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Chapter 115
JEQUIRITY BEAN and ABRIN ( Abrus precatorius L .)
HISTORY
Scientifi c Name: Abrus precatorius L.
Botanical Family: Fabaceae (pea)
In India, there is a long history of the use of abrin from the jequirity bean plant to poison animals and humans. 1 Administration of small doses of seeds (beans) from Abrus precatorius to protect animals from abrin poisoning is one of the earliest examples of active immunization. 2 The seeds from Abrus precatorius are called gumchi in Hindustani and gunja in Sanskrit. The physical properties (e.g., uniformity, durability) of these seeds were used in Southeast Asia for weighing jewels and gold. An old system of weights called the Ganda system was based on multiples of the weight of four A. precatorius seeds. 2 In addition, jequirity beans were used by some African and Madagascar tribes as an ordeal poison, but the delayed toxicity and the development of immunity limited the effectiveness of the these seeds as an ordeal poison. In Arab countries, jequirity beans (coq ' s eye) were an aphrodisiac. Extracts of these seeds were used to treat chronic eye diseases during the 19th century, particularly trachoma. 3 In India and Sri Lanka during the early 20th century, abrin was used as a homicidal agent by stabbing the victim with a hardened, needle - shaped abrin paste. 21
BOTANICAL DESCRIPTION
Common Name: Jequirity Bean, Rosary Pea, Buddhist Rosary Bead, Indian Bead, Corral Peas, Paternoster Beans, Lucky Beans, Minnie - Minnies, Seminole Bead, Prayer Bead, Crab ' s Eye, Weather Plant, Ojo de Pajaro, Pois Rouge, Tento Muido
Physical Description: Small (1 cm/ ∼ 0.4 in.) alternate compound leafl ets develop on a twisting vine that grows up to 20 ft (6 m) in length. The bright scarlet seeds are 3 – 8 mm (0.1 – 0.3 in.) long and ovoid with a jet black end. The three color variations of these seeds include a red seed with a black eye (Indian native), a black seed with a white eye, and a white seed with a black eye.
Distribution and Ecology: Abrus precatorius is a vine used as an ornamental plant in tropical regions, such as southern Florida and the Florida Keys. Abrus precatorius also inhabits tropical and subtropical climates in Southeast Asia, India, Hawaii, Virgin Islands, and Puerto Rico.
EXPOSURE
Traditional herbal uses of Abrus precatorius include an anticonvulsant, insecticide, and the treatment of corneal opacities and trachoma by oculists. 4,5 In the Andaman Islands of India, aborigines eat boiled jequirity beans during extreme famines. 6 The jequirity bean is also a decorative bead in jewelry (e.g., necklace), shoes, and rosaries. Potential uses of abrin as a chemical weapon include aerosolization as a dry powder or liquid droplets and/or the contamination of food and water sources. 9 However, to date there is no documentation of the use of abrin as an aerosolized weapon.
PRINCIPAL TOXINS
Physiochemical Properties
Constituents of the jequirity bean include N - methyl tryptophan, abric acid, glycyrrhizin (the active principle of licorice), a lipolytic enzyme, a heterodimeric glycoprotein (abrin), and a heterotetrameric glycoprotein ( Abrus agglutinin - I). The latter two structurally similar substances are class II ribosome - inactivating proteins (ribotoxin). However, Abrus agglutinin - I is signifi cantly less toxic than abrin, probably as a result of a difference in the secondary structural elements in chain A. 7 Like ricin, abrin has two dissimilar, disulfi de - linked polypeptide chains composed of a lectin with two d - galactose moiety - binding sites (B chain) and an RNA - specifi c N glycosidase that inhibits protein synthesis (A chain). 8 The A chain contains 251 residues divided into three folding domains with a molecular weight of approximately 30 kDa. 9 The B chains share the same 256 residues in addition to 12 other amino acids. There are at least three variants of abrin within Abrus precatorius species that differ in toxicity, binding ability, and lag period. 10 The toxic constituents of the jequirity bean are heat - labile and water soluble. 11 A thorough boiling removes these toxic ingredients. 6 The abrin compounds consist of four isolectins (A to D), which are monovalent compounds with molecular weights ranging from 63,000 to 67,000 Da. However, ricin and abrin are not identical disulfi de linked polypeptide chains. Based on minimal lethal intravenous doses to mice, abrin (0.7 μ g/kg) is approximately four times more potent than ricin (2.7 μ g/kg). 12
Poisonous Parts
The seeds of the jequirity bean plant ( Abrus precatorius ) contain four toxic lectins (i.e., abrin compounds) that bind to carbohydrates containing terminal nonreducing galactose residues. 13
DOSE RESPONSE
There is a marked variation between animal species and abrin toxicity with an intravenous minimal lethal dose (MLD) in mice and rabbits of 0.7 μ g/kg and 0.06 μ g/kg, respectively. 14 Predicting the fatal oral dose of jequirity beans is diffi cult because of the lack of data on the bioavailability of abrin in jequirity beans. A 20 - year - old male died about 4 days after the ingestion of part of a mixture containing 20 pulverized jequirity beans. 15 The patient did not seek medical treatment until one day before his death, and the case report did not include a detailed case history or results of any laboratory analyses (e.g., drug screens) except the hematocrit.
Mechanism of Toxicity
Most cases of human poisoning after the ingestion of jequirity beans involve gastrointestinal toxicity. These clinical features are consistent with abrin - induced damage to vascular endothelial cells, interstitial edema, and extravasation of fl uids and proteins similar to the vascular leak syndrome associated with ricin toxicity. 16 The general structure of abrin compounds is similar to ricin with two polypeptide chains (A chain and B chain). At the cellular level, abrin inhibits protein synthesis and causes cell death. Like ricin, the A chain inactivates the 60 S ribosomal subunits enzymatically after the B chain attaches the A chain to cell surface receptors. In vitro studies indicate that the B chain of each abrin molecule rapidly binds to nonreducing β - galactosyl residues of cell surface glycoproteins, particularly to mannose receptors on cells of the reticuloendothelial system. 17 Following the entry of the A chain into the cell, this N glycosidase cleaves adenine from positions 4 and 324 from a loop on the 28S rRNA. 18 The result is the inhibition of protein synthesis after a 30 - minute delay and subsequent cell death. 19 The roots of Abrus precatorius also contain glycyrrhizin, the active ingredient in licorice; therefore, the clinical syndrome of hyperaldosteronism characterized by sodium retention and hypertension potentially may develop following large doses of roots. However, there are no data to confi rm this adverse affect in humans.
Like ricin, the pathology associated with inhalation of abrin is limited to the lungs with little evidence of signifi cant systemic toxicity. The target cell for inhaled abrin and ricin is the type I pneumocyte. Animal studies indicate that abrin binds to cell surface receptors on type I pneumocytes and initiates acute alveolitis and necrosis of the lower respiratory tract epithelium. 8 A rapidly progressive pulmonary edema develops that produces severe hypoxia and death in exposed animals. Proliferation of type II pneumocytes occurs in response to the injury during the resolution phase of the pulmonary damage.
TOXICOKINETICS
There are few data on the toxicokinetics of abrin. The hard coat surrounding the jequirity bean limits the gastrointestinal absorption of abrin. Release of abrin from jequirity beans requires chewing or grinding of the bean prior to ingestion, and nonmasticated seeds pass through the gastrointestinal tract without causing toxicity. The high molecular weight (i.e., about 65 kDa) of abrin also limits the gastrointestinal absorption of this toxin. Based on animal studies, elimination of abrin probably occurs by the renal excretion of metabolites. 20
CLINICAL RESPONSE
The ingestion of jequirity beans frequently involves children, who are attracted to the bright colors of the seeds. These ingestions are usually asymptomatic because the whole bean passes through the gastrointestinal tract without absorption of abrin from the bean. 21 Serious abrin ingestion produces a severe gastroenteritis several hours after consumption, followed by the development of bloody diarrhea. Delayed symptoms do not usually occur during abrin intoxication; however, rare case reports associated the development of cerebral edema, altered sensorium, and seizures 4 – 6 days after ingesting 7 – 10 crushed jequirity beans. 22 One of these patients died, but the cause of death was unclear because of the lack of imaging studies or an autopsy. The latter case is typical of fatalities associated with exposure to jequirity beans. These case reports lack suffi cient clinical details to determine the cause and mechanism of death. Jequirity beans are highly antigenic and exposure to material in these beans may produce allergic or anaphylactic responses, particularly in atopic patients.
DIAGNOSTIC TESTING
Older analytical techniques include the detection of aqueous extracts of A. precatorius by characteristic ultraviolet absorption on spectrophotometry. 23 Radioimmunoassays have limits of detection near 50 – 100 pg abrin/mL, and there is little cross - reactivity of abrin with ricin on radioimmunoassay. 24 In animal experiments, sublethal parenteral doses of abrin cause a leukocytosis and mild to moderate elevation of serum hepatic aminotransferases. 25 There are few data on the laboratory abnormalities in humans following the ingestion of jequirity beans.
TREATMENT
The treatment of jequirity bean poisoning is supportive. 26 Decontamination measures are usually unnecessary after the ingestion of whole seeds. The administration of activated charcoal is a therapeutic option for patients, who present to a health care facility within one hour of the ingestion of well - masticated seed, but there are no clinical data to determine the effi cacy of decontamination measures including activated charcoal in this clinical setting. There are no commercial antidotes or effi cacious methods to enhance the elimination of abrin. Merck and Company (Whitehouse Station, NJ) developed an antiserum in large animals (Antiabrin ® or Jequiritol ® ) to control abrin - induced ocular infl ammations (i.e., secondary to trachoma treatment), but no clinical trials have ever been conducted in humans. Con- sequently, there is no commercial source of the antiserum. Careful fl uid and electrolyte replacement is the most important aspect of management. In general, supportive care is similar to treatment for ricin (castor bean) poisoning. Asymptomatic children may be observed at home; symptomatic patients should be hospitalized. Gram - negative sepsis from the passage of intestinal bacteria across damaged intestinal mucosa should be considered when a patient with serious abrin ingestion develops fever and hypotension.
References
1. Stirling RF . Poisoning by gumchi or suis (needles) . Vet J 1924 ; 80 : 473 – 484 .
2. Olsnes S . The history of ricin, abrin and related toxins . Toxicon 2004 ; 44 : 361 – 370 .
3. Martin S . The proteins of the seeds of Abrus precatorius . Proc Roy Soc 1887 ; 42 : 3331 – 3333 .
4. Moshi MJ , Kagashe GA , Mbwambo ZH . Plants used to treat epilepsy by Tanzanian traditional healers . J Ethnopharmacol 2005 ; 97 : 327 – 336 .
5. Molgaard P , Nielsen SB , Rasmussen DE , Drummond RB , Makaza N , Andreassen J . Anthelmintic screening of Zimbabwean plants traditionally used against schistosomiasis . J Ethnopharmacol 2001 ; 74 : 257 – 264 .
6. Rajaram N , Janardhanan K . The chemical composition and nutritional potential of the tribal pulse, Abrus precatorius L . Plant Foods Human Nutr 1992 ; 42 : 285 – 290 .
7. Bagaria A , Surendranath K , Ramagopal UA , Ramakumar S , Karande AA . Structure - function analysis and insights into the reduced toxicity of Abrus precatorius agglutinin I in relation to abrin . J Biol Chem 2006 ; 281 : 34465 – 34474 .
8. Griffi ths GD , Rice P , Allenby AC , Bailey SC , Upshall DG . Inhalation toxicology and histopathology of ricin and abrin toxins . Inhal Toxicol 1995 ; 7 : 269 – 288 .
9. Dickers KJ , Bradberry SM , Rice P , Griffi ths GD , Vale JA . Abrin poisoning . Toxicol Rev 2003 ; 22 : 137 – 142 .
10. Hedge R , Podder SK . Studies on the variants of the protein toxins ricin and abrin . Eur J Biochem 1992 ; 204 : 155 – 164 .
11. Niyogi SK , Rieders F . Toxicity studies with fractions from Abrus precatorius seed kernels . Toxicon 1969 ; 7 : 211 – 216 .
12. Gill DM . Bacterial toxins: a table of lethal amounts . Microbiol Rev 1982 ; 46 : 86 – 94 .
13. Wu AM , Wu JH , Herp A , Chow L - P , Lin J - Y . Carbohydrate specifi city of a toxic lectin, abrin A, from the seeds of Abrus precatorius (jequirity bean) . Life Sci 2001 ; 69 : 2027 – 2038 .
14. Fodstad O , Johannessen JV , Schjerven L , Pihl A . Toxicity of abrin and ricin in mice and dogs . J Toxicol Environ Health 1979 ; 5 : 1073 – 1084 .
15. Davis JH . Abrus precatorius (rosary pea) the most common lethal plant poison . J Florida Med Assoc 1978 ; 65 : 188 – 191 .
16. Baluna R , Rizo J , Gordon BE , Ghetie V , Vitetta ES . Evidence for a structural motif in toxins and interleukin - 2 that may be responsible for binding to endothelial cells and initiating vascular leak syndrome . Proc Natl Acad Sci U S A 1999 ; 96 : 3957 – 3962 .
17. Tsuzuki J , Wu HC . Temporal behavior of abrin in the intoxication of Chinese hamster cells (line CHO) . J Cell Physiol 1982 ; 113 : 94 – 98 .
18. Liu C - L , Tsai C - C , Lin S - C , Wang L - I , Hsu C - I , Hwang M - J , Lin J - Y . Primary structure and function analysis of the Abrus precatorius agglutinin A chain by site - directed mutagenesis . J Biol Chem 2000 ; 275 : 1897 – 1901 .
19. Benson S , Olsnes S , Pihl A , Skorve J , Abraham AK . On the mechanism of protein synthesis inhibition of abrin and ricin. Inhibition of the GTP hydrolysis site on the 60 S ribosomal subunit . Eur J Biochem 1975 ; 59 : 573 – 580 .
20. Fodstad O , Olsnes S , Pihl A . Toxicity, distribution and elimination of the cancerostatic lectins abrin and ricin
after parenteral injection into mice . Br J Cancer 1976 ; 34 : 418 – 425 .
21. Hart M . Hazards to health jequirity - bean poisoning . N Engl J Med 1963 ; 268 : 885 – 886 .
22. Subrahmanyan D , Mathew J , Raj M . An unusual manifestation of Abrus precatorius poisoning: a report of two cases . Clin Toxicol (Phila) 2008 ; 46 : 173 – 175 .
23. Niyogi SK . The toxicology of the Abrus precatorius Linnaeus. J Forensic Sci 1970 ; 15 : 529 – 536 .
24. Godal A , Olsnes S , Pihi A . Radioimmunoassays of abrin and ricin in blood . J Toxicol Environ Health 1981 ; 8 : 409 – 417 .
25. Niyogi SK . Elevation of enzyme levels in serum due to Abrus precatorius (jequirity bean) poisoning . Toxicon 1977 ; 15 : 577 – 580 .
26. Kinamore PA , Jaeger RW , deCastro FJ . Abrus and ricinus ingestion: management of three cases . Clin Toxicol 1980 ; 17 : 401 – 405 .
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Purposeful Practice
"Purposeful practice is serving the tennis ball 20, 35, or 50 times until the serve is "near perfect". It is working on a piano scales every day without fail until the fingering is so automatic, the fingers fly across the keys. It is committing to something so many times that it becomes a purposeful routine that gets you closer to mastery."
"Anyone can achieve mastery with purposeful practice. With considerable, specific, and sustained efforts over time, you can do most things you struggle with. You can only turn into the expert you want to become by deliberate, purposeful practice."
Recall not Recognition
* We are always tempted to do what feels easy and therefore we create feelings of success.
* However, this is just recognition – if you put the notes away and tried to recall it without any prompts – you realise this is more difficult.
* Re-reading your notes or reading over model answers and realising the facts, and knowledge is familiar may make us feel like we 'know' it.
* Unfortunately, you have to put yourself in a situation where you are failing in order to, eventually, be able to recall.
Purposeful Practice
* During exams, students don't get marks for just recalling facts. They get marks for answering questions.
* This means you shouldn't study for an exam by never testing yourself on writing full answers in exam conditions. For any test, we need to rehearse exactly the thing we'll be required to do.
Why is Purposeful Practice so important?
* Maths – 30 questions (80 marks) in 90 minutes
* English – 40 mark question on An Inspector Calls in 45 minutes
"Purposeful practice is serving the tennis ball 20, 35, or 50 times until the serve is "near perfect". It is working on a piano scales every day without fail until the fingering is so automatic, the fingers fly across the keys. It is committing to something so many times that it becomes a purposeful routine that gets you closer to mastery."
Purposeful practice should follow these steps:
1. Break the overall process down into parts
3. Focus learning on the weaknesses
2. Identify your weaknesses
4. Repeat the whole process
1. Break the overall process down into parts
English Language Paper 1 Section B Write a description inspired by the picture. (40 marks)
1. Write 4 paragraphs
2. Paragraph 1 - wide angle; Paragraph 2 (medium angle); Paragraph 3 (close up); Paragraph 4 (change)
3. Choose items to describe in each paragraph
4. Decide on the tone for each paragraph
5. Use imagery and vocabulary to achieve the tone
6. Start with a '3 adjective : detail' sentence
7. Ensure a range of sentence types is used
2. Identify weakness
Use imagery and vocabulary to achieve the tone
3. Focus learning on weakness
Which words will help create musical imagery and a relaxed tone?
Which words will help create violent imagery and a dramatic tone?
Harmonious
Melodious
Soulful
Hymn
Score
Acoustic
Bullets
Army
Regiment
Battle
Troop
Squadron
Use imagery and vocabulary to achieve the tone
4. Repeat the process
Use imagery and vocabulary to achieve the tone – improved?
Ensure a range of sentence types is used
Look, cover, write, check sentence types section of Knowledge Organiser.
What are the 7
classification?
levels of
"Landing on your butt twenty thousand times is where great performance comes from"
-Geoff Calvin
Think of an example exam question in your subject
1. What would your model answer look like? Should you differentiate them depending on the ability of the class?
3. Which gaps would you expect them to find in their answers?
2. How would you break it down into steps for your students?
4. How could you help them improve those particular gaps?
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International Summit on Women in STEM
drishtiias.com/printpdf/international-summit-on-women-in-stem
Why in News
The Department of Biotechnology (Ministry of Science & Technology) organized an International Summit on Women in STEM (Science, Technology, Engineering and Mathematics) in New Delhi in January 2020.
The overall aim was to boost the participation of women in the STEM fields for the development of a scientific career.
Theme: Visualizing the Future: New Skylines.
Key Points
The objective of the summit was to showcase successful women in the field of STEM as real-world examples of women scientists, doctors and engineers as well as the rewards associated with it.
STEM (Science, Technology, Engineering and Mathematics) It is a curriculum based on the idea of educating students in 4 specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach.
A robust STEM education creates critical thinkers, problem-solvers, and nextgeneration innovators.
India is one of the countries that produce the highest number of scientists and engineers, the growth of STEM has picked up significantly over the last few years.
According to the National Science Foundation, it is predicted that 80% of the jobs created in the next decade will require some form of math and science skills.
Despite having the top-quality talent, the exam-focused education model of India has limited students when it comes to innovation, problem-solving and creativity. This is where the STEM players come in to fill this gap.
Under Article 51A of the Constitution of India it is a duty of every citizen of India to develop the scientific temper, humanism and the spirit of inquiry and reform.
Source: PIB
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Firs Farm Primary School
Inspection Report
101989
Unique Reference Number
Enfield LEA
LEA
276629
Inspection number
12 July 2006 to 13 July 2006
Inspection dates
Andrew Marfleet AI
Reporting inspector
This inspection was carried out under section 5 of the Education Act 2005.
Rayleigh Road
School address
Primary
Type of school
Palmers Green
Community
School category
London N13 5QP
4 to 11
Age range of pupils
02088074292
Telephone number
Mixed
Gender of pupils
02088039878
Fax number
390
Number on roll
Ms Sue Fogden
Chair of governors
The governing body
Appropriate authority
Ms Francis Warhurst
Headteacher
25 September 2000
Date of previous inspection
Inspection number
Inspection dates
Age group
276629
12 July 2006 -
4 to 11
13 July 2006
© Crown copyright 2006
Website: www.ofsted.gov.uk
This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report 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.
Introduction
The inspection was carried out by three Additional Inspectors.
Description of the school
Children from a variety of backgrounds attend the school: over half are White, but less than 20% are White British. Over half the pupils have a first language other than English. An average number are entitled to free school meals. Mobility rates are high; there are several children from refugee or asylum seeker families. The proportion of children with learning difficulties or disabilities is average.
Key for inspection grades
Overall effectiveness of the school
Grade: 2
The inspectors agree with the school's judgement of itself as a good school. It provides good value for money. The quality and standards in the Foundation Stage are also good.
The fact that many pupils speak a language other than English at home contributes to the below average attainment on entry. Pupils make good progress and reach average standards by the age of seven. They continue to progress well throughout the school, and those leaving Year 6 achieve above average standards.
This achievement is the result of a curriculum that meets the needs of all pupils, together with much good and some outstanding teaching. Excellent assessment and tracking of pupils' progress enable teachers to set challenging targets and plan lessons that help everyone to achieve well, including pupils with learning difficulties and disabilities. The one area where more development is still needed is in information and communication technology (ICT), which is not used widely enough in all parts of the school.
Effective care, guidance and support contribute to the good personal development of the pupils. They are happy here, and know how to stay safe, fit and healthy. They are prepared well to become future learners, earners and citizens. Attendance levels, however, are a little below average in spite of intense efforts by the school. Too many parents take their children away during term time, and this interrupts their education.
Good leadership and management and, in particular, excellent monitoring of standards are helping the school to move forwards. The improvements since the last inspection indicate a capacity to improve further.
What the school should do to improve further
* Extend the provision for ICT so that all learners benefit from the richer curriculum and better teaching that it has started to produce.
* Work with the minority of parents whose children are missing too much school in order to reduce absence levels.
Achievement and standards
Grade: 2
Pupils are set challenging targets; they achieve well and reach above average standards.
When they join the school, many pupils have standards that are below average; a large proportion speak a language other than English at home. Good teaching and support ensures that they progress well in the Foundation Stage and can start Year 1 with the skills they need to learn effectively. They continue to progress well, and by the end of Year 2 have reached the national average in the areas that are assessed. Standards in writing are not as high as in the other areas, however.
The good progress continues in Years 3 to 6, and pupils have achieved at least average standards in the last few years. Assessments of Year 6 pupils in 2006 show that standards are now above average overall. Writing is still slightly weaker than other skills, but progress has been made in all areas. This is true of the many pupils here for whom English is an additional language. Pupils with learning difficulties or disabilities make as much progress as others.
Personal development and well-being
Grade: 2
Pupils' personal development, including their spiritual, moral, social and cultural development, is good. They behave well and work happily together. Most value friendships and are keen to make new friends. They enjoy discussions, practical activities and extra clubs that the school offers because, as one pupil put it, 'They make you be up and about'. Alongside this, pupils understand the value of exercise and a balanced diet.
They are proud of being playground 'buddies', house captains or members of the school council. They feel their views are valued. As a result, there is now more playground equipment and a healthy tuck shop. They accept their roles responsibly, submit job applications and undergo interviews. This, together with their good progress in basic skills, prepares them well for future involvement in the world of work. Pupils appreciate the extra help they receive and talk enthusiastically about the 'Tiger Teams' they join for this support. They know how to keep safe and who to talk to if they have a difficulty.
Attendance is below average. The school has a broad range of strategies in place for dealing with this, but it is mainly due to religious observance and extended visits abroad.
Quality of provision
Teaching and learning
Grade: 2
Good teaching and learning lead to the good progress that pupils make. Lessons are never less than satisfactory; some are outstanding. Teachers have high expectations of their pupils and organise lessons well. In outstanding lessons, learners are motivated, as seen in a Year 4 English lesson on syllabic patterns taught through the clapping of verse rhythms, or a Year 5 head-to-head multiplication tables quiz for a 'Lonsdale Belt'. In lessons that are merely satisfactory, there is insufficient attention to the varying needs of pupils.
The needs of all are met either by groupings within the class or, in the case of older pupils, the use of ability groups drawn from different classes to ensure that all receive the maximum possible challenge. Pupils are also helped by small group work outside the main lessons, either in school time or after school. Support staff are used effectively, particularly in helping children with learning difficulties or disabilities. Specialist staff also support pupils who are at an early stage of learning English.
Marking, assessment and the thorough tracking of pupils' progress lead to teachers setting challenging targets. Improving standards are the result.
Curriculum and other activities
Grade: 2
The curriculum is good. A coherent framework from Reception to Year 6, which is reviewed annually, ensures innovation and secure progression in the way pupils learn across all subjects. A good range of Foundation Stage activities prepares children well for Year 1. Effective links between subjects enhance pupils' skills throughout the school. Visits and visitors significantly enrich the curriculum, for example the visits from History Off the Page actors and an overnight residential stay on the 'Golden Hinde'. The opportunity to learn French from Year 4 onwards is an additional benefit to pupils.
Thorough planning is followed up with the sampling of pupils' work to evaluate outcomes. Classroom activities cater for differing needs, particularly in English, mathematics and science, but provision for ICT is uneven across the school. Personal, social and health education lessons contribute effectively to the personal development and well-being of pupils. A wide range of enrichment activities extends and enhances pupils' learning experiences, including the Don Giovanni opera project in Year 4 and the specialist bassoon and recorder lessons in Year 3. Opportunities for games and outdoor activities are numerous.
Care, guidance and support
Grade: 2
Pupils receive good care, guidance and support. Firs Farm creates a strong sense of community where all pupils belong and feel valued. Cultural diversity is recognised, creating a harmonious atmosphere where pupils thrive and confidence grows. As one parent said, 'This is like a village school.'
The school has high expectations of pupils' attitudes towards each other and to their work. Highly effective systems judge how well pupils do and how they can improve, especially in English, mathematics and science. This means pupils' learning is supported where it is needed, having a positive impact on achievement. The consistent approach to target setting means pupils know what they are working towards.
Support for those with specific needs and learning difficulties is very carefully and continuously evaluated so that they do as well as they can. Parents value the high level of support pupils receive. There are good arrangements for children starting school, which make it a happy experience. The school monitors attendance carefully, and has had a measure of success in discouraging absences, but does not yet have the support of all parents.
Pupils are guided to make healthy choices and develop physical fitness. Rigorous and regular checks are carried out to ensure they remain safe.
Leadership and management
Grade: 2
Improving standards result from good leadership and management. When the present headteacher and her deputy took up their posts nearly two years ago, this was already a good school, but they have found ways to take it further forward. A strong senior team is backed up by good middle managers whose skills are steadily developing, and all staff contribute to a rigorous process of self-evaluation. The school knows itself well, and parents, who are consulted regularly, are appreciative of the improvements being made.
Excellent monitoring has identified aspects of teaching and learning that can be further improved. The school uses data highly effectively to show where pupils could be making even better progress, and the recent rise in attainment levels can be attributed directly to this.
Governors feel they are now more fully involved. Their wealth of experience and expertise helps them to both challenge and support the school. Finances are well managed. Human resources, particularly the support staff, are deployed very effectively, although the provision for ICT across the school is uneven. One reason given for this is the nature of the accommodation: aging demountables that are harder to equip than the excellent modern buildings have retarded the introduction of new technologies in some parts of the school. Although ICT provision overall has improved since the last inspection, when its quality was called into question, the school rightly seeks more improvement in order to enhance learning and achievement.
In other respects, the school has moved forward significantly, not least in its rising standards, and has amply demonstrated its capacity to improve further.
.
Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaints about school inspection', which is available from Ofsted's website: www.ofsted.gov.uk.
Inspection judgements
Overall effectiveness
| How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? | 2 |
|---|---|
| How well does the school work in partnership with others to promote learners' well-being? | 2 |
| The quality and standards in foundation stage | 2 |
| The effectiveness of the school's self-evaluation | 2 |
| The capacity to make any necessary improvements | Yes |
| Effective steps have been taken to promote improvement since the last inspection | Yes |
Achievement and standards
| How well do learners achieve? | 2 | NA |
|---|---|---|
| The standards1reached by learners | 2 | NA |
| How well learners make progress, taking account of any significant variations between groups of learners | 2 | NA |
| How well learners with learning difficulties and disabilities make progress | 2 | NA |
Personal development and well-being
| How good is the overall personal development and well-being of the learners? | 2 | NA |
|---|---|---|
| The extent of learners' spiritual, moral, social and cultural development | 2 | NA |
| The behaviour of learners | 2 | NA |
| The attendance of learners | 3 | NA |
| How well learners enjoy their education | 2 | NA |
| The extent to which learners adopt safe practices | 2 | NA |
| The extent to which learners adopt healthy lifestyles | 2 | NA |
| The extent to which learners make a positive contribution to the community | 2 | NA |
| How well learners develop workplace and other skills that will contribute to their future economic well-being | 2 | NA |
The quality of provision
| How effective are teaching and learning in meeting the full range of the learners' needs? | 2 |
|---|---|
| How well do the curriculum and other activities meet the range of needs and interests of learners? | 2 |
| How well are learners cared for, guided and supported? | 2 |
1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.
Leadership and management
| How effective are leadership and management in raising achievement and supporting all learners? | 2 | NA |
|---|---|---|
| How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education | 2 | NA |
| How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review | 1 | NA |
| How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can | 2 | NA |
| How effectively and efficiently resources are deployed to achieve value for money | 2 | NA |
| The extent to which governors and other supervisory boards discharge their responsibilities | 2 | NA |
| The adequacy and suitability of staff to ensure that learners are protected | Yes | NA |
| The extent to which schools enable learners to be healthy | |
|---|---|
| Learners are encouraged and enabled to eat and drink healthily | Yes |
| Learners are encouraged and enabled to take regular exercise | Yes |
| Learners are discouraged from smoking and substance abuse | Yes |
| Learners are educated about sexual health | Yes |
| The extent to which providers ensure that learners stay safe | |
| Procedures for safeguarding learners meet current government requirements | Yes |
| Risk assessment procedures and related staff training are in place | Yes |
| Action is taken to reduce anti-social behaviour, such as bullying and racism | Yes |
| Learners are taught about key risks and how to deal with them | Yes |
| The extent to which learners make a positive contribution | |
| Learners are helped to develop stable, positive relationships | Yes |
| Learners, individually and collectively, participate in making decisions that affect them | Yes |
| Learners are encouraged to initiate, participate in and manage activities in school and the wider community | Yes |
| The extent to which schools enable learners to achieve economic well-being | |
| There is provision to promote learners’ basic skills | Yes |
| Learners have opportunities to develop enterprise skills and work in teams | Yes |
| Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form | NA |
| Education for all learners aged 14–19 provides an understanding of employment and the economy | NA |
Text from letter to pupils explaining the findings of the inspection
Children
On behalf of the inspectors, I would like to thank you for making us so welcome at your school and a special thank you to those who talked to us. We really enjoyed looking at your work and watching you in lessons and assemblies. Firs Farm Primary School says it is a good school, and we agree.
Why we think your school is good::) You make good progress in your work and reach high standards. :) You behave well, and enjoy being at school.:) You have a good headteacher, and she has a strong team to help her.:) You are taught plenty of useful and interesting things.:) The teachers and other staff help you to learn well.:) They support and look after you well, too.:) You know how to stay safe, fit and healthy.:) Your parents are very happy with the school.
What we have asked your school to do now:* Make sure that everyone has use of suitable computer technology, in all the classrooms.* Get across the message that missing school in term time will prevent you from learning as much as you should.We want to wish you well in the future and hope that you will always be as happy as you are at Firs Farm Primary School.
Yours sincerely,
Andrew Marfleet
Lead Inspector
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Prerequisites
* High school graduation or equivalent
* Interview with a program instructor
Graduation Requirements
* 70% or higher grade in each module
* Successful completion of required certifications
* Attendance of 90% or higher
VETERINARY ASSISTANT
The Veterinary Assistant Program provides students with the skills and knowledge needed to enter the workforce in animal care. VAs make a real difference in the lives of animals and their owners, everyday. VAs skillfully contribute to good working relationships within the entire veterinary team. Their knowledge and skills are transferable to other industries as well as provide a foundation for future career opportunities in management roles.
Program Benefits
Get hands on training during the program at the SPCA Dartmouth Shelter, SPCA Veterinary Hospital, as well as other facilities.
Build strong working relationships in the animal welfare community.
Instructors
Instructors are experienced industry professionals and are approved and regulated by the Department of Labour and Advanced Education, Private Career College Division.
Tuition
The tuition fee for 2024/25 is $12,995.
Modules
Business Administration – 48 hours This module teaches the basic daily skills required to excel in an administrative role in a number of animal welfare related industries.
Animal Care Attendant – 160 hours This module teaches how to safely work with animals as well as occupational health and safety procedures found in businesses in the animal welfare sector.
Customer Services – 48 hours This module teaches the skills needed to communicate effectively with clients and provide excellent customer service.
Exotic Animal Care and Handling – 30 hours This module will cover the basics of care and handling of small mammals, birds, and reptiles.
Animal Nutrition – 128 hours This module will teach the basics of nutrition and then the specifics of nutritional needs of cats and dogs in different life stages and health levels.
Animal Handling Level 1 – 128 hours This module teaches the skills to handle animals and become an animal welfare educator and advocate.
Veterinary Hospital Procedures– 128 hours This module teaches the skills to be an effective team member in a veterinary hospital.
Animal Nursing – 144 hours This module teaches students to be educated advocates of preventive care for pets who are able to discuss the benefits of this care with pet owners.
Large Animal Care and Handling – 30 hours This module will provide an introduction to the care and handling of horses, pigs, cows, chickens, goats and sheep.
Animal Handling Level 2 – 120 hours This module covers more advanced animal handling techniques for specific veterinary procedures and for working with aggressive and fearful animals safely.
Internship – 160 hours This is a 160 hour internship completed at an approved animal welfare business of the students choosing.
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Communication
Verbal and non-verbal communication
Verbal:
Transferring information with words
Non-verbal:
- The way the words are said: strength, tempo, rhythm, pausing, tone of voice etc.
- Body language: facial expression, gestures, eye movements and glances, posture, place in the room, laughter, cry, sweating, blushing, dilatation/constriction of pupils etc.
- Outer appearance: hair, clothes, jewellery/accessories etc.
The own body language is often something one is not self-conscious of, yet it has great impact on how a message is received.
One-way communication and two-way communication
In one-way communication the sender delivers his message to a passive receiver, who doesn't have the possibility to ask for clarifications, more information, whether he understood the message correctly etc. The sender also doesn't know whether the message was received, and if it was whether it was understood and will lead to action in the intended way.
One-way communication can be the preferred model when:
- time and speed is more important than precision and accuracy
- the task is simple, based on routine and one that the receiver is well familiar with
- the situation doesn't allow time or possibility for questions or clarifications
In a two-way communication situation the receiver can check the message with the sender, and thus an opportunity for interaction is opened. This increases the chances that sender and receiver will have understood each other better.
Two-way communication is always a superior means to tell new and complicated things, solve problems etc.
Furthermore one-way communication often decreases the will to work, motivation, work satisfaction and effectiveness.
Conflict resolution
Conflicting ideas and/or interests and goals. Unless a leader/group deals with the issue at an early stage it risks becoming an obstruction to the work and progress of the group, instead of the source of inspiration for constructive development it could become.
Establish good communication between the conflicting parties, at an as low as possible stress level. Intelligent and constructive solutions are more likely to be identified at a low stress level. This is also where one can determine whether the conflict is caused by faulty communication or by something else.
The peaceful resolution of a conflict is often dependent on two factors:
1. how much one values achieving the goal
2. how much one values having good relations to one's counterpart
Sometimes avoiding confrontation might be the right thing to do, in order for the parties to be able to calm down.
When time is lacking (e.g. in an emergency) forcing your way could be a way of moving forward. For the same reason, or for future collaboration's sake, submission might be an easy alternative.
Compromise is a "middle-way" alternative, that sometimes appear as the optimal solution in a situation of time constraint; both parties are equally unsatisfied, but feel at the same time that they have gained something important.
None of these methods will permanently solve the conflict, though. This will mean that future collaboration between the parties might be disturbed by this partially unresolved matter. The one method that could lead to an actual resolution of the conflict would be to reach a consensus, meaning that both parties work together to achieve a mutually satisfactory solution.
Obstacles in the strive for consensus might be:
- Refusal to realise that the other can have good reasons for his interpretation of facts.
- Refusal to realise that the other might have other and better sources of information to base opinions on.
- Rude or aggressive behaviour against the other – leading to a "fight or flight" situation making rational reasoning and sound judgement difficult.
- Intentional attempts to hurt, put the blame on or morally condemn the other, or otherwise act in a destructive manner (hate, threat, mockery, revenge).
Consensus can easiest be achieved if one:
- listens attentively and really tries to understand
- is respectful and considerate towards the other through words and body language
- shows a will to compromise
- allows the other to have his say
Feed-back
One important communication tool in order to prevent conflicts from arising, or to help resolve them when needed, is effective feed-back. Giving and receiving effective feed-back is often difficult for both the giver and receiver. Feed-back is often most effective if it has been solicited or if it has been made a natural and agreed-upon part of the interaction process.
Feed-back…
…is descriptive rather than judgmental (use "I" messages to describe what you feel and have observed)
…is both positive and negative (use the PNP, or "sandwich", approach
…is specific rather than general
…takes into account the needs of both the receiver and the giver
…is directed at behaviour which the receiver can do something about
…is solicited rather than imposed
…is checked to insure clear communication
…is directed primarily at a person's performance or behaviour rather than at the person himself (use examples)
…is most useful when given immediately after work has been completed or behaviour has been exhibited
Furthermore, make sure to:
- create a safe environment for the feed-back process (the right time and place, be open, agree to disagree, focus on problem-solving)
- articulate common goals and objectives
- use non-threatening language
- use transitional statements such as "at the same time", "in addition" and "furthermore" rather than "but" or "however"
- don't monologue, give the receiver a chance to respond
- use appropriate body language
- strive for a mutually satisfactory outcome (summarise what has been agreed to, agree to meet again to discuss progress if necessary)
: positive, negative, positive)
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МИНИСТЕРСТВО СЕЛЬСКОГО ХОЗЯЙСТВА РОССИЙСКОЙ ФЕДЕРАЦИИ ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ «ГОРСКИЙ ГОСУДАРСТВЕННЫЙ АГРАРНЫЙ УНИВЕРСИТЕТ»
Факультет Технологического менеджмента Кафедра иностранных языков
УТВЕРЖДЕН на заседании кафедры «11» апреля 2019 г., протокол № 6 Зав. кафедрой
Газзаева З.А.
ФОНД ОЦЕНОЧНЫХ СРЕДСТВ
по учебной дисциплине
Технический перевод иностранной литературы (английский язык)
Направление подготовки 27.03.01 Стандартизация и метрология
Профиль подготовки Стандартизация и сертификация
Квалификация выпускника бакалавр
Владикавказ 2019
Фонд оценочных средств предназначен для контроля знаний студентов по дисциплине «Технический перевод иностранной литературы (английский язык)». Направление 27.03.01- Стандартизация и метрология. Профиль подготовки: Стандартизация и сертификация. Квалификация выпускника: Бакалавр
Составитель
Колиева У.Х.
«11» апреля 2019 г
Фонд оценочных средств обсужден на заседании кафедры Иностранных языков «11» апреля 2019 г., протокол № 6
Зав. кафедрой
Газзаева З.А.
Согласовано:
Председатель методического
совета факультета
Э.И. Рехвиашвили
Декан факультета
А.М. Хозиев
Паспорт фонда оценочных средств по дисциплине Технический перевод иностранной литературы (английский
язык)
| № п/п | Контролируемые разделы (темы) дисциплины* | Код контролируемой компетенции (или ее части) |
|---|---|---|
| 1 | Стандартизация и метрология | ОК-5, ПК-18 |
| 2 | Научная метрология (правовая, производственная) | ОК-5, ПК-18 |
| 3 | Значимость измерений | ОК-5, ПК-18 |
| 4 | Отрасли метрологии | ОК-5, ПК-18 |
| 5 | Стандарт | ОК-5, ПК-18 |
| 6 | Современные стандарты | ОК-5, ПК-18 |
| 7 | История измерений | ОК-5, ПК-18 |
| 8 | Контрольная работа | ОК-5, ПК-18 |
| 9 | Что такое метрология и стандартизация | ОК-5, ПК-18 |
| 10 | Единица измерений | ОК-5, ПК-18 |
| 11 | История стандартизации и метрологии | ОК-5, ПК-18 |
| 12 | ГОСТ в России | ОК-5, ПК-18 |
| 13 | История измерений | ОК-5, ПК-18 |
| 14 | Стандарт Ч 2 | ОК-5, ПК-18 |
| 15 | Задачи метрологии | ОК-5, ПК-18 |
3
МИНИСТЕРСТВО СЕЛЬСКОГО ХОЗЯЙСТВА РОССИЙСКОЙ ФЕДЕРАЦИИ ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ «ГОРСКИЙ ГОСУДАРСТВЕННЫЙ АГРАРНЫЙ УНИВЕРСИТЕТ»
Факультет Технологического менеджмента Кафедра иностранных языков
Вопросы для собеседования по дисциплине «Технический перевод иностранной литературы (английский) язык»
Тема
1. Стандартизация и метрология
2. Научная метрология(правовая, производственная
3. Значимость измерений
4. Отрасли метрологии
5. Стандарт
6. Современные стандарты
7. История измерений
8. Что такое метрология и стандартизация
9. Единица измерений
10. История стандартизации и метрологии
11. ГОСТ в России
12. История измерений
13. Стандарт Ч 2
14. Задачи метрологии
Критерии оценки:
- «зачтено» выставляется студенту, если он проявил знания основного программного материала в объеме, необходимом для последующего обучения, допустил неточности в ответе, но обладает необходимыми знаниями и умениями для их устранения при корректировке со стороны преподавателя;
- «не зачтено» ставится студенту, у которого обнаружены существенные пробелы в знании основного материала, которые не позволяют ему продолжить обучение без дополнительной подготовки по данной теме дисциплины.
4
МИНИСТЕРСТВО СЕЛЬСКОГО ХОЗЯЙСТВА РОССИЙСКОЙ ФЕДЕРАЦИИ ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ «ГОРСКИЙ ГОСУДАРСТВЕННЫЙ АГРАРНЫЙ УНИВЕРСИТЕТ»
Факультет Технологического менеджмента Кафедра иностранных языков
Комплект заданий для контрольной работы
Контрольная работа №1
I. Change the nouns given below into adjectives and translate them into Russian:
1. sun
2. wind
3. rain
4. snow
5. cloud
6. fog
II. Mark sentences which are true with "T' and "F" if a sentence is false:
1. It often pours with rain in desert.
2. Thunder makes a noise.
3. Lightning can kill people.
4. If it is humid, the air will be dry.
5. Below zero, water turns to ice.
6. When it is foggy, you need sunglasses.
III. Use the following prepositions in sentences below;
"in", "at", "by", "on"
1. He went to his work…car.
2. They went…a journey last month.
3. She arrived…Rome at midnight.
4. We arrived…the hotel early…the morning.
5. Do you like travelling…plane or…train.
IV. Give the meaning of the idioms in the sentences below and translate them into Russian:
5
1. I am going to get up early in the morning come rain or shine.
2. I am certainly not going o spend all my money, I am going to save some for a rainy day.
3. I don't think you should worry about incident too much. It is just a storm in a teacup.
4. We are having a lot of problems at the moment, but we shall weather the storm if we stay together.
V. Translate the following sentences into Russian, paying attention to the use of Passive Voice:
1. A lot of food products that we buy today are pre-cooked or frozen.
2. What will happen if more of the Amazon forest is cut down?
3. The London Zoo was established in 1828 by the Zoological Society of London.
4. Naturalists think that apes can be taught to communicate with the help of sign language.
5. Many kinds of exotic animals can be found in Australia today.
6. Her new book will be translated into a number of foreign languages.
7. A new meeting of supporters of the Green movement is going to be held next month.
VI. Use "something", "anything", "nothing", "somebody", "anybody", "nobody":
1. I want to tell you…interesting.
2. It's so dark in the room, I can't see….
3. When I opened the box, I saw that it was empty. There was…inside.
4. We had…to eat the whole day, so I'am hungry.
5. Look! The house is very quite. I think…lives there.
6. They need…to help them on the farm because they have a lot of animals there.
7. If…rings me up, please tell me.
8. The excursion was very dull, we didn't see…interesting.
9. Do you know…in this village?
10. There is…in the fridge. Go and buy…for dinner.
6
Контрольная работа №2
I. Use the words from the box in the sentences below:
Pollute, protect, save, damage
1. Industrial development is causing widespread…to the environment.
2. Plants and power stations…the air in the surrounding area.
3. The aim of this organization is to…animals from cruel treatment.
4. The aim of all the environmentalists is to…our planet from dying.
II. Use the verbs from the box in the right form and translate them into Russian:
Found, discover, provide, classify, suggest
1. From earliest childhood we are taught to give names to the objects around us and to…them in some simple way.
2. The laboratory was to…the necessary equipment for the experiment.
3. The expedition returned from the Alps where they…some new plants.
4. This young scientist is widely known now, not long ago he…a new method of breeding.
5. This society for protecting animals' rights was…a few years ago.
III. Complete the sentences below with the words from the box. Translate them into Russian:
DNA, nucleus, cell, chromosomes, gene, genome
1. A pattern of chemicals within a cell that carries information about the qualities passed on to a living thing from its parents is called a….
2. …is a complete set of genes in a living thing.
3. A…the command center of the cell, contains all the vital information needed by the cell or the whole organism to function.
4. Genetic engineering is used to take segment of…from one species and put them into another one.
5. When a…multiplies it will also copy all the DNA.
6. …look like bundled up knots and loops of a long thin thread.
IV. What is the odd word out?
a) name, cell, classify, found
b) organ, part, place, segment
c) botanist, surgeon, biologist, naturalist
d) artificial, synthetic, genuine, false
e) combine, separate, mix, blend
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f) water, oil, gas, coal
g)
nutrition, diet, feeding, breeding
V. Use "must" or "have to", sometimes it is possible to use either:
1. You really…to work harder if you want to pass the examination.
2. Many children in Britain…wear uniform when they go to school.
3. Last night our dog suddenly got ill. We…call the vet.
4. Ann…wear glasses since she was 8 years old.
5. I'm afraid, I can't come tomorrow. I…work late.
6. We couldn't treat our pet ourselves. We…take it to the vet.
7. When you come to London again, you…come and see us.
VI. Use the right pronoun:
1. …friend and I work together. …enjoy playing tennis.
2. They are from Canada and all…relatives still live there.
3. I like to spend…weekends with…family.
4. Ann and…mother are both teachers.
5. Michael is French and…wife is German.
6. …sister and I are American, but…grandparents are Greek.
7. Henry's mother is a nurse, …name is Lucy.
8. Alice and Bill are doctors and…son is a medical student.
VII. Use can/can't or could/couldn't:
1. People…talk but animals….
2. A dolphin…live out of water.
3. He can't play tennis very well now but he…quite well when he was younger.
4. You…see the sea from our bedroom window.
5. Ten years ago he…swim from one side of the lake to the other without stopping.
6. I looked everywhere for my pet but I…find it.
7. I'm afraid I…come to your party on Sunday. I'll have to help my grandfather in the garden.
8. He didn't feel well, so he…go on an excursion with us.
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Критерии оценки:
- оценка «отлично» выставляется студенту, если в работе выполнены все задания без орфографических и грамматических ошибок;
- оценка «хорошо» выставляется студенту, если в работе выполнены все задания, отсутствуют грамматические ошибки, но допущены орфографические; или отсутствуют орфографические ошибки, но допущены 1-2 грамматические ошибки;
- оценка «удовлетворительно» выставляется студенту, если в работе выполнены все задания, но допущены незначительные орфографические и 3-5 грамматические ошибки;
- оценка «неудовлетворительно» выставляется студенту, если в работе не выполнены 50% всех задания, или работа выполнена с грубыми грамматическими ошибками
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МИНИСТЕРСТВО СЕЛЬСКОГО ХОЗЯЙСТВА РОССИЙСКОЙ ФЕДЕРАЦИИ ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ «ГОРСКИЙ ГОСУДАРСТВЕННЫЙ АГРАРНЫЙ УНИВЕРСИТЕТ»
Дисциплина Технический перевод иностранной литературы (английский)
Тексты для самостоятельного изучения
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 horseracing, 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.
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 (nonliving) 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 welldefined 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 subdivided 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, bark-creepers 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 largenumbers 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 ocean-going 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.
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4. оценка «неудовлетворительно» выставляется студенту, если он правильно выполнил менее 50% заданий.
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Guide to Identifying and Resourcing your Community Emergency Hub
He Aratohu mō te Tautohu me te Tuku Rauemi ki tō Pokapū Tūohotata ā-Hapori
Before an emergency
2
Contents Rārangi upoko
The role of a Community
Ohotata ā-Hapori
Emergency Hub Te mahi a te Pokapū Mate
After an emergency event solve problems close to home first
Solve problems close to home first. Do what you can to make you and your household safe.
Needs, Offers and information
Check on your neighbours
Then go to your Community Emergency Hub
The Emergency Coordination Centre will support your activities
If you can help other households, or need help in yours, go out and check with your neighbours. If there are people in your neighbourhood who are able to help others or need help themselves, check the surrounding streets to see what can be done. Many problems can be solved at this level.
Community Emergency Hubs are a place for the community to congregate and assist each other. This guide can help you to determine a suitable location and whether your community needs a Community Emergency Hub. If you have chosen a pre-identified location and an emergency has occurred, please refer to the Guide to Operating your Community Emergency Hub, During an Emergency.y.
A Community Emergency Hub should only be opened by volunteers when it is safe to do so following the emergency event, and if there is an appropriate number of volunteers to open and operate the Community Emergency Hub. A minimum of two people is required at all times.
Should your Community Emergency Hub have limited numbers of volunteers to run the Community Emergency Hub, consider what opening hours you are able to maintain based on those that can be in the centre, noting that a minimum of two people is required at all times.
4
Your Community Emergency Hub can support your community during peace time by helping them understand local hazards, being prepared at an individual and household level, as well as promoting social connection within your neighbourhood. For more information about this process, look for the Community Resilience Planning Process on Auckland Emergency Management's website – www.aem.org.nz or email email@example.com for information about training that Auckland Emergency Management can provide.
Objectives of the Community Emergency Hub Ngā whāinga o te pokapū mate ohotata ā-hapori
Community Emergency Hubs are pre-identified, community-led places that can support a community to coordinate their efforts to help each other during and after an emergency. Community Emergency Hubs will be opened and operated by people within the community, not official authorities, when there is a desire and capability for the community to help itself. Auckland Emergency Management (AEM) can advise and work with communities who wish to pre-identify a place, such as a church, sports club or hall, and plan to set up and operate a Community Emergency Hub
Community members and/or community-based organisations may establish and operate other Community Emergency Hubs that offer support to the community. Community Emergency Hubs do not fall under the direction of AEM, although the Community Emergency Hub may coordinate with and operate alongside AEM run Civil Defence Centres.
Other information He pārongo anō
Other community groups may also get together and organise support for people in your area, and official agencies involved in the emergency may come into the Community Emergency Hub, if needed. Work with them to make sure everyone in need is reached, the workload is shared, and the overall response is coordinated.
The Community Emergency Hub is a safe place for people to gather and support one another by:
1. Providing information about the emergency from trusted sources, so everyone:
a. understands what is happening
b. knows how to help and support each other
c. knows how to stay safe
d. can make informed decisions
2. Solving problems using what your community has available locally to:
a. make collective decisions
b. co-ordinate efforts to help one another during a disaster
3. Gathering information about what is happening in your community that can be passed on to Auckland Emergency Management's Emergency Coordination Centre.
People working at the Community Emergency Hub have no legal powers to take resources from anyone, or force anyone to do anything. All laws still apply in an emergency.
Community Emergency Hub verses Civil Defence Centre
How you can work together
Civil Defence Centres (CDCs)
During an emergency event, Auckland Emergency Management (AEM) may need to open up a CDC for those that need to evacuate and cannot stay with friends or whānau. These centres are also set up to provide specific welfare support, such as financial assistance.
Auckland Emergency Management will broadcast messages to the community regarding where CDC's have opened.
CDCs are places of safety where people directly impacted by an emergency can seek comfort and shelter, and access essential information and support services. They are flexible spaces that can be set up as a full welfare centre for evacuees, an information centre, or a recovery centre, depending on what is most needed at the time.
CDCs are run by Auckland Emergency Management and staffed by trained Auckland Council staff, not-for-profit organisations and central government agencies. The decision to activate a formal CDC is made by AEM in collaboration with emergency services.
Connect with your local civil defence centre. If a Civil Defence Centre opens near to your Community Emergency Hub, we suggest that your or someone in your team introduces yourselves to them.
6
Your Community Emergency Hub needs to become a CDC
There may be instances, as a result of the emergency, when Auckland Emergency Management will need to talk to you about what's required to potentially transition your Community Emergency Hub into a CDC.
There may be welfare needs that cannot be fully provided for by your local community, such as advice and direct service support for emergency accommodation, financial assistance, animal welfare, mental health assistance etc. This facility may be recognised as a vital location for formally responding to the needs of the community.
Auckland Emergency Management would have identified your Community Emergency Hub as the best suited for increasing support.
If this becomes an official welfare support place, it will have to be run and staffed by Auckland Council. This will not mean that anyone who has come to your Community Emergency Hub for shelter or support will need to be displaced, however it will mean you no longer need to staff the location, however you may wish to continue to volunteer to work alongside Auckland Emergency Management staff in the CDC to continue supporting your community.
You can support this process of your Community Emergency Hub becoming a CDC by offering up to date information on your community's needs and what you are seeing and hearing on the ground.
Before an emergency, it is important to work with your community to identify potential Community Emergency Hub locations. Places such as halls, religious centres or sports clubs may be suitable. If possible, identify more than one location.
Identifying and resourcing your Community Emergency Hub
Building checklist considerations
Resources
Once you have a location identified and set up, please contact Auckland Emergency Management as we can provide signage specific to Community Emergency Hubs.
Email firstname.lastname@example.org
This signage set includes:
* 1x large tear drop banner and base
* 4x directional signage
* 1x aluminium sign for being permanently located on the building itself.
* Role cards with lanyards
* Guide to operating your Community Emergency Hub – During an emergency
It is also important to identify what facility resources you may wish to have that can assist in running your Community Emergency Hub prior to an emergency. These resources could include;
* White boards
* Notebooks/paper
* Markers, erasers, pens
* String and/or Sellotape
* Name badges
* Simple transistor radios, batteries
* Foil blankets
* Biscuits, long life milk, cups, tea, coffee
* Hand sanitiser
* Hand soap
* Kitchen cleaning supplies (if applicable)
* Earmuffs (for disabled persons sensory protection)
* Small fidget toys (for disabled persons)
* Backup power supply
* High vis vests
Discuss and plan how you can access the building, or who you can contact to give you access if needed.
Funding
Auckland Emergency Management is not able to provide funds for resources (except for the signage set listed above). We can however write letters of support if your group is applying for grants. Please email email@example.com if you would like a letter of support.
If you would like to learn more about any funding opportunities provided by Auckland Emergency Management for your Community Emergency Hub, please reach out via email firstname.lastname@example.org
If you expect to be reimbursed for any support offered to community during an emergency, please discuss with Auckland Emergency Management before an event occurs, as reimbursement arrangements are managed by the National Emergency Management Agency and must be arranged prior to an emergency occurring.
Alerts and warning signals Ngā whakaoho me ngā whakatūpato
It is important to be aware of where to receive communication from about emergencies to help you and your community determine when you may need to open your Community Emergency Hub.
Auckland Radio Station frequencies:
Alerts and warnings of emergencies are issued to inform individuals to take a specific action. The action required is usually contained in the warning message, for example, 'seek further information' or 'evacuate'.
No one form of communication channel (e.g. TV, radio, text message, websites) will suit every situation or every person. Multiple communication channels are used to make sure as many people as possible receive the information they need.
Auckland Emergency Management utilises a number of ways to alert and inform the public including:
* Social media
* Facebook - @aklcdem
* Twitter - @aucklandcdem
* AEM website www.aem.org.nz
* Auckland Council Our Auckland newsletter www.ourauckland.aucklandcouncil.govt.nz
* Radio
* Television
* TIS (Telephone Information Service – Blind Low Vision NZ)
* Emergency Mobile Alerts (EMA)
National Radio – 101.4 FM or 756 AM
Newstalk ZB – 89.4 FM
The Hits – 97.4 FM More FM – 91.8 FM
Radio Live – 100.6 FM or 702 AM
For severe weather events: reports/warnings
issued: www.metservice.com
For road conditions and closures:
www.nzta.govt.nz
For power outages:
www.vector.co.nz/outages
www.countiesenergy.co.nz/outages
Stay informed – listen to your local radio station or check the Auckland Emergency Management website and social media channels
Alternative communications He Ara kē hei Whakawhiti Kōrero
In an emergency, telecommunication services may become damaged or overloaded. You may want to explore how communication would take place in the event of a significant telecom infrastructure failure. An example of this is VHF radios, which do not rely on the modern digital or satellite telecom systems. You may wish to look at obtaining these radios before an emergency situation occurs.
Auckland Emergency Management has a memorandum of understanding with the Amateur Radio Emergency Communications (AREC) group. AREC provide communication support for emergencies but can also support communities by providing advice around the design, development, set up and improvement of their own alternative communications as well as provide training on use of radios. To contact AREC to arrange this training email them at email@example.com
Your community group may also wish to investigate Satellite wifi options. There are various options out there including Starlink and VSAT. If you wish to learn more about these options, please reach out to Auckland Emergency Management and we can help talk you through what option might be best for your community. Email us on firstname.lastname@example.org
10
Some things your group will need to consider –
* Whether your community already has alternative communications (e.g. radios or satellite)?
* If so, how can you work with these already established groups?
* Does your community have access to radios for communication?
* Is your communication option transportable if you need to find an alternative location?
* Do you have facilities to charge or power your chosen communications tool?
* Where the alternative communication equipment will be kept in your community and how to easily and quickly access it?
* Who in your group would receive training/be responsible to maintain the equipment?
* If required, how will your group get funding for the alternative communication equipment?
Solve problems using what resources your community has available locally to:
* Make decisions together
* Co-ordinate efforts to help one another during an emergency
If your group would like to explore alternative communications further, email email@example.com
Useful Contacts
NZ Police
Dial 111 if:
* someone is in danger
* there is serious risk to life and property or
* you've come across a major public disruption
Fire and Emergency New Zealand (FENZ)
Dial 111 immediately if there is a fire.
For information about fire safety checklist and evacuation visit www.fireandemergency.nz
Ambulance Services
Dial 111 if:
- someone is seriously injured
- there is a medical emergency.
Auckland Emergency Management
The Auckland Emergency Management website provides alerts and information on current emergencies, as well as information and resources around the 4 R's: reduction, readiness, response, recovery and on how to get home and work ready for an emergency. Resources and announcements are predominately targeted at the Auckland region.
For enquiries before or after an emergency email firstname.lastname@example.org
For enquiries during an emergency, including individual or household welfare concerns and assistance in an emergency call 0800 222 200
For specific Community Emergency Hub support call +64 27 410 7850
Auckland Council
For building control, animal control, council information and assistance including reporting flooding 09 301 0101
National Emergency Management Agency
The National Emergency Management Agency's website provides alerts and information on current emergencies, as well as information around the 4 R's: reduction, readiness, response, recovery. Resources are predominately applicable nationwide.
www.civildefence.govt.nz
Ministry of Social Development
For financial assistance call 0800 559 009
Waka Kotahi NZTA
For road conditions and closures go to www.nzta.govt.nz
Metservice
For weather watches and warnings go to www.metservice.co.nz
11
DISCLAIMER: Reasonable skill and care has been used when providing information and advice within this handbook. However, the advice offered is intended as general guidance only, to community groups and organisations, and should not be relied upon in place of specific independent legal and professional advice. It is not to be regarded as legal advice. In providing this information and guidance, the handbook's contributors and agents disclaim all responsibility for any inaccuracy, error, omission, lateness or any other kind of inadequacy, deficiency, or flaw in, or in relation to, the information provided and all liability of any kind, on the part of any and all of them, to any person or entity that chooses to rely upon the information.
12
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General Assembly
A
Distr. GENERAL
A/HRC/WG.6/6/KHM/1 16 September 2009
Original: ENGLISH
HUMAN RIGHTS COUNCIL Working Group on the Universal Periodic Review Sixth session Geneva, 30 November-11 December 2009
NATIONAL REPORT SUBMITTED IN ACCORDANCE WITH PARAGRAPH 15 (A) OF THE ANNEX TO HUMAN RIGHTS COUNCIL RESOLUTION 5/1 *
Cambodia
* The present document was not edited before being sent to the United Nations translation services.
I. METHODOLOGY AND CONSULTATION PROCESS
1. Cambodia's National Report has been prepared in line with the General Guidelines for the Preparation of Information under the Universal Periodic Review (UPR) contained in the Document A/HRC/6/L.24. In the process of producing the Report, the National UPR Working Group has been established under the coordination of the Cambodian Human Rights Committee. It has conducted several meetings and consultations, with relevant national agencies/ministries. At the last meeting, the consultation was conducted jointly with the participation by a number of non-governmental organizations (NGOs) active in the promotion of human rights in Cambodia (the names and comments of those NGOs are attached in Annex I)
II. COUNTRY'S BACKGROUND
2. Cambodia is a country that has emerged from its past period of tragedy, hardship and suffering. The conflicts and civil war had plagued Cambodia with the total destruction and the break- down of all social fabrics including education, health and social protection services. The loss of qualifications and devaluation of human capital through the Khmer Rouge regime left Cambodia with untold sufferings and uncalculated consequences.
3. As such, it has been a long way for the country to recover from its legacy by overcoming all those challenges toward the processes of peace building, national reconciliation, reconstruction and development. Only until 1991 Cambodia started rebuilding itself from ashes. Even with the building of a foundation from then, and after the general elections in 1993 following the Paris Peace Accords of 1991, the country has encountered constraints over its progress in establishing institutions, economy and other infrastructures due to the protracted political environment, in many years thereafter.
4. In this context, the assessment of Cambodia human rights should take into account the retrospective of the past situation along with efforts it has then made at the early stage after the Paris Peace Agreements toward the process of ensuring peace and stability, of reconstruction and development of Cambodia with the support by the international community and through the evolving process of internal politics of a national reconciliation based on the win-win policy of the Royal Government in late 1990s. 1
5. In sum, over the nearly past three decades, Cambodia has gone through a period of major political developments in which it has shown the courage and perseverance as a Nation that has gone through three difficult phases toward the process of the country's developments and reconstruction including in the field of Human Rights as follows:
First Phase: The historical period where the nation was liberated from the genocidal regime on January 7, 1979, which is characterized as a major change in the modern history of Cambodia as the people has emerged from a tragic past period ruled by the Khmer Rouge regime.
Second Phase: The achievements of the Paris Peace Accords on October 23, 1991 have laid down a framework for recognition of Cambodia as a fully legitimate and sovereign State. As a Nation, Cambodia went through a political process of national reconciliation, thus bringing about the general elections with the assistance of the United Nations toward the establishment of a Constitutional Assembly, and the re-establishment of the Kingdom of Cambodia under the leadership of the former King Norodom Sihanouk. Consequently, the Constitutional Assembly was created by the general and free elections through the secret ballots that led to the creation of the National Assembly and the Royal Government of Cambodia in its first legislature. Thereafter, the 1993 Constitution was established with the adoption of multiparty system and pluralism in the country's governance.
Third Phase: Through the win-win policy of Samdech Akka Moha Sena Padei Techo Hun Sen, the Royal Government has achieved full peace in 1998, thus concentrating its efforts on the process of political and economic development. Cambodia has well prepared for the second National Assembly elections in late 1990s (1998) on its own. This election had made the world known of the democratic progress in Cambodia along with its continued commitments and progress of human rights.
6. Cambodia is, at present, known for its records of important accomplishments in many areas including in the fields of political, economic, social and cultural rights through its process of democratisation. The country has organized several democratic elections (at national, provincial, local levels through all its relevant institutions), and has achieved a remarkable success in performing its economic growth over the last five years. Much of what it has achieved thus so far is attributed to political stability and security of the country.
7. The current political stability, achieved and consolidated through persevering efforts after the conflicts allows Cambodia to embark on its continued reforms programs in all sectors, to rebuild intuitional capacities, strengthen socio-economic infrastructure, and create a highly conducive climate to attract investments from both domestic and overseas sources with strong economic growth and poverty reduction.
8. In spite of the impact of the global financial crisis, the Government has continued the deepening of overall reforms and the creation of objective conditions for the further recovery and development of the country. The Royal Government has guaranteed the rights and freedom and continued its commitments to achieving the best attainable human rights of the Cambodian citizens as enshrined in the Constitution and in pursuance to the Universal Declaration on Human Rights, International Conventions and Covenants on Human Rights and other relevant international instruments. In this context, the institutional capacity of the Government agencies has been gradually strengthened, including the National Human Rights Institution. It has extended partnership and cooperation with NGOs and relevant agencies for the promotion and protection of the human rights. Human Rights remain a fundamental principle which has been embodied in the main policies as well as in relevant plans/programs for the continued development of the country.
III. GENERAL SITUATION
A. Geography
9. Cambodia is located in South East Asia bordering with Thailand, Vietnam, and Lao, and with land area of 181.035 square kilometres. Cambodia is divided into Phnom Penh Municipality, 23 provinces, 26 cities, 159 districts, 8 Khans, 1,417 communes and 204 precincts which consist of 13,764 villages.
B. Population
10. At present Cambodia has the population of 13.4 millions, 51.5 per cent female, the urban Population is 19.4 per cent and the rural population is 80.6 per cent. This population census has shown that the average increase rate of Cambodian people during the last decade is about 1.54 per cent. The population density in 2005 is 75 persons per square kilometre and in 2010 it will be 86 persons per square kilometre.
11. Foreign residents in the Kingdom of Cambodia are: Vietnameses, Chineses, Chams, Thais, Europeans, Africans, Laotians, Japanese, Koreans, etc., and Ethnic groups are: Kouy, Steurng, Tumpun, Phnong, Prouv, Kroeng, Pour, Kareth, SaOrch, Kachhork, KraOrl, Rorbel, Tha'Morn, and Charay. These groups have been living, working, and making their livings in a free manner.
C. Religions
12. Article 43, paragraph 3, of the Cambodian Constitution stated that "Buddhism is the religion of the State" which is being practiced by the majority Cambodians. Besides this, there exist other religions namely Christianity, Islam, Caodaism, Animism etc… are being practiced by the people according to their beliefs and traditions, including those of individual ethnic groups without any discrimination.
D. Languages
13. The Official language is Khmer language. Foreign languages such as English, French, Chinese, Japanese, Korean, Thai, and Vietnamese etc… are being used and spoken in the Kingdom of Cambodia without any discrimination.
E. Economy
14. During 2 years 2007-2009, the economy has grown on the average of 10 per cent per Year, the inflation rate is under 5 per cent and the exchange rate is normally stable. The income per capita per person has been increased from US$ 290 to US$ 589. The poverty rate is decreased by 1 per cent per year.
F. Political Philosophy
15. The Kingdom of Cambodia is the Constitutional Monarchy that adopts the multi-parties democracy system as stipulated in article 1 and article 51 of the Constitution of the Kingdom of Cambodia in 1993.
G. The Structure of the State
16. The Kingdom of Cambodia is an Independent, Sovereign, Peace, Neutral, and NonAligned country. Cambodia has three separate powers which are comprised of Legislative branch, Executive branch, and Judiciary branch.
* Legislative Branch: represented by the Senate and the National Assembly. The National Assembly is established by the general and free elections through secret ballots to carry out the mandate of 5 years. The Senate was established in 1999 by
appointments and through the indirect general election. The number of members of the Senate shall not exceed half members of the National Assembly. The Senate has a mandate of 6 years;
* Executive Branch: represented by the Royal Government led by the Prime Minister accompanied by a number of Deputy Prime Ministers, Senior Ministers, Ministers, and Secretary of Sates as members. Prime Minister leads the government; he is the member of the National Assembly coming from the winning party. Other members of the government are selected from the members of the National Assembly or outside the National Assembly but they must be from the political parties which have won seats in the National Assembly;
* Judiciary Branch: Judicial power refers to the all-level courts that have independent authorities of ensuring the laws and relevant legal frameworks for the protection of all rights and freedoms of the people of Cambodia.
IV. DEVELOPMENT OF INSTITUSTIONAL FRAMEWORKS OF HUMAN RIGHTS
A. Human Rights and Receipt of Complaints Commission of the Senate
17. This Commission is established as one of the nine Commissions of the Senate with the duties to protect the legal rights of the citizens. On behalf of the Senate, the Commission performs roles and responsibilities to address the requests/complaints of the people whose rights have been violated. This Commission has the rights to examine and investigate complaints lodged by the people and reports it to the government for solving the problems. In 2009, the Senate received 24 complaints ( out of those complaints, 6 cases against the verdicts of Courts, 11 cases against the Provincial Authorities, 7 cases are being settled between citizens themselves).
B. Human Rights and Receipt of Complaints Commission of the National Assembly
18. This Commission is established as one of the nine Commissions of the National Assembly. As Representatives of the people, the Commission is entrusted with the duties to protect Human Rights and address requests/complaints of the citizens who were violated from various entities as does the Commission on Human Rights and Receipt of Complaints of the Senate. The Complaints received 126 cases in the first Semester of 2009. Among them, 87 cases are involved in land disputes and 39 cases are related to the Court's decisions and other issues.
C. Cambodia Human Rights Committee (CHRC)
19. The Cambodian Human Rights Committee is the body of the Government that is assigned with duties to promote Human Rights and rule of law in Cambodia. The Committee was formed by the Royal Decree No. NS/RKT/0100/008 dated 18/01/2000 and the Royal Decree No. NS/RKT/0209/163 dated February 13, 2009 on the amendment of article 2 and 5 of the Royal Decree No. NS/RKT/008 dated January 18, 2000 on the establishment of the Cambodian Human Rights Committee, which has the roles and functions to investigate and remedy all sorts of complaints, gather information related to the implementation of Human Rights, organize
Training, and Dissemination of Human Rights and prepare Human Rights reports for the United Nations. In 2007, the Cambodian Human Rights Committee has received 810 complaints, 625 of which being examined; The Committee is continuing to work on 185 complaints, whereas it had investigated 171 cases, issued letters of interventions for 89 cases and had assisted in the settlement of 07 cases.
D. Office of the UN High Commissioner for Human Rights in Cambodia
20. In term of international cooperation, it is quite obvious that the country has been making efforts by engaging itself in the promotion and protection of human rights under the UN framework. Since the end of peace process of 1993, Cambodia had extended its cooperation with the UN on human rights through the installation of the United Nations Office for Human Rights (UNOHR) in Cambodia along with periodic mandate by Special Representatives of the Secretary General. The engagements with the UN on Human Rights have even continued with the regular extension of the mandate both, of the Special Representatives of the UN Secretary General and the Human Rights Office in Cambodia.
