during meetings - Lack of information sharing between committees - Icebreakers - Pace of session was too fast and hard to keep up - Long travel for some - Publicity - More community events beyond Community Conversations WHAT CAN WE DO BETTER NEXT YEAR? WHAT CHANGES WOULD YOU MAKE? - Better use of social media (Facebook, Twitter, Instagram, Snapchat) – Councilmembers use personal social media accounts to promote the Council and its activities - For Councilmembers that have long travel distance – explore use of conference calls options or video streaming during the meeting - Increase marketing of Council: o Present to other youth councils/organizations – MASC, USMSC, MHEC SAC, etc. - Host and attend more community events – attend Governor/agency events, youth-oriented events - Improve Legislative work: o Begin legislative topic discussion earlier (1 st meeting); o Create a clear timeline for legislative session and tasks; o Coordinate legislative agendas with other youth advocacy organizations (MASC, etc.) o Focus efforts on a few bills o Assign bills to a Councilmember to follow and provide updates - Improve Committee Communication: o Committee chairs take a lead on committee communication o Delegate assignments to committee members The Council recommends to the 2017-18 Councilmembers to review and consider these ideas for the improvement of the Council and related activities during the 2017-18 term.	<urn:uuid:a709d1ea-4268-4a48-bc9c-0830a700f143>	CC-MAIN-2018-47	https://goc.maryland.gov/wp-content/uploads/sites/8/2018/02/MYAC-Annual-Report-2016-17-FINAL-DRAFT.pdf	2018-11-14T12:08:49Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00133.warc.gz	648,637,673	9,922	eng_Latn	eng_Latn	0.950093	eng_Latn	0.997834	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 324, 1487, 3711, 4198, 5350, 6444, 8764, 11964, 13366, 16170, 18526, 21246, 23780, 26547, 29120, 31240, 33084, 35877, 39266, 41481, 44590, 47609, 49408, 50614 ]	[ 1.3046875, 1.84375 ]	1	11
Ministry of Lands, Parks and Housing Parks and Outdoor Recreation Division South Coast Region BRIDAL VEIL FALLS PARK MASTER PLAN February, 1984 To: Mr. C. J. Velay Director, Park Programs Branch Parks & Outdoor Recreation Division Ministry of Lands, Parks & Housing Victoria, B. C. SOUTH COAST REGION Date: 84-02-23 File: 2-7-4-36 This Master Plan for Bridal Veil Falls Provincial Park is herewith submitted for consideration and approval. Approved: George Trachuk Regional Director, South Coast Region Approved: __________________________ Director, Park Programs Branch Approved: __________________________ Executive Director TABLE OF CONTENTS PART I: SUMMARY AND BACKGROUND PART II: THE PLAN LIST OF FIGURES AND TABLE PART I: SUMMARY AND BACKGROUND A. Plan Summary Bridal Veil Falls Provincial Park provides a natural and scenic day use area to the motoring public and fulfills a recreation role by offering park visitors a view of Bridal Veil Falls. This small park, located off the Trans Canada Highway east of Chilliwack, lies adjacent to numerous private sector tourist attractions. As such, the park contributes significantly to promoting tourism and recreation opportunities along this linear corridor. Present day use activities include picnicking, hiking and viewing the falls. The trail to the falls is a 20 minute walk from the parking lot, offering easy hiking and nature study opportunities for the majority of visitors. The abundance of tourist amenities along Highway #1 between Hope and Chilliwack highlights the area as a major tourist destination location. This high use, with over 100,000 visitors annually, warrants continued operation of the park and only minor changes to the present management policies. Increased low-maintenance services and trail upgrading for the day use public will be implemented. B. Regional and Provincial Context Bridal Veil Falls Provincial Park was established in 1965 as a Class 'A', Category 3 park. This 32 hectare park is located in the Fraser River Valley, 16 kilometres east of Chilliwack and directly accessible from Highway #1(Figure 1). The park has long served a rest stop function due to its location relative to Highway #1 and points east and west. It is a one and one-half hour drive from Vancouver, and is therefore an important location for a rest stop. In the immediate vicinity of the park there are a number of tourist attractions (Figure 2) that provide a variety of activities to visitors including ornamental gardens, water slides and other types of amusement park opportunities. C. Resources 1. Natural Resources a) Natural Regions/Regional Landscapes The park is located within the Coastal Mountain Natural Region and within the Lower Mainland-Skagit Mountains Regional Landscape. This landscape is characterized by low elevation valleys, heavily forested, rounded mountains, and a wet climate. b) Climate The climate in the park, as recorded from the Laidlaw Weather Station (20 kilometres east of Bridal Veil Falls Park) is a modified coastal climate with comparatively cool winters and warm summers. The mean temperature range for the months May through September is 12° Celsius to 18° Celsuis, with the maximum temperature occurring in August. The mean temperature range for the months December through March is -1.2° Celsius to 7° Celsius, with the minimum temperature occurring in January. The months from October through to March produce the highest levels of rainfall, with a mean range of 126 centimetres to 361 centimetres. Snow comprises a small portion of the precipitation during the colder segments of December and January. However, under normal conditions, the low levels and poor quality of the snow do not present an opportunity for winter recreation activities. Bridal Veil Falls is prone to freezing during colder winters, which results in the formation of an unstable wall of ice. Although this creates a scenic viewing experience, the base of the falls becomes an extremely hazardous area. c) Physiography The falls are more closely associated with the Skagit Range of the Cascade Mountains, while the remainder of the park area represents a combination of an ancient floodplain (Fraser River Floodplain) and glacial processes. The major portion of the use area within the park is located on moderately sloped ground (under 10%), while the terrain closer to the falls becomes excessively sloped. The base of the falls is situated at an elevation of 200 metres and rises 50 to 60 metres to the top of the falls. The rock outcropping at the falls shows evidence of intense fracturing resulting in periodic rock falls, with the surrounding soils being of a podzolic type. d) Hydrology Bridal Veil Falls is the major attraction/feature of the park. Water from Bridal Creek falls 50 to 60 metres and dilates 10 metres over a smoothed rock face, creating the "veil-like" effect of the falls. Bridal Creek extends for 1.8 kilometres, with a width of between one half to one metre. During drier summer months, the volume of water flowing over the falls may decrease significantly, thus reducing the visual quality of the falls. Bridal Creek is non-supportive of fish. e) Vegetation The park is situated in the Coastal Western Hemlock biogeoclimatic zone (Krajina, 1969). The major tree types found in the park include Western Red Cedar (Thuja plicata), Western Hemlock (Tsuga heterophylla), Broadleaf Maple (Acer macrophyllum), and Red Alder (Alnus rubra). The understory is dominated by ferns of which the Western Sword Fern (Polystichum munitum) and the Spiny Wood Ferns (Dryopterus austriaca ) show prominence. Other major vegetation types of the understory include Devil's Club (Oplopanax horridus ), Twisted Stalk (Streptopus amplexifolius), Meadow Rue (Thalictrum occidentale ), Youth-on-Age (Tolmlea menziesii). Wild Rose (Rosa, spp.). Waxberry (Symphoricarpos a1bus), and Parsley Fern (Cryptogramma acrostichoides). The trees are spaced far apart, and the understory is sparse and low lying. Although this gives a spacious appearance within the trail areas, the canopy is quite dense and results in a shaded trail. The mixed vegetation cover is composed of 60% coniferous and 40% deciduous. f) Wildlife The significant wildlife species of Bridal Veil Falls Park are primarily songbirds and small mammals. Songbird species include the varied thrush, black-throated gray warbler, red breasted nuthatch and many more. The small area and low resource diversity of the park are not conducive to a major wildlife presence, however species which have been known to range within the park include porcupine, Columbia blacktail deer and black bears. 2. Cultural Resources a) Archaeological There are no archaeological sites within Bridal Veil Falls Provincial Park. b) Historical The historical significance of Bridal Veil Falls Park is related to the village of Popkum, which has settlement records dating back to the 1700s. Popkum is an Indian word (Pop-kum) meaning "puff ball", which grows in the area in profusion. In the early 1900s, the Ennis homestead was sold to skipper Warnebolt, who proceeded to build the Bridal Falls Chalet. To facilitate the power requirements of the chalet and its heated swimming pool, Bridal Veil Falls was used to generate electricity. Today, however, only traces of the concrete foundation for the power generator can be found. 3. Visual Resources Bridal Veil Falls is the major viewing experience of the park. The quality of the present viewing location is hampered by trees and its distance from the falls. As well, the dense canopy of the forest results in a heavily shaded viewing area, which puts constraints on photography. The picnicking area is surrounded by dense vegetation which creates a pleasant natural environment and acts as a buffer to the development along Highway #1. This natural woodland setting is focal for visitors during their brief stopovers. 4. Analysis a) Conservation Bridal Veil Falls is a feature of scenic value, both to local residents and highway travellers. Its value is enhanced by the park's proximity to Highway #1. b) Recreation The location and features of the park make it suited to picnicking, walking and viewing opportunities in association with a major highway and a commercial tourist node. D. Land Tenures. Occupancy Rights and Jurisdictions 1. Leases and Use Permits: None. 2. Fee Simple Lands: None. 3. Other Tenures: (See Figure 4) a) `Trans Mountain Pipeline Right-of-Way: Plan 13034, No. 152475C 4. Trespasses: None. 5. Mineral Claims: None. 6. Statutory Jurisdictions: a Hunting Regulations: The discharge of firearms is prohibited within the park boundaries b) Water Rights: F.W.L. 10804 Gulf Oil of Canada F.W.L. 43960 Parks Branch (substitiution of C.W.L. 31305) 7. Major Additions: None. E. Existing Facilities Existing park facilities (Figure 3) include: 1. Paved, 50 car capacity parking lot. 2. A four-unit washroom building adjacent to the parking area. 3. One set of pit toilets and a park information shelter. 4. Eighteen Type II picnic tables. 5. Reservoir with tap facilities servicing the picnic area and washroom building. 6. Warning sign at end of Bridal Veil Trail. F. Market Analysis 1. Existing Use The majority of the visitors to Bridal Veil Falls Park are highway travellers heading to other destinations who stop for a rest or a picnic/viewing experience. However, the park also serves as a destination picnic site for the local/regional area residents, mainly from the Chilliwack area. Although there is no visitor origin data for this park, other references (Nicolum River Park) suggest that visitors to the area are mainly residents from the Interior and Lower Mainland Regions. The attendance figures (appended) from Bridal Veil Falls Park indicate an average of over 100,000 visitors (31,000 visitor parties) per year, with 80% of these visiting between May and September. The market area that Bridal Veil Falls Park serves is the Chilliwack area, with Highway #1 being the major source. Since the park does not supply campsite accommodation, there is no market competition with the private campgrounds in the vicinity. Occasionally, campers have been found using the parking lot on an overnight basis, however this is not a permitted use of the park facilities. During the summer weekend periods, the parking and picnicking facilities meet or exceed the park's capacity over 60 of the time. 2. Supply The following chart (Table 1) identifies the supplier and supply of park and outdoor recreation related services in the area. 3. Demand Bridal Veil Falls Park offers services which are complementary to those offered by Bridal Falls Camperland and other private campgrounds. There is a variety of recreational opportunities available throughout the area, which enhances the demand-use. The general demand for Bridal Veil Falls Park may be assessed according to highway traffic volumes and park attendance records. As the park is generally oriented to highway users, the intensity of traffic volumes has a direct relationship on park demand. Ministry of Highways data for Highway #1 (appended) indicates that summer traffic volumes are increasing by 3-5% per year. This suggests an increased demand for park services, however at present, there is no excessive demand on the park facilities and the parking lot capacity is adequate for the majority of the time. As such, there is no indication that the present level of use is exceeding the park's carrying capacity and future demand increase will be easily absorbed. 4. Conclusions The day use opportunities are major viable services of high demand in the market. The park is oriented to the highway use and demand will grow in direct relation to traffic volumes. G. Planning Issues 1. The opportunity to view Bridal Veil Falls should be enhanced, made safer and made more accessible. The present poor quality of the viewing opportunity encourages the public to traverse a hazardous area for a better view, in spite of the existing warning sign. A proposed trail extension would guide the public around the hazard area to the base of the falls where a viewing platform would be constructed. Warning sign location near base of falls PHOTO NOT AVAILABLE PART II: THE PLAN A. Specific Objectives The general purposes of the park are to provide a rest stop facility along Highway #1, with day use opportunities, and the preservation of Bridal Veil Falls through the following objectives: * To conserve and present Bridal Veil Falls as a scenic feature of recreation interest. * To provide picnicking, walking and viewing opportunities in a scenic, woodland setting to both highway travellers and local residents * To provide information about the features of Bridal Veil Falls Park. B. Zoning Bridal Veil Falls Provincial Park is divided into two management areas: development zone and natural environment zone (Figure 4). 1. Development Zone The purpose of the development zone is to provide a variety of facility oriented recreational opportunities. All the day use areas of the park are therefore included in this zone. 2. Natural Environment Zone The purpose of the natural environment zone is to ensure that management actions will maintain or restore if required the natural environment setting of the park. This addresses the park objectives of conserving and preserving the remaining park land. C. Development (Figure 5) Although the park is presently developed, some future enhancement projects are appropriate in consideration of the objectives for the park. 1. Bridal Veil Falls Trail Extension The proposed trail extension would be less than 100 metres in length, however the terrain it follows is very steep (20-30%). Therefore, to facilitate access, steps and hand rails will need to be incorporated for roughly one-third of the trail extension in areas of excessively steep terrain, with a viewing platform constructed at the end of the trail. As the majority of the trail users are casual hikers, families and older people, it is recommended that the trail extension be constructed with a high safety factor and easy accessibility. Trail construction may be developed through federal and provincial employment programs. 2. Group Picnicking in Grass Area The grass area is becoming increasingly popular for group picnicking which, in future, may result in a need for the addition of picnic tables and a small play area. By developing a multi-use site plan, a conflict with other types of recreational use in this area will be minimized. D. Management Policies Bridal Veil Falls Provincial Park lies within the Manning Zone of the Fraser Valley District. Its small area, coupled with the limited diversity of resources and good design layout, have made it a relatively simple park to manage. There are very few actions required to manage the natural resources and public uses of the park. 1. Resources a) Land The land will be managed for intense levels of recreational use. All paths and surfaces will be maintained and improved as required and the existing balance of natural and developed areas will be retained. b) Water Management of Bridal Creek will be limited to: i) directing the flow of water such that the trails are not affected; ii) the maintenance of the reinforced creek banks. Bridal Veil Falls from the present trail viewing location PHOTO NOT AVAILABLE Popular group picnicking and recreation area PHOTO NOT AVAILABLE c) Vegetation Trees are being monitored on a continual basis for any hazards that may affect public safety and corrective action will be taken as required. Some smaller trees will be trimmed or eliminated to decrease the shading effect at the picnic sites and improve the viewing of Bridal Veil Falls. d) Wildlife Existing wildlife species and habitat will be retained at present levels as much as possible. e) Cultural The historical significance of Bridal Veil Falls as it relates to Popkum will be explained on the existing information shelter. f) Visual The visual quality of the park will be upgraded in the falls area, while the rest of the park will be maintained in its existing condition. 2. Public Use a) Recreation The acceptable types of recreational activity for this park include picnicking, hiking and viewing. b) Education The existing visitor services material provided on the information shelter will be expanded to include a trail map of the park and a guide to the interpretation displays. The information will be updated periodically. E. Marketing and Information Program Marketing of Bridal Veil Falls Provincial Park is through the standard provincial parks map, park brochure and staff referral. Further promotion of the park other than for the early and late summer may encourage levels of use too intense for the park's carrying capacity. As such, no further marketing action is recommended. APPENDIX VISITOR ATTENDANCE FOR BRIDAL VEIL FALLS PROVINCIAL PARK MINISTRY OF HIGHWAYS SUMMER TRAFFIC VOLUMES ROUTE NUMBER 1, STATION NO. 17-15, E & W -1 0.8 KILOMETRES EAST OF ROUTE 9 BIBLIOGRAPHY Ministry of Environment, 1983. "Laidlaw Weather Station Data." Ministry of Transportation and Highways, 1978. "Summer Traffic Volumes on Provincial Highways in British Columbia 1974-1978." Ministry of Transportation and Highways, 1982. "Summer Traffic Volumes on Provincial Highways in British Columbia 1978-1981." Parks and Outdoor Recreation Division, 1977. "Recreation Reserve Assessment Report." Unpublished Government Report. Parks and Outdoor Recreation Division, 1981. "Park Data Handbook." Unpublished Government Manual. Parks and Outdoor Recreation Division, 1983. "Nicolum River Master Plan." Unpublished Government Report.	<urn:uuid:5efd9ad3-60cc-418c-b63f-13570ace65a0>	CC-MAIN-2018-47	http://www.env.gov.bc.ca/bcparks/planning/mgmtplns/bridal_veil/bridal_veil_falls_mp.pdf	2018-11-14T12:16:31Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00133.warc.gz	436,176,645	3,844	eng_Latn	eng_Latn	0.888511	eng_Latn	0.99674	[ "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "lvs_Latn", "eng_Latn" ]	false	docling	[ 145, 643, 694, 714, 741, 1858, 2588, 4713, 6820, 8348, 9256, 11834, 12329, 13491, 15410, 15557, 16998, 17186, 17842 ]	[ 1.7421875 ]	3	0
Energy and the Environment Salmon and Wind Dueling for Subsidies in Pacific Northwest Jonathan A. Lesser The Columbia River Basin, which drains the four-state area of Idaho, Oregon, Washington, and western Montana, as well as lower British Columbia (see Exhibit 1), has been the focus of a decades-long effort to restore wild salmon runs. Beginning in the 1930s, the federal government began to develop what became the Federal Columbia River Power System to meet the needs of electric power production, land reclamation, flood control, navigation, recreation, and other river uses. In fact, Bonneville Dam, the first dam constructed on the Columbia River, was a public works project that employed thousands of workers during the Great Depression. Beginning in the 1930s, the federal government began to develop what became the Federal Columbia River Power System Today, the US Army Corps of Engineers and Bureau of Reclamation operate 31 dams, with a generating capacity of over 21,000 megawatts. The Bonneville Power Administration (BPA), Jonathan A. Lesser, PhD, is president of Continental Economics, Inc., an economic and litigation consulting firm, with offices in Washington, DC, and Albuquerque, New Mexico. He can be reached at (202) 446-2062 or at jlesser@ continentalecon.com. another federal agency, sells that power, as well as the power from the region's sole nuclear power plant and a few small resources. The BPA also operates the high-voltage transmission system and, as the BPA itself touts, "is a leader in integrating renewable resources, such as wind energy, into its grid." 1 Today, the US Army Corps of Engineers and Bureau of Reclamation operate 31 dams, with a generating capacity of over 21,000 megawatts. Fish Flush to the Fore Under the direction of the Council, and input from other stakeholders, such as the vari- In building all of those dams, however, wild salmon runs were devastated. Even the most Olympian salmon could not leap over the dams. Having access to their spawning grounds blocked, salmon runs steadily decreased, and most of the runs that did continue were fish that had begun life in hatcheries. Thus, with environmentalists threatening to bludgeon the BPA, the region's electric utilities, and everyone else with Endangered Species Act listings, in 1980 President Carter signed the Northwest Power Act, 2 which created a four-state entity called the Northwest Power Planning Council (now called the Northwest Power and Conservation Council) to issue voluminous 20-year power plans and work with the BPA to restore salmon fisheries in the region. 3 Exhibit 1. Columbia River Basin ous Indian tribes, the BPA collects over $220 million every year from ratepayers in the region for salmon restoration. Whereas there is no doubt that these restoration efforts over the last three decades have greatly increased fish populations and fish habitat, they have also created The World's Most Expensive Salmon. Every spring, for example, water must be spilled, rather than run through generating turbines, to speed juvenile salmon toward the Pacific Ocean. The "fish flush," as it is sometimes called, means lost revenues from hydropower sales, revenues that must be made up by ratepayers. At other times of the year, water cannot be spilled so as to reduce dissolved gases in the river. 4 Instead, the water is run through the generating turbines. And, at still other times, the system is managed to help salmon swim upstream to their spawning grounds. 5 Environmentalists See Hydropower Drowning Wind Although one might presume that running water through the turbines to generate zero-cost electricity would be uncontroversial. One would be wrong. The reason stems from another resource wrapped in the mantle of environmental sanctity: wind. Although one might presume that running water through the turbines to generate zero-cost electricity would be uncontroversial. One would be wrong. Besides offering plenty of hydroelectric potential, the Columbia River Gorge, which separates western Oregon and Washington, is windy. And thanks to generous, if involuntary, support from ratepayers and US taxpayers, wind generation has grown rapidly in the region, especially along the Gorge, where over 2,000 megawatts of wind generation are clustered. More is on the way, too, with the BPA projecting over 6,000 megawatts of wind capacity by 2013. 6 Thanks to generous, if involuntary, support from ratepayers and US taxpayers, wind generation has grown rapidly in the region. Besides selling power, operating the transmission system, and chaperoning salmon up and down rivers, the BPA must also coordinate all of that wind power, whose financial viability depends, in large part, on generous production tax credits. And this, coupled with record snowfall and spring runoff, set off an environmental battle this spring, pitting wind against salmon. The demand for power is generally low in spring. Coupled with constrained transmission, on some days there is simply nowhere for all of the electricity from all of the wind and hydro to go. Wind generators, dependent on their subsidies for economic survival, have demanded that the BPA spill more water over the dams, rather than running that water through the turbines. Bound by its mandate not to gas fish, as well as prevent downstream flooding in cities like Portland, the BPA has instead told wind generators to back down their units, having first backed down thermal generating units in the region. There are also calls for the BPA to invest billions of ratepayer and taxpayer dollars in battery storage systems, pumped-hydro storage facilities, and so forth, so as to ensure wind generators can always produce the electricity they need to earn their subsidies. The wind industry, predictably, is screaming. US Rep. Earl Blumenauer (D-OR) complains that the BPA hasn't used $2 billion in Obama administration stimulus money to build new transmission lines fast enough. 7 Also predictably, legal action is expected to soon follow. There are also calls for the BPA to invest billions of ratepayer and taxpayer dollars in battery storage systems, pumped-hydro storage facilities, and so forth, so as to ensure wind generators can always produce the electricity they need to earn their subsidies. The government spends hundreds of millions of ratepayer and taxpayer dollars annually to restore endangered salmon. If it were not for the fact that the US deficit is $14 trillion and increasing, the situation would be comical. The government spends hundreds of millions of ratepayer and taxpayer dollars annually to restore endangered salmon. The government also spends hundreds of millions of ratepayer and taxpayer dollars annually to subsidize wind generators. "Solving" wind generators' "problem"—that they cannot hoover up all of their promised subsidies because of competing environmental goals—will require spending billions of additional ratepayer and taxpayer dollars to build more transmission lines and exotic power-storage facilities. These "solutions," of course, will themselves be opposed by still other environmentalists. We have been hoisted on our (green) petard. NOTES 1. Bonneville Power Administration, 2010 Annual Report, p. 1. Retrieved from http://www.bpa.gov/corporate/finance/a_ report/10/AR2010.pdf. 3. For a history of the NPCC and an overview of its roles and responsibilities, see Northwest Power and Conservation Council, 2010 Briefing Book, at http://www.nwcouncil.org/ library/2010/2010-13.pdf. 2. The full name is the Pacific Northwest Electric Power Planning and Conservation Act, Public Law 96-501, 1980. 4. The 2011 Spring Fish Operations Plan, prepared by the US Army Corps of Engineers, contains a detailed discussion of how both high and low water flows are managed. You can find the plan at http://www.nwd-wc.usace.army.mil/tmt/ agendas/2011/0323_Spring_Fish_Operations_Plan.pdf. 6. BPA Annual Report, p. 2. 5. Endangered sea lions have also discovered that lounging below the Bonneville Dam provides bountiful meals of endangered salmon attempting to swim upstream. This has created a battle between devotees of salmon, who prefer shooting the sea lions, with devotees of sea lions, who prefer they be "relocated" downstream, from whence they swim back upstream. 7. Bernard, J. (2011, May 23). Wind industry demands NW grid overload solution. Bellingham Herald. Retrieved from http://www.bellinghamherald.com/2011/05/23/2027241/ wind-industry-demands-nw-grid.html.	<urn:uuid:f883dba4-a685-4598-a875-0712edcfcd30>	CC-MAIN-2018-47	http://continentalecon.com/publications/nge/2011.7.pdf	2018-11-14T11:54:57Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00133.warc.gz	80,900,958	1,800	eng_Latn	eng_Latn	0.997594	eng_Latn	0.997905	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2606, 4132, 8513 ]	[ 1.890625 ]	1	5
Teachers to pass d-fib training to students in Parksville Qualicum Beach posted Feb 10, 2015 at 9:00 AM Eight secondary school teachers in School District 69 (Qualicum) now have the know-how and equipment to train their students how to use an automated external defibrillator (AED), thanks to a course provided by the Advanced Coronary Treatment (ACT) Foundation last Thursday. Three representatives from Ballenas Secondary School and five from Kwalikum Secondary School were there. "The goal is to ensure each young person graduated with the knowledge to save a life," said ACT's executive director Sandra Clark. "I think it's important for everyone to have training," said Ballenas vice principal Kevin McKee. "You never know when it's going to come in handy." The new AED training will supplement a similar CPR program implemented in all B.C. secondary schools by the organization a couple years ago. Clark said the addition is in-line with the trend of AEDs being put in more and more public spaces. "It's a huge step," she said. According to a news release from ACT, eight in 10 out-of-hospital cardiac arrests occur at home or in public. The release also said that the Heart and Stroke Foundation has found that early CPR, combined with early defibrillation, can increase survival rates for cardiac arrest victims by up to 75 per cent. Larry Stefanek, one of the Ballenas PE and Health teachers who took both ACT training courses, also said that the students will learn more than just how to run an AED and perform CPR; they'll also learn how to recognize the symptoms of a heart attack and stroke, control an emergency situation without panicking and find help. Clark said the schools have committed to training every pupil in CPR and AED once, meaning around 300 students are trained each year. The training will be targeted at Grade 10s through their PE class. "They're at the age where they're ready to learn," she said. "They see it as a life skill." KSS vice principle Don Bold also said that is a "perfect time to get this training" as PE 10 is a mandatory course. In order to provide the program, ACT fundraises through community-specific sponsors, said Clark. For SD 69 (Qualicum), those funding partners are Telus and Children's Health Foundation of Vancouver Island. "Having those two sponsors is huge for us," said KSS vice principal Bold said. "It's not an inexpensive program." Aside from teacher training, each secondary school received four AED training units — which look and act like the real thing — and four AED training mannequins each, as well as curriculum materials. KSS will also receive an AED. Ballenas already has an AED on site. AstraZeneca Canada, Pfizer Canada and Sanofi Canada provide funding on a national level. Clark said that British Columbia Emergency Health Services and British Columbia Ambulance Service volunteered their staff's time to provide the teacher training. For SD 69, paramedics Sheree and Jesse Hunt came up from Duncan. While ACT only provides equipment and initial training, each school is responsible for updating their teachers training through outside programs approximately every three years. Bold said their school will implement the course next semester.	<urn:uuid:69b57b28-bf55-48b4-a3f6-21c3f23d2e20>	CC-MAIN-2018-47	http://actfoundation.ca/wp-content/uploads/2015/12/2015-02-10-The-Parksville-Qualicum-Beach-News-Teachers-to-pass-d-fib-training-to-studens-in-Parksville.pdf	2018-11-14T11:29:19Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00133.warc.gz	8,867,326	674	eng_Latn	eng_Latn	0.999599	eng_Latn	0.999644	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1039, 3238 ]	[ 1.5078125 ]	1	8
DOCENT NEWSLETTER JUNE 2011 PAGE ONE M INGEI INTERNATIONALMUSEUM INDEX: BALBOA PARK, SAN DIEGO CAROL HINRICHS: COMMENTS FROM THE CHAIR We are six months into this fiscal year and it is time to see how we are doing, how each of us is meeting our tour requirements. The basic obligation is that each docent give 24 hours of tours (usually one Public Tour or Free Tuesday slot a month) plus an additional 6 hours a year. The additional requirement was added last year to help cover tours without unduly burdening some overachieving docents. Those six hours can be three two-hour Public Tours, scheduled tours that you volunteer for, which are usually 1 hour each, or any combination that totals six hours. The data needed will be available soon for your executive committee to learn how effective this has been. You can check your own record by going to our website and selecting SEARCH YOUR SCHEDULE. It will show the tours that you have signed up for, though not those you trade or substitute for at the last minute. The most accurate record continues to be the Docent sign-in notebook at the front desk; it is up to you to accurately note your tours in that notebook. The Timesheet that you fill out for Alex Hart reflects your many activities that support your tours, such as meetings and study. It lumps your travel time with tour time and is not the measure used to compare each docent's fulfillment of the 24 plus 6 hours/year requirement. Our goal is to cover all of the tours and to make the requirements reasonable, spreading the responsibility around. Everyone has times when it is not possible to tour – family obligations, travel, health issues – but you can "bank" tours against the required number for the year by doing more tours when you can. For example, if you know that you will be unavailable for a month in the summer, check the web calendar under "Docents Needed" and volunteer for more than your monthly minimum at a time convenient to you. Another alternative, if you cannot conduct tours for an extended time, is to discuss with me the possibility of being granted a Leave of Absence. All of us together make up the cadre of docents who make the tour scheduling work, and each of us needs to be aware of the need to fulfill our basic obligation. Many docents, our over-achievers as designated by Alex, donate a disproportionate number of hours to conducting tours. What we hope is to encourage everyone to do as much as they can. Then, the over-achievers will be able to devote more time to other things Mingei and everyone will have the fun of being in the museum frequently. In the last Newsletter, I said that I would have more information on the Migrant Workers tours. I am still researching this and will report to you when I have the information I need. DOCENT NEWSLETTER JUNE 2011 PAGE TWO IN THEIR OWN WORDS Classic and Contemporary Native American Art by Johanna Pope, Education Manager What is Native American Art? This question may seem straightforward, but in recent years the art world has found it necessary to take a closer look. Is this a movement? Perhaps. Is it worthy of investigation? We think so. Mingei International, with guest curator Jennifer Garey, has now joined a growing group of museums, including the Smithsonian's National Museum of the American Indian, the Denver Art Museum, and locally the Oceanside Museum of Art, that are presenting Native American artists as individuals whose work is diverse, personal, and powerful. Mingei International's exhibition IN THEIR OWN WORDS – Classic and Contemporary Native American Art places oil and acrylic paintings by contemporary Native American artists Robert Freeman, Billy Soza Warsoldier, L. Frank, and Catherine Nelson-Rodriguez beside classic (a term Jennifer Garey finds more appropriate than traditional) pieces from the Museum's permanent collection. There is a natural conversation that cannot be ignored between the works in each gallery, works that are created by members of the same community, but expressed in very different ways. It tells a full story: classic craft and the narrative of the artist--a marriage of ideas, neither one being the absolute truth of the Native American experience-- but it's in exploring their relationship that the curtain begins to lift, allowing the continuum to be explored. This exhibition may challenge many of us, as the content is different from what we are used to. We are not accustomed to talking about paintings. However, paintings full of narrative lend themselves well to interactive touring styles that Mingei docents have been actively using for some time, and that now form the basis of our training program. As we know, interactive touring recognizes different ways people learn and process information, and then incorporates tactics that offer the highest level of engagement for all learning types. Interactive touring is now considered the pinnacle in museum education, which explains why such leading authorities in the field as MOMA, Yale, and Harvard are producing publications on the many approaches to interactive touring that are being used, including strategies for looking at art and other. At first glance this exhibition might seem a far cry from what one might expect to see at Mingei International. And as docents who communicate the Museum's mission to the public, this is a valid concern. Mingei International is focused on objects of use, and in many cases that is still what you can expect to see. The Museum from the beginning has shown a greater variety of objects than pure Mingei, and since moving into the Balboa Park facility in 1996 has described its exhibitions as folk art, craft, and design. Furthermore, paintings have been shown throughout the Museum's history, and the inclusion of four contemporary painters is essential to the message of the current exhibition. Mingei International's Education Department uses a method called Visual Thinking Strategies (VTS), based on research by Abigail Housen and Philip Yenawine on the different stages of aesthetic development. The rules are simple: ask three open-ended questions that entice viewers to take an active role in looking at art by engaging essential critical thinking skills -- What's going on in this picture? What do you see that makes you say that? What more can we find? The questions change slightly depending on the work that is being examined. Ideally, they are followed by factual information in which the visitor now has a vested interest. This method encourages participation and builds self-confidence in both students and adults, some of whom might otherwise feel out of place in an art museum, simply because of their lack of experience as observers. VTS is employed by our neighbors at the Museum of Photographic Arts, the Timken Museum of Art, and the California Center for the Arts. I would encourage you to explore VTS strategies or similar methods in touring this exhibition; there are rich conversations to be had, and new things to discover. Continued on page 3 DOCENT NEWSLETTER JUNE 2011 PAGE THREE Continued from page 2 One concern that has been raised is the content of the paintings; some of the works are personal, explicit, and full of adult content, so how should we handle touring students through this exhibition? The best tactic is not to spend time on an object that is not age-appropriate for your audience. Instead, choose works that visitors can understand and relate to. For instance, the work of Catherine Nelson-Rodriguez deals with her personal experiences as a Native American woman: depression, love, loss, pain, and personal identity. While these works will likely be enticing for adults, they may not be the best choice for a 3 rd grade class. But those same third graders are bound to enjoy decoding Robert Freeman's colorful cubist-inspired works, or Billy Soza Warsoldier's large wolf and mustang pieces, created with paint and a palette knife. For the most part, both Freeman and Warsoldier employ subject matter that our young viewers will recognize and be drawn to naturally. painting? Which specific elements in the work support these ideas (colors, lines, shapes, figures, symbols, and composition)? Robert Freeman's Lady in Waiting is a great place to start with students. This piece challenges the notion of what it is to be Native American in the 21 st Century and includes symbols that students will instantly recognize. Begin by asking students what they know about Native Americans, and then use Freeman's work to explore these ideas. Students might expect to see a tepee, headdress, and desert landscape; but are they surprised by the television, high heels, and sunglasses? What message do they think Freeman is trying to communicate in this This exhibition certainly lends itself to learning opportunities, and we are eager to explore this with our visitors. As part of the exhibition the Education Department will produce an Educators Guide (with insight and resources from Jennifer Garey), a Family Guide for use in the gallery, and multiple Public Programs, including a panel discussion with Robert Freeman, Billy Soza Warsoldier, and L. Frank, scheduled for April 9 th . In addition, for the first time, the Museum will feature a room within the exhibition dedicated to additional educational resources. Located adjacent to the Theater Gallery, where our kiosk computers are kept, this space will be altered to include publications for children and adults, video and website links, hands-on activities, and a special seating area for younger visitors. I look forward to your comments on this space and will want your feedback on how our visitors respond to and use it. This is an exciting time to be at Mingei International Museum, and a time for growth, both as an institution and as individuals. I hope you feel that energy. IN THEIR OWN WORDS gives us much to explore and allows us the opportunity to connect with our visitors in a new way. This will challenge us, but I hope it will also inspire us. Your support is an essential part of this process, and we are as grateful as ever for your ongoing passion, dedication, and continued support. DOCENT NEWSLETTER JUNE 2011 PAGE FOUR Lori Polak -Art is the colors and textures of your imagination. Meghan, Los Cerros Middle School, 1999* If the Meghan of the above quote is right, and there is certainly convincing evidence to support her statement, one of the prerequisites for a valid artistic statement is a lively imagination. Larger pieces are combined to form a base for a votive candle, a wall piece, or a singular glass serving plate designed to showcase the hostess's creativity with food. The Mingei concept of "the beauty of use" appears in much of Lori's work. Watching Mingei docent and outreach specialist Lori Polak talk about her work and the materials that inspire her, there is no question that imagination is the core characteristic of her unique and creative art. Small pieces and threads of glass delight and excite her; they become part of the costumes of her whimsical glass people, the "Loriginals." Her fertile imagination sees a hat, a belt, a skirt, or a pair of shoes. A thin thread of glass becomes hair or a squiggly line drawing that might find its way into one of her other creations. The beautifully colored art glass, which she used exclusively last summer while taking an advanced class in fused glass at Bullseye in Portland, Oregon, has become a catalyst for experimentation. Small pieces of glass are placed together and fused into the finished product to create an unusual three-dimensional geometric design. Born in Mexico to a Dutch father and German mother, Lori remembers being fascinated by the art and handicraft classes she took as a child. As a young adult, her love for art took a back seat when she moved to Paris for a Master's in Translation, then to California for a Master's in Foreign Language. Marriage, two sons, and a teaching career left little time for art experimentation; but it remained a passion. Today, single and with her boys in college, she finally has the time to pursue her dreams. Lori's experience with the Mingei goes back to an early docenting stint at UTC. She came back in 2007, joining the docent training class that year; and, with her teaching experience, she was recruited to the Outreach Program. She loves working with children and helping them find their creative core. She hopes, in the future, to add a new dimension to her life by combining her art and teaching experience while working with hospitalized children. Check out her website: lpolakdesigns.com http://www.quotegarden.com/art.html DOCENT NEWSLETTER JUNE 2011 PAGE FIVE PURRRFECT-------- CAT TIDBITS FOR MANEKI NEKO by PHYLLIS SAVIN There are thirty-six breeds of cats in the world: the thirty seventh is featured in our exhibition, the Maneki Neko. Because the beckoning Japanese cat will be on exhibit, we'll receive much information about this iconic image. This article hopefully offers useful but unexpected cat facts. For many years, cats were thought to have originated in Egypt around 3000 BC, but in 2004 a Neolithic gravesite discovered in Cypress revealed mummified human remains, buried with stone artifacts. Only eighteen inches away was found a small mummified kitten, their proximity too close to be an accident. Both graves date back to 9500 BC. Now, scientists believe cats descended from the African Wildcat, selfdomesticated in Africa. As companions and expert rodent hunters, cats were eventually brought to Cypress and then grain-rich Egypt, where they became cunning exterminators, family pets, and a cult symbol. Cats stand now as the most popular domestic animal in the world; and amazingly, all these cats descend from just five African Wildcats. With their beauty, grace, and delightful antics, it's no wonder cultures everywhere have developed myths and legends about these furry felines. In Japan interest in cats predates the Maneki Neko icon. Buddhist monks have long used cats to keep temples vermin free, and many monks venerate the cat after death. Today in Tokyo one temple, the Go-To-Ku-Ji, is dedicated solely to cats. If a black cat crosses your path, don't panic!! Think Japanese. In Japan, a black cat crossing your path predicts good luck! Find a cat in Japan with a black spot on its body? A long departed ancestor's spirit resides within. In modern popular culture there's Pokémon, the lucrative Japanese-inspired media franchise owned by Nintendo. Pokémon (abbreviated Japanese for pocket monsters) offers children and adults an amazing array of video games, trading cards, and collectibles. Our school children will undoubtedly recognize the Maneki Neko's resemblance to Meowth (for meow and mouth), an adorable Pokémon character. Meowth, among the few Pokémon characters with the ability to speak human language, predictably loves shiny round objects, especially coins. Meowth stands tall as one of the ten most popular pocket monsters. But Meowth isn't the only media darling influenced by Maneki Neko. Of course, anyone who watches any television knows the Aflac Duck, a very real-looking duck, who comes to the rescue if you're hurt and miss work. In Japan it's the Aflac Maneki Neko Duck, which looks a lot like a huge, bath time plastic ducky, white with yellow trim, featuring one wing raised in a beckoning motion. A jingle accompanies the advertisement. You can find that ad by typing in "Aflac duck Japan," if you dare. The Maneki Neko image has been used around the world. The Thai prosperity goddess, Nang Kwak, adopted the Maneki Neko's beckoning gesture. A Spanish beer, Mixta, used two beckoning cats in one of their ads. Microsoft Windows 7 introduced the Maneki Neko user icon. The list goes on. And so do these charming cats. DOCENT NEWSLETTER JUNE 2011 PAGE SIX Jan Rightmer talks to Christine Knoke This reporter had the opportunity to interview the Mingei's Director of Exhibitions, Christine Knoke. The interview was structured with questions and answers that reveal her to be very interesting, engaging, and a wonderful addition to our Mingei staff. Where did you grow up? Were you encouraged in the arts as a child? I was born in Los Angeles, but soon moved to Ohio and then North Carolina. Chapel Hill was where I attended school and graduated from high school. Although my parents pursued health and scientific careers, our family sought out museums and art venues on frequent vacations. Also, each summer I would spend three weeks with my grandparents in San Marino, where I became an enthusiastic return visitor to the Huntington Library and Gardens. joined a similar club and signed up as a student. I was competitive for one year and won my class as well as the "Most Improved" driver that year. We would race at Willow Springs by Lancaster as well as in Las Vegas, Phoenix, and Laguna Seca. It was a fun experience that gave me confidence and determination. I was one of only a few women who raced, and I thrived on pushing myself to do something kind of scary! I spun out twice but luckily didn't damage my car. I drove my Porsche 924S all through college and put over 200,000 miles on it: it was a great car! Tell us about your education and the jobs that led you to the Mingei. After high school, I was excited to return to California and enroll at UCLA, where I majored in Art History. Completing my bachelor's degree, I decided to take a couple of "gap years." At the end of two years I continued to pursue my love for art, museums, and the academic world at USC. USC had an excellent internship program that placed me in a paid intern position at the famed Norton Simon Museum. After completing my master's degree, I was offered a position there. The opportunity was excellent--the staff was small so I learned much, wore many hats, and worked in most areas of the museum. Eventually, I held the position of curator. We would like to know more about your "gap years." This was a most exciting time, racing Porsches, waitressing, and volunteering at the Huntington. Yes, racing Porsche sports cars! My father had joined a racing club in Maryland, and when I went to visit once he took me to the track. I got taken for a ride and was hooked! When I returned home to Los Angeles, I What challenges you in your current position at the Mingei? What is your favorite part of the job? The Mingei has many changing galleries that make it necessary to keep on top of the exhibition schedule. The staff is great, every day is different, and I really look forward to coming to work each day. What are your travel experiences? My parents are avid travelers and took my brother and me to many places, both in the US and abroad. When I worked at the Norton Simon, I was sent as courier to cities and museums in Europe. How great to be asked to deliver or carry back a priceless piece of art from Paris or London! What do you enjoy doing in your leisure time? I enjoy antiquing, going to movies, visiting with friends, and getting to know my new home, San Diego. I live in Kensington and love being so close to Balboa Park and all that downtown has to offer. Do you have any words for the docents? Being a docent is hard work, and I am so appreciative of our dedicated, energetic, and passionate docent group. Thank you for all that you do, and please keep giving me feedback and sharing your ideas with me: I love it! Photo by Anthony Scoggins DOCENT NEWSLETTER JUNE 2011 PAGE SEVEN WORD FROM THE BOOT CAMP The Trainees speak out by Jody Abssy Our Mingei Docent Training Program is like a stimulating, joyful, and tough athletic training program. Think about it. Every Monday is Mingei Monday. Forget travel. We are dedicated. We are in training. We hoist our ever richer trainee binders as they grow. They fill with precious information that causes us to stretch our minds, hearts, and hands in new directions. We go downstairs and backstage to bring the culture and the content of the Mingei into better focus. Inspired by our intrepid (indefatigable) instructors and coaches, Rena, Johanna, and Jackie, we strive to acquire and polish new skills in the classroom and on the floor of the museum. We shadow the "pros" and observe the game in action, eager to step onto the playing field. Our mentors cheer us on. Let us not forget the five-minute relay race we all ran. It was our first time on the track. The clock was ticking. There we were, handed the mike, and charged with luring the crowd to our chosen object to ogle and ooh. We got them thinking about line, color, shape, and function by asking them questions..............that they were instructed not to answer. A few "sticky" notes of information that could not be physically observed....and then, the handoff of the mike to the next teammate after a gracious segue. Whew! Off to the showers! We put our muscles into wrestling with the concept of Mingei as our understanding of it evolves. As we stretch and grow, we strive to remain flexible so we are ready for the unexpected, which we anticipate will happen in real time. We learn to value our dynamic and spirited teammates as we get to know them and the strengths they bring with them from former occupations and lives lived around the globe. We spar with each other to come up with the best possible answers to the questions that arise. "I'll never look at a basket again without thinking of the hands that made it." "Who knew it took so many people and so much planning to choose and display the ever changing exhibits?" "I never knew the Mingei had its own dedicated library for member use." "We have no time to eat, pray, love. It's research, read, and practice." "They didn't tell us it would be so much fun!" "Who knew we would develop so many new friendships?" We are grateful for all the new experiences the Mingei Docent Training Program is bringing our way. We look forward to becoming full-fledged members of the team. DOCENT NEWSLETTER JUNE 2011 PAGE EIGHT COLLECTING CENTRAL AND EAST EUROPEAN FOLK ART: Kathleen Kish Interviews DR. KATALIN KÁDÁR LYNN Photo: Robert Cerello What led you to collect the wonderful pieces that I saw in your house in the California Wine Country, some of which you have contributed to our Romania exhibition, and also donated to the Mingei collection? I've always been drawn to the beauty of folk art and remember as a teenager admiring the dowry chests of the Pennsylvania Dutch and painters like Peter Hunt. Thanks to my travels in Central and East Europe, I realized that the folk art that I so admired had European origins. My first career was in the fashion business; and on my business trips to Europe, I would always visit Budapest, rent a car, and drive off to the countryside, not only to look for antiques but also to learn more about each region. As it became easier to travel to the other parts of the former satellite countries, I expanded my travels to take in Romania, Bulgaria, and Slovakia. Your collection seemed to exemplify the Mingei concept of "beauty of use." Did you, in fact, collect the pieces to use? I absolutely collected the folk art with the intent of living with it. I've collected folk art pieces since the early 1970s and have always integrated them into my home décor. I can't say that all the items I collected were for my personal use. The 3 pallets of handmade, hand stamped (with the Hungarian coat of arms) 19th-century bricks that I bought in a moment of madness now grace the Kapcsandy Family Winery and home entrance in Yountville. I have gifted a fair number of pieces to various museums because, if I cannot use them or display them in my home, I am loath to leave them in storage. They need to be seen and appreciated. Are you continuing to acquire pieces? Is it easier or harder now to shop for such items in Central and East Europe? About twenty years ago, I took a serious look at the "market" and realized that quality folk art from the 18 th and 19 th centuries was rapidly disappearing. While the secondary auction market still had some good items, I had to travel to the rural areas of Slovakia, Romania, and Hungary to further build my collection. I have bought from private collectors in Romania and Hungary as well; but most of them are now in their 80s, and their children do not share their passion for folk art. I have built relationships with Roma dealers in the countryside, and I have relied on a close friend, a serious collector of pottery, to look for pieces for me. Do you have any tips for would-be collectors? There are still some auctions that they can follow in Vienna and in Budapest. For museum-quality folk art from the Monarchy there is one dealer in Vienna – but the prices are extraordinarily high. There is also a dealer in London who specializes in European folk art. For a new collector or even someone who wishes to add to a collection, I'd recommend a guided trip such as the one Joyce Corbett takes guests on annually to the rural areas of Ukraine, Romania, and Hungary, where pieces can still be acquired at fairs or from dealers. You will receive good advice on the quality of the pieces you are considering (look out for "new" antiques). To ship antique pieces abroad you need an "export permit"; each country has a different process for this. If you buy at auction, the pieces which cannot leave are clearly marked "protected" by the cultural authority. If you buy otherwise, you do have to be careful. I have brought out all items I have purchased with permission from the proper authorities. There are reliable shippers who will be DOCENT NEWSLETTER JUNE 2011 PAGE NINE Collecting Folk Art: continued from page 8 happy to obtain your export permits and handle all paperwork for you. You need a customs broker in the United States to clear your shipment, and you are good to go. Just don't buy a half-ton wine press like I did, or a Szekler gate, or you will soon be filling a container. Can you say something about the value of ethnographic/folk art per se? In our increasingly homogenized culture, the folk cultures of the world are fast disappearing. The ethnographic / folk art such as I collect is composed of everyday pieces, made for regular or holiday use by local craftsmen. These are items you can see were used and used well for several generations. The fact that they are beautifully ornamented shows that even the simplest of peasants loved beauty; and this was a small way that they could, with limited means, put some beauty into their hard lives. I think this area of collecting is so satisfying because before the existence of the kind of communication and transportation systems we have now, villages and ethnic groups developed their own unique style of painting or decoration. In Romania, you can tell a piece is from the village of Toroczkó simply by looking at the style of painting. In Hungary the same is true of Mezőkövesd, where the Matyó people have their unique style. Similarly, the Donau Schwaben, who traveled from Ulm downriver, deep into Hungary, Serbia, and Romania, took their unique style of folk art along. This is so exciting to me, the notion that a small group of people in a village would intentionally develop a signature style of pottery or decoration unique to them. Is removing folk art from its place of origin and inserting it into a "foreign" environment justifiable? That is a very good question in terms of national patrimony such as the Elgin marbles of Greece, but I am not sure it is relevant to the type of folk art I collect because, outside of a few pieces that might go to ethnographic museums, most of what I've collected would probably end up in the county dump. As rural lives became a bit easier and economically improved, people would gravitate to the new, for comfort and utility. In the past thirty years folk art collecting has allowed the art forms to be preserved. I prefer to think that, rather than being in a foreign environment, these pieces are now preserved for future generations, giving us an opportunity to view the history of their village, ethnic, or religious group through the prism of their art. Would you care to comment on the Mingei's collection of Central and East European objects? I think the mission of the Mingei is admirable. It brings international art and artifacts to an audience that in many cases would not have access to the folk art of the world, particularly that of less traveled parts of this globe. It would be wonderful if the Mingei would further expand its Central and East European collections, as they fulfill a unique place in the preservation of these wonderful artifacts. There are plenty of museums where we can view Impressionist paintings, but very few (virtually none) where we can view the art of the diverse and fascinating peoples of Central and East Europe. SAXON WOMAN'S COAT Transylvania, dated 1889 Embroidered and embossed sheepskin, fur, and wool Lent from the collection of Dr. Katalin Kádár Lynn DOCENT NEWSLETTER JUNE 2011 PAGE TEN docent musings: From Susan Polakiewicz: I just found out that Carol Harlow and the new trainee Louise Wesley both taught at St. Augustine's High School. The Mingei was their favorite field trip museum, and they confided to each other that they wished they could be docents there someday.........now they are! PROGRAMS: From Susan Allan: This is how I amused myself when I was wakeful on our Southeast Asia trip: The traveling trio - Miriam, Rena, and Susan - traversed Thailand, Cambodia, and Myanmar in a variety of vehicles. Vans were Toyota or Mercedes, of which the older models had more leg room. In Bangkok we used the free water taxi from our hotel to attend an ancient church on the other side of the river. We rode the sky train, an elevated metro type, to walk thru the night market. A vintage train stopped at every village after we crossed the bridge over the river Kwai. The passengers were a mix of locals and tourists, with special seats reserved for monks. On a rice barge which had been converted to a hotel, we cruised the Chao Phraya river. A long-tail boat finished the trip to the ancient capital of Ayuthaya. To reach the most sacred Wat in northern Thailand, we climbed 300 stairs. Planes came in many sizes from 4 seats in a row to 8 across. We flew as much as we drove. In spite of waiting in airports, it was quicker to fly than drive. We are now experts at security inspections.To expedite our transfer from Bangkok to Myanmar, I used a wheel chair. As a group we were escorted from one terminal to another in a lumbering two-story airport vehicle. Head of the line thru customs and other formalities was a fun experience. For the best place to see the sunset in Mandalay, we rode a commuter ferry across the river. Among the mass of humanity, we found young teens eager to practice their English . On the return trip we shared a fourplank wide exit bridge with bicycles and on-coming crowds. In Pagan we declined a horse and buggy drive. The narrow two-lane roads are poorly maintained but lined on both sides by trees, so are pretty. Our last stop was Inle Lake, where a long, narrow, motorized canoe took us to our hotel. Each seat had its own umbrella to shade from the sun. Another canoe, propelled by a standing man with his leg wrapped around his oar, showed us floating gardens and villages on stilts. The next day our motorized canoe took us to more villages, an assortment of craft demonstrations, and more temples. At the last temple we met another tourist who asked if we knew Bea Roberts! Truly it is a small world. * * * * * * * * * * * * * * APRIL 11 Program: 10:30 a.m. "BOLD EXPRESSIONS in AFRICAN AMERICAN QUILTS from the Collection of Corrinne Riley" by Christine Knoke, Director of Exhibitions APRIL 25 Docent Auction, Chair: Ellen Koutsky MAY 9 Program: 10:30 a.m., "The History and Techniques of American Quilts" by Julia Zgliniec, instructor, historian, and quilt appraiser MAY 14 (Sat.) 5:00 - 7:00 p.m., Members' Opening Reception for "BOLD EXPRESSIONS in AFRICAN AMERICAN QUILTS from the Collection of Corrine Riley" MAY 23 Program: To be confirmed JUNE 13 Program: To be confirmed JUNE 27 No Meeting. Only one meeting/month in June, July, and August DOCENT NEWSLETTER JUNE 2011 PAGE ELEVEN docent doings The Christmas Party Photos by Humberto Viveros Photos by Rena Minisi MINGEI INTERNATIONAL MUSEUM BALBOA PARK, SAN DIEGO 1439 El Prado-on the Plaza de Panama DOCENT OFFICERS: DOCENT NEWSLETTER: Carol Hinrichs, Chair Lorrain Duffy, Past Chair Alison Cummings, Program Chair Nancy Howard, Secretary Patty Jacobs, Treasurer Jean Kockinos, Scheduling Chair Rena Minisi, Training Chair Alexandra Hart, Record Keeper Mingei International Museum c/o Barbara Reiland 1366 Orinda Pl. Escondido,CA 92029 Editors: Kathleen Kish E-mail: email@example.com Barbara Reiland E-mail: firstname.lastname@example.org Contributors: Jody Abssy Susan Allan Alison Cummings Carol Hinrichs Kathleen Kish Susan Polakiewicz Barbara Reiland Jan Rightmer Phyllis Savin Staff Contributor: Johanna Pope: Education Manager	<urn:uuid:3cbfa25c-b61e-4d13-bad7-8cff25bf94ce>	CC-MAIN-2018-47	http://katalinkadarlynn.com/documents/mingei110333.pdf	2018-11-14T11:58:19Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00132.warc.gz	177,549,904	7,328	eng_Latn	eng_Latn	0.894432	eng_Latn	0.998885	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2910, 7284, 10536, 13145, 16446, 20218, 22869, 26622, 30130, 33526, 33766, 34506 ]	[ 1.65625, 1.578125 ]	1	1
Structural Evaluation This masonry retaining wall failed after a major rainstorm. Due to inadequate drainage at the base, water filled up the drainage rock section behind the wall, increasing the horizontal forces on the wall. The top of this concrete footing should have had reinforcing bars doweling into the masonry wall above. The size of the footing was also found to be inadequate. Inadequate design coupled with inadequate drainage caused this wall to fail. Phone: (530) 895-3518	<urn:uuid:f63b223d-0005-445f-a47c-697ea77d5386>	CC-MAIN-2018-47	http://culpandtanner.com/pdf/structeval.pdf	2018-11-14T11:30:55Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00132.warc.gz	78,003,513	101	eng_Latn	eng_Latn	0.998989	eng_Latn	0.998989	[ "eng_Latn" ]	false	docling	[ 492 ]	[ 1.453125 ]	2	0
