text
string | id
string | dump
string | url
string | date
string | file_path
string | offset
int64 | token_count
int64 | language
string | page_average_lid
string | page_average_lid_score
float64 | full_doc_lid
string | full_doc_lid_score
float64 | per_page_languages
list | is_truncated
bool | extractor
string | page_ends
list | fw_edu_scores
list | minhash_cluster_size
int64 | duplicate_count
int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Thoughts on Sandhya Vandanam
Compiled by
B Mahadevan Professor Indian Institute of Management Bannergahatta Road, Bangalore – 560 076. email@example.com
May 2013
Preface
We are living in an era characterized by scientific discoveries of various kinds. In the last two hundred and fifty years we have discovered new technologies one after the other. These have played a major role in shaping our thinking and the way of life. However, more importantly, as a nation, we have also been introduced to a number of ideas from the western civilizations. One important impact of this is a general feeling among an average, well-meaning educated Indian that anything of western origin is good, credible and the way to go forward. Even the traditionally educated pandits in the country crave for recognition of their scholarship by the western educated group. With the result there is a widespread feeling that anything worthwhile must pass through the lens of western acceptance.
The recent onslaught of mass media and computers and the success of media convergence as a reliable technology seems to accelerate this process. As a result there is a heightened exposure to other social structures and practices across the globe. Indian society is fast joining the global melting pot of culture and social practices.
Imbibing newer ideas and practices is generally viewed as a sign of evolution and growth. However, replacing altogether one set of cultural practices with another does not amount to evolution. At times it can be counter-productive and retrograde in nature. Therefore, giving up one's own native culture and social practices is not a healthy idea for any society. The Indian society is preparing to make such a choice. However, there is ambiguity and confusion among the citizens about the pros and cons of such a choice. With the result a vast majority of our population are like cat on the wall not knowing what to do.
Interestingly, on the other side, there is a growing interest among the youngsters to know more about the Indian traditions. Current educational policies and practices encourage them to "question" everything. This is in sharp contrast to the Ancient Indian paradigm of having a very healthy "spirit of inquiry". A natural extension of this attitude has resulted in them wanting to know more about some of the ancestral knowledge and cultural practices that we follow even today. Honestly, a vast majority of youngsters are simply clueless about various facets of Ancient Indian wisdom. They are anxiously waiting for someone to discuss these in a language and a format that they are used to.
Ancestral Indian wisdom is rich, multi-faceted and profound. It offers grand paradigms for living and setting goals for one's own progress in life. It also has multiple perspectives on some of the important issues such as attaining peace, tranquility and contentment. These are organized systematically in several layers. Sruti, which is otherwise known as Vedas and Upanishads has defined governing principles for life. On the other hand, Smrtis have detailed them and provided useful guidelines for day-to-day living. The Dharma Sastras provide these details and specify Saamaanya and Vishesha dharmas. They also point to Nitya and Naimittika karmas that everyone must follow.
Sandhya Vandanam is the basic and most fundamental Nitya karma to be followed by Brahmins, Kshatriyas and Vaisyas belonging to all the four ashramas. However, unfortunately in the current context of jet setting and hectic life styles many have abandoned this important duty. Many others are performing half-heartedly, not knowing what they are doing and why. There are still many more who have been diligently following the practice of performing Sandhya Vandanam three times daily.
This booklet has been prepared keeping a target group of youngsters and office goers in mind. This group has always been having a question about the usefulness of this karma, its importance and its primacy in our scheme of daily living. Since English has become the defacto medium for all and the sundry, this has been written in English. The choice of the language and the style of writing are such that the target audience will be able to read it with ease and relate the ideas without much difficulty.
However, it does not mean we need to compromise on the original intent and messages that our ancestors have with respect to Gayatri mantra and Sandhya Vandanam. Therefore, while compiling various ideas I have quoted generously from earlier writings, Dharma Sastra and other texts that I have been able to go through to the extent possible.
I do not claim expertise in the subject matter. I have been greatly benefitted by reading three commentaries on Sandhya Vandanam. The first is a two part essay in Kannada by His Holiness Jagadguru Sri Abhinava Vidya Teertha Maha Swamigal of Sringeri Sharada Peetham. One essay was on Gayatri Mahima and the other on Sandhya Mahima. These essays were subsequently translated into Tamil by Changanur Subramaniya Aiyar Trust, Coimbatore and published in 1999 by Sri Sharada Trust, Bangalore.
The second source is a bhashya on Sandhya Vandanam by Srivatsa Somadeva Sarma, the founder of Vaidika Dharma Vardhini, Chennai. This bhashya was published in Tamil in 1952. The third source was the Sandhya Vandanam Bhasya by "Anna" and published by Ramakrishna Math, Mylapore, Chennai in 1956. I was also greatly benefited by the book "Samkshepa Dharma Sastra" written in Tamil by Manjakudi Venkatrama Sastrigal and published by Heritage India Educational Trust, Mylapore, Chennai in 1985.
I have added some modern features in this write up including an FAQ (Frequently Asked Questions) section. I have also taken the liberty to reproduce an interesting conversation between an Educational Officer and His Holiness Jagadguru Sri Chandrashekara Bharathi Swamigal of Sringeri Sharada Peetham. This is indeed an inspiring conversation. It adds like a crown jewel to this write up.
The desire to bring some of the interested youngsters back into the fold of Sanatana Dharma motivated me to venture into this exercise. If there are any errors and omissions it is entirely due to my ignorance of the subject matter. I beg to be forgiven and request the readers to be kind enough to bring it to my attention so that I can correct them.
B Mahadevan May 2013
Thoughts on Sandhya Vandanam
Contents
Sandhya Vandanam
Introduction
Upanayanam is performed in order to transform an individual into Dwija. Dwijas means twice born. Since Brahmins, Kshatriyas and Vaisyas are supposed to be initiated to Gayathri Upadesa through Upanayanam, they are considered as twice born. The Sanskrit word Upanayanam has two parts "Upa" and "Nayanam". What it means is bringing someone closer. What is implied is that by this act, the individual is brought closer to the ultimate truth, which is the constant search each one of us make in our life time. Through Brahma Upadesa, the individual, henceforth known as Brahmachari, is blessed and initiated into spiritual pursuits in his life.
Sandhya Vandanam is an integral part of a Dwija. That is why it is mentioned in our Dharma Sastras that by birth all are Sudras and only by the karma that they do (Sandhya Vandanam etc.) one becomes a Dwija:
jNmna jayte zUÔ> kmR[a jayte iÖj>,
Performing Sandhya Vandanam three times a day is an important Samskara for a Dwija. While this age old practice is followed even today by several thousands of people spanning across the five great oceans, many components (such as Pranayama and Japa) of Sandhya Vandanam are being recognized as simple yet powerful tools to lead a healthy life by many today. Thus, performing Sandhya Vandanam with fervor not only bestows on an individual Brahma Tejas and spiritual prosperity but also healthy life that begets material prosperity.
In Srimad Bhagavatam, there is a wonderful description of the Upanayanam of Vaamana (fourth Avataara of Vishnu among the Dasavataaras). Surya initiated Gayatri mantra to Vaamana; Brihaspati gave Yajna Upavita; Bhooma Devi gave Deer skin for Aasana; Soma gave the Palaasa Dhanda, Atiti (Vaamana's Mother) gave Kaupeena, Heavenly Gods gave Umbrella, Brahma gave Kamandal, Sapta Rishis gave Darbha grass, Saraswaty gave Japa Maala, Kubhera gave Bhiksha Paatra and Uma Devi (Annapoorani) offered Bhiksha.
Importance of Sun worship
Everyone is aware that the presiding deity of worship through Sandhya Vandanam is the Sun God. Therefore, it is important to reflect on the need for this, the significance of sun worship and the role of the Sun God in worldly matters. If we carefully go through the ancient Indian literature, we will find that prayer to the Sun occupies most prominence. The celebrated Aruna Prasna, which is a part of the Taitrya Aranyaka of Yajur Veda is a hymn to the Sun God, which is recited with fervor even today (also known as Surya Namaskaara). Even in day-to-day Yoga practices,
Surya Namaskaara is an integral aspect. All these point to the centrality of the Sun in many worldly matters.
Why is the Sun so important that we need to pray to the Sun God three times a day? Let us look at modern science first. Anybody who has some familiarity with basic physics knows that the sustainability of the earth critically depends on the Sun, which is the centre of the solar system associated with the earth. Balanced climatic conditions, regularity of rainfall, availability of water and natural resources to not only the mankind but also to the entire living creatures and the plant kingdom are possible only because of the Sun. If for some reason the Sun chooses to come closer to the earth by an inch we will all be burnt to ashes and the entire solar system will lose its equilibrium. Similarly, if the Sun decides not to rise on the earth's horizon for a week, it will lead to catastrophic effect on the entire living system in the planet earth.
To quote Swami Ranganathananda's commentary on the Gita 1 , " … All our energy comes from the Sun. We have in India, idealized the concept of the Sun. In fact, The National Geographic Magazine of USA (Sep. 1948) in its article on "The Smithsonian Institution" by Thomas R Henry says: "The sun is the great Mother. All life on earth may be considered as transient materialization of the exhaustless floods of radiance which she pours on the planet's surface. This enables green plants to synthesize sugars and starches from water in the soil and from carbon-di-oxide gas in the atmosphere, thus making possible all other essential foods. We eat sun in sugar, bread, and meat, burn sunshine millions of years ago in coal and oil, wear sunshine in wool and cotton; sunshine makes the winds and the rain, the summers and winters of years and ages. Particularly interwoven are the threads of life and light. …"
Let us turn our attention to another aspect of the Sun. It is known to us by common sense that light is the source of enthusiasm, inspiration and energy for the life to go on. Also, bright light and the very notion of brightness in various forms are associated with knowledge, power and strength. The word Tejas in Sanskrit nearly captures all these aspects and relates it to the Sun. For all these reasons, light is associated with anything that is Divine. That is why in India the practice is to have a circular bright light source behind idols in temples (and even in photographs depicting divine entities and Gods).
In Prasna Upanishad, in response to a query, from Katyayana Kabandi one of the six disciples, "Wherefrom the creatures are born?", Sage Pippalada replies that it comes out of matter (Rayi) and energy (Praana). The sage further explains that the Sun is verily the life and the Moon is the matter. 2
If we reflect on the source of light to the earth, it is only the Sun. Without the Sun there is no possibility of finding an alternative source of light. All other known
1 Swami Ranganathananda (2000), "The Universal Message of the Bhagavd Gita: Volume 1", pp 356 – 357.
2 See Prasna Upanishad (1.3 to 1.5) for more details on this.
sources of light such as the Moon, current electricity from any available source are nothing but derived sources of the Sun. Therefore, it is only natural to contemplate on this ultimate source of prosperity to the mankind. Recognizing such a central role of the Sun in our day-to-day matters, our ancestors have felt it fitting to reflect on the Sun as the ultimate source of inspiration and knowledge. The bear minimum expected out of us, as a matter of modern day simple courteous living, is to say thank you Oh! Sun for all that you are doing to keep us alive.
Our ancestors have a different conceptualization of the reality compared to the modern day scientific thinkers. Modern day scientific thinking views the Sun as an inert matter that could be the subject matter for physics and chemistry. To them the Sun is nothing but a mixture of gases organized in a particular fashion. How can the entity which brings the earth (and its millions of living creatures starting from the one celled amoeba to the most refined human beings) to life be modeled or portrayed as a lifeless entity amenable only for science experiments?
On the other hand, for our rishis, the Sun is the most direct living expression of divinity for the reasons mentioned above. The Sun is the ultimate representation of consciousness, omnipresent and omnipotent Divine worthy of worship. That is why the Sun in our scheme of things is also known as Surya Narayana. It is the most easily and directly approachable Pratyaksha Devata known to mankind.
It is no wonder that Sage Agastya recited the Aditya Hrudaya Stotra for Sri Rama and inspired him to pray to the Sun God before vanquishing Ravana in the battle field. The Aditya Hrudaya Stotra that appears in the Yuddha Khanda of Valmiki Ramayana is recited by thousands of people across the globe in the early morning when the Sun is rising. Contemplating on the great qualities of the Sun, expressing a sense of thankfulness and praying for the intellectual and spiritual progress of an individual in a structured manner is what Sandhya Vandanam is all about.
Sandhya Vandanam as a Nitya Karma
Every individual wants peace of mind and happiness in life. We engage in several activities on a day-to-day basis in pursuit of these. However the answer to the question, what provides peace of mind is neither simple nor straightforward. Things that we assume will provide peace of mind turnout to be otherwise over time bringing us back to square one. This leaves confusions in our mind. It appears that for an average person, peace of mind is an evading issue. This is where our ancestral wisdom plays a major role. The body of treasured knowledge collectively known as "Sruti, Smrti, Dharma Sastras, Itihasas, Puranas etc." address this issue in detail and provides guidelines for us to attain eternal bliss. There are several prescriptions in the Dharma Sastras, often known as Saamanya Dharma and Vishesha Dharma, which help the individuals in their journey of seeking peace of mind and happiness. In order for an individual to attain eternal bliss, proper knowledge of the right means is required. This is obtained only by a proper study of the vedas. In our scheme of things, one can be initiated into study of vedas only after he has been initiated with Gayatri mantra. In order to get initiated with Gayatri mantra upanayanam must be
performed. Gayatri upaasana through Sandhya Vandanam prepares an individual and qualifies him to receive the knowledge contained in vedas. Doing Sandhya Vandanam first creates the eligibility for a brahmin to do all rituals following it. Rituals done without doing Sandhya Vandanam is regarded as fruitless by Dharma Sastras. Thus, Sandhya Vandanam forms the basis or regarded as the foundation for all other vedic rituals.
In the puranas it is mentioned that Gayatri is the mother of vedas, is the one who gives birth to a Brahmin and protects one who contemplates on her:
gayÇI vedjnnI gayÇI ìü[> àsU>, gayNt< Çayte ySmaÌayÇIit àgIyte.
One of the core prescriptions for the Dwijas pertaining to all the four ashramas 3 is to perform Sandhya Vandanam. Our ancestral prescriptions mention six karmas to be done every day and it includes taking bath, doing sandhya Vandanam, japa, homa, deva pooja and vaishwa devam:
sNXya Snan< jpae haemae devtana pUjnm!, AaidTy< vEZvdev ;q!kmaRi[ idne idne.
The importance of Sandhya Vandanam is highlighted by the following sloka, which proclaims that Sandhya for a Dwija is like the root for the tree. If the root is cut, where is the opportunity to have flowers and fruits?:
ivàae v&]> tSy mUl< ih sNXya, mUle iDÚe nEv pu:p< )l< va.
Likewise, in Manu Smrti (4.94), the importance of Sandhya Vandanam is mentioned as follows. Rishis who perform Sandhya Vandanam for a long time attain long life, knowledge, good virtues, name and Brahma Varchas:
\;yae dI"R sNXyTvat! dI"RmayurvaPnuyu>, à}a< yzí kIitRÂ äüvcRsmevc.
Our sacred texts suggest that on can attain salvation through Karma, Bhakti, Yoga or Gnana. Sandhya Vandanam has all these aspects and proper understanding and
3 The four ashramas are Brahmachari, Grahasta, Vaanaprastha and Sanyasi. All are supposed to perform Sandhya vandanam. The practice for Sanyasis differs from the other three ashramas.
steadfast approach of doing Sandhya Vandanam can help an individual attain salvation using any of these. The above four aspects are found in Sandhya Vandanam as indicated below:
/
* Karma: The three mantras in Sandhya Vandanam Aap > punNtu p&iw vI— , Ai¶í ma mNyuí , and sUyRí ma mNyuí end with Svaha , which point to the Karma aspect that one can follow
* Yoga: Pranayama is an important element of Yoga practice
* Bhakti: The offering of Argya (A¸yR àdanm!), points to the Bhakti aspect
* Gnana: The Aikya Anusandhanam (@eKy AnusNxanm!) mantra (AsavaidTyae äü) enables one to pursue the path of Gnana
Yajnavalkya asks when Brahma, Vishnu and Shiva have been observing this how can a Brahmin ignore this karma?
äü[aepaSyte sNXya iv:[una z<kre[ c, kSmaÚaepasyeÎevI< ïeySkamae iÖjaeÄm>.
Rama and Krishna, our gotra rishis (Vashishta, Angiras, Athri, Kashyapa, Gautama, Bharadwaja etc.) have all performed Sandhya Vandanam. Authors of Sutras such as Aapasthamba, Bodhaayana, Ashvalaayana, great kings such as Janaka, Bhaktas and our Acharyas have all observed this karma. Valmiki and Vyasa have mentioned the greatness of Sandhya Karma in Ramayana and Mahabharata respectively. In Kumarasambhava, Kalidasa mentions that Shiva performed Sandhya Vandanam.
According to Yama, Gayathri is equivalent to all the four vedas. Once Brahma put the four Vedas with all its angas on one side of a pan and Gayathri on the other side. It was found that pan was in perfect balance:
gayÇI< cEv veda<í tulya=taelyt! à-u>, @kíturae vedan! sa<ga<í spd³man!. @ktíEv gayÇI< tuLyêpa tu sa Sm&ta.
Dwijas are required to do Sandhya Vandanam as their nitya karma. If they are not doing, the sastras say that the king who is steadfast in dharmic practices must detail them to do works meant for the Sudras:
say< àatStwa sNXya ye ivàa n ýupaste, tanev xaimRkae raja zUÔkmRsu yaejyet!.
Performing Sandhya Vandanam with faith and with proper understanding of the mantras and adherence of the rules bestows greatest benefits. They are redeemed of all sins and will attain the Brahma Loka as explained in the following sloka:
sNXyamupaste ye tu stt< s<iztìta>,
ivxUypapaSte yaiNt ìülaekmanmym!.
It is therefore amply clear that the dwijas derive their stature, credibility and authenticity only by observing sandhya Vandanam karma on a daily basis. Moreover so much importance has been given to Sandhya Vandanam. Our ancestors have also praised highly of the virtues and benefits of performing Sandhya Vandanam. Despite all these if we decide to develop anti-faith (AïÏa) towards Sandhya Vandanam, it is a strange behaviour on our part. When the employer tells us that we are qualified for a much higher job and offers us a better job and pay, will we deny that and instead choose to do only an inferior job for a meager salary?
Timely observance of Sandhya Vandanam Karma
One of the key aspects of performing Sandya Vandanam is the importance of timing. The extreme importance of performing Sandhya Vandanam at the right time is highlighted in many ways.
Irrespective of whether a person is clean or otherwise, doing Sandhya Vandanam at the appropriate time is very important as mentioned in the following sloka:
zuicvaR AzuicvaR kale sNXya< smacret!.
The shastric prescription is that we perform all vedic rites after taking bath (SnaTva kmaRi[ kuvIRt). Therefore, those who are healthy and able-bodied must endeavour to get up early in the morning, take bath and perform Sandhya Vandanam at the appropriate time. If we are not keeping good health we can at least wipe the body with a wet cloth, change new clothes and then perform the karma. Since the essence of doing Sandhya Vandanam lies in performing at the right time, at the minimum we must wash our hands and feet and then do Sandya Vandanam at times when we are unable to take bath.
It is even suggested that when a person is doing the final rites for their parent, if it is the appropriate time for performing Sandhya Vandanam, then the Karta is expected
to take bath, perform Sandhya Vandanam and then continue the rites. In Mahabharata it is mentioned that it was decided by the Kauravas that the war was to be fought even in the night. On account of this, the warriors were supposed to have done Sandhya Vandanam even when they had the weapons in their hands.
If for some reason we have missed the Sandya Vandanam and the time for the next Sandhya Vandanam has arrived, then we should not think that we can ignore the previous one. After doing the Sandhya Vandanam for the stipulated time, we must do the Sandhya Vandanam which we ought to have done earlier. To give an example, if we were in travel between 3 pm and 6 am the next day, and were not in a position to do the evening Sandhya, then in the morning time we must first do the morning Sandhya Vanadana and after that perform the evening Sandhya Vandanam, which we missed.
According to Yajnavalkya morning Sandhya should not be done after sunrise and evening Sandhya should not be done after sunset. The time between the disappearance of the stars and sunrise is considered to be the appropriate time for performing the morning Sandhya:
n]ÇJyaeitrar_y sUyRSyaedy dzRnat!, àatsNXyeit ta< àahu> ïutyae muinsÄma>.
According to another definition, the last two Nazhikas of the last Yaama of night is supposed to be the beginning time for morning Sandhya. The appearance of the sun's rays facing upwards (which signifies imminent sunrise) is considered to be the end of the morning Sandhya:
raÈyNTyyam nafI Öe sNXyaid kal> %Cyte, dzRnaÔivreoaya> tdNtae muini-> Sm&t>.
Another sloka brings this aspect in a different fashion. According to this, performing the morning Sandhya when stars are present is superior, doing it after the stars have disappeared is mediocre and doing it in the presence of the Sun is inferior:
%Äma tarkaepeta mXyma luPttarka,
Axma sUyRsihta àat> sNXya iÇxa mta.
On the other hand, performing evening Sandhya in the presence of the Sun is considered to be superior, performing after sunset (before the stars begin to appear) is mediocre and doing after all the stars have appeared on the sky is inferior:
%Äma sUyRsihta mXyma=nuidttarka,
Axma tarkaepeta say< sNXya iÇxa mta.
Sastra provides a simple definition for Sandhya. It says when the Sun and the Naskshatras are both visible such a time is called Sandhya as evident from the following phrases:
AaJyaeit;ae dzRnat! siNx, Jyait;I -anutare
It is clear that the word Sandhya denotes the junction (or unison) of two (in this case day and night). Therefore, there is a possibility to come to a conclusion that Sandhya Vandanam has to be done twice only; once during the Sandhya of night and dawn in the morning and again during the Sandhya of day and dusk in the evening. Many find this argument convenient to them because they may be in the office and therefore missing the Maadhyaanika can be justified by this argument which appears rational. However, the correct practice is to do Sandhya Vandanam three times a day. According to Atri, Dwijas always need to perform Sandhya Vandanam three times:
sNXyaÇy< tu ktRVy< iÖjenaTmivda sda,
This is further clarified by the following sloka attributed to Sankha, which suggests that morning sandhya must be done when the stars are still visible in the sky, the Maadhyaanika after the Maadhyaanika Snaanam and the evening sandhya while the sun is still in the sky:
àatsNXya< sn]Ça< mXyma< SnankmRi[, saidTya< piíma< sNXya< %pasIt ywa ivix.
Important components of Sandhya Vandanam
A person may be able to survive without limbs, eyes etc. However, without the vital force Praana he/she cannot even survive for a moment. In the same manner, there are certain vital components of Sandhya Vandanam. One must know these and perform them even when the situation for performing Sandhaya Vandanam is very adverse. These are as follows: Argya Pradhaanam (A¸yR àdanm!), Aika Anusandhaanam (@eKy AnusNxanm!), Gayatri Japa and Surya Upastaanam. This is brought out succinctly by the following sloka:
Apretu A¸yRdanm! sNXyaXyan< gayÇIjp> %pSwan< c àxanimit vdiNt.
Of these the first two form part of the poorvaanga and the later two form part of the uttaraanga. In Aikya Anusandhaanam, the Mahavakya of the corresponding Veda is included. As the name suggests, this is done to contemplate the oneness with the Brahman, which the Maha Vakyas proclaim. All the preceding mantras in the poorvaanga are meant to cleanse the mind and the body leading to performing these two important components of Sandhya Vandanam.
The importance of Argya Prdhanam is highlighted by the following sloka which suggests that even in very adverse conditions argya must be offered with dust of sand. Even if this is not possible, at least we must meditate on the Sun God. Examples of adverse conditions are a situation of not being able to find a source of water, a long journey, being under someone's control or impure:
jla-ave mhamagRe bNxneTvzucavip, %-yae> sNXyyae> kale rjsa va=¸yR muiT]pet!. td-ave=ip sUyRSy Xyanmev smacret!.
Overall Structure of Sandhya Vandanam Mantras
Structurally, the Sandhya Vandanam is divided into two portions: the Poorvaanga and the Uttaraanga. The other mantras are organized around the four most important components (Argya Pradhaanam, Aikya Anusandhaanam, the Gayatri Japa and the Surya Upastaanam) and set as preparatory elements for performing these.
The order in which we utter various mantras during Sandhya Vandanam has sound logic and purpose. Imagine that you are going to participate in an 800 meters running race. What do you do just before the commencement of the race? You prepare yourself physically and mentally. By physically I mean taking bath, wearing
comfortable clothes and shoes, having the right amount and type of food etc. Similarly, preparing mentally would mean cleaning up unwanted thoughts, thinking about positive aspects of winning the race, contemplating on the strategies to run etc. With such a preparation, there is a good chance that we perform very well in the running race. We do exactly same things in Sandhya Vandanam. The first part of Sandhya Vandanam, known as Poorvaanga, essentially prepares the Brahmachari physically and mentally to eventually offer the Argya to the Sun God.
The second part, Uttaaranga mainly consists of Gayatri Japa, equivalent to the actual race in the above example. However, our ancestors had considerable desire to know what they are doing, how and why. Hence the first part of Uttaraanga explains in detail how the mantras that we contemplate in Japa are authored, who authored them, what is the underlying rhythm etc. After this nice introduction, we actually perform Praanaayama and Gayatri Japa. We then rise and complete the Surya Upastaanam, which is the fourth important aspect of Sandhya Vandanam. After the Surya Upastaanam mantra we utter a series of mantras praising the Gods, mother earth and nature. If only we seriously meant these utterances, we would not dare inflict such damage on the ecology and our own surroundings by reckless abuse of resources and abuse of nature. Finally, we retire with a pair of mantras.
Praanaayama and Japa are the most wonderful prescriptions of Sandhya Vandanam. It bestows on us Brahma Tejas and will help us evolve in our spiritual journey. However, it turns out that these will bestow a healthy physical life as well. If only individuals perform these two as per the recommendations, they will be free from Asthma, Hyper-tension and Diabetes. Most of the recent day non-drug prescriptions for these widely prevalent silent killer diseases include breathing control and meditation. That is what we actually achieve through Praanaayama and Japa. More than the physical benefits, it bestows on an individual an opportunity to calm the mind, feel the inner rhythm and achieve a balanced view of life, life goals and purpose. These issues are very important in our sojourn in this life especially as we grow older.
Some aspects of Prayoga in Sandhya Vandanam
While Aachamanam is done, after having the water three times while uttering ACyutay nm>, AnNtay nm> and gaeivNday nm> 4 we need to wipe the lips twice (each time after wiping the lips we need to clean the hands with water).
Pranayaama is done in a three stage process:
Pooraka: Inhaling the air through one of the nostrils into the lungs. Kumbhaka: Retaining the air in the lungs for some time. Recaka: Exhaling the air through the other nostril out of the lungs.
4 It appears that Rig vedis and those in Andhra do Aachamanam four times by uttering Kesava, Narayana, Madhava and Govinda.
The suggested proportion of time for these three steps is 1:3:2. Normally, the pranayaama mantra is uttered three times while the three steps are undertaken once and the ratio of 1:3:2 is adhered by the following practice:
Pooraka:
Start with the first mantra and utter up to Dhiyo Yona Pracodhayaat (ixyae/ yae n?> àcae/dyašt!).
Kumbhaka:Continue from Om Apo Jyoti Raso ( Aaemapae/ JyaetI/rsa/e ), complete the first Pranayama mantra and continue with uttering the full Pranayaama mantra for a second time.
Recaka:
Utter one full Pranayama mantra.
Reciting in this fashion we would have covered three mantras in one cycle of Pooraka – Kumbhaka and Recaka. One cycle of Pooraka – Kumbhaka – Rechaka constitutes one Pranayaama. After completing one pranayama, we must touch the right ear. It is equivalent to cleaning the palms in the Ganges. Doing it three times, we would have covered the pranayaama mantra nine times. This is the suggested practice. If the drawing in of air, retention and exhalation are not done as per the proportions mentioned, the other alternative suggested is to utter the mantra 10 times.
There are two popular versions in practice today which are in variance with this prescription.
* One is to uniformly perform 10 Pranayaamas during all the three times.
* The other practice is to perform 10 during morning, 3 during noon and 6 during evening. The latter practice appears to follow closely the number of times Gayatri mantra is uttered during the Japa during morning, noon and evening. This is surely a matter of convenience.
However, it may be indeed good if the suggested practice of doing three times (and thereby covering the pranayaama mantra nine times) is followed during morning, noon as well as evening Sandhya Vandanam. As mentioned before, it has great value in maintaining a healthy life.
The vedic prescription for performing Argya is that during Sandhya time the vedic scholars stand east facing and offer the argya after uttering the Gayatri mantra:
```
td?u h/ va @/te ì?üva/idn?> p/UvaRi-?mu/oa> s/NXyayaš< gayiÇ/ya=i?-miNÇta/ Aap? ^/XvR< ivi]?piNt,
```
When we give argya (A¸yR àdanm!) there are variations in the manner we offer:
* During morning Sandhya, argya is offered in the standing posture facing east, by raising both the hands to the height of the horns of a cow.
* The argya offered during Maadhyaanika is offered facing north, in standing posture by many. However, some others offer it in a sitting posture.
* The argya offered during the evening Sandhya is given facing west, in a sitting posture only. We have to use both the hands to offer argya.
After offering the Argya we must do Atma Parishecanam (AaTm pir;ecnm!) with water after uttering Om Bhur-Bhuvas-Suvaha. We must follow this with Atma Pradakshinam (AaTm àdi][m!). This is due to the vedic prescription that by doing so we will be able to absolve our sins:
yTà?di]/[< à³?miNt/ ten? pa/Pman/mv?xUNviNt,
There are certain prescriptions with respect to performing the Gayathri japa.
* During morning Sandhya Vandanam the japa must be performed east facing in a standing posture.
* Many recommend that Gayathri japa during Maadhyaanika time also must be performed east facing in the standing posture. Some others suggest that it could be done north facing.
* During the evening time the Japa is done west facing in sitting posture only.
Various prescriptions have been made that introduce directional restrictions while performing various components of Sandhya Vandanam. These are summarized below:
Poorvaanga is never done facing west or south. Normally, during Morning Sandhya Vandanam it is done facing east and during evening Sandhya Vandanam it is done facing north. The poorvanga of Maadhyaanika is normally done east facing. Some others recommend north facing also.
Uttaraanga is done in a different fashion. The easiest way to remember the direction for Uttaraanga is the trajectory of the sun itself. For the morning, we face east and for the evening we face west. For the noon, we either face east or west (depending on the time of the day that we perform noon Sandhaya Vandanam). However, the last three mantras in Uttraanga are done with the same directional restriction as applicable for Poorvaanga. Also, the Argya offered to the Sun in Poorvaanga is done using the same direction rule that we follow for the Uttaraanga.
Gayatri Japa is performed by repeatedly uttering the Gayatri Mantra. Hence it is important to know how many times one needs to repeat. In fact, it is being observed by our ancestors that doing japa without having a count is not worthwhile:
As<Oyat< tu y¾Ý< tTsvR< SyaiÚrwRkm!,
During all the three times performing japa 1000 5 times is considered superior. If this is not possible japa must be done for 100 times. Brahmacharis and Grahastas are engaged in several activities pertaining to their ashrama. Therefore they can do japa 108 times. On the other hand, vaanaprasthas and sanyasis are expected to do japa 1008 times. The following sloka explains this:
g&hSwae äücarI va ztmòaeÄr< jpet!, vanàSwae yitíEv jpedò shökm!.
Vyasa recommends performing Gayathri japa 10 times during periods of Aasucha:
dzk&TvStu gayÇI< mnsEva zuic> Smret!.
In a practical sense, during unusual contingencies such as travel, urgent or emergency situation or Aasucha japa must be done 10 times. Doing Japa for 10 times is not advisable except in the case above situations. In practice there are several variations recommended by elders for minimum numbers such as 28, 32, 54 or 64. However, the procedure popularly followed in several parts of South India is as follows 6 :
Morning: 108 times
Noon: 32 times
Evening: 54 or 64 times
Since Japa is an ideal vehicle to increase the concentration power of young people and a powerful tool to relieve stress in the case of older people, it may be highly desirable for every one of us to look for opportunities to increase the number of times this could be done. One possibility is to do 108 times all three times a day, as per the original prescription. Once in a year, we have a practice of doing this 1008 times on the Gayatri Japa day. But one can add some more auspicious days to this list and try doing 1008 during those days also. These for instance may include Krishna Pratama, Ekadasi and Poornima.
5 All namavalis of Gods are 1000 in number (Sahasranamas). According to some, the number 1008 is a practice which has come more as a method to ensure we do 1000. It appears that if we miss one or two counts then the extra will compensate for the loss. Similar logic may apply for the choice of 108.
6 This is the reason for suggesting the number of times Pranayaama to be done during morning, noon and evening Sandhya as 10, 3 and 6 respectively, as mentioned before.
During morning time both the hands must be kept in Anjali mudra 7 at the level of the face while doing the japa. During Maadhyaanika it must be performed by keeping the hand in the Anjali mudra at the level of the chest and during the evening Sandhya Vandanam the hands must be held at the naval level. At all times, we must cover the hands with the cloth.
Holding the Yajna Upavita in hand while doing the japa is not recommended.
Uttering the Gayathri mantra in a manner that is audible (known as Vachikam) to others is an inferior method of doing the japa. On the other hand, uttering the mantra by movement of the lips but not in an audible tone (known as Upaamsu) is a mediocre method of doing the japa. However, doing the japa at the mind level without any form of external utterance or lip movements (known as Maanasam) is considered to be a superior method:
%Äm< mans< jPy< %pa<zu mXym Sm&tm!, Axm< vaick< àahuSsvRmNÇe;u vE iÖja>.
Salient Aspects of Prayoga
| | Morning | Noon |
|---|---|---|
| Poorvaanga Direction | East | East or North |
| Uttaraanga Direction | East | East or North |
| Argya Direction | East | East or North |
| Argya/Japa Posture | Standing | Standing |
| Argya Position | Height equivalent to the Horns of a cow | Chest Level |
| Japa Position | Face Level | Chest Level |
7 Anjali mudra is the typical folded hands posture with which we greet our guests in the Indian tradition.
FAQs on Sandhya Vandanam
1. Why should I do Sandhya Vandanam?
There are three compelling reasons for us to do Sandhya Vandanam.
1. When somebody offers us some help, we tend to say 'Thank You". We do this even for a very small help such as somebody helping us by picking the paper that we dropped on the floor. Saying "thank you" is a civilized and just behavior and is an expression of fairness, sense of gratitude and a good behavior that every one of us have inculcated. Sandhya Vandanam is at the outset an act of thanksgiving to the Sun God. Our ability to live happily is due to the Sun (as one article in the National Geographic magazine proclaimed, we eat sun, we breath sun and we wear sun). Therefore we are duty bound to do this act of thanksgiving if we have any sense of fairness, just behaviour and gratitude.
2. Sandhya Vandanam offers wonderful prescriptions for us to maintain a healthy life. It helps us cleanse the mind, maintain a good physical condition (through practices such as Pranayaama) and provides us with greater opportunity to think about true evolution in our life and helps us in the journey of salvation. Why would someone not make use of this opportunity?
3. A vast number of rishis, learned people and elders have again and again talked about the virtues of Sandhya Vandanam. When people of great legacy and respect again and again extol the virtues of doing something, we normally tend to practice the same without even bothering to analytically evaluate their statements or verifying it. This is considered to be a sensible aspect of living. For example, wherever you go in this world and ask someone what should you do to keep the hypertension or diabetes in control, you will be told to have simple eating habits and indulge in adequate physical exercises. It is foolish to say "I will personally get convinced about this by verifying this statement and then decide to follow this." The same rule must apply with respect to performing Sandhya Vandanam. Disregarding the prescriptions and advises of elders, rishis and ancestors is a laughable idea. It will amount to exposing our foolish approach to life.
Therefore, if good sense prevails in our mind we will make every effort to perform Sandhaya Vandanam with earnestness, steadfastness and devotion.
` `
2. Should I always do Sandhya Vandanam?
This is as good as asking should I eat every day. We do not seem to even think of asking such questions when it comes to eating. Or does a student ask should I go to school every day? The student will never ask such a question. Eating everyday is required to keep our physical health in good condition and draw enough energy for physical activities. In the same manner doing Sandhya Vandanam everyday provides a person a lot of spiritual energy, calmness and peace. All these come without any cost. The only cost is the time spent.
3. Should we know the meaning before performing Sandhya Vandanam?
When we talk to someone about some subject matter, we do not do so without knowing the meaning of what we are talking. Similarly, when we do something, we do not do without knowing why we are doing it. Therefore, these must apply even in the case of doing Sandhya Vandanam. Yaaska in his work Nirukta observes that a person reciting vedas and mantras without knowing its meaning is like someone carrying heavy bags at his back or like a tree (which has no power to think and contemplate). On the other hand, by knowing the meaning he gets benefitted immensely from the exercise and attains true knowledge and gets absolved of all sins:
Swa[ury< -arhar> ikla-Ut! AxITy ved< n ivjanait yae=wRm!, yae=wR} #Tskl< -ÔmZnute nakmeit }anivxUtpaPma.
Another sloka brings this idea a little differently. A person uttering a mantra without knowing its meaning is like an animal carrying a load on its back. Just as the animal does not get any benefits for itself from carrying the load, the person uttering the mantra without knowing the meaning also does not get benefited in any way:
ywa pzu-aRrvahI n tSy )lmZnute, iÖjStwawaRni-}ae n ved)lmZnute.
Therefore, performing Sandhya Vandanam (or any such Karma or reciting mantras) after understanding its meaning is a worthwhile activity. It will bring vitality to the activity and provide the intended benefits. This does not mean we should simply abandon doing Sandhya Vandanam under the pretext of not knowing the meaning and wait until we get to know the meaning. If somebody takes such an approach he will never get to do the karma.
It merely suggests that as we continue to perform the Sandya karma, we must endeavour to know the meaning of the various mantras that we utter so that
over time our efforts will begin to bear fruits. Until we know the meaning of the mantras, the Sandhya Vandanam that we perform will provide us benefits, albeit, in a limited fashion.
On the other hand, if we keep uttering the mantras without knowing the meaning, then we are no different from a sparrow which can repeat what it has been trained. It makes the whole exercise a dry ritual. Over time we will only develop hatred to this exercise and find every opportunity to avoid this. This is true of not only Sandhya Vandanam, but any mundane activity that we do without knowing the meaning. This was how most of us began to abandon the vedic wisdom.
4. What is an appropriate time to do Sandhya Vandanam?
There is a simple rule for this. In Tamil they say 8 "Kaanamal (without seeing), Konaamal (without any angle – in straight line), Kandu (while seeing), Kodu (Give)". What it means is that the morning Sandhya Vandanam should be done before Sunrise, the Maadhyaanika at 12.00 noon and the evening Sandhya Vandanam before Sunset. This is the broad guideline. One should endeavour to follow this as far as possible. Whenever we make deviations from this, as part of the Sandhya Vandanam itself we offer Prayaschitta Argya (Refer to Argya Pradhana in Poorvanga for more details on this).
5. Doing Maadhyaanika is difficult as I will be in school/office. Can I skip it?
Maadhyaanika, as explained earlier, needs to be done at 12.00 noon or around that time. With the current style of living this may be difficult. Therefore the question before us is do we skip it altogether till the rest of our professional life or do it at an earlier time (say in the morning before we leave for office/school). It may be better to do it at a slightly earlier time. Though it may sound inappropriate it is better than skipping it forever. The benefits of this are not only the blessings of Gayatri but also developing a better sense of time management as well. This will come handy when we grow up and step into higher responsibilities in life later.
6. I am convinced of the need to do Sandhya Vandanam. But it takes more than 45 minutes to do Sandhya Vandanam. Spending such an amount of time three times a day is simply not possible for me. Therefore can I skip or do just once in a day?
Sandhya Vandanam is a nitya karma and it is a tri-kaala karma (thrice daily). Therefore, there is no scope for discounts on the number of times that one needs to do. The main issue is about the excessive time taken for this.
8 There was one Idaikattu Chittar. He was tending cattle. He apparently said (in Tamil),"Kanamar konamar kandu kodu."
Let us look at another issue that also seems to be our nitya anushthana (daily ritual), viz., using the computer for various chores. When you are introduced to Microsoft Word or Excel it took a lot of time to even know how to open, use the existing features and prepare the documents the way we want. We can observe two things in this process:
1. By and large people have not complained that it is taking too much time to use the new software.
2. As we keep using, the time taken progressively comes down. After a few weeks it becomes almost like a child's play to use the software.
What is also interesting to note is that we keep repeating this process several times (new software, new versions are introduced and we seem to go through the same process without any complaint).
We need to take a similar approach in the case of learning Sandhay Vandanam mantras and prayoga. While it may take about 45 minutes in the beginning, after a few weeks it may come down to about 15 minutes. The good news is that the mantras for the Morning, Madhaaynika and Evening Sandhya Vanadana are nearly 75% common. Therefore, we will have accelerated learning.
The main reason for us to raise these questions is that we have not been able to develop faith that Sandhya Vandanam is for our material as well as spiritual prosperity. Once we get convinced of this these issues will disappear and we will incorporate Sandhya Vandanam into our daily routine without any difficulty.
7. What do I do when I travel?
When we travel for long hours (say a 20 hour journey), the confusion is whether to do Sandhya Vandanam. Resolving this confusion is very easy. Ask yourself whether you skip your daily chores such as eating. You don't. Therefore the idea is not to skip. However, we may not be able to do Sandhya Vandanam in the normal way. You can simply wash your hands and face, sit calmly for a few minutes in your seat and perform only the Gayathi japa (at a minimum of 32 times). The poorvanga and other components of Uttranaga can be skipped. One can follow this routine whenever we face such similar difficult situations with respect to doing Sandhya Vandanam.
8. When I stay in hotels (when I tour), there are no facilities for me to do Sandhya Vandanam. Can I therefore skip?
Obviously hotels and resorts are not going to provide you with any facilities for performing Sandhya Vandanam. Just as you take with you in your travel kit your toiletries, also carry a minimum set of things for doing Sandhya Vandanam. This includes a small plate, a small Pancha paatra and a small pocket containing whatever you apply on your forehead while doing this activity. It does not occupy
much space. It is only a question of getting used to this and feeling strongly the need for doing Sandhya Vandanam.
9. Many a times I go to a place where I am unable to know the directions. I do not feel like asking some stranger which is east. What do I do?
You need not have to embarrass yourself with this issue. Simply carry in your travel kit a magnetic needle which can indicate you the direction. It comes in many ways (key chain, pendulum, small casing etc.).
10. I am told that if there is some death in the family we are not supposed to do Sandhya Vandanam. Is this true? Can I skip during such occasions?
During periods of Aasaucha (restrictions for religious practices) we do not do Sandhya Vandanam. But that does not mean we do not do Gayatri Japa. During these times we must do Gayatri Japa alone skipping all other components of Sandhya Vandanam. The practice is to do 10 times the Gayatri mantra during such occasions. However, during periods of Aasaucha, we are required to utter the Gayatri Japa silently (within the mind only). Also, it is mentioned that during periods of Aasaucha, it is enough to do only up to Argya Pradhana. 9
11. I am told to change my Yajna Upavita because of some events (such as death) happening in the house. Is it important or can I ignore such advises?
The Yajna Upavita is worn by a person from the day of Upanayana until his death. It is considered sacred and the more we do japa, the more sacred is the thread (that is why some people translate Yajna Upavita as sacred thread in English). When some Aasaucha happens, the thread is supposed to have lost its sanctity. Therefore, it needs to be replaced once the Aasaucha period is over. If we continue to use the same thread and continue doing Sandhya Vandanam, it is like continuing to use a tape recorder or any battery operated device even after the battery is dead. We lose data and continuity in such a case and a very similar thing happens in this case also. All your Sandhya Vandanam and other religious practices will become futile.
12. Is the Sandhya Vandanam karma the same for all vedas?
As we know the three vedic divisions are Rig, Yajur and Sama (Atarvana Veda is a later division made by Vysa and in several vedic traditions there is a mention of only three vedas). Based on the Rig Veda, Ashvalayana and Sankhyaayana authored the kalpa sutra. This consists of Srauta sutras and Grihya sutras. The Grihya sutras cover the 40 samskaras which includes Sandhya Vandanam also. Therefore, Rig vedis will follow the prescriptions contained in this. In the case of Yajur veda there are two branches; Krishna Yajur veda and Shukla Yajur veda.
9 This observation is made based on the tamil translation of the work on Gayatri Mahima and Sandhya Vandana Mahima of Sringeri Jagadguru Sri Abhinava Vidya Teerta Swamigal, published by Sri Sharada Trust in 1999.
Aapastamba, Bodhayana, Vaikaanasa, Bhaaradwaja, Varaaha and Satyashata wrote sutras for Krishna Yajur veda. Katyaayana and Bhaskara wrote sutras for Shukla Yajur veda. For the Sama veda, Traahyaayana Kopila wrote the sutras. The respective vedis will follow the prescribed sutras and perform Sandhya Vandanam.
There are some differences among these sutras in the manner the Sandhya karma is observed, although the core components do not vary. In any case the Gayathri mantra is the same for all these variations. A practical way to observe the Sandhya karma is to follow the practices that the elders and the ancestors in the family have been following. In this manner, the complications of which branch and which sutra to follow is addressed as these practices must have been handed down the generations.
The SandhyA Worship
SrI CandrasEkhara BhArati SwAmigaL 10
A touring Educational Officer once met His Holiness and said,
"I have occasions of being in constant touch with young boys, mostly BrAhmaNAs, studying in schools which I have to inspect. I have found that even the boys who perform their sandhyA do so more as a form than as real worship. I shall be very grateful if Your Holiness would give me some valuable hints which I could convey to them"
AcArya: I am very glad to see that you are not content with mere official routine of inspection but desire to utilise the occasion for the betterment of the boys. It will be well if all educationists, inspecting officers or teachers, realise that they have been entrusted with the very grave responsibility of training up young men in the most impressionable period of their lives. In my opinion they are really to blame if they confine their attention only to the prescribed text books and neglect the spiritual side of the young generation.
E.O. : I always keep that end before me and I don't miss any opportunity of talking to the boys and giving them some useful advice. It is mainly with a view to do that work better that I request Your Holiness to give some practical suggestions.
AcArya: Even if the boys to whom you propose to convey such suggestions may not benefit by them, you will certainly be benefited.
E.O. : Certainly.
AcArya: You may therefore, for the present, ignore the boys and ask such questions the answers to which are likely to be useful to you.
E.O. : The first question which suggests itself to me is with reference to the sandhyA worship. What is the deity or upAsya dEvatA in the sandhyA Worship?
AcArya: Before we consider that, please tell me what you understand ordinarily by the sandhyA worship?
E.O. : By sandhyA worship we mean the worship of the rising Sun, the setting Sun or Sun in the mid heavens.
AcArya: Quite so. Comprehensively speaking, you mean worship of the Sun?
10 This article was originally compiled by Sri R. Krishnaswamy Iyer and was posted in Mr. Ajit Krishnan's admirable and incomparable website http://www.mudgala.com. It may also be noted that it is a local copy of an article found at:
http://www.srisharada.com/QA/Sandhya%20Worship.htm. I am thankful to Prof. Sri Sridharan of Kellog School of Management, North Western University, Shri Sethuraman and Shri C N Krishnaswamy for bringing this to my attention.
E.O. : Yes.
AcArya: You tell me that sandhyA is the worship of the Sun and yet you ask me what is worshipped in the sandhyA. Don't you think it is an unnecessary question?
E.O. : Put so, it may seem an unnecessary question, but my real question is, what is the Sun that is worshipped?
AcArya: What do you understand ordinarily by the Sun?
E.O. : We mean the bright celestial orb in the sky.
AcArya: Then it is that bright celestial orb that is worshipped.
E.O. : But that orb is, according to science, mere inert matter in a state of high combustion and is certainly not worthy of being worshipped by intelligent beings like ourselves. It can neither hear our prayers nor respond to them. I cannot believe that our ancestors were so ignorant as to address their prayers to a mere burning mass of matter
AcArya: I quite agree with you. They could never have been so foolish.
E.O. : What then did they see in the Sun to justify their prayers being addressed to it?
AcArya: You said just now that addressing of prayers to inert matter cannot be justified by reason.
E.O. : Yes.
AcArya: What then must be the nature of the entity to which a prayer is addressed?
E.O. : The primary condition is that it must not be mere inert matter, but must be endowed with intelligence.
AcArya: And the second condition?
E.O. : That it must be able to hear our prayers and be powerful enough to answer them.
AcArya: Quite so. If our ancients were not fools and yet addressed their prayers to the Sun, their conception of the Sun must have been quite different from that of mere inert matter, in a state of high combustion.
E.O. : Yes, they must have also postulated of its intelligence, the capacity to hear us and the ability to help us.
AcArya: The 'us' including not only all those who are now living to raise their hands in prayer to the Sun, but also the generations, past and future, infinite in number though they may be?
E.O. : Of course.
AcArya: Then, the entity that is worshipped as the Sun is therefore one whose intelligence or ability knows no limitation of space or time.
E.O. : It must be so.
AcArya: You have now got your answer to the question as to who is worshipped in the sandhyA? It is an intelligent Being, omniscient and omnipotent in the matter of hearing and responding to its votaries.
E.O. : Your Holiness then means that it is a dEvatA who has his habitation in the solar orb?
AcArya: Quite so. He has not only his habitation there, but the solar orb itself is his physical body.
E.O. : Your Holiness means that the dEvatA enlivens the solar orb, just as we do our physical bodies?
AcArya: Just so.
E.O. : If then he is embodied just like us, how does he happen to have such high intelligence or power as to merit our obeisance?
AcArya: He attained that status by virtue of the appropriate karma and upAsana done by him in a previous life.
E.O. : Does Your Holiness mean that he was at one time just like ourselves and that he attained that status by his endeavour?
AcArya: Yes.
E.O. : Then he is no more than a jIva, which I aIso am. Why should a jIva make prostration before another jIva, howsoever superior?
AcArya: Why should your son or pupil respect you and why should you show respect to your superior officers? Are not both of you jIvas?
E.O. : No doubt we are. But we respect our superiors as it is in their power to help us or injure us, if they so desire.
AcArya: That is a very low kind of respect. Anyhow, taking even that kind of respect, we must respect sUrya dEvatA if it is in his power to help us or injure us, if he so desires.
E.O. : Of course.
AcArya: Being a jIva as much as your superior officers, he will help you if you appeal to him for help or injure you if you ignore or despise him. In your own interest then, you are bound to worship him and secure his goodwill.
E.O. : But I need not court the favour nor fear the displeasure of my superior officer, if I carry out the duties of my office faithfully.
AcArya: Quite so.
E.O. : If I preserve that attitude, there is no reason why I should propitiate my superior officer
AcArya: Certainly not.
E.O. : Similarly, if I carry out strictly the duties enjoined on me by the SAstrAs, I need not propitiate any other jIva, be he the highest dEvatA.
AcArya: Quite so.
E.O. : Then, should I not give up the worship of sUrya dEvatA?
AcArya: Certainly you may, unless of course such a worship is part of the duties enjoined on you by the SAstrAs.
E.O. : How can that be?
AcArya: It is true that an honest and strict officer in performing the duties of his office need not mind the pleasure or the displeasure of his immediate superior. But the mere fact that he thinks it necessary or obligatory to perform those duties properly, shows that he has as the ultimate end the pleasure, or avoidance of the displeasure of a still higher officer who is superior to him as well as to his immediate superior. Even if he has no personal acquaintance with that higher officer, he always has in the background of his mind an undefined power, call it the King or the Government, when he performs the duties of his office. And that power has the ability to benefit him by recognition of his services or to punish him by taking note of his delinquencies. Furthermore, that power rules both him and his immediate superior officer. If therefore that power requires him to behave in a particular manner towards his superior officer, he cannot afford to disobey that injunction, for if he disobeys, not only does he incur the displeasure of that officer but also of the higher power.
E.O. : That is so.
AcArya: Similarly, if a power which rules both you as well as sUrya dEvatA requires you to conduct yourself in a particular manner towards that dEvatA, you cannot afford to neglect that injunction, but must conform to it or take the risk of incurring the displeasure of that dEvatA as also of the higher power.
E.O. : It is no doubt so. But in that case, in prostrating myself before sUrya dEvatA, I shall be really worshipping the higher power even when my worship may seem addressed to the sUrya.
AcArya: What of that?
E.O. : If I am able to conceive of such a higher power who rules even the sUrya, that power is really the worshipped entity although to all appearances the worship is addressed to the sUrya only.
AcArya: Quite so.
E.O. : But Your Holiness said that it was sUrya dEva who was worshipped?
AcArya: Yes. It is correct so far as persons who are not able to conceive of a higher power are concerned. To those however who can conceive of that power, He is the real upAsya. That power is called HiraNyagarbha. He enlivens and ensouls not only the sUrya, but all dEvatAs. He enlivens and inhabits not only the solar orb but all things. He is the cosmic personality who is the soul of all things.
E.O. : I suppose just as we have the sense of I 'in our physical bodies, so does that cosmic personality has the sense of "I" in the entire cosmos.
AcArya: He has.
E.O. : If so, the difference between Him and me lies not in the presence or the absence of the sense of 'I' but only in the degree, the range or the magnitude of that sense. Mine is restricted, His is extended.
AcArya: It is so.
E.O. : If it is the sense of "I" that is responsible for the concept of a jIva, he must be as much a jIva as myself
AcArya: Quite so. In fact He is called the First Born.
E.O. : Then, even if this higher power happens to belong to the category of jIvas, just like myself, the same objection which I mentioned against the worship of sUrya dEva holds good in his case also.
AcArya: What then would you like to worship?
E.O. : A transcendent power which is not a jIva.
AcArya: Have it then that it is such a transcendent power that is worshipped in the sandhyA. We give Him the name of ISwara, the Lord, or the antaryAmi, the inner ruler.
E.O. : But I have heard it mentioned that the terms Lord' and Ruler' are only relative terms which are used in regard to Him when we want to describe Him in relation to the universe, which is 'lorded over 'or 'ruled' by Him.
AcArya: Yes, it is so.
E.O. : It cannot be that we can have no conception of him apart from his relationship of some sort to the universe. His relationship to the universe can at best be only an extraneous circumstance. In His essence, He must have an independent existence quite unrelated to anything else.
AcArya: You are right. We call that unrelated essential existence Brahman.
E.O. : If it is so, that must be the real object of worship rather than the relative aspect called ISwara.
AcArya: It is even as you say. It is really the unqualified Brahman that is worshipped in the sandhyA.
E.O. : I cannot really understand Your Holiness. You first said that it was the solar orb that was the objector worship, but when I pointed out that it was only inert matter, you said that it was sUrya dEva that was the object of worship; when again I pointed out that he was only a limited jIva like myself, you said it was HiraNyagarbha, the cosmic soul, that was the object of worship: when once again I pointed out that he was after all a jIva, however cosmic his sense of 'I' may be, you said that ISwara the Lord and Ruler of the universe was really the object of worship; and lastly when I said that even he is but a relative aspect of Brahman, you said that the object of worship was Brahman itself
AcArya: I did say so.
E.O. : But I fail to see how all these statements can be reconciled.
AcArya: Where is the difficulty?
E.O. : The object in a particular worship can be only one. How can it be the solar orb or the dEva enlivening it or HiraNyagarbha or ISwara or Brahman at the same time?
AcArya: I never said that it was the solar orb or the dEva and so on.
E.O. : Does Your Holiness mean to say then that the object of worship is the solar orb and the dEva and HiraNyagarbha and ISwara and Brahman all put together?
AcArya: Nor did I say anything of that sort.
E.O. : How then am I to understand Your Holiness' statements?
AcArya: When did I tell you that the upAsya was sUrya?
E.O. : When I mentioned that the physical mass of burning matter cannot be the object of worship.
AcArya: Before you mentioned it, I said that it was even that mass that was the upAsya.
E.O. : Yes.
AcArya: I never mentioned that it was the solar body or the dEvatA as an alternative. To one who cannot conceive of an enlivening soul, the upAsya is the physical mass; to one, however, who declines to accept inert matter as an object of worship, I said the upAsya was sUrya dEvatA. The upAsya is ever one, but its exact nature varies with the competence of the worshipping aspirant. The upAsya gets further refined when even the concept of a dEvatA does not satisfy the inquiring devotee. We say then that it is HiraNyagarbha. When even such a concept seems meagre or unsatisfactory, we tell the devotee that he is really worshipping the Supreme Lord Himself. When he begins to feel that even the Lord-ness is a limitation of His essential nature, we tell him that it is the infinite Brahman itself that is really worshipped. Where is the difficulty?
E.O. : Does Your Holiness then mean that it is not possible to definitely say what the object of worship in the sandhyA is except with reference to the mental equipment or intellectual advancement of the worshipper?
AcArya: How can there be an object of worship if we ignore the worshipper? The nature of the worshipped necessarily depends upon the nature of the worshipper.
E.O. : How?
AcArya: Take me for example. All of you show me respect. But the object of respect, though it is, roughly speaking, myself, does differ with each one of you. Ordinary people respect me and like to see me surrounded by glittering paraphernalia; their attention and respect are claimed by those articles rather than by my personality. Such people will show the same respect to others who have similar paraphernalia. Their homage is not therefore really paid to me but only to the paraphernalia. Some others respect me for the position that I hold or for the ASrama in which I am. Such people will equally respect others who are or may come to be in such a position or in such an ASrama, their homage is therefore not paid to me but to my position or to the ASrama. And some others may not care what position I hold or in what ASrama I am, but give me homage wherever I go and however I may be; their object of respect is my physical body. A few others will not mind if my body is dark or ugly or even diseased, but will nevertheless give me homage if by purity of mind and character or by the power of my intellect and learning or by any spiritual merit that I may possess I command their respect. Only very very very few indeed will respect me for the spark of divine intelligence or Being which inheres in me, as It does in all of you.
E.O. : Of course it is not possible to say that all the devotees that approach Your Holiness are of the same mental equipment.
AcArya: Quite so. But, ordinarily all these people, whether they really tender homage to the paraphernalia or to my status and ASrama or to my body or to my mind or to my intellect or to the divine spark in me, prostrate before me to show their respect. Can you tell me, apart from any reference to the several devotees, to whom or to what they prostrate?
E.O. : It is no doubt very difficult to answer
AcArya: Similarly, it is so with every kind of worship. Externally viewed, there will be no appreciable difference between the one who respects me for the paraphernalia and another who respects me for the divine spark in me. Externally viewed, there will similarly be no appreciable difference between the devotee who in his blind faith is content to address his prayers to the luminous Sun and another who turns to it as a visible symbol of the infinite Brahman. The question as to what is the upAsya in the sandhyA worship can therefore be answered only in this way.
E.O. : I now understand how in the simple worship of the Sun all possible stages in spiritual perception have been provided for.
AcArya: It is not only this, for you will find if you consider the matter still further, that all the three ways known as karma, bhakti and GyAna have been given places in the daily worship, but that is a different matter. Simple as the sandhyA worship seems to be, it is sufficient to help us on to the highest stages. It is as useful to the highest aspirant as it is to the beginner. It is a folly, therefore, to belittle its value or to neglect it in practice.
|
<urn:uuid:b5796b41-9d97-4b05-abd5-3c03c6760289>
|
CC-MAIN-2020-16
|
http://periyavaamandali.org/Thoughts%20on%20Sandhya%20Vandanam.pdf
|
2020-04-07T17:22:09+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00470.warc.gz
| 135,234,697
| 16,714
|
eng_Latn
|
eng_Latn
| 0.978888
|
eng_Latn
| 0.99505
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
169,
3310,
6363,
6385,
6425,
8979,
12110,
15481,
17387,
19254,
21392,
23218,
24870,
27107,
30008,
32199,
34624,
36802,
38222,
40525,
42898,
45529,
48198,
51071,
51879,
54323,
56269,
57969,
60292,
62250,
64491,
67410,
68986
] |
[
2.03125,
0.7734375
] | 1
| 1
|
LETTER OF MOTIVATION
At the age when most kids in the society watch cartoon channel & entertaining movies, I grew watching movies like "Apollo 13", "The Aviator", & documentary like "One Six right". It was inevitable for me not to be awed by the "Aviation technological advancements". The fascination towards the same propelled me to take miniature steps during my early days like discussing at length with the teachers & friends at school.
My vision at the age of 16 was as clear as water that I wanted to be an engineer, because building things came natural to me and aviation had captivated me totally at that time. Since then, I've always believed working hard towards anything you like or love doesn't exhaust the preserved energy. My self-motivation and unconditional support from my grandparents made me barge out in flying colors in my secondary schooling. My grandparents played a significant role in my success during my childhood and not my parents because most of the time they were travelling across the country relentlessly in order to serve the nation (Indian Armed Force). During my higher secondary education, I was devastated due to my grandmother's sad demise and that affected my scores a little (only 63% in my 12 th ) temporarily.
It took a while for me to rekindle my momentary deviation from my ultimate dream of my life. And, then I bounced back in the bandwagon with more grit, perseverance & stronger determination than ever before. I proved the same prowess not just in my academics but also in other areas like once I challenged myself to reduce my body fat and I succeeded quintessentially from 30% to 19%(84Kgs to 72Kgs) in just 4 months. This as a result had a profound impact on my belief system – I learnt how grit, perseverance & determination could turn things around within time limits.
After I joined my Engineering in one of the reputed technical institution in Bangalore – NITTE Meenakshi Institute of Technology I realized how important it is to have erudite professors who could mentor you personally and help you in taking right steps to achieve the greater good. Fortunately, under the guidance of such eminent professors I was bestowed an opportunity to do an Internship at a revered organization NAL (National Aerospace Laboratories). In the same period I also attended an industrial training at HAL (Hindustan Aeronautics Limited – Governed by Ministry of Defense, India). Eventually, in the final year of my engineering I decided to work on my project at a prestigious research Institute IISC (Indian Institute of Science – Aerospace Department).
The culmination of various experiences in my life so far in distinct stages has been vivacious. These experiences and lessons that I have learnt in my life till date have fueled my aspirations remarkably. My desire to gain further knowledge in the fields of 'Advanced Turbine Lifting Airship', 'XYZ', & 'ABC' advocate my decision to pursue my masters in ********. Fortuitously, I visited AERO SHOW 2017 in Bangalore, & I observed Cranfield University had participated in the same event. Since that moment I have put all my might to do complete research on the University's industrial connections in India & other countries in equal symmetry, professors' accomplishments, current research & so forth.
The above stated reasons have augmented my intentions to pursue my higher education at your esteemed university. And, I firmly believe that this decision will make my dreams come true. I'd be much obliged if I'm given an admission with financial assistance at your university.
|
<urn:uuid:4a6a9329-bcfa-44de-9bc5-a88cd9bf0644>
|
CC-MAIN-2020-16
|
https://schoolingcouncil.com/wp-content/uploads/2019/11/SOP-Aeronautical-Engg.pdf
|
2020-04-07T15:37:47+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00469.warc.gz
| 712,808,670
| 718
|
eng_Latn
|
eng_Latn
| 0.998772
|
eng_Latn
| 0.998826
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
2600,
3579
] |
[
1.328125
] | 1
| 0
|
2020 Pinto Rules and Regulations
Pinto Baseball is an instructional league to teach eight and under players the fundamentals of baseball. Score will be kept in this league as players start to understand the rules of the game.
______________________________________________________________________________
**** Updated 2020 Baseball Pony Rule Changes & Online Pony Rule Book
NOTE: - Oak Ridge and our playing partners may have altered official pony rules. If we have they would be highlighted in this document. Rule changes are to the benefit of our players, coaches, and fans.
_______________________________________________________________________________
Players Age:
* 8 years old and under on or before August 31 st
Playing Field:
*
* Coaches shall pitch 38 feet from the point of home plate. There will be a 10 foot pitchers circle in which the coach is allowed to move up within the pitching circle.
Distance between bases is 60 feet
* A 10-foot arc will be inscribed in front of home plate; any batted ball that does not travel beyond that line will be considered a foul strike.
Equipment:
* The player pitcher must wear facemask. A catcher's chest protector, and/or a heart protector is recommended.
* The batter, players' on-deck, and base runners will be required to wear helmet. Face guard is recommended.
* The player catcher must wear a catcher mask, a chest protector, shin guards, and athletic supporter. Option – player catcher can stand back and to the side but must still wear chest protector and face mask.
* Bats MUST meet USA Baseball bat standard.
* It is recommended and encouraged that all kids wear athletic support
* Home team is responsible for game balls and field prep. (location of game)
Games:
* The game time will be a limit of 1 hour & 15 minutes.
* Games are six innings with a 5-run limit per inning. The final inning will be unlimited. Umpires will declare final inning.
* 1 extra inning may be played if a game is tied after 6 innings are complete. No new inning will begin after 1 hour. If the game is still tied after the extra inning, the game will be declared a tie. The extra inning will be unlimited runs.
* If a game is called for any reason it will be a complete game if four innings have been completed.
2020 Pinto Rules and Regulations Cont.
Rules
* Two defensive coaches will be allowed to stand in foul territory (15 feet beyond first and third base). Coaches are not allowed to stand in the field of play.
* Two offensive coaches will be allowed to stand in the coach's boxes or the designated area adjacent to first and third base.
* The entire roster of players present for the game will bat in rotation.
* Each team will have a maximum of 10 players on the field. Positions will consist of a pitcher, catcher, 1 st , 2 nd and 3 rd baseman as well as shortstop, with all other players in the outfield. Teams with only 9 players may pull player from catcher's position to cover another position.
* Every player must play two defensive inning per game
* Players may not change positions during innings unless a substitution is made.
* A minimum of 8 players constitute a team, anything less will be a forfeit although the game may still be played for fun.
* Over-shifts are NOT permitted
* A Shetland player may participate in a Pinto game in order to fill out a Pinto roster on a single game basis. This will aid the Pinto team from otherwise having to forfeit that particular game. Each player called up must be reported to opposing coach and the baseball director. Players may play up a maximum of four times. Pinto players cannot play on other Pinto teams.
* A coach pitcher must not step out of the 10-foot circle while pitching the ball over handed. Coach Pitcher cannot kneel down or throw underhanded to batter.
* The player fielding the pitcher's positon must keep at least one foot inside the 10 foot pitcher's circle and play at or beyond (not in front) the coach pitcher during the pitch.
* Coach Pitcher must leave the circle once a ball is put into play. The coach should attempt to get into foul territory and out of way of the play.
* Defensive catcher must wear helmet with facemask and chest protector during the game.
* The batter can receive up to six pitches. Foul tip on the 6 th pitch continues "at bat".
* Slinging a bat will constitute an out after 1st warning.
* Batter must hit (put the ball in play), strike out, or be counted as an out if batter does not hit or foul tip the 6 th pitch.
* No walks
* No infield fly rule
* No bunting
* Injured players who do not take their turn at bat can either be called out for that at bat or be taken off the line up for the remainder of the game.
* When the ball is in the possession of an infielder and, in the umpire's judgement, all play on the runner or runners has ceased, the umpire shall call "TIME". The ball is dead and shall be returned to the mound (the pitcher or the coach-pitcher).
* If a batted ball hits a coach pitcher, the ball is dead. The pitch is a dead ball. The pitch will result in a no-pitch and will be replayed. This will not count as a strike or ball and no runners may advance. However, if a live ball hits the coach pitcher and in the umpire's judgment, the coach interferes in the fielder's attempt to make a play, the ball is dead and the lead runner is out.
* When the ball is in play the Circle means nothing in regarding to calling time or stopping play.
* An appeal is to be made by the manager/coach to the umpire before the next pitch.
* Appeal plays can be made, following the play that is to be appealed, at any time before the pitcher makes a pitching motion (from the coach).
2020 Pinto Rules and Regulations Cont.
* Runners can advance only one base at their own risk after an overthrown ball at any base. The runner may only advance on one overthrow per batted ball. This includes throws to the pitcher.
* Base runners touched by their coach while the ball is in play will be called out.
* Base runners are not permitted to steal bases and will remain in contact with the base until the ball is hit.
* The catcher's position will be played by a coach as back up to the player catcher in order to speed up the game. The coach catcher must stay near the back stop fence and remain out of play, even if there is no player catcher available. The adult catcher only catches pitches and cannot make a play at the plate.
* 10 & 15 Run Rule: If a team is beating another team by 10 or more runs after four innings are played, the game will be terminated and the team in the lead will be declared the winner. If a team is beating another team by 15 or more runs after three innings are played, the game will be terminated and the team in the lead will be declared the winner.
* No profanity or inappropriate behavior by players, parents or coaches will be tolerated. Each coach will be responsible for the actions of the players and their parents. If any player, coach or parent's behavior becomes inappropriate he/she may be asked to leave the park or their child can be removed from the game.
* All calls by the umpire are final.
|
<urn:uuid:b662908f-d3d8-4496-9b80-dde17288b78c>
|
CC-MAIN-2020-16
|
https://siplay-website-content-user.s3.amazonaws.com/Portal/5809/Content/Baseball/2020%20Spring%20Pinto%20Rules.pdf?timestamp=1583331272870
|
2020-04-07T16:46:05+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00471.warc.gz
| 703,233,346
| 1,575
|
eng_Latn
|
eng_Latn
| 0.999669
|
eng_Latn
| 0.999766
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
1736,
5670,
7125
] |
[
1.3671875
] | 1
| 0
|
TACKLE Good practice identified during action A1
Number/code: OM/SM11
Title: Green cleaning products
Guidelines section:
Governance
X Operational management
Context of the event
Procurement
Event
Mobility and logistics
X Stadium management
Description
Philadelphia Eagles is an American club of the National Football League that in 2003 started the program "Go Green"in order to be more environmentally responsible. Among other initiatives, the club uses green cleaning products to treat the turf and avoid chemicals.
Environmental benefits
The choice of using green products allows the club to avoid the use of chemicals or other detrimental substances that can alternate the quality and the duration of the turf.
Economic benefits
The 'Green Products' adopted by Philadelphia Eagles allows to reduce the costs related to the purchase and consumption of pesticides and fertilizers.
Applicability and replicability potential
The practice can be potentially applied even in other contexts. However, the replicability potential is linked to the specific environmental condition and positioning of each stadium.
Source
Philadelphia Eagles
Philadelphia Eagles
Guidelines of French Ministry of Sport (p.13)
Green Events Austrian Ecolabel (p. 13)
|
<urn:uuid:6f3d7be2-6e53-4051-8706-5acdf4afc627>
|
CC-MAIN-2020-16
|
https://lifetackle.eu/assets/files/OM_SM12_GREEN_CLEANING_PRODUCTS.pdf
|
2020-04-07T16:56:25+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00470.warc.gz
| 549,149,770
| 240
|
eng_Latn
|
eng_Latn
| 0.957769
|
eng_Latn
| 0.957769
|
[
"eng_Latn"
] | false
|
docling
|
[
1263
] |
[
1.359375
] | 1
| 0
|
Moves Like Jagger
Choreographed by Yeo Yu Puay
Description:32 count, 4 wall, beginner/intermediate line dance
Music: Moves Like Jagger by Maroon 5 Feat. Christina Aguilera
Intro: 32
WALK FORWARD INTO LEFT DIAGONAL (3X) KICK, WALK BACK TO CENTER (3X) TOUCH
1-4Turn 1/8 left and step right forward, step left forward, step right forward, kick left forward (10:30) 5-8Step left back, step right back, step left back, turn 1/8 right and touch right together (12:00)
WALK FORWARD INTO RIGHT DIAGONAL (3X) KICK, WALK BACK TO CENTER (3X) TOUCH
1-4Turn 1/8 right and step right forward, step left forward, step right forward, kick left forward (1:30) 5-8Step left back, step right back, step left back, turn 1/8 left and touch right together (12:00)
4 TOE STRUTS WITH HIP BUMPS
1&2Step right toe forward and hip right, hip left, drop right heel and hip right 3&4Step left toe forward and hip left, hip right, drop left heel and hip left 5-8Repeat 1-4
OUT OUT IN IN, TURN ¼ RIGHT AND REPEAT
1-2Step right to side, step left to side
3-4Step right home, step left together
5-6Turn ¼ right and step right to side, step left to side
7-8Step right home, step left together
REPEAT
TAG
At the end of wall 10 (you'll be facing 6:00), do head roll to the left for 4 counts and start dance again from beginning
|
<urn:uuid:d6be4c7e-4d8b-49a1-9a07-32b0bcba67b9>
|
CC-MAIN-2020-16
|
https://static.secure.website/wscfus/8566399/uploads/Moves_Like_Jagger.pdf
|
2020-04-07T17:21:41+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00470.warc.gz
| 691,293,946
| 396
|
eng_Latn
|
eng_Latn
| 0.962898
|
eng_Latn
| 0.962898
|
[
"eng_Latn"
] | false
|
docling
|
[
1309
] |
[
1.4453125
] | 1
| 0
|
HUNUA SCHOOL AGRICULTURAL DAY GUIDE TO REARING YOUR CHICKENS
Chickens must be born between 1st June - 31st August, hand reared and in the child's care by 14 days old.
Caring for your chicken
Care:
Normally your chick would have a mother hen keeping it warm under her wings, and showing it how to eat and drink and peck and scratch. That's your job as you raise it. You need to keep your chicks safe and warm, and make sure they always have fresh food and water. They're little and don't understand about keeping things clean and tidy - that's going to be your job for at least twice a day while they are growing up.
What you will need to get started:
* Chicken Starter Crumbles (available from Takanini Feeds, Fisken Feeds and other feed merchants). Keep feed in a cool, dry place away from direct sunlight.
* Never feed chickens mouldy food as it can make them sick.
* Safe box with straw or pine shavings and heated lamp - Box can be size of wine box or bigger.
* Plastic feeder for water and feed for your chicks (available from Takanini Feeds and other feed merchants).
* Larger, contained, area on grass that provides protection from cats, dogs, hawks and larger chickens.
Housing:
When you bring your baby chicks home they need to stay very warm in their box. Think about how warm it would be under a mother hen's wings. The temperature in their box should be about 33 degrees Celsius for the first week reduced down weekly until it is about 15 degrees Celsius. A forty or sixty watt bulb hung over the box and about 30 cm above the chicken will provide a good temperature. Make sure it's not touching anything that could heat up and burn.
If you don't have a heat lamp setup, you can keep them in their warm box, in the hot water cupboard for the first couple of nights until you get the lamp.
During the first 2-3 days your chicks will need to be in a small area (their box) close to the light so they know where the heat source is. Don't let the chicks get into corners away from the heat source as they may die of the cold, suffocate or be crushed.
Keep their box or cage clean at all times - twice a day is good. Feed and droppings need to be cleaned out. Don't leave your chicks on wet dirty newspaper as they can become sick very easily if they are wet, dirty and cold.
As the chickens grow, so should the area they live in.
Feed:
1-2 Weeks:
Feed Chicken Starter Crumbles as they have the right balance of minerals and vitamins for raising healthy chickens. NRM Chick Starter also contains a coccidiostat to protect young chicks.
Start with about a tablespoon of crumbles mixed with water in a flat bowl so it's like porridge, per chick twice a day. Increase the amount a little each day as they are growing. You can also scatter some dry crumbles on the ground so they learn how to peck their food.
By the end of the first week you can leave the food in with the chicks so they can feed when they are hungry. You will need to clean the bowl out before you fill it each time.
By the end of the second week, if it is warm outside, you can put the chicks into a safe, contained area (covered to protect from cats or hawks or bigger chooks) outside so they can peck at grass and soil during the day. Give them their food and water as well. Make sure there is a covered area that they can nestle in if it should get wet or cold during the day.
At night they need to be brought back inside to their box with their light for warmth.
Chick Starter crumbles can be fed to chicks up to age 6-8 weeks. They can then be fed grower feed pellets or mash. Gradually replace the crumbles with the mash or pellets. Ensure access to fresh water.
Your chicks will also enjoy spinach and silverbeet, and comfrey.
6-8 Weeks Plus:
Feed Grower feed for chicks aged 6-16 weeks.
16 Weeks Plus: Feed Layer hens mash or pellets
Water:
Chicks need easy access to fresh clean water in a container that they can reach, but set out so that the chicks can't get wet by walking in it. Put stones or marbles in the dish so the chicks can't get too wet or drown.
Water needs to be kept clean and fresh. Chicks can die if they do not start drinking by the time they are 4 days old. When you first put them in their box you can dip their little beak in the water gently so they know where it is.
Some useful facts about chickens:
* Chickens are blind in the dark.
* Control scaly mites on chicken legs by wiping vaseline or vegetable oil on the leg.
* Pine needles and pine shavings make excellent litter to absorb droppings and moisture.
* Chickens need fresh air, fresh water and sunshine to help them stay healthy.
* Reduce stress or fear in chicks by talking quietly or singing softly when you are around them.
* These plants are toxic to chickens so do not feed them or give them access: avocado, kowhai, green potatoes, rhubarb, parsnip, parsley, celery, sorrel, fathen, oxalis, lily of the valley, oleander, box.
* Allow a minimum of square metre of space for your chicks when they are up to 6 weeks old.
* Up to 7-18 weeks old; 2 sq metres and after that more than 3 sq metres.
* If your chickens free range during the day, to allow for wet days and for the 15 hours of darkness in winter it's better to have a density of 6-7 birds per square metre in the coop they sleep in at night.
* Further reference: www.lifestyleblock.co.nz and www.facebook.com/yourpoultry
Judging
The chickens will be judged in these areas:
Diary
This should include the child's journey with taking care of the chicken and how much the chicken has changed over time. It could also include observations the child has made about the care they have had to undertake in their animal husbandry. Photos and graphs of the animals growth could also be included to show progress throughout the weeks of care.
Rearing
The children will be asked questions about the care and feeding of their chicken and the judge will be checking to see it is healthy and has been well cared for. This means that it will have bright eyes, clean legs (without mites), and the bird is well covered and comfortable.
Handling
The judge will ask children to take their chicken out of its cage and hold it for a minute while they examine it.
|
<urn:uuid:39e68824-9e33-463c-b904-0da8b5d8b734>
|
CC-MAIN-2020-16
|
https://www.hunua.school.nz/files/e3f03940eb684899/file_attachments/204/ChickenRearingInformation.pdf
|
2020-04-07T16:28:36+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00469.warc.gz
| 991,951,709
| 1,452
|
eng_Latn
|
eng_Latn
| 0.999055
|
eng_Latn
| 0.999084
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
2077,
3747,
5824,
6238
] |
[
2.859375
] | 3
| 5
|
Note: The second factor has a range of 1 to 12. Multiplying With 5
www.intermathschool.com
9 5 5
Multiplying With 5 Answers
5 5 1 7
www.intermathschool.com
5 5 10
|
<urn:uuid:6cfe6e64-936c-4f13-95ed-4dd32ebabd86>
|
CC-MAIN-2020-16
|
http://www.intermathschool.com/assets/download/multiplication/mult_v100_0505_0112_001.pdf
|
2020-04-07T16:08:39+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00470.warc.gz
| 244,649,362
| 59
|
eng_Latn
|
eng_Latn
| 0.984884
|
eng_Latn
| 0.656421
|
[
"eng_Latn",
"unknown"
] | false
|
docling
|
[
91,
168
] |
[
1.796875
] | 10
| 0
|
Suggestions on different routes
In a close range there are several nice places. If you are heading out to the sea, you can do a shorter day trip / half-day trip to Bönskäret (6km return trip). This is also a very beautiful island if you want to stay overnight. Both Lungön and Hemsön offer beaches where you can stay and swim and take a break.
The location of Hemsö kayak *
If you want to experience a really nice sunset, a shorter paddling is recommended to Lungöns north-western corner, near Köpmanhällan.
A longer day trip can be around Lungön. The journey is about 16km. You paddle 3-4km/h at a slow pace, which means at least 4 hours of effective paddling. But do not forget to have a coffea break! Since the seaside of Lungön meets the Bothnian Sea you should start early in the morning when the water is calm.
On Lungön there is a cool singing rock, Ljummastenen.
Paddling around Hemsön takes 2-3 days (33km). Along the trip you will meet beautiful beaches, impressive cliff scenery and a beautiful old fishing village. Our kayaks are well adapted to get all the packing you need for an overnight stay. The outside of Hemsön is exposed to the sea and therefore this route is dependent on calm winds.
|
<urn:uuid:f53a3e42-11c0-49cb-aff0-5153ea0d1964>
|
CC-MAIN-2020-16
|
https://hemsokajak.se/onewebmedia/kayak_routes_high_coast.pdf
|
2020-04-07T15:59:43+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00470.warc.gz
| 496,934,227
| 316
|
eng_Latn
|
eng_Latn
| 0.998559
|
eng_Latn
| 0.998559
|
[
"eng_Latn"
] | false
|
docling
|
[
1206
] |
[
1.625
] | 1
| 2
|
Leaving Cert 2018 – Exam Preparation Tips
Exam Success – Contributory Factors
Natural Ability: 20%
Study/Subject Knowledge: 30%
Being Organised/Practising Exam Strategy & Techniques: 50%
Stress
A small amount of stress can act as a motivator.
However, stress can be overwhelming due to:
Excessive worry about exams
Fear of being judged
Apprehension about consequences
What contributes to stress/exam anxiety?
1. Lifestyle Issues
Inadequate rest
Poor nutrition
Too many stimulants
Insufficient exercise
Not scheduling available time
Not prioritising commitments
2. Information Needs Not Met
Strategies for exam taking.
Academic/exam information requirements.
Knowledge of how to apply anxiety reduction techniques.
3. Negative Thinking
Negative thinking leads to negative feelings which in turn impacts on our actions.
What can you do to manage these?
1. Lifestyle Issues
Step 1: Decide on how many days you will commit to study.
Step 2: Divide each day into 3 slots (2-3 hour slots).
Step 3: Select the number of subjects you will revise.
Step 4: Select at least three topics per subject.
Step 5: Make out your timetable.
| Days | 28th | 29th | 30th | 31st | 1st | 2nd | 3rd | 4th | 5th | 6th |
|---|---|---|---|---|---|---|---|---|---|---|
| 9-12 | 1. 2. 3. | *** | *** | Rest Day | Rest Day | | | | | Rest Day |
| 2-5 | *** | 1. 2. 3. | 1. 2. 3. | * | * | | | | | * |
Step 6: NB: STICK TO IT !!!!
If a day doesn't go according to plan don't waste time looking back – move on and start again.
Plan focused one hour sessions. REVISION + EXAM PRACTICE = STUDY
Allow a 5-10 minute break between sessions.
I have given you three hour slots (3 per day) – adjust if you wish but only do two slots per day.
2. Information Needs Not Met
Read Pages i – vi of exam papers for each subject. You need to know:
Exam paper layout.
Instructions about the number of questions to be answered and the time allowed.
Number of marks allocated to each question.
Sample answers and tips.
Common mistakes.
3. Negative Thinking
Step1: Notice/recognise negative thinking.
Step 2: Stop unhelpful thinking (think of something positive/practice breathing technique).
Step 3: Replace unhelpful thought with a more positive helpful one.
This takes focused practice but it's worth the effort.
Exam Time – 10 Point High Performance Plan
As you start exam:
1. Think positively / relax / visualise successfully completing paper / focus on breathing.
2. Read questions carefully. Tick off the ones you want to do.
3. Use BUG method on questions you will answer (see note).
4. Decide on the order in which you will answer questions.
During exam
5. Brainstorm an answer plan / categorise / group.
6. Answer each question within time allowed.
7. Keep your attention focused on the question you are working on – not the one you've just done / are about to do.
8. If you get stuck on a point leave space and move on to the next point. Keep your concentration flowing and uninterrupted.
9. Present answers clearly marked and labelled. If you wish to cancel an answer draw a line through it. Include all plans with your answer book.
After exam:
10.Relax and move on to next paper.
BUG method: Box / underline / glance back.
"Derek Walcott explores tensions and conflicts in an inventive fashion." Discuss this statement with reference to the poems you have studied.
Box the instruction. Underline the key words. Glance back over question to check.
"Derek Walcott explores tensions and conflicts in an inventive fashion." Discuss this ……...
|
<urn:uuid:4a0fc0ba-0246-48d8-8f5b-be9c6c3c58d5>
|
CC-MAIN-2020-16
|
https://stn.ie/wp-content/uploads/2018/08/LC_exam_tips.pdf
|
2020-04-07T17:32:17+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00470.warc.gz
| 693,757,874
| 945
|
eng_Latn
|
eng_Latn
| 0.992483
|
eng_Latn
| 0.997058
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
845,
2038,
3569
] |
[
3.4375
] | 2
| 3
|
DCI: Earth's Systems
HS.ESS2.D: Weather and Climate
Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (HS-ESS3-6)
DCI: Earth and Human Activity
HS.ESS3.A: Natural Resources
All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2)
DCI: Earth and Human Activity
HS.ESS3.C: Human Impacts on Earth Systems
The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3)
DCI: Earth and Human Activity
HS.ESS3.D: Global Climate Change
Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5)
DCI: Engineering Design
HS.ETS1.B: Developing Possible Solutions
When evaluating solutions it is important to take into account a range of constraints including cost, safety, reliability and aesthetics and to consider social, cultural and environmental impacts. (HS-ESS3-2), (HS-ESS3-4)
DCI: Earth and Human Activity
HS.ESS3.A: Natural Resources
Resource availability has guided the development of human society. (HS-ESS3-1)
DCI: Earth and Human Activity
HS.ESS3.B: Natural Hazards
Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations. (HS-ESS3-1) (HS-ESS3-1)
DCI: Earth and Human Activity
HS.ESS3.C: Human Impacts on Earth Systems
Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. (HS-ESS3-4)
DCI: Earth and Human Activity
HS.ESS3.D: Global Climate Change
Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities. (HS-ESS3-6)
Science and Engineering Practices
Using Mathematics and Computational Thinking
Mathematical and computational thinking in 9–12 builds on K–8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.
Create a computational model or simulation of a phenomenon, designed device, process, or system. (HS-ESS3-3)
Science and Engineering Practices
Using Mathematics and Computational Thinking
Mathematical and computational thinking in 9–12 builds on K–8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.
Use a computational representation of phenomena or design solutions to describe and/or support claims and/or explanations. (HS-ESS3-6)
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 9– 12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. Design or refine a solution to a complex real world problem, based on scientific knowledge, studentgenerated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-ESS3-4)
Crosscutting Concepts
Cause and Effect
Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HSESS3-1)
Crosscutting Concepts
Stability and Change
Feedback (negative or positive) can stabilize or destabilize a system. (HS-ESS3-4)
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 9– 12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-ESS3-1)
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 9– 12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. Design or refine a solution to a complex real world problem, based on scientific knowledge, studentgenerated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-ESS3-4)
Crosscutting Concepts
Systems and System Models
When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. (HSESS3-6)
Crosscutting Concepts
Stability and Change
Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. (HS-ESS3-3), (HS-ESS3-5)
|
<urn:uuid:7e7bd428-c45a-4f0e-8aa5-97c29ee8211d>
|
CC-MAIN-2020-16
|
https://media.bscs.org/nextgentime2/stickers/high_school/HS-ESS3_Student_Thinking.pdf
|
2020-04-07T18:10:21+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00469.warc.gz
| 616,216,365
| 1,267
|
eng_Latn
|
eng_Latn
| 0.984306
|
eng_Latn
| 0.986162
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
3068,
6295
] |
[
3
] | 1
| 5
|
Did you know that without the printing press, books like the ones we read today would not exist?
This Primary School Teacher’s Fact and Activity Pack will take your pupils on a journey of discovery through the history of books, where they will learn how the invention of the printing press changed the way books were made so that everyone can enjoy them today!
Printing
and
Bookmaking
Teacher’s
Fact and Activity Pack
Primary School
Curriculum Links
y
eractive
assroom
tivities
suitable for 4th - 6th Class
Factsheet 7
Composing type and printing a proof
1. Case of Type - this is a wooden case where all the pieces of movable type are stored. Each letter of the alphabet has its own compartment in the case. The small letters (lowercase) and the capital letters (uppercase) are stored together in the one case.
page 9
2. Movable Type - these are pieces of metal with a raised letter of the alphabet on top. Type is available in many different designs such as Times New Roman and Garamond. Each style is known as a typeface or font.
3. Compositor - the compositor has the job of putting all the movable type together to get it ready for printing. In the past compositors were paid for their speed and docked wages if they made mistakes.
4. Composing Stick - this is a metal stick used by a compositor to set the type. The compositor holds the composing stick in their left hand and selects the type from the case with their right hand. The type is placed into the composing stick upside down and back to front.
5. Galley and Cord - once the composing stick is full, the compositor places the type onto a tray called a galley and ties it up with a piece of cord to keep it in place.
6. Furniture and Chase - the type is then transferred into a metal frame called a chase. Pieces of wood, called furniture, act as spacers between sentences, paragraphs and the sides of the page.
7. Quoin and Key - the type and furniture are then locked up tightly using small springs called quoins and a special key.
8. Hammer and Plainer - the final step before printing a proof is to level all the type and furniture with a hammer and a piece of wood called a plainer.
9. Forme- is a complete block of movable type which is ready for printing.
10. Ink and Roller - the ink is placed onto the forme with a roller.
11. Proofing Press - before the compositor hands the forme over to the printer to be printed, he first runs a quick print on a proofing press, to check for any mistakes.
12. Printer - the printer has the job of operating the printing press, which will print many of the pages set by the compositor.
|
<urn:uuid:add5876d-c318-4e26-9cbb-d05e4a2fd416>
|
CC-MAIN-2020-16
|
https://www.nationalprintmuseum.ie/wp-content/uploads/2020/03/NPM_Factsheet_7.pdf
|
2020-04-07T16:15:24+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00470.warc.gz
| 1,054,368,334
| 589
|
eng_Latn
|
eng_Latn
| 0.998765
|
eng_Latn
| 0.999432
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
518,
2601
] |
[
3.6875
] | 1
| 0
|
Recommendations for the use of Ultra Monolaurin
Do NOT chew the pellets. Do not take with hot liquids. DO take at least the first few doses with meals.
DO NOT EXCEED RECOMMENDED Starting Level: Persons with chronic infections should consider starting with one scoop per day or less on day one (1) before increasing. Ultra Monolaurin may kill bacteria and viruses and fungi very quickly. This may cause a Herxheimer-like reaction because the body is not able to remove the debris quickly enough.
Adults:
Take one scoop (1/4 tsp) 3 or 4 times per day with water (or other cool liquid) until several days after symptoms are gone. Ultra Monolaurin can be taken daily for chronic conditions. In this case take one scoop (1/4 tsp) per day for day one. If there are no adverse affects, take 2 scoops on day two, or else repeat one scoop. If two scoops cause no side effects use 3 scoops. Build to one scoop 4 times per day.
Children (3-10 year olds):
For very young children, place 1 to 3 easy to swallow pellets on the tongue and follow with water or juice. For older children use half the adult dose. If necessary, and if there are no adverse affects after a day, dosage may be increased to 1 scoop per day.
The pellets (whole or powdered) may be mixed in foods like honey, applesauce, pudding, and peanut butter.
The recommended doses should be followed unless directed by a qualified health care professional.
Description of the Product: Each scoop (1/4 tsp) contains approximately 750 mg. 90% Monolaurin. Encapsulated products are usually 300 mg to 600 mg, and contain a lesser percentage of Monolaurin.
Benefit: Ultra Monolaurin has been shown to be effective against pathogenic bacteria, viruses, protozoa, yeast and other fungi. They may be destroyed faster than the body can remove the toxic products, so it is very important to start with the suggested dose (or less), and build slowly beyond that if necessary.
Side Effect: Ultra Monolaurin can precipitate the die-off of bacteria and other pathogens, and cause a Herxheimer – like reaction. This may be an allergy-like inflammatory response in the skin, mucus membrane, nervous system or viscera. This is because Ultra Monolaurin can kill bacteria faster than the body can remove the debris. In this event, simply reduce the amount for a day and then start slowly to increase again. Of course, there is always the possibility of an allergy to coconut.
Ultra Monolaurin
Studies have not been done for its use in pregnant or lactating women, therefore its use cannot be recommended. However, monolaurin is a normal component of human mothers' milk. Pregnant and nursing women have been using monolaurin for years with no reported side effects.
Optional treatments:
For each scoop Opti-Monolaurin use 1 Opti-Elderberry for Influenza.
For each scoop Opti-Monolaurin use 1 BladrEase for Bladder infections (cystitis).
For E coli Bladder infections, add d-Mannose and use per label instructions.
For each scoop Opti-Monolaurin use 1 PhytoBiotic for immune support, antimicrobial support and parasites.
These statements have not been evaluated by the FDA. Products are not intended to diagnose, treat, cure or mitigate any disease.
|
<urn:uuid:296ec407-316d-437e-a037-923fb494fe2f>
|
CC-MAIN-2020-16
|
https://www.nutritionpureandsimple.com/Images/PDF%20Products/UltraMonoDosageandUsage.pdf
|
2020-04-07T16:11:35+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00469.warc.gz
| 1,100,724,605
| 752
|
eng_Latn
|
eng_Latn
| 0.995514
|
eng_Latn
| 0.995514
|
[
"eng_Latn"
] | false
|
docling
|
[
3215
] |
[
2.640625
] | 1
| 8
|
Useful Sources for Researching Historic Properties
Research Guides
[x] National Register Bulletin 39: Researching a Historic Property: Guidance on researching a historic property from the National Park Service.
[x] Preservation Hotline #8: Tracing the History of Your Historic Building: Guidance on researching a historic property from the South Carolina SHPO.
[x]
Preservation Hotline #13: Researching a Mid-Century/Modern Property: Guidance on researching a MidCentury/Modern property from the South Carolina SHPO.
[x] SCDAH Guide to Online Research: List with links to online resources available from the South Carolina Department of Archives & History.
[x] SHPO Historic Properties Research: List with links to online resources available from the South Carolina SHPO.
Libraries and Archives
[x] SCDAH Research Room: Collection includes non-current public records from the legislature, judicial system, office of the governor, state agencies, county and municipal governments, school districts, and special purpose districts. Consult the South Carolina Archives Summary Guide to Holdings for additional details on the collection.
[x] South Carolina Historical Society: Organization with significant holdings related to South Carolina history.
[x] South Caroliniana Library: Library at the University of South Carolina with an extensive collection of archival material related to South Carolina topics.
[x] Southern Historical Collection: Part of the Louis Round Wilson Library Special Collections at UNC-Chapel Hill. One of the largest archival collections in the U.S. related to southern history.
[x] SCIWAY South Carolina County Libraries: List with links to public county libraries across the state. Some local libraries offer extensive access to digital collections and/or a research room dedicated to local history. Check what sources your local library offers.
[x] SCIWAY South Carolina Historical and Genealogical Organizations: List with links to various historical and genealogical organizations across the state, organized by county.
Digital Collections
[x] Archive.org: Digitized documents, including an array of printed materials that are useful for historical research.
[x] Charleston Museum Photograph Collection: Digitized historic images of Charleston, including many buildings and streetscapes.
[x] Detroit Publishing Company Collection: Includes over 25,000 photographs from 1880-1920. Approximately 194 photographs of South Carolina are included in the collection.
[x] Digital Public Library of America: Similar to the SC Digital Library, but drawing on material from wider geographic range.
[x] DocSouth: Digitized materials on Southern history from the collections of UNC-Chapel Hill.
[x] Historic American Buildings Survey/Historic American Engineering Record/Historic American Landscapes Survey: Measured drawings, photographs, and histories for over 38,600 historic properties.
[x] History of South Carolina Slide Collection: Digitized images from 1989 slide collection. Includes historic photos and illustrations of buildings, structures, and landscapes from across the state. The images are indexed by topic, county, and subject.
[x] Jackson Davis Collection of African American Photographs: Digital collection held by the Small Special Collections Library at the University of Virginia. Includes over 500 photographs from South Carolina.
[x] Library of Congress Digital Collections: Collections relevant to South Carolina include: Carnegie Survey of the Architecture of the South, Gladstone Collection of African American Photographs, Slave Narratives from the Federal Writers' Project, Civil War Glass Negatives and Related Prints, Genthe Collection, National Child Labor Committee Collection, Lomax Collection, and Frances Benjamin Johnston Collection.
[x] Lowcountry Digital Library: Various collections, including numerous photograph collections, relevant to Charleston and the Lowcountry.
[x] Negro Motorist Greenbook Collection: Digitized collection of guides for African American travelers from 1936 to 1966, held by New York Public Library.
[x] Richland County Library Digital Collections: Digitized photos and maps from Columbia and Richland County, free to access (does not require library card). See The State newspaper photo archive, and the Russell Maxey, Bicentennial, and Mabel Payne Photograph Collections.
[x] SCDAH Online Records Index: Database of records from South Carolina Department of Archives & History's holdings indexed by topics, including: Will Transcripts (1782-1855); Records of Confederate Veterans (19091973); Plats for State Land Grants (1784-1868); Legislative Papers (1782-1866); Criminal Court Records (1769-1891); School Insurance Photographs (1935-1952); and National Register Properties.
[x] South Carolina Digital Library: Free access to photographs, manuscripts, journals, oral histories, etc. from 40 cultural institutions in the state. 200,000 item database.
[x] South Carolina Electronic Records Archive (SCERA): A portal for accessing electronic records created by state agencies and digitized materials from the SCDAH archives, including birth certificates (1915-1916) and a map collection.
[x] South Carolina Historic Properties Records (SCHPR): Searchable database of SHPO records from the Statewide Survey of Historic Properties and National Register listed properties.
[x] University Libraries – Digital Collections, University of South Carolina: Digital collections of the libraries of the University of South Carolina, including numerous photo collections and a collection of South Carolina postcards, among many other useful sources. Collections can be searched or browsed by topic, department, or material type. Items of note: Berkeley County Photograph Collection; Beulah Glover Photograph Collection (Lowcountry images, 1941-1952); Columbia City Directories (1859-1927); George LaGrange Cook Photograph Collection (Historic images of Charleston and Summerville, 1880s-1890s); Inventory of S.C. Church Archives: Survey of Church Archives conducted by W.P.A. workers between 1937 and 1939; John Hensel Photograph Collection (Historic images of Columbia, 1949-1951); Joseph Winter Photograph Collection (Historic images of Columbia, 19651980); Kenneth Frederick Marsh Photograph Collection (Historic images of homes, public buildings, textile mills, and churches); and South Carolina Railroads Photograph Collection.
Genealogy Services
[x] Ancestry.com: Searchable access to census records, city directories, and other sources. Free access to Ancestry.com is available at the South Carolina Department of Archives and History.
[x] FamilySearch: Free genealogical research from the Church of Jesus Christ of Latter Day Saints.
[x] The Freedmen's Bureau Project: Searchable database of Freedmen's Bureau Records with free account through FamilySearch.
[x] Fold3.com: Searchable database of military records.
Newspapers/Journals
[x] Chronicling America, Historic American Newspapers: Text searchable newspaper collections from across the U.S., including a number from South Carolina (pre-1923). Project of the Library of Congress.
[x] NewsBank: Online database that provides access to searchable issues of many current and historic South Carolina newspapers. Available through various libraries. Check with your local library about access.
[x] Readex – America's Historical Newspapers: Database of historical newspapers, 1690-1922. Check with your local library to see what newspaper sources may be available to you.
[x] Google News Archive: Online archive providing free access to digital scans of newspapers.
[x] Accessible Archives: Online archive providing access to a number of sources, primarily from the 19 th and early 20 th centuries, including a number of African American newspapers. The Christian Recorder is a particularly useful source for researching A.M.E. Churches. Check with your local library to see if they provide access. Personal subscriptions are available for a fee.
[x] JSTOR: A subscription service that provides digital access to a large variety of scholarly journals. It is possible to read a limited number of articles for free if you create a free account. Wider access is available via paid individual subscriptions. Most university libraries will provide free access.
Maps
[x] David Rumsey Map Collection: Large collection of digitized maps from around the world. Includes downloadable Google Earth layers, georeference viewer, and other unique features. Nearly 300 maps related to South Carolina.
[x] Hargrett Rare Map Collection, University of Georgia: Digitized historic maps, primarily covering Georgia but also including maps related to the Carolinas.
[x] HistoricAerials.com: Historic aerial photographs and topographic maps, searchable by current address. Free to use with watermark, images can be purchased without watermark. Sometimes useful for identifying date ranges for building construction/alterations.
[x] Library of Congress Map Collections: Digitized maps from the Library of Congress. Offers online access to over 400 maps of South Carolina, primarily from the 19 th century.
[x] Perry-Castaneda Library Map Collection, South Carolina Maps: State maps, historic city maps, historic topo maps, and maps of National Parks. Part of the collections of the University of Texas at Austin.
[x] Sanborn Fire Insurance Maps, South Caroliniana Library: Produced for many cities and towns across the nation. Provides footprint outline of building, number of stories, porches, and (on color maps) building materials. Color maps available for free from the South Caroliniana Library for years 1884-1923. Local libraries or archives may have additional maps in their collections that are not available online.
o Residents of Spartanburg County can access a more complete collection from UMI with a Spartanburg County Library Card.
o Residents of Charleston County can access a more complete collection with a Charleston County Library Card.
[x] SCDOT County Road Maps: Historic maps of all South Carolina counties, part of USC digital collections.
[x] SCERA Map Collection: Digitized maps from the SCDAH Archives.
[x] SCIWAY South Carolina County GIS Maps: List with links to interactive GIS maps across South Carolina (not available for every county). Some county GIS maps include historic aerial layers.
[x] South Caroliniana Library Map Collection: Digitized map collection searchable by date, creator, or keyword.
[x] Topographic Maps of South Carolina, 1888-1975: Digitized topo maps from the University of South Carolina Map Library.
[x] USGS Historical Topographic Map Explorer: Searchable topographic maps since 1884.
Plan and Pattern Books
[x] The Aladdin Company of Bay City Collection: History and sales catalogs of Aladdin kit homes from 1908 to mid1950s. Collection held by the Clarke Historical Library, Central Michigan University.
[x] The Association for Preservation Technology's Building Technology Library: Contains digitized out-of-copyright architectural publications, construction trade catalogs, house plan books, and related publications dating from the early nineteenth century through 1963.
[x] Sears Archives: History, chronology, and images of Sears hit homes, 1908-1940
[x] The Wilburn Patterns Books: Pattern books of Atlanta architect Leila Ross Wilburn (b.1885-d.1967).
[x] Roots and Recall: Links to various historic pattern books (as well as a growing database of historic property images). Free upon signup for email list.
Deeds and Plats
[x] SCIWAY South Carolina County Register of Deeds: List with links to the Register of Deeds website for each South Carolina County.
[x] SCIWAY South Carolina County GIS Maps: Some counties include digitized plats as part of their GIS mapping.
[x] SCDAH: The South Carolina Archives houses an extensive collection of deeds and plats, as well as state and local government records. Consult the reference staff for assistance. The summary guide to the collections is very useful for browsing available collections.
Surveys and Inventories
[x] South Carolina Statewide Survey of Historic Properties Finding Aid: The records include photographs, map locations, and brief descriptive and historical information documenting historic buildings, structures, sites, objects, and landscapes in every county in the state. Relatively few properties have been recorded in some counties, but in others thousands have been documented. The records date from the mid-1970s to the present.
[x] South Carolina Historic Contexts and Survey Reports: Digitized SHPO historic contexts and survey reports on locations and subjects specific to South Carolina.
[x] SC ArchSite: Online cultural resource geographic information system for the state of South Carolina. The Public View offers a searchable map showing the locations of National Register listed and eligible properties across the state, as well as above-ground historic and architectural properties recorded by surveys. The Subscriber View offers access to the locations and site files of archaeological sites, restricted National Register listed properties, and survey areas. Primarily useful as a reference tool to determine the status of a property and to find identifying information for related records held by SCDAH/SHPO, such as National Register nominations or survey reports, or for archaeological site file records held by SCIAA.
[x] South Carolina Equalization Schools 1951-1960: Online inventory of known equalization schools in the state, plus additional research resources.
[x] South Carolina Rosenwald Schools Database: SHPO compiled county by county record of Rosenwald Schools.
[x] Rosenwald Fund Card File Database: Searchable database of Rosenwald schools, provided by Fisk University.
[x] Cinema Treasures: Inventory of movie theaters in South Carolina with images available for some buildings. Organized alphabetically by theater.
[x] South Carolina Railroad Stations: PDF list of surviving railroad stations in South Carolina from AmericanRails.com.
[x] Inventories of American Painting and Sculpture, Smithsonian American Art Museum: Searchable inventories of American art, including an inventory of outdoor sculpture in South Carolina.
November 2019
|
<urn:uuid:8907215b-6dd3-48b9-a3a4-94717ea16ed7>
|
CC-MAIN-2020-16
|
https://scdah.sc.gov/sites/default/files/Documents/Historic%20Preservation%20(SHPO)/Research-Resources%20Nov%202019.pdf
|
2020-04-07T17:56:59+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00469.warc.gz
| 711,728,373
| 2,775
|
eng_Latn
|
eng_Latn
| 0.97158
|
eng_Latn
| 0.972118
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
3373,
8292,
12022,
14221
] |
[
1.65625
] | 5
| 0
|
(An Initiative of Sri Sathya Sai Health & Education Trust & Sri Sathya Sai Annapoorna Trust)
SCIENTIFIC COMMITTEE for NUTRITION (SCN)
Dr Satish Babu MD MRCP CCST(London) Consultant Endocrinologist BGS Global Hospital, Bangalore
Respected Madam / Sir,
Dr Arvind Shenoi MD DM(Neonatology) Consultant Paediatrician, Cloud Nine Hospitals, Bangalore
Dr Yoganada Reddy MD DNB Consultant Paediatrician, Past President IMA (Karnataka)
Dr Shobha Gudi MD DNB FICOG HoD Dept. of Obstetrics St. Philomena Hospital, Bangalore
Dr Shekar S
MD FRACMA MMA (Aus)
Neonatologist Kangaroo Care, Bangalore
Dr Saritha P MD DCH MRCPCH (UK) Consultant Paediatrician
Dr Nithyananda MBBS Family Physician, Bangalore
Dr Archana K MBBS DCD DSA (UK) Consultant Dermatologist, Bangalore
Dr Narayanmurthy MD Critical Care Physician, Bangalore
Prof Kannan S B.Tech LLB MS PhD Visiting Faculty, University of Illinois, USA
Smt Vidhya R DCN MSc Nutritionist, Cloud Nine Hospitals
Smt Kusum Kunchaparty B.E Scientist, DRDO, Bangalore
Mr Anand Kadali B.E MBA Secretary, Sathya Sai Annapoorna Trust
Mr Kalai Selvan BSc MSc GM, Evexia Nutrition Pvt Ltd
Mr Bharani Prasad MBA Secretary, SaiSure, Nutrition Program
Sainamana, 313/D, 9
th
A main
5
th block, Jayanagar, Bangalore
560 041
email@example.com
+91 99105 82589
I take this sublime opportunity to convey our greetings and warm wishes to your good self.
It is our privilege to appraise the nutrition program of Sri Sathya Sai Annapoorna Trust. The Annapoorna Trust is providing morning nutritious breakfast to more than two lac school children in 15 states of India. The sole objective of this initiative is 'Healthy Childhood', thus contributing to building healthy Nation. The vision of the organization is 'No child should go to school hungry ever'.
As you are aware, Malnutrition related health issues remain the major challenge in India in all age groups, more so in pregnant women and children of underprivileged societies. In our humble opinion, the single most immediate need which will contribute to improvement of the holistic health of these vulnerable population is 'Nutrition'. In trying to address this national bane, the organization with the inputs from qualified professional medical fraternity has formulated Multi Nutrient Supplement named SaiSure. The multi nutrient powder will be provided to schoolchildren mixed with milk, milk being provided by Government.
The medically formulated multi nutrient supplement with calories, protein, vitamins, (both fat and water soluble) Iron, Calcium and trace elements (Iodine, zinc, copper and selenium) will augment the nutrient value of potentially inadequate intake of balanced diet in these susceptible children.
The scientific committee consisting of eminent specialists from respective fields have deliberated and discussed the best possible healthy options in deriving the composition from a good source of ingredients. They concur the safety aspect of the composition and strongly recommend as a good source of multi nutrient supplement for growing children.
I take this wonderful opportunity on behalf of the Scientific Committee on Nutrition (SCN) in recommending SaiSure for Children as a multi nutrient supplement to be consumed daily.
I am also delighted on this occasion to convey in most humble way the gratitude each esteemed member of Scientific Committee on Nutrition want to express to Sri Sathya Sai Annapoorna Trust and their patrons for this noble opportunity they were bestowed with in a sincere attempt in alleviating malnutrition in children.
With warm regards and prayers.
Dr Satish Babu, MD, MRCP, CCST (London) Chairman, Scientific Committee for Nutrition
|
<urn:uuid:0d9ec519-4caf-4e87-ba1b-6eb10fd3eb3f>
|
CC-MAIN-2020-16
|
https://annapoorna.org.in/wp-content/uploads/2019/09/SaiSureEvidence-ScientificCommitteForNutrition.pdf
|
2020-04-07T16:57:16+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00471.warc.gz
| 347,511,118
| 830
|
eng_Latn
|
eng_Latn
| 0.961231
|
eng_Latn
| 0.961231
|
[
"eng_Latn"
] | false
|
docling
|
[
3705
] |
[
1.4375
] | 1
| 1
|
Auckland Classical Association
President: Mr G J Thwaite
P O Box 2062
Shortland Street
Auckland
Web: www.classics.org.nz
Newsletter 1: May 2009
1. SUBSCRIPTION
Subscriptions for 2009 are now due. Please forward $20 subscription or inform the Secretary if you wish mail-outs to continue. Please make cheques in favour of the Auckland Classical Association.
Please remember to notify the Secretary of any change in residential or email address.
2. PROGRAMME
Our regular venue is The Federation of Graduate Women's Room on the first floor of Old Government House. The time is usually 7.30pm. Where the time and place are otherwise, this will be specified.
There are more events planned but the dates and topics are still to be arranged at this time, and announcements will be made by email and on the website www.classics.org.nz.
Important ACA dates for 2009:
Wednesday, 27 May 2009, 7.30 pm, Old Government House, Federation of Graduate Women's rooms.
Dr Bill Barnes: "Aristippus in Tasmania." Dr Barnes is from the Department of Classics at the University of Auckland.
Saturday, 30 May 2009. For those members interested in the re-enactment of ancient warfare, the movie made of the Legio II Augusta, "A Passion for History", will be played on the big screen at the 30th National Science Fiction Convention of New Zealand, ConScription 2009, at the Hotel Grand Chancellor, Auckland Airport. The convention runs from Friday 29 May to Monday 1 June (Queen's Birthday weekend), but the movie will be played some time on Saturday morning (time unknown). http://conscription.co.nz/ConScription/
Tuesday, 23 June 2009, 7.30 pm Clocktower room 029 (Old Arts Building). Junior Latin Reading Competition. Entry is open to students of Years 9 and 10 Latin, and application forms are available from the Secretary or Latin teachers. There is a limit of three students per school for this competition due to time constraints.
Tuesday, 30 June 2009, 7.30 pm Clocktower room 029 (Old Arts Building). Senior Latin Reading Competition. Entry is open to students of Years 11-13 Latin, and application forms are available from the Secretary or Latin teachers. There is no limit to the number of students entered in the senior competition.
Tuesday 28 July 2009, 7.30 pm, Old Government House, Federation of Graduate Women's rooms. Mr Gregory Thwaite: "Roman Law in Juvenal."
Tuesday, 25 August 2009, 7.30 pm, Old Government House, Federation of Graduate Women's rooms.
Professor Vivienne Gray: "Xenophon and the Spartan Laws of Lycurgus."
/ACA Newsletter 1a 2009.doc
Secretary: Mrs Kylie Burling
52 Kohekohe Street
New Lynn
Waitakere 0600
T +64 9 827 0070
Emails: email@example.com
Monday, 5 October 2009, 7.30 pm, Old Government House, Federation of Graduate Women's rooms. Barbara Gold will be visiting New Zealand. Further details are unknown at this stage.
Thursday, 10 September 2009, 7.30 pm (room to be advised).
ACA Classical Studies Quiz for Schools. Entry is open to students of Years 9-13 Classical Studies, and application forms are available from the Secretary or Classics teachers. Schools may enter any number of teams, but team membership is limited to a maximum of three students. Any teams of four students will be split into two teams of two students. Members are invited to participate by contributing a question (and its answer) to our database of questions. Any such contributions must be emailed to the Secretary by the end of August.
3. STUDENT NEWS
Prize-winners 2008
W. K. Lacey Prize in Ancient History Stage 1: Ellen White
Classical Studies Prize Stage 2:
Christopher Northcott
Greek language Prize Stage 1:
Geoffrey Thompson
Latin Language Prize Stage 1:
Jessica Pearce
4. CLASSICAL CLASSIFIEDS
BIRTH NOTICE
The Secretary is pleased to announce the safe and early arrival of the Association's newest members, Lennard and David Burling, and promises that she will not turn the newsletters into a forum for baby updates but also knows that a large number of
members have expressed an interest in the twins so provides the details herewith: Walter Lennard, 5lb 1oz, and Caspian David, 4lb 9oz, born on 12 March, seven weeks
early, by natural delivery after only a six-hour labour. Both boys were in intensive care for three weeks, initially for assistance with breathing and for temperature control, but mostly while waiting for them to become a bit bigger and stronger and closer to 'normal' newborn size. They are now nine weeks old and over 8lb each, and doing very well indeed. (Photo taken at one month.) They missed being born on the Ides of March, but are making up for their apparent lack of classical awareness by demonstrating strong oratory skills already (note the hands). Thank you to all who have sent emails.
OBITUARY
Tribute by Mr Gregory Thwaite for Mr Bill Bryan
The Association lost recently one of its stalwart members. Mr. Bill Bryan died in late April after a heart attack, at age 59.
Bill was a frequent attender at evening meetings of the Association. He invariably attended the AGM, where his contributions to any debate were always precise and thoughtful.
I never inquired about his academic background, but I understand that he was one of Prof. Lacey's students. Bill displayed a broad knowledge of both the Latin and the Greek worlds, and had an interest in them both. He was a chairman's delight, in that he would often ask a question, either to start a discussion, or to keep it moving. His questions revealed a wide learning, and often an individual perspective on a topic. The German world was also within his intellectual realm, and I would see him from time to time at meetings of the Goethe Society.
A particular and much-appreciated service to the Association was the supply of wine from his extensive cellar for the pre-AGM drinks. Yet another area in which he had a wide and developed interest.
Quite a number of people in the large congregation at his funeral spoke of the diversity of his interests, from his collection of roosters through to his deep religious belief and on to airline timetables. In all his various interests and hobbies, most apparent were Bill's qualities of warmth and courtesy.
Requiescat in pace.
Gregory J. Thwaite President
Tribute by Mr Michael Farrell
I encountered Bill many times at the University Classics Department and at meetings of the Classical Association when it was convenient to attend. Bill was an extremely loyal supporter of the cause of Classics.
Bill was an Old Boy of Auckland Grammar School, which I have served for my entire working life. I have spoken to many of his teachers and contemporaries over the years and they have confirmed what a courageous and a remarkable person he was.
Grammar would like to acknowledge Bill in the next (October edition) of its magazine "Ad Augusta". Can you suggest anyone that I could contact for a brief biography/tribute?
Thank you for the news, albeit very sad.
Best wishes.
Michael Farrell Heritage Officer AGS Master 1970-2003 Head of Languages 1977-2003
5. NEWS FROM THE WORLD OF CLASSICS
All news articles were sourced by Kylie Burling unless otherwise cited, and have been abridged. Please send news articles of possible interest to the Association to the Secretary. These will be collated and edited for inclusion in future newsletters. Thank you again to the editing team for the time and effort expended on our behalf, especially Professor Gray and Miss Debenham.
Egyptian tomb discovery sheds light on super cemetery
24 December 2008, NZ Herald http://www.nzherald.co.nz/world/news/article.cfm?c_id=2&objectid=10549633&ref=emailfriend
SAQQARA - A pair of 4300-year-old pharaonic tombs discovered at Saqqara indicate the necropolis south of Cairo is larger than previously thought, say Egypt's top archaeologist.
The tombs were built for high officials - one responsible for the quarries used to build the pyramids and the other for a woman in charge of procuring entertainers for the pharaohs.
"We announce today a major, important discovery at Saqqara, the discovery of two new tombs, dating back to 4300 years ago," said Dr Zahi Hawass. "The discovery ... is the beginning of a big, large cemetery."
The discovery indicates that there is even more to the vast necropolis of Saqqara, located 19km south of Cairo.
In the past, excavations have focused on just one side of the two nearby pyramids - the Step Pyramid of King Djoser and that of Unas, the last king of the Fifth Dynasty. The area where the two tombs were found, to the southwest, has been largely untouched.
"This means the royal cemetery is bigger than we thought," said Saleh Suleiman, the archaeologist responsible for the excavation.
According to Hawass, only 30 per cent of Egypt's monuments have been uncovered.
Sent in by Robert Bowden
Light thrown on Pantheon
4 February 2009, NZ Herald ht tp://www.nzherald.co.nz/science/news/article.cfm?c_id=82 &ob j e ctid =10 55 49 85
A New Zealand researcher has found - 2000 years after it was built - that the ancient Roman temple known as the Pantheon may play the role of a colossal sundial.
The temple in Rome, completed in AD128, is a cylindrical chamber topped by a domed roof with a skylight in the top which lets through a dramatic shaft of sunlight.
But New Scientist reported Otago University's Professor Robert Hannah - an expert in Roman art, "archaeo-astronomy" and ancient calendar systems - has discovered the Pantheon may have been more than just a temple.
Professor Hannah has just published a book, Time in Antiquity, with a case study of the Pantheon.
He shows that for the six months of winter, the light of the noon
sun entering through the skylight, or oculus, traces a path across the inside of the domed roof.
In summer, with the sun higher in the sky, the shaft shines on to the lower walls and floor.
At the two equinoxes, in March and September, the sunlight coming in through the hole strikes the junction between the roof and wall, above the Pantheon's grand northern doorway.
A grille above the door allows a sliver of light through to the front courtyard - the only moment in the year that it sees sunlight if its main doors are closed.
Professor Hannah has shown this was no coincidence, because smaller hollowed-out domes were made in Roman times to act as a type of sundial to show the time of year.
He said that by marking the equinoxes, the Pantheon was intended to elevate emperors who worshipped there into the realm of the gods.
Divers a Threat to Undersea Relics
25 February 2009, NZ Herald
A corroded mechanism recovered by sponge divers from a sunken wreck near the Greek island of Antikythera in 1902 changed the study of the ancient world forever.
The Antikythera Mechanism, a system of bronze gears from the 2 nd century BC, was used to calculate the date of the Olympic Games based on the summer solstice. Its mechanical complexity was unequalled for 1000 years, until the cathedral clocks of the Middle Ages.
Archaeologists believe hundreds more wrecks beneath the eastern Mediterranean may contain treasures, but a new law opening Greece's coastline to scuba diving has experts worried that priceless artefacts could disappear into the hands of treasure hunters.
"The future of archaeology in this part of the world is in the sea," said marine archaeologist Harry Tzalas. "This law … opens the way to the looting of antiquities from the seabed which we don't even know exist."
Greece's 1932 antiquities law says all artefacts on land and in the sea belong to the state, but it does not regulate scuba diving. A new law implemented in 2007 and designed to promote tourism opens most of Greece's 15,000km coastline to scuba divers, except for about 100 known archaeological sites.
Greece's archaeologists' union and two ecological societies have appealed fo rthe law to be rescinded. Katerina Dallaporta, director of antiquities at the Culture Ministry, says metal detectors and bathyspheres allow treasure hunters to find artefacts with ease in the Adriatic and Aegean.
"Not every diver is an illegal trafficker … but we need to ensure these treasures remain for future generations." Most of the world-famous bronzes in Greece's National Archaeological Museum, such as the 5 th century BC statue of Poseidon hurling his trident found off Cape Artemision, were salvaged from the sea. Statues on land were destroyed or melted down for coins or weapons.
Some were found in shallow-water shipwrecks like the one off Antikythera, believed to be a 1 st century BC Roman ship carrying a haul of ancient Greek art back to Italy. Other precious statues were dredged from the deep ocean in fishermen's nets.
Greece offers rewards to prevent relics falling into private hands. It paid €440,000 to a fisherman for a female torso off the island of Kalymnos in 2005.
Getty Museum announces venture with Italian museum
23 March 2009, The LA Times http://latimesblogs.latimes.com/culturemonster/2009/03/gettys-brand-se.html
The J. Paul Getty Museum and the National Archaeological Museum of Florence, Italy, have entered into a long-term cultural collaboration that will bring one of the latter's most important masterpieces and other significant works to Southern California, officials of both institutions announced today.
As the first element of the partnership, the Getty Villa in Malibu will present an exhibition centered on the Etruscan bronze, "The Chimaera of Arezzo," from July 16 through Feb. 8. The Getty also plans an exhibition of ancient bronzes, including Greek, Roman and Etruscan works, and a show devoted solely to Etruscan art.
In an interview today, J. Paul Getty Museum director Michael Brand hailed the collaboration as the "silver lining" of the Getty's involvement in a highly publicized controversy over looted antiquities that have been discovered in recent years in the collections of major museums worldwide.
That embarrassment resulted in the Getty returning 39 objects, including sculpture, vases and urns, to Italy; the museum also returned objects to Greece.
One of the signature works in the Getty's antiquities collection, the marble and limestone Aphrodite, will remain on display at the Getty Villa until December 2010, after which it also will be returned to Italy. Italian officials said that sculpture had been looted from Sicily before being acquired by the Getty.
As yet, the Getty is not sending any of its own objects to the Florence museum as part of the exchange. Brand said the Getty is also in discussions with other Italian museums, so future exchanges with Italy may not be limited to antiquities.
Ruth Weisberg, dean of the USC Roski School of Fine Arts, said the new collaboration "represents a healing" between Italy and the Getty. Weisberg called "The Chimaera of Arezzo" "fabulous ... a unique survival of a large-scale piece. It will be a wonderful thing for all of us to experience."
The large-scale sculpture of a three-headed monster consisting of a lion, a fire-breathing goat and a serpent is from 400 to 375 BC. It will be displayed along with related works from other museums and the Getty's collection.
The news of the venture comes on the heels of revelations of major financial problems at the Getty, with the world's wealthiest arts institution planning to slash its budget nearly 25% in the upcoming fiscal year.
Sent in by Bill Bryan
Gas Warfare in Ancient times
26 March 2009, NZ Herald
Archaeologists belive asphyxiated platoon died around 256AD from chemical attack.
The earliest example of chemical warfare has been unearthed at an archaeological site in the Syrian desert, where soldiers of a Persian empire gassed a platoon of Roman troops in about 256AD by ashyxiating them with the smoke from burning bitumen and sulphur.
A makeshift grave of 20 Roman soldiers in full battle armour was discovered at the site of the ancient city of Dura-Europos in the 1930s but it is only now that scientists have been able to figure out exactly how they died.
It was known that they were killed while defending the city against a Persian siege by digging tunnels to counter those being dug by the Sasanian Persian Army under the walls of the city.
New evidence suggested the Roman troops were gassed, said Simon James, an archaeologist at Leicester University.
Dr James said the Persian siege involved digging mines under the city walls to undermine the fortifications, which would have led to mines being dug by the Roman defenders who would have tried to intercept the Sasanian soldiers.
"It is evident that when mine and counter-mine met, the Romans lost the ensuing struggle," said Dr James. "Careful analysis of the disposition of the corpses shows they had been stacked at the mouth of the counter-mine by the Persians, using their victoms to create a wall of bodies and shields. This would have kept the Roman counter-attack at bay while they set fire to the counter-mine, collapsing it, allowing the Persians to resume sapping the walls. This explains why the bodies were where they were found."
But the question remained: how did the 20 Roman troops die?
Archaeologists found bitumen and sulphur crystals in the tunnels, which would have been used to get the tunnels burning. But it is also known that these materials give off a highly toxic cocktail of gases when burned together.
"The Persians would have heard the Romans tunnelling and prepared a nasty surprise for them," said Dr James. "I think the Sasanians placed braziers and bellows in their gallery and when the Romans broke through added the chemicals and pumped choking clouds into the Roman tunnel.
"The Roman assault party were unconscious in seconds, dead in minutes. It is clear from the archaeological evidence at Dura that the Sasanian Persians were as knowledgeable in siege warfare as the Romans. They surely knew of this grim tactic."
Sent in by Robert Bowden
'Beauty of the Nile' unmasked - wrinkles and all [The real Nefertiti]
1 April 2009, NZ Herald http://www.nzherald.co.nz/lifestyle/news/article.cfm?c_id=6&objectid=10564616&pnum=0
The famous bust of Egyptian Queen Nefertiti is not a true likeness, researchers have discovered.
Her name means "a beautiful woman has arrived" and for almost a century the 3,400-year-old bust of the Egyptian Queen Nefertiti has been regarded as a true likeness.
Now it seems that in the flesh, she wasn't that good looking after all.
The delicately featured bust of the wife of the King Akhenaten has been one of the highlights of Berlin's museum collection ever since it was excavated by German archaeologists and first put on display in 1923
But scientific researchers say they have established that her limestone bust appears to have been given a facelift. Call it ancient world Botox.
Using the latest computer tomography techniques developed for medicine, the researchers from Berlin's Imaging Science Institute took a series of scans of the bust and discovered that the sculpture was made up of a limestone core covered in layers of stucco of varying thickness.
Advances in CT technology meant that they were able to probe deeper than a previous scan carried out in 1992.
They found that the inner facial cast, which would have been taken directly from the queen's face, differed significantly from the outside of the bust.
It had less prominent cheekbones; a slight bump on the ridge of the nose; marked wrinkles around the corner of the mouth and cheeks; and less depth at the corners of the eyelids.
The cosmetic alterations appeared to have been made by the Egyptian royal sculptor Thutmose, whose studio was dug up by archaeologists at the ancient settlement of Amarna south of Cairo in 1912.
The scientists assume that the sculptor would have taken the original plaster mask of the queen's face and used it as a model for the "improved" bust.
NEW CLASSICAL TITLES
What caused Rome's Collapse: Immigration or Centralisation?
Two recent books on the collapse of the Roman Empire in the West at the end of the Fifth Century, Peter Heather's Fall of the Roman Empire: a New History of Rome and the Barbarians (2007) and James O'Donnell's Ruin of the Roman Empire: A New History (2008) offer different explanations of the legendary decline and fall. Heather argues that immigration and barbarization drove imperial coherence to the breaking point, bringing an end to ancient civilization. O'Donnell argues that historians have exaggerated the effect of immigration while ignoring other, more direct, causes, in particular the vainglorious campaigns of the Eastern Emperor Justinian (reigned 527-565). Both authors go far in persuading us that the late Fifth and early Sixth Centuries were important for the West, formative of the Middle Ages, and not to be written off as a mere sordid epilogue to greatness.
6. ACA WEBSITE
www.classics.org.nz
If you have photos of classical sites which you would like to offer for the website, please send these to the Secretary for consideration. It will not be possible to use all photographs for the website as there are certain criteria which must be met (including rights to publication), and there is a size limit to the site, however all donations will be gratefully received and contributions not used for the website may well be utilised in other ways.
Also, if you have Greek or Latin phrases (and their translations), classical cartoons, or other things which could be of interest to our members and/or stimulate interest in non-members, please feel free to send these to the Secretary.
7. SUBSCRIPTION FOR 2009
The subscription for 2009 is $20. This may be paid at a meeting or by mailing a cheque with this form to the Secretary at 52 Kohekohe Street, New Lynn, Waitakere 0600.
Membership is free for students and for graduates of less than one year's standing, however the return of the form would be appreciated in order to maintain the database of members.
Please make cheques payable to 'Auckland Classical Association'.
Name
Home address
Home phone/fax
Home email
School/Educational Institution
School address
School phone/fax
School email
Is Latin taught at the School? Which Form(s)?
Is Classical Studies taught at the School? Which topics, at which level?
Please remove name from mailing list
Subscription ($20.00 per year)
$
Voluntary donation toward the purchase of prize(s) for the Latin Reading Competitions
$
Voluntary donation toward funding of Auckland Classical Association University prizes for students
$
Total enclosed
$
|
<urn:uuid:58d8cf5c-b693-4d5c-85c1-15f369117aa4>
|
CC-MAIN-2020-16
|
http://classics.org.nz/classics/Newsletters_files/ACA%20Newsletter%201a%202009.pdf
|
2020-04-07T17:25:47+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00470.warc.gz
| 34,020,970
| 5,003
|
eng_Latn
|
eng_Latn
| 0.997524
|
eng_Latn
| 0.998695
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
2708,
5726,
8042,
10546,
14126,
17410,
18842,
21607,
22587
] |
[
1.0625,
1.6328125
] | 1
| 1
|
DCI: Earth's Place in the Universe
HS.ESS1.B: Earth and the Solar System
Cyclical changes in the shape of Earth's orbit around the sun, together with changes in the tilt of the planet's axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes. (HS-ESS2-4)
DCI: Earth's Systems
HS.ESS2.A: Earth Materials and Systems
Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth's surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth's interior and gravitational movement of denser materials toward the interior. (HS-ESS2-3)
DCI: Earth's Systems
HS.ESS2.B: Plate Tectonics and Large Scale System Interactions
The radioactive decay of unstable isotopes continually generates new energy within Earth's crust and mantle, providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. (HS-ESS2-3)
DCI: Earth's Systems
HS.ESS2.B: Plate Tectonics and Large Scale System Interactions
Plate movements are responsible for most continental and ocean floor features and for the distribution of most rocks and minerals within Earth's crust. (HS-ESS2-1)
DCI: Earth's Systems
HS.ESS2.D: Weather and Climate
The foundation for Earth's global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy's re-radiation into space. (HS-ESS2-2), (HS-ESS2-4)
DCI: Earth's Systems
HS.ESS2.A: Earth Materials and Systems
Earth's systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. (HSESS2-1), (HS-ESS2-2)
DCI: Earth's Systems
HS.ESS2.A: Earth Materials and Systems
The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun's energy output or Earth's orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long term tectonic cycles. (HS-ESS2-4)
DCI: Earth's Systems
HS.ESS2.B: Plate Tectonics and Large Scale System Interactions
Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth's surface and provides a framework for understanding its geologic history. Plate movements are responsible for most continental and ocean floor features and for the distribution of most rocks and minerals within Earth's crust. (HS-ESS2-1)
DCI: Earth's Systems
HS.ESS2.C: The Roles of Water in Earth's Surface Processes
The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5)
DCI: Earth's Systems
HS.ESS2.D: Weather and Climate
Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. (HS-ESS26), (HS-ESS2-7)
DCI: Earth's Systems
HS.ESS2.D: Weather and Climate
Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. (HS-ESS26), (HS-ESS2-7)
Science and Engineering Practices
Developing and Using Models
Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed world(s). Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-ESS2-1), (HSESS2-3), (HS-ESS2-6)
Science and Engineering Practices
Planning and Carrying Out Investigations
Planning and carrying out investigations in 912 builds on K–8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-ESS2-5)
Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.
Construct an oral and written argument or counterarguments based on data and evidence. (HS-ESS2-7)
Crosscutting Concepts
Energy and Matter
The total amount of energy and matter in closed systems is conserved. (HS-ESS2-6)
DCI: Earth's Systems
HS.ESS2.E: Biogeology
The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual coevolution of Earth's surface and the life that exists on it. (HSESS2-7)
Science and Engineering Practices
Developing and Using Models
Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed world(s).
Use a model to provide mechanistic accounts of phenomena. (HS-ESS2-4)
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (HS-ESS2-2)
Crosscutting Concepts
Cause and Effect
Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HSESS2-4)
Crosscutting Concepts
Energy and Matter
Energy drives the cycling of matter within and between systems. (HSESS2-3)
Crosscutting Concepts
Structure and Function
The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials. (HS-ESS2-5)
Crosscutting Concepts
Stability and Change
Feedback (negative or positive) can stabilize or destabilize a system. (HSESS2-2)
Crosscutting Concepts
Stability and Change
Much of science deals with constructing explanations of how things change and how they remain stable. (HS-ESS2-7)
Crosscutting Concepts
Stability and Change
Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. (HS-ESS2-1)
|
<urn:uuid:fdac87e8-74bc-4ecc-9646-439bb75aa911>
|
CC-MAIN-2020-16
|
https://media.bscs.org/nextgentime2/stickers/high_school/HS-ESS2_Student_Thinking.pdf
|
2020-04-07T15:46:54+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00470.warc.gz
| 571,360,169
| 1,704
|
eng_Latn
|
eng_Latn
| 0.989597
|
eng_Latn
| 0.990188
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
3782,
7072,
7842
] |
[
2.984375
] | 2
| 5
|
Senior Activity Sheet 2
Keeping Active - Crossword
Now that you have learned about the importance of keeping active for your health, use the clues below to complete the crossword
Across
1. A mineral which helps in the growth, development and maintenance of our bones.
3. A weight bearing exercise beginning with the letter R.
5. Children aged 9–18 years are recommended to have _ _ _ _ servings of dairy each day.
7. Weight bearing exercises are any exercises which put all your weight on your _ _ _ _ and _ _ _ _ (8 down).
9. A lot of time in school can be spent sitting at a desk, so it's important to get up and _ _ _ _ _ _ _ your muscles when you can!
Down
2. This drink is a good source of calcium.
4. Phosphorus and _ _ _ _ _ _ _ play important roles in bone health.
6. This vitamin is really important for bone health.
7. This four-letter word helps fuel your body's energy needs.
8. Weight bearing exercises are any exercises which put all your weight on your _ _ _ _ (7 across) and _ _ _ _ .
|
<urn:uuid:3617e64f-3e9d-4e95-b483-331593b0ac95>
|
CC-MAIN-2020-16
|
https://www.moocrew.ie/wp-content/uploads/2019/12/ActivitySheet2_Senior_A4_v5_FA.pdf
|
2020-04-07T17:52:08+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00469.warc.gz
| 1,079,254,068
| 244
|
eng_Latn
|
eng_Latn
| 0.997148
|
eng_Latn
| 0.997148
|
[
"eng_Latn"
] | false
|
docling
|
[
1008
] |
[
3.1875
] | 1
| 3
|
BULLETIN
Reaching out to future health science professionals
January 1, 2009
The Report: January/February 2009 vol.29 num.6
by SUSANNE SHAW
recurring theme among HSAs health science professionals who are pressed for time at work but who want to encourage new recruits into the professions to help ease the workload is that they just dont have the time to mentor students.
To encourage -the best and the brightest to come work for us," providence Health Care social worker Sylvia Lai and colleagues started an internship program at St. Pauls Hospital in vancouver to enhance the practical application of hospital social work.
Before the program was in place, teaching recruits meant onerous workloads for staff. Consequently, the training often fell short, leaving new social workers ill-equipped to manage -a 22-bed unit where death, crisis and loss are day-to-day events," Lai said.
Today, the school of social work at UBC is raising students knowledge base, and under the St. pauls internship program, practicums are better organized.
In their first year, students rotate through five key areas of the hospital to hone basic skills. The following year, they choose specialty areas to solidify these skills to better prepare them for the challenges of hospital social work.
Social work can be stressful, Lai said, but she is passionate about helping patients and knows that there is a wealth of young social workers who have the same passion to offer.
Sylvia Lai Social Worker St. Paul's Hospital
Lai works in the chronic illness field. Her profession covers a broad spectrum of services, from crisis intervention to arranging support for patients leaving hospital. mainly, she counsels and collaborates with patients and their families ... advocating on their behalf and shar-ing valuable information and resources.
Understanding how chronic disease or traumatic injuries affect peoples ability to care for their families, Lai
strives to alleviate those effects by arranging available community sup-port services for them. Social work, she said, is -integral in acute care hospitals." Effective social work also helps the bottom line, as proper discharge planning allows the development of adequate community supports to make it pos-sible for patients to leave the hospital in a timely manner and prevent unnecessary readmissions to hospital.
But the process of continuing care is at risk with staff cuts and the continuing shortage of health science professionals, including social workers.
Lai is doing her part to help with recruitment and training of new health professionals, and recognizes the need for improved awareness of social workers contribution to the health care team. -We work shoulder to shoulder with nurses, doctors, pharmacists, physiotherapists, occupational therapists, and others," Lai explains, -and we need to be able to demonstrate what our role is, and how we contribute."
When a health services teacher approached her to speak to her high school students about her work, Lai proposed that the students visit her at the hospital instead. The teacher agreed, so more than 20 students from vancouver technical High School toured the hospital, met a panel of health professionals, and opened their eyes to the varied career possibilities in hospitals.
Lai is an excellent example for those students. Over the past decade, she has accumu-lated a wealth of skills and knowledge to assist critically ill patients who are often terrified. Her friendly demeanor calms and reassures them. Lai is driven to help her patients, regardless of their lifestyle, their finances, or other circumstances. She works with patients, their families and support networks to salvage what can be saved, easing the situation for all concerned. Her equanimity is admirable, considering she generally sees people at their worst, and at their most desperate.
Her compassion stems from her experiences growing up as a visible minority in Vancouver in the 60s and 70s when racism towards minorities was more transparent. Her mother set the example of advocacy and compassion as she used her strong grasp of English to help other new Chinese Canadians negotiate health care, immigration, and other systems.
-That sense of right and wrong and advocacy was something I grasped pretty early on, and those very Chinese values of respecting your elders, honouring the family, education and strong work ethic, also formed my general world view."
Lais road to social work was a winding one. Originally, she studied nursing, and graduated from UBC in 1990 ... preparing her well for health care in general. While she was a psychiatric nurse at Toronto East General Hospital, Lai discovered the role of social work stretched beyond patients illnesses to embrace their needs, hopes and families.
She returned to UBC and enrolled in back-to-back BSW and MSW studies in Social work, graduating in 2001.
While earning her social work degrees, she worked for the Ministry for Children and Families in child protection and at BC Childrens Hospital. In 1994 she joined St. Pauls Hospital. St Pauls is a team-playing hospital where everyone has a vital role to play, she said. It is big enough to be exciting, but small enough so as to know everybody. Her biggest reward is knowing she made a difference in someones life, even if that person doesnt realize it.
Lai gives to the community what her parents gave to her. They immigrated to Canada to give her opportunities they never had. -They worked hard every day of their lives," she recalled. -I look back and realize how fortunate we were that our parents remained healthy and could provide for us all those years. My father also worked in a union environment; when I look back, I realize what a difference it made to our family to have the support and se-curity this provided."
Lai greatly appreciates her husbands -incredible" support and they treasure their life with their daughter Olivia and son Matthew. When her kids grow up, she hopes to branch out to international aid work. -We owe it to our children and their future to reach out and help ensure that basic needs of shelter, safety and education are available to everybody."
Do you have a remarkable colleague? Submit their name and a brief description of why you think their story would interest and inspire other HSA members across BC. Send your nomina-tion to email@example.com.
Type:
The Report
Print G
PDF G
180 East Columbia New Westminster, BC V3L 0G7
Website www.hsabc.org
Telephone 604-517-0994
1-800-663-2017
|
<urn:uuid:a6f65618-9561-495a-90ce-eab7ba3d50ea>
|
CC-MAIN-2020-16
|
https://hsabc.org/node/9233/pdf
|
2020-04-07T16:50:12+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00471.warc.gz
| 515,221,872
| 1,325
|
eng_Latn
|
eng_Latn
| 0.989405
|
eng_Latn
| 0.998829
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
1941,
6193,
6543
] |
[
1.328125
] | 1
| 1
|
CONNECTEENS FEBRUARY 2020
"A heart is not measured by how much you love, but by how much you are loved by others." The Wizard of Oz
Thought of the Month
PROGRAMS & EVENTS:
Bring a Friend Friday Challenge
On Fridays we challenge you to bring in a friend who is not a member of the Teen Center, and the person with the most at the end of that month receives a cool prize.
Keystone Club/ AF Teen Council/Wednesdays 5:30pm/Ages 14-18
Keystone Clubs are chartered small group leadership development clubs for young people ages 13-18. Teen Council identifies current issues that our teens face, and have their voices heard by major command. Keystoners elect officers, choose their own activities, plan and implement community service projects related to six key areas.
Saturday Night Live Teen Night "Pajama Jam"/Feb.1/ 8pm-11pm/Ages: 13-18/Fee: $3M $5NM
Come out to the Teen Center and join other teens for awesome fun, great music, colored lights, glow furniture and other activities include: Basketball, Pool, Ping-Pong, Air Hockey, Foosball, Movies, Xbox, PS4, Nintendo Switch,WII and other tournaments along with food, games, computers and prizes.
Field Trip: Teen Sledding Trip/Feb. 8/ 8am-6pm/Ages: 13-18/Fee: $12M $15NM.
Join us on our annual snowboarding trip to Lee Canyon. Deadline to sign up is Feb. 6
Field Trip: Springs Preserve/Feb. 29/ 3pm-7pm/Ages: 13-18/Fee: $5M $7NM
Springs Preserve is a wildlife adventure for youth. Deadline to sign up is Feb. 27
Black History Speaker/Feb.19/ 5:30pm/ Ages: 13-18
Guest Speaker to talk about what does Black History mean?
The 12 STEP Program/Feb. 25/ 5-7pm/Ages: 12 year olds only
A program designed for 12 yr. old Tweens to experience the "rite of passage" by coming up to check out the Teen Zone, go over rules & regulations and answer any questions they may have before them officially becoming a teen.
Explorers/Robotics Club/Feb.13 & 27/ 4:30pm/Ages:10-18
Robotics is the interdisciplinary branch of engineering and science that includes mechanical engineering, electrical engineering, computer science, and others. Teens will build model cars, rockets, race RC cars, planes and partake in a variety of science and technology activities.
PROGRAMS & EVENTS:
Making Money Move$/ Feb.12/ 5:30pm/ Ages:13-18
Money Matters promotes financial responsibility and independence among Club members ages 13 to 18. Participants learn how to manage a checking account, create a budget, save and invest, start small businesses and pay for college.
Passport 2 Manhood/ Feb. 25/ 4:30pm/ Ages: 10-18
Passport to Manhood promotes and teaches responsibility in Club boys ages 11 to 14. Passport to Manhood consists of 14 sessions, each concentrating on a specific aspect of character and manhood through highly interactive activities.
4-H Expressive Art Club/ Tuesdays/ 5:30pm/ Ages:13-18.
Are you a budding artist? You'll want to come to our Art Club just for teens. Share ideas as you create your wondrous art. We supply the space and supplies, you supply the talent.
Honor Ball Circle Truth Circle/ Feb 6/ 4:30pm/ Ages: 9-18/ Fee: Free
American Yakima Tribe game of honor. A game of honor. Honor is not easy to achieve as it is held in the minds of others about you; from watching what you do. In this game, a fact is a fact. A bad throw is a bad throw and a bad catch is a bad catch. Others will see you and judge you for your choices.
Fundamentals of Basketball/ Feb 20/ 4:30pm/ Ages: 9-18/ Fee: Free
Youth will learn and practice five (5) basic basketball drills to improve skills. Drills instructed are as follows: jump shot, dribbling, bounce pass, chest pass and three Man Weave.
UP FOR THE CHALLENGE*/ Feb. 6 & 20/ 4:30pm/ Ages: 10-18
Picking Protein: Lifetime of Fitness and making Healthy Decisions.
Just Girls/ Feb. 6 & 20/ 5:30pm/ Ages: Girls 13-18
This is a program dedicated to teen girls. Girls meet with an advisor and create their own fun and exciting activities from cooking, sewing, while socially interacting with one another. In this program girls will learn to collaborate on projects as a group, and plan a girl's night out field trip.
The Congressional Award is about a challenge. It is a fun and interesting way for youth ages (13-18) to get more involved in something you already enjoy or something you would like to try for the first time.
For more information, please contact the Youth Center at (702) 652-9307
The President's Volunteer Service Award recognizes teens that have achieved a certain standard – measured by the number of hours of service over a 12-month period or cumulative hours earned over the course of a lifetime For more information, please contact the Youth Center at (702) 652-9307
DAILY OFFERED ACTIVITIES
EDUCATION & CAREER: Computer Lab w/Internet Access, Homework Assistance when available, Tutorial Opportunities, Reference Textbooks and Magazines, Plant Care
SOCIAL RECREATION: Core Weightlifting & Exercise w/Gym -Pool, Foosball, Air Hockey, Ping-Pong,
Video Games/DVD Movies, Board Games, Puzzle
ART/PERFORMING ARTS: Drawing & Sketching/Painting/Arts & Craft projects,
Drums/Percussion/Keyboards/ Bass & Rhythm Guitar
M= Members | NM= Non members
All events are FREE unless price is stated.
Youth membership fees: $3 day pass, $10 monthly, $15 quarterly, $40 yearly
CALL (702) 652-9307 FOR MORE INFORMATION | 110 STAFFORD DRIVE, BLDG. 2999
|
<urn:uuid:8036f2c0-19f7-454b-90a0-601b47722f68>
|
CC-MAIN-2020-16
|
https://nellislife.com/wp-content/uploads/2020/02/new_2020FEBRUARY-CONNECTEENS.pdf
|
2020-04-07T15:40:29+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00469.warc.gz
| 640,389,661
| 1,373
|
eng_Latn
|
eng_Latn
| 0.990254
|
eng_Latn
| 0.990316
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
2210,
5382
] |
[
1.4609375
] | 1
| 0
|
COMPOSITES 1
Know industry terminology and history.
Understand measurement and design as it applies to composites.
Understand material characteristics and uses.
Apply estimation, calculate budgets, and select materials.
Demonstrate precision measuring, property testing, and other quality control techniques as related to the composites industry.
Demonstrate proper basic composite manufacturing methods.
Practice facility, tool, and equipment safety.
Survey employment options and write career goals.
Employ effective communication skills.
Skill Certification performance documentation.
|
<urn:uuid:f74c3dfa-b9fc-4798-8769-ddac43197e4f>
|
CC-MAIN-2020-16
|
https://resources.finalsite.net/images/v1574353511/davisk12utus/njjdgmtktxaw5besw1vy/Composites1.pdf
|
2020-04-07T16:28:35+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00473.warc.gz
| 664,695,826
| 98
|
eng_Latn
|
eng_Latn
| 0.961626
|
eng_Latn
| 0.961626
|
[
"eng_Latn"
] | false
|
docling
|
[
597
] |
[
1.7265625
] | 1
| 0
|
Big Box Of Sentence Building
Yeah, reviewing a book big box of sentence building could mount up your near links listings. This is just one of the solutions for you to be successful. As understood, talent does not suggest that you have astonishing points. Page 1/26
Comprehending as with ease as union even more than new will have enough money each success. next-door to, the publication as with ease as keenness of this big box of sentence building can be taken as well as picked to act.
Finding the Free Ebooks. Another easy
Page 2/26
way to get Free Google eBooks is to just go to the Google Play store and browse. Top Free in Books is a browsing category that lists this week's most popular free downloads. This includes public domain books and promotional books that legal copyright holders wanted to give away for free.
Big Box Of Sentence Building
Key Education Publishing Big Box of Sentence Building Games Learning Materials for Age 5 and Up , 840008
Key Education Publishing Big Box of Sentence Building ...
Big Box of Sentence Building is rated 4.0 out of 5 by 1. Rated 4 out of 5 by from
Good product, but not so good organization Too many pieces. It was confusing for the kids to form sentences since it was difficult to look and find pieces. I used ziplock backs to separate and separated using parts of speech.
Big Box of Sentence Building Michaels
The Big Box of Sentence Building is a creative way to build an endless number of sentences! This fun activity is a great way to improve sight word recognition, build vocabulary, increase fluency, and introduce grammar. This box includes 250 color-coded puzzle pieces, including 81 verbs, 43 nouns, 39 adjectives, 19 pronouns,...
Big Box of Sentence Building Game: Sherrill B. Flora ...
Improve sight word recognition, build vocabulary, increase fluency, teach punctuation, and introduce grammar with the Big Box of Sentence Building! The 250 puzzle pieces (approx. 2" x 2") also include four blank puzzle pieces
that can be used with write-on/wipe-off crayons or dry erase markers.
[PDF] Big Box Of Sentence Building Download Full – PDF ...
Grades K & up. This learning set from Carson Dellosa is perfect for educating and engaging young learners and those who learn differently. This set is
excellent for developing vocab, teaching punctuation, sight word recognition, introducing grammar, and increasing fluency. Set is comprised of 250 puzzle pieces which are a part of many included games.
Big Box of Sentence Building Kaplan Early Learning Company
Amazon.com: big box of sentence building. Skip to main content. Try Prime All Go Search EN Hello, Sign in Account & Lists Sign in Account & Lists Orders Try Prime Cart. Today's Deals Your Amazon.com Gift Cards Help ...
Amazon.com: big box of sentence building
Improve sight word recognition, build vocabulary, increase fluency, teach punctuation, and introduce grammar with the Big Box of Sentence Building! The 250 puzzle pieces (approx. 2" x 2") also include four blank puzzle pieces that can be used with write-on/wipe-off crayons or dry erase markers.
Big Box of Sentence Building Language Arts | EAI Education Improve sight word recognition, develop vocabulary, increase fluency, teach punctuation, and introduce grammar with the Big Box of Sentence Building!The 250 puzzle pieces (approximately 2" x 2") also include four blank puzzle pieces that students can
use with write-on/wipe-off crayons or dry erase markers. The pieces a
Big Box of Sentence Building – Different Roads
Build vocabulary, improve sight word recognition and increase fluency with this fun box of sentence-building puzzle pieces. Ideal for introducing grammar
and practising punctuation, each puzzle piece features a word that can be clipped together with other pieces to form sentences.
Big Box of Sentence Building ECMT14447 | Findel ...
Big Box is an introduce grammar for sentence building. It has 250 puzzle
Page 14/26
pieces measures 2 in x 2 in each. Big Box contains four blank puzzle pieces that can be used with write on or wipe off crayons or dry erase markers. The pieces are also color-coded by the part of speech it represent.
Key Education Big Box of Sentence Color-Coded Building Game
Key Education Publishing "Big box of sentence building" manipulative game for grades kindergarten-2 comes under age group between 5 - 8 yrs improves sight word recognition, vocabulary and increases fluency.
Big Box of Sentence Building | Quill.com
Page 16/26
Product Description. Improve sight word recognition, vocabulary, increase fluency, teach punctuation, and introduce grammar with the Big Box of Sentence Building! The 250 puzzle pieces (approx. 2 inch x 2 inch) also include four blank puzzle pieces that can be used with write-on/wipe-off crayons or dry erase markers.
Page 17/26
Big Box of Sentence Building: Key Education Publishing ...
Improve sight word recognition, build vocabulary, increase fluency, teach punctuation, and introduce grammar with the Big Box of Sentence Building ! The 250 puzzle pieces (approx. 2" x 2") also include four blank puzzle pieces
that can be used with write-on/wipe-off crayons or dry erase markers.
Big Box Of Sentence Building Game | Oriental Trading
The Big Box of Sentence Building is a fun yet instructive game that helps develop English literacy. Meant for children five years of age and older, this activity kit
provides a colourful and interactive alternative to learning how to read, write, and formulate sentences in English.
Big box of sentence building · OISE Library K-12 Manipulatives Improve sight word recognition, vocabulary, increase fluency, teach
Page 20/26
punctuation, and introduce grammar with the Big Box of Sentence Building! The 250 puzzle pieces (approx. 2" x 2") also include four blank puzzle pieces that can be used with write-on/wipe-off crayons or dry erase markers. The pieces are also color-coded by the part of speech it represents.
Big Box of Sentence Building Manipulative Grade K-2 Big Box of Sentence Building Coronavirus Important Information: Findel are committed to supporting you and will continue to deliver to schools, nurseries and homes offering next day delivery. Some items which are delivered directly to you from our
suppliers may be delayed due to some suppliers not being operational at this time.
Big Box of Sentence Building HE1563944 | Findel Education Improve sight word recognition, develop vocabulary, increase fluency, teach punctuation, and introduce grammar
with the Big Box of Sentence Building!. The 250 puzzle pieces (approximately 2" x 2") also include four blank puzzle pieces that students can use with writeon/wipe-off crayons or dry erase markers.
Big Box of Sentence Building - The EDMAT Company
Improve sight word recognition, build vocabulary, increase fluency, teach punctuation, and introduce grammar with the Big Box of Sentence Building! The 250 puzzle pieces (approx. 2" x 2") also include four blank puzzle pieces that can be used with write-on/wipe-off crayons or dry erase markers.
Copyright : sa-m.org
Download Ebook Big Box Of Sentence Building
Copyright code:
d41d8cd98f00b204e9800998ecf8427e.
|
<urn:uuid:b103d61b-abca-4777-8ba3-ec59b155cee3>
|
CC-MAIN-2020-16
|
http://sa-m.org/big_box_of_sentence_building.pdf
|
2020-04-07T18:16:14+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00473.warc.gz
| 157,895,956
| 1,522
|
eng_Latn
|
eng_Latn
| 0.969169
|
eng_Latn
| 0.997799
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
265,
539,
829,
1107,
1373,
1703,
1988,
2271,
2534,
2796,
3093,
3404,
3678,
3946,
4225,
4487,
4819,
5107,
5399,
5661,
5953,
6254,
6508,
6757,
7054,
7173
] |
[
2.34375
] | 1
| 0
|
H OW TO W IT N E S S F R O M Q UARA NT I N E
6 ideas to make much of jesus
Make the most of your "essentials" trips (like getting groceries or going to the bank). Before you go, pray for opportunities to share the gospel. Make it a goal to talk to at least one person about the hope you have in Christ.
Share hard to find goods with your neighbors (toilet paper, hand sanitizer, etc.) and see if you can get into a spiritual conversation or share your testimony.
Make art or cards with Bible verses on them and send them to your neighbors, friends, family, nursing homes, or post online. Get creative! This can be a fun craft idea for children.
Have a watch party of each week's live worship service (which can be found on our Website, Facebook, YouTube, Twitch, and Periscope).
Start an evangelistic online Bible study or book club. Create a Facebook or email group and invite people to meet online at a specific time to ask questions and discuss them. Consider books or topics that might interest people like what the Bible says about sickness, disease, and death; how to deal with stress according to the Bible; hope for the hopeless, etc. Be sure to share the gospel.
Leave a card or note in your neighbors' mailboxes with your contact information offering to help them, including a Bible verse about hope in Christ.
For additional resources, including sermon guides, kids content, family worship guides, and more, visit www.ashland.church/live
|
<urn:uuid:1a4a9ad9-003e-4702-a150-8cb56cc36010>
|
CC-MAIN-2020-16
|
http://www.ashland.church/wp-content/uploads/2020/03/How-to-Witness-From-Quarantine.pdf
|
2020-04-07T15:33:21+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00473.warc.gz
| 204,768,087
| 323
|
eng_Latn
|
eng_Latn
| 0.990858
|
eng_Latn
| 0.990858
|
[
"eng_Latn"
] | false
|
docling
|
[
1459
] |
[
1.375
] | 1
| 0
|
GEBA Continuing Education Seminar
2020 Spring Training for Balloonists
With education comes safety…..
March 7, 2020– Lackawanna College, Scranton, PA
Master Schedule
Yes – All Building Interiors Are SMOKE FREE! - Thank You.
| Time | | Topic | Instructor | Room | | |
|---|---|---|---|---|---|---|
| | 7:00 – 7:45 | Registration and Refreshments | | Lobby | | |
| 7:45 – 8:00 | | Welcome | Tony Saxton | Main Theater | | |
| 8:00 – 9:00 | | Weather – “Safe Flying and Good Weather” | David Kramer | Main Theater | | |
| 900 – 10:00 | | Break Out Session #1 | | | | |
| | | Crew Safety - “Teaching Your New Crew….” | Lee Teitsworth | Main Theater | | |
| | | International Balloon Events – See the World by Balloon | | | | |
| | | | Rick Jones | Room 201 | | |
| | | Propane Safety – “Hot and Cold in a Can” | Jim Williams | Room 216 | | |
| | 10:00 – 10:30 | Morning Break – Trade Show and Refreshments | | | | |
| 10:30 – 12:30 | | Miracle on the Mountain | Ron Lessoway | Main Theater | | |
| | 12:30 – 1:30 | Lunch and Trade Show | | | | |
| 1:30 – 2:30 | | Break Out Session #2 | | | | |
| | | Maintenance and Repair – Pre-flight Inspection/Damaged Parts | | | | |
| | | | Tom Robbins | Main Theater | | |
| | | Insurance - “Understanding Your Insurance Policy” | Patrick Smith | | R | oom 201 |
| | | So You Think You Might Want to be a Balloon Pilot | Tony Saxton | Room 216 | | |
| 2:30 – 2:35 | | Transition Between Breakout Sessions | | | | |
| 2:35 – 3:35 | | Break Out Session #3 | | | | |
| | | FAR’s – Are You on the Do Not Fly List Today? | Rick Jones | Main Theater | | |
| | | “How my iPhone Saved my Balloon: Old School Wisdom that Sets New Standards” | | | | |
| | | | Lee Teitsworth | Room 201 | | |
| | | Crew Safety Topic/Crowd Crewing | Jim Williams | Room 216 | | |
| | 3:30 – 3:50 | Afternoon Break Trade Show and Beverages | | | | |
| 3:50 – 4:50 | | Mock Court Case – Narrating the Live Stream Video of Your Balloon Accident | Ted Watts Vincent Panico | Main Theater | | |
| | 4:50 – 5:05 | Surveys – 50/50 – Door Prizes | Tony Saxton | Main Theater | | |
|
<urn:uuid:585a458c-1a7b-4e30-a47d-f0d0f7498587>
|
CC-MAIN-2020-16
|
http://2019.gebaballoon.org/wp-content/uploads/2020/02/2020_SCHEDULE_2_10.pdf
|
2020-04-07T16:38:51+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00472.warc.gz
| 1,414,919
| 787
|
eng_Latn
|
eng_Latn
| 0.860369
|
eng_Latn
| 0.860369
|
[
"eng_Latn"
] | false
|
docling
|
[
2201
] |
[
1.5546875
] | 1
| 0
|
BRAVE NEW WORLD
by
Aldous Huxley
CHAPTER ONE
A SQUAT grey building of only thirty-four stories. Over the main entrance the words, CENTRAL LONDON HATCHERY AND CONDITIONING CENTRE, and, in a shield, the World State's motto, COMMUNITY, IDENTITY, STABILITY.
The enormous room on the ground floor faced towards the north. Cold for all the summer beyond the panes, for all the tropical heat of the room itself, a harsh thin light glared through the windows, hungrily seeking some draped lay figure, some pallid shape of academic goose-flesh, but finding only the glass and nickel and bleakly shining porcelain of a laboratory. Wintriness responded to wintriness. The overalls of the workers were white, their hands gloved with a pale corpse-coloured rubber. The light was frozen, dead, a ghost. Only from the yellow barrels of the microscopes did it borrow a certain rich and living substance, lying along the polished tubes like butter, streak after luscious streak in long recession down the work tables.
"And this," said the Director opening the door, "is the Fertilizing Room."
Bent over their instruments, three hundred Fertilizers were plunged, as the Director of Hatcheries and Conditioning entered the room, in the scarcely breathing silence, the absent-minded, soliloquizing hum or whistle, of absorbed concentration. A troop of newly arrived students, very young, pink and callow, followed nervously, rather abjectly, at the Director's heels. Each of them carried a notebook, in which, whenever the great man spoke, he desperately scribbled. Straight from the horse's mouth. It was a rare privilege. The D. H. C. for Central London always made a point of personally conducting his new students round the various departments.
"Just to give you a general idea," he would explain to them. For of course some sort of general idea they must have, if they were to do their work intelligently–though as little of one, if they were to be good and happy members of society, as possible. For particulars, as every one knows, make for virtue and happiness; generalities are intellectually necessary evils. Not philosophers but fret-sawyers and stamp collectors compose the backbone of society.
"To-morrow," he would add, smiling at them with a slightly menacing geniality, "you'll be settling down to serious work. You won't have time for generalities. Meanwhile …"
Meanwhile, it was a privilege. Straight from the horse's mouth into the notebook. The boys scribbled like mad.
Tall and rather thin but upright, the Director advanced into the room. He had a long chin and big rather prominent teeth, just covered, when he was not talking, by his full, floridly curved lips. Old, young? Thirty? Fifty? Fifty-five? It was hard to say. And anyhow the question didn't arise; in this year of stability, A. F. 632, it didn't occur to you to ask it.
"I shall begin at the beginning," said the D.H.C. and the more zealous students recorded his intention in their notebooks: Begin at the beginning. "These," he waved his hand, "are the incubators." And opening an insulated door he showed them racks upon racks of numbered test-tubes. "The week's supply of ova. Kept," he explained, "at blood heat; whereas the male gametes," and here he opened another door, "they have to be kept at thirty-five instead of thirty-seven. Full blood heat sterilizes." Rams wrapped in theremogene beget no lambs.
Still leaning against the incubators he gave them, while the pencils scurried illegibly across the pages, a brief description of the modern fertilizing process; spoke first, of course, of its surgical introduction–"the operation undergone voluntarily for the good of Society, not to mention the fact that it carries a bonus amounting to six months' salary"; continued with some account of the technique for preserving the excised ovary alive and actively developing; passed on to a consideration of optimum temperature, salinity, viscosity; referred to the liquor in which the detached and ripened eggs were kept; and, leading his charges to the work tables, actually showed them how this liquor was drawn off from the test-tubes; how it was let out drop by drop onto the specially warmed slides of the microscopes; how the eggs which it contained were inspected for abnormalities, counted and transferred to a porous receptacle; how (and he now took them to watch the operation) this receptacle was immersed in a warm bouillon containing free-swimming spermatozoa–at a minimum concentration of one hundred thousand per cubic centimetre, he insisted; and how, after ten minutes, the container was lifted out of the liquor and its contents re-examined; how, if any of the eggs remained unfertilized, it was again immersed, and, if necessary, yet again; how the fertilized ova went back to the incubators; where the Alphas and Betas remained until definitely bottled; while the Gammas, Deltas and Epsilons were brought out again, after only thirty-six hours, to undergo Bokanovsky's Process.
"Bokanovsky's Process," repeated the Director, and the students underlined the words in their little notebooks.
One egg, one embryo, one adult-normality. But a bokanovskified egg will bud, will proliferate, will divide. From eight to ninety-six buds, and every bud will grow into a perfectly formed embryo, and every embryo into a full-sized adult. Making ninety-six human beings grow where only one grew before. Progress.
"Essentially," the D.H.C. concluded, "bokanovskification consists of a series of arrests of development. We check the
Page 2 of 149
normal growth and, paradoxically enough, the egg responds by budding."
Responds by budding. The pencils were busy.
He pointed. On a very slowly moving band a rack-full of test-tubes was entering a large metal box, another, rack-full was emerging. Machinery faintly purred. It took eight minutes for the tubes to go through, he told them. Eight minutes of hard X-rays being about as much as an egg can stand. A few died; of the rest, the least susceptible divided into two; most put out four buds; some eight; all were returned to the incubators, where the buds began to develop; then, after two days, were suddenly chilled, chilled and checked. Two, four, eight, the buds in their turn budded; and having budded were dosed almost to death with alcohol; consequently burgeoned again and having budded–bud out of bud out of bud–were thereafter–further arrest being generally fatal–left to develop in peace. By which time the original egg was in a fair way to becoming anything from eight to ninety-six embryos– a prodigious improvement, you will agree, on nature. Identical twins–but not in piddling twos and threes as in the old viviparous days, when an egg would sometimes accidentally divide; actually by dozens, by scores at a time.
"Scores," the Director repeated and flung out his arms, as though he were distributing largesse. "Scores."
But one of the students was fool enough to ask where the advantage lay.
"My good boy!" The Director wheeled sharply round on him. "Can't you see? Can't you see?" He raised a hand; his expression was solemn. "Bokanovsky's Process is one of the major instruments of social stability!"
Major instruments of social stability.
Standard men and women; in uniform batches. The whole of a small factory staffed with the products of a single bokanovskified egg.
"Ninety-six identical twins working ninety-six identical machines!" The voice was almost tremulous with enthusiasm. "You really know where you are. For the first time in history." He quoted the planetary motto. "Community, Identity, Stability." Grand words. "If we could bokanovskify indefinitely the whole problem would be solved."
Solved by standard Gammas, unvarying Deltas, uniform Epsilons. Millions of identical twins. The principle of mass production at last applied to biology.
"But, alas," the Director shook his head, "we can't bokanovskify indefinitely."
Ninety-six seemed to be the limit; seventy-two a good average. From the same ovary and with gametes of the same
Page 3 of 149
male to manufacture as many batches of identical twins as possible–that was the best (sadly a second best) that they could do. And even that was difficult.
"For in nature it takes thirty years for two hundred eggs to reach maturity. But our business is to stabilize the population at this moment, here and now. Dribbling out twins over a quarter of a century–what would be the use of that?"
Obviously, no use at all. But Podsnap's Technique had immensely accelerated the process of ripening. They could make sure of at least a hundred and fifty mature eggs within two years. Fertilize and bokanovskify–in other words, multiply by seventy-two–and you get an average of nearly eleven thousand brothers and sisters in a hundred and fifty batches of identical twins, all within two years of the same age.
"And in exceptional cases we can make one ovary yield us over fifteen thousand adult individuals."
Beckoning to a fair-haired, ruddy young man who happened to be passing at the moment. "Mr. Foster," he called. The ruddy young man approached. "Can you tell us the record for a single ovary, Mr. Foster?"
"Sixteen thousand and twelve in this Centre," Mr. Foster replied without hesitation. He spoke very quickly, had a vivacious blue eye, and took an evident pleasure in quoting figures. "Sixteen thousand and twelve; in one hundred and eighty-nine batches of identicals. But of course they've done much better," he rattled on, "in some of the tropical Centres. Singapore has often produced over sixteen thousand five hundred; and Mombasa has actually touched the seventeen thousand mark. But then they have unfair advantages. You should see the way a negro ovary responds to pituitary! It's quite astonishing, when you're used to working with European material. Still," he added, with a laugh (but the light of combat was in his eyes and the lift of his chin was challenging), "still, we mean to beat them if we can. I'm working on a wonderful Delta-Minus ovary at this moment. Only just eighteen months old. Over twelve thousand seven hundred children already, either decanted or in embryo. And still going strong. We'll beat them yet."
"That's the spirit I like!" cried the Director, and clapped Mr. Foster on the shoulder. "Come along with us, and give these boys the benefit of your expert knowledge."
Mr. Foster smiled modestly. "With pleasure." They went.
In the Bottling Room all was harmonious bustle and ordered activity. Flaps of fresh sow's peritoneum ready cut to the proper size came shooting up in little lifts from the Organ Store in the sub-basement. Whizz and then, click! the lift-hatches hew open; the bottle-liner had only to reach out a hand, take the flap, insert, smooth-down, and before the lined bottle had had time to travel out of reach along the endless band, whizz, click! another flap of peritoneum had shot up from the depths, ready to be slipped into yet another bottle, the next of that slow interminable procession on the band.
Page 4 of 149
Next to the Liners stood the Matriculators. The procession advanced; one by one the eggs were transferred from their test-tubes to the larger containers; deftly the peritoneal lining was slit, the morula dropped into place, the saline solution poured in … and already the bottle had passed, and it was the turn of the labellers. Heredity, date of fertilization, membership of Bokanovsky Group–details were transferred from test-tube to bottle. No longer anonymous, but named, identified, the procession marched slowly on; on through an opening in the wall, slowly on into the Social Predestination Room.
"Eighty-eight cubic metres of card-index," said Mr. Foster with relish, as they entered.
"Containing all the relevant information," added the Director.
"Brought up to date every morning."
"And co-ordinated every afternoon."
"On the basis of which they make their calculations."
"So many individuals, of such and such quality," said Mr. Foster.
"Distributed in such and such quantities."
"The optimum Decanting Rate at any given moment."
"Unforeseen wastages promptly made good."
"Promptly," repeated Mr. Foster. "If you knew the amount of overtime I had to put in after the last Japanese earthquake!" He laughed goodhumouredly and shook his head.
"The Predestinators send in their figures to the Fertilizers."
"Who give them the embryos they ask for."
"And the bottles come in here to be predestined in detail."
"After which they are sent down to the Embryo Store."
"Where we now proceed ourselves."
And opening a door Mr. Foster led the way down a staircase into the basement.
The temperature was still tropical. They descended into a thickening twilight. Two doors and a passage with a double turn insured the cellar against any possible infiltration of the day.
"Embryos are like photograph film," said Mr. Foster waggishly, as he pushed open the second door. "They can only stand red light."
And in effect the sultry darkness into which the students now followed him was visible and crimson, like the darkness of closed eyes on a summer's afternoon. The bulging flanks of row on receding row and tier above tier of bottles glinted with innumerable rubies, and among the rubies moved the dim red spectres of men and women with purple eyes and all the symptoms of lupus. The hum and rattle of machinery faintly stirred the air.
"Give them a few figures, Mr. Foster," said the Director, who was tired of talking.
Mr. Foster was only too happy to give them a few figures.
Two hundred and twenty metres long, two hundred wide, ten high. He pointed upwards. Like chickens drinking, the students lifted their eyes towards the distant ceiling.
Three tiers of racks: ground floor level, first gallery, second gallery.
The spidery steel-work of gallery above gallery faded away in all directions into the dark. Near them three red ghosts were busily unloading demijohns from a moving staircase.
The escalator from the Social Predestination Room.
Each bottle could be placed on one of fifteen racks, each rack, though you couldn't see it, was a conveyor traveling at the rate of thirty-three and a third centimetres an hour. Two hundred and sixty-seven days at eight metres a day. Two thousand one hundred and thirty-six metres in all. One circuit of the cellar at ground level, one on the first gallery, half on the second, and on the two hundred and sixty-seventh morning, daylight in the Decanting Room. Independent existence–so called.
"But in the interval," Mr. Foster concluded, "we've managed to do a lot to them. Oh, a very great deal." His laugh was knowing and triumphant.
"That's the spirit I like," said the Director once more. "Let's walk around. You tell them everything, Mr. Foster."
Mr. Foster duly told them.
Told them of the growing embryo on its bed of peritoneum. Made them taste the rich blood surrogate on which it fed. Explained why it had to be stimulated with placentin and thyroxin. Told them of the corpus luteum extract. Showed them the jets through which at every twelfth metre from zero to 2040 it was automatically injected. Spoke of those gradually increasing doses of pituitary administered during the final ninety-six metres of their course. Described the artificial maternal circulation installed in every bottle at Metre 112; showed them the reservoir of blood-surrogate, the centrifugal pump that kept the liquid moving over the placenta and drove it through the synthetic lung and waste product filter. Referred to the embryo's troublesome tendency to anæmia, to the massive doses of hog's stomach extract and foetal foal's liver with which, in consequence, it had to be supplied.
Page 6 of 149
BraveNewWorld
Showed them the simple mechanism by means of which, during the last two metres out of every eight, all the embryos were simultaneously shaken into familiarity with movement. Hinted at the gravity of the so-called "trauma of decanting," and enumerated the precautions taken to minimize, by a suitable training of the bottled embryo, that dangerous shock. Told them of the test for sex carried out in the neighborhood of Metre 200. Explained the system of labelling–a T for the males, a circle for the females and for those who were destined to become freemartins a question mark, black on a white ground.
"For of course," said Mr. Foster, "in the vast majority of cases, fertility is merely a nuisance. One fertile ovary in twelve hundred–that would really be quite sufficient for our purposes. But we want to have a good choice. And of course one must always have an enormous margin of safety. So we allow as many as thirty per cent of the female embryos to develop normally. The others get a dose of male sex-hormone every twenty-four metres for the rest of the course. Result: they're decanted as freemartins–structurally quite normal (except," he had to admit, "that they do have the slightest tendency to grow beards), but sterile. Guaranteed sterile. Which brings us at last," continued Mr. Foster, "out of the realm of mere slavish imitation of nature into the much more interesting world of human invention."
He rubbed his hands. For of course, they didn't content themselves with merely hatching out embryos: any cow could do that.
"We also predestine and condition. We decant our babies as socialized human beings, as Alphas or Epsilons, as future sewage workers or future …" He was going to say "future World controllers," but correcting himself, said "future Directors of Hatcheries," instead.
The D.H.C. acknowledged the compliment with a smile.
They were passing Metre 320 on Rack 11. A young Beta-Minus mechanic was busy with screw-driver and spanner on the blood-surrogate pump of a passing bottle. The hum of the electric motor deepened by fractions of a tone as he turned the nuts. Down, down … A final twist, a glance at the revolution counter, and he was done. He moved two paces down the line and began the same process on the next pump.
"Reducing the number of revolutions per minute," Mr. Foster explained. "The surrogate goes round slower; therefore passes through the lung at longer intervals; therefore gives the embryo less oxygen. Nothing like oxygen-shortage for keeping an embryo below par." Again he rubbed his hands.
"But why do you want to keep the embryo below par?" asked an ingenuous student.
"Ass!" said the Director, breaking a long silence. "Hasn't it occurred to you that an Epsilon embryo must have an Epsilon environment as well as an Epsilon heredity?"
Page 7 of 149
It evidently hadn't occurred to him. He was covered with confusion.
"The lower the caste," said Mr. Foster, "the shorter the oxygen." The first organ affected was the brain. After that the skeleton. At seventy per cent of normal oxygen you got dwarfs. At less than seventy eyeless monsters.
"Who are no use at all," concluded Mr. Foster.
Whereas (his voice became confidential and eager), if they could discover a technique for shortening the period of maturation what a triumph, what a benefaction to Society!
"Consider the horse."
They considered it.
Mature at six; the elephant at ten. While at thirteen a man is not yet sexually mature; and is only full-grown at twenty. Hence, of course, that fruit of delayed development, the human intelligence.
"But in Epsilons," said Mr. Foster very justly, "we don't need human intelligence."
Didn't need and didn't get it. But though the Epsilon mind was mature at ten, the Epsilon body was not fit to work till eighteen. Long years of superfluous and wasted immaturity. If the physical development could be speeded up till it was as quick, say, as a cow's, what an enormous saving to the Community!
"Enormous!" murmured the students. Mr. Foster's enthusiasm was infectious.
He became rather technical; spoke of the abnormal endocrine co-ordination which made men grow so slowly; postulated a germinal mutation to account for it. Could the effects of this germinal mutation be undone? Could the individual Epsilon embryo be made a revert, by a suitable technique, to the normality of dogs and cows? That was the problem. And it was all but solved.
Pilkington, at Mombasa, had produced individuals who were sexually mature at four and full-grown at six and a half. A scientific triumph. But socially useless. Six-year-old men and women were too stupid to do even Epsilon work. And the process was an all-or-nothing one; either you failed to modify at all, or else you modified the whole way. They were still trying to find the ideal compromise between adults of twenty and adults of six. So far without success. Mr. Foster sighed and shook his head.
Their wanderings through the crimson twilight had brought them to the neighborhood of Metre 170 on Rack 9. From this point onwards Rack 9 was enclosed and the bottle performed the remainder of their journey in a kind of tunnel, interrupted here and there by openings two or three metres wide.
"Heat conditioning," said Mr. Foster.
Page 8 of 149
Hot tunnels alternated with cool tunnels. Coolness was wedded to discomfort in the form of hard X-rays. By the time they were decanted the embryos had a horror of cold. They were predestined to emigrate to the tropics, to be miner and acetate silk spinners and steel workers. Later on their minds would be made to endorse the judgment of their bodies. "We condition them to thrive on heat," concluded Mr. Foster. "Our colleagues upstairs will teach them to love it."
"And that," put in the Director sententiously, "that is the secret of happiness and virtue–liking what you've got to do. All conditioning aims at that: making people like their unescapable social destiny."
In a gap between two tunnels, a nurse was delicately probing with a long fine syringe into the gelatinous contents of a passing bottle. The students and their guides stood watching her for a few moments in silence.
"Well, Lenina," said Mr. Foster, when at last she withdrew the syringe and straightened herself up.
The girl turned with a start. One could see that, for all the lupus and the purple eyes, she was uncommonly pretty.
"Henry!" Her smile flashed redly at him–a row of coral teeth.
"Charming, charming," murmured the Director and, giving her two or three little pats, received in exchange a rather deferential smile for himself.
"What are you giving them?" asked Mr. Foster, making his tone very professional.
"Oh, the usual typhoid and sleeping sickness."
"Tropical workers start being inoculated at Metre 150," Mr. Foster explained to the students. "The embryos still have gills. We immunize the fish against the future man's diseases." Then, turning back to Lenina, "Ten to five on the roof this afternoon," he said, "as usual."
"Charming," said the Director once more, and, with a final pat, moved away after the others.
On Rack 10 rows of next generation's chemical workers were being trained in the toleration of lead, caustic soda, tar, chlorine. The first of a batch of two hundred and fifty embryonic rocket-plane engineers was just passing the eleven hundred metre mark on Rack 3. A special mechanism kept their containers in constant rotation. "To improve their sense of balance," Mr. Foster explained. "Doing repairs on the outside of a rocket in mid-air is a ticklish job. We slacken off the circulation when they're right way up, so that they're half starved, and double the flow of surrogate when they're upside down. They learn to associate topsy-turvydom with well-being; in fact, they're only truly happy when they're standing on their heads.
"And now," Mr. Foster went on, "I'd like to show you some
Page 9 of 149
very interesting conditioning for Alpha Plus Intellectuals. We have a big batch of them on Rack 5. First Gallery level," he called to two boys who had started to go down to the ground floor.
"They're round about Metre 900," he explained. "You can't really do any useful intellectual conditioning till the foetuses have lost their tails. Follow me."
But the Director had looked at his watch. "Ten to three," he said. "No time for the intellectual embryos, I'm afraid. We must go up to the Nurseries before the children have finished their afternoon sleep."
Mr. Foster was disappointed. "At least one glance at the Decanting Room," he pleaded.
"Very well then." The Director smiled indulgently. "Just one glance."
CHAPTER TWO
MR. FOSTER was left in the Decanting Room. The D.H.C. and his students stepped into the nearest lift and were carried up to the fifth floor.
INFANT NURSERIES. NEO-PAVLOVIAN CONDITIONING ROOMS, announced the notice board.
The Director opened a door. They were in a large bare room, very bright and sunny; for the whole of the southern wall was a single window. Half a dozen nurses, trousered and jacketed in the regulation white viscose-linen uniform, their hair aseptically hidden under white caps, were engaged in setting out bowls of roses in a long row across the floor. Big bowls, packed tight with blossom. Thousands of petals, ripe-blown and silkily smooth, like the cheeks of innumerable little cherubs, but of cherubs, in that bright light, not exclusively pink and Aryan, but also luminously Chinese, also Mexican, also apoplectic with too much blowing of celestial trumpets, also pale as death, pale with the posthumous whiteness of marble.
The nurses stiffened to attention as the D.H.C. came in.
"Set out the books," he said curtly.
In silence the nurses obeyed his command. Between the rose bowls the books were duly set out–a row of nursery quartos opened invitingly each at some gaily coloured image of beast or fish or bird.
"Now bring in the children."
They hurried out of the room and returned in a minute or two, each pushing a kind of tall dumb-waiter laden, on all its four wire-netted shelves, with eight-month-old babies, all exactly alike (a Bokanovsky Group, it was evident) and all (since their caste was Delta) dressed in khaki.
"Put them down on the floor."
The infants were unloaded.
"Now turn them so that they can see the flowers and books."
Turned, the babies at once fell silent, then began to crawl towards those clusters of sleek colours, those shapes so gay and brilliant on the white pages. As they approached, the sun came out of a momentary eclipse behind a cloud. The roses flamed up as though with a sudden passion from within; a new and profound significance seemed to suffuse the shining pages of the books. From the ranks of the crawling babies came little squeals of excitement, gurgles and twitterings of pleasure.
The Director rubbed his hands. "Excellent!" he said. "It might almost have been done on purpose."
The swiftest crawlers were already at their goal. Small hands reached out uncertainly, touched, grasped, unpetaling the transfigured roses, crumpling the illuminated pages of the books. The Director waited until all were happily busy. Then, "Watch carefully," he said. And, lifting his hand, he gave the signal.
The Head Nurse, who was standing by a switchboard at the other end of the room, pressed down a little lever.
There was a violent explosion. Shriller and ever shriller, a siren shrieked. Alarm bells maddeningly sounded.
The children started, screamed; their faces were distorted with terror.
"And now," the Director shouted (for the noise was deafening), "now we proceed to rub in the lesson with a mild electric shock."
He waved his hand again, and the Head Nurse pressed a second lever. The screaming of the babies suddenly changed its tone. There was something desperate, almost insane, about the sharp spasmodic yelps to which they now gave utterance. Their little bodies twitched and stiffened; their limbs moved jerkily as if to the tug of unseen wires.
"We can electrify that whole strip of floor," bawled the Director in explanation. "But that's enough," he signalled to the nurse.
The explosions ceased, the bells stopped ringing, the shriek of the siren died down from tone to tone into silence. The stiffly twitching bodies relaxed, and what had become the sob and yelp of infant maniacs broadened out once more into a normal howl of ordinary terror.
"Offer them the flowers and the books again."
The nurses obeyed; but at the approach of the roses, at the cock-a-doodle-doo and baa-baa black sheep, the infants
mere sight of those gaily-coloured images of pussy and shrank away in horror, the volume of their howling suddenly
increased.
"Observe," said the Director triumphantly, "observe."
Books and loud noises, flowers and electric shocks–already in the infant mind these couples were compromisingly linked; and after two hundred repetitions of the same or a similar lesson would be wedded indissolubly. What man has joined, nature is powerless to put asunder.
"They'll grow up with what the psychologists used to call an 'instinctive' hatred of books and flowers. Reflexes unalterably conditioned. They'll be safe from books and botany all their lives." The Director turned to his nurses. "Take them away again."
Still yelling, the khaki babies were loaded on to their dumb-waiters and wheeled out, leaving behind them the smell of sour milk and a most welcome silence.
One of the students held up his hand; and though he could see quite well why you couldn't have lower-cast people wasting the Community's time over books, and that there was always the risk of their reading something which might undesirably decondition one of their reflexes, yet … well, he couldn't understand about the flowers. Why go to the trouble of making it psychologically impossible for Deltas to like flowers?
Patiently the D.H.C. explained. If the children were made to scream at the sight of a rose, that was on grounds of high economic policy. Not so very long ago (a century or thereabouts), Gammas, Deltas, even Epsilons, had been conditioned to like flowers–flowers in particular and wild nature in general. The idea was to make them want to be going out into the country at every available opportunity, and so compel them to consume transport.
"And didn't they consume transport?" asked the student.
"Quite a lot," the D.H.C. replied. "But nothing else."
Primroses and landscapes, he pointed out, have one grave defect: they are gratuitous. A love of nature keeps no factories busy. It was decided to abolish the love of nature, at any rate among the lower classes; to abolish the love of nature, but not the tendency to consume transport. For of course it was essential that they should keep on going to the country, even though they hated it. The problem was to find an economically sounder reason for consuming transport than a mere affection for primroses and landscapes. It was duly found.
"We condition the masses to hate the country," concluded the Director. "But simultaneously we condition them to love all country sports. At the same time, we see to it that all country sports shall entail the use of elaborate apparatus. So that they consume manufactured articles as well as transport. Hence those electric shocks."
"I see," said the student, and was silent, lost in
Page 12 of 149
admiration.
There was a silence; then, clearing his throat, "Once upon a time," the Director began, "while our Ford was still on earth, there was a little boy called Reuben Rabinovitch. Reuben was the child of Polish-speaking parents."
The Director interrupted himself. "You know what Polish is, I suppose?"
"A dead language."
"Like French and German," added another student, officiously showing off his learning.
"And 'parent'?" questioned the D.H.C.
There was an uneasy silence. Several of the boys blushed. They had not yet learned to draw the significant but often very fine distinction between smut and pure science. One, at last, had the courage to raise a hand.
"Human beings used to be …" he hesitated; the blood rushed to his cheeks. "Well, they used to be viviparous."
"Quite right." The Director nodded approvingly.
"And when the babies were decanted …"
"'Born,'" came the correction.
"Well, then they were the parents–I mean, not the babies, of course; the other ones." The poor boy was overwhelmed with confusion.
"In brief," the Director summed up, "the parents were the father and the mother." The smut that was really science fell with a crash into the boys' eye-avoiding silence. "Mother," he repeated loudly rubbing in the science; and, leaning back in his chair, "These," he said gravely, "are unpleasant facts; I know it. But then most historical facts are unpleasant."
He returned to Little Reuben–to Little Reuben, in whose room, one evening, by an oversight, his father and mother (crash, crash!) happened to leave the radio turned on.
("For you must remember that in those days of gross viviparous reproduction, children were always brought up by their parents and not in State Conditioning Centres.")
While the child was asleep, a broadcast programme from London suddenly started to come through; and the next morning, to the astonishment of his crash and crash (the more daring of the boys ventured to grin at one another), Little Reuben woke up repeating word for word a long lecture by that curious old writer ("one of the very few whose works have been permitted to come down to us"), George Bernard Shaw, who was speaking, according to a well-authenticated tradition, about his own genius. To Little Reuben's wink and snigger, this lecture was, of course, perfectly incomprehensible and, imagining that their child had
suddenly gone mad, they sent for a doctor. He, fortunately, understood English, recognized the discourse as that which Shaw had broadcasted the previous evening, realized the significance of what had happened, and sent a letter to the medical press about it.
"The principle of sleep-teaching, or hypnopædia, had been discovered." The D.H.C. made an impressive pause. The principle had been discovered; but many, many years were to elapse before that principle was usefully applied. "The case of Little Reuben occurred only twenty-three years after Our Ford's first T-Model was put on the market." (Here the Director made a sign of the T on his stomach and all the students reverently followed suit.) "And yet …" Furiously the students scribbled. "Hypnopædia, first used officially in A.F. 214. Why not before? Two reasons. (a) …" "These early experimenters," the D.H.C. was saying, "were on the wrong track. They thought that hypnopædia could be made an instrument of intellectual education …" (A small boy asleep on his right side, the right arm stuck out, the right hand hanging limp over the edge of the bed. Through a round grating in the side of a box a voice speaks softly. "The Nile is the longest river in Africa and the second in length of all the rivers of the globe. Although falling short of the length of the Mississippi-Missouri, the Nile is at the head of all rivers as regards the length of its basin, which extends through 35 degrees of latitude …" At breakfast the next morning, "Tommy," some one says, "do you know which is the longest river in Africa?" A shaking of the head. "But don't you remember something that begins: The Nile is the …" "The - Nile - is - the - longest - river - in - Africa - and - the - second - in - length - of - all - the - rivers - of - the - globe …" The words come rushing out. "Although falling - short - of …" "Well now, which is the longest river in Africa?" The eyes are blank. "I don't know." "But the Nile, Tommy." "The - Nile - is - the - longest - river - in - Africa - and - second …" "Then which river is the longest, Tommy?" Tommy burst into tears. "I don't know," he howls.) That howl, the Director made it plain, discouraged the earliest investigators. The experiments were abandoned. No further attempt was made to teach children the length of the
Page 14 of 149
Nile in their sleep. Quite rightly. You can't learn a science unless you know what it's all about.
"Whereas, if they'd only started on moral education," said the Director, leading the way towards the door. The students followed him, desperately scribbling as they walked and all the way up in the lift. "Moral education, which ought never, in any circumstances, to be rational."
"Silence, silence," whispered a loud speaker as they stepped out at the fourteenth floor, and "Silence, silence," the trumpet mouths indefatigably repeated at intervals down every corridor. The students and even the Director himself rose automatically to the tips of their toes. They were Alphas, of course, but even Alphas have been well conditioned. "Silence, silence." All the air of the fourteenth floor was sibilant with the categorical imperative.
Fifty yards of tiptoeing brought them to a door which the Director cautiously opened. They stepped over the threshold into the twilight of a shuttered dormitory. Eighty cots stood in a row against the wall. There was a sound of light regular breathing and a continuous murmur, as of very faint voices remotely whispering.
A nurse rose as they entered and came to attention before the Director.
"What's the lesson this afternoon?" he asked.
"We had Elementary Sex for the first forty minutes," she answered. "But now it's switched over to Elementary Class Consciousness."
The Director walked slowly down the long line of cots. Rosy and relaxed with sleep, eighty little boys and girls lay softly breathing. There was a whisper under every pillow. The D.H.C. halted and, bending over one of the little beds, listened attentively.
"Elementary Class Consciousness, did you say? Let's have it repeated a little louder by the trumpet."
At the end of the room a loud speaker projected from the wall. The Director walked up to it and pressed a switch.
"… all wear green," said a soft but very distinct voice, beginning in the middle of a sentence, "and Delta Children wear khaki. Oh no, I don't want to play with Delta children. And Epsilons are still worse. They're too stupid to be able to read or write. Besides they wear black, which is such a beastly colour. I'm so glad I'm a Beta."
There was a pause; then the voice began again.
"Alpha children wear grey They work much harder than we do, glad I'm a Beta, because I don't work so hard. And then we
because they're so frightfully clever. I'm really awfuly are much better than the Gammas and Deltas. Gammas are
Page 15 of 149
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
stupid. They all wear green, and Delta children wear khaki. Oh no, I don't want to play with Delta children. And Epsilons are still worse. They're too stupid to be able …"
The Director pushed back the switch. The voice was silent. Only its thin ghost continued to mutter from beneath the eighty pillows.
"They'll have that repeated forty or fifty times more before they wake; then again on Thursday, and again on Saturday. A hundred and twenty times three times a week for thirty months. After which they go on to a more advanced lesson."
Roses and electric shocks, the khaki of Deltas and a whiff of asafœtida–wedded indissolubly before the child can speak. But wordless conditioning is crude and wholesale; cannot bring home the finer distinctions, cannot inculcate the more complex courses of behaviour. For that there must be words, but words without reason. In brief, hypnopædia.
"The greatest moralizing and socializing force of all time."
The students took it down in their little books. Straight from the horse's mouth.
Once more the Director touched the switch.
"… so frightfully clever," the soft, insinuating, indefatigable voice was saying, "I'm really awfully glad I'm a Beta, because …"
Not so much like drops of water, though water, it is true, can wear holes in the hardest granite; rather, drops of liquid sealing-wax, drops that adhere, incrust, incorporate themselves with what they fall on, till finally the rock is all one scarlet blob.
"Till at last the child's mind is these suggestions, and the sum of the suggestions is the child's mind. And not the child's mind only. The adult's mind too–all his life long. The mind that judges and desires and decides–made up of these suggestions. But all these suggestions are our suggestions!" The Director almost shouted in his triumph. "Suggestions from the State." He banged the nearest table. "It therefore follows …"
A noise made him turn round.
"Oh, Ford!" he said in another tone, "I've gone and woken the children."
CHAPTER THREE
OUTSIDE, in the garden, it was playtime. Naked in the warm June sunshine, six or seven hundred little boys and girls were running with shrill yells over the lawns, or playing ball games, or squatting silently in twos and threes among the flowering shrubs. The roses were in bloom, two
Page 16 of 149
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
nightingales soliloquized in the boskage, a cuckoo was just going out of tune among the lime trees. The air was drowsy with the murmur of bees and helicopters.
The Director and his students stood for a short time watching a game of Centrifugal Bumble-puppy. Twenty children were grouped in a circle round a chrome steel tower. A ball thrown up so as to land on the platform at the top of the tower rolled down into the interior, fell on a rapidly revolving disk, was hurled through one or other of the numerous apertures pierced in the cylindrical casing, and had to be caught.
"Strange," mused the Director, as they turned away, "strange to think that even in Our Ford's day most games were played without more apparatus than a ball or two and a few sticks and perhaps a bit of netting. imagine the folly of allowing people to play elaborate games which do nothing whatever to increase consumption. It's madness. Nowadays the Controllers won't approve of any new game unless it can be shown that it requires at least as much apparatus as the most complicated of existing games." He interrupted himself.
"That's a charming little group," he said, pointing.
In a little grassy bay between tall clumps of Mediterranean heather, two children, a little boy of about seven and a little girl who might have been a year older, were playing, very gravely and with all the focussed attention of scientists intent on a labour of discovery, a rudimentary sexual game.
"Charming, charming!" the D.H.C. repeated sentimentally.
"Charming," the boys politely agreed. But their smile was rather patronizing. They had put aside similar childish amusements too recently to be able to watch them now without a touch of contempt. Charming? but it was just a pair of kids fooling about; that was all. Just kids.
"I always think," the Director was continuing in the same rather maudlin tone, when he was interrupted by a loud boo-hooing.
From a neighbouring shrubbery emerged a nurse, leading by the hand a small boy, who howled as he went. An anxious-looking little girl trotted at her heels.
"What's the matter?" asked the Director.
The nurse shrugged her shoulders. "Nothing much," she answered. "It's just that this little boy seems rather reluctant to join in the ordinary erotic play. I'd noticed it once or twice before. And now again to-day. He started yelling just now …"
"Honestly," put in the anxious-looking little girl, "I didn't mean to hurt him or anything. Honestly."
"Of course you didn't, dear," said the nurse reassuringly.
taking him in to see the Assistant Superintendent of
"And so," she went on, turning back to the Director, "I'm
Psychology. Just to see if anything's at all abnormal."
"Quite right," said the Director. "Take him in. You stay here, little girl," he added, as the nurse moved away with her still howling charge. "What's your name?"
```
"Polly Trotsky." "And a very good name too," said the Director. "Run away now and see if you can find some other little boy to play with." The child scampered off into the bushes and was lost to sight. "Exquisite little creature!" said the Director, looking after her. Then, turning to his students, "What I'm going to tell you now," he said, "may sound incredible. But then, when you're not accustomed to history, most facts about the past do sound incredible." He let out the amazing truth. For a very long period before the time of Our Ford, and even for some generations afterwards, erotic play between children had been regarded as abnormal (there was a roar of laughter); and not only abnormal, actually immoral (no!): and had therefore been rigorously suppressed. A look of astonished incredulity appeared on the faces of his listeners. Poor little kids not allowed to amuse themselves? They could not believe it. "Even adolescents," the D.H.C. was saying, "even adolescents like yourselves …" "Not possible!" "Barring a little surreptitious auto-erotism and homosexuality–absolutely nothing." "Nothing?" "In most cases, till they were over twenty years old." "Twenty years old?" echoed the students in a chorus of loud disbelief. "Twenty," the Director repeated. "I told you that you'd find it incredible." "But what happened?" they asked. "What were the results?" "The results were terrible." A deep resonant voice broke startlingly into the dialogue. They looked around. On the fringe of the little group stood a stranger–a man of middle height, black-haired, with a hooked nose, full red lips, eyes very piercing and dark. "Terrible," he repeated. The D.H.C. had at that moment sat down on one of the steel
```
and rubber benches conveniently scattered through the gardens; but at the sight of the stranger, he sprang to his feet and darted forward, his hand outstretched, smiling with all his teeth, effusive.
"Controller! What an unexpected pleasure! Boys, what are you thinking of? This is the Controller; this is his fordship, Mustapha Mond."
In the four thousand rooms of the Centre the four thousand electric clocks simultaneously struck four. Discarnate voices called from the trumpet mouths.
"Main Day-shift off duty. Second Day-shift take over. Main Day-shift off …"
In the lift, on their way up to the changing rooms, Henry Foster and the Assistant Director of Predestination rather pointedly turned their backs on Bernard Marx from the Psychology Bureau: averted themselves from that unsavoury reputation.
The faint hum and rattle of machinery still stirred the crimson air in the Embryo Store. Shifts might come and go, one lupus-coloured face give place to another; majestically and for ever the conveyors crept forward with their load of future men and women.
Lenina Crowne walked briskly towards the door.
His fordship Mustapha Mond! The eyes of the saluting students almost popped out of their heads. Mustapha Mond! The Resident Controller for Western Europe! One of the Ten World Controllers. One of the Ten … and he sat down on the bench with the D.H.C., he was going to stay, to stay, yes, and actually talk to them … straight from the horse's mouth. Straight from the mouth of Ford himself.
Two shrimp-brown children emerged from a neighbouring shrubbery, stared at them for a moment with large, astonished eyes, then returned to their amusements among the leaves.
"You all remember," said the Controller, in his strong deep voice, "you all remember, I suppose, that beautiful and inspired saying of Our Ford's: History is bunk. History," he repeated slowly, "is bunk."
He waved his hand; and it was as though, with an invisible feather wisk, he had brushed away a little dust, and the dust was Harappa, was Ur of the Chaldees; some spider-webs, and they were Thebes and Babylon and Cnossos and Mycenae. Whisk. Whisk–and where was Odysseus, where was Job, where were Jupiter and Gotama and Jesus? Whisk–and those specks of antique dirt called Athens and Rome, Jerusalem and the Middle Kingdom–all were gone. Whisk–the place where Italy had been was empty. Whisk, the cathedrals; whisk, whisk, King Lear and the Thoughts of Pascal. Whisk, Passion; whisk, Requiem; whisk, Symphony; whisk …
"Going to the Feelies this evening, Henry?" enquired the Assistant Predestinator. "I hear the new one at the Alhambra is first-rate. There's a love scene on a bearskin rug; they say it's marvellous. Every hair of the bear reproduced. The most amazing tactual effects."
"That's why you're taught no history," the Controller was saying. "But now the time has come …"
The D.H.C. looked at him nervously. There were those strange rumours of old forbidden books hidden in a safe in the Controller's study. Bibles, poetry–Ford knew what.
Mustapha Mond intercepted his anxious glance and the corners of his red lips twitched ironically.
"It's all right, Director," he said in a tone of faint derision, "I won't corrupt them."
The D.H.C. was overwhelmed with confusion.
Those who feel themselves despised do well to look despising. The smile on Bernard Marx's face was contemptuous. Every hair on the bear indeed!
"I shall make a point of going," said Henry Foster.
Mustapha Mond leaned forward, shook a finger at them. "Just try to realize it," he said, and his voice sent a strange thrill quivering along their diaphragms. "Try to realize what it was like to have a viviparous mother."
That smutty word again. But none of them dreamed, this time, of smiling.
"Try to imagine what 'living with one's family' meant."
They tried; but obviously without the smallest success.
"And do you know what a 'home' was?"
They shook their heads.
From her dim crimson cellar Lenina Crowne shot up seventeen stories, turned to the right as she stepped out of the lift, walked down a long corridor and, opening the door marked GIRLS' DRESSING-ROOM, plunged into a deafening chaos of arms and bosoms and underclothing. Torrents of hot water were splashing into or gurgling out of a hundred baths. Rumbling and hissing, eighty vibro-vacuum massage machines were simultaneously kneading and sucking the firm and sunburnt flesh of eighty superb female specimens. Every one was talking at the top of her voice. A Synthetic Music machine was warbling out a super-cornet solo.
"Hullo, Fanny," said Lenina to the young woman who had the pegs and locker next to hers.
Fanny worked in the Bottling Room, and her surname was also
Page 20 of 149
Crowne. But as the two thousand million inhabitants of the plant had only ten thousand names between them, the coincidence was not particularly surprising.
Lenina pulled at her zippers-downwards on the jacket, downwards with a double-handed gesture at the two that held trousers, downwards again to loosen her undergarment. Still wearing her shoes and stockings, she walked off towards the bathrooms.
Home, home–a few small rooms, stiflingly over-inhabited by a man, by a periodically teeming woman, by a rabble of boys and girls of all ages. No air, no space; an understerilized prison; darkness, disease, and smells.
(The Controller's evocation was so vivid that one of the boys, more sensitive than the rest, turned pale at the mere description and was on the point of being sick.)
Lenina got out of the bath, toweled herself dry, took hold of a long flexible tube plugged into the wall, presented the nozzle to her breast, as though she meant to commit suicide, pressed down the trigger. A blast of warmed air dusted her with the finest talcum powder. Eight different scents and eau-de-Cologne were laid on in little taps over the wash-basin. She turned on the third from the left, dabbed herself with chypre and, carrying her shoes and stockings in her hand, went out to see if one of the vibro-vacuum machines were free.
And home was as squalid psychically as physically. Psychically, it was a rabbit hole, a midden, hot with the frictions of tightly packed life, reeking with emotion. What suffocating intimacies, what dangerous, insane, obscene relationships between the members of the family group! Maniacally, the mother brooded over her children (her children) … brooded over them like a cat over its kittens; but a cat that could talk, a cat that could say, "My baby, my baby," over and over again. "My baby, and oh, oh, at my breast, the little hands, the hunger, and that unspeakable agonizing pleasure! Till at last my baby sleeps, my baby sleeps with a bubble of white milk at the corner of his mouth. My little baby sleeps …"
"Yes," said Mustapha Mond, nodding his head, "you may well shudder."
"Who are you going out with to-night?" Lenina asked, returning from the vibro-vac like a pearl illuminated from within, pinkly glowing.
"Nobody."
Lenina raised her eyebrows in astonishment.
"I've been feeling rather out of sorts lately," Fanny explained. "Dr. Wells advised me to have a Pregnancy
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
Substitute."
"But, my dear, you're only nineteen. The first Pregnancy Substitute isn't compulsory till twenty-one."
"I know, dear. But some people are better if they begin earlier. Dr. Wells told me that brunettes with wide pelvises, like me, ought to have their first Pregnancy Substitute at seventeen. So I'm really two years late, not two years early." She opened the door of her locker and pointed to the row of boxes and labelled phials on the upper shelf.
"SYRUP OF CORPUS LUTEUM," Lenina read the names aloud. "OVARIN, GUARANTEED FRESH: NOT TO BE USED AFTER AUGUST 1ST, A.F. 632. MAMMARY GLAND EXTRACT: TO BE TAKEN THREE TIMES DAILY, BEFORE MEALS, WITH A LITTLE WATER. PLACENTIN: 5cc TO BE INJECTED INTRAVENALLY EVERY THIRD DAY … Ugh!" Lenina shuddered. "How I loathe intravenals, don't you?"
"Yes. But when they do one good …" Fanny was a particularly sensible girl.
Our Ford–or Our Freud, as, for some inscrutable reason, he chose to call himself whenever he spoke of psychological matters–Our Freud had been the first to reveal the appalling dangers of family life. The world was full of fathers–was therefore full of misery; full of mothers–therefore of every kind of perversion from sadism to chastity; full of brothers, sisters, uncles, aunts–full of madness and suicide.
"And yet, among the savages of Samoa, in certain islands off the coast of New Guinea …"
The tropical sunshine lay like warm honey on the naked bodies of children tumbling promiscuously among the hibiscus blossoms. Home was in any one of twenty palm-thatched houses. In the Trobriands conception was the work of ancestral ghosts; nobody had ever heard of a father.
"Extremes," said the Controller, "meet. For the good reason that they were made to meet."
"Dr. Wells says that a three months' Pregnancy Substitute now will make all the difference to my health for the next three or four years."
"Well, I hope he's right," said Lenina. "But, Fanny, do you really mean to say that for the next three months you're not supposed to …"
"Oh no, dear. Only for a week or two, that's all. I shall spend the evening at the Club playing Musical Bridge. I suppose you're going out?"
Lenina nodded.
"Who with?"
"Henry Foster."
"Again?" Fanny's kind, rather moon-like face took on an incongruous expression of pained and disapproving astonishment. "Do you mean to tell me you're still going out with Henry Foster?"
Mothers and fathers, brothers and sisters. But there were also husbands, wives, lovers. There were also monogamy and romance.
"Though you probably don't know what those are," said Mustapha Mond.
They shook their heads.
Family, monogamy, romance. Everywhere exclusiveness, a narrow channelling of impulse and energy.
"But every one belongs to every one else," he concluded, citing the hypnopædic proverb.
The students nodded, emphatically agreeing with a statement which upwards of sixty-two thousand repetitions in the dark had made them accept, not merely as true, but as axiomatic, self-evident, utterly indisputable.
"But after all," Lenina was protesting, "it's only about four months now since I've been having Henry."
"Only four months! I like that. And what's more," Fanny went on, pointing an accusing finger, "there's been nobody else except Henry all that time. Has there?"
Lenina blushed scarlet; but her eyes, the tone of her voice remained defiant. "No, there hasn't been any one else," she answered almost truculently. "And I jolly well don't see why there should have been."
"Oh, she jolly well doesn't see why there should have been," Fanny repeated, as though to an invisible listener behind Lenina's left shoulder. Then, with a sudden change of tone, "But seriously," she said, "I really do think you ought to be careful. It's such horribly bad form to go on and on like this with one man. At forty, or thirty-five, it wouldn't be so bad. But at your age, Lenina! No, it really won't do. And you know how strongly the D.H.C. objects to anything intense or long-drawn. Four months of Henry Foster, without having another man–why, he'd be furious if he knew …"
"Think of water under pressure in a pipe." They thought of it. "I pierce it once," said the Controller. "What a jet!"
He pierced it twenty times. There were twenty piddling little fountains.
"My baby. My baby …!"
Page 23 of 149
"Mother!" The madness is infectious.
"My love, my one and only, precious, precious …"
Mother, monogamy, romance. High spurts the fountain; fierce and foamy the wild jet. The urge has but a single outlet. My love, my baby. No wonder these poor pre-moderns were mad and wicked and miserable. Their world didn't allow them to take things easily, didn't allow them to be sane, virtuous, happy. What with mothers and lovers, what with the prohibitions they were not conditioned to obey, what with the temptations and the lonely remorses, what with all the diseases and the endless isolating pain, what with the uncertainties and the poverty–they were forced to feel strongly. And feeling strongly (and strongly, what was more, in solitude, in hopelessly individual isolation), how could they be stable?
"Of course there's no need to give him up. Have somebody else from time to time, that's all. He has other girls, doesn't he?"
Lenina admitted it.
"Of course he does. Trust Henry Foster to be the perfect gentleman–always correct. And then there's the Director to think of. You know what a stickler …"
Nodding, "He patted me on the behind this afternoon," said Lenina.
"There, you see!" Fanny was triumphant. "That shows what he stands for. The strictest conventionality."
"Stability," said the Controller, "stability. No civilization without social stability. No social stability without individual stability." His voice was a trumpet. Listening they felt larger, warmer.
The machine turns, turns and must keep on turning–for ever. It is death if it stands still. A thousand millions scrabbled the crust of the earth. The wheels began to turn. In a hundred and fifty years there were two thousand millions. Stop all the wheels. In a hundred and fifty weeks there are once more only a thousand millions; a thousand thousand thousand men and women have starved to death.
Wheels must turn steadily, but cannot turn untended. There must be men to tend them, men as steady as the wheels upon their axles, sane men, obedient men, stable in contentment.
Crying: My baby, my mother, my only, only love groaning: My sin, my terrible God; screaming with pain, muttering with fever, bemoaning old age and poverty–how can they tend the wheels? And if they cannot tend the wheels … The corpses of a thousand thousand thousand men and women would be hard to bury or burn.
Page 24 of 149
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
"And after all," Fanny's tone was coaxing, "it's not as though there were anything painful or disagreeable about having one or two men besides Henry. And seeing that you ought to be a little more promiscuous …"
"Stability," insisted the Controller, "stability. The primal and the ultimate need. Stability. Hence all this."
With a wave of his hand he indicated the gardens, the huge building of the Conditioning Centre, the naked children furtive in the undergrowth or running across the lawns.
Lenina shook her head. "Somehow," she mused, "I hadn't been feeling very keen on promiscuity lately. There are times when one doesn't. Haven't you found that too, Fanny?"
Fanny nodded her sympathy and understanding. "But one's got to make the effort," she said, sententiously, "one's got to play the game. After all, every one belongs to every one else."
"Yes, every one belongs to every one else," Lenina repeated slowly and, sighing, was silent for a moment; then, taking Fanny's hand, gave it a little squeeze. "You're quite right, Fanny. As usual. I'll make the effort."
Impulse arrested spills over, and the flood is feeling, the flood is passion, the flood is even madness: it depends on the force of the current, the height and strength of the barrier. The unchecked stream flows smoothly down its appointed channels into a calm well-being. (The embryo is hungry; day in, day out, the blood-surrogate pump unceasingly turns its eight hundred revolutions a minute. The decanted infant howls; at once a nurse appears with a bottle of external secretion. Feeling lurks in that interval of time between desire and its consummation. Shorten that interval, break down all those old unnecessary barriers.
"Fortunate boys!" said the Controller. "No pains have been spared to make your lives emotionally easy–to preserve you, so far as that is possible, from having emotions at all."
"Ford's in his flivver," murmured the D.H.C. "All's well with the world."
"Lenina Crowne?" said Henry Foster, echoing the Assistant Predestinator's question as he zipped up his trousers. "Oh, she's a splendid girl. Wonderfully pneumatic. I'm surprised you haven't had her."
"I can't think how it is I haven't," said the Assistant Predestinator. "I certainly will. At the first opportunity."
From his place on the opposite side of the changing-room aisle, Bernard Marx overheard what they were saying and turned pale.
Page 25 of 149
"And to tell the truth," said Lenina, "I'm beginning to get just a tiny bit bored with nothing but Henry every day." She pulled on her left stocking. "Do you know Bernard Marx?" she asked in a tone whose excessive casualness was evidently forced.
```
Fanny looked startled. "You don't mean to say …?" "Why not? Bernard's an Alpha Plus. Besides, he asked me to go to one of the Savage Reservations with him. I've always wanted to see a Savage Reservation." "But his reputation?" "What do I care about his reputation?" "They say he doesn't like Obstacle Golf." "They say, they say," mocked Lenina. "And then he spends most of his time by himself–alone." There was horror in Fanny's voice. "Well, he won't be alone when he's with me. And anyhow, why are people so beastly to him? I think he's rather sweet." She smiled to herself; how absurdly shy he had been! Frightened almost–as though she were a World Controller and he a Gamma-Minus machine minder. "Consider your own lives," said Mustapha Mond. "Has any of you ever encountered an insurmountable obstacle?" The question was answered by a negative silence. "Has any of you been compelled to live through a long time-interval between the consciousness of a desire and its fufilment?" "Well," began one of the boys, and hesitated. "Speak up," said the D.H.C. "Don't keep his fordship waiting." "I once had to wait nearly four weeks before a girl I wanted would let me have her." "And you felt a strong emotion in consequence?" "Horrible!" "Horrible; precisely," said the Controller. "Our ancestors were so stupid and short-sighted that when the first reformers came along and offered to deliver them from those horrible emotions, they wouldn't have anything to do with them." "Talking about her as though she were a bit of meat." Bernard ground his teeth. "Have her here, have her there." Like mutton. Degrading her to so much mutton. She said she'd
```
Page 26 of 149
think it over, she said she'd give me an answer this week. Oh, Ford, Ford, Ford." He would have liked to go up to them and hit them in the face–hard, again and again.
"Yes, I really do advise you to try her," Henry Foster was saying. "Take Ectogenesis. Pfitzner and Kawaguchi had got the whole technique worked out. But would the Governments look at it? No. There was something called Christianity. Women were forced to go on being viviparous." "He's so ugly!" said Fanny. "But I rather like his looks." "And then so small." Fanny made a grimace; smallness was so horribly and typically low-caste. "I think that's rather sweet," said Lenina. "One feels one would like to pet him. You know. Like a cat." Fanny was shocked. "They say somebody made a mistake when he was still in the bottle–thought he was a Gamma and put alcohol into his blood-surrogate. That's why he's so stunted." "What nonsense!" Lenina was indignant. "Sleep teaching was actually prohibited in England. There was something called liberalism. Parliament, if you know what that was, passed a law against it. The records survive. Speeches about liberty of the subject. Liberty to be inefficient and miserable. Freedom to be a round peg in a square hole." "But, my dear chap, you're welcome, I assure you. You're welcome." Henry Foster patted the Assistant Predestinator on the shoulder. "Every one belongs to every one else, after all." One hundred repetitions three nights a week for four years, thought Bernard Marx, who was a specialist on hypnopædia. Sixty-two thousand four hundred repetitions make one truth. Idiots! "Or the Caste System. Constantly proposed, constantly rejected. There was something called democracy. As though men were more than physico-chemically equal." "Well, all I can say is that I'm going to accept his invitation." Bernard hated them, hated them. But they were two, they were
large, they were strong.
"The Nine Years' War began in A.F. 141."