21. Since November 2003, the Royal Government of Cambodia has continued to extend the operation of the Office of the UN High Commissioner on Human Rights in Cambodia in order to contribute to the promotion and protection of human rights in Cambodia, especially in the areas of capacity building. The continued appointment of a Special Rapporteur for Human Rights in Cambodia with one year duration of his duties to help assist the country in human rights is a clear indication of the sincere efforts and firm commitments of the Royal Government of Cambodia toward the policy on human rights.
E. Local and International NGOs (Non-governmental organization)
22. In Cambodia, civil societies have been increasingly developed with their active participation in the promotion of economic-social agenda, democracy and human rights of all spheres. NGOs are established with its own organization, to implement relevant program and activities which are granted by the government to operate extensively in the country. At present, Cambodia has nearly 2,000 local and international NGOs which are carrying out their operations in many fields and sectors; and 60 of those NGOs are performing in Human Rights fields. 23 NGOs have been formed as association, namely the Cambodian Human Rights Action Committee whose role is to promote and protect Human Rights such as in the area of education, dissemination, training for armed forces.
F. Toward the Establishment of National Human Rights Institution
23. On 26-27 of September 2006 the Royal Government of Cambodia as represented by the Cambodian Human Rights Committee, and in cooperation with the Working Group for Human Rights Mechanism of ASEAN, had organized a Conference on the establishment of the National Human Rights Institution in Siem Reap province. It had agreed in principle that this institution is to be created based on the Paris Principles. The Joint Working Group between the Government and CSOs are drafting the law on this matter at the current stage.
G. Extraordinary Chambers in the Courts of Cambodia (Khmer Rouge Tribunal)
24. In 2003 the Royal Government of Cambodia and the United Nations has reached an Agreement concerning the Prosecution under Cambodian Law of Crimes committed during the Period of Democratic Kampuchea. As a result of this, the Extraordinary Chambers in the Courts in Cambodia has been established for the Prosecution of Crimes Committed during the Period of Democratic Kampuchea (Extraordinary Chambers or ECCC). It has started the operation since 2006 in Cambodia. In a Joint Statement of 23 February 2009, issued at the meeting between High Representatives of the Royal Government of Cambodia and the United Nations, it was welcomed the significant achievements made by ECCC after the first commencement of the public hearings in the first trial before the ECCC and recognized the important progress toward addressing impunity for crimes of the former Khmer Rouge. It is hoped that the ECCC will become a model court for future judicial systems.
V. LEGAL AND JUDICIAL REFORMS
25. The Royal Government has concentrate its efforts on improvement of the legal and judiciary systems through its reform process, mainly on the enactment of laws, setting out of the strategies and taking of necessary step and measures to strengthen the capacity, independence, and neutrality of the Courts system which represents one of the important priorities and the challenges toward the process of strengthening the rule of law.
26. Cambodia has made significant progress in adopting and ratifying various legislations. In the Third Legislature, a total number of 140 laws were promulgated (including three major codes – the Criminal Procedure Code, the Civil Procedure Code and the Civil Code. A large number of legal texts and other regulations adopted in the past decade are largely related to political, economic, social and cultural sectors 2 which have contributed to the realization of the enjoyment of basic human rights of relevant fields. Similarly, in order to enhance the Courts systems, especially through the strengthening of their capacity and responsibilities, the Royal Government has established the Royal Academy of Courts whose functions are to train and enhance the capacity of the judges and prosecutors. 2
27. The Royal Government will continue its reforms program and strategies on legal and judiciary systems in order to achieve the following seven goals:
* Protecting human rights and individual freedom;
* Modernizing the laws;
* Providing access to the citizens in terms of receiving the information and Courts;
* Enhancing the court cases and related services for better quality;
* Expanding the Judiciary services including courts power and prosecutorial services;
* Introducing the disputes settlement outside the Courts systems;
* Expanding the legal institutions and Courts to fulfil its mandates successfully.
28. Laws and various normative acts have been disseminated extensively for implementation under the leadership of the Council of Legal and Judicial Reform. They were printed in the Royal Gazettes being monthly published. Besides, a large number of important laws have been circulated through various ministries, cabinets, municipalities, provinces; and they are also published in the media, radio, television, public forums and other training workshops. The laws enforcement systems are established as a mechanism to enforce the laws relevant to promotion and protection of human rights. The Council of Ministers meets on a regular schedule (once a week on every Friday) to examine and set out the plans of actions for their effective implementation. In the past, the government had amended article 51 of the Law on Civil Servants for the convenience of accusing the civil servants who break the laws. The Legislative Branch has an important role in examining the laws enforcement by calling for members of the government for questioning. The prosecutorial body assumes a role on all criminal acts, by acting as a special mechanism entrusted with duties to inspect the laws enforcement and human rights violations through letters of charges to the Courts.
29. There are two levels of Courts in the Kingdom of Cambodia:
* The Courts of First Instance (Provincial/Municipal Level) and the Military Court are the primary Courts for the first trial. Each Court of first instance is competent in the territory of particular provinces/municipalities nationwide; whereas the Military Court located in Phnom Penh has its competency in the whole territory of the Kingdom of Cambodia;
* The Appeal Court and the Supreme Court are the Appellate Courts located in Phnom Penh; both institutions have their jurisdiction in the whole territory of the Kingdom of Cambodia. All the above mentioned Courts have a major role in settling with all cases/lawsuits involving administration or legality. Nevertheless, the Military Court is competent only on any military-related offences as defined by law.
30. In order to reduce the expenses, especially the burden of the Courts, the Royal Government has established the Judicial Services Centres as pilot projects at district level (for some districts). The Ministry of Justice and the Ministry of Interior are acting as the project implementer in a number of provinces (Kompong Speu, Kompong Chhnang, Siem Reap, Battambang, Mondulkiri, and Rattanakiri). Meanwhile 08 Commune Councils at rural areas are being trained on legal matters with the new practices to tackle minor disputes for the people outside the Courts.
VI. IMPLEMENTATION OF LAWS AND INTERNATIONAL TREATIES
31. In the context of international obligations, the Kingdom of Cambodia is a State Party to most of major international human rights and humanitarian instruments globally as well as at regional settings. This year, the country has fulfilled its obligation by submitting its national reports to a number of international treaty bodies, namely the Committee on Economic, Social and Cultural Rights (CESCR), the Committee on the Rights of the Child (CRC), the Committee on Racial Discrimination. The draft of the next Report on the Convention of Elimination of Discrimination against Women is now being prepared.
A. Economic, Social and Cultural Rights
32. Cambodia believes that all human rights are indivisible, interdependent and interrelated. The value of democracy and human rights should be built and promoted through the principle of universality, along with the historic condition taking into account the historical, political, economic, social and cultural reality of the country and its particularity. As a party to the Covenant of Economic, Social and Cultural Rights (CESCR), Cambodia attaches high importance to economic, social and cultural sector which have been defined in article 35-36 of the Constitution. In this regard, after the conflicts, the Government spared no efforts to promote the realization of all the spectrums of human rights in its society through the development agendas of the Government known as Political Platforms of various kinds (comprehensive and sectoral). The implementation of the Rectangular Strategy during the Third Legislature (from 2003-2008) has resulted in major achievements. This has had a positive impact on the enhanced social fabrics, the culture of peace, security, social safety, democracy and thus has contributed to the advancements of human rights in Cambodia.
1. Poverty Reduction
33. Cambodia places special emphasis on the poverty reduction as a major effort for promoting and protecting human rights, given that 90 per cent of the poor live in rural areas after a long period of conflicts. Therefore attention has been given to address poverty as one of most priorities in the implementation of the Government strategic policy documents namely the Rectangular Strategy and National Strategic Development Plan (NSDP) for 1996-2010 which are designed as a pro poor focus instrument to speed up development, especially in rural areas. The Government has thus made steady progress in ensuring macro-economic climate in support poverty reduction.
34. As a result, poverty reduction was recorded in steady progress at a rate of over 1 per cent percentage per annum, and there is an improvement of main social indicators, especially in education, health and gender equity. 3 Based on the growth highlighted above, the income per capita in 2008 is around 625 US$, which increased in average of 9.5 per cent per annum starting from 1999. By the way, the Royal Government has strived to ensure that macro-economic climate remains healthy to support poverty reduction. Measure also have been taken to address the totality of its pro-poor policies along with the efforts made by the government in all other sectors that have positive impacts on poverty situation – an important factor that contributes to the improvement of human rights of relevant fields.
2. Rights to Work and Rights to Participate in Trade Unions
35. The Constitution of Cambodia provides for "both males and females of Cambodian citizens to have the rights to select their own works in accordance with their capacity and with the needs of the society" (art. 36.1). The Royal Government has made efforts in providing job opportunities for the Cambodian people, especially for the poor to work either inside or outside the country. 4 Technical and vocational education programs and other similar training projects have been established and promoted for the most vulnerable groups of people in order to meet the need of the labour markets.
36. Rights to work and the selection of jobs in the Kingdom of Cambodia are practiced without any discrimination as stipulated in article 12 of the Labour Law. Cambodia provides for guidelines to be established to protect the foreign residents working in Cambodia. 5
37. Efforts have been made in reducing the proportion of child labour for dangerous jobs through the carrying out of various projects and programs. In addition, a five year Plan from 2006-2012 on the elimination of the severest form of child labour, have been partly implemented and other regulations pertaining to child labour and labour related issues are being drafted for that purpose. The implementation of the above strategic Plan is based on the following principles and purposes: a) Job creation; b) Guarantee of good work conditions for workers; b) Preparation and implementation of the law on the Social Security for workers; d) Development of Human Resources;
38. At present Cambodia have made progress in creating 38 technical training centres and vocational training centres namely: 6 higher education and vocational centers;1 middle level technical centre; 5 vocational centres in Phnom Penh; 26 vocational centres in municipalities/provinces in 21 municipalities/provinces with 69, 471 taking various courses.
39. In order to uplift the living conditions of the people, the Royal Government has taken step to establish programs for the citizens to acquire the expertise/techniques and skills that would have proper jobs/businesses in line with the progress of the society and market demands. The Royal Government also supports the creation of the trade unions and the participation of individuals in the trade unions which is protected by the Constitution. 6
40. The Royal Government has paid attention to the management and utilization of local labourers/workers. In 2007 Cambodia has 2,368 enterprises which have 440,500 labourers/workers, a number that has increased 2 times as compared to 2005 ( there were 1,229 enterprises and 277,942 workers ). The Ministry of Labour had informed the owners of enterprises to respect the Labour Law, and other regulations related to the hygiene and work security and to create the health clinic, emergency room with sufficient medicines and adequate light in the workplace. 7
41. However the country still faces constraints (such as unemployment) due to the following challenges:
* The legacy of prolonged civil war for more than 2 decades;
* The investments for this period are concentrated only for the development in cities and major towns; and they are not yet encouraged to invest in the rural areas;
* Production, businesses, and agriculture at the rural areas are often met with natural disasters.
* Labour costs in rural areas are cheaper than in cities and major towns;
* The citizens still lack skills and techniques in line with the change in labour markets.
3. Ownership and Land Reform
42. The Kingdom of Cambodia has provided every race with full rights to ownership or coownership of property, which is guaranteed by the Constitution. 8 . At the same time, the Royal Government has taken steps and measures of providing the social assistance to help address the poverty reduction through land program. To this end, the Royal Government has distributed land to citizens who really in need of land through the framework involving the building of a new village, new settlements, including the implementation of land that have been cleared of mines, establishment of regulations of grabbed land for the poor.
43. The Government attaches high importance to land reforms for sustainable socio-economic development, mindful of historical, political, economic and social dimension of the issue. Emphasis is therefore placed on strengthening security of land tenure (both state land and private land) through land registration for systematic and sporadic land titling procedures in order to provide land titles to people as well as institutions entitled to tenure rights. Major efforts have been made in overcoming and attaining this priority with the continued work of addressing those challenges ahead in the agenda of the government. 9
44. The Royal Government has set out a number of institutional and legal frameworks, including:
* Sub-Decree No. 118 on the management of State land and instruction dated November 8, 2007 on the programs for the distribution of social land concessions;
* Instruction No. 02 dated February 26, 2007 on the issue of illegal grabbing of State land. All citizens who live in Cambodia have the rights before the laws to protect them from forced eviction in all manners. In the case that the State needs the land for public interest, the State has to compensate properly to the citizens being affected; 10
* Procedures of registration of land of indigenous communities;
45. The Royal Government recognizes the rights of traditional land use for indigenous peoples, including the demarcation of the boundary of the villages with the approvals of local communities and authorities concerned, thus allowing the Provincial Development Committee and existing Village Committee to jointly cooperate in monitoring the land use and setting out measures to ensure that the use of the natural resources is consistent with sustainability.
46. The Royal Government has issued the guidelines by recent Sub-Decree (this year) for land registration and the rights to ownership of the land belonging to the minority communities in the Kingdom of Cambodia. This guideline provides ownership for the minority community to own and use the land for agricultural production to support their livelihoods and also to provide supplies to the markets. 11
47. The Royal Government has equally made significant progress in the clearance of landmine planted during the conflicts of decades in the country. Mine victims have decreased significantly from 4,000 in 1996 to 900 victims in 2005 and to 352 victims in 2007. Those programs and efforts on demining have made progress not only in addressing the humanitarian issue, but also contributing to the economic and social development under the strategic policy of the
government over the years. Besides, in 2006 the Government has sent hundred of Cambodia deminers, to participate in the peacekeeping operations in a number of countries (such as in Sudan; and it is prepared to send them to Chad and Congo) under the humanitarian framework of the United Nations and the Organization of Francophonie respectively.
4. Social Security
48. Rights to social security are protected by law. The law defines the Social Security Allowances for labourers and employees of private companies, including allowances for retirements, work related risks and other allowances that will be determined by the Sub-Decree.
49. In order to implement the Social Security Regime under the Labour Law, the Royal Government of Cambodia (RGC) has established the National Social Security Cash Box by the Sub-Decree No. 16 dated March 2, 2007. This National Social Security Cash Box is established as the public body under the supervision of the Ministry of Labour and Vocational Training and the Ministry of Economy and Finance. It has the duty to manage the Social Security Regime, to guarantee all allowances for members to assist them with their difficulties relating to their old age, despondency, demise, and other work related risks or in the event of illness and maternity. 12 Besides the National Social Security Cash Box, the Royal Government has also paid attention to the Social Security Regime for former State officials and the old- aged persons.
50. In short, during the third legislature, the Royal Government succeeded in rescuing, and providing support to a large number of vagrants, vulnerable people including women and children, people with disability and the victims of human trafficking and natural disasters. Appropriate measures have been taken to mitigate the influx and misery of homeless into urban centres. The Government has cooperated with national and international organizations as well as other relevant institutions and civil societies to provide employment opportunities for, and to reduce the vulnerability of the poor. The efforts have been made in relation to the policy of social safety net to improve the well being of people, for example, by increasing pensions and other benefits for the retired civil servants and veterans.
51. Certain legislations on this social area were also envisaged, while others are being in progress. For example, a draft law for inter-country child adoption and a draft law on the Protection and Enhancement of Amputees Rights have been prepared for the adoption by the National Assembly in the near future. Cambodia has offered the opportunity to the vulnerable groups such as the veterans to form their association for protecting their interests. 13
5. Rights to Health Care
52. In the health sector, the Royal Government gives priority to the timely prevention and tackling of all kinds of epidemic diseases, people's healthcare and nutrition; and it regards people's well-being as the prerequisite to human resource and sustainable socio-economic development. Efforts have been made to improve the overall people's welfare, especially for the poor, women and children by providing support to improve health services with ensured cost-effectiveness, quality and accessible prevention and treatment as well as by strengthening institutional capacity on financial planning, implementing strategic polices for effective human resource management.
53. As a result, child mortality rate drops from 95 in 2000 to 66 per 1,000 in 2005. The under-five year mortality rate also declines during the same period. Maternal mortality rate also declines from 472 to 437 out of 100,000 births. Health care and rural sanitation services as well as the supply of clean water in rural areas are below the targets set in the Millennium Development Goals (MDGs). It was notably reported that HIV prevalence at only 0.9 per cent is less than half of 1.9 per cent assumed earlier for 2005.
54. Other important developments during the last two years include: a new Health Sector Plan for 2008-2015 has been developed to continue the old one; budget allocations and disbursement for the health sector have registered growth and stability; about 130 NGOs are involved in supporting the health sector, and most of them operating in remote areas; 14
55. Within the last year period, it is estimated that there had been total of 8,745,641 clients of medical consultation. Out of this number, 6,607, 178 new cases of diseases were found. There had been 495,690 inpatients, among which 72,820 received operations. The mortality rate in hospital is in decline with 1.76 per cent. In 2007, 20 provinces/municipalities throughout the country, (excluding Phnom Penh municipality, Prey Veng, Stung Treng, and Oddar Meanchey provinces), had carried out the national programme of 6 vaccination injections for infants under one year old in a total number of 1,129,342 and TB vaccination for 239,487 children, polio vaccination for 57,660 children. Cambodia has an impressive achievement of TB case detection rate and cure rate (from 70-80 percent respectively) through the implementation of the TB program supported by Japan over the past decade. Interim indicators since 2005 suggest that health access and delivery have continued to improve and Cambodians now have much better health centre; and child nutrition has continued to improve. 15
56. Over the years the Royal Government has carried out the health programs with the funding and technical support and assistance from a number of organizations such as UNFPA, UNICEF (United Nations Children's Fund), WHO (World Health Organization), AUSAID (Australian Aid), UNAIDS (United Nations Program on HIV/AIDS), WFP (World Food Programme), JICA (Japanese International Cooperation Agency). Cambodia highly appreciates the close partnership which has been extended by the international community in addressing health sectors.
6. Rights to Education
57. Cambodia recognizes the importance of education as a major tool for national development. The rights to education are promoted and protected by the Constitution. For this purpose, the Government of the Third Legislature has published the "Educational Strategic Plan for 2006-2010" which is a component of the Government's "Rectangular Strategy" and the "National Strategic Development Plan 2006-2010". The objective of this strategy is to ensure that all Cambodian children and adults have equal rights and opportunities in receiving the basic formal and informal education without discrimination against races, colours, gender, languages, religions, political tendencies, origin and social status. Morally, this strategic plan is connected to the education of the culture of peace, respect for human rights, legal and democratic principles and justice by fighting against violence, drug use, children and women trafficking and all types of discriminations in the society. These reflect the notion of "Education for All and All for Education" which illustrated the implementation of chapter 6 of the Constitutional law on the equal rights of all people.
58. In undertaking this strategy, the Royal Government has made significant progress in ensuring equity in the 9-year basic education for all children. The number of schools has increased by 30 per cent from 6,963 in 2003-2004 to 9,108 in 2006-2007 academic years. Enrolment rate also climbs in all levels of schooling. The number of scholarships provided to poor students at secondary level rises to 45,754, of which female students account for 63.2 per cent. The number of teaching staff has increased from 73,642 in 2003-2004 to 78,606 in 2006-2007 academic years. (Further statistic data is attached in Annex II).
7. Freedom of Religion and Beliefs and Diversity
(a) Religions and Beliefs
59. Religious and cultural issues are the bedrock for building and strengthening the very vital "social capital" that no amount of economic or social development can alone create or sustain. As a country of tolerance, endowed with its rich cultural heritage and tradition, the Government has made great efforts and progress in promoting the various cultural programs and social harmony among people with broader participation of stakeholders without any discrimination against races, colours, religion or backgrounds.
60. The Royal Government has offered a broad freedom in the practice of religion and beliefs: At present, Cambodia possesses 4,331 pagodas in total; among those there are 4,184 Mahanikaya Pagodas and 147 Dhamayut pagodas. Number of monks in total is 56,040; among those 54,784 monks belong to Mahanikaya sect (30,741 novices and 2,403 Phikhus) together with 1,256 monks belonging to Dhamayut sect (732 novices, and 524 Phikus). 16
61. For Christianity, there are 237 churches, 887 praying halls, 199 Christianity teaching schools with 112,398 Christian followers. For Islam, there are 254 mosques, 8 praying halls, 177 Islam teaching schools with 463,732 Muslims. For Chinese Mahayana, there are 80 temples, 37 praying halls, and 102,371 Mahayana followers. For Caodaism, there are 3 temples with 2,058 followers. For Bahai, there are 7 temples with 6, 995 followers.
(b) Cultural Diversity
62. Constitutionally Cambodia prohibits any discrimination on grounds of race, religion, sex or birthplace in its society. The Article 31-2 of its Constitution states that "Every citizen shall be equal before the law, enjoying the same rights, freedom and fulfilling the same obligations regardless of race, colour, sex, language, religious belief, political tendency, birth origin, social status, wealth or other status." This stipulation provides guarantees for equality before law and equality of opportunity for all citizens including the affirmative action that applies for the minority and other disadvantaged groups. In compliance with the Convention on the Elimination of all Forms of Racial Discrimination, to which it is a Party, Cambodia has submitted its subsequent National Report to its relevant Treaty Body, this year.
63. Cambodia is mostly a homogenous society. But it attaches high importance to the promotion of respect for diversity; especially respect for the rights of persons belonging to minorities as it believes that the situation of various specific groups in the society and particularly of minorities is an essential part of the democratic development in every country. To this end, a practical step was taken with the establishment of the National Council on Ethnic and Demographic Issues at the Council of Ministers which is acting as a body for consultation and coordination between government institutions and non-governmental organizations with the priority objective of designing and implementing the national policies for addressing the ethnic programs and interests.
B. Civil and Political Rights
64. Cambodia adopts the principles of democracy, multi-parties and pluralism in its political system of governance, since the first general elections supervised by the United Nations Transitional Authority of Cambodia (UNTAC) in 1993. The 1993 Constitution of the Kingdom of Cambodia provides fundamental rights that guarantee the equality of its peoples before the law. 17 The Constitution also provides the guarantees for the protection of law and the protection of liberty; it prohibits all kind of discrimination, including the protection of other rights such as the freedom of speech and expression, free movement, rights to form associations or assembly, rights to religion and beliefs, to property and security, among others.
65. Since the departure of UNTAC, Cambodia has undergone a process of change in its political transformation from a post conflict country into a new stage of strengthening democracy in the country. The institutional and legal frameworks governing the political functions and structures have been improved and enhanced over the years though the process of active participation of political parties and other actor, including civil societies in the political life. Cambodia has well managed to organize the three general elections and two communal elections on its own, after the departure of UNTAC, with a broader participation of the people and other stakeholders in the ballots to enhance the democratic process.
66. Cambodia has also made progress in the consolidation of democracy at the grassroots levels through the implementation of the program of decentralization and de-concentration. This political agenda is a component being further implemented under the Strategic Plan of the Government at present.
67. On 3 February 2002, it heralded another milestone for Cambodia since all legal entities/ individuals participated actively in the Commune/Sangkat council election nationwide. The second Commune elections held in 2008 have made further progress toward the Government efforts to strengthen the democracy at the community level. The elections have demonstrated the enhanced and effective capacity of the government to ensure peace and security in an electoral environment with successful achievements and progress for democracy. This also shows the progress in the political maturity of the people.
68. The Commune/Sangkat council election shows three basic important principles: Firstly, Cambodia has made progress in ensuring the promotion of empowerment of people to the local community through the implementation of decentralization policy of the government. The local people are the ones who own the power of delegation to their representatives to take part in the decision making of all the development process in the community. Secondly, the governance of Commune/Sangkat is the joint responsibility and management and commune/Sangkat. Thirdly, the local election has brought about a democratic progress for all political parties to fairly compete and to win trust from the people vote. This political mechanism will strengthen not only the democracy at the community level but also further strengthen the political stability and security, in general. Those are important elements to attract private investment and to take step
forwards for Cambodia towards the long-term and sustainable development. The Commune/ Sangkat Council elections have also revealed the positive development of the capacity of the Royal Government in consolidating democracy and improving the respect for human rights.
69. In undertaking the policy of decentralization, recently in May 2009, Cambodia, has made another step in holding the Capital, Provinces/Municipalities/, District /Khan Councils elections. This clearly demonstrates that Cambodia has committed to the strengthening of democracy in Cambodia which is now taking roots at all community levels.
1. Rights to Life
70. Rights and freedom to life are the basic rights and freedom for all mankind in the world since people was born. Therefore, the government of People's Republic of Kampuchea recognized the rights to life and the freedom of Cambodian people, mindful of their own tragic experience in the past as a survival society from the Democratic Kampuchea regime in 1979 (the Pol Pot regime) . To protect this rights and freedom and in view of its tragic history of recent past, Cambodia has eliminated the Capital Punishment through the adoption of the 1993 Constitution which underlines the consistent policy and the commitments of the Royal Government toward human rights instruments of relevant areas.
2. Freedom of Expressions
71. Cambodia adheres to the concept of freedom of expression which is the basic foundation for democracy, multi-parties system and pluralism.
72. The Constitution of the Kingdom of Cambodia states that: "Khmer citizens shall have freedom of expression, press, publication and assembly. No one shall exercise this right to infringe upon the rights of others, to affect the good traditions of the society, to violate public law and order and national security." (Art. 41). Furthermore, in the political platform of the Government, the freedom of press and freedom of expressions have been largely put into practice by stating that: "The Royal Government of Cambodia encourages the implementation the freedom of press, freedom of employment, freedom of expressions, rights to have the demonstration, rights to run a peaceful demonstration, the freedom of attending the rally within the legal framework. Authorized provision is a driving force for a free development with conscience and political belief of the open society. " The rights include the freedom to research and publicize information orally or in the form of written or other means without setting any limitations upon.
3. Freedom of Assembly
73. The Royal Government of Cambodia encourages the people to organize all public forums under the Constitution. Individuals are allowed by the Royal Government of Cambodia to establish associations or organizations, although the law has not yet been adopted. Relevant documents for such establishment should be deposited at the Ministry of Interior. In Cambodia, civil societies have been increasingly developed and participate actively in the promotion of national economic-social agenda, democracy and human rights. Many human rights activist Organizations such as the NGOs Committees on Human Rights, ADHOC, LICAHDO, especially National Democratic Institute (NDI), International Republican Institute (IRI) are
freely operating in all provinces/municipalities of the Kingdom. On the institutional aspects, Cambodia has established a National Human Rights Committee attached to the Government to coordinate and cooperate with national agencies and other stakeholders to address all challenges of human rights. In the law-making competency, there is also a Human Rights Commission which was established since the first legislature.
4. Freedom of Press
74. The freedom of press is guaranteed by Law of the Press. Under the political strategic plans of the Government and the law in force, freedom and rights to expression of media have been recognized nationwide in Cambodia since 1992 and have been progressively promoted thereafter.
75. In Cambodia there are two means of disseminating news: printing and broadcasting. The business operation on this field is required to seek permission from Ministry of Information. In order to guarantee their freedom of expression, opinion, publication and dissemination, press representatives are allowed to form associations of their own. As such, many of them have already come into operation namely Press Associations, Press Alliances, and Press Clubs. To ensure their credibility as well as all authorized freedom, in accordance with the law of press, the association has set up a Code of Conducts. Nowadays, the freedom of printing media in both national and international languages has improved and developed remarkably with diversity of views and opinions expressed in the Cambodian society. In fact, there are nearly 600 newspapers, journals and magazines that people can have access to, and enjoy reading at present throughout the country.
76. As for broadcasting, in total, there are seven TV stations under operation: one state TV station, two semi-state stations and four private stations. Moreover, there are two Cable TV stations operating in Phnom Penh today. There are about 40 radio stations, among those two are state owned radio stations and the rest are private owned radio stations.
5. Rights to Be Free From Torture
77. Cambodia is a State Party to the Convention against Torture (CAT) and the Optional Protocol to the Convention (OPCAT). As such the Government has made practical steps and efforts to implement the Convention and its Protocol. The Ministry of Justice has issues a letter No. 509 RBV 6106 dated 13 September, 1993 giving instructions to prosecutors at all provinces/municipalities to inspect the prisons and detention centres in compliance with the Convention against Torture (CAT) and any other forms of punishment on those who commit cruel acts. Criminal who commits tortures shall be tried in compliance with the criminal law, and at the same time, the compensation is required to pay to the victim. Obviously, 26 prisons staff/officials were punished and warned by Ministry of Interior for having physical abuse and degrading/insulting prisoners.
78. As a new State Party to OPCAT, Cambodia continues to work for the establishment of a National Preventive Mechanism in compliance with the Instrument. On 22 and 23 January 2009, the Ministry of Interior convened a workshop on the implementation of the Optional Protocol to the Convention against Torture in Cambodia. 18 It was also given an opportunity for relevant agencies and other stakeholders to study in detail and clarify the requirements for the
establishment of a National Preventive Mechanism (NPM) under that Protocol. The workshop led to a common understanding that while the effort of the Royal Government to establish such a mechanism was to be commended, more time is needed to establish a mechanism that will be fully compliant with the OPCAT and the Paris Principles. At this initial stage, the Government has issued a Sub-Decree to establish the NPM.
VII. WOMEN AND CHILD'S RIGHTS
A. Woman's Rights
79. Progress has been made in such cross-cutting areas as gender. Women are regarded as the backbone of the national economy and society. The Royal Government has exerted all efforts to promote the status of women through the continued implementation of "Neary Rattanak" or "Women as Valuable Gems" to deliver value and hope to Cambodian women with emphasis on gender equity in economic development.
80. Along with this line, steps have been taken to tackle violence against women, as the Law on the Prevention of Domestic Violence and the Protection of Victims was adopted in 2005 and implemented through a National Plan of action. The Law effectively and timely provides legal protection to victims, of which women and children account for the majority. The Royal Government has exerted all efforts to fight women and children trafficking since 2006. The Law on Anti-trafficking was also passed in 2008 and the enforcement of it is now being carried out forward. The National Plan of preventing domestic violence is being prepared to promote awareness and the implementation of women-related laws.
81. Priority is now given by the Royal Government to the implementation of this Gender Mainstreaming Strategy-phase II, which aims at promoting women's capacity building, enhancing women's ability to participate in education and health sector, and economic resources, eliminating negative perception and attitudes towards women, and promoting women's participation in public affairs. This policy is aimed at ensuring an equitable contribution of active women's rights to the national development. 19
82. The Royal Government of Cambodia has provided women the equal rights between men and women, and has taken a number of steps and measures to empower women rights at the community level (at commune/Sangkat and villages) with the aim, among others, to promote women equality within women and children committee at commune/sangkat levels; to empower women leadership at grassroots level (namely at the villages); and to endorse 40 per cent of women being involved in the village development sub-committee. At the same time, at community level, the Royal Government of Cambodia has given favourable condition to women to obtain high position in leadership and the management level.
83. During the fourth legislature of the National Assembly, the Government has assigned one woman as a deputy prime minister. The Royal Government has set the principle that: "Through all the selection and recruitment process of new officials, there must be 50 per cent of women candidates selected or recruited."
84. The Kingdom of Cambodia considers maternal leave as a vital social function. It clearly states in article 46-2 of the constitution that: "A woman shall not lose her job because of
pregnancy. Woman shall have the right to take maternity leave with full pay and with no loss of seniority or other social benefits".
85. Particularly, for civil servants working in civil service, some special measures have been taken by the Royal Government of Cambodia (RGC) to provide support and assistance to women on maternal leaves. Within the period of delivery, the mother can take leave for three months with full payment together with some other additional benefits.
86. The Kingdom of Cambodia provides equal rights between men and women in receiving education by all means and all forms and in all situations as it states in article 65 of the Constitution that: "The State shall protect and upgrade citizens' rights to quality education at all levels and shall take necessary steps for quality education to reach all citizens. The State shall respect physical education and sports for the welfare of all Khmer citizens."
87. Men and women have the same rights in their education and their profession. To ensure the rights to equality, the Government has set out all measures to educational institutions at all levels ranging from pre-school, general education, higher education, and vocational training schools. Article 63-1 of the Constitution state that: "Khmer citizens of either sex shall enjoy the right to choose any employment according to their ability and to the needs of the society." This principle provides equal rights to men and women in performing their job, both in private and public sectors. The above principle is applied in an appropriate legal action to ensure rights to employment for women based on the equality basis between men and women. 20
88. In the Kingdom of Cambodia, rights to obtain equal wages for men and women in performing the same kind of jobs has been guaranteed by article 36-2 in the constitution: "Khmer citizens of either sex shall receive equal pay for equal work." This principle is another measure taken to give favourable condition to women to obtain pay or wage the same as what men do in performing the same kind of jobs in the same conditions." 21
B. Child's Rights
89. The Kingdom of Cambodia shows its commitment to protecting the interest and the rights of the children as stated in article 47 and 48 of the Constitution. The country is a state party to the Convention on the Rights of the Child. In this context, Cambodia had already submitted its Report to the Committee on the Rights of the Child in February 2009. As a practical measure, the Government has incorporated the relevant concepts of the Convention into a number of Laws it has adopted for implementation, namely Labour Law, Criminal Law in Transitional Period, Crime Procedure Code, Civil Code, Law on the Crackdown of Human Trafficking and Sex Exploitation etc.).
90. The efforts have been made in enforcing the laws and other regulations as regard to child protection with the four basic rights of child: rights to life, rights to the protection, rights to the participation, and rights to development which are consistent with the international instruments, including the UN Conventions on the Rights of the Child, to which Cambodia is a State Party.
91. The Department of Anti-Human Trafficking and Juvenile Protection of the Ministry of Interior has worked cooperatively with the coordination committee of UNICEF, World Vision, Save the Children _Norway, and UNOHCHR to implement the Program called the implementation of law against sex abuse, sex trade, women and child trafficking (LEASETC). Those partnership include, for example, a series of courses for training that have been conducted to enhance the capacity for provincial/municipal police sub-commissioners and police experts (in total of 600), 1,500 of justice police, and 294 special police. The aim of trainings was to upgrade the skill of investigation, seeking evidences, providing assistance, interview procedure, and filing a case being sent to the Court. 22
92. Children were invited to attend some national and international forums and consultative discussions organized by the National Council for Children, NGOs, and a number of other international organizations. The seminars and meetings conducted were related to the promotion of activities against child sex abuse and child trafficking, under the framework of Sub-Great Mekong Regional Child Forum, Consultative workshop on violence on children, as well as at other regional level of governments forums such as the 5 th Ministerial consultative meeting on Children in Eastern Asian region held in Beijing, China.
93. Infants and children under five-years-old mortality rate have remarkably decreased from 2000 to 2005. 23 These disabled children are those who are portfolio, blind, deaf and their intellectual abnormality. There are 13, 598 disabled children living in communities in 11 provinces. From the statistics provided by nine NGOs, it was indicated that there are 194 disabled children living in the NGOs operated Centres. Those disabled children having portfolio, blind, CP, deaf from birth, abnormal physical body, and brain problem.
94. Beside those state owned centres, there are many other centres supported by NGOs which operate as partners with the Ministry of Social Affairs, Veterans, and Youth Rehabilitation to provide assistance to poor children, street children, and abandoned children. There are 179 centres being under the management of NGOs. Those centres provide temporary shelters, education service, child care service, with program of training on general knowledge and vocational skills. They have been integrated back into the community. 24
95. Despite progress in educational field, there are still many challenges to overcome: the lack of school buildings in some areas (in remote areas and other areas faced with hardship condition); the process of educational reform is still slow; the lack of teachers (remote areas and other areas faced with hardship condition); some teachers are not teaching the subjects they major in and some others do not have pedagogical skills; there are no dormitory for newly appointed teachers who are required to work in the remote areas and other areas faced with hardship condition.
VIII. CONSTRAINTS AND CHALLENGES
96. Despite remarkable progress in key reforms aimed at strengthening good governance, the quality, efficiency and delivery of the public service still remain to be the challenges. Further, emerging from the past as a post conflict country, Cambodia is still qualified among LDCs countries. The country is a small scale economy. The base of economic growth of Cambodia relies mainly on four pillars, namely garment, tourism, construction, and agriculture sector which are still too narrow to ensure the fulfilment of the enjoyment of all human rights. Although the Government has managed to reduce poverty rate from 47 per cent (1993) to 35 per cent (2004) (and further estimates indicate decrease in poverty rate to 32 per cent in 2007), through high economic growth and pro-poor policies, the rural poverty rate remains high. The gap between the rich and the poor, especially urban-rural inequality remains a challenge. 25 It is therefore
acknowledged that there are bold undertakings ahead, in addressing the constraints and shortcomings, in order to further advance all fields of human rights.
97. Land concentration and landless people are on a rising trend, adversely impacting on the equity and efficiency of land use. On the other hand, large areas under economic land concessions have not been utilized efficiently as targeted, needing strict government measures to tackle them.
98. The social safety net for workers and the poor has not yet become an efficient system.
99. The quality of education at primary, secondary and tertiary levels is low. The production and trafficking of illegal drugs has become a social problem which harms welfare of the Cambodian youth at present and in the future.
100. The provision of quality public health services is still limited. In spite of numerous achievements in the health sector, the maternal mortality rate is still high. The progress in promoting health care services, sanitation and clean water in rural areas needs to be further speeded up in order to meet the targets as set in the Millennium Development Goals (MDGs).
101. The judiciary has not yet gained full confidence from the public. The development of legal Framework has not yet been comprehensive, while law enforcement is still needed for the improvement.
102. Lack of education, domestic violence and human trafficking are the major factors that handicap women from realizing their full potential in contributing to socio-economic development.
103. In general, institutional capacity of the Government is still limited due to low salary and incentive schemes. The cooperation between government agencies is still inadequate, while some legal and regulatory frameworks contain loopholes, along with the shortage of resources to carry out its policies.
104. In addition, the current global financial crisis as well as other international pressures and crisis, have had impacts on the Government efforts to sustain and carry on its overall agenda. Consequently, these have affected on human rights. The Royal Government recognizes those difficulties and the needs for it to redouble the efforts in taking all kinds of proper measures and resources to ensure the advancement and respect for human rights of their people, especially in the economic, social, and cultural areas.
105. Now as the country is moving ahead with the new Government of the last year elections, the Prime Minister of the Kingdom of Cambodia has laid out its policy for, and is committed to continued efforts in implementation of, the "Rectangular Strategy-Phase II" for Growth, Employment, Equity and Efficiency in Cambodia which is the "Socio-economic policy agenda" of the "Political Platform" of the Royal Government of the Fourth Legislature of the National Assembly. The National Development Strategic Plan (NDSP) has equally been extended for its execution from 2006-2013, enabling the current Government to accomplish its term of reform during this fourth legislature.
106. The primary aim is to advance the development process in all spheres, to further address the poverty reduction, as the Government strives to reach the target set by the UN Millennium Development Gaols (MDGs) and thereby to further realize the objectives for the advancement of economic, social and cultural rights of the Cambodian people. By the same token, the Government places emphasis on the continued strengthening of good governance and judicial reform as prerequisite to ensure sustainable development, equity, and social justice.
IX. COUNTRY STRATEGIES AHEAD
107. The Royal Government will continue to strengthen the rule of law, good governance, promote the respect for law, and ensure the effective and equal enforcement of laws for all citizens by strengthening the legislative, executive and judicial bodies so that they could effectively fulfil their roles and duties with accountability in accordance with the will and aspirations of the people. The Royal Government will continue to fight against violations of law, impunity, corruption, violence, human and drug trafficking, crimes, and all kinds of discrimination through the deepening of comprehensive state reforms.
108. The Royal Government will continue to ensure full justice for the Cambodian people through the established Extraordinary Chambers in the Courts of Cambodia under Cambodian laws to try the top Khmer Rouge leaders for the crimes committed during the Democratic Kampuchea regime.
109. The Royal Government will continue to pursue sound, equitable and efficient management, distribution, and utilization of land by strengthening land registration and grant land titles to assure the security of land tenure; eradicate the anarchic and illegal land encroachment (including in lakes, forests, flooded forests, beaches, mountains and islands); prevent the concentration of unused or unproductive land; and resolve land disputes in a transparent and just manner. It will conduct rigorous studies before granting economic land concessions and strengthening concession management in accordance with laws, regulations and contracts. The Royal Government promotes the distribution of land under the framework of social land concessions to poor people without land as well as increasing public investments to create favourable living conditions for those who have been granted new land. The Royal Government will pursue the demarcation of Khum/Sangkat administrative borders and will design a national development strategy for cities and urban centres. It will continue to implement the policy of tax exemptions on agricultural lands used by households.
110. The Royal Government is firmly committed to achieving the objective of "Education for All" by creating favourable environment to ensure equal access by all Cambodian children and youth to a quality education, regardless of their social status, geographical area, ethnic group, religion, gender or physical disability. The Royal Government is determined to achieve the objectives—all children are able to finish primary school by 2010 and 9-year basic education by 2015—by bringing more schools close to the people.
111. The Royal Government will further promote development of health sector to enhance efficiency, equity and sustainability of health services for people. The Royal Government will increase the health budget and continue to build more referral hospitals, health centres and health posts. The Royal Government will improve social services for vulnerable groups such as the poor, victims of natural or other disasters, neglected elderly, orphans, homeless people and
people with disability, etc., in order to improve their living conditions and create a favourable environment to connect them to the mainstreams of socio-economic development. Also, the Royal government will create a favourable environment for vulnerable groups to increase access to education, skills training and employment opportunities. It will strive to implement the policy of upgrading the living standards and increasing the participation of veterans and retired civil servants, especially at the grassroots level. To achieve this long-term goal, the Royal Government will establish a social security system for government officials, members of the armed forces, workers, employees and Cambodians from all walks of life as envisioned in the Financial Sector Development Strategy 2006-2015.
112. The Royal Government will continue to improve working conditions for workers and employees governed by the provisions of the Labour Law to be in line with the pace of socioeconomic development and international labour standards, in particular, to continually review requests to increase the minimum wage and to reduce working hours in light of prevailing national and international economic environment, market competition and the need to enhance a favourable climate for investment. At the same time, the Royal Government will strengthen the freedom of Trade Unions in order to ensure that they represent the legitimate interests, and truly function for improving their plight and working conditions, of workers and employees.
113. The Kingdom of Cambodia appreciates the support provided by the international community to Cambodia on human rights. It is hoped that all friendly countries and international Organizations, including civil societies (NGOs) shall share with us their good experiences and practices with recommendations during this UPR process and thus provides us with further technical assistance so as to enhance the institutional capacity of human rights in Cambodia and thus to advance the democratic society for the sake of peace, stability, progress and prosperity.
Notes
1 The UN departure did not resolve all the problems, including national reconciliation inside the country. The achievements of full peace and stability of Cambodia have been made possible over the last decade due to the winwin policy of the Royal government.
2 These laws comprise, among others: Suppression of Gambling, Land Management, Urbanization and Construction (23/05/1994), Organization and Functioning of the Council of Ministers (19/07/1994), Investment (04/08/1994), Immigration (26/08/1994), Co-statutes of Civil Servants (21/10/1994), Organization and Functioning of the Supreme Council of Magistracy (22/12/1994), Commercial Procedures and Registration (03/05/1995), Commercial Chambers (16/05/1995), Statutes of Bar (15/06/1995), Press (18/07/1995), Retirement Pension and Benefits for Soldiers of the Royal Cambodian Armed Forces with Incapability (18/10/1995), Suppression of Kidnapping, Trafficking, Sale and Exploitation of Human Persons (29/02/1996), Law on Nationality (20/08/1996), Environmental Protection and Natural Resources Management (18/11/1996) Drug Control (09/12/1996), Management of Pharmaceuticals (09/12/1996), Labour Law (10/01/1997), Law on the Elections of the Members of the National Assembly (1997-2002), Law on the Election of Commune Councils 2001.
At present Cambodia have 185 judges, of which 21 are females and 163 are practicing judges, 17 being females. There are 34 prosecutors. There are 53 deputy prosecutors and 52 practicing prosecutors, of which one is female. There are 2 Prosecutor Generals, 1 female and 2 deputy Prosecutor Generals. Until 2009 Cambodia has 656 lawyers (of which 113 are females, 487 are practicing lawyers, 90 are females; and 74 lawyers who are under the courses, 10 females).
3 Preliminary derived analysis of data from the smaller scale 2007, Cambodia Socio-Economic Survey estimates of more than 1 percentage point per year. Poverty level has declined at all sub-national levels: in Phnom Penh (0.8 per cent from 4.6 per cent), other urban areas (21.9 per cent from 24.7 per cent) and rural areas (34.7 per cent from 39.2 per cent), decreasing by about 16 per cent). On present trend, much more concerted efforts would be needed to reduce overall poverty levels to 25 per cent by 2010 and 19.5 per cent by 2015. Urgent measure are necessary to be
A/HRC/WG.6/6/KHM/1
taken to ensure safety nets for the most vulnerable through subsidies and targeted labour intensive work l food for work programs. In general, the poverty reduction rate has declined from 35 per cent in 2004 to around 30 per cent in late 2007.
4 With the RGC assistance, there is an increase in the number from 9,526 Cambodians to be working abroad in 2007 as compared to 2006 figure of 3,636.
5 Article 261 in the labour Law states in: "No foreigner can work without the labour ID card and registered book issued by the Ministry of Labour".
6 This right is guaranteed and protected by article 36.5 of the Constitution: "Cambodians (males and females) have the rights to create trade unions and participate in the trade unions". Article 271 of the Labour Law stated that: "All labourers regardless of sex, age, nationality have the rights to participate in the professional trade unions of their free choice".
7 Cambodia extends its bilateral cooperation on sending workers to foreign countries (such as Thailand, Malaysia, and South Korea) with the aim of strengthening capacity, skills and trainings. Cambodian workers in Malaysia accounts for 10,670 workers, Thailand account for 6,114 workers, and the Republic of Korea account for 4,038 persons. Meanwhile, the Royal Government had cooperated with Thailand to identify and issue ID cards for Cambodian workers who worked illegally in Thailand to become legal workers for 46,300 workers.
8 According to article 44 of the Constitution, "All persons, individually or collectively, shall have the right to ownership. Only natural persons or legal entities that have Khmer nationality shall have the right to own land. Legal private ownership shall be protected by law. The right to confiscate properties from any person shall be exercised only in public interest as provided for under the law and shall require fair and just compensation". Foreigners who have no Khmer nationality shall not be allowed to have the right to own land.
9 The required policy and legal framework for effective implementation of the Land Law has been developed and approved over the year in view of historical, political, economic, and social dimension of land issue, such as: Sub Degree on State Land Management; Guiding Circular Illegal Land Occupancy of State Land; Prakas on Identification, Mapping, Classification of State Land; the Inter-Ministerial Prakas on Strengthening of Cadastral Commission; Joint Prakas on the Mechanism for Agricultural Dissemination Service Delivery for Social-LandConcession Using Farmers; Joint Guidelines on Strengthening of Performance of all level of Cadastral Commissions; etc. Further, other related works are under way such as drafting the Policy on Land Evaluation.
10 Article 5 of Land Law stated that: "No person may be deprived of his ownership, unless it is in the public interest. An ownership deprivation shall be carried out in accordance with the forms and procedures provided by law and regulations and only after the payment of just and equitable compensation."
11 The indigenous minorities who benefited from this policy of this land ownership are Phnong, Kouy, Cha's ray, Kroeng, Proav, Snang, Kraol, Meorl, Kra Chus, Pour, Khoun, Chorng, Stouy, Sa'Ouch, Rodeor, Khek, Ro'Ang, Spoung, Loërn, SamRe, and other indigenous peoples of about 1 per cent of the total population. In compliance with the act issued by the Ministry of Labour and Vocational Training, the labourers and employees will receive: Medicare for injuries caused by work accidents at hospitals or at the contracted health clinics of the National Social Security Cash Box free of charge, Allowances for provisional loss of work competency including wages while being treated in hospitals and holidays after treatment specified by doctors. Retirement benefits funds that will be provided for work accidents that causes the loss of work competency from 20 per cent upward. Allowances for the death of the person who is the victim of work accidents; allowances for the body cremation of a person who is the victim of work accidents.
12 In compliance with the act issued by the Ministry of Labour and Vocational Training, the labourers and employees will receive: Medicare for injuries caused by work accidents at hospitals or at the contracted health clinics of the National Social Security Cash Box free of charge, Allowances for provisional loss of work competency including wages while being treated in hospitals and holidays after treatment specified by doctors. Retirement benefits funds that will be provided for work accidents that causes the loss of work competency from 20 per cent upward. Allowances for the death of the person who is the victim of work accidents. Allowances for the body cremation of a person who is the victim of work accidents.
13 The Social Security System provides support with the allowances for retired government officials, namely for those who are professionally disabled, maternity holidays, illness, work accidents, and demise. Up to 2007 there are 26,486 retirees (3,527 dead), 6,217 have lost their professionalism (1,376 dead), wives of retirees are 9,341 and
Page 25
children of retirees are 17,594. The Royal Government spent annual budget of 28,043,225,700 Riels for the Social Security Regime. Up to 2007 all types of veterans are 89,184 and their children 305,553 that the Royal Government has to allocate the national budget of 52,028,763,852 Riels to assist them and are giving them with Social Land Concession; build 240 houses for them by arranging them as a model village at a bordering region of Kampot and Kompong Speu provinces. In particular the Royal Government has spent US$ 1 million to build houses for amputees in Siem Reap province as well. Veterans include handicaps, retirees, those who lost their work competency, and families of the dead soldiers are about 90,000 including 30,000 dependents that the Royal Government has to provide with the Social Security Regime to support their livelihoods. At present, the Royal Government has constantly improved the policies toward the veterans in accordance with the national budget such as: provide first time support allowances for handicaps; provide monthly wage for the families of the dead who still have parents or caretakers, wife or husband of 3200 Riels per person.; modifying the monthly wages for wife or husband of the handicaps, retirees, and those who lost their work competency from 3,000 Riels to 6,000 Riels; provide 20,000 Riels of livelihood allowances per month for handicaps, retirees, and those who lost their work competency from July 2008 to December 2009. In the 4 th mandate of the National Assembly the Royal Government has pushed to establish the Social Security Regime for Veterans as well. The Royal Government has also paid attention to the Social Security for the vagabond wanderers and beggars through the creation of a National Committee and Sub-National Committee to tackle the problems of vagabond wanderers and beggars that the Ministry of Social Work, Veterans, and Youth Rehabilitation had created 6 points of strategies and plans of actions for solving the relevant problems based on humanitarian basis. In the past 5 years, 4,784 insane vagabond wanderers were gathered and provided with provisional shelters in the Social Centers. They are provided with educational services and health care, short course training for skills and psychological support including financial support so that they can reintegrate themselves into their own communities. At the same time the Royal Government has also paid attention to the Social Security for handicaps. The Kingdom of Cambodia have 11 Rehabilitation centers for handicaps and 2 workshops which are being active that have provided 19,853 artificial legs, 64,317 artificial arms, 9,551 shouldered canes, 4,985 armed canes, and provide treatment by movements for 57,227 handicaps. 59,240 handicaps had received skills training from these centers without payment and they were provided with accommodation and travel expenses as well. The Royal Government had set up 7 Handicaps Vocational Training Centers. 4,061 handicaps are being trained with 15 diversified skills. The Centers have also trained 1,147 handicaps for collective work programs. At present 3,015 handicaps possess their own businesses and others have received jobs in various private companies. Policy for the old-aged persons has been established and undertaken. "The First October Old Person Day" is observed to pay gratitude for old persons. There are 331 old person associations for mutual help at various communities.
14 Public health facilities are comprised of 8 National hospitals, 77 Operational Districts, 73 referral hospitals, 949 health centers, 105 health posts, all of which make up a total of 9661 beds for patients treatment. I the Kingdom of Cambodia, there are 2,162 medical doctors, 1,267 medical assistants, 42 medical professors, 5 doctors of pharmacists, 429 pharmacists, 110 secondary pharmacists, 33 primary pharmacists, 175 doctors of dentists, 67 dentists, 23 primary dentists, 84 massage therapists, 3,464 secondary nurses, 1,845 secondary midwives, 33 primary midwives, 409 secondary laboratory technicians, 23 primary laboratory technicians, 6 scientists, 3 anesthetists, 1,223 other personnel, and 414 non-medical skilled staffs).
15 In 2007, private health services consists of polyclinics, medical cabinets, health care clinics, dental clinics, medical laboratories, pharmacy, Sub-pharmacy (A), Sub-pharmacy (B), maternity clinic, clinics for ears, nose, throat, and eyes treatments, and traditional herbs nationwide amounted in total to 4,563 places of which 1,736 places are legal and 2,827 are illegal (most of them are just outpatients consultation rooms, sub-pharmacy (B), eye labs, and traditional herbs treatment. On a separate basis, in Phnom Penh municipality, in 2007, private health services (medical cabinets, dental cabinets, massage therapy room, health care clinics, laboratories, maternity clinic, in-patient clinics, and polyclinics) constitute a total of 869 places among which 413 are legal and 455 are illegal (most of them are dental cabinets).
16 This statistical data is obtained from Ministry of Religion and Cults on pagodas and monks nation wide 2008-2009 dated on 7 June, 2009).
17 Article 35 and 36 of the constitution state that: "Khmer citizens of either sex shall have the right to actively participate in politics." "Citizens of either sex of at least eighteen years old, have the right to vote. Citizens of either sex of at least twenty five years old, have the right to stand as candidates for the election." "Khmer citizens of either sex of at least forty years old, have the right to stand as candidates for the election as the members of the Senate".
A/HRC/WG.6/6/KHM/1
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18 The Workshop was held with the participation of representatives of the Sub-committee on the Prevention of Torture, and supported by the Cambodia Office of the High Commissioner for Human Rights and the Danish based Rehabilitation and Research Centre for Torture Victims.
19 Based on the principle of equality, the RGC has made its continuous efforts to undertake a number of measures to implement it in line with other provisional laws. This is to ensure the growth and progress of women in all fields ranging from political, economic, social and cultural aspects with the aim to provide women with full human rights and the freedom determined in article 35-1 of the Constitution: "Khmer citizens of either sex shall have the right to participate actively in the political, economic, social and cultural life of the nation. Any suggestions from the people shall be given full consideration by the grant of the State." Article 2 of the Civil Code state that: " This code defines the principle to ensure dignity of individual with equality between men and women and the right to own property as stipulated in the Constitution." The RGC always pays attention on all measures in order to speed up the implementation of this principle in its political platform to ensure the increase of the participation from women to reach the maximum level in all institutions at national, provincial and local levels."
20 Obviously, in 2008 there were 1, 556 enterprises having in total 674, 673 staffs and, among those, there were 601, 753 female staffs.
21 Rights to equality between men and women within the family in Cambodia are protected under the laws (art. 29 of the Law on Marriage and Family state that: "In family, a husband and wife are equal in all aspects"; also the details of the rights are stipulated in many provisions of the Civil Code (art. 974).
22 At the same time, the video documentary was made called "The Victim", and it was broadcasted on TV. The department provides a hotline service 24 out of 24 hours receiving incoming call in two languages, English and Khmer, and 800 incoming calls were made in average per year. Moreover, up to 2007, the department has set up a special interview room called "Child Friendly Interview Room" using installed video camera at 10 provincial/ municipal police commissions aiming to get rid off fear of the child victim when conducting an interview with them.
23 The infant mortality rate has decreased from 95 in 2000 to 66 in 2005 among 1000 new births survival rate. At the same time, the mortality rate of children under 5 years old has increased from 124 out of 1000 new births in the same year. The decrease of the mortality rate of infants and children resulted from many factors including the decrease of a number of new born babies delivered per woman in average, the decrease of poverty rate, the better of nutrition situation of children and mothers, the obtaining of water sanitation, and living with hygiene, the increase of vaccination provided, plus better health care service.
24 According to the statistics, there are 6, 383(2,453 females) orphans and infants abandoned by their parents are living under the management of those NGOs; they have been assigned to live in home-based family having one babysitter working as a care taker.
25 A recent data indicates 30 per cent of people are still living under poverty line in Cambodia.
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History
Create your own timeline of The Great Fire of London. How creative can you be? Can you use Lego? Natural materials?
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Research 'Andy Goldsworthy' and look at his artwork. Can you recreate one of his pieces using natural materials? Take a photo and bring it in!
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Post this on Seesaw!
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Plan a team game using throwing and catching. How can you include points? Different rounds? What can you do to challenge each other? Post your instructions on Seesaw!
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VOL 7, ISSUE 04, 2020
The Millennium Development Goals and Gender Issues in Assam and India
Ritusmita Gautam
M.PhilScholar, Department of Economics, Gauhati University, Assam, India.
Shraddhanjali Bhattacharjee
Ph.D. Scholar, Department of Economics, Gauhati University, Assam, India.
ABSTRACT
Equality through well-developed education system needs to occupy the centre place in the development process of every society. Gender inequality in India has narrowed down over the past few years in primary and secondary education levels but regarding tertiary education, it is still prevalent across India. The enrolment level has become favourable to female with GPI at 1.03 and 1.02 respectively in 2015-16 in primary and secondary education. Sharp progress in the recent yearsheaded the GPI very close to the target for tertiary level. GPI of enrolment being at perfect parity level in Assam indicating attainment of gender equality targeted by MDGs. Further the literacy gender parity index for the age group 15-24 has shown an upward trend at all India level including states like Assam.
KEYWORDS: MDGs, Gender inequality, India, Assam
INTRODUCTION
Universal access to quality knowledge and skills ensures that everybody has an equal opportunity to play a full part in the work and society (Biswal, 2011). In this context, equality through well-developed education system needs to occupy the centre place in the development process of every society. Education is the single most important factor which paves way to development process in all spheres of life which in turn leads to gender equality and women empowerment (Paul et al, 2015). Gender inequality is the persistent discriminations of one group of people based on gender which hampers the overall wellbeing and has adverse impact on the development goals. India has witnessed gender inequality from its early history due to socio-economic and religious practices resulting wide gap in the position of men and women in the society (Das et al, 2016). There are proliferating gender variations in the country in terms of education, employment and health care and so on. In case of gender inequality index, India is placed 129 position out of 189 countries for the year 2019 (HDR, 2019). Education play a key role in transforming patriarchal societies with gender based violence into ones that value inclusion, equality and justice. Education will lead to empowerment securing the means of creating a social environment in which one can make decisions for social and individual transformation (Banerjee, 2011). Though education is recognized as a strong indicator for the differential levels of socio-economic development of nation, however, in the low income countries the reform could realized with some international commitments- Education for All (EFA) in the early 1990s and Millennium Development Goals (MDGs) at the dawn of 21 st century. To embark this journey of equity through educational attainment, United Nations Organization developed MDGs in 2000, in line to this government of India launched SarvaSikshaAbhiyan
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(SSA) in 2001-02. MDGs havebeen considered as the benchmark to the right to development, peace, security, gender equality and to the overall sustainable development. The challenges and targets of the Millennium Declaration are mainly to provide children with access to primary education, to reduce differences in enrolment and mainstream a gender perspective in the development process. Gender equality will be achieved when women and men get equal opportunities and rights in all domain of life.India follows the MDGs framework accepted by the Government of India which is on the basis of 2003 UNDG (United Nations Development Group) guidelines. Ministry of Statistics and Programme implementation (MOSPI) tracks the eighteen targets under MDGs framework of 8 goals on the basis of data-sets generated by the Ministries/Departments. The targets of MDG has set a deadline by the year 2015 for reducing gender disparity and women empowerment in all levels of education. In India, considerable progress has been made in the field of gender equality in education resulting primary and secondary level of education gender parity has crossed the level of 1 and shows a better picture of women and girls getting educational opportunities in the school education level.
There is a general belief that women in the north eastern region including Assam are more liberal as they are free from various social evils like dowry, sati pratha system compared to theother states in the country. Besides child selective abortion is still in practice in all parts of the state. As a result there is a massive decline in the child sex ratio in Assam, 965 as per 2001 census, had declined to 957 in 2011. One can say that there is a vast disparity in all spheres of socio-economic growth and development although many policies and programmes are implemented from time to time to empower women (Mahanta&Nayak, 2013). It is contrary to the general perception that, in some aspects, position of women in Assam is inferior to the other states in the country. According to the Assam Human Development Report (2014), the overall human development in the state is about halfway of the desired level, with education being at two third followed by health and income. The gender gap in literacy in Assam continues to be wide with 11.5 percent as per 2011 census against 8.8 percent of previous census, than the other north eastern states except Arunachal Pradesh and Manipur. In Assam, the wide gender gap in literacy and schooling enrolment in higher education still considered to be a major hindrance over time. In line to this, this paper analyses the attainment of education by women and focuses on the gender parity in terms of various socio-economic and political indicators such as enrolment in all levels of education and literacy rate in the state of Assam. An attempt has been made to analyze the way of illustrating the state of and trends in gender inequality by looking at the gender parity index in enrolment and literacy following the MDGs framework.
MILLENNIUM DEVELOPMENT GOALS
In the UN millennium summit in September 2000,189 UN member countries including 147 countries adopted the Millennium Declaration. This declaration has considered as barometer in the progress of a country's development. This main aim of this summit was to achieve gender equality, poverty reduction, women empowerment and sustainable development. It has set eight development goals and eighteen times bound targets by the year 2015. The eight MDGs are:
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eradicate extreme poverty and hunger, achieve universal basic education, promote gender equality and empower women, reduce child mortality, improve maternal health, combat HIV/AIDS, malaria, and other diseases, ensure environmental sustainability, develop a global partnership for development.
The MDG3 called for the elimination of gender disparity in primary and secondary education preferably by 2005, and all levels of education no later than 2015. This target was achieved through the ratio of girls to boys' enrolment in primary, secondary and tertiary levels of education. This ratio of males to females can be achieved through gender parity index (GPI). It refers to the gross enrolment ratio (GER) of girls to boys of the relevant age group in primary, secondary and tertiary education level. GPI of GER is the ratio of GER of the girls to that of boys in primary, secondary and tertiary education. Thus, the GPI (GER), which is free from the effects of the population structure of the appropriate age groups, for each level of education, is taken as the appropriate indicator to monitor the gender equality in education. A GPI of 1 indicates parity between the sexes or no gender disparity. A GPI that varies between 0 and 1 typically means a disparity in favour of males whereas a GPI greater than 1 indicates a disparity in favour of females. Target 4 is intended to achieve GPI of 1 by 2005 for primary enrolment and by 2015 for all levels of education.
DATA AND METHODOLOGY
The study is entirely based on secondary data. The data on enrolment in various levels of education are collected from the Ministry of Human Resources and Development (2001-02 to 2015-16). The data regarding the literacy rate of 15-24 age group are taken with the help of secondary data from MDGs Country Report (2015). To computethe gender parity index derived from the analysis, an attempt has been made to measure the parity in Assam and India using MDGs indicators towards gender equality and women empowerment. The study has been observed two indicators of MDGs Target 4 'to eliminate gender disparity in primary, secondary education, preferably by 2005, and in all levels of education, no letter than 2015'- ratio of girlsto boys in primary, secondary and tertiary education and ratio of literate women to men, 15-24 years old. To analyze the gender equality, Gender Parity Index in enrolment in primary, secondary and tertiary levels of education and youth literacy is calculated as,
Where in case of education indicators, GPI of the Gross Enrolment Ratio (GER) for each level of education is used. Ratio of female literacy rate to male literacy rate of 15-24 years has been used to calculate GPI for literacy rate. The reference period was conducted from 2001-02 to 2015-16 targeted by MDGs.
RESULTS AND DISCUSSION
Indicator 1: Ratio of Girls to Boys in Primary, Secondary and Tertiary Education
Education is the most important factor in ensuring gender equality and empowerment. In Table 1, GPI is calculated as the ratio of the number of female students to male students enrolled at primary, secondary and tertiary levels of education. Increased enrolment rate of girls in each level of education leads to achieve gender parity in education.
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Table 1 shows substantial progress towards gender parity in all levels of education by GPI in Assam and India during 2001-02 to 2015-16.
Table 1: Gender Parity Index of GER in Assam and India (2001-02 to 2015-16)
| Years | Assam | | | | |
|---|---|---|---|---|---|
| | Primary | Secondary | Tertiary | Primary | Secondary |
| 2001-02 | 0.84 | 0.74 | 0.58 | 0.83 | 0.73 |
| 2002-03 | 0.97 | 0.93 | 0.69 | 0.95 | 0.80 |
| 2003-04 | 1.00 | 0.78 | 0.53 | 0.95 | 0.80 |
| 2004-05 | 0.99 | 0.79 | 0.70 | 0.95 | 0.79 |
| 2005-06 | 1.00 | 0.79 | 0.51 | 0.94 | 0.80 |
| 2006-07 | 1.02 | 0.79 | 0.49 | 0.94 | 0.82 |
| 2007-08 | 1.00 | 0.88 | 0.51 | 0.98 | 0.85 |
| 2008-09 | 1.00 | 0.85 | 0.53 | 0.99 | 0.85 |
| 2009-10 | 1.03 | 0.91 | 0.54 | 1.00 | 0.88 |
| 2010-11 | 1.03 | 0.88 | 1.01 | 1.01 | 0.87 |
| 2011-12 | 1.04 | 1.19 | 1.01 | 1.01 | 0.93 |
| 2012-13 | 1.05 | 1.14 | 0.98 | 1.02 | 0.99 |
| 2013-14 | 1.03 | 1.18 | 0.92 | 1.03 | 1.00 |
| 2014-15 | 1.03 | 1.16 | 0.93 | 1.03 | 1.01 |
| 2015-16 | 1.03 | 1.15 | 0.91 | 1.03 | 1.02 |
| CAGR | 1.37 | 2.98 | 3.05 | 1.45 | 2.26 |
Source: Ministry of Human Resources Development
In primary education, the target for eliminating gender disparity by 2005 has not been achieved at the national level as per the available data, where GPI ratio in primary enrolment reached 0.95 in 2005-06. The disparity situation in Assam was achieved perfect parity level in primary education by 2003-04 i.e. 1.00 against as a whole disparity situation of the country. This implies that in primary enrolment, gender parity has already been achieved in Assam before 2005. The trend of primary level GPI shows a shift from disparity to parity in favour of girls for the country by 2009-10. In case of Assam, the graph of year to year fluctuations about the value of GPI is considered as continuation of the parity situation. During the period 2001-02 to 2015-16, the GPI in primary education enrolment has been improving steadily in both Assam and the national level. It is clear from the table that values of GPI signify Assam and India's progress to achieve gender parity in primary enrolment by 2015, earlier in case of Assam (200304)
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Source: Table 1
In the secondary level, the GPI enrolment over the period 2001-02 to 2015-16 displays that in the national level, the GPI has improved from 0.73 to 1.03. During that period, Assam exhibited a continuous progress in the GPI with a trend from 0.74 to 1.15, though the value revealed marginal shortfall from the exact parity upto 2012-13. India has achieved perfect parity 1.00 in 2013-14, for Assam, GPI reached the level of parity in 2011-12 (1.19). It is evident from the table that GPI at the secondary level reflects equitable participation of girls in the country. In India, the gender parity in school education have been achieved through various interventions under SamagraSiksha, RashtriyaMadhyamikSikshaAbhiyan recognizing compulsory and free education to all children a fundamental right.
Source: Table 1
The GPI has been increasing over the years 2001-02 (0.72) to 2015-16 (0.92) in the tertiary enrolment. In comparison to the national level, the value has attained perfect parity level in Assam in between 2010-12, remained less than the perfect level in the successive years as per the GPI values of 2012-2015. Overall in the tertiary level, GPI has been in the neighborhood of exact parity, 0.91 in case of Assam and 0.92 in the national level by the stipulated year 2015. Table 1 indicates that there has been continuous improvement in the GPI value which is inspiring to see the society are realizing the value of higher education for females. The indicator of GPI makes it evident that the women are attaining the path of higher education but the rate is not robust enough to cover the gender disparity in the targeted year 2015.
In primary education, the CAGR of GPI is 1.37 and 1.45 percent; in secondary education, the CAGR is recorded as 2.98 and 2.26 percent and 3.05 and 1.65 percent in tertiary education for Assam and India respectively. This indicates that there is significant increase in GPI in all levels of education resulting a decline in the gender gap in Assam and India during the period of consideration.
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Source: Table 1
Indicator 2: Ratio of Literate Women to Men, 15-24 years old
Literacy is an essential condition for development of an economy. Apart from its paramount importance in education, literacy can pave the way in achieving gender parity. One of the important indicators in MDGs framework to monitor the women empowerment is the ratio of literate women to men in the age group of 15-24. It is the ratio of the female literacy rate to the male literacy rate for 15-24 year old.
Table 2: Ratio of female literacy rate to male literacy rate (15-24 years), 1991 to 2011
| | Assam | | | | India | | | |
|---|---|---|---|---|---|---|---|---|
| Years | Male | Female | Total | Ratio | Male | Female | Total | Ratio |
| 1991 | 69.0 | 52.9 | 61.0 | 0.77 | 73.5 | 49.3 | 61.9 | 0.67 |
| 2001 | 78.7 | 68.1 | 73.5 | 0.87 | 84.2 | 67.7 | 76.4 | 0.80 |
Source: MDGs India Country Report, 2015
The literacy rate in this specific age group illustrated satisfactory trend both in Assam and India for females as well as males. At the national level, the 15-24 age literacy rate has increased from 61.9 to 86.1 during 1991-2011. Thisconsidering period saw a significant increase in literacy rate for female youths than male youths. According to the trend exhibited in Assam during 1991-2011, youth literacy increased from 61.0 to 82.4 between 1991 and 2011.
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The youth literacy among males was 85.2 against 79.6 for females in 2011 census.This improvement is the result of increasing enrolment in primary, secondary and tertiary education among younger generations. It is seen from the Table 2 that compared to male youth literacy, female literacy tends to move faster. During 1991-2011, the gap between female and male youth literacy rate has been reduced considerably. The gender parity index of literacy was recorded as 0.67 in 1991 at the national level and has increased to 0.80 in 2001 and 0.91 in 2011 indicating a decline in the gender gap. The bright line is that gender parity index in Assam was recorded as 0.77, 0.87 and 0.93 in 1991, 2001 and 2011 census respectively showing that the gender gap is declining and the rate is more than the national level. This is indicative of the probable progress made in the state in terms of the overall enrolment scenario in the recent past.
Source: Table 2
Over the past two decades, states/UTs have also experienced a large increase in youth literacy. As per the 2011 census, among the states/UTs, Meghalaya, Kerala and Lakshadweep have achieved the gender Parity. Assam with 27 other states have more than national level value of the ratio of female youth literacy to male youth literacy (0.91). The high level of the value of ratio is due to the result of reduced gap in male female literacy (15-24 years) in the states. Among the high GPI states, the states which reported youth literacy rate less than Assam (0.93) are Andhra Pradesh and Gujarat with 0.92.