DRUG EDUCATION POLICY AND PROCEDURES POLICY STATEMENT Our School exists to provide the focus for our children to develop to their full potential, both as individuals and as members of the school and wider community in a secure, caring and happy environment. Children, parents, school staff and governors work in partnership for the benefit of all. As a school, we seek continually to enrich the lives of those entrusted to our care through a broad and balanced curriculum, designed to meet the needs of each child, enabling them to acquire the skills, attitudes and values necessary for life. By regular review, we evaluate progress and develop strategies on the basis of sound educational practice and moral values. "A drug is defined as any substance which, when taken into the body, affects the chemical composition of the body and how the body functions." Our school operates a smoke free site and takes the matter of illegal drugs very seriously as part of our Healthy School programme. We are aware of the increasing problem of drug misuse throughout the country and within our community. Our school will play a full part in contributing to efforts across our community to reduce drug misuse. To this end, we are committed to working with our parents. We will ensure parents are informed about their children's drug education, the school rules in relation to drugs and have the opportunity to be consulted about the school's policy and teaching programme. Purpose: - For the school community to develop the knowledge, skills and attitudes to appreciate the benefits of a healthy lifestyle, promote responsibility towards the use of drugs and relate these to their own actions, both now and in their future lives. IMPLEMENTATION The learning objectives for drug and alcohol education include: Attitudes and Values. - to examine own opinions and values, and those of others - to enhance self awareness and self esteem - to promote a positive attitude to healthy lifestyles and keeping self safe - to value and respect self and others - to value diversity and difference within society - to promote a sense of responsibility towards the use of drugs Personal and Social Skills - to identify risks to health - to communicate with peers and adults, including parents/carers and professionals - to develop decision-making, negotiation and assertiveness, particularly in situations related to drug use - to learn how to give and secure help - to develop an appreciation of the consequences of choices made - to be able to cope with peer influences, and in resisting unhelpful pressures from adults and the media - to make choices based on an understanding of difference and with an absence of prejudice - to develop critical thinking as part of decision-making - to be able to talk, listen and think about feelings and relationships Knowledge and Understanding - to develop an understanding of drugs and of the effects and risks of using drugs - to gain an understanding of how the body functions - to gain an understanding of the role of drugs in society and the laws and rules relating to their use - to gain an understanding of what is safe and appropriate drug use - to gain knowledge of people who can help if pupils have worries and an understanding of confidentiality - to gain an understanding of the changing nature of relationships, including families and friends, and ways of dealing positively with change. The organisation of the drug education curriculum. The Health and PE Co-ordinator is Dale Beane. This role includes: planning the drug education curriculum, monitor its delivery, co-ordination of assessment and reporting to parents. A variety of teaching and learning approaches are used together with carefully selected teaching materials. EVALUATION This policy will be reviewed as part of the school's annual review cycle.	<urn:uuid:c9dcd937-f0dd-4785-acea-54572fb14abc>	CC-MAIN-2018-47	http://warrnamboolwestps.vic.edu.au/wp-content/uploads/2017/04/Drug-Education.pdf	2018-11-14T11:02:08Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00132.warc.gz	358,290,596	740	eng_Latn	eng_Latn	0.995411	eng_Latn	0.996502	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2227, 3869 ]	[ 3 ]	1	2
It's 12 o'clock! A speaking lesson with no materials Topic Activities in a park Aims * To practise the present continuous * To practise grammar in a safe environment Age/level Primary (can also be used with older learners) CEFR level A1 and above Time 45 minutes Introduction This is a drawing and speaking activity that is fun to use with primary classes to revise the present continuous form. It is easy to set up and requires no preparation or materials, except a board and a board pen. Learners will need a piece of paper and a pencil. This version practises the present continuous form, but other versions can practise other tenses. Children like it because it allows them to practise grammar in a safe environment. By repeating the same question and answer a number of times, learners become more confident and make fewer and fewer errors. They also like it because the drawing adds an element of fun to the activity and allows learners who might be good at drawing but less good at English to excel. Procedure 1. Setting up the scenario (10–15 minutes) On the board, draw a simple background scene such as a park with some gardens, a river and a few trees. As you build up the picture, elicit the vocabulary from the learners by asking a few simple questions, e.g.: What's this place? What am I drawing now? Add a simple stick drawing of yourself in the scene. You should be doing something in a specific place, e.g. sitting by the river and eating a banana. Label the picture of yourself with your name. Point to it and say: This is me. It's 12 o'clock and I'm sitting by the river, eating a banana. www.teachingenglish.org.uk © The British Council, 2017 The United Kingdom's international organisation for educational opportunities and cultural relations. We are registered in England as a charity. Contributed by Katherine Bilsborough www.teachingenglish.org.uk	<urn:uuid:20c802f9-6421-4837-98c9-eb177164acb3>	CC-MAIN-2019-22	http://www.teachingenglish.org.uk/sites/teacheng/files/teaching-kids-its-12-oclock-a-speaking-lesson-with-no-materials-lesson-plan.pdf	2019-05-27T06:37:53Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00402.warc.gz	344,112,713	409	eng_Latn	eng_Latn	0.80115	eng_Latn	0.997589	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1828, 1895 ]	[ 3.8125 ]	2	3
Published on Al-Islam.org (https://www.al-islam.org) Home > A Sermon of Imam 'Ali without any Arabic letter that contains dots A Sermon of Imam 'Ali without any Arabic letter that contains dots Authors(s): Imam Ali [3] A sermon by the Commander of the Faithful Imam Ali ibn Abu Talib ()ع all Arabic letters of which do not contain any dots at all. *** In the Name of Allah, the most Gracious, the most Merciful ﻃﺎﻟﺐ )ع( ﺟﻤﻴﻊ ﺣﺮوف ﻛﻠﻤﺎﺗﻬﺎ ﺧﺎﻟﻴﺔ ﺑﻦ أﺑﻫﺬه ﺧﻄﺒﺔ ﻷﻣﻴﺮ اﻟﻤﺆﻣﻨﻴﻦ ﻋﻠ :"ﻣﻦ ذﻛﺮ "اﻟﻨﻘﻄﺔ Following is a sermon by the Commander of the Faithful Imam Ali ibn Abu Talib ()ع all Arabic letters of which do not contain any dots at all: ،ﻪ اﻟﻤﻠﻚ اﻟﻤﺤﻤﻮد، اﻟﻤﺎﻟﻚ اﻟﻮدود، ﻣﺼﻮر ﻛﻞ ﻣﻮﻟﻮد، وﻣﺂل ﻛﻞ ﻣﻄﺮوداﻟﺤﻤﺪ ﻟ ﺳﺎﻃﺢ اﻟﻤﻬﺎد وﻣﻮﻃﺪ اﻷﻃﻮاد، وﻣﺮﺳﻞ اﻷﻣﻄﺎر وﻣﺴﻬﻞ اﻷوﻃﺎر، ﻋﺎﻟﻢ اﻷﺳﺮار ﺮرﻫﺎ، وﻣﻮرد اﻷﻣﻮرﻮر اﻟﺪﻫﻮر وﻣﻬﺎ، وﻣوﻣﺪرﻛﻬﺎ، وﻣﺪﻣﺮ اﻷﻣﻼك وﻣﻬﻠ وﻣﺼﺪرﻫﺎ، ﻋﻢ ﺳﻤﺎﺣﻪ وﻛﻤﻞ رﻛﺎﻣﻪ، وﻫﻤﻞ، ﻃﺎول اﻟﺴﺆال واﻷﻣﻞ، وأوﺳﻊ ﻪ ﻻ إﻟﻪاﻟﺮﻣﻞ وأرﻣﻞ، أﺣﻤﺪه ﺣﻤﺪا ﻣﻤﺪودا، وأوﺣﺪه ﻛﻤﺎ وﺣﺪ اﻷواه، وﻫﻮ اﻟ ﻟﻸﻣﻢ ﺳﻮاه، وﻻ ﺻﺎدع ﻟﻤﺎ ﻋﺪل ﻟﻪ وﺳﻮاه، أرﺳﻞ ﻣﺤﻤﺪا ﻋﻠﻤﺎ ﻟﻺﺳﻼم وإﻣﺎﻣﺎ ،ﻢﻢ وأﺣﺎم ود وﺳﻮاع، أﻋﻠﻢ وﻋﻠﻢ، وﺣﺎم، ﺳﺪدا ﻟﻠﺮﻋﺎع وﻣﻌﻄﻞ أﺣﻟﻠﺤ ﻪ ﻟﻪ اﻹﻛﺮام، وأودعوأﺻﻞ اﻷﺻﻮل، وﻣﻬﺪ وأﻛﺪ اﻟﻤﻮﻋﻮد وأوﻋﺪ، أوﺻﻞ اﻟ ،روﺣﻪ اﻹﺳﻼم Praise to Allah Who is the praiseworthy, the affectionate owner of everything, the One who forms everyone born, the ultimate end of everyone who is expelled, the One Who spreads out the earth, Who ﬁrms the mountains, Who sends out rain, who facilitates the attainment of goals, Who knows the secrets and realizes them, Who destroys the possessions and annihilates them, who folds out times and repeats them, who causes matters and is their source. His forgiveness covers all, His creation of the clouds is perfected: Rain showers succeed it. He prolongs pursuits and hopes, broadens sands and places them. I praise Him an extended praise, and I recognize His unity just as those who love Him the most recognize: He is Allah, there is no god for the nations besides Him, nor is there anyone to cause a defect to what he straightens and does. He sent Muhammed as a banner for Islam and an Imam for those who rule, a helper to the commoners and one who puts an end to the judgments of Wadd and Siwa' (idols). He knows and He informs, He rules and He perfects: He is the origin of origins. He [Muhammed] paves the path [to the Almighty] and emphasizes the Promised Day, warning about it. Allah has made honors to reach him, depositing in his soul Islam, .ﺮام، ﻣﺎ ﻟﻤﻊ راﺋﻞ وﻣﻠﻊ دال، وﻃﻠﻊ ﻫﻼل، وﺳﻤﻊ إﻫﻼلورﺣﻢ آﻟﻪ وأﻫﻠﻪ اﻟ ﻮا ﻣﺴﺎﻟﻚ اﻟﺤﻼل، واﻃﺮﺣﻮا اﻟﺤﺮامﻪ أﺻﻠﺢ اﻷﻋﻤﺎل، واﺳﻠإﻋﻤﻠﻮا رﻋﺎﻛﻢ اﻟ ﻪ وﻋﻮه، و ﺻﻠﻮا اﻷرﺣﺎم و راﻋﻮﻫﺎ، وآﻋﺼﻮا اﻷﻫﻮاءودﻋﻮه، واﺳﻤﻌﻮا أﻣﺮ اﻟ ،وآردﻋﻮﻫﺎ، وﺻﺎﻫﺮوا أﻫﻞ اﻟﺼﻼح واﻟﻮرع، و ﺻﺎرﻣﻮا رﻫﻂ اﻟﻠﻬﻮ واﻟﻄﻤﻊ ﻢ ﻣﻮردا، وﻫﺎ ﻫﻮوﻣﺼﺎﻫﺮﻛﻢ أﻃﻬﺮ اﻷﺣﺮار ﻣﻮﻟﺪا وأﺳﺮاﻫﻢ ﺳﺆددا، وأﺣﻼﻣ ﺮﻣﻪ، وﻣﺎ ﻣﻬﺮ ﻟﻬﺎ ﻛﻤﺎ ﻣﻬﺮ رﺳﻮلﻢ اﻟﻤﺎ، ﻋﺮوﺳﻢ ﻣﻤﻠﻢ وﺣﻞ ﺣﺮﻣإﻣﺎﻣ ﻪﻪ أم ﺳﻠﻤﻪ، وﻫﻮ أﻛﺮم ﺻﻬﺮ، و أودع اﻷوﻻد، وﻣﻠﻚ ﻣﺎ أراد، وﻣﺎ ﺳﻬﻞ ﻣﻤﻠاﻟ ﻢ أﺣﻤﺪ وﺻﺎﻟﻪ، ودوامﻪ ﻟوﻻ ﻫﻢ وﻻ وﻛﺲ ﻣﻼﺣﻤﻪ وﻻ وﺻﻢ، اﺳﺄل اﻟ ،إﺳﻌﺎده، وأﻟﻬﻢ ﻛﻼ إﺻﻼح ﺣﺎﻟﻪ واﻷﻋﺪاد ﻟﻤﺂ ﻟﻪ وﻣﻌﺎده، وﻟﻪ اﻟﺤﻤﺪ اﻟﺴﺮﻣﺪ .واﻟﻤﺪح ﻟﺮﺳﻮﻟﻪ أﺣﻤﺪ blessing his honorable family and offspring so long as there is anything that shines like lightning, anyone who hurries his pace towards his pursuit, whenever a crescent appears and the announcement about it is made. Do, may Allah look after you, righteous deeds, tread the paths of what is permissible, put what is prohibitive aside and abandon it, listen to the command of Allah and realize it, keep in touch with your kinsfolk and look after them, disobey your inclinations and curb them, give your daughters by way of marriage to the people of righteousness and piety, and stay away from the folks who sport and who covet, so your marriage ties will produce the most pure of freemen, the most eminent descent, those who will let you achieve your dreams. This should be before your eyes, your domain will thus be rightful, your brides honored, and let her [bride] dower be just as the Messenger of Allah ()ص had paid to Umm Salamah, while he is the most honored of all in-laws, the most kind of all sons, and he had whatever he wanted, though having it was not easy, nor did it worry him, nor did his epics ever diminish, nor was he ever stigmatized. I plead to Allah to grant you the most praiseworthy of connection with Him, the perpetuation of pleasing Him; may He inspire each of you about that which reforms your condition and prepares you for what you shall receive [in the Hereafter]. Eternal praise belongs to Him; lauding belongs to His Messenger Ahmad (.)ص Sources: Quoted from the book "Salooni qabla an tafqidooni" (Ask me before you lose me), for Shaykh Muhammed Ridha Al-Hakeemi اﻟﻬﺬﻳﻞ ﻳﻌﻘﻮب اﻟﺸﺤﺎم ﻋﻦ اﺑ ﻋﻦ اﺑ ﻋﻠ ﻋﻦ اﺑﻴﻪ اﺑ ﻫﺎﺷﻢ اﻟﺠﺒﺎﻧ[ اﺑ2] ﻪ ﺑﻦ ﻫﺎﺷﻢ ﻋﺒﺪاﻟ ﻋﺜﻤﺎن اﻟﻄﻮﻳﻞ ﻋﻦ واﺻﻞ ﺑﻦ ﻋﻄﺎء ﻋﻦ اﺑاﻟﻌﻼف ﻋﻦ اﺑ .( )ﻋﻠﻴﻪ اﻟﺴﻼم ﻋﻦ اﺑﻴﻪ ﻣﺤﻤﺪ ﺑﻦ اﻟﺤﻨﻔﻴﺔ ﻋﻦ ﻋﻠﻣﺤﻤﺪ ﺑﻦ ﻋﻠ Narrated from Abi Hashim Al-Jabani from his father Abi Ali from Abi Ya'qoob Al-ShahHam from Abi AlHatheel Al-Allaf from Abi Ithman Al-Taweel from Wasil bin Ataa from Abi Hashim Abdullah bin Muhammed bin Ali from his father Muhammed bin Al-Hanafyia from Ali. Category: Hadith Collections [4] Source URL: https://www.al-islam.org/articles/sermon-imam-ali-without-any-arabic-letter-contains-dots-imam-ali-i bn-abu-talib Links [1] https://www.al-islam.org/user/login?destination=node/27123%23comment-form [2] https://www.al-islam.org/user/register?destination=node/27123%23comment-form [3] https://www.al-islam.org/person/imam-ali [4] https://www.al-islam.org/library/hadith-collections	<urn:uuid:32155573-2b5d-4f8d-aa21-cbe6e53775aa>	CC-MAIN-2019-22	https://www.al-islam.org/printpdf/book/export/html/27123	2019-05-27T05:08:02Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00402.warc.gz	678,584,143	2,592	eng_Latn	eng_Latn	0.562883	eng_Latn	0.944511	[ "eng_Latn", "eng_Latn", "eng_Latn", "dag_Latn" ]	false	docling	[ 1169, 2931, 4804, 5494 ]	[ 1.4453125 ]	3	0
JOLLY TIME® and Popcorn: A Shared History, Rich Heritage The history of JOLLY TIME® is the history of popcorn – after all, it was JOLLY TIME that started it all. Scroll through the timeline below to see the evolution of JOLLY TIME over the past 100 years! 1914 - Cloid Smith – the founding father of JOLLY TIME Pop Corn – and his son, Howard Smith, established the American Pop Corn Company and set up shop in their Sioux City, Iowa, home. From their basement they shelled, cleaned and packaged the first branded popcorn in the U.S. – JOLLY TIME Pop Corn. In its first year, the company sold 75,000 pounds of popcorn. 1925 - JOLLY TIME earned the Good Housekeeping Seal of Approval on all of its products, and still carries it today – longer than any other food product! 1925 - JOLLY TIME began packaging popcorn in a metal can developed by the American Can Company (makers of the first beer can). This packaging innovation made for better popping popcorn by sealing in the product's freshness. 1929 - Yearly sales of JOLLY TIME Pop Corn surpassed 10 million pounds. Before long, popcorn – under the JOLLY TIME banner – was available in general stores, grocery stores and markets everywhere! 1930s - During the Great Depression, popcorn was a luxury most people could afford. Audiences looking for cost-effective diversions flocked to the movies, munching on popcorn as they viewed the moving pictures. Or, they popped in the home: a 10-ounce, family-sized tin of JOLLY TIME Pop Corn cost only a dime, and JOLLY TIME's radio program hosted by, "General Jolly Time and his Pop Corn Colonels," promoted popcorn poppers available by mail for just one dollar. 1939 - On its 25th birthday, JOLLY TIME was named the "World's Largest Popcorn Producer." American Pop Corn Company sold 75,000 cases of JOLLY TIME cans—that's 1,125,000 lbs of popcorn! 1941 - Chesley Smith, Cloid's grandson and third generation Smith family, joined the company. Chesley's brother Wrede joined shortly afterwards in 1945. 1949 - Within one decade, the number of cases sold of JOLLY TIME cans increased more than sixfold to 500,000. 1956 – 1957 Arthur Godfrey, on his popular CBS radio show, broadcast nationwide, personally endorsed JOLLY TIME as "the world's best popcorn." Other popular celebrity endorsements included: Bob Hope, Ozzie & Harriet, Danny Kaye and Alan Ladd. 1968 - JOLLY TIME entered the realm of national network television advertising with spots on the popular game show "Let's Make A Deal" with Monte Hall. 1976 - Over the past decade, JOLLY TIME sales in pounds more than doubled and quadrupled in dollars. 1972 – Wrede Smith served as The Popcorn Institute President. 1980 - The nationally known weight loss franchise, Weight Watchers®, embraced popcorn as an accepted Weight Watchers program snack. Later, medical experts endorsed popcorn as a highfiber food and recommended it to diet-conscious consumers. 1983 - JOLLY TIME's first microwave popcorn launched and took the country by storm. JOLLY TIME Natural Butter Flavored and Natural Flavor were introduced first, followed by Cheddar Cheese Flavor in 1988. 1986 - Popcorn ranked in the top five percent of the fastest growing snack food categories. 1988 - Americans ate 12.9 billion quarts of popcorn annually, or 52 quarts per person, 70 percent of which was eaten at home. 1991 - JOLLY TIME introduced American's Best®, the first nationally distributed popcorn to display the Better-Life® grains seal on its label. The seal guarantees the popcorn has been grown without chemical pesticides. Also that same year, 100 percent All Natural Butter Flavored and Natural Flavor Microwave Pop Corn became the first national varieties of microwave popcorn to be packaged without artificial flavors, colors or preservatives. 1995 – JOLLY TIME introduced the first poly bag with resealable feature to help maintain freshness. 1997 – JOLLY TIME introduced Blast O Butter Ultimate Movie Theatre Microwave Pop Corn, which quickly became a best seller and is still a leader in the category today. 2003 - JOLLY TIME hit a milestone, producing its one-billionth bag of microwave popcorn in Sioux City, Iowa. 2005 – JOLLY TIME Pop Corn was featured in Disney's Chicken Little, launching a long relationship with Disney & DVD releases 2008 – Healthy Pop 94% Fat Free products received the exclusive endorsement from Weight Watchers®. 2013 – JOLLY TIME partnered with Smart Balance® to produce four microwave popcorn products that are trans fat free and contain no hydrogenated or partially hydrogenated oil, JOLLY TIME® Butter, Butter Light, Homemade and Xtra Butter Microwave Pop Corn made with the Smart Balance® patented blend of oils. 2014 – JOLLY TIME turned 100, selling nearly 3 billion pounds (2.8 billion, to be exact) of popcorn since the company began in 1914. Present Day - JOLLY TIME continues to plant and test as many as 500 hybrids each year in its ongoing effort to produce the highest quality popping and best tasting popcorn. JOLLY TIME is run by the fourth generation of Smiths - Carlton and Garrett (a.k.a. Garry) Smith- first cousins and great-grandsons of Cloid H. Smith, company founder. JOLLY TIME Pop Corn, located in Sioux City, Iowa, employs nearly 180 employees, some of whom are the second and third generations to work for the company. Currently, about 100 farmers grow popcorn for the company on about 20,000 acres, primarily in Nebraska and Iowa. About JOLLY TIME® Pop Corn The American Pop Corn Company of Sioux City, Iowa, is an independent and family-owned company that, for nearly 100 years, has produced and marketed JOLLY TIME Pop Corn, the firstever branded popcorn. JOLLY TIME offers a variety of traditional and microwave popcorn products in grocery stores nationwide and in nearly 40 countries around the globe. It has the only microwave popcorn endorsed by Weight Watchers®, in addition to the only microwave popcorn made with the Smart Balance® patented blend of oils. JOLLY TIME Pop Corn is gluten free and is made using GMOfree popcorn. Learn more at www.jollytime.com. ###	<urn:uuid:9134cf62-08f4-403f-80a4-c28acfe6a189>	CC-MAIN-2019-22	https://d29yqiq31shoaz.cloudfront.net/253e-1501021-A%20Shared%20History%20of%20JOLLY%20TIME%20and%20Popcorn.pdf?versionId=Tm7sw_EZC2PjmkzEJnuMiEKY1mE.sH6j	2019-05-27T05:19:14Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00403.warc.gz	446,957,438	1,360	eng_Latn	eng_Latn	0.996488	eng_Latn	0.996658	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2357, 4392, 6087 ]	[ 1.453125 ]	1	4
Ali The Umayyads in charge of the various governments would not accept this arrangement and rose up in Upon Muhammad's death, Muhammad's father in law, Abu Bakr, was elected to be the secular head of Islam. However, many believed that Muhammad had designated Ali as a successor, for the traditions had Muhammad naming him as both his brother and his successor. Meccan and Medinan leaders gave their allegiance to Abu Bakr as Caliph and attempted through force of arms to coerce Ali into acknowledging Abu Bakr as well. However, during the Caliphates of Abu Bakr and his successor, 'Umar, not only did 'Ali not advance any claims to the Caliphate, he even participated in the government of 'Umar. It was not until the Caliphate passed to 'Uthman, who ruled somewhat degenerately and was a member of the Umayya family, that 'Ali was provoked into accepting the Caliphate. 'Uthman was a bad leader and was assassinated. The prominent families of Medina and other areas persuaded 'Ali to become Caliph, which he did in 656; 'Ali had been chosen and became the fourth Caliph of Islam. rebellion naming Mu'awiyya caliph. Eventually, 'Ali would be forced to flee Medina. 'Ali would have to From this point onwards, authority was divided in the Islamic world. The Umayyads continued to pass the Caliphate down through the ages among their family; but there now existed in Iraq a separate Islamic community that did not recognize the authority of the Umayyad Caliphs. They recognized only the successors to 'Ali as authorities, and they gave these successors the title Imam, or spiritual leader of Islam. The two factions were the Shi'a who supported Ali and his descendants and the Sunni that follow all caliphates. contend with dissension in his own army while fighting the Umayyads; later he would be assassinated. 1. Why did the Islamic world become divided? 2. What is the difference between Shi'a and Sunni? The Umayyad Dynasty 661-750 The first Umayyad caliph, Mu'awiyya, also introduced a new method of selecting caliphs. The caliphate was a unique institution in that the caliph was elected by a small group of tribal leaders. Mu'awiyya convinced them to recognize his son, Yazid, as the next caliph. This would become the model of succession—the reigning caliph would name his successor and the notable would elect that named successor. So the Umayyad caliphate was essentially a hereditary dynasty. The Umayyads saw a great expansion of the Islamic empire and were responsible for building a highly efficient and lasting governmental structure. The Umayyad caliphs could be startlingly brilliant both militarily and politically. And there is no question, that Islamic material and artistic culture has its roots in the Umayyad dynasty and the courts of Umayyad power. The Umayyads most significant change in government was the adoption of Byzantine administrative and financial systems. Mu'awiyya had moved the administrative center of Islam from Medina to Damascus in Syria. During his tenure, Islam enjoyed twenty years of internal peace and solidified its control over Iraq and Iran. Mu'awiyya was an effective administrator and staffed administrative positions with the best administrators he could find. At the same time, however, the establishment of a court culture began a rise of Islamic culture in art, architecture, and writing. 1. What were some achievements of Mu'awiyya? 2. What were his changes to the system of succession? The Later Umayyads Al-Walid also began the first great building projects of Islam, the most famous of which is the mosque at Damascus. The long history of Islamic architecture really begins with al-Walid. This is also the period, however, in which Islamic court culture begins to develop. With the caliph as a patron, artists and writers begin to develop a new, partly secular culture based on Islamic ideas. With the Islamic world enjoying a measure of stability, al-Walid I began Islamic conquests and took the early Islamic empire to its farthest extents. He reconquered parts of Egypt and moved into Carthage and to the west of North Africa. Then, in 711, Muslim armies began to conquer Spain. By 716, the Visigoths of Spain had been defeated and Spain was under Muslim control. This would be the farthest extent of Islamic control of Europe—in 736, they were stopped in their expansion into Europe south of Tours, France. In the east, Islamic armies made it as far as the Indus River in 710—under al-Walid, the caliphal empire stretched from Spain to India. It was also al-Walid that coupled islamization with arabization. Conversion was not forced on conquered peoples; however, since non-believers had to pay an extra tax and were not technically citizens, many people did convert for religious and non-religious reasons. This created several problems, particularly since Islam was so closely connected with being Arab—being Arab, of course, was more than an ethnic identity, it was a tribal identity based on kinship and descent. As more and more Muslims were non-Arabs, the status of Arabs and their culture became threatened. In part to alleviate that threat, al-Walid instituted Arabic as the only official language of the empire. He decreed that all administration was to be done only in Arabic. It was this move that would cement the primacy of Arabic language and culture in the Islamic world. 1. How did al-Walid change the Umayyad Dynasty? 2. How did he treat people of other religions? The Fall of the Umayyads None of the remaining Marwani caliphs enjoyed long reigns except for Hisham, who ruled from 724744. During this period, the Muslims expanded out of Spain and into France until the Franks finally stopped their advance in 736. When Hisham died in 743, the empire collapsed into a series of rebellions mostly by disaffected non-Arabs and by the Kharjites. It was one such rebellious group, the 'Abbasids, which would finally overthrow the dynasty. The 'Abbasids were descendants of al-Abbas, the paternal uncle of Muhammad. Like the followers of 'Ali and the Kharjites, the 'Abbasids believed that the spirit of Islam had been betrayed by the secular-minded Umayyads—as relatives of Muhammad, their pietism had a concrete character to it. It was when the 'Abbasids allied themselves with the 'Alids that the death-knell of Umayyad power was sounded. With their combined forces, they defeated the last of the Marwani caliphs, Marwan II (744-750), who was later murdered. The leader of the 'Abbasids, Abu'l-'Abbas, went about systematically and ruthlessly killing as many Umayyads as he could find. 1. How was the Umayyad advance stopped? 2. How did the dynasty fall?	<urn:uuid:c99efa86-7189-4a78-856b-fcbc3cd39e70>	CC-MAIN-2019-22	http://nebula.wsimg.com/ed91c0bf57de1e5249c87dacd26e16d6?AccessKeyId=0CC21E505682B0CC6289&disposition=0&alloworigin=1	2019-05-27T05:17:08Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00402.warc.gz	142,878,433	1,503	eng_Latn	eng_Latn	0.999261	eng_Latn	0.999281	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3452, 6651 ]	[ 2.046875 ]	1	0
Spirit Gifts Memory Cards The following memory verse cards are to be used in conjunction with the Bible-4-Life Curriculum series, Spirit Gifts. Available for purchase at: http://www.sundayschoolnetwork.com/curriculum-Spirit-Gifts.html Copy onto colorful cardstock paper. Give a set of memory cards to each student or have them cut and assemble their own set. Staple together or punch holes in cards and use a keyring to bind them together. Serving Wisdom Miracles Mercy Encouragement Healing Faith Giving Evangelism TM Memory Verses Copyright 2000 / 2009 SundaySchoolNetwork.com Lesson Two: The Body of Christ "Now you are the body of Christ, and each one of you is a part of it." Lesson One: The Gift of Faith "For it is by grace you have been saved, through faith--and this not from yourselves, it is the gift of God..." Ephesians 2:8 Lesson Three: The Gift of Wisdom "If any of you lacks wisdom, he should ask God, who gives generously to all..." 1 Corinthians 12:27 James 1:5 Copyright 2000 / 2009 SundaySchoolNetwork.com Lesson Four: The Gift of Miraculous Powers "By his power God raised the Lord from the dead, and he will raise us also." 1 Corinthians 6:14. Lesson Six: The Gift of Giving "Whatever you do, whether in word or deed, do it all in the name of the Lord Jesus..." Colossians 3:17. Lesson Five: The Gift of Healing & Encouragement "Encourage one another daily..." Hebrews 3:13 Lesson Seven: The Gift of Mercy "Blessed are the merciful, for they will be shown mercy." Matthew 5:7 Spirit Gifts Memory Cards Lesson Eight: The Gift of Serving "Each one should use whatever gift he has received to serve others..." 1 Peter 4:10 Lesson Nine: The Gift of Evangelism "Go into all the world and preach the good news to all creation." Mark 16:5	<urn:uuid:6f31f2c2-6c99-408a-91ec-f60732b4fc24>	CC-MAIN-2019-22	https://www.sundayschoolnetwork.com/Spirit-Gifts-Memory-verses.pdf	2019-05-27T06:44:48Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00401.warc.gz	924,954,909	456	eng_Latn	eng_Latn	0.990511	eng_Latn	0.992613	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1036, 1517, 1779 ]	[ 1.7109375 ]	2	1
Maranacook Community Middle School Lunch and Activity Time All students at the middle school have 50 minutes for lunch and activity every day. Within this time, 25 minutes is dedicated for lunch and the other 25 minutes is for activity. Half of the student body eats lunch during the first half of this block ("Lunch A") while the other half is in activity, and vice versa for the second half of the period ("Lunch B"). Students may request which lunch period they want to eat, as well as their activity. Each lunch period is limited to 150 students, which is what the cafeteria holds. Students may also sign up to have a quiet lunch, in a teacher's classroom. Some of the activities available to students include: Indoor/Outdoor Social, Outdoor Active, Indoor Active, Tech Exploration, Bike Club, Quiet Study, Magic, Dungeon & Dragons and More, and Indoor Games Ensembles: Some clubs and ensembles also meet during this time as well, once a week. Students may either attend the club meeting, instead of activity, or they may bring their lunch to the club. Some of these clubs and ensembles include: Jazz Band, Chamber Singers Clubs: Civil Rights Team, GSA, Book Club, Geography Club, and Student Council	<urn:uuid:8ac6dabc-df85-45a5-9a39-70acbf636cd1>	CC-MAIN-2019-22	http://www.maranacook.org/mcms/wp-content/uploads/sites/9/2019/03/Lunch-and-Activity-Time.pdf	2019-05-27T05:39:22Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00403.warc.gz	306,977,692	268	eng_Latn	eng_Latn	0.996714	eng_Latn	0.996714	[ "eng_Latn" ]	false	docling	[ 1218 ]	[ 1.75 ]	1	0
Powerful new dataset reveals patterns of global ozone pollution 5 February 2018 That's one conclusion from a new health assessment based on the Tropospheric Ozone Assessment Report or TOAR, an effort by the International Global Atmospheric Chemistry Project to create the world's most comprehensive database of surface ozone observations from all available ozone monitoring stations around the globe. The paper was published today in the journal Elementa: Science of the Anthropocene. Average number of days per year (2010-2014 average) when ozone levels exceed the US health-based air quality standard of 70 parts per billion (ppb) averaged over eight hours,at non-urban and urban sites. People in parts of California, Arizona, Colorado, Texas, the Midwest and the Middle Atlantic experienced more than 15 days a year with ozone pollution readings higher than 70 ppb. Credit: TOAR/Elementa Although ozone pollution is dropping across many parts of the United States, western Europe and Japan, many people living in those countries still experience more than a dozen days every year in which levels of the lung irritant exceed healthbased standards. The international scientists who compiled and analyzed the global ozone pollution database hope it will give scientists and public health managers better insight on trends and patterns of human health exposure around the world. "TOAR is not just a report," said Owen Cooper, a CIRES scientist working at NOAA who chairs the TOAR Steering Committee and has been working to develop the assessment since 2014. "We created the largest database of surface ozone from hourly observations at more than 4,800 monitoring sites worldwide, and we're making these data freely available to anyone who wants to investigate the impact of ozone on human health, vegetation, and climate." Tropospheric or ground-level ozone is a greenhouse gas and air pollutant that, at high levels, is detrimental to human health and crop and ecosystem productivity. Ground-level ozone is a secondary pollutant, meaning that it is not emitted directly, but forms when sunlight triggers reactions between natural and human-caused chemical emissions, known as ozone precursor gases. Emissions from vehicles, power plants, industrial operations, and other human activities are a primary cause of surface ozone, which is one of six main pollutants regulated in the U.S. by the Clean Air Act. Scientists have understood that the precursor gases that form ozone have been declining in North America and Europe since the 1990s, but levels 1 / 3 have been increasing in Asia. However, limited and scattered ozone datasets left scientists unable to answer basic questions about the distribution and trends in ozone pollution in many parts of the world: In which regions of the world do people face the greatest ozone exposure? To what extent is ozone increasing in developing countries? Have air quality regulations reduced ozone levels in developed nations? To address those and other questions, the TOAR research team has produced the first-ever globalscale scientific assessment of tropospheric ozone, based on all available surface observations and the peer-reviewed literature. Trends in daily maximum ozone levels (known as 4MDA8) at urban and non-urban sites. The steepness of the arrows up or down illustrates the size of the trend, with blue being a decrease and red, an increase. Credit: University of Leicester Among the findings: Ozone levels across much of North America and Europe dropped significantly between 2000 and 2014. also experienced more than 15 days a year of ozone levels above 70 ppb. In some parts of Asia, Africa and South America, the researchers identified data gaps which prevented them from characterizing ozone pollution exposure patterns. However, overall, Southern Hemisphere sites tend to have lower ozone pollution levels, and fewer days above 70 ppb. "Despite some reductions in air pollutant emissions in Europe and North America, human health impacts from ozone are still a cause for concern across the world and are rising in parts of East Asia, with the potential for serious health effects on their populations," said Zo? Fleming, a researcher with the National Centre for Atmospheric Science at University of Leicester's Department of Chemistry. Fleming and Ruth Doherty of the University of Edinburgh were co-lead authors on the study, with co-authors from 12 international institutions. Future TOAR studies will provide a global assessment of the ozone levels experienced by vegetation, observed ozone levels that affect climate and a historical analysis that explores how ozone levels have changed around the world since the early 20th century. The TOAR database of surface ozone metrics is now publicly available and can be used by scientists and policymakers around the world to quantify the impacts of ozone on human health and vegetation. TOAR is a project of the International Global Atmospheric Chemistry project, with support from NOAA, Forschungszentrum Jülich and the World Meteorological Organization. More information: 'Tropospheric Ozone Assessment Report: Present-day ozone distribution and trends relevant to human health' Elementa: Science of the Anthropocene, DOI: doi.org/10.1525/elementa.273 People living in parts of southern Europe, South Korea and southern Japan and China Provided by University of Colorado at Boulder Even so, during 2010-2014 people in parts of California, Arizona, Colorado, Texas, the Midwest and the Middle Atlantic still experienced more than 15 days a year in which ozone levels exceeded the U.S. health-based air quality standard of 70 parts per billion (ppb) averaged over eight hours. 2 / 3 Powered by TCPDF (www.tcpdf.org) APA citation: Powerful new dataset reveals patterns of global ozone pollution (2018, February 5) retrieved 27 May 2019 from https://phys.org/news/2018-02-powerful-dataset-reveals-patterns-global.html This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. 3 / 3	<urn:uuid:743c5c47-8aaa-4a0b-be9f-f3e4b86c4a9b>	CC-MAIN-2019-22	https://phys.org/pdf437036401.pdf	2019-05-27T06:17:44Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00403.warc.gz	596,257,069	1,221	eng_Latn	eng_Latn	0.992714	eng_Latn	0.994887	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2564, 5717, 6186 ]	[ 1.8984375 ]	1	0
I-LEARN Information Literacy for Learners Delia Neuman, Ph.D. Professor and Director, School Library Media Program * A learning model that builds on the traditional information-literacy triad of access, evaluate, and use * It expands that triad to include steps related specifically to learning * Its importance is that it makes explicit the link between information literacy and learning Information Literacy and the I-LEARN Model Access Evaluate Use Locate Evaluate Apply Reflect kNow Identify Theoretical Background * Information science/studies – T. D. Wilson (1981) – Michael Buckland (1991) – Gary Marchionini (1995) * Instructional systems design – Robert Gagne (1965) – David Merrill (1983) – Robert Kozma (1991) – Anderson & Krathwohl (2001) * Basic assumption comes from combining those two sets of theories: – Information itself is the basic building block for learning * "Developing expertise in accessing, evaluating, and using information is the authentic learning modern education seeks to provide." More About the Theory * "Constructing Knowledge in the 21 st Century: I-LEARN and Using Information as a Learning Tool." School Library Media Research, 14 (2011). Online at the ALA/AASL website. * Learning in Information-Rich Environments: I-LEARN and the Construction of Knowledge in the 21 st Century (2011). Springer. Identify Activate A sense of curiosity Scan The environment Formulate A question or problem Locate Focus What is to be learned Find Candidate information needed for that learning Extract The most relevant and salient information for that learning Evaluate Authority Credibility of source and/or author; accuracy, completeness, internal logic Relevance Topic and/or task at hand, level of learning, depth required, appropriateness Timeliness Currency, physical accessibility Apply Generate Construct new understanding, personal meaning Organize Create appropriate cognitive structure (e.g., chronological, hierarchical) Communicate Create appropriate product to convey that structure Reflect Analyze Adequacy of process and product in both form and content Revise Finalize Polish as appropriate Improve as necessary kNow Internalize Integrate with previous knowledge Personalize Recognize meaning as personal construct Activate Draw upon as necessary and/or appropriate Validating the Model * Several attempts currently underway at elementary, secondary, and post-secondary venues * Waiting to hear about a proposal to expand the elementary-level validation * More than happy to speak with any of you about a validation effort in your own environment Tesekkur ederim!	<urn:uuid:ffed3aa3-f82d-42d2-bdb0-0cb0f15fee6a>	CC-MAIN-2018-47	http://ecil2013.ilconf.org/wp-content/uploads/2013/11/Neuman_ILEARNInformationLiteracy.pdf	2018-11-14T11:13:18Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00134.warc.gz	108,653,028	589	eng_Latn	eng_Latn	0.845746	eng_Latn	0.96031	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 116, 391, 500, 1021, 1346, 1440, 1597, 1826, 2038, 2172, 2328, 2611, 2629 ]	[ 2.15625 ]	1	6
a Sutta The Discourse on the Non-self Characteristic \| S 22.59 Mv 1.6.38-47 (V 1:13 f) Anatta Lakkha 2 Paca SuttaThe Discourse on the Five Theme: The 3 characteristics, the 5 aggregates, and non-self Translated by Piya Tan ©2010 1 Sutta highlights 1.1 SUTTA SEQUENCE. This is said to be the second discourse delivered by the Buddha to the 5 monks (the Buddha's first disciples) who were still learners (sekha), that is, any of the 7 kinds of saints 1 . At the end of the discourse, however, they became arhats. 2 It should be noted that the first three suttas— the Dhamma,cakka Pavattana Sutta (S 56.11), 3 the Anatta Lakkhaa Sutta (S 22.59) and the Āditta Pariyāya Sutta (S 35.28)—are not only closely related but flow coherently in that sequence. The first discourse is a statement of the Buddha's discovery of "suffering and its ending," and what is merely mentioned—"in short, the 5 aggregates of clinging 4 are suffering" [§5]—is elaborated in the second discourse, the Anatta Lakkhaa Sutta (S 22.59), where the 5 aggregates are given in detail. In the third discourse, the Āditta Pariyāya Sutta (S 35.28), 5 the focus shifts to the "all," that is, the 6 sensebases, a teaching specifically given in the Sabba Sutta (S 35.23). 6 1.2 SUTTA BACKGROUND. The Saṁyutta Commentary says that the Anatta Lakkhaṇa Sutta was delivered on the fifth day of the following fortnight after the teaching of the First Discourse (S 56.11), on the full-moon day of sāha (June-July). With the awakening of the 5 monks, the noble sangha is established and the Dispensation begins: Buddhism is born. The Sutta is also called the Pañca Sutta (the Discourse on the Five) for two reasons: it teaches about the 5 aggregates, and secondly, the audience comprises the 5 monks. The main teachings of the Anatta Lakkhaṇa Sutta (S 22.59) and of the Assaji Sutta (S 22.88) are practically identical, except that in the former the syntax is in the plural (to the 5 monks), while in the latter it is singular (to Assaji). 7 1.3 SUTTA SIGNIFICANCE 1.3.1 The first 5 monks 184.108.40.206 The Vinaya records the first awakening—the attaining of streamwinning—of each of the 5 monks (Koṇḍañña, Vappa, Bhaddiya, Mahā,nāma, and Assajī). Koṇḍañña is the first to attain streamwinning, 8 and upon his request is admitted by the Buddha by the "Come, bhikshu" (ehi,bhikkhu) formula. 9 Then, Vappa and Bhaddiya become streamwinners, while the other 3 monks go on almsround. 10 Finally, it is Mahā,nāma and Assajī who become streamwinners, while the other two monks go on almsround. 11 They are all admitted as renunciants with the same "Come, bhikshu" formula. 220.127.116.11 The Commentaries give us more details. It is well known that at the end of the exposition of the Dhamma,cakka Pavattana Sutta (S 56.11), Koṇḍañña awakens as a streamwinner. Then, the Buddha and the 5 monks enter into the rains-retreat that very day itself, a day famously known as Āsāḷha Pūjā. 12 1 That is, streamwinner-to-be, streamwinner-become, once-returner-to-be, once-returner-become, non-returner-tobe, non-returner-become, and arhat-to-be. See Aṭṭha Puggala S 2 (A 8.60), SD 15.10a(2). 3 See SD 1.1. 2 V 1:14; S 3:66; cf M 3:19. 4 Pac'upadāna-k,khandha, namely, form, feeling, perception, formations and consciousness (S 3:47 Vbh 1). 6 See SD 7.1. 5 See SD 1.3. 7 For the significance of this in terms of the origins of Anatta Lakkhaṇa S (S 22.59), see Assaji S (S 22.88) @ SD 42.8 (2.3). 9 Mv 1.6.32 (V 1:12,28); also in Dhanma,cakka Pavattana S (S 56.11,20), SD 1.1. 8 Mv 1.6.29 (V 1:11,32) & Mv 1.6.32 (V 1:12); also in Dhanma,cakka Pavattana S (S 56.11,20), SD 1.1. 10 Mv 1.6.33-34 (V 1:12,28-13,2). 12 On Āsāḷha Pūjā, see SD 1.1 (1.2). 11 Mv 1.6.35-37 (V 1:13,6-17). 18.104.22.168 The Commentaries, however, say that the remaining 4 monks, each attain streamwinning on a successive day after that: Vappa, on the following day, on the 1 st day of the waning fortnight; 13 Bhaddiya, on the 2 nd day; Mahānāma, on the 3 rd day, and Assaji, on the 4 th day (AA 1:147). All the 5 attained arhathood at the end of the teaching of the Anatta Lakkhaṇa Sutta (S 22.59), 14 on the 5 th day of the waning fortnight (J 1:82). 15 1.3.2 The oldest monk. The Anatta Lakkhaṇa Sutta closes with the 5 monks—Koaa, 16 Vappa, Bhaddiya, Mahānāma and Assaji—attaining arhathood [§11]. While it is true that Koṇḍañña is the first of the monks to attain streamwinning, all the 5 monks attain arhathood, the highest liberation, at the same time, that is, at the end of the exposition of the Anatta Lakkhaṇa Sutta. Technically speaking, then, we cannot say that Koṇḍañña is the "foremost" (agga) of those monks who have seniority (rattaññū), that is, those who have lived the most days (literally, "nights," ratta). If we speak of the noble sangha (ariya,saṅgha), the first arhats (after the Buddha) would be the group of 5 monks, who are of equal seniority, since they awaken as arhats at the same time. Hence, it is more likely that rattaññū here does not mean "seniority" in terms of ecclesiastical rank or number of rains that the monk has rightly observed. Rather it simply means "seniority" in the literal sense, that is, the oldest of the monks, which Koṇḍañña indeed is. 17 This interpretation also makes sense when we note that Mahā Pajāpatī Gotamī is declared as the foremost of the nuns in terms of seniority (A 1:25,18), that is, she is literally, the oldest of the nuns, and one who has awakened as an arhat. 18 2 Why there is no soul The Anatta Lakkhaṇa Sutta gives two arguments against the notion of an abiding self. The first [§311] is that we are merely the 5 aggregates, and none of these aggregates can come under our control (avasa,vattitā). If anything is to be regarded as our self, we should be able to willfully control it, but this is not the case. We only have the delusion that we are in control, or desire to be in control, but in reality, we are blindly led on by our latent tendencies. 19: The second argument against the self-notion [§12-16] is in connection with the three characteristics impermanence, unsatisfactoriness and non-self. Non-self is demonstrated on the basis of the other two characteristics, impermanence and suffering. A fuller analysis of this non-self doctrine is given in the Ca Saccaka Sutta (M 35,11-21). According to Buddhaghosa (MA 2:113 f), the Buddha proves the fact of non-self in three ways: (1) by showing that something is not eternal (anicca); (2) by showing that it is unsatisfactory (dukkha); (3) by showing both. In the Anatta Lakkhaṇa Sutta, the Buddha shows that the 5 aggregates of existence (pañca-k,khandha) — form, feeling, perception, mental formations, and consciousness—are dukkha; in the Cha,chakka Sutta (M 3:282) he shows that the eye, etc, are anicca (impermanent); in the Arahantā Sutta (S 3:82 f), he shows that the 5 aggregates are both: Bhikshus, visual form is impermanent: whatever is impermanent is unsatisfactory; whatever is unsatisfactory is non-self. Whatever is non-self is not mine, I am not that, that is not my self. (S 3:82 f; see Dh 277-79 = Tha 676-78, Pm 2:106 for simplified versions) — — — 13 In the forenoon, J 1:92. 15 On the admission of the 5 monks as renunciants, see SD 45.16 (1.1). 14 S 22.59/3:68 @ SD 1.2; V 1:13 f. 16 On Koṇḍañña, see Naḷaka,pāna S (M 68) @ SD 37.4 (1.2.2). 18 There is no clear internal evidence to support the tradition that Gotamī is the first nun, although her admission has the most interesting history, considering the social status: see SD 45.16 (1.2). 17 For further details on the 5 monks, see SD 1.1 (1). 19 For a discussion on the will (incl free will), see Atta,kār S (A 6.38), SD 10.10 Intro. The Discourse on the Non-self Characteristic S 22.59 V 1:13 f 1 [Thus have I heard.] At one time the Blessed One was staying in the Deer Park at Isi,patana near Benares. 2 [Mv 1.6.38] Then, the Blessed One addressed the company of 5 monks: "Bhikshus!" "Bhante!" the monks replied. The Blessed One said: Contra "eternal self": The 5 aggregates 20 3 (1) "Bhikshus, form 21 is non-self. 22 For, bhikshus, if form were self, this form would not bring about illness [affliction], and it would be possible to tell the form: 'Let my form be such. Let my form not be such.' 23 4 But, bhikshus, because form is non-self, form brings about illness [affliction], and it is not possible to say of form: 'Let my form be such. Let my form not be such.' [Mv 1.6.39] [67] 5 (2) Bhikshus, feeling 24 is non-self. For, bhikshus, if feeling were self, this feeling would not bring about illness [affliction], and it would be possible to tell the feeling: 'Let my feeling be such. Let my feeling not be such.' 6 But, bhikshus, because feeling is non-self, feeling brings about illness [affliction], and it is not possible to say of feeling: 'Let my feeling be such. Let my feeling not be such.' [Mv 1.6.40] 7 (3) Bhikshus, perception 25 is non-self. For, bhikshus, if perception were self, this perception would not bring about illness [affliction], and it would be possible to tell the perception: 'Let my perception be such. Let my perception not be such.' 8 But, bhikshus, because perception is non-self, perception brings about illness [affliction], and it is not possible to say of perception: 'Let my perception be such. Let my perception not be such.' 9 (4) Bhikshus, formations 26 are non-self. For, bhikshus, if formations were self, these formations would not bring about illness [affliction], and it would be possible to tell the formations: 'Let my formations be such. Let my formations not be such.' 10 But, bhikshus, because formations are non-self, formations lead to illness [affliction], and it is not possible to say of formations: 'Let my formations be such. Let my formations not be such.' 11 (5) Bhikshus, consciousness 27 is non-self. [Mv 1.6.41] For, bhikshus, if consciousness were self, this consciousness would not bring about illness [affliction], and it would be possible to tell the consciousness: 'Let my consciousness be such. Let my consciousness not be such.' But because consciousness is non-self, consciousness brings about illness [affliction], and it is not possible to say of consciousness: 'Let my consciousness be such. Let my consciousness not be such.' [Mv 1.6.42] 20 On the 5 aggregates, see SD 17. On the 4 self-views (attā'nudiṭthi) leading to our identifying with any of these aggregates, see SD 2.16 (15). 22 The usage of "non-self" as an adj here may sound a bit awkward to some. It helps as we read it to recall its definition as "bereft or any permanent entity." See Is there a soul?, SD 2.16 esp (1.2) on the tr "non-self." 21 See Rūpa, SD 17.2a. 23 This is the first argument against the self-notion, that is, the nature of the 5 aggregates are not subject to our control (avasa,vattitā), but they are all subject to illness [affliction], and as such cannot be our self. See Steve Collins, Selfless Persons, 1982:97-103 for the 3 arguments against the self or soul. 25 See Saññā, SD 17.4. 24 See Vedanā, SD 17.3. 26 See Saṅkhārā, SD 17.6. 27 See Viññāṇa, SD 17.8a. The aggregate characteristics formula 28 12 (1) Now, what do you think, bhikshus, is form permanent or impermanent?" "Impermanent, bhante." "Is what is impermanent unsatisfactory [painful] or satisfactory [pleasurable]?" 29 "Unsatisfactory, bhante." "Is what is impermanent, unsatisfactory and subject to change fit to be regarded thus: 30 'This is mine, this I am, this is my self.'?" "No, bhante." [Mv 1.6.42] 13 (2) "Now, what do you think, bhikshus, is feeling permanent or impermanent?" "Impermanent, bhante." "Is what is impermanent unsatisfactory or satisfactory?" "Unsatisfactory, bhante." "Is what is impermanent, unsatisfactory and subject to change fit to be regarded thus: 'This is mine, this I am, this is my self.'?" "No, bhante." 14 (3) "Now, what do you think, bhikshus, is perception permanent or impermanent?" "Impermanent, bhante." "Is what is impermanent unsatisfactory or satisfactory?" "Unsatisfactory, bhante." "Is what is impermanent, unsatisfactory and subject to change fit to be regarded thus: 'This is mine, this I am, this is my self.'?" "No, bhante." 15 (4) "Now, what do you think, bhikshus, are formations "Impermanent, bhante." "Is what is impermanent unsatisfactory or satisfactory?" "Unsatisfactory, bhante." "Is what is impermanent, unsatisfactory and subject to change fit to be regarded thus: 'This is mine, this I am, this is my self.'?" "No, bhante." 16 (5) "Now, what do you think, bhikshus, is consciousness permanent or impermanent?" "Impermanent, bhante." "Is what is impermanent unsatisfactory or satisfactory?" [68] "Unsatisfactory, bhante." "Is what is impermanent, unsatisfactory and subject to change fit to be regarded thus: 28 A shorter version of this and foll sections are given as Arahatā S 1 (S 22.76/3:82 f @ SD 26.7) = Arahatā S 2 (S 22.77/3:84, without verse). 30 Etam mama, eso'ham asmi, eso me attâti. These are "the 3 graspings" (ti,vidha gāha), ie, of view (dihi), of craving (tahā), of conceit (māna) (MA 2:111, 225). The notion "This is mine" arises through craving; the notion "This I am" arises through conceit; the notion "This is my self" arises through views. These 3 considerations represent respectively the 3 kinds of mental proliferation (papañca) of self-view (sakkāya dihi), of craving (tahā), and of conceit (māna) (Nm 280; Vbh 393; Nett 37 f). The opposite formula, n'etaṁ mama, n'eso 'ham asmi, na mso attā ti, is applied below to the 5 aggregates [§§17-21]. See Peter Harvey, The Selfless Mind, 1995:32 f. For detailed studies, see I: The nature of identity, SD 19.1; Me: The nature of conceit, SD 19.2a; Mine: The nature of craving, SD 19.3. 29 Dukkhaṁ vā sukhaṁ vā. Here, the alternative tr, "painful," reminds us that whatever brings us pain or discomfort (bodily or mentally) is not liked by us. When the pain is gone, we feel some pleassure. However, even the pleasurable is impermanent, and when it is gone, we feel pain. Hence, both the painful and the pleasant are "suffering" (dukkha). It is useful to understand this difference between pain and suffering. Simply put, pain is natural (we have a physical but conscious body, so we feel pain, whether tolerable or intolerable, which is a sign of irritability or sensitivity of our experiences); suffering is optional (we can train our minds not to be attached to what is pleasant or to reject what is unpleasant, and to regard even the neutral as being impermanent, changing, becoming otherwise. permanent or impermanent?" ``` 'This is mine, this I am, this is my self.'?" "No, bhante." [Mv 1.6.43] ``` The non-self totality formula 31 ``` 17 (1) "Therefore, bhikshus, any kind of form whatsoever, whether past, future or present, internal or external, gross or subtle, inferior or superior, far or near 32 — ``` all forms should be seen as they really are with right wisdom, thus: 'This is not mine, this I am not, this is not my self.' 33 [Mv 1.6.44] 18 (2) Therefore, bhikshus, any kind of feeling whatsoever—whether past, future or present, internal or external, gross or subtle, inferior or superior, far or near—all feelings should be seen as they really are with right wisdom, thus: 'This is not mine, this I am not, this is not my self.' 19 (3) Therefore, bhikshus, any kind of perception whatsoever—whether past, future or present, internal or external, gross or subtle, inferior or superior, far or near—all perceptions should be seen as they really are with right wisdom, thus: 'This is not mine, this I am not, this is not my self.' 20 (4) Therefore, bhikshus, any kind of formations whatsoever—whether past, future or present, internal or external, gross or subtle, inferior or superior, far or near—all formations should be seen as they really are with right wisdom, thus: 'This is not mine, this I am not, this is not my self.' 21 (5) Therefore, bhikshus, any kind of consciousness whatsoever—whether past, future or present, internal or external, gross or subtle, inferior or superior, far or near—all consciousness should be seen as they really are with right wisdom, thus: 'This is not mine, this I am not, this is not my self.' [Mv 1.6.45] 31 This whole section is mutatis mutandis at Cūḷa Saccaka S (M 35.24b/1:234 f) = SD 26.5. These are the characteristics of a learner (sekha). The arhat, on the other hand, not only has the right view of non-self, but has also abandoned all clinging, as the Buddha explains in the foll §22. The "specific non-self formula" is the line, "This is not mine, this I am not, this is not the self." The combined "aggregate characteristics formula" [§12-16] and the "nonself totality formula" [§17-21] is called the general non-self formula." 33 N'etaṁ mama, n'eso 'ham asmi, na mso attā ti. A brief version, "There can be no considering that (element) as 'I' or 'mine' or 'I am'" (ahan ti vā maman ti vā asm ti vā) is found in Mahā Hatthi,padpama S (M 28/1:184-191 §§6b-7, 11b-12, 16b-17, 21b-22). This is opp of "the 3 graspings" (ti,vidha gāha) formula: etam mama, eso'ham asmi, eso me attâ ti [§§12-16]. In Anatta Lakkhaa S (S 22.59,12-16/3:68), this formula is applied to the 5 aggregates & in Pārileyya S (S 22.81/3:94-99), SD 6.1, to the 4 primary elements. See also (Dhātu) Rāhula S (A 4.177/2:164 f). See Pārileyya S, SD 6.1 (5). See Peter Harvey, The Selfless Mind, 1995a:32 f. 32 Atītânagata,paccupannaṁ ajjhattaṁ vā bahiddhā vā oḷarikaṁ vā sukhumaṁ vā hīnaṁ vā panītaṁ vā yaṁ dūre santike vā. See (Dve) Khandha S (S 22.48/3:47) + SD 17.1a (3.2). This classification of the aggregates (by way of the totality formula) is expl in detail in the Vibhaga and briefly in the Visuddhimagga: "internal" (ajjhatta) = physical sense-organs; "external" (bahiddhā) = physical sense-objects; "gross"(oārika) = that which impinges (physical internal and external senses, with touch = earth, wind, fire); "subtle"(sukhuma) = that which does not impinge (mind, mind-objects, mind-consciousness, and water); "inferior" (hīna) = unpleasant and unacceptable sense-experiences [sense-world existence]; "superior" (paṇīta) = pleasant and acceptable sense-experiences [form & formless existences]; "far" (dūre) = subtle objects ("difficult to penetrate"); "near" (santike) = gross objects ("easy to penetrate") (Vbh 1-13; Vism 14.73/450 f; Abhs 6.7). "Whether or not the details of the Vibhaga exposition are accepted as valid for the nikāyas, it seems clear that this formula is intended to indicate how each khandha is to be seen as a class of states, manifold in nature and displaying a considerable variety and also a certain hierarchy" (Gethin 1986: 41). Revulsion 22 Seeing thus, bhikshus, the learned noble disciple is revulsed [disenchanted] 34 with form, is revulsed with feeling, is revulsed with perception, is revulsed with formations, is revulsed with consciousness. Liberation: The arhat's review knowledge 22.2 Through revulsion, he becomes dispassionate. Through dispassion, When it is freed, He understands: 'Destroyed is birth. The holy life has been lived. What needs to be done has been done. There is no more of this state of being.'" [Mv 1.6.46] Arhathood of the 5 monks 36 23 The Blessed One said this. The company of 5 monks joyfully approved of the Blessed One's word. [25 At that time, there were 6 arhats in the world.] 39 [Mv 1.6.47] 24 And while this discourse was being spoken, 37 the minds of the company of 5 monks were, through non-clinging, freed from the influxes. 38 — evaṁ — 34 On revulsion, see Nibbidā, SD 20.1. 36 Comy says that the elder Koṇḍañña attained streamwinning on the Āsāḷha full-moon day; on the 1 st day (after the full moon) Bhaddiya; on the 2 nd day Vappa; on the 3 rd day Mahānāma, and on the 5 th day Assaji. All the 5 attained arhathood at the end of the teaching of the Anatta Lakkhaṇa Sutta (Iti thero āsāḷhi,puṇṇamāyaṃ sotāpatti,phale patiṭṭhito, pāṭipada,divase bhaddiya-t,thero, dutiya,pakkha,divase vappa-t,thero, tatiya,pakkha,divase mahānāmat,thero, pakkhassa catutthiyaṃ assaji-t,thero sotāpatti,phale patiṭṭhito. Pañcamiyā pana pakkhassa anatta,lakkhaṇa,suttanta,desanā,pariyosāne sabbe pi arahatte patiṭṭhitā, AA 1:147). 35 Vimuttismiṁ vimuttam iti ñāṇaṁ hoti, or "When freed, there is the knowledge, it (the mind) is freed." Note that the self is not addressed here. 37 On the nature of listening as the basis for arhathood, see Assaji S (S 22.88) @ SD 42.8 (2.3.3). 39 This parenthesis is only in Mv 1.6.47 (V 1:14,36). 38 "Influxes," āsava. The term comes from ā-savati "flows towards" (ie either "into" or "out" towards the observer). It has been variously tr as taints ("deadly taints," RD), corruptions, intoxicants, biases, depravity, misery, evil (influence), or simply left untr. The Abhidhamma lists 4 āsava: the influx of (1) sense-desire (kām' āsava), (2) (desire for eternal) existence (bhav'āsava), (3) views (dih'āsava), (4) ignorance (avijjâsava) (D 16.2.4, Pm 1.442, 561, Dhs §§1096-1100, Vbh §937). These 4 are also known as "floods" (ogha) and "yokes" (yoga). The list of 3 influxes (omitting the influx of views) is prob older and is found more frequently in the Suttas: Sagīti S (D 33,1.10(20)/3:216); Sammā,dihi S (M 9.70/1:55), SD 11.14; sava S (S 38.8/4:256); (Te,vijja) Jāussoṇi S (A 3.59.4/1:167); Nibbedhika Pariyāya S (A 6.63/3:410), SD 6.11. The destruction of these influxes is equivalent to arhathood. See BDict under āsava. his mind is freed. there arises the knowledge: 'Freed!' 35 Adam, Martin T 2010 "No self, no free will, no problem—Implications of the Anattalakkhaṇa Sutta for a perennial philosophy issue.” Journal of the International Association of Buddhist Studies33,1-2 2010:239-266. https://journals.ub.uni- heidelberg.de/index.php/jiabs/article/viewFile/9280/3141. Federman, Asaf 2010 "What kind of free will did the Buddha teach?" Philosophy East & West 60,1 Jan 2010:119. http://wrap.warwick.ac.uk/3142/. Gethin, Rupert 1986 Norman, K R 1981 "The five khandhas: Their treatment in the Nikāyas and early Abhidhamma." Dordrecht, Journal of Indian Philosophy 14 1986:35-53. "A note on attā in the Alagaddūpama Sutta." In Dalsukh Malvania, Nagin J Shah (edd), Studies in Indian Philosophy: a memorial in honour of Pandit Sukhlalji Sanghvi. Ahmedabad: LD Institute of Indology, 1981:19-29. http://ahandfulofleaves.files.wordpress.com/2011/11/a-note-on-atta-in-thealadaddupama-sutta_norman_ld_1981.pdf. Wynne, Alexander 2009a "Early evidence for the 'no self' doctrine? A note on the second anātman teaching of the Second Sermon." Thai International Journal for Buddhist Studies 1 2009:64-84. 2009b "Miraculous transformation and personal identity: A note on the first anātman teaching of the Second Sermon." Thai International Journal of Buddhist Studies 1 2009:85-113. 120803 130306 141016 151006 161109 Bibliography	<urn:uuid:070e46f2-b244-4d65-9dbb-ab2ee8bf73ae>	CC-MAIN-2019-22	http://www.themindingcentre.org/dharmafarer/wp-content/uploads/2009/12/1.2-Anatta-Lakkhana-S-s22.59-piya.pdf	2019-05-27T06:17:46Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00403.warc.gz	354,394,432	7,267	eng_Latn	eng_Latn	0.9398	eng_Latn	0.980856	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3731, 7692, 11116, 14614, 18708, 21556, 22922 ]	[ 1.3828125, 0.8671875 ]	2	2
Speak the Language: Financial Assistance When it comes to money, you don't need any misunderstandings. To help you navigate the waters of paying for college, here is a list of commonly used terms and what they mean. Award Letter: Official notification of the type and amount of financial aid a college is offering you. Demonstrated Need: The difference between what your family can contribute toward college expenses and the actual cost of attending college. Expected Family Contribution (EFC): How much money you and your family are expected to contribute toward college expenses. EFC is based on your FAFSA application and a calculation by the federal government. Free Application for Federal Student Aid (FAFSA): The federal application every student must submit in order to be eligible for federal financial aid. For more information and to complete the FAFSA visit fafsa.ed.gov. Grants: Money for college that does not have to be repaid. Most grants are need-based and are awarded by the state or federal government. Institutional Aid (or Campus-Based Aid): Financial assistance given by a college, typically either needbased or merit-based aid. Loans: Money given to a student that must be paid back. There are several types of loans, including lowto zero-interest student loans given out by the federal government, like the Perkins and Stafford loans. These are the best options, since you don't have to pay back the money until you graduate. Private loans, offered through banks and credit unions, typically have higher interest rates. Merit Aid: Financial aid awarded to you from a college based on your individual achievements and talents. For a full listing of what's available, visit MeritAid.com. Need-Based Aid: Financial aid given based on the ability of you and your family to pay for college. Scholarship: Money for college that does not have to be paid back. Usually awarded based on specific criteria, such as your academic performance, extracurricular activities, college major, ethnic heritage or religious affiliation. Scholarships may be awarded by colleges, private groups or states. Student Aid Report (SAR): After you file the Free Application for Federal Student Aid (FAFSA), you will receive a SAR stating your EFC (expected family contribution) and eligibility for financial aid. This report is also sent to the colleges you indicate on the FAFSA. Student Loan: Financial aid that must be repaid. Student loan programs are available through the federal government and private lenders. Work-Study: Financial aid given in exchange for work (typically at a job on campus). To qualify for the Federal Work Study (FWS) program, you must complete the FAFSA. College Greenlight Fit Fact: There is more than $11 billion in merit scholarships available to students. Many of these apply. scholarships are renewable each year. Go to MeritAid.com today, and find out which scholarships fit you before you	<urn:uuid:32354a21-f875-4bdd-b7c4-3c8a03e0cfd9>	CC-MAIN-2019-22	https://www.collegegreenlight.com/media/greenlight/fitkit/financialAssistance.pdf	2019-05-27T05:27:04Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00403.warc.gz	750,463,708	595	eng_Latn	eng_Latn	0.997874	eng_Latn	0.997874	[ "eng_Latn" ]	false	docling	[ 2940 ]	[ 1.8203125 ]	3	5
TogetheriCan 10 October TEMPTING OUR TASTE BUDS Temptation – The Three Bite Rule Getting beyond the Taste Bud Dilemma Many times as we walk down the path of life we come to places where we've had some minor gain, a task accomplished, or a goal met. There is something within each individual (I call it the EGO) that says, demands that we receive a reward for that accomplishment. Instead of finding something new that will bring us satisfaction or pleasure, we often times reward ourselves with the exact thing that we were avoiding to improve our health in the first place. (a Cigarette, some Alcohol, or poor Food Choices.) Our eyes draw us towards those things that we recognize and know. Add to that a pleasant smell and our mouths will start watering. The minute we taste something that is salty, sweet or filled with fat, our taste buds take over and tell us we are doing the right thing. We end up consuming more than we should or really need. One of the ways to counteract the "Taste Bud" response is the "Three Bite Rule." Research has shown that most cravings are satisfied within the first three bites. The proper approach is to take the first bite – Stop – Challenge ourselves with the question, did that bite provide the satisfaction I needed. Choose to stop or continue. If it didn't then take the second bite. Repeat the process: Stop – Challenge ourselves and then Choose the next course of action. Normally, anything over the third bite becomes greed, gluttony, or sabotaging ourselves because of an old belief or habit. Free health coaching Together (with a health coach) I can Call 619-722-0264 Michael McCright Free Health Coaching – provided by the "Together i Can Group" Togetherican.com September 13, 2017	<urn:uuid:83664f14-184e-49c8-8808-7c84b1d16f72>	CC-MAIN-2019-22	https://www.togetherican.com/pdf/events-171010-tempting-our-taste-buds.pdf	2019-05-27T05:11:10Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00402.warc.gz	966,817,072	382	eng_Latn	eng_Latn	0.998442	eng_Latn	0.998442	[ "eng_Latn" ]	false	docling	[ 1746 ]	[ 2.015625 ]	1	3