```
"Not even if it were true about the alcohol in his blood-surrogate." "Phosgene, chloropicrin, ethyl iodoacetate, diphenylcyanarsine, trichlormethyl, chloroformate, dichlorethyl sulphide. Not to mention hydrocyanic acid." "Which I simply don't believe," Lenina concluded. "The noise of fourteen thousand aeroplanes advancing in open order. But in the Kurfurstendamm and the Eighth Arrondissement, the explosion of the anthrax bombs is hardly louder than the popping of a paper bag." "Because I do want to see a Savage Reservation." Ch3C6H2(NO2)3+Hg(CNO)2=well, what? An enormous hole in the ground, a pile of masonry, some bits of flesh and mucus, a foot, with the boot still on it, flying through the air and landing, flop, in the middle of the geraniums–the scarlet ones; such a splendid show that summer! "You're hopeless, Lenina, I give you up." "The Russian technique for infecting water supplies was particularly ingenious." Back turned to back, Fanny and Lenina continued their changing in silence. "The Nine Years' War, the great Economic Collapse. There was a choice between World Control and destruction. Between stability and …" "Fanny Crowne's a nice girl too," said the Assistant Predestinator. In the nurseries, the Elementary Class Consciousness lesson was over, the voices were adapting future demand to future industrial supply. "I do love flying," they whispered, "I do love flying, I do love having new clothes, I do love …"
```
"Liberalism, of course, was dead of anthrax, but all the same you couldn't do things by force."
```
"Not nearly so pneumatic as Lenina. Oh, not nearly." "But old clothes are beastly," continued the untiring whisper. "We always throw away old clothes. Ending is better than mending, ending is better than mending, ending is better …" "Government's an affair of sitting, not hitting. You rule with the brains and the buttocks, never with the fists. For example, there was the conscription of consumption." "There, I'm ready," said Lenina, but Fanny remained speechless and averted. "Let's make peace, Fanny darling." "Every man, woman and child compelled to consume so much a year. In the interests of industry. The sole result …" "Ending is better than mending. The more stitches, the less riches; the more stitches …" "One of these days," said Fanny, with dismal emphasis, "you'll get into trouble." "Conscientious objection on an enormous scale. Anything not to consume. Back to nature." "I do love flying. I do love flying." "Back to culture. Yes, actually to culture. You can't consume much if you sit still and read books." "Do I look all right?" Lenina asked. Her jacket was made of bottle green acetate cloth with green viscose fur; at the cuffs and collar. "Eight hundred Simple Lifers were mowed down by machine guns at Golders Green." "Ending is better than mending, ending is better than mending." Green corduroy shorts and white viscose-woollen stockings turned down below the knee.
```
"Then came the famous British Museum Massacre. Two thousand culture fans gassed with dichlorethyl sulphide."
```
A green-and-white jockey cap shaded Lenina's eyes; her shoes were bright green and highly polished. "In the end," said Mustapha Mond, "the Controllers realized that force was no good. The slower but infinitely surer methods of ectogenesis, neo-Pavlovian conditioning and hypnopædia …" And round her waist she wore a silver-mounted green morocco-surrogate cartridge belt, bulging (for Lenina was not a freemartin) with the regulation supply of contraceptives. "The discoveries of Pfitzner and Kawaguchi were at last made use of. An intensive propaganda against viviparous reproduction …" "Perfect!" cried Fanny enthusiastically. She could never resist Lenina's charm for long. "And what a perfectly sweet Malthusian belt!" "Accompanied by a campaign against the Past; by the closing of museums, the blowing up of historical monuments (luckily most of them had already been destroyed during the Nine Years' War); by the suppression of all books published before A.F. 15O.'' "I simply must get one like it," said Fanny. "There were some things called the pyramids, for example. "My old black-patent bandolier …" "And a man called Shakespeare. You've never heard of them of course." "It's an absolute disgrace–that bandolier of mine." "Such are the advantages of a really scientific education." "The more stitches the less riches; the more stitches the less …"
```
"The introduction of Our Ford's first T-Model …"
"I've had it nearly three months."
```
"Chosen as the opening date of the new era." "Ending is better than mending; ending is better …" "There was a thing, as I've said before, called Christianity." "Ending is better than mending." "The ethics and philosophy of under-consumption …" "I love new clothes, I love new clothes, I love …" "So essential when there was under-production; but in an age of machines and the fixation of nitrogen–positively a crime against society." "Henry Foster gave it me." "All crosses had their tops cut and became T's. There was also a thing called God." "It's real morocco-surrogate." "We have the World State now. And Ford's Day celebrations, and Community Sings, and Solidarity Services." "Ford, how I hate them!" Bernard Marx was thinking. "There was a thing called Heaven; but all the same they used to drink enormous quantities of alcohol." "Like meat, like so much meat." "There was a thing called the soul and a thing called immortality." "Do ask Henry where he got it." "But they used to take morphia and cocaine."
```
"And what makes it worse, she thinks of herself as meat."
```
"Two thousand pharmacologists and bio-chemists were subsidized in A.P. 178." "He does look glum," said the Assistant Predestinator, pointing at Bernard Marx. "Six years later it was being produced commercially. The perfect drug." "Let's bait him." "Euphoric, narcotic, pleasantly hallucinant." "Glum, Marx, glum." The clap on the shoulder made him start, look up. It was that brute Henry Foster. "What you need is a gramme of soma." "All the advantages of Christianity and alcohol; none of their defects." "Ford, I should like to kill him!" But all he did was to say, "No, thank you," and fend off the proffered tube of tablets. "Take a holiday from reality whenever you like, and come back without so much as a headache or a mythology." "Take it," insisted Henry Foster, "take it." "Stability was practically assured." "One cubic centimetre cures ten gloomy sentiments," said the Assistant Predestinator citing a piece of homely hypnopædic wisdom. "It only remained to conquer old age." "Damn you, damn you!" shouted Bernard Marx. "Hoity-toity." "Gonadal hormones, transfusion of young blood, magnesium
```
Page 32 of 149
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
salts …"
"And do remember that a gramme is better than a damn." They
```
went out, laughing. "All the physiological stigmata of old age have been abolished. And along with them, of course …" "Don't forget to ask him about that Malthusian belt," said Fanny. "Along with them all the old man's mental peculiarities. Characters remain constant throughout a whole lifetime." "… two rounds of Obstacle Golf to get through before dark. I must fly." "Work, play–at sixty our powers and tastes are what they were at seventeen. Old men in the bad old days used to renounce, retire, take to religion, spend their time reading, thinking–thinking!" "Idiots, swine!" Bernard Marx was saying to himself, as he walked down the corridor to the lift. "Now–such is progress–the old men work, the old men copulate, the old men have no time, no leisure from pleasure, not a moment to sit down and think–or if ever by some unlucky chance such a crevice of time should yawn in the solid substance of their distractions, there is always soma, delicious soma, half a gramme for a half-holiday, a gramme for a week-end, two grammes for a trip to the gorgeous East, three for a dark eternity on the moon; returning whence they find themselves on the other side of the crevice, safe on the solid ground of daily labour and distraction, scampering from feely to feely, from girl to pneumatic girl, from Electromagnetic Golf course to …" "Go away, little girl," shouted the D.H.C. angrily. "Go away, little boy! Can't you see that his fordship's busy? Go and do your erotic play somewhere else." "Suffer little children," said the Controller. Slowly, majestically, with a faint humming of machinery, the Conveyors moved forward, thirty-three centimters an hour. In the red darkness glinted innumerable rubies.
```
CHAPTER FOUR
Page 33 of 149
THE LIFT was crowded with men from the Alpha Changing Rooms, and Lenina's entry wars greeted by many friendly nods and smiles. She was a popular girl and, at one time or another, had spent a night with almost all of them.
They were dear boys, she thought, as she returned their salutations. Charming boys! Still, she did wish that George Edzel's ears weren't quite so big (perhaps he'd been given just a spot too much parathyroid at Metre 328?). And looking at Benito Hoover, she couldn't help remembering that he was really too hairy when he took his clothes off.
Turning, with eyes a little saddened by the recollection, of Benito's curly blackness, she saw in a corner the small thin body, the melancholy face of Bernard Marx.
"Bernard!" she stepped up to him. "I was looking for you." Her voice rang clear above the hum of the mounting lift. The others looked round curiously. "I wanted to talk to you about our New Mexico plan." Out of the tail of her eye she could see Benito Hoover gaping with astonishment. The gape annoyed her. "Surprised I shouldn't be begging to go with him again!" she said to herself. Then aloud, and more warmly than ever, "I'd simply love to come with you for a week in July," she went on. (Anyhow, she was publicly proving her unfaithfulness to Henry. Fanny ought to be pleased, even though it was Bernard.) "That is," Lenina gave him her most deliciously significant smile, "if you still want to have me."
Bernard's pale face flushed. "What on earth for?" she wondered, astonished, but at the same time touched by this strange tribute to her power.
"Hadn't we better talk about it somewhere else?" he stammered, looking horribly uncomfortable.
"As though I'd been saying something shocking," thought Lenina. "He couldn't look more upset if I'd made a dirty joke–asked him who his mother was, or something like that."
"I mean, with all these people about …" He was choked with confusion.
Lenina's laugh was frank and wholly unmalicious. "How funny you are!" she said; and she quite genuinely did think him funny. "You'll give me at least a week's warning, won't you," she went on in another tone. "I suppose we take the Blue Pacific Rocket? Does it start from the Charing-T Tower? Or is it from Hampstead?"
Before Bernard could answer, the lift came to a standstill.
"Roof!" called a creaking voice.
The liftman was a small simian creature, dressed in the black tunic of an Epsilon-Minus Semi-Moron.
"Roof!"
He flung open the gates. The warm glory of afternoon sunlight made him start and blink his eyes. "Oh, roof!" he repeated in a voice of rapture. He was as though suddenly and joyfully awakened from a dark annihilating stupor. "Roof!"
He smiled up with a kind of doggily expectant adoration into the faces of his passengers. Talking and laughing together, they stepped out into the light. The liftman looked after them.
"Roof?" he said once more, questioningly.
Then a bell rang, and from the ceiling of the lift a loud speaker began, very softly and yet very imperiously, to issue its commands.
"Go down," it said, "go down. Floor Eighteen. Go down, go down. Floor Eighteen. Go down, go …"
The liftman slammed the gates, touched a button and instantly dropped back into the droning twilight of the well, the twilight of his own habitual stupor.
It was warm and bright on the roof. The summer afternoon was drowsy with the hum of passing helicopters; and the deeper drone of the rocket-planes hastening, invisible, through the bright sky five or six miles overhead was like a caress on the soft air. Bernard Marx drew a deep breath. He looked up into the sky and round the blue horizon and finally down into Lenina's face.
"Isn't it beautiful!" His voice trembled a little.
She smiled at him with an expression of the most sympathetic understanding. "Simply perfect for Obstacle Golf," she answered rapturously. "And now I must fly, Bernard. Henry gets cross if I keep him waiting. Let me know in good time about the date." And waving her hand she ran away across the wide flat roof towards the hangars. Bernard stood watching the retreating twinkle of the white stockings, the sunburnt knees vivaciously bending and unbending again, again, and the softer rolling of those well-fitted corduroy shorts beneath the bottle green jacket. His face wore an expression of pain.
"I should say she was pretty," said a loud and cheery voice just behind him.
Bernard started and looked around. The chubby red face of Benito Hoover was beaming down at him–beaming with manifest cordiality. Benito was notoriously good-natured. People said of him that he could have got through life without ever touching soma. The malice and bad tempers from which other people had to take holidays never afflicted him. Reality for Benito was always sunny.
"Pneumatic too. And how!" Then, in another tone: "But, I say," he went on, "you do look glum! What you need is a
Page 35 of 149
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
gramme of soma." Diving into his right-hand trouser-pocket, Benito produced a phial. "One cubic centimetre cures ten gloomy … But, I say!"
Bernard had suddenly turned and rushed away.
Benito stared after him. "What can be the matter with the fellow?" he wondered, and, shaking his head, decided that the story about the alcohol having been put into the poor chap's blood-surrogate must be true. "Touched his brain, I suppose."
He put away the soma bottle, and taking out a packet of sex-hormone chewing-gum, stuffed a plug into his cheek and walked slowly away towards the hangars, ruminating.
Henry Foster had had his machine wheeled out of its lock-up and, when Lenina arrived, was already seated in the cockpit, waiting.
"Four minutes late," was all his comment, as she climbed in beside him. He started the engines and threw the helicopter screws into gear. The machine shot vertically into the air. Henry accelerated; the humming of the propeller shrilled from hornet to wasp, from wasp to mosquito; the speedometer showed that they were rising at the best part of two kilometres a minute. London diminished beneath them. The huge table-topped buildings were no more, in a few seconds, than a bed of geometrical mushrooms sprouting from the green of park and garden. In the midst of them, thin-stalked, a taller, slenderer fungus, the Charing-T Tower lifted towards the sky a disk of shining concrete.
Like the vague torsos of fabulous athletes, huge fleshy clouds lolled on the blue air above their heads. Out of one of them suddenly dropped a small scarlet insect, buzzing as it fell.
"There's the Red Rocket," said Henry, "just come in from New York." Looking at his watch. "Seven minutes behind time," he added, and shook his head. "These Atlantic services–they're really scandalously unpunctual."
He took his foot off the accelerator. The humming of the screws overhead dropped an octave and a half, back through wasp and hornet to bumble bee, to cockchafer, to stag-beetle. The upward rush of the machine slackened off; a moment later they were hanging motionless in the air. Henry pushed at a lever; there was a click. Slowly at first, then faster and faster, till it was a circular mist before their eyes, the propeller in front of them began to revolve. The wind of a horizontal speed whistled ever more shrilly in the stays. Henry kept his eye on the revolution-counter; when the needle touched the twelve hundred mark, he threw the helicopter screws out of gear. The machine had enough forward momentum to be able to fly on its planes.
Lenina looked down through the window in the floor between park-land that separated Central London from its first ring
her feet. They were flying over the six kilometre zone of
Page 36 of 149
of satellite suburbs. The green was maggoty with fore-shortened life. Forests of Centrifugal Bumble-puppy towers gleamed between the trees. Near Shepherd's Bush two thousand Beta-Minus mixed doubles were playing Riemann-surface tennis. A double row of Escalator Fives Courts lined the main road from Notting Hill to Willesden. In the Ealing stadium a Delta gymnastic display and community sing was in progress.
"What a hideous colour khaki is," remarked Lenina, voicing the hypnopædic prejudices of her caste.
The buildings of the Hounslow Feely Studio covered seven and a half hectares. Near them a black and khaki army of labourers was busy revitrifying the surface of the Great West Road. One of the huge travelling crucibles was being tapped as they flew over. The molten stone poured out in a stream of dazzling incandescence across the road, the asbestos rollers came and went; at the tail of an insulated watering cart the steam rose in white clouds.
At Brentford the Television Corporation's factory was like a small town.
"They must be changing the shift," said Lenina.
Like aphides and ants, the leaf-green Gamma girls, the black Semi-Morons swarmed round the entrances, or stood in queues to take their places in the monorail tram-cars. Mulberry-coloured Beta-Minuses came and went among the crowd. The roof of the main building was alive with the alighting and departure of helicopters.
"My word," said Lenina, "I'm glad I'm not a Gamma."
Ten minutes later they were at Stoke Poges and had started their first round of Obstacle Golf.
§ 2
WITH eyes for the most part downcast and, if ever they lighted on a fellow creature, at once and furtively averted, Bernard hastened across the roof. He was like a man pursued, but pursued by enemies he does not wish to see, lest they should seem more hostile even than he had supposed, and he himself be made to feel guiltier and even more helplessly alone.
"That horrible Benito Hoover!" And yet the man had meant well enough. Which only made it, in a way, much worse. Those who meant well behaved in the same way as those who meant badly. Even Lenina was making him suffer. He remembered those weeks of timid indecision, during which he had looked and longed and despaired of ever having the courage to ask her. Dared he face the risk of being humiliated by a contemptuous refusal? But if she were to say yes, what rapture! Well, now she had said it and he was still wretched–wretched that she should have thought it such a perfect afternoon for Obstacle Golf, that she should have trotted away to join Henry Foster, that she should have found him funny for not wanting to talk of their most private affairs in public. Wretched, in a word, because she
Page 37 of 149
had behaved as any healthy and virtuous English girl ought to behave and not in some other, abnormal, extraordinary way.
He opened the door of his lock-up and called to a lounging couple of Delta-Minus attendants to come and push his machine out on to the roof. The hangars were staffed by a single Bokanovsky Group, and the men were twins, identically small, black and hideous. Bernard gave his orders in the sharp, rather arrogant and even offensive tone of one who does not feel himself too secure in his superiority. To have dealings with members of the lower castes was always, for Bernard, a most distressing experience. For whatever the cause (and the current gossip about the alcohol in his blood-surrogate may very likely–for accidents will happen–have been true) Bernard's physique as hardly better than that of the average Gamma. He stood eight centimetres short of the standard Alpha height and was slender in proportion. Contact with members of he lower castes always reminded him painfully of this physical inadequacy. "I am I, and wish I wasn't"; his self-consciousness was acute and stressing. Each time he found himself looking on the level, instead of downward, into a Delta's face, he felt humiliated. Would the creature treat him with the respect due to his caste? The question haunted him. Not without reason. For Gammas, Deltas and Epsilons had been to some extent conditioned to associate corporeal mass with social superiority. Indeed, a faint hypnopædic prejudice in favour of size was universal. Hence the laughter of the women to whom he made proposals, the practical joking of his equals among the men. The mockery made him feel an outsider; and feeling an outsider he behaved like one, which increased the prejudice against him and intensified the contempt and hostility aroused by his physical defects. Which in turn increased his sense of being alien and alone. A chronic fear of being slighted made him avoid his equals, made him stand, where his inferiors were concerned, self-consciously on his dignity. How bitterly he envied men like Henry Foster and Benito Hoover! Men who never had to shout at an Epsilon to get an order obeyed; men who took their position for granted; men who moved through the caste system as a fish through water–so utterly at home as to be unaware either of themselves or of the beneficent and comfortable element in which they had their being.
Slackly, it seemed to him, and with reluctance, the twin attendants wheeled his plane out on the roof.
"Hurry up!" said Bernard irritably. One of them glanced at him. Was that a kind of bestial derision that he detected in those blank grey eyes? "Hurry up!" he shouted more loudly, and there was an ugly rasp in his voice.
He climbed into the plane and, a minute later, was flying southwards, towards the river.
The various Bureaux of Propaganda and the College of Emotional Engineering were housed in a single sixty-story building in Fleet Street. In the basement and on the low floors were the presses and offices of the three great London newspapers–The Hourly Radio, an upper-caste sheet, the pale green Gamma Gazette, and, on khaki paper and in
words exclusively of one syllable, The Delta Mirror. Then came the Bureaux of Propaganda by Television, by Feeling Picture, and by Synthetic Voice and Music respectively–twenty-two floors of them. Above were the search laboratories and the padded rooms in which Sound-Track Writers and Synthetic Composers did the delicate work. The top eighteen floors were occupied the College of Emotional Engineering.
Bernard landed on the roof of Propaganda House and stepped out.
"Ring down to Mr. Helmholtz Watson," he ordered the Gamma-Plus porter, "and tell him that Mr. Bernard Marx is waiting for him on the roof."
He sat down and lit a cigarette.
Helmholtz Watson was writing when the message came down.
"Tell him I'm coming at once," he said and hung up the receiver. Then, turning to his secretary, "I'll leave you to put my things away," he went on in the same official and impersonal tone; and, ignoring her lustrous smile, got up and walked briskly to the door.
He was a powerfully built man, deep-chested, broad-shouldered, massive, and yet quick in his movements, springy and agile. The round strong pillar of his neck supported a beautifully shaped head. His hair was dark and curly, his features strongly marked. In a forcible emphatic way, he was handsome and looked, as his secretary was never tired of repeating, every centimetre an Alpha Plus. By profession he was a lecturer at the College of Emotional Engineering (Department of Writing) and the intervals of his educational activities, a working Emotional Engineer. He wrote regularly for The Hourly Radio, composed feely scenarios, and had the happiest knack for slogans and hypnopædic rhymes.
"Able," was the verdict of his superiors. "Perhaps, (and they would shake their heads, would significantly lower their voices) "a little too able."
Yes, a little too able; they were right. A mental excess had produced in Helmholtz Watson effects very similar to those which, in Bernard Marx, were the result of a physical defect. Too little bone and brawn had isolated Bernard from his fellow men, and the sense of this apartness, being, by all the current standards, a mental excess, became in its turn a cause of wider separation. That which had made Helmholtz so uncomfortably aware of being himself and all alone was too much ability. What the two men shared was the knowledge that they were individuals. But whereas the physically defective Bernard had suffered all his life from the consciousness of being separate, it was only quite recently that, grown aware of his mental excess, Helmholtz Watson had also become aware of his difference from the people who surrounded him. This Escalator-Squash champion,
Page 39 of 149
this indefatigable lover (it was said that he had had six hundred and forty different girls in under four years), this admirable committee man and best mixer had realized quite suddenly that sport, women, communal activities were only, so far as he was concerned, second bests. Really, and at the bottom, he was interested in something else. But in what? In what? That was the problem which Bernard had come to discuss with him–or rather, since it was always Helmholtz who did all the talking, to listen to his friend discussing, yet once more.
Three charming girls from the Bureau of Propaganda by Synthetic Voice waylaid him as he stepped out of the lift.
"Oh, Helmholtz, darling, do come and have a picnic supper with us on Exmoor." They clung round him imploringly.
He shook his head, he pushed his way through them. "No, no."
"We're not inviting any other man."
But Helmholtz remained unshaken even by this delightful promise. "No," he repeated, "I'm busy." And he held resolutely on his course. The girls trailed after him. It was not till he had actually climbed into Bernard's plane and slammed the door that they gave up pursuit. Not without reproaches.
"These women!" he said, as the machine rose into the air. "These women!" And he shook his head, he frowned. "Too awful," Bernard hypocritically agreed, wishing, as he spoke the words, that he could have as many girls as Helmholtz did, and with as little trouble. He was seized with a sudden urgent need to boast. "I'm taking Lenina Crowne to New Mexico with me," he said in a tone as casual as he could make it.
"Are you?" said Helmholtz, with a total absence of interest. Then after a little pause, "This last week or two," he went on, "I've been cutting all my committees and all my girls. You can't imagine what a hullabaloo they've been making about it at the College. Still, it's been worth it, I think. The effects …" He hesitated. "Well, they're odd, they're very odd."
A physical shortcoming could produce a kind of mental excess. The process, it seemed, was reversible. Mental excess could produce, for its own purposes, the voluntary blindness and deafness of deliberate solitude, the artificial impotence of asceticism.
The rest of the short flight was accomplished in silence. When they had arrived and were comfortably stretched out on the pneumatic sofas in Bernard's room, Helmholtz began again.
Speaking very slowly, "Did you ever feel," he asked, "as though you had something inside you that was only waiting for you to give it a chance to come out? Some sort of extra power that you aren't using–you know, like all the water that goes down the falls instead of through the turbines?"
Page 40 of 149
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
He looked at Bernard questioningly.
"You mean all the emotions one might be feeling if things were different?"
Helmholtz shook his head. "Not quite. I'm thinking of a queer feeling I sometimes get, a feeling that I've got something important to say and the power to say it–only I don't know what it is, and I can't make any use of the power. If there was some different way of writing … Or else something else to write about …" He was silent; then, "You see," he went on at last, "I'm pretty good at inventing phrases–you know, the sort of words that suddenly make you jump, almost as though you'd sat on a pin, they seem so new and exciting even though they're about something hypnopædically obvious. But that doesn't seem enough. It's not enough for the phrases to be good; what you make with them ought to be good too."
"But your things are good, Helmholtz."
"Oh, as far as they go." Helmholtz shrugged his shoulders. "But they go such a little way. They aren't important enough, somehow. I feel I could do something much more important. Yes, and more intense, more violent. But what? What is there more important to say? And how can one be violent about the sort of things one's expected to write about? Words can be like X-rays, if you use them properly–they'll go through anything. You read and you're pierced. That's one of the things I try to teach my students–how to write piercingly. But what on earth's the good of being pierced by an article about a Community Sing, or the latest improvement in scent organs? Besides, can you make words really piercing–you know, like the very hardest X-rays–when you're writing about that sort of thing? Can you say something about nothing? That's what it finally boils down to. I try and I try …"
"Hush!" said Bernard suddenly, and lifted a warning finger; they listened. "I believe there's somebody at the door," he whispered.
Helmholtz got up, tiptoed across the room, and with a sharp quick movement flung the door wide open. There was, of course, nobody there.
"I'm sorry," said Bernard, feeling and looking uncomfortably foolish. "I suppose I've got things on my nerves a bit. When people are suspicious with you, you start being suspicious with them."
He passed his hand across his eyes, he sighed, his voice became plaintive. He was justifying himself. "If you knew what I'd had to put up with recently," he said almost tearfully–and the uprush of his self-pity was like a fountain suddenly released. "If you only knew!"
Helmholtz Watson listened with a certain sense of discomfort. "Poor little Bernard!" he said to himself. But at the same time he felt rather ashamed for his friend. He wished Bernard would show a little more pride.
Page 41 of 149
CHAPTER FIVE
BY EIGHT O'CLOCK the light was failing. The loud speaker in the tower of the Stoke Poges Club House began, in a more than human tenor, to announce the closing of the courses. Lenina and Henry abandoned their game and walked back towards the Club. From the grounds of the Internal and External Secretion Trust came the lowing of those thousands of cattle which provided, with their hormones and their milk, the raw materials for the great factory at Farnham Royal.
An incessant buzzing of helicopters filled the twilight. Every two and a half minutes a bell and the screech of whistles announced the departure of one of the light monorail trains which carried the lower caste golfers back from their separate course to the metropolis.
Lenina and Henry climbed into their machine and started off. At eight hundred feet Henry slowed down the helicopter screws, and they hung for a minute or two poised above the fading landscape. The forest of Burnham Beeches stretched like a great pool of darkness towards the bright shore of the western sky. Crimson at the horizon, the last of the sunset faded, through orange, upwards into yellow and a pale watery green. Northwards, beyond and above the trees, the Internal and External Secretions factory glared with a fierce electric brilliance from every window of its twenty stories. Beneath them lay the buildings of the Golf Club–the huge Lower Caste barracks and, on the other side of a dividing wall, the smaller houses reserved for Alpha and Beta members. The approaches to the monorail station were black with the ant-like pullulation of lower-caste activity. From under the glass vault a lighted train shot out into the open. Following its southeasterly course across the dark plain their eyes were drawn to the majestic buildings of the Slough Crematorium. For the safety of night-flying planes, its four tall chimneys were flood-lighted and tipped with crimson danger signals. It was a landmark.
"Why do the smoke-stacks have those things like balconies around them?" enquired Lenina.
"Phosphorus recovery," explained Henry telegraphically. "On their way up the chimney the gases go through four separate treatments. P2O5 used to go right out of circulation every time they cremated some one. Now they recover over ninety-eight per cent of it. More than a kilo and a half per adult corpse. Which makes the best part of four hundred tons of phosphorus every year from England alone." Henry spoke with a happy pride, rejoicing whole-heartedly in the achievement, as though it had been his own. "Fine to think we can go on being socially useful even after we're dead. Making plants grow."
Lenina, meanwhile, had turned her eyes away and was looking she agreed. "But queer that Alphas and Betas won't make any
perpendicularly downwards at the monorail station. "Fine,"
more plants grow than those nasty little Gammas and Deltas
Page 42 of 149
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
and Epsilons down there."
"All men are physico-chemically equal," said Henry sententiously. "Besides, even Epsilons perform indispensable services."
"Even an Epsilon …" Lenina suddenly remembered an occasion when, as a little girl at school, she had woken up in the middle of the night and become aware, for the first time, of the whispering that had haunted all her sleeps. She saw again the beam of moonlight, the row of small white beds; heard once more the soft, soft voice that said (the words were there, unforgotten, unforgettable after so many night-long repetitions): "Every one works for every one else. We can't do without any one. Even Epsilons are useful. We couldn't do without Epsilons. Every one works for every one else. We can't do without any one …" Lenina remembered her first shock of fear and surprise; her speculations through half a wakeful hour; and then, under the influence of those endless repetitions, the gradual soothing of her mind, the soothing, the smoothing, the stealthy creeping of sleep. …
"I suppose Epsilons don't really mind being Epsilons," she said aloud.
"Of course they don't. How can they? They don't know what it's like being anything else. We'd mind, of course. But then we've been differently conditioned. Besides, we start with a different heredity."
"I'm glad I'm not an Epsilon," said Lenina, with conviction.
"And if you were an Epsilon," said Henry, "your conditioning would have made you no less thankful that you weren't a Beta or an Alpha." He put his forward propeller into gear and headed the machine towards London. Behind them, in the west, the crimson and orange were almost faded; a dark bank of cloud had crept into the zenith. As they flew over the crematorium, the plane shot upwards on the column of hot air rising from the chimneys, only to fall as suddenly when it passed into the descending chill beyond.
"What a marvellous switchback!" Lenina laughed delightedly.
But Henry's tone was almost, for a moment, melancholy. "Do you know what that switchback was?" he said. "It was some human being finally and definitely disappearing. Going up in a squirt of hot gas. It would be curious to know who it was–a man or a woman, an Alpha or an Epsilon. …" He sighed. Then, in a resolutely cheerful voice, "Anyhow," he concluded, "there's one thing we can be certain of; whoever he may have been, he was happy when he was alive. Everybody's happy now."
"Yes, everybody's happy now," echoed Lenina. They had heard the words repeated a hundred and fifty times every night for twelve years.
Landing on the roof of Henry's forty-story apartment house
There, in a loud and cheerful company, they ate an excellent in Westminster, they went straight down to the dining-hall.
meal. Soma was served with the coffee. Lenina took two half-gramme tablets and Henry three. At twenty past nine they walked across the street to the newly opened Westminster Abbey Cabaret. It was a night almost without clouds, moonless and starry; but of this on the whole depressing fact Lenina and Henry were fortunately unaware. The electric sky-signs effectively shut off the outer darkness. "CALVIN STOPES AND HIS SIXTEEN SEXOPHONISTS." From the façade of the new Abbey the giant letters invitingly glared. "LONDON'S FINEST SCENT AND COLOUR ORGAN. ALL THE LATEST SYNTHETIC MUSIC."
They entered. The air seemed hot and somehow breathless with the scent of ambergris and sandalwood. On the domed ceiling of the hall, the colour organ had momentarily painted a tropical sunset. The Sixteen Sexophonists were playing an old favourite: "There ain't no Bottle in all the world like that dear little Bottle of mine." Four hundred couples were five-stepping round the polished floor. Lenina and Henry were soon the four hundred and first. The saxophones wailed like melodious cats under the moon, moaned in the alto and tenor registers as though the little death were upon them. Rich with a wealth of harmonics, their tremulous chorus mounted towards a climax, louder and ever louder–until at last, with a wave of his hand, the conductor let loose the final shattering note of ether-music and blew the sixteen merely human blowers clean out of existence. Thunder in A flat major. And then, in all but silence, in all but darkness, there followed a gradual deturgescence, a diminuendo sliding gradually, through quarter tones, down, down to a faintly whispered dominant chord that lingered on (while the five-four rhythms still pulsed below) charging the darkened seconds with an intense expectancy. And at last expectancy was fulfilled. There was a sudden explosive sunrise, and simultaneously, the Sixteen burst into song:
"Bottle of mine, it's you I've always wanted! Bottle of mine, why was I ever decanted? Skies are blue inside of you, The weather's always fine; For There ain't no Bottle in all the world Like that dear little Bottle of mine."
Five-stepping with the other four hundred round and round Westminster Abbey, Lenina and Henry were yet dancing in another world–the warm, the richly coloured, the infinitely friendly world of soma-holiday. How kind, how good-looking, how delightfully amusing every one was! "Bottle of mine, it's you I've always wanted …" But Lenina and Henry had what they wanted … They were inside, here and now-safely inside with the fine weather, the perennially blue sky. And when, exhausted, the Sixteen had laid by their saxophones and the Synthetic Music apparatus was producing the very latest in slow Malthusian Blues, they might have been twin embryos gently rocking together on the waves of a bottled ocean of blood-surrogate.
"Good-night, dear friends. Good-night, dear friends." The politeness. "Good-night, dear friends …"
loud speakers veiled their commands in a genial and musical
Page 44 of 149
Obediently, with all the others, Lenina and Henry left the building. The depressing stars had travelled quite some way across the heavens. But though the separating screen of the sky-signs had now to a great extent dissolved, the two young people still retained their happy ignorance of the night.
Swallowing half an hour before closing time, that second dose of soma had raised a quite impenetrable wall between the actual universe and their minds. Bottled, they crossed the street; bottled, they took the lift up to Henry's room on the twenty-eighth floor. And yet, bottled as she was, and in spite of that second gramme of soma, Lenina did not forget to take all the contraceptive precautions prescribed by the regulations. Years of intensive hypnopædia and, from twelve to seventeen, Malthusian drill three times a week had made the taking of these precautions almost as automatic and inevitable as blinking.
"Oh, and that reminds me," she said, as she came back from the bathroom, "Fanny Crowne wants to know where you found that lovely green morocco-surrogate cartridge belt you gave me."
§ 2
ALTERNATE Thursdays were Bernard's Solidarity Service days. After an early dinner at the Aphroditzeum (to which Helrnholtz had recently been elected under Rule Two) he took leave of his friend and, hailing a taxi on the roof told the man to fly to the Fordson Community Singery. The machine rose a couple of hundred metres, then headed eastwards, and as it turned, there before Bernard's eyes, gigantically beautiful, was the Singery. Flood-lighted, its three hundred and twenty metres of white Carrara-surrogate gleamed with a snowy incandescence over Ludgate Hill; at each of the four corners of its helicopter platform an immense T shone crimson against the night, and from the mouths of twenty-four vast golden trumpets rumbled a solemn synthetic music.
"Damn, I'm late," Bernard said to himself as he first caught sight of Big Henry, the Singery clock. And sure enough, as he was paying off his cab, Big Henry sounded the hour. "Ford," sang out an immense bass voice from all the golden trumpets. "Ford, Ford, Ford …" Nine times. Bernard ran for the lift.
The great auditorium for Ford's Day celebrations and other massed Community Sings was at the bottom of the building. Above it, a hundred to each floor, were the seven thousand rooms used by Solidarity Groups for their fortnight services. Bernard dropped down to floor thirty-three, hurried along the corridor, stood hesitating for a moment outside Room 3210, then, having wound himself up, opened the door and walked in.
Thank Ford! he was not the last. Three chairs of the twelve slipped into the nearest of them as inconspicuously as he
arranged round the circular table were still unoccupied. He could and prepared to frown at the yet later comers whenever
Page 45 of 149
they should arrive.
Turning towards him, "What were you playing this afternoon?" the girl on his left enquired. "Obstacle, or Electro-magnetic?"
Bernard looked at her (Ford! it was Morgana Rothschild) and blushingly had to admit that he had been playing neither. Morgana stared at him with astonishment. There was an awkward silence.
Then pointedly she turned away and addressed herself to the more sporting man on her left.
"A good beginning for a Solidarity Service," thought Bernard miserably, and foresaw for himself yet another failure to achieve atonement. If only he had given himself time to look around instead of scuttling for the nearest chair! He could have sat between Fifi Bradlaugh and Joanna Diesel. Instead of which he had gone and blindly planted himself next to Morgana. Morgana! Ford! Those black eyebrows of hers–that eyebrow, rather–for they met above the nose. Ford! And on his right was Clara Deterding. True, Clara's eyebrows didn't meet. But she was really too pneumatic. Whereas Fifi and Joanna were absolutely right. Plump, blonde, not too large … And it was that great lout, Tom Kawaguchi, who now took the seat between them.
The last arrival was Sarojini Engels.
"You're late," said the President of the Group severely. "Don't let it happen again."
Sarojini apologized and slid into her place between Jim Bokanovsky and Herbert Bakunin. The group was now complete, the solidarity circle perfect and without flaw. Man, woman, man, in a ring of endless alternation round the table. Twelve of them ready to be made one, waiting to come together, to be fused, to lose their twelve separate identities in a larger being.
The President stood up, made the sign of the T and, switching on the synthetic music, let loose the soft indefatigable beating of drums and a choir of instruments–near-wind and super-string–that plangently repeated and repeated the brief and unescapably haunting melody of the first Solidarity Hymn. Again, again–and it was not the ear that heard the pulsing rhythm, it was the midriff; the wail and clang of those recurring harmonies haunted, not the mind, but the yearning bowels of compassion.
The President made another sign of the T and sat down. The service had begun. The dedicated soma tablets were placed in the centre of the table. The loving cup of strawberry ice-cream soma was passed from hand to hand and, with the formula, "I drink to my annihilation," twelve times quaffed. Then to the accompaniment of the synthetic orchestra the First Solidarity Hymn was sung.
Page 46 of 149
"Ford, we are twelve; oh, make us one, Like drops within the Social River, Oh, make us now together run As swiftly as thy shining Flivver."
Twelve yearning stanzas. And then the loving cup was passed a second time. "I drink to the Greater Being" was now the formula. All drank. Tirelessly the music played. The drums beat. The crying and clashing of the harmonies were an obsession in the melted bowels. The Second Solidarity Hymn was sung.
"Come, Greater Being, Social Friend, Annihilating Twelve-in-One! We long to die, for when we end, Our larger life has but begun."
Again twelve stanzas. By this time the soma had begun to work. Eyes shone, cheeks were flushed, the inner light of universal benevolence broke out on every face in happy, friendly smiles. Even Bernard felt himself a little melted. When Morgana Rothschild turned and beamed at him, he did his best to beam back. But the eyebrow, that black two-in-one–alas, it was still there; he couldn't ignore it, couldn't, however hard he tried. The melting hadn't gone far enough. Perhaps if he had been sitting between Fifi and Joanna … For the third time the loving cup went round; "I drink to the imminence of His Coming," said Morgana Rothschild, whose turn it happened to be to initiate the circular rite. Her tone was loud, exultant. She drank and passed the cup to Bernard. "I drink to the imminence of His Coming," he repeated, with a sincere attempt to feel that the coming was imminent; but the eyebrow continued to haunt him, and the Coming, so far as he was concerned, was horribly remote. He drank and handed the cup to Clara Deterding. "It'll be a failure again," he said to himself. "I know it will." But he went on doing his best to beam.
The loving cup had made its circuit. Lifting his hand, the President gave a signal; the chorus broke out into the third Solidarity Hymn.
"Feel how the Greater Being comes! Rejoice and, in rejoicings, die! Melt in the music of the drums! For I am you and you are I."
As verse succeeded verse the voices thrilled with an ever intenser excitement. The sense of the Coming's imminence was like an electric tension in the air. The President switched off the music and, with the final note of the final stanza, there was absolute silence–the silence of stretched expectancy, quivering and creeping with a galvanic life. The President reached out his hand; and suddenly a Voice, a deep strong Voice, more musical than any merely human voice, richer, warmer, more vibrant with love and yearning and compassion, a wonderful, mysterious, supernatural Voice spoke from above their heads. Very slowly, "Oh, Ford, Ford, Ford," it said diminishingly and on a descending scale. A sensation of warmth radiated thrillingly out from the solar plexus to every extremity of the bodies of those who
listened; tears came into their eyes; their hearts, their bowels seemed to move within them, as though with an independent life. "Ford!" they were melting, "Ford!" dissolved, dissolved. Then, in another tone, suddenly, startlingly. "Listen!" trumpeted the voice. "Listen!" They listened. After a pause, sunk to a whisper, but a whisper, somehow, more penetrating than the loudest cry. "The feet of the Greater Being," it went on, and repeated the words: "The feet of the Greater Being." The whisper almost expired. "The feet of the Greater Being are on the stairs." And once more there was silence; and the expectancy, momentarily relaxed, was stretched again, tauter, tauter, almost to the tearing point. The feet of the Greater Being–oh, they heard them, they heard them, coming softly down the stairs, coming nearer and nearer down the invisible stairs. The feet of the Greater Being. And suddenly the tearing point was reached. Her eyes staring, her lips parted. Morgana Rothschild sprang to her feet.
"I hear him," she cried. "I hear him."
"He's coming," shouted Sarojini Engels.
"Yes, he's coming, I hear him." Fifi Bradlaugh and Tom Kawaguchi rose simultaneously to their feet.
"Oh, oh, oh!" Joanna inarticulately testified.
"He's coming!" yelled Jim Bokanovsky.
The President leaned forward and, with a touch, released a delirium of cymbals and blown brass, a fever of tom-tomming.
"Oh, he's coming!" screamed Clara Deterding. "Aie!" and it was as though she were having her throat cut.
Feeling that it was time for him to do something, Bernard also jumped up and shouted: "I hear him; He's coming." But it wasn't true. He heard nothing and, for him, nobody was coming. Nobody–in spite of the music, in spite of the mounting excitement. But he waved his arms, he shouted with the best of them; and when the others began to jig and stamp and shuffle, he also jigged and shuffled.
Round they went, a circular procession of dancers, each with hands on the hips of the dancer preceding, round and round, shouting in unison, stamping to the rhythm of the music with their feet, beating it, beating it out with hands on the buttocks in front; twelve pairs of hands beating as one; as one, twelve buttocks slabbily resounding. Twelve as one, twelve as one. "I hear Him, I hear Him coming." The music quickened; faster beat the feet, faster, faster fell the rhythmic hands. And all at once a great synthetic bass boomed out the words which announced the approaching atonement and final consummation of solidarity, the coming of the Twelve-in-One, the incarnation of the Greater Being. "Orgy-porgy," it sang, while the tom-toms continued to beat their feverish tattoo:
"Orgy-porgy, Ford and fun, Kiss the girls and make them One.
Boys at 0ne with girls at peace; Orgy-porgy gives release."
"Orgy-porgy," the dancers caught up the liturgical refrain, "Orgy-porgy, Ford and fun, kiss the girls …" And as they sang, the lights began slowly to fade–to fade and at the same time to grow warmer, richer, redder, until at last they were dancing in the crimson twilight of an Embryo Store. "Orgy-porgy …" In their blood-coloured and foetal darkness the dancers continued for a while to circulate, to beat and beat out the indefatigable rhythm. "Orgy-porgy …" Then the circle wavered, broke, fell in partial disintegration on the ring of couches which surrounded–circle enclosing circle–the table and its planetary chairs. "Orgy-porgy …" Tenderly the deep Voice crooned and cooed; in the red twilight it was as though some enormous negro dove were hovering benevolently over the now prone or supine dancers.
They were standing on the roof; Big Henry had just sung eleven. The night was calm and warm.
"Wasn't it wonderful?" said Fifi Bradlaugh. "Wasn't it simply wonderful?" She looked at Bernard with an expression of rapture, but of rapture in which there was no trace of agitation or excitement–for to be excited is still to be unsatisfied. Hers was the calm ecstasy of achieved consummation, the peace, not of mere vacant satiety and nothingness, but of balanced life, of energies at rest and in equilibrium. A rich and living peace. For the Solidarity Service had given as well as taken, drawn off only to replenish. She was full, she was made perfect, she was still more than merely herself. "Didn't you think it was wonderful?" she insisted, looking into Bernard's face with those supernaturally shining eyes.
"Yes, I thought it was wonderful," he lied and looked away; the sight of her transfigured face was at once an accusation and an ironical reminder of his own separateness. He was as miserably isolated now as he had been when the service began–more isolated by reason of his unreplenished emptiness, his dead satiety. Separate and unatoned, while the others were being fused into the Greater Being; alone even in Morgana's embrace–much more alone, indeed, more hopelessly himself than he had ever been in his life before. He had emerged from that crimson twilight into the common electric glare with a self-consciousness intensified to the pitch of agony. He was utterly miserable, and perhaps (her shining eyes accused him), perhaps it was his own fault. "Quite wonderful," he repeated; but the only thing he could think of was Morgana's eyebrow.
CHAPTER SIX
ODD, ODD, odd, was Lenina's verdict on Bernard Marx. So odd, indeed, that in the course of the succeeding weeks she had wondered more than once whether she shouldn't change her mind about the New Mexico holiday, and go instead to the North Pole with Benito Hoover. The trouble was that she knew the North Pole, had been there with George Edzel only last summer, and what was more, found it pretty grim. Nothing to do, and the hotel too hopelessly old-fashioned–no television laid on in the bedrooms, no scent organ, only the most
putrid synthetic music, and not more than twenty-five Escalator-Squash Courts for over two hundred guests. No, decidedly she couldn't face the North Pole again. Added to which, she had only been to America once before. And even then, how inadequately! A cheap week-end in New York–had it been with Jean-Jacques Habibullah or Bokanovsky Jones? She couldn't remember. Anyhow, it was of absolutely no importance. The prospect of flying West again, and for a whole week, was very inviting. Moreover, for at least three days of that week they would be in the Savage Reservation. Not more than half a dozen people in the whole Centre had ever been inside a Savage Reservation. As an Alpha-Plus psychologist, Bernard was one of the few men she knew entitled to a permit. For Lenina, the opportunity was unique. And yet, so unique also was Bernard's oddness that she had hesitated to take it, had actually thought of risking the Pole again with funny old Benito. At least Benito was normal. Whereas Bernard …
"Alcohol in his blood-surrogate," was Fanny's explanation of every eccentricity. But Henry, with whom, one evening when they were in bed together, Lenina had rather anxiously discussed her new lover, Henry had compared poor Bernard to a rhinoceros.
"You can't teach a rhinoceros tricks," he had explained in his brief and vigorous style. "Some men are almost rhinoceroses; they don't respond properly to conditioning. Poor Devils! Bernard's one of them. Luckily for him, he's pretty good at his job. Otherwise the Director would never have kept him. However," he added consolingly, "I think he's pretty harmless."
Pretty harmless, perhaps; but also pretty disquieting. That mania, to start with, for doing things in private. Which meant, in practice, not doing anything at all. For what was there that one could do in private. (Apart, of course, from going to bed: but one couldn't do that all the time.) Yes, what was there? Precious little. The first afternoon they went out together was particularly fine. Lenina had suggested a swim at Toquay Country Club followed by dinner at the Oxford Union. But Bernard thought there would be too much of a crowd. Then what about a round of Electro-magnetic Golf at St. Andrew's? But again, no: Bernard considered that Electro-magnetic Golf was a waste of time.
"Then what's time for?" asked Lenina in some astonishment.
Apparently, for going walks in the Lake District; for that was what he now proposed. Land on the top of Skiddaw and walk for a couple of hours in the heather. "Alone with you, Lenina."
"But, Bernard, we shall be alone all night."
Bernard blushed and looked away. "I meant, alone for talking," he mumbled.
"Talking? But what about?" Walking and talking–that seemed a very odd way of spending an afternoon.
In the end she persuaded him, much against his will, to fly over to Amsterdam to see the Semi-Demi-Finals of the Women's Heavyweight Wrestling Championship.
"In a crowd," he grumbled. "As usual." He remained obstinately gloomy the whole afternoon; wouldn't talk to Lenina's friends (of whom they met dozens in the ice-cream soma bar between the wrestling bouts); and in spite of his misery absolutely refused to take the half-gramme raspberry sundae which she pressed upon him. "I'd rather be myself," he said. "Myself and nasty. Not somebody else, however jolly."
"A gramme in time saves nine," said Lenina, producing a bright treasure of sleep-taught wisdom. Bernard pushed away the proffered glass impatiently.
"Now don't lose your temper," she said. "Remember one cubic centimetre cures ten gloomy sentiments."
"Oh, for Ford's sake, be quiet!" he shouted.
Lenina shrugged her shoulders. "A gramme is always better than a damn," she concluded with dignity, and drank the sundae herself.
On their way back across the Channel, Bernard insisted on stopping his propeller and hovering on his helicopter screws within a hundred feet of the waves. The weather had taken a change for the worse; a south-westerly wind had sprung up, the sky was cloudy.
"Look," he commanded.
"But it's horrible," said Lenina, shrinking back from the window. She was appalled by the rushing emptiness of the night, by the black foam-flecked water heaving beneath them, by the pale face of the moon, so haggard and distracted among the hastening clouds. "Let's turn on the radio. Quick!" She reached for the dialling knob on the dash-board and turned it at random.
"… skies are blue inside of you," sang sixteen tremoloing falsettos, "the weather's always …"
Then a hiccough and silence. Bernard had switched of the current.
"I want to look at the sea in peace," he said. "One can't even look with that beastly noise going on."
"But it's lovely. And I don't want to look."
"But I do," he insisted. "It makes me feel as though …" he hesitated, searching for words with which to express himself, "as though I were more me, if you see what I mean. More on my own, not so completely a part of something else. Not just a cell in the social body. Doesn't it make you feel like that, Lenina?"
Page 51 of 149
But Lenina was crying. "It's horrible, it's horrible," she kept repeating. "And how can you talk like that about not wanting to be a part of the social body? After all, every one works for every one else. We can't do without any one. Even Epsilons …"
"Yes, I know," said Bernard derisively. "'Even Epsilons are useful'! So am I. And I damned well wish I weren't!"
Lenina was shocked by his blasphemy. "Bernard!" She protested in a voice of amazed distress. "How can you?"
In a different key, "How can I?" he repeated meditatively. "No, the real problem is: How is it that I can't, or rather–because, after all, I know quite well why I can't–what would it be like if I could, if I were free–not enslaved by my conditioning."
"But, Bernard, you're saying the most awful things."
"Don't you wish you were free, Lenina?"
"I don't know what you mean. I am free. Free to have the most wonderful time. Everybody's happy nowadays."
He laughed, "Yes, 'Everybody's happy nowadays.' We begin giving the children that at five. But wouldn't you like to be free to be happy in some other way, Lenina? In your own way, for example; not in everybody else's way."
"I don't know what you mean," she repeated. Then, turning to him, "Oh, do let's go back, Bernard," she besought; "I do so hate it here."
"Don't you like being with me?"
"But of course, Bernard. It's this horrible place."
"I thought we'd be more … more together here–with nothing but the sea and moon. More together than in that crowd, or even in my rooms. Don't you understand that?"
"I don't understand anything," she said with decision, determined to preserve her incomprehension intact. "Nothing. Least of all," she continued in another tone "why you don't take soma when you have these dreadful ideas of yours. You'd forget all about them. And instead of feeling miserable, you'd be jolly. So jolly," she repeated and smiled, for all the puzzled anxiety in her eyes, with what was meant to be an inviting and voluptuous cajolery.
He looked at her in silence, his face unresponsive and very grave–looked at her intently. After a few seconds Lenina's eyes flinched away; she uttered a nervous little laugh, tried to think of something to say and couldn't. The silence prolonged itself.
When Bernard spoke at last, it was in a small tired voice.
hard on the accelerator, he sent the machine rocketing up
"All right then," he said, "we'll go back." And stepping
Page 52 of 149
into the sky. At four thousand he started his propeller. They flew in silence for a minute or two. Then, suddenly, Bernard began to laugh. Rather oddly, Lenina thought, but still, it was laughter.
```
"Feeling better?" she ventured to ask. For answer, he lifted one hand from the controls and, slipping his arm around her, began to fondle her breasts. "Thank Ford," she said to herself, "he's all right again." Half an hour later they were back in his rooms. Bernard swallowed four tablets of soma at a gulp, turned on the radio and television and began to undress. "Well," Lenina enquired, with significant archness when they met next afternoon on the roof, "did you think it was fun yesterday?" Bernard nodded. They climbed into the plane. A little jolt, and they were off. "Every one says I'm awfully pneumatic," said Lenina reflectively, patting her own legs. "Awfully." But there was an expression of pain in Bernard's eyes. "Like meat," he was thinking. She looked up with a certain anxiety. "But you don't think I'm too plump, do you?" He shook his head. Like so much meat. "You think I'm all right." Another nod. "In every way?" "Perfect," he said aloud. And inwardly. "She thinks of herself that way. She doesn't mind being meat." Lenina smiled triumphantly. But her satisfaction was premature. "All the same," he went on, after a little pause, "I still rather wish it had all ended differently." "Differently?" Were there other endings? "I didn't want it to end with our going to bed," he specified. Lenina was astonished. "Not at once, not the first day." "But then what …?" He began to talk a lot of incomprehensible and dangerous nonsense. Lenina did her best to stop the ears of her mind; but every now and then a phrase would insist on becoming audible. "… to try the effect of arresting my impulses," she
```
Page 53 of 149
heard him say. The words seemed to touch a spring in her mind.
"Never put off till to-morrow the fun you can have to-day," she said gravely.
"Two hundred repetitions, twice a week from fourteen to sixteen and a half," was all his comment. The mad bad talk rambled on. "I want to know what passion is," she heard him saying. "I want to feel something strongly."
"When the individual feels, the community reels," Lenina pronounced.
"Well, why shouldn't it reel a bit?"
"Bernard!"
But Bernard remained unabashed.
"Adults intellectually and during working hours," he went on. "Infants where feeling and desire are concerned."
"Our Ford loved infants."
Ignoring the interruption. "It suddenly struck me the other day," continued Bernard, "that it might be possible to be an adult all the time."
"I don't understand." Lenina's tone was firm.
"I know you don't. And that's why we went to bed together yesterday–like infants–instead of being adults and waiting."
"But it was fun," Lenina insisted. "Wasn't it?"
"Oh, the greatest fun," he answered, but in a voice so mournful, with an expression so profoundly miserable, that Lenina felt all her triumph suddenly evaporate. Perhaps he had found her too plump, after all.
"I told you so," was all that Fanny said, when Lenina came and made her confidences. "It's the alcohol they put in his surrogate."
"All the same," Lenina insisted. "I do like him. He has such awfully nice hands. And the way he moves his
he weren't so odd."
shoulders–that's very attractive." She sighed. "But I wish
§ 2
HALTING for a moment outside the door of the Director's room, Bernard drew a deep breath and squared his shoulders, bracing himself to meet the dislike and disapproval which he was certain of finding within. He knocked and entered.
"A permit for you to initial, Director," he said as airily as possible, and laid the paper on the writing-table.
The Director glanced at him sourly. But the stamp of the
World Controller's Office was at the head of the paper and
Page 54 of 149
the signature of Mustapha Mond, bold and black, across the bottom. Everything was perfectly in order. The director had no choice. He pencilled his initials–two small pale letters abject at the feet of Mustapha Mond–and was about to return the paper without a word of comment or genial Ford-speed, when his eye was caught by something written in the body of the permit.
"For the New Mexican Reservation?" he said, and his tone, the face he lifted to Bernard, expressed a kind of agitated astonishment.
Surprised by his surprise, Bernard nodded. There was a silence.
The Director leaned back in his chair, frowning. "How long ago was it?" he said, speaking more to himself than to Bernard. "Twenty years, I suppose. Nearer twenty-five. I must have been your age …" He sighed and shook his head.
Bernard felt extremely uncomfortable. A man so conventional, so scrupulously correct as the Director–and to commit so gross a solecism! lt made him want to hide his face, to run out of the room. Not that he himself saw anything intrinsically objectionable in people talking about the remote past; that was one of those hypnopædic prejudices he had (so he imagined) completely got rid of. What made him feel shy was the knowledge that the Director disapproved–disapproved and yet had been betrayed into doing the forbidden thing. Under what inward compulsion? Through his discomfort Bernard eagerly listened.
"I had the same idea as you," the Director was saying. "Wanted to have a look at the savages. Got a permit for New Mexico and went there for my summer holiday. With the girl I was having at the moment. She was a Beta-Minus, and I think" (he shut his eyes), "I think she had yellow hair. Anyhow she was pneumatic, particularly pneumatic; I remember that. Well, we went there, and we looked at the savages, and we rode about on horses and all that. And then–it was almost the last day of my leave–then … well, she got lost. We'd gone riding up one of those revolting mountains, and it was horribly hot and oppressive, and after lunch we went to sleep. Or at least I did. She must have gone for a walk, alone. At any rate, when I woke up, she wasn't there. And the most frightful thunderstorm I've ever seen was just bursting on us. And it poured and roared and flashed; and the horses broke loose and ran away; and I fell down, trying to catch them, and hurt my knee, so that I could hardly walk. Still, I searched and I shouted and I searched. But there was no sign of her. Then I thought she must have gone back to the rest-house by herself. So I crawled down into the valley by the way we had come. My knee was agonizingly painful, and I'd lost my soma. It took me hours. I didn't get back to the rest-house till after midnight. And she wasn't there; she wasn't there," the Director repeated. There was a silence. "Well," he resumed at last, "the next day there was a search. But we couldn't find her. She must have fallen into a gully somewhere; or been eaten by a mountain lion. Ford knows. Anyhow it was horrible. It upset me very much at the time. More than it ought to have done, I dare say. Because, after all, it's the sort of accident that
might have happened to any one; and, of course, the social body persists although the component cells may change." But this sleep-taught consolation did not seem to be very effective. Shaking his head, "I actually dream about it sometimes," the Director went on in a low voice. "Dream of being woken up by that peal of thunder and finding her gone; dream of searching and searching for her under the trees." He lapsed into the silence of reminiscence.
"You must have had a terrible shock," said Bernard, almost enviously.
At the sound of his voice the Director started into a guilty realization of where he was; shot a glance at Bernard, and averting his eyes, blushed darkly; looked at him again with sudden suspicion and, angrily on his dignity, "Don't imagine," he said, "that I'd had any indecorous relation with the girl. Nothing emotional, nothing long-drawn. It was all perfectly healthy and normal." He handed Bernard the permit. "I really don't know why I bored you with this trivial anecdote." Furious with himself for having given away a discreditable secret, he vented his rage on Bernard. The look in his eyes was now frankly malignant. "And I should like to take this opportunity, Mr. Marx," he went on, "of saying that I'm not at all pleased with the reports I receive of your behaviour outside working hours. You may say that this is not my business. But it is. I have the good name of the Centre to think of. My workers must be above suspicion, particularly those of the highest castes. Alphas are so conditioned that they do not have to be infantile in their emotional behaviour. But that is all the more reason for their making a special effort to conform. lt is their duty to be infantile, even against their inclination. And so, Mr. Marx, I give you fair warning." The Director's voice vibrated with an indignation that had now become wholly righteous and impersonal–was the expression of the disapproval of Society itself. "If ever I hear again of any lapse from a proper standard of infantile decorum, I shall ask for your transference to a Sub-Centre–preferably to Iceland. Good morning." And swivelling round in his chair, he picked up his pen and began to write.
"That'll teach him," he said to himself. But he was mistaken. For Bernard left the room with a swagger, exulting, as he banged the door behind him, in the thought that he stood alone, embattled against the order of things; elated by the intoxicating consciousness of his individual significance and importance. Even the thought of persecution left him undismayed, was rather tonic than depressing. He felt strong enough to meet and overcome affliction, strong enough to face even Iceland. And this confidence was the greater for his not for a moment really believing that he would be called upon to face anything at all. People simply weren't transferred for things like that. Iceland was just a threat. A most stimulating and life-giving threat. Walking along the corridor, he actually whistled.
Heroic was the account he gave that evening of his interview him to go to the Bottomless Past and marched out of the
with the D.H.C. "Whereupon," it concluded, "I simply told
Page 56 of 149
room. And that was that." He looked at Helmholtz Watson expectantly, awaiting his due reward of sympathy, encouragement, admiration. But no word came. Helmholtz sat silent, staring at the floor.
He liked Bernard; he was grateful to him for being the only man of his acquaintance with whom he could talk about the subjects he felt to be important. Nevertheless, there were things in Bernard which he hated. This boasting, for example. And the outbursts of an abject self-pity with which it alternated. And his deplorable habit of being bold after the event, and full, in absence, of the most extraordinary presence of mind. He hated these things–just because he liked Bernard. The seconds passed. Helmholtz continued to stare at the floor. And suddenly Bernard blushed and turned away.
§ 3
THE journey was quite uneventful. The Blue Pacific Rocket was two and a half minutes early at New Orleans, lost four minutes in a tornado over Texas, but flew into a favourable air current at Longitude 95 West, and was able to land at Santa Fé less than forty seconds behind schedule time.
"Forty seconds on a six and a half hour flight. Not so bad," Lenina conceded.
They slept that night at Santa Fé. The hotel was excellent–incomparably better, for example, than that horrible Aurora Bora Palace in which Lenina had suffered so much the previous summer. Liquid air, television, vibro-vacuum massage, radio, boiling caffeine solution, hot contraceptives, and eight different kinds of scent were laid on in every bedroom. The synthetic music plant was working as they entered the hall and left nothing to be desired. A notice in the lift announced that there were sixty Escalator-Squash-Racket Courts in the hotel, and that Obstacle and Electro-magnetic Golf could both be played in the park.
"But it sounds simply too lovely," cried Lenina. "I almost wish we could stay here. Sixty Escalator-Squash Courts …"
"There won't be any in the Reservation," Bernard warned her. "And no scent, no television, no hot water even. If you feel you can't stand it, stay here till I come back."
Lenina was quite offended. "Of course I can stand it. I only said it was lovely here because … well, because progress is lovely, isn't it?"
"Five hundred repetitions once a week from thirteen to seventeen," said Bernard wearily, as though to himself.
"What did you say?"
"I said that progress was lovely. That's why you mustn't come to the Reservation unless you really want to."
"But I do want to."
Page 57 of 149
"Very well, then," said Bernard; and it was almost a threat.
Their permit required the signature of the Warden of the Reservation, at whose office next morning they duly presented themselves. An Epsilon-Plus negro porter took in Bernard's card, and they were admitted almost immnediately.
The Warden was a blond and brachycephalic Alpha-Minus, short, red, moon-faced, and broad-shouldered, with a loud booming voice, very well adapted to the utterance of hypnopædic wisdom. He was a mine of irrelevant information and unasked-for good advice. Once started, he went on and on–boomingly.
"… five hundred and sixty thousand square kilometres, divided into four distinct Sub-Reservations, each surrounded by a high-tension wire fence."
At this moment, and for no apparent reason, Bernard suddenly remembered that he had left the Eau de Cologne tap in his bathroom wide open and running.
"… supplied with current from the Grand Canyon hydro-electric station."
"Cost me a fortune by the time I get back." With his mind's eye, Bernard saw the needle on the scent meter creeping round and round, antlike, indefatigable. "Quickly telephone to Helmholtz Watson."
"… upwards of five thousand kilometres of fencing at sixty thousand volts."
"You don't say so," said Lenina politely, not knowing in the least what the Warden had said, but taking her cue from his dramatic pause. When the Warden started booming, she had inconspicuously swallowed half a gramme of soma, with the result that she could now sit, serenely not listening, thinking of nothing at all, but with her large blue eyes fixed on the Warden's face in an expression of rapt attention.
"To touch the fence is instant death," pronounced the Warden solemnly. "There is no escape from a Savage Reservation."
The word "escape" was suggestive. "Perhaps," said Bernard, half rising, "we ought to think of going." The little black needle was scurrying, an insect, nibbling through time, eating into his money.
"No escape," repeated the Warden, waving him back into his chair; and as the permit was not yet countersigned Bernard had no choice but to obey. "Those who are born in the Reservation–and remember, my dear young lady," he added, leering obscenely at Lenina, and speaking in an improper whisper, "remember that, in the Reservation, children still are born, yes, actually born, revolting as that may seem …" (He hoped that this reference to a shameful subject would make Lenina blush; but she only smiled with simulated intelligence and said, "You don't say so!" Disappointed, the
Warden began again. ) "Those, I repeat who are born in the Reservation are destined to die there."
Destined to die … A decilitre of Eau de Cologne every minute. Six litres an hour. "Perhaps," Bernard tried again, "we ought …"
Leaning forward, the Warden tapped the table with his forefinger. "You ask me how many people live in the Reservation. And I reply"–triumphantly–"I reply that we do not know. We can only guess."
"You don't say so."
"My dear young lady, I do say so."
Six times twenty-four–no, it would be nearer six times thirty-six. Bernard was pale and trembling with impatience. But inexorably the booming continued.
"… about sixty thousand Indians and half-breeds … absolute savages … our inspectors occasionally visit … otherwise, no communication whatever with the civilized world … still preserve their repulsive habits and customs … marriage, if you know what that is, my dear young lady; families … no conditioning … monstrous superstitions … Christianity and totemism and ancestor worship … extinct languages, such as Zuñi and Spanish and Athapascan … pumas, porcupines and other ferocious animals … infectious diseases … priests … venomous lizards …"
"You don't say so?"
They got away at last. Bernard dashed to the telephone. Quick, quick; but it took him nearly three minutes to get on to Helmholtz Watson. "We might be among the savages already," he complained. "Damned incompetence!"
"Have a gramme," suggested Lenina.
He refused, preferring his anger. And at last, thank Ford, he was through and, yes, it was Helmholtz; Helmholtz, to whom he explained what had happened, and who promised to go round at once, at once, and turn off the tap, yes, at once, but took this opportunity to tell him what the D.H.C. had said, in public, yesterday evening …
"What? He's looking out for some one to take my place?" Bernard's voice was agonized. "So it's actually decided? Did he mention Iceland? You say he did? Ford! Iceland …" He hung up the receiver and turned back to Lenina. His face was pale, his expression utterly dejected.
"What's the matter?" she asked.
"The matter?" He dropped heavily into a chair. "I'm going to be sent to Iceland."
Often in the past he had wondered what it would be like to resources to rely on) to some great trial, some pain, some
be subjected (soma-less and with nothing but his own inward
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
persecution; he had even longed for affliction. As recently as a week ago, in the Director's office, he had imagined himself courageously resisting, stoically accepting suffering without a word. The Director's threats had actually elated him, made him feel larger than life. But that, as he now realized, was because he had not taken the threats quite seriously, he had not believed that, when it came to the point, the D.H.C. would ever do anything. Now that it looked as though the threats were really to be fulfilled, Bernard was appalled. Of that imagined stoicism, that theoretical courage, not a trace was left.
He raged against himself–what a fool!–against the Director–how unfair not to give him that other chance, that other chance which, he now had no doubt at all, he had always intended to take. And Iceland, Iceland …
Lenina shook her head. "Was and will make me ill," she quoted, "I take a gramme and only am."
In the end she persuaded him to swallow four tablets of soma. Five minutes later roots and fruits were abolished; the flower of the present rosily blossomed. A message from the porter announced that, at the Warden's orders, a Reservation Guard had come round with a plane and was waiting on the roof of the hotel. They went up at once. An octoroon in Gamma-green uniform saluted and proceeded to recite the morning's programme.
A bird's-eye view of ten or a dozen of the principal pueblos, then a landing for lunch in the valley of Malpais. The rest-house was comfortable there, and up at the pueblo the savages would probably be celebrating their summer festival. It would be the best place to spend the night.
They took their seats in the plane and set off. Ten minutes later they were crossing the frontier that separated civilization from savagery. Uphill and down, across the deserts of salt or sand, through forests, into the violet depth of canyons, over crag and peak and table-topped mesa, the fence marched on and on, irresistibly the straight line, the geometrical symbol of triumphant human purpose. And at its foot, here and there, a mosaic of white bones, a still unrotted carcase dark on the tawny ground marked the place where deer or steer, puma or porcupine or coyote, or the greedy turkey buzzards drawn down by the whiff of carrion and fulminated as though by a poetic justice, had come too close to the destroying wires.
"They never learn," said the green-uniformed pilot, pointing down at the skeletons on the ground below them. "And they never will learn," he added and laughed, as though he had somehow scored a personal triumph over the electrocuted animals.
Bernard also laughed; after two grammes of soma the joke seemed, for some reason, good. Laughed and then, almost immediately, dropped off to sleep, and sleeping was carried over Taos and Tesuque; over Nambe and Picuris and Pojoaque, over Sia and Cochiti, over Laguna and Acoma and the
Enchanted Mesa, over Zuñi and Cibola and Ojo Caliente, and woke at last to find the machine standing on the ground, Lenina carrying the suit-cases into a small square house, and the Gamma-green octoroon talking incomprehensibly with a young Indian.
"Malpais," explained the pilot, as Bernard stepped out. "This is the rest-house. And there's a dance this afternoon at the pueblo. He'll take you there." He pointed to the sullen young savage. "Funny, I expect." He grinned. "Everything they do is funny." And with that he climbed into the plane and started up the engines. "Back to-morrow. And remember," he added reassuringly to Lenina, "they're perfectly tame; savages won't do you any harm. They've got enough experience of gas bombs to know that they mustn't play any tricks." Still laughing, he threw the helicopter screws into gear, accelerated, and was gone.
CHAPTER SEVEN
THE MESA was like a ship becalmed in a strait of lion-coloured dust. The channel wound between precipitous banks, and slanting from one wall to the other across the valley ran a streak of green-the river and its fields. On the prow of that stone ship in the centre of the strait, and seemingly a part of it, a shaped and geometrical outcrop of the naked rock, stood the pueblo of Malpais. Block above block, each story smaller than the one below, the tall houses rose like stepped and amputated pyramids into the blue sky. At their feet lay a straggle of low buildings, a criss-cross of walls; and on three sides the precipices fell sheer into the plain. A few columns of smoke mounted perpendicularly into the windless air and were lost.
"Queer," said Lenina. "Very queer." It was her ordinary word of condemnation. "I don't like it. And I don't like that man." She pointed to the Indian guide who had been appointed to take them up to the pueblo. Her feeling was evidently reciprocated; the very back of the man, as he walked along before them, was hostile, sullenly contemptuous.
"Besides," she lowered her voice, "he smells."
Bernard did not attempt to deny it. They walked on.
Suddenly it was as though the whole air had come alive and were pulsing, pulsing with the indefatigable movement of blood. Up there, in Malpais, the drums were being beaten. Their feet fell in with the rhythm of that mysterious heart; they quickened their pace. Their path led them to the foot of the precipice. The sides of the great mesa ship towered over them, three hundred feet to the gunwale.
"I wish we could have brought the plane," said Lenina, looking up resentfully at the blank impending rock-face. "I hate walking. And you feel so small when you're on the ground at the bottom of a hill."
They walked along for some way in the shadow of the mesa,
Page 61 of 149
rounded a projection, and there, in a water-worn ravine, was the way up the companion ladder. They climbed. It was a very steep path that zigzagged from side to side of the gully. Sometimes the pulsing of the drums was all but inaudible, at others they seemed to be beating only just round the corner.
When they were half-way up, an eagle flew past so close to them that the wind of his wings blew chill on their faces. In a crevice of the rock lay a pile of bones. It was all oppressively queer, and the Indian smelt stronger and stronger. They emerged at last from the ravine into the full sunlight. The top of the mesa was a flat deck of stone.
"Like the Charing-T Tower," was Lenina's comment. But she was not allowed to enjoy her discovery of this reassuring resemblance for long. A padding of soft feet made them turn round. Naked from throat to navel, their dark brown bodies painted with white lines ("like asphalt tennis courts," Lenina was later to explain), their faces inhuman with daubings of scarlet, black and ochre, two Indians came running along the path. Their black hair was braided with fox fur and red flannel. Cloaks of turkey feathers fluttered from their shoulders; huge feather diadems exploded gaudily round their heads. With every step they took came the clink and rattle of their silver bracelets, their heavy necklaces of bone and turquoise beads. They came on without a word, running quietly in their deerskin moccasins. One of them was holding a feather brush; the other carried, in either hand, what looked at a distance like three or four pieces of thick rope. One of the ropes writhed uneasily, and suddenly Lenina saw that they were snakes.
The men came nearer and nearer; their dark eyes looked at her, but without giving any sign of recognition, any smallest sign that they had seen her or were aware of her existence. The writhing snake hung limp again with the rest. The men passed.
```
"I don't like it," said Lenina. "I don't like it."
```
She liked even less what awaited her at the entrance to the pueblo, where their guide had left them while he went inside for instructions. The dirt, to start with, the piles of rubbish, the dust, the dogs, the flies. Her face wrinkled up into a grimace of disgust. She held her handkerchief to her nose.
"But how can they live like this?" she broke out in a voice of indignant incredulity. (It wasn't possible.)
Bernard shrugged his shoulders philosophically. "Anyhow," he said, "they've been doing it for the last five or six thousand years. So I suppose they must be used to it by now."
"But cleanliness is next to fordliness," she insisted.
"Yes, and civilization is sterilization," Bernard went on, concluding on a tone of irony the second hypnopædic lesson in elementary hygiene. "But these people have never heard of Our Ford, and they aren't civilized. So there's no point in …"
"Oh!" She gripped his arm. "Look."
An almost naked Indian was very slowly climbing down the ladder from the first-floor terrace of a neighboring house–rung after rung, with the tremulous caution of extreme old age. His face was profoundly wrinkled and black, like a mask of obsidian. The toothless mouth had fallen in. At the corners of the lips, and on each side of the chin, a few long bristles gleamed almost white against the dark skin. The long unbraided hair hung down in grey wisps round his face. His body was bent and emaciated to the bone, almost fleshless. Very slowly he came down, pausing at each rung before he ventured another step.
"What's the matter with him?" whispered Lenina. Her eyes were wide with horror and amazement.
"He's old, that's all," Bernard answered as carelessly as he could. He too was startled; but he made an effort to seem unmoved.
"Old?" she repeated. "But the Director's old; lots of people are old; they're not like that."
"That's because we don't allow them to be like that. We preserve them from diseases. We keep their internal secretions artificially balanced at a youthful equilibrium. We don't permit their magnesium-calcium ratio to fall below what it was at thirty. We give them transfusion of young blood. We keep their metabolism permanently stimulated. So, of course, they don't look like that. Partly," he added, "because most of them die long before they reach this old creature's age. Youth almost unimpaired till sixty, and then, crack! the end."
But Lenina was not listening. She was watching the old man. Slowly, slowly he came down. His feet touched the ground. He turned. In their deep-sunken orbits his eyes were still extraordinarily bright. They looked at her for a long moment expressionlessly, without surprise, as though she had not been there at all. Then slowly, with bent back the old man hobbled past them and was gone.
"But it's terrible," Lenina whispered. "It's awful. We ought not to have come here." She felt in her pocket for her soma–only to discover that, by some unprecedented oversight, she had left the bottle down at the rest-house. Bernard's pockets were also empty.
Lenina was left to face the horrors of Malpais unaided. They came crowding in on her thick and fast. The spectacle of two young women giving breast to their babies made her blush and turn away her face. She had never seen anything so indecent in her life. And what made it worse was that, instead of tactfully ignoring it, Bernard proceeded to make open comments on this revoltingly viviparous scene. Ashamed, now that the effects of the soma had worn off, of the weakness he had displayed that morning in the hotel, he went out of his way to show himself strong and unorthodox.
Page 63 of 149
"What a wonderfully intimate relationship," he said, deliberately outrageous. "And what an intensity of feeling it must generate! I often think one may have missed something in not having had a mother. And perhaps you've missed something in not being a mother, Lenina. Imagine yourself sitting there with a little baby of your own. …"
"Bernard! How can you?" The passage of an old woman with ophthalmia and a disease of the skin distracted her from her indignation.
```
"Let's go away," she begged. "I don't like it."
```
But at this moment their guide came back and, beckoning them to follow, led the way down the narrow street between the houses. They rounded a corner. A dead dog was lying on a rubbish heap; a woman with a goitre was looking for lice in the hair of a small girl. Their guide halted at the foot of a ladder, raised his hand perpendicularly, then darted it horizontally forward. They did what he mutely commanded–climbed the ladder and walked through the doorway, to which it gave access, into a long narrow room, rather dark and smelling of smoke and cooked grease and long-worn, long-unwashed clothes. At the further end of the room was another doorway, through which came a shaft of sundight and the noise, very loud and close, of the drums.
They stepped across the threshold and found themselves on a wide terrace. Below them, shut in by the tall houses, was the village square, crowded with Indians. Bright blankets, and feathers in black hair, and the glint of turquoise, and dark skins shining with heat. Lenina put her handkerchief to her nose again. In the open space at the centre of the square were two circular platforms of masonry and trampled clay–the roofs, it was evident, of underground chambers; for in the centre of each platform was an open hatchway, with a ladder emerging from the lower darkness. A sound of subterranean flute playing came up and was almost lost in the steady remorseless persistence of the drums.
Lenina liked the drums. Shutting her eyes she abandoned herself to their soft repeated thunder, allowed it to invade her consciousness more and more completely, till at last there was nothing left in the world but that one deep pulse of sound. It reminded her reassuringly of the synthetic noises made at Solidarity Services and Ford's Day celebrations. "Orgy-porgy," she whispered to herself. These drums beat out just the same rhythms.
There was a sudden startling burst of singing–hundreds of male voices crying out fiercely in harsh metallic unison. A few long notes and silence, the thunderous silence of the drums; then shrill, in a neighing treble, the women's answer. Then again the drums; and once more the men's deep savage affirmation of their manhood.
Queer–yes. The place was queer, so was the music, so were the clothes and the goitres and the skin diseases and the old people. But the performance itself–there seemed to be nothing specially queer about that.
Page 64 of 149
"It reminds me of a lower-caste Community Sing," she told Bernard.
But a little later it was reminding her a good deal less of from those round chambers underground a ghastly troop of
that innocuous function. For suddenly there had swarmed up monsters. Hideously masked or painted out of all semblance of humanity, they had tramped out a strange limping dance round the square; round and again round, singing as they went, round and round–each time a little faster; and the drums had changed and quickened their rhythm, so that it became like the pulsing of fever in the ears; and the crowd had begun to sing with the dancers, louder and louder; and first one woman had shrieked, and then another and another, as though they were being killed; and then suddenly the leader of the dancers broke out of the line, ran to a big wooden chest which was standing at one end of the square, raised the lid and pulled out a pair of black snakes. A great yell went up from the crowd, and all the other dancers ran towards him with out-stretched hands. He tossed the snakes to the first-comers, then dipped back into the chest for more. More and more, black snakes and brown and mottled-he flung them out. And then the dance began again on a different rhythm. Round and round they went with their snakes, snakily, with a soft undulating movement at the knees and hips. Round and round. Then the leader gave a signal, and one after another, all the snakes were flung down in the middle of the square; an old man came up from underground and sprinkled them with corn meal, and from the other hatchway came a woman and sprinkled them with water from a black jar. Then the old man lifted his hand and, startlingly, terrifyingly, there was absolute silence. The drums stopped beating, life seemed to have come to an end. The old man pointed towards the two hatchways that gave entrance to the lower world. And slowly, raised by invisible hands from below, there emerged from the one a painted image of an eagle, from the other that of a man, naked, and nailed to a cross. They hung there, seemingly self-sustained, as though watching. The old man clapped his hands. Naked but for a white cotton breech-cloth, a boy of about eighteen stepped out of the crowd and stood before him, his hands crossed over his chest, his head bowed. The old man made the sign of the cross over him and turned away. Slowly, the boy began to walk round the writhing heap of snakes. He had completed the first circuit and was half-way through the second when, from among the dancers, a tall man wearing the mask of a coyote and holding in his hand a whip of plaited leather, advanced towards him. The boy moved on as though unaware of the other's existence. The coyote-man raised his whip, there was a long moment of expectancy, then a swift movement, the whistle of the lash and its loud flat-sounding impact on the flesh. The boy's body quivered; but he made no sound, he walked on at the same slow, steady pace. The coyote struck again, again; and at every blow at first a gasp, and then a deep groan went up from the crowd. The boy walked. Twice, thrice, four times round he went. The blood was streaming. Five times round, six times round. Suddenly Lenina covered her face shish her hands and began to sob. "Oh, stop them, stop them!" she implored. But the whip fell and fell inexorably. Seven times round. Then all at once the boy staggered and, still without a sound, pitched forward on to his face. Bending over him, the old man touched his back
with a long white feather, held it up for a moment, crimson, for the people to see then shook it thrice over the snakes. A few drops fell, and suddenly the drums broke out again into a panic of hurrying notes; there was a great shout. The dancers rushed forward, picked up the snakes and ran out of the square. Men, women, children, all the crowd ran after them. A minute later the square was empty, only the boy remained, prone where he had fallen, quite still. Three old women came out of one of the houses, and with some difficulty lifted him and carried him in. The eagle and the man on the cross kept guard for a little while over the empty pueblo; then, as though they had seen enough, sank slowly down through their hatchways, out of sight, into the nether world.
Lenina was still sobbing. "Too awful," she kept repeating, and all Bernard's consolations were in vain. "Too awful! That blood!" She shuddered. "Oh, I wish I had my soma."
There was the sound of feet in the inner room.
Lenina did not move, but sat with her face in her hands, unseeing, apart. Only Bernard turned round.
The dress of the young man who now stepped out on to the terrace was Indian; but his plaited hair was straw-coloured, his eyes a pale blue, and his skin a white skin, bronzed.
"Hullo. Good-morrow," said the stranger, in faultless but peculiar English. "You're civilized, aren't you? You come from the Other Place, outside the Reservation?"
"Who on earth … ?" Bernard began in astonishment.
The young man sighed and shook his head. "A most unhappy gentleman." And, pointing to the bloodstains in the centre of the square, "Do you see that damned spot?" he asked in a voice that trembled with emotion.
"A gramme is better than a damn," said Lenina mechanically from behind her hands. "I wish I had my soma!"
"I ought to have been there," the young man went on. "Why wouldn't they let me be the sacrifice? I'd have gone round ten times–twelve, fifteen. Palowhtiwa only got as far as seven. They could have had twice as much blood from me. The multitudinous seas incarnadine." He flung out his arms in a lavish gesture; then, despairingly, let them fall again. "But they wouldn't let me. They disliked me for my complexion. It's always been like that. Always." Tears stood in the young man's eyes; he was ashamed and turned away.
Astonishment made Lenina forget the deprivation of soma. She uncovered her face and, for the first time, looked at the stranger. "Do you mean to say that you wanted to be hit with that whip?"
Still averted from her, the young man made a sign of affirmation. "For the sake of the pueblo–to make the rain
come and the corn grow. And to please Pookong and Jesus. And then to show that I can bear pain without crying out. Yes," and his voice suddenly took on a new resonance, he turned with a proud squaring of the shoulders, a proud, defiant lifting of the chin "to show that I'm a man … Oh!" He gave a gasp and was silent, gaping. He had seen, for the first time in his life, the face of a girl whose cheeks were not the colour of chocolate or dogskin, whose hair was auburn and permanently waved, and whose expression (amazing novelty!) was one of benevolent interest. Lenina was smiling at him; such a nice-looking boy, she was thinking, and a really beautiful body. The blood rushed up into the young man's face; he dropped his eyes, raised them again for a moment only to find her still smiling at him, and was so much overcome that he had to turn away and pretend to be looking very hard at something on the other side of the square.
Bernard's questions made a diversion. Who? How? When? From where? Keeping his eyes fixed on Bernard's face (for so passionately did he long to see Lenina smiling that he simply dared not look at her), the young man tried to explain himself. Linda and he–Linda was his mother (the word made Lenina look uncomfortable)–were strangers in the Reservation. Linda had come from the Other Place long ago, before he was born, with a man who was his father. (Bernard pricked up his ears.) She had gone walking alone in those mountains over there to the North, had fallen down a steep place and hurt her head. ("Go on, go on," said Bernard excitedly.) Some hunters from Malpais had found her and brought her to the pueblo. As for the man who was his father, Linda had never seen him again. His name was Tomakin. (Yes, "Thomas" was the D.H.C.'s first name.) He must have flown away, back to the Other Place, away without her–a bad, unkind, unnatural man.
"And so I was born in Malpais," he concluded. "In Malpais." And he shook his head.
The squalor of that little house on the outskirts of the pueblo!
A space of dust and rubbish separated it from the village. Two famine-stricken dogs were nosing obscenely in the garbage at its door. Inside, when they entered, the twilight stank and was loud with flies.
"Linda!" the young man called.
From the inner room a rather hoarse female voice said, "Coming."
They waited. In bowls on the floor were the remains of a meal, perhaps of several meals.
The door opened. A very stout blonde squaw stepped across the threshold and stood looking at the strangers staring incredulously, her mouth open. Lenina noticed with disgust that two of the front teeth were missing. And the colour of the ones that remained … She shuddered. It was worse than the old man. So fat. And all the lines in her face, the flabbiness, the wrinkles. And the sagging cheeks, with those
Page 67 of 149
purplish blotches. And the red veins on her nose, the bloodshot eyes. And that neck–that neck; and the blanket she wore over her head–ragged and filthy. And under the brown sack-shaped tunic those enormous breasts, the bulge of the stomach, the hips. Oh, much worse than the old man, much worse! And suddenly the creature burst out in a torrent of speech, rushed at her with outstretched arms and–Ford! Ford! it was too revolting, in another moment she'd be sick–pressed her against the bulge, the bosom, and began to kiss her. Ford! to kiss, slobberingly, and smelt too horrible, obviously never had a bath, and simply reeked of that beastly stuff that was put into Delta and Epsilon bottles (no, it wasn't true about Bernard), positively stank of alcohol. She broke away as quickly as she could.
A blubbered and distorted face confronted her; the creature was crying.
"Oh, my dear, my dear." The torrent of words flowed sobbingly. "If you knew how glad–after all these years! A civilized face. Yes, and civilized clothes. Because I thought I should never see a piece of real acetate silk again." She fingered the sleeve of Lenina's shirt. The nails were black. "And those adorable viscose velveteen shorts! Do you know, dear, I've still got my old clothes, the ones I came in, put away in a box. I'll show them you afterwards. Though, of course, the acetate has all gone into holes. But such a lovely white bandolier–though I must say your green morocco is even lovelier. Not that it did me much good, that bandolier." Her tears began to flow again. "I suppose John told you. What I had to suffer–and not a gramme of soma to be had. Only a drink of mescal every now and then, when Popé used to bring it. Popé is a boy I used to know. But it makes you feel so bad afterwards. the mescal does, and you're sick with the peyotl; besides it always made that awful feeling of being ashamed much worse the next day. And I was so ashamed. Just think of it: me, a Beta–having a baby: put yourself in my place." (The mere suggestion made Lenina shudder.) "Though it wasn't my fault, I swear; because I still don't know how it happened, seeing that I did all the Malthusian Drill–you know, by numbers, One, two, three, four, always, I swear it; but all the same it happened, and of course there wasn't anything like an Abortion Centre here. Is it still down in Chelsea, by the way?" she asked. Lenina nodded. "And still floodlighted on Tuesdays and Fridays?" Lenina nodded again. "That lovely pink glass tower!" Poor Linda lifted her face and with closed eyes ecstatically contemplated the bright remembered image. "And the river at night," she whispered. Great tears oozed slowly out from behind her tight-shut eyelids. "And flying back in the evening from Stoke Poges. And then a hot bath and vibro-vacuum massage … But there." She drew a deep breath, shook her head, opened her eyes again, sniffed once or twice, then blew her nose on her fingers and wiped them on the skirt of her tunic. "Oh, I'm so sorry," she said in response to Lenina's involuntary grimace of disgust. "I oughtn't to have done that. I'm sorry. But what are you to do when there aren't any handkerchiefs? I remember how it used to upset me, all that dirt, and nothing being aseptic. I had an awful cut on my head when they first brought me here. You can't imagine what they used to put on it. Filth,
Page 68 of 149
just filth. 'Civilization is Sterilization,' I used to say t them. And 'Streptocock-Gee to Banbury-T, to see a fine bathroom and W.C.' as though they were children. But of course they didn't understand. How should they? And in the end I suppose I got used to it. And anyhow, how can you keep things clean when there isn't hot water laid on? And look at these clothes. This beastly wool isn't like acetate. It lasts and lasts. And you're supposed to mend it if it gets torn. But I'm a Beta; I worked in the Fertilizing Room; nobody ever taught me to do anything like that. It wasn't my business. Besides, it never used to be right to mend clothes. Throw them away when they've got holes in them and buy new. 'The more stitches, the less riches.' Isn't that right? Mending's anti-social. But it's all different here. It's like living with lunatics. Everything they do is mad." She looked round; saw John and Bernard had left them and were walking up and down in the dust and garbage outside the house; but, none the less confidentially lowering her voice, and leaning, while Lenina stiffened and shrank, so close that the blown reek of embryo-poison stirred the hair on her cheek. "For instance," she hoarsely whispered, "take the way they have one another here. Mad, I tell you, absolutely mad. Everybody belongs to every one else–don't they? don't they?" she insisted, tugging at Lenina's sleeve. Lenina nodded her averted head, let out the breath she had been holding and managed to draw another one, relatively untainted. "Well, here," the other went on, "nobody's supposed to belong to more than one person. And if you have people in the ordinary way, the others think you're wicked and anti-social. They hate and despise you. Once a lot of women came and made a scene because their men came to see me. Well, why not? And then they rushed at me … No, it was too awful. I can't tell you about it." Linda covered her face with her hands and shuddered. "They're so hateful, the women here. Mad, mad and cruel. And of course they don't know anything about Malthusian Drill, or bottles, or decanting, or anything of that sort. So they're having children all the time–like dogs. It's too revolting. And to think that I … Oh, Ford, Ford, Ford! And yet John was a great comfort to me. I don't know what I should have done without him. Even though he did get so upset whenever a man … Quite as a tiny boy, even. Once (but that was when he was bigger) he tried to kill poor Waihusiwa–or was it Popé?–just because I used to have them sometimes. Because I never could make him understand that that was what civilized people ought to do. Being mad's infectious I believe. Anyhow, John seems to have caught it from the Indians. Because, of course, he was with them a lot. Even though they always were so beastly to him and wouldn't let him do all the things the other boys did. Which was a good thing in a way, because it made it easier for me to condition him a little. Though you've no idea how difficult that is. There's so much one doesn't know; it wasn't my business to know. I mean, when a child asks you how a helicopter works or who made the world–well, what are you to answer if you're a Beta and have always worked in the Fertilizing Room? What are you to answer?"
CHAPTER EIGHT
OUTSIDE, in the dust and among the garbage (there were four
Page 69 of 149
dogs now), Bernard and John were walking slowly up and down.
"So hard for me to realize," Bernard was saying, "to reconstruct. As though we were living on different planets, in different centuries. A mother, and all this dirt, and gods, and old age, and disease …" He shook his head. "It's almost inconceivable. I shall never understand, unless you explain."
"Explain what?"
"This." He indicated the pueblo. "That." And it was the little house outside the village. "Everything. All your life."
"But what is there to say?"
"From the beginning. As far back as you can remember."
"As far back as I can remember." John frowned. There was a long silence.
It was very hot. They had eaten a lot of tortillas and sweet corn. Linda said, "Come and lie down, Baby." They lay down together in the big bed. "Sing," and Linda sang. Sang "Streptocock-Gee to Banbury-T" and "Bye Baby Banting, soon you'll need decanting." Her voice got fainter and fainter …
There was a loud noise, and he woke with a start. A man was saying something to Linda, and Linda was laughing. She had pulled the blanket up to her chin, but the man pulled it down again. His hair was like two black ropes, and round his arm was a lovely silver bracelet with blue stones in it. He liked the bracelet; but all the same, he was frightened; he hid his face against Linda's body. Linda put her hand on him and he felt safer. In those other words he did not understand so well, she said to the man, "Not with John here." The man looked at him, then again at Linda, and said a few words in a soft voice. Linda said, "No." But the man bent over the bed towards him and his face was huge, terrible; the black ropes of hair touched the blanket. "No," Linda said again, and he felt her hand squeezing him more tightly. "No, no!" But the man took hold of one of his arms, and it hurt. He screamed. The man put up his other hand and lifted him up. Linda was still holding him, still saying, "No, no." The man said something short and angry, and suddenly her hands were gone. "Linda, Linda." He kicked and wriggled; but the man carried him across to the door, opened it, put him down on the floor in the middle of the other room, and went away, shutting the door behind him. He got up, he ran to the door. Standing on tiptoe he could just reach the big wooden latch. He lifted it and pushed; but the door wouldn't open. "Linda," he shouted. She didn't answer.
He remembered a huge room, rather dark; and there were big wooden things with strings fastened to them, and lots of women standing round them–making blankets, Linda said. Linda told him to sit in the corner with the other children, while she went and helped the women. He played with the little boys for a long time. Suddenly people started talking very loud, and there were the women pushing Linda away, and Linda was crying. She went to the door and he ran after her. He
asked her why they were angry. "Because I broke something," she said. And then she got angry too. "How should I know how to do their beastly weaving?" she said. "Beastly savages." He asked her what savages were. When they got back to their house, Popé was waiting at the door, and he came in with them. He had a big gourd full of stuff that looked like water; only it wasn't water, but something with a bad smell that burnt your mouth and made you cough. Linda drank some and Popé drank some, and then Linda laughed a lot and talked very loud; and then she and Popé went into the other room. When Popé went away, he went into the room. Linda was in bed and so fast asleep that he couldn't wake her.
Popé used to come often. He said the stuff in the gourd was called mescal; but Linda said it ought to be called soma; only it made you feel ill afterwards. He hated Popé. He hated them all–all the men who came to see Linda. One afternoon, when he had been playing with the other children–it was cold, he remembered, and there was snow on the mountains–he came back to the house and heard angry voices in the bedroom. They were women's voices, and they said words he didn't understand, but he knew they were dreadful words. Then suddenly, crash! something was upset; he heard people moving about quickly, and there was another crash and then a noise like hitting a mule, only not so bony; then Linda screamed. "Oh, don't, don't, don't!" she said. He ran in. There were three women in dark blankets. Linda was on the bed. One of the women was holding her wrists. Another was lying across her legs, so that she couldn't kick. The third was hitting her with a whip. Once, twice, three times; and each time Linda screamed. Crying, he tugged at the fringe of the woman's blanket. "Please, please." With her free hand she held him away. The whip came down again, and again Linda screamed. He caught hold of the woman's enormous brown hand between his own and bit it with all his might. She cried out, wrenched her hand free, and gave him such a push that he fell down. While he was lying on the ground she hit him three times with the whip. It hurt more than anything he had ever felt–like fire. The whip whistled again, fell. But this time it was Linda who screamed.
"But why did they want to hurt you, Linda?'' he asked that night. He was crying, because the red marks of the whip on his back still hurt so terribly. But he was also crying because people were so beastly and unfair, and because he was only a little boy and couldn't do anything against them. Linda was crying too. She was grown up, but she wasn't big enough to fight against three of them. It wasn't fair for her either. "Why did they want to hurt you, Linda?"
"I don't know. How should I know?" It was difficult to hear what she said, because she was lying on her stomach and her face was in the pillow. "They say those men are their men," she went on; and she did not seem to be talking to him at all; she seemed to be talking with some one inside herself. A long talk which she didn't understand; and in the end she started crying louder than ever.
"Oh, don't cry, Linda. Don't cry."
Page 71 of 149
He pressed himself against her. He put his arm round her neck. Linda cried out. "Oh, be careful. My shoulder! Oh!" and she pushed him away, hard. His head banged against the wall. "Little idiot!" she shouted; and then, suddenly, she began to slap him. Slap, slap …
"Linda," he cried out. "Oh, mother, don't!"
"I'm not your mother. I won't be your mother."
"But, Linda … Oh!" She slapped him on the cheek.
"Turned into a savage," she shouted. "Having young ones like an animal … If it hadn't been for you, I might have gone to the Inspector, I might have got away. But not with a baby. That would have been too shameful."
He saw that she was going to hit him again, and lifted his arm to guard his face. "Oh, don't, Linda, please don't."
"Little beast!" She pulled down his arm; his face was uncovered.
"Don't, Linda." He shut his eyes, expecting the blow.
But she didn't hit him. After a little time, he opened his eyes again and saw that she was looking at him. He tried to smile at her. Suddenly she put her arms round him and kissed him again and again.
Sometimes, for several days, Linda didn't get up at all. She lay in bed and was sad. Or else she drank the stuff that Popé brought and laughed a great deal and went to sleep. Sometimes she was sick. Often she forgot to wash him, and there was nothing to eat except cold tortillas. He remembered the first time she found those little animals in his hair, how she screamed and screamed.
The happiest times were when she told him about the Other Place. "And you really can go flying, whenever you like?"
"Whenever you like." And she would tell him about the lovely music that came out of a box, and all the nice games you could play, and the delicious things to eat and drink, and the light that came when you pressed a little thing in the wall, and the pictures that you could hear and feel and smell, as well as see, and another box for making nice smells, and the pink and green and blue and silver houses as high as mountains, and everybody happy and no one ever sad or angry, and every one belonging to every one else, and the boxes where you could see and hear what was happening at the other side of the world, and babies in lovely clean bottles–everything so clean, and no nasty smells, no dirt at all–and people never lonely, but living together and being so jolly and happy, like the summer dances here in Malpais, but much happier, and the happiness being there every day, every day. … He listened by the hour. And sometimes, when he and the other children were tired with too much playing, one of the old men of the pueblo would talk to them, in those other words, of the great Transformer of the World, and of
Page 72 of 149
the long fight between Right Hand and Left Hand, between Wet and Dry; of Awonawilona, who made a great fog by thinking in the night, and then made the whole world out of the fog; of Earth Mother and Sky Father; of Ahaiyuta and Marsailema, the twins of War and Chance; of Jesus and Pookong; of Mary and Etsanatlehi, the woman who makes herself young again; of the Black Stone at Laguna and the Great Eagle and Our Lady of Acoma. Strange stories, all the more wonderful to him for being told in the other words and so not fully understood. Lying in bed, he would think of Heaven and London and Our Lady of Acoma and the rows and rows of babies in clean bottles and Jesus flying up and Linda flying up and the great Director of World Hatcheries and Awonawilona.
Lots of men came to see Linda. The boys began to point their fingers at him. In the strange other words they said that Linda was bad; they called her names he did not understand, but that he knew were bad names. One day they sang a song about her, again and again. He threw stones at them. They threw back; a sharp stone cut his cheek. The blood wouldn't stop; he was covered with blood.
Linda taught him to read. With a piece of charcoal she drew pictures on the wall–an animal sitting down, a baby inside a bottle; then she wrote letters. THE CAT IS ON THE MAT. THE TOT IS IN THE POT. He learned quickly and easily. When he knew how to read all the words she wrote on the wall, Linda opened her big wooden box and pulled out from under those funny little red trousers she never wore a thin little book. He had often seen it before. "When you're bigger," she had said, "you can read it." Well, now he was big enough. He was proud. "I'm afraid you won't find it very exciting," she said. "But it's the only thing I have." She sighed. "If only you could see the lovely reading machines we used to have in London!" He began reading. The Chemical and Bacteriological Conditioning of the Embryo. Practical Instructions for Beta Embryo-Store Workers. It took him a quarter of an hour to read the title alone. He threw the book on the floor. "Beastly, beastly book!" he said, and began to cry.
The boys still sang their horrible song about Linda. Sometimes, too, they laughed at him for being so ragged. When he tore his clothes, Linda did not know how to mend them. In the Other Place, she told him, people threw away clothes with holes in them and got new ones. "Rags, rags!" the boys used to shout at him. "But I can read," he said to himself, "and they can't. They don't even know what reading is." It was fairly easy, if he thought hard enough about the reading, to pretend that he didn't mind when they made fun of him. He asked Linda to give him the book again.
The more the boys pointed and sang, the harder he read. Soon he could read all the words quite well. Even the longest. But what did they mean? He asked Linda; but even when she could answer it didn't seem to make it very clear, And generally she couldn't answer at all.
"What are chemicals?" he would ask.
"Oh, stuff like magnesium salts, and alcohol for keeping the Deltas and Epsilons small and backward, and calcium carbonate for bones, and all that sort of thing."
"But how do you make chemicals, Linda? Where do they come from?"
"Well, I don't know. You get them out of bottles. And when the bottles are empty, you send up to the Chemical Store for more. It's the Chemical Store people who make them, I suppose. Or else they send to the factory for them. I don't know. I never did any chemistry. My job was always with the embryos. It was the same with everything else he asked about. Linda never seemed to know. The old men of the pueblo had much more definite answers.
"The seed of men and all creatures, the seed of the sun and the seed of earth and the seed of the sky–Awonawilona made them all out of the Fog of Increase. Now the world has four wombs; and he laid the seeds in the lowest of the four wombs. And gradually the seeds began to grow …"
One day (John calculated later that it must have been soon after his twelfth birthday) he came home and found a book that he had never seen before lying on the floor in the bedroom. It was a thick book and looked very old. The binding had been eaten by mice; some of its pages were loose and crumpled. He picked it up, looked at the title-page: the book was called The Complete Works of William Shakespeare.
Linda was lying on the bed, sipping that horrible stinking mescal out of a cup. "Popé brought it," she said. Her voice was thick and hoarse like somebody else's voice. "It was lying in one of the chests of the Antelope Kiva. It's supposed to have been there for hundreds of years. I expect it's true, because I looked at it, and it seemed to be full of nonsense. Uncivilized. Still, it'll be good enough for you to practice your reading on." She took a last sip, set the cup down on the floor beside the bed, turned over on her side, hiccoughed once or twice and went to sleep.
He opened the book at random.
Nay, but to live In the rank sweat of an enseamed bed, Stew'd in corruption, honeying and making love Over the nasty sty …
The strange words rolled through his mind; rumbled, like talking thunder; like the drums at the summer dances, if the drums could have spoken; like the men singing the Corn Song, beautiful, beautiful, so that you cried; like old Mitsima saying magic over his feathers and his carved sticks and his bits of bone and stone–kiathla tsilu silokwe silokwe silokwe. Kiai silu silu, tsithl–but better than Mitsima's magic, because it meant more, because it talked to him, talked wonderfully and only half-understandably, a terrible beautiful magic, about Linda; about Linda lying there
snoring, with the empty cup on the floor beside the bed; about Linda and Popé, Linda and Popé.
He hated Popé more and more. A man can smile and smile and be a villain. Remorseless, treacherous, lecherous, kindless villain. What did the words exactly mean? He only half knew. But their magic was strong and went on rumbling in his head, and somehow it was as though he had never really hated Popé before; never really hated him because he had never been able to say how much he hated him. But now he had these words, these words like drums and singing and magic. These words and the strange, strange story out of which they were taken (he couldn't make head or tail of it, but it was wonderful, wonderful all the same)–they gave him a reason for hating Popé; and they made his hatred more real; they even made Popé himself more real.
One day, when he came in from playing, the door of the inner room was open, and he saw them lying together on the bed, asleep–white Linda and Popé almost black beside her, with one arm under her shoulders and the other dark hand on her breast, and one of the plaits of his long hair lying across her throat, like a black snake trying to strangle her. Popé's gourd and a cup were standing on the floor near the bed. Linda was snoring.
His heart seemed to have disappeared and left a hole. He was empty. Empty, and cold, and rather sick, and giddy. He leaned against the wall to steady himself. Remorseless, treacherous, lecherous … Like drums, like the men singing for the corn, like magic, the words repeated and repeated themselves in his head. From being cold he was suddenly hot. His cheeks burnt with the rush of blood, the room swam and darkened before his eyes. He ground his teeth. "I'll kill him, I'll kill him, I'll kill him," he kept saying. And suddenly there were more words.
When he is drunk asleep, or in his rage Or in the incestuous pleasure of his bed …
The magic was on his side, the magic explained and gave orders. He stepped back in the outer room. "When he is drunk asleep …" The knife for the meat was lying on the floor near the fireplace. He picked it up and tiptoed to the door again. "When he is drunk asleep, drunk asleep …" He ran across the room and stabbed–oh, the blood!–stabbed again, as Popé heaved out of his sleep, lifted his hand to stab once more, but found his wrist caught, held and–oh, oh!–twisted. He couldn't move, he was trapped, and there were Popé's small black eyes, very close, staring into his own. He looked away. There were two cuts on Popé's left shoulder. "Oh, look at the blood!" Linda was crying. "Look at the blood!" She had never been able to bear the sight of blood. Popé lifted his other hand–to strike him, he thought. He stiffened to receive the blow. But the hand only took him under the chin and turned his face, so that he had to look again into Popé's eyes. For a long time, for hours and hours. And suddenly–he couldn't help it–he began to cry. Popé burst out laughing. "Go," he said, in the other Indian words. "Go, my brave Ahaiyuta." He ran out into the other
Page 75 of 149
room to hide his tears.
"You are fifteen," said old Mitsima, in the Indian words.
"Now I may teach you to work the clay."
Squatting by the river, they worked together.
"First of all," said Mitsima, taking a lump of the wetted clay between his hands, "we make a little moon." The old man squeezed the lump into a disk, then bent up the edges, the moon became a shallow cup.
Slowly and unskilfully he imitated the old man's delicate gestures.
"A moon, a cup, and now a snake." Mitsima rolled out another piece of clay into a long flexible cylinder, trooped it into a circle and pressed it on to the rim of the cup. "Then another snake. And another. And another." Round by round, Mitsima built up the sides of the pot; it was narrow, it bulged, it narrowed again towards the neck. Mitsima squeezed and patted, stroked and scraped; and there at last it stood, in shape the familiar water pot of Malpais, but creamy white instead of black, and still soft to the touch. The crooked parody of Mitsima's, his own stood beside it. Looking at the two pots, he had to laugh.
"But the next one will be better," he said, and began to moisten another piece of clay.
To fashion, to give form, to feel his fingers gaining in skill and power–this gave him an extraordinary pleasure. "A, B, C, Vitamin D," he sang to himself as he worked. "The fat's in the liver, the cod's in the sea." And Mitsima also sang–a song about killing a bear. They worked all day, and all day he was filled with an intense, absorbing happiness.
"Next winter," said old Mitsima, "I will teach you to make the bow."
He stood for a long time outside the house, and at last the ceremonies within were finished. The door opened; they came out. Kothlu came first, his right hand out-stretched and tightly closed, as though over some precious jewel. Her clenched hand similarly outstretched, Kiakimé followed. They walked in silence, and in silence, behind them, came the brothers and sisters and cousins and all the troop of old people.
They walked out of the pueblo, across the mesa. At the edge of the cliff they halted, facing the early morning sun. Kothlu opened his hand. A pinch of corn meal lay white on the palm; he breathed on it, murmured a few words, then threw it, a handful of white dust, towards the sun. Kiakimé did the same. Then Khakimé's father stepped forward, and holding up a feathered prayer stick, made a long prayer, then threw the stick after the corn meal.
"It is finished," said old Mitsima in a loud voice. "They are married."
"Well," said Linda, as they turned away, "all I can say is, it does seem a lot of fuss to make about so little. In civilized countries, when a boy wants to have a girl, he just … But where are you going, John?"
He paid no attention to her calling, but ran on, away, away, anywhere to be by himself.
It is finished Old Mitsima's words repeated themselves in his mind. Finished, finished … In silence and from a long way off, but violently, desperately, hopelessly, he had loved Kiakimé. And now it was finished. He was sixteen.
At the full moon, in the Antelope Kiva, secrets would be told, secrets would be done and borne. They would go down, boys, into the kiva and come out again, men. The boys were all afraid and at the same time impatient. And at last it was the day. The sun went down, the moon rose. He went with the others. Men were standing, dark, at the entrance to the kiva; the ladder went down into the red lighted depths. Already the leading boys had begun to climb down. Suddenly, one of the men stepped forward, caught him by the arm, and pulled him out of the ranks. He broke free and dodged back into his place among the others. This time the man struck him, pulled his hair. "Not for you, white-hair!" "Not for the son of the she-dog," said one of the other men. The boys laughed. "Go!" And as he still hovered on the fringes of the group, "Go!" the men shouted again. One of them bent down, took a stone, threw it. "Go, go, go!" There was a shower of stones. Bleeding, he ran away into the darkness. From the red-lit kiva came the noise of singing. The last of the boys had climbed down the ladder. He was all alone.
All alone, outside the pueblo, on the bare plain of the mesa. The rock was like bleached bones in the moonlight. Down in the valley, the coyotes were howling at the moon. The bruises hurt him, the cuts were still bleeding; but it was not for pain that he sobbed; it was because he was all alone, because he had been driven out, alone, into this skeleton world of rocks and moonlight. At the edge of the precipice he sat down. The moon was behind him; he looked down into the black shadow of the mesa, into the black shadow of death. He had only to take one step, one little jump. … He held out his right hand in the moonlight. From the cut on his wrist the blood was still oozing. Every few seconds a drop fell, dark, almost colourless in the dead light. Drop, drop, drop. To-morrow and to-morrow and to-morrow …
He had discovered Time and Death and God.
"Alone, always alone," the young man was saying.
The words awoke a plaintive echo in Bernard's mind. Alone, alone … "So am I," he said, on a gush of confidingness. "Terribly alone."
"Are you?" John looked surprised. "I thought that in the
Other Place … I mean, Linda always said that nobody was ever
Page 77 of 149
alone there."
Bernard blushed uncomfortably. "You see," he said, mumbling and with averted eyes, "I'm rather different from most people, I suppose. If one happens to be decanted different …"
"Yes, that's just it." The young man nodded. "If one's different, one's bound to be lonely. They're beastly to one. Do you know, they shut me out of absolutely everything? When the other boys were sent out to spend the night on the mountains–you know, when you have to dream which your sacred animal is–they wouldn't let me go with the others; they wouldn't tell me any of the secrets. I did it by myself, though," he added. "Didn't eat anything for five days and then went out one night alone into those mountains there." He pointed.
Patronizingly, Bernard smiled. "And did you dream of anything?" he asked.
The other nodded. "But I mustn't tell you what." He was silent for a little; then, in a low voice, "Once," he went on, "I did something that none of the others did: I stood against a rock in the middle of the day, in summer, with my arms out, like Jesus on the Cross."
"What on earth for?"
"I wanted to know what it was like being crucified. Hanging there in the sun …"
"But why?"
"Why? Well …" He hesitated. "Because I felt I ought to. If Jesus could stand it. And then, if one has done something wrong … Besides, I was unhappy; that was another reason."
"It seems a funny way of curing your unhappiness," said Bernard. But on second thoughts he decided that there was, after all, some sense in it. Better than taking soma …
"I fainted after a time," said the young man. "Fell down on my face. Do you see the mark where I cut myself?" He lifted the thick yellow hair from his forehead. The scar showed, pale and puckered, on his right temple.
Bernard looked, and then quickly, with a little shudder, averted his eyes. His conditioning had made him not so much pitiful as profoundly squeamish. The mere suggestion of illness or wounds was to him not only horrifying, but even repulsive and rather disgusting. Like dirt, or deformity, or old age. Hastily he changed the subject.
"I wonder if you'd like to come back to London with us?" he asked, making the first move in a campaign whose strategy he had been secretly elaborating ever since, in the little house, he had realized who the "father" of this young savage must be. "Would you like that?"
The young man's face lit up. "Do you really mean it?"
Page 78 of 149
"Of course; if I can get permission, that is."
"Linda too?"
"Well …" He hesitated doubtfully. That revolting creature! No, it was impossible. Unless, unless … It suddenly occurred to Bernard that her very revoltingness might prove an enormous asset. "But of course!" he cried, making up for his first hesitations with an excess of noisy cordiality.
The young man drew a deep breath. "To think it should be coming true–what I've dreamt of all my life. Do you remember what Miranda says?"
"Who's Miranda?"
But the young man had evidently not heard the question. "O wonder!" he was saying; and his eyes shone, his face was brightly flushed. "How many goodly creatures are there here! How beauteous mankind is!" The flush suddenly deepened; he was thinking of Lenina, of an angel in bottle-green viscose, lustrous with youth and skin food, plump, benevolently smiling. His voice faltered. "O brave new world," he began, then-suddenly interrupted himself; the blood had left his cheeks; he was as pale as paper.
"Are you married to her?" he asked.
"Am I what?"
"Married. You know–for ever. They say 'for ever' in the Indian words; it can't be broken."
"Ford, no!" Bernard couldn't help laughing.
John also laughed, but for another reason–laughed for pure joy.
"O brave new world," he repeated. "O brave new world that has such people in it. Let's start at once."
"You have a most peculiar way of talking sometimes," said Bernard, staring at the young man in perplexed astonishment. "And, anyhow, hadn't you better wait till you actually see the new world?"
CHAPTER NINE
LENINA felt herself entitled, after this day of queerness and horror, to a complete and absolute holiday. As soon as they got back to the rest-house, she swallowed six half-gramme tablets of soma, lay down on her bed, and within ten minutes had embarked for lunar eternity. It would be eighteen hours at the least before she was in time again.
Bernard meanwhile lay pensive and wide-eyed in the dark. It midnight; but his insomnia had not been fruitless; he had a
was long after midnight before he fell asleep. Long after plan.
Page 79 of 149
Punctually, on the following morning, at ten o'clock, the green-uniformed octoroon stepped out of his helicopter. Bernard was waiting for him among the agaves.
"Miss Crowne's gone on soma-holiday," he explained. "Can hardly be back before five. Which leaves us seven hours."
He could fly to Santa Fé, do all the business he had to do, and be in Malpais again long before she woke up.
"She'll be quite safe here by herself?"
"Safe as helicopters," the octoroon assured him.
They climbed into the machine and started off at once. At ten thirty-four they landed on the roof of the Santa Fé Post Office; at ten thirty-seven Bernard had got through to the World Controller's Office in Whitehall; at ten thirty-seven he was speaking to his fordship's fourth personal secretary; at ten forty-four he was repeating his story to the first secretary, and at ten forty-seven and a half it was the deep, resonant voice of Mustapha Mond himself that sounded in his ears.
"I ventured to think," stammered Bernard, "that your fordship might find the matter of sufficient scientific interest …"
"Yes, I do find it of sufficient scientific interest," said the deep voice. "Bring these two individuals back to London with you."
"Your fordship is aware that I shall need a special permit …"
"The necessary orders," said Mustapha Mond, "are being sent to the Warden of the Reservation at this moment. You will proceed at once to the Warden's Office. Good-morning, Mr. Marx."
There was silence. Bernard hung up the receiver and hurried up to the roof.
"Warden's Office," he said to the Gamma-green octoroon.
At ten fifty-four Bernard was shaking hands with the Warden.
"Delighted, Mr. Marx, delighted." His boom was deferential. "We have just received special orders …"
"I know," said Bernard, interrupting him. "I was talking to his fordship on the phone a moment ago." His bored tone implied that he was in the habit of talking to his fordship every day of the week. He dropped into a chair. "If you'll kindly take all the necessary steps as soon as possible. As soon as possible," he emphatically repeated. He was thoroughly enjoying himself.
At eleven three he had all the necessary papers in his pocket.
"So long," he said patronizingly to the Warden, who had accompanied him as far as the lift gates. "So long."
He walked across to the hotel, had a bath, a vibro-vac massage, and an electrolytic shave, listened in to the morning's news, looked in for half an hour on the televisor, ate a leisured luncheon, and at half-past two flew back with the octoroon to Malpais.
The young man stood outside the rest-house.
"Bernard," he called. "Bernard!" There was no answer.
Noiseless on his deerksin moccasins, he ran up the steps and tried the door. The door was locked.
They were gone! Gone! It was the most terrible thing that had ever happened to him. She had asked him to come and see them, and now they were gone. He sat down on the steps and cried.
Half an hour later it occurred to him to look through the window. The first thing he saw was a green suit-case, with the initials L.C. painted on the lid. Joy flared up like fire within him. He picked up a stone. The smashed glass tinkled on the floor. A moment later he was inside the room. He opened the green suit-case; and all at once he was breathing Lenina's perfume, filling his lungs with her essential being. His heart beat wildly; for a moment he was almost faint. Then, bending over the precious box, he touched, he lifted into the light, he examined. The zippers on Lenina's spare pair of viscose velveteen shorts were at first a puzzle, then solved, a delight. Zip, and then zip; zip, and then zip; he was enchanted. Her green slippers were the most beautiful things he had ever seen. He unfolded a pair of zippicamiknicks, blushed, put them hastily away again; but kissed a perfumed acetate handkerchief and wound a scarf round his neck. Opening a box, he spilt a cloud of scented powder. His hands were floury with the stuff. He wiped them on his chest, on his shoulders, on his bare arms. Delicious perfume! He shut his eyes; he rubbed his cheek against his own powdered arm. Touch of smooth skin against his face, scent in his nostrils of musky dust–her real presence. "Lenina," he whispered. "Lenina!"
A noise made him start, made him guiltily turn. He crammed up his thieveries into the suit-case and shut the lid; then listened again, looked. Not a sign of life, not a sound. And yet he had certainly heard something–something like a sigh, something like the creak of a board. He tiptoed to the door and, cautiously opening it, found himself looking on to a broad landing. On the opposite side of the landing was another door, ajar. He stepped out, pushed, peeped.
There, on a low bed, the sheet flung back, dressed in a pair of pink one-piece zippyjamas, lay Lenina, fast asleep and so beautiful in the midst of her curls, so touchingly childish with her pink toes and her grave sleeping face, so trustful in the helplessness of her limp hands and melted limbs, that the tears came to his eyes.
Page 81 of 149
With an infinity of quite unnecessary precautions–for nothing short of a pistol shot could have called Lenina back from her soma-holiday before the appointed time–he entered the room, he knelt on the floor beside the bed. He gazed, he clasped his hands, his lips moved. "Her eyes," he murmured, "Her eyes, her hair, her cheek, her gait, her voice; Handlest in thy discourse O! that her hand, In whose comparison all whites are ink Writing their own reproach; to whose soft seizure The cygnet's down is harsh …"
A fly buzzed round her; he waved it away. "Flies," he remembered,
"On the white wonder of dear Juliet's hand, may seize And steal immortal blessing from her lips, Who, even in pure and vestal modesty, Still blush, as thinking their own kisses sin."
Very slowly, with the hesitating gesture of one who reaches forward to stroke a shy and possibly rather dangerous bird, he put out his hand. It hung there trembling, within an inch of those limp fingers, on the verge of contact. Did he dare? Dare to profane with his unworthiest hand that … No, he didn't. The bird was too dangerous. His hand dropped back. How beautiful she was! How beautiful!
Then suddenly he found himself reflecting that he had only to take hold of the zipper at her neck and give one long, strong pull … He shut his eyes, he shook his head with the gesture of a dog shaking its ears as it emerges from the water. Detestable thought! He was ashamed of himself. Pure and vestal modesty …
There was a humming in the air. Another fly trying to steal immortal blessings? A wasp? He looked, saw nothing. The humming grew louder and louder, localized itself as being outside the shuttered windows. The plane! In a panic, he scrambled to his feet and ran into the other room, vaulted through the open window, and hurrying along the path between the tall agaves was in time to receive Bernard Marx as he climbed out of the helicopter.
CHAPTER TEN
THE HANDS of all the four thousand electric clocks in all the Bloomsbury Centre's four thousand rooms marked twenty-seven minutes past two. "This hive of industry," as the Director was fond of calling it, was in the full buzz of work. Every one was busy, everything in ordered motion. Under the microscopes, their long tails furiously lashing, spermatozoa were burrowing head first into eggs; and, fertilized, the eggs were expanding, dividing, or if bokanovskified, budding and breaking up into whole populations of separate embryos. From the Social Predestination Room the escalators went rumbling down into
Page 82 of 149
the basement, and there, in the crimson darkness, stewingly warm on their cushion of peritoneum and gorged with blood-surrogate and hormones, the foetuses grew and grew or, poisoned, languished into a stunted Epsilonhood. With a faint hum and rattle the moving racks crawled imperceptibly through the weeks and the recapitulated aeons to where, in the Decanting Room, the newly-unbottled babes uttered their first yell of horror and amazement.
The dynamos purred in the sub-basement, the lifts rushed up and down. On all the eleven floors of Nurseries it was feeding time. From eighteen hundred bottles eighteen hundred carefully labelled infants were simultaneously sucking down their pint of pasteurized external secretion.
Above them, in ten successive layers of dormitory, the little boys and girls who were still young enough to need an afternoon sleep were as busy as every one else, though they did not know it, listening unconsciously to hypnopædic lessons in hygiene and sociability, in class-consciousness and the toddler's love-life. Above these again were the playrooms where, the weather having turned to rain, nine hundred older children were amusing themselves with bricks and clay modelling, hunt-the-zipper, and erotic play.
Buzz, buzz! the hive was humming, busily, joyfully. Blithe was the singing of the young girls over their test-tubes, the Predestinators whistled as they worked, and in the Decanting Room what glorious jokes were cracked above the empty bottles! But the Director's face, as he entered the Fertilizing Room with Henry Foster, was grave, wooden with severity.
"A public example," he was saying. "In this room, because it contains more high-caste workers than any other in the Centre. I have told him to meet me here at half-past two."
"He does his work very well," put in Henry, with hypocritical generosity.
"I know. But that's all the more reason for severity. His intellectual eminence carries with it corresponding moral responsibilities. The greater a man's talents, the greater his power to lead astray. It is better that one should suffer than that many should be corrupted. Consider the matter dispassionately, Mr. Foster, and you will see that no offence is so heinous as unorthodoxy of behaviour. Murder kills only the individual–and, after all, what is an individual?" With a sweeping gesture he indicated the rows of microscopes, the test-tubes, the incubators. "We can make a new one with the greatest ease–as many as we like. Unorthodoxy threatens more than the life of a mere individual; it strikes at Society itself. Yes, at Society itself," he repeated. "Ah, but here he comes."
Bernard had entered the room and was advancing between the rows of fertilizers towards them. A veneer of jaunty self-confidence thinly concealed his nervousness. The voice in which he said, "Good-morning, Director," was absurdly too loud; that in which, correcting his mistake, he said, "You asked me to come and speak to you here," ridiculously soft, a squeak.
Page 83 of 149
"Yes, Mr. Marx," said the Director portentously. "I did ask you to come to me here. You returned from your holiday last night, I understand."
"Yes," Bernard answered.
"Yes-s," repeated the Director, lingering, a serpent, on the "s." Then, suddenly raising his voice, "Ladies and gentlemen," he trumpeted, "ladies and gentlemen."
The singing of the girls over their test-tubes, the preoccupied whistling of the Microscopists, suddenly ceased. There was a profound silence; every one looked round.
"Ladies and gentlemen," the Director repeated once more, "excuse me for thus interrupting your labours. A painful duty constrains me. The security and stability of Society are in danger. Yes, in danger, ladies and gentlemen. This man," he pointed accusingly at Bernard, "this man who stands before you here, this Alpha-Plus to whom so much has been given, and from whom, in consequence, so much must be expected, this colleague of yours–or should I anticipate and say this ex-colleague?–has grossly betrayed the trust imposed in him. By his heretical views on sport and soma, by the scandalous unorthodoxy of his sex-life, by his refusal to obey the teachings of Our Ford and behave out of office hours, 'even as a little infant,'" (here the Director made the sign of the T), "he has proved himself an enemy of Society, a subverter, ladies and gentlemen, of all Order and Stability, a conspirator against Civilization itself. For this reason I propose to dismiss him, to dismiss him with ignominy from the post he has held in this Centre; I propose forthwith to apply for his transference to a Subcentre of the lowest order and, that his punishment may serve the best interest of Society, as far as possible removed from any important Centre of population. In Iceland he will have small opportunity to lead others astray by his unfordly example." The Director paused; then, folding his arms, he turned impressively to Bernard. "Marx," he said, "can you show any reason why I should not now execute the judgment passed upon you?"
"Yes, I can," Bernard answered in a very loud voice.
Somewhat taken aback, but still majestically, "Then show it," said the Director.
"Certainly. But it's in the passage. One moment." Bernard hurried to the door and threw it open. "Come in," he commanded, and the reason came in and showed itself.
There was a gasp, a murmur of astonishment and horror; a young girl screamed; standing on a chair to get a better view some one upset two test-tubes full of spermatozoa. Bloated, sagging, and among those firm youthful bodies, those undistorted faces, a strange and terrifying monster of middle-agedness, Linda advanced into the room, coquettishly smiling her broken and discoloured smile, and rolling as she walked, with what was meant to be a voluptuous undulation, her enormous haunches. Bernard walked beside her.
Page 84 of 149
"There he is," he said, pointing at the Director.
"Did you think I didn't recognize him?" Linda asked indignantly; then, turning to the Director, "Of course I knew you; Tomakin, I should have known you anywhere, among a thousand. But perhaps you've forgotten me. Don't you remember? Don't you remember, Tomakin? Your Linda." She stood looking at him, her head on one side, still smiling, but with a smile that became progressively, in face of the Director's expression of petrified disgust, less and less self-confident, that wavered and finally went out. "Don't you remember, Tomakin?" she repeated in a voice that trembled. Her eyes were anxious, agonized. The blotched and sagging face twisted grotesquely into the grimace of extreme grief. "Tomakin!" She held out her arms. Some one began to titter.
"What's the meaning," began the Director, "of this monstrous …"
"Tomakin!" She ran forward, her blanket trailing behind her, threw her arms round his neck, hid her face on his chest.
A howl of laughter went up irrepressibly.
"… this monstrous practical joke," the Director shouted.
Red in the face, he tried to disengage himself from her embrace. Desperately she clung. "But I'm Linda, I'm Linda."' The laughter drowned her voice. "You made me have a baby," she screamed above the uproar. There was a sudden and appalling hush; eyes floated uncomfortably, not knowing where to look. The Director went suddenly pale, stopped struggling and stood, his hands on her wrists, staring down at her, horrified. "Yes, a baby–and I was its mother." She flung the obscenity like a challenge into the outraged silence; then, suddenly breaking away from him, ashamed, ashamed, covered her face with her hands, sobbing. "It wasn't my fault, Tomakin. Because I always did my drill, didn't I? Didn't I? Always … I don't know how … If you knew how awful, Tomakin … But he was a comfort to me, all the same." Turning towards the door, "John!" she called. "John!"
He came in at once, paused for a moment just inside the door, looked round, then soft on his moccasined feet strode quickly across the room, fell on his knees in front of the Director, and said in a clear voice: "My father!"
The word (for "father" was not so much obscene as–with its connotation of something at one remove from the loathsomeness and moral obliquity of child-bearing–merely gross, a scatological rather than a pornographic impropriety); the comically smutty word relieved what had become a quite intolerable tension. Laughter broke out, enormous, almost hysterical, peal after peal, as though it would never stop. My father–and it was the Director! My father! Oh Ford, oh Ford! That was really too good. The whooping and the roaring renewed themselves, faces seemed on the point of disintegration, tears were streaming. Six more test-tubes of spermatozoa were upset. My father!
Page 85 of 149
Pale, wild-eyed, the Director glared about him in an agony of bewildered humiliation.
My father! The laughter, which had shown signs of dying away, broke out again more loudly than ever. He put his hands over his ears and rushed out of the room.
CHAPTER ELEVEN
AFTER the scene in the Fertilizing Room, all upper-caste London was wild to see this delicious creature who had fallen on his knees before the Director of Hatcheries and Conditioning–or rather the ex-Director, for the poor man had resigned immediately afterwards and never set foot inside the Centre again–had flopped down and called him (the joke was almost too good to be true!) "my father." Linda, on the contrary, cut no ice; nobody had the smallest desire to see Linda. To say one was a mother–that was past a joke: it was an obscenity. Moreover, she wasn't a real savage, had been hatched out of a bottle and conditioned like any one else: so couldn't have really quaint ideas. Finally–and this was by far the strongest reason for people's not wanting to see poor Linda–there was her appearance. Fat; having lost her youth; with bad teeth, and a blotched complexion, and that figure (Ford!)–you simply couldn't look at her without feeling sick, yes, positively sick. So the best people were quite determined not to see Linda. And Linda, for her part, had no desire to see them. The return to civilization was for her the return to soma, was the possibility of lying in bed and taking holiday after holiday, without ever having to come back to a headache or a fit of vomiting, without ever being made to feel as you always felt after peyotl, as though you'd done something so shamefully anti-social that you could never hold up your head again. Soma played none of these unpleasant tricks. The holiday it gave was perfect and, if the morning after was disagreeable, it was so, not intrinsically, but only by comparison with the joys of the holiday. The remedy was to make the holiday continuous. Greedily she clamoured for ever larger, ever more frequent doses. Dr. Shaw at first demurred; then let her have what she wanted. She took as much as twenty grammes a day.
"Which will finish her off in a month or two," the doctor confided to Bernard. "One day the respiratory centre will be paralyzed. No more breathing. Finished. And a good thing too. If we could rejuvenate, of course it would be different. But we can't."
Surprisingly, as every one thought (for on soma-holiday Linda was most conveniently out of the way), John raised objections.
"But aren't you shortening her life by giving her so much?"
"In one sense, yes," Dr. Shaw admitted. "But in another uncomprehending. "Soma may make you lose a few years in
we're actually lengthening it." The young man stared, time," the doctor went on. "But think of the enormous,
Page 86 of 149
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
immeasurable durations it can give you out of time. Every soma-holiday is a bit of what our ancestors used to call eternity."
John began to understand. "Eternity was in our lips and eyes," he murmured.
"Eh?"
"Nothing."
"Of course," Dr. Shaw went on, "you can't allow people to go popping off into eternity if they've got any serious work to do. But as she hasn't got any serious work …"
"All the same," John persisted, "I don't believe it's right."
The doctor shrugged his shoulders. "Well, of course, if you prefer to have her screaming mad all the time …"
In the end John was forced to give in. Linda got her soma. Thenceforward she remained in her little room on the thirty-seventh floor of Bernard's apartment house, in bed, with the radio and television always on, and the patchouli tap just dripping, and the soma tablets within reach of her hand–there she remained; and yet wasn't there at all, was all the time away, infinitely far away, on holiday; on holiday in some other world, where the music of the radio was a labyrinth of sonorous colours, a sliding, palpitating labyrinth, that led (by what beautifully inevitable windings) to a bright centre of absolute conviction; where the dancing images of the television box were the performers in some indescribably delicious all-singing feely; where the dripping patchouli was more than scent–was the sun, was a million saxophones, was Popé making love, only much more so, incomparably more, and without end.
"No, we can't rejuvenate. But I'm very glad," Dr. Shaw had concluded, "to have had this opportunity to see an example of senility in a human being. Thank you so much for calling me in." He shook Bernard warmly by the hand.
It was John, then, they were all after. And as it was only through Bernard, his accredited guardian, that John could be seen, Bernard now found himself, for the first time in his life, treated not merely normally, but as a person of outstanding importance. There was no more talk of the alcohol in his blood-surrogate, no gibes at his personal appearance. Henry Foster went out of his way to be friendly; Benito Hoover made him a present of six packets of sex-hormone chewing-gum; the Assistant Predestinator came out and cadged almost abjectly for an invitation to one of Bernard's evening parties. As for the women, Bernard had only to hint at the possibility of an invitation, and he could have whichever of them he liked.
"Bernard's asked me to meet the Savage next Wednesday,"
Fanny announced triumphantly.
Page 87 of 149
"I'm so glad," said Lenina. "And now you must admit that you were wrong about Bernard. Don't you think he's really rather sweet?"
Fanny nodded. "And I must say," she said, "I was quite agreeably surprised."
The Chief Bottler, the Director of Predestination, three Deputy Assistant Fertilizer-Generals, the Professor of Feelies in the College of Emotional Engineering, the Dean of the Westminster Community Singery, the Supervisor of Bokanovskification–the list of Bernard's notabilities was interminable.
"And I had six girls last week," he confided to Helmholtz Watson. "One on Monday, two on Tuesday, two more on Friday, and one on Saturday. And if I'd had the time or the inclination, there were at least a dozen more who were only too anxious …"
Helmholtz listened to his boastings in a silence so gloomily disapproving that Bernard was offended.
"You're envious," he said.
Helmholtz shook his head. "I'm rather sad, that's all," he answered.
Bernard went off in a huff. Never, he told himself, never would he speak to Helmholtz again.
The days passed. Success went fizzily to Bernard's head, and in the process completely reconciled him (as any good intoxicant should do) to a world which, up till then, he had found very unsatisfactory. In so far as it recognized him as important, the order of things was good. But, reconciled by his success, he yet refused to forego the privilege of criticizing this order. For the act of criticizing heightened his sense of importance, made him feel larger. Moreover, he did genuinely believe that there were things to criticize. (At the same time, he genuinely liked being a success and having all the girls he wanted.) Before those who now, for the sake of the Savage, paid their court to him, Bernard would parade a carping unorthodoxy. He was politely listened to. But behind his back people shook their heads. "That young man will come to a bad end," they said, prophesying the more confidently in that they themselves would in due course personally see to it that the end was bad. "He won't find another Savage to help him out a second time," they said. Meanwhile, however, there was the first Savage; they were polite. And because they were polite, Bernard felt positively gigantic–gigantic and at the same time light with elation, lighter than air.
"Lighter than air," said Bernard, pointing upwards.
Like a pearl in the sky, high, high above them, the Weather Department's captive balloon shone rosily in the sunshine.
"… the said Savage," so ran Bernard's instructions, "to be shown civilized life in all its aspects. …"
He was being shown a bird's-eye view of it at present, a bird's-eye view from the platform of the Charing-T Tower. The Station Master and the Resident Meteorologist were acting as guides. But it was Bernard who did most of the talking. Intoxicated, he was behaving as though, at the very least, he were a visiting World Controller. Lighter than air.
The Bombay Green Rocket dropped out of the sky. The passengers alighted. Eight identical Dravidian twins in khaki looked out of the eight portholes of the cabin–the stewards.
"Twelve hundred and fifty kilometres an hour," said the Station Master impressively. "What do you think of that, Mr. Savage?"
John thought it very nice. "Still," he said, "Ariel could put a girdle round the earth in forty minutes."
"The Savage," wrote Bernard in his report to Mustapha Mond, "shows surprisingly little astonishment at, or awe of, civilized inventions. This is partly due, no doubt, to the fact that he has heard them talked about by the woman Linda, his m–––."
(Mustapha Mond frowned. "Does the fool think I'm too squeamish to see the word written out at full length?")
"Partly on his interest being focussed on what he calls 'the soul,' which he persists in regarding as an entity independent of the physical environment, whereas, as I tried to point out to him …"
The Controller skipped the next sentences and was just about to turn the page in search of something more interestingly concrete, when his eye was caught by a series of quite extraordinary phrases. " … though I must admit," he read, "that I agree with the Savage in finding civilized infantility too easy or, as he puts it, not expensive enough; and I would like to take this opportunity of drawing your fordship's attention to …"
Mustapha Mond's anger gave place almost at once to mirth. The idea of this creature solemnly lecturing him–him-about the social order was really too grotesque. The man must have gone mad. "I ought to give him a lesson," he said to himself; then threw back his head and laughed aloud. For the moment, at any rate, the lesson would not be given.
It was a small factory of lighting-sets for helicopters, a branch of the Electrical Equipment Corporation. They were met on the roof itself (for that circular letter of recommendation from the Controller was magical in its effects) by the Chief Technician and the Human Element Manager. They walked downstairs into the factory.
"Each process," explained the Human Element Manager, "is
Group."
carried out, so far as possible, by a single Bokanovsky
Page 89 of 149
And, in effect, eighty-three almost noseless black brachycephalic Deltas were cold-pressing. The fifty-six four-spindle chucking and turning machines were being manipulated by fifty-six aquiline and ginger Gammas. One hundred and seven heat-conditioned Epsilon Senegalese were working in the foundry. Thirty-three Delta females, long-headed, sandy, with narrow pelvises, and all within 20 millimetres of 1 metre 69 centimetres tall, were cutting screws. In the assembling room, the dynamos were being put together by two sets of Gamma-Plus dwarfs. The two low work-tables faced one another; between them crawled the conveyor with its load of separate parts; forty-seven blonde heads were confronted by forty-seven brown ones. Forty-seven snubs by forty-seven hooks; forty-seven receding by forty-seven prognathous chins. The completed mechanisms were inspected by eighteen identical curly auburn girls in Gamma green, packed in crates by thirty-four short-legged, left-handed male Delta-Minuses, and loaded into the waiting trucks and lorries by sixty-three blue-eyed, flaxen and freckled Epsilon Semi-Morons.
"O brave new world …" By some malice of his memory the Savage found himself repeating Miranda's words. "O brave new world that has such people in it."
"And I assure you," the Human Element Manager concluded, as they left the factory, "we hardly ever have any trouble with our workers. We always find …"
But the Savage had suddenly broken away from his companions and was violently retching, behind a clump of laurels, as though the solid earth had been a helicopter in an air pocket.
"The Savage," wrote Bernard, "refuses to take soma, and seems much distressed because of the woman Linda, his m–––, remains permanently on holiday. It is worthy of note that, in spite of his m–––'s senility and the extreme repulsiveness of her appearance, the Savage frequently goes to see her and appears to be much attached to her–an interesting example of the way in which early conditioning can be made to modify and even run counter to natural impulses (in this case, the impulse to recoil from an unpleasant object)."
At Eton they alighted on the roof of Upper School. On the opposite side of School Yard, the fifty-two stories of Lupton's Tower gleamed white in the sunshine. College on their left and, on their right, the School Community Singery reared their venerable piles of ferro-concrete and vita-glass. In the centre of the quadrangle stood the quaint old chrome-steel statue of Our Ford.
Dr. Gaffney, the Provost, and Miss Keate, the Head Mistress, received them as they stepped out of the plane.
"Do you have many twins here?" the Savage asked rather apprehensively, as they set out on their tour of inspection.
"Oh, no," the Provost answered. "Eton is reserved exclusively for upper-caste boys and girls. One egg, one adult. It makes education more difficult of course. But as they'll be called upon to take responsibilities and deal with unexpected emergencies, it can't be helped." He sighed.
Bernard, meanwhile, had taken a strong fancy to Miss Keate. "If you're free any Monday, Wednesday, or Friday evening," he was saying. Jerking his thumb towards the Savage, "He's curious, you know," Bernard added. "Quaint."
Miss Keate smiled (and her smile was really charming, he thought); said Thank you; would be delighted to come to one of his parties. The Provost opened a door.
Five minutes in that Alpha Double Plus classroom left John a trifle bewildered.
"What is elementary relativity?" he whispered to Bernard. Bernard tried to explain, then thought better of it and suggested that they should go to some other classroom.
From behind a door in the corridor leading to the Beta-Minus geography room, a ringing soprano voice called, "One, two, three, four," and then, with a weary impatience, "As you were."
"Malthusian Drill," explained the Head Mistress. "Most of our girls are freemartins, of course. I'm a freemartin myself." She smiled at Bernard. "But we have about eight hundred unsterilized ones who need constant drilling."
In the Beta-Minus geography room John learnt that "a savage reservation is a place which, owing to unfavourable climatic or geological conditions, or poverty of natural resources, has not been worth the expense of civilizing." A click; the room was darkened; and suddenly, on the screen above the Master's head, there were the Penitentes of Acoma prostrating themselves before Our Lady, and wailing as John had heard them wail, confessing their sins before Jesus on the Cross, before the eagle image of Pookong. The young Etonians fairly shouted with laughter. Still wailing, the Penitentes rose to their feet, stripped off their upper garments and, with knotted whips, began to beat themselves, blow after blow. Redoubled, the laughter drowned even the amplified record of their groans.
"But why do they laugh?" asked the Savage in a pained bewilderment.
"Why?" The Provost turned towards him a still broadly grinning face. "Why? But because it's so extraordinarily funny."
In the cinematographic twilight, Bernard risked a gesture emboldened him to make. Strong in his new importance, he put
which, in the past, even total darkness would hardly have his arm around the Head Mistress's waist. It yielded,
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
willowily. He was just about to snatch a kiss or two and perhaps a gentle pinch, when the shutters clicked open again.
"Perhaps we had better go on," said Miss Keate, and moved towards the door.
"And this," said the Provost a moment later, "is Hypnopædic Control Room."
Hundreds of synthetic music boxes, one for each dormitory, stood ranged in shelves round three sides of the room; pigeon-holed on the fourth were the paper sound-track rolls on which the various hypnopædic lessons were printed.
"You slip the roll in here," explained Bernard, interrupting Dr. Gaffney, "press down this switch …"
"No, that one," corrected the Provost, annoyed.
"That one, then. The roll unwinds. The selenium cells transform the light impulses into sound waves, and …"
"And there you are," Dr. Gaffney concluded.
"Do they read Shakespeare?" asked the Savage as they walked, on their way to the Bio-chemical Laboratories, past the School Library.
"Certainly not," said the Head Mistress, blushing.
"Our library," said Dr. Gaffney, "contains only books of reference. If our young people need distraction, they can get it at the feelies. We don't encourage them to indulge in any solitary amusements."
Five bus-loads of boys and girls, singing or in a silent embracement, rolled past them over the vitrified highway.
"Just returned," explained Dr. Gaffney, while Bernard, whispering, made an appointment with the Head Mistress for that very evening, "from the Slough Crematorium. Death conditioning begins at eighteen months. Every tot spends two mornings a week in a Hospital for the Dying. All the best toys are kept there, and they get chocolate cream on death days. They learn to take dying as a matter of course."
"Like any other physiological process," put in the Head Mistress professionally.
Eight o'clock at the Savoy. It was all arranged.
On their way back to London they stopped at the Television Corporation's factory at Brentford.
"Do you mind waiting here a moment while I go and telephone?" asked Bernard.
The Savage waited and watched. The Main Day-Shift was just in front of the monorail station-seven or eight hundred
going off duty. Crowds of lower-caste workers were queued up
Gamma, Delta and Epsilon men and women, with not more than a dozen faces and statures between them. To each of them, with his or her ticket, the booking clerk pushed over a little cardboard pillbox. The long caterpillar of men and women moved slowly forward.
"What's in those" (remembering The Merchant of Venice) "those caskets?" the Savage enquired when Bernard had rejoined him.
"The day's soma ration," Bernard answered rather indistinctly; for he was masticating a piece of Benito Hoover's chewing-gum. "They get it after their work's over. Four half-gramme tablets. Six on Saturdays."
He took John's arm affectionately and they walked back towards the helicopter.
Lenina came singing into the Changing Room.
"You seem very pleased with yourself," said Fanny.
"I am pleased," she answered. Zip! "Bernard rang up half an hour ago." Zip, zip! She stepped out of her shorts. "He has an unexpected engagement." Zip! "Asked me if I'd take the Savage to the feelies this evening. I must fly." She hurried away towards the bathroom.
"She's a lucky girl," Fanny said to herself as she watched Lenina go.
There was no envy in the comment; good-natured Fanny was merely stating a fact. Lenina was lucky; lucky in having shared with Bernard a generous portion of the Savage's immense celebrity, lucky in reflecting from her insignificant person the moment's supremely fashionable glory. Had not the Secretary of the Young Women's Fordian Association asked her to give a lecture about her experiences? Had she not been invited to the Annual Dinner of the Aphroditeum Club? Had she not already appeared in the Feelytone News–visibly, audibly and tactually appeared to countless millions all over the planet?
Hardly less flattering had been the attentions paid her by conspicuous individuals. The Resident World Controller's Second Secretary had asked her to dinner and breakfast. She had spent one week-end with the Ford Chief-Justice, and another with the Arch-Community-Songster of Canterbury. The President of the Internal and External Secretions Corporation was perpetually on the phone, and she had been to Deauville with the Deputy-Governor of the Bank of Europe.
"It's wonderful, of course. And yet in a way," she had confessed to Fanny, "I feel as though I were getting something on false pretences. Because, of course, the first thing they all want to know is what it's like to make love to a Savage. And I have to say I don't know." She shook her head. "Most of the men don't believe me, of course. But it's true. I wish it weren't," she added sadly and sighed. "He's terribly good-looking; don't you think so?"
"But doesn't he like you?" asked Fanny.
"Sometimes I think he does and sometimes I think he doesn't. He always does his best to avoid me; goes out of the room when I come in; won't touch me; won't even look at me. But sometimes if I turn round suddenly, I catch him staring; and then–well, you know how men look when they like you."
Yes, Fanny knew.
"I can't make it out," said Lenina.
She couldn't make it out; and not only was bewildered; was also rather upset.
"Because, you see, Fanny, I like him."
Liked him more and more. Well, now there'd be a real chance, she thought, as she scented herself after her bath. Dab, dab, dab–a real chance. Her high spirits overflowed in a song.
''Hug me till you drug me, honey; Kiss me till I'm in a coma; Hug me, honey, snuggly bunny; Love's as good as soma."
The scent organ was playing a delightfully refreshing Herbal Capriccio–rippling arpeggios of thyme and lavender, of rosemary, basil, myrtle, tarragon; a series of daring modulations through the spice keys into ambergris; and a slow return through sandalwood, camphor, cedar and newmown hay (with occasional subtle touches of discord–a whiff of kidney pudding, the faintest suspicion of pig's dung) back to the simple aromatics with which the piece began. The final blast of thyme died away; there was a round of applause; the lights went up. In the synthetic music machine the sound-track roll began to unwind. It was a trio for hyper-violin, super-cello and oboe-surrogate that now filled the air with its agreeable languor. Thirty or forty bars–and then, against this instrumental background, a much more than human voice began to warble; now throaty, now from the head, now hollow as a flute, now charged with yearning harmonics, it effortlessly passed from Gaspard's Forster's low record on the very frontiers of musical tone to a trilled bat-note high above the highest C to which (in 1770, at the Ducal opera of Parma, and to the astonishment of Mozart) Lucrezia Ajugari, alone of all the singers in history, once piercingly gave utterance.
Sunk in their pneumatic stalls, Lenina and the Savage sniffed and listened. It was now the turn also for eyes and skin.
The house lights went down; fiery letters stood out solid and as though self-supported in the darkness. THREE WEEKS IN A HELICOPTER . AN ALL-SUPER-SINGING, SYNTHETIC-TALK1NG, COLOURED, STEREOSCOPIC FEELY. WITH SYNCHRONIZED SCENT-ORGAN ACCOMPANIMENT.
"Take hold of those metal knobs on the arms of your chair," whispered Lenina. "Otherwise you won't get any of the feely effects."
The Savage did as he was told.
Those fiery letters, meanwhile, had disappeared; there were ten seconds of complete darkness; then suddenly, dazzling and incomparably more solid-looking than they would have seemed in actual flesh and blood, far more real than reality, there stood the stereoscopic images, locked in one another's arms, of a gigantic negro and a golden-haired young brachycephalic Beta-Plus female.
The Savage started. That sensation on his lips! He lifted a hand to his mouth; the titillation ceased; let his hand fall back on the metal knob; it began again. The scent organ, meanwhile, breathed pure musk. Expiringly, a sound-track super-dove cooed "Oo-ooh"; and vibrating only thirty-two times a second, a deeper than African bass made answer: "Aa-aah." "Ooh-ah! Ooh-ah!" the stereoscopic lips came together again, and once more the facial erogenous zones of the six thousand spectators in the Alhambra tingled with almost intolerable galvanic pleasure. "Ooh …"
The plot of the film was extremely simple. A few minutes after the first Oohs and Aahs (a duet having been sung and a little love made on that famous bearskin, every hair of which–the Assistant Predestinator was perfectly right–could be separately and distinctly felt), the negro had a helicopter accident, fell on his head. Thump! what a twinge through the forehead! A chorus of ow's and aie's went up from the audience.
The concussion knocked all the negro's conditioning into a cocked hat. He developed for the Beta blonde an exclusive and maniacal passion. She protested. He persisted. There were struggles, pursuits, an assault on a rival, finally a sensational kidnapping. The Beta blond was ravished away into the sky and kept there, hovering, for three weeks in a wildly anti-social tête-à-tête with the black madman. Finally, after a whole series of adventures and much aerial acrobacy three handsome young Alphas succeeded in rescuing her. The negro was packed off to an Adult Re-conditioning Centre and the film ended happily and decorously, with the Beta blonde becoming the mistress of all her three rescuers. They interrupted themselves for a moment to sing a synthetic quartet, with full super-orchestral accompaniment and gardenias on the scent organ. Then the bearskin made a final appearance and, amid a blare of saxophones, the last stereoscopic kiss faded into darkness, the last electric titillation died on the lips like a dying moth that quivers, quivers, ever more feebly, ever more faintly, and at last is quiet, quite still.
But for Lenina the moth did not completely die. Even after along with the crowd towards the lifts, its ghost still
the lights had gone up, while they were shuffling slowly fluttered against her lips, still traced fine shuddering
roads of anxiety and pleasure across her skin. Her cheeks were flushed. She caught hold of the Savage's arm and pressed it, limp, against her side. He looked down at her for a moment, pale, pained, desiring, and ashamed of his desire. He was not worthy, not … Their eyes for a moment met. What treasures hers promised! A queen's ransom of temperament. Hastily he looked away, disengaged his imprisoned arm. He was obscurely terrified lest she should cease to be something he could feel himself unworthy of.
"I don't think you ought to see things like that," he said, making haste to transfer from Lenina herself to the surrounding circumstances the blame for any past or possible future lapse from perfection.
"Things like what, John?"
"Like this horrible film."
"Horrible?" Lenina was genuinely astonished. "But I thought it was lovely."
"It was base," he said indignantly, "it was ignoble."
She shook her head. "I don't know what you mean." Why was he so queer? Why did he go out of his way to spoil things?
In the taxicopter he hardly even looked at her. Bound by strong vows that had never been pronounced, obedient to laws that had long since ceased to run, he sat averted and in silence. Sometimes, as though a finger had plucked at some taut, almost breaking string, his whole body would shake with a sudden nervous start.
The taxicopter landed on the roof of Lenina's apartment house. "At last," she thought exultantly as she stepped out of the cab. At last–even though he had been so queer just now. Standing under a lamp, she peered into her hand mirror. At last. Yes, her nose was a bit shiny. She shook the loose powder from her puff. While he was paying off the taxi–there would just be time. She rubbed at the shininess, thinking: "He's terribly good-looking. No need for him to be shy like Bernard. And yet … Any other man would have done it long ago. Well, now at last." That fragment of a face in the little round mirror suddenly smiled at her.
"Good-night," said a strangled voice behind her. Lenina wheeled round. He was standing in the doorway of the cab, his eyes fixed, staring; had evidently been staring all this time while she was powdering her nose, waiting–but what for? or hesitating, trying to make up his mind, and all the time thinking, thinking–she could not imagine what extraordinary thoughts. "Good-night, Lenina," he repeated, and made a strange grimacing attempt to smile.
"But, John … I thought you were … I mean, aren't you? …"
He shut the door and bent forward to say something to the driver. The cab shot up into the air.
Looking down through the window in the floor, the Savage
could see Lenina's upturned face, pale in the bluish light of the lamps. The mouth was open, she was calling. Her foreshortened figure rushed away from him; the diminishing square of the roof seemed to be falling through the darkness.
Five minutes later he was back in his room. From its hiding-place he took out his mouse-nibbled volume, turned with religious care its stained and crumbled pages, and began to read Othello. Othello, he remembered, was like the hero of Three Weeks in a Helicopter–a black man.
Drying her eyes, Lenina walked across the roof to the lift. On her way down to the twenty-seventh floor she pulled out her soma bottle. One gramme, she decided, would not be enough; hers had been more than a one-gramme affliction. But if she took two grammes, she ran the risk of not waking up in time to-morrow morning. She compromised and, into her cupped left palm, shook out three half-gramme tablets.
CHAPTER TWELVE
```
BERNARD had to shout through the locked door; the Savage would not open. "But everybody's there, waiting for you." "Let them wait," came back the muffled voice through the door. "But you know quite well, John" (how difficult it is to sound persuasive at the top of one's voice!) "I asked them on purpose to meet you." "You ought to have asked me first whether I wanted to meet them." "But you always came before, John." "That's precisely why I don't want to come again." "Just to please me," Bernard bellowingly wheedled. "Won't you come to please me?" "No." "Do you seriously mean it?" "Yes." Despairingly, "But what shall I do?" Bernard wailed. "Go to hell!" bawled the exasperated voice from within. "But the Arch-Community-Songster of Canterbury is there to-night." Bernard was almost in tears. "Ai yaa tákwa!" It was only in Zuñi that the Savage could
```
Page 97 of 149
adequately express what he felt about the Arch-Community-Songster. "Háni!" he added as an after-thought; and then (with what derisive ferocity!): "Sons éso tse-ná." And he spat on the ground, as Popé might have done.
In the end Bernard had to slink back, diminished, to his rooms and inform the impatient assembly that the Savage would not be appearing that evening. The news was received with indignation. The men were furious at having been tricked into behaving politely to this insignificant fellow with the unsavoury reputation and the heretical opinions. The higher their position in the hierarchy, the deeper their resentment.
"To play such a joke on me," the Arch-Songster kept repeating, "on me!"
As for the women, they indignantly felt that they had been had on false pretences–had by a wretched little man who had had alcohol poured into his bottle by mistake–by a creature with a Gamma-Minus physique. It was an outrage, and they said so, more and more loudly. The Head Mistress of Eton was particularly scathing.
Lenina alone said nothing. Pale, her blue eyes clouded with an unwonted melancholy, she sat in a corner, cut off from those who surrounded her by an emotion which they did not share. She had come to the party filled with a strange feeling of anxious exultation. "In a few minutes," she had said to herself, as she entered the room, "I shall be seeing him, talking to him, telling him" (for she had come with her mind made up) "that I like him–more than anybody I've ever known. And then perhaps he'll say …"
What would he say? The blood had rushed to her cheeks.
"Why was he so strange the other night, after the feelies? So queer. And yet I'm absolutely sure he really does rather like me. I'm sure …"
It was at this moment that Bernard had made his announcement; the Savage wasn't coming to the party.
Lenina suddenly felt all the sensations normally experienced at the beginning of a Violent Passion Surrogate treatment–a sense of dreadful emptiness, a breathless apprehension, a nausea. Her heart seemed to stop beating.
"Perhaps it's because he doesn't like me," she said to herself. And at once this possibility became an established certainty: John had refused to come because he didn't like her. He didn't like her. …
"It really is a bit too thick," the Head Mistress of Eton was saying to the Director of Crematoria and Phosphorus Reclamation. "When I think that I actually …"
"Yes," came the voice of Fanny Crowne, "it's absolutely true
Page 98 of 149
about the alcohol. Some one I know knew some one who was working in the Embryo Store at the time. She said to my friend, and my friend said to me …"
"Too bad, too bad," said Henry Foster, sympathizing with the Arch-Community-Songster. "It may interest you to know that our ex-Director was on the point of transferring him to Iceland."
Pierced by every word that was spoken, the tight balloon of Bernard's happy self-confidence was leaking from a thousand wounds. Pale, distraught, abject and agitated, he moved among his guests, stammering incoherent apologies, assuring them that next time the Savage would certainly be there, begging them to sit down and take a carotene sandwich, a slice of vitamin A pâté, a glass of champagne-surrogate. They duly ate, but ignored him; drank and were either rude to his face or talked to one another about him, loudly and offensively, as though he had not been there.
"And now, my friends," said the Arch-Community-Songster of Canterbury, in that beautiful ringing voice with which he led the proceedings at Ford's Day Celebrations, "Now, my friends, I think perhaps the time has come …" He rose, put down his glass, brushed from his purple viscose waistcoat the crumbs of a considerable collation, and walked towards the door.
Bernard darted forward to intercept him.
"Must you really, Arch-Songster? … It's very early still. I'd hoped you would …"
Yes, what hadn't he hoped, when Lenina confidentially told him that the Arch-Community-Songster would accept an invitation if it were sent. "He's really rather sweet, you know." And she had shown Bernard the little golden zipper-fastening in the form of a T which the Arch-Songster had given her as a memento of the week-end she had spent at Lambeth. To meet the Arch-Community-Songster of Canterbury and Mr. Savage. Bernard had proclaimed his triumph on every invitation card. But the Savage had chosen this evening of all evenings to lock himself up in his room, to shout "Háni!" and even (it was lucky that Bernard didn't understand Zuñi) "Sons éso tse-ná!" What should have been the crowning moment of Bernard's whole career had turned out to be the moment of his greatest humiliation.
"I'd so much hoped …" he stammeringly repeated, looking up at the great dignitary with pleading and distracted eyes.
"My young friend," said the Arch-Community-Songster in a tone of loud and solemn severity; there was a general silence. "Let me give you a word of advice." He wagged his finger at Bernard. "Before it's too late. A word of good advice." (His voice became sepulchral.) "Mend your ways, my young friend, mend your ways." He made the sign of the T over him and turned away. "Lenina, my dear," he called in another tone. "Come with me."
Page 99 of 149
Obediently, but unsmiling and (wholly insensible of the honour done to her) without elation, Lenina walked after him, out of the room. The other guests followed at a respectful interval. The last of them slammed the door. Bernard was all alone.
Punctured, utterly deflated, he dropped into a chair and, covering his face with his hands, began to weep. A few minutes later, however, he thought better of it and took four tablets of soma.
Upstairs in his room the Savage was reading Romeo and Juliet.
Lenina and the Arch-Community-Songster stepped out on to the roof of Lambeth Palace. "Hurry up, my young friend–I mean, Lenina," called the Arch-Songster impatiently from the lift gates. Lenina, who had lingered for a moment to look at the moon, dropped her eyes and came hurrying across the roof to rejoin him.
"A New Theory of Biology" was the title of the paper which Mustapha Mond had just finished reading. He sat for some time, meditatively frowning, then picked up his pen and wrote across the title-page: "The author's mathematical treatment of the conception of purpose is novel and highly ingenious, but heretical and, so far as the present social order is concerned, dangerous and potentially subversive. Not to be published." He underlined the words. "The author will be kept under supervision. His transference to the Marine Biological Station of St. Helena may become necessary." A pity, he thought, as he signed his name. It was a masterly piece of work. But once you began admitting explanations in terms of purpose–well, you didn't know what the result might be. It was the sort of idea that might easily decondition the more unsettled minds among the higher castes–make them lose their faith in happiness as the Sovereign Good and take to believing, instead, that the goal was somewhere beyond, somewhere outside the present human sphere, that the purpose of life was not the maintenance of well-being, but some intensification and refining of consciousness, some enlargement of knowledge. Which was, the Controller reflected, quite possibly true. But not, in the present circumstance, admissible. He picked up his pen again, and under the words "Not to be published" drew a second line, thicker and blacker than the first; then sighed, "What fun it would be," he thought, "if one didn't have to think about happiness!"
With closed eyes, his face shining with rapture, John was softly declaiming to vacancy:
"Oh! she doth teach the torches to burn bright.
Like a rich jewel in an Ethiop's ear;
It seems she hangs upon the cheek of night,
Page 100 of 149
Beauty too rich for use, for earth too dear …"
The golden T lay shining on Lenina's bosom. Sportively, the Arch-Community-Songster caught hold of it, sportively he pulled, pulled. "I think," said Lenina suddenly, breaking a long silence, "I'd better take a couple of grammes of soma."
Bernard, by this time, was fast asleep and smiling at the private paradise of his dreams. Smiling, smiling. But inexorably, every thirty seconds, the minute hand of the electric clock above his bed jumped forward with an almost imperceptible click. Click, click, click, click … And it was morning. Bernard was back among the miseries of space and time. It was in the lowest spirits that he taxied across to his work at the Conditioning Centre. The intoxication of success had evaporated; he was soberly his old self; and by contrast with the temporary balloon of these last weeks, the old self seemed unprecedentedly heavier than the surrounding atmosphere.
To this deflated Bernard the Savage showed himself unexpectedly sympathetic.
"You're more like what you were at Malpais," he said, when Bernard had told him his plaintive story. "Do you remember when we first talked together? Outside the little house. You're like what you were then."
"Because I'm unhappy again; that's why."
"Well, I'd rather be unhappy than have the sort of false, lying happiness you were having here."
"I like that," said Bernard bitterly. "When it's you who were the cause of it all. Refusing to come to my party and so turning them all against me!" He knew that what he was saying was absurd in its injustice; he admitted inwardly, and at last even aloud, the truth of all that the Savage now said about the worthlessness of friends who could be turned upon so slight a provocation into persecuting enemies. But in spite of this knowledge and these admissions, in spite of the fact that his friend's support and sympathy were now his only comfort, Bernard continued perversely to nourish, along with his quite genuine affection, a secret grievance against the Savage, to mediate a campaign of small revenges to be wreaked upon him. Nourishing a grievance against the Arch-Community-Songster was useless; there was no possibility of being revenged on the Chief Bottler or the Assistant Predestinator. As a victim, the Savage possessed, for Bernard, this enormous superiority over the others: that he was accessible. One of the principal functions of a friend is to suffer (in a milder and symbolic form) the punishments that we should like, but are unable, to inflict upon our enemies.
Bernard's other victim-friend was Helmholtz. When, which, in his prosperity, he had not thought it worth his
discomfited, he came and asked once more for the friendship while to preserve. Helmholtz gave it; and gave it without a
reproach, without a comment, as though he had forgotten that there had ever been a quarrel. Touched, Bernard felt himself at the same time humiliated by this magnanimity–a magnanimity the more extraordinary and therefore the more humiliating in that it owed nothing to soma and everything to Helmholtz's character. It was the Helmholtz of daily life who forgot and forgave, not the Helmholtz of a half-gramme holiday. Bernard was duly grateful (it was an enormous comfort to have his friend again) and also duly resentful (it would be pleasure to take some revenge on Helmholtz for his generosity).
At their first meeting after the estrangement, Bernard poured out the tale of his miseries and accepted consolation. It was not till some days later that he learned, to his surprise and with a twinge of shame, that he was not the only one who had been in trouble. Helmholtz had also come into conflict with Authority.
"It was over some rhymes," he explained. "I was giving my usual course of Advanced Emotional Engineering for Third Year Students. Twelve lectures, of which the seventh is about rhymes. 'On the Use of Rhymes in Moral Propaganda and Advertisement,' to be precise. I always illustrate my lecture with a lot of technical examples. This time I thought I'd give them one I'd just written myself. Pure madness, of course; but I couldn't resist it." He laughed. "I was curious to see what their reactions would be. Besides," he added more gravely, "I wanted to do a bit of propaganda; I was trying to engineer them into feeling as I'd felt when I wrote the rhymes. Ford!" He laughed again. "What an outcry there was! The Principal had me up and threatened to hand me the immediate sack. l'm a marked man."
"But what were your rhymes?" Bernard asked.
"They were about being alone."
Bernard's eyebrows went up.
"I'll recite them to you, if you like." And Helmholtz began:
"Yesterday's committee, Sticks, but a broken drum, Midnight in the City, Flutes in a vacuum, Shut lips, sleeping faces, Every stopped machine, The dumb and littered places Where crowds have been: … All silences rejoice, Weep (loudly or low), Speak–but with the voice Of whom, I do not know. Absence, say, of Susan's, Absence of Egeria's Arms and respective bosoms, Lips and, ah, posteriors, Slowly form a presence; Whose? and, I ask, of what So absurd an essence,
That something, which is not, Nevertheless should populate Empty night more solidly Than that with which we copulate, Why should it seem so squalidly?
Well, I gave them that as an example, and they reported me to the Principal." "I'm not surprised," said Bernard. "It's flatly against all their sleep-teaching. Remember, they've had at least a quarter of a million warnings against solitude." "I know. But I thought I'd like to see what the effect would be." "Well, you've seen now." Helmholtz only laughed. "I feel," he said, after a silence, as though I were just beginning to have something to write about. As though I were beginning to be able to use that power I feel I've got inside me–that extra, latent power. Something seems to be coming to me." In spite of all his troubles, he seemed, Bernard thought, profoundly happy. Helmholtz and the Savage took to one another at once. So cordially indeed that Bernard felt a sharp pang of jealousy. In all these weeks he had never come to so close an intimacy with the Savage as Helmholtz immediately achieved. Watching them, listening to their talk, he found himself sometimes resentfully wishing that he had never brought them together. He was ashamed of his jealousy and alternately made efforts of will and took soma to keep himself from feeling it. But the efforts were not very successful; and between the soma-holidays there were, of necessity, intervals. The odious sentiment kept on returning. At his third meeting with the Savage, Helmholtz recited his rhymes on Solitude. "What do you think of them?" he asked when he had done. The Savage shook his head. "Listen to this," was his answer; and unlocking the drawer in which he kept his mouse-eaten book, he opened and read: "Let the bird of loudest lay On the sole Arabian tree, Herald sad and trumpet be …" Helmholtz listened with a growing excitement. At "sole Arabian tree" he started; at "thou shrieking harbinger" he smiled with sudden pleasure; at "every fowl of tyrant wing" the blood rushed up into his cheeks; but at "defunctive music" he turned pale and trembled with an unprecedented emotion. The Savage read on: "Property was thus appall'd, That the self was not the same;
Single nature's double name Neither two nor one was call'd Reason in itself confounded Saw division grow together …"
"Orgy-porgy!" said Bernard, interrupting the reading with a loud, unpleasant laugh. "It's just a Solidarity Service hymn." He was revenging himself on his two friends for liking one another more than they liked him.
In the course of their next two or three meetings he frequently repeated this little act of vengeance. It was simple and, since both Helmholtz and the Savage were dreadfully pained by the shattering and defilement of a favourite poetic crystal, extremely effective. In the end, Helmholtz threatened to kick him out of the room if he dared to interrupt again. And yet, strangely enough, the next interruption, the most disgraceful of all, came from Helmholtz himself.
The Savage was reading Romeo and Juliet aloud–reading (for all the time he was seeing himself as Romeo and Lenina as Juliet) with an intense and quivering passion. Helmholtz had listened to the scene of the lovers' first meeting with a puzzled interest. The scene in the orchard had delighted him with its poetry; but the sentiments expressed had made him smile. Getting into such a state about having a girl–it seemed rather ridiculous. But, taken detail by verbal detail, what a superb piece of emotional engineering! "That old fellow," he said, "he makes our best propaganda technicians look absolutely silly." The Savage smiled triumphantly and resumed his reading. All went tolerably well until, in the last scene of the third act, Capulet and Lady Capulet began to bully Juliet to marry Paris. Helmholtz had been restless throughout the entire scene; but when, pathetically mimed by the Savage, Juliet cried out:
"Is there no pity sitting in the clouds, That sees into the bottom of my grief? O sweet my mother, cast me not away: Delay this marriage for a month, a week; Or, if you do not, make the bridal bed In that dim monument where Tybalt lies …"
when Juliet said this, Helmholtz broke out in an explosion of uncontrollable guffawing.
The mother and father (grotesque obscenity) forcing the daughter to have some one she didn't want! And the idiotic girl not saying that she was having some one else whom (for the moment, at any rate) she preferred! In its smutty absurdity the situation was irresistibly comical. He had managed, with a heroic effort, to hold down the mounting pressure of his hilarity; but "sweet mother" (in the Savage's tremulous tone of anguish) and the reference to Tybalt lying dead, but evidently uncremated and wasting his phosphorus on a dim monument, were too much for him. He laughed and laughed till the tears streamed down his face–quenchlessly laughed while, pale with a sense of
Page 104 of 149
outrage, the Savage looked at him over the top of his book and then, as the laughter still continued, closed it indignantly, got up and, with the gesture of one who removes his pearl from before swine, locked it away in its drawer.
"And yet," said Helmholtz when, having recovered breath enough to apologize, he had mollified the Savage into listening to his explanations, "I know quite well that one needs ridiculous, mad situations like that; one can't write really well about anything else. Why was that old fellow such a marvellous propaganda technician? Because he had so many insane, excruciating things to get excited about. You've got to be hurt and upset; otherwise you can't think of the really good, penetrating, X-rayish phrases. But fathers and mothers!" He shook his head. "You can't expect me to keep a straight face about fathers and mothers. And who's going to get excited about a boy having a girl or not having her?" (The Savage winced; but Helmholtz, who was staring pensively at the floor, saw nothing.) "No." he concluded, with a sigh, "it won't do. We need some other kind of madness and violence. But what? What? Where can one find it?" He was silent; then, shaking his head, "I don't know," he said at last, "I don't know."
CHAPTER THIRTEEN
HENRY FOSTER loomed up through the twilight of the Embryo Store.
"Like to come to a feely this evening?"
Lenina shook her head without speaking.
"Going out with some one else?" It interested him to know which of his friends was being had by which other. "Is it Benito?" he questioned.
She shook her head again.
Henry detected the weariness in those purple eyes, the pallor beneath that glaze of lupus, the sadness at the corners of the unsmiling crimson mouth. "You're not feeling ill, are you?" he asked, a trifle anxiously, afraid that she might be suffering from one of the few remaining infectious diseases.
Yet once more Lenina shook her head.
"Anyhow, you ought to go and see the doctor," said Henry. "A doctor a day keeps the jim-jams away," he added heartily, driving home his hypnopædic adage with a clap on the shoulder. "Perhaps you need a Pregnancy Substitute," he suggested. "Or else an extra-strong V.P.S. treatment. Sometimes, you know, the standard passion surrogate isn't quite …"
"Oh, for Ford's sake," said Lenina, breaking her stubborn silence, "shut up!" And she turned back to her neglected embryos.
Page 105 of 149
A V.P.S. treatment indeed! She would have laughed, if she hadn't been on the point of crying. As though she hadn't got enough V. P. of her own! She sighed profoundly as she refilled her syringe. "John," she murmured to herself, "John …" Then "My Ford," she wondered, "have I given this one its sleeping sickness injection, or haven't I?" She simply couldn't remember. In the end, she decided not to run the risk of letting it have a second dose, and moved down the
```
line to the next bottle. Twenty-two years, eight months, and four days from that moment, a promising young Alpha-Minus administrator at Mwanza-Mwanza was to die of trypanosomiasis–the first case for over half a century. Sighing, Lenina went on with her work. An hour later, in the Changing Room, Fanny was energetically protesting. "But it's absurd to let yourself get into a state like this. Simply absurd," she repeated. "And what about? A man–one man." "But he's the one I want." "As though there weren't millions of other men in the world." "But I don't want them." "How can you know till you've tried?" "I have tried." "But how many?" asked Fanny, shrugging her shoulders contemptuously. "One, two?" "Dozens. But," shaking her head, "it wasn't any good," she added. "Well, you must persevere," said Fanny sententiously. But it was obvious that her confidence in her own prescriptions had been shaken. "Nothing can be achieved without perseverance." "But meanwhile …" "Don't think of him." "I can't help it." "Take soma, then." "I do." "Well, go on." "But in the intervals I still like him. I shall always like him." "Well, if that's the case," said Fanny, with decision, "why don't you just go and take him. Whether he wants it or no."
```
Page 106 of 149
"But if you knew how terribly queer he was!"
"All the more reason for taking a firm line."
"It's all very well to say that." "Don't stand any nonsense. Act." Fanny's voice was a trumpet; she might have been a Y.W.F.A. lecturer giving an evening talk to adolescent Beta-Minuses. "Yes, act–at once. Do it now." "I'd be scared," said Lenina "Well, you've only got to take half a gramme of soma first. And now I'm going to have my bath." She marched off, trailing her towel. The bell rang, and the Savage, who was impatiently hoping that Helmholtz would come that afternoon (for having at last made up his mind to talk to Helmholtz about Lenina, he could not bear to postpone his confidences a moment longer), jumped up and ran to the door. "I had a premonition it was you, Helmholtz," he shouted as he opened. On the threshold, in a white acetate-satin sailor suit, and with a round white cap rakishly tilted over her left ear, stood Lenina. "Oh!" said the Savage, as though some one had struck him a heavy blow. Half a gramme had been enough to make Lenina forget her fears and her embarrassments. "Hullo, John," she said, smiling, and walked past him into the room. Automatically he closed the door and followed her. Lenina sat down. There was a long silence. "You don't seem very glad to see me, John," she said at last. "Not glad?" The Savage looked at her reproachfully; then suddenly fell on his knees before her and, taking Lenina's hand, reverently kissed it. "Not glad? Oh, if you only knew," he whispered and, venturing to raise his eyes to her face, "Admired Lenina," he went on, "indeed the top of admiration, worth what's dearest in the world." She smiled at him with a luscious tenderness. "Oh, you so perfect" (she was leaning towards him with parted lips), "so perfect and so peerless are created" (nearer and nearer) "of every creature's best." Still nearer. The Savage suddenly scrambled to his feet. "That's why," he said speaking with averted face, "I wanted to do something first … I mean, to show I was worthy of you. Not that I could ever really be that. But at any rate to show I wasn't absolutely un-worthy. I wanted to do something."
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
"Why should you think it necessary …" Lenina began, but left the sentence unfinished. There was a note of irritation in her voice. When one has leant forward, nearer and nearer, with parted lips–only to find oneself, quite suddenly, as a clumsy oaf scrambles to his feet, leaning towards nothing at all–well, there is a reason, even with half a gramme of soma circulating in one's blood-stream, a genuine reason for annoyance.
"At Malpais," the Savage was incoherently mumbling, "you had to bring her the skin of a mountain lion–I mean, when you wanted to marry some one. Or else a wolf." "There aren't any lions in England," Lenina almost snapped. "And even if there were," the Savage added, with sudden contemptuous resentment, "people would kill them out of helicopters, I suppose, with poison gas or something. I wouldn't do that, Lenina." He squared his shoulders, he ventured to look at her and was met with a stare of annoyed incomprehension. Confused, "I'll do anything," he went on, more and more incoherently. "Anything you tell me. There be some sports are painful–you know. But their labour delight in them sets off. That's what I feel. I mean I'd sweep the floor if you wanted." "But we've got vacuum cleaners here," said Lenina in bewilderment. "It isn't necessary." "No, of course it isn't necessary. But some kinds of baseness are nobly undergone. I'd like to undergo something nobly. Don't you see?" "But if there are vacuum cleaners …" "That's not the point." "And Epsilon Semi-Morons to work them," she went on, "well, really, why?" "Why? But for you, for you. Just to show that I …" "And what on earth vacuum cleaners have got to do with lions …" "To show how much …" "Or lions with being glad to see me …" She was getting more and more exasperated. "How much I love you, Lenina," he brought out almost desperately. An emblem of the inner tide of startled elation, the blood rushed up into Lenina's cheeks. "Do you mean it, John?" "But I hadn't meant to say so," cried the Savage, clasping
Page 108 of 149
his hands in a kind of agony. "Not until … Listen, Lenina; in Malpais people get married."
"Get what?" The irritation had begun to creep back into her voice. What was he talking about now?
"For always. They make a promise to live together for always."
"What a horrible idea!" Lenina was genuinely shocked.
"Outliving beauty's outward with a mind that cloth renew swifter than blood decays."
"What?"
"It's like that in Shakespeare too. 'If thou cost break her virgin knot before all sanctimonious ceremonies may with full and holy rite …'"
"For Ford's sake, John, talk sense. I can't understand a word you say. First it's vacuum cleaners; then it's knots. You're driving me crazy." She jumped up and, as though afraid that he might run away from her physically, as well as with his mind, caught him by the wrist. "Answer me this question: do you really like me, or don't you?"
There was a moment's silence; then, in a very low voice, "I love you more than anything in the world," he said.
"Then why on earth didn't you say so?" she cried, and so intense was her exasperation that she drove her sharp nails into the skin of his wrist. "Instead of drivelling away about knots and vacuum cleaners and lions, and making me miserable for weeks and weeks."
She released his hand and flung it angrily away from her.
"If I didn't like you so much," she said, "I'd be furious with you."
And suddenly her arms were round his neck; he felt her lips soft against his own. So deliciously soft, so warm and electric that inevitably he found himself thinking of the embraces in Three Weeks in a Helicopter. Ooh! ooh! the stereoscopic blonde and anh! the more than real blackamoor. Horror, horror, horror … he fired to disengage himself; but Lenina tightened her embrace.
"Why didn't you say so?" she whispered, drawing back her face to look at him. Her eyes were tenderly reproachful.
"The murkiest den, the most opportune place" (the voice of conscience thundered poetically), "the strongest suggestion our worser genius can, shall never melt mine honour into lust. Never, never!" he resolved.
"You silly boy!" she was saying. "I wanted you so much. And if you wanted me too, why didn't you? …"
Page 109 of 149
"But, Lenina …" he began protesting; and as she immediately untwined her arms, as she stepped away from him, he thought, for a moment, that she had taken his unspoken hint. But when she unbuckled her white patent cartridge belt and hung it carefully over the back of a chair, he began to suspect that he had been mistaken.
"Lenina!" he repeated apprehensively.
She put her hand to her neck and gave a long vertical pull; her white sailor's blouse was ripped to the hem; suspicion condensed into a too, too solid certainty. "Lenina, what are you doing?"
Zip, zip! Her answer was wordless. She stepped out of her bell-bottomed trousers. Her zippicamiknicks were a pale shell pink. The Arch-Community-Songster's golden T dangled at her breast.
"For those milk paps that through the window bars bore at men's eyes...." The singing, thundering, magical words made her seem doubly dangerous, doubly alluring. Soft, soft, but how piercing! boring and drilling into reason, tunnelling through resolution. "The strongest oaths are straw to the fire i' the blood. Be more abstemious, or else …"
Zip! The rounded pinkness fell apart like a neatly divided apple. A wriggle of the arms, a lifting first of the right foot, then the left: the zippicamiknicks were lying lifeless and as though deflated on the floor.
Still wearing her shoes and socks, and her rakishly tilted round white cap, she advanced towards him. "Darling. Darling! If only you'd said so before!" She held out her arms.
But instead of also saying "Darling!" and holding out his arms, the Savage retreated in terror, flapping his hands at her as though he were trying to scare away some intruding and dangerous animal. Four backwards steps, and he was brought to bay against the wall.
"Sweet!" said Lenina and, laying her hands on his shoulders, pressed herself against him. "Put your arms round me," she commanded. "Hug me till you drug me, honey." She too had poetry at her command, knew words that sang and were spells and beat drums. "Kiss me"; she closed her eyes, she let her voice sink to a sleepy murmur, "Kiss me till I'm in a coma. Hug me, honey, snuggly …"
The Savage caught her by the wrists, tore her hands from his shoulders, thrust her roughly away at arm's length.
"Ow, you're hurting me, you're … oh!" She was suddenly silent. Terror had made her forget the pain. Opening her eyes, she had seen his face–no, not his face, a ferocious stranger's, pale, distorted, twitching with some insane, inexplicable fury. Aghast, "But what is it, John?" she whispered. He did not answer, but only stared into her face with those mad eyes. The hands that held her wrists were trembling. He breathed deeply and irregularly. Faint almost to imperceptibility, but appalling, she suddenly heard the grinding of his teeth. "What is it?" she almost screamed.
And as though awakened by her cry he caught her by the shoulders and shook her. "Whore!" he shouted "Whore! Impudent strumpet!"
"Oh, don't, do-on't," she protested in a voice made grotesquely tremulous by his shaking.
"Whore!"
"Plea-ease."
"Damned whore!"
"A gra-amme is be-etter …" she began.
The Savage pushed her away with such force that she staggered and fell. "Go," he shouted, standing over her menacingly, "get out of my sight or I'll kill you." He clenched his fists.
Lenina raised her arm to cover her face. "No, please don't, John …"
"Hurry up. Quick!"
One arm still raised, and following his every movement with a terrified eye, she scrambled to her feet and still crouching, still covering her head, made a dash for the bathroom.
The noise of that prodigious slap by which her departure was accelerated was like a pistol shot.
"Ow!" Lenina bounded forward.
Safely locked into the bathroom, she had leisure to take stock of her injuries. Standing with her back to the mirror, she twisted her head. Looking over her left shoulder she could see the imprint of an open hand standing out distinct and crimson on the pearly flesh. Gingerly she rubbed the wounded spot.
Outside, in the other room, the Savage was striding up and down, marching, marching to the drums and music of magical words. "The wren goes to't and the small gilded fly does lecher in my sight." Maddeningly they rumbled in his ears. "The fitchew nor the soiled horse goes to't with a more riotous appetite. Down from the waist they are Centaurs, though women all above. But to the girdle do the gods inherit. Beneath is all the fiend's. There's hell, there's darkness, there is the sulphurous pit, burning scalding, stench, consumption; fie, fie, fie, pain, pain! Give me an ounce of civet, good apothecary, to sweeten my imagination."
"John!" ventured a small ingratiating voice from the bathroom. "John!"
"O thou weed, who are so lovely fair and smell'st so sweet
Page 111 of 149
that the sense aches at thee. Was this most goodly book made to write 'whore' upon? Heaven stops the nose at it …"
But her perfume still hung about him, his jacket was white with the powder that had scented her velvety body. "Impudent strumpet, impudent strumpet, impudent strumpet." The inexorable rhythm beat itself out. "Impudent …" "John, do you think I might have my clothes?" He picked up the bell-bottomed trousers, the blouse, the zippicamiknicks. "Open!" he ordered, kicking the door. "No, I won't." The voice was frightened and defiant. "Well, how do you expect me to give them to you?" "Push them through the ventilator over the door." He did what she suggested and returned to his uneasy pacing of the room. "Impudent strumpet, impudent strumpet. The devil Luxury with his fat rump and potato finger …" "John." He would not answer. "Fat rump and potato finger." "John." "What is it?" he asked gruffly. "I wonder if you'd mind giving me my Malthusian belt." Lenina sat, listening to the footsteps in the other room, wondering, as she listened, how long he was likely to go tramping up and down like that; whether she would have to wait until he left the flat; or if it would be safe, after allowing his madness a reasonable time to subside, to open the bathroom door and make a dash for it. She was interrupted in the midst of these uneasy speculations by the sound of the telephone bell ringing in the other room. Abruptly the tramping ceased. She heard the voice of the Savage parleying with silence. "Hullo." . . . . . "Yes." . . . . . "If I do not usurp myself, I am." . . . . . "Yes, didn't you hear me say so? Mr. Savage speaking." . . . . .
Page 112 of 149 Printed For: Daddy
```
"What? Who's ill? Of course it interests me." . . . . . "But is it serious? Is she really bad? I'll go at once …" . . . . . "Not in her rooms any more? Where has she been taken?" . . . . . "Oh, my God! What's the address?" . . . . . "Three Park Lane–is that it? Three? Thanks." Lenina heard the click of the replaced receiver, then hurrying steps. A door slammed. There was silence. Was he really gone?
```
With an infinity of precautions she opened the door a quarter of an inch; peeped through the crack; was encouraged by the view of emptiness; opened a little further, and put her whole head out; finally tiptoed into the room; stood for a few seconds with strongly beating heart, listening, listening; then darted to the front door, opened, slipped through, slammed, ran. It was not till she was in the lift and actually dropping down the well that she began to feel herself secure.
CHAPTER FOURTEEN
THE Park Lane Hospital for the Dying was a sixty-story tower of primrose tiles. As the Savage stepped out of his taxicopter a convoy of gaily-coloured aerial hearses rose whirring from the roof and darted away across the Park, westwards, bound for the Slough Crematorium. At the lift gates the presiding porter gave him the information he required, and he dropped down to Ward 81 (a Galloping Senility ward, the porter explained) on the seventeenth floor.
It was a large room bright with sunshine and yellow paint, and containing twenty beds, all occupied. Linda was dying in company–in company and with all the modern conveniences. The air was continuously alive with gay synthetic melodies. At the foot of every bed, confronting its moribund occupant, was a television box. Television was left on, a running tap, from morning till night. Every quarter of an hour the prevailing perfume of the room was automatically changed. "We try," explained the nurse, who had taken charge of the Savage at the door, "we try to create a thoroughly pleasant atmosphere here–something between a first-class hotel and a feely-palace, if you take my meaning."
"Where is she?" asked the Savage, ignoring these polite explanations.
The nurse was offended. "You are in a hurry," she said.
"Is there any hope?" he asked.
"You mean, of her not dying?" (He nodded.) "No, of course there isn't. When somebody's sent here, there's no …" Startled by the expression of distress on his pale face, she suddenly broke off. "Why, whatever is the matter?" she asked. She was not accustomed to this kind of thing in visitors. (Not that there were many visitors anyhow: or any reason why there should be many visitors.) "You're not feeling ill, are you?"
He shook his head. "She's my mother," he said in a scarcely audible voice.
The nurse glanced at him with startled, horrified eyes; then quickly looked away. From throat to temple she was all one hot blush.
"Take me to her," said the Savage, making an effort to speak in an ordinary tone.
Still blushing, she led the way down the ward. Faces still fresh and unwithered (for senility galloped so hard that it had no time to age the cheeks–only the heart and brain) turned as they passed. Their progress was followed by the blank, incurious eyes of second infancy. The Savage shuddered as he looked.
Linda was lying in the last of the long row of beds, next to the wall. Propped up on pillows, she was watching the Semi-finals of the South American Riemann-Surface Tennis Championship, which were being played in silent and diminished reproduction on the screen of the television box at the foot of the bed. Hither and thither across their square of illuminated glass the little figures noiselessly darted, like fish in an aquarium–the silent but agitated inhabitants of another world.
Linda looked on, vaguely and uncomprehendingly smiling. Her pale, bloated face wore an expression of imbecile happiness. Every now and then her eyelids closed, and for a few seconds she seemed to be dozing. Then with a little start she would wake up again–wake up to the aquarium antics of the Tennis Champions, to the Super-Vox-Wurlitzeriana rendering of "Hug me till you drug me, honey," to the warm draught of verbena that came blowing through the ventilator above her head–would wake to these things, or rather to a dream of which these things, transformed and embellished by the soma in her blood, were the marvellous constituents, and smile once more her broken and discoloured smile of infantile contentment.
"Well, I must go," said the nurse. "I've got my batch of children coming. Besides, there's Number 3." She pointed up the ward. "Might go off any minute now. Well, make yourself comfortable." She walked briskly away.
The Savage sat down beside the bed.
"Linda," he whispered, taking her hand.
At the sound of her name, she turned. Her vague eyes brightened with recognition. She squeezed his hand, she smiled, her lips moved; then quite suddenly her head fell forward. She was asleep. He sat watching her–seeking through the tired flesh, seeking and finding that young, bright face which had stooped over his childhood in Malpais, remembering (and he closed his eyes) her voice, her movements, all the events of their life together. "Streptocock-Gee to Banbury T …" How beautiful her singing had been! And those childish rhymes, how magically strange and mysterious!
```
A, B, C, vitamin D: The fat's in the liver, the cod's in the sea.
```
He felt the hot tears welling up behind his eyelids as he recalled the words and Linda's voice as she repeated them. And then the reading lessons: The tot is in the pot, the cat is on the mat; and the Elementary Instructions for Beta Workers in the Embryo Store. And long evenings by the fire or, in summertime, on the roof of the little house, when she told him those stories about the Other Place, outside the Reservation: that beautiful, beautiful Other Place, whose memory, as of a heaven, a paradise of goodness and loveliness, he still kept whole and intact, undefiled by contact with the reality of this real London, these actual civilized men and women.
A sudden noise of shrill voices made him open his eyes and, after hastily brushing away the tears, look round. What seemed an interminable stream of identical eight-year-old male twins was pouring into the room. Twin after twin, twin after twin, they came–a nightmare. Their faces, their repeated face–for there was only one between the lot of them–puggishly stared, all nostrils and pale goggling eyes. Their uniform was khaki. All their mouths hung open. Squealing and chattering they entered. In a moment, it seemed, the ward was maggoty with them. They swarmed between the beds, clambered over, crawled under, peeped into the television boxes, made faces at the patients.
Linda astonished and rather alarmed them. A group stood clustered at the foot of her bed, staring with the frightened and stupid curiosity of animals suddenly confronted by the unknown.
"Oh, look, look!" They spoke in low, scared voices. "Whatever is the matter with her? Why is she so fat?"
They had never seen a face like hers before–had never seen a face that was not youthful and taut-skinned, a body that had ceased to be slim and upright. All these moribund sexagenarians had the appearance of childish girls. At forty-four, Linda seemed, by contrast, a monster of flaccid and distorted senility.
"Isn't she awful?" came the whispered comments. "Look at her teeth!"
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
Suddenly from under the bed a pug-faced twin popped up between John's chair and the wall, and began peering into Linda's sleeping face.
"I say …" he began; but the sentence ended prematurely in a squeal. The Savage had seized him by the collar, lifted him clear over the chair and, with a smart box on the ears, sent him howling away.
His yells brought the Head Nurse hurrying to the rescue.
"What have you been doing to him?" she demanded fiercely. "I won't have you striking the children."
"Well then, keep them away from this bed." The Savage's voice was trembling with indignation. "What are these filthy little brats doing here at all? It's disgraceful!"
"Disgraceful? But what do you mean? They're being death-conditioned. And I tell you," she warned him truculently, "if I have any more of your interference with their conditioning, I'll send for the porters and have you thrown out."
The Savage rose to his feet and took a couple of steps towards her. His movements and the expression on his face were so menacing that the nurse fell back in terror. With a great effort he checked himself and, without speaking, turned away and sat down again by the bed.
Reassured, but with a dignity that was a trifle shrill and uncertain, "I've warned you," said the nurse, "I've warned you," said the nurse, "so mind." Still, she led the too inquisitive twins away and made them join in the game of hunt-the-zipper, which had been organized by one of her colleagues at the other end of the room.
"Run along now and have your cup of caffeine solution, dear," she said to the other nurse. The exercise of authority restored her confidence, made her feel better. "Now children!" she called.
Linda had stirred uneasily, had opened her eyes for a moment, looked vaguely around, and then once more dropped off to sleep. Sitting beside her, the Savage tried hard to recapture his mood of a few minutes before. "A, B, C, vitamin D," he repeated to himself, as though the words were a spell that would restore the dead past to life. But the spell was ineffective. Obstinately the beautiful memories refused to rise; there was only a hateful resurrection of jealousies and uglinesses and miseries. Popé with the blood trickling down from his cut shoulder; and Linda hideously asleep, and the flies buzzing round the spilt mescal on the floor beside the bed; and the boys calling those names as she passed. … Ah, no, no! He shut his eyes, he shook his head in strenuous denial of these memories. "A, B, C, vitamin D …" He tried to think of those times when he sat on her knees and she put her arms about him and sang, over and over again, rocking him, rocking him to sleep. "A, B, C, vitamin D, vitamin D, vitamin D …"
The Super-Vox-Wurlitzeriana had risen to a sobbing
Page 116 of 149
crescendo; and suddenly the verbena gave place, in the scent-circulating system, to an intense patchouli. Linda stirred, woke up, stared for a few seconds bewilderly at the Semi-finalists, then, lifting her face, sniffed once or twice at the newly perfumed air and suddenly smiled–a smile of childish ecstasy.
"Popé!" she murmured, and closed her eyes. "Oh, I do so like it, I do …" She sighed and let herself sink back into the pillows.
"But, Linda!" The Savage spoke imploringly, "Don't you know me?" He had tried so hard, had done his very best; why wouldn't she allow him to forget? He squeezed her limp hand almost with violence, as though he would force her to come back from this dream of ignoble pleasures, from these base and hateful memories–back into the present, back into reality: the appalling present, the awful reality–but sublime, but significant, but desperately important precisely because of the imminence of that which made them so fearful. "Don't you know me, Linda?"
He felt the faint answering pressure of her hand. The tears started into his eyes. He bent over her and kissed her.
Her lips moved. "Popé!" she whispered again, and it was as though he had had a pailful of ordure thrown in his face.
Anger suddenly boiled up in him. Balked for the second time, the passion of his grief had found another outlet, was transformed into a passion of agonized rage.
"But I'm John!" he shouted. "I'm John!" And in his furious misery he actually caught her by the shoulder and shook her.
Linda's eyes fluttered open; she saw him, knew him–"John!"–but situated the real face, the real and violent hands, in an imaginary world–among the inward and private equivalents of patchouli and the Super-Wurlitzer, among the transfigured memories and the strangely transposed sensations that constituted the universe of her dream. She knew him for John, her son, but fancied him an intruder into that paradisal Malpais where she had been spending her soma-holiday with Popé. He was angry because she liked Popé, he was shaking her because Popé was there in the bed–as though there were something wrong, as though all civilized people didn't do the same. "Every one belongs to every …" Her voice suddenly died into an almost inaudible breathless croaking. Her mouth fell open: she made a desperate effort to fill her lungs with air. But it was as though she had forgotten how to breathe. She tried to cry out–but no sound came; only the terror of her staring eyes revealed what she was suffering. Her hands went to her throat, then clawed at the air–the air she could no longer breathe, the air that, for her, had ceased to exist.
The Savage was on his feet, bent over her. "What is it, Linda? What is it?" His voice was imploring; it was as though he were begging to be reassured.
The look she gave him was charged with an unspeakable
terror–with terror and, it seemed to him, reproach.
She tried to raise herself in bed, but fell back on to the pillows. Her face was horribly distorted, her lips blue.
The Savage turned and ran up the ward.
"Quick, quick!" he shouted. "Quick!"
Standing in the centre of a ring of zipper-hunting twins, the Head Nurse looked round. The first moment's astonishment gave place almost instantly to disapproval. "Don't shout! Think of the little ones," she said, frowning. "You might decondition … But what are you doing?" He had broken through the ring. "Be careful!" A child was yelling.
"Quick, quick!" He caught her by the sleeve, dragged her after him. "Quick! Something's happened. I've killed her."
By the time they were back at the end of the ward Linda was dead.
The Savage stood for a moment in frozen silence, then fell on his knees beside the bed and, covering his face with his hands, sobbed uncontrollably.
The nurse stood irresolute, looking now at the kneeling figure by the bed (the scandalous exhibition!) and now (poor children!) at the twins who had stopped their hunting of the zipper and were staring from the other end of the ward, staring with all their eyes and nostrils at the shocking scene that was being enacted round Bed 20. Should she speak to him? try to bring him back to a sense of decency? remind him of where he was? of what fatal mischief he might do to these poor innocents? Undoing all their wholesome death-conditioning with this disgusting outcry–as though death were something terrible, as though any one mattered as much as all that! It might give them the most disastrous ideas about the subject, might upset them into reacting in the entirely wrong, the utterly anti-social way.
She stepped forward, she touched him on the shoulder. "Can't you behave?" she said in a low, angry voice. But, looking around, she saw that half a dozen twins were already on their feet and advancing down the ward. The circle was disintegrating. In another moment … No, the risk was too great; the whole Group might be put back six or seven months in its conditioning. She hurried back towards her menaced charges.
"Now, who wants a chocolate éclair?" she asked in a loud, cheerful tone.
"Me!" yelled the entire Bokanovsky Group in chorus. Bed 20 was completely forgotten.
"Oh, God, God, God …" the Savage kept repeating to himself. In the chaos of grief and remorse that filled his mind it was the one articulate word. "God!" he whispered it aloud. "God …"
"Whatever is he saying?" said a voice, very near, distinct
Page 118 of 149
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
and shrill through the warblings of the Super-Wurlitzer.
The Savage violently started and, uncovering his face, looked round. Five khaki twins, each with the stump of a long éclair in his right hand, and their identical faces variously smeared with liquid chocolate, were standing in a row, puggily goggling at him.
They met his eyes and simultaneously grinned. One of them pointed with his éclair butt.
"Is she dead?" he asked.
The Savage stared at them for a moment in silence. Then in silence he rose to his feet, in silence slowly walked towards the door.
"Is she dead?" repeated the inquisitive twin trotting at his side.
The Savage looked down at him and still without speaking pushed him away. The twin fell on the floor and at once began to howl. The Savage did not even look round.
CHAPTER FIFTEEN
THE menial staff of the Park Lane Hospital for the Dying consisted of one hundred and sixty-two Deltas divided into two Bokanovsky Groups of eighty-four red headed female and seventy-eight dark dolychocephalic male twins, respectively. At six, when their working day was over, the two Groups assembled in the vestibule of the Hospital and were served by the Deputy Sub-Bursar with their soma ration.
From the lift the Savage stepped out into the midst of them. But his mind was elsewhere–with death, with his grief, and his remorse; mechanicaly, without consciousness of what he was doing, he began to shoulder his way through the crowd.
"Who are you pushing? Where do you think you're going?"
High, low, from a multitude of separate throats, only two voices squeaked or growled. Repeated indefinitely, as though by a train of mirrors, two faces, one a hairless and freckled moon haloed in orange, the other a thin, beaked bird-mask, stubbly with two days' beard, turned angrily towards him. Their words and, in his ribs, the sharp nudging of elbows, broke through his unawareness. He woke once more to external reality, looked round him, knew what he saw–knew it, with a sinking sense of horror and disgust, for the recurrent delirium of his days and nights, the nightmare of swarming indistinguishable sameness. Twins, twins. … Like maggots they had swarmed defilingly over the mystery of Linda's death. Maggots again, but larger, full grown, they now crawled across his grief and his repentance. He halted and, with bewildered and horrified eyes, stared round him at the khaki mob, in the midst of which, overtopping it by a full head, he stood. "How many goodly creatures are there here!" The singing words mocked him derisively. "How
Page 119 of 149
beauteous mankind is! O brave new world …"
"Soma distribution!" shouted a loud voice. "In good order, please. Hurry up there."
A door had been opened, a table and chair carried into the vestibule. The voice was that of a jaunty young Alpha, who had entered carrying a black iron cash-box. A murmur of satisfaction went up from the expectant twins. They forgot all about the Savage. Their attention was now focused on the black cash-box, which the young man had placed on the table, and was now in process of unlocking. The lid was lifted.
"Oo-oh!" said all the hundred and sixty-two simultaneously, as though they were looking at fireworks.
The young man took out a handful of tiny pill-boxes. "Now," he said peremptorily, "step forward, please. One at a time, and no shoving."
One at a time, with no shoving, the twins stepped forward. First two males, then a female, then another male, then three females, then …
The Savage stood looking on. "O brave new world, O brave new world …" In his mind the singing words seemed to change their tone. They had mocked him through his misery and remorse, mocked him with how hideous a note of cynical derision! Fiendishly laughing, they had insisted on the low squalor, the nauseous ugliness of the nightmare. Now, suddenly, they trumpeted a call to arms. "O brave new world!" Miranda was proclaiming the possibility of loveliness, the possibility of transforming even the nightmare into something fine and noble. "O brave new world!" It was a challenge, a command.
"No shoving there now!" shouted the Deputy Sub-Bursar in a fury. He slammed down he lid of his cash-box. "I shall stop the distribution unless I have good behaviour."
The Deltas muttered, jostled one another a little, and then were still. The threat had been effective. Deprivation of soma–appalling thought!
"That's better," said the young man, and reopened his cash-box.
Linda had been a slave, Linda had died; others should live in freedom, and the world be made beautiful. A reparation, a duty. And suddenly it was luminously clear to the Savage what he must do; it was as though a shutter had been opened, a curtain drawn back.
"Now," said the Deputy Sub-Bursar.
Another khaki female stepped forward.
"Stop!" called the Savage in a loud and ringing voice.
"Stop!"
Page 120 of 149
He pushed his way to the table; the Deltas stared at him with astonishment.
"Ford!" said the Deputy Sub-Bursar, below his breath. "It's the Savage." He felt scared.
"Listen, I beg of you," cried the Savage earnestly. "Lend me your ears …" He had never spoken in public before, and found it very difficult to express what he wanted to say. "Don't take that horrible stuff. It's poison, it's poison." "I say, Mr. Savage," said the Deputy Sub-Bursar, smiling propitiatingly. "Would you mind letting me …" "Poison to soul as well as body." "Yes, but let me get on with my distribution, won't you? There's a good fellow." With the cautious tenderness of one who strokes a notoriously vicious animal, he patted the Savage's arm. "Just let me …" "Never!" cried the Savage. "But look here, old man …" "Throw it all away, that horrible poison." The words "Throw it all away" pierced through the enfolding layers of incomprehension to the quick of the Delta's consciousness. An angry murmur went up from the crowd. "I come to bring you freedom," said the Savage, turning back towards the twins. "I come …" The Deputy Sub-Bursar heard no more; he had slipped out of the vestibule and was looking up a number in the telephone book. "Not in his own rooms," Bernard summed up. "Not in mine, not in yours. Not at the Aphroditaum; not at the Centre or the College. Where can he have got to?" Helmholtz shrugged his shoulders. They had come back from their work expecting to find the Savage waiting for them at one or other of the usual meeting-places, and there was no sign of the fellow. Which was annoying, as they had meant to nip across to Biarritz in Helmholtz's four-seater sporticopter. They'd be late for dinner if he didn't come soon. "We'll give him five more minutes," said Helmholtz. "If he doesn't turn up by then, we'll …" The ringing of the telephone bell interrupted him. He picked up the receiver. "Hullo. Speaking." Then, after a long interval of listening, "Ford in Flivver!" he swore. "I'll come at once." "What is it?" Bernard asked. "A fellow I know at the Park Lane Hospital," said Helmholtz.
Page 121 of 149
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
"The Savage is there. Seems to have gone mad. Anyhow, it's urgent. Will you come with me?"
Together they hurried along the corridor to the lifts.
"But do you like being slaves?" the Savage was saying as they entered the Hospital. His face was flushed, his eyes bright with ardour and indignation. "Do you like being babies? Yes, babies. Mewling and puking," he added, exasperated by their bestial stupidity into throwing insults at those he had come to save. The insults bounced off their carapace of thick stupidity; they stared at him with a blank expression of dull and sullen resentment in their eyes. "Yes, puking!" he fairly shouted. Grief and remorse, compassion and duty–all were forgotten now and, as it were, absorbed into an intense overpowering hatred of these less than human monsters. "Don't you want to be free and men? Don't you even understand what manhood and freedom are?" Rage was making him fluent; the words came easily, in a rush. "Don't you?" he repeated, but got no answer to his question. "Very well then," he went on grimly. "I'll teach you; I'll make you be free whether you want to or not." And pushing open a window that looked on to the inner court of the Hospital, he began to throw the little pill-boxes of soma tablets in handfuls out into the area.
For a moment the khaki mob was silent, petrified, at the spectacle of this wanton sacrilege, with amazement and horror.
"He's mad," whispered Bernard, staring with wide open eyes. "They'll kill him. They'll …" A great shout suddenly went up from the mob; a wave of movement drove it menacingly towards the Savage. "Ford help him!" said Bernard, and averted his eyes.
"Ford helps those who help themselves." And with a laugh, actually a laugh of exultation, Helmholtz Watson pushed his way through the crowd.
"Free, free!" the Savage shouted, and with one hand continued to throw the soma into the area while, with the other, he punched the indistinguishable faces of his assailants. "Free!" And suddenly there was Helmholtz at his side–"Good old Helmholtz!"–also punching–"Men at last!"–and in the interval also throwing the poison out by handfuls through the open window. "Yes, men! men!" and there was no more poison left. He picked up the cash-box and showed them its black emptiness. "You're free!"
Howling, the Deltas charged with a redoubled fury.
Hesitant on the fringes of the battle. "They're done for," said Bernard and, urged by a sudden impulse, ran forward to help them; then thought better of it and halted; then, ashamed, stepped forward again; then again thought better of it, and was standing in an agony of humiliated indecision–thinking that they might be killed if he didn't help them, and that he might be killed if he did–when (Ford
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
be praised!), goggle-eyed and swine-snouted in their gas-masks, in ran the police.
Bernard dashed to meet them. He waved his arms; and it was action, he was doing something. He shouted "Help!" several times, more and more loudly so as to give himself the illusion of helping. "Help! Help! HELP!"
The policemen pushed him out of the way and got on with their work. Three men with spraying machines buckled to their shoulders pumped thick clouds of soma vapour into the air. Two more were busy round the portable Synthetic Music Box. Carrying water pistols charged with a powerful anæsthetic, four others had pushed their way into the crowd and were methodically laying out, squirt by squirt, the more ferocious of the fighters.
"Quick, quick!" yelled Bernard. "They'll be killed if you don't hurry. They'll … Oh!" Annoyed by his chatter, one of the policemen had given him a shot from his water pistol. Bernard stood for a second or two wambling unsteadily on legs that seemed to have lost their bones, their tendons, their muscles, to have become mere sticks of jelly, and at last not even jelly-water: he tumbled in a heap on the floor.
Suddenly, from out of the Synthetic Music Box a Voice began to speak. The Voice of Reason, the Voice of Good Feeling. The sound-track roll was unwinding itself in Synthetic Anti-Riot Speech Number Two (Medium Strength). Straight from the depths of a non-existent heart, "My friends, my friends!" said the Voice so pathetically, with a note of such infinitely tender reproach that, behind their gas masks, even the policemen's eyes were momentarily dimmed with tears, "what is the meaning of this? Why aren't you all being happy and good together? Happy and good," the Voice repeated. "At peace, at peace." It trembled, sank into a whisper and momentarily expired. "Oh, I do want you to be happy," it began, with a yearning earnestness. "I do so want you to be good! Please, please be good and …"
Two minutes later the Voice and the soma vapour had produced their effect. In tears, the Deltas were kissing and hugging one another–half a dozen twins at a time in a comprehensive embrace. Even Helmholtz and the Savage were almost crying. A fresh supply of pill-boxes was brought in from the Bursary; a new distribution was hastily made and, to the sound of the Voice's richly affectionate, baritone valedictions, the twins dispersed, blubbering as though their hearts would break. "Good-bye, my dearest, dearest friends, Ford keep you! Good-bye, my dearest, dearest friends, Ford keep you. Good-bye my dearest, dearest …"
When the last of the Deltas had gone the policeman switched off the current. The angelic Voice fell silent.
"Will you come quietly?" asked the Sergeant, "or must we anæsthetize?" He pointed his water pistol menacingly.
Page 123 of 149
"Oh, we'll come quietly," the Savage answered, dabbing alternately a cut lip, a scratched neck, and a bitten left hand.
Still keeping his handkerchief to his bleeding nose Helmholtz nodded in confirmation.
Awake and having recovered the use of his legs, Bernard had chosen this moment to move as inconspicuously as he could towards the door.
"Hi, you there," called the Sergeant, and a swine-masked policeman hurried across the room and laid a hand on the young man's shoulder.
Bernard turned with an expression of indignant innocence. Escaping? He hadn't dreamed of such a thing. "Though what on earth you want me for," he said to the Sergeant, "I really can't imagine."
"You're a friend of the prisoner's, aren't you?"
"Well …" said Bernard, and hesitated. No, he really couldn't deny it. "Why shouldn't I be?" he asked.
"Come on then," said the Sergeant, and led the way towards the door and the waiting police car.
CHAPTER SIXTEEN
THE ROOM into which the three were ushered was the Controller's study.
"His fordship will be down in a moment." The Gamma butler left them to themselves.
Helmholtz laughed aloud.
"It's more like a caffeine-solution party than a trial," he said, and let himself fall into the most luxurious of the pneumatic arm-chairs. "Cheer up, Bernard," he added, catching sight of his friend's green unhappy face. But Bernard would not be cheered; without answering, without even looking at Helmholtz, he went and sat down on the most uncomfortable chair in the room, carefully chosen in the obscure hope of somehow deprecating the wrath of the higher powers.
The Savage meanwhile wandered restlessly round the room, peering with a vague superficial inquisitiveness at the books in the shelves, at the sound-track rolls and reading machine bobbins in their numbered pigeon-holes. On the table under the window lay a massive volume bound in limp black leather-surrogate, and stamped with large golden T's. He picked it up and opened it. MY LIFE AND WORK, BY OUR FORD. The book had been published at Detroit by the Society for the Propagation of Fordian Knowledge. Idly he turned the pages, read a sentence here, a paragraph there, and had just come to the conclusion that the book didn't interest him,
Page 124 of 149
when the door opened, and the Resident World Controller for Western Europe walked briskly into the room.
Mustapha Mond shook hands with all three of them; but it was to the Savage that he addressed himself. "So you don't much like civilization, Mr. Savage," he said.
The Savage looked at him. He had been prepared to lie, to bluster, to remain sullenly unresponsive; but, reassured by the good-humoured intelligence of the Controller's face, he decided to tell the truth, straightforwardly. "No." He shook his head.
Bernard started and looked horrified. What would the Controller think? To be labelled as the friend of a man who said that he didn't like civilization–said it openly and, of all people, to the Controller–it was terrible. "But, John," he began. A look from Mustapha Mond reduced him to an abject silence.
"Of course," the Savage went on to admit, "there are some very nice things. All that music in the air, for instance …"
"Sometimes a thousand twangling instruments will hum about my ears and sometimes voices."
The Savage's face lit up with a sudden pleasure. "Have you read it too?" he asked. "I thought nobody knew about that book here, in England."
"Almost nobody. I'm one of the very few. It's prohibited, you see. But as I make the laws here, I can also break them. With impunity, Mr. Marx," he added, turning to Bernard. "Which I'm afraid you can't do."
Bernard sank into a yet more hopeless misery.
"But why is it prohibited?" asked the Savage. In the excitement of meeting a man who had read Shakespeare he had momentarily forgotten everything else.
The Controller shrugged his shoulders. "Because it's old; that's the chief reason. We haven't any use for old things here."
"Even when they're beautiful?"
"Particularly when they're beautiful. Beauty's attractive, and we don't want people to be attracted by old things. We want them to like the new ones."
"But the new ones are so stupid and horrible. Those plays, where there's nothing but helicopters flying about and you feel the people kissing." He made a grimace. "Goats and monkeys!" Only in Othello's word could he find an adequate vehicle for his contempt and hatred.
"Nice tame animals, anyhow," the Controller murmured parenthetically.
"Why don't you let them see Othello instead?"
"I've told you; it's old. Besides, they couldn't understand it."
Yes, that was true. He remembered how Helmholtz had laughed at Romeo and Juliet. "Well then," he said, after a pause, "something new that's like Othello, and that they could understand."
"That's what we've all been wanting to write," said Helmholtz, breaking a long silence.
"And it's what you never will write," said the Controller. "Because, if it were really like Othello nobody could understand it, however new it might be. And if were new, it couldn't possibly be like Othello."
"Why not?"
"Yes, why not?" Helmholtz repeated. He too was forgetting the unpleasant realities of the situation. Green with anxiety and apprehension, only Bernard remembered them; the others ignored him. "Why not?"
"Because our world is not the same as Othello's world. You can't make flivvers without steel–and you can't make tragedies without social instability. The world's stable now. People are happy; they get what they want, and they never want what they can't get. They're well off; they're safe; they're never ill; they're not afraid of death; they're blissfully ignorant of passion and old age; they're plagued with no mothers or fathers; they've got no wives, or children, or lovers to feel strongly about; they're so conditioned that they practically can't help behaving as they ought to behave. And if anything should go wrong, there's soma. Which you go and chuck out of the window in the name of liberty, Mr. Savage. Liberty!" He laughed. "Expecting Deltas to know what liberty is! And now expecting them to understand Othello! My good boy!"
The Savage was silent for a little. "All the same," he insisted obstinately, "Othello's good, Othello's better than those feelies."
"Of course it is," the Controller agreed. "But that's the price we have to pay for stability. You've got to choose between happiness and what people used to call high art. We've sacrificed the high art. We have the feelies and the scent organ instead."
"But they don't mean anything."
"They mean themselves; they mean a lot of agreeable sensations to the audience."
"But they're … they're told by an idiot."
The Controller laughed. "You're not being very polite to your friend, Mr. Watson. One of our most distinguished Emotional Engineers …"
"But he's right," said Helmholtz gloomily. "Because it is idiotic. Writing when there's nothing to say …"
"Precisely. But that require the most enormous ingenuity. You're making flivvers out of the absolute minimum of steel–works of art out of practically nothing but pure sensation."
The Savage shook his head. "It all seems to me quite horrible."
"Of course it does. Actual happiness always looks pretty squalid in comparison with the over-compensations for misery. And, of course, stability isn't nearly so spectacular as instability. And being contented has none of the glamour of a good fight against misfortune, none of the picturesqueness of a struggle with temptation, or a fatal overthrow by passion or doubt. Happiness is never grand."
"I suppose not," said the Savage after a silence. "But need it be quite so bad as those twins?" He passed his hand over his eyes as though he were trying to wipe away the remembered image of those long rows of identical midgets at the assembling tables, those queued-up twin-herds at the entrance to the Brentford monorail station, those human maggots swarming round Linda's bed of death, the endlessly repeated face of his assailants. He looked at his bandaged left hand and shuddered. "Horrible!"
"But how useful! I see you don't like our Bokanovsky Groups; but, I assure you, they're the foundation on which everything else is built. They're the gyroscope that stabilizes the rocket plane of state on its unswerving course." The deep voice thrillingly vibrated; the gesticulating hand implied all space and the onrush of the irresistible machine. Mustapha Mond's oratory was almost up to synthetic standards.
"I was wondering," said the Savage, "why you had them at all–seeing that you can get whatever you want out of those bottles. Why don't you make everybody an Alpha Double Plus while you're about it?"
Mustapha Mond laughed. "Because we have no wish to have our throats cut," he answered. "We believe in happiness and stability. A society of Alphas couldn't fail to be unstable and miserable. Imagine a factory staffed by Alphas–that is to say by separate and unrelated individuals of good heredity and conditioned so as to be capable (within limits) of making a free choice and assuming responsibilities. Imagine it!" he repeated.
The Savage tried to imagine it, not very successfully.