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Source: MDGs India Country Report, 2015
CONCLUSION
The gender parity in enrolment and literacy clearly indicates that improvement happened over the years considering education as an important part of 'women development'. It is concluded from the analysis that primary education is a powerful driver for the realization of MDGs in achieving gender equality in the post independent India. The MDGs reflect an unprecedented commitment by the world's leader to release the billion plus people who currently live in extreme poverty, gender inequality, illiteracy and ill health. Indicators like gross enrolment ratio and youth literacy ratio make it clear that though women are moving on the path of attaining higher education, still the rate of happening is not robust to reduce gender disparity and lead the nation towards sustainable development. Enrolment inhigher education is a prerequisite for socio-economic development and empowerment of women as well as nation at large. The goal of Millennium Development would remain an illusion in the regions where stereotype social norms of caste and patriarchy and poor governance are rampant. Ensuring girl's education requires not only changes in the education system, but also in the societal beliefs and attitudes.This is to say that India will become a developed country by 2020 supported by ensuring gender free nation through MDGs, Sustainable Development Goals (SDGs).
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REFERENCES
[1] Banerjee, R (2011) Tackling Gender Disparity in Primary and Secondary Education and the Empowerment of Women. [www.graduatewomen.org]
[2] Bhat, S. A. (2013)Millennium Development Goals: Achieve Universal Primary Education from Indian Perspective.International Journal of Scientific and Research Publications, 3(11),2250-3153.
[3] Biswal, K (2011) Secondary Education in India: Development Policies, Programmes and Challenges. National University of Educational Planning and Administration.
[4] Das, D., Kalita, M. and Das, I. (2016) Extent of Gender Inequality in Education, Health and Employment Opportunities after Globalization: An Empirical Analysis in the Context of Assam. Assam Economic Review, 9, 98-109.
[5] GoA (Government of Assam) (2014) Assam Human Development Report (2014)
[6] GoI (Government of India) (2015) Millennium Development Goals: India Country Report (2015), Ministry of Statistics and Programme Implementation, Central Statistics Office.
[7] Mahanta, B. and Nayak, P. (2013) Gender Inequality in North East India. PCC Journal of Economics and Commerce. 7, 1-13.
[8] Paul, P.,Meena,B. and Kumar, M. (2015) Gender Issues and Millennium Development Goals: Scenario of India.Research Journal of Agricultural Sciences.6.
[9] UNDP (2019). Human Development Report (2019).
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Public Health Environmental Health Services
Giardiasis
What is Giardiasis?
Giardiasis is a diarrheal disease caused by the microscopic parasite Giardia. A parasite is an organism that feeds off of another organism to survive. Once a person or animal (i.e. cats, dogs, cattle, deer, and beavers) has been infected with Giardia, the parasite lives in the intestines and is passed in feces (poop). Once outside the body, Giardia can sometimes survive for weeks or months.
How common is giardiasis?
Giardiasis is the most frequently diagnosed intestinal parasitic disease in the United States. Giardia can be found within every region of the U.S. and around the world. There are about 20,000 cases of giardiasis each year in the U.S. In 2015, San Bernardino County had an incidence rate of 2.3 giardiasis cases per 100,000 people.
Who is most at risk for getting giardiasis?
Though giardiasis is commonly thought of as a camping or backpacking-related disease and is sometimes called "Beaver Fever," anyone can get giardiasis. People more likely to become infected include:
- Children in child care settings, especially diaper-aged children
Page 1 of 3
- Close contacts (i.e. people living in the same household) or people who care for those sick with giardiasis
- People who drink water or use ice made from places where Giardia may live (i.e. untreated or improperly treated water from lakes, streams, or wells)
- Backpackers, hikers, and campers who drink unsafe water or who do not practice good hygiene (such as proper hand washing)
- People who swallow water while swimming and playing in recreational water where Giardia may live, especially in lakes, rivers, springs, ponds, and streams
- International travelers
- People exposed to human feces (poop) through sexual contact
800-442-2283
www.SBCounty.gov/dph/dehs
UpdatedFebruary 2017
www.SBCounty.gov
How do people get infected with this parasite?
Giardiasis can be spread by:
- Swallowing Giardia picked up from surfaces (i.e. bathroom handles, changing tables, diaper pails, or toys) that contain stool from an infected person or animal
- Drinking water or using ice made from water sources where Giardia may live (i.e. untreated or improperly treated water from lakes, streams, or wells)
- Swallowing water while swimming or playing in water where Giardia may live, especially in lakes, rivers, springs, ponds, and streams
- Eating uncooked food that contains Giardia organisms
- Having contact with someone who is ill with giardiasis
- Traveling to countries where giardiasis is common
Anything that comes into contact with feces (poop) from infected humans or animals can become contaminated with the Giardia parasite. People become infected when they swallow the parasite. It is not possible to become infected through contact with blood.
What can be done to prevent giardiasis?
To prevent and control infection with the Giardia parasite, it is important to:
- Avoid water (drinking or recreational) that may be contaminated.
- Avoid eating food that may be contaminated.
- Practice good hygiene.
- Prevent contact and contamination with feces (poop) during sex.
Page 2 of 3
What are the symptoms of giardiasis? Infection with Giardia can cause a variety of intestinal symptoms, which include:
- Diarrhea
- Gas or flatulence
- Greasy stool that can float
- Stomach or abdominal cramps
- Upset stomach or nausea
- Dehydration
Symptoms may vary and can last from 1 to 2 weeks or longer. If you think you may have giardiasis, contact your healthcare provider.
How is giardiasis diagnosed?
Your healthcare provider will ask you to submit stool (poop) samples to see if you are infected. Because testing for giardiasis can be difficult, you may be asked to submit several stool specimens collected over several days.
UpdatedFebruary 2017
What is the treatment for giardiasis?
Many prescription drugs are available to treat giardiasis. Although the Giardia parasite can infect all people, infants and pregnant women may be more likely to experience dehydration from the diarrhea caused by giardiasis. To prevent dehydration, infants and pregnant women should drink a lot of fluids while sick. Dehydration can be life threatening for infants, so it is especially important that parents talk to their healthcare providers about treatment options for their infants.
For more information, please contact: County of San Bernardino Department of Public Health Communicable Disease Section www.sbcounty.gov/pubhlth
(800) 722-4794
To report a possible foodborne illness, contact: County of San Bernardino Department of Public Health Division of Environmental Health Services (800) 442-2283
Source: this information was taken from the Centers for Disease Control and Prevention’s website www.cdc.gov .
Page 3 of 3
UpdatedFebruary 2017
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Fact sheet for learners
Health and safety at work
Workers get hurt on the job every day. You and your employer (boss) can make your job safer.
Your first job in Canada may be different from the work you are used to doing. You may use tools or machines that you have never used before. You may do tasks you have never done. Your new workplace may feel strange. For these reasons, you may be at higher risk of getting injured or sick at work.
What can cause injuries and illness at work?
Canada has laws that help make workplaces safer. These laws give workers rights so that they can be safe at work.
In Ontario, the law that protects most people at work is the Occupational Health and Safety Act (OHSA).
The Ontario Ministry of Labour, Training and Skills Development enforces the OHSA. Ministry inspectors can visit workplaces. Inspectors can order employers to make changes in the workplace to follow the laws.
Who is protected by the Occupational Health and Safety Act (OHSA)?
The OHSA protects most workers in Ontario. It does not apply to people who work in the homes of their employ ers—for example, domestic workers and live-in caregivers.
The OHSA does not apply to Ontario workplaces under federal government control—such as post offices, air ports and banks—because these workers are protected by a federal law, the Canada Labour Code.
| Danger | May cause |
|---|---|
| Working with tools or machines | Cuts, amputations (for example, fingers, arm) |
| Lifting heavy things (for example, boxes) | Back pain |
| Doing the same movements again and again | Back, neck, arm or hand pain |
| Falling from a ladder or slipping on a wet folor | Sprains, broken bones |
| Working with chemicals with no gloves or mask | Skin or breathing problems, cancer |
| Bullying and harassment | Depression, mental stress |
| Seeing or experiencing workplace violence | Traumatic mental stress |
What duties do employers, supervi sors and workers have under OHSA?
According to the law (OHSA), employers, supervisors and workers have duties to make the workplace safe.
Employers or supervisors must:
* Have occupational health and safety policies and programs to protect you from injury, illness, violence and harassment.
* Give you information, train you and supervise you to protect your health and safety at work.
* Tell you about dangers (hazards) in the workplace.
* Make sure that there are safe work procedures that you follow.
* Make sure that the right tools, machinery and personal protective equipment (for example, hard hats, safety glasses, steel-toed boots, ear plugs, masks) are available and used properly.
* Make sure that equipment, materials and protective devices are in good condition. This includes personal protective equipment and guards on tools and machines.
* Make sure that you take basic health and safety awareness training. Get information about this training at the Ministry of Labour, Training and Skills Development website.
* Cooperate with health and safety representatives.
* Do everything they can to protect you.
As a worker you must:
* Follow instructions and rules to keep your workplace safe.
* Act responsibly in the workplace.
* Use the safety equipment your employer tells you to use. This includes personal protective equipment or clothes, and safety equipment on tools and machines.
* Use equipment or machinery properly so that you do not harm yourself or another worker.
* Tell your employer about equipment or machinery that is broken or missing a guard. Do not use it until it is fixed.
* Tell your employer about any health and safety problems or violations of the OHSA.
Health and safety at work
Health and safety representatives
Every workplace in Ontario that employs 6 or more people must have a worker health and safety representative. This is a worker chosen by other workers. A workplace that employs 20 or more people must have a joint health and safety committee that includes both worker and manage ment health and safety representatives.
Representatives identify hazards in the workplace (for example, by doing workplace safety inspections) and make recommendations on health and safety.
What are your rights under OHSA?
The OHSA gives workers the right to:
Know about health and safety dangers on the job
* Your employer must tell you about all known dangers (hazards) in the workplace and what to do about them.
* If you cannot read written rules or instructions, ask someone to help you. If you don't understand the reason for an instruction or a rule, tell your supervisor.
Participate in keeping the workplace safe and healthy
* You have the right to help make your workplace safe. You can share your ideas or complaints about workplace health and safety with your employer or your health and safety representatives (HSRs).
* HSRs must inspect the workplace once a month and tell the employer and workers about unsafe conditions. They may also recommend ways for the employer to help fix problems.
* You should meet your health and safety representative(s) when you start a job.
Refuse unsafe work
* You can refuse to do work that you think might hurt you or another worker. You can also refuse to work if you believe equipment or machines are unsafe or if they are being used in a way that might hurt you or another worker.
* There is a specific way to refuse unsafe work so that you are protected by the OHSA. Speak to your health and safety representative or see the Ministry of Labour, Training and Skills Development guide to the OHSA, available on the Ministry website.
What is violence and harassment in the workplace?
The OHSA says employers must try to protect workers from workplace violence or harassment.
Workplace violence is when someone uses force, tries to use force or threatens to use force that could injure a worker in a workplace. It is also workplace violence when non-workers harm a worker. An example would be when a patient hurts a hospital worker.
It is not violence when someone uses force by accident.
Workplace harassment is when a person bullies, intimidates or offends a worker—by saying or doing something that the person knows, or should know, the worker does not like—and usually more than once. This includes making threats or rude jokes, showing offensive pictures, making intimidating phone calls, making inappropriate body contact and making fun of someone.
It is not usually harassment when people disagree or have an argument. It's also not usually harassment when an employer or supervisor says or does something as part of normal work duties that a worker doesn't like. An example would be when a supervisor gives negative feedback about someone's work or gives workers shifts that they don't like.
Violence or harassment can be carried out by a coworker, supervisor, employer, customer or client, friend, family member or other non-worker.
If you face violence or harassment at work, tell your employer, supervisor or health and safety representative. If the problem cannot be solved at your workplace, call the Ministry of Labour, Training and Skills Development.
If you or a co-worker are in immediate danger, contact the police at 911.
3 Health and safety at work
What else should you know?
All injuries at work should be reported to a supervisor. In Ontario, reporting injuries is the law. See the "Work injury and illness" fact sheet for more information.
Ontario also has laws about how employers must treat workers fairly (employment standards). For example, employers must pay a minimum hourly rate set by the government. Your employer cannot pay you less, even if you work part time or if you work through a temporary agency.
Learn about your rights on pay, sick leave, vacation, overtime and termination by asking your employer or union representative or visiting the Ministry of Labour, Training and Skills Development website: www.labour.gov.on.ca/english/es/
Workplace health and safety reprisals
A workplace health and safety reprisal is when a boss threat ens or punishes a worker for following health and safety laws or exercising his and her rights.
Examples of reprisals are reducing a worker's hours or firing a worker. Reprisals are against the law.
If your boss threatens or punishes you for following the law, you can file a complaint with the Ontario Labour Relations Board or get help from other organizations listed in the "Helpful resources" section.
If your boss threatens or punishes you because you refused unsafe work you can report it to the Ministry of Labour, Training and Skills Development.
HELPFUL RESOURCES
Ontario Ministry of Labour, Training and Skills Development. Report unsafe work practices, injuries or incidents, or get answers to occupational health and safety questions. You can call 24 hours a day, 7 days a week. Also get more information on basic health and safety awareness training, refusing unsafe work and workplace violence and harassment.
Call: 1-877-202-0008 (toll free). Website: https://www.labour.gov.on.ca/english/hs/
Ontario Labour Relations Board. Get legal help if you are being punished for doing something the Occupational Health and Safety Act says you have the right to do. You can also contact the Board if you disagree with a Ministry of Labour, Training and Skills De velopment inspection order.
Call: 416-326-7500 (in Toronto) or 1-877-339-3335 (toll free). Website: www.olrb.gov.on.ca
Occupational Health Clinics for Ontario Workers. Get occupational health services, information and medical diagnoses for workrelated injuries and diseases.
Call: 416-449-0009 (in Toronto) or 1-877-817-0336 (toll free). Website: www.ohcow.on.ca
Office of the Worker Advisor. Get free legal advice and representation if you are not a member of a union and you are threatened or punished for following health and safety laws or for getting injured or ill from work.
Call: 416-212-5335 (in Toronto) or 1-855-659-7744 (toll free). Website: www.owa.gov.on.ca
Workers' Action Centre. Get information about your rights at work if you are not in a union. The centre has legal information in many languages on many topics like temp agency work, workplace harassment and undocumented ("under the table") work. Call: 416-531-0778 or 1-855-531-0778 (toll free). Website: www.workersactioncentre.org
Workers' Health & Safety Legal Clinic. Get help if you are being punished at work for refusing unsafe work.
Call: 416-971-8832 (in Toronto) or 1-877-832-6090 (toll free). Website: www.workers-safety.ca
Steps to Justice. Get legal information in simple language. Use the chat option on the organization's website to ask questions.
Website: www.stepstojustice.ca
Human Rights Legal Support Centre. Get help about discrimination at work.
Call: 416-597-4900 (in Toronto) or 1-866-625-5179 (toll free). Website: www.hrlsc.on.ca
This document does not constitute legal advice or formal training. To determine your rights and obliga tions, contact the organizations listed in the resources section.
This document is part of the Safe Work Toolkit for Newcomers, originally published in 2011 under the title, Prevention is the Best Medicine. The toolkit was developed by a research team at the Institute for Work & Health. Input was provided by:
Immigration, Refugees and Citizenship Canada
Injured Workers' Consultants
KEYS Job Centre
Occupational Health Clinics for Ontario Workers
Ontario Ministry of Citizenship and Immigration (now part of the Ministry of Children, Community and Social Services)
Ontario Ministry of Labour (now called Ontario Ministry of Labour, Training and Skills Development)
Skills for Change
Workers Health and Safety Centre
Workplace Safety and Insurance Board Workplace Safety & Prevention Services
Published by the Institute for Work & Health (IWH), 2011, 2019. This work is licensed under a Creative Commons Attribution-Non CommercialNo Derivatives 4.0 International License: http://creativecommons.org/ licenses/by-nc-nd/4.0/. This document can be used and shared as long as
IWH is credited as the source, the document is not modified, and it is used for non-commercial purposes. If you wish to modify and/or use this document for commercial purposes, please contact firstname.lastname@example.org.
The Institute for Work & Health is an independent, not-for-profit organization whose mission is to promote, protect and improve the safety and health of working people by conducting actionable research that is valued by employers, workers and policy-makers.
The Institute for Work & Health operates with the support of the Province of Ontario. The views expressed in this publication are those of the Institute and do not necessarily reflect those of the Province of Ontario. For more information, please contact: email@example.com
Institute for Work & Health 481 University Ave., Suite 800 Toronto, ON Canada M5G 2E9
© December 2019
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Discussion Guide
Bystander by James Preller
1. The ending of the book does not provide a typical Hollywood conclusion, where it's all wrapped up. Instead, it strives for something more realistic. What do they will happen with the characters in the future, particularly Griffin and his friends. What clues in the text support your conclusion?
2. In the character of David Hallenback, we see a victim/target who turns around to become a bully against Eric Hayes. Research shows this to be a common dynamic -- that the target becomes the bully. Why do you think this might be true?
3. From the book, we learn that Mary has been involved in some cyber-bullying the past. Why do you think this particular form of bullying --- creating a web page, or simply send a mean email -- is on the rise today? What makes it easier? Why?
4. Think about Eric's mother's actions and reactions in the book. Do you think she made any mistakes? What did she do right? What would you want to tell adults about the "real" stories behind bullying?
5. In chapter 20, a gathered group of boys discuss their responses to Griffin's behavior. A number of reasons are listed by various characters as to why they elect to do nothing, including: 1) The unreliability of authority figures to respond; 2) The threat of retaliation; 3) That the victim, at least on some level, deserves it; 4) That it's human nature, the law of the jungle, and will always persist; 5) That it's better to stay out of it; and lastly, 6) That no one should "rat out" another student. Are any of these valid reasons for remaining a bystander? Why and why not?
6. Griffin Connelly is represented as a smart, good-looking, intelligent boy. Why do you think he's involved in bully behaviors? What traits do you think he might lack?
7. Eric's father is absent from the story, living miles away. What effect do you think this had on Eric? Do you feel it helped make him a potential target in Griffin's eyes?
8. In what is known as "the bystander effect," it's been learned that group behavior is often less moral/ethical than individual behavior. For example, imagine a figure laying on the sidewalk. Groups of people have, in various tests, failed to stop and help the injured person. Yet individuals -- alone -- are much more likely to stop and try to be of assistance. Why do you think that is so?
9. To what extent is it fair to blame some of David Hallenback's problems on himself? What mistakes does he make? Are there things he might have done differently? Did he in any way bring these problems unto himself?
10. Do you feel the school authorities -- ranging from the principal, teachers, counselors and school resource officer -- acted appropriately throughout? Could they have done more to address the problem?
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Description
Every year, on the first Sunday after the first full moon following the vernal equinox, we celebrate Easter. This holiday has Pagan and Christian origins, and has been celebrated since the 2nd century AD. For Christians, it is a time to remember and celebrate the resurrection of Jesus Christ. For Pagans, it is a time to celebrate the coming of Spring and the fertility of the earth. Whatever our religious beliefs, Easter is about more than just spending time with our loved ones, it's also about celebrating new beginnings.
There is no better way to do this than with a delicious Easter feast. Ham, lamb, and chocolate eggs are all traditional Easter foods. And of course, no Easter would be complete without an Easter Bunny cake! After the feast, it is time to have some fun. Egg hunts are a popular activity for kids of all ages. Painting eggs is another fun way to celebrate Easter.
Whatever activities you enjoy on Easter, make sure to take some time to relax and enjoy the company of your family and friends. And to keep these memories, why not make a lovely page for them? Below are several stunning and beautiful layout ideas celebrating Easter that will surely spark your interest to get started!
Bunny
This beloved holiday icon brings happiness to children around the world, and his story is one of both myth and history. It is a fictional character that brings gifts to children on Easter morning. It hides eggs for children to find. There are many theories about how the Easter bunny came to be associated with Easter. One theory is that the Easter bunny is a symbol of new life and fertility. Another theory is that the Easter bunny is a symbol of hope and renewal.
Egg Hunting
One popular tradition during this day is the Easter egg hunt. Children love to search for hidden eggs, and adults often enjoy hiding them. This is a great way for families to spend time together. Imagine the faces and reactions of your loved ones trying to find those precious eggs hidden somewhere! So get your egg baskets ready and have fun!
Layout by GrammyScrapper
Feast and Treats
Just as Christmas has its traditional feast and treats, so does Easter. The Easter feast traditionally consists of ham, lamb, or turkey, along with spring vegetables such as asparagus. Other traditional Easter foods include hot cross buns, Easter eggs, and cake. Also, many people give and receive Easter baskets filled with Easter treats to enjoy this day. Whether you're celebrating with a big family gathering or a small get-together with friends, Easter is a great time to enjoy some delicious food and treats!
Life's Blessings
Easter is a beautiful time of year where we can reflect on all of the blessings we have received in our lives. We should be grateful for our family and friends, our pets, our achievements, and our happiness. These are all gifts that we should cherish. Let us never take them for granted. Experiencing Easter with the people and things we love is a true gift.
You can't showcase Easter events without decorated Easter eggs. This set of picture tubes includes two dozen eggs in pastel colors and you can scatter them however you want through your project.
Click HERE to get this set of eggs.
Date Created April 2023 Author rizzi1108
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Food Safety Policy
Adopted by Trustees on 13 th May 2020 Next Review on 6 th September 2024
Key contact: Mary Kahn
Axminster and Lyme Cancer Support Charity
Registered Charity No 1182035
Axminster and Lyme Cancer Support (ALCS)
We provide regular drop-in support sessions for our clients, various workshops and occasional light lunches. We occasionally use external catering companies for events.
Food Preparation
ALCS will endeavour to make sure foods are properly labelled with instructions such as use-by dates, allergen information and storage guidelines.
When preparing food, ALCS will be mindful the consider the 4 key safety issues of cleaning, cooking, chilling, and avoid cross-contamination.
Storage
It's very important to store food properly to keep it safe. ALCS will endeavour to store food in sealed containers, labelled clearly and at the correct temperature to avoid crosscontamination.
Cleaning
ALCS will: -
Advise volunteers to wash their hands regularly with soap and water.
Always wash fresh fruit and vegetables before cooking or consumption
Keep raw and ready-to-eat foods separate.
Will not use food past its use-by date
Always follow cooking instructions
Make sure food is properly prepared and cooked before it is served.
Ensure that food preparation areas are suitably cleaned and sanitised after use and wash any equipment being used in hot soapy water.
Ensure frozen food is safely defrosted in a fridge before use.
Keep food out of the fridge for the shortest time possible.
Food temperature
Food that needs to be chilled, such as sandwiches should be left out of the fridge for the minimum possible time, and never for more than four hours.
After this time, any remaining food will be thrown away.
Sell By Dates
ALCS will not sell food or redistributed or consumed after the use-by date.
Best Before Dates
Food with a best before date can be legally sold, redistributed, and consumed after this date, if judged to be of sufficient quality to be donated and made available to be eaten.
This should include a visual inspection, checking for freshness and any damage. In some instances, torn or damaged outer packaging may be acceptable if the integrity of the primary pack is maintained.
Allergens
ALCS will provide details of the relevant 14 allergens as best practice to allow people with food allergies to make safe food choices.
Anyone making or donating foods should label it appropriately:
What the item is.
Date of production.
Details of any allergens.
Higher Risk Foods
Raw milk
Raw shellfish
Soft cheeses
Pâté
Foods containing raw egg
Cooked sliced meats.
Risk Assessments
ALCS will follow the Guidance on carrying out risk assessments provided by the Health & Safety Executive (HSE), for food preparation, cooking and service.
All kitchen equipment and crockery will be reviewed annually to ensure meet recommended guidelines.
Meal Containers
Food in containers will be of food grade standard.
`It is safe to re-use glass and plastic containers, if they are free from chips and cracks.
Containers will be thoroughly cleaned to prevent cross-contamination with germs, allergens and physical contaminants.
https://www.food.gov.uk/safety-hygiene/food-safety-for-community-cooking-and-foodbanks https://fundraisingexpert.com/food-safety/
Date of Policy September 2023
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Nolin River Lake (2018)
Water Quality Takeaways:
Tailwater Conditions
* No exceedances of state water quality criteria
* High potential for harmful algal blooms
General Information and Water Quality
Nolin River Lake (NRR) is located in Edmonson, Grayson, and Hart counties in Kentucky. The dam was built by the Louisville District US Army Corps of Engineers (LRL) and began operation in 1963. The primary purpose of the lake is flood control. At summer pool, the surface area of NRR is 5,795 acres.
Water quality (WQ) in the tailwater is assessed by analyzing 2018 data for exceedances of WQ criteria established by the KY Division of Water (KDOW). No criteria were exceeded in the tailwater (2NRR10000; Figure 1). However, NRR did exceed the USEPA's recommended criteria for total phosphorus and turbidity. This is common among KY lakes but can contribute to harmful algal blooms.
Figure 1. NRR sample sites in 2018 for field and chemical data.
Figure 2. NRR time series data collected from the tailwater (2NRR10000; Figure 1): a) water temperature; and b) dissolved oxygen.
Temperature and dissolved oxygen (DO) profile data are regularly collected from LRL lakes and tailwaters. This data informs water control engineers on how to best use existing selective withdrawal capabilities to meet downstream WQ targets. WQ targets are established by each lake's Water Control Plan (WCP) and state criteria. Figure 2a shows a time series graph of the 2018 tailwater (2NRR10000; Figure 1) water temperature compared with the guide curve from the lake's WCP. NRR operated relatively closely to the established temperature guide curve. Figure 2b shows a 2018 time series graph of the lake's tailwater DO data with the applicable state criteria (blue line). NRR met the state's criteria for dissolved oxygen.
Nolin River Lake (2018)
Reservoir Conditions and Operations
Reservoir Biological Conditions
Below (Figures 3a and b) are time series contour plots of NRR profile data collected at the damsite (2NRR20001; Figure 1) in 2018. The figures show the progression of temperature and dissolved oxygen availability in the lake throughout the year. The NRR temperature profile data collected in 2018 (Figure 3a) indicates that the reservoir contained the adequate cold water necessary to meet the established temperature guide curve shown in Figure 2a. While Figure 3b indicates that the reservoir may have dissolved oxygen limitations in the summer and fall, actual data from the tailwater indicates that it is adequately oxygenated.
Trophic State Index (TSI) was calculated using values from the Secchi Depth, Chlorophyll-a, and Total Phosphorus analyses. The TSI values below were calculated for multiple sites with 2018 data. The results shown in Table 1 suggest that NRR is eutrophic (TSI score from 51-69). This means that NRR has a high concentration of nutrients, which can be detrimental to life in the lake in multiple ways.
Phytoplankton (algae and cyanobacteria) and green plants are the base of the food chain in aquatic ecosystems.
Phytoplankton also have a large impact on humans via harmful algal blooms (HABs) which are caused by an overabundance of cyanobacteria.
Figure 4. 2018 phytoplankton community at 2NRR20001.
| Site | TSI Score | Trophic State |
|---|---|---|
| 2NRR20001 | 58 | Eutrophic |
| 2NRR20003 | 58 | Eutrophic |
| 2NRR20005 | 62 | Eutrophic |
| 2NRR20022 | 59 | Eutrophic |
Figure 4 shows that cyanobacteria dominated the phytoplankton community in density (cells/L). These results indicate that HABs have the potential to be problematic at NRR.
5
Harmful Algal Blooms (HABs) in KY are addressed by the KDOW as they are the lead agency for HAB response in the state. The KDOW has adopted HAB toxin sampling for posting public recreational advisories/cautions. The LRL WQ Program supports the state agency's efforts to implement a statewide HAB response plan. LRL assists the KDOW with implementation by reporting visual HAB indicators and collecting HAB toxin samples as specified by the KDOW.
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The Importance of Imagination and Play
A Neuro-Cognitive Perspective
Imagination plays a vital role in learning.As they grow, children gradually come to learn the difference between reality and fantasy.Throughout this dynamic process, play is a key element, as it promotes cognitive development. Both parents and educators sometimes have difficulty understanding how children develop in this regard.
This article approaches the topic of imagination and play from a neuro-psychological perspective. It includes insights from several authors who have done extensive research on the subject.
Marian Diamond and Janet Hopson 1 say that imagination and play encourage preschoolers to develop "inventiveness and the lifelong creativity into which it can blossom. Parents sometimes inadvertently damage their children's development by misunderstanding and discouraging two perfectly normal phenomena: a child's imaginary friendships and her private (although often audible) conversations with herself."
Yale University's Jerome Singer suggests that pre- schoolers with imaginary play-
mates are "more independent, cooperative with teachers and peers, generally happier, and less aggressive than their peers, and have a richer vocabulary." 2 It's not unusual for children to chatter in "private speech" to an imaginary character or friend.
Jane Healy lauds the role of imagination in reading development. She talks about "the importance of words without pictures" in helping children involve themselves in abstract thinking. 3 Referring to research done by Wells and his associates, Healy states,"the most powerful predictor of [children's] school achievement was the amount of time spent listening to interesting stories," 4 a form of play for the mind.
Healy describes "[t]he development of language and symbolic play" as the beginning of abstract thought. Until about age 6 or 7, children's "work" is to develop the basis for abstract thought, to master their physical environment, and learn to use language. 5 Thus, children's play and work are synonymous!
"Patterns are the key to intelligence," 6 Healy is convinced.Autistic children cannot play as other children do.
BY LINDA BRYANT CAVINESS
They seem unable to "make
JOURNAL OF ADVENTIST EDUCATION | DECEMBER 2005/JANUARY 2006
25
meaningful connections out of experience, so that the world seems to be a terrifying jumble of sights, sounds, and feelings." 7
"For children with these difficulties," Healy further explains,"we are not sure how much can be done to change things at these fundamental neural levels, but while the brain is still developing rapidly before age four or five, it is wise to focus on helping the child make physical and mental connections through lots of self-organizing play activities rather than emphasizing specific bits of information." 8
Marian Diamond and Janet Hopson say that imagination and play encourage preschoolers to develop "inventiveness and the lifelong creativity into which it can blossom."
26
JOURNAL OF ADVENTIST EDUCATION | DECEMBER 2005/JANUARY 2006
Healy says neurological research shows that formal school can be inappropriate and harmful for preschool children if it robs them of time to play freely:"Because of immaturity in parietal lobe areas that connect sight, sound, touch, and body awareness, it is still difficult to combine processes from more than one modality, such as in looking at a letter form and saying a sound to go with it, or hearing a numeral and writing it." 9
Diamond cites research 10 supporting the idea of allowing children to be free to play up until kindergarten age. However, she also cautions that "there is a balance to be achieved between too much unguided play, leaving a child unprepared to learn academic skills, and too much booklearning too early, leaving them potentially less creative and less comfortable in school.And we think it is up to parents to find the right balance for their children." 11 When children attend preschool, teachers also must make these determinations.
Even after children enter school, play is still an important part of learning.Vivian Gussin Paley, author of Wally's Stories, documents experiences with her kindergartners that made her aware of the importance of play as children process new information. Paley explains how lessons she thought she had taught superbly actually registered in distorted ways in her students' thinking. 12 By allowing them to act out their perceptions, she was able to understand how they processed the new concepts she presented in the classroom.These dramatizations became a useful tool for her and a vehicle for helping her students learn to reflect on their own thought processes.
Paley comments:"A wide variety of thinking emerges [during conversations, stories, and playacting], as morality, science, and society share the stage with fantasy. If magical thinking seems most conspicuous, it is because it is the common footpath from which new trails are explored. I have learned not to resist this magic but to seek it out as a legitimate part of 'real' school.
"Wally's Stories follows a group of five-year-olds through their kindergarten year.The scene is the classroom, and the teacher is the stage manager. . . .The children are scriptwriters and actors who know what kindergartners want to say." 13
Jane Healy lauds the role of imagination in reading development.
Listening to her students' conversations as they engaged in playacting enabled Paley to understand and reflect on their imagined reality.This allowed her to adjust her instruction to accommodate their cognitive processing.
Carla Hannaford agrees with Paley about the value of makebelieve and play:"The value of make-believe cannot be stressed enough.The child can take its world, and through play and familiarity organize it into more and more complex mental and emotional patterns.The time from ages two to five is a crucial stage for children's cognitive development as they learn to process information and expand it into creativity. Interactive communication and play, when children are learning from each other's imagination, accelerates the process." 14
appears to be an assumption that children need to be entertained and their play orchestrated. I see it a lot in organized sports for children.Adults are in charge and competition is the
Paley warns, however, that without monitoring and guidance, distorted thinking can occur. Children's playtime offers a valuable opportunity for the teacher to get into the heads of his or her students—not to intrude and control, but to connect with their realities and to discover what they know.The teacher can gently modify children's misperceptions through questions and comments, and model and define new knowledge so that it aligns with children's reasoning and understanding. By using these processes, Paley was able to help her students modify their misperceptions. For example, she posed key questions and used their responses to guide them into rethinking their positions and ideas.
goal. Rarely do you just see children initiate 'pick up' games that were routine when I was a child." 16
In playtime and in other aspects of learning, the concept of time, though abstract, helps to promote creativity. 17 As children playact, they have interesting ways of using time and space to construct knowledge. For example, they may say something like "Pretend it's raining.What will happen to our [pretend] house when the rain comes? We'd better hurry and make a shelter!"
Through the use of imagination and creativity, children's brains construct meaning and acquire skills that are vitally important for them to make sense of future experiences.Trying to force this development can have devastating effects.An example from nature may help to illustrate the importance of timing.
Chief of the Laboratory of Brain Evolution and Behavior at the National Institute of Mental Health in Washington, D.C., Paul MacLean "ties the process of imaginative development to the development of play." 15 Using McLean's research, Hannaford concludes that play becomes the essence of creativity and high-level reasoning. She stresses the value of intrinsic motivation in the play environment and cautions that even on the playground, extrinsic motivation (teacher direction) often threatens to take over."The marvelous changes unfold naturally [in playtime], and happily do not require adult supervision and meddling. Unfortunately, however, these days there seems to be less time and opportunity for children to simply play. Even playgroups seem to be organized and structured.There
Yesterday, while reading in our family room, I glanced through the ceiling-to-floor windows that offer a panoramic view of Glendale and Burbank, California, beyond our patio. Hanging from the eaves of the house is a drooping potted fern, a reminder of our horticultural neglect while traveling last month.A family of birds has made this planter its home. During the past week or so, the baby birds, except for one, have taken flight.
Occasionally the fledgling flaps its wings, hinting that flight is soon to come. However, it continues to clutch the edge of the fern pot. About every 20-30 minutes, the mother bird returns with a morsel of food for energy and encouragement. But still, the tiny bird clings to security.
Finally, after occasional gentle encouragements and beckoning, the mother leaves the baby to decide for
JOURNAL OF ADVENTIST EDUCATION | DECEMBER 2005/JANUARY 2006
Children's playtime offers a valuable opportunity for the teacher to get into the heads of his or her students—not to intrude and control, but to connect with their realities and to discover what they know.
itself what to do and when to do it.
And then the tiny bird tests its wings. Successfully, it alights on a downhill limb.
tion of patterning and appropriate action are limited.When dynamic equilibrium is lost, learning and creativity suffer." 18
I may have read more into this nature lesson than actually was there, but perhaps this was a lesson on the importance of intrinsic motivation. I like to think so.The baby bird took flight when the timing was right and all systems were "go."
Hannaford describes play as an opportunity for learning to take place in a wholistic way—involving all learning systems. She explains:"Play at the simplest physical level as well as the furthest reaches of the intellect, depends on a balance of all the elements of our humanity [mental, physical, emotional/social]. . .When the emotions are brought into dynamic equilibrium with reason, insight, action and even survival, learning becomes a rational, creative process. If any part of the brain processing is left out of the learning process, integra-
Educators often lament the drop in creativity they observe between kindergarten and third grade. Is this inevitable? Or does the emphasis on early skills development and extrinsic motivation conspire to diminish creativity at a time when children are passing through critical periods of neural patterning and networking? Are educators unknowingly truncating human potential during primetime development?
Both extrinsic and intrinsic motivation belong in the classroom.To function well in society, children need the skills that develop under extrinsic motivation.They also need the creativity that blooms when intrinsic motivation is nurtured.To neglect either during the most critical patterning times in brain development is a serious matter.
28
JOURNAL OF ADVENTIST EDUCATION | DECEMBER 2005/JANUARY 2006
It is our privilege as teachers to nurture the "child of the pure unclouded brow and dreaming eyes of wonder," as Lewis Carroll put it in Through the Looking-Glass. 19 But, even more precious is the awesome responsibility of partnering with God to unleash human potential and creative expression.We must ask for divine guidance as we seek to meet this important challenge. ✐
_______________
Linda Bryant Caviness, Ph.D., resides in Glendale, California, with her husband, Larry, a church administrator. She is mother of three and grandmother of two. In addition to work as an
Associate Professor of Education at La Sierra University, she enjoys research and writing about education and neuroscience.
______________________________
REFERENCES
1. Marion C. Diamond and Janet Hopson, Magic Trees of the Mind: How to Nurture Your Child's Intelligence, Creativity, and Healthy Emotions From Birth Through Adolescence (New York: Penguin Putnam, 1998), p. 182.
2. Cited in ibid.
3. Jane M. Healy,Endangered Minds(New
York: Simon & Schuster 1990), pp. 91, 92.
4. Ibid, p. 92.
5. _______,Your Child's Growing Mind (New York: Doubleday, 1994), p. 48.
6. Ibid., p. 49.
7. Ibid.
8. Ibid.
9. Ibid.
10. Rescorla, Hyson, & Hirsh-Pasek, 1991;
Sigel, 1987, cited in Diamond and Hopson, pp.
161, 162.
11. Diamond and Hopson, p. 168.
12.Vivian Gussin Paley,Wally's Stories
(Cam- bridge, Mass.: Harvard University Press, 1981).
13. Ibid., pp. 4, 5.
14. Carla Hannaford,Smart Moves(Arlington,
Va.: Great Ocean Publishers, Inc., 1995), p. 64.
15. Ibid., pp. 31, 32.
16. Ibid., p. 64.
17. Joan P. Isenberg and Mary R. Jalongo. Major Trends and Issues in Early Childhood Education: Challenges, Controversies, and Insights (New York:Teachers College Press, 1997).
18. Hannaford, Smart Moves, p. 66.
19. Lewis Carroll,The Works of Louis Carroll
(Sroboda, Prague: Hamlyn Publishing Group,
Ltd.: 1968), p. 113.
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Dasi Baba Sax Mms Dood Com
Global Ocean Science Report
The Art Journal
Concepts in Plant Metabolomics
Everyday Cooking with Dr. Dean Ornish
Crop Improvement Under Adverse Conditions
A History of Egypt Under the Pharaohs
An Oriental Biographical Dictionary
Sach Kahun Toh
Plant Communication from an Ecological
Perspective
Women in Pakistan
2019
Breakfast Recipes
Dr. Babasaheb Ambedkar, Writings and Speeches
Peaceful Parent, Happy Kids
One Indian Girl
More Than Bollywood
A Handbook of the Fighting Races of India
Sweet Potato
Masala Lab
Global Report on Trafficking in Persons 2020
Mrs Funnybones
Kashmir, 1947
PISA Take the Test Sample Questions from
OECD's PISA Assessments
Pink and Blue
Riddles in Hinduism
Hindu Castes and Sects Ecology and Conservation of Tropical Marine Faunal Communities Twelve Years a Slave The Modern Singhs A Glossary of the Tribes and Castes of the Punjab and North-West Frontier Province All Seasons Alike Asymptotic Expansions of Integrals I Am a Troll Struggle for Intimacy: Poems Hamito-Semitic Etymological Dictionary The Perils of Being Moderately Famous Inside Parliament Veterinary Herbal Medicine When Aamir Met Anushka Peaceful Parent, Happy Siblings
Dasi Baba Sax Mms Dood Com
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ALLIE ROSS
Global Ocean Science Report
Springer Science & Business Media The sweet potato is at present grown in more than 100 of the independent countries of the world. Most of the producer nations are situated in the tropical developing world where a high proportion of the poorest people live. Increasing recognition of the potential which sweet potato holds for combating food shortages and malnutrition has resulted in intensified research efforts to
enhance production and consumption. This book reviews our knowledge about the varied aspects of the sweet potato as a human food and animal feedstuff. This volume will be found practical and informative by all those involved in food and nutrition sciences, especially but not exclusively in developing countries. These include research workers in food or agriculture, dieticians, nutritionists, food technologists, students, planners and policy makers.
The Art Journal
Penguin Books The Hamito-Semitic Etymological Dictionary, a project in the making since 1986, is the first dictionary to reflect the vocabulary of the extinct Proto-
3
Hamito-Semitic (ProtoAfro-Asiatic) language. Reconstructed on the basis of Semitic, Ancient Egyptian, Berber, Chadic and Cushitic linguistic groups, the Dictionary plays an indispensable role in further research into the field of historical linguistics. It surpasses by far the only comparable work to date, M. Cohen's Essai comparatif sur le vocabulaire et la phonetique du chamito-semitique, published in 1947, which contains much less material and is now outdated. The Dictionary comprises more than 2,500 lexical items and includes an introduction providing valuable information on the historical phonology of HamitoSemitic as well as an
index of meanings, which supplies linguistics, archaeologists and scholars of ancient history with added insight into the culture of the ancient speakers of Proto-HamitoSemitic. An invaluable contribution to the field of Afro-Asiatic Studies, The Hamito-Semitic Etymological Dictionary will be used and discussed by scholars for years to come. Concepts in Plant Metabolomics Harper Collins What is it like to be known as Mansoor Ali Khan Pataudi's daughter? Or to have a mother as famous as Sharmila Tagore? Or to be recognized as Saif Ali Khan's sister? Or as Kareena Kapoor's sister-in-law? And where do I stand among them? Actor Soha Ali Khan's debut book is at heart a brilliant collection of personal essays where she recounts with selfdeprecating humour what it was like growing up in one of the most illustrious families of the country. With never before published photos from her family's archives, The Perils of Being Moderately Famous takes us through some of the most poignant moments of Soha's lifefrom growing up as a modern-day princess and her days at Balliol College to life as a celebrity in the times of social media culture and finding love in the most unlikely of placesall with refreshing candour and wit.
Everyday Cooking with Dr. Dean Ornish Storymirror Infotech
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Pvt Limited The world ocean is a life-supporting system for humanity, yet it remains largely unknown. Based on data collected from around the world, the Global Ocean Science Report 2020 offers a global record of how, where and by whom ocean science is conducted. It monitors our capacity to understand the ocean and seize new opportunities. More generally, the Report underlines the essential role of ocean research and international cooperation for all key issues of the 21st century.
Crop Improvement Under Adverse Conditions Penguin Indian social media is awash with right-wing trolls who incite online
5
communal tension and abuse anyone who questions them. But who are they? How are they organized? In this explosive investigation, conducted over two years, Swati Chaturvedi finally lifts the veil over this murky subject A History of Egypt Under the Pharaohs Harper Collins The 2020 UNODC Global Report on Trafficking in Persons is the fifth of its kind mandated by the General Assembly through the 2010 United Nations Global Plan of Action to Combat Trafficking in Persons. It covers more than 130 countries and provides an overview of patterns and flows of trafficking in persons at global, regional and national levels, based primarily on trafficking
cases detected between 2017 and 2019. As UNODC has been systematically collecting data on trafficking in persons for more than a decade, trend information is presented for a broad range of indicators. An Oriental Biographical Dictionary HarperCollins Chetan Bhagaot is author of one blockbuster book, "One Indian Girl." The New York times did not call him anything yet, USA detains him in airport every time he visits USA, Bhagaot got fired from an "Investment Bank" and trying to make a living out of writing books, Chetan Bhagaot is currently double timing his two Half Girlfriends Panusha and Ranusha. Please buy his book to support him maintaining his two half girlfriends. Here is one paragraph excerpt from the book "One Indian Girl." Sonja is a divorced and attractive Indian girl. She is working as a software engineer in an investment bank, USA. She has money ($$$$), she can afford sex outside marriage. She also has opinion on everything. She is dating various marriage prospects, will she get her dream guy? Sach Kahun Toh Elsevier Health Sciences Since the concept of allelopathy was introduced almost 100 years ago, research has led to an understanding that plants are involved in complex communicative
6
interactions. They use a battery of different signals that convey plant-relevant information within plant individuals as well as between plants of the same species or different species. The 13 chapters of this volume discuss all these topics from an ecological perspective. Communication between plants allows them to share physiological and ecological information relevant for their survival and ?tness. It is obvious that in these very early days of ecological plant communication research we are illuminating only the 'tip of iceberg' of the communicative nature of higher plants. Nevertheless, knowledge on the identity and
7
informative value of volatiles used by plants for communication is increasing with breathtaking speed. Among the most spectacular examples are sit- tions where plant emitters warn neighbours about a danger, increasing their innate immunity, or when herbivoreattacked plants attract the enemies of the herbivores ('cry for help' and 'plant bodyguards' concepts). It is becoming obvious that plants use not only volatile signals but also diverse water soluble molecules, in the case of plant roots, to safeguard their evolutionary success and accomplish self/non-self kin recnition. Importantly, as with all the examples of biocommunication, irrespective of whether signals and signs are
transmitted via physical or chemical pathways, plant communication is a rule-governed and sign-mediated process. Plant Communication from an Ecological Perspective HarperCollins These are poems on the post-colonial aftermath. Struggle for Intimacy deals with the chaos of the divided self, ethnocentrism, xenophobia, feminism, love, and the struggle to find one's being. Kavya Sharma has completed her Masters in Creative Writing from the University of Nottingham and has authored three books, namely All Seasons Alike, To Naddiyaa, and a poetry collection, The Carmine Memories. She is the Founder & Editor-in-Chief of Verse of Silence literary magazine. Her works have been featured in many online and print venues, including The Sunday Guardian, Asian News, Kitaab, The Bangalore Review, BBC Nottingham, and elsewhere. Women in Pakistan Penguin UK Jo B. Paoletti's journey through the history of children's clothing began when she posed the question, "When did we start dressing girls in pink and boys in blue?" To uncover the answer, she looks at advertising, catalogs, dolls, baby books, mommy blogs and discussion forums, and other popular media to examine the surprising shifts in attitudes toward color as a mark of gender in American children's clothing. She chronicles the decline
8
of the white dress for both boys and girls, the introduction of rompers in the early 20th century, the gendering of pink and blue, the resurgence of unisex fashions, and the origins of today's highly gender-specific baby and toddler clothing. 2019 Penguin Abbey and Money Singh are better known as The Modern Singhs, Kiwi social media celebrities with a rich and tangled love story to tell. Shared through the eyes of this inspiring duo, The Modern Singhs reveals their experiences as migrants to New Zealand as they struggled to find footing in new surroundings. They describe how they met and pursued a relationship that was
9
forbidden by Money's culture, where he felt he had to choose between his family and the love of his life. The couple opens up about the difficult birth of their son, their journeys with mental health, a complicated sense of home, and what it's like to raise bilingual children across three cultures. The rest is history - or at least uploaded to YouTube, where Abbey and Money's joyful outlook and celebration of tradition unites 1.3 million viewers from all over the world, encouraging others to embrace difference with open hearts. Breakfast Recipes Springer Science & Business Media Derek O'Brien dominated Indian television as the country's most wellknown quizmaster for over two decades, asking questions to millions across India. Now he plays a key role in the Rajya Sabha raising important questions from the front row in the Upper House. One of the most candid, courageous voices of the Opposition, O'Brien is articulate, incisive and provocative - qualities that are apparent in his writing. In this book, comprising his best political essays, Derek O'Brien reflects on the state of the nation, offering insights from a unique vantage point inside Parliament. Never afraid of controversy or contention, he covers topics ranging from federalism, the Constitution and the note ban to the muchdebated GST bill, social media and the lessons he's learnt as MP. Thought-provoking and captivating at once, Inside Parliament is required reading for all interested in understanding today's India and all who care about its future.
Dr. Babasaheb Ambedkar, Writings and Speeches Indiana
University Press This is the first book to tackle the diverse styles and multiple histories of popular musics in India. It brings together fourteen of the world's leading scholars on Indian popular music to contribute chapters on a range of topics from the classic songs of Bollywood to contemporary remixes, summarized by a reflective afterword by popular music scholar Timothy Taylor. The
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chapters in this volume address the impact of media and technology on contemporary music, the variety of industrial developments and contexts for Indian popular music, and historical trends in popular music development both before and after the Indian Independence in 1947. The book identifies new ways of engaging popular music in India beyond the Bollywood musical canon, and offers several case studies of local and regional styles of music. The contributors address the subcontinent's historical relationships with colonialism, the transnational market economies, local governmental factors, international conventions, and a
11
host of other circumstances to shed light on the development of popular music throughout India. To illustrate each chapter author's points, and to make available music not easily accessible in North America, the book features an Oxford web music companion website of audio and video tracks.
Peaceful Parent, Happy Kids Oxford University Press Renowned cardiac researcher and bestselling author Dean Ornish, M.D., has inspired millions of people to choose a healthier lifestyle and a low-fat diet. But low-fat cooking can be timeconsuming and hard to fit into a busy schedule, so Dr. Ornish has found 150 wonderful ways to
make it fast, delicious and fun. Everyday Cooking with Dean Ornish includes 150 easy and extraordinary recipes that are extremely low in fat and cholesterol -- and high in flavor. You'll find slimmed-down versions of comfort foods that are delicious and nutritious, from French Toast and Hashed Browns to enchiladas and lasagna, from Creamy Corn Soup and Spicy Arkansas Chili to Southwest Pizza and Carrot Cake with Cream Cheese Frosting. The recipes are quick to prepare, the ingredients are familiar and inexpensive and there are hundreds of smart time-saving tips on cooking, shopping and serving. Now you no longer have to choose between good food and good health. One Indian Girl Springer Science & Business Media Filmatized in 2013 and the official recipient of three Oscars, Solomon Northup's powerful slave narrative 'Twelve Years a Slave' depicts Nortup's life as he is sold into slavery after having spent 32 years of his life living as a free man in New York. Working as a travelling musician, Northup goes to Washington D.C, where he is kidnapped, sent to New Orleans, and sold to a planter to suffer the relentless and brutal life of a slave. After a dozen years, Northup escapes to return to his family and pulls no punches, as he describes his fate and that of so many other black people at the time. It is a
12
harrowing but vitally important book, even today. For further reading on this subject, try 'Uncle Tom's Cabin' by Harriet Beecher Stowe. Solomon Northup (c.1807c.1875) was an American abolitionist and writer, best remembered for his powerful race memoir 'Twelve Years a Slave'. At the age of 32, when he was a married farmer, father-of-three, violinist and free-born man, he was kidnapped in Washington D.C and shipped to New Orleans, sold to a planter and enslaved for a dozen years. When he gained his freedom, he wrote his famous memoir and spent some years lecturing across the US,on behalf of the abolitionist movement.
13
'Twelve Years a Slave' was published a year after 'Uncle Tom's Cabin' by Harriet Beecher Stowe and built on the antislavery momentum it had developed. Northup's final years are something of a mystery, though it is thought that he struggled to cope with family life after being freed.
More Than Bollywood Springer Ever wondered why your grandmother threw a teabag into the pressure cooker while boiling chickpeas, or why she measured using the knuckle of her index finger? Why does a counterintuitive pinch of salt make your kheer more intensely flavourful? What is the Maillard reaction and what does it have to do with
fenugreek? What does your high-school chemistry knowledge, or what you remember of it, have to do with perfectly browning your onions? Masala Lab by Krish Ashok is a science nerd's exploration of Indian cooking with the ultimate aim of making the reader a better cook and turning the kitchen into a joyful, creative playground for culinary experimentation. Just like memorizing an equation might have helped you pass an exam but not become a chemist, following a recipe without knowing its rationale can be a sub-optimal way of learning how to cook. Exhaustively tested and researched, and with a curious and engaging approach to food, Krish Ashok puts together the one book the Indian kitchen definitely needs, proving along the way that your grandmother was right all along.
A Handbook of the Fighting Races of India Hawakal Publishers Plant development and productivity are negatively regulated by various environmental stresses. Abiotic stress factors such as heat, cold, drought, and salinity represent key elements limiting agricultural productivity worldwide. Thus, developing crop plants with the ability to tolerate abiotic stresses is a critical need which demands modern novel strategies for the thorough understanding of plant response to abiotic
14
stresses. Crop Improvement under Adverse Conditions will serve as a cutting-edge resource for researchers and students alike who are studying plant abiotic stress tolerance and crop improvement. The book presents the latest trends and developments in the field, including the impact of extreme events on salt tolerant forest species of Andaman & Nicobar Islands, the overlapping horizons of salicylic acid in different stresses, and fast and reliable approaches to crop improvement through In Vitro haploid production. Written by renowned experts and featuring useful illustrations and photographs, Crop Improvement under
15
Adverse Conditions is a concise and practical update on plant abiotic stress tolerance and crop improvement. Sweet Potato Sanjay & Co This full-color reference offers practical, evidence-based guidance on using more than 120 medicinal plants, including how to formulate herbal remedies to treat common disease conditions. A bodysystems based review explores herbal medicine in context, offering information on toxicology, drug interactions, quality control, and other key topics. More than 120 herbal monographs provide quick access to information on the historical use of the herb in humans and animals, supporting
studies, and dosing information. Includes special dosing, pharmacokinetics, and regulatory considerations when using herbs for horses and farm animals. Expanded pharmacology and toxicology chapters provide thorough information on the chemical basis of herbal medicine. Explores the evolutionary relationship between plants and mammals, which is the basis for understanding the unique physiologic effects of herbs. Includes a body systems review of herbal remedies for common disease conditions in both large and small animals. Discusses special considerations for the scientific research of herbs, including complex and individualized interventions that may require special design and nontraditional outcome goals. Masala Lab Penguin Random House India Private Limited Train was moving. In the moonless night. She felt something suddenly. It was dark inside the train so it was not visible. A hand touched her... It wasn't her kid's. Bigger. An adult's. She pushed it back in shock with a light scream......His hands had reached deeper. It was damn dark. Nobody could see anything. But here was she, lying with her son while a man was massaging her passionately. She again tried a failed attempt to stop him. He didn't move. His
16
hands had done with throat and neck. His oily hand had now slid inside her... She again tried to explain him. Took his face in her hands and pleaded. To stop. He knew it was half-hearted. Kept moving his hand inside. Compassion had turned into passion. Sympathy had turned into ardour. Caring had turned into craving. The lines cleaving gentle friendly touch and passionate rub were blurred... ...She looked back at her little son while slowly getting into man's blanket. He was sleeping peacefully... The bondages of modesty were shattered... It was the first sensual kiss for her in years. She pulled his head near her heart. It was the sign of surrender. Forgetting
17
all ties, relations and even her son sleeping next to her on the other berth. It was the night of liberation! The night of celebration! The night of miracle... The man was master of seduction. A trained lover. He did that 18 times. With different women. Hotties called him man of dreams. But he was a man on mission. Will love defeat mission? Read this romantic thriller to find out! Global Report on Trafficking in Persons 2020 Penguin Random House India Private Limited Though Pakistan has made progress toward achieving its education, gender equity, and health Millennium Goals, it is unlikely to reach 2015 targets. In general, achievements were
lower in rural areas and in lower-income households. Pakistani girls still have lower enrollment in primary and secondary schools, and do not perform as well as boys on tests. Adult female literacy varies widely by province. Women continue to face many forms of gender-based violence, and often are restricted from leaving their homes. While employment rates among women have doubled in the last decade, women are more likely to be unemployed than men, and lack access to finance or assets.
18
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Transitions: The Fourth Discipline
I believe in the basics: attention to, and perfection of, tiny details that might commonly be overlooked. They might seem trivial, perhaps even laughable to those who don't understand, but they aren't. They are fundamental to your progress—they are the difference between champions and near champions.- John Wooden
Even though John Wooden is best known for being a great basketball coach, his quote rings true in triathlon, especially with the frequently overlooked portion of the race— transitions. These connecting segments of multisport events are often not given the thought and practice that they deserve, and a failure to understand their pivotal role in the bigger picture of a race can result in a disjointed and often disappointing performance. Transitions should be viewed as a seamless part of your complete race, not an isolated entity. Like a flip turn in swimming, transitions are at once the end of one section of the race and the beginning of another. Frequently, races are won and lost in the transition area. Take a look at some race results and check out the transition times of the top competitors, and you will generally find that these top finishers have the fastest transition times. From time to time we see race results where a competitor has been out-swum, out-biked and outrun only to prevail by seconds at the finish line. "How can this be?" you ask. Simple—the runner-up was out-transitioned.
Use the eight points listed in this article and the transition equipment list to help refine your transitions, and watch the seconds (or for some, minutes) melt away.
1. Less is more—Bring only what you will need for your race into the transition area. Too many pieces of unnecessary "stuff"-- chairs, coolers, bags, tubs of water -can clutter your area and be a hazard to you and your competitors. Have a list of your specific transition needs and, the evening before your race, lay everything out and check the items off as you place them in your transition bag.
2. Have a plan—Mentally rehearse your movements through transition. Before you even get to your area, you should know in which order you will take off and put on equipment—it should be automatic. Work on a mantra for each transition: "Shoes, helmet, glasses, number-belt, bike, go!"
3. Be quick, but don't hurry—Be calm and purposeful in your movements. Rushing around will just cause you to fumble with your equipment (slowing you down), or worse, to forget something. How often have we seen a runner heading back into the transition area for his race number or a runner heading out of transition with his bike helmet still on?
4. Expect the unexpected—If something goes wrong (e.g., a piece of equipment is not where you put it or you arrive at your bike and a tire is flat…), don't let a "roadblock" halt your race. Have a plan for these situations, take care of them calmly, and keep on racing.
5. Mind your manners— Transition areas are often very tight, so keep your equipment in your area and try not to take up too much space. Be sure that you rerack your bike in your original spot and that you grab your equipment, not your neighbor's. This past season, one of our athletes noticed that his feet hurt a bit during the run portion of his race. It was not until he returned home that he noticed he had put someone else's running shoes on—same model, different size. Ouch!
6. X marks the spot—Use a brightly colored towel on which to place your equipment and note landmarks around the transition area that will help you locate your spot. Balloons or flags/bandanas placed at the end of your rack are also helpful in locating your rack, but do not go overboard. Your best bet is to count the racks to your section—balloons can go flat and flags can disappear. Precious seconds can be lost while you are searching for your spot.
7. Know the flow—Walk through the transition area several times from the swimexit-to-your-bike-to-the-bike-exit, and then from the bike-entrance-to-your-spot-tothe-run-exit so that you familiarize yourself with the flow of the transition area. This way you are sure to take the shortest and fastest route. Also, be aware of where the bike mount/dismount line is located. Your speedy transition could be nullified by a time penalty if you mount too soon or dismount too late.
8. Practice makes perfect—Practice transitions prior to race-day. Just as you work on other aspects of your racing, you need to rehearse your transitions prior to raceday. Work on wetsuit peeling, running with your bike, mounts and dismounts, racking and changing equipment. It takes practice to execute these actions smoothly, quickly and safely; and the more you practice the more transitions will become a seamless part of your race. Remember what Coach Wooden said,
"Attention to, and perfection of, tiny details are the difference between champions and near champions."
Transition Check List
o Swim cap
o Race suit
o Goggles
o Towel
o Wetsuit
o Bike
o Helmet
o Shoes
o Sun glasses
o Water bottles and race fuel/gels
o Number belt
o Running shoes
Additional items that you may need:
o Hat
Socks, photo ID/USAT license, bike pump, tool kit, anti-fog for your swim goggles, duct tape, zip ties, body lube, extra clothes for a cold race (arm warmers, gloves, etc.), safety pins, thin rubber bands, extra set of goggles, an extra swim cap, and sunscreen.
Contact:
Web site: www.coachbuxton.com
E-mail: firstname.lastname@example.org
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Afghanistan and Invasions
Since one of the topics debated in Washington, DC is the US presence in Afghanistan, I decided to see what other groups attempted to invade and what the results were. The US has been there since 2001 and it is the longest war in US history. In 1979 the former Soviet Union sent troops into Afghanistan. One of the results of that invasion was the US boycott of the 1980 Olympics in Moscow by the US and other countries. The Soviets left in 1988. During the nineteenth century, Afghanistan was invaded twice with little success. The first Anglo-Afghan war (1838-42) was to limit the Russian influence in the country. Does this sound familiar? The Second Anglo-Afghan War (1878-80) was a bit more successful ending with some British influence in the country. Following WWI, Afghanistan tried to break with the British but lost and saw an increased British influence in the country. Other invasions were by Tamerlane of the Timurid Empire and their influence was felt for many years. Genghis Khan invaded the country as did his son. During the ninth century, the most successful invasion occurred when Umar invaded and was responsible for the conversion to Islam. Of course, we can go back to Alexander the Great when he invaded most of the land in that part of the world. I've come to the conclusion that the Afghan people fight with themselves most of the time. However, when someone invades, they band together to repel the invaders and when they are gone, the tribes fight with each other again.
Executive Order 9981
On 26 July 1948, President Harry S. Truman issued an executive order abolishing racial discrimination in the US Armed Forces that lead to the end of segregation in our military. The order reads "It is hereby declared to be the policy of the President that there shall be equality of treatment and opportunity for all persons in the armed services without regard to race, color, religion or national origin. This policy shall be put into effect as rapidly as possible, having due regard to the time required to effectuate any necessary changes without impairing efficiency or morale." President Dwight D. Eisenhower continued the policy by desegregating military schools, hospitals and bases. The last of the all-black units in the US military was abolished in September 1954. I think it is very ironic that on 26 July 2017, President Donald Trump issued the following tweets "After consultation with my Generals and military experts, please be advised that the United States Government will not accept or allow Transgender individuals to serve in any capacity in the U.S. Military. Our military must be focused on decisive and overwhelming victory and cannot be burdened with the tremendous medical costs and disruption that transgender in the military would entail." This attempts to put discrimination back into our military.
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PSED (Personal, Social and Emotional
Development)
Establishing class rules and routines
Making new friends
Learning to share and take turns
Recognising that families are different
Describing self positively
Confidence in trying new activities
Healthy eating and oral hygiene
Recognising and labelling emotions
PSHE: Beginning and Belonging
: Family and friends including anti-bullying
: My emotions
L (Literacy)
Recognising own name
Mark making patterns
Writing own name
Listening to stories
Book talk: Authors, illustrators and blurbs
Writing graphemes
Reading and writing high frequency words
Letter formation
Phonics: ELS Phase 2, begin ELS Phase 3
Poems: We are Britain, All the colours of the Earth
Rhymes: Assorted nursery rhymes, nursery rhyme week
UTW (Understanding the World)
My family
Where I live
Celebrating differences
Computing: Understanding technology
Geography: Brazil, Nigeria, India, Mexico, Italy
History: Black History month, Remembrance
Historical figures: Barrack Obama, Dr Martin Luther
King, Mary Seacole, Rosa Parks, Winston Churchill
Languages: Portuguese, Igbo, Hindi, Nahuatl, Italian greetings
Science: Materials, seasonal changes, animals including
humans, light
CL (Communication and Language)
Show and Tell
Word of the day
Helicopter stories
Alliteration
Rhyme
Listening skills
Conversation skills
Developing vocabulary
Listening to stories in the Library
Circle time
M (Mathematics)
Number blocks
Power Maths: Numbers to 5, Comparing groups within
5, Shape, Change within 5, Number bonds within 5,
Space
White Rose Maths: Match, sort and compare, Talk about measure and patterns, It’s me 1, 2, 3, Circles and
triangles, 1, 2, 3, 4, 5, Shapes with 4 sides
Visits & Special Events:-
Harvest Festival
Bonfire night
Diwali
Nativity Performance
Christmas service
Christmas celebrations
PD (Physical Development)
Pencil grip and fine motor control
Gross motor control practise
Throwing and catching skills
Dance and movement
Following instructions
PE: Playground games, Gross motor skills, Balance,
Dance
RE (Religious Education)
Creation: Why is the word God so important to Christians?
Incarnation: Why do Christians perform Nativity plays at
Christmas?
EAD (Expressive Arts and Design)
Dancing
Self portrait
Drawing family members
Role play
Nursery rhymes
Colour mixing
Exploring textures
Construction
Bonfire crafts
Christmas crafts
Art: Collage, Painting
Artists: Vik Muniz, Njideka Akunyili, Sayed Haider Raza,
Frida Kahlo, Giuseppi Arcimboldo
Design and Technology: Materials and textiles – Keep
teddy dry
Music: Charanga – Me!, My stories
Further Information:-
Please refer to the weekly 'Star,' the 'Year Ahead' booklet and the class page on our school website for more information.
www.steeplemorden.cambs.sch.uk
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Kevin R. Brown
2128 West Cuyler Avenue * Chicago, IL 60618 * (619) 368-0744 * email@example.com
EDUCATION
Northwestern University, Evanston, IL
Bachelor of Arts, School of Communication | Major: Radio/Television/Film | GPA: 3.63
ARTS INSTRUCTION and TUTORING
Northwestern University Center for Talent Development – Chicago/Evanston, IL
2015 - Present
* Designed curriculum for "Scene Workshop" class taught at GEMS World Academy (Chicago) and Roycemore School (Evanston) for gifted 2nd- 3rd grade students, provided individualized instruction and wrote detailed student evaluations.
Instructor
Old Town School of Folk Music – Chicago, IL
2010 - Present
* Developed and taught "Groove, Stick & Move!" course for Old Town School's Education Outreach program available to K-8 students at Chicago schools, and taught students at 2010 Music and Theater Camps (i/a/w Be the Groove).
Teaching Artist | Summer Camp Educator
* Attended forums with fellow Teaching Artists and classroom management seminars with other outreach educators.
Urban Gateways – Chicago, IL
2008 - Present
* Generated curricula exploring rhythmic performance techniques for in-school residencies at Chicago Public Schools.
Teaching Artist
* Taught daily drumming and body percussion lessons to all K-4 classrooms at Genevieve Melody STEM School 2015-16.
* Participated in professional development workshops and seminars at institutions such as Art Institute of Chicago, MCA Chicago and HPAC to improve approaches and standards for teaching artistic disciplines to K-12 students in Chicago.
– Chicago, IL
Be the Groove
2007 - Present
* Staged productions exploring new methods of rhythmic expression through visual percussion and sonic choreography.
Director of Education | Company Member
* Appeared with organizations such as Chicago Human Rhythm Project and at venues such as MCA, Harris Theater for Music and Dance, Jay Pritzker Pavilion, Old Town School, Metropolis Performing Arts Centre, Navy Pier and Ravinia.
* Led workshops and residencies on the company's techniques to schools, libraries and camps throughout the Midwest.
* Co-created, booked, and performed in educationally enriching programs specifically for young audiences since 2008.
Princeton Review | Revolution Prep – Chicago, IL
2007 - 2009
| Tutor Proctor
* Fielded questions at college fairs and parent seminars throughout Chicago about college admissions and exams.
* Prepared high school juniors and seniors for the ACT college entrance exam through group classes and private tutoring.
MUSEUMS and CURATION
Museum of Contemporary Art Chicago – Chicago, IL
2007 - Present
House Management Associate | Box Office Associate | Performance Programs Intern
*
* Programmed "Hip-Hop Live+Reel" (Spring 2008), coordinated performance itineraries and assisted with bookings.
Oversaw MCA Stage operations for select performances, including ushers, VIP ticketing, house doors and curtain times.
Mary & Leigh Block Museum of Art / Block Cinema – Evanston, IL
2003-2007
* Assisted Film Curator Will Schmenner in assembling calendars, publicizing screenings, booking film prints, organizing and marketing special events, and elected by peers into position of Film & Projection Society President at Block Cinema.
Film Curatorial Assistant | Film & Projection Society (FPS) President | Projectionist
MUSIC and PERFORMANCE
Musical Theater
2001 - Present
* Professional – Chicago area, IL: Theo Ubique Cabaret Theatre Company, Chicago Children's Theatre, Adventure Stage Chicago, The New Colony, House Theatre of Chicago, Circle Theatre, Metropolis Performing Arts Centre
Percussion | Drumset
* Northwestern University – Evanston, IL | Valhalla High School – San Diego, CA
Other – Illinois / California / Australia
2000 – 2007
* 2003-2007: Directed and performed with Boomshaka, Northwestern University's student-produced rhythm ensemble.
Artistic Director, Performer
* 2004-07: Northwestern University Jazz Combo | 2003-04: Northwestern University Philharmonia Orchestra
* 2000: Performed with the Olympic Band in the Opening Ceremonies of the Summer Games in Sydney, Australia.
* 2000-03: Stanford Jazz Workshop participant (2002: Awarded full-tuition scholarship award for Musicianship)
2003 - 2007
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ПРИЛАДИ І СИСТЕМИ БІОМЕДИЧНИХ ТЕХНОЛОГІЙ
UDC 616.6:004.67
DETALIZATION OF RECOGNITION ALGORITHMS IN DIAGNOSING PATIENTS AND EVALUATING THEIR EFFECTIVENESS
Shulyak O. P., Mnevets A. V.
National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute",
Kyiv, Ukraine
E-mail: email@example.com, firstname.lastname@example.org
The issues of detailing recognition algorithms in order to increase the validity of their solutions in diagnosing patients are considered using the example of processing nephrology data. The training of algorithms with a teacher is implied. Procedures for detailing complexes of clinical signs and criteria for comparing such complexes in decision-making are proposed. This means dividing these objects into elements, extracting additional information for them from a priori and current data, and taking them into account in algorithms. Research in the work was focused on the development of software tools for detecting and evaluating additional reserves and opportunities for improving the quality of decisions of recognition procedures by extracting additional useful information from a priori and current data and using them in the process of detailing decision-making procedures. On a specific algorithm, various approaches to such detailing and to the study of its effectiveness were analyzed. Such detailing can be built on the basis of using the experience of clinical practice of observation of patients and their diagnosis in the form of training samples of symptom complexes and (or) observed signals in clinical cases with reliably confirmed diagnoses in the relevant databases.
Detailing these algorithmic procedures can lead to the emergence of a multi variance of possible solutions for differently detailed algorithms and require the use of additional procedures for generating a generalizing conclusion based on the results of their mutual consultation. The order and results of detailing are demonstrated in the MatLab environment on two modifications of the proposed algorithm. The introduction reveals the relevance and content of the research. Section 1 reveals the composition of a priori patient data in demo examples and the information that is extracted from them at the training stage. Section 2 proposes two modifications of the algorithm to detalize it. Section 3 proposes software procedures for the statistical evaluation of the performance of the detalization of the algorithms under study. Section 4 describes the refinement of algorithms by introducing weights into the decision criterion, taking into account the spread of values of clinical signs. Section 5 demonstrates the detalization of the algorithms taking into account the information content of the features. The conclusions summarize the results of the work. In general, they are positive.
Keywords: diagnostics feature-complexes; recognition algorithms decisions reliability reserves-use.
Introduction
The development of information technologies of modern medicine, the technical progress of its tools and systems have led not only to the growth of its achievements but also expanded the horizons of the problem [1–5].
to work with data [6–10], according to the available a priori and current information [1–5].