IST 256 Applications Programming for Information Systems Assignment 2 THE BIKE RENTAL COMPANY Due Tuesday, March 22, 2011 (first Tuesday after Spring Break) at the beginning of class We are going to make user interface forms for an on-line store that allows customers to pick out bikes to rent. The form will have three parts. The first part will ask the user to input their name and the number of days that they will rent bikes. The second part will allow them to select one or more bike models and to select additional options for each bike. They can add as many bikes as they need by repeating this part of the form. The third part of the form will be a check-out where they can see how many bikes they have rented and the total cost. ln the first part of the form, the user types their name and the number of days that they wish to rent bikes. There should be a button here for the user to start the bike rentals, and if the user omits either of the two pieces of input information, a message box should give an alert and ask them to fill these in. In the second part of the form, the user can specify a bike: * Select between models: Road Bike or City Bike * Select a size for the frame: Small, Medium, and Large. Each combination of model and size has a rental price per day: $25.00 $26.00 $27.00 $20.00 $21.00 $22.00 Accessories can also be selected that add to the cost per day: Helmet add $5 Reflective vest add $5 Child seat add $10 In addition to the daily price, the bike shop offers the weekly discount, which is that if the number of days is seven or more, the total rental of the bike with accessories is reduced by 10%. After specifying all these options, the user can give the number of bikes that they want to rent of this specification and have a button where they can add this to their shopping cart. Note that the user can then go on to rent more bikes, adding to the information in the shopping cart. The third part of the form is the checkout for all the items that have been added to the shopping cart in the first part of the form. In this part of the form, the user may type in a discount coupon code, if they have one for a group rental. The allowable coupon code is "Group5OFF". If the user types in this string and if they have rented 4 or more bikes, then they will get $5 off their rental price for each day of the rental. The form will then have a button for checkout and will display * the user name. * the number of days renting bikes * the number of bikes rented * the amount of the rental before the coupon discount * the amount of the coupon discount, if applied * the total amount of the rental Finally, there should be another button where the user can clear the shopping cart and start over. Computation for the form: This application will require class level variables to keep information in the shopping cart. In these variables, you should keep all the information that is needed in more than one button. In particular, note that you must save the all the information that must be displayed on the checkout form. There is also a programming requirement for this assignment. This is that you are required to write and use a method to compute the price of bike rentals in the second part of the form, including the weekly discount. Other requirements: In the checkout, all monetary amounts should be formatted as currency. To finish this assignment * Design the layout of the form and make it. Give meaningful names to the components. * Write the programs o Write comments on the top of each program, including your name and what the program is for o Write (simple) comments before each button actionPerformed method with the description of what it does o Write the code, including the method; design variables as appropriate; and add any additional comments that will make the code clear to read For this assignment, you will be graded on: Whether the programs runs and computes correctly Checking for missing input from the first two textboxes Use of radiobuttons or checkboxes Format, clarity and appearance of user interface Currency Formatting Design of variables and variable names Design and use of methods Documentation Clarity and overall design of programs How to Submit your Homework: In your project directory, create a zip file of the sub-directory that has your homework project in it and submit it to the assignment 2 dropbox on the iLMS system.	<urn:uuid:aa9f26fd-f5f2-492c-b68d-049b770d243a>	CC-MAIN-2018-47	http://classes.ischool.syr.edu/ist256/ist256Spring2011/assign2.spring11.pdf	2018-11-14T12:13:08Z	crawl-data/CC-MAIN-2018-47/segments/1542039741979.10/warc/CC-MAIN-20181114104603-20181114130603-00134.warc.gz	72,685,648	969	eng_Latn	eng_Latn	0.99886	eng_Latn	0.999093	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2383, 4457 ]	[ 1.734375 ]	1	1
About our Society The Vancouver Island Heather Society links heather enthusiasts on Vancouver Island and provides opportunities for them to meet and share experiences with other heather gardeners, and to learn more about heathers and their companion plants. We meet monthly for study sessions or garden visits. How to join the Society Membership dues, $10/year (cheques payable to Vancouver Island Heather Society), can be mailed to Doreen Wheeldon, VIHS Treasurer, PO Box 82, Duncan, BC, Canada V9L 3X1. For additional information contact Membership chair, Willie McDermot-Bruce at 743-5312, <firstname.lastname@example.org>. Society Information President Marj Fowler can be contacted by phoning 748-0595 or by e-mail at <mfowler@island. net>. The Society publishes HeatherDrift twice yearly. Contact editor Joyce Prothero, <email@example.com> or phone 537-9215. Finally, www. bcheathersociety.org, our Society's website, is an excellent source of local and worldwide heather information; webmaster Bryan Taylor can be reached at <firstname.lastname@example.org> or by phone at 658-0446. Heather Sale Saturday March 25 Mill Bay Masonic Lodge (details on page 4) 2/2006 HeatherDrift news and information from the Vancouver Island Heather Society, Chapter of the North American Heather Society Issue #13 Winter – Spring 2006 Tips on Growing Heather * Year-round colour achievable by selecting a variety of heather cultivars Heathers offer many advantages to the home gardener * Ground cover qualities * Relatively free from pests and disease * Evergreen, hardy, little maintenance, withstand salt spray * Variable heights, habit, and foliage colour Requirements for growing heathers * A pH of 5.5-6.5 is ideal. * All heathers prefer lime-free, well-drained and well-cultivated soil. * Amend soil with peat moss, leaf mould, sawdust and garden compost — anything organic to attain a light, workable soil. Incorporate amendments at the time of site preparation. Avoid putting manure in the planting hole (it will burn the roots). * Soil preparation should include thorough removal of all perennial weeds as they are extremely difficult to eradicate upon completion of planting or when heathers have become established. * Heavy clay soils must be amended by improving the drainage with the addition of organic material or perlite. Heathers cannot tolerate wet feet so drainage is important. * Plant with lower foliage resting on the ground. * They are light feeders, and don't need much fertilizer. Use 6-8-6, rhodo food, or osmocote 14-14-14 or a liquid fertilizer. * If spring planting is carried out, ensure that plants are kept moist during the first growing season; this is essential to establish the plants. Containers * For a stunning seasonal effect, try planting white and purple varieties of Calluna vulgaris bud bloomers together. * Heathers can last for several seasons in containers. * Winter-flowering varieties are best for pots. * Try 3x4" heathers, 3x4" mini shrubs, 2x4" violas in a low clay pot. * Stone troughs make great containers; use plants such as dwarf heathers, sedums, lewisia. * Plant some with tall purple kale, variegated vinca or mums. * Plant spring-blooming types with combinations of plants such as dwarf bulbs, crocus, dwarf narcissus, and iris reticulata. Problems * Fungal problems are rare. Pythium is a fungal disease in which one branch at a time turns reddish-brown and dies. Pathogens require high soil temperatures and moist conditions, so usually only container-grown heathers are affected. Drainage is probably the culprit and needs to be corrected. No chemical treatment is available. * To stop plants from developing an open centre, prune regularly when young. Do not prune back to woody stems as plant will not resprout. * The most common cause of death in new plantings and containers is drying out. Heathers are shallow-rooted and need even moisture, including summer irrigation. The preceding information was excerpted from notes provided by David Wilson at his October 22, 2005 workshop organized by Dinter's Nursery. NOTE: On February 25, 2006, Dinter's will offer another heather workshop, this time presented by members of the Vancouver Island Heather Society (see page 4). 2 President's Report for 2005 First, thank you for this past year for looking after things while I was recovering from surgery, especially those who pruned my heathers. * a display at the Peninsula Garden Club's Golden Anniversary Garden Show in Sidney Perhaps the most exciting project we are undertaking is to make local arrangements for the 2008 International Heather Conference to be held at Harbour Towers Hotel in Victoria the first weekend in August 2008. (The North American Heather Society is the overall coordinator for the event.) This means that all of us will need to be busy on various committees and activities for the next two and a half years. So 2005 has been a 'quiet before the storm.' Programs in 2005 have included: * Parlour Shows to judge heather spikes; * a study of Calluna cultivars, * and a discussion of how each of us looks after our plants, cultivation and pruning. * A power-point program prepared by Bryan Taylor plants for use as a display at the 2008 conference. Our outings included visits to: * Fraser's Thimble Farm and the gardens of Susan Evans, Elna Gravell and Joyce Prothero and on Salt Spring Island (in April) * Dan Cooke Memorial Garden and Murray's Rhododendron Garden at Cobble Hill and Elaine Scott's garden at Mill Bay (May) * the Horticultural Centre of the Pacific (June) Bryan Taylor also reported on the condition of the heather bed at the HCP. And, in looking through past minutes I saw that more than a year ago Bryan asked us to record our favourite heathers in our gardens. I wonder how many have done this. Early in 2006, let's try to make a list of VIHS's forty or fifty favourite heather cultivars. Other Chapter events were: * two very successful heather sales * an information table at David Wilson's workshop at Dinter's Nursery in October * A slide presentation and discussion last winter at the Quadra Island Garden Club by Elaine Scott and Joyce Prothero. * Preparation of display material for use at the Sidney show, and David Wilson's workshop, and future displays. Photos of your heather garden would be welcome for the display album. Again, thank you to all who assisted by acting on committees, helping with sales, the Board, attending meetings and events, buying heathers, planting heathers, learning about heathers—in fact, all of you. And a special thanks from all of us to Ina McDowell for the wonderful goodies at meetings and sales, * an info table at the Nanaimo Garden Show in March and, on the same day, assisting with heather sale at HCP Respectfully submitted, * a challenge to prepare a planter with various heathers and companion Marjorie Fowler (This report has been slightly condensed. Ed.) THE ELLEN NORRIS MEMORIAL FUND COMMITTEE The Committee would like to thank everyone for their generous donations to date. All funds will be used to continue Ellen's work with heather. In 2004, the Committee was in charge of and prepared the invitations, programs and signage for the dedication ceremony of the Ellen Norris Heather Garden at HCP. The Committee also provided the Cowichan Lodge with 23 heather plants for one of their spring flower beds. The donated cultivars included: Erica carnea 'King George' and 'Foxhollow' and E. x darleyensis 'Ghost Hills', 'Jack Brummage', George Rendall', 'Furzey', and 'Silberschmelze'. In 2005, the Committee updated VIHS's display materials for use at garden & flower shows by providing plastic table skirts with clips, table covers, a tartan table runner, plastic sign and picture holders, and a free-standing display unit. It also provided Joyce Prothero with materials for making transparencies. On an on-going basis, The Committee also enlarges the photos of members' heather gardens to create photo albums to be used, as needed, with display units. Any pictures of heathers, heather gardens, heather beds, and so on, that members are willing to donate for the displays will be gratefully accepted. Members are encouraged to submit ideas for support by The Fund. Further donations may be sent to "ELLEN NORRIS MEMORIAL FUND," P.O. BOX 82, DUNCAN BC, V9L 3X1. Report by Willie McDermot-Bruce The Cobble Hill garden is 2½ years old. Lots of bloom & looking good!! Drop by! If travelling on the Trans Canada between Duncan and Mill Bay, TAKE A DETOUR and visit the DAN COOKE MEMORIAL HEATHER GARDEN, Cobble Hill at the Farmers Institute (corner of Fisher Road and Watson Avenue) Heather Drift Winter-Spring, 2006 NAHS Annual Conference August 18-20, 2006 Salem, Oregon Plan to participate in an unique opportunity to meet the heather enthusiasts from the eastern and western coasts of North America and from Europe. Hosted by the Oregon Heather Society, the 29th annual North American Heather Conference will feature knowledgeable speakers, visits to gardens and nurseries in the northern Willamette Valley plus a heather show and plant sale. Kurt Kramer, the noted hybridizer of many heather cultivars (including 'Kramer's Rote', 'Rotes Juwel', 'Isabel', and the bud-blooming Garden Girls®) will be a keynote speaker and conference participant. Also available is a four-day pre-conference bus tour of gardens, nurseries, and scenic highlights of the central Oregon coast and southern Willamette Valley. For more information, visit the www.northamericanheathersoc.org, contact the Conference Coordinator Ella May Wulff through the NAHS website or at 541-929-6272. Information is also available from Joyce Prothero at 250-537-9215 or email@example.com. Heathers DVD now available Heathers, a multi-media DVD developed by VIHS member Bryan Taylor , is a learning tool that can be used by the individual at his or her computer, by small groups clustered around a TV or DVD-player. The DVD addresses all aspects of heather selection, growing, pruning, and propagation. Bryan's Library Holdings As a service to members, VIHS maintains a lending library. Our librarians bring selections of these books and journals to the Society's monthly meetings, and accept requests from members wishing to borrow specific publications. For more information, contact Sheila Yaremko (743-6570) or Louise Yaremchuk (743-1105). GUIDE TO THE NAMING OF PLANTS. David McClintock, 1980. HANDY GUIDE TO HEATHERS. David & Anne Small, 2001. Updated third edition. (Now out-of-print; Fourth Edition expected in 2006 — see note on page 4.) HANDY GUIDE TO HEATHERS. David & Anne Small, 1998. Updated second edition HANDY GUIDE TO HEATHERS. David & Anne Small, 1992. Small paperback. HARDY HEATHER SPECIES. Dorothy Metheny, 1991. HARDY HEATHS. A.T.Johnson, 1955. * HEATHERS: A GUIDE TO DESIGNING A HEATHER GARDEN. David & Betty Lambie. HEATHERS: ILLUSTRATED GUIDE TO VARIETIES. Andrew Mikolajski, 1997. HEATHERS AND CONIFERS. Sue Phillips & Neil Sutherland, 1998. HEATHERS AND HEATHS. Alan Toogood, 1989. HEATHS AND HEATHERS. F.P. Knight, 1972. HEATHS & HEATHERS: CALLUNA, DABOECIA & ERICA. Terry L. Underhill, 1971. LEGENDS IN THE GARDEN. Linda Copeland & Allan Armitage, 2001. THE WOODLAND GARDEN. Roy Forster & Alex Downie, 1999. * THE WORLD OF HEATHERS BOOKLET SERIES #1: EVERYONE CAN GROW HEATHERS. Daphne Everett, 2000. * THE WORLD OF HEATHERS BOOKLET SERIES #2: RECOMMENDED HEATHERS. David Small, Ron Cleevely, 1999. WILD PLANTS OF SOUTH-WESTERN IRELAND: Kerry, West Cork and Limerick. Charles Nelson, 2001. WILD PLANTS OF CONNEMARA and WEST MAYO.Charles Nelson, 2001. WILDFLOWERS OF THE FAIREST CAPE. P. Goldblatt & J. Manning, 2000. * These publications also are available for purchase from our heather society – details on page 4. scholarly discussion of heather has been divided into five beautifullyillustrated chapters—Starting Out, Calluna, Daboecia, Erica, and Planting and Growing.—which can be viewed in any order. During February and March, the DVD will be available at VIHS functions in exchange for a $10 donation to VIHS. For further information, contact Bryan Taylor at 658-0446 or <firstname.lastname@example.org>. VIHS Activities scheduled for 2006 Workshop, Sat. February 25, 10-noon. Dinter's Nursery. (see p.4) Outing, Wed. March 1. Visit to Russell Farm Nursery (just north of Duncan, meet at 2pm) and Sandpiper Garden Centre in Chemainus (formerly Mill Bay Garden Centre); also Extraordinary General Meeting to adopt 2006 budget Display table, Fri-Sun, March 10-12. Nanaimo Flower & Garden Show Heather Sale, Sat. March 25, 10 – noon, MB Masonic Hall (see p.4) Outing, Wed, April 5. Visit to Norman Todd's Nursery, Saanich Heather Drift Winter-Spring, 2006 Outing, Tues, May 2. Visit to Fraser's Thimble Farm and private gardens, Salt Spring Island Outing, Wed. June 7, Visit to the Tom Thumb Nursery and a native plant nursery in Nanaimo, then a picnic lunch at Elizabeth's. Study session and Tubie Test. September 6, 2-4 pm, MBMH Heather Sale. Sept 30, 10 – noon, MBMH Monthly program (details TBA). Wed. October 4, MBMH Monthly program, AGM. Wed. November 1, 2-4 pm, MBMH Holiday Lunch. Wed. Dec. 6, 11:30 am, Silver Bridge Inn, Duncan 3 (unless sold out sooner) Heather Sale Saturday March 25 10am to noon Mill Bay Masonic Hall, 2742 Lashburn Street, Mill Bay (just north of Mill Bay Shopping Centre—travel directions below) Hundreds of heathers for selection The selection of heathers available will include a large number of "unusual" cultivars not generally available on the retail market. We will also have a variety of heathers in full bloom or with colourful foliage. Come early for best choice—plants often sell out before the advertised closing time. Society members will be available to offer advice on plant selections and to respond to individual questions. Starter Kits to be available The Starter Kits, complete with complimentary planting diagrams, were first introduced at the Spring Sale in 2003. For each sale, the kits are newly-designed and contain different heather combinations. Newcomers to heather gardening can use these kits to incorporate this versatile and colourful shrub in their gardens so they they will be a source of year-round pleasure. Travel Directions to Mill Bay Masonic Hall When travelling north on the Trans-Canada Highway (TCH), first turn right at the lights for the Mill Bay Shopping Centre turn-off, turn left at the stop sign and the hall is on your left just beyond the Mill Bay Food Bank. When travelling south on the TCH, turn left at the lights for the Mill Bay Shopping Centre, follow the above instructions. For more infomation Elaine 743-0965, Doreen 743-1716, Marj 748-0595 www.bcheathersociety.org Visit the website for information on the activities of the Vancouver Island Heather Society. Books on Heather The following books published by The (British) Heather Society will be available both at the Feb. 25 workshop and the March 25 Heather Sale. More information: Joan Taylor, 658-0446, <email@example.com>. Handy Guide to Heathers. David and Anne Small, 2001. Updated third edition lists more than 1100 currently-available species in cultivar order. Also included are distribution maps, colour chart, 41 colour photos of cultivars. 168 pages. Everyone can grow Heathers. Daphne Everett, 2000. This 20-page publication, Booklet #1 in THS' Booklet Series, provides an intro to heather gardening. Topics range from choosing plants, to planting, and aftercare. Numerous colour photos. $10 (Chapter members, $8) Recommended Heathers. David Small and Ron Cleevely, 1999. Booklet #2 in THS' booklet series lists 100 heathers recommended by THS members. It incudes full descriptions for these heathers plus 28 colour photos. To help in plant selection, groupings by foliage and flower characteristics are included. $10 (Chapter members, $8) ALSO AVAILABLE – Heather Notecards. Les Harper, has been a life-long artist. He worked as a free lance artist, for newspapers, ad agencies, as a book illustrator and fashion designer, and with the provincial Queen's Printer for 28 years. His notecard design has been generously donated for our fundraising efforts. $5 per packet of four notecards, with envelopes. Heather Workshop Dinter's Nursery (5 km south of Duncan on the Trans-Canada) Heather: Care, Pruning, and Propagation Saturday February 25, 10 am–noon Following the success of last October's workshop by David Wilson (see page 1), Dinter's Nursery invited VIHS to participate in its 2006 program of Seminars for Gardeners. This free workshop by VIHS members will help you "to learn all about growing heathers" through demonstrations, discussions and Q&A sessions. Topics to be addressed include the many aspects of heather culture such as selection, planting, fertilization, pruning and propagation. There will be hands-on demonstrations of pruning techniques and propagation strategies. Also available: a display of various materials available through VIHS (including Heathers, Byran Taylor's newly-developed multimedia DVD on all things heather); and information on the characteristics of various heather cultivars, those for sale at Dinter's as well as the "unusual" cultivars expected for VIHS's Heather Sale on March 25. For further information on workshop content, contact VIHS member Michael Kreiger at 391-6225 or <firstname.lastname@example.org>.	<urn:uuid:f7cf909e-b294-48a5-b7e2-47cce148f811>	CC-MAIN-2019-22	https://www.bcheathersociety.org/app/download/4184444/HDrift%2423132006.pdf	2019-05-27T05:15:03Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00402.warc.gz	698,256,878	4,200	eng_Latn	eng_Latn	0.988419	eng_Latn	0.993254	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4236, 8707, 13275, 17480 ]	[ 1.4375 ]	2	3
New Dorp High School AP Global Aim: Why did Rome really fall? I. Politically b) Invasions, civil war and plague a) 235-284 CE there were 22 different emperors c) Loss of many soldiers d) The Germanic soldiers II. Economically b) High taxes a) Trade declined c) Economy collapses e) Labor shortage d) Coinage devalued f) Inflation III. Socially b) Christians differ from some Roman values a) Town life declined, religiously divided c) People are lazy and unpatriotic d) Learning declined IV. Revival 1. New government a) Diocletian: 284-305 2. New army b) Constantine 306 –337 3. Divided empire into 4 sections 1. Moves the capital from Rome to Constantinople 2. This is called the New Rome V. Fall of Rome b) Western part of empire was weak a) Emperor's stifled Rome's vitality c) 375: Emperor Valen allows Germanic tribes e) 410: Rome is sacked d) 401: Italy is invaded f) Barbarians invade from all over b. Franks attack Gaul a. Anglo-Saxons attack Britain c. Vandals attack Spain and North Africa e. Most known of all invaders Attila the Hun (405-453) d. Visigoths and Huns attack Italy and Greece g) 476 Romulus Augustus declares the fall of Rome This work is the intellectual property of MrHubbshistory.com. Content copyright 2015-16. MrHubbsHistory. All rights reserved.	<urn:uuid:4690f473-ddb6-477a-9dc7-e36e0016fa8c>	CC-MAIN-2019-22	http://nebula.wsimg.com/d56d27c4594efced3d8812badca8be08?AccessKeyId=0CC21E505682B0CC6289&disposition=0&alloworigin=1	2019-05-27T06:03:29Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00403.warc.gz	138,675,872	373	eng_Latn	eng_Latn	0.978069	eng_Latn	0.978069	[ "eng_Latn" ]	false	docling	[ 1289 ]	[ 2.625 ]	1	0
TogetheriCan 5 September MOTION – A HABIT OF HEALTH - NEAT (PART 1) Newton's first Law of Motion – an object at rest tends to stay at rest and an object in motion tends to stay in motion. When we stop moving, we start dying. A healthy Body requires / demands activity in one's daily life. Most often when someone mentions motion or activity, individuals think of Exercise. However, when it comes right down to it, on a scale of 1 to 10, exercise is at the upper end of movement. Motion or movement as defined by Dr. Andersen in his book, Habits of Health, and starts with the six S's. Start doing one through six and work your way towards ten. 1. Stance - it takes more energy to sit up straight up than slouch. 2. Standing - it takes more energy to stand than sit down or lay down. 3. Strolling - uses the large leg muscles, expends energy utilization. 4. Stairs - take more energy because it utilizes the large leg muscles. 5. Samba - Music automatically encourages movement. 6. Switch - from letting machines do the work, to doing things by hand. All of the above fall into a category called: "NEAT" — (None Exercise Activity Thermogenesis) For some extra burning power, I highly recommend my DVD, Holistic Specifics — Moving Release Techniques, available from Amazon.com. Not only will you burn more calories, you will also enhance your flexibility and limberness. Start slow—Slight Edge Principles in all things. One step at a time will get you there. Some things that might hold you back: Old habits such as being lazy, possibly overweight, with poor posture will definitely act as excuses for not getting started. To overcome those barriers it is recommended that you become aware of your attitudes, beliefs and behaviors. Awareness of our existing actions can move us towards the willingness it will take to move into movement. Get some help and encouragement from a Coach, Mentor or Sponsor. Put together a plan, set some goals, and get into action. Begin by taking small steps. Maximize daily energy expenditure – doing natural things. » Go to PART TWO of this article... » Transformational Change "One Health Habit at a Time." Michael McCright TiC = TogetherICan.com September 5, 2017	<urn:uuid:4126297f-9871-405d-88d6-e866a9af383c>	CC-MAIN-2019-22	https://www.togetherican.com/pdf/events-170905a-Motion-NEAT.pdf	2019-05-27T05:23:59Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00402.warc.gz	966,706,234	487	eng_Latn	eng_Latn	0.998416	eng_Latn	0.998371	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1382, 2217 ]	[ 2.078125 ]	1	3
Schome Peter Twining, Open University "The best way to plan for the future is to build it." Peter Twining of the Open University is intent on just that, building a genuinely new future for learning. Keywords: educational vision, community building, learner voice, health, relevance "Think of a 3 or 4 year-old: they are very efficient learners, active, dynamic, exploratory. Just imagine if we had a system that took those 4 year-olds and built on their learning expertise, enhanced it and then gave them additional strategies and empowered them to really go for it. Just think what that would do to the whole system." The whole system is what concerns Peter Twining. His ambition is great. Schome (Not School - Not Home – Schome: www.schome.ac.uk) is going to be nothing less than "a new form of educational system designed to overcome the problems within current education systems. It will meet the needs of society and individuals in the 21st century". There are four steps to Schome. Firstly, establishing aims and developing shared understandings about the kind of education system needed for this century. Secondly, creating a shared vision of what the system would look like that would allow the meeting of those aims unimpeded by the existing education system. Thirdly, devising ways of moving from the present system to Schome. Fourthly, implementing the system. Peter believes strongly that the need for a new model for teaching and learning is urgent. Before starting his present work at the Open University, Peter worked in schools and colleges. His thinking has been influenced by thinkers Seymour Papert and Professor Larry Cuban, whose books question the present role of ICT and the efficacy of the present systems. "Although my early work was involved with ICT, I realised that I needed to stop thinking about ICT and start thinking about what we wanted from an education system. Most of the current initiatives are too tied into our existing conceptions of what education is like. We have run focus groups to think about the future and they all come up with something that is like now but just a little bit better. Helping people to think 'out of the box' about what Schome should be like is very challenging - we are all so indoctrinated into thinking that education looks like school." Peter argues that the very nature of present-day schools and the assumptions about their role mean that they cannot address the problems of learning in the Information Age. "The constraints under which schools have to operate make it very difficult for them to evaluate and reshape their practice." The big problems, he argues, are to do with accountability and assessment. Schools and teachers are judged on their results in national tests. The national tests measure the wrong things. "If we can't crack that we are doomed. Because the tests measure the wrong things the teachers teach the wrong things. We need to value what the kids can do. Until we get a system that recognises the competencies that young people have, how can we claim that we are educating them? Accountability could be about the health of the community: vandalism, crime rate, level of employment - is the school making a difference to all of that? We need to unlink assessment and accountability." Setting up schools of the future, in Peter's view, is not the way forward. He advocates setting up some parallel systems. "If I was running a business and I wanted to re-engineer my business for the future, I would not tinker with the old business, I would create a start-up running alongside and when the new business was working well that would take over. We cannot throw out the complex system of schools, colleges and universities and exam boards. We need to set up a parallel system which at some point in the dim and distant future, if it was effective, might become the main system." Schome, in Peter's vision, will not be an abstract entity. Schome will provide real physical spaces for learners. Peter recognises that there is a need to provide social activities, resources and care for young people. "Children have to be looked after so that parents can go to work. Many people do not home educate because they cannot afford to give up their job. Shared understandings about education are crucial. If we don't have that, and we don't at the moment, then we will be working at cross purposes." New technologies will be essential in Schome to provide personalised learning and the more precise use of information resources. "ICT does have implications for the knowledge, understandings and skills that society needs, as well as the pedagogical approaches that are possible." The key activity within Schome at the moment centres on building a vision of a future. There is a subproject called The Aspire Project which is used to develop 'provocations' and to support other people in coming up with creative yet grounded visions of Schome. "We ran the Aspire project in the hope that it would provoke people into thinking radically. They did not, but the schools that had used the project moved on in their thinking, for instance using kids to lead staff development sessions." An interesting way of building the vision is the use of Second Life an alternative world. Second Life is a 3D virtual world built and owned by its residents. Since opening to the public in 2003, it has grown quickly and to a total of nearly five million people from around the globe. The phrase "The best way to plan for the future is to build it" is made real in Second Life. The environment enables anyone to test out new designs and ideas before introducing them to the real world. "We thought that being able to live alternative models of Schome and try out visions for how education might be organised within (teen) Second Life might be one way to extend our ability to think out of the box about visions for Schome. So we are exploring setting up Schome Island. The island in the Teen Grid is called Schome Park, we also have one in the Main Grid called SchomeBase within (teen) Second Life." This pilot project involves around 200 members of NAGTY (The National Association of Gifted and Talented Youth) aged between 13 and 17. Links: From: http://www.futurelab.org.uk/projects/teachers_as_innovators/stories_of_practice/schome	<urn:uuid:853cec0f-c561-45c5-aeed-50f6affe586d>	CC-MAIN-2019-22	http://www.globo.co.nz/Cache/Pictures/392994/Schome_Interview.pdf?ts=636936133087019618	2019-05-27T06:23:28Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00404.warc.gz	265,469,098	1,287	eng_Latn	eng_Latn	0.999395	eng_Latn	0.999402	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3879, 6313 ]	[ 1.6328125 ]	1	5
ONE Rights Regulation A s Title IX of the Education Amendments of 1972 approached its half- century mark, Americans could look back with pride and amazement at the progress we have made in opening the doors of educational opportunity for women and girls. In 1972, 58 percent of college students were male and only 42 percent female. By 2010 those numbers had flipped: 57 percent of college students were women, and that number keeps creeping up. From 1970 to 2008 the percentage of white men ages twenty-five to thirty-four with a bachelor's degree (B.A.) rose only modestly, from 20 percent to 26 percent. Meanwhile the proportion of white women of this age with a B.A. nearly tripled, shooting up from 12 percent to 34 percent. Among African Americans, women receive two-thirds of all B.A.s. Women now earn more graduate degrees than men. In 1970 men earned eight times as many Ph.D.s as women; today women earn more doctorates than do men (53 percent). Once all but shut out of medical, dental, and law schools, women have reached parity with men. Women earn more degrees in the sciences than men, although not as many in engineering and math. Female undergraduates are more likely to be selected for Phi Beta Kappa, to serve in student government, to write for college newspapers, and to engage in every extracurricular activity other than sports. 1 Girls' performance at the elementary and secondary levels is no less impressive. Girls get better grades than boys, in part because they do more homework and misbehave less frequently. They now have higher educational aspirations, take more advanced placement courses, and participate in more extracurricular and out-of-school activities. They write better. Their advantage on verbal standardized tests is growing. Conversely, boys' advantage on math tests has shrunk, almost to the point of disappearing. Boys are falling farther and farther behind. At many colleges only affirmative action for boys keeps their proportion in the undergraduate student body above 40 percent. One finds these trends for every race and ethnicity. 2 As Thomas DiPrete and Claudia Buchmann put it in The Rise of Women, "Women have not merely gained educational equality with men; on many fronts they have surpassed men by a large and growing margin." 3 Even in intercollegiate and interscholastic athletics, one of the few areas where males still predominate, the change has been dramatic. When Title IX was enacted, only 15 percent of college varsity athletes were women; four de cades later that proportion was 43 percent. Between 1972 and 2015 the number of female varsity athletes at National Collegiate Athletic Association schools increased sevenfold. At the high school level female participation is now ten times what it was in 1970, rising from less than 300,000 to well over 3 million. In 1970 only 7 percent of interscholastic athletes were female. Today that number is 42 percent. 4 Mission Accomplished? At the heart of Title IX lies this simple prohibition: "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity receiving Federal financial assistance." Since every public elementary, middle, and high school in the country and virtually every college and university— private as well as public—receives federal money, these thousands of institutions are all subject to the rules established by the courts and by the Department of Education's Office for Civil Rights (OCR) under Title IX. Although Title IX has long been associated in the public mind primarily with intercollegiate athletics, it covers all aspects of education, from English and math courses to sex education and intramural sports, from schools' treatment of pregnant students to first-graders' interaction on the playground, from sexual relations between college students to the pronouns used by transgender students. Over the past half century, judges and administrators have produced hundreds of pages of rules, guidelines, and interpretations to explain what educational institutions must do to stay on what one judge described as the "sunny side" of Title IX. 5 Despite the stunning changes described above, Title IX has become more controversial than ever. Starting in 2011 the Obama administration issued detailed and demanding rules on what schools must do to combat sexual violence and other forms of sexual harassment. In 2016 it announced guidelines—soon revoked by the Trump administration—on the rights of transgender students. These Title IX initiatives were part of the Obama administration's We Can't Wait campaign. "We can't wait for an increasingly dysfunctional Congress to do its job," the president told a crowd in Nevada. "When they won't act, I will." 6 Not surprisingly, this drew a heated response from the Republican Party. Its 2016 platform devoted a separate section to Title IX, charging that the original purpose of Title IX had been perverted "by bureaucrats—and by the current President of the United States—to impose a social and cultural revolution upon the American people." 7 A year later Secretary of Education Betsy DeVos announced that her department would review and revise the controversial guidelines on sexual harassment and assault issued during the Obama years. Title IX was itself the product of this cultural shift. It passed with little debate in 1972 because no one was left to defend (at least in public) practices that limited the educational and employment opportunities of women. In that year both houses of Congress also approved by wide margins the Equal Rights Amendment (ERA) to the Constitution, and sent it to the states for what at the time looked like quick ratification. As Congresswoman Bella Abzug (D-N.Y.) put it, "1972 was a watershed year. We put sex discrimination provisions into everything. There was no opposition. Who'd be against equal rights for women?" Birch Bayh, the primary sponsor of both the ERA and Title IX in the Senate, explained, "Once you get by the ERA, Title IX is a piece of cake." 8 The previous year the Supreme Court had for the first time ruled that a sex-based classification violated the Equal Protection clause of the Fourteenth Amendment. 9 Two years later the Court suggested that gender-based classifications might be subject to the "strict scrutiny" previously reserved for judging racial classifications. 10 In light of these changes, passage of Title IX seemed inconsequential. President Nixon did not even mention the mandate when he signed the omnibus legislation that contained it, nor was it covered in the next day's New York Times. Title IX is both a powerful symbol of our broad national commitment to gender equality in education and a complex, controversial regulatory regime. Most of the advances in opportunities for female students occurred not because the law demanded them, but because our culture had profoundly shifted. In the late 1960s and early 1970s—before Title IX was enacted or enforced—the doors of educational opportunity began to swing open for women, and they quickly rushed through. Colleges and universities that had previously accepted only men started to admit women, including Yale, Princeton, Johns Hopkins, the University of Virginia, Williams, Bowdoin, Brown, Dartmouth, and Duke. Despite the fact that Title IX does not apply to admissions policy at private undergraduate schools, there are almost no all-male colleges left in the United States. In fact, DiPrete and Buchmann's data show that there is hardly a country in the developed world that has not experienced this remarkable cultural transformation. The "reversal from a male advantage to a female advantage in educational attainment," they conclude, "has unfolded not only in the United States but also in most industrialized societies." 11 Hanna Rosin, author of the provocatively titled The End of Men and the Rise of Women, claims that "women's dominance on college campuses is possibly the strangest and most profound change of the century, even more so because it is unfolding in a similar way pretty much all over the world." 12 Few of these countries have a Title IX equivalent. Because so many barriers to educational opportunity for women fell so quickly in the 1960s and 1970s, the focus of the regulatory regime shifted from overt exclusion and discrimination to more subtle educational practices. Federal regulators paid less and less attention to what goes on in the classroom, and more attention to what happens on the playing fields, in the bedroom, and in restrooms and locker rooms. Their focus shifted from the policies and practices of educational institutions to the beliefs of students and their teachers. No longer was the goal simply to provide equal opportunity to female students. Now it was to break down a wide array of stereotypes—those held by women as well as men; those common outside schools as well as inside; and those related to the meaning of masculinity, femininity, sexual orientation, and gender identity. In 1972 few would have predicted that sports, sexual harassment, and transgender rights would become the major elements of Title IX regulation. Indeed, it took OCR nearly a quarter of a century to issue its first regulations on sexual harassment, and two de cades more to announce guidelines on transgender rights. Certainly no one who voted for Title IX in 1972 thought that OCR would eventually write rules allowing students to choose for themselves whether to be treated as male or female. Initially this made the job of enforcing Title IX far easier than enforcing prohibitions of racial discrimination. Nowhere did enraged alumni of men's colleges stand in the doorway of the admissions office vowing, "Gender Segregation Now, Gender Segregation Forever." Instead they flooded admissions offices with requests for interviews for their daughters. 13 Despite the frequency with which sex discrimination and racial discrimination are equated (a central theme of subsequent chapters), the differences are huge and obvious. This book traces the slow transformation of Title IX from its original focus on ending exclusionary institutional practices to its current emphasis on deconstructing stereotypes about sex and gender. Much of it is devoted to understanding Title IX policy on athletics (part II) and sexual harassment (part III). The shorter transgender story is examined in the penultimate chapter. Parts II and III both begin with a discussion of the issues addressed by regulators (chapter 5 on athletics, chapter 9 on sexual harassment), and then offer a detailed look at the evolution of regulatory policy in OCR and the courts. These stories are long and complicated. Policymaking has usually occurred in fits and starts (to use the title of chapter 6), featuring incremental expansion and what I describe as institutional "leapfrogging." Such complexity and incrementalism often make the story hard to follow, but are essential elements of the politics of Title IX. They hide the significance of policy innovations not just from regulated institutions and the public, but at times from the regulators themselves. Part I of the book provides the context for these detailed case studies by presenting an overview of the broader civil rights state (chapter 2), explaining the key features of Title IX (chapter 3), and offering a first look at the Department of Education's Office for Civil Rights (chapter 4). The final two chapters of the book examine the logic behind the expansion of Title IX regulation and the prospects for significant retrenchment in coming years. Title IX in Action Title IX speaks in grand phrases with uncertain meaning. Court decisions and administrative guidelines tend to be more specific. But they, too, often remain coy or ambiguous on key terms. To get a sense of the "law in action"—what federal regulation really means for those on the receiving end—it is useful to examine developments at three much different schools, Quinnipiac University in suburban Connecticut, Harvard Law School in Cambridge, Massachusetts, and Palatine Township High School in Illinois. These vignettes offer a glimpse at how Title IX has evolved and why regulatory efforts under it have become so contentious. Quinnipiac University, 2010–14 In July 2010 a federal district court judge in Connecticut addressed this civil rights issue: should "competitive cheer and tumbling" be considered an intercollegiate sport? Despite acknowledging that "competitive cheer and tumbling" is a form of team gymnastics rather than traditional sideline pom-pom waving, Judge Stefan Underhill ruled that Quinnipiac University could not count the members of that team as varsity athletes under Title IX. That meant that to comply with federal law, Quinnipiac would either have to add another women's varsity team or eliminate a men's team. Judge Underhill's ninety-five-page, heavily footnoted opinion also concluded that Quinnipiac had not properly reported the number of male and female cross-country runners, and had failed to apply uniform roster rules to male and female teams. His initial order required Quinnipiac to reinstate the previously disbanded women's volleyball team and to change the way it counts varsity athletes. 14 After three and a half years of litigation Quinnipiac signed a twenty-five- page agreement with the volleyball players and the Connecticut chapter of the American Civil Liberties Union (ACLU) that cost the school more than $8 million: at least $5 million to upgrade athletic facilities for women; over $600,000 for coaches, training, and equipment for women's teams; and nearly $2 million in attorneys' fees for the plaintiff. In addition to retaining the volleyball team, the college upgraded two other women's teams. The agreement established a monitor who would report to the court annually on the college's compliance—and be paid up to $150,000 per year for his efforts. This $8 million does not include the legal expenses the college ran up during those years of litigation. 15 Easterbrook's column drew a spirited response from Nancy Hogshead- Makar, a former Olympic gold medal swimmer and director of advocacy for the Women's Sports Foundation (WSF). 18 She pointed out that the case involved not just the status of competitive cheer and tumbling, but the court's finding that the college had "deliberately reported fraudulent numbers" to inflate the number of female athletes on team rosters. This, she argued, was a widespread problem in college sports. Despite the fact that Title IX had been on the books for almost forty years, male athletes still receive more scholarship money than females, and at the high school level boys still outnumber girls on varsity teams by a wide margin. Expanding athletic opportunities for women and girls is a legitimate government responsibility because "a large body of research continues to confirm with certainty that a sports experience leads to higher educational achievement and success in the workplace, life-time lower rates of obesity, breast cancer, osteoporosis, heart disease and depression." She also noted that Judge Underhill was not making up his own definition of intercollegiate sports, but was simply applying rules developed by the Department of Education's Office for Civil Rights to distinguish sports from other extracurricular activities. The Quinnipiac case received considerable media attention—and ridicule. To some it represented yet another case of overreach by federal regulators and judges. Just as the Supreme Court had tried to establish the rules of "classic, Platonic golf" in a 2001 Americans with Disabilities Act case, 16 now federal judges (with the help of bureaucrats in the Department of Education) were telling schools that synchronized swimming is a competitive sport, but competitive cheer and tumbling is not (or at least not yet). The most acerbic critique came from the sports and political commentator Gregg Easterbrook. Title IX, he wrote on ESPN .com, "has become an exemplar of the kind of government action that initially was justified but since has taken on a life of its own grounded in legal and bureaucratic nonsense." The law has generated "increasingly incongruous legal intrusion into minor matters," created "perverse results," and "mainly serve[s] to make government look ridiculous." Title IX, he fumed, "has become a Monty Python sketch," degrading our understanding of civil rights. "Whether a college offers volleyball or cheer," Easterbrook insisted, "is not a civil rights issue!" 17 Intercollegiate and interscholastic athletics have attracted so much attention under Title IX not because sports is such an essential element of "equal educational opportunity"—at best it is a valuable extracurricular activity, at worst it is a serious distraction and a corrupting influence—but because it is one of the few activities that we continue to segregate by sex. Under Title IX the central rule for high school and college sports is "separate but equal." How do we measure equality in this context? By spending? By the number of varsity athletes or varsity roster spots? By the number and range of teams or activities? By participation rates in comparison to interest by male and female students? All these measures have flaws. All can be manipulated. And each reflects a somewhat different understanding of gender equality. Moreover, each measure creates its own set of incentives for schools, often unintended, occasionally silly, and all too frequently perverse. This serves as a useful reminder that Title IX cannot escape the challenges, dilemmas, and pathologies characterizing most forms of government regulation. Harvard Law School, 2014–16 In 2014 the Office for Civil Rights launched investigations of scores of colleges across the country, alleging that they had failed to follow the agency's recently announced guidelines on preventing sexual violence and other forms of sexual harassment. Like most of the schools under investigation, Harvard University quickly agreed to change disciplinary rules for all its students, undergraduate and graduate alike, to conform to OCR's directives. A diverse group of Harvard Law School professors dissented, arguing that the rules Harvard had instituted under pressure from OCR violated basic principles of due process. The university, they maintained, was "jettisoning balance and fairness in the rush to appease certain federal administrative officials." 19 Soon thereafter one-third of the University of Pennsylvania Law School faculty signed a letter claiming that the agreement their school had reached with OCR "requires subordinating so many protections long deemed necessary to protect from injustice those accused of serious offenses." They also charged that "OCR has used threats of investigation and loss of federal funding to intimidate universities into going further than even the guidance requires." 20 Shortly after these procedural matters were resolved, another sexual misconduct controversy rocked Harvard Law. The Hunting Ground, a widely publicized documentary about sexual violence on campus, castigated the school for readmitting a "rapist" who had been suspended for several semesters for sexual misconduct. This referred to Brandon Winston, an African American law student who in a criminal trial had been found not guilty of rape but guilty of misdemeanor nonsexual touching. To Winston's accuser, Kamilah Willingham, and the producers of the documentary, this demonstrated that universities are unwilling Harvard Law School eventually struck a separate deal with OCR. The law school reintroduced disciplinary hearings, which the university had replaced with the OCR-favored "single-investigator model" in sexual harassment cases. It allowed both the accuser and the accused to consult with a lawyer throughout the process, and it offered to "provide financial assistance to parties unable to afford an attorney who would like to do so." The law school acknowledged that this was a measure very few schools could afford. 21 to take steps necessary to eliminate the "rape culture" on college campuses. Nineteen Harvard Law professors—including several noted African American and feminist scholars—took issue with this characterization both of the accused student and the school's handling of the matter. They charged that "Winston was subjected to a long, harmful ordeal for no good reason," that the film "prolong[ed] his ordeal with its unfair and misleading portrayal of the facts of his case," and that it presented "a seriously false picture" not only of events at Harvard, but of "the general sexual assault phenomenon at universities." 22 Willingham, who is also African American, responded by demanding an apology from Harvard for "remain[ing] silent while 19 of the professors who presumably helped overturn my assailant's sanction very publicly doubled down on his side, expending my rape trial into the court of public opinion and joining my assailant's effort to brand me as a vindictive, slutty liar." In 2016 she formed an organization called Survivors Eradicating Rape Culture to "end gender violence using culture change and social justice." 23 During its first year and a half, Harvard's Office for Sexual and Gender- Based Dispute Resolution, the unit established to handle sexual harassment complaints, received sixteen allegations of sexual assault—only about ten per year from the university's more than 20,000 students, a tiny fraction of 1 percent. 25 Does this mean that these students consider the emotional and social costs of reporting too onerous to bear? That they believe the punishment might be too severe? That they remain ambivalent about their relationship with the perpetrator? We do not know. Meanwhile across the street in the Yard, Harvard undergraduates were completing a "climate check," a survey devised by a consortium of universities to get a better handle on the frequency of sexual misconduct on campus. Such "climate checks" constitute a key part of every compliance agreement OCR has negotiated with schools. Harvard's participation rate was unusually high (63 percent), giving its results more credibility than most such surveys. Among its many findings, two stood out. Nearly 15 percent of women seniors reported having experienced during their four years on campus the most serious form of sexual assault— "attempted or completed nonconsensual penetration through use of physical force or incapacitation." In other words, more than one out of seven female undergraduates said they had been the victim of assaults serious enough to constitute a crime in every state. Incongruently, nearly 70 percent of the female Harvard College students "who indicated they experienced an incident of penetration by force did not formally report it," and 80 percent of female students "who indicated they experienced an incident of penetration by incapacitation" did not report it either. "The most frequently cited reason for not reporting was a belief that it was not serious enough to report." 24 Surveys at other schools report a similar reluctance to consider such conduct "serious enough" to report. Moreover, despite the extensive publicity given to the problem of sexual violence on campus and despite changes in college reporting systems designed to make them more victim friendly, the number of reports of sexual assault remains very small—at most schools less than 1 percent of the undergraduate population. 26 If the Quinnipiac case has more than a touch of comedy, the events at Harvard have all the makings of a tragedy. Compelling demands for protection of women from sexual assault collide with compelling demands for due process, especially for racial minorities that have been subject to so many unsubstantiated accusations in the past. Race and sex, violence and fairness, federal rules and institutional autonomy, law and culture, the complexities of intense interpersonal relationships—all were thrown into this volatile mix. After years of discussion and investigation, the extent and the causes of sexual assault on campus remain elusive, and OCR's guidelines have become more controversial than ever. Although the Trump administration withdrew two key guidance documents issued by OCR in 2011 and 2014, it has yet to explain what will take their place. Most schools have been reluctant to change their disciplinary codes until the Department of Education issues rules that are upheld in court. In short, the issue continues to roil campuses, with no workable solution yet in sight. Palatine Township School District, 2015–17 On November 2, 2015, OCR sent to the superintendent of schools in Palatine, Illinois, a fourteen-page, single-spaced letter regarding his high school's treatment of "Student A," a transgender teenager who was born biologically male but for many years had identified as female. The school had previously acquiesced to almost all the requests made by Student A, including being listed as a girl, being referred to by female pronouns, using the girls' bathrooms, and playing on girls' sports teams. Citing the privacy concerns of other female students, though, the school refused to allow Student A to change clothes and shower in the girls' locker room. Instead, it offered Student A individual changing and showering facilities either next door or down the hall. After many days of negotiation, OCR ruled that the school district had violated Title IX because the law requires schools to treat transgender students who identify as female exactly as they would treat any other female student. Shortly thereafter, the school agreed to give Student A full access to the girls' locker room, to hire a consultant "with expertise in child and adolescent gender identity," and to establish a "support team to ensure that Student A has access and opportunity to participate in all programs and activities, and is otherwise protected from gender- based discrimination at school." The agreement further stipulated that if other students object to Student A's presence in the locker room, they can use the alternative changing areas previously rejected by Student A. 27 A local group calling itself Students and Parents for Privacy then filed suit against the school district in federal court, alleging that girls at the high school "live in constant anxiety, fear and apprehension that a biological boy will walk in at any time while they use the locker rooms and showers and see them in a state of undress or naked." Representing Student A, the Illinois chapter of the ACLU charged that "the plaintiffs and their counsel have insisted on cruelly mis-gendering our client" and that their description of transgender students was "outside the mainstream of medical and scientific understanding." After Students and Parents for Privacy lost the court case, they took their cause to the voters, running a slate of candidates against the school board members who had signed the agreement with OCR. The Chicago Tribune's story on the election reported that "transgender access has overshadowed all other issues." The challengers lost, and the agreement remained in place. 28 Meanwhile the state of North Carolina was enacting legislation requiring that access to restrooms in all public buildings (including schools) be determined on the basis of the "biological sex" listed on a person's birth certificate. The Department of Justice sued North Carolina, arguing that the state's bathroom law stigmatizes the transgendered, adding to "their isolation and exclusion" and "perpetuat[ing] a sense that they are not worthy of equal treatment and respect." Announcing the lawsuit, Attorney General Loretta Lynch equated the state's opposition to the department's guidelines with southern states' "fierce and widespread resistance to Brown v. Board " in the 1950s and 1960s. "It was not so very long ago," Lynch said, that states like North Carolina "had signs above rest rooms, water fountains and on public accommodations keeping people out based upon a distinction without a difference." The country has "moved beyond those dark days, but not without pain and suffering. . . . Let us write a different story this time." 30 North Carolina countersued, arguing that the prohibition against sex discrimination in Title IX and Title VII of the 1964 Civil Rights Act do not require states to accept students' "gender identification" when it conflicts with their biology at birth. Governor Pat McCrory charged that "the Obama administration is bypassing Congress by attempting to rewrite the law and set restroom policies for public and private employers across the country." 31 Palatine proved to be an opening salvo in a rapidly escalating battle over the treatment of transgender students. In May 2016, OCR and the Department of Justice (DOJ) issued a Dear Colleague Letter (DCL) requiring schools to "treat a student's gender identity [as defined by the student] as the student's sex for purposes of Title IX." They insisted that "the desire to accommodate others' discomfort cannot justify a policy that singles out and disadvantages a particular class of students." This applied not just to restrooms and locker rooms, but to single-sex classes, sports, housing, and overnight accommodations. 29 Eleven states filed a similar suit in a federal district court in Texas, and won an injunction barring OCR from enforcing its transgender DCL anywhere in the country. 32 But the Fourth Circuit took a much different stance, holding that a Virginia high school must follow the policies established by OCR. 33 The Supreme Court decided to review that decision, scheduling oral argument for the spring of 2017. Before that could happen, though, OCR and the Department of Justice withdrew the transgender DCL, and the Supreme Court sent the case back to the Fourth Circuit for reconsideration in light of the new circumstances. 34 While that case was pending, the Seventh Circuit read Title IX to require schools to defer to students' gender identity. 35 The "bathroom war" suddenly became the latest battleground in the ongoing American culture war. Title IX as Regulatory Regime These stories offer a quick first look at the extensive regulatory regime described in this book. What can one learn from these stories? Five distinctive features of this policy area stand out. Each will be developed and supported at greater length in subsequent chapters. 1. The growth of the American civil rights state. Most obviously, these stories illustrate the reach of the American civil rights state. By "civil rights state" I mean the extensive set of statutes, court decisions, and administrative regulations, guidelines, interpretations, and settlement agreements designed to prevent and rectify discrimination based on race, ethnicity, religion, national origin, sex, disability, age, and sexual orientation. Although the term "civil rights state" will no doubt sound strange to many ears, it reminds us that since 1964 we have constructed an impressive edifice of nondiscrimination rules that apply to nearly every business, school, nonprofit, and government unit in the country. These rules are enforced by judges and administrators armed with formidable sanctions. Like its cousin, the American welfare state, the civil rights state has a distinctive form that reflects both our unusual constitutional system and our long history of struggle over civil rights. Just as important, since 1964 we have created a variety of federal agencies to interpret and enforce civil rights laws, which (like most statutes) remain silent Although we often associate "civil rights" with constitutional decisions such as the Supreme Court's 1954 landmark ruling in Brown v. Board of Education, the contemporary American civil rights state rests primarily on statutory rather than constitutional foundations. The key texts are the civil rights laws of the 1960s—the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Fair Housing Act of 1968—and subsequent legislation barring discrimination based on sex, disability, language, religion, and age. Over the years these laws have been amended to cover more actors and activities and to promote more aggressive and effective enforcement. on crucial policy matters. These bureaucracies include not just the two mentioned above, the Department of Education's Office for Civil Rights and the Civil Rights Division of the Department of Justice, but also the Equal Employment Opportunity Commission (EEOC), the Department of Labor's Office of Federal Contract Compliance Programs, and several units in the Department of Housing and Urban Development. In addition, all federal departments and many agencies have their own civil rights offices. Civil rights regulation is one form of the "social regulation" that has grown in leaps and bounds since the mid-1960s. This includes environmental and consumer protection and rules designed to reduce a wide array of health and safety risks. Social regulation differs from traditional "economic regulation" in several important ways. Traditional economic regulation tends to focus narrowly on one particular industry—railroads, aeronautics, electric power, nuclear energy, or oceangoing shipping. Its daily fare is limited to mundane matters of prices and service levels. Usually the regulatory body is a multimember commission partially insulated from presidential control. In contrast, new agencies such as the Environmental Protection Agency (EPA) and the Occupational Safety and Health Administration (OSHA) regulate all sorts of business, are led by a single executive appointed by the president, and routinely make controversial decisions about what constitutes "acceptable risk" and fair outcomes. The cost of social regulation dwarfs that of all previous forms of federal regulation. Traditional regulation usually became the preserve of a small group of self-interested parties. Social regulation, in contrast, raises cultural and partisan issues that attract far wider and more impassioned attention. Together these agencies issue thousands of pages of rules, covering not just sex discrimination in schools and racial discrimination in housing and employment, but also how employers must "accommodate" employees with disabilities; what constitutes an "appropriate education" for English-language learners and children with disabilities; and what forms of electoral redistricting illegally "dilute" the voting power of racial and linguistic minorities. The level of detail in these regulations can be surprising: one EEOC guidance document explains when employers can and cannot base an employment decision on a candidate's foreign accent. 36 HUD devotes ten dense, double-column pages of the Code of Federal Regulations to "Pet Ownership for the Elderly or Persons with Disabilities." 37 Because the central mandates in most civil rights laws are so vague—they prohibit discrimination without explaining what that key term means—writing these rules and guidelines means making civil rights policy. 