"It's an absurdity. An Alpha-decanted, Alpha-conditioned man or start smashing things up. Alphas can be completely
would go mad if he had to do Epsilon Semi-Moron work–go mad,
Page 127 of 149
socialized–but only on condition that you make them do Alpha work. Only an Epsilon can be expected to make Epsilon sacrifices, for the good reason that for him they aren't sacrifices; they're the line of least resistance. His conditioning has laid down rails along which he's got to run. He can't help himself; he's foredoomed. Even after decanting, he's still inside a bottle–an invisible bottle of infantile and embryonic fixations. Each one of us, of course," the Controller meditatively continued, "goes through life inside a bottle. But if we happen to be Alphas, our bottles are, relatively speaking, enormous. We should suffer acutely if we were confined in a narrower space. You cannot pour upper-caste champagne-surrogate into lower-caste bottles. It's obvious theoretically. But it has also been proved in actual practice. The result of the Cyprus experiment was convincing."
"What was that?" asked the Savage.
Mustapha Mond smiled. "Well, you can call it an experiment in rebottling if you like. It began in A.F. 473. The Controllers had the island of Cyprus cleared of all its existing inhabitants and re-colonized with a specially prepared batch of twenty-two thousand Alphas. All agricultural and industrial equipment was handed over to them and they were left to manage their own affairs. The result exactly fulfilled all the theoretical predictions. The land wasn't properly worked; there were strikes in all the factories; the laws were set at naught, orders disobeyed; all the people detailed for a spell of low-grade work were perpetually intriguing for high-grade jobs, and all the people with high-grade jobs were counter-intriguing at all costs to stay where they were. Within six years they were having a first-class civil war. When nineteen out of the twenty-two thousand had been killed, the survivors unanimously petitioned the World Controllers to resume the government of the island. Which they did. And that was the end of the only society of Alphas that the world has ever seen."
The Savage sighed, profoundly.
"The optimum population," said Mustapha Mond, "is modelled on the iceberg–eight-ninths below the water line, one-ninth above."
"And they're happy below the water line?"
"Happier than above it. Happier than your friend here, for example." He pointed.
"In spite of that awful work?"
"Awful? They don't find it so. On the contrary, they like it. It's light, it's childishly simple. No strain on the mind or the muscles. Seven and a half hours of mild, unexhausting labour, and then the soma ration and games and unrestricted copulation and the feelies. What more can they ask for? True," he added, "they might ask for shorter hours. And of course we could give them shorter hours. Technically, it would be perfectly simple to reduce all lower-caste working hours to three or four a day. But would they be any
Page 128 of 149
the happier for that? No, they wouldn't. The experiment was tried, more than a century and a half ago. The whole of Ireland was put on to the four-hour day. What was the result? Unrest and a large increase in the consumption of soma; that was all. Those three and a half hours of extra leisure were so far from being a source of happiness, that people felt constrained to take a holiday from them. The Inventions Office is stuffed with plans for labour-saving processes. Thousands of them." Mustapha Mond made a lavish gesture. "And why don't we put them into execution? For the sake of the labourers; it would be sheer cruelty to afflict them with excessive leisure. It's the same with agriculture. We could synthesize every morsel of food, if we wanted to. But we don't. We prefer to keep a third of the population on the land. For their own sakes–because it takes longer to get food out of the land than out of a factory. Besides, we have our stability to think of. We don't want to change. Every change is a menace to stability. That's another reason why we're so chary of applying new inventions. Every discovery in pure science is potentially subversive; even science must sometimes be treated as a possible enemy. Yes, even science."
Science? The Savage frowned. He knew the word. But what it exactly signified he could not say. Shakespeare and the old men of the pueblo had never mentioned science, and from Linda he had only gathered the vaguest hints: science was something you made helicopters with, some thing that caused you to laugh at the Corn Dances, something that prevented you from being wrinkled and losing your teeth. He made a desperate effort to take the Controller's meaning.
"Yes," Mustapha Mond was saying, "that's another item in the cost of stability. It isn't only art that's incompatible with happiness; it's also science. Science is dangerous; we have to keep it most carefully chained and muzzled."
"What?" said Helmholtz, in astonishment. "But we're always saying that science is everything. It's a hypnopædic platitude."
"Three times a week between thirteen and seventeen," put in Bernard.
"And all the science propaganda we do at the College …"
"Yes; but what sort of science?" asked Mustapha Mond sarcastically. "You've had no scientific training, so you can't judge. I was a pretty good physicist in my time. Too good–good enough to realize that all our science is just a cookery book, with an orthodox theory of cooking that nobody's allowed to question, and a list of recipes that mustn't be added to except by special permission from the head cook. I'm the head cook now. But I was an inquisitive young scullion once. I started doing a bit of cooking on my own. Unorthodox cooking, illicit cooking. A bit of real science, in fact." He was silent.
"What happened?" asked Helmholtz Watson.
The Controller sighed. "Very nearly what's going to happen
Page 129 of 149
to you young men. I was on the point of being sent to an island."
The words galvanized Bernard into violent and unseemly activity. "Send me to an island?" He jumped up, ran across the room, and stood gesticulating in front of the Controller. "You can't send me. I haven't done anything. lt was the others. I swear it was the others." He pointed accusingly to Helmholtz and the Savage. "Oh, please don't send me to Iceland. I promise I'll do what I ought to do. Give me another chance. Please give me another chance." The tears began to flow. "I tell you, it's their fault," he sobbed. "And not to Iceland. Oh please, your fordship, please …" And in a paroxysm of abjection he threw himself on his knees before the Controller. Mustapha Mond tried to make him get up; but Bernard persisted in his grovelling; the stream of words poured out inexhaustibly. In the end the Controller had to ring for his fourth secretary.
"Bring three men," he ordered, "and take Mr. Marx into a bedroom. Give him a good soma vaporization and then put him to bed and leave him."
The fourth secretary went out and returned with three green-uniformed twin footmen. Still shouting and sobbing. Bernard was carried out.
"One would think he was going to have his throat cut," said the Controller, as the door closed. "Whereas, if he had the smallest sense, he'd understand that his punishment is really a reward. He's being sent to an island. That's to say, he's being sent to a place where he'll meet the most interesting set of men and women to be found anywhere in the world. All the people who, for one reason or another, have got too self-consciously individual to fit into community-life. All the people who aren't satisfied with orthodoxy, who've got independent ideas of their own. Every one, in a word, who's any one. I almost envy you, Mr. Watson."
Helmholtz laughed. "Then why aren't you on an island yourself?"
"Because, finally, I preferred this," the Controller answered. "I was given the choice: to be sent to an island, where I could have got on with my pure science, or to be taken on to the Controllers' Council with the prospect of succeeding in due course to an actual Controllership. I chose this and let the science go." After a little silence, "Sometimes," he added, "I rather regret the science. Happiness is a hard master–particularly other people's happiness. A much harder master, if one isn't conditioned to accept it unquestioningly, than truth." He sighed, fell silent again, then continued in a brisker tone, "Well, duty's duty. One can't consult one's own preference. I'm interested in truth, I like science. But truth's a menace, science is a public danger. As dangerous as it's been beneficent. It has given us the stablest equilibrium in history. China's was hopelessly insecure by comparison; even the primitive matriarchies weren't steadier than we are.
Page 130 of 149
Thanks, l repeat, to science. But we can't allow science to undo its own good work. That's why we so carefully limit the scope of its researches–that's why I almost got sent to an island. We don't allow it to deal with any but the most immediate problems of the moment. All other enquiries are most sedulously discouraged. It's curious," he went on after a little pause, "to read what people in the time of Our Ford used to write about scientific progress. They seemed to have imagined that it could be allowed to go on indefinitely, regardless of everything else. Knowledge was the highest good, truth the supreme value; all the rest was secondary and subordinate. True, ideas were beginning to change even then. Our Ford himself did a great deal to shift the emphasis from truth and beauty to comfort and happiness. Mass production demanded the shift. Universal happiness keeps the wheels steadily turning; truth and beauty can't. And, of course, whenever the masses seized political power, then it was happiness rather than truth and beauty that mattered. Still, in spite of everytung, unrestricted scientific research was still permitted. People still went on talking about truth and beauty as though they were the sovereign goods. Right up to the time of the Nine Years' War. That made them change their tune all right. What's the point of truth or beauty or knowledge when the anthrax bombs are popping all around you? That was when science first began to be controlled–after the Nine Years' War. People were ready to have even their appetites controlled then. Anything for a quiet life. We've gone on controlling ever since. It hasn't been very good for truth, of course. But it's been very good for happiness. One can't have something for nothing. Happiness has got to be paid for. You're paying for it, Mr. Watson–paying because you happen to be too much interested in beauty. I was too much interested in truth; I paid too."
"But you didn't go to an island," said the Savage, breaking a long silence.
The Controller smiled. "That's how I paid. By choosing to serve happiness. Other people's–not mine. It's lucky," he added, after a pause, "that there are such a lot of islands in the world. I don't know what we should do without them. Put you all in the lethal chamber, I suppose. By the way, Mr. Watson, would you like a tropical climate? The Marquesas, for example; or Samoa? Or something rather more bracing?"
Helmholtz rose from his pneumatic chair. "I should like a thoroughly bad climate," he answered. "I believe one would write better if the climate were bad. If there were a lot of wind and storms, for example …"
The Controller nodded his approbation. "I like your spirit, Mr. Watson. I like it very much indeed. As much as I officially disapprove of it." He smiled. "What about the Falkland Islands?"
"Yes, I think that will do," Helmholtz answered. "And now, getting on."
if you don't mind, I'll go and see how poor Bernard's
Page 131 of 149
CHAPTER SEVENTEEN
ART, SCIENCE–you seem to have paid a fairly high price for your happiness," said the Savage, when they were alone. "Anything else?"
"Well, religion, of course," replied the Controller. "There used to be something called God–before the Nine Years' War. But I was forgetting; you know all about God, I suppose."
"Well …" The Savage hesitated. He would have liked to say something about solitude, about night, about the mesa lying pale under the moon, about the precipice, the plunge into shadowy darkness, about death. He would have liked to speak; but there were no words. Not even in Shakespeare.
The Controller, meanwhile, had crossed to the other side of the room and was unlocking a large safe set into the wall between the bookshelves. The heavy door swung open. Rummaging in the darkness within, "It's a subject," he said, "that has always had a great interest for me." He pulled out a thick black volume. "You've never read this, for example."
The Savage took it. "The Holy Bible, containing the Old and New Testaments," he read aloud from the title-page.
"Nor this." It was a small book and had lost its cover.
"The Imitation of Christ."
"Nor this." He handed out another volume.
"The Varieties of Religious Experience. By William James."
"And I've got plenty more," Mustapha Mond continued, resuming his seat. "A whole collection of pornographic old books. God in the safe and Ford on the shelves." He pointed with a laugh to his avowed library–to the shelves of books, the rack full of reading-machine bobbins and sound-track rolls.
"But if you know about God, why don't you tell them?" asked the Savage indignantly. "Why don't you give them these books about God?"
"For the same reason as we don't give them Othello: they're old; they're about God hundreds of years ago. Not about God now."
"But God doesn't change."
"Men do, though."
"What difference does that make?"
"All the difference in the world," said Mustapha Mond. He
Page 132 of 149
got up again and walked to the safe. "There was a man called Cardinal Newman," he said. "A cardinal," he exclaimed parenthetically, "was a kind of Arch-Community-Songster."
"'I Pandulph, of fair Milan, cardinal.' I've read about them in Shakespeare."
"Of course you have. Well, as I was saying, there was a man called Cardinal Newman. Ah, here's the book." He pulled it out. "And while I'm about it I'll take this one too. It's by a man called Maine de Biran. He was a philosopher, if you know what that was."
"A man who dreams of fewer things than there are in heaven and earth," said the Savage promptly.
"Quite so. I'll read you one of the things he did dream of in a moment. Meanwhile, listen to what this old Arch-Community-Songster said." He opened the book at the place marked by a slip of paper and began to read. "'We are not our own any more than what we possess is our own. We did not make ourselves, we cannot be supreme over ourselves. We are not our own masters. We are God's property. Is it not our happiness thus to view the matter? Is it any happiness or any comfort, to consider that we are our own? It may be thought so by the young and prosperous. These may think it a great thing to have everything, as they suppose, their own way–to depend on no one–to have to think of nothing out of sight, to be without the irksomeness of continual acknowledgment, continual prayer, continual reference of what they do to the will of another. But as time goes on, they, as all men, will find that independence was not made for man–that it is an unnatural state–will do for a while, but will not carry us on safely to the end …'" Mustapha Mond paused, put down the first book and, picking up the other, turned over the pages. "Take this, for example," he said, and in his deep voice once more began to read: "'A man grows old; he feels in himself that radical sense of weakness, of listlessness, of discomfort, which accompanies the advance of age; and, feeling thus, imagines himself merely sick, lulling his fears with the notion that this distressing condition is due to some particular cause, from which, as from an illness, he hopes to recover. Vain imaginings! That sickness is old age; and a horrible disease it is. They say that it is the fear of death and of what comes after death that makes men turn to religion as they advance in years. But my own experience has given me the conviction that, quite apart from any such terrors or imaginings, the religious sentiment tends to develop as we grow older; to develop because, as the passions grow calm, as the fancy and sensibilities are less excited and less excitable, our reason becomes less troubled in its working, less obscured by the images, desires and distractions, in which it used to be absorbed; whereupon God emerges as from behind a cloud; our soul feels, sees, turns towards the source of all light; turns naturally and inevitably; for now that all that gave to the world of sensations its life and charms has begun to leak away from us, now that phenomenal existence is no more bolstered up by impressions from within or from without, we feel the need to lean on something that abides, something that will never play us false–a reality, an absolute and everlasting truth. Yes, we inevitably turn to God; for this
BraveNewWorld
religious sentiment is of its nature so pure, so delightful to the soul that experiences it, that it makes up to us for all our other losses.'" Mustapha Mond shut the book and leaned back in his chair. "One of the numerous things in heaven and earth that these philosophers didn't dream about was this" (he waved his hand), "us, the modern world. 'You can only be independent of God while you've got youth and prosperity; independence won't take you safely to the end.' Well, we've now got youth and prosperity right up to the end. What follows? Evidently, that we can be independent of God. 'The religious sentiment will compensate us for all our losses.' But there aren't any losses for us to compensate; religious sentiment is superfluous. And why should we go hunting for a substitute for youthful desires, when youthful desires never fail? A substitute for distractions, when we go on enjoying all the old fooleries to the very last? What need have we of repose when our minds and bodies continue to delight in activity? of consolation, when we have soma? of something immovable, when there is the social order?"
"Then you think there is no God?"
"No, I think there quite probably is one."
"Then why? …"
Mustapha Mond checked him. "But he manifests himself in different ways to different men. In premodern times he manifested himself as the being that's described in these books. Now …"
"How does he manifest himself now?" asked the Savage.
"Well, he manifests himself as an absence; as though he weren't there at all."
"That's your fault."
"Call it the fault of civilization. God isn't compatible with machinery and scientific medicine and universal happiness. You must make your choice. Our civilization has chosen machinery and medicine and happiness. That's why I have to keep these books locked up in the safe. They're smut. People would be shocked it …"
The Savage interrupted him. "But isn't it natural to feel there's a God?"
"You might as well ask if it's natural to do up one's trousers with zippers," said the Controller sarcastically. "You remind me of another of those old fellows called Bradley. He defined philosophy as the finding of bad reason for what one believes by instinct. As if one believed anything by instinct! One believes things because one has been conditioned to believe them. Finding bad reasons for what one believes for other bad reasons–that's philosophy. People believe in God because they've been conditioned to.
"But all the same," insisted the Savage, "it is natural to believe in God when you're alone–quite alone, in the night,
Page 134 of 149
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
thinking about death …"
"But people never are alone now," said Mustapha Mond. "We make them hate solitude; and we arrange their lives so that it's almost impossible for them ever to have it."
The Savage nodded gloomily. At Malpais he had suffered because they had shut him out from the communal activities of the pueblo, in civilized London he was suffering because he could never escape from those communal activities, never be quietly alone.
"Do you remember that bit in King Lear?" said the Savage at last. "'The gods are just and of our pleasant vices make instruments to plague us; the dark and vicious place where thee he got cost him his eyes,' and Edmund answers–you remember, he's wounded, he's dying–'Thou hast spoken right; 'tis true. The wheel has come full circle; I am here.' What about that now? Doesn't there seem to be a God managing things, punishing, rewarding?"
"Well, does there?" questioned the Controller in his turn. "You can indulge in any number of pleasant vices with a freemartin and run no risks of having your eyes put out by your son's mistress. 'The wheel has come full circle; I am here.' But where would Edmund be nowadays? Sitting in a pneumatic chair, with his arm round a girl's waist, sucking away at his sex-hormone chewing-gum and looking at the feelies. The gods are just. No doubt. But their code of law is dictated, in the last resort, by the people who organize society; Providence takes its cue from men."
"Are you sure?" asked the Savage. "Are you quite sure that the Edmund in that pneumatic chair hasn't been just as heavily punished as the Edmund who's wounded and bleeding to death? The gods are just. Haven't they used his pleasant vices as an instrument to degrade him?"
"Degrade him from what position? As a happy, hard-working, goods-consuming citizen he's perfect. Of course, if you choose some other standard than ours, then perhaps you might say he was degraded. But you've got to stick to one set of postulates. You can't play Electro-magnetic Golf according to the rules of Centrifugal Bumble-puppy."
"But value dwells not in particular will," said the Savage. "It holds his estimate and dignity as well wherein 'tis precious of itself as in the prizer."
"Come, come," protested Mustapha Mond, "that's going rather far, isn't it?"
"If you allowed yourselves to think of God, you wouldn't allow yourselves to be degraded by pleasant vices. You'd have a reason for bearing things patiently, for doing things with courage. I've seen it with the Indians."
"l'm sure you have," said Mustapha Mond. "But then we aren't anything that's seriously unpleasant. And as for doing
Indians. There isn't any need for a civilized man to bear things–Ford forbid that he should get the idea into his
Page 135 of 149
head. It would upset the whole social order if men started doing things on their own."
"What about self-denial, then? If you had a God, you'd have a reason for self-denial."
"But industrial civilization is only possible when there's no self-denial. Self-indulgence up to the very limits imposed by hygiene and economics. Otherwise the wheels stop turning."
"You'd have a reason for chastity!" said the Savage, blushing a little as he spoke the words.
"But chastity means passion, chastity means neurasthenia. And passion and neurasthenia mean instability. And instability means the end of civilization. You can't have a lasting civilization without plenty of pleasant vices."
"But God's the reason for everything noble and fine and heroic. If you had a God …"
"My dear young friend," said Mustapha Mond, "civilization has absolutely no need of nobility or heroism. These things are symptoms of political inefficiency. In a properly organized society like ours, nobody has any opportunities for being noble or heroic. Conditions have got to be thoroughly unstable before the occasion can arise. Where there are wars, where there are divided allegiances, where there are temptations to be resisted, objects of love to be fought for or defended–there, obviously, nobility and heroism have some sense. But there aren't any wars nowadays. The greatest care is taken to prevent you from loving any one too much. There's no such thing as a divided allegiance; you're so conditioned that you can't help doing what you ought to do. And what you ought to do is on the whole so pleasant, so many of the natural impulses are allowed free play, that there really aren't any temptations to resist. And if ever, by some unlucky chance, anything unpleasant should somehow happen, why, there's always soma to give you a holiday from the facts. And there's always soma to calm your anger, to reconcile you to your enemies, to make you patient and long-suffering. In the past you could only accomplish these things by making a great effort and after years of hard moral training. Now, you swallow two or three half-gramme tablets, and there you are. Anybody can be virtuous now. You can carry at least half your mortality about in a bottle. Christianity without tears–that's what soma is."
"But the tears are necessary. Don't you remember what Othello said? 'If after every tempest came such calms, may the winds blow till they have wakened death.' There's a story one of the old Indians used to tell us, about the Girl of Mátaski. The young men who wanted to marry her had to do a morning's hoeing in her garden. It seemed easy; but there were flies and mosquitoes, magic ones. Most of the young men simply couldn't stand the biting and stinging. But the one that could–he got the girl."
"Charming! But in civilized countries," said the Controller,
BraveNewWorld
Printed: Sunday, October 14, 2001 11:08:20 PM
"you can have girls without hoeing for them, and there aren't any flies or mosquitoes to sting you. We got rid of them all centuries ago."
The Savage nodded, frowning. "You got rid of them. Yes, that's just like you. Getting rid of everything unpleasant instead of learning to put up with it. Whether 'tis better in the mind to suffer the slings and arrows of outrageous fortune, or to take arms against a sea of troubles and by opposing end them … But you don't do either. Neither suffer nor oppose. You just abolish the slings and arrows. It's too easy."
He was suddenly silent, thinking of his mother. In her room on the thirty-seventh floor, Linda had floated in a sea of singing lights and perfumed caresses–floated away, out of space, out of time, out of the prison of her memories, her habits, her aged and bloated body. And Tomakin, ex-Director of Hatcheries and Conditioning, Tomakin was still on holiday–on holiday from humiliation and pain, in a world where he could not hear those words, that derisive laughter, could not see that hideous face, feel those moist and flabby arms round his neck, in a beautiful world …
"What you need," the Savage went on, "is something with tears for a change. Nothing costs enough here."
("Twelve and a half million dollars," Henry Foster had protested when the Savage told him that. "Twelve and a half million–that's what the new Conditioning Centre cost. Not a cent less.")
"Exposing what is mortal and unsure to all that fortune, death and danger dare, even for an eggshell. Isn't there something in that?" he asked, looking up at Mustapha Mond. "Quite apart from God–though of course God would be a reason for it. Isn't there something in living dangerously?"
"There's a great deal in it," the Controller replied. "Men and women must have their adrenals stimulated from time to time."
"What?" questioned the Savage, uncomprehending.
"It's one of the conditions of perfect health. That's why we've made the V.P.S. treatments compulsory."
"V.P.S.?"
"Violent Passion Surrogate. Regularly once a month. We flood the whole system with adrenin. It's the complete physiological equivalent of fear and rage. All the tonic effects of murdering Desdemona and being murdered by Othello, without any of the inconveniences."
"But I like the inconveniences."
"We don't," said the Controller. "We prefer to do things comfortably."
"But I don't want comfort. I want God, I want poetry, I want
Page 137 of 149
real danger, I want freedom, I want goodness. I want sin."
"In fact," said Mustapha Mond, "you're claiming the right to be unhappy."
```
"All right then," said the Savage defiantly, "I'm claiming the right to be unhappy." "Not to mention the right to grow old and ugly and impotent; the right to have syphilis and cancer; the right to have too little to eat; the right to be lousy; the right to live in constant apprehension of what may happen to-morrow; the right to catch typhoid; the right to be tortured by unspeakable pains of every kind." There was a long silence. "I claim them all," said the Savage at last. Mustapha Mond shrugged his shoulders. "You're welcome," he said. CHAPTER EIGHTEEN THE DOOR was ajar; they entered. "John!" From the bathroom came an unpleasant and characteristic sound. "Is there anything the matter?" Helmholtz called. There was no answer. The unpleasant sound was repeated, twice; there was silence. Then, with a click the bathroom door opened and, very pale, the Savage emerged. "I say," Helmholtz exclaimed solicitously, "you do look ill, John!" "Did you eat something that didn't agree with you?" asked Bernard. The Savage nodded. "I ate civilization." "What?" "It poisoned me; I was defiled. And then," he added, in a lower tone, "I ate my own wickedness." "Yes, but what exactly? … I mean, just now you were …" "Now I am purified," said the Savage. "I drank some mustard and warm water." The others stared at him in astonishment. "Do you mean to say that you were doing it on purpose?" asked Bernard. "That's how the Indians always purify themselves." He sat down and, sighing, passed his hand across his forehead. "I shall rest for a few minutes," he said. "I'm rather tired."
```
"Well, I'm not surprised," said Helmholtz. After a silence, "We've come to say good-bye," he went on in another tone. "We're off to-morrow morning."
"Yes, we're off to-morrow," said Bernard on whose face the Savage remarked a new expression of determined resignation. "And by the way, John," he continued, leaning forward in his chair and laying a hand on the Savage's knee, "I want to say how sorry I am about everything that happened yesterday." He blushed. "How ashamed," he went on, in spite of the unsteadiness of his voice, "how really …"
The Savage cut him short and, taking his hand, affectionately pressed it.
"Helmholtz was wonderful to me," Bernard resumed, after a little pause. "If it hadn't been for him, I should …"
"Now, now," Helmholtz protested.
There was a silence. In spite of their sadness–because of it, even; for their sadness was the symptom of their love for one another–the three young men were happy.
"I went to see the Controller this morning," said the Savage at last.
"What for?"
"To ask if I mightn't go to the islands with you."
"And what did he say?" asked Helmholtz eagerly.
The Savage shook his head. "He wouldn't let me."
"Why not?"
"He said he wanted to go on with the experiment. But I'm damned," the Savage added, with sudden fury, "I'm damned if I'll go on being experimented with. Not for all the Controllers in the world. l shall go away to-morrow too."
"But where?" the others asked in unison.
The Savage shrugged his shoulders. "Anywhere. I don't care. So long as I can be alone."
From Guildford the down-line followed the Wey valley to Godalming, then, over Milford and Witley, proceeded to Haslemere and on through Petersfield towards Portsmouth. Roughly parallel to it, the upline passed over Worplesden, Tongham, Puttenham, Elstead and Grayshott. Between the Hog's Back and Hindhead there were points where the two lines were not more than six or seven kilometres apart. The distance was too small for careless flyers–particularly at night and when they had taken half a gramme too much. There had been accidents. Serious ones. It had been decided to deflect the upline a few kilometres to the west. Between Grayshott and Tongham four abandoned air-lighthouses marked the course of the old Portsmouth-to-London road. The skies above them were silent and deserted. It was over Selborne, Bordon and
Farnham that the helicopters now ceaselessly hummed and roared.
The Savage had chosen as his hermitage the old light-house which stood on the crest of the hill between Puttenham and Elstead. The building was of ferro-concrete and in excellent condition–almost too comfortable the Savage had thought when he first explored the place, almost too civilizedly luxurious. He pacified his conscience by promising himself a compensatingly harder self-discipline, purifications the more complete and thorough. His first night in the hermitage was, deliberately, a sleepless one. He spent the hours on his knees praying, now to that Heaven from which the guilty Claudius had begged forgiveness, now in Zuñi to Awonawilona, now to Jesus and Pookong, now to his own guardian animal, the eagle. From time to time he stretched out his arms as though he were on the Cross, and held them thus through long minutes of an ache that gradually increased till it became a tremulous and excruciating agony; held them, in voluntary crucifixion, while he repeated, through clenched teeth (the sweat, meanwhile, pouring down his face), "Oh, forgive me! Oh, make me pure! Oh, help me to be good!" again and again, till he was on the point of fainting from the pain.
When morning came, he felt he had earned the right to inhabit the lighthouse; yet, even though there still was glass in most of the windows, even though the view from the platform was so fine. For the very reason why he had chosen the lighthouse had become almost instantly a reason for going somewhere else. He had decided to live there because the view was so beautiful, because, from his vantage point, he seemed to be looking out on to the incarnation of a divine being. But who was he to be pampered with the daily and hourly sight of loveliness? Who was he to be living in the visible presence of God? All he deserved to live in was some filthy sty, some blind hole in the ground. Stiff and still aching after his long night of pain, but for that very reason inwardly reassured, he climbed up to the platform of his tower, he looked out over the bright sunrise world which he had regained the right to inhabit. On the north the view was bounded by the long chalk ridge of the Hog's Back, from behind whose eastern extremity rose the towers of the seven skyscrapers which constituted Guildford. Seeing them, the Savage made a grimace; but he was to become reconciled to them in course of time; for at night they twinkled gaily with geometrical constellations, or else, flood-lighted, pointed their luminous fingers (with a gesture whose significance nobody in England but the Savage now understood) solemnly towards the plumbless mysteries of heaven.
In the valley which separated the Hog's Back from the sandy hill on which the lighthouse stood, Puttenham was a modest little village nine stories high, with silos, a poultry farm, and a small vitamin-D factory. On the other side of the lighthouse, towards the South, the ground fell away in long slopes of heather to a chain of ponds.
Beyond them, above the intervening woods, rose the air, Hindhead and Selborne invited the eye into a blue
fourteen-story tower of Elstead. Dim in the hazy English romantic distance. But it was not alone the distance that
Page 140 of 149
had attracted the Savage to his lighthouse; the near was as seductive as the far. The woods, the open stretches of heather and yellow gorse, the clumps of Scotch firs, the shining ponds with their overhanging birch trees, their water lilies, their beds of rushes–these were beautiful and, to an eye accustomed to the aridities of the American desert, astonishing. And then the solitude! Whole days passed during which he never saw a human being. The lighthouse was only a quarter of an hour's flight from the Charing-T Tower; but the hills of Malpais were hardly more deserted than this Surrey heath. The crowds that daily left London, left it only to play Electro-magnetic Golf or Tennis. Puttenham possessed no links; the nearest Riemann-surfaces were at Guildford. Flowers and a landscape were the only attractions here. And so, as there was no good reason for coming, nobody came. During the first days the Savage lived alone and undisturbed.
Of the money which, on his first arrival, John had received for his personal expenses, most had been spent on his equipment. Before leaving London he had bought four viscose-woollen blankets, rope and string, nails, glue, a few tools, matches (though he intended in due course to make a fire drill), some pots and pans, two dozen packets of seeds, and ten kilogrammes of wheat flour. "No, not synthetic starch and cotton-waste flour-substitute," he had insisted. "Even though it is more nourishing." But when it came to pan-glandular biscuits and vitaminized beef-surrogate, he had not been able to resist the shopman's persuasion. Looking at the tins now, he bitterly reproached himself for his weakness. Loathesome civilized stuff! He had made up his mind that he would never eat it, even if he were starving. "That'll teach them," he thought vindictively. It would also teach him.
He counted his money. The little that remained would be enough, he hoped, to tide him over the winter. By next spring, his garden would be producing enough to make him independent of the outside world. Meanwhile, there would always be game. He had seen plenty of rabbits, and there were waterfowl on the ponds. He set to work at once to make a bow and arrows.
There were ash trees near the lighthouse and, for arrow shafts, a whole copse full of beautifully straight hazel saplings. He began by felling a young ash, cut out six feet of unbranched stem, stripped off the bark and, paring by paring, shaved away the white wood, as old Mitsima had taught him, until he had a stave of his own height, stiff at the thickened centre, lively and quick at the slender tips. The work gave him an intense pleasure. After those weeks of idleness in London, with nothing to do, whenever he wanted anything, but to press a switch or turn a handle, it was pure delight to be doing something that demanded skill and patience.
He had almost finished whittling the stave into shape, when he realized with a start that he was singing-singing! It was as though, stumbling upon himself from the outside, he had suddenly caught himself out, taken himself flagrantly at fault. Guiltily he blushed. After all, it was not to sing
Page 141 of 149
and enjoy himself that he had come here. It was to escape further contamination by the filth of civilized life; it was to be purified and made good; it was actively to make amends. He realized to his dismay that, absorbed in the whittling of his bow, he had forgotten what he had sworn to himself he would constantly remember–poor Linda, and his own murderous unkindness to her, and those loathsome twins, swarming like lice across the mystery of her death, insulting, with their presence, not merely his own grief and repentance, but the very gods themselves. He had sworn to remember, he had sworn unceasingly to make amends. And there was he, sitting happily over his bow-stave, singing, actually singing. …
He went indoors, opened the box of mustard, and put some water to boil on the fire.
Half an hour later, three Delta-Minus landworkers from one of the Puttenham Bokanovsky Groups happened to be driving to Elstead and, at the top of the hill, were astonished to see a young man standing 0utside the abandoned lighthouse stripped to the waist and hitting himself with a whip of knotted cords. His back was horizontally streaked with crimson, and from weal to weal ran thin trickles of blood. The driver of the lorry pulled up at the side of the road and, with his two companions, stared open-mouthed at the extraordinary spectacle. One, two three–they counted the strokes. After the eighth, the young man interrupted his self-punishment to run to the wood's edge and there be violently sick. When he had finished, he picked up the whip and began hitting himself again. Nine, ten, eleven, twelve … "Ford!" whispered the driver. And his twins were of the same opinion.
"Fordey!" they said.
Three days later, like turkey buzzards settling on a corpse, the reporters came.
Dried and hardened over a slow fire of green wood, the bow was ready. The Savage was busy on his arrows. Thirty hazel sticks had been whittled and dried, tipped with sharp nails, carefully nocked. He had made a raid one night on the Puttenham poultry farm, and now had feathers enough to equip a whole armoury. It was at work upon the feathering of his shafts that the first of the reporters found him. Noiseless on his pneumatic shoes, the man came up behind him.
"Good-morning, Mr. Savage," he said. "I am the representative of The Hourly Radio."
Startled as though by the bite of a snake, the Savage sprang to his feet, scattering arrows, feathers, glue-pot and brush in all directions.
"I beg your pardon," said the reporter, with genuine aluminum stove-pipe hat in which he carried his wireless
compunction. "I had no intention …" He touched his hat–the receiver and transmitter. "Excuse my not taking it off," he
Page 142 of 149
said. "It's a bit heavy. Well, as I was saying, I am the representative of The Hourly …"
"What do you want?" asked the Savage, scowling. The reporter returned his most ingratiating smile.
"Well, of course, our readers would be profoundly interested …" He put his head on one side, his smile became almost coquettish. "Just a few words from you, Mr. Savage." And rapidly, with a series of ritual gestures, he uncoiled two wires connected to the portable battery buckled round his waist; plugged them simultaneously into the sides of his aluminum hat; touched a spring on the crown–and antennæ shot up into the air; touched another spring on the peak of the brim–and, like a jack-in-the-box, out jumped a microphone and hung there, quivering, six inches in front of his nose; pulled down a pair of receivers over his ears; pressed a switch on the left side of the hat-and from within came a faint waspy buzzing; turned a knob on the right–and the buzzing was interrupted by a stethoscopic wheeze and cackle, by hiccoughs and sudden squeaks. "Hullo," he said to the microphone, "hullo, hullo …" A bell suddenly rang inside his hat. "Is that you, Edzel? Primo Mellon speaking. Yes, I've got hold of him. Mr. Savage will now take the microphone and say a few words. Won't you, Mr. Savage?" He looked up at the Savage with another of those winning smiles of his. "Just tell our readers why you came here. What made you leave London (hold on, Edzel!) so very suddenly. And, of course, that whip." (The Savage started. How did they know about the whip?) "We're all crazy to know about the whip. And then something about Civilization. You know the sort of stuff. 'What I think of the Civilized Girl.' Just a few words, a very few …"
The Savage obeyed with a disconcerting literalness. Five words he uttered and no more-five words, the same as those he had said to Bernard about the Arch-Community-Songster of Canterbury. "Háni! Sons éso tse-ná!" And seizing the reporter by the shoulder, he spun him round (the young man revealed himself invitingly well-covered), aimed and, with all the force and accuracy of a champion foot-and-mouth-baller, delivered a most prodigious kick.
Eight minutes later, a new edition of The Hourly Radio was on sale in the streets of London. "HOURLY RADIO REPORTER HAS COCCYX KICKED BY MYSTERY SAVAGE," ran the headlines on the front page. "SENSATION IN SURREY."
"Sensation even in London," thought the reporter when, on his return, he read the words. And a very painful sensation, what was more. He sat down gingerly to his luncheon.
Undeterred by that cautionary bruise on their colleague's coccyx, four other reporters, representing the New York Times, the Frankfurt Four-Dimensional Continuum, The Fordian Science Monitor, and The Delta Mirror, called that afternoon at the lighthouse and met with receptions of progressively increasing violence.
From a safe distance and still rubbing his buttocks, "Benighted fool!" shouted the man from The Fordian Science
```
Monitor, "why don't you take soma?" "Get away!" The Savage shook his fist. The other retreated a few steps then turned round again. "Evil's an unreality if you take a couple of grammes." "Kohakwa iyathtokyai!" The tone was menacingly derisive. "Pain's a delusion." "Oh, is it?" said the Savage and, picking up a thick hazel switch, strode forward. The man from The Fordian Science Monitor made a dash for his helicopter.
```
After that the Savage was left for a time in peace. A few helicopters came and hovered inquisitively round the tower. He shot an arrow into the importunately nearest of them. It pierced the aluminum floor of the cabin; there was a shrill yell, and the machine went rocketing up into the air with all the acceleration that its super-charger could give it. The others, in future, kept their distance respectfully. Ignoring their tiresome humming (he likened himself in his imagination to one of the suitors of the Maiden of Mátsaki, unmoved and persistent among the winged vermin), the Savage dug at what was to be his garden. After a time the vermin evidently became bored and flew away; for hours at a stretch the sky above his head was empty and, but for the larks, silent.
The weather was breathlessly hot, there was thunder in the air. He had dug all the morning and was resting, stretched out along the floor. And suddenly the thought of Lenina was a real presence, naked and tangible, saying "Sweet!" and "Put your arms round me!"–in shoes and socks, perfumed. Impudent strumpet! But oh, oh, her arms round his neck, the lifting of her breasts, her mouth! Eternity was in our lips and eyes. Lenina … No, no, no, no! He sprang to his feet and, half naked as he was, ran out of the house. At the edge of the heath stood a clump of hoary juniper bushes. He flung himself against them, he embraced, not the smooth body of his desires, but an armful of green spikes. Sharp, with a thousand points, they pricked him. He tried to think of poor Linda, breathless and dumb, with her clutching hands and the unutterable terror in her eyes. Poor Linda whom he had sworn to remember. But it was still the presence of Lenina that haunted him. Lenina whom he had promised to forget. Even through the stab and sting of the juniper needles, his wincing flesh was aware of her, unescapably real. "Sweet, sweet … And if you wanted me too, why didn't you …"
The whip was hanging on a nail by the door, ready to hand against the arrival of reporters. In a frenzy the Savage ran back to the house, seized it, whirled it. The knotted cords bit into his flesh.
Page 144 of 149
"Strumpet! Strumpet!" he shouted at every blow as though it were Lenina (and how frantically, without knowing it, he wished it were), white, warm, scented, infamous Lenina that he was dogging thus. "Strumpet!" And then, in a voice of despair, "Oh, Linda, forgive me. Forgive me, God. I'm bad. I'm wicked. I'm … No, no, you strumpet, you strumpet!"
From his carefully constructed hide in the wood three hundred metres away, Darwin Bonaparte, the Feely Corporation's most expert big game photographer had watched the whole proceedings. Patience and skill had been rewarded. He had spent three days sitting inside the bole of an artificial oak tree, three nights crawling on his belly through the heather, hiding microphones in gorse bushes, burying wires in the soft grey sand. Seventy-two hours of profound discomfort. But now me great moment had come–the greatest, Darwin Bonaparte had time to reflect, as he moved among his instruments, the greatest since his taking of the famous all-howling stereoscopic feely of the gorillas' wedding. "Splendid," he said to himself, as the Savage started his astonishing performance. "Splendid!" He kept his telescopic cameras carefully aimed–glued to their moving objective; clapped on a higher power to get a close-up of the frantic and distorted face (admirable!); switched over, for half a minute, to slow motion (an exquisitely comical effect, he promised himself); listened in, meanwhile, to the blows, the groans, the wild and raving words that were being recorded on the sound-track at the edge of his film, tried the effect of a little amplification (yes, that was decidedly better); was delighted to hear, in a momentary lull, the shrill singing of a lark; wished the Savage would turn round so that he could get a good close-up of the blood on his back–and almost instantly (what astonishing luck!) the accommodating fellow did turn round, and he was able to take a perfect close-up.
"Well, that was grand!" he said to himself when it was all over. "Really grand!" He mopped his face. When they had put in the feely effects at the studio, it would be a wonderful film. Almost as good, thought Darwin Bonaparte, as the Sperm Whale's Love-Life–and that, by Ford, was saying a good deal!
Twelve days later The Savage of Surrey had been released and could be seen, heard and felt in every first-class feely-palace in Western Europe.
The effect of Darwin Bonaparte's film was immediate and enormous. On the afternoon which followed the evening of its release John's rustic solitude was suddenly broken by the arrival overhead of a great swarm of helicopters.
He was digging in his garden–digging, too, in his own mind, laboriously turning up the substance of his thought. Death–and he drove in his spade once, and again, and yet again. And all our yesterdays have lighted fools the way to dusty death. A convincing thunder rumbled through the words. He lifted another spadeful of earth. Why had Linda died? Why had she been allowed to become gradually less than human and at last … He shuddered. A good kissing carrion. He planted his foot on his spade and stamped it fiercely into the tough
ground. As flies to wanton boys are we to the gods; they kill us for their sport. Thunder again; words that proclaimed themselves true–truer somehow than truth itself. And yet that same Gloucester had called them ever-gentle gods. Besides, thy best of rest is sleep and that thou oft provok'st; yet grossly fear'st thy death which is no more. No more than sleep. Sleep. Perchance to dream. His spade struck against a stone; he stooped to pick it up. For in that sleep of death, what dreams? …
A humming overhead had become a roar; and suddenly he was in shadow, there was something between the sun and him. He looked up, startled, from his digging, from his thoughts; looked up in a dazzled bewilderment, his mind still wandering in that other world of truer-than-truth, still focused on the immensities of death and deity; looked up and saw, close above him, the swarm of hovering machines. Like locusts they came, hung poised, descended all around him on the heather. And from out of the bellies of these giant grasshoppers stepped men in white viscose-flannels, women (for the weather was hot) in acetate-shantung pyjamas or velveteen shorts and sleeveless, half-unzippered singlets–one couple from each. In a few minutes there were dozens of them, standing in a wide circle round the lighthouse, staring, laughing, clicking their cameras, throwing (as to an ape) peanuts, packets of sex-hormone chewing-gum, pan-glandular petite beurres. And every moment–for across the Hog's Back the stream of traffic now flowed unceasingly–their numbers increased. As in a nightmare, the dozens became scores, the scores hundreds.
The Savage had retreated towards cover, and now, in the posture of an animal at bay, stood with his back to the wall of the lighthouse, staring from face to face in speechless horror, like a man out of his senses.
From this stupor he was aroused to a more immediate sense of reality by the impact on his cheek of a well-aimed packet of chewing-gum. A shock of startling pain–and he was broad awake, awake and fiercely angry.
"Go away!" he shouted.
The ape had spoken; there was a burst of laughter and hand-clapping. "Good old Savage! Hurrah, hurrah!" And through the babel he heard cries of: "Whip, whip, the whip!"
Acting on the word's suggestion, he seized the bunch of knotted cords from its nail behind the door and shook it at his tormentors.
There was a yell of ironical applause.
Menacingly he advanced towards them. A woman cried out in fear. The line wavered at its most immediately threatened point, then stiffened again, stood firm. The consciousness of being in overwhelming force had given these sightseers a courage which the Savage had not expected of them. Taken aback, he halted and looked round.
"Why don't you leave me alone?" There was an almost
Page 146 of 149
plaintive note in his anger.
"Have a few magnesium-salted almonds!" said the man who, if the Savage were to advance, would be the first to be attacked. He held out a packet. "They're really very good, you know," he added, with a rather nervous smile of propitiation. "And the magnesium salts will help to keep you young."
The Savage ignored his offer. "What do you want with me?" he asked, turning from one grinning face to another. "What do you want with me?"
"The whip," answered a hundred voices confusedly. "Do the whipping stunt. Let's see the whipping stunt."
Then, in unison and on a slow, heavy rhythm, "We-want-the whip," shouted a group at the end of the line. "We–want–the whip."
Others at once took up the cry, and the phrase was repeated, parrot-fashion, again and again, with an ever-growing volume of sound, until, by the seventh or eighth reiteration, no other word was being spoken. "We–want–the whip."
They were all crying together; and, intoxicated by the noise, the unanimity, the sense of rhythmical atonement, they might, it seemed, have gone on for hours-almost indefinitely. But at about the twenty-fifth repetition the proceedings were startlingly interrupted. Yet another helicopter had arrived from across the Hog's Back, hung poised above the crowd, then dropped within a few yards of where the Savage was standing, in the open space between the line of sightseers and the lighthouse. The roar of the air screws momentarily drowned the shouting; then, as the machine touched the ground and the engines were turned off: "We–want–the whip; we–want–the whip," broke out again in the same loud, insistent monotone.
The door of the helicopter opened, and out stepped, first a fair and ruddy-faced young man, then, in green velveteen shorts, white shirt, and jockey cap, a young woman.
At the sight of the young woman, the Savage started, recoiled, turned pale.
The young woman stood, smiling at him–an uncertain, imploring, almost abject smile. The seconds passed. Her lips moved, she was saying something; but the sound of her voice was covered by the loud reiterated refrain of the sightseers.
"We–want–the whip! We–want–the whip!"
The young woman pressed both hands to her left side, and on that peach-bright, doll-beautiful face of hers appeared a strangely incongruous expression of yearning distress. Her blue eyes seemed to grow larger, brighter; and suddenly two tears rolled down her cheeks. Inaudibly, she spoke again; then, with a quick, impassioned gesture stretched out her arms towards the Savage, stepped forward.
"We–want–the whip! We–want …"
And all of a sudden they had what they wanted.
"Strumpet!" The Savage had rushed at her like a madman. "Fitchew!" Like a madman, he was slashing at her with his whip of small cords.
Terrified, she had turned to flee, had tripped and fallen in the heather. "Henry, Henry!" she shouted. But her ruddy-faced companion had bolted out of harm's way behind the helicopter.
With a whoop of delighted excitement the line broke; there was a convergent stampede towards that magnetic centre of attraction. Pain was a fascinating horror.
"Fry, lechery, fry!" Frenzied, the Savage slashed again.
Hungrily they gathered round, pushing and scrambling like swine about the trough.
"Oh, the flesh!" The Savage ground his teeth. This time it was on his shoulders that the whip descended. "Kill it, kill it!"
Drawn by the fascination of the horror of pain and, from within, impelled by that habit of cooperation, that desire for unanimity and atonement, which their conditioning had so ineradicably implanted in them, they began to mime the frenzy of his gestures, striking at one another as the Savage struck at his own rebellious flesh, or at that plump incarnation of turpitude writhing in the heather at his feet.
"Kill it, kill it, kill it …" The Savage went on shouting.
Then suddenly somebody started singing "Orgy-porgy" and, in a moment, they had all caught up the refrain and, singing, had begun to dance. Orgy-porgy, round and round and round, beating one another in six-eight time. Orgy-porgy …
It was after midnight when the last of the helicopters took its flight. Stupefied by soma, and exhausted by a long-drawn frenzy of sensuality, the Savage lay sleeping in the heather. The sun was already high when he awoke. He lay for a moment, blinking in owlish incomprehension at the light; then suddenly remembered–everything.
"Oh, my God, my God!" He covered his eyes with his hand.
That evening the swarm of helicopters that came buzzing across the Hog's Back was a dark cloud ten kilometres long. The description of last night's orgy of atonement had been in all the papers.
"Savage!" called the first arrivals, as they alighted from their machine. "Mr. Savage!"
There was no answer.
The door of the lighthouse was ajar. They pushed it open and walked into a shuttered twilight. Through an archway on the further side of the room they could see the bottom of the staircase that led up to the higher floors. Just under the crown of the arch dangled a pair of feet.
"Mr. Savage!"
Slowly, very slowly, like two unhurried compass needles, the feet turned towards the right; north, north-east, east, south-east, south, south-south-west; then paused, and, after a few seconds, turned as unhurriedly back towards the left. South-south-west, south, south-east, east. …
[ End Of File ]
Page 149 of 149
|
<urn:uuid:a8fd239b-2446-4899-95f4-2997259536b6>
|
CC-MAIN-2020-16
|
https://www.ethosworld.com/library/Huxley-Brave-New-World.pdf
|
2020-04-07T16:40:26+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00472.warc.gz
| 910,056,713
| 88,227
|
eng_Latn
|
eng_Latn
| 0.999572
|
eng_Latn
| 0.999612
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"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
|
[
2479,
5538,
8038,
11024,
12928,
15671,
18505,
20958,
23589,
25883,
28351,
31021,
33386,
35716,
38238,
40616,
43325,
45272,
47780,
50009,
52429,
54687,
56811,
59194,
61677,
63599,
65476,
66996,
68496,
69972,
71081,
72269,
74149,
76594,
79070,
81888,
84620,
87780,
90475,
93167,
95945,
98856,
101659,
104713,
107558,
110109,
112919,
115720,
118732,
121510,
123802,
126244,
128087,
130117,
133273,
136456,
138956,
141504,
143859,
146823,
149570,
152447,
155201,
158155,
161672,
164304,
167154,
170538,
173895,
176784,
179953,
182658,
185692,
188371,
191455,
193977,
196795,
199227,
201353,
203556,
206443,
208997,
212018,
214883,
217751,
220568,
223160,
225746,
228307,
231038,
233581,
235836,
238461,
240890,
243788,
246421,
248239,
250740,
253492,
256073,
258863,
261214,
263411,
266157,
268574,
270307,
272467,
274558,
276771,
279594,
281570,
283267,
285397,
287967,
290674,
293518,
296368,
298935,
301572,
303880,
306000,
308810,
311674,
313928,
316165,
318369,
321051,
323924,
326837,
329725,
332698,
334687,
337985,
340602,
343434,
346274,
348793,
350517,
352878,
356155,
359314,
362037,
364915,
367621,
370763,
373578,
376142,
378367,
378981
] |
[
1.796875,
0.392578125
] | 29
| 1
|
STOP JUGGLING
Achieve Balance
Take a moment to reflect on these tips, and get your life in balance.
1. Slow Down. Life is too short to let things pass you in a blur. Take steps to stop and enjoy the things and people around you. Schedule more time between meetings, don't make plans for every evening or weekend, and find some ways to distance yourself from the things causing you the most stress.
2. Learn to better manage your time. For many people, most of the stress they feel comes from simply being disorganized. Set more realistic goals and deadlines, and then stick to them. You will find that not only are you less stressed, but your work will improve.
3. Share the load. Even though you feel we are the only ones capable of doing a job, it is usually not the case. Get your partner or family members to help you with all your responsibilities. Taking care of the household, children, or parents should not be the responsibility of just one person.
5. Explore your options. If you are feeling overwhelmed with your family responsibilities, get help if you can afford it. Find a sitter for your children, explore options for aging parents, and seek counseling for yourself. In many cases, you have options.
6. Take charge. It is easier for us to feel overwhelmed rather than taking charge and developing a prioritized list. Develop a list, set priorities, and then enjoy the satisfaction of crossing things off your list.
4. Learn to let things go. So what if the dishes don't get washed or the house doesn't get vacuumed. Learn to recognize the things that don't have much impact in your life, allow yourself to let them go, and don't beat yourself up for doing so.
7. Simplify. Human nature seems to take on too many tasks and responsibilities. Find a way to simplify your life and change your lifestyle. Learn to say no to requests for help. Get rid of the clutter in your life.
|
<urn:uuid:974b622e-119e-4d11-90b4-2070dd82a4d5>
|
CC-MAIN-2020-16
|
https://pwadmin.aleragroup.com/wp-content/uploads/sites/141/2019/12/stress-management.pub_.pdf
|
2020-04-07T16:43:20+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00472.warc.gz
| 643,128,254
| 409
|
eng_Latn
|
eng_Latn
| 0.998718
|
eng_Latn
| 0.998718
|
[
"eng_Latn"
] | false
|
docling
|
[
1893
] |
[
2.296875
] | 1
| 0
|
What to do today
IMPORTANT Parent or Carer – Read this page with your child and check that you are happy with what they have to do and any weblinks or use of internet.
1. Re-read 'The Princess and the Pea' by Hans Christian Anderson
* Read the story again, in your head and out loud. What can you spot new, when you read it this second time?
* Look at the picture called 'Garden Scene'. This is from a version of the story by a writer called Lauren Child. The Prince is talking to the King and Queen. What do you think they could all be saying?
2. Write some speech
* Look at 'Dialogue Scenes' – these are scenes from the story. Make up some speech for each of the speech bubbles. Write it in 'Dialogue Ideas'.
* Now try writing some of your ideas as direct speech with punctuation. Use the Revision Card and Dialogue Checklist to remind you how to do this.
Try this Fun-Time Extra
* Make your own miniature world, like the pictures in Lauren Child's book. This website will show you how:
www.booktrust.org.uk/globalassets/resources/childrenslaureate/lauren-child/staring-into-space/staring-into-space-makeyour-own-miniature-world
The Princess and the Pea by Hans Christian Anderson
Once upon a time there was a prince who wanted to marry a princess; but she would have to be a real princess. He travelled all over the world to find one, but nowhere could he get what he wanted. There were princesses enough, but it was difficult to find out whether they were real ones. There was always something about them that was not as it should be. So he came home again and was sad, for he would have liked very much to have a real princess.
One evening a terrible storm came on; there was thunder and lightning, and the rain poured down in torrents. Suddenly a knocking was heard at the city gate, and the old king went to open it.
It was a princess standing out there in front of the gate. But, good gracious! what a sight the rain and the wind had made her look. The water ran down from her hair and clothes; it ran down into the toes of her
shoes and out again at the heels. And yet she said that she was a real princess.
"Well, we'll soon find that out," thought the old queen. But she said nothing, went into the bed-room, took all the bedding off the bedstead, and laid a pea on the bottom; then she took twenty mattresses and laid them on the pea, and then twenty eider-down beds on top of the mattresses.
On this the princess had to lie all night. In the morning she was asked how she had slept.
"Oh, very badly!" said she. "I have scarcely closed my eyes all night. Heaven only knows what was in the bed, but I was lying on something hard, so that I am black and blue all over my body. It's horrible!"
Now they knew that she was a real princess because she had felt the pea right through the twenty mattresses and the twenty eider-down beds.
Nobody but a real princess could be as sensitive as that.
So the prince took her for his wife, for now he knew that he had a real princess; and the pea was put in the museum, where it may still be seen, if no one has stolen it.
There, that is a true story.
Garden Scene
Dialogue Scenes
Dialogue Ideas
Revision Card
Dialogue Checklist
1. Hug the direct speech with speech marks:
"I am a princess," explained the girl.
2, Add a reporting clause to say who is speaking:
" I am a princess," explained the girl.
3. Begin direct speech with a capital letter:
" I am a princess," explained the girl.
4. Separate dialogue from reporting clauses with a comma:
" I am a princess," explained the girl.
The queen asked, "What sort of princess?"
5. Don't use a comma for speech ending in ? and !:
"You live in a tree house!" exclaimed the king.
"Why? " asked the queen.
6. Start a new line for each change of speaker:
" I am a princess," explained the girl.
The queen asked, "What sort of princess?"
"Oh, a real princess, of course," she answered.
7. Continue an interrupted dialogue sentence with a lower case letter: hen it
"I was outside admiring the moon," the girl explained, "w started to rain."
|
<urn:uuid:3730c395-8022-4f1d-94e1-8d0e3147c071>
|
CC-MAIN-2020-16
|
http://bridlewoodprimaryschool.org.uk/classes/birch/homework/Birch%20Class%20Week%201%20English/Day%202/Day%202%20English.pdf
|
2020-04-07T15:45:24+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00472.warc.gz
| 33,949,604
| 933
|
eng_Latn
|
eng_Latn
| 0.999479
|
eng_Latn
| 0.999762
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"unknown",
"eng_Latn"
] | false
|
docling
|
[
1139,
2419,
3120,
3134,
3151,
3167,
3182,
4075
] |
[
4.21875
] | 2
| 10
|
Yukon Legislative Assembly
Whitehorse, Yukon
Wednesday, December 11, 2013 — 1:00 p.m.
Speaker: I will now call the House to order. We will proceed at this time with prayers.
Prayers
DAILY ROUTINE
Speaker: We will proceed at this time with the Order Paper.
Tributes.
Introduction of visitors.
Are there any returns or documents for tabling?
Are there any reports of committees?
Are there any petitions to be presented?
Are there any bills to be introduced?
Are there any notices of motions?
NOTICES OF MOTIONS
Hon. Mr. Dixon: I rise to give notice of the following government motion:
THAT this House urges the Government of Canada, after receiving legal clarity from the Supreme Court of Canada, to consult with all provinces and territories on options for reforming the Senate of Canada.
Ms. Stick: I rise to give notice of the following motion:
THAT this House urges the Government of Yukon to develop a strategy to integrate services and reduce barriers to coordinated care for Yukoners living with chronic health conditions.
Mr. Barr: I rise to give notice of the following motion:
THAT this House urges the Government of Yukon to assist the Mount Lorne Community Association to replace Mount Lorne's Zamboni machine that has reached the end of its functional life and can no longer be repaired.
Speaker: Is there a statement by a minister?
This then brings us to Question Period.
QUESTION PERIOD
Question re: Coroner's report re death at Watson Lake hospital
Ms. Stick: Mr. Speaker, the minister responsible has repeatedly avoided our questions about the tragic death of Teresa Scheunert by stating he trusts the Yukon Hospital Corporation and the coroner's office. Yesterday, the family of Ms. Scheunert was told by the Yukon Hospital Corporation that the consultant they hired had found a completely different cause of death than what the coroner found.
The coroner, in her reports, included the finding of a forensic pathologist that Ms. Scheunert's death was caused by mixed drug toxicity. The coroner stated the system had let her down. On the other hand, the consultant hired by the hospital told the family that Ms. Scheunert died of cardiac arrhythmia and he told them that there were no contributing factors by the Hospital Corporation or its staff.
Which of these two contradictory causes does the government believe and does the minister responsible now agree a public inquiry is warranted?
Hon. Mr. Graham: I first of all have to address the prelude to her question that the government has refused to give answers. Mr. Speaker, I have stood up here for the last three or four weeks giving answers to her questions every day. She just turns her questions around and asks them in a different manner the next day — questions that have already been answered.
I assume this is why the coroner has called an inquest. The coroner has called an inquest in order to determine the facts.
I have no doubt that whoever performed the autopsy on behalf of the coroner will be called to testify, and I truly hope that the medical expert hired by the Hospital Corporation to perform the patient safety report is also called to testify at the inquest so that facts may be revealed. That's why a coroner's inquest has been called.
I don't know what other material the member opposite expects me to provide because I'm not a coroner and I'm not a medical practitioner. These things will be established by the coroner's inquest.
Ms. Stick: I do not agree. The public interest and the public safety are not being served by this mixed bag we now have: two different coroner's reports, a hospital consultant's report that is not public and that the family was not allowed to see, two contradictory causes of death, and two, or maybe three, different sets of recommendations. The public has a right to know about the public safety issues in our public health care, not just about this one death.
Based on these contradictory findings, will this government call a public inquiry into the death of Ms. Scheunert?
Hon. Mr. Graham: I'm just totally amazed that the member opposite has absolutely no respect for the processes that govern these kinds of things. A coroner's inquest has been called. What could possibly be brought out in a public inquiry that won't be brought out during this coroner's inquest? A jury will be empaneled; a jury will be able to make recommendations once all of the evidence has been heard. It's entirely — I'm trying to think of a parliamentary way to put this, so excuse me for a moment. It's inappropriate for me to make comments about the operations of a particular department within the government.
I trust the coroner to do the right thing. That's why an inquest was called and I trust that all the facts will come out at the coroner's inquest and we'll all understand what happened.
Ms. Stick: The coroner's inquest will only look into the facts of the death. We now have two contradictory ones.
What will not be looked at is disturbance of the body after the death and before the autopsy. These are critical incidents that need to be addressed and will not be in the coroner's inquest. These are questions that we've asked in the interest of public safety, something all Yukoners are concerned about.
It's time for this minister to assume the responsibility of the position he holds. He has repeatedly pointed to the authority of the entities that we now know have contradictory findings. The coroner's report will not be able to address all of these issues. The ultimate responsibility rests with the government.
Will the minister please, finally, put public safety first and call for a public inquiry into the death of Ms. Scheunert?
Hon. Mr. Graham: Evidently the member opposite is prejudging exactly what's going to happen at the coroner's inquest. I understand the member opposite has already made a decision in her own mind that the body was interfered with, based on something I guess she heard on TV. There have been absolutely no facts presented with respect to some of the allegations the member opposite is making.
If that member opposite believes there was some impropriety, or if the family believes there were some improprieties, there are systems in place to handle those kinds of complaints.
If there was an impropriety performed by any medical practitioner in the Watson Lake facility, then I'm sure a complaint to the relevant medical association would determine those facts. But we're not going to prejudge the coroner's inquiry; we're not going to try to usurp the coroner's abilities and responsibilities here. We're going to do what's right; we're going to allow the process to proceed; we're going to allow the coroner's jury to come up with recommendations and, unlike the members opposite, we won't prejudge what is going to happen.
Question re: Economic outlook
Ms. Hanson: Mr. Speaker, the Minister of Economic Development recently told this House that the government is doing a study of the Yukon mining sector to find out — and I quote: "…how the supply chain for mining works in the territory and where there are opportunities for increased local involvement." The minister said the government's mining sector study will inform its effort — and I quote: "… to further the impact locally of the mining industry on the territory."
Determining how we can increase the economic impact of key sectors of Yukon's economy is a good idea. Mr. Speaker, what studies is the government doing now on the current, local economic impact of other sectors of the Yukon economy — for example, the tourism and information communication technology sectors?
Hon. Mr. Dixon: Mr. Speaker, the member opposite knows full well some of the studies we've done, because we debated them and discussed them here in the Yukon. We've conducted studies on the information communication technology sector, which resulted in a strategic plan for that sector — one that we are currently implementing in conjunction with industry organizations like YITIS.
The Department of Tourism and Culture, of course, is engaged with industry to review and consider the impact of that sector of the economy on Yukon's overall economy. We, of course, as she duly noted, are doing studies on the mining industry because that's a fairly important contributor to our economy here in the territory.
So we are engaged in a number of different ways across sectors in our economy to better understand our economy and convey that information to the private sector, so that businesses, as well as government departments and folks within our own government, can make better decisions about what's coming down the path in the future. So for her to suggest that we aren't doing studies — or aren't doing enough studies — I think she's inaccurate. We are quite engaged across the sectors and look forward to continuing that good work.
Ms. Hanson: The minister will recall that he was unable to detail any of the economic multiplier effects of any other sector. The mining sector will always have to deal with the highs and lows of the global mineral commodities market. That's why it makes sense to also promote other sectors that are less prone to boom-and-bust cycles. Tourism is one of those sectors.
We know each tourism dollar spent in the Yukon reaches far beyond individual tourism operators and helps support small businesses and many other sectors, like retail, arts and culture — to name a few. To their credit, the Tourism Industry Association has done some work to demonstrate the contribution of tourism to the Yukon's economy, but the Yukon government has shown little leadership in developing ways to measure and support the impact of tourism to local business.
Will the government commit to doing an economic impact study of the tourism industry in Yukon so that targeted investments can be made to further tourism's positive impact on this economy?
Hon. Mr. Nixon: That's one of the finest examples of rhetoric that I've heard in this House since the two years that I've been sitting in here. The Tourism Industry Association and the tourism industry in Yukon are in very good shape right now. We just need to look at some of the recent information that we have coming forward with the number of visitors that we have coming into the territory — the amount of revenue that it generates for local businesses. Stakeholders in Dawson City providing tours at Dredge No. 4 is just one example. Over one-quarter of all Yukon businesses generate some of their revenue from tourism in our territory, and we just need to look again at the increasing Japanese market.
I have so much information here that completely is the opposite of what the NDP leader is purporting on the floor of this Legislature. I really don't know where she's getting her information from.
Ms. Hanson: In the Yukon, we benefit from a strong local involvement in the tourism sector. We know that dollars
spent in local small businesses have a great multiplier effect, which means it has increased local benefits to the economy. We also know a large part of tourist dollars are directed toward Yukon's many small- and medium-sized businesses. The Minister of Economic Development acknowledges the government could be doing more economic research to find out how government investments can boost the impact of the multiplier effect on Yukon's economy. He also, just as we saw now, deflected the questions back to the Minister of Tourism and Culture.
The Minister of Economic Development has made significant investments in the mining and oil and gas sector, neither of which are his lead. So when will the Minister of Economic Development commit his department to providing comparable resources to the tourism sector?
Hon. Mr. Nixon: Again, just as in the first question, it's almost sad to hear that information coming from the Leader of the NDP, who should know full well from the information that we have provided on the floor of this Legislature just how important, how significant and how successful our tourism industry is in our territory.
We just need to look at the investment that we made on the European trade mission with the Premier and some very significant agreements that were signed overseas that benefit a number of Yukon stakeholders — one of which is Air North and the significant agreement that they signed with Condor Airlines to not only expand upon the shoulder season of visitors coming from Germany, but to increase the ridership and seats on that plane.
Mr. Speaker, I don't believe this question at all — the investments that are made in our territory, the investments that this government makes in tourism on a global scale, and investments that, I might add, the NDP and Liberal governments vote against every budget.
Question re: Emergency 911 coverage
Mr. Silver: When will we have Yukon-wide 911 services?
Hon. Mr. Cathers: It's unfortunate that members don't recall answers that are given to questions in this House. As I indicated to the Member for Klondike before, this is an area in which we're very interested in working with all of our partners.
I also pointed out to the member the concern that we've heard from some municipal governments, and we are currently waiting for some additional information from Northwestel. We, in fact, are in the process of lining up the exact dates for when there will be recordings in all Yukon communities, which I referred to previously as an interim measure.
As I noted, we have asked Northwestel to come up with a system to allow us, as an interim step, to put in place a system whereby someone dialling 911 in a community not serviced by it will get a recording telling them which numbers they should be calling rather than the current situation where they do not go anywhere with that call. Northwestel has indicated they will proceed with that and we're in the process of confirming the dates for when that will be tested in Yukon communities.
Mr. Silver: The government often says that if we get a straightforward question, we'll get a straightforward answer. I'm not sure that that's necessarily the case here.
Since 2009, the Association of Yukon Fire Chiefs has been trying to get a Yukon Party government to move forward on this safety issue. Our 911 services end just outside of Whitehorse. In rural Yukon there is no 911 service. The fire chiefs put the blame squarely on this government for what they call unacceptable delays. They can't even get the Yukon Party to tell them whether or not the government supports expanding the service.
We know that our Member of Parliament is on board. He wrote a letter in the fall confirming — and I quote: "… my wholehearted support for this proposed project".
Let's just start with that. Is the government committed to 911 services Yukon-wide? Yes or no?
Hon. Mr. Cathers: It's amazing that this appears to go right over the Member for Klondike's head. He's coming out with emails that are really quite outdated from earlier this year. I've met with the chair of the Association of Yukon Fire Chiefs. I have discussed this process. I've met as well with municipalities and with the Association of Yukon Communities. I pointed out to the member that we've had official concern expressed to us by the Association of Yukon Communities and the president about the potential impacts of 911. We are currently in the process of — we remain very interested in exploring the expansion of 911 services to all Yukon communities.
But the concerns we've heard from municipalities on the effect of dispatch — and the technical issues and potential challenges we've heard from Northwestel about the capacity of phone lines to indeed ensure that calls from communities are not interfered with by other usage of those lines — are things that have to be addressed and worked out. As I've said before, we are very interested in proceeding toward this, but only if it is technically feasible and if the partners that are affected by this are also in agreement that it is an improvement, not a step back. As I noted, the interim step — the 911 recording in communities — is in fact underway and we are currently lining up the dates when that will be tested in Yukon communities.
Mr. Silver: It sounds like we have an "almost maybe" there out of the minister.
Newfoundland is in the midst of setting up a provincewide 911 service. In that province, they put a project manager in place to oversee this work. It is that person's only responsibility. They are not trying to manage this off the side of their desks. The Association of Yukon Fire Chiefs has made the same request here in the Yukon: make it a priority. The stall is at the minister's office. Put the resources into it that are needed to make this happen. So far that wish has been basically ignored by this government.
The question is: will the government dedicate a project manager to this job in order to give it the attention that it deserves?
Hon. Mr. Cathers: The only stall going on is on the Liberal express over there. The member does not seem to recognize that his information is very outdated. I have met with the president of the Association of Yukon Fire Chiefs. He has my phone number any time he wishes to discuss a matter like this. At our last discussion, he indicated that he agreed that putting in place a 911 recording was a good interim step and also provided his views about how to advance this process. As I've noted previously, we have heard concerns from municipalities, and the Member for Klondike, the Liberal member, dismisses the concerns of Carmacks and other municipalities as being irrelevant.
It's unfortunate that he doesn't give recognition to the concerns we've heard from some of our smaller municipalities, which feel that 911 service at this point in time, based on the information they have, might actually have a negative effect on response times. While I believe that there would be a way to put in place 911— that it is a positive effect — we have to treat those concerns we've heard from mayors and others seriously. We have to hear the information from all of the partner agencies who would be affected by this. Again, Northwestel has to address the technical issues in a manner we're all satisfied with.
I want to thank Northwestel. We made a specific request that we look at recordings in all Yukon communities for 911 and that would list the proper numbers to call, and they are in the process of determining the dates that will be tested.
Question re: CBC coverage
Mr. Barr: Mr. Speaker, I've raised the issue of CBC coverage in the Southern Lakes a number of times in this House and, in particular, the lack of coverage that Tagish receives.
A constituent of mine, Mr. Richard Martin, who had researched various methods of getting CBC coverage for Tagish, was informed by the Minister of Highways and Public Works in a letter dated September 17, 2013 that the department had determined that one of the workarounds that he had proposed was viable and that the Tagish area would have CBC coverage for the fall of 2013.
This November, in a technical briefing, senior department officials stated that CBC would be available by the end of November at the latest. It is December and there is no CBC coverage in Tagish.
Will the minister explain to this House why this is?
Hon. Mr. Cathers: First of all, I would like to remind the member of the history of this. The reduction of CBC service to Yukon is something that this government has stood firmly against.
I hear the Leader of the NDP chuckling and chortling offmic. It appears she doesn't support the work that has been done and is opposed to the April 26, 2012 letter written by the Premier to the Minister of Canadian Heritage and Official Languages, writing to advise him of a motion passed by the Legislative Assembly on April 18, 2012, moved by my colleague, the Member for Watson Lake, which read as follows: "THAT this House urges the Government of Canada to ensure that Yukoners continue to have access to CBC AM Radio and CBC TV by requiring the Canadian Broadcasting Corporation to:
"(1) provide AM Radio service by relocating its Whitehorse tower and continuing to broadcast CBC Radio One on the AM 570 band;
"(2) continue to transmit CBC TV in both English and French in Yukon."
So, Mr. Speaker, we have stood steadfast against the reduction of service that was decided by the CBC, which receives over $1 billion of taxpayers' money per year and is, in my view, failing its duty to serve Yukon regions with the reduction of service and we are taking steps — including work done by Highways and Public Works — to try and do what we can to mitigate those effects.
Mr. Barr: Maybe the Minister of Community Services should get together with the Minister of Highways and Public Works and inform each other of what's been going on in the Tagish area.
Mr. Martin received a telephone call last week in response to this latest query about why there is no CBC coverage as promised. Mr. Martin was told that the latest setback in getting the CBC in Tagish is that the Department of Highways and Public Works now needs to get licensing from CRTC and a frequency signal assigned.
We have moved past the fall, past November, and the new year is fast approaching. When can the minister and the residents of Tagish and the surrounding area expect to have a working CBC signal?
Hon. Mr. Istchenko: The member opposite is exactly correct. We are waiting to get licensing from the CRTC. It is important for the residents of Tagish, and I have heard this. We have been in communications with Mr. Martin. It takes time to do this stuff and we are working on it. We hope to get it done as soon as possible.
Mr. Barr: Thank you for the response from the Minister of Highways and Public Works, who this is addressed to. Tagish has a permanent population of around 400 and a summer population that is over 1,000. Many citizens rely on CBC, our public broadcaster, to provide information ranging from international news to school bus delays to important weather warnings. I mentioned the importance of CBC coverage last spring and here we have another weather warning — a snowfall advisory. As Mr. Martin notes in his latest letter to the Minister of Highways and Public Works, dated Dec. 5, 2013. "CBC provides an upto-date and accurate forecast of weather conditions and we are again in winter driving conditions."
What is the minister doing to ensure this is the last setback in getting CBC coverage for Tagish, as the minister promised?
Hon. Mr. Cathers: Again, first of all, I have to point out to the Member for Mount Lorne- Southern Lakes that getting CRTC licensing is not discretionary. It's not something the government has any choice over. We have to comply with the federal regulator's requirements, just like any other potential broadcaster.
As my colleague, the Minister of Highways and Public Works, indicated, steps are being taken by his department to try to improve service.
Of course, there are other radio stations that are available. I believe they are available in Tagish. There are also other sources of information, including the Internet. But again, let me remind the member and reiterate the work that this government has done including getting the permission of the City of Whitehorse to extend the lease for the CBC's AM tower in Whitehorse by three years. That of course did run out, but we have strongly encouraged the federal government — we've expressed this government's opposition to CBC reducing its service and to ceasing AM service in the Yukon, including a motion moved by my colleague, the Member for Watson Lake.
It read: "THAT this House urges the Government of Canada to ensure that Yukoners continue to have access to CBC AM Radio and CBC TV by requiring the Canadian Broadcasting Corporation to:
"(1) provide AM Radio service by relocating its Whitehorse tower and continuing to broadcast CBC Radio One on the AM 570 band; and
"(2) continue to transmit CBC TV in both English and French in Yukon."
The Premier wrote that letter indicating the motion was passed to the Minister of Heritage expressing our opposition —
Speaker: Order please. The member's time has elapsed.
Question re: Teacher staffing
Mr. Tredger: When there are vacancies inside the Department of Education, and where it is appropriate, the department fills those positions with teachers reassigned or "seconded" from our schools. I noted last spring that the Department of Education was looking at limiting secondments to three years. I also asked how many teachers are currently seconded into the Department of Education and how many of those secondments have been longer than three years. The previous Minister of Education stated that he did not have that level of detail, but he committed to getting back to this House at a later date.
Can the Minister of Education tell this House how many teachers are currently seconded into the Department of Education and how many of those secondments have been longer than three years?
Hon. Ms. Taylor: Mr. Speaker, no, I don't have that information at my fingertips, as you can appreciate. This is the first that I've heard this specific question coming from the member opposite. I do not have those particular statistics at hand and the member, I'm sure, can appreciate that it is with the Department of Education; it is with the administrative level. I commend the department for their ongoing work in support of all of our administrators and teaching professionals.
Mr. Tredger: Temporary teachers are brought in to back-fill the vacancies in our schools created by the secondment to the department. Temporary teachers are also used to fill vacancies that are too long for substitute teachers. Examples include parental leave, extended leave for long-term medical and disability reasons.
Can the Minister of Education tell this House how many temporary teachers are currently employed to fill vacant positions in Yukon schools?
Hon. Ms. Taylor: Unfortunately, the answer is not going to change. I don't have that information at my fingertips. I'm certainly sure that members opposite can appreciate that fine level of detail. Of course, we will have an opportunity to debate more fully the Department of Education when we get into Committee of the Whole.
I'm very proud of the supplementary budget, which includes additional dollars for the Centre for Northern Innovation in Mining, for example, and the new mobile trades trailer that we just launched at Yukon College earlier today. These are all investments in support of education and in support of our student learners throughout the territory and in support of our teaching professionals.
I look forward to debating this and other subjects of importance to members opposite when we get into Committee of the Whole.
Mr. Tredger: Temporary teachers are obviously a necessity. Temporary teachers come into new schools and into new communities, and they rise to the challenge. However, it is hard for temporary teachers to set down roots. They have no guarantee of permanent status. Getting even simple things, like a mortgage, can be difficult because they are not permanent. Many of these teachers end up looking for permanent positions outside of the Yukon. This lack of permanence is not good for temporary teachers, for the communities they live in, for the schools they serve, or especially for the children they work with.
What is this government's plan to move away from a reliance on temporary teachers and establish more permanent positions to strengthen our schools and our communities?
Hon. Ms. Taylor: What this government will continue to do is invest in our own Yukon citizens. The Yukon Native Teacher Education Program is but one example of this government's investment in Yukon College that has helped to facilitate many First Nation and non-First Nation students to come into the communities and within the City of Whitehorse to teach in their respective communities.
Again, this government will continue to invest millions of dollars in support of our educators and in support of all our support staff housed within the Department of Education. We will continue to work in collaboration and partnership with all our respective agents — First Nation governments, the Yukon Teachers Association, communities and so forth.
We look forward to debating the Department of Education in Committee of the Whole and talking to these very issues.
Speaker: The time for Question Period has elapsed. We'll now proceed to Orders of the Day.
ORDERS OF THE DAY
GOVERNMENT PRIVATE MEMBERS' BUSINESS MOTIONS OTHER THAN GOVERNMENT MOTIONS
Clerk: Motion No. 500, standing in the name of Ms. McLeod.
Speaker: It is moved by the Member for Watson Lake:
THAT this House urges the Government of Canada to adjust its travel booking systems to allow federal government employees the option of using northern carriers when they travel to the North.
Ms. McLeod: It gives me great pleasure today to rise and speak on behalf of this motion.
You may recall that I have, on several occasions, noted the importance of northern communities having scheduled air service. My home community of Watson Lake did have scheduled service some years ago, and the loss of that service is felt every day.
I, and likely every Yukoner and visitor, certainly enjoy the benefit of reduced-fare air travel. I can remember when the cost of a return flight to Vancouver was over $1,000. So the importance of northern air carriers is very important.
In April of 2013, the Standing Senate Committee on Transport and Communications issued a report entitled, One Size Doesn't Fit All: The Future Growth and Competitiveness of Canadian Air Travel. One of the central findings of the committee was that Canada needs a national air travel strategy that takes into account specific needs and challenges of different regions, including the north.
The report discussed many of the particularities of the north's airline industry. Specifically, it identified the essential service that air carriers provide to isolated communities. It also discussed the small size of the northern market and acknowledged that this small size renders competition, in many cases, impractical.
The importance of northern air carriers extends beyond the service they provide to remote communities. Northern carriers have a positive impact on the northern economy. The service they provide makes communities more accessible and ultimately increases the possibility of investment.
In addition, carriers that retain their base operations in the north create jobs, contribute to the GDP and tax revenues, and provide private sector investment opportunities for First Nations and other northern residents alike.
In Yukon, the impact of Air North, Yukon's airline, on the economy is clear. Air North directly employs over 200 people in the territory. This represents almost two percent of the private sector workforce and contributes almost two percent of private sector income tax revenues.
The direct impact of the airline on Yukon's economy in 2011 was $57 million, which is equivalent to almost four percent of the territorial GDP. The airline's total direct and indirect impact was $76 million, or five percent of the Yukon's GDP. Air North is 100-percent owned by Yukoners. This includes almost 2,000 Yukon shareholders as well as a 49-percent interest held by the Vuntut Gwitchin First Nation.
The costs associated with basing operations and flying in the north are generally higher than their equivalents in the rest of the country. This is due to a combination of factors, primarily the vastness of the north and the small size of the market. The north represents about 40 percent of Canada's landmass and about 0.3 percent of its population, and it accounts for only one percent of Canada's passenger air traffic. There are approximately 65 communities in northern Canada that receive scheduled air service. Only eight of those communities are served by jet aircraft. Only 10 of those communities have paved runways.
Air service to small rural communities is particularly costly, yet it is a service most northerners would consider essential. In order to provide this service at an affordable price, northern carriers rely to a large degree on revenues earned from cheaper and more frequently travelled gateway routes between larger northern cities and southern hubs.
To a degree, this careful balance between gateway and rural regional service has been upset by the influx of competition from non-northern, mainline carriers into the northern gateway travel markets. Given the small size of these northern markets, an increase in competition has often meant that no single carrier is able to maintain enough market share and revenues to help outweigh costs. This has resulted in net losses across the board.
Mainline carriers can usually sustain such losses, as they are able to account for them with revenues earned from southern routes. Northern carriers, however, cannot. They depend on gateway revenues to offset the high cost of regional service.
This is not to say that competition is never beneficial to the northern air travel market. For example, in 2001, Whitehorse was a monopoly market.
The mainline air carrier serving Whitehorse was charging, on average, more than $300 per seat for travel to Vancouver. That was with fuel costs of about 55 cents per litre. This year, with three air carriers in the market and with fuel costs of more than 90 cents a litre, travel costs between Whitehorse and Vancouver are averaging about $185. The introduction of competition in some areas has served to make travel to, from and within the north more affordable for both residents and visitors. It has also increased travel. During the past 13 years, air traffic within the Whitehorse market has more than doubled as lower airfares have allowed more people to travel and allowed them to travel more often.
For residents, this is a tremendous benefit, especially as so many of us have friends and family in other parts of the country or the world. For visitors, lower travel costs make the north a more affordable destination, broadening the spectrum of visitors and tourists who head north each year. For businesses, lower travel costs free up assets for other purposes and add to Yukon's overall attractiveness as a place to invest and operate.
Competition clearly has its benefits, but this is not always the case. There are nuances to the laws of supply and demand as they apply to the north, especially in the air travel industry. The Yellowknife market exemplifies some of these pitfalls.
Yellowknife was the first northern market to catch the eye of mainline carriers. Until 2006, Yellowknife was served by Canadian North and First Air. Air Canada entered the market in 2006. When WestJet first entered the market in 2009, there were plenty of airfares between Yellowknife and Edmonton below $100 and plenty of flight options between the four carriers.
But the situation was not sustainable. Since then, both northern carriers have had to reduce the number of flights they offer and some northern jobs have been lost and airfares have gone up. Despite the challenges they face, northern carriers are resilient. Many of them have found creative ways to keep costs low in order to continue offering affordable fares.
I did some research yesterday into comparative airfares that I'd like to share with the House, although I must emphasize that this is certainly not the result of rigorous scientific testing. My methodology was about as complex as typing a few words into a search bar. I ran a search yesterday for prices from Whitehorse to Vancouver for a flight leaving Whitehorse May 21 and returning May 28. I choose May, as that is when WestJet resumes its seasonal service. The total fare with Air Canada cost $444.41. The total fare with WestJet cost $444.41 — I'm a little suspicious in the closeness of their numbers. The total fare with Air North was $370.91 — over $70 in savings. This goes to show that the main challenge for northern carriers is not competing with mainline carriers on price. Their main challenge is a growing market share and this is no easy task.
Mainline carriers have access to greater resources for marketing and advertising, ensuring their brands are more recognizable. In addition, mainline carriers provide connecting service to more destinations within the country, meaning customers can utilize a single airline when travelling. Travelling with a single carrier often appears beneficial in terms of price and convenience.
Again, that is not always the case. There are bigger economic disadvantages to bypassing northern carriers. Northern private sectors are quite small and, as a result, one northern air carrier's positive or negative performance can have a significant impact on jobs, tax revenues and GDP. Any time a customer selects a mainline carrier for a route that is also serviced by a northern equivalent, the north's economy suffers a loss. The accumulation of these losses in the northern air transport industry can result — and has already resulted — in a net negative impact on northern economic development. This outcome is counterproductive to the shared goal of the northern territories and the federal government to foster economic development in the north, especially private sector growth. Local air carriers are an integral part of the northern private sector. Their success has positive implications for the broader northern economy.
In turn, the success of the northern economy benefits Canada by enabling the territories to become increasingly economically independent. Currently, significant federal resources flow into the territories to bolster economies that local private sectors are unable to uphold, yet the north has the economic potential to change that.
The Yukon, along with the two other territories, has the potential to augment its private sector and become a contributing member to the Canadian economy. The benefits to the rest of Canada would be far-reaching. For this reason, actions to support the northern private sector are in the best interest of the entire federation.
Aside from strengthening Canada's sovereignty in the north by expanding institutions and populations, a strong northern economy would enable the territories to become increasingly self-sufficient. Air carriers are only one element of that economy, but they are an important one and have the potential to remain as such in the future.
It's not only logic that lends itself to this motion. Supporting northern economic development, as this motion proposes to do, is built into federal policy. The 2008 Speech from the Throne identified Canada's north as the cornerstone of the federal government's agenda. This speech set the framework for Canada's northern strategy.
The following is a quote from the Government of Canada's document, Canada's Northern Strategy — Our North, Our Heritage, Our Future.
"Canada is a northern nation…We have a clear vision for the North and are working to ensure the region achieves its rightful place within a strong and sovereign Canada…We are achieving this vision by delivering an integrated Northern Strategy based on four equally important and mutually reinforcing priorities: Exercising our Arctic Sovereignty; Promoting Social and Economic Development; Protecting our Environmental Heritage; Improving and Devolving Northern Governance."
It's clear from this excerpt how central the federal government considers northern economic development to the overall prosperity of the nation. The centrality of the north to federal policy is similarly apparent in the mandates of the two federal agencies specifically dedicated to northern development: Aboriginal Affairs and Northern Development Canada, or AANDC, and the Canadian Northern Economic Development Agency, or CanNor.
According to AANDC's website, the agency is specifically mandated to support "Aboriginal people (First Nations, Inuit and Métis) and Northerners in their efforts to: improve social well-being and economic prosperity; develop healthier, more-self-sufficient communities; and participate more fully in Canada's political, social and economic development — to the benefit of all Canadians."
CanNor's mandate echoes this sentiment. The following is an excerpt from CanNor's website: "CanNor is a tangible acknowledgement that the federal government places the North higher on its agenda than ever before. Its objective is to help provide the foundation for a prosperous economic future for those who live, work and support their families in the North. Strengthening economic activity in the North will broaden the economic base of each territory, improving Northerners' ability to take advantage of economic opportunity and increasing coordination among economic partners and programs."
As both mandate statements exemplify, these agencies are mandated to support the northern economy. This includes an inherent mandate to support northern air carriers, given their vital role within that northern economy.
To be clear, this motion does not support preferential treatment for northern carriers, nor does it support a restriction on competition. It supports an even playing field. As I mentioned previously, northern carriers have been quite successful in competing with mainline carriers on price. They do not need preferential treatment, nor have they asked for it.
However, federal travel booking systems are currently not level or fair. On these systems, federal employees booking trips to the north generally do not see flights with northern carriers. They see only flights with mainline carriers integrated into the system. This has a negative effect on northern carriers because federal and other government employees comprise a significant portion of the customers flying to the north.
Because of current limitations on the federal booking system, northern carriers are unable to compete fairly for that group's business. The irony is that many of the federal employees travelling to the north are AANDC and CanNor employees — the two agencies specifically mandated to support northern economic development.
Amending the federal booking systems to make flights with northern carriers available should not require a significant amount of effort, nor resources, on the part of the federal government. It's a small fix that will address a big problem for northern carriers.
I urge all members to support this motion. I believe all members understand the importance of northern air carriers to the north — not only the role they play in strengthening the northern economy, but their role in making northern communities more accessible.
Northern air carriers create jobs, contribute to tax revenues and GDP, and allow for the flow of people to and from the north — be it family members looking to reconnect, tourists looking to explore, or businesses looking to invest.
I look forward to hearing other members' comments with regard to this motion, and I sincerely hope all members will join me in voting in support of it.
Ms. Hanson: I thank the Member for Watson Lake for bringing forward this motion. There is absolutely no reason why any member in this Legislative Assembly would not support this motion to urge the Government of Canada to adjust its travel booking systems to allow the federal government employees the option of using northern carriers when they travel to the north.
I speak to this from some experience. I actually made some phone calls today to follow up on where we are at these days.
When I left my career with the federal public service, I had been chair of the federal council, which was the head of federal departments and agencies in the Yukon, for a number of years. In fact, this is an issue that we were working on at that time.
I believe that there have been some minor improvements, but it still is very frustrating. I can tell you, Mr. Speaker, that speaking to some of the public servants who deal with this, it is frustrating.
We need to keep in mind as we speak to this, that — first of all, I'll go back a bit. I think that it is clear that the Yukon New Democratic Party, the Official Opposition, has for sure supported, by our actions when we were in government, the development and support of local businesses.
I think it's important to recognize that it was the small business investment tax credit that was put in place by an NDP government that allowed Yukoners to reduce their income tax as eligible investors in businesses like Air North. I'd be interested, by a show of hands, how many members of this Legislative Assembly are shareholders. I know there are two on this side of the House. Good, we've got one — that's great. So we have three — three out of 2,000. That's pretty good. Maybe there are four — I didn't see the hand go out. Sorry, no, not him. So, there are three of us of 2,000.
So the NDP does believe in putting our money where our mouth is and we will continue to do that. The issue with respect to the support for northern carriers and particularly Air North — I, too, like the Member for Watson Lake, can recall travelling in the old days. When you travelled from Ottawa to Yukon, you could circumnavigate the whole north. You could go via Churchill to Yellowknife to God-knows-where and then back to Whitehorse. Or else you would be coming up through Fort St. John and Watson Lake and Whitehorse. So there were many ways that we got here — all at great expense.
The partnership that was created through the work of the leadership at both the Vuntut Gwitchin Development Corporation and Air North is an exemplary example of why the two private sector arms — the private sector in the business world and the private sector within the First Nation community — can and do contribute so much to this territory.
As the Member for Watson Lake referenced, it is Canada's northern strategy and the fact that we now have a regional economic development minister for the north — one would think that having a regional minister of economic development who actually comes from the north, she would be a great champion of making the changes necessary at the Cabinet table to ensure that the travel directives are clear with respect to how travel is, what rules govern public servants and their ability to travel to the north using a regional carrier. I can tell you that as the director general in the north here and other federal departments — I was told today that the one that she referenced is now called AAND-something-or-other — Aboriginal Affairs — they were the last holdout with respect to making travel arrangements using travel agents locally as opposed to using what's called Travel AcXess Voyage. It is a centralized travel program that public servants are supposed to use.
We tried for many years to try to provide, through our limited means as a federal council, information to federal departments and agencies about the benefits of flying through Air North — to not just support a local carrier but also to provide them with more direct routes, in many cases.
We have CanNor and a regional economic development minister from the north who sits at the Cabinet table. We have a senator who is a Conservative member of the Senate. We have a Conservative Member of Parliament. You would think that the Yukon Party, with their good alliance with them, would have a sound voice, a sound hearing, to be able to make the changes and make the case where others have not been able to. There are a couple of mechanisms that I think we might want to encourage all three of those people — including the former Speaker, who now occupies a political advisory role to the minister for regional economic development with offices here in Whitehorse — there are a number of ways that we could, as members of this Legislative Assembly, work to try to encourage some of the work that needs to get done, because I think there's an opportunity here.
The current arrangements that are in place with Travel AcXess Voyage — the Canadian government arranges all travel through one entity.
There is a contracting process and Treasury Board of Canada Secretariat. So Minister Clement — if somebody here, perhaps, or our senator or MP, or the CanNor minister for economic development would have an opportunity to talk with them as Travel AcXess Voyage, which is currently run by American Express. So all travel that federal public servants undertake is done through the auspices of American Express. That will be taken over, starting in the spring, by the Bank of Montreal credit card firm.
Now here's an opportunity perhaps. Here's an opportunity to do a couple of things. One is to work with the National Joint Council. "The National Joint Council of the Public Service of Canada is the Forum…for co-development, consultation and information sharing between the government as employer and public service bargaining agents."
I bring this up because it is the entity that the Government of Canada employs to establish the parties' work together. I'll just read directly from their website, because having met and having had the opportunity to have the National Joint Council meet here in Whitehorse, it is a critical lynchpin in this process. So they "…work together to resolve problems and establish terms of employment…" as well as deal with joint issues with respect to "…government travel…" and a whole bunch of other things.
So it's the government travel issue and the determination and establishment of travel directives that are governed by the Treasury Board of Canada Secretariat that effectively open up the opportunity for us in making this motion to urge the Government of Canada to make sure that the terms of the next contract with the service provider that will be taking over Travel AcXess Voyage — the Bank of Montreal — that they have, as part of their criteria and requirements, support for northern carriers.
This not just as an option, but put in as Air North being listed as one of the carriers. Currently, when someone is making a booking through Travel AcXess Voyage, it doesn't show up. You can't do it on-line, which is how it's done for the travel people in a government department — they would do it on-line — but if they're trying to book Air North through
Travel AcXess Voyage, they won't get it. They must do a separate telephone call to a 1-800 number and that seems to be an impediment.
There are a couple of issues here. One is that there appears to be a cost to the carrier for being carried by Travel AcXess Voyage and that's something that I think that we should, as legislators, convey to the minister responsible for CanNor. If that is an impediment to having a regional carrier having access, maybe that's a reasonable suggestion that it not be put there as an impediment to a regional northern carrier.
The issue right now is that there they are not on the system. It's a 1-800 number to get them on. We have a contract that is changing hands from American Express to the Bank of Montreal. It seems like a fairly simple fix to me to suggest to all of those people in the contact list that the Yukon government has — who are currently in government — to effect that change so that it's not just by our words, but by our actions so they can see the change that would see the objective that the Member for Watson Lake has articulated, which is to provide an opportunity for greater access to the travel dollars that have in the past been quite significant with respect to federal public servants travelling in and to the north.
There is an irony here, and it's an irony that should not be overlooked. In fact, in the last year or two years in some federal departments, travel budgets have been cut up to 70 percent — seven-zero percent. It's part of the cuts that we've attempted to debate many times in this Legislative Assembly in terms of the implications and the impact on economies. It's not just public servants who lose their jobs who then lose the ability to live in small communities and contribute to the economy. But we are also seeing budget cuts that have seen budgets for travel cut up to 70 percent. So it may be a pyrrhic victory. We may win the battle of having the ability for federal public servants to travel on Air North, because it's considered and included in the system as a carrier that automatically shows in terms of linkages for Travel AcXess Voyage through the collaborative efforts of the National Joint Council and then the Treasury Board Secretariat building that into the criteria for the travel arrangements.
But wouldn't it be ironic if we have very few public servants being able to travel here because it now requires a number of departments — not just director or director general approval — but it requires DM approval to travel out of Ottawa? In a government that has become much more constrained and controlling — not in a good way, I would suggest — the ability of public servants to even come here is under question.
So of course the Official Opposition will and does support the notion that the Government of Canada — not that we urge them, but we would really request them. I would suggest that, at some point, we should be looking at ways of conveying this. I would assume for a moment here that there would be nobody in this House who would speak against the notion that we would like to see the federal travel booking system to allow federal government employees the option of using northern carriers when they travel in the north. I don't think there would be anybody who could reasonably be
expected to argue against that. I'd like to suggest — and I'm not sure if it's the place here — that at some point, perhaps it could be an addendum to the motion the member across the way put forward this afternoon.
We also talk about: what do we do with this motion? We can stand here and say, this is great. We think, for these reasons — perhaps then what we should do is follow it up. Perhaps what we should be doing is saying, okay, we had unanimous agreement on a motion here today to urge the federal government to amend or adjust its travel booking system to allow federal government employees the option of using northern carriers. Perhaps then we should be urging or directing the Speaker of the Legislative Assembly, on our behalf, to convey that message to the Government of Canada, probably through to the minister responsible for regional economic development to CanNor.
I raise that because recently we didn't get to debate on a motion I thought was interesting, because it had to do with what the views of the members of this Legislative Assembly were with respect to abolition of the Senate. We proposed debating that motion last week because — not just because of the integral importance of the issue with respect to that institution, but because of what I saw happening across the country, particularly in Saskatchewan and Manitoba. In those two legislative assemblies, when they debated that motion and when they came to an agreement in their legislative assemblies that they agreed that the federal government should take a course of action, they then rose and put forward a motion to their legislative assemblies directing the speaker to convey what the motion was to the Government of Canada.
I would think that's something that this Legislative Assembly could consider doing, because then it doesn't just go into a vacuum. We don't just waste an afternoon here of just talk. Then we would have actually taken it to the next step and said to somebody somewhere who has a responsibly for whatever we've urged. In this case, we are urging the Government of Canada, and in this case the regional economic development minister, who is the government's sort of presence in the north.
There could be some debate whether it should be the minister responsible for Treasury Board of Canada Secretariat. I would argue that it should be the minister responsible for the Canadian Northern Economic Development Agency. I just like to think that when we do this and come to an agreement on an issue, we should let somebody know about it.
Of course, as the Leader of the Official Opposition, I'm happy to support this motion. I just raised that latter point with respect to what happens to it next. I look forward to moving through the debate so that we can move to a vote on this.
Mr. Silver: I'll be very brief. I'm very happy to rise and speak on Motion No. 500. I will absolutely be happy to support this motion. My understanding is that federal government employees can purchase flights with northern carriers, just not through the booking system. The employees would have to purchase the tickets on their own and then be reimbursed for them through an administrative process. This process creates an unhappy barrier in encouraging the use of northern carriers and as such, I would be very happy to support this motion.
Hon. Mr. Dixon: It is a pleasure to rise and speak to this motion put forward by the Member for Watson Lake. I'd like to address a number of issues related to it. I will eventually circle around to a response to some of the questions and issues put forward by the Leader of the Official Opposition. I have to say, in general, I'm in agreement with a lot of things she said, which doesn't occur frequently in this House. It's good to identify an issue that, for the most part, we can agree on.
When I come toward the conclusion of my remarks, I'll speak a little bit about what we will do with this motion. Actually, I might as well do that right now.
What we've done previously with motions that are passed in this House that urge us to either urge the government or urge other governments to do something or other is we will usually write a letter and convey that particular motion and the context of it to the individual, the government or the group, or whatever it may be, for them to take into consideration.
I can think of a number of different examples where we've done that, and they're typically done by a letter from the respective minister whose general responsibility it might relate to. For instance, when we passed a motion related to the seal hunt this sitting, I took the liberty, as Minister of Environment, of forwarding it to the federal Minister of the Environment, who is also the Minister of the Canadian Northern Economic Development Agency. That's a fairly normal course of action for us as ministers — to take deliberations of this House that we see as being relevant, or motions that we see as being relevant, and forwarding them along to the respective parties who need to be aware of them.
That is something that will likely happen with this motion, should it be eventually passed. It's my hope, of course, that it will be unanimously supported and that it will, in and of itself, send a unanimous voice to, in this case, Ottawa that this is an issue and something that the Yukon Legislature and all legislators support and took the time to discuss, debate and eventually come to a vote, or conclusion, on and forward it along.
To begin my comments, Mr. Speaker, I wanted to speak a little bit about why this is important. As we've debated and discussed in this House previously, the last few years have been fairly interesting times for the aviation industry in the north. Of course, we do tend to focus on Air North as the particular focus, because they are the jet service that we all frequently travel by and it garners a significant amount of our attention.
But there are a number of other aviation businesses in this territory that do deserve comment and discussion, but perhaps we'll have to save that for another debate, another day.
I do believe that the aviation industry is critical to the north, whether it's in the Yukon, the Northwest Territories or Nunavut, or even the provincial norths in the provinces to the south. The north is an area that obviously has tremendous
potential and, for those of us in this House, a great deal of personal connection as we are residents of this area.
It certainly has a lot of potential as well — economic and otherwise. I think that aviation has been and will continue to be a critical component of that development and that economy. The reason is that, because we are so large and so sparsely populated, air travel is one of the best ways for us to stay connected with others in the north.
I would think that aviation is perhaps an underrecognized and under-valued contributor to northern economies because we consider it so regular or everyday — it's an everyday part of our lives — and we often don't recognize it for what it is, and that is a considerable component and contributor to our economy.
During 2009, northern air carriers transported more than 830,000 passengers and almost 150-million pounds of cargo from, to, and within the north. Additionally, northern carriers account for almost 1,700 jobs across the territories, more than $76 million in annual territorial payrolls across the territories, more than $1 million in territorial property and business taxes, and more than $50 million in annual, non-payroll spending with hundreds of local businesses in the three territories.
The direct economic impact of northern aviation also provides many multiples of its value in indirect economic benefits to the territories, including payroll and income taxes.
I would note that right here in Yukon — as I said, we don't want to overly focus on Air North, but I think this is the relevant discussion — Air North is one of our largest private sector employers. They are obviously in the aviation sector, but it would be impossible to consider Air North without considering their impact on the tourism industry as well. They are often the vehicle by which tourists from outside of our territory come to the Yukon. It's also impossible to consider Air North without considering the impact on the mining industry as so many products, workers and supplies related to the mining industry enter the Yukon and leave the Yukon on Air North.
There is really no industry that I can think of that isn't affected at all by air travel and aviation. Aviation is a product that everybody in the north uses. An affordable and efficient aviation network benefits both residents and visitors, and the presence of a transportation hub in any region will provide a significant number of permanent year-round jobs in that region.
The economic benefits that accrue from a transportation infrastructure hub are significant and may be illustrated by looking right here at the Yukon Territory with what we have established here in Whitehorse with Air North. As I said before, it's obviously a significant contributor to our local economy here in Yukon through jobs, through pay, through service and supply and through a whole host of other ways as well.
Over the past several years, we've seen the impact of that presence very acutely here in the Yukon. The cost of flying has been reduced over the years significantly. Members have already commented on how far a distance we have come in terms of prices and availability of flights over the years. Now
I think we have probably some of the best flight service, accessibility and affordability than we've ever had in history. A lot of that has to do with the strength of our aviation industry here in Yukon.
As well, as that industry grows and as companies within that sector grow, we see increased services and increased opportunity. We've seen it recently here in Yukon where Air North has reached out to whole new areas that have never previously, as far as I can recall, been accessible by plane from Yukon.
I'm talking about the announcement last year that Air North would be flying on a seasonal basis to Kelowna, which has since been extended to a year-round service, which was announced fairly recently — in the past several months, at least. What that has done is provide a new level of connection between the Yukon and another region in this country, which creates a whole new suite of economic opportunities and linkages between our territory and that region.
Having that direct flight from Whitehorse to Kelowna will absolutely increase the amount of trade, travel and activity between our jurisdictions. That will be a net benefit to our territory for a number of reasons, but especially economically.
The chambers and businesses in this territory have acknowledged that, and we've seen a development of relationships between the Yukon chambers and Whitehorse chambers with chambers in Kelowna and the general Okanagan Valley area. We've seen businesses beginning to explore opportunities for increased relationships on a bilateral basis, and we're seeing more and more Yukoners travel to the Kelowna area and more and more folks from the Kelowna area travel to Yukon. That's a tremendous benefit for us culturally and economically, and it benefits our tourism and other industries very strongly.
More recently, we've seen additional announcements made by Air North that have a northern significance and a national significance. Of course I'm speaking now of the announcement by Air North that they will be providing flights from Whitehorse to Yellowknife and on to Ottawa.
For all of the reasons that I've suggested and for other reasons — some of which were identified by the Leader of the Official Opposition, this makes our discussion today timely. Now with a direct flight from Whitehorse to Ottawa through Yellowknife, there is a new opportunity for individuals, businesses and governments to facilitate travel through that corridor or through that flight connection that have not been available previously.
I know that a number of ministers in the Yukon government and Northwest Territories government are required to make the annual or semi-annual treks to Ottawa for various reasons, some of which we enjoy doing and some we have to do as a result of our responsibilities. But nonetheless, I think all members, ministers and folks who have to travel to Ottawa will agree with me in saying that we were much happier to be flying on Air North to Ottawa than we would be on any of the other mainline carriers. This is not just because of the service and not just because of the comfort
that comes with Air North, but simply because it'll be shorter, it'll be easier and it'll be perhaps more convenient for us.
So that brings me to the motion, which of course is to urge the federal government to adjust its travel booking systems to allow federal employees the option of choosing northern carriers when they come to the north. I think I would like to commend the Member for Watson Lake for keeping it as general as she did, because I'm sure she would have been tempted to say that when they come to the Yukon, they should fly with Air North, but I think it's important that we recognize that this is not simply an issue that's relative to the Yukon.
It's an issue that is very relevant to our neighbours to the east — the other territories. I know that they face similar challenges and face a similar scenario with regard to their aviation industries. I think they will appreciate the fact that we have brought forward a motion of this nature and ultimately, hopefully, pass it.
In addition to making the federal government aware of this motion, I would be happy to convey it as well to my colleagues in the Northwest Territories and Nunavut, who will certainly appreciate it and may even consider bringing forward similar motions of their own in their respective legislatures.
The issue related to the travel booking service in Ottawa is one that has both policy and some technical aspects to it. Up until recently, my understanding was that a company like Air North faced technical challenges in synchronizing their systems to allow them to participate in the federal system. That is something that I think hasn't been high on a company like Air North's radar over the years, because they have been occupied in other areas, like flights to Vancouver, Edmonton and Calgary and things that are occurring that are more focused in the west.
Now that we have an opportunity with a direct flight from Whitehorse to Ottawa and Yellowknife to Ottawa, I think it increases the viability of Air North benefiting from an increased federal market share. So I think, recognizing that, they have turned their attention to this issue and it is my understanding that the technical issues — either mechanical or software or whatever sort of programming issues they faced — have been settled and that there are no longer any technical barriers to Air North synchronizing their system with the federal booking system. I understand that that issue has been addressed. However, I think there is still a decision that needs to be made by the federal government in Ottawa to open up that system to allow northern carriers like Air North to be seen by employees when booking in that system.
Mr. Speaker, I see you are indicating to me that my time is running out shortly, so I will summarize by saying that what we need now is a policy decision by those in the federal government to allow northern carriers access to that system. To that effect, I took the opportunity to write the Hon. Leona Aglukkaq, the minister responsible for CanNor, earlier this year — a few weeks ago in October. I'll read that letter for members, so that it is on the record.
It says, "Dear Minister Aglukkaq:
"As ministers with northern roots, we are both keenly aware of the critical contributions northern air carriers and the aviation industry make to the territorial economies and to Canada's air transportation network.
"Northern carriers have established themselves as providers of air transportation throughout the north and between territorial capitals and southern gateway cities. This has contributed greatly to northern employment and to the provision of stable and cost-effective service to our communities.
"Our commitment to promoting and facilitating economic growth and development in Yukon parallels CanNor's objective to help provide the foundation for a prosperous economic future for those who live, work and support their families in the North.
"The Government of Yukon acknowledges that air transportation revenues are a key contributor to northern economies and in doing so would like to suggest that your department consider using northern carriers when conducting northern travel and that CanNor promote an equitable use amongst your federal counterparts. We believe that northern air carriers in Yukon offer competitive pricing and service level, but lack access to the federal air travel booking agency.
"I hope that through our continued partnership, we continue to foster the development of a sustainable northern aviation industry that contributes to the health of our northern economies."
That concludes the letter. As you see, we've already raised this issue. I haven't received a response as of yet from the minister, but I look forward to doing so. I'd like to suggest that, in following up on my letter, I would forward along this motion at the end of today's debate — hopefully, a unanimously supported motion — to the federal minister as a follow-up letter to say that not only do I think this, but all members in the Legislature do.
I'd like to highlight one additional thing. As the Member for Watson Lake indicated, this is not about creating a preferential system for northern carriers. This is simply about having fair access for federal employees to see and have the opportunity to book with northern carriers, because I really think that they will. I think that if federal employees are flying to the north — whether they be with Health Canada, Transport Canada, Aboriginal Affairs or CanNor — they would, I think, like the opportunity to fly with Air North for their business and for their government duties to the north.
I think that it's important that we encourage the federal government to acknowledge that and to make the necessary changes to allow for that system to accommodate northern carriers.
Seeing that my time has elapsed, Mr. Speaker, I would conclude by saying a big congratulations to Air North on the announcement they've made that they are now flying to Ottawa and to Yellowknife. I think the connection between Yellowknife and Whitehorse will be greatly appreciated by those of us who have to go to Yellowknife for various business and government duties. I know that the Minister of Highways and Public Works was recently there and
commented that he had to fly down to Vancouver, over to Calgary, then Edmonton, then up to Yellowknife in order to get there. The tragedy of that, of course, is that it's only a short flight when direct.
To conclude, Mr. Speaker, I think this is a good motion. I look forward to taking it forward and volunteer to write a letter to the minister following up on my previous letter in October, and I look forward to conveying a unanimously supported motion of this nature to the federal minister and hope that she shares it, not only with her department, but with the other necessary departments like the Treasury Board, Transport Canada, Health Canada and others who book and send employees to the north for their government activities.
I would thank the Member for Watson Lake for bringing forward this important motion. I think it's an excellent one for us to be discussing today and look forward to voting in support of it.
With that, Mr. Speaker, I commend this motion to the House and look forward to hearing from other members.
Mr. Barr: I, too, rise to speak to the Member for Watson Lake's motion she brought forward today and I am very happy to support this motion.
I think about flying Air North as a northern air carrier over the years and the cost that it used to be just — as we used to say, and still do say — "to get Outside." The cost that any relatives or family members who would want to come and visit was just prohibitive. I was in attendance at the Air North open house just last week and saw the changes and the growth that has happened for our northern air carrier, Air North. Speaking with Mike Stockstill, the head mechanic — he kind of started right at the humble beginnings of Air North. We used to play some of their Christmas parties together years and years ago — just looking at the gala event of the opening of the holidays and the announcement about flying to Ottawa and to Yellowknife.
Seeing that as the Member for Watson Lake said they don't need a handout — that's not what it's about — they are quite capable of being competitive. However, as far as being on a level playing field — which, as a musician, I know, in being able to have our product be accessible — as the arts industry — there are opportunities that create that level playing field. The Minister for Economic Development spoke about northern air carriers — not just the Yukon but throughout the north —— and that this will create the level playing field that would allow, and hopefully encourage, change in the policies of the federal Government of Canada. That is the true intent of this motion.
I am happy that it's left as open as it is to have this come to fruition. I think that, as the Leader of the Official Opposition said, we do take this further — so, if it is suggested that the Speaker moves this forward. I was listening to the Minister of Economic Development state that generally we do that. I would echo what everyone else is saying — that generally we make these motions — that they just don't go out and sit somewhere, that they actually have a life that we intend them to have — from spending the afternoons talking about them — where they continue on their journey to the ears of those who can actually make the final decisions as to implementing what we speak of here.
I've been proud to be a Yukoner in this Legislature, because we're leading the north by just going forward. It's a really good thing that we can hear a good idea and we can all support that. I think we should do that more often in this House. A good idea — as my father said, "You're doing this and I'm proud of you, but you've got to remember that if it's a good idea, you've got to back that."
And I believe that. It's a good thing that we can hear something that's good and support that.
I won't take up too much time. I am also happy to hear that the letter has already been drafted, written and sent.
I was over at Air North and they were doing a presentation at lunch time with the chamber, but I had to come back over here. So I'm looking forward to hearing more about what was being discussed as transportation and developments from a perspective of right in the territory itself. As we're hearing that, Dawson Airport will be receiving thousands more folks flying in and out of that airport and there was some mention of something to do with Mayo — so I look forward to hearing about that. The gist of it was that we, as a government, make sure that our airports are in the shape that is necessary — or the infrastructure is in place — so we can accommodate the growth.
As we could probably foresee having the policy changed in the federal government, this will only cause more growth. It will allow for more folks — not only government workers — to go and also create a buzz that it's great to come to visit here. It will spread to the tourism industry the way that I think many of us here in the House — and certainly in my family and friends who say, when you can get a lower fare up here: "You should fly Air North. You should fly Air North." By way of word of mouth — the moccasin telegraph that we talk about up here — that word can travel Outside and expand in Nunavut and the Northwest Territories, so that those northern air carriers can benefit the same way and grow our economy here in the north, right across the north.
They can only benefit by increased opportunities for people that want a northern experience. It only makes sense that this is a great business move. As mentioned, it is also shorter and it's human. It makes our lives living at such a distance and those who live Outside at such a distance to be able to have shorter flight times, less baggage exchange — all the kinds of reasons why it's just a good idea.
I would encourage all the rest of the folks here in the House to vote in favour of this motion and I thank the Member for Watson Lake for bringing it forward.
Hon. Mr. Nixon: Mr. Speaker, I too, rise in support of this motion here today. Before I move to talking about what I'd like to see the federal government do to support northern carriers, I'd like to show how we're doing our part.
My comments today are structured around some themes that I'd like to bring forward. Northern carriers are important to northern communities and northern economies. That
importance is reflected in our Yukon Party platform, "Moving Forward Together."
In the case of Yukon's northern carrier, Air North has faced challenges and has overcome them with, in part, support from the Yukon government. Northern carriers are quality carriers and are recognized as such by other airlines, such as Condor. Northern carriers provide their service using the appropriate aircraft. Northern carriers provide great customer service. Based on that alone, the Government of Canada should adjust its travel booking systems to allow federal government employees the option of using northern carriers when they travel here to the north.
That is my plan for today. To my first point, that northern carriers are important to northern communities and northern economies — that importance is reflected in our platform. In our platform, we spoke to the need for affordable domestic and international air access. Our government wants to ensure that affordable domestic and international air access is fulfilled in the long term.
I want to acknowledge the key role that Air North contributes to the Yukon's social and economic development. This government recognizes the importance that Air North provides to our communities and to our local economy, as well as the importance of maintaining an air transportation hub here in Yukon.
The economic impact of Air North's participation in Yukon's economy is approximately 1.5 to two percent of the total Yukon gross domestic product and, as such, a key contributor in Yukon's economy. Air North's employees are integral members of the Yukon business and social communities. Air North is a great contributor to our economy.
During the recent Yukon Sourdough Rendezvous, Air North as a corporation and the individual employees who so richly gave their time were key contributors to the success of that celebration. Air North's entry and ongoing participation in the marketplace has indeed contributed to significantly lower prices for consumers.
I have constituents in Porter Creek South who have shared with me how much they used to pay for a flight out to Vancouver, Calgary or Edmonton years ago. Before Air North, going south was a much more expensive proposition. So I'm very pleased to encourage the Government of Canada to recognize the quality of service provided by Air North and I'll come back to that in a few moments.
I'd now like to move to my second point which is that Air North has faced challenges and have overcome them with the support, in part, of Yukon government. Our government has consistently stepped forward to offer our assistance. This support reflects our belief in and our commitment to supporting northern carriers.
Given the taxes that northern carriers generate through their operations and the wages they pay their employees, it seems odd to me that they are not able to benefit from the opportunity to provide services to the Government of Canada. I'd like to show that before we asked the federal government to step forward with changes, we addressed those areas within our control. We revisited the Yukon government's own travel policy to open up the opportunities for our employees when selecting the airline they wished to fly from here to our gateway cities.
Having done that for our employees, I feel comfortable in asking Canada to consider doing the same for their officials. Again, this motion is simply asking for Canada to adjust its policies so northern carriers can compete for their business.
When Air North faced a challenging situation with the competition between Air Canada and WestJet coming to Yukon, our government offered our assistance — when and if needed and requested — to facilitate business-to-business discussions. That is an offer that we have made in the past and that we made again in August and again in September. As I've noted previously, we do this because we believe in our northern carrier.
I'd now like to talk about my third point, which is that northern carriers are quality carriers and are recognized as such by other airlines like Condor. During the Premier's and my trip to Europe — along with 16 Yukon tourism industry representatives — we reached an accord agreement among Yukon government, Air North and Condor to bring more European travellers here to our territory. The accord supports a new air-travel agreement that will allow seamless travel from Europe to Air North's entire flight network, providing increased travel options for European tourists and Yukoners.
It seems odd that while Air North is an option for European tourists, it's not an option for the Government of Canada employees. I'd like to assure those who have not flown with Air North that it is indeed a quality airline. That was also recognized by Condor.
The cooperative accord signed with Condor Airlines and Air North, Yukon's airline, was designed to achieve a number of things. It was designed to increase the number of travellers from Europe to Yukon, as well as maximize the sale of seats on Condor direct flights to Yukon and also to maximize opportunities to provide incremental access to Yukon, achieved through an agreement between Air North, Yukon's airline, and Condor. It was also aimed at increasing the awareness and sale of seats on Condor Airlines and flights that connect with Air North through tour operators and other travel trade partners in Europe.
As the Premier stated, the mission clearly highlights our commitment to working with our local and overseas partners to promote Yukon as a must-see year-round tourism destination. The accord supports a new air-travel agreement that will allow seamless travel from Europe to Air North's entire flight network, providing increased travel options for European tourists and Yukoners, as I mentioned.
This agreement will enable passengers to book flights from Europe to all Air North Yukon destinations in 2014. The agreement will use Air North's entire network to extend service to Yukon from Europe from May to October. This agreement was well-received by nearly everyone. The only negative comments I've heard about the good work done on the European trade mission is from the interim Liberal leader, the MLA for Klondike.
Let's take a look at the comments from Air North's president, Joe Sparling. He said, "From the Air North perspective, the signed cooperative accord between our airline, Condor and the Yukon government is a huge benefit, and the agreement Air North reached with Condor has the potential to be even bigger. Both were greatly facilitated and perhaps even made possible through the efforts of the premier and the minister of tourism, as well as their support staff."
That's high praise indeed. That is one of the stakeholders who made the commitment to participate on that particular mission. We have offered Air North our assistance on a number of occasions and they have taken us up on that offer when they see fit to do so.
Mr. Speaker, did you know that based on the January to October 2013 passenger counts at the Erik Nielsen airport, there were, to that date, 250,940 passengers passing through. Just think about that for a moment. That is an average of 828 passengers per day.
The ability to fly Air North would open up many options for federal employees wishing to fly to the north. I've often thought about the convenience of flying on Yukon's northern carrier, Air North. Now with their recent announcement, starting in February, we can now fly Air North from Whitehorse to Yellowknife and on to Ottawa. For a small northern airline, that is a significant accomplishment.
It is this government's hope that the Yukon Legislative Assembly will convey Yukoners' support of our local airline and other northern carriers to take a proactive approach to doing business here in the north.
I'll now move on to my fourth point, which is that northern carriers provide their services using appropriate aircraft. Unique among its competitors, Air North has made Whitehorse the hub of its business operations. It has made its significant investments in both real property construction and ongoing operations, including its head office and administration, flight crews, call centre, maintenance shops and kitchen, which together employ over 200 Yukoners. The federal employees will not be flying on inadequate or antiquated equipment.
So let me just mention Air North's fleet for a moment as I'd like to note the sizable commitment they've made in our territory. Based on the information from their website, Air North has a Boeing 737-500, which seats 122 passengers. They have a Boeing 737-400, which seats 153 passengers. They have three Boeing 737-200s, which seat 120 passengers each. They have four Hawker Siddeley 748s that they configure depending on how many passengers and how much cargo they are flying. That shows they have a sizable fleet with which they serve the north.
So I'll continue to my fifth point, which is that northern carriers provide a great customer service. Some of my constituents in Porter Creek South shared with me how much they appreciate the kindness and friendliness of Air North staff. People have spoken to me about how they needed to go south due to family emergencies, like a medical emergency or the death of a loved one. The Air North team did their best to get them on the first available flight and they treated them like gold.
I'm aware of business professionals and frequent travellers who only fly Air North between Whitehorse and Vancouver during the winter as they are the only airline that they trust to fly during the cold weather.
I've also heard lots of stories from Yukoners about the great service that they receive from Air North. They are truly Yukon's airline.
Based on the importance of northern carriers to the north, our support for them, their recognized quality, their modern and appropriate fleet and their great customer service, I believe that the Government of Canada should adjust its travel booking systems to allow federal government employees the option of using northern carriers when they travel to the north.
This is an important issue to debate as it places the importance of extending service to federal government employees. What does that mean for us in Yukon? It means direct and indirect jobs. It means the potential increase for tourism revenue. It means a potential increase in investments to our territory. If that takes a couple of hours to debate on the floor of this Legislature, that's an investment I'm willing to make because I believe that Yukoners want to hear each and every one of our perspectives.
Ms. White: Just to speak briefly to this motion, it's important to note that there are four other northern carriers that fly to destinations south. There is First Air based out of Yellowknife; there is Northwestern Air based out of Fort Smith; Air North, of course, is based in Whitehorse; and Canadian North is also based in Yellowknife.
With the hopeful changes to the federal travelling system, it will benefit northern communities across the north — with the ability for them to be used as a booking destination. I think it's important to note that right now all federal employees are required to go through the shared travel services — or, as we've been referring it, the Travel AcXess Voyage — whether on-line or by telephone. The trouble that has appeared with those flying from Ottawa is that, when they go on-line, the options given don't necessarily show Air North because up to this point Air North has not flown east. Hopefully that will be changed.
You can make the request to fly from Vancouver to Yukon on Air North, but the problem then becomes that if your plane is delayed and if you fly in directly from Ottawa on Air Canada, then they will make sure you are on the next plane. But if you've switched airlines, that becomes problematic for the booking agents as well.
There are a whole bunch of changes that I think need to happen, both from the perspective of the office in Ottawa as well as in the attitudes of supporting smaller regional airlines.
The benefit for all northern communities is astronomical, as the Member for Watson Lake said. I think she referred to there being approximately 200 employees work for Air North in Yukon, so I can only imagine that the number working for First Air, the Northwestern Air and Canadian North would rival that. I look forward to passing this motion unanimously.
Hon. Ms. Taylor: I would like to thank the MLA for Watson Lake for bringing forth what has already been coined as a timely but very important motion that speaks to a matter importance to all northerners north of 60. It speaks to a sector of our economy that we have seen flourish over the years and it has not been easy. It has taken the cooperation, participation and partnerships of many individuals, companies, industry and governments coming together.
I'd like to begin by talking about — it has already been touched upon — air access for the Yukon. I speak to the Yukon, but I can also stretch that to Northwest Territories and Nunavut. Over the last number of years, from a tourism perspective, from a business perspective and from so many different points of view, air access has really helped guide the growth of the territory in our economy.
When in fact I was running for office back in the year 2002, the issue of air access and supporting our northern carrier — Air North, Yukon's airline — was really at the heart of a lot of discussion at the doorstep. At that time and over the years since we were elected to government in 2002 — and here we are in our third term — we have really gone to work on a number of different levels, working with Air North to really grow the market share.
I believe that there has been a lot of great success. I look back over the years to when I served as Minister of Tourism and Culture, and the programs we have developed as a direct response to companies such as Air North coming to the table and informing, educating and enlightening us all about the importance of air access. Now I can really see the fruits of those labours over the past number of years.
Air North — and I think the Minister of Tourism and Culture has already spoken to this — when you look at the statistics of emplaning and deplaning at the Whitehorse International Airport, it has been pretty staggering in terms of the amount of growth that has occurred over the last several years, compared to other forms of travel in the territory. That is why the Yukon government, through the Department of Highways and Public Works and Tourism and Culture, Economic Development and many others, have really gone to work toward how we can really enhance air access.
It all comes down to, especially from the tourism point of view — it speaks to government travel. It speaks to business connectivity and having those very important connections to our key markets. It is all connected.
I recall a number of years ago, when we first had — actually I'll give credit to the former Liberal government at the time. This will probably be the only time I'll do that, but I will give credit to one program that they introduced, and it was called the gateway cities marketing program.
At that time, it was about $200,000 a year and it was in support of really working to grow our gateway cities — those being Vancouver, Edmonton, Calgary — and working with airlines such as Air North to really grow that market share of tourism. What we did — because we saw such a great uptake, we have been able to really grow that program. It's not called the gateway cities marketing program anymore, but it is
Destination: Yukon. It has probably morphed beyond that to another name since then, but we've been really able to deliver that in leaps and bounds.
Through specific marketing campaigns, as I mentioned, Destination: Yukon, which also reaches into other key gateway cities such as Toronto and the Greater Ottawa area — of course, those are also growth markets and hence, we just saw a recent announcement from Air North to expand their market into Ottawa; likewise, into Yellowknife, which I understand will be introduced in the spring. This too is another great news item and is a direct result of the work that has been done over the years to really expand on those business opportunities.
Other campaigns that we've been able to launch, of course, are with the Pan North partnership, starting with the Look Up North campaign that was really launched back in 2007 in collaboration with the Canada Winter Games. There are members opposite and members on all sides of the Assembly here today who were part of that. Again, it was really the first opportunity of its kind for the three northern territories to come together and jointly market the territories as a destination of choice.
It really got a lot of pickup from there. From there it went into furthering the Look Up North campaign into the Pan North campaigns that we know today, which was further launched during the winter Olympics of 2010. So it continues and all of those opportunities have really helped grow the market share. Air access has really helped us in that regard.
I think we have spoken to Air North, and I agree. There were some comments by members of the Opposition about other northern airlines and this motion speaks to all of those northern airlines. It's not just Air North, but we happen to be very familiar with Air North, being in our backyard or our front yard, and all that it has contributed over the years.
I think of just the huge growth in the personnel, in all the contracts and the services and the programs that have been delivered by Air North — the ingenuity, the partnerships that they have been able to grow because of who they are and because of their track record — from supporting Midnight Sun Coffee to our Yukon Brewing products to supporting local entrepreneurs in providing meals on the actual planes themselves — imagine that.
I thought that was only done here in the Yukon on Air North until I actually flew Canadian North and my eyes opened up again. I really enjoy flying in the north for that very reason. I commend Air North and I commend all of these respective northern airlines for making it a welcoming experience and a unique destination.
I'm often reminded that when you step on that airline, it really is the first experience that welcomes you to the north. We can never forget that experience. That's where it really starts, when you put your foot on that plane. I think I've referenced this before, but Air North has been hugely — the individuals who work there are just so helpful and accommodating. For that, I just thank them. I'll never forget the one time that my child, who I think was just reaching maybe a year and a half — and the entire trip from Vancouver
to Whitehorse was nonstop, all-out fury. It was just crying, and I don't know how to say that eloquently, but it was a bit of a nightmare trip, I can tell you. Thanks to those attendants, they took my son and walked him up and down that aisle and helped alleviate some of that pressure on a very full plane, I might add.
Those are just some of the smaller examples I can point to for Air North. Of course, of all the corporate sponsorship and the support of community events, there are not too many events or fundraisers in this community or in the north that I can think of that Air North hasn't been part of or hasn't helped fund. Again, that's good news for us all around.
When we speak to the motion here, as the Minister of Economic Development referred, we're not looking for preferential practices. What we're looking for is just a fair shake, fair access for northern carriers to the same opportunities as the rest of the country. What we have been able to do, though, through programs such as marketing programs that work in those specific gateway cities, those joint cooperative marketing initiatives — the tourism cooperative marketing fund is another example of a great funding mechanism that we introduced a number of years ago and it has helped leverage dollars — is to partner with Air North many times in being able to showcase the Yukon. It's through the eyes of Air North, or through the eyes of a northern tourism operator or business. It's all good for us. Any time you can promote the Yukon, with the name "Yukon" in a headline or in a paper or magazine, it's all good for the Yukon, for the north.
We've also spoken on this floor of the Legislative Assembly about other ways to assist interline agreements for ticketing or baggage purposes. There has been a lot of work done on that front as well, and Air North has succeeded on many different fronts. The airline industry has evolved significantly over the years. It has become much more competitive. It has become more regionalized. That's why I'm heartened to hear that there is work being done, and continuing to be done, on the national front with the many organizations and respective governments across the country, to reflect those unique realities, particularly when it comes to our regions here in the country and how we can better facilitate programs and services and investments that help leverage the further growth of those particular companies.
I know there was some debate earlier about the Yukon government perhaps not paying enough or as much attention to tourism as we do with mining. Mr. Speaker, when we look to the Department of Tourism and Culture, it was this government that re-instated that Department of Tourism and Culture, really highlighting the significant importance in the overall economy and what it has done for the quality of life that we as Yukoners have come to know.
We have done a lot of work and we work collaboratively with the Department of Economic Development and we have invested significantly in not only marketing initiatives, product development and visitor services, but also in infrastructure — infrastructure in support of the growth of tourism, which also benefits directly our airline industry.
Whether it's for improvements to our airports, to waterfront development that we've seen in Carcross or in Whitehorse, investments in new visitor information centres — the joint collaboration with Champagne and Aishihik First Nations, for example, and the Department of Tourism and Culture in the Yukon government is a wonderful example of investments that have helped leverage investments by other governments. It has been a huge win-win.
Investments such as the Kwanlin Dun First Nation Cultural Centre and collaborating with the Whitehorse Public Library and being able to build upon the riverfront planning by the City of Whitehorse and being able to partner first-hand with self-governing First Nations. Those are all good things in support of tourism.
That said, it's great to see that Air North has moved in leaps and bounds as one northern carrier out of a number of carriers throughout the north. We have seen them reach into not only our gateway cities, but now move forward into Ottawa and into Yellowknife. Those are key markets. We've seen them move, of course, into charter businesses as well — charters offered in the Lower Mainland — and they've done a lot more of those — and they have picked up a lot of freight agreements as well.
Likewise, the recent work as a result of our Minister of Tourism and Culture and the Premier being able to facilitate those significant networks with international carriers — Condor — by being able to open that door to a lot of the overseas tourism operators. That is very important because it is those tourism operators and those agents who are actually putting bums on the seats and who are actually delivering to the net worth of the company, but obviously the net worth of many families — over 200 families in the territory, to say the least — and what that means as a result of the spinoff benefits with other companies and services.
So all in all, we have seen significant progress, but this in itself is just another opportunity for us to unite as legislators in this Assembly and to come together. I do appreciate the Member for Mount Lorne-Southern Lakes. He recognizes that this is a very good motion and puts his full support behind it. I appreciate those comments because not every day do we tend to say a lot of nice things in this Assembly about each other, but I do recognize that this is a good motion. I am very pleased to be able to help support this motion and to be able to have a united voice to provide to the Government of Canada in showing another option — an option that will have, undoubtedly, great benefits for our economy, for our families and for our communities, and will help further air access throughout the territory as a result of that. More dollars provide more flexibility to be able to expand your available options.
We know of their enhanced business going into Dawson City, for example, through Holland America, and putting those bums on their particular seats. Again, that is going to help open up added opportunities as well. We just need to continue to do more of that and be creative and continue to seek collaboration and partnerships with all of our respective
individuals and communities and private sector businesses as well.
Seeing the time, I appreciate this opportunity to say a few words and I am very pleased to hear of all the support coming forth from all sides of the Assembly.
Hon. Mr. Istchenko: Thank you for the opportunity to get up here and speak today to Motion No. 500. I would like to thank my fellow colleague, the MLA for Watson Lake, for bringing this motion forward. It's an important motion. I've had the opportunity, over the past few months, to spend some time across the north to talk about strategies in the north and about how important our northern carriers are to us.
Before I start so much on some of the northern carriers, I just wanted to highlight a little bit about the staff that work and meet the high safety standards set by Transport Canada and the investments we put in to improve our airport facilities for everyone. We do take pride in providing a safe environment for aircrafts, pilots and passengers alike. We work in partnership with local, national and international airlines, Nav Canada and every other pilot who uses our facilities to maintain our excellent safety record and to offer the best service we can.
I was saying that the government — we have invested millions in our Yukon airports and aerodromes and, of course, we're going to continue to invest, upgrade and repair our facilities, maintain our excellent safety record and develop infrastructure that is required to realize Yukon's full economic potential. We do, in the Yukon, operate and maintain four airports and 25 aerodromes. This year we had $8.15 million set aside for capital improvements to the airports, which is important to our northern carriers. This is nearly $28 per passenger journey over $250 per Yukon resident.
Erik Nielsen Whitehorse International Airport — and I might add it is an international airport — along with the Dawson City, Old Crow and Watson Lake airports is also certified to meet federal regulations for scheduled air carrier flights from the south or, like some of my fellow colleagues have been speaking to, pan northern — across the north.
Whitehorse has seen a 94-percent increase in passengers arriving and departing out of the airports since the Yukon government assumed operations of the airport in 1996. I know my fellow colleague, the Minister of Tourism, has spoken to some of these numbers. Almost 300,000 passengers used the Erik Nielsen Airport in 2012. An additional 80,000 visited, either meeting family or utilizing airport services.
Also something that we can be cognizant of is the number of passengers that use our Dawson Airport. It has more than doubled in the past 10 years. With some of the conversations that we've had — the minister and I have spoken to this — there's an increase in flight traffic to Fairbanks coming in the summer.
Our community aerodromes support the aircraft charter activities. These are our northern carriers and they provide communities with access to emergency health care through the support of our air medevac operations. As well, they facilitate the RCMP and justice aerial firefighting activities and they're basically just a hub of activity for us in the north.
What comes to my attention a little bit is something that was outlined in the federal government's most recent Speech from the Throne. What struck me was the fact that they said: "We are a northern country. We are a northern people. Canada's greatest dreams are to be found in our highest latitudes. They are the dreams of a North confident and prosperous, the True North, strong and free."
I know it seems to me that the Senate has become a bit of utmost importance to debate in this House. But I will say that the Senate Standing Committee on Transport and Communications, through their good work, released a report entitled One Size Doesn't Fit All: The Future Growth and Competitiveness of Canadian Air Travel. One of the report's findings was that Canada needs a national air travel strategy, one that takes into account the specific needs and challenges of different regions and some of the regions, of course, being us here in the north, Mr. Speaker.
A significant portion of the report was dedicated to the north, and with due reason. Northern air carriers face significant challenges. Across the north, many air carriers provide an essential service to otherwise inaccessible northern communities. However, the costs of operating these regional routes are not sustainable. As such, the price of air travel within the north is significantly higher than travel within the rest of the country.
Some of my fellow colleagues — the Member for Watson Lake did a little research on the price of tickets and we heard from her earlier. As such, an antidote, I guess, to this problem may not be more competition. The Senate report notes that increased competition can have a negative effect on the travel costs in the north. I think we've seen that in the past. The Yukon is fortunate to have quite a robust air transportation network, centred on an international airport in Whitehorse. Yet we can do more to make the north more accessible and more affordable, of course.
This is where — "THAT this House urges the Government of Canada to adjust its travel booking systems to allow federal government employees the option of using northern carriers when they travel to the North" — this plays into it.
I want to quote something that Joe Sparling, the president of Air North's Airline said: "Firstly, most of us would likely agree that economic development is important to the Yukon, and also that the resource sector has always been and will likely continue to be a key component of economic development in our Territory. Secondly, it might similarly be agreed that Yukon First Nations are an emerging and growing component of the Yukon economy, and that First Nations want to become involved in the future growth," as we see with the partnership with Air North and the Vuntut Gwitchin.
Today, Air North's airline has almost 1,400 Yukon residents who — the Leader of the Official Opposition spoke to — are class C and class D shareholders and more than 600 Yukon residents of Vuntut Gwitchin First Nation beneficiaries are shareholders.
They also have almost 180 Yukon employees. One in 15 Yukon residents has either an equity or employment stake in its airline. Local investors have thus far provided more than $8 million in equity capital, thus facilitating the acquisition of a few new airplanes.
When it comes to Air North and looking at how Air North operates in the north, it brings to mind something that does play into this too, which is a television program that is on the History channel. It plays into the fact that Ice Pilots is a show that is in the north. When we talk about how difficult it is for a northern airline to operate in the north — I want to read the first two paragraphs of intro into what Ice Pilots — the show — is about.
"Sky-high dreams, an appetite for adventure, and nerves of steel are virtually prerequisites for a job at Buffalo Airways" — that's a northern airline, a northern carrier — "as is living in the North. Discover what makes each member of this motley crew tick as they battle harsh conditions, the limits of WWII-era aircraft, and sometimes one another in order to keep Buffalo airlines and their flying dreams alive."
So Buffalo Joe — "the team does whatever it takes to get people and cargo where they need to go in Canada's North. With a company's reputation at stake and flying careers on the line, it's not uncommon for tempers to flare and personalities to clash. Any conflict, though, must be quickly put aside as cooperation is crucial in this merciless environment."
I heard the Minister of Education speak about "bums on seats", which means having your seats full so you can have an airline.
Other airlines that compete from the south — their jobs are in the south. The northern carriers are jobs — as I spoke to with Air North's job. I've had the opportunity to travel with many northern airline carriers, from Air Tindi to Summit Air to First Air to Canadian North. I might add that Canadian North just relocated — much to the unhappiness of some of the residents of the Northwest Territories — and they moved their headquarters south to Alberta. But Air North and Buffalo Airways — I've flown on all those.
I want to talk a little bit about the hospitality of some of the northern carriers that I've heard us speak to in this House — the hospitality of our northern airlines and what they'll do.
I had the opportunity — I had 30,000 rounds of 303 shells, over $110,000 in cash, rations and food, and I was being dropped off at Air Tindi to go to Iqaluit to have the opportunity to help instruct a shooting competition.
They didn't have a plane; it was gone. They loaded me up and took me across the street to Summit Air, where they already had the plane booked for us. We got out within 15 minutes of our departure time and we made it to Iqaluit. The competition is among themselves, but the northern airlines work together.
Being the Minister of Highways and Public Works, I've noticed that having local carriers in the north — my employees and through some of the stuff that I've been reading — how they cooperate and work with us. They work with Transport Canada. They are there to listen. They provide valuable input into infrastructure upgrades that are needed.
I'd really like to just commend this motion. I'd like to thank all the members who have supported it. I believe that, through the hard work of this Legislative Assembly and some of the motions that we pass unanimously, it doesn't go unheard with our federal counterparts. I've heard that some of the ministers applicable will be drafting letters and encouraging the Government of Canada, as will I.
On that note, I would just like to say, let's get more people on our local airlines and let's support this motion.
Hon. Mr. Cathers: I'm pleased today to rise in support of this motion. I thank my colleague, the Member for Watson Lake, for bringing this forward. It's important in speaking to this motion to remind members of the context.
In the Yukon, of course, we have Air North, our local airline, which brands itself as Yukon's airline. I think it is fair to say that it has the strong support of most Yukoners and is recognized by Yukon citizens as being one of the large private sector employers, with more than 200 Yukon employees, an annual Yukon payroll of more than $9 million and a significant contribution to the economy of the territory. It is of note that, in terms of Air North's contribution, Air North employees account for more than 1.5 percent of the private sector Yukon workforce and more than 1.5 percent of Yukon GDP. That contribution is a significant portion of the economy, and the value that we've seen from having Air North expand to jet service, I think, has really been evident.
In fact, as many members will recall, the cost of air travel in the territory over the past 20 years, or even more, has in fact gone down. It used to be more expensive to fly Outside than after we saw the injection of competition. The fact that Air North stepped forward after years of providing pistonengine service through planes such as DC-3s and DC-4s — their entrance into the jet market really saw Yukon getting improved service, improved opportunity and improved pricing, as well as more economic benefit than is provided by carriers that do not base their hub in this area.
So the motion as presented by my colleague, the Member for Watson Lake, refers to northern carriers generally, as we're attempting with this to recognize and acknowledge the fact, as some of my colleagues have noted, that Canadian North operates and provides a contribution to the economies of the other territories, particularly to the Northwest Territories. The generality of the wording is intended to acknowledge the other two territories but, in the case of the Yukon, we have Air North as Yukon's airline. In addition to the percentage of the economy, my understanding is that almost one in 15 Yukon residents, including the Vuntut Gwitchin First Nation citizens, have an equity stake in the airline, which is fairly notable in terms of the share of a private company.
Although I don't have the statistics on it, I would think that it's fair to say that that has to be the highest percentage of direct ownership of Yukon citizens in any particular company — or one of the highest — out of all the various companies that are out there. My colleague, the Minister of Economic Development, may have more specific numbers, but that has
to rank as one of the highest, if not the highest, in terms of the number of Yukoners participating in and owning an equity share in any company.
Another thing that I would like to note is that aviation is perhaps an under-recognized and under-valued contributor to the northern economy. While this motion is specific to urging the Government of Canada to adjust its travel booking systems, it's also a good time to acknowledge and recognize the contribution of small plane companies — the various individual operators of float-plane and other services, the helicopter operators and, of course, Alcan Air, which for many years has had the Yukon's medevac contract. It provides an important and, in some cases, life-saving service to Yukon and to Yukon citizens. All of those locally based companies contribute both through the owners, the pilots, the mechanics and all of the various services associated with them. Both directly and indirectly, they contribute to Yukon's economy.
During 2009, northern air carriers transported more than 830,000 passengers and almost 150-million pounds of cargo to, from or within the north. Additionally, northern air carriers account for almost 1,700 territorial jobs, more than $76 million in annual territorial payroll, more than $1 million in territorial property and business taxes, and more than $50 million in annual non-payroll spending with hundreds of local businesses in the three territories. Again, those numbers I just referenced are relevant to the other territories as well, not specific to Yukon.
The total real GDP of all three territories combined is just over $6 billion, or about 0.5 percent of Canada's gross domestic product. A study by Oxford Economics indicates that, in Canada, airlines directly account for about 0.5 percent of GDP, and aviation, including catalytic effects, accounts for about 2.8 percent of the GDP.
The same study indicates that airlines directly account for 0.5 percent of jobs in Canada, and aviation, including catalytic effects, accounts for about 3.3 percent of jobs in Canada. In the north, aviation plays a much larger role in the local economy, directly accounting for more than 1.5 percent of territorial GDP and more than 1.5 percent of private sector territorial jobs, representing three times the employment and GDP contribution compared to southern Canada.
Aviation is a product that everyone in the north uses. An affordable and efficient aviation network benefits both residents and visitors, and the presence of a transportation hub in any region will provide a significant number of permanent year-round jobs in that region. The economic benefits that accrue from a transportation infrastructure hub are significant and may be illustrated using the Yukon market as an example.
The establishment of a transportation infrastructure hub in Whitehorse by Air North, Yukon's airline, in 2002 led to more than a two-percent increase in private sector jobs in the Yukon. Air North employees now represent more than 1.5 percent of the private sector Yukon workforce. Air North has 75 percent of its employees located, and 85 percent of its payroll dollars earned, in the Yukon. This includes pilots, flight attendants, maintenance personnel, cargo, catering, ramp and passenger services personnel, along with call centre, marketing, administrative and management personnel.
I would like to note contextually that I think it's worth recognizing the fact that, when Air North first moved to jet service, there were some challenges and, had it not been for steps that were taken by the Yukon government to improve and increase the share of Yukon government employees who were using Air North for business travel, based on the numbers that Air North presented to us in 2002, they would not have been able to keep operating that jet service and would not have been the success that they are today.
Although federal government travel is not as large a portion of the total air travel as Yukon government employees, that change to the booking system — the relevant importance of that — is illustrative to this specific request in the motion today that, 11 years ago, had there not been steps taken by the Yukon government to increase the share of government employee travel on Air North, what Air North had told us at that point in time is that they would not have been able to continue offering that jet service.
The benefits of that, as I noted, in terms of the contribution to Yukon's economy, are quite significant. Comparatively, the numbers we have show that Air North's jet service provides about 14.12 full-time equivalent jobs per 100 scheduled departures, in comparison to Air Canada's scheduled service, which provides about 1.39 full-time equivalent jobs per 100 scheduled departures. Again, more than 10 times the employment benefit is a result of those seats coming into and departing from the territory and is illustrative of the impact that support for northern carriers has, not only to the Yukon, but also as to the effect that similar situations can have in the other territories.
Pointing to the change in fares, it's also important to recognize, as I mentioned earlier, that the significant drop in fares that we've seen since the 1980s — from what fares commonly were at — is illustrative of the benefits of competition and the benefits of having local carriers.
Other benefits, as members will know, are the benefits that have been seen and, in many cases, been a subject of letters to the editor to Yukon's papers regarding Air North. They have demonstrated a real recognition of the importance of serving their clientele, recognizing that, as important as tourism is to their economic success, their bread and butter is the Yukon citizens and Yukon customers who continue to return and use their service because of a preference for it and recognition of the economic value that that airline provides.
As members will probably recall, there have been a number of letters to the editor over the years from citizens who have received what they felt was exceptional service on Air North, expressing their pleasure with that. That is not something that one typically sees with the average airline. Again, that close local connection and the close economic ties give increased benefit and cause a situation where those who are the employees of a company are serving people who, in many cases, are their friends, their neighbours, their team members in sporting events, and so on and so forth.
I would also like to recognize that the only time that I've had an issue of any significance involving Air North — any challenge, that is — I had received a call from a constituent who was concerned about and having difficulties with their disabled child and the need for specialized accommodations on the plane. I called Joe Sparling, the president, and he gave me the contact information — who I should have my constituent call — and welcomed me to follow up with him if there were any issues.
But they dealt with the matter in a manner that was prompt, was respectful of my constituent's concerns and ultimately provided them with a resolution to the challenge they were facing. Again, that was done extremely promptly and extremely quickly and is evidence of the non-economic benefits that result from having local carriers.
Another point that I think is worth mentioning is — particularly in light of some of the discussion that has been going on recently in the national and international media with regard to the claims being put forward by Canada and other nations for the Arctic and the competing claims, in some cases, for territory. The debate that this week, and I believe last week, surfaced in the House of Commons about who owns the North Pole and whether Canada should put forward a claim for it — one should not hang too much importance on the air travel component of the economy alone in terms of asserting our sovereignty in the north and over the Arctic, but it is a key factor and a key element in terms of serving communities. In the case of Old Crow, the riding of my colleague, the Member for Vuntut Gwitchin, the service they receive from northern carriers, in particular Air North, is important to their success and health as a community and is important to servicing that community.
As I think you know very well, Mr. Speaker, one of the key factors in determining a country's sovereignty over an area includes their economic usage of an area and the demonstration that they continue to occupy and use an area, whether that be land, air or sea.
The north represents about 40 percent of Canada's land mass, about 0.3 percent of Canada's population and approximately one percent of Canada's passenger air traffic. There are approximately 65 communities in northern Canada that receive scheduled air service, and only eight of those communities are served by jet aircraft. There are only 10 paved runways in all of northern Canada. It is clear that the north represents a lot of geography and not a lot of traffic. It is also clear from that that air service to, from and within the north is vitally important.
While the importance of air access to residents of communities that have no road access is quite obvious, access to southern gateways and beyond is becoming more important to northerners every day. While this motion itself is specifically relevant to the Government of Canada's booking system, it is the increased number of flights and increased amount of air access that are important not only to citizens, but are also key factors in tourism and the ability to book clients from Canada, the U.S. or overseas markets to come to the Yukon and to have an increased number of seats and flights that are convenient to their needs.
So with respect to aviation, I think that northern air carriers do a tremendous job of linking northern communities to one another and to southern gateways and also provide an important competitive force in the local marketplace. Another thing that I would note is that when Whitehorse was a monopoly market, the mileage costs at lower fuel costs were higher at that point in time and the —
Some Hon. Member: (inaudible)
Hon. Mr. Cathers: Mr. Speaker, as my colleague is reminding me, I'm running short of time. In the interest of expediting debate and hearing from other members, I will at this point conclude my remarks and commend this motion to the House.
Hon. Mr. Kent: I just to weigh in briefly on this motion brought forward by the Member for Watson Lake because of the importance of northern air carriers, not only to the Yukon, but as mentioned, to the N.W.T. and Nunavut as well. We need to ensure that those carriers stay viable. Having the option for federal employees to travel on those carriers, I think, is one way to ensure that they do stay viable and competitive in the northern marketplace with some of the national carriers that service northern communities as well.
One of the most important reasons — maybe I'll take a little bit of a different tack from previous speakers who have spoken about the importance for business. We recognize the business travel importance, whether it's individuals who are travelling to the Yukon for conferences — mining conferences, such as the Geoscience, spring to mind — or individuals who come up to engage in mineral exploration activity or other business ventures, no matter what they are, there is the importance of these northern carriers to our tourism sector. I know the Minister of Tourism and Culture and others have highlighted what they mean to ensuring that visitors have choices to get here and options to travel to the Yukon and our northern neighbours, as well as taking flights not only at the major hubs in these communities, but taking flights out to smaller communities within our respective jurisdictions. These companies, I do believe, need to be viable not only for their importance for us locals to travel with them, but for the business and tourism sectors, as well.
One of the things I just quickly wanted to focus on, and really thank these carriers for, is their contributions to local charities. Having worked for the Canadian Cancer Society as well as the Yukon Hospital Foundation over the past number of years before I was elected in 2011, I recognize the important contributions that Air North has made to the Yukon. You can't go anywhere to a silent auction table or a live auction without seeing a trip for two from Air North provided to one of their gateway cities.
I think you're hard-pressed, as well, to find any raffle tickets without one of the top prizes being something donated by Air North.
It really changed the landscape for those individuals who are engaged in the not-for-profit sector, health care
fundraising, minor hockey, minor soccer or any number of individuals who rely on fundraising to ensure that they can partially meet the needs of their organizations.
As I mentioned, when I was with the Canadian Cancer Society, Air North was a critical sponsor for the Relay for Life — not only the Relay for Life that we had here in Whitehorse, but also the one that was hosted in Dawson City, raising money for prevention, advocacy and research, and information and support for individuals who are living with cancer.
Moving on to a fairly long association that I had, not only as a volunteer but later as an employee, with the Yukon Hospital Foundation — that very first Northwestel Festival of Trees — Air North was there with one of the top trees, as far as what it was able to attract for bids during the live auction. They continue to be there to this day as a proud partner of the Hospital Foundation. I'm sure their efforts have raised hundreds of thousands of dollars for the Hospital Foundation to purchase that much-needed medical diagnostic equipment that that organization participates in, in partnership with the Yukon Hospital Corporation and the Department of Health and Social Services.
I just want to quickly talk — going through the website — about what First Air does, another northern carrier, as far as their charitable involvement. When looking at their website, it speaks to community first. I'll just read from their website: "Through grass-roots community reinvestment, meaningful employment opportunities and by providing beneficiaries with tangible benefits, First Air continues to demonstrate social responsibility and leadership in northern transportation services."
Some of the charities that this organization supports will be familiar to Yukoners. The Arctic Winter Games is not a charity but an event that is supported by First Air. They support other smaller events like the Caribou Carnival in Yellowknife, the Children's Wish Foundation, computers for schools, Ducks Unlimited — the Festival of Trees is one of the programs that they support in Yellowknife, which is sponsored by Northwestel in that community but supports the Stanton Territorial Hospital Foundation. There is Habitat for Humanity, a charity that many Yukoners are familiar with including, of course, the Minister of Health and Social Services and his involvement with that organization prior to being elected — the list goes on and on, from sporting organizations like the NWT Curling Association to the NWT Literacy Council, the Northwest Territories Soccer Association, the SPCA, the Northwest Territories Teachers' Association, as well as the RCMP and their D.A.R.E. program, which is a police-officer-led series of classroom lessons that teaches children from kindergarten through grade 12 how to resist peer pressure and live productive drug- and violence-free lives.
Mr. Speaker, the Royal Canadian Legion is an organization that is supported by First Air — an organization I know that you're very well familiar with due to your involvement serving that organization over the many years that you've done so. The mission of the Legion is to serve veterans and their dependents, promote remembrance and act in the service of Canada and its communities.
There are so many organizations — again, just going through the list, it's quite remarkable — from Special Olympics to Skills Canada Northwest Territories — it would take forever to list off all the organizations that these northern carriers support. I'm sure that this list is matched by support that Canadian North also offers for communities.
I think that tying this back to the motion put forward by the Member for Watson Lake, this is an opportunity for the federal government to include northern carriers and ensure that many of these organizations that are supported by companies such as Air North, First Air and Canadian North, and some of the smaller carriers that the Minister of Community Services referred to when he spoke — it can't be understated the importance that these individual companies have to the various charities and sporting organizations that they support throughout the north.
I'd really like to again take the opportunity to thank them because, as mentioned, it's very difficult to attend any event that has a fundraising aspect without seeing Air North's logo on it. I applaud them for all of the work that they do in support of our community and the communities that they serve. I believe they also have events and organizations that they support in their gateway cities of Vancouver, Calgary, Edmonton and now Kelowna, as well as the communities north of Whitehorse — Dawson City, Inuvik, Old Crow.
Air North has been a long-serving member of our community. I believe, through their efforts and our efforts to ensure that they're given a fair shake with respect to federal government travel, it's great to hear the support of individuals who are speaking on behalf of this airline here in the Legislature today — and indeed all northern carriers.
So again, to Air North and every carrier that operates and serves the north, I'd like to say thank you for all that they do for our communities. I look forward to bringing this important motion to a vote shortly so that we can ensure that a unified message from this Legislative Assembly is transmitted to the decision-makers in Ottawa with respect to this important business that we're talking about here today.
Speaker: If the member now speaks, she will close debate. Does any other member wish to be heard?
Ms. McLeod: I want to thank all of the members of the Legislature who have taken the time and opportunity to present their views and thoughts, and what clearly seems to be support for this motion, and I look forward to a speedy passage. I want to thank the Minister of Economic Development for his forward thinking on this file and already initiating contact with his federal counterparts.
Speaker: Are you prepared for the question? Some Hon. Members: Division.
Division
Speaker: Division has been called.
Bells
Speaker: Order please. Mr. Clerk, please poll the
House.
Hon. Mr. Cathers: Agree.
Hon. Ms. Taylor: Agree.
Hon. Mr. Graham: Agree.
Hon. Mr. Kent: Agree.
Hon. Mr. Nixon: Agree.
Ms. McLeod: Agree.
Hon. Mr. Istchenko: Agree.
Hon. Mr. Dixon: Agree.
Ms. Hanson: Agree.
Ms. Stick: Agree.
Ms. White: Agree.
Mr. Tredger: Agree.
Mr. Barr: Agree.
Mr. Silver: Agree.
Clerk: Mr. Speaker, the results are 14 yea, nil nay.
Speaker: The yeas have it. I declare the motion carried.
Motion No. 500 agreed to
Motion No. 532
Clerk: Motion No. 532, standing in the name of Mr. Elias.
Speaker: It is moved by the Member for Vuntut Gwitchin:
THAT this House urges the Government of Yukon to develop a funding program to promote local festivals celebrating multicultural diversity, including celebrating the contributions of new Yukoners.
Mr. Elias: It's a pleasure for me to rise today to speak to this motion. I would like to see the Government of Yukon examine the development of a multicultural funding program that would promote local festivals celebrating the cultural diversity and contributions of new Yukoners.
Our culture is very important to us. It both reflects and defines our values and principles. The government receives requests for assistance but the Department of Tourism and Culture does not have a funding program to address these requests. Tourism industry members have identified festivals as a tourist attractant, especially during the winter season.
Yukon has a significant number of immigrants from other countries and their family members who wish to share their culture with Yukoners and our visitors alike. What I envision is a fund to support local associations of new Yukoners seeking to share their vibrant cultures with us all. This would be an addition to the funding opportunities available to them through the community development fund. The community development fund, CDF, gives Yukon community, industry and professional associations, non-profit and charitable organizations, and municipal and First Nation governments money for projects and events that support community wellbeing, create jobs, generate spending on Yukon goods and services and have measurable social, cultural and economic benefits for Yukon residents and communities.
The primary goal of the CDF is to fund projects and events that provide long-term benefits and value to Yukon communities. CDF has four intakes per year for projects under $20,000. What I see is an opportunity to address smaller needs, much less than $20,000, and do it on an ongoing basis. My suggestion would be that a cultural group that received funding would be eligible for one funding approval per year from the fund and that it would be for only a part of what they need.
The Minister of Tourism and Culture shared with me that he has been approached by members of the Filipino, Vietnamese and Chinese communities, who have inquired about financial assistance for events celebrating their culture. They might be looking for funding to secure a venue, or perhaps pre-order food for an event, or it could be for things like a singing competition, a moon festival or for Chinese New Year.
It would be great if we could respond to these requests more frequently than once every few months.
Mr. Speaker, I want to talk about how we can attract tourists and retain local dollars in our economy. I will first talk about how important culture is in general, and then I'll talk about specific examples. I want to explore the importance of culture for ourselves. I then want to talk about our culture as an important tourism asset.
As community builders, understanding culture is our business. Whether you live in Watson Lake or Mayo, or whether you live in Riverdale, Haines Junction or Dawson City, you are working with and establishing relationships with people — people who all have cultures.
Culture is a strong part of people's lives. It influences their views, their values, their humour, their hopes, their loyalties and their worries and fears.
So when you are working with people and building relationships with them, it helps to have some perspective and understanding of their cultures. When we all have practical information about how to understand culture, we establish relationships with people from cultures different from our own. We then build strong and diverse communities.
Each cultural group has unique cultural perspectives that the larger community can benefit from. We need a wide range of ideas, customs and wisdom to solve problems and enrich our community life.
Because culture is a reflection of the ever-changing community, culture is also ever-changing and culture is compelling. I'm going to talk about our tourism numbers for a few minutes, because I want to show that tourists come for our culture.
Tourist visitation in Yukon is growing. While I cannot speak to the numbers the MLA for Klondike and the Leader of the Official Opposition are quoting, Yukon visitation statistics from the 2012 Yukon visitor tracking program indicate that, since 2004, for the period June to September, visitation to Yukon has increased 26 percent, which equates to an annualized growth rate of three percent per year.
It is clear that Yukon's tourism industry is growing and offers great growth potential for the future. We are proud that Yukon is out-performing the Canadian average for growth in tourism visitation, which is the result of the strategic and effective approach that the department, our tourism industry operators and NGOs have taken with regard to marketing and investment decisions.
Time and time again I ask myself, "How do we know if our marketing strategy is working? Is there a way to supplement our current efforts? Would multicultural festivals add to the attractiveness of Yukon?"
In answer to the first question, "How do we know if our marketing strategy is working?" — I think we need to look at the facts. Border crossing statistics provided by the Canada Border Services Agency are another key indicator and measure of tourism visitation. Border crossing statistics remain Yukon's most accurate indicator of visitors entering Yukon because of their reliability and the consistency in the way that they have tracked numbers over the last 25 years.
These statistics indicate that, for the period of January to August 2013, border crossings to Yukon are up nine percent compared to the same period in 2012, representing an increase of 23,274 more people entering Yukon through the Yukon's four border crossings.
Private vehicle traffic was up 10 percent and motorcoach traffic was up eight percent. Within these numbers, we had an eight-percent increase from United States citizens, a 16percent increase from Canadians and a seven-percent increase from foreign visitors. That amounted to more than 290,000 visitors entering Yukon from January to August of this year.
In 2012, Yukon hosted over 320,000 visitors from around the world, including nearly 34,000 overseas visitors. Each year, tourism generates $200 million in revenue for Yukon businesses. Over one-quarter of all Yukon businesses generate some of their revenue from tourism, with more than four percent of the Yukon's GDP directly attributed to tourism.
A record 294,000 passengers travelled through the Erik Nielsen Whitehorse International Airport last year — the fourth straight year of growth in travel to Yukon by air. More than 3,500 Japanese visitors will visit Yukon this year to experience Yukon's winter and northern lights. For example, think about how exciting that would be for a Japanese visitor to come to the Yukon to experience a festival celebrating Japan's culture, put on by a local Japanese association, and then enjoy the northern lights. That is a tourism product that I think would sell itself.
Germany continues to be the Yukon's largest overseas market, representing approximately 26 percent of overseas visitors. Whitehorse is the smallest city in North America with direct flights to Germany.
Condor brought over 4,000 visitors to Yukon this year, contributing $8 million to $10 million to our Yukon economy. Visitor information centres in six Yukon communities provided travel information and visitor services to over 231,000 visitors. We provide $1.2 million to the 13 museums and seven First Nation cultural centres that present our culture and history to 100,000 visitors each year. Over 100,000
people stop at a museum or a cultural centre to learn about our history and our culture.
The Yukon government's Beringia Centre and the MacBride Museum are Yukon's most-visited museums, with over 20,000 visitors a year. In terms of our cultural vibrancy, I want to mention that, this year, the Yukon government added eight works to the Yukon Permanent Art Collection. Valued at $2.5 million, the 370-piece collection is displayed in 24 public or government buildings. One of the comments I've heard is that while our scenery is absolutely spectacular, particularly in northern Yukon, what makes someone get in their car or book a flight isn't just our pretty vistas but the compelling stories of the people who lived here and continue to live here.
Since April, the department has so far provided $40,000 to support 13 advanced artist projects that contribute to artistic and community development. Since April, over $52,000 of funding has so far been provided to support 17 Yukon artists to tour creative works nationally and internationally. This year, the department has so far provided $1.1 million of funding to 56 non-profit arts organizations and collectives.
This funding enabled visitors and Yukoners to enjoy and participate in artistic and cultural activities in 12 Yukon communities and locations. Yukon hosted the Tourism ministers meeting in September of 2013. The meeting was focused on Canadian tourism competitiveness and the ministers discussed improving visitor access, marketing and tourism attraction development. In October, Tourism Yukon hosted a networking event called "Food, Farms and Festivals" to discuss opportunities to develop culinary tourism in the territory. The event was an unqualified success with 65 people registering to participate. I've never heard of "culinary tourism", Mr. Speaker, but you know what? It turns out that this is an area where we can develop and grow in our territory.
Supported by a $200,000 contribution from the department, 80 Yukoners performing visual, literary, fashion and culinary arts were showcased at Northern Scene, a 10-day festival in Ottawa featuring established and emerging artists from the north. This happened in April of 2013. Part of that money went to promoting Yukoners' culinary arts in Ottawa. We have some terrific opportunities to develop that here in our territory. If anyone wonders about the emerging importance of culinary tourism, I would suggest they check out the number of TV shows that showcase foods from around the world. Obviously there's a market of people interested in that.
One of the things that I see is the desire to build upon our cultural assets. The department provided $345,000 to the Northern Cultural Expressions Society in funding to support its carving programs that help emerging artists develop the artistic, social and business skills required for personal success — in 2013.
Supported by the department's touring artist fund, Yukon artists shared their talents with fellow Canadians and with audiences abroad in Australia, Belgium, China, Germany, Iceland, Netherlands, Norway, Sweden, the United Kingdom and the United States. I look at that and I think to myself,
that's great — I'm proud we are working to share our culture abroad.
Is there a way that we can build upon that success? Is there a way that we can help Yukoners share their culture here at home? Is there a way we can do it so that we can support both culture and tourism? I believe that there is.
We can work with local groups to promote local festivals celebrating our multicultural diversity, including celebrating the contributions of new Yukoners.
The context for developing a program in the Yukon allocates considerable resources to bolstering our cultural community. Let me share with this Assembly some of the funds we provide. The arts operating funds; the special project funding; touring artist fund; the advanced artist funding; the Artist in the School program; Culture Quest, through the Yukon Arts Centre; and the Yukon permanent art collection. We also provide dedicated funding for Yukon Arts Centre, the Dawson City Arts Society and Northern Cultural Expressions.
As I looked over the list, I was impressed by how much Yukon is doing to support and promote our culture. I see an opportunity for the government to add to this impressive list of accomplishments by addressing funding for cultural groups, including new Yukoners. I would like to see the government develop a funding program to promote local festivals celebrating multicultural diversity, including celebrating the contributions of new Yukoners.
I would appreciate hearing from the members with their views and opinions on this motion that I put forward in the House today.
Ms. Hanson: I thank the Member for Vuntut Gwitchin for his motion today and for some of the views that he has expressed this afternoon in supporting his motion.
The motion from the Member for Vuntut Gwitchin urging the Government of Yukon to develop a funding program to promote local festivals celebrating multicultural diversity, including celebrating the contributions of new Yukoners, has many elements that the Official Opposition supports.
I do think there are a number of aspects of this motion that warrant us having a further conversation and exploring a bit further some of the implications and perhaps some of the other opportunities that, in the wording or as expressed so far, is not as clear to me in terms of how to take maximum benefit of the opportunities that exist for achieving the objective that the Member for Vuntut Gwitchin has elaborated or set out in this motion.
In the Yukon, besides the founding people of Canada — First Nation, Métis and Inuit people — we have people resident in this territory from many places. Certainly that has expanded over the years from the original settlers and those who largely came from the United Kingdom and France. Our cultural diversity has grown and has been enhanced with the movement to North America, to Canada and to Yukon of peoples from many, many other places. Whereas there were certain groups that initially occupied the country of Canada, our diversity has grown with Slavic people, northern Europeans, southern Europeans, peoples from Sub-Saharan
Africa, the Caribbean, South Asia, Latin America, the Philippines most recently, China for quite a long time, Japan — many, many countries. I think that the diversity in the Yukon — although numerically we are obviously smaller in numbers, the proportionality of this growing diversity provides a richness to the fabric of the life and culture that is Yukon.
To that end, I think that the notion or the idea that the Member for Vuntut Gwitchin expresses in wanting to capture that through the idea of festivals and celebrations of the contributions of the cultures is really, really important.
Mr. Speaker, this is an aspect of our culture in Canada, our being Canadian, that has been something that has been a lifelong commitment of my own. I may have mentioned this before, but in my early years in high school and university, I was involved with groups that were involved in cross-cultural development and cross-cultural education programs and building on the idea where we often — when we think of other cultures — and certainly when I was growing up — and I'm not sure about you, Mr. Speaker, but when I was growing up and in high school, the emphasis on thinking about the world outside of North America was what we were doing for them, and to them, in terms of support, aid and all that kind of stuff.
There were some wise people I was lucky enough to meet in my early years who turned the question upon its head and really asked me and others to begin to think about this: what makes us think that the world began and will end with the Industrial Revolution — with what is going on in North America? It was through a course of a number of years of working with groups of people from around the world that I became so impressed with the contributions and the understanding that while many of my ancestors in northern Europe were living in caves, people in Asia, the Middle East developed very sophisticated cultures, as in Africa — sophisticated, complex cultures that contained and used many of the things that we take for granted today in terms of the basis for both cultural and industrial development.
It was through that work I was privileged to be part of in the establishment of a group that was originally called the Calgary International Development Centre. Now I understand it's called the Arusha Centre. I'm dating myself, but it was formed in 1972. The Arusha Centre is a group that celebrates multicultural diversity by essentially providing resources and, I think, programming on local and global social justice issues. It was founded and maintains a belief in an equitable and a compassionate world where difference is understood and valued and where human dignity, the Earth, our ancestors and our future generations are respected. Mr. Speaker, if that's not a living definition of multiculturalism and respect for the multicultural diversity that is Canada and, in essence, the Yukon, then I don't know what is.
My understanding then for many, many years — I guess it's over 40 years — has been that when we talk about multiculturalism, it's not just the superficial, it's not the differences that we celebrate, but it's the cultures, the contributions and the coming together that binds us. It's the
whole notion of what Canada has, over the many, many years — going back to the 1960s — of a cultural mosaic — that we, as a community and as a society, are made richer by the many hues, the many textures of the mosaic that make up this country.
When I think about the potential that exists of celebrating multicultural diversity that the Member for Vuntut Gwitchin has put forward here, I think we also need to make sure that, as we do that and as we are compelled to celebrate the diversity that is the Yukon and is growing in the Yukon, we are mindful that we do this because we have learned so many lessons from when haven't been open to the diversity and the cultural contributions, or even the openness to accept people from other countries in this country. I think back over the last number of months — and we've certainly talked about some of these in this Legislative Assembly — we've talked about the racist policies of the past that denied any recognition, let alone of the diversity, of people coming to this country.
We think about the treatment of the Chinese and the head tax, the treatment of the South Asian community and the infamous incident with the Komagata Maru in 1914 where over 300 Sikhs were turned back at the Burrard Inlet, sent back because the provincial government of the day had said that they would not accept — and the words used were that they wanted to stop the "brown invasion". That was the language used. If you go to downtown Vancouver you'll see a plaque there to that reality.
Things have changed and that's the positive piece that we want — that we need to remember why we can't go back. We've had commemoration and a recognition of the internment of the Japanese, completely ignoring the fact that these were Canadian citizens who were interned during the Second World War. We've spoken this week about the harsh reality of our own inability as a country, and as a territory, to recognize the cultural diversity of First Nation people in this territory until very recently — and the impact of residential schools.
I and the Official Opposition heartily, heartily embrace the importance and the notion of multiculturalism and the importance of us recognizing and respecting every culture that makes up the fabric of this territory. Finding ways to celebrate that is incredibly important and there are ways — there are small ways and there are big ways.
The speaker for Vuntut Gwitchin spoke about — and the focus of his conversation seems to be primarily on tourism. That's an important aspect, but it's not what we get out of people that makes diversity and the celebration of multicultural diversity — that's not the sole reason for doing it. I will say, though, that the experience of other cities — large cities like Toronto — if you think about Caribana where there are hundreds of thousands of people. I think if you were to go on-line right now, you would not be able to get a hotel or tickets to the events for next July-August. They are sold out.
Where cities and regions embrace it, multicultural activities take various places. The Member for Klondike comes from a region that has an amazing festival celebrating the Celtic history of Cape Breton called the Celtic Colours. For 10 days you can go around and you would think you were in Scotland — both by the colours and by the language being spoken.
We have seen, since the Canada Games here — through the hard, hard work of a very dedicated group of people — the development of the Adäka festival. When the Canada Games were being planned in 2007, there initially wasn't a reflection of First Nation culture and art and music. I can tell you that, through the dedicated work of a very small core group of First Nation people, it came off. It has grown. So now I think people would be very disappointed to think that the Adäka Cultural Festival — which really represents another aspect of the cultural diversity of this territory — to think that was not going to exist would be challenging.
So yes, there are many, many reasons why support for cultural diversity and celebrating the importance of our multicultural nature as a country and as a territory is important. It is a fact that multiculturalism has been recognized by law. We have the Canadian Multiculturalism Act that states that the federal "Minister shall take such measures" that — and I'm just quoting here — assist in the implementation of multiculturalism in Canada. That was intended to include — just to refer to a few of the things that the minister was responsible for — to "provide support to individuals, groups or organizations for the purpose of preserving, enhancing and promoting multiculturalism in Canada" and "encourage the preservation, enhancement, sharing and evolving expression of the multicultural heritage of Canada".
So as I've said already, there are festivals that celebrate the Celtic culture, francophone culture, Afro-Caribbean cultures, Diwali — South-East Asian cultures — various cultures. I think we need to be looking at how we ensure that, when we talk about — and this is where I would hope that the Member for Vuntut Gwitchin would be able to speak a bit more at some point as to how he saw this operating. I am very, very mindful — because the last thing in the world that I would want to encourage — and I would hope and I would believe that the minister opposite wouldn't want to see this happen either — is to provide an opportunity for the federal government to off-load to this territorial government some of its responsibilities.
The federal government, through the multiculturalism programs, has the primary responsibility, working with provinces and territories. But the reality is, Mr. Speaker, that the federal government has made major cuts to program funding for multiculturalism — major cuts. They've moved, they've shifted around, so it has become more and more complicated and, if you talk to anybody who's working in this area, they will tell you that it's more complex and difficult to access federal funds.
That's a problem, but it's not a problem that we should take on solely on our own. We need to work with the federal government to remind them that they have a responsibility here. So if the territorial government is willing to take on additional financial commitments — which I would think is a
great idea — let's not do it by letting the Government of Canada off the hook. We cannot do that, Mr. Speaker.
In addition to the fact, there was a recent audit this summer of the multiculturalism programming at the federal level. What they found was that millions of federal dollars earmarked for multiculturalism are going unspent. What's happening is that at least $5 million a year, since 2007, has not been disbursed.
So the Department of Citizenship and Immigration is basically taking what was the marquee funding program in terms of multiculturalism — the program that was celebrated as a way of bolstering — of supporting multiculturalism and activities that celebrated that — they've allowed it to be cut. They've not only allowed it to be cut, but they directed it to be cut so that nearly 40 percent of the money that has been voted by Parliament for this purpose is going unused, because they've made it impossible for people to access.
So it has been eroding since the mid-1990s. Even though this year, if you look at the budget, you'll see that it says that the federal government was going to spend $21.3 million on activities related to multiculturalism, it has been revised down to $14 million. I don't for a moment think that this territorial government should be trying to fill in the gap left by the federal government.
The signature granting program would, I would think, be an opportunity — if we're looking at developing new program criteria and new program areas for the Yukon government — and would be the interaction budget, but it has been scaled back as well. This was set up to work on the kinds of events that I heard the Member for Vuntut Gwitchin talking about — to support events deemed to promote intercultural understanding, respect for democratic values, civic pride and memory. The memory — that's part of what multiculturalism is about, Mr. Speaker.
What we've seen and what the audit found is essentially that this has become another one of these funnels where there may be 750 applications received. Through the normal process, they are winnowed out, and this year, 560 of those were deemed to be eligible for that funding. But by the time the political process got through, only 39 got through to the ministerial recommendation and only 25 percent of that 39 were funded. For crass political reasons, people are choosing not to spend the money.
That's ironic. If you think about the fact that as the multicultural community grows and as people gain citizenship, you would think that the federal government would want to encourage it by supporting that multicultural community — that diverse community — who may not all be citizens now, but will become citizens — by showing their respect for them and ensuring that the funding is available.
The audit said that the approval process for the projects and events was identified by many stakeholders as the single biggest impediment to the effective operation of the program. The lack of transparency and lengthy timelines associated with this process made it difficult to manage or to expend the budgets.
The Official Opposition is fundamentally in support of any initiative that will promote multiculturalism through local festivals or other means.
We see that already in this territory through the initiatives of the various community groups that a number of people in this Assembly have already had the privilege of participating in with the Filipino community in both Christmas celebrations and in recent — well, partially a celebration and partially almost a commemoration in the sense of the reflections on the typhoon. The Japanese Canadian Association of Yukon has hosted many events to share with Yukoners aspects of their culture, their history and their contribution to this territory — the Chinese Canadian Association of Yukon as well, through the various festivals and New Year gatherings. More and more — tomorrow, the Yukon African Caribbean Association is extending its invitation to Yukoners to both celebrate the cultural diversity that the African-Caribbean community brings, as well as to commemorate Nelson Mandela in a feast and a celebration that's being held at l'AFY tomorrow night.
There are many opportunities for us to work as legislators and for the Government of Yukon to work to enhance the contribution — to enhance our recognition, perhaps is a better way of putting it — our recognition of the contribution made by the multicultural diversity that is the Yukon. As the motion speaks to the notion of promoting festivals — and we know that Yukon has a dynamic arts scene. Our music festivals over the last 35 or more years have been favourites of many performers.
There is no doubt that those festivals have brought in many groups from around the world, which have further enhanced our appreciation for the diversity of culture, music and art, because they bring people together.
To get back to the point that the Member for Vuntut Gwitchin raised, they are important economic drivers. They do contribute to the economy and that's great, but I would hope that in establishing — and if the Member for Vuntut Gwitchin is successful in getting his colleagues on that side of the House to develop a fund to augment existing sources of funding from the federal government and from the City of Whitehorse that also has funding that it makes available for cultural programming — we're not looking at doing this as a stand-alone, but we're looking at it as how we work together.
I would hope that, in determining whether or not this fund might be established by this government, we would not be looking solely at the bottom line in terms of how much money is generated from that festival as to whether or not it's worth investing in, because Mr. Speaker, I can tell you that for many of these festivals, it's not about making money. It's about reaching out, it's making that connection in the community and it's getting that appreciation. Once that starts to happen, you start seeing the economic spinoffs. People have to recognize that there is something to engage in and with before they are going to spend a heck of a lot of money. Let's hope that we're not just looking at thinking that we're going to wait for the Caribana to land here before we're going to invest.
If the member is successful in having this program funding established, I would hope that we will work in
collaboration with other levels of government, and that we would not be seeking, as a territorial government, to allow the federal government to off-load and renege on its responsibilities and to allow it to continue to underfund against the commitments it has made in federal budgets successively since, well, the 1990s — but for sure, since 2007. We can find ways to build on the work of past New Democrat, Liberal and Yukon Party governments to continue to work on building that diversity that makes the Yukon the place that we all want to live.
I won't go on. The Yukon Official Opposition will support this motion and wish the Member for Vuntut Gwitchin luck as he puts it forward.
Mr. Silver: I will be very brief on this. I want to thank the Member for Vuntut Gwitchin for bringing forward this motion today. It does appear that this is something that the Yukon Party government already has in mind for next year's budget and is asking for legislative support on it. It is definitely something that we can get behind.
I will be supporting this motion, but I do have a few questions based on the opening comments. One would be: what will the criteria for funding be? Also, will First Nation organizations be eligible? What about the francophone community? I'm sure these are all questions that the member can answer — and the government can also answer next session.
The Member for Vuntut Gwitchin also linked this to tourism and made a comment about tourism statistics. Last year, I personally travelled out to Alaska four different times — I was lucky enough to travel to Alaska four different times. I also travelled by air each time — by Air North, I might add — four times out and back from the Yukon to various places in Canada. So that is eight different times. The statistics that the Member for Vuntut Gwitchin is quoting and that the Minister for Tourism and Culture promotes, as well, would consider me a tourist each one of those times.
So thinking about how many Yukoners travel out of the territory by plane or by border crossing, these trips add up — so just in recognition that my stats do differ from the ones of the Yukon Party government.
Multicultural organizations — they already can apply for funding through CDF and other programs. I guess one of the questions would be, how much different will this program be from the funding that is allocated through that source?
The only final question would be, can the government provide a ballpark figure for what it has in mind for the proposal of the fund?
Once again, as the Leader of the Official Opposition mentioned, multicultural contributions are definitely something that all parties in this Legislative Assembly can get behind. I look forward to continued debate and I will definitely be supporting this motion.
Hon. Mr. Nixon: Both as the Minister of Justice and Minister of Tourism and Culture, I've been fortunate enough to see many different cultural events in the territory and indeed across Canada. I've also had many discussions with members from a variety of different cultural organizations within the territory, and I know that they would like to see the development of some type of multicultural program for festivals. Fostering an environment for new Yukoners to promote local festivals to celebrate and share their cultural diversity is something that many groups will feel very proud of. What I'm hearing is that there is a desire for local cultural associations to showcase who they are, where they came from and what's important to them and to their fellow Yukoners.
I've spoken in this House before about how we attract tourists and build upon our tourism economy in Yukon. I see such a program as yet another tool to build upon and complement other programs offered by the government. I'm quite proud of the fact that I belong to a party, the Yukon Party, that understands how important culture is to Yukon's tourism industry. In fact, many tourists come to Yukon to experience our cultural diversity.
The tourism industry in Yukon continues to see strong growth. I know the MLA for Klondike, the interim Liberal leader, has indicated that he believes our numbers have decreased. Yukon visitation stats from the 2012 visitor tracking program indicate that, since 2004, for the period June to September, visitation to Yukon has, in fact, increased 26 percent, which equates to an annualized growth rate of three percent per year. I've come to the conclusion that the MLA for Klondike is perhaps looking at the same visitor graphs that I am, but I suspect that he's looking at them upside-down.
I'm quite proud that Yukon is outperforming the Canadian average for growth in visitation. This seems to be a result of the very strategic and effective approach that the department and our tourism industry operators, tourism stakeholders and NGOs have taken with regard to marketing and investment decisions. I congratulate their efforts, as their hard work seems to be paying dividends.
We know that another key indicator for tourism statistics is information we receive from border crossings provided by CBSA. In fact, those stats remain the territory's most accurate indicator of visitors entering Yukon because of the reliability and the consistency in the way that CBSA has tracked crossings for well over 20 years.
We are aware that there is the potential for more than 3,500 Japanese visitors who will visit Yukon this year to experience Yukon's winter and northern lights. As our tourism numbers continue to grow, the need for more Yukon product is certainly going to be required. In fact, we are already seeing many people and businesses in the private sector continue to take advantage of different opportunities that our tourism sector presents — from aurora viewing to mountain biking, heli skiing and — yes — tours on the SS Klondike and Dredge No. 4.
It is clear that Yukon's tourism industry continues to grow and continues to offer great growth potential for the future. I've had several discussions with members of the Chinese, Filipino, Vietnamese and other cultural communities who have inquired about government support for events that would assist them in celebrating their culture. Just a few
moments ago, I spoke about our increased visitation from Japan.
As the MLA for Vuntut Gwitchin said, it would be interesting for a Japanese tourist visiting Yukon to experience a festival celebrating Japan's culture put on by a local Japanese association and then perhaps followed by a tour by a local company and viewing of the aurora borealis. As the member said, that is a tourism product that can sell itself.
Let's look at other potential cultures that could be celebrated here in the territory. Visitation from Germany continues to be Yukon's largest overseas market, capturing a significant portion of our overseas visitors. Condor brought over 4,000 visitors to Yukon this year, which contributes $8 million to $10 million to our economy. We are very fortunate because Whitehorse is the smallest city in North America with direct flights to Germany.
I'd like to extend my appreciation for our ongoing relationship and shared vision with Condor Airlines. I've had the opportunity to meet with officials from Condor a few times now. It would seem to me that they see an even greater potential in the Yukon-Germany market share.
I've heard time and time again that while our Yukon scenery is breathtaking, it is not always that that makes someone get in their car or book a flight here. In fact, it is often the fascinating stories of the people who live here and the people who continue to live here.
We know that over 100,000 people stop at our museums or cultural centres to learn about our history and our culture. In fact, Yukon Government's Beringia Interpretive Centre and the McBride Museum continue to be Yukon's most visited museums, with over 20,000 visitors per year. But for those who have moved to Yukon from abroad, I can only imagine how fascinated they are with our culture, with our rich mining history and with our landscapes. I also imagine that they would also like to share a piece of their culture, a piece of who they are, with their new friends and neighbours here in our territory.
Every day, cultural associations and organizations in Yukon help to make a positive difference for so many people. Whether it's through after-school care, recreation programs or assistance for new immigrants, these organizations are at the heart of our healthy and strong community.
On the Multicultural Centre of the Yukon's website, it states that they welcome immigrants to Canada and to the Yukon. They go on to say that, "It can be difficult adjusting to new life in a new country and a new community" and that the Multicultural Centre is there to help new citizens with that transition. Their website also indicates that "Settlement services in the Yukon are provided through the Multicultural Centre of the Yukon" and that their "services are available to assist in the settlement and integration of immigrants and refugees into the social, economic, cultural, and political life in their community." The Multicultural Centre also specifies that they "can offer assistance and programs in the areas of settlement services, language instruction, employment services, and community networking" and that their free services include things like programs to help cope with challenges of everyday living; an introduction to the local community; information regarding rights and responsibilities; to provide English classes and orientation and information workshops; referrals to government services; assistance in filing forms for social insurance numbers, drivers' licences and health care cards; referrals to doctors, dentists, lawyers and other services; employment sector information and programming; and other services to assist the newly arrived immigrant with their new Canadian lifestyle.
I know from speaking to several different cultural groups that they see great benefit in the work that the Multicultural Centre of Yukon provides. I'd like to extend my sincere appreciation to the staff and management at YTEC and the Multicultural Centre of Yukon. They are very highly regarded by our government caucus and so many other people in our community.
A community's culture is constantly changing as the inhabitants of that community change. We both define it and are defined by it. I think that there is merit in promoting and celebrating our diverse cultures. Setting up a new fund that can be accessed by new Yukoners to help showcase their culture would truly assist such groups in their efforts to show us who they are — to educate our community on their values and their beliefs. In fact, one definition of "culture" that I found reads: the arts and other manifestations of human intellectual achievement regarded collectively; or the ideas, customs and social behaviour of a particular people or a society.
I also commend the good work of the Department of Tourism and Culture. Just this year the department has provided $1.1 million in funding to 56 non-profit arts organizations and collectives. This funding enables visitors from around the world to enjoy and participate in artistic and cultural activities in 12 Yukon communities and locations. I see a new program such as this complementing other programs through a number of different departments.
I look at that and think to myself that that's great, but then I ask myself: is there a way that we can build upon that success? I believe that there is.
During my Tourism ministers meeting in September of 2013, we were focused on Canadian tourism competitiveness, and my ministerial colleagues and I discussed improving visitor access, marketing and tourism attraction development.
In October, Tourism Yukon hosted a networking event called "Food, Farms and Festivals" to discuss opportunities to develop culinary tourism here in our territory. The event was an unqualified success with 65 people registering to participate. Rarely do we hear of culinary tourism, but it turns out that this is an area that we can develop and grow in our territory.
Also supported by a $200,000 contribution from the department, 80 Yukon performing, visual, literary, culinary and fashion arts were showcased at Northern Scene, a 10-day festival in Ottawa, featuring established and emerging artists from the north. This happened in April of this year. Part of that money went to promoting Yukoners' culinary arts in Ottawa.
Mr. Speaker, if anyone wonders about the emerging importance of culinary tourism, I would suggest that they check out the number of TV shows that showcase foods from around the world. Obviously there is a market of people interested in that.
Supporting by the department's touring artist fund, Yukon artists shared their talents with fellow Canadians and with audiences abroad in Australia, Belgium, China, Germany, Iceland, Netherlands, Norway, Sweden, the UK and the U.S.
How? Through programs such as the arts operating funds, the special project funding, the touring artist fund, advanced artist funding, artist in the school program, Culture Quest and also dedicated funding for Yukon Arts Centre, the Dawson City Arts Society, Northern Cultural Expressions and the Yukon permanent art collection.
Funding programs available through the Cultural branch in Tourism and Culture are able to fund smaller components of the programs. The singing portion of the Filipino event is eligible for performing arts support. Other festivals may be eligible for support for their cuisine component; however, other aspects of the festival may not currently qualify for assistance.
The government continues to receive requests for assistance, but Yukon does not seem to have a funding program to address some specific requests. The motion before us today speaks to that matter.
I did some reading on the Government of Canada's website about the value and merit of multiculturalism. Did you know that Canada was the first country in the world to adopt multiculturalism as an official policy? The government of the day did so because they wanted to affirm the value and dignity of all Canadian citizens, regardless of their racial or ethnic origins, their language or their religious affiliation.
Multiculturalism is designed to be a positive, accepting experience in that citizens are encouraged to share their history. New Canadians are not asked to deny or reject their past, their heritage or ancestry, or their identity. In fact, acceptance gives Canadians a feeling of security and selfconfidence, making them more open to, and accepting of, diverse cultures. Through multiculturalism, Canada recognizes the potential of all Canadians, encouraging them to integrate into their society and take an active part in its social, cultural, economic and political affairs.
Believe it or not, I suspect that some people don't take the creation of a fund to support multiculturalism seriously enough to debate it in this Legislature. In fact, that's what I read on social media last night on the Facebook page of the Leader from the Official Opposition — the MLA for Whitehorse Centre. That's unfortunate, but it doesn't surprise me. It's reassuring to me that my Yukon Party caucus colleagues support multiculturalism in our territory.
Personally, I see this motion before us as a way to promote values related to all of the different cultures in our territory. I will be supporting this motion and I thank the Member for Vuntut Gwitchin for bringing this motion forward.
Ms. Stick: It's nice to have an opportunity to get up and speak. I just want to point out that the leader also had her moment to debate this motion and did so with eloquence. I want to thank the Member for Vuntut Gwitchin for bringing forth this motion and I just want to reread it:
"THAT this House urges the Government of Yukon to develop a funding program to promote local festivals celebrating multicultural diversity, including celebrating the contributions of new Yukoners."
I'm not going to speak about tourism. I'm going to speak about our communities and how we are all a part of the multicultural fabric of our communities. We all are members of that. I believe that we should always be supporting festivals and programs that encourage all of us to share our cultures with each other, to celebrate our diversity, and to participate in festivals of arts, of music, of food, of celebration. It's something I personally feel strongly about.
This is our community. It's made up of many cultures, new and old. We think about the gold rush, or First Nations who were here, and then there was contact with Europeans. I remember reading once in the history of the gold rush how a group of Maoris came from New Zealand for the gold rush, how a black family from the south in the United States came up here to be a part of the gold rush and the community — and some of them stayed. We've had multiculturalism in the Yukon for a long time.
I support funding for local festivals that celebrate diversity that include the contributions of new Yukoners. I celebrate that. I support this motion. I'm not sure we need to create a new funding mechanism. Maybe we just need to enhance what we already have.
We have a community development fund that supports festivals and groups participating in community events. We have the Minister of Tourism and Culture, who spoke about the arts grants and how those are available to all Yukoners. I don't think we should set aside other funding that just targets multiculturalism. Multiculturalism should be in all of those funding mechanisms that are now available to all Yukoners, new and old, regardless of their cultural background.
So, enhance those — make them better. I don't think we need to separate out something new and say, okay, you're a multicultural event, so you should go over here. Let's just make it a part of the funding. CDF, arts, culture — all of those things already exist. If they need enhancing and if the rules need to change to allow a broader group to be able to access those funds, then make those changes.
I'm not going to suggest any amendments, I'm not going to say much more, but I agree with this. I support multiculturalism. It's what makes our community exciting. It's what makes our neighbourhoods interesting. It's our neighbours. It's the people we work with. It's the people we do our recreation with. Multiculturalism is wonderful.
I'll end with yes, it was the federal Government of Canada that first recognized this and that's great. But I think we should be demanding of them that they not be cutting funding to events and supports of multiculturalism across
Canada and not just the Yukon. I think it's important that the federal government maintain that level or increase that level of funding, not be cutting back on it.
Mr. Speaker, I support this motion because I do believe in celebrating our diversity. We're all diverse. It is a multicultural society. I don't think we need to develop a new funding program, but I do think we could perhaps enhance or broaden the scope of current funding programs to make sure that everyone in the Yukon has an opportunity to be a part of our multicultural diversity and celebration.
Hon. Ms. Taylor: First of all, I would like to thank the members opposite for their support of the motion that has been put forth by my colleague, the MLA for Vuntut Gwitchin. I would like to thank members for the opportunity to say a few words here.
I'm not going to go on too long here because I think we would like to bring this to a vote here eventually before the end of the day. But I would like to say a few words here.
I think when it comes to the territory — and this has been said perhaps already a couple of times — the diversity and the face of the territory has changed significantly over the years and that's a good thing. From the days when I was growing up in Watson Lake to where we are today, our population has grown in leaps and bounds and the diversity within our population has also grown significantly. I think it has made us a very rich territory in so many different aspects.
I want to reflect on some friends who became friends. They were newcomers to the Yukon about 11 years ago. It was just shortly after I got elected.
The husband is from Colombia and his wife is from Argentina and they just had a child at that time, who was born in the Yukon. The young girl is best friends with my young son and I can tell you that we have learned so much from that particular family. We have learned so much about the definition of generousity and outreach in our community and we have just learned so much about how lucky we are to live in Canada and to live here in the Yukon.
This family has expanded our networks of friends throughout the city and elsewhere because of the celebrations that they have. We were just at their daughter's ninth birthday celebration and it was a Latino party and it was a fantastic display. I haven't been to that vibrant and fun of a party as that was on Saturday. The diversity in the room too was from friends from Quebec who just recently made the Yukon their home. We're seeing so many new francophone citizens make the Yukon their home from Quebec and all parts of the country, but from France as well and other parts of the world. That, too, is really making our territory a much stronger place as a result of that as well.
You see it within the francophone community and the programs being offered and the celebrations being offered. Indeed it is fantastic to see.
This family, though, getting back to my original story — I am always in awe of just how much engagement they have. They have gone ice fishing. They go ice fishing. They have gone on bison hunts. They have done a lot of winter camping.
They have just experienced everything and more that the Yukon has to offer compared to a lot of us in the Yukon who perhaps haven't even experienced half of what they have — but that's how much they embrace their love of the north and the love of the people here. It is a two-way street.
For that reason I think that this motion does speak to the territory and the diversity in our territory. I think that thanks to immigration, we enjoy a very rich cultural life in the Yukon, and our workforce, our neighbourhoods and our schools are diverse places and, as I said, the territory is better off as a result of that.
We're both better off economically and socially as well. I was just reflecting on a document here, albeit a couple of years old. It was talking about some data — I think dating back to 2010 — and it suggested that the reason that Yukon enjoys such a high rate of immigrant retention in the territory is because recent immigrants stay for the good jobs and because they feel welcome in the Yukon. Many of these immigrants also stay because of community and family ties as well. That is very important to mention as well.
When we are able to celebrate our diversity through festivals, through different multicultural events — and there have been a lot over the years. There was a heritage festival that was brought about by one specific individual about five years ago — the first one that was held — and she did an amazing job. I recall going to every year of that festival, and it grew. I remember the second one — I think it was about three or four years ago — and there was actually a parade, and in this parade I remember everyone gathered at the Old Fire Hall at the end of this parade. There were some — I counted 23 different nationalities represented within this parade, from the Ukraine to the Philippines to Germany to Vietnam, and the list goes on. I was just astounded to see that many nationalities being represented — we know that there is more than that, of course — and the pride showcased in events like a parade or a fashion show. I remember being up at the Yukon Arts Centre and going to this other subsequent heritage festival, and they had a fashion show. They had also different tastes from different countries available. It was an amazing, fantastic display of talent and of pride among us, as Yukoners.
The thing about the Yukon — as is reflected in this report — is that it is welcomed, it is embraced by Yukoners and, as a result, that has made us a stronger territory as well.
I know the Member for Riverdale South made reference to whether or not this is going to be a separate funding program. I just wanted to reflect that there are funding mechanisms out there. There is the Culture Quest arts fund. The Minister of Tourism and Culture made reference to the touring artist fund. There are a number of different funding mechanisms available. That may be reflected under an existing fund with an extension of eligibility criteria. The point is, though, to have a separate mechanism to reflect upon the importance of the multicultural community and to be able to support events and festivals in the territory — that's a very important thing.
As the territory grows, so too does the demand for these funds. When I was Minister of Tourism and Culture, I was
very proud to be able to announce a very large funding boost to the Yukon arts fund and the arts funding program. We also introduced the touring artist fund at that time as well. It really significantly lifted the capacity and we also were able to add additional dollars to programs being delivered by the Dawson City Arts Society as well.
There has been a lot done from that time and ever since to grow and to meet the demands of our growing population as well.
This particular motion speaks to a specific funding mechanism that would support a growing multicultural society. I do think that it is great. In terms of doing so, we will be able to also meet a significant objective of our immigration strategy. That is to really increase the awareness of the territory as a desirable location to work and live, and that is applicable to all sectors, all different segments of our population outside of the territory.
When we can celebrate and welcome, you nurture those feelings and the attachment to a place. A significant amount of research has gone into branding strategies on how you can actually reach out and connect with travelling populations or individuals. When you meet that connection, you're able to actually make them want to come to the Yukon as a destination. Whether you visit, whether you do business here, whether you decide to establish the Yukon as your home and raise your family — these are all great attributes.
The other thing I wanted to say is that the Government of Yukon, this government, has really invested wholeheartedly in many different cultural venues in support of these festivals and events that we continue to hold and continue to grow in the territory.
From support for our museums to each of the Yukon First Nation cultural centres, we have a new funding mechanism that supports the operations of those facilities and also supports some capital investments in each of those as well. It is very important to be able to have those venues available to be able to celebrate our diversity.
The Old Fire Hall is a perfect example of a facility, a historic site or a historic building, that really took shape and form as a result of the Canada Winter Games in 2007. That's what really gave it its launch. Afterward there was a real pitch among the business community and the artistic community, cultural community and the Yukon government to come together and to be able to develop the Old Fire Hall as a cultural venue.
Since then we've seen other places — we've seen a whole variety of private galleries evolve in the territory. We've seen the School of Visual Arts through Dawson in partnership with Tr'ondëk Hwëch'in and the Dawson City Arts Society. All of these speak to the importance of being able to celebrate and being able to share our stories — the good, the bad and everything in-between.
We do have a lot of history and it's what makes the Yukon, I say, the greatest place on earth to live. Again, I just commend this motion to the Assembly. I just want to again thank my colleague from Old Crow for bringing this forward and for taking an opportunity to reflect upon the many people who have chosen to make Yukon their home after all this time and who have contributed to making our lives the better for it as well.
Mr. Barr: I would like to start off by thanking the member from Old Crow for bringing forward this motion. I will be supporting this motion. I do believe that multiculturalism and honouring multiculturalism is really about respect although, yes, there are spin-offs. There is community well-being that brings community together to help us to understand and respect each other, whether it's our customs or just to be able to look at one another walking down the street and say hello when you're doing that. That's part of my culture growing up. Why I like and love and live in the Yukon is because we still do that here. In big cities, oftentimes, saying hello to somebody on the street is not accepted. It's more of a culture of fear, of protecting yourself. So here in the Yukon, welcoming new people — I was at the swearing-in of the Canadian citizenship just a couple of weeks ago, where there were 81 new people from 33 different countries — many of the new cultures that have been spoken of here today — from the Filipino community, from Germany — although many Germans have been here — but more different Asian countries — Japanese — who have chosen the Yukon to be their home.
Because time is so short, sitting here and listening to the debate today really brought up a lot of different emotions about multiculturalism. The initial words that came to me is that it really does start with respect. I was thinking that not long ago, the potlatch was outlawed, the drum was outlawed here. You could go to jail — it was against the law to practice aboriginal culture in the Yukon and right across Canada.
So it made me have these mixed feelings — or reminiscing — of speaking your own language and what happened in residential schools. We've come a long way when we we're standing here today to say that we want to put forward some dollars to help people of their culture, who are new to the Yukon, to be able to share that with us. That is great and I wholeheartedly agree with that.
At the same time, I want to emphasize that, for aboriginal people of the north, when we are talking about our culture and being able to share our culture, when we're looking at what programs are available — at WCC, for example — and the fight that still exists today to honour those cultures within the programs, we cannot forget that we need to be doing this right across. When we talk about developing the curriculum in our schools to respect culture, and to be able to remember — when we are talking about dollars in this House, that we — whether it's programming at WCC, curriculum in our schools or honouring First Nation final agreements — are looking at creating opportunities and goodwill in our lives for the betterment of all of us to be able to work toward a better place — a community where we respect each other on all levels, in all our relationships and in all of the departments. I think of silos that happen in our departments — to break that down.
These are words we have to develop in order to just be able to be respectful of each other in how we go about our daily business.
I will definitely be recommending that we go forward with this. I do think that, when I think of Canada Day, we do have all cultures represented — the new and the old. I think it's incumbent upon the organizers of these festivities to make sure that when we are doing these things we have these be inclusive, like our Canada Day celebrations where I see the Filipino community dancing and sharing food. You can go around the park and you can eat food from everybody that makes food here, wherever you come from.
Although these things are here, we can enhance them. I do think that the Member for Riverdale, in thinking about that — enhancing what we do have out there. We do have many mechanisms out there that already allow this. I do think it's worthwhile speaking of multiculturalism, period.
In my words today, I'm hoping that when we do think of multiculturalism, whether its Health and Social Services, again, I think back to where we have to learn and how we go forward with respecting culture as caregivers, as legislators — that we remember that in all of these areas.
I just see the time. I'm going to sit down. I really want to be able to say a lot more about this and how it relates to our society today and how we could be doing more, but I will sit down and hopefully we'll get to vote.
Speaker: If the member now speaks, he will close debate. Does any other member wish to be heard?
Mr. Elias: I appreciate all the members that spoke today in support of this motion. I think it's important to recognize that this is going to be in addition to other funding programs, and that it's going to be specific and responsive to the requests of the multicultural diversity we have in our territory.
I want to close quickly with my own story of sharing in culture that I experienced this summer. I did mention this to the Minister of Environment earlier on in this sitting. I travel up to the southern portion of my riding on the Dempster Highway three or four times a year. This summer in particular, all of the campgrounds were full with European tourists. I never did see that before.
I went all the way up to the Northwest Territories border and I was staying at the Rock River campground and meeting people; walking to the various campgrounds meeting people. I ended up meeting a husband and wife who were from Germany right at the border. They were looking at the vistas and there were some caribou and grizzly bears in the valley and there were some Gwich'in elders up on the side of the hill picking berries from Fort McPherson. I just came from visiting with them and they were sitting up on the side of the mountain there. Three elders — women — were picking berries. When I walked back down to the road this couple from Germany were wondering what those elderly ladies were doing up on the side of the mountain so I said, "Come on, come up I'll show you, I'll introduce you to them." They had broken English, the people from Germany, the husband and wife. They weren't fluent at all, but I took them up there and right away those elders just embraced them. They were picking berries and they shared their culture and they told stories to this couple about before the highway was there. They shared their tea and their bannock and their dried fish and dried caribou meat with them. It was just such an enlightening and such an enriching experience for that couple.
Later on that night, back at the campground, they came over to my campsite and they just couldn't thank me enough for just taking the time to walk them up to those elders so that they could have that experience. They said they are going to come back to the Yukon and they are going to tell some friends.
That's just the type of culture, through this motion, that I want all of our citizens and visitors to experience when they come to our great territory. So these are the types of things that make this job as MLA worthwhile. I hope to see this come to fruition and I hope that in the 2014-15 budget I see a bullet under the Tourism and Culture vote that expresses the new mandate for the Minister of Tourism and Culture to proceed in implementing this motion on the floor of the House today.
Thank you, Mr. Speaker, and thank you, everybody in the House.
Speaker: Are you prepared for the question?
Some Hon. Members: Division.
Division
Speaker: Division has been called.
Bells
Speaker: Mr. Clerk, please poll the House.
Hon. Mr. Cathers: Agree.
Hon. Ms. Taylor: Agree.
Hon. Mr. Graham: Agree.
Hon. Mr. Kent: Agree.
Hon. Mr. Nixon: Agree.
Ms. McLeod: Agree.
Hon. Mr. Istchenko: Agree.
Hon. Mr. Dixon: Agree.
Mr. Hassard: Agree.
Mr. Elias: Agree.
Ms. Stick: Agree.
Ms. White: Agree.
Mr. Tredger: Agree.
Mr. Barr: Agree.
Mr. Silver: Agree.
Clerk: Mr. Speaker, the results are 15 yea, nil nay.
Speaker: The yeas have it. I declare the motion carried.
Motion No. 532 agreed to
Hon. Mr. Cathers: Mr. Speaker, I move that the House do now adjourn.
Speaker: It has been moved by the Government House Leader that the House do now adjourn.
Motion agreed to
Speaker: This House now stands adjourned until 1:00 p.m. tomorrow.
The House adjourned at 5:27 p.m.
|
<urn:uuid:b30fd6f1-55bd-408f-b386-a9da3b8a354f>
|
CC-MAIN-2020-16
|
https://yukonassembly.ca/sites/default/files/hansard/33-1-124.pdf
|
2020-04-07T16:27:03+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00472.warc.gz
| 1,243,880,159
| 40,594
|
eng_Latn
|
eng_Latn
| 0.999336
|
eng_Latn
| 0.999544
|
[
"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"
] | false
|
docling
|
[
4955,
10932,
16958,
22872,
28615,
34707,
40977,
47240,
53742,
60101,
66422,
72706,
79020,
85231,
91460,
97854,
104245,
110499,
116936,
123445,
129725,
135800,
141029,
147426,
153743,
160080,
166487,
172710,
179018,
185228,
191668,
197898,
202989,
203199
] |
[
0.8359375,
1.484375
] | 1
| 1
|
Out of this World Summer at The Fendrick Library in Mercersburg
A Universe of Stories Summer Quest Reading Program had families in our community exploring the universe through books; special performances; and making discoveries in the Summer of Space STEM programs.
Over 200 area youth took on the mission to read or be read to for at least 30 minutes a day or 3 ½ hours per week. Each participant received A Universe of Stories PASSPORT for tracking their weekly progress. After meeting each challenge, their PASSPORTS were stamped so they could travel to local bussinesses to pick up and enjoy special incentives. At the end of the summer, when missions are completed, participant's stamped PASSPORTS earn them FREE Admission for one adult and child to the Discovery Station in Hagerstown, MD.
A special thank you to this summer's Mercersburg business supporters:
Choice Collision; Iris Moon Salon; Mamma's Pizza; McDonalds; Mercersburg Farmers Market; One North Coffee and Bake Shop; Park Avenue Vintage; and Romeo's Pizza.
The Summer Quest Reading Program materials and Special Events are made possible by our Sponsors, The Mercersburg Academy and a Grant from the Nora Roberts Foundation.
Special Summer Programs Kicked Off Wednesday June 12th at 10:00 a.m. with loads of fun for all ages provided by Uncle Bean Magic Show.
That evening William Brooks from JBHS directed the first Summer of Space STEM Program, A Strange New Planet. Great hands-on discovery program for all ages at 6:00 p.m.
Aliens in Mercersburg! On Wednesday June 19th 10:00 a.m. ScienceTellers Program, Aliens: Escape From Earth! 10:00 For All ages. This action- packed educational alien adventure story used science experiments for special effects!
Adult Writers Group Kicked Off this summer Wednesday June 19 th at 10:00 a.m. under the direction of June Dove. Interested in writing? Join them for their monthly meetings.
On Wednesday June 26th NASA took us to the Moon- 10:00 a.m. Preschool Program and 1:00p.m. School Age Program and 6:00 pm Family Program presented by NASA ambassador, Chad Lower. We celebrated the 50th anniversary of the Apollo 11 Moon Landing during this special presentation and activities.
Tuesday July 2nd we headed to Hagerstown Air Port at 10:00 a.m. to learn more about air travel. We started with a tour of the terminal. Then outside to board a plane and tour the inside. Next we toured the Air Port Fire Station. Exciting field trip for the families.
Monday July 8th Local History Program and Walking Tour of Historic Mercersburg Presented by the Mercersburg Historical Society for families 6:30pm.
Wednesday July 10th Summer of Space STEM Program 10:00 a.m. Preschool Program and 1:00 School Age Program Hands-on program to learn more about our Universe
Wednesday July 17th YOGA presented by Sandy Bassin of Yoga Blend- 10:00 a.m. Preschoolers learned Yoga poses to go along with the story, Going on a Space Picnic to the Moon!
Wednesday July 17 th 1:00 p.m. and 2:30 p.m. Robots and Coding presented by Ben Smith, STEM Coordinator and Educational Technology Program Specialist for Lincoln Intermediate Unit 12.Children worked in pairs to learn how to use block based coding to program Sphero robots.
Wednesday July 17th Touchdown STEM Program for all ages Presented by Andy Stoner at 6:00pm. Engineering design challenge! Build a shock-absorbing system that will protect two "astronauts" when they land back on earth.
Monday July 22nd Mars! Presented by Brittany from the Discovery Station at 2:30 for School ages. After discussion and hands-on activities, the children drew a design for a Mars rover and then built it out of edible materials.
Emotional Intelligence Café/Anxiety Monday July 22 nd 6:00 p.m. Facilitator, Michaelle Plotner. Identifying and strategies for handling anxiety.
Wednesday July 24th Loony Lunar Phases 10:00 a.m. Preschool Program and 1:00 p.m. School Age Program. Montgomery Elementary Teacher, Lori Kaiser used stories and activities to teach how the moon affects us on earth. Then, the children had fun learning the phases of the moon with Oreo cookies.
Wednesday July 24th Rocking in Franklin County 6:00pm. Miss Janet from Franklin County Visitor's Bureau helped us get creative! She brought the rocks and paints for a fun evening of Rock Painting for all ages.
Wednesday July 31st NASA took us to Mars 10:00 a.m. Preschool Program, 1:00 p.m. School Age and 6:00 p.m. Family program. These exciting programs and activities helped us learn more about this intriguing planet and future NASA plans for Mars. Presented by NASA ambassador, Chad Lower.
Wednesday August 7th End of Summer Party and Captain Aesop's All-Star Galaxy Games PUPPET SHOW presented by Adam Swartz Puppet 10:00 a.m. Everyone joined in the fun to celebrate another great summer of reading, fun and exciting programs!
LIVE from the International Space Station Friday August 9 th 1:00 p.m. at the Star Theatre. The Fendrick Library was invited to participate in the live streaming event as part of the Summer of Space programs provided by the partnership of Scholastic Literacy Partnership, StarNet and NASA. Great opportunity to view this exciting event on the big screen. Very inspiring for children to interact with an astronaut, hear about the work on the International Space Station, and view earth from space. Thank you to Bobbie and Marcus Abernethy for opening the Star Theatre for us and providing free popcorn.
NEW this summer at the library- Introduction to the Art of Quilting Classes for Adults and Children. During the six-week session adults learned basic quilting skills to make a table runner quilt of an historical design. Sewing machines and tools were available for each participant. The Children's sessions taught how to make and hand sew a small wall hanging quilt. The classes provided experience in geometry and math; helped them develop organizational skills and fine motor skills. The classes were led by Nancy Walker and Jef Savage, rostered Artists in PA.
The quilting project was supported by a grant from the Pennsylvania Council for the Arts, a state agency, through its regional arts funding partnerships. State government funding for the arts depends upon an annual appropriation by the Pennsylvania General Assembly and from the national Endowment for the Arts, a federal agency. PCA funds is administered in this region by StartSomething, Cultural Alliance of York County.
The Fendrick Library is located 20 North Main Street in Mercersburg PA.
717-328-9233 Check out our online calendar www.fendricklibrary.org for upcoming events of visit the library Monday 2:30 -8:00 ; Wednesday 10:00 – 2:00; Friday 10:00 – 8:00 and Saturday 10:00 2:00
|
<urn:uuid:c2df1bb6-c3fa-49e0-a75d-97e5f6312c38>
|
CC-MAIN-2020-16
|
http://fendricklibrary.org/Out%20of%20this%20World%20Summer%20Summary.pdf
|
2020-04-07T16:03:10+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00472.warc.gz
| 65,037,218
| 1,490
|
eng_Latn
|
eng_Latn
| 0.996743
|
eng_Latn
| 0.997062
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
2204,
4611,
6713
] |
[
1.9453125
] | 1
| 0
|
Lesson 8 3 Practice Answers
Right here, we have countless ebook lesson 8 3 practice answers and collections to check out. We additionally provide variant types and plus type of the books to browse. The within acceptable limits book, fiction, history, novel, scientific research, as competently as various additional sorts of books are readily comprehensible here.
As this lesson 8 3 practice answers, it ends taking place being one of the favored book lesson 8 3 practice answers collections that we have. This is why you remain in the best website to look the amazing book to have.
These are some of our favorite free e-reader apps: Kindle Ereader App: This app lets you read Kindle books on all your devices, whether you use Android, iOS, Windows, Mac, BlackBerry, etc. A big advantage of the Kindle reading app is that you can download it on several different devices and it will sync up with one another, saving the page you're on across all your devices.
Lesson 8 3 Practice Answers
Grade 8, Unit 3 Practice Problems - Open Up Resources ... Unit 3 Practice Problems Lesson 1 Lesson 1 Problem 1 Priya jogs at a constant speed. The relationship between her distance and time is shown on the graph. Diego bikes at a ... Unit 3 Practice Problems Solution Answers vary. Sample response:
Grade 8, Unit 3 Practice Problems - Open Up Resources
Answer key for 8-3 practice worksheet. Video for lesson 8-4: working with 45-45-90 and 30... Notes for lesson 8-4. Practice worksheet for lesson 8-4 . Review for lessons 8-1 through 8-4. Video for lesson 8-5 and 8-6: using the Tangent, S... Activity and notes for lesson 8-5. Notes for cosine function. Notes for sine function. Practice worksheet for lesson 8-5 and 8-6 . Video for lesson 8-7: Applications of trig functions. Video for lesson 8-7: Angles of elevation and depr... Notes for lesson 8-7
Geometry3_Home: Answer key for 8-3 practice worksheet
Lesson 3 Powers of Powers of 10. Lesson 4 Dividing Powers of 10. Lesson 5 Negative Exponents with Powers of 10. Lesson 6 What about Other Bases? Lesson 7 Practice with Rational Bases. Lesson 8 Combining Bases. Lesson 9 Describing Large and Small Numbers Using Powers of 10. Lesson 10 Representing Large Numbers on the Number Line. Lesson 11
Grade 8, Unit 3 - Practice Problems - Open Up Resources LESSON 8-3 Practice B Factoring x 2 bx c Factor each trinomial. 1. x 2 7x 10 2. x 2 9x 8 3. x 2 13x 36 x 2 x 5 x 1 x 8 x 4 x 9 4. x 2 9x 14 5. x 2 7x 12 6. x 2 9x 18 x 7 x 2 x 3 x 4 x 6 x 3 7. x 2 9x 18 8. x 2 5x 4 9. x 2 9x 20 x 6 x 3 x 4 x 1 x 5 x 4 10. x 2 12x ...
LESSON Practice B 8-3 Factoring x 2 bx - Weebly
Answer Key Lesson 8.6 Practice Level B ~ Rect. Rhom. Sq. Kite Trap. 1. X X X X 2. X X X X 3. 4. X 5. X 6. X X X X 7. isosceles trapezoid; A trapezoid with a pair of congruent base angles is isosceles. 8. square; There are 4 right angles and 4 congruent sides. 9. kite; There are two pairs of consecutive congruent sides, but opposite sides are not congruent.
Answer Key - Conejo Valley Unified School District
Lesson Resources: 8.1 Exponential Growth 8.2 Exponential Decay 8.3 The number e 8.4 Logarithmic Functions 8.5 Properties of Logarithms 8.6 Solving Exponential and Logarithmic Equations 8.7 Modeling with Exponential and Power Functions 8.8 Logistic Growth Functions
Chapter 8 : Exponential and Logarithmic Functions : 8.3
...