The discovery of more and more profound patterns in the structure and functioning of organs and systems of the human body. Achievements in ensuring the technical accessibility of their observation, research, and management have led to a significant increase in the volume and heterogeneity of patient examination data. Also, increase in the weight of information processing in the processes of diagnosis and treatment, or to the growing need for automation of not only the processing of current data on the state of the human body but also the automation of learning
The accumulation and formalized use of experience in diagnosing and treating patients, the formation and maintenance of various medically specialized databases of clinical cases with confirmed diagnoses, data on signals, and symptom complexes in various diseases and conditions of the body are becoming increasingly valuable [1–5]. Real opportunities in this direction are noticeably ahead of the pace of their implementation, which indicates a significant unrealized potential for improving the quality of medical care for the population [1–5].
From the available databases, it is possible to extract information about the real diagnostic value of various signals and clinical signs and perform the appropriate refinement of decision-making rules,
correction of recognition procedures and processes, and adjustment of the parameters of recognition structures [1–10].
Data arrays for various clinical cases are widely used in machine learning systems for recognizing the states of the human body [1–10]. Important here is the choice of data composition for training [1–5], whatever the training method itself. The efficiency of recognition procedures depends on this choice [2, 3, 5].
It is important to take a more detailed account of the distributions of the occurrence of different values of signs and signals and their combinations in different cases [1–5], which is especially valuable in early diagnosis for identifying trends in the deterioration of patients' condition and choosing appropriate prevention to maintain health [1–5].
The most important criterion for the effectiveness of the refinement of recognition algorithms, their improvement, and the adjustment of recognition structures are the assessments of the resulting validity, the adequacy of their solutions, which are determined during testing using the same databases [1–5, 10–18].
The particular importance of the study of detailing issues can be traced in connection with the need to open, evaluate and implement the reserves that have not yet been identified. To improve the quality of patient diagnostics due to the insufficiently complete definition and consideration of the characteristics of signals and diagnostic features that can be assessed using the available training samples [1 – 5, 19–21].
The presence of these reserves is indicated by the fact that in such training there are no strict formalized criteria for completeness, exhaustive nature of extracting information from prior and current data on observed systems. The solution of the questions posed here is investigated by analyzing various options. It needs for detailing the recognition procedures on specific examples. Also with the development of the necessary software tools and its testing with an assessment of the achieved effectiveness within the framework of a specific task. This task based on differential diagnosis of patients using the experience of previous clinical practice in the form of a database that have confirmed diagnoses [2].
The work implies the detailing of such objects (Fig. 1).
Detailing (Fig. 2) in the considered plan means the division of the indicated complex objects into elements, the extraction of additional information for them from the available a priori or current data, and the combination of these elements again into modified complex objects with their addition with new information. Such actions are aimed at increasing the validity of the decisions of recognition procedures.
An example of actions to refine algorithms can be the introduction of additional weights to the elements of composite decision-making criteria for reasons of the spread of feature values.
Figure. 1. Objects of detail in the development and research of recognition algorithms
Figure 2. General content of the procedure for detailing complex objects in the development of recognition algorithms
To illustrate the development of detailing issues for demonstration purposes, a specific recognition algorithm and a specific training set were taken [2]. Developments and research are presented in that order. First, the training sample for research is characterized. Then an algorithm is proposed on which questions of detailing are investigated. The following is the order and an example of evaluating the results of algorithm refinement.
Developments and studies are presented in a number of areas of detail, which are marked with the appropriate section headings.
Training sample and a priori data extracted from the learning process of recognition algorithms
In an illustrative example in the study of nephrology data by subjects, the condition of the kidneys is diagnosed [2]. Consideration of random differential diagnosis [1–5]
Symptom complexes are composed of the following results [2]: Age (age of the patient, integer number of years), Length (length of the kidney, mm), Width (width of the kidney, mm), Thickness (thickness of the kidney, mm), Thickness (thickness of the parenchymal layer of the kidney), mm), Velocity (average linear velocity of blood flow through the kidney, cm/s). Index (Purcelo resistance index, relative difference in the velocity of blood flow of the kidney in the phase of systole and diastole of the cardiac cycle), Acceleration (acceleration of arterial blood flow in systole, cm/s 2 ). The data of this database corresponds to the format of table 1.
Table 1. Format of complexes of clinical indicators of the patient's kidney
| Group | Age | Sex | LR | Length | Width | Thick- ness | Thick- par | Speed | Index |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 74 | 1 | 1 | 115 | 57 | 49 | 16 | 19,1 | 0,69 |
| 2 | 46 | 0 | 1 | 112 | 68 | 88 | 18 | 2,3 | 0,584 |
| 3 | 21 | 1 | 1 | 144 | ## | 49 | 6 | 16,3 | 0,707 |
Each set of indicators characterizes a clinical case of medical practice. The data in the table are selected for patients with one of the possible diagnoses: a healthy kidney (1), multiple cysts (2), and hydronephrosis (3). Each diagnosis is shown in the Group column. Sex and LR data are not taken into account. The diagnosis of each patient is confirmed by clinical practice [2], so the data are suitable for training recognition algorithms according to the general methodology of supervised learning [1–5]. There were 22 clinical cases with the first diagnosis, 37 with the second, and 15 with the third, for a total of 122 [2].
The main feature of such symptom-complexes is that they are heterogeneous in physical nature, functional-medical-biological set, diagnostic load, units of measurement, high variability, frequency distribution that reveals different values, measurement magnitude, scatter frequency [1–5, 11, 12, 16, 18]. All this was taken into account when constructing a recognition algorithm for his research and was considered an important condition in performing the refinement of recognition procedures. The presence algorithm was built in such a way as to preserve the ability to work in such conditions.
Scientific research of the algorithm for the choice of students Histograms of the occurrence of various values of signs for various diagnoses is formed. An assessment was made of the mathematical expectation of signs for each diagnosis (Fig. 3).
( )
Here are the characteristics of the same clinical indicator "x" for two different diagnoses, which are conditionally called the first and second. This is reflected in the respective indexes. Each indicator has its own range of values ( 1 1 min ;max , 2 2 min ;max ) for these diagnoses; own histogram of occurrence of values ( ( ) ( ) 1 2 , x x υ υ ). The second histogram is shown as a dotted line. A dot and an asterisk on the scale of the indicator indicate estimates 1 2 , m m specified mathematical expectations. The number of discretes in histograms on the symptom scale for different diagnoses is the same. Sample sizes 1 2 , ∆∆ are different. A separate point shows the value of the indicator for the kidney of a new patient. Her condition needs to be diagnosed using the obtained a priori data.
The results of the analysis of the sample used for the three diagnoses are as follows.
For ranges of indicators, for different diagnoses: Age (21 - 74, 37 - 74, 21 - 68), Length (82 - 135, 98 129, 99 - 144), Width (39 - 74, 44 - 89, 41 - 85), Thickness (36 - 72, 37 - 88, 36 - 67), Thickpair (1 27, 2 - 11, 6 - 27), Speed (13.3 - 46.6, 2.3 - 43.3, 14.5 - 41.5), Index (0.56 - 0.70, 0.52 - 0.74, 0.69 - 0.80), Speedup (51 - 685, 88 - 656, 98 - 545).
The estimates of mathematical expectations of clinical indicators are as follows: Age (48, 59, 46), Length (112, 111, 118), Width (56, 61, 59), Thickness (48, 50, 52), Thickpair (15, 16, 17), Speed (23, 20, 23), Index (0.64, 0.65, 0.72), Speedup (283, 243, 292).
Histograms of the occurrence of the values of the Speed, Index, Speedup indicators for three diagnoses are shown in fig. 4.
Figure 4. Operations of learning recognition algorithms based on a priori data to ensure their work with symptom complexes in patients.
Histograms of all indicators have 12 intervals on their scales. The results of the sample analysis are used in the work of all algorithms in working out the questions of their detailization.
Recognizing algorithm for working out on the issues of detailing and its two main modifications
An algorithm for demonstrating its detail was formed to process clinical signs, taking into account their heterogeneity. The characteristics obtained at the
training stage were used including real histograms of feature distributions.
The decision-making of the algorithm is based on the use of special numerical indicators. An algorithm for demonstrating its detail was formed to process clinical signs, taking into account their heterogeneity. The characteristics obtained at the training stage were used including real histograms of feature distributions.
The decision-making of the algorithm is based on the use of a special numerical indicator μ , the evaluation of values or other sign, which is determined from possible diagnoses. The advantage is the diagnosis, for which the value of the severity.
The calculation of this indicator can be seen in Fig. 3. The ideal situation in which the value new x , the feature witch exactly falls on the estimate of the feature expectation for one of the histograms (on 1 m or 2 m ). Then the algorithm can give preference to the diagnosis for which this histogram was built. In such a situation, the frequencies of the feature values x falling into the segments to the left and to the right of the mathematical expectation are the same and, according to the normalization condition, are equal to ½.
If the sign x "does not reach" its value to the mathematical expectation, then the sum of the frequencies of the histogram from its edge to the point new x will be less than ½. By its value, it will show the degree of closeness of the current situation to the ideal one, which is implemented in the algorithm.
If the number of histogram samples is fractional, then the frequency for an incomplete sample is taken into account partially in the proportion into which this point divides the sample. The following ratios are used in the algorithm ( ( ) ( ) μ ½ μ x new max m x = = = , ( ) ( ) ( ) μ x μ x μ 2μ x new new max r new = = , ( ) [ ] μ x 0;1 r new ∈ ), where new x – received values of the diagnostic sign of the patient.
Each such correspondence is evaluated for each feature, regardless of what the scores for competing diagnoses turn out to be. Separate work with features is replaced by conformity assessment for their complexes. The decision is made in favor of the diagnosis, with maximum compliance. The block diagram of the recognition algorithm is shown in Fig. 5.
The algorithm is built in two modifications. They differ in the order of decision-making (Fig. 6).
The second modification of the algorithm is a refinement of the first modification. It can be expected that a more detailed consideration of the feature values in it will lead to an increase in the validity of the solutions, which was verified statistically on the training sample. The test procedure was as follows.
The procedure for studying the effectiveness of the performed refinement of algorithms
The work implements a unified approach to such a study. All algorithms are tested on the same samples that were taken in training. It turns out a comparative assessment of the validity of solutions before and after detailing. We are talking about confirming the trend of its increase due to this detailing. In fact, it introduces additional information into the decision-making process, which is extracted from a priori and (or) current information about the features.
Statistical evaluation of the quality of solutions of algorithms [1 – 5] is done taking into account known diagnoses. When testing algorithms, the calculation of correct and erroneous solutions with errors of various types is carried out [1 – 5]. The results are presented in the form of decision tables [1, 5], which are convenient for calculating the sensitivity (ch), specificity (sp), and overall correctness (validity) val of decisions [1, 5]. The structure of the tables for the three diagnoses is as follows (Table 2).
Table 2. Format of algorithm decision tables
| | 1 | 2 | 3 | |
|---|---|---|---|---|
| 1 | n 11 | n 21 | n 31 | sp1 |
| 2 | n 12 | n 22 | n 32 | sp2 |
| 3 | n 13 | n 23 | n 33 | sp3 |
| ch | ch1 | ch2 | ch3 | val |
The core of the table is a matrix in which the number of correct (diagonally) and erroneous solutions of the
algorithm of various types (in its remaining cells) was recorded. The first index shows the actual state of the kidney (type of clinical case Group). The second index tells about the type of solutions of the algorithm. The calculation of the sensitivity of the algorithm decisions, the specificity of diagnoses, and the overall validity of the decisions was carried out according to the following formulas
Sensitivity and specificity are given for specific kidney conditions or types of diagnoses and do not characterize the quality of the algorithm decisions as a whole. Overall validity (correctness) in all cases is important. It is chosen as a criterion for comparing the quality of solutions of algorithms. The calculated validity indicators of the initial modifications of the algorithm are shown in Table 3.
Table 3. Validity of solutions to modifications of the original algorithm
| Algorithm solution | Case ype | | | sp |
|---|---|---|---|---|
| | 1 | 2 | 3 | |
| Modification with voting (1) | | | | |
| 1 | 15 | 14 | 3 | 0.47 |
| 2 | 5 | 14 | 1 | 0.70 |
| 3 | 2 | 9 | 11 | 0.50 |
| | 1 | 2 | 3 | |
| ch | 0.68 | 0.38 | 0.73 | 0.54 |
| Modification with accumulation (2) | | | | |
| 1 | 16 | 7 | 3 | 0.62 |
| 2 | 3 | 19 | 1 | 0.83 |
| 3 | 3 | 11 | 11 | 0.44 |
As expected, the second version of the algorithm gives better solutions, as required. The coincidence of contingents of patients with the same diagnoses was also checked. The coincidence of the solutions is only partial. Council procedures are needed to summarize findings.
Detailing of algorithms taking into account the spread of values of indicators by introducing weights
Different indicators have different limits of the scatter of values, its different character and different overlapping of point dislocations for different diagnoses. To form a solution, the algorithm with the accumulation of compliance indicators summarizes the realism indicators of all features: ( ) 1 μ μ M r newj r j x Σ = = , where μ r Σ – the resulted realism of the diagnosis for symptom complex M of features, j – number of feature, ( ) μ x newj r – Realism of the diagnosis based on
j feature The diagnosis with the highest value of such a sum wins.
Different signs have different dispersion and it varies depending on the diagnosis. Therefore, it is appropriate to introduce weights into the terms when taking into account the contribution of each feature. The calculation formulas looks like: ( ) 1 μ μ M j newj r j w x Σ = = where – specified weights that take into account the dispersion of values. It was requested: 1 1 M j j w = = . This «1» was distributed in proportion to the accuracy of the spread of signs for each diagnosis.
The accuracy of the dispersion of features was expressed by the relations, where are their root-meansquare deviations from their mathematical expectations in the sample. The sum of the species was reduced to unity. The weights were: Each diagnosis has its own weighting system. A modification of the algorithm with voting is constructed similarly. For each "for" its own weight is used. The decision rule is the same. This is the result of detailing the algorithm. Both versions of the algorithm were studied on a full sample. The feature weights for diagnoses 1, 2, 3 were as follows: Age (0.1975, 0.2344, 0.1684), Length (0.1975, 0.2344, 0.1684), Width (0.1441, 0.1684), 1160, 0.0875), Thickness (0.1154, 0.1031, 0.1075), Thiekpar (0.0735, 0.1036, 0.0489), Speed (0.0643, 0.0598, 0.0574 ), Index(0.3073, 0.2322, 0.4199), Speedup(0.0304, 0.0499, 0.0493). The validity of the solutions is presented in Table. 4.
Table 4. Validity of decisions of algorithms with voting and accumulation with weights
| Algorithm modifications | Diagnosis | ch | sp | val |
|---|---|---|---|---|
| Modification with voting | 1 | 0.682 | 0.555 | 0.703 |
| | 2 | 0.757 | 0.800 | |
| | 3 | 0.600 | 0.750 | |
| Modification with accumulation | 1 | 0.772 | 0.607 | 0.730 |
| | 2 | 0.595 | 0.880 | |
| | 3 | 1.000 | 0.714 | |
In comparison with the initial values, the validity of the solutions increased markedly. The detailing is effective.
Detailing algorithms taking into account the information content of features
Such detailing consists in the fact that for each diagnosis a part of the signs is selected, in which the validity of the decisions becomes higher. Feature selection is done during training. Informativity is estimated using the entire sample. The composition of complexes for decision-making is becoming shorter.
The information content of signs is understood as the nature and level of their influence on the validity of decisions, and it can be both positive and negative and different for different diagnoses [11, 16, 17].
Informativity is estimated by discarding signs and registering changes in the validity of decisions in the sample. The changes in the number of errors made in the decisions of the algorithm are counted. The more the validity decreases when a feature is discarded, the more informative it is. The features were ranked by informativity in descending order and selected for use. In the first place, those whose influence was negative were discarded. This was the second, main and more universal way to refine the algorithm in its two versions. An appropriate program procedure has been drawn up.
The first feature selection method was simpler and used the feature of the algorithm, which is that it can make a decision even on one (any) feature. The correct solutions are known. The best among them are those that, when used separately, led to fewer errors. Feature selection was studied for the same modifications of the algorithm on the same statistics.
In the first version of the evaluation of the informativity of features, it is close for two modifications of the algorithm (Fig. 7). The effectiveness of their reduction is shown in Fig. 8. Where method1– algorithm with voting, method2– algorithm with accumulation.
It can be seen that the validity of solutions can become noticeably higher than it was at the beginning, which corresponds to the goal of detalization the algorithm.
Similarly, the possibilities of increasing the validity of solutions in the second method of assessing the information content of features were studied.
Figure 7. A list of features ranked by information content with its separate assessment
Figure 8. Reducing the composition and changing the validity of the algorithm solutions in the first version of the evaluation of the information content of features
The successive exclusion of features (with a return) to assess their information content led to such results (Fig. 9).
Successive exclusion of features from consideration, starting with the worst, led to such results (Fig. 10).
Figure 10. Changing the Validity of Algorithm Decisions in the Second Variant of Feature Selection
Detailing the modifications of the algorithm is effective. The validity of the conclusion was confirmed by the cross-validation method [10]. Four variants of random exclusion of 50% of clinical cases from the sample were taken. The spread and average value of validity for the full and reduced composition of features are in Table. 5.
Table 5. Validity of decisions of algorithms with voting and accumulation with weights
| Variants of random samples (50% of original samples) | | | | Validity and STD | |
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | Mean | СКО. |
| 0,321 | 0,514 | 0,633 | 0,563 | 0,508 | 0,133 |
| 0,536 | 0,457 | 0,516 | 0,581 | 0,523 | 0,05 |
| Modification with accumulation | | | | | |
| Variants of random samples (50% of original samples) | | | | Validity and STD | |
| 1 | 2 | 3 | 4 | Mean | СКО |
| 0,321 | 0,429 | 0,62 | 0,618 | 0,496 | 0,146 |
| 0,536 | 0,486 | 0,583 | 0,655 | 0,565 | 0,072 |
A decrease in the spread of validity estimates confirms the correctness of estimates of its values
[10]. The increase in average validity values confirms the improvement in the quality of solutions, which was required.
Conclusions
Studies of the detailing of recognition algorithms in different areas, carried out in the work, confirmed on specific examples the manifestation of a tendency to increase the validity of the decisions of recognition procedures.
The proposed approach and software tools provide for the identification, evaluation and implementation of reserves for improving the quality of formed solutions due to a more complete extraction and use of additional information at the training stages from a priori and current data on diagnosed objects.
The considered detailing can provide not only the development of software tools for autopsy and the implementation of reserves to increase the validity of diagnostic decisions about the types of clinical cases in patients. It can also be useful in preparing recognizing structures for their machine learning to determine the rational composition of a priori data that will be used for this purpose. Much depends on the initial composition of features on which such learning will be built.
References
[1] A. Genkin, New informational technology of medical data analysis (OMIS software package). Sankt-Peterburg: Politekhnika, 1999.
[2] V. Djuk, V. Jemanujel', Information technology in biomedical studies. Sankt-Peterburg: Politekhnika, 2003.
[3] M. Antomonov, "Mathematical processing and analysis of biomedical data," 2006.
[4] V. I. Vasil'ev, Recognition systems. Reference book. Kiev: Naukova dumka, 1983.
[5] O. P. Mincer, Y. V. Voronenko, V. V. Vlasov, Information technology in health and practical medicine: Educ. textbook. Kyiv: Vyshcha shkola, 2003, p.350.
[6] J. Anderson, R. S. Michalski, J. G. Carbonell, T. M. Mitchell, and S. Amarel, Machine learning. an artificial intelligence approach. Los Altos, CA: Morgan Kaufmann, 1983.
[7] I. H. Witten and E. Frank, Data mining.practical machine learning tools and techniques. 2nd ed. Amsterdam: Elsevier, 2005.
[8] J. Saez-Rodriguez, M. M. Rinschen, J. Floege, and R. Kramann, "Big science and big data in nephrology," Kidney International, vol. 95, no. 6, pp. 1326–1337, 2019.
[9] O. Niel and P. Bastard, "Artificial Intelligence in nephrology: Core concepts, clinical applications, and Perspectives," American Journal of Kidney Diseases, vol. 74, no. 6, pp. 803–810, 2019.
[10]J. M. Anderson, J. Anderson, E. R. Bareiss, and R. S. Michalski, Machine learning: An artificial
intelligence approach. Palo Alto, CA: Kaufmann, 1986.
[11]A. P. Shulyak & A. D. Shachykov, "Criteria and Procedures for Estimating the Informativity and Feature Selection in Biomedical Signals for their Recognition", RADAP, no. 66, pp. 79-86, 2016. doi:10.20535/RADAP.2016.66.79-86
[12]A. P. Shulyak, & A. D. Shachykov, "Analysis of the biomedical signals' structure in the problem of recognition", in 2014 IEEE 34th International Scientific Conference on Electronics and Nanotechnology (ELNANO), 2014. doi:10.1109/elnano.2014.6873982
[13]A. P. Shulyak, & A. D. Shachykov, "Decomposition of biomedical signals on mutually orthogonal components in the diagnosis of diseases", in 2014 IEEE 34th International Scientific Conference on Electronics and Nanotechnology (ELNANO), 2014. doi:10.1109/elnano.2014.6873914
[14]A. P. Shulyak, & A. D. Shachykov, (2015) "Working off the analysis principles of cyclic biomedical signals' structure for their detection, recognition and classification", Bull. Kyiv Polytech. Inst. Ser. Instrum. Mak., is. 49(1), pp. 169-179, 2015. doi: 10.20535/1970.49(1).2015.47101
[15]A. P. Shulyak, & A. D. Shachykov, "About the impact of informative features selection in the mutually orthogonal decompositions of biomedical signals for their recognition", in 2016 IEEE 36th International Conference on Electronics and Nanotechnology (ELNANO), 2016. doi:10.1109/elnano.2016.7493054
[16]A. D. Shachikov, V. Shelofast, and A. P. Shulyak, "Modification of selection procedures cyclic characteristics of biomedical signals for their recognition", Bull. Kyiv Polytech. Inst. Ser. Instrum. Mak., no. 53(1), pp. 103–109, 2017. doi:10.20535/1970.53(1).2017.106810
[17]A. D. Shachykov and A. P. Shulyak, "Features of the use of the form characteristics of biomedical signals during their recognition", Bull. Kyiv Polytech. Inst. Ser. Instrum. Mak., no. 51(1), pp. 131–139, 2016. doi: 10.20535/1970.51(1).2016.78217
[18]H. Porieva, K. Bahdasariants, & T. Saurova, "Detection of respiratory diseases using BISPECTRAL analysis method", in 2020 IEEE 40th International Conference on Electronics and Nanotechnology (ELNANO), 2020. https://doi.org/10.1109/elnano50318.2020.9088838
[19]I. D. Mandel, Cluster analysis. Moscow: Finance and Statistics, 1988. (in Russian).
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[21]B. Duran, P. Odell, Cluster analysis. Moscow: Statistics, 1977.
УДК 616.6:004.67
О. П. Шуляк, А. В. Мневець
Національний технічний університет України «Київський політехнічний інститут імені Ігоря Сікорського», Київ, Україна
ДЕТАЛІЗАЦІЯ РОЗПІЗНАВАЛЬНИХ АЛГОРИТМІВ У ДІАГНОСТИЦІ ПАЦІЄНТІВ ТА ОЦІНКА ЇЇ РЕЗУЛЬТАТИВНОСТІ.
Розглядаються питання деталізації алгоритмів розпізнавання, з метою підвищення валідності їх рішень у діагностиці пацієнтів на прикладі обробки даних нефрології. Мається на увазі навчання алгоритмів із учителем Пропонуються процедури деталізації комплексів клінічних ознак та критеріїв порівняння таких комплексів у прийнятті рішень. Мається на увазі поділ цих об'єктів на елементи, вилучення для них додаткових відомостей з апріорних та поточних даних та їх врахування у алгоритмах.
Дослідження в роботі були зосереджені на розробці програмного інструментарію виявлення та оцінки додаткових резервів та можливостей підвищення якості рішень розпізнавальних процедур за рахунок вилучення додаткових корисних відомостей з апріорних та поточних даних щодо їх використання у процесі деталізації процедур прийняття рішень. На конкретному алгоритмі були проаналізовані різні підходи до такої деталізації та дослідження її результативності.
Така деталізація може бути побудована на основі використання досвіду клінічної практики спостереження пацієнтів та їх діагностики у вигляді навчальних вибірок симптомокомплексів та (або) сигналів, що спостерігалися в клінічних випадках з достовірно підтвердженими діагнозами у відповідних базах даних.
Деталізація зазначених алгоритмічних процедур може призвести до виникнення багатоваріантності можливих рішень по-різному деталізованих алгоритмів та вимагати застосування додаткових процедур формування узагальнюючого висновку за результатами їхнього консиліуму.
Порядок і результати деталізації демонструються в середовищі MatLab на двох модифікаціях запропонованого алгоритму.
Розкрито склад апріорних даних пацієнтів у демонстраційних прикладах та відомостей на етапі навчання. Запропоновано дві модифікації алгоритму щодо його деталізації та програмні процедури статистичної оцінки результативності деталізації досліджуваних алгоритмів. Описано деталізацію алгоритмів за допомогою введення вагів в критерій прийняття рішень з урахуванням розкиду значень клінічних ознак.
Ключові слова: діагностика пацієнтів; комплекси ознак; розпізнавальні алгоритми; валідність рішень; викорис тання резервів.
-
Надійшла до редакції 06 травня 2022 року
Рецензовано 30 травня 2022 року
УДК 617.3
КРИТЕРІЇ ОПОРНИХ ХАРАКТЕРИСТИК СТОПИ ЛЮДИНИ
Цапенко В. В.,Терещенко М. Ф.
Національний технічний
політехнічний
«Київський
університет України
інститут імені Ігоря Сікорського»,Київ,Україна
E-mail: email@example.com, firstname.lastname@example.org
У статті приведено результати дослідження параметрів опорних характеристик стопи людини. Біомеханіка стопи завжди розглядається з точки зору її опорної та ресорної функцій. При перенавантаженнях систем, що підтримують склепіння - порушуються функції стопи, спотворюється, в цілому, руховий стереотип, відбуваються небажані перерозподіли сил, які передаються на інші відділи опорно-рухового апарату, в результаті чого виникають відхилення від норми, а потім фіксуються патологічні зміни. Провідне місце серед захворювань опорно-рухового апарату займають різні деформації стоп. Діагностика постави людини не була б повною без вимірювання і оцінки стану опорно-ресорних властивостей стопи. Для об'єктивної оцінки розподілу навантаження, викликаного вагою тіла людини та його впливу на локомоції, необхідні клінічний аналіз руху та постурологічне обстеження. При аналізі навантажень на стопу, необхідно враховувати ударні навантажен-
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7N Class - Navigator Curriculum Food/Lessons per week.
| 2022 – 2023 Autumn 1 Unit 1 | 2022 – 2023 Autumn 2 Unit 2 | 2022 – 2023 Spring 1 Unit 3 | 2022 – 2023 Spring 2 Unit 4 | 2022 – 2023 Summer 1 Unit 5 |
|---|---|---|---|---|
| Topic: Safety and hygiene in the kitchen; Suggested Key Questions: Can you explain what hygiene is? Can you give more than three hygiene rules in the kitchen? Can you explain how to stay safe in the kitchen? Name more than three safety rules in the kitchen. Are you able to demonstrate how to wash hands in preparation for practical and wash up after practical activity? Key skills and knowledge: To know Health &hygiene rules | Topic: Safety and hygiene in the kitchen; Suggested Key Questions: Explain how to reduce the risk of food poisoning caused by poor personal hygiene. How can you improve your personal hygiene within the kitchen? Explain how good personal hygiene prevents the spread of bacteria. Can you identify more than three dangers in the kitchen? Can you spread the butter on toast? Can you use a grater? Key skills and knowledge: To know how to wash hands properly | Topic: Using basic kitchen equipment Suggested Key Questions: Can you name basic kitchen equipment independently. Do you know what equipment you have to use for different tasks? Can you name at least three different methods of cooking? Are you able to investigate different equipment for different cooking methods? Can you use a dull knife for spreading butter onto bread independently? Can you prepare simple dishes safely and hygienically? Key skills and knowledge: | Topic: Using basic kitchen equipment Suggested Key Questions: Can you prepare two simple dishes safely and hygienically without using a heat source? Are you able to choose the right equipment and ingredients for at least three simple meals? Key skills and knowledge: To be able to name basic kitchen equipment. To be able to use basic kitchen equipment with support. To be able to explain to the rest of the class what different pieces of equipment we use for. | Topic: Cooker, Oven safety Suggested Key Questions: Can you identify main parts of the cooker and explain what they are used for? Can you identify main parts of the oven and explain what they are used for? Can you name different types of foods that you can cook in each section of the cooker? • Hob • Grill • Oven Can you follow main safety rules when using a cooker? Key skills and knowledge: |
ks
To know how to behave safe in the
To know how to spread with a dull
Be able to prepare simple dishes safely
To be able to name basic parts of a
kitchen knife.
and hygienically cooker.
To know how to without using a heat
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Dangers of Synthetic Drugs
The illicit use and abuse of synthetic drugs represents an emerging and ongoing public health threat in California. The fentanyl crisis specifically, has impacted communities across the state, leading to a sharp increase in fentanyl poisonings and deaths in recent years.
This notice aims to address the crisis with a preventative approach ensuring students and families are educated on the deadly consequences of recreational drug use.
A synthetic drug is a drug with properties and effects similar to a known hallucinogen or narcotic but having a slightly altered chemical structure, especially such a drug created in order to evade existing restrictions against illegal substances.
Synthetic drugs include but are not limited to synthetic cannabinoids ("synthetic marijuana," "Spice," "K2"), methamphetamines, bath salts, and fentanyl.
The California Department of Public Health ("CDPH"), has expounded on the extreme danger of drugs laced with fentanyl. Illicit fentanyl can be added to other drugs to make them cheaper, more powerful, and more addictive. Illicit fentanyl has been found in many drugs, including heroin, methamphetamine, counterfeit pills, and cocaine. Fentanyl mixed with any drug increases the likelihood of a fatal overdose. Furthermore, it is nearly impossible to tell if drugs have been laced with fentanyl without additional testing, because fentanyl cannot be seen, smelled, or tasted when used as a lacing agent.
Additional information regarding fentanyl from the CDPH's Substance and Addiction Prevention Branch can be found here.
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PRESS RELEASE
LASER World of Photonics 2017
Climate satellite: Tracking methane with robust laser technology
Heatwaves in the Arctic, longer periods of vegetation in Europe, severe floods in West Africa – starting in 2021, scientists want to explore the emissions of the greenhouse gas methane with the German-French satellite MERLIN. This is made possible by a new robust laser system of the Fraunhofer Institute for Laser Technology ILT in Aachen, which achieves unprecedented measurement accuracy.
Methane is primarily the result of the decomposition of organic matter. The gas has a 25 times greater warming potential than carbon dioxide, but is not as common in the earth's atmosphere – so far. For some years now, the methane concentration has been increasing. In order to get to the root causes, it is important to measure where and how much methane is released into the earth's atmosphere.
However, it is not possible to measure the emission values at high resolution using conventional measurement technology. Currently, satellite-based systems use sunlight to detect methane. Therefore, it is only possible to measure greenhouse gases on the side of the earth facing the sun and when the skies are free of clouds. The absorption of light enables an assessment to be made on the molecules present in the air.
Methane can be measured anywhere and anytime
»Our laser-based measurement system does not need sunlight, so you can use it to measure anytime and anywhere«, says Dr. Jens Löhring, who has been co-developing the new laser technology at the Fraunhofer ILT in Aachen. »The aim of this mission is to provide climate scientists with accurate global data on methane distributions that can be used to feed their climate models. This makes it possible to better predict climate change.«
Scientists at Fraunhofer ILT are therefore developing a laser that can send very precise single-frequency light pulses to the earth. This method also uses light absorption to measure if and in which concentration methane is present – in comparison to methane measurements using sunlight, this is more precise. The laser pulse can be precisely adjusted to the absorption line of methane at a predetermined wavelength. »Each gas
Steinbachstr. 15 | 52074 Aachen | www.ilt.fraunhofer.de | email@example.com
June 19, 2017 || Page 1 | 3
has its spectral fingerprint. Depending on its specific wavelength, it absorbs particularly well or bad. It is important that other gases do not have an absorption line at this wavelength so that the measurement is not falsified«, Löhring explains. The new laser is an essential component of the LiDAR system (Light detection and ranging) on board of MERLIN.
Maintenance-free laser despite heavy use
In order for the laser to function smoothly and maintenance-free during its three-year long space mission, it must be able to withstand shocks and vibrations as well as extreme temperature variations between minus 30 and plus 50 degrees Celsius. »We have developed optomechanical components for the laser, such as mirror and lens holders and so on, that meet these requirements and maintain their very precise settings.«
Another challenge is to keep the air clean in the housing around the laser. »Adhesives can contaminate the air, and tiny particles can break free and deposit themselves on the mirrors and destroy the optical components. For this reason the laser has been entirely soldered and screwed. This is a completely new technology that makes the system even more robust and, therefore, also interesting for numerous applications in industry and production engineering«, says Löhring.
The MERLIN-LiDAR-Modell will be on display at the joint Fraunhofer booth in Hall A2 Booth 431 at the LASER World of Photonics 2017 in Munich, Germany.
The project is funded by the Federal Ministry of Economics and Energy (BMWi) on behalf of the German Aerospace Center (DLR).
PRESS RELEASE
June 19, 2017 || Page 2 | 3
The LiDAR system for the MERLIN mission incorporates all components from the pump laser to the frequency conversion in a particularly compact design suitable for space operation. © Fraunhofer ILT, Aachen. | Picture in color and printing quality: www.fraunhofer.de/en/press
The Fraunhofer-Gesellschaft is the leading organization for applied research in Europe. Its research activities are conducted by 69 institutes and research units at locations throughout Germany. The Fraunhofer-Gesellschaft employs a staff of 24,500, who work with an annual research budget totaling 2.1 billion euros. Of this sum, 1.9 billion euros is generated through contract research. More than 70 percent of the FraunhoferGesellschaft's contract research revenue is derived from contracts with industry and from publicly financed research projects. International collaborations with excellent research partners and innovative companies around the world ensure direct access to regions of the greatest importance to present and future scientific progress and economic development.
PRESS RELEASE
June 19, 2017 || Page 3 | 3
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International Journal of Current Research and Academic Review
ISSN: 2347-3215 (Online) Volume 8 Number 4 (April-2020)
Journal homepage: http://www.ijcrar.com
doi: https://doi.org/10.20546/ijcrar.2020.804.007
Sustaining Soil Health through Vermicomposting-A Review
Omika Choudhary 1 , Neelum Bagheswari 1 and R. S. Choudhary 2 *
1Kanoria PG Mahila Mahavidhyalaya University of Rajasthan, Jaipur– 302015Rajasthan, India 2Maharana Pratap University of Agriculture & Technology, Udaipur- 313 001 Rajasthan, India
*Corresponding author
Abstract
Organic wastes returned to the soil can maintain and enhance soil quality, fertility and productivity through favourable effect on soil properties and other processes. Vermicompost technology for composting of organic wastes is remarkably effective for reduction in the processing time of decomposition and produce food quality compost in terms of nutrients. It serves as an important component of integrated plant nutrient supply system for balanced fertilization along with maintaining health to sustain the productivity of soils. Organic wastes returned to soil as vermicompost contribute to reduce the fertilizer requirement of crop. Beneficial effects of vermicompost on yield and quality of crop are highlighted in the article.
Article Info
Accepted: 04 March 2020
Available Online: 20 April 2020
Keywords
Vermicompost; Soil health;
Sustainable; Earthworms
Introduction
India is a vast country covering 3.28 million km 2 endowed with varied climate supporting rich biodiversity and highly diverse ecology. More than sixty percent of its population is dependent on climate sensitive activities such as agriculture. Currently, 43.7 m ha area (0.99% of total agricultural land) is under organic agricultural management worldwide (FiBL and IFOAM, 2016) and India is on first rank in terms of no. of organic producers i.e., 585,000 (FIBL and IFOAM, 2017). The total area under organic certification in India is 5.71 million hectares during 2015-16. This includes 26% cultivable area with 1.49 million hectare and rest 74% (4.22 million hectare) forest and wild area for collection of minor forest produces. India produced around 1.35 million MT (2015-16) of certified organic products which includes all varieties of food products namely sugarcane, oil seeds, cereals and millets, cotton, pulses, medicinal plants, tea, fruits, spices, dry fruits, vegetables, coffee etc. Growing awareness regarding health benefits of organic food consumption, rising per capita spending on organic food products and increasing health concerns due to growing number of chemical poisoning cases are expected to drive global organic food market in the coming years. In India, the farmers have followed the path for organic food production, but the share of India in the world organic market is less than one percent (Ghosh, 2004). India can take advantage of the growing opportunities in organic agriculture by making use of organic production system through vermicomposting technology for soil and plant health management (Charyulu and Biswas, 2010).
Sustainable soil health
Sustainability is concerning ecosystem integrity, social well-being, economic resilience, and good governance. Organic management is associated with several positive impacts on land and water, including increase in soil fertility and thereby leads to enhanced productivity; better soil structure; better soil moisture retention and
drainage, less water pollution and nitrate leaching in groundwater; reduced erosion (wind, water), and better soil carbon sequestration rates. However, organic farming is holistic production management system which promotes and enhances agro ecosystem health, including biodiversity, biological cycles, and soil biological activity. Ideally, the abundance, stability and diversity of soil microbes act as key pointers to soil health. These functions are able to sustain biological productivity of soil, maintain the quality of surrounding air and water environments, as well as promote plant, animal, and human health (Doran et al., 1996).
Soil quality
Protection of soil quality under intensive land use and fast economic development is a major challenge for sustainable resource use in the developing world (Doran et al., 1996). The basic assessment of soil health and soil quality is necessary to evaluate the degradation status and changing trends following different land use and smallholder management interventions (Lal and Stewart, 1995). In Asia, adverse effects on soil health and soil quality arise from nutrient imbalance in soil, excessive fertilization, soil pollution and soil loss processes (Hedlund et al., 2003). Due to concerns with soil degradation and the need for sustainable soil management in agro- ecosystem, there has been much scientific attention to characterize soil quality.
Soil quality management
Enhance organic matter
Soil is naturally high or low in organic matter, while regular additions of organic matter improve soil structure, enhance water and nutrient holding capacity, protect soil from erosion and compaction, and support a healthy community of soil organisms. Practices that increase organic matter include: leaving crop residues in the field, choosing crop rotations that include high residue plants, using optimal nutrient and water management practices to grow healthy plants with large amounts of roots and residue.
Avoid excessive tillage
Reducing tillage minimizes the loss of organic matter and protects the soil surface with plant residue. Tillage is used to loosen surface soil, prepare the seedbed, and control weeds and pests.
Manage pests and nutrients efficiently
Pesticides and chemical fertilizers have valuable benefits, but they also can harm non-target organisms and pollute water and air, if they are mismanaged. Nutrients from organic sources also can pollute when misapplied or over-applied. Efficient pest and nutrient management means testing and monitoring soil and pests; applying only the necessary chemicals, at the right time and place to get the job done; and taking advantage of non-chemical approaches to pest and nutrient management such as crop rotations, cover crops, and manure management.
Prevent soil compaction
Compaction reduces the amount of air, water, and space available to roots and soil organisms. Compaction is caused by repeated traffic, heavy traffic, or travelling on wet soil. Subsoil tillage is only effective on soils with a clearly defined root-restricting plow pan.
Keep the ground covered
Residue management in bare soil is susceptible to wind and water erosion, and to drying and crusting. Ground cover protects soil, provides habitats for larger soil organisms, such as insects and earthworms, and can improve water availability. Ground can be covered by leaving crop residue on the surface or by planting cover crops.
Diversify cropping systems
Diversity is beneficial for several reasons that each plant contributes a unique root structure and type of residue to the soil. A diversity of soil organisms can help control pest populations, and a diversity of cultural practices can reduce weed and disease pressures. Organic wastes returned to the soil can maintain, enhance soil quality, fertility and productivity through favourable effect on soil properties and other processes.
Vermicompost technology for composting of organic wastes is remarkably effective for reduction in the processing time of decomposition and produce good quality compost in terms of nutrients.
Vermicompost
Vermicompost as organic manure is being popularized for producing high quality organic fertilizers in
organically grown products due to health awareness. Earthworms are popularly known as the "farmer's friend" or "nature's plowman". Vermiculture technology, is one of the sustainable way to deal with the decomposition of organic waste by certain species of earthworms into nutrient rich liquid substance called vermicasts (Nagavallemma et al., 2004, Manyuchi et al., 2012, Quaik et al., 2012). Earthworms feed on the organic waste and their gut act as the bioreactor where the vermicasts are produced (Nath et al., 2009, Manyuchi et al., 2013). Wastes of animal and plant origin are one of the major under-utilized resources that could not be fully exploited due to the non-availability of a viable technology for their economic recycling. Vermicomposting has been recognized as an eco-friendly technology for converting organic wastes into high value organic manure (Kale et al., 1982; Senapathi, 1993).
Earthworms are burrowing animals and their gut and the intestine act as a bioreactor where worms secrete enzymes like proteases, lipases, amylases, cellulases and chitinases for biochemical conversion of the cellulosic and the proteinaceous materials in the organic wastes and various species of earthworms like Megascolex mauritii, Eisenia foetida, Eudrilus eugeniae, Perionnyxex cavatus, Lampito mauritii, Eisenia andrei, Lampito rubellus and Drawidawillis are used by degradation of waste products (Gomez-Brandon et al., 2012, Manyuchi et al., 2012, Manyuchi et al., 2013). However, Eisenia foetida has been reported as most appropriate earthworm for vermicomposting (Suthar, 2010).
The physical properties of earthworms such as weight, length, and reproduction rate and population density play an important key role in vermicomposting (Palsania et al., 2008, Shweta 2011).
Strategies for improving soil health
Assessment of soil health: The use of bio-indicators is becoming an increasingly important way to assess soil health. Pankhurst et.al (1997) reviews how soil organisms and biotic processes can be used as indicators of soil health. A range of techniques include measurements of soil microbial activity based on the soil's CO2 respiration; DNA testing and an 'in-situ' techniques.
Increasing biological activity
Organic conversion begins with a process that encourages increased microbial and arthropod activity within the soil. Biological activity begins with the breakdown of soil organic matter. Organic farmers supply organic matter through incorporation of FYM, vermicompost, green manure crops, crop waste and compost. Earthworms act as a major soil biota with respect to soil formation. When earthworms feed, they trigger and highly support microbial actions by the breaking down and stabilization rates of organic matter.
Compost: The use of compost in India is not widely practiced, due to practical problems of preparation and cost effectiveness. Animal manures and crop wastes form the major ingredients of compost. Composted manure is easier to spread, and losses to the environment are minimised. Rock minerals and clay added to compost in small quantities, may help to reduce nitrogen losses from the heap by absorbing ammonia (Lampkin, 1990).
Compost enrichment: Compost enrichment through remineralisation by the addition of various fertilisers of mineral origin like rock phosphate, dolomite, limestone and rock dusts (from silicate rocks, including basalt and bentonite and some commercial organic blends).
Green manuring: Green manure crops help to build up soil organic matter and nutrients to stimulate biological activity. Green manure crops are an essential component in intensive organic annual cropping rotations. Early establishment of a cereal crop immediately following incorporation of the green manure has been shown to be the simplest and one of the most effective methods of reducing nitrate leaching.
Correcting deficiencies organically: Unseasonal weather conditions may result in a deficiency during a critical crop growth period that may lead to plant health decline, predisposing crops to pest and disease attack and a permanent yield depression. Organic growers may use of foliar sprays such as Panchgavya, Amrit solution, Vermiwash, seaweed extracts, molasses and trace elements to correct temporary deficiencies.
Vermicompost
Vermicompost- an odourless, dark brown biofertilizer i.e. rich in potential microbes and micro macronutrients obtained from the process of vermiculture technology. It is a stabilized, finely divided peat-like material with a low C:N ratio, high porosity and high water-holding capacity, in which most nutrients are present in forms that are readily taken up by plants.
Physical conditions required for vermicomposting
The organic waste is degraded to a bio-fertilizer in a vermin reactor by continues action of earthworms over a particular time period ranging from 28-120 days (Borah et al., 2007, Manyuchi et al., 2013). The optimum temperature for effective vermicompost process ranged from 18-67°C, pH 5.9-8.3, moisture content 10.6-80% and electrical conductivity ranged from 0.70-80 μscm-1 (Suthar 2009, Garg and Gupta 2011, Indrajeet et al., 2010, Lim et al., 2012).
Vermicomposting process
Vermicomposting materials: Generally, animal excreta, kitchen waste, farm residues and forest litter are commonly used as composting materials. Mostly cow dung and dried chopped crop residues are the key raw material.
Selection of suitable earthworm: For better vermicompost production, surface earthworm alone should be used. Red earthworm (Eiseniafoetida) is found to be commonly used worm in India (Table 1) because of its high multiplication rate and thereby converts the organic matter into vermicompost within 45-50 days.
Site for vermicompost: Any place with shade, high humidity and cooling like abandoned cattle shed or poultry shed or unused buildings can be used. A thatched roof may be provided to protect the process from direct sunlight and rain. The waste heaped for vermicompost production should be covered with moist gunny bags.
Vermicomposting Method
Bed Method: Composting is done on the pucca/kachcha floor by making bed (6'x2'x2' feet size) of organic mixture, easy to maintain and to practice.
Pit method: Composting is done in the cemented pits of size 5x5x3 feet. The unit is covered with thatch grass or any other locally available materials. This method is not preferred due to poor aeration, water logging at bottom, and more cost of production.
Farm wastes vermicomposting
Pits of sizes 2.5 m × 1 m × 0.3 m (length, breadth and depth) are taken in thatched sheds with sides left open. The bottom and sides of the pit are made hard by compacting with a wooden mallet. At the bottom of the pit a layer of husk is spread with the concave side upward to ensure drainage of excess water and for proper aeration. The husk is moistened and above this, biowaste mixed with cow dung in the ratio of 8:1 is spread up to a height of 30 cm above the ground level and water is sprinkled daily. After the partial decomposition of wastes for 7 to 10 days, the worms are introduced @ 500 to 1000 in numbers per pit.
The pit is covered with jute bags. Moisture is maintained at 40 to 50 per cent to maintain population density and a temperature of 20-30°C by sprinkling water over the bed. At higher temperature the worms are found to aestivate and at lower temperature, they will hibernate. When the compost is ready, it is removed from the pit along with the worms and heaped in shade with ample light. The worms will move to bottom of the heap. After one or two days, the compost from the top of the heap is removed. The undecomposed residues are put back to the pit with worms for further composting.
Vermicompost harvesting
Harvesting the compost means removing finished castings from the beds. The finished product is black or dark brown and is called crumbly worm compost. Harvesting the compost and adding fresh bedding, at least twice a year is necessary to keep the worms healthy.
The compost can be harvested by spreading a sheet of plastic under a bright light or in the sun. The contents of the bed leaving the bedding materials are divided into a number of heaps on the sheet.
The worms will crawl away from the light into the centre of each heap and the worm compost can be brushed away on the outside by hand. The crawling worms will be collected for re-use. The figure 1 to 5 shows the vermicomposting products, earthworm culture, vermicomposting beds and vermiculture harvester.
Vermicompost nutrients
Vermicompost is an excellent soil additive made up of digested compost. Worm castings are much higher in nutrients and microbial life and therefore, are considered as a higher value product. Vermicompost contains an average of nutrient contents as given below in the Table 2.
Organic crop production through vermicomposting
There have been several reports that earthworms and its vermicompost can induce excellent plant growth and
enhance crop production. Ramasamy et al., (2011) at Tamil Nadu concluded in an experiment on maize that the maximum kernel number of 598.55/cob and the highest length of 1.71kernel/cm were noticed in the plants cultivated on 75% vermicompost concentration whereas the maximum kernel breadth of 1.40kernel/cm, circumference of 3.07cm/kernel, weight of 0.41 g/kernel and total weight of all kernels (232.43 g/cob) were noticed in the plants grown with 50% vermicompost concentration. Prajapati et al., (2018) in an experiment at Allahabad revealed that NPK@ 100% + Vermicompost@ 100% showed the highest plant height 158.22 cm, number of leaves per plant 11.00, cob length 17.50 cm leaf length per plant 48.50 cm, and dry weight 163.46 g, and highest yield, 42.77 q ha -1 , the application of NPK with vermicompost were excellent source for fertilization than fertilizers.
Table.1 Important characteristics of red earthworm
Table 2. Average nutrient contents in vermicompost
Figure.1 Products obtained from vermiculture technology
| Parameters | Vermicompost (%) | FYM (%) |
|---|---|---|
| Organic carbon | 25-27 | 12.2 |
| Organic matter | 20-21 | - |
| C/N ratio | 34.7 | 34.7 |
| Nitrogen | 2.5-3.0 | 0.50 |
| Phosphorus | 1.50-2.0 | 0.25 |
| Potassium | 1.5-2.0 | 0.50 |
Figure.2 Earthworm culture for vermicomposting
Figure.3 Vermicomposting beds under thatches shade
Figure.4 Cemented and shed net house vermicomposting beds
Figure.5 Vermicompost harvester (manure siever)
Jeyabal and Kuppuswamy (2001) studieddifferent combinations of coirpith/weeds and cow dung/sugarcane pressmud/biodigested slurry for vermicomposting and found that biodigested slurry and weeds was found to be an ideal combination for vermicomposting considering the nutrient content and compost maturity period. Jeyabal and Kuppuswamy (2001) showed that the integrated application of vermicompost, fertilizer N and biofertilizers viz., Azospirillum and phosphobacteria increased rice yield by 15.9% over application of fertilizer N alone.
Hadis et al., (2018) conducted an experiment at Ethiopia to determine effects of vermicompost, inorganic fertilizers and their combinations on nutrient uptake, yield and yield components of wheat. Results indicated that both vermicompost and NPK fertilizers significantly increased yield components, yield and nutrient uptake of
wheat. Vermicompost applied at 2, 4 and 6 tha -1 increased grains yield of wheat by 11, 17 and 26% over control, respectively whereas 33.33, 66.67 and 100% NPK fertilizers increased the grain yield by 10, 24 and 30%, respectively over the control. Vermicompost applied at 6 tha -1 resulted in the highest nutrient uptake and it increased grain uptake of N, P and K by 51, 110 and 89% over control, respectively whereas among fertilizer rates, the highest uptake was produced by 100% NPK treatment and it increased the N, P and K uptake in the grain by were 79, 100 and 96% over control, respectively.
In conclusion, this study indicated the importance of earthworms as engineers of soil and human health. Vermicompost can be described as a complex mixture of earthworm faeces, humified organic matter and microorganisms, which when added to the soil or plant growing media, increases germination, growth, flowering, fruit production and accelerates the development of a wide range of plant species. Vermiculture technology is a modern concept of harnessing an ecosystem for effective utilization of organic waste with the help of earthworms. Stimulation of plant growth may depend mainly on the biological characteristics of vermicompost, the plant species used, and the cultivation conditions. This technology undergoes with multiple objectives like waste management of community, highly economical and sustainable way of increasing crop production with improvement of soil health and thereby promotes the survival and dispersal of the useful microbes such as bacteria, fungi and actinomycetes within such systems.The most effective uses of earthworms are organic waste management and supplement of readily available plant nutrients and vermicompost to improves soil health.
Acknowledgement
We are highly acknowledged for the help and guidance extended by Organic Farming Unit under the umbrella of National Project on Organic Farming, Maharana Pratap University of Agriculture &Technology, Udaipur, Rajasthan for compilation, data support and photographs to fulfil the objectives under review study.
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How to cite this article:
Omika Choudhary, Neelum Bagheswari and Choudhary, R. S. 2020. Sustaining Soil Health through Vermicomposting-A Review. Int.J.Curr.Res.Aca.Rev. 8(4), 48-56.
doi: https://doi.org/10.20546/ijcrar.2020.804.007
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Selling Poetry
Poetry sales are booming. According to The Bookseller, sales at the end of 2017 totalled more than eleven million, an increase of thirteen per cent on the previous year. But are sales figures a true indicator as to the state of poetry? If so, poetry is at risk of being judged on the same level as any manufactured article, whose success is measured in terms of sales and where production figures are closely monitored. Sadly, it seems that this is already the case and that writing poetry has become like a manufacturing process, turning out poets like merchandise.
This production starts early at primary school level where the writing of poetry has been hijacked by educationalists as a teaching resource to aid literacy. Surprisingly, this approach is endorsed by the Poetry Society's 'Teaching Resources' programme in which poetry is seen as an aid for pupils in learning to express themselves. 'Poetry is a powerful tool for raising standards of literacy and developing language skills.' A favourite method recommended for use by teachers is the compilation of lists, such as inviting the class to make a list of animals and then adding an adjective to go with each one. Proficiency in these exercises is then equated with writing poetry and thus the whole production process of turning out poets is started.
The next stage in this process is to encourage participation in the crowded calendar of poetry competitions organized throughout the country. The monthly list of events as published by the Poetry Library shows an average of four competitions every week for 2017 with most of them promising some financial reward, leading up to the top prizes in the T.S.Eliot Award (now £25,000) and Forward prizes (£15,000). Recognition in a competition might lead to a publishing contract, although the small publishers who specialize in these sort of publications have a very limited share of the market with small print runs. In keeping with modern manufacturing practices, there seems to be a certain planned obsolescence about the poetry market and its practitioners as the whole tenor of the contemporary poetry scene is geared to constant experimentation and novelty. One does not have to look very far for evidence of this characteristic. A recent judge of the Forward prizes commended the shortlist for displaying 'a breaking down of barriers within and around poetry.' A winner of the T.S.Eliot Award was congratulated by the chair of the judges for 'playing wildly with form', while comments like 'boundary-bending' and 'genre-defying' all contribute to this state of constant flux.
A recent anthology, Fiona Sampson's 'Beyond the Lyric' with its subtitle 'A Map of Contemporary British Poetry' is an unwitting witness to this feature of planned obsolescence as it traces the thirteen short-lived movements and factions that have characterized the last fifty years. Of course, movements and counter-movements have always been a feature of poetry's history. But never have they followed on with such rapidity – a fact, which in itself, casts doubt on the importance of all these mini-movements in the first place.
Publicity for this production line of poets and their poetry is mainly undertaken by the Poetry Society. Numbering more than four thousand members, the Poetry Society claims to 'create a central position for poetry in the arts and continue to build new avenues to promote poets and poetry in Britain today.' To this end, it is happy to indulge in public relations stunts like its 2015 National Poetry Day campaign which featured the catchy slogan: 'Love like a Poet, Speak like a Poet, Act like a Poet, Dream like a Poet, Live like a Poet, Think like a Poet.' In America, the Academy of American Poets runs the Poem-a-Day series which is distributed via email, web and social media to over three hundred and fifty thousand readers. Poem-a-Day features new and previously unpublished poems by contemporary poets who benefit from the sort of publicity machine that is normally associated with more material products.
If poetry is not to become a production driven commodity, then more attention should be paid to projects like the Poetry Archive's 'Poetry by Heart' contests, in which pupils take part in a series of recitation competitions, which encourage a love of poetry without trying to make everyone a poet. In prescribing memorization of one poem pre-1914 and one post-1914, the project encourages a respect for five hundred years of poetic tradition as well as an appreciation of modern poetry. This is a more balanced approach to the promotion of poetry and does not equate it with the teaching of literacy or the here today, gone tomorrow nature of production line poetry which seems to have forgotten the old adage that 'Poets are born not made.'
Paul Gittins
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FOCUS #1
L
ET'S
G
ET
S
TARTED
To Honor One's Moontime Creates and Manifests Order, Balance and Harmony in One's Life
1 st month-Menarche
What was your first moontime, your menarche, like? The spirit in which you entered your first moontime often has the power to set a tone for attitudes and expectations of your moontime experience. Negative expectations can create negative experiences. Positive expectations transform into positive experiences. Did your mother or a close female friend or relative explain to you what this 'change' was about? Did she explain what this monthly transformation would be like, explain your newly emerging sexuality. Did she tell you that you could nurture, heal and create life while being a vehicle for Divine energy? Did you know that now you had, as they say in India, "born the flower?"
How did you enter your first moontime or menarche? Were you surrounded by loving wembyn, given gifts, shown how to create rituals to honor your special time of the month? Was there someone who taught you about the rhythm of going within and withdrawing from the outer world in order to let yourself dream and be receptive to visions? And did she explain that these visions might bring answers, suggest solutions or open you to new directions in life?
Hopefully someone was there to tell you how important it is to remember to respect your moontime, your needs, both your inner and outer flows. Might there have been a wise elder who reminded you that squatting on Mother Earth and letting your blood flow onto her was sacred and empowering to you both? That to be in harmony with your moontime teaches you to be in harmony with the cycles of nature, the moon and Mother Earth?
Was your menarche a joyous celebration and a positive affirmation of your entrance into wombyn-hood? Did anyone explain that now you had the power to create life and experience monthly visits to the Goddess' garden of light and dark? Did anyone explain to you that the moon was your sister and that you follow her phases and changes?
Or was your entrance into wombyn-hood unpleasant? Did you look forward to starting your period and yet once she appeared you were confused or disappointed? Was it painful to be on the rag and were you embarrassed that now you had the curse every month? Did someone say that now aunt flo was in town and make you feel like it was a taboo. Were you warned that now you could get pregnant? Did your mother give you a ritualistic slap? How did it feel, smell and make you think or affect your body? Were you ashamed, abandoned, unsupported and uninformed?
In our North American culture, all too often, a girl's first moontime is not honored or celebrated. Most wembyn are left on their own, not mentored by any older, wiser wembyn; given just enough information so they can 'deal' with this new change. If your menarche wasn't sacred and special it may have created a mindset that unfolded into a less than desired moontime.
The good news is that you can replace the original old, painful experiences with positive, joyous affirmations that will tell your unconscious that healing has begun. This healing will filter down to your conscious, corporal body and emotions so that your moontime can become a happily anticipated time of the month.
If you don't know where to begin, here are some questions that might get you started.
1. How did you feel when you entered your menarche? How would you have liked to feel?
2. How supportive were your mother, father, family and friends? How supportive would you have wanted them?
3. Were you confused? In pain? Emotional? What could have made that better?
4. How did you feel about becoming a wombyn? How would you really have wanted to feel?
5. What would the perfect menarche have looked like for you? What didn't happen?
If your menarche was less than perfect and you feel that you may have received some negative programming that has translated into pain or discomfort, you can use the technique of visualization to help reprogram your mind with positive thoughts and feelings.
Find a quiet place and time where you feel comfortable, warm and safe. Relax your whole body using a technique that works for you. Maybe you want to do this the next time you are in your moontime.
When you feel relaxed, using your mind's eye, wander and scan your entire body until you find your womb. Try to imagine what it looks like, feels like, how it smells, what kind of texture it has and what color it is.
Visualize it in your mind's eye. Then look closely and see if there are any dark spots. Look for any places of weakness or illness. If you find any dark or weak areas, ask them why they are there and where they came from. Ask them what you have to do to heal them. Listen to their answers which are often subtle or intuitive. When you have those answers, thank them. Imagine the dark spots, weak areas, imbalances leaving, lightening up and going away. Pay attention to the feelings and thoughts that may surface as the dark transforms into light. Send love to the darkness, send healing and strength to the weakness. Trust yourself.
If it's your emotional world that suffers, look inside your heart and see what confusion it harbors about your moontime. What sorrows might have gotten lodged there? Where did they came from? Offer forgiveness and see them leaving.
Then let your mind wander and visualize the menarche celebration you would have wanted. Who would you have liked to be there? What ceremony or ritual might you have embraced? What wise wisdom would you have liked to have received? From whom? Let your mind and imagination roam freely and see the perfect menarche you would have liked to have, one that is free of shame, guilt or confusion.
Now visualize your womb well, strong, vibrating with life. This is your source of strength and power so see it filled with healing feminine energy and love. Know that you can always draw this energy from your source or well and that this energy is limitless. Then visualize this energy flowing throughout your entire body to revitalize and re-energize it. Visualize this energy bringing light to any areas of darkness anywhere in your body or mind. Feel the certainty that you are your own source of unlimited healing. Moontime blessings!
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ESL Infusion Newsletter
Second edition, February 2005
Greetings!
It is our pleasure to present the second edition of the ESL Infusion Newsletter. The Newsletter is a publication that provides teacher candidates, practicing teachers, and teacher educators with information on teaching and learning English as a second language (TESL/ESL). We invite you to explore the range of support services and tools, such as a specialized language and culture-related practicum support services for teacher candidates; a variety of in-service workshops focusing on ESL issues; and the ESL Infusion Website. To all the teacher candidates and associate teachers: Have a great practicum!
Practicum Support Services
What would you do if…?
The primary goal of this service is to provide language and culture related support and/or advocacy during the practicum as needed. Our support service includes school visits on request by a teacher candidate, an associate teacher, a pre-service instructor, and/or a pre-service program coordinator.
The school visit may involve: a one-on-one meeting between a member of our Language and Culture Support Team to discuss the teacher candidate's concerns; and/or a group discussion including the teacher candidate, the associate teacher, and a member of our Language and Culture Support Team that addresses the associate teacher and/or the teacher candidate's concerns.
In no way is this service intended to be remedial or punitive; we are attempting to help teacher candidates make the most of their practicum placements.
For more information or to schedule an appointment, please contact a member of our Language and Culture Support Team:
Antoinette Gagné: firstname.lastname@example.org, Ping Deters: email@example.com, or Farahnaz Faez: firstname.lastname@example.org.
We thank you in advance for spreading the news about this service!
The following are scenarios of ESL-related issues that educators and/or ESL learners have experienced. Consider how you would respond in the same situation.
Scenario 1: During recess supervision you overhear a group of Grade 5 students discussing the latest on-ice exploits of several hockey stars. One individual in the group, an ESL student from your homeroom, is not only remaining silent during the discussion but is taking jibes from his peers for his lack of hockey knowledge.
Scenario 2: You are in your fifth year of teaching a Grade 10 academic course in an urban multicultural high school. The head of your department continues to be adamant that you use the same textbook that the other teachers in your school are using for this course. Despite your colleagues' enthusiasm for this text, and your department head's insistence, you continue to feel that this textbook presents the subject matter from an exclusively Western-European point of view and does not portray a balanced picture of your subject as it exists in today's world.
Scenario 3: An ESL student who was in your class a year ago tells you that the teacher in her mainstream senior English course is unwilling to make any accommodations to the course content or delivery in order to facilitate her learning
(Continued on page 2)
(Continued from page 1)
(E.g., allowing extended test-taking time). This student tells you that her English teacher has said that she is not ready to be in this level of English class. She asks you to speak to her English teacher on her behalf.
Respond to these scenarios and/or submit your own here:
http://eslinfusion.oise.utoronto.ca/scenarios.asp
Affecting Waves: Coaching Newcomers by Jennifer Anderson
I worked for two years in a very diverse school community. During my second year there, I was faced with the daunting task of starting up a swim team. Although I contributed greatly to the aquatic program, I still felt that my role was pretty much to serve as an assistant and gopher for the Phys Ed department. I was very excited to finally have my own set of students to work with, setting goals, motivating and all of the fun stuff that comes along with being a coach.
Being new to coaching, there were tons of headaches with paperwork and eligibility, but I took on all students who were interested. After several practices and our first swim meet, what was left was a small but solid team consisting almost entirely of ESL students. Some were newcomers, while others had been in ESL at some point in their lives.
I loved my team. It was one of those rare instances where I enjoyed waking up before dawn in the dead of winter. On the mornings of practices, I was always the first person in the school, opening up the pool bright and early. For the most part, the students attended and tried hard. I felt good having a purpose and having the chance to lead something. I also knew many of my swimmers had a strong chance of winning.
It felt terrific. I knew the students were enjoying themselves and I knew that extracurricular activities definitely benefit students on many levels but it was my casual conversations in the photocopy room with the ESL teacher that really opened my eyes to the impact of what I was doing. We would talk of the upcoming swim meet and she would tell me that all her students were so excited about it. It was wonderful to hear, being a new coach.
She told me of one student in particular, a nineteen-year-old newcomer from Iran who seemed to have changed overnight. I never knew this previously but she told me he came to the school and remained incredibly depressed until having joined the team. It was then that I really saw how much bearing extracurricular life has on both students and teachers alike.
My team went on to place fourth in our region with several individual gold medals and many more ribbons in the top eight. I also had the chance to award the most improved trophy to another ESL student on the Junior team who started out shaky, with a swimming style completely his own, but ended up winning a ribbon in his final event.
It is moments like those when I realize that I've chosen a challenging and very rewarding career path that I wouldn't want to trade in for anything else. I know it sounds a bit gooey, but one thing I will never tire of hearing is my students' laughter.
Learning Hindi by Bohd Saraswati
I went to India many years ago to study yoga. The ashram was very international, and there were people from all parts of the world. However, I was later sent to teach yoga in a smaller area where very few people spoke English. I had to learn Hindi. This was a laborious process, but I made every effort to learn. Luckily, I was able to manage the accent, and was able to teach yoga classes in Hindi. This helped me a great deal. Slowly, over several years, in different places, I gained reasonable good speaking and some reading skills. Later I married an Indian and we returned to Canada. Since I am Canadian born (Bodh is my spiritual name) I feel fortunate to have learned this language by immersion. It stays with me today, and it changed the way I look at the world and the way I relate to my students. I understand the struggles of ESL students, as I experienced them myself.
We would love to hear your stories of teaching and/or learning ESL. Share them here:
http://eslinfusion.oise.utoronto.ca/stories.asp
Inclusive Classroom Strategies
The following ideas are just a few of many that can be found in a book by Elizabeth Coelho called, "Teaching and Learning in Multicultural Schools" (published by Multilingual Matters in 1998). This book will be of practical use to educators dealing with culturally mixed groups of students. It describes: a) ways to build an inclusive school environment, classroom community, and curriculum; b) inclusive approaches to instruction; c) antiracist education; and d) assessment in a multicultural setting. The book also provides background information on cultural diversity, including a description of the "immigrant experience". Here are a few ways you can get started on creating an inclusive classroom:
Introductions
* introduce newcomers as "a speaker of (first language) who is learning English" (i.e., not as someone who doesn't speak English)
* learn how to pronounce new students' names and encourage the other students to do the same
Class surveys
* begin by sharing information about yourself
* design a questionnaire or interview that can be used to gather information on students' linguistic and cultural backgrounds
Inclusive displays
* involve students in making a photograph mosaic of all the members of the class (including the teacher), labelled with personal information in the students' first languages and English
Partners and peer tutors
* organize bilingual partners for new students who are beginning to learn English and
* peer tutors who can provide support to new students with some English skills
Co-operative learning
* jigsaw activities (e.g., begins with groups working on different tasks or parts of a task; new groups are then formed with one member from each of the old groups; in the new groups, students share information about the different tasks they completed, and work together on a new task that requires their collective expertise)
* co-operative projects (e.g., brainstorm a list of questions around a general topic; ask students to form groups based on the question they would like to do a project on)
Support for language learning
* explain at the beginning of the year that the classroom will be a place for both language and subject matter (e.g., math, science) learning
* suggest ways the English-speaking students can help the English learners (e.g., by writing words down)
A multilingual classroom environment
* group students in same-first-language groups sometimes to show that their first languages are respected and that English is not being promoted at the expense of their first languages
* accept the judicious use of languages other than English in the classroom
* provide bilingual support (e.g., classroom partners and cross-grade tutors)
* respect language variety (e.g., be clear that varieties of English like Jamaican patois are languages with their own systems of grammar)
Classroom routines
* have important announcements (e.g., upcoming holiday) translated for newcomers and second language learners
* allow students who wish to work alone to do so
ESL Learners in the Mainstream
The following instructional principles were suggested by Russell Gersten, Scott Baker, and Susan Unok Marks in their chapter (Strategies for teaching English-language learners) in the book Teaching every child everyday-Learning in diverse schools and classrooms (edited by K. Harris, published by Brookline Books, Cambridge, Mass., 1998). The chapter describes key concepts for effective instruction for Englishlanguage learners, such as comprehensible input, meaningful access to the curriculum, and conversational versus academic language. There is a practical focus on concrete ways to provide meaningful access to the curriculum. Suggested strategies include:
Help students to learn vocabulary
Model
Use concrete examples and experiences
Perform and on-going assessment
Consistent language use
Use visual organizers
Some Useful Websites
Centre for Canadian Language Benchmarks
Content: This site offers ESL assessment tools
and resources
URL: http://www.language.ca/
Dave's ESL Café
Content: This site offers ideas for teaching ESL as well as information for those interested in teaching abroad
URL: http://www.eslcafe.com/
Intercultural E-mail Classroom Connections
URL: http://www.iecc.org/
Content: This is a free service to help teachers link with partners in other countries and cultures for e-mail classroom pen pal and project exchanges. IECC is intended for teachers seeking partner classrooms for international and cross-cultural e-mail exchanges
Metroplis
Content: This site links to a wealth of information on international migration issues. URL: http://canada.metropolis.net/
Multicultural Calendar
Content: Holy Days of 12 major religions
URL: http://www.multiculturalcalendar.com/
National K-12 Foreign Language Resource Center
URL: http://www.cal.org/k12nflrc/
Content: This is site pertains to the professional development of K -12 foreign language teachers. Its three primary initiatives are performance assessment, effective teaching strategies, and new technologies in the foreign language classroom. Links to these and other projects can be found at the website.
Settement.Org
URL: http://settlement .org
Content: This site contains information and resources pertaining to settlement in Ontario. Newcomers' guides to both the public and catholic elementary and secondary school systems are available for free download in 20 languages
You can find links to more websites relevant to ESL issues here:
http://eslinfusion.oise.utoronto.ca/teachingresou rcesi.asp
You can add and review a website too!
Celebrating Linguistic Diversity: Annual Conference
Celebrating Linguistic Diversity is an annual twoday conference co-sponsored by the Toronto District School Board (TDSB) and the Modern Language Centre (MLC) of the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). The conference boasts a wide range of practical workshops designed specifically for ELD/ESL teachers, classroom teachers, guidance staff, and teacher educators. The conference will take place on Thursday, April 28, 2005 and Friday, April 29, 2005 from 8:00 a.m. to 4:00 p.m. It will be held at OISE/UT— 252 Bloor Street West, Toronto. For more information, contact: Cynthia Abbott (Conference Manager) at 416-394-7183 or email@example.com.
We hope that you will take advantage of this great learning opportunity!
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GETTING STARTED GUIDE
GENEALOGY
GETTING STARTED
1. Start with yourself.
2. Talk with members of your family.
Always work your way back from the known to the unknown. You may have heard stories from other family members about being related to someone well known such as a historical figure, but unless this link has been thoroughly researched and documented, never assume that the connection is valid. Working back from a known ancestor will eliminate much frustration (not to mention wasted time and money).
Interview older family members about their parents and grandparents. Take notes about places, people, and dates. Information about where a family member lived during a certain period of time or about how old they were when your relative was a particular age, can help you fill in gaps and create a timeline. While their memories may not be perfect, they can provide you with valuable clues. However, don't neglect younger family members in this process. Someone may have already delved into the family history and is willing to share what they have found.