2. Courts, agencies, and institutional "leapfrogging." In building the administrative apparatus of the civil rights state, Congress not only divided authority among a number of executive branch agencies, but gave federal courts substantial enforcement authority. This is particularly apparent for employment discrimination. As Sean Farhang has explained, in 1964 Congress was unwilling to create a strong administrative agency, and instead handed responsibility for determining guilt and imposing sanctions in employment discrimination cases to the courts. Although civil rights organizations first opposed this approach, they eventually came to favor it over a more executive-centered enforcement framework. Since the 1990s, 15,000 to 20,000 employment discrimination suits have been filed in federal court every year. 38 Several factors contribute to the large role courts play within the civil rights state. The provisions of some civil rights laws are designed to protect rights guaranteed by the Fourteenth and Fifteenth Amendments. As a result, the line between constitutional interpretation and statutory interpretation often blurs. 39 Given the Supreme Court's insistence that the federal judiciary is the preeminent interpreter of the Constitution, judges have not been willing simply to defer to agencies' reading of these statutes. Moreover, as we can see in the North Carolina case, civil rights issues often raise serious federalism concerns. Not only have the Rehnquist and Roberts Courts occasionally (if inconsistently) expressed concern for protecting the "sovereign dignity" of the states, but federal agencies do not have nearly as much leverage against state and local governments as they do against private parties. In addition, most civil rights laws enacted since 1970 were passed by Democratic Congresses when Republicans controlled the White House. The laws' sponsors tended to trust federal judges more than administrators appointed by GOP presidents. 40 Title IX, in contrast, was designed to place primary enforcement authority in the hands of the federal administrators: it directs them to deny federal funding to any educational institution that engages in sex discrimination. But this enforcement strategy quickly proved ineffective. For decades the real enforcement teeth in Title IX have come from lawsuits filed by private parties—such as the volleyball players who sued Quinnipiac and the transgender student who sued the Virginia school district. Although courts and agencies sometimes disagree on how to interpret civil rights statutes, in most instances each needs the other. Agencies rely on the courts for their superior political legitimacy, as well as their ability to issue injunctions and order the payment of money damages. Civil rights agencies seldom have authority to impose such sanctions by themselves. Courts, in turn, need agencies' ability to issue rules of general applicability, to investigate the thousands of complaints filed by private parties, and to negotiate and monitor a multitude of compliance agreements. Throughout this book we will encounter examples of a process I call institutional "leapfrogging"—courts and agencies each taking a step beyond the other, expanding regulation without seeming to innovate. 41 This was apparent in the Quinnipiac case. The district court relied heavily on OCR's 1996 "clarification" of its 1979 "interpretation" of its 1975 regulations. That agency "clarification" rested in large part on circuit courts' reading of the 1979 "interpretation." The Quinnipiac court then adopted a reading of those administrative guidelines that went well beyond what OCR had previously required. Similarly, OCR's sexual harassment rules built on the Equal Employment Opportunity Commission's Title VII guidelines, which followed Supreme Court decisions that were in turn based on previous EEOC rules that incorporated earlier lower court decisions. The 2016 OCR/DOJ Dear Colleague Letter on schools' treatment of transgender students claimed to follow the sole federal court opinion on the topic, a circuit court ruling that had deferred to a previous policy statement by the agency that was in turn based on a few settlement letters similar to the one signed by the Palatine School District. 42 To describe this process as convoluted would be an understatement. Indeed that is one of its most important characteristics. Understanding how civil rights regulations evolved requires painstaking political archaeology, digging through one layer of judicial and administrative detail after another. It is important to remember, though, that the Supreme Court decides very few cases—fewer than eighty per year. Over the past forty-five years it has heard only eight Title IX cases, none on athletics, three on sexual harassment, and (so far at least) none on transgender rights. 43 This means that circuit courts usually have the final judicial word on interpretation of Title IX. They have been more inclined to adopt a broad reading of the law than has the Supreme Court. The court–agency leapfrogging so common in the 1970s and 1980s became somewhat less frequent by the late 1990s as the Supreme Court turned in a more conservative direction. This was most apparent with sexual harassment, where OCR adopted a far broader interpretation of Title IX than that announced by the Supreme Court in 1998–99. When courts and agencies see eye-to-eye (as they have with intercollegiate athletics), agencies can count on courts to provide the enforcement teeth and public legitimacy that the agencies themselves have lacked. But when courts and agencies diverge, agencies must scramble to invent new enforcement tools—as OCR did with sexual harassment. 3. Educational exceptionalism. Most forms of regulation are designed to change the behavior of business firms. Regulation is usually seen as an effort to address "market failures" such as monopoly, externalities, and imperfect information. Few of the educational institutions subject to Title IX are profit-making firms. The vast majority are public elementary and secondary schools that do not compete for "customers" and are not judged by their "bottom line." Colleges and universities (both public and private) obviously do compete for applicants, often intensely. Unlike business firms, though, they tend to maximize status rather than profits. These peculiar features of educational institutions change the politics of regulation, making the task of ensuring compliance with federal rules harder in some ways and easier in others. On the one hand, schools are the type of bureaucracies James Q. Wilson has called "coping organizations." These are organizations in which it is difficult either to observe the work done by key personnel (in this case, teachers) or to measure with confidence the consequences of their work. "A school administrator," Wilson notes, "cannot watch teachers teach (except through classroom visits that momentarily may change the teacher's behavior) and cannot tell how much students have learned except by standardized tests that do not clearly differentiate between what the teacher has imparted and what the student has acquired otherwise." 44 Consequently schools tend to be decentralized, hard to control either from the top or through written rules. A federal agency with little more than 500 staff members can hardly expect to monitor or to control what goes on in the classrooms of the more than 20,000 schools subject to Title IX—however long and detailed its rulebook. It also means that federal regulators can increase their chances of changing educational practices by negotiating informal alliances with the numerous professionals who staff the institutions being regulated: special education teachers, psychologists, bilingual education teachers, coaches of women's teams, diversity offices, human resources administrators, and many more. Professionals employed by schools in turn can use regulation and litigation as leverage to gain resources for the activities they consider especially important. As the lawyer in a seminal disability rights case told a gathering of specialists, "We have with some ease adopted the agenda that you, the professionals have set and we have taken them to court." 45 Norma Cantú, head of OCR under President Clinton, explained, "Our investigators and negotiators were good at figuring out what the people on the other side of the table wanted . . . and giving them political cover." 46 In recent years OCR has worked assiduously to build large, autonomous Title IX compliance offices within universities. Charles Epp's research on "legalized accountability" in state and local governments demonstrates the importance of these internal compliance offices for changing bureaucratic behavior. 47 It is not unusual for such offices to exaggerate the demands of federal administrators and judges in order to extend their authority and enhance their status. On the other hand, schools are filled with employees who consider themselves "professionals," which means not only that they are guided by the norms of their profession, but also that they are concerned with their reputation among peers outside their formal organization. This limits hierarchical control within schools and often creates tension between school professionals and the elected officials— school boards, mayors, governors, legislators—who hire them and provide their funding. 4. The language of rights. Most regulatory agencies establish "policies." Civil rights agencies, as their name suggests, define legal rights. In practice there isn't much difference between the two. OCR's rules, like the rules issued by EPA or OSHA, tell regulated institutions what they can and cannot do. Nonetheless, the language of rights has had a profound effect on the politics of regulation. Elsewhere the central regulatory standard is market efficiency; here it is "equality of opportunity." Economists have established themselves as the experts on the former; in the United States lawyers claim to be the experts on the latter. Interpretation of civil rights statutes takes place in the shadow of courts' interpretation of the Fourteenth Amendment's Equal Protection clause. Although these laws cover private parties—which are not subject to the Fourteenth Amendment's prohibitions—most judges and administrators believe that interpretation of civil rights statutes should track the evolving interpretation of constitutional provisions. To complicate matters further, it is not unusual for one set of rights to collide with another. Consider the examples of rights in conflict found in our three stories. One student's right to be free from sexual violence can conflict with another student's right to due process. The right of transgender students to be treated according to their gender identity can conflict with other students' right to privacy. To comply with Title IX some men's teams have been eliminated while women's teams scramble to fill their rosters. Aggrieved college wrestlers and gymnasts have charged that this constitutes "reverse discrimination." In 2002 the executive director of the National Wrestling Coaches Association promised, "We're prepared to do whatever it takes to eliminate the gender quota. . . . There shouldn't be any gender discrimination, period, and there's serious discrimination going on against men." 49 Male students falsely accused of sexual assault made similar arguments a decade and half later. Rights are seldom as simple in practice as they sound in lofty political and academic debates. Behind the rhetoric of rights lies the messy complexity of regulatory politics. As Mary Ann Glendon has pointed out, "rights talk" tends to discourage exploration of costs, trade-offs, incentives, alternatives, consequences, and compromise by encouraging us to think in terms of moral absolutes. 48 The sort of policy analysis one finds in the rulemaking proceedings of EPA or OSHA is rarely found in OCR documents. In fact, OCR has virtually abandoned the standard rulemaking process, replacing it with unilateral statements about the evolving meaning of statutory rights. "Rights talk" also leads us to see the world in black and white, rather than in the shades of gray that characterize most policy debates. We expect one presidential administration to change many of the policies established by its predecessor. But we balk at "rolling back civil rights"— even when those rights are based on partisan interpretations of ambiguous legislation. As a result, the language of rights is frequently used to lock in preferred policies by delegitimizing opposition. 5. The idea of progress. Soon after successfully defending the Civil Rights Act before the Supreme Court, former solicitor general Archibald Cox wrote, "Once loosed, the idea of Equality is not easily cabined." 50 The American civil rights state was originally constructed to destroy the racial caste system in the South. Attacking state-sponsored segregation, discrimination, and disenfranchisement required an unprecedented assertion of federal authority. Before long these same powers were being employed to address sex discrimination, the barriers faced by English-language learners and students with disability, age-based rules on hiring and retirement, and social norms regarding sexual orientation and gender identity. Regulation slowly moved from the most public—state laws mandating segregation—to the most private—sexual relations among adults. This proportionality standard is particularly apparent in athletics: the only "safe harbor" for college athletic departments is a distribution of male and female varsity athletes and scholarships that mirrors the proportion of male and female undergraduate students at the institution. The central argument against this manifestation of the proportionality rule—an argument repeated loudly and frequently by coaches of discontinued men's teams—is that males and females differ in their relative interest in highly competitive sports. The distribution of athletic opportunities, they argue, should reflect students' interest, not enrollment numbers. Women's groups and OCR respond that interest often reflects opportunity, and Title IX is designed to upend gender stereotypes that all too often reflect decades of discriminatory practices rather than natural differences. In almost all areas of discrimination law there has also been a strong tendency to move from bans on intentional discrimination (the original focus of the Civil Rights Act) toward an expectation of proportional results. Intentional discrimination is hard to prove and easy to disguise. Once intentional racial and sex discrimination became illegal, judges and administrators looked for ways to ferret out discrimination that is more subtle, based on sophisticated pretexts, or even unintentional. The standard approach has been to place the burden of proof on businesses, schools, and other institutions that fail to produce proportional results in hiring or admissions to demonstrate that they have not discriminated on the basis of race, sex, or any other prohibited criteria. Under such "disparate impact" rules, only business or educational "necessity" can justify practices that result in disproportionate outcomes. This means that civil rights regulation often seeks not just to change behav ior, but to change the way all of us—employers and employees, teachers and students, and members of the public at large—think about race, sex, age, disability, language, religion, or ethnicity. As First Circuit judge Hugh Bownes claimed in an important Title IX case, "Title IX was enacted in order to remedy discrimination that results from stereotyped notions of women's interests and abilities." 51 According to this interpretation, Title IX must be used to change the way men view women and women view themselves. "Build it and they will come" is the motto of many advocates for women's sports: new opportunities will upend old gender stereotypes. One finds an even stronger effort to change how people think about sex in OCR's regulations on sexual harassment and gender identity. Their goal is not just to punish those who engage in misconduct, but to change students' understanding of what constitutes proper sexual behavior, the right way to think about sex, and even what it means to be male or female. This is a heady job for government regulators. On the other hand, the transformation of Title IX raises serious questions about political accountability. Should unelected judges and administrators have the power to impose on local schools and private universities rules that the elected legislators who voted for Title IX had never imagined? Should we trust those judges and administrators to update decades-old legislation to comport with their understanding of "progress"—even if many others see the changes they mandate as constituting retrogression or decay? This is a topic to which I will return in chapters 12 and 13. This book explores the gradual expansion of the goals of Title IX regulation and the corresponding authority of OCR and federal judges. This transformation took place not through congressional amendment of the law, but through administrative and judicial reinterpretation of a statute that has changed little since 1972. On the one hand, this shows that the common complaining about government "gridlock" is overblown. Our constitutional system may make legislation hard to pass by creating multiple "veto points," but it also creates multiple "opportunity points" for innovation by judges, administrators, and state and local officials. 52 Congress has been only one contributor to the growth of the civil rights state, and often just a minor and reactive one. Evaluating Policy and Process Much of this book is devoted to describing the institutions of the American civil rights state and the unusual processes that produced current Title IX policies. I try to explain the evolution of policy on athletics, sexual harassment, and transgender rights in a way that both supporters and opponents of these policies will consider fair and accurate. That does not mean I am agnostic on the merits of these policies. As the reader will see, I consider many of OCR's rules—especially those on sexual harassment—badly flawed, and I trace those flaws to serious deficiencies in the process that produced them. Most of the problems associated with the extensive regulations and guidelines generated under Title IX are a result of regulators' unwillingness to seek input from those most affected by and most knowledgeable about these issues, and their lack of interest in examining the long-term costs and unintended consequences of their actions. Convinced that they were on the side of the angels, they made little effort to hear dissenting voices or to temper their vast ambitions. By using Dear Colleague Letters rather than rules established through the process mandated by the Administrative Procedure Act, OCR avoided its obligation to justify its policies, collect relevant information, and respond to criticism. In order to do this, it had to conceal the novelty of its mandates. "Nothing new here," the agency repeated year after year as its demands on schools escalated. All too often federal judges did just the same, enabling and legitimizing such agency action and enforcing the resulting regulations. In 2017 Secretary of Education Betsy DeVos promised to end what she described as "rule by letter," and to employ Administrative Procedure Act rulemaking procedures for establishing new policies under civil rights laws. 53 Whether OCR will practice what Secretary DeVos has preached remains to be seen. As chapter 8 explains, a similar refusal to acknowledge the novelty of their guidelines or to explore their long-term implications characterized the athletics policies ever so slowly developed by the courts and OCR. Most disturbing was the potent combination of their focus on the most competitive level of college sports and their obliviousness to opportunity costs. Judges and administrators alike created strong incentives for schools to increase spending on intercollegiate athletics, despite the fact that at many colleges this benefited only a tiny fraction of "students-athletes" and reduced the resources available to those more serious about academic pursuits. How can it be, the president of Brown University asked, that the university can be "free to cut libraries and academic departments, but not athletics?" 55 The short answer is that neither the courts nor administrators gave any sustained attention to the central issue, namely, the relationship between sports and education. In a variety of ways described in chapter 8, it is likely that the unacknowledged costs of this interpretation of Title IX fall most heavily on women. The connection between flawed policies and truncated procedures is clearest with sexual harassment rules. Surprising as it might seem, the due process and free speech issues that have featured so prominently in subsequent debate were never subjected to serious analysis by OCR before it issued its 2011 and 2014 guidelines. Nor was there any discussion of the substantial costs these requirements would impose on schools, or the way in which the new compliance offices mandated by the federal government would shift power within educational institutions. Instead of taking a hard look at the complicated evidence on the frequency and causes of sexual assault, the agency relied exclusively on a handful of studies, including one that even its authors described as unrepresentative of the diversity of American universities. None of the scores of agreements with individual schools were subject to public scrutiny before they were signed, sealed, and delivered. When criticism inevitably appeared, OCR's leadership responded primarily with invective, insisting that critics were trying to "roll back civil rights" because they did not understand the seriousness of the issue. 54 The transgender guidelines issued by OCR in 2016 (and revoked within a year) were in place for such a short time that it is impossible to evaluate their long-term consequences or their wisdom. What is notable about them, though, is that on the basis of a very shaky legal argument and with virtually no explanation or presentation of evidence, federal regulators laid down a rule for thousands of school districts that brooked no exceptions and left little room for school officials to consider the special circumstances of each case. The complex psychological issue of gender identity was addressed by applying an almost entirely inapt analogy, that of racial segregation. On transgender issues American culture is changing with remarkable rapidity, making it more likely that in most places school officials will treat students struggling with gender dysphoria with compassion and understanding. Curt dictates from inside the Beltway do more to stoke the culture wars than to help those on the receiving end deal with complicated, real-life problems. Given the tenor of contemporary debate on these topics, it is important to emphasize that criticism of current policies does not imply disagreement with the original, underlying purpose of Title IX—promoting educational opportunity for women and girls—nor does it deny the remarkable achievements of female students over the past half century or the seriousness of problems they still confront. Those of us who have daughters should be thankful that they can now be student-athletes if they so choose. At the elementary and secondary levels, much remains to be done in many parts of the country to encourage athletic activity and physical fitness among girls. Despite the attention paid to the issue in recent years, sexual assault and other forms of sexual misconduct remain a serious problem on college campuses. Indeed, it is rare to talk to a female college graduate who does not have a disturbing story to tell. We have yet to get a firm Behind the debates over particular Title IX policies lies a broader issue: Who should decide? In the United States, decisionmaking on most educational policy is highly decentralized. State and local educational institutions bear most of the responsibility for elementary and secondary education. Our system of higher education includes schools public and private, large and small, religious and nonsectarian, liberal arts colleges and professional schools, brick-and-mortar and online—a remarkable variety that has helped make our colleges and universities the best in the world. On a few issues we have decided that some types of decisions cannot be left to the discretion of those running these thousands of schools. Most important, none of them can discriminate on the basis of race, and most of them cannot discriminate on the basis of sex. Some of these prohibitions have originated in the Supreme Court's interpretation of the Constitution. Most have come from Congress. But almost all the federal mandates examined in this book bear at best an attenuated relationship to what the Constitution or Congress commands. Consequently, the evolution of Title IX raises fundamental questions about control, accountability, and legitimacy within a constitutional democracy. While I make no secret of the fact that this worries me a great deal, I prefer not to preach, but to lay out the story as fairly as I can and let the reader judge. handle on the extent of the problem, to say nothing of effective remedies for it. Transgender students face many serious personal and social challenges. Schools need to show compassion and flexibility in responding to their diverse needs. Recognizing the seriousness of these problems, though, does not require us to accept the adequacy of the solutions offered by OCR and the courts. In the end, adequately understanding these issues requires us to descend from airy abstractions about rights, stereotypes, and equal opportunity into the sometimes confusing, often dreary weeds of statutory provisions, Federal Register notices, Dear Colleague Letters, judicial opinions, and settlement agreements. This is a world in which one finds many of the pathologies identified by serious students of regulation, including mission creep, goal displacement, bean counting, and unanticipated consequences. Regulating thousands of schools with millions of students and teachers is an enormously difficult task. It takes much more than good intentions. A first step for improving this regulatory regime is to learn from past mistakes.	<urn:uuid:221488a8-14ac-4cd9-b0ef-482a51f73c5c>	CC-MAIN-2019-22	https://www.brookings.edu/wp-content/uploads/2017/04/9780815732228_ch1.pdf	2019-05-27T05:00:15Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00404.warc.gz	688,727,572	12,602	eng_Latn	eng_Latn	0.998428	eng_Latn	0.998576	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2329, 5443, 7811, 11359, 14291, 17971, 20375, 23837, 26545, 30543, 32688, 36349, 39011, 42135, 45298, 49169, 52128, 55453, 58860, 61269, 62402 ]	[ 1.859375, 0.953125 ]	2	1
Brookside kids are proud to say the Pledge of Allegiance "I believe the pledge is something we shouldn't just have to say, but something we say proudly and with a passion. Our coun try is more than the Pledge of Allegiance yet it means so much Susan Johnston "I stand to say the pledge of Allegiance because I have pride in my country and it is my way of acknowledging that pride. I am proud to be from the U.S. and when you don't realize how much it means. I stand and say the pledge because it means something to our country." Brandon Rivera "I stand for the Pledge of Allegiance because I am proud to be an American Citizen. I want to show respect for my country and I feel that by standing and having my hand over my heart, I am doing just that. I will always stand for the pledge of Allegiance out of pride and respect for my country." Makenna Wilson "We stand proud and it's a sign of respect for everyone who fought for us. The flag is ours and people fought for our freedom and our flag represents that. We pledge to stand strong and proud for what we have and our county that holds so much meaning. Our people have died and spent many years on end to get our land and freedom. Those people need to be known be cause they did all of this themselves. A sign of respect for them and our country." I am proud of all of the people who make it possible for me to live in this great country." Hailey Smith "I stand for the pledge of Allegiance because it is a symbol of pride to my country. I do the Pledge of Allegiance every morning with the radio station 99.5 WGAR because they have schools send in their kids doing the Pledge of Allegiance from the day before. It makes me feel safe while driving to school because I know the flag will stay with me." Eric McElheny "I stand for the pledge because I come from a military family. If I didn't stand it would dishonor my free doms, my country. It would dishonor the men and women who fought to establish this country and the men and women trying to serve and protect our country. This would dishonor what my family helped to fight for and are still fighting for. Not only will I be dishonoring all those things, but if I did not stand I would be dishonoring myself." Shane McEachern Co-Sponsors of this page: Lorain County Children Services The Chronicle-Telegram's Newspaper in Educaton program. Lorain County Board of Mental Health Lorain County Domestic Relations Court Key Building Blocks to Help Kids Succeed Search Institute identified 40 building blocks of healthy development that help young people grow up healthy, caring and responsible. These building block share referred to as "assets." This article focuses on "Respect." Young people have regard for the dignity, worth, and rights of all people, including themselves. Students in Beth Scherry's government class at Brookside High School, have been respectfully reciting the Pledge of Allegiance this year during the Brookside 22 News program before class. "It helped set the tone for the school year that our gold winning Summer Olympic athletes propelled our patriotism in a time when the political cli mate has tainted our views and desires to participate in the dem ocratic process," said Scherry. Now when I attend a football game, I hear the student section singing loud and proud above the crowd. Their voice resonates not only from the pride and respect that they have for our great nation, but also the pride that they have in being a part of the Brookside family." "It didn't hurt that Gabby Douglas made the headlines over her actions of not placing her hand over her heart during the singing of the national anthem. That action allowed us to discuss as a class the social media con troversy. by: Beth Scherry Government Teacher	<urn:uuid:d6a857bc-0ab1-444a-854e-14fd5b11f555>	CC-MAIN-2019-22	https://nie.loraincountyprintingandpublishing.com/wp-content/uploads/2016/08/BROOKSIDE-NOVEMBER-PLEDE-2016-ASSETS.pdf	2019-05-27T07:07:25Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00404.warc.gz	540,502,546	836	eng_Latn	eng_Latn	0.998851	eng_Latn	0.998851	[ "eng_Latn" ]	false	docling	[ 3803 ]	[ 2.1875 ]	2	0
Reducing Radon Fan assisted under-floor ventilation What you need to know Fan-assisted or forced air ventilation can be used where natural under-floor ventilation under suspended floors is inadequate. A fan either blows air into the under-floor space or sucks air from it: both can be effective. Success depends on factors including soil permeability, floor leakiness and the number and position of airbricks. The usual approach is to try blowing air in, if this is not successful then reverse the fan to suck air out. Installation of the fan In most cases an existing airbrick is removed and replaced by a short length of 110 mm diameter plastic drainage pipe. The pipe should be held firmly in place to support a fan. The fan can be located: * outside (use a weather resistant fan or mount the fan within a weatherproof casing or box) (Figures 1 and 2) * in the under-floor void (Figure 3) * within the wall (Figure 4) Figure 1 Mechanical supply ventilation with external fan Tip: when extracting air do not position the fan within 1.5 m of an airbrick as it may short-circuit and draw outside air through the airbrick instead of from the underfloor space. PHE publications gateway number: 2015110 Published: June 2015 Quick Guide 2 Fans Wiring Fans should be wired in accordance with BS 7671:2008 as amended and satisfy Approved Document P of the Building Regulations 2010 (England and Wales). The works required are usually limited to providing an additional fused spur to an existing ring or radial circuit. Weather protection Fans exposed to the weather should be suitably protected to level IP54 as classified in BS EN 60529:1992. The fan manufacturer's specification should confirm whether a fan complies with this requirement. Fans that do not meet this specification should be protected in a waterproof housing. Insulation Increasing under-floor ventilation with a fan may make the under-floor and living space colder, especially during winter: * consider sealing obvious openings or gaps in the floor, or covering the floor with hardboard. Do not use a polyethylene sheet: the floor timbers must be aired to prevent timber rot * services routed under the floor, particularly central heating or water pipes, should be insulated to avoid the risk of freezing Noise reduction Most under-floor fans run relatively quietly, although sometimes noise can be a problem. Noise is often due to air movement within the fan or pipes. To minimise potential noise: * position the exhaust outlet away from doors or windows – particularly bedroom windows * consider packing insulation material around a fan that is mounted in a weatherproof box * ensure that fans installed beneath a timber floor are supported and not fixed to the underside of the floor * consider fitting a silencer to a fan (Figure 3) Figure 4 Mechanical extract ventilation with axial flow fan set within wall REMEMBER Do a follow-up RADON TEST to check radon levels are reduced sufficiently. More detailed guidance on improving under-floor ventilation is available in BRE Good Repair Guide GRG 37 Part 1: Radon solutions in homes: improving under-floor ventilation, which can be downloaded free at www.ukradon.org or purchased in hard copy from www.brebookshop.com. BRE Good Building Guide GBG 26: Minimising noise from domestic fan systems and fan assisted radon mitigation systems, which can be purchased in hard copy from www.brebookshop.com. Disclaimer This information sheet has been produced by BRE and PHE. It should be noted that BRE and PHE cannot guarantee that the measures described on this sheet will reduce the radon level in your home; however, similar measures have regularly proven successful elsewhere in the UK. © Crown copyright and BRE copyright 2015, www.gov.uk/phe and www.bre.co.uk Re-use of Crown copyright material (excluding logos) is allowed under the terms of the Open Government Licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ version/3/ for terms and conditions.	<urn:uuid:aabdedaa-e55f-41a7-8873-1eff064f97fd>	CC-MAIN-2019-22	https://www.phe-protectionservices.org.uk/cms/assets/gfx/content/resource_3552cs7c220a2091.pdf	2019-05-27T05:06:06Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00404.warc.gz	863,013,334	845	eng_Latn	eng_Latn	0.995497	eng_Latn	0.996403	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1247, 2663, 4019 ]	[ 1.3671875 ]	1	9
Frequently Asked Questions TUBERCULOSIS What is tuberculosis infection? How is it different than tuberculosis disease? Tuberculosis (TB) infection is caused by a bacterium called Mycobacterium tuberculosis. Tuberculosis infection occurs when TB germs are inhaled into the lungs. In most cases, the TB germs inhaled into the lungs remain inactive, and do not cause symptoms of illness. TB disease, however, is different than TB infection. TB disease occurs when inhaled germs become active, causing symptoms of illness. Risk of disease developing following TB infection is low. Early diagnosis of TB infection, followed promptly by preventative treatment, is key to stop development or spread of TB disease. How is tuberculosis spread? Tuberculosis germs are spread to others through the air when a person with TB disease in the lungs coughs, sneezes or talks. People who have been in contact with/exposed to a case of TB disease, even those who become infected, cannot spread the disease to others unless they subsequently develop tuberculosis disease in their lungs. What are the symptoms of tuberculosis disease? Symptoms of TB disease in the lungs may include a cough productive of phlegm lasting more than three weeks, loss of appetite, loss of weight, tiredness, night sweats, fever, and blood in the sputum. How is tuberculosis diagnosed? TB disease is diagnosed by medical history, review of symptoms, chest x-ray and testing of sputum. What is a Tuberculin Skin Test? A tuberculin skin test (TST) shows if a person has been infected with the TB germ. A small amount of testing fluid is injected under the skin of the forearm. The test spot is checked 48 to 72 hours later by a nurse where the test was given. The size of the swelling (not redness) is measured. Depending on the amount of swelling and the medical history, the reaction is classified as significant or not. For significant TST reactions, a chest x-ray, sputum test, and review of symptoms may be done to confirm or rule out tuberculosis disease. Prior TB vaccination ("BCG") may affect TST results. What is a TB blood test? The TB blood test – called QuantiFERON-TB Gold – assists with diagnosing Mycobacterium tuberculosis infection. QuantiFERON-TB Gold test results are not affected by prior BCG (Bacille Calmette-Guérin) vaccination. A positive blood test result is followed by further clinical evaluation (in conjunction with chest xray and sputum test) to confirm or rule out tuberculosis disease. How is tuberculosis treated? TB is treated with a combination of TB medications taken regularly for six to nine months. How can the spread of tuberculosis be prevented? Early diagnosis and treatment of TB disease is the key to stopping the spread of disease. Is there a vaccine for tuberculosis? There is a vaccine called Bacille Calmette-Guerin (BCG) vaccine but this has not proved to be effective at preventing tuberculosis disease in North America. At present, it is not routinely used.	<urn:uuid:fb7ee68a-deb3-42a2-8cc3-750e27d5c63a>	CC-MAIN-2019-22	https://www.albertahealthservices.ca/assets/news/rls/ne-rls-2016-10-03-tb-faq.pdf	2019-05-27T05:04:10Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00404.warc.gz	653,402,131	643	eng_Latn	eng_Latn	0.997887	eng_Latn	0.997887	[ "eng_Latn" ]	false	docling	[ 2991 ]	[ 2.25 ]	1	5
THIS ISSUE: New Ways to Control Disease-Carrying Insects Birth Control for Mosquitoes MMCA Conference Highlights 2012 MMCA Board Mosquitoes More Thirsty for Human Blood Pill to Kill Mosquitoes AMCA Free Webinar Around the Districts PUBLISHED BY THE MMCA PUBLIC INFORMATION AND EDUCATION COMMITTEE www.mimosq.org Skeeter Scanner April, 2012 Volume 25, Number 3 President's Message It is with great pride that I get the opportunity to again serve MMCA. I've watched our organization grow from its humble beginnings in 1986 and I'm now sometimes amazed at all the programs MMCA is involved in during the year. Of course none of this would be possible if not for our members who are willing to help MMCA achieve its goals, and for that many thanks are due. I think in general, most of us got into mosquito control by chance but in only a few years it becomes a part of your life and truly a great career! In the past 34 years I've seen a lot of changes in our industry but recently regulatory issues have come to the forefront with NPDES, Water Treatment Additive Permits, and mosquito control on National Refuges just to name a few. Thus whether we like it or not it is becoming increasing important to develop relationships with our federal and state elected officials and staff. It is only through these relationships can we react to future threats and educate them about the benefits of mosquito control. I've had the privilege to attend the American Mosquito Control Association's (AMCA) Washington Day numerous times and have found that the contacts made during these meetings were very valuable the past few years. I realize that a trip to Washington is not feasible for many, so this year I'd like to spearhead an effort to contact our federal legislators at their district offices in Michigan. I will have the same resource materials that AMCA uses but by going to local district offices it will allow more MMCA members the opportunity to participate. I will be scheduling appointments in May to coincide with AMCA's Washington Day. Once appointments are made they will be posted on MMCA's website and if you are interested in attending please let me know as you are more than welcome to participate. Items to be discussed will be the following: -Funding for the National Disease Surveillance Network through Epidemiology and Laboratory Capacity (ELC) Grants from the Centers for Disease Control -Endangered Species Act Considerations and Mosquito Control -Clean Water Act NPDES Permit impacts on Mosquito Control Programs -Failure to Appropriate FQPA-Authorized Funding Threatens Availability of Public Health pesticides -Mosquito Control on National Wildlife Refuges and Federal Lands I know that we are all busy at this time of year but trust me when I say that making these contacts now will truly benefit mosquito control in the future. Examining New Ways to Control DiseaseCarrying Insects Purdue researchers are discovering the next generation of insecticides directed at diseasecarrying insects like mosquitoes, ticks and tsetse flies, which could help professionals in the human health, veterinary and crop production sectors. Catherine A. Hill, associate professor of entomology in the College of Agriculture, and Val J. Watts, professor of medicinal chemistry and molecular pharmacology in the College of Pharmacy, say vector insects - which carry and transmit infectious pathogens or parasites to other living organisms - are developing resistance to insecticides sprayed in the air or embedded in bed nets. The increased resistance makes insecticides less effective. "The development of insecticide resistance threatens our ability to control insects that transmit diseases, like malaria and Lyme disease or parasites like heartworm, to human and animal populations in both developed and under-developed nations," Hill said. "The transmission of diseases becomes more widespread, which reduces quality of life, impacts mortality and puts enormous pressure on health-care professionals." Hill's background in vector insect biology and Watts' specialization in molecular pharmacology led them to create an approach that focuses on specific insect genomes, or hereditary information encoded in insect DNA. "The genome of most of these vector insects already is mapped out, and each is unique. We have used genomic approaches to identify key receptors, or molecules, found on a cell's surface, on these insects' central nervous systems," Watts said. They began with receptors that are involved with feeding. When larvae of the Aedes aegypti mosquito mature, they carry and transmit infectious pathogens or parasites to other living organisms. Purdue researchers have developed a method to discover the next generation of insecticides based on specific insect genomes, or hereditary information encoded in DNA. "Targeting these receptors leads either to killing the insect or stopping it from feeding, which is how pathogens and parasites are spread," Hill said. Because the approach focuses on vector insects' DNA, insecticides created through this method may be safer for humans and non-targeted organisms like companion pets and non-vector insects like honey bees. They also may have less impact on the environment than other insecticides. Hill's and Watts' research teams are revisiting drugs previously approved by the U.S. Food and Drug Administration to look for insecticidal effects. Their paper, "A 'Genome-to-Lead' Approach for Insecticide Discovery: Pharmacological Characterization and Screening of Aedes aegypti D1-like Dopamine Receptors," which appears in the peer-reviewed PLoS Neglected Tropical Diseases journal, identifies a commonly used antidepressant as a larvicide. "Amitriptyline has been prescribed for more than 50 years, and we know human physiology handles it very well: physicians, pharmacists and nurses interact with it without personal protective equipment," Watts said. "But it kills larvae of the mosquito that spreads yellow fever and dengue fever in the tropical and subtropical regions of the world. There may be other FDA-approved drugs we didn't realize can also be insecticides." The next steps to develop the genome-centric method are to explore other drugs through an invivo assay to discover insecticidal or larvicidal properties and identify novel chemicals that affect the targeted receptor of disease-carrying insects. Hill and Watts also are looking to develop private-public partnerships to determine the most effective methods to deliver these insecticides. UCR Studies Birth Control for Mosquitoes A research team at the University of California, Riverside, has received a five-year $2.8 million grant from the National Institutes of Health to study the molecular basis of hormonal regulation of mosquito reproduction. Female mosquitoes require energy for their egg development, which they acquire from vertebrate blood. But by sucking on blood, they become vectors of numerous disease pathogens of human and domestic animals. If the mechanisms that govern their egg production are better understood, novel approaches to controlling the reproduction and population of mosquitoes can be devised. Now a research team led by Alexander Raikhel, a distinguished professor of entomology at the University of California, Riverside, has received a five-year $2.8 million grant from the National Institutes of Health to study the molecular basis of hormonal regulation of mosquito reproduction. The researchers will focus on deciphering the genes involved in mediating the action of hormones involved during egg production in mosquitoes — specifically, Aedes aegypti, the mosquito that spreads dengue and yellow fever. "What we are setting out to do is introduce birth control, based on hormones, in mosquitoes," said Raikhel, an expert in the molecular biology of mosquitoes and a member of the National Academy of Sciences. "Our task is to find a way to interrupt the host-seeking behavior of mosquitoes by manipulating their hormones and thus interrupting their egg development. With egg development halted, the population of mosquitoes would eventually collapse." Nearly 2.5 billion people are at risk for contracting dengue fever. Each year, there are 100 million cases of dengue in the world. Yellow fever results in 30,000 deaths per year; about 200,000 cases are reported each year. Raikhel explained that a hormone unique to insects, called the "juvenile hormone," plays a key role in transforming a young female adult to a mature one that is capable of blood feeding, egg development, and thus spreading pathogens. The absence of this hormone in the body of the female mosquito impedes the growth of the mosquito to the adult stage. For the mosquito to reach the adult stage, levels of this hormone must first rise and then drop. "This hormone is crucial for egg development," Raikhel said. "If we can figure out how its levels can be manipulated so that egg development is 3 prevented, we can reduce the number of mosquitoes." Each mosquito cell has a receptor for the juvenile hormone. The exact nature of this receptor, however, has eluded researchers for many years."In this project, we plan also to understand the structure and function of this receptor," Raikhel said. "One reason this receptor has been very difficult to study is that, unlike other receptors like it, it does not lie on the surface of the cell. Instead it lies inside the cell." Raikhel's lab will attempt to block the action of the juvenile hormone's receptors. "Several levels of interception can be designed in the lab so that no egg development in mosquitoes results," he said. While his lab will focus in this project on only Aedes aegypti, the methods developed can be applied also to other disease-spreading mosquitoes. Raikhel is recognized internationally for his significant contributions to insect science and vector biology. A leader in insect and mosquito reproduction and immunity, he is the author or coauthor of more than 160 research papers in international peer-reviewed scientific journals and books. EPA Denies Petition on 2,4-D Pesticide In a petition filed on November 6, 2008, the Natural Resources Defense Council (NRDC) requested that EPA cancel all product registrations and revoke all tolerances (legal residue limits in food) for the pesticide 2,4-dichlorophenoxyacetic acid, or 2,4-D. After considering public comment received on the petition and all the available studies, EPA is denying the request to revoke all tolerances and the request to cancel all registrations. By way of background, in 2005, as part of the regulatory process to ensure pesticides meet current regulatory standards, EPA completed a review on the registration and on the safety of the tolerances for 2,4-D. EPA determined that all products containing 2,4-D are eligible for reregistration, provided certain changes were incorporated into the labels and additional data were generated and submitted to the EPA for review. During the recent review of the petition from NRDC to revoke the tolerances, EPA evaluated all the data cited by NRDC and new studies submitted to EPA in response to the reregistration decision. Included in the new studies is a state-of-the-science extended one-generation reproduction study. That study provides an in-depth examination of 2,4-D's potential for endocrine disruptor, neurotoxic, and immunotoxic effects. This study and EPA's comprehensive review confirmed EPA's previous finding that the 2,4-D tolerances are safe. EPA also carefully reviewed NRDC's request that the Agency cancel all 2,4-D product registrations. Based on studies addressing endocrine effects on wildlife species and the adequacy of personal protective equipment for workers, the Agency concluded that the science behind our current ecological and worker risk assessments for 2,4-D is sound and there is no basis to change the registrations. 2,4-D is a phenoxy herbicide and plant growth regulator that has been used in the U.S. since the 1940s. It is currently found in approximately 600 products registered for agricultural, residential, industrial, and aquatic uses. There are 85 tolerances for 2,4-D. EPA published the NRDC petition for public comment on December 24, 2008. Below are EPA documents responding to NRDC's petition on 2,4-D including a pre-publication copy of the agency's Federal Register Order. These documents are also available on EPA's website at www.epa.gov/pesticides. When the Federal 4 Register document is published in mid-April, it will be available with the related documents in docket EPA-HQ-OPP-2008-0877 at www.regulations.gov. A 60-day period for filing objections and requests for a hearing on the order runs from the date of publication in the Federal Register. Note – We are happy to see that scientific research and data are being taken into consideration in the registration and re-registration process. A Virus May Make Mosquitoes Even Thirstier for Human Blood The dengue virus may actually make mosquitoes thirstier for human blood, new research has found. In a study published last week in PLoS Pathogens, (http://www.plospathogens.org/article/info%3Adoi%2F 10.1371%2Fjournal.ppat.1002631 ) mosquito experts at the Johns Hopkins Bloomberg School of Public Health found that the dengue virus altered the production of proteins made by 147 different genes. Some changes appeared to make the antennae more sensitive to odors — making them better at hunting humans, the virus's only known mammalian host. Other changes in salivary gland genes appeared to make it easier for the virus to get into a mosquito's saliva, ready for injection. Those tests were done on a genome microarray — snippets of the DNA of Aedes aegypti mosquitoes coating a glass slide. But when the researchers tried to replicate the results in live mosquitoes, they could not prove they were hungrier. "Since we can't infect humans for our experiments, we think it's a problem with the model," said George Dimopoulos, lead author of the new study. In his laboratory model, mosquitoes had to drink infected blood from a balloon like membrane and then were offered mice to bite. "Mosquitoes will feed on other animals if they get hungry, but it isn't their favorite dish," Dr. Dimopoulos said. Up to 100 million people are infected with dengue each year; it is known as "breakbone fever" for the joint pain it causes. Up to 15,000 die of it annually, most of them children, according to he World Health Organization. There is no vaccine or cure. Michael G. Kaufman, Ph.D. Michigan Mosquito Control Association 26 t h Annual Conference Troy, Michigan Keynote Speaker, Harry M. Savage Division of Vector-Borne Diseases Centers for Disease Control and Prevention Student competition participants Michigan Mosquito Control Association Officers and Board Members Committee Chairpersons William J. Lechel, II Memorial Scholarship Student Paper Competition Winner "Insect Timing and Succession on Buried Carrion" Emily Pastula, Michigan State University Emily Pastula is currently a second year master's student in the department of entomology at Michigan State University, with her primary focus being forensic entomology. She is working with Drs. Richard Merritt, Michael Kaufman, and Todd Fenton. She is a member of the Entomological Society of America, North American Forensic Entomology Association, and the American Academy of Forensic Sciences. 6 Human Swallows Pill. Mosquito Bites Human. Mosquito Dies. Scientists have proposed an intriguing new way to fight malaria: turning people into human time bombs for mosquitoes. A cheap deworming pill used in Africa for 25 years against river blindness was recently shown to have a power that scientists had long suspected but never before demonstrated in the field: When mosquitoes bite people who have recently swallowed the drug — called ivermectin or Mectizan — they die. The new study, published last week by The American Journal of Tropical Medicine and Hygiene, was carried out by scientists from Senegal and Colorado State University. They vacuumed mosquitoes from the walls of huts in three villages whose inhabitants had recently been given ivermectin and three whose had not, and tested to see how many mosquitoes contained malaria parasites. The ivermectin villages had almost 80 percent fewer. The drug was shortening the mosquitoes' lives, explained the lead author, Brian D. Foy, a Colorado State mosquito expert. Only older insects transmit malaria, since they must get it from humans first. Dr. Peter Hotez, president of the American Society of Tropical Medicine and Hygiene, was enthusiastic about the study, saying it showed that deworming drugs "could have a lot of collateral effects." Dr. Lee Hall of the National Institutes of Health, which helped finance the study, was more cautious, saying a clinical trial might be warranted once more is known about how long ivermectin kills. But a worm expert from the Carter Center in Atlanta was very skeptical. At present, millions of free doses are given out to fight onchocerciasis, or river blindness, which is caused by tiny worms migrating into the eye. "We hand it out once a year," said the parasitologist, Dr. Frank O. Richards Jr. (Keynote Speaker 2011 MMCA Conference). "I'm pushing for twice a year, and people want to kill me. It's 7 very difficult to imagine a once-a-month program anywhere." It might be useful, he suggested, in areas with brief, intense malaria seasons. Also, when people with lots of worms are treated, they suffer fever and intense itching as the worms die. Though that might be bearable once a year, it discourages people from seeking treatment more frequently. And ivermectin is dangerous for a few people — those infested with large numbers of a relatively rare West African worm, the loa loa. These worms circulate in the blood and lungs and may jam capillaries when they die, potentially causing coma or death. Detecting them means drawing blood and viewing it under a microscope. "It's very difficult to say, 'Let's treat a million people' — and then have to test each one for loa loa," Dr. Richards said. AMCA Free Webinar on using Twitter Earlier this year the Mosquito and Vector Control Association of California (MVCAC) had great success with a Twitter campaign that resulted in increased media attention as well as responses from legislators. Their "story and tweet reached a vast audience, inspired decisive change and elevated the conversation to the level needed for legislative change, most occurring in a single day." http://library.constantcontact.com/download/get/file/1 102078751985-124/MVCAC_Newsletter_Spring.pdf Based on the 2011 Membership Survey, only 8% of AMCA's members are using Twitter. The AMCA Board of Directors, after hearing the success of MVCAC, realized how important it is to educate the members of AMCA on the use of social media for education and public relations. As a result, AMCA will be offering a FREE webinar on how to use Twitter. This webinar will include the basics of getting started, how to follow the right people, examples of messages, and additional resources to help with Twitter execution and metrics. Basically, we will guide you on how to tweet, what to tweet, and who to tweet to. You will be increasing your arsenal of tools to protect public health. The date and time for this free webinar will be announced very soon. The more people we can get to participate, the more people we can reach with our messages. Interviews for seasonal employment were completed in February and our annual training session was held on March 23 rd -24 th . Due to the continuing decline in tax revenue we have had to reduce our seasonal work force by two positions, this is in addition to the 8 positions that were eliminated last year. The 2012 mosquito season got off to a fast and furious start with the first collection of spring Aedes larvae on March 7 th . This was followed with almost two weeks of 70-80 degree weather that provided ideal larval developing conditions. Things were so far advanced that we conducted our annual aerial larviciding program from March 23 rd -29 th and by this time we were already finding a few isolated pupae. To put this all into perspective, we normally find our first larvae on March 22 nd and begin our aerial program on April 13 th , thus the spring Aedes are three weeks ahead of schedule. Hopefully April will be cool which will slow down development and minimize adult biting activity towards the end of the month. Our Education Coordinator has already scheduled 213 classroom presentations at 39 schools. This year's Mosquito Abatement Challenge is a short story contest with the theme being "Mosquitoes, what's the buzz all about?" All 3 rd , 4 th , and 5 th grade students in Saginaw County are eligible to participate in the contest. This summer we are going to have one of our adulticiding trucks apply a water-based ULV permethrin formulation. Costs are now comparable with oil-based formulations and there is good reason to believe that in the near future water-based products will be less expensive than oil-based products. By having a truck dedicated to a water-based formulation it will give us the opportunity to conduct caged mosquito tests; become familiar with droplet characterization; see how it affects our equipment; and learn about any other nuances in regards to using this type of formulation. After the "winter that was not" mosquito development jumped out several weeks ahead of schedule. My calendar reminders keep telling me that it is time to get ready for the start of the aerial treatment program that was completed two weeks ago. It remains to be seen if we are going to have enough larvicide or adulticide to get through an extended control season. Maybe it will snow in August and everything will be taken care of? The only thing more exciting than the 80 o temperatures this winter was the completion of Michigan's new NPDES Pesticide General Permit. Be sure to check out the final version of the permit on the MDEQ website to confirm that you are in compliance. Even if you are a small enough program/business that you don't need to apply for a Certificate of Coverage, you should be following the permit guidance which basically says to maintain your equipment in good working order and use integrated mosquito management (things MMCA has been suggesting that you do for 25 years now). We are conducting field trials in Midland County this year of Kontrol Mosquito Larvicide, a new larvicide oil. Our first experiment demonstrated very good control of Aedes canadensis larvae in woodland pools. We will also be looking at control of Aedes vexans in summer habitat. We'll maybe have a report ready for the MMCA conference 2013 in Bay City. Please remember to document interesting experiences of this summer and to take photographs of mosquitoes, mosquito control, etc. so you have something to present at the conference as well. Enjoy your summer. On March 13, we found larvae. On March 28, we found pupae. We began contacting seasonal technicians, and had most of these ready to begin treatment on April 2. Already, we were two to three weeks behind. The crews were forced to use mostly oil. As temperatures have subsequently reverted to normal (whatever that is), or below normal, we have been granted something of a reprieve. Dry conditions, at least for the time being, are also helping. We will be working overtime to "hit them while they're in the water." Unfortunately, adult mosquito activity may arrive earlier, as well. We are calibrating the truck mounted ULV equipment, and notifying our residents that roadside spraying could commence sooner than usual. Are these weather patterns aberrant, or will we continue to see the need to start operations earlier and earlier? In either case, we need to be prepared to respond accordingly. Weather is always front and center in a mosquito control district, and the big news here in midMichigan was the mild winter and record-breaking warmth that followed for most of the month of March. As any Michigander knows, March is typically the last really cold month and we're lucky if we experience a few warm days that give us a taste of what's to come. March, 2012, however, saw daily high temperatures that were 30 if not 40 degrees above normal for at least half of the month. As we were monitoring larvae in spring woodland pools, we watched them grow quickly, forcing an early spring treatment on March 25. In fact, this is the earliest in our 30+ year history that we have begun aerial treatment – it's historically occurred in mid-April. Since announcing that applications were being accepted for seasonal employment, we have collected quite a few. We won't begin interviewing to fill seasonal technician jobs for the 2012 season until at least the first week of April. That's because, again, our aerial treatment occurred earlier than anticipated and we were too busy in March. While we have received over 100 applications, about two-thirds of employees from last season are returning. This has been the trend for the past several years. The current economy keeps experienced staff returning to us! In January we applied for a Michigan DEQ Scrap Tire Cleanup Grant. February had us attending the MMCA 26 th annual conference in Troy, MI. The 2012 Program Plan was compiled in February, followed by hosting the Mid-Michigan Technical Advisory Committee meeting on March 7. The comprehensive community outreach program plan was submitted to MDA, and we received our Certificate of Coverage for the NPDES permit on March 23. Control material bids were opened in January with prices seeing slight changes compared to 2011. The helicopter aerial contract has been renewed with Clarke for a one-year extension. We also just sent out a "Request for Proposals" for purchasing two new trucks this year. Staff continues to update training materials, attend customer service presentations, watch AMCA webinars, revamp presentations that will soon be broadcast on our local Bay 3-TV, order supplies, continue with maintenance projects, and send announcements to media and government offices in preparation for the upcoming season. Office staff is busy sending and receiving no spray, medical, and long-driveway notices and working on contracts for the scrap tire drives. Looking forward to a successful 2012 season! Great Lakes Bay Region Science, Technology, and Engineering Fair The Saginaw Science, Technology, and Engineering Fair was changed to a regional event and was moved to Delta College. Students from all Great Lakes Bay Region High Schools were invited to participate. The top 10 students represented the region at the Michigan Science and Engineering fair on March 31 at Kettering University. The top three students from Kettering will go on to compete at the Intel International Science and Engineering Fair May 13 to 18 in Pittsburgh. MMCA sponsored an award for use of the scientific method in researching and documenting their project involving studies in biology, entomology, zoology or other related fields. MMCA's award winner was Yeshkirat Kuhr. Michigan Mosquito Control Association P.O. Box 366 Bay City, MI 48707 Sp S r p i r n i g ng	<urn:uuid:2fc78dce-3de4-4e66-9190-1869e9947618>	CC-MAIN-2019-22	https://www.michiganmosquito.org/uploads/9/8/2/0/98207804/skeeterscannerapril2012.pdf	2019-05-27T06:21:12Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00404.warc.gz	830,930,574	5,640	eng_Latn	eng_Latn	0.977052	eng_Latn	0.998292	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2859, 6808, 10401, 14478, 14823, 15485, 19569, 23085, 26519, 27367 ]	[ 1.4140625, 1.1640625 ]	2	2