LESSON 8-3 Practice A Solving Right Triangles In Exercises 1–3, fill in the blanks to complete the description of the inverse trigonometric ratios. 1. If sin A x, then sin 1x m A. 2. If cos A x, then cos 1x m A. 3. If tan A x, then tan 151 x 17m 17A. Use the given trigonometric ratio to determine whether 3 ft 4 ft 5 ft 1 2 1 or 2 is A in each exercise. 4. sin A __4 5
Practice B Solving Right Triangles - Anderson's Blog more than 1.8 billion 18. Asia 19. about 1.2 billion 20. about 1.2 billion 21. about 0.3 in. Practice and Problem Solving: C. 1. less
Online Library Lesson 8 3 Practice Answers
than; 25% is equivalent to 25 100 or 1 , 4 a fraction less than 1 A number multiplied by a fraction less than 1 gives a product less than the original number.
Solving Percent Problems 8-3 Practice and Problem Solving: A/B
Lesson 8.1 Similar Shapes and Scale Drawings - Duration: 16:43. Talking Hands Math Recommended for you
Lesson 8.3 Cross Sections
GO Math Textbooks
GO Math Textbooks :: Free Homework Help and Answers :: Slader
Go Math 5th Grade Lesson 8.3 Connect Fractions to Division Duration: 15:28. Anthony Waara 6,273 views
Solving Percent Problems - Lesson 8.3
What is the "Go Math!" curriculum? Curriculum - This details what domain, cluster, standard, and essential questions are taught within the math program. In addition, ... Lesson 2.6 Lesson 2.7 Lesson 2.8 Lesson 2.9 Extra Practice. Chapter 3
Go Math! - 5TH GRADE
Knitting Needles A size 1 knitting needle has a diameter of about 421 centimeter. and a size 8 knitting needle has a diameter of about 221 centimeter.
LESSON Practice C 8 - Quia
8 y √3 11. 30° x 5 y √3 12. 60° x 30 y 13. 30° x 21 y √3 14. 60° x 52 y √3 15. An equilateral triangle has an altitude length of 27 feet. Determine the length of a side of the triangle. 16. Find the length of the side of an equilateral triangle that has an altitude length of 11 √3 feet. 25 √2 8.5 √2 or − 17 √2 48 2 √2
NAME DATE PERIOD 8-3 Skills Practice - Ms. Casillas
3.8 Practice C (Answers) 3.8 Challenge 3.8 Challenge (Answers)
3.8 Standardized Test 3.8 Standardized Test (Answers) 3.8 Applications 3.8 Applications (Answers) Chapter 3 Review Materials, Test Practice, and Project Chapter 3 Review Games
Online Library Lesson 8 3 Practice Answers
and Activities
Honors Algebra Chapter 3 - Welcome to Gates Math!
Home > Geometry > Chapter 8 > 8.3 Similar Polygons > 8.3 Problem Solving Help. Chapter 8 : Similarity. 8.3 Problem Solving Help. Lesson 8.3: Help for Exercises 31-38 on page 477. Before you decide which of the words always, sometimes, or never, is the answer, use the problem solving strategy called "draw a diagram.".
Chapter 8 : Similarity : 8.3 Problem Solving Help
Holt algebra 1 practice b lesson 7-3 answers The answers to algebra 2 worksheets, learning Algebra 1, sqare foot templates, online calculator solving linear functions f(x) algebra 2, fourth grade math practice free worksheets. Free algebra 2 holt answers, solve and graph linear inequalities, mathquestion, exponents of variables calculator. ...
Algebra 1 Chapter 3 Lesson 3 2 Practice Answers
BUSINESS The polynomial s3 2- 70s + 1500s - 10,800 models the profit a company makes on selling an item at a price s. A second item sold at the same price brings in a profit of s3 2- 30s + 450s - 5000. Write a polynomial that expresses the total profit from the sale of both items.
NAME DATE PERIOD 8-1 Practice - Shelby County Schools
This bundle includes task cards Chapters 5-8 of GO Math Grade 3.Each set has a recording sheet and answer key. The task cards, recording sheet and answer key include the corresponding lesson number of that skill to help identify which individual skills may need re-teaching or additional practice.I c
Chapter 8 Go Math Grade 3 Worksheets & Teaching Resources ...
LESSON 5-8 Theorem Examples 30°-60°-90° Triangle Theorem In a 30°-60°-90° triangle, the length of the hypotenuse is 2 multiplied by the length of the shorter leg, and the longer leg is !! 3 ... Give your answers in simplest radical form.
Copyright : catablogg.com
Online Library Lesson 8 3 Practice Answers
Copyright code: d41d8cd98f00b204e9800998ecf8427e.
|
<urn:uuid:b93a1bbd-654a-4670-ba4b-0c019c5dff3c>
|
CC-MAIN-2020-16
|
http://catablogg.com/lesson_8_3_practice_answers.pdf
|
2020-04-07T17:10:55+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00476.warc.gz
| 33,038,847
| 2,176
|
eng_Latn
|
eng_Latn
| 0.861332
|
eng_Latn
| 0.960764
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
1903,
3918,
5598,
7418,
7540
] |
[
3.078125
] | 1
| 0
|
Upside-Down Brilliance: The Visual-Spatial Learner
Linda Kreger Silverman, Ph.D. Licensed Psychologist
PEGY
London, England November 24 th , 2005
www.gifteddevelopment.com; www.visual-spatial.org
303-837-8378; 303-837-8704
| | Please complete the following quiz to find out more | | |
|---|---|---|---|
| | about your learning style. | | |
| | | Do you think mainly in pictures instead of in words? Do you know things without being able to explain how or why? Do you solve problems in unusual ways? Do you have a vivid imagination? Do you remember what you see and forget what you hear? Are you terrible at spelling? Can you visualize objects from different perspectives? Are you organizationally impaired? Do you often lose track of time? Would you rather read a map than follow verbal directions? Do you remember how to get to places you visited only once? Is your handwriting difficult for others to read? Can you feel what others are feeling? Are you musically, artistically, or mechanically inclined? Do you know more than others think you know? Do you hate speaking in front of a group? Did you feel smarter as you got older? Are you addicted to your computer? | Yes |
| | 1. | | |
| 2. | 2. | | |
| | 3. | | |
| | 4. | | |
| | 5. | | |
| | 6. | | |
| | 7. | | |
| | 8. | | |
| | 9. | | |
| | 10 | | |
| | 11. | | |
| | 12 | | |
| | 13 | | |
| | 14 | | |
| | 15 | | |
| | 16 | | |
| | 17 | | |
| 18. | | | |
If you answered yes to 10 of the above questions, you are very likely to be a visual-spatial learner.
From Silverman, L.K. (2002). Upside-Down Brilliance: The Visual-Spatial Learner. Denver: DeLeon Publishing. May be reproduced.
Visual-Spatial Learner
Characteristics Comparison
| | The Auditory-Sequential Learner | The Visual-Spatial Learner |
|---|---|---|
| Thinks primarily in words | | |
| Has auditory strengths | | |
| Relates well to time | | |
| Is a step-by-step learner | | |
| Learns by trial and error | | |
| Progresses sequentially from easy to difficult material | | |
| Is an analytical thinker | | |
| Attends well to details | | |
| Follows oral directions well | | |
| Does well at arithmetic | | |
| Learns phonics easily | | |
| Can sound out spelling words | | |
| Can write quickly and neatly | | |
| Is well organized | | |
| Can show steps of work easily | | |
| Excels at rote memorization | | |
| Has good auditory short-term memory | | |
| May need some repetition to reinforce learning | | |
| Learns well from instructions | | |
| Learns in spite of emotional reactions | | |
| Is comfortable with one right answer | | |
| Develops fairly evenly | | |
| Usually maintains high grades | | |
| Enjoys algebra and chemistry | | |
| Masters other languages in classes | | |
| Is academically talented | | |
| Is an early bloomer | | |
The Visual-Spatial Learner: An Introduction
Linda Kreger Silverman. Ph.D.
Many teachers try very hard to accommodate the various learning styles of their students, but this can be an overwhelming task, as some of the learning styles inventories and models are quite complicated. As a former classroom teacher myself, I know that there are a limited number of hours in the day, and even the most dedicated teacher cannot plan for all the different learning styles and intelligences of his or her students. Take heart! There's an easier solution.
The visual-spatial learner model is based on the newest discoveries in brain research about the different functions of the hemispheres. The left hemisphere is sequential, analytical, and timeoriented. The right hemisphere perceives the whole, synthesizes, and apprehends movement in space. We only have two hemispheres, and we are doing an excellent job teaching one of them. We need only become more aware of how to reach the other, and we will have happier students, learning more effectively.
I'd like to share with you how the visual-spatial learner idea originated. Around 1980, I began to notice that some highly gifted children took the top off the IQ test with their phenomenal abilities to solve items presented to them visually or items requiring excellent abilities to visualize. These children were also adept at spatial tasks, such as orientation problems. Soon I discovered that not only were the highest scorers outperforming others on the visual-spatial tasks, but so were the lowest scorers. The main difference between the two groups was that highly gifted children also excelled at the auditory-sequential items, whereas children who were brighter than their IQ scores had marked auditory and sequential weaknesses. It was from these clinical observations and my attempt to understand both the strengths and weaknesses that the concept of the "visualspatial learner" was born.
Visual-spatial learners are individuals who think in pictures rather than in words. They have a different brain organization than auditory-sequential learners. They learn better visually than auditorally. They learn all-at-once, and when the light bulb goes on, the learning is permanent. They do not learn from repetition and drill. They are whole-part learners who need to see the big picture first before they learn the details. They are non-sequential, which means that they do not learn in the step-by-step manner in which most teachers teach. They arrive at correct solutions without taking steps, so "show your work" may be impossible for them. They may have difficulty with easy tasks, but show amazing ability with difficult, complex tasks. They are systems thinkers who can orchestrate large amounts of information from different domains, but they often miss the details. They tend to be organizationally impaired and unconscious about time. They are often gifted creatively, technologically, mathematically or emotionally.
Parents can tell if they have one of these children by the endless amount of time they spend doing advanced puzzles, constructing with LEGOs, etc., completing mazes, counting everything, playing Tetris on the computer, playing chess, building with any materials at hand, designing scientific experiments, programming your computer, or taking everything in the house apart to see how it operates. They also are very creative, dramatic, artistic and musical.
At the Gifted Development Center, we have been exploring the visual-spatial learner phenomenon for over 2 decades. We have developed strategies for working effectively with these children, guidance for parents on living with visual-spatial learners, and techniques to help visual-spatial students learn successfully through their strengths. This information is now available in Upside-Down Brilliance: The Visual-Spatial Learner (Denver: DeLeon Publishing, 2002); Raising Topsy-Turvy Kids: Successfully Parenting Your Visual-Spatial Child (Denver: DeLeon Publishing, 2004); If You Could See the Way I Think: A Handbook for Visual-Spatial Kids (Denver: Visual-Spatial Resource, 2005); and Gifted Education Communicator, Spring, 2003, Volume 34, Number 1 (Whittier, CA: California Association for the Gifted).
Over a period of nine years, a multi-disciplinary team created the Visual-Spatial Identifier—a simple, 15-item checklist to help parents and teachers find these children. There are two forms of the Identifier: a self-rating questionnaire and an observer form, which is completed by parents or teachers. The Visual-Spatial Identifier has been translated into Spanish. With the help of two grants from the Morris S. Smith Foundation, the two instruments have been validated on 750 fourth, fifth and sixth graders. In this research, one-third of the school population emerged as strongly visual-spatial. An additional 30% showed a slight preference for the visualspatial learning style. Only 23% were strongly auditory-sequential. This suggests that a substantial percentage of the school population would learn better using visual-spatial methods.
Please visit our websites, www.visualspatial.org and www.gifteddevelopment.com, for more information about visual-spatial learners. Or call the Gifted Development Center (1-888GIFTED1) or Visual-Spatial Resource (1-888-VSR-3744) to order a copy of Upside-Down Brilliance, Raising Topsy-Turvy Kids, If You Could See the Way I Think, Gifted Education Communicator, or the Visual-Spatial Identifier, or articles about visual-spatial learners. The Visual-Spatial Resource Access Team also offers presentations for groups and phone consultations for parents.
Research from the Gifted Development Center concludes:
The study included 750 4 th , 5 th and 6 th graders, white and Hispanic, from urban and rural schools, all socio-economic backgrounds and all IQ ranges.
The Visual-Spatial Identifier Self-Report
1. I hate speaking in front of a group.
2. I think mainly in pictures instead of words.
3. I am good at spelling (not).
4. I often lose track of time.
5. I know more than others think I know.
6. I don't do well with tests with time limits.
7. I have neat handwriting (not).
8. I have a wild imagination.
9. I like to take things apart to find out how they work.
10. I hate writing assignments.
11. I solve problems in unusual ways.
12. It's much easier for me to tell you about things than to write them down.
13. I have a hard time explaining how I came up with my answers.
14. I am well organized (not).
15. It was easy for me to memorize my math facts (not)
.
Why All Students Need Visual-Spatial Methods
Linda Kreger Silverman, Ph.D.
The first child I observed with unusual visual-spatial abilities was profoundly gifted (above 175 IQ). So I assumed that visual-spatial learners were profoundly gifted. Then, I discovered that children who fit the characteristics of giftedness, but did not test in the gifted range due to hidden learning disabilities, were usually visual-spatial learners. So I thought that visual-spatial learners were either profoundly gifted or twice exceptional (gifted with learning disabilities).
In 1991, I was asked to create a video on visual-spatial learners for the state of Missouri; the Director of Curriculum was convinced that the information would be applicable in all subject areas and at all grade levels, from Kindergarten through 12 th grade. I was uncertain at the time, but he turned out to be right.
When we developed the Visual-Spatial Identifier, a process that began in 1992 and took the better part of a decade, we still thought that a small percentage of the population would turn out to be visual-spatial learners. The results of the second validation study of our Identifier, in 2001, astounded us! Approximately one-third of the 750 students we had assessed in two schools were strongly visual-spatial and another 30% were moderately visual-spatial. That represented the majority of the school population!
As I was completing Upside-Down Brilliance: The Visual-Spatial Learner, published at the end of 2002, I realized more clearly what Dr. Jerre Levy had said: "Unless the right hemisphere is activated and engaged, attention is low and learning is poor." She was talking about every student in the classroom.
Throughout the book I hinted that the visual-spatial learner might soon have the edge in gaining employment. Tom West (1991), author of In the Mind's Eye, suggests that in the 21 st century employees will require strong visual skills: "ready recognition of larger patterns, intuition, a sense of proportion, imaginative vision, the original and unexpected approach, and the apt connection between apparently unrelated things" (p. 88).
Daniel H. Pink (2005), author of A Whole New Mind: Moving from the Information Age to the Conceptual Age, proposes that, now that information is readily available on the Internet, success in today's world is dependent on empathy, intuition, spirituality and right hemisphericdirected abilities.
"In the United States, the number of graphic designers has increased tenfold in a decade; graphic designers outnumber chemical engineers by four to one. Since 1970, the United States has 30% more people earning a living as writers and 50% more earning a living by composing or performing music. … More Americans today work in arts, entertainment and design than work as lawyers, accountants and auditors." (p. 55)
I began thinking about how schools are preparing students for success in their careers. It is very likely that until the modern age the skills emphasized in school were necessary for achievement in adult life. However, the world is changing very quickly and our educational systems are not keeping pace. Success in school still depends upon:
Following directions
Turning in assigned work on time
Memorization of facts
Fast recall
Showing steps of work
Neat, legible handwriting
Accurate spelling
Punctuality
Good organization; tidiness
What positions require the skills so heavily prized in school? These auditory-sequential skills are actually limiting the potential of all students to gain employment in today's world. Citizens of the 21 st century are rewarded beyond school for:
Ability to predict trends
Grasping the big picture
Thinking outside the box
Risk-taking
Problem-finding and problem-solving skills
Combining one’s strengths with others’ to build a strong team
Computer literacy
Dealing with complexity
Ability to read people well
Isn't it time we recognize the importance of right-hemispheric abilities and provide all students the opportunity to develop their visual-spatial skills? These skills are essential to their success in adult life. To continue to prepare students for jobs in the 1950s is limiting their potential instead of enhancing it. One of the central functions of school has always been to prepare the citizenry for gainful employment.
Are we missing the mark?
Prepared for the Visual-Spatial Resource website: www.visualspatial.org
EFFECTIVE TECHNIQUES FOR TEACHING VISUAL-SPATIAL LEARNERS
Linda Kreger Silverman, Ph.D.
Spatial and sequential dominance are two different mental organizations that affect perceptions and apparently lead to different world views. Information deemed central to one viewpoint appears irrelevant from the other perspective. The sequential system appears to be profoundly influenced by audition, whereas the spatial system relies heavily on vision and visualization. Auditory-sequential learners are extremely aware of time but may be less aware of space; visual-spatial learners are often preoccupied with space at the expense of time. Sequential learning involves analysis, orderly progression of knowledge from simple to complex, skillful categorization and organization of information, and linear, deductive reasoning. Spatial learning involves synthesis, intuitive grasp of complex systems (skipping many of the foundational "steps"), simultaneous processing of concepts, inductive reasoning, active use of imagery, and idea generation by combining disparate elements in new ways. These diverse ways of relating to the world have had powerful ramifications throughout history in the development of various philosophies, religions, cultures, branches of science, and psychological theories.
Western and Eastern philosophies and cultures provide dramatic examples of these differences. Western thought is sequential, temporal, analytic; Eastern thought is spatial and holistic (Bolen, 1979). Cause and effect sequences are stressed in Euro-American ideation, whereas synchronicity of unrelated events is appreciated from an Asian world view. Western languages are constructed out of non-meaningful elements--letters of the alphabet; Eastern languages traditionally have been composed of pictorial representations. Perhaps the greater facility of Asian children in the visual-spatial domain can be traced at least in part to the emphasis on visualization in the linguistic system.
Temporal, sequential and analytical functions are thought to be left-hemispheric strengths, while spatial, holistic and synthetic functions are considered right-hemispheric strengths (Dixon, 1983; Gazzaniga, 1992; Springer & Deutsch, 1989; West, 1991). However, most researchers agree that integration of both hemispheres is necessary for higher-level thought processes. We all use both hemispheres, but not with equal facility. Highly gifted individuals show strong integration of sequential and spatial functions, but most of the gifted children we have assessed seem naturally to favor one or the other mode.
These different mental organizations appear to be innate. Although one can gain more facility with one or the other mode through learning, it is unlikely that a person with sequential dominance can learn to perceive the world in exactly the same way as an individual with spatial dominance or vice versa. Instead of trying to remake one or the other style of learning, we need to accept these inherent differences in perception, and appreciate their complementarity since we inhabit a spatial-temporal reality. When these differences are not understood, there is dissension; when they are honored, they enable an exchange of information that forms a more complete conception of reality than can be gained by either perspective in isolation.
Characteristics
Individuals who exhibit stronger visual-spatial abilities than auditory sequential abilities are considered visual-spatial learners. They do extraordinarily well on tasks with spatial components: solving puzzles, tracing mazes, duplicating block designs, counting three-dimensional arrays of blocks, visual transformations, mental rotations, envisioning how a folded and cut piece of paper would appear opened up, and similar items. The Block Design subtest of the Wechsler Intelligence Scale for Children (WISC) is one of the strongest indicators of the visual-spatial learning style. The Abstract Visual Reasoning section of the Stanford-Binet Fourth Edition and the Raven's Progressive Matrices also assess spatial abilities. The Mental Rotations Test has been used in several studies to detect children with extremely strong visual-spatial and mathematical talents.
Visual-spatial learners perceive the interrelatedness of the parts of any situation. Their learning is holistic and occurs in an all-or-none fashion. They are most likely to experience the "Aha!" phenomenon, when all of a sudden they "see it." Many have a photographic visual memory: they can visually recall anywhere they have ever been and how to get there. This type of learning does not take place through a series of steps. Sequential skills are usually reserved as a back-up system when they cannot grasp a concept through their preferred mode of apprehending the entire gestalt. They may create visual models of reality that are multidimensional.
As toddlers, these children like to see how things work, and they enjoy pulling things apart to see if they can reconstruct them. When given an ordinary toy, they will play with it long enough to figure out how it works, and most likely never touch it again. They enjoy novelty and challenge. Visualization is a key element in the mental processing of visual-spatial learners. If they are introverted, they will rehearse everything mentally before they attempt it: walking, talking, reading, riding a bicycle, etc. These children are usually fascinated with puzzles and mazes, and have expert facility with them. They will spend endless hours building with construction toys (blocks, lego sets, tinker toys) or other materials, and their constructions are often quite sophisticated and intricate in design. Given the opportunity, these children often begin quite young to have a lifelong love affair with numbers and numerical relations.
Spatial abilities underlie both mathematical talent and creativity, and are essential in a number of fields: mathematics, science, computer science, technological fields, architecture, mechanics, aeronautics, engineering, and most creative endeavors (visual arts, music, etc.). Unfortunately, visual-spatial learners may dislike school because of the overemphasis on lecturing, rote memorization, drill and practice exercises, and the lack of sufficient stimulation of their powerful abstract visual reasoning abilities. Lectures are more appropriate for auditory sequential learners unless visual aids are used. Rote memorization and drill are effective strategies for concrete auditory sequential learners, but they are counterproductive to the learning style of visual-spatial learners. Learning, for visual-spatial learners, takes place all at once, with large chunks of information grasped in intuitive leaps, rather than in the gradual accretion of isolated facts, small steps or habit patterns gained through practice. For example, they can learn all of the multiplication facts as a related set in a chart much easier and faster than memorizing each fact independently.
Once learning takes place, it creates a permanent change in the child's awareness and understanding. In this case, practice does not make perfect; it is completely unnecessary for the student's learning style and it deadens the child's natural interest in a subject. When a student with powerful abstract reasoning abilities is asked to use only the simplest mental facility of rote memorization, much of the potency of the child's intelligence remains unused. When the gifted child is given more stimulating, advanced, complex material to learn, and the material is presented at a faster pace, then the child's natural gift of abstract reasoning is exercised and developed. Gifted spatial learners thrive on abstract concepts, complex ideas, inductive learning strategies, multidisciplinary studies, holistic methods, and activities requiring synthesis; they are natural pattern finders and problem solvers. When educated according to their learning style, they are capable of original, creative thought.
Strategies for Instruction
The following strategies have been found to be effective in teaching children with visualspatial strengths:
1) Use visual aids, such as overhead projectors, and visual imagery in lectures.
2) Use manipulative materials to allow hands-on experience.
3) Use a sight approach to reading rather than phonics.
4) Use a visualization approach to spelling: show the word; have them close their eyes and visualize it; then have them spell it backwards (this demonstrates visualization); then spell it forwards; then write it once.
5) Have them discover their own methods of problem solving (e.g., instead of teaching division step-by-step, give them a simple division problem, with a divisor, dividend and quotient. Have them figure out how to get that answer in their own way. When they succeed, give them a harder problem with the solution already worked out and see if their system works).
6) Avoid rote memorization. Use more conceptual or inductive approaches.
7) Avoid drill and repetition. Instead, have them perform the hardest tasks in the unit.
8) Find out what they have already mastered before teaching them.
9) Give them advanced, abstract, complex material at a faster pace.
10) Allow them to accelerate in school.
11) Emphasize mastery of higher level concepts rather than perfection of simpler concepts in competition with other students.
12) Emphasize creativity, imagination, new insights, new approaches rather than acquisition of knowledge. Creativity should be encouraged in all subject areas.
13) Group gifted visual-spatial learners together for instruction.
14) Engage students in independent studies or group projects which involve problem-finding as well as problem-solving.
15) Allow them to construct, draw, or otherwise create visual representations of concepts.
16) Use computers so that material is presented visually.
17) Have the students discuss the ethical, moral and global implications of their learning and involve them in service-oriented projects.
Visual-spatial learners are more attentive if they understand the goals of instruction. They are more cooperative at home and at school if they are allowed some input into decision-making process and some legitimate choices. Discipline must be private, as these children are highly sensitive and easily humiliated. If they are respected, they will learn to treat others with respect. When they are placed in the right learning environment, where there is a good match between their learning style and the way they are taught, visual-spatial learners can actualize their potential to become innovative leaders.
REFERENCES
Bolen, J. S. (1979). The tao of psychology. New York: Harper & Row.
Dixon, J. P. (1983). The spatial child. Springfield, IL: Charles C. Thomas.
Gazzaniga, M. (1992).
Nature's mind: The biological roots of thinking, emotions, sexuality, language, and intelligence
. New York: Basic Books.
Springer, S. P., & Deutsch, G. (1989). Left brain, right brain (3rd ed.). New York: W. H. Freeman.
West, T. G. (1991). In the mind's eye. Buffalo, NY: Prometheus.
Note: For more information, please see Silverman, L. K. The visual-spatial learner. Preventing School Failure, 34(1), 15-20.
Bio: Linda Kreger Silverman, Ph.D., is a licensed psychologist and Director of the Institute for the Study of Advanced Development and its subsidiary, The Gifted Development Center, in Denver, Colorado. Founder of the journal, Advanced Development, she has also edited the popular textbook, Counseling the Gifted and Talented (Love, 1993). For nine years she served on the faculty of the University of Denver in gifted education and counseling psychology. Her popular book, Upside-Down Brilliance: The Visual-Spatial Learner presents a comprehensive description of this phenomenon (Denver: DeLeon, 2002).
Teaching Mathematics to Non-Sequential Learners
Linda Kreger Silverman, Ph.D. Gifted Development Center
In our case files, we have dozens of students who show superior grasp of mathematical relations, but inferior abilities in mathematical computation. These students consistently see themselves as poor in mathematics and most hate math. This situation is terribly unfortunate, since their visual-spatial abilities and talent in mathematical analysis would indicate that they are "born mathematicians."
Visual-spatial abilities are the domain of the right hemisphere; sequential abilities are in the domain of the left hemisphere. The test performance patterns demonstrated by this group of students seem to indicate unusual strengths in the right-hemispheric tasks, and less facility with left-hemispheric tasks. In order to teach them, it is necessary to access their right hemispheres. This can be done through humor, use of meaningful material, discovery learning, whole/part learning, rhythm, music, high levels of challenge, emotion, interest, hands-on experiences, fantasy and visual presentations.
Sequentially-impaired students cannot learn through rote memorization, particularly series of numbers, such as math facts. Since the right hemisphere cannot process series of nonmeaningful symbols, it appears that these spatially-oriented students must picture things in their minds before they can reproduce them. For example, in taking timed tests, they first have to see the numbers before they can do the computation. This material apparently gets transmitted to the left hemisphere so that the student can respond. This takes twice as long for them as it does for students who do not have impaired sequential functioning; therefore, such tests appear cruelly unfair to them.
I have found that students can learn their multiplication facts in less than two weeks if they are taught within the context of the entire number system. I have them complete a blank multiplication chart as fast as they can, finding as many shortcuts as possible. That may take some assistance, but it enables them to see the whole picture first, before we break it down into parts. I ask them to look for shortcuts to enhance their ability to see patterns. After it is completed, we look mournfully at the table and bemoan the fact that there are over 100 multiplication facts to memorize. Then I ask how we cut down the number of items to learn.
First, we eliminate the rows of zeros, since anything times 0 equals 0. Then we eliminate the rows of 1s, since anything times 1 equals itself. Then, we do the tens and the student happily announces that these are easy, since you just put a zero after the multiplier. By this time, the student usually notices that there are three rows of zeros, ones, and tens, and that one half of the chart is a mirror image of the other half. When we fold it on the diagonal, from the top left corner to the bottom right corner, that becomes even clearer. I ask how this happens and the student discovers the commutative principle: that a x b = b x a. This certainly cuts down on the task of memorization considerably! If one knows 4 x 6 = 24, one also knows that 6 x 4 = 24.
Many visual-spatial students can skip count by their 5s, because 0, 5, 0, 5 is rhythmic and an easy pattern to see. Then I ask them to count by 2s. If they count by 2, they can multiply by 2.
Next, I teach one of several shortcuts for multiplying by 9s. The easiest one I know is to subtract one from the number of nines being multiplied, then find a number which, when added to the first number, results in the sum of nine. For example, in 8 x 9, the following process would occur: subtract 1 from 8, leaving 7. What plus 7 equals 9? (2). The answer is 72, since 7 is one less than 8, and 7 plus 2 add up to 9.
There are other tricks for memorizing the 9s times tables, including the finger method found in Upside-Down Brilliance: The Visual-Spatial Learner (page 304). Visual-spatial students are excellent at seeing patterns and there are patterns galore in the 9s column. For example, every answer has a mirror image. Also, as the tens column increases by one digit, the ones column decreases by one digit:
09
18
27
36
45
54
63
72
81
90
Note that 09 at the top is the mirror image of 90 at the bottom, and so forth. The tens column is 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, while the ones column is 9, 8, 7, 6, 5, 4, 3, 2, 1, 0.
There are several other tricks. They can remember that you have to be 16 do drive a 4 x 4 (4 x 4 = 16)! Also, 1, 2, 3, 4 is 12 = 3 x 4 and 5, 6, 7, 8 is 56 = 7 x 8. Rhyming equations are easy to recall: 6 x 4 = 24, 6 x 6 = 36, 6 x 8 = 48. Another benefit to these tricks is that students learn division at the same time. If you have a picture of being 16 to drive a 4 x 4, you can simultaneously see that 16 divided by 4 equals 4. I try to teach them all of the doubles at one time, from 2 x 2 to 9 x 9. Doubles seem to be easier than some of the others, since they have a natural rhythm.
Young children like to play games where they count by 3s. There is also a video from Schoolhouse Rock called Multiplication Rock, that has catchy tunes for memorizing math facts, particularly the 3s. Also, the 3's can be learned to the tune of Jingle Bells: "3, 6, 9 – 12, 15 – 18, 21 – 24, 27 – 30 and you're done!" Sixes can be taught as doubles of threes. These tricks reduce the number of difficult math facts to less than ten.
I ask students to make up a real problem for each of the remaining math facts with which they have difficulty. I ask them to draw a picture (not use stickers) for each problem. The picture needs to include something they are emotionally attached to, such as a favorite animal or food. For example, if they love ice cream, and they are trying to learn 3 x 7, I ask them to draw 7 ice cream cones, each with 3 scoops of ice cream. They write, "3 x 7" at the top of their picture and "7 x 3" at the bottom and then count up all the scoops to arrive at the answer. For 4 x 6, they might draw 6 horses and give each of their horses 4 carrots. They put these pictures up on the wall in their bedroom until they've created a permanent mental image.
These methods bring the facts to life, enabling students to visualize them and create meaningful associations for them. Manipulatives and calculators should also be encouraged. Students should be informed that mathematics is more than calculation. Those who have difficulty with multiplication may be brilliant at geometry, which is non-sequential. Algebra and chemistry are highly sequential, but geometry and physics are spatial. Students with righthemispheric strengths should be introduced to geometric and scientific principles at the same time that they are struggling with calculation so that they do not come to see themselves as mathematically incapable. In a world of calculators and computers, the computational wizard is all-but-obsolete.
Division is often quite difficult for these students, since it is usually in a step-by-step fashion and these students are lost after the second step. They are not step-by-step learners. They would learn much more rapidly if they were simply given a divisor, a dividend and a quotient and asked to figure out their own method of arriving at the quotient. Don't ask them to show their steps. Just give them another problem with the solution already worked out and see if their system works. Gradually increase the level of the problems to test their system. This way of teaching is a lot like the methods used in video games. Even in adult life, these individuals will do beautifully if they know the goal of an activity, and are allowed the freedom to find their own methods of getting there.
Timed tests should be avoided, since it takes longer for visual-spatial learners to translate their images into words. Timed activities should only be used if students are competing with themselves rather than others. If a student has continued difficulty completing assignments in the same time frame as classmates, a comprehensive assessment should be conducted to determine if the student has a processing speed problem. The teacher should modify the amount of time given and record those modifications in the student's permanent record. This will assist the student in qualifying to take college board examinations with extended time. With this type of assistance, non-sequential learners can blossom and become highly successful.
Silverman, L.K. (2002). Upside-down brilliance: The visual-spatial learner. Denver: DeLeon.
Teaching Reading to Visual-Spatial Learners Alexandra Shires Golon
Visual-spatial learners (VSLs) are our artists, inventors, builders, creators, musicians, computer gurus, visionaries and healers. They are empathic and, often, very spiritually aware, even when very young. These children have powerful right hemispheres and learn in multidimensional images, while most schools, most teachers and most curricula are a haven for lefthemispheric thinking, or auditory-sequential learners; children who think and learn in words, rather than images, and in a step-by-step fashion. Though visual-spatial students are often very bright, they don't always find success in academic environments.
Those who favor the right hemisphere of their brains, kids I refer to as "topsy-turvy," are at a disadvantage in traditional classrooms. One of the many challenges they face is learning to read. In today's schools, most children are taught to read using a phonetic approach. However, for the visual-spatial learner (VSL), this is counter-intuitive to how they think and learn. Many VSLs have a hard time with phonics because the strategy is to teach reading by breaking down words into their smallest sounds like: ra, ta, ga, and fa. Then, you are to build on those small sounds to form whole words. Visual-spatials understand big picture information first, not the smallest details! Because VSLs think in pictures, they need to read in pictures. What is the picture of "ga"? Or of "the?" Can you create a mental picture of "the"? But when VSLs are taught to read by looking at whole words first, not the smallest sounds, they can easily create mental pictures for those words and learn them permanently. A beginning reader can make mental pictures for numerous sight words and often, the more difficult the words, the better. There is a distinction in the shape of the letters that form "xylophone" or "Disneyland," that the visual-spatial won't find when reading the word, "an".
Some words just naturally make you think of a picture because of the shape the letters make; like the letters "M" and "N" do in the word MouNtaiN.
Or "rain" when you add a raindrop to dot the "i" like my son did for me.
Your beginning readers can probably think of many more ways to draw words that include pictures. For words that they can't create a picture for (like "an," or "the"), they can make a picture of the word by shaping it out of string, Wikki Stix, or clay. Some schools use letters made out of sandpaper so the student can trace over the shape of the letter with a finger. Any of these techniques will help to create mental images of the new words they are learning to read.
Whole words can be placed on large index cards and hung from a key chain or stored in a special word box. Then, the beginning reader can practice sorting all the words with similar starting sounds, similar ending sounds or other categories they think up. This is called, "analytic phonics," and will help any reader become even better.
Speed reading
I have one huge tip for visual-spatial learners regarding reading: speed read! Just like beginning readers have no need for picture-less words such as "the," "and," "like," and so on, the child who is ready to progress in reading isn't creating pictures for these words, either. So, just skip them! Have your visual-spatial children practice running their fingers, very quickly, over one line of words, then the next. Teach them to just jump right over the words that their mind doesn't have a picture for. Here's an example. First, read this sentence:
Then, on the following morning, Jody ran to the nearby grocery store to fetch a gallon of fresh milk for his mother.
Now, watch how much easier you can make reading this line by skipping over the words that have no mental picture, by reading only the words that create an image in your mind:
Morning, Jody ran store gallon milk for mother.
Can you do it? Can you skip the picture-less words? Was it easier? Are you missing any facts from the first sentence? Does the sentence with much fewer words still make a picture in your mind of what the character is doing, when and for whom? You don't even need the adjective "fresh" because you know he's buying it that morning, right? Isn't it easier to make a mental picture when you don't have to stop and read the picture-less words? The next time your kids have a reading assignment, try speed reading with them and see if it helps speed the process yet aid in remembering all the details.
If your children need help recalling the pictures they are mentally creating, have them keep "notes," as actual drawings. They should do this in the margins, if it's their book or in a separate notebook if the book does not belong to them. Really important information such as the plot of the story, or dates of information, or names of characters they are studying, should be included in their drawings.
Re-reading for important information
Remember reading your own schoolbooks and saying to yourself, "Whoa, I know that's gonna be on the test"? Did you know this because what you just read had a name or date or definition or because it was printed in bold or italic letters? When I was in school, I used to fold the corners of the pages that had this kind of important information which got me in hot water because the book had to be used again the next year and the pages would already be "dogeared." Today's office supply stores offer so many great products including sticky Post-It tabs that come in a variety of colors. Show your kids how to use them to mark the exact line on a page of the important information they just read. They can stick them right on the line of the text, with the colored tab sticking out off the side of the page. This way, they can easily find the exact line they need to remember. They should use certain colored tabs for certain types of information. Maybe green tabs are for dates they have to remember? Or blue tabs for names? Whatever system works for them.
One more note about reading
If your visual-spatial kids are having difficulty reading, you might consider offering comic books or fantasy books with lots of visuals. Perhaps books on something they really want to learn about, a favorite animal, or children in another country, or something they will find interesting enough to keep trying. You might consider checking out recorded books from a library. Nearly every book they might be asked to read for a book report is available on tape or CD. Don't replace reading with a movie or made-for-TV version, though. Too much of the story may have been changed and they'll miss the chance to create their own characters and scenes in their imagination. But listening to a book, instead of reading it themselves, will free them to use the author's words to create mental movies. Listening to the story often helps visual-spatial learners remember the plot and characters better because they can then "see" the story. When they listen to the story, they don't have to spend time decoding the words and forgetting to follow the story line.
Also, many books come with larger print size. Often this makes it easier on their eyes. Or, you could photocopy a book's pages to make the print size larger. Some kids find reading easier when they use a colored transparency, like yellow or green, and place that over the page. Also, there are books by Barrington Stoke Publications that are printed on special paper using a font that has been proven easier to read for many. You can find these at www.BarringtonStoke.co.uk.
Other strategies for helping beginning readers conquer this new task include using magnetic letters and words on refrigerators and file cabinets, and labeling everything in your house including the furniture, stairs, doors, etc. Make your home one gigantic visual dictionary! You can also play games with words: what rhymes with ____, or play Scrabble®, or Boggle® with added pictures, make up your own games! Use clay or Wikki Stix® to write (shape) fun and interesting words that will become mental pictures for them.
Whatever strategy you employ to help your beginning VSL reader, know that they will eventually master this skill, they just may not be wired for learning it the "old-fashioned" way, by using phonics. There are other options available. A sight or whole word approach is often what helps them break the code. Be sure to encourage reading all the time by continuing to read to your children, even after they have mastered reading. As an early grades teacher, I saw plenty of reluctant readers who were afraid of losing "Mommy" or "Daddy Time" if they learned to read on their own. At 11 and 13, my children and I still enjoy cuddling on one sofa or bed for a good story.
©Copyright Golon, A.S. (2005) If you could see the way I think: A handbook for visual-spatial kids. Denver: Visual-Spatial Resource.
A VISUALIZATION APPROACH TO SPELLING*
Linda Kreger Silverman, Ph.D.
1. Write the spelling word in large print in bright colored ink on a card. Put the letters that are most difficult to remember in a different color.
2. Hold the card at arm's length, slightly above eye level.
3. Study the word, then close your eyes and picture the word in your mind’s eye.
4. Do something wild to the word in your imagination. (The sillier the better!)
5. Place the word somewhere in space (in front of you or above your head).
6. Spell the word backwards with your eyes closed.
7. Spell the word forwards with your eyes closed.
8. Open your eyes and write the word once.
*Borrowed from Neurolinguistic Programming (NLP).
How to Turn on the Right Hemisphere Linda Kreger Silverman, Ph.D.
1. Use humor whenever possible: Humor gets the right hemisphere into the act.
2. Present it visually. Use overheads. Draw pictures. Show them— don't just tell them. Have them picture it.
3. Use computers. Computers show rather than tell. They teach visually with no time limits.
4. Make use of fantasy. Provide lots of opportunities for students to use their imaginations!
5. Use hands-on experiences: manipulatives, construction, movement, action.
6. Make it challenging. Challenge integrates the two hemispheres.
7. Use discovery techniques: finding patterns, inductive learning, inquiry training.
8. Put it to music. Let them sing it! Let them dance it! Let them chant it! Rhythm will be remembered.
9. Get their attention! Talk louder, talk faster, be more animated, use gestures. Do something silly.
10. Make them winners. Involve them in competition they are guaranteed to win: Read one more book than last week; Beat your record on times tables.
11. Teach to their interests: find out what turns them on. What are their hobbies? What do they do after school? What do they want to be when they grow up?
12. Emotion works wonders. Use emotionally charged material. Show them you care about them.
RESOURCE LIST FOR VISUAL SPATIAL LEARNERS Books Upside-Down Brilliance: The Visual Spatial Learner by Linda Kreger Silverman, the pioneer of the Visual Spatial Learner concept. Published in 2002, this book provides vast amounts of information, checklists and strategies for Visual Spatial Learners. www.hoagiesgifted.org - Visual Spatial Learners, Emotional intensity and sensitivity, Sensory integration dysfunction www.egroups.com/group/OnTheRightSide â€" a discussion group for parents of “right†brain children www.sinetwork.org â€" a resource page for sensory integration dysfunction www.bibliofind.com â€" good site for finding second hand and out of print books www.users.bigpond.com/pjnolan/Visual%20Spatial/default.htm - Tony. Unfollow upside down brilliance to stop getting updates on your eBay Feed. You'll receive email and Feed alerts when new items arrive. Turn off email alerts. Upside-down Brilliance : The Visual Spatial Learner by Linda Kreger Silverman. by Linda Kreger Silverman | PB | VeryGood. C $36.19.
|
<urn:uuid:30223381-8b66-457b-a922-ebb08d109bd5>
|
CC-MAIN-2020-16
|
https://tobh.pw/21050327.pdf
|
2020-04-07T16:44:17+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00475.warc.gz
| 720,552,032
| 10,228
|
eng_Latn
|
eng_Latn
| 0.98592
|
eng_Latn
| 0.99851
|
[
"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",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
148,
1583,
1711,
2903,
6360,
8585,
8795,
9503,
12371,
13987,
17339,
21023,
24050,
25889,
29105,
32134,
34519,
36640,
38211,
41620,
43420,
44139,
45431,
46458
] |
[
2.421875,
4.0625
] | 12
| 0
|
EMERSON GARFIELD
DISTRICT 3
RACE AND ETHNICITY
American Indian + Native, 3.1%
Asian, 2.5%
Black or African American, 2.5%
Latinx, 7.7%
Two or more races, 6.1%
White, 83.3%
POPULATION AND HOUSEHOLDS
23.5%
Total Population
Renter households
People age 19 and under
People age 65 and over
Persons of color
3
Median household income
High school diploma
Bachelor's degree or higher
Unemployed
Students on free or reduced lunch
5
Total Households
CITYWIDE 2
| 51.5% | 45.3% |
|---|---|
| 23.9% | 21.94% |
| 15.1% | 14.5% |
| 4.3% | 15.1% |
| $38,108 | $44,678 |
| 28% | 24.6% |
| 21.6% | 29.5% |
| 9% | 6.57% |
| 61.2% | 54.5% |
NATIONAL ORIGIN OF NEIGHBORS 3
95.7% of neighbors born in the USA/US Territories
1.3%
2.3% of neighbors born in foreign country, naturalized
0.7% of neighbors born in a foreign country
of neighbors born as US Citizens in foreign country
Top Foreign Born Countries 3
Ukraine, 19.6%
Germany, 7.1%
Canada, 9.9%
Korea, 6.6%
EMERSON GARFIELD
DISTRICT 3
NEIGHBORHOOD RESOURCES
Neighborhood Council Meeting
Nearest Community Center
Neighborhood Parks
Neighborhood Schools
Emerson Park
Second Wednesday of the month from 6 to 7p.m. Corbin Senior Center, 827 W. Cleveland Ave.
COPS North Central, 806 W. Knox Ave. West Central Community Center, 1603 N. Belt St.
Corbin Park
Audubon Elementary School Garfield Elementary School Trinity Catholic School Glover Middle School Havermale High School North Central High School
1Buxton Demographic Summary, 2017A Estimates. 22013-2017 American Community Survey 5-Year Estimates. 3Statistical Atlas Neighborhood Data. 4Spokane Regional Health District Quality of Life Survey Data 2015. 52017-18 5Washington Public School Free and Reduced Lunch Enrollment.
TOP FIVE NEIGHBORHOOD PRIORITIES 4
Crime/Safety/Drugs
Jobs/Economy
Homelessness
Rental Properties
Neighbors
|
<urn:uuid:35bb96be-dba3-439c-a737-0899e53e00b3>
|
CC-MAIN-2020-16
|
https://static.spokanecity.org/documents/neighborhoods/councils/demographic-snapshot/emerson-garfield-demographic-snapshot-2020-02-11.pdf
|
2020-04-07T16:57:31+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00474.warc.gz
| 712,364,102
| 596
|
eng_Latn
|
eng_Latn
| 0.784258
|
eng_Latn
| 0.869227
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
978,
1873
] |
[
1.4609375
] | 1
| 1
|
SAFETY AND
Epilepsy
EPILEPSY EDUCATION SERIES
This publication was produced by the
Phone: 780-488-9600 Toll Free: 1-866-374-5377 Fax: 780-447-5486
Email: firstname.lastname@example.org Website: www.edmontonepilepsy.org
This booklet is designed to provide general information about Epilepsy to the public. It does not include specific medical advice, and people with Epilepsy should not make changes based on this information to previously prescribed treatment or activities without first consulting their physician.
Special thanks to our Consulting Team, which was comprised of Epilepsy Specialist Neurologists & Neuroscience Nurses, Hospital Epilepsy Clinic Staff, Educators, Individuals with Epilepsy, and Family Members of Individuals with Epilepsy.
Free Canada-wide distribution of this publication was made possible by an unrestricted Grant from UCB Canada Inc.
©Edmonton Epilepsy Association, 2011
Index
Safety and Epilepsy
There is an increased risk of injury in people with epilepsy.
Seizures can take many different forms including a blank stare, muscle spasms, uncontrolled movements, altered awareness, odd sensations, or a convulsion.
For some people with epilepsy, their seizures pose a minimal risk of injury. For others, their seizures may require extra precaution to avoid injury. For example, seizures that occur without warning or those involving falls, loss of awareness, or postictal confusion after the seizure could result in injury. Precaution in the home, workplace, educational settings, or while travelling or participating in activities may be necessary.
Assessing the risks associated with the type and frequency of the seizures experienced and then implementing the necessary safety procedures are important steps in assuring personal safety and well-being.
Personal Choices
Maintain a healthy and well-balanced lifestyle. Get plenty of sleep, manage stress levels, eat a well-balanced and nutritious diet, and avoid excessive alcohol consumption and street drugs.
Always take seizure medication as prescribed.
Monitor what may trigger a seizure.
Record seizures on a seizure record chart.
Inform your pharmacist and dentist of your condition and of any seizure medication you are taking.
Wear a medical identification bracelet or necklace. Children should wear a medical identification bracelet, not a necklace.
Teach others appropriate first aid procedures and post first aid procedures in an obvious place in your home.
Learn and teach others first aid for choking.
Provide contact, medical, and emergency phone numbers to those who may be with you when a seizure occurs.
If you live alone, arrange for someone to check on you routinely.
Taking Seizure Medication
Seizure medication should always be taken as prescribed. Sudden discontinuation of medication can result in withdrawal seizures or status epilepticus.
Use of any other medications or vitamins should be discussed with the doctor or pharmacist. Decongestants, acetylsalicylic acid products (ASA) such as Aspirin, herbal medications, diet pills, and birth control pills can all interact with seizure medication. Even some therapeutic drugs such as antidepressants and antibiotics could interact with seizure medication.
Keep a one to two week supply of your seizure medication to assure that you donʼt run out.
Donʼt change from a brand name drug to a generic drug without first consulting your doctor. The use of different fillers, dyes, etc., can result in differences in processing by the body.
Being Prepared
Carrying a pre-programmed cell phone or beeper is useful in case you need help.
If seizure medication or seizures affect memory, using a watch with an alarm, a day-timer, and a medication dispenser may be helpful.
New safety aids are continually being developed. High tech devices such as seizure-specific alarms triggered by seizure movements in bed, electronic tracking devices, and adapted showers that use infrared technology to shut off the water supply if a person falls are a few.
Although still very difficult to obtain and expensive to train, seizure service dogs are successfully being used by some people with epilepsy. The dogs are trained to respond once a seizure starts by seeking help or assisting in protecting the person during the seizure. Studies suggest that some dogs seem capable of predicting a seizure and of then alerting the individual.
Monitoring What May Trigger A Seizure
While some people are not able to identify specific events or circumstances that affect seizures, others are able to recognize definite seizure triggers. It is useful to learn your seizure triggers so that seizures can be avoided.
Some common seizure triggers include:
* Forgetting to take prescribed seizure medication
* Lack of sleep
* Missing meals
* Stress, excitement, emotional upset
* Menstrual cycle/ hormonal changes
* Illness or fever
* Low seizure medication levels
* Medications other than prescribed seizure medications
* Excessive alcohol consumption and subsequent withdrawal
* Flickering lights of computers, television, videos, etc.
* Street drugs (e.g. cocaine, amphetamines, ecstasy, LSD, withdrawal from marijuana)
For further information on seizure triggers, taking medication, and available safety devices, contact your local epilepsy association.
Safety at Home
In General
Use of hot appliances (e.g. stoves, irons) and open flames (e.g. fireplaces, candles) increases the risk of burns or a fire should a seizure occur. Smoking is also hazardous for those with seizures.
Forced air heating is preferable to radiators, baseboards, and freestanding heaters. If your home has radiators, use radiator guards to increase safety.
Bungalows or first floor apartments reduce the risks associated with stairs. Short sections of stairs with landings are preferable to long, steep staircases. If your home has stairs, a safety gate at the top of the stairs may help.
Furniture with round rather than sharp edges is recommended. Sharp edges on tables and other furniture should be padded.
Carpeting the floors, preferably with a thick underlay, may be necessary.
Using appliances and tools with automatic shut-off switches provides additional safety.
Use outdoor carpeting on concrete steps, porches, etc.
Post emergency and medical phone numbers and first aid procedures in an obvious place in your home.
In Kitchens
* Use a microwave oven rather than a stove.
* If using a stove, use back burners.
* Place pot handles facing to the back of the stove.
* Serve hot liquids or food onto plates at the stove rather than carrying them to the table.
* Do not carry boiling water.
* If possible, cook when someone else is home.
* Use plastic rather than glass dishware in your kitchen.
* Use cups with lids.
* Limit use of sharp knives. A blender or food processor is preferable.
* Use pre-cut or prepared foods.
* Sit down to do tasks when possible.
* Place sharp utensils downwards in the dishwasher.
* Wear rubber gloves if washing glass or using sharp utensils.
* Keep frequently used items within easy reach to avoid having to climb up to high cupboards.
* Keep electrical appliances away from sinks.
In Bathrooms
* Take showers rather than baths. Showers are safer than baths for those with epilepsy, but injuries can still occur. If you experience falls during a seizure, a low shower seat with a safety strap should be considered.
* Use a shower with a temperature monitor.
* Adjust the water heater to a lower temperature.
* Turn cold water on first and off last to prevent burns.
* Use rubber mats or non-skid strips on the floor of the shower.
* Shower when someone else is home.
* Use a hand held shower nozzle.
* Assure that shower and bathtub drains are working properly.
* Use a recessed soap tray in showers.
* Use a shower with a flat floor rather than an enclosed base where water can accumulate.
* Do not lock bathroom doors. An "occupied" sign can be used to offer privacy.
* Avoid the use of electrical appliances near water.
* Hang bathroom doors to open outwards in case a fall against a closed door prevents access to those needing to assist you.
* Use mirrors and shower doors with safety glass or plastic.
* Use a padded toilet seat.
* Keep your bathroom ventilated to avoid overheating.
In Bedrooms
* Use a monitor in your bedroom so that someone who lives with you will be alerted if you have a seizure.
* Use beds low to the ground and avoid bunk beds.
* Avoid beds with hard edges on bed frames.
* Avoid waterbeds.
* Use "smother-proof" pillows.
* Avoid sharp-edged night tables beside the bed.
In Living Rooms
* Avoid decorating with glass or mirrors.
* Consider using hanging lamps instead of floor or table lamps.
For Those With Photosensitive Epilepsy
Lights flickering at a certain speed and brightness (e.g. from televisions, computer screens) can trigger a seizure in people with photosensitive epilepsy.
* Limit situations that expose you to flickering light.
* Do not sit too close to the television.
* Watch television in a room that is well lit.
* Take breaks from using the computer.
* Monitor which video and computer games could trigger seizures.
* Use computers with less flicker.
* Wear polarized sunglasses outdoors to diminish the effect of flicker from natural light (e.g. sunlight reflecting on water).
In Work Rooms
* Use a tabletop ironing board or one that is mounted on the wall.
* Use tools with automatic shut-offs.
* Sit at a low workbench.
* If using machinery, wear protective gear such as gloves, safety glasses, and boots.
In Parenting
* Use safety gates and playpens.
* Use a stroller rather than carrying your child, even in your own home.
* Use a stroller with brakes, a child harness, or a wrist bungee cord when you go out.
* Change diapers or clothes on a pad on the floor or on a change table that has a strap to secure your child.
* Keep supplies on each level of your home to avoid unnecessarily having to climb stairs with your child.
* If you are alone, give your baby a sponge bath rather than using a bathtub.
* Avoid carrying or drinking hot liquids or smoking near your child.
* Secure your baby into an infant seat on the floor or in a high chair for bottle feedings and meals.
* If you are breast-feeding, feed your baby while sitting on the floor surrounded by a soft surface.
* If sleep deprivation is one of your seizure triggers, then arrange for someone to help out with either night-time feedings or a daytime feeding when you can catch up on your sleep. Women who are breast-feeding can pump breast-milk into a bottle so that others will be able to help with feedings.
* Keep outside doors and gates locked.
* Keep your seizure medication out of reach of children.
* When your child is old enough to understand, discuss your epilepsy with your child. This may alleviate some of the child's concerns. It will also help your child to know how to respond if you have a seizure.
* Explain to your child what should be done in case of a seizure and post any emergency or contact phone numbers in an obvious place.
Safety at Work
Avoid work that involves heights, heavy machinery, extreme heat, fire, or molten material, or being over water.
Use safety guards and automatic shut-offs if working with machinery or power tools.
If using machinery, wear appropriate gloves, safety glasses, boots, etc.
Keep consistent work hours to maintain a healthy lifestyle and to avoid sleep deprivation.
Learn coping methods to manage stress.
Assure that co-workers know appropriate first aid.
Explore options regarding accommodation in the workplace.
Duty To Accommodate
Accommodation is the process through which a worksite is modified to remove barriers for a person with a disability. Under the Canadian Human Rights Act and under some provincial codes, it is the duty of employers to make reasonable efforts to accommodate individuals with epilepsy in the workplace unless such accommodation would cause undue hardship. Accommodation can be as simple as moving furniture in an office or allowing you to trade work with another employee. Details on how safety can be improved in a job through reasonable accommodation are available through local organizations offering employment assistance for persons with disabilities and through The Canadian Council on Rehabilitation and Work (CCRW).
Safety and Epilepsy - 10
Safety in Sports and Recreational Activities
Take extra precaution in sports that increase the risk of head injury including contact sports such as football, hockey, karate, and soccer.
Always use proper safety gear such as helmets, flotation devices, and knee and elbow pads.
Avoid activities that are considered too dangerous such as scuba diving and rock climbing.
Ride bicycles on side roads or bike paths.
If you have uncontrolled seizures, do not swim without constant supervision. Swimming with a companion, preferably an experienced swimmer, is recommended for anyone who has seizures.
Swim in a pool rather than open water.
Exercise on soft rather than hard surfaces (e.g. mats, grass).
Do activities such as skiing, boating, or hiking with a friend.
Use a safety hook and strap when using a ski lift.
Discuss participation in sports and recreational activities with your doctor.
Avoid related problems such as low blood sugar, dehydration, or overexertion, which could increase the risk of seizures.
Inform lifeguards, coaches, counsellors, etc. of your condition and how to respond should a seizure occur.
If your seizures are induced by flickering light, wear polarized sunglasses during outdoor activities to reduce the effect of flickering light patterns such as sunlight reflecting on water.
Safety and Epilepsy - 11
First Aid if a Seizure Occurs When a Person is in Water
* Support the personʼs head.
* Keep the personʼs face out of the water.
* Tilt head back to keep airway clear.
* Get the person to the side of the pool or to the shore.
* Roll the person onto his or her side.
* Check airway.
* If the person is not breathing, begin resuscitation.
* Call for emergency assistance. Immediate medical treatment is required even if the person seems to have recovered. Inhaling water can cause heart or lung damage.
Safety While Travelling
There are restrictions to driving if your seizures are not controlled. Driving is generally not allowed until you have been seizure free for at least 6 to 12 months, and you are under a doctor's care.
Carry a copy of important medical information, phone numbers, and a list of your seizure medication with you.
Assure that you stand back from roads or the edge of platforms while travelling by bus or subway.
Use elevators rather than escalators or stairs.
Have someone accompany you if you are going to be outdoors during extremely hot or extremely low temperatures.
If travelling by air, consider whether to inform airline officials of your condition in advance to allow for preparation in case of a seizure.
Safety and Epilepsy - 12
Carry some seizure medication on your person in the event of lost luggage.
Take all seizure medication in the original bottles that you will be needing during your stay in case of unavailability. Extra medication should also be taken in the event that some is lost or your stay is extended.
If crossing time zones, assure that you maintain your seizure medication schedule as prescribed.
Before having a vaccination, ask your doctor about any medication interactions or concerns.
Find out if travel companies provide discounted transportation for an escort capable of providing the required assistance if it is medically necessary.
Wear a medical identification bracelet.
Epilepsy Associations
If you have concerns, questions, or ideas to share regarding epilepsy, contact your local epilepsy association. Epilepsy associations have much to offer including support groups, programs, educational forums, public awareness, newsletters, resource libraries, referrals, special events, and advocacy.
Consider becoming a member of your local epilepsy association and help to make a difference in the lives of those with epilepsy. Contact your local epilepsy association or call 1-866-EPILEPSY (374-5377) toll-free to connect directly with the association in your area.
Safety and Epilepsy - 13
First Aid for Seizures
What To Do If Someone Has A Non-Convulsive Seizure (staring blankly, confused, not responding, movements are purposeless)
1. Stay with the person. Let the seizure take its course. Speak calmly and explain to others what is happening.
3. DO NOT restrain the person.
2. Move dangerous objects out of the way.
4. Gently guide the person away from danger or block access to hazards.
5. After the seizure, talk reassuringly to the person. Stay with the person until complete awareness returns.
What To Do If Someone Has A Convulsive Seizure (characterized by stiffening, falling, jerking)
1. Stay calm. Let the seizure take its course. 2. Time the seizure. 3. Protect from injury. If necessary, ease the person to the floor. Move hard or sharp objects out of the way. Place something soft under the head.
4. Loosen anything tight around the neck. Check for medical identification.
6. DO NOT put anything in the mouth. The person will not swallow his or her tongue.
5. DO NOT restrain the person.
7. Gently roll the person onto his or her side as the convulsive seizure subsides to allow saliva or other fluids to drain away and keep the airway clear.
8. After the seizure, talk to the person reassuringly. Do not leave until the person is re-oriented. The person may need to rest or sleep.
Safety and Epilepsy - 14
Calling An Ambulance
In assessing the need to call an ambulance, a combination of factors has to be considered. For example, if cyanosis (blue or gray color) or labored breathing accompanies the seizure, then an ambulance may be called earlier. If a person is known to have epilepsy and the seizure pattern is uncomplicated and predictable, then ambulance help may not be necessary.
CALL AN AMBULANCE:
* If a convulsive seizure lasts longer than 5 minutes.
* If consciousness or regular breathing does not return after the seizure has ended.
* If seizure repeats without full recovery between seizures.
* If confusion after a seizure persists for more than one hour.
* If a seizure occurs in water and there is any chance that the person has inhaled water. Inhaling water can cause heart or lung damage.
* If it is a first-time seizure, or the person is injured, pregnant, or has diabetes. A person with diabetes may experience a seizure as a result of extremely high or low blood sugar levels.
Status Epilepticus
A continuous seizure state, or status epilepticus, is a lifethreatening condition. Seizures are prolonged or occur one after another without full recovery between seizures. The seizures may be convulsive or non-convulsive. Immediate medical care is necessary.
Sudden Unexplained Death in Epilepsy (SUDEP)
The cause of SUDEP, where death occurs suddenly for no discernible reason, is unknown. This is rare.
Safety and Epilepsy - 15
Partners in Improving the Quality of Life for Those Who Live With Epilepsy:
Canadian League Against Epilepsy
La Ligue
Canadienne
Contre lʼÉpilepsie
1-866-EPILEPSY
1-519-433-4073
Email: email@example.com
Website: www.epilepsymatters.com
Email: firstname.lastname@example.org
Website: www.clae.org
Your Local Contact Information:
Free Canada-wide distribution of this publication was made possible by an unrestricted Grant from UCB Canada Inc.
|
<urn:uuid:6270433c-da0d-4a80-827e-2d82f0e06435>
|
CC-MAIN-2020-16
|
https://epilepsyontario.org/wp-content/uploads/2017/12/safetyandepilepsy.pdf
|
2020-04-07T17:48:01+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00474.warc.gz
| 461,910,547
| 4,051
|
eng_Latn
|
eng_Latn
| 0.982118
|
eng_Latn
| 0.998248
|
[
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
47,
916,
923,
1805,
2691,
4395,
5308,
6360,
7157,
8267,
9313,
10117,
11059,
12354,
13690,
14956,
16249,
17588,
19043,
19491
] |
[
1.796875
] | 4
| 9
|
Probiotics in Prevention of the Atopic March: Myth or Reality?
Marina Atanasković-Marković 1,2 , Vladimir Tmušić 1 , Jelena Janković 1
1Universuty Children's Hospital, Department of allergology, Belgrade, Serbia, 2 University of Belgrade, Faculty of Medicine, Belgrade, Serbia
Correspondence:
Tel.: + 381 11 606 0745
email@example.com
Fax.: + 381 11 268 4672
Received: January 8, 2019
Accepted: February 5, 2019
Key Words: Allergy ■ Atopic march ■ Children ■ Prevention ■ Probiotics.
The objective of the paper is to investigate whether probiotic supple mentation prenatally and/or postnatally could prevent the develop ment of atopic/allergic march after systematically reviewed the litera ture. The atopic march refers to the natural history of allergic diseases which develop during infancy and childhood. Allergic diseases, in cluding atopic dermatitis, IgE-mediated food allergy, asthma, and al lergic rhinitis, have dramatically increased over the last century. It is now known that every fourth child is allergic, but assumed that in 2020 every second child will be allergic. Pub Med were searched for randomized controlled trials regarding the effect of probiotics on the prevention of allergy in children. Type 2 inflammation is the central tenet of the atopic march. Intestinal microflora play an important role in the Th1/Th2 balance. Probiotics are cultures of potentially benefi cial bacteria that positively affect the host by enhancing the microbial balance and they restore the normal intestinal permeability and gut microecology. Therefore, the use of probiotics prenatally and postna tally may counterbalance the Th2 immune phenotype, thus prevent ing the development of the atopic march. Probiotics administration is able to reduce atopic inflammation and to enhance anti-inflammatory markers. Conclusion − The current systemic review suggests that pro biotics administered prenatally and postnatally could reduce the risk of atopy and food allergy in young children, but they are not helpful in the prevention of asthma.
Introduction
The atopic march is a term that describes the progressive development of allergic diseases during infancy and childhood. Classically, the atopic march begins with atopic derma titis (AD) and progresses to IgE-mediated food allergy (FA), asthma, and allergic rhi nitis (AR) (1, 2). Allergic diseases have dra matically increased over the last century. It is now known that every fourth child is allergic, but assumed that in 2020 every second child will be allergic. Once an individual has com menced on the atopic march, it is difficult to stop the progression.
The objective of the paper is to investi gate whether probiotic supplementation pre natally and/or postnatally could prevent the development of the atopic/allergic march, by means of a systematic review of the literature.
AD -the Gateway to the Atopic March
AD is considered to be the gateway to the atopic march. It is most commonly diagnosed in the first 6 months of life before the de velopment other atopic diseases. AD results from a combination of primary disruption of the skin barrier (protein filaggrin) and under
lying genetic and/or environmental predispo sition for type 2 inflammation. The type 2 inflammation is the central tenet of the atop ic march (1, 3). Polymorphisms in the gene that encodes thymic stromal lymphopoietin (TSLP) and its receptor influence AD risk, FA, and asthma (4) whereas polymorphisms in the genes that encode interleukin (IL) 33 and its receptor are associated with increased risk of AD and asthma (5).
AD and FA-Early Manifestations of the Atopic March
The presence and severity of AD positively correlate with the risk of developing FA. Chil dren with AD are as much as 6 times more likely to develop an FA compared with their healthy peers (6). Food specific IgE responses can be detected in the first months of life and peak at approximately 10% prevalence at 1 year of age. The fact that sensitization occurs before food ingestion in most cases suggests that sensitization to foods occurs via exposure through inflamed skin, as opposed to the gastrointestinal tract (1). Positive cor relations have been found between the use of wheat- or peanut-containing skin prod ucts and the development of wheat or pea nut allergy (7). Exposure to peanut dust in a child's home positively correlates with the likelihood of developing peanut allergy (8). Allergen-specific T cells isolated from peanut allergic patients express skin-related homing molecules, providing additional evidence of the skin being the site of allergen sensitiza tion in FA. These findings support the theory that there is transcutaneous sensitization to food allergens in susceptible individuals (1).
Asthma and AR-Late Manifestations of the Atopic March
AD is also strongly associated with the de velopment of asthma and AR. IgE responses to inhalant allergens develop later in child hood, providing a possible explanation for the delayed age of onset of asthma and AR. Approximately 20% of children with mild AD develop asthma, more than 60% with severe AD develop asthma (1, 9). Respiratory allergy occurred in 50% of children who had onset of AD during the first 3 months of life and atopic family members, compared with 12% of children who had late onset of AD and no atopic family members (1). Children with AD have been shown to have more se vere asthma than asthmatic children without AD (10). The German Multicenter Atopy Study (MAS) found that 50% of children with early AD and a family history of allergy had rhinitis or asthma, and 69% of infants who had developed AD by 3 months of age were sensitized against aeroallergens by 5 years of age (11).
Not every patient with AD develops asth ma, and not every patient with asthma has preceding AD. A recent retrospective analysis of 2 birth cohorts found 8 separate patterns of atopic disease progression (12). This study found that 10.5% of respondents followed the atopic march, whereas 15.5% had per sistent AD, 5.7% had wheeze without AD, and 9.6% had rhinitis without AD. These findings indicate that the atopic march is not present in all atopic individuals. The pres ence of FA is also an independent risk factor for the development of AR and asthma. In a retrospective birth cohort study of almost 30,000 children, Hill et al. (3) found that the presence of FA to peanut, milk, and egg was associated with development of asthma and rhinitis. They also showed that children with multiple food allergies were at increased risk of developing respiratory allergy compared with children with a single FA. The clinical association between asthma and AR is well established. AR is also positively correlated with asthma severity, and AR treatment im proves asthma control (1, 13).
Immunological Mechanisms Underlying the Atopic March
Allergen exposure through inflamed skin is thought to be the primary route by which individuals initiate the atopic march. This hypothesis is supported by data from animal models that indicate that transcutaneous al lergen exposure promotes the development of specific T- and B-cell responses and sub sequent allergic disease. The inflammation observed in AD is associated with increased production of IL-4, IL-25, IL-33, and TSLP, which recruit IL-5 and IL-13 producing type 2 innate lymphoid cells, and contribute to the development of type 2 inflammation. Dendritic cells (DCs) and other immune cells (macrophages, mast cells, and innate and adaptive lymphocyte subsets) migrate from the skin to draining lymph nodes, where they stimulate naive T cells to differ entiate into allergen-specific Th2 cells. Once allergen-specific Th2 responses are present, they can exert effects systemically. An ad ditional mechanistic question related to the atopic march is whether the presence of one allergen-specific Th2 response potentiates to the development of additional Th2 respons es. One mechanism by which this may occur is via a bystander effect, in which an existing inflammation acts as an adjuvant for the de velopment of other Th2 responses. Basophils are one potential contributor to the bystander effect because they are potent sources of IL-4. Elevated IgE levels may potentiate basophil facilitated Th2 responses both in the skin and at distant tissue sites. Together, these observa tions offer one immunological mechanism by which the presence of a Th2 response to one allergen could potentiate the development of additional Th2 responses (1).
Prevention of the Atopic March
Can we prevent and stop the atopic march? There are two possible points of intervention that may reduce the incidence of asthma and AR: (I) primary prevention, where an inter vention is introduced prior to the child devel oping eczema, which prevents both the onset of AD and the development of subsequent al lergies; and (II) secondary prevention, where an intervention is applied after a child has developed AD but is yet to develop other al lergic disorders. Primary prevention includes: building and maintaining the infant skin barrier function, the use of probiotics and prebiotics, breastfeeding and supplementa tion with vitamin D during pregnancy and early life, and early introduction of allergenic foods into the infant diet (14).
Probiotics and Allergic Diseases
Probiotics are cultures of potentially ben eficial bacteria that positively affect the host by enhancing the microbial balance, and therefore restore the normal intestinal per meability and gut microecology. They also improve the intestine's immunological bar rier function and reduce the generation of proinflammatory cytokines characteristic of allergic inflammation (15). Probitotics also shape the immune system by rebalancing the "Th2 bias" with which infants are born (16). In clinical trials probiotics appear to be useful for the treatment of various clinical conditions, such as FA, AD and AR, and in primary prevention of atopy (15).
In twenty-seven infants who manifested atopic eczema during exclusive breast-feed ing, Isolauri et al. (17) showed a significant reduction in the SCORAD score and of eosinophil protein X in the urine in infants supplemented by extensively hydrolyzed whey formulas and Bifidobacterium lactis Bb-12 or Lactobacillus strain GG, com pared to children supplemented by the same formula without probiotics. In infants with cow's milk allergy and atopic eczema (18), the addiction of Lactobacillus GG to an ex
tensively hydrolyzed whey formula showed the significant improvement of atopic eczema and a decrease in the fecal concentration of α1-antitrypsin and tumor necrosis factor-α, suggesting anti-inflammatory properties. In terleukin-10 has anti-inflammatory proper ties by down regulation of proinflammatory cytokines and IgE synthesis. Pessi et al. (19) reported a significant increase in IL-10 con centration in the sera of nine children with AD and cow milk allergy, treated with Lac tobacillus rhamnosus GG. Wang et al. (20) administered fermented milk with the addi tion of Lactobacillus paracasei-33 or placebo in eighty children suffering perennial AR. According to a modified pediatric question naire, the supplemented group improved its quality of life, compared to the placebo group. In children with AR, Bacillus clausii adminis tration has always led to a significant increase in nasal total symptoms score, a decrease in nasal eosinophils and a reduction in the days of treatment with antihistamine (21). In another double-blind controlled trial, Kal liomaki et al. (22) gave Lactobacillus GG prenatally to mothers with a family history of atopic disease, and after birth to their in fants for 6 months. The primary endpoint was atopic disease at the age of 2. The results show a significant increase in the frequency of atopic eczema in the placebo group versus the probiotic group, whereas the preventive effect of Lactobacillus GG was still effective after four years (23).
The immunomodulatory activities of Lac tobacillus rhamnosus GG have been dem onstrated in human milk too. In sixty-two mother–infant pairs, Lactobacillus rham nosus GG administered during the 4 weeks before the infant's birth and during breast feeding (3 months) increased the immunoprotective potential of breast milk, as assessed by the enhancement of antiinflammatory TGFb2 in the milk of the mothers receiv ing probiotics v. placebo (24). The best re
sults of maternal probiotic supplementation were found in children with an elevated cord blood IgE concentration.
The PandA study (a mixture of probiotic bacteria: Bifidobacterium bifidum, Bifido bacterium lactis, and Lactococcus lactis was prenatally administered to mothers of highrisk children (i.e. positive family history of allergic disease) and to their offspring for the
Zhang et al. (25) showed through metaanalysis that probiotics administered prena tally and postnatally are effective in reduc ing the risk of atopy, particularly in families at high risk for allergy, and the risk of food hypersensitivity in young children. Accord ing to subgroup analyses, probiotics admin istered to both mother and child, or a lon ger duration of intervention may be more effective in preventing atopy. In addition, cesarean delivered children might particu larly benefit from probiotic administration. Several mechanisms might explain this ef fect. First, by colonizing the mother prena tally by supplementing probiotics, favorable bacteria could be transferred to the infant during birth. In addition, immunomodula tion of the mother and changes in her breast milk composition could benefit the infant with respect to allergy development. Second, the gut is the most massive source of postna tal microbial exposure and a critical source of early immune stimulation, and probiotic supplementation early in life may modulate the maturation of the immune response. Dif ferences in the gut microbiota composition have been observed before the development of allergic symptoms in several studies (25). The underlying mechanisms whereby probi otics prevent atopy might include producing a shift of the Th1/l Th2 balance toward a Th1 response, and the consequent decreased se cretion of Th2 cytokines, such as interleukin IL-4, IL-5, and IL-13, as well as decreased IgE, and increased production of C-reactive protein and IgA (26).
first 12 months of life) showed a preventive effect on the incidence of eczema in high-risk children. This preventive effect seems to be established within the first 3 months of life together with significant changes in the intes tinal microbiota and decreased IL-5 produc tion (27).
Guidelines published in 2014 by the Eu ropean Academy of Allergy and Clinical Im munology's Task force on the prevention of FA suggested that there was still no evidence to support the use of probiotics for FA pre vention, primarily based on studies of pro biotics and food hypersensitivity (28). Many studies demonstrated that the administration of probiotics is able to prevent the onset of allergic sensitizations and improve the symp toms of AD and AR; however, studies were published, too, that achieved negative out comes (29, 30). West et al. showed the mod erate benefit of probiotics for eczema pre vention, whereas there was less evidence of any benefit for other allergic manifestations (30). Two recent meta-analyses concluded that there is not enough evidence to support perinatal probiotic supplementation in the prevention of childhood asthma or wheeze (31, 32). Maternal probiotic ingestion alone may be sufficient for long term reduction of the cumulative incidence of AD, but not other allergy related diseases (33). Wei et al. (34) performed a meta-analysis of random ized controlled trials to investigate whether probiotics are associated with a lower asthma incidence in infants. They showed that there was no significant association of probiotics with the risk of asthma or wheeze compared with a placebo. Subgroup analysis by asthma risk showed that probiotics significantly re duced wheeze incidence among infants with atopic disease, but no significant associations were found in the other subgroup analyses in terms of the participants receiving the in tervention, the timing of the intervention, a prevention regimen, the probiotic organism, the duration of the intervention, and the du ration of follow-up. These findings do not support the recommendation to use probiot ics in the prevention of asthma in infants.
Conclusion
In conclusion, the current systemic review suggested that probiotics administered pre natally and postnatally could reduce the risk of atopy and FA in young children, and that they may be helpful in respiratory diseases, but not in the prevention of asthma. In gen eral, the use of probiotics in the prevention of the atopic march is still a myth, but further prospective studies are needed to confirm or disprove this claim.
Conflict of Interest: The authors declare that they have no conflict of interest.
References
1. Hill DA, Spergel JM. The atopic march. Critical evidence and clinical relevance. An Allergy Asthma Immunol. 2018;120:131-37.
2. Ker J,Hartert TV. The atopic march: what's the evidence? Ann Allergy Asthma Immunol. 2009;103(4):282-9.
3. Hill DA, Grundmeier RW, Ram G, Spergel JM. The epidemiologic characteristics of healthcare provider-diagnosed eczema, asthma, allergic rhi nitis, and food allergy in children: a retrospective cohort study. BMC Pediatr. 2016;16:133.
4. Margolis DJ, Kim B, Apter AJ, et al. Thymic stromal lymphopoietin variation, filaggrin loss of function, and the persistence of atopic dermatitis. JAMA Dermatol. 2014;150:254-9.
5. Savenije OE, Mahachie John JM, Granell R, Kerk hof M, Dijk FN, de Jongste JC, et al. Association of IL33-IL-1 receptor-like 1 (IL1RL1) pathway polymorphisms with wheezing phenotypes and asthma in childhood. J Allergy Clin Immunol. 2014;134:170-7.
6. Tsakok T, Marrs T, Mohsin M, Baron S, du Toit G, Till S, et al. Does atopic dermatitis cause food al lergy? a systematic review. J Allergy Clin Immunol. 2016;137:1071-8.
7. Fukutomi Y, Taniguchi M, Nakamura H, Akiyama K. Epidemiological link between wheat allergy and exposure to hydrolyzed wheat protein in facial soap. Allergy. 2014;69:1405-11.
8. Brough HA, Liu AH, Sicherer S, Makinson K, Douiri A, Brown SJ, et al. Atopic dermatitis in creases the effect of exposure to peanut antigen in dust on peanut sensitization and likely peanut al lergy. J Allergy Clin Immunol. 2015;135:164-70.
9. Gustafsson D, Sjoberg O, Foucard T. Development of allergies and asthma in infants and young chil dren with atopic dermatitis: a prospective followup to 7 years of age. Allergy. 2000;55:240-5.
10. Buffum WP, Settipane GA. Prognosis of asth ma in childhood. Arch Pediatr Adolesc Med. 1966;112:214-7.
11. Lau S, Nickel R, Niggemann B, Gruber C, Som merfeld C, Illi S, et al.; MAS Group. The develop ment of childhood asthma: lessons from the Ger man Multicentre Allergy Study (MAS). Paediatr Respir Rev. 2002;3:265-72.
12. Belgrave DC, Granell R, Simpson A, Guiver J, Bishop C, Buchan I et al. Developmental pro files of eczema, wheeze, and rhinitis: two pop ulation-based birth cohort studies. PLoS Med. 2014;11:e1001748.
13. Leynaert B, Neukirch C, Kony S, Guénégou A, Bousquet J, Aubier M, et al. Association between asthma and rhinitis according to atopic sensitiza tion in a population-based study. J Allergy Clin Immunol. 2004;113:86-93.
14. Dharmage SC, Lowe AJ, Matheson MC, Burgess JA, Allen KJ, Abramson MJ. Atopic dermatitis and the atopic march revisited. Allergy. 2014; 69:1727.
15. Miraglia del Giudice M, Rocco A, Capristo C. Di gestive and Liver Disease. 2006;38(2):S288-S290.
16. Thomas DW, Greer FR. Probiotics and prebiotics in pediatrics. Pediatrics. 2010;126:1217-31.
17. Isolauri E, Arvola T, Sutas Y, Moilanen E, Salminen S. Probiotics in the management of atopic eczema. Clin Exp Allergy. 2000;30:1604-10.
18. Majamaa H, Isolauri E. Probiotics: a novel ap proach in the management of food allergy. J Allergy Clin Immunol. 1997;99:179-85.
19. Pessi T, Sutas Y, Hurme M, Isolauri E. Interleu kin-10 generation in atopic children following oral Lactobacillus rhamnosus GG. Clin Exp Allergy. 2000;30:1804-8.
20. Wang MF, Lin HC, Wang YY, Hsu CH. Treatment of perennial allergic rhinitis with lactic acid bacte ria. Pediatr Allergy Immunol. 2004;15:152-8.
21. Ciprandi G, Vizzaccaro A, Cirillo I, Tosca A. Bacil lus clausii effects in children with allergic rhinitis. Allergy. 2005;60:702-3.
22. Kalliomaki M, Salminen S, Arvilommi H, Pentti K, Pertti K, Isolauri E. Probiotics in primary pre vention of atopic disease: a randomised placebocontrolled trial. Lancet. 2001;357:1076-9.
23. Rautava S, Kalliomaki M, Isolauri E. Probiotics during pregnancy and breast-feeding might con fer immunomodulatory protection against atopic disease in the infant. J Allergy Clin Immunol. 2002;109:119-21.
24. Kirjavainen Pv, Arvola T, Salminen Sj, Isolauri E. Aberrant composition of gut microbiota of allergic infants: a target of bifidobacterial therapy at wean ing? Gut. 2002;51:51-5.
25. Zhang G-Q, Hu H-J, Liu Ch-Y, Zhang Q, Shakya Sh, Le Z-Y. Probiotics for prevention of atopy and food hypersensitivity in early Childhood. Medi cine. 2016;95(8):e2562.
26. Kuitunen M. Probiotics and prebiotics in prevent ing food allergy and eczema. Curr Opin Allergy Clin Immunol. 2013;13:280-6.
27. Niers L, Martín R, Rijkers G, Sengers F, Timmer man H, van Uden N, et al. The effects of selected probiotic strains on the development of eczema (the PandA study). Allergy. 2009;64(9):1349-58.
28. Muraro A, Halken S, Arshad SH, Beyer K, Du bois AE, Du Toit G, et al.; EAACI Food Allergy and Anaphylaxis Guidelines Group. EAACI food allergy and anaphylaxis guidelines. Primary preven tion of food allergy. Allergy. 2014;69(5):590-601.
29. Madonini ER. Probiotics and allergies: myth or reality? Eur Ann Allergy Clin Immunol. 2014;46 (6):196-200.
30. West CE, Jenmalm MC, Kozyrskyj AL, Prescott SL. Probiotics for treatment and primary preven tion of allergic diseases and asthma: looking back and moving forward. Expert Rev Clin Immunol 2016; DOI: 10.1586/1744666X.2016.1147955.
31. Elazab N, Mendy A, Gasana J, Viera ER, Quizon A, Forno E. Probiotic administration in early life, atopy, and asthma: meta-analysis of clinical trials. Pediatrics.2013;132 (3):e666-676.
32. Azad MB, Coney JG, Kozyrskyj AL, Field CJ, Ramsey CD, Backer AB et al. Probiotic supple
mentation during pregnancy or infancy for the pre vention of asthma and wheeze: systematic review and meta-analysis. BMJ. 2013;347:f6471.
33. Simpson RM, Dotterud CK, Storrø O, Johnsen R, Øien T. Perinatal probiotic supplementation in the prevention of allergy related disease: 6 year
follow up of a randomised controlled trial. BMC Dermatol. 2015;15:13.
34. Wei X, Jiang P, Liu J, Sun R, Zhu L. Association between probiotic supplementation and asthma incidence in infants: a meta-analysis of random ized controlled trials. J Asthma 2019; DOI: 10.1080/02770903.2018.1561893
|
<urn:uuid:3ad3a8da-e6a0-497f-ad86-3782f5e07662>
|
CC-MAIN-2020-16
|
http://cejpaediatrics.com/index.php/cejp/article/download/332/pdf
|
2020-04-07T16:18:42+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00475.warc.gz
| 32,876,474
| 5,787
|
eng_Latn
|
eng_Latn
| 0.876151
|
eng_Latn
| 0.975744
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
3178,
6826,
10508,
14407,
18163,
22568,
23149
] |
[
1.3203125,
0.93359375
] | 2
| 0
|
Christian movement for those in their middle and later years
Adoramus Congress
The momentous Eucharistic Congress, 'Adoramus' took place in Liverpool in early September. Eucharistic Congresses are gatherings of clergy, religious and laity which promote an awareness of the central place of the Eucharist in the life and mission of the Church. The last Eucharistic Congress in England was held in 1908.
Despite the rain, thousands of people, representing every aspect of our precious faith met for those few days to revere the Blessed Sacrament, to pray and worship the Lord together, learn of helpful ways of imparting the faith and to convey and inspire the uplifting experience to parishioners, throughout the country.
It is featured on the cover as a reminder of the importance of the Blessed Sacrament in our lives and to promote regular adoration of the Blessed Sacrament in our parishes.
Come Holy Spirit, fill our hearts with wisdom, love and courage. Make us more like Christ in our words and actions. Bless the work of your Church.
Renew us all in the desire to make Christ known and loved in the world today. Bless the work of our parish. Guide all that we do so that our church is a place of mercy and service for all who are seeking you.
Deepen our love for the Presence of Christ in the Eucharist and guide us in prayer and action as we journey towards Synod 2020 to become the Church you are calling us to be. We ask this through Jesus Christ, our Lord.
Presidents Message for November 2018
With this particular publication date I am torn between looking back at the summer and looking forward to Christmas. A bit of both I fancy. My wife and I had three weeks in Ireland in July, the first week on a cruiser on The Shannon and then two weeks in a cottage in Donegal near her home village.
Two things will linger in my mind (apart from singing an English folk song in a pub at 2.30am) and the first was a visit to a holy well. The Doon Well is said to have provided a bottle of water to every home in Donegal and cured the sick all over the world and there is even a presence on Youtube.
The other was a visit to the Giant's Causeway which we coupled with a trip to Bushmills Distillery where we had lunch (and a pint of Guinness and three whiskeys) before clambering over the hexagonal basalt columns, said to have been built by Finn McCool, but with a solid scientific explanation. Nevertheless, one could see God's hand at work.
With Christmas on the horizon [one of my sons has already bought a Christmas Sandwich from M&S for his lunch] I thought I might dwell on the song 'The twelve Days of Christmas', there is a great version on Youtube featuring Aled Jones, Hayley
Westenra and Russell Watson.
But it ain't just a children's nonsense song but one of Christian instruction with hidden references to the basic teaching of Christian Faith.
A Partridge in pear tree
= Jesus Christ
Two turtle doves
= old and new testaments
Three French hens
= theological virtues (faith, hope and love)
Four calling birds
= the 4 Gospels
Five Gold Rings
= the first 5 books of the old testament (Pentateuch)
Six geese a-laying
= the six days of Creation
Seven Swans a-swimming
= the seven gifts of the holy spirit
Eight maids a-milking
= the 8 beatitudes
3
Nine Ladies Dancing
= the 9 fruits of the Holy Spirit*
Ten lords a-leaping
= the ten commandments
Eleven pipers piping
= the eleven faithful apostles
Twelve drummers drumming
= the 12 points of doctrine in the Apostles Creed.
So when you hear this song over the festive period, consider it just another instance of the grace of God at work transforming our lives.
Finally, one of my sons recently uttered what may be a blasphemous thought; If Doctor Who can be a woman, might God also be? One for the feminists among you to ponder.
As ever you can email me using rosslifeascendingpresident@yahoo. co.uk
* love, joy, peace, patience, kindness, generosity, faithfulness, gentleness and self-control.
Life is short but it barely takes a second to smile…
Greetings from the South West !
How great it was to meet up with several of you at Aylesford in June. As a new associate member, it was good to have contact with others in person and to begin to get to know at least some of my brothers and sisters in Christ in Life Ascending.
I am not a brilliant note-taker, but I did manage to scribble down a variety of insights offered by Fr. Kelmsley at Aylesford, some of which I have since shared with my friends here in the Anglican parish where I live and worship. How lovely to be able to cross-fertilise in this way, rather than staying within our own cosy and secure circle. I am of course as fond of secure cosiness as anyone else (especially as these Autumn days make themselves felt!) but we all stand in need of enlarging our vision and looking outwards.
I am reminded of how changed Jesus' disciples and followers were by the arrival of the Holy Spirit on the day of Pentecost. They were moved to fearless action as the divine power supply was switched on within them. I guess this empowerment is available to all of us, and I personally find that quite a challenge. Maybe I am not the only one. We need to tap in and switch on, rather than being in standby mode. I have a little card at home showing a standby button, with a dove
on the reverse side and this serves to remind me to share what I know, and to live out my faith in a truer and more profoundly courageous way.
Following a few months when I have been, for a variety of reasons, somewhat tied to my home area, my husband and I recently had a few days in the French village where we used to live. We were spoiled to death with kindness and welcome (quite undeserved) and we both spent an afternoon in the company of the MCR (Life Ascending France) members of the group I was involved with over 14 years. Lovely to maintain the links. I am currently in touch with VMI (Life Ascending International) and am helping with some of their translations into English – both formal and informal documents. I can tell you that this is not an exact science! The results are not always as successful as hoped, due in part to errors as text is transposed, but I hope the situation will improve as the VML/LAI site gets going. One step at a time.
To conclude: one idea from Aylesford that really struck me was that of taking a name at random from a basket as we parted at the end of the retreat, and praying for that person throughout the coming year. I passed that one on to my French friends – it would work for monthly meetings too. Why not?
Every good wish to all members and friends. Vive the LA Movement!
Carolyn Paton
5
Preparation Our trip along the Camino Way 2018
It began one year prior to the D Day of 1st May 2018.
36 people, including our Parish Priest, with an age range of 30 – 85 years, signed up for this momentous, daunting journey.
of walking the entire Camino Way. Listening to him was both inspiring and challenging.
We met in various groups obtaining advice/tips from seasoned walkers and two pilgrims who had previously walked part of the Camino Way. The Bishop also shared his experience
Small groups were formed to acclimatise ourselves for the journey ahead, as it was important to wear the correct attire, especially our walking boots and socks, to avoid blisters and to improve our ability to walk long distances within a set period of time. Walking became part of our daily routine.
D Day
1st May dawned and an early start of 6am on a sunny morning to Stanstead airport. Were we excited?! A mixture of emotions was apparent. What lay ahead of us? Can we do it? Would we complete it? Would we survive?
Too late to back out now. Our first challenge of the day was our service and experience at the airport, as everyone appeared to be travelling at this time. The queues were packed solid or even worse than a train on the London underground. Though, being early, afforded us the time of not panicking and the timely presence of our travel representative was reassuring. We were then off to Porto Airport and on our coach to our hotel in Tuit, Spain.
Day 1 Onwards
Far too quickly the first day dawned and realisation kicked in that we were on our way, no going back!
We were issued with our Camino Passport which needed to be stamped at the beginning and end of each day to confirm that we had completed our walk that day. At this time we were also given our booklet of hymns and prayers to be used at daily Mass. This booklet was compiled by an artistic member of our group and also contained a description of our day's journey and distance walked.
Before each days journey, we prayed for God's protection. We carried vey little in our backpack; essential were water, hat, Vaseline, snacks, sunscreen lotion and blister plasters were mandatory.
It's amazing how quickly small groups within the larger group formed without being organised, while at the same time being aware and showing care for the needs of one another (taking time to check feet for blisters, applying blister plasters, sharing snacks and having a drink). We were extremely blessed that no one needed hospital care.
was through woods where one experienced nature in all its splendour (the singing of birds, babbling brooks sometimes heard and not seen, dappled shade, farmers sewing seeds, vineyards with new growth, birth of a foal, gentle
As the days progressed, the temperature rose from a drizzly first day to peaks of 30-31ºC. Fortunately lots of walking
breeze and the smell of eucalyptus and industrial estates).
We also became acquainted with the yellow arrows and shells strategically placed along the route guiding us along the right path to accomplish our arrival at Santiago de Compostela. It was also a time for Reflection and Silence.
The familiar greeting of 'Buen Camino' can be heard from the locals and fellow travellers as we encountered all ages from a baby in arms to the not so young, some on their maiden voyage and others having walked it several times.
Our Spiritual needs were met as we celebrated daily Mass in churches and cathedrals, including an open air cathedral in the forest.
Our hotel accommodations were comfortable and welcoming.
Our journey was challenging as we encountered uneven paths, steep climbs (the highest peak being 167m). Many of us struggled and a welcome break for lunch, at the well spaced out cafes, was most appreciated.
Eventually we saw the long awaited final shell and sight of the Cathedral amongst the trees, which indicated our homeward journey in kilometres and the end of the Camino Way.
What bliss! For some of us this took three hours while for others it took seven hours. We had walked
over 100 km in six days and each of us received two certificates signed by the Decanus (Dean de la S.A.M.I. CATHEDRAL De Catedral de Santiago) S.A.M.E. Cathedralis Compostellanae in acknowledgment of our achievement.
On our arrival some of us bowed down in front of the Cathedral and kissed the ground and each other. We thanked God and St James for our safe arrival and experience along the Camino Way.
Would we do it again? For a few – yes, others – maybe, some – no! I will treasure the experience.
Marylyn Duncan - Wood Green
No-one can put out a light that comes from within
Rugby Group
We are a small, enthusiastic group, only seven in number, having lost several of our original group through lack of commitment or death.
We meet on the second Thursday of each month, in the coach house which is a small building near the gateway to the church. Our meetings usually begin with a cup of tea or coffee, general chat and a small raffle followed by discussion based on a religious issue or on the Gospel reading of the day. Some of the proceeds of our raffle were donated to our Church Spire Fund which aims to raise £100,000 for its necessary restoration, our beautiful church being an historic listed building.
We are fortunate in having a member who is a fund raiser for the poor people of Bwengu, Malawi, a charity we like to support. She visits the village from time to time and also gives us regular updates on the projects they have been able to fund and to which we are happy to contribute.
One of our parishioners walked the route of St Jacques de Compostelle earlier this year and gave an excellent presentation on her wonderful experience. We are always ready to welcome new members and through regular notices in the parish newsletter of our meetings, invite them to join us.
Angela Harries
11
Berlin Airlift
On 10 th July one of our members was watching on TV, the celebrations in London for the centenary of the Royal Air Force and spotted David Edwards of our St Albans group, being interviewed by the BBC.
David and a colleague from the British Berlin Airlift Association stood by a Dakota aircraft, which was one of the nine aircraft on display at Horse Guards Parade. Their main task was to answer questions from the public about the Berlin Airlift.
Called up in 1947 to do his National Service, David was posted on 8 th May 1948 to Berlin to serve as a teleprinter operator for the Air Branch of the Control Commission. It was a small unit – only about twenty.
In 1945, Germany was divided into four military occupation zones – British, French, American and Russian. Berlin was situated within the Russian zone because of its significance as the German capital. It was divided into four sectors, each sector being controlled by one of four powers. Access to the western sectors was by road, rail, canal and fortunately, by air.
In 1948 the Russias began a policy of harassing those travelling to West Berlin – stopping and searching vehicles and trains and spending ages inspecting papers. Then on 24 th April, for 'technical reasons', they cut off all the land access. Their policy, led by Joseph Stalin, was to drive the allies out of Berlin, so that they could control the entire city.
There were 2.2 million residents in the western sectors requiring a minimum of five thousand tons of supplies every day. There were stocks for only one month.
At first it seemed that withdrawal from Berlin was the only option for the allies and plans were made to do just this. The idea of an airlift was not seriously considered.
It was Air Commodore Waite, David's big boss, who came to the rescue.
He roughed out some figures for an airlift but these were dismissed by the Generals. He went back to his office and spent a day and half a night working with a slide rule, revised his figures and was able to get ten minutes with the British Military Govenor, General Sir Brian Robertson, who was sceptical at first. However he agreed to put Waite's proposals to his American opposite, General Lucius D Clay. Clay agreed – "Let's go!"
The British airlift began on 28 th June, initially using two Dakota squadrons. Later they were joined by Yorks and Lancastrians. The RAF used Short Sunderland flying boats which landed on Berlin's broad Havel river. The Americans used Templehof airfield as their Berlin base. Later a new airfield was built at Tegel in the French sector.
Stalin hoped that the airlift would fail in the Winter. The Russian Winter had been on their side when it halted Napoleon's forces and then the Germans during WW2. But the weather was quite mild and flights were suspended for only one day.
David said how impressed he was when he visited Gatow and saw the planes landing and taking off – just a few minutes between each one. Sadly there were 79 casualties.
The Russians began to realise they were losing face and were being seen as trying to starve the population of West Berlin. On 12 th May 1949 they announced that the technical difficulties had been overcome and they lifted the blockade. The airlift continued until October, to build up supplies and to demonstrate that we could go on as long as we wanted.
Visiting Berlin in 2017, David was delighted to find the church he attended when he was stationed there. The Berlin Airlift was the greatest ever use of air power for humanitarian purposes. The Berliners have not forgotten it. In 1945 we were enemies, we became occupiers but when the airlift started we became friends – lifelong friends!
See more at http:// berlinairliftveteransassociation.org
13
National Council for Lay Associations
This body meets twice a year with representatives from 23 apostolic member associations, nine liaison organisations, an Episcopal Advisor, a Chaplain and five elected officers.
Life Ascending is one of the lay associations as are UCM, Catholic Women's League, Catholic Men's Society, SVP, National Justice and Peace network amongst others along with CAFOD, National Board of Catholic Women and the Polish Pastoral Council for Western Europe.
October meeting is a one-day affair starting at 10.30am and finishing at 4pm; going to Crewe from Croydon means leaving home at 6.45am and catching a train from Euston just after 8am. Coffee on arrival is a lifesaver and I haven't yet fallen
Each organisation prepares a report on its activities since the previous meeting [CAFOD is always the glossiest] and the common 'cri de coeur' is the need to attract more young people. Life Ascending is the only participant that wants more older people (hee-hee).
Ideas, insights and experiences are shared on major issues of national concern and the Council fosters co-operation between member associations to strengthen their apostolate.
The AGM is in February and is a two day conference at the weekend and we stay overnight at the Oblate Retreat Centre in Crewe. The asleep during a meeting. Generally I get home about 8pm so it makes for a long day but one that is fruitfully spent with kindred spirits, albeit with different interests.
Following the meeting a report will be sent to the Bishops' Conference and the council endorsed my request for each diocese to appoint a priest [as happens in France] to nurture Life Ascending with a view to every parish having a group (which it should).
Whether it falls on deaf ears or leads to an increase in the number of parish groups, now sadly down to 27, remains to be seen. We can only trust in the Holy Spirit.
Ross Roberts
Lord help me to remember that nothing is going to happen to me today that You and I, together, can't handle. Amen.
Dates for Diary
Life Ascending Retreat
Aylesford Friary
Monday 17th June - Thursday 20th June 2019.
In Loving Memory
Carleen Doherty passed away on 22 nd March after an aggresive illness. She is greatly missed by us all in the Watford Group, which is flourishing with many happy members.
Winnie Brady
USEFUL CONTACTS
President – Ross Roberts
77 Bingham Road, Addiscombe, Croydon CRO 7EJ
Tel: 020 8656 6873
Email: rosslifeascendingpresident@ yahoo.co.uk
Treasurer – Mike Palowkar
7 St Luke's Ave, Enfield, Middlesex EN2 OBH
Tel: 020 8363 1136
Email: firstname.lastname@example.org
Website Manager/Archivist/ Journal Editor – Mrs Paula Conrad
13 Spurgeon Ave, Uper Norwood London SE19 3UQ
Tel: 020 8653 5206
Email: email@example.com
Our National Secretary
Mrs Marie Ryde has been our National Secretary for ~ 12 years and would now like more time to concentrate on her personal life. She has really enjoyed her time working for the movement and we have been blessed having a caring, competent and trustworthy secretary. Is there anyone who would be willing to take over the reins from Marie? I am sure she will be there to make the transition easy. It can be fun.
15
Ideas for the New Year
Begin your day by reading a Psalm aloud. Pray for someone amongst your Christmas cards.
Use your mobile phone to take a photo of an ordinary event (person, plant, part of nature) that made you smile. Use it as your screen saver for the next day.
Buy a small notebook and each day of the week, make at least one notation in it that starts, "I never noticed..."
Go to your garage. Find something that you have moved at least three times. Give it away—to a friend, St. Vincent de Paul, or the charity of your choice.
Write a letter or card to someone you love. With real paper, pen, envelope, and stamp.
Remember to give thanks after a meal, as well as before.
Before you turn on your computer or read any documents in the "in-box," sit for 60 seconds with your eyes closed in silence. Breathe in deeply, then exhale. As you breathe, pray "Lord, help me move slowly through this day."
Website: www.lifeascending.org.uk Email: firstname.lastname@example.org
|
<urn:uuid:a05acb48-2157-43cc-a2ff-63a754fcc82e>
|
CC-MAIN-2020-16
|
https://www.lifeascending.org.uk/wp-content/uploads/2018/12/Life-Ascending-Journal-Winter-2018-.pdf
|
2020-04-07T16:10:28+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00475.warc.gz
| 1,009,160,706
| 4,553
|
eng_Latn
|
eng_Latn
| 0.997983
|
eng_Latn
| 0.999081
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
60,
3290,
6688,
8653,
10736,
12557,
16310,
19522,
20500
] |
[
1.078125,
1.8359375
] | 1
| 1
|
Sacred Heart Catholic School
Parent/Guardian-Student Handbook
2019-2020
Table of Contents Parent/Guardian-Student Handbook 2019-2020
I. Philosophy
Page 4
Policies of the Archdiocesan Faith Formation Commission and Archdiocesan Catholic School Board are referenced throughout this document. These policies can be found at the Archdiocesan website. These policies are also available at the Sacred Heart School office.
Parent/Guardian-Student Handbook 2019-2020
I. Philosophy
Mission Statement of the Educational Apostolate — Archdiocese of Dubuque
The mission of the Educational Apostolate of the Archdiocese of Dubuque is to promote lifelong faith formation, which challenges individuals to:
* respond to God's continuous call for conversion to Jesus Christ
* form and be formed in Christian community life
* grow in knowledge of faith
* participate in liturgical celebrations and prayer
* collaborate in the Church's mission of evangelization
School Mission Statement
Sacred Heart School is a strong Faith Community, which provides a God Centered learning environment, which promotes stewardship and 21 st century skills as we form the whole person; mind, body, and spirit.
Parish Mission Statement
We, the people of Sacred Heart Parish, are dedicated to serve God and God's people, by following
Jesus, with others to proclaim Christ's message of community, prayer, service, and worship, as taught in the Scriptures. We recognize that all people are equal and are called to God's Kingdom.
Philosophy of Sacred Heart School
Sacred Heart School is a Catholic School in which Gospel values are taught in a God-centered environment. As a parish school, teachers, parents, and members of the Board of Education work together to develop students to their full potential. Through our curriculum, we attempt to develop the child spiritually, academically, culturally, emotionally, physically, and socially.
By using various teaching techniques and available technology, we strive to address the individual needs of each student, and enable them to acquire knowledge, skills, processes, virtues and habits, required for value-based living and Christian service in our changing world.
II. Catholic Dimension/Uniqueness
Catholic Atmosphere
Religious education at Sacred Heart Catholic School occurs in two major areas: the study of the Catholic faith and integrating faith experiences into the life of each student.
Besides classroom instruction in religion, liturgical and sacramental participation is part of our school program. Celebration of the Sacrament of Reconciliation, all school liturgies, and opportunity to participate in Mass are part of the spiritual life of the school.
Parents/guardians are encouraged to become aware of and encourage their child(ren) in their faith life. The school can only support what is taught and experienced at home.
Prayers, Practices, and Beliefs
A list of prayers and other basic beliefs and practices for students has been developed. Prayers may be introduced at one level and students may not be expected to have them memorized until the next year. However, students are expected to have an understanding of these prayers and they will be a part of our prayer at school. We encourage you to also pray with your child at home.
Spiritual Program
The spiritual program of the school recognizes that "to provide a sound academic program which includes emphasis on Catholic teachings within the atmosphere of Christian living" cannot be gained in the formal classroom only. The formal classroom learning is the beginning.
Every Christian has the responsibility to use one's gifts for the good of the community and to minister as Jesus did. This is the core of the Christian life.
Liturgical Celebration - Parents/guardians are always invited to the school liturgies. Liturgies are planned by students and teachers and will take place every Friday at 9:00 a.m. Birthday liturgies are scheduled the last Friday of the month. Please see the school's website for exact dates of the year's masses.
The Sacraments— The first reception of the sacraments of Reconciliation and Holy Eucharist will be given in second grade. Parents/guardians should be directly involved in the religious education of their children. Meetings are held to inform and assist parents/guardians in the sacramental preparation for their child. The Sacrament of Reconciliation is provided during Advent and Lent.
III. Admission Policies/Notice of Non-Discrimination
Admission
Children who are five years of age by September 15 are eligible to enroll for entrance into kindergarten. Children who are six years of age by September 15 are eligible to enroll for entrance into the first grade. Exceptions to this policy are not allowed. (AFFC/ACSB Policy 5112)
Children are charged tuition. Sacred Heart Catholic School will accept students of any religious conviction. However, as a student, everyone is considered a part of the total school community and will be included and expected to participate in all activities scheduled as part of the class day, and all required classes even those of a religious nature.
Equal Opportunity
Sacred Heart Catholic School is an equal opportunity employer and school. No student will be discriminated against because of his or her race, creed, color, sex, sexual orientation, gender identity, national origin, religion, socioeconomic status, marital status, or disability. However, students are required to meet the school's academic and financial requirement(s). As a bona fide religious institution, educational programs governed by the Archdiocesan Catholic School Board may consider a student's religion, sexual orientation and/or gender identity a qualification for enrollment when such qualifications are related to a bona fide religious purpose.
IV. Academic Policies/Programs
Assessment
Each year, students in grades 3—6 take the Iowa Assessments. Kindergarten thru 6 th grade are assessed with the Formative Assessment System for Teachers (FAST) and take the Measures of Academic Progress (MAP) test in the fall, winter, and spring. When test results have been returned and analyzed, parents/guardians will receive appropriate information. In addition, personal conferences are available with parents to go over the results in more detail. Parents are encouraged to set up appointments if they wish more information.
Copyright
It is the policy of the educational programs governed by the Archdiocesan Catholic School Board (AFFC/ACSB 2510) that all employees, volunteers, and students will abide by the federal copyright laws. Employees, volunteers, and students may copy print or non-print materials allowed by:
1. copyright law
2. fair use guidelines
3. specific licenses or contractual agreements
4. other types of permission
Employees, volunteers, and students who willfully disregard copyright law are in violation of Archdiocesan policy and are doing so at their own risk and assuming all liability.
Field Trips
Field trips aid the instructional program by enabling the children to experience educational resources not found in the classroom. All students are expected to observe school policies when they are on field trips. Students are also expected to provide a signed permission slip from their parents/guardians.
Students will leave school, remain, and return together with their assigned group and chaperone. They may not be excused to leave the group during the trip.
Guidance
Our counseling program complements the curricular offerings by offering support to students in a number of areas.
Gum
In an effort to preserve the school grounds and school materials, students are not allowed to chew gum.
Hearing Screening
The Mississippi Bend Area Education Agency (MBAEA) screens all students in preschool, kindergarten, and in grades 1, 2, and 5. Students in grades 3, 4, and 6 who are new to the school, and students with a history of known hearing loss, will also be tested. Follow-up testing will occur approximately two weeks following the screening if hearing test results were not within normal limits.
Parents/guardians not wishing their child's hearing to be tested should notify the school office in writing at the beginning of the year. Parents/guardians with concerns about their child's hearing should contact the school nurse.
Homework
Homework is encouraged in order to teach students the importance of practice, review, and application. Teachers will try to assign homework in accord with the age of students. Parents/guardians should not have to instruct students but are encouraged to support the process through questions and suggestions when appropriate.
Human Sexuality Program
Human sexuality instruction is integrated into the Religion program and is presented from the Catholic perspective in the context of total growth. Parental/guardian support and involvement is an essential component of this program. Information will be sent to parents/guardians as the time for this program approaches. An option is provided for students whose parents/guardians do not want them to participate in these classes. A request for exemption must be in writing to the principal. Parents are permitted to review the course materials at any time. Please refer to AFFC/ACSB policy #6141.11 for specific details.
Internet
It is the policy of educational programs governed by the Archdiocesan Catholic School Board to require the ethical use of the Internet and related technologies by all employees, volunteers and students. (AFFC/ACSB #2511, AFFC/ACSB #5144.3) Access privileges may be revoked, school disciplinary action may be taken, and/or appropriate legal action taken for any violations that are unethical and may constitute a criminal offense.
Multi-Cultural/Gender Fair/Global Education
Sacred Heart Catholic School offers a global, multi-cultural, gender fair approach to the educational program. Sacred Heart Catholic School is committed "to a curriculum that fosters respect and appreciation for cultural and racial diversity and an awareness of the rights, duties, and responsibilities of each individual as a member of a multicultural, gender fair society." (AFFC/ACSB #6144.2) The education program is one of permeation and action for the implementation of the global, multicultural, and gender fair elements of the students' education.
Physical Education Waiver
A pupil shall not be required to enroll in either physical education or health courses if the pupil's parent or guardian files a written statement with the school principal that the course conflicts with the pupil's religious beliefs. (AFFC/ACSB #6144.3)
School Parties
Parties that consume valuable school time are discouraged. However, students may bring birthday treats. If a student should wish to do this, the treats will be passed and shared. After school parties are the responsibility of parents/guardians. Late evening parties are discouraged during the school week.
School Day
School begins at 8:20 A.M. and dismisses at 3:20 P.M.
Breakfast- 8:00 a.m. Tardy- 8:25 a.m.
Note: There is supervision of students before school starting at 8:00 a.m. Please keep the students off the school grounds until 8:00 a.m. There will be no supervision of students at the back door after 3:25 p.m. The school does not accept responsibility for the supervision of the playground after dismissal time.
Special Services
The services of a psychologist, school nurse, social worker, speech therapist and diagnostic testing for learning disabilities are available through AEA 9. Requests for these services are made by parents, or by teachers in agreement with parents and the school principal through the Problem-Solving Team at school. All parental rights are strictly maintained.
When your child has been referred for special education services, federal and state laws give you certain rights. Some of these are:
1. The right to be contacted and told what the school plans to do about your child's educational program. This must be done before your child is tested or placed in a program.
2. You have the right to consent. This means the school must have your permission prior to placing your child in a special education program.
3. The right to a full evaluation of your child's needs. If you don't agree with the school's findings you may request an outside evaluation.
4. The right to see your child's records kept at school.
5. The right to privacy of information. With a few exceptions, no one may see your child's record without your permission, given in writing. Exceptions are people such as your child's teacher, or other school officials engaged in planning your child's educational program.
6. The right, as much as possible, to have your child in classes with children who are not in special education programs.
7. The right to be involved in the development of your child's IEP (individual education program).
8. The right to have someone present to help you in the development of your child's IEP. This could be another parent, a teacher, a lawyer, or an advocate.
9. The right to appeal decisions made by the school regarding your child's diagnosis or placement.
If you desire additional information, please contact your child's principal.
Substance Abuse Education
A substance education program is one component of the guidance program. It includes basic student education reinforcing activities/events, family education (through parent meetings), and utilization of appropriate community agencies.
Student Assemblies-School Liturgies
All school assemblies and liturgies are part of our school program. When any person stands before the assembly to address the group, (Mass, Assembly, Prayer Service), there is to be no talking among students or improper behavior: shouting, whistling, excessive noise, and whispering are discourteous acts.
V. Communication
Absence
Regular attendance is a key factor in the success of schoolwork. The value of the work missed is difficult to make up by out-of-class work.
Doctor/dentist appointments are best made for after school hours or on free days. A student who must, as an exception, be excused for an appointment should have a written note or an email stating so. A written request, email, or phone call from the parent/guardian is also required anytime a pupil needs to leave school before the usual time of dismissal. No child is released unless the principal or administrative assistant knows the reason for the release and the person to whom the child is released. The school accepts no responsibility for any child who leaves without the proper permission.
Parent/guardians are requested to phone the school between 7:30 a.m. and 9:00 a.m. if a child will be absent and inform the school of the reason for the absence. If a student will be absent for an extended time due to illness, parents/guardians should inform the principal/school.
When a child returns to school, a note or email explaining the absence must accompany the child.
The principal/secretary/nurse approves the dismissal of pupils who are ill. Parents or guardians are notified when the illness is detected and are encouraged to call for the child or to make other arrangements.
The Iowa Compulsory Education Law (Iowa Code 299.1) states: "Children in Iowa are required to attend school between the ages of 6 and 16 by September 15th of each year. If a child is at least 4 by September 15th and enrolled in a statewide preschool program, the attendance rules apply to the child." This law specifies procedures for dealing with attendance concerns.
Archdiocesan Policy 5144.2 states: The Archdiocesan Catholic School Board requires 148 days annually, to be met by attendance for at least 37 days per quarter.
1. Teachers/Administrators monitor student attendance and make a referral to the building principal after the 7th absence during the quarter. The student's attendance record is reviewed.
2. After review of the attendance records, the parent/guardian will be notified. Documentation of the notification will be placed in the student's cumulative folder.
3. If warranted, a home visit is made after the 7th absence in a quarter. This visit is made by appropriate school, parish, and/or community personnel.
4. The Home Visit Report will be completed. After review by the principal, the report is placed in the student's cumulative folder and a copy sent to the parent/guardian.
5. Following the 15th day of absence in a semester and a review of the student's attendance record is conducted by the local school administration. As per policy 299.1 of the Iowa Code the County Attorney's office will also be notified.
6. All points detailed above are subject to administrative discretion on a case-by-case basis.
Tardy
Children who report to school after 8:25 a.m. will be counted tardy and need to check in at the office. After the 5 th tardy, parents/guardians will be contacted. After the 6 th tardy, there will be a meeting with the Principal.
Dual Parent Reporting- Divorced/Separated Parents
According to AFFC/ACSB #5124, in the case of a student's whose parents' marriage has been dissolved or a separation of a parent from the home, the name and address of both parents should be on file.
Unless otherwise decreed by a court order, information commonly made available to parents of any student in attendance at Sacred Heart Catholic School (i.e. notices of school functions, progress reports, newsletters etc.) will be made available to both parents.
Billing will be split as directed by parents. Each parent will be responsible for their tuition.
Complaints
The following policies of the Archdiocesan Catholic School Board (AFFC/ACSB) should be followed when dealing with complaints. Copies can be obtained from the Administrator, board of education chairperson, or the Office of Educational Services:
* Instructional Materials and Activities, AFFC/ACSB 1312
* Complaints Against Teacher/Employee, AFFC/ACSB 4119.4g
* Complaints Against Administrator, AFFC/ACSB 4119.4h
* Complaints Against Board Members, AFFC/ACSB 8252
Early Dismissals, School Closings, and Late Start Procedures
Sacred Heart Catholic School follows the Maquoketa School District regarding school closings due to inclement weather. Do not call the rectory or school. Listen to KMAQ radio stations or TV channels 2, 4, 6, 7, 9, and 40 for official announcements.
Parent/School Communications
Adequate and clear communication between school and home is essential for the success of the children. Parents should feel free to call teachers about student progress or other situations of concern.
Parent Newsletter
A school newsletter will be sent via email on a regular basis. If a paper copy is necessary, one will be provided.
Parent-Student-Teacher Conferences
Individual conferences are held after the first and third quarters. Either parents or teachers can schedule other parent-student-teacher conferences as the need is recognized. Students are invited and encouraged to attend these conferences.
Progress Reporting
The purpose of progress reporting is to communicate the individual student's learning growth. Effective communication is best established through parent-student-teacher conferences, appropriate phone calls/notes, and quality progress reporting. Such communications
necessarily focus on the individual learner in order to determine the performance level in terms of the student's ability and background.
Because growth occurs best in a positive learning environment that enables success experiences for the student, progress in learning is reported and indicated in positive ways. Just as our learning programs are standards-based with defined grade level expectations, so too, reporting to parents/guardians needs to be in accord with those standards /grade level expectations and in keeping with the student's abilities and needs. In such a way, reporting reflects evaluation of the individual's total growth in terms of potential and self-competition instead of competition against peers who differ in abilities and needs.
Student Privacy Act
In conformity with the Student Privacy Act, and AFFC/ACSB 5125, Sacred Heart Catholic School does not send out student/graduate information to any outside organizations without written authorization of the student/graduate.
Student Records
A permanent record of each pupil is kept on file at school in accord with AFFC/ACSB 5125. These records are private property and are submitted only when lawfully requested. Should parents/guardians wish to see the records of their child, they should contact the principal.
Telephones
Students are expected to have the permission of the principal/teacher to use the school telephone before, during or after school. Cell phones should not be used during the day by students without teacher permission.
Parents wishing to contact teachers may leave a message at the school's office. The return call will be made at the earliest convenience of the teacher. We do not have teacher voicemail.
We do not make telephone calls requesting forgotten gym shoes, cold lunches, lunch money, or homework unless requested by the teacher.
Visiting Classes
Times can and will be arranged for parents/guardians to visit school. We welcome your interest and support. Please call us and let us know what times would be convenient for you.
VI. Discipline Code
In order to provide and maintain an atmosphere which permits the orderly and efficient operation of the school and which encourages learning and helps students to develop a Christian code of personal conduct, school rules and regulations are in effect. These policies and procedures have been established by the Sacred Heart Catholic Board of Education and administration after consultation with Sacred Heart Catholic School with faculty, parents and students. Their effectiveness requires the positive and voluntary cooperation of all concerned.
The knowledge of the rules and regulations, their processes, and their implementation are the responsibility and obligation of each Sacred Heart Catholic student. Neither ignorance or lack of understanding of the rules and regulations will release a student nor parent/guardian from responsibility to cooperate with the stated polices. All Archdiocesan policies and State of Iowa education laws, as they apply to Sacred Heart Catholic School, are to be respected and followed.
Discipline Code
Discipline in a Catholic School is basically a self-discipline directed toward discipleship and service. Discipline is the responsibility of each individual student. It has the twofold purpose of providing for the common good and the individual good. Discipline helps all students contribute to a climate for learning and living. Guidelines are prepared and set by teachers in their classrooms in agreement with the total administrative policies. To assure adequate development and concern for each student, frequent communication with parents by teachers and with teachers by parents is encouraged. All procedures are based on the premises that parents and teachers must work together and support each other's efforts.
Severe misbehavior that seriously disrupts the learning environment, possibly threatens the well-being of the teacher or other students, demonstrates defiance, or breaks the law must be sent to the office.
Unacceptable student behaviors include, but are not limited to:
1.Use of drugs, alcohol, tobacco
2.Personal injury (bullying, fighting, calling names)
3.Refusal to comply with a direct teacher command
4.Inappropriate bus behavior
5.Possession of a dangerous weapon
6.Truancy
7.Repeated tardiness
8.Repetitive unacceptable classroom behavior
9.Habitually late/incomplete assignments
10. Vandalism
11. Bullying/Harassment
Consequences include, but are not limited to:
* In-school suspension
* Suspension from school for a definite time
* Suspension from school for an indefinite period of time
* Probation
All consequences shall be carried out according to the AFFC/ACSB 5l44.l. (See also Gangs AFFC/ACSB 5133)
Discipline Rules for Lower Grades (K-3)
1. Students are to follow directions of the staff or others designated by the staff.
2. Students are to keep hands, feet, objects, and books to themselves.
3. Students are to show respect by using acceptable language and voice level. Examples of disrespect include: use of foul language, talking back to an adult, the making of unnecessary noises, the making of demeaning or sarcastic remarks to others, etc.
4. Students are to complete assignments on time, neatly and accurately.
5. Students are to be honest in their dealings with one another and with adults.
Discipline Rules for Grades 4 - 6
1. Students will follow all directions given by a faculty or staff member.
2. Students will have respect for themselves and other people's property.
Examples of Disrespect
a. Foul language
b Talking back to an adult
c. Making silly noises
d. Making demeaning or sarcastic remarks
e. Destroying school's or other people's property
3. Students will show responsible behavior by being on time, having assignments completed on time, and participating in all classes.
4. Students will keep hands, feet, and objects to themselves.
5. Students are to walk in a quiet, single file line.
Consequences
All consequences will be determined on a case-by-case basis. The severity and recurrence of the infraction will be taken into consideration.
Fire Extinguishers
Any student handling or discharging a fire extinguisher at any time other than in an emergency will be fined $50.00 and could face further disciplinary action.
Gangs
In accord with AFFC/ACSB 5133, if a student is suspected or identified as being a member of a gang, initiates or participates in any gang related activity, or is actively involved in recruitment for a gang, any or all of the following steps may be taken:
1. Parents/guardians will be contacted immediately and appropriate intervention initiated.
2. A behavior contract will be prepared stating the conditions for the student remaining in the school.
3. Students may be referred to counseling (personal and/or family).
4. Students may be referred to the Department of Human Services or other welfare or childcare agencies of the respective county.
5. Students may be referred to outside agencies or programs for treatment when use of drugs and/or alcohol is involved.
6. Students may be referred to the Task Force on Violent Crime (if applicable).
7. Police, Juvenile Court, and other appropriate authorities will be notified of violence and/or illegal activities.
8. Students may be suspended and/or expelled as outlined in the school/program/Archdiocesan discipline policies.
9. Parents/students will be held liable and financially responsible for all forms of vandalism.
Bullying/Harassment
It is the policy of the Archdiocesan Catholic School Board and Sacred Heart to maintain a learning environment that is free from any type of harassment/bullying. No student associated with the educational programs governed by the Archdiocesan Catholic School Board shall be subjected to any type of harassment/bullying while on school/parish property, at any school/parish function, or at a school/parish sponsored activity regardless of location.
It is a violation of policy for any school employee, volunteer or student to harass/bully a student through conduct or communications as defined below.
"Harassment" and "bullying" shall be construed to mean any electronic, written, verbal, or physical act or conduct toward a student which is based on any actual or perceived trait or characteristic of the student and which creates an objectively hostile school environment that meets one or more of the following conditions: 1) places the student in reasonable fear of harm to the student's person or property, 2) has a substantially detrimental effect on the student's physical or mental health, 3) has the effect of substantially interfering with a student's academic performance, 4) has the effect of substantially interfering with the student's ability to participate in or benefit from the services, activities, or privileges provided by the educational program. It includes but is not limited to 1) epithets, slurs, negative stereotyping, or threatening, intimidating, or hostile acts; 2) written or graphic material that denigrates or shows hostility or aversion toward an individual or group that is circulated within or placed on walls, bulletin boards, or elsewhere on premises where the educational program operates; and 3) name-calling, sarcasm, spreading rumors, excessive teasing and hazing.
"Trait or characteristic of the student" includes but is not limited to age, color, creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental ability or disability, ancestry, political party preference, political belief, socioeconomic status or familial status.
"Electronic" means any communication involving the transmission of information by wire, radio, optical cable, electromagnetic, or other similar means. "Electronic" includes but is not limited to communication via electronic mail, internet-based communications, pager service, cell phones, and electronic text messaging.
The standard for determining whether verbal or physical conduct is sufficiently severe or pervasive to create a hostile or abusive environment is whether a reasonable student in the same or similar circumstances would find the conduct intimidating, hostile or abusive. It is not necessary to show that the victim was psychologically harmed.
Any school employee, volunteer, parent, guardian or student who witnesses or becomes aware of conduct in violation of this policy should file a complaint in writing directly to the victim's or perpetrator's teacher, immediate supervisor, principal, or the Superintendent of Schools of the Archdiocese of Dubuque. The complaint shall describe the perceived violation, name the perpetrator and the victim, and identify any potential witnesses to the incident.
This policy is in compliance with Iowa Code Chapter 216 and 280.12(2)(f) and AFFC/ACSB policies 2515.1, 2515.11, 5144.3.
School Dress Code
The following are practical guidelines:
* Students are expected to be clean and well groomed.
* For safety reasons, shoes appropriate for running are required for physical education classes & recess (no flip-flops & no "Heelies"). Shoes must have a strap around the heel.
* Tennis shoes are required to participate in physical education. No exceptions.
* Tank tops, midriffs, and suntops are NOT to be worn.
* Hemmed shorts of appropriate length (no cutoffs) may be worn when temperatures allow.
* Printing on clothing should depict our Christian values.
* Students cannot wear shorts to mass.
Search and Seizure
It is the policy of Sacred Heart Board of Education to operate its educational programs in a Catholic, orderly environment. Recognizing that the presence of contraband on school property or on the person of a student attending school is not consistent with the above policy, Sacred Heart School adopts the policy as stated in AFFC/ACSB 5145.2 which refers to the rules relating to periodic inspection, to the search of students and/or to protected student areas.
Contraband includes substances or items which, if found on school property, violate the law and school regulations, or are detrimental to an orderly environment at school. Contraband includes by way of illustration, but is not limited to, drugs, narcotics, tobacco, liquor, weapons and stolen property. It consists of substances or items which may cause a substantial disruption of the school environment, and/or which present a threat to the health and safety of the students and staff.
Tobacco, Drinking, Use of Non Prescribed or Illegal Drugs
Students and parents are not to use, possess, sell, or be under the influence of non-prescribed or illegal drugs, beer, or other intoxicating beverages on the school grounds at anytime or while they are on a school sponsored activity off campus. The use or possession of tobacco, ecigarettes, or any vaping products on the school grounds is prohibited.
These are matters of state law and cannot be permitted in the school, in the immediate school area, or at school related activities, or on school buses. Student's possession of tobacco, all forms of non-FDA approved nicotine, drugs, and/or alcoholic products in school, or at school activities, results in confiscation and discipline. (See also AFFC/ACSB 5131.6, AFFC/ACSB 5131.61, AFFC/ACSB 5144 and/or AFFC/ACSB 5144.1 concerning Substance Abuse, Tobacco and Discipline).
Weapons and Dangerous Instruments
It shall be the policy of the Sacred Heart Board of Education that weapons and other dangerous objects are taken from students and others who bring them on to the school property or from students who are participating in any school-related activity away from school premises. Parents/guardians of students found in possession of a weapon or dangerous object shall be notified. Confiscation of weapons or dangerous objects will be reported to law enforcement officials and the student will be subject to disciplinary action. Students in possession of a firearm while on school property, or participating in any school-related activity away from school premises shall be expelled for not less than twelve months. Further reference can be found in AFFC/ACSB 5131.7a.
Corporal Punishment, Restraint, and Physical Confinement and Detention
State law forbids school employees from using corporal punishment against any student. Certain actions by school employees are not considered corporal punishment. Additionally, school employees may use "reasonable and necessary force, not designed or intended to cause pain" to do certain things, such as prevent harm to persons or property.
State law also places limits school employees' abilities to restrain or confine and detain any student. The law limits why, how, where, and for how long a school employee may restrain or confine and detain a child. If a child is restrained or confined and detained, the school must maintain documentation and must provide certain types of notice to the child's parent/guardian.
If you have any questions about this state law, please contact your school. The complete text of the law and additional information is available on the Iowa Department of Education's web site: www.iowa.gov/educate.
VII. Extracurricular Activities
Public Conduct on School Premises
School sponsored or approved activities are an important part of the school program and offer students the opportunity to participate in a variety of activities not offered during the regular school day. School sponsored or approved activities are provided for the enjoyment and opportunity for involvement they afford the students.
Spectators will not be allowed to interfere with students participating, other spectators, or with the performance of employees and officials supervising the school sponsored or approved activity. Spectators, like the student participants, are expected to display mature behavior and sportsmanship.
Therefore the following provisions are in effect:
* Abusive, verbal, or physical conduct by spectators directed toward participants, officials, sponsors, or at other spectators will not be tolerated.
* Verbal or physical conduct of spectators that interferes with the performance of students, officials, or sponsors will not be tolerated.
* The use of vulgar, obscene, or demeaning language directed at students, officials, or sponsors participating in a sponsored or approved activity or at other spectators will not be tolerated.
If a spectator at a sponsored or approved activity becomes physically or verbally abusive, uses vulgar, obscene, or demeaning language, or in any way impedes the performance of an activity, the individual in charge of the event may remove the spectator from the event. The administrator may recommend to the board the exclusion of the spectator from future sponsored or approved activities.
Further reference can be found in Archdiocesan Catholic School Board Policy Manual, ACSB 1251
Services
We try to meet the needs of our students on both ends of the spectrum. These needs are met with the help of the Archdiocesan Office, Mississippi Bend Area Education Association, and our own programs.
Through the Archdiocesan Office of Education. Sacred Heart School has the services of the following personnel:
Superintendent
Curriculum Director
Archdiocesan Associate
Administrative Assistant
Through the Area Educational Association, AEA 9, Sacred Heart School has the services of the following personnel:
Psychologist
Learning Disability Clinicians Talented and Gifted Consultants Speech Therapist
Social Worker
Audiologist
Sacred Heart School provides:
Band
Title I
Many cultural events by SHAFF
Technology Instruction
School choir
Mass Leadership
Student Council
College for Kids
Terrific Kids Program
Catholic Schools Week Activities
Special Education Services
Other special services may be arranged according to student need.
SHAFF Association
All parents belong to the home-school association, Sacred Heart Association of Family and Faculty, (S.H.A.F.F) and are encouraged to be active members. Some officers are elected annually and programs/events scheduled several times a year. Notification of such events will be sent home as appropriate.
Student Activities
We are all identified with Sacred Heart Catholic School. What students do outside of school and at school related events is not in all cases beyond the jurisdiction of the school.
Talented & Gifted
Sacred Heart School recognizes the T.A.G. Program as being multi faceted. This program is based on the classroom teacher who, through individualized and group activities, provides appropriate opportunities to enrich and foster growth of the gifted child. We also offer many extra-curricular opportunities, such as Student Council, Talent Show, and various contests throughout the year. Many students also enroll in the College for Kids Program during the summer.
VIII. Health/Safety Issues
Abuse
In compliance with School Laws of Iowa and AFFC/ACSB 4116.30a any certificated or licensed employee of Sacred Heart School who has a reasonable belief that a child under the age of 18 has been abused by a person responsible for the care of the child, as defined by law, shall report the suspected abuse verbally to Department of Human Services (DHS) within twenty-four hours and follow the verbal report with a written report on appropriate forms.
Employees will not commit acts of physical or sexual abuse, including inappropriate and intentional sexual behavior, toward students.
Sacred Heart is committed to protecting all students from all types of abuse. If you believe that a student is suffering from any type of abuse, please contact the principal or Kim Hermsen, Superintendent of Schools, so that this can be reported to trained investigators. This policy is in compliance with Iowa Code 280.17, School Rules of Iowa 281-102.1—. 15 (280) and AFFC/ACSB 4116.30a & AFFC/ACSB 4116.30b.
Alcohol/Drug Policy
The Sacred Heart Catholic Board of Education develops guidelines that are in accordance with AFFC/ACSB 5144 and AFFC/ACSB 5144.1 on student responsibility and discipline.
Asbestos
Federal regulations and AFFC/ACSB 7113, require us to inform you that there is asbestos in the Sacred Heart Catholic School building. A certified asbestos inspector has inspected the building and all the asbestos found has been sealed and encapsulated. The most recent inspection was June of 2009.
Blood Borne Diseases
Children diagnosed as having any blood borne pathogen disease, or with laboratory evidence of infection with a blood borne pathogen associated virus (HILV-III/LAV) and receiving medical attention may attend classes in an unrestricted educational setting in accordance with AFFC/ACSB 5141.2.
Chemical Right to Know Law
The Chemical Right to Know Law requires that all schools in the nation prepare a list of chemicals that are known to be present in their buildings and to maintain material safety data sheets (MSDS) on them. The law further states that all chemicals are to be appropriately labeled, storage areas are to be posted for the hazardous chemicals, and employees that work with the chemicals are to be trained in the safe handling of these chemicals. The school is also to acquaint the local fire department with the location of hazardous chemicals in the school. If you want to know what chemicals are used in the school and where they are stored please contact the principal.
Disaster
When a bomb threat (or some other disaster) is called in, the students will go to church or, if necessary to go further away from the area, they will go to Rotman's Auto Dealership.
Lead in the Drinking Water
During 1991 all schools of the Archdiocese were tested for lead in the drinking water. The test results indicated the lead levels were below the established safety levels. Based upon these results and the rules of the Iowa Department of Public Health no additional testing for lead needs to be done at this time. The City of Maquoketa continues to test the water supply every year and shares its findings with constituents.
Medication
Dispensing of prescription drugs will be administered by a nurse or designated party with training and with the written consent of parent(s). A physician's signed, dated authorization including the name of the student, physician, medication, dosage, and medication schedule must be given to the school on or with the original container. A record of each dose of medication administered will be documented in the pupil's health record. Students utilizing asthma or airway constricting prescription medication are allowed to administer their own dosage provided a completed consent form is on file in the school's office Contraceptives will not be dispensed.
Dispensing of non-prescription drugs may occur, provided the parents have signed and dated an authorization identifying medication, dosage, and time interval to be administered.
Radon Testing
During 2014 all schools of the Archdiocese were tested for radon. The test results indicated the radon levels were below the established safety levels. Based upon these results and the rules of the Iowa Department of Public Health no additional testing for radon needs to be done at this time.
Recess
According to the Healthy Kids Act, all students must have 30 minutes of physical activity every day. All children are to go outdoors during noon hour for recess. Please make sure your child is dressed for the weather.
Safety Drills
Unannounced drills are conducted at various times during the year in accordance with Iowa codes. Students are expected to leave in an orderly fashion, without talking, according to the directions of the teacher and return the same way. State law requires four tornado drills and four fire drills each year. One intruder drill is conducted each year.
Smoking / Smoke Free Building
Sacred Heart Catholic School has been designated a "Smoke Free Campus". At no time will smoking or the use of any tobacco, vapor products, and all forms of non-FDA approved nicotine be permitted within the building or anywhere on school grounds.
Visitors
Students who request to have a visitor attend school with them should:
1. Receive permission from the principal and inform their teachers at least one day in advance.
2. On the day of the visit, a pass must be issued and signed by the principal. This pass must be shown to each teacher before class begins and the visitor introduced to the teacher. Teachers have the right to refuse permission to a visitor.
3. Students having guests are responsible for that person's conduct. Visitors are expected to abide by all school regulations and conduct themselves properly. Visitors must dress appropriately and in good taste.
IX. Services
Bicycles
Students are encouraged to ride bikes to school. Any bicycle that a child rides to school must have a license and is to be parked in the bike rack behind the school.
The school accepts no responsibility for bikes parked on school property. All bike riders bring bikes at their own risk.
BICYCLE SAFETY-ORDINANCE#718-CITY OF MAQUOKETA
3-3K-8 Riding on Sidewalks: Bicycles may be operated upon the sidewalks in the Residential District, but not in the Business District or upon the sidewalks adjoining any School Premises.
3-3K-9 Right of Pedestrians: Pedestrians upon sidewalks shall have the right-of-way at all times over persons using or operating bicycles upon any sidewalks not herein prohibited, and any person using or operating a bicycle upon any sidewalk shall turn off the sidewalk at all times when meeting or passing pedestrians.
3-3K10 Single File Riding: Bicycles shall be ridden single file in Business Districts and upon sidewalks in Residential Districts but may be ridden not over two (2) abreast on any other City Street. The bicycles shall be operated as near the right curb as possible at all times.
3-3K-11 Observance of Traffic Rules: All persons using or operating bicycles upon any street or sidewalk within the City shall observe all traffic rules as to traffic lights and highway stop signs and shall signal any change of direction or course of travel in the same manner as such signals are required under the law governing the use of motor vehicles upon streets and highways, and shall not turn left in traffic except at regular intersections of streets or alleys.
3-3K-12 Towing Unlawful: It shall be unlawful for any person riding a bicycle to be towed or to tow any other vehicle upon the streets of the City. It shall also be unlawful for any person riding a bicycle to follow a fire truck or other fire equipment at any time.
3-3K-13 Carrying Extra Passengers: Extra passengers shall not be carried upon a bicycle at any time, except for bicycles that are manufactured as bicycles built for two (2), or bicycles equipped with a child safety seat manufactured and properly installed and the bicycle is operated by a person sixteen (16) years of age or older.
3-3K-14 Improper riding Forbidden: It shall be unlawful for any person riding a bicycle within the Corporate Limits to ride in an irregular or reckless manner such as zig-zagging, stunting, speeding, or otherwise riding with disregard for either the operator's safety or the safety of others.
3-3K-15 Speed: It shall be unlawful to ride a bicycle on any sidewalk in the Residential Section of the City faster than five miles per hour (5 m.p.h.) or faster than twenty-five miles per hour (25 m.p.h.) on the streets and highways in any part of the City.
3-3K-16 Impoundment of Bicycles: The Police Department may impound any bicycle used in any violation of the provisions of this Chapter. No such impoundment shall exceed 30 days.
-3K-17 Operating Skateboards on Sidewalks: Skateboards may be operated upon the sidewalks in the Residential District, but not in the Business District or upon any sidewalk adjoining any school premises during regular school hours or any extra-curricular school activities .
Breakfast & Lunch
Breakfast and lunch are available through the school nutrition program. Lunch money should be turned into the office prior to the start of each day. They are paid through the PowerLunch program using a school ID. All lunch accounts are on PowerSchool. PowerSchool will email parents/guardians when a child's account has reached a balance of less than $5.00.
Siblings cannot share lunch accounts. Guests who attend lunch with a student will not be able to use money from the student's account.
Free and reduced lunches are available through the program. Applications are welcome anytime during the school year.
Because the Breakfast and Lunch Program has its own account, payments toward a student's account must be done so with a separate check. Tuition payments must be made with an additional check.
In accordance with state and federal law, Sacred Heart School has adopted a meal-charging policy that seeks to allow students to receive the nutrition they need to stay focused during the school day, prevent the overt identification of students with insufficient funds to pay for school meals, and maintain the financial integrity of the nonprofit school nutrition program. For a copy of this policy, please contact the school office.
Bus
Transportation is provided by the Maquoketa Community School District. Rules established by these agencies are to be followed as though they were rules of Sacred Heart Catholic School. A student may be suspended from bus transportation for inappropriate conduct. Transporting students to school requires the cooperation of bus drivers, students, and parents to assure that high safety standards are maintained.
Cars
Parents picking up their children are to use the parking lot. The area immediately outside the back doors is to be vehicle free for our children's safety. Do not park in front of school to pick up students.
Lost and Found
All students need to be taught to be responsible for their personal belongings. An effort is made to find the owners of articles of clothing, lunch boxes, play equipment, etc. There is a box of found articles if parents wish to check it. Periodically, any unclaimed items will be given to the needy.
School Supplies
A listing of school supplies recommended is included in the final registration packet available during fall registration days.
Textbooks
Textbooks are provided to all students. Materials such as workbooks, which are consumed by the student during the year, are charged to the student at cost. Undue wear, damage, or loss will require payment at the end of the school year. Parents/guardians sign an annual request form for textbooks provided under the state reimbursement program.
Tuition Tax Credits:
Expenses incurred by parents may qualify for tuition tax credits as part of their Iowa income tax reporting. Information is distributed annually, usually at the end of the calendar year.
Tuition Grants
See Parent/Guardian Covenant form enclosed in the Registration Materials for this year's tuition amount. We encourage payment of half of the tuition fee on registration day with the balance paid by December 31st of the school year. However, there is a quarterly or monthly payment plan available if needed.
No one should be denied a Catholic education because of financial need. Grants are available for those families who cannot pay their fees and/or tuition through the Our Faith, Our Children, Our Future School Tuition Organization. Families can apply for financial assistance at any time during the school year by contacting the principal. Applications for the following school year are available through the school office during Catholic Schools Week. Please ask the principal for further information. Confidentiality is maintained.(AFFC/ACSB 3240.1).
X. Staff
Professional Staff Listing: refer to fall registration packet
Volunteer Aides
Volunteer Aides are an integral part of our learning program. These aides are necessary to enable the teacher to work with small groups of students, take care of clerical duties, and a wide variety of tasks related to instruction. It is our goal to involve volunteer service to the school. A short training session will be provided for those who are volunteering for the first time. They are required to sign an acknowledgment form indicating that they have received and read all Archdiocesan required notifications and to also authorize a criminal background check.
Prayer, Beliefs and Practices
The following Prayers, Beliefs and Practices are found in the Compendium - Catechism of the Catholic Church ©2006 and the United States Catholic Catechism for Adults ©2006. Prayers are organized from the most foundational to more complex; Belief and Practices are alphabetized. The Prayers, Beliefs and Practices have been subdivided into the grades in which it is recommended that they are to be taught. While there is no definitive statement which assigns the Prayers, Beliefs and recommendations as presented in "By Their Fruits You Shall Know Them. . ." (NCEA) and Sowing the Seeds of Faith (NCCL) which reflect developmentally-appropriate levels.
the Catholic school religion standards/grade level expectations developed by the Office of Catholic Schools and the Basic Elements of Catholic Faith from the Office of Catechetical Services. While other prayers of cultural/liturgical significance may be recommended and used as designated contained herein, and they will be part of prayer in the school and religious education programs.
Practices to the various grade levels, the Prayers, Beliefs and Practices coincide with suggestions and This entire listing is also consistent with the following publications of the Archdiocese of Dubuque: by the local site, students are expected to have an understanding of the Prayers, Beliefs and Practices
The sections are available in both English and Spanish and include:
* Prayers
* Beliefs and Practices
* Prayers, Beliefs and Practices by Grade Levels
Prayers
Sign of the Cross
In the name of the Father and of the Son and of the Holy Spirit. Amen.
Our Father/The Lord's Prayer
Our Father who art in heaven, hallowed be thy name. Thy kingdom come. Thy will be done on earth, as it in heaven. Give us this day our daily bread, and forgive us our trespasses, as we forgive those who trespass against us, and lead us not into temptation, but deliver us from evil. Amen.
Hail Mary
Hail, Mary, full of grace, the Lord is with thee. Blessed are thou among women and blessed is the fruit of thy womb, Jesus. Holy Mary, mother of God, pray for us sinners, now and at the hour of our death. Amen.
Glory Be
Glory be to the Father and to the Son and to the Holy Spirit, as it was in the beginning is now, and ever shall be world without end. Amen. (Traditional wording)
Glory to the Father, and to the Son, and to the Holy Spirit. As it was in the beginning, is now, and will be forever. Amen. (Found in the Liturgy of the Hours)
Angel of God
Angel of God, my guardian dear, to whom God's love commits me here, ever this day be at my side, to light and guard, to rule and guide. Amen.
Grace Before a Meal
Bless us, O Lord, and these thy gifts, which we are about to receive from thy bounty, through Christ our Lord. Amen.
Grace After a Meal
We give thee thanks, for all thy benefits, Almighty God, who live and reign forever. Amen.
Morning Prayer (younger children)
God, my Father, I give you today all that I think and do and say. I'll work and study, have fun and pray. Jesus be with me all through the day. Amen.
Morning Offering
O Jesus, through the Immaculate Heart of Mary, I offer you my prayers, works, joys and sufferings of this day for all the intentions of your Sacred Heart, in union with the Holy Sacrifice of the Mass throughout the world, for the salvation of souls, the reparation for sins, the reunion of all Christians, and in particular for the intentions of the Holy Father this month. Amen.
Act of Contrition
My God, I am sorry for my sins with all my heart. In choosing to do wrong and failing to do good, I have sinned against you whom I should love above all things. I firmly intend, with your help, to do penance, to sin no more, and to avoid whatever leads me to sin. Our Savior Jesus Christ suffered and died for us. In his name, my God, have mercy. Amen. (Alternate version from the Rite of Penance)
O my God, I am heartily sorry for having offended Thee, and I detest all my sins because of thy just punishments, but most of all because they offend Thee, my God, who art all good and deserving of all my love. I firmly resolve with the help of Thy grace to sin no more and to avoid the near occasion of sin. Amen. (Traditional version)
Jesus Prayer
Lord Jesus Christ, Son of the living God, have mercy on me, a sinner.
Confiteor
I confess to almighty God and to you, my brothers and sisters, that I have greatly sinned, in my thoughts and in my words, in what I have done and in what I have failed to do, through my fault, through my fault, through my most grievous fault; therefore I ask blessed Mary ever-Virgin, all the Angels and Saints, and you, my brothers and sisters, to pray for me to the Lord our God.
Apostles Creed
I believe in God, the Father almighty, Creator of heaven and earth, and in Jesus Christ, his only Son, our Lord, who was conceived by the Holy Spirit, born of the Virgin Mary, suffered under Pontius Pilate, was crucified, died and was buried; he descended into hell; on the third day he rose again from the dead; he ascended into heaven, and is seated at the right hand of God the Father almighty; from there he will come to judge the living and the dead. I believe in the Holy Spirit, the holy Catholic Church, the communion of saints, the forgiveness of sins, the resurrection of the body, and life everlasting. Amen.
Nicene Creed
I believe in one God, the Father almighty, maker of heaven and earth, of all things visible and invisible. I believe in one Lord Jesus Christ, the Only Begotten Son of God, born of the Father before all ages. God from God, Light from Light, true God from true God, begotten, not made, consubstantial with the Father; through him all things were made. For us men and for our salvation he came down from heaven, and by the Holy Spirit was incarnate of the Virgin Mary, and became man. For our sake he was crucified under Pontius Pilate, he suffered death and was buried, and rose again on the third day in accordance with the Scriptures. He ascended into heaven and is seated at the right hand of the Father. He will come again in glory to judge the living and the dead and his kingdom will have no end. I believe in the Holy Spirit, the Lord, the giver of life, who proceeds from the Father and the Son, who with the Father and the Son is adored and glorified, who has spoken through the prophets. I believe in one, holy, catholic and apostolic Church. I confess one Baptism for the forgiveness of sins and I look forward to the resurrection of the dead and the life of the world to come. Amen.
The Rosary
How to Pray the Rosary:
Make the Sign of the Cross.
Holding the Crucifix, say the Apostles' Creed.
On the first bead, say an Our Father.
Say three Hail Marys on each of the next three beads. Say the Glory Be.
Go to the main part of the rosary. For each of the five decades, announce the Mystery, then say the Our Father. While fingering each of the ten beads of the decade, say ten Hail Marys while meditating on the Mystery. Then say a Glory Be.
Announce the second Mystery and continue in the same way until each of the five Mysteries of the selected group or decades is said.
After saying the five decades, say the Hail, Holy Queen.
Mysteries of the Rosary
Joyful Mysteries (recited Monday and Saturday)
The Annunciation
The Visitation
The Nativity (birth of Jesus)
The Presentation
The Finding in the Temple
Mysteries of Light or Luminous (recited Thursday)
The Baptism of Jesus
The Wedding Feast of Cana
The Proclamation of the Kingdom, with the call to Conversion
The Transfiguration
The Institution of the Eucharist
Sorrowful Mysteries (recited Tuesday and Friday)
The Agony in the Garden
The Scourging at the Pillar
The Crowning with Thorns
The Carrying of the Cross
The Crucifixion
Glorious Mysteries (recited Wednesday and Sunday)
The Resurrection
The Ascension
The Descent of the Holy Spirit
The Assumption
The Crowning of Mary Queen of Heaven and Earth
Hail, Holy Queen
Hail, Holy Queen, Mother of Mercy, our life, our sweetness and our hope. To you do we cry, poor banished children of Eve. To you do we send up our sighs, mourning and weeping in this valley of tears. Turn then, most gracious advocate, your eyes of mercy toward us, and after this exile show unto us the blessed fruit of thy womb, Jesus. O clement, O loving, O sweet Virgin Mary. Pray for us O holy Mother of God. R. That we may be made worthy of the promises of Christ our Lord.
Act of Faith
O my God, I firmly believe that you are one God in three divine Persons, Father, Son, and Holy Spirit. I believe that your divine Son became man and died for our sins and that he will come to judge the living and the dead. I believe these and all the truths which the Holy Catholic Church teaches because you have revealed them who are eternal truth and wisdom, who can neither deceive nor be deceived. In this faith I intend to live and die. Amen.
Act of Hope
O Lord God, I hope by your grace for the pardon of all my sins and after life here to gain eternal happiness because you have promised it who are infinitely powerful, faithful, kind, and merciful. In this hope I intend to live and die. Amen.
Act of Love
O Lord God, I love you above all things and I love my neighbor for your sake because you are the highest, infinite and perfect good, worthy of all my love. In this love I intend to live and die. Amen.
Memorare
Remember, O most gracious Virgin Mary, that never was it known, that anyone who fled to thy protection, implored thy help, or sought thy intercession, was left unaided. Inspired by this confidence I fly unto thee, O Virgin of virgins, my Mother. To thee do I come, before thee I stand, sinful and sorrowful. O Mother of the Word Incarnate, despise not my petitions, but in thy mercy hear and answer me. Amen.
Angelus
V. The angel of the Lord declared unto Mary.
R. And she conceived of the Holy Spirit. Hail Mary
V. Behold the handmaid of the Lord.
R. Be it done to me according to thy word. Hail, Mary
V. And the Word was made flesh,
R. And dwelt among us. Hail, Mary
V. Pray for us, O holy Mother of God,
R. That we may be made worthy of the promises of Christ.
Let us pray: Pour forth, we beseech thee, O Lord, thy grace into our hearts; that we, to whom the Incarnation of Christ, thy Son, was made known by the message of an angel, may by his Passion and Cross be brought to the glory of his Resurrection. Through the same Christ, our Lord. Amen.
Mary's Prayer (Magnificat)
My soul proclaims the greatness of the Lord, my spirit rejoices in God my Savior, for he has looked with favor on his lowly servant. From this day all generations will call me blessed: the Almighty has done great things for me, and holy is his Name. He has mercy on those who fear him in every generation. He has shown the strength of his arm, he has scattered the proud in their conceit. He has cast down the mighty from their thrones, and has lifted up the lowly. He has filled the hungry with good things, and the rich he has sent away empty. He has come to the help of his servant Israel for he has remembered his promise of mercy, the promise he made to our fathers, to Abraham and his children forever. Glory to the Father and to the Son and to the Holy Spirit, as it was in the beginning, is now, and will be forever. Amen.
Come, Holy Spirit (Prayer to the Holy Spirit)
V. Come, Holy Spirit, fill the hearts of your faithful.
R. And kindle in them the fire of your love.
V. Send forth your Spirit and they shall be created.
R. And you shall renew the face of the earth.
Let us pray: O God, by the light of the Holy Spirit you have taught the hearts of your faithful. In the same Spirit, help us to know what is truly right and always to rejoice in your consolation. We ask this through Christ, Our Lord. Amen.
Prayer of St. Francis/Prayer for Peace
Lord, make me an instrument of your peace.
Where there is hatred, let me sow love; where there is injury, pardon; where there is doubt, faith; where there is despair, hope; where there is darkness, light; and where there is sadness, joy.
Grant that I may not so much seek to be consoled as to console,
to be understood as to understand, to be loved as to love;
for it is in giving that we receive, it is in pardoning that we are pardoned,
And it is in dying that we are born to eternal life.
Psalm 23
The Lord is my shepherd; I shall not want. In verdant pastures he gives me repose; beside restful waters he leads me; he refreshes my soul. He guides me in right paths for his name's sake. Even though I walk in the dark valley I fear no evil; for you are at my side. With your rod and staff that give me courage. You spread the table before me in the sight of my foes; you anoint my head with oil; my cup overflows. Only goodness and kindness follow me all the days of my life; and I shall dwell in the house of the Lord for years to come.
Additional Prayers
Vocation Prayer (Archdiocese of Dubuque)
Lord Jesus, life is Your gift to us.
Through Baptism You invite us to share the gift of our lives in service to others. Give us the courage and generosity to respond to Your call.
Through the Eucharist You fill us with Your life-giving presence and strengthen us in holiness. Give us the grace to make our efforts in Your service fruitful in Your kingdom.
Through Confirmation You seal us with the gifts of the Holy Spirit and send us forth. Give us the strength to proclaim Your Word and make known Your Will to all the world.
Open our hearts to Your service and move the hearts of men and women to follow You as Priests, Deacons, Sisters and Brothers.
Help parents, grandparents and teachers to share their Catholic faith and to encourage our young people to explore religious vocations.
Guide all people, Lord, in Your ways of compassion, truth, and peace, that we may find joy in fulfilling our vocation. Amen.
Prayer of Discernment
Lord, God, we know that by baptism and the gift of the Holy Spirit, you reign in our lives, and you call us to holiness and truth. Renew us that we might be all that you want us to be, so that we live in accord with your desires. We strive to be attentive to your promptings. Help us do what is right. Grant us the gift of knowledge, to be informed; the gift of wisdom, to use our experience; the gift of understanding, to learn from one another; the gift of right judgment, to make good decisions; the gift of courage, to enact what we decide; the gift of faith, to trust You. We ask this in the power of your Spirit, and in the name of Jesus, our Lord. Amen.
Beliefs and Practices Formulas of Catholic Doctrine
Beatitudes (Matthew 5:3-12)
* Blessed are the poor in spirit, for theirs is the kingdom of heaven.
* Blessed are they who mourn, for they will be comforted.
* Blessed are the meek, for they will inherit the land.
* Blessed are they who hunger and thirst for righteousness, for they will be satisfied.
* Blessed are the merciful, for they will be shown mercy.
* Blessed are the clean of heart (or pure of heart), for they will see God.
* Blessed are the peacemakers, for they will be called children of God.
* Blessed are they who are persecuted for the sake of righteousness (or righteousness' sake), for theirs is the kingdom of heaven.
* Blessed are you when people revile you and persecute you and utter all kinds of evil against you falsely on my account. Rejoice and be glad, for your reward will be great in heaven.
Communion Regulations
* As Catholics, we fully participate in the celebration of the Eucharist when we receive Holy Communion. We are encouraged to receive Communion devoutly and frequently.
* In order to be properly disposed to receive Communion, participants should be conscious of no grave sin and normally should have fasted for one hour.
* A person who is conscious of grave sin is not to receive the Body and Blood of the Lord without prior sacramental confession except for a grave reason where there is no opportunity for confession. In this case, the person is to be mindful of the obligation to make an act of perfect contrition, including the intention of confessing as soon as possible (CIC, can. 916).
* A frequent reception of the Sacrament of Penance is encouraged for all.
Communion Fast
* We are expected to fast from food or drink for at least one hour prior to the reception of Holy Communion.
Four Gospels
* Matthew, Mark, Luke, and John
Holy Days of Obligation - On these days, there is an obligation to attend Mass and to refrain from servile work as much as possible.
* Mary Mother of God - January 1
* Ascension of the Lord - 40 days after Easter or the following Sunday (celebrated on the 7th Sunday of Easter in the Archdiocese of Dubuque)
* The Assumption of Mary - August 15
* All Saints Day - November 1
* The Immaculate Conception of Mary - December 8
* Nativity of our Lord or Christmas - December 25
Liturgical Year
* Advent-Christmas Season (Christmas day until Sunday after Epiphany)
* Ordinary Time
* Lent (Ash Wednesday until Holy Saturday)
* Easter Season (Easter Sunday until Pentecost, 50 days after Easter)
* Ordinary Time
Parts of the Mass
Introductory Rites
* Gathering Song
* Greeting
* Penitential Rite (or blessing and sprinkling with holy water)
* Glory to God
* Opening Prayer
Liturgy of the Word
* First Reading (usually from the Old Testament)
* Responsorial Psalm
* Second Reading (usually from one of the letters of the New Testament)
* Gospel Acclamation
* Gospel
* Homily (an explanation of the readings)
* Profession of Faith (Creed)
* General Intercessions (Prayers of the Faithful)
Liturgy of the Eucharist
* Preparation and presentation of the gifts
* Prayer over gifts
* Preface
* Holy, Holy, Holy Lord
* Eucharistic Prayer (during this prayer the bread and wine become the Body and Blood of Jesus)
* The Great Amen
* Communion Rite
* The Lord's Prayer
* Sign of Peace
* Breaking of the Bread
* Lamb of God
* Reception of Communion
* Prayer after Communion
Concluding Rite
* Blessing
* Dismissal
Regulations for Fast and Abstinence
* Fasting is refraining from food or drink to some degree.
* Abstinence is refraining from eating meat.
* In the United States, Ash Wednesday and Good Friday are days of fast and abstinence, and all Fridays of Lent are days of abstinence.
* The obligation to abstain from meat binds all Catholics 14 years of age and older. The obligation to fast, limiting oneself to one full meal and two lighter meals in the course of a day, binds Catholics from the ages of 21 to 59.
Seven Sacraments
* Sacraments of Initiation: Baptism, Confirmation, Eucharist
* Sacraments of Healing: Penance and Reconciliation; Anointing of the Sick
* Sacraments at the Service of Communion: Holy Orders and Matrimony (Marriage)
The Four Cardinal Virtues
* Prudence
* Justice
* Fortitude
* Temperance
The Four Last Things
* Death
* Judgment
* Hell
* Heaven
The Fruits of the Holy Spirit
* Charity
* Joy
* Peace
* Patience
* Kindness
*Goodness
* Generosity
* Gentleness
* Faithfulness
* Modesty
* Self-control
* Chastity
The Gifts of the Holy Spirit
* Wisdom
* Understanding
* Counsel (Right Judgment)
* Fortitude (Courage)
* Knowledge
* Piety (Reverence)
* Fear of the Lord (Wonder and Awe in God's Presence)
The Golden Rule (cf. Mt 7:12)
Do unto others as you would have them do to you.
The Five Precepts of the Church
* You shall attend Mass on Sundays and holy days of obligation and remain free from work or activity that could impede the sanctification of such days.
* You shall confess your sins at least once a year.
* You shall receive the sacrament of the Eucharist at least during the Easter season.
* You shall observe the days of fasting and abstinence established by the Church.
* You shall help to provide for the needs of the Church.
The Seven Capital Sins
* Pride
* Covetousness
* Lust
* Anger
* Gluttony
* Envy
* Sloth
The Stations of the Cross
1. Jesus is condemned to death.
2. Jesus accepts his cross.
3. Jesus falls the first time.
4. Jesus meets his mother.
5. Simon helps Jesus carry the cross.
6. Veronica wipes the face of Jesus.
7. Jesus falls the second time.
8. Jesus meets the women.
9. Jesus falls the third time.
10. Jesus is stripped of his clothes.
11. Jesus is nailed to the cross.
12. Jesus dies on the cross.
13. Jesus is taken down from the cross.
14. Jesus is placed in the tomb.
The Ten Commandments
1. I, The Lord, am your God. You shall not have other gods besides me.
2. You shall not take the name of the Lord, your God, in vain.
3. Remember to keep holy the Lord's day.
4. Honor your father and your mother.
5. You shall not kill.
6. You shall not commit adultery.
7. You shall not steal.
8. You shall not bear false witness against your neighbor.
9. You shall not covet your neighbor's wife.
10. You shall not covet neighbor's goods.
The Three Theological Virtues
* Faith
* Hope
* Charity
The Two Commandments of Love
* You shall love the Lord, your God, with all your heart, with all your soul, and with all your mind.
* You shall love your neighbor as yourself. (Matthew 22:37-39)
Works of Mercy
The Seven Corporal Works of Mercy
* Feed the hungry.
* Give drink to the thirsty.
* Clothe the naked.
* Shelter the homeless.
* Visit the sick.
* Visit the imprisoned.
* Bury the dead.
The Seven Spiritual Works of Mercy
* Counsel the doubtful.
* Instruct the ignorant.
* Admonish sinners.
* Comfort the afflicted.
* Forgive offenses.
* Bear wrongs patiently.
* Pray for the living and the dead.
Prayers, Beliefs and Practices Suggested/Recommended at Developmentally Appropriate Grade Levels
Kindergarten
* Sign of the Cross
* Grace Before a Meal
* Our Father/The Lord's Prayer
* Hail Mary
Grade 1
* Sign of the Cross
* Grace Before a Meal
* Our Father/The Lord's Prayer
* Hail Mary
New Prayers, Beliefs and Practices introduced at this level are:
* Grace After a Meal
* Glory Be
* Morning Prayer
*Angel of God
Grade 2
* Sign of the Cross
*
Grace Before/After a Meal
* Our Father/The Lord's Prayer
* Hail Mary
* Glory Be
* Morning Prayer
*
Angel of God
New Prayers, Beliefs and Practices introduced at this level are:
* Act of Contrition
* Ten Commandments
* Communion Regulations
* Communion Fast
Grade 3
* Grace Before/After a Meal
* Our Father/The Lord's Prayer
*
Hail Mary
* Glory Be
* Morning Prayer
* Angel of God
* Act of Contrition
* Communion Fast
* Communion Regulations
* The Ten Commandments
New Prayers, Beliefs and Practices introduced at this level are:
* Apostles' Creed
* The Rosary
* The Two Commandments of Love
* Liturgical Year
Grade 4
* Sign of the Cross
* Grace Before/After a Meal
* Our Father/The Lord's Prayer
* Hail Mary
* Glory Be
* Morning Prayer
* Angel of God
* Act of Contrition
* Communion Fast
* Communion Regulations
* The Ten Commandments
* Apostles' Creed
* The Rosary
* The Two Commandments of Love
* Liturgical Year
New Prayers, Beliefs and Practices introduced at this level are:
* Jesus Prayer
* Act of Faith
* Act of Hope
* Act of Love
* Seven Sacraments
* Beatitudes
* Mysteries of the Rosary
Grade 5
* Sign of the Cross
* Grace Before/After a Meal
* Our Father/The Lord's Prayer
* Hail Mary
* Glory Be
* Morning Prayer
* Angel of God
* Act of Contrition
* Communion Fast
* Communion Regulations
* The Ten Commandments
* Apostles' Creed
* The Rosary
* The Two Commandments of Love
* Liturgical Year
* Jesus Prayer
* Act of Faith
* Act of Hope
* Act of Love
* Seven Sacraments
* Beatitudes
* Mysteries of the Rosary
New Prayers, Beliefs and Practices introduced at this level are:
* The Stations of the Cross
* Morning Offering
* Memorare
* Hail Holy Queen
* The Five Precepts of the Church
* Parts of the Mass
Grade 6
* Sign of the Cross
* Grace Before/After a Meal
* Our Father/The Lord's Prayer
* Hail Mary
* Glory Be
* Morning Prayer
* Angel of God
* Act of Contrition
* Communion Fast
* Communion Regulations
* The Ten Commandments
* Apostles' Creed
* The Rosary
* The Two Commandments of Love
* Liturgical Year
* Jesus Prayer
* Act of Faith
* Act of Hope
* Act of Love
* Seven Sacraments
* Beatitudes
* Mysteries of the Rosary
* The Stations of the Cross
* Morning Offering
* Memorare
* Hail Holy Queen
* The Five Precepts of the Church
* Parts of the Mass
New Prayers, Beliefs and Practices introduced at this level are:
* The Seven Corporal Works of Mercy
* The Seven Spiritual Works of Mercy
* The Fruits of the Holy Spirit
* The Gifts of the Holy Spirit
* Four Gospels
* The Golden Rule
* Holy Days of Obligation
|
<urn:uuid:d2c48fe5-2d70-4cf6-bc52-740c2f5477a8>
|
CC-MAIN-2020-16
|
https://d2y1pz2y630308.cloudfront.net/23285/documents/2020/2/19-20%20Parent%20Handbook.pdf
|
2020-04-07T17:09:02+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00474.warc.gz
| 425,154,973
| 16,428
|
eng_Latn
|
eng_Latn
| 0.936739
|
eng_Latn
| 0.997418
|
[
"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"
] | false
|
docling
|
[
73,
158,
422,
2197,
5150,
8126,
10991,
13881,
16786,
19359,
22458,
24722,
27331,
30897,
34356,
36946,
39305,
42317,
45763,
49062,
51844,
54516,
57228,
59493,
61700,
64233,
66453,
68770,
69903,
71136,
72716,
73384,
74454,
75566,
76382
] |
[
2,
4.1875
] | 27
| 1
|
Baptism of Christ (12 Jan) – 3 rd of Lent (15 March) Year A - Hymns and Readings – St Anne's Brondesbury
| | Date | | Liturgical Title | | 1st then 2nd Reading | | Gospel Reading | Hymns |
|---|---|---|---|---|---|---|---|---|
| 12th January | | Baptism of Christ | Baptism of Christ | Isaiah 42: 1-9 Acts 10 : 34 – 43 | | Matthew 3: 13-end | | |
| 19th January | | 2nd of Epiphany | | Isaiah 49: 1-7 1 Corinthians 1: 1-9 | | John 1: 29-42 | | |
| 26th January | | 3rd after Epiphany | | Isaiah 9:1-4 1 Corinthians 1:10-18 | | Matthew 4: 12-23 | | |
| 2nd February | | Candlemas | | Malachi 3:1-5 Hebrews 2:14-end | | Luke 2:22-40 | | |
| 9th February | | 3rd before Lent | | Isaiah 58: 1-9a 1 Corinthians 2: 1 -12 | | Matthew 5: 13-20 | | |
| 16 February | | 2nd before Lent | | | Genesis 1: 1-2:3 | Matthew 6: 25-end | | |
| | | | | | Romans 8: 18-25 | | | |
| 23rd February | Last before Lent | Exodus 24: 12 – end 2 Peter 1: 16-end | Matthew 17: 1-9 |
|---|---|---|---|
| 26th February | Ash Wednesday | Joel 2: 1-2, 12-17 2 Corinthians 5: 20b- 6:10 | Matthew 6: 6: 1-6, 16-21 |
| 1st March | Lent 1 | Genesis 2: 15-17, 3: 1- 7 Psalm 32 Romans 5: 12-19 | Matthew 4: 1-11 |
| 8th March | Lent 2 | Genesis 12: 1-4a Psalm 121 Romans 4: 1-5, 13-17 | John 3: 1-17 |
| 15th March | Lent 3 | Exodus 17: 1-7 Psalm 95 Romans 5: 1-11 | John 4: 5-42 |
|
<urn:uuid:be9dfd93-876d-441a-91c0-2b34a3538575>
|
CC-MAIN-2020-16
|
http://st-annes-brondesbury.org.uk/wp/wp-content/uploads/2020/01/Baptism-of-Christ-12-Jan-Lent-3-15-March-Year-A.pdf
|
2020-04-07T15:46:52+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00474.warc.gz
| 163,812,184
| 650
|
eng_Latn
|
eng_Latn
| 0.912569
|
eng_Latn
| 0.912569
|
[
"eng_Latn",
"unknown"
] | false
|
docling
|
[
903,
1388
] |
[
1.9375
] | 1
| 0
|
Kirk Hallam Community Academy – Catch-Up Premium 2019/2020
Catch Up Premium is funding given to schools to provide additional support to those Year 7 pupils that did not reach the 'expected standards' in literacy and / or numeracy at the end of Year 6. These pupils secured a key stage 2 scaled score of less than 100 in either reading; grammar, punctuation and spelling; or maths.
2018-2019
For the last academic year 33 Year 7 students secured a scaled score of less than 100 in Maths and 33 a scaled score of less than 100 in either Reading, Grammar, Spelling or Punctuation.
Some of the Academy's catch up premium for 2018 was invested into our pupils' curriculum provision. The lowest attainers were taught in small class sizes in both Maths and English, and benefitted from additional classroom support. The staff teaching and supporting those classes were provided with additional training, and learning was further supported through investment in specific resources to target these groups.
An extra Year 7 Maths Support Program was set up for Year 7 students to support with improvements in basic number skills and application; addition, subtraction, multiplication and division. The extra lesson took place during Consolidation Time, supported with Year 10 mentors and the use of resources supplied through CGP Catch Up Maths. The impact of this was measured through a series of assessments during these catch up sessions and also qualitative data gathered from the student's maths lessons.
A Year 7 English Support Program was also set up for our Year 7 students, initially focussing on improvements in reading ages using the ART Reading Assessment Scheme. Small groups of students worked with our English KS3 co-ordinator on improving reading, writing and handwriting skills – funding utilised to resource these programs. These structured programs involved regular testing, which in turn provided important information that classroom teachers used in their planning.
Some of the catch up premium was invested into our transition processes both in developing our understanding of the key stage two curriculum, and also the ways in which we can most effectively build upon the work of our primary colleagues. The catch up premium contributed towards the cost of releasing teachers to visit and work with our primary feeder schools, and also contributed to a range of transition events to support low attaining students in KS2 to prepare for success once students at Kirk Hallam Community Academy.
2019-20
Intervention strategies
Year 7 small group directed literacy
Pupils in year 7 that have a standardised score between 90-99 for GVPS (SATS) will be invited to attend small group spelling and grammar interventions with our librarian
Numeracy small group support
Pupils in year 7 that have a low standardised test score will work with staff and older students during lunchtime intervention to focus on basic numeracy skills. The catch up programme from CGP will also be used.
|
<urn:uuid:3f916d52-a962-4893-b80a-2f04f3440343>
|
CC-MAIN-2020-16
|
https://kirkhallamacademy.co.uk/data/compliance/Catch-Up_Statement_2019-20.pdf
|
2020-04-07T15:44:23+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00475.warc.gz
| 527,796,859
| 592
|
eng_Latn
|
eng_Latn
| 0.998997
|
eng_Latn
| 0.998997
|
[
"eng_Latn"
] | false
|
docling
|
[
2999
] |
[
1.6328125
] | 1
| 0
|
Guidance for Cleaning and Disinfection for COVID-19 For Retail Stores
March 16, 2020
To help prevent spread of COVID-19, procedures and supplies should be in place to encourage proper hand and respiratory hygiene as well as routine cleaning and disinfection of high-risk locations. This guidance is provided for essential retail locations (grocery stores and pharmacies) in New York State so that owners, operators and other individuals can incorporate these procedures into their facility protocols.
Background:
In December 2019, a new respiratory disease called Coronavirus Disease 2019 (COVID-19) was detected in China. COVID-19 is caused by a virus (SARS-CoV-2) that is part of a large family of viruses called coronaviruses.
Accommodations for Individuals atrisk:
To support individuals who are at-risk in their communities by reducing the risk for COVID-19, retail locations:
* Must provide hand sanitizing and cart/basket sanitizing stations at the facility entrance with prominent signage promoting usage.
* Must have procedures for sanitizing checkout stations including selfservice kiosks, payment pads,
What steps should be taken to clean and disinfect against COVID-19?
Now:
All high-risk locations in facilities should clean and disinfect on a regular schedule.
If an individual with laboratory confirmed COVID-19 was symptomatic while in a retail location: Immediately clean and disinfect throughout the area.
counter tops and other frequently touched surfaces after each use.
* Should consider alternative service models for older adults and those with serious chronic medical conditions. These may include pickup and/or delivery services, and providing dedicated hours of operation after performing the recommended cleaning and disinfection described below, in order for individuals who are most at-risk to obtain necessary supplies in a setting which has decreased density and maximizes ability for social distancing.
Hand Hygiene:
Signage, handwashing procedures and hand, cart/basket, checkout sanitizing stations should be available in prominent locations.
* Regular hand washing with soap and water for at least 20 seconds should be done:
o Before and after eating.
o After sneezing, coughing, or nose blowing.
o
After using the restroom.
o Before handling food.
o After touching or cleaning surfaces that may be contaminated.
o After using shared equipment and supplies like electronic equipment such as keyboards, mice and phones.
If soap and water are unavailable, use an alcohol-based hand sanitizer that contains at least 60% alcohol. Use of hand sanitizer should be available for employee use after payment/bagging exchange with each patron.
Respiratory Hygiene:
* Dispose of soiled tissues immediately after use.
* Cover coughs and sneezes with tissues or the corner of elbow.
Routine Cleaning:
As part of standard infection control practices, routine cleaning should be ongoing, and time should be allocated for individuals to routinely clean. Surfaces touched most frequently should be prioritized for routine cleaning because soiled and frequently touched surfaces can be reservoirs for germs and an exposure pathway for transmission to people through contact with these surfaces.
Examples of priority areas for routine cleaning include:
* High contact surfaces that are touched by many different people, such as check out stations and payment pads, light switches, handrails, store entrance push/pull pads/doorknobs/handles.
* Dust- and wet-mopping or auto-scrubbing floors.
* Stocking equipment
* Vacuuming of entryways and high traffic areas.
* Cleaning restrooms.
* Removing trash.
* Wiping heat and air conditioner vents.
* Spot cleaning carpets.
* Spot cleaning walls.
* Dusting horizontal surfaces and light fixtures.
* Cleaning spills.
* Regular cleaning and laundering of linens.
Identify and routinely clean and disinfect high-risk locations even before a confirmed case of COVID-19 occurs on a regular schedule as operational considerations allow, at least daily.
Examples of high-risk locations include:
Check In/out Stations and Frequently Touched Surfaces
* High contact surfaces that are touched by many different people, such as carts and baskets, check out stations and payment pads, light switches, handrails, store entrance push/pull pads/doorknobs/handles.
Restrooms
* Clean and disinfect all restroom surfaces, fixtures, door knobs, push plates, and switches (at least once daily).
Dining Areas/Breakrooms
* Clean and disinfect counters, tables, and chairs regularly (at least once daily).
Cleaning and Disinfection:
Cleaning removes germs, dirt and impurities from surfaces or objects. Disinfecting kills germs on surfaces or objects.
Individuals do not need to wear respiratory protection while cleaning or disinfecting, but should use personal protective equipment (e.g. gloves) as recommended on product labels. Carefully read and follow all label instructions for safe and effective use.
Step 1: Cleaning: Always clean surfaces prior to use of disinfectants in order to reduce soil and remove germs. Dirt and other materials on surfaces can reduce the effectiveness of disinfectants. Clean surfaces using water and soap or detergent to reduce soil and remove germs. For combination products that can both clean and disinfect, always follow the instructions on the specific product label to ensure effective use. In New York State, all state agencies and state authorities are
Examples of frequently touched surfaces:
- Carts, baskets, checkout stations and payment pads;
- Counters, tables and chairs;
- Desks and chairs;
- Door handles and push plates;
- Kitchen and bathroom faucets;
- Handrails;
- Appliance surfaces;
- Light switches;
- Stocking equipment;
- Remote controls;
- Shared phones and electronics such as cash registers, price scanners, computers, keyboards and mice
Note: Cash registers and computer keyboards are difficult to clean due to the spaces between keys and the sensitivity of its hardware to liquids. When shared, they may contribute to indirect transmission. Locations with community carts/baskets, payment pads and computers should provide posted signs and access to proper hand hygiene before and after using the computers to minimize disease transmission. Also, consider using keyboard covers to protect the hardware against spills and facilitate cleaning.
required to use green cleaning products. For additional information on the laws regarding the use of green cleaning products, see the Policies, Guidelines and Report section of NY's Green Cleaning Program website.
Step 2: Disinfection: Cleaning of soiled areas must be completed prior to disinfection to ensure the effectiveness of the disinfectant product. Use the DEC list of products registered in New York State identified as effective against COVID-19. This list corresponds those identified by the EPA.
If these products are unavailable, disinfect surfaces using an EPA- and DEC*registered disinfectant labeled to be effective against rhinovirus and/or human coronavirus. If these commercial products are unavailable, it is also acceptable to use a fresh 2% chlorine bleach solution (approximately 1 tablespoon of bleach in 1 quart of water). Prepare the bleach solution daily or as needed.
* Label directions must be followed when using disinfectants to ensure the target viruses are effectively killed. This includes adequate contact times (i.e., the amount of time a disinfectant should remain on surfaces to be effective), which may vary between five and ten minutes after application. Disinfectants that come in a wipe form will also list effective contact times on their label.
* For disinfectants that come in concentrated forms, it is important to carefully follow instructions for making the diluted concentration needed to effectively kill the target virus. This information can be found on the product label.
Step 3: Disposal: Place all used gloves and other disposable items in a bag that can be tied closed before disposing of them with other waste. Wash hands with soap and water for at least 20 seconds immediately after removing gloves or use an alcohol-based hand sanitizer if soap and water are not available. Soap and water should be used if hands are visibly soiled.
Procedures and Training:
If a laboratory confirmed case of COVID-19 was symptomatic while in a retail facility, perform cleaning and disinfection of frequently touched surfaces throughout the area. Cleaning and disinfection should be conducted by individuals who have been trained to use products in a safe and effective manner. Training should be ongoing to ensure procedures for safe and effective use of all products are followed. Training assures that individuals are reminded to read and follow use and safety instructions on product labels. It should also identify the location of all personal protective equipment (e.g., gloves) that should be used.
*NYSDEC registration will not be listed on disinfection product labels. Information about disinfection product registration with NYSDEC can be found at: http://www.dec.ny.gov/nyspad/products. If you have any questions about NYSDEC pesticide registration, please call the NYSDEC Bureau of Pesticide Management at 518-402-8748.
More information:
New York State Department of Health's COVID-19 Webpage: https://www.health.ny.gov/diseases/communicable/coronavirus/
Centers for Disease Control and Prevention Webpage:
https://www.cdc.gov/coronavirus/2019-ncov/
|
<urn:uuid:63f4faa4-e446-4aa2-b957-a27c5dcaed3e>
|
CC-MAIN-2020-16
|
https://schohariechamber.com/wp-content/uploads/DOH_COVID19_CleaningDisinfectingRetailStores_031620.pdf
|
2020-04-07T17:38:56+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00477.warc.gz
| 675,882,543
| 1,856
|
eng_Latn
|
eng_Latn
| 0.926148
|
eng_Latn
| 0.993401
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
2091,
4029,
6597,
9403,
9500
] |
[
1.3203125
] | 2
| 18
|
MANUAL FOR CONSTRUCTING SEABIRD NESTING RAFTS By Lorraine Margeson, Suncoast Shorebird Partnership
Least terns produced chicks on floating nesting platforms at Fort Desoto Bird Sanctuary, Florida.
Two nesting rafts for Least Terns were constructed at Fort Desoto Bird Sanctuary using recycled materials. This manual describes the process, materials, and considerations for building floating nesting platforms for seabirds. Project photos are included at the end of the manual as visual aids.
The first raft, Le Bateau de Laridae, was built and launched before the 2010 breeding season. Two salvaged 15' x 12' aluminum dock sections were bolted together, and foam-filled, tubular floats were attached underneath.
A slightly smaller (12' x 7') raft, Love Boat II, was launched before the 2011 season. Parts salvaged from Fort Desoto Park and the FWC Lake Toho land platform that failed to attract Least Terns were turned into this floating nesting habitat. It was made from four sections of frame work lumber that framed aluminum screening. Each section was placed over foam-filled, black plastic dock floats which sit lower than the aluminum dock floats used on Le Bateau de Laridae.
On both rafts, a wooden border was built to contain a bed of pea gravel (1-2" deep) placed on a landscaping cloth barrier (gravel works better than sand, which weighs down the raft). A 6" high hardware cloth fence was then installed around the raft's perimeter to prevent chicks from falling off the raft. In the center of each raft, a chick shelter was constructed for chicks to escape the heat and predators. The shelter is 3' x 3' square, stands 6" high, and all four sides have a 4" x 8" entrance that allows the chicks to easily access the shelter.
Decoys are critical for attracting Least Terns to your raft, so placing decoys is the final step before launching the raft. Decoys must be placed in natural-looking positions to simulate incubating pairs, so that terns flying overhead can recognize the raft as nesting habitat. For a small raft, no more than four decoys (two pairs) are needed.
The rafts must be securely anchored, preferably by expert boating/diving volunteers. Placement of the rafts has special logistical, habitat, and permitting considerations, so we strongly advise working with local government, land managers and/or wildlife agencies for guidance. The rafts should be sited in a location that is conducive to monitoring, particularly when the chicks begin to fledge. Optimal habitat for the rafts is somewhat shallow water in a protected lagoon or estuary, far enough away from shore to discourage mammalian predation, but close enough so that fledging chicks can wade to shore if they fall into the water while learning to fly.
For those who cannot find a scrounging network for materials, you may want to look into the materials or ideas in the following web link to develop a cheaper flotation model plan: http://rollingbarge.com/floating-docks.
If you have any questions, feel free to contact me at firstname.lastname@example.org or (727) 525-6627.
Tropical storms: Why anchoring and structural integrity are a must!
Below are some project photos for building Le Bateau de Laridae:
5. Raking in the pea gravel.
|
<urn:uuid:521806a7-2bd4-479b-9a09-f28e5524a835>
|
CC-MAIN-2020-16
|
https://flshorebirdalliance.org/media/1056/raftbuildingmanual.pdf
|
2020-04-07T16:13:48+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00477.warc.gz
| 476,846,114
| 709
|
eng_Latn
|
eng_Latn
| 0.990745
|
eng_Latn
| 0.998562
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
2747,
3129,
3225
] |
[
2.828125
] | 1
| 3
|
NextGen TIME
Program Name: ________________________
Directions
Designed for the NGSS: Foundations Analyze Evidence.
1. Review the Designed for the NGSS: Foundations Rubric
3. Record strengths and limitations for each component based on your evidence. Cite specific examples.
2. Reflect on the evidence (or lack of evidence) that you and your team gathered and represented.
| Components | | Strengths | Limitations |
|---|---|---|---|
| Foundations | F1. Presence of Phenomena/Problems | | |
| | F2. Presence of Three Dimensions | | |
| | F3. Presence of Logical Sequence | | |
Designed for the NGSS: Student Work Evidence Chart
Directions
1. Review your assigned materials to describe the path of student learning.
3. Be prepared to share the path of student learning visually on a public chart.
2. Represent your answers to the questions in the space provided.
| | Question | Answer (in words, graphics, or both) |
|---|---|---|
| Answer the following questions as you describe the path of student learning in the materials. Consider what you would expect students to be thinking about through the learning experiences. What are students figuring out/solving? a. What is driving student learning (e.g., question, scenario, problem, phenomenon)? b. What ideas and practices do students develop through these experiences? c. How do students access, engage, and use prior knowledge to further their thinking? d. How do students develop metacognitive abilities? | | |
Paperscreen: Student Work
Designed for the NGSS: Student Work Analyze Evidence
Directions
2. Reflect on the evidence (or lack of evidence) that you and your team gathered.
1. Review the Designed for the NGSS: Student Work Rubric.
3. Record strengths and limitations for each criterion based on your observations. Cite specific examples.
| Components | | Strengths | Limitations |
|---|---|---|---|
| | SW1: Phenomena/ Problems | | |
| | SW2: Three-Dimensional Conceptual Framework | | |
| | SW3: Prior Knowledge | | |
| ent Work | | | |
| Stud | | | |
| | SW4: Metacognitive Abilities | | |
Designed for the NGSS: Student Progress Evidence Chart
Directions
2. Respond to the prompts or answer the questions in the space provided for each identified assessment.
1. Review your assigned materials (both the student and teacher materials) to identify assessments of and for learning.
3. Be prepared to represent your responses visually on a public chart.
Assessment Description
Page Describe the assessment
(e.g., number of questions, presence of tables/charts or
graphs, and type of student work product)
Purpose of
Assessment
(e.g., peer,
self, formative, summative,
pre/post)
Type of Measure
(e.g.,
performance task,
discussion, multiple choice.
constructed response)
Note evidence of bias or problems
with accessibility.
Match among Assessment, Phenomena/Problems, and Three Dimensions
What phenomenon or problem, if any, are students trying to figure out in this assessment?
What is the 2- or 3-dimensional learning goal assessed in this task?
Directions
Designed for the NGSS: Student Progress Analyze Evidence
1. Review the Designed for the NGSS: Student Progress Rubric.
3. Record strengths and limitations for each criterion based on your observations. Cite specific examples.
2. Reflect on the evidence (or lack of evidence) that you and your team gathered.
| Student Progress | Components | Strengths |
|---|---|---|
| | SP1: Three-Dimensional Performances | facilitator guide |
| | SP2: Variety of Measures | |
| | SP3: Student Progress Over Time | |
| | SP4: Equitable Access | |
Designed for the NGSS: Foundations Teacher Support Evidence Chart
| | Teacher materials | Strong | Adequate | Weak |
|---|---|---|---|---|
| F1. Presence of Phenomena/Problems. Identify and provide background information about the phenomena/problems in the unit and how they match the targeted learning goals. | | | | |
| F2. Presence of Three Dimensions. Identify and provide background - the SEPs information about each of the three dimensions in the unit. Also take note of - the DCIs (including engineering) any support for nature of science and engineering, technology, and - the CCCs applications of science. - also note NoS and ETS | | | | |
| F3. Presence of Logical Sequence. Identify and provide background information on the sequence of learning in the unit. | | | | |
Strengths related to these Teacher Supports
Limitations related to these Teacher Supports
Designed for the NGSS: Student Work
Teacher Support Evidence Chart
| | Teacher materials | Strong | Adequate | Weak |
|---|---|---|---|---|
| SW1. Phenomena/Problems. Provide support and strategies for how to help students figure out/solve authentic and relevant phenomena/problems using the three dimensions. | | | | |
| SW2. Three-Dimensional Conceptual Framework. Provide support and strategies for how teachers - DCIs, SEPs, and CCCs • help students develop a conceptual framework of scientifically accurate understandings and - NoS and ETS abilities related to - ELA and math • create a learning environment that values students’ ideas, motivates learning, and helps students negotiate new meaning as they interact with others’ ideas, new information, and new experiences. | | | | |
| SW3. Prior Knowledge. Provide support and strategies to leverage students’ prior knowledge and experiences to motivate learning. | | | | |
| SW4. Metacognitive Abilities. Provide support and strategies for how to help students develop metacognitive abilities. | | | | |
| Strengths related to these Teacher Supports | Limitations related to these Teacher Supports |
|---|---|
Designed for the NGSS: Student Progress Teacher Support Evidence Chart
Teacher materials
Strong Adequate Weak
SP1. Three-Dimensional Performances. Provide support with a range of sample student responses and/or rubrics for
interpreting evidence of student learning across the three dimensions, specific to the element of each dimension, and
related to thephenomenon/problem that provides context for the student performance.
SP2. Variety ofMeasure. Provide guidance and scoring tools for using a variety of measures matched to the targeted
learning goals to help students monitor their progress toward learning goals and reflect on what they have learned, how
they learn it, and how to use metacognition productively.
SP3. Student Progress Over Time. Provide guidance for using formative and summative assessments to monitor student
progress over time. Examples include support for capturing student growth, interpreting results, adjusting instruction and planning for future instruction, providing feedback to students, and prompting students to consider what and how they've
learned.
SP4. Equitable Access. Provide support, strategies, and resources for ensuring that assessments are accessible to students
from diverse backgrounds and with diverse learning needs.
Strengths related totheseTeacher Supports
Limitations related to these Teacher Supports
| Strengths related to these Teacher Supports | Limitations related to these Teacher Supports |
|---|---|
Directions
Designed for the NGSS: Program Analyze Evidence
1. Review Designed for the NGSS: Program Rubric (see last page)
3. Record strengths and limitations for each component based on your evidence. Cite specific examples.
2. Review the teacher materials and/or student materials to assess the strength of each element.
| PROGRESSIONS OF LEARNING. Within a program, learning experiences are more likely to help students develop | Strong | Adequate |
|---|---|---|
| a greater sophistication of understanding of the elements of SEPs, CCCs, and DCIs when teacher materials | | |
Strengths
Limitations
| UNIT-TO-UNIT COHERENCE. Units across a program demonstrate coherence when student materials | Strong | Adequate |
|---|---|---|
Strengths
Limitations
| PROGRAM ASSESSMENT SYSTEM. Over the course of the program, teacher materials will demonstrate a system | Strong | Adequate |
|---|---|---|
| of assessments that | | |
Strengths
Limitations
4
|
<urn:uuid:f71ed8ca-b564-4be1-a200-a4758fbe9aa2>
|
CC-MAIN-2020-16
|
https://media.bscs.org/nextgentime2/3_paperscreen_lead_the_process_handouts.pdf
|
2020-04-07T18:03:35+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00477.warc.gz
| 585,901,076
| 1,911
|
eng_Latn
|
eng_Latn
| 0.977193
|
eng_Latn
| 0.988581
|
[
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown"
] | false
|
docling
|
[
52,
590,
1512,
2100,
3077,
3632,
4519,
5706,
7184,
7794,
7949,
8148
] |
[
3.59375
] | 2
| 0
|
In Europe there are currently no legally binding rules specific to thermal flying and ridge soaring for paragliders and hang-gliders. The European Hang Gliding and Paragliding Union (EHPU) has therefore summarised the most important common rules which are valid in all countries. It should be noted however, that in some countries the rules for thermal flying and ridge soaring can only be regarded as a recommendation of the national federation, not as a legal requirement. In general, the EHPU recommends that when flying abroad, you should consult the websites of the national pilot federations for information on the flight rules.
Flying rules
Free airspace
Head-on course: Both aircraft alter course to the right.
Basic rule
Overtaking: Overtake to the right at a safe distance. Overtake to the left only if right is not possible. The glider being overtaken has right of way.
Soaring
Basic rule: Do not intentionally fly close to other aircraft so as to cause a risk of a collision.
Thermal
On a slope or ridge, the ridge flying rules
Note:
have priority.
Thermalling: The first glider in the thermal establishes the turn direction for everyone.
Launch
Launch: Only take off if the airspace is clear and there is no risk of a collision.
|
<urn:uuid:3ccbfe6c-6ce2-44bb-9ee9-2ea21c4482d9>
|
CC-MAIN-2020-16
|
http://www.ehpu.org/content/flyingrules.pdf
|
2020-04-07T17:40:55+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00477.warc.gz
| 225,572,744
| 266
|
eng_Latn
|
eng_Latn
| 0.998987
|
eng_Latn
| 0.998987
|
[
"eng_Latn"
] | false
|
docling
|
[
1256
] |
[
1.5625
] | 3
| 2
|
The Cub and the Leopard
Before you read the story
- How do young animals learn about the world?
- What happens when young animals do not listen to their parents?
Now read the story
How much did you understand?
On the first day of the story, the cub and the kid met.
Read the sentences and put them in the right order.
The cub said he had found a new friend.
They rolled in the grass and tried to catch butterflies.
The mother leopard said, "All leopards eat goats."
The leopard cub ran out to play.
The mother goat said, "When you see the leopard's cub you must run away."
The leopard cub said, "The kid is my friend!"
B. Describe the leopard cub and the kid goat
Make three complete sentences for the cub and three complete sentences for the kid. Choose the endings from this list of six:
The cub...... The kid......
1 ____________ liked
to run and jump.
2 ___________ had black spots.
3 __________ was strong.
4 ___________ had bright eyes.
5 __________had golden fur.
6 ____________ had
a long tail.
C. Who said what?
Match the mother leopard and the mother goat with the sentences they said.
The mother leopard said ...
The mother goat said ...
1 ... "Be careful. You must run away."
2 ... "Leopards eat goats."
3 ... "Bring him home and we will eat him for dinner."
4 ... "Are you a leopard or a fool?"
5 ... "The goat's meat tastes good."
Did you find the ending that you can use twice?
D. Where? What? When? How?
Try to give your answers first from memory before you check with the story.
1. Where did the kid and the cub first meet?
2. Where did the cub want the kid to go on the second day?
3. What did the cub think when he first saw the kid?
4. What did the kid think when he first saw the cub?
5. When did the cub and the kid go to their homes?
6. When did the kid run away on the second day?
7. How did the mother leopard feel when her cub told her about his day?
8. How did the mother goat feel when her kid told her about his day?
E What do you think?
Think about the mother leopard and the mother goat.
Did they stop the kid and the cub being friends?
Did the mother goat want to protect her kid?
Did the mother leopard want to show her cub his true nature?
Was the mother leopard right to do this?
Which of the four animals did you like the most? And the least?
F. Now you retell the story.
Choose the animal that you liked the best. You could be the kid or the cub or the mother leopard or the mother goat. Retell the story from their point of view. Find a classmate or a friend to tell the story to.
You can start the story like this.
I am the ...
Hint: You may like to say what happened to you on the first day, and then what happened to you on the second day http://www.ethiopianenglishreaders.com/the-stories/16-stories/amhara/107-exercises-to-the-cub-and-the-leopard
|
<urn:uuid:3e0a22a1-f477-45c4-8889-f0221d8e9d22>
|
CC-MAIN-2020-16
|
https://utenenrodtraad.com/wp-content/uploads/2018/12/The-Cub-and-the-Leopard-oppgaver.pdf
|
2020-04-07T16:19:47+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00476.warc.gz
| 748,385,011
| 677
|
eng_Latn
|
eng_Latn
| 0.996957
|
eng_Latn
| 0.999413
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
323,
630,
1462,
2875
] |
[
4.75
] | 1
| 1
|
During the winter months, many factors can cause a slip, fall or injury. Footwear, balance, distractions and environmental factors such as temperature or snowfall can all impact your safety.
Tip: Keep your doctor informed of your activity level. Some medications can increase your risk of falling.
Enjoy winter walking and be safe!
For more information on falls prevention, please call Southwestern Public Health at 1-800-922-0096
Developed by the Southwest Ontario Fall Prevention Network. May be reproduced for other winter walking fall prevention resources.
www.swpublichealth.ca
Winter Walking
Enjoy and be safe.
Physical activity throughout the year is a part of healthy aging and can help prevent falls and fractures. Walking is a great way to stay active!
Benefits of walking:
* Improves mental, social, and physical health; balance, posture and muscle strength
* Reduces the risk of heart disease, developing high blood pressure and diabetes, and improves bone health which reduces the risk of fractures from falls
* It's also a great way to spend time with others!
Before your walk
* Monitor the forecast and plan for the weather.
* Dress in layers in preparation for changing winter weather. Stay warm by wearing a hat, scarf and gloves.
* Wear bright colours so you can be seen.
* Wear something reflective at night.
* Choose warm, stable footwear – look for well-insulated and lightweight footwear with a non-slip tread sole.
* Consider a cane or walking poles, use ice grippers on footwear and assistive devices when outside.
* Consider carrying a baggie of sand or clean cat litter in your pocket. If you see ice, throw some sand or cat litter down for better grip.
During your walk
* Give time to let your eyes adjust when going from outdoors to indoors or vice versa.
* Be aware of your surroundings and scan for hazards. Black ice is often not visible.
* Watch for ice, cracks and uneven or changing surfaces.
* If you find yourself walking on ice, move slowly. Keep knees loose, shorten your strides and shuffle your feet. Wet leaves, rain and snow drifts can be as risky as ice.
* Keep your hands out of your pockets to stay balanced.
* Take extra care when stepping off the last step of stairs. Use the handrail when available for extra support.
After your walk
* Assess how you feel. If you are sore, switch to shorter walks and gradually increase your walking time.
* Drink water often. Dehydration can increase your risk of falling. It's important to stay hydrated, especially when you've done physical activity.
Top four tips for winter walking:
Wear reflective, warm clothing and non-slip footwear. 1
Tell someone where you are going before you leave. 2
Walk on clear paths. 3
Watch for hazards. 4
|
<urn:uuid:c9997beb-17a5-4ef7-bec0-3439ae8f9edd>
|
CC-MAIN-2020-16
|
https://activeelgin.ca/sites/default/files/documents/WinterWalkingBrochure_2b.pdf
|
2020-04-07T16:08:51+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00477.warc.gz
| 340,001,644
| 620
|
eng_Latn
|
eng_Latn
| 0.995168
|
eng_Latn
| 0.997859
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
623,
2746
] |
[
2.984375
] | 2
| 0
|
New Hampshire State Standards
Strategic Vocabulary Instruction through Greek and Latin Roots
Grades 4–11
Vocabulary From Classical Roots in New Hampshire NH English Language Arts Curriculum Framework
New Hampshire English Language Arts Curriculum Framework - End of Grade 10
Corresponds to Vocabulary From Classical Roots Books A, B, C, D and E
Reading
Proficiency Standards
Curriculum Standard 1. Students will demonstrate the interest and ability to read ageappropriate materials fluently, with understanding and appreciation.
End-of-Grade 10 (Secondary)
Students will be able to:
* Demonstrate the ability to examine, adjust, and extend their level of comprehension by combining what they already know with what is new in what they read and their knowledge of both language and the context in which language is used.
| VCR A General Vocab. Exercises | 7-8,12-13,20-21,24-25,30-32,35-36,41-43,45-47,56-57,61-63,68-69,73-74,81-82, 85-87,92-93,97-98 |
|---|---|
| VCR B General Vocab. Exercises | 7-9,12-15,20-22,26-27,32-34,38-40,45-47,50-52,61-62,65-67,68,73-74,77-80,84-86, 88-91,95-96,100-103 |
| VCR C General Vocab. Exercises | 8-9,13-15,21-23,27-30,36-37,41-44,49-50,54-57,65-67,72-75,80-82,86-90,96-98, 102-105,111-113,116-120 |
| VCR D General Vocab. Exercises | 7-10,15-18,25-28,32-37,43-46,50-55,61-63,68-72,83-86,91-96,102-105 |
| VCR E General Vocab. Exercises | 5-9,15-19,25-28,34-38,44-47,53-58,64-67,73-77,84-87,93-97,104-106,112-116, 122-124,129-132,138-140,145-149 |
Writing
Proficiency Standards
Curriculum Standard 2. Students will demonstrate the interest and ability to write effectively for a variety of purposes and audiences
End-of-Grade 10 (Secondary)
Students will be able to:
* Use a variety of forms to develop ideas, share information, influence, persuade, create, and entertain.
Literature
Proficiency Standards
Curriculum Standard 4. Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English.
End-of-Grade 10 (Secondary)
Students will be able to:
* Stand apart from a text and consider it objectively by performing a range of tasks including critically evaluating; comparing and contrasting; understanding the impact of the organizational structure; and analyzing the use of such elements as satire, irony, humor, bias, redundancy, symbolism, analogies, metaphors, and poetic license.
English Language Uses
Proficiency Standards
Curriculum Standard 5. Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing, to gather and organize information in a variety of subject areas.
End-of-Grade 10 (Secondary)
Students will be able to:
* Locate, compare, and synthesize information from multiple sources and informationretrieval systems.
| VCR A Glossary/Greek and Latin Roots | 3-6,9-12,16-19,21-23,27-30,32-34,38-40,43-45,52-55,58-60,65-68, 70-73, 77-80,82-85,89-92,94-96 |
|---|---|
| VCR B Glossary/Greek and Latin Roots | 4-6,9-11,17-19,23-25,29-31,35-37,42-45,47-49,58-60,63-65,69-72,74-77, 81-84,86-88,92-94,97-99 |
| VCR C Glossary/Greek and Latin Roots | 3-7,10-12,17-20,23-26,32-35,38-40,45-48,50-53,62-65,68-71,76-80,83-86, 91-95,98-101,107-110,113-116 |
| VCR D Glossary/Greek and Latin Roots | 4-6,10-14,20-24,28-32,38-42,47-50,56-60,64-67,78-82,86-90,97-101,106-109 |
| VCR E Glossary/Greek and Latin Roots | 2-5,9-14,20-25,29-33,39-43,47-52,59-63,68-72,78-83,88-92,99-103,107-111, 117-121,125-128,134-137,141-144 |
English Language Uses
Proficiency Standards
Curriculum Standard 6. Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing to communicate effectively.
End-of-Grade 10 (Secondary)
Students will be able to:
* Use figurative, idiomatic, and symbolic language.
N.B. Grades 11 and 12 are not covered in the New Hampshire English Language Arts Curriculum Framework.
|
<urn:uuid:da320d51-102e-4207-81f6-4fba257f40fe>
|
CC-MAIN-2020-16
|
https://eps.schoolspecialty.com/EPS/media/Site-Resources/Downloads/correlations/state-standards/NH/NH-VCR.pdf?ext=.pdf
|
2020-04-07T17:38:27+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00477.warc.gz
| 460,605,679
| 1,283
|
eng_Latn
|
eng_Latn
| 0.956673
|
eng_Latn
| 0.983769
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
106,
1496,
2771,
4069
] |
[
3.640625
] | 2
| 6
|
The 31st Nordic Mathematical Contest Monday, 3 April 2017
English version
Time allowed: 4 hours. Each problem is worth 7 points. Only writing and drawing tools are allowed.
Problem 1 Let n be a positive integer. Show that there exist positive integers a and b such that:
Problem 2 Let a, b, α, β be real numbers such that 0 ≤ a, b ≤ 1, and 0 ≤ α, β ≤ π 2 . Show that if
then
Problem 3 Let M and N be the midpoints of the sides AC and AB, respectively, of an acute triangle ABC, AB ̸= AC. Let ωB be the circle centered at M passing through B, and let ωC be the circle centered at N passing through C. Let the point D be such that ABCD is an isosceles trapezoid with AD parallel to BC. Assume that ωB and ωC intersect in two distinct points P and Q. Show that D lies on the line PQ.
Problem 4 Find all integers n and m, n > m > 2, and such that a regular n-sided polygon can be inscribed in a regular m-sided polygon so that all the vertices of the n-gon lie on the sides of the m-gon.
|
<urn:uuid:33e0a567-8c81-42aa-b427-2eed0a2c4ac6>
|
CC-MAIN-2024-18
|
http://www.georgmohr.dk/nmcperm/probl/2017/uk.pdf
|
2024-04-16T13:54:21+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00546.warc.gz
| 44,403,088
| 273
|
eng_Latn
|
eng_Latn
| 0.991931
|
eng_Latn
| 0.991931
|
[
"eng_Latn"
] | false
|
docling
|
[
990
] |
[
1.7421875
] | 1
| 0
|
Student Exploration: Cell Structure
Activity A: Animal cells
Get the Gizmo ready:
- Check that an Animal cell is mounted on the microscope.
- Check that the Zoom is set to 2000x.
Question: Organelles are specialized structures that perform various functions in the cell. What are the functions of the organelles in an animal cell?
1. Label: Locate each organelle in the animal cell. Label the organelles in the diagram below.
2. Match: Read about each organelle. Then match each organelle to its function/description.
____ Cytoplasm
C. Membrane that protects the nucleus.
____ Lysosome
____ Mitochondria
____ Centriole
____ Endoplasmic reticulum
____ Vacuole
____ Cell membrane
____ Nucleus
____ Ribosome
____ Nuclear membrane
____ Golgi apparatus
____ Vesicle
____
Nucleolus
A. Structure that organizes motion of chromosomes.
B. Stack of membranes that packages chemicals.
D. Membrane that surrounds and protects the cell.
E. Sac filled with digestive chemicals.
F. Structures that converts nutrients to energy.
G. Passageways where chemicals are made.
H. Jelly-like substance within the plasma membrane.
I. Structure that manufactures ribosomes.
J. Structure that contains DNA and directs the cell.
K. Package created by the Golgi apparatus.
L. Small structure that synthesizes proteins.
M. Sac that stores
N. water, nutrients, or waste products.
Activity B:
Get the Gizmo ready:
Plant cells
- Select the PLANT CELL tab, and click Sample.
- Set the Zoom to 2000x.
Question: What functions do the organelles in a plant cell perform?
1. Compare: What structures are present in an animal cell, but not in a plant cell? __________ _________________________________________________________________________ What structures are present in a plant cell, but not in an animal cell? __________________ _________________________________________________________________________
2. Fill in: Name the organelle or organelles that perform each of the following functions.
A. _____________________ convert sunlight to chemical energy.
B. The _____________________ and the _____________________ help to support the plant cell and help it to maintain its shape.
C. _____________________ store food or pigments.
D. The _____________________ converts food into energy. It is found in both plant cells and animal cells.
|
<urn:uuid:7ea69bbf-1385-4b72-824e-754ccf60a113>
|
CC-MAIN-2020-16
|
http://www.loreescience.ca/uploads/2/4/1/7/24170983/cell_structure_gizmo_worksheet.pdf
|
2020-04-07T16:06:06+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00476.warc.gz
| 269,550,274
| 500
|
eng_Latn
|
eng_Latn
| 0.940144
|
eng_Latn
| 0.984825
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
1353,
2316
] |
[
4.40625
] | 2
| 0
|
Southampton City Council Care Leavers' Entitlements 2017
Southampton City Council Care Leavers' Entitlement 2017
TEN THINGS THE LAW SAYS YOU ARE ENTITLED TO
TEN things the law says YOU are entitled to when leaving care…
1. An Assessment of Your Needs
You have a right to have your needs assessed before you leave care to make sure that you leave:
1. at a time that is right for you
2. knowing what support you will be getting and,
3. understanding what your options are if things don't work out for the best
For many young people, it is important to know that you can stay in care up until you are 18, unless you agree that you are ready to leave before.
2. A Pathway Plan
You will have a Pathway Plan, started sometime after your 15th birthday (but definitely before you are 16 years 3 months old!), that you have helped to put together and agree with. This will make clear the help you will be getting in preparing to leave care and what support you will receive after you have left.
This will say how Southampton City Council will help you achieve the things you want in life (such as a place of your own, educational achievement, having your own money to spend, going on a training course or getting the job that you want). This is very important to you, as your Pathway Plan says exactly what help you should be getting before, during and after you leave care. Once agreed, it will to be kept to by all those who have signed it, and it will be reviewed every 6 months or if you have a significant change in your situation. As part of your Pathway Plan, you will be supported to meet your education, training and employment needs and wishes. We have Personal Advisers, City Deal employment workers and a careers advisor to support you in succeeding with your plans.
When the time comes for you to leave care, you should be able to look after yourself, keep yourself healthy, continue with your learning, enjoy and achieve things in life, stay in touch with family and friends, and be confident about who you are.
We will continue to offer you help and support until your 25 th birthday and you will be very welcome to ask for additional advice or help, although we are not able to offer financial support.
3. A Personal Adviser
Southampton's children's social services will make sure that you have a Personal Adviser when you turn 18, generally they are in the Pathways team based at Church View, 28-29 St Marys Street. It is their job to keep in touch with you, check that you are alright and help you in getting what you need. They will make sure that your Pathway Plan is followed, reviewed and kept up to date until you are ready to live independently, generally when you are 21-24 years old.
From the 1 st April 2018 a change in the law has meant that all care leavers up to the age of 25 are entitled to request support. Support may then be provided on a needs assessed basis. This does not detract from our duty to support care leavers up to the age of 25 who tell the council they have returned, or want to return, to education or training.
4. A Place to Live
Southampton City Council must make sure that you have somewhere 'suitable to live'. This means that it has to be right for you and, above all, safe. It is important that wherever you prefer to live, you make sure that Southampton City Council puts this into your Pathway Plan. You can decide to return home if this is what you and your family wish. We have a range of accommodation options including 'Staying Put' with foster carers, supported lodgings, supported housing etc.
In deciding whether accommodation is suitable for a care leaver to live in, Southampton City Council must take into account the care leaver's wishes and feelings about their accommodation, as well as whether the accommodation suits the care leaver's needs and what the landlord is like ('Young People's Entitlements', Department for Education).
If Southampton City Council arranges accommodation for a care leaver, we must do a review after the care leaver has lived there for 28 days – and at least every three months after that. The personal adviser must visit in the first week, at least every two months after that and, also, before each review of the Pathway Plan ('Young People's Entitlements', Department for Education).
5. Financial Support
Until you are 18, Southampton City Council will provide you with an allowance to meet your living costs and needs. This may include food, clothing, travel, hobbies and for your accommodation. We have to make sure that you are not any worse off than if you were on benefits. Once you are 18, if not in employment or full-time education, you can claim benefits. However, Southampton City Council will continue to give you financial help (for example towards the costs of your education and training), if that is what we have agreed to do. In order that Southampton's children's social services keep to their promises, we will make sure that all agreed support is written into your Pathway Plan.
A Higher Education Bursary is paid to all eligible care leavers. A new 16-19 Bursary scheme began from the start of the 20011/12 academic year so Looked after young people and care leavers are guaranteed a £1,200 bursary if they stay in full-time education (and £2,000 if going to university, paid in 4 instalments of £500). Young people should get in touch with their education provider (that is school or college) to find out how to claim the bursary. For advice speak to student support services or your tutor, or go to www.direct.gov.uk/1619bursary ('Young People's Entitlements', Department for Education).
Southampton City Council allocates a setting up home allowance of £2000 for its care leavers. This is crucial in helping young people establish their identity and independence and should be used to ensure that they have appropriate equipment and household items to set up safe, secure and stable accommodation. The amount of £2,000 I was agreed by young people at regional meetings for Chairs of Children in Care Councils. ('Young People's Entitlements', Department for Education). The £2000 is overseen by your Personal Adviser and is generally spent bit by bit as you move through accommodation options as your housing needs change.
6. Maintain Relationships
Your Personal Adviser will help you to keep contact with relatives and also friends that you have met whilst in care. If you would like more information about finding friends that you met whilst in care why not visit www.careleaversreunited.com
7. Involvement in Decisions
You have a right to be involved in all decisions about your life, including such things as when you leave care, where you go to live and what support you receive. No decisions should be made without consulting with you first, unless they need to be made in an emergency situation that can't wait for your input. Working with your Personal Adviser to produce your Pathway Plan is a good way to make sure you are involved in your decision making, so we'd really suggest that you take up that opportunity.
8. To have Your Say If You Are Not Happy About Something
Although you have left care you are still entitled to let Southampton's children's social services know and, if necessary, complain if you are not satisfied with the support you are getting. You will find complaints forms in Church View reception, or you can complete a complaints form on our website. You can also talk to your Personal Adviser about it if you are happy to do so.
REMEMBER: You also have the right to have an advocate to help you do this. This will be provided through No Limits.
9. To See Your Files
The law says that you have a right to see information written that is about you. This includes social services files and many young people would like help in getting access to these. Your Personal Adviser will know how to go about this so they can help you understand the process you will need to follow to achieve it. You are also able to apply for a subject access request on our website.
You have a right to be told, and given information telling you, about all the services that you are entitled to access once you leave care (for example, children's social services, health, further and higher education courses, housing advice). Ask your personal advisor for further information.
FURTHER INFORMATION
If you would like more information about any of your entitlements when leaving care contact any of the following organisations or visit their websites:
- Office of the Children's Rights Director (Tel: 0800 528 0731, website: www.rights4me.org)
- A National Voice (Tel: 0161 237 5577, website: www.anationalvoice.org)
- Who Cares? Trust (Tel: 0207 251 3117, website: www.thewhocarestrust.org.uk)
- Care Leavers' Association (Tel: 0161 275 9500, website: www.careleavers.com)
- Children's Legal Centre (Tel: 01206 877 910, website: www.childrenslegalcentre.com)
- National Leaving Care Advisory Service (Tel: 0207 840 5620, website:
www.raineronline.org) or
- Voice (Tel: 0207 833 5792, website: www.vcc-uk.org)
|
<urn:uuid:b88c593d-a02e-48c0-910c-810edadfa85f>
|
CC-MAIN-2020-16
|
https://search3.openobjects.com/mediamanager/southampton/directory/files/care-leavers-entitlements.pdf
|
2020-04-07T17:40:05+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00477.warc.gz
| 678,182,133
| 2,006
|
eng_Latn
|
eng_Latn
| 0.965206
|
eng_Latn
| 0.998923
|
[
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
56,
158,
2717,
6264,
8044,
9073
] |
[
1.5078125
] | 1
| 0
|
WISCONSIN SUPREME COURT FACT SHEET
What is the Wisconsin State Supreme Court?
* The state's highest court.
* The final court of appeals on cases that began in the state court system. Cases involving federal laws can be appealed to the U.S. Supreme Court).
* Responsible for determining if laws violate the Wisconsin Constitution.
* Establishes and enforces procedural rules and codes of conduct for Wisconsin attorneys, judges, and justices.
* Located in Madison, Wisconsin.
What do I need to know about the Justices?
* The Supreme Court consists of seven justices.
* Justices are chosen in nonpartisan statewide elections to serve for ten-year terms. There are no term limits for justices.
* Justices are elected in April and take office the following August 1.
* The justices elect one of themselves to be the chief justice (administrative head of the court system) every two years.
* The justices decide which cases to review. They do not agree to hear every case brought to them.
What Kinds of Issues Does the Supreme Court Address that Impact People with Disabilities?
Education Employment Voting Rights
Access to Health Care
Transportation
Access to an attorney
Long term care
How do you evaluate judicial candidates?
Decide what you are looking for in a candidate.
* What issues are important to you? What qualities do you want in a leader?
* Which candidate's judicial philosophies align with your values?
Learn about the candidates.
* What are their qualifications?
* Visit their websites, watch candidate forums and interviews, go to VOTE411.org, seek other nonpartisan sources for information.
* What are their judicial philosophies?
* What are their judicial records?
* What positions have they taken on issues that are important to you?
Sort it out.
* Which candidate's judicial philosophies and views on their role of a Supreme Court Justice best match your own views?
* Who has the leadership qualities you are looking for?
*Who seems most prepared for the job?
The Wisconsin Disability Vote Coalition is a project of Disability Rights Wisconsin and the Wisconsin Board for People with Developmental Disabilities.
www.disabilityvote.org/
www.facebook.com/wisconsindisabilityvote/
|
<urn:uuid:1fb27618-f8cc-4727-b659-ee31232c7a30>
|
CC-MAIN-2020-16
|
https://disabilityvote.org/wp-content/uploads/2019/07/Supreme_Court_Facts__18pt_0219-acc.pdf
|
2020-04-07T16:25:04+00:00
|
crawl-data/CC-MAIN-2020-16/segments/1585371803248.90/warc/CC-MAIN-20200407152449-20200407182949-00476.warc.gz
| 433,728,311
| 444
|
eng_Latn
|
eng_Latn
| 0.99804
|
eng_Latn
| 0.998094
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
1192,
2214
] |
[
1.7109375
] | 1
| 0
|
Solutions for a Sustainable Supply Chain
Consumable Office Products
Paper, notebooks, folders, toner cartridges, writing utensils, batteries, lamps etc.
What's in this Factsheet?
1. Top tips for more Sustainable Office Consumables
2. The problem: Impacts of Office Consumables
3. Criteria for Sustainable Paper-based Products
4. Criteria for Sustainable Writing Utensils
5. Criteria for other Sustainable Office Consumables
Top Tips for more Sustainable Office Consumables
1. Have an eco-label or certification
2. Are durable and longer lasting with potential for reuse
3. Are made from refurbished/remanufactured post-consumer content
4. Contain rapidly renewable or bio-based materials
5. Can be recycled, composted or repurposed at end-of-life
The Problem: Impacts of Office Consumables
* Intensive Extraction. A significant portion of logging worldwide goes towards the production of paper products contributing to deforestation, habitat loss, soil degradation, and general ecosystem disruption.