Once you have exhausted your own knowledge and have visited with family members, you are ready to begin research using the various records available to genealogists. These usually include sources such as vital records, church records, courthouse records, census records, and online sources.
GETTING ORGANIZED
The most basic organizational tool for genealogy is the ancestor chart. Fill the chart out as completely as you can. The blank spaces that are left show you where you need more information and can help focus your research.
There are several software packages that you can purchase to organize your research and there are websites (some free, some not) that keep track of your ancestors. See this article for a run-down of online family tree sites. For a side by side comparison of genealogy software programs, check out these reviews.
GUIDELINES FOR USING A LIBRARY, ARCHIVES, OR COURTHOUSE
1. Call before visiting to ask about hours, parking, and copying procedures.
3. You may also be able to e-mail an archivist or reference librarian with questions. Keep these questions brief and be as specific as possible (example: Can you look in the index of Cavaliers and Pioneers for Edward Johnson?). Do not ask for "Everything you have on the Johnson family."
2. Visit the website for the institution you are interested in. Many organizations have great sites with indexes, bibliographies, photographs, and other helpful sources.
4. Think about your research questions in terms of location and time period and not necessarily in terms of surnames. Location and time period will determine what sources might be available that will have information on your ancestor. For example, asking "I'm looking for a marriage record from Jefferson County from the 1930s" is better than "I'm looking for the marriage of Calvin Johnson."
5. Become familiar with the library's online catalog. By searching the catalog prior to your visit, you become knowledgeable about the collection and can make a list of "must see" items. This will help you maximize your time once you arrive.
GETTING STARTED IN THE RECORDS
1. Home Sources
2. Vital Records
Don't overlook items in your home or the homes of family members that can yield genealogical information. These items include letters, photographs, scrapbooks, diplomas, newspaper clippings, family Bibles, and school yearbooks. These items may be in attics, basements, underneath beds, or other out of way places.
Vital records are records issued upon the birth, marriage, divorce, or death of an individual. Genealogists value these records because they allow us to learn birth dates/locations, parents' names, maiden names of female ancestors, death dates and locations, and many other facts. Modern vital records are easy to obtain and are a fairly recent invention. Many states did not begin keeping these records until the late 19th or early 20th century.
The following information pertains to vital records in the state of Oklahoma:
* Birth and death certificates are available beginning in November 1908.
* Divorce records are available after 1907 in the district or circuit court of the county in which the divorce was granted.
* Marriage licenses are available from the county beginning about 1890 or when the county was created.
Oklahoma has the following privacy restrictions for birth and death certificates:
For birth certificates there is a 125-year waiting period unless the person requesting the certificate is the person named on the certificate or the parent, spouse, child, relative, grandparent, stepparent, friend or legal representative of the person named. For death certificates there is a 50-year waiting period. The same restrictions apply on who can obtain a death certificate. Marriage and divorce papers are public information and there is no waiting period or limit on who can obtain them.
Oklahoma vital records can be ordered from the Oklahoma State Department of Health, Vital Records Division in Oklahoma City. The cost is $15.00.
Since church records often pre-date vital records, they may be the only place where a birth, marriage, or death is recorded. Knowing about your ancestors' faith also helps to make them more real and they become more than just names and dates.
3. Church Records
Use family tradition, local histories, city directories, obituaries, or tombstone inscriptions for clues about their faith. Information on your ancestors' probable country of origin and its religious history can also provide clues.
County histories can be invaluable sources of information on the religious history of the area. They can list early religious influences, churches, and clergymen. Use city directories to determine which churches were available to people living in urban areas. By comparing older directories to current ones, it is possible to determine how long a congregation has been in existence or if a church has moved.
Once you've identified a particular faith or denomination, begin by researching its history and practices. If you have identified the specific church that your ancestors attended, try to determine if the church still exists. Many churches have split, moved, or their congregations have died off and are no longer in existence. Once this happens, the records become difficult and sometimes impossible to locate. Learn about local, regional, and national repositories for church records and histories.
Courthouse records comprise many different types of records that are available in most county courthouses. These include wills, deeds, tax lists, and marriages. You will need to know the state and county in which the ancestors you are researching lived in order to access the courthouse records. Many courthouse records have been microfilmed and made available to researchers.
4. Courthouse Records
5. Census Records
6. The Internet
Taken every 10 years since 1790, the Federal Census is the official count of the U.S. population. Mandated for the purpose of drawing congressional districts, the Federal Census is probably the most important source for genealogists at all levels of experience. Personal information contained in the Census is sealed for 72 years by Federal Law for privacy. The most recent census available to genealogists is the 1940 census which was released on April 2, 2012. It will be another 10 years before the 1950 census is made available to researchers. Census records are available online via our subscription to ancestry.com.
The World Wide Web has drastically changed how people do genealogical research. Many records are now available online and contacting people has never been easier. Remember that information posted online may not be 100% accurate. Facts and relationships still need to be verified, if possible.
EVALUATING YOUR INFORMATION
As you have seen, genealogical information is taken from a wide variety of sources. Evaluating these sources for accuracy is an important part of the research process. Original records are regarded as being more likely to be accurate than compiled or transcribed records. However, original records are only as good as their source. For instance, a death certificate would certainly be considered an original (or primary) source. The information on the certificate was most likely provided by a physician, friend, or relative; any one of whom might not be able to accurately answer the questions. The census is another good example of an original source that should be carefully evaluated. Census takers may have gotten their answers from neighbors, the children, or they could simply have made them up.
Information taken from secondary sources (published family histories, compiled indexes, transcribed records, etc.) should be carefully evaluated as well. Consider whether the author of the family history had access to original records or were they relying on family stories. When looking at a transcription of records imagine how things like handwriting and unfamiliar terminology might affect the transcriber's interpretation. Remember that every time a record is indexed or transcribed an opportunity arises for errors to occur that can be perpetuated indefinitely if they go unnoticed.
Lastly, when using public family trees online, such as Ancestry.com, remember that no one is checking them for accuracy. Anyone can publish anything online.
For an interesting article on evaluating genealogical evidence, see the following site: https://historicpathways.com/download/templateforee.pdf
POPULAR GENEALOGY WEBSITES
* National Archives and Records Administration
* Cyndi's List
* U.S. Vital Records
* The World Connect Project
* Bureau of Land Management
* U.S. Gen Web Project
* Latter Day Saints (LDS)
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Iowa Influenza (flu) Vaccination Data: 2021-2022
of Iowans received influenza vaccine during the 2021-2022 season.
During the 2021-2022 Flu Season:
1,072,588
Iowans received the influenza vaccine.
Influenza Vaccination Rates by Age Group:
The 6 months to 8 years age group had the highest vaccination coverage this year at 45.6%, followed by 50 to 64-year olds (41.7%). The 18 to 49-year old age group had the lowest vaccination coverage (25.2%).
October
was the highest month for influenza vaccine administration.
6 mo to 8 years
had the highest percent of population vaccinated by age group.
Influenza vaccine rates are the lowest since the 2016-2017 influenza season.
Getting the Influenza Vaccine is the best way to protect against the flu.
How does this year compare to previous years?
Impact of COVID-19 on Influenza Vaccine Rates
Influenza vaccination rates are the lowest since the 2016-2017 season and have been declining for the last two years.
Influenza Vaccination Rates in Iowa
40.6%
Influenza vaccination rates for the most vulnerable population, 65 years and older, have had the largest decline in the last two years.
Since the start of the COVID-19 pandemic, influenza vaccination rates have declined. As people return to normal activities following the pandemic, it is important to not only protect yourself, but also friends, family, and co-workers from the influenza virus and potentially serious complications.
Data Note: Data as of 6/10/2022. All data can be accessed at https://tracking.idph.iowa.gov/Health/Immunization/Influenza-Vaccine/Influenza-Vaccine-Data
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Radio Vocabulary
Actuality -- A recording of a speaker, also known as a "sound bite" for television or a "quotation" in a newspaper article.
Hard lede -- Who, what, when, why, where and how information for the beginning of a traditional news story.
Lede -- also written as lead; the first paragraph that summarizes the main points of the news story.
News -- timely and important information for the community to know about, or an event or action that could affect people's lives.
Newscast -- news broadcast
News judgment -- making decisions on a range of topics; deciding what is news and making editorial and ethical decisions
Newsroom -- a room where news stories are written and edited
News spot -- a voicer or a wrap used in a newscast
Soft lede -- an opening paragraph that is more like a feature than straight news that sets a scene or provides human interest before the facts.
Spot -- a short news report included in a newscast
Voicer -- news report without an actuality (also called a "reader")
Wrap -- news report that includes an actuality (tape)
Provided by Diane Raab c2012
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April 2023
MENU BY GRADE 3-4-5 - MEDIUM (6,7,8) - HIGH SCHOOL (9,10,11,12)
| 10 April - 14 April | April 17 - April 21 |
|---|---|
| School Closed - Spring Break | Pasta with tomato and basil(cereals containing gluten) |
| School Closed - Spring Break | Spinach and cheese pie(cereals containing gluten, milk) |
| School Closed - Spring Break | Couscous with mixed vegetables(cereals containing gluten) |
| School Closed - Spring Break | Hot side dish of the day - Bread, Fruit/Yogurt |
| School Closed - Spring Break | Pasta 4 cheeses(cereals containing gluten, milk) |
| School Closed - Spring Break | Pork roast |
| School Closed - Spring Break | Couscous with mixed vegetables(cereals containing gluten) |
| School Closed - Spring Break | Hot side dish of the day - Bread, Fruit/Yogurt |
| School Closed - Spring Break | Saffron risotto |
| School Closed - Spring Break | Homemade Genoese meatloaf(cereals containing gluten, milk, eggs) |
| School Closed - Spring Break | Ricotta with mixed vegetables(milk) |
| School Closed - Spring Break | Hot side dish of the day - Bread, Fruit/Yogurt |
| School Closed - Spring Break | Pasta with meat ragout(cereals containing gluten) |
| School Closed - Spring Break | Chicken Nuggets(cereals containing gluten, eggs) |
| School Closed - Spring Break | Spinach burger(cereals containing gluten, eggs, milk) |
| School Closed - Spring Break | Hot side dish of the day - Bread, Fruit/Yogurt |
| School Closed - Spring Break | Pizza Margherita, Pizza with Olives, 4 Cheese Pizza, Pizza with Mixed Vegetables, Pizza with Pachino Tomatoes and Parmesan (cereals containing gluten, milk) |
| School Closed - Spring Break | Cooked ham and cheese roll(milk) |
| School Closed - Spring Break | Hot side dish of the day - Bread, Fruit/Yogurt |
(cereals containing gluten)
(cereals containing gluten,
Pasta and/or any dishes with cheese containing lactose in the event of dietary requirements and/or intolerances will be replaced with lactose-free cheese/milk/cream and gluten-free pasta. For any question or request, contact the Pedevilla staff in our cafeteria or write to email@example.com
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https://resources.finalsite.net/images/v1681712369/isgenoait/hmyuzinanf8h9loxocvu/MenuPedevillaAprile2023ELEMSHSENG.pdf
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2023-09-25T16:31:49+00:00
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TEACHING EXPERIENCE
K-12 and High school
Arts Integration Mentorship Project, Columbia College, Chicago: present
Art and Math, science, literacy, social studies- integrate art concepts to core math standards, design 2-d and 3-d art works with geometric shapes, extrapolate and predict both math and design patterns, integrate reading standards with art concepts; create visual art works based on literature, art literacy, focus on big ideas.
Art Resources in Teaching, Chicago: 1996-2012
Art and Math- integrate art concepts to core math standards, design 2-d and 3-d art works with geometric shapes, extrapolate and predict both math and design patterns, evaluate art works .
Kite project- discuss geometry and aero dynamics, build knowledge about compositions in art, create designs for the kites, test the kites, and evaluate the success and failure of the design by flying the kites then redesign.
Art and Literacy- integrate reading standards with art concepts; create visual art works based on literature, art literacy, focus on big ideas and themes.
Mural Project- discuss themes and content in murals, build knowledge about compositions in art, create design, practice painting techniques, paint murals in public schools and public spaces.
Photography Residency- view photographic images, appreciate visual images, discuss content to develop critical thinking skills, build knowledge about composition and design theory, learn to use a camera, experiment photographing portraiture, landscape and still-life, discuss the role of the photojournalist throughout history.
Prairie Partner- focus on environmental issues as a big theme.
Professional Development Workshop- present and demonstrate how to integrate art into Core National Standards to school teachers and parents.
Stories in Art- view art works from diverse culture discuss the stories behind them, visit to the Art Institute of Chicago to view the art works, create an art work based on one of the stories.
used on the environmental issues in photography.
Photography and Junior Great Books- create interpretative photos based on the stories from JGB/ funded by the Annenberg Foundation.
Marwen, Chicago: 2013- present
Sculptures in Flight-kite making,
Painting Identity-beginning painting in acrylic, learning to articulate visually who they are, understanding fundamental ideas about composition.
Painting Portraits- beginning painting in acrylic, learning and practicing the use of value, differentiating shapes and scale, understanding fundamental ideas about composition.
Urban Gateways, Chicago: 2013-present
Art and Math- integrate art concepts to core math standards, design 2-d and 3-d art works with geometric shapes, extrapolate and predict both math and design patterns, evaluate art works .
Art and Literacy- integrate reading standards with art concepts; create visual art works based on literature, art literacy, focus on big ideas and themes.
Digital Media- digital photography, Photoshop and other computer programs to manipulate, create images.
Kite projects, through grants and donations I worked with Vietnamese Association of Illinois, Chinese Mutual Aid and Clarendon Park to work with over 300 children of all ages to make kites and fly them.
912 W. Sunnyside unit# 2W, Chicago, IL. 60640
Home: (773)275-7581,email@example.com
College level
Columbia College, Chicago, Illinois: 1996-2005
Beginning Drawing- introduction to basic drawing skills to represent objects using value and perspective; use wet and dry media; various exercises to improve observational skills; critiques, discussions and slide shows are incorporated.
Beginning Painting- introduction to painting techniques using oil and acrylic medium; some traditional and contemporary techniques and concepts are explored and practiced; variety of painting styles are viewed and discussed; critiques and writings about paintings are incorporated.
Elmhurst College, Chicago, Illinois: 2011
Beginning Painting
The School of the Art Institute of Chicago, Chicago, Illinois: 1996-2004
European Painting Technique- traditional European painting techniques were discussed and practiced- glazing, scumble, and impasto. Students worked in Flemish and Venetian style. Medium, composition, and color were explored; classical and contemporary techniques and materials were compared and tested.
Painting I and Painting II- taught the fundamentals of painting techniques and medium in Painting I. Followed by Painting II which involved extensive exploration of color and value. Discussed variation in composition and content, experimented with techniques to enhance visual effect, led both individual and group critiques.
Multicultural Painting and Drawing- introduced students to diverse ethnic cultures and art by means of books, videos and museums; set a stage to have a dialogue about art making as an individual with social, political and ethnic background, personal experiences were exchanged; stressed experimentation and research.
Multilevel Figure Drawing- introduced students to ideas and concepts on ways of seeing as well as drawing materials and techniques; developed curriculum to accommodate beginners to advanced students; presented slides to relate and stimulate; led both individual and group critiques.
912 W. Sunnyside unit# 2W, Chicago, IL. 60640
Home: (773)275-7581, firstname.lastname@example.org
912 W. Sunnyside unit# 2W, Chicago, IL. 60640
Home: (773)275-7581, email@example.com
SELECTED EXHIBITIONS/ solo and group
2013-14 Leigh GalleryChicago, Illinois
2009
Gallery UNO-Projektraum,Berlin, Germany
Berliner Liste,Berlin, Germany
2008
Gallery Uno,Chicago, Illinois –Solo Exhibition
Berliner Liste,Berlin, Germany
2007
Aron Packer & Schopf,Chicago, Illinois
Gallery Uno,Chicago, Illinois –Solo Exhibition
Berliner Liste,Berlin, Germany
Zooartfair,London, England
Evanston Art Center,E+V Biennial , Evanston, Illinois
2005
Gage Gallery,Chicago, Illinois–Solo Exhibition
2004
University of Wisconsin-Milwaukee Union Art Gallery,Milwaukee, Wisconsin
Meat Yard, Chicago, Illinois
Betty Rymer, Chicago, Illinois
2003
Schopf Gallery,Chicago, Illinois
2002
Northern National Art Competition, Rhinelander, Wisconsin
Andrew Bae Gallery,Chicago, Illinois
2000
Schneider Gallery,Chicago, Illinois
Contemporary Art Workshop,Chicago, Illinois
1999
Columbia College Art Gallery,Chicago, Illinois
Contemporary Art Workshop,Chicago, Illinois
1997
Suburban Fine Arts Center,Highland Park, Illinois
1995
The School of the Art Institute of Chicago,Chicago, Illinois
Gallery 2,Chicago, Illinois
1994
Harold Washington Library,Chicago, Illinois
Beacon Street Gallery,Chicago, Illinois
Lake Shore Drive Art Center,Chicago, Illinois
Malcolm X College,Chicago, Illinois
Beverly Art Center,Chicago, Illinois
1992
EDUCATION
1993-95 The School of the Art Institute of Chicago,Chicago, Illinois
Master of Fine Art Degree in Painting
1982-87 University of Illinois in Chicago, Chicago, Illinois
Bachelor of Fine Art Degree in Painting
Illinois Institute of Technology, Chicago, Illinois
First year in Architecture
SCHOLORSHIPS /AWARDS/Grants
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Puppies
Woman
Growth is change. Energy makes things grow.
©2023 The NEED Project Primary Energy Infobook www.NEED.org
16
Growth
TEACHER
Growth Is Energy
Every living thing is growing all the time. Sometimes living things grow bigger. Sometimes they do not get bigger but still grow. They grow new cells to replace old ones.
It takes energy to grow—chemical energy stored in simple sugars. The energy to make these sugars comes from light energy. Most of this light energy comes from the sun. Plants absorb the light energy and store it in their leaves, stems, fruits, and roots as chemical energy. They use the energy to grow. When we eat the plants, we absorb the chemical energy. When we eat animals, we absorb their chemical energy that came from the plants they ate.
Discussion Questions
1. How do the things in the pictures (on page 16) get their energy to grow?
2. Can you get energy straight from the sun to grow? (No, but plants can.)
3. What happens if you eat more food than you need? Not enough food?
Activities
1. Have the students draw an energy flow from a carnivore (meat eater) back to the sun.
2. Look at the calorie counts on packages of food. Calories are a measure of the energy in the food.
©2023 The NEED Project Primary Energy Infobook www.NEED.org
17
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http://journals.pnu.edu.ua
UDC 821.161.2 doi: 10.15330/jpnu.8.1.148-154
LANDSCAPE AND ITS FUNCTIONS IN THE STORIES OF "CHRISTMAS TREE" BY MYKHAILO KOTSIUBYNSKYI AND "PINE TREE" BY OLENA PCHILKA
NATALIІA VIVCHARYK
Abstract. The article proves that the implementation of a comprehensive approach to the aesthetic education of students in NUS involves, along with the traditional teaching of subjects, their integration, in particular in the humanitarian, artistic cycle. "The concept of artistic and aesthetic education of students in secondary schools" indicates the need to take into account interdisciplinary, intersectoral links within modern school education because educational processes provide rational, aesthetic, and emotional understanding of the phenomena of the surrounding reality. The article points out that the concept of landscape is interdisciplinary and is used in various fields of art, including literature, which influences the formation of personality, helps gain some knowledge about the environment, the relationship between people and nature. The article analyzes the functions of landscapes in children's stories "Christmas Tree" by Mykhailo Kotsiubynskyi and "Pine Tree" by Olena Pchilka in detail. Attention is paid to the consonance of the names of works of art. It is proved that titles implicitly outline the time of action and are projected on the plot. The creative style of Olena Pchilka and Mykhailo Kotsiubynskyi is characterized by the "revival" of nature. On the background of winter landscapes, the writers depict the lives of different segments of the population, customs and traditions associated with Christmas. It is indicated that landscapes perform both pictorial and characterological functions. Describing the preparation for Christmas, the writers appeal to the use of contrasts, which helps reveal social issues. In both works, the symbolic marker of wealth/poverty is a Christmas tree/pine tree. Descriptions of the winter elements evoke tragic premonitions. The emotionality of the story emphasizes the rupture of phrases, the accumulation of exclamatory and interrogative constructions. It is shown that landscapes convey the inner experiences of the characters, who successfully overcome all the difficulties and return home. By resorting to the synthesis of arts, using visual materials and musical accompaniment, teachers can develop students' associative thinking and teach to comprehensively analyze information. Analyzing the stories "Christmas Tree" by Mykhailo Kotsiubynskyi and "Pine Tree" by Olena Pchilka, students consider not only the topics and issues, but also comprehend the processes of human interaction with nature, which serves to form a humane attitude to the environment and develops aesthetic feelings.
Keywords: education, students, integration, synthesis of arts, fiction, landscape, story, title, image, detail, landscape, contrast, symbol, plot, problems.
1. INTRODUCTION
The implementation of a comprehensive approach to the aesthetic education of students in NUS involves, along with the traditional teaching of disciplines, their integration, in particular within the humanitarian, artistic cycle. Therefore, the problem of taking into account interdisciplinary and interdisciplinary links within modern school education is relevant. The Ministry of Education and Science has developed a "Concept of artistic and aesthetic education of students in secondary schools", which states that the integrative focus of the program aims to form a holistic picture of the world, and the personal developmental function of education suggests that instead of "the traditional "analysis" of works of art it is necessary to introduce into the scientific and pedagogical circulation and school practice the concept of "interpretation" of works of art" [see 11]. It is this approach that takes into account the interrelationships of different arts, develops critical thinking and creativity. To implement the above concept, a "Comprehensive program of artistic and aesthetic education in secondary and outof-school institutions" will be used. In lessons and extracurricular activities, students receive information about the environment, natural phenomena and processes that take place in it. Using the senses (vision, taste, smell, and touch), children learn the laws of nature, learn to adapt to environmental conditions, to live in harmony with the world around them. In the process of learning and education there is an awareness of the problems of sustainable development. The school program provides both scientific and rational, and aesthetic and emotional understanding of the essence of the phenomena of the surrounding reality. The concept of "landscape" is interdisciplinary and is widely used in various fields of art – pictorial, musical, poetic. Literary critics point out that the introduction of landscape elements in works of art affects the plot-compositional organization of the text, serves as an additional means of characterization, reflects the inner experiences of the characters, outlines the place and time of events [see 12], so it needs proper analysis and study. O. Bandura, L. Kalachaev, M. Leontiev, V. Lesin, V. Sorokin, L. Timofeev believe that landscapes are best analyzed as extra-plot elements, and M. Kurginyan, V. Vinogradov, O. Illinskaya, V. Kozhinov consider landscape as a plot component. Features of artistic landscapes depend on the manner of writing of the author, the genre features of the work. Rubrics such as "World of Nature" (5th grade) and "Me in the World" (6th grade) in the course of Ukrainian literature indicate the need for comprehensive formation of student competencies, the relationship of literature, fine arts, science, geography, etc. Visual materials, artistic illustrations, and musical accompaniment help to develop students' associative thinking, teach to analyze relationships and interactions, and synthesize information. The humanitarian component helps the child gain certain knowledge about the peculiarities of the environment, the relationship between people and nature, influences the formation of moral and aesthetic feelings.
2. THEORETICAL BACKGROUND
Our goal is to analyze the artistic functions of landscapes in children's stories "Christmas Tree" by Mykhailo Kotsiubynskyi and "Pine Tree" by Olena Pchilka and their aesthetic influence on a reader. To do this, it is necessary to perform a number of tasks: to characterize the poetics of the titles, the symbolism of the images, to explore the genre, plot and compositional features of these works, the means of characterization. Although the creative work of Mykhailo Kotsiubynskyi and Olena Pchilka has repeatedly become the object of scientific research by N. Antipchuk, N. Gaevska, A. Hulyak, I. Denysiuk, O. Zabolotny, N. Kalenichenko, Y. Kuznetsov, O. Kutsevol, S. Mykhida, P. Odarchenko, O. Pavlyshyn, O. Shevchenko, however, the functions of landscapes in these children's stories have not been the subject of a separate analysis. All this determines the relevance of our research; the consistency of names, topics, and issues creates the basis for the analysis of these works in a comparative manner.
3. RESULTS AND DISCUSSION
Critics point out that there was a shortage of children's reading in Ukrainian literature in the 19th century. Olena Pchilka tried to fill this gap with Ukrainian translations by such well-known authors as G. Andersen, C. Dickens, S. Lagerlof, R. Kipling, D. Swift, and others and their own works. Olena Pchilka's artistic output consists of works of various genres – poetry, stories, fables, plays. Trying to educate conscious citizens, the writer published Ukrainian-language magazines "Native Land", "Young Ukraine", which in addition to works of art contained interesting information about the nature of the native land – flora and fauna, natural phenomena, landscapes. "Young Ukraine" contained a corresponding section – "World Studies". Olena Pchilka pointed to the lack of literature for children, which prompted her to write: "... when I wanted to add a more appropriate story, or a poem, or a story from the world, or a fairy tale, or a joke, or something else, I sat down and wrote it myself – sometimes signing his name or position, and sometimes not" [quoted in 8, 267]. The writer claimed that, unfortunately, children's literature is not given due attention, namely, it influences the formation of the younger generation. Mykhailo Kotsiubynskyi pointed to the same problem. In his letter to P. Tychyna in 1912, he sadly stated: "We have, for example, very weak literature for children…" [5, vol. 6, p. 351]. This is what prompted the writer to create literature for children, including both lyrical and prose works.
The stories of "Pine Tree" by Olena Pchilka and Mykhailo Kotsiubynskyi's "Christmas Tree", first of all, attract attention with the echoes of the titles, which are associated with winter holidays and activate certain spatial and temporal dimensions in the reader's mind. V. Malyna points out that in Ukrainian culture the tree has become an attribute, "with which the stages of the calendar year, life cycle, economic activity, etc. are reproduced" [7, p. 227]. In folklore, the mythology of the tree is endowed with certain features, they can become national symbols. Landscapes are usually tied to a specific area, season.
The titles of the stories "Christmas Tree" and "Pine Tree", associated with the winter season, generate in the reader certain expectations, which are generally characteristic of the so-called Christmas stories. This genre is associated with the name of Charles Dickens, who under the title "Christmas Books" combines fascinating stories about holiday miracles. Such works help to immerse oneself in the world of childhood, to think about such philosophical categories as love, belief in a miracle. Christmas stories are found in the works of G. Andersen ("Christmas tree", "Girl with Matches"), F. Dostoevsky ("The Boy with Christ on the Christmas Tree"), M. Leskov ("The Depicted Angel", "Christ Visiting a Man"), P. Khlebnikov ("Christmas Gift"), Selma Lagerlef ("Christmas Guest", "Legends of Christ", "Holy Night"), M. Gogol ("The Night Before Christmas"), P. Myrnyi ("Morozenko"). Over time, writers increasingly moved away from mysticism, and talked about the amazing adventures that happened on the eve of the New Year and other winter holidays. I. Denysiuk noted that of all Ukrainian writers, Olena Pchilka cultivated the genre of so-called "Christmas" or "holiday stories" the most [2, p. 105]. Such works as "Funny Evening", "Chad", "Masquerade", "Three Christmas Trees" are a few examples.
The events take place at Christmas time in the stories "Pine Tree" by Olena Pchilka and Mykhailo Kotsiubynskyi's "Christmas Tree". The main characters of these works are Ivas and Vasylko, who grew up in poor peasant families. Olena Pchilka and Mykhailo Kotsiubynskyi do not ignore social issues, which indicates the realism of the image. The writers construct the plot in such a way that readers learn about the process of preparation for Christmas in the mansions and peasant homes. Teachers should choose pictures to illustrate the story. Contrast is the main artistic tool that helps readers immerse themselves in the reality of that time. Lords' families decorate Christmas trees, celebrate, buy presents, and poor families celebrate quite modestly. In both works, the symbolic marker of wealth/poverty is a Christmas tree/pine tree. Ivasyk and Vasylko's parents sell coniferous trees to buy boots from the shoemaker for the money raised. Vasylko's father is forced to cut down a Christmas tree, which he once gave to his son because his teacher praised him. The tree became a symbolic manifestation of love and recognition of the boy's achievements. Nature in both stories is described as an environment that forms a sense of freedom and beauty in children, "The forest was so beautiful, even in winter it did not seem sad, because there were a lot of pines between the black forests, and they always delight the eye with their evergreen attire" [9, p. 80]. The Christmas tree pleased Vasylko even when the bitter cold came and nature froze. When describing a Christmas tree and a pine tree, both Olena Pchilka and Mykhailo Kotsiubynskyi use diminutive and affectionate words: small, slender, round. In this way, writers influence the emotional perception of the work by readers. Although Vasylko "felt sorry for the slender Christmas tree, which alone amused the garden in winter" [5, vol. 1, p. 81], but he is aware of the needs of the family. It is this episode that helps to reveal the character of a boy who is kind, sensitive, responsible, obedient. Parents love their children very much, but, unfortunately, they cannot please them with beautiful toys or gifts. Names of the main characters are also presented in a loving form Ivas, Vasylko. The authors emphasize the age of the main characters, show their own commitment to them. In poor families, children are taught to work, to help their parents. Vasylko from M. Kotsiubynskyi's story "Christmas Tree" notices that his father is sad and understands "that there is no money to buy my mother's boots from a shoemaker?" [5, vol. 1, p. 80]. The boy wants to help his parents, but when he hears an offer from another man to buy his Christmas tree, he cannot contain his emotions. Vasylko and the tree together experience feelings of fear and pity. When the father picked up the ax, the boy "almost cried with pity" [5, vol. 1, p. 81]. The boy is grieving the loss of his favorite tree, which was cut down for the lord's pleasure. The creative style of Olena Pchilka and M. Kotsiubynskyi is characterized by the image of nature as a living being that feels, understands, is afraid: "As he approached, he swung his ax and struck the trunk. The tree trembled from the bottom to the top, as if frightened by an unexpected disaster, and a few green glitches fell on the snow. Yakym chopped, and the Christmas tree trembled, as in a sledgehammer. It seemed to Vasylko that it was about to groan. Just then the tree bent, crunched and, pulled up, fell on the snow…" [5, vol. 1, p. 81]. When his father carried the felled Christmas tree, Vasylko stopped. He couldn't hold back his tears, he covered the remaining stump with snow. This artistic detail conveys the feeling of emptiness, both spatial and internal, caused by the loss of a tree. Olena Pchilka and Mykhailo Kotsiubynskyi, through specific landscape details, raise issues that go beyond the work and are projected onto modern society. Trees, which remain "alive" even in winter, are the embodiment of natural beauty and grandeur. Pine tree from Olena Pchilka's work even flaunts her appearance and considers herself the best, special: "Oh, what a good thing, as someone of noble birth! There is nothing in the world like us, pines! Oh, my world, how beautiful I am…" [9, p. 81]. Once in the lord's chambers, the festively dressed pine tree does not even imagine what its future will be. Describing trees, the writers talk about them as beings who are able to feel, experience. For example, the statements of the pine tree in the story of the same name by Olena Pchilka are presented in the first person. That is why some researchers call this work fairy tale [3, p. 101 ], however, in our opinion, the reception of personification should not be interpreted as a fairy-tale plot because this genre has a number of features, including traditional beginnings and endings, allegorical images, spatiotemporal shifts. Olena Pchilka and Mykhailo Kotsiubynskyi do not give up the realism of the image. The "Christmas Tree" describes the adventures of a boy who had to take a tree to the manor. The history of the pine tree in Olena Pchilka's work of the same name is described much more widely than in the story by Mykhailo Kotsiubynskyi. The writer constructs the plot in such a way that the tree is not simply sold to the lords, but Ivas gets into the chambers twice: first, when he brings the tree and watches it being decorated; later the boy becomes a footman. Having visited the New Year's holiday for the first time, Ivasyk witnessed how the Christmas tree was thrown away, because the next day it became unnecessary. The boy feels sorry when he remembers this tree in the forest. The writer resorts to a contrasting image: "like a star in the sky" / "hat" [9, p. 83, 84]. To entertain the younger brothers and sister, Ivas takes the pine tree home. The writer exposes the consumer attitude towards nature. Using the example of this episode, we can analyze the environmental problem that is relevant in modern society.
In both stories, the winter element serves as a kind of test for the main characters: "Mete… Oh, my God, where is that road? Only… Ivanko got lost on the road! He rushes to one side or the other, tears well up in his eyes, because he can't do anything!" [9, p. 87]. The danger was previously pointed out by artistic details: in Mykhailo Kotsiubynskyi's "Christmas Tree" the image of a black crow on white snow, the cry of a magpie in Olena Pchilka's "Pine Tree". Descriptions of winter landscapes and blizzards exacerbate tragic premonitions. Musical accompaniment can help to feel the inner state of the main characters who are undergoing series of tests. The emotionality of the descriptions are emphasized by the brokenness of the phrases, the accumulation of exclamatory and interrogative constructions. To increase the feeling of horror and evoke sympathy, Mykhailo Kotsiubynskyi introduces scary landscapes of the night winter forest in the story. All events are described by writers through the feelings of the main characters. In "Christmas Tree" the forest seems "dead" to Vasylko.
The imagination of a frightened child paints terrible pictures, "He looked around: healthy truncated oaks stood in the woods like shelters, and stretched dense black branches to him. It seemed to Vasylko that the dead, wrapped in a white veil, were reaching out to him…" [5, p . 84]. In the most difficult moments, the boy remembers his native house, his parents: "A blizzard was howling around, a cold wind was blowing and it was snowing, and Vasylko remembered a warm, clear father's house" [5, vol. 1, p. 83]. He managed to escape from the wolves, overcome all the dangers that awaited him in the woods, and return home.
In Olena Pchilka's "Pine Tree", a tree that the lords threw away as useless helped Ivas find his way home. The fate of Ivas is symbolically combined with the fate of a pine tree. First the tree, and then the boy found themselves in a rich family. However, lords need them only to fulfill their whims. The Christmas tree, which decorated the wards, was thrown away the next day. Olena Pchilka describes in detail the feelings that a tree experiences when it is placed near a firewood. Luxurious pine tree became a lords' pastime for one evening. The writer not only tells readers the New Year's story, but presents events from different angles, focusing on the experiences of the boy and the pine: "Yesterday she was so majestic, and now?.. Ivas looked – but he was sorry. He didn't know that this often happens to people!" [9, p. 84]. Later, a felled pine tree will save the life of a frightened child, who will run away from the lords' wards due to humiliation and ridicule: One word, for the pusher in all" [9, p. 86]. The marker of the new role was a russified version of the name Ivas – "Vanka". Being in the service of lords is so unbearable for a boy that he runs away unnoticed, because the sense of dignity is not measured by material wealth. Olena Pchilka proves that in a poor house you can be happier than in the mansions. Returning to his family in the village was a kind of salvation for Ivas. It is no coincidence that the protagonist is described in the bosom of nature. The boy quickly forgets the insults and returns to normal life. Vasylko also talks about his adventures in the woods without feeling afraid. Such happy endings are typical of Christmas stories.
3. CONCLUSIONS
Describing certain states of the characters, writers usually use the appropriate types of landscapes. Landscape consonance indicates a harmonious coexistence with nature, landscape dissonance helps to identify confrontations and conflicts. At the same time, landscapes help to characterize not only specific heroes, but society as a whole. In this way, the issues of works are projected on a much broader level. In the prose works by Olena Pchilka and Mykhailo Kotsiubynskyi, landscapes are closely connected with other artistic elements, so only a comprehensive analysis can reveal their functions. Landscapes mark space, outline the time and place of events, intertwine in the plot-compositional outline of works, influence the course of events, consistent with the psychological states of the characters. Through the introduction of landscape elements in works of art, the writers describe the close relationship between people and nature, raise environmental questions, and form a caring attitude towards the environment. By resorting to the synthesis of arts, using visual materials, and musical accompaniment, teachers can develop students' associative thinking and teach them to comprehensively analyze information. Analyzing the stories "Christmas Tree" by Mykhailo Kotsiubynskyi and "Pine Tree" by Olena Pchilka, students comprehend not only the themes and issues of works, but also comprehend the processes of human interaction with nature, which serves to form a humane attitude to the environment, develops aesthetic feelings.
REFERENCES
[1] Antipchuk N. Olena Pchilka and the development of children's literature. Philological studies. Literary Studies, 4 (2004), 277–281. (in Ukrainian)
[2] Denisyuk I. Prose "of small forms" by Olena Pchilka. Ukrainian literary criticism, 10 (1970), 102–108. (in Ukrainian)
[3] Duck T. Olena Pchilka. Ukrainian literature for children and youth. Academy, Kyiv, 2016. (in Ukrainian)
[4] Kleimenova T. The inner world of the child in the stories of M. Kotsiubynskyi. Current problems of Slavic philology. Series: Linguistics and Literary Studies: Interuniversity. zb. Science. Art, XXI (2009), 173–180. (in Ukrainian)
[5] Kotsiubynskyi M. Works in 6 vols, Vol.1, Vol.6. Ed. Academy of Sciences of the Ukrainian SSR, Kyiv, 1961-1962. (in Ukrainian)
[6] Kuznetsov Y. The phenomenon of artistic detail. Psychology and society, 3 (69) (2017), 7–29. (in Ukrainian)
[7] Malyna V. The world tree and the ecumenical cross are related images of the creative spirit. Art History of Ukraine, 9 (2008), 223-239. (Ukrainian)
[8] Novakivska L. "Young Ukraine" by Olena Pchilka and her views on the problems of children's reading. Actual problems of Slavic philology: collection. Science. Art. XX (2009), 266–273. Available at: http://dspace.nbuv.gov.ua/bitstream/handle/123456789/16573/30-Novakivska.pdf?sequence=1. (in Ukrainian)
[9] Olena Pchilka. Educational work. Manuscripts Department of the Institute of Literature of the National Academy of Sciences of Ukraine. Fund 28, unit 191. (in Ukrainian)
[10] Pchilka O. Pine tree. Shkola, Kyiv, 2007. (Ukrainian)
[11] On approval of the Concept of artistic and aesthetic education of students in secondary schools and the Comprehensive program of artistic and aesthetic education ... Legislation of Ukraine. Document v1_11290-04, current version. Adoption of February 25, 2004. Available at: https://zakon.rada.gov.ua/rada/show/v1_11290-04#Text. (in Ukrainian)
[12] Sebina E. Landscape. In: Chernets L.V. (Ed.) Introduction to Literary Studies. Literary work: basic concepts and terms: Textbook. Higher. sc., Academy, Moscow, 1999. Available at: http://taviak.ru/distance/wp-content/uploads/2014/obshcheobrazovatelnye_distsipliny/Literatura/ Chernec.pdf. (in Russian)
Address: Nataliia Vivcharyk, Vasyl Stefanyk Precarpathian National University, 57 Shevchenko St., Ivano-Frankivsk 76018, Ukraine.
E-mail: firstname.lastname@example.org.
Received: 02.02.2021; revised: 18.03.2021.
_____________________
Вівчарик Наталія. Пейзаж та його функції в оповіданнях Михайла Коцюбинського "Ялинка" та Олени Пчілки "Сосонка". Журнал Прикарпатського університету імені Василя Стефаника, 8 (1) (2021), 148–154.
У статті доведено, що реалізація комплексного підходу до естетичного виховання учнів в НУШ передбачає поряд із традиційним викладанням дисциплін їх інтеграцію, зокрема в рамках гуманітарного, мистецького циклу. "Концепція художньо-естетичного виховання учнів у загальноосвітніх навчальних закладах" вказує на потребу врахування міжпредметних, міжгалузевих зв'язків у межах сучасної шкільної освіти, адже навчально-виховні процеси забезпечують як раціональне, так і естетично-емоційне осмислення явищ навколишньої дійсності. У статті звернуто увагу на те, що поняття пейзаж є міждисциплінариним і використовується в різних сферах мистецтва, зокрема літературі, яка впливає на формування особистості, допомагає отримати певні знання про особливості навколишнього середовища, взаємоз'язки людини і природи. Детально проаналізовано функції пейзажів у дитячих оповіданнях Михайла Коцюбинського "Ялинка" і Олени Пчілки "Сосонка". Звернуто увагу на суголосність назв художніх творів. Доведено, що титли імпліцитно окреслюють час дії, проектуються на сюжет. Для творчої манери Олени Пчілки та М. Коцюбинського властиве "оживлення" природи. На фоні зимових пейзажів письменники відображають життя різних верств населення, звичаї та традиції, пов'язані з Різдвом. Вказано, що пейзажі виконують як зображальну, так і характерологічну функцію. Описуючи підготовку до Різдва, письменники вдаються до використання контрастів, що допомагає оприявнити соціальну проблематику. У обох творах символічним маркером багатства/бідності виступає ялинка/сосонка. Описи зимової стихії викликають трагічні передчуття. Емоційність розповіді підкреслює обірваність фраз, накопичення окличних та питальних конструкцій. Доведено, що пейзажі передають внутрішні переживання героїв, які щасливо проходять усі випробування і повертаються додому. Вдаючись до синтезу мистецтв, використовуючи наочні матеріали, музичний супровід, вчителі можуть розвивати асоціативне мислення учнів, вчити комплексно аналізувати інформацію. Аналізуючи оповідання Михайла Коцюбинського "Ялинка" та Олени Пчілки "Сосонка", учні розглядають не тільки тематику та проблематику, а осмислюють процеси взаємодії людини з природою, що служить формуванню гуманного ставлення до навколишнього середовища, розвиває естетичні почуття.
Ключові слова: виховання, учні, інтеграція, синтез мистецтв, художня література, пейзаж, оповідання, заголовок, образ, деталь, пейзаж, контраст, символ, сюжет, проблематика.
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Upper Pinellas Amateur Radio Club Tech Program Series
Credits
This presentation is adapted from an article by Dennis J. Lusis, W1LJ, appearing in QST magazine December, 1983.
Thank you to Paul White, N4WGL, for advice and counsel in creating this presentation.
© 2016 Upper Pinellas Amateur Radio Club
01/18/2017 Page 2
Agenda
Overview of Propagation
The Ionosphere & Layers
Refraction
Multi-hop Propagation
Effects of the Sun
Propagation Predictions / Further Reference
Summary / Q&A
© 2016 Upper Pinellas Amateur Radio Club
01/18/2017 Page 3
Agenda
Overview of Propagation
The Ionosphere & Layers
Refraction
Multi-hop Propagation
Effects of the Sun
Propagation Predictions / Further Reference
Summary / Q&A
© 2016 Upper Pinellas Amateur Radio Club
01/18/2017 Page 4
Overview of Propagation
Propagation: How radio waves travel
Focus on HF Propagation
VHF / UHF Propagation is completely different
© 2016 Upper Pinellas Amateur Radio Club
01/18/2017 Page 5
Overview of Propagation
Your antenna generates radio waves.
Two Categories:
Ground Waves vs. Sky Waves
Ground waves:
Station to Station
Do not leave the lower atmosphere
Sky Waves
Do not follow Earth's surface
Travel into the sky
Reflected by Ionosphere
Reflected signal can travel many miles
© 2016 Upper Pinellas Amateur Radio Club
01/18/2017 Page 6
Agenda
Overview of Propagation
The Ionosphere & Layers
Refraction
Multi-hop Propagation
Effects of the Sun
Propagation Predictions / Further Reference
Summary / Q&A
© 2016 Upper Pinellas Amateur Radio Club
01/18/2017 Page 7
25 to 250 miles above Earth
Named for 'Ion'
"Free" electrons
Caused by ultraviolet heating from the Sun
Low air pressure (less dense)
Ions travel freely
Ions 'refract' radio waves
Directed back to Earth
Solar conditions dictate strength of refraction
© 2016 Upper Pinellas Amateur Radio Club
01/18/2017 Page 8
Ionosphere is divided into 'Layers'
Concentric to Earth's curve
Center of each Layer is more 'ionized'
Ionization affected by season, time of day, solar conditions.
© 2016 Upper Pinellas Amateur Radio Club
01/18/2017 Page 9
Ionosphere Layers:
D: 50-95Km
Absorbs some radio waves
Disappears at night
E: 90-140Km
Reflects radio waves
F: 160-400Km
Absorbs most UV radiation
Reflects radio waves
© 2016 Upper Pinellas Amateur Radio Club
The 'D' Layer:
37-57 miles above the Earth
Exists only during daylight
Disappears 30 minutes after sunset
Particularly dense
Ions collide and recombine with loss of UV Rays
This Layer is less useful to Amateurs
Radio waves are absorbed as they set Ions in motion
Lower frequency waves set more Ions in motion
Energy is absorbed more than higher frequency waves
160, 80, 40 meters produce short distance DX in daytime
Low angle waves absorbed more than high angle
© 2016 Upper Pinellas Amateur Radio Club
© 2016 Upper Pinellas Amateur Radio Club
At night, D layer disappears
160, 80, & 40 meters usable for long distance DX
20 meters is unaffected by the D Layer
"Less absorbed"
© 2016 Upper Pinellas Amateur Radio Club
The 'E' Layer
62-71 miles above the Earth
Supports 'occasional' propagation
Absorbs low frequency radio waves
Not nearly as much as the 'D' Layer
Peak ionization is at mid-day
X-rays and meteors contribute to ionization
Causes 'Sporadic E'
"Clouds" of densely packed Ions
VHF propagation – 10 and 6 meters
Subject for a different Tech Program!
© 2016 Upper Pinellas Amateur Radio Club
The 'F' Layer:
100-260 miles above the Earth
"Rarification" causes slower ion re-combination
Rarification – 'less dense'
Thus, high ionization
Peak ionization mid-day
Least ionization just before sunrise
Provides best result for long distance HF
Divided into two sublayers:
F1 – Present at daytime, acts like 'E' Layer
F2 – Highly ionized, is at lower altitude at night
© 2016 Upper Pinellas Amateur Radio Club
© 2016 Upper Pinellas Amateur Radio Club
Agenda
Overview of Propagation
The Ionosphere & Layers
Refraction
Multi-hop Propagation
Effects of the Sun
Propagation Predictions / Further Reference
Summary / Q&A
© 2016 Upper Pinellas Amateur Radio Club
Refraction
How the radio waves are 'bent' back to Earth
Two factors affect refraction:
Ionization
Frequency
Occurs more often on lower frequencies
© 2016 Upper Pinellas Amateur Radio Club
Refraction
Angle entering the F Layer also affects refraction
"Critical Angle" is highest angle achieving refraction
Waves at and below "Critical Angle" are refracted
© 2016 Upper Pinellas Amateur Radio Club
Refraction
Maximum Useable Frequency (muf)
Highest frequency achieving refraction between two points
May be different between any two stations at same time
© 2016 Upper Pinellas Amateur Radio Club
Refraction
Critical Angle also related to 'Skip Distance'
Also called 'Skip Zone'
Varies by band
© 2016 Upper Pinellas Amateur Radio Club
Agenda
Overview of Propagation
The Ionosphere & Layers
Refraction
Multi-hop Propagation
Effects of the Sun
Propagation Predictions / Further Reference
Summary / Q&A
© 2016 Upper Pinellas Amateur Radio Club
Multi-hop Propagation
Waves returning to Earth are reflected back again
Lowest angle produces longest hop
Can occur several times
Bodies of water are better reflectors
© 2016 Upper Pinellas Amateur Radio Club
Multi-hop Propagation
Skip Distance can change from day to night
Multi-hop effect increases
© 2016 Upper Pinellas Amateur Radio Club
Agenda
Overview of Propagation
The Ionosphere & Layers
Refraction
Multi-hop Propagation
Effects of the Sun
Propagation Predictions / Further Reference
Summary / Q&A
© 2016 Upper Pinellas Amateur Radio Club
Effects of the Sun
Sunspots and Solar Cycle
Increase Ionization – improves HF propagation
Peak in an 11-year cycle (give or take)
Last peak was between 2011 and 2014 (Cycle 24)
© 2016 Upper Pinellas Amateur Radio Club
Effects of the Sun
Sunspot Number
Also known as 'Wolf' number
'Smoothed' or 'mean' value of Sunspot activity
Can range from single digits to almost 200
Higher number = higher ionization = better HF propagation
http://sidc.oma.be
© 2016 Upper Pinellas Amateur Radio Club
Effects of the Sun
Solar Flux
Another indication of ionization
Ranges from 50 to 300
Measured by solar 'noise' in the 2800MHz band
High noise indicates high ionization of 'F' Layer
Higher Solar Flux number = higher ionization
http://www.solarham.net/
© 2016 Upper Pinellas Amateur Radio Club
Agenda
Overview of Propagation
The Ionosphere & Layers
Refraction
Multi-hop Propagation
Effects of the Sun
Propagation Predictions / Further Reference
Summary / Q&A
© 2016 Upper Pinellas Amateur Radio Club
Propagation Predictions
More difficult than weather forecasting
Resources are in QST every month (How's DX?)
Transmitted by W1AW
Many Internet resources
http://www.hamqsl.com/solar3.html
© 2016 Upper Pinellas Amateur Radio Club http://www.hamwaves.com
Agenda
Overview of Propagation
The Ionosphere & Layers
Refraction
Multi-hop Propagation
Effects of the Sun
Propagation Predictions / Further Reference
Summary / Q&A
© 2016 Upper Pinellas Amateur Radio Club
© 2016 Upper Pinellas Amateur Radio Club
...And, in conclusion
Questions, Comments -?
Thank you for listening! Look for more Tech Programs at future meetings! 73, and great DX'ing!
Steve Foy – Member-at-Large, UPARC N4FOY Palm Harbor, Florida
© 2016 Upper Pinellas Amateur Radio Club
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FAB RESEARCH NEWS
14 September 2003 - The Observer Diet of Fish 'Can Prevent' Teen Violence
A new study reveals that the root cause of crime may be biological, not social, Gaby Hinsliff - chief political correspondent - reports
Feeding children a diet rich in fish could prevent violent and anti-social behaviour in their teens, according to research to be announced this week which suggests the root causes of crime may be biological rather than social.
The study raises major questions over the extent to which criminals exercise free will, as well as fuelling fresh debate over whether simple childhood interventions might be more use in preventing crime than blaming parents or organising draconian crackdowns on crime.
Professor Adrian Raine, a leading psychologist at the University of California, will outline a growing body of evidence showing that violent offenders have physical defects in a part of the brain linked to decision-making and self-control which may make them more likely to lash out.
A group of three-year-olds from Mauritius were given an intensive programme of enriched diet, exercise and cognitive stimulation, which included being read to and involved in conversation. By the age of 11 they demonstrated increased brain activity on brain scan read-outs, and by 23 they were 64 per cent less likely than a control group of children not on the programme to have criminal records.
'This is not the silver bullet to solving crime and violence, but I think it's certainly one of the ingredients,' said Raine, a former prison psychologist.
'The take-home point is that the seeds of crime are sown early in life.'
Raine's latest research, to be unveiled this week in Sheffield, looked at whether brain deficits could be avoided by action in the early years when the tissue is still developing.
The research comes amid passionate national debate over anti-social behaviour.
Last week the Home Office launched an unprecedented exercise to chart the extent of such problems over a 24-hour period in Britain,
FAB Research Comment
The media have largely focused on just one aspect of this study, resulting in exaggerated headlines like this one. Diet was only one element of the intervention used to 'enrich' the early environments of these children from Mauritius (many of whom were at risk of malnutrition).
Fish and seafood do provide key omega-3 fatty acids needed for a healthy brain, so it is a reasonable speculation that this may have contributed to the effects observed. But in this particular study, so might many other elements of the 'enrichment' programme, designed to boost social, emotional and language development. Interested readers should consult both the original paper:
* Raine et al. (2003) Am J.Psychiat, 160:1627-35. Effects of environmental enrichment at ages 3-5 years on schizotypal personality and antisocial behaviour at ages 17 and 23 years
and a randomised controlled trial published last year which showed striking reductions in the antisocial behaviour of young offenders following dietary supplementation only.
* Gesch et al. (2002) Br J.Psychiat, 181:22-28. Influence of supplementary vitamins, minerals and essential fatty acids on the antisocial behaviour of young adult prisoners
Those results could NOT be attributed to other factors. (However, in that study, fish oils were only a small part of the dietary supplements used, which included vitamins and minerals as well as fatty acids). Summaries of both these papers are available from www.fabresearch.org
FAB RESEARCH NEWS
and MPs will this week debate calls for children as young as three to be taught social skills under a national programme similar to the literacy and numeracy hours that take place in schools.
All this reflects pressure in Downing Street for new pledges on universal childcare to help prepare children for later life. Former Welfare Minister Frank Field is to publish a book calling for police to act as 'surrogate parents' to those out of control.
In the long term, it may be possible for surgeons 'to correct' violent behaviour by repairing damage to the frontal lobes, he argues. Although brain damage is emerging as a defence against murder charges in the American courts, Raine points out that even people with damaged brains retain some choice over their actions.
However, Raine will tell a conference on Psychiatry and the Problem of Evil organised by Sheffield University that violent and anti-social behaviour is most likely to have a neurological basis.
Yet it may be triggered only when early brain impairment is combined with social factors such as breakdown in parent-child relationships.
His work first identified a distinctive pattern of damage to the prefrontal cortex in murderers, suggesting the mechanisms inhibiting aggression were impaired.
Raine then used magnetic resonance imaging to study the brains of people with less lethal antisocial personality disorders, and found an 11 per cent reduction in the volume of neurons - socalled grey matter - in their prefrontal cortex compared to the average. They also showed lower heart rates and sweated less when stressed, a sign of blunted emotional responses which could affect their ability to empathise with victims.
The research, published in this month's American Journal of Psychiatry, involved 100 Mauritian children and a group of around 350 control subjects not put through the programme. EEGs - scans of brain electrical activity - at the age of 11 found heightened activity compared to their peers: they were less likely to have criminal records and 35 per cent less likely to report having engaged in some criminal activity and got away with it.
The most striking effects were observed in those most malnourished when they started the programme, Raine said, suggesting that the diet - unusually rich in fish - could be the crucial element.
'Could it be the exposure to increased omega 3 fatty acids, which we know are the building blocks of cell membranes, leads to better brain function which we did discern at age 11 - and better outcomes at 23?' said Raine.
Raine said the research does, however, raise serious issues for people with anti-social personality disorders, who face being locked up whether or not they have committed a crime under proposed new British mental health laws, and for the treatment of violent offenders.
'We can't be letting murderers out of prison just because they have had a neurodevelopmental impairment, but it raises a question about the severity of punishing,' said Raine.
Unfortunately, brain scans alone cannot reliably predict violent tendencies.
Raine notes that of a study he completed of 41 murderers, one - a prolific serial killer - differed from the others by not only having an undamaged frontal lobe, but also unusual patterns of activity in other parts of the brain.
There was only one other scan like it in Raine's collection - his own.
FIND OUT MORE
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Re-editing the Pacific War in Franco Newsreels (1941-1945) 1
Dr. Marcos Centeno
Japan and Korea Department / Centre for Film Studies
SOAS, University of London
The portrayal of the Pacific War was an unprecedented case in the history of the newsreel as the Allies and Japan mobilised the best operators and filmmakers and the most advanced film equipment of the time. Japan had a prolific newsreel industry which was dominated during the second-half of the 1930s by the main national news companies, Mainichi, Asashi, Yomiuri and Dōmei News Agency. Their production doubled with the outbreak of the war in China year, shifting from 195 newsreels before the "incident" to over 510 prints a week at the end of 1937. The competition among the four companies ended with the enactment of the Film Law (Eiga Hō) of 1939, which established that newsreel operations were combined into one company. In April 1940, the new Nihon News Film Company launched Nihon News (Nihon Nyūsu) whose screening was compulsory. This allowed the Japanese government to control information but also consolidated the production of non-fiction in Japan.
The vast amount of images shot by Japanese operators widely circulated across the world and became part of other editions overseas, including the German Deutsche Wochenschau newsreel, and even the enemy's propaganda, such as the sixth episode of the Why We Fight Series a series, The Battle of China (1944), in which Frank Capra and Anatole Litvak used Japanese footage to explain the Nanking Massacre perpetrated by the Japanese army in 1937. Spanish newsreels became a privileged witness of this worldwide circulation images. They narrated the events of the Pacific War mostly with scenes shot by Japanese operators which reached Spain through Germany via Deutsche Wochenschau newsreels.
While unlike Fascist Italy, Nazi Germany and the Portuguese Salazar Dictatorship, the Japanese government did not assist the military uprising against the Spanish Republic, it officially recognised the rebel government in December 1937, when the outcome of the
Spanish Civil War was yet to be decided. After three years of the Spanish Civil War (1936-39), Franco Dictatorship maintained good relations with the Japanese Empire during the early years. As a consequence, newsreels were unmistakably aligned with the Japanese stance. The most significant reportage of this period is Un Año de Guerra en la Gran Asia Oriental (One Year of War in the Great East Asia, a version of the German Ein Jahr Krieg in Gross-Ostasien,
1 This text is a working paper presented at When East Meets West: The Second World War in Global Perspective Conference, King's College, London, 22-23 June 2017
1942). This nineteen-minute piece consists of a voice-over elaborating a historical review of the last one hundred years, during which Japan is portrayed as constantly under siege by Britain and the U.S. The British colonies in China and the American possessions of Hawai, Midway, Wake, Guam and the Philippines are depicted as a systematic march on Japan. As a consequence, the Japanese expansionism is regarded as a defensive act. The last part of the reportage presents the Japanese army "liberating" Burma in 1942 from the Western powers.
However, by February 1943, the Axis armies were in clear retreat and to guarantee the survival of his regime, Franco had no choice but to change its foreign policy in order to be in a better position before an increasingly probable Allied victory. The Spanish government officially transformed its ambiguous "non-belligerency", which placed Spain at the threshold of entering the war, into "neutrality" in October 1943 and with caution, Franco initiated an apparent "defascistisation" of the dictatorship. Among other measures, the Blue Division, a unit of Spanish volunteers sent by to the Eastern Front to fight alongside the German Army was dissolved in November 1943. The fascist party Falange gradually lost power on press and propaganda and the new person in charge of the National Department of Film (Departamento Nacional de Cinematografía), Gabriel Arias Salgado, implemented a pragmatic propaganda strategy, shaping the representation of the war according to the developments in the world. From 1 st January 1943, all newsreels and documentaries were banned and a new newsreel NO-DO (Noticiarios y Documentales) became the only one to be seen in Spain for the following four decades.
Unlike Japanese and German proactive propaganda, which needed to mobilise masses for the war, NO-DO sought to demobilise its audience. NO-DO visually projected the government's contradictory strategy of approaching the Allies with a calculated ambiguity, trying a singular portrayal of World War II which fitted Franco's idea of the three wars: First, the Eastern front between Germany and the Soviet Union, in which Spain was pro-Axis. Second, the European theatre between the Axis and the Allies in which Spain was neutral. Third, the Pacific War in which surprisingly, Spain was now pro-Allies. The changing stance towards the events in Asia was represented with a combination of footage shot by Japanese operators and that obtained by American and British operators working for Fox Movietone, which gained increasing prominence as the war moved forward. Adding material coming from the U.S. not only had political implications but also a powerful visual effect, showing events from the other side of the front. However, NO-DO did not take advantage of this circumstance to offer more accurate information of the war. On the contrary, the Spanish newsreel often pursued a misleading function by presenting decontextualised images, such as Guerra en el Mar, no. 33A, which is comprised of scenes on a battleship which one would guess is American, however, it is not mentioned where it is and against whom it is fighting either.
NO-DO continued using footage from the Japanese Nihon Eiga-sha newsreels such as in Desembarco Japones en Islas Aleutianas (Japanese Landing at Aleutian Islands), a version of a Deutsche Wochenschau newsreel which was originally comprised of scenes filmed for Nihon News no. 174 entitled Yamazaki butai gōdō ireisai (Yamazaki Military Units Memorial Service). This piece featured Colonel Yasuyo Yamasaki conducting a military ceremony in a valley in the island of Attu, the Aleutian Islands, in March 1937 without providing any significant information about the developments of that front.
The next newsreel on Japan, Desfile Hirohito (Hirohito's March-past), no. 46B, marks a change in the depiction of the Pacific War in Spain. This piece, which probably belonged to Nihon News no.136 titled Daigensui heika shinrin rikugun hajime kanpei-shiki (His Majesty's New Year Military Review) shot at Yoyogi Park, Tokyo, on 8 th January 1943, fitted better within the views of traditionalist and monarchist elements of the Spanish Regime and shifted away from the fascist Falangism. NO-DO continued using German newsreels containing news about Japan, only to select the least newsworthy, such as training of candidates for the Japanese Marines in no.60; news recalling tourist reports, such as no. 99B portraying the Japanese parliament, Himeji Castle, sport competitions and children practising gymnastics; and citizens looking an eclipse with telescopes in no. 103B.
During the last months of the war in 1945, the sources used to edit NO-DO newsreels about the events in Asia changed dramatically and German/Japanese footage was completely replaced by American/British news. The last newsreel about the Pacific War shown in Spain was Victoria sobre Japón (Victory Over Japan, NO-DO no.142A) which announces the Japanese defeat and operates the definitive shift to transform the Japanese Empire into an enemy. Victory over Japan was released after Franco opportunistically declared war on Japan in 14 April 1945, using the Manila Massacre as a pretext. The film attempts to change the Spanish interpretation of the conflict retrospectively and offers a chronicle of all stages of the war through which the Japanese Empire is now represented as a bloodthirsty perpetrator of numerous war crimes. It stars with the occupation of Manchuria while the voice-over states, "Japan, the first of the aggressive nations of this war leapt fourteen years ago into an international campaign of conquest and plundering". This piece continues with an account of Pearl Harbour, which had never before been tackled in Spanish newsreels and is heavily criticised as "an unseen savage and infamous blow". However the aforementioned efforts to show through the newsreel rupture points with the Axis were enormously contradictory. Franco never removed his support for Hitler, and in fact, while Japanese defeat is openly depicted in this newsreel, the entrance of the Red Army into Berlin was never shown in Spain.
In conclusion, rather than a study of events, historical approaches to these images should take into account that newsreels are a product of their time. They are after all ideological constructions, however, far from being an obstacle to obtain insight into the past, their manipulations can provide relevant knowledge of the context in which they were used. To that end, it is crucial to understand that images travelled across the world and their meanings were adapted, renewed and eventually perverted in that journey. Newsreels are subject to synchronic interests of any kind and as a consequence, they are shaped by an everlasting process of creating meaning. Assessing this phenomenon helps to explain why this delocalised usage of images of the Pacific War tell us more about the changing interests of the new Spanish Dictatorship than about the events in Asia they are supposed to represent.
Dr. Marcos Centeno is lecturer in Film Studies in the Department of Japan & Korea at SOAS, London, where he teaches Japanese Cinema and World Cinemas and is convener of the MA degree 'Global Cinemas and the Transcultural'. Before that, he was Research Associate at Waseda University (Japan) and as a Research Fellow at the University of Valencia (Spain). His research interests focus on Japanese non-fiction film and transnational phenomena.
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BACTERIOLOGY, M.S.
LEARNING OUTCOMES
1. The department's goal is to ensure that every student demonstrates understanding of the central principles of microbiology and the necessary skills for a professional career in microbiology.
2. The department's goal is to ensure that every student demonstrates the ability to articulate and critique the approaches and findings in the microbiology literature.
3. The department's goal is to ensure that every student demonstrates capability to identify sources, generate, and assemble data or evidence pertaining to questions in microbiology.
4. The department's goal is to ensure that every student demonstrates effective writing and speaking skills.
5. The department's goal is to ensure that every student demonstrates personal and professional ethics.
1
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fw÷ økwý 200
fuxuøkhe
A
GUJARATI ENGLISH
(Gujarati Medium)
ÃkheûkkÚkeoyku {kxu yøkíÞLke Mkq[Lkkyku
(1) ík{Lku fnuðk{kt Lk ykðu íÞkt MkwÄe «&™ ÃkwÂMíkfk ¾ku÷ðe Lknª
(2) Ãkheûkk ËhBÞkLk ÃkheûkkÚkeo ÃkkMkuÚke fkuE Ãký MkkrníÞ økkRz, {køkoËŠþfk, fkÃk÷e, M÷eÃkku, yLÞ nMík r÷r¾ík fu r«Lxuz MkkrníÞ, {kuçkkR÷ VkuLk, fu÷õÞw÷uxh, MÃkkÞ fu{hk, nuz VkuLk fu yLÞ ðeòýwt WÃkfhýku nkuðkLkwt sýkþu íkku ÃkheûkkÚkeoLku økuh÷kÞf økýðk{kt ykðþu.
(3) [k÷w Ãkheûkk ËhBÞkLk ytËhkuytËh ðkík[eík fhðe, yðks fhðku fu MkwÃkhðkRÍhLke Mkq[LkkykuLkwt WÕ÷t½Lk fhðwt íku økuhrþMík økýkþu.
(4) «&™Ãkºk {¤u fu íkhík s W¥khÃkºk (OMR SHEET) {kt rLkÞík fhu÷ søÞkyu ÃkkuíkkLkku çkuXf Lktçkh MðåA yûkhu ÷¾ðku.
(5) W¥khÃkºk (OMR SHEET) {kt rLkrùík søÞk rMkðkÞ ÃkheûkkÚkeoyu ÃkkuíkkLkku çkuXf ¢{ktf ÷¾ðku Lknª íkÚkk ÃkkuíkkLke ykøkðe yku¤¾ Aíke ÚkkÞ íkuðe Lkk{ MkrníkLke yLÞ fkuE Ãký «fkhLke rLkþkLke fhðkLke Mkg {LkkE Au. íku{ Aíkkt Ãký fkuE Ãký rLkþkLke fu yku¤¾ {k÷q{ Ãkzþu íkku íkuLku MktÃkqýo økuhrþMík økýðk{kt ykðþu yLku Ãkheûkk {kxu økuh÷kÞf økýðk{kt ykðþu.
(6) W¥khÃkºk (OMR SHEET) Lkk «{kýÃkºk{kt ÃkheûkkÚkeo íkÚkk MkwÃkhðkRÍh çktLkuLke Mkne VhSÞkík Au. çktLkuLke Mkne rðLkkLkk W¥khÃkºk (OMR SHEET) Lkwt {wÕÞktfLk Úkþu Lknª. suÚke W{uËðkhu MkwÃkhðkRÍh©eLke Mkne yð~Þ {u¤ðe ÷uðe.
(7) ÃkheûkkÚkeoyu çÕÞw/ç÷uf çkku÷ÃkkuRLx ÃkuLkLkku WÃkÞkuøk fhe þfkþu. yLÞ þkne fu ÃkuLk fu ÃkuÂLMk÷ íkÚkk MkVuË þkneLkku WÃkÞkuøk fhe þfþu Lknª.
(8) «&™Ãkºk{kt ykÃku÷ rðfÕÃkku{kt fkuEÃký «fkhLke rLkþkLke fhðe Lknª.
(9) yk fMkkuxe Ãkºk{kt fw÷ -200 «&™ku Au. «íÞuf «&™Lkku W¥kh A, B, C yLku D Ãkife fkuE yuf Au. Ëhuf «&™ {kxu [kh rðfÕÃkku ykÃkðk{kt ykðu÷ Au. ík{khu çkÄk s «&™kuLkk W¥kh ykÃkðkLkk Au.
Wnknhý íkhefu : økwshkíkLkwt ÃkkxLkøkh fÞwt Au ?
(A) y{ËkðkË
(B) økktÄeLkøkh
(C) ðzLkøkh(D) Ãkkxý
ynª sðkçk (B) økktÄeLkøkh sðkçk Mkk[ku nkuÞ, OMR SHEET {kt rðfÕÃk (B) Lkwt ðíkwo¤ ½qtxðkLkwt (Encode) fhðkLkwt ÚkkÞ.
(10) «íÞuf Mkk[k sðkçkËeX 1 (yuf) økwý {¤ðkÃkºk Úkþu. «íÞuf ¾kuxk Wííkh {kxu 0.25 økwý fÃkkþu (Lkuøkuxeð 0.25) òu W{uËðkh fkuR «&™Lkku W¥kh ykÃkðk {ktøkíkk Lk nkuÞ íkku rðfÕÃk E ÃkMktË fhðkLkku hnuþu. rðfÕÃk E {kxu Lkuøkuxeð økwý hnuþu Lkne.
(11) AufAkfðk¤k sðkçk íkÚkk yufÚke ðÄkhu rðfÕÃk{kt ykÃku÷ sðkçk íkÚkk ç÷uz fu hççkh fu ðkRxLkh (MkVuË þkne) Lkku WÃkÞkuøk fhe çkË÷kðu÷ sðkçk {kxu 0.25 Lkuøkuxeð økwý {¤þu.
(12) Ãkheûkk Ãkqhe ÚkÞk çkkË W¥khÃkºk (OMR SHEET) ç÷kuf MkwÃkhðkRÍhLku Ãkhík fÞko çkkË ðøko¾tz AkuzðkLkku hnuþu. íku{ fhðk{kt fMkqh ÚkÞuÚke rþMík ¼tøkLkk Ãkøk÷kt økýe Ãkheûkk {kxu su íku W{uËðkhLku økuh÷kÞf Xuhððk{kt ykðþu.
(13) yk ÃkheûkkLkku Mk{Þ 180 r{rLkxLkku Au.
(14) MkkiÚke ÞkuøÞ rðfÕÃk sðkçk íkhefu æÞkLku ÷uðkþu .
A C D
ÃkheûkkÚkeoLkku çkuXf ¢{ktf
ÃkheûkkLkku ç÷kuf Lktçkh
ÃkheûkkÚkeoLke Mkne
ç÷kuf MkwÃkðkRÍhLke Mkne
(1) 'MktrðÄkLkLku ðVkËkh hnuðkLke yLku íkuLkk ykËþkuo yLku MktMÚkkykuLkk hk»xÙæðsLkku yLku hk»xÙøkeíkLkku ykËh fhðkLke òuøkðkE ¼khíkLkk MktrðÄkLkLke fE f÷{{kt Ëþkoððk{kt ykðe Au ?'
(A) 51. f (f)
(B) 51. f (A)
(C) 51. f (z)
(D) 51. f (øk)
(2) ¼khíkeÞ MktrðÄkLkLkk ¼køk- 4 {kt ‘hksLkeríkLkk {køkoËþof rMkØktíkku’ Lke òuøkðkE fE f÷{Úke õÞkt MkwÄeLke f÷{{kt fhðk{kt ykðu÷ Au ?
(A) 36 Úke 45
(B) 35 Úke 48
(C) 34 Úke 50
(D) 36 Úke 51
(3) ËrhÞkLkk s¤Lkwt ½Lkíð(Density) ðÄíkwt òÞ Au, íku{ íku{......
(A) ôzký yLku ¾khkþ ½xu Au.
(B) ôzký ðÄu Au yLku ¾khkþ ½xu Au.
(C) ôzký ½xu Au yLku ¾khkþ ðÄu Au.