PERCUSSION Stephane Chamberland is a drummer, clinician, educator, and author. He is an independent solo artist that has been playing and recording with countless musicians, performing hundreds of live shows around the world. He is endorsed by Mapex Drums, Sabian Cymbals, Vic Firth Sticks, Shure Microphones, Gon Bops Percussion, and Evans Drumheads. For more information, visit www.stephanechamberland.com. By Stephane Chamberland Feel & Space for the Musical Drummer Fak Motions & Subdivisions Have you ever heard the expression, "It's not only the notes but the spaces between the notes that count?" As a drummer, understanding and feeling the distance between the strokes will help you create really natural and precise motions, like the Moeller technique in the low, half, and full positions. elasticity of the rhythms to change the feel. It is amazing how we can create a rounder feel by spacing the notes out or create tension by putting them closer. The jazz ride pattern can be played using a triplet feel but also a 1/32 note feel and everything in between. Collapsed Rudiments It's easier to develop a strong groove when the body moves. When we are dancing, walking, or doing anything with our body, we are actually creating motions in time. In music, the smaller or larger distance between two notes will determine the subdivision you are in. For example, if I space out two equal notes in one beat, I am playing eighth notes; three notes: triplets; four notes: sixteenth notes, and so on. I can also learn the groups of ﬁve, six, seven, nine, 10, 11, or even 12, just to name a few. As in math, we must learn all the subdivisions to get a complete map of the possibili- EX. 1 EX. 2 ties. It will also help to create diﬀerent feels. In one beat, for example, you may stretch all the notes or just some notes. It is really hard for a machine to emulate this human feel. The Feel & Sound the music to make it feel right in the context. It's like when you study a transcription from your favourite drummers. You read it, study, and play it, but when you listen to the track, it sounds completely diﬀerent than what you have imagined. In all styles of music, we can play with the Of course, there is more to learn about these concepts but this is a great ﬁrst start. If you want to learn more about collapsed rudiments, get the book Open-Handed Vol. 2 by Claus Hessler and Dom Famularo (Alfred Publishing). There is also a rudiment poster available at www.claushessler.com. 28 • CANADIAN MUSICIAN The cáscara in Afro-Cuban music can also be stretched to the point where you are almost only playing eighth notes. With the Brazilian caixa patterns, we need to understand and play with the distance to be able to make the rhythm feel right. Playing this pattern too square will kill the feel. Also, in funk or pop music, we deﬁnitely use the same concept between bass drum, hi-hats, and snare. You have probably heard about playing the back beat a little bit behind or ahead of the beat. Well there you go – again we are talking about space. This is a tricky concept to teach because it's a question of feel and it's really hard to precisely notate the feel. The chart will usually give you the main rhythmic notation but rarely the right feel. It's our job to know enough about Actually, notes can be collapsed or expanded. I was amazed by this concept when I had the chance to study with Jim Chapin. Even today, I am studying with Claus Hessler from Germany and these concepts are a huge part of today's sound for drumset. I invite you to check out these drummers if you don't already know them. Jim was working on some interesting concepts with changing the distance between the notes to create diﬀerent rudiments. This is a great place to start to study the feel. Ex. 1 and 2 are cool exercises to help develop your technique. They are really challenging exercises, so take your time. There are three steps to each: 1. The starting rudiment. 2. The transition. 3. The second rudiment. Note that I am not changing the motion of my hands; I am only changing the space between the notes.	<urn:uuid:2dc12b39-5ad5-468e-bc48-d746d7e9ba8b>	CC-MAIN-2019-22	http://stephanechamberland.com/wp-content/uploads/2018/10/Feel-Space-CMM.pdf	2019-05-27T06:29:16Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00406.warc.gz	186,064,734	967	eng_Latn	eng_Latn	0.999268	eng_Latn	0.999268	[ "eng_Latn" ]	false	docling	[ 4118 ]	[ 1.6640625 ]	1	3
The Benefits of Music/Art Did you know? "Art, understood as spontaneous creative play, is what children naturally do – singing, dancing, drawing, and role playing. We also know that the arts engage all the senses and involve a variety of modalities including the kinesthetic, auditory and visual. When caregivers engage and encourage children in arts activities on a regular basis from early in life, they are laying the foundation for – and even helping wire children's brains for – successful learning." - "Arts Education Partnership" It's the Process, Not the Product "Process not Product" means you can explore music/art and simply enjoy what happens. You don't have to mimic what an adult does or try to make something your friend has made. There is no right or wrong way to sing, dance, play an instrument, paint or draw; there is only YOUR way. YOU are the Musician. YOU are the Artist. MUSIC/ART PROMOTES: Self Esteem Self Expression Creativity Speech and Language Development Positive feeling and happiness through the sharing of enjoyable experiences Brain development by stimulating auditory, visual, tactile and kinesthetic neural pathways Social Interaction Fine and Gross Motor Skills Community and Acceptance	<urn:uuid:c5d53818-dcd3-4e3e-ada1-3978c25e2fb9>	CC-MAIN-2019-22	https://www.theartofmusicllc.com/uploads/7/6/9/5/76952367/website_brochure_reduced_size__1_.pdf	2019-05-27T05:05:48Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00405.warc.gz	965,688,271	275	eng_Latn	eng_Latn	0.996557	eng_Latn	0.996557	[ "eng_Latn" ]	false	docling	[ 1245 ]	[ 3.359375 ]	1	0
HOLLOW PIT WHAT IS IT? Occasionally when you cut open an avocado you might see something missing: the seed! Don't be alarmed, the avocado will still taste just as creamy and buttery as one with the seed. The seed has turned a dark brown and dehydrated completely leaving behind a hollow hole where the seed was. WHAT CAUSES IT? An avocado tree can support only a certain amount of volume each season. When more flowers are pollinated beyond the amount that the tree can support, the tree must terminate some of the fruit. Once this happens, the seed in the fruit dies and the piece stops growing. The seed is the life source of the fruit, which is why hollow seed is mainly seen in small avocados, not in the larger sizes that have received full nutrition for their life span. WHAT CAN BE DONE? Climate may have an impact, causing the tree to stress more than normal and reject a higher percentage of viable fruit. There is no harm to the fruit itself and it will continue to ripen and taste like a normal avocado.	<urn:uuid:1781c4e1-dae0-48a8-bed6-51fe7ef55585>	CC-MAIN-2019-22	https://mission-produce-static.sfo2.cdn.digitaloceanspaces.com/craft/download-center/pdf/Hollow-Pit_Quality.pdf	2019-05-27T05:35:13Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00404.warc.gz	528,134,851	217	eng_Latn	eng_Latn	0.998735	eng_Latn	0.998735	[ "eng_Latn" ]	false	docling	[ 1020 ]	[ 2.65625 ]	1	0
Undergraduate Journal of Mathematical Modeling: One + Two Volume 2 \| 2010 Spring Issue 2 \| Article 7 Effect of Tire Pressure on Efficiency Miles Mullins University of South Florida Advisors: Arcadii Grinshpan, Mathematics and Statistics Gray Mullins, Civil & Environmental Engineering Problem Suggested By: Gray Mullins Follow this and additional works at: https://scholarcommons.usf.edu/ujmm Part of the Mathematics Commons UJMM is an open access journal, free to authors and readers, and relies on your support: Donate Now Recommended Citation Mullins, Miles (2010) "Effect of Tire Pressure on Efficiency," Undergraduate Journal of Mathematical Modeling: One + Two: Vol. 2: Iss. 2, Article 7. DOI: http://dx.doi.org/10.5038/2326-36126.96.36.199 Available at: https://scholarcommons.usf.edu/ujmm/vol2/iss2/7 Effect of Tire Pressure on Efficiency Abstract Many people ignore tire pressure in their day-to-day lives. In a country striving for maximum efficiency, neglecting to maintain correct tire pressure can noticeably affect the amount of horsepower required to overcome the drag forces due to tire/roadway friction. In order to quantify these horsepower changes, 21 test trials were conducted by allowing a test vehicle to coast from 50 mph down to 20 mph at pressures ranging from 50 psi to 20 psi. After compiling the results, it was shown that lower tire pressures increased the horsepower necessary to propel the automobile. Keywords Tire Pressure, Velocty, Horsepower MILES MULLINS TABLE OF CONTENTS PROBLEM STATEMENT More than ever before, the automotive world is focusing on ways to obtain higher efficiency. Many new technological advancements target power consumption, but one of the easiest ways to increase efficiency often goes ignored: the vehicle's tire pressure. The only connection between a vehicle and its driving surface is the four contact patches where the tires meet the roadway. Monitoring tire pressure and attempting to minimize the amount of rolling friction may combat energy waste. From the data collected at different tire pressures, determine if there is a difference in the efficiency of over and under inflated tires. MOTIVATION Modern advertisements for new cars showcase their fuel efficiency. This paradigm shift highlights the fact that automobile manufacturers are spending additional resources to engineer a more efficient vehicle. While the new technological advancements are effective, it is important implement simple techniques such as maintaining proper tire pressure to avoid wasting energy/fuel. As a tire pressure drops, the walls of the tire become soft and flexes when the wheel rotates. This deformation increases the drag and causes the vehicle to use more energy to maintain forward motion. The objective of this project is to quantify the change in the horsepower required to maintain a constant velocity based on the changes in tire pressure. We pursued this goal by collecting field data and analyzed it using calculus principles. https://scholarcommons.usf.edu/ujmm/vol2/iss2/7 DOI: http://dx.doi.org/10.5038/2326-36188.8.131.52 MATHEMATICAL DESCRIPTION AND SOLUTION APPROACH In this experiment, we measured the time required to slow a vehicle from to through wind resistance and tire friction. Changing only the pressure in the tires allowed us to determine the overall influence that tire pressure plays in efficiency. There are several sources which cause drag on a car. Wind can push or pull on a car affecting the power requirements to maintain a constant velocity. The shape of a vehicle controls how well it resists drag as it passes through the air. Internally, drive train friction can differ from vehicle to vehicle. The drive train friction determines how much energy from the engine is absorbed before transferring its power to the wheel or the ground. The tire-roadway interaction also affects the drag on a vehicle. Driving surfaces can range from dirt roads and mud to paved highways. Each driving surface can produce a very different amount of friction. Some tires are made of compounds tailored to different aspects of driving. If maximum grip is preferred, a tire manufactured from a softer compound can be used to increase grip. However, an increased grip also increases friction which in turn diminishes the efficiency of the power transfer from the tire to the ground. TESTING CONDITIONS Wind speed and roadway variations were controlled by conducting all tests consecutively on the same roadway (Figure 2), in the same direction, and on the same day. Also, the same vehicle (Figure 1) was used for all trials so that the vehicle aerodynamics remained constant. To exclude drive train friction, all testing and timing was done while the car was in neutral so that the transmission was not actively creating drag. These restrictions were employed to isolate the tire pressure as the sole variable governing the power required to maintain a constant velocity. https://scholarcommons.usf.edu/ujmm/vol2/iss2/7 DOI: http://dx.doi.org/10.5038/2326-36184.108.40.206 DATA COLLECTION The recorded data was collected after pumping the tires up to a specific pressure starting at a high of and going down to a low of in increments. The test was conducted by bring the test vehicle to a velocity of . Then at a specific location the test car was set to coast. A stopwatch with a lap button (Figure 3) was used to record how long it took the coasting vehicle to drop each 5 mile/hour increment. The results of 3 test runs (Appendix A - Table 1) were averaged for each of the tire pressures. ANALYSIS The velocities acquired by our tests can be used to calculate acceleration of the test vehicle (R.C. Hibbler, 19) using and the displacement (R.C. Hibbler, 20) using The force on the vehicle (R.C. Hibbler, 110), was calculated using The mass in (3) was determined by adding the mass of the test driver to the mass of the vehicle which was given by the Saturn owner's manual (Saturn). Thus, the total mass of car and driver was From the force given in (3) and the test velocities, the power of the test car (Serway Jewett, 214) was found through the relationship For automobiles, the most common unit of power is horsepower (What is Horsepower?). Note that one unit of horsepower is approximately Putting everything together, we determined the horsepower over time for the test vehicle under various tire pressures. DISCUSSION The 'Velocity vs Time' graph for each tire pressure (Appendix B - Chart 1) shows the steadily decreasing amount of time it took to deccelerate given lower tire pressures. Notice the relatively flatter slope for all the lines in the 45-40 mph velocity zone. This can be attributed to a slight downhill grade going onto a bridge on the roadway used for testing. The momentary downhill slope is also reflected by the flucations in the chart of the 'Horsepower vs Velocity' https://scholarcommons.usf.edu/ujmm/vol2/iss2/7 DOI: http://dx.doi.org/10.5038/2326-36220.127.116.11 (Chart 2 – Appendix B). Accounting for changes in the test track, we interpolate the average trial velocities for each tire pressure using a 5 th order polynomial. For instance, the average velocities over three trials using (Appendix A – Table 1) were found to be: Note that all units were first standardized in terms of feet and seconds. Microsoft Excel interpoloated the converted velocities as Using equation (7) with (1) we found the interpolated acceleration to be and from (2) the interpolated displacement was Using the total test time for the test, we can estitmate the total distance traveled during the test as which corresponds with Table 8 in Appendix A. The remaining trials were similarly analysized and their values are summarized in Tables 2 – 8 found in Appendix A. Produced by The Berkeley Electronic Press, 2010 The 'Horsepower vs Velocity' chart (Appendix B – Chart 2) shows the amount of horsepower acting against the coasting car. Viewed another way, this chart indicates the amount of horsepower needed to maintain the indicated velocity. The negative horsepower is a reflection of wind resistence on the car and friction between the tires and the pavement. Comparing the horsepower values for each tire pressure (Appendix B – Chart 3), it is clear that the lower pressures require more horsepower to maintain a constant velocity than the higher pressures. CONCLUSION AND RECOMMENDATIONS All of the results from this project pointed to the fact that there is a relationship between lower tire pressures and lower efficiency. The increased horsepower consumption will be most noticable at higher speeds as is indicated in Chart 3 of Appendix B. For instance, at the tires required to maintain a constant velocity while the set required which was a suprising increase in required horsepower. At , all the horsepower discrepencies were negligable as all he values fell between . Variances in the slower velocities can also be attributed to the road condions of the test track. At the test car breached the threshold from the starting line while breaching the same threshold from the starting line under . The grade of the road was influencing the calculated horsepowers differently at these two positions. The problem may be avoided in future experiments by recording the velocities at fixed road markers to ensure all measurements are taken under identical road conditions. Also, it is recommend that future research incorporate the use of a more accurate digital speedometer. Using an analog speedometer meant trusting the eye to accurately guage the moment when the needle passed the specified limits. https://scholarcommons.usf.edu/ujmm/vol2/iss2/7 DOI: http://dx.doi.org/10.5038/2326-3618.104.22.168 NOMENCLATURE \| \| Symbol \| Description \| U \| nit \| \|---\|---\|---\|---\|---\| \| \| \| Force \| \| \| \| Mass \| \| \| \| \| \| \| \| Miles per hour \| \| \| \| Power and \| \| \| \| \| \| \| \| Pounds per square inch \| \| \| \| Position \| \| \| \| \| \| \| or \| Velocity \| \| and \| \| or Acceleration \| \| \| \| \| \| \| \| Change in velocity \| \| \| \| Displacement \| \| \| \| \| \| \| \| Change in time \| \| \| REFERENCES 2004 Saturn Ion Owners Manual. Lithio: 2003. Hibbeler, R.. Engineering Mechanics Dynmaics . Upper Saddle River: Prentice Hall, 2010. Serway, and Jewett Physics for Scientists and Engineers. Belmont: Thomson, 2008. "What is Horsepower?". Web cars. 5-6-10 <http://www.web-cars.com/math/horsepower.html>. APPENDIX A - TABLES Table 1: Under various tire pressures, this table lists the number of seconds it took the test car to reach 5 mph speed thresholds after coasting from 50 mph. \| Pressure \| \| Trial \| \| 50 mph \| 45 mph \| 40 mph \| 35 mph \| 30 mph \| 25 mph \| 20 mph \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| 1 \| \| 0.0 \| 10.3 \| 24.8 \| 35.6 \| 48.8 \| 66.7 \| 87.9 \| \| \| 2 \| \| 0.0 9.2 23.5 33.2 46.2 62.7 81.8 \| \| \| \| \| \| \| \| \| 50 psi \| \| 3 \| \| 0.0 \| 9.5 \| 23.5 \| 33.0 \| 47.5 \| 62.6 \| 84.1 \| \| \| Mean \| \| 0.00 9.67 23.93 33.93 47.50 64.00 84.60 \| \| \| \| \| \| \| \| \| \| \| 1 \| \| 0.0 \| 9.8 \| 25.3 \| 35.9 \| 48.5 \| 66.6 \| 86.1 \| \| \| 2 \| \| 0.0 10.2 24.8 35.9 50.2 68.8 86.2 \| \| \| \| \| \| \| \| \| 45 psi \| \| 3 \| \| 0.0 \| 9.6 \| 23.4 \| 32.7 \| 46.0 \| 62.2 \| 80.4 \| \| \| Mean \| \| 0.00 9.87 24.50 34.83 48.23 65.87 84.23 \| \| \| \| \| \| \| \| \| \| \| 1 \| \| 0.0 \| 9.0 \| 22.6 \| 34.3 \| 46.0 \| 61.3 \| 83.3 \| \| \| 2 \| \| 0.0 9.2 21.2 33.1 44.4 58.1 78.8 \| \| \| \| \| \| \| \| \| 40 psi \| \| 3 \| \| 0.0 \| 9.1 \| 22.0 \| 31.5 \| 44.4 \| 58.1 \| 78.0 \| \| \| Mean \| \| 0.00 9.10 21.93 32.97 44.93 59.17 80.03 \| \| \| \| \| \| \| \| \| \| \| 1 \| \| 0.0 \| 9.0 \| 21.6 \| 30.1 \| 41.5 \| 55.7 \| 75.5 \| \| \| 2 \| \| 0.0 8.7 21.3 31.0 41.7 55.7 74.3 \| \| \| \| \| \| \| \| \| 35 psi \| \| 3 \| \| 0.0 \| 9.1 \| 21.6 \| 31.9 \| 43.2 \| 58.3 \| 77.3 \| \| \| Mean \| \| 0.00 8.93 21.50 31.00 42.13 56.57 75.70 \| \| \| \| \| \| \| \| \| \| \| 1 \| \| 0.0 \| 8.0 \| 20.9 \| 30.8 \| 41.6 \| 55.2 \| 72.5 \| \| \| 2 \| \| 0.0 8.3 20.0 31.2 41.6 54.6 72.0 \| \| \| \| \| \| \| \| \| 30 psi \| \| 3 \| \| 0.0 \| 8.7 \| 21.6 \| 31.3 \| 41.7 \| 57.2 \| 75.7 \| \| \| Mean \| \| 0.00 8.33 20.83 31.10 41.63 55.67 73.40 \| \| \| \| \| \| \| \| \| \| \| 1 \| \| 0.0 \| 8.3 \| 18.9 \| 30.1 \| 38.8 \| 51.3 \| 65.8 \| \| \| 2 \| \| 0.0 8.2 19.8 30.2 39.5 52.7 69.6 \| \| \| \| \| \| \| \| \| 25 psi \| \| 3 \| \| 0.0 \| 8.1 \| 19.5 \| 31.5 \| 41.9 \| 55.6 \| 72.6 \| \| \| Mean \| \| 0.00 8.20 19.40 30.60 40.07 53.20 69.33 \| \| \| \| \| \| \| \| \| \| \| 1 \| \| 0.0 \| 7.9 \| 17.7 \| 29.0 \| 37.4 \| 49.1 \| 61.9 \| \| \| 2 \| \| 0.0 7.9 17.8 28.1 38.1 50.1 63.0 \| \| \| \| \| \| \| \| \| 20 psi \| \| 3 \| \| 0.0 \| 7.6 \| 17.5 \| 28.1 \| 37.6 \| 50.6 \| 64.7 \| \| \| Mean \| \| 0.00 7.80 17.67 28.40 37.70 49.93 63.20 \| \| \| \| \| \| \| \| https://scholarcommons.usf.edu/ujmm/vol2/iss2/7 DOI: http://dx.doi.org/10.5038/2326-3622.214.171.124 Table 2: Measured, Interpolated and Calculated values for the experiment with the tires inflated to 50 psi. \| 50 psi - Test Statistics \| \| \| \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Measured \| \| \| \| \| \| \| \| \| \| \| \| Mean Time (s): \| \| 0.00 \| 9.67 \| 23.93 \| 33.93 \| 47.50 \| 64.00 \| 84.60 \| \| \| \| 50.00 45.00 40.00 35.00 30.00 25.00 20.00 \| \| \| \| \| \| \| \| \| \| Velocity (mph): \| \| \| \| \| \| \| \| \| \| \| Velocity (ft/s): \| \| 73.33 \| 66.00 \| 58.67 \| 51.33 \| 44.00 \| 36.67 \| 29.33 \| \| Interpolated \| \| 73.28 66.21 58.12 51.97 43.69 36.75 29.32 \| \| \| \| \| \| \| \| \| \| Velocity (ft/s): \| \| \| \| \| \| \| \| \| \| \| Acceleration (ft/s2): \| \| -0.9370 \| -0.5973 \| -0.5874 \| -0.6338 \| -0.5523 \| -0.2905 \| -0.7320 \| \| \| \| 0.0 671.8 1558.3 2109.1 2756.9 3414.3 4108.8 \| \| \| \| \| \| \| \| \| \| Displacement (ft): \| \| \| \| \| \| \| \| \| \| Calculated \| \| \| \| \| \| \| \| \| \| \| \| Force (ft lbs/s2): \| \| -2745.5 \| -1750.1 \| -1721.1 \| -1856.9 \| -1618.3 \| -851.2 \| -2144.6 \| \| \| \| -201179 -115877 -100023 -96499 -70708 -31278 -62887 \| \| \| \| \| \| \| \| \| \| Power (ft2 lbs/s3): \| \| \| \| \| \| \| \| \| \| \| Power (HP): \| \| -11.37 \| -6.55 \| -5.65 \| -5.45 \| -4.00 \| -1.77 \| -3.55 \| Table 3: Measured, Interpolated and Calculated values for the experiment with the tires inflated to 45 psi. \| 45 psi - Test Statistics \| \| \| \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Measured \| \| \| \| \| \| \| \| \| \| \| \| Mean Time (s): \| \| 0.00 \| 9.87 \| 24.50 \| 34.83 \| 48.23 \| 65.87 \| 84.23 \| \| \| \| 50.00 45.00 40.00 35.00 30.00 25.00 20.00 \| \| \| \| \| \| \| \| \| \| Velocity (mph): \| \| \| \| \| \| \| \| \| \| \| Velocity (ft/s): \| \| 73.33 \| 66.00 \| 58.67 \| 51.33 \| 44.00 \| 36.67 \| 29.33 \| \| Interpolated \| \| 73.29 66.18 58.20 51.88 43.73 36.73 29.33 \| \| \| \| \| \| \| \| \| \| Velocity (ft/s): \| \| \| \| \| \| \| \| \| \| \| Acceleration (ft/s2): \| \| -0.9584 \| -0.5701 \| -0.5767 \| -0.6355 \| -0.5445 \| -0.2662 \| -0.8395 \| \| \| \| 0.0 685.2 1595.3 2164.4 2803.7 3505.7 4127.1 \| \| \| \| \| \| \| \| \| \| Displacement (ft): \| \| \| \| \| \| \| \| \| \| Calculated \| \| \| \| \| \| \| \| \| \| \| \| Force (ft lbs/s2): \| \| -2808.2 \| -1670.3 \| -1689.8 \| -1862.0 \| -1595.3 \| -779.9 \| -2459.6 \| \| \| \| -205811 -110531 -98352 -96603 -69761 -28647 -72128 \| \| \| \| \| \| \| \| \| \| Power (ft2 lbs/s3): \| \| \| \| \| \| \| \| \| \| \| Power (HP): \| \| -11.63 \| -6.25 \| -5.56 \| -5.46 \| -3.94 \| -1.62 \| -4.08 \| Table 4: Measured, Interpolated and Calculated values for the experiment with the tires inflated to 40 psi. Table 5: Measured, Interpolated and Calculated values for the experiment with the tires inflated to 35 psi. \| 35 psi - Test Statistics \| \| \| \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Measured \| \| \| \| \| \| \| \| \| \| \| \| Mean Time (s): \| \| 0.00 \| 8.93 \| 21.50 \| 31.00 \| 42.13 \| 56.57 \| 75.70 \| \| \| \| 50.00 45.00 40.00 35.00 30.00 25.00 20.00 \| \| \| \| \| \| \| \| \| \| Velocity (mph): \| \| \| \| \| \| \| \| \| \| \| Velocity (ft/s): \| \| 73.33 \| 66.00 \| 58.67 \| 51.33 \| 44.00 \| 36.67 \| 29.33 \| \| Interpolated \| \| 73.30 66.12 58.36 51.70 43.80 36.71 29.33 \| \| \| \| \| \| \| \| \| \| Velocity (ft/s): \| \| \| \| \| \| \| \| \| \| \| Acceleration (ft/s2): \| \| -1.0703 \| -0.6391 \| -0.6553 \| -0.7325 \| -0.6499 \| -0.3248 \| -0.8440 \| \| \| \| 0.0 619.7 1402.4 1925.9 2456.5 3032.0 3677.5 \| \| \| \| \| \| \| \| \| \| Displacement (ft): \| \| \| \| \| \| \| \| \| \| Calculated \| \| \| \| \| \| \| \| \| \| \| \| Force (ft lbs/s2): \| \| -3136.1 \| -1872.7 \| -1920.1 \| -2146.1 \| -1904.3 \| -951.6 \| -2472.9 \| \| \| \| -229891 -123816 -112061 -110964 -83414 -34937 -72528 \| \| \| \| \| \| \| \| \| \| Power (ft2 lbs/s3): \| \| \| \| \| \| \| \| \| \| \| Power (HP): \| \| -12.99 \| -7.00 \| -6.33 \| -6.27 \| -4.71 \| -1.97 \| -4.10 \| https://scholarcommons.usf.edu/ujmm/vol2/iss2/7 DOI: http://dx.doi.org/10.5038/2326-36126.96.36.199 Table 6: Measured, Interpolated and Calculated values for the experiment with the tires inflated to 30 psi. \| 30 psi - Test Statistics \| \| \| \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Measured \| \| \| \| \| \| \| \| \| \| \| \| Mean Time (s): \| \| 0.00 \| 8.33 \| 20.83 \| 31.10 \| 41.63 \| 55.67 \| 73.40 \| \| \| \| 50.00 45.00 40.00 35.00 30.00 25.00 20.00 \| \| \| \| \| \| \| \| \| \| Velocity (mph): \| \| \| \| \| \| \| \| \| \| \| Velocity (ft/s): \| \| 73.33 \| 66.00 \| 58.67 \| 51.33 \| 44.00 \| 36.67 \| 29.33 \| \| Interpolated \| \| 73.32 66.05 58.55 51.48 43.91 36.69 29.33 \| \| \| \| \| \| \| \| \| \| Velocity (ft/s): \| \| \| \| \| \| \| \| \| \| \| Acceleration (ft/s2): \| \| -1.1986 \| -0.6571 \| -0.6283 \| -0.7333 \| -0.6676 \| -0.3532 \| -0.8453 \| \| \| \| 0.0 577.4 1356.0 1921.9 2423.6 2984.0 3580.6 \| \| \| \| \| \| \| \| \| \| Displacement (ft): \| \| \| \| \| \| \| \| \| \| Calculated \| \| \| \| \| \| \| \| \| \| \| \| Force (ft lbs/s2): \| \| -3511.9 \| -1925.2 \| -1840.8 \| -2148.5 \| -1956.1 \| -1034.9 \| -2476.6 \| \| \| \| -257496 -127158 -107780 -110613 -85895 -37967 -72643 \| \| \| \| \| \| \| \| \| \| Power (ft2 lbs/s3): \| \| \| \| \| \| \| \| \| \| \| Power (HP): \| \| -14.55 \| -7.19 \| -6.09 \| -6.25 \| -4.85 \| -2.15 \| -4.11 \| Table 7: Measured, Interpolated and Calculated values for the experiment with the tires inflated to 25 psi. \| 25 psi - Test Statistics \| \| \| \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Measured \| \| \| \| \| \| \| \| \| \| \| \| Mean Time (s): \| \| 0.00 \| 8.20 \| 19.40 \| 30.60 \| 40.07 \| 53.20 \| 69.33 \| \| \| \| 50.00 45.00 40.00 35.00 30.00 25.00 20.00 \| \| \| \| \| \| \| \| \| \| Velocity (mph): \| \| \| \| \| \| \| \| \| \| \| Velocity (ft/s): \| \| 73.33 \| 66.00 \| 58.67 \| 51.33 \| 44.00 \| 36.67 \| 29.33 \| \| Interpolated \| \| 73.36 65.91 58.86 51.08 44.17 36.63 29.34 \| \| \| \| \| \| \| \| \| \| Velocity (ft/s): \| \| \| \| \| \| \| \| \| \| \| Acceleration (ft/s2): \| \| -1.2235 \| -0.6960 \| -0.6372 \| -0.7391 \| -0.6940 \| -0.4430 \| -0.7075 \| \| \| \| 0.0 568.1 1266.3 1883.0 2333.7 2860.4 3397.2 \| \| \| \| \| \| \| \| \| \| Displacement (ft): \| \| \| \| \| \| \| \| \| \| Calculated \| \| \| \| \| \| \| \| \| \| \| \| Force (ft lbs/s2): \| \| -3584.8 \| -2039.2 \| -1867.1 \| -2165.5 \| -2033.5 \| -1298.0 \| -2072.9 \| \| \| \| -262967 -134407 -109886 -110616 -89815 -47541 -60814 \| \| \| \| \| \| \| \| \| \| Power (ft2 lbs/s3): \| \| \| \| \| \| \| \| \| \| \| Power (HP): \| \| -14.86 \| -7.60 \| -6.21 \| -6.25 \| -5.08 \| -2.69 \| -3.44 \| Table 8: Measured, Interpolated and Calculated values for the experiment with the tires inflated to 20 psi. \| 20 psi - Test Statistics \| \| \| \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Measured \| \| \| \| \| \| \| \| \| \| \| \| Mean Time (s): \| \| 0.00 \| 7.80 \| 17.67 \| 28.40 \| 37.70 \| 49.93 \| 63.20 \| \| \| \| 50.00 45.00 40.00 35.00 30.00 25.00 20.00 \| \| \| \| \| \| \| \| \| \| Velocity (mph): \| \| \| \| \| \| \| \| \| \| \| Velocity (ft/s): \| \| 73.33 \| 66.00 \| 58.67 \| 51.33 \| 44.00 \| 36.67 \| 29.33 \| \| Interpolated \| \| 73.36 65.89 58.88 51.07 44.18 36.62 29.34 \| \| \| \| \| \| \| \| \| \| Velocity (ft/s): \| \| \| \| \| \| \| \| \| \| \| Acceleration (ft/s2): \| \| -1.2204 \| -0.7769 \| -0.6974 \| -0.7532 \| -0.7071 \| -0.5280 \| -0.7156 \| \| \| \| 0.0 540.9 1156.0 1746.5 2189.0 2680.8 3120.8 \| \| \| \| \| \| \| \| \| \| Displacement (ft): \| \| \| \| \| \| \| \| \| \| Calculated \| \| \| \| \| \| \| \| \| \| \| \| Force (ft lbs/s2): \| \| -3575.8 \| -2276.4 \| -2043.3 \| -2206.8 \| -2071.7 \| -1547.1 \| -2096.8 \| \| \| \| -262313 -150001 -120307 -112695 -91523 -56650 -61520 \| \| \| \| \| \| \| \| \| \| Power (ft2 lbs/s3): \| \| \| \| \| \| \| \| \| \| \| Power (HP): \| \| -14.82 \| -8.48 \| -6.80 \| -6.37 \| -5.17 \| -3.20 \| -3.48 \| https://scholarcommons.usf.edu/ujmm/vol2/iss2/7 DOI: http://dx.doi.org/10.5038/2326-36188.8.131.52 APPENDIX B – CHARTS https://scholarcommons.usf.edu/ujmm/vol2/iss2/7 DOI: http://dx.doi.org/10.5038/2326-36184.108.40.206	<urn:uuid:4b23b4cb-f9d0-41b2-b86a-cff19baab591>	CC-MAIN-2019-22	https://scholarcommons.usf.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1026&context=ujmm	2019-05-27T06:03:54Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00405.warc.gz	604,836,563	8,030	eng_Latn	eng_Latn	0.89099	eng_Latn	0.995261	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 818, 1492, 1526, 3107, 4212, 5061, 5760, 6994, 7832, 9727, 10441, 12790, 15277, 16728, 19220, 20563, 20584, 20681 ]	[ 1.359375, 0.8515625 ]	1	3
EnchantedLearning.com Worst Weather: Draw and Write Three Draw three of your least favorite types of weather and write about each of them. Name___________________	<urn:uuid:360b5124-0eea-40c3-a61b-ce4474a96fe3>	CC-MAIN-2019-22	https://enchantedlearning.com/drawandwrite3/worstweather/worstweather.pdf	2019-05-27T06:02:12Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00405.warc.gz	450,435,021	34	eng_Latn	eng_Latn	0.998187	eng_Latn	0.998187	[ "eng_Latn" ]	false	docling	[ 165 ]	[ 2.78125 ]	2	2
Community Water Park at the Weir Project FREQUENTLY ASKED QUESTIONS Urban Reserves in Saskatoon FREQUENTLY ASKED QUESTIONS 1. What is an urban reserve? Benefits for the city include: An urban reserve is land within a city which has been purchased on the open market by a First Nation and granted reserve status by the Federal Government. Land does not become a reserve just because it is owned by a First Nation. Reserve status is obtained by going through a process which results in a Federal designation of the land as reserve. 2. Why are urban reserves being created? Approximately 30 First Nations in Saskatchewan have established that they either did not receive the reserve land to which they were entitled when they signed their Treaty, or that reserve land was subsequently taken away from them. In other words, they are owed reserve land by the Provincial and Federal Governments. In 1992, the Treaty Land Entitlement First Nations, and the Provincial and Federal Governments, signed an agreement to settle these outstanding claims. First Nations received specific sums of money for the purpose of purchasing land on the open market which would then become reserve land. Most of that land is agricultural, but a small portion is urban land. 3. What are the benefits of an urban reserve? There are tremendous economic, social and cultural development opportunities that benefit the entire community. Benefits for First Nations include: - Another way for First Nations to create financial resources. - Economic opportunities to create new businesses and increase employment opportunities for the growing number of Indigenous people living in cities. - Investment in new businesses or refurbishing and renewing existing businesses. - Economic spin-offs from job creation and investment in the community. Benefits for both the city and the First Nations include: - Overall, a strengthening of the First Nations community in Saskatoon builds a stronger and more inclusive city. - Positive relationships between Saskatchewan First Nations and the city. 4. What do urban reserves look like? What you will see is simply a piece of urban property. It can be an office building, a school, a hotel, a residential subdivision, a gas station, a vacant lot, or a commercial or industrial development. 5. Does Saskatoon have any urban reserves? Yes, there are seven: - The "Asimakaniseekan Askiy Reserve" of Muskeg Lake Cree Nation (commercial and industrial development) in Sutherland was created in 1988; - The "Sounding Sky Reserve" of One Arrow First Nation (Fire Creek Gas and Grill, commercial development) at 20 th Street and Avenue P was created in 2005; - In 2014, the paid parking lot on 4 th Avenue and 20 th Street was - 'Cree Way Gas West' located at 22nd Street and Witney Avenue (commercial development), was created by the Muskeg Lake Cree Nation in 2011. Community Water Park at the Weir Project FREQUENTLY ASKED QUESTIONS designated reserve by Yellow Quill First Nation. There are plans to develop an office building on the site in the future. - The First Nations Bank located on 4 th Avenue South was designated urban reserve in 2018, by Yellow Quill First Nation. - As a result of the 2015 boundary alteration, the reserve created by Red Pheasant Cree Nation in 1999 is now inside City limits. It is currently a vacant lot. - Kahkewistahaw First Nation has purchased 40 acres of undeveloped land on Claypool Drive in the Hampton Village Business Park in the Airport Business Area. - In 2019, Thunderchild First Nation received Urban Reserve designation for the land and business known as the Retro Petro Gas & Convenience Store, located at 1135 Idylwyld Drive North in Saskatoon. 6. What is the difference between urban reserve and urban holding? An urban holding is land that has been purchased by a First Nation but not transferred to reserve status, thus remaining under the jurisdiction of the City. Urban holdings are not exempt from city bylaws or property taxes. 7. Are there city lands which are identified as urban holdings? Yes, there are four: - Little Pine First Nation has an urban holding located south of 22 nd Street West near the Circle Drive overpass. - Avord Towers (office tower and retail space) - on Spadina Crescent owned by the Canadian First Nations Investment Corporation; - Thunderchild First Nation has a gas station and convenience store located on the corner of 33 rd Street West and Idylwyld Drive (Retro Petro). 8. Can anyone go on a reserve? Yes, it is just like any other urban property. 9. What is the effect of obtaining reserve status? Once land has reserve status, it is under the jurisdiction of the First Nation, rather than the City. For example, City taxes do not apply. The First Nation becomes the taxing authority on the land. Many City bylaws also do not apply. They are replaced with First Nation jurisdiction. Federal laws such as the Criminal Code do apply. Obtaining reserve status is not mandatory. The First Nation may choose to keep the land as an urban holding. 10. Does City Council have the right to approve or deny an urban reserve? No. City Council has the right to enter into good faith negotiations for a Municipal Services Agreement before the reserve is created. City Council does not have veto power. If negotiations fail, the matter goes to arbitration. If the arbitrator finds that the City has not negotiated in good faith, the Federal Government may proceed to create the reserve without an agreement. Saskatoon City Council has successfully concluded Municipal Services Agreements for all urban reserve land and proposed urban reserve land in Saskatoon to date. Community Water Park at the Weir Project FREQUENTLY ASKED QUESTIONS 11. What is included in a Municipal Services Agreement? The two main topics which are negotiated are Fee-for-Service and Bylaw Compatibility. 12. What is Fee-for-Service? Fee-for-service is the annual payment which the City receives from the First Nation in lieu of property taxes. It is calculated in exactly the same way as property taxes and is the exact same amount as would be billed for municipal and library taxes. The fee-forservice also includes any applicable local improvement charges, business improvement district levies or special charges. The fee-for-service is billed at the same time, and is payable at the same time, as a property tax bill. In return, the City is required to provide to the urban reserve all municipal services which would be provided to neighbouring land and at the same level. Municipal services include policing, fire, snow removal, infrastructure repairs, etc. The First Nation also enters into a separate agreement with the School Boards regarding the education portion of the standard property tax levy. 13. What is Bylaw Compatibility? The First Nation's independent jurisdiction is clearly recognized, as is the need for compatibility in an urban environment. reserve properties, and that the land use generally complies with the City's Zoning Bylaw. 14. Are there any items that the Municipal Services Agreements do not cover? Yes, retail taxes, such as taxes on fuel and tobacco, are not covered. Retail taxes are under either Provincial or Federal jurisdiction. The City has no right to negotiate with the First Nations regarding how much retail tax they will charge on urban reserves. Customers with a Status Card are not required to pay GST or PST for on-reserve purchases. They may also be given a rebate of all or a portion of the Provincial gas tax and the Provincial tobacco tax for on-reserve purchases. The First Nation's store owner pays the full amount of gas tax and tobacco tax when they receive the product. The tax is then rebated by the Province upon proof that the sale was made to someone with a Status Card. Any gas or tobacco tax which is not rebated to the customer is kept by the First Nation as tax revenue to be used for their own government purposes. Customers without a Status Card must pay full taxes on reserve. Their taxes are remitted to the Provincial and Federal Governments. They are not retained by the First Nation. The First Nation will ensure through its bylaws and leases that the urban reserve has the same building and fire standards, public health and safety, and business regulations that exist on surrounding non- The first urban reserve gas bar and confectionary opened in Saskatoon in 2000, on the Muskeg Lake reserve in Sutherland. A second opened in 2006, on the One Arrow reserve on 20 th Street and Avenue P. For more information, please contact: Regional Planning – Planning and Development Email –email@example.com Telephone – (306) 975-1432	<urn:uuid:7ac64aba-c65d-4920-a4ac-afa6fb86eae0>	CC-MAIN-2019-22	http://city.saskatoon.sk.ca/sites/default/files/documents/community-services/planning-development/future-growth/urban-reserves-treaty-land-entitlement/urban_reserve_faq.pdf	2019-05-27T05:38:10Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00404.warc.gz	39,591,458	1,813	eng_Latn	eng_Latn	0.9972	eng_Latn	0.997395	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2888, 5691, 8742 ]	[ 2.5625 ]	2	1
South Asian Empire i. 321-185 BCE A. Maurya ii. Chandragupta Maurya was the founder iv. Strong central government iii. Conquered northwest India v. Army: chariots, infantry and elephants B. Asoka ii. Harsh ruler i. grandson of Chandragupta iii. Converted to Buddhism v. Created public works iv. Became peaceful vi. Rejected the caste system viii. Created the Edicts of Asoka on stone pillars vii. Built stupas which are shrines to the Buddha ix. describe the wide expansion of Buddhism xi. 232 dies x. Women gain some privileges xii. Weak rulers follow xiii. 185 BCE the empire crumbles C. End of Buddhism 2. 1. Monks lose focus 3. Buddha becomes a Hindu god Brahmins take over and focus on Hinduism 4. By the Third century, Buddha declines 5. Moves to Asia, takes the Mahayana form D. Gupta Empire ii. Gov't was decentralized (distribute powers among several local authorities) i. 240 CE the Gupta begin a 300 year period of peace and prosperity iii. Hinduism is major religion and followed a strict caste system v. Creative golden age iv. Women lost status (Sati, outcasts if they remarry) vi. Math: creation of Pi (3.14), numbers, and the concept of zero viii. Hospitals, medicine and surgery vii. Science, astronomy and philosophy ix. Traded with Rome (coins) E. Decline ii. Internal power struggles i. 550 CE Huns invade through the Himalayas iii. Broke into local governments similar to Rome and Han This work is the intellectual property of MrHubbshistory.com. Content copyright 2015-16. MrHubbsHistory. All rights reserved.	<urn:uuid:833993dc-28e8-41d9-a768-8fe0f082e7cc>	CC-MAIN-2019-22	http://nebula.wsimg.com/f3fc2eb20ca4b821b7431f160402fae3?AccessKeyId=0CC21E505682B0CC6289&disposition=0&alloworigin=1	2019-05-27T05:45:40Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00406.warc.gz	137,690,612	416	eng_Latn	eng_Latn	0.981124	eng_Latn	0.981124	[ "eng_Latn" ]	false	docling	[ 1546 ]	[ 3.234375 ]	1	0
Seymour History Bulletin A publication of the Seymour Community Historical Society - Fall and winter 2013 Dedicated to Preserving Seymour Area History Bill Collar, Editor - 833-6064 Web site: www.seymourhistory.org Museum Phone: (920) 833-9835 If museum closed: (920) 833-6064 Summer hours: 1:00 – 4:00 WTFSS Fall and winter: 1:00 – 4:00 Sunday Board of Directors Bill Collar Janice Eick John Koenigs Karen Coonen Jennie Huettl Karen Kuske Lois Dalke Mike Keyzers Ellen Piehl Gail Dean Sue Keyzers Busy Times at the Museum The spring and summer of 2013 set a record for attendance at the museum and for activities sponsored by the Seymour Community Historical Society. This is possible because of your financial support and sponsorship of a variety of events. The purpose of this newsletter is to review the past events and to provide a glimpse into the winter and spring. As usual, this publication also includes little known facts about Seymour area history and comments from our membership. Considerable cost is involved in daily upkeep, exhibit development and repair, licensing, tax preparation, beautification, office supplies, etc. Your historical society will continue to improve the exhibits at the museum and keep all electronic displays in working order. The society is counting on your backing to keep things running smoothly. All workers at the museum are volunteers. One hundred per cent of the money donated to the historical society is dedicated to operating expenses and the sustainability fund. We thank you for your continued support. Because of time constraints, mailing and production costs, the printed copy of Seymour History will come to you twice a year. Back issues, additional society activities and more details are available on the website (www.seymourhistory.org). In this newsletter, you will find an addressed return envelope for supporting our annual fund drive. In the future, every fall/winter issue mailed to you in November will include our annual fund drive. Countryside Photography Exhibit During the month of May, the museum hosted a photography exhibit featuring the award winning work of Randy Peterson and Steve Kemp. The opening night attracted 145 people with over 300 viewing the display during the three weeks it was at the museum. Wine and snacks were served by members of the historical society with Dan Beilfuss pouring wine and Janice Eick organizing the food. Guests had the opportunity to enter a raffle and vote for their favorite photograph. Mary Lou Melchert and Charlie Jenkins were the winners. Overall, the event was a huge success and plans are in place to make the art Dan Beilfuss and Janice Eick Photography did a real professional job in presenting their photography, making it a fun evening for all in attendance. show an annual event. Randy and Debbie Peterson and Steve Kemp of Countryside Grand Opening of the General Store The former Miller-Piehl office building, which served as our museum for years, is one of the oldest buildings in the city and is structurally sound. Since the historical society started in 1976, many tools and agricultural items have been donated to the museum. The Society decided to decorate the building representing a 1930s-1940s general store with an agricultural emphasis. This includes food, clothing, and everyday items portraying the era. Janice Eick and Jean Maass headed up the project, which includes a harness shop, millinery area, bank and post office, all on first floor. It is a great place to display articles that reflect the agricultural heritage of the The Grand Opening on July 21 was a big hit with 142 people attending. Prices were rolled back to the 1930s. Randy Johnson donated ice cream that was sold for a nickel. Children purchased penny candy, nickel popcorn and pickles on a stick. The area. Thanks to generous donors, a sizable collection of artifacts is on exhibit. Additional items are welcome. Jerry Hoefs in the Harness shop. Seymour canned goods. A large spinning wheel and loom highlight the fabric area, and a wide variety of old tools and farm items are also on display. general store is modeled after stores that existed in the Seymour area prior to the Second World War. An animated "Pa" in his rocking chair greets the visitor. A potbelly stove is the central fixture with a meat counter, bulk foods, fruits, and of course, Seymour Hosts Regional Meeting On July 21 the Seymour Community Historical Society had the opportunity to welcome other societies from northeastern Wisconsin to the new museum meeting area. Tables and chairs were set up to accommodate representatives from Antigo, Pulaski, Sturgeon Bay, New Holstein, Ashwaubenon, and numerous other cities. There are over 400 local historical societies in the state that are affiliated with the Wisconsin State Historical Society. Yearly regional conventions are held to exchange ideas and share knowledge. Rick Bernstein at the regional meeting. Following Rick, Ken Winius of the Print Center in Kenosha, explained how he produced the large mural type photographs in the Seymour museum. Local photographer Steve Kemp, representing Countryside Photographers, described the process used to develop many of the exhibits in the museum Rick Bernstein, of the State Historical Society, made an hour presentation explaining the resources available at the State Society in Madison. and how he worked with the local society, The Print Center and Balance Studios. Heidi Klessig of Balance Studios detailed the role her company played in building the electronic exhibits in the new facility. Vintage farm equipment at the Laske homestead. the day's activities and impressive new museum/learning center gracing Depot Street in Seymour. After a picnic lunch provided by Don's Quality Market and the Home of the Hamburger, Inc., the guests were encouraged to tour the museum and general store. Following that, they had the opportunity to visit the Laske Homestead and Gary and Mary Lou Melchert's collection of pedal tractors, model cars and other historical items. Many positive comments were made regarding The Flowers on Depot Street Pictures can't do justice to the beautiful flowers on Depot Street extending from the Hamburger Charlie statue to the Veterans Memorial. Many of the flowers were donated and planted by Kailhofer's Greenhouse. Members of the historical society are grateful for the annual donation by Barry and his crew. We also thank Susan McMaster who fed and watered the flowers throughout the summer. The gazebo, surrounded by flowers, was an excellent location to host music in the park. Much credit must also be given to the Home of the Hamburger, Inc. and the Seymour City Crew for their roles in the beautification of Depot Street. Music in the Park The summer Music in the Park program concluded on Wednesday evening, August 28, with Bernie's Polka Band and an appreciative audience that was treated to free hamburgers by volunteers from the Home of the Hamburger, Inc. Jim Campbell, president of HOTH, and his hamburger helpers, grilled burgers and provided french fries for the crowd. It was another successful summer as 3,000 people enjoyed the twelve concerts in the park. Members of the Ideal weather conditions made it a perfect evening for the veterans' night gathering. The Color Guard from Kraft-Krause Post 106 presented the Colors and Elaena Duffy led the crowd in singing the National Anthem. Bernie Kroll, leader of the polka band, who served two terms in Iraq, thanked all the veterans present for their service. historical society extend a sincere "Thank you" to Seymour area merchants who make the music possible. It takes many volunteers to organize and produce the summer long program. A huge thank you for the members of the historical society who contributed their time, popping popcorn, filling coolers, selling concessions, distributing raffle tickets, organizing the programs, and preparing the site for the performances. Special appreciation is extended to host Mike Keyzers, and John and Lynn Koenigs who schedule the music. Twelve different bands entertained the crowds this summer. Center, First National Bank, Friends of the Library, Garrow Oil and Propane, Good Shepherd Services Ltd., Home of the Hamburger, Inc., Huettl Bus, Inc., J J's Auto Clinic, Inc. Krabbe's Kountry Klub, Lakeside Foods, Lubinski, Reed, & Klass, Menn Law Firm, Ltd., New York Life – Ken Bakula, Outagamie Co. Deputy Sheriff's Association, Prevea Health, Scott Marcks Construction, Seymour DQ Grill and Chill, Seymour Mobile, Subway, Trackside Gas & Convenience Store, Truyman-Haase-Zahn Insurance, and the Whistle Inn – Nichols. The following area individuals and businesses sponsored the 2013 summer music program: American Family Insurance, Baylake Bank, BMO Harris Bank, Chase Bank, Community First – Nichols, Coonen Inc., Cornerstone Pizza, Countryside Photographers, Cragun Grains, Diedrick's Hardware, Don's Quality Market, Doxbee's, Edward Jones, Investments, Family Insurance Thanks to our sponsors, concession sales, and the 50/50 raffle, the Music in the Park program is an excellent source of income for the sustainability fund. This summer, $2,500.00 was realized. Jim Campbell with the Hamburger Collection. Hamburger Items find a Permanent Home in Seymour The world's largest collection of hamburger related items has found a new home in the community museum/learning center in Seymour. Through the efforts of Jim Campbell, president of the Home of the Hamburger, the collection of Jeffrey Tennyson has been donated to the museum. Since Tennyson's demise, the collection has been property of Monte Greges who worked with Campbell to ship the items from California. Greges feels the collection should be available to the public and is impressed with the facilities at the Seymour Community Museum. Tennyson's book, "Hamburger Heaven" along with postcards and other gift items are available for purchase at the museum. Seymour, WI claims the title of "The Home of the Hamburger" based on the fact the Charlie Nagreen fashioned a meatball into a patty and called in a "Hamburger" at the Seymour Fair in 1885. For more information, access the museum website at www.seymourhistory.org and the Burger Fest site at www.homeofthehamburger.org. Many of the burger items are now on display. Tennyson's assortment of burger related items includes over 1,500 objects ranging from telephones to teapots. The total collection was on display at the community museum during Burger Fest and for the entire month of August. The burger display continues to be a big attraction for the museum. Seymour Fair Exhibit Expanded Recently a touch screen computer was added to the display enabling the viewer to access the entertainment at the fair dating back to the early years. By simply touching a date, the Steve Kemp and Countryside Photographers did an outstanding job with the visual display highlighting the Seymour Fair. Pictures and ads dating back to the origin of the fair in 1885 are included. The visuals portray the changing nature of the midway as the fair made a transition from agriculture and horseracing to a more entertainment-oriented venue. A quick history of the fair can be grasped by a scanning the colorful exhibit. Of particular interest are newspaper articles dating from as early as 1890 encouraging residents of Appleton to take the "bus" to Seymour computer will show a entertainment for that particular year. Another touch will show a picture of the performer along with a brief sound clip of his or her popular song. The display includes 120 songs. newspaper ad with the Prior to 1958 most of the entertainment consisted of local bands, vaudeville shows, harness races, wild animal acts, tractor pulls and baseball games. Some of the more unusual newspaper ads are listed below. 1911 – An Air Ship -"Aerial flights will be made on Friday and Saturday by an experienced aviator representing the International Aviation Association of Chicago. This is no bluff. The Fair Association has entered into a contract, which in short is as follows: "If a successful flight is made each day said Association will receive $950.00. If only one flight is made $550.00. In case of very bad weather and no flight can be made the Aviation Association is to receive $200.00. The Aviation Association guarantees the flights to be at least five minutes in duration." 1920 – An Aero-Plane – "Featuring Miss H. L. Potter and all the latest stunts." 1928 – The Flying Fischers – "Breath taking aerial stunts on the flying trapeze. Watch them do a triple somersault while blindfolded." 1934 – The Diecks and Their Educated Horses – "A State Fair attraction – An Outstanding hit!" 1940 - Joe Morris and His Devil-Dodgers – Death defying stunts performed on the track before your very eyes – crashing and smashing races – Head on collisions, etc. The most spectacular Thrill Show you have ever seen. 1950 – Ice Varieties Show – "Special refrigeration equipment was developed to make it possible to build a fullsized ice covered outdoor stage. With lavish scenery, spectacular lighting effects, and special orchestra music, this show compares with expensive ice shows usually only seen in big cities. 1954 – The 3 Goetschis – A unicycle trio that last year delighted thousands who saw the Ringling Bros. Barnum and Bailey Circus. They will appear this year in front of the grandstand. Musical Entertainment at the Fair 1958-2013 1958 - Pee-Wee King Show, Starring Golden West Cowboy Band, Little Eller Long and Donnie White 1960 - Jimmy Dean, Betty Johnson of the Jack Parr Show, the Browns and Manhattan Rocket 1959 - Red Foley Show and the Stars of Jubilee U.S.A. 1961 – Carmel Quinn, Roy Acuff and the Smokey Mountain Boys 1963 – The Lennon sisters from the Lawrence Welk Show 1962 - Parade of Stars, the Four Aces and Carmel Quinn 1964 - Jo Ann Castle – Piano stylist on the Lawrence Welk show and The New Christy Minstrels 1966 – Carmel Quinn, Jimmy Dean, Roger Miller and the Elkins Sisters 1965 – Bobby Vinton, George Kirby and the Carousel of Stars 1967 – Frank Sinatra Jr., Carmel Quinn, Minnie Pearl and Frankie Fontaine 1969 – Tammy Wynette, George Jones and Jeanie C. Riley 1968 – The Baja Marimba Band, Mary Taylor and Allen and Rossi 1970 – Roy Rogers and Dale Evans Show 1971 – The Statler Brothers, Jeanie C. Riley, George Jones and Tammy Wynette 1973 - Judy Lynn, Tanya Tucker, Trinidad Steel Band, Edmonds & Curley, Gene Detroy and Chimps 1972 – Tennessee Ernie Ford Show - Featuring the Brothers and the Sisters 1974 – Barbara Mandrell Show and Danny Davis and the Nashville Brass Arbor, Jimmy Nelson and the Elkin Sisters 1975 - Carmel Quinn, Jim Roberts from the Welk Show, Brush 1976 - The Kids from Wisconsin, Little Angels from Korea, Tammy Wynette, and the Hager Brothers 1978 - Tommy Cash, Stars of the Welk Show featuring Dick Dale and Gail Farrell 1977 - Ronnie Milsap with Dave & Sugar- Pridesmen and Grandpa Jones from Hee-Haw 1979 – Billy "Crash" Craddock and The Judds 1981 – Ray Stevens, Mel Tillis, Tammy Wynette and the Thrasher Brothers 1980 - Marty Robbins, Jon Wamsley and Jana Jae 1982 – Box Car Willie, Huey Lewis and the News and Charlie Pride 1984 – The Nitty Gritty Band, Mickey Gilley, Loretta Lynn and Don Williams 1983 – Johnny Cash with June Carter, Conway Twitty, the Osmond Family and Tammy Wynette 1985 – Charlie Pride, Crystal Gayle and Ronnie Milsap 1986 – The Judds, Conway Twitty, Loretta Lynn and Ronnie Milsap Fair ad from 1983. 1987 – George Jones, Randy Travis and Survivor 1989 – Merle Haggard, Emmy Lou Harris and The Oak Ridge Boys 1988 – Randy Travis, Roy Clark and the Johnny Cash Show 1990 – Ray Stevens, REO Speedwagon and Tanya Tucker 1992 – Alan Jackson, Pam Tillis, Barbara Mandrell and Richard Marx 1991 – Cheap Trick, Alan Jackson, Conway Twitty and The Oak Ridge Boys 1993 – Kenny Rogers, Foreigner and Tanya Tucker 1995 – Tim McGraw, Faith Hill and Willie Nelson 1994 – Charlie Daniels, REO Speedwagon and Sammy Kershaw 1996 – Ted Nugent, George Jones, Faith Hill, Randy Travis and Al Yankovic 1998 – Sha-Na-Na, Gallagher, Clint Black and the Steve Miller Band 1997 – The Platters, Drifters and Coasters 1999 – Lynyrd Skynyrd, Paul Revere and the Raiders and Tim McGraw 2001 - George Thorogood, Sammy Kershaw, Lorrie Morgan, 2000 – Beach Boys, Martina McBride, Kenny Rogers and Styx Toby Keith and Lee Ann Womack 2002 - Alabama, Neal Mc Coy, Trace Adkins and Journey The fair exhibit with the touch screen computer in the foreground. 2004 - Bobby Vinton, Randy Travis, The Charlie Daniels Band and Alice Cooper 2003 - Lonestar, Meatloaf, Phil Vassar and Travis Tritt 2005 - Reo Speedwagon, Night Ranger, Grand Funk Railroad, Darryl Worley and Trick Pony 2007 - Phil Vassar, Saliva and Cheap Trick 2006 - Trace Adkins, Lonestar and The BoDeans 2008 - Neal Mc Coy & Joe Nichols, Craig Morgan, Danielle Peck and Peter Frampton 2010 – Jake Owen and Chris Young 2009 – Sara Evans and Gary Allan 2011 – Alabama, Ted Nugent and Little Big Town 2013 – Justin Moore and Rodney Atkins 2012 – Josh Turner and Montgomery Gentry A Brief Early History of the Fair in Seymour The success of the fairs at Appleton (since 1859) and Hortonville prompted several prominent Seymour businessmen to investigate the possibility of starting a fair in Seymour. Led by W. B. Comee, D. H. Kenyon, and William Cirkel, the group met on August 11, 1884 for the purpose of organizing a "Fair and Driving Park Association." Starting on October 6, 1885 a three-day fair took place. While many crops and animals were on display, the horse races were the featured attraction. George Falck and businessman William Muehl owned two of the fastest horses and were With the support of William Michelsteter, a local banker, George Falck, owner of the Falck Hotel, and J. A. Stewart, owner of the flourmill, land was purchased northwest of railroad tracks and plans were made to construct a ½-mile racetrack. The organization pledged to support agriculture and livestock. The grand scheme included eventually bringing the county fair to Seymour. In 1920, after much debate with representatives from Hortonville, the Seymour Fair officially became the Outagamie County Fair. the main promoters of the races. In fact, when Muehl's prize horse, Bessie F. died, she was buried with ceremony in the infield of the Seymour track. It is of some interest to note that a woman jockey rode in one of the first horse races on the new track. The Appleton Post reported that Fida Strong defeated Charley Leach in a "saddle horse race' and she was a "graceful rider." During the first 20 years, the Seymour Fair grew from a small town horse race with modest agricultural exhibits to a grand spectacle attended by people from throughout northeastern Wisconsin. By the turn of the century thousands of individuals flocked to Seymour to participate in the festivities. Even though in 1890 the population of the city was only 850 with another 928 living in the town of Seymour, the city fathers were determined to expand the fair and eventually put Seymour "on the map." Fourth Graders Tour the Museum Six classes of fourth graders from Rock Ledge School took guided tours of the Seymour Community Museum during the past couple weeks. After a brief orientation emphasizing the changes that have taken place during the last 100 years on Depot Street, the classes were divided into two groups of twelve. Through an extensive military exhibit, the students learned how residents of Seymour and the surrounding area responded to defend our freedom from the Civil War to present times. The Lynn Koenigs, former third grade teacher at Black Creek, Bob Bock and Bill Collar retired high school teachers, led the tours. The students learned what life was like prior to electricity and many modern conveniences. They viewed a video about the early years and met Horatio Seymour, the namesake of the city. Students had the opportunity to take a trip back to the 1930s by visiting the old time general store to experience how area shopping was done generations ago. The bulk food and candy displays were of special interest. Home of the Hamburger exhibit introduced the students to Hamburger Charlie and "Burgertime", a popular video game from the early 1980s. Mr. Collar remarked how pleased the members of the historical society were that the fourth grade teachers led by Mrs. Vicki Leisgang took the time to plan the activity and work it into their curriculum. "It was a great opportunity for students to see that history is all around us and we should appreciate the contributions of those who have gone before us. Mrs. Leisgang, who also advises the student council, was instrumental in encouraging the students to donate to the capital campaign. How neat it was for them to see how their money was put to good use in the community. What an excellent learning experience!" Mrs. Koenigs remarked how the experience reminded her of her teaching days and how impressed she was with the student behavior and interest. Mr. Bock enjoyed demonstrating the use of vintage agricultural tools in the general store and was impressed with the quality of student questions. Antique Clocks at the Museum During the summer months, several people stopped by the museum with items to donate. Most notable was Marlene Wiedeman with seven antique clocks. The clocks, once in her husband's collection, include a spring loaded Seth Thomas shelf clock, a German coo-coo clock, a pendulum wall clock, a Waterbury Clock Co. Pendulum Shelf Clock, an S. Peck and Co. pendulum shelf clock patented in 1870, an 8-Day German pendulum kitchen clock and a small Juba coo-coo clock. We thank Marlene and many others who have contributed to the artifact collection at the museum. Marlene Wiedemann with one of the antique clocks. If you have an item or items that you are interested in donating, contact a member of the museum board to determine if can be used in the museum or general store. Once something is donated, it becomes the property of the historical society. Some objects will be placed in storage for future use. Memory Forest on Depot Street Thanks to Dr. Don and Gail Hoff, who donate the trees, the memory forest will brighten up Depot Street again this year. Anyone who desires to sponsor a tree should contact Janice Eick. The trees are a minimum of $35.00 and will be in place by Thanksgiving. Please decorate your tree as you wish. If you only want lights on the tree, that is fine. This is a great way to remember a loved one while making a donation to the historical society. Forty-five trees are available this year. They will be sold on a first come, first served basis. Once again, name plaques in front of the trees will identify the sponsors. The trees are lighted the entire month of December. Students Volunteer at the Museum The Seymour Community Museum comes alive for an hour every Tuesday morning when students from the Seymour Alternative School arrive to perform a number of tasks ranging from helping set up exhibits to general cleaning. Under the direction of teacher Jon Murphy, four or five students assist in keeping the building in tip-top shape. Mr. Murphy feels having the students volunteer working at the museum provides them with real life experiences while they provide service to the community. "Some things you just "I don't know what we would do without their help," remarked Bill Collar, historical society president. "Whether it is setting up chairs and tables, or assisting with cleaning and polishing, the students are a tremendous asset. Coach Murphy pitches in and they accomplish a great deal in an hour. We have had many people comment about the cleanliness and condition of the museum. Much of it is because of the contributions of the students." Seymour Alternative School students pictured in "Granny's Kitchen". Seated: Alexis Denny. Standing L to R: Granny, Teacher Jon Murphy, T. J. Ward, Jacob Mueller, and Justin Robinson. can't teach in the classroom. By pitching in at the museum, the students learn what it takes to plan a task and complete it in a limited amount of time. We make sure they pay attention to detail and stay on task. In many ways it simulates the on-the-job experience." Veterans Exhibit at the Museum Veterans Day was originally called Armistice Day. When the fighting stopped following World War I leaders of several countries signed an Armistice on the 11th hour, of the 11th day, of the 11th month. This day was set aside to reflect and remember the sacrifices men and women made during the war to ensure peace. The first official celebration was on November 11, 1919. Veterans who survived the war marched in parades and were hometown heroes. Although Armistice Day was in honor of World War I, Veterans Day honors all military personnel. Separate ceremonies and commemoration events occur every year. For example, veterans and their families gather at the Vietnam Veterans Memorial in Washington, D.C. in support and remembrance of those who died in the Vietnam conflict. It is important on this day to give thanks for times of peace, and to remember who is protecting your rights every day. To honor all veterans and to promote better understanding of the roll of our service members through the years, the Seymour Community Museum/Learning Center is hosting a display of military items and collectibles. The exhibit will be on display on weekends from 1:00 to 4:00 November 9 through November 24. Items from the Vietnam era are featured thanks to 1970 Seymour graduate Mitch Miller, who has been collecting since his brother sent items home from Vietnam in 1966. "I first got interested in military objects when my dad, a World War II veteran, had things on display in his barber shop in Seymour." Miller emphasizes that his collection is all authentic with no reproductions. Military Display at the Seymour Museum Sat. and Sun. November 9, 10, 16, 17, 23 and 24 from 1:00 to 4:00 or by special arrangement. WWI, WWII, and the Korean War are well-represented and, over a dozen weapons from the Civil War are on exhibit. Bill Collar, who worked with Miller and Janice Eick in setting up the exhibit, is thrilled to have the display at the local museum. Mitch Miller pictured holding a helicopter pilot helmet from the Vietnam War era. "Mitch has been generous in sharing his valuable collection with us. This is an excellent opportunity to learn more about our nation's past and gain a greater appreciation for the role of our service members in defending our freedom. We have included local objects that have been donated over the years. It is an excellent exhibition of military items." Call 833- 6064 to arrange a group tour. Seymour Graduates in World War II A plaque hangs in the military display on first floor of the museum. It was created late in WWII listing all the Seymour High School graduates serving in the military. When speaking with Seymour residents who graduated during the war years, they all mention that the young male graduates either worked on the farm or went in service. The 150 names on the plaque makes a person realize the impact the war had on area residents. Archiquette, Floyd Barth, Clarence Bauman, Robert Beckman, Francis Beckman, Willard Bernhardt, Laurent Beyer, William Blanshan, Dorothy Blanshan, Harold Christmas Open House December 14th Following the end of the military exhibit on November 25, the museum will take on a holiday theme featuring a Christmas open house on Saturday, December 14. A half dozen Christmas trees and numerous decorations will brighten up the building. museum filled with holiday cheer. What a great way to promote the spirit of the season. Bring your children or grandchildren and help us celebrate a traditional Christmas. Because of the many bake sales in the community, the museum will no longer host a bake sale (sorry no more pies from Janice). Instead, the historical society will sponsor a day filled with family activities. These include traditional holiday games, crafts, music, and other activities. The children will have an opportunity to be the engineer on the "Santa Train" and play with toys from past generations. It will be a day filled with family fun in the Harold Tech FFA Advisor for 36 Years Harold Tech taught Agricultural classes and was advisor to the Future Farmers of America from 1954 to Farmers still help each other out, but not to the degree of years ago. When I was a kid, you had husking bees where farmers would get families together and husk corn. I remember if you found a red cob, you got to kiss a girl. Or, maybe it was if a girl found a red cob she would kiss a boy. Anyway, somebody was kissed!" 1990. In those 36 years he witnessed many changes. When asked to elaborate Harold was quick to reply, "The students really didn't change much, but farming did. Of course, the farms have become more mechanized with large machinery. The size of student projects increased as the years passed. I remember in the early years going to a farm visit and I had to crawl under a straw stack to see a litter of pigs. You just don't see that today. Everything is so much bigger today. I think it was Bob Kimball who got started in farming with 12 cows in his herd. Years ago, when the threshing crew came to the farm all the neighbors pitched in. Today, of course you have the combine and drop boxes, and drying bins. It is much different. When asked what advice he had for farmers today. Harold paused and said, "Be efficient, keep costs down, oh you need good equipment, but don't go overboard. Excellent record keeping is another key and of course co-operate with those around you." Recently Harold has been on a mission to identify all the officers of the FFA since Bill Reese started the organization in 1937. He is missing a few years and can use your help. If you know the officers for any of the following years give Harold a call. He needs to complete his records from 1939-40, 1941-42, 1947-48, 1950-51, 1963-64, 1977-78, 1983-84, 1995-96, 1996-97, and 1999-2000. For a listing of all the years that have been completed, check the historical society website or stop in the community museum. FFA Officers Here is a sample of Harold's research: 1984-85 Officers: L. to R. Ver Karweick, Keith Rohm, Russ Letter, Chris Sievert, Jody Letter and Jeff Letter Please Consider Including the Seymour Community Historical Society on Your Gift List This Holiday Season Our new museum and old time general store hosted over 4,000 visitors during the past year. The complex in Seymour is increasing in popularity throughout the state and is of particular interest to people with ties to our city. Our recommended visitor's donation of $2.00 per adult and $5.00 a family is within everyone's price range. While we have numerous sources of income such as the 50/50 raffle, memory forest and the gift shop, our main source of funding is donations from our members. Without your support and that of the Seymour City Council, it would be very difficult to maintain a quality museum/learning center equipped with modern technology and changing exhibits. Traditionally, the holiday season is a time of giving, and showing appreciation for the people and things that help make our lives special. In 1976, the Seymour Community Historical Society was established as an educational entity with the mission to collect and preserve records and physical objects relating to the city of Seymour and surrounding area. With your help, we will continue to improve our educational programs and enhance our excellent museum of which all of us may be proud. Yearly Fund Drive and New Membership To contribute to the historical society, remove this page, complete the form, and mail your donation in the enclosed envelope to P.O. Box 237. All workers at the museum are volunteers and 100% of your donation is used to cover the cost of Society and Museum activities. The Seymour Community Historical Society, Inc. is a tax-exempt entity. Your donation is fully deductible as provided by law. The federal identification number is: 39-1235870. 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Donald and Patti Eisenreich Circle E Equestrian Stables, LLC Seymour, WI Life Membership Dennis and Nancy Brinkman Ken and Sue Brunner Fox Valley Two Cylinder Club Diane Kimberling Mrs. Judith Bush Bill and Jean Gillette Shirley Burke Thrivent Financial Gary and Mary Lou Melchert Steve and Brigette Coonen Bob and Marge Coonen Jim Braun Travis Lubinski Amy Bradley for James Woods June Boettcher Daniel and Sally Natchek Bob and Marge Coonen Janice Eick Evelyn Lubinski Al and Edna Peterson Janice Eick Doloris Kuehne Dirk and Debbie Kagerbauer Lowell Hoeft Ginger and James Muenster Daniel J. Johnson Bob and Marge Coonen Eunice Karweick Robert and Jan Eick Seymour, WI Port Washington, WI Fox Valley Two Cylinder Club Inc. 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O. Box 237 Seymour, WI 54165 Return Service Requested PRESORTED STANDARD US POSTAGE SEYMOUR WI PERMIT NO 8 Military Exhibit Honoring Veterans – Nov. 9, 10, 16, 17, 23 -------Details inside Website: www.seymourhistory.org E-mail: firstname.lastname@example.org Museum Phone: (920) 833-9835 If the museum is closed: (920) 833-6064 Museum Hours Summer: Christmas at the Museum The museum and the Nagel Park area will be decked 1:00 to 4:00 Wednesday through Sunday Fall and Winter: 1:00 to 4:00 Sunday Admission: Suggested donation - $2.00 Individual - $5.00 Family Life Membership - $50.00 Year Individual - $5.00 Year Family - $10.00 out for the Christmas Season. With 45-lighted trees and a variety of decorations reflecting holiday cheer, a drive down Depot Street will be a treat for the entire family. Christmas at the museum will kick off with an open house on Saturday, Dec. 14. Watch the newspaper for more details. Preliminary plans include trees decorated with vintage ornaments, live holiday music, and toys from years gone by including several electric trains for the kids to operate. Perhaps Santa will even stop by for a visit. 12	<urn:uuid:b6ae5549-e376-44df-917a-446d4444e64f>	CC-MAIN-2019-22	http://seymourhistory.org/upload/Newsletter%20Fall%202013%20Final%20O2.pdf	2019-05-27T05:16:59Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00405.warc.gz	180,323,639	8,222	eng_Latn	eng_Latn	0.986457	eng_Latn	0.997459	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3433, 6453, 9998, 13104, 15698, 18457, 22386, 25361, 27651, 30703, 35245, 36459 ]	[ 1.171875, 1.421875 ]	2	1