* Resource Consumption. Manufacturing for paper and plastic products is extremely resource intensive; consuming significant amounts of oil, water, and energy per unit produced. While impacts associated with recycling processes still exist, they are considerably less than producing new products.
* Excessive Waste. While many paper and plastic products are put into recycling bins in Canada, these items still make up large percentages of solid waste heading to landfill. Reducing consumption first, then demanding recycled materials will help address this.
* Hazardous Chemicals. Many office consumables are manufactured using hazardous chemicals, resulting in toxic effluent into the environment. Then during use, they can off-gas chemicals contributing to lowered indoor air quality presenting human health risks.
Myth Buster
Today recycled paper does not jam printers. Recycled paper is of equal quality to nonrecycled paper and works well in printers and copiers.
Before you Buy…
* Consider the need for your purchase and whether there may be an alternative choice to fulfill this need
* Check current inventory / surplus and consider if you've used the product to the end of its current useful life
* Right-size your order to the minimum amount necessary
Check the TRU Bookstore
Many office consumable products can be easily sourced from the TRU Bookstore, and oftentimes they have already chosen sustainable options. Always check there first before buying from elsewhere.
Criteria for Sustainable Paper-based Products
Sourcing sustainable paper products (like copy paper, notebooks, envelopes, post-its, etc.) is no longer a difficult task, you just need to be aware of a few key common attributes to look for when making your purchasing decision.
Or Just Don't Print!
* High post-consumer / recycled content (ideally 60-100%). Recycling reduces pressure on forests and diverts waste from landfill. Manufacturing recycled paper generally uses less energy and water than manufacturing from virgin fibre.
Reduce the need for paper by really considering if you need to print something.
Make use of fillable forms and digital signatures.
* Made from sustainably harvested wood or alternative fibres. There is always a need for some new fibre content as old fibres degrade and are lost over time, so ensure they come from sustainably harvested sources. Alternative (non-wood) fibre sources may include hemp or sugar cane.
* Chlorine free paper. Chlorine and its derivatives (such as chlorine dioxide) are very harmful to the environment, particularly the aquatic environment.
* Recyclability at end of life. While most paper products can be easily recycled, it may be worth checking with the supplier if there are any components or adhesives that cannot be recycled.
Eco-labels & Certifications
Sustainable paper products often have an eco-label to signify that it meets environmentally responsible criteria such as that is has been made from sustainably harvested forest practices.
Below are a few examples of eco-labels relevant to paper products you can look for:
| The Logo | | Description |
|---|---|---|
| | Forest Stewardship Council The Forest Stewardship Council (FSC) is an independent, not for profit, non- government organization that provides standard setting, trademark assurance and accreditation services for companies and organizations interested in responsible forestry products. | |
| | Sustainable Forestry Initiative SFI Inc. is an independent, non-profit organization responsible for maintaining, overseeing and improving a sustainable forestry certification program that is internationally recognized. | |
| | ECOLOGO Certification Program UL ECOLOGO® Certified products and services and are verified for reduced environmental impact. ECOLOGO Certifications are voluntary, multi-attribute, life cycle-based environmental certifications that indicate a product has undergone rigorous scientific testing and exhaustive auditing to prove its compliance with stringent, third-party environmental standards. | |
Criteria for Sustainable Writing Utensils
Writing utensils, like pens, pencils, markers, and highlighters, are prime suspects for cheap plastic, lack of recycled content, and ending up in landfills. Look for the following features for more sustainable choices:
* Recycled content. Writing instruments can be easily manufactured using recycled materials. A pen's ink tube can be made from recycled plastic, the ballpoint made from recycled metal and the barrel made from a variety of recycled materials including unbleached paper, recycled plastic or rubber.
* Bio-based and/or sustainably harvested materials. Look for utensils made from bio-based materials like cornstarch, paper, bamboo, or sustainably harvested wood; this helps reduce consumption of petroleum-based plastic and keeps it out of landfills.
Don't Forget about Packaging!
* Reusable / refillable. In refillable pens, pencils and markers, the pencil lead and/or the ink are the only consumable parts, while the barrels (usually made of plastic) are durable. Refillables therefore reduce the resources and energy used in manufacturing by avoiding the necessity for replacement of the whole unit.
* Environmentally preferable inks. Reduce the amount of volatile organic compounds (VOCs) that are released by petroleum oil inks by seeking soy or vegetable-based inks. Additionally, avoid pigments that contain heavy metals like fluorescents, warm red and metallic colours.
* Other features to look for:
o Look for eco certifications (see above list of eco-logos)
o Choose water-based markers and high-lighters
o Choose finer points over wider point instruments
o Choose alcohol-based dry-erase markers instead of Ketonebased
Beyond the product being purchased, packaging can also have negative environmental impacts, so look for packaging that:
* Is recyclable (ex. no polystyrene)
* Has postconsumer content
* Has less plastic and more biobased materials
Criteria for Other Sustainable Office Consumables
Aside from paper products and writing utensils, there could be many other office consumables on your shopping list. Generally, to get the best sustainability bang for your buck, check out the "Top Tips" on page 1. Here are some more specific sustainability criteria to consider for three other common products:
Toner Cartridges & Ink
* Has an eco-certification such as ECOLOGO, EPEAT, or GreenGuard to demonstrate compliance with indoor air quality and other life-cycle impacts.
* Refillable and recyclable cartridges accepted in take-back, trade-in, or other recycling programs offered through the supplier or other third-party.
* Re-manufactured cartridges or made from recycled content.
* Soy, vegetable and low VOC-based inks.
* Supplier to provide Safety Data Sheets (SDSs) for offered printer cartridges containing toner or ink (if containing hazardous materials).
Disposing Ink & Toner Cartridges at TRU
Please put used cartridges in a bag, then in their box, then write with a felt marker "For Recycling".
Then leave in any TRU Mail Room for pick-up.
Lamps & Bulbs
* Has an eco-certification, like Energy Star or Design Lights Consortium (DLC), to indicate energy efficiency; generally LED's are most efficient, followed by CFL's then incandescent.
* Look for longer lasting bulbs; for example LED lighting can last up to six times longer than compact fluorescents (CFL's) and 20 times longer than incandescent lamps.
* Specify low or no mercury (ex. look for RoHS certification compliance).
Batteries
* Has UL ECOLOGO and/or CE certifications to indicate meeting standard safety, health and environmental protection requirements.
* Rechargeable nickel metal hydride that are low self-discharging and delivered pre-charged.
* Safer battery chemistry; look for lithium ion (Nickle Manganese Cobalt (NMC) or Iron Phosphate) or other high-capacity battery (e.g., sealed lead acid)
* Energy Star certified battery chargers
TRU's Battery Recycling Program
There are brown batteries-only recycling bins wall-mounted around campus at these locations for recycling all types of household batteries.
Remember to put tape over the two points on 9-volt batteries so they don't catch fire. They have self-combusted in homes while stored over time!
|
<urn:uuid:518b4964-a59a-4d80-95c6-134971dd3ce2>
|
CC-MAIN-2024-18
|
https://www.tru.ca/__shared/assets/consumable-office-products54535.pdf
|
2024-04-16T13:45:45+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00548.warc.gz
| 970,701,366
| 1,861
|
eng_Latn
|
eng_Latn
| 0.993089
|
eng_Latn
| 0.994826
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
1979,
5064,
6992,
9300
] |
[
2.875
] | 2
| 0
|
BRAND MESSAGE
Diverse Educator Pathways cultivates the ecosystem of relationships and systems that our Black, Indigenous and Educators of Color in particular need to thrive. Our approach to educator diversity is to center the wellbeing of our BIPOC educators so that they have the resources and support necessary for their continued flourishing throughout their entire career journey, from pre-service through certification, new educator induction through retention in the field to professional growth and leadership. We are committed to focusing on the support of our educators of color AND on creating authentic relationship with partners in the systems that support them (institutes of higher education and school districts) as we work collectively to create systems that value the wisdom and talent of our educators.
BRAND PERSONALITY
Key messages should reflect our approach to diverse educator pathways. To achieve an educator workforce that reflects our students and their communities, we must be:
* Asset-based: Black, Indigenous and Educators of Color embody wisdom and ways of being critical to our mission of eliminating the opportunity gap and success for each child by lading with racial equity.
* Systemic: We must intentionally support the journey of Black, Indigenous and People of Color throughout their careers from pre-service through career growth.
* Holistic: We value the wellbeing of the Black, Indigenous and People of Color who educate our children every day throughout their career, and nourish the systemic conditions they need to thrive.
BRAND DRIVER
We believe that by nourishing an ecosystem of support for Black, Indigenous and Educators of Color, we will be creating the conditions our children of color need to thrive and succeed. We nurture and sustain the relationships with our partners that encourage and support people of color to become the educators we need. Our partners—including institutions of higher education, school districts, mentors, principal, and most importantly, our BIPOC educators themselves—are all vital to that goal. Our BIPOC educators' wisdom drives our action—by listening to them, we will be able to nourish the systemic conditions needed for our systems to become racially just and humanizing for all our students.
Brand Style Guide Diverse Educator Pathways in PSESD
COLOR PALETTE
LOGO USAGE
Diverse Educator Pathways primary brand colors are from the PSESD water drops and include five of the six the colors used in the PSESD water drops. Its secondary colors may be used as accents as needed.
Primary Colors
CMYK: 67, 8, 87, 0
RGB: 94, 175, 89
PANTONE: 7489 C
CMYK: 0, 96, 75, 0
RGB: 226, 43, 66
PANTONE: 1788 C
Accent/Alternate Colors
CMYK: 80, 49, 68, 43
RGB: 43, 76, 66
PANTONE: 4210 C
CMYK: 0, 0, 0, 85 RGB: 77, 77, 79 PANTONE: 179-14 C
CMYK: 83, 0, 21, 0
RGB: 0, 181, 204
PANTONE: 631 C
CMYK: 1, 51, 94, 0
RGB: 244, 145, 43
PANTONE: 715 C
CMYK: 15, 5, 85, 0
RGB: 223, 218, 87
PANTONE: 584 C
CMYK: Use for print projects
RGB: Use for digital projects
PANTONE: Use for things like screen printing or non-paper objects
When using text please note that white text may not be used on top of Diverse Educator Pathways' primary branded blue, green, orange or yellow shades. Please use black text or a black outline to increase readability. White text may be used on top of the primary red, or the secondary gray or green without an outline.
TYPOGRAPHY
Typography is an essential element of any identity system. As a visual cue, it communicates a consistent and unified message. Puget Sound ESD Communications uses the font family Helvetica Neue. Licensing for the entire library may be obtained through PSESD Agency Technology or by individuals at myfonts.com. The official alternative font for all Puget Sound ESD staff is Arial as a san serif option and Garamond as a serif option. Type should be no smaller than 9pt.
If you purchase the Helvetica Neue font licenses for main headlines, use Helvetica Neue 67 Medium, large print, mixed case. For subheads, use Helvetica Neue 67 Medium Condensed or Helvetica Neue 57 Condensed, mixed case or caps. For body copy, use Helvetica Neue 47 Light Condensed, mixed case. Body type should not be reduced to smaller than 9pt.
Helvetica Neau
The Diverse Educator Pathways' logo represents our various programs that grow and support BIPOC Educator retention and leadership in a collective and connected life cycle. If needed, please use the single color version provided. White text may also be substituted on dark backgrounds.
Always use high-resolution logos (PNG or PDF are preferred) and do not alter the proportions if/when the logo is resized. See below for proper usage.
CORRECT
Please use at least 0.125" (1/8") of white space around the logo.
ACCESSIBILITY
Web and print materials should be accessible to all potential audiences, including those with disabilities. Key features of accessible design include:
* Color combinations: designs must provide enough color contrast for individuals with low vision to see. Use an online color checker, such as webaim.org/resources/contrastchecker, to determine if your selected colors are accessible.
* Hierarchy: be descriptive and follow a consistent structure for headings and body copy. This format is important for screen readers.
* Alternate text: when using graphics, add alternate text that will describe what the graphic is for those who cannot see it.
* Accessibility check: use Microsoft's "Check Accessibility" function to review documents before posting or sending to constituents.
More information on accessibility can be found on MyPSESD under Communications, Government and Public Relations/Section 508 Compliance.
|
<urn:uuid:2f986a49-cba3-489e-9882-660ee5b03ad1>
|
CC-MAIN-2024-18
|
https://resources.finalsite.net/images/v1623263069/psesdorg/cjvescyedhp2gaqk2lsd/DiverseEducatorPathwaysBrandStyleGuide.pdf
|
2024-04-16T14:01:26+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00546.warc.gz
| 454,141,970
| 1,293
|
eng_Latn
|
eng_Latn
| 0.990415
|
eng_Latn
| 0.990415
|
[
"eng_Latn"
] | false
|
docling
|
[
5730
] |
[
1.4765625
] | 1
| 0
|
Name: ____________
Write a sentence and colour the picture.
Tricky Words
to the my out are go run and the had they said he their what them friend some there
Did you?
Use capital letters.
Use finger spaces.
Use correct punctuation marks.
Write on line.
Use correct spelling.
© The Mum Educates https://themumeducates.com/
|
<urn:uuid:122738d6-4ae1-4d85-bfb8-0ba0e7717f90>
|
CC-MAIN-2024-18
|
https://themumeducates.com/wp-content/uploads/2020/05/12.pdf
|
2024-04-16T13:11:46+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00549.warc.gz
| 542,208,969
| 104
|
eng_Latn
|
eng_Latn
| 0.995747
|
eng_Latn
| 0.995747
|
[
"eng_Latn"
] | false
|
docling
|
[
511
] |
[
3.25
] | 2
| 7
|
Bug Off Pain: an educational virtual reality game on spider venoms and chronic pain for public engagement
Lucka Bibic,* 1 Justinas Druskis, 2 Samuel Walpole, 1 Jesus Angulo 1 Leanne Stokes 1
1
School of Pharmacy, University of East Anglia, Norwich Research Park, Norwich NR4 7TJ, UK
2School of Computing Sciences, University of East Anglia, Norwich Research Park, Norwich NR4 7TJ, 5 UK
ABSTRACT
10
15
20
Virtual reality (VR) technology has been capturing the public imagination for decades. VR software applications that allow for interactive immersion are emerging as a renowned medium in many areas, including educating the public in biochemistry-related subjects via public engagement events. This report provides information about an immersive, interactive and educational virtual reality (VR) game named Bug Off Pain that increases scientific literacy about chronic pain and spider venoms among the public and high school students. Here, VR was shown to be an innovative and fun approach to learning and public engagement in biochemistry. Bug Off Pain places the viewer inside the brain and shows the molecular system that allows people to sense pain. After securing three (learning) points via the multimedia-based clips, this experience translates to the interactive game. Here, a player has to choose a venom that shuts down the pain until that results in "pain over." Bug Off Pain can be played (free of charge) on two different VR platforms; Oculus Rift and Android devices.
GRAPHICAL ABSTRACT
25
30
35
40
45
KEYWORDS
Biochemistry, biological cells, drugs/pharmaceuticals, computer-based learning, games, general public, medicinal chemistry, multimedia-based learning, public understanding/outreach, natural products
INTRODUCTION
Scientists, educators, and policymakers continue to face challenges when it comes to finding effective approaches to engage the public on scientific research and communicate their findings in a meaningful fashion. 1 This quest has harnessed digital technology to benefit engagement in Science, Technology, Engineering, and Mathematics (STEM) by melding education, active learning, science communication and popular culture in an informal educational setting. Four of the most recent examples include "ReAction! Chemistry in the Movies" 2 , "Wow" 3 , "PubScience" 4 and "SciPop Talks". 5 In the same respect, gamification (the application of game design elements and mechanics to engage users and solve problems) can encourage learning and enhance public interest in STEM-related subjects. 6 Various research groups have employed game aspects in teaching organic chemistry, and their educational software known as Chairs!; 7 Chirality-2; 8 and Say My Name, 9 have shown positive effects on student academic performance, and engagement. Whereas these are excellent examples of using games as an educational tool for teaching chemistry, none of them tried to apply the same to virtual reality (VR).
Several authors have recently suggested that incorporating aspects of gaming into interactive learning environments, such as VR, could be more effective in terms of improving learning outcomes, "makes learning fun" and offers powerful tools for "learning through doing," as discussed in two comprehensive reviews. 10-11 Moreover, VR games have enormous appeal, reaching an audience of hundreds of thousands to millions. 12-13 Taken together with the difficulties enticing a general audience to STEM outreach activities and regaining the public's trust in chemistry-related subjects, 14 VR games might be an alternative medium for STEM outreach and education with an aim to increase mass interest, engagement and appreciation of chemistry. 11, 15-16
Given this importance, several works have reported remarkably successful VR/AR methods to chemistry outreach and education such as EduChem VR; 17 VR-Engage; 18 AR calorimetric titration
50
55
60
65
70
75
app; 19 and others such as Water VR, Molecular Zoo and Fishtank. 20 Barret et al. 21 applied mixed reality (MR) in chemical outreach and education that resulted in enhanced le arning outcomes. Yet, none of them attempted to gamify any of the relevant biochemistry research topics in VR, and evaluate them accordingly. Since the primary research focus in our labs is the study of the spider venoms and their therapeutic applications for chronic pain diseases, we have chosen VR as the educational tool to present, communicate, increase awareness, and educate the public on harnessing the chemistry of venoms from spiders for its medical applications. 22 Furthermore, this topic has not been utilized in VR-environment until now.
This context motivated us to create Bug Off Pain – a VR game that aims to take the pain out of public engagement and helps to bridge the gap between scientific and non-scientific community (general public). Here, we report the development and implementation of an integrated three-dimensional educational VR-based game that may assist the general public in their understanding of the biochemistry behind the venoms in relation to chronic pain. Bug Off Pain is available for free worldwide on both Oculus Rift (computer) and Android (mobile) platforms by downloading the game or scanning its QR code, listed as Figure S3 (see Supplemental Information). 23
THE GAME
The game was developed using the Unity3D platform and designed to be an immersive, interactive and easy-to-play VR game that allows the general public to learn about the biochemistry of venoms in relation to chronic pain. The story of the VR game Bug Off Pain incorporates a lot of elements from theatrical movies. The ultimate goal of the player is to navigate through the virtual world to find the right spider venom that shuts down pain signaling. To achieve this goal, the players have to gain three points by watching educational animated clips. The player initially begins by positioning themselves in the theatre (Figure 1A).
80
85
90
100
After finding a screen element "play," the player starts by watching the first animated clip "Pain: Why does it hurt so much?" which is embedded into the game, and learning about the neuroscience behind chronic pain (Figure 1B). As soon as the player gets the first point, a new video appears. By clicking the right arrow on the user interface, followed by "play," the player starts watching another clip (Figure 1C-D) and gets familiar with the chemical structures of some of the major components in the venoms. Here, one is educated on the biochemistry of toxins from venoms which can be either low-molecularweight compounds, peptides, and proteins. Usually, small molecules consist of salts, carbohydrates, amines (neurotransmitters such as serotonin and noradrenaline), acids, and acylpolyamines. Peptides, meanwhile, are the main component in most spider venoms. These can be either linear or disulfidecontaining peptides. Finally, the higher molecular weight components include enzymes and more abundant proteins. 24 In the game, the player is educated how this same venom's chemical diversity makes them candidates for either acute or chronic pain. As soon as the player gets another point and clicks on the right arrow again (Figure 1D), they are transformed into the final scene: a 3D-movie (Figure 2).
115
120
By listening to the voice-over narration, the player learns how different cells, such as neurons and microglia are involved in chronic pain and what their contribution is (Figure 3).
This experience ends when the player gets the final (third) point. Straight afterward that same -protein target appears on the main theatre's stage , and various spiders drop down from the theatre ceiling. Additional instructions are provided in the game so the player can familiarize themselves with these surroundings. To start the game, the players must click on the individual spider. Each of them spits a venom (depicted as a building block that comes in various colors and shapes), and the player has to figure out the way on how to best "hit" the target on the stage with one particular "venom " (building block). Some venoms are active towards a target, and others are not.
If the player chooses the spider with the inactive venom, their venom is rejected by the target once probed, and the player cannot click on that spider anymore . Thus, after each inactive venom, the player must click another spider for a new venom to appear. However, the player is not penalized for their unsuccessful attempts (Figure 4).
150
155
160
165
Still, after four failed attempts, the largest of spiders (tarantula) drops down from the ceiling and spits another "venom." The game finishes when a player drags that last venom to the target. That particular venom sticks to the target protein and fireworks appear (Figure 5).
145
Figure 5. VR environment after probing the right venom
The player then gets to see a plot summary and how identifying the right spider venom towards these protein targets might bring novel discoveries to the research community one day. After finishing the game, the credits appear and the players can share their score and feedback to our website where we can gather their feedback for our research evaluation.
For the details on other software tools, 3D models, and voice-over contributions, please see the Supplemental Information.
RESULTS AND DISCUSSION
Evaluation of general public opinions about Bug Off Pain
After Bug Off Pain's successful launch at the Norwich Science Festival in 2017, the game has also been very favorably received at academic conferences, online and other events, such as "Cambridge Science Festival," "Norwich Gaming Festival" and "UEA Innovation Showcase" in 2018. Feedback from the users online or attending these events has been universally positive, with some comm ents listed in Table S1. The form that was used to assess public opinion and evaluate feedback from the VR game Bug Off Pain is shown in Figure S1 (see the Supporting Information).
This was obtained manually and electronically through 14 statements with responses based on a 10 point Likert-type scale (Figure 6).
185
190
The level of agreement with the statements presented a range from 6.02 to 10.0 among evaluators. These statements are closer to "strongly agree" (8-10) than to "neutral" (4-7) or even "strongly disagree" (1-3), so this might reflect an actual trend. With that said, the survey respondents were self-selected, so it might not be evident how accurately this sample represents the total public population. Still, on the basis of these responses, users indicated that the game is fun, dynamic and easy to play, has an attractive design, easy to understand interface and relevant content. The players reported that Bug Off Pain helped them to shift their perception about STEM-related studies. Moreover, it was suggested that extending Bug Off Pain to other STEM-relevant subjects might be useful for engaging and educating the public in other chemistry-related topics. However, the scoring system should be more carefully considered when designing such games, and a better reward system should be in place. The game duration was something we took into serious consideration when designing the game since experiencing VR-related sickness is common among VR gamers. Evaluators reported zero VR-related sickness during the gameplay, probably due to the game duration being between 7-10min. Regan 25 showed that symptoms are most significant at 20 min when almost half of the tested subjects reported VR-related sickness, which seems to be in line with our studies. Therefore, the game Bug Off Pain
200
205
210
215
might be a good approach to public engagement via VR, and the gamification of chemistry via the virtual medium might be considered as an alternative way to STEM outreach activities.
Evaluation of VR-based learning by the use of Bug Off Pain among high school students
This evaluation was aimed at finding out whether the educational game Bug Off Pain may achieve better educational effects in comparison with educational software with no gaming environment. The evaluation of Bug Off Pain with respect to the educational impact was conducted by a cohort of 44 high school students (ages 17-18). This evaluation was a study tested with a controlled pretestposttest design to analyze the effect of the educational role of Bug Off Pain on the learning and understanding of the biochemistry behind the venoms in relation to chronic pain. Here, we conducted an experiment where Bug Off Pain was compared to a similar application (video clips) that had a conventional user interface without any VR game. These video clips are also a major part of the VR game Bug Off Pain, but in the control group participants were not subjected to the virtual reality environment, nor the game elements. The tested hypothesis was: there is a significant difference between learning via utilization of our VR-based game as a complementary educational tool compared to video clips (representative of a traditional lecture -type method where textbooks and slide projections are used).
Pre-tests and post-tests were analyzed, and their results are presented in Table 1 and Table 2. Table 1 shows that in all groups there was an improvement in the average number of correct answers (ANCA) in the post-test when compared to the previous pre -test.
Table 1. Comparison of Pupils' average scores by Instructional Method
| Assessmenta | Mean Scoresa (SD) by Group, N = 22 | |
|---|---|---|
| | Control Group: | Experimental |
| | Video Clips | Group: VR Game |
235
By doing the multiple comparison (two-way ANOVA and Wilcoxon test) between the relative differences of the ANCA (p< 0.05), we can conclude that there was a significant improvement (p=0.002, ***) in the ANCA in the experimental group (EG) than in the control group (CG). Lastly, the calculation of the effect size (Cohen's d value) between post-test (video) clips and post-test (VR game) was considered. This assessment showed the effect size to be very large (d>2) based on benchmarks suggestion by Cohen and others. 26-27 This emphasized that the size of the differences between these two groups is substantial. Therefore, the effectiveness of the instructional role of the game in promoting learning about chronic pain and the biochemistry of venoms via a VR medium is demonstrated by these data (Table 2, Figure S2).
Table 2. Comparative Student Performance Relative to Instructional Method
| Structure of Analysis | P value b | Cohen’s d |
|---|---|---|
| | (N = 22) | value |
CONCLUSIONS
It is clear that the development of educational games can allow the traditional public engagement process to become more appealing and effective to the general public when permeated with VR tools. One such example is our multi-platform, immersive, engaging and educational VR game, Bug Off Pain. Here, the game's design and implementation are reported. Bug Off Pain is freely available online, 23 and it has been tested and evaluated by the general public and high school students. Results show that public opinions were positive about playing the game, engaged their learning about biochemistry and shifted their perception about spider venoms. The findings of this study demonstrate that the VR game Bug Off Pain is a useful tool for science communication, education and public engagement about
245
250
255
260
265
chronic pain and spider venoms. Possible reasons for its valuable educational benefits include not only correctly using critical thinking skills and problem-solving abilities, but also framing individual creativity and self-direction – all of which stand out as the less-tangible, non-academic benefits, as suggested by Navarrete 28 and others. 29 However, our game is not intended as a total replacement to any current effective pedagogy. Instead, this and similar approaches, 17-18, 21 may be valuable additions to the teaching toolbox that educators can leverage to engage the modern learner. It will be interesting to see how these platforms are developed in the not so distant future.
ASSOCIATED CONTENT
Supporting Information
The Supporting Information is available on the ACS Publications websi te at DOI:
10.1021/acs.jchemed.
Details on the content, software information, 3D models, programming, pre and post-test, and results of student's survey can be found in "Supporting Information (DOCX)."
AUTHOR INFORMATION
Corresponding Author
*E-mail: email@example.com
ACKNOWLEDGMENTS
This game was initially launched at the Norwich Science Festival in October 2017. The financial assistance of UEA Alumni Fund alongside the BBSRC NRPDTP support (grant numbers 1794654 and 1654460) are gratefully acknowledged. We thank Dr. Ewan St John Smith, the University of Cambridge for his expertise and contribution. We wish to thank Prof Mark Searcey for his guidance and support. The discussion prompted on a bus by Dr. Dario Cambié and Dr. Alexander Cook is kindly appreciated.
REFERENCES
1. Wu, J. S.; Lee, J. J., Climate change games as tools for education and engagement. Nature Climate Change 2015, 5 (5), 413.
2. Griep, M. A.; Mikasen, M. L., ReAction!: chemistry in the movies. Oxford University Press: New York, NY, 2009.
5. Burks, R.; Deards, K.; DeFrain, E., Where Science Intersects Pop Culture: An Informal Science Education Outreach Program. Journal of Chemical Education 2017, 94 (12), 1918-1924.
3. Frey, C. A.; Mikasen, M. L.; Griep, M. A., Put some movie wow! in your chemistry teaching. Journal of Chemical Education 2012, 89 (9), 1138-1143.
4. Beeken, M.; Budke, M., "PubScience—The Long Night of Experiments": Students Present
Chemical Experiments in Dining Facilities. Journal of Chemical Education 2018, 95 (8), 1323-1330.
6. Papastergiou, M., Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education 2009, 52 (1), 112. 275
7. Winter, J.; Wentzel, M.; Ahluwalia, S., Chairs!: A mobile game for organic chemistry students to learn the ring flip of cyclohexane. Journal of Chemical Education 2016, 93 (9), 1657-1659.
8. Jones, O. A.; Spichkova, M.; Spencer, M. J., Chirality-2: Development of a Multilevel Mobile Gaming App To Support the Teaching of Introductory Undergraduate -Level Organic Chemistry. Journal of Chemical Education 2018, 95 (7), 1216-1220. 280
9. da Silva Júnior, J. N.; Nobre, D. J.; do Nascimento, R. S.; Torres Jr, G. S.; Leite Jr, A. J. M.; Monteiro, A. J.; Alexandre, F. S. O.; Rodríguez, M. T.; Rojo, M. J., Interactive Computer Game That Engages Students in Reviewing Organic Compound Nomenclature. Journal of Chemical Education 2018, 95 (5), 899-902.
11. Ibáñez, M.-B.; Delgado-Kloos, C., Augmented reality for STEM learning: A systematic review. Computers & Education 2018, 123, 109-123.
10. Feng, Z.; González, V. A.; Amor, R.; Lovreglio, R.; Cabrera-Guerrero, G. Immersive Virtual 285 Reality Serious Games for Evacuation Training and Research: A Systematic Literature Review. Comput. Educ. 2018, 127, 252–266; DOI: 10.1016/j.compedu.2018.09.002.
12. Bailenson, J., Experience on Demand: What Virtual Reality Is, how it Works, and what it Can Do 290 WW Norton & Company: New York, NY, 2018.
.
13. KZero. (n.d.), Number of active virtual reality users worldwide from 2014 to 2018 (in millions). In Statista - The Statistics Portal. Retrieved April 16, 2019, from
https://www.
st atista.com/statistics/426469/active-virtual-reality-users-worldwide/
.
14. Illes, J.; Moser, M. A.; McCormick, J. B.; Racine, E.; Blakeslee, S.; Caplan, A.; Hayden, E. C.; 295 Ingram, J.; Lohwater, T.; McKnight, P., Neurotalk: improving the communication of neuroscience research. Nature Reviews Neuroscience 2010, 11 (1), 61.
15. Mayo, M. J., Video games: A route to large-scale STEM education? Science 2009, 323 (5910), 79-82.
16. Pham, D., Public engagement is key for the future of science research. NPJ Science of Learning 300 2016, 1, 16010.
17. EduChemVR Improving Chemistry Learning with Virtual Reality. Accessed April, 2019 from http://educhem-vr.com/.
18. Virvou, M.; Katsionis, G., On the usability and likeability of virtual reality games for education: The case of VR-ENGAGE. Computers & Education 2008, 50 (1), 154-178. 305
20. Virtual Reality at UCSF. Retrieved April 16, 2019, from http://vr.ucsf.edu/
19. Tee, N. Y. K.; Gan, H. S.; Li, J.; Cheong, B. H.-P.; Tan, H. Y.; Liew, O. W.; Ng, T. W., Developing and demonstrating an augmented reality colorimetric titration tool. Journal of Chemical Education 2018, 95 (3), 393-399.
.
21. Barrett, R.; Gandhi, H. A.; Naganathan, A.; Daniels, D.; Zhang, Y.; Onwunaka, C.; Luehmann, 310 A.; White, A. D., Social and Tactile Mixed Reality Increases Student Engagement in Undergraduate Lab Activities. Journal of Chemical Education 2018, 95 (10), 1755-1762.
22. Schmidtko, A.; Lötsch, J.; Freynhagen, R.; Geisslinger, G., Ziconotide for treatment of severe chronic pain. The Lancet 2010, 375 (9725), 1569-1577.
23. Bibic, L., Druskis J., VR game Bug Off Pain. Accessed April, 2019 from 315 http://www.bugoffpain.com/.
24. Schulz, S., The chemistry of spider toxins and spider silk. Angewandte Chemie International Edition in English 1997, 36 (4), 314-326.
25. Regan, C., An investigation into nausea and other side -effects of head-coupled immersive virtual reality. Virtual Real-London 1995, 1 (1), 17-31. 320
330
335
340
345
350
26. Cohen, J., Statistical power analysis for the behavioral sciences. 1988, Hillsdale, NJ: L. Lawrence Earlbaum Associates 1988, 2.
27. Lakens, D., Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs. Frontiers in psychology 2013, 4, 863.
28. Navarrete, C. C., Creative thinking in digital game design and development: A case study. Computers & Education 2013, 69, 320-331.
29. de Souza Sombrio, G.; Ulbricht, V. R.; Haeming, W. K., Games and gamification: A proposal for a creative learning process in education. Journal of Education and Human Development 2014, 3 (4), 117-129.
|
<urn:uuid:13df1205-a259-48b8-92ee-1f2d6cc8ca76>
|
CC-MAIN-2024-18
|
https://ueaeprints.uea.ac.uk/id/eprint/71119/1/Manuscript_VR_Game_Bug_Off_Pain_R2_LB.pdf
|
2024-04-16T13:58:30+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00547.warc.gz
| 543,180,509
| 5,092
|
eng_Latn
|
eng_Latn
| 0.931355
|
eng_Latn
| 0.991672
|
[
"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
|
[
1513,
3891,
5945,
7277,
8495,
10119,
11621,
13581,
15382,
17246,
21417,
22086
] |
[
1.7109375,
1.1328125
] | 2
| 1
|
National Deworming Day
Why in News
Every year February 10 and August 10 are observed as the National Deworming Days (NDD).
The days aim at eradicating intestinal worms also known as Soil-Transmitted Helminths (STH), among children in the age group of 1-19 years.
Children and adolescents are administered a single dose of a safe medicine Albendazole across government, government-aided schools, anganwadis, private schools and other educational institutions.
Deworming through Albendazole is an evidence-based, globally-accepted, effective solution used to control worm infections in all children.
Started in 2015 by the Ministry Of Health And Family Welfare, the NDD is the largest public health program implemented on a single day reaching crores of children and adolescents through two NDD rounds every year.
NDD is a key intervention of Anemia Mukt Bharat.
The program is implemented in collaboration with the Ministry of Women and Child Development and Ministry of Human Resource Development.
Its success and impact lie in convergence with the Swachh Bharat Mission. NDD also presents opportunities to further policy dialogue on health and nutrition as a way of supplementing efforts under POSHAN Abhiyan.
Intestinal Worms
Intestinal worms are parasites that live in the human intestines and consume nutrients and vitamins that a child consumes.
There are three main types of STH that infect people, roundworm (Ascaris lumbricoides), whipworm (Trichuris trichiura) and hookworms (Necator americanus and Ancylostoma duodenale). These worms depend on the human body for their food and survival and while being there, they lay thousands of eggs each day.
Transmission: STHs are transmitted via eggs in faeces deposited in the local environment, typically through open defecation or lack of proper hygiene.
Impact:
Since worms feed on host (human body) tissues, including blood, it leads to loss of iron, and protein, resulting in anaemia – reduced oxygen carrying capacity due to less Haemoglobin (Hb) available in the body.
Worm infection can also lead to diarrhoea; dysentery; loss of appetite; reduced nutritional intake and physical fitness; increased malabsorption – a condition that prevents absorption of nutrients through the small intestine.
In India, over 22 crore children under 14 years of age are at risk of STH infections.
Source: PIB
Powered by TCPDF (www.tcpdf.org)
PDF Refernece URL: https://www.drishtiias.com/printpdf/national-deworming-day
|
<urn:uuid:183320c7-1ccc-487d-a51f-b3813d560ce3>
|
CC-MAIN-2024-18
|
https://www.drishtiias.com/pdf/1693822463.pdf
|
2024-04-16T13:58:56+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00548.warc.gz
| 699,895,185
| 545
|
eng_Latn
|
eng_Latn
| 0.698501
|
eng_Latn
| 0.99575
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
2356,
2469
] |
[
2.828125
] | 1
| 0
|
Kindergarten Mutch Home Learning Week 9
Choose 1-2 from Math and 1-2 from Literacy each day: (It's ok to do the same one on more than one day.) (The links should work when you click on them, please copy and paste if they don't)
Math Literacy
Students should be able to confidently count to and from 10. This week, students can practice counting from 0-20. I've expanded the number line below to help with counting. (We only need to count to 10 in kindergarten, but I feel we can go to 20 and start preparing for Grade 1 )
This is a favorite song of mine that reviews patterns – Banana, banana, meatball https://www.youtube.com/watch?v=OAnbQRG mquQ
"Silent" e or "bossy" e is when the "e" at the end of the word doesn't say anything, but tells the other vowel to say its own name. This activity will get students to practice words using "bossy e". Watch the "Movie – Silent e" https://www.starfall.com/h/ltr-classic/ There are 2 long "a" activities (this is when the letter "a" says its own name) beside number 6 along the left side. https://www.starfall.com/h/ltr-classic/
Taller and shorter review: I found a really fun Scavenger Hunt to review the terms "taller" and "shorter". It is attached in a picture below the learning mat.
Number Bingo: start with the 0-10 board game, and if that's easy, try the next level. https://www.abcya.com/games/number_bingo
3D Shape Song – this is a great song to review the 3D shapes that we've learned this year: https://www.youtube.com/watch?v=zPZegz690 Mg See if you can find some 3D shapes in your house.
Open the post attached: "Practicing Sight Words". Students will practice reading and writing sight words they should recognize. **This week students will be learning the words "this", "like" and "they".
Make a book! Cut or fold 1-2 pieces of paper in half, and staple together. Write and illustrate your own story! (Mine is in the Writing Attachment)
Jake's Tale: We have learned all year that vowels are called "hard workers" because they have 2 sounds. We've reviewed all the "short" vowel sounds and it's time to focus on the "long sounds" beginning with "a" in Jake's Tale: https://www.starfall.com/h/ltrclassic/
Introducing "th": we've talked about "saucy th" several times this year in class. It's called saucy because you have to stick out your tongue to properly say the "th" sound. Watch the "th" video: https://www.starfall.com/h/ltr-classic/ Can you find a thumb, mother, father, brother, bathtub around the house?
- Students are encouraged to read/be read to for 30 minutes each day. I would encourage students to practice reading Jake's Tale each day, and continue to review Gus the Duck, Mox's Shop, Zac the Rat, Peg the Hen and The Big Hit. Students could also read picture books, cartoons, recipes, magazines, audio books, etc.
https://classroommagazines.scholastic.com/support/learnathome.html https://www.tumblebooklibrary.com/Default.aspx?ReturnUrl=%2f Username – nblib Password – nbschools https://www.storylineonline.net/
Interactive calendar: https://www.starfall.com/h/holiday/calendar/?sn=main
This week we are introducing the words this, like & they. There are activities on the learning mat above to help learn these words as well as the attachment for sight words.
I mom/Mom dad/Dad is am a here me little my the big look come on go, in, to, he, at, it, up, can, an, this, like, they
Fun Friday Art Project: Handprint butterfly: Fold a piece of coloured paper and trace your hand. Then, draw on the antennae. Cut out and open – these are your butterfly wings. Now draw the body/head and cut out. Glue everything together, draw the eyes and decorate the wings. See the steps and my butterfly below:
Taller/Shorter Scavenger Hunt:
Number Line:
0-1-2-3-4-5-6-7-8-9-10-11-12-13-14-15-16-17-18-19-20
|
<urn:uuid:8d12ba57-119a-4e75-a4ba-f1ec800ee83a>
|
CC-MAIN-2024-18
|
http://nsee.nbed.nb.ca/sites/nsee.nbed.nb.ca/files/noteattach/y2020/May/learning_mat_week_9.pdf
|
2024-04-16T14:09:18+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00548.warc.gz
| 22,605,447
| 1,023
|
eng_Latn
|
eng_Latn
| 0.996491
|
eng_Latn
| 0.997418
|
[
"eng_Latn",
"eng_Latn",
"unknown",
"unknown"
] | false
|
docling
|
[
2569,
3815,
3847,
3915
] |
[
4.09375
] | 1
| 0
|
NEWYORKTITLAN: A SOCIOECONOMIC PROFILE OF MEXICAN NEW YORKERS
by Francisco L. Rivera-Batiz
Mexicans had the highest rate of population growth of all the major racial and ethnic groups in New York in the 1990s. According to the U.S. Census of Population, between 1990 and 2000, the number of Mexicans residing in New York tripled, reaching close to 200,000 in the year 2000. 1 By comparison, the overall population of New York City rose by 9.4 percent during this same time period. Mexicans now compose the third largest Hispanic group in the City (only Puerto Ricans and Dominicans have a greater presence).
Despite the spiraling visibility of Mexicans in New York, relatively little systematic information is available about their current social and economic situation. There is an extensive literature on the socioeconomic and labor market status of the overall Mexican population in the country, mostly focusing on the Southwestern U.S. 2 There is also some research available on the budding Mexican population of New York in the early 1990s and studies of specific issues, such as the migration process, education, identity, and gender. 3 And research on other Latino groups in New York City has proliferated in recent years. 4 But there is no recent economic profile of the Mexican population of New York.
Who are Mexican New Yorkers? What are their characteristics? This research report presents a comprehensive analysis of the Mexican population in New York City. The study utilizes the 2000 U.S. Census of Population and other data sources in providing a current picture of the income and labor market outcomes of Mexican New Yorkers.
Population Growth & Location
The U.S. Census of Population found that there were 186,872 Mexicans residing in New York City on April 2000. 5 This constitutes a substantial increase over the 61,722 Mexican New Yorkers counted by the Census in 1990. In fact, as Table 1 shows, Mexicans had the highest rate of population growth in New York in the 1990s, rising by 202.8 percent compared to the 9.4 percent growth of the City population overall. Mexicans have now become the third largest Hispanic/Latino group, behind Puerto Ricans (789,172 in 2000) and Dominicans (estimated to be 554,087 in 2000).
The remarkable growth of Mexican New Yorkers is reflected in the fact that New York is now one of the top 15 cities in the concentration of Mexicans in the U.S. It is ranked number 11, following cities with a long-standing Mexican community like San Diego, Santa Ana and San Jose. Most Mexicans are located in Brooklyn and Queens, where, together, 61.2 percent of Mexican New Yorkers live. Within Brooklyn, the neighborhoods of Sunset Park and Bushwick have major Mexican populations. In Queens, it is Elmhurst, North Corona, and Jackson Heights where Mexicans are concentrated. And in Manhattan, East Harlem has a visible Mexican presence.
What explains the rapid increase of the Mexican population residing in New York? Partly, the growth in New York reflects the general expansion of the Mexican population in the United States in the decade of the 1990s. The Mexican population in the U.S. grew by 52.9 percent between 1990 and 2000, substantially above the overall growth rate of the population in the country, which was 13.2 percent for this time period.
Yet, the substantial growth of the overall Mexican population in the United States falls far short of its explosive rise in New York City. There is an explanation for this. The expansion in New York reflects a new pattern of Mexican location in the U.S., a pattern that is more geographically diversified than in the past. The great majority of Mexican immigrants moving to the United States over the last thirty years flowed into a few states mostly in the Western or Southwestern United States: California, Texas, Illinois, Nevada, Arizona, etc. As labor markets in these states flooded with immigrants in the late 1980s and 1990s, many Mexicans started to search for alternative job locations, from poultry processing and meatpacking in the Midwest to service sector jobs and construction in New York City. 6
immigrants residing in New York City in 2000. This accounts for close to 80 percent of the resident Mexican population in the City. Most of these immigrants moved to the country in the nineties: 97,023 (or about half) of all Mexicans residing in New York in 2000 moved to the U.S. between 1990 and 2000. Although Census data cannot be used to determine the proportion of the Mexican population in New York that is undocumented, other demographic studies suggest that between 20 to 40 percent of the Mexican immigrant population in the City may be undocumented. 7
The great majority of Mexican immigrants in New York were born in Puebla. 8 Located on East Central Mexico, the state of Puebla has approximately 5 million people. Although not amongst the poorest states in that country, Puebla has a per-capita income which is less than one-third that of the Mexican Capital District (Mexico D.F.) and substantially lower than the overall average for the country. 9
The reason for the concentration of Pueblanos in New York City is the same that links so many other specific towns and cities in the U.S. and Mexico: network migration. Most Mexican migration to the U.S. is the result of a process that has developed over long periods of time, involving migrant networks connecting the migrants and non-migrants at home and abroad in an integral way. 10 How the process of network or chain migration unfolds is well-illustrated by the journalist Michael Kamber in an awardwinning Village Voice piece on Mexican migration to New York from Zapotitlan de Salinas, a village in the state of Puebla: "Luis Garcia, the first resident of Zapotitlán to arrive in New York, in 1983, settled near Willis Avenue, in the Bronx, down the block from where the 6 train stops under the 40th Precinct. Within a few years, dozens of friends and relatives were arriving with little more than his phone number, and they slept on his couch or on mattresses lined up on the floor. Gradually the community grew and relocated; some went out to Queens, a few moved south to the burgeoning Mexican community in Sunset Park, Brooklyn. Most, however, stayed near the 6 train, following the el north along Westchester Avenue to Soundview and Castle Hill in the Bronx. They are there today, perhaps a thousand strong; at just one building, 690 Allerton Avenue, at the corner of White Plains Road, there are an estimated 50 families from Zapotitlán…They find each other work, baby-sit one another's children. In a strange land, they take comfort in neighbors they have known since childhood." 11
Socioeconomic Status
What is the current socioeconomic status of the Mexican population in New York City? How does it compare with that of other racial and ethnic groups? To measure the average standard of living of a population, economists usually adopt the concept of household income per-capita, which is equal to household income divided by the number of persons in the household.
Column 1 of Table 2 displays the average annual household income per-capita of various groups of New Yorkers in 1999. As can be seen, the per-capita income of the average Mexican household was less than half that of the overall New York City population. Mexicans had an average per-capita income of $10,231 compared to an average of $22,402 among New York households in general. The income of Mexican households was below that of all the other major groups listed in Table 2. For instance, the income per-capita among non-Hispanic White households in 1999 was $36,800, which is over three times the income per-capita of the average Mexican household. Even among the Hispanic/Latino population, the mean per-capita income was $12,206, about 20 percent higher than that of the Mexican population.
Associated with the comparatively low income-per-person received by Mexican New Yorkers is a high percentage of the population living under the poverty line. Poverty status is determined by comparing the income of the family where the person lives with an income threshold measuring the amount of resources that a family needs in order to purchase a basic, minimum food budget. 12 This threshold varies with the number of persons in the family, number of children, and age of family members. For example, the average income threshold for a family consisting of two adults with one child is $13,410 for 1999, but for a family of two adults and three children, the threshold rises to $19,882. The poverty rate is the percentage of persons living in families with income below the poverty income threshold.
Table 2 (second column) displays the percentage of the population of the major racial and ethnic groups in New York living in households with income below the poverty line. One out of every three Mexicans in New York had income below the poverty level. This compares with a 21.2 percent poverty rate among New Yorkers in general in 1999, and a 30.2 percent among the overall Hispanic/Latino population of New York.
Note that these figures show high levels of poverty among Mexican New Yorkers. But their context is local in nature, discussing the situation of Mexicans relative to other major racial and ethnic groups in New York City. There is a salient issue to consider on this regard. Well-being is a relative concept. 13 For immigrant populations especially, it is not clear whether the basis for standard of living and poverty comparisons should be the host country where the immigrants arrive at or the source country where the migrants come from.
population but rather the community south of the border where they come from. From this perspective, the income earned in New York, even if very low by U.S. standards, can represent an enormous leap compared to the situation they would have faced in Mexico.
In 2000, the per-capita income of the average household in the state of Puebla was approximately $4,133 per year, adjusted for differences in purchasing power between the United States and Mexico. This would be about 40 percent of the income per-capita of the average Mexican household in New York City. But most Mexican migrants in New York come from low-income rural communities where agriculture and farming predominate as economic activities, and where income per-capita could be as low as 20 percent of the average for the overall population. 14 For the rural communities of Puebla, this would amount to about $827 per year. This constitutes a small fraction of the income per-capita of the average Mexican household in New York. As a result, the remittances sent by Mexican migrants in New York back to their places of origin constitute a major contribution to the Mexican economy. 15
The large gaps between standards of living in Mexico and the U.S. provide some perspective on why large numbers of Mexican migrants continue to move to New York City despite their comparatively low income-per-capita by U.S. standards. But the issue should not be over-emphasized either. It is also essential to remember that New York will likely be the place where many of the Mexicans residing in New York today will live for a long time, perhaps the rest of their lives. Despite the expectations that migrants have that they will return home, the reality is that many of them will stay in the City, for a wide array of economic and non-economic reasons. It is therefore eminently relevant to compare the socioeconomic status of the Mexican resident population of New York with that of other groups living in the city.
What factors explain the comparatively low income of Mexicans in New York compared to other racial and ethnic groups? A wide variety of social, political and economic forces affect income and poverty. But since income is largely derived from employment, discussions on the topic inevitably end-up focusing on labor market outcomes. This section begins by examining labor force participation, then moving to unemployment, industrial distribution, occupational concentration, and earnings.
Labor Force Participation
Labor force participation rates measure the proportion of persons 16 years of age or older who participate in the labor market, including those who are employed as well as those who are unemployed but are actively seeking employment. Persons out of the labor force, on the other hand, may be working at home (as, for example, unpaid family workers), enrolled in school, retired, or may be discouraged workers, that is, workers who dropped out of the labor force, quitting after failing to find employment opportunities through an extended search effort.
Table 3 presents labor force participation rates for New York City in 2000, decomposed by race/ethnicity and gender. For Mexican men, the labor force participation rate is approximately 74 percent, which is substantially higher than that for New York City overall, equal to 66.9 percent. On the other hand, the proportion of Mexican women participating in the labor force is 45.3 percent, quite below the 53.5 percent prevailing among the overall female population in the City. In fact, the Mexican female labor force participation rate is the lowest among all the major racial and ethnic groups in New York, including the overall Hispanic labor force participation rate, which is 48.3 percent.
The below-average labor force participation of Mexican women in New York is directly connected to the large share of immigrants in the Mexican population: among women born in the U.S., the labor force participation rate is 56 percent, which sharply exceeds the New York City average. The opposite holds for Mexican New Yorkers born outside the United States: in this group, female labor force participation is just 41.6 percent.
Although below the average by New York City (and U.S.) standards, the labor force participation rate of Mexican-born women residing in New York is significantly higher than that in Mexico itself. Mexican female labor force participation rates are sharply lower than in the U.S. In the 1990s, for example, 35.1 percent of women participated in the labor market in Mexico. In the state of Puebla, the average female labor force participation rate was 35.9 percent. In comparison to these numbers, the participation of Mexican-born women in the New York labor force is very high indeed.
Unemployment
Table 4 displays the proportion of the labor force in New York that was unemployed in the week before Census questionnaires were filled-out in April 2000. The data are presented for various ethnic and racial groups and disaggregated by gender. The unemployment rate among the Mexican population, which was equal to 6.4 percent, was about the same as that for the overall New York City labor force, which was equal to 6.0 percent.
As in the case of labor force participation rates, however, there are substantial differences on the basis of gender. The Mexican male unemployment rate is significantly below the City average but the female rate is substantially higher. Among Mexican men, the unemployment rate in 2000 was 4.8 percent while for women the rate was more than twice, equal to 10.2 percent. Note also that, by comparison with other Hispanic/Latino workers, Mexican men have a much lower unemployment rate, but Mexican women have about the same unemployment rate as the overall Hispanic/Latino female workforce.
The low unemployment among Mexican men in New York is closely aligned with the fact that they fill a niche among the unskilled labor force that other workers do not fill. This labor market niche, which facilitates their employment, is connected to the already-discussed migration networks that make New York City the destination of migrants from specific parts of Mexico. It is a social and economic networking that characterizes other recent immigrant movements to urban areas as well. As sociologists Roger Waldinger and Claudia Der-Martirosian describe it: "Immigrants tend to cluster in activities in which others of their own kind are already established. Initial placements...may be affected by any range of factors –prior experience, cultural preferences or historical accident. But once the initial settlers have established a beachhead, subsequent arrivals tend to follow behind, preferring an environment in which at least some faces are familiar and discovering that personal contacts prove the most efficient means of finding a job. More important, the predilections of immigrants match the preferences of employers, who try to reproduce the characteristics of the workers they already have. Managers appreciate network recruitment for its ability to attract applicants quickly and at low cost; they value it even more for its efficiency. Hiring through connections upgrades the quality of information, reducing the risks entailed in acquiring new personnel; since sponsor usually have a stake in their job, they can also be relied on to keep the referrals in line." 16
In New York City, labor market networking has led Mexican men to fill some highly unskilled job niches left open over the last fifteen years by the rest of the population, whose educational attainment has risen through time, qualifying them for higher-skilled employment. In 2000, only four percent of the New York City labor force had received six years of schooling or less. The great majority of these unskilled laborers were born outside the United States. Indeed, as much as 85.4 percent of the New York City labor force with six or less years of schooling was born outside the country. A significant number of these workers were Mexican.
Industries and Occupations
Mexican men are employed in a wide array of occupations and industries in New York. However, there are several niches that present clusters of employment. Table 5 presents the industrial composition of the labor force, for the overall City workforce as well as for Mexican New Yorkers. The data reflect the sector of employment of persons in the labor force in 2000. For persons employed, this is their actual employment at the time they filled out their Census questionnaires in 2000. For unemployed persons, it represents the industry of their last job.
There are three sectors that stand out in terms of the male Mexican labor force: construction, manufacturing, and the food/entertainment sector. Over 60 percent of Mexican men are employed in these three sectors. By comparison, the proportion of the New York City labor force in these sectors is less than 30 percent. More specifically, the food services and food retail trade industries of New York City (including restaurants, grocery stores, etc.) serve as special niches for Mexican men. As much as 42 percent of all Mexican men in the New York City labor force are employed in the food services and food retail trade industries alone.
There are no equivalent niches for Mexican women in the New York City labor market. One sector that has employed Mexican women in large numbers is manufacturing. But the manufacturing sector has been contracting in New York City for many years, leaving an uncountable number of unemployed workers. 17
The occupational distribution of the Mexican labor force follows the industrial specialization just described. Table 6 shows that the Mexican labor force is concentrated in two sets of occupations: services, and production, transport and moving occupations. Both for men and women, these two sets of occupations account for over 50 percent of the labor force. And following the niche carved by Mexican men in the New York City food industry, food-related occupations offer a major share of employment, particularly among men. Mexicans now form a significant part of the labor force in some of the food preparation and food serving occupations. For example, among men employed as cooks and food preparation workers, Mexicans constitute close to 20 percent of all workers employed in New York City.
The immigrant networking and labor market specialization of Mexican men within the New York City industrial and occupational structures explain to a large extent the comparatively low unemployment rates of Mexican men. The absence of specific labor market niches, except for the manufacturing sector, explains as well the higher unemployment rate of Mexican women in New York. The relative unemployment rates of Mexican men and women, on the other hand, also have their own implications. For one, they help understand the higher labor force participation rates of men and the lower rates for women. As unemployment rates increase, workers become discouraged in their job search, inducing some of them to leave the labor force, even if temporarily. To some extent, then, the comparatively higher unemployment rates of Mexican women in New York City lie behind their lower labor force participation rates. Similarly, the economic incentives provided by low unemployment rates among Mexican men partly explain their higher labor force participation rates.
Earnings and its Determinants
The discussion so far has shown that, despite gender differences, the overall Mexican labor market employment situation is about the average for New York City and it cannot therefore be used to explain the comparatively low per-capita income prevailing in this population. Instead, the key variable turns out to be the earnings received by employed workers.
Table 7 presents the median annual earnings of New Yorkers in 1999. As can be seen, the annual earnings of Mexican men and women were the lowest of all the racial and ethnic groups examined. For Mexican men, the median annual earnings in 1999 were equal to $15,631, about half of what the overall New York City male worker population makes, which was $29,155 in 1999. Among Mexican women, the annual earnings of $11,731 in 1999 were less than half those for women overall, whose earnings were $24,469.
The wide gap in earnings between Mexican laborers and the average worker in New York City helps explain the huge socioeconomic disparity described earlier. But this leads to a further question: what are the factors that determine the sharply lower earnings of Mexican New Yorkers? The extensive literature on the determinants of earnings suggests that age, educational attainment, English language proficiency, immigration status and labor market discrimination, among other factors, are associated with lower earnings.
Age Structure
The age structure of a population makes a significant difference in terms of salaries: except for the very old, as workers age, their labor market experience is rewarded with increased earnings. As a result, if the average age of a population is less than that of other groups, its average income may be lower.
The Mexican population in New York City is very young. Their median age in the year 2000 was 24.3 years, drastically lower than that of the overall New York City population, which was 34.4 years. As a result, a large portion of the Mexican labor force is in the age range that receives the lowest wages in the City. As a matter of fact, 23 percent of the New York City labor force in the 16 to 19 years of age range consists of Mexican workers.
Educational Attainment
Of all the major racial and ethnic groups listed in New York City, the Mexican population has by far the lowest educational attainment. Table 8 presents the educational outcomes of the adult population of New York City in 2000. Note that of all the racial and ethnic groups listed in Table 8, by far, the Mexican population had the highest proportion of persons who had not completed high school. Close to 60 percent of the Mexican New Yorkers with 25 years of age or older had not completed high school. By comparison, less than 30 percent of the overall New York City population with 25 years of age or older had not completed high school. In terms of college education, 18.9 percent of Mexican New Yorkers had attended post-secondary education but only 9.1 percent had completed a college degree, compared with 47.9 percent and 27.4 percent, respectively, for the overall New York City population. Even among the Hispanic/Latino population, Mexican New Yorkers had lower educational attainment.
The low schooling of the Mexican workforce has severe income consequences. There is a strong positive correlation between the earnings workers receive in the labor market and educational attainment. Higher schooling raises worker productivity and leads to increased earnings. Education is also used by employers as a screening device, with less-educated workers out-ranked by moreeducated workers in the rationing of entry-level jobs and higher-paying promotions.
This is graphically illustrated in Table 9, which shows the annual wage and salary income of full-time, year-round workers in New York City in 1999. The average earnings of these workers were $56,473. But for workers who had completed less than a high school education (only elementary and/or middle school), their annual earnings were $25,306. For persons with a high school diploma or equivalent, the income rises to $36,161. And for those with a college degree, annual earnings were equal to $70,564.
The abysmal gap between the educational attainment of Mexicans and that of other ethnic and racial groups in New York City lies behind their drastically lower earnings and, consequently, lower per-capita income of this population. This is compounded by the fact that a large proportion of the population has not yet acquired the English language proficiency skills required by higher-paying jobs. In response to the Census question asking whether the person knew how to speak English, 46.2 percent of the Mexican population in New York (5 years of age or older) answered "not well" or "not at all." Among Mexicans born outside the United States, the proportion was much higher, equal to 57 percent.
Undocumented Workers and Discrimination
Although differences in age, education and other variables can explain a substantial portion of the gaps in earnings among different groups of workers in the population, often they cannot account for all of them. The presence of labor market discrimination can explain some of the remaining wage differentials. Studies documenting discrimination against specific ethnic and racial minorities, including Hispanics/Latinos, have proliferated over the years. 18 In the case of the Mexican population of New York, however, there is a further issue connected to the undocumented status of many workers. The question is the extent to which these workers are exploited, or discriminated against, because of their undocumented status, by being paid wages that are substantially below those paid to legal workers with identical characteristics.
The widespread exploitation of illegal immigrants has been documented in court cases, by the press, and in some academic studies as well. For instance, data for undocumented workers applying for legalization under the 1986 Immigration reform and Control Act indicates that a large proportion of the gap in wages between legal and undocumented workers remains unexplained even after taking into account differences in age, education, etc. between the two groups, suggesting the presence of systematic discrimination against undocumented workers 19
There is substantial direct evidence of the abuse and exploitation that the undocumented suffer in New York City labor markets. Economists Abel Valenzuela and Edwin Melendez find that, despite the fact that day laborers in New York (a large fraction of whom are Mexican undocumented workers) are generally paid above the minimum wage, the work is "difficult, irregular, and often dangerous...day laborers are routinely abused at the workplace. A full 85 percent of all day laborers report at least one type of abuse including paying less than the agreed upon amount, abandoned at the worksite, bad checks in the form of payment, no breaks or water at the worksite, robbery, and threats." 20
Looking Forward
This report has presented information gathered by the U.S. Census of Population. Although released over the last few months, the data was collected in the year 2000. There have been significant changes since that time. The New York City economy continued to grow rapidly until mid-2001, causing a further reduction of the unemployment rate prevailing in early 2000, which hovered above 6 percent. On May 2001, the city had achieved a 4.9 percent unemployment rate, the lowest rate since 1988. Since then, however, unemployment has steadily climbed. Both the economy-wide recession and the after-effects of September 11 th led to a collapse of the earlier boom. Just in the months of October and November 2001, New York City lost close to one hundred thousand jobs. By early 2003, the unemployment rate had climbed to around 9 percent.
There is no comprehensive data available yet to determine the impact of these events on the Mexican population. Judging by the effects of the last recession in the early 1990s, however, the impact of the current economic slump will be magnified among those with low skills. Indeed, the brunt of the short-term adjustments made by many service, transportation and commerce sectors in New York after September 11 th were borne by relatively unskilled laborers. A study released in November 2001 showed that the top 7 occupations affected by the recession after September 11 th included: waiters and waitresses, cleaning and maintenance workers, retail sales persons, food preparation workers, cashiers, housekeeping workers, and fast food servers. This was followed by smaller losses in more-skilled occupations, such as general managers, top executives, sales supervisors and service supervisors. 21 Given the labor market niche of Mexicans in New York, which targets low-skilled jobs in the food industry, manufacturing and construction, one can predict that the impact of the economic developments over the last two years has been serious.
Conclusions
Using data from the 2000 U.S. Census of Population and Housing released in recent months, complemented with other U.S. and Mexican data sources, this research report has provided a detailed profile of the social and economic condition of Mexicans in the City of New York.
The household income per person of the Mexican population is among the lowest of the major racial and ethnic groups of New York City. The mean annual household income per-capita of the Mexican population of New York in 1999 was $10,231, which is less than half of that prevailing among the overall New York City population, equal to $22,402 in 1999.
Key among the forces determining low wages is education. The data presented in this report suggest that to improve the longterm social and economic condition of Mexican New Yorkers, education must be the first priority. For the adult immigrant Mexican population, most of which is still a young adult population, the key policy instruments involve adult literacy, English language proficiency, and programs that combine work with schooling. The role played by hometown community development organizations on this regard may be critical, not only because of their access to the Mexican population but also because of their visibility and influence among Mexican New Yorkers.
The comparatively low high school retention rate of Mexican teenagers is a second issue of concern. The school enrollment rates for Mexicans remain high for children up to 14 years of age, but they drop sharply for older teenagers, especially in comparison with the overall New York City student population. For Mexican children aged 14-17 years, the school enrollment rates in 2000 were 62.2 percent for males and 70.7 percent for females. These are sharply lower than those for the overall New York City population aged 14-17, equal to 93.8 percent for males and 95 percent for females. The enrollment gap widens for teenagers aged 18 and 19. For New York City overall, the enrollment rate of males in this age group is 67.6 percent and for females it is 71.2 percent. But among Mexican teenagers the corresponding figures are 25 and 31.1 percent.
The sharply lower school enrollment rates of Mexican youth after age 14 are partly the outcome of the pressures these youngsters face in raising income for their families. Many Mexican high school dropouts are immigrants, for whom immediate economic gain is often the most important goal. In his account of the life of the Mexican worker Eduardo Gutierrez, who died tragically while at work in a New York City construction site in 1999, Jimmy Breslin poignantly describes the situation of a Mexican youngster applying for employment in a local coffee shop: "Why don't you go to school? Angelo, the owner, asked Jose, fourteen, when he presented himself for a job in the Elite Coffee Shop on Columbus Avenue. Jose asked, "Is the school going to pay me?" Angelo shrugged and he motioned the kid to the kitchen, where he would still be ten years later." 22
Efforts to increase educational attainment may be particularly urgent for Mexican women. The unskilled female labor market in New York City has been sluggish for years, offering reduced employment opportunities. Sectors within the construction or even the food service industry where many male Mexican immigrants have found a niche are not as open for female employment. On the other hand, manufacturing, where a large fraction of unskilled immigrant women have found jobs in recent years, continues to decline in New York City. As a result, women with lower levels of schooling face substantially higher unemployment rates –and lower earnings—than men with equal levels of education.
The young age of the Mexican labor force and its comparatively low level of schooling limit earnings opportunities. But the presence of labor market discrimination and the widespread exploitation and abuse of undocumented workers also affect earnings and working conditions. As a consequence, one of the policy areas with an immediate impact on the standard of living of the Mexican workforce in New York is the increased enforcement of labor laws. Some progress has been reached on this account in New York State. After a tenacious effort by a coalition of immigrant, community and legal organizations, the New York State legislature passed -and on September 1997 New York State Governor George Pataki signed– the Unpaid Wages Prohibition Act, which constitutes the most stringent wage enforcement law in the United States. 23 This has been complemented in recent years by an affirmative prosecutorial effort by New York State Attorney General Eliot Spitzer, whose office has successfully prosecuted a number of cases of abuse against undocumented workers and has worked with the employers of Mexican workers –such as Korean grocery store owners– in establishing a code of conduct which will diminish future abuses.
These efforts need to be continued and reinforced because of the ambivalent legal positions at other levels of government. For instance, on March 2002, in a 5 to 4 vote, the Supreme Court of the United States ruled that undocumented workers do not have the right to collect back pay in a case where an illegal immigrant was fired because of his efforts to organize a labor union. Although this decision has not reversed the efforts made in a number of states to ensure that labor laws are equally applied to legal and illegal immigrants, it has created an uncertain policy environment.
Along different lines, there has been a slow and gradual movement to increase the role played by unions in representing Mexican migrant workers, both legal and undocumented. At a national level, the AFL-CIO reversed recently its long-standing position in this area. It now supports a movement to provide amnesty for undocumented workers and to eliminate the sanctions for employers hiring these workers (imposed by the 1986 Immigration Reform and Control Act). At a grassroots level, local union organizers in New York continue to make an effort to recruit Mexican immigrant workers into unions. Groups like the Mexican-American Workers' Association and the Community Labor Coalition have joined hands with unions, such as Local 169 of the Union of Needletrades, Industrial and Textile Employees (UNITE), and community organizations such as the Organización Tepeyac, to increase Mexican representation among unionized workers in the City. These, however, represent budding efforts in a labor market where the immense majority of workers are not part of labor unions.
This research report has provided a detailed statistical profile of Mexican New Yorkers. Behind the statistics, however, lie real lives. It is hoped that the analysis here will generate a more informed discussion of the struggles, challenges, and valuable contributions made by Mexicans to New York City.
____________________
Francisco L. Rivera-Batiz is a Professor of Economics and Education at Teachers College, Columbia University, and was the first director of its Latino Studies Program. He is currently a Visiting Scholar at the Russell Sage Foundation.
NOTES
1. The Census identifies racial and ethnic populations on the basis of self-identification. One Census question asks persons to answer whether they
are "Spanish/Hispanic/Latino" and to mark whether they are part of a specific Spanish/Hispanic/Latino group. The Mexican population is defined to include anyone who marked the category: "Mexican, Mexican American or Chicano."
2. See, for example, Frank D.Bean and Marta Tienda. The Hispanic Population of the United States (New York: Russell Sage Foundation, 1987); Gregory DeFreitas. Inequality at Work: Hispanics in the U.S. Labor Force (New York: Oxford University Press, 1991); Vilma Ortiz, "The MexicanOrigin Population: Permanent Working Class or Emerging Middle Class?," in Roger Waldinger and Mehdi Bozorghehr, eds., Ethnic Los Angeles (New York: Russell Sage Foundation, 1996); Stephen Trejo, "Why Do Mexican Americans Earn Low Wages?," Journal of Political Economy, 105 (November 1997): 1235-68; Marcelo M. Suarez-Orozco, ed., Crossings: Mexican Immigration in Interdisciplinary Perspective, (Cambridge: Harvard University Press,1998); and Arturo Gonzalez. Mexican Americans and the U.S. Economy: Quest for Buenos Dias (Tucson: University of Arizona Press, 2002).
3. See Robert C. Smith. "Gender, Ethnicity and Race in School and Work Outcomes of Second-Generation Mexican Americans." in Marcelo M. Suarez-Orozco and Mariela M. Paez, eds., Latinos: Remaking America, (Berkeley: University of California Press, 2002); Robert C. Smith. "Mexicans in New York: Men, Women and Prospects." in Gabriel Haslip Viera and Sherrie L. Baver, eds., Latinos in New York: Communities in Transition (Notre Dame: University of Notre Dame Press,1996); Regina Cortina and Monica Gendreau, eds., "Immigrants and Schooling: Mexicans in New York," (New York: Steinhardt School of Education, New York University, 2001); and Liliana Rivera-Sanchez, "Searching Expressions of Identity, Belonging and Spaces: Mexican Immigrants in New York," paper presented at the Conference on Indigenous Mexican Migrants in the U.S. (Santa Cruz: University of California at Santa Cruz, October 11-12, 2002).
4. See Gabriel Haslip-Viera and Sherrie L. Baver, eds., Latinos in New York: Communities in Transition (Notre Dame, IN: University of Notre Dame Press, 1996); Ramona Hernández and Francisco L. Rivera-Batiz, Dominican New Yorkers: A Socioeconomic Profile, 1997, Dominican Research Monograph (New York: The CUNY Dominican Studies Institute, City College at City University of New York, 1997); Francisco L. Rivera-Batiz."The Socioeconomic Status of Hispanic New Yorkers: Current Trends and Future Prospects." Research Study (Washington, D.C.: Pew Hispanic Center, 2002; and Francisco L. Rivera-Batiz. "Puerto Rican New Yorkers in the 1990s: A Demographic and Socioeconomic Profile," in Gabriel Haslip-Viera and Felix Matos-Rodriguez, eds., Boricuas in Gotham: Puerto Ricans in the Making of Modern New York City –Essays in Memory of Antonia Pantoja (Houston: Arte Publico Press, 2003).
5. This Census-based population figure is likely to reflect a serious undercount. Past U.S. Censuses have been known to miss significant portions of the minority populations residing in large metropolitan areas. Furthermore, the Census enumerates only persons whose usual residence is the United States. This specifically excludes citizens of foreign countries temporarily visiting the U.S., who are considered to have residence in their home country. But a large number of Mexicans in the U.S. are indeed in the country temporarily, or otherwise plan to be in the U.S. only temporarily. Most undocumented workers, for example, plan to –-and many do-- return back home. Some move back and forth between the two nations. They do not consider their "usual residence" to be north of the border. As a result, they are automatically exempted from filling out census forms and are not part of the census count. Estimates of the Mexican population of New York City in 2000 by experts and close observers are substantially higher than the Census count, rising to 275,000-300,000 or even higher; see Emily Rosenbaum, "The Social and Economic Situation of Mexicans in New York," (Puebla: Quinto Congreso de las Americas, Universidad de las Americas, 2001), and Robert C. Smith, "Gender, Ethnicity and Race in School and Work Outcomes of Second-Generation Mexican Americans," in Marcelo M. Suarez-Orozco and Mariela M. Paez, eds., Latinos: Remaking America (Berkeley: University of California Press, 2002).
6. Douglas S. Massey, Jorge Durand and Nolan Malone. Beyond Smoke and Mirrors: Mexican Immigration in an Era of Economic Integration (New York: Russell Sage Foundation, 2002) also place emphasis on anti-immigrant feelings in California and on the greater freedom allowed by the 1986 Immigration Reform and Control Act on amnestied workers, in explaining the greater geographical distribution of Mexican immigrants.
7. See the more detailed paper, Francisco L. Rivera-Batiz, "The State of NewYorktitlán: A Socioeconomic Profile of Mexican New Yorkers" (New York: Teachers College, Columbia University, 2003) for this estimate.
8. The exact proportion of Mexican New Yorkers originating in Puebla is not known. I have used the Mexican Migration Project Database (University of Guadalajara and University of Pennsylvania, Mexican Migration Project, 2002), to determine the Mexican communities where New York City migrants come from. According to this source, which has sampled thousands of Mexican migrants to the U.S. for over a decade, Puebla was the place of birth of 73 percent of those migrants who worked in New York City while they were north of the border.
9. Anuario de Estadísticas por Entidad Federativa (Mexico D.F.: Instituto Nacional de Estadística e Informática, 2003).
10. For analyses of this process, see Michael Piore, Birds of Passage: Migrant Labor and Industrial Societies (Cambridge: Cambridge University Press,1979); Douglas S. Massey, Rafael Alarcon, Jorge Durand and Humberto Gonzalez, Return to Aztlan: The Social Process of International Migration from Western Mexico (Berkeley: University of California Press,1987); and Thomas Bauer, Ira N. Gang and Gil Epstein, "What Are Migration Networks?," (New Brunswick: Rutgers University Economics Department Working Paper, 2000).
11. Michael Kamber, "A Link in the Chain," "Deadly Game," and "Toil and Temptation," The Village Voice, 2001.
12. See Francisco L. Rivera-Batiz. "Poverty." In Deena Gonzalez and Suzanne Oboler, eds. The Encyclopedia of Latinos and Latinas in the United States (New York: Oxford University Press, 2003) for a discussion of the definition of poverty.
13. Robert H. Frank. Choosing the Right Pond: Human Behavior and the Quest for Status (New York: Oxford University Press, 1989).
14. Table 4.5, part 1, Anuario Estadístico de los Estados Unidos Mexicanos, (Mexico D.F.: Instituto Nacional de Estadística e Informática, 1996).
15. Rodolfo O. de la Garza and Manuel Orozco. "Binational Impact of Latino Remittances." In R.O. de la Garza and B. Lindsey Lowell, eds., Sending Money Home: Hispanic Remittances and Community Development, (Lanham, Maryland: Rowman and Littlefield Publishers, 2002). See also Francisco L. Rivera-Batiz. "The International Migration Experience of Mexico: Socio-Economic Aspects." In Ralph Rotte and Peter Stein, eds., Migration Policy and the Economy: International Experiences. (Nueried, Germany: Ars Et Unitas, Verlagsgesellschaft, 2002).
16. Roger Waldinger and Claudia Der-Martirosian. "The Immigrant Niche: Pervasive, Persistent, Diverse." in R. Waldinger, ed., Strangers at the Gate: New Immigrants in Urban America (Berkeley: University of California Press, 2001), p. 236
17. James Orr, "Industrial Restructuring in the New York Metropolitan Area," Economic Policy Review, Vol. 3 (February 1997): 61-74.
18. See, for example, Harry Cross, Genevieve Kenney, Jane Mell and Wendy Zimmermann. Employer Hiring Practices: Differential Treatment of Hispanic and Anglo Job Seekers Report 90-4 (Washington, D.C.: The Urban Institute Report 90-4, The Urban Institute, Washington, D.C., 1990); William Julius Wilson, When Work Disappears: The World of the New Urban Poor, (New York: Alfred A. Knopf, 1997), chapter 5; and Marianne Bertrand and Sendhil Mulainathan, "Are Emily and Brendan More Employable than Latoya and Tyrone?" A Field Experiment on Labor Market Discrimination," Working Paper (Cambridge: National Bureau of Economic Research, 2003).
19. See Francisco L. Rivera-Batiz, "Undocumented Workers in the Labor Market: An Analysis of the Earnings of Legal and Illegal Mexican Immigrants in the United States," Journal of Population Economics, 12 (February 1999): 91-116; Francisco L. Rivera-Batiz, "Underground on American Soil: Undocumented Workers and U.S. Immigration Policy," Journal of International Affairs, 53 (June 2000): 485-501; and Francisco L. Rivera-Batiz, "Illegal Immigrants in the U.S. Economy: A Comparative Analysis of Mexican and non-Mexican Undocumented Workers." In S. Djacic, ed., International Migration: Trends, Policies and Economic Impact (London: Routledge Publishers, 2001).
20. Abel Valenzuela and Edwin Melendez, "Day Labor in New York: Findings from the NYDL Survey," Community Development Research Center (New York: New School University, 2003).
21. As reported by Leslie Eaton and Edward Wyatt, "Attacks Hit Low-Pay Jobs the Hardest." The New York Times, November 6, 2001, Page B-1. See also Gregory DeFreitas, "Global Tension, Local Recession and Recovery Prospects: New York's Economy One Year Later," Regional Labor Review, 5 (Fall 2002): 4-17
22. Jimmy Breslin. The Short Sweet Dream of Eduardo Gutierrez (New York: Three Rivers Press, 2002), p. 128.
23. A detailed discussion of this movement is provided by Jennifer Gordon, "The Campaign for the Unpaid Wages Prohibition Act: Latino Immigrants Change New York Wage Law" (Washington, D.C.: Carnegie Endowment for International Peace, 1999).
Table 1 Mexicans and Other Population Groups in New York City, 1990-2000
______________________________________________________________________________
Source: New York City Department of City Planning (2002), based on 2000 U.S. Census.
Table 2 Per-Capita Income and Poverty of Mexican and Other Households, New York City, 1999
______________________________________________________________________________
Source: 2000 U.S. Census of Population, Summary Tape File 4.
Table 3 Labor Force Participation Rates in New York City, 2000
Persons 16 years of age or older
______________________________________________________________________________
___________________________________________________________________________________________
Source: Author's tabulations, 2000 U.S. Census of Population 5% Public Use Microdata Sample.
Table 4
Unemployment Rates in New York City, 2000
Persons 16 years of age or older
______________________________________________________________________________
______________________________________________________________________________
Source: Author’s tabulations, 2000 U.S. Census of Population 5% Public Use Microdata Sample.
Table 5
Industrial Distribution of the Labor Force in New York City, 2000 Persons 16 years of age or older
_______________________________________________________________________
Source
: 2000 U.S. Census of Population, Summary File 4.
Table 6 Occupational Distribution of the Labor Force in New York City, 2000
Persons 16 years of age or older
______________________________________________________________________________
Source: 2000 U.S. Census of Population, Summary File 4.
Table 7 The Annual Earnings of Workers in New York City, 1999
Employed persons 16 years of age or older
______________________________________________________________________________
______________________________________________________________________________
Source: 2000 U.S. Census of Population, Summary File 4.
Table 8
The Educational Status of the Population in New York City, 2000
Persons 25 years of age or older
______________________________________________________________________________
Source: 2000 U.S. Census of Population, 5% Public Use Microdata Sample.
Table 9 Average Annual Earnings of Full-Time, Year-Round Workers, NYC 1999 Persons 16 years of age or older
______________________________________________________________________________
Source: 2000 U.S. Census of Population, Summary File.
REGIONAL LABOR REVIEW, vol. 6, no. 2 (Spring/Summer 2004): 32-43. © 2004 Center for the Study of Labor and Democracy, Hofstra University
|
<urn:uuid:71ca9637-383b-4af0-b993-ca0b342212c6>
|
CC-MAIN-2024-18
|
https://www.hofstra.edu/pdf/CLD_RLR_s04_titlan.pdf
|
2024-04-16T14:04:55+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00549.warc.gz
| 756,466,061
| 10,299
|
eng_Latn
|
eng_Latn
| 0.886605
|
eng_Latn
| 0.99762
|
[
"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
|
[
4122,
9635,
15428,
21036,
26795,
32195,
37331,
43839,
47151,
47991,
48572,
49143,
49786
] |
[
1.34375,
1.078125
] | 3
| 0
|
CROP + ORNAMENTAL FROST CONTROL PROTECTION
WITH A POTENTIAL FROST OR FREEZE ON THE HORIZON, BUOY® IS A TOOL TO HELP PROTECT YOUR FRUIT, NUT AND VEGETABLE CROPS.
BUOY® IS FORMULATED WITH A THREE-WAY PROTECTION SYSTEM FOR YOUR CROP.
On the plant surface, BUOY® aids in reducing ice marking.
In the plant, BUOY® acts similar to anti-freeze, allowing the plant to sustain colder temperatures below freezing.
BUOY® also contains a nutrient package to aid the plant in coming through its stress period after the frost.
BUOY® MAY HELP YOUR CROP WITHSTAND 2 - 4 DEGREES BELOW ITS NORMAL CRITICAL TEMPERATURES.
|
<urn:uuid:736dc4e8-5d79-4f97-b3b0-364387df75d9>
|
CC-MAIN-2024-18
|
https://cropexcellence.com/wp-content/uploads/2023/04/BUOY-3Way-Protection-Sales-Sheet-Digital.pdf
|
2024-04-16T14:38:07+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00548.warc.gz
| 177,781,254
| 169
|
eng_Latn
|
eng_Latn
| 0.965386
|
eng_Latn
| 0.965386
|
[
"eng_Latn"
] | false
|
docling
|
[
606
] |
[
1.625
] | 1
| 0
|
Bradford Peverell, Dorchester, Dorset DT2 9SD
Activity Specific Risk Benefit Assessment – Nature Walk
This risk assessment is to be read in conjunction with the 'Dynamic & Generic' risk assessment.
New Barn is surrounded by lots of easily accessible footpaths and bridleways.
The Nature walk starts and finishes at New Barn and is always led by a New Barn ranger.
How will young people BENEFIT from this activity?
The walk can cover several different topics dependant on the time of year and the activity on the working farms. The walk gives an educational tour of Bradford Peverell and its surrounding countryside, its history, and the comparison of the countryside to the individuals hometown landscapes. Also giving an insight into the changes of Bradford Peverell's own landscape as the seasons change.
Wire fences
| Who might be affected | How risk is controlled |
|---|---|
| Staff, pupils & livestock | • Group will be advised on procedure for crossing a field during briefing. • If livestock are loose in the field then the risk of crossing will be assessed. • Need for calm and quiet. • No running by any person so as not to cause the animals distress. • Gates will be kept under control to stop livestock escaping. • Staff will be at the head of the group and adults will walk on the outside of the group, nearest the livestock. • Group will walk alongside any hedge or fence where available. • Extra caution required with livestock and young. • Cross a field by taking the shortest route to a hedge. • No livestock in fields should be stroked/touched etc. |
| Staff & pupils | • Explain that crossing fences is not allowed. • Group will be advised of its dangers in briefing. This will be re enforced when coming across barbed wire. |
| Staff & pupils | • Group will be advised of dangers in briefing. • This will be re enforced when coming across electric fences. • No person is to touch or attempt to touch an electric fence. |
Stiles
Stiles
Farm buildings
and yards
Dogs
Injuries
Steep slopes
| | • No sticks/stones etc to be thrown/prodded at fence. |
|---|---|
| Staff & pupils Staff & pupils | • An adult will always supervise the crossing of a stile. • Group will be made aware that you cannot jump a stile. • Group will be made aware of importance of leaving a gap between each person. |
| Staff & pupils | • As is stated in the New Barn generic risk assessment. |
| Staff & pupils | • Group will be advised on the procedure in farmyards in briefing. • Group will be kept together & preferably in pairs. • Keep out of areas with parked up machinery. • Be aware of any moving machinery. • Ensure it is safe to proceed and the machinery has moved or stopped. • Be aware of livestock, brief pupils that they are not to go up to, or into, sheds/barns etc to see livestock. • No livestock in yard or fields should be touched. • Loose livestock – see livestock section above. |
| Staff & pupils | • Group to be advised during briefing. • Do not attempt to stroke any dog, even if the owner says it is fine – dogs can react differently when large numbers of children are around. • In farmyards – ignore any dogs. • Staff to position themselves between dogs and pupils, if dogs appear agitated. • All members of group to always fold arms when encountering dogs. |
| Staff & pupils | • As in the New Barn generic risk assessment. |
| Staff & pupils | • Alert group to the hazard. • Avoid running. • Take extra care in wet weather. • Try to fall backwards rather than forwards. |
Bradford Peverell, Dorchester, Dorset DT2 9SD
|
<urn:uuid:ce945bce-38f6-4db6-b477-951de16e196a>
|
CC-MAIN-2024-18
|
http://newbarn.co.uk/riska14.pdf
|
2024-04-16T13:23:04+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00550.warc.gz
| 27,742,612
| 803
|
eng_Latn
|
eng_Latn
| 0.91999
|
eng_Latn
| 0.996772
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
1948,
3552
] |
[
3.03125
] | 1
| 0
|
Smart Material Systems and Adaptiveness for Beauty of Modern Architecture
Yeganeh Mohammadhosseini 1 *
1- South Tehran Branch, Islamic Azad University, Tehran, Iran
*Corresponding Author: firstname.lastname@example.org
ABSTRACT
The past decades have witnessed a growing interest in the knowledge acquisition of smart materials and their applications in different fields, especially in the field of architecture and building technology. Smart materials may not be relatively new, but researchers work to develop smart materials and compose a system that controls and guides the materials to create a living environment with more adaptive qualities and less negative impacts. To conduct an indepth research on the outstanding performance of architecture decorative material in the areas of technology and art at certain historical times, this article mainly studied the modern architecture. The smart material of architecture decoration is a substantial foundation for the existence of architecture beauty, and reflects the traditional concept of different schools and culture in the areas of architecture materials and constructive technology. The research aims to explore the qualities and advantages of smart material systems in the field of architecture, to better understand the impact smart material systems have on the design and construction processes, and to explore the way to create architecture with better adaptive characteristics, to ultimately reach the state of ''adaptiveness", providing the optimal environment for the users, reflected on the structural, climatic, and architectural performances.
Keywords：modern architecture, Smart material, Adaptiveness, Smart system
1. INTRODUCTION
The field of smart materials has witnessed a great development in the twentieth century, and this development became more rapid with the start of the new millennium. This paved the way
International Journal of Architecture, Energy and Urbanism towards the development of architecture itself, and reshaped the way designers and construction specialists think.
The many different functions smart materials can achieve led to the composing of smart material systems. These systems are composed of a number of smart materials and can do multiple functions as well as being able to sense the change that triggers the actuation.
The basic structure of modern architecture in some cities like Harbin consists of wood, brick and ferroconcrete. Woods, bricks and stone are the main materials for decorating the architecture, and plaster decoration is commonly for the external side of the architecture. The "new art" campaign in Harbin popular in this period initiated traditional handicraft, so the decoration of architecture commonly took the iron decorative elements as the first choice, which was perfect combination of technology and art for decoration. The decorative materials mentioned above outstandingly reflect the unique beauty of modern architecture decoration through different construction technique according to their own characteristics, and add unique appreciation value to the architecture of this emerging city in modern times. Wood is a kind of natural material, which can be applied to the partial decoration of the architecture after being processed by artisans. It's a unique material language praising simple architecture and the beauty of nature. In modern times, the brick was a widespread architecture material in cities. In the early stage, most of the brick architectures were the residential blocks for employees of the Middle East Railway, which consist of brick wall and one-store double slope roof which was made by wood. According to research conducted in some cities around the world, 89.5% of them were constructed with bricks. Stone is the traditional material of west architecture. There are less stone to be exploited in the North area of China, and the cost is very high. Therefore, in modern times, the only architecture with stone decoration in Harbin was the original office building of Middle East Railway Bureau which is the office building of Harbin Railway Bureau now.
Another material used in modern architecture is plaster. Plaster means the gypsum slurry decorative art and using lime mortar, mixed mortar, polymer mortar, hemp fibred mortar and paper strip mixed lime mortar to decorate the surface layer of the architecture.
The great potentials new technologies of smart materials and smart material systems have can dramatically change the process of design and construction. As they develop and integrate more and more in applications of architecture, it becomes clear why they should be considered at the early stages of the design process, and not only as an application.
In the age of technology that we live in, and with the many different aspects of technology that are available to be exploited, developing architecture from the way of thinking to the process of design becomes crucial, as creating better architecture should be the drive that pushes the development of technology, not acting only as a projection of what is available.
2. SMART MATERIALS AND SMART MATERIAL SYSTEMS
Volume 1, Issue 1, June 2023
2.1. Definition of smart materials
In the field of smart materials, a variety of terms are used to refer to materials or even systems that imply materials that are considered to be smart. Examples of that are adaptive systems, responsive materials, computational materials, smart systems… etc.
With the recent development in material technology, a more recent definition of smart materials describes it as:
"A material which has built-in or intrinsic sensor(s), actuator(s) and control mechanism(s) whereby it is capable of sensing a stimulus, responding to it in a predetermined manner and extent, in a short appropriate time and reverting to its original state as soon as the stimulus is removed".
2.2. Smart materials classification system
In 2005 Addington and Shodek introduced the new system that classifies materials according to the way they function dividing them into: (Fig. 1)
Type 1 – Property Change Material Types
Type 2 – Energy Exchange Materials Types
2.2.1. Type 1 – Property change material types
These are the smart materials that experience changes in one or more of its properties in a response to a direct external stimulus. These changes are direct and reversible and no external control system is needed to direct such changes. An example of that is a photochromic material that has the ability to change color when exposed to ultraviolet radiation.
2.2.2. Type 2 – Energy exchange materials types
This type includes smart materials with the ability of energy transforming from one form to an output energy of another form. It can also do its job in a direct and reversible manner. An example of that are electro-restrictive materials that transform electrical energy into mechanical energy and thus results in a change in shape. It can be reversed to its original form easily in the same manner.
2.3. Smart material systems
A smart material has the ability to do one function, however, by composing materials together a system is created. The system can do multiple functions as well as being able to sense the change that triggers the actuation. Smart material systems are classified based on how the system responds to the stimuli. They are passive, active and hybrid systems. (Fig. 2) shows the types of smart material systems and (Table 1) explains their different properties.
International Journal of Architecture, Energy and Urbanism Volume 1, Issue 1, June 2023
http://globalpublisher.org/journals-1004
Table 1. Properties of active, passive and hybrid smart material systems
| Characteristic | Type of smart material system | | |
|---|---|---|---|
| | Passive system | Active system | Hybrid system |
| Detection Output Reaction | Material sensor One-on-one output Direct reaction | System sensor Variable outputs Controlled reaction | Material and system sensors Variable outputs Direct and controlled reactions |
3. ADAPTIVE ARCHITECTURE
Adaptive architecture is a vast concept and an umbrella that holds a wide array of derivatives mentioned below. Each one of them is used to refer to a certain state, especially those that are concerned with the applications of adaptive architecture. The term "Adaptability" refers to the willingness of a building to carry features of adaptive architecture. All Architecture has some level of adaptability, like a window that can be opened for ventilation or a curtain that is used for privacy or protection. The second term is "Adaptation" which refers to the process of how the adaptive element functions to create the act of adapting. "Adaptivity", which the term "Adaptive" is derived from, refers to a building having one element of adaptation or more. Adaptive buildings are different in their components and elements of adaptation, some imply basic elements that require human intervention to function; and some are very advanced preprogramed elements that work by their own and offer better results.
"Adaptive Architecture is a type of architecture that has the ability to alter its physical properties (form, shape, color, texture, acoustic, etc.) in a predefined/programmed/designed way to adapt to changing external and internal environmental stimuli (temperature, humidity, wind, sound, radiation, etc.), users activities and needs, and social contexts".
3.1. Design strategies of adaptive architecture
Based on the published works of Schnadelbach in the field of adaptive architecture, design strategies were derived to represent the important aspects of the design palette of adaptive architecture and are defined as: Mobility, Prescription, Re-use, Timescales, Automation and design for Human Intervention and Inhabitant focused – independence.
3.1.1. Mobility
Mobility is considered as one of the main design strategies in a building to allow for better response to changes around it. Most projects of architecture are fixed to a single location. However, in adaptive architecture, mobility is inspired by related mobile infrastructures like caravans, boats, trailers and even spaceship designs to develop the building to response to the 'inhabitants' needs. The result is a building that is transportable and truly mobile and adaptive.
3.1.2. Prescription
There are two overall strategies that can be distinguished when level of prescription of the potential building adaptations is considered. The first is that things are left open, the building framework is designed in a way to cope with the largest possible amount of conceivable adaptations inside the building.
3.1.3. Re-use
This strategy revolves around re-usability and standardization. A building can be designed with each of its components made in a way to fit that particular building project. In most cases of buildings design, some form of standardization must be found, this leads all the way to prefabricated buildings have nearly all of its components standardized.
3.1.4. Timescales
Design of adaptation must take into consideration the time scale of when to expect the function of adaptation. Usually, timescales for adaptive architecture are designed to be very short, where the responses of adaptation are rapidly reflected to the affecting stimuli, such as the case when a user interacts with a smart phone or a computer. Other cases experience slower timescales when the adaptations spans through the whole day, where adaptations of the building are driven by the patterns and daily routines of the inhabitants.
3.1.5. Automation-human intervention
The selected level of automation is one of the important strategies of adaptive design. Adaptive buildings are designed specifically for inhabitants' intervention. In such cases, people can move, rotate and reposition elements of architecture which are designed for such purpose, it doesn't matter if this is manual or with the assist of a power system.
3.1.6. Inhabitant focused – independence
Volume 1, Issue 1, June 2023
In this final strategy, the space of design also uses a method that can address what level the building is independent from its inhabitants. In adaptive architecture adaptations are related to the inhabitants in one way or another, adapting to their requirements, no matter if directly, or indirectly adapting to object or the environment itself.
4. THE MODERN BUILDING CLASSIFICATION SYSTEM
The modern building classification system was created as a way to decide how and to what extent adaptive characteristics are visualized in the designed and built projects. It is based on and developed from the work of Brand, 1994. Later, it was adopted by researchers in the architecture and built environment fields. According to this classification, the building system is divided into building components. The system also focuses on the "Open Building principle", where dividing the building system into subsystems greatly enhances adaptivity. The components of the building system are:
1- %1 Structure: is the first component of the building system. It determines the shape of the building and its level of stiffness.
2- %1 Outfit: is the second component that holds the exterior finishing elements. This comprises all the elements that are attached to the structure of the building including the elements of the façade, skin, roofing elements and additive elements like shutters or balconies.
3- %1 Infill: is the third component of the building that contains all the elements that make the interior of the building, like walls, ceilings, and floors, including bearing and non-bearing walls.
4- %1 Services: is the fourth component of the building. This component includes the installations of the building whether mechanical or technical. Examples are ventilation systems, air control, heating, sensors network, wiring and piping systems, etc.
5- %1 Interior: is the component that includes all the elements that are used to decorate and make the building comfortable for living. Interior elements are considered attachments to the building and can easily be changed or renewed.
6- %1 Ambient: is the last component category of the building system. Ambient tends to focus on the sensual experience of the building system. It is not a physical component, but depends on space and the experience it offers. Aspects of ambient are the results of the five mentioned tangible components.
5. PRACTICAL STUDY
Volume 1, Issue 1, June 2023
http://globalpublisher.org/journals-1004
The aim of the practical study is to test the impact of smart material systems on the adaptive architectural environment. The practical study starts by defining the suitable architectural settings for the study, then discussing the procedure applied on the settings as follows:
1- Choice of architectural settings
2- Procedure
3- Analysis of the examples according to the aspects of the adaptive design strategies
4- Comparative analysis
6. CONCLUSIONS
1- As technologies of smart materials developed, smart materials have been integrated together in buildings to create smart material systems. These systems function inside the architectural built environment in order to provide better adaptive performances for the users.
2-Adaptive design strategies, and the building system are the main two axes that form the theoretical framework. In the practical side of this research, Smart material systems are the third key factor and its role must be clearly determined in the adaptive building.
3-The theoretical framework uses the interrelations of adaptive design strategies and smart material system that are applied on the building system to provide a better understanding of the role smart material systems has on level of adaptivity of the building system, and how can they develop from being directed on the building system as an application into being considered while considering the adaptive design strategies at the early stages of the design.
4-There is a direct relation between the increasing use of smart material systems and the increase in adaptivity score of the building. A higher level of adaptivity in the elements results from a higher number and the use of more than one type of smart material systems.
5-The level of adaptivity also increases with the use of smart material systems. A higher level of adaptivity in the elements results from a higher number and the use of more than one type of smart material systems.
6- All kind of materials comply with their own destiny. In other words, they should fulfill their duties in some certain form. They have integrated colors and textures. Secondly, materials are not chosen for easy treatment or satisfying life needs.
REFRENCES
Volume 1, Issue 1, June 2023
1- N. Stamhuis, Design with smart materials. The development of a tactile interface platform to control light and sound in domestic environments, Delft University of Technology, Netherlands (2015)
2- Addington M, Schodek D. Smart materials and new technologies for architecture and design professions. Cambridge, Massachusetts, USA; 2005.
3- Harabaghi M. A review on electrochemical behavior of pyrite in the forth flotation process. Journal of Industrial and Engineering Chemistry, Dec., the Korean Society of Industrial and Engineering Chemistry, Oxford: Elsevier, UK; 2016.
4- Lelieveld C. Smart materials for the realization of an adaptive building component. Netherlands: Delft University of Technology. Published PHD thesis; 2013.
5- Spencer JBF, Nagarajaiah S. State of the art of structural control. Journal of Structural Engineer, Published by the American Society of Civil Engineers, U.S; 2003.
6- Ritter A, Muller A. Smart materials in architecture, interior architecture and design. Boston, USA; 2007.
7- H. Schnadelbach, Adaptive architecture – a conceptual framework, University of Nottingham, U.K. (2010),
8- www.dictionary.com; 2018.
9- A. Orhon, Adaptive building shells, Dokuz Eylul University, Turkey (2016)
10- Zhu Guangqian. Art History in the West, Beijing: Jincheng Publication, 2010.
11- Hagel, the Aesthetics, Translated by Zhu Guangqian. Beijing: Business Publishing House, 2010.
12- Zhang Fuhe, the Study of Modern History of China in 21 Century, Central China Architecture, 2001.
13- Ren Guangxuan, Art History of Russian. Beijing University Publication, 2000.
14- Focillon. Form of Life, Translated by Chen Ping, Beijing University Publication, 2011.
|
<urn:uuid:5004bae7-53d8-423e-be96-3b01f1eeb154>
|
CC-MAIN-2024-18
|
http://globalpublisher.org/wp-content/uploads/2023/08/IJAEU-411-73-81.pdf
|
2024-04-16T13:43:44+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00547.warc.gz
| 12,473,891
| 3,746
|
eng_Latn
|
eng_Latn
| 0.968339
|
eng_Latn
| 0.995669
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
1894,
5280,
6695,
7631,
9575,
12155,
14590,
16877,
18588
] |
[
1.65625
] | 2
| 0
|
THE IMPORTANCE OF TEAM PROCESS Key elements of engaging in effective teamwork
These slides were created by Esther Sackett, PhD, for use by Duke University faculty. Dr. Sackett received her PhD in Management and Organizations from the Fuqua School of Business at Duke University in 2017 and is an expert in team processes.
* What makes for an effective team? (slides 3-4)
* Common challenges of teamwork? (slides 5-7)
Overview
* Team process (slides 8-12)
Google: What makes for an effective team? • Set out to find "the perfect mix of individual traits and skills necessary for a stellar team"
* Conducted 200+ interviews
* Examined > 250 attributes of 180+ Google teams
What do you think they discovered?
Who is on a team matters less than how the team members interact, structure their work, and view their contributions
Source: https://rework.withgoogle.com/blog/five-keys-to-a-successful-google-team/
Google: What makes for an effective team? 5 key dynamics of team process that set successful teams apart:
* Psychological safety: Can we take risks on this team without feeling insecure or embarrassed?
* Dependability: Can we count on each other to do high quality work on time?
* Structure & clarity: Are goals, roles, and execution plans on our team clear?
* Meaning of work: Are we working on something that is personally important for each of us?
* Impact of work: Do we fundamentally believe that the work we're doing matters?
Source: https://rework.withgoogle.com/blog/five-keys-to-a-successful-google-team/
Discuss: What were your past team experiences like? How were teams beneficial for completing tasks?
What were some challenges you experienced?
How much time did you spend on team processes (setting goals and norms, discussing procedures, reflecting)?
If teams are so challenging, why do we use them? Teams enable division of labor (DOL)
DOL ensures specialized information and expertise to improve individual performance
But, DOL raises the questions of
* Are members motivated to work hard in their specialty?
* Can the efforts of different members be coordinated to serve the interests of the team?
* How can you bring diverse perspectives into alignment?
Three dimensions that must be attended to at the same time:
* Information—who has the best information/expertise for a decision or a task?
Managing Teams
* Motivation—how can each individual be motivated to perform to the best of his/her abilities?
* Coordination—how is the performance of different individuals "put back together" so that it serves the team's interests?
Whether things go well or poorly is largely dependent on how effective a team's processes are
Aspects of Team Process • Decision-Making
* Participation
* Influence
* Conflict
Source: Hill, Linda A., and Maria Farkas. "A Note on Team Process." Harvard Business School Background Note 402-032, October 2001.
Team Decision Making Trap: The Common Knowledge Effect Commonly held information is more influential on group decisions, compared to unique information.
* Common information impacts the initial preferences of more team members before the meeting.
* Common information is more likely to be introduced at the meeting, simply because more people have this information.
* Common information is more likely to be repeated in conversation.
* As team converges on an answer, there is a norm of not bringing up new facts.
Fix: Use a rigorous decision-making process 1. Identify and explore the problem 2. Generate possible solutions
3. Refine and critique possible solutions
4. Implement the solution
* Pay attention to who is participating and who has a lot of influence
* Use breadth of team's knowledge and expertise
* Express your true opinions and don't just express what you think others are thinking and feeling
*
Present solid justifications for your position and demand the same from others
* Create norms that foster differences in opinion
How else can we overcome (or prevent) teamwork challenges?
Developing good team process • Team process must be actively created and monitored
* Goals
* Roles
* Norms
* Monitoring/Learning/Refining
* Evaluating Performance
* Team charters can be a useful tool
|
<urn:uuid:04dfd754-9311-42fc-b2ef-509d6cae3096>
|
CC-MAIN-2024-18
|
https://bassconnections.duke.edu/sites/bassconnections.duke.edu/files/documents/importance-of-team-process.pdf
|
2024-04-16T15:10:39+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00548.warc.gz
| 109,047,532
| 871
|
eng_Latn
|
eng_Latn
| 0.94097
|
eng_Latn
| 0.995995
|
[
"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
|
[
322,
674,
911,
1528,
1782,
2193,
2664,
2879,
3395,
3928,
3988,
4190
] |
[
1.484375
] | 2
| 0
|
The Soul of Solar Energy: Augustin Mouchot
It was a typical, cold January morning in Alençon, France. The year was 1860. High school mathematics teacher, Augustin Mouchot shivered as he reluctantly rolled out of bed. The thought of having to stoke the stove and heat the water for his morning washing routine did not thrill him. Besides, he needed to conserve the coal, which was growing scarce in his homeland and becoming expensive these days. As Augustin arose in the chill of the dawn, his thoughts drifted to what he had just been reading about the energy of the sun. Physicist Claude Pouillet had written that every square meter of the Earth's surface receives about 10 Calories of energy every minute. Augustin chuckled, "Not a very useful fact on a cloudy day like today!" Then, a flash of inspiration crossed his mind: "It's not cloudy every day. Wouldn't it be possible to heat enough water with the sun's light and spare the fire that is only meant to heat the house?" While he made the last preparations to teach his geometry class, he could not get his mind off the energy issue. The thought kept coming back to him, "The issue of energy is bigger than the needs of my household—I should try to do something about it."
Over the next few months, Augustin immersed himself in his new project of building a solar energy collector despite having to teach his regular classes. He reviewed what he had already learned about harnessing the energy of the sun. Reasoning that copper is a good conductor of heat and a black surface is a good absorber of heat, he would have to contain the water in a copper vessel that was painted black. The water would then obtain its heat from the copper. To prevent the heat from escaping out the back, he thought it better to mount the unit on a bad conductor of heat, and to prevent the heat from escaping out the front, he would cover it with glass to trap the heat that was absorbed inside. "What a great idea!" he thought. "But, in order to get more heat, I would have to make a bigger absorber—not very practical…. On the other hand, what if I put a mirror on the outside to reflect more of the sun's rays onto the absorber? That way I could make the device smaller."
Soon, Augustin had completed the construction of his first solar water heater, which was capable of holding three litres of water. Lucky for him, it happened to be a cloudless day! Excitedly, he placed the boiler and mirror in the direct sunlight. To his amazement, the water, which he had initially measured to be 15 degrees, boiled in just an hour and a half. From then on—on sunny days—Augustin saved himself the bother and the expense of coal-heated water when he bathed.
With further improvements to the solar heaters, Augustin was able to bring water to a boil
more quickly. He began to ponder new and bigger possibilities. "Perhaps, I could design solar steam generators to power machines, like the steam engines used in industry," he thought. Coal was the main fuel for industry, but France was already experiencing a shortage of this expensive resource. "When the supply of coal eventually runs out," he reasoned, "then using the energy of the sun might be our only available alternative." Augustin thought that his idea of a solar-powered engine could contribute to the well-being and progress of the entire nation.
Harnessing the sun's energy became a fascination and all-consuming preoccupation for Augustin. "We need to heat so many things in everyday life—water, home, food…. Why, of course, food!" So, the mathematics teacher turned cook prepared a delicious stew for dinner and cooked it in his solar heater. The solar heater had become a solar cooker.
Over the next several years, Augustin continued to work on his solar energy idea, employing his natural creativity and his university training in physics and mathematics. He especially wanted to develop a solar engine that could drive all kinds of mechanical devices used in industry and agriculture. By 1866, he was ready to launch his idea in the public domain. Political support would be advantageous at this strategic moment. His connection with Jean-Baptiste Verchère de Reffye, Ordnance Officer of the Imperial Workshop at Meudon, who had influence with the Emperor, proved
useful. De Reffye persuaded Napoleon III to attend a demonstration of Augustin's new solar engine. The Emperor was so impressed with the invention that he immediately granted Augustin the full assistance of the Imperial Workshop. With this level of technical assistance, the inventor could forge ahead.
By the next year, Augustin had perfected a solar engine capable of driving an Archimedean screw that could be used to pump water for irrigation. In its design, he found that the main considerations were the geometrical arrangement of the heat absorber and the mirror. The best shape for the mirror was an open-ended cone, with the curious mathematical name of "frustocone," that focused the sun's rays along a line on its axis where a narrow cylindrical heat absorber, which contained the steam generator, was located. The device was installed in Paris, and at that occasion, Augustin remarked, "The problem of the steamdriven solar machine has been completely solved. We should judge from this result that the engine would best be used in tropical regions, where we should go to test the device in practical situations."
A logical testing location for Augustin was Algeria, a French colony in the tropics, conquered in 1830. Of course, he still had to continue in his teaching position, which entailed restrictions of time and finances. Augustin quickly realized that in order to be able to reach his goals, he would need to obtain major government funding and leave from his teaching duties. Just when he was poised to take his final, strategic steps to obtain funding, war broke out between France and Germany. It was 1870. The war was fast and furious, and, by the next year, France had been defeated, Napoleon III had been sent into exile, and a new government was formed—the French Third Republic. Many of the arrangements that Augustin had had in place vanished, the notable solar machine that he had set up in Paris was nowhere to be found, and the technical support from the Imperial Workshop was suspended. It was a monumental setback for Augustin, but he was not discouraged.
From 1871, then, Augustin set out to lay the groundwork for his solar dreams in other ways: by writing about his work and applying for patents.
Astonishingly, while still being a full-time mathematics teacher, he managed to complete a 233page volume, which he entitled Solar Energy and its Industrial Applications. The book advertised his dream of, in his words, "finding a convenient way to collect and use sunlight directly for the benefit of agriculture and industry in the hottest regions of the world." In order to establish the importance of his ideas, he was able to register three patents for his designs, and by 1876, he had achieved sufficient fame with his work that the government awarded him a silver medal. Most importantly, though, that year Augustin was granted leave with pay from his teaching position by the government so that he could devote all of his time to his work on solar energy in the tropics. His dream would come true at last! In the very next year, Augustin Mouchot set sail for Algeria—financed by a huge government grant of 10,000 francs.
In Algeria, he invented and tested many versions of his solar energy devices for many different useful purposes. Perfecting his solar cooker proved strategic for the military, which could better conceal their positions as they prepared their food in smoke-free heaters. His report on his inventions to the government impressed the General Council so much that Augustin was granted 5,000 francs to design and build the largest solar collector ever to be built. It was to be exhibited at the Paris World Fair of 1878.
For the difficult task of building the giant solar collector, Augustin placed a talented, young engineer, Abel Pifre, in charge. Although the World Fair took place between May 1 and October 31, the mirror was completed only by the second of September. At that time, the collector was able to bring 70 litres of water to a boil in half an hour and generate steam pressure of six atmospheres. Augustin and Abel used the steam generator to drive an ice-making machine, using the hot sun's rays to produce a block of ice. The people at the fair marvelled at the phenomenon—producing ice from heat! The jury of the Fair was so impressed that it awarded Augustin the gold medal in his category, and the Ministry of Agriculture and Trade, not to be outdone, named him Knight of the Legion of Honour.
Not wanting to waste the opportunity provided by the honours, Augustin applied for government funding for a new mission to Algeria immediately after the World Fair. Inexplicably, and to his dismay, the government granted him only 5,000 francs. His disappointment at the inadequate support, however, did not keep him from pursuing his mission, and he departed for Algeria, once again, to perform new experiments.
Ever optimistic, he, once more, returned to France to apply for a large amount of new funding. This time, his request was denied outright. What a letdown for Augustin! The government, having commissioned a study on the economic viability of solar energy, had concluded that there was no justification for further research. National and global events were fast eroding Augustin's aspirations. More coal deposits had been discovered in eastern France, making coal more abundant and less expensive, and lessening the pressure to develop other energy sources. In the USA, oil, having been discovered in 1859, was already being harnessed as a fuel to supply energy needs. Ironically, the 1878 World Fair, where Augustin had gained his international stature, marked the unveiling of the internal combustion engine. This proved to be the final undoing of Augustin's fading solar-energy dream.
Could the situation get any worse? It did. Augustin's leave from teaching was to expire in the following year, but circumstances prevented him even from resuming his position, as a serious bacterial infection, which he had contracted in Algeria, had left him deaf. A small consolation was that his disability allowed him to apply for a pension, which was fortunate, as he had already reached the age of 55 years.
Deteriorating eyesight and meagre finances plagued his retirement. Yet, he was able to complete and publish an important book on geometry in 1892, for which he received a prize from the Science Academy. Thereafter, he receded from the public eye. In 1907, a member of the Science
Academy discovered that Augustin was living in deep misery, and the Academy generously granted him an additional pension of 1,200 francs.
One day, the lonely Augustin received a visitor. It was the military doctor Félix Pasteur from Algeria. The doctor told him about the use of solar water heaters in hospitals and military barracks there and expressed appreciation to him for this valuable contribution. It was one of the last satisfying joys Augustin was to experience. On October 4, 1912, eighty-seven-year-old Augustin Mouchot, no longer capable of even picking up his pension from the post box, died penniless and alone.
How the coincidental interplay of economics, politics, and history can crush humanitarian ideals and decimate noble dreams!
References
Kryza, F. (2003). The Power of Light: The Epic Story of Man's Quest to Harness the Sun. New York: McGraw-Hill.
Larousse Encyclopedia. Augustin-Bernard Mouchot. [http://www.larousse.fr/encyclopedie/article/Larousseen_- _Article/11013613#]
Quinnez, B. (2011). Augustin-Bernard Mouchot (1825-1912), un missionnaire de l'énergie solaire. Assemblée Générale de Côte-d'Or de l'AMOPA, 30 mars 2011.
[http://www.amopa21.fr/2011%20conference%20.htm]
The Soul of Solar Energy: Augustin Mouchot was edited by Cathrine Froese Klassen with the support the European Commission (project 518094-LLP-1-2011-1-GRCOMENIUS-CMP) and The University of Winnipeg,
Canada, and is based, in part, on Historical Background: The Energy Concept and Historical Background: Solar cooker according to Augustin Mouchot written by Peter Heering, and Biography: Augustin Bernard Mouchot written by Tadeusz Kubiak and Jozefina Turlo.
The Soul of Solar Energy: Augustin Mouchot was written by Stephen Klassen with the support the European Commission (project 518094-LLP-1-2011-1-GRCOMENIUS-CMP) and The University of Winnipeg, Canada. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
|
<urn:uuid:98e6b1f9-1245-4e53-8797-2c9de10ae68a>
|
CC-MAIN-2024-18
|
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/mouchot-story-gb.pdf
|
2024-04-16T13:16:10+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00546.warc.gz
| 912,941,356
| 2,762
|
eng_Latn
|
eng_Latn
| 0.998321
|
eng_Latn
| 0.998839
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
4272,
8750,
12788
] |
[
4
] | 2
| 2
|
Sunday, October 1, 2023
XXVI Week of Ordinary Time—Year A
St. Therese of the Child Jesus, Doctor of the Church and Patroness of Missions
Eze 18:25–28; Ps 23; Phil 2:1–11; Mt 21:28–32
We begin with the month of October which is traditionally known as Mission Month, in the Church, that guides us to Jesus, the Saviour of the world. In today's Gospel, the Lord Jesus himself draws attention on the subject of doing God's will and on struggling with oneself. It is not easy to listen to the voice of God, like the prophets did. The struggle to one's own holiness is a path undertaken by great people, such as Therese of the Child Jesus, Paolo Manna, or Pauline Marie Jaricot. Today, we all need to have a strong faith in our Saviour in order to discover our potential commitment to mission. It is useless to waste our time in theoretical reflections or debates about reforming something over which we have no influence. We can say to God: "I believe in you, take care of the rest." God awaits our decision, siding with life. Often, we are the reason that stops the enthusiasm of others, because we criticize the decisions of Church superiors, because we are frightened when we look at young people away from the Church or think about the shortage of vocations. Let us rather seize the occasion for evangelizing, which first implies listening to the voice of God who speaks constantly. Let us listen and seek God. What is God's will? Where can I listen to him? God invites us to be his witnesses to the ends of the earth. We can realize this with our lives, even with our family.
Monday, October 2, 2023
XXVI Week of Ordinary Time—Year A Guardian Angels
Zech 8:1–8; Ps 101; Lk 9:46–50
It is so natural to want to be first, to always dream of winning a competition or getting the best results in school. This puts us in a certain position and gives us hope in later victories. In today's Gospel, the disciples tried to daydream, and their thoughts went far beyond Jesus' thinking. The greatness of the world is not the greatness of the Kingdom of God, because Christ is not of this world. As an example, the Messiah shows a small child and places the child next to him. But the disciples were not close to their Master, their hearts and minds were drifting far away.
Those who engage in missionary work risk a similar mistake. You can create new projects, get money, build churches, but lose closeness to the Messiah. The greatness of an apostle is recognized by his closeness to Christ. The title of today's Gospel could be "dispute over priorities." The dispute in our hearts should be about the primacy of God. Everything we do every day, at home, at church, at work, poses a question: is Christ first? Saintt Therese of the Child Jesus, Patroness of Missions, lived in a cloistered convent, opening her heart to prayer. Saint Therese said, "I have never heard his voice, but I can feel that Christ is in me at all times. He is guiding me and giving me inspiration about what I should say or do." Listen to God's voice and you will discover who you are, how great you are in his eyes.
Tuesday, October 3, 2023
XXVI Week of Ordinary Time—Year A
Zech 8:20–23; Ps 86; Lk 9:51–56
The closing of the city to Jesus is a special sign that accompanies the proclamation of the Good News. Jesus's journey and eventual arrival to Jerusalem is the fulfillment of the will of God the Father. Even today, the preaching of the Gospel faces political, cultural, and economic adversity. But the greatest obstacle is the closing of the human heart. The Good News of the Messiah is not about cultural upheavals or the creation of a new socio-political order; rather, the Saviour comes to convert the human heart. This is challenging! In the month of October, which traditionally serves to discover the missionary vocation of all the baptized people, we also encounter many difficulties and words that discourage and hurt. Why go on a mission? There are few priests, why send them to dangerous places? Blessed Paul Manna, founder of the Pontifical Missionary Union, and Patron of Missionary Cooperation, said: "The world is tired, discouraged and lost. It needs light, it needs peace, it needs guidance. We need faith, we need a universal crusade of fervent prayers, we need much generosity, solicitude, and a big heart. We need to respond to this situation with the intelligent and constant cooperation of bishops, priests and all baptized people."
God alone can open and enlighten the closed hearts of men and women. Therefore, the first task of evangelization is prayer, united with the offering of sacrifices and sufferings for the growth of missions. Let us not forget that we are witnesses to the Gospel of Jesus Christ.
Wednesday, October 4, 2023
St. Francis of Assisi
Ne 2:1-8; Ps 136; Lk 9:57–62 (Readings for the day)
Gal 6:14–18; Ps 15; Mt 11:25–30 (Readings for the Feast)
"A true missionary, who never ceases to be a disciple, knows that Jesus walks with him, speaks to him, breathes with him, collaborates with him. He senses Jesus alive with him during the missionary enterprise" (Evangelii Gaudium, № 266).
The Holy Father is such a disciple, who preaches the Gospel with his whole being. Today, the world hears many such witnesses: people determined to follow Jesus.
Today's Gospel shows various attitudes of different people who have good desires, recognize the presence of the Messiah, but find it difficult to enter the path of perfection, the path of Jesus. We can always build on our past, on the wealth of experience we have gained, this is especially necessary in the work of the New Evangelization. We should not be afraid to use our talents that we can "baptize," that is, give them the name of God. The great saints did the same. The patron of today's feast, St. Francis of Assisi, liked to say to his brothers, "It is not worth going to preach the Good News if your only way is not the Good News." Being close to Jesus is the goal of the journey; Christ himself helps us in our daily lives. A good evangelizer cannot divide his lifetime into work, school, monasteries, marriage, and evangelization. Everything we do, what we offer with our deeds and words, can be Good News. Following Jesus, as in today's Gospel, there can be nostalgia, burning enthusiasm, fatigue, and a desire to return to our former life. Then it is worth repeating the confident words of Saint Francis of Assisi (Praises of God Most High [FF 261]):
You our faith, You our hope.
You are our great sweetness.
You are our eternal life.
Great and admirable Lord, almighty God, merciful Saviour.
Thursday, October 5, 2023
XXVI Week of Ordinary Time—Year A
Saint Faustina Kowalska, Apostle of Mercy Ne 8:1-4,5-6,7-12; Ps 18; Lk 10:1–12
"The harvest is abundant, but the labourers are few; so, ask the master of the harvest to send out labourers for his harvest." Preaching the Good News requires human involvement, but it should not be forgotten that, before God we are only beggars. There are many hearts waiting for the Gospel, so there must also be many hearts praying. God teaches us to trust and confirms this with the signs of Heaven that this is his harvest, and these are his labourers. As we read today's Gospel carefully, we will notice that Jesus prepared this project himself, who sent his chosen, kept them, and equipped them with everything they needed for evangelization. Our attitude should be constant thanksgiving as the Messiah invites all baptized people to go and preach. In tradition, sending two by two is an image of a combination of action and prayer, a symbol of preaching and silence. One student "opens" his mouth to the people he meets, while the other "opens" his heart to the voice of God. In missionary cooperation, we need both wings of evangelization, namely action and prayer. Therefore, during Missionary Month, we show activity and creativity in spreading the Good News and, on the other hand, we also feel the need to pray and immerse ourselves in God's Word. Evangelization is a matter of faith, so our faith must be strong to bring Jesus into the world. This is what Blessed Paolo Manna, the PMU founder said, "The spirit of faith in your holy vocation means a living, deep and abiding conviction, and that the Lord has entrusted you with a task on the fulfillment of which depends on your sanctification and the sanctification of many souls."
Friday, October 6, 2023
XXVI Week of Ordinary Time—Year A Saint Bruno, Priest, and Monk
Bar 1:15–22; Ps 78; Lk 10:13–16
Today, we hear very difficult words from the Gospel. Christ does not curse these cities; it is the people who inhabit them who exclude themselves from the Good News. The Kingdom of God is an invitation from God made in love and respect for human freedom. This boundary (of love and freedom) must never be crossed regarding people seeking God, and the evangelizer's task is to point to the Lord's Messiah and not to himself. Sodom and Gomorrah, mentioned in the teachings, are examples of communities that fell in love with themselves, believed in the power of stone buildings and the strength of the army. They had not heard the warning of God that came from the lips of the Prophets. That is why today, a baptized person can also be a pious person but remain focused on himself. Being a true disciple of Jesus is being a missionary disciple. This cry can be related to the cry of Saint Paul the apostle who says, "Woe to me if I do not preach it [the Gospel]" (1 Cor. 9:16). Today, this cry is addressed to every baptized person because there are billions of people in the world who do not know the Gospel of life. Our humble confession in the hour of judgment will be that we have done little or nothing to make Jesus known and loved by the world. "The disciple is ready to put his or her whole life on the line, even to accepting martyrdom, in bearing witness to Jesus Christ, yet the goal is not to make enemies but to see God's word accepted and its capacity for liberation and renewal revealed. Finally, an evangelizing community is filled with joy; it knows how to rejoice always. It celebrates every small victory, every step forward in the work of evangelization" (Evangelii Gaudium, №. 24).
Saturday, October 7, 2023
XXVI Week of Ordinary Time—Year A
Our Lady of the Holy Rosary, Queen of Missions,
Bar 4:5–12,27–29; Ps 68; Lk 10:17–24
The name written in heaven is an indelible sign of the grace of Baptism. It is by virtue of this sacrament that God recognizes us as his children, but he also sends us in his name. The Blessed Virgin Mary, whose memory we celebrate today, reveals this mystery in the most complete way. God chooses her in advance, teaches her to listen to the Word, sends her as the first Apostle with the Good News when the Immaculate brings Jesus into her heart. And in the end, she is recognized as the Bride of the Holy Spirit and as the one who has most accurately fulfilled God's will on earth as a human being. This is what Blessed Paolo Manna said, "Although only in heaven will we truly see Mary's glory, admire her forever and glorify her greatness, already here on earth, immediately after Jesus, our feelings, pity and confidence should be turned to Mary." Today, the greatest joy of the missionary disciple, that is, of each of us who are baptized, is the opportunity to look upon Christ in the Eucharist. In today's Gospel, Jesus calls his disciples and tells them, "Blessed are the eyes that see what you see." We do not always appreciate the power of the daily Mass, complaining of monotony and repetitiveness. However, we forget that God is there, that he is here. The missionary activity of the Church does not lead to any success, but to an ever more authentic witness of faith that God is love, revealed to us in Jesus Christ through the work of the Holy Spirit. Love Jesus like the Immaculate Virgin, and the world will see in you the greatest love it needs today.
Sunday, October 8, 2023
XXVII Week of Ordinary Time—Year A
Saint Justina, virgin, and martyr
Is 5:1–7; Ps 79; Phil 4:6–9; Mt 21:33–43
People in relationships are often aloof and cautious. Why? Because honesty is very risky and dangerous, and revealing one's heart to others is often difficult and painful.
In the story of the vine that we received today, God reveals himself; he discovers his weakness which is love for man. Through the image of the building of the vineyard, he shows how carefully and precisely he approaches relationships with people; he cares about every detail of human life like a friend who sets up and builds a vineyard and makes every effort to create the perfect place for the vine to develop. However, despite this great care (good place, fences, defensive towers, pruning, waterin…), the vine does not bear good fruit.
God's plan for man's life is the best possible plan, but it is often incomprehensible — to man. Therefore, rebellion, opposition and even reproach to God often arise in the human heart. Referring to today's Word, like the vine we often rebuke the farmer: you built a fence and towers, that is, you wanted to limit me, you took my freedom; you pruned the branches, that is, you constantly hurt me; you weeded the vineyard, that is, you took what I was attached to from my life, you took what was close to me, you stole my pleasure. You sent rain when I wanted sunshine, that is, you took away my dreams and desires… Man aspires to live as if God did not exist, according to his own life plan. But what will happen to a vineyard if the farmer does not fence it in, water it and take care of the vines? They will rake it and trample it.
```
Monday, October 9, 2023 XXVII Week of Ordinary Time—Year A St. Dionysius, Bishop, and Companions Martyrs; St. John Leonardi, Priest Jon 1:1–2,1,11; From Jon; Lk 10:25–37
```
"Go and do likewise" — this is a task Jesus left not only to a person asking the Master "who is my neighbour," but to each of us. The road from Jerusalem to Jericho, in fact, does not differ much from the streets of our cities and villages, nor from the stairways of our houses and the corridors of our hospitals. Many people live in these places without help and support, alone. So close to us yet so far from our hearts. Sometimes it is difficult for us to be good to these people. It is much easier to act like the priest or the Levite, passing by and moving on. How often do we justify our hearts by saying, "There are several institutions to help — let others take care of this man!" Jesus calls us today to keep our eyes open to other people, to those who need our support and love. The Good Samaritan did not wonder whether the man deserved such a fate or not. He took pity on him, cared for him, and showed mercy: he became a true neighbour. Today's parable teaches that love transcends all ethnic, social, and religious differences. And that every man deserves love, no matter who he is or what life he has led up to that point. That is why Jesus repeats, "Go and do likewise."
Tuesday, October 10, 2023
XXVII Week of Ordinary Time—Year A
Jon 3:1–10; Ps 129; Lk 10:38–42
In today's Gospel, Jesus visits the home of Martha and Mary, not only as their friend, but more importantly as their teacher. From then on, their home becomes a place for proclaiming and listening to God's word. The ordinary house becomes a small church, in which there is a place to hear, preach and contemplate God.
Martha experienced this visit as one from a great guest; Mary read in this a deep spiritual meaning. Both sisters wanted to show due respect to the Master, but each in a different way. Martha is so agitated that her heart begins to be restless and worried. Most of us experience haste when we are busy with various tasks, problems, or services to be done from morning to evening. Blessed Edmund Bojanowski repeated that "man has a beautiful life when he is open to God." Openness to God is listening to his words. This is what Mary did: sitting at Jesus' feet, she listened to what he said. By listening to God's word, we not only take time away from our sorrows, but also restore meaning to our days. In our busy lives, we sometimes forget prayer or fail to see how important it is. And it is instead the best part of the day, prayer and listening to God's word, that often becomes a cure for our daily problems and worries. So, let us change our life priorities!
Wednesday, October 11, 2023
XXVII Week of Ordinary Time—Year A Saint John XXIII
Jon 4:1–11; Ps 85; Lk 11:1–4
Father… Dad… In the Story of a Soul by Saint Therese of Lisieux, it is difficult to find expressions like "Lord" or "Ruler of the Universe," while we can easily find her phrases like those that children used to address their parents. The straightforward attitude of this Patron Saint of Missions, her confidence and her gaze on God show us the truth that Jesus communicates to us through today's Gospel.
The apostles repeatedly prayed in ways known to them, but their master's prayer had to be unique, different from any other prayer they knew. Therefore, one of the disciples asks Jesus, "Lord, teach us to pray …". Here, one might add, " … as you pray." To this request, Jesus replies, "When you pray, say, Father," and then continues the prayer we know so well. He uses the Aramaic word "Abba," which children use to address their parents. This is what distinguishes our master's prayer. It is like the attitude of a small child speaking to his father — he speaks openly, naturally, directly, and spontaneously. It also teaches us this unique relationship and prayer, making us aware that we are God's children. So, we are not lonely orphans but we have a Father to whom we can turn with full trust, love, and certainty that we will receive tender protection from him.
Thursday, October 12, 2023
XXVII Week of Ordinary Time—Year A
Ml 3:13-4:2; Ps 1; Lk 11:5–13
"Father, I prayed for so many months and God took my son away. Why didn't he hear my prayer?" Such conversations are always difficult, especially when there are emotions related to the loss of loved ones. Where, in all this, can we find assurance from Jesus in today's Gospel?
Saint Francis Xavier once wrote that "The most terrible danger is the loss of trust in God in the midst of the greatest tragedies." Each of our prayers is answered, but not all our ideas for life are God's ideas. Often, the requests we make are more an extortion of God's will than consent to the implementation of his plan. Sometimes it is difficult for us to understand what God expects of us or what his plans are in getting us through some concrete event in life. In the end, it is not a matter of a full understanding of God's will, but of trusting him. We are God's children, and God, like a great parent, gives us everything we need. He gives it to us according to his plan, amid situations and things that we cannot understand at that moment.
It is difficult for a person to remain in prayer, especially when life does not go according to his plan. However, God, in his wisdom, acts and listens in his own way, first by giving himself. Therefore, in situations when we feel that our prayers have not been answered, we must trust in God and pray that the light of the Holy Spirit will make us understand God's work in the plan of our salvation.
Friday, October 13, 2023
XXVII Week of Ordinary Time—Year A
Gal 1:13–15; 2:1–2; Ps 9; Lk 11:15–26
Every time she received Holy Communion, young Teresa paraphrased the words of Saint Paul the Apostle from the letter to the Galatians, saying, "No longer do I live, but Jesus lives in me." He understood perfectly that the human heart cannot remain empty, that someone must live in it. And the choice is simple: if Christ who brings peace does not dwell in it, then all the evil spirits mentioned in today's Gospel will dwell in it, bringing only chaos and inner division.
The sacrament of penance and reconciliation is an instrument of God's great mercy. There is not an hour or a minute on the clock when man does not receive God's love. Every day, in many places and churches around the world, thousands of people leave the confessionals and become sin-free people with a "pure heart." However, it is imperative that Christ live in this "purified heart" as soon as possible. Only he, as true God, can give man inner peace and make him truly free.
Let this Word we receive today be some encouragement for us to allow our sins, bondage, and attachments to die away, to finally live a full life for God. All that we need to accomplish this task is our consent that eventually Christ may dwell in our hearts. Are you ready to say to him: live in my heart?
Saturday, October 14, 2023
XXVII Week of Ordinary Time—Year A Saint Calixtus I, Pope, and Martyr Gal 4:12–21; Ps 96; Lk 11:27–28
"Although only in heaven will we truly see Mary's glory, admire her forever and praise her greatness," wrote Blessed Paolo Manna, we can now accept without a doubt that she is unique and blessed among women. Her motherhood and trust in God's promise make her a special woman.
Today's Gospel shows us an anonymous woman among the crowd, who admires Jesus by praising his mother. Christ agrees with her but emphasizes that blessed are those who hear God's word and keep it. Thus, each of us can be like Virgin Mary, so blessed, so happy, that is, so open to receive God himself. All it takes is one thing: listening to God's word and fulfilling it. This is not a painless process. It is important that this Word is not listened to, but heard, understood, and lived. We are constantly learning to do this, and in fact everything we do, our life and our pursuit of heaven, everything is centred on this.
Through today's Gospel, Jesus wants to tell us that it is possible to be blessed, that his grace works in us so that others, looking at us, will want to glorify God. May Virgin Mary support us in this effort of ours to hear and carry out the Word of God, just as she believed in the Word and put it into practice.
Sunday, October 15, 2023
XXVIII Week of Ordinary Time—Year A
Is 25:6–10; Ps 22; Phil 4:12–14,19–20; Mt 22:1–14
This Sunday's Gospel, at the heart of Missionary Month, urges us to invite people to the wedding feast. The wedding feast is an image close to us. The wedding dreamed of and desired by the bride and groom represents their feast day for which they prepare, taking care of every detail so that it will be an unforgettable day to remember for a lifetime. A day of celebration to be shared with the people who are close to them. The image of the wedding is present and often recurring in the Bible. Many events in the history of salvation happen in this context. The prophet Hosea uses the wedding image to describe the covenant relationship between God and his people, a covenant made by God, eternal and joyful, that overcomes the crises and repeated infidelities of the people. Even the sacraments of Christian life are interpreted as the celebration of this marriage between God and man. But the emphasis of today's Gospel passage is on the invitation: "He dispatched his servants to summon the invited guests to the feast […] A second time he sent other servants […] Go out, therefore, into the main roads and invite to the feast whomever you find." Go out to invite to the feast. Being a messenger heralding a joyful invitation is our task, each one of us. This being sent implies carrying an invitation to the feast. Mission consists in this and demands messengers who bring good news that they themselves live and witness. In the face of a needy and often indifferent humanity, which often rejects the invitations made by the Lord, may the Lord rise up messengers of hope and comforters of hearts.
Monday, October 16, 2023
XXVIII Week of Ordinary Time—Year A
Saint Hedwig, Religious Saint Margaret Mary Alacoque, Virgin Rom 1:1-7; Ps 97; Lk 11:29–32
Walking on mountain trails, in inaccessible areas when visibility is reduced due to sudden bad weather, it becomes imperative to be "faithful" to the markings placed along the path, lest we lose our bearings and end up in dangerous situations. There are situations in life that require, indeed "demand", the presence of signs. Even on the level of faith, of relationship with God, something similar happens. In the face of danger, when calamity strikes, when critical situations frighten us, it comes naturally to invoke God's help: Lord help me! A positive response to this invocation confirms and strengthens faith in God, otherwise the relationship with God comes out wounded and weakened. Why did the Lord not listen to me? How could he allow this? Questions like these appear after asking for something from the Lord that he did not grant. These complaints are described in the Bible as lack of faith in God. Rather than demands, here, one should speak of claims. To understand the issue and try to resolve it, it is necessary to find the correspondence between what we ask for and what God offers us. In fact, these plans are on the same level.
God knows what we really need better than we ourselves can ask for. Every grace and gift are given to us through his Son Jesus Christ, the Father's envoy. To him we turn our gaze, to him we ask for every grace, and from him we learn humility and service to render to our brothers and sisters near and far. Jesus is the sign God has given us, the greatest and closest sign we can imagine. Who has a God as close as ours?
Tuesday, October 17, 2023
XXVIII Week of Ordinary Time—Year A
Saint Ignatius of Antioch, Bishop, and Martyr
Rom 1:16-25; Ps 18; Lk 11:37–41
Often, in the Gospels, we find some encounters between Jesus and the Pharisees, people who showed themselves blameless before the Law of God and its commandments. In fact, in the eyes of the people, the Pharisees were those who showed themselves to be perfect in keeping the Law, to such an extent that they kept all the commandments given by God to Moses even more scrupulously than the Law itself required. In all this, however, there was one problem that Jesus fearlessly and hesitantly pointed out and denounced: the outward observance of the Law. All the blamelessness of the Pharisees was merely an outward way of life, in order to be admired and revered by the people who saw them as individuals without blemish, incapable of doing wrong. Not only that, by virtue of this apparent moral superiority they felt justified in judging others. Jesus spoke plainly in exposing these false worshippers of God. A plant is recognized by the fruit it bears. For us today, too, this Gospel warns us of the risk of living like the Pharisees, caring much about the appearance of our faith such as observing certain outward practices, but not having God in our hearts. May the Lord help us to always be simple people who live their faith in charity toward their neighbour and sincere love to God.
Wednesday, October 18, 2023
XXVIII Week of Ordinary Time—Year A
Saint Luke, Evangelist 2 Tim 4:10–17; Ps 144; Lk 10:1–9
The Church is a mission. Today's Gospel makes this clear. The Lord Jesus sends seventy-two apostles who will repeat the deeds and words spoken and carried out by Jesus himself. This getting close to others, through proclamation and concrete gestures, essentially represents the very action of God, his nature. God coming out of himself to meet man, a man wounded and without orientation because of the wound of sin. In this going out of God in search of man, one must find the reason for the Church and its mission. The Church and each Christian who composes it, find their meaning in bearing witness to God, to the God whom Jesus Christ has made known and revealed to us. The evangelist Luke, whose memory we commemorate today, through the Gospel account and from the Acts of the Apostles he wrote, tells us this Good News. Here then is the task of the Church and every baptized person: to be a sign of this good news, in the simplicity of life.
"When you come across a good thing, you talk about it. And when you come across a true thing, you talk about it. And if you have realized that the story of Jesus has illuminated the path of the world and of man by giving it meaning, then you talk about it. You cannot do without it. And if the encounter with Jesus has changed your existence giving it strength, direction, meaning, then you invite friends to share it." (Bruno Maggioni)
Thursday, October 19, 2023
XXVIII Week of Ordinary Time—Year A Saint Paul of the Cross, Priest Rom 3:21-30; Ps 129; Lk 11:47–54
"Woe to you!": with these harsh words, Jesus addresses those who stubbornly stand in the way, locked in their injustices. Already, the prophets in the Old Testament used strong words denouncing the unfaithfulness of the chosen people for abandoning the Lord. The prophetic word is not so much a prediction of what will happen in the future, as we sometimes think, as if everything is preordained. Rather, the prophetic word is God's reading judging the works of man. "Indeed, the word of God is living and effective, sharper than any two-edged sword, penetrating even between soul and spirit, joints and marrow, and able to discern reflections and thoughts of the heart." (Heb 4:12). This word is meant to shake and repent. In the face of grave and imminent danger, the Lord's loud call sounds like a wake-up call that is meant to warn so that we can get to safety. In the face of these signals the Lord sends, it is necessary to be responsive. To shake ourselves in order to begin again. Then even a strong word of denunciation and warning becomes a word of salvation offered to all, especially for those who think they do not need it, but without which they would remain closed in their selfishness.
Friday, October 20, 2023
XXVIII Week of Ordinary Time—Year A
Rom 4:1–8; Ps 31; Lk 12:1–7
Feeling fear is typical of human experience. When faced with dangers or unfamiliar situations, humans react by feeling fear. Some people, who always appear strong and capable in every situation, hide the emotion of fear well, yet fail to deny it. Who can say, "I am never afraid"? On the contrary, some people live blocked by fear, for fear of making mistakes (who does not make mistakes?), or for fear of being judged. The Gospel tells us that even the Lord Jesus was afraid, thus showing us his humanity so close to ours. Today, Jesus himself shows us whom to be afraid of, whom to fear: "who after killing has the power to cast into Gehenna." Jesus by pointing us to the devil as the source of all evil points us to the real enemy, caught at the root. The devil with his intelligence undermines every man by driving him as far away from God as possible. He does this by mixing the cards, making what is evil appear as good and deceiving us. His goal is to separate us from God forever, beginning here on earth and continuing into eternity. Today's warning is important and puts us on guard. It is up to each of us to take it seriously, with an attitude of vigilance but also of awareness, choosing the true good in our lives, knowing through our faith that the Lord Jesus has overcome evil in the most radical way and this victory of his is offered to each of us. This, in the end, is the main content of the Good News of the Gospel.
Saturday, October 21, 2023
XXVIII Week of Ordinary Time—Year A
Rom 4:13.16–18; Ps 104; Lk 12:8–12
It is said that true friendship is known in times of hardships. And it is also true that very few people accept being friends with someone who is going through a difficult time. This is even more emphasized when our suffering is caused by a friend! This is what the Gospel teaches us today. Being Jesus's friends, his missionary disciples, means to expose oneself and to take into consideration that this friendship has consequences. The fact of professing being Christian and missionary of the Gospel is sometimes considered with respect, in certain cases with admiration. Nevertheless, in other circumstances, being on Jesus's side also exposes you to many risks, such as not being understood or accepted. In some radical cases, it even means to be persecuted.
Jesus said: "If they persecuted me, they will also persecute you" (Jn 3:20), thus, be ready! Through these hardships, we are called to be faithful and to not be discouraged. Let us have faith in that even if this effort might seem beyond human endurance, we are not alone. The Lord supports us with his grace and he doesn't allow us to be tested beyond our strengths. If, through our prayers, we often remember those who are experiencing hardships and tribulations by invoking perseverance amid hardships, let us also ask that same perseverance for us in moments when hardships and difficulties affect us, without ever getting discouraged, but by trusting the Lord and the strength he gives us even more.
Sunday, October 22, 2023, World Mission Day.
XXIX Sunday of Ordinary Time—Year A
St. John Paul II
Is 45:1,4–6; Ps 95; 1 Th 1:1-5b; Mt 22:15–21
In 1926, the Society for the Propagation of the Faith proposed to Pope Pius XI to hold an annual day in favour of the missionary activity of the Universal Church. The request was granted, and it was established that this would take place every penultimate Sunday in October: thus began the annual celebration of World Mission Day. It aims to arouse missionary commitment in every baptized person, to arouse the desire for missionary animation and collaboration. This purpose can be achieved in two ways.
First, by remembering that at the ends of the world, in the young and poor communities of the Church, our brothers and sisters need our help. They cannot cope by themselves with the shortage of priests, chapels, churches, disease and illiteracy. Thousands of missionaries serve "on the front lines", to whom we, as "missionaries in the back lines," must offer spiritual and material help, because this is a "fight for the Gospel" on our behalf as well. Saint Paul reminds us today that the proclamation of the Gospel does not happen by human strength alone, but primarily by the power of the Holy Spirit. Those who bring Christ need his strength and guidance.
Second, World Mission Day is an opportunity to renew our baptismal call to be missionary disciples, to be those who hear Christ and then witness to him, wherever God places them today, here, and now. This is not easy in today's world. In Jesus' day, he was often put to test with questions: what was more important, the secular law or the faith of Israel? Did one have to pay taxes to Caesar to recognize him as authority, or not?
Even today, there are many who assess us – disciples of Jesus – and ask us, "What is from God and what is not? Where is God amid the suffering of the world?" The missionary disciple, fixing his eyes on his Saviour, reminds us, however, that God alone is the Lord. It is he who sustains and protects not only his followers, but everyone, even those who do not yet know him.
Let us remember that the Church of Christ is not limited to our parish or country. Let us make sure that our brothers and sisters at the ends of the world can enjoy the grace of faith. Let us always support them with our prayers and offerings.
Monday, October 23, 2023
XXIX Week of Ordinary Time—Year A
Saint John of Capestrano, Priest
Rom 4:20-25; Ps from Lk 1; Lk 12:13–21
A man who does not believe in God may want to decide everything for himself, even to the point of feeling equal to God and giving orders to his Creator. A person may sometimes try to dictate to God what they should do. Just like the one in the crowd in today's Gospel passage, who said to Jesus, "Teacher, tell my brother to share the inheritance with me." A man without faith forgets God and spiritual things. He focuses only on the mundane and the material. He reasons about where and how to store his earthly goods, forgetting that all this is only temporary, fleeting, and ephemeral.
A man without faith is not interested in missions, evangelisation or spreading the Kingdom of God. The more important missions are to us, the stronger our faith in God's presence and works in the history of the world and the Church, will be. Our interest in missions shows how important the death and resurrection of Christ are for us, he who gave his life for every man and woman so that all might know him, love him. It is no coincidence that John Paul II wrote, "Mission is an issue of faith, an accurate indicator of our faith in Christ and his love for us" (Redemptoris Missio, 11) Lack of missionary commitment shows our ignorance toward what is spiritual and eternal.
During this Mission Month, we want to constantly remind ourselves of our missionary vocation, our brothers and sisters at the ends of the world and the missionaries working there. May the example of Abraham, in the first reading, strengthen us in not doubting the meaning of what comes from God that is eternal. May our faith in God's love and our concern for this truth to reach every man, be "credited as righteousness" to us (cf. Rom. 4:22). Let us ask for more faith and involve ourselves even more in missionary animation and cooperation.
Tuesday, October 24, 2023
XXIX Week of Ordinary Time—Year A Saint Anthony Mary Claret, Bishop Rom 5:12,15b.17-19,20b-21; Ps 39; Lk 12:35–38
Only God can transform death into life. He transformed the cross of Christ into the joy of resurrection. The tears of many – hungry, abandoned, sick and slaves of the evil spirit – were transformed into serenity and peace, a reflection of the freedom of God's children. Today Saint Paul reminds us of this extraordinary paradox of God's action. Interestingly, the Apostle of the Gentiles does not tell us that, after Christ's resurrection, all suffering and all sin would disappear from the world. He does not promise heaven on earth. Rather, he reminds us that after the dawn of Resurrection Sunday, evil and death no longer have the last word nor will they ever have it again. Where sin abounds, grace abounds. The more man goes astray, the more God goes to meet him. But he never breaks people's freedom and never forces them to faith.
In order not to lose God – who comes to meet us every day – and to receive his grace, we must constantly be ready. When readiness and expectation are lacking, it is easy to ignore or fail to recognize the signs of God's presence and action.
Today, we remember Saint Anthony Mary Claret, a great 19th-century bishop and missionary, founder of the three religious families and father of the First Vatican Council, defender of the dogma of papal infallibility. Although this is an optional memorial, the person of Father Claret fits perfectly into the Missionary Month. This tireless proclaimer of the Gospel, short but great in spirit, repeated that the love of Christ inflamed him and impelled him to carry the fire of faith to the entire world. He often prayed, "Grant, Lord, that I may know you, and through me others may know you, that I may love you, and that I may make you loved and served by all…" He was always ready to listen to God and bring him to others.
May the desire to bring Christ to others by our of life, prayer and missionary collaboration, be kindled in us. May we always be ready for the encounter with God who always wins, who always has the last word and wants to grant us graces, regardless of our behaviour.
Wednesday, October 25, 2023
XXIX Week of Ordinary Time—Year A
Rom 6:12–18; Ps 123; Lk 12:39–48
Peter asked, "Lord, is this parable meant for us or for everyone?" Sometimes we act like Peter. We listen to sermons, messages from the Pope, the bishops, the pastor. We also read Church documents and think that these words are not meant for us, but for someone else. "Let someone else take care of it." "Let someone else live this way." We only choose what suits us from Faith, from morals and tradition in the Church. But there will come a time where we will have to do more. We still have time; may it be tomorrow, the day after tomorrow, or ten years from now. God's grace is always linked to an event. The Lord God sends us his grace "at the appropriate time," here and now, because for him it is always now. Right now he is waiting for our response, our commitment, and our will to be "on his side." We Christians have been given much: the grace of faith, the sacraments, the Word of God, the commandments, clear instructions for living. Therefore, much is required of us. Others who look at us have every right to expect us to show how to be CHRISTIAN, how to be of CHRIST. If you are baptized, you are a "missionary disciple," a witness to Christ, and others are watching you, looking to you.
Of the eight billion people on Earth, more than five and a half billion have not yet experienced this grace, have never heard of Jesus, have not yet been reached by any missionaries. It is therefore the duty of us Christians to pray and work together so that each of our siblings on this Earth may experience that they are loved and chosen by God.
Thursday, October 26, 2023
XXIX Week of Ordinary Time—Year A
Rom 6:19–23; Ps 1; Lk 12:49–53
Jesus understood his teaching was not easy and would arouse opposition and rejection among many. This is because the Lord God makes a clear distinction between what comes from him and what comes from the evil spirit. Not everyone likes such clear requirements. That is why Jesus's words in today's Gospel passage do not seem to match our idea of him.
What fire is Jesus talking about? The commentary in the Jerusalem Bible translation offers us two explanations. Fire is the Holy Spirit who purifies and puts people's hearts aflame. It is the fire that was ignited on the cross. After humanity's previous divisions, this fire initiated unity. This fire is capable of purifying gold. Christ brought the fire of God's teaching to Earth to purify and burn that which does not correspond to the Father's will and does not serve man. The demands of the Gospel do not destroy, but purify, enable, and give value.
Fire is also a symbol of spiritual warfare. Where there is war, there is fire. Jesus does not want to threaten us. Jesus warns us and prepares us for this war we fight within ourselves against our weaknesses, sins, and imperfections. And he also prepares us for the war we become part of, willingly or unwillingly, when we sincerely and openly profess our faith in Christ. It is not unusual for there to be people who fight against Christ and the Church. In many parts of the world, there is still no freedom to profess one's faith, and confessing Christ is tantamount to being imprisoned, harassed, or even executed to death. Sometimes, this struggle takes place even in our immediate surroundings. Jesus foresaw it two thousand years ago. But it is always his fire that wins, the fire of the Spirit and of Unity, not the belligerent fire of destruction. Especially now, during Mission Month, we ask Christians to persevere in faithfulness despite the worldwide struggle against Christ, goodness and the Church.
Friday, October 27, 2023
XXIX Week of Ordinary Time—Year A
Rom 7:18-25a; Ps 118; Lk 12:54–59
If someone were to ask us where, in what signs and in what forms the Lord is present among us, we would answer immediately: in the Word of God and in the Eucharist. This is certainly true, but let us not forget that God is the God of time and history. He is present at events, in people, in everything that surrounds us every day. It is not easy to recognize the signs of this divine presence, certainly much more difficult than predicting weather forecasts. This requires great humility, openness to the Holy Spirit, and prudence. Discernment of God's action in history and reality must always take place in prayer, together with the Holy Spirit, and, very importantly, in the Church! Confirmation from the confessor, from the person who accompanies us in our spiritual life, from superiors … is necessary. Whoever wants to decide for himself what is and what is not God, risks becoming a slave of his own pride, falling into the trap of that spirit that always opposes God.
Today is Friday: the day that makes us think of Jesus's passion and death. There, on the Cross, occurred the most important event of all humanity and the greatest event in world history: the redemption of humanity. For Christians, the Cross is a clear sign of this event. Saint Paul today thanks the Lord God for this, because he knows that he would not have been able to do anything good by himself alone. That Friday, when the sun darkened and darkness enveloped the Earth, few people were able to interpret these signs. The Lord reveals the secrets of his Kingdom only to people with simple hearts, to those who do not complicate things, who do not divide God into four, but simply welcome him. We ask for simple and humble hearts who can recognize the signs of God's presence every day.
Saturday, October 28, 2023
XXIX Week of Ordinary Time—Year A
Feast of Saints Simon and Jude Thaddeus, Apostles
Eph 2:19–22; Ps 18; Lk 6:12–16
Feast of the Apostles Simon and Judas Thaddeus. The apostles were the first missionaries, chosen and sent by Jesus. Jesus prayed all night long before choosing them. This could have meant that it was a difficult prayer. He had talked all night with his Father, discussing whom he should choose as his apostles? Or he was discussing Judas's presence in this group? None of us know. It is a secret between Father and Son, but two things are nevertheless certain. First, the more important decisions were being made, the more intense Jesus's prayer became. Next, Jesus did not choose anyone that extraordinary; he did not choose anyone among the rich or the learned, but rather simple, ordinary people with their own problems and imperfections. And it was precisely they who were sent by Jesus to proclaim the Gospel, making them his closest co-workers. Into their hands he entrusted the future of the Church and the mission of evangelization, and into our hands as well, because even today God calls us by name. On each of our birthdays, God has shown that the world could not exist without us.
Mission Month is ending, but our missionary efforts do not end. Let us participate in missionary animation and cooperation through witness of life, personal formation, dissemination of information about the Church's missionary work and with economic support. Let us not forget prayer, the first means of missionary cooperation (Remember: Jesus prayed all night long before choosing the apostles). Let us support today's missionaries with our prayer. Just as the whole building is in danger of collapsing without the cornerstone, so too the mission of the Church (and therefore ours) must rest on this cornerstone which is Christ Jesus. Only "through him the whole structure is held together and grows into a temple sacred in the Lord" (Eph 2:21), the temple of our personal and family life, the temple of the whole universal Church, beginning with our parish to the ends of the Earth.
Sunday, October 29, 2023
XXX Week of Ordinary Time—Year A
Ex 22:20–26; Ps 17; 1 Th 1:5–10; Mt 22:34–40
God cares for every man and woman. He cares deeply for each one of us. He harms no one and especially defends the weakest and those who lack something: widows, orphans, the poor, foreigners. No human being is ever indifferent to God. However, it is hard to believe this when we look at the world around us with so much war, suffering, disease, and violence. Some people ask, "Why does God allow this?" But is it God who allows it or is it man who allows himself too much? It is not God's fault if men do not listen and do not want to live as he asks. God gave us the commandments so that we could discern and choose from what is good and what is bad for us; what helps us and what destroys us. But for centuries men have been testing God, doing what they want, deciding for themselves how they want to live, and then, when all has fallen apart and they really become very sick, they will ask God for help. It is like someone continually breaking traffic laws, going against the grain at excessive speeds, but then blaming others for having an accident.
Saint Paul praises the Thessalonians for their conversion. They began to obey the living and true God and to serve him. Through this attitude they accomplished extraordinary things. They became missionaries, witnesses of God and a model for all believers in Macedonia, Achaia, and other parts of the world. This is true evangelization. In this way, the baptismal duty of being missionary disciples is fulfilled. Christianity consists in listening with a sincere heart to God and his commandments, a faith so strong and deep that it does not need to say anything about Christ, nothing at all, because others, looking at us, see in us the living and true Gospel.
We listen. We believe. Let us try to be witnesses; let us love God with all our heart, with all our soul and with all our mind; let us love our neighbour as ourselves. The whole Gospel is contained in this.
Monday, October 30, 2023
XXX Week of Ordinary Time—Year A
Rom 8:12–17; Ps 67; Lk 13:10–17
The great drama of a woman who had been ill for 18 years. Her suffering was twofold, not only physical but also spiritual. She was a slave to the spirit of helplessness, chained by it and bent over. Instead of the Spirit of God being within her, it was rather the spirit of he, who seeks at all costs to destroy the image and likeness of God in us. Therefore, the poor woman could not stand up straight and look up to heaven. She was focusing on herself and on worldly things. Freedom is only in the Spirit of God. Only he can free us from fear, anxiety, and spiritual depression. Only the Holy Spirit enables us to look to heaven with the joy and freedom of a child of God.
Jesus freed the woman from her spirit of helplessness; he restored her dignity. But the good that was done did not please everyone. The cold rules of the Law wanted to override a human and natural attitude of the heart: to help one's neighbour. Jesus did not get involved in the discussion. He demonstrated their hypocrisy with simple arguments, and his words reached those who murmured to such an extent that they were shamed. A missionary disciple is one who looks to heaven, focuses on God and not on himself, and by God's grace is able to show people the truth of the Gospel to which he is a witness through calm speech. The missionary disciple does not forget his dignity as a child of God, and tries to remember it and give it back to others. There are so many in the world today who are slaves to their own selfishness, desire for power, possession, money. They have forgotten who they are; they only remember what they have. Our task is to bring them the spirit of the Gospel of God. It is not an easy task, but we are not alone. By our side is the One through whom we cry out to God, "Abba, Father!"
Tuesday, October 31, 2023
XXX Week of Ordinary Time—Year A
Rom 8:18–25; Ps 125; Lk 13:18–21
Every gardener knows how small a mustard seed is. Every woman in the kitchen knows how little yeast is needed to grow a good pizza or a focaccia. A small "thing" can transform the whole of reality. But there is one condition: it will not happen by itself. One must get to work. It takes commitment, action, human cooperation. The gardener took the seed and sowed it, cultivated it, watered it… The woman took yeast and put it in flour, then made dough and baked it. It does not take great skill or extraordinary wisdom to be a missionary disciple, but it does take willingness and commitment. Pope Francis wrote, "In all the baptized people, from first to last, the sanctifying power of the Spirit is at work, impelling us to evangelization. […] In virtue of their baptism, all the members of the People of God have become missionary disciples (cf. Mt 28:19). All the baptized people, whatever their position in the Church or their level of instruction in the faith, are agents of evangelization" (EG 119 – 120). Every baptized person has the task of being a witness for Christ. He must remember that all men created "share in the glorious freedom of the children of God" (Rom 8:21). All it takes on our part is a little will and commitment to the mission of the Church, and the Lord will complete the rest with his grace. And the Kingdom of God will grow like a great mustard tree.
|
<urn:uuid:18c8e3e9-1d2d-49fa-a5f0-c406b8d5038b>
|
CC-MAIN-2024-18
|
https://missionfoi.ca/wp-content/uploads/2023/08/MM23-ENG-31-MEDITATIONS._final.pdf
|
2024-04-16T14:30:11+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00547.warc.gz
| 369,884,218
| 11,970
|
eng_Latn
|
eng_Latn
| 0.998302
|
eng_Latn
| 0.998526
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
1579,
3091,
4718,
6593,
8384,
10209,
11928,
13616,
14983,
16364,
17750,
19277,
20635,
21983,
23700,
25428,
26862,
28372,
29705,
31235,
32806,
35170,
37115,
39333,
40982,
43000,
44865,
46991,
49021,
50900,
52379
] |
[
1.265625,
1.359375
] | 1
| 0
|
Story Setting : Beach
Vocabulary:
blazing sun windy shade crowded waves crashing swooping glorious cheerful enthusiastic glimmering monsoon fresh sandy tropical
|
<urn:uuid:ecdf777f-6048-4237-a45c-f95f79519267>
|
CC-MAIN-2024-18
|
https://themumeducates.com/wp-content/uploads/2020/07/Story-setting-beach.pdf
|
2024-04-16T15:10:19+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00552.warc.gz
| 543,666,635
| 40
|
eng_Latn
|
eng_Latn
| 0.989895
|
eng_Latn
| 0.989895
|
[
"eng_Latn"
] | false
|
docling
|
[
199
] |
[
1.5703125
] | 1
| 1
|
Human Need for Artificial Intelligence in Energy Storage
Sepehr Sammak 1,* , Narges Sammak 2
1-Bachelor of Petroleum Engineering, Islamic Azad University, South Tehran Branch, Tehran, Iran
*Corresponding Author: firstname.lastname@example.org
2- Master of pure Math, Semnan University, Semnan, Iran email@example.com
ABSTRACT
It must be said that artificial intelligence has one of the richest histories, but in stories! High-understanding artificial machines and creatures were first introduced in ancient Greek mythology. Philosophers and mathematicians have long debated reasoning and logic, and today these arguments have been accepted in agreement. Such logics have become the basis of digital and programmable computers. One of the people who played a key role in this was Alan Turing. Turing's theory was that we could use mathematical symbols and numbers such as zero and one to perform any mathematical argument on a computer. Simultaneously with this theory, new discoveries were made in the field of neuroscience, information theory, and obedience. These developments have inspired a small group of researchers to seriously address the issue of creating an electronic brain. in 1950, Alan Turing published an article on artificial intelligence, which later became known as the Turing test. In this article, it was stated that if a person has a written conversation with a computer from behind a wall or anything else, and does not know that the other party is not human and does not realize this after the conversation, then the computer can be machine-made. He called it smart because he was able to use reason and logic well enough for a human being. The Turing test was able to justify some intelligence, but only (to some extent)! But since then, no machine has been invented that has successfully passed this test. Although the AIML language was invented, it never achieved this level of artificial intelligence.After these problems, in the 1990s and close to the 21st century, artificial intelligence achieved one of its greatest successes. Although things remained behind the scenes, artificial intelligence was used in important areas such as reasoning and logic, data processing, medical diagnoses, and a wide range of technology and industry. Soon, AI developers decided that they should use step-by-step problem solving in their algorithms. In fact, humans often use this method to solve cases such as making puzzles and so on. They were also able to come up with successful algorithms for understanding data and incomplete information after the 1980s and 1990s, which used probabilities to understand this information. But today we are witnessing the increasing progress of this technology in different parts of our lives. This technology is still emerging and growing, especially in terms of energy and storage, which can reduce the need for governments to use fossil fuels.
Keywords: Renewable energy, artificial machines, artificial intelligence, fossil fuels
1. INTRODUCTION
The development of new energy storage materials is playing a critical role in the transition to clean and renewable energy. However, improvements in performance and durability of batteries have been incremental due to a lack of understanding of both the materials and the complexities of the chemical dynamics occurring under operando conditions[1]. Generally, in order to test a chemical or physical property, parameter extensive experimental tests are performed. Unfortunately, these repetitive experimental and theoretical characterization studies are often time-consuming and inefficient because significant progress generally requires a combination of chemical intuition and serendipity. These approaches are therefore unable to characterise the millions of materials required to define even a small subclass of perfect crystalline materials, let alone more complex structures found within electrochemical cells [2]. This so-called `open` loop methodology of development results in the time frame for discovering new battery materials being remarkably long, often taking longer than a decade to bring a novel formulation to market.
In the recent decade, first-principle calculations, especially those based on more costeffective approximations such as density functional theory (DFT)[3,4] , are now reliably automated [5–7] for high-throughput property prediction across vast numbers of materials.
These methods have been used in successful materials design efforts such as alkali-ion batteries[8–10], to identifying promising solid-state Li-ion conductors for battery electrolyte applications[11], as well as other materials applications[12–15]. Building on these efforts, materials design guided by computation is expected to lead the discovery of new materials and greatly reduce materials development time and cost[16] via the expansion and development of machine learning (ML) techniques.
Machine learning is a branch of artificial intelligence which shows good applicability in classification, regression and other tasks related to high-dimensional data. Aimed at extracting knowledge and gaining insight from large databases, machine learning learns from previous computations to produce reliable, repeatable decisions and results [17,18]. With the rapid developmental pace in data-driven approaches that combine the wisdom of experts with powerful machine learning models, scientists are beginning to integrate human intuition in guiding scientific research. Scientists and engineers can now realistically simulate the properties and behaviours of materials in specific energy applications.
ML models have already shown their remarkable ability in the development of new crystalline solid materials with fast single-crystal Li-ion conductivity at room temperature[19].
DFT simulations guided by machine learning-based methods found that the ML-guided search was 2.7 times more likely to identify fast Li-ion conductors, with at least a 44 times improvement in the log-average of room temperature Li-ion conductivity and a 1000-fold increase in speed at which the candidates were discovered over trial and error methods (Fig.1). Methods such as these are for the first time allowing a means to move away from the traditional `open loop` methods of research to a far more efficient `closed-loop` method which is paving the way towards the inverse design of materials (Table 1). Inverse materials design effectively inverts the current design process by allowing the desired performance goals to define the composition and structure which best fulfils these targets without defining the starting material or structure beforehand[20– 26]. Crucially, machine learning will play a pivotal role in battery development via aiding inverse design as their computational strategies will continue to automatically improve through experience[27]. Cluster Expansion methods[28] are now widely employed to study the disorder in electrode materials, to neural networks which systematically improve the reliability of molecular dynamics simulations[29]. Probabilistic data-driven models are now able to narrow down likely candidates designed for specific applications from a chemical space of more than 1060 possible molecules. Generative models produce large numbers of candidate molecules which will require laboratory synthesis to validate the simulation results requiring synthesis automation also powered by ML and robotics. These forms of automation will allow research scientists to reduce the amount of time spent doing costly, intuitively driven, repetitive syntheses. Even with current databases derived from previous laboratory experiments there is already enough data for scientists to produced highly targeted molecules relative to an unguided, `open loop`, approach. The online state of charge and state of health of a battery can now be predicted via machine learning models each time a battery undergoes charge/discharge cycles and are crucial for durable and safe electric vehicles. Early detection of inadequate performance also facilitates timely maintenance of battery systems[30–33]. Deep generative learning models are able to map the underlying probability distribution of both structure and property and relate them in a nonlinear manner allowing these models to filter characteristic features inherent to certain molecules[34,35]. Machine learning methods have been recently applied to describing Li-ion battery architecture, properties, and performance[36].
Fig.1 Comparison of computation time and precision for an ML algorithm, human experts, and random guessing. The algorithm performs as well as thebest humans but with higher speed, enabling the rapid screening of millions of candidate materials [2].
Fig.2 A simulated crystalline framework of a vanadium-containing cathode material for advanced batteries[37]. Lithium atoms shown in green are nestled into the framework. The formulation has since been synthesised and performed as the models predicted.
These results are due in part to the continually growing databases of atomic structural data necessary for DFT calculations as well as large improvements in compute resources which are paving the way for a step-change in research methods[38]. Meredig et al. showed their ML data-driven approach to materials screening was able to learn the rules of chemistry from DFT, make accurate energetic predictions for new compositions at six orders of magnitude lower computational expense, and further required no knowledge of the crystal structure[38]. These methods are now being applied to predict Li capacity in batteries. Ceder et al [37] showed how computational analysis can suggest new materials such as new vanadiumcontaining cathode material which was predicted to outperform the energy-storage capacity of conventional lithium iron phosphate cathodes by some 10% (Fig.2). The material was synthesised and behaved as the ML models predicted.
Modelling of the structures and properties of specific electrode materials, understanding the charge/discharge mechanisms at the atomic scale, and delivering rational, `closed` loop design strategies for electrode materials as well as electrolytes are well underway. A comprehensive review of modelling and theoretical design studies on sulphur cathodes, oxygen cathodes, lithium metal anodes, and solid-state electrolytes of lithium metal batteries can be found here[39].
The big data era has already arrived with experiments from large scale facilities such as synchrotrons generating enormous data rates. Combining big data with machine learning is already a crucial research priority. Questions relating to storage, management and analysis of high-volume data are challenging problems that need to be solved. Data management platforms are vital as supervised ML models generally require large amounts of reliable training data to construct reliable models[40,41] as existing experimental data and that of future experimental efforts still only cover a fraction of the stable chemical combinations possibly found in nature.
The development of generic data management and sharing platforms is required to provide impetus to accelerate materials discovery and design. Advanced materials characterization techniques, with their ever-growing rates of data acquisition and storage capabilities, represent a challenge in modern materials science, and new procedures for quickly assessing and analysing the collected data are needed to bring new energy solutions to market in less time[42]. Currently, large, high-quality open databases of computed materials properties such as the Materials Project[15], Open Quantum Materials Database[43] and the AFLOW repository are growing at a rapid pace and helping to map the vast regions of chemical space. Databases and libraries for battery electrolytes[44] are also being built which will be used in the future to rapidly formulate next-generation electrolytes. The European Large Scale Research Initiative `Battery 2030+` has recently identified establishing the `Battery Interface Genome (BIG)` and a `Materials Acceleration Platform (MAP)` as essential milestones towards the accelerated discovery of ultrahigh performance batteries[45]. In one of the largest collections of molecules, the chemical space project[46] has mapped 166.4 billion molecules that contain at most 17 heavy atoms.
In the near future, we can expect to see huge growth in these new databases and libraries which will, in turn, increase the predictive power of machine learning. An important development to note is work from a Stanford, Google Brain collaboration where researchers show a novel approach to transfer physical insights onto more general descriptors derived from physical equations allowing them to screen billions of unknown compositions for Li-ion conductivity using an accurate model trained with physical insights to generate a large database from small data[47]. Central to machine learning methodologies applied to chemical sciences is the representation of molecules. These representations that act to encode the relevant physics and chemistry will tend to generalize better as research progresses allowing for even faster materials screening. Despite considerable progress, much work remains.
Graph and hierarchical representations of molecules are an area requiring further study[48]. Finally, access to compute infrastructure in order to undertake these simulations is required. Around the world, new AI centres are under development or already operating to provide comprehensive assistance to scientists and institutions looking to combine ML methods to their research. The combination of large research institutions and powerful ML infrastructure will accelerate materials design dramatically in the coming years and allow for close participation of leading tech companies to play a part in the development of fundamental scientific research as well as spur on new economic development.
2. SUSTAINABILITY AND TECHNOLOGY
The impacts of Climate change on cities have been greatly covered in literature, and urban leaders, policy makers, and other stakeholders are driven to strategize on to mitigate those impacts (49).Cutter, Emrich, Gall, and Reeves (2018) [50] highlights that one the most prevalent impact of climate change is that of flooding, that tend to occur in cities that were previously relatively deemed as safe. Besides flooding, there are increased incidences of bushfires which are impacting on the liveability of cities as shelters are at risk, and even rendering entire urban areas as uninhabitable [51,52], thus forcing people to leave their homes. In certain instances, further accentuates the sad phenomenon of 'climate refugees'. For cities in developing countries where the local governments are financially constrained; hence unable to offer alternative lands, infrastructure repairs, or housing subsidies, a portion of the population ultimately ends up homeless and this leads to the creation of an informal economy; which are even more vulnerable to the impacts of climate change[53]. Emilsson and Sang (2017)[54] further shares how cities are seen to experience higher temperatures, especially in form of heat waves which result to loss of lives, and in some cities it drives a higher energy demand for mechanical cooling [55]. Furthermore, unlike before, cities are now experiencing shortage of food supplies as climate change has also affected the agricultural sector due to the unpredictability of climate from conventional farming techniques [56]. Doherty, Klima, and Hellman (2016)[57] and Allam (2012)[58] support that finding solutions to these impacts will be key to the survival of cities and that mitigation strategies, potent with sustainability consciousness in mind, must be sought at various levels of policy making. They peg their argument on results from other researchers [59,60] that established that cities contribute greatly in aggravating climate change. On the same line, many city managements have started to fashion policies in such a way so as to have as little as negative impacts as possible to prevent the compromise of the environment and available resources [61,62]. In this front, many cities have managed to leverage on the available advanced technologies such as AI, Big data, IoT, Blockchain, amongst others to render sustainable solutions to both city planning and management [63,64,65,66,67].
Barns et al. (2016)[68] highlights that one such area where technology has been helpful is the implementation of the Smart Cities concept, which can be key in helping cities achieve resilience and sustainability. Koenig et al. (2017)[69] and Beatley (2011)[70], amongst others, argue that analysis, through AI enabled devices and systems, of data from IoT; that Smart Cities prone, have allowed the customization of different urban fabrics such that they optimize on the available resources. For instance, Smart Cities have catalyzed the introduction of autonomous vehicles, and even encouraged sustainability passive methods through the creation of bicycle lanes and walking paths; hence, contributing to the reduction in fossil fuel consumption [71]. These technologies have encouraged the adoption of construction tools in the building sector that can possibly integrate low power and water consumption, allow for green spaces and also accommodate green walls and roofs and have smart waste management systems [72,73]. These types of constructions also allow for increased conservation of land as there is reduced sprawl; hence, the land can be used for other purposes like agriculture, open space and forest reserve, amongst other uses that can benefit the local population and users of the urban fabric [74].
Dengel (2013)[75] succinctly shares how, through AI and big data, the agricultural sector is enhanced since information on issues like weather patterns, soil types and the best crops to plant at particular areas are readily available and this provides informed decisions as to crop management; which leads to higher yields and related proportional economic growth. The same approach in other sectors, especially in developing countries, through domains such as health, business, transport, services, amongst others, can render economic benefits while catering for sustainability outcomes by saving resources from these sectors[76,77]. The same can be used for climate change mitigation projects, and benefit cities, countries and regions that need it the most; like Small Island Developing States and Low-Income Economies that are on the front line of the impacts of Climate Change.
3. CONCLUSIONS
In the development of the next generation of batteries, we can expect that an increasing role will be played by modern multiscale computation approaches. In combination with machine learning[78,79]. ML inverse design [80,81] can enable a model that adapts as it explores chemical space, which allows for expanding a model in regions of high uncertainty and enabling the discovery of regions of molecular space with desirable properties as a function of composition53. Notably, even data from failed experiments is proving useful in training ML models. In recent years, machine learning techniques51 and big data methods[82] have successfully resolved the difficulties of modelling the relationships between materials properties and complex physical factors. ML models can already significantly outperform humans in terms of both speed and accuracy in the interpretation of materials spectra and images (X-ray, neutron, electron)[19]. These types of approaches will complement continued advances in instrumentation, especially under operando studies and artificial intelligence guided design of experiments.
Active learning in the space of objective functions could lead to a better understanding of the best rewards to seek while carrying out machine learning. In the near future researchers
may simultaneously conceive, create, and characterise with each data point transmitting and receiving data to constantly improve the accuracy of the models[1,34,83]. With the continuous development of theories and methods, the topics to which machine learning can be applied in materials science will become broader and have an ever increasing effect on the efficacy of research.
Table 1. Summary of machine learning techniques applied to energy storage materials
| Materials | Prediction | Method | Key findings |
|---|---|---|---|
| NaNi1/3Mn1/3Co1/3O2 cathode material for Na-ion batteries | Modelling and optimization of the fabrication process of the positive electrode material for sodium-ion batteries | Support vector regression synchronized crossvalidation simplex algorithm cluster | Obtained optimized value of capacity is 176 mAhg-1 for 99 cycles, which is better than those of conventional batteries used for commercial storage purposes |
| Ni-rich cathode materials: LiNixCo1 xyMn1- x-y-zO2 (NCM) for electric vehicle applications. | 1. To construct a predictive model to propose optimized experimental parameters that satisfy the target specifications. 2. Search for an ideal synthesis process of Ni- rich cathode materials, leading to accelerated development of lithium-ion batteries with higher capacity and longer cycle | 1. ML regression models: Support vector machine (SVM), Decision tree (DT), Ridge regression (RR), Random forest (RF), Extremely randomized tree (ERT), and Neural network (NN) with multi-layer perceptron. ML model (ERT + AdaBoost) 2. The pythonbased | 1. Optimized synthetic parameters for Ni- rich cathode materials, LiNixCo1-x-yMn1- x-y-zO2 (NCM) with x> 0.85 for improve the electrochemical performance 2. Showed that the calcination temperature and the particle size are determining factors for achieving a long cycle life. 3. Confirmed that structures with higher calcination temperatures, higher Ni content, |
| Layered structure cathode materials for lithium-ion batteries | Predicting the electrochemical properties: discharge energy density and capacity fading | Artificial neural network algorithm | Proposed 3D-QANN model: a quantitative structure−property relaKonship model for predicting the physical properties of inorganic crystalline solids and the design new materials |
|---|---|---|---|
| LiFePO4 | The cycle life of lithium-ion batteries | Bayesian LS- SVR and wavelet neural network | Predicted the cycle life of the battery within a very short prediction time (within 1.41s) with the average error is only about one-third of that of the traditional algorithm |
| Lithium-ion batteries | The battery capacity | Gaussian process regression | In situ capacity estimation over short periods of galvanostatic operation |
REFERENCES
(1) Liu, Y.; Zhao, T.; Ju, W.; Shi, S.; Shi, S.; Shi, S. Materials Discovery and Design Using Machine
Learning. J. Mater. 2017, 3 (3), 159–177.
(2) Cheon, G.; Cubuk, E. D.; Antoniuk, E. R.; Blumberg, L.; Goldberger, J. E.; Reed, E. J. Revealing
the Spectrum of Unknown Layered Materials with Superhuman Predictive Abilities. J. Phys.
Chem. Lett. 2018, 9 (24), 6967–6972.
(3) Kohn, W.; Sham, L. J. Self-Consistent Equations Including Exchange and Correlation Effects.
Phys. Rev. 1965, 140 (4A), A1133–A1138.
(4) Hohenberg, P.; Kohn, W. Inhomogeneous Electron Gas. Phys. Rev. 1964, 136 (3B), B864– B871.
(5) Ong, S. P.; Richards, W. D.; Jain, A.; Hautier, G.; Kocher, M.; Cholia, S.; Gunter, D.; Chevrier, V.
L.; Persson, K. A.; Ceder, G. Python Materials Genomics (Pymatgen): A Robust, OpenSource
Python Library for Materials Analysis. Comput. Mater. Sci. 2013, 68, 314–319.
(6) Jain, A.; Ong, S. P.; Chen, W.; Medasani, B.; Qu, X.; Kocher, M.; Brafman, M.; Petretto, G.;
Rignanese, G.-M.; Hautier, G.; et al. FireWorks: A Dynamic Workflow System Designed for
High-Throughput Applications. Concurr. Comput. Pract. Exp. 2015,27(17), 5037–5059.
(7) Mathew, K.; Montoya, J. H.; Faghaninia, A.; Dwarakanath, S.; Aykol, M.; Tang, H.; Chu, I.;
Smidt, T.; Bocklund, B.; Horton, M.; et al. Atomate: A High-Level Interface to Generate, Execute,
and Analyze Computational Materials Science Workflows. Comput. Mater. Sci. 2017,139,
140–
152.
(8) Hautier, G.; Jain, A.; Chen, H.; Moore, C.; Ong, S. P.; Ceder, G. Novel Mixed Polyanions Lithium-Ion Battery Cathode Materials Predicted by High-Throughput Ab Initio Computations. J.
Mater. Chem. 2011,21(43), 17147.
(9) Hautier, G.; Jain, A.; Ong, S. P.; Kang, B.; Moore, C.; Doe, R.; Ceder, G. Phosphates as Lithium-
Ion Battery Cathodes: An Evaluation Based on High-Throughput Ab Initio Calculations. Chem.
Mater. 2011, 23 (15), 3495–3508.
(10) Ong, S. P.; Mo, Y.; Richards, W. D.; Miara, L.; Lee, H. S.; Ceder, G. Phase Stability,
Electrochemical Stability and Ionic Conductivity of the Li 10±1 MP 2 X 12 (M = Ge, Si,
Sn, Al
or P, and X = O, S or Se) Family of Superionic Conductors. Energy Environ. Sci. 2013, 6 (11),
148–156.
(11) Artem R. Oganov. Modern Methods of Crystal Structure Prediction; Oganov, A. R., Ed.; Wiley-
VCH Verlag GmbH & Co. KGaA: Weinheim, Germany, 2010.
(12) Greeley, J.; Jaramillo, T. F.; Bonde, J.; Chorkendorff, I.; N ّrskov, J. K. Computational High-
Throughput Screening of Electrocatalytic Materials for Hydrogen Evolution. Nat. Mater. 2006, 5
(11), 909–913.
(13) Yang, K.; Setyawan, W.; Wang, S.; Buongiorno Nardelli, M.; Curtarolo, S. A Search Model for
Topological Insulators with High-Throughput Robustness Descriptors. Nat. Mater. 2012, 11 (7),
614–619.
(14) Hachmann, J.; Olivares-Amaya, R.; Atahan-Evrenk, S.; Amador-Bedolla, C.; SgnchezCarrera,
R. S.; Gold-Parker, A.; Vogt, L.; Brockway, A. M.; Aspuru-Guzik, A. The Harvard Clean Energy Project: Large-Scale Computational Screening and Design of Organic Photovoltaics on
the World Community Grid. J. Phys. Chem. Lett. 2011, 2 (17), 2241–2251.
(15) Jain, A.; Ong, S. P.; Hautier, G.; Chen, W.; Richards, W. D.; Dacek, S.; Cholia, S.; Gunter, D.;
Skinner, D.; Ceder, G.; et al. Commentary: The Materials Project: A Materials Genome Approach to Accelerating Materials Innovation. APL Mater. 2013, 1 (1), 011002.
(16) Yang, L.; Wang, Z.; Feng, Y.; Tan, R.; Zuo, Y.; Gao, R.; Zhao, Y.; Han, L.; Wang, Z.; Pan, F.
Flexible Composite Solid Electrolyte Facilitating Highly Stable "Soft Contacting" LiElectrolyte
Interface for Solid State Lithium-Ion Batteries. Adv. Energy Mater. 2017, 7 (22), 1701437.
(17) Shi, S.; Gao, J.; Liu, Y.; Zhao, Y.; Wu, Q.; Ju, W.; Ouyang, C.; Xiao, R. Multi-Scale Computation Methods: Their Applications in Lithium-Ion Battery Research and Development.
Chinese Phys. B 2016, 25 (1), 018212.
(18) Jordan, M. I. Artificial Intelligence—The Revolution Hasn't Happened Yet. Harvard Data Sci.
Rev. 2019.
(19) Sendek, A. D.; Cubuk, E. D.; Antoniuk, E. R.; Cheon, G.; Cui, Y.; Reed, E. J. Machine Learning-
Assisted Discovery of Solid Li-Ion Conducting Materials. Chem. Mater. 2019, 31 (2), 342–352.
(20) Guo, Y.; Li, H.; Zhai, T. Reviving Lithium-Metal Anodes for Next-Generation HighEnergy
Batteries. Adv. Mater. 2017, 29 (29), 1700007.
(21) Park, J.-B.; Lee, S. H.; Jung, H.-G.; Aurbach, D.; Sun, Y.-K. Redox Mediators for Li-O 2 Batteries: Status and Perspectives. Adv. Mater. 2018, 30 (1), 1704162.
(22) Song, H.; Deng, H.; Li, C.; Feng, N.; He, P.; Zhou, H. Advances in Lithium-Containing Anodes
of Aprotic Li-O 2 Batteries: Challenges and Strategies for Improvements. Small Methods 2017, 1
(8), 1700135.
(23) Zhang, R.; Li, N.-W.; Cheng, X.-B.; Yin, Y.-X.; Zhang, Q.; Guo, Y.-G. Advanced Micro/Nanostructures for Lithium Metal Anodes. Adv. Sci. 2017, 4 (3), 1600445. (24) Lin, D.; Liu, Y.; Cui, Y. Reviving the Lithium Metal Anode for High-Energy Batteries. Nat.
Nanotechnol. 2017, 12 (3), 194–206.
(25) Wang, Y.; Richards, W. D.; Ong, S. P.; Miara, L. J.; Kim, J. C.; Mo, Y.; Ceder, G. Design Principles for Solid-State Lithium Superionic Conductors. Nat. Mater. 2015, 14 (10), 1026–
1031.
(26) Manthiram, A.; Yu, X.; Wang, S. Lithium Battery Chemistries Enabled by Solid-State Electrolytes. Nat. Rev. Mater. 2017, 2 (4), 16103.
(27) Jordan, M. I.; Mitchell, T. M. Machine Learning: Trends, Perspectives, and Prospects. Science (80-. ). 2015, 349 (6245), 255–260.
(28) Tao, X.; Liu, Y.; Liu, W.; Zhou, G.; Zhao, J.; Lin, D.; Zu, C.; Sheng, O.; Zhang, W.; Lee, H.-
W.; et al. Solid-State Lithium–Sulfur Batteries Operated at 37 °C with Composites of Nanostructured Li 7 La 3 Zr 2 O 12 /Carbon Foam and Polymer. Nano Lett. 2017, 17 (5), 2967–
2972.
(29) Chen, R.; Qu, W.; Guo, X.; Li, L.; Wu, F. The Pursuit of Solid-State Electrolytes for Lithium Batteries: From Comprehensive Insight to Emerging Horizons. Mater. Horizons 2016, 3 (6), 487–516.
(30) Li, Y.; Liu, K.; Foley, A. M.; Zülke, A.; Berecibar, M.; Nanini-Maury, E.; Van Mierlo, J.; Hoster, H. E. Data-Driven Health Estimation and Lifetime Prediction of Lithium-Ion Batteries: A Review. Renew. Sustain. Energy Rev. 2019, 113 (April).
(31) Yao, H.; Zheng, G.; Hsu, P.-C.; Kong, D.; Cha, J. J.; Li, W.; Seh, Z. W.; McDowell, M. T.;
Yan, K.; Liang, Z.; et al. Improving Lithium–Sulphur Batteries through Spatial Control of Sulphur Species Deposition on a Hybrid Electrode Surface. Nat. Commun. 2014, 5(1), 3943.
(32) Xiong, S.; Xie, K.; Diao, Y.; Hong, X. Properties of Surface Film on Lithium Anode with LiNO3 as Lithium Salt in Electrolyte Solution for Lithium–Sulfur Batteries. Electrochim. Acta 2012, 83, 78–86.
(33) Li, F.; Liu, Q.; Hu, J.; Feng, Y.; He, P.; Ma, J. Recent Advances in Cathode Materials for Rechargeable Lithium–Sulfur Batteries. Nanoscale 2019, 11 (33), 15418–15439.
(34) Aspuru-Guzik, A.; Lindh, R.; Reiher, M. The Matter Simulation (R)Evolution. ACS Cent. Sci. 2018, 4 (2), 144–152.
(35) Jargensen, P. B.; Schmidt, M. N.; Winther, O. Minireview Deep Generative Models for Molecular Science Minireview. 2018, 1700133, 1–9.
(36) Kauwe, S.; Rhone, T.; Sparks, T. Data-Driven Studies of Li-Ion-Battery Materials. Crystals 2019, 9 (1), 54.
(37) Wang, Q.; Xu, J.; Zhang, W.; Mao, M.; Wei, Z.; Wang, L.; Cui, C.; Zhu, Y.; Ma, J. Research Progress on Vanadium-Based Cathode Materials for Sodium Ion Batteries. J. Mater. Chem. A 2018, 6 (19), 8815–8838.
(38) Meredig, B.; Agrawal, A.; Kirklin, S.; Saal, J. E.; Doak, J. W.; Thompson, A.; Zhang, K.; Choudhary, A.; Wolverton, C. Combinatorial Screening for New Materials in Unconstrained Composition Space with Machine Learning. Phys. Rev. B - Condens. Matter Mater. Phys. 2014, 89 (9), 1–7.
(39) Fan, Y.; Chen, X.; Legut, D.; Zhang, Q. Modeling and Theoretical Design of NextGeneration Lithium Metal Batteries. Energy Storage Mater. 2019, 16 (January 2018), 169–193.
(40) Li, Z.; Zhang, J.; Lou, X. W. D. Hollow Carbon Nanofibers Filled with MnO 2 Nanosheets as Efficient Sulfur Hosts for Lithium-Sulfur Batteries. Angew. Chemie Int. Ed. 2015, 54 (44), 12886–12890.
(41) Zhao, C.; Shen, C.; Xin, F.; Sun, Z.; Han, W. Prussian Blue-Derived Fe2O3/Sulfur Composite Cathode for Lithium–Sulfur Batteries. Mater. Lett. 2014, 137, 52–55.
(42) Sendek, A. D.; Yang, Q.; Cubuk, E. D.; Duerloo, K.-A. N.; Cui, Y.; Reed, E. J. Holistic
Computational Structure Screening of More than 12 000 Candidates for Solid LithiumIon Conductor Materials. Energy Environ. Sci. 2017, 10 (1), 306–320.
(43) Silver, D.; Schrittwieser, J.; Simonyan, K.; Antonoglou, I.; Huang, A.; Guez, A.; Hubert, T.; Baker, L.; Lai, M.; Bolton, A.; et al. Mastering the Game of Go without Human Knowledge. Nature 2017, 550 (7676), 354–359.
(44) Qu, X.; Jain, A.; Rajput, N. N.; Cheng, L.; Zhang, Y.; Ong, S. P.; Brafman, M.; Maginn, E.;
Curtiss, L. A.; Persson, K. A. The Electrolyte Genome Project: A Big Data Approach in Battery Materials Discovery. Comput. Mater. Sci. 2015, 103, 56–67.
(45) Bhowmik, A.; Castelli, I. E.; Garcia-Lastra, J. M.; J ّrgensen, P. B.; Winther, O.; Vegge, T. A Perspective on Inverse Design of Battery Interphases Using Multi-Scale Modelling, Experiments and Generative Deep Learning. Energy Storage Mater. 2019, 21 (February), 446–456.
(46) Reymond, J.-L. The Chemical Space Project. Acc. Chem. Res. 2015, 48 (3), 722–730.
(47) Cubuk, E. D.; Sendek, A. D.; Reed, E. J. Screening Billions of Candidates for Solid Lithium-Ion Conductors: A Transfer Learning Approach for Small Data. J. Chem. Phys. 2019, 150 (21).
(48) Sanchez-Lengeling, B.; Wei, J. N.; Lee, B. K.; Gerkin, R. C.; Aspuru-Guzik, A.; Wiltschko,
A. B. Machine Learning for Scent: Learning Generalizable Perceptual Representations of Small Molecules. 2019.
(49) OECD (2014). Cities and climate change: National governments enabling local action. OECD policy perspectives (pp. 1–21). OECD.
(50) Cutter, S. L., Emrich, C. T., Gall, M., & Reeves, R. (2018). Flash flood risk and the paradox
of urban development. Natural Hazards Review, 19, 05017005–05017012.
(51) McDonald, C. (2017). Current and future impacts of climate change on housing, buildings and
infrastructure. Surry Hills, Austraila: Australia Senate.
(52) Hales, S., Baker, M., Howden-Chapman, P., Menne, B., Woodruff, R., & Woodward, A. (2007). Implications of global climate change for housing, human settlements and public health. Reviews on Environmental Health, 22, 295–302.
(53) UN Habitat (2015). Urbanization and climate change in small island developing states. Nairobi, Kenya: United Nations Human Settlements Program (UN-Habitat).
(54) Emilsson, T., & Sang, O. A. (2017). Impacts of climate change on urban areas and naturebased
solutions for adaptation. Cham: Springer.
(55) Allam, Z. (2014). Exploring the urban heat island (UHI) effect in Port Louis, Mauritius. University of Mauritius Research Journal, 20, 138–153.
(56) Burton, P., Lyons, K., Richards, C., Amati, M., Rose, N., Fours, L. D., ... Barclay, R. (2013).
Urban food security, urban resilience and climate change. Gold Coast: National Climate Change Adaptation Research Facility.
(57) Doherty, M., Klima, K., & Hellman, J. J. (2016). Climate change in the urban environment:
Advancing, measuring and achieving resilience. Environmental Science & Policy, 66.
(58) Allam, Z. (2012). Sustainable architecture: Utopia or feasible reality? Journal of Biourbanism, 2, 47–61.
(59) Hughes, S., & Sarzynski, A. (2015). Building capacity for climate change adaptation in urban areas. Urban Climate, 13, 1–3.
(60) OECD (2014). Cities and climate change: National governments enabling local action. OECD policy perspectives (pp. 1–21). OECD.
(61) George, G., Schillebeeckx, S. D., & Liak, T. L. (2015). The management of natural resources:
An overview and research agenda. Academy of Management Journal, 58, 1595–1613.
(62) Silva, B. N., Khan, M., & Han, K. (2018). Towards sustainable smart cities: A review of trends, architectures, components, and open challenges in smart cities. Sustainable Cities and
Society, 38, 697–713.
(63) Allam, M. Z. (2018b). Redefining the smart city: Culture, metabolism and governance. Case
study of Port Louis, Mauritius. Curtin University.
(64) Allam, Z., & Jones, D. (2018b). Promoting resilience, liveability and sustainability through landscape architectural design: A conceptual framework for Port Louis, Mauritius; a small island developing state. IFLA world congress Singapore 2018 (pp. 1599–1611). International Federation of Landscape Architects: Singapore.
(65) Allam, Z., & Newman, P. (2018a). Redefining the smart city: Culture, metabolism & governance. Smart Cities, 1, 4–25.
(66) Lim, C., Kim, K.-J., & Maglio, P. P. (2018). Smart cities with big data: Reference models, challenges, and considerations. Cities, 82, 86–99.
(67) Pioletti, Fox, M. S., & Goodfellow, T. (Eds.). (2016). Cities and development, Urban Research & Practice, 9, 329–331.
(68) Barns, S., Cosgrave, E., Acuto, M., & Mcneill, D. (2016). Digital infrastructures and urban governance. Urban Policy and Research, 20–31.
(69) Koenig, R., Miao, Y., Knecht, K., Bus, P., & Mei-Chih, C. (2017). Interactive urban synthesis: Computational methods for fast prototyping of urban design proposals. CAAD Futures, 724, 23–41.
(70) Beatley, T. (2011). Biophilic cities: Integrating nature into urban design and planning. Washington, D. C: Island Press.
(71) Barns, S., Cosgrave, E., Acuto, M., & Mcneill, D. (2016). Digital infrastructures and urban governance. Urban Policy and Research, 20–31.
(72) Allam, Z., & Jones, D. (2018a). Towards a circular economy: A case study of waste conversion into housing units in Cotonou, Benin. Urban Science, 2, 118.
(73) Conke, L. S., & Ferreira, T. L. (2015). Urban metabolism: Measuring the city's contribution
to sustainable development. Environmental Pollution, 202, 146–152.
(74) Gaigné, C., Riou, S., & Thisse, J.-F. (2012). Are compact cities environmentally friendly? Journal of Urban Economics, 72, 123–136.
(75) Dengel (2013). Special issue on artificial intelligence in agriculture. Künstliche Intelligenz,
27, 309–311.
(76) Barns, S., Cosgrave, E., Acuto, M., & Mcneill, D. (2016). Digital infrastructures and urban governance. Urban Policy and Research, 20–31.
(77) Beatley, T. (2011). Biophilic cities: Integrating nature into urban design and planning. Washington, D. C: Island Press.
(78) Zhou, Z.; Li, X.; Zare, R. N. Optimizing Chemical Reactions with Deep Reinforcement Learning. ACS Cent. Sci. 2017, 3 (12), 1337–1344.
(79) Guimaraes, G. L.; Sanchez-Lengeling, B.; Outeiral, C.; Farias, P. L. C.; Aspuru-Guzik, A. Objective-Reinforced Generative Adversarial Networks (ORGAN) for Sequence Generation Models. 2017.
(80) Li, Z.; Wu, H. Bin; (David) Lou, X. W. Rational Designs and Engineering of Hollow Micro-/Nanostructures as Sulfur Hosts for Advanced Lithium–Sulfur Batteries. Energy Environ. Sci. 2016, 9 (10), 3061–3070.
(81) Wang, T.; Zhao, N.; Shi, C.; Ma, L.; He, F.; He, C.; Li, J.; Liu, E. Interface and Doping Effects on Li Ion Storage Behavior of Graphene/Li 2 O. J. Phys. Chem. C 2017, 121 (36), 19559–19567.
(82) Pellegrini, V.; Bodoardo, S.; Brandell, D.; Edstr ّm, K. Challenges and Perspectives for New Material Solutions in Batteries. Solid State Commun. 2019, No. xxxx.
(83) Aspuru-Guzik, Alلn, and K. P. Materials Acceleration Platform: Accelerating Advanced Energy Materials Discovery by Integrating High-Throughput Methods and Artificial Intelligence http://nrs.harvard.edu/urn-3:HUL.InstRepos:35164974.
(84) Ruhatiya, C.; Singh, S.; Goyal, A.; Niu, X.; Hanh Nguyen, T. N.; Nguyen, V. H.; Tran, V. M.;
Phung LE, M. L.; Garg, A.; Gao, L. Electrochemical Performance Enhancement of Sodium-Ion Batteries Fabricated With NaNi1/3Mn1/3Co1/3O2 Cathodes Using Support Vector Regression-Simplex Algorithm Approach. J. Electrochem. Energy Convers. Storage 2020, 17 (1), 1–8.
[85] Min, K.; Choi, B.; Park, K.; Cho, E. Machine Learning Assisted Optimization of Electrochemical Properties for Ni-Rich Cathode Materials. Sci. Rep. 2018, 8 (1), 1–7.
(86) Ellis, L. D.; Buteau, S.; Hames, S. G.; Thompson, L. M.; Hall, D. S.; Dahn, J. R. A New Method for Determining the Concentration of Electrolyte Components in Lithium-Ion Cells, Using Fourier Transform Infrared Spectroscopy and Machine Learning. J. Electrochem. Soc. 2018, 165 (2), A256–A262.
(87) Allam, O.; Cho, B. W.; Kim, K. C.; Jang, S. S. Application of DFT-Based Machine Learning for Developing Molecular Electrode Materials in Li-Ion Batteries. RSC Adv. 2018, 8 (69), 39414–39420.
(88) Choi, H.; Sohn, K. S.; Pyo, M.; Chung, K. C.; Park, H. Predicting the Electrochemical Properties of Lithium-Ion Battery Electrode Materials with the Quantum Neural Network Algorithm. J. Phys. Chem. C 2019, 123 (8), 4682–4690.
(89) Wang, X.; Gao, C.; Sun, M. Probabilistic Prediction Algorithm for Cycle Life of Energy
Storage in Lithium Battery. World Electr. Veh. J. 2019, 10 (1), 1–17.
(90) Richardson, R. R.; Birkl, C. R.; Osborne, M. A.; Howey, D. A. Gaussian Process Regression for in Situ Capacity Estimation of Lithium-Ion Batteries. IEEE Trans. Ind. Informatics 2019, 15 (1), 127–138.
|
<urn:uuid:5508c5d3-aa86-4dfa-bd82-466615194b5c>
|
CC-MAIN-2024-18
|
http://globalpublisher.org/wp-content/uploads/2023/08/IJAEU-411-1-17.pdf
|
2024-04-16T13:56:42+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00553.warc.gz
| 14,490,778
| 9,984
|
eng_Latn
|
eng_Latn
| 0.572222
|
eng_Latn
| 0.944141
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"yor_Latn",
"eng_Latn",
"dag_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"dag_Latn"
] | false
|
docling
|
[
2984,
8487,
8991,
13271,
16440,
19949,
21907,
23723,
25848,
28205,
31087,
33833,
36572,
39586,
39863
] |
[
1.3203125,
0.94140625
] | 2
| 0
|
Silicon, Silica, Silicates and Silicone
People get confused about the differences between silicon, silicate, silica and even silicone. What is it exactly that we collect, cut and polish??
Silicon is a chemical element, one of the 97 natural building blocks from which our minerals are formed. A chemical element is a substance that can't be subdivided into simple substances without splitting atoms. Silicon is the second most abundant element in the earth's crust, making up about 27% of the average rock. Silicon links up with oxygen (which makes up 55% of the earth's crust) to form the most common suite of minerals, called the silicates. Quartz, feldspars, olivine, micas, thomsonite, jadeite, and prehnite are all silicates. There is so much oxygen around that pure native silicon is almost never found naturally.
Silica is a bit trickier concept. It refers the combination of silicon plus oxygen. The mineral quartz is silica. But so are the minerals tridymite, coesite, cristobalite and stishovite which are mineral forms of silica that are stable at high temperatures and pressures. All these minerals are also silicates. In other words, quartz is a silicate made of pure silica. But feldspars contain sodium, aluminum, potassium and calcium in addition to silicon and oxygen. Thus feldspars are silicates but they aren't pure silica.
Geochemists also use the term "silica" to refer to the overall silicon and oxygen content of rocks. This is confusing, but stems from the fact that in rock analysis and sample is dissolved, the solution treated, and the amount of silicon present is determined by precipitating it as silica. So a geologist may say "This rock is 48% silica". A rockhound will look at the rock and say "How can that be? I don't see any quartz in it!" Both are right. The rock will not have the mineral quartz because the silicon and oxygen are tied up with other elements to make silicate minerals like feldspar. Its a bit like looking at a cake and saying "I don't see any eggs in there!" The eggs are cake ingredients but are present now in different forms.
Now, what is silicone? Its a synthetic polymer of silicon with carbon and oxygen that could be in solid, liquid or gel form. It has all kinds of medical uses, such as in antacids, artificial joints, pacemakers and implants of various notoriety, but is not, as far as anyone knows, found in rocks.
Can pure silicon be found in Nature? Yes, rarely. Recently Russian geologists were sampling gasses from Kudriavy volcano on the Kamchatka Peninsula. Here they drove quartz tubes into vents jetting out gases of over 900 degrees C. Their tubes filled with minerals precipitating from this gas. Among them were pure silicon metal embedded in masses of salts such as halite. The silicon formed crystals up to 0.3 mm across. It was associated with pure aluminum metal, Si-Al alloys and other rare minerals. This find was unusual enough to warrant a note in the prestigious science journal, Nature.
So unless you are in Russia sampling hot volcanic gases, you can be sure that what you are finding are silica and silicates, but not silicon or silicone.
- Dr. Bill Cordua, University of Wisconsin-River Falls
Reference:
Korzhinsky, M.A., et al., 1995, "Native Al and Si Formation", Nature, vol. 375, p. 544.
|
<urn:uuid:59c84d2f-e5a0-44ca-a1cf-c36cc1fe9385>
|
CC-MAIN-2024-18
|
https://minds.wisconsin.edu/bitstream/handle/1793/11591/Silicon.pdf?sequence=1
|
2024-04-16T13:50:26+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00550.warc.gz
| 385,598,720
| 745
|
eng_Latn
|
eng_Latn
| 0.978963
|
eng_Latn
| 0.998987
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
2980,
3292
] |
[
3.359375
] | 1
| 2
|
Lacroix's Legacy Written by: Amanda Barker Lacroix's Legacy
Lacroix's Legacy
Written by: Amanda Barker, MFS
Edouard Lacroix was a lumber baron who dominated the heart of the North Maine Woods during the 1920s and 1930s. A humbly born man, he persevered through the era of the Great Depression and World War II to create a small empire in the middle of nowhere. In Maine, he's most notably remembered for constructing the Eagle Lake & West Branch Railroad which ran from Eagle Lake in the Allagash chain to Umbazookus Lake at the head of the West Branch of the Penobscot. In Quebec, he's still remembered as a fighter for the common man who was concerned enough with workman's rights and welfare that he practiced what he preached.
The woods industry has always had its own set of terms, definitions and complex relationships. Townships or parcels of land can be owned by a single person, a set of heirs, a corporation or investment firm of some sort. The landowner can manage the land themselves or have a land manager do the job. On the back of this booklet, you can see a list of some of the landowners and managers who operate within the North Maine Woods today. Landowners and managers hire contractors to do the actual labor for them. Contractors come in all shapes and sizes from very large outfits to a single piece of equipment. Contractors may specialized in only road work or trucking or cutting or they can do a little of everything. Edouard Lacroix started in Maine in 1919 as a 'little of everything' contractor for the Great Northern, a major land and pulp mill owner at the time. He was already an established contractor in Quebec and Ontario.
Lacroix's 'everything' included raising the level of Portage Lake in Quebec 12 feet to literally sluice pulp wood over the U.S./Canada border into Penobscot Lake, building 40 miles of road from Lac Frontier to Churchill Lake (the Lacroix Road or 9-Mile Road) which included moving an existing steel bridge from St. Georges, Quebec to a new crossing at 9-Mile Stream over the St. John River (later known as 9-Mile Bridge), building camps, depots and running farms (like Churchill, Clayton, Musquacook, Umsaskis, Seven Islands, Lac Frontiere, St. Aurelie and Pittston Farm) and constructing dams (including Churchill and Long Lake on the Allagash). To do all this work, he employed over 3,500 men a year to work in the Maine woods in 50 separate camps and cut over 75,000 cords of pulpwood a year for the Great Northern. He was also a contractor for the American Realty Company, a subsidiary of International Paper. There isn't a contractor out there today that can compare to the sheer number of men, multitude of complex projects and geographical area that Lacroix covered in the 1930's. He ran operations from Coburn Gore to Greenville, Churchill Lake, Lac Frontier and north to Escourt Station. The western border of Maine was his.
Churchill Dam: Note the large mountains of four foot pulp wood on the lake. The only building remaining to day is the closest store house which is upstream of the modern dam. The
Lombard shed and sawmill are no longer there. Churchill Depot closed in 1938 when Lacroix moved his operation elsewhere.
In the Allagash country, his major defining project was the construction of the Eagle Lake and West Branch railroad. The idea of constructing a railroad between Eagle Lake and Chamberlain Lake to move wood into the mill towns of Millinocket and Bangor had been around the industry since 1839. Lacroix was approached with the idea and successfully negotiated a contract to build the thirteen mile long railroad for the Northern starting in the winter of 1926-27. Supplies were brought in by Lombard Hauler from Lac Frontiere to Churchill Depot via the Lacroix road and then across the frozen waters of Churchill and Eagle lakes. Included in the supplies were two gas-powered switchers, log loaders, steel rails, material for the 1,500 foot long Trestle over Chamberlain Lake, 20 train cars, Eerie Steam Shovel No. 181, and a used 100 ton locomotive build by Schenectady Locomotive Works in June of 1897. A second engine, constructed by Brook Locomotive Works in 1901, was brought in during the winter of 1928. The wood moved by the railroad was four foot long pulp wood cut in the Musquacook area and brought to the shores of Churchill Lake by Lombard Haulers towing up to 30 sleds behind them at a time. The wood was boomed through Churchill and Eagle into the Hog Island area, which was used as an anchor point. Men guided the wood onto one of two conveyors that were 250 feet long and rose 25 feet. Each conveyor was powered by its own 40 horsepower diesel engine. It took 18 minutes to fill one of the 12 cord cars. In an average week, over 6,500 cords of wood would be moved by the railroad which ran nearly continuously day and night from 1927 through 1933. When the Northern shut down the operation during the Great Depression, the engines would have cost more to get out of the woods that they were worth for resale or scrap; they were left behind.
At the same time that Lacroix was cutting wood in the Musquacook area and sending it south to Millinocket, he was also cutting in the Clayton Lake area and north along the Allagash River from Churchill Dam. For the most part, he was cutting long logs (wood greater than four feet long that would be sawn into dimensional lumber) and some four foot pulp wood for paper making. His crews were driving this separate wood north to hit the St. John and into his mills at Keegan (Van Buren) and other points along the St. John River. He was able to boast that he was "driving the Allagash both ways."
As Lacroix's business grew, he began purchasing land making him a significant landowner in the State of Maine, particularly in northern Maine. At the same time, he was also purchasing land in New Brunswick and Quebec and opening several mills in both Canada and Maine. Lacroix did something relatively common in business circles by breaking different facets of his operations into different corporations. Maison Edouard Lacroix Ltee was established in 1919; Perry Whitney Lumber was established in Boston in 1926 to provide an American outlet and shipping venue; the Societe commerciale Edouard Lacroix et frères was a general store established to supply his many camps; the
Madawaska Corporation Limitee was created in 1928 and encompassed his operations in the Gaspesia region of Quebec and New Brunswick; Matapedia Lumber Company was established in 1930 also in Gaspesia. In 1937, he established the Madawaska Lumber Company to operate on the St. John River. Through this company, he purchased the Keegan Mill located in Van Buren, Maine along the St. John from International Paper, and eventually included all of his northern Maine operations. At his height, Lacroix had multiple mills producing a variety of dimensional lumber as well as pulp; he owned large tracts of land in Maine, Quebec and New Brunswick. He owned the St. Georges Woolen Mill, which was a fabric mill to supply clothing to his men and a ranch in Alberta that supplied 700 to 800 horses a year to his operations.
Lacroix's drive, business acumen, and imagination had to have been phenomenal to accomplish all that he did. Particularly when you consider that he had little schooling and six months of college at St. Francois Xavier University in Antigonish, Nova Scotia where he polished his English skills. Instead, he worked his way through things starting as a wagon boy for the Quebec Central Railroad at 14 years old. He was an example of success in the hard times at the end of the 1800's and beginning of the 1900's. Quebec underwent a "silent emigration" in this time period where hundreds of thousands of Quebecers immigrated into the United States following low paying, but steady, factory jobs. Many people moved back and forth between the U.S. and Quebec several times earning as much money as possible in the U.S. before moving home to Quebec and back to the States when the money ran out. Quebec didn't have factory jobs, had very limited agricultural ground that was of poor quality and couldn't support the growing population in addition to a miserably inadequate transportation infrastructure. The U.S. beckoned with the promise of paying jobs. The Quebecers lived in cramped ghettos but they got a steady pay check and, for many, had running water and electricity for the first time in their lives. They became the backbone of the New England textile industry. Lacroix followed the same pattern as many others at this time. He bounced back and forth across the border working in the textile mills when necessary and always trying again and again to make a go of it in his native Quebec. As a telegraph operator for the railroad while in his twenties, he made his break by using his own intuition to take full advantage of the information that was passing through his station. Lacroix was successful in taking all the tiny pieces of information he processed and seeing how it fit together into a larger picture. He took gambles and lost a few yet even when he lost everything, he continued to look ahead and see possibilities for success.
At the time, the woods industry was always a gamble because the threat of a large, devastating fire was a very real possibility. Lacroix lost a large operation in Ontario as well as the original Clayton Lake depot that was heavily stocked with supplies to build the Eagle Lake & West Branch railroad to fire. In 1940, Lacroix lost out on a contract with Japan. Lacroix had a pulp mill in St. John, New Brunswick. His first boat load of pulp left the wharf in St. John on the day that Pearl Harbor was bombed. Needless to say, the contract was cancelled.
Despite set backs, Lacroix persevered and also had a successful political career. His crowning piece of legislation was one that established exactly what a "cord" volume of measurement was and how it was determined – it was a piece of legislation that helped the common lumberjack by forcing companies to scale to some sort of standard. When Lacroix was sworn into the House of Commons in Quebec, one of his crews in Greenville had their own ceremony where they proclaimed that although Lacroix may be in the house of commons in Quebec, he'd always be a King in Maine – hence "King" Lacroix.
Lacroix began selling various mills, lands, and corporations in the mid1940s after World War II, ending his reign as the King of the Allagash. But his hand print still remains on the north woods even today.
According to a memoire by Seven Islands Land Company founder John Sinclair, K.C. Irving spent several days negotiating with Lacroix at Lacroix's home in St. Georges, Quebec for the Allagash lands. The story goes that on the 3 rd or 4 th day, Irving said "You know, Mr. Lacroix, I'm tired. I'm going to bed." The next day, he came back to Lacroix and said "Now Mr. Lacroix, we made a deal and you are going to sell me all of that land and everything you own in northern Maine, including the
Van Buren-Madawaska Mill." To which Lacroix replied "but since you had such a good sleep, this morning it's going to cost you $200,000 more." That extra cost gave Mr. Irving the right to float wood down the Allagash. Irving later said that "You know, that's the most expensive night I ever spent." As you look at the North Maine Woods today, a core of Lacroix's Allagash lands lives on in the present day Irving Woodlands.
Lacroix's drive also lives on in the legacy of his children, grandchildren and great grandchildren as well. One fall evening in 2008, LandVest Forester Claude Dufour and I met with some of Lacroix's great grandchildren at the Lacroix family camp on Clayton Lake. For some reason, I thought I was going to meet a bunch of elderly French gentlemen coming to the old camp for a bit of an interview. Instead, we spent a pleasant evening with six young men aged 29 to 43 who were swapping stories and jests, kicking back a bit and carrying on the long family tradition of playing cards. In other words, they were completely normal, very down to earth men doing what men in the woods do. None of the men had been born before Lacroix died of Parkinson's in 1963. None knew Lacroix any better than you or I know our great grandfather. Yet, they were intriguing. Lacroix had four children, one of whom died at 3. All three of his remaining children became shareholders and very active participants in Lacroix's ventures.
His oldest son, Henri, was active in the woods businesses and the foundation of St. Georges Woolen Mills. The mills eventually changed with the times and now produce carpet but are still owned by Groupe St-Georges Inc whose owner, Alexandre Lacroix, is Henri's grandson.
His youngest son, Andre, moved to the Gaspe region of Quebec where he continued the woods operations under the name Bois Lacroix Ltee. ('bois" means "wood" in French). He had a wide variety of commercial pursuits but concentrated on lumbering. He was also the mayor of Carleton, Quebec in the 1940s. The Bois Lacroix mill in Causapscal was sold to in 1986 to Gilles Berube, who formed the Cedrico Group – a booming Canadian family owned business that mills over 200 million board feet a year and employees over 700 people. A mill that Lacroix made, though modernized, is still going.
His middle child was daughter Gilberte. She suffered a lower leg accident when she was 8 that forced her to go through many surgeries and left her lightly physically handicapped. That didn't stop her from marrying Roger Dutil and having 5 children. Nor, despite her frail appearance, did it stop her from being very actively involved within her father's company. She and her husband went on form a steel joist manufacturing company formerly known as Canam Steel Corporation. That company grew to the point that it was split into two companies, the Canam Group Inc. and Manac Inc., to better focus on specific areas of success. Unbeknownst to me, one of the men I was speaking with runs the Canam Group which is publicly traded, has 12 plants, and employs over 3,000 people in offices in the U.S. and Canada. These guys aren't making nuts and bolts, in their own words from their web site "Canam Steel people love to tackle the difficult steel truss work. Bring us your unusual steel connections, your difficult shapes, your hard-to-design steel joist projects. Our experienced and dedicated engineering teams thrive on challenging jobs." I can picture Edouard Lacroix saying something very similar to this to the Great Northern's people in 1920 while convincing them that he was the contractor to build them a railroad in the middle of a wilderness. The great-grandson who runs the day to day operations of Canam is quoted in the Quebec provincial papers regularly and is a well respected, powerful business man. He and I talked about paddling the Allagash and how best to get into the trains. When I asked how Edouard Lacroix was received in government, he was the one to tell me that it didn't matter how he was received, but what he did that was important (with much head shaking from the other men). Canam Steel provided the steel for the new Yankees Stadium, has a contract for the New York Jets/Giants Stadium and Windsor/Detroit Bridge. Gilberte's son is still very actively involved with the company as the Chairman of the Board.
The other brother took over the Manac part of the Canam Manac Company. "Manac is the largest manufacturer of custom-built and specialty semitrailers in North America" according to their website (www.manac.us) (none of these men gave any illusion at all to what sorts of companies, and at what level, they were running). What I like about Manac is that it's something I can see on a daily basis and think "Hello Mr. Lacroix!" On your trip through, or even to, the North Maine Woods, you may occasionally find yourself staring at the back of a log or chip truck. Look closely at the mudflaps on the trailer. If you see what looks like a flying moose – you're looking at a trailer that has been produced by Manac. There's a legend that goes along with the flying moose that you can read about on-line and if you frequent the Greenville/Rockwood area you may be familiar with the flying moose statue at the Dutil home on Moosehead Lake. Again, a company that started in St. Georges, Quebec producing just 11 trailers their first year now has four plants in Missouri and Quebec. Lacroix's descendants are still moving wood, in the form of chips, lumber and logs, from points all over the North America, including ground that their great-grandfather moved logs and pulp over nearly 90 years ago.
Gilberte's youngest child, with help from several more grandchildren, runs Groupe Procycle, a business which makes bicycles and fitness equipment. Some of their products include the types of bicycles that top level athletes use, such as the one used by Canadian Olympic Medalist Marie-Helene Premont. The company started with 40 employees assembling 30,000 bikes their first year. Procycle has now produced 6 million bikes.