(D) ôzký yLku ¾khkþ ðÄu Au.
(4) ¼khíkLke «k[eLkík{ Vwxçkkì÷ xqLkko{uLx fE Au ?
(A) Mktíkku»k xÙkVe
(B) zqhtz fÃk
(C) hkuðMko fÃk
(D) ykR. yuV. yu. þeÕz
(5) nzÃÃkk MktMf]ríkLkk «{w¾ MÚk¤ ‘÷kuÚk÷’Lke þkuÄ fkuýu fhe níke ?
(A) ðe.ze. þ{ko
(B) Þ¿kË¥k þ{ko
(C) yuMk. ykh. hkð
(D) «kì. Mkwhs¼kLk
(6) ðÄkhu {unMkw÷ «krÃík {kxu fhðuhk W½hkððkLkk Mkt˼o{kt rðfkMkLkk nuíkwÚke fÞk fk¤Lku «{w¾ {kLkðk{kt ykðu Au ?
(A) {kuÞofk¤
(B) W¥kh ðirËffk¤
(C) økwÃíkfk¤
(D) Aêe þíkkÂçË EMðe. Ãkqðo
(7) «kÚkr{f rþûký{kt «ðuþ {kxu ÷tçkkðu÷e {wÆík, þk¤kLkk þiûkrýf ð»ko þY ÚkÞkÚke fux÷k {rnLkk MkwÄeLke hnuþu ?
(A) 5 {rnLkk
(B) 3 {rnLkk
(C) 9 {rnLkk
(D) 6 {rnLkk
(8) hk»xÙeÞ rþûkýLkerík- 2020 {kt Mkk{krsf yLku ykŠÚkf heíku ÃkAkík rðMíkkhku {kxu rðãkÚkeoyku yLku rþûkfLkku hurþÞku fux÷ku rLkÄkorhík fhu÷ Au ?
(A) 30:1
(B) 35:1
(C) 25:1
(D) 20:1
(9) hk»xÙeÞ rþûkýLkerík- 2020 {kt LkuþLk÷ õÞwheõÞw÷{ £u{ðfoLku fux÷k ð»ko{kt heðkRÍz yLku yãíkLk hk¾ðkLke ¼÷k{ý fhðk{kt ykðu÷ Au ?
(A) Ãkkt[ ð»ko
(B) ºký ð»ko
(C) ykX ð»ko
(D) «ríkð»ko
(10) ‘ßÞkt MkwÄe {kík]¼k»kk (økwshkíke)Lku nwt Wå[ MÚkkLk Ãkh Lknª {qfwt íÞkt MkwÄe nwt Ãkk½ze Lknª çkktÄw’ yuðwt fkuýu fÌkwt níkwt ?
(A) frð «u{kLktË
(B) frð Lk{oË
(C) frð f÷kÃke
(D) frð MkwLËh{T
(11) ‘rðï ðMkíke rËLk’ õÞkhu Wsððk{kt ykðu Au ?
(A) 11 ykìøkMx
(B) 11 ykuõxkuçkh
(C) 11 sqLk
(D) 11 sw÷kE
(12) ykøkk{e ykì÷eBÃkef fE søÞkyu ÞkuòLkkh Au ?
(A) òÃkkLk (xkuõÞku)
(B) [eLk (þkt½kE)
(C) £kLMk (ÃkuheMk)
(D) $ø÷uLz (÷tzLk)
(13) Lkðe ¾kLkøke {kæÞr{f þk¤kLke {tsqhe fkuý ykÃku Au ?
(C) rþûký Mkr[ð - rþûký rð¼køk
(D) økwshkík {kæÞr{f yLku W.{k. rþûký çkkìzo
(14) ‘{khu xkuz÷u çkuXku hu {kuh’ økeíkLku fkuýu r[hM{hýeÞ fÞwO ?
(A) Ë{Þtíke çkhzkE
(B) {eLkkçkuLk Ãkxu÷
(C) rËðk¤eçkuLk ¼e÷
(D) økeíkkçkuLk hçkkhe
(15) ¼khíkLkwt fÞwt Lkøkh 'rMkr÷fkuLk ðu÷e' íkhefu òýeíkwt çkLÞwt Au ?
(A) rËÕ÷e
(B) {wtçkE
(C) f÷f¥kk
(D) çktuøk÷wY
(16) nk÷{kt økwshkík{kt ðÕzo çkìtfLkk ðzk íku{s y{urhfkLkk xÙuÍhe Mku¢uxheyu Lke[u Ãkife fE þiûkrýf MktMÚkkLke {w÷kfkík ÷eÄe níke ?
(A) S.Mke.E.ykh.xe.
(B) rðãk Mk{eûkk fuLÿ
(C) økwshkík ÞwrLkðŠMkxe
(D) ykÞwðuoË ÞwrLkðŠMkxe
(17) Ëqhðíkeo rþûký{kt yÇÞkMk fuðe heíku ÚkE þfu ?
(A) fkì÷us økútÚkk÷Þ{kt AÃkkÞu÷e yæÞÞLk Mkk{økúe îkhk
(B) ßÞkt hnuíkk nkuÞ íÞkt {kæÞ{ku îkhk íkÚkk AÃkkÞu÷e yæÞÞLk Mkk{økúe îkhk
(C) fkì÷us{kt yæÞÞLkLke rðrðÄ ÃkØríkyku îkhk
(D) fkì÷us{kt nkshe ykÃÞk rMkðkÞ Mð«ÞíLkku îkhk
(18) ‘rþûký{kt MktÃkqýo økwýð¥kk ÔÞðMÚkkÃkLk’ ÃkwMíkfLkk ÷u¾f fkuý Au ?
(A) «kì. ÞþÃkk÷
(B) zkì. økwýðtík þkn
(C) «kì. {{oh {w¾kuÃkkæÞkÞ
(D) zkì. ¼ÿkÞw ðåAhkòLke
(19) fuLÿ Mkhfkh îkhk þY fhðk{kt ykðu÷e ‘rðãktsr÷’ ÞkusLkk þkLkk {kxu Au ?
(A) ðkt[Lk rðfMkkððk {kxuLke ÞkusLkk
(B) þk¤k ÃkwMíkfk÷Þ Mk{]Ø çkLkkððk ÃkwMíkf ËkLk {kxuLke ÞkusLkk
(C) þk¤kLke rðrðÄ þiûkrýf «r¢Þk{kt hMk Ähkðíkkt Mk{ksLkk ÔÞÂõíkyku {kxu rþûký ËkLk {kxuLke ÞkusLkk
(D) Lkçk¤k çkk¤fkuLku Ë¥kf ÷E Mk½Lk rþûký ykÃkðkLke ÞkusLkk
(20) 21 {e MkËeLkk ÃkzfkhkuLku ÃknkU[e ð¤ðk {kxu zu÷kuMko rhÃkkuxo Learning The Treasure within {kt rþûkýLkk fÞk çku Míkt¼Lkku WÕ÷u¾ fÞkuo Au ?
(i) xfkW rðfkMk «kÃík fhíkkt þe¾ðwt.
(ii) þktríkÃkqýo MknyÂMíkíð rMkØ fhíkkt þe¾ðwt.
(iii) þe¾íkkt þe¾ðwt
(iv) MknSðLk þe¾ðwt
(A)i, ii
(B)i, iii
(C)iii, iv
(D)ii, iii
(21) fÞwt ÷ûký yðirÄf rþûkýLkwt Au ?
(A) Ãkheûkk yLku MkŠxrVfuxLkwt {n¥ð
(B) þe¾ðLkkhLke Wå[ ÷kÞfkík
(C) çkk¤f{kt SðLk-fkiþÕÞkuLkku rðfkMk fhðkLkku WÆuþ
(D)
Mkkûkhíkk fhíkkt ykSrðfk÷ûke rþûký Ãkh ¼kh
(A) rsÕ÷krþûkýkrÄfkhe
(B) rLkÞk{f, þk¤kykuLke f[uhe
(22) ðøko-rþûký Ëhr{ÞkLk ykËþoðkËe rþûkf Lke[uLkk Ãkife fE ÃkØríkLkku WÃkÞkuøk Lknª fhu ?
(A) ykøk{Lk
(B) [[ko-MktðkË
(C) «§ku¥khe
(D) «ð[Lk
(23) økktÄeSyu ykÃku÷e rþûkýLke ÔÞkÏÞk{kt rþûkýLkwt fÞwt æÞuÞ «økx ÚkkÞ Au ?
(A) ÔÞÂõík÷ûke
(B) Mkk{krsf
(C) rðrþü
(D) ykæÞkÂí{f
(24) “çkk¤f yu ftE «kiZLke ÷½w ykð]r¥k LkÚke.” - yk øk]neík/Äkhýk fkuýu hsq fhe ?
(A) zâqE
(B) YMkku
(C) Ã÷uxku
(D) Mkku¢uxeMk
(25) rþûkýLkk ºký ‘ðkË’ yLku íku{kt Mðef]ík ÚkÞu÷k rðãkÚkeoLkk MðYÃk ytøkuLkk ÏÞk÷kuLku ÞkuøÞ heíku òuzku :
1. ykËþoðkË
Mkk{krsf MðYÃk
2. «f]ríkðkË
ykÂí{f MðYÃk
3. ÔÞðnkhðkË
þkherhf MðYÃk
Mkk[ku rðfÕÃk ÃkMktË fhku.
(A)
(B)
(C)
(D)
(26) “ðkMíkðLkk MðYÃkLkwt íkkŠff yLðu»ký yu ík¥ð¿kkLk Au.” - yk ÔÞkÏÞk fkuýu ykÃke Au ?
(A) zkì. hkÄkf]»ýLkT
(B) {nŠ»k yh®ðË
(C) hrðLÿLkkÚk xkøkkuh
(D) su. f]»ý{qŠík
(27) Lke[uLkk{ktÚke fE «r¢Þk - Mkk[e heíku ykøk¤ ðÄu Au ?
(A) ík¥ð¿kkLk - rþûký WÆuþku - ÃkkXâ¢{ - yÇÞkMk¢{
(B) ík¥ð¿kkLk - rþûký WÆuþku - yÇÞkMk¢{ - ÃkkXâ¢{
(C) rþûký WÆuþku - ík¥ð¿kkLk - yÇÞkMk¢{ - ÃkkXâ¢{
(D) ÃkkXâ¢{ - yÇÞkMk¢{ - ík¥ð¿kkLk - rþûký WÆuþku
(28) “rðãkÚkeo{kt hnu÷k MkËTytþku, MkËTð]r¥kyku yLku MkwÁr[ykuu òøk]ík fhðkLkwt, rðfMkkððkLkwt yLku ÞkuøÞ {køkuo ðk¤ðkLkwt fk{ fu¤ðýeLkwt Au ?” - yk rð[kh fkuýu ykÃÞku ?
(A) rðLkkuçkkS
(B) LkkLkk¼kE ¼è
(C) økktÄeS
(D) ©e yh®ðË
(29) rþûkýLke fE rð[khÄkhk{kt ðMíkw fhíkkt rð[khLku ðÄw {n¥ð ykÃkðk{kt ykðu Au ?
(A) «f]ríkðkË
(B) ykËþoðkË
(C) ÔÞðnkhðkË
(D) yÂMíkíððkË
(30) ÔÞðnkhðkË yLkwMkkh rþûký ykÃkðkLkk nuíkwyku Mkt˼uo fÞku nuíkw ÞkuøÞ LkÚke ?
(A) çkk¤f yLkw¼ð {¤íkk s Lkðk «fkhLkk ¿kkLkLkwt MksoLk fhu Au.
(B) çkk¤f{kt MksoLkkí{f þÂõíkLkku rðfkMk fhðku òuEyu.
(C) çkk¤fLkku ykæÞkÂí{f rðfkMk fhðku òuEyu.
(D) çkk¤fLku Mk{MÞk Wfu÷ heíkÚke ðkfuV fhðku òuEyu.
(31) Mk{økú SðLkLke yøkeÞkh yðMÚkkyku Ãkife Lke[u ykÃku÷e yðMÚkkykuLku ¢{kLkwMkkh økkuXðku.
(B) ð]ØkðMÚkk
(C) «khtr¼f ÃkwÏíkkðMÚkk
(D) {æÞðÞ
(E) «khtr¼f çkkÕÞkðMÚkk
(A) E, A, B, C, D
(B) A, E, C, D, B
(C) A, E, D, C, B
(D) A, E, B, C, D
(32) yæÞkÃkLk {Lkkurð¿kkLk .......
(A) ðkíkkðhýLke ËuLk Au.
(B) ðkhMkku yLku ðkíkkðhýLke ðå[uLke yktíkhr¢ÞkLkwt Ãkrhýk{ Au.
(C) ðkhMkkLkwt yMkhLkwt Ãkrhýk{ Au.
(D) su {Lkkurð¿kkLkLkk rMkØktíkkuLkk WÃkÞkuøk îkhk yæÞÞLkLke «r¢ÞkLke MkwÄkhýk {kxu rMkØktíkku yLku rLkÞ{ku ykÃku Au.
(33) ynt - ykËþoLke h[Lkk yu fE yðMÚkk Ëhr{ÞkLk ÔÞÂõíkíð rðfkMkLkwt ÷ûký Au ?
(A) íkwhwýkðMÚkk
(B) «khtr¼f çkkÕÞkðMÚkk
(C) W¥kh - çkkÕÞkðMÚkk (D) ð]ØkðMÚkk
(34) rMkØktíkku yLku íkuLkk sLkfLkkt Mkk[kt òuzfkt çkLkkðku.
1) çknw yðÞð rMkØktík
a) økku÷{uLk
2) Mkktðurøkf çkwrØ rMkØktík
b) MxuLkoçkøko
3)
çknwrðÄçkwrØ rMkØktík
c) ÚkMxoLk
4) rºk-MðYrÃkÞ çkwrØrMkØktík
d) økkzoLkh
(A) 1) c, 2) a, 3) d, 4) b
(B) 1) a, 2) c, 3) b, 4) d
(C) 1) d, 2) c, 3) b, 4) a
(D) 1) a, 2) b, 3) d, 4) c
(35) þiûkrýf {Lkkurð¿kkLkLkwt ¿kkLk Ähkðíkk rþûkf...
1) rðãkÚkeoLke fûkkLku yLkwYÃk yæÞkÃkLkLke íkiÞkhe fhu Au.
2) ÞkuøÞ ÍzÃku ykøk¤ ðÄu Au.
3) rþûkf îkhk hsq Úkíkwt rð»kÞðMíkw rðãkÚkeoLke ûk{íkkLku yLkwYÃk nkuÞ Au.
(A) (1) yLku (2) Mkk[kt Au.
(B) (2) yLku (3) Mkk[kt Au.
(C) (1), (2) yLku (3) Mkk[kt Au.
(D) (1) yLku (3) Mkk[kt Au.
(36) yæÞÞLkLkk rLkÞ{ku (Laws of Learning) Mkt˼uo Lke[u Ãkife fÞku rLkÞ{ ÷køkw Ãkzíkku LkÚke ?
(A) yMkhLkku rLkÞ{
(B) ÃkwLkhkðíkoLkLkku rLkÞ{
(C) ¼q÷Lkku rLkÞ{
(D) íkíÃkhíkkLkku rLkÞ{
(37) fE yæÞÞLk ÃkØrík îkhk rðãkÚkeoyku ‘fE heíku þe¾ðwt’ íku þe¾u Au ?
(A) «ÞíLk yLku ¼q÷
(B) fkhf yr¼MktÄkLk
(C) Ehý ½xkzkLkku rMkØktík
(D) yLðu»kýkí{f yæÞÞLk
(38) ‘ÃkkuíkkLkk Ëku»kku çkeò{kt òuðkLkku «ÞíLk fhðku.’ - yk fÞk «fkhLke çk[kð «ÞwÂõík Au ?
(A) «ûkuÃký
(B) Ë{Lk
(C) MÚkrøkíkíkk
(D) «kÞrùík
(A) çkkÕÞkðMÚkk
(39) yurhf yurhfþLkLkk {íku ÔÞÂõíkíð Ãkh yMkh fhíkkt Ãkrhçk¤ku Ãkife Lke[uLkk{ktÚke fÞwt ÷køkwt Ãkzíkwt LkÚke ?
(A) yn{T
(B) Mkk{krsfíkk
(C) MktMf]rík
(D) ykLkwðtrþfíkk
(40) Lke[uLkk Ãkife fE çkkçkík þkMºkeÞ yr¼MktÄkLk {kxu ÷køkw Ãkzíke LkÚke ?
(A) Ãkkð÷kuðu fqíkhk Ãkh «Þkuøkku fhe yk yr¼MktÄkLkLkku rMkØktík ykÃÞku.
(B) yk yr¼MktÄkLk{kt WÆeÃkf nkuðku sYhe Au.
(C) yk yLkwMktÄkLk R «fkhLkwt yr¼MktÄkLk Ãký fnuðkÞ Au.
(D) {wÏÞ WÆeÃkf MkkÚku økkiý WÆeÃkf {qfðk{kt ykðu Au.
(41) ÔÞÂõíkLku fkuE ðMíkw, yLÞ ÔÞÂõík fu «ð]r¥k Ãkh æÞkLk ykÃkðk {kxu «urhík fhíke þÂõík yux÷u þwt ?
(A) «uhýk
(B) çkwrØ
(C) hMk (yr¼hwr[)
(D) yr¼ÞkuøÞíkk
(42) yæÞÞLk «r¢ÞkLke Mk{s «Þkuøkku îkhk ykÃkLkkh{kt Lke[uLkk Ãkife fkuLkku Mk{kðuþ Úkíkku LkÚke ?
(A) Ãkkð÷kuð
(B) MfeLkh
(C) MxÙkUøk
(D) ÚkkuLkozkRf
(43) økrýík{kt rLk»V¤ sLkkh ÔÞÂõík ßÞkhu r[ºkfk{{kt «kðeÛÞ {u¤ðeLku rMkrØ nktMk÷ fhu íkku íkuLku fE çk[kð«ÞwÂõík fnuðkÞ ?
(A) ÞkiÂõíkfefhý
(B) «ûkuÃký
(C) Qæðeofhý
(D) ûkríkÃkqŠík
(44) {uË «ÄkLk yLku MLkkÞw «ÄkLk yuðk ÔÞÂõíkíðLkk «fkhku fÞk {Lkkuði¿kkrLkfu hsq fÞko Au ?
(A) þuÕzLk
(B) x{uoLk
(C) Þwtøk
(D) ¢uþ{h
(45) 1927{kt Ãkkt[ rð¼køk{kt íkiÞkh ÚkÞu÷ hMkMktþkuÄrLkfkLkk h[rÞíkk {Lkkuði¿kkrLkf fkuý níkk ?
(A) fwzh
(B) ÚkMxoLk
(C) MxÙkUøk
(D) øke÷Vzo
(46) økwshkík{kt1960{kt Þktrºkf yr¼ÞkuøÞíkk fMkkuxe fkuýu «{krýík fhe níke ?
(A) zkì. fu.S. ËuMkkE
(B) zkì. su. Mke. Ãkhe¾
(C) «kì. xe. Ãke. ÷u÷u
(D) zkì. ykh. çke. LkkÞf
(47) çkuLsr{Lk ç÷q{u hsq fhu÷ {qÕÞktfLk rºkfkuý{kt fE çkkçkík Mk{krðü LkÚke ?
(A) MkkrníÞ rLk{koý
(B) yæÞkÃkLk yLkw¼ðku
(C) rþûkýLkk nuíkwyku
(D) {qÕÞktfLk
(48) Lke[uLkk Ãkife fÞwt r¢Þkí{f fMkkuxeLkwt ÷ûký Au ?
(A) çkkuÕÞk ðøkh sðkçk ykÃke þfkÞ Lkrn.
(B) {qÕÞktfLk Mkk{qrnf heíku nkÚk Ähe þfkÞ.
(C) ¿kkLk, Mk{s, WÃkÞkusLk yLku fkiþÕÞkuLkwt {kÃkLk ÚkE þfu Au.
(D) yLkkiÃk[krhf heíku nkÚk ÄhkÞ Au.
(49) Z = 3 M – X yk Mkqºk îkhk þwt þkuÄe þfkÞ Au ?
(A) {æÞf
(B) rð[÷Lk
(C) {æÞMÚk
(D) çknw÷f
(50) yktfzkþkMºkLke árüyu Lke[u{ktÚke fE {krníke yu «kÚkr{f {krníke LkÚke.
(A) MktþkuÄf îkhk Mkki «Úk{ ð¾ík yMk÷ MðYÃku yufXe fhkÞu÷ nkuÞ íkuðe {krníke.
(B) LkuþLk÷ MkuBÃk÷ Mkðuo ykuøkuoLkkRÍuþLk îkhk yufrºkík fhkÞu÷ nkuÞ íkuðe ¼khíkLke ðMíke økýíkheLke {krníke.
(C) ¼khíkLkk hrsMxÙkh ykurVMk, LÞw rËÕ÷e îkhk {]íÞwËh yLku sL{ËhLku ÷økíke «fkrþík {krníke.
(D) ¼khíkLke ðMíke økýíkheLke {kníke su U.N. Statistical Abstract {kt «fkrþík fhðk{kt ykðu÷ nkuÞ.
(51) yuf ðøko¾tz{kt Lke[u {wsçkLke «ð]r¥kyku Úkíke òuðk {¤u Au.
1. rþûkf rðãkÚkeoyku Mk{ûk MkkíkíÞÃkqýo heíku rðrðÄ QËknhýku hsq fhu Au.
2. rþûkf rðãkÚkeoykuLku ÃkkuíkkLkk îkhk hsq ÚkÞu÷ QËknhýku ÃkhÚke Mkk{kLÞ rMkØktík íkkhððkLkwt fnu Au.
WÃkhkuõík çku «ð]r¥kykuLku òuíkk ykÃkLku rþûkýLkk fÞk yr¼øk{Lkku WÃkÞkuøk ÚkÞu÷ òuðk {¤u Au.
(A) ykøk{Lk yr¼øk{
(B) rLkøk{Lk yr¼øk{
(C) Mk{MÞk Qfu÷ yr¼øk{
(D) ÃkqAÃkhA yr¼øk{
(52) rþûký{kt rðrðÄ yÇÞkMk¢{ku xìfTLkku÷kìSLkk {kæÞ{Úke rðãkÚkeoyku MkwÄe Ãknku[kzðk{kt WÃkÞkuøk{kt ykðíkwt Ã÷uxVku{o DIKSHA yux÷u ...
(A) Digital Infrastructure for Knowledge Sharing (B)Digital Initiative for Knowledge Sharing
(C)Digital Interactive for Knowledge Sharing
(D)Digital Interface for Knowledge Sharing
(53) Äkuhý - 11 yLku Äkuhý - 12 Lkk NCERT ykÄkrhík yÇÞkMk¢{ {kxu SWAYAM MOOCS Lkk swËkt swËkt ykuLk÷kELk fkuMkoLkwt rLk{koý ÚkÞu÷ Au. MOOC Lku Lke[uLkk{ktÚke fÞk Lkk{Úke yku¤¾ðk{kt ykðu Au ?
(A) Module open online courses
(B) Massive open online courses
(C) Mathematics open online courses
(D) Management open online courses
(54) ç÷w{ xuõMkkuLkku{eLkk {wÏÞ ºký Mkqºkku{kt Lke[uLkk{ktÚke fÞk {wÏÞûkuºkLkku Mk{kðuþ Úkíkku LkÚke ?
(A) ¿kkLkkí{f (Cognitive)
(B) ¼kðkí{f (Affective)
(C) r¢Þkí{f (Psychomotor)
(D) yLkw¼ðkí{f (Experiential)
(55) h[Lkkí{f {qÕÞktfLkLkk Mkt˼o{kt Lke[uLkk{ktÚke þwt Mkk[wt LkÚke.
(A) h[Lkkí{f {qÕÞktfLk yu ðøko¾tz rþûkýLkku yuf¼køk Au.
(B) h[Lkkí{f {qÕÞktfLk rþ¾ðkLke «r¢Þk Ãkh ¼kh {qfu Au.
(C) h[Lkkí{f {qÕÞktfLk {kxu yð÷kufLk, «§kuíkhe, ðfoMkex, «kìsuõx suðe ÃkØríkykuLkku WÃkÞkuøk ÚkkÞ Au.
(D) h[Lkkí{f {qÕÞktfLk rLkÄkorhík ÃkkXâ¢{Lku WÃkÞkuøk fheLku ykiÃk[krhf heíku fhðk{kt ykðu Au.
(56) Ãkkt[ ÷kfze A, B, C, D yLku S Au. A, B Úke LkkLke Ãký S Úke ÷ktçke Au. C íku{kt MkkiÚke ÷ktçke Au. D, B Úke Úkkuze LkkLke yLku A Úke Úkkuze {kuxe Au. ÷kfzeLku ÷tçkkELkk Wíkhíkk ¢{{kt økkuXðíkkt [kuÚkk ¢{u fE ÷kfze ykðþu ?
(A)A
(B) B
(C) S
(D) D
(57) P, Q, R, S, T, V, W yLku Z fuLÿ íkhV {kU hk¾eLku økku¤kfkh xuçk÷Lke ykswçkksw çkuXk Au. Ëhuf WÃkhLkk ¢{{kt çkuXk LkÚke. S, P Lke s{ýu ºkeò MÚkkLku Au. P, V Lke s{ýu çkeò MÚkkLku Au. R, V Lke zkçke çkksw çkeò MÚkkLku yLku Q Lke s{ýu ºkeò MÚkkLku Au. W, V Lke Mkk{u çkuXku Au. Z, T Lke s{ýu çkeò MÚkkLku Au. íkku T Lke zkçku «Úk{ MÚkkLku fkuý çkuXwt Au ?
(A) V
(B) R
(C) P
(D) Q
(8/24)
(58) Lke[uLke ykf]rík{kt «§kÚko r[öLke søÞkyu þwt ykðu ?
(A) 12
(B) 10
(C) 14
(D) 16
(59) ÔÞÂõík A Ãkqðo rËþk{kt 6 {exh [k÷u Au íÞktÚke W¥kh rËþk{kt 8 {exh [k÷u Au. íÞktÚke LkiÉíÞ rËþk{kt 12 {exh [k÷u Au íkku ÔÞÂõík {q¤®çkËwÚke fux÷ku Ëqh nþu ?
(A) 10 {exh
(B) 2 {exh
(C) 26 {exh
(D) 4 {exh
(60) ©uýe Ãkqýo fhku.
4, 8, 9, 27, 16, 64, 25 .....?.....
(A) 101
(B) 98
(61) ykÃku÷ þçËkuLku ytøkúuS {q¤kûkhkuLkkt ¢{ «{kýu økkuXðku.
(1) TEACHER
(2) TRAINEE
(3) TUTION
(4) TUTORIAL
(5) TRAILER
(A) 1, 2, 5, 3, 4
(62) Lke[u ykÃku÷ ©uýe Ãkqýo fhku.
1, 2, 10, 37, .....?.....
(A) 61
(B) 47
(63) yksu Mkku{ðkh Au. 62rËðMk ÃkAe fÞku ðkh ykðþu ?
(A) þrLkðkh
(B) hrððkh
(C) 100
(C) 1, 5, 2, 3, 4
(C) 64
(C) {tøk¤ðkh
(64) ykf]rík{kt fux÷k rºkfkuý Au ?
(B) 1, 5, 2, 4, 3
(D) 125
(D) 1, 2, 5, 4, 3
(D) 101
(D) çkwÄðkh
(D) 28
(65) yuf ÔÞÂõík Ãkqðo rËþk íkhV {kU hk¾eLku Q¼ku Au. íku 90 0 Lkk ¾qýu ½rzÞk¤Lkk fktxkLke rðYØ rËþk{kt Vhu Au. Vhe ÃkkAku ½rzÞk¤k fktxkLke rËþk{kt 45 0 Vhu Au. íÞktÚke ÃkkAku ½rzÞk¤Lkkt fktxkLke rËþk{kt 180 0 Vhu Au. íÞkh çkkË ½rzÞk¤Lkkt fktxkLke rðhwØ rËþk{kt 270 0 Vhu Au. íkku nðu íku fE rËþk{kt {kU hk¾eLku Q¼ku nþu ?
(C) Ërûký - Ãkqðo
(A) W¥kh - Ãkrù{
(B) Ãkrù{ - Ërûký
(D) W¥kh - Ãkqðo
(66) Vq÷ : ÃkktËze
(A)
çkku÷ : çkìx
(B) xkÞh : MkkRf÷
(C) ÃkuLMke÷ : Lkkux
(D) yk¾rzÞku : ðu÷ý
Lke[uLkk Ãkife ÞkuøÞ sqÚk þkuÄku su WÃkhLkk sqÚkLku hsq fhu.
(67) hksuþ ¾qçk {kuxk {kì÷{ktÚke fux÷ef ðMíkw ¾heËeLku íkuLkwt Ãku{uLx ÃkkuíkkLkk zuçkez fkzoÚke fhu Au. {kì÷Lke Mkk{u ykðu÷ {uxÙku MxuþLkÚke íku {uxÙku xÙuLk Ãkfze ÃkkuíkkLkk ½hu Ãknku[u Au íkku hksuþ fÞkt hnuíkku nþu ?
(C) niËhkçkkË
(A) Mkwhík
(B) Ãkwhe
(D) òuÄÃkwh
(68) (i) AuÕ÷kt çku ð»koÚke rsÕ÷kLkku Mkkûkhíkk Ëh ðÄu Au.
(A) rðÄkLk (i) yu fkhý Au yLku rðÄkLk (ii) yu yMkh Au.
(ii) rsÕ÷k «MkkMkLku AuÕ÷kt fux÷kf Mk{ÞÚke Mkkûkhíkk Íwtçkuþ MkkÚku Mktf¤kÞu÷ ÔÞÂõíkykuLke Mk½Lk íkk÷e{ fhu÷ Au yLku íku{Lkk fkÞoLkwt rLkheûký fhðk{kt ykðu Au.
(B) rðÄkLk (i) yLku rðÄkLk (ii) yu çkLLku Mðíktºk yMkh Au.
(D) rðÄkLk (i) yLku (ii) çkLLku fkhý Au.
(C) rðÄkLk (ii) fkhý Au yLku rðÄkLk (i) yu yMkh Au.
(69) {nuþLkwt {kuZwt ÃkqðorËþk{kt Au íku nðu 180 0 õ÷kìf ðkRÍ Vhu Au íÞkh çkkË 90 0 yuLxe õ÷kìf ðkRÍ Vhu Au. íkku nðu íkuLkwt {kuZwt fE rËþk{kt nþu ?
(C) W¥kh
(A) Ãkqðo
(B) Ërûký
(D) Ãkrù{
(70) Lke[u Ãkife fÞku ðuLk zkÞkøkúk{ rðï, yurþÞk, ¼khík yLku økwshkíkLku Ëþkoðu Au.
(71) 'Ãkrhht¼' þçËLkku Mk{kLkkÚkeo þçË þwt ÚkkÞ ?
(A) íkus
(B) çkLkkðx
(C) yk®÷økLk
(D) ÷wå[wt
(72) þwØ þçË fÞku Au ?
(A) {çk÷¾
(B) þ]tøkkh
(C) ykiãkuøkefhý
(D) r«ÞðtËk
(73) ‘yu Ãkheûkk : rLkr{»k Lkrn [ûk, rðhs ðMºk, Q¼k ytíkrhûk’ - ÃktÂõík{kt hu¾ktrfík fhu÷ þçË ‘rðhs’Lkku yÚko
þwt ÚkkÞ Au ?
(A) {w÷kÞ{
(B) huþ{e
(C) htøkeLk
(D) MðåA
(74) ykÃku÷kt ðkõÞku{kt ‘rðæÞÚko ðkõÞ’ fÞwt Au ?
(A) ¼økðkLk ¼ßÞk nkuík íkku ¾kuxwt fkÞo Lk fhík.
(B) ykx÷wt {khwt {kLkþku íkku Mkku ð»ko Sðþku.
(C) Ãknuhsu, þxo Vkze Lkk¾íkku Lknª.
(D) ¼kE, fÞkO ¼kuøkððkt Au !
(75) þçË yLku íkuLkk yLkufkÚkeo þçËkuLke ¾kuxe òuz nkuÞ íkuðku rðfÕÃk fÞku Au ?
(A) {fhtË - ¼{hku, fkurf÷
(B) fkuXku - {Lk, ytík:fhý
(C) yfo - rfhý, ykfzku
(D) Ãkx - Zktfý, økze
(76) ‘Ãkøk {qfe þfkÞ Lknª yuðwt’ ? - þçËMk{qn {kxuLkku yuf þçË fÞku Au ?
(A) yøkku[h
(B) y®[íÞ
(C) y[h
(D) yAzíkwt
(77) ÃkË¢{ ÞkuøÞ heíku Mk[ðkÞku nkuÞ íkuðwt ðkõÞ fÞwt Au ?
(A) økk{{kt yuf yLkks ðu[íkku VurhÞku Ëu¾kÞku.
(B) {U yksu [k{zkLke, yuf, LkkLkfze çkuøk ¾heËe
(C) ÔÞkÞk{ðehku hkus Mkðkhu ÍzÃkÚke {uËkLk{kt Ëkuzíkk nkuÞ Au.
(D) hkus Mkðkhu {k¤e çkøke[k{kt ÍkzLku Ãkkýe ÃkkÞ Au.
(78) Lke[u ykÃku÷kt ðkõÞku{kt ‘yrÄfhý rð¼Âõík’Lkku «Þkuøk ÚkÞku nkuÞ íkuðwt ðkõÞ fÞwt Au ?
(A) íku fk÷u hkºku økÞku.
(B) fqíkhe íkuLkkt øk÷wrzÞkt MkkÚku ykðe.
(C) ¼kðLkøkhÚke ytçkkS ½ýwt Ëqh Au.
(D) Mk{ehu íkuLku økw÷kçk ykÃÞwt.
(79) þçËkÚkoLke ¾kuxe òuz nkuÞ íkuðku fÞku rðfÕÃk Au ?
(A) hçkeþ - yÚkoneLk
(B) rn[fkhwt - neLk fkurxLkwt
(C) ystÃkku - fwXkh
(D) yk~÷u»k - ¼uxðwt
(80) ¼k»kkfeÞ heíku þwØ ðkõÞ fÞwt Au ?
(A) økkuÃkk÷¼kE MkßsLk ÔÞÂõík Au.
(B) rðãkÚkeoLkwt yuf {kºk ÷ûk nkuÞ Au - W¥k{ yÇÞkMk.
(C) yk xeþxoLke þe ®f{ík Au ?
(D) ykìrVMk{kt MkVkEfk{ fhíkk f{o[kheyku yufXk ÚkðkLkk Au.
(81) ‘{trËhLke ykøk¤ yuf LkkLkfzku çkøke[ku Au.’ - ðkõÞ{kt ðÃkhkÞu÷ Lkk{Þkuøke yku¤¾ku.
(A) {trËh
(B) Lke
(C) ykøk¤
(D) çkøke[ku
(82) 'íkwtçkze{kt fktfhk nkuðk' YrZ«ÞkuøkLkku yÚko þwt ÚkkÞ ?
(A) fþe s Mk{s Lk Ãkzðe
(B) LkwfþkLk{kt ðÄw LkwfMkkLk
(C) ¼u˼kð nkuðku
(D) ðsqË rðLkkLkwt nkuðwt
(83) MktrÄLke fE òuz ¾kuxe Au ?
(A) f÷k + QŠ{ = õ÷kuŠ{
(B) Lkð + ykuZk = LkðkuZk
(C) yLkw + yu»kýk = yLðu»kýk
(D) ðkfT + ykztçkh = ðkøkkztçkh
(84) rðhk{r[ökuLkku Wr[ík «Þkuøk Lk ÚkÞku nkuÞ íkuðwt ðkõÞ fÞwt Au ?
(A) yuýu fÌkwt : nwt íÞkt õÞkhuÞ ykðeþ Lknª.
(B) {k’hks, yk {kxu þwt òuEþu ?
(C) çkÄkt s ík¥ð¿kkLk (?) Mk{S þfíkk nþu ?
(D) “çkku÷u yuLkkt çkkuh ðu[kÞ”
(85) ¾kuxe òuzýe fÞk þçËLke Au ?
(A) fr{þLkh
(B) Wíkwtøk
(C) fr{xe
(D) LkiÉoíÞ
(86) Find the different word from following words.
(A) retrieve
(B) rescue
(C)salvage
(D) evade
(87) Neither you nor your friend was sick ................... ?
(Put a suitable question tag choosing from the given options below.)
(A) Wasn't he ?
(B) Was he ?
(C) Weren't they ?
(D) Were they ?
(88) If Mr. Shah had saved money earlier, he .................. a new car.
(A) bought
(B) have had bought
(C)will have bought
(D) would have bought
(89) Shruti said to Neha, "You are my best friend now." - find correct indirect speech.
(A) Shruti told Neha the she was her best friend then.
(B) Shruti told Neha that she was her best friend now.
(C) Shruti told Neha that she was her best friend then.
(D) Shruti said Neha that she is her best friend then.
(90) The lightning has a tongue of flame. Identify the figure of speech used in the sentence.
(A) Irony
(B)Personification
(C) Metaphor
(D)Simile
(91) Dr. Harris welcomed the members of the committee and went on ............... the subject of the meeting. Put Proper verb form.
(A) introduced
(B)introducing
(C) introduces
(D) to introduce
(92) Find out similar word for : Assault
(A)Defence
(B)Beating
(C) Shooting
(D)Attack
(93) Select the correct sentence.
(A) Unless you worked hard, you will fail.
(B) Unless you don't work hard, you will fail.
(C) Unless you work hard, you will fail.
(D)Unless you will work hard, you will fail.
(94) Intelligent .................... he is, he could not pass that exam.
(A)though
(B)however
(C) yet
(D) as
(95) Parth filled ten litres of petrol to go to Ahmedabad. Select the most appropriate option to get the underlined word as answer.
(A) How much petrol Parth filled to go to Ahmedabad ?
(B) How much petrol did Parth filled to go to Ahmedabad ?
(C) How much petrol did Parth fill to go to Ahmedabad ?
(D) How much petrol Parth fill to go to Ahmedabad ?
(96) Let her kill the mouse. Select the correct passive sentence.
(A) The mouse was killed by her.
(B) Let the mouse be killed by her.
(C) Let the mouse is killed by her.
(D) Let her kill the mouse.
(97) No sooner did I reach the college ........................ .
(Select correct option to complete the sentence)
(A) when it started to rain.
(B) and it started to rain.
(C) than it started to rain.
(D) after it started to rain.
(98) Neither of your friend will come. Identify the Pronoun.
(A)Distributive
(B)Demonstrative
(C)Indefinite
(D) Reciprocal
(99) Many times he helps those ........................ he doesn't know.
(A) who
(B)which
(C) what
(D)whom
(100) If you ..................... the rumour, you ...................... .
(A) had spread, would have been arrested.
(B) had spread, would have arrested
(C) had spreaded, would have been arrested
(D) had spreaded, could have arrested
(101) The sounds produced when the vocal cords vibrate are called _______ sounds.
(A) Glottal
(B) Voiced
(C) Voiceless
(D) Nasal
(102) Which one of the following is not an element of a sentence?
(A) Complement
(B) Adverbial
(C) Subject
(D) Adjective
(103) ____________ is the repetition of consonant sounds in a sequence of nearby words.
(A) Alliteration
(B) Hyperbole
(C) Personification
(D) Irony
(104) If we had more money, we could buy a car. Here "could" shows……
(A) Possibility or ability in unreal conditions
(B) Past ability
(C) Present possibility
(D) Present or future permission
(105) A good teacher will have a large repertoire of activities for his/her class. Here the underlined word
means…..
(A) Knowledge
(B) Space
(C) Stock
(D) Number
(106) Hewillhelp you if you ask him. Here the underlined word refers to __________.
(A) Insistence
(B) Willingness
(C) Intention
(D) Prediction
(107) Find out the incorrect pair.
(A) Denmark-Danish
(B) Finland-Finnish
(C) Spain-Spanish
(D) Sweden-Swedes
(108) English today, like Sanskrit in the past, has become a lingua franca means a sort of _________ language.
(A) International
(B) Urban
(C) Common
(D) Link
(109) No one must foolhimself. Here the underlined word is used as ___________ pronoun.
(A) Reflexive
(B) Possessive
(C) Reciprocal
(D) Relative
(110) We speak of _________ when we are considering the prominence with which one part of a word or of a longer utterance is distinguished from other parts.
(A) Intonation
(B) Rhythm
(C) Stress
(D) Punctuation
(111) Walking is the best exercise. Here the underlined word is used as ______.
(A) Present Participle
(B) Gerund
(C) Past Participle
(D) Predicator
(112) I have left smoking. Replace the incorrect part by choosing an appropriate option.
(A) lost
(B) gave up
(C) given up
(D) lose
(113) In 'the journey of my life: from Earth to Everest- Arunima had been inspired by ___________.
(A) Bachendri Pal
(B) Arunima's sister
(C) Neema Kancha
(D) Arunima's Brother in-law
(114) In 'Palanpur youth reinvents…..' Pranav Mistry achieved his basic education from _______school.
(A) Vivekananda Vidyamandir
(B) Saraswati Vidyalaya
(C) Vividhlakshi Vidyamandir
(D) Sardar Vidya Sankul
(115) In 'Mind, Body, Medicine', Ayurved recognizes _______ levels of healing.
(A) 4
(B) 2
(C) 5
(D) 3
(14/24)
(116) You had better ______ rest for two days. Put proper verb.
(A) took
(B) take
(C) taking
(D) taken
(15/24)
ENGLISH (A)
(117) The process by which the waste products leave the body is called________.
(A) digestion
(B) circulation
(C) excretion
(D) respiration
(118) In 'pepper: the phantom pet'…what did Shama have as pet?
(A) Persian cats
(B) Pepper- the monkey
(C) Rottweiler- a dog
(D) Angora rabbits
(119) Immensely rich ___________ Mr. Kartik is, he is a miser. Fill in the blank with a proper word.
(A) though
(B) however
(C) as
(D) In spite of
(120) My mother wrote Bhargav a letter. Name the case of the underlined word.
(A) dative case
(B) vocative case
(C) accusative case
(D) nominative case
(121) The hotter the food is, the more molecules will be released while chewing. Select the word which can be best replaced with the underlined word.
(A) variables
(B) properties
(C) element
(D) atoms
(122) In 'First Aid' a tourniquet helps in _______ flow.
(A) increasing blood
(B) reducing blood
(C) complementing blood
(D) normal blood
(123) Identify the odd word.
(A) enthusiasm
(B) mysterious
(C) independence
(D) innocence
(124) Join 'A' with 'B'
A
B
1) Country side
a) float
2) Patch
b) twist
3) Buoy
c) rural regions
4) Tangle
d) small area
(A) 1-c, 2-d, 3-a, 4-b
(B) 1-c, 2-d, 3-b, 4-a
(C) 1-d, 2-c, 3-a, 4-b
(D) 1-d, 2-b, 3-c, 4-a
(125) He came to my house with a view to ________ my papa.
(A) meet
(B) met
(C) meeting
(D) being met
(126) It is too early to wake up. Select sentence with similar meaning.
(A) It is so early that we can wake up.
(B) It is so early that we could not wake up.
(C) It is too early that we can not wake up.
(D) It is not so early that we can not wake up.
(127) She asked to her brother what he was doing when she entered into the house.
1
2
3 4
Select incorrect part of the sentence.
(A) 1
(B) 2
(C) 3
(D) 4
(128) In "Magnificent Mary', Mary was a trained boxer by __________.
(A) Dingo Singh
(B) Kripal Singh
(C) Narjit Singh
(D) Harpal Singh
(129) As per the text, Lajja won medals twice in _________.
(A) International shooting competition
(B) Commonwealth games
(C) Asian games
(D) I.S.S.F. world cup
(130) Select the correct sentence.
(A) Unless you read well, you will fail in the exam.
(B) Unless you read well, you will not fail in the exam.
(C) Unless you do not read well, you will fail in exam.
(D) Unless you not read well, you will not fail in exam.
(131) A thing or person of little value is known as _________.
(A) Philatelist
(B) Extempore
(C) Despicable
(D) Orthodox
(132) The stricter you are, the worse the growth of the child is. Select the correct function of the sentence.
(A) Comparison
(B) Result
(C) Contrast
(D) Double comparison
(133) Select the word nearly opposite in meaning: dwell: _______.
(A) live
(B) migrate
(C) brood
(D) inhabit
(134) In 'Unforgettable Walt Disney' Walt's first series was ________.
(A) Oswald, the Rabbit
(B) Mickey
(C) Alice in Cartoon Land
(D) Pinocchio
(135) __________, I would have attended your wedding reception. Complete the sentence with correct option.
(A) If you had sent me the invitation
(B) If you sent me the invitation
(C) If you have send me the invitation
(D) If you send me the invitation
(136) He is ________ on fulfilling his dreams.
(A) grinned
(B) hell bent
(C) dissent
(D) riveted
(137) Unlike Sunil, Kohli plays fast. Select the language function of the above sentence.
(A) expressing manner of action
(B) comparing people
(C) making supposition of an action
(D) talking about person, place, thing in relation to something
(138) In ‘Manage your stress’, which of the following processes, if doesn’t take place in your mind, induces chances of your failing the exam?
(A) tangling of information
(B) flicking of information
(C) retrieval of information
(D) drifting of information
(139) If you become _______, you don't stay ________.
(A) belligerent, decent
(B) wrought, abolished
(C) freight, disparage
(D) grieved, unscrupulous
(140) In the 'Adjustment', 'He would keep quibbling with her all the time.' Select the correct option that conveys the meaning of the above sentence.
(A) He kept on opposing her all the time.
(B) He kept on fighting with petty issues all the time.
(C) He kept on objecting over petty issues all the time.
(D) He kept on worrying about her all the time.
(141) Gandhiji was a great man ________ we respect very much. Put proper connector.
(A) who
(B) whom
(C) whose
(D) when
(142) Raj said to Shyam, "Hurray! We have won the match today." Turn into indirect.
(A) Raj told Shyam that they had won the match that day.
(B) Raj exclaimed with joy to Shyam that they won the match that day.
(C) Raj told Shyam that they have won the match that day.
(D) Raj exclaimed with joy to Shyam that they had won the match that day.
(143) Which ants are the most ferocious kind of ants in the lesson 'Ants'?
(A) Driver Ants of Africa
(B) Umbrella ants of South America
(C) Red Ants of Europe
(D) Black Ants of North America
(144) What impact will automated fabrication have on society?
(A) Naturally talented village craft workers will be back with a bang.
(B) Mass production will increase.
(C) Smaller and community-based facilities will disappear.
(D) Factories will be centralized.
(145) How many families lived at the height of Doom in Kangad?
(A) 300
(B) 400
(C) 500
(D) 200
(146) Which form of the element carbon is unstable and weakly radioactive?
(A) Carbon 12
(B) Carbon 13
(C) Carbon 14
(D) Carbon 11
(147) Complete the sentence: In the modern developed world, our problems are ___________.
(A) mainly physical
(B) mainly psychological
(C) mainly physiological
(D) mainly mental
(148) What did Lajja Goswami play with in her childhood?
(A) Dolls
(B) Toys
(C) Guns
(D) Musical instrument
(149) What is the name of Mary Kom's autobiography?
(A) Breakable
(B) Unbreakable
(C) A Champion
(D) Magnificent Mary
(150) What is the arched stone bridge compared with in the poem?
(A) An eye
(B) A mouth
(C) A flag
(D) Chimneys
(151) With which profession does Pratik's IQ match?
(A) A teacher
(B) An artist
(C) A scientist
(D) A doctor
(152) Savi said to Sneha, "Let's visit Kedarnath during this vacation." Find the correct sentence converted into indirect speech.
(A) Savi suggested to visiting Kedarnath during that vacation.
(B) Savi suggested that they should visit Kedarnath during that vacation.
(C) Savi told to visiting Kedarnath during this vacation.
(D) Savi suggests visit Kedarnath during that vacation.
(153) Unless you attend the classes regularly __________. [Complete it selecting the sentence showing condition.]
(A) you would not understand the topic.
(B) you shall understand the topic.
(C) you will not understand the topic.
(D) you will now understand the topic.
(154) Select the most appropriate response.
Pratyush: Why did you lift the box?
Sweety: _______________ (Showing reason-result.)
(A) The box is too heavy for me to lift.
(B) The box was too heavy for I to lift.
(C) The box is heavy enough for me to lift.
(D) The box was heavy enough for me to lift.
(155) Say true (T) or false (F). Select the correct answer.
1. Be heroes in an army of construction.
2. The family was frightened by Morri's depiction of India.
3. Delete the phrase I can from your vocabulary.
(A) 1-F, 2-T, 3-F
(B) 1-T, 2-F, 3-F
(C) 1-F, 2-F, 3-T
(D) 1-T, 2-T, 3-F
(156) When should one take the print out from the printer?
(A) when it is absolutely inevitable.
(B) whenever we want.
(C) whenever unnecessarily
(D) whenever we want to do proof reading.
(157) What is headache?
(A) A curse conferred on mankind
(B) A great embarrassment
(C) Very unfair, undesirable thing
(D) An excuse, an elegant falsehood.
(158) What amount of money did gentleman from Maw and Meggins handover to Mrs. White?
(A) 200 pounds
(B) 100 pounds
(C) 250 pounds
(D) 150 pounds
(159) From which countries did Helen Keller read papers and magazines?
(A) England, France, Austria, Greenland
(B) England, France, Austria, Greece
(C) England, France, Germany, Austria
(D) England, France, Germany, Argentina
(160) What does the poet read in the lines of foreign men's hands?
(A) A labour different from our own
(B) A labour not like our own
(C) A labour deprived with
(D) A labour not different from our own.
(161) What does the old man do sitting on the stony bank of the river?
(A) Swims humming a song
(B) Weaving a yard of rainbow
(C) Weaving a cloth of nature
(D) Weaving a yarn of rainbow
(162) What is Dr. K.D. Kamble?
(A) A psychiatrist
(B) A physician
(C) A naturopath
(D) A neurologist
(163) What was Walt Disney to the bankers who financed him?
(A) A complex man
(B) A warm, kindly personality
(C) A Wildman hell-bent for bankruptcy
(D) A genius
(164) Match the words with their meanings
A
B
(a) Defile
1) eternal
(b) Everlasting
2) calmness
(c) Orchard
3) spoil
(d) Tranquility
4) plantation
(A) a-3, b-1, c-4, d-2
(B) a-1, b-3, c-2, d-4
(C) a-3, b-2, c-4, d-1
(D) a-2, b-4, c-1, d-3
(165) Tick mark true (T) or false (F)
(a) Tele touch lets you interact with world with touch from a distance.
(b) Conversation of forest is not our moral duty.
(c) Surya Namaskar is an ancient form of yoga.
(A) a-T, b-T, c-T
(B) a-T, b-T, c-F
(C) a-F, b-T, c-T
(D) a-T, b-F, C-T
(166) Select the most appropriate question to get the underlined word/phrase as answer:-
Coffee will be served ina few minutes?
(A) When will coffee be served?
(B) How will coffee be served?
(C) Why will coffee be served?
(D) When would coffee be served?
(167) Fill in the blanks with appropriate words :-
The ants began ________ the small bits of these______ up to their __________.
(A) fetch, insects, hill
(B) bringing, animals, anthills
(C) fetching, insects, anthills
(D) brought, birds, anthill
(168) When do red ants ambush the nest of the black ants?
(A) when they want slaves
(B) when they want honey like liquid
(C) when they want to do farming
(D) when they want greenflies
(169) Complete the sentence.
If he had invited me, ____________ (showing condition)
(A) I would have attend the party.
(B) I shall have attended the party.
(C) I will have attended the party.
(D) I would have attended the party.
(170) Complete the sentence.
Beautiful as Kinjal was _____________. (Showing contrast)
(A) She can win the beauty contest.
(B) She could not win the beauty contest.
(C) She could won the beauty contest.
(D) She could not wins the beauty contest.
(171) Select the most appropriate response.
Hitarth: Why do you eat banana?
Shivani:______________. (Showing comparison)
(A) Banana is one of the list delicious fruits.
(B) Banana is one of the most delicious fruits.
(C) Banana will one of the most delicious fruits.
(D) Banana is the delicious fruits.
(172) Select the most appropriate question to get the underlined word as answer:-
Monali speaksEnglishfluently.
(A) Which language did Monali speak fluently?
(B) Which language do Monali speak fluently?
(C) Which language does Monali speak fluently? (D) What did Monali speak?
(173) Find the nearest meaning of the word:- brittle.
(A) soft and fragile
(B) hard but easily breakable
(C) resilient
(D) flexible
(174) Find the correct answer:-
What was cooked by Shruti in the morning? (doer is important)
(A) What does Shruti cook in the morning?
(B) What do Shruti cook in the morning?
(C) What will Shruti cook in the morning?
(D) What did Shruti cook in the morning?
(175) Do as directed:-
My friend is a good girl. She gets up early in the morning. She washes clothes everyday. Start like this:-
My friends are ___________.
(A) My friends are good girls. They get up early in the morning. They wash clothes.
(B) My friends are good girl. They gets up early in the morning. They washes clothes.
(C) My friends are good girl. Them gets up early in the morning. Them wash clothes.
(D) My friends are good girls. They gets up early in the morning. They washing clothes.
(176) Select the most appropriate response.
Anjali: How does Shesha walk? (showing supposition)
(A) Shesha walks like an actress.
(B) Shesha walks as an actress does.
(C) Shesha has walks as if she was an actress.
(D) Shesha walks as if she were an actress.
(177) Tick mark the appropriate option:-
In the poem 'Shaper Shaped', the poet wishes to surrender to God because _________.
(A) He wants to acquire emeralds and pearls.
(B) He has learnt the truth of mortality of living being.
(C) He wants to win hundred battles.
(D) He wishes to impress others.
(178) Turn into indirect speech:-
"What a beautiful piece of work!" said Prabhu
(A) Prabhu exclaimed with praise that what a beautiful piece of work.
(B) Prabhu exclaimed with praise that it was indeed a beautiful piece of work.
(C) Prabhu asked what a piece of work.
(D) Prabhu exclaimed with joy that it is indeed a beautiful piece of work.
(179) Complete the sentence:
The teacher came to my house ________________.
(A) so to meet my father.
(B) with a view to meet my father.
(C) in order that to meet my father.
(D) so that he could meet my father.
(180) Identify the function:
However well Tejal performed, she did not get prize.
(A) Contrasting
(B) Showing preference
(C) Showing purpose
(D) Showing result
(181) In which classroom learning activity classroom can become chaotic if work distribution is not planned and students remain confused, thus demand attention?
(A) Individual learning activities
(B) Role playing
(C) Text based activities
(D) Peer or group activities
(182) Which techniques can be combined in Realia for both the presentation phase and the practice phase of
the lesson?
(A) vocabulary and grammar activities
(B) puppets and name the object activities
(C) story telling and role play
(D) correction and feedback activities
(183) Which teaching resource developed by Shaw and Tylor in 1978 and referred these aids as “non pictorial visuals”.
(A) graphics
(B) movies and dramas
(C) roll up board
(D) digital projects
(184) Fill in the blank with appropriate word.
_________ are versatile and useful resources for teaching aspects of grammar that require structural
meaning match.
(A) Comparison
(B) Graphs
(C) Puppets
(D) Pictures
(185) Fill in the blank with appropriate word.
A way of dealing with something, a way of doing or thinking about something is considered
as________.
(A) an exercise
(B) techniques
(C) methods
(D) approaches
(186) Which method came into existence as a reaction and opposition to the Grammar-Translation Method?
(A) Grammar Transparent Method
(B) Interactive Method
(C) Direct Method
(D) Constructivist Method
(187) Which kind of reading is mainly meant for comprehension?
(A) Silent reading
(B) Loud reading
(C) Drill reading
(D) Soft reading
(188) Fill in the blank with appropriate word.
____________ means any one of the smallest units of speech and language that distinguishes one word
from another.
(A) Phonetics
(B) Phoneme
(C) Word
(D) Morphemes
(189) ________ involves glancing rapidly through the text to find out some specific piece of information.
(A) Skimming
(B) Scanning
(C) Extensive reading
(D) Intensive reading
(190) 'The students sell the words correctly'… is one of the specific objectives of ______ skill.
(A) Listening
(B) Speaking
(C) Reading
(D) Writing
(191) ________ is concerned with what happens in the actual class room.
(A) Approach
(B) Procedure
(C) Method
(D) Technique
(192) Sometimes, because of the loss of vision, a child is not able to read and interpret a text. In such situation
a child may be helped by ________.
(A) placing him/her near the board
(B) giving instructions sitting around an ease/ where words are written in large font-sizes
(C) providing a large-point written materials
(D) All of the above
(193) A/An __________ test is given to assess a student's ability to communicate in future actual
situations.
(A) Aptitude
(B) Achievement
(C) Proficiency
(D) Diagnostic
(194) __________ language learning and teaching from form based to meaning based is known as _______
approach.
(A) situational
(B) structural
(C) direct
(D) communicative
(195) The use of ________ in an ESL classroom enables students to explore the linguistic and conceptual aspects of the written text without concentrating on the mechanics of language.
(A) Prose
(B) Poetry
(C) Vocabulary
(D) Grammar
(196) ____________ refers to the correspondence of two or more words with similar sounding final syllables
placed so as to echo one another.
(A) Rhyme
(B) Simile
(C) Pun
(D) Metaphor
(197) _________ is concerned with relevance that is, whether the test actually tests what it aimed to test or
not.
(A) Reliability
(B) Practicality
(C) Validity
(D) Objectivity
(198) _______________ deals with reproduction of sounds.
(A) syntactic
(B) semantic
(C) phonic
(D) morphic
(199) Which is not a role of the teacher?
(A) Diagnostician
(B) Facilitator
(C) Physician
(D) Planner
(200) Which plan is broader in nature and considered for the whole textbooks and the course curriculum in hand for the duration of whole academic year.
(A) Monthly plan
(B) Unit plan
(C) Lesson plan
(D) Yearly plan
Ãkheûkk Ãkqhe ÚkÞk çkkË W¥khÃkºk (OMR SHEET) ¾tz rLkheûkfLku ¾wÕ÷wt (fðh{kt {wõÞk ðøkh) Ãkhík fÞko çkkË s Ãkheûkk ¾tz AkuzðkLkku hnuþu. íku{ fhðk{kt fMkqh ÚkÞuÚke rþMík¼tøkLkk Ãkøk÷kt økýe Ãkheûkk {kxu su íku W{uËðkhLku økuh÷kÞf Xuhððk{kt ykðþu.
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Division | 2-Digit by 1-Digit
During Christmas, Sawyer bought 88 string lights to decorate his garden. If he used 4 string lights to adorn one tree, how many trees were lit in all? 1)
Teaching Resources @www.tutoringhour.com
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Community Group Discussion Questions
"The Center of the Church" 1 Kings 3:16-28
Sermon Series Title: "The Church of God"
Sermon Series Summary: The Church of God is the people of God throughout the ages, redeemed by Jesus Christ. We're going to take a look at who we are and who we are called to be as the church of God. More specifically, we see that who we are is directly connected to whose we are in Christ.
Setting: 1 Kings records Israel's history after King David. It is a continuation of 1-2 Samuel which records the period after judges when Israel was led by the prophet Samuel and installed their first two kings: the wicked King Saul and the righteous King David. Our passage comes right after the third king, King Solomon, humbly asks God for wisdom instead of riches or fame.
Summary: We are starting a new series on the church for the next 5 months. We need to come back to who we are as the church, which is based on whose we are. To start, we will look at the center of the Church, the person and work of Christ. Through King Solomon's wise rule, we are called to submit to His Lordship over the church. Through this story, we are called to come back to the compassion of God shown through the cross.
Central Truth: "Christ is the Lord of His church and His work is the redemption of His people."
Sermon Points:
1. The Setting
2. The Situation
3. The Solution
4. The Salvation
Opening Question
1. Is it important to be part of a church? Why or why not?
(Answers may vary.)
1
Community Group Discussion Questions
We're starting a new series this week on the church of God. We see in God's word that He works in and through the church. He calls us to be part of the church, and He calls His church to be part of His work. Before we go into the various aspects of the church, we see that God is calling us to our center: the person and work of Christ.
Read 1 Kings 3:16-28
2. Before this sermon, what did you think was the center of the church?
(Answers may vary.
I'm sure everyone will say Jesus and the gospel. But practically, they may have different opinions. Some may say theology is the center. Others may say attendance or service may be the center. Other responses may be obedience, mercy, community groups, etc.)
3. In your opinion, what has been the center of our church?
(Answers may vary.)
4. What does our passage teach us about the true center of the church?
(It teaches us that the center of the church is the person and work of Jesus Christ. First, Jesus is the greater Solomon. He is the true King who is Lord over HIs church. He is the Ruler, and we must submit to Him and His wisdom. This means that what He is laid out in His word for us is the way we should go. It's not for the constriction of the church but the construction of the church. It's not to break the church down but to build her up. But so many times, we think we know better. We know how the church should be. The church doesn't meet our standards, because our standards are higher than God's standards. But the truth is that Jesus' ways are higher than our ways, and Jesus' wisdom is far wiser than our wisdom. We must submit to Him as the head of the church.
Second, our center is the work of Jesus Christ. Just like the true mother had compassion and yearned for her son, God has compassion and yearns for us. He loves us so much that He is willing to count the cost, bear the grief, and take the loss so that His children may live. The mother was willing to give up everything. God DID give up everything to save us. Jesus is the One who was "cut in half" and died on the cross, so that we may
Community Group Discussion Questions
live. This is the center of the church. We submit to Jesus as our king, and our hope, strength, purpose, and life are wrapped up in the work that has been finished by Him.)
5. How can we bring ourselves to the true center, the person and work of Christ?
(First, we must walk according to this truth every single day. We must center our lives on Christ. The church may encourage us in our faith, but we must not be so dependent on the church that we lose our center without the church. We must have a personal relationship with our Savior King. We must walk with HIm in His word and prayer. Is Christ our king? Is His work the source of our life, joy, strength, and hope?
Second, as members of the church, we are called to encourage each other toward our center. We remind one another of the person and work of Christ. We keep our leaders accountable to stick to our center, and the leaders are called to shepherd and guide our members toward this center. Partaking of the means of grace (diving into God's word, observing the sacraments, praying together) helps us grow in Christ. Living in community and serving the city together brings us back to our center.)
Final Thoughts: This is the start of our series on the church, and it's the most important. The person of Christ as King of the church and the work of Christ on the cross must be the center. We must submit to His word and rule. We must have the cross be the source of our life, joy, and hope. And from there, we can move forward, living for the glory and kingdom of God
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One Of You Is A Bear
A Game of Paranoia, Murder, and Bears by Jasmine Bearvis and Pete Beartler
You and your fellow players live in a secluded village. But you have a problem:
One Of You Is A Bear.
A bear in a very cunning disguise. Likely a hat. But filled with murderous bearrage, and eager to kill and eat the rest of the village.
Assign Roles
Set a stopwatch to 90 seconds. Create a deck of cards based on the number of players:
| Players | 3* | 4* | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Bears | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| Cultists | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 3 | 3 | 3 | 4 | 4 | 4 | 5 | 5 |
| People | 1 | 2 | 3 | 4 | 4 | 5 | 6 | 6 | 7 | 8 | 8 | 9 | 10 | 10 | 11 |
* With 34 players, the People are the only ones whose votes count for determining who gets killed for being a Bear.
Everybody gets a card defining their role. Players may reveal their cards, but for the Bear and the Cultists, that would be very stupid. Once everybody has a card, start the stopwatch. The People have 90 seconds to kill the Bear.
People:
The People fear the Bear. That's smart, since the Bear wants to kill and eat them all.
The People need to decide who to kill to protect themselves. The best way to initiate a murder vote is to raise your hand and point at the person you think needs to die. If a majority* of the other players joins you, that person is killed, and the game ends. If it is the Bear, the People win! But if it isn't, the Cultists and the Bear all win.
* If there are only 3 or 4 total players, then a unanimous vote amongst the People is all that's needed.
Yes, this means the game lasts precisely one round. The Bear isn't going to waste time picking you off one by one. The Bear is a goddamn Bear, and knows where you sleep.
If the People haven't reached a decision when time runs out, the Bear wins.
Bear:
The Bear would like to kill and eat all the other players. If they don't kill the Bear, that's exactly what the Bear will do.
If you are the Bear, you win a solo victory if the clock runs out without the People having killed anybody. You win a shared victory with the Cultists if the People kill one of the Cultists instead of you.
However, if you are the Bear, you may not speak using human words. You may gesticulate and grunt freely, but you may not actually talk.
You might suspect this is a crippling deficiency in your disguise. But luckily for you, there are….
Cultists:
Some members of your village belong to the Cult of the Holy Ursine. The believe that bears are peaceful and misunderstood, and would like to martyr themselves to defend these gentle giants.
If you are a Cultist, your goal is to convince the People that you are the Bear and get them to kill you. If the People kill you, you, any fellow Cultists, and the Bear all win. If the clock runs out before the People can come to an agreement, you lose and the Bear eats you. (Granted, the Bear was going to eat you anyway. But isn't it more satisfying to die knowing you were right?)
Since you're a human, you can use human words, and don't have to grunt. But this will likely give away the fact that you're not actually the Bear.
Moderator:
Strictly speaking, One Of You Is A Bear doesn't need a moderator, since there's only one round of play and no secret information that can't be conveyed by the cards. However, if one of you isn't playing, peek at the cards before you hand them out so you know who the Bear is.
Your only job is to make sure the Bear does not speak using human words. If the Bear does slipup, remind the players that the Bear may not speak. You do not have to specifically point out that the Bear was speaking, but unless the People have been drinking heavily, they'll likely notice and commit bearicide shortly.
You do not need to remind the players that the Bear may not speak if one of the Cultists slipsup. They're humans; they're allowed. Though it does mean they suck at being Cultists.
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Woodsetton School
Anti-Bullying Policy
This policy was reviewed and updated in April 2023
The next anticipated review date will be September 2023
c/o The Woodsetton School, Tipton Road, Dudley, West Midlands DY3 1BY Tel: 01384 818265 Email: email@example.com
In preparation for the review of the policy we have asked the pupils how they saw 'bullying' and what it meant to them. For some pupils these questions were too demanding, and they were adapted. We wanted to review our policy to make it appropriate for our children at Woodsetton. Their answers guided our work. Here are a few examples of words used and answers:
'Constantly picked on over and over again, unkind words, unkind hands.
Bullying is anything that makes you feel sad or scared'.
Pupil in Butterfly Class.
'Bullying is a bad choice'.
Pupil in Frog Class.
'Bullying is when they are being mean, they are pushing and hurting people'.
Pupil in Squirrel Class.
'I help people to make sure they don't get bullied. I tell a teacher and they make it stop. It's bad to be a bully'.
Anti-Bullying Ambassador
We endorse the STOP, SPEAK, SUPPORT campaign led by the NSPCC.
We work with these definitions and present them in an understandable way to the pupils.
We are committed to promoting resilience and positive wellbeing for all our pupils and staff. We understand wellbeing as a state of being safe, comfortable and happy. We drive the message forward that mental health is 'everyone's business' across the whole school community. We aim to provide excellent mental health understanding, support and intervention and firmly believe that if pupils feel good about themselves, they are able to more readily respect and care for others.
Woodsetton Anti-Bullying Ambassadors are a group of staff and pupils that meet every few weeks to discuss how we can promote a safe school environment for everyone. Our Ambassadors will be organising regular special events and leading whole assemblies to raise the profile of the importance of friendship, tolerance, anti-bullying and acts of kindness during this forthcoming academic year.
Principles
The school accepts the following principles with regard to bullying:
- All children have an absolute right to be educated in a safe and secure environment and to be protected from others who may wish to harm, degrade or abuse them.
- There is no justification whatsoever for bullying behaviour and it should not be tolerated in any form. Differences of race, religion, gender, sexual orientation, and ability are absolutely repudiated as reasons for bullying.
- Bullying behaviour is a problem for both the perpetrator and the victim and should be addressed in positive and constructive ways which provide opportunities for growth and development for the perpetrator and victim alike.
- Effective management of bullying is a shared responsibility and strategies should involve school staff, parents/carers and other professionals involved with children who are the victims or perpetrators of bullying behaviour.
- It is important to invest time and resources in the prevention and management of bullying and to provide staff with advice, training and the support necessary to manage it with confidence.
- Information about the school's policy and procedures should be readily available in 'userfriendly' form to children and their parents/carers.
Aims
The aims of the school through the implementation of this policy are:
- To fulfil the school's statutory responsibility to respect the rights of children and to safeguard and promote their welfare.
- To clarify the school's responsibility for responding to incidents of bullying and to emphasise to staff, pupils and their parents and carers, the school's zero tolerance attitude towards bullying behaviour.
- To eliminate intimidating behaviour and promote a school ethos in which each pupil is safe and able to realise their full potential.
- To address the problem of bullying and to bring it under control through the implementation of whole school policy and procedures.
- To reassure parents and carers that the school takes their children's welfare seriously and that they are being educated in a safe and secure environment.
What is Bullying?
Bullying is threatening or dominating behaviour towards another person with the calculated intention to hurt or frighten them physically, emotionally or psychologically. It is usually, but not always, repetitive.
Bullying can also take place in the 'virtual world' of the internet and through social media such as texts and online chatrooms – in all cases it should be reported. E–Safety is very important to our young people. It can involve repeated hurtful comments, sharing personal information and/or practices including 'upskirting' which involves taking pictures under a person's clothing without them knowing.
It involves 'the repetitive, intentional hurting of one person by another, where the relationship involves an imbalance of power'. [Anti-bullying Alliance]
Cyber-bulling: The use of information and communication technology, particularly mobile phones and the internet, deliberately to continuously upset someone else.
Child-on-child bullying/abuse: This can take many forms and need not be physical, but emotional.
At Woodsetton School we believe pupils have the right to receive their education free from such humiliation, oppression and abuse.
As a pupil – what can you do if you are bullied?
Beating Bullying Together.
If you think you are being bullied it is important that you tell someone. The school actively discourages bullying of any kind e.g. name-calling, pushing, prodding, making threats, excluding others from play and conversations, making fun of, and the taking of property belonging to, other people.
If you think you are being bullied you should:
- Tell a person you trust – a teacher, a teaching assistant, adult helper or a parent.
- Believe that it will be resolved and sorted out so that it should not happen again.
- Believe it is a good thing to tell someone else.
- Tell yourself you do not deserve to be bullied and act as confidently as you can.
- Keep with your friends. Do your best to ignore the bully.
- Keep in busy places in school, where there are many people about, at least until it is sorted out.
Bullies rely on their victims being afraid to tell adults – this is how they 'get away with it' so easily sometimes. As soon as adults are told, the situation always changes. You must be prepared to talk about what is happening and why. In most cases the problem is resolved, and everyone feels happier.
Bullying or the threatening of other pupils is extremely serious and may result in exclusion from the school. Some incidents of bullying can lead to criminal prosecution through the courts.