The Unknown Pages of The Second World War: The Tragedy of S. S. "Induna" Alexey Kozin Form 11 th "b" Gymnasia #9 Murmansk, Russia Murmansk 2008 Contents 2 Introduction For several years we have been involved in the activity of our school Arctic Convoys museum. Carrying out excursions, giving talks, participating in various contests connected with the museum activity, we study the Convoys history. We can't say that there is lack of information on the history of the Convoys. This theme is reflected in the official documents, historical literature, magazine and newspaper articles. We also consider that Veterans' memories and letters are a crucial source of historical knowledge. Although the Convoys history is described rather well in the historical works there are some unknown pages of it. Reading and translating British Veterans' memories and letters we have come across one of these unknown pages. It is the tragic story of the British steamer "Induna" and her crew. So the object of our research is the unknown pages of the Second World War. The subject of our research is the story of S.S. "Induna" and her crew. We have taken the story of one ship as an example of hazards of the Arctic Convoys, heroism and courage of sailors, cooperation of different nations in the struggle against fascism. On the screen you can see the methods of our research, our hypothesis and the stages of the research. Ways of the research work used while writing this paper are the following: reading, analyses and translation of letters and memories of the crew members, interviewing participants of those events. Our hypothesis is the following: if we analyze the Veterans' memories and letters, literature on the Convoys history we'll find out and clear the unknown pages of the military operations in the Arctic, the sailors' attitude to them, relations between allies during the war time-period. The stages of our research are the determination of the theme, the acquaintance with literature on the Convoys history, studying paper and magazine articles, Veterans' memories and letters, the advancement of the hypothesis, proving it and coming to the conclusions. We believe that our research is very important nowadays. There are some problems in the relations between the Russian and British governments. We do hope our work will remind everybody of close relationship between our countries when they used to be allies. CHAPTER I Convoy "PQ-13" The Convoy PQ-13 left Reykjavik on 20 th March, 1942. It consisted of 21 ships of several nationalities. It was destined to experience the full fury of an Arctic storm. Initially a strong southwesterly had enhanced the convoy's progress. Shortly after midday on the 23 rd , when abeam and 120 miles south-east of Jan-Mayen, PQ-13 was re-routed due east. Ten hours later the convoy course was resumed to the north-eastward. PQ-13 was now several miles nearer than planned to the German airfield at Bardufoss, between Narvik and Tromso and on the 27 th the convoy was widely scattered, labouring under ice and plunging through a heavy swell. Some attacks were made by Germans. The passage of PQ-13 could hardly be acclaimed a success: almost 30,000 tons of Allied merchant shipping had been sunk, more than a quarter of the convoy. There is rather pathetic note of disclaimer in the Admiralty's assessment of these losses as being stragglers an implicit inference that somehow it was the fault of the merchant ships that they had been lost, whereas two of the five had been part of the eastern group which had re-formed after dispersal by the weather and had received no close escort for the remainder of the passage. This assumption tended to blind the Admiralty to the dangers of scattering a convoy, either by order or by act of God. Although the convoy action had demonstrated a great deal of the Royal Navy's fighting spirit, and individual ships had behaved with great gallantry, it had done little to demonstrate its fighting sense. Moreover the 'distant' units of the Home Fleet were no support whatsoever, whereas its destroyers might have been sent north to refuel from "Nigeria" and assist the hard-pressed escorts in rounding up the convoy. Poor "Trinidad" had suffered from her self-inflicted wound and both sides had serious technical defects in their torpedoes. Now the cruiser was in a foreign dry dock. The unlucky cruiser had indeed torpedoed herself. Near Kildin Island the Convoy was waiting for by German U-boats. The Soviet destroyer "Gremyashiy" destroyed one of them and provided the protection of merchant vessels. Later experience and the received wisdom of the Admiralty would suggest that there could never be too many destroyers around a convoy even if the prospect of 'beating up' an enemy was tempting, 4 and doubly so if the convoy was but a fragment of the whole. It was an unfortunate, though not entirely unfounded, consequence of PQ-13 that the merchant seamen began to doubt the total commitment of the Royal Navy to their protection. If "Trinidad's" company cheered the appearance of "Fury" there were a number of men aboard the merchant ships who afterwards wondered why she had not stuck to her original task. Nevertheless, "Trinidad" had made port and the PQ-13/QP-9 operation had accounted for several aircraft, two U-boats and one Narvik-class destroyer. The fate of the latter made the German Seekriegsleitung even more cautions in its employment of surface forces, though an appreciation by Admiral Tovey accurately predicted that the enemy was 'determined to do everything in his power to stop this traffic'. Correctly judging that the response of the Kriegsmarine's heavy ships would be 'reluctant', the Commander-in-Chief was aware that enemy intervention would concentrate on the use of the U-boat and aircraft, formidable enough in themselves. Hitler, preparing a counter-attack against the resurgent Russians, ordered Luftwaffe reinforcements to Norway and in April the strength of the German air forces began building up. Tovey requested the Russians to increase their submarine patrols in the Barents Sea and to step up their destroyer contribution to the last leg of the convoy route. His and Sir Dudley Pound's representations that the convoys should be suspended during the weeks of twenty-four-hour daylight that were fast approaching were dismissed by Churchill. The Russians must, at all costs, be kept in the field. Political expedience overrode naval wisdom. Tovey consequently drew increasingly heavily on escorts from the Western Approaches Command. CHAPTER II The Tragedy of S. S. "Induna" All the historians, Soviet and British, describes the Convoy "PQ-13" very carefully. However, they paid a lot of attention to the military actions and to the activities of the Northern Fleet and the Royal Navy. Among these events the tragedy of one merchant ship was almost unnoticed. It was the tragedy of S. S. "Induna". Besides her crew on board the ship there were some American sailors from the sunk ship "Ballot". S. S. "Induna" was torpedoed by U-376 on 30 th of March in 1942. In the photo you can see sailors leaving the sinking ship. Jim Campbell, one of the survivors, wrote in his memories that at first they set off Reykjavik waiting for other ships to arrive from the United States. People were told that "Tirpitz" was on the prowl, hence the about turn. The information must have been false as they left again the next afternoon. Although weather was quite pleasant, on the second day they found themselves in the middle of a mine-field. Fortunately, the mines could be seen clearly. During the night the navy dissapeared, and they heard that "Tirpitz" was again on the move. Later the same day the weather deteriorated. German bomber played havoc with them, sinking at least two ships. Mr. Campbell writes: "I must confess that this to me as a young whipper-snapper was very exciting, actually being in the thick of things. Our convoy was spread out, other ships were being sunk by U-boats. We could hear explosions. I saw waves of at least 30-40 feet high." He also admits that was a very frightening time. They were on the edge of the ice-field with a couple of other ships. The convoy had been scattered all over the ocean. A small trawler - the "Silja" – picked up them. "Silja" had picked some survivors from an American ship, the "Ballot". They transferred to "Induna" by walking across the ice. The crew of "Induna" reversed out of the ice-field and took "Silja" in tow, but the tow rope parted. Early next morning Jim Campbell had prepared things for breakfast, when "Induna" was struck by a torpedo. Austin Byrne, another Veteran who was a gunner on the board of "Induna", describes this terrible moment: "Then there was a flash, a bang, and a shudder, all at once, and you felt the ship slow down, you knew that she had been hit, the stern exploded into a mass of fire. The Mate then had me help him to throw some bags over the side, these were weighted and had brass eyelets in the, so that they would sink. I was the first to get to the boat deck. The Captain then came out of the wheel house, and asked what I was doing. It was the last time that I saw him." Everyone who was in the lifeboats remembers those people who went down with "Induna". Some of them died in the fire which was caused by a torpedo, others jumped over the board to escape from heat and the last ones just were not able to leave the ship. " I saw some of the firemen bringing up from the engine room one of the crew who was badly burned – almost black. He was dead." (Jim Campbell). Austin Byrne tells: "I saw at least 3 men jump over board to escape the flames and the heat." "INDUNA had been hit again with a second torpedo, and she went down very quickly. This was an awful sight. With all those men still on board her, you felt numb. We could look to see if anyone came up, bud sadly no one did." In their memories the Veterans tell us about the courage and selflessness of their shipmates. Some of those people lost their lives to make the young sailors live by putting them in the lifeboats. The survivors had to spend 4 days in the lifeboat in awful weather conditions of the Arctic seas. William Short remembers that in his lifeboat 17 of 34 people died. Austin Byrne and Jim Campbell write about those sailors, didn't panic and didn't lose control. Moreover, they saved the lives of others by doing some skilful work on the lifeboats. Such people were also on the board of the sinking ship. "The boson of the SS BALLOT, Sam Carpenter, sat and rowed for days. If he hadn't kept the boat on an even kneel we would not be here today. I honestly don't know where he got the strength or single-mindedness to keep going." (Jim Campbell). "I never saw a boat lowered, with less fuss and smoothness, as these two men did it that day, on a sinking ship with an ice covered deck. As only men who were real first class seamen could do it in such conditions, sadly they both went down with the ship." (Austin Byrne). Being in awful conditions, sailors tried to cheer up each other. Austin Byrne remembers an American from S. S. "Ballot", his name was Russel Hurrison Bennet, who reached their lifeboat. He had run through the fire, over the barbed wire, his feet were very badly cut, and they were bleeding onto the ice, his clothes were burning, his hair was burnt off, his face was badly burnt, his ears were gone, his hands were a mess, his fingers were drawn and bent like claws. We grabbed him and pulled him in. That was the only time I that I heard the man groan, all of the time we were in the lifeboat." Later he asked Austin to lit a cigarette for him. He couldn't do it himself, so Austin put it into his mouth and then took it out when the American nodded. 8 On the 4 th day they saw a Soviet ship. Bennet asked the sailors to turn the boat so that he could see her. Then he asked them to put an oar in his hands because he wanted to help the sailors. No one would ever know how that man was suffering, he never moaned or complained. There was also James Anderson, who was 16 years old. "The young lad Anderson was sat up in the boat, all that he had on was a this zip jacket. Then the poor soul said "I'm frightened". I said "Pray", he asked how. I said "Talk to God in your mind, he will listen to you". The fireman who didn't help anyone during all these days spoke up, his words, I have never forgotten "We will have no praying in this boat, I am an atheist". I told him that I would pray, and there was nothing that he could do about it. Three days later the situation changed. "The cabin boy was now very quite, he never seemed to have any hope, you could not get him to talk. The fireman who three days before had said that he was an atheist, now said "I think we should pray, only God can save us now". Sailors had to suck the ice, which cut the mouth and broke teeth, in case there was nearly nothing to eat and to drink on the lifeboats. On the third day a terrible thing happened. People suddenly saw a ship, but it didn't notice them and went away. "That was hard, you got an empty feeling you just felt gutted, we were on our own again. We were a small gray boat in a vast gray sea." Then Robinson, Austin Byrne's friend, said "Tich, I can see a ship. I can see another one! I can see three!". Austin thought he had gone, but then he saw he was right. "It was wonderful to see the Russian Naval Ensign, and the broad smiles of the Russian sailors, and know that we were at last safe. I remember looking at the boat, and thinking you served us well, you saved us. She might have saved someone else". Having read and analyzed the Veterans' memories we have tried to present hardships and hazards which the sailors had to got through. We believe that the tragedy of the "Induna" reflects the tragic events which happened to a lot of other merchant vessels while they were travelling in the Convoys. CHAPTER III The Crew Members' Destinies We got interested in the fact what had happened to the member of the "Induna" crew, so we managed to find information about some of them. Unfortunately, an American sailor who Austin Byrne has written about, died in hospital of school #1. A cabin boy James Anderson, who was only 16, was suffering from frostbite. He also died in Murmansk. His death was sad and painful. They were buried in the allied cemetery of our city. We received a letter from the sister of Norman Eric Blyth. She has told us the story of his short, but bright life. Norrie, as everyone called him, was born in Dundee, Scotland, a city famous then for its ship-building. He was a typical Scottish "laddie". He loved the nature and the freedom. He had a very highly developed sense of right and wrong, of helping the weak and defending those who could not defend themselves. Perhaps some of that, or indeed all of that was in his mind as he set sail for Russia. Norrie left school at the age of 14 (it was the official leaving age at that time). Norrie entered a new Wireless College, so he qualified as a Radio Officer. He served first at all on the Atlantic Convoys bringing much needed supplies from America. Norrie set off for Russia in the winter of 1942 leaving Dundee, on the east coast of Scotland, for Loch Ewe, on the west coast of Scotland. As he was about to board the train taking him there he asked his younger brother "Be sure to look after our Mother". I think he knew the destination of the Convoy. It was the "PQ-13". There is now a cairn at the furthermost point at Loch Ewe commemorating all those seamen who sailed to help the Russian people, and in so doing gave their lives. The site was chosen because it was the last glimpse they had of their homeland, Scotland. Norrie lost his life on the 30th March 1942. He was 18 years of age. Austin Byrne writes about the American, who was in the same lifeboat as him, and the young boy James Anderson: "Robinson and I were the only two who could stand. I was then called to the bunk with the American in it. He put his hand out to me, it was a mess all swollen, his fingers were like claws, his knuckles were broken open, it was black as far up as I could see, above his wrist. I took his hand and then he said words to me that I will never ever forget. "WE MADE IT, KID, WE MADE IT, KID"… The cabin boy was groaning. They were trying to get some of his clothes off so I cut his jacket up the back, the lady saw how badly frozen he was. I think the lad was more or less frozen bent, his back was black up above his waist." Later both of them died in Murmansk and they are buried there. William Short remembers being in the hospital in Murmansk. It was the school number 1 which had been converted. " In the hospital, I was covered with goose grease and bandaged from head to foot in an attempt to warm me up. A tube was put into my stomach and tepid water was put down into my stomach to clear the ice that had formed there. When the bandages were removed, it was found that gangrene had started in both legs." In 1985 William Short was one of the first veterans to receive the North Russia Medal from the Soviet Ambassador in Glasgow, and later, he led a group of British Veterans to Russia. On one of his visits to Murmansk, William Short met one of the doctors who had been at his operation. He was amazed to see Mr. Short. At first he was speechless, but then he went around telling his friends about William – 'We did not expect him to survive', he said. The doctors made it possible for him to live to the ripe old age of 82 and enabled him to work for 35 years. Bill Short recovered from his double amputation, worked for the Ministry of Defence for 35 years as a Design Draftsman, and now lives in Dunfermline, Scotland. All the Veterans can't help writing about the Russian people and their attitude to the foreign sailors. Jim Campbell writes: "I must say the Russian people were really marvellous, they had very little of anything, yet had no hesitation in giving what they had to us." Everyone remembers the kindness of nurses and doctors. The Russians had always been trying to keep all the sailors cheerful, they organised concerts and even brought the films in English to show them to the patients. Campbell, a cabin boy, lost all of the fingers from his left hand, half of his left foot, his right leg. On his right hand his index finger was permanently stiff, his other fingers were permanently bent, and all of this at 15 years old, he arrived home in time for his 16 Birthday. Now Jim Campbell lives in New Zealand. Austin Byrne remembers J. Bell, a naval gunner. He lost both of his legs and died a few years later. He was about 24 years old. Mr. Byrne tells us that most of the survivors had to get through the terrible pain. " I did not know at that time but most were to loose limbs in the most horrific way, they were just chopped off, no put you to sleep, they did not have any anaesthetic, just a cover so you could not see what was going to happen. They did not give out any pain killers, they did not have any". Austin Byrne didn't lose the limbs, he says, that he was the lucky one. He returned home, but in 1944 he was going back to Russia, although his Mother didn't want him to do that. One sad thing was that he could not get ashore in Murmansk to find the hospital to say "Thank You". He has been back to Murmansk in 1987 with his wife Marian after he had found Bill Short. "I needed Marian with me very much to hold my hand when I stood by the graves of the lads who had been in the same lifeboat as me, and died alone in the hospital." We were deeply touched by the letter that the survivors from the "Induna" had written to the Soviet doctors and nurses in October, 1942. William Short sent this letter to us. It is addressed to doctor Kozikov and it is full of gratitude to the Russians. From this letter we got some information about three seamen from "Induna": Walter Baxter, John Carney and W. Pike. All of them had survived, but Carney and Baxter lost a foot and Pike lost both legs below the knee. "You said that Short, Pike, Baxter and Carney were among the worst frost-bite cases you'd ever seen. But they all say it was worth going through, what they did to help the Russians." All the sailors wanted to help the Russians. Pike, Short and Campbell decided to work in a war factory. "If they can't take cargoes to the U.S.S.R. they can make weapons for some of those Soviet soldiers we met in hospital. They were grand chaps, full of fight. All they wanted to do was to go back to the front and kill more Fascists." The British sailors wrote that they would never forget their Russian friends to whose kindness and love they owed their lives. They were proud to have received their wounds for such wonderful people. Unfortunately, we are not able to clear the destinies of all the members of the crew. We believe some of them are lucky like Mr. Short, Mr. Campbell or Mr. Byrne. They have lived long and bright lives. However, most of them perished in the bitter waters of the Arctic like young Norman Blyth. Conclusions Reading, analyzing and translating the British Veterans' memories and letters we have tried to reflect the unknown pages of the Convoys history. They provide a full picture of the tragic events of Convoy "PQ-13" considering the story of S.S. "Induna" as one of the examples. All these considered, we have come to the conclusions: 1. The story of one ship reflects the history of military activities in the Arctic. 2. People of different nations come through the same hardships during the war-time and their lives are examples of heroism and courage. 3. There is one thing that unites all the authors of the memories – their warm feeling to our country and people. There is no future without the past. Our research based on the memories gives a vivid opportunity to understand our present life better, value kind relations between people, their efforts providing peace. We believe our paper can be used by English teachers while carrying out British culture studies, in the English lessons to analyze the language of that period and styles of letters and letter-writing. It can also be useful for everyone who is interested in the Second World War history. We would like to finish our research work with these wonderful words which were sent to us by our friend, the British Convoy Veteran, Mr. Udell: "There are no roses on a sailors' grave, No lilies on an ocean wave. The only tribute is the sea gull's sweeps And the teardrops that a sweetheart weeps". Bibliography 1. Byrne A. "S. S. Induna" (unpublished book). 2. Kemp P. "The Russian Convoys 1941-1945", London "Arms and Armour Press", 63 с. 3. Поуп Д. «73-я параллель. Битва в Баренцевом море». Л.: 1960. 4. Schofield B. B. "The Russian Convoys", Pan Books London and Sydney, 1984, 237 с. 5. The letters of the Convoys' Veterans: Jim Campbell, Austin Byrne, William Short 6. The letters of the participants' relatives 7. "The News" newspaper, 4 February, 1992, c. 15 8. "The Northern Light" magazine, 1991, #24, c. 10. 9. Woodman R. "The Arctic Convoys 1941-1945", John Murray (Publishers) Ltd., 1994, 532 c. Annotation Although the Convoys history is described rather well in the historical works there are some unknown pages of it, so we've tried to clear one of these unknown pages. It is the tragic story of the British steamer "Induna" and her crew, which has become the object of our research. We have taken the story of one ship as an example of hazard of the Arctic Convoys, heroism and courage of soldiers, cooperation of different nations. Ways of the research work are the following: reading, analyses and translation of letters and memories of the crew members, interviewing participants of those events. "The Unknown Pages of The Second World War: The Tradegy of "Induna" consists of three parts. In the first chapter the basic information on PQ-13 convoy is given, actions of the British navy fleet are described and the history of the "Trinidad" vessel is told as well as the consequences of this even are considered. The second chapter narrates about the tragedy of S.S."Induna", which deserves all the attention but is insufficiently described in the historical literature. From the third chapter the reader learns about fate of the members of this ship crew. Carrying out our research we have provided a full picture of the tragic events of Convoy "PQ-13" considering the story of S. S. "Induna" as one of the examples. We have proved that the story of one ship reflects the history of military activities in the Arctic, that people of different nations come through the same hardships during the war-time and their lives are examples of heroism and courage, that all the authors of the memories are united by their warm feeling to our country and our people.	<urn:uuid:f318bcfa-6238-4a47-a977-757432f70108>	CC-MAIN-2019-22	http://www.russianconvoyclub.org.nz/SS%20Induna%20-%20Alexey%20Kozin.pdf	2019-05-27T05:42:53Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00405.warc.gz	327,527,169	5,633	eng_Latn	eng_Latn	0.922584	eng_Latn	0.999619	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 145, 158, 2429, 4795, 6575, 9037, 11798, 13960, 16339, 19097, 21115, 22594, 23206, 24880 ]	[ 1.8984375, 2.125 ]	4	1
Name Date Pd UNIT I - Electric Field Exploration Launch the "Charge and Fields" program from the PhET simulation website. From the homepage of the website, click on the Electricity, Magnets, and Circuits simulations on the left. Click on the Charge and Fields simulation and select "Run Now!" If the screen begins to get too crowded with E-field sensors or charges, simply drag the unwanted sensors or charges back to their corresponding box in the upper right hand corner of the screen or click the red button "Clear All" to delete everything on the screen. You can improve your estimation of distances on the screen and magnitude of the field by adding a background grid. Do this by selecting the box next to "grid" on the right. I - Exploring field around a point charge Place a +1nC charge centered on a grid dot in the middle of your screen. 1. Drag an "E-Field Sensor" out onto the grid and while holding the mouse button down, drag your sensor around the charge. What do you notice about: a) the direction of the arrow at all times? b) the magnitude of the vector (the length of the arrow) as you move farther away from the charge? What does this arrow represent? 2. When you release the mouse button, the field vector will remain on the screen. a) Place three more electric field sensors so that they create 3 more vectors of identical length. What do the four points have in common? b) Place a vector 5 gridmarks from the point charge. Now, place a second vector 10 gridmarks from the charge. Compare the length of the two vectors. What can you conclude about the relationship between electric field strength and distance? c) If you place a vector 15 gridmarks from the point charge, how will it compare in size to the first vector? Test your prediction. 3. The diagram to the right shows the electric field lines generated by a positive point charge. a) What information is missing in the "field line" diagram that was given by the field vector diagram? b) Predict the relationship between the field strength and the spacing of the field lines at a given point in this representation 4. Back in the Charges and Fields simulation, clear the screen and place a -1nC charge in the center of the screen. Repeat the investigations in steps 1 – 3. Record your observations. Step 1 Step 2 Step 3 (see the diagram to the right) In what ways are the field vectors and field lines the same? How are they different? 5. Erase the field lines. Place a +1nC and a –1nC charge on the screen 20 gridmarks apart. Use the E-field sensors to probe the electric field around the two charges. After completing your exploration, answer the following questions: a) In what place or places is the field the strongest? b) In what place or places is the field the weakest? c) The diagram to the right shows the electric field lines produced by this dipole configuration of charges. (negative on the left and positive on the right) d) Use the E-field sensor to trace along one of the electric field line from + to - charge. You will have to picture the field lines in the simulation and trace along the imaginary path. Describe how the direction of the field vector changes as you move from one charge to the other. Describe how the magnitude of the field vector changes. 6. Clear the simulation and place two +1nC charges 20 grid marks apart. Use an E-field sensor to probe the electric field around the two charges. After completing your exploration, answer the following questions: a) You will find the field is weak far from the positive charges. Where else is the field very weak (even zero) in strength? b) If you placed a small positive charge halfway between the two +1nC charges, how would it move? c) Describe as best you can the general direction of the field. d) The field lines around a single charge are always straight. Why do the lines curve in this case? II – Exploring the field around charged parallel plates While the software does not create plates, we can approximate a plate by lining up a number of rods of charge. To save time this has been created for you. 1. The diagram below shows two charged parallel conductive plates and the resulting electric field lines. a. What is the charge on the top plate? b. What is the charge on the bottom plate? 2. Observe the electric field lines between the two conductive plates, near the center of the plates. a) What is true about the density of the field lines in this area? b) What does this indicate about the nature of the field in this area? Hint: this was explored in 3b. 3. Now observe the regions between the plates that are closer to the edges of the plates. a) What is true about the density of the field lines in these areas? b) What does this indicate about the nature of the field in these areas? 4. Go to the following simulation of two charged parallel plates (http://www.falstad.com/emstatic/). Under the setup menu select "Charged Planes" and uncheck the box next to "Draw Equipotentials". The shading of the electric field vectors represent the relative strength of the electric field at that location in space. a) What can you tell about the strength (and direction) of the electric field? 5. Suppose you were to place a small positive charge close to the positive line of charge a) Describe the motion of the charge. Be as specific as possible about the type of motion you would observe. b) Describe the energy changes of the charge as it moves.	<urn:uuid:3753cf43-f90b-4932-b516-37a17e3c3bb6>	CC-MAIN-2019-22	http://hammiverse.com/physics/instructionalunits/unit10/lab/electric_field_exploration(2012-13).pdf	2019-05-27T05:21:16Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00406.warc.gz	92,465,189	1,201	eng_Latn	eng_Latn	0.998916	eng_Latn	0.998988	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1779, 2782, 3885, 5447 ]	[ 4.40625 ]	2	3
Dr. Mariazeena Johnson Pro Chancellor, Sathyabama Institute of Science and Technology email@example.com, www.sathyabama.ac.in www.facebook.com/Sathyab amaOfficial\|www.facebook.com/DrMariazeenaJohnson Contact: 044-24503200, 9789822251 Dr. Mariazeena Johnson is the Pro Chancellor of Sathyabama Institute of Science and Technology, Chennai, one of the leading Science and Technology Universities in South India. She is a revolutionary educationist who has a great vision of redefining the education system. Under her leadership Sathyabama has made remarkable achievements in various fields. Dr. Mariazeena Johnson, being a dynamic personality and born to the politician turned philanthropist Colonel Dr.Jeppiaar, follows her father's footsteps in embracing a holistic approach to education. Dr Johnson relentlessly works towards providing quality education and making the society a better one with the wholehearted support of her husband Dr. Marie Johnson. Dr. Johnson is not only a leader but also a great intellectual in exploring the new avenues of research. She was conferred with a doctorate from the University of Madras for her research on Recent Developments in Women Entrepreneurship that focused on varied challenges faced by women and their multitudinal roles and responsibilities in pursuing entrepreneurial ventures. She has been instrumental in developing Sathyabama Institute of Science and Technology into an Inclusive Institution. She has initiated Anbu Foundation under which more than 1000 Students are benefited with full scholarship every year. Dr. Mariazeena Johnson offers Skill Development Courses for the Government School Children under "My Saturday University" initiative, a fun loving educational programme. Dr Johnson in association with world vision under "Support my school" project has adopted 15 Panchayat schools and 7 Villages for all round development by providing the basic needs and infrastructure facilities. She has introduced Vocational courses free of cost for the school dropouts and rural youths for their upliftment. Her contribution extends beyond boundaries reaching out to serve the students of a country affected by civil war. She has signed an MoU with Tawakkol Karman a Noble Laureate for Peace 2011, from Yemen to provide Full Scholarship to 15 Students of Tawakkol Karman International Foundation, Yemen every year. "It is the duty of every citizen to give back to the society" are the words of Dr Johnson. "Blessed to Bleed" Campaign is her recent initiative which is aimed at making sanitary napkins Cheap and available to every women irrespective of their social and economic status. Sanitary napkins are also provided to them at free of cost. "My Happiness" is one of her initiatives launched by Honourable President of India during the WHO World Health Day Summit 2017 that aim to identify children with depression and other mental health problems and provide them with required interventions and support to come out of it. Dr. Mariazeena Johnson provides an enabling environment for the advancement of women in her Organization and encourages the involvement of women in all areas of development. Dr. Mariazeena Johnson has established a Women Empowerment Bureau which conducts several Programmes that aims at economic empowerment and social upliftment of underprivileged women. Dr. Mariazeena Johnson supports several Foundations and Trusts and sponsors daily meals to various Orphanages. She is a patron of around 30 renowned foundations & trusts. She is an ECO Warrior and a person with environmental concern who advocates Green India, Dr. Mariazeena Johnson has initiated Tree Plantation drive and has planted thousands of saplings in nearby community and continuing with the aim of planting at least 100 saplings every month. She is not just satisfied with her mission of creating Engineers and Technocrats, but also interested in producing bureaucrats. She has established "JEPPIAAR IAS ACADEMY" for preparing Students for Civil Services and is conducting free Coaching for 1000 aspiring Students every year. She was active in launching the first Successful Student Satellite 'SATHYABAMASAT' developed & designed by staff & students of the Sathyabama, launched by ISRO with other 19 satellites on 22ndJune, 2016. The Team SATHYABAMASAT, had an interaction with the honorable Prime Minister Narendra Modi and was highly appreciated for the achievement. Her commendable work has been given due recognition by the literary circle. In recognition of her services she was selected as one among the Top 12 Women Transforming India by Niti Aayog and UN in India. She was honoured by our Honourable President for being one among the 100 impactful women of India as she worked single-mindedly for the cause of education. She has also won several awards and accolades for her exemplary contribution to Education and societal development. She not only contributes to intellectual development by providing education opportunities but also to the economic and social development of the nation through various initiatives that provides employment and empowerment. Dr. Mariazeena Johnson is a unique personality of professional excellence with compassion.	<urn:uuid:047ee103-d803-4741-a47a-e350685df6de>	CC-MAIN-2019-22	http://icamib2019.com/downloads/MariazeenaJohnsonProfile.pdf	2019-05-27T05:12:59Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00407.warc.gz	97,129,364	1,028	eng_Latn	eng_Latn	0.995429	eng_Latn	0.995874	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2722, 5236 ]	[ 1.4921875 ]	2	6
"We must all care for life, cherish life, with tenderness, warmth ... caring for life from the beginning to the end. --Pope Francis "Before I formed you in the womb I knew you, before you were born I dedicated you, a prophet to the nations I appointed you." Jeremiah 1:5 God created life. Human life is sacred because it comes from God. It is sacred from the first moment of existence. Human life begins at conception and continues until natural death. Starting with the tiniest embryo to our last moment of life, all life is equal in the eyes of God. This is life, developing, growing, always changing and always loved by God. You shall love the Lord, your God, with all your heart, with all your soul, and with all your mind. This is the greatest and the first commandment. Matthew, 22:37-38 We are created to know, love and serve God our heavenly father and to love each human being on a deep level. Do you know God? Do you want to know God better? Seek God in his Living Word – the Bible and ask God for guidance and for the faith to believe in him and trust in him. Also seek God in the Sacraments, especially the Eucharist. Through the Eucharist those who live from the life of Christ are fed and strengthened. "for this is my blood of the covenant, which will be shed on behalf of many for the forgiveness of sins." Matthew 26:28 This covenant is based on God's great love for his people and we are called to love others in the same way. When we open our hearts to God's love, God shows us the way. In fact, God is the Way… the Way, the Truth and the Life. "Master, we do not know where you are going; how can we know the way?" Jesus said to him, "I am the way and the truth and the life. No one comes to the Father except through me." John 14:5-6 Sin is losing our way because it separates us from God and separates us from the source of life. Sin brings disharmony and disunity into our lives. Jesus Christ reconciles us to our creator. His death and resurrection redeemed us. Whatever we have done in our past and however we might feel that we don't measure up to other people, God loves us as we are. We are all God's children. You shall love your neighbor as yourself. Matthew, 22: 39 A life in harmony with God is also in harmony with other people. Each of us is unique and unrepeatable in our individuality. Created to have a social nature, the good of each individual is related to the common good. God exists in community – the Holy Trinity, God the Father, Son and Holy Spirit. We are created by God to be physical and spiritual. The journey of life is a search for harmony and wholeness which leads us to community. Families are a community, a Domestic Church. The love in a family mirrors the loving relationship of the Father, Son and Holy Spirit. It's where children learn about God. Those who are single are also called into community by developing friendships for the purpose of helping others and supporting each other in faith. We are also called to be one human family since we all have the same origin in the one creative love of God. Christians are called to love all people and oppose racism, and all forms of bigotry and injustice. The Church, in Christ, is like a sacrament - a sign and instrument of communion with God and of unity among all men. The Church gathers people from every nation, from all cultures and languages; the Church is the sign and instrument of the full realization of the unity yet to come.	<urn:uuid:eba1a467-8f58-45ea-9d3e-95df3d79f7f6>	CC-MAIN-2019-22	https://www.orlandodiocese.org/wp-content/uploads/2016/10/MeaningScript.pdf	2019-05-27T05:40:25Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00406.warc.gz	899,286,298	784	eng_Latn	eng_Latn	0.998089	eng_Latn	0.998089	[ "eng_Latn" ]	false	docling	[ 3459 ]	[ 1.8046875 ]	1	2
Feb 14 2015 DRECP BLM, CA Energy Commission Subject: Help ensure our magnificent California desert is protected for future generations! Dear DRECP BLM, CA Energy Commission Protecting the California desert's wildlife cultural riches and recreation areas while also ensuring California is addressing our clean energy needs is important to me. The Desert Renewable Energy Conservation Plan needs improvements to protect the California desert's treasured lands. First the plan should protect places that have been identified as wilderness quality lands in the California desert. I also support adding more than three million acres of public lands to BLM's National Conservation Lands system for their wildlife cultural scenic and recreational values. Silurian Valley is one of many places that should be added to the National Conservation Lands to protect it from proposed renewable energy development. The proposed renewable energy "Development Focus Areas" should be modified to confine development to the most suitable low conflict areas address community concerns and protect wildlife habitat and wild lands. Remember that the vast bulk of renewable energy generation can be accomplished by rooftop solar which delivers the electricity right where it is needed and without requiring land area or expensive transmission infrastructure. So please plan these renewable generation facilities where they will have the "minimum takeaway" from the natural and other values of desert lands. There are appropriate places for development and the DRECP should help guide projects to those places. Where there is development in places like the Salton Sea funds generated from development there should be used to help restore other parts of this unique and important wildlife area. Please work to strengthen the DRECP by addressing these issues. Together we can protect the desert and expand needed clean energy. Sincerely Mr. William Schoene Santa Monica CA 90405-4847	<urn:uuid:333ee6b9-1f31-41e7-aec9-7c05671e48b7>	CC-MAIN-2019-22	https://drecp.org/draftdrecp/comments/William_Schoene_comments_2015-02-14.pdf	2019-05-27T04:58:28Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00408.warc.gz	459,325,835	350	eng_Latn	eng_Latn	0.996084	eng_Latn	0.996084	[ "eng_Latn" ]	false	docling	[ 1971 ]	[ 1.40625 ]	1	0
Mind pattern Test Tool for download Creating organizations where people want to show up! Step 1: Choose one of the three statements below Step 2: Staying in the same row, choose one of the two statements Step 3: Follow the arrow to the last Statement and see if it matches V I prefer a low amount of visual information – e.g. bullet points rather than long paragraphs. I get overwhelmed with too much visual detail. I've had to train myself to male ongoing eye contact. The way someone looks at me can have a very long-lasting effect. I don't like people telling me what to look at. I can naturally sit still for long periods of time. It's challenging for me to do a physical activity in a sequential or regimented way. When doing something physical, I prefer to go at my own speed (fast or slow). I don't like casual physical touch. I'm very sensitive to touch and it can have a very long lasting effect. A I naturally like quit or music I choose, and am very sensitive to sound. I prefer to take more time to think about what I'm going to say. Word and tone of voice can be profound an have a long-lasting effect. I have a fear of interruption and will avoid verbal confrontation. I prefer not to be told what to say or have word filled in for me. Last letter is V Last letter is K Last letter is A Step 4: Write your three letters in these boxes and find your pattern to the right First letter Second letter Third letter V-A-K Pattern Focused thinking: Visual Sorting thinking: Auditory Open thinking: Kinesthetic K-A-V Pattern Focused thinking: Kinesthetic Sorting thinking: Auditory Open thinking: Visual A-V-K Pattern Focused thinking: Auditory Sorting thinking: Visual Open thinking: Kinesthetic V-K-A Pattern Focused thinking: Visual Sorting thinking: Kinesthetic Open thinking: Auditory K-V-A Pattern Focused thinking: Kinesthetic Sorting thinking: Visual Open thinking: Auditory A-K-V Pattern Focused thinking: Auditory Sorting thinking: Kinesthetic Open thinking: Visual Get inspired at blochoestergaard.com Creating organizations where people want to show up!	<urn:uuid:a2f3593e-9ab2-44b7-bcec-ef6c090d2304>	CC-MAIN-2019-22	https://blochoestergaard.com/wp-content/uploads/2019/04/Mind-pattern-test.pdf	2019-05-27T05:20:34Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00406.warc.gz	412,802,783	468	eng_Latn	eng_Latn	0.919971	eng_Latn	0.993748	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 90, 1316, 2006, 2098 ]	[ 3.75 ]	2	1
The Looking Glass http://www.tlgmagazine.org/hazel-edwards.html Interview with Hazel Edwards about Writing Non Boring Junior History Hazel Edwards is an Australian author of over 200 books and was awarded an OAM (Order of Australia) for Literature in 2013. Best known internationally for 'There's a Hippopotamus on our Roof Eating Cake', recently she has been writing historical 'faction' for young readers and also runs workshops for adults on 'Writing a Non Boring Family History'. Each birthday, she writes a personal story for her two grandsons. Check out her website for more information on her past and present work. Interviewed by Dominique Twomey What attracted you to writing about real heroes? History is a kind of 'looking glass' where you check out personalities from the past and work out ways they are relevant to you NOW. A children's author's role is to craft those facts to entice young readers. I became interested because there were so many children who knew little about the 'extraordinary' so–called ordinary people from their own families and cultures. They only saw misbehaving 'celebs' like footballers in the media, not real heroes whose qualities were worth admiring. Why are anecdotes important to 'hook' young reader interest? I call it 'Anecdultery'. Anecdotes are mini stories, usually humorous, but real. When surgeon Weary Dunlop broke his nose playing rugby, it's said he put a toothbrush up his nose and kept playing. (That appeals to 10 year old football fans.) Using a pair of socks, he demonstrated to medical students, how to sew up a patient. They remembered the surgical sewing skills learnt, and so do the ten-year-old readers who read on to learn more about an heroic doctor. Writing about REAL people, is different from creating fiction. But it's also like becoming a literary detective, sleuthing the facts, but then making a story which will appeal to that aged reader. And often to their families who find junior history a quick overview to a subject which provides a context. Grandparents often buy the factual book, supposedly for their offspring but really for themselves. What is faction? I use the term FACTION which is part way between fact and fiction and used to make the story more dramatic. But if the brief also includes appealing to a ten year old reader, I have to decide on viewpoint, and include zany anecdotes likely to interest. What are the challenges of crafting history for young readers? Whether to tell in chronological order is a challenge. I prefer to start with the most dramatic and then flashback. With the commissioned Weary Dunlop book, I started with the idea of using his Melbourne statue as the symbolic structure. I took a photo with my 10 year old alongside the tall statue because he typified the potential readership. Since Weary was a rugby player, I was going to use his 'feet' as one chapter, his surgeon 'hands'' as another, the Buddhist peace sign for an 'ideas' chapter and because he cast a long shadow, that would shape another chapter's content. But the publisher wanted it rewritten in chronological order with emphasis upon childhood So I rewrote but included the research photo. I decided to make the major theme his resourcefulness as an ex farm boy in 'making do' and creating surgical equipment in the camps. What are the challenges you faced writing about non-fictional heroes? You need to do lots of reading to find an 'angle' or a theme from which to present the person. Another challenge is how much of the 'real' detail do you include. I think the flaws of heroes should also be indicated, and the real difficulties they faced. But it's debatable how much emphasis should be placed on tragic events, like Edith Cowan's father being hanged for the murder of her step mother. Or the children and pets who died in the Titanic sinking. Weary was tortured in the prisoner of war camps in WW11 but it was his leadership and doctoring skills which saved him and others. Always a dilemma to decide is what should be included and how it should be written about. Over-dramatising is not appropriate. It's a fine line between making something dramatic and retaining interest and yet stressing the qualities those tragic events might have brought out in your character. For example, when Edith Cowan's mother died, the seven-year- old girl was sent to a boarding school in faraway Perth (WA), her father remarried, shot his second wife and was hanged when Edith was 17. But Edith was also the first female member of parliament, and is a notable woman on a $50 banknote. Her educational reforms affected the subsequent lives of many families. Then there are the remaining relatives of your characters who will read your book. Often people will come up to me and say they worked with 'Weary' in hospitals, and tell me extra stories. Usually they agree the book is a genuine portrait of the man and are very grateful to him for his persistence which saved lives. Even if he did annoy authorities at times. Similarly for Fred Hollows. The single-mindedness necessary to achieve significant things, often upsets small minded people who can't see beyond the bureaucratic rules and regulations. Edith Cowan used charm but persistence too. Stoicism is a common trait as well as risk-taking. I wanted to write about female heroes next, so I asked for a woman as the next Aussie Heroes subject, and was given Edith Cowan, the first woman elected into parliament and who has a Western Australian university named after her. She is on our Australian $50 note, so I started with the idea of a 'notable' woman because most kids are interested in money. Then there was the legal problem of whether we could copy a bank note as a possible cover. Another challenge was choosing the visuals for Edith. In the photo fashion of the times, Edith always looked sternly formal, which was off putting for young readers. Was it better to use the newspaper political cartoons satirizing her as a 'housewife' in the parliament or the 'hard nut to crack' brooch she gave to her supporters on getting elected as the first woman into an Australian parliament? Visuals matter for young readers. To what extent do book covers matter? A lot. But this is often a publisher or marketing department decision. Illustrations inside also matter and I'd prefer these to be photos, but often there are copyright or fee issues. Do you think that heroes such as Professor Fred Hollows and Sir Edward 'Weary' Dunlop are as exciting and inspiring as superheroes such as Superman and Batman? They can be, it's just that often students haven't been told about them in the same way as the multi million dollar PR budgets of film companies can 'market' a fictional hero. Once kids are introduced to 'real' people, they are more 'inspired' to try themselves. And often I'm asked ' was this real?' I'd like to see more easily available stories about inspirational people who are NOT footballers behaving badly on the front pages on newspapers. Young people see 'celebs' as aspirational for 'being in the media' rather than doing something. A hero is one who benefits the community in which he or she lives, solves a problem, discovers an answer or is a good example by their actions. From a writer's perspective it's easier to portray 'action', so the sports heroes rather than the scientists or thinkers, tend to be written about. I'd like to see more books and TV series portraying 'real' local heroes who may include fire-fighters, cancer cell researchers or even those who on a daily basis look after others, at their own cost. I'd also like to see more historical heroines portrayed and realistic writing about how they juggled families, jobs and community problems. Why do you provide discussion notes for your books? Because teachers will be more inclined to use the book in the classroom, but also an important readership is grandparents and parents who often share with the child. And the fact that the subject of the book was a contemporary whom they knew personally, makes history real for the child. Do you always write books or have you experimented in writing history in other formats? 'Titanic Dog' is an animation from the dog's viewpoint of the Titanic sinking and the issue of courage. 'Enact' is a collection of classroom playscripts, based on REAL Australian women, which can be performed, humorously, in the classroom and elsewhere. Each has an 'elastic' chorus, enabling everybody to be involved. The value of a play is that the actors think about the content as they rehearse and perform, parents are often involved as audience or with costumes, and all find out about 'Real' people from the past, in an entertaining way. 'Antarctic Close Up' is part of an Australian National Museum series, where each story is based around a piece of memorabilia from their collection. Mine was the telescope from the Mawson 1912 Antarctic expedition which belonged the John Close (hence the title). But it is 'faction' because a contemporary 10 year old boy had to be included but there were none. So I made it a time jump story via a web-cam, today's equivalent of the telescope. Since I'd been an Antarctic expeditioner in 2001, I was also able to include my on-the-ice experience as participant-observation research. Fake ID, now an e-book, is a YA novel with a family history mystery theme and a teen sleuth. On the day of her Gran's funeral, Zoe discovers Gran had fake ID for years. Historical refugee links to 1956 Hungarian revolution and Melbourne Olympics and much research help from a genealogist. Fiction but factual settings and refugee dilemmas. It would be timely to have an international TV series on Heroes, with each culture contributing several episodes, but aimed at a general children's audience. Often adults enjoy an easy introduction to a period or a persona via kids' history books or programs. Useful Links to Hazel's Historical Books for Kids: http://www.hazeledwards.com/page/sir_edward_weary_dunlop.html http://www.hazeledwards.com/page/professor_fred_hollows.html http://www.hazeledwards.com/page/writing_a_non_boring_family_history.h tml	<urn:uuid:eeb88784-1947-4bbe-bcb8-8f06e825358c>	CC-MAIN-2019-22	https://hazeledwards.com/files/edith_cowan/Writing_Non_Boring_Junior_History-__The_Looking_Glass.pdf	2019-05-27T05:32:59Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00408.warc.gz	499,991,885	2,141	eng_Latn	eng_Latn	0.998743	eng_Latn	0.999525	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2133, 4654, 6742, 9309, 10162 ]	[ 2.84375 ]	1	7