Gilberte's third surviving son was continues the tradition of being involved with politics and was re-elected to the Provicial Parliament during the 2008 election. He represents the Beauce-Sud region and is the Minister of Revenue.
King Lacroix left a lot of things in his wake: a name that hasn't been forgotten, two rusted locomotives in the middle of nowhere, a landbase that went on to form the backbone of a highly successful forestry company today, mills that were so well located that they continue to function in their original location, three successful children who created their own business based on models and strategies he used, grandchildren who furthered those businesses, and great grandchildren who are carrying on the traditions of tackling intricate problems with a no-nonsense style while still managing to be interesting and down-to-earth human beings who come to the woods to get away from the daily stresses of life, have a couple drinks, and play card games that their grandmother taught them around a beat up kitchen table under a gas light next to a smoky old wood stove on the shore of Clayton Lake.
A more detailed history of Lacroix's life is found at the North Maine Woods Internet site.
|
<urn:uuid:bcce81f3-755e-4c35-a621-c1c6a6686d0f>
|
CC-MAIN-2024-18
|
https://northmainewoods.org/wp-content/uploads/2023/09/lacroix.pdf
|
2024-04-16T14:26:14+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00551.warc.gz
| 407,257,574
| 4,143
|
eng_Latn
|
eng_Latn
| 0.999022
|
eng_Latn
| 0.999182
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
3095,
6365,
11097,
16760,
18411
] |
[
2.125
] | 1
| 0
|
786 0 0 0 0 0 0 Data is listed in inches. Measurements are taken bi-weekly, or as needed beginning in mid-February. Frequency may be increased if appropriate. Measurement locations are duplicated using GPS. Weather conditions can sometimes result in unexpected readings. Blue ice, sometimes called black ice is clear and solid. White ice or snow ice has air bubbles. Together they equal the total ice thickness.
|
<urn:uuid:684d5c0c-b5b8-49a3-9b8e-bc113339baf8>
|
CC-MAIN-2024-18
|
https://townsquare.media/site/669/files/2017/02/ice-report-2016.pdf
|
2024-04-16T13:33:24+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00552.warc.gz
| 552,648,654
| 94
|
eng_Latn
|
eng_Latn
| 0.997426
|
eng_Latn
| 0.997426
|
[
"eng_Latn"
] | false
|
docling
|
[
417
] |
[
1.578125
] | 11
| 1
|
What is a Carer?
Befriending & Respite Volunteer
A Carer is someone of any age who provides unpaid support to family or friends who could not manage without this help. Carers often experience stress, loneliness and isolation, they can find it difficult to go out because they cannot leave the person they look after on their own.
What we do
We support unpaid Carers in East Sussex to continue in their caring role by providing free, high quality, volunteer-led services that encourage independence and reduce isolation.
Our services include
Regular Respite Breaks: Giving Carers the opportunity to have some time to them self, building a long-term befriending relationship with the person with support needs.
Respite for Healthcare: Enabling Carers to attend their own healthcare appointments by sitting with the person with support needs while they go.
Telephone Support: Providing Carers with a listening ear and the opportunity to discuss their caring role in confidence.
Computer Help at Home: Teaching Carers to use their computer in ways that will help them to have more time to themselves and reduce their isolation.
What does a Befriending & Respite volunteer do?
Do you enjoy a cup of tea and a chat? Looking at old photographs, playing board games, doing jigsaw puzzles? Going for a walk or visiting a garden centre? Do you have a few hours to spare each week?
We have over 100 respite and befriending volunteers, they enable Carers to take some time out from their caring role on a regular basis by spending time with the person they look after.
We try to make sure that we match each volunteer with someone that shares similar interests, giving the relationship the best opportunity to be beneficial and long lasting.
Skills/Qualifications needed
The Volunteer Coordinator is responsible for our volunteer's wellbeing. Our volunteers need to be:
* Patient and understanding
* Good at communicating and listening
* Able to treat people with respect
* Confident in a crisis
* Understanding of what it means to look after someone
* Able to attend induction and training sessions
Where does the volunteering role usually take place?
Volunteers usually spend time at the Carer's home on the same day and at the same time each week. Sometimes the role may involve taking the person with support needs out for a walk or to a day activity.
What is the induction process for volunteers?
We ask our volunteers to complete an application form, provide two references and meet us for an informal chat. We also carry out a DBS (Disclosure & Barring Service) check as our volunteers work with people who are considered vulnerable. Following this, volunteers attend a one day induction, which helps them to:
* Understand more about the Association and the support it provides to Carers
* Understand what it means to be a Carer and the impact caring has on people's lives
* Feel confident in a variety of situations
* Gain an awareness of health and safety
* Learn how to be safe when lone working
What training are volunteers provided with?
We ask all our volunteers to attend Safeguarding Vulnerable Adults and First Aid training. In addition to this they can also attend other relevant training throughout the year, for example;
* Dementia awareness
* Positive endings
* Basic listening and bereavement skills
What support do we offer our volunteers?
* We encourage our volunteers to call us or pop in to one of our offices if they need a chat, advice, or have any concerns
* We accompany new volunteers the first time they go to visit a Carer
* If volunteers are unable to drive we find them a volunteer driver or arrange a taxi
* We reimburse expenses incurred while volunteering
* We hold regular group supervision meetings throughout the year
|
<urn:uuid:8222ec0b-92d7-4087-91fa-0e56b1fa9512>
|
CC-MAIN-2024-18
|
https://associationofcarers.org.uk/wp-content/uploads/2024/02/Role-Description-Respite-Befriending-Volunteer.pdf
|
2024-04-16T15:00:35+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00553.warc.gz
| 107,258,616
| 756
|
eng_Latn
|
eng_Latn
| 0.996196
|
eng_Latn
| 0.996382
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
1872,
3771
] |
[
1.421875
] | 3
| 0
|
Teen Gambling
How can I tell if my son or daughter is having a problem with gambling?
Look for the following warning signs:
Finding gambling "stuff" like lottery tickets, betting sheets, and casino chips
Excessive TV sports watching and an overly intensive interest in the outcome of sports events
Visits to a casino, despite being underage
Excessive "checking in" or spending time on the Internet
Unexplained debts
Flaunting large amounts of money or buying expensive items
Absences from school or work
Anxiety and nervousness
Stealing for gambling money
Any game of chance or skill that is played for money is gambling. Most forms of gambling are illegal for anyone younger than 18 years. However, teens find their own ways to gamble, including
Playing cards or dice games for money
Playing games of skill for money (for example, pool, basketball)
Buying lottery tickets and scratch cards
Playing casino- and arcade-type games (like pull tabs and slot machines)
Placing bets on sports events
Gambling on the Internet
What You Can Do
You are the best role model for your children. Take a close look at your own attitudes and habits. Do you spend your last dollar on lottery tickets? Do you make frequent visits to the casino with hopes of striking it rich? While gambling may be okay for you, you may be sending a message to your teen that gambling is a safe and healthy activity.
Talk with your children about gambling. Remind them that gambling is illegal for teens. Be clear about how you feel about gambling, and let them know what you expect of them. Help your children develop ways to resist gambling and develop interests in other activities. Don't take your children with you to the casino even if child care is offered.
Identifying a gambling problem early is the key to successful treatment. If you feel your teen may have a problem, there are people in your community who can help, including pediatricians, counselors, teachers, and elders or clergy.
https://www.healthychildren.org/English/ages-stages/teen/substance-abuse/Pages/Teen-Gambling.aspx
1/2
Compulsive gambling is like other addictions. Outside help may be the only way a person can stop. Talk with your pediatrician for information about treatment options, like individual counseling or family therapy, that can give compulsive gamblers the strength they need to quit.
Last Updated 11/2/2009
Source Gambling: Not a Safe Thrill (Copyright © 2007 American Academy of Pediatrics, Updated 10/2006)
The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.
https://www.healthychildren.org/English/ages-stages/teen/substance-abuse/Pages/Teen-Gambling.aspx
2/2
|
<urn:uuid:b6b88771-9606-4625-b982-b33abb5a7dec>
|
CC-MAIN-2024-18
|
https://mc3michigan.org/wp-content/uploads/2024/03/Teen-Gambling.pdf
|
2024-04-16T14:44:23+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00552.warc.gz
| 368,129,446
| 601
|
eng_Latn
|
eng_Latn
| 0.992271
|
eng_Latn
| 0.997933
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
2075,
2838
] |
[
2.203125
] | 1
| 0
|
The safest place for infants to sleep is in a crib, cradle, or bassinet that meets current Canadian regulations.
u Place your infant to sleep on a separate sleep surface, in an age appropriate crib, cradle or bassinet that meets current Canadian safety regulations.
u Share the same bedroom with your infant for at least the first 6 months of life. Place the crib, cradle or bassinet next to your bed.
u Right from birth, always place babies on their back to sleep, at nap time and night time.
u Provide a sleep surface that is firm and flat.
u Remove pillows, comforters, quilts, stuffed animals, bumper pads, positional devices or other loose or soft bedding materials that could suffocate or smother an infant.
u Dress your infant in a comfortable, fitted, one-piece sleepwear.
u Ensure that the room temperature is comfortable for everyone.
u Baby seats, swings, car seats, bouncers, strollers, slings and playpens are not safe substitutes for a crib.
Links:
u Health Canada – Is Your Child Safe? Series www.hc-sc.gc.ca/cps-spc/pubs/cons/child-enfant/index-eng.php
u Public Health Agency of Canada: Safe Sleep www.publichealth.gc.ca/safesleep
u Canadian Paediatric Society: Caring for Kids www.caringforkids.cps.ca/handouts/safe_sleep_for_babies
u Baby's Breath www.babysbreathcanada.ca/
u Local public health unit www.health.gov.on.ca/en/common/system/services/phu/locations.aspx
A secure attachment with a parent or caregiver is important for promoting healthy sleep habits. It helps infants feel secure and comfortable. Your infant will learn to settle and fall asleep by himself.
u Respond to your infant's cues day and night. Learn the cues that mean your infant is tired e.g., yawns, loses interest, quiets down, whines more, rubs eyes, etc.
u Comfort your crying infant. It will not spoil your baby! Responding affectionately will help your baby learn that you will be there when needed. It helps your infant feel more secure and comfortable.
u If your infant is crying or fussing you can speak, sing or stroke his forehead. Your presence may be sufficient to help your infant fall asleep. This will help your infant to learn how to self-soothe and fall back to sleep on his own.
u Help your infant feel secure by:
– Comforting and holding your infant, especially when sick, hurt or upset.
– Being there when your infant is sad, lonely or frightened.
– Sharing smiles and showing you care when your infant needs comforting.
– Talking to your infant often in a soothing voice, so your baby can easily recognize your voice when upset.
– Letting your infant know you will be there when needed. It will give your infant the confidence to explore and learn.
– Being consistent. Infants need to know that they can expect the same thing every time from you.
u Have realistic expectations. Not all infants are alike.
Links:
u Canadian Paediatric Society – Healthy Sleep for Your Baby and Child www.caringforkids.cps.ca/handouts/healthy_sleep_for_your_baby_and_child
u FRP Canada – Family Routines www.welcomehere.ca/index.cfm?fuseaction=page.viewpage&pageid=673
u Best Start Resource Centre – My Child and I – Attachment for Life
www.beststart.org/resources/hlthy_chld_dev/parent_attachment/parent_attachment_eng_Oct2012.pdf
u Centre of Excellence for Early Childhood Development Strategic Knowledge Cluster on Early Child Development www.child-encyclopedia.com/attachment/resources
u TVO Parents – The Importance of Attachment tvoparents.tvo.org/video/172267/importance-attachment
u Encyclopedia on Early Childhood Development – Temperament www.child-encyclopedia.com/en-ca/child-temperament/how-important-is-it.html
Infants thrive on routines. They function best when they know what to expect and when to expect it. Develop a healthy routine starting from birth.
u Aim for a flexible feeding and sleeping routine based on the needs of your infant.
u Find a routine which works for all members of your family. Make sure individual differences and needs are taken into consideration.
u Establish a brief routine before bedtime and nap time. Your infant will learn to associate the bedtime and nap routine with going to sleep. Choose a couple of activities like breastfeeding, bathing, telling a story, singing, massaging, etc. The routine should be enjoyable for all.
u Be prepared to change the routine if it is not working. For example, an infant can change his sleep routine due to: illness, teething, growth spurts, travelling, house guests, etc. Re-establishing a routine can take up to a week or two.
u Be patient and consistent when reinforcing a sleep routine and responding to your infant's cues.
u Try to keep a regular sleep schedule. Although every infant is different, on average:
– Newborns need 14 to 18 hours of sleep per 24 hours
– 2-6 month old infants need on average 14-16 hours of sleep per 24 hours
– 6-11 month old infants need on average 11-14 hours of sleep per 24 hours
– 12 month old infants need on average 10-13 hours of sleep per 24 hours
u Know that there is no routine that will guarantee that your infant will fall asleep or stay asleep longer.
Links:
u Canadian Paediatric Society – Healthy Sleep for Your Baby and Child www.caringforkids.cps.ca/handouts/healthy_sleep_for_your_baby_and_child
u FRP Canada – Family Routines www.welcomehere.ca/index.cfm?fuseaction=page.viewpage&pageid=673
Infants need to be in safe environments at all times. Always create safe sleep environments for your infant.
u Share the same room with your infant for at least the first 6 months of life. Place the crib, cradle or bassinet next to your bed.
u Right from birth always place babies on their back to sleep, at nap time and night time.
u Provide a sleep surface that is firm and flat.
u Ensure that your baby equipment meets current Health Canada consumer product safety standards.
u Remove pillows, comforters, quilts, stuffed animals, bumper pads, positional devices or other loose or soft bedding materials that could suffocate or smother an infant.
u Ensure that all ropes and cords are out of reach of infants e.g., curtain or window blind cords, electrical cords, strings on clothing, etc.
u Keep small items out of reach of infants. Do not allow your infant to put such items in their mouth.
u Baby carriers, car seats, bouncers, slings, strollers, wings and playpens are not a safe place for an infant to sleep.
u Car seats or any other devices that keep the infant seated or in a semi-reclined position are not made for unsupervised sleep. Sleeping in a sitting position can cause your baby's head to fall forward which can make it hard for your baby to breathe.
u It is important that your infant is not too hot during sleep. Overheating is a risk factor for SIDS. Dress your infant in a fitted one-piece sleepwear and to set the room temperature so it is comfortable for you. If you choose to use a sleep sack, follow the manufacturer recommendations and choose the correct size. You want to avoid the risk of your infant's head slipping into the sack.
u Take precautions if you give a pacifier to your infant.
– Do not tie the pacifier ribbon or cord to the infant's clothing. The ribbon or cord can get wrapped around the infant's neck and can cause a strangulation hazard.
– Inspect the pacifier frequently and throw it away when it starts to wear out.
– Keep pacifiers clean. They can be a source of infection when they come in contact with different surfaces.
u Take precautions if you choose to swaddle your infant.
– Follow your infant's cues and don't wrap if your infant resists.
– Use a lightweight blanket and dress your infant in a light sleeper or onesie to avoid overheating.
– When you swaddle your infant ensure he can flex his legs and that his head is uncovered.
– Place infants on their back to sleep in their crib, cradle or bassinet.
– Stop swaddling by age 2 months, before your infant starts to try to roll.
– Talk to health care provider about swaddling your infant.
Links:
u Public Health Agency of Canada: Safe Sleep www.publichealth.gc.ca/safesleep
u Canadian Paediatric Society: Caring for Kids www.caringforkids.cps.ca/handouts/safe_sleep_for_babies
u Baby's Breath www.babysbreathcanada.ca/
u Health Canada – Is Your Child Safe? Sleep Time www.hc-sc.gc.ca/cps-spc/pubs/cons/child-enfant/sleep-coucher-eng.php
– Cribs, Cradles and Bassinets Regulations www.laws-lois.justice.gc.ca/eng/regulations/SOR-2010-261/
– Regional Product Safety Office www.hc-sc.gc.ca/contact/cps-spc/hecs-dgsesc/pso-bsp-eng.php
u Local public health unit www.health.gov.on.ca/en/common/system/services/phu/locations.aspx
Any amount of breastfeeding, for any duration, provides a protective effect against SIDS.
N Breastfeed your infant. Any amount of breastfeeding for any duration provides a protective effect against SIDS. Exclusive breastfeeding for the first 6 months offers greater protection.
N You can choose to breastfeed your infant where you sleep. This can make breastfeeding easier and help you respond faster to your infant's cues for feeding and comfort.
N When you are ready to go to sleep, return your infant to his crib, cradle, or bassinet. It is the safest place for your infant.
N Continue breastfeeding even if you smoke. It is best to smoke after breastfeeding. This will reduce the amount of nicotine in the breastmilk for the next feed.
Links:
N Best Start Resource Centre
– Breastfeeding Matters: An important guide to breastfeeding for women and their families www.beststart.org/resources/breastfeeding
– Breastfeeding for the Health and Future of Our Nation www.beststart.org/resources/aboriginal_health.html
N Bilingual Online Ontario Breastfeeding Services directory www.ontariobreastfeeds.ca
N La Leche League Canada www.lllc.ca
Alcohol and drug misuse is a risk factor for SIDS and unexpected infant death.
u Alcohol and drug use during pregnancy is a risk factor for Sudden Infant Death Syndrome (SIDS).
u Consumption of alcohol and other substances by parents and caregivers poses a risk for infant death and other unintentional injuries in infants.
u Ask your partner or someone you trust to care for your infant until you are completely sober and not under the influence of substances.
u Choose alcohol-free drinks and abstain from substance use.
Links:
u Best Start Resource Centre www.beststart.org/resources/alc_reduction
– Be Safe: Have an Alcohol-free Pregnancy
– Mixing Alcohol and Breastfeeding
– Mocktails for Mom
– Prescription Drug Misuse in Pregnancy and Parenting www.beststart.org/resources/aboriginal_health.html
u Motherisk www.motherisk.ca
u Drug and Alcohol Helpline www.drugandalcoholhelpline.ca
Preventing exposure to tobacco smoke during pregnancy and after birth reduces the risk of SIDS.
u Smoking during pregnancy is one of the greatest risks for SIDS. No smoking at all is best for your baby but decreasing the number of cigarettes you smoke can also lower the risk of SIDS.
u Second-hand smoke also increases the risk of SIDS after your baby is born. Avoid smoking near your baby – in the house, in the car or anywhere your baby sleeps or spends time. If you, your partner, family members or friends choose to smoke, smoke outside and away from your baby.
u It is best to stop smoking before pregnancy. Stopping or cutting back at any time will make a difference.
u Ask visitors, your partner and other family members to smoke outside. Clearly identify your home and vehicle as smoke-free. Meet with family and friends in smoke-free public places.
u Continue breastfeeding even if you smoke. It is best to smoke after breastfeeding. This will reduce the amount of nicotine in the breastmilk for the next feed.
Links:
u Canadian Lung Association – Smoking & tobacco www.lung.ca/protect-protegez/tobacco-tabagisme_e.php
u Prevention of Gestational and Neonatal Exposure to Tobacco Smoke (PREGNETS) www.pregnets.org/
u Smokers Helpline www.smokershelpline.ca
u Motherisk www.motherisk.ca
u Local public health unit www.health.gov.on.ca/en/common/system/services/phu/locations.aspx
|
<urn:uuid:47e9ae0e-46c4-493e-991f-23e97520605e>
|
CC-MAIN-2024-18
|
https://resources.beststart.org/wp-content/uploads/2019/01/K58-64-E.pdf
|
2024-04-16T14:16:06+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00553.warc.gz
| 466,858,828
| 2,674
|
eng_Latn
|
eng_Latn
| 0.980662
|
eng_Latn
| 0.990776
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
1387,
3627,
5337,
8575,
9717,
10611,
12004
] |
[
3.3125
] | 3
| 2
|
Hydrogen and Fuel Cell Technologies Program: Storage
Hydrogen Storage
Developing safe, reliable, compact, and cost-effective hydrogen storage tech nologies is one of the most technically challenging barriers to the widespread use of hydrogen as a form of energy. To be competitive with conventional vehicles, hydrogen-powered cars must be able to travel more than 300 mi between fills. This is a challenging goal because hydrogen has physical characteristics that make it difficult to store in large quantities without taking up a significant amount of space.
Where and How Will Hydrogen be Stored?
Hydrogen storage will be required onboard vehicles and at hydrogen production sites, hydrogen refueling sta tions, and stationary power sites. Possible approaches to storing hydrogen include:
* Physical storage of compressed hydrogen gas in high pressure tanks (up to 700 bar);
* Physical storage of cryogenic hydro gen (cooled to -253°C, at pressures of 6-350 bar) in insulated tanks; and
* Storage in advanced materials — within the structure or on the surface of certain materials, as well as in the form of chemical compounds that undergo a chemical reaction to release hydrogen.
What Are the Challenges?
Hydrogen has a very high energy content by weight (about three times more than gasoline), but it has a very low energy content by volume (liquid hydrogen is about four times less than gasoline). This
FUEL CELL TECHNOLOGIES PROGRAM
makes hydrogen a challenge to store, particularly within the size and weight constraints of a vehicle.
high-volume manufacturing methods for those materials and components.
A light-duty fuel cell vehicle will carry approximately 4-10 kg of hydrogen on board (depending on the size and type of the vehicle) to allow a driving range of more than 300 mi, which is generally regarded as the minimum for widespread public acceptance. Drivers must also be able to refuel at a rate comparable to the rate of refueling today's gasoline vehicles.
Using currently available high-pressure tank storage technology, placing a sufficient quantity of hydrogen onboard a vehicle to provide a 300-mile driv ing range would require a very large tank — larger than the trunk of a typi cal automobile. Aside from the loss of cargo space, there would also be the added weight of the tank(s), which could reduce fuel economy. Low-cost materials and components for hydrogen storage systems are needed, along with low-cost,
Research Directions
Reducing our dependence on foreign oil for transportation is a key driver for using hydrogen as a form of energy. Hydrogen storage research, therefore, is focused primarily on technologies and systems used onboard a vehicle. Scientists in government, industry, and academia are working to improve the weight, volume, and cost of current hydrogen storage systems, as well as identify and develop new technologies that can achieve similar performance, at a similar cost, as gasoline fuel storage systems.
Compressed gas and liquid hydrogen tanks
Traditional compressed hydrogen gas tanks are much larger and heavier than what is ultimately desired for light-duty vehicles. Researchers are evaluating
light-weight, safe, composite materials that can reduce the weight and volume of compressed gas storage systems.
Liquefied hydrogen is denser than gas eous hydrogen and thus it contains more energy in a given volume. Similar sized liquid hydrogen tanks can store more hydrogen than compressed gas tanks, but it takes energy to liquefy hydrogen. However, the tank insulation required to prevent hydrogen loss adds to the weight, volume, and costs of liquid hydrogen tanks. Researchers are also studying a hybrid tank concept that can store highpressure hydrogen gas under cryogenic conditions (cooled to around -120 to -196°C) — these "cryo-compressed" tanks may allow relatively lighter weight, more compact storage.
cylindrical tanks, which do not package well in a vehicle.
Materials-based storage
Hydrogen atoms or molecules bound tightly with other elements in a com pound (or potential storage material) may make it possible to store larger quanti ties of hydrogen in smaller volumes at conditions that are within the practical operational boundaries of a polymer elec trolyte membrane (PEM) fuel cell.
Scientists are investigating several different kinds of materials, including metal hydrides, adsorbent materials, and chemical hydrides, in addition to iden tifying new materials with potential for favorable hydrogen storage attributes.
Gasoline tanks used in cars and trucks today are considered conformable and take maximum advantage of available vehicle space. Researchers are evaluating concepts for conformable high-pressure hydrogen tanks as an alternative to
Hydrogen storage in materials offers great promise, but additional research is required to better understand the mecha nism of hydrogen storage in materials under practical operating conditions and to overcome critical challenges related
EERE Information Center
1-877-EERE-INFO (1-877-337-3463)
www.eere.energy.gov/informationcenter to capacity, the uptake and release of hydrogen (i.e., kinetics), management of heat during refueling, cost, and life cycle impacts.
For More Information
More information on the Fuel Cell Technologies Program is available at http://www.hydrogenandfuelcells.energy. gov.
|
<urn:uuid:69261bba-02b8-4f48-9e52-e6256d591e7c>
|
CC-MAIN-2024-18
|
https://www1.eere.energy.gov/hydrogenandfuelcells/pdfs/doe_h2_storage.pdf
|
2024-04-16T14:54:10+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00550.warc.gz
| 1,014,130,036
| 1,041
|
eng_Latn
|
eng_Latn
| 0.992795
|
eng_Latn
| 0.9943
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
3177,
5373
] |
[
2.296875
] | 4
| 0
|
Syllabus Course description
Specific educational objectives
Aims
The course discusses the basic principle of food chemistry. The chemistry of carbohydrates, lipids, proteins, and other constituents in fresh and processed foods are discussed and related to their effect on food quality. The course will offer also a deep understanding of the analytical techniques applied in analysis of foods. Students take an active role in learning course content (presented via Power Point presentations), which is available to class participants on the Teams of the course, as well as laboratory activities. These include the chemical analysis of fruits, dairy and bakery products.
Educational objectives:
2) The student is able to describe the main analysis needed for quality control and how to report the results of the analysis.
1) the student is able to describe the main chemical properties of foods and ingredients and their functional role to the resulting food quality.
| Scientific sector of the lecturer | AGR/15 |
|---|---|
| Teaching language | English |
| Office hours | 10 |
1/4
Teaching assistant (if any ) List of topics covered
Lucrezia Angeli
Major food components
Chemistry of fruits
Chemistry of water molecules. Hydrogen bonds. Interaction of water with ions, neutral polar groups and nonpolar solutes. Concept of "bound water". Definition and measurement of water activity and its importance for food stability. Moisture sorption isotherms and their importance for food technology. Moisture migration in composite foods. Main classes of carbohydrates. Main groups of lipids. Amino acids, peptides and proteins. Basics of food analysis. Concentration calculation and preparation of standard solutions. Calibration curves, sensitivity, linearity and limit of detection.
Main compounds present in fruits: reducing sugars, antioxidants, vitamins. The role of pectin, pectin properties, formation of pectin gel. The role of water activity, pH and organic acids in fruits. Enzymatic and non-enzymatic browning reactions. Effect of thermal treatments on the chemical quality of processed fruits (fruit juices, canned fruits, jams, jellies and marmalades). Main chemical analysis for the quality control of fruit products.
Main compounds in milk and dairy products: lactose,
Chemistry of milk and dairy products
proteins (casein and whey proteins), lipids. Concept of emulsion, foaming, creaming phenomena. Chemical reactions during dairy product preparation: yogurt gelation, cheese curd formation, ice-cream overrun. Cheese maturation and effect on flavor and taste. Methods for chemical analysis in the quality control of
Chemistry of bakery products
milk and dairy products. Methods for protein analysis (Kjeldahl, Dumas, spectrophotometric assays).
Chemistry of cereals and flour. Main reactions in dough and bakery products: reducing group reactions. Starch and degraded starch properties. Gelation, gelatinization and retrogradation reactions. Gluten formation. Shortening in biscuits and pastry. Heat induced changes in bakery product quality. Maillard Reaction. Main chemical analysis in the quality control of bakery products. Methods for analysis of lipids.
Oxidation reactions in food. Lipid oxidation. Radical chain reactions. Role and functions of antioxidants. Water soluble and lipid soluble antioxidants. Methods of analysis for antioxidant and radical scavenging activity.
Food oxidation
Advanced analytical techniques for food analysis
UV-VIS spectroscopy. NIR and MIR spectroscopy. Basics of gas and liquid chromatography. Types of stationary phases. Column parameters: pore size, efficiency, number
2/4
| | of theoretical plates, resolution. Introduction in mass spectrometry. Types of ionization techniques. Types of mass detectors. Interpretation of mass spectra. |
|---|---|
| Activity | Frontal lectures, exercises, labs, projects |
Learning outcomes
The learning outcomes are:
Knowledge and understanding
Students are expected to understand and be able to control the major chemical and biochemical (enzymatic) reactions that influence food quality with emphasis on food analysis techniques. To understand how the properties of different food components and interactions among these components modulate the specific quality attributes of food systems, and to understand the principles that underlies the biochemical/enzymatic techniques used in food analysis.
Applying knowledge and understanding
The student will be able to apply the theoretical knowledge of on the chemical changes occurring to foods. Student will be able to apply the theoretical knowledge of analytical methods in practice during laboratory exercises.
Making judgements
The student will be able to analyze and compare the chemical properties of foods and their effect on its quality.
Communication skills
Communication skills will be evaluated in class through the discussion of case studies and in the lab through the evaluation of the laboratory activity.
Learning skills
The student will learn practical laboratory methods to analysis the chemical properties of foods.
3/4
4/4
4/4
|
<urn:uuid:933cc84c-d504-40ad-9922-569d06e55932>
|
CC-MAIN-2024-18
|
https://webservices.scientificnet.org/rest/uisdata/api/v1/coursedescriptions/80009
|
2024-04-16T13:57:37+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00551.warc.gz
| 576,331,997
| 1,012
|
eng_Latn
|
eng_Latn
| 0.974886
|
eng_Latn
| 0.980758
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false
|
docling
|
[
1087,
3649,
5113,
5123
] |
[
1.8125
] | 1
| 0
|
Inclusion Policy
Reviewed and Approved on November 2021
…………………………………………………………………. Heads of Section
………………….…………. Principal
Review Date: November 2023
Inclusion Policy Cambridge English School, Hawally
'Students achieving their full potential as active thinkers and self-motivated, life-long learners within a supportive environment'
Rationale
We want our students achieving their full potential as active thinkers and self-motivated, life-long learners within a supportive environment.
Whilst promoting an ethos of care, mutual respect and support, where effort is valued and success celebrated. Ensuring we are enabling children to become active, responsible and caring members of the school and wider community.
We aim to provide high quality learning to enable children to acquire the skills, knowledge and concepts relevant to their future.
At Cambridge English School we recognise that in order to achieve the School Aims we must actively seek to recognise and meet the very diverse needs of our pupils by:
* Tracking each child's academic, social and emotional progress and using the resulting knowledge to plan provision for the individual or groups of pupils.
* Monitoring the achievement and well-being of all our pupils and the quality/nature of the learning opportunities they are offered.
* Correctly identifying and then seeking to overcome potential barriers to pupils' learning or their full participation in school life.
* Developing and deploying our resources to best reflect the various levels of need experienced by pupils.
* Taking care to ensure that vulnerable pupils, including those with additional needs or disabilities are appropriately supported.
* Liaising closely with professionals from local Children's Services or Health agencies involved in the care and support of pupils.
* Sharing any concerns we may have regarding a child with their parents or carers and then seeking to work together with them, for the good of the child.
* Providing teaching and non-teaching staff with the support and training they need in order that their work promotes the best outcomes for each child.
As is common in Kuwait, Cambridge English School does not have a licence that allows us to educate students with a predetermined 'Special Educational Need', however we do have a 'Learning Support' provision.
Our Learning Support (LS) programme will provide extra support to students who require this with their learning.
The School accommodates Learning Support within the parameters of its existing resources and program options. Learning support is not intended to provide an alternative course of study; rather, they are intended to help a student be successful within the regular school curriculum. Classroom teachers maintain primary responsibility for the instruction and work, in collaboration with the learning support specialists, to ensure a student's learning needs are met.
The School does not have an educational programme for:
* Students who require a self-contained learning environment.
* Students with developmental, physical and/or emotional needs/disabilities that require services beyond the scope of our existing programs.
Strategies
1. Identifying and Selecting Students for Learning Support
* a sequencing and spoken assessment
At the earliest opportunity students are identified for Learning Support (LS) by the teacher, who fills out a Student Referral form. The class teacher should liaise with their Arabic teacher to find out if it is an EAL issue or an ELS issue. If necessary, the student will complete an English Learning Support assessment which consists of the following:
* a High Frequency Word assessment
* a reading assessment
* letter formation
* a sentence writing and spelling assessment in the form of a 4 sentence dictation
* phonics – phonemes, digraphs, trigraphs, blends and segmenting
2. Learning Support Provision
Learning Support is targeted towards students who need to reduce their age-related attainment gaps. It is intended to rapidly close the gap in student attainment with that of their peers. In many instances, students with attainment gaps can be integrated into the regular classroom, with minor accommodations and modifications; in line with 'Quality First Teaching'. This process is referred to as inclusion.
Cambridge English School Hawally supports a policy of inclusion and accepts students with mild learning needs, under the condition that he or she is able to meet the academic requirements of the education program, with the support outlined in this policy. Cambridge English School has a learning support department and provides limited services for students that require interventions and accommodations. Cambridge English School is devoted to providing an inclusive environment for all students.
The LS teacher is responsible for appropriate planning, developing and delivering of the learning support sessions for students with a specific learning gap.
The LS teacher designs a SMART individual education programme with realistic targets for the student in order to correct misconceptions, strengthen areas of weakness and consolidate strengths as highlighted by their regular AFL summative and term assessments.
3. Learning Support programme is based on the following:
* Intensive in terms of the frequency of sessions per week, the pace of instruction, use of resources and time to practice skills.
* Enhancement of basic skills and learning strategies to a level which enables these students to participate in the full curriculum.
* Enable students to monitor their own learning and become independent learners.
* The development of oral language, engaging reading activities and development of comprehension skills with a stress on listening, speaking, reading and writing.
Strategies to support inclusion – each classroom must have:
* Visual timetable.
* Visual alphabet and number line.
* Working walls for English and Maths.
* Age appropriate resources easily accessible to students, for example: word banks, dictionaries, thesauruses, handwriting prompts, writing prompts, practical maths resources (counters), times tables charts, number bonds, world map, classroom rules.
* Opportunities for all students to have their writing displayed, for example: a 'wonderful washing line'.
During the lesson, the teacher should ensure:
* All students are able to see the board.
* The learning objective (LO) is easily communicated.
* Work is differentiated where necessary or relevant support/resources are in place.
* Visual prompts to support explanations.
All students are entitled to 'Quality First Teaching'. This is deemed as 'Outstanding' practice at Cambridge English School, Hawally.
* High demands of student involvement and engagement with their learning.
* Highly focused lesson design with sharp objectives.
* High levels of interaction for all students.
* Appropriate use of teacher questioning, modelling and explaining.
* An expectation that students will accept responsibility for their own learning and work independently.
* An emphasis on learning through dialogue, with regular opportunities for students to talk both individually and in groups.
* Regular use of encouragement and authentic praise to engage and motivate students.
* Always give effective feedback and feed forward to encourage and guide students with future learning.
4. English Learning Support Student Intervention Procedures are as follows:
*Teacher completes a Barriers to Learning – Student referral form.
Wave 1
Wave 2
Wave 3
Wave 4
*ELS provide in class support and observation – give observations and advice.
*ELS assessment and inform parents.
*Short and focused group intervention (6 weeks) with Action Plan.
*If Action Plan is successful, a record is kept and parents are informed of the successful intervention.
*Student is returned to the inclusive classroom and monitored by teacher.
*Action Plan is not successful.
*Student has individual targeted support either within a group or one to one.
*An Individual Education Plan is written for the student.
*The IEP is monitored every half tem to monitor its effectiveness.
*IEP is not successful.
*Modify IEP and review after 3 weeks.IEP is still not successful.
*IEP is still not successful.
*Refer to School councillor and inform parents.
*School councillor and Head of Learning Support meets parents.
*Explain the procedures that have been followed and School Councillor provides advice on external assessment of student and the needs to be addressed.
|
<urn:uuid:e7db9b2b-19d2-41a9-a7ac-272174a628ca>
|
CC-MAIN-2024-18
|
https://ar.cambridgehawally-kw.com/_files/ugd/5e5a98_912d3769b5904a278381462eb63b28c2.pdf
|
2024-04-16T14:37:10+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00552.warc.gz
| 93,648,474
| 1,560
|
eng_Latn
|
eng_Latn
| 0.91165
|
eng_Latn
| 0.997723
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
155,
3175,
6305,
7374,
8528
] |
[
1.7734375
] | 1
| 0
|
Emotional & Social Development in Babies: Birth to 3 Months
By 2 months old, your baby will spend much of each day watching and listening to the people around them. They learn that they will entertain and soothe them, feed them and make them comfortable. During their first month, they'll experiment with primitive grins and grimaces. Then, during the second month, these movements will turn to genuine signals of pleasure and friendliness.
Your baby's first true smile
If you've experienced your baby's first true smile, then you know it's a major turning point for both of you. All the sleepless nights and erratic days of these first weeks suddenly seem worthwhile, and you'll do everything in your power to keep those smiles coming.
For their part, your baby will suddenly discover that just by moving their lips they can have "conversations" with you. Smiling will also give them another way besides crying to express their needs and exert control over what happens to them.
The more engaged they are with you and your smiles and the rest of the world around them, the more her brain development advances, and the more they'll be distracted from internal sensations (hunger, gas, fatigue) that once strongly influenced their behavior. Their increasing socialization is further proof they enjoy and appreciates these new experiences. Expanding their world with these experiences is fun for both of you and important to their overall development.
Holding your gaze
At first your baby may seem to smile past you without meeting your gaze, but don't let this disturb you. Looking away from you gives them some control and protects them from being overwhelmed. It's their way of taking in the total picture without being "caught" by your eyes. In this way, they can pay equal attention to your facial expressions, your voice, your body warmth and the way you're holding them.
As you get to know each other, your baby will gradually hold your gaze for longer and longer periods; you'll find ways to increase their tolerance—perhaps by holding them at certain distances, adjusting your voice level or modifying your expressions.
Emotional/social milestones for your 1- to 3-month-old
Begins to develop a social smile
Enjoys playing with other people and may cry when playing stops
Becomes more communicative and expressive with face and body
Imitates some movements and facial expressions
Smile "talk"
By three months, your baby will be a master of smile "talk." Sometimes they'll start a "conversation" with a broad smile and gurgling to catch your attention. Other times they'll lie in wait, watching your face until you give the first smile before beaming back their enthusiastic response. Their whole body will participate. Their hands will open wide, one or both arms will lift, and their limbs will move in time with your speech. Their facial movements also may mirror yours, especially if you stick out your tongue!
Like adults, your infant will prefer certain people. And their favorites, naturally, will be her parents. Grandparents or familiar sitters may receive a hesitant smile at first, followed by coos and body talk. By contrast, strangers may receive no more than a curious stare or fleeting smile. This selective behavior shows she's starting to sort out who's who in their life.
"Conversations" with siblings
At about 3 or 4 months old, they'll become intrigued by other children. If they have siblings (/English/agesstages/prenatal/Pages/Preparing-Your-Family-for-a-New-Baby.aspx), you'll see your baby beaming as their brothers or sisters talk to them. This fascination with children will increase as your baby gets older.
These early exchanges play an important part in your baby's social and emotional development. By responding quickly and enthusiastically to their smiles and engaging them in these "conversations," you'll let them know that they are important to you, that they can trust you, and that they have a certain amount of control in their life. By recognizing their cues when they're "talking," you'll also show you are interested in and value them. This contributes to their developing self-esteem.
How your baby communicates needs
As your baby grows, communication will vary with their needs and desires. On a day-to-day basis you'll find they have three general levels of need, each of which shows a different side of her personality:
When their needs are urgent—hunger or pain, for instance—they'll let you know. They may do this by screaming, whimpering or using desperate body language. In time you'll learn to recognize these signals so quickly you usually can satisfy your baby almost before they know what they want.
When your baby is peacefully asleep, or alert and entertaining themself, feel reassured you've met all their needs for the moment. This is a welcome opportunity to rest or take care of other business. Playing on their own provides you with wonderful opportunities to observe—from a distance—how your baby is developing important new skills such as reaching, tracking objects or using their hands. These activities set the stage for self-soothing (/English/ages-stages/baby/crying-colic/Pages/Self-Soothing-Helping-Your-Baby-Learn-This-LifeSkill.aspx), which will help them settle down and ultimately sleep (/English/agesstages/baby/sleep/Pages/getting-your-baby-to-sleep.aspx)through the night. These are especially important skills to learn for more colicky (/English/ages-stages/baby/crying-colic/Pages/default.aspx) or difficult-toconsole babies.
Each day there will be periods when your baby's obvious needs are met but she's still fussy or fitful. They may whine, have agitated movements or exhibit spurts of aimless activity between moments of calm. They probably won't even know what they want, and any of several responses might help calm them. Playing (/English/family-life/power-of-play/Pages/3-ways-your-child-builds-important-life-skills-through-play.aspx), talking, singing, rocking and walking may work. Simply repositioning them or letting them fuss (/English/agesstages/baby/crying-colic/Pages/Calming-A-Fussy-Baby.aspx) it out may also be a successful strategy. You might also find that while a particular response works momentarily, they'll soon become even fussier and demand more attention. This cycle may continue until you either let them cry a few minutes or distract them with something different—for example, taking them outside.
As trying as these spells can be, you'll both learn about each other because of them. You'll discover how your baby likes to be rocked, what funny faces or voices they most enjoy, and what they most likes to look at. They'll find out what to do to get a response from you, how hard you'll try to please them, and where your limits lie.
When your baby won't stop crying
There may be times, however, when you feel frustrated (/English/tips-tools/ask-the-pediatrician/Pages/is-it-normalto-feel-completely-overwhelmed-after-having-a-baby.aspx), even angry, when your baby will not stop crying. The best thing to do here is gently place your baby back in the crib and take a little break for yourself.
It is most important you resist any temptation to shake or strike your baby in any way. The danger from shaking your baby is great and can cause them serious damage. "Shaken baby (/English/safety-prevention/at-home/Pages/AbusiveHead-Trauma-Shaken-Baby-Syndrome.aspx)" situations are one form of child abuse that continues to be a problem around the world.
If crying difficulties remain an issue, discuss this in detail with your pediatrician. They can give you other ideas for how to get through these episodes. Be sure you share these new techniques for quieting your infant with your childcare provider, who may feel similar frustrations with inconsolable crying.
More information
Ask the Pediatrician: When do babies first smile? (/English/tips-tools/ask-the-pediatrician/Pages/When-dobabies-first-smile.aspx)
Last Updated 7/18/2023
Source Adapted from Caring for Your Baby and Young Child: Birth to Age Five 7th edition (Copyright © 2019 American Academy of Pediatrics)
The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.
|
<urn:uuid:683decb7-a2e6-47e8-8726-84683e3e7533>
|
CC-MAIN-2024-18
|
https://mc3michigan.org/wp-content/uploads/2024/03/Emotional-Social-Development_1-to-3-Months.pdf
|
2024-04-16T14:13:35+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00550.warc.gz
| 375,970,303
| 1,796
|
eng_Latn
|
eng_Latn
| 0.996692
|
eng_Latn
| 0.997593
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
2402,
6785,
8381
] |
[
3.78125
] | 1
| 0
|
The Frazer Center Child Development Program
PARENT HANDBOOK 2023-24
Frazer Center fosters inclusive communities where children and adults, with and without disabilities, gather, learn, and flourish.
This handbook serves as an agreement between parents and the Center. By accepting this handbook, you are agreeing to follow the policies and procedures herein. Failure to adhere to the spirit of these guidelines may jeopardize your child(ren)'s enrollment in the program.
CONTACT INFORMATION
Phone: 404.377.3836 • Fax: 404.373.0058 • www.frazercenter.org
TABLE OF CONTENTS
WHAT MAKES THE FRAZER CENTER CHILD DEVELOPMENT PROGRAM SPECIAL
OUR MISSION
Frazer Center fosters inclusive communities where children and adults, with and without disabilities, gather, learn and flourish.
OUR CORE VALUES
* Inclusion: Strength, creativity, and fun come from our diversity of people and ideas.
* Welcome: Everyone who enters our doors is valued, respected, heard, and supported.
* Gifts: Every person's unique talents are celebrated and contribute to our success.
* Excellence: As professionals, we always do our best and always work to do better.
* Heart: We are called to this work, and it shows in our passion and commitment.
OUR HISTORY
The Frazer Center is a nonprofit agency with a long-standing history of providing exceptional services to infants, preschoolers, and adults with physical and intellectual disabilities. The Center has assisted children, adults and their families with therapeutic, educational and vocational services that maximize the potential for independence since 1949.
Ann Lane and Rebecca Frazer, believed that children with cerebral palsy would benefit from remaining in the community and living with their families. Just two short years after they founded the Cerebral Palsy School Clinic, the school moved from the basement of a local church to the thirty-nine acre estate it currently occupies. Over the years, the program expanded its role in the disabilities community, first serving young children with cerebral palsy, then serving young adults as those children matured, and finally serving children and adults with a variety of disabilities.
The Center was later renamed Rehabilitation and Education for Adults and Children, Inc. (REACH) to reflect the diversity of the population. In January of 1999, the Center celebrated its 50th Anniversary by honoring the continued guidance of Rebecca Frazer and naming the Center, "The Frazer Center."
The Frazer Center is located in Druid Hills on the original estate of Cator Woolford, co-founder of Retail Credit Company, now Equifax. He began building his home on the property in 1916, and his mansion was the home of The Cerebral Palsy School Clinic until 1959. In 1959, a school building was built on the rear of the property, which the Frazer Center now inhabits. The beautiful property offers a serene setting which offers children and adults educational, recreational, and vocational opportunities.
The grounds include walking trails through the old-growth Frazer Forest and Cator Woolford Gardens. The Gardens are rented to the general public for wedding ceremonies and receptions, retreats, luncheons, dinners, corporate functions, and film shoots. They are listed on the
National Register of Historic Places. Revenue generated from Gardens rentals directly benefits services provided by the Frazer Center.
OUR GOALS AND PURPOSE
PRESERVING THE EXPERIENCE OF CHILDHOOD
Adult values, experiences, and activities constantly press on the experience of childhood, pushing children into adult experiences before they are ready. The Center honors the experience of childhood, recognizing that children need time to be children so that they can progress and grow into healthy adults.
CREATING A CARING COMMUNITY
Modern life is challenging for most young families. The Center operates as a community of children, parents, staff, board members, and interested friends who work interdependently in support of each other's healthy growth and development, and create joyful experiences in a loving environment.
FAMILY ARRANGEMENTS
The Frazer Center recognizes that families have different structures and that some families may live apart due to a variety of circumstances. Frazer Center teachers and staff are sensitive to the needs of children in these situations and will work to support the entire family. Please contact your Lead Teacher or any member of the administration to discuss what works best for you and your family so that appropriate accommodations can be put into place.
THE NATURE, PURPOSE, AND VALUE OF PLAY
At the Center, a primary requirement of our teachers is to have a comprehensive understanding of play and its relationship to learning. A primary goal of our program is to sustain and enhance the play activity of our children. As early education professionals, we make the statement that play is children's "work." Play is the activity by which children learn and develop. Research has proven that developmentally appropriate play-based early education helps children develop both cognitive and social skills that are key to success throughout their life, including in the workplace.
PROVIDING A QUALITY WORK ENVIRONMENT
The Center treats its staff with care and respect, recognizing that the quality and well-being of the staff determines the quality of the program. We strive to retain a well-qualified teaching staff by providing competitive pay rates along with benefit packages, such as health care and retirement programs.
PERSON-FIRST LANGUAGE
As an inclusive community, we want to put the person first in everything we do, including our speech. We strive to use person-first language, and encourage you to do so, too. This simply means that when you are speaking or communicating about a person with a disability, recognize the person before the disability.
OUR PHILOSOPHY
The philosophy of an early education center is the prime factor in determining the quality of experience provided to the children attending the program. Philosophy provides the foundation for how the program is organized and implemented as well as what kind of staff is hired and how they interact with the children.
The Frazer Center Child Development Program promotes the optimum development of each child. We recognize that the child's entire experience with the Center is important and there is no defined separation between learning and caring, play and work. Our goals for each child are drawn from the child and her/his family, NAEYC (National Association for the Education of Young Children), Bright from the Start: Georgia Department of Early Care and Learning, and the Creative Curriculum educational approach. Our approach includes:
* Promoting all aspects of development including physical (gross and fine motor); social (awareness, respect, ability to share and cooperate); communication (verbal and non-verbal); self-esteem (self-awareness and positive self-image); and cognitive (comprehension, problem solving, and skill acquisition)
* Encouraging each child to develop his or her unique individual talents
* Developing a foundation that promotes individual success in the future
* Creating an "active learning" environment in which to develop
* Kindergarten readiness using the GELDS (Georgia Early Learning and Development Standards)
We want to empower children to become confident, life-long learners and secure, caring people. The fundamental goal of the Center's programming is that children become enthusiastic learners through engaging activities they plan and carry out themselves. We recognize that children need active experiences with the world of people and things, and opportunities to plan, set goals, and take responsibility. Thus, our teachers craft opportunities for children to experience their community and to learn in formal and informal ways, provoking questions and helping the child find new answers and challenges. Our teachers also help children achieve the confidence and self-discipline needed to develop increasingly more sophisticated skills and knowledge.
ADMISSIONS POLICY AND PROCEDURES
ADMISSIONS POLICY
Enrollment is open to any child—6 weeks of age through 5 years—without discrimination based on sex, race, color, national/ethnic identity, ability, or creed, provided the child will benefit from the program offered and not pose a threat to the health and safety of other children enrolled or to the staff. Enrollment priority is given to children with disabilities, siblings of currently enrolled children, and children of employees. A number of other factors are considered and determine admission of individual children, including the date of application and philosophic compatibility of parents or caregivers with the program.
The process of "matching" is also a central factor. In this process, the leadership team in the children's program assesses the composition of the group. Factors considered in this process include but are not limited to: age/date of birth, characteristics of development, and balance of boys/girls in groups.
INITIAL APPLICATION PROCESS
Families interested in enrollment at the Center are asked to complete the following activities in the process of applying to the program:
* Visit our website at www.frazercenter.org to gain general information about our program and to schedule a tour.
* Submit the completed application form including a non-refundable $75 application fee per child. Applications may be submitted electronically via the website. Parents with siblings already enrolled must follow the same procedure.
* Children with an identified developmental delay will be invited to participate in an in-house observation. This individual screening provides an opportunity for us to observe each applicant in a peer group setting, and lasts approximately 40-60 minutes. The purpose of the observation is to help determine if our program is recommended for your child.
Although the admission and the readmission process begin in the Spring, we do experience some vacancies during the year. We will contact families throughout the year as spaces become available; however, most of our enrollment vacancies occur in August of each year.
We hold everyone's applications on our wait list throughout the year in the event a vacancy occurs. Families who do not reply to the enrollment opportunity email, or who decline offers for enrollment two times will be removed from the waitlist.
ENROLLMENT FORMS
In addition to the application for admission, a packet of enrollment forms must be completed and signed before the child enters the program. Upon confirmation of admission, the Enrollment and Early Intervention Coordinator schedules time with new parents to review all forms, requirements, and procedures.
ENROLLMENT & TUITION INFORMATION
TUITION
Tuition, Pre-K morning care and after care tuition, and Pre-K meal fees are due on the 1 st of each month. Tuition is for the entire month, including holidays, regardless of attendance.
A deposit equal to one month's tuition is required to hold your child's spot in advance of their start date. After the child's last month of attendance, the deposit will be refunded, less any outstanding fees, provided all withdrawal policies are followed. If a family pays the deposit, and subsequently decides not to enroll, the deposit will be refunded, less a $200.00 administrative fee.
Since Continuity of Care and teachers' relationships with ALL Frazer students are equally important, we ask that parents refrain from hiring current staff members away from the Center to be their child's caregiver. We want all children to benefit from our wonderful staff. Please note that families who hire staff members away from the Center to serve as full-time caregivers/nannies will forfeit their deposit when their child withdraws from Frazer Center.
For your records, a statement showing the amount paid each month will be emailed to the primary payer on your account around the 15 th of each month.
Additional details regarding tuition:
* Tuition is due on the 1 st of each month regardless of whether the 1 st is on a weekend or holiday.
* Please ensure your payment is received on time. Payments not received by the 5 th will be charged a $35 late fee. Additional fees of $10/day will be assessed for every day after the 5 th that payment is late. If tuition is not paid by the 15 th , enrollment may be terminated.
* Frazer Center's preferred method of payment is monthly automatic drafts to your bank account. This reduces the likelihood of late fees in case your payment isn't received on time. To sign up for automatic monthly bank drafts, please complete the EFT Authorization Form on the website at:
https://www.frazercenter.org/child-development-program/eft-authorization-form.
* If you would prefer to make payments by check, please place them in the lock box in the lobby. Credit card payments are accepted and include a non-refundable convenience fee of 3%. A credit card authorization form is available on the website to fax or deliver to the Center in person. Please note that credit card processing is costly to the Center, so automatic bank draft or check is preferred if possible.
* A $35 service fee is charged for any returned check or declined credit card payment.
* Tuition will not be prorated should you decide to withdraw your child from the program before the required 30 day notice. See Withdrawal Policy (page 9) for more information.
* Tuition rates are increased as needed at the beginning of each school year (August 1) to cover the costs of increased expenses. Administration will make every effort to inform you of increases in a reasonable amount of time before they go into effect, typically with re-enrollment each spring.
LATE PICK-UP POLICY
Operating hours are 7:30– 5:30 for infants through preschool. After a 5-minute grace period, a late fee of $32 per child will be assessed. Please make all efforts to pick your child up on time to respect our teachers who need to go home to their families. Calling the Center does not waive the late pick-up fee.
PRE-K EXTENDED CARE FEES
To avoid unnecessary charges we ask for your cooperation in promptly picking up/dropping off your child after signing in and out.
Pre-K hours are from 8:00- 2:30pm. After 2:35pm a late fee of $32 will be billed.
Extended Hours Fee Information
*Parents will be billed $32 per day for each day you pick up after 2:35pm, up to six days in a given month. If your child attends seven or more days of aftercare in a given month, and is picked up late you will automatically be billed for a full-month's tuition.
FINANCIAL AID
To assist families with the cost of tuition, a limited amount of financial aid is available. To apply for financial aid, please complete the Financial Aid Application, which can be found on our website. Additional questions about Financial Aid should be directed to the Vice President of Finance and Administration. .
ANNUAL FEES
ACTIVITY FEE
An annual activity fee of $125 is assessed September 1 st to help provide art materials, enrichment activities, and special events for the children.
RE-ENROLLMENT FEE -
A non-refundable re-enrollment fee of $50 will be assessed to all families on April 1 st . If a family is choosing not to return for the upcoming school year, this information must be provided in writing, prior to April 1 st , to the VP of Programming and Accounting Department..
WITHDRAWAL
It is important for your child to be given an opportunity to say good-bye and have a sense of closure when he or she leaves the program. Please let your child and the staff know in advance of your child's last day, so that the transition can be a positive experience for your child, his or her friends, and teachers.
A one-month written notification is required to withdraw your child from the program without penalty. The written notice must be given by the first day of the month. The Frazer Center does not prorate tuition for families leaving before the end of the month. This notice should be given to the Staff Accountant and the Enrollment and Early Intervention Coordinator. Once notice is received, you will still be responsible for your full tuition for the next calendar month. Please make note that families who hire staff members away from the Center to serve as full-time caregivers/nannies will forfeit the refund of their deposit when withdrawing their children.
OPERATIONAL DETAILS
HOURS OF OPERATION
The Frazer Center is open year round, Monday through Friday. Children need to arrive prior to scheduled meal times in order to be served.
MEAL TIMES
* Breakfast:
9:00
* Lunch: 11:30
*
Afternoon Snack: 3:00
* The Infant classroom schedules may vary slightly due to individual schedules. Parents of young infants are responsible for bringing formula/breast milk and jar food. Center food is available upon parent/guardian request.
HOLIDAYS
The Center observes several holidays throughout the year. Holidays will include Martin Luther King Jr. Day, Memorial Day, Juneteenth, July 4th, Labor Day, Thanksgiving, the Friday after Thanksgiving, Christmas Eve, Christmas, New Year's Eve, and New Year's Day. We are closed between Christmas Eve and New Year's Eve.
STAFF IN-SERVICE
In addition to holiday closures, the Center is closed to children for in-service training days throughout the school year. The dates can be found on the Calendar of Closings available to parents on the website.
LOADING AND PARKING
Please adhere to posted signage regarding the speed limit (10 mph) and use caution when driving throughout the property and especially in the parking lot. The Center sees a lot of pedestrian and bike traffic on the property each day. There are families with small children and adults with disabilities moving through the parking lot at various times throughout the day, so please be on alert and drive carefully.
There is absolutely no parking or loading from the sidewalk directly in front of the building. Cars should not remain in front of the building idling for any reason, since this creates a potential health hazard. This area needs to remain clear of cars so that families with disabilities and emergency vehicles have easy access to the building. There are 15-minute active loading zones along the side of the building for your convenience. All other loading must be from the central or side parking lots. Additionally, parking is only allowed in designated spaces—please do not park on the grassy areas, driveway or sidewalks.
NOTE: The Frazer Center strongly encourages employees and families to remove all personal belongings from their vehicles when entering the building. While the Center does contract with a security patrol, has external cameras, and other security measures, any lost or stolen items and related damage are not the responsibility of the Center.
ENTRANCE TO THE CENTER
The Ridgewood Road (back) gate is only open from 8:00am–5:00pm Monday through Friday when the Center is open. It is closed at all other times. This entrance is meant for Marta Mobility vehicles and emergency vehicles only. All other vehicles, including parents, staff, and visitors, must use the S. Ponce de Leon entrance, according to the DeKalb County zoning ordinance.
DROP-OFF AND PICK-UP
CHECKING YOUR CHILD IN AND OUT EACH DAY IS REQUIRED. PARENTS MUST ASSUME THE RESPONSIBILITY FOR ELECTRONICALLY SIGNING THE TIME THEIR CHILD IS IN AND OUT OF SCHOOL EACH DAY VIA PROCARE AT THE KIOSKS IN THE LOBBY. IF SOMEONE OTHER THAN THE PARENT WILL BE DOING THIS, THE SCHOOL MUST BE NOTIFIED IN WRITING OR BY PHONE. SIGNING IN IS OUR ONLY RECORD OF ATTENDANCE.
While we are currently available to receive children at 7:30 a.m. some families do not arrive until later in the morning. Drop-offs before 9:00 are strongly encouraged, unless there are extenuating circumstances. We find the children integrate more easily into the program routine when they arrive prior to 9:00 a.m. to facilitate morning transition. This creates structure for both the children and teaching teams. Education and development are essential focuses of our program, and consistent morning drop-offs are important. Drop-offs after 11:00 a.m. are not allowed. Arrivals after 11:00 require documentation of a doctor's appointment for that morning.
Children anxiously anticipate the expected arrival of a parent, and we appreciate your promptness in picking your child up from the Center. Additionally, our staff frequently have meetings, classes, and families waiting for them immediately after operating hours. If you are going to be late, it is imperative that you call us to let us know. If there is no answer, please leave a message at the front desk for the closing supervisor.
DRS. APPOINTMENTS AND RETURN TO SCHOOL
If your child has a doctor's appointment during morning hours and you wish for your child to return to school after the appointment, we ask that you bring your child in before your child's classroom naptime. If your arrival time is after the scheduled lunch time, you will be responsible for providing lunch for your child prior to returning to Frazer Center. When possible, please schedule early morning or late afternoon appointments. Doing so will help to maintain classroom routines.
RELEASING YOUR CHILD
Normal procedure is to release a child to no one other than his or her parents or to another party the parents designate. If someone other than a child's parents plan to pick a child up, please notify the teacher and the front desk as soon as possible. A verbal notice on the day of pick-up is acceptable if the person is someone with written authorization with which to release the child. If the person is not on the list of designated parties, we must have written permission to release the child. Written authorization may be granted by filling out an Authorization to Pick Up Form, available at the front desk or on the website, to include the authorized person's full name, address, and phone number. Identification is required when someone other than the parent picks up a child as a measure of protection. Emergency contacts listed on file are always authorized to pick up children.
If information is needed by the Frazer Center staff regarding custody please provide us with the formal paperwork. Unless we have the appropriate paperwork, we cannot keep a child's biological mother or father from picking up his or her child. When we have the appropriate paperwork and a parent tries to pick up the child in a manner that is inconsistent with the legal documents, we will call the other parent immediately and then the police. We will ask that the police mediate the situation and determine who is allowed to take the child home.
There are a number of other procedures that pertain to pick-up. Please review below:
* For any child not being picked up or dropped off by their parents, the Center must have a dated and signed Authorization to Pick Up Form from the parent.
* The Center reserves the right to check a parent or authorized adult's identification prior to releasing a child into custody of an unfamiliar person.
* In the event that a parent is late and has not called and cannot be reached, the Center calls the parent-authorized emergency contacts to pick up the child.
* All children must be signed in and out in the front lobby by a parent each day.
* At all times, a parent must escort their child while in the building or on the grounds.
* Parents with multiple children to pick up should pick up infants first. Older siblings can be disruptive to infant classrooms if they are not carefully supervised during pick-up and drop-off times.
* If picking up in a vehicle, all children must be in an age-appropriate car seat upon leaving the grounds. Administrators will address this with any parent who does not follow appropriate safety procedures.
BABYSITTING
Frazer Center teachers owe their primary commitment as a teacher to the Frazer Center, its students and parents. Frazer Center does not recommend or become involved in the recommendation of any of our staff for babysitting away from Frazer Center premises. Any arrangement for such services is strictly between the parent and the staff member. Frazer Center is not a party to any outside babysitting agreement nor can Frazer Center make any guarantees, warranties, or representations as to any outside babysitting services.
Teachers should never approach any parent regarding babysitting services, nor should babysitting services be advertised using Frazer Center communications. Employees should use good judgment in conducting such work and it must not interfere with the job at Frazer Center. In conducting such work, information regarding operations of Frazer Center or confidential information regarding the Center or any customer's personal information obtained during employment at the Center may not be shared. All time spent assisting with the program participants or families outside of Frazer Center work hours is NOT considered working time and the organization is not liable for any injuries or other claims that may arise.
VISITING
Parents are also warmly invited to join scheduled activities. We emphasize that, while notification of visits is helpful, parents are free to come and go from the Center at their own discretion.
CURRICULUM AND PROGRAM DETAILS
The Frazer Center uses The Creative Curriculum® for all age groups in the program. The Creative Curriculum® educational approach has been successfully used with children of all abilities since the 1980s. The Creative Curriculum® bases its educational approach on the idea that all children progress and learn through interactions with the social and physical environment. Based on this idea, an open framework consisting of a set of guiding principles and practice was created for teachers to follow as they work with children of all age levels. This open framework provides flexibility, allowing teachers to adapt the learning environment to the abilities and capacities of the children that comprise their classes.
The most important goal of this curriculum is to help children become enthusiastic learners. This means encouraging children to be active and creative explorers who are not afraid to try out their ideas and to think their own thoughts. The goal is to help children become independent, self-confident, inquisitive learners. We're teaching them how to learn, not just in preschool and kindergarten, but all through their lives. Each child is allowed to learn at his/her own pace and in the ways that are best for them. We're giving them good habits and attitudes, particularly a positive sense of themselves, which will make a difference throughout their years.
—From The Creative Curriculum, Diane Trister Dodge and Joanna Phinney
The Creative Curriculum® is implemented in a way that allows for modifications and adaptations, ensuring success for all children enrolled. It is implemented in a way that is responsive to family home values, beliefs, and experiences. If you would like more information on The Creative Curriculum®, you can visit their website at www.teachingstrategies.com.
OUTDOOR LEARNING
Children in Older Toddler, Preschool, and Pre-K classes participate in outdoor learning several days per week. The outdoor learning time is in addition to the daily scheduled playground time. The benefits of being exposed to nature are significant. Research shows that natural settings provide a restorative antidote for students and teachers alike. Children are able to experience and explore in various ways on our 39-acre campus that includes our old-growth Frazer Forest.
According to licensing regulations, young children are to spend a minimum of an hour and a half outdoors each day. Infants are to spend an hour outdoors each day. Please dress your child appropriately and supply jackets and coats according to the current weather. Also, please be sure to send children in play clothes with shoes that adequately protect the feet and are not slick-soled (tennis shoes are a good choice; please avoid flip flops and shoes without a back strap). Lastly, as we are located in a heavily wooded area, mosquitos and ticks are a concern at certain times of the year. Please be sure to provide your child with insect repellent containing DEET to protect them from these pests.
During times when outdoor play is not acceptable, children spend time indoors in the Atrium. Outdoor play may not be acceptable or may be shortened during active precipitation, wind advisories, extreme temperatures, or high smog alerts. A doctor's note is required in order to keep a child (including infants) inside during their scheduled outside play time.
ASSESSMENTS AND SCREENINGS
Part of the curriculum is assessing each child's development and progress while they are enrolled in the program, and using the results from those assessments to guide curriculum planning. Assessments are composed of developmental checklists, anecdotal notes, screenings, and work samples. We collectively refer to these documents as the "portfolio." Assessments are ongoing throughout the year.
Assessment methods should be most often conducted while children play in small or large groups within the context of their normal day and schedule. However, more formalized screenings may be conducted one-on-one with a familiar person/teacher. If an individual assessment or screening is conducted, the process should take no more than 10–15 minutes (shorter for younger children), and interactions should be child-friendly and relaxed.
Each child's portfolio is online within Teaching Strategies Gold software. Portfolios are available to parents at any time upon request, and are formally shared with parents during parent/teacher conferences. Access to portfolios is limited to Frazer Center staff including teachers and administration, as well as the parent. Written consent must be obtained prior to any other person gaining access to assessment and/or screening information on a child.
A written, summarized report, referred to as the Family Conference Form, is provided to parents during conferences. If a family needs this information provided in a language other than English, or a method other than written form, notify the Lead Teacher or a member of administration.
Children who have an Individualized Education Plan (IEP) or Individualized Family Services Plan (IFSP) should provide those documents to be included in the child's portfolio. Parents, teachers, and the administration work together to decide how best to incorporate the goals identified within those documents. Parents should feel free to share observations from home with teachers. The Ages and Stages Questionnaire is an example of how we ask parents to share information about their child to include in assessments.
In addition to Teaching Strategies, additional screening tools may be used if parents or Frazer Center staff determine that it would be beneficial to the child's learning and development. Any additional screening will be discussed with parents prior to its administration. Should outside agencies or professionals be used for the screening, parental consent will be sought.
PHYSICAL ENVIRONMENT
Our physical environment has been thoughtfully organized to serve the developmental needs of children. Infants, toddlers, and preschoolers each have their own outside play area, and each have equipment and activity spaces appropriate to their developmental needs.
SCREEN TIME
Screen time is prohibited in the classroom, with the exception of educational lessons, programs, or books online that cannot be taught without the use of a screen. All requests to utilize screen time as a teaching tool must be approved by the curriculum coordinator in advance. Any educational screen time must be limited to a maximum of 15 minutes per week.
APPROACH TO DISCIPLINE AND GUIDANCE
It is vital to the well-being and successful development of young children that they have clear, consistent, and appropriate limits on behavior. Because of our commitment to developing a positive sense of self-esteem, and independent, responsible, and caring behavior, we approach "setting limits" (discipline) in a predictable, clear, and sensitive manner. The limits we set arise from two areas of importance: not hurting oneself or others, and respecting the physical environment. In guiding a child, our primary goal is to support the child in developing awareness in these two areas and in establishing effective "inner discipline" or self-control. This reduces their dependence on adult-imposed control. Since developing "inner discipline" is our primary objective, setting limits is treated as a learning process.
If a child's behavior is inappropriate or unsafe, an educative consequence appropriate to the behavior, age, and individual child is applied. Our first course of action is positive redirection (for instance a child may simply be directed to another activity) and facilitation of "win-win" problem solving. Generally, these two approaches are successful. If they are not, other strategies are utilized, which may include the utilization of the "quiet corner" for a brief time with activity until the child is more in control and able to respond to or follow safety guidelines. The "quiet corner" is child initiated and used as a calming down time with adult supervision as opposed to "time out" which is teacher directed and punitive in nature. "Time out" is not a strategy utilized at the Center. All discipline is meant to teach, not punish. Additionally, playground or outdoor activities will not be taken away for disciplinary reasons. All children will be permitted to engage in physical activities including outside time each day.
SUPPORT PLANS
For children with more intensive needs related to behavior or any other developmental area, teachers, curriculum coordinator, and parents will work together to establish a Support Plan. The Curriculum Coordinator will initiate a meeting to discuss notes, observations, and methods related to the behavior of a specific child. Consistent strategies will be implemented and the results will be documented as a means to assist the child in being successful in the classroom. It is important to note that Support Plans are used when behavior is significantly disruptive to both the child and the classroom. After the plan has been implemented for a period of time, the Curriculum Coordinator, Inclusion Coach and parents will decide whether revision of the plan or further intervention or referrals for outside support will be beneficial.
REPORTING ABUSE OR NEGLECT
Any and all suspected cases of abuse, neglect, or deprivation either at home or at the Center should be immediately reported to the Director of Child Development Programs. In the event the Director is not available, make the report to any member of administration so that it may be reported to the Department of Family and Children's Services. This reporting is required by law.
Frazer Center CDP staff are mandated reporters. Staff who report suspicions of child abuse or neglect where they work are immune from discharge, retaliation or other disciplinary action for that reason alone unless it is proven that the report is malicious.
The following incidents that occur while in the care of the Center must be reported to Bright from the Start: Department of Early Care and Learning within 24 hours: 1) death of a child, 2) any serious illness or injury requiring hospitalization or professional medical attention other than first aid, 3) if any employee acquires a criminal record while working at the Center, 4) any lapse in supervision.
CONTINUITY OF CARE MODEL
In an effort to ease transitions within the program, we follow a continuity of care model for the infant and toddler classrooms. This means that children will stay with at least part of their peer group when they move into new classrooms in August. However, Infant and toddler classes are not guaranteed that all students will move up with their entire classroom. Additionally in these age groups, we strive to have at least one teacher from the previous year move with them to the next classroom. Children in Older Toddlers, Preschool, and Pre-K classrooms will not experience continuity of care, and classes will not be kept together as they move up. Children stay in each age group for 12 months. Classroom placements are determined at the discretion of the CDP administration team. Parent requests are not taken into account in this process.
RATIOS OF ADULTS TO CHILDREN
Our experience has confirmed what research has shown—that one of the most significant factors in providing a quality environment for children in a group setting is the number of paid, trained professional teachers available with whom the children can interact and relate. Not only do more staff provide better supervision and care, but it also provides a greater variety of personality types for a child to experience and increases the probability that your child will find a "special someone" to bond with. If your child bonds well to at least one adult in his/her room, the likelihood is that he/she will be happy at school.
PARENT VOLUNTEERS
Research shows that parent involvement in children's learning positively impacts student achievement levels. We believe that your participation at the Frazer Center will make a difference and will positively impact your child's progress and development. We encourage all parents, legal guardians, and adult family members to become actively involved at the Frazer Center by serving as parent volunteers. Your time, talent, and enthusiasm are an integral part of the day-to-day functioning of the Center and the overall academic development of your child.
There are a number of ways you can volunteer at the Frazer Center. Possible volunteer activities to support the Center include:
* Mystery Reader
* Fundraising activities
* Special events assistance
* Work in the forest
* Leadership activities such as serving as the parent representative for your child's class, participation in the Parent Teacher Action Committee (PTAC), the Book Fair, Frazer Fall Fest, Goodness in the Gardens, or participating in other Center committees
If you would like to volunteer for specific jobs, please contact the Director of Development to be placed on the volunteer schedule. We truly appreciate your participation as a parent volunteer and we will make every attempt to match your interests and skills with projects or tasks that you are comfortable with.
CONFIDENTIALITY
Program staff and administration at the Frazer Center understand the importance of confidentiality regarding your family's information. Unless authorized to do so, personal information including address, phone number(s), and email addresses will not be released. Information related to your child will not be discussed with anyone other than Frazer Center staff members without your consent, unless required by law. Children's files are located in secure locations, accessible to the program administrators. When unattended, these files are locked away to ensure confidentiality.
TRANSITIONS
Starting a new school can be an exciting and anxious time for young children and their parents. We encourage parents and children to visit the Center prior to the actual start date following their acceptance into the program. One or more visits to the school during activity time or lunch provide an opportunity for children to become comfortable with the new environment before setting off on their own.
Conversely, if your child is transitioning out of our program, either to go to Kindergarten or to another school, we want to help you with that transition. Information that we will gather over the course of your child's enrollment with us will be helpful for his/her new school teachers and caregivers. We will happily provide you with copies of any assessments, screenings, and portfolio information we have compiled on your child.
WHAT TO BRING ON THE FIRST DAY
On the first day of school, most children need to bring: (All items MUST be labeled)
* Diapers/pull-ups
* Wipes
* Change of clothes
* Outdoor protection (sunscreen, bug spray, coat, etc.)
* Blanket for nap time
* Diapering creams and ointments
* Sippy cup
These are the most common items that are used daily in the classrooms. Please check with your child's teacher to see what additional items may be needed for a particular room or age group. Keep in mind that we use paint, water, markers, glue, and/or other messy items daily. Please make sure your child wears "play clothing" to the Center. Parents usually bring items in a diaper bag or backpack. If you choose to do this, make sure you remove any medications, plastic bags, creams, or items small enough to swallow. Children love to explore. Please DO NOT bring toys, snacks, and candy unless teachers ask (show and tell, special parties, etc.) Please note: No toy guns or weapons of any kind are permitted at the Center.
CLOTH DIAPERS
Some parents may opt to use cloth diapers as opposed to disposable diapers. Cloth diapers must include an absorbent, inner lining that must be completely contained within an outer covering made of waterproof material that prevents the escape of feces and urine. Both the inner and outer covering must be changed as a unit during each diaper change.
BIRTHDAYS
Birthdays are a time for each child to feel special and very important. We recognize that families choose to celebrate birthdays in various ways. Some families enjoy bringing in treats for the class to share on the child's birthday. Keep in mind that any food items brought to the class must be store-bought and cannot contain nut products. At no time will the Center allow food prepared at home to be served to the group. Also, we ask that if you plan to bring in treats to share that you notify the parents of the children in the classroom so that parents have the right to refuse. Healthy treats are preferred. If you choose to make balloons part of your celebration, please do NOT bring latex balloons (Mylar is acceptable).
We also realize that families may have a party elsewhere and wish to invite classmates. Unless you plan to invite the entire class to a birthday celebration or special event, you will need to send the invitations by email or snail mail. We regret that due to confidentiality restrictions, we are unable to release mailing addresses to parents in the program.
SLEEPING & REST TIME ACCESSORIES
State licensing regulations require each child under the age of one be placed on his/her back to sleep. Stuffed toys, pillows are prohibited. Children under the age of two cannot have a pillow at rest time. It is our practice that as infants turn one year of age, they will be transitioned to a sleeping mat. Teachers and parents will work together to make this transition as smooth as possible.
Parents are asked to provide children sleeping on mats with a small blanket for rest time. Children sleeping on mats are also welcome to bring a stuffed, soft animal or doll, as well as transitional items such as "lovies" or pacifiers to which the child is attached and finds comforting. It is the policy of the Center to give children who aren't sleeping a quiet activity after 30 minutes of rest. Children who do not sleep will not be required to remain on their mat for longer than an hour, in accordance with licensing requirements.
FRAZER CENTER INFANT SLEEP POLICY (for all infants 12 months and younger)
* All infants will be placed on their backs to sleep, unless written medical instructions from the infant's primary health care provider directs otherwise.
* Infants capable of turning over by themselves—from their backs to their fronts and back again—will be allowed to remain on their stomach if the child rolls over. A sign will be visible on a child's crib when they are able to turn over by themselves.
* Infants will be placed on a firm mattress that will be covered by a tight-fitting sheet flush with the sides of the crib. Swaddling is not permitted.
* Health Code prohibits the following conditions or materials for use in an infant crib or bassinet: loose bedding, blankets, bumper pads, pillows, toys, and sleep positioning devices not medically prescribed.
* Every child will have their own designated crib/mat to sleep in.
* Infants will not be allowed to sleep or nap in a car safety seat.
* Infants will never be allowed to sleep in bouncy seats, infant swing, or highchairs, or other furniture/equipment not designed and approved for infant sleep purposes. Infants found sleeping in other than a safe sleep environment must be moved to a safe sleep environment upon discovery.
* All bibs, necklaces, and garments with ties or hoods will be removed before being placed in a crib. This reduces choking and tangling hazards.
* Staff will maintain constant line-of-sight supervision of observing sleeping infants every 15 minutes for signs of stress or distress that may require intervention (overheating, irregular breathing, etc.). If an infant is in any physical or medical distress, staff will take immediate emergency response as needed.
INCLUSION & EARLY INTERVENTION SUPPORT
Inclusion rests upon the belief that young children with disabilities and their typically developing peers can participate together in the same classroom or community setting, reflecting the diversity of the society in which we live.
Research shows:
* Regular early childhood education curriculum and access to typically developing peer groups will provide learning opportunities that do not or may not exist in a special education or segregated classroom environment.
* The presence of typically developing peers makes inclusive environments more challenging, more demanding, and more stimulating than segregated classroom environments.
* Typically developing peers are not only provided with opportunities to learn more realistic and accurate views of individuals with disabilities, but are also provided with opportunities to develop positive attitudes toward others who are different from themselves, and are encouraged to peer tutor, or to strengthen their skills, by assisting another child.
* Families have opportunities to teach their children about individual differences and about accepting individuals who are different.
* Federal and state laws recommend that, to the extent possible, children with disabilities be educated in settings that are typical and include same-age peers. This is known as placement in the least restrictive environment.
Frazer Center's inclusive early education program welcomes the full and meaningful inclusion of children with disabilities and developmental delays. Inclusion is the practice of educating and caring for children with disabilities or delays in the same environment or setting as their typically developing peers. In an inclusive program, children with and without disabilities learn and participate in the same daily activities and routines. Children with delays or disabilities are not just present in the classroom. They are meaningfully engaged with their classmates in learning and play, which often carries over to celebrations and family gatherings away from the Center. They have rewarding, reciprocal friendships with their peers, and nurturing relationships with our teachers. Every child has individualized learning goals, and the support and instruction to work towards those goals.
How many children in the program have a disability or developmental delay?
According to the Centers for Disease Control, about 17% of children ages 3 to 17 in the United States have one or more developmental disabilities (physical, learning, language, behavior). It is difficult to estimate this number before age 3 since many disabilities are not recognized or diagnosed until children begin missing developmental milestones.
Frazer Center believes the most effective model for inclusion is one that reflects the diversity of our community. Generally around 20% of our program enrollment includes children with diagnosed disabilities or those who do not yet have a diagnosis, but who are receiving therapy and/or diagnostic treatment for developmental delays. We believe this mix allows us to provide the level of support children with disabilities need to fully benefit from an inclusive classroom while also providing a high quality school readiness program for all children.
The percentage of children with disabilities varies by classroom. The percentage is usually lower among infants and young toddlers, and higher among older toddlers and preschoolers, because disabilities like autism are not usually diagnosed until a child is older. The percentage of children with disabilities also varies among classrooms in the same age group. For example, one preschool classroom might have only two children who have extensive support needs, while another classroom will have four children who need accommodations in the classroom, but who are more independent.
What is the definition of Inclusion according to the DEC (Division for Early Childhood) and NAEYC (National Association for the Education of Young Children)?
The defining features of inclusion–access, participation, and supports–are central to the mission and practices of our Inclusion Program. What Is Meant by Access, Participation, and Supports?
Access means providing a wide range of activities and environments for every child by removing physical barriers and offering multiple ways to promote learning and development. Participation means using a range of instructional approaches to promote engagement in play and learning activities and a sense of belonging for every child.
Supports refer to broader aspects of the system, such as professional development, incentives for inclusion, and opportunities for communication and collaboration among families and professionals to assure high-quality inclusion.
— from the Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC)
What type of Early Intervention Support is provided for all students at Frazer Center?
* The Ages and Stages Questionnaire, a screening tool for children's development, will be conducted on a yearly basis in September. Parents are asked to complete the assessment and return the results to their child's teacher
* Annual vision and hearing screenings will be available on site through an outside company for our older toddler, preschool, and Pre-K students
* Throughout the school year, teachers collect data and track development through observation based assessments, using Teaching Strategies Gold (TSG) or Georgia Pre-k Work Sampling (WSO). TSG and WSO are ongoing observational systems for assessing children from birth through kindergarten. The results of these assessments are shared with parents during our biannual parent-teacher conferences
* If it is observed that a child may be exhibiting a developmental delay, we may recommend that you explore the options for additional services to support your child. This may include (but is not limited to) speech therapy, ABA therapy, occupational therapy, physical therapy, or developmental pediatric or psychological evaluations. Our team will provide recommendations when appropriate, however your healthcare provider or a licensed therapist should be consulted for diagnostic purposes
* Social skills groups are facilitated by our Inclusion Coaches for students in our older toddler, preschool, and pre-k classes. Positive social and emotional development in the early years provides a critical foundation for lifelong development and learning.
What type of additional early intervention support is provided for children with a known developmental delay or disability?
Multidisciplinary Collaboration
* Collaboration is a cornerstone of a quality inclusive education. For children who are eligible, an Inclusion Team composed of parents, teachers, therapists, and an Inclusion Coach is formed to provide additional early intervention support. All team members work together to ensure that the child has a quality learning environment, and an instructional plan that addresses their individual needs. To ensure that parents have more information about their role in the Inclusion Team, parents are given a Parent's Rights and Responsibilities Agreement form upon enrollment.
What services or supports are provided by our Inclusion Coaches?
* Facilitation of an Initial Inclusion Team meeting upon enrollment. This meeting is meant to get to know your child's strengths and developmental needs. The information gathered during this meeting will be used to create individualized learning goals.
* Regular communication with therapists, to ensure knowledge of a child's therapeutic goals
* Translation of therapeutic goals to the classroom setting. Our Inclusion Coaches are meant to bridge the gap between what is happening in therapy, and integration of those therapeutic goals into the early learning environment.
* Regular time spent in the classroom observing and interacting with the child and teachers. After individualized goals are created, the Inclusion Coaches model effective techniques or adaptations for the teachers that will allow meaningful inclusion, and help each child progress with their individualized goals. After modeling, the Inclusion Coach observes the teachers using the same techniques/adaptations, and provides feedback. This process is iterative and should be consistently taking place throughout the school year.
* Weekly emails to parents, providing updates on the individualized learning goals
* Facilitation of Quarterly Team meetings held in August, December, and April
Can Frazer Center teachers or support staff provide one-on-one support for a child?
* Frazer Center's staffing model does not allow for the provision of one-on-one support. If it is determined that a child requires one-on-one support for a significant portion of the day in order to ensure meaningful inclusion or the safety of the child or the other children in the classroom, parents must obtain that support from an outside source.
Access to therapy rooms
* Frazer Center does not have therapists on staff. However, we do provide private therapy space for "pull-out" services, or adaptations for "push-in" services in the classroom. Outside therapists are welcome and encouraged to provide therapy on site, so we can work together to help each child progress in their development. Inclusion Coaches and classroom teachers will communicate with therapists, so they are knowledgeable about the therapeutic goals and strategies that are in place.
* When applicable, our Inclusion Coaches can provide parents with information about therapy companies that currently provide services at Frazer Center
Enrollment for children with a known developmental delay or disability
* After completing the online enrollment application, parents will receive an email from an Inclusion Coach, requesting answers to initial screening questions. In addition, parents will be asked to provide the Inclusion Coach with the most recent developmental evaluations and/or reports. This information will be reviewed by the Admission Team.
* Once the initial screening information is reviewed, if it is determined that Frazer Center cannot be recommended for a child's Early Education placement, every effort will be made to provide information and referrals for appropriate services in the community. If, after the initial screening information is reviewed, there is the potential for enrollment in the program, the Inclusion Coach will contact the parents to schedule an in-house observation. This observation provides an opportunity for us to observe and interact with each child individually and in a group setting. The observation typically lasts approximately 45-60 minutes, and will take place in a classroom with children of a similar age. After the in-house observation, the admission team will meet to determine if enrollment in the program is recommended. Parents will be notified within 72 hours of the team's decision. If it is determined that Frazer Center cannot be recommended for a child's early childhood placement, every effort will be made to provide information and referrals for appropriate services in the community
COMMUNICATION
MESSAGES, NOTICES, AND WRITTEN COMMUNICATION
Daily communication will be sent out via Tadpoles app which helps parents build connections with your child's teachers.. Tadpoles helps to connect parents to the learning that is taking place in your child's classroom with daily reports, multimedia SEL playlists, engaging activities, and two-way messaging with your child's teacher. In addition, you will receive a monthly newsletter from your lead teacher, with an overview of the monthly curriculum, special events/dates, and classroom needs. A parent bulletin board also exists in the lobby for advertisement of community wide events and information of interest. Please also follow us on social media outlets @FrazerCenter.
COMMUNICATION WITH TEACHERS
We encourage communication with your child's teachers. While we acknowledge that parents sometimes develop a relationship with teachers outside of the Center through babysitting and other family gatherings, the Frazer Center is not liable for any situations arising through contact outside of the Center.
We also ask that you refrain from texting or calling teachers on their personal phones. We have a no cell phone use policy at the Center while teachers are in the classroom to ensure your child's safety. If you need to contact a teacher, please call the front desk at 404-377-3836. All communication related to Frazer Center business should take place via Frazer Center emails, or calling the front desk.
PARENT CONCERNS ABOUT CHILDREN - CONFERENCES
We care about your concerns for your children. We have found that when such concerns arise, a scheduled conference time works best for sharing between parent and teacher. Please feel free to schedule a conference at any time. If you desire a conference, please schedule one with your child's Lead Teacher. Additionally, you may request the presence of any member of the children's program's leadership team. Or, if the need arises, you may schedule a conference with the Director alone. We are here to meet your needs concerning you and your children. Please don't hesitate to make use of our services.
COMMUNICATING CONCERNS
Open communication is the foundation of a harmonious child development facility. Please make use of our willingness to listen by communicating your needs and concerns as they arise. The Lead Teacher, along with all members of administration, are the people directly responsible for the operation of the Center and have the training and experience to answer your questions and solve any problems that may arise. We distribute parent satisfaction surveys each year in the fall and spring, in order to collect constructive feedback regarding your experience with the program.
GRIEVANCE POLICY
The faculty and staff at the Frazer Center are committed to maintaining a safe and productive atmosphere for children to grow and learn. Communication is key in resolving issues. Parents are encouraged to speak with classroom teachers regarding minor issues and routine concerns. In the event the parent(s) feels the issue is not being adequately addressed or has become a source of conflict, the following grievance procedure should be followed in order to achieve an appropriate solution.
Level 1
When the problem arises, parents should speak directly with their child's Lead Teacher. Concerns expressed to Assistant Teachers will be forwarded to the Lead Teacher. If you wish to have a private conversation, please ask to schedule a parent-teacher conference. The Frazer Center teachers will make efforts to respond to the complaint and resolve the conflict.
Level 2
If a parent feels the matter is not resolved, he or she may bring the concern to the Children's Program Director. Parents should be prepared to provide a full account of the situation and communication with their child's Lead Teacher. The Director will take reasonable steps to review parent and Lead Teacher accounts of the issue and resolve the conflict. When necessary, the Director may conduct a conference with the parents and Lead Teacher to discuss a resolution. The Director will respond to the parent within ten (10) working days from the date the grievance was submitted to administration.
Level 3
In the event the matter is not resolved by the Lead Teacher and the Director, the parent may submit a written account of all events to the CEO. This statement must be submitted within ten (10) working days from the final decision of the Director. The CEO will make a reasonable effort to respond to the parent and resolve the matter.
HEALTH AND NUTRITION
IMMUNIZATION AND HEALTH SCREENINGS
For the protection of all children and families, children enrolled in the program must be current on all immunizations, according to recommendations by the American Academy of Pediatrics for their age. The Assistant Director must receive copies of immunization records within 30 days of enrollment. If your child is overdue for immunizations or required health screenings, they will not be allowed to return to school until the proper documentation is provided. Upon turning 4 years old, parents are required to submit vision, hearing, nutrition, and dental screenings within 90 days of enrollment or within 90 days of reaching their fourth birthday. If you are abstaining from immunizations for religious reasons, please submit a notarized Affidavit of Religious Objection to Immunization (DPH Form 2208).
ILLNESS
The State of Georgia requires exclusion of any sick child from the program. Parents are asked to exercise good judgment and keep ill children at home and seek medical attention as appropriate. Children will not be allowed to attend the Center while suffering from the following illnesses:
1. Fever: Temperature of 100.4 degrees or greater. If a child comes to school and is known to have had a fever during the previous 24 hours, the staff will take the child's temperature to determine admission. Children will not be permitted to return to school until they have been free of fever for 24 hours without the use of medication.
2. Vomiting: More than the usual infant "spitting up"; children will be sent home after any incidents of vomiting and may not return until they have been at least 24 hours without vomiting.
3. Diarrhea: Is characterized by frequent watery or green-colored bowel movements, which are not related to medications or food reactions. Children will be sent home after two incidents of diarrhea and may not return until they have been at least 24 hours without diarrhea.
4. Rash: Undiagnosed rash other than mild diaper or heat rash. All undiagnosed rashes require a doctor's note for readmittance.
In addition, you may receive a call from an administrator or teacher if your child exhibits any of the following symptoms:
* Behavior: If a child looks and acts differently: awake and crying, unusually tired, pale, lack of appetite, irritable or restless.
* Respiratory: Breathing difficulties, e.g., wheezing, cold with yellow/green nasal discharge and prolonged cough.
* Sore Throat: Sore throat that may need culturing because other signs are present.
* Eye Drainage: Mucus discharge from the eye that may need medical attention for possible infection.
Our policies and procedures are as follows:
1) If your child arrives at the Center with symptoms or possible illness or disease, you will be required to take your child home. If the above symptoms manifest while your child is at school or if she/he has a significant accident, we will contact you immediately. Ill children are isolated and parents are requested to pick them up. If we are unable to contact you within 30 minutes or in the event you are unable to pick up your child, we will call your emergency contacts. An ill child must be picked up by a parent/guardian or authorized adult within one hour of being notified. If the child seems particularly sick or injured, we will attempt to call your child's doctor, or clinic for further instructions. In a genuine emergency, we will call the paramedics at 911 for assistance and, and simultaneously call you.
2) If your child is showing any symptoms of illness and is picked up from school, we require them to stay out of school 24 hours from time of pick-up symptom free.
3) If a child contracts a contagious illness, parents are required to notify us immediately so we can pass the information on to other parents. Information provided to parents will include the type of contagious illness, signs and symptoms of the disease, mode of transmission, period of communicability, and control measures for school and home. Your child's name will be kept confidential at all times.
4) The health of the children is monitored by classroom staff, as well as administrators. Determinations regarding the attendance of children who have recently been ill or had a medical issue (e.g. allergic reaction, side effects of medication, etc.) will be made by CDP administrators.
MEDICINE
We will administer prescription or non-prescription medicines to your child only with a doctor's written recommendation and your written authorization. If you bring medicine to school, you must:
1) Provide a copy of your child's prescription or a written recommendation from the pediatrician for over the counter medication to the Assistant Director.
2) Make sure it is in the original, child proof container, labeled with the child's full name.
3) Fill out a Medication Authorization Form, stating what the medicine is, the purpose of the medication, when it is to be given, and the required dosage. This authorization form is good for a two week period. Forms can be obtained from the front desk.
4) All medication and forms must be given to a CDP Administrator. No medication will be allowed to be left in the classroom.
FOOD
Frazer Center provides children with meals and snacks that support their overall wellness. The kitchen manager is ServSafe certified. This certification includes information regarding basic food safety, personal hygiene, cross-contamination and allergens, time and temperature, and cleaning and sanitation. A monthly menu is created in advance and shared with parents. The menu offers a variety of foods, with a focus on lean protein, complex carbohydrates and fresh vegetables and fruits. If your child has special dietary or feeding needs, an individual feeding care plan will need to be developed and kept up to date. If you should decide to bring your child's lunch rather than take advantage of our offerings, please take into account the guidelines below:
1) Food must be labeled with your child's name and the date.
2) Food must be sent ready to eat. We do not warm up meals.
3) Keep portions small unless your child has a large appetite.
4) Keep the sweets and starches to a minimum -- we suggest, at most, once a week. Children who have sweets or chips in their lunch want to eat them first and don't have an appetite for the rest of their food.
5) We urge caution when sending foods for children under five, to avoid incidents of choking. Grapes, hot dogs, popcorn, raw peas, hard pretzels and carrots should not be sent to school per licensing regulations (even when sliced). They are considered a choking hazard.
6) We provide milk or water in a cup.
7) Provide a balanced meal according to the USDA's food guidelines. Staff will supplement lunches brought from home if they are found not to meet guidelines. Suggested foods include:
- Proteins: pieces of meat, yogurt, cheese (w/ crackers), eggs, chicken, cottage cheese, and tuna. (The Center restricts all nuts and nut butters due to allergies.)
- Fruit: any fresh fruit (except for grapes), unsweetened applesauce.
- Vegetables: celery, peas, cherry tomatoes, raw broccoli or cauliflower, or other fresh vegetables(except raw peas or carrots).
- Carbohydrates: whole wheat bread, whole grain crackers.
NUT RESTRICTION
The Center implements a program wide practice that strictly prohibits nuts, including peanut butter, almond milk, and other common forms of nut containing food, from the Center. The Center will not purchase or serve any food or snacks with nuts of any kind. In order to facilitate this practice, we require the cooperation of all the parents to help us achieve this goal. Specifically, we require that parents not provide nuts or nut containing items in their child's breakfast, lunch or snacks.
FORMULA BOTTLES AND BREASTFEEDING
All infants under 12 months old must have an up-to-date feeding plan on file including what type of food or milk is to be given, the time, and the amount. We accept formula or expressed breast milk for infants enrolled. All bottles, formula or breast milk, must be labeled with the infant's name and date and come prepared. Formula must be mixed according to manufacturer's instructions and bottles cannot contain solid foods except with written instructions from a physician. Bottles will be heated only once in a bottle warmer (no microwaves will be used). Cow's milk may not be served to infants less than 12 months old.
Breast milk must be provided in ready-to-feed sanitary containers and cannot be stored in a refrigerator for more than 48 hours (24 hours if previously frozen). If you choose to actively breastfeed your infant, please let a staff member know so that we can comfortably accommodate your needs.
Frazer Center offers several private breastfeeding rooms for parents and/or employees. Parents and employees are encouraged to use the private breastfeeding space whenever it is needed.
PARENT CODE OF CONDUCT
Frazer Center expects the staff, parents, and other adult family members of enrolled children to behave in a manner consistent with the overall values that the Frazer Center represents. Our goal is to provide the most appropriate environment for a person to gather, learn, and flourish. Achieving this ideal environment is not only the responsibility of the employees of Frazer Center, but is the responsibility of each and every parent or adult who enters the Center. Parents and other family members who violate the Code of Conduct will not be permitted on Frazer Center property thereafter, and their actions will result in dis-enrollment of their child. Employees who violate the Code of Conduct will be subject to disciplinary action.
1. BE RESPECTFUL: We are respectful of ourselves and other people. We are respectful of the ideas and feelings of others. We solve our problems by talking and listening to each other respectfully to find a solution. We are respectful of the environment, equipment and materials.
2. BE RESPONSIBLE: We are responsible for our own actions and words. When problems arise, we use problem-solving techniques to try to resolve the issue in a positive, calm way.
3. BE SAFE: We focus on safety at all times, to help prevent ourselves and others from getting hurt.
4. BE SUPPORTIVE OF LEARNING: We value and respect our shared goal of advancing each child's growth and learning. We support teachers, and administrators in doing their job as educators.
The following, while not limiting, are examples of unacceptable behavior;
1. All forms of bullying and/or intimidation: i.e. physical, verbal, emotional, social or cyber-bullying including comments, actions or visual displays that are intentional and hurtful (i.e. hitting, pushing, name-calling, mocking, excluding someone, spreading rumors or gossip either in person or by using cell phones or social networking internet sites);
2. Harassment: behavior that degrades, demeans, humiliates or embarrasses someone (i.e. touching, name-calling, offensive jokes, yelling, personal insults, etc.);
3. All forms of abuse: sexual, physical, or psychological (including verbally, in writing or otherwise);
4. Discrimination: against any person or group because of their race, color, ancestry, nationality, ethnic background, religion, age, sex, gender, sexual orientation, marital or family status, source of income, political belief, and physical and mental disabilities;
5. Actions that put another person at risk of harm including violent or attempted violent acts (with or without a weapon), threatening someone overtly or covertly, and the inappropriate use of technology (including email and social media), in keeping with the Center's policy on the use of technology.
EMERGENCY PROCEDURES
The Center is well prepared for both individual and mass disaster emergencies. Several procedures have been established in order to provide for protection against and care in the event of an emergency.
SEVERE WEATHER, FIRE AND PHYSICAL PLANT PROBLEMS
In case of fire, the Center staff will follow the evacuation procedures posted by the exits. Children will be taken to a safe waiting area and parents/guardians will be contacted for pick-up. The Center conducts fire drills periodically to practice these procedures. Should parents arrive at the Center during a periodic evacuation drill, there will be staff members stationed in the driveway to halt traffic from moving into the upper lots while children are present. If parents are inside the Center when a drill occurs, please plan to participate. Cars will not be allowed to enter or exit the upper lots during evacuation drills.
In case of severe weather (tornado/storms) children and staff will be evacuated from rooms and into the central hallway as indicated by the exits. Parents/Guardians will be contacted as soon as possible, without compromising the safety of the children or the staff. The Center conducts tornado drills periodically to practice these procedures. Children will not be released during severe weather occurrences.
Please note, also, that if there is a problem as mentioned above, staff may not be able to answer the phones. Additionally, if there is a power outage, our phone system will not work. You will be contacted as soon as safely possible.
INCLEMENT WEATHER POLICY
When the area is experiencing inclement weather, Frazer Center puts the safety of participants and employees above all else. We also take into consideration our ability to maintain mandated staff-to-participant ratios when staff is impeded in reporting to work by inclement weather, as well as the resulting operational and financial hardships for the facility, our employees, and those we serve.
Decision to Close: Frazer Center will make the decision to close independently, and with the safety of participants and employees in mind.
Frazer Center employees are expected to make every safe and reasonable effort to report to work if Frazer Center is open. Employees are encouraged to make child care arrangements in advance for their family in anticipation of days when Frazer Center is open while other area schools are closed.
Exceptions
* Should the conditions worsen during the day and an early closing be necessitated, families will be contacted by 12 PM as outlined below. Families are urged to pick up their children before the designated closing time to allow staff who live far away from Frazer Center to travel home safely.
* If at any time Frazer Center determines that making an exception to this rule is necessary for safety or operational reasons (such as loss of power or water for an extended period of time), participants and employees will be notified.
Communication: The decision to close will be made independently typically by 6 AM the morning of the closing and will be communicated to participants and staff in the following ways: Frazer Center website front page, Email, Frazer CenterFacebookpage, Frazer CenterTwitterfeed, Frazer Center voicemail, WSB-TV, 11Alive, Signage on property (if safe for staff to do so).
NOTE: Participants and staff are encouraged to notify front desk staff of any changes in their contact information in order to receive timely notifications of emergency closings. Please be patient as during weather events we are often handling a higher number of calls or may have communication issues related to power outages. You will be contacted as soon as safely possible.
Delayed Openings: Frazer Center will make the decision to delay opening independently, and with the safety of participants and employees in mind. The Children's Program lunch schedule may be delayed on the day of a delayed opening, so parents are asked to make sure children have a snack before dropping them off.
Make Up Days:If the Frazer Center is closed due to inclement weather for three days or less in a fiscal year, these days will not be made up. For every day missed beyond the first three, every effort will be made to restore days from scheduled in-service days and/or winter break.
ANNUAL FUND INFORMATION
FUNDRAISING AT THE CENTER
Why Should You Give to our Annual Fund?
You have entrusted your children to the Frazer Center for the best in early education. Consider choosing the Frazer Center for your charitable contributions as well by making a gift to our Annual Fund. Your gift is essential to getting 100% participation by Frazer parents to annual giving. Foundations and corporate funders look to parent participation levels when choosing to award larger grants. Thank you for choosing Frazer for your charitable contributions.
Easy ways to give:
* Add a monthly donation amount to your tuition payment
* Make a secure annual gift on our website. www.frazercenter.org/give.
* Support Frazer Center through your workplace giving. Many workplaces match donations for their employees. If you have any questions about workplace giving or whether your employer matches your gift, please reach out to our Director of Development at firstname.lastname@example.org.
ORGANIZATIONAL STRUCTURE
BOARD OF DIRECTORS
Roles and Responsibilities
The Board is responsible for overseeing and ensuring the welfare of the corporation as well as any and all activities of the organization; furthermore, it is responsible for ensuring that the philosophical integrity of the program remains intact. The Board does not concern itself with day-to-day design and management of the program except in its role of overseeing the Chief Executive Officer. It does concern itself with evaluating and approving the long-range development of services offered by the Center. As the legal body responsible for the Center, the Board carefully reviews the legal implications of all activities of the Center.
The Board is made up of community volunteers including interested parties from the finance industry, the political arena, the fundraising and development community, as well as therapists, educators, and pediatricians. We also strive to have an active parent on the Board at all times. If you are interested in becoming a part of the Board, please contact the CEO.
The majority of the Board's time and energy is devoted to financial affairs. One aspect of this activity involves approving the budget and overseeing the financial operation of the Center. The other primary aspect of financial activity involves raising funds to support the Center.
|
<urn:uuid:407960df-0b74-4ab6-a8da-32eceaaaffca>
|
CC-MAIN-2024-18
|
https://www.frazercenter.org/assets/fc_cdp_parent_handbook_2023-2024_mJ4R5Mm.pdf
|
2024-04-16T14:15:56+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00550.warc.gz
| 726,998,069
| 15,324
|
eng_Latn
|
eng_Latn
| 0.997355
|
eng_Latn
| 0.998263
|
[
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
558,
577,
3264,
5885,
8795,
11434,
14139,
16481,
18921,
22242,
25383,
28421,
31941,
35096,
37867,
40256,
43022,
45584,
49152,
51567,
54327,
57250,
60122,
62771,
65456,
68368,
71068,
74124,
76512,
79175,
79458
] |
[
2.6875,
1.2578125
] | 3
| 0
|
Firawn Worksheet
Write down the answers to these questions
1. Why was Firawn angry?
2. What did Musa (AS) tell the people to do?
3. How did Firawn feel when he heard that the people were leaving?
4. How many sections did the sea split into?
5. What happened to Firawn’s army when they were walking through the sea?
|
<urn:uuid:c933e442-357a-488a-bb67-86f24123fae8>
|
CC-MAIN-2024-18
|
https://resources.safarpublications.org/wp-content/uploads/formidable/5/Musa-part-3-questions.pdf
|
2024-04-16T13:25:31+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00553.warc.gz
| 467,564,112
| 80
|
eng_Latn
|
eng_Latn
| 0.998941
|
eng_Latn
| 0.998941
|
[
"eng_Latn"
] | false
|
docling
|
[
320
] |
[
2.796875
] | 1
| 0
|
MODEL ODPOWIEDZI
Zadanie 1.
Za poprawne rozwiàzanie przyznajemy 1 punkt.
A
Zadanie 2.
Za ka˝de poprawne rozwiàzanie przyznajemy 1 punkt. Maksimum 4 punkty.
| 2.1. | 2.2. | 2.3. | 2.4. |
|---|---|---|---|
| B | C | D | A |
Zadanie 3.
Za ka˝de poprawne rozwiàzanie przyznajemy 1 punkt. Maksimum 5 punktów.
| 3.1. | 3.2. | 3.3. | 3.4. |
|---|---|---|---|
| A | B | C | B |
Zadanie 4.
Za ka˝de poprawne rozwiàzanie przyznajemy 1 punkt. Maksimum 5 punktów.
| 4.1. | 4.2. | 4.3. | 4.4. | 4.5. |
|---|---|---|---|---|
| C | A | A | A | B |
Zadanie 5.
Za ka˝de poprawne rozwiàzanie przyznajemy 1 punkt. Maksimum 4 punkty.
| 5.1. | 5.2. | 5.3. | 5.4. |
|---|---|---|---|
| B | D | E | C |
Zadanie 6.
Za ka˝de poprawne rozwiàzanie przyznajemy 1 punkt. Maksimum 4 punkty.
| 6.1. | 6.2. | 6.3. |
|---|---|---|
| A | A | B |
Zadanie 7.
Za ka˝de poprawne rozwiàzanie przyznajemy 1 punkt. Maksimum 3 punkty.
Zadanie 8.
Za ka˝de poprawne rozwiàzanie przyznajemy 2 punkty. Maksimum 4 punkty.
Przy ocenianiu tego zadania stosujemy zasady przedstawione w Uszczegó∏owieniu kryteriów oceniania zadaƒ otwartych.
Przyk∏adowe odpowiedzi za 2 punkty:
8.1. The people are eating (having) dinner in a restaurant./ The people are spending their time in a restaurant eating and talking. (drobne b∏´dy)
8.2. I like going to restaurants because I eat good food and have fun there./ I don' t like going to restaurants because they always crowded. (drobne b∏´dy)
Przyk∏adowe odpowiedzi za 1 punkt:
8.1. The people eat dinner on restaurant. (powa˝ne b∏´dy)
8.2. I like go to restaurants. (odpowiedê niepe∏na, drobny b∏àd)
Przyk∏adowe odpowiedzi za 0 punktów:
8.1. Restaurante. (odpowiedê jednowyrazowa, niepe∏na, drobny b∏àd)
8.2. I don't likes go to restaurants. (odpowiedê niepe∏na, powa˝ne b∏´dy)
Zadanie 9.
Za poprawne rozwiàzanie przyznajemy 1 punkt.
C
Zadanie 10.
Za ka˝de poprawne rozwiàzanie przyznajemy 1 punkt. Maksimum 6 punktów.
| 10.1. | 10.2. | 10.3. | 10.4. | 10.5. |
|---|---|---|---|---|
| D | G | A | C | F |
Zadanie 11.
Za poprawne rozwiàzanie przyznajemy 1 punkt.
C
Zadanie 12.
Za ka˝de poprawne rozwiàzanie przyznajemy 1 punkt. Maksimum 5 punktów.
Zadanie 13.
Za poprawne rozwiàzanie przyznajemy 1 punkt.
C
Zadanie 14.
Za ka˝de poprawne rozwiàzanie przyznajemy 1 punkt. Maksimum 6 punktów.
TRANSKRYPCJA NAGRA¡
Zadanie 1.
I like my school very much. It is the place where I meet most of my friends and where I can learn many things. It may seem funny but this is one of the best places I have ever been to. The teachers are nice, most of my friends too, so I don't have any reason to say I don't like school. Of course there are subjects that are difficult but I can always ask the teacher to help me, or a friend who is good at a particular subject. The only thing I don't like about my school is that there are short breaks and we have little time to talk. We which means me and my friends, of course. Actually I don't understand people who say that school is boring, there are so many things to do there! I think that whether you like school or not is a matter of attitude.
Zadanie 2.
2.1.
A. What are you going to do now?
B. Well, I'm going to tell her I don't have my homework.
A. But... you know the consequences, don't you?
B. I know I will get 1. But this is my fault.
2.2.
A. Have you brought the book? It's so boring here, I don't know what to do.
B. I think you should be patient. There are only three days left.
A. Three days? But... they told me I can go out tomorrow.
B. I guess somebody was wrong. You should stay in bed at least three days, that's what they have just told me.
2.3.
A. Can you pass me the report, please?
B. Sure, there you go. Haven't you seen it yet?
A. No, I've had no time. There are so many things to do in this office.
B. You're right. Take a look at it now. I'm waiting for your suggestions.
A. O.K.
2.4.
A. Your Honour, I don't agree. The witness is lying.
B. Objection! Why do you think so?
A. Can I say something?
B. Silence, please. We will continue after the break.
Zadanie 3.
3.1.
A. I don't understand it at all. It's too difficult for me.
B. Oh, don't exaggerate. Maths isn't that bad. You should practise more.
A. Maths is not a problem. There's something worse.
B. What is that?
A. Physics. It's completely incomprehensible.
3.2.
A. Hello Meg.
B. Oh, hello Sam.
A. Are we going to the cinema tomorrow?
B. Yes, of course. Do you know when the film starts?
A. We can see it at 8.30 or at 9.30. Which performance would you like?
B. I think the one at 8.30 will be fine.
A. OK. See you at the cinema then. I'll be there at 8.15. Bye!
B. Bye!
3.3.
A. Are you going to take the exam this year, Sean?
B. I would really like to do it but there is little time left. And what about you?
A. I've decided to try, though I could have prepared better.
B. O.K. So I'll have to think about it.
3.4.
A. What are you doing next Friday?
B. I don't have much to do actually.
A. Great! What about playing football then? The weather is beautiful!
B. Good. What time can we meet? 4.00?
A. Could be, but I have dinner at this time.
B. 4.30 then?
A. All right. See you.
B. Bye.
3.5.
A. Hi Sandra. Come on, I'll give you a lift!
B. Oh hi Ricky. Ok, wait a moment.
A. But why? We'll be late if we don't hurry.
B. Jackie has taken my rucksack. I cannot see her!
A. Oh... so what are we going to do?
B. Go Ricky and I'll wait for her.
A. O.K. Sandra. See you at school then.
B. See you later!
Zadanie 4.
4.1. How is your brother?
4.2. Do you know this woman?
4.3. I don't like Susan, she is so mean.
4.4. Would you like to go for a walk?
4.5. Why don't you sing a song?
|
<urn:uuid:2593c7a3-e099-4180-833a-6354e0487f6b>
|
CC-MAIN-2024-18
|
http://www.gimnazjum.rytro.pl/downloads/testy/a/a200901a1odp_probny.pdf
|
2024-04-16T14:45:10+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00552.warc.gz
| 49,322,811
| 2,047
|
eng_Latn
|
eng_Latn
| 0.499946
|
eng_Latn
| 0.986778
|
[
"pol_Latn",
"pol_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
912,
2321,
4320,
5646
] |
[
2.015625
] | 1
| 0
|
The Greater Montana Foundation benefits the people of Montana by encouraging communication, with an emphasis on the issues, trends and values of importance to present and future generations of Montanans.
Fact Sheet
Key findings, insights and trends from the 2019 News Media Preferences & Issues Survey
Montanans' following of the news:
More Montanans are paying closer attention to the news today than in 2015 and are most interested in local news coverage. Montanans reported greater interest in weather content and national and state politics.
Montanans who follow the news very or somewhat closely:
78% in 2019 | 72% in 2015
Internet news and information content of most interest to Montanans (respondents chose one or two options):
Local news — 48% (same in 2015) | Weather — 47% (31% in 2015) | National politics — 42% (31% in 2015) | State politics — 20% (17% in 2015) | International affairs — 17% (25% in 2015)
Montanans' viewpoints of media credibility:
Montanans find their local news sources and their chosen online news sources to be the most credible of all sources. Yet when asked what specific news sources they "trust" most, they rank FOX News highest (among 15% of respondents). NPR ranks second as a most-trusted news source, among 7% of respondents. And 6% of survey respondents voluntarily wrote in that they think all news is biased or not trusted.
Montanans' most credible news sources by category
Montanans' most trusted news sources (write-in survey response)
Demographics: Trusted news sources are sharply divided by political affiliation. Of those who wrote in FOX News as their most-trusted source, 97% identified as Republican; no Democrats identified FOX News as their most-trusted source. Montanans who wrote in CNN, CBS or NPR as their most-trusted source identified as Democrat. And 88% of Montanans listing CNN as their most-trusted source identified as Democrat. About one out of five Independents (18%) say all news is biased or not trusted.
Montanans' use of the internet and social media:
As Montanans' internet use continues to rise, Montanans are accessing news and information through the internet more than any other medium — with increasing use of mobile devices and social media networks.
Percent of adults who use the internet:
93% in 2019 | 84% in 2016
Percent of adults who have internet access at home:
90% in 2019 | 87% in 2016 | 84% in 2015
The platforms Montanans source for most of their news (respondents could select more than one medium)
Percent who use a mobile device (smartphone or tablet) more than a computer to access news and information:
58% in 2019 | 44% in 2015
Percent who access a social media network daily:
76% in 2019 | 69% in 2015
Percent who use social media to access news and information:
47% in 2019 | 34% in 2015
Top social media networks for news and information:
Facebook — 40% | Instagram — 10% | Twitter — 10%
Demographics: More than three-quarters (77%) of adults ages 18 – 34 use online news sources at least several times per week, compared to just 27% of seniors, ages 65 and older. Forty-four percent of adults with a high school degree or less use online sources multiple times per week, compared to 70% of those with some college and/or technical or vocational school.
Montanans' use of traditional news sources:
Attributed to the proliferation of available news sources, primarily online sources and social media, Montanans' consumption of Montana newspapers and TV news has declined. More Montanans are using the radio as an information source but for less time than they did three years ago.
Adults who watch TV news regularly:
```
Local news — 35% (41% in 2015) | Broadcast network news — 24% (31% in 2015) | Cable news — 19% (23% in 2015)
```
Percent who listened to the radio the day before answering the survey:
36% listened up to 1 hour (20% in 2015) | 29% listened for 1 or more hours (42% in 2015)
Percent who regularly read a Montana daily newspaper:
25% in 2019 | 36% in 2015
Percent who regularly read a weekly community newspaper:
21% in 2019 | 33% in 2015
Demographics: Montana females ages 50 or older are more likely to report watching TV news regularly or sometimes (72%) than females ages 18 – 49 (36%). Similarly, Montana males ages 50 and older are more likely to report watching TV news regularly or sometimes (56%) than are males ages 18 – 49 (17%). Montanans ages 18 – 49 are more likely to say they listen to the radio at least 15 minutes a day (60%) than are Montanans ages 50 or older (47%). Montanans ages 50 or older are more likely to report reading a Montana daily newspaper regularly or sometimes (54%) than are younger (18-49) Montanans (41%).
Montanans' news-sharing practices:
Among their regular sources of news, more Montanans are receiving news from friends and family than in 2015 (graph page 2 bottom). And those sharing news items on the internet (41% of Montanans) are increasingly emailing and posting information to influence others.
Percent of Montanans receiving news regularly from friends and family:
45% in 2019 | 17% in 2015
Percent of those sharing on the internet who aim to influence others:
63% in 2019 | 43% in 2015
Demographics: Montana females ages 18 – 49 are more likely to report sharing a news item to educate or influence others (56%) than females ages 50 or older (18%). Montana males ages 18 – 49 are also more likely to report sharing a news item to educate or influence others (32%) than males ages 50 or older (15%). More Democrats said they share a news item to educate or influence others (37%) than Republicans (27%).
Issues of importance to Montanans:
The top issues concerning Montanans have shifted slightly over the last three years. Jobs and the economy, health care and education remain in the top five. Spending and state taxes, along with drugs rose to the top five.
Top five in 2019 survey:
Jobs and the economy
Health care
Spending and state taxes
Drugs*
Education
Top five in 2015 and 2016 surveys:
Jobs and the economy
Education
Health care
Moral values
Energy and resource development
* Due to the awareness of drugs as a growing regional and national concern, the Greater Montana Foundation and UM Bureau of Business and Economic Research added "drugs" to the list of issue topics presented to survey respondents in the 2019 survey.
Demographics: Montanans ages 50 or older are more likely to rate health care as the most important issue (21%) than younger Montanans (10%). Across all age groups, males are more likely to rate spending and state taxes as the most important issue (20%) than females (8%).
Methodology: The 2019 Sources of News Survey was commissioned by the Greater Montana Foundation and conducted and analyzed by the University of Montana Bureau of Business and Economic Research with analytical assistance from Public Opinion Strategies, a national public opinion research firm. BBER used leading-edge random, address-based sampling of Montana residents, administering survey questions by mail and internet. A total of 579 adults completed the survey in March 2019. The results have a sampling error rate of +/- 4 percent.
|
<urn:uuid:aaf66ff5-9c4c-4a7d-8a04-966a4b986139>
|
CC-MAIN-2024-18
|
https://townsquare.media/site/119/files/2019/07/GMF-2019Survey_FactSheet_FINAL.pdf
|
2024-04-16T13:58:50+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00551.warc.gz
| 546,458,679
| 1,679
|
eng_Latn
|
eng_Latn
| 0.996561
|
eng_Latn
| 0.996994
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
1430,
2511,
4702,
7175
] |
[
1.328125
] | 1
| 3
|
Common adventure concept: explained
Last Updated Monday, 13 July 2009
Trip Participation
Our volunteer trip initiators propose/offer a variety of MVP trips each year under the Common Adventure Model. From Class 1 or class two “training” trips to class V outings and creek runs, to a multi-day camping excursion to Moose fest, Gauley or The Forks, we offer a wide range of trips for our club members. We are expanding to sea kayaking and lake/river touring trips for when the white water just isn’t flowing.
Additionally, we provide a public forum to post drips or see who is interested in paddling on very short notice.
Common Adventure Trip Defined
A Common Adventure trip is two or more individuals working cooperatively for common goals and sharing expenses and responsibilities as equitably as possible. There are no paid guides. Any instruction or advice provided by any member of the group is given gratuitously in a spirit of cooperation. Members of the group do not hold one another or others liable for accidents.
On a Common Adventure trip, everyone is expected to share in the responsibilities of the trip. The trip initiator (the person who posted the trip) simply gets the ball rolling. The rest of the group is expected to help plan for the success of the trip, from the arrival at the put in until the trip has ended and everyone is safely on their way home. The success or failure of a common adventure trip rests not in the hands of the trip initiator, or MVP, but rather in the hands of everyone that participates in the trip.
Common Adventure trip postings, in turn, provide a means of getting people together to participate in a paddling trip that might not have been possible if they had tried to do it alone. Any MVP member is welcome to initiate a Common Adventure trip on the MVP message board or web site MVPclub.org. These trips are available for all MVP members and friends who have sufficient experience required for the particular trip. The trip message board is also available to anyone wishing to post a more spontaneous trip.
What are the key elements of a Common Adventure Trip.
Common Adventure trips are not guided trips. There is no designated "leader" or "guide" who makes all the decisions for the group. Rather, leadership is fluid and group decisions are made democratically.
Every member of a Common Adventure group has responsibilities and contributes to the trip, whether by helping with trip planning, buying food, loading vehicles or cleaning up after it's over. No one goes for a free ride.
There are no guide fees. No group money goes to pay any one person among the group, nor does any money go to any outside individual or sponsoring institution or club. The cost of the trip is shared.
Common adventure groups strive for fairness, free and open discussion, and an equitable sharing of responsibilities.
Organizing a Common Adventure TripPosting of Trip. The MVP member that develops a trip idea will post on the MVP message board.
Trip Initiator. The person who posts the event is known in Common Adventure vernacular as the "trip initiator." He is not the trip leader. Since leadership on a Common Adventure is a fluid affair, involving participation from all members of the group, there is no such thing as a designated "trip leader."
Sign-ups. Once the trip is posted, people who are interested in the trip should contact the trip initiator either by email or telephone so the initiator knows who to expect so they don‘t leave anyone behind at the put in. Trip initiator should post how best to contact him or her on the trip announcement.
Beginning: The next step in the process is the pre-trip “meeting“. The pre-trip “meeting” is a key part of organizing a Common Adventure trip. Up to this point, the trip has been the trip initiator's idea. At the pre-trip “meeting“, it becomes a cooperative group project. This usually takes place over the telephone or email where the destination is determined and meeting times are established. Everyone who is interested lends input and all aspects of the trip should be discussed. Since the trip is now in the group's hands, decisions about the trip are made as a group. The group may decide to make some changes in the trip: where they go and what they plan to do. The “meeting” gives everyone a chance to find out exactly what the trip is all about. Some individuals may decide that after learning the details, the trip is not what they want to do and they can drop out. For those who decide to go on the trip, the “meeting” gives them a chance to be properly prepared and to learn what boat, equipment, etc. they need. Also, what skill level is expected for the trip.
Trip Leadership. While on a Common Adventure trip, leadership is a fluid process. If someone knows the area, he assumes a leadership role, helping the group find their way. If there's an accident on the trip and someone has good first aid skills, they assume leadership. If a kayaker swims, another person may take over. Major decisions are made democratically as a group, with weight given to those with specialized knowledge. Often it is the trip initiator that guides the democratic process. In this process, everyone is able to express their opinions and shed light on the decision. By involving everyone, the group is able to tap all of its resources, making it far stronger than if one person tries to make all of the decisions.
Trip Safety. Because everyone's opinion is important and because everyone is working for the common good of the group, trips are safer. Among their responsibilities, members of Common Adventure groups keep an eye out for one another. Because of the open, democratic environment, they are less apt to hold back when they see potential problems. This participatory form of safety is highly effective, certainly more effective than if only person is in charge of keeping track of the group.
Personal Responsibility. It is the responsibility of those intending to participate in a Common Adventure Trip to be honest with themselves and other trip participants regarding their skill level and experience. Other trip members have the responsibility to lend guidance regarding what skill level is required for a particular trip however that should be tempered with the idea that many trips may be good experience for those trying to expand their skill set and experience level. Since a Common Adventure tip is a democratic endeavor if the majority of the group has reservations about the ability of a particular participant the group should reach a consensus about how and if the particular individual should participate. It is the responsibility of the trip participants to honestly evaluate their level of skill and not potentially endanger each other by consistently grossly exceeding their skill level. If they choose to do so, the results are ultimately the sole responsibility of that participant.
Learning on the Trip. Common Adventure trips create an ideal environment for experiential learning. There are, of course, no designated teachers, but those on the trip with more experience can share their knowledge and skills with others with less experience.
Any questions or concerns should be directed to the MVP Board of Directors.
There is frequently a Post Paddle Pig-Out after trips, so save some time and bring money and a change of clothes to enjoy a good time at a local restaurant with your paddling pals!
Generated: 16 April, 2024, 10:22
|
<urn:uuid:b8adce76-e83f-468f-a112-3092566e85fe>
|
CC-MAIN-2024-18
|
http://mvpclub.org/index2.php?option=com_content&do_pdf=1&id=66
|
2024-04-16T15:22:55+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00553.warc.gz
| 23,711,777
| 1,515
|
eng_Latn
|
eng_Latn
| 0.998154
|
eng_Latn
| 0.998698
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
4684,
7473
] |
[
1.3359375
] | 2
| 0
|
Somerset County Vo-Tech Program Overview
Agricultural Science
Employment of Agricultural and Food Scientists is projected to grow by about 9% over the next 10 years. The median pay for an Agricultural or Food Scientist in 2020 was $68,830 per year or $33.09 per hour.
(Source: United States Bureau of Labor Statistics)
Agricultural Science provides a rigorous, hands on scientific education geared primarily for college bound students interested in Biology, Biotechnology, Ecology or Modern Agricultural Sciences. The curriculum includes scientific instruction in microbiology, plant and animal sciences, traditional and hydroponic operations, organic chemistry, natural resources, and agricultural mechanics. Students are also prepared to become leaders in their fields with instruction in communication, leadership, project management and marketing. The program provides students the opportunity to engage in local events run by the National FFA (formerly known as Future Farmers of America) which allows professional connections to be made with the Agricultural and Biotech communities. Seniors may earn college credits through credit articulation agreements with the County College of Morris, Delaware Valley University and Rutgers University.
Curriculum:
Year 1: Introduction to Agriculture, Food and Natural Resources
Year 2: Principles of Plant Agricultural Science
Year 3: Animal and Plant Biotechnology
Year 4: Agribusiness, Research and Development
-Independent Study: Agricultural Business Foundations
Classes meet for 3 periods/2 hours per day, 5 days a week
Average number of new students accepted per year: 8
Opportunity for professional certifications: YES, OSHA 10 Hour Certification
Opportunity to earn college credits: YES
Future Careers for Agricultural Science Students
Agriculture Teacher/Professor
Animal or Plant Geneticist
Biochemist
Biologist
Ecologist
Environmental/Civil/Physical Engineer
Food Scientist
Hydrologist
Landscape Architect
Marine/Coastal Scientist
Microbiologist
Naturalist
Veterinarian
Wildlife Biologist
Source: Oregon State University, College of Agricultural Sciences
300+ other job titles
PARA ASISTENCIA EN ESPAÑOL LLAME AL 908-526-8900 x7298 o x7264
FFA is an intercurricular student organization for those interested in agriculture and leadership. It is one of three components of agricultural education, the other two components being classroom based learning and service or work based learning.
SCVTHS students have the opportunity to compete for state and national recognition in both SkillsUSA and FFA competitions
Recent Awards
Classroom and lab work range from traditional instruction to college level biological experiments that provide a strong academic foundation for student growth.
Hands on projects teach scientific thinking as well as project management, leadership skills, and the real world application of scientific principles learned in the classroom.
All Somerset County Vocational & Technical School programs are supported by a community advisory panel. The Agricultural Science advisory panel members include:
|
<urn:uuid:6ea9fda1-5dc5-4089-8c64-abfc02f9cebc>
|
CC-MAIN-2024-18
|
https://www.scvths.org/site/handlers/filedownload.ashx?moduleinstanceid=2614&dataid=5078&FileName=Agricultural%20Science%20-%20Program%20Overview.pdf
|
2024-04-16T14:53:08+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00553.warc.gz
| 909,754,655
| 602
|
eng_Latn
|
eng_Latn
| 0.955126
|
eng_Latn
| 0.967262
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
2231,
3119
] |
[
1.859375
] | 2
| 1
|
Students' Representative Council POLYTECHNIC IN AGRICULTURAL ENGINEERING ANAND AGRICULTURAL UNIVERSITY MUVALIYA FARM,DAHOD-389151
"Celebration of 71 st Republic Day" at PAE,AAU,Dahod
___________________________________________________________________________________________
The 71 st Republic Day of India was celebrated with gaiety and patriotic fervor at Polytechnic in Agricultural Engineering, Anand Agricultural University, Muvaliya Farm, Dahod amidst the foggy morning of 26 th January, 2020. The ceremony took place in the presence of Dr.M.M.Trivedi, Principal and hoisted the National Flag and accepted the salute and guard of honour.
In his speech, the Principal highlighted the importance of the Constitution and its unique features such as Sovereign, Socialist, Secular, Democratic and Republic enshrined in the preamble of the constitution. He also gave an insight on the various accomplishments achieved by college and motivated the students, staff members for bringing more laurels for the college through their accomplishments.
Dr. B.K.Yaduvanshi, Chairman SRC shared the information and importance of freedom in our life and also motivated to our students for various patriotic performances and shared with everyone to be good citizen of India by showing sincerity and punctuality in development of nation. Er.Farid Sayyad shared the information and importance of freedom in our life and also motivated to students.
The Staff of Krishi Vigyan Kendra, Hill Millet Research Station, Teaching and NonTeaching Staff, NSS volunteers and students (60 members) were remained presence on this auspicious day. The speech was followed by the National Anthem. The program ended with the message to create a great nation through collective efforts from all individual. The function ended with vote of thanks by Dr.B.K.Yaduvanshi Chairman SRC. The celebration ended with the distribution of sweets to everyone present in the celebration.
"India has no dearth of brave young men and women and if they get the opportunity and help then we can compete with other nations in space exploration and one of them will fulfill her dreams".
Late Shree Atal Behari Vajpayee, Former PM of India
|
<urn:uuid:5fbfbd77-d3a1-4289-982d-5f823e6f6a53>
|
CC-MAIN-2024-18
|
https://www.aau.in/sites/default/files/celebration_of_republic_day_jan_2020.pdf
|
2024-04-16T13:15:41+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00554.warc.gz
| 586,020,974
| 449
|
eng_Latn
|
eng_Latn
| 0.99695
|
eng_Latn
| 0.997269
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
1437,
1947,
2194
] |
[
1.3828125
] | 1
| 2
|
Newsletter - Friday 22nd March 2024
Week commencing Monday 8 th April is Week 1 of the new menu.
Celebrations!
Easter Raffle
Well done to the following children who have achieved…
25 Monster Points certificates:
Elizabeth
50 Monster Points certificates:
Ivy
75 Monster Points certificates:
Andrei, Nova, Oscar, Sebastian, Alex, Cece, Arlo, Darsh, Elden, Flynn, Harley, Isabelle, Lilith, Mason, Olivia, Poppy, Sophie, Toby, Yasmin, Faris, Isaac
100 Monster Points certificates: Bethany, Jacob, Mckensie, Elodie-Rae, Yuwan, Mantraa, Yuwan, Rozalia, Lilly,
Esther, Theo, Maisie, Freya, Isaac, Ellamae
125 Monster Points certificates:
Lara, Ellie, Eloise, Lizzie
Attendance Award
This week the award goes to Badger Class with 99.8% attendance. Well done!
Art Workshops
The children in Hedgehogs and Squirrels enjoyed an art workshop where they created a piece inspired by aboriginal art. The workshop was led by an artist from Creative Learning Services, County Hall.
Experience Easter
Our friends from All Saints at Thorpe Acre Church visited us to deliver sessions to Year 2 all about Holy Week and the lead up to Easter and the significance of these events for Christians all over the world.
Parents' Evenings
Thank you to all the parents/carers who attended to hear about your child's attainment and progress. If you were unable to attend, please see your child's teacher and we will arrange a mutually convenient appointment.
Thank you to everyone who bought a raffle ticket. We raised £100 for school funds. Congratulations to the lucky winners!
Sponsored Walk
A letter and sponsorship form are coming home this evening for a fundraising event we are holding jointly with the Juniors during the first week of the summer term. Thank you in advance for your generosity.
Ramadan
We would like to wish everyone in our school community who is observing the Holy Month of Ramadan:
Dates for your diary:
Friday 22nd March – end of Spring term
Monday 8 th April – Start of Summer term
Friday 12 th April – Sponsored walk with TAJ.
Have a lovely holiday.
The staff and governors would like to wish everyone a very Happy Easter!
1
Spotlight on Learning
YR
This week the children have been learning the Easter story. They have enjoyed learning about why they might have Easter eggs and hot cross buns at Easter time. In outdoor learning the children have tasted hot cross buns.
In Maths children have been consolidating their number bonds to 10. They have enjoyed finding matching the correct Easter eggs together to make a total of 10.
The children had a visit from Lisa from CLS. She showed the children Aboriginal art. They then had a go at creating their own artwork using POSCA pens.
Well done YR! What wonderful art!
2
This week the children have all completed an amazing Big Write based on The Pirates are Coming. They have been looking at weight and mass in Maths.
In Music they have been creating sound effects using pitch for Jack and the Beanstalk.
Y2
In English, the children have been planning and writing a recount of our trip to the King Richard III Visitor Centre. They remembered lots about our visit!
In Maths, they have been working on measurement: measuring in cm to the nearest centimetre and measuring items to see if they are longer or shorter than a metre. They've then solved problems involving measure.
In Art, the children have painted their sculptures and they're ready to go home!
In Computing, they collected data about their favourite fruit and used a computer program to make a pictogram.
Year 2 had a visit from Thorpe Acre Church where the children 'Experienced Easter' by working at stations around the hall and learning about the Easter Story.
Experience Easter
3
|
<urn:uuid:82e8f404-8e21-4bcc-92a3-a368d1e81cb2>
|
CC-MAIN-2024-18
|
http://tais.leics.sch.uk/Uploads/Documents/Newsletters/2023%20-%202024/22nd%20March%202024/Newsletter%2022%20march%202024.pdf
|
2024-04-16T13:35:57+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00556.warc.gz
| 29,692,883
| 830
|
eng_Latn
|
eng_Latn
| 0.99754
|
eng_Latn
| 0.998419
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
2160,
2763,
3751
] |
[
1.8125
] | 1
| 0
|
February 2015 In This Issue • UKOT/CD Gibraltar Conservation Conference 2015
Council
* New Members of UKOTCF
* Bermuda
- 'Extinct' endemic snail re-discovered
- Hurricane double whammy
* British Virgin Islands
* Cayman Islands
- Seabird tracking in Anguilla and the British Virgin Islands
- Wetlands preserved on Cayman Brac
* Montserrat
- Implementation of the National Conservation Law
- Birdwatching and other heritage guidebook
- Endangered Archives Project launch
- UKOTCF workshop on Environmental Impact Assessment
* Turks and Caicos
- East Caicos Mega Port Development Plan
- A great year for the Turks and Caicos Reef Fund
* Anguilla
* Cross Territories
- Anguilla National Trust Rapid Assessment Project
- Coral reef restoration collaboration
- Conference in Guadeloupe, October 2014
(Continued on next page)
UKOTCF Wider Caribbean Working Group (WCWG) e-Newsletter
Number 13
UKOT/CD Gibraltar Conservation Conference 2015
As reported in our previous newsletter (issue 12 September 2014), a conference – 'Sustaining Partnerships'– with the theme of conservation and sustainability in UK Overseas Territories, Crown Dependencies and other small island communities, will be held in Gibraltar from 11 th to 15 th July 2015. The conference is being organised by UKOTCF together with the Government of Gibraltar
with support from the Gibraltar Ornithological and Natural History Society.
The conference will provide a forum for government environmental bodies, NGOs and commercial organisations to discuss key conservation issues, to highlight success stories, exchange ideas, and to forge partnerships. It is hoped that Overseas Territories, Crown Dependencies and other small island communities that share similar environmental problems will benefit from learning about one another's history and experience of planning and delivering conservation initiatives.
The core of this conference will be six half-day workshops, together with meetings of each of UKOTCF's regional working groups (Wider Caribbean, Southern Oceans, Europe Territories) and a field visit the first morning of the conference.
The workshop topics are:
* Conservation and Sustainable Use of Marine Resources
* Conservation and Sustainable Use of Terrestrial Resources
* Renewable energy
* Environmental education & awareness
* Implementing Biodiversity Action Plans in the context of Environment Charters, Aichi Targets etc (and including environmental monitoring)
* Using informed decision making to manage development sustainably (including physical planning, environmental impact assessments etc)
Plans are progressing well with booked or expected participation from governmental and non-governmental conservation personnel representing all UK Overseas Territories and Crown Dependencies. A strong contingent of supporting and specialist contributors from both UK and elsewhere is anticipated with many bookings already made. Work continues on the integrated programme and the announcement on the Forum's website will be updated in due course.
The booking form for the conference is available at www.ukotcf.org
New Members of the UKOTCF Council
At the AGM in November, 2014, four new members were elected to the Council. The Council is greatly enhanced by the addition of these members with their huge range of skills and knowledge. More complete details on each can be found on the Forum website (www.ukotcf.org).
Tom Appleby
Based in the UK, Tom is a legal academic specialising in marine and conservation issues. He is a lecturer in law at the University of the West of England and has published extensively on the mechanics of fisheries management and marine conservation. Tom's work has been used by a number of NGOs, governments and other organisations to promote conservation measures which enhance the local environment while promoting sustainable livelihoods, making him a superb fit for the Forum.
Sarita Francis OBE
After retiring as Deputy Governor in the Montserrat Public Service, Sarita took up the position of Director of the Montserrat National Trust in 2013. Her career in the Public Service spanned some forty years during which she worked in education, housing and at the very top of the civil service. Her involvement with the Montserrat National Trust in began in 1985, since when she has worked in environmental education and as President of the Trust during the height of the volcanic crisis. Apart from her years of voluntary service to the Trust, Sarita has served on a vast variety of boards and committees.
Nigel Haywood CVO
Nigel retired from the Diplomatic Service in 2014. His last posting (2010-2014) was in Stanley, as Governor of the Falkland Islands and Commissioner for South Georgia and the South Sandwich Islands. During Nigel's time in Stanley he worked to bring together environmental work in the South Atlantic, as a founding director of the South Atlantic Environmental Research Institute (SAERI). His major environmental concern was South Georgia, establishing one of the world's largest MPAs, and pushing forward, in conjunction with the South Georgia Heritage Trust, one of the most ambitious habitat restorations ever undertaken anywhere. Nigel has an MSc in Biodiversity Conservation from Bournemouth University.
Boyd McCleary CMG CVO
Boyd spent some 40 years in the Foreign & Commonwealth Office, serving in Seoul, Ankara, Ottawa, Düsseldorf and Kuala Lumpur before taking up the appointment as Governor of the British Virgin Islands (2010-14). He has had a life-long interest in flora and fauna. As Governor of the BVI, he was heavily engaged in conservation issues such as the head-start programme for the Anegada rock iguana and the eradication of non-invasive species to protect the magnificent frigate-bird colony on Great Tobago. He collaborated closely with the National Parks Trust of the Virgin Islands and local NGOs, with UKOTCF and with the Royal Society for the Protection of Birds and Kew Gardens.
And the WCWG welcomes volunteer Sarah Barnsley...
Sarah joined UKOTCF as a part-time Conservation Assistant in October 2014 and is greatly enjoying learning more about the conservation work that is being carried out in the UKOTs. She brings an MSc in Conservation Science from Imperial College London to her volunteer role with the Forum. Some of her first tasks have included developing the Virtual Tour for Ascension Island and helping to update Conservation Projects on the database. She contributed several articles for this newsletter.
Bermuda
Open Spaces Devastated by Hurricanes
The Horsfield team attacks downed Palmettos Photo: Bermuda National Trust
Just as Bermuda thought it had escaped the hurricane season, it was hit by two hurricanes in the space of a week last October. Hurricane Fay hit first, and took the people of Bermuda totally by surprise - weather forecasters still can get it wrong, it seems. Lack of preparation added to the damage, but the worst damage was to the trees, and especially to the nature reserves with thousands of trees down. Only six days later Hurricane Gonzalo made a direct hit, which vastly compounded the damage.
The Bermuda National Trust estimated its damage at $260,000, mostly to its nature reserves. Most badly hit were the Paget Marsh and Sherwin reserves, located in the centre of the island. Hundreds of mature cedars and palmettos were down. For Bermuda, which treasures its surviving cedars since a blight in the 1950s killed nearly all of them, this was especially painful. Mujib Swan, the Trust's Conservation Officer, estimates a nearly 40% decline in vegetation biomass, but he's looking at this as an opportunity to address Bermuda's stifling invasive species such as Brazilian pepper and balloon vine by replacing them with native species grown in the Trust's nurseries.
A team of students from Cedarbridge Academy at work at The Trust's Paget Marsh reserve Photo:Bermuda National Trust.
Kevin Horsfield and a team of ten men have cleared the trails at Audubon's Alfred Blackburn Smith nature reserve. Photo: Bermuda Audubon Society
The Trust, which has one Conservation Officer and three Horticulturalists on staff, is running volunteer work parties in the reserves. Individuals, school and office work parties have come out to help. The most recent work party was in the Tivoli Nature Reserve, where a group ranging in age from 16 to 60+ pruned damaged cedars, chainsawed fallen trees and cleared invasive flora.
The Bermuda Audubon Society, whose 60+ acres of nature reserves were similarly damaged, has had the help of professional landscaping firms, Sousa's and Horsfields.
Clean-up in progress at the Trust's Paget Marsh reserve Photo: Bermuda National Trust
'Extinct' Endemic Snail found in Hamilton
For decades conservationists believed Bermuda's endemic land snail Poecilozonites bermudensis was extinct, a victim of invasive predators which had been intentionally introduced to the island to control a troublesome garden snail. But now, around 40 years after its last sighting in the wild, a healthy colony of these snails has turned up in the heart of Bermuda's capital city in a damp and overgrown alleyway.
Dr Mark Outerbridge with the endemic snail Photo: Bermuda Royal Gazette
Dr Mark Outerbridge, Conservation Service's Wildlife Ecologist, believes that the surviving population of the snail was protected by its location - an urban location isolated from the invasive species which had been introduced into garden habitats. "The fact that there was so much concrete around them probably saved them from the predators that we believe killed the vast majority of the population Island-wide."
The last recorded sighting of this endemic land snail was made in the early 1970s by Stephen J Gould, the wellknown paleontologist who had done his PhD as a young man on Bermuda and recorded them as being plentiful throughout the country. But when he returned to Bermuda in the early 1990s their numbers appeared to have taken a dramatic plunge, to the point that he could no longer find one.
A survey conducted in 1988 by two US scientists in Bermuda could find no living trace of Poecilozonites bermudensis. And later studies in 2000, 2002 and 2004 seemed to confirm that the animal was extinct. Conservation Services is now working out a survival plan for this endemic, mainly focused on translocation to suitable sites which are now being identified.
British Virgin Islands
Seabird tracking in Anguilla and the British Virgin Islands
In early January 2015, staff from the Anguilla National Trust (ANT) visited Great Tobago National Park in the British Virgin Islands (BVI). They joined the Jost van Dykes Preservation Society (JVDPS) and project partners from the National Parks Trust of the Virgin Islands (NPTVI) in carrying out seabird fieldwork. GPS transmitters that had been attached to frigatebirds were collected. This was in order to gather data such as where the frigatebirds travel to and where they forage.
Led by the University of Liverpool, the JVDPS, ANT and NPTVI are partners, along with the Royal Society for the Protection of Birds (RSPB), in a two year collaborative project entitled 'Using seabirds to inform Caribbean marine planning'. Funded by the Darwin Initiative, the project has been using GPS technology in order to identify primary feeding sites, and provide comprehensive data as to the atsea distribution of important seabird populations in Anguilla and BVI. The project also aims to institute and continue supporting self-sustaining, long-term monitoring strategies, and determine current and future threats facing seabirds in both of these territories. All of this information will contribute towards sustainable marine spatial planning in Anguilla and BVI.
Trip to Great Tobago National Park to collect GPS transmitters from frigatebirds.
Photo: National Parks Trust of the Virgin Islands
Both Anguilla and BVI are home to globally important populations of seabirds. Examples include brown booby Sula leucogaster and sooty tern Onychoprion fuscatus populations in Anguilla and roseate tern Sterna dougallii and magnificent frigatebird Fregata magnificens populations in BVI. Unfortunately, seabirds such as these face a multitude of threats, from competition with fisheries to marine pollution and climate change.
Great Tobago National Park has a regionally and globally significant population of magnificent frigatebirds. Photo: National Parks Trust of the Virgin Islands
The presence of monofilament fishing line in magnificent frigatebird nests in BVI is a good example of a significant threat encountered by seabirds. Tracking of frigatebirds in BVI will help to determine areas where the birds come into contact with this fishing line. April 2014 saw 3 magnificent frigatebirds, Atoya, Clive and Boyd, fitted with satellite tags. A live map of their movements can be seen at http://www.atlanticseabirds.org/mafr-maps .
In addition to fitting seabirds with satellite tags, the project involves training staff, in both territories, in seabird monitoring processes. It will also allow long-term monitoring programmes to be set up. In July 2014 a Seabird Monitoring Guide for Anguilla was published, and can be viewed at http://www.caribbeanseabirds.org.uk/ seabird-monitoring-1.
Great Tobago National Park, where staff from ANT, NPTVI and JVDPS met in January, is the only site in BVI where magnificent frigatebirds nest. Great Tobago is one of the two Tobago Cays, the other being Little Tobago. The two islands are located on the north-western corner of the BVI chain. They have rocky cliffs that continue into the ocean, causing the seabed to slope steeply down, reaching depths of up to 165 feet. Being effectively inaccessible, the Tobago Cays are good sites for seabird nesting.
Cayman Islands
Wetlands Preserved on Cayman Brac
The National Trust for the Cayman Islands has purchased 10 acres of wetlands known as The Marshes in
Cayman Brac in a bid to protect some of the last remaining wetlands on the island. The funds for the purchase were raised by the Brac District Committee of the Trust and the Trust's Land Reserve Fund. A series of herbaceous and woody wetlands, The Marshes is home to a variety of plant species and wildlife.
This project was especially important to the Brac District Committee because the only remaining animal sanctuary on Cayman Brac – the Salt Water Pond – was recently de-gazetted by the legislature.
Estelle Stilling, chairman of the Cayman Brac District Committee, spearheaded the project. The plan is that The Marshes will become a nature reserve. Paul Watler, environmental programmes manager of the National Trust, noted that "there's not a lot of wetlands for
The wetlands of the newest nature reserve on Cayman Brac Photo: The Caymanian Compass
Cayman Brac to begin with, which means just a little protection will support every water bird on the list that's ever been recorded there."
The water levels vary with the seasons, from a range of smaller ponds in the wet season, to a drier landscape in the dry season which still provides provisioning for water birds, crabs and smaller invertebrates on which the birds forage. Waterbirds commonly found in Cayman Brac include the West Indian whistling duck, black-necked stilt, brown booby, belted kingfisher and a variety of herons and egrets.
According to the National Trust, the habitat harbours a wide range of local plant life, including the buttonwood and red mangrove. The Marshes area is also home to species of crabs and shrimps not likely to be found elsewhere on the island. There have been several sightings of an unrecorded species of red shrimp at the aptly named Red Shrimp Hole near The Marshes.
The Trust's plans for the site include researching the red shrimp, removal of invasive species from the site, and replacing them with natives. Another possiblity is a viewing deck for bird watching enthusiasts.
National Conservation Law Implementation
As reported in the last WCWG e-newsletter, after ten years of dogged effort by the Cayman Department of the Environment and its many supporters, the National Conservation Law was enacted in December, 2013. The law is complicated and has many aspects, so implementation is likewise a complex business. After some necessary amendment to ancillary laws, the Cabinet commenced Parts 1 and 2 of the National Conservation Law on 12th September. These are the administrative parts of the law, so the Department of Environment have now been able to have the National Conservation Council (NCC) appointed and to start work on the various other processes and mechanisms that will need to be put in place. The NCC is broadly representative, including members from each of the Districts on Grand Cayman and a representative of the Sister Islands, specialists in various conservation areas such avifauna, and key Government officials.
The Council is meeting regularly and has had its first public meeting where the
6
Gina Ebanks-Petrie Director, Cayman Department of the Environment
Guidance Notes for agency consultation with the Council were approved and the Department of the Environment's role in development review formalised. The NCC has retained the right to decide whether or not an EIA will be required for a particular development, based on a Technical Review and recommendation from the DoE. Drafting instructions for EIA Regulations which were developed by the DoE have also been approved by the Council for transmission to Cabinet. The NCC has also recently recommended that Parts 3 (protection of land), 4 (protection of wildlife) and 6 (enforcement and penalties) of the law, as well as Section 50 (Regulations making powers for Cabinet) and the Schedules be commenced so Cabinet papers are being drafted to put those recommendations to Cabinet for a decision.
It is heartening to see conservation work in Cayman finally being put into a proper legislative and administrative construct, and we once again offer our congratulations and encouragement to those engaged in this vital effort.
Montserrat
Montserrat Bird Watching and other heritage guide booklet.
In June 2014, UKOTCF launched a series of fully illustrated guide booklets on bird-watching and other heritage features in the Turks and Caicos Islands. These booklets started a series titled 'Birding in Paradise'. They describe where to go birding in the Turks and Caicos, and where to view some of the other heritage features. Each booklet, with full colour maps and photos, includes practical information about getting there and facilities; heritage and wildlife tours around various parts of the islands linked to maps; sections on some of the special features of each island; fully illustrated information on the different birds and habitats; information on geography and history.
These booklets are available from many local outlets in TCI, as electronic pdf downloads, or by mailorder in the UK (see www.ukotcf.org/birding-in-Turks-and-Caicos/birding-in-turks-and-caicos.cfm).
At the request of UKOTCF partner, the Montserrat National Trust, UKOTCF is producing a similar booklet for Montserrat. This is in an advanced stage of preparation, and should be available later this year. Updates on progress will be made online www.ukotcf.org, at WCWG meetings and in future WCWG eNewsletters.
UKOTCF Montserrat workshop on Environmental Impact Assessment
In January 2015, UKOTCF organised a workshop in Montserrat to help Montserratians steer their future development as they work to replace the capital, Plymouth, destroyed by volcanic eruptions in 1997. UKOTCF and Montserrat are grateful to international EIA expert and long-term friend of the Forum, Dr Jo Treweek, for donating time out of her very busy schedule to lead this workshop. This was organised by UKOTCF's Mike Pienkowski and Catherine Wensink, in conjunction with Sarita Francis (Executive Director, Montserrat National Trust and new UKOTCF Council member) and Gerard Gray, Stephen Mendes and Tracy Lewis (respectively, Director and personnel of Montserrat's Department of Environment).
The workshop opening was honoured with the presence of all four Ministers of Montserrat Government (elected in September 2014), including Premier Hon Donaldson Romero, as well as many other senior and technical personnel from government, NGOs and business. In opening the workshop, Honourable Claude Hogan, Minister of Agriculture, Trade, Housing, Lands & Environment, committed "the Government of Montserrat ... to pursuing the best environmental standards for the Island. We are aware that the island is ecologically rich, possessing species found nowhere else in the world. We are also cognizant that we as a government and people of Montserrat must be responsible stewards and strike an amenable balance between our use of available resources for ourselves and to ensure a sustainable environment and economy for the island for future generations. Our children and their children must be certain of a share of Montserrat and that is why Environmental Impact Assessments (EIAs) are so important."
He added that "The Government of Montserrat and the Montserrat National Trust welcomes the continued support from NGOs such as the UK Overseas Territories Conservation Forum who have been supporting us for the past 20 years. We look forward to this continued cooperation – and indeed for it to be strengthened even further. The MNT itself has been working in collaboration with our Ministry of Agriculture and the Environment for the past 43 long years and we thank the expatriate community for standing as stalwarts with that erstwhile body now under the esteemed Directorship of Mrs Sarita Francis. After 43 years they truly need a real Museum looking building at Little Bay, so we are supporting that quest."
UKOTCF personnel greatly appreciated comments from other ministers that they see EIAs and associated techniques as crucial in their own areas of responsibilities.
Minister Hogan concluded: "The Government of Montserrat wants to set an example in this area of sustainable development planning through the use of EIAs. We value the expert help being provided through this workshop. It will ensure that our natural heritage is considered through the planning and implementation processes, whether for
Hon Minister Claude Hogan opens the meeting Photo: Catherine Wensink, UKOTCF
housing, alternative energy, roads, communications or our proposed new hospital. I therefore urge everyone to participate purposefully to make the most of this opportunity over the next two days."
Participants heeded the Minister's urging, and took active and enthusiastic part in the workshop discussions over the following two days. The Minister's commitments were broadcast on Montserrat and Eastern Caribbean radio. The workshop featured on the main Montserrat Radio News on three nights, and a 30-minute extended informal interview with Jo, Catherine and Mike was broadcast in full on another programme.
The workshop had originated in a meeting between UKOTCF officers and senior FCO personnel, in September. FCO had highlighted Montserrat's urgent request for Environmental Impact Assessment training and had asked if UKOTCF could organise such a workshop. Mike had investigated local interest in a brief visit to Montserrat in October, when he had been in the region for the Guadeloupe conference (see elsewhere in this Newsletter).
Mike had met Montserrat's new Minister of the Environment at the Guadeloupe conference, and had several lengthy discussions with him. The Minister had expressed concern at the recent and unnecessary destruction (approved before the new Government took office) of Piper's Pond, Montserrat's last remaining lowland wetland, and expressed great support for the EIA workshop, linked with the need for Montserrat to have an effective sustainable development strategy.
Arrangements were well advanced when funding anticipated from previous conversations was found to be no longer available for this workshop, although all still wanted the workshop to happen. As UKOTCF does not like to go back on commitments, it decided to proceed with the workshop, using donated specialist time and its very limited resources.
Catherine and Mike used the visit also to strengthen links with other Montserratian partners whom they had helped design projects and seek support, and discuss plans for several future activities, as well as work on the bird and heritage guide (see elsewhere in this Newsletter).
Montserrat Endangered Archives Project Launch
The welcome award of a grant from the British Library to address endangered archives on Montserrat was reported in WCWG eNewsletter 12 (September 2014). It was particularly important for the Montserrat National Trust to receive this award, as Montserrat's irreplaceable archives have suffered from challenging natural climatic conditions, hurricanes and volcanic eruptions.
The Endangered Archives Project was launched officially in November 2014, at the MNT Museum in Little Bay. Speakers at the launch included the Premier Donaldson Romeo, HE Governor Davis and president of Montserrat National Trust, Mrs Dulcie James . The project will first identify the archives, their location and condition. Priority materials will be selected for scanning and digital storage. Nigel Sadler, the archivist, advising the project, will train at least two people to handle the documents properly, and undertake the scanning and recording.
Some very interesting information is already being uncovered and saved, like the 1942 voter's list, pictured right.
UKOTCF's co-ordinator, Catherine Wensink worked with Bob Conrich (Anguilla Archaeological & Historical Society), Nigel Sadler (consultant archivist) and the Montserrat National Trust on the preparation of the successful application. Both MNT and AAHS are Associates of UKOTCF.
Turks and Caicos
A great year for the Turks and Caicos Reef Fund
Founded in 2010, the Turks & Caicos Reef Fund is an all volunteer-run organisation that provides funding for education, research and conservation programmes to individuals, organisations and agencies that help to preserve and protect the marine environment of the Turks & Caicos Islands.
2014 was another successful year for TCRF. They have continued to campaign against both the development of a dolphinarium in TCI and damaging dredging in TCI protected areas for marinas. Government and developers claim that such developments will attract more tourists and increase employment opportunities for local people. TCRF counter this by explaining that tourists are attracted to TCI by its unspoilt natural environment, and such developments are actually detrimental to the tourism economy.
The TCI government Department of Environment and Maritime Affairs (DEMA) is severely underfunded. TCRF gives vital support to DEMA through a Memorandum of Understanding. TCRF volunteers have undertaken essential coral restoration projects, especially following damage caused by mega yacht groundings. They are also implementing the mooring buoys project, to enable yachts to anchor safely without damaging the reef. They are working on lionfish control in TCI, and are delivering environmental education to local schools and groups.
In their efforts to educate local young people about the importance of a healthy ocean environment for both the physical and economic well-being of the TCI they arranged a six day visit by Fabien Cousteau, grandson of the pioneering marine conservationist Jacques Cousteau, to TCI in March 2014. Fabien Cousteau firmly believes that by stimulating the interest of young people about the wonders of the ocean realm—much as his grandfather did for many of an earlier generation—they will become better stewards for the oceans. In a very busy 6-day schedule Fabien Cousteau made two formal presentations to groups of primary and secondary schoolchildren,
held an informal session with Honours Biology students from the British West Indies Collegiate (BWIC), and a day of scuba diving with a small group of secondary school students from the Reef Action Team at BWIC. He also met with the Governor and the Premier, and helped raise thousands of dollars for the TCRF with a cocktail reception and sunset cruise.
A healthy marine environment in TCI is essential for a sustainable economy in TCI, and the work of the TCRF is vital. They are to be congratulated on their achievements in 2014.
East Caicos Mega Port Development Plan
East Caicos is the largest uninhabited island in the Caribbean. A recent habitat mapping project, funded by the Joint Nature Conservation Committee (JNCC) reported "East Caicos represents the largest continuous landmass in the Turks and Caicos Islands unfragmented by development, and as such is a critical reservoir of biodiversity on a community, genetic and species level."
The North, Middle and East Caicos Nature Reserve is also designated as a Ramsar site. The Convention on Wetlands of International Importance, called the Ramsar Convention, is an intergovernmental treaty that provides the framework for national action and international cooperation for the conservation and wise use of wetlands and their resources
East Caicos is a superb complex of natural coral reefs, tidal flats, mangroves and marshlands which provide a haven for wildlife, as well as the natural basis of the fisheries and tourism industries. There are important caves and dry tropical forest. It is clear that the whole of this uninhabited island should be included in the Ramsar site, and this was recommended in a 2005 review of potential Ramsar sites conducted by
UKOTCF and funded by DEFRA. However this has not happened, hampered by lack of political will, and the idea of TCI politicians that East Caicos was ripe for development.
The Premier of the Turks and Caicos, Rufus Ewing, and Minister of Finance, Washington Misick, first publically announced in 2013 the intention of TCIG to develop a trans-shipping port and cruise centre on East Caicos. The proposal includes a mega cruise port, mega cargo port and mega yacht port with resort facilities, duty free shopping and other tourist attractions. In September 2014 the Minister of Finance stated that the $19 million awarded to TCI from the EU development fund would go specifically to the development of the deep water port, and that the development would be strategically located to include a second cruise port.
10
The importance of East Caicos as the most unspoilt wetland complex in the region seems to be completely undervalued. Good governance would dictate that any major development such as this would require an open, transparent and public Environmental Impact Assessment (EIA). Sadly this has not been the case in previous developments in TCI, and there are concerns that a proper EIA will not be conducted for the current proposal. However, as it has been stated that the EU funds are going to be used to kickstart this project, it is hoped that before any development occurs, a complete, transparent and independent EIA would take place, a requirement of EU-funded projects. Such an EIA should take account of the ecosystem
services East Caicos contributes to the broad economy of TCI, and include a costs and benefits assessment. Previous developments, carried out without environmental review, have seriously damaged the environment and economy of TCI.
TCI needs sustainable development - its unspolt environment is the basis of the tourism industry. The UKOT governments, at the Joint Ministerial Council held in London in December 2014, agreed to take steps "to protect their rich and internationally important biodiversity and to raise awareness of the economic benefits of sound environmental management." Does the East Caicos port development fit with this commitment?
Anguilla
Anguilla National Trust Rapid Assessment Project
The Anguilla National Trust (ANT) has finished a rapid assessment of the ecosystem services for specific sites across Anguilla. This was as part of the Darwin Plus Promoting the creation and appropriate management of protected areas in Anguilla and the Cayman Islands project that commenced in 2013.
The long-term impact of this collaborative project will be to protect the biodiversity and ecosystem services of both marine and terrestrial habitats, through the implementation of protected area networks in the two territories. By project completion, institutional capacity will be increased, networks of protected areas will have been developed, and these will be managed so as
Katouche Bay, Anguilla Photo: Anguilla National Trust
to allow the most valuable and threatened species, habitats, and ecosystem services to persist in the face of climate change. The organisations involved are the National Trust for the Cayman Islands (NTCI), the Anguilla National Trust (ANT), and the Royal Society for the Protection of Birds (RSPB).
The ANT completed the ecosystem services assessment for Anguilla though the use of the Toolkit for Ecosystem Services Site-based Assessment (TESSA). This is a toolkit, developed by the Cambridge Conservation Initiative, that equips users with guidance on low-cost ways of evaluating the benefits that people obtain from the natural environment at a specific site. The information produced thus allows appropriate decisions to be made.
11
A total of 28 sites has been selected across the two territories for potential designation as protected areas, 13 in Anguilla and 15 in the Cayman Islands respectively. Each of the sites were chosen as priority areas thanks to their overall cultural and ecological value. In Anguilla, the 13 sites were then assessed through meetings with stakeholders, through a Workshop held in March 2014 and through use of TESSA. This was in order to decide which sites supported the provision of ecosystem services to the territory. Five sites have been identified as contributing essential ecosystem services namely, Cove Bay and Pond, Katouche Valley, Rendezvous Bay, Crocus Bay and Road Salt Pond. The main ecosystem services provided at these sites are water regulation, cultural benefits and coastal protection. Outcomes from these assessments can aid stakeholders to better appreciate and understand the importance of natural resources in Anguilla, in addition to the indispensable services that they provide.
Cross Territory
Coral Reef Restoration Collaboration
Coral reefs throughout the world are under threat for many reasons, for example climate change, overexploitation, invasive species and pollution. The threat lionfish pose to coral reefs is well known. Recent research has shown the importance of parrot fish in maintaining the health of the coral reef, and the impact on the reef by over-fishing of parrot fish.
In the Caribbean, many countries are undertaking mitigation and restoration measures. Discussions during Wider Caribbean Working Group meetings led to the suggestion that people involved in coral reef restoration in the UKOTs should share experiences on projects, information and expertise. UKOTCF's WCWG Secretary coordinated several Skype discussions and disseminated shared information including a contacts list. The Central Caribbean Marine Institute (CCMI) volunteered to host a workshop for Wider Caribbean UKOT personnel. The necessary funds for travel and accommodation were built into a bid for Darwin Plus funding on coral reef research and restoration, which unfortunately was not successful. Funding for this workshop is currently being sought from other sources.
Meantime, UKOTCF's co-ordinator, Catherine Wensink, received an offer from colleagues in the Dutch Conservation and Nature Alliance (DCNA) for two funded places at the Global Coral Reef Monitoring Network (GCRMN) workshop for representatives from the UKOTs. Kristi Foster from CCMI and Don Stark from TC Reef Fund attended this workshop, in Curacao in August 2014. Thad Murdoch from Bermuda was also at this meeting. These three reported back on the workshop findings to other stakeholders in the UKOTs, including
12
representatives from Anguilla and BVI. The final workshop report has been shared with interested persons in the UKOTs, and it is hoped that this collaboration, both between UKOTs and with other Caribbean countries will continue. The report had noted for the UKOTs that there was the need for funding, standardised methods for data collection, reporting and archiving, and communication across the region. Coral Reefs have huge economic value, in terms of ecosystem services. The challenges faced by small island states and UKOTs in looking after their coral reefs are huge, so co-operation in dealing with the issues is clearly very important. We hope that future collaborations can be resourced, and the UKOTs can continue to co-operate with the GCRMN.
Conference in Guadeloupe, October 2014
This meeting was for Overseas Entities of the EU and followed on from the conference in Réunion in 2008. Both conferences were funded largely by the French Government, French Regions and the EU, and organised by IUCN and the European Commission. Unfortunately, many of the organisational problems of the 2008 conference were repeated this time (despite the early warnings by other bodies); this meant, for example, that tickets did not reach several invited delegates from territories, including the nearest UKOT to Guadeloupe – which can actually be seen from there.
The conference consisted of parallel workshops, and participants had to opt, in advance, for one workshop and attend that for the entire meeting. The one on funding mechanisms, was ably chaired by Joseph Smith Abbott, now Deputy Secretary in the BVI Department of Environment, even though Joseph had not been advised in advance that he would be chairing throughout. Information on future funding intentions was extracted, with difficulty, from European Commission officials. The proposed successor to BEST is likely to be announced sometime in early 2015. The discussions in the workshop had concluded that small projects involving NGOs should be favoured. Many participants were irritated that European Commission officials and others made significant changes, in closed and unannounced meetings, to the conclusions agreed in open sessions.
Comments and news items for future issues, and WCWG meeting discussions, are very welcome. Please email Ann Pienkowski, Secretary UKOTCF Wider Caribbean Working Group: email@example.com
13
|
<urn:uuid:f78eb8bc-90be-4e04-8016-bb4c129ef6d3>
|
CC-MAIN-2024-18
|
http://www.ukotcf.org/WCWG/WCWG_13_Feb2015.pdf
|
2024-04-16T14:11:34+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00555.warc.gz
| 62,865,600
| 7,795
|
eng_Latn
|
eng_Latn
| 0.996092
|
eng_Latn
| 0.997192
|
[
"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
|
[
3105,
6508,
8071,
10410,
13793,
17054,
21115,
24546,
27316,
30516,
33432,
36159,
38572
] |
[
1.46875,
1.375
] | 3
| 0
|
Glossary of Telecommunications Terms (Source: Federal
Communications Commission)
ACCESS CHARGE
A fee charged subscribers or other telephone companies by a local exchange carrier for the use of its local exchange networks.
ANALOG SIGNAL
A signaling method that uses continuous changes in the amplitude or frequency of a radio transmission to convey information.
BANDWIDTH
The capacity of a Telecom line to carry signals. The necessary bandwidth is the amount of spectrum required to transmit the signal without distortion or loss of information. FCC rules require suppression of the signal outside the band to prevent interference.
BROADBAND
Broadband is a descriptive term for evolving digital technologies that provide consumers a signal switched facility offering integrated access to voice, high-speed data service, video-demand services, and interactive delivery services.
CALLING PARTY PAYS
A billing method in which a wireless phone caller pays only for making calls and not for receiving them. The standard American billing system requires wireless phone customers to pay for all calls made and received on a wireless phone.
CELLULAR TECHNOLOGY
This term, often used for all wireless phones regardless of the technology they use, derives from cellular base stations that receive and transmit calls. Both cellular and PCS phones use cellular technology.
CLOSED CAPTIONING
A service for persons with hearing disabilities that translates television program dialog into written words on the television screen.
COMMERCIAL LEASED ACCESS
Manner through which independent video producers can access cable capacity for a fee.
COMMON CARRIER
In the Telecommunications arena, the term used to describe a telephone company.
COMMUNICATIONS ASSISTANT
A person who facilitates telephone conversation between text telephone users, users of sign language or individuals with speech disabilities through a Telecommunications Relay Service (TRS). This service allows a person with hearing or speech disabilities to communicate with anyone else via telephone at no additional cost.
COMMUNITY ANTENNA TELEVISION (CATV)
A service through which subscribers pay to have local television stations and additional programs brought into their homes from an antenna via a coaxial cable.
CRAMMING
A practice in which customers are billed for enhanced features such as voice mail, caller-ID and call-waiting that they have not ordered.
DIAL AROUND
Long distance services that require consumers to dial a long-distance provider's access code (or "10-10" number) before dialing a long-distance number to bypass or "dial around" the consumer's chosen long-distance carrier in order to get a better rate.
DIGITAL TELEVISION (DTV)
A new technology for transmitting and receiving broadcast television signals. DTV provides clearer resolution and improved sound quality.
DIRECT BROADCAST SATELLITE (DBS/DISH)
A high-powered satellite that transmits or retransmits signals which are intended for direct reception by the public. The signal is transmitted to a small earth station or dish (usually the size of an 18-inch pizza pan) mounted on homes or other buildings.
E-MAIL
Also called electronic mail, refers to messages sent over the Internet. E-mail can be sent and received via newer types of wireless phones, but you generally need to have a specific e-mail account.
ENHANCED SERVICE PROVIDERS
A for-profit business that offers to transmit voice and data messages and simultaneously adds value to the messages it transmits. Examples include telephone answering services, alarm/security companies and transaction processing companies.
EN BANC
An informal meeting held by the Commission to hear presentations on specific topics by diverse parties. The Commissioners, or other officials, question presenters and use their comments in considering FCC rules and policies on the subject matter under consideration.
FREQUENCY MODULATION (FM)
A signaling method that varies the carrier frequency in proportion to the amplitude of the modulating signal.
GLOBAL POSITIONING SYSTEM (GPS)
A U.S. satellite system that lets those on the ground, on the water, or in the air determine their position with extreme accuracy using GPS receivers.
HIGH DEFINITION TELEVISION (HDTV)
An improved television system that provides approximately twice the vertical and horizontal resolution of existing television standards. It also provides audio quality approaching that of compact discs.
INTERACTIVE VIDEO DATA SERVICE (IVDS)
A communication system, operating over a short distance, that allows nearly instantaneous two-way responses by using a hand-held device at a fixed location. Viewer participation in game shows, distance learning and e-mail on computer networks are examples.
INSTRUCTIONAL TELEVISION FIXED SERVICE (ITFS)
A service provided by one or more fixed microwave stations operated by an educational organization and used to transmit instructional information to fixed locations.
LANDLINE
Traditional wired phone service.
LAND MOBILE SERVICE
A public or private radio service providing two-way communication, paging and radio signaling on land.
LOW POWER FM RADIO (LPFM)
A broadcast service that permits the licensing of 50-100 watt FM radio stations within a service radius of up to 3.5 miles and 1-10 watt FM radio stations within a service radius of 1 to 2 miles.
LOW POWER TELEVISION (LPTV)
A broadcast service that permits program origination, subscription service or both via low powered television translators. LPTV service includes the existing translator service and operates on a secondary basis to regular television stations. Transmitter output is limited to 1,000 watts for normal VHF stations and 100 watts when a VHF operation is on an allocated channel.
MUST-CARRY (Retransmission)
A 1992 Cable Act term requiring a cable system to carry signals of both commercial and noncommercial television broadcast stations that are "local" to the area served by the cable system.
NETWORK
Any connection of two or more computers that enables them to communicate. Networks may include transmission devices, servers, cables, routers and satellites. The phone network is the total infrastructure for transmitting phone messages.
NUMBER PORTABILITY
A term used to describe the capability of individuals, businesses and organizations to retain their existing telephone number(s)—and the same quality of service—when switching to a new local service provider.
OPEN VIDEO SYSTEMS
An alternative method to provide cable-like video service to subscribers.
OPERATOR SERVICE PROVIDER (OSP)
A common carrier that provides services from public phones, including payphones and those in hotels/motels.
PAGING SYSTEM
A one-way mobile radio service where a user carries a small, lightweight miniature radio receiver capable of responding to coded signals. These devices, called "pagers," emit an audible signal, vibrate or do both when activated by an incoming message.
PERSONAL COMMUNICATIONS SERVICE (PCS)
Any of several types of wireless, voice and/or data communications systems, typically incorporating digital technology. PCS licenses are most often used to provide services similar to advanced cellular mobile or paging services. However, PCS can also be used to provide other wireless communications services, including services that allow people to place and receive communications while away from their home or office, as well as wireless communications to homes, office buildings, and other fixed locations.
PRESCRIBED INTEREXCHANGE CHARGE (PICC)
The charge the local exchange company assesses the long distance company when a consumer picks it as his or her long distance carrier.
ROAMING
The use of a wireless phone outside of the "home" service area defined by a service provider. Higher per-minute rates are usually charged for calls made or received while roaming. Long distance rates and a daily access fee may also apply.
SATELLITE
A radio relay station that orbits the earth. A complete satellite communications system also includes earth stations that communicate with each other via the satellite. The satellite receives a signal transmitted by an originating earth station and retransmits that signal to the destination earth station(s). Satellites are used to transmit telephone, television and data signals originated by common carriers, broadcasters and distributors of cable TV program material.
SATELLITE HOME VIEWER IMPROVEMENT ACT OF 1999 (SHVIA) An Act modifying the Satellite Home Viewer Act of 1988, SHVIA permits satellite companies to provide local broadcast TV signals to all subscribers who reside in the local TV station's market. SHVIA also permits satellite companies to provide "distant" network broadcast stations to eligible satellite subscribers.
SATELLITE MASTER ANTENNA TELEVISION (SMATV)
A satellite dish system used to deliver signals to multiple dwelling units (e.g., apartment buildings and trailer parks).
SCANNER
A radio receiver that moves across a wide range of radio frequencies and allows audiences to listen to any of the frequencies.
SERVICE PLAN
The rate plan you select when choosing a wireless phone service. A service plan typically consists of a monthly base rate for access to the system and a fixed amount of minutes per month.
SERVICE PROVIDER
A telecommunications provider that owns circuit switching equipment.
SLAMMING
The term used to describe what occurs when a customer's long distance service is switched from one long distance company to another without the customer's permission. Such unauthorized switching violates FCC rules.
SPECTRUM
The range of electromagnetic radio frequencies used in the transmission of sound, data, and television.
SUBSCRIBER LINE CHARGE (SLC)
A monthly fee paid by telephone subscribers that is used to compensate the local telephone company for part of the cost of installation and maintenance of the telephone wire, poles and other facilities that link your home to the telephone network. These wires, poles and other facilities are referred to as the "local loop." The SLC is one component of access charges.
TARIFF
The documents filed by a carrier describing their services and the payments to be charged for such services.
TELECOMMUNICATIONS RELAY SERVICE (TRS)
A free service that enables persons with TTYs, individuals who use sign language and people who have speech disabilities to use telephone services by having a third party transmit and translate the call.
TELEPHONY
The word used to describe the science of transmitting voice over a Telecommunications network.
TTY
A type of machine that allows people with hearing or speech disabilities to communicate over the phone using a keyboard and a viewing screen. It is sometimes called a TDD.
UNBUNDLING
The term used to describe the access provided by local exchange carriers so that other service providers can buy or lease portions of its network elements, such as interconnection loops, to serve subscribers.
UNIVERSAL SERVICE
The financial mechanism that helps compensate telephone companies or other communications entities for providing access to Telecommunications services at reasonable and affordable rates throughout the country, including rural, insular and high costs areas, and to public institutions. Companies, not consumers, are required by law to contribute to this fund. The law does not prohibit companies from passing this charge on to customers.
VERY HIGH FREQUENCY (VHF)
The part of the radio spectrum from 30 to 300 megahertz, which includes TV Channels 2-13, the FM broadcast band and some marine, aviation and land mobile services.
VIDEO DESCRIPTION
An audio narration for television viewers who are blind or visually disabled, which consists of verbal descriptions of key visual elements in a television program, such as settings and actions not reflected in dialog. Narrations are inserted into the program's natural pauses, and are typically provided through the Secondary Audio Programming channel.
|
<urn:uuid:5d4c52b5-1666-49ff-84e2-319e31ad0973>
|
CC-MAIN-2024-18
|
https://www.psc.state.md.us/telecommunications/wp-content/uploads/sites/3/Glossary-of-Telecommunications-Terms.pdf
|
2024-04-16T13:50:11+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00554.warc.gz
| 891,542,856
| 2,274
|
eng_Latn
|
eng_Latn
| 0.993888
|
eng_Latn
| 0.994943
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
1640,
3372,
5160,
6989,
9123,
10803,
12047
] |
[
1.8046875
] | 1
| 0
|
Developing Visualization Skills in the Young Child
Tricia Salerno SMARTTraining NOW, LLC firstname.lastname@example.org
©
Developing Visualization Skills in the Young Child
Tricia Salerno SMARTTraining NOW, LLC email@example.com
©
Developing Visualization in the Youngest of our Students
Textures
Throwing and catching a ball
Building
Yeap Ban Har
©
www.youcubed.org
1
©
©
What is the Rekenrek?
* A tool that combines key features of other manipulative models like counters, the number line, and base-10 models.
* It is comprised of two strings of 10 beads each, strategically broken into groups of five.
2
©
Tangrams
* Tangrams are like building blocks.
* They can teach young learners about spatial relationships.
* They may help kids learn geometric terms and develop stronger problem solving skills. They might even help children perform better in general mathematics.
Source: http://www.parentingscience.com/tangrams-for-kids.html#sthash.oKZS6tpm.dpuf
©
94 children are in a reading club. One‐third of the boys and three‐sevenths of the girls prefer fiction. If 36 students prefer fiction, how many girls prefer fiction?
©
Building Blocks to Volume
3
©
Can You Build It? Can You Draw It?
©
©
Websites/Resources
Singapore Math®, Inc. www.singaporemath.com
Eureka Math “A Story of Units” Curriculum
Newfoundland and Labrador Kindergarten Curriculum Guide, 2008
University of Kentucky - w ww2.research.uky.edu/...09/.../summary_of_subitizing.doc
Clements, Douglas H.,(1999). "Subitizing: What is it? Why Teach It." Teaching Children Mathematics, National Council of Teachers of Mathematics.
4
|
<urn:uuid:622dc500-4cfc-4b8e-9239-07fef306e534>
|
CC-MAIN-2024-18
|
https://nctm.confex.com/nctm/2016AZ/webprogram/Handout/Session46570/Visualization%20skills%20handout.pdf
|
2024-04-16T14:44:35+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00554.warc.gz
| 388,931,622
| 415
|
eng_Latn
|
eng_Latn
| 0.729606
|
eng_Latn
| 0.955194
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
401,
644,
1205,
1661
] |
[
2.75
] | 1
| 0
|
Have a family game night
| Hold the door open for someone | Donate old books | Volunteer | Give someone a high five | Hold the door open for someone |
|---|---|---|---|---|
| Donate ol d boo ks | Volunteer | Give s omeone a high five | Tip your server | Shop a t a small business |
| Pick up tr ash in the neighborhood | Tell a joke | Put your grocery cart away | Make a c ard for a teacher | Compliment 5 people |
| Give someo ne a kind note | FREE! | Take t he trash out | Say please and thank you | Smile a t a s tranger |
| Help make dinner | Donate some toys | Ask someone a bout their day | Thank a first responder | Don ate to the food bank |
Donate towels and blankets to the animal shelter
Thank a postal worker
Let someone go first
Bring your card to the Wetaskiwin FCSS Office by March 1st (Address is 4802B-40th Ave)
Check off a full line by completing the activities Bring your card to the Wetaskiwin FCSS Office by March 1st (Address is 4802B-40th Ave)
Tips:
If you would like to donate toys or books, The Wetaskwiwin Salvation Army is a good place to go!
Here are a few amazing small businesses:
-Local Roots Floral and Design
-Wetaskiwin Heritage Museum
-Wild West Gallery (in the mall)
If you would like to volunteer, here are some great places to start: -Wetaskiwin Salvation Army
-Rock Soup
-Wetaskiwin FCSS
If you would like to donate to the Animal Shelter, it is located in the Wetaskiwin Animal Clinic (4735-39 Ave)
Contact Info
Name
Phone Number
Winner will be contacted by March 8th
|
<urn:uuid:185f13ff-6dda-4da1-addc-5505174c3300>
|
CC-MAIN-2024-18
|
https://www.wetaskiwinfcss.com/_files/ugd/495363_93ef8e82211f4a0c9893f454f82efd6a.pdf
|
2024-04-16T13:56:37+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00555.warc.gz
| 984,093,439
| 402
|
eng_Latn
|
eng_Latn
| 0.992815
|
eng_Latn
| 0.992465
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
970,
1518
] |
[
1.4765625
] | 1
| 0
|
МИНИСТЕРСТВО СЕЛЬСКОГО ХОЗЯЙСТВА РОССИЙСКОЙ ФЕДЕРАЦИИ ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ «ГОРСКИЙ ГОСУДАРСТВЕННЫЙ АГРАРНЫЙ УНИВЕРСИТЕТ»
Кафедра иностранных языков _
(наименование кафедры)
УТВЕРЖДЕН
на заседании кафедры «03» марта 2017 г., протокол № 7 Зав. кафедрой
Газзаева З.А.
ФОНД ОЦЕНОЧНЫХ СРЕДСТВ
по учебной дисциплине
Иностранный (английский) язык
27.03.01 Стандартизация и метрология
(код и наименование направления подготовки)
Направление подготовки:
27.03.01 – Стандартизация и метрология
Профиль подготовки:
Стандартизация и сертификация
Квалификация выпускника:
Бакалавр
Фонд оценочных средств предназначен для контроля знаний студентов по дисциплине «Иностранный язык (английский)». Направление 27.03.01Стандартизация и метрология. Профиль подготовки: Стандартизация и сертификация. Квалификация выпускника: Бакалавр
Составитель «03» марта 2017 г.
Колиева У.Х.
Фонд оценочных средств обсужден на заседании кафедры Иностранных языков
«03» марта 2017 г., протокол № 7
Зав. кафедрой
Газзаева З.А.
Согласовано:
Председатель методического
совета факультета
А.Н. Кантемирова
Декан факультета
Б.Г. Цугкиев
Паспорт фонда оценочных средств
по дисциплине Иностранный язык (английский)
(наименование дисциплины)
| № п/п | Контролируемые разделы (темы) дисциплины* | Код контролируемой компетенции (или ее части) | Наименование оценочного средства |
|---|---|---|---|
| 1 | Тема « The English Language» | ОК-5 | Собеседование |
| 2 | Тема « My Friend » | ОК-5 | Собеседование |
| 3 | Тема «My Flat » | ОК-5 | Cобеседование |
| 4 | Тема «Hobbies » | ОК-5 | Собеседование |
| 5 | Тема « Travelling» | ОК-5 | Собеседование |
| 6 | Тема «My Future Profession» | ОК-5 | Собеседование |
| 7 | Тема «English Meals » | ОК-5 | Собеседование |
| 8 | Тема « Seasons» | ОК-5 | Собеседование |
| 9 | Тема « My Favorite Singer » | ОК-5 | Собеседование |
| 10 | Тема « My Favorite Book» | ОК-5 | Собеседование |
| 11 | Тема « Cinema» | ОК-5 | Собеседование |
| 12 | Тема « Great Britain» | ОК-5 | Собеседование |
| 13 | Тема « Olympic Games» | ОК-5 | Собеседование |
| 14 | Тема « London» | ОК-5 | Собеседование |
| 15 | Тема « Sights Of London» | ОК-5 | Собеседование |
| 16 | Тема « Washington DC» | ОК-5 | Собеседование |
| 17 | Тема « Holidays In Great Britain » | ОК-5 | Собеседование |
| 18 | Тема « Holidays and Traditions In England» | ОК-5 | Собеседование |
| 19 | Тема « Shopping» | ОК-5 | Собеседование |
| 20 | Тема « The United Kingdom» | ОК-5 | Собеседование |
| 21 | Тема « England» | ОК-5 | Собеседование |
| 22 | Тема « Spotlight On the Country» | ОК-5 | Собеседование |
| 23 | Тема «Scotland » | ОК-5 | Собеседование |
| 24 | Тема « Wales» | ОК-5 | Собеседование |
| 25 | Тема « Northern Ireland» | ОК-5 | Собеседование |
| 26 | Тема « The USA» | ОК-5 | Собеседование |
| 27 | Тема « Statehood Of Alaska» | ОК-5 | Собеседование |
| 28 | Тема « Golden State California» | ОК-5 | Собеседование |
| 29 | Тема « Florida » | ОК-5 | Собеседование |
| 30 | Тема « Texas » | ОК-5 | Собеседование |
31.
Тема « The Southern States»
ОК-5
Собеседование
| 32. | Тема « Congress» | ОК-5 |
|---|---|---|
| 33 | Тема « 43 Presidents Of the USA» | ОК-5 |
| 34 | Тема « Moscow » | ОК-5 |
| 35 | Тема «St. Petersburg» | ОК-5 |
| 36 | Тема « New York» | ОК-5 |
| 37 | Тема «Greenhouse Effect» | ОК-5 |
| 38 | Тема « Environmental Pollution» | ОК-5 |
| 39 | Тема «Damage Of the Ozone Layer» | ОК-5 |
| 40 | Тема « Pesticides» | ОК-5 |
| 41 | Тема « A.Nobel- a Man Of Contrasts» | ОК-5 |
| 42 | Тема « Carl Linneaus» | ОК-5 |
| 43 | Тема « Evolution» | ОК-5 |
| 44 | Тема «What Is Genetic Engineering?» | ОК-5 |
| 45 | Тема « Blood Cells, Plasma and Serum» | ОК-5 |
| 46 | Тема « Protoplasm »1 | ОК-5 |
| 47 | Тема « Protoplasm »11 | ОК-5 |
| 48 | Тема « The Cell»1 | ОК-5 |
| 49 | Тема « The Cell»11 | ОК-5 |
| 50 | Тема « Tissues»1 | ОК-5 |
| 51 | Тема « Tissues»11 | ОК-5 |
| 52 | Тема « Composition Of Foods. Water.» | ОК-5 |
| 53 | Тема « Carbohydrates» | ОК-5 |
| 54 | Тема « Fats or Oils» | ОК-5 |
| 55 | Тема «Proteins» | ОК-5 |
| 56 | Тема «Mineral Matter or Ash » | ОК-5 |
| 57 | Тема « A Little About Viruses»1 | ОК-5 |
| 58 | Тема « A Little About Viruses»11 | ОК-5 |
| 59 | Модуль 1 | ОК-5 |
| 60 | Тема «Photosynthesis»1 | ОК-5 |
| 61 | Тема « Photosynthesis»11 | ОК-5 |
| 62. | Тема «Distribution Of Bacteria»1 | ОК-5 |
|---|---|---|
| 63 | Тема « Distribution Of Bacteria»11 | ОК-5 |
| 64 | Модуль 11 | ОК-5 |
| 65 | Тема « Enzymes Of Bacteria» | ОК-5 |
| 66 | Тема « Vitamin A» | ОК-5 |
| 67 | Тема « Vitamin D» | ОК-5 |
| 68 | Тема « Vitamin E» | ОК-5 |
| 69 | Тема « The Water Soluble vitamins. Vitamin C» | ОК-5 |
| 70 | Тема « Vitamin B Compleх»1 | ОК-5 |
| 71 | Тема «Vitamin B Complex» | ОК-5 |
Федеральное государственное бюджетное образовательное учреждение высшего образования «Горский государственный аграрный университет»
Дисциплина Иностранный язык (английский)
(наименование дисциплины)
ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ № 1
1. Прочитайте и переведите текст «Blood Cells,Plasma and Serum»
2 Беседа на тему «Great Britain»
3 Дополнительный текст №1
Федеральное государственное бюджетное образовательное
учреждение высшего образования «Горский государственный аграрный университет»
Дисциплина Иностранный язык(английский)
(наименование дисциплины)
ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ № 2
1 Прочитайте и переведите текст « Protoplasm»
2 Беседа на тему « London»
3 Дополнительный текст №2
Федеральное государственное бюджетное образовательное учреждение высшего образования «Горский государственный аграрный университет»
Дисциплина Иностранный язык(английский)
(наименование дисциплины)
ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ № 3
1 Прочитайте и переведите текст «The Cell »
2 Беседа на тему « The United Kingdom»
3 Дополнительный текст №3
Федеральное государственное бюджетное образовательное учреждение высшего образования «Горский государственный аграрный университет»
Дисциплина _Иностранный язык ( английский)
ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ № 4
1 Прочитайте и переведите текст « Tissues»
2 Беседа на тему « England»
3 Дополнительный текст №4
Федеральное государственное бюджетное образовательное учреждение высшего образования «Горский государственный аграрный университет»
Дисциплина Иностранный язык (английский)
ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ № 5
1 Прочитайте и переведите текст « Carbohydrates »
2 Беседа на тему « Scotland»
3 Дополнительный текст №5
Федеральное государственное бюджетное образовательное учреждение высшего образования «Горский государственный аграрный университет»
Дисциплина Иностранный язык (английский)
ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ № 6
1 Прочитайте и переведите текст «Fats or Oils »
2 Беседа на тему « Northern Ireland»
3 Дополнительный текст №6
Федеральное государственное бюджетное образовательное учреждение высшего образования «Горский государственный аграрный университет»
Дисциплина Иностранный язык (английский)
ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ № 7
1 Прочитайте и переведите текст «A Little About Viruses»
2 Беседа на тему «Wales»
3 Дополнительный текст №7
Федеральное государственное бюджетное образовательное
учреждение высшего образования «Горский государственный аграрный университет»
Дисциплина Иностранный язык (английский)
ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ № 8
1 Прочитайте и переведите текст « Photosynthesis»
2 Беседа на тему « The USA»
3 Дополнительный текст №8
Федеральное государственное бюджетное образовательное учреждение высшего образования «Горский государственный аграрный университет»
Дисциплина Иностранный язык (английский)
ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ № 9
1 Прочитайте и переведите текст « Carbohydrates»
2 Беседа на тему « Moscow»
3 Дополнительный текст №9
Федеральное государственное бюджетное образовательное
учреждение высшего образования «Горский государственный аграрный университет»
Дисциплина Иностранный язык (английский)
ЭКЗАМЕНАЦИОННЫЙ БИЛЕТ № 10
1 Прочитайте и переведите текст « Protoplasm»
2 Беседа на тему « St. Petersburg»
3 Дополнительный текст №10
Критерии оценки:
- оценка «отлично» выставляется студенту, если он проявил знания основного программного материала в полном объеме;
- оценка «хорошо» выставляется студенту, если он проявил знания основного программного материала не в полном объеме, допустил неточности в ответе, но обладает необходимыми знаниями;
- оценка «удовлетворительно» выставляется студенту, который показал недостаточные знания основного программного материала;
- оценка «неудовлетворительно» выставляется студенту при полном отсутствии знаний основного программного материала.
ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ «ГОРСКИЙ ГОСУДАРСТВЕННЫЙ АГРАРНЫЙ УНИВЕРСИТЕТ»
Кафедра иностранных языков
(наименование кафедры)
Вопросы для собеседования
по дисциплине Иностранный язык (английский)
(наименование дисциплины)
Тема The English Language
1. In what countries English is the official language?
2. Is English popular in Russia?
3. In what countries English is one of the official languages?
Тема My Friend
1. Who is your friend?
2. What do you usually talk with your friend about?
3. Have you ever quarreled with your best friend?
Тема My Flat
1. Do you live in a house or in a block of flats?
2. Which floor is your flat on?
3.How many rooms are there in your flat?
Тема Hobbies
1.Have you already chosen a hobby according to your character and taste?
2.Have you ever collected anything?
3.What hobby groups do you know?
Тема Travelling
1.How do different people spend their holidays?
2.What do we see and learn while travelling
3.What countries would you like to visit?
Тема My Future Profession
1. What is your future profession?
2. Why have you chosen your profession?
3. What is your objective?
Тема English Meals
1. How many meals a day do the English have?
2. What is the traditional English breakfast like?
3. What is the traditional Christmas meal in Great Britain?
Тема Seasons
1. How many seasons are there in a year?
2. Why do people try to spend more time in the open air in summer?
3. What is your favourite season?
Тема My Favourite Singer
1. What role does music play in your life?
2. Who is your favourite singer?
3. Do you often go to music concerts?
Тема My Favourite Book
1. Do books play an important role in our life?
2. What kinds of books do you like?
3. What is your favourite book?
Тема Cinema
1. Who are considered to be the inventors of the cinema?
2. What arts does the cinema combine?
3. What is your favourite film?
Тема Great Britain
1. What countries is the UK made of ?
2. What channel separates the British Isles from Europe?
3. What is the governmental type of the UK?
Тема Olympic Games
1. When and where did the Olympic Games begin?
2. Who renewed the Olympic movement?
3. How are summer and winter games held?
Тема London
1. Into how many parts is London divided?
2. What is the financial and business part of London?
3. What is the historic and governmental part of London?
Тема Sights Of London
1. What places of interest are there in the West End?
2. Why is Trafalgar Square named so?
3. What is Westminster famous for?
Тема Washington DC
1. Where is Washington DC situated?
2. Why does Washington look different from other cities?
3. Why was the White House rebuilt?
Тема Sights Of Washington
1. What is the Capitol?
2. How many rooms are there in the White House?
3. What monuments are the most popular sights in Washington DC?
Тема Holidays and Festivals In Britain
1.
What English holidays do you know?
2. What English holiday do you like most of all? Why?
3. What is the most widely celebrated English holiday?
Тема Traditions and Customs In Britain
1. What Christmas traditions do you know?
2. When is Guy Fawkes Night celebrated?
3. Why do thousands of people travel to a small village on Scotland border on St.Valentine's Day?
Тема Shopping
1.
Who does shopping in your family?
2. How often do you go shopping?
3. Do you prefer to go shopping on weekdays or at the weekend?
Тема The United Kingdom
1. When was the name' the UK' adopted?
2. Where is the UK situated?
3. What are the official languages in the UK?
Тема England
1. What is one of the most famous prehistoric places in the world?
2. What are the two oldest universities in England?
3. What is Salisbury Cathedral famous for?
Тема Spotlight On the Country
1. Where is the world's largest airport situated?
2. What is the main industry in Kent?
3. What is Brighton famous for?
Тема Scotland
1. Who were the oldest inhabitants of Scotland?
2. Who was the most famous queen in the history of Scotland?
3. How is Scotland governed today?
Тема Wales
1. What is the history of Welsh surnames?
2. How are Welshmen living in England called?
3. Is Welsh a difficult language?
Тема Northern Ireland
1. What is the capital of Northern Ireland?
2. Into what two religious groups is the Irish population divided?
3. What are the cultural traditions of Northern Ireland?
Тема The USA
1. When did the USA government stopped slavery?
2. What is the official language of the USA?
3. What is the governmental type of the USA?
Тема Statehood Of Alaska
1. Who governed Alaska in the 19
th century?
2. When did the Klondike Gold Rush begin?
3. When did Alaska become the 49 th state of the USA?
Тема Golden State California
1. What is California famous for?
2. Where does the name ‗California' comes from?
3. Who were the first settlers of California?
Тема Blood Cells, Plasma and Serum
1. How many classes of blood cells are recognized?
2. What color is plasma?
3. What is blood?
Тема Protoplasm
1. What does histology study?
2. What is protoplasm?
3. Why is protoplasm called the physical basis of life?
Тема The Cell
1. What cells have more than one nucleus each?
2. How is the study of cell structure and cell activity called?
3. How are two fluids that contain equal concentrations of dissolved substances called?
Тема Tissues
1. What is tissue?
2. How many groups of somatic cells do you know?
3. What are the main kinds of muscles?
Тема Composition Of Foods. Water
1. What water for livestock?
2. Into how many groups can be foods divided according to their water content?
3. What kinds of cereals hold more moisture?
Тема Carbohydrates
1. What is crude fibre?
2. What is coarse food?
3. What is starch?
Тема Fats or Oils
1. What is oil?
2. What is fat?
3. What is starch?
Тема Proteins
1. How do proteins differ from other food constituents?
2. Is maize a complete food for animals?
3. What is triptophane?
Тема Mineral Matter or Ash
1. How is mineral matter in food called?
2. What plants are rich in calcium?
3. How is mineral matter taken into plants?
Тема A Little About Viruses
1. When did virology begin to develop?
2. What sciences helped virology in its development?
3. Whose classification of virology is accepted today?
Тема Photosynthesis
1 .Under what circumstances does photosynthesis take place?
2. What is starch formation governed by?
3. How can be the process of photosynthesis accelerated?
Тема Distribution Of Bacteria
1. What is the number of bacteria dependent upon?
2. What produces changes in bacterial flora?
3. What kinds of microorganisms are usually found in the air?
Тема Enzymes Of Bacteria
1. What is catalyst?
2. How may catalysts be defined?
3. How may be an enzyme be defined?
Тема Vitamin A
1. What is vitamin A?
2. Where is vitamin A found?
3. What plants are rich in carotene?
Тема Vitamin D
1. How is vitamin D often called?
2. What forms of vitamin D are important?
3. Which sources of vitamin D are better for poultry?
Тема Vitamin E
1. What is vitamin E?
2. Why do pigs need vitamin E?
3. What is the chief danger of vitamin E deficiency?
Тема Vitamin B Complex
1. Which vitamin is required by guinea-pigs, humans and higher apes?
2. How do farm animals and birds manufacture vitamin B complex?
3. What do animals require in their food?
Критерии оценки:
- оценка «отлично» выставляется студенту, если он дал полный ответ на все поставленные вопросы;
- оценка «хорошо» выставляется студенту ; если он дал не полные ответы на некоторые поставленные вопросы или допустил несущественные неточности
- оценка «удовлетворительно» …если он ответил на 60% вопросов;
- оценка «неудовлетворительно» …выставляется студенту, если он не ответил на большую часть вопросов
- оценка «зачтено» выставляется студенту, если он ответил на большинство поставленных вопросов;
- оценка «не зачтено» …выставляется студенту, если он ответил менее чем на 60 % вопросов
ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ
«Горский государственный аграрный университет»
Кафедра иностранных языков
(наименование кафедры)
Комплект заданий для контрольной работы
по дисциплине Иностранный язык (английский)
TEST I
I. Fill in the blanks with the following words and word-combinations : plasma, serum, histology, water, suitable body covering, amino-acids, transparent.
1. Blood is composed of a fluid termed....
2. ... may be defined as a fluid part of blood after clotting has occurred
3. ... is the study of the cell and the cell structure and arrangement of tissues in organs.
4. ... makes up from 50 to 60 per cent by weight of protoplasm.
5. Terrestrial animals usually have a ... to restrict undue loss of water .
6. Simple proteins consist entirely of....
7. The cytoplasm is more less ... and of viscose texture.
II. Complete the following sentences with words and word – combinations given below :
1. The yellow colour of plasma is due chiefly to....
2. ...is a characteristic process that occurs in shell blood.
3. With the introduction of the...it became possible to study minute organisms hitherto unknown.
4. ...in the cells of all plants and animals is called protoplasm.
5. ...are the most abundant organic compounds in animals' protoplasm.
6. ...is the fundamental unit in all organisms.
7. If a quantity of gas is enclosed in a container it....
bilirubin, coagulation, microscope, the ultimate living, substance, the cell, diffuses.
III. Fill in with articles where necessary:
1. My aunt is...teacher of...physics.
2. ...town I was born is on...Volga.
3. Look at...sky. It is covered with...dark clouds.
4. My friend is...very good chess player.
5. Tomorrow is...Sunday.
6. Autumn is...most beautiful...season of...year.
IV. Translate into English:
1. определять
2. количество
3. свертывание
4. область исследования
5. отличать, различать
6.строение ткани
7.органические соединения
8.молекулярный вес
9.питательный раствор
10.одноклеточный
11.изобретение
12.разрабатывать
V. Give Russian equivalents of the following words and word-combinations:
1. secretion
2. icterus index
3. to occur
4. complex mixture
5. peculiar
6. to replace
7. partition
8. to designate
9. isolated cells
10. to permit
11. striated muscles
12. elongated
VI. Translate the following sentences into Russian:
1. A cell is a mass of protoplasm enclosed in a memebrane and containing a nucleus.
2. The study of cell structure and its activity is known as cytology.
3. The protoplasm is a complex mixture of many substances including water.
4. A multicellular animal generally starts life as a single body that divides repeatedly to form its body.
5. When two fluids contain equal concentration of dissolved substances , they are said to be isotonic.
TEST II
I. Complete the following sentences with words and word –combinations given below:
1. Cells of similar structure and function are arranged in groups or layers know as…. .
2. ...cover the body outside and inside as in the skin and lining of the digestive tract.
3. All foods contain a certain percentage of.... .
4. A concentrated food contains much.... .
5... is the material that forms the cell- wall of plants.
6... is one of the chief forms in which food is given to animals.
7...serve to bind the other tissues and organs together and to support the body.
8. The simultaneous contraction of many fibres causes a ... to shorten or bulge.
9. A group of nerve cell bodies with their conspicuous nuclei, when outside the central nervous system is termed....
10. ...favours the growth of moulds and encourages fermentation.
11. The carbohydrates in foods are divided into woody fibre and....
12. ...is a mixture of celluloses, lignin, cutin and some pentosans.
13. Foods containing much carbohydrate are called....
supporting and connective tissues, muscle, a ganglion, excessive moisture, soluble carbohydrates, crude fibre, carbonaceous foods, tissues, water, nutriment, cellulose, starch
III. Use the appropriate form of to be:
1. The students ... in the Russian Museum now.
a) are; b) is; c) were
2. My sister ... not... at home tomorrow.
a) were; b) will be; c) is
3. My friend ... ill last week, a) is; b) was; c) are
4. Where ... your mother now?
a) is; b) were; c) will be
5. Two heads ... better than one.
a) were; b) was; c) are
IV. Translate the following words into English:
1. пищеварение
2. клетки зародыша
3. пищеварительный тракт
4. кровеносный сосуд
5. густота, плотность
6. нервный узел
7. мышцы произвольных движений
8. корень
9. убирать урожай
10. чрезмерный
11. крупный рогатый скот
12. сырое волокно
V. Give Russian equivalents of the following words and word –combinations:
1. intercellular material
2. engulfing bacteria
3. tendon
4. insect
5. bipolar
6. carbohydrate
7. succulent
8. cereal
9. to store
10. to favour
11. to reduce
12. wheat
VI. Translate the following sentences into Russian:
1. The crude fibre is that portion of the carbohydrate which is not rendered soluble by alternate boiling in dilute alkali and acid.
2. The cells in multicellular animal may be divided into somatic cells and germ cells.
3. Crude fibre is a mixture of cellulose, lignin, cutin and some pentosans.
4. With the growth of the plant cellulose becomes associated with lignin which gives stiffness to the parts of the plant requiring support.
TEST III
I. Complete the following sentences with words and word-combinations given below:
1. The term ―fat‖ is usually applied to oil which is … at a moderate temperature.
2. ―Oil is so called when it remains fluid or semi – fluid at a … temperature.
3. The fats are compounds of … with various fatty acids.
4. According to the manner in which the cow is fed … will be soft and oily or be
hard and tallowy.
5. … gave some original methods for immunology, microbiology and some other sciences.
6. There is no really scientific … of viruses up to date.
7. Simple viruses consist of … and protein
8. The amino acid tryptophane is essential for the … .
9. The chief protein of maize, … , by itself is not a complete food for animals.
10. Genuine revolution in virology was connected with the introduction of monolayer cell culture for … .
11. Modern molecular biology suggested a number of delicate and effective methods for the … of viruses.
12. As far as viruses differ from animals and plants, they are isolated into the independent kingdom … .
13. There are two large groups of viruses, which differ from one another … .
14. The viruses of the second group consist of a … a capsule and an envelope.
nucleic acid, morphologically, Vira (viruses), isolation and investigation, cultivation, zein, well – being of animals, solid, moderate, glycerin, butter, virology, classification, ribo or deoxyribonucleic acid.
III. Open the brackets choosing the right form of the verb:
1. He (to turn) on the television to watch cartoons everyday
a) turns b) turned c) will turn
2. I (not to go) there next year because it costs a lot of money.
3. They (to enjoy) themselves at the symphony yesterday evening.
a) will enjoy b) enjoy c) enjoyed
4. Her English is not excellent, but she (to work) at it.
a) works b) worked c) will work
5. I (to do) my English exercises tomorrow.
a) shall do b) did c) do
IV. Translate the following words into English:
1. растворитель
2. применять
3. жирный
4. мягкость
5. плавиться
6. средняя плотность
7. недоставать
8. травы
9. опознавать
10. исследование
11. передавать
12. поглотитель
V. Give Russian equivalents of the following words and word – combinations:
1. to remain
2. linseed cake
3. to lay down
4. tallowy
5. to consider
6. excellent
7. leguminous
8. deficient
9. tumour
10. impetuous
11. master cell
12. frequently
VI. Translate the following sentences into Russian:
1. This does not mean that maize is not a good food, because it is an excellent food if given in combination with other foods containing the essential constituents that maize lacks.
2. The mineral matter, lake the other constituent is taken to the plant through the roots from the soil.
3. With the help of this method hundreds of unknown viruses were isolated and identified.
4. There is no really scientific classification of viruses up to date.
5. Viral proteins do not differ from animal or plant ones neither in architecture nor in acid composition.
TEST IV
I. Give Russian equivalents of the following words and word-combinations:
1.acidity
2.particles
3.soil organisms
4.ultraviolet rays
5.environment
6.air current
7.yeast
8.contamination
9.uncultivated soil
10.moisture
II. Give Russian equivalents of the following words and word-combinations:
1.частицы пыли
2.плесень
3.поверхность
4.условия окружающей среды
5.прилипать
6.зависеть от
7.перегной
8.кишечный тракт
9.размножаться
10.благоприятный
III. Fill in the blanks with the following words:
bacteria, environmental conditions, microorganisms, atmosphere, surface layers:
1. The air over the ocean far removed from shore is practically free from ….. .
2. Bacteria are found in the …… being carried there by air currents.
3. The numbers vary from one place to another, depending upon the… …. .
4. The great majority of soil organisms are found in the….. .
5. …..are widely distributed in nature, being found nearly everywhere.
IV. Give three forms of the following irregular verbs:
to find
to be
to speak
to grow
to hold
to keep
to mean
to show
V. Translate the following sentences into English:
1.Организмы не растут и не размножаются в воздухе.
2.В пыльных помещениях гораздо больше микроорганизмов, чем в чистых помещениях.
3.Количество бактерий меняется в зависимости от условий окружающей среды.
4.Плодородная почва содержит намного больше микроорганизмов, чем неплодородная, необработанная почва.
5.Бактерии находятся в почве, воде, пищевых продуктах, на теле, в кишечном тракте человека и животных.
TEST V
I. Give Russian equivalents of the following words and word-combinations:
5……. can occur as a result of deficiency of calcium or phosphorus in diets.
V. Translate the following sentences into English:
1.Животные могут откладывать и витамин А, и каротин в печени летом и осенью.
2.Зеленые листья - главный источник каротина.
3.Рахит может возникнуть в результате нехватки кальция или фосфора в пище.
4.Витамин Д присутствует в рыбьем жире, который является необходимым для профилактики рахита.
5.Высушенная трава содержит очень мало витамина А.
Критерии оценки:
- оценка «отлично» выставляется студенту, если работа выполнена грамотно (с учетом знаний грамматики и орфографии изучаемого языка);
- оценка «хорошо» если работа выполнена без значительных ошибок;
- оценка «удовлетворительно» если работа выполнена с существенными ошибками;
- оценка «неудовлетворительно» если работа выполнена не в полном объеме с грубыми ошибками.
- оценка «зачтено» выставляется студенту, если он показал достаточные знания изучаемого материала;
- оценка «не зачтено» выставляется студенту, если он показал недостаточные знания изучаемого материала;
ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ
«Горский государственный аграрный университет»
Кафедра иностранных языков
(наименование кафедры)
Фонд тестовых заданий
по дисциплине Иностранный язык (английский)
(наименование дисциплины)
ТЕСТОВОЕ ЗАДАНИЕ № 1
1. Выберите правильный ответ:
How long has England existed as a unified entity?
b) since the 11 th century
a) since the 10 th century
c) since the 12 th century
d) since the 13 th century
2. Какой части речи не существует в русском языке?
a) Герундий; b) Местоимение; c) Существительное; d)
Прилагательное
3. В какой стране английский является вторым государственным языком?
a) USA; b) Australia; c) Barbados; d) Canada
4. Выберите правильный перевод: ―respiratory passages‖:
a) пищеварительный тракт
b) дыхательные пути
c) кишечный тракт
d) кровеносный сосуд
5. Какое из предложений является вопросительным?
a) A rich garden soil contains many more organisms than a poor uncultivated soil.
b) Are foods the cause of certain types of intoxications and disease processes.
c) Most waters contain large number of bacterial organisms.
d) The number of bacteria varies from one place to another depending upon the environmental conditions.
6. Выберите правильный перевод словосочетания ―chemical composition‖:
a) обмен веществ
b) химический состав
c) процентное соотношение
d) физическое свойство
7. Выберите правильный вариант:
Virology gave some original methods for … .
a) physics; b) microbiology; c) mathematics; d) chemistry
8. Выберите правильный ответ:
Which Picture Gallery is situated in Saint Petersburg?
a) The Hermitage; b) The Tretyakov Gallery; c) The National
Gallery; d) Louvre
9. Какому тексту соответствует следующее предложение:
Viruses are divided into the RNA-viruses and DNA-viruses.
a) Photosynthesis
b) A little about viruses
c) Carbohydrates
d) The Cell
10. Укажите стандартный глагол:
a) to fall; b) to found; c) to feed; d) to do
ТЕСТОВОЕ ЗАДАНИЕ № 2
1. Выберите правильный перевод словосочетания «The European Monetary Union»:
a) Европейский монетный союз
b) Содружество
c) Совет Безопасности
d) НАТО
2. Заполните пропуск в предложении:
…are very rich in carotene.
a) mangolds; b) carrot roots; c) sugar-beet; d) pulp turnips
3. Выберите правильный ответ:
Which of the following squares is situated in London?
a) Palace Square; b) Red Square; c) Trafalgar Square; d) Victory Square
4. Выберите правильный ответ:
What river is St. Petersburg situated on?
a) The Terek River; b) The Thames; c) The Neva; d) The Moscow River
5. Закончите предложение:
Dried grass of high quality is the best source of the….
a) food; b) vitamin; c) precursor; b) fibre
6. Перед каким именем собственным необходим артикль?
a) … Edinburgh is the capital of Scotland.
b) My train leaves from … Waterloo Station at 7.10 p.m.
c) I've made up my mind to go to … Black Sea next summer.
d) …Lake Baikal is the deepest lake in the world.
7. Выберете правильный ответ:
When was the name the United Kingdom of Great Britain and Northern Ireland implemented?
a) 1927; b) 1930; c) 1919; d) 1921
8. Выберете правильный ответ:
Where is Hollywood situated?
a) in Texas; b) in California; c) in New Jersy; d) Ohio
9. Выберите правильный перевод подчеркнутых слов в предложении:
In pigs, vitamin A deficiency leads to paralysis of the hind quarters and a staggering gait.
a) зрительный нерв
b) задние конечности
c) шаткая походка
d) замедленный рост
10. Определите, какое английское предложение соответствует русскому предложению: ―Бобовые растения богаты кальцием.‖?
a) Leguminous plants are poor in calcium.
b) Leguminous plants are rich in sodium.
c) Leguminous plants are rich in calcium.
d) Leguminous plants are rich in oxygen.
ТЕСТОВОЕ ЗАДАНИЕ № 3
1. Выберите правильный ответ:
What was the first name of New York?
a) New Jersey
b) New Amsterdam
c) New York
d) New London
2. Закончите предложение:
Great Britain was the dominant industrial maritime power of the….
a) 19 th century; b) 20 th century; c) 17 th century; d) 18 th century
3. Выберете правильный ответ:
Where and when was the first Disneyland opened?
a) in Paris
b) in California
c) in Tokyo
d) in Moscow
4. Выберите правильное вопросительное слово:
…is the weather like today?
a) What; b) How; c) Which; d) How long
5. Выберите правильный ответ?
When was Moscow founded?
a) in 1174; b) in 1703; c) in 1147; d) in 1009
6. Выберите правильный перевод слова ash:
a) мука; b) зола; c) жмых; d) корм
7. Заполните пропуск в предложении:
Lysine is important for…production.
a) butter; b) milk; c) food; d) cheese
8. Какое английское предложение соответствует русскому?
The crude fibre is not rendered soluble by alternate boiling in dilute alkali and acid.
a) Сырое волокно растворяется при переменном кипячении в разбавленной щелочи и кислоте.
b) Сырое волокно не растворяется при переменном кипячении в разбавленной щелочи и кислоте.
c) Сырое волокно не растворяется при кипячении в щелочи и воде.
d) Сырое волокно – это менее усвояемая часть углеводов.
9. Какое слово является лишним?
a) oats; b) wheat; c) water; d) rye
10. Выберите правильный ответ:
Where is the Statue of Liberty situated?
a) in London; b) in Washington; c) in New York; d) in
Vladikavkaz
ТЕСТОВОЕ ЗАДАНИЕ № 4
1. Выберите правильный перевод слова cell:
a) ткан; b) клетка; с) протоплазма; d) кровь
2. Заполните пропуск в предложении:
The term ―fat‖ is usually applied to oil which is…at a moderate temperature.
a) fluid; b) semi-fluid; c) solid; d) liquid
3. В каком предложении сказуемое употреблено в страдательном залоге будущего неопределенного времени?
a) We are taught English twice a week.
b) The letter will be written next week.
c) The problem was solved yesterday.
d) Moscow is the capital of Russia.
4. Выберите правильный перевод слова ―сообщность‖:
a) entity; b) county; c) issue; d) district
5. Заполните пропуск в предложении:
Young animals obtain a large amount of the vitamin from the…of their dams.
a) full-lactation milk
b) colostrum
c) ration
d) hay
6. Выберите соответствующее местоимение:
He told us…facts about Mark Twain's life.
a) somebody; b) some; c) something; d) anything
7. Выберите правильный перевод слова производить:
a) to sell; b) to produce; c) to distribute; d) constitute
8. Какое русское предложение соответствует английскому предложению:
Alimentary tract and respiratory passages of man and animals always contain microorganisms?
a) Пищеварительный тракт и дыхательные пути человека и животных никогда не содержат микроорганизмов.
b) Пищеварительный тракт и дыхательные пути человека и животных всегда содержат микроорганизмы.
c) Кожа, содержание кишечника и дыхательные пути содержат нормальную бактериальную флору.
d) В пыльных помещениях больше патогенных микроорганизмов, чем в
чистых помещениях.