As Parents/Carers
Beating bullying together:-
- Honesty, Openness, Involvement
- All parties must be involved and state clearly what is being done and why. Talk about what is happening.
- Pupils, parents and staff need to be aware of the school's policy.
- Adopt a calm atmosphere and a common desire. Do not drive the problem underground.
- Schools which adopt positive policies are better schools for all pupils.
- An already happy and vibrant school has a greater awareness of all problems.
- Do not tell your child to resort to physical violence themselves as this can often make the situation worse - your child will feel under pressure to do as they are told and they may get hurt.
Signs and effects
This is not easy to define and anyone can become a victim. It is a difficult problem, which is not always easy to solve.
- Bullies try to emphasise a difference in a derogatory way. It may be skin colour, community background, gender, gender realignment, accent, disability, clothes, religion, sexual orientation, and/or geographical. This list is not meant to be exhaustive.
- Bullies enjoy power and the drawing together of a group.
- Victims can feel powerless.
- Families become frustrated.
- Anger is a natural emotion. Those involved have a right to feel angry.
- There is no foolproof way of knowing that a child is being bullied. Look for unexplained illnesses, school phobia, general unhappiness, reluctance to attend, and/or lateness.
- Lack of, or new friendship groups. In fact, any change in pattern.
- It may be others who notice first, such as dinner supervisors, cleaners, support workers, neighbours and so on.
What can be done about it?
- A clear case must be shown, so victims must tell the whole story.
- Establishing facts can take a long time and may not always be possible. This cannot be done by one person alone. It may involve class teachers, the Executive Headteacher, deputy headteacher or a teacher/classroom assistant.
- Tell an adult at the school, speak to a teacher, and work with a teacher. Be patient. Do not rush to confront the parents of a child who may be bullying or the child you feel is to 'blame.'
- Positive actions are needed. Negative actions drive the problem underground.
- There can be a very good reason why the school may use strategies other than punishment to deal with bullying. Punishment alone will not solve the problems.
- Telling a child to hit back seldom works and could lead to your child getting hurt.
- Bullies may also need help. They may also be victims (but nevertheless this doesn't make bullying acceptable).
As a school we will:-
- Provide opportunities to discuss aspects of bullying and the appropriate way to behave towards each other through PSHE lessons and sessions such as circle time.
- Work alongside our Anti-Bullying Ambassadors to promote a safe school environment for pupils, staff and other stakeholders.
- Endeavour to deal quickly, firmly and fairly with any complaints of bullying, contacting parents/carers where necessary.
- Encourage pupils to discuss how they get on with other people and to form positive attitudes towards one another.
- Encourage pupils to treat everyone with respect.
- Treat bullying as a serious offence and take every possible action to eradicate it.
- Restorative justice can allow the victim to be heard and the bully to face up to what they have done.
Action to be taken when bullying is suspected - REPORT IT
There is always someone you can talk to. We take bullying very seriously and therefore the person with overall responsibility to prevent bullying or deal with concerns is:
The Executive Headteacher, Mr Stanton and The Designated Safeguarding Lead: Mrs Sarah Allen
All incidents of proven bullying will be reported to the Governors of the school in a termly report written by the Executive Headteacher.
If bullying is suspected, we will talk to the victim, the bully and any witnesses. If any degree of bullying is identified, the following action will be taken:-
Help, support and counselling will be given as appropriate to both the victim(s) and the pupil who is bullying. (This may include using older pupils as ambassadors, mediators or mentors in dealing with bullies).
We support the victims in the following ways:-
- By offering them an immediate opportunity to talk about the experience with their class teacher, another teacher, classroom assistant or another person if they choose.
- Informing the victims' parents/carers.
- By offering continuing support when they feel they need it.
- Arranging for them to have a "safe place" throughout the school day if needed.
- By taking action to prevent further bullying.
- In some instances, advising victims how to manage relationships.
We also discipline, yet try to help the bullies, in the following ways:
- By talking about what happened, to discover why they became involved.
- Informing the bullies' parents/guardians.
Recording
Recording of information is extremely important so that:
- We are aware of incidents.
- We are able to track actions taken to prevent bullying.
- We are able to check on support given to the victims.
- We can continue to monitor effectiveness of actions.
Designated Safeguarding Lead
Mrs Sarah Allen
Deputy Designated Safeguarding Leads
Mrs Becky Cook & Mrs Nicola Morris
Guidelines:
All incidents should be recorded on CPOMS.
When investigation is warranted, the following information should be recorded:
- Date of allegations.
- Dates and times (where possible) of incidents.
- Statements from witnesses, if possible, (signed and dated please).
- Statement from the alleged victim (signed and dated please).
- Statement from the alleged bully (signed and dated please).
- Conclusions from investigator.
- Details of any parental involvement.
- Actions taken at that point (including support for the victim(s) and possible disciplinary actions against the bully).
- The ensuing records will be kept on CPOMS.
The Role of the Governors
The governing body supports the Executive Headteacher in all attempts to eliminate bullying from Woodsetton School. The governing body will not condone bullying at Woodsetton and any incidents of bullying that do occur will be taken very seriously and dealt with appropriately. The governing body monitors incidents of bullying that occur and reviews the effectiveness of this policy regularly. The Governors require the Executive Headteacher and Senior Leaders to keep
accurate records of all incidents of bullying and to report to the Governors on request about the effectiveness of school anti-bullying strategies.
A parent who is dissatisfied with the way the school has dealt with a bullying incident can raise their concerns via the school Complaints Policy.
Monitoring and Review
This policy is monitored on a day-to-day basis by the Executive headteacher, who reports to Governors about the effectiveness of the policy. The Executive Headteacher and Governors will evaluate the effectiveness of the policy and agree adjustments that may be necessary to address any concerns.
The Anti-Bullying Policy is the Governors' responsibility. The effectiveness of this policy is reviewed through discussions with the Headteacher. Governors will analyse information for patterns of people, places or groups. They will also review any incidents of racial bullying.
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CHEMICAL EVALUATION OF PROXIMATE COMPOSITION, ASCORBIC ACID AND ANTI-NUTRIENTS CONTENT OF AFRICAN STAR APPLE (CHRYSOPHYLLUM AFRCANUM) FRUIT
Edem, Christopher. A & Miranda .I Dosunmu.
Department of Pure and Applied Chemistry,
University of Calabar, P.M.B 1115 Calabar, Cross River State. Nigeria.
ABSTRACT
The proximate composition, ascorbic acid content and anti-nutrient composition of Chrysophyllum africanum fruits was investigated. The proximate composition analysis showed the results to be, moisture 66.67%, Carbohydrate 78.34%, protein 5.66%, fibre 4.50%, fat 9.83%, ash 2.12% and total energy value 420.42 kcal The ascorbic acid content was 19.68%.The anti-nutrients composition was observed to be oxalate 4.95mg, saponins 3.66 %, Cyanogenic glycoside 0.17%, phylate 0.02% and tannins 0.03 %.The study showed that Chrysophyllum africanum fruit contain high carbohydrate and this makes it a good source of energy for human nutrition while the high moisture content gives it a very short shelf life.
Keywords: Proximate composition, ascorbic acid, anti-nutrients and Chrysophyllum africanum.
1. INTRODUCTION
Plants are primary sources of medicines, food, shelters and other items used by humans everyday. Their roots, stems, leaves, flowers, fruits and seeds provide food for humans 1 , 2.Fruits are sources of minerals, fibre and vitamins which also provide essential nutrients for the human health 3. Some fruits are also known to have antinutritional factors such as Phytates and Tannins, that can diminish the nutrient bioavailability, if they are present at high concentrations 4.It has been reported that these anti-nutritional factors could also help in the treatment and prevention of several important diseases like the anti- carcinogenic activity of the phytic acid that has been demonstrated by invitro and invivo assays 3.
Chrysophyllum africanum (African star Apple) popularly known as Agbalumo among the Yorubas, Agwaluma among the Hausas and Udari among the Efiks and Ibibios in southern Nigeria is a fruit that is commonly eaten raw in the study area.
It is a large berry that contains up to five seeds that are flat in shape. The plant belong to the family sapotaceae. The leaves of the plant are alternate and nearly evergreen elliptic, slightly leathery.the fruit could be ellipsoid, round or pear shaped. It has a milky sweet pulp that houses the seeds. When the fruit is cut transversely it appears like an asterisks in the central core or like the pointed stars. This is the origin of the name of the fruit as "STAR APPLE" The fleshly fruit is eaten raw by most people and relished by many others 5.Apart from the work carried out by 6 on the proximate composition, ascorbic acid and mineral content of this fruit obtained from Ibadan in southwest of Nigeria, there is no other information on the proximate composition, Ascorbic acid content and anti-nutrients composition of Chrysophyllum africanum fruit cultivated in the study area. This study is therefore aimed at finding out the proximate composition, ascorbic acid content and anti-nutrients composition of chrysophyllum africanum fruit cultivated in the study area for the public awareness of its nutritional and anti-nutritional status.
2. MATERIALS AND METHODS
2.1 Sample Collection and Preparation
The fruits of Chrysophyllum africanum used in this study were obtained from a plantation in Calabar, the capital of Cross River State of Nigeria, in March 2010. The fruits were identified by a taxonomist Mr frank of the Department of Botany, University of Calabar , Calabar. The fruit samples were taken to the laboratory after identification. They were washed and their skin peeled, the pulp (edible portion) chopped into pieces. They fruits were divided into two portions .One portion was used for the determination of the moisture and ascorbic acid contents. The other portion was dried in hot air circulating oven (Gallenkamp DV330) at 65 0 C to a constant weight for (18-24h).The dried samples were ground into powder using an electric blender with steel blades and stored in screw capped containers at 4-6 o C. Proximate composition analysis of the samples for ash , crude protein, crude fat, crude fibre and total carbohydrate were carried out in triplicates according to the standard methods of analysis, as described by the Association of Official Analytical Chemists(AOAC,1990).using dry samples. The energy value was calculated using the Atwater factors of 4, 9, and 4 for protein, fat and carbohydrate, respectively.89 The Ascorbic acid content was determined according to the standard methods 7.The quantitative determination of Oxalates, Phytates, Tannins, Saponins ,and Cyanogenic glycosides were carried out according to standard methods 7
3. RESULTS AND DISCUSSION
The results of proximate composition, Ascorbic acid content and energy value of Chrysophyllum africanum (African Star Apple) fruits is represented in table (1). Moisture content of the fruits of C.africanum from the analysis was (66.67 %) which is higher than (42.10%) earlier reported for the same fruits 6 . This value is lower than (85.1%) moisture content reported for Averrhoa carambola 10,(94.8%) reported for Solanum gilo and (94.6) for Solanum aubergine fruits 11.The moisture content of any food is an index of its water activity 12 and is used as a measure of the stability and susceptibility to microbial contamination 13. This implies that C africanum fruits may have a short shelf-life due to its high moisture content. The high moisture content also implies that dehydration would increase the relative concentrations of the other food nutrients and improve the shelf-life of C.africanum fruits 11,14 . The crude Fat (9.38%) observed for the fruit in this study is lower than (16.20%) earlier reported for the same fruit 6 ,it is also lower than (11.7%) crude fat content reported for Averrhoa carambola fruits 10 but higher than (7.0%) and (4.00%) reported for S. agilo and S aubergine fruits respectively 11This indicates that C africanum fruits contains a moderately high level of crude fat. The ash content of the C africanum fruits obtained in this study was (2.12%)This value is close to (2.95%) earlier reported for the same fruit 6 .This value is lower than the (3.50%) reported for A. carambola fruit 10 and (10.0%) reported for both S.gilo and S.aubergine fruits 11 . The protein content of C.africanum fruit obtained from the analysis was (5.66%) which is lower than (8.75%) earlier reported for the same fruit 6.The value is also lower than (14.87%) and (15.75 %) reported for S.gilo and S. aubergine respectively 11 but higher than (4.0%) reported for A. carambola fruits 10 . This result shows that C.africanum fruit is very low in its protein content. This value can be improved by the dehydration of the fruits 14 The crude fibre content of C africanum fruit (4.50%) obtained from the analysis is same as that earlier reported for the same fruit 6 .This value is lower than (8.60%) reported for A.carambola fruits 10 The value is also lower than (16.0%) and (11.75%) reported for S.gilo and S.aubergine fruits respectively 11 .The crude fibre content of C afrcanum fruits can be increased by the dehydration of the fruits, as the consumption of fruits with high crude fibre content may contribute to a reduction in the incidence of certain diseases like colon cancer , coronary heart diseases diabetes , high blood pressure, obesity and other digestive disorders 14,16,17,18 and 19 .Increased crude fibre consumption also increase fecal bulk and rate of intestinal transit and have prebiotic effects 14.The carbohydrate content (78.34% ) obtained for C africanum fruit is higher than (67.60%) earlier reported for the same fruit 6 .This value is also higher than (72.20%) reported for A.carambola fruits 10 , (52.13% ) and (58.5%) reported for S.gilo and S.aubergine fruits respectively 11
The total metabolisable energy for C.africanum fruit was observed to be 420.42kcal. This was in close range with 448.83 kcal reported for Gnetum africanum seeds 20,403.54 kcal reported for Solanum nigrum seeds 11 and 384.33 kcal reported for B. coricea seeds 1 .This result shows that C africanum fruit is a good source of energy than can be utilized as human nutrition.
The ascorbic acid content of C africanum fruit is (19.68%) which is higher than (4.60%) reported for A. carambola fruit 10 , but lower than ( 53.5% ) reported for Tetracarpidum conophorum seeds 22 (93.7% ) and (75.9%) reported for S.gilo and S.aubergine fruits respectively 11 .The high level of ascorbic acid in this fruit shows that the fruit could be used to promote healthy living such as protection against scurvy and other ascorbic acid deficiency related ailments.
The results for the Anti-Nutient composition of C.africanum fruit is represented in (table 2).The results show that C.africanum fruit has a high level of oxalates (4.99mg/100g) and saponins(3.66mg/100g), a moderate level of cyanogenic glycoside (0.730mg/100g) with a low levels of phytate (0.032 mg/100g ) and tannins ( 0.029 mg/100g ). The oxalate value is higher than (1.06mg/100g) reported for B.coricea seeds 1 and (0.159mg/100g) reported for Pennsetum purpureum 15 but, lower than (58.81mg/100g) reported for seeds of Solanum nigrum 21 and (109.00mg/100g) reported for Gnetum africanum seeds 20.The saponin content was quite high compared to (.0.66mg/100g) reported for S. nigrum seeds21,(0.80mg/100g) reported for C.odorte leaves14 and (0.850mg/100g) reported for Pennsetum purpureum 15 but, lower than 4.03mg/100g) reported for B.coricea seeds 1 and (10.30mg/100g) reported for Tridax procumbens 23.The saponins are known to reduce the uptake of certain nutrients like glucose and cholesterols at the gut through intra-lumenal physicochemical interaction 24.Also when saponins are consumed they may aid in lessening the metabolic burden that would have been placed on the liver 14.The saponins are also known to inhibit structure dependent biological activities 25.
The Cyanogenic glycoside level in C africanum fruit is lower than (2.83% reported for Pennsetum purpureum 15.The tannin content of this fruit is lower than (0.11mg/100g )reported for B.coricea seeds 1, ( 0.47mg/100g) reported for Tridax procumbens 23 and (28.64% ) reported for Pennsetum purpureum 15 .The phytate content of C. africanum fruit is higher than (0.006%) reported for Pennsetum purpureum 15 ,but lower than (3.18mg/100g reported for B. coyicea seeds 1. The knowledge of phytate levels in food is necessary because, high concentration of phytate can cause adverse effect on digestibility Also,phytic acid binds metal ions like calcium, zinc, iron and other minerals, thereby reducing their availability in the body.17. They also inhibit digestion of proteins by forming complexes with them 26.The high levels of some of the Anti-Nutrients in C.africanum fruit can be reduced by a number of processing methods like, soaking, boiling and fermentation etc 17,27,28,
Conclusion; This study showed that Chrysophyllum africanum fruits contain high percentage of carbohydrate (78.34 %) which makes it a good source of human energy. It also contain moderately high amount of ascorbic acid (19.68%) which is good for the body as it can be used for protection against scurvy and other ascorbic acid deficiency related ailments. This work has shown that this fruit has a good medicinal value for the management of certain health conditions like hypercholesterolemia.
Table 1; Proximate composition, Ascorbic acid content and Energy value of Chrysophyllum africanum fruit.
Table 2; Anti-Nutrient Composition of Chrysophyllum africanum fruits.
* Values are means of triplicate determinations and standard Deviation.
REFERENCES
[1]. Amaechi, N.C (2009): Nutritive and Anti – Nutritive Evaluation of wonderful Kola (Buccholzia coricea) seeds. Pakistan journal of Nutrition 8 (8) 1120- 1122.
[2]. Hemingsway, C. A.(2004) : Plants and People Edible Plant J.P.1
[3]. Ali Beroumand and S.S .Deokule (2009). Studies on Nutritional values of some wild Edible plants from Iran India. Pak..J. Nutri 8 (1):26-31
[4]. Ojako, O. A. and C,U.Igwe, (2008): the nutritive, anti- nutritive and hepatotoxic properties of trichosanthes anguina (snake tomato) fruits from Nigeria pak. J. nutrition, 7: 85-89
[5]. CENDARD 1999 Publication of center for environmental renewable natural resources management, Research and development, Jerico, ibadan publication No CEN 011/1999 85.
[6]. Amusa, N. A, O. E Ashaye, and M, O. Oladapon(2003): Biodeterioration of proximate composition of African star apple in storage and effect on its food value, African journal of biotechnology 2(3) 56-59.
[7]. AOAC 1990: Official methods of analysis. Association of Analytical chemists, Washington D.C Ed.
[8]. FAO/WHO/UNU 1991 Energy and protein requirements report of a joint FAO/WHO/UNU Expert consultation WHO Technical report series 724.Http:// wwo.org/doc rep/003/9904 oc/AA040 EOI.htm.
[9]. Chancy, S.G. (2006): Principle of Nutrition 1: macronutrients, in : Delvin,T. M (Ed), Textbook of biochemistry, clinical correlation, 6 th edn. John wiley and sons New York pp 1071-1090 ISBN 100-47167808-2.
[10]. Edem,C.A.,M.I.Dosunmu, A.C.Ebong and M.Jones (2008): Determination of Proximate composition of Ascorbic acid and heavy metal content s of star fruit (Averrhoa Carambola) global journal of p and App. Sciences 14 (2) 193-195
[11]. Edem C.A. Dosunmu M.I, Bassey F.I. Wilson, C and Umoren,P. (2009b) A Comparative Assessment of the proximate composition, Ascorbic Acid and heavy metal content of of two species of Garden Egg solarium gilo and and solarium anbergrine Pakistan journal of nutrition 8(8) 582-584.
[12]. Frazier, W.S. and D.C.Wwstoff (1978): Food microbiology 3 rd edition, McGraw Hill, New York.
[13]. Scott, W.S. (1980) water relations of food spoilage microorganisms. Adv. Food res 7: 84-0127.
[14].
Igboh,M.Ngozi, Ikewuchi,C.Jude and Ikewuchi,C.Catherine (2009) Chemical profile of chormolaena odoratal pak. . nutria. 8(5):521-524.
[15]. Okaraonye,C.C and J.C. Ikewuchi (2009). Nutrition and anti-nutritional components of pennisetum pinpureum schmach, Pak .J.Nutr.8:32-34.
[16]. Walker, A.R.P.1978, the relationship between bowel cancer and fibre content in the diet. AM. J.clin Nutr 31 5248-5251
[17]. FAO, 1990. Root, Tuber, plantains and bananas in human nutrition. FAO Corporate document Repostory, Rome http//www.fao.org/docrep/t0207e/T0207EO8.htm#7.
[18]. Eriyamremu,G.E.and I. Adamson(1994)Early change in Energy metabolism in rats Exposed to an Acute level of Deoxycholate and Fed. a Nigeria-like Diet Ann Nutr. Metab.,38:174-183
[19]. SACH, 2008.Draft SACN position on dietary fibre and health and the dietary fibre definition SACN /08/20. http://www.sacn.gov.uk/pdfs/final_draft_sacn statement.
[20]. Ekpo, A.S.(2007). Determination of chemical composition of Gnetun africanum (Afang) seeds. Pak.J. Nut 6: 40-43
[21]. Akubugwo, I.E; A.N.Obasi and S.Ginika(2007) Nutritional Potential of leaves and seeds of Black Nightshade solarnum nigrum L Var Virginicum from Afikpo-Nigeria. Pak. J. Nutri 6:323-326.
[22]. Edem,C.A; Dosunm,M.I.and Bassey F.I. (2009a). Determination of proximate composition,Ascorbic acid and heavy metal content of African walnut (Tetracarpidium conophorum) Pakistan journal Nutrition 8(3) 225226.
[23]. Ikewuchi,C.Jude,Ikewuchi C.Catherine and M.Igboh Ngozi (2009): chemical profile of Tridax procumbens linn. Pak. J. NUTRI:8(5) 548-550.
[24]. Price,K.R;L.I.Johnson and H.Feriwich(1987). The chimcal and biological significance of saponims in food and feeding stuffs, crit. Rev. food sci.nutria 26: 127-135.
[25]. Savage,G.P.(1993) Saponins. In: Encylopedia of Food science Food Technology and Nutrition. R.Macrae,R.K.Robinson and M.J.Sadler (eds) Academic Press 24/28 Oval Road, London NW 17 DX PP: 3998-4001.
[26]. Singh,M. and A.D.Krikoran,(1982). Inhibition of trypsin activity in vito by phylate. Journal of Agric. Food chem., 30: 799-800.
[27]. Esenwah,C.N.and M.J.Ikenebomeh (2008)Processing Effects on the Nutritional and Anti-Nutritional contents of African Locust Beans (Parkia biolobsa Benth) seed Pak. J. Nutri. 7: 214-217.
[28]. EL-Adway,T.A.(2002) Nutritional composition and anti-nutritional factors of chick peas (acer arietinum l) undergoing different cooking methods and germination plant foods Itum. Nutr. 57: 83-97.
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#5– Achieving sound comfort through design considerations
As we learned in Module #3, ideal sound levels vary based upon the type of space, and what type of activities are being done within the space (link to Module #3). And, though there are no federally mandated guidelines for space acoustics, ideal ranges of decibel levels have been developed through testing and analysis.
If the goal is sound comfort and trying to rectify spaces that are too noisy, there are common challenges faced in the process, but there are also multiple strategies that can be employed through design to either successfully build from the ground up, or retrofit, in order to achieve the often elusive acoustic comfort.
The common challenges in dealing with interior spaces that are too noisy, include:
Identifying the source of the noise: Identifying the source of the noise can be difficult, especially in complex spaces or spaces with multiple sources of noise. It may require specialized equipment and techniques, such as sound level meters (like the Noiserater App discussed in Module #3), sound mapping (which is designed to show the distribution of sound pressure in a given space), and pinpointing the source of the noise.
Limited space and budget: Improving the acoustics of a space can be costly, and in some cases, it may not be possible to make significant changes due to limited space or budget constraints. It is always recommended to consider the acoustics when designing a space, and building into the design at the beginning of the project, as without fail, it is always more economical to plan and implement, rather than try to retrofit or squeeze it in later.
Impact on aesthetics: Improving the acoustics of a space can also have an impact on the aesthetics of a space. For example, adding sound-absorbing materials to a space can make it appear cluttered or detract from the overall design of a space. Thoughtfully placed decorative acoustic treatments can help make sound absorption fit more naturally into the space (here are some cool products – link to SM front page banner, or customized landing page).Good placement
Interference with HVAC and other building systems: Improving the acoustics of a space can also interfere with other building systems, such as HVAC systems. It may require careful coordination to ensure that the acoustical improvements do not negatively impact the performance of these systems.
Occupant behavior: Occupant behavior can also contribute to the noise level in a space. For example, people talking loudly or moving around can generate a lot of noise, making it difficult to control the acoustical environment.
Compliance with codes and regulations: Improving the acoustics of a space can also require compliance with codes and regulations, such as building codes and occupational safety and health regulations. Though we noted that there are no federally mandated guidelines, some cities or municipalities may have specific requirements unto themselves. In these places, it would be advisable to consult with local experts in acoustics, architecture, and engineering to ensure that the proposed improvements comply with the noted regulations.
Though there are clearly numerous challenges in designing acoustically comfortable spaces, there are also many viable strategies and methods that can be employed to achieve sound comfort:
Sound isolation: By incorporating sound-isolating construction techniques, it's possible to reduce the amount of sound that enters or leaves a space. These methods include:
* Mass: Increasing the mass of a surface, such as walls or ceilings, can help reduce sound transmission. This can be achieved by adding additional layers of drywall, mass-loaded vinyl, or other materials.
* Damping: Damping involves reducing the vibration of a surface, which can help reduce the transmission of sound waves. This can be done by using materials such as viscoelastic compounds, which convert sound energy into heat.
* Decoupling: Decoupling involves separating the layers of a structure to prevent sound transmission and can be done by using resilient channels or isolation clips, which allow the layers to vibrate independently.
* Sealing: Sealing gaps and openings in walls, ceilings, and floors with acoustic sealants or specialized acoustic gaskets can help prevent sound transmission.
* Absorption: Absorption involves reducing the reflection of sound waves within a space, which can be done by using acoustic panels or other absorptive materials.
Acoustic treatment: By adding sound-absorbing materials such as acoustic panels, ceiling tiles, or carpeting to a space, it's possible to reduce reverberation time (remember Rt60 – in Module #2) and improve the sound quality of a space.
Sound masking: By introducing a background noise into a space, it's possible to reduce the level of speech intelligibility and mask unwanted sound. The main methods of sound masking include:
* White noise: White noise is a random, non-tonal sound that contains all frequencies at equal levels. It is often used in sound masking because it can effectively cover up unwanted sounds without being too distracting.
* Pink noise: Pink noise is a type of noise that has more energy in the lower frequencies than in the higher frequencies. It is often used in sound masking because it can provide a more natural and soothing sound than white noise.
* Nature sounds: Nature sounds, such as the sound of a waterfall, birdsong, or rain, can be used for sound masking to create a calming and relaxing environment.
* Music: Soft, instrumental music can be used for sound masking to provide a pleasant background sound that can help to reduce the perception of unwanted sounds.
Here we show sounds within an office space. Some gets absorbed (in the ceiling panels), some can be blocked by dividers, and then through the use of Sound Masking, speakers emit sound to counter what is remaining with the space.
https://mynoise.net/NoiseMachines/whiteNoiseGenerator.php
Here is a cool Noise generator that provides different types of noise, as well as sound at different frequencies.
Noise barriers: By installing noise barriers, the noise entering a space can be minimized. Some effective noise barriers are:
* Walls: Thick walls made of dense materials such as concrete, brick, or stone can provide a significant barrier to sound transmission. Increasing the mass and thickness of walls can help to reduce the amount of sound that passes through them.
* Floors and ceilings: Floors and ceilings can also be effective noise barriers when made of dense materials such as concrete or wood, or by adding an additional layer of acoustic insulation between them. The process of 'floating' a floor involves decoupling the flooring from the substrate, so they are not connected. A ceiling structure can also be decoupled or separated from the structure of the building by using resilient channels or isolation clips to suspend the floor or ceiling away from the building's structure.
* Windows and doors: Windows and doors are often the weakest points in a room's sound barrier. Double-paned windows or laminated glass can help to reduce sound transmission through windows, while solid-core doors with weatherstripping can help to reduce sound transmission through doors.
* Seals and gaskets: Sealing gaps with acoustical sealant or specialized gaskets in walls (like windows or electrical outlets), ceilings, and floors can help to prevent sound transmission.
* Exterior noises: placing fencing or dense vegetation between the noise source and the building can help minimize the outside sounds from entering in.
Here is a highway noise barrier.
Room design: By designing the layout of a space to optimize the acoustical properties, it's possible to improve the sound quality of a space. Considerations for this include:
* Room shape and size: The shape and size of a room can have a significant impact on its acoustic properties. Rooms with irregular shapes or sharp angles can create echoes and unwanted reflections, while rooms that are too small or too large can result in poor sound quality. Ideally, rooms should be designed with regular shapes and dimensions that allow for optimal sound propagation.
* Room layout: The layout of a room also affects its acoustic properties and where sound resolution, and comfort is optimized. For example, placing furniture, such as bookshelves, a fabric sofa, or curtains in strategic locations can help to diffuse and absorb sound and reduce unwanted echoes.
* Materials selection: The selection of materials used in room design is important as each material has different noise reduction characteristics (as we learned in Module 2.5 (?), where we discussed 'NRC'). As examples, carpeting, drapes, and acoustically superior furniture, can help to reduce unwanted echoes and reflections.
HVAC design: The design of the Heating, Ventilation, and Air Conditioning (HVAC) system can have an important impact on the acoustical environment of the space. To ensure that a room is acoustically comfortable, there are several HVAC considerations to keep in mind:
* Noise generation: HVAC systems can generate significant amounts of noise, which can be a source of annoyance or distraction for occupants. To minimize noise generation, it is important to select equipment and components that are designed to operate quietly. This can include selecting quiet air handling units, low-noise fans, and noise-reducing ductwork, all of which reduce the level of unwanted noise. And, this is where the ASHRAE guidelines (Module #3) come into play.
* Vibration transmission: In addition to noise generation, HVAC systems can also transmit vibrations that can be heard or felt by occupants. To minimize vibration transmission, it is important to select equipment and components that are designed to operate smoothly and without excessive vibration. This can include selecting vibration-isolating mounts and vibration-reducing ductwork.
* Ductwork design: The design of the ductwork can have a significant impact on the acoustics of a room. Ducts should be designed to minimize air turbulence and pressure drops, which can create noise and reduce the effectiveness of the HVAC system. It is also important to select duct materials and insulation that are designed to minimize sound transmission.
Here are common HVAC sounds: 1) Duct borne noise, 2) Noise radiating from the equipment, 3) Plenum duct noise, 4) noise coming from the ducts, and 5) terminal noise that comes out of the end of ducts or grills
Lighting design: The lighting design of a space can also impact the acoustical environment. Here are several ways lighting design affects acoustics:
* Sound absorption: The materials used for lighting fixtures, such as recessed ceiling lights or hanging pendants, can contribute to the absorption of sound. For example, fixtures made of fabric or other porous materials can help to absorb sound and improve the acoustic environment of the space, while recessed or surface-mounted fixtures that are flush with the ceiling can create a reflective surface that can contribute to unwanted echoes and reverberation. Pendant fixtures that hang from the ceiling can help to break up these reflections and reduce unwanted echoes.
* Reflection: Lighting fixtures can also contribute to the reflection of sound within a space. Fixtures with smooth and reflective surfaces, such as metal or glass, can reflect sound waves and create unwanted echoes and reflections.
* Placement: The placement of lighting fixtures can also affect the acoustics within a space. Fixtures placed directly above reflective surfaces, such as hard floors or tables, can create strong reflections and echoes. Fixtures placed above absorbent surfaces, such as carpets or drapes, can help to reduce reflections and improve the acoustic environment.
In summary, it's worth noting that achieving sound comfort is a complex task that requires the consideration of many factors, including the space dimension, construction methods used to build the space, and the acoustical properties of the materials used within the space, among others. Ultimately, each space will have specific requirements, inclusive of goals and strategies, based on the use of the space, who the occupants will be, and what the acoustic goals are, if they exist.
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Your New Puppy!
YOUR PET NEEDS PROTECTION
If you have a new puppy or kitten, you owe it to yourself and to your new pet to provide optimum protection against the serious diseases seen in this area. We have developed a Comprehensive Wellness Program that allows you to provide the necessary preventive health care for your pet at the most affordable cost possible. It is an investment in love, companionship, security, loyalty, and devotion for both you and your new family member.Just as with children, new young pets require several preventive care visits during the first year of life, as well as yearly thereafter.
Each visit will include:
* Weighing the pet.
* Obtaining the pet's medical history.
* Wellness physical exam.
* Client education materials appropriate for each visit.
* Nutritional and behavioral counseling as needed.
* Appropriate vaccinations at each visit.
* Intestinal parasite testing and deworming as needed.
* External parasite control recommendations.
Tips to help make vet visits less stressful for your animal:
* Play with paws daily to help make nail trims less stressful
* Play with ears so doctors can easily look down ears
* Play with the mouth so your animal will feel more comfortable with doctors checking their teeth
* Socialize your puppy with other animals and people to help them feel more comfortable with new people at vet visits
* Bring familiar treats to vet appointments to reward your puppy for good behavior at visits
There is a national hotline for antidotes for poisoning: (888) 426-4435.
For more information about puppy training and care please visit our website: www.theveterinaryclinic.net
PUPPY VACCINATION SCHEDULE
A new puppy is an exciting addition to your family. The puppy's health is both your and our responsibility. Following is a schedule of vaccinations:
6 to 8 weeks:
Physical Examination
Distemper, Hepatitis, Parainfluenza, Parvovirus (DHPP)
Intestinal Parasite Examination
Deworming Medication - used through 5 months of age
Cost Estimate:$150
9 to 11 weeks:
Physical Examination
2nd Distemper, Hepatitis, Parainfluenza, Parvovirus (DHPP)
Intestinal Parasite Examination
Complementary Flea and tick preventative
Start Heartworm Preventative
Cost Estimate: $120
12 to 14 weeks:
Physical Examination
Distemper, Hepatitis, Leptospirosis, Parainfluenza, Parvovirus (DHLPP)
Intestinal Parasite Examination
Heartworm Preventative
Flea and Tick Preventative
Cost Estimate: $150
15 to 17 weeks:
Physical Examination
Distemper, Hepatitis, Leptospirosis, Parainfluenza, Parvovirus (DHLPP)
1 year Rabies
Bordetella (Kennel Cough)
Intestinal Parasite Examination
Heartworm Preventative
Flea and Tick Preventative
Cost Estimate:$190
SPAY-NEUTER FACTS
All pets should be surgically/neutered for many reasons:
FEMALES (Spaying - Ovariohysterectomy)
* Prevents signs of estrus (heat).
* Prevents blood stains on the carpet from the "heat" cycle.
* Decreases the surplus of puppies and kittens.
* Decreases the chance of developing breast tumors later in life.
* Decreases the chance of cystic ovaries and uterine infections later in life.
* Anesthesia is a much less risk at the younger age.
* Prevents breast development if done before breeding age.
MALES (Neutering - Castration)
* Decreases the desire to roam the neighborhood.
* Decreasing aggression becomes more loving pets (more affectionate).
* Decreases incidence of prostate cancer later in life.
* Prevents odor of male urine.
* Prevents marking furniture and walls.
Facts about Spaying/Neutering:
Spaying does not cause a pet to get fat or lazy. This comes from overfeeding and poor exercise. Personalities are not altered by spaying. Personalities do not fully develop until two years of age. Aggressiveness and viciousness are not the result of surgery. Personalities will ONLY get better! Surgical risk is very slight due to modern anesthesia and techniques, but there is always some risk when an anesthetic is used. It is much easier on the pet to be spayed before going through a "heat" cycle, due to the smaller size of the reproductive tract. Best age to spay or neuter pets is 6-8 months of age. Surgery is performed painlessly while your pet is under general anesthesia. Postsurgical pain is minimal. Most pets go home the same day surgery is performed.
VACCINATIONS
Many of the serious diseases of dogs can be prevented by vaccination. With over 50 million pet dogs in the United States alone, your pet is bound to encounter an infectious disease at some time. Even if you always keep your pet indoors, your dog can be exposed to viruses carried in the air, in dust, or on clothing. Vaccination is inexpensive protection against costly treatment, or even premature death of your dog.
DISTEMPER:
Distemper is one of the two most important diseases of dogs to prevent. It is very widespread, and nearly every dog will be exposed to distemper within the first year of life in our area. Signs include coughing, vomiting, diarrhea, and loss of appetite, fever, and discharges from the eyes and/or nose. "Squinting" of the eyes is often the first sign observed. Once the virus enters the nervous system, convulsions, twitches, or partial paralysis become evident. It is spread through all body secretions and is highly contagious. It is usually fatal.
PARVOVIRUS:
Since its devastating worldwide appearance in 1978, most dog owners have heard of parvo. It is transmitted through direct contact with an infected dog's feces. A dog that recovers from the disease remains a "carrier" spreading the virus in its bowel movements for 1-3 months. Signs include vomiting, fever, depression, and diarrhea, which often will contain large amounts of blood. There is another form where the virus attacks the heart muscle causing a heart attack and death. The younger the pet is the GREATER the chance of death. The death rate is very high in dogs under 4-6 months of age. Dogs remain susceptible to Parvovirus infection until two WEEKS AFTER THE LAST INJECTION in the vaccination series. This is the MOST SERIOUS and FATAL disease we see today.
INFECTIOUS CANINE HEPATITIS:
Canine hepatitis affects the dog's liver. Spread through an infected dog's urine, exposure can mean anything from a mild infection to death. Puppies are at the most risk with this disease. Vaccination has controlled this disease for several years, making it rarely seen by the veterinarian today.
LEPTOSPIROSIS:
"Lepto" is a bacterial infection that affects the dog's kidneys. It can reside as a low-level infection for months or years, infecting other dogs while weakening your pet. It is controlled by vaccination.
CANINE COUGH COMPLEX:
Technically known as "tracheobronchitis," it is an upper respiratory infection with the major sign being a persistent, dry, hacking cough. It often lasts several weeks and is HIGHLY CONTAGIOUS. It is caused by several viruses and bacteria, which are included in the vaccinations.
RABIES:
Rabies is a FATAL INFECTION of the nervous system that attacks all warm-blooded animals, including humans. Rabies has become synonymous with the image of a vicious dog. Rabies is a public health hazard and a personal risk to all pet owners. Many states require vaccination against rabies, and most veterinarians recommend vaccination for all dogs and cats, regardless of state law. Rabies can be transmitted through the bite of an infected animal. Even dogs kept indoors can encounter a rabies carrier in a basement, garage, or attic. Because there is no cure for rabies, vaccination is your pet's only protection
INTESTINAL PARASITE INFORMATION
http://www.capcvet.org/
Dogs and cats can become hosts to many intestinal parasites, and a few general statements apply to all parasitic infections:
*
* All deworming medicines are poisonous to some extent and should only be used as needed and under proper conditions.
* At this time, there is no one dewormer that can eliminate all species of parasites.
Consequently, an accurate diagnosis is necessary to treat your pet properly.
* Diagnosis is usually made from a fresh stool sample (passed less than 12 hours prior to testing) or, in the case of tapeworms, seeing the segments in the stool.
* Most puppies and kittens are infected before birth and, for this reason, will need deworming starting at 3 weeks of age.
* Occasionally, for a heavy parasitic infection, 3 or even 4 treatments may be necessary to eliminate the parasite.
Ascarids: ("Roundworms")
* Round; white; 2-4 inches long: may curl up when seen; resemble "spaghetti"
* May be vomited up from stomach; or coughed up from the lungs.
* Are most commonly found in young puppies and kittens.
* May cause intestinal blockage when found in large numbers.
* Puppies & kittens are infected by the eggs that are ingested off the ground.
* Are transmittable to humans.
* This is a common worm of puppies and kittens but can be seen in any age dog or cat. Diagnosis is made from a microscopic examination of the feces or from a description of the worm if it is seen in the stool or vomit. Treatment is an oral medication given at 3week intervals. Symptoms will vary from none to marked vomiting and diarrhea, and abdominal swelling. Transmission to adult dogs and cats occurs by infected feces contaminating the yard. As a result, prevention is accomplished by isolating your pet from infected feces of other animals. For dogs, the heartworm preventives also prevent roundworm infection. Transmission to humans is rare; young children can develop "visceral larval migrants'" by eating dirt contaminated with feces.
Hookworms:
* Very thin, almost transparent; 1/4 -1/2 inch long.
* Normally not visible to the naked eye.
* Hook on to the intestine and suck blood, which causes anemia.
* The mother may infect puppies through the milk when nursing.
* May be ingested orally or may actually penetrate the skin (usually through feet).
* Are transmittable to humans
* Causes bloody diarrhea and death when severe.
* Most harmful of all internal parasites!
* This is also a common worm of puppies and kittens but is seen with equal frequency in adults. This parasite sucks your pet's blood and can cause severe anemia. Diagnosis is made from a microscopic examination of your pet's stool. Treatment is either an oral medication, an injection, or both. This is repeated 3 weeks later. Symptoms will vary from none to blood in the stool (dark tar-colored stool) with diarrhea. Severe cases may need a transfusion and hospitalization. Transmission to adults occurs by infected feces contaminating the grass or soil. Prevention, therefore, requires that the pet be kept away from contaminated areas. Two types of heartworm preventive can also prevent hookworm infections in dogs Transmission to humans is uncommon and usually shows up as skin lesions.
Whipworms:
* Inhabit the lower part of the intestine (colon).
* Causes chronic diarrhea, sometimes containing blood.
* Normally not visible to the naked eye.
* Eggs are ingested off the ground.
* This worm affects dogs only. Diagnosis is also made from a microscopic exam of the feces. Eggs from this parasite pass intermittently, however, so it may be necessary to check multiple fecals before a diagnosis is made. Treatment is an oral or injects able medication given at 3 to 12 week intervals depending on the severity of the infection. Symptoms vary from none to severe watery diarrhea, vomiting, and marked weight loss. Some dogs require hospitalization for treatment of dehydration, malnutrition, and infection. There is no human transmission.
Tapeworms:
* Short, flat segments (look similar to "rice" or "cucumber seeds").
* Causes a poor appearance and dry skin.
* Often seen on the hair around the rectum.
* Cannot be diagnosed by microscopic exam like other parasites, unless a segment just happens to be present—segments are not passed every day.
* Spread by fleas, rabbits, birds, and other rodents— not by dogs and cats.
* This common worm affects both dogs and cats. Transmission occurs when your dog or cat bites and "eats" a flea. The intermediate form of the tapeworm is inside the flea's body and it then attaches to the intestine and begins to grow "segments". In about 3 weeks, these segments begin to pass in the stool. They are approximately ¼ to ½ inch long, flat, and white. After a short time in the air, they dry up to resemble a small yellow flat seed. Diagnosis is made from seeing these segments on the stool or on the pet's back end rather than a microscopic fecal exam. Treatment is either by oral tablets or by an injection. The tapeworm medication kills existing tapeworms but it does not prevent future infection. The only prevention is strict flea control. There is no direct transmission from dog or cat to a human.
Giardia:
This parasite is not a worm. It is a very tiny single-celled parasite that can live in the intestines of dogs, cats, and man. It is seen most commonly in dogs coming out of kennel-type situations (pet stores, shelters, dog pounds, etc.) but its incidence is increasing. Symptoms include intermittent or continuous diarrhea, weight loss, depression, and loss of appetite. Diagnosis is made from a very fresh fecal specimen that must be collected at the clinic for optimum results. A surprising number of affected animals are "occult"; that is, they are infected but are negative on these tests even with multiple examinations. As a result, this parasite is often treated without a confirming diagnosis. Treatment is an oral medication administered at home. Prevention involves careful disposal of all fecal material and cleaning contaminated areas. Humans can become infected with Giardia so special care must be taken to wash hands and utensils.
Coccidia:
This is also a single-celled parasite. It is seen primarily in puppies and kittens, although debilitated adults can also be affected. Transmission occurs by eating the infective stage of the parasite. It then reproduces in the intestinal tract causing no symptoms in mild cases to bloody diarrhea in severely affected pets. Diagnosis is made from a fresh stool sample. Treatment varies greatly. Animals showing no signs of illness are often not treated because a mild case is often self-limiting. Pets with diarrhea are treated at home with an oral medication. Severely affected pets may need hospitalization. Prevention involves disposal of all stools and cleaning the pet's living area. Human transmission is uncommon but can occur.
Intestinal Parasite Prevention:
* Fecal examination of your pet's stool should be done every 12 months.
* Use specific dewormers for the type parasite present, as determined by microscopic fecal examination. Over-the-counter deworming medications are usually not effective against most internal parasites that cause the real problems!
* Remove feces from your lawn, street, or kennel daily.
* Exercise your pets in grassy areas not frequented by other animals.
* Prevent your pet from eating rodents, such as mice, rats, and rabbits.
* Prevent your pet from eating earthworms, which spread "roundworms."
* Control fleas!
* Deworm pregnant pets before breeding, and again before whelping to help prevent infection to newborn pets.
ZOONOSES (transmissible to humans)
RABIES:
Deadly to people as well as many species of animals. Law must vaccinate all dogs & cats. Raccoons, skunks, foxes, and bats are common carriers. Rodents and rabbits are uncommon carriers. Wild animals cannot be vaccinated. There is no effective treatment for the disease. Prevention by vaccination is a must.
ROUNDWORMS:
An intestinal parasite that is prevalent in most all puppies and kittens. These intestinal parasites can cause problems in people but especially, young children, older people, and people that are immunosuppressed. Please inform your human medical physician of additions of pets to the home.
TOXOPLASMOSIS:
A protozoan disease carried by some cats. Eggs of the parasite (oocysts) are shed in the cat's feces, and then ingested by other animals (and people) causing disease. The primary concern in people is the potential for causing birth defects. Litter boxes should be changed daily and pregnant women should not be allowed to change the litter box, even though the stools are not infective until they have remained in the litter box for 48 hours or more. Ask for a specific handout on this disease.
RINGWORM:
60% of all kittens are thought to be carriers, even though they show no clinical signs of the skin disease. It can spread to the entire family. A fungal culture is recommended for all new cats brought into a household to screen for this disease. All cases of hair loss in your cat should be presented to a veterinarian promptly for a definite diagnosis
GIARDIA:
An intestinal parasite carried by dogs and cats that may possibly be transmitted to humans. The major clinical sign is diarrhea although carriers may not show any sign of the disease. Routine internal parasite tests should be performed on all pets at least once each year. This disease is commonly present in wild animals.
PNEUMONITIS:
This disease is caused by a "Chlamydia" organism and can cause human eyelid infections (conjunctivitis). Best prevention is vaccination of the cat for the disease and good sanitation, such as washing your hands after handling a cat.
HEARTWORMS:
Heartworms can cause disease in both dogs and cats and has been reported in people. It has been confused with cancer in the lungs of humans. The heartworm has also been found in the eye of humans. All pets should be on prevention.
CRATE TRAINING FOR PUPPY
An airline shipping crate or wire crate provides guaranteed confinement of your puppy for reasons of security, safety, travel, and housetraining. Dogs love crates! It is their "own private place" --a "security blanket." The crate helps to satisfy the "den instinct" inherited from their ancestors. If the dog would have his choice, I suspect he would take having his life controlled and structured by his owner, rather than being punished later for causing trouble. Failure to housebreak a dog is a major reason many dogs eventually end up in the animal shelter!
The crate, when correctly and humanely used, has many advantages for both you and your pet:
You can:
- Enjoy complete peace of mind when leaving your dog at home alone, knowing that nothing can be soiled or destroyed and that he is comfortable, protected, and not developing any bad habits.
- Housebreak your dog more quickly by using the close confinement to encourage control, establish a regular routine for outdoor elimination, and to prevent "accidents" at night or when left alone.
- Effectively confine your dog at times when he may be underfoot (meals, family activities, unwelcome guests, workmen, etc.), over-excited or bothered by too much confusion, too many children, or illness.
- Travel with your dog without risk of the driver being dangerously distracted or the dog getting loose and hopelessly lost, and with the assurance that he can easily adapt to any strange surroundings as long as he has his familiar "security blanket" along.
Your dog can:
* Enjoy the privacy and security of a "den" of his own to which he can retreat when tired, stressed, or ill.
* Avoid much of the fear/confusion/punishment caused by your reaction to problem behavior.
* More easily learn to control his bowels and to associate elimination only with the outdoors or other designated location.
* Be spared the loneliness and frustration of having to be isolated (basement, garage, outside) froqm comfortable indoor surroundings when being restricted or left alone.
* Be conveniently included in family outings, visits, and trips instead of being left behind at home. You want to enjoy your pet and be pleased with his behavior. Your dog wants little more from life than to please you. A dog crate can help to make your relationship what each of you wants and needs it to be.
CRATE COST:
Even the most expensive dog crate is a bargain when compared to the cost of repairing or replacing a sofa, chair, woodwork, wallpaper, or carpeting! Always buy one that is "airline approved."
CRATE SIZE:
A crate should always be large enough to permit the dog to stretch out flat on his side without being cramped and to sit up without hitting his head on top. It is always better to use a crate a little too large rather than one a little too small. Measure the dog from the tip of the nose to the base (not tip) of the tail. Allow for growth by adding about 12 inches. A crate too large can be made smaller by adding a partition of wire, wood, or Masonite. Remember that a crate too large for a young puppy defeats its purpose of providing security and promoting bowel control.
LOCATION:
Since one of the main reasons for using a crate is to confine a dog without making him feel isolated or banished, it should be placed in, or as close to, a "people" area--kitchen, family room, etc. To provide even a greater sense of security and privacy, it should be put back in a corner. Admittedly, a dog crate is not a "thing of beauty," but it can be forgiven for not being a welcome addition to the household decor as it proves how much it can help the dog to remain a welcome addition to the household.
CRATING A PUPPY:
A young puppy (8-16 weeks) should normally have no problem accepting a crate as his "own place." Any complaining he might do at first is not caused by the crate, but by his learning to accept the controls of his new environment. Actually, the crate will help him to adapt more easily and quickly to his new world.
Place the crate in a "people" area the kitchen, if possible, in a spot free from drafts and not too near a direct heat source. For bedding, use an old towel or piece of blanket that can be easily washed. Avoid putting newspaper in or under the crate, since its odor may encourage elimination.
Establish a "crate routine" immediately, closing the puppy in it at regular intervals during the day (his own chosen nap times can guide you) and whenever he must be left alone for up to 3-4 hours. Give him a Nylabone chew toy for distraction and be sure to remove collar and tags which could get caught in an opening.
The puppy should be shown no attention while in the crate. Dogs tend to be much better psychologists than their owners--often training the owner, rather than the owner training the puppy. Any attention shown to the puppy will simply cause the puppy to believe that whining, crying, etc., is all that is needed for him to get more attention.
The puppy should be taken outside last thing every night before being put into the crate. Once he goes into the crate, he should stay there until first thing in the morning. IMMEDIATELY when the puppy is removed from the crate, he should be taken to the chosen area for his bowel eliminations.
Always feed the puppy early enough to allow ample time for bowel elimination after eating before placing the puppy in the crate. This can be up to one hour, depending on the dog. Simply clock the time after eating until the bowel movement occurs to determine this time interval for your puppy.
After the puppy is fully housetrained (usually 8-12 weeks of cage use), you simply can leave the door open (or take it off) and allow the puppy to come and go as he chooses. If the puppy becomes destructive during his growing phases, it is a simple matter again of confining him in the crate when he is not under your supervision.
Even if things do not go too smoothly at first- DON'T WEAKEN and DON'T WORRY! Be consistent, firm, and be very aware that you are doing your pet a real favor by preventing him from getting into trouble.
CHEWING
Puppies are chewing machines!!!
The inherited tendency to investigate the surroundings is very strong in the young dog. Your success preventing chewing problems depends on how effectively you can channel your pup's tendency toward acceptable chews, rather than unacceptable items. Between the ages of three and six months, your puppy will begin to teethe. Just like babies, puppies chew to relieve some of the discomfort associated with the eruption of the permanent teeth. Puppies also chew to explore their environment as a form of play. It makes little difference to a puppy whether he chews on a toy or on a pair of your favorite shoes. He needs your help and direction in chewing on what is appropriate and what is not.
The two distinct periods when excessive chewing is likely to occur are during the teething period at three months of age, and during the time when the permanent teeth become set in the jaw between 6-12 months. Regardless of these times, the young puppy will continually attempt to investigate objects with his mouth. It is at this age that he or she must be taught what is acceptable to chew and what is not!
A common mistake people make frequently is to provide chewable objects that, in texture, resemble valued objects. The puppy cannot distinguish between rawhide chews, an old shoe, and a good shoe! If he or she learns that chewing any time leather product is acceptable, then all leather products become fair game.
Another concern often overlooked concerns the pup's ingestion of harmful objects. We periodically have to surgically remove needles, bones, and small toys from the stomach of puppies.
Follow These Tips to Help Train Your Pup Properly:
Never leave a puppy unattended unless he's RESTRICTED to a damage-proof area. We highly suggest airline-shipping crates for confinement during the first 4-8 weeks. This also helps greatly with housetraining.
Purchase NYLA-BONE. Never allow products that can be swallowed or chewed into splinters. We do not recommend rawhide chew toys, other than CHEW-EEZä, which help keep the teeth clean.
When the pup begins to chew something, he shouldn't, don't correct him with a raised voice, just remove the object. IMMEDIATELY offer him one of his chews, but do not force it into his mouth. Simply place it before him and praise.
After he's finished with the acceptable chew, spray the unacceptable item with rubbing alcohol, and put it into his mouth. Praise him when he spits it out. Repeat several times. Bitter Apple can also be used. If he doesn't spit it out, generously spray a cotton ball with the product and place it briefly in his mouth. Then follow with the unacceptable item. Give him a soda cracker to help clear the unpleasant taste.
Periodically take him never call him to those unacceptable items, which he previously chewed. Remind him to stay away by very lightly spraying them with the product, then try inserting it into his mouth. Praise lavishly when he avoids it or spits it out. Get into the habit of looking for trouble before it occurs.
If your pet chews or eats something, which you think could be potentially harmful, call the clinic for advice.
.
There is a national hot line for antidotes for poisoning: (888) 426-4435
ENVIRONMENT and NUTRITION
ENVIRONMENT
1. Protect the puppy from temperature variations. Remember that it is 8 o –10 o F cooler on the floor than at your eye level. Avoid drafty areas.
2. Completely DRY the puppy to prevent chilling after each bath. A bath is OK whenever it is needed, provided the puppy is thoroughly dried to prevent chilling. A blow dryer is preferred to insure complete drying. As a rule, puppies should not be bathed more than once each week, unless needed. The shampoos we dispense are pH balanced to avoid irritation of the pet's skin. Most over-the-counter shampoos are not. That is the major reason pets scratch after a bath using an over-the-counter product.
3. Portable Airline Shipping Crates make excellent beds for puppies, as well as aiding in housetraining. We suggest confinement of the puppy in a crate for the first 6 - 8 weeks at all times the puppy is not closely supervised to prevent housebreaking accidents. Puppies are "den" animals and like the security of the cage. Puppies are clean animals by nature. They do not want to mess up where they stay. Cage confinement encourages them to hold the eliminations as long as feasible which greatly enhances bladder and rectal tone.
NUTRITION:
1. Feed HIGH Quality Puppy Foods. No generic or cheap brands!! Cheap brands of dog food substitute low quality protein sources, which often cannot be utilized by the pup. We highly recommend the premium, high quality foods. These foods are much more concentrated than typical grocery store brands. Even though these foods cost a little more than commercial store brands--over a month's time, it really will not cost you more to feed the pup, since you will be feeding less food if you follow the chart on the package. These foods greatly decrease stool volume, making housetraining easier.
2. Feed puppies 2 - 3 times daily until 6 months of age. Then feed twice daily until one year of age. Adult dogs can be fed either once or twice daily.
3. Feed the puppy ALL IT WILL EAT IN 15 MINUTES each feeding. Do NOT leave the food out continuously if you are trying to housetrain the pup.
4. We prefer to feed no table scraps. These often make the dog a "finicky eater" as well as cause vomiting or diarrhea.
5. It is best to avoid milk. It is best to give no milk since high quality commercial puppy food is balanced to contain everything the puppy needs for optimum growth.
6. The only real difference in canned and dry food is the amount of water it contains. Canned food is composed of 80% water. Therefore we recommend dry food because it is much more economical--the nutritional content is the same. A tablespoon of canned food can be mixed with the dry food to enhance the flavor if you wish. Simply warming dry food in the microwave or by adding hot water enhances the flavor. Dry food also is better for teeth care. Make any changes in brands of food gradually by mixing the old food with the new food to prevent diarrhea and digestive upsets. We recommend feeding DRY FOOD ONLY after 3 months of age. Vitamin supplementation is recommended to increase the pet's resistance and improve general body health.
PREVENTING PICKY EATERS
Poor eaters are made, not born. It is very important to develop good eating habits in your dog as this will affect his health for the remainder of his life. The following list of rules will help you establish good patterns of eating for your dog.
1) Set up a regular feeding schedule and keep it, even on weekends.
2) Do not feed free choice.
3) Do not feed table scraps.
4) Do not feed anything between meals.
5) At feeding time, put down a measured amount of food and leave the room for five minutes.
6) Return after five minutes and remove any left-over food. Do not feed the dog anything until the next scheduled mealtime. (The dog will not starve)
7) The dog may not eat for a few days but will be eating properly in a short time.
HAVE A GREAT TIME TOGETHER!!!!
HOUSEBREAKING PUPPY
Using these guidelines a puppy of six to eight weeks can be housebroken within a couple of weeks. Any mistakes the dog makes after that will be your mistakes, and you should consult our clinic for more information.
Housebreaking depends upon the instinct of dogs to keep their bed clean. You can make use of this instinct by creating a sort of home "den" for them. Dogs are "den animals." Their own private place gives them a sense of security. Confinement is not cruel unless abused.
Do this by constructing or obtaining a box that will have a door or lid on it with adequate ventilation holes. The box should be big enough for the puppy to turn about in and even to lie at full length, but no larger. The lid, or door, is required to keep the puppy from climbing out. Airline crates work well.
A puppy does not want a mess in his bed and then sleep in it! He might get caught the first night, but he won't the second. However, if the box is so large that he can relieve himself in one end and sleep in the other, he will do so.
Remember that on the very first day it is important to start giving the puppy all his naps in the box. Puppies sleep 75% of the time. When the puppy awakens from his nap, you immediately lift him out of the box and carry him outside to a spot that you previously have selected.
You must take him to this spot before and after play; always when he awakens from a nap; and always the first thing in the morning and last thing at night. You must never "just put him out." Instead, you must take him to this spot, urge him to go, and PRAISE him when he does. Within a week, you'll have him going on command.
POINTS TO REMEMBER:
* A dog can only understand scolding and praise if it occurs within a half second of the event you are trying to control. Catching a puppy "in the act" is the best time to scold or praise. After the event has occurred, it is too late to scold, or praise, because the puppy will associate your feedback with whatever he is doing at the time, not ten minutes before. Rubbing his nose in his mistakes is a worthless technique and only confuses the dog.
* Dogs need to relieve themselves after eating, sleeping and playing.
* Feed your puppy the same time every day. This will help keep the dog's digestive system regular and it will be easier to predict when he needs to go out.
* Start housetraining on a weekend when everyone will be home and able to help. If mistakes happen, clean it up well and spray an odor neutralizer on the wet spot and rub it in well.
Good luck and please consult our clinic if you are having any difficulties in housebreaking your puppy.
PET-PROOFING YOUR HOME
Kittens and puppies are lively and curious, which can get them into serious trouble. Remember that your young pet sees everything from a much lower vantage point than you—like a baby who has begun to crawl—and may be attracted to things you do not see while standing up.
It's impossible to totally pet-proof your home against accidents, but here are some recommendations:
*
* Securely screen all windows to help prevent falls, and keep your pet off of balconies, upper porches, and high decks.
*
* Securely store cleaning supplies, laundry detergent, bleach, paint, paint thinner, pesticides, fertilizer, disinfectants, mothballs, roach & rat poisons, medications, and antifreeze. Make sure you keep these in tightly closed areas to which your pet cannot gain access. Keep all cabinet doors closed securely.
*
* Remove poisonous house- plants or place them in hanging baskets completely out of reach of all pets. Some plants that are poisonous include amaryllis, English ivy, narcissus, dieffenbachia, mistletoe, poinsettia, holly, philodendron, azalea, rhododendron, daffodil daphne, foxglove, bleeding heart, potato, iris, ivy, oleander, rubber plant, tobacco, tulip, clematis, morning glory, and weeping fig.
*
* Keep toilet lids down. Young pets may decide to play in the water, and the lid could close and trap them; also, toilet bowl cleansers are harmful if swallowed.
*
* Store plastic bags where the young pet cannot get inside them and suffocate or chew/tear them and swallow bits of plastic. Plastic six-pack holders used for packaging beverages should be cut apart.
*
* Keep exposed electrical cords as short as possible or tack them against a baseboard so the pet cannot play with or chew on them.
*
* Never give your pet any medication without first consulting with your veterinarian. Never use over-the-counter products on pets without first checking with your veterinarian. Veterinarians are the true pet experts. Guard against potential exposure to human medications. Even in small doses, aspirin, acetaminophen, diet pills, sleeping pills, and tranquilizers can all be fatal to your pet.
*
* Keep all dresser drawers, trunks, and closets closed. Always check to see where the pet is before closing refrigerator doors, the oven, washer, or dryer.
*
* Always be sure your pet is secure before leaving the pet alone. We strongly recommend the pet be confined in a plastic travel crate for at least the first few months.
*
* If the pet is allowed outdoors, always be sure to blow your horn and hang on the hood before starting and moving your vehicle. Kittens especially like to crawl up under the hood to keep warm.
*
* Keep sewing supplies out of your pet's reach. Buttons, needles, pins, and thread can hurt his mouth or cause intestinal obstructions if swallowed. The same goes for nails, staples, screws, brads, earplugs, and aluminum can tabs.
*
* Do not use electric blankets for the pet's bedding.
*
* Never put anything other than the appropriate collar around a pet's neck. Ribbons can easily choke the pet if they should get caught on anything.
HELPFUL HINTS
- Avoid getting your pet into the habit of begging by always placing all treats as well.
- This helps to reinforce in their minds that any food they receive will be found in that place.
Get your pet accustomed to riding in the car:
Start off with short trips and gradually work up to longer ones. This will also relieve some of the anxiety pets feel on the way to Veterinarian's office by teaching them that car rides don't always mean a trip to the doctor! Note: It is a good idea, especially with very young animals, to plan the ride a few hours after their last meal to avoid upset stomachs! Young animals should not spend any long amounts of time outside until they are fully vaccinated:
New experiences can be created for puppies by erecting barriers, tunnels, etc. This is an excellent way to give quality play time and exercise to a virtually housebound animal, as well as helping to stimulate mental growth and development. Give your pet a treat when he successfully completes a barrier or tunnel.
When disciplining your pet, NEVER call him to you to be punished: Get up and go over to him. He will be much more willing to respond to the "come" command if he associates it with affection, treats, or a trip in the car.
Pets should not be given any type of cloth toys, articles of clothing or shoes to play with:
* It very difficult for them to distinguish between these "toys" and actual articles of the family's.
* Never play aggressive or "equal basis" games with your pet, especially a dominant puppy:
* Even during play time, it should be made clear to your pet that you are the pack leader at all times. It is possible to have lots of fun with your pet without losing your image as the authority figure. Avoid playing fighting, tug-of-war, etc.
* To help your pet adjust to his or her den, use a rag or blanket to play with your pet on, and then use it in the den.
* This playing on the rug will help the pet to associate it with good feelings and pleasant activities.
TRAVELING WITH YOUR PET
This checklist should help you have a more enjoyable vacation when traveling with your pet.
* Leash your dog, to prevent injury, avoid loss, and as a consideration for other people.
* Crate train your pet. The crate becomes security to your pet. Keep the pet crated when the vehicle is moving for security and safety. The crate will help protect the pet in case of an accident.
* Be sure the pet wears a collar, Rabies Tag, and ID Tag in case it should become lost.
* Take the usual food. Sudden diet changes are the most common causes of vomiting and diarrhea.
* Never assume you will be able to find special diets away from home, carry ample amounts. Stick to a routine feeding schedule.
* A supply of drinking water should also be considered to allow gradual change. Simply take a gallon jug, add new water to the jug as the home water is used out of the container.
* Don't forget any prescribed medications required by your pet.
* Take the pet's vaccinations records and rabies certificate. Many motels and campgrounds are now requiring proof of vaccinations.
* When driving, stop every two (2) hours to exercise the pet and give water.
* Tranquilizers and carsickness medications are available from our hospital. Over-thecounter products will not work. They work best if given on an empty stomach. Do not feed the pet for 4-6 hours prior to administering the medication. We usually recommend only feeding the pet once you reach each day's destination each day for best effect.
* Be responsible for your pet's eliminations. Take it to suitable places for urination. Carry a supply of plastic bags which can be placed on the hand-then turned inside out after the stool is grasped in your hand.
* Never leave your pet unattended in the car.
* Consider the feelings of others before taking your pet to visit friends or relatives. Be sure they have no allergy problems and really do not mind the pet accompanying you. Otherwise, everyone will have a better time (including your pet) if the pet is left in our care. Ask to see our boarding facilities.
WELL BEHAVED PET
Your dog instinctively seeks a master. If you show the patience and firmness needed for the correct training, your dog will let you be the boss. Start by shaping its behavior when it's a puppy. The time to start serious training is when your dog can concentrate more, at about 6 months of age.
Be consistent: If possible, the same person from the family should be the trainer. Be consistent in your commands, voice inflections, rewards or corrections, and signals.
It's all in the timing: Dogs equate rewards or corrections with those actions happening at the time. To discourage a behavior, correct the dog immediately after the action. If you wait too long, your dog won't understand why you are upset with him.
Reward your dog frequently: Food treats are the most effective training reinforcements. When you first start training reward good behavior often. As your dog becomes more proficient, you can taper off on the food treats.
Praise your dog: It is more important how you praise your dog than what you say. When praising your pet, use a happy, lighthearted tone of voice. For corrections, use a sharp verbal reprimand. Follow reprimands with a caress to give your dog a sense of security and assure it that you are still friends.
Never use force: A dog learns from the anticipation of reward, not from the fear of correction. Do not use a rolled-up newspaper or physical blows to correct your dog. You can pick it up by the loose skin at the scruff of the neck and shake it, like a mother dog corrects her puppies. This won't hurt your dog but establishes the fact that you are the master.
Keep training sessions short: Puppies have a short attention span. Ideally, the training sessions should last 15-20 minutes a day. Try to practice in an area that's free of distractions.
Be patient: Don't expect every training session to be successful. Remember, repetition is the only way a dog will learn. But if you keep your instructions clear, simple and consistent, your dog will do its best to please you.
Have fun with your dog: Schedule a play time after every training session to show your dog your approval and that you appreciate its hard work. This will help to develop a trusting relationship, which is the foundation for successful training.
HEARTWORM FACTS
* Adult Heartworms live in the right side of the heart.
* They are 6-14 inches long. Several hundred may be present in the dog!
* Heartworms impair blood circulation, resulting in damage to the heart, lungs, liver, and kidneys. Serious damage may occur, even before outward clinical signs are detected by the owner.
* Advanced signs include difficult breathing, coughing, tiring easily, listlessness, and loss of weight, and fainting.
* Heartworms are found throughout the United States and Canada.
Mosquitoes spread heartworms:
After ingesting blood from and infected dog, the MICROFILARIA ("baby" heartworms) is transmitted to another dog or cat when the mosquito bites it. Once the heartworms mature, they begin reproducing additional microfilaria. This MICROFILARIA IS NOT DANGEROUS TO THE INFECTED DOG. A mosquito must ingest the microfilaria before they can become infectious. The mosquito must then inject the heartworm larvae into the susceptible pet. It takes 3 to 6 months for adult heartworms to develop in a dog after an infected mosquito bites it. Heartworms occur in all breeds of dogs: large and small, shorthaired, and longhaired, inside-dogs and outside-dogs. Heartworms also now are known to infect cats. Diagnosis of Heartworms is by blood test to detect the "baby" heartworms in the blood. A special test to detect "occult heartworm disease" is sometimes required when heartworms are suspected, even if the initial screening test is negative, because a small number of dogs may have adult heartworms yet have no microfilaria in the bloodstream. Treatment is very SUCCESSFUL when the disease is detected early. The adult worms are killed with an injectable drug given in a series of 2 injections. A few days later, the worms begin to die, and are carried by way of the bloodstream to the lungs where they lodge in small blood vessels. They slowly decompose and are absorbed by the body over a period of several months. Other injections are required to kill the microfilaria (baby heartworms) later.
HEARTWORMS CAN BE PREVENTED!!!!
We strongly recommend the new once/month heartworm preventives or Injectable Heartworm preventative give once yearly or every 6 months, which also aid in the prevention of other internal parasites. It should be given all year long routine testing for Heartworms once each year is suggested for all dogs!
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The Development of Mathematical Model Consciousness in Junior Secondary Students: A Lesson Study of the Instruction of Congruent Triangles
Wenjing Xu, Qun Meng
Weifang Xiashan Experimental Middle School, Weifang 261325, Shandong, China
Abstract: The Compulsory Education Course Standards for Mathematics 2022 have highlighted the educational objectives of junior secondary mathematics by emphasizing the development of mathematical competence and practical learning. Model consciousness, as one of the fundamental mathematical competencies to be developed at the junior secondary level, can facilitate students' comprehension of the universal application of mathematics. Teachers of mathematics in junior high school should construct effective classroom activities based on the cognitive qualities of their students in order to enhance their mathematical model consciousness and comprehension of the substance of mathematics knowledge. This paper is a lesson study of the education of Congruent Triangles, and its purpose is to investigate strategies for fostering mathematical model consciousness among junior high school pupils.
Science Insights Education Frontiers 2023; 14(1):1991-2012.
Doi: 10.15354/sief.23.or088
How to Cite: Xu, W., & Meng, Q. (2023). The development of mathematical model consciousness in junior secondary students: A lesson study of the instruction of congruent triangles. Science Insights Education Frontiers, 14(1):1991-2012.
Keywords: Core Mathematical Competence, Mathematical Model Consciousness, Junior Secondary Students
Xu & Meng. (China). Mathematical Model Consciousness in Junior Secondary Students.
About the Authors: Qun Meng, Weifang Xiashan Experimental Middle School, Weifang 261325, Shandong, China. E-mail: email@example.com
Wenjing Xu, Weifang Xiashan Experimental Middle School, Weifang 261325, Shandong, China. E-mail: firstname.lastname@example.org
Correspondence to: Wenjing Xu at Weifang Xiashan Experimental Middle School of Weifang in China.
Conflict of Interests: None
© 2023 Insights Publisher. All rights reserved.
Creative Commons NonCommercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/bync/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed by the Insights Publisher.
Background and Objectives
CCORDING to the Compulsory Education Course Standards for Mathematics 2022 (henceforth referred to as the New Course Standards), the junior secondary level core mathematical competencies include abstract thinking, computing skills, geometric intuition, spatial thinking, reasoning ability, data consciousness, model consciousness, application awareness, and innovation disposition (Ministry of Education, 2022). Computing abilities, geometric intuition, spatial thinking, and data awareness serve as the basis for training abstract thought and reasoning ability, which are required for the development of model consciousness. The model consciousness of students contributes to their comprehension of the universality of mathematical application, hence enhancing their application consciousness and innovative disposition. Therefore, model awareness becomes an essential component of students' mathematical competence. A
The New Course Standards define mathematical model consciousness as students' understanding of applying mathematical models to solve issues and connecting math knowledge to actualities through mathematical modelling. Junior high school students should develop an understanding of the fundamental process of mathematical modelling, the ability to abstract mathematical subjects from real-world or specific situations, and the ability to use mathematical symbols to establish equations, inequalities, functions, etc. to represent quantitative relationships and the reasoning process in mathematical inquiry. Mathematical modelling is also valuable for themebased multidisciplinary education (Ministry of Education, 2022).