Providence Nursery School 9019 Little River Turnpike Fairfax, VA 20031 www.providencenurseryschool.com Mark your Calendar Monday February 11 th Board Meeting 7:30pm Monday February 18 th NO SCHOOL President's Day Saturday, March 2 nd VIP Day 10:00am Monday March 11 th Annual Membership Meeting & Board Meeting 7:30pm The Providence Pages is published for Providence Nursery School, Inc. Please send submissions to firstname.lastname@example.org by February 20 th for March's issue. TheProvidencePages A Letter from Jennifer... I hope everyone is keeping warm and finding ways to stay active and entertained with so much inside time! Enrollment for the 2019-2020 school year is in full swing. A BIG thanks to Kristie McCauley and all the wonderful volunteers, we had a very successful Open House. A thank you to the teachers as well. I know many parents enjoyed the opportunity to see our students playing and learning. Though the Open House is over, enrollment for new families will continue throughout the spring. The number one way new families hear about PNS is through word of mouth. Please spread the word about our school! There are some important dates coming up this month. PNS will be closed on Monday, February 4 due to an FCPS Staff Development Day. The slate for next year's officers will be presented at this month's board meeting on Monday, February 11th and PNS will be closed for the President's Day holiday on February 18th. Finally, looking ahead to March, on Saturday, March 2nd, PNS will hold its annual VIP Day. Maybe Dad, Grandma, Grandpa or a favorite aunt, uncle, or neighbor would like to visit the preschool with your child? VIP Day is the perfect time for a family member or special friend who normally doesn't get to see your child at school to visit. Also, please make sure to put Monday, March 11th on your calendar. That is the night of our annual membership meeting, attendance is required for all families. We will vote on the officers for the next year. The vote takes just a few minutes and the monthly board meeting follows, you are welcome to earn a volunteer hour by staying for the meeting. Thank you all for making PNS a wonderful place for our kids to fall in love with school! Please feel free to let me know if I can be of any assistance throughout the rest of the school year. Jennifer Three… two… one… blast off! We start off the month of February in the Twos and CDO classes with a favorite theme for imaginative play: Air and Sea Transportation. We'll read about all kinds of boats, ships, planes, and space vehicles, count down and blast off in Music, and experiment with boats and other objects in water. tuned for details about this in your weekly class email. The whole school will be getting ready to celebrate Valentine's Day on the week of the 11th, so everything -- the music, art, books, and even the playdough -- will remind us of valentines! One interesting thing about valentines is how they travel from one person to another, so we'll also learn about mail and the post office. The Big Room will become a postal center, with a sorting area, mailboxes, mail bags, and lots of pretend mail to prepare and deliver. At the end of the week each student will have a chance to deliver real valentines to their friends' mail bags. Stay The week of the 18 th is Community Helpers week. Who drives a red truck, wears a helmet, and sprays water to put out a fire? We'll play some guessing games about jobs, try on some different work hats, and play with toy people and vehicles to learn about some of the helping jobs in our community. In the final week of February, our topic will be Insects. We'll learn and act out some classic insectrelated songs and rhymes, practice using magnifying glasses to examine small objects, and find out some interesting facts about insects. I'm looking forward to this fun month of preschool with all of your little valentines! Ms. Auten 2 Despite our missed days due to weather and holidays, we've been playing and working hard in the 3s class. We've transitioned right back into the routine with familiar friends as well as some new faces. February brings feelings and friendship and then we're on to one of the most popular preschool themes, Transportation! We'll be tackling a total of three weeks of transportation as we explore air, land and sea. We'll also be adding in lots of nursery rhymes and rhyming activities to make up for our missed Nursery Rhymes unit in January. First up we're going to be talking about Feelings. We address these emotional words every day at school and I am sure you are dealing with them everyday at home as well! This week we'll be focused on looking at our faces as we show different feelings, "reading" other people's faces and practicing matching feeling words with expressions. We will discuss how our bodies feel with different emotions and practice some calm breathing and counting techniques to use with our strong emotions. Bartholomew will be spending some time with us as we role play asking for turns and telling friends to "stop please". We'll be creating a bulletin board of our "Many Colored Days" and attempting to paint how different music selections make us feel. Some of my favorite books will be read this week as we see how some characters in books deal with their feelings as well. Remember, all feelings are allowed and ok. We feel a range of emotions all day long and an important step in growing our emotional development is to recognize our feelings and be able to verbalize them. We'll continue with Feelings into the week of February 11 th as we prepare to celebrate Friendship as well as Valentine's Day at PNS. We'll decorate some mail bags for valentine deliveries at table work time, create Love Bug pattern art and dance and march with heart shapes. Circle Time will have us doing some activities as a team as well as with partners, including some sequencing and matching activities. The Big Room will have a Post Office theme for creative play. 3 The week of February 18 th we start talking about Transportation, specifically Transportation in the Air. This will include airplanes, hot air balloons, helicopters, and even rocket ships. We'll blast off into space on a "Rocketship Run," we'll make things move by blowing on them and we'll even see a balloon rocket travel. We'll use our developing scissor skills to cut out an airplane to decorate and then throw at targets for tablework. Engineering rocket ships out of shapes, creating sky collages and blowing paint will all be part of our process art this week. Transportation on Land is the following week as we talk cars, buses, skates, scooter, bikes, and of course, trains. We'll be washing cars covered in shaving cream and using cars to paint on paper. We'll move our bodies in lots of different ways to travel around the room and we'll even attempt to follow the directional signs to different places in the Big Room, just like cars driving on the road. Cooperation will be the key to successfully move our class train using connected hula hoops and we'll discuss forces as we push some scooters around as well. At table work, we'll count and sequence as we design and plan a new type of vehicle! I so enjoy my days with all my friends in the 3s class. They have come so far in terms of social play, using their words to express themselves and in remembering the class routine and rules. Our Morning Meetings are full of activities and they have lengthened the amount of time they can wait for turns and listen to others. While this age has its challenges as the children experience such rapid growth and change in all areas of development, this is also such a fun age of discovery and curiosity and expression (both verbal and emotional!) Thank you for sharing these days with us! Ms. Ryan January has blown out of Fairfax and hopefully taken all those subfreezing temperatures with it! (And hopefully the rain showers will stay away until it's time for spring flowers…I'm tired of big, muddy Basset Hound footprints in my house!) I have also missed the playground! We sure had fun with snow and ice and all those dinosaurs, but now we are ready to jump into new and exciting adventures. February has many things going for it – it's short, has great themes, and has one of my favorite holidays in the middle of the month! <3 This group of kids is charged up and ready to go…and Science Week is up first on February 2nd! I have learned that this group adores experiments and learning "why" things happen. So we will have fun 'doing' scientific stuff. You know….messy, gooey science fun. Who knows what will happen in class each day? You will have to ask your child that week and find out. Next we'll have a week celebrating friendship! There will be many Valentine activities…special headbands, heart decorations, and beaded patterns. The class will have time to play in the post office dramatic play area in the Big Room and we'll learn several new fingerplays about friendship and being a friend. We will exchange Valentine cards on Thursday, February 14th. On that day, I would like each child to bring a valentine for every member of the class. And may I ask a big favor of each of you? Please "address" each envelope with BOTH the child's name and colored symbol. That way all of the children will be able to "mail" the valentines to his/her friends…all by themselves. (You know me and my hope of independence for all!) Kids love this activity and it makes Valentine's Day very special. (I will send home a list of symbols soon.) Would anyone like to send in a special Valentine snack for the class to share? It doesn't have to be 4 elaborate…we will think it's special no matter what it is! The week of February 18th will find us discussing the workers who help us in our neighborhood. There will be lots of talking about "I want to be a (fill in the blank) when I grow up!" I wonder how many doctors, police officers, vets, or bus drivers there will be in this class? Dr. Seuss will be our honorary guest during the week of 2/25. We will honor his memory by exploring several of his books…including my favorite, Green Eggs and Ham. Of course, we'll do some cooking on that day! I also have a couple of other exciting projects to go along with other Dr. Seuss books…so stand by! We will also be working on our rhyming skills throughout the week and we'll write our own class Rhyme Time book. The Monday 4s gang will be working with the letters V(2/11), and R(2/25). You should hear this group as they start to decode simple three letter words. I love the cooperative spirit!! Mondays are definitely fun days! The class really has enjoyed the new check-in procedures. They always give the 'Question of the Day" great thought…and then happily go check out what morning work awaits them at the Window Table. This month I will introduce "Going on the Bell" Wednesdays…details to follow. And remember – no school on February 4th (FCPS holiday) and February 17th (Presidents' Day). Are you ready - it's going to be a LOVE-ly month! Jane January was a busy month in the 4s class, and February will be no different! On Friday mornings beginning this month, the class will be "going on the bell." This is a small group rotational activity in which the children will be placed in a random group to move between different stations for a designated amount of time. They will move and work beyond their comfort zones, very much like what happens during center time in many kindergarten classes. Stay tuned to our weekly emails for more details. The first week of February (2/5) brings more winterthemed activities. Specifically, we'll learn about Arctic and Polar animals, and the letter "P". 5 that week will be "V". We will be exchanging Valentine's in the classroom, so be sure to have enough for each child (8 total). They should be 'addressed' so the children can 'mail' them to their classmates. If you'd like to provide a Valentine's Day treat for the class, please let me know... I'm sure the children would love it! The next week (2/19) is all about Robots, and we'll review the letter "R". The last week of the month (2/26) we'll have fun with Dr. Suess, and the letter "Q". Please remember to send hats and mittens in with your children – as long as the weather permits, we will go outside to the playground. The following week (2/12), we'll celebrate Valentine's Day and talk about Feelings. The letter Mrs Wallace & Ms Kelly Save the date for PNS Summer Camp! May 28 - June 7 More details soon! Keep PNS in the Loop Have you moved? Changed your cell phone number or work phone? Please keep in mind that these small changes may affect the school's ability to reach your family in case of emergency. If you or your spouse -- or if anyone listed as an emergency contact has new information -- please let PNS know. Contact Laura Heim, VP Forms, via email or at email@example.com with updates. VCPC Awards! The Virginia Cooperative Preschool Council will be accepting nominations for VCPC member schools' parents whose commitment over the past year has been superior. Perhaps you can think of someone whose contribution has been substantial and nominate him or her for this award. Nomination forms will be available on the sign-in tables or by messaging Jennifer Wiskochil at firstname.lastname@example.org. Parent Education Parent ed activities are currently being planned, so keep an eye on your email for further details. Enrichment February 6th - The One Man Band will be joining us for an exciting show! While strumming his guitar, he will be playing harmonicas, kazoos and whistles...tapping his feet on the drums and cymbals...all while singing and yodeling away! The kids will get to stand up, dance, and play along too! February 20th - Groovy Nate is back to put on a reggae/hip hop spin on children's songs and rhymes. This interactive show will feature fun musical 6 instruments with puppet skits and is sure to be a GROOVY good time! Wonderful Wednesday presentations are at 11:30 am in the Big Room. CDO and 2s students are always welcome with an accompanying adult. Volunteer Opportunities Volunteer Opportunities Each family enrolled in a co-oping class must complete eight volunteer hours during the school year. CDO-only families are required to do four. You must also attend one Clean-Up Day per enrolled child. - Attend the Board Meeting on Monday, February 11 at 7:30 p.m. for one volunteer hour. - Assist our Bulletin Board/Art Show coordinator with the March art show at Kings Park Library by preparing and hanging the kids' artwork. Sign- up is forthcoming! - Cover Lunch Bunch on February 6th, 12:301:30pm. Please check out Sign-up Genius to volunteer. Contact Stephanie Jensen (via email@example.com ) if you have any questions about your volunteer hours or would like to volunteer for one of these opportunities. Fundraising The Fundraising Committee is working on soliciting items for our raffle on March 28th. Please let us know if you have any suggestions about businesses that we could approach, or if you would be willing to drop off or mail our form letter. The letter has contact info for the committee - you do not need to use your own name or phone number. E-mail Sara Levy if you are interested and she will send the letter to you. We are working on arranging a couple restaurant nights for the remainder of the school year. If you have suggestions on places to contact please let us know! Sara Levy firstname.lastname@example.org Emily Gillotte email@example.com Fundraising/Social Committee Co-Chairs PNS Feedback! We received feedback from Leah Peralta regarding our forms: "I noticed on the registration application that the headings for parent contact info. are titled Father info and Mother Info. Could we just change to Parent/Guardian Info? Do we have any same-sex couples or even kids in non-traditional family structures (grandparent etc.)? I know it's a small thing but think it'd be an easy update and would show the school's commitment to inclusivity for both families and kids." Response: Great idea! We have updated the forms on our website to read "Parent/Guardian". Also, as we move to online registration and enrollment, it should read "Parent/Guardian#1 and #2". . Thanks for the feedback, Leah! 7 Editor's Note Thank you for reading the PNS newsletter. If there is anything you would like to have published in the March Newsletter please submit it by February 20 th . If you have any suggestions or things you would like to see in the newsletter don't hesitate to let me know. Thank you, Melissa Ahern firstname.lastname@example.org Thank You! Thank you to Kirsten Lockhart, Jose Peralta, Jim Maiwurm, Julia Kale, Kathy Brooks, Jane Millward, Jennifer Wiskochil and Sara Levy for being a part of the hiring committee! Congratulations to Kelly Volciak on being selected as the new 4s teacher for the 2019-2020 school year! Thank you to Barbara Rosand for organizing this year's holiday party and to the Millward family for hosting. Thanks to all who donated to the Littlest Tree project. Thank you to the Class Reps: Melissa Ahern, Hien Phan, Maliha Ahmad, Erin Meyer, and Amanda Longstreet for organizing the class gifts for teachers and aides and also for finishing the spring co-op schedules. Thank you to Kristie McCauley for her hard work on registration and the upcoming Open House. Thank you to Stephanie Jensen for putting out ice melt on the walkways after the winter weather last week! Sun 3 10 17 24 February 2019 \| M \| T \| W \| Th \| F \| \|---\|---\|---\|---\|---\| \| \| \| \| \| 1 Tuition Due \| \| 4 NO SCHOOL FCPS Staff Development Day \| 5 \| 6 \| 7 \| 8 \| \| 11 Board Meeting 7:30pm \| 12 \| 13 \| 14 Valentine’s Day \| 15 \| \| 18 NO SCHOOL President’s Day \| 19 \| 20 \| 21 \| 22 \| \| 25 \| 26 \| 27 \| 28 \| \| 8	<urn:uuid:39a69cee-6c52-4f64-94b0-ee7524c0f5e4>	CC-MAIN-2019-22	http://providencenurseryschool.com/wp-content/uploads/2019/02/PNS-February-2019-Newsletter.pdf	2019-05-27T05:50:03Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00408.warc.gz	157,503,428	4,070	eng_Latn	eng_Latn	0.999013	eng_Latn	0.999208	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 2341, 3941, 7831, 11090, 12493, 14961, 17575, 17890 ]	[ 1.75 ]	1	0
LEARNING PLAN AND ASSESSMENT TEMPLATE Trade: _______________________________ Student: Off-campus Coordinator: School Telephone: School: Student's Residence Telephone: Employer: Employer's Telephone: \| Employability Skills \| 15 \| 25a \| 25b \| 25c \| 35a \| 35b \| 35c \| 35d \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| Safety Identifies potential health and safety hazards Assures personal safety Uses correct safety equipment Reports injuries Maintains safe workplace environment \| \| \| \| \| \| \| \| \| \| Personal Management Dresses appropriately Accepts responsibility Makes informed decisions Applies risk management strategies \| \| \| \| \| \| \| \| \| \| Working with Others Communicates effectively Works as a member of one or more teams Demonstrates tolerance and understanding Reacts appropriately to uncertainty \| \| \| \| \| \| \| \| \| \| Thinking, Planning and Organizing Solves problems and makes decisions Demonstrates planning abilities Organizes time/work \| \| \| \| \| \| \| \| \| \| Managing Transitions Takes responsibility for own learning Is able to adapt to change Understands related career opportunities \| \| \| \| \| \| \| \| \| \| Managing Change Demonstrates flexibility Accepts praise and criticism \| \| \| \| \| \| \| \| \| \| Workplace Profile \| \| \| \| \| \| \| \| \| \| Employability Skills Comments: \| Meets or exceeds standards for 125 hours of learning \| Meets or exceeds standards for 250 hours of learning \| Meets or exceeds standards for 375 hours of learning \| Meets or exceeds standards for 500 hours of learning \| Meets or exceeds standards for 625 hours of learning \| Meets or exceeds standards for 750 hours of learning \| Meets or exceeds standards for 875 hours of learning \| Meets or exceeds standards for 1000 hours of learning \| (continued) Workplace Skills 15 25a 25b 25c 35a 35b 35c 35d Knowledge - Has knowledge appropriate to task - Identifies materials appropriate for task - Selects correct tools, equipment and/or processes Skills - Uses correct techniques - Demonstrates appropriate behaviours - Provides appropriate services - Demonstrates safe practices - Task-specific skills: Attitudes - Appreciates opportunity to learn - Is aware of importance of safety - Is on time and demonstrates work ethic Other Competencies - Workplace Skills Comments Assessment - Employability Skills: _____ % - Workplace Skills: _____ %Final Mark: __________ % Off-campus Coordinator Signature Employer Signature Student Signature Date: Date: Date:	<urn:uuid:7b71bc15-2ccf-41a8-9897-d5170069bae8>	CC-MAIN-2019-22	https://barrheadcomposite.public.phpschools.ca/wp-content/uploads/sites/6/2017/10/Employability-Skills-Assessment-form.pdf	2019-05-27T06:00:24Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00408.warc.gz	401,995,834	672	eng_Latn	eng_Latn	0.923785	eng_Latn	0.937641	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1809, 2545 ]	[ 2.078125 ]	1	7
SAFETY TIPS: WINTER INJURY PREVENTION Every year, severe winter weather brings potentially serious injuries from slip-and-falls in icy conditions. If you do have to venture out and walk on the snow and ice, you should take several precautions: Take your time and walk with slower, shorter steps Make sure you are wearing warm, insulated footwear with rubber tread for good traction Shoveling snow poses another serious risk this winter season. Soft tissue injuries of ligaments and muscles, especially in the lower back, are common from the heavy lifting, bending and twisting. Lessen your chances of getting hurt while shoveling snow: Pace yourself and take frequent breaks Wear slip-resistant boots and dress accordingly Try pushing the snow as opposed to lifting it or twisting to throw it over your shoulder For more information visit amr.net/safety Listen to your body and stop immediately if you get short of breath, start sweating profusely or have chest pain	<urn:uuid:ad47e403-17af-4432-ae7a-da2305223bcf>	CC-MAIN-2019-22	https://www.amr.net/resources/safety-information/amr-14-1091-23_winterinjuryprevention.pdf	2019-05-27T05:46:31Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00408.warc.gz	697,978,723	202	eng_Latn	eng_Latn	0.99483	eng_Latn	0.99483	[ "eng_Latn" ]	false	docling	[ 975 ]	[ 2.234375 ]	2	14
WHAT IS OPTOMETRIC VISION THERAPY? Optometric vision therapy is an individualized treatment program designed to improve overall visual function and performance. Its proven results are derived from vision-based neurological and neuromuscular conditioning over time. When provided by a knowledgeable optometrist, vision therapy results in quantitative improvements in visual and visual information processing skills and, perhaps more importantly, an improvement in quality-of-life due to decreased symptoms and improved performance. Many functional vision problems can be significantly improved through optometric vision therapy. It is a treatment modality for disorders including, but not limited to: * Ocular motility dysfunction – eye movement disorders * Vergence dysfunction – inefficiency in using both eyes together * Strabismus – misalignment of the eyes * Amblyopia – lazy eye * Accommodative disorders – focusing problems * Visual information processing disorders * Visual sensory and motor integration * Visual rehabilitation after traumatic brain injury which results in inefficient visual information processing (e.g., stroke) These visual conditions are best treated with optometric vision therapy, which enables an individual to learn more efficient ways to perform visually. Optometric vision therapy can improve visual function much like physical therapy can improve general motor function. Optometric vision therapy, also referred to as visual training or orthoptics is an established, medically necessary therapy when prescribed by an optometrist. Clinical tests with associated normative values are administered to determine the presence of visual deficiencies. If optometric vision therapy is indicated, the optometrist recommends a specific treatment plan for the individual. Optometric vision therapy plans typically involve a programmed combination of office treatment and home therapy. Lenses, prisms, optical instruments, and specially adapted computers are some of the devices through which one learns to use vision more effectively. The specific materials are less important than the feedback provided to the patient to enable change. Visual skills need to be developed until they become automatic and integrated with other visual as well as cognitive skills. As with most therapeutic treatments, the extent of success is also linked to patient compliance. Phone: 888 268 3770 or 330 995 0718 • Fax: 330 995 0719 • Website: www.covd.org The principal benefits of optometric vision therapy, which include improved visual information processing and the ability to sustain visual function over time, are as applicable to the child in the classroom as they are to the adult using a computer or reading a book. Without efficient visual skills the act of reading can be very frustrating. To the child with learning-related vision problems – often called a "hidden disability" – these frustrations can spill over into behaviors that can present themselves in a fashion similar to ADD/ADHD or dyslexia. According to the American Optometric Association, 35-40% of all children with learning disabilities have visual problems. Specifically, at least 20% of individuals with learning disabilities have been found to have prominent visual information processing problems, and 15-20% of them have problems with visual efficiency skills. Some of the common symptoms relieved through vision therapy include eye strain, visually induced headaches, inability to concentrate when doing visual tasks, and errors such as loss of place or reversals when reading or writing. More often, individuals have no recognized symptoms due to their avoidance of visually demanding tasks or an adaptation that decreases their performance. Optometric vision therapy also facilitates appropriate visual development, and serves as a component of the multi-disciplinary effort following stroke or head injury. Members of the College of Optometrists in Vision Development (COVD) have postgraduate education in the diagnosis and management of conditions for which optometric vision therapy is an appropriate treatment. Fellows of the College are certified in providing this vision care. For further information, contact COVD or consult with a COVD member optometrist. 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PARENTS' CALENDAR SUMMER TERM 2019 \| DATE \| ACTIVITY \| \| \|---\|---\|---\| \| Monday 3rd June \| INSET DAY – No school for pupils \| \| \| Tuesday 4th June \| SCHOOL RE-OPENS AFTER HALF TERM \| \| \| Friday 7th June \| CB U11 cricket & rounders’ at St Mary’s, Crosby \| \| \| Saturday 8th June \| First Holy Communion Prep 4 – Metropolitan Cathedral (10.00 am tbc) \| \| \| Monday 10th June \| Governors Finance/Fabric Committee Meeting 4.30pm \| \| \| Wednesday 12th June \| Prep 6 - Good Shepherd Mass (Cathedral 1.30 pm) \| \| \| Thursday 13th June \| Non Uniform Day (Bottles and New Gifts) \| \| \| Friday 14th June \| U9 CB cricket and rounders at Runnymede \| \| \| Tues 18th & Thurs 20th June \| LDCSA Athletics at Wavertree 4 - 6pm \| \| \| Mon 17th – Fri 21st June \| P6 Activity Week at Patterdale Hall Other Faith Week (Islam) \| \| \| Friday 21st June \| PSA: ‘Bags2school’ collection day \| \| \| Monday 24th June \| Full Governors Meeting 6.30pm \| \| \| Tuesday 25th June \| Voice Trials – Girls (10 – 11am) \| \| \| Wednesday 26th June \| French Day Voice Trials – Girls (10 – 11am) Preschool and Reception (September 2019) Information Afternoon \| \| \| \| \| Preschool and Reception (September 2019) \| \| \| \| Information Afternoon \| \| Thursday 27th June \| Prep 4 Collective Worship and Celebration Day for First Holy Communion at Runnymede \| \| \| Friday 28th June \| Annual Reports home to Parents (PS – P5) CB Athletics Y3-Y6 at St Mary’s(12.30 start) Extra-curricular activities finish today Runnymede PSA Summer Fair 3.30 pm \| \| \| Tuesday 2nd July \| LDCSA Champion of Champions Athletics, Wavertree (1- 4pm) Rehearsal Day for Prize Giving (9.30 – 3pm) \| \| \| Wednesday 3rd July \| P6 Common Induction Day End of Foundation Stage Collective Worship (Rec only) RUNNYMEDE PRIZE GIVING 7pm COMPULSORY FOR ALL JUNIORS \| \| \| Monday 8th July \| Transition Afternoon for all classes (1 – 2pm) Annual Reports home to Parents (P6) P6 Leavers’ Mass (7pm) \| \| \| Tuesday 9th July \| Runnymede Sports Day \| \| \| Wednesday 10th July \| SCHOOL CLOSES FOR SUMMER HOLIDAYS (3.30) \| \| SCHOOL RE-OPENS FOR AUTUMN TERM 2019 th THURSDAY 5 SEPTEMBER 2018 (FULL DAY) [Tue/Wed 3rd & 4th Sept: Inset Days]	<urn:uuid:9aedfe83-13bc-465e-8a62-52213f5ac217>	CC-MAIN-2019-22	http://runnymede-school.org.uk/uploads/file/PARENTS%20CAL%20-%20Summer%202019.pdf	2019-05-27T05:39:01Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00407.warc.gz	178,141,764	701	eng_Latn	eng_Latn	0.410927	eng_Latn	0.189264	[ "unknown", "eng_Latn" ]	false	docling	[ 34, 2159 ]	[ 1.359375 ]	1	0
Aim: How did imperialism affect Latin America? I. Foreign Influence in Latin America 1. New leaders were dictators and prosperity was not common 2. Some places traded with GB and the US 3. Refrigerated railroad car allowed for the movement of perishables goods 4. They imported foreign manufactures 5. They did not attempt to build their own industries 6. They also borrowed a lot of money from foreign nations 7. The debt opened the door to foreigners II. Monroe Doctrine 1. 1823 2. The US president stated that the Americas were not open to colonization 3. This was supported by the British 4. 1898 the US helped Cuba gain independence from Spain 5. The Spanish-American War gave Cuba freedom 6. It also granted Puerto Rico, Guam and the Philippines to the US III. Panama Canal 1. Wanted to build a canal through Central America 2. It would be quicker than going around the tip of South America 3. Teddy Roosevelt supported a revolution in Panama 4. When Panama won its independence it gave a ten-mile wide zone to construct a canal 5. It was completed in 1914	<urn:uuid:fc653d57-9142-4d83-bfe3-215d4c1cc88a>	CC-MAIN-2019-22	http://nebula.wsimg.com/a128e2ad9f2ba19d5dff6703ab9f0885?AccessKeyId=0CC21E505682B0CC6289&disposition=0&alloworigin=1	2019-05-27T05:45:57Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00407.warc.gz	143,861,239	243	eng_Latn	eng_Latn	0.998902	eng_Latn	0.998902	[ "eng_Latn" ]	false	docling	[ 1068 ]	[ 2.921875 ]	1	0
RESPONDING TO LOCAL CLIMATE RISK THROUGH COLLABOARTIVE ACTION PURPOSE The objective of this educational workshop was to identify local climate related business risks and explore potential collaborative strategies to mitigate these risks in Cambridge. A panel of local experts spoke about business risks of a changing climate and the strategies that could be used to increase resilience to heat stress, and flooding due to sea level rise, storm surge and increased precipitation. Panelists also discussed how shared business continuity agreements, collective policy and advocacy for key utility and infrastructure reliability, and tools for prioritizing resiliency strategies could help communities prepare for extreme weather events. PRESENTATIONS 1. Power of Collective Climate Action - James Goudreau, Novartis Key take-away: In recent years, there has been an increase in incidents of extreme weather events like storm water surges, flooding due to sea level rise and heat waves. These climate related risks will affect business assets, impact infrastructure, transportation networks, food supply and the social fabric of communities. There is a need to understand these interdependencies, map stakeholders and engage with the larger community to address risks posed by a changing climate. Climate data modeling for communities in the Boston area is available, providing an opportunity for knowledge sharing, greater collaboration and collective action to prepare for extreme weather events. 2. Urban Storm Water Management - Kathy Watkins, City of Cambridge Key take-away: The number of days above 90° F could triple by 2030, leading to significant public health impacts. Temperatures will be further aggravated by urban heat island effect, and the increased use of airconditioning will strain the electric grid. The City of Cambridge is looking at strategies to limit projected increase in cooling demand (eg. high performance envelope requirements for buildings) and reduce urban heat island effect by increasing tree cover. Further, increased precipitation during extreme weather events is projected to increase flooding in existing areas that flood and parts of the city not prone to flooding. Strategies for flooding preparedness should include measures like building walls, raising utilities, designing open spaces to protect building infrastructure, as well as sub-neighborhood scale and regional measures. 3. Sea Level Rise/ Storm Surge Protection – Indrani Ghosh, Kleinfelder Key take-away: Predicted sea level rise and storm surge (SLR/SS) conditions caused by flanking and/or overtopping will affect drainage infrastructure leading to flooding of low lying areas. It is recommended that critical infrastructure is planned for a range for values and the risk is continuously reassessed as more data becomes available. Resiliency should include a combination of strategies that look at preparedness before an event, maintaining critical building functions and people safety during, and recovery after the event. Neighborhood scale interventions that include strategies to protect building systems, should work together with regional scale planning efforts. 4. Shared Business Continuity Services – Suzanne Blake, MIT Key take away: An increase in extreme weather related business disruptions require organizations to be in a constant state of preparedness. Business continuity planning (BCP) efforts should combine policy, coordination and operational decisions. An effective business continuity plan will include representatives from all business units, buy in from senior leadership and a strategy by which continuity of critical functions will be achieved. In case of emergency where critical operations may be relocated to an alternate site or involve contracting with third parties it is important to ensure that other community businesses are not competing for the same resources. Exploring how a shared business continuity agreement would look like will help address some of these issues. KEY DISCUSSION POINTS - What are some strategies that businesses can work together on? Given the interdependence of key infrastructure, fostering discussions between private stakeholders will add to the City's ongoing efforts to address risks from increasing temperatures, precipitation and sea level rise. Conversations around climate related business risk should be framed around 'business continuity planning' in a way that interests people and highlights how it is going to impact them. In addition, businesses can work together to identify solutions and investments needed to protect existing and future infrastructure from extreme weather events. - Should business continuity plans organize around a threat or a solution? Business continuity plans should take both into account. It takes a wide level of engagement across the organization and with community to come up with a plan that addresses locally specific business risks. Instead of starting with a solution, local measures that are already in place should be captured and individual, community and regional actions identified. Some actions can be implemented quickly, others might need a policy intervention. Business continuity plans evolve to respond to changing scenarios as more data becomes available. - Which stakeholders are we going to engage with and when? Universities, business associations, local government and local groups are already doing a lot of work on this. Instead of duplicating efforts the focus should be on documenting what has been learned and exploring collaborative action. For instance, a tabletop exercise can be an opportunity for businesses to share and improve strategies for emergency response and continuity of operations. KEY POINTS FROM GROUP DISCUSIONS - Business continuity planning (BCP) should include risk assessment, business impact analysis, and a strategy to prioritize the departments/ functions that need to continue in case of an emergency. BCP should work through different scenarios, understand requirements and the risks it's being designed for. Today software tools can help enhance business continuity plans and respond more effectively during an emergency. - Explore opportunities for collective action on climate resiliency with the venture capital community. - Health risks posed by extreme heat are less understood by residents. Communities can build resiliency to impacts of extreme heat by implementing strategies that promote energy efficiency improvements while yielding a co-benefit of reducing urban heat island effect. NEXT STEPS - MIT to convene a planning meeting to identify goals and structure for a Cambridge business continuity tabletop exercise. The purpose of the tabletop exercise will be to evaluate proposed strategies and priority needs for ensuring business continuity in the face of emerging climate risks for diverse stakeholders including the City, Cambridge businesses and institutions. - Harvard or MIT will aim to host the climate risk tabletop exercise in the fall of 2017. LIST OF PARTICIPANTS \| NAME \| ORGANIZATION \| \|---\|---\| \| Lisa Peterson \| City of Cambridge \| \| Steve Lanou \| MIT \| \| Jaclyn Olsen \| Harvard University \| \| Susanne Rasmussen \| City of Cambridge \| \| Brian Gover \| Cambridge Fire Department \| \| Brain Goldberg \| MIT \| \| Jim Goudreau \| Novartis \| \| Kathy Watkins \| City of Cambridge \| \| Indrani Ghosh \| Kleinfelder \| \| Suzanne Blake \| MIT \| \| Adrienne Mueller \| Cambridge Innovation Center \| \| James Cater \| Eversource \| \| Carol Rego \| CDM Smith \| \| Emma I. Corbalán \| MIT \| \| Jeremy Bersin \| MIT \| \| Brent J. Ginsberg \| MIT \| \| Joseph Maguire \| Alexandria Real Estate Equities, Inc. \| \| Bronwyn Cooke \| City of Cambridge \| \| John Bolduc \| City of Cambridge \| \| Jason Zogg \| Cambridge Redevelopment Authority \| \| Beverly Craig \| Homeowner's Rehab Inc. \| \| Justin McCullen \| Novartis \| \| Christopher Lockery \| Perkins+Will \| \| Robert Andrews \| AHA \| \| Meghan Devaney \| MIT \| \| Julie M. Farrer \| Leggat McCall Properties \| \| Mike Gambino \| Boston Properties \| \| Jonathan Mareno \| Boston Properties \| \| Bill Sullivan \| USDOT/VOLPE \|	<urn:uuid:9b51c281-f7d4-43fa-8572-360188d8c591>	CC-MAIN-2019-22	https://cambridgecompact.files.wordpress.com/2017/07/notes_climate-resiliency-workshop_071817.pdf	2019-05-27T06:41:08Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00408.warc.gz	425,343,122	1,512	eng_Latn	eng_Latn	0.99781	eng_Latn	0.998025	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 2425, 5299, 7058, 8135 ]	[ 2.234375 ]	1	0
T he Jacob's Ladder Gifted Reading Comprehension Program targets reading comprehension skills in high-ability learners by moving students through an inquiry process from basic understanding to critical analyses of texts, using a ﬁ eld-tested method developed by the Center for Gifted Education at the College of William & Mary. Students will learn to comprehend and analyse any reading passage after completing the activities in Jacob's Ladder. Research conducted by the Center for Gifted Education demonstrated that the Jacob's Ladder Gifted Reading Comprehension Program delivers results related to: [x] improved reading comprehension [x] increased critical thinking [x] enhanced interest in reading. The new second editions of the Jacob's Ladder: Gifted Reading Comprehension series include various additions and enhancements to the successful ﬁ rst editions, notably new readings and ladders for student use, as well as many miscellaneous improvements. PRU9437 PRU7224 PRU7231 PRU6714 Search books on www.hbe.com.au and click book image for sample pages PRU6715 Scan and email pricelist to to purchase books. firstname.lastname@example.org Goals and Objectives of Jacob's Ladder Using skill ladders connected to short stories, poetry, essays and nonﬁ ction, students move from lowerorder, concrete thinking skills to higher-order, critical thinking skills. The ladders include multiple skills necessary for academic success, covering common English curricular goals such as sequencing, determining cause and eﬀ ect, classifying, inferencing and recognising main ideas. \| Ladder B \| Ladder C \| Ladder D \| Ladder E \| \|---\|---\|---\|---\| \| B1: Details B2: Classifi cations B3: Generalisations \| C1: Literary Elements C2: Inference C3: Main Idea, Theme or Concept \| D1: Paraphrasing D2: Summarising D3: Creative Synthesis \| E1: Understanding Emotion E2: Expressing Emotion E3: Using Emotion \| Each book in the Jacob's Ladder Gifted Reading Comprehension Program comprehensively engages with the Language, Literature and Literacy strands of the Australian Curriculum: English, as well as touching upon aspects of Humanities and Social Sciences, Mathematics and Science instruction in nonﬁ ction passages across the series. Through completing the activities in Jacob's Ladder, students will learn to comprehend and analyse any reading passage, and demonstrate improvement in reading comprehension and critical thinking skills, as well as an increased interest in reading. INSIDE THE BOOKS I The Jacob’s Ladder Gifted Reading Comprehension Program provides teachers with an explanation of the nature and substance of supplementary tasks in reading comprehension. At the same time, these tasks will move students through an inquiry process from basic reading comprehension to more critical analysis of various texts. Also included are an overview of the goals and objectives of the Jacob’s Ladder Gifted Reading Comprehension Program tasks and suggestions for implementation, giving every teacher of gifted learners the tools needed to promote successful reading comprehension. STUDENT WORKBOOKS Designed to complement the Jacob’s Ladder Gifted Reading Comprehension Program for Years 3–5, the student workbooks provide a matching resource for students to record their answers to each exercise. This allows the teacher to keep all of the student’s work for the chapters in Part II of the program together for ease of collection, reading and marking. Corresponding to the activities, students read high-interest passages, then complete skill ladders connected to the readings. All of the books include high-interest readings, ladders to increase reading skill development and easy-to- implement instructions. Jacob's Ladder Gifted Reading Comprehension Program Second Edition Each book in the Jacob's Ladder Gifted Reading Comprehension Program provides teachers with an explanation of the nature of supplementary tasks that scaﬀ old reading comprehension, and includes an overview of the goals and objectives of the tasks and suggestions for implementation. PRU9410 Student Workbooks Jacob's Ladder Gifted Reading Comprehension Program Student Workbooks are available for Years 3–5. The workbooks correspond to the chapters in Part II – Short Stories, Poetry and Nonﬁ ction – for each of these year levels. They provide a space for students to complete the exercises outlined in the program. Each Student Workbook can be purchased either individually or as a set of ﬁ ve. Year 3 Nonﬁ ction Poetry Short Stories PRU9327 PRU9334 PRU9348 PRU9335 PRU9349 (Set of 5) (Set of 5) AFFECTIVE JACOB'S LADDER The Aﬀ ective Jacob's Ladder Reading Comprehension Program focuses speciﬁ cally on supporting advanced students' social–emotional needs through the discussion of reading selections. The books include high-interest readings, poems, and connections to videos and songs that integrate reading comprehension and analysis skills with aﬀ ective and social–emotional needs. Students are asked to apply themes, character or real-life experiences, and lessons from texts to their own lives. New ladders were specially designed for this series and derived from relevant theories about empathy, risk and resilience, achievement motivation, and mindsets and practices for cultivating talent. Nonﬁ ction PRU9380 Short Stories PRU9399 PRU9380 (Set of 5) PRU9400 (Set of 5) PRU6714 PRU6715 These guides provide teachers with an explanation of the nature and substance of the theoretical constructs for each ladder. Also included are an overview of the goals and objectives of each ladder and suggestions for how to implement the ladders in the classroom in a way that supports students' academic and social–emotional needs at the same time. NONFICTION YEARS 3, 4 & 5 Each of the three books in the Jacob's Ladder Reading Comprehension Program: Nonﬁ ction as with the main series, comprehensively engages with the Language, Literature and Literacy strands of the Australian Curriculum: English, and features sections comprising selected reading passages on Humanities and Social Sciences, The Arts, Mathematics and Science instruction. Students completing the Nonﬁ ction series will be able to comprehend and analyse any nonﬁ ction reading passage after completing the activities in these books. Using skill ladders connected to individual readings related to essays, articles, comparison documents, infographics and other nonﬁ ction texts, students move from lower-order, concrete thinking skills to higher-order, critical thinking skills. All of the books, geared to increasing year levels, include high-interest and accelerated readings, ladders to increase reading skill development and easy-to-implement instructions. PRU3573 PRU3603 PRU3610 ORDER FORM 16-001-01 Yes I would like to receive email communications about products and offerings from Hawker Brownlow Education. I understand that I can unsubscribe at any time. Attention ............................................. Order Number ..................... Name of School ................................................................................ Address ............................................................................................ .......................................... State ....................P/Code .................... Country ............................................................................................ Email: ................................................................................................ 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Go to 'Browse Books' and most titles will give you the option to view the ﬁ rst few pages of the book. Click 'View Contents' on your selected book page. * We will supply our books on approval, and if they do not suit your requirements we will accept undamaged returns for full credit or refund. Posters are for ﬁ rm sale only and will not be sent on approval. Please be aware that delivery and return postage is the responsibility of the customer. * Freight costs are determined at Australia Post rates, with a minimum delivery charge of $9.50 within Australia and $15.00 for New Zealand for each order. * Please provide your street address for delivery purposes. Total P.O. Box 580, Moorabbin, Victoria 3189, Australia Website: www.hbe.com.au \| Email: email@example.com \| ABN: 77 093 854 892 Scan and email pricelist to firstname.lastname@example.org or visit www.hbe.com.au to purchase books \| Qty \| Code \| Title \| Price \| \|---\|---\|---\|---\| \| Affective JACOB'S LADDER \| \| \| \| \| \| PRU6714 \| Affective Jacob's Ladder Reading Comprehension Program Years 4-5 \| $45.95 \| \| \| PRU6715 \| Affective Jacob's Ladder Reading Comprehension Program Years 6-8 \| $45.95 \| \| JACOB'S LADDER \| \| \| \| \| \| PRU9410 \| Jacob's Ladder Reading Comprehension Program: Years F-1 2nd Edition \| $47.95 \| \| \| PRU9429 \| Jacob's Ladder Reading Comprehension Program: Years 1-2 2nd Edition \| $47.95 \| \| \| PRU7224 \| Jacob's Ladder Reading Comprehension Program: Year3 2nd Edition \| $47.95 \| \| \| PRU7231 \| Jacob's Ladder Reading Comprehension Program: Year 4 2nd Edition \| $47.95 \| \| \| PRU7248 \| Jacob's Ladder Reading Comprehension Program: Year 5 2nd Edition \| $47.95 \| \| \| PRU9437 \| Jacob's Ladder Reading Comprehension Program: Years 6-7 2nd Edition \| $47.95 \| \| \| PRU9445 \| Jacob's Ladder Reading Comprehension Program: Years 7-8 2nd Edition \| $47.95 \| \| JACOB'S LADDER Student Workbooks \| \| \| \| \| \| PRU9327 \| Jacob's Ladder Student Workbooks: Year 3 Nonfiction 2nd Edition \| $15.00 \| \| \| PRU9334 \| Jacob's Ladder Student Workbooks: Year 3 Poetry 2nd Edition \| $15.00 \| \| \| PRU9348 \| Jacob's Ladder Student Workbooks: Year 3 Short Stories 2nd Edition \| $15.00 \| \| \| PRU9356 \| Jacob's Ladder Student Workbooks: Year 4 Nonfiction 2nd Edition \| $15.00 \| \| \| PRU9364 \| Jacob's Ladder Student Workbooks: Year 4 Poetry 2nd Edition \| $15.00 \| \| \| PRU5693 \| Jacob's Ladder Student Workbooks: Year 4 Short Stories 2nd Edition \| $15.00 \| \| \| PRU9380 \| Jacob's Ladder Student Workbooks: Year 5 Nonfiction and Essays/Speeches 2nd Edition \| $15.00 \| \| \| PRU9399 \| Jacob's Ladder Student Workbooks: Year 5 Poetry 2nd Edition \| $15.00 \| \| \| PRU6940 \| Jacob's Ladder Student Workbooks: Year 5 Short Stories 2nd Edition \| $15.00 \| \| JACOB'S LADDER SETS \| \| \| \| \| \| PRU9328 \| Jacob's Ladder Student Workbooks: Year 3 Nonfiction (Set of 5) 2nd Edition \| $39.95 \| \| \| PRU9335 \| Jacob's Ladder Student Workbooks: Year 3 Poetry (Set of 5) 2nd Edition \| $39.95 \| \| \| PRU9349 \| Jacob's Ladder Student Workbooks: Year 3 Short Stories (Set of 5) 2nd Edition \| $39.95 \| \| \| PRU9357 \| Jacob's Ladder Student Workbooks: Year 4 Nonfiction (Set of 5) 2nd Edition \| $39.95 \| \| \| PRU9366 \| Jacob's Ladder Student Workbooks: Year 4 Poetry (Set of 5) 2nd Edition \| $39.95 \| \| \| PRU5694 \| Jacob's Ladder Student Workbooks: Year 4 Short Stories (Set of 5) 2nd Edition \| $39.95 \| \| \| PRU9381 \| Jacob's Ladder Student Workbooks: Year 5 Nonfiction and Essays/Speeches (Set of 5) 2nd Edition \| $39.95 \| \| \| PRU9400 \| Jacob's Ladder Student Workbooks: Year 5 Poetry (Set of 5) 2nd Edition \| $39.95 \| \| \| PRU6941 \| Jacob's Ladder Student Workbooks: Year 5 Short Stories (Set of 5) 2nd Edition \| $39.95 \| \| JACOB'S LADDER Nonfiction \| \| \| \| \| \| PRU3573 \| Jacob’s Ladder Gifted Reading Comprehension Program: Nonfiction Year 3 \| $29.95 \| \| \| PRU3603 \| Jacob’s Ladder Gifted Reading Comprehension Program: Nonfiction Year 4 \| $29.95 \| \| \| PRU3610 \| Jacob’s Ladder Gifted Reading Comprehension Program: Nonfiction Year 5 \| $29.95 \| Simply click on the image or title of any book you would like to purchase, or just learn more about, to be redirected to the relevant product page on our website.	<urn:uuid:53469b97-a83d-4d23-852a-578faab1d3f9>	CC-MAIN-2019-22	http://files.hbe.com.au/flyerlibrary/Reading_Resources/Jacobs%20Ladder%202nd%20Edition.pdf	2019-05-27T05:31:19Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00407.warc.gz	74,918,743	3,080	eng_Latn	eng_Latn	0.995527	eng_Latn	0.996355	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1142, 3705, 5744, 12663 ]	[ 2.234375 ]	1	1
January 27 - February 12, 2012 This production is generously sponsored by Enlighten is funded in part by the Don't Miss Our 9th annual Tuesday, May 22, 2012 HIGH SCHOOL MUSICAL CELEBRATION AUDIENCE GUIDE Research/Writing by Justine Leonard for ENLIGHTEN, Skylight Music Theatre's Education Program Edited by Ray Jivoff 414-299-4965 email@example.com www.skylightopera.com Audience Guide GERSHWIN AND FRIENDS is a joyful celebration of four of American's greatest popular composers: George Gershwin, Harold Arlen, Duke Ellington and Fats Waller. Each created distinctive music that represented the tempo and mood of their era; yet it is timeless and remains a vibrant and vital ingredient in the culture of modern music. In the history of American music, George Gershwin is indisputably a giant. He composed music for Broadway, Hollywood and the classical concert hall, as well as popular songs that brought his work to an even wider audience. He wrote most of his vocal and theatrical works, including more than a dozen Broadway shows, in collaboration with his elder brother, lyricist Ira Gershwin. "The Gershwin legacy is extraordinary because George Gershwin died in 1937, but his music is as fresh and vital today as when he originally created it," said Michael Feinstein, singer, pianist and music revivalist. His obituary in The New York Times on July 11, 1937 reported: "He said what he wanted to do the most was interpret the soul of the American people. While he won the plaudits of the musical elite… he set the nation laughing at the foibles of his government, but in a more serious mood he wrote music the great conductors were glad to present...Gershwin was a child of the twenties, the Age of Jazz. He was to music what F. Scott Fitzgerald was to prose." At the age of fifteen, George left school and found his first job as a "song plugger" at a publishing firm on New York City's Tin Pan Alley. He was seventeen when he published his first song, When You Want 'Em, You Can't Get 'Em, When You've Got 'Em, You Don't Want 'Em, which earned him $5. He moved on to recording and arranging piano rolls under his own name and pseudonyms including Fred Murtha and Bert Wynn. In 1919, at the age of twenty, he wrote LA, LA, LUCILLE, his first complete Broadway musical, with lyrics by Arthur Jackson and Buddy DeSylva. The next year, his song Swanee, with lyrics by Irving Caesar, was introduced by the great Al Jolson in SINBAD and became a tremendous hit. From 1920 to 1924, Gershwin supplied producer George White with songs for use in his immensely popular GEORGE WHITE SCANDALS series. The first hit the Gershwin brothers wrote as a team was I'll Build A Stairway to Paradise, written for the SCANDALS OF 1922. As part of another one of the SCANDALS, Gershwin worked with lyricist Buddy DeSylva on the experimental one-act jazz opera BLUE MONDAY. Set in Harlem, it is widely regarded as a forerunner to the groundbreaking PORGY AND BESS. During the 1920s and 1930s he wrote one brilliant musical after another with his brother Ira as lyricist. LADY BE GOOD (1924) was written for the brother and George Gershwin was born Jacob Gershowitz in New York on September 26, 1898 to RussianJewish immigrant parents. He first displayed an interest in music at the age of ten. His parents had bought a piano so that his older brother, Ira, could take lessons. But to their surprise, and Ira's relief, it was George who played it. When he was thirteen, he began studying with a teacher who recognized his talent and introduced him to piano works ranging from Bach to Chopin to Debussy. The Gershwin Brothers by Al Hirschfeld sister act of Fred and Adele Astaire and included the great standard Fascinating Rhythm. This was followed by OH, KAY! (1926) starring Gertrude Lawrence with a score that included Someone to Watch Over Me and Clap Yo' Hands. FUNNY FACE (1927) also featured Fred and Adele Astaire and the score included ' S Wonderful and My One and Only. STRIKE UP THE BAND (1927) was a musical satire of war and included Soon and I've Got A Crush on You. Gershwin modified the lyrics of the title song and gifted it to UCLA as a football fight song, Strike Up The Band for UCLA. GIRL CRAZY (1930) featured soon-to-bemovie-star Ginger Rogers and introduced Ethel Merman to Broadway, singing the standard I Got Rhythm. Other classic songs in the score are Embraceable You, But Not For Me and Bidin' My Time. The orchestra for GIRL CRAZY included jazz greats Benny Goodman, Glenn Miller, Red Nichols, Gene Krupa, Jack Teagarden and Jimmy Dorsey. OF THEE I SING (1931), a political satire, made stage history by becoming the first musical comedy to win a Pulitzer Prize for Drama. Along with the title song, the score also featured Who Cares?. In 1924, Gershwin composed his first major classical work, RHAPSODY IN BLUE, for orchestra and piano. It was premiered by Paul Whiteman's concert band in New York. The title reflects its free, rhapsodic form and blues flavor. It is not true jazz, though it employs jazzlike rhythms and melodies and the orchestration suggests the distinctive sounds of jazz. There are three main sections and a coda; the extended piano solos in the main sections reflect Gershwin's own dazzling pianism and his genius as an improviser. RHAPSODY IN BLUE opens with a now-famous clarinet solo that starts from a low trill, climbs the scale, and then slides up to a high 'wailing' tone. The blues-like opening theme, which grows out of the clarinet slide, is marked by the syncopations so typical of Gershwin's style. He gave the first performance of his CONCERTO IN F at Carnegie Hall in 1925 and traveled to Europe, meeting composers Maurice Ravel and Igor Stravinsky in Paris. Part of his symphonic poem, AN AMERICAN IN PARIS (1928) was composed on one of these visits. Gershwin was influenced by French composers of the early twentieth century including Maurice Ravel, who was impressed with Gershwin's abilities. The orchestrations in Gershwin's symphonic works bear similarities to Ravel's; Likewise, Ravel's two piano concertos display Gershwin's influence. Gershwin asked to study with Ravel. When Ravel heard how much Gershwin earned, he replied with words to the effect of, "You should give me lessons." His most ambitious work was PORGY AND BESS (1935). Gershwin called it a "folk opera," and it is now regarded as one of the most important American operas of the twentieth century. Based on the 1925 novel PORGY by DuBose Heyward, the action is set in the fictional all-black neighborhood of Catfish Row in Charleston, South Carolina. PORGY AND BESS contains some of Gershwin's most sophisticated music, including a fugue, a passacaglia, the use of atonality, polytonality and polyrhythm, and a tone row. Even the "set numbers," for example, Summertime, I Got Plenty o' Nuttin' and It Ain't Necessarily So, are some of the most refined and ingenious of Gershwin's output. Unfortunately, PORGY AND BESS became popular only after Gershwin's death in 1937. From the very beginning, it was considered an American classic even if critics couldn't quite figure out how to evaluate it. Was it opera, or was it simply an ambitious Broadway musical? "It crossed the barriers," said theater historian Robert Kimball. "It wasn't a musical and it wasn't a drama. It elicited response from both music and drama critics. But the work has always been outside category." Today, PORGY AND BESS represents the best efforts to reflect a minority culture in American life and is the most successful opera ever written by an American composer. George and Ira moved to Hollywood in 1930 to compose scores and songs for movies. Their first movie was THE KING OF JAZZ, which featured Bing Crosby and included Rhapsody in Blue. This was followed by DELICIOUS (1931), starring Janet Gaynor. The movie featured Blah, Blah, Blah, a charming love song that satirizes the maudlin lyrics of popular songs. SHALL WE DANCE (1937) is the seventh of the ten Astaire-Rogers musical comedy films. In a major coup for RKO, this was the Gershwins first Hollywood musical. The score included Slap That Bass, They All Laughed, Let's Call the Whole Thing Off and They Can't Take That Away From Me, which was nominated for an Academy Award for Best Original Song. Sadly, the nomination was posthumous as Gershwin died two months after the film's release. music theatre Other movies with Gershwin scores are A DAMSEL IN DISTRESS (1937), which included Nice Work If You Can Get It and A Foggy Day and THE GOLDWYN FOLLIES (1938), which included the Gershwin's last song, Our Love Is Here to Stay. Gershwin was outgoing, athletic and a talented painter. Some of his works were placed on exhibition. And he was an enthusiastic collector of art objects. His apartment in New York contained many notable works. His musical OH, KAY! was named for her. After Gershwin died, Swift arranged some of his music, transcribed some of his recordings and collaborated with his brother Ira on several projects. He was also irresistible to women. He once commented "Why should I limit myself to only one woman when I can have as many women as I want?" Gershwin had a ten-year affair with composer Kay Swift and frequently consulted her about his music, though the two never married. Brothers George and Ira Gershwin George Gershwin's life was tragically short. Early in 1937, he began to complain of blinding headaches. When he started to forget portions of his compositions while performing them, friends and family encouraged him to see a physician. Doctors discovered he had a malignant brain tumor. He was just 38 years old when he died on July 11, 1937. On hearing the news of his death, writer John O'Hara said, "George Gershwin died on July 11, 1937, but I don't have to believe it if I don't want to." What set Gershwin apart was his ability to manipulate forms of music into his own unique voice. He took the jazz he discovered in black music into the mainstream by splicing its rhythms and tonality with that of the popular songs of his era. Although he would seldom make grand statements about his music, he believed that "true music must reflect the thought and aspirations of the people and time. My people are Americans. My time is today." References Wikipedia, PBS, New York Times. Ira Gershwin (1896 – 1983), born Israel Gershowitz, collaborated with his younger brother George to create some of the most memorable music of the 20th century. The success of the brothers has often overshadowed the role that Ira played. However, his mastery of songwriting continued after the early death of George. He wrote with other composers including Jerome Kern (COVER GIRL - Long Ago and Far Away); Kurt Weill (LADY IN THE DARK - My Ship); and Harold Arlen (A STAR IS BORN - The Man That Got Away). His book, LYRICS ON SEVERAL OCCASIONS (1959), is an important source for studying the art of the lyricist. Ira was shy in his youth, and spent much of his time reading. While his younger brother began composing in Tin Pan Alley from the age of eighteen, Ira worked as a cashier in his father's Turkish baths. It was not until 1921 that Ira became involved in the music business when he wrote the lyrics for TWO LITTLE GIRLS IN BLUE under the pseudonym "Arthur Francis," with Vincent Youmans. Once the brothers joined together in 1927, they became one of the most influential forces in the history of American Musical Theatre. Following his brother's sudden death, Ira waited nearly three years before writing again. Over the next fourteen years, Gershwin continued to write the lyrics for many film scores and a few Broadway shows. But the failure of PARK AVENUE in 1946, a "smart" show about divorce, co-written with composer Arthur Schwartz, was his farewell to Broadway. In 1947, he took eleven songs George had written but never used, provided them with new lyrics, and incorporated them into the Betty Grable film, THE SHOCKING MISS PILGRIM. Singer Michael Feinstein worked for Gershwin in the lyricist's later years, helping him with his archive. Several lost musical treasures were unearthed during this period, and Feinstein performed some of the material. Ira Gershwin died peacefully in his Beverly Hills home in 1983 at age 86. He was survived only by his widow, Lenor Strunsky Gershwin. Duke Ellington (1899-1974) : The Sophisticated Gentleman of American Music By then Billy Strayhorn, composer of what would become the band's theme song, Take the 'A' Train, had become Ellington's composing-arranging partner. The young pianist and composer auditioned for Ellington in 1938 and was hired on the spot. The partnership between these two immensely talented musicians would continue for the next twenty-five years. Edward Kennedy "Duke" Ellington is a major figure in the history of jazz. He is recognized as the composer of over 1,000 works, as a pianist and big band leader. Ellington's music blends various genres, including blues, gospel and classical. His career spanned more than 50 years and included leading his orchestra, composing an inexhaustible songbook and composing scores for movies and stage musicals. His inventive use of the orchestra, eloquence and extraordinary charisma elevated jazz to an art form on a par with other traditional genres of music. Ellington was born in 1899 in Washington, D.C. and grew up in a middle-class family that encouraged his interests in the fine arts. His mother surrounded him with dignified women to reinforce his manners and teach him to live elegantly. Ellington's childhood friends noticed that his casual, offhand manner, his easy grace, and his dapper dress gave him the bearing of a young nobleman and began calling him Duke. He began studying piano at age seven. He also became engrossed in studying art during his high-school years, and actually turned down a scholarship to the Pratt Institute in Brooklyn, New York. Inspired by ragtime artists, he began to perform professionally at age 17. In 1923, Ellington moved to New York City where he worked in Broadway nightclubs leading a sextet that grew into a 10-piece ensemble. The unique, bluesbased melodies, the harsh, vocalized sounds of his trumpeter, Bubber Miley, who used a plunger "wa-wa" mute and the distinctive sounds of trombonist Joe "Tricky Sam" Nanton, who played muted "growl" sounds, all influenced Ellington's early "jungle style." Extended engagements at The Cotton Club in Harlem (1927–32, 1937–38) led to Ellington enlarging his band to 14 musicians and expanding his compositional scope. He selected his musicians for their expressive individuality, and several members of his ensemble were themselves important jazz artists. With these exceptional musicians, Ellington made hundreds of recordings, appeared in films, on radio and toured extensively. The expertise of his ensemble allowed Ellington to break away from conventional band scoring. Instead, he used new harmonies to blend his musicians' individual sounds. He illuminated subtle moods with ingenious combinations of instruments; among the most famous examples is Mood Indigo, composed for muted trumpet, unmuted trombone and low-register clarinet. In 1931, Ellington began to create extended works including CREOLE RHAPSODY, REMINISCING IN TEMPO and DIMINUENDO IN BLUE/ CRESCENDO IN BLUE. A high point in Ellington's career came in the early 1940s, when he composed several masterworks in which successions of soloists are accompanied by diverse ensemble colors. The variety and ingenuity of these works, all made for three-minute, 78-rpm records, are extraordinary. Duke Ellington and Billy Strayhorn Musically, Ellington granted Strayhorn enormous autonomy. The men's rapport was so strong that Ellington allowed Strayhorn to finish writing some of his uncompleted songs and most observers have a hard time telling where Duke's work ends and Strayhorn's begins. Ellington never paid Strayhorn a salary; he simply took charge of all Strayhorn's financial affairs, paying for housing, food, wardrobe and living expenses. Strayhorn was openly homosexual in an era when social bias forced many men and women to keep their sexual identities secret. Ellington simply accepted him as he was. As Ellington described him, "Billy Strayhorn was my right arm, my left arm, all the eyes in the back of my head, my brain waves in his head, and his in mine." Not limiting himself to jazz innovation, Ellington also wrote such great popular songs as Sophisticated Lady, Rocks in My Bed, Satin Doll, Don't Get Around Much Any More, Prelude to a Kiss, 9in My) Solitude and I Let a Song Go Out of My Heart. During these years Ellington explored the possibilities of composing jazz within classical forms. His musical suite BLACK, BROWN AND BEIGE (1943), a portrayal of African-American history, was the first in a series of suites he composed, usually consisting of pieces linked by subject matter. It was followed by LIBERIAN SUITE (1947), A DRUM IS A WOMAN (1956), created for a television production, SUCH SWEET THUNDER (1957), impressions of Shakespeare's scenes and characters, FAR EAST SUITE (1964) and TOGO BRAVA SUITE (1971). Ellington wrote motion picture scores for THE ASPHALT JUNGLE (1950) and ANATOMY OF A MURDER (1959) and composed for the ballet and theatre including, at the height of the Civil Rights Movement, MY PEOPLE (1964), a show celebrating African-American life. He also composed three pieces of sacred music: IN THE BEGINNING GOD (1965), SECOND SACRED CONCERT (1968) and THIRD SACRED CONCERT (1973). Although Ellington's compositional interests and ambitions changed over the decades, his melodic, harmonic and rhythmic characteristics were for the most part fixed by the late 1930s, when he was a star of the swing era. Ellington's stylistic qualities were shared by Strayhorn, who increasingly participated in composing and orchestrating music for the Ellington band. Ellington's sense of musical drama and of his players' special talents and his wide range of moods were rare indeed. Not least of the band's appeal was Ellington himself. An elegant man, he maintained a regal manner as he led the band and charmed audiences with his suave humor. His gift of melody and his mastery of textures, rhythms and compositional forms translated his often subtle and complex perceptions into a body of music unequaled in jazz history. He died of lung cancer in New York on May 24, 1974, a month after his 75th birthday. His reputation increased after his death and the Pulitzer Prize Board bestowed him with a special posthumous honor in 1999. Copyright © 1994-2008 Encyclopædia Britannica, Inc. His career spanned more than half a century--most of the documented history of jazz. Ellington's autobiography, MUSIC IS MY MISTRESS, was published in 1973. He led the band until his death in 1974. Ellington was the recipient of numerous Grammy Awards throughout his career, was awarded the Grammy Lifetime Achievement Award in 1966 and the Springarn Medal from the National Association for the Advancement of Colored People (NAACP). He received many other awards including the United States Presidential Medal of Freedom in 1969 and the Legion of Honor by France in 1973, the highest civilian honors in each country. He was also elected to the National Institute of Arts and Letters. Harold Arlen, one of the greatest American composers, wrote extraordinarily complex melodies and harmonies that have had lasting appeal. Soft-spoken and retiring, Arlen was less well known than the other giants of the great days of popular song, but his music has become part of popular culture. His compositions have always been popular with jazz musicians because of his facility of incorporating a blues feeling into the conventional American popular song. ''The distinctive Arlen touch,'' New York Times critic John S. Wilson wrote in 1978, ''was the jazz-based, blues-rooted quality of his music. Such songs as Stormy Weather and Blues in the Night place him alongside Duke Ellington rather than Richard Rodgers or Irving Berlin.'' Though he is best known for composing Over the Rainbow for the film THE WIZARD OF OZ, his list of hits and accomplishments is amazing. He wrote over 400 songs for Broadway and film and countless artists have recorded his songs. Arlen even made recordings as a performer, among them sessions with Duke Ellington and Barbra Streisand. Arlen was born Hyman Arluck in 1905 in Buffalo, New York, the child of a Jewish cantor. By age seven, he was singing in his father's synagogue and by fifteen he had become a professional pianist and entertainer. In his late teens he organized a trio which made its way to New York City. In Manhattan, Arlen worked as a singer, pianist and arranger with dance bands. By 1929, he realized that his original HAROLD ARLEN: Happy with the Blues goal of a singing career, with all the auditioning and harsh competition was ''something my temperament couldn't take.'' So he switched to composing, collaborating with Ted Koehler on Get Happy, Arlen's first hit song. From1930 to 1934, Arlen and Koehler wrote music for two shows a year for The Cotton Club, a popular night club in Harlem. Their hits included Between the Devil and the Deep Blue Sea, I've Got the World On A String, Let's Fall in Love and Stormy Weather, which was a showstopper when Ethel Waters, bathed in blue light, sang it at The Cotton Club. In 1937, Arlen married beautiful model Anya Taranda