9. Выберите правильно предлог:
Foods can be split up and separate …water, proteins, fats or oils, soluble carbohydrates and ash.
a) on; b) in; c) into; d) under
10. Сколько административных районов включает Лондон?
a) 4; b) 1; c) 5; d) 3
ТЕСТОВОЕ ЗАДАНИЕ № 5
1. Выберите правильный ответ:
Which of the cities is situated at the mouth of the Hudson River?
a) London; b) New York; c) Washington; d) Paris
2. Выберите правильный ответ:
Which Opera House is situated in Lincoln Centre for the Performing Arts?
a) Covent Garden
b) Grand Opera
c) Metropolitan Opera House
d) Bolshoi Theatre
3. Выберите правильный перевод слова ―alkali‖:
a) кислота; b) щелочь; c) раствор; d) вода
4. Найдите лишнее слово:
a) coconut cake; b) linseed cake; c) maize; d) cotton cake
5. Заполните пропуск в предложении:
… are widely distributed in nature.
a) vitamins; b) bacteria; c) foods; d) carbohydrates
6. Выберите правильный ответ:
Where was William Shakespeare born?
a) in London
b) in Oxford
c) in Stratford-on-Avon
d) in Dublin
7. Выберите правильный ответ:
What was scientist Ivanovsky's article dedicated to?
a) the cultivation of viruses
b) the division of cells
c) the reproduction of Tobacco Mosaic disease
d) the classification of viruses
8. Заполните пропуск в предложении:
Cutin is … material.
a) soluble; b) waterproofing; c) insoluble; d) digestible
9. Выберите правильный ответ:
When was St. Petersburg founded?
a) in 1730; b) in 1703; c) 1713; d) 1800
10. Выберите правильный ответ:
Whose statue is the Bronze Horseman?
a) of Kutuzov
b) of Barclay de Tolly
c) of Peter the First
d) of Suvorov
ТЕСТОВОЕ ЗАДАНИЕ № 6
1. Выберите правильный ответ:
Where does Stonehenge stand?
a) in south-west England
b) in Scotland
c) in Wales
d) in Northern Ireland
2. Выберите правильный перевод слова ―coconut cake‖:
a) жмых льняного семени
b) кокосовый жмых
c) костяная мука
d) крахмал
3. Укажите инфинитив глагола won:
a) to win; b) to won; c) to wen; d) to wan
4. Выберите правильный ответ:
Which is the oldest university in Great Britain?
a) Oxford; b) Cambridge; c) Sorbonna; d) MSU
5. Какое время надо употребить в предложении:
I can't find my umbrella. I think somebody (take) by mistake.
a) took; b) takes; c) has taken; d) will take
6. Укажите нестандартный глагол:
a) to split; b) to stay; c) to stop; d) to finish
7. В каком предложении надо употребить артикль The:
a) …Trafalgar Square is the geographical centre of London.
b) … London is nothing but a mass of villages which now are simply different parts of it.
c) … Urals are old and very high.
d) …Russia is washed by the Artic Ocean in the north.
8. Закончите предложение:
Zein, contains no … .
a) lysine; b) tryptophane; c) cystine; d) cutin
9. В каком предложении говорится о важном значении амино-кислоты для производства молока?
a) Some of these amino-acids, such as tryptophane, are essential for the wellbeing of the animal.
b) Other amino-acids which are classed as essential because without them in the food life cannot be maintained are: lysine, important for milk production; cystine, which contains sulphur and so on.
c) Others, such as methionine, threonine are probably also essential for life.
d) Histidine is required for formation and proper functioning of blood.
10. Выберите правильный перевод county:
a) город; b) провинция; c) графство; d) район
ТЕСТОВОЕ ЗАДАНИЕ № 7
1. Выберите правильный ответ:
Which part is the oldest one in London?
a) The West End; b) The City; c) The East End; d) Westminster Abbey
2. Заполните пропуск в предложении:
The first works for the Hermitage Picture Gallery were bought by … .
a) Peter the Great
b) Catherine the Great
c) Paul I
d) Elizabeth I of England
3. Какое английское предложение соответствует русскому предложению:
Бобовые растения богаты кальцием, который так необходим для животных.
a) Cereals are rich in calcium, which is so necessary for animals.
b) Leguminous plants are rich in calcium which is so necessary for animals.
c) Leguminous plants are poor in calcium which is so necessary for animals.
d) Proteins are very complex substances
4. Выберите правильный ответ:
Which of the acids is not fatty one?
a) stearic; b) histidine; c) palmitic; d) oleic
5. Выберите правильный перевод слова ―protein‖:
a) жир; b) углевод; с) белок; d) зола
6. Выберите правильный ответ:
Which of the following plants is not a modified form of cellulose?
a) cotton; b) flax; c) wheat; d) starch
7. Какой из вопросов является общим?
a) How may an enzyme be defined?
b) Can animals manufacture vitamin A in its bodies?
c) Are there two or three large groups of viruses?
d) What is carbohydrate?
8. Выберите правильный ответ:
In which park of London can we find Speaker's Corner?
a) Kensington Gardens
b) Hyde Park
c) St. James's Park
d) Yellowstone Park
9. Выберите правильный ответ:
Who was the first President of the USA?
a) Abraham Lincoln; b) George Washington; c) John Adams; d) Bill Clinton
10. Заполните пропуск в предложении:
St. Paul's Cathedral was built by….
a) Carlo Rossi; b) Pierre Charles L'Enfant; c) Christopher Wren; d) Nash
ТЕСТОВОЕ ЗАДАНИЕ № 8
1. Выберите правильный ответ:
Where is the US Capitol situated?
a) in New York Harbour; b) on Jenkins' Hill; c) in Whitehall; d) on Manhattan Island
2. Выберите правильный ответ:
Which of the following places of interest in London is a corporation of insurance?
a) Old Bailey; b) Lloyd's; c) Mansion House; d) Trafalgar Square
3. Заполните пропуск в предложении:
… still ranks among the world's greatest suspension bridges.
a) Anichkov Bridge; b) Brooklyn Bridge; c) Tower Bridge; d) Waterloo Bridge
4. Выберите правильный перевод ―cell-master's metabolism‖:
a) химический состав большой клетки
b) обмен веществ большой клетки
c) размножение большой клетки
d) физические свойства большой клетки
5. Какое русское предложение соответствует английскому предложению:
Modern molecular biology suggested a number of effective methods for investigation of viruses.
a) Современная молекулярная биология предложила ряд эффективных
методов для выращивания вирусов.
b) Современная молекулярная биология предложила ряд эффективных
методов для размножения вирусов.
c) Современная молекулярная биология предложила ряд эффективных
методов для исследования вирусов.
d) Современная молекулярная биология предложила ряд эффективных
методов для классификации вирусов.
6. В каком предложении говорится о пользе бактерий?
a) Some of the organisms are of benefit in producing desirable fermentations.
b) Frequently undesirable organisms are found in foods and bring abnormal changes.
c) Occasionally some species penetrate the broken skin and intestinal wall, resulting in the establishment of a disease process.
d) Bacteria are widely distributed in nature, being found nearly everywhere.
7. Выберите правильный перевод слова «повреждение»:
a) failure; b) damage; c) deficiency; d) break
8. Заполните пропуск в предложении:
Even … … is a rather poor source.
a) green leaves; b) yellow maize; c) carrot roots; d) potato tubers
9. Продолжите предложение:
The first sound cartoon was … .
a) Donald Duck; b) Mickey Mouse; c) Pluto; d) Nu pogodi!
10. Закончите предложение:
You can cross continents within … .
a) Chicago; b) Washington; New York; d) Moscow
ТЕСТОВОЕ ЗАДАНИЕ № 9
1. Заполните пропуск в предложении:
The first residents of the White House were….
a) President and Mrs George Washington
b) President and Mrs John Adams
c) President and Mrs John Kennedy
d) President and Mrs. Theodore Roosevelt
2. Выберите правильный перевод «chemical reaction»:
a) химический состав
b) химический реактив
c) химическая реакция
d) химическое соединение
3. Продолжите предложение:
Walt Disney struggled against….
a) slavery; b) poverty; c) gangsters; d) corruption
4. Выберите правильный перевод ―плавильный котел‖:
a) Big Apple; b) Melting Pot; c) Permanent Settlement; d) Red Apple
5. Продолжите предложение:
Carotene is rapidly destroyed in the presence of….
a) carbon dioxide; b) oxygen; c) hydrogen; d) nitrogen
6. Какой из перечисленных ниже продуктов не входит в рацион животного?
a) corn; b) butter; c) straw; d) hay
7. Продолжите предложение:
In pigs, vitamin A deficiency leads to….
a) failure to thrive
b) night blindness
c) paralysis of the hind quarters
d) emaciation
8. Укажите III форму глагола to grow:
a) grew; b) growing; c) grown; d) growth
9. Выберите правильный ответ:
What produce changes in the bacterial flora?
a) growth and multiplication of organisms
b) desirable fermentations
c) changes in the environmental conditions
d) favourable circumstances
10. Выберите правильный ответ:
Where can we find the great majority of soil organisms?
a) deep in the soil
b) in the surface layers
c) in uncultivated soil
d) in the air
ТЕСТОВОЕ ЗАДАНИЕ № 10
1. Выберите правильный ответ:
Who is the head of the USA?
a) Prime Minister; b) King; c) President; d) Queen
2. Выберите правильный перевод слова ―potency‖:
a) высоко потенциальный источник
b) биологическая активность
c) адекватный запас
d) влажность
3. Какой из ниже перечисленных продуктов содержит большой процент витамина А?
a) mangold; b) carrot; c) cake; d) maize
4. Закончите предложение:
The numbers of bacteria decrease with depth, owing to….
a) bad conditions; b) lack of oxygen; c) rich garden soil; d) lack of sunlight
5. Выберите правильный ответ:
Which building is the most beautiful masterpiece of Russian architecture?
a) St. Basil's Cathedral
b) Lenin Library
c) Bolshoi Theatre
d) district Birulevo
6. Заполните пропуск в предложении:
Saint Petersburg is situated on the banks of…river.
a) the Moskva; b) the Thames; c) the Neva; d) the Hudson
7. Выберите правильный ответ:
Where is Tretyakov Gallery situated?
a) in London; b) in Moscow; c) in St. Petersburg; d) in Peking
8. Продолжите предложение:
Changing of the Guard can be seen….
a) in front of the Prime Minister's residence
b) in front of the Houses of Parliament
c) in front of the Buckingham Palace
d) in Hyde Park
9. Выберите правильный ответ:
Which of the museums is situated in London?
a) Metropolitan Museum of Art
b) British Museum
c) Russian Museum
d) Louvre
10. Выберите правильный ответ:
How is mineral matter in food sometimes called?
a) organic constituent; b) organic compound; c) inorganic constituent;
d) ash
ТЕСТОВОЕ ЗАДАНИЕ № 11
1. Выберите правильный ответ:
Where is Harvard University situated?
a) in Washington
b) in Philadelphia
c) in Boston
d) in Hollywood
2. Выберите правильный вариант:
I met my (good) friend yesterday.
a) goodest; b) better; c) the best; d) gooder
3. Употребите правильную форму в предложении:
We didn't know the score but we were sure their team (lose) the game.
a) has lost; b) had lost; c) lost; d) will lose
4. Заполните пропуск в предложении:
It is necessary to use … temperatures for destroying bacteria.
a) high; b) moderate; c) low; d) comfortable
5. Выберите правильный перевод слова carbohydrate:
a) углерод
b) углевод
c) углекислый газ
d) окись углерода
6. Заполните пропуск в предложении:
… have unbalanced mineral content.
a) maize
b) wheat offals
c) leguminous plants
d) tomato
7. Найдите лишнее слово:
a) protein; b) albumen; c) fat; d) egg white
8. Укажите условие, при котором масло может быть мягким, средней плотности или твердым:
a) according to the quantity of fat
b) according to the manner in which the cow is fed
c) according to the proportion of fatty acids
d) according to the quality of butter
9. Перед каким именем собственным надо употребить артикль The:
a) Russia
b) Los Angeles
c) Coral Sea
d) England
10. Какое государство является островным?
a) The USA; b) France; c) The United Kingdom; d) China
ТЕСТОВОЕ ЗАДАНИЕ № 12
1. Выберите нужную форму:
Instant coffee Nestle… …in London in 1937.
a) were invented
b) was invented
c) has been invented
d) will be invented
2. Выберите из следующих предложений правильное:
a) Fat is present in all foods.
b) Fatty acids are melt at different temperatures.
c) Foods affects the butter fat of cows.
d) Proteins are very simple substances
3. Найдите лишнее слово:
a) film star; b) film producer; c) teacher; d) film operator
4. Определите, о чем идет речь:
Charlie Chaplin starred in these films.
a) horror films; b) comedies; c) westerns; d) cartoon
5. Заполните пропуск в предложении:
… are stuffed with fights.
a) comedies; b) horror films; c) melodramas; d) chronicals
6. Выберите правильный вариант:
Roots contain from 75 to 90 per cent of … .
a) water; b) fat; c) mineral matter; d) juice
7. Укажите предложение, в котором говорится о последствиях большого количества влаги:
a) Fresh meadow grass yields from 70 to 80 per cent of water.
b) Excessive moisture favours the growth of moulds and encourages fermentations.
c) Cereals which have been harvested too early, or those which have been stored
in a damp place, hold much moisture.
d) All foods contain certain percentage of water.
8. Заполните пропуск в предложении:
… are made up of carbon, hydrogen and oxygen.
a) fats; b) proteins; c) carbohydrates; d) oils
9. Выберите правильный перевод «маслянистый
»:
a) fatty; b) soft; c) tallowy; d) mellow
10. Найдите лишнее слово:
a) tryptophane
b) zein
c) arginine
d) tissues
ТЕСТОВОЕ ЗАДАНИЕ № 13
1. Выберите нужную форму глагола:
In 1893 Henry Ford … the first car.
a) build; b) was built; c) built; d) will build
2. Выберите из следующих предложений неправильное:
a) The crude fibre is the less digestible part of the carbohydrate.
b) A concentrated food is one which contains much nutriment.
c) A coarse food is one which contains relatively little nutriment.
d) Cellulose in association with lignin is easily digested.
3. Найдите лишнее слово:
a) western
b) melodrama
c) rock
d) horror films
4. Заполните пропуск в предложении:
… have a lot of music and dancing.
a) historical films
b) musicals
c) adventure films
d) chronicals
5. Закончите предложение:
Carbohydrates do not contain any … .
a) hydrogen; b) nitrogen; c) oxygen; d) potash
6. Какое пищевое вещество не вырабатывает мягкий жир?
a) rice meal; b) linseed; c) bean meals; d) cereals
7. Выберите правильный ответ:
What is the best method of conserving carotene?
a) artificial drying; b) air drying; c) fresh green grass; d) frying
8. Выберите правильный перевод «биологический вид»:
a) appearance; b) view; c) species; d) crop
9. Выберите правильный ответ:
When are animals able to store both vitamin A and carotene in their livers?
a) during winter and spring
b) during spring and summer
c) during summer and autumn
d) during their holidays
10. Закончите предложение:
The Congress of the USA consists of… ….
a) the Senate and the House of Commons
b) the House of Representatives and the House of Lords
c) the House of Lords and the House of Commons
d) the Senate and the House of Representatives
ТЕСТОВОЕ ЗАДАНИЕ № 14
1. Заполните пропуск в предложении:
Love stories teach you to believe in ….
a) suspence;
b) love;
c) aggression; d) fate
2. Заполните пропуск в предложении:
… is the centre of the USA film industry.
a) Chicago; b) San Francisco; c) Hollywood; d) Washington
3. Заполните пропуск в предложении:
The Parliament of Great Britain consists of… ….
a) the House of Commons and the Senate
b) the House of Representatives and the House of Lords
c) the House of Lords and the House of Commons
d) the House of Representatives and the Senate
4. Заполните пропуск в предложении:
… is one of the chief forms in which food is given to animals.
a) cellulose; b) starch;
c) flax; d) linseed cake
5. Какое пищевое вещество не склонно вырабатывать твердый жир?
a) coconut cake;
b) bean meals; c) linseed cake; d) straw
6. Выберите правильный ответ:
What can animals store in their livers during summer and autumn when green
stuff is plentiful?
a) vitamin A only
b) carotene only
c) both vitamin A and carotene
d) alkali
7. Выберите правильный ответ:
What does vitamin A deficiency in young cattle lead to?
a) disease process
b) death of the animal
c) recovery of the animal
d) growth of animal
8. Выберите правильный перевод «структурные элементы вируса»:
a) structural units of the virus
b) texture of the virus
c) architectural elements of the virus
d) classification of viruses
9. Выберите правильный ответ:
How many years is the US President elected for?
a) 5; b) 3; c) 4; d) a century
10. Заполните пропуск в предложении:
The USA is washed by the Pacific … in the west.
a) coast; b) desert; c) ocean; d) river
ТЕСТОВОЕ ЗАДАНИЕ № 15
1. Закончите предложение:
Charlie Chaplin played in … ….
a) horror films; b) historical epics; c) silent comedies; d) chronicles
2. Определите, о чем идет речь:
It appeared in Hollywood in 1911.
a) first colour film; b) first studio; c) first silent film; d) telephone
3. В каком предложении говорится о политическом устройстве Соединенного Королевства?
a) The President has much power.
b) Queen's role is mostly ceremonial.
c) The President is not a member of the Parliament.
d) The Head of Government is Prime Minister.
4. Выберите правильный перевод «оболочка вируса»
a) membrane; b) cover; c) envelope; d) capsule
5. Заполните пропуск в предложении:
All foods hold approximately 11 to 14 % of water.
a) artificially-dried
b) air-dried
c) properly harvested
d) fried
6. Выберите правильный ответ:
What material forms the cell-wall of plants?
a) cutin; b) cellulose; c) flax; d) starch
7. Заполните пропуск в предложении:
With the growth of the plant cellulose becomes associated with … which gives stiffness to the parts of the plant requiring support.
a) cutin; b) lignin; c) pentosan; d) protein
8. Выберите правильный перевод ―rice meal‖:
a) пшеничная мука
b) рисовая мука
c) кукурузная мука
d) гречневая мука
9. Заполните пропуск в предложении:
The quantity of the fat in all foods … .
a) varies slightly; b) the same; c) varies greatly; d) is permanent
10. Выберите правильный ответ:
What river is London situated on?
:
a) on the Hudson River
b) on the River Thames
c) on the Neva River
d) on the Terek River
ТЕСТОВОЕ ЗАДАНИЕ № 16
1. Перед каким именем собственным нужно употребит артикль The.
a) Texas; b) Berlin; c) Caspian Sea; d) John
2. Выберите правильный ответ:
What cereals have more moisture?
a) harvested too early
b) properly harvested
c) properly stored
d) properly dried
3. Выберите правильный ответ:
In what form cellulose is easily digested?
a) in mixture with other materials
b) in association with lignin
c) in its simplest form
d) in association with cutin
4. Заполните пропуск в предложении:
Lignin gives … to the parts of the plant requiring support.
a) softness; b) stiffness; c) medium consistence; d) tenderness
5. Заполните пропуск в предложении:
… has the least quantity of fat.
a) linseed cake; b) cereals; c) turnip; d) butter
6. Укажите предложение, в котором говорится о белке кукурузного зерна:
a) Proteins are very complex substances.
b) Zein, the chief protein of maize, contains no tryptophane.
c) Maize by itself is not a complete food for animals.
d) Maize in combination with other foods is an excellent food for animals.
7. Выберите правильный ответ:
What is tryptophane essential for?
a) for milk production
b) for proper functioning of blood
c) for the well-being of the animal
d) for formation of blood
8. Закончите предложение:
The stockowner feeds his animals on a … … .
a) poor ration; b) unbalanced ration; c) mixed diet; d) bread and butter
9. Закончите предложение:
Walt Disney is a US … .
a) scientist; b) film-maker and animator; c) singer; d) president
10. Выберите правильный ответ:
What is the name of the Queen of England who reigns now?
a) Victoria; b) Elizabeth II; c) Maria; d) Mary Queen of Scots
ТЕСТОВОЕ ЗАДАНИЕ № 17
1. Выберите правильный ответ:
When do cellulose become associated with lignin?
a) being a seed
b) with the growth of the plant
c) with the germination of the plant
d) when drying the plant
2. Выберите правильный ответ:
What gives stiffness to the plant?
a) cutin; b) crude fibre; c) lignin; d) cellulose
3. Определите, перед каким словом надо употребить артикль The.
a) UK; b) Chicago; c) England; d) Russia
4. Укажите предложение, в котором нет ошибок:
a) The river Thames is the deepest in England.
b) The biggest Scotland's city Glasgow stands on Clyde.
c) Relief of the Russia is mostly flat.
d) The USA is the smallest country in the world.
5. Выберите правильный ответ:
What is lysine important for?
a) for the well-being of the animal
b) for the production of milk
c) for formation of blood
d) for proper functioning
6. Заполните пропуск в предложении:
… was written by Shakespeare.
a) Hamlet
b) The Sea-Gull
c) My Fair Lady
d) Tom Soyer
7. Выберите правильный ответ:
What chemical element don't proteins contain?
a) sulphur; b) iodine; c) oxygen; d) potash
8. Выберите правильный ответ:
What individual plants have unbalanced mineral content?
a) maize; b) wheat offals; c) leguminous plants; d) tomato
9. Выберите правильный ответ:
What foodstuff is such valuable adjunct to a ration for animals?
a) butter; b) bone-meals; c) eggs; d) hay
10. Выберите правильный перевод «сливочное масло»:
a) oil; b) fat; c) butter; d) juice
ТЕСТОВОЕ ЗАДАНИЕ № 18
1. Перед каким именем собственным не нужен артикль?
a) Philadelphia; b) Bering Sea; c) Arctic Ocean; d) John
2. Выберите правильный ответ:
What is arginine required for?
a) well-being of the animal
b) milk production
c) for formation and proper functioning of blood
d) for life maintaining
3. Заполните пропуск в предложении:
―Othello‖ was written by … .
a) A. Chekhov; b) W. Shakespeare; c) Bernard Shaw; d) Leo Tolstoy
4. Выберите правильный ответ:
Why are bone – meal, fish- and meat – meals such valuable adjuncts to a
ration for animals?
a) due to their well-balanced content of amino-acids
b) due to their well-balanced content of proteins
c) due to their well-balanced content of ash
d) due to their taste
5. Выберите правильный ответ:
What does the hardness or softness of a fat depend on?
a) the protection of fat
b) the protection of fatty acids
c) the protection of glycerine
d) the protection of amino-acids
6. Выберите правильный ответ:
What foods is carbonaceous?
a) wood; b) flax; c) molasses; d) cotton
7. Укажите слово не относящееся к злаковым:
a) barley; b) carrot; c) oats; d) wheat
8. Заполните пропуск в предложении:
… contains slightly more water than the mature grain.
a) stored in a damp place; b) newly threshed grain; c) harvested too early; d) properly dried
9. Выберите правильный перевод ―setting‖:
a) актерский состав
b) операторская работа
с) декорация
d) сценарий
10. Укажите синоним слова ―cast‖:
a) actor; b) acting; c) artist; d) producer
ТЕСТОВОЕ ЗАДАНИЕ № 19
1. Выберите правильный ответ:
What is histidine is required for?
a) milk production
b) formation and proper functioning of blood
c) well-being of the animal
d) for the proper growth of the animal
2. Выберите правильный перевод ―cloak-room‖:
a) читальный зал; b) гардероб; c) кабинет; d) партер
3. Выберите правильный ответ:
What foods is not carbonaceous?
a) cereal grains; b) flax; c) potatoes; d) molasses
4. Выберите правильный ответ:
What is Oscar?
a) a certificate
b) a plaque
c) a statuette
d) a diploma
5. Выберите правильный перевод ―crude fibre‖:
a) углевод; b) сырое волокно; с) целлюлоза; d) грубые семена
6. Выберите правильный перевод ―alkali‖:
a) кислота
b) уксусная кислота
c) щелочь
d) оксид
7. Выберите правильный перевод ―molds‖:
a) плесень; b) грибок; с) влага; d) белок
8. Выберите правильный ответ:
What body is more resistant to the ultraviolet rays of the sun.
a) grass; b) yeast; c) vegetative cells; d) fruits
9. Укажите предложение в Present Simple Tense:
a) The outer surface of skin of the body always contains microorganisms.
b) Carotene is largely found in green leafy materials.
c) Since that time virology began to develop.
d) The pig laid down by the pig will be soft.
10. Заполните пропуск в предложении:
Trafalgar Square with tall … in it is in the centre of London.
a) statue of King Charles I
b) Nelson's Column
c) Queen Victoria's monument
d) statue of V.I. Lenin
ТЕСТОВОЕ ЗАДАНИЕ № 20
1. Выберите правильный ответ:
What amino-acid is required for formation of blood?
a) tryptophane; b) lysine; c) arginine; d) histidine
2. Закончите предложение:
My Fair Lady is based on Pygmalion, a well known play by….
a) Mark Twain; b) William Shakespeare; c) Bernard Shaw; d) Jack London
3. Закончите предложение:
Cotton, wood, flax, etc., are all… .
a) soluble carbohydrates
b) concentrated foods
c) modified forms of cellulose
d) carbonaceous foods
4. Заполните пропуск в предложении:
The Oscars are awarded by the…Academy of Motion Picture Arts and
Science.:
a) Russian; b) English; c) American; d) Chinese
5. Заполните пропуск в предложении:
… may be further divided into nitrogenous and carbonaceous, according to their character.
a) crude fibre
b) concentrated food
c) coarse food
d) coarse fodder
6. Выберите правильный перевод ―sewage‖:
a) озеро; b) течение; с) сточные воды; d) ручей
7. Заполните пропуск в предложении:
If a food is fed to a pig, containing much… …, the fat laid down by the pig will be soft.
a) palmitic fat; b) stearic fat; c) oleic fat; d) fatty acids
8. Выберите правильный ответ:
Where did the Great Fire of London begin?
a) in Whitehall; b) in Pudding Lane; c) in Baker Street; d) in
Buckingham Palace
9. Закончите предложение:
The Russian Museum is located in the ….
a) Hermitage
b) Mikhailovsky Palace
c) Marble Palace
d) Mikhailovsky Castle
10. Выберите правильный ответ:
What street is the White House situated?
a) at Pennsylvania
b) in Oxford Street
c) in Wall Street
d) in Old Bailey
ТЕСТОВОЕ ЗАДАНИЕ № 21
1. Выберите правильный ответ:
What amino-acid is important for milk production?
a) cystine; b) arginine; c) lysine; d) methionine
2. Выберите правильный ответ:
What museum is located in Mikhailovsky Palace?
a) Museum of St. Petersburg history
b) Russian Museum
c) Anna Akhmatova Museum
d) Hermitage
3. Выберите правильный перевод «определять»:
a) to mention; b) to determine; c) to imply; d) to supply
4. Выберите правильный ответ:
What does the soluble carbohydrate include?
a) cellulose
b) monosaccharides
c) cotton
d) flax
5. Выберите правильный ответ:
What Cathedral is in Saint Petersburg?
a) St. Paul's Cathedral
b) St. Basil's Cathedral
c) St. Isaak's Cathedral
d) Christ Church
6. Определите, перед каким словом не нужен артикль The:
a) Coral Sea; b) Moscow; c) Azov Sea; d) Atlantic Ocean
7. Выберите нужную форму:
… Pete … any beer in the fridge?
a) Does Pete have
b) Do Pete has
c) Have Pete got
d) will Pete have
8. Заполните пропуск в предложении:
… is a waterproofing material.
a) lignin; b) cutin; c) pentosan; d) tryptophane
9. Заполните пропуск в предложении:
Crude fibre is a part of … .
a) protein; b) carbohydrate; c) ash; d) celulose
10. Выберите правильный ответ:
What is Walt Disney famous for?
a) melodramas; b) historical films; c) animated cartoons; d) love stories
ТЕСТОВОЕ ЗАДАНИЕ № 22
1. Выберите правильный ответ:
Who designed the Mikhailovsky Palace?
a) Christopher Wren; b) Karlo Rossi; c) James Hoban; d) Nash
2. Закончите предложение:
St. Petersburg was the capital of Russia … .
a) from 1703 till 1918
b) from 1712 till 1920
c) from 1712 till 1918
d) from 2000 till 2010
3. Укажите предложение, в котором необходим определенный артикль The:
a) … Wellington is the capital of New Zealand.
b) … United Kingdom is an island state.
c) … Ottawa is the capital of Canada.
d) …London is the capital of Great Britain.
4. Заполните пропуск в предложении:
Food which contains less than 15 to 20 % of fibre is classed as … .
a) coarse fodder; b) concentrated food; c) crude fibre; d) tasty food
5. Какое русское предложение соответствует английскому?
Alimentary tract and respiratory passages of man and animals always contain microorganisms.
a) Кишечный тракт и дыхательные пути человека и животных всегда содержат микроорганизмы.
b) Пищеварительный тракт человека и животных никогда не содержат микроорганизмы.
c) Пищеварительный тракт и дыхательные пути человека и животных всегда содержат микроорганизмы.
d) Желудочно-кишечный тракт человека содержит множество бактерий.
6. Выберите правильный перевод слова ―oxydation‖:
a) брожение; b) окисление; c) загрязнение; d) ощелачивание
7. Найдите синоним слова ―speed‖:
a) acceleration; b) velocity; c) completion; d) nutrition
8. Выберите правильный перевод слова ―dress circle‖:
a) партер; b) ложа; с) бельэтаж; d) балкон
9. Выберите правильный ответ:
What building in Red Square is the most beautiful masterpiece of Russian architecture?
a) The Kremlin; b) The Mausoleum; c) Department Store; d) St. Basil's Cathedral
10. Выберите правильный ответ:
What state does Washington belong to?
a) it belongs to Virginia
b) it doesn't belong to any state
c) it belong to Maryland
d) it belongs to California
ТЕСТОВОЕ ЗАДАНИЕ № 23
1. Выберите правильный ответ:
Which of these rivers flows in St. Petersburg?
a) The Moika; b) The Clyde; c) The Hudson; d) The Thames
2. Укажите предложение, в котором необходим определенный артикль:
a) … New Zealand consists of three large islands.
b) … Darling is the longest river in Australia.
c) … Siberia is covered with heavy forests.
d) …Canada is situated in the North America.
3. Заполните пропуск в предложении:
Foods which contains more than 20% of fibre is classed as … .
a) concentrated food; b) cellulose; c) coarse foods; d) tasty foods
4. Выберите правильный ответ:
What river is Washington situated on?
a) The Hudson River
b) The Mississippi
c) The Potomac River
d) The Thames
5. Выберите правильный ответ:
What city was the capital of our country up to 1918?
a) Moscow; b) St. Petersburg; c) Vladikavkaz; d) London
6. Закончите предложение:
One reason Washington looks different from other cities is … .
a) that all its buildings are skyscrapers.
b) that no building in the city may be more than 40 metres tall.
c) that all buildings have unusual architecture.
d) that all buildings are of the same architecture.
7. Выберите правильный перевод слова ―calf‖:
a) корова; b) лошадь; c) теленок d) свинья
8. Закончите предложение:
The first group includes viruses….
a) of complex structure
b) of simple structure
c) consisting of small elements
d) unusual structure
9. Выберите правильный ответ:
What does maize contain?
a) sulphur; b) phosphorus; c) iodine; d) nitrogen
10. Выберите правильный перевод слова ―herbage‖:
a) растения; b) деревья; c) травы; d) животные
ТЕСТОВОЕ ЗАДАНИЕ № 24
1. Выберите правильный ответ:
How is the mineral matter taken into the plant?
a) through the roots
b) through the leaves
c) through the flowers
d) through the fruits
2. Выберите правильный ответ:
What amino-acid is essential for the well-being of the animal?
a) lysine; b) tryptophane; c) cystine; d) histidine
3. Какое из пищевых веществ не склонно вырабатывать твердый жир?
a) cotton – cake; b) barley; c) rice – meal; d) flax
4. Выберите правильный перевод слова ―liver‖:
a) сердце; b) желудок; c) печень; d) легкие
5. Выберите правильный ответ:
Where is Little Odessa in New York situated?
a) in Chinatown
b) in Brighton Beach
c) in Harlem
d) Bronx
6. Найдите лишнее слово:
a) silent; b) sound; c) big; d) mute
7. Выберите предложение в пассивном залоге:
a) Mendeleyev described more than 60 elements.
b) The first Kodak camera was made by George Eastman in 1888.
c) Yuri Gagarin was the first man who flew into space.
d) D.I. Ivanovsky published an article on the representation of tobacco mosaic disese.
8. Заполните пропуск в предложении:
US Capitol is the most famous building in the USA, because this is where…are made.
a) the reports; b) the laws; c) the screen versions; d) music shows
9. Выберите правильный ответ:
What is the remarkable building of Nevsky Prospect?
a) St. Isaak's Cathedral
b) Kazan Cathedral with a colonnade
c) St. Nicolas Cathedral
d) St. Basil's Cathedral
10. Закончите предложение:
… … is the official residence of the Queen.
a) Westminster Abbey
b) St. James's Palace
c) Buckingham Palace
d) White House
ТЕСТОВОЕ ЗАДАНИЕ № 25
1. Выберите правильный перевод слова ―starch‖:
a) мука
b) крахмал
c) порошок
d) концентрированный корм
2. Какое из пищевых веществ не склонно вырабатывать мягкий жир?
a) linseed cake; b) maize; c) coconut cake; b) flax
3. Найдите лишнее слово:
a) coloured film; b) documentary; c) picture; d) mute film
4. Выберите нужную форму:
A photograph… …by Thomas Edison in 1877.
a) invented
b) was invented
c) has been invented
d) will be invented
5. Выберите правильный ответ:
What building can we see in Nevsky Prospect?
a) Winter Palace
b) Admiralty
c) Mikhailovsky Palace
d) St. Basil's Cathedral
6. Выберите из следующих предложений правильное:
a) Foods affect the milk of cows.
b) Foods affect the butter fat of cows.
c) Foods don't affect the butter fat of cows.
d) Foods affect the beauty of cows.
7. Выберите правильный ответ:
What temperature is required to destroy bacteria?
a) moderate temperature
b) low temperature
c) high temperature
d) regulated temperature
8. Выберите правильный ответ:
What foodstuff is such valuable adjunct to a ration for animals?
a) cabbage; b) fish – meals; c) grass; d) carrots
9. Выберите правильный перевод слова ―dust
‖:
a) песок; b) пыль; c) порошок; d) пудра
10. Выберите правильный ответ:
Which part of London is heavily industrialized?
a) The City; b) The East End; c) The West End; d) Westminster Abbey
ТЕСТОВОЕ ЗАДАНИЕ № 26
1. Найдите лишнее слово:
a) newsreel; b) mute film; c) light; d) western
2. Укажите предложение в страдательном залоге:
a) The South Pole was conquered by expeditions in 1911.
b) The Write brothers invented and built the first aeroplane in 1903.
c) John Logie Baird invented television in 1926.
d) Columbus discovered America in the 15 th century.
3. Закончите предложение:
Steven Spilberg ia a famous….
a) film star; b) film director; c) screenwriter; d) scientist
4. Выберите правильный ответ:
What ensemble can we see in Nevsky Prospect?
a) Palace Square
b) Alexander Nevsky Lavra
c) Marble Palace
d) Winter Palace
5. Выберите из следующих предложений правильное:
a) Bacteria are absent in nature.
b) Bacteria are found in the soil, air, water, foods.
c) Bacteria are usually found adhering to particles of dust.
d) Bacteria are found in boiling water.
6. Выберите правильный перевод ―wind current‖:
a) поток воды; b) поток воздуха; c) поток ветра; d) водопад
7. Укажите предложение, в котором есть ответ на вопрос: «Причиной чего являются пищевые вещества?»:
a) Foodstuffs are rarely free from living organisms.
b) Sometimes foods are the cause of certain types of intoxications and disease
processes due to the presence of pathogenic organisms.
c) Frequently undesirable organisms are found in foods and bring about abnormal changes.
d) Under some conditions disease organisms may be present in food.
8. Выберите правильный перевод ―staggering gait‖:
a) шаткая походка
b) замедленный рост
c) куриная слепота
d) уксуная кислота
9. Выберите правильный ответ:
Where is Covent Garden?
a) in New York; b) in Paris; c) in London; d) in Moscow
10. Выберите правильный ответ:
When was Great Fire of London?
a) in 1665; b) in 1666; c) in 1660; d) in 2010
ТЕСТОВОЕ ЗАДАНИЕ № 27
1. Найдите лишнее слово:
a) feature film; b) historical epic; c) dynamic; d) horror film
2. Выберите правильный вариант:
A steam engine…by James Watt in 1765.
a) was created
b) has been created
c) had been created
d) wil be created
3. Заполните пропуск в предложении:
―Columbia Pictures‖ is a…film production company.
a) Russian; b) US; c) Britain; d) Chinese
4. Выберите правильный ответ:
Where is Kazan Cathedral situated?
a) in Sadovaya Street
b) in Nevsky Prospect
c) in Ligovsky Prospect
d) in Liteiny Prospect
5. Выберите правильный перевод слова ―acid‖:
a) щелочь; b) кислота; c) раствор; d) оксид
6. Выберите правильный перевод слова «вещество»:
a) agent; b) substance; c) ferment; d) corpuscle
7. Какому тексту соответствует следующее предложение:
Maize, therefore, by itself is not a complete food for animals.
a) fats or oils
b) proteins
c) mineral matter or ash
it.
d) photosynthesis
8. Выберите правильный ответ:
Who is the author of the book ―Pygmalion‖?
a) William Shakespeare
b) Bernard Shaw
c) Daniel Defoe
d) Jack London
9. Выберите правильное предложение:
a) The Dutch founded their colony and gave it the name New York.
b) The name New York was given to the city when the Duke of York seized
c) The Duke of York was the national hero of the Dutch.
d) The Dutch founded their colony and gave it the name New World.
10. Выберите правильный перевод слова ―moisture‖:
a) плесень; b) влага; c) сырость; d) аромат
ТЕСТОВОЕ ЗАДАНИЕ № 28
1. Заполните пропуск в предложении:
The first…―Gone With The Wind‖ was shot in 1939.
a) mute film; b) colour film; c) documentary; d) thriller
2. Выберите правильный ответ:
Where are monuments to Kutuzov and Barklay de Tolly situated?
a) in front of the Alexander Nevsky Lavra
b) in front of Kazan Cathedral
c) in front of Mikhailovsky Castle
d) in Red Square
3. Выберите правильный ответ:
Where is Metropolitan Opera House?
a) in London; b) in Paris; c) in New York; d) in Moscow
4. Выберите правильный перевод слова ―solution‖:
a) кислота; b) раствор; c) щелочь; d) соединение
5. Выберите правильное предложение:
a) New York is situated at the mouth of the deep Thames River and is famous as the ―floor‖ of the USA.
b) There are no rivers near to where New York is situated.
c) New York is situated on the left bank of the deep Hudson River.
d) New York is situated high in the mountains.
6. Выберите правильный ответ:
What is the nickname of New York City?
a) ―Big Orange‖; b) ―Big Apple‖; c) ―Big Plum‖; d) ―Big Peach‖
7. Выберите правильный перевод слова ―to decrease‖:
a) уменьшать; b) увеличивать; с) ускорять; d) убыстрять
8. Выберите правильное предложение:
a) Buckingham Palace is an artistic museum.
b) Buckingham Palace is the official residence of the Queen.
c) Buckingham Palace is the official residence of the Prime Minister.
d) Buchingham Palace is a famouse hotel.
9. Выберите правильный ответ:
What is the Tower of London now?
a) a museum
b) the official residence of the Queen
c) a prison
d) a library
10. Выберите правильный ответ:
What is the name of the financial centre of the USA?
a) The City
b) Wall Street
c) Empire State Building
d) Madison Square Garden Centre
ТЕСТОВОЕ ЗАДАНИЕ № 29
1. Закончите предложение:
Hollywood is the home of the world famous….
a) companies; b) film studios; c) banks; d) museums
2. Выберите правильный ответ:
Which of the following rivers flows in St. Petersburg?
a) The Fontanka; b) The Severn; c) The Potomac River; d) The Terek River
3. Выберите правильный перевод слова ―bone – meals‖:
a) рисовая мука
b) костяная мука
с) кукурузная мука
d) рыбная мука
4. Выберите правильный перевод слова ―lipid
‖:
a) белок; b) жир; с) углевод; d) лимфа
5. Выберите правильное предложение:
a) The Congress consists of two Houses: the House of Representatives and the House of Lords.
b) There is only one House in the Congress.
c) The House of Representatives and the Senate are the two parts of the American Congress.
d) The Congress consists of two Houses: the House of Lords and the House of
Commons.
6. Выберите правильное предложение:
a) New York is the capital of the United States, it is the biggest and the most
important city in the USA.
b) Though New York is the biggest and the most important city in the USA, it is
not the capital of the country.
c) We can't say that New York is the biggest and the most important city in the USA.
d) New York is the centre of film industry.
7. Выберите правильный перевод слова ―stream‖:
a) пруд; b) озеро; с) течение; d) водопад
8. Выберите правильный перевод слова ―to pollute‖:
a) очищать; b) загрязнять; с) разрушать; d) утилизировать
9. Выберите правильный ответ:
Who is the author of ―Othello‖?
a) Robert Burns
b) William Shakespeare
c) Charles Dickens
d) Choser
10. Выберите правильный ответ:
Where is the residence of the Prime Minister?
a) in Fleet Street
b) in 10 Downing Street
c) in Whitehall
d) in Buckingham Palace
ТЕСТОВОЕ ЗАДАНИЕ № 30
1. Закончите предложение:
St. Petersburg was founded in….
a) 1713; b) 1703; c) 1702; d) 2001
2. Выберите правильный ответ:
What cathedral can you see in Red Square?
a) St. Paul's Cathedral
b) St. Isaac's Cathedral
c) St. Basil's Cathedral
d) Salisbury Cathedral
3. Найдите лишнее слово:
a) potassium; b) protoplasm; c) iron; d) sulphur
4. Выберите правильный ответ:
What was the first name of New York?
a) New London; b) New Amsterdam; c) New Jersey; d) New
Washington
5. Какую форму глагола следует употребить в предложении:
Where does your mother…?
a) work; b) worked; c) works; d) will work
6. Определите правильный перевод слова ―precursor‖:
a) витамин
b) провитамин
с) биологическая активность
d) пробиотик
7. Какое английское предложение соответствует русскому предложению:
Пищу богатую витаминами надо давать в маленьких количествах.
a) Food that is rich in the vitamin need be given in small amounts.
b) Food that lacks the vitamin need be given in small amounts.
c) Food that is rich in the vitamin need be given in big amounts.
d) Food that is rich in the vitamin shouldn't be given to animals.
8. Выберите правильный перевод подчеркнутых слов:
The main signs are failure to thrive, night blindness and later total blindness due to damage to the optic nerves.
a) паралич
b) куриная слепота
с) повреждение
d) зрительный нерв
9. Какую форму глагола to have следует употребить в предложении:
You…written the test – paper.
a) to have; b) has; c) have; d) will have
10. Выберите правильную форму:
When we came to the station the train…already….
a) has left; b) had left; c) will left; d) will be left
КЛЮЧ К ТЕСТОВЫМ ЗАДАНИЯМ ПО СПЕЦИАЛЬНОСТИ «БИОТЕХНОЛОГИЯ И СТАНДАРТИЗАЦИЯ» (АНГЛИЙСКИЙ ЯЗЫК)
| ЗАДА НИЕ ТЕСТ | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 1 0 |
|---|---|---|---|---|---|---|---|---|---|---|
| № 1 | | | | | | | | | | |
| № 2 | | | | | | | | | | |
| № 3 | | | | | | | | | | |
| № 4 | | | | | | | | | | |
| № 5 | | | | | | | | | | |
| № 6 | | | | | | | | | | |
| № 7 | | | | | | | | | | |
| № 8 | | | | | | | | | | |
| № 9 | | | | | | | | | | |
| № 10 | | | | | | | | | | |
| № 11 | | | | | | | | | | |
| № 12 | | | | | | | | | | |
| № 13 | | | | | | | | | | |
| № 14 | | | | | | | | | | |
| № 15 | | | | | | | | | | |
| № 16 | | | | | | | | | | |
| № 17 | | | | | | | | | | |
| № 18 | | | | | | | | | | |
| № 19 | | | | | | | | | | |
| № 20 | | | | | | | | | | |
| № 21 | | | | | | | | | | |
| № 22 | | | | | | | | | | |
| № 23 | | | | | | | | | | |
| № 24 | | | | | | | | | | |
| № 25 | | | | | | | | | | |
| № 26 | | | | | | | | | | |
| № 27 | | | | | | | | | | |
| № 28 | | | | | | | | | | |
| № 29 | | | | | | | | | | |
| № 30 | | | | | | | | | | |
Критерии оценки:
- оценка «отлично» выставляется студенту, если он правильно выполнил 10 заданий из 10;
- оценка «хорошо» выставляется студенту, если он правильно выполнил 8 заданий из 10;
- оценка «удовлетворительно» выставляется студенту, если он правильно выполнил 6 заданий из 10;
- оценка «неудовлетворительно» выставляется студенту, если он правильно выполнил менее 50% заданий;
Федеральное государственное бюджетное образовательное учреждение высшего образования «Горский государственный аграрный университет»
Дополнительные экзаменационные тексты Alfred Nobel — a man of contrasts
Alfred Nobel, the great Swedish inventor and industrialist, was a man of many contrasts. He was the son of a bankrupt, but became a millionaire, a scientist who cared for literature, an industrialist who managed to remain an idealist. He made a fortune but lived a simple life, and although cheerful in company he was often sad when remained alone. A lover of mankind, he never had a wife or family to love him; a patriotic son of his native land, he died alone in a foreign country. He invented a new explosive, dynamite, to improve the peacetime industries of mining and road building, but saw it used as a weapon of war to kill and injure people. During his useful life he often felt he was useless. World-famous for his works, he was never personally well-known, for while he lived he avoided publicity. He never expected any reward for what he had done. He once said that he did not see that he had deserved any fame and that he had no taste for it. However, since his death, his name has brought fame and glory to others.
He was born in Stockholm on October 21, 1833 but moved to Russia with his parents in 1842, where his father, Emmanuel, made a strong position for himself in the engineering industry. Emmanuel Nobel invented the landmine and got plenty of money for it from government orders during the Crimean War, but then, quite suddenly went bankrupt. Most of the family went back to Sweden in 1859. Four years later Alfred returned there too, beginning his own study of explosives in his father's laboratory. It so occurred that he had never been to school or University but had studied privately and by the time he was twenty was a skilful chemist and excellent linguist having mastered Swedish, Russian, German, French and English. Like his father, Alfred Nobel was imaginative and inventive, but he had better luck in business and showed more financial sense. He was quick to see industrial openings for his scientific inventions and built up over 80 companies in 20 different countries. Indeed his greatness lay in his outstanding ability to combine the qualities of an original scientist with those of a forward-looking industrialist.
But Nobel was never really concerned about making money or even making scientific discoveries. Seldom happy, he was always searching for a meaning to life, and from his youth bad taken a serious interest in literature and philosophy. Probably because he could not find ordinary human love - he never married - he began to care deeply about the whole mankind. He took every, opportunity to help the poor: he used to say that he would rather take care of the stomachs of the living man the glory of the dead in the form of stone memorials. His greatest wish, however, was to see an end to wars, and thus peace between nations; and he spent much time and money working for the cause until his death in Italy in 1896. His famous will, in which he left money to provide prizes for outstanding work in physics, chemistry, physiology, medicine, economics, literature and promotion of world peace is a memorial to his interests and ideals. And so the man who often believed that he was useless and had done little to justify his life is remembered and respected long after his death. Nobel's ideals which he expressed long before the threat of nuclear war have become the ideals of all progressive people of the world.
According to Nobel's will the capital was to be safely invested to form л fund. The interest on this fund is to be distributed annually in the form of prizes to those who, during the previous year did work of the greatest use to mankind within the field of physics, chemistry, physiology or medicine, economics, literature and to the person who has done the most lot brotherhood between nations, for the abolition or reduction of permanent armies and for the organization and encouragement of peace conferences.
In his will Nobel wrote that it was his firm wish that in choosing the pi i/c winner no consideration should be given to the nationality of the candidates, but that the most worthy should receive the prize, whether he i .i Scandinavian or not. This will was written in Paris, on November 27,
1895.
Since Nobel's death many outstanding scientists, writers and public I inures from different countries have become Nobel Prize winners.
Statue of Liberty
The Statue of Liberty National Monument officially celebrated he 100th birthday on October 28, 1986. The people of France gave the Statue to the people of the United States one hundred and seventeen years ago in recognition of the friendship established during the American Revolution.
Over the years, the Statue of Liberty has grown to include freedom and democracy as well as this international friendship. The sculptor Frederic Auguste Bartholdi was commissioned to design a sculpture to commemorate the centennial of the American Declaration d Independence.
The Statue was a joint effort between America and France and it was agreed upon that the American people were to build the pedestal, and the French people were responsible for the Statue and its assembly in the United States. However, lack of funds was a problem on both sides of the Atlantic Ocean. In France, public fees, various forms of entertainment and a lottery were among the methods used to raise funds. In the United States, benefit theatrical events, exhibitions, auctions assisted in providing needed funds. Meanwhile in France, Bartholdi required the assistance of an engineer to design such a colossal copper sculpture. Alexander Gustav Eiffel (designer of the Eiffel Tower) was commissioned to design the massive iron pylon and secondary skeletal framework. Back in America, fund raising for the pedestal was going particularly slowly, so Joseph Pulitzer (noted for the Pulitzer Prize) opened up the editorial pages of hi newspaper, «The World» to support the fund raising effort. Pulitzer use his newspaper to criticize both the rich who had failed to finance the creation of pedestal construction and the middle class who were content to rely upon the wealthy to provide the funds. Pulitzer's campaign of harsh criticism was successful. They got the money. The Statue was placed upon a granite pedestal inside the courtyard of the star-shaped walls of Fort Wood (which had been completed for the War of 1812.) The United States had responsibility for the operation of the Statue of Liberty. After 1901, the care and operation of the Statue was placed under the War Department. A Presidential Proclamation declared Fort Wood (and the Statue of Liberty within it) a National Monument on October 15th, 1924. In 1933, the care and administration works of the National Monument were transferred to the National Park Service. On September 7, 1937 jurisdiction of this Service was enlarged to encompass all of Bedloe's Island and in 1956, the island's name was changed to Liberty Island.
Sports in Great Britain
The British have always been a nation of sport lovers and interest in all types of sport is as great today as it has ever been. Many sports which nowadays are played all over the world grew up to their present-day form in Britain. Football is perhaps the best example, but among the others are horse-racing, golf, lawn tennis and rowing.
Many people, both foreigners and British, consider cricket to be the most typically English of sports. It is true that cricket, unlike football, has until recently remained a specifically British game, played only in Britain, in some parts of the British Commonwealth and in Denmark. But it would be wrong to say that cricket is the most popular British sport: that is, undoubtedly, football. Nevertheless, it remains true that for most Englishmen the sight of white-flannelled cricketers on the smooth green turf of a cricket pitch represents something that is traditionally English.
Cricket and football, however, are merely the two most popular sports in Britain: there are many others. In the summer, lawn tennis probably comes next in importance to cricket. There are clubs in every town and in all the parks there are public courts where tennis may be played for an hour on payment of about one pound. Swimming is very popular and there are many public swimming baths. Rowing and canoeing are practiced less because there are not so many facilities. The annual Boat Race between Oxford and Cambridge universities on the river Thames is, however, one of the most popular sporting events of the year. Golf is becoming increasingly popular and many clubs have to turn prospective members away. Athletics is growing all the time.
The most popular winter sport, after football (or «soccer» as it is colloquially I called) is rugby football (or «rugger») which remains a largely amateur game. Winter sports such as skiing are generally impossible in Britain (except in Scotland) owing to the unsuitable climate, but more and more people spend winter holidays on the Continent in order to take part in them.
One reason for the great interest in sport in Britain is the Englishman's fondness for a little «flutter» (a slang expression for a bet or gamble) Gambling has always been an integral part of such sports as horse-racing and dog-racing and, in recent times, doing the «football pools» has become a national pastime. But whether as gambler, spectator or player, most Englishmen have some interest in at least some sports.
78
From the history of the Olympic Games
―We will take part in Olympic Games In fair competition for the honour of Our country and for glory of sport‖.
Long ago ancient Greeks often waged wars. Small states suffered and lost much even if they did not take any side in the war. The ruler of such a small state, Elis, wanted to live in peace with all neighbours. He was a good diplomat because his negotiations were successful and Elis was recognized a neutral state. To celebrate this achievement, he organized athletic games.
In the beginning this feast lasted one day, but later a whole month was devoted to it. All wars and feuds were stopped by special heralds who rode in all directions of Greece.
The games were held every four years in Olympia on the territory of Elis. The first games which later were called the Olympic Games were held about a thousand years before our era.
Usually the Olympic Games began before the middle of the summer. Best athletes arrived from many Greek states to Olympia to compete in running, long jumps, throwing of discus and javelin and wrestling. In the course of time first boxing and chariot races were also included in the Games. All athletes took an oath to compete honestly and keep the rules of the sacred Olympics. The athletes took part in all kinds of competitions. Winners were called «olympionics», they were awarded olive wreaths and cups of olive oil. This tradition has survived. In our time sportsmen often get cups and wreaths for the first place in sports competitions.
Only men could take part in the Olympic Games. Women were not allowed even to watch the competitions at the stadium under the fear of death penalty.
The Olympic Games had been held for about eleven hundred years, until the emperor Theodosius banned them for religious reasons in 394 A. D.
The revival of the Olympic Games began in 1892, when a young French teacher Pierre de Coubertin made a speech before the Union of French sports clubs in Paris. Pierre de Coubertin understood the importance of sports which unified peoples of the world and was the cause of peace in ancient time.
On the 23rd of June 1894 the International Congress of the amateur sportsmen made an important decision: to revive the Olympic Games and to establish the International Olympic Committee which would be responsible for the administration of the modern Olympic Games. The first Committee consisted of 12 members. Now 82 members of the International Olympic Committee control the affairs of all member countries joined the Olympic movement.
THE ENVIRONMENT
Within a biological context, the term "environment" is used to mean the sum total of external factors to which a living system is exposed, including both the biotic (living) and the abiotic (non-living) influences. In thinking about an ecological environment we have to consider the physical features, the chemical characteristics and any biological interactions.
Thus, in taking stock of an environment from the physical standpoint, we have to consider the topography, the basic medium of which it is made (for example salt water, freshwater, soil type) and also the latitude, altitude and aspect relative to the sun. From the chemical standpoint we have to consider the available elements and the systems which ensure their continued availability. These systems are the biogeochemical cycles of raw materials, particularly water, carbon, nitrogen, sulphur and phosphorus. Thirdly, we have to consider the biological interactions, that is the effects that organisms have on each other and how animals and plants influence the survival of their own and other species. Lastly, the flow of energy into, through and out of the area has to be taken into account and this involves physical, chemical and biological aspects.
Consideration of these features does not, however, answer all ecological questions. Environments are not static but change over time. Organisms, by their activities, bring about changes in both the biotic and abiotic aspects of the environment. In this context, man is probably the most important organism, as his activities cause both rapid and radical changes. Another major problem is that of delimiting an environment. Where does a particular environment start and stop? Even in apparently straightforward situations, the demarcation of boundaries is complex. A pond seems to be a well-defined environment and the field surrounding it to be another, but between the two there is a region where the conditions are not the same as in the field or in the pond. Does this area constitute a different environment or in fact several environments grading into one another? This question is very difficult to answer and in most cases an environment cannot be accurately delimited.
The total number of environments on this planet constitute the ecosphere. Within the ecosphere there are thousands of ecosystems. Ecosystems occupy habitats and consist of communities of organisms which in turn are made up of populations of individual species which occupy particular niches. Each of these terms constitutes an important ecological concept.
CARL LINNAEUS AND HIS CLASSIFICATION OF THE NATURAL WORLD
Carl Linnaeus was the 18 th century Swedish scientist who revolutionised the system of classification of plants and who provided the basis for our modern method of scientific nomenclature.
In 1735 Carl Linnaeus published the first edition of his Systerna naturae or compendium and classification of the natural world and in it he included his "sexual system" for the classification of plants, by which the flowering plants were divided into classes and orders according to the number of the male organs (stamens) and the female organs (pistils); the Cryptogamia were considered plants without flowers. The scheme was illustrated by perhaps the greatest of the early 18 th century botanical artists, George Dionysius Ehret, a German who later settled in England. Ehret championed the Linnaean method of classification in England, sometimes against strong opposition, but over the next 80 years it gradually became the most widely used system in botanical works, until superseded by the work of the great 19 th century botanists.
Carl Linnaeus was the founder of our modern method of giving plants and animals a binomial or two-word scientific name, the first word signifying the genus and the second word distinguishing the species. Since no species of animal or plant should have two or more different names, the correct name is as a rule taken to be the name that was first proposed. For convenience, the works of Linnaeus are the inter nationally agreed base-line for this. For zoology, the base line is the tenth edition of Linnaeus's Systema naturae of 1758. It was the enlarged twelfth edition of the Systema that was taken by the naturalists on Captain Cook's voyages, enabling them to find the approximate place in the system for the many new species they discovered. The starting point for botanical nomenclature is Linnaeus's Species plant arum, published in 1753, although there are some more recent baselines for fossil plants, fungi, mosses, and a few other groups.
In biological classification the main unit is the species. Related species are then grouped together into genera, the genera into families, the families into orders, the orders into classes, the classes into phyla, and the phyla into kingdoms. This hierarchy of groups makes the handling of more than a million species easier when information has to be summarized and it is also a means of expressing the relationships of organisms.
THE ECOSPHERE
The ecosphere has been defined by Boughey as that portion of the earth which includes the biosphere and all the ecological factors which operate on the living organisms it contains.
THE BIOSPHERE
The biosphere is the total living material on the Earth, which is limited in total quantity but is capable of infinite internal variety. Also, it is in a state of dynamic equilibrium with the abiotic factors and this totality of the living matter and the physical world in which it exists forms the ecosphere. The ecosphere is not a constant either at any one time or over a period of time. The study of change in the ecosphere over time is the realm of evolution while consideration of variations at a given time leads naturally to the examination of the constituent parts of the ecosphere, that is of the ecosystems.
ECOSYSTEMS
The term "ecosystem" was first used by Sir Arthur Tansley, Professor of Botany at Oxford University, in 1935 and is formed from the words "ecology" and "system". "Ecology", as other similar words such as "economy", comes from the Greek root "oikos" meaning a household and is defined in a dictionary as "that branch of biology which deals with organisms' relationships to one another and to their surroundings". The word "system" means an orderly working totality or a complex whole. Thus, an ecosystem is a complex, self- perpetuating assembly of organisms taken together with their inorganic environment. As Tansley pointed out, the organisms react with each other and with the various elements of the physical environment. All the constituents, both bio tic and abiotic, influence each other and if any one organism is removed or the quantity or quality of any physical element is changed then the whole ecosystem is altered.
An ecosystem is defined as an area where inputs and outputs can be measured across its boundaries but beyond this the delineation becomes vague. A beech tree with its associated animal and plant life on the bark, in the canopy and in the rhizosphere around the roots could be considered to be an ecosystem, but as the canopies and rhizospheres of trees tend to overlap it would be difficult to define boundaries. A whole beechwood could also be considered as one ecosystem, but again there may be difficulties in defining boundaries where it merges into other areas of vegetation. Usually, therefore, the term ecosystem is used for a clearly defined area with a distinctive flora and fauna, even if this overlaps with other ecosystems at its edges. Thus, for example, a beechwood, a saltmarsh, a pond, a river and a hedgerow may all be defined as separate ecosystems.
Man is an important part of the biosphere, a fact which he tends to forget. Man's influence now is enormous and unfortunately it is often detrimental, largely as a result of his greatly increased population and materialistic way of life. As a result of man's activities, both organic and inorganic materials are removed from ecosystems and natural recycling is prevented.
As well as removing substances from ecosystems, man also adds to them. He adds large quantities of nutrients in the form of fertilizers and rich organic wastes such as sewage or effluent from factories processing organic materials. He may also add substances which would not occur naturally and which are in many ways detrimental. This is particularly so in the сазе of heavy metals from industrial processes and certain organic compounds which are used as pesticides or which are wastes from "civilised" human activities. Many of these compounds, such as polythene, are biostable. That is to say they are not easily broken down by bacteria. Apple cores and orange peel on the other hand, which rot away easily, are termed biodegradable.
Ecosystems are dynamic, not static, entities and as such are subject to change. Some of these changes are of a seasonal or cyclic nature whilst others are evolutionary and non-recurring. They may be due to man's activities but many, including both the devastating effects of fire, flood or earthquake and the gentler seasonal changes, are not caused by human influence.
HABITATS
Habitats are the geographical areas which are occupied by ecosystems. A habitat is a physical entity and it comprises the sum total of the abiotic factors to which a species or a group of species is exposed. The totality of a pond, the abiotic plus the biotic factors, forms an ecosystem. The abiotic part, i. e. the substratum and the water it contains, form the habitat for that ecosystem.
Some animals and plants are very specific as to their habitat, for example, calcicolous plants such as the grass dog's tail (Cynasurus cristatus) will only grow on soils containing calcium salts whilst Rhodadendron species will not grow on such soils. Some freshwater animals such as mayfly nymphs will only live in water with high oxygen content whilst others such as Chironomus larvae survive well in water almost devoid of oxygen. On the other hand, some species are very tolerant and will live in a wide variety of habitats. For example, perennial ryegrass or couch will grow in most temperature soils and earthworms will survive in almost any soil where they can form burrows. Although most species have evolved to live in specific habitats, some animals are extremely adoptable and can very quickly learn to live successfully in new habitats. Examples of these are rats which have adapted to live in sewers, langurs occupying ruined Indian temples or human fleas living in clothes.
The term "habitat" is usually used to mean a relatively large and well-defined area such as a garden seashore or meadow. However, such an area is not constant in its physical features and so may be sub-divided into parts which differ in their properties; these smaller areas with different characteristics form the general broad features of the whole habitat are known as microhabitats. Thus in a pond, for example, the water surface, the mud on the bottom, the spaces in a mat of blanketweed and those between the overlapping leaf bases of yellow flag are all different microhabitats within the pond habitat.
COMMUNITIES
A community is the total number of plant and animal populations living in a habitat. Certain sets of species tend to occur together, usually with one or a few species being dominant. Thus we can sometimes name communities after the dominant species present, for example, a Salicorrtia marsh community or a beechwood community.
Within a community, restraints are imposed on one member population by another and also by the habitat itself, so that no one population, not even that of the dominant species, displaces all the others. Communities pass through a life cycle, coming into existence when pioneer species occupy a barren area such as a mud flat or a sand dune. These species modify the environment so that other species can invade and survive, thus one species is succeeded by another until final colonization by the dominant species occurs, which replaces itself rather than by being replaced by other species. This is the climax community. Generally speaking, the older and more mature the community, the more diverse will be the population of both plants and animals.
NICHES
A community consists of a number of populations within a given habitat. Each species population occupies a certain very specific part of the habitat and within this it performs certain functions. The habitat plus the function forms the niche of the species. The concept of a niche thus includes factors such as tolerance ranges from abiotic variables, the food relations of the species and also its predators. Every population has an ecological niche but no two species can occupy the same niche within a given community on a permanent basis. If two species have identical niches they will be in direct competition and one will eliminate the other; for different species to survive in one community there must be some differences in their niches. This has been shown many times with many different organisms. The classic experiment was performed by G. F. Gause in 1934 with species of Paramecium. When P. caudatum and P. aurelia were cultured together, the former was eliminated. This was because the two species occupied the same niche but P. aurelia bred faster and so became dominant. When P. caudatum and P. bursaria were cultured together, both survived, because although they used the same food resource they had different space requirements and thus were not occupying the same niche. Although the idea was not original and Gause did not wish to take credit for it, the concept that two species with an identical ecological niche cannot occupy the same environment became known as "Gause's principle".
There are many instances of related species evolving to occupy different niches and thus all surviving in a limited habitat. An example of this is the honeycreepers (family Drepaniidae) in Hawaii. A small population was introduced into the islands by chance and as there was no competition they exploited a variety of food sources, underwent adaptive radiation and now have evolved to occupy different niches- Modern types of honeycreeper include honey eaters, seed eaters, barkcreepers and woodpecker-like birds.
EASTER ISLAND: A TERRIBLE WARNING
The people of Easter Island crossed the ocean to create a peaceful and prosperous 1,000-year civilization. But then their culture collapsed into war and mass starvation. It's a lesson we have to learn from.
The most isolated piece of inhabited land on the planet is in the South Pacific, 3,765 kilometres west of South America and 2,253 kilometres south-east of the nearest island. Easter Island is famous for its astonishing Stone Age culture — hundreds of enormous stone statues, many of them standing on massive stone platforms. However, the story of the island is also a warning to us all.
The civilization that produced these amazing constructions has now nearly died out. Today, Easter Island is a 166-square-kilometre museum to that civilization. Most researchers believe that the first colonists arrived in the first centuries AD and that Easter Island's stone structures were well developed by the 7 th century. The archeological record suggests a single unbroken culture, so there was probably just one major arrival of people by canoe. But once settled on the island, the colonists were trapped — it became their whole world.
Over its three million years of existence before humans came along, Easter Island had developed a balanced ecosystem. This natural balance was disturbed by the arrival of voyagers, probably a few dozen Polynesians. During this early period, the islanders built simple types of platform, with small statues either on or in front of them.
The second period of the island's history, from about AD 1,000 to 1,500, was its golden age. As they became more prosperous, the people devoted great energy to building bigger and better ceremonial platforms and hundreds of large statues. As the population grew, probably reaching between 10,000 and 20,000 in about 1,500, the need for land increased. There is also evidence of a serious decline of the forest.
The third and final period saw the tragic collapse of the earlier way of life. The causes of the island's change and decline were complex, but mainly due to one thing — the destruction of large-numbers of trees. Starting at least 1,200 years ago, this meant that there were almost no large trees left by the time the Europeans came in the 18 th century.
Without these trees, statues could no longer be moved and nor could oceangoing canoes be built. So the population was cut off from the important protein supply of deep-sea fish. Deforestation also caused massive soil erosion, which damaged the island's potential for growing crops.
It is impossible to know exactly what happened on Easter Island as there are no records. What is certain is that the civilization collapsed because of population growth, together with the decline in food and the great expense of effort on wasteful activities (platform building, statue carving and transportation). Starvation led to raiding and violence — perhaps even to cannibalism.
By 1722, when the first Europeans arrived, it was all over. At that time the population was reduced to about 2,000, living in poverty in the ruins of their former culture. The Easter Island story provides a model for disaster. The parallel between the ecological disaster on Easter Island (isolated in the Pacific) and that is happening elsewhere on planet Earth (isolated in space) is far too close for comfort.
NATIONAL PARKS (US ENVIRONMENTAL PROTECTION AGENCY)
Approximately 30 per cent of the nation's land is owned by the public. In the 11 contiguous states west of the 100 th meridian, approximately 50 per cent is owned by the federal government, including 80 per cent of Nevada. About two- thirds of the land in Alaska is owned by the federal government. Although most of these public lands are owned by the federal government, many states also have large parks and state forests; and most coastal wetlands below mean high water are owned by the state.
The nation's publicly owned lands are put to a variety of uses. About 80 million acres are managed by the Park Service for the "enjoyment of future generations." Over 95 million acres, much of which is in Alaska, is part of the Wilderness Preservation System of roadless areas that Congress directed should remain "untrammeled by man". Another 84 million acres are part of the Fish and Wildlife Service's National Refuge system. About 200 million acres is part of the National Forest system, and the Bureau of Land Management holds approximately 260 million acres. Commercial grazing is an important use on 100 million acres of National Forest land and 160 million acres managed by the Bureau of Land Management.
The diversity of National Parks and other public lands mirrors the diversity of the nation from which these lands are drawn. As a result, global warming will have the same types of impacts on these lands as occur in areas that are not owned by the government. Sea level rise will tend to erode and inundate the beaches of the National Seashores and the wetlands of various National Wildlife Refuges and National Parks in coastal areas. Regional climate change combined with the fertilizing effect of 2°C in the atmosphere will have the same effect on forests within National Parks and National Forests as occur in other forests. The intensification of evaporation and precipitation will tend to increase the frequency during which Wild and Scenic Rivers experience either extreme floods or extremely low flows of water.
Nevertheless, the impacts of climate change on public lands differ from the implications elsewhere in two fundamental respects. First, they are often unique. Yellowstone, Yosemite, Everglades, and many other National Parks were created because previous generations reached a national consensus that it was important to preserve these unusual areas in their natural state forever. Blackwater, Edmund Forsythe, Audubon, and other National Wildlife Refuges were respective regions, but today these refuges provide unique habit within their regions because the surrounding areas have been subjected to agricultural and urban development. EPA, in cooperation the National Park Service, has prepared a series of case studies on the potential impacts of climate change on selected national parks and other wildlands in the western mountains and plains, the Great Lakes region, the Chesapeake Bay, and South Florida.
Second, the importance and public ownership of these areas may present unique opportunities for ensuring their survival as climate changes. As temperatures warm, the natural northward migration of many ecosystems may be blocked by highways and urban development; and many scientific studies have concluded that terrestrial species will require the creation of special migration corridors. Because the federal government often owns much of the land surrounding western National Parks, Refuges, and Wilderness areas, it may be possible to create such corridors without interfering with private uses of land. In coastal areas, many states will find it difficult to enact the land-use planning necessary to ensure the landward migration of coastal ecosystems as sea level rises; but the unique legal status and greater financial power of federal land managers may enable landward migration of National Wildlife Refuges.
Finally, many decision makers have difficulty addressing long-term issues like global warming. Many land use planners and other environmental managers, for example, feel that they can not justify acting today simply to save an ecosystem that would otherwise be eliminated one hundred years hence. That perspective, however, is less applicable to federal protected areas. The reason that the National Park System was created in the first place was that the President and Congress decided that the Nation's policy would be that some unique natural areas would remain pristine for all succeeding generations. Thus, in the case of National Parks and other protected areas, plans to ensure their continued viability as the earth warms are simply continuations of a policy that has been in force since the Presidency of Theodore Roosevelt.
DISAPPEARING WORLD
The destruction of the rainforests is a pressing problem of our times but not one that is regarded equally seriously by everyone. The more affluent nations regard the issue as one of preservation; deforestation must stop. When it comes to the purer countries, the issue is not so cut and dried. For these people, the rainforests represent a source of economic prosperity, a point that obviously takes precedence over ecological concerns. A solution must be found before the damage caused by the deforestation that is destroying the rainforests becomes irrevocable.
Deforestation is carried out by those involved in the timber industry and also by migrant farmers. The latter occupy an area of land, strip it, farm it until its natural mineral supply is used up and then move on. The land is left useless and exposed and a process of erosion comes into effect, washing soil into rivers thereby killing fish and blocking the water's natural course.
The land is not the only victim. Rainforests are a richly populated habitat. In the rainforests of Madagascar there are at least 150,000 individual species of plants and animals which are found nowhere else in the world and more are being discovered all the time. Furthermore, approximately 50 per cent of all endangered animal species live in the world's rainforests. The destruction of the forests effectively represents a complete removal of all these plants and animals. Deprived of their natural environments, they will disappear altogether. Again, this process is irreversible. Man, no matter how powerful he considers himself, does not have the power to re-establish the species he is so willfully destroying.
POISONOUS SEALIFE
One of the most lethal poisons on Earth, ten thousand times more deadly than cyanide, is tetrodotoxin, more concisely known as TTX. Its potency is well known in East Asia, where it regularly kills diners who have braved the capricious delicacy known as fugo or puffer fish.
This toxin has a terrifying method of operation: twenty- five minutes after exposure, it begins to paralyse its victims, leaving the victim fully aware of what is happening. Death usually results, within hours, from suffocation or heart failure. There is no known antidote. If lucky patients can withstand the symptoms for twenty-four hours, they usually recover without further complications.
It is no ordinary poison. What is strange about its occurrence is that it is found in such a wide range of creatures, from algae to angelfish spanning entire kingdoms of life. It is rather unlikely that such an unusual toxin evolved independently in so many unrelated animals.
Marine biologists have discovered that the poison is produced by bacteria living in the gut of its host. The best explanation is that a symbolic relationship exists between host and the not unwelcome guest, where microbes exchange poison for nutrients, providing a valuable defensive weapon for its host.
Тексты для самостоятельной работы.
Great Britain
Strictly speaking ―Great Britain‖ is a geographical expression but ―The United Kingdom‖ is a political expression. Great Britain is in fact the biggest of the group of islands, which lie between the North Sea and the Atlantic Ocean. The second largest is the island of Ireland, together they are called the British Isles. The British Isles today are shared by two separate and independent states. The smaller of these is the Republic of Ireland. The larger is the United Kingdom of Great Britain and Northern Ireland. Great Britain contains England, Scotland and Wales. The UK has an area of 94,249 square miles.
The population of the United Kingdom is about 56 million people. The capital of the country is London. The official language is English. But some people speak Scottish in western Scotland, Welsh – in the parts of northern and central Wales, and Irish – in Northern Ireland.
The surface of England and Ireland is flat, but Scotland and Wales are mountainous. England is separated from Scotland by the Cheviot Hills. Most of the mountains are in the western part. The Cambrian Mountains are in Wales. The highest mountain top in the United Kingdom is Ben Nevis in Scotland (4,406 ft, in the Grampians). Many parts of the country have beautiful green meadows. The chief rivers are the Thames, the Severn, the Clyde, the Trent and the Mersey. The longest river is the Severn. It is in the southwest of England. The seas round the British Isles are shallow. These shallow waters are important because they provide excellent fishing grounds. The United Kingdom has few mineral resources, of which the most important are coal and oil. Other minerals are clays, chalk, iron ore, lead, zinc, etc. The United Kingdom is one of the world's most industrialized countries. The main industrial centres are Sheffield and Birmingham where iron structures are made, also Manchester, the cotton centre of Great Britain, and Leeds, the country's wool producing centre. The largest cities of the country are London, Birmingham, Manchester, Cardiff and Glasgow. The important ports are London, Cardiff and
Glasgow.
Though the United Kingdom is an industrialized country, agriculture remains a major sector of economy. Britain grows wheat, barley, oats and vegetables. Over three-quarters of Britain's land is used for farming. Farms produce nearly half of the food Britain needs.
Great Britain is a high-technology country, with the world famous Royal Society or, more fully, the Royal Society of London for Improving Natural Knowledge, founded in 1660. It occupies a unique place in Britain's scientific affairs and is equivalent to national academies of sciences of other countries. The United Kingdom is a parliamentary monarchy. The official head of the state is the monarch (at present Elizabeth II) whose powers are limited. British parliament consists of two houses: the House of Lords and the House of Commons. The Prime Minister is the head of the government. The main political parties of Great Britain are the Labour Party and the Conservative Party.
Monarchy
The British monarchy is an interesting institution. This is due to the fact that it does not actually govern. The country is governed in the Queen's name by ministers, who are responsible to the House of Commons, which is elected by the people. Although the Sovereign has very wide theoretical powers, they are seldom, if ever, used. The Queen is really a figure representing the country, but she has the power to prevent any politician establishing a dictatorship. She is also Head of the Commonwealth, and is Head of State in 14 of its 41 member countries. The Queen and her family are a symbol that people can identify with. The British public is obsessed with the details of the royal family life, and when people feel that the Queen has problems with her children, or her sister, they see her as a ―real person‖ with the same worries and anxieties as themselves. The monarchy has not always been popular. During the late 19th century there was a growing republican sentiment, but the personality and family image of the Queen, her father and grandfather have removed that feeling. The Queen is probably the wealthiest woman in the world, most of the money coming from family investments rather than the state. Her state salary (the Civil List) pays for her servants and transport. In recent years the Queen has become a roving ambassador for Britain, and if we calculate the increase in trade after a royal visit abroad, the nation probably makes a profit from her activities, and that does not take into account the income from tourism in Britain generated by the monarchy and great state events such as royal weddings.
The Queen of Great Britain Elizabeth II was born in London on the 21st of April 1926, the first daughter of the Duke and Duchess of York, subsequently King George and Queen Elizabeth. Five weeks later she was christened Elizabeth Alexandra Mary in the chapel at Buckingham Palace. The Princess married Lieutenant Philip Mountbatten in Westminster Abbey on the 20th of November 1947. Lieutenant Mountbatten, now his Royal Highness Prince Philip, Duke of Edinburgh was the son of a Greek Prince and a great great grandson of Queen Victoria.
The Royal couple has four children, and so far have six grandchildren. Prince Charles, now the Prince of Wales, heir1 to the throne, was born in 1948, and his sister, Princess Anne, now the Princess Royal, two years later. After Princess Elizabeth became Queen, their third child, Andrew, arrived in 1960 and the fourth, Prince Edward, in 1963. Prince Andrew and Prince Edward were the first children born to a reigning monarch since Queen Victoria gave birth to her youngest child, Princess Beatrice, in 1857.
After her marriage Princess Elizabeth paid formal visits with the Duke of Edinburgh to France and Greece, in autumn 1951 they toured Canada. She also visited Malta four times while the Duke was stationed there on naval duties; in 1952, King George VI's illness forced him to abandon his proposed visit to Australia and New Zealand. The Princess, accompanied by Prince Philip, took his place. On 6 February, during the first stage of this journey, in Kenya, she received the news of her father's death and her own accession2 to the throne. Her Majesty's Coronation took place in Westminster Abbey on 2 June 1953. Representatives of the peers, the Commons and all the great public interests in Britain, the Prime Ministers and leading citizens of the other Commonwealth countries, and representatives of foreign states were present. The ceremony was broadcast on radio around the world and, at the Queen's request, on television. It was television, then in its relative infancy that brought the splendour3 and the deep significance of the coronation to many hundreds of thousands of people in a way never before possible. The coronation was followed by drives through every part of London, a review of the fleet at Spithead, and visits to Scotland, Northern Ireland and Wales.
Many people in the UK also believe that the Prime Minister (PM) exercises more power and authority than the Queen. The Queen is the titular Head of State and she nominally carries out many formal duties, which might seem as though she has power. For example, she opens and dissolves Parliament, authorizes Acts of Parliament, which makes them into laws of the land, etc., but these are largely ceremonial duties. Parliament is called ―her‖ Parliament and the Members (MPs) must swear or affirm allegiance to her, but effectively they then do their own thing! The Queen actually appoints the PM, but she must always choose the person who is the leader of the party with the greatest number of MPs. If the PM wishes to resign (and many of us wish he would!) he takes his letter of resignation to the Queen and she will accept it. She then chooses another PM, but it will be the man the last one told her to choose and will be only a temporary measure until Parliament itself chooses a new one, usually following a General Election. Incidentally, the PM is really the ―First Lord of the Treasury‖.
The Queen is nominally the Head of the Church of England (C of E), but again this is a mere formality. She appoints the Archbishop of Canterbury, the senior cleric in the Church, but she simply accepts the person proposed to her by the PM and even he simply endorses the choice of the bishops. She is head of the armed forces and even the ceremonial Colonel of some regiments, but she has no say in how they are formed or what they do – it is the PM, hopefully but not necessarily, with the approval of Parliament who sends them off to fight wars. The present Queen is reputed to take a keen interest in the affairs of state and in foreign events, but not all monarchs have done so. The PM reports to her once a week in what is called ―an audience‖ when he is supposed to listen to what she has to say, but it is more often the case that she listens to what he has to say! This, like so many other duties, is supposed to show the authority of the Queen, but again the PM does not need to take any notice of what she tells him.
There are some things, which only the Queen can do, such as exercising the Royal Prerogative, which is theoretically subject to no restriction. This means that she can do anything she likes! Actually, in many cases, the PM exercises it on her behalf and in effect, abrogates6 that authority, taking it upon himself to act as he wishes, but always ―in the Queen's name‖.
Civil order is maintained by the police and similar bodies, but is known as ―the Queen's peace‖ in acknowledgement that they act in the name of, and with the authority of, the Queen. In practice, the authority is the Home Secretary who reports to the PM.
The heads of state of other countries are generally received formally by the Queen, but any real business is done with them by the Foreign Secretary and/or the PM. Similarly, foreign ambassadors will present their credentials to the Queen, but then deal with the government. The Queen may hold state dinners in honour of certain guests, but always on the advice of the PM. It is the Queen who presents medals and gives honours to people deemed worthy of receiving them, but it is doubtful whether she has any choice about who those people are. The lists will be prepared by the Civil Service and given to the PM for approval and only then given to the Queen to ―choose‖. Medals are often presented by the Queen or one of her family standing in for her at garden parties held in Buckingham Palace, her house in London.
On State occasions , the Queen has precedence – she walks first, she sits first at dinner, etc, and the PM trails along behind. There have been occasions when it is reported that the PM wished to have a more prominent position and has been snubbed , but these are matters of show, not the exercise of authority.
Weather
Black clouds, to pour down (about the rain), wintry, a dense blanket of fog, a spell of winter, the more predictable climate.
Why do you think Englishmen say ―Other countries have a climate, in England we have weather‖? The following text will help you to answer the question. In no country other than England can one experience four seasons in the course of a single day! Day may break as a soft and warm spring morning, an hour or so later black clouds may appear from nowhere and the rain may be pouring down. At midday conditions may be really wintry with the temperature down, by about fifteen degrees. And then, in the late afternoon the sky will clear, the sun will begin to shine, and for an hour or two before darkness falls, it will be summer. In England one can experience almost every kind of weather except the most extreme (some foreigners seem to be under the impression that ten months of the year the country is covered by a dense blanket of fog, this is not true). The problem is that we never can be sure when the different types of weather will occur. Not only do we get several different sorts of weather in one day, but also we may very well get a spell of winter in summer and vice-versa.
This uncertainty about the weather has had a definite effect upon the Englishman's character, it tends to make him cautious, for example. And of course, the variety of the weather provides a constant topic of conversation. Even the most reserved of Englishmen is always prepared to discuss the weather. And, though he sometimes complains bitterly of it, he would not, even if he could, exchange it for the more predictable climate of other lands.
EVERYDAY LIFE
The Family
In comparison with most other places in the world, family identity is rather weak in Britain, especially in England. Of course, the family unit is still the basic living arrangement for most people. But in Britain this definitely means the nuclear family. There is little sense of extended family identity, except among some racial minorities. This is reflected in the size and composition of households. It is unusual for adults of different generations within the family to live together. The average number of people living in each household in Britain is lower than in most other European countries. The proportion of elderly people living alone is high. Significant family events such as weddings, births and funerals are not automatically accompanied by large gatherings of people. It is still common to appoint people to certain roles on such occasions, such as ―best man‖ at a wedding, or godmother and godfather when a child is born. But for most people these appointments are of sentimental significance only. They do not imply lifelong responsibility. In fact, family gatherings of any kind beyond the household unit are rare. For most people, they are confined to the Christmas period. Even the stereotyped nuclear family of father, mother and children is becoming less common. Britain has a higher rate of divorce than anywhere else in Europe except Denmark and the proportion of children born outside marriage has risen dramatically and is also one of the highest (about a third of all births). However, these trends do not necessarily mean that the nuclear family is disappearing. Divorces have increased, but the majority of marriages in Britain (about 55%) do not break down. In addition, it is notable that about three-quarters of all births outside marriage are officially registered by both parents and more than half of the children concerned are born to parents who are living together at the time.
The Love Of Nature
Most of the British live in towns and cities. But they have an idealized vision of the countryside. To the British, the countryside has almost none of the negative associations, which it has in some countries, such as poor facilities, lack of educational opportunities, unemployment and poverty. To them, the countryside means peace and quiet, beauty, good health and no crime. Most of them would live in a country village if they thought that they could find a way of earning a living there. Ideally, this village would consist of thatched cottages built around an area of grass known as a ―village green‖. Nearby, there would be a pond with ducks on it. Nowadays such a village is not actually very common, but it is a stereotypical picture that is well-known to the British.
Perhaps this love of the countryside is another aspect of British conservatism. The countryside represents stability. Those who live in towns and cities take an active interest in country matters and the British regard it as both a right and a privilege to be able to go ―into the country‖ whenever they want to. Large areas of the country are official ―national parks‖ where almost no building is allowed. There is an organization to which thousands of enthusiastic country walkers belong, the Ramblers' Association. It is in constant battle with landowners to keep open the public ―rights of way‖ across their lands. Maps can be bought which mark, in great detail, the routes of all the public footpaths in the country. Walkers often stay at youth hostels. The Youth Hostels Association is a charity whose aim is ―to help all, especially young people of limited means, to a greater knowledge, love and care of the countryside‖. Their hostels are cheap and rather self-consciously bare and simple. There are more than 300 of them around the country, most of them in the middle of nowhere!
Even if they cannot get into the countryside, many British people still spend a lot of their time with ―nature‖. They grow plants. Gardening is one of the most popular hobbies in the country. Even those unlucky people who do not have a garden can participate. Each local authority owns several areas of land, which it rents very cheaply to these people in small parcels. On these ―allotments‖, people grow mainly vegetables.
The Love Of Animals
Rossendale Pet Cemetery in Lancashire is just one example of an animal graveyard in Britain. It was started by a local farmer who ran over his dog with a tractor. He was so upset that he put up a headstone in memory of his dog. Now, Rossendale has thousands of graves and plots for caskets of ashes, with facilities for every kind of animal. Many people are prepared to pay quite large sums of money to give their pets a decent burial (a trait they share with many Americans). As this example shows, the British tend to have a sentimental attitude to animals. Nearly half of the households in Britain keep at least one domestic pet. Most of them do not bother with such grand arrangements when their pets die, but there are millions of informal graves in people's back gardens. Moreover, the status of pets is taken seriously. It is, for example, illegal to run over a dog with your car and then keep on driving. You have to stop and inform the owner. But the love of animals goes beyond sentimental attachment to domestic pets. Wildlife programmes are by far the most popular kind of television documentary. Millions of families have ―bird-tables‖ in their gardens. These are raised platforms on which birds can feed, be safe from local cats during the winter months. There is even a special hospital (St Tiggywinkles) which treats injured wild animals. Perhaps this overall concern for animals is part of the British love of nature. Studies indicating that some wild species of bird or mammal is decreasing in numbers become prominent articles in the national press. Thousands of people are enthusiastic bird-watchers. This peculiarly British pastime often involves spending hours lying in wet and cold undergrowth, trying to get a glimpse of some rare species.
Housing
Almost everybody in Britain dreams of living in a detached house; that is, a house which is a separate building. The saying, ―An English man's home is his castle‖ is well-known. It illustrates the desire for privacy and the importance attached to ownership, which seem to be at the heart of the British attitude to housing. A large, detached house not only ensures privacy. It is also a status symbol. At the extreme end of the scale there is the aristocratic ―stately home‖ set in acres of garden. Of course, such a house is an unrealistic dream for most people. But even a small detached house, surrounded by garden, gives the required suggestion of rural life which is dear to the hearts of many British people. Most people would be happy to live in a cottage, and if this is a thatched cottage, reminiscent of a preindustrial age, so much the better.
Most people try to avoid living in blocks of flats (what the Americans call ―apartment blocks‖). Flats, they feel, provide the least amount of privacy. With a few exceptions, mostly in certain locations in central London, flats are the cheapest kind of home. The people who live in them are those who cannot afford to live anywhere else.
The dislike of living in flats is very strong. In the 1950s millions of poorer people lived in old, cold, uncomfortable nineteenth century houses, often with only an outside toilet and no bathroom. During the next twenty years many of them were given smart new ―high rise‖ blocks of flats to live in which, with central heating and bathrooms, they were much more comfortable and were surrounded by grassy open spaces. But people hated their new homes. They said they felt cut off from the world all those floors up. They couldn't see their neighbours. They couldn't keep a watchful eye on their children playing down there in those lovely green spaces. The new high-rise blocks quickly deteriorated. The lifts broke down. The lights in the corridors didn't work. Windows got broken and were not repaired. There was graffiti all over the walls.
In theory (and except for the difficulty with supervising children), there is no objective reason why these high-rise blocks (also known as ―tower blocks‖) could not have been a success. In other countries millions of people live reasonably happily in flats. But in Britain they were a failure because they do not suit British attitudes. The failure has been generally recognized for several years now. No more high-rises are being built. At the present time, only 4% of the populations live in ones. Only 20% of the country's households live in flats of any kind.
Shop opening Hours
The normal time for shops to open is nine in the morning. Large out-of-town supermarkets stay open all day until about eight o'clock. Most small shops stay open all day (some take a break for lunch, usually between one and two) and then close at half-past five or a bit later. In some towns there is an ―early closing day‖ when the shops shut at midday and do not open again. In fact, in the last quarter of the twentieth century, shop opening hours have become more varied. Regulations have been relaxed. It is now much easier than it used to be to find shops open after six. In these areas the local authorities are encouraging high street shops to stay open very late on some evenings as a way of putting life into their ―dear‖ town centres.
But the most significant change in recent years has been with regard to Sundays. By the early 1990s many shops, including chain stores, were opening on some Sundays, especially in the period before Christmas. In doing this they were taking a risk with the law. Sometimes they were taken to court, sometimes not. The rules were so old and confused that nobody really knew what was and what wasn't legal. It was agreed that something had to be done. On one side were the ―Keep Sunday Special‖ lobby, a group of people from various Christian churches and trade unions. They argued that Sunday should be special, a day of rest, a day for all the family to be together. They also feared that Sunday-opening would mean that shop workers would be forced to work too many hours. On the other side were a number of lobbies, especially people from women's and consumer groups. They argued that working women needed more than one day (Saturday) in which to rush around doing the shopping. In any case, they argued, shopping was also something that the whole family could do together. In 1993 Parliament voted on the matter. By a small majority, the idea of a complete ―free-for-all‖ was defeated. Small shops are allowed to open on Sundays for as long as they like, but large shops and supermarkets can only open for a maximum of six hours.
Scotland
In area, Scotland is more than half as big as England. Besides the mainland, it includes several islands, the Hebrides, Orkneys and Shetlands. The highest mountains are the Grampians, which include Ben Nevis. The chief rivers are the Forth and the Clyde. There are many mountain lakes in Scotland, including Loch Lomond and Loch Ness. The capital of Scotland is Edinburgh; the chief centre of commerce and industry is Glasgow, on the Clyde. Scotland's most important industries are shipbuilding, iron and steel, heavy and light engineering and coal mining.
Regions
Since 1975, the mainland of Scotland has been divided into 9 regions. But another division is well-known: the Border country (which is close to England), the Lowlands (the relatively flat region of central Scotland with about three quarters of the population) and the Highlands (with a harsh climate, which include the highest mountains, the wildest lochs and most of the islands). The Highlanders consider themselves superior to the Lowlanders. The Lowlands are densely populated and heavily industrialized. The Highlands, on the contrary, are sparsely populated and devoted to crofting.
History
First Scotland was inhabited mainly by the Picts. In the 6th century Scots (from Ireland or ―Scotia‖) settled in the west, Britons in the southwest, and Angles in the south-east. In the 9th century the Scots and Picts were united into a kingdom (called Scotia in medieval Latin), and fought the Vikings. The monarchy which existed at that time in England threatened Scottish independence – English tried to conquer Scotland throughout the Middle Ages.
Scotland was an independent kingdom, often at war with England, until 1603 when King James VI of Scotland became King of England. In 1707 the Act of Union was passed under which Scotland and England became a united part, but the Scots kept their own legal system, religion and administrative systems and still keep them now. It still has her own law and lawcourts, her own banks and banknotes and her own system of education.
Scotland has no Parliament of its own, but has a number of seats in the United Kingdom Parliament. The majority of Scots, about 65%, are members of the Kirk, the Presbyterian Church of Scotland. Every village has a kirk.
Population, Language
Its population is only one eighth as great as that of England and is a little over 5 million people. The inhabitants of Scotland, especially the Highlanders, are originally Celts. The few thousand Scots who live by the lonely lochs (lakes) still speak Scottish Gaelic, an ancient Celtic language, with a variety of regional accents. There are many words and phrases, which are peculiar to Scottish use thus maintaining national distinctness. Many Scottish people still use some Scottish words when they speak English.
―Wee‖, meaning small, is often heard in such expressions as ―wee laddie‖ – a small boy. ―A bonnie lass‖ is a pretty girl and a ―bairn‖ is a young child. If someone answers your questions with ―aye‖ they are agreeing with you: ―aye‖ means yes. Finally, if you are offered a ―wee dram‖ be careful: you'll be given some whisky to drink and you will probably have to drink it all in one go!
Scotland is a land of tartans and fine whisky, of romantic castles and the melodies of bagpipes. The history and atmosphere of Scotland as well as the character of its people have been expertly portrayed by such famous Scottish writers as Robert Burns, Sir Walter Scott, Robert Louis Stevenson and Archibald Cronin. Every year on January 25 a celebration called Burns Night is held. That's the date of Burns' birthday. In spring and summer many towns hold cultural festivals. Summer is also the season for Highland Gatherings (Highland games) – a traditional annual festival of Scottish sports and music held at a centre in the Highlands. Scottish people like to dance very much. Glasgow has more dancing schools than any other European city.
The Scots, particularly the ―Highlanders‖ from the mountainous north, try to maintain their separate identity. They object to being called ―English‖. The Scottish Highlander considers himself the ―true‖ Scot and wears his national dress, the kilt, with pride. The kilt, a knee-length-pleated skirt worn by men is made of the material with a squared, coloured design and is called tartan. Each Scottish clan (a Gaelic word for ―tribe‖ or ―family‖) has its own tartan with specific colours and design. The kilt is worn with a tweed jacket, plain long socks, a beret and a leather sporran, that is a pouch hanging from a narrow belt round the hips. The Scottish beret – tam-o'-shanter – is a woolen cap with a pompon or a feather on top, traditionally worn pulled down at one side. It got its name after Tam o'Shanter, the hero of that name of the poem by Burns.
Every Scotsman belongs to a clan. There are about 300 different clans. Many people in Scotland have the name MacDonald or MacKenzie. ―Mac‖ means ―son of‖ and people with this name usually tell they belong to the same family or clan. Campbell and Cameron are other common surnames. Common boys' names are Angus, Donald or Duncan, and girls' names are Morag, Fiona or Jean. The names James and John are so common that many English people call a man from Scotland ―a Jimmy‖ or ―a Jock‖!
The Bagpipe
The Scottish Highland bagpipe we know today – played in Britain, Canada, the United States, and other English speaking countries – is barely 300 years old. We can, however, trace the origins of the instrument back thousands of years to the ancient city of Ur, the home of Abraham, and also to ancient Egypt. In both places simple reed1 pipes have been found that are viewed by scholars2 as forerunners of the modern bagpipe. But at what time and by whom the air bag was added is not known.
In the Bible book of Daniel, written more than 500 years before the birth of Jesus Christ, six Babylonian musical instruments are specifically mentioned. Included in this list is the Aramaic word ―sumponyah‖, rendered ―bagpipe‖ in many Bible translations.
Although we cannot be sure what this ancient Babylonian instrument was like, it probably resembled one of the bagpipes still found in the Orient. Records3 reveal that in Persia (Iran), India, and China, bagpipes were used in various forms, some of which still exist.
Roman Emperor Nero, during his reign in the first century C.E., promised that if he kept his throne, he would play ―successively on water-organ, flute, and bagpipes‖, wrote Roman historian Suetonius. Some 50 years before Nero's birth in 37 C.E., a poem attributed4 to the poet Virgil mentions ―the pipe, which twitters5 sweetly‖. From early times France, Germany, Ireland, Italy, Poland, and Spain all had bagpipes, as did the Balkans and Scandinavia. By what route did the bagpipe come to Britain? It is known that about 500 B.C.E., migrating Celts brought a form of bagpipe to the country and that many counties in England had their own different forms of bagpipe early on, as did Scotland. The Oxford Companions to Music even suggests that ―the bagpipe was popular in England some centuries earlier than in
Scotland‖.
Roman infantry had their pipers, but whether the Romans introduced a bagpipe following their conquest of the British Isles in 43 C.E. or simply augmented what was already there, nobody can be sure.
If you visit Scotland today and chance to hear the sound of the Highland bagpipe echoing through the glens6, you will agree it is an experience not easily forgotten.
Wales
Geography
Its surface is largely mountainous, with the highest peak at Snowdon. 6% of Wales is covered by forest, and much of the country is pastureland for sheep and cattle. The sheep provide wool for local weaving industries, and the wood is used for beautiful hand-made furniture.
Regions
Wales is divided into thirteen counties, but 70% of the population lives in the 3 industrial counties of the South – Glamorgan, Monmouth and Carmarthen. The ancient capital of Wales is Caernarvon, where the British monarch's eldest son is traditionally crowned Prince of Wales. At present the capital is Cardiff.
History
Wales began with the Anglo-Saxon victories in the 6th and 7th centuries, which isolated the Welsh from the rest of their fellow-Britons. Until the 11th century the Vikings made frequent raids on the coast. Then came the Normans in spite of strong resistance of the Welsh. The subjection of the people was completed by Edward I who in 1301 after defeating the native prince of Wales, made his own son, afterwards Edward II, the first Prince of Wales. But frequent wars and rebellions against the English continued into the fifteenth century. In 1536 Wales was brought into the English system of national and local governments by an Act of Union.
Population, language
The population totals about 3 million people. This part of Britain is almost a separate nation, with its own language, music, and Celtic culture. The Welsh language is commonly spoken by about 20% of the population. Welsh and English are both official languages. The Welsh call their country Cymru, this word has the same root as ―comrade, friend‖.
The Welsh people are originally Celts, and many of their traditions date back to the pre-Christian times of the Celts and the Druid religion. The Celtic people were short, strong and dark-haired. They had a reputation of being good fighters. Traditions
There is no other part of the British Isles where national spirit is stronger, national pride more intense or national traditions more cherished than in Wales. Although not many Welsh words are well-known in England, the word ―eisteddfod‖ is understood by almost everybody – this is the Welsh name for the annual competition where people meet to dance, sing and read poems. The Royal
National Eisteddfod of Wales is held annually early in August, in North and South Wales alternately. It attracts Welsh people from all over the world. The programme includes male and mixed choirs, brass-band concerts, many children's events, drama, arts and crafts and, of course, the ceremony of the Crowning of the Bard. Usually, only Welsh is spoken and in recent years they have attracted people who wish to protest against the influence of English on the Welsh language and culture. In addition to the Eisteddfod, about thirty major Welsh Singing Festivals are held throughout Wales from May until early November.
Welsh family names are very often Jones, Williams, Morgan, Evans, and Owen. That is why Welsh people in villages often call people by their jobs together with their family names. Then everybody knows which Jones or which Williams they are speaking about. You can understand what Jones the Meat, Williams the Bread and Morgan the Fish do. The Welsh living in England are often called by the nickname ―Taffy‖. This may come from the River Taff, which runs through Cardiff.
Rugby is the national game of Wales. It's a form of football and was named after Rugby School in Warwickshire where it was developed. When the Welsh side are playing at home at Cardiff Arms Park their supporters often sing the Welsh National anthem ―Land of My Fathers‖.
Ireland
Geography
There is an old Irish saying that Ireland must be the cleanest place in the world, because God washes it every day. Ireland is also called the Emerald Isle because of its beautiful green fields. Northern Ireland occupies northeastern part of the island.
Regions
The island of Ireland is politically divided into two parts: Northern Ireland (Ulster), which forms part of the United Kingdom of Great Britain, capital Belfast, and the Republic of Ireland – a separate state named Eire in Irish; its capital is Dublin. Northern Ireland is a unique region within the United Kingdom, for in addition to economic problems similar to those seen in other national outlying regions, there are political divisions, which reflect the unsettled Irish issue. At present Northern Ireland in the political sense comprises six counties of Ulster, which was one of the four provinces of ancient Ireland. Three other provinces of Ulster form part of the Irish Republic. Population totals 1,5 million people.
History
In 1160 the Anglo-Norman conquest of Ireland began. Frequent and fierce rebellions took place. In early seventeenth century English and Scottish Protestants were sent by kings to settle among Catholics in Northern Ireland. In 1921-1922 Ireland was divided by agreement into Irish Free State (Eire) and Northern Ireland (Ulster). Protestants of Ulster chose union with Britain. Britain became officially known as the United Kingdom of Great Britain and Northern Ireland.
The Irish Problem
The history of Anglo-Irish relations began when in 1155 King Henry II of England was made King of all Ireland by the Pope. There were still native Irish kings of parts of Ireland. Over the next two centuries these Norman settlers became ―more Irish than the Irish‖, and it is possible that Ireland might have ended up under the British Crown. However, in the 16th century Henry VIII quarreled with Rome and declared himself head of the Anglican Church. Resistance from Irish Catholics was strong, but was put down by Henry's armies. And so by trying to force Irish Catholics to become Anglican and by taking a lot of their land, Henry began the two lasting problems of Anglo-Irish relations – religion and land. What he started was continued by his daughter Elizabeth I. Ulster was an especially difficult area to bring under her rule. The soldiers of the province of Ulster successfully fought against Elizabeth's armies until 1603, but were finally defeated. Then the ―Plantation of Ulster‖ began. ―Plantation‖ meant that Irish land was given to tens of thousands of Protestants from England and the Scottish Lowlands. Ulster soon had more Protestants than Catholics. Twenty-three new towns were built in Ulster to protect the needs of 170,000 new Protestant settlers known as ―planters‖, most of whom came from Scotland. By 1703 Protestants in Ulster owned 95% of the land.
Religion separated the planters and native Irishmen. The Scottish planters were Presbyterians, a form of Protestantism, and they were deeply suspicious of Catholics and Catholicism. But they brought with them their own laws and customs, relation to land, which encouraged greater social stability and economic growth. The Scots also placed great emphasis on education and hard work, and they were good at business. All this sowed the seeds of Ulster's 19th century industrialization, which made it different from the rest of Ireland. In 1800 there was signed the Act of Union between Great Britain and Ireland. Nevertheless the Irish continued to fight for independence and in 1921 after a mass uprising Great Britain was forced to grant independence to the south. Ulster chose to remain part of the United Kingdom of Great Britain and Northern Ireland. The Irish Free State declared itself a republic in 1949 and is now known as the Irish Republic, or Eire (an old Irish word for Ireland). It is completely separate and independent from Britain and Northern Ireland, and its government is in the capital city, Dublin.
In 1969 there was rioting in Northern Ireland between Catholics and Protestants. By 1972 the hostility between the two groups was so bad that Britain suspended the Northern Irish Parliament at Stormont and sent in the British army to keep peace. The soldiers were welcomed at first by the Catholics as protectors from Protestant violence, but when the army began house-to-house searches of Catholic areas for men with guns, the welcome soon turned to bitterness. There have been many deaths since 1969. In 1972, on what became known as ―Bloody Sunday‖, British soldiers opened fire on Catholic demonstrators in
Londonderry and thirteen people were killed. In addition, many British soldiers were killed.
Both the Protestant and the Catholic communities have illegal secret armies fighting a bloody war. On the Catholic side, are the IRA (Irish Republican Army, developed from the Irish nationalist party Sinn Fein – Gaelic for ―Ourselves Alone‖) and INLA (Irish National Liberation Army). Both these organizations want to achieve a united Ireland by violent means, but they are condemned today by the government of the Irish Republic. On the Protestant side are the UDA (Ulster Defence Association) and the UVF (Ulster Volunteer Force).
THE UNITED STATES OF AMERICA GENERAL CHARACTERISTICS
The United States is a young country. Its written history is only a few hundred years old. It is sometimes, in fact, called the ―New World‖. Americans are not afraid of new ideas. They built the first skyscrapers and they put the first man on the moon. They like to be modern, like exciting, modern cities, new houses, and new cars. At the same time, Americans love old things. They build old pioneer towns and remember the days of the ―Wild West‖.
The total area of the USA is over 3.5 million square miles. In size, it ranks fourth among the nations after Russia, Canada and China. It possesses many islands in the Pacific Ocean, Puerto Rico and the Virgin Islands in the Atlantic. The official name is the United States of America. The country is a federal republic of 50 states and District of Columbia. The state of Alaska is separated from the rest of the USA by Canada and its western part is only 80 km from Russia. Hawaii, which became the 50th state in 1959, is in the Pacific Ocean, halfway between America and Asia.
The population of the USA totals more than 265 million people who are called Americans. In the USA there are representatives of practically all racial and national groups. The nation's ethnic diversity is chiefly due to large-scale immigration, most of which took place before 1920. Though mainly European and African in origin, Americans are derived from nearly all nations, including Chinese, Arab, Polynesian, Eskimos and what is left of the native Amerindians. Indians, the native inhabitants of America, are now practically doomed to extinction. Different people brought to their new land a wonderful mixture of customs and traditions. The Germans brought Christmas trees. The Irish brought St. Patrick's Day celebrations. The Scots brought Halloween. Over many generations, a definite American nationality has developed, superficially identifiable by speech and manners.
The official language of the USA is English. But some minority languages include Spanish, Italian, German, Polish, Russian, Chinese and Japanese. The idea of success is important to Americans. They believe that if they work hard they can have what they want and be what they want. This is part of what they call ―the American Dream‖.
America is a friendly country. In small towns people say ―hello‖ to friends and strangers on the street. Even in cities, strangers may start up a conversation.
Waiters in restaurants will often introduce themselves by name, and talk with customers as they serve them. When the customers leave, they tell them to ―take care‖ or ―have a nice day‖. Sometimes foreigners feel Americans are too friendly. People you have only just met may ask you personal questions or tell you all about themselves.
GEOGRAPHY AND CLIMATE
The USA is situated in the central part of North America. It (excluding Hawaii and Alaska) stretches from the Atlantic Ocean in the east to the Pacific Ocean in the west, from Canada in the north to Mexico, the Gulf of Mexico and the Gulf of California in the south.
The continental part of the USA consists of two highland regions and two lowland regions. The highland regions are the Appalachian Mountains in the east and the Cordillera in the west. The Appalachian Mountains run parallel to the Atlantic coast almost from the Gulf of Mexico into Canada. Their highest peak is 2,000 metres high. The Cordillera stretches along the Pacific Ocean with the Sierra Nevada in the south and the Rocky Mountains continuing into Canada and Alaska in the north. Their highest point in the USA is 4,540 m in the Sierra Nevada. Between the Cordillera and the Appalachian Mountains are the central lowlands called the prairie, and the eastern lowlands called the Mississippi valley. The five Great Lakes, between the USA and Canada are joined together by short rivers and canals. In the west there is another lake called the Great Salt Lake. The chief rivers are the Mississippi, the longest river in the world (flows into the Gulf of Mexico), the Colorado and the Columbia, which flow into the Pacific Ocean, and the Hudson River, which flows into the Atlantic Ocean. The capital of the USA is Washington, D.C. (District of Columbia). The population of it is only over 600 thousand people. It's a beautiful administrative city without much industry. Here mainly government buildings are situated including the Capitol (the seat of the US Congress) and the White House (the residence of the President).
The other largest cities are New York (17 mln), Los Angeles (12 mln), Chicago (8 mln), Philadelphia (5,7 mln), San Francisco (5,6 mln).
The USA has several different climate zones, so the climate varies greatly from one part of the country to another. The coldest climate is in the north, where there is heavy snow in winter and the temperature may fall to –40C. The south has a subtropical climate, with temperatures as high as +49C in summer. Hot wings blowing from the Gulf of Mexico often bring typhoons. The climate along the Pacific coast is much warmer than that of the Atlantic coast. The heaviest rains in the country are in the Washington region, and the climate in the Gulf of Mexico area is also very damp. The region around the Great Lakes is known for its changeable climate.
The Fifty States
The fifty states of the United States, or the USA are one nation. The United States did not always have fifty states. At first there were thirteen. As the United States grew, more states joined the union. The last two states to join were Alaska and Hawaii. The both joined in 1959.
The area of the United States is represented with every type of relief. There are forests, deserts, mountains, and flat land. The area of the United States also covers every type of climate. The size of each state is different too. Alaska is the biggest state. Rhode Island is the smallest one. Alaska is 500 times bigger than Rhode Island.
The people of the United States come from all over the world. People there name cities after where they come from. For example, in the United States you find Paris, Rome, Delhi, and Frankfurt. The state with the highest population is California. The state with the lowest population is Alaska.
Each state has its own name. The name gives the state its identity and personality. More than half the states have names from American Indian origin. Each state also has a flag with colours that have a special meaning for the state. The flag is the emblem, or the symbol, of the state. There is also a state flower, tree, and bird.
ECONOMY
The USA is the most powerful highly developed industrial country. It leads the world in industrial and agricultural production.
The USA owns its high level of economic development mainly to its rich mineral resources, which it has been able to exploit for a long time without external interference. The USA is a leading producer of oil, natural gas, copper, coal and iron ore. Zinc, lead, sulphur, uranium, gold and silver are among the other minerals produced and the nation is also rich in waterpower.
The most industrialized areas are the following: the region of the Great Lakes, around Birmingham, Detroit and Chicago (coal-mining, motor-car industry), Pittsburgh and Philadelphia areas (iron-mining), California, Texas (oil-producing), the Atlantic and Pacific coasts (ship-building).
Agriculture is very widespread, above all in the prairie regions where wheat and other grain crops are grown. Cotton is grown in the Mississippi valley, tobacco – in Virginia. California is famous for its fruit plantations and cattle-farming. About 27% of the US gross national product is derived from manufacturing: 16% from wholesale and retail trade; 15% from finance, insurance and real estate; 11% from services; 10% from government and government enterprises; 6% from agriculture, forestry and fisheries.
As a result of this vast expansion of economy and severe anti-monopoly struggle of American labour for higher wages, a majority of Americans enjoy a high standard of living, the fact which led to the creation of cliche phrases: ―the American style of life‖, ―land of opportunity‖, ―God's country‖.
GOVERNMENT
The USA is a federal republic. The President, elected for 4 years, is head of the state. The main legislative body is Congress (bicameral), consisting of the Senate and the House of Representatives. The Senate consists of 100 members – 2 from each state – chosen by popular vote for a 6-year term; a third of its membership is renewed every two years. The House of Representatives has about 450 members elected by popular vote every two years; each state is entitled to at least one representative, with the total number determined periodically according to population.
There are 2 main political parties in the USA: the Democratic Party (symbolized by a ―donkey‖) and the Republican Party (its symbol is an ―elephant‖).
CITIES AND STATES
Washington is the capital of the USA. The city is called after the first President of the United States, General George Washington. Washington is situated on the Potomac River in the District of Columbia (D.C). The District of Columbia is a piece of land ten square miles; it does not belong to any state. The district is named in honor of Columbus, the discoverer of America. It was Washington who chose the place for the district.
The tallest structures in Washington are the Capitol that houses the Congress and the Washington Monument that is 555 feet (over 180 meters) tall. The Capitol is the seat of the Government of the USA; it is situated in the very center of Washington on Capitol Hill, the highest point in the city. There is a law in Washington not to build houses higher than the Capitol. The Capitol is the seat of Congress, it contains 540 rooms; it is easy to get lost in the huge building full of paintings and statues.
The oldest building in the city is the White House, the official residence of the President. It is set close to Pennsylvania Avenue. The President's House was first occupied in 1800. President George Washington decided that the President of the United States must have an official residence and selected the place for it. In 1814, during the war with England, the White House was burnt down. After the war the remains of the building were painted white. Since that time the residence of the American presidents has been painted white and later it became the official name. Washington has many monuments – Lincoln Memorial, Jefferson Memorial, and many others. The most beautiful of them is Lincoln Memorial. The major attractions for the visitors are in the heart of Washington. Among them is the Smithsonian Institution that includes the National Museum of History and Technology, the Museum of Natural History, the National Collection of Fine Arts, etc.
Along the banks of the Potomac River there are many green parks and gardens. In 1912 the famous cherry trees were planted in Washington. The 3000 flowering cherry trees were a gift from Japan and are still a major attraction for visitors and residents in the early days of spring.
There is a famous Pentagon in Washington. The Pentagon is a building where the headquarters of the Department of Defense, the Army, the Navy and the Air Forces are located. It is the military center of the US, which is a huge five-sided building and five storeys high. It has more than 17 miles of corridors.
Washington avenues are wide and long, most of them are called after states, for example Pennsylvania Avenue, Massachusetts Avenue. Streets are numbered and lettered. Numbered streets run north and south, lettered streets – east and west.
Most of the well-to-do people live outside the city and Afro-Americans who make up more than half the population of Washington are the main city dwellers.
HISTORY
Why is America called ―America‖
Why did European geographers give the name America to the lands that Columbus discovered? Why did they not name them instead after Columbus? The reason is that to the end of his life Columbus believed that his discoveries were part of Asia. The man who did most to correct this mistaken idea was Amerigo Vespucci. Vespucci was an Italian sailor from the city of Florence. During the late 1490s he wrote some letters in which he described two voyages of exploration that he had made along the coast of South America. He was sure, he wrote, that these coasts were part of a new continent.
Some years later Vespucci's letters were read by a German scholar who was revising an old geography of the world. The letters convinced the scholar that Vespucci was correct, and that the lands beyond the Atlantic were a new continent. To honour Vespucci the scholar named them America, using the feminine form of Vespucci's first name as the other continents had female names.
The Mayflower Compact
When the Pilgrims arrived off the coast of America they faced many dangers and difficulties. They did not want to put themselves in further danger by quarreling with one another. Before landing at Plymouth they wrote out an agreement. In this document they agreed to work together for the good of all. The agreement was signed by all forty-one men on board the Mayflower. It became known as the Mayflower Compact. In the Compact the Plymouth settlers agreed to set up a government to make ―just and equal laws‖ for their new settlement. All of them, Pilgrims and Strangers alike, promised that they would obey these laws. In the difficult years, which followed, the Mayflower Compact served the colonists well. It is remembered today as one of the first important documents in the history of democratic government in America.
Walking the Freedom Trail
The American Revolution lasted from 1775 to 1781. After March 1776, the city of Boston was never again touched by fighting. Yet no other city played as important a role in the struggle for independence. It was events in Boston that led to the Revolution.
In the 1760s, England passed laws that imposed taxes on the colonists and limited their rights. Bostonians strongly objected. Riots in 1768 led to the occupation of Boston by British soldiers. From there, problems grew. In 1770, an angry crowd threw snowballs (evidently filled with stones and ice) at some soldiers. The soldiers then fired into the crowd, killing five men; this event became known as the Boston Massacre. In 1773, to protest against a new tax, Bostonians, dressed as Indians, threw cases of British tea into the Boston Harbour. This event got the name The Boston Tea Party. In response to the Boston Tea Party, Britain closed the harbour. This response was a severe one, since Boston depended on trade. Before long, colonists in and around Boston began raising armies and preparing to fight if necessary. The first shots were fired in April 1775, in the nearby town of Lexington. Independence was formally declared by Massachusetts and the 12 other colonies, on July 4, 1776.
The Declaration of Independence was unanimously approved. The Declaration says that independence is a basic human right:
We hold these truths to be self-evident, that
All men are created equal, that they are endowed by their Creator with certain unalienable Rights that among these are Life, Liberty, and the pursuit of happiness…
When independence was won, the colonies came together, not as a nation, but as a confederation, or group of states. To prevent tyranny, there was no president and the central government had very little power. Each state had its own army. The states taxed each other's goods. It was almost as if they were separate countries. The result was great confusion.
In 1787, representatives from all the states met in Philadelphia to discuss the problems. They soon decided that the confederation could not work and that a new system of government was needed. For this purpose, they wrote the United States Constitution. The Constitution united the states into one country.
The Forty-niners
In January 1848, a man named James Marshall noticed some flecks of gold in a river in California. The news of Marshall's discovery got around, and by 1849 thousands of people – ―forty-niners,‖ as they were called – were on their way to California. Within four short years California's population jumped dramatically and its reputation as a land of opportunity was well established! The trip to California, over land or by water, was difficult but the rewards were great – at least in the early days. Gold was in the hills, and rivers had eroded the hills. As a result, a miner could get gold simply by panning the rivers – by using a pan to separate the gold in the water from the dirt and rocks. Often, the most money was made not by miners themselves but by those who had something to sell to the miners. A man named Levi Strauss, who had recently immigrated to the United States, thought he knew just what the miners would buy: he headed for California with canvas for tents.
―Tents!‖ the miners told him. ―We already have tents. You should have brought pants. Pants don't last at all here.‖ A quick thinker, Strauss made his canvas into pants. Miners liked the pants because they were sturdy and lasted. And so Levi's were born. Today many people visit ―the gold country‖ to see the old mines and spend a few hours panning for gold. The hills of the area still have about as much gold as was taken out during the Gold Rush. Unfortunately, most of this gold is deep underground and difficult to mine.
Words
Today ―Levi's‖ can be used to mean ―blue jeans‖. English has other words that, like Levi's, began as names of specific products but now are used in a more general way. Do you know these words? Kleenex, Xerox, Jello, Q-tip, Scotch tape, Pampers, Walkman.
The Civil War
For a long time, the North and the South each developed differently but without conflicts. The conflicts came when the nation began to expand west. Southern states said the new areas that were being settled should allow slavery; the Northern states disagreed. In the 1840s and 1850s Congress passed a series of laws that were compromises between the North and the South. In the end, the compromises failed.
The conflict worsened, and in 1861, the Southern states separated from the Union and formed a new nation: the Confederate States of America. The Northern states refused to accept this. President Lincoln had not wanted war, but war became inevitable.
The American Civil War lasted four years. More Americans died in this war than in all other wars combined. Before the war, there had been great advances in weapons but few advances in medicine. Soldiers who weren't killed outright often died of their wounds. Many regiments lost over half of their men in a single battle. The North had certain great advantages over the South. It had a larger population and most of the country's factories and banks. But it had the more difficult task – conquest rather than defense. Also, many of the nation's top military leaders were from the Southern states and joined the Southerners.
Effects Of the War
When the war finally ended in 1865, the South had been devastated. The state of Virginia alone had been the scene of 26 major battles and over 400 smaller fights. The most important long-term effect of the war was the end of slavery. Black Americans were made citizens and were given the right to vote. The Civil War helped transform the nation's economy and way of life. The war effort required more factories and better transportation systems. The North became much more industrialized than before. One Northerner commented after the war, ―It does not seem to me as if I were living in the country in which I was born.‖
AMERICAN HOLIDAYS BIRTHDAY
―What will you do on your birthday?‖ Most Americans celebrate their birthdays on the day on which they were born. Like in Russia, friends and relatives share in the celebration. However, unlike in Russia, birthday parties have a more spontaneous, less planned guest list and agenda, and there is no particular attempt made to venerate one's guests with vast quantities of gourmet treats (A birthday person is not expected to spend his special day in the kitchen!). Something simple but elegant (not something you would eat any day) and a nice bottle of wine will suffice for this occasion.
In the United States an adult person having a birthday feels no particular social obligation to invite guests home for festivities. This time and space is usually reserved for the immediate family and close family friends. Co-workers may have an impromptu group gathering at coffee break time with cake and ice cream and a small gift for which all have contributed. Or they may shout a ―birthday lunch‖ at a nearby restaurant for the special person or go out for drinks after work.
Children may bring cupcakes and candy to school or distribute invitation to their classmates for a party to be held at their home. A cake is baked, group games are played, and prizes and souvenirs are passed out to all of the guests. Cone-shaped paper birthday hats may be worn and noise makers passed out to everyone present. Serving of the ornately decorated birthday cake is the highlight of the birthday celebration for the guests. First the cake is equipped with candles, one candle for each year of the birthday person's life. Then the candles are lit and everyone sings ―Happy Birthday to You,‖ after which the special person makes a ―secret wish‖ and blows the candles out.
The custom of putting candles on a birthday cake is said to have started about 200 years ago in Germany, renowned for its high-quality candles. It was considered good luck to blow out all of the candles in one blow. Now it is considered as assurance that the birthday wish will come true. The custom of singing ―Happy Birthday to You‖ began about 100 year ago in America when Mildred and Patty Hill made up the song which has since become a big hit and attracted lost of humorous variations.
For the birthday person the highlight of the celebration is often quite conspicuously the opening of the birthday presents. It used to be that ―thank you‖ notes were written to acknowledge the gift givers for their thoughtfulness. Now, more and more, this custom is reserved for the very formal gift-giving occasion of the wedding.
The most common way to wish someone a happy birthday, however, is with a simple birthday card, a custom, which began in England about 100 years ago. These cards serve as testimony to the fact that in the United States the focus is definitely on the individual, at least on that one very special birthday each year. Martin Luther King's Birthday (January 15th)
This is the most recently instituted legal holiday in the United States, recognized for the first time nationally in 1986. Martin Luther King, Jr. (1929 – 1968) was a famous civil rights activist who fought against racial discrimination and segregation during the late 1950s and 1960s. King was a Baptist preacher with a doctorate degree in Theology from Boston University. He organized non-violent protests against unequal treatment of African-Americans, particularly throughout the southern states. ―We will not resort to violence. We will not degrade ourselves with hatred.‖ Constant reminders such as these inspired his followers with the belief that they would overcome all trials if only they did not resort to bloodshed. And so the spiritual ―We Shall Overcome‖ is a fitting anthem for the civil rights movement under King's leadership.
No less important than King's studies, however, was the rich spiritual (black gospel) background provided by his family (his father and grandfather were ministers, his mother was a musician). Songs like ―He's Got the Whole World In His Hands‖ reflect the spirit of community prevalent in the all-black neighborhood in which King was raised in Atlanta, Georgia. Contrary to what one might think, this neighborhood was not poor, but was characterized by prosperous black-owned or black-operated banks, businesses and services, which thrived despite Atlanta's strict segregation policies. His father's church played an important role as a meeting place for local groups, which sought further social and educational advancement of the blacks.
King's career as an activist began with helping to organize the boycott of the segregated bus system in Montgomery, Alabama, in December of 1955. He encouraged all people, both black and white, who did not feel it was right for black passengers to be restricted to seats in the back of the buses to refuse to ride them altogether and to walk in peaceful demonstration of their disagreement with the law. A year went by, and in response to this social pressure, the US Supreme Court ruled that the Alabama segregation law was unconstitutional and the city was ordered to have equal integrated seating on its buses. This was King's first victory. Later he began to fight discrimination in schools, hotels, restaurants, and achieved federal legislation, which forced these businesses and institutions to provide equal opportunities and services to black Americans.
Why all the fuss over who sits or stands in a bus? Perhaps King's biggest threat to a reluctant establishment was in the sharp increase in the numbers of black Americans who were registering to vote for the first time in their families' histories, and the number of political candidates promising fulfillment of their newly awakened dreams. Black voters were instrumental in electing democratic President John F. Kennedy in 1960. Once a president with a large constituency of black voters was in the White House, the stage was set for King's ―March on Washington‖.
Imagine what it must have been like on August 23, 1963, in Washington, D.C., when a crowd of over 250.000 people, both black and white, marched behind Martin Luther King, Jr., and other activists to the Capitol Building to demonstrate their support for laws guaranteeing equal civil rights to all Americans. It was the biggest crowd of marchers, which the country had ever seen – and no violence took place. Later that day, on the steps of the Lincoln Memorial, King delivered his famous ―I Have a Dream‖ speech. Most experts agree that King's speech is one of the most eloquent and inspiring in American oratory tradition. As a result of King's activities, in 1964 Congress passed the Civil Rights Act, which prohibited racial discrimination in public places and called for equal opportunity in employment and education. That same year Martin Luther King received the Nobel Peace Prize for his work. He was loved and respected by many people around the world for remaining true to his creed of non-violence. This did not, however, prevent multiple arrests of King and acts of violence aimed at him and his followers. In the end King was assassinated in 1968 at the age of 39 while leading a workers' strike in Memphis, Tennessee.
It is interesting to note that controversy in evaluating King's achievements remains heated to this day. Republican President Ronald Reagan was heavily criticized by some conservatives among his constituency when, in 1986, he declared the third Monday in January a federal legal holiday commemorating Dr Martin Luther King's birthday. On this day public schools and government offices are closed in his honor, and this is how many American school children today learn of the legacy of ―A Man Named King‖. On the preceding Sunday churches of many denominations hold memorial services and read sermons devoted to keeping the dream alive.
Presidents' day (3rd Monday in February)
Until 1986 this holiday was in fact two holidays: Abraham Lincoln's Birthday, celebrated on February 12, and George Washington's Birthday, celebrated on February 22. It was condensed into one legal holiday in the same year that Martin Luther King's Birthday was established as a national holiday observed on January 15. Some people were not happy with this decision. Others argued that both presidents are honored in a great number of ways, and so there should be no offense taken if the two were made to share a joint holiday. President Abraham Lincoln is probably the most deeply revered president in American history. School children learn that he was born into a very poor family on February 12, 1809, and spent his early years in Kentucky and Indiana, where his father worked as a farmer and carpenter. All of the Lincoln children had to work very hard as well to help the family make ends meet, and Abe became skilled with an axe at a very early age. Because of this, there was little time left for schooling. Unfortunately, Abe's mother died when he was nine. His father remarried two years later, and luckily for Abe, his stepmother also encouraged Abe's thirst for learning.
When he was older, Abe became known as a talented storyteller in the general store where he worked. People would come from miles around just to hear him talk. Abe's nickname ―Honest Abe‖ characterizes his hard work, clear insights, and straight talk. When the family's next move brought them to Springfield, Illinois, Abe's powers of speech helped him excel in law and politics. He began formally to study law in 1834, and was elected into the House of Representatives that same year. He married Mary Todd Lincoln after a long courtship in 1842. In 1847 he was elected to Congress for the first time, but his strong stand against slavery was not popular, and he was not reelected for a second term.
In the years that followed, the controversy surrounding the issue of slavery continued to grow. In 1858, Lincoln joined the newly formed Republican Party, and became its nominee for the U.S. Senate. Here he began to attract the attention of the whole country with his fine gift of oratory and passionate voice warning: ―A house divided against itself cannot stand. This government cannot endure, permanently half-slave and half-free...‖ In 1860 the Republicans nominated him as their presidential candidate and he narrowly won. There was little cause for celebration, however, because by that time South Carolina and several other states had seceded from the Union, reserving the right to decide for themselves on many issues, including whether or not to abolish slavery. The American Civil War had already begun.
The Battle of Gettysburg, Pennsylvania in July of 1863 was the bloodiest battle ever fought on American soil. On November 19, 1863, Lincoln delivered his famous Gettysburg Address at a memorial service held there. The fighting was not yet over, but Gettysburg was a turning point in a war, which lasted five years and left the southern states in devastation. On April 9, 1865, the South surrendered, and the war was ended. Less than a week later, on April 13, Lincoln was shot in Ford's Theater in Washington, D.C., by an actor who thought he was furthering the southern cause. Lincoln died the following morning.
Lincoln's body was placed on a train and made a long, slow farewell journey back to Springfield, Illinois, where he was buried. His house has been made into a memorial museum in tribute to the man who steered the nation's vessel through its most ―fearful trip‖.
Both the North and the South agree that George Washington had great influence in shaping the United States and so deserves the name ―Father of His Country‖. He was born on February 22, 1732, in West Moreland County, Virginia. Legend has it that as a boy Washington (rather naively) decided to try out his new axe on the family's prize cherry tree. His father was angry when he saw the felled fruit bearer. He confronted his son with the withered evidence, and George (resourceful even at so early an age) saved himself with what would seem at first glance to be a rather unimaginative reply: ―I cannot tell a lie‖. His father was moved by his son's open admission of guilt. Whether or not this sufficed to save George from a spanking is hard to say. Today corporal punishment is so unpopular in the U.S. as a means of discipline that parents and teachers usually end the telling of the legend early and let the kids speculate for themselves what punitive measures were imposed. And so cherry pie has become the traditional food for Washington's birthday, commemorating the boy's noble words in the face of a furious father. In any case it was probably many years before George could again enjoy that delicious dessert. This is George Washington, as young American children know him. Later, in their studies of American history they learn that George Washington made three important contributions to the shaping of the early United States. First, he was the commander in chief of the Continental Army, which was victorious in gaining independence from Great Britain during the Revolutionary War. The song ―Yankee Doodle‖ dates back to that time. Yankee was a derogatory term used by the British and by New Yorkers to refer to the people living in ―New England‖ (Massachusetts, New Hampshire, Maine, Rhode Island, Connecticut, and Vermont). A doodle was a foolish person or country bumpkin. At first the British sang this song to ridicule Washington's army, which at first was little more than an armed mob, with officers quarreling constantly among themselves and soldiers who obeyed only the orders, which suited them. Washington is credited with transforming this motley crew into a disciplined fighting unit, which began to experience success in October 1777 at the Battle of Saratoga in northern New York. It is said that the American troops sang this song back to the British after the latter's final surrender to Washington at Yorktown, Virginia, on October 19, 1781. George Washington's second major contribution to the shaping of early America was in serving as president of the Constitutional Convention that wrote the United States Constitution. Finally, Washington was unanimously elected to be the first president of the new country. In spite of this, he was a reluctant leader, and accepted two terms in office out of the deep obligation he felt to serve God and his country. He refused to serve a third term, choosing instead to retire to his beautiful family home at Mount Vernon, where he died on December 14, 1799, at the age of 67.
List of all Presidents' names (years served)
1. George Washington 1789 – 1797
2. John Adams 1797 – 1801
3. Thomas Jefferson 1801 – 1809
4. James Madison 1809 – 1817
5. James Monroe 1817 – 1825
6. John Quincy Adams 1825 – 1829
7. Andrew Jackson 1829 – 1837
8. Martin Van Buren 1837 – 1841
9. William Henry Harrison 1841 – 1841
10. John Tyler 1841 – 1845
11. James Knox Polk 1845 – 1849
12. Zachary Taylor 1849 – 1850
13. Millard Fillmore 1850 – 1853
14. Franklin Pierce 1853 – 1857
15. James Buchanan 1857 – 1861
16. Abraham Lincoln 1861 – 1865
17. Andrew Johnson 1865 – 1869
18. Ulysses Simpson Grant 1869 – 1877
19. Rutherford Birchard Hayes 1877 – 1881
20. James Abram Garfield 1881 – 1881
21. Chester Alan Arthur 1881 – 1885
22. Grover Cleveland 1885 – 1889
23. Benjamin Harrison 1889 – 1893
24. Grover Cleveland 1893 – 1897
25. William McKinley 1897 – 1901
26. Theodore Roosevelt 1901 – 1909
27. William Howard Taft 1909 – 1913
28. Woodrow Wilson 1913 – 1921
29. Warren Gamaliel Harding 1921 – 1923
30. Calvin Coolidge 1923 – 1929
31. Herbert Clark Hoover 1929 – 1933
32. Franklin Deleno Roosevelt 1933 – 1945
33. Harry S. Truman 1945 – 1953
34. Dwight David Eisenhower 1953 – 1961
35. John Fitzgerald Kennedy 1961 – 1963
36. Lyndon Baines Johnson 1963 – 1969
37. Richard Milhous Nixon 1969 – 1974
38. Gerald R. Ford 1974 – 1977
39. James E. Carter, Jr. 1977 – 1981
40. Ronald W. Reagan 1981 – 1989
41. George Bush 1989 – 1993
42. William J. Clinton 1993 – 2001
43. George Bush, Jr. 2001 – ?
White House Curse
Beginning in 1840 and extending for well over a century, every President elected in a year ending in a zero died in office. This strange twist of fate was called the ―20-year curse‖ because it occurred every twenty years. Consider:
- William Henry Harrison, elected in 1840.
Harrison caught a cold at his inauguration and died of pneumonia a month later.
- Abraham Lincoln, elected in 1860, and reelected four years later. Lincoln was assassinated on April 14, 1865.
- James A. Garfield, elected in 1880.
Garfield was shot on July 2, 1881, and three months later died of blood poisoning.
- William McKinley, elected in 1900.
McKinley was shot on September 6, 1901, and died a week later.
- Warren G. Harding, elected in 1920.
Harding died of a heart attack approximately 2I/2 years after taking office.
- Franklin D. Roosevelt, elected in 1940 for a third term. Roosevelt died of natural causes on April 12, 1945, less than four months after taking the oath of office for a fourth term.
- John F. Kennedy, elected in 1960.
Kennedy was assassinated on November 22, 1963.
Ronald Reagan, elected in 1980, loomed as the next victim of the curse. About two months after taking office, Reagan was shot and wounded by John F. Hinckley. But quick and expert medical attention saved the President's life. Reagan's survival was said to have broken the curse.
A presidential curiosity
How does one explain the many similarities in the lives of Abraham Lincoln and John F. Kennedy? Consider:
- Both were married in their thirties to women in their twenties.
- Lincoln won election to the U.S. House of Representatives in 1846. Kennedy was elected to the House in 1946.
- Lincoln tried and failed to get his party's nomination for Vice President in 1856. Kennedy failed in his bid to get his party's nomination for Vice President in 1956.
- Lincoln was elected President in 1860, defeating Stephen A. Douglas, born in 1813. Kennedy was elected President in 1960, defeating Richard Nixon, born in 1913.
- Lincoln was younger than his Vice President, Andrew Johnson, a Southerner, born in 1808. Kennedy was younger than his Vice President, Lyndon B. Johnson, a Southerner, born in 1908.
- Lincoln was shot on a Friday (April 14, 1865) as he sat next to his wife. Kennedy was shot on a Friday (November 22, 1963) as he sat next to his wife.
- Lincoln's assassin, John Wilkes Booth, fled and was killed before he could be brought to trial. Kennedy's assassin, Lee Harvey Oswald, fled and was killed before he could be brought to trial.
Mother's Day (2nd Sunday in May) Father's Day (3rd Sunday in June)
In the United States two Sundays are set aside on which Americans honour their mothers and fathers, grandmothers and grandfathers. On these days children give thanks for the support, love, care, and guidance, which these special people provide. Since it is unusual for several generations to live together under one roof, this expression of thanks often takes the form of a special dinner, either homecooked or in a favorite restaurant, or, especially on Father's Day when the weather is more dependable, an outside barbecue is a common way of celebrating. Giving cards and gifts is also a tradition. Children often make Mother's Day and Father's Day gifts in school. Pin cushions sachets, tie clasps, decorated boxes and picture frames, recipe holders, and plaster-cast hand prints are all popular favorites. Another common gift for mothers (from fathers or older children) is the ―mother ring‖, a ring set with the birthstones of each of the members of the family. Mother's Day was first proclaimed a national holiday by President Woodrow Wilson in 1915. The idea of honouring mothers on a special day started with Ann Jarvis, from Grafton, West Virginia, who chose the second Sunday in May and began the custom of wearing a red carnation if one's mother was still living and a white carnation if one's mother was deceased. If the latter is the case, many people visit their mother's grave site and dedicate the day to their mother's memory. Father's Day dates back to 1909, when one daughter, a certain Mrs Dodd from Spokane, Washington, wanted to honour her own father who had raised four sons and a daughter after her mother's death. Although the first Father's Day was observed in Spokane in 1910 and it has been likewise observed in many other states for many decades, Father's Day did not become a national holiday until Senator Margaret Chase Smith helped to establish it as such in 1972. Since many American families are geographically separated from their parents or children, on these two special Sundays they try to bridge the gap with a longdistance phone call (some companies offer special rates for the holiday weekend) or special delivery of flowers in order to say ―I love you‖ to those who gave them life.
Memorial Day (last Monday in May)
Americans observe Memorial Day in different ways. For some it is simply the three-day weekend, which opens the summer outdoor recreation season. Camping, boating, gardening, and sunbathing are taken up again after the long winter. For other Americans, this day is set aside to visit the grave sites or otherwise honour friends and loved ones who lost their lives while serving their country. The first Memorial Day dates back to the time following the Civil War. In 1866 residents and veterans of Waterloo, New York, agreed to close their shops and businesses on May 5 in order to decorate the graves and honor the memory of the many soldiers buried in the local cemetery. This is why the holiday was originally called Decoration Day.
Two years later the former Union General Jonathan Logan led veterans to decorate the graves of their fallen comrades with flags.
In 1882 the name was changed to Memorial Day, and its focus was broadened to include soldiers who had died in previous wars. It is important to note that the southern states honoured their war dead as well, but on different dates: April 26th, May 10th, and June 3rd. May 30th was established as a national holiday observed by both northern and southern states as late as 1971! Since World War I a red poppy has become the symbol for Memorial Day, as that flower grew wild in the battlefields of France, where many thousands had died. Today the most elaborate Memorial Day ceremonies are held in Waterloo, New York, and at Arlington National Cemetery in Virginia. The spirit of remembrance is particularly strong at Arlington, the site of 200,000 soldiers' graves, the Tomb of the Unknown Soldier, President Kennedy's grave overlooking Washington, DC, and graves of numerous astronauts, war heroes, and many other distinguished Americans.
Independence Day (July 4th)
Often simply called ―the Fourth of July‖, this holiday celebrates the day (July 4, 1776) on which the Continental Congress ratified the Declaration of Independence, which proclaimed freedom from the British monarch King George III, who had up to that time ruled the 13 American colonies. Several events preceded the actual drafting of this treasonous document, for which the 56 men who signed it risked execution. General discontent with British trade policies turned to open dissent in 1770 when the British government levied a new tax on tea in order to save its failing India Tea Company. Samuel Adams and other residents of Boston showed their outrage by dressing up as Indians and dumping a shipload of tea into the Massachusetts Bay. This event was later called ―The Boston Tea Party‖. In 1773, British soldiers who had been sent to Boston to tighten control over the impudent colonists were jeered and stoned and thus provoked to firing into the crowd, killing several. The number of dead was exaggerated and the event was named ―The Boston Massacre‖. These two events acted as catalysts in uniting the unhappy colonists to fight against British rule.
In September 1774 the First Continental Congress met in Virginia to draw up a list of grievances. The Continental Army was established under the command of General George Washington, and the Revolutionary War was begun. On July 2, 1776, a second draft of the list of grievances was presented at the Second Continental Congress, and this document, called the Declaration of Independence, inspired the colonists wherever it was read to formally separate from England. A war ensued which was to last until 1783, when, after securing victory, Independence Day was made an official holiday.
Today firecrackers are exploded and fireworks are displayed all across America on the night of the Fourth. Picnics, air shows, clambakes, barbecues, baseball games, relay races, fairs, rodeos, art shows, parades and special concerts are but a few of the many ways in which Americans observe this bright mid-summer holiday.
Thanksgiving Day (fourth Thursday in November)
Imagine a day set aside for families to come together from near and far to feast and feel thankful for all that they have and you've got Thanksgiving Day in the United States. Some families take part in religious ceremonies in the morning, but for most families the highlight of the day is Thanksgiving dinner. Traditionally this feast features roast turkey with stuffing, mashed potatoes and gravy, sweet potatoes, squash, cranberry sauce and pumpkin pie with whipped cream. Major college and professional football games are televised that day, and this unites many men around the television while women are busy in the kitchen. This custom began with the Pilgrims in 1621. The Pilgrims were an English religious minority, which did not worship the Church of England and therefore suffered persecution. They decided to leave the country in search of religious freedom. King James I gave them a charter to settle in Virginia, where a British colony had been founded in 1607. On September 16, 1620, a small ship called the Mayflower, carrying 102 passengers, left Plymouth harbour in England and sailed west. On November 11, 1620, the Mayflower reached North America. But storms had blown the ship off course and the Pilgrims were far north of Virginia. It took them another month to find a suitable place to settle and, finally, on December 26, 1620, the Pilgrims found a harbour which became the site of the town they named Plymouth, in the present State of Massachusetts. The colonists endured a very hard winter of sickness and starvation by the end of which half were dead. But with the help of the native Indians, who taught them how to fish, hunt, and plant corn, their chances for surviving the winter of 1621 looked much brighter. After a successful harvest, Governor William Bradley decided to hold a special Thanksgiving feast, and invited the Indian chief Massosoit and ninety Indian braves to attend. The Indians brought deer meat or venison to be roasted along with the wild turkeys. They even brought popcorn to share! The original Thanksgiving lasted three whole days and can you believe that all that food was prepared by three women! The colonists continued to celebrate the autumn harvest with a feast of thanks. George Washington suggested that November 26th be set aside each year for the observance. In 1864, at the end of the tragic Civil War, Abraham Lincoln established the last Thursday in November as a day for all Americans to give thanks.
Stores, schools, and homes are decorated with various Thanksgiving symbols, including pictures of pilgrims, Indians, turkeys, and harvest still-lives. The horn of plenty or cornucopia, wreaths of dried flowers, and dried, multi-coloured ―Indian corn‖ are often used as door and table decorations. The day after Thanksgiving is considered the beginning of the month-long Christmas shopping season, as demonstrated by Santa Claus's traditional arrival at the end of the annual Thanksgiving Day Parade held in New York City and sponsored by Macy's department store.
|
<urn:uuid:11f0467d-b1fb-47d3-b33d-87e6fec63c99>
|
CC-MAIN-2024-18
|
https://www.gorskigau.ru/wp-content/uploads/2023/08/fos17_27.03.01_inostrannyj-yazyk.pdf
|
2024-04-16T14:37:12+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00556.warc.gz
| 725,265,914
| 50,296
|
eng_Latn
|
eng_Latn
| 0.549501
|
rus_Cyrl
| 0.864639
|
[
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"unknown",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"rus_Cyrl",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"rus_Cyrl",
"eng_Latn",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"eng_Latn",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"ekk_Latn",
"rus_Cyrl",
"eng_Latn",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"eng_Latn",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"rus_Cyrl",
"eng_Latn",
"rus_Cyrl",
"rus_Cyrl",
"eng_Latn",
"rus_Cyrl",
"eng_Latn",
"rus_Cyrl",
"eng_Latn",
"rus_Cyrl",
"rus_Cyrl",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"zsm_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
650,
1196,
3082,
4360,
4794,
5147,
5476,
5815,
6117,
6426,
6740,
7051,
7359,
7664,
7978,
8538,
9723,
11109,
12515,
13909,
15224,
16502,
18314,
19320,
21030,
21900,
23916,
24876,
25942,
26407,
26490,
27554,
28817,
29566,
31056,
32264,
33755,
35222,
36391,
37984,
39422,
41017,
42531,
43870,
45080,
46278,
47523,
48871,
50322,
51666,
53107,
53197,
54625,
55911,
57317,
58526,
59825,
61074,
62135,
63664,
65144,
66538,
67821,
69028,
69187,
70756,
71972,
73457,
74762,
76171,
77598,
77832,
79194,
79581,
83156,
84105,
86689,
89188,
91741,
94315,
96789,
99806,
100916,
102919,
104012,
106045,
109408,
113322,
114157,
115844,
117117,
120228,
122917,
126318,
128217,
131701,
134017,
136668,
140515,
142144,
145327,
147652,
150313,
153169,
156298,
159384,
162531,
165698,
168598,
171891,
174693,
177722,
181177,
184475,
187832,
191145,
192550,
195005,
198265,
201434,
204514
] |
[
1.2265625,
3.28125
] | 13
| 0
|
INSPECTION REPORT
TEMPLENEWSAM HALTON PRIMARY SCHOOL
Leeds
LEA area: Leeds
Unique reference number: 107941
Headteacher: Mrs K Crellin
Lead inspector: Mr F Carruthers
Dates of inspection: 4 – 6 July 2005
Inspection number: 268033
Inspection carried out under section 10 of the School Inspections Act 1996
© Crown copyright 2005
This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.
Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.
INFORMATION ABOUT THE SCHOOL
Type of school:
Primary
School category:
Community
Age range of pupils:
3 - 11
Gender of pupils:
Mixed
Number on roll:
457
School address:
Pinfold Lane
Leeds
West Yorkshire
Postcode:
LS15 7SY
Telephone number:
0113 2930314
Fax number:
0113 2930315
Appropriate authority:
Governing body
Name of chair of
governors:
Mrs A Mannion
Date of
previous
inspection:
22 March 1999
CHARACTERISTICS OF THE SCHOOL
This large primary school is situated in Halton, in Leeds. The accommodation includes the original 19 th century building and modern buildings. Most pupils live close to the school, though some travel from further afield and there is a good balance of boys and girls on roll. Children enter the Nursery class with levels of attainment that are below average, especially in personal, social and emotional development and communication, language and literacy. They generally spend six terms in the Foundation Stage, which consists of the Nursery and Reception classes. Very few pupils are from minority ethnic backgrounds and even fewer are at the early stages of learning English as an additional language. The area from which the majority of the pupils come is on the edge of urban Leeds just inside the city's ring road and has broadly average levels of social advantage. The proportion of pupils with special educational needs, of whom three have a Statement of special educational need, is about average. Their needs include general and specific learning difficulties, emotional or behavioural difficulties, autism and multiple sensory needs. One pupil is in public care. Pupil mobility 1 is similar to that found in most schools. The school achieved the Investor in People Award in 2002, the Activemark Gold in 2004 and the Inclusion Chartermark in 2005. It is involved in projects such as Excellence in Cities, The Leadership Development Strategy and The Primary Strategy Learning Network.
1 Mobility refers to the proportion of pupils who join or leave the school at times other than starting in the Reception class or at the end of Year 6.
INFORMATION ABOUT THE INSPECTION TEAM
| Members of the inspection team | | |
|---|---|---|
| 21285 | F Carruthers | Lead inspector |
| 13450 | J Madden | Lay inspector |
| 22113 | A King | Team inspector |
| 27777 | R Greenall | Team inspector |
The inspection contractor was:
Nord Anglia School Inspection Services Anglia House Carrs Road Cheadle Stockport SK8 2LA
Any concerns or complaints about the inspection or the report should be made initially to the inspection contractor. The procedures are set out in the leaflet 'Complaining about Ofsted Inspections', which is available from Ofsted Publications Centre (telephone 07002 637833) or Ofsted's website (www.ofsted.gov.uk).
REPORT CONTENTS
PART A: SUMMARY OF THE REPORT
OVERALL EVALUATION
This is an effective school, providing a good education for pupils, who achieve well. Standards are above average in Year 6 in English and science, and average in mathematics, information and communication technology (ICT) and religious education. Leadership and management of the school are very good overall and all staff are highly committed to including all pupils in what the school offers. Because the cost of educating a pupil at the school is below average, the school is improving and the quality of education is good, the school gives very good value for money.
The school's main strengths and weaknesses are:
* Pupils achieve well in reading but standards of pupils' writing in English and investigative skills in science are not high enough;
* Under the headteacher's very effective leadership, staff provide an exceptionally caring and positive ethos, and are fully committed to the needs of all pupils;
* Accommodation in the old building, despite the best efforts of the school to maintain it, is unsatisfactory;
* Pupils with special educational needs make good progress and pupils with particular talents do very well;
* The school develops pupils' attitudes, values and other personal qualities very well;
* There are weaknesses in the coverage of some subjects and teaching time is not always used efficiently; but opportunities for enrichment of the curriculum are very good;
* The school works very well in partnership with parents, other schools and the community.
Overall, improvement since the last inspection has been good. Although standards in Year 6 declined from 2001 to 2003, they are climbing back to where they were at the time of the last inspection. Issues arising from that inspection, which involved weaknesses in subject leadership and the role of the senior management team, have been addressed well. The good quality of provision found at the last inspection has been maintained and extended in a number of ways, though the curriculum is not as well balanced as it was. The school has continued to improve the external fabric of the buildings but there remain serious difficulties with the old building.
STANDARDS ACHIEVED
Key: A - well above average; B – above average; C – average; D – below average; E – well below average Similar schools are those whose pupils attained similarly at the end of Year 2.
| Results in National Curriculum tests at the end of Year 6, compared with: | all schools | | |
|---|---|---|---|
| | 2002 | 2003 | 2004 |
| English | B | C | D |
| Mathematics | C | E | D |
| Science | A | D | D |
Pupils achieve well. Children get off to a good start in the Nursery and Reception classes and most are on course to achieve the expected goals for learning by the end of the Reception year. Pupils' achievement in Years 1 and 2 is satisfactory and standards are average in Year 2 in reading, writing, mathematics and science. In recent years, standards have not been high enough in Year 6 and this is illustrated in the table above. An asterisk next to a grade indicates the school was in the lowest five per cent of schools. The final column of the table shows that last year the school was performing badly compared to similar schools. However, through the concerted effort of staff to improve teaching and learning and, in particular, to make better use of pupil assessments in order to track their progress, the school has successfully turned round this decline. Standards in the current Year 6 are above average in English, though whereas standards of reading are good, standards of writing are not as high as they could be. Standards in mathematics are average and this is an improvement on recent years. Standards in science are above average but the pupils' skills of investigation are not as good as their knowledge of facts and concepts. The pupils' personal development, including their spiritual, moral, social and cultural development, is very good. Pupils' attitudes to learning and their behaviour are very good. Levels of attendance are above average and punctuality to school is very good.
QUALITY OF EDUCATION
The quality of education, including teaching and learning, is good. Improvements to checking the quality of lessons and to assessment procedures mean teachers are tracking the pupils' progress better and eliminating weaknesses in pupils' skills and understanding. Teaching assistants make a very good contribution to the learning of pupils, especially the children in the Nursery and Reception classes and pupils with special educational needs in all age groups. The curriculum is satisfactory overall with strengths in English, mathematics and ICT and enrichment opportunities, such as learning French in Year 5, learning a musical instrument and taking part in extra-curricular activities. There are weaknesses, however, in the use of teaching time and the coverage of some subjects, such as geography, music and science. The care, guidance and support for pupils are very good, as is provision for pupils with special educational needs. Partnerships with parents, the community and other schools are another key strength.
LEADERSHIP AND MANAGEMENT
Leadership, management and governance of the school are very good. Governors fulfil their responsibilities very well and all statutory requirements are met. They have an excellent grasp of the strengths and weaknesses of the school and make well-informed and effective decisions. The headteacher is very ably supported by the deputy headteacher and there is a strong senior management team. Financial management is very good.
PARENTS' AND PUPILS' VIEWS OF THE SCHOOL
Parents hold the school in very high regard. They particularly appreciate their involvement in the school and the information they receive about their children's progress and about what is happening in school. They speak warmly of the leaders of the school. Pupils similarly are very positive about the school and the overwhelming majority have few concerns.
IMPROVEMENTS NEEDED
The most important things the school should do to improve are:
* Maintain the drive to push up standards in writing, mathematics and skills of investigation in science;
* Review and improve the balance of the curriculum and make more effective use of teaching time;
* Seek the support of the local education authority to improve the poor condition of the old Victorian building.
PART B: COMMENTARY ON THE INSPECTION FINDINGS
STANDARDS ACHIEVED BY PUPILS
Standards achieved in areas of learning and subjects
Standards in Year 6 are rising and pupils' achievement is good. Attainment in English and science is above average and in mathematics, information and communication technology (ICT) and religious education it is average. Attainment in Year 2 is average in reading, writing, mathematics, science, ICT and religious education. Pupils' achievement is satisfactory. In the Foundation Stage, most children are on course to achieve the expected goals for learning in all areas of learning.
Main strengths and weaknesses
* Pupils achieve well in reading but standards of pupils' writing in English and investigative skills in science are not high enough.
* Children in the Foundation Stage make good progress, especially in their personal, social and emotional development.
* Pupils with special educational needs make good progress and pupils with particular talents do very well.
Commentary
1. Standards in Year 6 in English, mathematics and science have been too low in recent years and have declined since the last inspection. Boys in particular have been under-performing. In 2003 and 2004, standards were very low compared to similar schools. However, through the concerted efforts of the senior management team and staff, especially in improving teaching and making better use of assessments to track how well the pupils are doing, standards steadied last year and began to show some improvement. This improvement continues well. In the current Year 6, attainment is above average in English and science and average in mathematics, ICT and religious education. Pupils are now achieving well and boys are catching up with girls. Pupils' skills of reading are strong, solving problems in mathematics is good and pupils have a good knowledge of scientific concepts. This latter strength is the result of very good revision studies in Year 6 in preparation for National Curriculum tests. More pupils are reaching the higher level in all three subjects than in recent years. The unvalidated results of tests this year show that over 90 per cent of pupils reached the expected level or better in English and science and 80 per cent did so in mathematics. Two thirds of pupils reached the higher-than-expected level in science, one third of pupils did so in mathematics and over a quarter in English. There remain aspects to improve: pupils' skills of writing, their use of data handling skills in subjects such as science, and their investigative skills in science. The good quality of teaching and learning throughout Years 3 to 6 means the school is now in a strong position for standards to continue the upward trend.
2. Pupils with particular talents in subjects achieve very well, especially in mathematics, art and design, music and physical education. There is a very good level of challenge in the work they do through effective arrangements the school makes for older pupils in mathematics, in which pupils are taught in classes organised according to the pupils' attainment. Pupils are encouraged to join weekend classes
organised in schools in the city and are often given demanding homework assignments to do. The high profile given to the creative and physical areas of pupils' learning contributes well to the success of higher achievers. Pupils with special educational needs make good progress because of very good procedures to assess their progress and needs and very good support from teaching assistants. In addition, they do well in the grouping arrangements noted above. They regularly achieve the targets they are set in their individual education plans. The very few pupils from minority ethnic backgrounds achieve as well as their peers and the very few who are at the early stages of learning English as an additional language make satisfactory progress.
Standards in national tests at the end of Year 6 – average point scores in 2004
There were 59 pupils in the year group. Figures in brackets are for the previous year
| Standards in: | School results |
|---|---|
| English | 25.8 (26.7) |
| Mathematics | 26.0 (24.1) |
| Science | 27.6 (27.7) |
3. Standards in Year 2 in reading, writing, mathematics and science have been high in recent years as illustrated in the table below. However, standards in the current Year 2 reflect changes to assessment procedures following recent national and local guidelines, which call for greater rigour in assessing pupils at the higher level of attainment in each subject. This has meant that teachers' assessments in the current Year 2 show that standards are average in all four subjects, which should not be misinterpreted as a fall in standards. Most pupils achieve satisfactorily. Ninetyfive per cent of the pupils reached the expected level in all three subjects and this shows the good progress that pupils with special educational needs made. Only a few pupils, however, were judged to have reached the higher level. Attainment in ICT and religious education is average.
Standards in national tests at the end of Year 2 – average point scores in 2004
| Reading | 17.7 (17.4) |
|---|---|
| Writing | 15.9 (17.7) |
| Mathematics | 17.0 (16.8) |
There were 59 pupils in the year group. Figures in brackets are for the previous year
4. Children in the Foundation Stage make good progress. All groups of children achieve well and by the end of the Reception year most reach the expected goals for learning in all aspects of development. This is because of the good provision in both the Nursery and the Reception classes.
Pupils' attitudes, values and other personal qualities
The school develops pupils' attitudes, values and other personal qualities very well. Pupils' attitudes and behaviour are very good, as are pupils' spiritual, moral, social and cultural development and their punctuality to school. Attendance is good.
Main strengths and weaknesses
* Relationships within the school form the basis for pupils' high levels of confidence and self-esteem and very good attitudes to learning.
* The very high expectations the school has for its pupils is the basis for their very good behaviour.
* Pupils' personal development is grounded in respect for others in the school community and a steadily growing ability to make moral judgements from an early age.
Commentary
Attendance in the latest complete reporting year (95.2%)
The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year.
5. The school has maintained high standards of pupils' behaviour and attitudes to learning since the last inspection and improved standards in personal development. Parents are delighted with these aspects of school life.
6. Throughout the school, pupils share warm and respectful relationships with staff. They are happy and confident, enjoying lunchtimes and breaks in the company of other pupils. Assemblies are positive, warm and relaxed occasions where pupils are involved and interested. In lessons, the very good relationships between teachers and pupils inspire pupils to become motivated and engaged in their learning. They are similarly confident and assured enough to speak out when they need help. These supportive relationships begin when children start school and continue through into Year 6.
7. Behaviour in lessons and generally around the school is calm and controlled and pupils move about in a relaxed and purposeful way. There is no inappropriate behaviour in lessons. When teaching is good or very good, pupils have neither the time nor the inclination to misbehave, and in satisfactory lessons pupils are tolerant and compliant. This high quality behaviour is based on the use of praise and selfdiscipline in an environment where each pupil knows exactly what is expected of them and wants to succeed. The staff are committed, well trained and well supported by a learning mentor to help those pupils who have emotional or behavioural difficulties. There have been no exclusions.
8. Pupils learn in an atmosphere that promotes the best for all and engenders respect for others and their needs. This is an integral part of the ethos of the school and is clearly demonstrated in the way pupils relate to one another throughout the school. They consistently respect the rights and personal space of others. In classrooms there is always a helping hand when needed and spontaneous praise for pupils who have done especially well. In addition, pupils' spiritual awareness is very good and is promoted very well by the school through whole-school collective worship and lessons in religious education. Pupils collect for various charities and talk about moral values and how these are manifest in their own lives. In a Year 4 lesson about the personality of Jesus, pupils discussed the key qualities of goodness. There are very good opportunities for pupils to find out about the multi-cultural nature of society.
QUALITY OF EDUCATION PROVIDED BY THE SCHOOL
The quality of education, including teaching and learning, is good. The curriculum is satisfactory overall, is enriched very well by extra activities but nevertheless has some shortcomings. The accommodation has one very old building which is in an unsatisfactory condition. Pupils receive very good care, guidance and support. The school works very well in partnership with parents, other schools and the community.
Teaching and learning
The quality of teaching and learning is good. Assessment of pupils' progress is good overall, with very good procedures for assessing achievement.
Main strengths and weaknesses
* Staff have high expectations for behaviour and insist that pupils are attentive and behave very well.
* Teaching assistants are very effective.
* Staff encourage pupils effectively and engage them in their learning very well in the Foundation Stage and in Years 3 to 6.
* Very comprehensive and detailed assessment procedures used well to assist planning and learning, except in science.
Commentary
9. At the last inspection teaching and learning were good. The quality of teaching and learning has improved since the last inspection, with more very good lessons. Parents speak very highly of the quality of teaching. Lessons observed were good overall, with eight out of ten lessons judged to be at least good and a fifth of lessons judged very good or better. There were no instances of unsatisfactory teaching, and lessons in all year groups were good overall. When satisfactory teaching was observed, although achievement and progress were adequate, lessons did not inspire, develop literacy skills or use the pupils' ideas in investigative work.
Summary of teaching observed during the inspection in 48 lessons
The table gives the number of lessons observed in each of the seven categories used to make judgements about lessons; figures in brackets show percentages where 30 or more lessons are seen.
10. The pupils' learning is good throughout the school and the staff ensure the pupils are aware of learning objectives and what they have to do. The staff encourage the pupils well and they do this very well in the Foundation Stage and Years 3 to 6. Teaching and learning are good for the youngest children, particularly in developing communication, language and literacy, and providing writing opportunities in the Reception year, with very good levels of interaction between staff and children, especially in the Nursery. The staff in all age groups have a secure knowledge of the subjects they are to teach, including national strategies for teaching English and mathematics. However, in science there are insufficient opportunities for pupils to be involved in investigative work to develop their skills in this aspect of scientific work. The staff plan effectively overall, although some short-term planning is rather brief. There are good expectations for what pupils are to achieve, particularly so in the Nursery and Reception classes and in Years 3 to 6.
11. Teaching methods are effective, with ICT being used well in all year groups to aid learning, although less so in scientific work. Lessons are well paced in the Foundation Stage, but in Years 1 to 6, sometimes the pace slows. The timing of
lessons means there are sometimes gaps in learning as pupils finish lessons rather early, before moving on to the next activity. However, overall the quality of teaching generally contributes significantly to the good progress pupils make. The teaching of pupils with special educational needs is good. There is high quality support for the few pupils with complex difficulties provided by well-trained teaching assistants, mainly on a one-to-one basis.
12. The staff use resources, links within the community and other schools effectively to support the pupils' learning. Lessons observed generally provided good opportunities for the pupils to use relevant resources in their learning. Examples of using community links were very much in evidence during the inspection. Grandparents were invited to visit the school to share their experiences with Year 4 about World War II and the period from 1930 onwards.
13. Expectations for behaviour are high and the staff insist that pupils are attentive and behave very well. Deployment of teaching assistants is very good to help the pupils' learning and they interact very well, especially in the Nursery, to boost achievement. The use of homework is good. The children in the Foundation Stage of learning have a good basic grounding in acquiring new skills. This is also the case in Year 3 to 6, but in Years 1 and 2 skills' development is satisfactory. However, the pupils are generally productive, apply themselves to their tasks and work together, collaborating and helping each other to understand new ideas.
14. Procedures to assess pupils' progress are very comprehensive, detailed and extensive, co-ordinated very effectively by the deputy headteacher. They are used well to guide teachers' planning and pupils are well aware of their targets. The Foundation Stage assessment procedures are very comprehensive, detailed and used effectively. Optional National Curriculum tests are used in Years 3 to 5 to assess the pupils' progress. Assessments are made in other subjects, judging pupils' learning and progress against National Curriculum levels, with clear indications of what pupils find difficult and which pupils have made significant progress. The information from these assessments is generally used well to plan what pupils are to learn, and this is then shared with staff to enable them to benefit from the practice of others. The pupils' needs and abilities are met effectively in English and mathematics, but in science there is not enough use of assessment to plan the level of tasks pupils are to complete in line with their understanding. Assessment of pupils with special educational needs is very thorough and children are identified at an early stage if they appear to be having difficulties.
The curriculum
The curriculum is satisfactory overall. For children in the Foundation Stage it is good and it is satisfactory in Years 1 to 6. Overall it meets statutory requirements but there are weaknesses in some subjects. Opportunities for enriching the curriculum are very good. Accommodation is satisfactory overall and used well, though it is poor for pupils in the old building. The quality of resources is good.
Main strengths and weaknesses
* Provision for pupils with special educational needs is very good.
* Teaching time in the school day is not used efficiently enough and in Years 3 to 6 the amount of time for teaching is below that recommended in government guidelines.
* Planning for some foundation subjects 2 does not always develop subject-specific knowledge and skills.
* Planning for pupils to use their skills in writing across other subjects is underdeveloped.
* Accommodation in the old building is unsatisfactory.
Commentary
15. The curriculum for the Foundation Stage covers the six areas of learning well. In Years 1 to 6, the curriculum is satisfactorily planned over the year to ensure all subjects are covered. However, this judgement reflects both strengths and weaknesses. The National Literacy and Numeracy Strategies are well established in the school's practice and the school has justifiably placed great emphasis on the strategies in the past two years in order to raise standards. However, the planning for pupils to use their skills in writing across other subjects is underdeveloped. Information and communication technology is well planned and the computer facilities are used effectively. Religious education is covered well in accordance with the locally agreed syllabus. The school has introduced French into Year 5, working well with the local high school, and plans are in place to develop French across Years 5 and 6 next year. However, there are weaknesses in the provision of science, music, geography and personal, social and health education. In these subjects, there is inconsistent depth in relation to subject-specific skills. Activities are not always taught with sufficient rigour. For example, investigational activities in science are limited, except in Year 5 where they are good.
16. Satisfactory subject policies and guidelines are in place for most subjects, although some are in need of review. The school makes satisfactory use of national guidance in science, personal, social and health education and foundation subjects to plan for pupils' learning. Teachers' planning is not always precise enough in these subjects, however, as it does not always identify subject-specific skills to be taught or expectations of all groups of pupils.
17. The length of the school day in Years 3 to 6 is below the recommended time allocation and teaching time in classes is not always used as effectively as it could. The school has recognised these weaknesses after undertaking the monitoring of timetables but a few subjects, such as geography, music and science, are allocated insufficient time to be studied in depth. During the inspection, there was an inconsistent approach to class collective worship with a few not meeting requirements. Collective worship for the whole school meets requirements.
18. Provision for pupils with special educational needs is very good. Individual education plans are clear and achievable targets are reviewed regularly with staff. Support for those with Statements of special educational needs is very good and the school has a growing reputation for doing its best for pupils with complex needs. Pupils have good opportunities to take part in all activities the school offers. Provision for the very few pupils at the early stages of learning English as an additional language is good.
19. A very good range of lunchtime and after-school clubs is very well supported and now includes a gymnastics club for younger pupils. Opportunities are extended for pupils to participate in extra evening sessions of gymnastics and other sports by letting the premises to outside organisations and these are also very popular. There are residential visits for pupils in Years 4 and 6 pupils where adventurous, scientific
2 The foundation subjects are: art and design, design and technology, geography, history, music and physical education
and environmental activities are pursued. A good range of visits and visitors helps teach geography, history and religious education. Visiting musicians enhance the music curriculum very well. There is very good participation in the arts and sport. The school has achieved the Activemark Gold Award and works very closely with the local sports college. All these activities make a very good contribution to pupils' personal and social development, as well as developing their learning in various subjects. The peripatetic music tuition provides very good opportunities for playing a musical instrument, which pupils demonstrate when the orchestra practises weekly and performs at various times of the year for parents and friends of the school. Strong links have been established through government funding with the local high school and pupils in Years 5 and 6 benefit from this especially in science, ICT and French. There is a well run daily Breakfast Club which uses the larger hall and caters for up to fifty pupils.
20. Well-qualified and experienced teachers and support staff meet the needs of the curriculum. Good resources in most subjects are used effectively to support pupils in their learning.
21. The accommodation is satisfactory overall. The main school building is clean, spacious, and although rambling, is used well. Classrooms provide adequate teaching space and are well organised, generally providing an attractive learning environment. However, there is no wheelchair access to the upper floor classrooms. Two halls are used for a range of activities, although the larger of the two does not have fixed climbing apparatus for adventurous physical activities. The two library areas are satisfactorily resourced and organised but provide limited opportunity for pupils to undertake their own research using current technology. Three outdoor hard play areas and a large field with mature trees are well used during break-times and for outdoor physical education lessons. Although the school tries hard to make best use of the isolated early Victorian building to meet the educational demands of the 21 st century, this listed building has outgrown its use and conditions are unsatisfactory. The building houses a library, the computer suite for the whole school, a small group teaching room, musical tuition facilities and the two Year 6 classes, which means these are divorced from the rest of the school. The classrooms are cramped, in a poor state of repair, and maintenance is a very great burden on the school's finances. The building does not provide a stimulating learning environment. The lack of adequate ventilation in the computer suite means that the temperature rises on occasions to an unacceptable level and the school has plans to improve this.
Care, guidance and support
Pupils receive very good care, guidance and support. Pupils' care, welfare, health and safety are excellent with very good provision of support, advice and guidance based on monitoring. The schools' involvement of pupils through seeking, valuing and acting on their views is good.
Main strengths and weaknesses
* The school consistently provides an environment that is safe, supportive and gives the highest regard to pupils' well being.
* Staff use their comprehensive knowledge of pupils' personal and academic needs to provide very high quality advice and guidance to the pupils in their care.
* Induction arrangements for pupils entering and leaving the school ensure they feel confident and safe in their new setting.
Commentary
22. Standards of care have been maintained since the last inspection. As a result, parents are delighted with the level of care provided by the school. All staff and governors have an active concern for the pupils and as a result all the strategies are in place to ensure high standards. Risk assessments are completed regularly, security systems are strictly adhered to and the buildings and grounds are monitored daily. The old building causes huge problems but the site staff keep everything clean and cared for despite the difficulties presented by this building. The school has comprehensive arrangements for child protection in place and is very well supported by the designated governor.
23. The outstanding relationships in the school ensure all pupils receive support and advice to develop personally and academically. In lessons, the very well-trained teaching assistants work with teachers to ensure each child receives the support they need. The learning mentor works well with pupils on a one-to-one basis or as part of a group to develop personal skills and academic achievement. Pupils and their parents are aware of and use the targets books supplied by the school to develop their abilities.
24. Children in the Nursery have ample opportunity to visit before they start and parents are well prepared so that they are able to talk to children about the new experience. The staggered start helps to ease children into their new life. The move to secondary school is equally well planned. Pupils get to know the headteacher from the secondary school through his visits to assemblies and to know their new teachers, school premises and grounds through visits from Year 5 onwards. During this time they also get to know their new peers through sporting events and the visits. There are special programmes of work which link well with the pupils' learning in the new school.
Partnership with parents, other schools and the community
The school works very well in partnership with parents, other schools and the community.
Main strengths and weaknesses
* The school provides comprehensive, high quality information for parents, both formally and informally.
* Links with the community play an essential part in enhancing the curriculum and expanding pupils' horizons.
* Close partnerships with the family of schools and the partner secondary school significantly enhance learning opportunities and staff training.
Commentary
25. Standards have been maintained since the last inspection, which then gave a very positive picture of the quality of provision. Parents feel a strong sense of partnership and commitment to the school and both school and parents contribute to the very effective links. Parents are kept very well informed about their children's progress through regular meetings, the use of targets and progress reports. Any parent who has concerns or who wants more information may visit the school on a formal or informal basis and receive the help they need. At the parents' meeting with inspectors, parents made it clear that if there were any problems, the headteacher and teachers were there to help. They have few anxieties just lots of positive thoughts. Parents are helped to support children with homework, especially literacy and numeracy, through the courses available to them from the time children start in the Foundation stage. Home and school contact sheets and reading diaries help to maintain a continuous dialogue between parents and teachers and parents are kept informed of the curriculum through half termly information sheets. The daily life of the school and any relevant information, including pupils' achievements, are passed on through regular newsletters.
26. Partnership with the community has a major impact on the life of the school. The school is used very well by members of the local community who are familiar with the staff, children and the building, where they feel welcome. Grandparents and older members of the community are especially involved in extremely popular special presentations by pupils. There are very good links with local services including the library, fire service and police. The history curriculum in particular is well supported by visits to a wide variety of local specialist museums.
27. The local family of schools works very well together enabling the school to take part in joint training for teachers, support staff and governors, this partnership has also been responsible for developing whiteboard technology resources for pupils with special education needs. The school has a very close and productive partnership with the neighbouring secondary school. As a result of this partnership, there has been joint working on science, including the use of a fully equipped Portalab, mathematics and sport. Students from the secondary school also take part in work experience at the primary school and former pupils support pupils in Nursery, Reception classes and Year 1.
LEADERSHIP AND MANAGEMENT
Leadership and management are very good. The headteacher gives very good leadership, and other key staff lead their areas effectively. Governance is very good. The school gives very good value for money.
Main strengths and weaknesses
* Under the headteacher's very effective leadership, staff provide an exceptionally caring and positive ethos, and are fully committed to the needs of all pupils.
* The governors' excellent grasp of what is going on in school enables them to challenge and support senior managers very well in making informed and effective decisions.
* Financial management supports major developments very well.
* The school is very self-critical and takes effective action to raise standards but not all subjects are monitored well.
* The leadership of key staff is much improved and now good.
Commentary
28. The headteacher is a very effective leader. She leads by excellent example, proceeds through teamwork and sets a high standard for effectiveness in the school's work. She holds the full respect, confidence and support of governors, pupils and parents alike. She is an inspirational presence around the school, and is particularly effective in promoting a school ethos that ensures a very caring approach to the welfare and development of all pupils and staff. This means that pupils' views are valued and their needs understood and met. As a result, pupils of all abilities achieve well, enter fully into the life of the school and show a very caring and responsible attitude to others.
29. The headteacher and deputy headteacher form a very strong team. They support and complement each other very well and lead the good teamwork of the senior managers, and of teachers and support staff across the school. The deputy headteacher is a very good role model for other staff. Her powerful combination of care, rigour and professional awareness is particularly well seen in her leadership of provision for pupils who have special educational needs. Her influence can also be seen in improved systems and uses of assessment, in more rigorous monitoring of performance and provision and in the very good management and development of support staff.
30. The headteacher and governing body share a clear vision for the school and a shrewd understanding of how it should develop to improve every pupil's chance to succeed. Governors understand the school's strengths and weaknesses extremely well. This is because they are kept very well informed, formally and informally, by the headteacher and other key staff, and because they are actively involved in all aspects of the school's work. The committee structure is very effective because clearly defined individual roles make best use of areas of individual expertise. All this puts the governors in a strong position to challenge and support senior management within a climate of mutual respect, understanding and total commitment to the school. It also enables them both to monitor the process by which staff performance is managed, and to help set the priorities for school improvement and evaluate their effect. The governors take their responsibilities very seriously and they fulfil all statutory duties very well.
31. Management is very good overall. The sudden death of a teacher, followed by an unprecedented spate of retirements, has posed a particularly stern challenge. The school has met this challenge very well, with imaginative and rigorous systems for the recruitment, deployment and induction of new staff. The school's very strong teamwork, values and professional awareness reinforce its ability to manage change both sensitively and dynamically. Although retirements have delayed some
developments, the overall quality of subject management is good, and much better than when the school was last inspected. The Foundation Stage co-ordinator and subject leaders for English, mathematics and ICT are well involved in checking the quality of teaching and learning, planning or looking at pupils' books to ensure lessons are taught with sufficient rigour and depth. They have thus contributed well to improvements in provision and standards. However, monitoring is underdeveloped in science and some foundation subjects and has led to some weaknesses in the curriculum.
32. Because of the efficiency of the leadership team, the governors and the administrator, financial management is very good. The school checks all spending decisions for best value and ties them closely to the educational priorities. Pupils' needs and achievements outweigh all other considerations and the same criteria measure the effect of each investment. Imaginative planning of the use of financial and human resources is improving the work-life balance for staff, and buying more time for them to monitor and develop their areas of responsibility. Despite the heavy costs incurred by a sprawling campus and the poor quality of the oldest building, the budget is managed very well to enable the school to carry out its improvement plan successfully.
Financial information for the year April 2004 to March 2005
| Balances (£) | |
|---|---|
| Balance from previous year | 69,510 |
| Balance carried forward to the next | 61,820 |
PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING AND SUBJECTS
AREAS OF LEARNING IN THE FOUNDATION STAGE
33. The provision for children in the Foundation Stage of learning is good. The children come into school with levels of attainment which are below average, but because of the good progress they make, all groups of children achieve well and by the end of the Reception year most reach the early learning goals in all aspects of development. The quality of teaching and learning is good, as are the curriculum and assessment for the Foundation Stage, covering the six areas of learning, stepping stones and the Early Learning Goals. There is very good provision for children identified as having special educational needs, especially in the Nursery. Resources and accommodation are adequate, areas for development include the use of outdoor areas, especially to link the provision and develop Foundation Stage learning through play and interactive talk. Leadership and management are good and team work is very good, especially in the Nursery. Progress since the last inspection is satisfactory and the good provision found then has been maintained.
PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT
Provision in personal, social and emotional development is very good.
Main strengths and weaknesses
* Children behave well and have positive attitudes to their learning.
* They are learning to co-operate, take turns and play fairly.
* Staff interact very well with the children in their play.
Commentary
34. The children make very good progress and achieve very well in their personal, social and emotional development. They are learning to share, take turns and co-operate with each other as they work and play. The organisation in both the nursery and reception classes means the children have good opportunities to tackle their own self-chosen activities for a sustained length of time and they develop their skills in concentrating and persevering as a result. They behave well. A few older children are sometimes rather boisterous, but this does not disrupt the other children's learning as staff are vigilant in making sure noise levels do not rise too much. Teaching and learning and levels of interaction are very good, the staff participate very well with the children as they work and play and their very good levels of mutual respect and politeness show the children how to behave. Progress since the last inspection has been satisfactory.
COMMUNICATION, LANGUAGE AND LITERACY
Provision in communication, language and literacy is good.
Main strengths and weaknesses
* Children's skills in reading and writing are developing very well.
* Role-play is particularly well promoted in the Nursery, but boisterous play in Reception classes sometimes detracts from the activity.
* Staff emphasise vocabulary and language development very well in the Nursery.
* The children are acquiring good skills in recognising the sounds that letters make in words and using this knowledge to write independently.
Commentary
35. Children's achievement in communication, language and literacy is good and the children are making good progress in their acquisition of language. The children are chatty and talkative and keen to share their ideas and suggestions. This is because the staff are good listeners, pay good attention to what the children say and respond enthusiastically to their contributions. Teaching and learning are good, with very good levels of interaction in the Nursery to develop language and vocabulary. The staff participate very well with the children, for example talking to them about what they need to take on holiday and developing their imaginative ideas very well. In the Reception classes, opportunities for role-play are also provided and are generally effective, but at times boisterous play detracts from the purpose of the activity. However, the children's skills in using the sounds in letters to write independently are developing well in both year groups. The good support the children receive in their writing also enhances their learning, and the quantity and quality of work some children produce is good. There are good opportunities for the children to share books, with adults and each other, they are aware that print has meaning and in the Reception classes, they are developing their skills very well. Progress since the last inspection has been satisfactory.
MATHEMATICAL DEVELOPMENT
Provision in mathematical development is good.
Main strengths and weaknesses
* Teaching and learning are good.
* Children's skills in counting and recognising numbers are developing well.
* Practical work is sometimes not sufficiently structured to help mathematical understanding in the Reception classes.
Commentary
36. The children are making good progress, because teaching and learning are good and they are given good guidance in how to count accurately and to identify the relationships between numbers. In the Reception classes, they are beginning to appreciate the significance of numbers to represent either tens or units and use their developing knowledge to record what they observe or find out. For example, during the inspection children in the Reception year were busy creating a graph of the different pets the children have at home. Achievement is good, and from the Nursery onwards there is a good range of practical work. The children solve simple problems well, for instance filling and emptying containers with sand and water and making comparisons. However, some practical work in the Reception classes is not as well structured and so does not challenge the children's learning sufficiently well. This area of learning is well led and managed, its good quality has been maintained since the last inspection, and progress is satisfactory.
KNOWLEDGE AND UNDERSTANDING OF THE WORLD
Provision in knowledge and understanding of the world is good.
Main strengths and weaknesses
*
Children's knowledge and understanding of the world are developing well.
* Good use is made of computers.
* The children have good opportunities to explore and investigate using their senses but there are not enough opportunities to investigate how things work and why things happen, especially in the Reception classes.
Commentary
37. Knowledge and understanding of the world are promoted well through the study of living things, and teaching and learning are good overall. The children make good progress and achieve well overall. However, there is not enough investigative work in the Reception classes to explore how things work and why they happen, for example investigating magnetism. Nevertheless, information and communication technology is used well to support the children's learning. The children have satisfactory experiences in making and designing their own models and packaging is used. However, there are not enough opportunities for the children to develop their ideas, using paper, card and other materials. The children have good experiences in observing living things, and how these thrive and grow and the staff share their own knowledge with the children to develop their ideas. Cookery provides the children with good experiences in considering similarities and differences in substances and also how they can change. Children also explore using their senses, for example when playing with sand and water. Progress since the last inspection has been good.
PHYSICAL DEVELOPMENT
Provision in physical development is satisfactory.
Main strengths and weaknesses
* Children's hand control is developing well.
* There is no climbing frame outdoors suitable for the Reception children.
Commentary
38. Children's progress and achievement are satisfactory overall. Teaching and learning are also satisfactory. The children are developing good control and co-ordination of their hands as they are able to practise skills regularly. There are outdoor areas for the children to use, but although well used by Nursery children, children in Reception classes do not use this area as an integrated part of their learning. There is a climbing frame for the Nursery children, which is used outdoors. However, there is no suitable frame outdoors to offer the children challenge to refine their skills in balancing and jumping, although they can use the climbing frame in the small hall in the school. The playground is used to practise skills in handling a variety of small equipment such as balls, skipping ropes and bean bags. The children's progress is
satisfactory, but some are still not very co-ordinated in their movements, although they have a good sense of space and how to negotiate obstacles and other children. The children in the Nursery use the bikes and other toys to develop their coordination and they push and propel themselves along. Progress since the last inspection has been satisfactory.
CREATIVE DEVELOPMENT
Provision in creative development is satisfactory.
Main strengths and weaknesses
* Children in the Nursery have good opportunities to explore a variety of materials and media.
* There are some, but not many, opportunities for children in Reception classes to develop their creative ideas.
Commentary
39. The children make satisfactory progress, and their creative development is promoted, particularly in the Nursery through a range of imaginative experiences, including role-play. Staff in the Nursery play a very active part in enriching these activities helping the children to develop their imaginative ideas. Teaching and learning are satisfactory overall and the children achieve satisfactorily. The children in the Nursery can select from a range of materials and media to use in their creative work. Their finished products using paint and collage are attractive, colourful and help them to develop skills in applying media and using simple art tools. Painting outdoors is encouraged and the Nursery children have great fun using water to 'decorate' walls and other surfaces. The children have opportunities to investigate using their senses, for instance handling malleable materials to explore form and shape. In the Reception classes there are not enough opportunities for the children to use their own ideas in art work. Progress since the last inspection has been satisfactory.
SUBJECTS IN KEY STAGES 1 and 2
ENGLISH
Provision in English is good.
Main strengths and weaknesses
* Pupils with very different capabilities are achieving well, particularly in reading.
* Teaching and learning are good overall, although teachers' planning lacks an important emphasis on developing the pupils' spoken English.
* Leadership and management have worked well to monitor and improve the quality of provision so as to raise standards in reading and writing but standards in writing are not yet high enough.
* Pupils' good achievement in developing mature personal qualities and work ethic strongly supports their achievement in English.
Commentary
40. Attainment is average at the end of Year 2 and above average by the end of Year 6, as was the case when the school was last inspected. This represents good achievement overall, as the attainment of most children is below the level expected for their age when they start school. In relation to their capabilities and prior attainments, the achievement of pupils with special educational needs is good. Current standards in Year 6 show a significant improvement on the test results gained by Year 6 in 2004. They also reverse a steadily declining trend over the previous four years. This decline was far more marked in writing than in reading, and boys' standards fell much more sharply than girls'.
41. Standards in speaking and listening are average in Year 2 and above average in Year 6. Most pupils are good listeners. Pupils do well in quite formal speech situations, largely because the school places strong emphasis on performance skills. The informal skills of purposeful conversation are not so well developed. Teachers do not consistently plan good opportunities for pupils to use talk to learn, for example by using success criteria to evaluate each other's work or their own new learning.
Planning for spoken English lacks emphasis and shows a limited range of methods. The school recognises, as a further priority, the need to improve pupils' skills in this area to support all their learning. Assessment in this aspect of the subject is relatively limited, and few targets are set to help pupils' spoken English.
42. Standards in reading are average in Year 2 and above average in Year 6. The school provides well for pupils with very different needs to achieve secure basic skills in reading and to give a very positive role to books in their lives. The school's notable strength in promoting pupils' personal qualities contributes greatly to their achievement in reading. The quality of resources, strategies, libraries and assessment information is good, although the location of the junior library in the old building restricts the development of independent library skills. By the end of Year 6, pupils choose and use books with confidence.
43. Standards in writing are close to the average in Year 2 and average in Year 6. They are rising in response to the clear targets set by the school and the well-directed actions it has carried out. Achievement is satisfactory overall, but the fact that, compared with reading, few pupils reach the higher-than-expected level for their age still gives cause for concern. Consistent emphasis and approaches develop sound technical skills in spelling, punctuation and handwriting. However, the development of joined-up writing is delayed for too long, and the immature script of many older pupils restricts their fluency and their learning as writers.
44. Most pupils learn to use the features of different types of writing, such as narrative or persuasive writing, but they have too few opportunities to use and extend these skills. Writing is typically a brief technical exercise based on a given model. Tasks seldom challenge pupils to create pieces that are original or creative for them. The use of homework shows this same limitation. Targets rightly emphasise technical skills, but lack a creative dimension, particularly for the more able writers.
45. Taken overall, the quality of teaching and learning is good but the quality is not consistent. Lessons seen ranged from satisfactory to very good, and pupils' work reflected the same variation. Within this variation, certain strengths are consistently found: good relationships so that pupils learn within a secure, orderly and warmly supportive context, the clear match of work to different needs; high quality teaching assistants; and good use of individual assessments to move pupils on to the next step in their learning. Amongst the factors that account for variations in the quality of learning, three are particularly significant: low level of expectation for the more able pupils; missed opportunities to use pupils' talk to explore and exploit the links between reading and writing; and the final phase of lessons often not being effective enough in engaging pupils in reflecting on their new learning.
46. Leadership and management of the subject are good and have been effective in raising standards to the level they were at the last inspection. With strong support from the headteacher and deputy headteacher, the subject leader has developed and used more rigorous systems to check and evaluate all aspects of performance in English. This has given clear priorities for improvement and action plans to tackle these priorities are thorough, realistic and increasingly effective. They focus well on achievement, especially on removing the causes of underachievement amongst boys. They are carried out with growing consistency through staff training, new resources in books and ICT, and curricular changes. Progress since the last inspection is satisfactory.
Language and literacy across the curriculum
47. Links between English and other subjects are planned satisfactorily, though some elements of the subject, for example reading and skills of research, are better planned than others. The school is working to improve its effectiveness in this area and some good practice is evident. For example, pupils in Year 4 used and extended skills such as formal speaking and reading to show a large audience of grandparents how much they had learned about Britain since 1930. Better still, they then interviewed the grandparents to increase their learning with first-hand evidence. However, there are too few examples of opportunities of this quality across subjects, especially in relation to writing, which match what pupils are actually learning in English lessons.
MATHEMATICS
Provision in mathematics is good.
Main strengths and weaknesses
* Grouping pupils by their attainment in older year groups helps to challenge pupils well.
* Procedures to assess pupils' progress are very good and used well to eliminate weaknesses. As a result, standards in Year 6 have been rising since 2003 but are not yet back to the standards reached in 2000 and 2001.
* Some lessons are too long and time is not well used.
* Teachers make good use of ICT in lessons but the use of mathematics in science is underdeveloped.
Commentary
48. Attainment in the current Years 2 and 6 is average. This is an improvement on standards reached in recent years in Year 6, which have been below average. Better use of assessment information to eliminate weaknesses and improvements in teaching and learning account for this rise. About one third of pupils are reaching the higher-than-expected level in this subject. With good teaching evident in Years 3 to 6, standards are on course to be consolidated next year. Boys' performance is catching up with that of the girls. Pupils who are talented in the subject are doing very well, as a result of the good level of challenge in lessons, because pupils are grouped according to their attainment. In addition, the school encourages these pupils to become involved in weekend classes organised by schools in the city. Pupils with special educational needs make good progress because of the grouping arrangements and the support they receive from well-trained teaching assistants. Overall, pupils' achievement is now good, though this has not been the case in recent years. Pupils' skills of problem solving have been in need of improvement and the current focus is paying dividends. Pupils present their work clearly and neatly and develop satisfactory skills of mental calculation.
49. Attainment in the current Year 2 is average and a scrutiny of pupils' work shows that pupils are making satisfactory progress and are working at a sustained level of challenge. They continue to build on the good start they get in the Foundation Stage and achieve well. Most have good skills using numbers up to 100. Pupils present their work neatly and the teachers have high expectations.
50. Teaching and learning are good across the age range. Two lessons observed, in Years 3 and 5, were very good. Strengths of the teaching include very good pupil management leading to pupils working hard in lessons. Teachers' planning takes good account of the different levels of attainment in classes and the grouping of pupils according to their attainment in older classes means that pupils are challenged well. Staff make good use of new technology in rooms where the equipment is available and also provide valuable homework assignments in most year groups. The quality of procedures to assess pupils' progress is very good. One aspect for review is the length of some lessons, which can be in excess of an hour. This is unnecessarily long and contributes to the lack of balance in the whole curriculum.
51. Leadership and management of the subject are good. Strengths include the regular and effective monitoring of teaching and pupils' learning, and the use of staff training to improve provision. There are good links with the high school to promote the quality of provision. Although standards have not been maintained at the level found at the last inspection, the overall improvement since that time has been satisfactory, given that standards are now getting back to where they were five years ago. Good improvement has been made to the role of subject leader, which was a key issue, as well as to the use of assessment procedures and resources, including ICT.
Mathematics across the curriculum
52. This is an area for development. The use of mathematics in science is underdeveloped. Evidence of investigative work, data handling and graphic representation using mathematical skills is sporadic across year groups. These aspects are not planned well enough to promote pupils' mathematical skills. Computers are used well to promote skills and design and technology makes a satisfactory contribution to pupils' learning. Standards of pupils' mathematical work in these subjects are satisfactory overall but not good enough in science.
SCIENCE
Provision in science is unsatisfactory.
Main strengths and weaknesses
* The good development of investigational skills in Year 5 is beginning to raise standards in Year 6.
* Pupils are well prepared for the National Curriculum tests in Year 6.
* Too few opportunities are provided for investigational activities, independent learning and recording findings in a variety of ways.
* The subject curriculum is not well balanced in time given to it nor in the consistency of practice.
* Assessment is not used effectively to plan activities for groups of different levels of attainment or to provide more challenge for higher achieving pupils.
Commentary
53. In the current Year 6, evidence from sampling pupils' work and talking to pupils indicates attainment to be above average. Pupils achieve well. However, there is a marked lack of investigational activities in the work they do. Unvalidated results of the 2005 tests in Year 6 indicate standards are likely to have improved significantly since last year to be well above average, because the pupils are well prepared for the tests by revision activities. National test results in 2004 showed standards were below average. Teachers' assessments in Year 2 in 2004 showed that pupils achieved well above average standards. Inspection evidence indicates standards at the end of the current Year 2 are broadly average, which is confirmed by teachers' assessments.
54. Evidence from a scrutiny of pupils' books and teachers' long-term plans indicates that the subject, though meeting statutory requirements, is not always taught on a regular basis. This is unsatisfactory. In younger age groups, the subject is often taught as part of wider topics and does not receive sufficient time or have a high enough profile. There is a weakness in the balance of curriculum coverage when analysing the work of individual years that restricts the development of subjectspecific skills. All pupils often undertake the same teacher-directed activity with identical work in the pupils' books across the attainment range. Assessment is not used effectively to plan activities for pupils of different attainment and to provide more challenge for higher achieving pupils. Pupils with special educational needs make satisfactory progress overall. However, activities are not always taught with sufficient depth and rigour. Except in Years 3 and 5, there is a marked absence of investigational activities where pupils make their own predictions and record in their
own way. The links to mathematics, literacy and ICT are not secure enough. Only a limited number of examples of the use of diagrams, tables and graphical representation were seen in the scrutiny of books and in the limited displays across the school. Although teachers regularly acknowledge pupils' work, marking rarely tells pupils how they can improve.
55. It is not possible to make a firm judgement on the quality of teaching and learning, as the subject was not planned to be taught in most classes during the inspection period. In the two lessons observed, both in Year 5, the quality of teaching was good. Teachers displayed good subject knowledge and were enthusiastic. Lessons were well planned using the same lesson plan and proceeded at a good pace so that pupils were kept interested and on task. However, questioning was not used effectively. Teachers only took answers from those pupils who raised their hand and there were no follow-up questions to challenge and engage others.
56. Subject leadership and management are satisfactory overall. The subject leader provides satisfactory support to colleagues and has undertaken a scrutiny of Year 6 test results to identify strengths and weaknesses. However, there has been very limited time to check the quality of teaching, learning and standards through looking at pupils' books and this is an area for development for the incoming subject leader. Good links are developing with the high school, which provides expertise and equipment through a mobile resource centre that visits the school during the year. Pupils in Year 6 have also visited the high school to undertake a science investigation. There is a good range of resources, although discussions with pupils indicate they are not used as well as they could. Improvement since the last inspection has been unsatisfactory. The emphasis on raising standards in English and mathematics has meant the subject has not had a high enough profile. Standards have fallen and curricular planning, use of investigational and experimental skills and the use of assessment are not as good as at the time of the last inspection.
INFORMATION AND COMMUNICATION TECHNOLOGY
Provision in information and communication technology (ICT) is good.
Main strengths and weaknesses
* Pupils achieve well because teaching and learning are good and teaching assistants support the pupils' learning very effectively.
* Resources are good and used well in lessons.
Commentary
57. Pupils' attainment in Years 2 and 6 is average overall. All groups of pupils achieve well and make good progress, including those pupils who have special educational needs. The pupils develop a good awareness of applications such as word processing, data handling and electronic mail. Older pupils access their own files and folders well, and create presentations, save and print their work.
58. Teaching and learning are good and the staff have a clear understanding about the requirements for teaching the subject. They plan effectively and encourage the pupils to participate in lessons very well. Pupils' skills are shared with the class and this method boosts their self-esteem and confidence and enhances their learning
very well. As a result, the pupils' skills are developing well and their knowledge and understanding of how to use computers are promoted effectively. Pupils work productively, apply themselves diligently to tasks set, and co-operate and work together very well. The deployment of staff in lessons is also good, and there is a technician available for several lessons. This means there is no loss of pace if any technology fails to work properly, and lessons are effective and productive.
59. The subject is well resourced and equipment is used to good effect. There are interactive whiteboards in several classrooms, and there are plans to provide this resource in all classes. The larger of the two suites, although a good size and well equipped, is inconveniently sited in the old building and does not have good ventilation and becomes very warm very quickly. It is intended to improve this situation. There is also a small computer suite in the main building, which is a good addition to the school's facilities. The pupils have regular access to the internet and there is a policy for safe access which is made known to parents and carers to keep them informed.
60. Leadership and management of the subject are good. The subject leader has good expertise and has moved the subject on a good deal in a relatively short time. The provision has been reviewed successfully, resources improved and updated, and a technician appointed to help with technical support. Improvement since the last inspection has been good.
Information and communication technology across the curriculum
61. The subject is planned and used satisfactorily in a range of subjects, including history and English. The pupils' use their computer skills in other subjects satisfactorily. For example, the pupils use the internet to research topics, such as in Year 4 to find out about World War II. They word process, edit and save work in English. The use of computers in scientific work, however, is under-developed.
HUMANITIES
62. As only one lesson was seen in geography, no firm overall judgement can be given on standards or provision. The limited evidence gathered points to significant variations in the quality and impact of the learning opportunities offered to pupils. All pupils in Year 1 rose remarkably well to the challenge of performing all aspects of their learning about the island of Struay to a large audience of grandparents. The performance reflected much very good learning about different environments and ranged across music, dress, art, textiles and dramatic pictures of life to show how well geography can draw on and promote in young children a lively understanding of cultural differences and a range of key skills, especially in language and literacy. Work in Year 2 shows equally varied and challenging activities that have extended pupils' learning about their own area through practical investigations of local maps, facilities, occupations and features, and of how place and way of life fit together. In Year 5, the events of the Tsunami Disaster in December 2004 were used very well to deepen pupils' understanding of human and physical geography side by side. In Year 6, however, learning in geography has been relatively discontinuous, brief and shallow. In the lesson seen, pupils' mapping skills, especially their use of grid references, were clearly below the level expected for this age. In discussion, pupils' enthusiasm for geography was restricted to residential visits, and their range of geographical terms to describe places and climates was narrow.
History
Provision in history is good.
Main strengths and weaknesses
* A well-planned programme of visits brings learning to life.
* Resources, including ICT, are used well.
Commentary
63. In most years, attainment is average. In Years 4 and 5, however, it is better than this and pupils achieve well. Overall, teaching and learning are good. Variations in achievement reflect the quality of teaching and learning in the lessons seen. Some units of work are very effectively taught with good use of resources and visits related to them. For example, in Year 4, all pupils' learning about Britain since 1930 gained immensely from the excellent opportunity to present their knowledge to an audience of grandparents. A very good lesson in Year 5 challenged different groups to investigate and interpret the evidence contained in photographs of different Victorian schools. The quality of interest and learning was enriched by a good previous opportunity to research an internet website on Victorian childhood, and also by an earlier visit to a centre to experience the rigours of a Victorian classroom.
64. Outside visits of this kind are a strong feature of work in history. They are complemented by the work of visiting members of the Houlgate Group from York. This well-planned programme brings history to life, and reinforces learning with exciting and memorable first-hand experiences. Pupils in Year 6 recall these experiences enthusiastically and place them at the heart of their good understanding of history, even though their recorded work in Year 6 is relatively shallow and mundane.
65. Leadership and management of the subject are good. There have been improvements in the monitoring and management of work in history. The subject leader checks teachers' planning for coverage and breadth of the curriculum but there is no analysis of the depth of coverage nor of lessons to see how well pupils are progressing.
Religious education
Provision in religious education is satisfactory.
Main strengths and weaknesses
* The subject promotes the pupils' spiritual, moral, social and cultural development very well.
* The school has a very good range of resources.
* The subject is well led and managed but there is limited planning to develop skills of literacy.
Commentary
66. Attainment is average at the end of Years 2 and 6 and pupils' achievement is satisfactory. The subject promotes the pupils' personal development very well by raising pupils' awareness of other cultures and world faiths and by providing opportunities for pupils to explore spiritual, moral and social issues. Pupils in Year 6 develop a satisfactory knowledge of religions and their key features, such as Jewish festivals and Christian symbols and pilgrimages. Pupils in Year 2 explore feelings such as compassion when they act out the parable of The Good Samaritan.
67. Teaching and learning are satisfactory. Only a few lessons were seen and a scrutiny of teachers' planning and pupils' work from Years 3 to 6 shows that in most year groups, coverage of the locally agreed syllabus is good and pupils' learning is at least satisfactory. In one good lesson in Year 4, pupils acquired knowledge of Jesus' appearance and personality well through very good use of resources, including the internet. The teacher's enthusiasm gave added impetus to pupils' learning. Teachers' planning, however, does not link the subject closely to what pupils are learning in English, and there are missed opportunities to develop skills taught in English lessons. For instance, there is very little evidence of pupils writing well in this subject in Year 6. Teachers generally make effective use of the very good range of resources to teach the subject and there is a good number of visitors to school.
68. Leadership and management of the subject have been good. At the time of the inspection, a change in deployment meant a different teacher is taking over the subject leadership at the start of the following term. Although few lessons have been observed, monitoring of the subject has been satisfactory, through teachers' planning and sampling of pupils' work. Procedures to assess pupils' progress are under review. The quality of provision remains as it was at the last inspection and improvement since then has been satisfactory.
CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS
69. Art and design was sampled during the inspection. Evidence from displays around school show that standards are above average. No lessons were observed. From a discussion with the enthusiastic subject leader, it is clear that the subject has been very well led and managed since the time of the last inspection. Subject planning is good and the subject features clearly and regularly in the teachers' long-term planning. A very successful Arts Week that preceded the inspection was very well received by parents and indicates the school's commitment to the creative arts. Residential visits also contribute to provision in this subject.
70. Design and technology is another subject that was only sampled during the inspection, mainly by looking at teachers' planning and displays of pupils' work. There is evidence from planning that, though the subject is taught in each year group, there are some long gaps between topics in this subject and this has an adverse impact on how skills are progressively mastered. One lesson was observed involving pupils in Year 6 in a competition to design a load-bearing structure from paper. Pupils were enjoying the challenge and learning was good. However, the pupils have done little else in this subject during the current school year.
71. It is not possible to make a judgement on provision in music because only one lesson was seen during the inspection, which was satisfactory. However, music features strongly in the school. Pupils regularly sing during assembly and the quality is very good. They sing joyfully with controlled volume and pitch with good diction and there is a weekly singing practice for the whole school. Pupils in Years 3 and 4 all learn to play the descant recorder as part of the music curriculum and this gives them a good basic understanding of musical notation. Pupils from Years 3 to 6 all have the opportunity to learn a musical instrument. There are weekly lessons provided by outside specialists for those who wish to learn to play woodwind, brass and stringed instruments and over 60 pupils currently take advantage of this good opportunity. The more able pupils form the school orchestra, which practises weekly, is of a good standard and is well supported by enthusiastic pupils and led by dedicated staff. Teachers have varying levels of expertise and in one year group, a teacher uses her knowledge to teach both classes so that they receive similar experiences.
72. The temporary subject leader is enthusiastic and provides good support to colleagues but has had limited opportunity to check the quality of teaching and learning. This is an area for further development. Though the subject is based on national guidance supported by commercial materials, there are inconsistencies in planning and teaching the music curriculum in some year groups. The curriculum is well supported by a wide range of visitors to the school, including African drummers, a piano recital and a visit from the Philharmonia Orchestra. Resources are satisfactory overall and the school has a good range of instruments for pupils to borrow.
73. Physical education was sampled during the inspection and judgements are based on observations of pupils involved in gymnastics and dance clubs. The pupils learn to move with co-ordination and control. Their standard of work in the gymnastic club is good and in dance is very good. The headteacher is very involved in after school activities and has a very good level of expertise, which is used very well to raise the quality of the pupils' work. The pupils learn to swim in Years 3 and 4, and the majority are able to swim 25 metres by the time they leave the school. The school is
highly committed to promoting pupils' physical development and gained an Activemark Gold Award in 2004. Resources are adequate and the accommodation is suitable with two halls and extensive grounds. However, there is no large climbing apparatus in the large hall for older pupils to use to develop their skills. There is a very good range of clubs and after-school activities, which are well supported and enhance the pupils' skills.
PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP
74. This subject was only sampled during the inspection. Only one lesson was observed, involving Reception-aged children. The lesson was of high quality because of the excellent relationship between the teacher and the children, who were confident to give their views. The subject includes appropriate teaching of sex, relationships and drugs education. Circle time, when pupils have opportunities to discuss matters relevant to them, religious education lessons, whole-school and class assemblies and pupils' involvement in the school council all contribute to pupils' learning. However, the programme is too variable from year to year. This is an area for review and improvement. Circle times are used well at the start of the year to help pupils become settled in their classes. The learning mentor makes an effective contribution to this work and in the transition from Year 6 to the high school.
PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS
Inspectors make judgements on a scale: excellent (grade 1); very good (2); good (3); satisfactory (4); unsatisfactory (5); poor (6); very poor (7).
|
<urn:uuid:c6b2c4d2-5692-406f-9bde-0e4bf221fc73>
|
CC-MAIN-2024-18
|
https://files.ofsted.gov.uk/v1/file/799959
|
2024-04-16T13:16:25+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00554.warc.gz
| 232,280,613
| 16,136
|
eng_Latn
|
eng_Latn
| 0.9796
|
eng_Latn
| 0.99928
|
[
"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",
"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
|
[
312,
880,
2994,
3684,
3701,
7849,
10165,
13342,
16164,
16572,
19666,
22500,
25972,
29616,
33031,
35207,
38398,
41863,
43389,
46058,
49215,
51941,
52613,
55600,
59407,
62465,
63951,
67042,
70252,
73851,
76149,
78182,
81939,
83341,
83541
] |
[
1.1328125,
1.9921875
] | 1
| 0
|
Year 9 Options Book
For GCSE students 2024 - 2026
Contents
Preparing for courses in Years 10 & 11
3
- 2 -
Preparing for Key Stage 4
Introduction
The transition from Key Stage 3 to 4 is an exciting time for any young person as they now begin to consider their future and make decisions about the subjects they wish to choose. This booklet is designed to support that process and give students, parents and carers the information they need to make informed choices.
The choices students make are important and will give direction to future career paths in either further/higher education or apprenticeships. It is essential that students follow a broad and balanced curriculum that will allow them to access their chosen path post-16.
At Saint Gregory's, all students will study the following Core Subjects towards a GCSE qualification:
* English - both Language and Literature
* Mathematics
* Religious Education
* Triple Science - Biology, Chemistry and Physics (either as three separate GCSEs or Trilogy two GCSEs)
In addition, all students will study:
* Core Physical Education
* Personal, Social, Health Education (PSHE)
Students will add to their academic portfolio with three additional Optional Subjects.
The Curriculum
It is essential that careful consideration is given to option choices. The English Baccalaureate is a measure of success in core academic subjects, especially English, mathematics, history or geography, the sciences or computing and a language. We believe that as many students as possible should be given the opportunity to study these subjects.
The option blocks will be created carefully using the information provided by Year 9 students, parents and carers; we aim to meet the choices of most students. Some subjects may not run if there is insufficient demand for them. In some practical subjects the number of places is restricted for health and safety reasons.
If there are more students wishing to study an optional subject than there are places in the classes, the following will happen:
* A random selection will be made so that each student who has submitted their Option Form on time will have an equal chance of being chosen. Those who do not get their preferred choice will have the opportunity to discuss their options with a member of the Senior Leadership Team and consider their next option.
* If the Option form is submitted after the deadline this may impact on the availability of certain oversubscribed subjects.
Core Physical Education, a non-exam course, and Personal Social Health Education (PSHE) will be delivered through a mixture of timetabled curriculum, the Pastoral Programme, cross-curricular teaching and during immersion days.
Guidance for choosing your GCSEs
Choosing the right GCSE options can be overwhelming and it is not always obvious what option subjects you should take. Here is our helpful guide to support you in making the right decisions.
- 3 -
Preparing for Key Stage 4
1. Don't rush and choose your options too early
* Take your time and really consider all of the options thoroughly before completing the form.
* We have deliberately given you several weeks to explore and discuss the possibilities with your family and teachers.
In December we will ask students for their initial preferences in rank order. These are not final choices, but will help us to build the timetable and option blocks for the 2024-25 academic year. In Term 3, the following events will happen:
* Parents' Evening - Thursday 4 January – Teachers will be able to discuss your child's progress across the year, and discuss the potential for study at Key Stage 4.
* Options Evening - Thursday 11 January – Parents/carers and students will be invited into school to discover more about the options available, and ask questions to subject leads. At this stage we will be asking students for an indication of their final choices.
* Final Choices - We will ask students to select their three optional subjects. These will be within option blocks that we will build from the data in Term 2.
2. Don't choose your options based on a career you think you want to do
* Our GCSE offer is broad and ambitious and we only offer high-quality GCSEs that are recognised by all employers.
* There is no combination of subjects that will make you less employable.
* Give yourself space to change and grow your passions and interests; choose a broad range of subjects that allow for flexibility in your career choices.
3. Don't choose subjects you think a university is looking for
* All universities recognise the GCSEs we offer.
* There is no combination of subjects that are more attractive to a university than others.
4. Before you choose, think carefully and ask yourself the following questions:
* Which subjects do I have a genuine interest in?
* Which subjects have I been good at so far?
* Which subjects engage and motivate me?
* Do I understand clearly what each course is about? – see appropriate section in this booklet
5. Don't choose a subject just because:
* Your friends/members of your family have chosen the subject – it might be right for them but not for you.
* You like a particular teacher – someone else might be teaching you!
* You think it will be easy, or you have found it easy so far; it may be much more difficult at GCSE.
6. Who can I speak to about my choices?
There are a number of people who know you and who can help you. Discuss your subject choices with them.
* Your parents/carers - they have watched your progress and know you.
* Your subject teachers - they can tell you whether you will be able to reach the required standard in a subject.
* Your Tutor or Head of Year 9 - they can take an overall view of your progress and help you make a balanced choice.
Take great care to fill in your Options Form correctly. Make a note of the subjects chosen for your own records and ensure that it is completed before the deadline.
- 4 -
In Christ we flourish Core Subjects
- 7 -
Examination Board Subject Leader Exam board link English Language Exam board link English Literature
AQA
Mr Davis
www.aqa.org.uk/subjects/english/gcse
https://www.aqa.org.uk/subjects/english/gcse/english-literature-8702
Employability Skills
Communication and interpersonal skills: The ability to explain what you mean in a clear and concise way through written and spoken means. To listen and relate to other people, and to act upon key information and instructions. Using your initiative and being self-motivated: Having new ideas of your own which can be made into a reality. Showing a strong personal drive and not waiting to be told to do things.
Team work: Working well with other people from different disciplines, backgrounds, and expertise to accomplish a task or goal.
The Core Curriculum
GCSE English Literature
All Year 10 students will follow GCSE courses in English Language and English Literature.
Both these qualifications are challenging and rewarding courses that will equip students with key literacy skills, as well as preparing them to study English post 16.
Both English Language and English Literature GCSEs will be graded 1-9 with 9 being the highest and 1 the lowest.
GCSE English Language
Students will explore a wide range of non-fiction and literary extracts from the past and present. They will learn to take an investigative and analytical approach to language topics and how to craft their own personal writing.
Students will be assessed through two external examinations at the end of the two year course.
Paper 1
20th Century Literature Reading and Descriptive Writing (50%), 1 hour 45 minutes.
Paper 2
19th and 21st Century Non Fiction Reading and Persuasive writing (50%), 1 hour 45 minutes.
- 6 -
This course requires students to explore an interesting and wide range of prose, drama and poetry texts from the English literary heritage.
Students will be assessed through two external examinations at the end of the two year course.
Paper 1
Shakespeare and a 19th Century novel (40%), 1 hour 45 minutes.
Paper 2
Post 1914 Drama, Poetry Anthology and Unseen Poetry (60%), 2 hours 15 minutes.
Mathematics
Examination Board
Edexcel 1MA0
Subject Leader
Miss Davies
Exam board link
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathemat- ics-2015.html
Employability Skills
Problem solving skills: The ability to understand a problem by breaking it down into smaller parts, and identifying the key issues, implications and identifying solutions. To apply your knowledge to solving a task. Numeracy: The ability to use data and mathematics to support evidence or demonstrate a point. Ability to learn and adapt: To be enthusiastic about your work and to identify ways to learn from your mistakes for the benefit of both you and your employer.
The revised Key Stage 4 specifications built on the Key Stage 3 curriculum require GCSE Maths to include a greater emphasis on processing skills and problem solving with a focus on the demands of the modern world. This allows the opportunity for learners to apply essential functional skills in a variety of ways, including everyday contexts, statistical problems and more abstract, mathematical scenarios.
The new GCSE course should encourage students to be inspired, motivated and challenged by following a broad, coherent, satisfying and worthwhile course of study. This should help learners to develop confidence, gain a positive attitude towards mathematics, and to recognise the importance of mathematics in their own lives, as well as preparing them to make informed decisions about technology, the management of money and further learning opportunities and career choices.
The course should enable students to:
* Develop knowledge, skills and understanding of mathematical methods and concepts.
* Acquire and use problem solving strategies.
* Select and apply mathematical techniques and methods in everyday and real-world contexts.
* Reason mathematically, make deductions, inferences and draw conclusions.
* Interpret and communicate mathematical information in a variety of forms appropriate to the information and context.
- 7 -
There are three overlapping areas of study:
Statistics and Number: This includes working with numbers and the number system, fractions, decimals and percentages, ratio and proportion, the language of algebra, sequences, functions and graphs, the data handling cycle, data collection, presentation, analysis and interpretation, and probability.
Number and Algebra: This includes working with numbers, further skills relating to fractions, decimals, percentages and ratio, expressions and equations, sequences, functions and graphs.
Geometry and Algebra: This includes further work on expressions and equations, sequences, functions and graphs, trigonometry, properties of angles and shapes, mensuration, vectors.
Mathematics GCSE will be graded 1-9 with 9 being the highest and 1 the lowest. There are two tiers of assessment, Foundation and Higher. Candidates will be entered at the tier most appropriate to their attainment at the time of entry.
Assessment Method
Paper 1: 1 hour 30 minutes paper
Paper 2: 1 hour 30 minutes paper
Paper 3: 1 hour 30 minutes paper
Physical Education (Core)
Core PE is a compulsory subject for all students; GCSE PE is optional. All students in Years 10 and 11 MUST follow a course in Physical Education in line with the National Curriculum Statutory requirements.
Examination Board
N/A
Subject Leader
Mrs McHale
Employability Skills
Team work: Working well with other people from different disciplines, backgrounds, and expertise to accomplish a task or goal.
Communication and interpersonal skills: The ability to explain what you mean in a clear and concise way through written and spoken means. To listen and relate to other people, and to act upon key information / instructions.
Using your initiative and being self-motivated: Having new ideas of your own which can be made into a reality. Showing a strong personal drive and not waiting to be told to do things.
Course Content
All students in Years 10 and 11 follow a course of study that will improve the basic skills and techniques covered in the lower school curriculum. Each student will have a total of three lessons of core curriculum PE per fortnight and is required to study major sports from games, trampolining and athletics (including fitness / weight training).
During Key Stage 4, students tackle complex and demanding activities and apply their knowledge of skills, techniques and effective performance. They will be involved in physical activity that enables them to focus on competitions, promotion of health and wellbeing, and developing personal fitness levels. They will take on the role of performer, coach and official.
Within games, students will be taught to play competitive games using advanced techniques and skills specific to the game played and respond effectively to changing situations within the game.
In trampolining activities, students will be taught to compose and perform sequences applying set criteria. They will be encouraged to use advanced techniques and skills with precision and accuracy in completing sequences.
- 8 -
All students will gain a knowledge and understanding of fitness and health. They will be taught how preparation, training and fitness relate to and affect performance. They will also be shown how to design and carry out training programmes that have specific purposes and the importance of exercise to personal, social and mental health and wellbeing.
Students will only be excused from lessons with a doctor's or hospital Medical Exemption Certificate.
Extra Curricular Clubs
Athletics
Rounders
Basketball
Rugby
Cricket
Softball
Football
Sportshall Athletics
Handball
Table Tennis
Hockey
Tennis
Netball
Trampolining
Intra & House Competitions
Athletics
Netball
Basketball
Rounders
Cricket
Rugby
Football
Tug of War
Hockey
PSHE
All students will participate in Core PSHE.
Examination Board
N/A
Subject Leader
Mr Boutland-Smith
Employability Skills
Valuing diversity and difference: Knowing the value of diversity and what it can bring. Understanding and being considerate of the different needs of different individuals.
Communication and interpersonal skills: The ability to explain what you mean in a clear and concise way through written and spoken means. To listen and relate to other people and to act upon key information / instructions. Negotiation skills: To take on board other people's feelings and express your own requirements in a clear fashion to achieve a win-win outcome.
PSHE - Personal, Social, Health and Economic Education
Ethos
The PSHE programme reflects the Lasallian Values and reinforces the Christian values and curriculum aims of the school. It recognises each child as a unique creation with individual needs. It gives opportunities for students to critically reflect on their experiences and to develop their sense of individual identity, well-being and self-esteem.