over the objection of both of their parents; she was Gentile and he Jewish, but it turned out to be a lifelong love affair of inseparable devotion. Arlen spent much of his life in Manhattan and Hollywood, and on both coasts he cut a dapper figure, sometimes sporting a cane as well as a flower in his lapel. Much of Arlen's composing was done for movies, including the classic WIZARD OF OZ (1939). Though he and lyricist E.Y. "Yip" Harburg were given only two months to write it, they produced an enduring score including Over the Rainbow, which won the Academy Award for Best Original Song. It was also named the Number One Song of the Century by the Recording Industry Association of America and the National Endowment of the Arts. Arlen's other film work includes RIO RITA (1942), CABIN IN THE SKY (1943), and THE COUNTRY GIRL (1954). He composed two songs which bookend Judy Garland's movie career, first as an innocent girl with Over the Rainbow and then as a world-weary, band singer with The Man That Got Away, written with Ira Gershwin for the 1954 movie A STAR IS BORN. In the 1940s, he teamed up with lyricist Johnny Mercer, and continued to write hit songs like Blues in the Night, That Old Black Magic, Ac-Cent-Tchu-Ate the Positive, Any Place I Hang My Hat Is Home, One for My Baby (and One More for the Road), My Shining Hour and Come Rain or Come Shine. He also wrote music for Broadway shows including BLOOMER GIRL (1944), ST. LOUIS WOMAN (1946), HOUSE OF FLOWERS (1954) with Truman Capote and JAMAICA (1957). In 1961 he wrote the music for GAY PURR-EE, a cartoon about singing cats in Paris starring Judy Garland and Robert Goulet. His BLUES OPERA SUITE premiered in Minneapolis in 1957 and was later performed by Andre Kostelanetz at Carnegie Hall with the New York Philharmonic Orchestra. Sadly, the latter years of Harold's life were not spent basking in the glory of his success. He was distraught when he lost his beloved wife and after her death, he seemed to lose interest in life. The man who loved to socialize withdrew from friends and even family and rarely went out. On April 23, 1986, Harold Arlen succumbed to cancer. He died quietly at home with family in his apartment on Central Park West in New York City. He was 81 years old. Fats Waller was born Thomas Wright Waller in New York City on May 21, 1904. He is one of the greatest of all jazz pianists and was a gifted songwriter. He was the youngest of four children born to Adeline Locket Waller and the Reverend Edward Martin Waller. His father hoped he would follow in his footsteps as a churchman, but instead Fats became famous as a jazz pianist, organist, composer, singer and comic. He learned how to play the organ in church with his mother, who gave him a background in classical music. Later in his career, he occasionally performed Bach organ pieces for small groups. His first musical experience was playing harmonium for his father's Abyssinian Baptist Church when he was ten years old. At the age of fourteen he was playing the organ at Harlem's Lincoln Theater and within twelve months he had composed his first rag. The music that Fats picked up around Harlem was viewed by his father as "music from the Devil's workshop." Waller became a prize pupil of the greatest of the stride pianists, James P. Johnson, who wrote Charleston and If I Could Be With You One Hour Tonight. Johnson perfected the stride piano style which brought a new role to the left hand in piano playing. No longer would it just keep the beat; it would have equal power so treble, bass, baritone and soprano keys would all work together. In October of 1922, Waller made his recording debut as a soloist for Okeh Records with Muscle Shoals Blues and Birmingham Blues. In 1923, Waller's Wild Cat Blues and Squeeze Me Fats Waller: One of the Jazz Greats established his reputation as a composer of material for other artists. About that same time, he began his radio career on station WHN in New York. Waller continued to broadcast as a singer and soloist throughout his life, including the long-running FATS WALLER'S RHYTHM CLUB and MOON RIVER (on which he played organ). He was one of the most popular performers of his era, finding critical and commercial success at home and in Europe. He was also a prolific songwriter and many songs he wrote or co-wrote are still popular, such as Keepin' Out of Mischief Now (1932), Ain't Misbehavin (1929), I've Got a Feeling I'm Falling (1929) and Honeysuckle Rose (1929). From 1930 to 1943, Fats made over five hundred recordings, toured extensively and appeared on numerous radio broadcasts and Hollywood feature films. He copyrighted over four hundred songs, many co-written with his closest collaborator, Tin Pan Alley lyricist Andy Razaf. For the hit Broadway show HOT CHOCOLATES, he and Razaf wrote (What Did I Do to Be So) Black and Blue (1929), which became a hit for both Ethel Waters and Louis Armstrong. This searing treatment of racism refutes the early criticism of Waller that his work was "shallow entertainment". In 1938, Waller undertook a European tour, which in 1939 was terminated by the outbreak of World War II. But while in Britain, he recorded his LONDON SUITE, an extended series of six related pieces for solo piano: PICCADILLY, CHELSEA, SOHO, BOND STREET, LIMEHOUSE and WHITE CHAPEL. It is Waller's longest composition and represents his aspirations to be a serious composer rather than just the author of a string of hits. The touring, constant overeating and overdrinking and the nervous strain of many years of legal trouble over alimony payments all took their toll and his health began to break down. He took ill and died of pneumonia while traveling to New York by train on December 15, 1943. After Waller's death, Razaf described his partner as "a man who made the piano sing...both big in body and in mind...a bubbling bundle of joy." Recordings of Fats Waller were inducted into the Grammy Hall of Fame, and a special Grammy Award was established in 1973 to honor recordings that are at least 25 years old and that have "qualitative or historical significance." The Tony Award-winning Broadway musical revue AIN'T MISBEHAVIN' showcasing Waller tunes, was produced on Broadway in 1978 and 1988. Andy Razaf in early American popular music. He collaborated with composers Eubie Blake and Fats Waller, writing the lyrics for major shows in the '20s and '30s including KEEP SHUFFLIN', HOT CHOCOLATES and BLACKBIRDS OF 1930s. Among his best-known Waller collaborations are Ain't Misbehavin', Honeysuckle Rose, Keepin' Out of Mischief Now and The Joint Is Jumpin'. (1895–1973), born Andreamentania Paul Razafkeriefo, was a composer, poet and lyricist. Razaf, a descendant of the royal family of Madagascar, was involved with many of the biggest hit songs and shows Legendary Harlem is easy to find. The Manhattan neighborhood is located north of Central Park at 110th Street and bordered on the North by 155th Street. Harlem's chief artery is 125th Street, popularly called the "Main Stem." Drop Me Off in Harlem Harlem's history dates back to 1658 when Peter Stuyvesant, Dutch Governor of New Netherland, established the settlement of Nieuw Haarlem. In 1664, the English took control and anglicized the name to Harlem. During the Revolution, George Washington, retreating from Long Island, regrouped and fought the Battle of Harlem Heights. Harlem belonged to the descendants of Dutch, French and English settlers, who oversaw its transition from an isolated village to an upper-middle-class suburb. Through the 18th century, Harlem was a farming and pastoral area. In the 19th century, it became a fashionable residential district with many houses used as summer retreats. Apartment houses were built during the building boom of the 1880s. High rates of vacancy following the panic of 1893 led property owners to rent to blacks. But despite its well-known reputation as the cultural capital of black America, Harlem had few black residents until a wave of white flight produced its remarkable transition at the beginning of the 20th century. By WWI, much of Harlem was firmly established as a black residential and commercial area. After the war it became the center of the creative literary development called the "Harlem Renaissance." Leading figures included author and activist Langston Hughes, James Weldon Johnson (GOD'S TROMBONES, 1927) and Alain L. Locke (THE NEW NEGRO, 1925). This movement changed the character of black literature and stimulated a new confidence and racial pride. Harlem had its heyday in the 1920s and 30s. Its booming nightclub scene began to draw the attention of wealthy whites, eager to experience Harlem's excitement. Variety wrote, "Harlem's night life now surpasses that of Broadway. From midnight until dawn it is a seething cauldron of Nubian mirth and hilarity." For white downtowners, Harlem's clubs offered a thrill beyond the color line, skirting the ban of prohibition, offering booze to white "slummers" and curiosity seekers. Ironically, some clubs had a Jim Crow policy that allowed black performers but excluded blacks as customers. No club in Harlem was more popular and glamorous than The Cotton Club, which featured many of the greatest African American entertainers of the era, such as Cab Calloway, Ella Fitzgerald, Louis Armstrong and Billie Holiday. Just as famous was The Savoy, the community's biggest and most beautiful ballroom. It covered a whole city block, employed two bands at once so that the music never stopped, and was so popular with dancers that its maple-and-mahogany floor had to be replaced every three years. The onset of the Great Depression, coupled with the end of Prohibition in 1933, marked the end of the Harlem Renaissance. From the 1930s to the 1960s, Harlem's declining social conditions gave the neighborhood a sensationalist and decidedly negative reputation. Harlem began to see rapid gentrification in the late 1990s. This was driven by changing government policies, including fierce crime fighting and an effort to develop the retail corridor. The number of housing units increased and property values in Central Harlem rose nearly 300% during the 1990s. Harlem is once again the place to be.	<urn:uuid:321d13a5-e807-4d45-b887-d5bbe3b94a8a>	CC-MAIN-2019-22	http://www.skylightmusictheatre.org/wp-content/uploads/2011/11/GERSHWIN-Audience-Guide.pdf	2019-05-27T06:01:32Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00406.warc.gz	339,719,432	7,294	eng_Latn	eng_Latn	0.998837	eng_Latn	0.998992	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3652, 7957, 12340, 16404, 19352, 23757, 28318, 31745 ]	[ 2.234375, 2.109375 ]	1	0
New Dorp High School AP Global Aim: How did the Song affect China? Notes I. Rise of the Song * Emphasized Confucian ideals * 960 the Song reunited China * Weak military paid tribute to Manchuria * Focused on tradition, social order, education, and the arts * Song promoted the scholar-gentry and civil service exams II. Neo-Confucianism * Male dominated * Revival of Confucianism * Scholar gentry less receptive to outside ideas and technologies * Emphasis on tradition, social order and gender distinction III Decline of the Song * Paid tribute to numerous tribes * Weak military * Eventually conquered by the Mongols in 1279 IV. Women 2. Tang and Song develop foot-binding 1. Status was low and inferior 3. Done at age of 4-7 5. Wanted to create a "lotus" or little foot 3-4 inches long 4. Began in10th century and abolished in 1949 6. Women were usually unable to move quickly, sometimes not at all VI Achievements of Tang and Song 2. Porcelain 1. Art, architecture, roads, bridges and canals built 3. Paper money 5. compass for navigation 4. gunpowder 6. abacus 8. gov't focused of Confucian philosophy 7. movable type to print books	<urn:uuid:d3d3046a-709c-45fc-9a6a-9ffafb8f4191>	CC-MAIN-2019-22	http://nebula.wsimg.com/3457f5ef981127036145ed24106c6fdb?AccessKeyId=0CC21E505682B0CC6289&disposition=0&alloworigin=1	2019-05-27T05:33:09Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00410.warc.gz	145,321,835	307	eng_Latn	eng_Latn	0.992532	eng_Latn	0.992532	[ "eng_Latn" ]	false	docling	[ 1152 ]	[ 3.09375 ]	1	0
Academic Honesty and Timely Completion & A Guide for Elementary and Secondary Students Parents and Guardians Submission of Assignments for Evaluation Board Procedure #305.1 Timely Completion and Submission of Assignment for Evaluation, Gr. 7 –12 The York Region District School Board has developed the Timely Completion and Submission of Assignments for Evaluation, Gr. 7 –12 procedure which addresses the following four inter-related protocols: * communication with students and parents; * responses and application of consequences; and * implementation of assessment for, as and of learning practices; * determining a percentage mark on the Provincial Report Cards. This procedure outlines assessment, evaluation and communication practices that support equity of student learning and achievement which are designed to promote the timely completion and submission of assignments for evaluation. These practices also serve to prevent and/or address late and missed assignments for evaluation. Definitions An assignment for evaluation is used to evaluate student learning. Most assignments for evaluation are rich performance tasks, demonstrations, projects or essays. Assignments for evaluation do not include ongoing homework that students do to practise skills, consolidate knowledge and skills, and/or prepare for the next class. Evidence of Student Learning Evidence of student achievement for evaluation is collected over time from three different sources observations, conversations and student products. Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning. Late Assignment for Evaluation An assignment for evaluation that is submitted any time beyond the collaboratively planned and clearly established and communicated deadline. Missed Assignment for Evaluation An assignment for evaluation that has not been submitted and therefore, no evidence of achievement has been demonstrated or provided by the student to the teacher in relation to the targeted curriculum expectations. Students shall provide evidence of their achievement of curriculum expectations within the timeframe established by the teacher and in a form approved by the teacher by: * understanding their responsibilities in completing and submitting assignments for evaluation; * demonstrating the learning skills and work habits that support lifelong learning; * understanding the range of supports and consequences for not completing and/or submitting assignments for evaluation; * participating in the planning of timelines; * monitoring and continuously communicating their progress with the teacher(s); * attending classes daily; * seeking assistance proactively where appropriate; and * ensuring that late and/or missed assignments for evaluation are completed within the newly established timelines for second submission. "Parents shall support their child's completion and submission of assignments for evaluation within the timeframe established by the teacher and in a form approved by the teacher" (Procedure #305.1). Parents/Guardians can help by: * reviewing with their child expectations regarding the completion and submission of assignments for evaluation as communicated by teachers and the school; * notifying the school of all student absences in a timely manner. * working with their child's teacher(s) to understand the range of supports and consequences for students who are not completing and submitting assignments for evaluation in a timely manner; and Board Procedure #305.2 Academic Honesty, Kindergarten to Gr. 12 The York Region District School Board has developed an Academic Honesty, Kindergarten - Grade 12 procedure which addresses the following four inter-related protocols: * communication with students and parents; * detection of incidences of cheating and plagiarism; and * implementation of assessment for, as and of learning practices; * responses to incidences of cheating and plagiarism. These practices also serve to prevent and/or address incidences of cheating and/or plagiarism. Prevention, detection and responses to cheating and plagiarizing are intended to maintain the dignity and self-worth of the learner and preserve the integrity of the learning environment. Definitions Academic Honesty refers to students providing original evidence of their learning and appropriately acknowledging the work of others. Cheating is the attempt to gain an unfair advantage in an academic evaluation, which may misrepresent the demonstration of a student's learning or the learning of others. Plagiarism refers to representing someone else's ideas, writing or other intellectual property as one's own. Any use of the work of others, whether published, unpublished or posted electronically, attributed or anonymous, must include proper acknowledgement. Plagiarism hinders learning and the development of learning skills and work habits. Students shall provide original evidence of their learning and achievement and appropriately acknowledge the work of others by: * understanding the key concepts and definitions related to academic honesty; * using skills and strategies to prevent cheating and plagiarizing; * understanding the range of supports to promote academic honesty; * understanding the consequences applied when cheating and/or plagiarizing is detected; * acknowledging all sources using the required citation format; * demonstrating the learning skills and work habits that support lifelong learning; * obtaining permission, where possible, to use others' intellectual property; and * actively seeking clarification and support when needed. "Parents shall support their child in providing original evidence of his/her learning and appropriately acknowledging the work of others" (Procedure #305.2). Parents can help by: * understanding and discussing with their child the key concepts and definitions related to academic honesty; * reviewing with their child, skills and strategies to prevent cheating and plagiarizing; and * working with their child's teacher(s) to understand the range of supports available to promote academic honesty; * discussing with their child the possible consequences to cheating and plagiarizing. References Growing Success: Assessment, Evaluation and Reporting in Ontario Schools (Grades 1-12) is available from The Ontario Ministry of Education's website. Policy and Procedure #305.0, Assessment Evaluation and Communication of Student Learning and Achievement * Procedure #305.2, Academic Honesty, Kindergarten to Grade 12 * Procedure #305.1, Timely Completion and Submission of Assignments for Evaluation, Grades 7-12	<urn:uuid:f9ad6193-24f6-4ad8-be83-408b4a98b46a>	CC-MAIN-2019-22	http://www.yrdsb.ca/AboutUs/ReportingStudentAchievement/Documents/ParentBrochure_Honesty.pdf	2019-05-27T06:19:55Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00410.warc.gz	367,097,751	1,151	eng_Latn	eng_Latn	0.97697	eng_Latn	0.984304	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2060, 4934, 6669 ]	[ 2.359375 ]	2	5
EXSTENSION TERMS OF REFERENCE One expert for Informative Sessions about Positive Parenthood Background: The First Children's Embassy in the World Megjashi (FCEWM; Megjashi) is a nongovernmental, non-partisan and non-profit organization with the purpose to protect children and their rights. Duration of Assignment: 1 expert * 6 working days = 3 informative sessions1 days + 3 days for preparation and reporting (for each informative session separately) Preferred period of delivering the informative sessions: mid-end of May 2019 Purpose of the assignment: The purpose of this activity is to deliver three one day informative sessions for positive/responsible parenthood and positive discipline measures. The sessions are designed for parents/guardians of pupils in three primary schools in the Republic of Macedonia (one school is located in Skopje, one in Debar and one in Vinica). Proposed venue: Skopje, Debar, Vinica Dates of assignment: mod-end of May 2019 Proposed number of participants: around 45 participants (parents/guardians) form three primary schools in Macedonia (15 participants per school) Informative session outline to include: It is expected form the facilitator to cover the following things in informative session program: - Practical advice and tips for positive parenting; techniques that work well for every child – encouraging better behaviour. - Positive Discipline -understanding and responding effectively when children get it wrong as: helping children develop self-control over time; communicating clearly; respecting children and earning their respect; teaching children how to make good decisions; building children's skills and confidence; teaching children respect for other people's feelings. - The informative session should strengthen practical parenting skills During the session, a Manual and a Brochure for positive parenting and positive discipline will be delivered to the parents/guardians who will participate at the sessions. Informative session outcome: - Each participant will have a greater understanding of positive parenting and positive discipline measures The informative session should be a mix of teaching and practical work – group work and discussions. All participants will be expected to be actively involved throughout the informative session. Expert Requirements: - Delivering of three one day informative sessions in three schools in Macedonia (Skopje, Vinica and Debar). - The informative sessions should be delivered in the premises of the schools. - The informative sessions will be done in Macedonian language and in Albanian where it is necessary. The Children's embassy Megjashi will provide a translation during the visits (Macedonian – Albanian and vice versa). - A report should be delivered upon the completion of each informative session in Macedonian and English language. - After the completion of the assignment should provide a Final report about the engagement in Macedonian and English language. The proposed fee (total gross amount) is to include a breakdown of all the other incurred costs (preparation; actuals informative sessions, traveling to schools, and report writing) through an Offer for services. Travel costs for informative sessions in the schools should be covered by the expert. The incurred taxes will be deducted from the total gross amount, as per the governing laws. Personal documents will be required from the selected candidate in order to complete the Contract and payment. Duration and timeframe The contract of the assignment should be for one expert for 6 working days. Qualifications and competences of experts - Advanced degree in psychology, pedagogy, social sciences or related discipline - A minimum of three (3) years' experience in trainings for positive parenting; children's rights - Strong child development background or many years of experience working with families - Excellent analytical, oral and written communication skills in Macedonian. - Strong facilitation skills and ability to lead a plenary and document simultaneous - Strong interpersonal skills and the ability to communicate and work well with diverse people. Application procedure Applications must be sent in English and entail the following: Expression of Interest and availability; * CV should be presented; * Two references from similar assignments * Expected remuneration, in the form of gross fee per day Expression of Interest clearly marked "Expression of Interest for Informative sessions for Positive Parenthood" can be submitted electronically at the following email: email@example.com . The expression of interest should be received no later than 03.05.2019 (23:59)	<urn:uuid:f42d207b-cb4f-4774-ac94-7a173f976ad5>	CC-MAIN-2019-22	http://megjashi.org.mk/content/pdf/TOR%20-%20Informative%20sessions%20for%20Parents-%20Exstension.pdf	2019-05-27T05:02:22Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00409.warc.gz	127,418,517	890	eng_Latn	eng_Latn	0.969118	eng_Latn	0.992093	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1815, 4170, 4718 ]	[ 1.375 ]	2	3
Hollin Primary School Equality Objectives Hollin Primary School is committed to promoting an ethos that safeguards the dignity and well-being of everyone and encourages practices that take into account the rights of individuals to be treated with dignity and respect. Hollin Primary School will not tolerate any form of discrimination, harassment and victimisation directed at anyone and will have due regard to the need to promote equality, as required by the 2010 Equality Act 1. We have two Specific Duties under the 2010 Equality Act: - To prepare and publish one or more equality objectives. We have therefore prepared this document to show what we do to promote equality of opportunity and highlight the equality objectives we have prepared. - To publish information to demonstrate our compliance with the general duty to promote equality. 2. Our objectives for the school year are: - To provide opportunities for pupils to have a wider experience of different ethnic groups and religious beliefs. - To make sure all children in school have equal access to all relevant activities to enrich their learning experience. 3. Type of Information used to achieve objective. How will we address objectives? Making sure all children and parents are included. - Intervention groups run by teachers and teaching assistants to support children with their learning. - Differentiated teaching within lessons to meet all children's learning. - Personalised curriculum planned for some children eg children with statements for special educational needs. - Parents invited onto school trips - Should they need it, all children have access to in-school specialised teaching. - Interpreters provided if needed - Regular newsletters to keep parents informed Developing children's awareness of different cultures and religious beliefs. - Any negative religious views will be addressed through the teaching of the religious education curriculum. - Children will have the opportunity to visit different places of worship linked to different religions, - Children in Key Stage 1 and 2 will experience lessons related to online safety including cyber bullying. - Celebrate the different cultures in our school population through display and learning about the different countries represented in our school community. Developing children's awareness of different cultures and religious beliefs. - Special theme weeks celebrating countries around the world e.g. World Cup, Olympics - Regular events to raise money for different charities - As part of our modern foreign languages programme, we learn about different French speaking countries around the world. - Key events and festivals from different religions and cultures addressed in assemblies. General activities which reach across the objectives. - Use of appropriate agencies to support children and families. Various policies are in place in relation to equality eg. Healthy schools, bullying etc - School council have a display in school and a private feedback box where children can post concerns anonymously. - Different issues related to equality objectives will be addressed through the teaching of PSHE. What data will we collect to assess progress? - Evidence from pupil interviews. - Records of racist incidents in school. - Monitoring of RE and PSHE planning and book scrutiny. - Records of visits relating to the equality objectives.	<urn:uuid:57e94830-4578-42a9-8192-32a567f315d9>	CC-MAIN-2019-22	http://hollin.rochdale.sch.uk/Equality%20Objectives.pdf	2019-05-27T05:06:44Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00409.warc.gz	94,749,127	604	eng_Latn	eng_Latn	0.997081	eng_Latn	0.997106	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1749, 3396 ]	[ 2.65625 ]	3	4
AP Global Aim: How did Chinese philosophies affect China's way of Life? a) Lived 551-479 BCE I. Confucianism b) wanted a government position d) Wrote The Analects which was his book of thoughts & sayings c) Was an educator & political advisor e) His beliefs have affected Asian philosophy for thousands of years II. Beliefs of Confucianism 2. It dealt with moral & ethical character 1. Confucianism is a philosophy not a belief 3. Wanted to restore political & social order a) ruler to subject 4. Focused on the Five Relationships b) father to son d) older brother to younger brother c) husband to wife e) older friend to younger friend 6. Junzi: the educated are superior and focus on the good of the state. When each person lives up to their role, society is orderly & predictable 7. Confucius saw Junzi as the ideal human. 9. Women had secondary status 8. Belief in Filial Piety: having respect for elders & parents 10. This belief was compatible to religious beliefs like Buddhism III. Daoism ii. Dao: "the way" i. 500 BCE created by Lao Tzu iii. Daoism: man's cooperation with the natural world v. Daoist's followed the art of wu wei, which is let nature take its course iv. Believed in harmony with nature vi. Used Yin & Yang to represent balance in the world (good & evil, light & dark, etc.) IV. Legalism II. Believed that humans were evil by nature & could not be trusted I. Founded by Han Feizi ca. 280 BCE III. Intellectualism & literacy is discouraged V. 2 most important jobs are farming & the military IV. harsh strong central gov't VI. The Qin Dynasty were legalists	<urn:uuid:4db5099e-dbd9-472a-93fe-c5b9a4454760>	CC-MAIN-2019-22	http://nebula.wsimg.com/f32800454fceb05613537ece3ab4f16d?AccessKeyId=0CC21E505682B0CC6289&disposition=0&alloworigin=1	2019-05-27T05:57:29Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00411.warc.gz	142,864,464	413	eng_Latn	eng_Latn	0.995542	eng_Latn	0.995542	[ "eng_Latn" ]	false	docling	[ 1593 ]	[ 2.640625 ]	1	0
Self‐Assessment We often neglect to ask our participants to critically reflect on themselves and what they are learning and enjoying (or not) as participants in our programs. You might want to ask participants toassess their own experience. Many educators already include journals, often as nature or garden journaling. Explicitly asking them questions to reflect upon in their journals can provide more useful information about what your participants are getting out of the program. Ask them questions that focus on: Program impacts: - What have you come to understand about gardening and how did you come to know it? - What has had the biggest impact on your learning? - How have your thinking, opinions, and beliefs about the garden changed through this program? Personal statements that indicate what might be influencing those changes: - "I never realized that there is so much to do in the garden…." - "There's a lot more to organic gardening than I knew…" Problems and challenges (related to programcontentor to theprocessof learning): - What difficulties did you encounter and how did you resolve any problems? - Were there any challenges you haven't been able to resolve? The learning experience: - What contributed to your successful learning? Unsuccessful learning? - Why do you consider it to be successful or not so? Personal opinion and experiences, or statements of belief: - "The hands‐on experience helped my learning a lot because…" - "I enjoyed learning this topic in particular because…" - "I didn't like that activity so much because…."	<urn:uuid:7bf44439-3c68-49cf-b660-aa2753fb60c3>	CC-MAIN-2019-22	https://cpb-us-e1.wpmucdn.com/blogs.cornell.edu/dist/f/575/files/2016/03/newlogoeval-self-assessment-1cno8aj-1zg56ys.pdf	2019-05-27T05:19:22Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00410.warc.gz	445,877,868	546	eng_Latn	eng_Latn	0.998911	eng_Latn	0.999173	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1287, 1571 ]	[ 2.296875 ]	1	2
4. Assisting People Who Are Hard of Hearing 1) Basic Points Smile and be considerate First of all, smile and greet once you make eye contact with the person you are about to assist. Even if he or she cannot hear your voice, your smile can convey your feelings. Some persons with a hearing impairment are able to speak but are hard of hearing or unable to hear. Remember to suspect such a condition if your conversation with someone does not proceed smoothly. Ask questions beforehand Be sure to make eye contact and address the person with a hearing impairment even if he/she is already accompanied by a sign language interpreter or companion. Ask him/her how he/she wants you two to communicate with each other (then, he/she will probably tell you, "If you speak slowly, I can read lips," "Let's communicate in writing," "I'm with my sign language interpreter," etc.). Different means of communication Select the best method for each situation, or combine several methods to be able to communicate most effectively. Note that for those using a hearing aid or cochlear implant, conversation can be difficult in a noisy place because the devices pick up ambient noise as well. 2) Basics of communication Face front and be willing to understand Position yourself in front of the person you are assisting so that both of you can see each other's face, lips, and gestures well. Make sure not to stand against the light. Make sure also not to let more than one person speak to him/her at the same time. Pay close attention to the person's facial expressions and gestures, while being proactive and open-minded about understanding what he/she may be trying to express. Speak slowly and use writing if hearing is difficult Speak somewhat slowly, articulating your words in a normal voice. Add gestures, if necessary. If you have difficulty understanding the assisted person's speech, do not pretend to understand it, and ask to repeat so that you can be sure. If you encounter difficulty understanding orally, ask the person to communicate in writing. Make sure to carry a small memo pad and a pen at all times. 3) Pointers for helping with lip-reading Speak slowly and clearly in a normal voice, articulating your words There is no need to speak in a loud voice. Make sure to speak somewhat slowly, posing a little between phrases. Good and bad examples of speech for lip-reading Good: The waiting time is [pause] about [pause] 20 minutes [pause] behind this line. Bad: The expected waiting time is about 20 minutes for people behind this line. [no pause] Paraphrase yourself if you are not understood well: For example: Please wait here. About 20 minutes. To make sure that words are not mistaken for others of which lip movements are similar or identical, write the words with your finger on the palm of your hand. 4) Pointers for written communication If communication is difficult by lip-reading or gesticulation, use writing, with your finger on the palm of your hand, a memo pad, or a dedicated device. Be sure to carry a small memo pad and a pen with you. In general, communication in this manner goes more smoothly if you write only key words/phrases, instead of writing every word of what you want to say. Avoid ambiguous words, and make sure that your handwriting is legible. Good and bad examples of written communication Good: Waiting time 20 min. Thank you! Bad (too long): We're very sorry to have to ask you to wait for about 20 minutes behind this line because it's very crowded right now. Bad (too abbreviated): 20 min thx Some persons who use sign language on a daily basis are not good at or comfortable with written communication. Be sure to ask first if this means of communication works for them. When there are special announcements, be sure to provide them in writing. 5) Sign language Sign language is a non-oral language that has naturally developed among people with varying degrees of hearing impairment and has become established as a full-fledged means of communication. Knowing how to "sign" simple phrases such as greetings can facilitate your communication with those who usually use sign language. It is often assumed that persons with a hearing or speech impairment know how to use sign language. However, this is not true: there are also those whose ability to hear was lost or deteriorated later in their lives and who have never learned to sign. Such people speak and think in their native oral language, while having a hearing impairment. Make sure to provide assistance in the way that each person desires and feels comfortable with.	<urn:uuid:e9104e5b-4533-4f83-883a-99ebe2bfb50e>	CC-MAIN-2019-22	https://tokyo2020.org/en/organising-committee/accessibility/data/accessibility-handbook4_EN.pdf	2019-05-27T05:43:49Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00410.warc.gz	667,330,819	943	eng_Latn	eng_Latn	0.998682	eng_Latn	0.998887	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 874, 1674, 2834, 3820, 4605 ]	[ 3.328125 ]	2	1
ANTI BULLYING AND HARASSMENT POLICY The students at this school have the right to a safe and caring environment that promotes learning, personal growth and self esteem. The school is committed to providing this and each student has the responsibility to make this happen. Values Important to our school community Kinglake Primary School has identified values and beliefs that are important to the optimal development of the individual school community. - As an educational organisation it is crucial to focus on teaching those who bully the skills to change. - Kinglake Primary School believes that it is the responsibility of all members of the school community to ensure our school provides a safe and caring environment. - Bullying is an attitude and that for the program to be successful in the long term; we need to significantly change anti-social attitudes in a consistent and systematic manner. - We have a commitment to learning, respect and a care of others, building a community relationship and becoming responsible for our behaviour. - Bullying is a concern throughout society. Definition Bullying is a repetitive attack, where someone is subjected to behaviour that is hurtful, threatening or frightening. Bullying is when an individual or a group repeatedly uses their power to hurt or scare others. It can be carried out physically, emotionally, or verbally. It is quite clearly behaviour that is designed to humiliate, isolate, intimidate and cause harm. It is a form of abuse. What is Bullying? Being bullied or harassed means that someone is subjected to behaviour that is hurtful, threatening or frightening to them, often repeated over a period of time. Bullying can take many forms including: - Verbal Bullying – includes name calling, putting people down (both to their faces and behind their backs) intimidating noises, teasing people about their race, gender, religion, appearance, family or friends. - Physical Bullying – includes fighting, pushing, shoving, pinching, kicking, aggressive "play fights" or any unwanted touching that is used to harm or hurt or intimidate. - Visual Bullying – offensive notes or electronic material either hand written or computer generated, damaging other people's possessions, giving people "looks" and non verbal signs which are used to intimidate them. - Extortion - using stand over tactics to control someone else's behaviour, eg to give up possessions, buy food or drink or do work for them, picking on others, using threats to "get" people. - Exclusion – deliberately leaving people out of activities or treating them as if they don't exist, spreading rumours, deliberately making social invitations in front of them but not to them. - Sexual Bullying – touching or brushing against one in a sexual manner, sexually oriented jokes, drawing or writing about someone's body, unwanted initiations of a sexual nature, using rude names and asking questions about another person's private life. - Telephone or E-mail Bullying – includes students repeatedly telephoning the target's home with the intention to harass or cause discomfort or spread rumours. Sending e-mail which harasses or intimidates or causes discomfort or spread rumours. Why do people bully? - As a way to be popular and get known at school. - They might get power and strength from bullying others. - Because they are scared, so they try to scare others to hide their feelings. - Because they are bullied themselves. - Because they are unhappy and take it out on others. - Using bullying as a way to try to be happier. - As a way to try to fit in. At our school, it is your right and responsibility to report bullying, whether this happens to you or to someone else. If it occurs, the following action should be taken by you and/or your parents. What students can do to stop bullies and to support their peers - Ask the bully to stop in a firm but not angry voice. - Tell someone when it happens. - If you witness bullying, talk to your parents or a member of staff. Ask them for their advice. If you feel confident, tell the bully to "stop it" - Stay cool and walk away. - Reassure the person being bullied. Make sure they are okay and then tell someone. This will help build up their confidence. - Talk to a teacher, your parents or friends who you feel comfortable with. - Remember "DOB" stands for Don't Obey Bullies. If you do anything to support bullying either by giving encouragement to the bully or not reporting the incident then you help to keep it happening. - Go to a safe area within the school and report it to a teacher. What the school will do - Read appropriate texts eg. The Two Bullies by Junko Morimoto to start discussion. - When discussing class /school rules, discuss what bullying is and its effects. - View related videos to enhance discussion and role play. - Each term, discuss feelings with children and seek information. - Encourage children to speak up on the topis of bullying. - Read and discuss policy with children. - Being open to listen. - Encourage the reporting of incidents – not dobbing but reporting. - Encourage students to support other students. - Help bullies to take responsibility for their own behaviour and to train themselves to make different choices in ways of behaving. Assist them to understand the feelings of others and to see the consequences of their actions. - Assist students to develop skills for resolving conflict and dealing with bullying incidents. - Assist bullies to identify feelings or situations which may lead to them adopting inappropriate behaviours with others. Teach them skills in anger management and help them resist peer pressure to join with other bullies. - Help bullied children stick up for themselves – teach them to act confidently and stand tall. - Encourage other students to influence bullies positively. - Monitoring student behaviour in class and at break times and discouraging bullying whenever observed. - - Passing on relevant information about Bullying incidents to other staff members and planning jointly how remedy the situation. What staff will do to prevent and respond to bullying Preventative - Staff will be observant for signs of distress or suspected incidents of bullying. - Staff will be positive role models in word and action - Staffs will make efforts to remove opportunities for bullying by actively patrolling during yard duty. - Staff will arrive for class and student events on time. Responsive - Staff will take the incident /report seriously and speak to all involved. - Staff will take steps to help target bullying and remove sources of distress without placing the victim at further risk. - Staff will concentrate on the behaviour that is being reported as unacceptable and specific to that situation and not the person/s involved. If staff do this, the student is more likely to change the behaviour. - Staff will think about whether their actions need to be public or private. If the situation occurs in class, it is best to address the situation at the end of the lesson, as shame doesn't bring about a long-term change in behaviour. - Parents who become aware of bullying are also encouraged to report this to a member of staff. These discussions will be viewed as confidential. After consultation with those involved appropriate action will be taken. Procedural Guidelines Incidents of Bullying may be reported parents, staff, students and other witnessing the behaviour. Incidents will be responded to in the following sequence – 1. Students identified as being involved in a Bullying incident (target child/ren and bully/ bullies) for the first time will be interviewed by the staff member to whom the incident is reported. 2. The target child will be reassured and strongly encouraged to report any further incidents of Bullying. Those involved in bullying will receive appropriate disciplinary action, including the completion of a Values Reflection Sheet and that information will be held on file and that behaviour will be monitored by the Principal and the classroom teacher. Parents may be notified. 3. Students who are identified as the bully for the second time will – a. Meet with the Principal b. Be required to forfeit appropriate privileges c. Action will be recorded d. Welfare of the target child will be monitored. 4. Student identified as the bully for the third time will be interviewed by the Principal. Parents will be notified. Appropriate disciplinary action, which may include suspension or the loss of privileges, will be taken. In the event of a severe incident of Bullying where serious threat to a child's personal safety is made, the school reserves the right to discipline, suspend or expel any student whose behaviour is considered unacceptable. If it is found that a student has intentionally and falsely accused another of bullying, then the accusing student will be dealt with as the offending student. In extreme cases of unacceptable behaviour the school reserves the right to expel a student whose behaviour contravenes the school rules and ethos.	<urn:uuid:f1bd70aa-822e-4629-93b5-a611c6e51c96>	CC-MAIN-2019-22	https://www.kinglakeps.vic.edu.au/uploaded_files/media/kps_anti_bullying_and_harrassment_policy.pdf	2019-05-27T05:23:14Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00409.warc.gz	823,470,537	1,773	eng_Latn	eng_Latn	0.998422	eng_Latn	0.998574	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3209, 7329, 9068 ]	[ 4.59375 ]	1	3
What is Free/Open Source Software? Presented by Elizabeth Krumbach email@example.com What this talk is about Proprietary/Closed Source Model Free/Open Source Model (FOSS) Why do I want the source? Who writes FOSS? The FOSS Community Where does Linux come in? Who uses FOSS? You use FOSS! The Closed Source/Proprietary Model Write code Create (compile) executeable program from code Sell program Do not share source code Most software on the shelf follows this model The Free/Open Source Model Write code Create (compile) executeable program from code Give away program (or sell it...) Share the source code This model is gaining popularity, again Why do I want the source? To customize and develop the software To fix bugs To control security How does this FOSS thing work? How can FOSS be competitive with companies that spend millions (or billions!) of dollars developing software? Is it really as good? Who is doing this work, and why? Who writes FOSS? Companies interested in development of products to fit their industry needs Companies which profit from supporting their Open Source programs Volunteer professionals doing development in their free time for fun or to advance their career Hobbyists and students who enjoy the work The FOSS Community All of these contributors come together to work on a project A project is made up of a variety of important elements, such as: Code Documentation Design Usability Support Where does Linux come in? Linux is an Operating System Linux is FOSS Companies and Communities have taken Linux and created "distributions" to fit certain market demands Red Hat (Red Hat Enterprise Linux) Canonical (Ubuntu) Novell (Suse) Debian Gentoo ...hundreds more Google Amazon US Army ...Travelocity, U.S. Postal Service, Toyota Motor Sales U.S.A., Boscov's Department Stores, Burlington Coat Factory, Raymour & Flanigan and many more! Who uses FOSS? You use FOSS! At least half the sites on the Internet are using FOSS at the core (including Facebook and Twitter!) Apache, a FOSS web server, currently is the market leader on the internet, serving 46% of the websites in the world The next biggest is Microsoft's web server, which serves less than half that at 21% nginx, also FOSS, hosts 5.5% Firefox is FOSS	<urn:uuid:2bfcdcb9-e77f-401e-9dbe-42078ffabaa9>	CC-MAIN-2019-22	http://remoteresponder.linuxforce.net/2009.seminar/introduction_to_foss.pdf	2019-05-27T05:03:32Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00411.warc.gz	169,515,325	677	eng_Latn	eng_Latn	0.97099	eng_Latn	0.992923	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 86, 299, 484, 672, 773, 974, 1277, 1476, 1933, 1949, 2316 ]	[ 1.46875 ]	1	13
Early Warning Signs Monitoring Community Learning Disability Team UC118b v2 April 2018 What are early warning signs? Early signs are changes that a person with bipolar disorder experiences in the weeks before their mental illness returns. These changes are differences in our day to day experiences. They can be changes in the way we; - Feel - Behave - Think Everybody has their own pattern of early signs They are usually out of character We may sometimes show some signs when we are 'well' Why are early signs important? Noticing these early signs is important as it means we can: - understand why we are experiencing these changes - get help and treatment before the illness comes back - avoid long stays in hospital - reduce the severity of the episode - gain a feeling of control over the illness Most frequent early signs reported by clients and carers: - tense, afraid, anxious - quiet, withdrawn - depressed, low - irritable, quick tempered - violent, aggressive - restlessness - hearing voices - poor appetite, weight loss - forgetfulness - neglecting appearance What will monitoring early warning signs and working with the Community Learning Disability Team help us to do? - To develop a baseline measure against which any changes can be seen and compared - Spot when the early signs may be occurring and plan action to prevent a full blown relapse - Draw up a relapse prevention plan - Help to educate us, family and carers about our illness. - Help with completing the monitoring forms and graphing the early signs.	<urn:uuid:5d248ebe-e042-4675-b2e3-dc2a4e75e6e5>	CC-MAIN-2019-22	https://www.covwarkpt.nhs.uk/download.cfm?doc=docm93jijm4n3616.pdf&ver=4937	2019-05-27T05:11:41Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00409.warc.gz	736,405,471	323	eng_Latn	eng_Latn	0.943217	eng_Latn	0.998147	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 87, 499, 812, 1084, 1543 ]	[ 1.6640625 ]	1	1
This response was submitted to the call for evidence by the Nuffield Council on Bioethics on Emerging techniques to prevent inherited mitochondrial disorders: ethical issues between January 2012 and February 2012. The views expressed are solely those of the respondent(s) and not those of the Council. Anonymous 13 Summary: * What is the relationship of the mitochondrial donor to a child born using the techniques? * Personal view. * Would I travel abroad? * Informing a child using this technique? 1. Personal View I am 52 years old and I am a female member of a family with a Mitochondrial Disease called MELAS. My main symptom is fatigue. What does a mitochondrial disease mean to me on a personal basis? * A Physical Destructive disease. * A Physical Devastating disease. * A Physical Debilitating disease. * And GUILT. * An Emotional disease. Why? I have MELAS a mitochondrial disease myself; however this is mild compared to my siblings. I am the youngest of the siblings with an age gap of 19, 7 and 3 years. Since being a small child I have watched the suffering and deterioration of my sister and brother. Also sadly, I've watched my mother and my middle sister die of the disease that has no cure. The rest of the family, nephews and a niece, the time bomb may just be around the corner for them. My own son has the mitochondrial disease. I can't turn the clock back but what I know now, my life would have been mapped out for me very differently. However, the punishment of life long guilt of passing it on, of watching, of waiting, of asking why, still goes on each day. Mitochondrial disease not only affects the person but also affects partners as care needs to be given twenty four hours a day. This rare mitochondrial disease to some people is misunderstood and because symptoms are not always visible and physical, some people tend to be ignorant towards it. 2. What is the relationship of the mitochondrial donor to a child born using the techniques? Science has progressed so that it has helped many people from suffering over the centuries. Antibiotics, blood transfusions, test tube babies, surrogate mothering, IVF, organ transplants are all part of this progress. The advancement and acceptance of this new technique can rid generation after generation of all types of devastating mitochondrial diseases that has no cure. The replacement of unhealthy mitochondria will be no different to the procedures used when a blood transfusion or an organ transplant is needed to stop suffering. Science must be allowed to progress to allow cures to be developed; otherwise suffering will always be allowed to continue. 3. Would I travel abroad? This new technique is too late to help me, however if the treatment was available anywhere in the world I would have travelled to receive this procedure only if my finances would have allowed it , knowing it would get rid of the heartache that has affected my family and can affect it, for generations to come. 4. Informing a child using the technique? When the child is old enough to understand I would explain to them about the procedure of the technique. It would also be important to inform them about the mitochondrial disease that affected the family for generations and could have affected them also. Patient	<urn:uuid:07baeb07-25a4-4731-9f25-81a29857b541>	CC-MAIN-2019-22	http://nuffieldbioethics.org/wp-content/uploads/Mitochondrial_donation_evidence_Anonymous13.pdf	2019-05-27T06:05:48Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00410.warc.gz	150,263,370	668	eng_Latn	eng_Latn	0.998848	eng_Latn	0.998848	[ "eng_Latn" ]	false	docling	[ 3290 ]	[ 1.625 ]	1	0
Inside: \| SLOW DOWN ! \| 2 \| \|---\|---\| \| Hints For The Highway \| 2 \| \| The Wildlife Factor \| 2 \| \| Public Awareness Campaign \| 3 \| \| You Can Help \| 3 \| \| Sponsor Benefits \| 3 \| \| Sponsor Rewards \| 4 \| \| Contact Us \| 4 \| Photo: Government of Quebec Across Canada there are 4 to 8 large animal-vehicle collisions per hour. That's a hard hit. WILDLIFE COLLISION PREVENTION PROGRAM Wildlife Collision Prevention Program Wildlife Collisions—What are the Costs? Personal Losses In an average year in BC, 4 people are killed and 316 people are injured as a result of wildlife vehicle collisions. Wildlife Losses Wildlife vehicle collisions have serious implications for the conservation and management of wildlife, including many rare and endangered animals. Over 19,600 wild animals are killed each year in BC. Fall/Winter 2007 Economic Losses The deer was killed. What was the human cost? On average, the Insurance Corporation of British Columbia (ICBC) spends over $23 million dollars on animal related crashes each year. Highway clean up and disposal costs, lost revenue from hunting licenses, and resultant lost spin-off dollars from hunting and tourism are also significant costs. New Initiatives—In north-central BC, a local Wildlife Collision Working Group has been formed. ICBC, the BC Ministry of Transportation, the Northern Health Authority, the University of Northern BC and BCCF are working together to develop strategies to reduce wildlife collisions in the region. New Research—UNBC researchers are analyzing ICBC claims, BC MoT Wildlife Accident Reporting System data and information from local experts on where wildlife collisions are perceived to be recurrent. Also, a road safety device utilizing GPS technology is being used to record sightings of dead and live animals. These combined data sets will be used to predict more precisely when and where animals are most likely to be encountered on or near the road. Site investigations will be conducted to help understand why animals are associated with particular areas. Improved awareness of the roadside ecology for various species will allow collision countermeasure recommendations to be tailored to particular species and sites. Problem Locations Where drainages intersect roads Good roadside habitat Water nearby Long straight stretches of road Preventing Wildlife Vehicle Collisions—SLOW DOWN ! Speed is a common factor in vehicle collisions. Speed reduces the driver's ability to steer away from objects. Speed extends the distance required to stop. Reducing your speed from 100 km/h to80 km/h gives an extra 30 metres to stop—that's several car lengths. If you see wildlife, slow down immediately and be prepared to stop. Resist the tendency to speed up on long straight stretches with good driving conditions, on clear nights and on dry roads. Collisions occur more than expected in good conditions. Wildlife collisions can be anticipated and avoided more successfully at slower speeds. Driver Education - Hints for the Highway Watch for the Signs - Obey wildlife warning signs and speed changes. Don't disregard the signs simply because you have seen them before. If there is wildlife on or near the road - SLOW DOWN! Collision avoidance and driver response time are both improved at slower speeds. While Driving - Intentionally watch for wildlife and drive defensively. Be alert between dusk and dawn, when light levels are low, and animals are most active. Use Your Vehicle - Clean and align vehicle headlights. Keep your windshield clean. Honk your horn to startle wildlife off the road. Use high beams and scan the road ahead with quick glances. Driver Education - The Wildlife Factor Public Awareness Campaign Priority projects for WCPP are locating billboards along high risk stretches of highway and placing signs in rest stops. Billboards reinforce traditional wildlife warning signage, while rest stop signs provide detailed information for drivers. WCPP brochures are available at : Visitor Information Centres BCAA Sales Centres BC Wildlife Federation Fish and Game clubs Parks Canada Visitor Centres On board BC Ferries Fraserway RV rentals BC Wildlife Park BCCF offices Billboard near Dawson Creek You Can Help Corporate Sponsors All donations to WCPP will be administered by the British Columbia Conservation Foundation. A donation to WCPP is tax deductible both in Canada and the United States. Funds will be directed towards: Public education and awareness projects Wildlife collision mitigation Wildlife collision research Sponsor Benefits By supporting WCPP, a sponsor is demonstrating support for the WCPP goals: Save human lives, and prevent injuries Protect wildlife species Reduce economic losses By supporting WCPP, a sponsor will achieve promotional rewards by: Demonstrating corporate environmental and safety responsibility Your company name and logo will receive exposure to the public through: WCPP website WCPP brochure Public displays and signs Contact Us British Columbia Conservation Foundation Suite 200 1383 McGill Rd Kamloops BC V2c 6K7 Phone: 250.828.2551 Fax: 250.828.2597 Email:firstname.lastname@example.org British Columbia Conservation Foundation is a registered not-forprofit organization dedicated to the conservation and stewardship of British Columbia's ecosystems and species. We're on the Web! www.wildlifecollisions.ca Please make all cheques payable to the British Columbia Conservation Foundation Registered Charity #123042822RR0001 All contributions are tax deductible Wildlife Collision Prevention Program page 4 Sponsor Rewards All sponsors will receive a Certificate of Contribution, an annual report on the Wildlife Collision Prevention Program (WCPP), and charitable donation tax benefits. BRONZE $2,500—$5,000 500 to 900 WCPP brochures with company name on back panel Company name on corporate sponsor page of WCPP website SILVER $5,001—$7,500 1000 to 1400 WCPP brochures with company name and logo on back panel Company name/logo on corporate sponsor page of WCPP website Pens with WCPP logo GOLD $7,501—$10,000 1500 to 2100 WCPP brochures with company name and logo on back panel in bigger font Company name/logo on front page & corporate sponsor page of WCPP website Company name/logo on all public signs Hats with WCPP logo PLATINUM $10,001—$20,000 2200 to 3000 WCPP brochures with company name and logo on front panel Company name/logo on front page, subsequent pages, & corporate sponsor page of WCPP website, link to company website from front page Company name/logo on all public signs Sweatshirts with WCPP logo ELITE $20,000 ++ 3500 WCPP brochures with company name/logo on front panel; biggest font Company name/logo on front page, all subsequent pages, & corporate sponsor page of WCPP website, link to company website from all pages Company name/logo on all public signs and conference displays Vests with WCPP logo	<urn:uuid:4e82213e-9ab7-45ee-bf63-dc0d9e7fccd8>	CC-MAIN-2019-22	https://www.wildlifecollisions.ca/docs/wcppnewsletterfall-winter2007.pdf	2019-05-27T05:18:01Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00408.warc.gz	986,888,302	1,489	eng_Latn	eng_Latn	0.986321	eng_Latn	0.993391	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2213, 3690, 4994, 6921 ]	[ 2.984375 ]	2	1
Art Programme of Study – Year 3 and 4 Cycle A Autumn Spectacular Superheroes A Little Bite Spring Tomb Raider Mighty Rivers and Marvellous Egypt Summer It's Not Fair The Vyne Pupils are taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils are taught: Pupils are taught: Pupils are taught: - to create sketch books to record their observations and use them to review and revisit ideas - to improve their mastery of art and design techniques, including drawing and painting with a range of materials - about great artists, architects and designers in history - to create sketch books to record their observations and use them to review and revisit ideas - to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials - about great artists, architects and designers in history - to create sketch books to record their observations and use them to review and revisit ideas - to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials - about great artists, architects and designers in history Art Programme of Study – Year 3 and 4 Cycle B Autumn Growls, Howls and Roars We are not amused Spring Visits, Visions and Visitors Summer Perfect Plants Vikings Pupils are taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils are taught: Pupils are taught: Pupils are taught: - to create sketch books to record their observations and use them to review and revisit ideas - to improve their mastery of art and design techniques, including drawing and painting with a range of materials - about great artists, architects and designers in history - to create sketch books to record their observations and use them to review and revisit ideas - to improve their mastery of art and design techniques, including drawing and painting with a range of materials - about great artists, architects and designers in history - to create sketch books to record their observations and use them to review and revisit ideas - to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials - about great artists, architects and designers in history	<urn:uuid:caf79e2d-b7fc-406e-bef6-e3cdf3842711>	CC-MAIN-2019-22	http://ssj-school.co.uk/wp/wp-content/uploads/2018/09/Year-3-and-4-Art-.pdf	2019-05-27T05:01:27Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00413.warc.gz	193,486,475	504	eng_Latn	eng_Latn	0.997251	eng_Latn	0.997107	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1272, 2521 ]	[ 4.25 ]	1	0
Frequently Asked Questions about Emergencies Why do we need an Emergency plan? A family emergency plan will help you and your family know what to do in case of an emergency. Remember to review it whenever new children join your family. What is in my plan? - Safe exits if you need to leave the home - Meeting place to reunite with family - Contact persons close-by and out-of-town - Location of your fire extinguisher, water valve, electrical box, gas valve and floor drain - Place for your pet to stay What's different for Foster Families? Foster Parents must: - update the plan and kits regularly, especially when a new child joins your family - create a plan and walk the child through it regularly - notify the After Hours' Emergency line 1-800-663-9122 of your location if you have been evacuated. - review the Emergency Information for Foster Parents document. It can be found at the link below or on our website at www.okfosterparents.ca/publications - make sure the children in care know that they can always call the Children's Helpline (310-1234) if they need help. What is a Comfort Kit? MCFD recommends a comfort kit be prepared for each child in care. It should include items that are familiar and that will provide comfort. - Pictures of the child's birth family - Books, crayons, scissors, glue - Prescription medicine, medical instructions pertaining to the child - Puzzles, board games, hand-held computer games with extra batteries What's in a basic emergency kit? Food, water and clothes plus: - flashlight and batteries, battery–powered or wind–up radio - first aid kit, blankets, change of clothes - special needs items – prescription medications, infant formula or equipment for people with disabilities - extra keys – for your car and house - cash – include smaller bills, such as $10 bills - important papers in a waterproof container What if we have to evacuate? Foster Parents are expected to obey evacuation orders. Authorities will not ask you to leave your home unless they have reason to believe you are in danger. What should I take? - your emergency kit and plan - important phone numbers, including MCFD office numbers, MCFD Afterhours and Foster Parent Support Line - essential medications and copies of prescriptions - a cellular phone (if you have one) and don't forget…your pets! How do I protect my home? - Shut off water and electricity if officials tell you to. - Leave natural gas service on, unless officials tell you to turn it off. (If you turn off the gas, the gas company has to reconnect it and it could take weeks for a professional to respond.) - Lock your home. Be sure to - register at the evacuation office as instructed - leave a note telling others when you left and where you are going - call MCFD. Tell them where you are going to be Where can I get more information? - MCFD pamphlet called Emergency Information for Foster Parents. www.mcf.gov.bc.ca/foster/pdf/foster_parents_emergency_info.pdf - Most of this information is from www.getprepared.ca which has lots of information including an emergency plan..	<urn:uuid:6003f247-96a2-47f2-952a-1d8cf3dd5b69>	CC-MAIN-2019-22	https://okfosterparents.ca/pdf/FAQ/FAQ_-_Emergencies_2010.pdf	2019-05-27T05:35:34Z	crawl-data/CC-MAIN-2019-22/segments/1558232261326.78/warc/CC-MAIN-20190527045622-20190527071622-00411.warc.gz	564,122,633	678	eng_Latn	eng_Latn	0.998409	eng_Latn	0.998477	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1460, 3094 ]	[ 2.90625 ]	1	5