The intention is that students are encouraged to believe in their ability to succeed, to manage risk and take responsibility for themselves as a learner and as a member of society, to consider future choices and to develop aspirations for their working life. Students are also encouraged to develop global awareness and respect for diversity in society.
Throughout KS4, all students will take part in weekly PSHE tutor sessions and will also explore some topics in even greater depth in scheduled PSHE Days. The PSHE curriculum is divided into three strands:
* Health & Wellbeing
* Living in the Wider World
* Relationships
Additionally, further Relationships and Sex Education content is taught during timetabled RE curriculum lessons, using the Catholic programme "Ten:Ten – Live Life to the Full."
- 9 -
Religious Education
Examination Board
WJEC Eduqas GCSE (9-1)*
Subject Leader
Ms Spindler
Exam board link
www.eduqas.co.uk/qualifications/religious-studies/gcse/
Employability Skills
Valuing diversity and difference: Knowing the value of diversity and what it can bring. Understanding and being considerate of the different needs of different individuals.
Communication and interpersonal skills: The ability to explain what you mean in a clear and concise way through written and spoken means. To listen and relate to other people, and to act upon key information / instructions. Negotiation skills: To take on board other people's feelings and express your own requirements in a clear fashion to achieve a win-win outcome.
RE Curriculum
Component 2: Applied Catholic Theology
All students will study WJEC Eduqas GCSE (9-1) Religious Studies. Further details are available at:
http://www.eduqas.co.uk/qualifications/religiousstudies/gcse/eduqas-gcse-RS-specfull-from2016 Route B/
Component 1, 2 and 3 (Component 3 can be found as Option 4 within route A).
Aims
The aim of GCSE Religious Studies is to develop learners' knowledge and understanding of religious and non-religious beliefs including atheism and humanism. It aims to develop their knowledge and understanding of the beliefs, teachings, practices, sources of wisdom and authority including reading key religious texts and scriptures of the religion they are studying. It will provide learners with opportunities to engage with questions of belief, value, meaning and purpose and their influence on human life. It will also challenge them to reflect on their own values, beliefs and attitudes in light of what they have studied and it contributes to their preparation for adult life in a pluralistic society and global community.
The course is divided into three sections.
Component 1: Foundation Catholic Theology
Written examination:
1 hour 30 minutes 37.5% of qualification
Candidates will study two themes in this section:
1. Origins and Meaning - the origins and value of human life
Written examination:
1 hour 30 minutes 37.5 % of qualification
Candidates will study two themes in this section. Each theme will explore an issue from contemporary society:
1. Life and Death
2. Sin and Forgiveness
Each of these components will be divided into five Areas of Study: Origins and Meaning, Beliefs, Sources, Forms and Practices. Each component will also include a study of contemporary moral issues including Abortion, Euthanasia, Capital Punishment, Wealth and Poverty.
Component 3: Study of a World Faith – Judaism
Candidates will be aware that Judaism is one of a diverse range of religious and non-religious beliefs in Great Britain today. Candidates will know, understand and express common and divergent views and the basis of beliefs, teachings and practices.
Written examination: 1 hour
25% of final qualification
It includes the following areas of study:
1. The Nature of God
2. Messiah
3. Covenant
4. Life on Earth
5. The Afterlife
6. Worship
7. Ritual
8. Daily Life
9. Festivals
2. Good and Evil - this theme considers philosophical questions concerning good and evil and studies the answers of different people.
Science - Biology
Examination Board
AQA
Subject Leader
Mr Dorney
Exam board link - Biology
www.aqa.org.uk/subjects/science/gcse/biology-8461
Employability Skills
Problem solving skills: The ability to understand a problem by breaking it down into smaller parts, and identifying the key issues, implications and identifying solutions. To apply your knowledge to solving a task. Numeracy: The ability to use data and mathematics to support evidence or demonstrate a point. Ability to learn and adapt: To be enthusiastic about your work, and to identify ways to learn from your mistakes for the benefit of both you and your employer.
All students are required to study three separate core ideas and skills in GCSE qualifications focusing on Biology, Chemistry and Physics. Students start Core ideas and skills in GCSE Biology in Year 9 and have six lessons a fortnight, rotating subjects on a termly basis. In Year 10 and Year 11, students will complete the GCSE course with four lessons a fortnight on the following topics:
Year 9 and 10
1. Cell biology
2. Organisation
3. Infection and response
4. Bioenergetics
Year 11
1. Homeostasis and response
2. Inheritance, variation and evolution
3. Ecology
Students will either complete Separate Science (three GCSEs) or Trilogy Science (two GCSEs) this will be based on assessment data in KS3. All students will be guided towards a bespoke course that will benefit them most at the end of Year 9.
The course will be assessed through six examinations, two for each science subject. The papers will be equally weighted and are each worth 50% of the grade for each science subject. They are assessed by 1 hour 45 minute exams for Separate science or 1 hour 15 minutes for Trilogy Science taken at the end of Year 11. All of these exams are available at Foundation or Higher level.
Biology Science Assessments:
Students will be assessed on their practical skills in their exams, with 15% of the marks coming from questions relating to the required practical activities.
In Biology this will involve ten practicals. Students will need to make a record of their work and what they have learnt.
Required practical activity 1 – Microscopy:
Use a light microscope to observe, draw and label a selection of plant and animal cells. A magnification scale must be included.
Required practical activity 2 – Microbiology
Investigate the effect of antiseptics or antibiotics on bacterial growth using agar plates and measuring zones of inhibition (separate only).
Required practical activity 3 - Osmosis
Investigate the effect of a range of concentrations of salt or sugar solutions on the mass of plant tissue.
Required practical activity 4 – Biological Molecules
Use qualitative reagents to test for a range of carbohydrates, lipids and proteins.
Required practical activity 5 – Enzyme Action Investigate the effect of pH on the rate of reaction of amylase enzyme.
Required practical activity 6 – Photosynthesis
Investigate the effect of light intensity on the rate of photosynthesis using an aquatic organism such as pondweed.
Required practical activity 7 – Reaction Time
Plan and carry out an investigation into the effect of a factor on human reaction time.
Required practical activity 8 – Plant Growth
Investigate the effect of light or gravity on the growth of newly germinated seedlings (separate only).
Required practical activity 9 – Ecology
Measure the population size of a common species in a habitat.
Required practical activity 10 – Decay
Investigate the effect of temperature on the rate of decay of fresh milk by measuring pH change (separate only).
Examination Board
AQA
Subject Leader
Mrs Cherrett
Exam board link - Chemistry
www.aqa.org.uk/subjects/science/gcse/chemistry-8462
Employability Skills
Problem solving skills: The ability to understand a problem by breaking it down into smaller parts, and identifying the key issues, implications and identifying solutions. To apply your knowledge to solving a task. Numeracy: The ability to use data and mathematics to support evidence or demonstrate a point. Ability to learn and adapt: To be enthusiastic about your work, and to identify ways to learn from your mistakes for the benefit of both you and your employer.
All students are required to study three separate core ideas and skills in GCSE qualifications focusing on Biology, Chemistry and Physics. Students start Core ideas and skills in GCSE Chemistry in Year 9 and have six lessons a fortnight, rotating subjects on a termly basis. In Year 10 and Year 11, students will complete the GCSE course with four lessons a fortnight on the following topics:
Year 9 and 10
Atom and the periodic table Bonding
Quantitative Chemistry
Chemical reactions
Energy changes
Rates & Equilibrium
Year 11
Organic chemistry
Chemical Analysis
The Earth's atmosphere
Using Resources
Students will either complete Separate Science (three GCSEs) or Trilogy Science (two GCSEs) this will be based on assessment data in KS3 All students will be guided towards a bespoke course that will benefit them most at the end of Year 9.
The course will be assessed through six examinations, two for each science subject. The papers will be equally weighted and are each worth 50% of the grade for each science subject. They are assessed by 1 hour 45 minute exams for Separate science or 1 hour 15 minutes for Trilogy Science taken at the end of Year 11. All of these exams are available at Foundation or Higher level.
Chemistry Science Assessments:
Students will be assessed on their practical skills in their exams, with 15% of the marks coming from questions relating to the required practical activities.
In Chemistry this will involve eight practicals. Students will need to make a record of their work and what they have learnt.
Preparation of a pure, dry sample of a soluble salt from an insoluble oxide or carbonate, using a Bunsen burner to heat dilute acid and a water bath or electric heater to evaporate the solution.
Required practical activity 1 – Making Salts
Required practical activity 2 - Neutralisation
Determination of the reacting volumes of solutions of a strong acid and a strong alkali by titration (separate only).
Required practical activity 3 - Electrolysis
Investigate what happens when aqueous solutions are electrolysed using inert electrodes. This should be an investigation involving developing a hypothesis.
Required practical activity 4 – Temperature Changes
Investigate the variables that affect temperature changes in reacting solutions such as, acid plus metals, acid plus carbonates, neutralisations, displacement of metals.
Required practical activity 5 – Rates of Reaction
Investigate how changes in concentration affect the rates of reactions by a method involving measuring the volume of a gas produced and a method involving a change in colour or turbidity. This should be an investigation involving developing a hypothesis.
Required practical activity 6 - Chromatography
Investigate how paper chromatography can be used to separate and tell the difference between coloured substances. Students should calculate Rf values.
Required practical activity 7 – Identifying Ions
Use of chemical tests to identify the ions in unknown single ionic compounds covering the ions from Flame tests through to Sulfates (separate only).
Required practical activity 8 – Water Purification
Analysis and purification of water samples from different sources, including pH, dissolved solids and distillation.
Examination Board
AQA
Subject Leader
Mr Boutland Smith
Exam board link - Physics
www.aqa.org.uk/subjects/science/gcse/physics-8463
Employability Skills
Problem solving skills: The ability to understand a problem by breaking it down into smaller parts, and identifying the key issues, implications and identifying solutions. To apply your knowledge to solving a task. Numeracy: The ability to use data and mathematics to support evidence or demonstrate a point. Ability to learn and adapt: To be enthusiastic about your work, and to identify ways to learn from your mistakes for the benefit of both you and your employer.
All students are required to study three separate core ideas and skills in GCSE qualifications focusing on Biology, Chemistry and Physics.
In Physics this will involve ten practicals. Students will need to make a record of their work and what they have learnt.
Students start Core ideas and skills in GCSE Physics in Year 9 and have six lessons a fortnight, rotating subjects on a termly basis. In Year 10 and 11, students will continue on the GCSE course with four lessons a fortnight on the following topics:
Year 9 and 10
Energy
Electricity
Particle model of matter
Atomic structure
Year 11
Magnetism and electromagnetism Waves
Space physics
Forces
Students will either complete Separate Science (three GCSEs) or Trilogy Science (two GCSEs) this will be based on assessment data in KS3 All students will be guided towards a bespoke course that will benefit them most at the end of Year 9.
The course will be assessed through six examinations, two for each science subject. The papers will be equally weighted and are each worth 50% of the grade for each science subject. They are assessed by 1 hour 45 minute exams for Separate science or 1 hour 15 minutes for Trilogy Science taken at the end of Year 11. All of these exams are available at Foundation or Higher level.
Physics Science Assessments:
Required practical activity 1 - Specific Heat Capacity
An investigation to determine the specific heat capacity of one or more materials.
Required practical activity 2 - Thermal Insulation Investigate the effectiveness of different materials as thermal insulators and the factors that may affect the thermal insulation properties of a material (separate only).
Required practical activity 3 - Resistance
Use circuit diagrams to set up and check appropriate circuits to investigate the factors affecting the resistance of electrical circuits.
Required practical activity 4 - I–V characteristics
Use circuit diagrams to construct appropriate circuits to investigate the I–V characteristics of a variety of circuit elements including a filament lamp, a diode and a resistor at constant temperature.
Required practical activity 5 - Density
Use appropriate apparatus to make and record the measurements needed to determine the densities of regular and irregular solid objects and liquids.
Required practical activity 6 – Force and Extension
Investigate the relationship between force and extension for a spring.
Required practical activity 7 - Acceleration
Investigate the effect of varying the force on the acceleration of an object of constant mass and the effect of varying the mass of an object on the acceleration produced by a constant force.
Required practical activity 8 - Waves
Make observations to identify the suitability of apparatus to measure the frequency, wavelength and speed of waves in a ripple tank and waves in a solid.
Required practical activity 9 - Light
Investigate the reflection of light by different types of surface and the refraction of light by different substances (separate only).
Students will be assessed on their practical skills in their exams, with 15% of the marks coming from questions relating to the required practical activities.
Required practical activity 10 - Radiation
Investigate how the amount of infrared radiation absorbed or radiated by a surface depends on the nature of that surface.
In Christ we flourish Optional Subjects
- 7 -
Business
Examination Board
Edexcel (1BS0)
Principal Teacher
Mrs Rorke
Exam board link
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/ business-2017.html
Employability Skills
Problem solving skills: The ability to understand a problem by breaking it down into smaller parts, and identifying the key issues, implications and identifying solutions. To apply your knowledge to solving a task.
Creativity, innovation and self-motivation: Being curious and interested in exploring new ideas or concepts which can be made into a reality. Showing a strong personal drive and using your imagination to your advantage.
Organisational skills: Being organised and methodical. Able to plan work to meet deadlines and targets.
Course Overview
Topic Areas
The aims and objectives of this qualification are to enable students to know and understand business concepts, business terminology, business objectives, the integrated nature of business activity and the impact of business on individuals and wider society
Learners can apply knowledge and understanding to contemporary business issues and to different types and sizes of businesses in local, national and global contexts and develop as enterprising individuals with the ability to think commercially and creatively to demonstrate business acumen, and draw on evidence to make informed business decisions and solve business problems
Learners can develop as effective and independent students, and as critical and reflective thinkers with enquiring minds use an enquiring, critical approach to make informed judgements and investigate and analyse real business opportunities and issues to construct well-argued, well-evidenced, balanced and structured arguments, demonstrating their depth and breadth of understanding of business.
Theme 1 concentrates on the key business concepts, issues and skills involved in starting and running a small business. It provides a framework for students to explore core concepts through the lens of an entrepreneur setting up a business.
Theme 2 examines how a business develops beyond the start-up phase. It focuses on the key business concepts, issues and decisions used to grow a business, with emphasis on aspects of marketing, operations, finance and human resources. Theme 2 also considers the impact of the wider world on the decisions a business makes as it grows.
- 15 -
Theme 1 comprises five topic areas.
Topic 1.1 Enterprise and entrepreneurship
Topic 1.2 Spotting a business opportunity
Topic 1.3 Putting a business idea into practice
Topic 1.4 Making the business effective
Topic 1.5 Understanding external influences on business
Theme 2 comprises five topic areas.
Topic 2.1 Growing the business
Topic 2.2 Making marketing decisions
Topic 2.3 Making operational decisions
Topic 2.4 Making financial decisions
Topic 2.5 Making human resource decisions
Assessment
Paper 1: Theme 1
Investigating small business (1 hour 45 minutes)
Paper 2: Building a business (1 hour 45 minutes)
Computer Science
Examination Board
OCR (J277)
Subject Leader
Mr A Foley
Exam board link
https://www.ocr.org.uk/Images/558027-specification-gcse-computer-science-j277. pdf
Employability Skills
Problem solving skills: The ability to understand a problem by breaking it down into smaller parts, and identifying the key issues, implications and identifying solutions. To apply your knowledge to solving a task.
Communication and interpersonal skills:
The ability to explain what you mean in a clear and concise way through written and spoken means. To listen and relate to other people and to act upon key information / instructions.
Creativity, innovation and self-motivation:
Being curious and interested in exploring new ideas or concepts which can be made into a reality. Showing a strong personal drive and using your imagination to your advantage.
Qualification Aims
GCSE Computing focuses students on the technical aspects of IT with a specific emphasis on computer programming. For this reason students who have a particular strength in logic/mathematics will enjoy the course. Students use their knowledge and understanding of computer technology to become independent and discerning users of IT, able to make informed decisions about the use and be aware of the implications of different technologies.
* Practical Programming – Students are to be given the opportunity to undertake a programming task(s) during their course of study which allows them to develop their skills to design, write, and test and refine programs using a high-level programming language. Students will be assessed on these skills during the written examinations, in particular component 02 (section B). Students' programming ability will be an internally assessed controlled assessment that will be done mostly in lesson time and will take up 20 hours.
Computers are changing every part of our lives at an ever increasing rate. No matter what field you want to go into, Computer Science is changing that industry; why not drive the future?
* Experience programming and making new software
* Find out how hackers attack computers
* Discover how computers work
* Solve logical problems
If learners want to go on to higher study and employment in the field of Computer Science, they will find that this course provides a superb stepping stone.
Assessment
This course is technical in its approach and elements of Mathematics are included.
The course consists of three units, two of which are theory and are examined by a written paper (50% each) and there is one coursework, controlled assessment unit:
* Component 1 - Computer Systems (50% overall grade)
* Component 2 - Computational Thinking, Algorithms and Programming (50% overall grade)
- 16 -
What will you learn?
This GCSE will equip you with a range of transferable practical and theoretical skills:
* Programming skills in a modern language
* An understanding of how computers and networks work
* Knowledge of cyber-security and how hackers attack systems
* Understanding ethical, legal, cultural and environmental concerns
Dance
Examination Board
AQA 8236
Subject Leader
Mrs Pearson
Exam board link
www.aqa.org.uk/subjects/dance/gcse/dance-8236
Loom link
GCSE Dance Loom
Employability Skills
Communication and interpersonal skills: The ability to explain what you mean in a clear and concise way through written and spoken means. To listen and relate to other people and to act upon key information / instructions. Creativity, innovation and self-motivation: Being curious and interested in exploring new ideas or concepts which
can be made into a reality. Showing a strong personal drive and using your imagination to your advantage.
Team work: Working well with other people from different disciplines, backgrounds, and expertise to accomplish a task or goal.
Qualification Aims
Assessment
Dance is a rewarding option, though not an easy one. It gives you a chance to explore your creativity and artistic expression. Helping to develop confidence, communication, determination, organisation skills and physical fitness, all of which are essential skills in life and the work place. The GCSE dance course also serves as an introduction to studying and training in dance.
Course Content
The course focuses on the aesthetic and artistic qualities of dance and the use of movement as a medium of expression and communication through performance, creation and appreciation.
Students will have the opportunity to:
* Create dances which are performed and presented to others
* Study a range of different choreographic styles and develop a breadth of vocabulary and an understanding of dance form
* View and appreciate dance in the professional repertoire
* Develop their ability to analyse and appraise movement, content and performance
* Develop an awareness and understanding of the health and safety requirements implicit in all dance.
The new GCSE Dance syllabus is assessed as follows:
Component 1:
Performance and Choreography
Performance (30%)
* Set phrases through a solo performance
* Duet/trio performance
Choreography (30%)
* Solo or group choreography
This is marked internally and externally moderated.
Total Practical: 60% of final CGSE
Component 2:
Dance Appreciation
* Knowledge and understanding of choreographic processes and performing skills
* Critical appreciation of own work
* Critical appreciation of professional works
Written exam: 1 hour 30 minutes
40% of final CGSE
Am I suitable for the course?
The course is suitable for any student who would like to develop their own understanding of dance in choreography, performance and appreciation. Students will need to be prepared to work in their own time on practical coursework as well as take part in performances in and outside of school.
Design & Technology: Product Design
Examination Board
AQA 8236
Subject Leader
Ms Wright
Exam board link
https://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and- technology-8552
Loom link
https://www.loom.com/share/e0b3bbaf78e44089a8fcdd3cb892944e
Employability Skills
Problem solving skills: The ability to understand a problem by breaking it down into smaller parts, and identifying the key issues, implications and identifying solutions. To apply your knowledge to solving a task.
Ability to learn and adapt: To be enthusiastic about your work, and to identify ways to learn from your mistakes for the benefit of both you and your employer.
Creativity, innovation and self-motivation: Being curious and interested in exploring new ideas or concepts which can be made into a reality. Showing a strong personal drive and using your imagination to your advantage.
Careers: Product Design, Furniture Design, Architecture, Engineering, Graphic Design, Fashion & Textiles, Interior Design, Stage/Theatre Design
Design and Technology: Product Design is a great opportunity for creative and practical students to explore and develop their skills in designing and making high quality marketable products.
Qualification Aims
Research real situations, identify gaps in the market and find practical design solutions to real problems. Design original and useful products using a range of materials and processes. Learn drawing and modelling skills to communicate and develop design ideas. Develop manufacturing skills using CAD CAM (Computer Aided Design and Computer Aided Manufacture). Develop hand skills using a range of materials including textiles, wood, card and plastic. For the Controlled Assessment you will independently manage a 30-35 hour design and make task working closely with a client throughout. You can choose to work in your preferred specialist materials and processes. Hard work, self-motivation and determination are essential skills to be successful in GCSE Design & Technology.
Course Content
Digital design portfolio: communicating your design journey with written work, annotated photos and video clips.
Investigation of contexts set by exam board
In-depth research, analysis and evaluations
Design brief, Specification
Initial and developed designs: sketching/modelling/CAD
Final design idea – modelling/CAD
Final prototype:
Planning for manufacture and manufacturing process Presentation of prototype
- 18 -
Assessment
Task 1: 1x 2hr written exam 50%.
Task 2: 1x 30-35 hour Non Examined Assessment (NEA) 50% which includes a design portfolio and practical product.
Drama
Examination Board
WJEC Eduqas GCSE (9-1) in DRAMA
Subject Leader
Mrs Richards
Exam board link
http://www.eduqas.co.uk/qualifications/drama-and-theatre/gcse
Loom link
https://www.loom.com/share/165ce294b01b406c936a51041cdd1f20
Employability Skills
Communication and interpersonal skills: The ability to work with others, to read people and communicate with them on a range of levels with confidence and sensitivity.
Negotiation skills: To listen to others, take into account other viewpoints and learn to respond in a positive way. To compromise and ensure a win-win outcome.
Team work: Working well with other people from different disciplines.
GCSE Drama can take students down a range of different pathways. It develops both strong practical skills and the core social skills relevant across the curriculum and to any career path.
The aim of the course
The course offers students the opportunity to explore drama as a practical art form – to learn new skills in both performance and design and grow in confidence as young people. Students will be encouraged to be creative and take risks and explore how ideas and meaning are communicated to an audience. Students will be introduced to practitioners, people who make theatre and their theories, influential playwrights and live theatre performance. The key focus of the course is practical and offers both a different way of learning and a balance to other subjects in the curriculum.
Course Content
The Eduqas course is a vibrant and accessible GCSE that caters for the widest range of abilities. Students begin in Year 10 by exploring a range of scripts/techniques/ practitioners and dramatic forms alongside a visit to the theatre to explore their responses to live performance before beginning the assessment elements. The Eduqas specification gives equal importance to technical aspects of drama and performance. Students will devise their own work from a range of stimuli and track their progress through a lively portfolio of work full of inspirational ideas. They will perform scripts that suit their preferred style or look to develop their practical understanding and application of the technical elements of drama – sound, lighting, costume and make up. They will evaluate their own practical work and that of others and experience professional live theatre through numerous visits across the course. Students will have the opportunity to display their understanding of text and live performance in the written examination at the end of the course.
Assessment Method
* AO1- Create and develop ideas to communicate meaning for theatrical performance
* AO2- Apply theatrical skills to realise artistic intentions in live performance
* AO3- Demonstrate knowledge and understanding of how drama and theatre is developed and performed
* AO4- Analyse and evaluate their own work and the work of others
Component One: Devising Theatre 40% 60 marks Internally assessed, externally moderated
Students will be assessed on acting or design. They will create, develop and perform a piece of devised theatre using the techniques of an influential practitioner (Bertolt Brecht) in response to a stimulus set by the examination board (15 marks). This is accompanied by a portfolio of work (30 marks) and written evaluation (15 marks) that traces the journey from research to final performance.
Component Two: Performing from a Text 20% 60 Marks Externally assessed by visiting examiner
Students will be assessed on acting or design. They will study two extracts from the same performance text chosen by the centre and perform using sections of text from both extracts. They will write a short 150 word brief for the examiner outlining their artistic intentions.
Component Three: Interpreting Theatre 40% 60 Marks 1 hour 30 minutes written examination
Section A: Set Text. 45 marks
Students will respond to a series of questions on one set text.
Section B: Live Theatre Review. 15 marks Students will answer one question from a choice of two assessing, analysing and evaluating a given aspect of a live theatre production seen during the course.
Assessment is through internal assessment and external moderation, visiting practical examiner and written examination. The objectives for assessment are:
Fine Art
Examination Board
AQA4200
Subject Leader
Mrs Bowden
Exam board link
https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206
Loom link
https://www.loom.com/share/2253d9f9ae134661a5c47e06601f35ab
Employability Skills
Using your initiative and being self-motivated: Having new ideas of your own which can be made into a reality. Showing a strong personal drive and not waiting to be told to do things.
Organisational skills: Being organised and methodical. Able to plan work to meet deadlines and targets.
Monitoring progress of work to ensure you are on track to meeting a deadline.
Ability to learn and adapt: To be enthusiastic about your work and to identify ways to learn from your mistakes for the benefit of both you and your employer.
The aim of the course
This course offers students the opportunity to work across a broad range of media including drawing, painting, print making, sculpture and digital media linked with photography.
The course encourages candidates to develop their own work with reference to other artists in our own and other cultures, within a historical perspective and responding to current ideas.
Gallery visits, contextual studies and suggested courses of independent study, including using the internet, help candidates in personal research for their sketchbooks.
Homework/Preparatory Work
It should be noted that throughout the duration of the Art and Design course homework plays a big part and may take many hours. Students must be prepared and willing for this.
Portfolio of work
The Portfolio represents 60% of the marks available. The Portfolio consists of two coursework projects which includes work done in A4 and A3 sketchbooks as well as possible three-dimensional work and larger paintings on boards and canvases.
finished pieces and should read like a visual diary, also including written notes and annotations.
Individual students may find that they want to concentrate their efforts in a major medium e.g. painting, print-making, collage or photography.
Candidates keep all their work as each project is completed. Work is assessed at regular intervals and coursework is graded. Feedback is given in order for students to improve grades and continue their progression in future projects. At the end of the course all work is handed in for marking and moderation.
Examination - 10 hours over two days:
A final extended project worth 40% of the marks awarded.
The examination presents candidates with a theme set by the board. Approximately ten weeks are given for preparatory studies, which should include research, experimental studies, broad use of media and a personal approach. The final piece is done during the exam which takes place in the Art Room over two consecutive days.
Assessment Method
Portfolio of work 60% Externally set assignment 40%
Students develop coursework along broad themes that include still life, the environment and portraiture. Students' work becomes progressively more independent, using any two or three dimensional media to explore their own ideas in order to show adequate refinement, experimentation and development of the project theme. The preparation work and supporting studies are as important as the
Food Preparation & Nutrition
Examination Board
AQA 8585
Subject Leader
Miss Auburn
Exam board link
www.aqa.org.uk/subjects/food-preparation-and-nutrition
Loom link
https://www.loom.com/share/6830003ed34b45baa71d4e0648fd880e
Employability Skills
Organisational skills: Being organised and methodical. Able to plan work to meet deadlines and targets. Monitoring progress of work to ensure you are on track to meeting a deadline.
Working under pressure and to deadlines: Handling stress that comes with deadlines and ensuring that you meet them.
Ability to learn and adapt: To be enthusiastic about your work and to identify ways to learn from your mistakes for the benefit of both you and your employer.
The aim of the course
Assessment Method
This GCSE Food Preparation and Nutrition course is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. During the course you will be given the opportunity to practice a wide range of practical skills along with having a greater understanding of nutrition, the science behind food as a material and the wider environmental aspects associated with food.
The course is taught in a very 'hands-on' practical way. Students will learn how to make connections between theory and practice to apply their knowledge of food and nutrition.
In Year 11 students will complete two Non Examination Assessments (NEA):
Task 1: Food Science Investigation (approx.10 hours) 15% of GCSE
Task 2: Food preparation Assessment (approx.20 hours including a 3 hour practical Assessment) 35% of GCSE
Written examination:
1 hour 45 minute exam, 50% of GCSE
Course Content
Food preparation skills are integrated into five core topics:
1. Food, nutrition and health
2. Food science
3. Food safety
4. Food choice
5. Food provenance
Geography
Examination Board
Eduqas (Specification A)
Subject Leader
Mrs Hillier-Brown
Exam board link
www.eduqas.co.uk/qualifications/geography/gcse-a/
Loom link
https://www.loom.com/share/aae2e551fc1a4720886a0050cea36945
Employability Skills
Communication and interpersonal skills: The ability to explain what you mean in a clear and concise way through written and spoken means. To listen and relate to other people and to act upon key information / instructions.
Problem solving skills:
The ability to understand a problem by breaking it down into smaller parts and identifying the key issues, implications and identifying solutions. To apply your knowledge from many different areas to solving
a task.
Valuing diversity and difference: Knowing the value of diversity and what it can bring. Understanding and being considerate of the different needs of different individuals.
Saint Gregory's has held the prestigious Secondary Geography Quality Mark by the Geographical Association since 2014 in recognition of the quality of teaching, learning and examination results. In November 2022, we were accredited as a national Geography Centre of Excellence. Our GCSE results are consistently significantly above the national average and are amongst the best in the school.
The overarching aims of this qualification are that students will develop the ability to think 'like a geographer'. Students will develop the skills to conduct enquiries in the classroom and in the field in order to develop their understanding of specialised geographical concepts and current geographical issues.
Eduqas GCSE Geography (Specification A) develops an enquiry approach to the study of geographical information, issues and concepts. Fieldwork is an essential aspect of geographical education and of this qualification. It is placed at the heart of this specification and fieldwork is embedded within the programmes of study.
Students will consolidate and extend their understanding of geographical concepts learned in the classroom by engaging with enquiries conducted outside of the classroom and school grounds. Furthermore, students will be challenged to apply what they have learned through specific fieldwork in local contexts, to the wider context of UK geography.
How is the course structured?
Component 1:
Changing Physical and Human Landscapes (Year 10)
Theme 1: Landscapes and Physical Processes
Theme 2: Rural-urban Links
Theme 3: Coastal Hazards and their Management
Component 2:
Environmental and Development Issues (Year 11)
Theme 4: Weather, Climate and Ecosystems
Theme 5: Development and Resource Issues
Theme 6: Social Development Issues
Component 3: Fieldwork Enquiry (Years 10 & 11)
Part A: approaches to fieldwork methodology, representation and analysis.
Part B: how fieldwork enquiry may be used to investigate geography's conceptual frameworks
Part C: application of broad geographical concepts to a wider UK context and assess the ability to make and justify a decision.
How is the course assessed?
Component 1:
Changing Physical and Human Landscapes Written examination: 1 hour 30 minutes (35% of qualification)
Component 2:
Environmental and Development Issues Written examination: 1 hour 30 minutes (35% of qualification)
Component 3: Applied Fieldwork Enquiry Written examination: 1 hour 30 minutes (30% of qualification)
Geography Fieldwork Opportunities
Year 10: A one day investigation into the sphere of influence of a honeypot site (coastal location in the south of England) – June
Year 11: A one day investigation into the use of transects within the city of Wells in January.
History
Examination Board
AQA 8145
Subject Leader
Mrs Sarbatta
Exam board link
www.aqa.org.uk/subjects/history/gcse/history-8145
Loom link
https://www.loom.com/share/9d65ac1bb98f4b05ba7668f87f77509f
Employability Skills
Research skills: The ability to research events and understand how one event can trigger many more. A valuable workplace skill where you may need to complete research to help your employers improve services, etc.
Communication and interpersonal skills: The ability to explain what you mean in a clear and concise way through written and spoken means. To listen and relate to other people and to act upon key information / instructions.
Ability to learn and adapt: To be enthusiastic about your work and to identify ways to learn from your mistakes for the benefit of both you and your employer.
Using your initiative and being self-motivated: Having new ideas of your own which can be made into a reality. Showing a strong personal drive and not waiting to be told to do things.
Specification
This course is a lively, interesting and challenging opportunity to study History. It encourages the student to explore crucial and controversial issues in a variety of creative ways and closely traces how the past has directly influenced the world today. We aim to help students to acquire knowledge of the past through interesting and varied learning activities. This course is ideal preparation for A Level courses in humanities subjects.
Paper 2: Shaping the Nation A Thematic Study: Britain: Health and the people: c1000 to the present day
How is the course structured?
This qualification is linear, meaning that students will sit all their exams at the end of the course. The GCSE History course comprises two examination papers and the following four elements:
Paper 1: Understanding the Modern World A Period Study. Germany, 1890–1945: Democracy and dictatorship.
This period study focuses on the development of Germany during a turbulent half century of change. It was a period of democracy and dictatorship – the development and collapse of democracy and the rise and fall of Nazism. Students will study the political, economic, social and cultural aspects of these two developments and the role ideas played in influencing change. They will also look at the role of key individuals and groups in shaping change and the impact the developments had on them.
Wider World Depth Study. Conflict and tension between East and West, 1945–1972
This thematic study will enable students to gain an understanding of how medicine and public health developed in Britain over a long period of time. It considers the causes and consequences of short and long term developments, their impact on British society and how they were related to the key features and characteristics of the periods during which they took place. Topics include the Black Death, the discoveries of the medical Renaissance, developments in surgery, and the discovery that germs were the cause of disease.
British depth study:
Elizabethan England:c1568-1603
This option allows students to study in depth a specified period, the last 35 years of Elizabeth I's reign. The study will focus on major events of Elizabeth I's reign considered from economic, religious, political, social and cultural standpoints, and arising contemporary and historical controversies.
This component of the course incorporates the study of a historic environment. Students will be examined on a specific site in depth. This site will be as specified and will be changed annually. The site will relate to the content of the rest of this depth study. It is intended that study of different historic environments will enrich students' understanding of Elizabthan England.
This wider world depth study focuses on the causes and events of the Cold War and seeks to show how and why conflict occurred and why it proved difficult to resolve the tensions which arose during the Cold War. This study also considers the role of key individuals and groups in shaping change and how they were affected by and influenced international relations.
How is the course assessed?
There are two exams at the end of Year 11
Paper 1: Understanding the Modern World - 2 hrs
50% of GCSE
Paper 2: Shaping the Nation - 2 hrs
50% of GCSE
Languages - French & Spanish
Examination Board
TBC
Subject Leader
Mrs Lemee
Exam board link - French
TBC
Exam board link Spanish
TBC
Employability Skills
Communication and interpersonal skills: The ability to explain what you mean in a clear and concise way through written and spoken means. To listen and relate to other people and to act upon key information and instructions. Negotiation skills: To take on board other people's feelings and express your own requirements in a clear fashion to achieve a win-win outcome.
Team work: Working well with other people to accomplish a task or goal.
Through learning a language we gain a better understanding of how people in another country live, their customs and attitudes and how they do things. The more we understand and respect people in other countries, the greater the hope for world peace.
Now that the UK has come out of the EU, studying languages is even more important than before. In the knowledge society of the 21st century, language competence and intercultural/global understanding are not optional extras; they are an essential part of being a citizen, shaping the way we think and giving the potential to communicate with the other half of the world.
Studying a language also helps to develop our general mental ability – it demands we listen carefully, to think exactly and to examine things in detail.
Aims
* Develop the ability to understand and use a language effectively for purposes of practical communication
* Develop the ability to use and understand a language both imaginatively and creatively
* Develop an understanding of grammar
* Encourage positive attitudes to language learning and speakers of other languages and a sympathetic approach to other cultures and civilisations
* Offer insights into the culture and civilisation of other countries
* Promote learning skills of a more general application such as analysis, memorising and drawing of inferences
* Form a sound base of the transferable skills, language and attitude required for further study, work and leisure
* Provide enjoyment and intellectual stimulation
How is the course structured?
GCSE French and Spanish is changing with first teaching in September 2023 and first examination in June 2025.
- 24 -
Due to new specifications for June 2024, we are still in discussions about which examining board we will use : AQA or EDEXCEL. However all boards follow a similar structure or themes and grammar Students will have already met some of these areas in Key Stage 3. They will now be extended and developed to increase the range of expression and understanding in the skills of listening, speaking, reading and writing in the target language. Students will study all of the following themes on which the assessments are based:
Theme 1: People and lifestyle
Theme 2: Popular culture
Theme 3: Communication and the world around us
The major changes to the MFL GCSEs are the use of English for all instructions and the addition of tasks on dictation and reading aloud. Comprehension texts can contain only 2% of words from outside the vocabulary lists, and those items from outside the word lists must be glossed.
How is the course assessed?
Candidates will still be tested in the four main skills; listening, speaking, reading and writing. This will not change.
Paper 1: Listening - Examination 25%:
Paper 2: Speaking - Examination 25%
Paper 3: Reading - Examination 25%
Paper 4 : Writing - Examination 25%
The four skills are tested at the end of Year 11 by examination. All papers are available at either foundation or higher tier. Candidates will not be able to mix tiers on different papers. Foundation tier exams (possible grades 1-5) or Higher tier exams (possible grades 4-9).
Languages
- Mandarin Chinese
Examination Board
AQA
Subject Leader
Mrs Hook
Exam board link
www.aqa.org.uk/subjects/languages/gcse/chinese-spoken-mandarin-8673
Loom link
https://www.loom.com/share/49edf6f5682442039ef57c7e47bd0484
Employability Skills
Communication and interpersonal skills: The ability to explain what you mean in a clear and concise way through written and spoken means. To listen and relate to other people and to act upon key information and instructions. Negotiation skills: To take on board other people's feelings and express your own requirements in a clear fashion to achieve a win-win outcome.
Team work: Working well with other people from different disciplines, backgrounds and expertise to accomplish a task or goal.
Aims
Chinese GCSE gives students an opportunity to add an exciting international dimension to the range of subjects that they study. The course not only equips them with the ability to communicate in Mandarin Chinese but also brings the intellectual excitement and challenge of learning how a non-European language works. It opens up a window onto a fascinating culture and furnishes them with a valuable qualification for future employment prospects.
Syllabus and assessment method
The students are tested on all four skills: reading, writing, speaking and listening. All skills are tested at the end of Year 11 and each carry the same weight in terms of marks (i.e. 25%).
Because the Chinese script is not alphabetical and takes longer to learn than European languages, all questions and instructions in the papers will be in English. Also, in the reading and listening exams, the candidates will respond in English.
Topics covered in the syllabus include contemporary and cultural themes. They are organised into three main themes and twelve topics:
Theme 2: local, national, international and global areas of interest
* Home, town, neighbourhood and region
* Social issues
* Global issues
* Travel and tourism
Theme 3: current and future study and employment
* My studies
* Life at school
* Education post-16
* Career choices and ambitions
Students are well supported with text books and many imaginative on-line resources. St Gregory's also has links with schools in China so students get opportunities to make friends and communicate with their peers.
In addition, since 2017 St Gregory's has been on the national Mandarin Excellence Programme which opens up many new opportunities for our students of Mandarin to boost their learning and take part in cultural events.
To embark on the course students are required to have studied at least two terms of basic Chinese.
Theme 1: identity and culture:
* Me, my family and friends
* Technology in everyday life
* Free-time activities
* Customs and festivals
Music
Examination Board
Eduqas
Subject Leader
Mrs Sterlini
Exam board link
https://www.eduqas.co.uk/media/by5boopf/eduqas-gcse-music-spec-from- 2016-d.pdf
Loom link
https://www.loom.com/share/7e22f3d1e1cb446e9af6af562835c7e6?sid=bde92f de-ffa9-4354-9cff-df9910300cad
Employability Skills
Problem solving skills: The ability to understand a problem by breaking it down into smaller parts and identifying the key issues, implications and identifying solutions. To apply your knowledge from many different areas to solving a task.
Organisational skills: Being organised and methodical. Able to plan work to meet deadlines and targets.
Monitoring progress of work to ensure you are on track to meeting a deadline.
Team work: Working well with other people from different disciplines and expertise to accomplish a task or goal. Analytical skills: The ability to examine information or a situation in detail in order to identify important elements.
Aim of the course
The course offers students the chance to explore a wide variety of different genres of music in an engaging and practical way. Throughout the course, students will broaden their skill set through trips, workshops and both internal and external performance opportunities.
however students will need to perform at a Grade 3 standard by the end of Year 11. Students do not need to have taken any graded exams to be successful in GCSE Music.
Course Content
The course explores a selection of pieces from a variety of areas of study. These areas include:
Area of study 1: Musical Forms and Devices
Area of study 2: Music for Ensemble
Area of study 3: Film Music
Area of study 4: Popular Music
Students will learn key features of these styles by listening to and performing a variety of musical pieces. Students will also study two set works in more detail:
* Badinerie by J.S.Bach for Flute and String Orchestra with Harpsichord (Final movement, Orchestral Suite No.2 in B minor, BWV 1067)
* Africa by Toto (1982)
Students will have a listening examination at the end of the course which contains listening questions on set works and unfamiliar pieces of music. Students will use their knowledge of the musical elements to answer the questions.
Students are also strongly encouraged to regularly attend a co-curricular activity within the Music department to help strengthen their ensemble performance skills.
Course Components
Performing (30%)
Learners will submit two performances as part of the course: a solo and ensemble totaling 4-6 minutes. Any instrument or voice can be used for this component.
Composing (30%)
Students will submit two compositions across the course. The first is a 'free' composition, where students have the opportunity to explore a musical style they are most interested in. The second is in response to a brief set by the exam board. The total duration for this is between 3-6 minutes.
Listening and Appraising (40%)
Students sit a listening paper that demonstrates their understanding of music from the Areas of Study covered over the two years.
Assessment Method
Performance and composition are also studied through these topics and all students who enroll on the course are strongly advised to receive instrumental/vocal tuition. There is no minimum musical grade to access the course,
All coursework (60%) will be completed by Easter in Year 11. The listening paper (40%) is completed in the final term of Year 11.
Examination Board
AQA 8206
Subject Leader
Mr Duffy
Exam board link
https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/ subject-content/photography
Loom link
https://www.loom.com/share/b87c114afa98433984d1efdec5dc9fbb
Employability Skills
Using your initiative and being self-motivated: Having new ideas of your own which can be made into a reality. Showing a strong personal drive and not waiting to be told to do things.
Organisational skills: Being organised and methodical. Able to plan work to meet deadlines and targets.
Monitoring progress of work to ensure you are on track to meeting a deadline.
Ability to learn and adapt: To be enthusiastic about your work and to identify ways to learn from your mistakes for the benefit of both you and your employer.
Candidates will be introduced to a variety of experiences exploring a range of lens-based and light-based media, techniques and processes, including both traditional and new technologies.
The course encourages candidates to develop their own work with reference to other image makers in our own and other cultures, within a historical perspective and responding to current ideas.
include still life, the landscape and portraiture. Students' work becomes progressively more independent, using photographic media to explore their own ideas in order to show adequate refinement, experimentation and development of the project theme. The preparation work and supporting studies are as important as the finished pieces and should read like a visual diary, also including written notes and annotations.
Gallery visits, contextual studies and suggested courses of independent study, including using the internet, help candidates in personal research for their sketchbooks.
Homework/Preparatory Work
It should be noted that throughout the duration of the Photography course, homework plays a big part and may take many hours. Students must be prepared and willing for this.
Cost
There is a cost of £10 per student, per year to cover ink costs and materials. There are cameras which would be suitable for the course which can be signed out from school on a short-term basis (although some students may wish to purchase a suitable camera before or during the course).
Portfolio of work
The Portfolio represents 60% of the marks available. The Portfolio consists of two or more coursework projects which will include many investigatory shoots, experimentation and analysis.
Candidates keep all their work as each project is completed. Work is assessed at regular intervals and coursework is graded. Feedback is given regularly in order for students to improve grades and continue their progression in future projects. At the end of the course all work is handed in for marking and moderation.
Examination - 10 hours over two days
A final extended project worth 40% of the marks awarded.
The examination presents candidates with a theme set by the board. Approximately ten weeks are given for preparatory studies, which should include research, experimental studies, broad use of media and a personal approach. The final piece/s is created during the exam which takes place in the Photography room over two consecutive days.
Assessment Method
Portfolio of work 60%
Externally set task 40%
Students develop coursework along broad themes that
Students are encouraged to look at student work and course structure/resources here:
stgregsphotography.weebly.com
Physical Education GCSE
Examination Board
AQA 8582
Subject Leader
Mrs McHale
Exam board link
https://www.aqa.org.uk/subjects/physical-education/gcse/physical-educa- tion-8582/specification-at-a-glance
Loom link
https://www.loom.com/share/44f70bcfc70945f88781daa0f7e5d9c8
Employability Skills
Team working: Working well with other people from different disciplines, backgrounds and expertise to accomplish a task or goal.
Communication and interpersonal skills: The ability to explain what you mean in a clear and concise way through written and spoken means. To listen and relate to other people and to act upon key information / instructions. Using your initiative and being self-motivated: Having new ideas of your own which can be made into a reality. Showing a strong personal drive and not waiting to be told to do things.
What can GCSE Physical Education offer you?
Theoretical Element:
1. The chance to participate in and develop your practical abilities in a range of activities, taken from the areas of Invasion Games, Net/Wall Games, Individual activities and Striking/Fielding Games.
2. The opportunity to extend your knowledge of the rules and etiquette involved in a variety of sports.
3. An introduction to specialised training methods and styles and types of fitness testing.
4. Knowledge of the human body and how it responds to exercise.
5. Understanding of social factors affecting sports participation.
What you should have?
1. An all-round interest in and enthusiasm for Physical activity.
2. A willingness to learn new skills and techniques and apply the necessary effort in a variety of different activities.
3. An ability to appreciate a scientific approach to studies.
Course Content
Practical Element:
This concentrates on practical performance in three different physical activities in the role of player/performer (one in a team activity, one in an individual activity and a third in either a team or in an individual activity). The final assessment of your practical skills will provide 40% of your final mark. This includes analysis and evaluation of performance to bring about improvement in one activity.
- 28 -
This will involve theoretical work and will be taught in a classroom. Assessment will be in the form of two exams Paper 1 – The human body and movement in physical activity and sport 30% (Applied anatomy and physiology, Movement analysis, Physical training, Use of data).
Paper 2 – Socio-cultural influences and well-being in physical activity and sport 30% (Sports psychology, Socio-cultural influences, Health, fitness and well-being, Use of data). This will contribute towards 60% of the final mark.
This course is an exciting one which provides a mixture of both practical and theoretical activities which adds variety to the GCSE programme. It is imperative that any student that chooses this course is fully committed to BOTH ELEMENTS of the course. Written homework will be set each week and full P.E. kit must be worn for each practical lesson.
Course Assessment
Practical: 40%
Theory Examination: 60%
Saint Gregory's, Bath
Combe Hay Lane, Odd Down, Bath, BA2 8PA
Telephone 01225 832873 Fax 01225 835848 Email firstname.lastname@example.org www.st-gregorys.org.uk
In Christ we flourish
|
<urn:uuid:9534574e-b003-46a3-8db9-d0a38dd68995>
|
CC-MAIN-2024-18
|
https://www.st-gregorys.org.uk/download/356/year-9-options/23302/year-9-options-book-2024-26-digital.pdf
|
2024-04-16T13:41:58+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00553.warc.gz
| 930,547,827
| 15,383
|
eng_Latn
|
eng_Latn
| 0.964768
|
eng_Latn
| 0.995905
|
[
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
50,
110,
2940,
5941,
5985,
8137,
11231,
13985,
15882,
19099,
22730,
26627,
30626,
30674,
33695,
36783,
39507,
42136,
46420,
49667,
51590,
55229,
59547,
63304,
66088,
69531,
72997,
76077,
76264
] |
[
2.640625,
2.21875
] | 1
| 0
|
The benefits of sport participation and physical activity in schools
A final report for the Youth Sport Trust and HMC (The Head's Conference)
Prepared by Dr Andrew Denovan and Dr Neil Dagnall of Manchester Metropolitan University
Executive Summary
Prior research documents that sport participation among secondary school children is associated with various benefits, including enhanced physical, cognitive, behavioural, social, and educational performance. However, only a relatively small number of studies have directly examined the relationship between sport participation and wellbeing in schools. Noting this, and previous academic work on participation in physical activity and sport, mental toughness, and wellbeing, the present project investigated relationships between these factors and allied psycho-social benefits (i.e., sense of school belonging, identity). These variables were selected because they were mutually beneficial, that is, they potentially strengthen relationships between pupils, school, and educational motivation/potential success. The project focused on a critically important year group: Year 9 (13 to 14 years, Key Stage 3) and Year 10 (14 to 15 years, Key Stage 4). The project objectives were to assess the impact of participation in sports upon belonging and wellbeing among Year 9 and 10 secondary school students (factoring in gender), and to scrutinise the role of hypothetically important factors to this relationship, namely mental toughness, and self-efficacy/self-belief. A total of 5481 pupils (2578 girls, 2727 boys, 83 preferred to self-describe, 93 preferred not to say) from 80 schools (61 private/independent, 19 state) took part. There were 2957 Year 9, and 2524 Year 10 pupils. Pupils completed a range of online questionnaires, focusing on sports participation and physical activity, mental toughness, self-efficacy, and wellbeing indicators (social identity, belonging, life satisfaction, and self-rated happiness). For analysis purposes, a sports index was created as a composite of sports participation, involvement, and perceived importance. Analysis progressed through several stages. Initially, mean differences were investigated relating to the sports index as a function of year group and gender (boys vs. girls). Subsequently, mean differences concerning wellbeing indicators relative to year group and gender were examined. The next stage of analysis tested a statistical model, which assessed whether the sports index predicted wellbeing and the degree to which non-cognitive skills (mental toughness and selfefficacy) were important variables in this relationship. Scrutiny of non-cognitive skills focused on indirect associations to reveal if the presence of these increased the sports index – wellbeing relationship. Findings demonstrated that sports participation was lower in Year 10 than in Year 9, with girls participating less than boys in Year 10. Wellbeing was also lower in Year 10 (vs. Year 9), and girls in Year 10 reported significantly lower wellbeing than boys. The statistical model indicated that the sports index was a significant predictor of mental toughness, selfefficacy, and wellbeing. Mental toughness and self-efficacy were significant positive 'mediators' of the sports index – wellbeing relationship, and greater indirect associations occurred via mental toughness. Subsequent analysis revealed that girls reported significantly lower mental toughness and self-efficacy than boys, and mental toughness scores were meaningfully lower in Year 10 (vs. Year 9). Results overall indicated that Year 10 pupils (in comparison with Year 9) scored lower on sports participation, wellbeing, and non-cognitive skills. Effects were greater for girls (vs. boys). It is concerning that wellbeing and sports participation were lower in Year 10, and this could be a function of the increased demands at Key Stage 4. Moreover, lower participation and wellbeing for girls corroborates the research documenting these trends. However, evidence from the statistical model suggested that sports participation is predictive of greater wellbeing, which is strengthened by sports participation being related with the acquisition of a confident, mental toughness mindset, which in turn can facilitate positive mental health. Therefore, this project offers strong evidence concerning the potential benefit of sports participation in secondary school at a critical stage of students' education, and it would be significant for schools to continue to promote sports participation among later year groups (i.e., Year 10 and 11).
Introduction
General Background
Participation in school sport plays a positive role in youth development. This is true across physical, lifestyle, affective, social, and cognitive domains (Bailey, 2006; Oberle et al., 2019). Specific benefits are improved physical state (i.e., fitness, health, and coordination), and enhanced cognitive functioning (Mualem et al., 2018). Indeed, a review of literature undertaken by Stead and Nevill (2010) for the Institute of Youth Sport, concluded that academic achievement was maintained or boosted by increased regular sport and/or physical activity. In schools, this occurred when a significant proportion of curricular time (up to an extra hour per day) was allocated to physical education, exercise, or sport. Moreover, break times that facilitated physical activity improved classroom behaviour. However, it was noted that the existence of a causal effect was only demonstrated via a handful of well-controlled longitudinal studies. Indeed, many studies reporting links between sport/physical activity and academic achievement suffered from limitations involving lack of participant randomisation and methodological bias (e.g., academic performance results derived from subjective grading used by teachers).
Stead and Nevill (2010) also found that physical activity was positively associated with good mental health (i.e., emotional wellbeing, self-esteem, spirituality, and future expectations). Other psychological benefits allied to physical activity were improved affective state (e.g., reduced anxiety, and depression). Furthermore, participation in organised sport was associated with behavioural gains. These included lower rates of anti-social behaviour, better school attendance, and higher attainment. Collectively, the review determined that in addition to being associated with positive psychological, social, and behavioural outcomes, physical activity and sport participation within schools constructively influenced life perspective (i.e., helped pupils to connect with their school, facilitated their ambitions, enhanced social interactions, and encouraged the development of citizenship and leadership skills).
These findings aligned with general conclusions derived from related literature reviews (Moxon et al., 2019). Particularly, they were consistent with the notion that moderate levels of physical activity have a beneficial effect on psychological wellbeing. Psychological wellbeing is a core feature of mental health, which includes hedonic (enjoyment, pleasure) and eudaimonic (fulfilment, meaning) happiness and resilience (emotion regulation, coping, healthy problem solving) (Tang et al., 2019). Examples of objective indicators of wellbeing are educational status, environment, community, and economy. Subjective wellbeing is measured by assessing how individuals feel about life and is indicated by positive emotions/thoughts and the absence of negative affect (Trudel-Fitzgerald et al., 2019). Relatedly, Moxon et al. (2019) reported that moderate levels of physical activity were associated with higher levels of selfesteem. positive self-perception, cognitive function, and psychological adjustment, and reduced negative responses (i.e., stress reactivity, reduce anxiety moderate depression, and mood).
Despite research consistently linking physical activity to positive outcomes, only a relatively small number of studies have directly examined the relationship between physical activity and wellbeing in schools (Moxon et al., 2019). While this is surprising because the psychological welfare of students is a crucial issue for both education providers and government policy, the lack of research is understandable from a pragmatic and logistical perspective. Schools have resource constraints (time, finances, staffing, etc.) that limit their focus to priorities such as delivery, progression, and attainment. Nonetheless, the achievement of high levels of psychological wellbeing within pupils is imperative because the absence of mental health issues and distress reflect contentment with the learning environment. Thus, even though there is limited conclusive evidence of a direct relationship between physical activity and academic performance, pupil wellbeing is of vital importance (Biddle & Asare, 2011; Booth et al., 2014).
Specific research
A recent report for HMC (The Head's Conference) by Professor Peter Clough (Clough, 2019) and an accompanying article by Moxon et al. (2019) further contextualised the link between school sport and physical activity to academic attainment and wellbeing. Moxon et al. (2019) sampled 1,482 Year 12 students (16–17 years) from independent schools and found that involvement in school sport was associated with higher levels of wellbeing and mental toughness and had no negative impact on academic achievement. In this context, wellbeing refers to affirming subjective judgments about life satisfaction and feelings of accomplishment. Hence, high levels of wellbeing indicate psychological happiness/health and wellness. Accordingly, high levels of mental toughness can facilitate/reflect positive mental health (Lin et al., 2017). Particularly, higher levels of mental toughness denote possession of efficacious psychological attributes such as self-belief, persistence, control, and effective mental skills (Perry et al., 2021), which are complemented by values, attitudes, emotions, and thoughts that assist goal achievement (Drinkwater et al., 2019).
Theorists regard these resources as non-cognitive because they draw upon facilities that are not directly related to intellectual capacity, particularly comprise a range of intrapersonal (motivations, learning strategies, and self-regulation) and interpersonal (interactions with others) attributes. Commensurate with this conceptualisation, possession of mental toughness within educational contexts aids achievement across a range of outcome measures (Clough et al., 2016). This is likely because mental toughness promotes adaptive responses to the type of demanding situations and events encountered within real-world settings (Dagnall et al., 2021).
The role of non-cognitive skills: mental toughness and self-efficacy
Accordingly, higher levels of mental toughness enable the ability to withstand and recover from adversity, and cope with the pressures of success and achievement. Corresponding with this classification, key features of mental toughness are the capacity to effectively manage stress and perceive demanding circumstances as opportunities for self-development.
Hence, mental toughness manifests as the capacity to thrive in difficult situations and manage adversity (i.e., actively approach, respond to, and appraise demanding conditions). Thus, in a practical setting such as education, mental toughness is as an adaptive psychological resource, which moderates the adverse consequences of pressure by mobilizing positive action and facilitating effective rebalancing following failure (Zalewska et al., 2019). Hence, high mental toughness is linked with psychological benefits such as stress resistance and reduced depression (Mojtahedi et al., 2021). This explains why higher levels of mental toughness can aid academic performance.
Noting these attributes, Gerber et al. (2012) examined differences in the mental toughness of adolescents and young adults as a function of self-reported exercise, physical activity, and recommended levels of physical activity. Individuals who fulfilled current physical activity recommendations reported elevated mental toughness scores compared to those who did not. This indicated that sport, physical activity, and exercise encouraged the acquisition of a mental toughness mindset, which in turn facilitated positive mental health. These studies demonstrated that sports participation in schools was inextricably linked to positive wellbeing and higher levels of mental toughness. Mental toughness was beneficial because it protects against the negative effects of life pressures and increases attributes that aid academic success (Stamp et al., 2015). These are highlighted within the four Cs model, which view mental toughness as four related dimensions encompassing Challenge, Commitment, Control, and Confidence (Clough et al., 2002).
Although, limited evidence supports a direct link between participation in physical activity and academic performance in schools (Stead & Nevill, 2010), it is likely that these factors have indirect effects on scholarly endeavour and achievement (Clough et al., 2016). Students low on Commitment will be prone to distractions and accordingly find it difficult to complete tasks such as school projects and assignments. Furthermore, they may lack perseverance when confronted by obstacles. Similarly, students scoring low on Challenge may become psychologically overwhelmed by difficulties. Particularly, lack of stability and unpredictability will prove uncomfortable, and overload capacity to cope. This can express as a focus on the detrimental consequences of change and a reluctance to adapt. Potentially, this can result in failure to appreciate developmental opportunities. Over time, pupils low in Challenge will perceive sustained pressure as wearisome and become risk aversive. This may mean they become unwilling to explore learning possibilities. Students scoring low on Confidence generally lack self-belief. This can display as an overreliance on others, and a reluctance to assume responsibility/show initiative. Low self-assurance often presents as concerns about capability, excessive worry, and the tendency to underestimate skills, knowledge, abilities, and personal importance. Finally, low levels of Control indicate perceived lack of volition, autonomy, and impact, which can result in a sense of powerlessness. Consequently, students are likely to feel unable to meaningfully influence factors. Relatedly, they may apply themselves to tasks haphazardly; devoting unnecessary effort and resources to aspects outside of their influence, and too quickly withdraw from matters they could affect.
Self-efficacy designates belief in capability to attain desired goals and is also an important stress management resource (Bandura, 1997; Livinƫi et al., 2021). While mental toughness and self-efficacy are overlapping constructs, they are psychometrically distinct (Denovan et al., 2023). Consistent with this delineation, Nicholls et al. (2015) postulated that mental toughness sustains and/or enhances self-belief in challenging situations (i.e., when tasks are unfulfilling or stressful). This view is consistent with studies that report that mental toughness is associated with strong belief in ability (Clough et al., 2002; Gucciardi et al., 2008).
Belonging
In addition to engagement with sport being beneficial, transition from non-participation to sports and activity is also associated with positive mental health (Oberle et al., 2009). This is especially true when accompanied by enhanced sense of belonging. Research directs that belonging has an important effect on life satisfaction, general wellbeing, clinical depression, cognitive performance, academic outcomes, and physical health (Allen & Bowles, 2012). In education, Libbey (2007) describes belonging as the process whereby students feel close to and are content at school. This includes perceiving that the school provides a safe environment, where teachers care about students, interact with pupils effectively, and treat them well. From this perspective, belonging is related to connectedness. A fundamental element of social connectedness is sense of togetherness with school and peers, and the absence of perceived social distance and isolation (Hurem et al., 2021). Hence, a strong sense of connectedness improves appreciation of the learning environment and positively influences student wellbeing (Hendrickson et al., 2011).
Other definitions of belonging include important concepts as student engagement (Finn, 1993) and social identity (Tajfel, 1972). Engagement denotes the degree to which students are actively involved in their educational institution and scholarly activities. Social identity refers to the individual's sense of who they are based on their group membership(s). In the case of students, higher belonging produces closers alignment between their personal identity (us) and their institution (them). This facilitates important educational facets such as interest, investment, and sense of reciprocal worth. More generally, belonging positively affects key factors that contribute to our overall health and wellbeing (Haslam et al., 2009).
From this perspective, participation in sport within school and physical activity can nurture pupil sense of belonging and community. Particularly, allowing students to engage in activities aligns individual perceptions ('I') with peers and school ('them') so that they become shared ('we'). Consistent with this notion, social identity theory observes that self-concept derives from membership of social groups. Social identity being the part of an individual's self-concept derived from perceived group membership. Hence, being a member of an in-group as defined by shared identity (e.g., school club or team), has a positive influence on perceptions of fellow participants and related constructs such as school. Moreover, the mental health benefits associated with participation in organized sports may vary according to levels of social identification, with the relationship being stronger among those with higher levels of social (sense of common purpose).
The present project
Despite previous research robustly reporting that participation in physical activity and sport play a positive role in youth development, there is currently a shortage of projects that have examined the underlying psychological processes that account for this association (Oberle et al., 2019). Noting this, and previous academic work on participation in physical activity and sport, mental toughness, and wellbeing, the present project investigated relationships between these factors and allied psycho-social benefits (i.e., sense of school belonging, identity, and self-efficacy). These variables were selected because they were mutually beneficial, that is, they strengthen relationships between pupils, school, and educational motivation/potential success. The project focused on Year 9 (13 to 14 years, Key Stage 3) and Year 10 (14 to 15 years, Key Stage 4) pupils. This period was selected because it spanned the shift in educational focus from compulsory and optional subjects (Year 9) to GCSE courses and the attainment of formal qualifications (Year 10). The transition from Key Stage 3 to 4 is demanding for both students and schools. Acknowledging this, participation in sport and physical activity during this period is likely to change as a function of contextual pressures (e.g., less perceived spare time and increased scholarly focus). Gender was additionally considered, due to frequently reported variations in sports participation between UK secondary school girls and boys (i.e., girls typically report lower participation) (Evans, 2006).
Considering these factors in combination, pupils who participate in physical activity and sport should have higher levels of mental toughness and wellbeing. These will manifest as a positive mindset that facilitates efficacious behaviours and enables educational performance and opportunities with school. This should encourage a sense of belonging to the school and reciprocally increase levels of educational involvement and engagement.
One way to assess this is by examining the effects that participation in sport and physical activity at school, mental toughness, self-efficacy has on wellbeing and belonging. Selfefficacy refers to the degree to which individuals believe in their capabilities to produce designated levels of performance that exercise influence over events that affect their lives (Bandura, 1995). Self-efficacy is important because it determines personal feelings, thoughts, motivations, and behaviour.
Objectives
The objectives of the project were to:
-Assess the impact of participation in sports upon belonging and wellbeing among Year 9 and 10 secondary school students.
-Scrutinise the role of hypothetically important factors to this relationship, namely mental toughness, and self-efficacy/self-belief.
Research Methodology
Participants
Overall, 5481 secondary school pupils (2578 girls, 2727 boys, 83 preferred to self-describe, 93 preferred not to say) from 80 schools (61 private/independent, 19 state) participated in this study. There were 2957 Year 9 pupils (aged between 13-14; 1369 girls, 1496 boys, 41 preferred to self-describe, 51 preferred not to say), and 2524 Year 10 pupils (aged between 14-15; 1209 girls, 1231 boys, 42 preferred to self-describe, 42 preferred not to say).
Statistical analyses excluded categories with low response rates (i.e., 'preferred to selfdescribe' and 'preferred not to say') since these weaken comparisons with more larger categories (i.e., girls and boys). A final sample of 5305 existed.
Measures
Sports participation and physical activity
Sports participation was measured by asking pupils questions about their involvement at school. They indicated the number of sports they had participated in over the last 12 months by selecting from a list of fourteen sports (e.g., football, netball, badminton). Then using fivepoint Likert type scales, participants indicated their level of involvement in secondary school sports (1 not involved at all to 5 extremely involved) and how important they perceived sports at secondary school to be (1 not important at all to 5 extremely important).
Measurement of physical activity used a single item similar to the approach used by Sport England (2019). This asked pupils how often in the past week they had participated in 60 minutes or more of physical activity. Response options ranged from no days to seven days.
Non-cognitive skills (mental toughness and self-efficacy) and wellbeing (social identity, belonging, life satisfaction, and self-rated happiness)
Non-cognitive skills (mental toughness and self-efficacy) and wellbeing (social identity, belonging, life satisfaction, and self-rated happiness) were assessed using established, psychometrically validated instruments.
Non-cognitive Skills
The 10-item Mental Toughness Questionnaire (Dagnall et al., 2019) captured mental toughness using a response scale from 1 (strongly disagree) to 5 (strongly agree). Self-efficacy was assessed via the 3-item General Self-Efficacy Short Scale (Beierlein et al., 2013). Similarly, this also used a 5-point response format, from 'does not apply at all' to 'applies completely'.
Wellbeing
Indicators of wellbeing included social identity, belonging, life satisfaction, and self-rated happiness. The In-Group Identification Scale (Postmes et al., 2013) captured social identity with a single item with a response scale of 1 (fully disagree) to 7 (fully agree). Sense of Belonging Scale (Anderson-Butcher & Conroy, 2002) measured belonging with five items, and a response format from 1 (strongly disagree) to 5 (strongly agree). The Satisfaction with Life Scale (Diener et al., 1985) assessed how satisfied participants were with their lives with five items and 1 (strongly disagree) to 7 (strongly agree) response options. Self-rated happiness used a single item, and an accompanying response scale from 1 (not at all happy) to 10 (completely happy), similar to Sport England (2019).
Procedure
Data were collected using an online survey (see Appendix 1 for the questionnaires that were used). This was distributed via schools to pupils in accordance with ethical protocols (i.e., school consent, parental consent, and assent from the pupils prior to survey completion). Following completion of the survey, participants were debriefed after taking part. Ethical approval was granted by the Manchester Metropolitan University.
Results
Descriptive statistics were computed for sports participation and physical activity. Regarding, sports participation (see table 1), the most frequently participated in sport was football (n = 3251) and the least was Trampolining (n = 605). Other sports (n = 1810) encompassed a range of activities (i.e., dancing, lacrosse, rowing, squash, table tennis, and volleyball). For physical activity, 97% of pupils engaged in at least 60 minutes of physical activity in the previous week that made them feel warmer and encouraged their heart to beat faster. Of the pupils engaging in physical activity, the majority (51%) participated between three and five days (1 day = 6%, 2 days = 13%, 3 days = 17%, 4 days = 17%, 5 days = 18%, 6 days = 13%, and 7 days = 13%).
Table 1. Number of sports participated in within the last 12 months (N = 5305)
Relationships
Sports participation and physical activity
To ensure that a breadth of sports participation was sampled a general index was created by combining frequency, level of involvement and perceived importance. This approach was adapted from Richman and Shaffer (2000) because it allowed the researchers to assess a broad range of sports participation related measures. Prior to amalgamation, relationships between frequency, level of involvement and perceived importance were assessed using correlation. All sports participation measures correlated positively: frequency and involvement, r = .21, p < .001; frequency and perceived importance, r = .19, p < .001; and involvement and perceived importance, r =.73, p < .001. The strength of these relationships is best quantified using effect sizes recommended by Gignac and Szodorai (2016) (i.e., .10, relatively small; .20, typical; and .30, relatively large).
Though the measures of sports were positively correlated, the observed relationships shared only 4.4%, 3.6%, and 53% respectively. This indicated that combining the measures was appropriate since they assessed related but distinct aspects of sports participation. The sports participation index correlated positively with physical activity, r = .45, p < .001 (relatively large effect). This suggested that there was a strong association between sports participation in schools and physical activity inside and outside of schools; as sports participation increased so did levels of physical activity. Subsequent inferential statistical analysis used the sports participation index because this was a school facing measure, whereas physical activity was a specific indicator of exercise intensity.
Sports participation index, non-cognitive skills, and wellbeing
Sports participation index, non-cognitive skills, and wellbeing were positively related (see table 2 for means, standard deviations, and correlations). Explicitly, the sports participation index correlated with non-cognitive skills (mental toughness and self-efficacy) and wellbeing (social identity, belonging, life satisfaction, and happiness). Relationships ranged from .16 (happiness) to .27 (self-efficacy) (these were in the typical range). Non-cognitive skills of mental toughness and self-efficacy were highly correlated (.60).
Wellbeing measures (social identity, belonging, life satisfaction, and happiness) were strongly associated, inter-correlations were large and ranged from .37 to .73. Finally, non-cognitive skills were strongly related to wellbeing measures, correlations ranged from .33 to .55. Mental toughness and self-efficacy were similarly related to wellbeing measures.
Table 2. Descriptive statistics and correlations among all variables
Note. Raw average scores are displayed across variables; **p < .05; **p < .001
9
Inferential statistics: Analytical strategy
Inferential analysis progressed through three distinct stages:
The effects of year (9 vs. 10) and gender differences (boys vs. girls) on sports participation were examined using Analysis of Variance (ANOVA), which is a statistical procedure that compares mean (average) group differences. Effects of year (9 vs. 10) and gender differences (boys vs. girls) on measures of wellbeing (social identity, belonging, life satisfaction, and happiness) were investigated using multivariate analysis of variance (MANOVA). MANOVA is a procedure for comparing sample means, it is used when there are two or more outcome measures.
Finally, a statistical model based on the project objectives was tested. This assessed whether sports participation predicted wellbeing. This also examined whether non-cognitive skills (mental toughness and self-efficacy) were important variables. Mediation (using path analysis) enabled consideration of direct (between sports participation and non-cognitive skills) and indirect relationships (sports participation and wellbeing through mental toughness and selfefficacy). Mediation identifies the process that underlies an observed relationship between two variables by evaluating the contribution of a third variable.
The degree to which the model provided a good fit to observed data was determined by fit indices. Specifically, chi-square (χ 2 ), confirmatory fit index (CFI), root-mean-square error of approximation (RMSEA), and standardised root-mean-square residual (SRMR). Values of CFI > .90, SRMR < .08, and RMSEA < .08 reflect a good model (Browne & Cudeck 1993). Indirect relationships were computed using 95% bias-corrected confidence intervals (resampled 1000 times with bootstrapping).
Tests of difference
Effects of year and gender differences on sports participation index
ANOVA revealed a significant main effect for school year on sports participation index, F(1, 5301) = 96.58, p < .001, η 2 = .02 (small effect), and a significant school year x gender interaction, F(1, 5301) = 5.22, p = .022, η 2 = .01 (small effect). The gender main effect was not significant, F(1, 5301) = 1.15, p =.284.
Figure 1. Interaction of Secondary School Year and Gender in relation to Sports Index Scores
With ANOVA if a significant interaction is observed it is necessary to ignore significant main effects and conduct further analysis (post-hoc). This is because differences arise from the contribution of two variables in combination (i.e., year and gender). Figure 1 displays this interaction.
Post-hoc comparisons (with Bonferroni correction) revealed that sports participation scores were similar for boys and girls in the Year 9 cohort. In the Year 10 (vs. Year 9) cohort both boys and girls scored lower. Boys in Year 10 scored higher than girls; meaning the difference (Year 9 vs. Year 10) for boys was less than for girls. Table 3 displays mean variations as a function of year and gender.
Effects of year and gender differences on measures of wellbeing
MANOVA (assessing well-being indicators) reported significant main effects of school year, Wilks' λ = .99, F(4, 5298) = 6.01, p < .001, η 2 = .01 (small effect), and gender, Wilks' λ = .96, F(4, 5298) = 50.04, p < .001, η 2 = .04 (large effect). No significant interaction existed. This indicated that Year 9 and Year 10 pupils differed in terms of scores on wellbeing indicators, and that girls and boys also differed in their scores. However, the lack of an interaction implied that these differences did not occur due to any shared link between school year and gender.
Table 3. Descriptive statistics for all variables relating to School Year and Gender
Note. M = mean score, SD = standard deviation
Univariate analyses demonstrated that Year 10 reported significantly lower results than Year 9 on social identity, F(1, 5301) = 10.02, p = .002, η 2 = .01 (small effect), belonging, F(1,
5301) = 7.65, p = .006, η 2 = .01 (small effect), life satisfaction, F (1, 5301) = 19.83, p < .001, = .01 (small (1, =
η 2 = .01 (small effect), and self-rated happiness, F(1, 5301) = 13.82, p < .001, η 2 effect). Moreover, girls reported significantly lower results than boys on social identity, F 5301) = 82.49, p < .001, η 2 = .02 (small effect), belonging, F(1, 5301) = 91.86, p < .001, η 2 .02 (small effect), life satisfaction, F(1, 5301) = 85.62, p < .001, η 2 = .02 (small effect), and self-rated happiness, F(1, 5301) = 176.23, p < .001, η 2 = .03 (small effect). Specifically, Year 10 pupils scored meaningfully lower than Year 9 pupils on the wellbeing indicators, and girls scored meaningfully lower than boys on the indicators.
Model evaluation
The mediation model (Figure 2) demonstrated good fit to the data, χ 2 (4, N = 5305) = 135.51, p < .001, CFI = .99, RMSEA = .07 (90% of CI of .06 to .09), SRMR = .03. Sports index was a significant predictor of higher mental toughness (β = .26, p < .001) and self-efficacy (β = .27, p < .001). Mental toughness and self-efficacy significantly predicted higher levels of social identity (β = .28, p < .001 and β = .19, p < .001), belonging (β = .35, p < .001 and β = .20, p < .001), life satisfaction (β = .45, p < .001 and β = .16, p < .001), and self-rated happiness (β = .45, p < .001 and β = .06, p < .001). These findings revealed that as sports index scores increased, mental toughness and self-efficacy also meaningfully increased as a function of the sports index increases. Moreover, the results indicate the strength of the predictive relationship between the variables. For instance, .27 between sports index and self-efficacy suggests that as sports index goes up by one unit/standard deviation, self-efficacy increases by .27. The results also specified that as mental toughness and self-efficacy increased, wellbeing indicators also meaningfully increased.
Furthermore, sports index demonstrated a significant (positive) indirect association through mental toughness and self-efficacy on social identity (.12, p = .002, 95% CI = .11 to .14), belonging (.14, p = .001, 95% CI = .13 to .16), life satisfaction (.16, p = .001, 95% CI = .14 to .18), and self-rated happiness (.13, p = .002, 95% CI = .12 to .15). R 2 values inferred that the model accounted for a reasonably high quantity of variance in the wellbeing indicators (i.e., social identity = 18%, belonging = 24%, life satisfaction = 32%, self-rated happiness = 24%). Specific indirect effects revealed sports index evidenced a significant indirect association through mental toughness on social identity (.06, p = .002, 95% CI = .05 to .07), belonging (.16, p = .001, 95% CI = .13 to .20), life satisfaction (.20, p = .001, 95% CI = .16 to .25), and self-rated happiness (.03, p = .002, 95% CI = .01 to .05). Moreover, sports index exhibited a significant indirect association through self-efficacy on social identity (.02, p = .002, 95% CI = .02 to .03), belonging (.06, p = .001, 95% CI = .05 to .07), life satisfaction (.07, p = .001, 95% CI = .06 to .09), and self-rated happiness (.01, p = .002, 95% CI = .01 to .02). Greater indirect associations occurred through mental toughness, suggesting that this possessed a relatively stronger indirect association with both sports index and wellbeing than self-efficacy.
A comparison of the relationships among the variables was examined in relation to the subgroups previously assessed (i.e., Year 9 vs. Year 10, girls vs. boys) using multigroup analysis. This necessitated a comparison of model fit between the baseline (original) model, and a model in which predictive (structural) paths between the variables were constrained to be equal. The constrained model for year demonstrated a non-significant difference in fit compared with the baseline model, ∆χ 2 (10) = 4.23, p = .936. This suggested that predictive paths were similar in magnitude for Year 9 and Year 10. For gender, however, the constrained model revealed a significant change in model fit, ∆χ 2 (10) = 38.56, p < .001, indicating that some predictive paths differed in strength between boys and girls. To ascertain where the differences for gender resided, critical ratios (with accompanying z-scores) were observed. A z-score > 1.96 or < -1.96 inferred that differences were significant (i.e., less than .05) (Byrne, 2010).
Table 4. Z-scores for differences in gender (girls vs. boys)
Note. *p < .05
Scrutiny of z-scores (table 4) revealed that the predictive path between mental toughness and life satisfaction (z = 2.63), and between mental toughness and self-rated happiness (z = 3.48) differed between boys and girls. Specifically, mental toughness demonstrated a stronger relationship for girls (i.e., mental toughness and life satisfaction = .49; mental toughness and self-rated happiness = .46) than for boys (i.e., mental toughness and life satisfaction = .40; mental toughness and self-rated happiness = .39).
Noting the importance of non-cognitive skills, further analysis was undertaken. This assessed differences in mental toughness and self-efficacy as a function of school year and gender. Significant main effects were observed for gender, Wilks' λ = .91, F(2, 5300) = 250.23, p < .001, η 2 = .09 (medium effect). Univariate analyses revealed that girls (vs. boys) reported significantly lower mental toughness, F(1, 5301) = 499.78, p < .001, η 2 = .09 (medium effect), and self-efficacy scores, F(1, 5301) = 187.32, p < .001, η 2 = .03 (small effect). A nonsignificant main effect existed for school year although there was a trend towards significance. Specifically, Year 10 reported significantly lower mental toughness than Year 9, F(1, 5301) = 4.05, p = .044, η 2 = .01 (small effect), but no significant differences occurred for self-efficacy relative to year group. The interaction between school year and gender was not significant. This suggested that girls reported meaningfully lower mental toughness and self-efficacy than boys, and mental toughness was significantly lower at Year 10 than Year 9.
Conclusions
Summary of findings
Findings revealed that 97% of pupils had engaged in at least 60 minutes of physical activity in the previous week, with 51% of pupils engaged in three to five days of physical activity. Sports participation measures of frequency, involvement, and perceived importance were positively correlated. To ensure the assessment of a breadth of sports participation, a general index was created by combining frequency, level of involvement and perceived importance. Analysis used the sports participation index because this was a school facing measure, whereas physical activity was a specific indicator of exercise intensity.
The sports participation index correlated positively with physical activity suggesting that there was a strong association between sports participation in schools and physical activity inside and outside of school; as sports participation increased so did levels of physical activity. Sports participation index, non-cognitive skills, and wellbeing were positively related, showing that higher levels of sports participation in school were associated with higher levels of noncognitive skills (mental toughness and self-efficacy) and wellbeing (social identity, belonging, life satisfaction, and happiness).
Further analysis demonstrated that sports participation in Year 10 was lower than in Year 9, with girls participating less than boys in Year 10. Wellbeing was also lower in Year 10 (vs. Year 9), and girls in Year 10 reported significantly lower wellbeing than boys.
A test of relationships indicated that the sports index was a significant predictor of mental toughness, self-efficacy, and wellbeing. Mental toughness and self-efficacy were significant positive 'mediators' of the sports index – wellbeing relationship, and greater indirect associations occurred via mental toughness. Moreover, a comparison of subgroups used in the analysis (Year 9 vs. Year 10, girls vs. boys) indicated that mental toughness was a significantly stronger predictor of life satisfaction and self-rated happiness among girls (in comparison with boys).
Subsequent analysis revealed that mental toughness and self-efficacy were lower among girls than boys, and Year 10 reported lower mental toughness than Year 9. Results overall indicated that Year 10 pupils (in comparison to Year 9) scored lower on sports participation, wellbeing, and non-cognitive skills (mental toughness). Effects were greater for girls (vs. boys).
Links to literature
Consistent with expectations, Year 10 pupils reported lower sports participation than Year 9. A potential reason for this result is due to the shift in educational focus from compulsory and optional subjects (Year 9) to GCSE courses and the attainment of formal qualifications (Year 10). The transition from Key Stage 3 to 4 is demanding for both students and schools. Accordingly, participation in sport likely changed as a function of contextual pressures (e.g., less perceived spare time and increased scholarly focus). In addition to lower sports participation, Year 10 reported lower wellbeing scores across indices. Prior research has demonstrated that belonging to a higher school year is a risk factor for lower wellbeing (Richards & Smith, 2015). It is possible that the increased pressure in Year 10 was a chief factor, but it would not be possible to effectively unpack the underlying reasons of lower wellbeing without the inclusion of additional explanatory variables (e.g., academic stress, fear of failure).
Moreover, lower sports participation existed for girls at Year 10 than for boys. It has been well documented that participation levels in physical education in the UK are lower for girls during adolescence (Evans, 2006), which is supported by international data (e.g., the United States). Specifically, the Women's Sport Foundation (2023) revealed that after 14 years of age (Year 10), girls are twice as likely to drop out of sports. Potential reasons for this include barriers to access (e.g., less opportunities at school), fear of being judged, lack of confidence (Women in Sport, 2019), and constructions of heterosexual femininity and masculinity (Evans, 2006). The lower levels of wellbeing for girls in comparison with boys aligned with Sammons et al. (2014) and the trends typically observed with older cohorts (Richards & Smith, 2015). Moreover, Yoon et al. (2022) identified that young people were at risk of wellbeing concerns including mental health problems between the ages of 11 and 14, with a yearly deterioration in wellbeing occurring, particularly among girls.
Similar to Moxon et al. (2019) and Stead and Nevill (2010), sports participation was positively associated with higher levels of wellbeing. Sports participation additionally predicted greater levels of wellbeing, through mental toughness and self-efficacy, in the statistical model. This indirect association can be explained by sports participation being related with the acquisition of a confident, mental toughness mindset, which in turn facilitates positive mental health (Gerber et al., 2012). Therefore, for schools to continue to promote sports participation among Year 10 and 11 would be important, given that the results of this project add to a body of literature indicating that sports participation is constructive due to benefits including the inherent physical activity, social connections, relationships with non-cognitive skills, and the sense of identity and belonging, which are affiliated with greater wellbeing (Ahn & Fedewa, 2011; Gerber et al., 2012; Graupensperger et al., 2020a; Graupensperger et al., 2020b). Indeed, sports participation exhibited the strongest predictive relationships with life satisfaction (cognitive wellbeing) and belonging in this project. Furthermore, the stronger predictive relationships of mental toughness in relation to life satisfaction and self-rated happiness for girls (vs. boys) suggests that it is critical to focus on promoting mental toughness among girls in particular, given the lower wellbeing that existed concerning this subgroup in the current project.
Limitations and future directions
Although sports participation was a significant predictor of wellbeing, a limitation relates to the cross-sectional nature of this project. Accordingly, conclusions relating to causation and temporal order cannot be established. In addition, school years were merely compared, as opposed to assessing trends among students as they progressed through different years.
Another cautionary point relates to the sample. Specifically, large samples (as in this project) can have the adverse effect of artificially inflating statistical significance (Faber & Fonseca, 2014). However, effect sizes were included, which are independent of sample size and provide an indication of relationship strength (Sullivan & Feinn, 2012). Furthermore, as a preliminary test of the sports participation – non-cognitive skills – wellbeing relationship among pupils, this project offers strong evidence concerning the potential benefit of sports participation in secondary school at a critical stage of students' education.
It would be useful for future research to corroborate these findings using a longitudinal design, in which the influence of sports participation on pupils are assessed over time. This would provide valuable insight concerning development trajectories and the degree to which sports participation facilitates wellbeing. Moreover, the 'mediating' role of mental toughness and self-efficacy could be more effectively scrutinised.
Declarations
Funding
This project was funded by the Youth Sport Trust and HMC (The Head's Conference).
Ethics approval
Approval was obtained from the ethics committee of Manchester Metropolitan University. The procedures used adhere to the tenets of the Declaration of Helsinki.
Consent
Informed consent was obtained from schools, parents, and the individual participants who took part in this project.
References
Ahn, S., & Fedewa, A. L. (2011). A meta-analysis of the relationship between children's physical activity and mental health. Journal of Pediatric Psychology, 36(4), 385–397. 10.1093/jpepsy/jsq107
Allen, K. A., & Bowles, T. (2012). Belonging as a Guiding Principle in the Education of Adolescents. Australian Journal of Educational & Developmental Psychology, 12, 108– 119.
Anderson-Butcher, D., & Conroy, D. E. (2002). Factorial and criterion validity of scores of a measure of belonging in youth development programs. Educational and Psychological Measurement, 62(5), 857–876. https://doi.org/10.1177/001316402236882
Bandura, A. E. (1995). Self-efficacy in Changing Societies. Cambridge University Press.
Bandura, A. E. (1997). Self-efficacy: The exercise of control. Freedom and Company.
Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of School Health, 76(8), 397–401. https://doi.org/10.1111/j.17461561.2006.00132.x
Beierlein, C., Kemper, C. J., Kovaleva, A., & Rammstedt, B. (2013). Short scale for measuring general self-efficacy beliefs (ASKU). Methods, Data, Analyses, 7(2), 28. https://doi.org/10.12758/mda.2013.014
Biddle, S. J., & Asare, M. (2011). Physical activity and mental health in children and adolescents: a review of reviews. British Journal of Sports Medicine, 45(11), 886–895. https://doi.org/10.1136/bjsports-2011-090185
Booth, J. N., Leary, S. D., Joinson, C. L., Ness, A. R., Tomporowski, P. D., Boyle, J. M., & Reilly, J. J. (2014). Associations between objectively measured physical activity and academic attainment in adolescents from a UK cohort. British Journal of Sports Medicine, 48(3), 265–270. https://doi.org/10.1136/bjsports-2013-092334
Browne, M.W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In: K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp.136–162). Sage.
Byrne, B. M. (2010). Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming (2nd Ed.). Routledge.
Clough, C. J. (2019). Brief summary of evidence linking physical activity and school sport to academic attainment and wellbeing. Available at: https://www.youthsporttrust.org/media/cgikv2mc/evidence_relating_to_school_sport_an d_physical_activity.pdf (Accessed: 21 June 2023).
Clough, P., Earle, K., & Sewell, D. (2002). Mental toughness: The concept and its measurement. In I. Cockerill (Ed.), Solutions in Sport Psychology (pp. 32–43). Thomson.
Clough, P., Oakes, S., Dagnall, N., St Clair-Thompson, H., & McGeown, S. (2016). The study of non-cognitive attributes in education: Proposing the mental toughness framework. In M. S. Khine and S. Areepattamannil (Eds.), Non-cognitive skills and factors in educational attainment (pp. 315-329). Sense Publishers.
Dagnall, N., Denovan, A., Papageorgiou, K. A., Clough, P. J., Parker, A., & Drinkwater, K. G. (2019). Psychometric assessment of shortened Mental Toughness Questionnaires (MTQ): factor structure of the MTQ-18 and the MTQ-10. Frontiers in Psychology, 10, 1933. https://doi.org/10.3389/fpsyg.2019.01933
Dagnall, N., Drinkwater, K. G., Denovan, A., & Walsh, R. S. (2021). The potential benefits of non-skills training (mental toughness) for elite athletes: Coping with the negative psychological effects of the COVID-19 pandemic. Frontiers in Sports and Active Living, 3, 581431. https://doi.org/10.3389/fspor.2021.581431
Denovan, A., Dagnall, N., & Drinkwater, K. (2023). Examining what Mental Toughness, Ego Resiliency, Self-efficacy, and Grit measure: An exploratory structural equation modelling
bifactor approach. Current Psychology, 42(26), 22148-22163. https://doi.org/10.1007/s12144-022-03314-5
Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71–75. https://doi.org/10.1207/s15327752jpa4901_13
Drinkwater, K., Dagnall, N., Denovan, A., & Parker, A. (2019). The moderating effect of mental toughness: Perception of risk and belief in the paranormal. Psychological Reports, 122(1), 268–287. https://doi.org/10.1177/0033294118756600
Evans, B. (2006). 'I'd feel ashamed': Girls' bodies and sports participation. Gender, place & culture, 13(5), 547-561. https://doi.org/10.1080/09663690600858952
Faber, J., & Fonseca, L. M. (2014). How sample size influences research outcomes. Dental press journal of orthodontics, 19(4), 27-29. https://doi.org/10.1590/2176-9451.19.4.027029.ebo
Finn, J. D. (1993). School engagement and students at risk. National Center for Education Statistics.
Graupensperger, S., Benson, A. J., Kilmer, J. R., & Evans, M. B. (2020a). Social (un)distancing: Teammate interactions, athletic identity, and mental health of studentathletes during the COVID-19 pandemic. Journal of Adolescent Health, 67(5), 662–670. https://doi.org/10.1016/j.jadohealth.2020.08.001
Graupensperger, S., Panza, M. J., Budziszewski, R. M., & Evans, M. B. (2020b). Growing into 'us': Trajectories of social identification with college sport teams predicts subjective wellbeing. Applied Psychology: Health and Well-Being, 12(3), 787-807. https://doi.org/10.1111/aphw.12207
Gerber, M., Kalak, N., Lemola, S., Clough, P. J., Pühse, U., Elliot, C., Holsboer-Trachsler E, & Brand, S. (2012). Adolescents' exercise and physical activity are associated with mental toughness. Mental Health and Physical Activity, 5(1), 35–42. https://doi.org/10.1016/j.mhpa.2012.02.004
Gignac, G. E., & Szodorai, E. T. (2016). Effect size guidelines for individual differences researchers. Personality and Individual Differences, 100(102), 74–78. https://doi.org/10.1016/j.paid.2016.06.069
Gucciardi, D. F., Gordon, S., & Dimmock, J. A. (2008). Towards an understanding of mental toughness in Australian football. Journal of Applied Sport Psychology, 20(3), 261–281. https://doi.org/10.1080/10413200801998556
Haslam, S. A., Jetten, J., Postmes, T., & Haslam, C. (2009). Social identity, health and well‐ being: An emerging agenda for applied psychology. Applied Psychology, 58(1), 1–23. https://doi.org/10.1111/j.1464-0597.2008.00379.x
Hendrickson, B., Rosen, D., & Aune, R. K. (2011). An analysis of friendship networks, social connectedness, homesickness, and satisfaction levels of international students. International Journal of Intercultural Relations, 35(3), 281–295. https://doi.org/10.1016/j.ijintrel.2010.08.001
Hurem, A., Rowan, L., & Grootenboer, P. (2021). The link between social wellbeing, belonging, and connectedness of international students in Australian high schools. Frontiers in Education, 6, 681956. https://doi.org/10.3389/feduc.2021.681956
Libbey, H. P. (2007). School connectedness: Influence above and beyond family connectedness. UMI.
Lin, Y., Mutz, J., Clough, P. J., & Papageorgiou, K. A. (2017). Mental toughness and individual differences in learning, educational and work performance, psychological well-being, and personality: A systematic review. Frontiers in Psychology, 8, 1345. https://doi.org/10.3389/fpsyg.2017.01345
Livinƫi, R., Gunnesch-Luca, G., & Iliescu, D. (2021). Research self-efficacy: A meta-analysis. Educational Psychologist, 56(3), 215–242. https://doi.org/10.1080/00461520.2021.1886103
Mojtahedi, D., Dagnall, N., Denovan, A., Clough, P., Hull, S., Canning, D., Lilley, C., & Papageorgiou, K. A. (2021). The relationship between mental toughness, job loss, and mental health issues during the COVID-19 pandemic. Frontiers in Psychiatry, 11, 607246. https://doi.org/10.3389/fpsyt.2020.607246
Moxon, P., Clough, P., Dagnall, N., Clough, E., & Elstone, D. (2019). The potential benefits and costs of participation in school sport. Physical Education Matters (Autumn 2019), 26– 28.
Mualem, R., Leisman, G., Zbedat, Y., Ganem, S., Mualem, O., Amaria, M., Kozle, A., KhayatMoughrabi, S., & Ornai, A. (2018). The effect of movement on cognitive performance. Frontiers in Public Health, 6, 100. https://doi.org/10.3389/fpubh.2018.00100
Nicholls, A. R., Perry, J. L., Jones, L., Sanctuary, C., Carson, F., & Clough, P. J. (2015). The mediating role of mental toughness in sport. The Journal of Sports Medicine and Physical Fitness, 55(7-8), 824-834.
Oberle, E., Ji, X. R., Guhn, M., Schonert-Reichl, K. A., & Gadermann, A. M. (2019). Benefits of extracurricular participation in early adolescence: Associations with peer belonging and mental health. Journal of Youth and Adolescence, 48(11), 2255–2270. https://doi.org/10.1007/s10964-019-01110-2
Perry, J. L., Strycharczyk, D., Dagnall, N., Denovan, A., Papageorgiou, K. A., & Clough, P. J. (2021). Dimensionality of the mental toughness questionnaire (MTQ48). Frontiers in Psychology, 12, 654836. https://doi.org/10.3389/fpsyg.2021.654836
Postmes, T., Haslam, S. A., & Jans, L. (2013). A single‐item measure of social identification: Reliability, validity, and utility. British Journal of Social Psychology, 52(4), 597–617. https://doi.org/10.1111/bjso.12006
Richards, G., & Smith, A. P. (2015). Risk factors for, and effects of, stress, anxiety and depression in adolescents. British Journal of Education, Society & Behavioural Science, 10(4), 1-10. https://doi.org/10.9734/BJESBS/2015/19501
Richman, E. L., & Shaffer, D. R. (2000). "If you let me play sports" How Might Sport Participation Influence the Self‐Esteem of Adolescent Females? Psychology of Women Quarterly, 24(2), 189-199. https://doi.org/10.1111/j.1471-6402.2000.tb00200.x
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., & Smees, R. (2014). Influences on Students' Dispositions and Well-being in Key Stage 4 at Age 16. Department of Education.
Sport England (2019). Active Lives Children and Young People Survey Academic Year 2018/2019 pre pandemic. Available at: https://sportengland-production-files.s3.eu-west2.amazonaws.com/s3fs-public/2020-01/active-lives-children-survey-academic-year-1819.pdf?cVMsdnpBoqROViY61iUjpQY6WcRyhtGs (Accessed: 21 June 2023).
Stamp, E., Crust, L., Swann, C., Perry, J., Clough, P., & Marchant, D. (2015). Relationships between mental toughness and psychological wellbeing in undergraduate students. Personality and Individual Differences, 75, 170–174. https://doi.org/10.1016/j.paid.2014.11.038
Stead, R & Nevill M (2010). The impact of physical education and sport on education outcomes: a review of literature. Youth Sport Trust & Institute of Youth Sport. Available at: https://www.icsspe.org/system/files/Stead and Neville - The Impact of Physical Education and Sport on Education Outcomes.pdf (Accessed: 21 June 2023).
Sullivan, G. M., & Feinn, R. (2012). Using effect size—or why the P value is not enough. Journal of graduate medical education, 4(3), 279-282. https://doi.org/10.4300/JGME-D-12-00156.1
Tajfel, H. (1972). Some developments in European social psychology. European Journal of Social Psychology, 2(3), 307–321. https://doi.org/10.1002/ejsp.2420020307
Tang, Y. Y., Tang, R., & Gross, J. J. (2019). Promoting psychological well-being through an evidence-based mindfulness training program. Frontiers in Human Neuroscience, 13, 237. https://doi.org/10.3389/fnhum.2019.00237
Trudel-Fitzgerald, C., Millstein, R. A., von Hippel, C., Howe, C. J., Tomasso, L. P., Wagner, G. R., & VanderWeele, T. J. (2019). Psychological well-being as part of the public health debate? Insight into dimensions, interventions, and policy. BMC Public Health, 19(1), 1– 11. https://doi.org/10.1186/s12889-019-8029-x
Women in Sport (2019). Reframing Sport for Teenage Girls: Building Strong Foundations for their Futures. Available at: https://womeninsport.org/research-and-advice/ourpublications/reframing-sport-for-teenage-girls-building-strong-foundations-for-theirfutures/ (Accessed: 21 June 2023).
Women's Sport Foundation (2023). Our Research. Available at: https://www.womenssportsfoundation.org/what-we-do/wsf-research/ (Accessed: 21 June 2023).
Yoon, Y., Eisenstadt, M., Lereya, S. T., & Deighton, J. (2022). Gender difference in the change of adolescents' mental health and subjective wellbeing trajectories. European Child & Adolescent Psychiatry, 1-10. https://doi.org/10.1007/s00787-022-01961-4
Zalewska, A. M., Krzywosz-Rynkiewicz, B., Clough, P. J., & Dagnall, N. (2019). Mental toughness development through adolescence: Effects of age group and community size. Social Behavior and Personality: An International Journal, 47(1), 1–8. https://doi.org/10.2224/sbp.7376
Appendix 1. Survey
Demographic Questions
What school year are you in?
o Year 9
o Year 10
What is the name of your school?
________________________________________________________________
Are you a...?
o Boy
o Girl
o Prefer to self-describe
o Prefer not to say
Sports Participation Questions
Which of these sports have you done in the last 12 months at school? This can include in lesson time and in extracurricular clubs. Please select all that you have done from the list below by ticking the box next to the sport. You can choose as many as you like.
▢ Football
▢ Rugby
▢ Cricket
▢ Basketball
▢ Hockey
▢ Netball
▢ Rounders
▢ Swimming / diving / water polo
▢
Tennis
▢ Badminton
▢ Trampolining
▢ Track and field athletics
▢ Gymnastics
▢ Running / jogging / cross country / the daily mile
▢ Other sports (please tell us these in the space below)
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
How involved are you in secondary school sports? By involved we mean actively take part and enjoy sport? Please choose an answer from below.
o Not involved at all
o Not very involved
o Slightly involved
o Very involved
o Extremely involved
How important are sports to you in secondary school?
o Not important at all
o Not very important
o Slightly important
o Very important
o Extremely important
In the past week, on how many days have you taken part in 60 minutes or more of physical activity that makes you feel warmer and makes your heart beat faster? It does not have to be 60 minutes in one go; you can add together different bits of activity you do in one day.
o No days
o One day
o Two days
o Three days
o Four days
o Five days
o Six days
o Seven days
Your Resilience
Please read the following statements and indicate how much you agree with them. For each statement, say how much you agree from 'strongly disagree' to 'strongly agree'. Please answer these statements carefully, thinking about how you are generally. Do not spend too much time on any one.
Neither
The following statements may apply to you more or less. Please say for each statement to what extent it applies to you personally, using the choices from 'does not apply at all' to 'applies completely'.
Does not Applies Somewhat Fairly
Applies apply at all
o o o
In difficult situations I can rely on my skills
I can deal with most problems using my own
abilities
Even difficult and complicated tasks I can
successfully tackle only slightly
o o o
applies
o o o
applies
o o o
completely
o o o
Your Sense of Belonging
Please read the following statement and say how much you agree or disagree with it, using the choices from 'fully disagree' to 'fully agree'.
Fully
Slightly
Fully disagree
Disagree
Neutral Slightly
Agree
I identify with my school (I feel close to
my school and it's part of who I am)
disagree agree
agree
ooooooo
Please read the following statements and say how much you agree with them, using the options from 'strongly disagree' to 'strongly agree'.
Your Wellbeing
Please read the following statements and say how much you agree with them, using the choices from 'strongly disagree' to 'strongly agree'.
Neither
I would like to ask you a question about your feelings. There are no right or wrong answers. For this question I'd like you to give an answer on a scale of 0 to 10, where 0 is 'not at all' and 10 is 'completely'. Circle the number that most applies to you.
Not at all happy Neither unhappy nor
Completely happy happy
4 5 6 7
Overall, how happy did you feel yesterday?
0 1 2 3
8 9 10
|
<urn:uuid:91c72bb6-ee87-4402-8223-fcf074b09224>
|
CC-MAIN-2024-18
|
https://www.youthsporttrust.org/media/njufx1se/the-benefits-of-sport-participation-and-physical-activity-in-schools-final.pdf
|
2024-04-16T13:44:15+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00555.warc.gz
| 992,201,069
| 14,248
|
eng_Latn
|
eng_Latn
| 0.848203
|
eng_Latn
| 0.989771
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
231,
4593,
8913,
12887,
16508,
20717,
23396,
25493,
28325,
30604,
32261,
35614,
37236,
40813,
44865,
46338,
49934,
53363,
57025,
58692,
58964,
59818,
60599,
60914,
61913,
62468
] |
[
1.7734375,
1.265625
] | 2
| 0
|
LEVEL 4 ENHANCED PRACTICE PROGRAMME
Information Pack
This document should be read by employers, learners and their workplace mentor prior to enrolment on the Level 4 Enhanced Practice Programme with Buttercups Training.
Having read this pack, it is then necessary to complete the enrolment paperwork to enrol an learner onto the programme.
Table of Contents
Page 3- Buttercups Level 4 Enhanced Practice Programme Information Pack
1. Programme overview
With many healthcare practitioners taking on additional roles, to support the vision of the NHS Long Term Plan, there is a need for enhanced role training. The NHS People Plan and the NHS People Plan: the future pharmacy workforce, set out a vision of increased reliance on clinical care provided by pharmacy professionals across all healthcare sectors. To meet the complex challenges faced by the NHS, it is important that pharmacy technicians have the right skills, education and training to perform new and extended roles.
The Level 4 Enhanced Practice Programme aims to support pharmacy technicians in enhanced roles by providing knowledge and skills across a range of mandatory and optional units. The programme is applicable to all sectors and allows selection of role specific pathways to meet the learner's developmental needs.
The programme will be delivered to the learner using blended learning with a combination of flexible learning activities such as e-learning activities, online classrooms, videos, peer networking and self-directed learning. It will be led by an appointed Buttercups tutor. The full programme will take 2 years to complete on a part-time study basis.
The programme consists of unit assessments covering the learning outcomes and assessment criteria for the unit, as accredited with the awarding organisation. Learners will only be able to access further units once they have submitted the assessment for the current unit, or at the discretion of the programme tutor. Workplace mentors will provide support and guidance throughout the programme. They should be a registered pharmacy or healthcare professional with an appropriate level of experience, with good communication skills and is a good role model. The workplace mentor will provide the learner with encouragement and guidance and can signpost to resources and specialists when required. The workplace mentor, for this programme, is not required to undertake any training and will not require access to the teaching platform.
2. Programme entry
To be eligible for this programme learners must be pharmacy technicians who are either registered with the GPhC or working as a qualified pharmacy technician in Northern Ireland. To undertake this programme, learners should be working in a pharmacy environment for at least 16 hours per week and must be able to commit 4 to 6 hours of personal study per week and be able to attend online tutorials, workshops and, if applicable, residential training. Learners must have access to IT facilities including audio (headphones) and visual (web camera) equipment. Throughout the programme, learners will have access to Buttercups tutors, and should also have a nominated workplace mentor
3. Glossary of terms
* Assessment criteria: the assessment criteria are specific to each unit and must be achieved to pass the course.
* Workplace mentor: a colleague who is willing to provide support during the programme. They should be a pharmacy or healthcare professional with an appropriate level of experience.
* Training provider: is Buttercups Training which is responsible for delivering the training programme and awarding the certificate.
* Employer: is the employer of the learner who is on the training programme. The employer will need to agree to provide the necessary infrastructure, resources and support to enable the learner to participate in the training programme.
* Learner (pharmacy technician): is the GPhC registered pharmacy technician or qualified pharmacy technician (for Northern Ireland) who is working within a suitable workplace environment.
* b-Hive: the Buttercups e-learning platform which is used for the delivery of the teaching in the Level 4 Enhanced Practice Programme.
Page 4- Buttercups Level 4 Enhanced Practice Programme Information Pack
* e-portfolio (Onefile): the e-portfolio used for the assessment of this programme. It will be where learners will upload their assessments and receive feedback.
* GPhC: this is the General Pharmaceutical Council. It is the regulator for pharmacy professionals, including pharmacy technicians.
* IQA: Internal Quality Assurance relates to all the procedures and processes that are in place within Buttercups Training to ensure the high quality of our teaching and assessment for this programme.
* Learning Outcomes: in addition to the learning outcomes for the units, the programme is mapped to the learning outcomes associated with the GPhC Standards for Pharmacy Professionals and appropriate National Occupational Standards (NOS) for Skills for Health.
* National Occupational Standards: standards describe the skills, knowledge and understanding required to undertake a task or job to a nationally recognised level of competence.
4. Delivery of the programme
The Level 4 Enhanced Practice Programme is delivered as a 'pick and mix' unit format across the full programme and several role specific pathways. The full programme will take 2 years to complete on a parttime basis, which will require the learner to allocate a portion of their own time to study. However, as many of the tasks are practical and require access to Standard Operating Procedures (SOPs) or other resources in the workplace, employers may wish to consider offering the learner some time to study in work time.
The programme comprises of eleven mandatory and optional units of learning which are allocated to, or selected by, the learner to support a pathway or training need. Learners enrolled on the full programme, will study three mandatory units and choose three optional units according to their training and development needs. The units are mapped to the GPhC Standards for Pharmacy Professionals and appropriate National Occupational Standards.
Learners can undertake either the full programme or one of six pathways. All learners will undertake an induction unit. This introduces the programme and provides information on how the assessments work, how to access and navigate the b-Hive (our online platform) and the e-portfolio.
After completing the induction unit, and signing the learner agreement, the learner will be given access to the first unit on the b-Hive platform depending on the programme/pathway selected.
Each unit has interactive learning activities embedded throughout the teaching content. These can be quick knowledge checks, drag and drop games or fill in the blanks. They are there to help the learner self-check their understanding of the concepts involved. Some activities ask the learner to find out what happens in their workplace and may involve looking at local and/or national policies and/or Standard Operating Procedures (SOPs).
Learners will receive regular progress checks through individual and group tutorials with a Buttercups tutor.
Full programme and pathways
The Level 4 Enhanced Practice Programme full programme and pathways are as follows:
| Programme | Duration | Residential | Unit 01 | Unit 02 | Unit 03 | Unit 04 | Unit 05 | Unit 06 | Unit 07 | Unit 08 | Unit 09 | Unit 10 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Enhanced Practice Programme (full programme) 1 | 24 months | Unit 08* | | | | | | | | | | |
| Antimicrobial Stewardship Pathway | 12 months | | | - | - | | - | - | - | - | - | - |
| Vaccination and First Aid Pathway | 10 months | Yes* | | - | - | - | - | - | - | | - | - |
| Supporting Provision of Health Services Pathway 2 | 18 months | | | - | | | | | | - | - | - |
| Research and Leadership Pathway | 18 months | | - | | - | - | - | - | - | - | | - |
| Pharmacy Aseptic Services Pathway | 10 months | | - | | - | - | - | - | - | - | - | |
| Pharmacy Procurement Pathway | 10 months | | - | | - | - | - | - | - | - | - | - |
1 Three optional units to be selected 2 One optional unit to be selected * Excludes accommodation costs
** Priority will be given for enrolment on to the complete programme. Please contact Buttercups for information regarding pathway options and availability Mandatory Optional
Page 5- Buttercups Level 4 Enhanced Practice Programme Information Pack
Timescale for delivery
The full programme will usually be delivered over a period of two years. Learners' optional unit selections will inform periods of training. The delivery model is based on cohorts and therefore there may be periods of nontraining to await unit start dates.
Enrolments on to the full programme are September and March.
5. Roles and responsibilities for programme delivery
All parties involved in the programme delivery must be aware of their roles and responsibilities, which will be agreed upon during the enrolment process.
Training Provider
Learner (Pharmacy Technician)
The first step on the learning journey is for the learner to complete the enrolment form. Once on programme, their responsibilities are outlined below. They must:
* attend an online, virtual induction
* commit to the successful completion of the programme within the agreed deadlines for their optional units chosen. This will mean learners will need to commit to working on the programme outside working hours as well as in any agreed time from their employer.
* complete and submit work according to their programme and unit selection
* participate in individual and group tutorials as required for unit selections
* participate in peer networks via group tutorials and online discussion forums
* submit work electronically via the e-portfolio, unless otherwise directed
* inform Buttercups Training should they be off work for a period of time (e.g., for sickness or annual leave), if they cannot attend any arranged appointments or reviews, or if any matters or issues arise that could affect their learning, development or progression
* comply with the policies, regulations and procedures of the programme found in the programme materials and/or learner handbook
* engage positively with learning and feedback
* seek support from their workplace mentor for signposting to resources, discussions on topics and assessments etc.
* seek help from workplace mentor and/or Buttercups Training when they have concerns about their health, ability or progression on the programme
Workplace Mentor
A workplace mentor is selected by the learner to support them on the programme in relation to workplace resources and signposting. They must:
* be a pharmacy or other healthcare professional
* not have a significant or financially dependent relationship with the learner
* work for the same employer as the learner (to assist with signposting and resource finding)
* act, always, as a professional role model
Page 6- Buttercups Level 4 Enhanced Practice Programme Information Pack
As the training provider, Buttercups Training has responsibilities towards the management, teaching and assessment of the programme. Buttercups Training must:
* ensure that the indicative teaching content meets the requirements for the learning outcomes accredited by the awarding organisation
* support the learner to identify their training plan for the pathways and units selected
* check the learner's eligibility for enrolment on the programme
* provide an induction, explaining the learning programme and facilities available to the learner
* provide an appointed Buttercups tutor on induction
* support the learner to develop new knowledge and skills for both their programme and their personal development
* provide a range of support for the programme including an out of hours helpline
* liaise with relevant parties over any issues that arise during the programme, in line with the troubleshooting guide and related policies
In addition, appointed Buttercups tutors for the learner or units will:
* assess and provide timely feedback on submitted assessment
* provide virtual classroom teaching sessions, where required
* answer the learner's queries as and when they arise
* monitor progression through the programme
* manage programme deadlines and extension within guidelines from Buttercups Training and the awarding body
* maintain accurate records in the learner management systems, including e-portfolio
* facilitate the online discussion forum
* provide individual and group tutorials
In addition, the internal quality assurance team will:
* monitor the assessment decision of the programme tutor
* monitor the teaching quality of the programme tutor
* deal with appeals on assessment decision, in line with policies
* investigate any malpractice allegations
6. Teaching overview
The units of the programme provide a 'pick and mix' option to support a range of pharmacy technician postregistration roles. Within each unit, the teaching aims to cover the learning outcomes and provide learning to support assessment. In addition, teaching will be linked to the nine domains of the GPhC professional standards and, where applicable, mapped to relevant National Occupational Standards. Recognising the responsibilities of pharmacy technicians delivering services to the public we have also mapped to safeguarding, British vales, Prevent and equality, diversity and inclusion (EDI).
Teaching methods
At Buttercups Training, we use a range of different teaching techniques to best suit the needs of our learners and we refer to these techniques as 'blended learning'. The following is an overview of what is meant by blended learning:
* e-Learning: online interactive learning activities are embedded throughout the programme content to help the learner self-check their understanding of the concepts involved and to create an active learning experience.
* Virtual Classrooms: are interactive online classrooms with a Buttercups tutor and peers.
* Directed Learning: the learner is guided to undertake independent learning activities, such as: reading an article, researching a topic using reputable resources, or completing a task in the workplace. This method of teaching encourages learners to develop their skills, knowledge and behaviour independently, which is vital for ongoing personal development.
* Polls: used within live teaching sessions to ascertain the understanding that has been achieved during the sessions or can be used in the discussion forums to challenge the view of a group.
* Case Studies: these provide a description of a patient, news article, event or service. The case study is often accompanied by questions to test the learner's understanding and application of the topic.
* Discussion Forum: learning from peers is a key component of this programme. An online message board will be used for communicating with other learners undertaking this programme. Learners will be encouraged to engage in creating networks and communities of practice to support their learning on this programme.
* Workshops: online or face to face teaching in which a small group of learners undertake practical activities, engage in discussions, or solve problems on a specific subject.
* Videos: pre-recorded videos are linked to the teaching content which may contain views from patients.
* Group Tutorials: online tutorials for a small group of learners, undertaking the same unit of the programme, along with a Buttercups tutor or subject matter expert.
* Residential: some of the units require observation of practical activities as part of a group workshop at a residential in Nottingham. Learners who choose pathways containing this unit or choose these optional units must be able to attend the residential workshops.
By having a range of teaching activities, we can meet the learning needs of a diverse range of learners. In addition, our b-Hive platform is fully adaptable by the learner who can change font size, appearance and screen colour. It also has text to speech capabilities.
7. Assessment overview
The programme consists of two types of assessment, formative and summative.
Formative assessment will be used in all units to check progression of learning and development. These will be a combination of online, interactive learning activities, networking via the discussion forum, self-assessments and individual or group tutorials. The results of these assessments will help the learner and Buttercups tutor to evaluate the learner's progression and readiness for summative assessment.
Assessment plans
Each unit will contain at least one summative assessment. Unit assessments will be available to learners following teaching and accessed via the e-portfolio assessment plans. Each assessment plan will contain a brief with the following information:
Page 7- Buttercups Level 4 Enhanced Practice Programme Information Pack
* assessment criteria: these are the unit criteria approved by the awarding body. Learners will need to demonstrate them in order to pass the unit. Each assessment brief will contain an opportunity to achieve the assessment criteria with activities mapped to them.
* submission date: this will be declared on the assessment plans in the e-portfolio and learners will need to report any extenuating circumstances if they are unable to achieve the deadline date through the extenuation circumstances form.
* activity requirement: these are the instructions to the learner on what is required to complete the assessment.
* recommended resources: any recommended resources will be either attached as documents or weblinks to the assessment plan.
* rules and regulations: this will include any maximum
word count, plagiarism guidance and referencing requirements etc. Assessments must meet these requirements to be marked. Any assessments not meeting the requirements will be returned to learners to resubmit.
Once submitted the Buttercups tutor will assess work against the assessment criteria for the unit and standard marking guides. Work may be subject to internal quality assurance to ensure the quality of the programme.
Types of assessments
The learning outcomes and assessment criteria will drive the type of assessment available for the unit. These may include:
* document creation such as action plans, summary notes, reports
* observations of practice and role-play, including OSCE
* presentations, with group debate
* presentation of case studies
* practical assessment of skills
* formal essay/dissertation
* oral examination (viva)
8. Programme/pathway sign off
Summary of Awarding the Programme / Pathway
Awarded on successful achievement of all the summative unit assessments
Buttercups Tutor makes a recommendation to the IQA for sign off of the programme after all required assessment criteria have been achieved
The IQA may choose to sample work within the e-portfolio
Failure to achieve will be discussed with the learner and could result in failure of the programme or extensions due to extenuating circumstances, this may incur and additional charge
9. Quality management
Buttercups Training is an established training provider subject to numerous quality checks, both internally and externally, due to the range of programmes we offer.
Externally, we are subject to inspections by the ESFA, Ofsted, Matrix, awarding organisations and the GPhC. In addition, we have stakeholder groups that provide feedback on an annual basis. Alongside this we have surveys of learners to gain their feedback on the programme.
Page 8- Buttercups Level 4 Enhanced Practice Programme Information Pack
Internal quality assurance by Buttercups Training is embedded into our daily processes. Using an e-learning platform allows us to update materials following regular review cycles. All reports are reviewed by our internal quality management committee which meets quarterly. The committee also assesses performance against the standards for delivery. From this our Quality Improvement Plan (QIP) is updated. The Board reviews the plan to identify strategic actions that need to be implemented within business and this is cascaded via the senior leadership team into operating projects.
10. Learner support
Learners are given a named tutor who will be their main point of contact during their programme. We also have a learner support team available that can deal with queries or arrange for support by another tutor, where necessary. Outside office hours, we have a dedicated learner support phone line, open during evenings and weekends, which is operated by tutors and assessors. If a learner cannot contact us by phone or needs a less urgent response, they can make contact via the course website or email. Emails are usually responded to within two working days.
In addition, for this programme, learners will have a network of peers on their programme who they can contact via the online discussion forum which is available at all times. Learners will be encouraged to support each other as they are all experienced pharmacy technicians with a wide range of pharmacy practise. Subject matter experts may be used to provide teaching materials, virtual classrooms, individual or group tutorials and mark assessments in subject specialisms. These subject matter experts will be subject to the same IQA processes previously described.
Buttercups Training has a 'Stay Safe' website, which is a resource designed to keep learners safe. The 'Stay Safe' website details the different types of welfare and safeguarding issues faced by learners and provides ample information and resources on how to recognise, report and resolve them.
The programme is predominately delivered online, and we have an in-house IT team to support the learner with any day-to-day issues. Our main delivery platform, the b-Hive, also has live monitoring, so if that fails our team are altered and the problem can be quickly resolved.
11. Programme specification
This section contains the quality endorsed unit information for each unit. This includes the learning outcomes with indicative teaching syllabus for each unit, assessment criteria and assessment method (may be subject to change).
Unit 01 – Communication Skills in a Healthcare Setting
| 1. | Understand the principles and concepts relating to communication skills | 1.1 1.2 1.3 |
|---|---|---|
| 2 | Understand strengths and limitations with communication skills | 2.1 2.2 2.3 2.4 |
| 3 | Be able to judge the reliability of resources and information | 3.1 3.2 3.3 |
Indicative teaching content
* Model of practice: consultation models - uses and limitations; good and poor practice in consultation.
* Person-Centred care: consent; making the care of a person first priority; recognising cultural differences and valuing diversity; recognise different values and beliefs; use of resources
* Completing OSCEs: understanding objective structured clinical examinations; effective communication skills;
gathering relevant evidence; providing effective counselling; decision making skills; managing patient risks.
* Communication: comparing different communication methods; adapting communication methods; recognising and overcoming barriers to communication; understanding an individual's needs; active listening skills; checking understanding.
* Professionalism: understand conflict; working with professional standards; fitness to practice requirements; using judgements
* Action planning: recognising strengths and limitations; identifying actions; goal setting; time management
* Legalities: understand management of information; confidentiality and data protection; safeguarding; speaking up about concerns.
* Resources: peer review; reliability; credibility; resource locations
Assessment method
L4-01 - Creation of an individualised action plan for the programme and OSCE assessment.
Page 9- Buttercups Level 4 Enhanced Practice Programme Information Pack
Unit 02 – Critical thinking and Professional Judgements when making decisions in a healthcare setting
| Learning Outcome (The learner will): | | |
|---|---|---|
| 1 | Be able to apply critical thinking skills to a range of problems | 1.1 1.2 1.3 1.4 |
| 2 | Be able to use professional judgement in a healthcare setting | 2.1 2.2 2.3 |
| 3 | Demonstrate problem-solving processes | 3.1 3.2 3.3 3.4 |
Indicative teaching content
* Critical thinking skills: critical thinking as a process; reasoning; barriers to critical thinking; comparing, sequencing, categorising, similarities; arguments; assumptions; evidence and resources.
* Decision making skills: collaboration; active listening skills; interpersonal skills; logical reasoning.
* Applying professional judgement: understanding professional judgements; balancing the needs of individuals with the needs of society: an introduction to clinical judgements, non-biased approaches.
* Problem solving skills: critical features of problems such as reframing, simplifying problems, making comparisons and finding analogies; consulting with others. Understanding a range of ways to tackle problems including mathematical, verbal, visual, auditory, collaboratively and physically. Planning methodologies, opportunities and constraints that may affect plans.
* Debating skills: style, speed, tone, fluency, clarity; content, arguments, motions, case; strategy, structure, timing, participation.
Assessment method
L4-03 - Presentation, with debate, on a workplace problem.
Unit 03 – Clinical Skills Development for Chronic Conditions
| Learning Outcome (The learner will): | | |
|---|---|---|
| 1 | Understanding local and national guidelines for the treatment of chronic conditions | 1.1 1.2 1.3 |
| 2 | Be able to optimise the prescribing and medicines management for patients with cardiovascular conditions | 2.1 2.2 2.3 2.4 |
| 3 | Be able to optimise the prescribing and medicines management for patients with diabetes | 3.1 3.2 3.3 |
| 4 | Be able to optimise the prescribing and medicines management for patients with respiratory disorders | 4.1 4.2 4.3 4.4 |
Indicative teaching content
* Optimising medicines: understanding local and national guidelines for a variety of disorders from the module range. Understand how to optimise a patient's medicines appropriately.
* Information governance: locating and using patient data and other sources of information; maintaining confidentiality; understanding consent.
* Cardiovascular: knowledge of conditions and drugs used to treat a range of cardiovascular conditions including, congestive heart failure, cardia arrythmias, angina, blood pressure regulation, lipid regulation, myocardial infarction, stroke, anticoagulation, deep vein thrombosis and pulmonary embolism. Optimising cardiovascular prescribing.
* Case study skills: problem-solving; decision making; communication; referrals; use of resources.
* Presentation skills: planning; preparation; consistency; practice; performance
* Diabetes: diabetes type 1 and 2; treatments; screening; clinics; lifestyle advice. Optimising diabetes prescribing.
* Respiratory: knowledge of conditions and drugs used to treat a range of respiratory conditions including, asthma, chronic obstructive pulmonary disease, allergies, coughs and colds, respiratory tract infections. Optimising respiratory prescribing.
Assessment method
L4-04 - Preparation of summary notes for presentation across cardiovascular, respiratory and diabetes case studies.
L4-05 - Presentation of case studies.
Unt 04 – Clinical Skills Development for Antimicrobial Stewardship
| Learning Outcome (The learner will): | | |
|---|---|---|
| 1 | Understand local and national guidelines to treat infections | 1.1 1.2 1.3 1.4 1.5 |
| 2 | Understand how to recognise common infective agents | 2.1 2.2 |
| 3 | Be able to optimise the prescribing and medicines management for antimicrobials | 3.1 3.2 3.3 |
Indicative teaching content
* Optimising medicines: understanding local and national guidelines for a variety of disorders from the module range. Understand how to optimise a patient's medicines appropriately.
* Information governance: locating and using patient data and other sources of information; maintaining confidentiality; understanding consent.
* Infections: identification of a range of common infective agents from microbiological results. Knowledge of conditions and drugs used to treat a range of infections. Knowledge of antimicrobial resistance and stewardship. Pledge to be an antibiotic guardian. Introduction to vaccination. Optimising antimicrobial prescribing.
* Microbiology: viruses; bacteria, Gram negative, Gram positive; fungi, yeast and moulds; protozoa; antimicrobial effectiveness.
* Case study skills: problem-solving; decision making; communication; referrals; use of resources.
* Presentation skills: planning; preparation; consistency; practice; performance
Assessment method
L4-06 - Antimicrobial Resistance promotion.
L4-07 - Presentation of case studies.
Unit 05 – Clinical Skills Development for Elderly Care
| Learning Outcome (The learner will): | | |
|---|---|---|
| 1 | Understand local and national guidelines for the treatment of conditions affecting the elderly | 1.1 1.2 1.3 |
| 2 | Be able to optimise the prescribing and medicines management for patients with neurological conditions | 2.1 2.2 2.3 2.4 |
| 3 | Be able to optimise the prescribing and medicines management for patients with renal disorders | 3.1 3.2 3.3 3.4 |
| 4 | Be able to optimise the prescribing and medicines management for patients with musculoskeletal conditions | 4.1 4.2 4.3 4.4 |
Indicative teaching content
* Optimising medicines: understanding local and national guidelines for a variety of disorders from the module range. Understand how to optimise a patient's medicines appropriately.
* Information governance: locating and using patient data and other sources of information; maintaining confidentiality; understanding consent.
* Neurological disorders: knowledge of conditions and drugs used to treat a range of neurological disorders including; Parkinson's disease; dementia, vascular, Lewy body, frontotemporal, mixed dementia and Alzheimer's; neuropathy; stroke. Optimising neurological prescribing and non-drug treatments.
* Case study skills: problem-solving; decision making; communication; referrals; use of resources.
* Presentation skills: planning; preparation; consistency; practice; performance
* Renal disorders: knowledge of conditions that affect the renal system. Knowledge of the impact on treatments in renal impairment. Recognising and interpreting a range of diagnostic data for renal impairment.
* Musculoskeletal disorders: knowledge of conditions and drugs used to treat a range of musculoskeletal disorders including; osteoporosis, osteoarthritis and rheumatoid arthritis. Optimising musculoskeletal prescribing and non-drug treatments.
Assessment method
L4-08 - Preparation of summary notes for presentation across neurological, renal and musculoskeletal case studies.
L4-09 - Presentation of case studies.
Unit 06 – Consultation Skills in a Healthcare Setting
| Learning Outcome (The learner will): | | |
|---|---|---|
| 1 | Understand the working relationships supporting personalised care within a healthcare setting | 1.1 1.2 1.3 |
| 2 | Understand how consultations can inform patient care in a healthcare setting | 2.1 2.2 |
| 3 | Be able to use consultation skills to influence patient care in a healthcare setting | 3.1 3.2 3.3 |
Indicative teaching content
* Collaboration: Multi-Disciplinary Teams (MDT); case reviews; holistic view of patient; consultation with patient and wider healthcare teams
* Personalised care and support planning: understanding the choices patients have
* Motivating change: understanding coaching, mentoring and engagement.
* Enabling choice: understanding the rights to choose; choices of locations for treatment or care
* Social prescribing: key elements required for effective social prescribing including; referral processes, workforce development planning, common outcomes framework, personalised care plan, community groups, collaborative working practices
* Completing OSCEs: understanding objective structured clinical examinations; effective communication skills;
gathering relevant evidence; providing effective counselling; decision making skills; managing patient risks.
* Report writing: research; layout; glossary; referencing
Assessment method
L4-10 - Presentation related to supporting personalised care.
L4-11 - Case study report and case study review.
Unit 07 – Screening and Testing Patients in a Healthcare Setting
| 1. | Understand a range of screening and testing services | 1.1 1.2 1.3 1.4 1.5 |
|---|---|---|
| 2 | Be able to recognise results from screening and testing services | 2.1 2.2 2.3 |
Indicative teaching content
* • Cellular and chemical analysis: blood; serum; urine; stool
* • Diagnostic imaging: x-rays; CAT scans; MRI scans; ultrasounds etc.
* • Diagnostic measurements: EEG; ECG; pulmonary function test etc.
* • Physical and visual examinations: biopsy; skin tests; physical examinations etc.
* • Drug and alcohol testing: urine and saliva testing; how they are performed.
* • NHS health checks: range; availability; target patients
* • Antibody testing: how they are administered; Covid-19
* • Sexual health checks: sexual transmitted disease screening and testing; screening and testing methods.
Assessment method
L4-12 - Application of recommendations for screening and testing services along with follow-up from results, in practice, through OSCE assessment.
Unit 08 – Vaccination Services and First Aid in a Healthcare Setting
| Learning Outcome (The learner will): | | |
|---|---|---|
| 1 | Be able to respond to first aid situations | 1.1 1.2 1.3 |
| 2 | Understand how to identify the requirements for vaccinations services | 2.1 2.2 2.3 2.4 |
| 3 | Be able to administer vaccines | 3.1 3.2 3.3 |
Indicative teaching content
* First aid: unconsciousness; breaks and sprains; overdose and poisoning; stroke; electric shock; blood loss; trauma; CPR; myocardial infarction; allergic reactions; anaphylaxis; airway obstruction; hypoglycaemia; sepsis; eye injury; burns; scalds and minor bleeding; wound care
* Conditions of the immune system prevented by vaccination: tuberculosis; influenza; meningitis; diphtheria; MMR; tetanus etc.
* Supply and administration: patient specific directions (PSD); patient group directions (PGD)
* Public Health Services: flu; pandemic; travel; childhood immunisation schedule; vaccination guidelines
* Administration skills: establishing rapport; consent; protocols; vaccine adverse event reporting; needlestick; hand hygiene; aseptic technique; disposal; records
* Administer vaccinations to a range of patients: this could include adults, children, patients with known conditions, as part of an immunisation programme or emergency situations (ie the pandemic).
Assessment method
L4-13 – Practical assessment of vaccination skills.
L4-14 - Practical assessment of first-aid skills, including basic life-support.
Unit 09 – Research and Project Management Skills in a Healthcare Setting
| Learning Outcome (The learner will): | | |
|---|---|---|
| 1 | Be able to apply research skills to a project | 1.1 1.2 1.3 1.4 1.5 |
| 2 | Be able to apply project management skills to a research project | 2.1 2.2 2.3 2.4 |
| 3 | Be able to administer vaccines | 3.1 3.2 3.3 |
Indicative teaching content
* Research skills: types and purpose of research; research methods
* Information sources: reliability of sources; range of information sources; critical thinking skills; referencing skills
* Academic writing skills: plagiarism awareness; quotation; paraphrasing; explanation; creating a reference list; use of reference management systems.
* Project governance: organisational structures; project phases; governance for successful project planning; project management plans
* Project management: stakeholders involved in projects and their perspectives; leadership styles; motivational strategies; time management skills
* Risk management: risk management methods; recognising opportunities and threats
* Budget and cost controls: funding; quotations; tenders; overheads; contracted costs; delivery charges; tracking systems; return on investment.
* Presentation skills: planning; preparation; consistency; practice; performance
* Report writing: research; layout; glossary; referencing
* Action planning: recognising strengths and limitations; identifying actions; goal setting; time management
Assessment method
L4-15 - Research proposal.
L4-16 Poster presentation and reflection.
Unit 10 – Pharmacy Aseptic Services
| Learning Outcome (The learner will): | | |
|---|---|---|
| 1 | Be able to identify pharmacy aseptic services related issues | 1.1 1.2 1.3 |
| 2 | Be able to contribute to the improvement of pharmacy aseptic service provision | 2.1 2.2 2.3 2.4 2.5 |
Indicative teaching content
* Research skills: types and purpose of research; research methods
* Information sources: reliability of sources; range of information sources; critical thinking skills; referencing skills
* Academic writing skills: plagiarism awareness; quotation; paraphrasing; explanation; creating a reference list; use of reference management systems.
* Project governance: organisational structures; project phases; governance for successful project planning; project management plans
* Project management: stakeholders involved in projects and their perspectives; leadership styles; motivational strategies; time management skills
* Risk management: risk management methods; recognising opportunities and threats
* Budget and cost controls: funding; quotations; tenders; overheads; contracted costs; delivery charges; tracking systems; return on investment.
* Presentation skills: planning; preparation; consistency; practice; performance
* Report writing: research; layout; glossary; referencing
* Action planning: recognising strengths and limitations; identifying actions; goal setting; time management
Assessment method
L4-17 - aseptic unit design and presentation.
Unit 11 – Pharmacy Procurement
| Learning Outcome (The learner will): | | Assessment Criteria (the learner can): | |
|---|---|---|---|
| 1 | Be able to apply local and national guidelines for procurement | 1.1 1.2 1.3 1.4 | Outline local and national guidelines related to procurement Identify a range of purchasing contracts Identify phases of the procurement cycle Demonstrate compliance with local and national guidelines for procurement |
| 2 | Be able to audit procurement related services | 2.1 2.2 2.3 2.4 | Identify audit requirements for pharmacy procurement Identify the life cycle of pharmaceutical products Demonstrate audit skills Report on audit outcomes |
| 3 | Be able to contribute to the improvement of pharmacy procurement services | 3.1 3.2 3.3 3.4 3.5 | Recognise challenges with accessing, storing and supplying pharmaceutical products Present a work-based issue related to pharmacy procurement Make recommendations to improve procurement services Comply with legislation and standards related to procurement Evaluate solutions to procurement related issues |
Indicative teaching content
* Legislation and standards: Goods and Services Act; 'Sunshine' Act; NHS national policies; research and development systems; MHRA; Good Distribution Practice, Wholesale Dealers Licensing, national and local purchasing contracts; homecare; supply chain; terms of contract
* Inventory control: stock levels; stock turnaround; stock analysis; reducing expenditure and waste
* Supplier management: Kraljix matrix; Pareto principle; onboarding; communicating and managing a supplier; Key Performance Indicators (KPI); terms of contracts; breaches of contracts
* Audit: requirements; principles; practice
* Life cycle of pharmaceutical products: clinical trials; licensing; ordering; distribution; storage; reducing waste; green pharmacy; delivery; returns
* Organisational skills: change management; leadership skills; using innovation for improvements; communication skills
Assessment method
L4-18 - Case study and professional discussion.
For further information or to discuss any of the details within this document please contact:
0115 937 4936
email@example.com
We welcome any questions or queries that you may have.
www.buttercups.co.uk
|
<urn:uuid:fe0b4092-7418-4962-9959-b12b9ffd43c5>
|
CC-MAIN-2024-18
|
https://www.buttercupstraining.co.uk/sites/default/files/enrolment-forms/Level-4-Information-Pack_2.pdf
|
2024-04-16T13:20:33+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00556.warc.gz
| 630,375,084
| 8,308
|
eng_Latn
|
eng_Latn
| 0.935322
|
eng_Latn
| 0.991178
|
[
"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
|
[
342,
434,
5203,
8554,
12922,
17818,
20321,
24049,
25576,
27597,
29084,
31165,
32674,
35213,
36785,
38268,
40323,
40538
] |
[
0.87109375,
1.7421875
] | 3
| 0
|
Algebra II / Integrated Math III
2011
Sponsored by the Indiana Council of Teachers of Mathematics
Indiana State Mathematics Contest
This test was prepared by faculty at Indiana State University
ICTM Website
http://www.indianamath.org/
Do not open this test booklet until you have been advised by the test proctor.
Next year's math contest date: April 28, 2012
1) Solve for x:
A) or
B) or
C)
D)
E) none of these
2) The sum of the solutions to the equation is:
A)
B) 5
C) 6
D) 7
E) none of these
3) Write the following without a radical in the denominator:
A)
B)
C)
D)
E) none of these
4) What conic does the equation represent?
A) Circle
B) Ellipse
C) Hyperbola
D) Parabola
E) none of these
5) The conic section with the smallest eccentricity is:
A) Circle
B) Ellipse
C) Hyperbola
D) Parabola
E) none of these
6) The inverse of the function is:
A)
B)
C)
D)
E) none of these
7) The sum of the mean, median, and mode of the data: 80, 82, 82, 82, 84, 86, 88, and 88 is
A) 246
B) 247
C) 248
D) 249
E) 250
8) Solve the equation for r in terms of s and t: )
A)
B)
C)
D)
E) none of these
9) The inverse of the function is:
A)
B)
C)
D)
E) none of these
10) Which property is illustrated by the statement: ?
A) Associative property of addition
B) Associative property of multiplication
C) Commutative property of addition
D) Commutative property of multiplication
E) none of these
11) Consider the equation: . The sum of all the roots of this equation is:
A) 0
B)
C) 2
D)
E) 4
12) Write an equation of the line that is tangent to the circle at (-3, 4).
A)
B)
C)
D)
E) none of these
13) Simplify the following rational expression:
A)
B)
C)
14) =
A) 56
B) 46
15) =
A)
B)
C) 8
D) 10
16) Find the sum of the first ten terms of the following geometric series
A)
B)
C)
D)
E) none of these
17) A function f is odd if . Which of the trigonometric functions is NOT odd?
A)
B)
C)
C) 36
D)
D) 26
E) none of these
E) none of these
E) none of these
D)
E)
18) If the graphs of the lines with equations and are perpendicular, then is equal to:
A)
B)
C)
D)
E) none of these
19) The sum of the solutions of the equation is:
A) 20
B)
C)
D)
E) none of these
20) Find the matrix if the inverse of the matrix,
A)
B)
C)
D)
E) none of these
21) If the system
has exactly one solution, thenkis equal to:
A)
B)
C)
D)
E) none of these
22) If
and
then the value of is:
A)
B)
C)
D)
E) none of these
23) The sum of the solutions to the equation is:
A) 68
B)
C) 4
D) 64
E) none of these
24) The maximum value of the function ?
A) -1
B) 2
C) 5
D) 7
25) The range of the function is:
A)
B)
C)
D)
E) none of these
26) Which equation is an xy-equation for the parametric equations and y ?
A)
B)
C)
D)
E) none of these
27) If and , then is equal to:
A)
B)
C)
28) The graph of is
A) a circle
B) an ellipse
C) a parabola
D) a hyperbola
E) two intersecting lines
29) How many points of intersection do the graphs of the following equations have?
and
A) 0
B) 1
C) 2
D) 3
D)
E) none of these
E) none of these
E) 4
30) How many real and imaginary solutions does the polynomial have?
A) 3 real solutions and no imaginary solutions
B) 2 real solutions and two imaginary solutions
C) 3 real solutions and two imaginary solutions
D) 2 real solutions and no imaginary solutions
E) none of these
31) Let A and B be matrices with the same dimensions and let c be a scalar. Which of the following statements are true?
I. A + B = B + A
II. AB = BA
III. c(A – B) = cA – cB
A) I only
B) I and II only
C) I and III only
D) II only
E) I, II, and III
32) Mr. Kim waters one of his four plants every 6 days, another plant every 10 days, and the other plants every 14 and 21 days respectively. If he waters all four plants today, when is the next time the four plants will be watered on the same day?
A) 210 days
B) 420 days
C) 360 days
D) 480 days
E) none of these
33) When two six-sided dice are tossed, what is the probability that the sum of the two dice is greater than or equal to 10?
A)
B)
C)
D)
E) none of these
34) A pizza store offers 13 toppings to choose from. How many different large pizzas can you order with exactly 3 different toppings? (Note: You can order a large pizza with 3 different toppings such as pepperoni, mushroom, and cheese, but not double cheese and mushroom)
A) 286
B) 572
C) 858
D) 1716
E) none of these
35) There are three different boxes A, B, and C. Box A weighs 5 times as much as box C. Box C weighs
as much as box B. Box B weighs 15 pounds more than box C. How much does box A weigh, in pounds?
A) 300
B) 225
C) 125
D) 75
E) none of these
36) The diagram below represents the only possible paths for trips between cities A, B, C, and D. For instance, there are only five trip paths from city B to city C. How many different round-trip paths are there between A and D such that each round-trip passes ONLY ONCE through the location represented by the asterisk (that is, a round trip goes from A to B, to C, to D, to C, to B, to A)?
*
A) 144
B) 324
C) 576
D) 864
E) none of these
|
<urn:uuid:cdef5bf7-b0c7-4293-a7c6-6dc18ef5e170>
|
CC-MAIN-2024-18
|
https://ictm.onefireplace.org/Resources/Documents/Algebra%20II%202011.pdf
|
2024-04-16T14:10:25+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00554.warc.gz
| 282,766,610
| 1,605
|
eng_Latn
|
eng_Latn
| 0.786986
|
eng_Latn
| 0.963287
|
[
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
368,
847,
1547,
2012,
2574,
3095,
4077,
5118
] |
[
2.96875
] | 3
| 2
|
106年公務人員普通考試試題
代號：
41050
41150
42250
全一頁
類 科：新聞（選試英文）、新聞廣播（選試英文、國語播音與閩南語 播音）、僑務行政（選試英文）
科 目：英文
考試時間： 1 小時 30 分
座號：
※注意： 禁止使用電子計算器。
不必抄題，作答時請將試題題號及答案依照順序寫在試卷上，於本試題上作答者，不予計分。
一、請將下列英文翻譯成中文：（30 分）
A network structure is permeable and allows for information flows in and from multiple directions, including alternative media outlets as well as network users feeding information back into a sphere of journalism that once was almost solely occupied by traditional journalists working for corporate or public service news agencies. The characteristic of the permeability of networks also corresponds with our understanding of a network in a technical sense. The structural setup of a computer network is constructed to link many computers together to make possible several functions, such as the transfer of data, the sharing of workloads, and accessibility from many locations. Sharing and exchanging information is the key idea within the framework of the network journalism.
二、請將下列中文翻譯成英文：（30 分）
第三代的華僑可能說自己家鄉話會有困難，更別提說中文，甚至連一個漢字都不會 寫；或者，他也可能與他擁有國籍的國家如此親近到能夠溯回 200 年以上的緊密關 係，幾乎與當地人無異。也或者，他說著一口流利的中文，精通中國文學，嗜讀中 文報紙，積極參與華人社區地方事務。不管如何，對他們所有人而言，有某種羈絆 把他們綁在一起，一種可稱之為中華本質的意識，憑此，華人團結在一起，彼此幫 忙。血緣和歷史在今日仍然跟他們的祖先當初首次離鄉時那麼緊密。要了解華僑， 我們必須體會他們的中華根源。
三、英文短篇寫作：請閱讀以下短文，並依指示寫作。文長以三百字左右為佳。（40 分） Let's suppose that you win a lottery of 10 billion NT dollars. What will you do with it？ Try to be as creative as possible; that is, a donation to the charity institutions（and similar decisions）is not considered "creative."
（請接背面）
|
<urn:uuid:e681bdef-682c-4f70-ac7d-940b4296693f>
|
CC-MAIN-2024-18
|
https://resources.3people.com.tw/RES/Files/1a5150ab-826e-4f01-8d4e-98d8063311b7.pdf
|
2024-04-16T13:44:36+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00556.warc.gz
| 449,848,119
| 607
|
eng_Latn
|
eng_Latn
| 0.936463
|
eng_Latn
| 0.936463
|
[
"eng_Latn"
] | false
|
docling
|
[
1522
] |
[
1.4921875
] | 1
| 9
|
News Release
For release: April 8, 2003
Contacts:
Audrey Eldridge, Hydrogeologist, Medford, (541) 776-6010, ext. 223 Jennifer Boudin, Communications & Outreach, Eugene (541) 686-7838, ext. 235
DEQ Study Finds Some Pesticide Contamination In Southern Willamette Valley Groundwater
Second year of sampling shows levels of pesticides in wells not a health risk now, but presence of chemicals a concern for future in southern Willamette Valley
The Oregon Department of Environmental Quality (DEQ) has determined that samples taken from almost one hundred wells in the southern Willamette Valley confirm the presence of pesticides in some of the groundwater wells. But the results found no unhealthful levels of pesticides.
There were pesticides at levels of less than one part per billion found in more than 60 wells. Concentrations of pesticides never exceeded one third of the federally established public drinking water standards. Thirty of the study wells had no measurable levels of pesticides.
The results come in the second year of a DEQ groundwater study of unincorporated areas in the Willamette Valley north of Eugene and south of Salem. The first year of the project, only nitrate levels were measured. While some nitrate can be naturally present, concentrations over three milligrams per liter indicate effects from land use. Several areas of high nitrate concentrations were found, indicating that those areas of groundwater can be susceptible to infiltration from land use at the surface. Since high nitrate levels can indicate places where other contaminants may infiltrate the groundwater, DEQ's second year study sampled for pesticides, metals and other contaminants in the wells that had previously had nitrate values greater than 7 milligrams per liter.
Pesticide levels found in household and public wells are well below the levels that the Environmental Protection Agency says would cause a health risk. But some of the pesticides found tend to persist in groundwater for years. Meanwhile, land use practices may result in further infiltration. Once the sources of contamination can be identified, community members can work together with state agencies to develop plans for practices that will reduce risk.
(More/over)
Communications
& Outreach
811 SW 6
th
Ave.
Portland, OR 97204
Phone: (503) 229-5696
Toll free in OR (800) 452-4011
Fax: (503) 229-5850
For a large number of residents in the southern Willamette Valley, groundwater is the principal source of drinking water and irrigation water supply. Portions of this area are already densely populated, and more growth is expected. Demands for abundant, high quality groundwater will rise with the increase in populations.
Groundwater assessment and protection is a critical component of Oregon's overall water quality protection and management strategy. DEQ begins with identifying groundwater quality problems. When contamination is identified, groundwater management committees comprised of local stakeholders may be formed to develop groundwater management plans, in collaboration with state government agencies. Public education, research and demonstration projects are established to increase public awareness. The ultimate goal is groundwater protection for Oregonians.
###
|
<urn:uuid:d123bdd2-cf90-48eb-9b35-4a59ab6156f1>
|
CC-MAIN-2024-18
|
https://wellwater.oregonstate.edu/sites/wellwater.oregonstate.edu/files/gwma/archives/news-media/2003apr08pr-deq.pdf
|
2024-04-16T14:36:39+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00554.warc.gz
| 571,114,882
| 661
|
eng_Latn
|
eng_Latn
| 0.991586
|
eng_Latn
| 0.990866
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
2401,
3290
] |
[
1.4765625
] | 1
| 0
|
Pierre Pichler – Conductor
"In my opinion, next to an energetic Eighth, this is one of the most significant interpretations of the Pastorale that has ever been committed to record," Wilhelm Sinkovicz wrote in the newspaper Die Presse about the interpretation of Philippe Jordan, who recorded Beethoven's complete symphonies.
As a musical assistant of the famous conductor, Pierre Pichler shared no small part in this success, as Jordan attested in his letter of recommendation. Pichler also worked together with Jordan on the last three Bruckner symphonies, Ein Heldenleben by Richard Strauss and several other important projects.
Pierre Pichler descends from a traditional Austrian family of musicians. At age eight he received his first clarinet lessons from his grandfather. Already as a fifteen-year-old he was admitted to the class of the famous clarinetist Peter Schmidl at the University of Music and Performing Arts in Vienna, where he completed his studies with unanimous distinction. In addition to his performances as a soloist and chamber musician (The Art of Clarinet CD recording on Naxos), he has regularly been invited as a solo clarinetist by important orchestras (Staatskapelle Dresden, HR-Sinfonieorchester Frankfurt). Pichler was employed as clarinetist in the Mozarteum Orchester Salzburg and as solo clarinetist at the Graz Opera. Already during his studies, Pichler gave numerous performances in the Vienna State Opera orchestra and innumerable concerts and concert tours with the Vienna Philharmonic, where he played under the baton of Sir Simon Rattle, Seiji Ozawa, Zubin Mehta, Mariss Jansons, Riccardo Muti, Nikolaus Harnoncourt, Pierre Boulez, Christian Thielemann, Giuseppe Sinopoli and Lorin Maazel. Inspired by working with these great conductors, he learned the craft of conducting from Yuji Yuasa and Uros Lajovic, a student of the legendary Hans Swarowsky, at the Vienna University of Music and Performing Arts. In addition, he participated in several masterclasses by the renowned conducting pedagogue Jorma Panula. Currently, Pichler works as the musical assistant to Philippe Jordan (upcoming Music Director of the Vienna State Opera).
Playing a woodwind instrument such as the clarinet requires a special breathing technique which is very similar to a singer's. This common breathing technique has often proven very helpful when conducting operas. Playing a woodwind instrument such as the clarinet requires a special breathing technique which is very similar to a singer's. This common breathing technique has often proven very helpful when conducting operas. (Pierre Pichler)
In recent years, his duties as a conductor have seen increased activity. For example, in October of 2016 Pierre Pichler conducted a new production of Mozart's opera The Magic Flute at the National Theatre of Opera and Ballet of Albania in Tirana. In January 2017, he conducted the gala concert to celebrate Mozart's birthday at the Estates Theatre in Prague with the orchestra of the Prague National Theatre. In the 20182019 season, Pichler was invited to conduct numerous concerts in Canada, the Czech Republic, Germany and Japan.
Pierre Pichler is a highly versatile concert and opera conductor. His repertoire comprises Viennese Classicalera music, Romantic works, works by Johann Strauss, as well as contemporary music and opera.
I can only say the best about Pierre Pichler's personal, musical and conducting abilities and recommend him warmly for the most demanding of tasks. (Philippe Jordan)
|
<urn:uuid:596cc4a6-626e-4e7c-bd30-20dfe54b4ed0>
|
CC-MAIN-2024-18
|
https://www.wro.at/wp-content/uploads/2019/04/Pierre-Pichler_CV_EN_04_2019.pdf
|
2024-04-16T13:41:18+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00553.warc.gz
| 993,397,483
| 745
|
eng_Latn
|
eng_Latn
| 0.996033
|
eng_Latn
| 0.996033
|
[
"eng_Latn"
] | false
|
docling
|
[
3522
] |
[
1.46875
] | 1
| 1
|
Les Chansons Des Rues Et Des Bois Poesie
Œuvres complètes de Victor Hugo: Les chansons des rues et des bois
Les chansons des rues et des bois
Words and Notes in the Long Nineteenth Century
Catalogue of the London Library
Les chansons des rues et des bois ...
Studies in Prose and Poetry
John Morley and Other Essays
Les chansons des rues et des bois
Catalogue of the Library of the Oxford and Cambridge Club
Les Chansons des rues et des bois
Book Bulletin
Le Guide Musical
Oeuvres complètes de Victor Hugo
Victor Hugo
Les Chansons Des Rues Et Des Bois
Poems and ballads (1st-3rd series) Songs of the springtides. Songs before sunrise. Songs of two nations
Poésie
The American Bookseller
Les Chansons des Rues et des Bois. Troisième édition
Catalogue of the Lafcadio Hearn Library in the Toyama High School
Selections from Victor Hugo
Poems Ballads And Songs Of The Springtides
A Critical Bibliography of French Literature
Poems and ballads, 2d and 3d series, and Songs of the springtides
Les chansons des rues et des bois
Every Saturday
Selected Poems of Victor Hugo Les chansons des rues et des bois
Victor Hugo and his time, tr. by E.E. Frewer
Catalogue of the London Library ...: Catalogue Dante and the French Romantics
Les Chansons des rues et des bois de Victor Hugo
Bossange's Literary Annual
Class List of the Books in the Reference Library
Selections chiefly lyrical from the poetical works of Victor Hugo, tr. by various authors, now collected by H.L. Williams
Eclectic Magazine
Les chansons des rues et des bois
A Guide to the Life, Times, and Works of Victor Hugo
Notes sur les Chansons des rues et des bois
Les Chansons Des Rues Et Des Bois
Poesie
Downloaded fromftp.bonide.com
guest
MARSHALL KAELYN
Œuvres complètes de Victor Hugo: Les chansons des rues et des bois Librairie Droz
"Graham Robb tells the complicated story of this colossal life with authority and sympathy. . . . Unquestionably, a magnificent biography".--"Washington Square Press". of photos. Les chansons des rues et des bois Presses Univ. Franche-Comté Figure de proue du romantisme, phare de la République et de l'opposition au second Empire, le poète, dramaturge et romancier Victor Hugo (1802-1885) a composé, en contrepoint à ses œuvres graves et comme pour dérouter ses détracteurs, un recueil de soixante-dix-huit poèmes au lyrisme tour à tour amusant et sérieux. Publiées à Bruxelles et à Paris en 1866, Les Chansons des rues et des bois marient à la fantaisie spontanée de l'amour et de la jeunesse une sagesse qui se veut épicurienne et républicaine. À PROPOS D'ENCYCLOPAEDIA UNIVERSALIS Reconnue mondialement pour la qualité et la fiabilité incomparable de ses publications, Encyclopaedia Universalis met la connaissance à la portée de tous. Écrite par 8 000 auteurs spécialistes et riche de plus de 31 000 médias (vidéos, photos, cartes, dessins...), l'Encyclopaedia Universalis est la plus fiable collection de référence disponible en français. Elle aborde tous les domaines du savoir.
Words and Notes in the Long Nineteenth Century The Minerva Group, Inc.
Although best known as the author of Notre Dame de Paris and Les Misérables, Victor Hugo was primarily a poet—one of the most important and prolific in French history. Despite his renown, however, there are few comprehensive collections of his verse available and even fewer translated editions. Translators E. H. and A. M. Blackmore have collected Victor Hugo's essential verse into a single, bilingual volume that showcases all the facets of Hugo's oeuvre, including intimate love poems, satires against the political establishment, serene meditations, religious verse, and narrative poems illustrating his mastery of the art of storytelling and his abiding concern for the social issues of his time. More than half of this volume's eight thousand lines of verse appear by here for the first time in English, providing readers with a new perspective on each of the fascinating periods of Hugo's career and aspects of his style. Introductions to each section guide the reader through the stages of Hugo's writing, while notes on individual poems provide information not found in even the most detailed French-language editions. Illustrated with Hugo's own paintings and drawings, this lucid translation—available on the eve of Hugo's bicentenary—pays homage to this towering figure of nineteenth-century literature by capturing the energy of his poetry, the drama and satirical force of his language, and the visionary beauty of his writing as a whole.
Catalogue of the London Library Boydell & Brewer Ltd A new wave of scholarship inspired by the ways the writers and musicians of the long nineteenth century themselves approached the relationship between music and words.
Les chansons des rues et des bois ... Librairie internationale ;
Bruxelles : A. Lacroix, Verboeckhoven
Compiled from reports published in 1881 when France held special celebrations to honor Victor Hugo on his 80th birthday. The 27th of December, 1880, was a fête day at Besançon. The houses in the picturesque old town, which dates further back than the Roman conquest, were hung with flags, and the echoes of music came back from the surrounding hills. On the banks of the river, in the streets, and in the squares, a well-dressed crowd was awaiting a ceremonial of honor. One name was upon every lip -that name was Victor Hugo. The object in the following pages, which are dedicated to Victor Hugo and his century (for the century must ever be associated with his name), to testify our admiration for a man whose every action commands our respect; for the writer who has infused new life into the antiquated diction of our language; for the poet whose verses purify while they fascinate the soul; for the dramatist whose plays exhibit his sympathy with the unrenowned classes; for the historian who has branded with ignominy the tyranny of oppressors; for the satirist who has avenged the outrages of conscience; for the orator who had defended every noble and righteous cause; for the exile who has stood up undaunted to vindicate justice; and finally for the master-mind whose genius has shed a halo of glory over France. Victor Hugo (1802-85) was a French poet, novelist, and playwright, whose voluminous works provided the single greatest impetus to the Romantic Movement. Hugo was France's favorite
1
son, but more than that, for years he had been her champion, her conscience and her spirit. The most abiding picture of Hugo is that of the exile: the "Guernsey Tribunal" dispensing judgement and truth across Europe, his patriarchal image enhanced by the beard he grew to protect his weak throat. It is true that he had the vices of his virtues: he was proud, egocentric, sometimes mean, and often unfaithful. But he was a great man, recognized as such and loved as such by his countrymen. Studies in Prose and Poetry Syracuse University Press Les chansons des rues et des bois / Victor Hugo Date de l'édition originale: 1866 Le présent ouvrage s'inscrit dans une politique de conservation patrimoniale des ouvrages de la littérature Française mise en place avec la BNF. HACHETTE LIVRE et la BNF proposent ainsi un catalogue de titres indisponibles, la BNF ayant numérisé ces oeuvres et HACHETTE LIVRE les imprimant à la demande. Certains de ces ouvrages reflètent des courants de pensée caractéristiques de leur époque, mais qui seraient aujourd'hui jugés condamnables. Ils n'en appartiennent pas moins à l'histoire des idées en France et sont susceptibles de présenter un intérêt scientifique ou historique. Le sens de notre démarche éditoriale consiste ainsi à permettre l'accès à ces oeuvres sans pour autant que nous en cautionnions en aucune façon le contenu. Pour plus d'informations, rendez-vous sur www.hachettebnf.fr John Morley and Other Essays Encyclopaedia Universalis Les chansons des rues et des bois University of Chicago Press
Catalogue of the Library of the Oxford and Cambridge Club
W. W. Norton & Company
Les Chansons des rues et des bois
Book Bulletin
Le Guide Musical
Oeuvres complètes de Victor Hugo
Victor Hugo
Les Chansons Des Rues Et Des Bois
Poems and ballads (1st-3rd series) Songs of the springtides.
Songs before sunrise. Songs of two nations
Poésie
The American Bookseller
Les Chansons des Rues et des Bois. Troisième édition Catalogue of the Lafcadio Hearn Library in the Toyama High School
TheBookEdition
|
<urn:uuid:3eb56e7a-e529-4b2e-84e8-c90ed514b97e>
|
CC-MAIN-2024-18
|
https://ftp.bonide.com/textual?dataid=C12c615&FilesData=Les_Chansons_Des_Rues_Et_Des_Bois_Poesie.pdf
|
2024-04-16T13:39:18+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00554.warc.gz
| 246,733,741
| 2,098
|
eng_Latn
|
eng_Latn
| 0.851166
|
eng_Latn
| 0.851166
|
[
"eng_Latn"
] | false
|
docling
|
[
8427
] |
[
1.3984375
] | 1
| 0
|
TESTIMONY
Statement of the Honorable Rosa L. DeLauro
Joint Hearing of the Senate Subcommittee on Oversight of Government Management and the House Subcommittee on Government Efficiency
April 30, 2002
Mr. Chairman and Members of both Senate and House Committees, thank you for the opportunity to testify on this important health issue that affects our children. I would especially like to thank Chairman Durbin for all his efforts to improve our nation's food safety. We have worked closely on this issue for many years, and I look forward to working together with you in the future.
The National School Lunch program was established to improve children's nutrition, increase lower-income children's access to nutritious meals, and help support our nation's agricultural economy. On an average day in 2001, more than one of every two children in America ate a School Lunch program meal. In my own state of Connecticut, 1,093 schools participated in the program, and about 272,000 students enjoyed healthy meals. The School Lunch program is a key component to improving the diet and health of our children.
There is no question that this program is vitally important, but we must remain vigilant to ensure the safety of the food that is served to our kids. This is a special concern because foodborne pathogens that might only mildly affect an adult could seriously sicken or even kill a child whose immune system has not fully developed. I have had personal experience with this problem. When I was child, I contracted salmonella, a food borne illness. I was put in a hospital quarantine for several days, away from my parents and family. I understand the devastating effects of foodborne illness.
A February 2000 GAO report concluded that "few outbreaks of foodborne illness" were reported in the School Lunch and School Breakfast programs. While this encouraging, we should still be concerned about contaminated food in these programs. Modern food processing systems and a patchwork of federal oversight expose food to deadly pathogens. To further ensure the safety of our children, we must address these issues.
As a recent Chicago Tribune series reported, some schools no longer prepare their meals from scratch. According to the series, 15 percent to 20 percent of schools currently contract out their lunch programs. Meals are factory-frozen and "pre-plated"; manufactured according to portion size and nutrition requirements of the school lunch contracts. As a result of these techniques, harmful pathogens can contaminate these food trays, and sicken more children. The largest cases of foodborne illness have included 400 children sickened by staphylococcus aureus in spaghetti in 1996 and the 213 students sickened at 23 Michigan schools from strawberries contaminated with hepatitis A.
Of greater concern is the current federal oversight of the safety of the food in the School Lunch Program. While the School Lunch and other federally assisted meal programs are administered by the Food and Nutrition Service at USDA, the safety of school meals is monitored by USDA's Food Safety and Inspection Service and the Food and Drug Administration. FSIS is required to ensure the safety of all meat, poultry and some egg products and FDA is responsible for all other foods including fruit, seafood, vegetables and other products. As a 2001 GAO report stated, "the current food safety system is a patchwork structure that hampers efforts to adequately address existing and emerging food safety risks." Further, "the resulting fragmented organizational and legal structure causes inefficient use of resources, inconsistent oversight and enforcement, and
ineffective coordination, which together hamper federal efforts to comprehensively address food safety concerns." (GAO-02-47T)
In addition, even if contaminated food is identified, neither FSIS nor FDA has the ability to order a mandatory recall of the product. Instead, both agencies can only request manufacturers to start a recall voluntarily and announce if a manufacturer has started a recall to keep the public informed. But as the GAO reported, "the announcements do not include detailed information, such as whether the recalled food was delivered to a USDA food assistance program or was USDA-donated food." (GAO/RCED-00-53)
How can we address these critical issues? First, schools must be given the tools they need to make sure the food they serve is safe. This includes ensuring that kitchens and cafeterias are clean and training food service employees in safe food handling practices. The Chicago Tribune series gave many examples of dirty kitchens, improperly handled food and undercooked meals. Ensuring that foods are properly handled from the farm to, in this case, the cafeteria is critical to the safety of our children.
At the federal level, we can also do more. I believe we need to consolidate and streamline the various agencies that are responsible for protecting our food and put authority into one food safety administrator. To that end, in May 2001, I introduced the Safe Food Act. Like Senator Durbin's bill, the legislation would establish an independent agency called the Food Safety Administration with responsibility for all federal food safety activities. It would transfer all food safety activities to the new agency from parts of USDA, FDA and the Department of Commerce. Currently, my bill enjoys 43 bipartisan cosponsors who believe this is the right thing to do.
Second, I think we should give USDA and FDA the authority to conduct a mandatory recall to ensure that contaminated food does not make it into the school cafeteria. In looking at recent data, in some cases USDA has only been able to recover a small part of a contaminated product. For example, in 2000 one company initiated a voluntary recall of 22,000 pounds of ground beef tainted with e. coli. While the case is still open, so far only 10 pounds of the product have been recovered. We need to be able to move swiftly, and I believe giving USDA and FDA the authority to institute a mandatory recall would do that.
Finally, we must maintain the zero-tolerance salmonella standard for ground beef used in the School Lunch program. In July 2000, USDA instituted the standard so that children would not be exposed to this pathogen. While this has contributed to the rejection of millions of pounds of ground beef, in the spring of last year the Department proposed to reverse course and sample for other "indicator organisms" to identify contaminated products. I thought this was the wrong thing to do. Working with Senator Durbin and others, we made sure the zero-tolerance standard was maintained. I believe this is a critical component to the safety of the food used in the School Lunch Program.
Our school children need to be able to sit down at lunch and know that everything possible has been done to ensure their food is free from contamination. There is no higher priority than the safety and health of our children.
Thank you for the opportunity to testify today, and I look forward to working with you in the future.
Committee Members | Subcommittees | Hearings | Key Legislation | Jurisdiction Press Statements | Current Issues | Video of Select Hearings | Sites of Interest
|
<urn:uuid:cc3f4e70-2f0a-4770-84ec-fa4134311471>
|
CC-MAIN-2024-18
|
https://www.hsgac.senate.gov/wp-content/uploads/imo/media/doc/delauro043002.pdf
|
2024-04-16T13:37:34+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00556.warc.gz
| 747,071,321
| 1,470
|
eng_Latn
|
eng_Latn
| 0.998726
|
eng_Latn
| 0.998737
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
3680,
7297
] |
[
2.046875
] | 1
| 0
|
DigI-VET
Fostering Digitization and Industry 4.0 in vocational education
2018-1-DE02-KA202-005145
Fostering Digitization and Industry 4.0 in vocational education and training
Intellectual Output 4 – Teaching Material and learning materials
Author:
DigI-VET Fostering Digitisation and Industry 4.0 in vocational education and training
2018-1-DE02-KA202-005145
IO 4 – O4-A3-P3 Teaching and learning materials
Germany, UPB
Contents
1. What is Industry 4.0?
What is Industry 4.0?
Industry 4.0 (also known as the 4 th Industrial Revolution), is the trend towards automation and data exchange in manufacturing technologies and processes which include cyber-physical systems (CPS), the internet of things (IoT), industrial internet of things (IIOT), cloud computing, cognitive computing and artificial intelligence.
The characteristics given for the Industry 4.0 strategy is the customization of products under the conditions of highly flexible mass - production. 1
What does the concept include?
The concept includes:
* Smart manufacturing
* Smart factory
* Lights out (manufacturing) also known as dark factories
* Industrial internet of things also called internet of things for manufacturing 2
Principles in Industry 4.0
There are four design principles in Industry 4.0:
Interconnection: The ability of machines, devices, sensors, and people to connect and communicate with each other via the Internet of Things (IoT) or the Internet of People (IoP)
Information transparency: The transparency afforded by Industry 4.0 technology provides operators with immense amounts of useful information needed to make appropriate decisions.
Technical assistance: Firstly, the ability of assistance systems to support humans by visualizing information comprehensively for making informed decisions and solving urgent problems on short notice. And Secondly, the ability of cyber physical systems to physically support humans by conducting a number of tasks that are too exhausting, or unsafe.
Decentralised decisions: The ability of cyber physical systems to make decisions on their own and to
1 Marr, B. (2016): Why Everyone Must Get Ready For The 4th Industrial Revolution. Retrieved from the Internet: https://www.forbes.com/sites/bernardmarr/2016/04/05/why-everyone-must-get-ready-for-4th-industrialrevolution/#44ebfa1b3f90, Access date: 14.07.2021.
2 Sniderman, B.; Mahto, M.; Cotteleer, M. (2016): Industry 4.0 and manufacturing ecosystems Exploring the world of connected enterprises. Retrieved from the Internet: https://www2.deloitte.com/content/dam/insights/us/articles/manufacturing-ecosystems-exploring-worldconnected-enterprises/DUP_2898_Industry4.0ManufacturingEcosystems.pdf, Access date: 14.07.2021.
DigI-VET Fostering Digitisation and Industry 4.0 in vocational education and training 2018-1-DE02-KA202-005145
IO 4 – O4-A3-P3 Teaching and learning materials
Germany, UPB
3
perform their tasks as autonomously as possible.
3 Hermann, M.; Pentek, T.; Otto, B. (2016): Design Principles for Industrie 4.0 Scenarios. Retrieved from the Internet:https://ieeexplore.ieee.org/document/7427673?arnumber=7427673&newsearch=true&queryText=in dustrie%204.0%20design%20principles. Access date: 14.07.2021.
DigI-VET Fostering Digitisation and Industry 4.0 in vocational education and training 2018-1-DE02-KA202-005145
IO 4 – O4-A3-P3 Teaching and learning materials
Germany, UPB
Tasks:
Write down your own definition of Industry 4.0 and do some research on the internet about it:
Name the 4 topics that are included in the definition of Industry 4.0
1.
2.
3.
4.
Which are the design principles in Industry 4.0? Explain in 4-5 lines about them
H5P: https://h5p.org/node/705021
2. History of Industry 4.0
The History of Industry 4.0
The following image shows the stages in which the development of the industrial manufacturing systems has developed from manual labour towards Industry 4.0. The has been described as the path through the four industrial revolutions.
Image: Christoph Roser (2015), licence: CC BY- SA. 4.0. Illustration of Industry 4.0, showing the four "industrial revolutions" with a brief English description. See also File:Industry 4.0 NoText.png. Retrieved from the Internet: https://creativecommons.org/licenses/by-sa/4.0>, via Wikimedia Commons. Link: File: Industry 4.0.png - Wikimedia Commons. Access date: 03.04.2021.
The first industrial revolution began with the mechanization and mechanical power generation in 1800s. It brought the transition from manual work to the first manufacturing processes; mostly in the textile industry.
The second industrial revolution was triggered by electrification that enabled industrialization and mass production.
The third industrial revolution is characterized by the digitalization with introduction of microelectronics and automation. In manufacturing this facilitates flexible production, where a variety of products is manufactured on flexible production lines with programmable machines. Such production systems however still do not have flexibility concerning production quantity.
Today we are witnessing the fourth industrial revolution that was triggered by the development of Information and Communications Technologies (ICT). Its technological basis is smart automation of cyber-physical systems. The consequence of this new technology for industrial production systems is the reorganization of automation systems to self-organising cyber physical production systems that allows flexible mass custom production and flexibility in production quantity. 4
Tasks:
Name the 4 stages of the Industrial Revolution
1.
2.
3.
4.
Which one of the Industrial Revolutions do you believe to be the most important and why?
H5P: https://h5p.org/node/705116
4 Rojko, A. (2017): Industry 4.0 Concept: Background and Overview. Retrieved from the Internet: https://onlinejournals.org/index.php/i-jim/article/viewFile/7072/4532. Access date: 14.07.2021.
3. When did Industry 4.0 begin?
Introducing Industry 4.0 to the public
The term Industry 4.0 was first publicly introduced in 2011 as "Industry 4.0" by a group of representatives from different fields (such as business, politics, and academia) under an initiative to enhance the German competitiveness in the manufacturing industry. The German federal government adopted the idea in its High-Tech Strategy for 2020. Subsequently, a Working Group was formed to further advise on the implementation of Industry 4.0. 5
Following that, a German government memo was released in 2013 and was one of the first times that 'Industry 4.0' was formally introduced. The high-tech strategy document outlined a plan to almost entirely computerize the manufacturing industry without the need for human involvement.
Angela Merkel, the German chancellor, spoke of the concept in January 2015 at the World Economic Forum in Davos, calling 'Industry 4.0' the way that we "deal quickly with the fusion of the online world and the world of industrial production." The German government started with investing 200 million euros to encourage research across academia, business, and government. Parallel to that, big German corporates and SMEs are investing some 650 million euros to speed up the development of ICT & "Industry 4.0" related technologies. The German Companies plan to invest around 10.9 billion euros in the evolution of "Industry 4.0" in the upcoming ten years.
Since the German announcement back in 2011, many other countries immediately realized the value of "Industry 4.0" concept and technologies and embarked efforts to develop it and participate in shaping it. Following to German government initiative, and in 2012, the US started the Smart Manufacturing Leadership Coalition (SMLC). SMLC is NGO combining manufacturers, suppliers, technology firms, government agencies, universities, and laboratories that all have the common goal of advancing the way of thinking behind "Industry 4.0". 6
5 Cleverism (2021): Industry 4.0: Definition, Design Principles, Challenges, and the Future of Employment. Retrieved from the Internet: https://www.cleverism.com/industry-4-0/, Access date: 14.07.2021.
6 Azzam, H. (2019): Industry 4.0 - The Fourth Industrial Revolution. Retrieved from the Internet: https://www.linkedin.com/pulse/industry-40-fourth-industrial-revolution-hatem-azzam/, Access date: 14.07.2021.
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Tasks:
When and where was Industry 4.0 publicly Introduced?
German Companies plan to invest around 10.9 billion euros in the evolution of "Industry 4.0" in the upcoming years. Do you believe this is a good investment and why?
H5P: https://h5p.org/node/705132
4. World of Work
Industry 4.0 and The New World of Work
The operational transformation will require technology to support new ways of thinking about jobs, the way people who do them, and the information they need to do it.
The digitisation of processes and systems is enabling the better collection and analysis of data, and potentially companies will be able to make better decisions faster. But more companies are beginning to realize that the speed at which business and technology change is not just new ways of thinking about technology, but about the change of the nature of the work itself. 7
Adopting Industry 4.0
Companies will face huge challenges in the adoption of these new technologies. To build and sustain these new technologies to full implementation, they will need to broaden and deepen their knowledge on digital technologies and the related fields —and then develop and implement tailored digital manufacturing strategies. 8
What does Industry 4.0 mean for the work force?
As mentioned in previous chapters, Industry 4.0 will have a massive impact on the economy and by consequence to the labour market. According to Dirk Hahn (CEO and Strategic Director of Hays in Germany) "it is estimated that as machines increasingly run themselves, we will inevitably see middle-skilled roles disappearing". 9 He also continues by saying "improvements in technology will likely lead to a 'hollowing out' of jobs distribution, whereby some middle-skilled jobs will disappear." On the other hand, he explains later on, how more jobs will be created in both lower and higherskilled occupations, ultimately meaning that automation will generate more jobs than it will destroy. 10
7 Automotion World (2016): Industry 4.0 and The New World of Work. Retrieved from the Internet: https://www.automationworld.com/products/control/news/13316129/industry-40-and-the-new-world-ofwork, Access date: 14.07.2021.
8 Bosten Consulting Coup (2020): Industry 4.0. Retrieved from the Internet:
https://www.bcg.com/capabilities/operations/embracing-industry-4.0-rediscovering-growth.aspx, Access date: 14.07.2021.
9 Original: "it is estimated that as machines increasingly run themselves, we will inevitably see middle-skilled roles disappearing".
10 Original: "improvements in technology will likely lead to a 'hollowing out' of jobs distribution, whereby some middle-skilled jobs will disappear."
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Here you can find an interesting article from the Guardian, by Richard Partington explaining how "Robots in workplace 'could create double the jobs they destroy". 11
Tasks:
How can companies introduce Industry 4.0 in their workplace? (provide a specific example in one industry: i.e construction, automotive, medical, factories etc…)
*This exercise requires need some further online research
H5P:
https://h5p.org/node/705352
11
Hahn, D. (2018): What does the future of Industry 4.0 mean for your job? Retrieved from the Internet:
https://social.hays.com/2018/11/12/industry-4-0-job/, Access date: 14.07.2021.
5. Industry 4.0 Challenges
The challenges in implementing Industry 4.0 are Economic, Social, Political and Organisational/Internal.
Economic
* High economic costs
* Business model adaptation
* Unclear economic benefits/excessive investment
Social:
* Privacy concerns
* Surveillance and distrust
* General reluctance to change by stakeholders
* Threat of redundancy of the corporate IT department
* Loss of many jobs to automatic processes and IT-controlled processes, especially for blue collar workers
Political
* Lack of regulation, standards and forms of certifications
* Unclear legal issues and data security
Organisational/ Internal
* IT security issues, which are greatly aggravated by the inherent need to open up those previously closed production shops
* Reliability and stability needed for critical machine-to-machine communication (M2M), including very short and stable latency times
* Need to maintain the integrity of production processes
* Need to avoid any IT snags, as those would cause expensive production outages
* Need to protect industrial know-how (contained also in the control files for the industrial automation gear)
* Lack of adequate skill-sets to expedite the transition towards the fourth industrial revolution
* Low top management commitment
* Insufficient qualification of employees
Here you can see an Interview by UATV English (Date: 5th of October 2017) - Challenges of the Fourth Industrial Revolution.
A brief explanation on how the Fourth Industrial Revolution is expected to be a huge challenge for educational institutions. How can they prepare students with the skills they need to be competitive in the global labour market in years to come?
https://www.youtube.com/watch?v=mFJ91lwFUVs
DigI-VET Fostering Digitisation and Industry 4.0 in vocational education and training 2018-1-DE02-KA202-005145
IO 4 – O4-A3-P3 Teaching and learning materials
Germany, UPB
Tasks:
Name 2 Challenges from each sector (Economic, Social, Political and Organisational/Internal). From the sector that interests you more, please pick one and explain a bit further)
*This exercise requires need some further online research
View this short video (by SAP https://www.sap.com/) about The Challenges Companies Face with Industry 4.0 and the importance of developing a road map to achieve business outcomes. Can you name 2 of the challenges the speaker is referring to?
Video: https://www.youtube.com/watch?v=omh0Aaco9xI
H5P:
https://h5p.org/node/713071
6. Benefits of Industry 4.0 in the World of Work
Industry 4.0 technologies could potentially transform the manufacturing chain completely. The benefits of digitization are significant from the efficiency of production, to the deployment of innovative products and services.
Revenue gains
According to a report by PwC digitalised services and products create €110 billion additional profit per year in Europe. 12 Revolutionary companies with digitalised services and products have noticed a significant growth in the last few years. Almost 50% of businesses who are converting to Industry 4.0 are expected to double their revenue in the next 5 years of implementation. Also, one in five businesses expect a 20% sales rise.
With the help of big data analytics, companies can also gain a deeper understanding of customer needs. The new information provided, can be applied to product development and used to build up customer interactions.
Increased efficiency and productivity
An article published in OECD.org by McKinsey & Company estimate that converting to automation and digitalisation can boost productivity in technical professions by 45% - 55%. 13 IoT (Internet of Things) has already been applied in large companies such as Siemens, Airbus, Cisco and many other companies in the Industry, which can now create more advanced IoT ecosystems of devices developed by sellers. The initial products enable seamless, fast and secure cross-platform connectivity and data exchanges between different IioT (Industrial Internet of Things) systems.
Human-robot teams are appearing in the factories now. The new generation robots are able to help manufacturers automate parts of the production process in order to get the products to the market faster. The MIT technology review estimates that the collaboration with the robot teams will reduce the workers time by 85%. 14
12 PWC (2014): Industry 4.0 – Opportunities and Challenges of the Industrial Internet. Retrieved from the Internet: https://i40-self-assessment.pwc.de/i40/study.pdf, Access date: 14.07.2021.
13 Caylar, P.-L.; Noterdaeme, O.; Nai, K. (2016): Digital in industry: From buzzword to value creation. Digital McKinsey. Retrieved from the Internet: https://www.oecd.org/dev/Digital-in-industry-From-buzzword-tovalue-creation.pdf. Access date: 14.07.2021.
14 Knight, W. (2014): How human robots Teamwork will upend Manufacturing. Retrieved from the Internet: https://www.technologyreview.com/2014/09/16/171369/how-human-robot-teamwork-will-upendmanufacturing/, Access date: 14.07.2021
Improved supply/demand matching
Cloud-based inventory management solutions enable better interactions with suppliers. Instead of operating in "individual silo", you can create seamless exchanges and ensure that companies that have applied Industry 4.0 technologies to their system have:
* High service-parts fill rates;
* High levels of product uptime with minimal risk;
* Higher customer service levels.
By pairing their inventory management system with a big data analytics solution, they will improve their demand by at least 85%. They can also perform real-time supply chain optimization and gain more visibility into the possible tailbacks, and expanding their growth.
Tasks:
Name the 3 benefits of Industry 4.0 in the world of work (mentioned above) and explain in your own words.
View this short video (by Machine Matrix) about which explains 6 general benefits of Industry 4.0. Can you name them?
Video: https://www.youtube.com/watch?v=lJnSKsgHipA
H5P:
https://h5p.org/node/725505
7. Industry 4.0 Drivers
According to a publication by Nordia the 3 main drivers of Industry 4.0 are Data, Connectivity and the Customer. 15
Data:
An introduction in the use and consecutive data can be attributed to the advancement of Industry 4.0 and has "forced" businesses in a way to review their systems. The rise in data volumes has led to the term "big data." This has caused a greater need than ever for companies to store and gather information and make better use of it. Organizations are now making use of historic data with advanced analytics, by enabling cognitive machines to self-diagnose and configure.
Connectivity:
Global supply chains are becoming increasingly common but are accompanied by efficiency issues due to distance and time zones. The Industry 4.0 solution for this is to create a virtual global factory, which means creating a network of businesses from various regions that can resolve issues of connectivity between companies and also improve the relationship between the customer and supplier.
Customer
Customer's needs have also empowered Industry 4.0. Innovative technology, such as 3-D printing, enables the conversion of a digital design into a physical product. This means that all products are materialising at a faster pace at an industrial level. By consequence, products can become more customised to the individuals, although they are made at a mass production level.
Using a digital system to design and create products creates great flexibility for both B2B transactions and to the customer (the end user). By combining the customer's input, the data analysis and response may mean that in the future a digital ecosystem will be created whereby human decision is augmented through algorithms.
15 Reliable Planet (2019/ 2021): 3 Factors Driving Industry 4.0. Retrieved from the Internet: https://www.reliableplant.com/Read/30933/factors-driving-industry, Access date: 14.07.2021.
Tasks:
Name the three drivers mentioned and from the driver that interests you more, please pick one and explain in 3-4 lines further.
*This exercise requires need some further online research
View this short video (by Visteon Corporation https://www.visteon.com/ ) . It shows how Industry 4.0 has impacted the way Visteon’s operations leverage connectivity, Big Data and autonomous automation to drive operational efficiency.
Please explain in your own words your thoughts if Industry 4.0 has helped the company positively, negatively or neither and why?
Video: https://www.youtube.com/watch?v=63k3H8fMR - 0
H5P:
https://h5p.org/node/726055
8. Agriculture and Industry 4.0
Digitalisation of agriculture
Industry 4.0 is transforming the production capabilities of all industries, including the agricultural sector. Connectivity is a vital element of this transformation and IoT a key enabling this technology that is increasingly taking part of the agricultural equipment.
The digitalisation of agriculture is based on the development and introduction of new tools and machines in production. 16
Transformation of the production methods and tools
Connected Tractors
The implementation of Industry 4.0 to tractors are key factors of the development of the agricultural industry. Connectivity and localisation technologies (GPS) are optimizing the usage of these agricultural tools. This includes driver's assistance to enhance routes and decrease harvesting and crop treatment, while reducing fuel use. But it also relies on the deployment of sensors to enable precision agriculture (PA). The sensors can better monitor and control crop treatments, enabling important gains in efficiency and productivity. In addition, connectivity is also enabling models developed by businesses to be more precise in terms of tracking by using better equipment which contributed to more precise billing of equipment use by contractors.
Automation
Another important transformation in the agricultural production process is automation. Automation will increase productivity by reducing the need for human workforce. This can take several forms, for example the automation of vehicles, the development of task specific robots that can automatically manufacture parts in the production line.
New Measurement Tools
The ability to collect more data and measurement about the production such as the quality of the soil, irrigation levels, weather conditions, presence of insects and pests. This ability also takes several forms such as sensors deployed on tractors and implements to direct deployment of sensors in the field and soil or in drones or satellite imagery to collect measurements from above.
16 Lamborelle, A.; Fernandez Alvarez, L. (2016): Farming 4.0: The future of agriculture? Retrieved from the Internet: https://www.euractiv.com/section/agriculture-food/infographic/farming-4-0-the-future-ofagriculture/, Access date: 14.07.2021.
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Source: Lamborelle, A.; Fernandez Alvarez, L. (2016): Farming 4.0: The future of agriculture? Retrieved from the Internet: https://www.euractiv.com/section/agriculture-food/infographic/farming-4-0-the-future-ofagriculture/, Access date: 14.07.2021.
Task:
How will industry 4.0 assist in agriculture in general?
*This exercise may require some further online research
H5P:
https://h5p.org/node/726119
8.1 The need of Industry 4.0 in the Agriculture sector
Digitalisation of agriculture
Regular machines (such as tractors) in agriculture are being converted to Industry 4.0 machines, meaning that they will become self-aware and self-learning, so as to enhance the overall performance and maintenance management of agriculture.
The main needs of Industry 4.0 in agriculture sectors aim to construct an open, smart manufacturing platform for real time data monitoring, by tracking the status and positions of a product as well as to consist of the instructions to supervise farming processes.
Automation
As mentioned previously automation is an important factor and a necessity for the transformation of agriculture. It will increase productivity by reducing the need for human workforce. By reducing the workforce on the line, the workforce will have to be trained to maintain and work on the machines thus reducing costs and increase profits.
Industry 4.0 allows companies to combine productivity and speed to respond to the market faster by making their systems more productive and competitive. However, companies who choose not to follow this emerging trend, risk being excluded from a worldwide competition. Agriculture 4.0 will make it possible to accomplish smart farms through new technologies. Nevertheless, the acceptance of these technologies by individual farmers depends on other additional factors, such as usability and the identification of best practices.
Both agricultural and farmer-centred approaches are needed for this. This way, the concept of smart farming will be made sustainable for the future. In the mindset of farmers, the importance of change and development is vital to stimulate an effective and sustainable production system that will last in the future. Instead, these ideas are the basis of a competitive industry.
DigI-VET Fostering Digitisation and Industry 4.0 in vocational education and training 2018-1-DE02-KA202-005145
IO 4 – O4-A3-P3 Teaching and learning materials
Germany, UPB
Task:
Why is there a need for Industry 4.0? Will it have an impact on the agriculture sector? *This exercise may require some further online research
H5P:
https://h5p.org/node/726250
8.2 Connecting Machines and Farms
Agriculture 4.0 is about connectivity
By default, the introduction of new tools and practises are needed to be incorporated in businesses in order to incorporate Agriculture 4.0 to increase productivity. To achieve that, the capability to remotely collect, use, and exchange data is necessary.
The development of the connectivity of agricultural tools is leading to important progress in the agricultural sector. The development of precision in the sector is now possible and it will increase the clarity of the industry. On the other hand, significant challenges will be faced as data exchanges in the business ecosystem and the need to invest in new infrastructure and tools are a necessity.
Predictive maintenance
Another reason to apply connectivity to a company in the agricultural sector is predictive maintenance. Deployments and connectivity enables the manufacturers to track the usage of the product. They can detect at a very early stage a loss of performance and offer preventive maintenance operations. In addition, the data collected helps the manufacturer to better understand the needs and usages to improve its line of products.
Another use of collecting data is to improve production practices, crops and tools. This approach could enable productivity increases and optimise the use of fertilizers, herbicides and fuel.
According to an article by Jess Noris and Jessica bland, published in Nesta.org the collection of data could enable a 20% increase in income while reducing herbicide and fuel consumption by 10% - 20%. However, these use cases will take time to deploy as they require extensive data collection and exchanges at the level of the ecosystem (enabling data analysis over several exploitations).
Connected ecosystems
The development of precision agriculture is based mainly on the ability to collect and analyse data. But to achieve these results and optimise production, the data needed to be gathered and analysed even further to detect patterns on farms/exploitations. This implies the development of data exchange mechanisms, and the collaboration of numerous factors with numerous and potentially conflicting interests.
The organisation of these data exchanges is set to be a crucial spot in the value chain with the ability to generate knowledge from data and set up a business model of optimisation services.
Fun fact!
4.1 Million
According to the book <Industry 4.0: Managing the digital transformation>, this is the number of data points the average farm will generate by 2050!
Source: Industry 4.0: Managing The Digital Transformation By Alp Ustundag, Emre Cevikcan
Tasks
Why is the exchange of data necessary for connecting machines and farms?
*This exercise may require some further online research
H5P:
https://h5p.org/node/726338
8.3 How are drones revolutionising agriculture
Farmers and in general anyone in the agricultural industry should be prepared to take on new technologies for producing food, increasing productivity, and making sustainability a priority. Drones are part of the solution, along with closer collaboration between governments, technology leaders, and industry.
Here are 6 ways drones can assist in agriculture:
1. Soil and field analysis: Drones can be helpful at the start of the crop cycle. They are able to produce 3-D maps for the early soil analysis, which is useful in planning seed planting patterns. After planting, drone-driven soil analysis provides data for irrigation and nitrogen-level management.
2. Planting: Start-ups have created drone-planting systems that achieve an uptake rate of 75% and decrease planting costs by 85%. These systems shoot pods with seeds and plant nutrients into the soil, providing the plant all the nutrients necessary to sustain life.
3. Crop spraying: Distance-measuring equipment, meaning ultrasonic echoing and lasers, enables a drone to adjust altitude as the topography and geography vary, and thus avoid collisions. Consequently, drones can scan the ground and spray the correct amount of liquid, modulating distance from the ground and spraying in real time for even coverage. The result: increased efficiency with a reduction of in the amount of chemicals penetrating into groundwater.
*Experts estimate that aerial spraying can be completed up to five times faster with drones than with traditional machinery.
4. Crop monitoring: Vast fields and low efficiency in crop monitoring together create the largest obstacle in farming. Unpredictable weather conditions make the process even more challenging which increase risk and field maintenance costs. Previously, satellite imagery offered the most advanced form of monitoring. But there were drawbacks. Images had to be ordered in advance, could be taken only once a day, and were imprecise. Furthermore, these services were extremely costly and the images' quality was low especially on days where the weather was poor. Today, timeseries animations can show the precise development of a crop and reveal production inefficiencies, enabling better crop management.
5. Irrigation: Drones with hyperspectral, multispectral, or thermal sensors can identify which parts of a field are dry or need improvements. Additionally, once the crop starts growing, drones allow the calculation of the vegetation table, which describes the relative density and health of the crop.
6. Health assessment: It's essential to assess crop health and spot bacterial or fungal infections on trees. Drone-carried devices can identify which plants reflect different amounts of green light and NIR light, by scanning a crop using both visible and near-infrared light. This information can produce multispectral images that track changes in plants and indicate their health. A speedy response can save an entire crop. In addition, as soon as a sickness is discovered, farmers can apply and monitor remedies more precisely. These two possibilities increase a plant's ability to overcome disease. And in the case of crop failure, the farmer will be able to document losses more efficiently for insurance claims.
Tasks
Name 3 ways drones are revolutionising agriculture and explain a bit about them.
H5P:
https://h5p.org/node/726348
8.4. Challenges in Agriculture
Adoption
To fully adopt 4.0 technologies in agriculture will take time, although the practices and mindset in the agricultural domain are positive. This sector will face significant challenges from standardising technologies to being able to invest into modern equipment and infrastructures that can support this.
The development of Agriculture 4.0 requires the technological equipment to be compatible with its standards. With the lifespan of agricultural equipment, these standards are fundamental
Indeed, given the lifespan of agricultural equipment, standards are a necessity to ensure that any choices made (mainly technological, for example software) are compatible with the newest equipment and is supported by the manufacturers and other industrials.
The need to have data exchange and communication standards that link the different systems together in a unified system covering all aspects of the agricultural exploitation, is a huge challenge to be adopted in Industry 4.0.
Farmers
Another challenge in the adoption process, is the ability of farmers to invest and modernise their equipment and practises. Very often, the major issue with farmers are the low economic funds, with a very small ability to invest in new equipment and a limited access to credit.
Another factor in the adoption of Agriculture 4.0 is age. According to an article published by Euroactiv "Farming 4.0: The future of agriculture?", in 2013, over 56% of farmers in Europe are over 55 years old. 17 Due to this, the digital skills of the workforce are limited and require additional investment in training to adopt technologies.
Furthermore, the willingness and ability to invest in new technologies face a risk of creating important gaps in production abilities between regions and exploitations.
17 Lamborelle, A.; Fernandez Alvarez, L. (2016): Farming 4.0: The future of agriculture? Retrieved from the Internet: https://www.euractiv.com/section/agriculture-food/infographic/farming-4-0-the-future-ofagriculture/, Access date: 14.07.2021.
Tasks
Name 2 challenges in the adoption of agriculture 4.0 and explain in 3-4 lines about them. *You may also do some online research if you wish to enrich the content further.
H5P:
https://h5p.org/node/728210
8.5 The Future of Agriculture in Industry 4.0
View all videos in this section to get an idea of the evolving future of Agriculture in Industry 4.0 (or Agriculture 4.0)
Video 1
Crux Agribotics' vision on Agriculture and how Robots with Vision and machine learning will automate the handling of crops end-to-end.
Video 2
This video was created by WolkAbout. It explains how their IoT Platform delivers all the features necessary to build a Smart Farming system, through the example of this video.
Tasks
View both videos and have a brief discussion regarding the content. What ideas come to mind? Feel free to elaborate a bit on your idea (s).
Video 3
The video here is a summary of everything that has been analysed in topics 8 – 8.5, with some good practises from around the world, of Industry 4.0 implementation.
H5P:
https://h5p.org/node/729212
9. Industry 4.0 in the Food and Beverage Sector?
According to Keith Thornhill - Head of Food and Beverage at Siemens Digital Industries, once a food manufacturer invests in some monitoring tools, that could enhance the production line, such as start to calculate almost immediately where productivity gains can be made, or where energy costs can be cut, or how the amount of downtime can be reduced through predictive maintenance, "the potential of digitalisation becomes clearer and more appealing".
4.0 for Food and Beverage
Food and Beverage manufacturers that implement Industry 4.0, operate on two basic pillars:
1. Information and process/product transparency
2. Decentralized decision-making
Food manufacturers that implement 4.0 find their organisations are better equipped to control their processes. The effect this has to the company, is that there is more time to market their products, contribute to improving the global regulatory compliance, produce clean product labels with accurate, efficient ingredient management and more technologically responsive solutions to deliver maximum customer value at the lowest costs.
Managing, sharing and protecting data
Industry 4.0 directly impacts regulatory compliance for manufacturers who are in the Food and Beverage sector. Product data sharing, such as raw ingredients specifications and compliance-related information is now compulsory. In addition, 4.0 technology supports platforms that make the essential information available to shareholders throughout the supply chain.
Product data management is critical for global food and beverage manufacturers.
Infrastructure options such as Software as a services (SaaS) and Product lifecycle management in the cloud (Cloud PLM), are used for global supply chains in cyberspace. These are quickly becoming a key asset for manufacturers who operate across international borders and needed to comply with regulations while protecting data.
Food for thought
According to Severin J. Weiss – the CEO of SpecPage (global expert in integrated software process solutions for recipe-based food and beverage manufacturers), the food and beverage industry generates 1.8 trillion dollars per year worldwide. If Industry 4.0 replaced the older technologies, positive changes, including trends and consumer behaviours, global regulatory compliance and legal requirements as well as increasing specializations deliver unremitting challenges for food manufacturers. Digital networking of all processes can provide innovative solutions.
For the food and beverage sector, Industry 4.0 trends to identifying opportunities and implementing specific measures for best practices, by employing data to achieve a strategic, competitive advantage.
Tasks
Could Industry 4.0 potentially help the Food and Beverage Sector? Please justify your answer.
View this short video in a Siemens factory, on how Industry 4.0 is revolutionizing the Food & Beverage Industry. What do you think? (https://www.youtube.com/watch?v=yXPfKeeu31A)
For further reading: https://www.newfoodmagazine.com/article/91347/industry-4-0/
H5P: https://h5p.org/node/730850
9.1. Challenges and Benefits of Industry 4.0 in the Food and Beverage Sector
4.0 Challenges
In order for manufacturers to introduce the idea of Industry 4.0 into their businesses, the ideology of " New business models require new strategies" should be the main concept. For businesses who rely on spreadsheets and enter data manually this concept will prove difficult. Severin J. Weiss, CEO of SpecPage (global expert in integrated software process solutions for recipe-based food and beverage manufacturers) insists that manufacturers should invest and embrace these new technologies in order to thrive in the global market.
4.0 Benefits
When the technologies of Industry 4.0 are introduced to the Food and Beverage sector, manufacturers will be able to quickly adjust and actively manage the rapid changes of food products, based on demand, while increasing traceability and transparency in the supply chain, and eliminating any risks associated with regulatory compliance.
To ensure better quality control, lab processes and data specification must be simplified and communicated clearly. By doing this the organisation ensures it has streamlined operations and could potentially achieve sustainable growth and return on investment (ROI).
This video explains some benefits of Industry 4.0 in the Food and Beverage sector by showing how companies can use digitalization to dramatically increase flexibility, enhance consumer responsiveness, and improve productivity.
https://www.youtube.com/watch?v=kGb6utklQwk
DigI-VET Fostering Digitisation and Industry 4.0 in vocational education and training 2018-1-DE02-KA202-005145
IO 4 – O4-A3-P3 Teaching and learning materials
Germany, UPB
Tasks
Explain the challenges manufacturers of Food and Beverage companies will face to apply Industry 4.0 to their businesses?
Explain the benefits manufacturers of Food and Beverage companies will receive when introducing Industry 4.0 to their businesses?
H5P: https://h5p.org/node/730876
9.2. Quality Control in the Food and Beverage Sector
Industry 4.0 has taken over the food manufacturing process in many ways. By integrating high-tech image processing, industrial robots are programmed in order to "see" and react to different situations based on the clearly defined parameters. This mean that the robots are able to identify different various food products on the same process line and simultaneously perform tasks, by identifying issues on the spot. The robots have been programmed with digital image processing. These consist of a series of processes that capture contactless, real time imaging, visual images sent to the computer and automatic analysis based on the results or measurement readings.
This is very beneficial for the food and beverage quality inspection, as it is able to certify labelling accuracy, colours, volume and/or height. This could potentially help inspect the entire manufacturing process from beginning to end with very little margin for errors.
The analytical monitoring enables the robots to perform necessary adjustments while in process. This ensures the required food safety standards are fulfilled and allows early detection of defects which by default reduces food waste and recalls.
To sum up, the 4.0 technology has resolved the limitation due to human imprecision, fatigue and variation in operators' judgment. Simultaneously, the 4.0 technology is able to store data automatically for the documentation purpose and evidence in the event of customer complaint.
This video shows the vision of the Cognex company, by introducing barcode reading technologies in order to help manufacturers around the world improve product quality by tracking products through the supply chain, eliminating defects, and enabling automation.
https://www.youtube.com/watch?v=L66OiQs628U
Tasks
Taking the above into consideration – how has the quality of products improved through using 4.0 technology?
For further reading:
https://www.researchgate.net/publication/333062733_Short_review_Application_Areas_of_Industr y_40_Technologies_in_Food_Processing_Sector
H5P: https://h5p.org/node/730997
9.3. Food & Beverage Traceability with 4.0 Technologies
Traceability is the ability to locate an animal, commodity, food product or ingredient and to follow its history in the supply chain forward (from source to consumer) or backwards (from consumer to source) by recoding the process. This particular process becomes very costly and complex with the integration of 4.0 technologies. The complexity can be linked to the unique characteristics of the food materials that undergo a transformation from the bulk raw material to individual food products in the manufacturing processes. Another challenge is that the food processes are majorly operated by humans which can be difficult to monitor. Quick Response (QR) code and Radio Frequency Identification (RFID) have been adopted in food supply chain as to automate the identification and tracking of food.
An example of RFID application is for meat. The system records the complete chain from the farm, to the slaughterhouse, to the processing factory to the retailer. The traceability data is gathered and registered through RFID readers, and sent to the central database. At specific places, there are devices where a consumer can read data from the central database and get the required information about the meat. Other foods that have been applied with RFID system are dairy, bakery, beverages, sushi, pasta and coffee.
Some of the information on these products can be read by using the RFID readers provided by the resellers and/or retailers, by the web (browser personal computer) and smartphone applications (APP) when the RFID tag code is inserted. A less expensive alternative for the traceability of products is the QR code system, where consumers can acquire information related to their food by scanning the code. This can also be done by using a reader application installed on the smartphones.
Tasks
The above, gives you some information and an example of the RFID application. Can you provide an RFID application example?
For further reading:
https://www.researchgate.net/publication/333062733_Short_review_Application_Areas_of_Industr y_40_Technologies_in_Food_Processing_Sector
H5P: https://h5p.org/node/731028
9.4. Automation and Customised orders
Automation for repetitive tasks
Automation for repetitive everyday tasks such as loading/unloading, assembly, packaging, pick and place, sorting, piling and spacing at very high speeds, have undoubtedly have been the robot's sector. These kind of tasks are often found in the food sector. Manufacturers are trying to slowly replace the human workforce with robots, as they are more efficient and with less room for errors. Other benefits gained from this is the ability to satisfy the growing need of supply and demand, the food safety and hygiene, simplifying maintenance and preventing human injuries. A technology that is often applied in the food and beverage industry is the gripper technology. The gripper is a subsystem of an equipment that comes into contact with a gripped object. The gripper system is able to not leave any visible marks on the items after gripping them and high hygiene standards. Between the surface of the food and gripper there is negative pressure which holds the products. With this technology there is no need for pipes or tubes that cannot by easily cleaned. Other tasks such as slicing, deboning, portioning, skewing, filling and sorting are also possible with this technology.
Customised Orders
The main objective on Industry 4.0 is to achieve individual customer needs and preferences. This effects areas such as order management, product design, research and development, commissioning, shipment, utilization, recycling of the products and other related services. With the increasing of customisation in customer requirements, the technologies for manufacturing or 3D printers have turned to food manufacturing. In the most basic principal, products that are manufactured by a 3D Food printer are in layers in a particular process according to the recipe. A newer category of 3D printer called binding printers is able to "glue" materials together with a type of edible cement. The latest tech of 3D printers' features nozzles, lasers, syringe and robotic arms working on powdery material to produce customized patterned chocolate or geometrically different pastry. Other possible customizations include taste, nutritional content, texture and colour
The technology has opened the possibility to produce personalized products and therefore, provide the companies an access for a new market opportunity that is focused on the customers who enjoy purchasing exclusive products or required specific diet for health. This technology, when implemented in the manufacturing sector could potentially solve producing products that have a complex geometry or required tedious assemblage. According to Noor Zafira and Noor Hasnan and Yuzainee Md Yusoff, 3D food printers have the potential to make a similar breakthrough as with the microwave back then in 70's, where the users are able to make fresh meals at home quickly.
Tasks
How does the gripper system assist in automating repetitive tasks? Feel free to do some further research online.
How does Industry 4.0 help with customised orders?
For further reading:
https://www.researchgate.net/publication/333062733_Short_review_Application_Areas_of_Industr y_40_Technologies_in_Food_Processing_Sector
H5P: https://h5p.org/node/732624
9.5. Augmented Reality
Marketing
Another 4.0 technology that has been able to assist the Food and Beverage Industry is Augmented Reality (AR), which for this sector has been used for marketing purposes. With the available mobile technology upgrades in built-in cameras, sensors and mobile cloud computing, we now have AR on our mobile devices. This technology allows the consumer to engage personally with the products and closely examine them. The consumer is able to see details about the product such as the price, measurement and calories, though his live-camera. They are also able to play games with the food, conduct various tests and inform themselves on available promotions.
Here is an example of a LocateAR Starbucks Demo. This is an example of an Augmented Reality geolocation platform that enables businesses to rapidly design and deploy targeted location‐based AR experiences.
This advantage has not only cut costs in term of logistics, resources, advertisement materials and marketing personnel but also saves time as well as the effort for the preparation of multiple marketing gatherings. Although the technology seems to be advantageous for the marketing sector, it is also able to store and provide instant data about the customer behaviour and feedback without having to perform the traditional post-purchase survey. In addition, the use of AR enables companies to educate the consumers about their food products.
Training
Another advantage of AR is enhanced learning. An example of this achievement was in teaching. A test was administrated at plumbing students, that AR outperformed the traditional ways of teaching. The task was to assemble a water pump. The first group of students were shown the conventional 2D engineering drawings and the second group received information through AR. The second group were able to complete the task in approximately 8 times faster than learning from observing the engineering drawing.
The AR technology has progressed in many ways over last years. It has been used resourcefully to train various domestic tasks such as baking, planting and cooking. An example of this is an instructional video for the banoffee recipe which was designed by an artist Romain Rouffet, who is a Creative Technologist at Adobe. Viewers are able to drag their cursor around the screen to view and zoom in or out of the pie from different angles. Such visual recipes are potentially a sign of an innovative training method that can be applied not only in the foodservice sectors but also for other applicable operations. An advantage of this, is the reduction of cost in providing personalised trainings by using a video screen and it being available to a large number of students/trainees. This is important for the food and beverage industry as it will significantly reduce the "trouble" and cost of storing or preparing food and beverage products that have a short shelf-life and over time changing the quality. Another benefit of this technology is that trainings would now be a lot more effective. The use of visuals is able to reduce mental load and processing. This results to students/trainees being able to understand the subject faster. In food and beverage manufacturing, this type of training is important to prevent the them from disturbing the production activities.
Tasks
How does Augmented Reality assist the Marketing sector? Feel free to do some further research online.
Give an example of how AR assists with the training students/trainees in the Food and Beverage sector?
Feel free to do some further research online.
H5P: https://h5p.org/node/740249
10. Industry 4.0 and the challenges for the government
The challenges
Industry 4.0 challenges governments both positively and negatively. On the one hand, it helps governments nurture an open, flexible, knowledgeable and skilled economy, by promoting trade outside of the traditional ways, by improving the effectiveness of the healthcare system and offers an advantage to those who know how to make best use of emerging technologies. On the other hand, governments could find themselves helpless against mega corporations, especially of taking into consideration the development of larger countries such as China and the U.S. The people will most probably start using technology for more autonomy, which will confront the power of governments and its institutions. An example of blockchain technology (meaning a growing list of records - blocks, that are linked using cryptography. Each block contains a cryptographic timestamp and transaction data. A blockchain is resistant to modification of data) is banking and personal finance. People could choose to trade with unofficial currencies such as bitcoins rather than official currencies run by central banks.
If governments fail to adapt to the new technologies, they will not be able to achieve the necessary efficiency needed for the growing demand of the public and cause damage to the reputation of the government. A study that was carried among hospitals and clinics in the UK, found that the most common complaint was the inability or limited access to Wi-Fi in these areas. Public areas will have to meet the peoples demands in the very near future.
What can be done?
David Lye, the director of Sami Consulting, stated in a report published by GE Reports (ge.com/reports) identified three scenarios on how the governments could deal with Industry 4.0.
1. Managing the Market: The EU commission published its "Digital Single Market" strategy, for the best possible access to the online world for individuals and businesses and setting a framework of rules in which it expects technological changes to take place. The aim is to try to ensure stability and fairness for all.
2. Taking Control: Large countries that do not have strong traditions in terms of Democracy, might attempt to introduce the newer technologies for either economic, domestic political or aggressive ends. The risk is that freer countries might be able to make faster progress and developing businesses, while taking advantage of countries who are trying to catch up.
3. Open for business: Smaller governments might not be able to control the technologies of Industry 4.0, but they could attract invest, such as alluring tax regimes (for example Cyprus has one of the lowest EU tax corporates at 12.5%), investment in infrastructure (such as 5G) and being open to trade worldwide (a great example of a country that enlists all the above would be Singapore).
To conclude, the governments need to plan an approach to manage the impact of the transition to the new technology.
Tasks
Name a challenge that the government will face in order to implement Industry 4.0. Feel free to do some further research online.
Name a solution that could be implemented in order to resolve the challenge you have mentioned above? Feel free to do some further research online.
H5P:
https://h5p.org/node/741117
|
<urn:uuid:9427da83-df7d-486f-8b2c-f0b105ffeb8f>
|
CC-MAIN-2024-18
|
https://digivet-tasks.eduproject.eu/wp-content/uploads/2021/07/O4-A1-P3-DigI-VET-Classroom-Material-EN.pdf
|
2024-04-16T13:10:39+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00554.warc.gz
| 179,980,458
| 11,286
|
eng_Latn
|
eng_Latn
| 0.939493
|
eng_Latn
| 0.993549
|
[
"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",
"dag_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
252,
438,
2723,
3223,
3704,
5085,
5951,
8643,
8906,
11590,
12208,
13951,
14702,
17256,
17934,
18255,
20188,
20838,
23416,
23666,
23822,
25678,
26040,
28433,
28870,
32151,
32275,
34344,
34558,
35059,
35416,
38158,
38555,
40076,
40545,
42373,
42684,
44548,
44873,
47770,
48137,
51464,
51759,
54770,
55091
] |
[
2.546875,
1.3125
] | 4
| 3
|
Six Aims
1. To be clean in body and pure in heart.
2. To be friends always with my dad.
3. To love the sacred circle of my family.
4. To listen while others speak.
5. To love my neighbor as myself.
6. To seek and preserve the beauty of the Great Spirit's work in forest, field and stream.
|
<urn:uuid:4987525e-f159-4f06-9e15-5517b62fa520>
|
CC-MAIN-2024-18
|
https://yigp.org/wp-content/uploads/2013/05/princess-6-aims.pdf
|
2024-04-16T12:56:49+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00559.warc.gz
| 995,618,822
| 76
|
eng_Latn
|
eng_Latn
| 0.999103
|
eng_Latn
| 0.999103
|
[
"eng_Latn"
] | false
|
docling
|
[
289
] |
[
1.75
] | 4
| 0
|
Defining the Chemical Equilibrium of Dead Stars in Stellar Metamorphosis
Jeffrey J. Wolynski firstname.lastname@example.org June 17, 2017 Cocoa, FL 32922
Abstract: It is explained in stellar metamorphosis that in order for a star to be classified as dead, it absolutely must be in static chemical equilibrium. Perfect chemical equilibrium is impossible though, as interactions with asteroids and hotter stars can change the chemistry of the dead star.
Stars with mostly dynamic equilibrium can host life, this is of course far into its evolutionary sequence. As well, all stars that are alive have either dynamic chemical equilibrium or can be in a long term non-equilibrium state as they evolve. This means:
1. Dead stars are in static chemical equilibrium as all dynamic equilibrium events have ceased (this includes all biological events, such as life.)
2. All the chemically and physically reversible reactions have ceased to take place on the dead star.
3. Any chemically or physically reversible or irreversible reactions can only take place, due to outside influences such as impacts, the radiation or wind from another host, or internal heated due to gravitational effects, etc.
4. Internal radiation due to radioactive material can still occur, but is extremely limited in effects, as all matter is somewhat radioactive, due to the presence of unstable or partially stable isotopes. This means that for a star to be classified as dead, it is not required to have completely lost all radioactive components. The half-lives of extremely stable isotopes would reach far beyond the scope of defining a star as dead/alive, similar to a human being classified as "alive" regardless if he or she still has radioactive carbon-14 long after they have died.
If a star has processes such as rain, wind or lava then it is not dead. Objects like Mercury and the Moon which do not have rain, wind or lava can be classified as dead. If they scoot closer to a hotter host and lava starts forming on the surface, then it can still be dead, as it is being heated by an outside body.
|
<urn:uuid:5813e4c8-a032-48db-b9bd-09bb15dbf8b5>
|
CC-MAIN-2024-18
|
http://dl.icdst.org/pdfs/files2/153bde33b849fb02b14ae154f489a0a1.pdf
|
2024-04-16T13:30:45+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00559.warc.gz
| 10,578,304
| 423
|
eng_Latn
|
eng_Latn
| 0.9983
|
eng_Latn
| 0.9983
|
[
"eng_Latn"
] | false
|
docling
|
[
2074
] |
[
1.671875
] | 1
| 4
|
Native Mussels Alter Nutrient Availability and Reduce Blue-Green Algae Abundance
Background:
Findings and Implications:
This work shows that translocation of nutrients by mussel aggregations are important to nutrient dynamics and algal species composition in rivers. The findings demonstrate that nitrogen translocation and transformation by a biologically diverse, imperiled faunal group controls nutrient limitation, community assemblages, and highlights the importance of native consumers in aquatic ecosystems. Entire assemblages of mussels have been extirpated from many rivers due to a variety of anthropogenic and climatic causes like dams, dredg ing, sedimentation, and prolonged drought. The full ramifi cations of past and future losses are yet unknown, but these results suggest that further loss of species could dramatically change community composition and ecosystem properties of riverine ecosystems, potentially damaging water quality.
Freshwater mussels (Bivalvia: Unionidae) (Figure 1) are an important group of filter feeding and long-lived (6 to 100 years) mollusks that live and burrow in river sediments. Freshwater mussels occur in large multi-species groups (mussel beds). However, the biodiversity of these sentinel organisms continues to decline rapidly in many rivers across the United States and they are considered North America's most imperiled faunal group. These valuable filter feeders remove nutrients and particulates from the water column. They make limited nutrients more locally available for other species while reducing total rates of downstream nutrient export. Trans-location (movement) and transformation of nutrients by animals is an important biogeochemical process that can enhance primary production across ecosystems and may have large effects on community composition and ecosystem function. Mussels can even generate spatial heterogeneity to support habitat in rivers and subsidize adjacent terrestrial ecosystems. As part of EPA's ongoing work to evaluate how natural and engineered structures in rivers alter nitrogen processing, determining the influence of mussels on nitrogen ecosystem services is critical to better management and decision making in aquatic ecosystems under anthropogenic and climatic stress. Since dense aggregations of consumers like mussel beds can create biogeochemical hotspots of nitrogen processing in aquatic ecosystems, we wanted to understand the importance of mussels to streambed nutrient dynamics, to determine whether mussels enhance benthic algae composition in rivers.
In a collaborative effort between The University of Oklahoma and the EPA's Office of Research and Development, recent cutting edge research shows that mussels greatly influence ecosystem processes by modifying nutrients that limit primary productivity in rivers of southern Oklahoma (Figure 2). Sites without mussels were nitrogen limited with ~26% higher relative abundances of N-fixing blue-green algae, while sites with high mussel densities were co-limited (N and P) and dominated by diatoms. Blue-green algae are known for forming toxic algal blooms, while diatoms are typi cally a high quality food for grazing invertebrates. This sug gests that through the formation of biogeochemical hotspots, native mussels reduce blue-green algae populations while promoting diatoms, thus creating better habitat patches for other aquatic organisms.
Figure 1. Native unionid mussels in rivers convert water column nitrogen to more bioavailable forms to support algal community structure, actually slow nitrogen movement downstream, and potentially enhance sustainable water quality for healthy communities.
Figure 2. Rivers are under multiple stressors from human pollutants and climatic effects. These systems support diverse ecosystem services, including those of native mussels, which can enhance sustainable healthy communities and improve water quality.
Publications:
Atkinson, C. L., C. C. Vaughn, K. J. Forshay, and J. T. Cooper. 2013. Aggregated filter-feeding consumers alter nutrient limitation: Consequences for ecosystem and community dynamics. Ecology doi.10.1890/12-1531.1.
Contacts:
Kenneth J. Forshay, United States Environmental Protection Agency, Robert S. Kerr Environmental Research Center, 919 Kerr Research Drive, Ada, OK 74820, (580) 436-8912, email@example.com
Carla L. Atkinson, Oklahoma Biological Survey, University of Oklahoma, 111 E. Chesapeake St., Norman, OK 73019, firstname.lastname@example.org
Caryn C. Vaughn, Oklahoma Biological Survey, University of Oklahoma, 111 E. Chesapeake St., Norman, OK 73019, email@example.com
|
<urn:uuid:f677a55c-c540-4968-bc19-69959fdad2ac>
|
CC-MAIN-2024-18
|
https://www.carynvaughn.com/wp-content/uploads/2021/02/EPAScienceBrief.pdf
|
2024-04-16T14:07:59+00:00
|
crawl-data/CC-MAIN-2024-18/segments/1712296817095.3/warc/CC-MAIN-20240416124708-20240416154708-00557.warc.gz
| 648,740,413
| 921
|
eng_Latn
|
eng_Latn
| 0.82926
|
eng_Latn
| 0.974686
|
[
"eng_Latn",
"eng_Latn"
] | false
|
docling
|
[
3669,
4620
] |
[
1.828125
] | 2
| 1
|