Shi (2016) argued that the purpose of mathematics education is to equip students with the skills necessary to view the real world from a mathematical viewpoint, investigate it using mathematical methods, and communicate it using mathematical terms. A mathematical model can also be referred to as mathematical language. We discover in our teaching practice that due to their incapacity to build mathematical models during the learning process, a sizable portion of students struggle when applying their knowledge of mathematics to evaluate and solve particular situations. Therefore, developing students' awareness of mathematical models is essential for the general growth of their fundamental mathematical skills.
This lesson study on the instruction of "Congruent Triangles" has the following goals: (i) to arouse teachers' interest in developing student mathematical model consciousness and to investigate how to promote it through effective design of classroom activities; (ii) to improve students' learning processes to maximize their engagement and to search for strategies to incorporate assessment of student mathematical modelling thought into classroom evaluation.
Teaching Design
Learning Contents
Geometric measures, geometric characteristics, and geometric relations are the three parts of the study of geometry at the compulsory education level (which includes primary and junior secondary schools). The study of geometric relationships includes the section on congruent triangles. The unit on triangles comes before this part. A study of the relationship between two triangles takes the place of the study of a single triangle at this point. The most fundamental and prevalent congruent shapes in the physical universe are congruent triangles. Students have previously studied the ideas of a line segment, an angle, a parallel line, and a triangle. This lesson introduces the new topic and serves as the first lesson in the unit on the congruence of triangles. In order to prepare them for further study of this topic, students learn the definition and characteristics of congruent triangles through concrete examples in this lesson. They also create the mathematical model of congruent triangles.
Learning Situations
- Students' Prior Relevant Experiences: Students in the eighth grade have a basic concept of plane and space geometry as well as a beginning comprehension of the characteristics of polygons and circles. They have also mastered straight lines, rays, line segments, angles, and parallel lines. Students are capable of mathematical thinking such as analogies and have the fundamental skills of geometric analysis and proof.
- Knowledge to Be Learned: Congruent shapes and triangles.
- Projected Learning Difficulty: How to establish triangle congruence by rational and deductive reasoning.
- Individual Disparities: Student variations in symbol consciousness, observation and induction skills, and other skills.
Teaching Focuses
- Key Points: The concepts of congruent triangles and congruent shapes; reasoning and calculation based on congruent triangle properties
- Teaching Challenges: The study of corresponding relations in congruent triangles; the development of a mathematical model for congruent triangles.
- Instruction Strategies: Students' capacity to recognize geometric figures will be improved. Students will also develop a mathematical model consciousness in the process of analyzing and solving problems. Finally,
students will be made aware of the reciprocal translation between figures and symbols.
Lesson Implementation
The First Experiment in Class A: Focusing on the Holistic Mastery of Knowledge
The Objectives of the Lesson Design
To help students build the mathematical model of congruent triangles, it is important to give them the tools to abstract the idea of congruent triangles from everyday life, recognize corresponding relationships in congruent triangles, represent their properties with symbols, and calculate their sides and angles using geometric analysis.
Classroom Processes
i. The Introductory Situation
- Students were instructed to study the following four pairs of images and record their characteristics.
Students can recognize that the two pictures in each pair correspond.
- This technique aimed to prompt students' consideration on geometric congruence by using familiar imagery from daily life.
ii. Interpretation of Learning Objectives
- To comprehend the concept of congruent triangles and their corresponding relationships through the observation of actual examples; to investigate the properties of congruent triangles through analogies with general congruent figures and use the properties to calculate the degree of angles and the length of line segments; to hypothesize the methods for determining the congruence of two triangles with the aid of teaching aids.
- The objective of this procedure is to assist students in comprehending the inquiry procedure and fundamental concepts of this course.
iii. Conceptual Comprehension
- The interaction between the teacher and students:
The teacher: “How should geometric congruency be defined in mathematics?”
Students: "Identical in size and shape."
The teacher: "Give some examples from your personal surroundings."
Students: "Classroom windows, doors, etc."
Instant assessment: Identify congruent figures among the following shapes,
- The purpose of this method is to allow students to abstract geometric congruence from physical examples and recognize the application of mathematics to real-life situations; and to assess students' understanding of the notion of geometric congruence.
iv. The Inquiry of the Properties of Congruent Triangles
- Step One
The teacher stacked two sheets of different colored cardboard and cut two congruent triangles from them.
The teacher: After a sequence of movements of the two models, ask students to discuss the relationships between the two figures. Students: "They are congruent because they can coincide."
The teacher: demonstrate the symbol "≌ " that denotes geometric congruence ("∽ " means the same shape, "=" means the same size).
- Step Two
The teacher: Make the two models coincide to direct students to explore the traits of sides and angles in congruent triangles and their correspondent relations.
Students: Identify the vertices, sides, and angles that correspond in congruent triangles by aligning the two models.
The teacher: Instruct students to consider the properties of congruent triangles.
Students: After group discussion, identify the relationships between the two sets of sides and angles and use symbols to express their attributes.
- The purpose of this process is to help students obtain the concept of congruent triangles through the analogy of general congruent shapes and to perceive the mathematical research process of transitioning from generality to particularity; to guide students in discovering the corresponding relationships in congruent triangles through overlapping, observation, and other activities; and to express the properties of congruent triangles in symbolic language.
v. The Application of the Properties of congruent triangles
- The explanation of an example question:
As shown in the figure, △ ABE ≌ △ ACD is known,
(1). If BE = 6, DE = 2, find the length of BC.
(2). If ∠ BAC = 75°, ∠ BAD = 30°, calculate the degree of ∠ DAE.
- The goal of this procedure is to explain how to apply the properties of congruent triangles to problem solving using the example question,
based on students' prior understanding of the sum and difference of line segments, and to emphasize the usual steps for addressing the question.
vi. Knowledge Transfer
- Speculating on the criteria for determining if two triangles are congruent.
- The goal of this procedure is to provide students the chance to visualize the material covered across the entire unit and make connections between concepts.
The teacher: “What to consider while determining triangle congru- ence?”
Students: "Equal sides and angles."
The teacher: "What are the necessary conditions?"
Students: Make personal guesses freely.
vii. In-class Assessment
- The exercise.
As shown in the figure, △ ABC and △ DBE are congruent triangles, so there are ( ) pairs of equal angles in the figure.
A.1, B. 2, C. 3, D. 4
- The goal of this procedure is to assess the lesson's effectiveness by asking a question that is appropriate for students' average cognitive abilities.
An Evaluation of the Instruction Results
i. Using concrete examples, students were able to grasp the idea of geometric congruence, although the initial situation did not spark their interest in acquiring additional information.
ii. With the aid of teaching aids, students could use characteristics of generic congruent figures to comprehend the idea of congruent triangles and explain the corresponding relationships between congruent
triangles. The idea of a mathematical model of congruent triangles has not been formed, yet pupils were not proficient enough in using the properties of congruent triangles to solve problems.
iii. The knowledge transfer approach helped students understand the subject as a whole, but it has to be enhanced to better raise students' awareness of mathematical models.
The Second Experiment in Class B: Constructing a New Framework by Analogy Based on Students' Prior Knowledge
The Objectives of the Lesson Design
To modify classroom activities in response to problems encountered in the first experiment; to plan a more intriguing introduction to pique students' curiosity; to associate the corresponding relations between general congruent figures with those between the elements (vertexes, sides, and angles) in congruent triangles; to hypothesize the process of studying geometric figures, including congruent triangles, in analogy with that of studying parallel lines and triangles; and to construct the mathematical model of congruent triangles.
Classroom Processes
(i) The Introductory Situation
- Student X shatters a triangular piece of glass into three pieces, and he now needs to go to the glass shop to obtain an equivalent piece.
- The objective of this procedure is to prompt students to consider the question, "What does 'an identical piece of glass' mean?" and "How can it be expressed mathematically?"
(ii) Interpretation of Learning Objectives
- To abstract congruent shapes from physical examples and identify the corresponding relationships between them; to apply knowledge about general congruent shapes to the study of the relationships between the basic elements of congruent triangles; to use prior knowledge of parallel line analysis to project the process of analyzing the congruence of triangles.
- The objective of this procedure is to assist students in comprehending the inquiry procedure and fundamental concepts of this course.
(iii) Conceptual Comprehension
- To abstract the mathematical concept of geometric congruence, students needed to see the following images in pairs and identify those that could coincide.
Students perceived the qualities of geometric congruence by comparing the size and shape of two congruent figures; to expand their grasp of the idea, they were asked to provide more instances of congruent shapes in everyday life.
- The objective of this procedure is to enable students to abstract the mathematical model of geometric congruence from real examples and get an initial understanding of the features of congruent figures.
(iv) The Inquiry of the Properties of Congruent Triangles
- The teacher cut multiple pairs of congruent triangles from two pieces of different colored cardboard and performed the following actions: translating △ ABC along line BC to obtain △ DEF; flipping △ ABC along BC to obtain △ DBC; rotating △ ABC by 180° around point A to obtain △ AED.
With reference to the definition of congruent figures and the characteristics of the figures before and after the movements, students compared the description of congruent triangles with their own words; using symbols to represent the congruence of triangles and summarizing the properties of congruent triangles, they identified the corresponding equal sides and angles between triangles after translation, flipping, and rotation; they then applied the properties of congruent triangles to analyze relations of sides and angles in more complex figures.
- The objective of this procedure is to help students understand the concept of congruent triangles by analogy with general congruent shapes; to understand that the resulting figures and the original figures are congruent after movements such as translation, rotation, and flipping; to understand the relationships between the corresponding vertexes, sides, and angles in congruent triangles with the aid of the aforementioned movements; and to represent the properties of congruent triangles.
(v) The Application of the Properties of Congruent Triangles
- An explanation of an example question:
As shown in the figure, △ ABE ≌ △ ACD is known,
(1). If BE=6, DE=2, find the length of BC.
(2). If ∠ BAC=75°, ∠ BAD=30°, calculate the degree of ∠ DAE.
- The objective of this procedure is to explain how to apply the properties of congruent triangles to problem solving using the example question, based on students' past understanding of the sum and difference of line segments, and to emphasize the usual problem-solving steps.
(vi) Knowledge Transfer
- Examine the process of learning parallel lines and compare it to the process of studying geometric shapes such as congruent triangles.
- The objective of this procedure is to teach students about the interconnectedness and integrity of mathematics, as well as to understand the process of geometrical study - from definition to property determination, deduction, and application - and to use the mathematical model to analyze and solve problems.
(vii) In-class Assessment
- The basic exercise:
As shown in the figure, △ ABC ≌ △ BAD, AC and BD are corresponding sides, AC=8cm, AD=10cm, DE=CE=2cm, then the length of BE is ( ).
A. 8cm B. 10cm C. 2cm
D. Undeterminable
- The exercise with a higher-level of difficulty:
As shown in the figure, △ ABD ≌ △ EBC, AB=3cm, BC=4.5cm
(1). Find the length of DE.
(2). Determine the relation between AC and BD and explain the reason.
C
- The goal of this procedure is to stratify the in-class assessment according to students' academic levels.
An Evaluation of Instruction Results
- In this experiment, students were exposed to the topic through a realworld incident, which was more effective in sparking their interest in addressing problems with mathematical answers.
- Common figure movements such as translation, rotation, and inversion were incorporated into the study of the definition and properties of congruent triangles to aid students in establishing the mathematical model of congruent triangles and learning to determine the corresponding relations in more complex configurations via figure movements. However, this strategy was ineffective for kids with inadequate spatial vision skills. Therefore, it needs additional development.
- In the context of knowledge transfer, the similarity between the relationships between two straight lines and those between two figures was advantageous to students' perceptions of mathematics' interconnection and integrity, but had no influence on their awareness of mathematical models. It can be used as a supplement during the summary phase.
The Third Experiment in Class C: Using Revised Learning Activities to Foster Mathematical Model Consciousness in Students
The Objectives of the Lesson Design
Revisions are made to classroom activities in response to obstacles encountered in the first two experiments. To achieve the goal of developing their mathematical model consciousness, students are required to make their own models of congruent triangles to better perceive the corresponding relations between them; to find common configurations of congruent triangles through movements of models; to understand the properties of congruent triangles by establishing mathematical models using physical models; and to apply the properties of congruent triangles to the calculus.
Classroom Processes
i. The Introductory Situation
- Student X shattered a triangular piece of glass into three pieces; he must now visit a glass shop to obtain a replacement.
- The objective of this procedure is to prompt students to consider the question, "What does 'an identical piece of glass' mean?" and "How can it be expressed mathematically?"
ii. Interpretation of Learning Objectives
- To be able to take the idea of geometric congruence from physical objects, relate the definitions and features of congruent figures and triangles, and figure out if two figures are congruent; to use selfmade models to find the matching sides and angles in congruent triangles and to learn how to use the matching relationships to find the unknown length of a side or degree of an angle; to figure out the sides and angles of congruent triangles by moving self-made models in ways like translation, rotation, and flipping, and to use the properties of congruent triangles to figure out the sides and angles.
- The goal of this process is to help students understand the inquiry procedure and what the main points of this lesson are.
iii. The Perception of Physical Examples
- Raising questions: What do the four pairs of images have in common? Can the images in each pair coincide if they are overlapped properly? What are the shape and size relationships between the two images in each pair?
How can the third set of images be made to coincide? The instructor utilized the software Easinote5 to illustrate that the two images can coincide after being rotated to convince pupils that figures can coincide through a variety of motions.
Students were invited to provide further instances of coincident plane geometric forms. In addition, students needed to construct models of two congruent triangles on their own, based on their knowledge of generic congruent figures, and to explain how they did so in order to strengthen their understanding of the idea.
Identify congruent forms among the figures shown below and summarize the criteria for determining congruent figures.
- The goal of this procedure is to enable students to abstract congruent geometric shapes from real-world objects and to recognize their application in the actual world; to strengthen students' grasp of the congruence of figures, compare the fourth pair of images, which consists of two images of the same shape but different size, with the others; to construct models of congruent triangles to assess their knowledge of the idea and for the use in the succeeding classroom activities; to self-assess their ability to distinguish between congruent and noncongruent figures.
iv. The Inquiry of the Properties of Congruent Triangles
- Raising the question: What relationships exist between the sides and angles of the two triangles that are congruent?
Students aligned the models in their hands and identified the vertices, sides, and angles in the two triangles that corresponded.
What are the relationships between the sides and angles of congruent triangles, as defined by the definition? Use mathematical symbols to represent congruent triangle qualities.
Students were instructed to place the two congruent triangle models in their hands according to the graph below and determine the relevant sides and angles.
- Self-assessment: in the following figure, △ABC ≌ △DEF, write the equal sides and angles of the two triangles,
- Further consideration: identify the equal line segments and angles in this picture and explain why; how many moves are required to align the two triangles?
- The objective of this procedure is to help students understand the idea of congruent triangles by comparing them to other shapes that are also congruent; to find the matching relationships in congruent triangles, describe their properties, and show them with mathematical symbols; to learn that two figures can be the same by moving in the same way, using models they made themselves; to use physical models to figure out the mathematical model of congruent triangles; to improve the ability to think by answering questions that get progressively harder.
v. The Construction of Mathematical Model of Congruent Triangles
- First, put the two models of congruent triangles next to each other. Then, use translation, rotation, and flipping to make new shapes. Try to draw the patterns that have changed.
Observe the configurations of group members' models and practice identifying corresponding sides and angles.
Display all student-created patterns and identify their relevant relationships without the use of physical models.
- The objective of this procedure is to increase students' understanding of mathematical models by having them arrange physical models and hone their geometric intuition through the manipulation of figures.
vi. The Application of the Properties of Congruent Triangles
- An explanation of the example question:
As shown in the figure, it is known that △ ABC ≌ △ DEB; point E is on AB; AC and BD intersect at point F; AB = 6, BC = 3, ∠ C=55°, ∠ D=25°.
(1). Find the length of AE.
(2). Calculate the degree of ∠ AED.
- This approach is intended to inform students of the standard symbols for reasoning, facilitate their transition from physical model-based analysis to spatial representation without actual models, and cultivate an awareness of mathematical models.
vii. The Lesson Summary
- Analyze the procedure for learning parallel lines and that for studying geometric forms, especially congruent triangles.
- The objective of this procedure is to make an analogy between the relationship of two straight lines and that of two figures to perceive the interconnectedness and integrity of mathematics; to comprehend the path of geometrical figure study – a process from definition to property determination, deduction, and application, incorporating the mathematical model into problem analysis and solution.
viii. Homework
- The basic exercise:
As shown in the figure, △ ABC ≌ △ BAD, AC and BD are corresponding sides, AC=8cm, AD=10cm, DE=CE=2cm, then the length of BE is ( ).
A. 8cm B. 10cm C. 2cm
D. Undeterminable
- The exercise with a higher level of difficulty:
As shown in the figure, △ ABD ≌ △ EBC, AB=3cm, BC=4.5cm
(1). Find the length of DE.
(2). Determine the relation between AC and BD and explain the reason.
- The exercise for mathematical competence training: Student X shattered a triangle of glass into three pieces. He must now go to the glass shop to obtain an identical one. Which of the three bits should he keep? Try it with cardboard and scissors, and then give him some suggestions. Give your reasoning.
- The objective of this procedure is to differentiate homework assignments based on students' academic levels and to foster the development of their mathematical skills.
An Evaluation of the Instruction Results
i. The design of an introductory circumstance can effectively stimulate students' initiative in learning and encourage them to combine math studies with real-world experience. It was also reiterated in the final homework assignment.
ii. The formation of mathematical model consciousness was explicitly stressed in the classroom processes of "Inquiry of the Properties of Congruent Triangles" and "Construction of Mathematical Model of Congruent Triangles". To meet the cognitive qualities of pupils, progressive modes of inquiry have been devised, and questions with more openness have been prepared.
iii. Students were extremely engaged in model creation, model organization, and spatial visualization. Their past knowledge of figure movements (translation, rotation, and flipping) aided in the analysis of typical configurations of congruent triangles.
iv. The findings of the self-assessment revealed that the majority of students had increased their awareness of mathematical models, allowing them to precisely identify the corresponding linkages between congruent triangles and use their properties to solve problems.
v. All classroom activities were concentrated on the students. Students could freely share their thoughts and confidently present the results of group research as significant actors in the session.
A Comparison of the Three Experiments
Figures 1 and 2 show students' engagement in class and how many students used mathematical models in each of the three experiments. They show that optimizing learning activities can make a big difference in how much students participate in class and how many of them can use the mathematical model of congruent triangles on their own in class.
Teachers' Reflections
The design of classroom activities is essential to the development of mathematical model consciousness among students. The growth of students' understanding of mathematical models is contingent upon their involvement in learning activities on a voluntary basis. Consideration must be given to students' past knowledge, cognitive qualities, and life experiences while planning classroom activities. Students are more willing to comprehend, discover, and investigate mathematical subjects when their dynamic thinking is fully activated. Second, a well-designed learning exercise can inspire students' inquisitiveness. Exploratory classroom activities can dramatically increase students' mathematical model awareness. In the third experiment, students engaged in a comprehensive investigation of the process of constructing the mathematical model of congruent triangles through model creation, model layout, and group cooperation, among other activities. Students became the discoverers and explorers of knowledge through this process. Thirdly, a learning task followed by self-reflection promotes model consciousness among students. The summary following each exercise, the exchange of results, and group conversations all help to the formation of knowledge linkages.
Findings of the Lesson Study
The Mathematical Modelling Process
Mathematical modelling ability is the capability to abstract mathematical questions from real-world circumstances, to portray them using mathematic
cal language, and to discover solutions through the building of mathematical models. Generally speaking, a mathematical modelling procedure consists of the following steps: discovering the problem, posing questions, evaluating the problem, developing the model, locating and confirming the solution, optimizing the model, and resolving the problem. Mathematical model consciousness, which is the mental disposition of solving real-world issues through the application of mathematical knowledge, has long been a driving factor in the evolution of mathematics.
Strategies for Cultivating Mathematical Model Consciousness
Comprehend Mathematical Models in Specific Situations
The setting of an appropriate scenario is helpful to achieving educational goals. Even though mathematical knowledge is derived from real-world experience, real-world events must often be correctly understood prior to classroom application. The instructor should pay close attention to the creation of situations that correspond with textbook content, students' learning conditions, and teaching approaches. They do not need to be complex, but they must facilitate students' comprehension of mathematical models.
Emphasize the Application of Mathematical Models in Classroom Activities
Mathematical models bridge the gap between mathematics and reality. Mathematical modelling training should not only teach students important concepts and principles, but also increase their understanding of how to apply applicable mathematical models to problem solving. Exploratory learning activities are extremely beneficial in promoting student mathematical competencies, particularly mathematical model consciousness (Yang, 2022).
Improve Mathematical Modelling Ability through Reflections
Using mind-mapping, the teacher can encourage students to review the process of mathematical modelling and reinforce their model consciousness through associations, reflections, and knowledge transfer during the final step of class summary. As a result, students are able to develop effective learning strategies and gain expertise in mathematical modelling, so laying a solid foundation for the subsequent study of more advanced math concepts (Li, 2022).
References
Li, Q. (2022). The cultivation of mathematical model consciousness at the junior secondary level: The current state and suggestions. Shandong Normal University. 2022. DOI:
https://doi.org/10.27280/d.cnki.gsdsu.2 022.000177
Ministry of Education of China. (2022). The
Compulsory Education Curriculum
Program and Course Standards 2022.
(2022-04-21). Available at:
http://www.moe.gov.cn/jyb_xwfb/x w_
f
bh/moe_2069/xwfbh_2022n/
Shi, N. Z. (2016). Eighteen Lectures on Basic Principles of Mathematics. Beijing: Beijing Normal University Publishing Group. 2016.
Yang, C. Q. (2022). Strategies for Cultivating mathematical model consciousness in the instruction of junior secondary math. World of Mathematics and Physics (Junior Secondary Edition), 2022(19):78-80.
Received: 20 November2022
Revised: 10 December 2022
Accepted: 10 January 2023
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BUILDING A CITY TO LIVE IN
A Sustainable Vision for Every Nashvillian
A Note From the Candidate
Hi there! My name is Heidi Campbell. I'm a mother, a former mayor, a business executive, and a trusted public servant who has been serving Nashville for the past two decades.
This race is about a lot of things, but it ultimately centers around one question, "Are we building a city to visit or a city to live in?" The mayor you elect will be responsible not just for helping Nashville grow but also for fixing the crises we face every day. This book isn't focused on hotbutton topics or political buzzwords. It's about our most pressing problems and how my administration will fix them.
The solutions I've proposed are a mixture of easily implementable programs and long-term initiatives. They focus on extending the benefits of our growth to
every Nashville resident, keeping our citizens safe, strengthening our public schools, and more.
In the coming weeks, I will supplement this book with documents that outline, in detail, my plans to fix this city's solid waste problem, expand multi-modal transit, and increase Nashville's supply of affordable housing—just to name a few.
Every politician can tell you their vision for the future, but only true leaders will lay out a plan to get there. That's exactly what I've tried to do with this book. I want you, the voter, to understand not just what my goals as mayor are, but how I plan to achieve them. It's the transparency you deserve from the people you elect to serve you.
Whether it was eliminating my own salary while Mayor of Oak Hill to balance the budget or working across the aisle in the State Senate while still remaining a fierce advocate for the causes I believe in, I have the experience and relationships needed to lead Nashville in this next chapter of its development.
Best,
Heidi
Staying Healthy and Safe
Responsible Policing
What's Broken:
Police are expected to do things they aren't paid to do or trained to do
As expectations for police and public services change, Nashville must retool our approach to public safety. MNPD officers are underpaid, overworked, and expected to assist beyond the scope of their training. Every 911 call must be answered, but not all require a police response. Nashville needs alternative response professionals with expertise catering to the community and those in crisis. When situations are handled with the appropriate level of intervention, our amazing police can focus on their primary responsibility - keeping us safe from violent crime.
How We Can Fix It:
REACH, which stands for "Responders Engaged and Committed To Help," is a partnership with the Mental Health Cooperative, the Metro Fire Department, and EMS. It connects mental health counselors with paramedics to better respond to the needs of people struggling with mental health crises 1 . The program is currently underfunded and underutilized; however, if expanded, it will have a massive, positive impact on our communities. The Campbell administration will work to increase funding and support for REACH from federal, state, and local sources.
What's Broken:
Trust between police and the communities they serve is frayed.
Like almost every city our size, many residents lack faith in the Metro Nashville Police Department 2 . But with Nashville's growth and a recent increase in crime, the relationship between citizens and law enforcement is more important than ever. Even though this problem isn't unique to Nashville, we must take steps to solve it.
How We Can Fix It:
One of the most effective ways to restore trust between police & the community is to have more on the sidewalks and "walking the beat." 3 This allows residents to get to know their local officers and enables officers to build trust with the people they're protecting. In partnership with Chief Drake, we'll do whatever is necessary to allow more officers to spend time on foot. This includes integrating innovative policing initiatives like better online reporting, call diversion, false alarm reductions, & trafficaccident management. All of these will free up time for beat-walking.
1 REACH Nashville
3 The Office of Community Oriented Policing Services, U.S. Department of Justice
2 Metro Nashville Policing Policy Commission Report, 2020
Talking Trash
What's Broken:
Trash service in Nashville is unreliable.
Nashville residents are frustrated with intermittent, problematic, or simply nonexistent garbage collection. Our waste services are underfunded and understaffed, especially when compared to similar cities. Oklahoma City, for example, has only 10,000 more residents but twice the number of trash truck drivers 4 . No wonder it's so hard to get our garbage bins emptied.
How We Can Fix It:
The answer is simple: invest in garbage collection services. The Campbell plan will expand the reach and resources of our waste collection services. How? By renting 14 more garbage trucks and hiring more drivers to ensure we are on par with cities our size.
What We Can Do Right Away:
Did you know Nashville spends hundreds of thousands of dollars every year to deal with "contaminated recycling"? 5 Cross-contamination, prohibited materials, and trash bags being put into recycling bins have made filtering out our waste stream an expensive problem. To address this, the Campbell Administration will increase awareness of sustainable waste disposal habits and correct recycling procedures. It's not just the right thing to do for our environment, it will also save us money.
What's Broken:
Middle Tennessee landfills are nearing capacity.
We produce more trash and recycle less than most American cities, and our landfills are almost full. The Southern Service Landfill cut its intake by 70%, and the Middle Point Landfill in Murfreesboro will run out of room within five to ten years 6 . We already dump most of our waste in neighboring counties, and it won't be long before we have to drive hundreds of miles just to get rid of our trash 7 .
How We Can Fix It:
Senator Campbell recently toured the new Southern Services Construction Waste Sorter, which will divert thousands of tons of construction waste to recycling facilities. She is also talking with Eastman to explore bringing a plastic waste upcycling plant to Davidson County or transporting plastics to their Kingsport, Tennessee, facility. Such a facility would transform our plastic waste into usable materials, helping our environment and promoting growth in Davidson County 8 .
4 Oklahoma City Annual Budget, Fiscal Year 2022
6 "Nashville's only local construction-waste landfill's almost full. What now?" The Tennessean
5 Metro Nashville Annual Budget, Fiscal Year 2022
7 "Nashville recycling at pivotal point as state's busiest landfill nears closure" The Tennessean
8 Eastman Chemical Company
Protecting Our Planet
What's Broken:
Much of Nashville's 'digital infrastructure' is antiquated.
Technology is everywhere these days. Our cell phones are more powerful than the computers that sent us to the moon. Nashville, however, has failed to adopt the technology that could streamline day-to-day operations. Projects as simple and vital as replacing traffic lights get caught in bureaucratic bottlenecks. We are making public servants' jobs harder and Nashvillians' quality of life worse by not taking advantage of the solutions all around us.
How We Can Fix It:
We will invest in Smart City Technologies (SCT) to allow our people and equipment to "talk' with each other, enabling Metro employees to locate problems and outages immediately. Investment in SCT will save money, increase quality of life for all residents, and help citizens stay safer during natural disasters 9 .
What's Broken:
Nashville's tree cover is rapidly disappearing.
Trees aren't just crucial for a city's curb appeal—they provide so many other benefits. They increase air quality, reduce temperatures during the summer, and, according to recent studies, can even help with community building 10 . But in Downtown Nashville, tree cover is just 6% of the total area. The national average, for comparison, is over six times higher 11 . And the tree cover that we do have is disappearing quickly. Current plans to increase coverage are quickly becoming insufficient.
How We Can Fix It:
Root Nashville has partnered with the city to help plant 500,000 trees in Nashville by 2050 12 . Unfortunately, we may still have a net loss of trees because of Nashville's rapid development 13 . The Campbell Administration will pursue public-private partnerships and explore increased funding for Root Nashville to plant even more foliage. Additionally, we will use the messaging power of the Mayor's Office to encourage incorporating sustainable features like rooftop gardens, which have been incredibly successful in cities like Denver.
9 The World Economic Forum
11 "The disparity in tree cover and ecosystem service values among redlining classes…" U.S. Forest Service
10 The World Economic Forum
12 Root Nashville
13 "Nashville's battered tree canopy would benefit from a new city funding idea" WPLN
Moving Forward Together
Getting Around Nashville
What's Broken:
It's difficult to build new public transit in Nashville.
Ask any Nashvillian about their top three concerns for the city, and one of them will undoubtedly be traffic. Commutes that took 15 minutes a decade ago can now last over an hour. This problem, however, didn't take us by surprise--we've seen Davidson County's traffic woes worsen year after year. And yet, we've taken little action to address the problem. One of the biggest obstacles to previous ideas has been the cost of land acquisition. Poor urban planning and Nashville's rapid development have meant that most proposals cost too much to get off the ground.
How We Can Fix It:
The Tennessee Department of Transportation studied relocating Radnor Yards out of Nashville almost a decade ago, but the proposal hasn't been acted on. Doing so would free up the existing rail network to use for commuter rail. The best part? It would cost six times less than the transit plan proposed in 2018 14, 15 . This proposal would also reduce freight bottlenecks—saving money, increasing efficiency, and bringing new jobs to the mid-state. It's a win-win situation for freight operators and Nashville transit.
What's Broken:
Nashville's multi-modal transportation is virtually nonexistent.
Nashville is the 2nd most car-dependent city in the United States 16 . Why? One of the biggest reasons is that getting around any other way is hard. Sidewalks and bike lanes stop in random places, bus stops can be miles from someone's home, and sometimes the service simply does not exist.
How We Can Fix It:
The Tennessee Senate just passed the most significant transportation bill in our state's history. Funds from this can help fund multi-modal connectivity like enhanced bus services, bus-on-shoulder lanes, and a light-rail route from the East Bank to the airport. If we use the Radnor Yard project as a centerpiece and build outwards, it'll be comprehensive enough to catalyze expansion.
What we can do right away:
We have access to some of the most abundant transit funding in decades. Opportunities abound between the State's recent transportation bill and the Biden Administration's Bipartisan Infrastructure Bill. The Campbell Administration will establish a database tracking grant opportunities for transit so that we can take advantage of every resource.
14 "Moving Radnor Yard could be game-changer for Nashville transit" The Tennessean
16 American Communities Survey, 2022
15 "Nashville Voters Reject $5.2 Billion Transit Plan" Bloomberg
Education for All
What's Broken:
Nashville public schools are critically underfunded.
Tennessee consistently ranks among the worst states for K-12 education funding nationwide. Under the previous school funding formula (the BEP), MNPS was underfunded by 1 billion dollars, which will only worsen with our transition to the TISA formula 17 . Even though Davidson County provides over half the revenue for the state, we receive less education funding than other counties, especially when adjusted for the cost of living 18 .
How We Can Fix It:
Response to Intervention (RTI) instructors and school counselors are critical in helping the students struggling the most in our schools. Senator Campbell worked hard to increase the number of counselors and RTI instructors in Metro Nashville schools, but the state consistently refused to pay for these critical positions 19 . The Campbell Administration will fully support, staff, and fund these vital roles, ensuring no one post goes unfilled.
What We Can Do Right Away:
On day one, The Campbell Administration will work with MNPS to explore options for liberating instructors from the burden of "teaching to the test." School funding is heavily tied to standardized test results, and teachers are often put in an impossible position between TCAP preparation and essential course content. Our priority should always be teaching kids the skills they need to succeed, not how to take multiple-choice tests.
What's Broken:
The third-grade retention law puts MNPS students at risk.
The state has, for years, refused to fully fund MNPS and equip it with the resources it needs to succeed. And when students struggled in the wake of the pandemic, rather than looking for actual solutions, the legislature opted to hold students back and jeopardize future academic success. Research has consistently shown that retention policies like the one recently passed have no positive effects and ultimately harm students.
How We Can Fix It:
Nashville's mayor can't change the laws already in place, but they can prepare for their impact. The Campbell Administration will work diligently with MNPS to anticipate and adapt to the changes caused by the third-grade retention law. We will also explore opportunities to redirect state funds towards proven programs like the PENCIL Project and Vanderbilt's Tutor Nashville.
17 The BEP formula provided funding by equating a certain number of students to a resource (e.g. 25 students= 1 teacher). The TISA formula, designed to benefit charter schools, instead focuses on assigning each kid a dollar amount
19 Professional Educators of Tennessee
18 "Nashville leaders 'dismayed,' question share of funding in Tennessee's new education plan" The Tennessean
What's Broken:
Historic redlining has created inequities in the MNPS system.
While MNPS overall has continued to improve academic performance, the number of priority schools (those performing in the bottom 5% of schools in the state) has actually increased in recent years. TNReady scores consistently reveal that Black and Hispanic students struggle more than their White peers 20 . Similarly, low-income children perform worse on TCAP tests than more affluent classmates 21 . Every student in Metro Nashville schools deserves access to quality education, and kids shouldn't receive different resources because of their skin color or household income.
How We Can Fix It:
Community school coordinators are a proven and innovative solution to help Nashville deal with the inequities in our school system. These coordinators work with Community Achieves—an MNPS initiative—to assist with college and career readiness, family engagement, health and wellness, social services, and adult development. Community school coordinators turn the school building into a neighborhood hub, helping build relationships and foster success. The Campbell Administration will begin implementing these positions in our priority schools and then expand them across Nashville.
20 Tennessee Department of Education, 2022
21 "TN state test scores show low-income students continue to score lower than their peers" News Channel 9
Paying A Fair Share
What's Broken:
Out-of-town developers have no incentive to improve our city and don't pay enough (if any) taxes on their Nashville properties
Incentives like tax breaks, tax-increment financing (TIF), and even cash payments have enabled some developers to avoid taxes. In some instances, Metro Nashville has used our property taxes to cover obligations to these developers. These deals are the root cause of our current affordable housing crisis 22 . Developers bought prime land at low prices, reducing the real estate supply. At the same time, the new buildings hike up rents and home prices for surrounding areas. We are paying big businesses (with our hardearned tax dollars) to worsen our affordable housing crisis.
How We Can Fix It:
It's time to reassess the tools we used 20 years ago. We can't undo the deals that have already been made, but we can ensure that our growth going forward is responsible, manageable, and equitable. The Campbell administration will achieve this by promoting small business development outside Downtown, expanding and promoting grant opportunities for business owners, and encouraging companies that relocate here to invest in affordable housing.
Streamlining Development
What's Broken:
Nashville's permitting process is inefficient and arduous.
Inefficient permitting operations have created a significant barrier to building affordable housing in Nashville. Onerous bottlenecks in our permitting process deter developers and non-profits. The opportunities we lose by not paying a competitive wage for engineering and building inspection positions are indefensible.
How We Can Fix It:
The Campbell Administration will work with planning, zoning, and permitting to streamline processes so Nashville and community organizations can build affordable housing. This, combined with an investment in SCT, will help bring down costs, reduce delays, and promote growth.
22 "Sweetening the pot: Questions swirl around tax breaks for big downtown Nashville developers" The Tennessean
Growing Responsibly
Affordability
What's Broken:
Nashville has an affordable housing deficit.
The pandemic, record-low interest rates, and an influx of new residents have driven prices even further out of reach for many Nashvillians. The lack of affordable housing has priced people out of the market and led to a sharp increase in homelessness. Housing advocates estimate 20,000 people in our city are currently without permanent shelter. As this problem worsens, one of our biggest challenges will be working with a state government that has eliminated our ability to require affordable housing as part of new developments.
How We Can Fix It:
We must increase the supply of affordable housing by expanding on existing public and private partnerships, such as the Barnes Housing Trust Fund 23 . This program leveraged over $933 million to deliver 4000 affordable housing units. Such incredible success has given them the resources to build even more affordable housing annually. The Campbell Administration's plan to solve this crisis has three parts: identifying viable land, development, and management. By targeting underutilized parcels, incentivizing private developers, and forming relationships with community organizations, we can create a powerful, permanent solution to our affordable housing crisis.
What We Can Do Right Away:
The Campbell Administration will work with Metro's Affordable Housing Task Force, THDA, MDHA, the Planning Commission, and the Homeless Impact Division to expand revenue streams and craft policy. We will also review zoning and regulatory laws, reduce barriers to developing and preserving affordable housing, and investigate expanding the Payment in Lieu of Taxes Program.
What's Broken:
Nashville has a severe shortage of childcare workers.
Childcare professionals make less than parking attendants in Tennessee—by almost 5,000 per year. Disproportionately low salaries have created a labor shortage and forced many Nashville parents to leave the workforce because they can't afford or find childcare. A recent study estimated that this crisis costs Davidson County residents over 275 million dollars annually 24 .
23 The Barnes Housing Trust Fund,
24 "The Economics of Tennessee's Child Care Crisis" Tennesseans for Quality Early Education
Accessibility for All
How We Can Fix It:
MNPS and Nashville State have developed an excellent workforce development partnership 25 . The Campbell Administration will work with them to expand certification opportunities and cooperate with local companies to create a unified school-toworkforce pipeline.
Openness, Access, and Acceptance
What's Broken:
The LGBTQ+, BIPOC, and immigrant communities are under assault.
The Tennessee General Assembly has become a hostile place for our most vulnerable communities. Dangerous and false rhetoric has increased hate and discriminatory laws, including book bans, curriculum control (anti-CRT laws), and a recent ban on public drag shows. Unfortunately, we've been on the losing side of these debates far too often. Senator Campbell has been a strong voice and ally for these communities.
How We Can Fix It:
The Campbell Administration will support our LGBTQ+, BIPOC, and immigrant communities through programs, hiring, and community activism. Nashville's District Attorney refuses to prosecute individuals who violate 'slate of hate' legislation passed by the general assembly, and we will fully support his defiance of these laws. Nashville must make our most marginalized feel safe, no matter how many bigoted laws are enacted. We will do whatever we can to protect our residents and let them know they are welcome in our city regardless of who they love, how they look, or what they believe.
What We Can Do Right Away:
The city's employee healthcare plan does not currently offer transgender-inclusive healthcare benefits. The Campbell Administration will make benefits more inclusive. We will also work to broaden the non-discrimination requirements for employers seeking city contracts to include gender identity protections. This will extend protections to private sector employees and signal that all are welcome in Nashville.
What's Broken:
Tennessee has the strictest abortion ban in the country.
Current state law bans all abortions, with narrow exceptions allowed in cases of medical emergencies–such as molar or ectopic pregnancies–to remove a miscarriage, to save the life of the mother, or to "prevent serious risk of substantial and irreversible impairment of a major bodily function of the pregnant woman." Nashville can't supersede the state's abortion ban or allow the reproductive care that pregnant patients desperately need. But that does not mean we are entirely powerless.
25 Metro Nashville Public Schools
How We Can Fix It:
The Campbell Administration will establish an online page to inform people of their legal options and best practices. We will provide information on out-of-state and online care options for pregnant patients. We will also provide medical professionals with legal information and resources. Mayor Campbell will also use the platform of the Mayor's Office to be a fierce advocate for reproductive freedoms.
Additional Thoughts and Policies
A Note About this Section:
The policies and items in this part fall into one of two categories:
— Those that are personally significant enough that I wanted to write about them from the heart, without the constraints of the "problem/solution" format
— Those that don't exactly fit the "problem/solution" format of the rest of this book but still need to be discussed because of their importance
Arts and Entertainment
For the past two decades, Nashville has focused almost exclusively on downtown tourism and major-league sports. We must continue to support our sports organizations, but we have not put enough emphasis on promoting our vibrant arts organizations, such as:
- The Nashville Symphony
- The Performing Arts Center
- The National Museum of African American Art
- Cheekwood
- Nashville Opera
- Nashville Ballet
- Many other theater and arts organizations.
World-class cities like ours should support the arts, which is why I will work hard to catalyze support for these wonderful cultural resources.
The Nashville Fire Department
Our firefighters risk their lives for us every single day and are first responders in our most difficult times. I will work with Chief Swann and Union Leader Danny Yates to honor our MOU and ensure that our precincts have the staff and equipment they need to do their jobs.
Local Control Over Metro Affairs
The "control" asserted by the ideologically motivated Tennessee State Legislature over our municipal autonomy threatens serious harm to our city. This past session, they voted to slash Metro Council in half and change how they vote, take control of our Metropolitan Airport Authority, hijack the Sports and Convention Authority, eliminate the Community Oversight Board, and restrict tax revenue collection. As Mayor, I will work with the Mayor's Caucus and the state legislature—two groups I have worked hard to cultivate relationships with—to calm down the attacks and refocus our efforts on improving our constituents' lives.
Nashville General Hospital
Nashville General Hospital's land lease expires in 2027, and planning has already begun for a new facility on Metro-owned land. As mayor, I will work with Meharry to determine the best path for improving healthcare in Nashville, with a particular focus on addressing the healthcare needs of underserved communities.
Aging & Disability Services
Nearly 1 in 4 Davidson County residents over 60 pay a disproportionate share of their income to keep a roof over their head. Nashville should have a dedicated Office on Aging to coordinate city and state services for Nashville's elderly population. Older adults are our state's fastest-expanding demographic group, meaning this need will only grow in the coming years. I will partner with the Greater Nashville Regional Council to expand Aging and Disability Services in Davidson County. We will also continue to fight for senior tax relief, free transit rides, and more city senior centers.
Gun Violence
On March 27th, 2023, Covenant School became the latest school to be victimized by a mass shooter. Just five years ago, the same type of senseless gun violence occurred at a Waffle House in Antioch - and in the last three years, more than 1,100 shootings have been reported in Nashville. This proliferation of gun violence is a public health crisis. Unfortunately, many of our state's elected leaders refuse to take action.
As a State Senator, I've worked alongside the Covenant School community and fielded an unprecedented number of calls, emails, and letters from my constituents demanding action. I sponsored a bill establishing procedures to help prevent someone who is a potential danger from obtaining a gun. Governor Lee, in announcing the August special session, indicated that he is in support of such a bill. The State Legislature should also take up other measures, including:
- Expanding background checks
- Limiting magazine capacity to ten rounds or less
- Requiring any sale or transfer of a firearm to be done through a federally licensed gun dealer
- Banning the sale of assault weapons
- Banning bump stocks
- Requiring all guns in boats and vehicles to be securely locked away
- Mandatory reporting for gun thefts from vehicles within 24 hours
- Repealing permit-less carry
I am committed to finding creative municipal solutions to gun violence and making Nashville safer. I'll pursue permitting policies for Nashville gun shows contingent upon requiring background checks for all gun sales. I'll also take action to ensure the safe storage of firearms, 3,600 of which were stolen from Nashville vehicles last year. This includes continuing the current administration's push to secure state funding for gun lock distribution. I will work with MNPD to ensure that future officers are as well trained as those who rushed into Covenant School this spring. And I'll collaborate with local, state, and federal officials to secure funding for safety enhancements, like weapon detection and violence interruption programs, at every MNPS school.
We must work with public safety experts to explore every option to combat the gun violence crisis and make our city safer. There is not one simple solution to this problem, but there are many steps we can take to protect our families from another senseless act of gun violence. This is personal to me, and I'm committed to making a difference however and wherever possible.
Jobs & The Economy
The size of our economy, number of jobs, and total population continue to expand at rates outpacing the rest of the state. As companies across the country prepare to expand or relocate, they look to Nashville as a place that can offer their employees a high quality of life and comparative affordability. My approach to economic development will be holistic because making housing more affordable, expanding access to early childhood education and childcare, and improving our schools is more important to term economic growth than any tax incentive.
Labor shortages continue to be a hindrance to economic growth. Nashville businesses struggle to maintain service staff, as do schools and our police force. Workforce development, which allows students and employees to learn new skills, must be a priority. The Nashville Career Readiness Partnership is an excellent example of successful workforce development. As your mayor, I will expand its success through partnerships with Nashville Organized for Action and Hope and the Nashville Career Advancement Center. These collaborations will increase the number of participants and opportunities for workforce development.
Programs like Better Together, Nashville GRAD, and the Nashville Teacher Residency do an excellent job of catalyzing workforce development and providing students and employees with the resources they need to succeed. We have great community resources to build on, and the state legislature allocates significant money to fund them. As your mayor, I will make sure those dollars continue to support the excellent work of MNPS and NSCC, with input from our phenomenal school board members.
Fiscal Responsibility
As a former small-town mayor, small business owner, and mom, fiscal responsibility is very important to me. When I was elected mayor of Oak Hill in 2014, I inherited a budget disaster. Revenue cuts and poor budget management had cut city reserves in half. I looked at every budget item and made difficult decisions. To cut spending, I even eliminated my own salary. By the time I left office, we'd completely replenished and exceeded our reserves. I will bring this same kind of fiscal discipline to City Hall, including conducting a full and transparent audit of our city's ledger. My focus will be on finding more equitable, efficient, and cost-effective ways to deliver quality public services.
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February 2023
MENU FOR PRE-S, PRE-K, KINDERGARTEN, GRADE 1-2-3-4-5 - MIDDLE SCHOOL (6,7,8) - HIGH SCHOOL (9,10,11,12)
(cereals containing gluten, milk)
(cereals containing gluten, milk, eggs)
(cereals containing gluten, milk)
| February 13 - February 17 | February 20 - February 24 |
|---|---|
| Pasta with tomato sauce(cereals containing gluten) | Ski Week - School Closed |
| Chicken Nuggets(cereals containing gluten, eggs) | Ski Week - School Closed |
| Scrambled eggs(egg) | Ski Week - School Closed |
| Hot side dish of the day - Bread, Fruit/Yogurt | Ski Week - School Closed |
| Amatriciana pasta(cereals containing gluten, milk) | Ski Week - School Closed |
| Sausages | Ski Week - School Closed |
| Spinach and cheese pie(cereals containing gluten, milk) | Ski Week - School Closed |
| Hot side dish of the day - Bread, Fruit/Yogurt | Ski Week - School Closed |
| Pasta with walnut sauce(cereals containing gluten, nuts, milk) | Ski Week - School Closed |
| Genoese meatloaf(cereals containing gluten, milk, eggs) | Ski Week - School Closed |
| Eggplant rolls | Ski Week - School Closed |
| Hot side dish of the day - Bread, Fruit/Yogurt | Ski Week - School Closed |
| Pasta with tomato and tuna(cereals containing gluten, fish) | Ski Week - School Closed |
| Roast turkey | Ski Week - School Closed |
| Ricotta with mixed vegetables(milk) | Ski Week - School Closed |
| Hot side dish of the day - Bread, Fruit/Yogurt | Ski Week - School Closed |
| Pizza(cereals containing gluten, milk) | Ski Week - School Closed |
| Carrot soup | Ski Week - School Closed |
| Chard pie(cereals containing gluten) | Ski Week - School Closed |
| Hot side dish of the day - Bread, Fruit/Yogurt | Ski Week - School Closed |
** In many preparations rice flour is used instead of 00 flour. Gluten-free and lactose-free options are always available. White pasta is always available. For any question or request, ask Pedevilla staff or write to email@example.com
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CRITICA: WHO WE ARE
Critica is a non-profit organization, tackling the spread of misinformation with a more wholistic approach than simply fact-checking, using a method known as infodemiology… but first:
WHY TACKLE MISINFORMATION?
The spread of misinformation is a problem as it can lead people to make decisions that are not in their best interest or in the best interest of their community. This can apply to health decisions like getting vaccinations or accepting treatments for illnesses.
WHAT'S WRONG WITH JUST FACT-CHECKING?
It is a common assumption that incorrect beliefs are due to a lack of accurate information, but extensive research has highlighted that simply presenting accurate information is not enough to alter people's viewpoints.
So why is this?
People have all sorts of feelings, biases, and social influences that can significantly affect the way they receive information and form their beliefs.
Therefore, we must consider the psychological and social factors at play, and adapt the way that information is communicated accordingly, so that people are more open to receiving it.
THE EFFECTS OF THE INTERNET & SOCIAL MEDIA
Traditionally, public health messages flowed in one direction, from scientists and public health officials to the public.
But, with the rise of the internet and social media, health and science information flows in multiple directions.
This new information ecosystem makes information more available and accessible than ever before, but also means that with just the click of a button, misinformation can spread with unprecedented speed and scale.
OUR APPROACH: INFODEMIOLOGY
Critica infodemiology is the process of finding and counteracting misinformation with a more wholistic approach than just fact-sharing.
Critica infodemiology considers the powerful psychological and social factors that cause people to believe misinformation in the first place… and also addresses the problems caused by the new information ecosystem.
HOW WE USE INFODEMIOLOGY FOR POSITIVE CHANGE
Critica is currently using 3 approaches:
Educating the public – Based on extensive psychological and social research, we educate various communities and cultures on health and science topics in ways that they are more receptive to considering.
Creating advocates of infodemiology – Critica trains organizations in our Infodemiology process, with the aim of having a diverse range of people that are sufficiently equipped to tackle misinformation.
Influencing Policy – We work with policymakers and science educators to help them understand the scientific consensus on issues so that they can make more informed decisions… and to find solutions to the problems caused by the new information ecosystem.
For more information, to work with us, or just to join the conversation, visit us at www.criticascience.org and get in touch at firstname.lastname@example.org
Critica…Because Science Doesn't Speak For Itself
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PRESENTATION SECONDARY SCHOOL WEXFORD
STUDENT CODE OF BEHAVIOUR
An effective and fair discipline system implemented consistently in the school is expected to create an atmosphere where each student feels secure and is taught to accept responsibility for their actions.
In co-operation with parents, and in the spirit of Nano Nagle, the school is committed to working to build a sense of pride in the school, and a sense of belonging and to foster respect for the whole school community.
As a student of Presentation Secondary School, Wexford you are required to be:
[x] Caring and respectful towards others
[x] Committed to your study and strive to follow our school motto. "Our, Best Always." In all areas of school life.
[x] To Be Present, Participate and Progress to best of your ability
[x] Respectful of the rights of other students to learn and of teachers to teach
All students, parents, teachers, and staff have the right to feel safe in their school. Our school promotes responsibility, respect, good manners, and academic excellence in a safe, caring, inclusive and effective learning environment.
The school, therefore, has the following expectations of all its Parents/Guardians, Staff and Students.
Parents/ Guardians
The responsibility of parents/guardians includes understanding and supporting the Code of Behaviour and being respectful of all in the school community.
[x] It is expected that parents will develop and maintain a good working relationship with the school. Parents/guardians will support their child by attending to all school correspondence in a timely manner and by attending Parent Teacher Meetings, arranged School Meetings and Parent Information Meetings.
[x] Parents/ Guardians will sign all school communications and be supportive of all agreed School Intervention Plans
[x] Parents will strive to ensure daily attendance by their child and will provide and support a suitable learning environment at home.
Staff
All staff members are expected to understand and support the Code of Behaviour and to promote and develop respectful relationships with all members of the school community.
Teachers will be committed to the highest standards of professional service in their teaching and understand that their primary professional obligation is to their students. Teachers are expected to be familiar with and work within the terms of the Code of Professional Practice and Code of Professional Conduct as set out by the Teaching Council.
VSware Positive Behaviour System
[x] Our school rewards system is designed to motivate students by recognising the great things they do. Students are awarded praise points online, making things a lot quicker and easier than the traditional paper-based school reward systems
[x] Reward systems are an effective way in which you can celebrate student achievement and positive student behaviour.
[x] The use of rewards within the classroom are a form of extrinsic motivation for students, encouraging them to participate cooperatively in academic and social learning experiences.
[x] However, it is important to recognise that these rewards systems should be consistent and fair, providing students with motivation and encouragement
[x] Our school reward systems are where students are awarded points or commendations for doing something well. This might be for working extra hard on a piece of work or based on something like extra-curricular involvement, attendance, examinations, or adhering to the school rules.
[x] Students are rewarded based on how many points they have received.
[x] Every student starts with 100 points – points can be added or deducted.
[x] Every time a student receives 20 points – they will receive a Well-Done Card
[x] VSWare Behaviour System is an 'add on' to promote Positive Behaviour Management and Positive Reinforcement.
[x] Points can also be deducted for several reasons – the usual School Sanctions are still in place – such as Behaviour Reflection Workshop, In-School Suspensions & Out-School Suspensions.
3 negative entries – may result in a Behaviour Reflection Workshop (BRW) – this will be monitored
[x] by the BRW Coordinator in liaison with the Year Heads & Deputy Principals
[x] Students who are deducted points will be monitored and interventions may be implemented.
[x] Parents & guardians have access to our online VSWare system and can monitor where their child is at, under the behaviour tab.
[x] Parents are encouraged to check the VSWare Positive Behaviour System regularly.
[x] An Assistant Principal is responsible for monitoring and tracking of the year groups.
[x] Civic Spirit Awards are given to students at our Awards Night.
[x] The top three students from each tutor class, will receive a certificate and a medal. The student with the highest points for each year group will receive a trophy at Awards Night.
Junior students will receive the following:
[x] 120 points - Well Done Card
[x] 140 points - Second Well Done Card
[x] 160 points – Well Done Card and a "Our best, always" badge to wear with pride on their uniform
[x] At the end of each of October Midterm, Christmas and Easter, the names of students who have accumulated over 140 points will be entered into a raffle for prizes.
Senior students will receive the following:
[x] 130 points -Bronze badge plus voucher for Oven Door
[x] 160 points -Silver badge plus voucher for Oven Door
[x] 180 points -Gold badge plus voucher for Oven Door
Positive Behaviour Management Team:
[x] Consists of a number of teachers & an Assistant Principal has the role of tracking students' behaviour in the school, both positive and negative points.
[x] The Assistant Principal, after liaising with the Senior Leadership Team, links in with students regularly to check on why some may be losing points and to set targets and goals for these students.
[x] They may sometimes put students on a Positive Behaviour Plan.
[x] An Assistant Principal is also responsible for Well Done Cards, Prizes, Badges, & Awards Night.
Students
| Rule 1 | |
|---|---|
| | RESEPCT FOR SELF & OTHERS |
| EXPECTATIONS | Students are expected to be mannerly and respectful towards teachers, students and |
| | all members of the school community always. Bad language will not be tolerated. |
| | ✓ Outside school times when in school uniform and at school events it is |
| | expected that pupils will continue to conduct themselves in a dignified |
| | manner thus fostering the good name of the school. |
| | ✓ Loitering in the vicinity of the school is not allowed. |
| | School will close to all students from 4.15pm, with exception of those doing |
| | Supervised Study, or involved in Extra-Curricular activities. |
| OUTCOMES | ✓ Disrespectful/defiant behaviour or abusive language will may lead to |
| | suspension. |
| | ✓ Any misconduct that brings the school into disrepute will be dealt with |
| | severely. Students may be brought to the Board of Management |
| RULE 2 | |
| | ABSENCE & PUNCTUALITY |
| EXPECTATIONS | ✓ All students must have their Journal with them at all times. |
| | ✓ Students are expected to be present and on time for all classes morning and |
| | afternoon and to attend school regularly. Absences should be entered on |
| | the VSware system by parent/guardian or a “Reason for Absence Slip”, |
| | including side slip must be completed in the school journal and signed by |
| | parent/guardian. Students should ask tutors to approve notes on VSware or |
| | sign their note in their journal, which should then be placed in the box for |
| | absence notes. All students should present themselves to their teachers at |
| | the start of the class following the absence to explain their absence. |
| | ✓ Students who are late to school are required to sign the register and |
| | complete the reason for lateness. They should get a Late Stamp from |
| | Attendance Officer or General Office. |
| | ✓ Absence from class requires the permission of the class teacher. Student |
| | should have this noted in the relevant section in their school journal, which |
| | is carried with them |
| | If a student needs to leave the school during school hours: |
| | 1) Permission must be sought from Tutor, Year Head, Deputy Principal or |
| | Principal. |
| | 2) If sick during the day student must have their journal signed by a member |
| | of staff in the permission to ring home section. |
| | 3) A note on VSware from parent or guardian or written explanation in the |
| | journal is needed (except when going home sick) |
| | 4) Student must sign out at General Office and sign in on return (if |
| | applicable), completing all sections of register. |
| | 5) Phone calls by students to request to be collected (e.g. when ill) must |
| | only be made through the General Office or by a member of school |
| | staff. |
| | 6) Student must be collected by a family member at the office or make |
| | suitable prior arrangement with school management. |
| | 7) Students in 5th and 6th year can, with notification on VSware or written |
| | parental permission in the school journal, leave school once correct |
| | procedures are followed. |
| | ✓ Persistent lateness to school and/or class or failure to produce a note may |
[x] Failure to attend Behaviour Reflection Workshop on given day, will result in attending the following Behaviour Reflection Workshop. Repeated absences from Behaviour Reflection Workshop may result in suspension.
[x] 3 incidences of lateness may merit a Behaviour Reflection Workshop
[x] Students who absent themselves from class without permission may incur Behaviour Reflection Workshop and/or suspension
[x] Students who do not follow correct procedure for leaving school during the school day may incur a Behaviour Reflection Workshop. Repeated incidents may incur a suspension.
[x] Students who do not present themselves to their teacher to explain their absence may be given negative VSware points and/or a Behaviour Reflection Workshop
[x] For students who are truant the following procedure will apply:
1) First incident: parents contacted, and student may incur a Behaviour Reflection Workshop and/or in-school suspension.
2) Second and further incidences: parents contacted and may incur suspension.
3) Interventions may be put in place such as Attendance Tracker, Behaviour Plan.
4) Persistent truancy may be referred to the Board of Management.
[x] Parent/Guardian may be contacted to verify permission.
| RULE 3 | |
|---|---|
| | LUNCHTIME |
| EXPECTATIONS | ✓ Students must remain on the school premises throughout the entire |
| | school day. |
| | ✓ 6th Year students are allowed to leave for lunch the 1st Thursday of each |
| | month. |
| OUTCOMES | ✓ Students leaving the school grounds at lunchtime without permission: |
| | parents contacted, and student may incur Behaviour Reflection Workshop |
| | and/or in-school suspension. |
| RULE 4 | |
| | CLASSWORK |
| EXPECTATIONS | Each student is expected to |
| | ✓ Come prepared for class, with iPad charged |
| | ✓ Work consistently and conscientiously |
| | ✓ Use their iPad for classwork only |
| | ✓ Perform the homework assigned to the best of their ability and in line with |
| | the School’s Homework Policy. |
| OUTCOMES | ✓ Three incidences of No Homework completed may merit a Behaviour |
| | Reflection Workshop and VSware points deducted. |
| | ✓ Interventions will be put in place for those who consistently do not |
| | complete their homework |
| | ✓ E.g. Student Tracker, Parents Contacted. |
| | ✓ Students using the iPad, without permission, to communicate with |
| | other students during class time may incur a Behaviour Reflection |
| | Workshop and/or suspension. |
| EXPECTATIONS | UNIFORM |
|---|---|
| | ✓ The correct wearing of school uniform during school hours and going to |
| | and from school is a strict requirement. |
| | ✓ The PE Sports Top does not constitute replacement of school coat or school |
| | jumper |
| | ✓ Students who have PE either first two classes or last two classes can come |
| | to school in PE uniform or go home in PE Uniform. |
| | ✓ Students travelling to a school related event will wear their full school |
| | uniform. |
| | ✓ As a sign of respect for oneself and for others a neat, tidy and well-groomed |
| | appearance is essential. |
| | ✓ Hair should be neat and tidy and appropriate for school or work. |
| | ✓ Uniform checks will be held regularly. |
| | JEWELLERY |
| | ✓ In the interest of safety only one pair of small earrings. |
| | ✓ No other visible body piercings are allowed. |
| | ✓ Spacers allowed for a two-week period only. |
| | MAKE UP |
| | ✓ No obvious make-up allowed; any colour nail varnish is allowed. |
| | ✓ Nail enhancements are not permitted. |
| OUTCOMES | ✓ Students must report to the relevant Deputy Principal’s office if they |
| | arrive to school and are not in full uniform. Spare items of school |
| | uniform may be available for students should the need arise. |
| | ✓ Students not wearing the correct school uniform will receive negative |
| | VSWare points and may receive a Behaviour Reflection Workshop. |
| | Students may be sent to the Study Hall and parents contacted. |
| | ✓ Medical reasons will be taken into consideration. |
| | ✓ Students may not be allowed to travel if not in full uniform. |
| | ✓ Students who are wearing jewellery that is not in line with the Code of |
| | Behaviour will be asked to remove where possible and may be sent to |
| | the Study Hall for the day and parent contacted. |
| | ✓ Repeated incidences will result in Behaviour Reflection Workshop and/or |
| | suspension. |
| RULE 6 | |
| | RESPECT FOR PROPERTY |
| EXPECTATIONS | ✓ Students must keep their classrooms and school grounds tidy. |
| | ✓ Students must share the responsibility for keeping their assigned lunch area |
| | and classroom tidy. |
| | ✓ Because of the damage it causes to valuable property chewing gum is not |
| | allowed |
| | ✓ Students must respect school security and fire alarm systems. |
| | ✓ Students must respect the school property and the property of other |
| | students. |
| | ✓ Students must take responsibility for the safe keeping of their own |
| | property including books and all other valuables. |
| | ✓ Books should be stored correctly in Lockers or in Base |
| | Rooms/Assigned Areas |
| | ✓ Lockers must be kept always locked. |
| | ✓ Students found littering or using chewing gum may merit an additional |
| | task with a school committee and/or a Behaviour Reflection Workshop. |
| | ✓ Student Lockers remain the property of the school. Lockers not used |
| | incur a suspension, be referred to the Board of Management and external |
|---|---|
| | agencies contacted. This may lead to prosecution and fine. |
| | ✓ Any interference with school security or fire alarm is considered to be a |
| | very serious offence and may lead to suspension. |
| RULE 7 | |
| | SUBSTANCE ABUSE |
| EXPECTATIONS | ✓ Smoking is illegal at all times in or around school premises and on school |
| | outings. Students are prohibited from smoking anywhere in school |
| | uniform. |
| | ✓ This also includes E cigarettes. |
| | ✓ The possession of alcohol, drugs or drug paraphernalia or being under |
| | the influence of alcohol or any illegal substances on school premises or |
| | at school events or anywhere in school uniform is strictly prohibited. |
| OUTCOMES | ✓ Students smoking while in uniform and in or around school and on school |
| | outings will be suspended. |
| | ✓ Persistent offenders of this regulation will be referred to the Board of |
| | Management and may be referred to the Health Board, which could lead to |
| | prosecution and fine. |
| | ✓ Any student involved in a drug-related incident, as per the school’s Policy |
| | on Substance Use, will be referred to the Board of Management who will |
| | impose sanctions up to and including expulsion as per the school’s |
| | Suspension and Expulsion Policy. |
| RULE 8 | |
| | MOBILE PHONES |
| EXPECTATIONS | ✓ Phones must be always be off except at break time and at lunchtime. |
| | ✓ Phones are not allowed to be used between the break of classes at any |
| | location in school |
| | ✓ They can be used before 8.50 and after 3.50 (Mon & Tuesday) and after |
| | 3pm Wednesday – Friday. |
| | ✓ Phones must be placed in a designated basket during class time. |
| | ✓ Cameras or recording devices must only be used in school or on any school- |
| | related activities with the specific permission of a member of staff and in |
| | accordance with the terms of the Child Protection Procedures – School |
| | Protocols |
| OUTCOMES | ✓ If a student is found to have a phone powered on at times other than those |
| | specified, the phone will be confiscated for the day. |
| | ✓ Negative VSWare points will be given |
| | ✓ Repeated incidents may result in student being required to bring their |
| | mobile phone to the relevant Deputy Principal’s office every morning for |
| | one week and collect from the General Office at the end of each day, or |
| | may incur a Behaviour Reflection Workshop or may result in suspension. |
| | ✓ If a student refuses to place their phone in the designated basket, negative |
| | VSWare points will be given and the matter referred to the Year Head, |
| | Deputy Principal or Principal. This may also incur a Behaviour Reflection |
| | Workshop or Suspension. |
| | ✓ Unauthorised use of a camera or recording device will incur suspension. |
| | This is the case for before and after school, on school grounds and on any |
| | school related activity. |
| | | ✓ Uploading or sharing of unauthorised images or recordings on social media |
|---|---|---|
| | | platforms will be dealt with severely. |
| RULE 9 | | |
| | | BULLYING |
| EXPECTATIONS | | ✓ Bullying of any type is unacceptable. |
| | | ✓ The anti-bullying policy must be accepted by all and adhered to by all. |
| OUTCOMES | | ✓ Any incidents of bullying will be dealt with as per the policy |
| | | ✓ A bullying report is made to the Board of Management at each board |
| | | meeting. |
| | | ✓ Some cases of bullying may be asked to present at the Board of |
| | | Management |
| | RULE 10 | INTERNET |
| EXPECTATIONS | EXPECTATIONS | ✓ The Internet Acceptable Use Policy must be accepted by all |
| | | ✓ It is expected that all students will be mindful and careful when using |
| | | social media |
| OUTCOMES | | ✓ Any offences will be dealt with as per the Internet Use Policy. |
SERIOUS AND/OR PERSISTENT MISBEHAVIOUR AND/OR BULLYING
[x] Students who seriously and/or persistently misbehave or bully will be referred to the Board of Management which has available to it sanctions up to and including expulsion.
[x] These sanctions will be imposed as per the school's Policy on Suspension and Expulsion which is available on our website
ESSENTIALS OF SCHOOL UNIFORM
[x] Official bottle green knee length skirt or official school trousers - two recommended. Uniform should be bought to allow for growth in the future.
[x] V-neck bottle green jumper with school crest – two recommended.
[x] Two white shirts with collar and revere for seniors / Two Honey Gold shirts with collar and revere for juniors.
[x] Bottle green socks or black socks or plain black or green tights.
[x] A green school jacket or green school fleece with school crest.
[x] A pair of flat black or brown school shoes – no boots and no high heels or platform shoes allowed.
[x] No canvas or pumps or sketchers allowed.
[x] Red or wine school scarf only. No other colours or patterns permitted. School scarves with crest available in school.
[x] White apron for Home Economics students.
[x] Care of the uniform is important and it needs to be maintained.
[x] Follow instructions on care labels carefully.
[x] Students should put their names on the labels of all items including PE uniform and School Coat.
P.E. Classes
All students are expected to come with their gear and participate fully in P.E. class each week. If, as a result of illness or injury, a student is unable to participate then they must have a relevant signed note in the journal from parent/guardian. Persistent or ongoing illness will require a doctor's certificate.
Students who come unprepared for class:
[x] First incident:
Recorded on Vsware
[x] Second incident: Recorded on Vsware and PE related task.
[x] Third incident: Recorded on Vsware, sanction Behaviour Reflection Workshop
P.E. UNIFORM
[x] Plain navy track-suit bottoms or plain navy leggings or O'Neill's online school tracksuit bottoms or leggings.
[x] School Sports T-shirt with crest
[x] School Colours Sports Top with Crest
[x] Securely fastened sports runners and sports socks. Canvas shoes are not allowed.
[x] Sports shorts optional for warmer days - navy, black, or O'Neill's school shorts or O'Neill's school skort.
[x] The School Colours Sports Top does not constitute a replacement for school jumper or school coat. Unless advised by teacher for school trip, school workshops
or sport related activity.
[x] Students who have PE either first two classes or last two classes can come to school in PE uniform or go home in PE Uniform. Change in and out of PE gear at either small break or lunch.
NOTE: In the interest of safety, no jewellery may be worn during P.E. classes.
Behaviour Reflection Workshop PROCEDURES
In the interest of fairness to all students the following procedures apply.
[x] Parents are encouraged to check student's Behaviour Tab on VSWare regularly
[x] Parents/guardians will be notified by post when a student is given a Behaviour Reflection Workshop
[x] The student must attend Behaviour Reflection Workshop on the date stated in the letter, unless under very special circumstances including medical appointments.
[x] This must be notified to the staff member in charge of the Behaviour Reflection Workshop in advance on the VSware absence notifications or as a written note in the journal. In this case, the student will attend the next scheduled BRW.
[x] Students may request deferral of their Behaviour Reflection Workshop to allow them to attend an extra-curricular event, e.g. sports match, debate, etc.
[x] If a student fails to turn up to their Behaviour Reflection Workshop then they will attend a Behaviour Reflection Workshop when the next session of the Behaviour Reflection Workshop is scheduled and will receive negative VSware points.
[x] If the student fails to turn up for that Behaviour Reflection Workshop then they will attend the next Behaviour Reflection Workshop , failure to attend may result in suspension.
[x] Behaviour Reflection Workshops will be held regularly and Parent/Guardians will be notified, in advance
[x] Behaviour Reflection Workshops will be recorded on the VSWare System.
NOTE: If a student is absent on the day of their Behaviour Reflection Workshop , then their Behaviour Reflection Workshop will be transferred automatically to another day.
SUPERVISION OF STUDENTS
[x] The school building and grounds are supervised for 30 minutes before school starts and for 15 minutes after school finishes.
[x] Due to Insurance reasons the school will close to all students from 4.15pm every day, with exception of those doing Supervised Study, or involved in any ExtraCurricular activities.
[x] The Concert Hall will be supervised on Wednesdays, Thursdays and Fridays from 3-4pm for students who are waiting for lifts or buses.
[x] Supervised study is available after school in the assigned study hall.
EDUCATION (WELFARE) ACT, 2000
The provisions of the Education (Welfare) Act, 2000 apply to all students. Copy available from the school on request or from the Department of Education website www.education.ie
The Board reserves the right to add to, modify or vary the school rules in the event that unforeseen circumstances arise that require such modification or variation at short notice where the interest of the pupils, staff or the school require it. Any such amendment will be communicated to all members of the school community.
We understand & are aware that all students and parents/guardians wish to contribute to a caring, respectful learning environment and the Board of Management therefore asks that you show your support for and willingness to abide by the code.
AGREEMENT TO ABIDE BY THE CODE OF BEHAVIOUR
I understand, accept and will agree to abide to the Code of Behaviour of Presentation Secondary School, Wexford. I will support the school staff & Senior Leadership Team in the provision of a respectful, inclusive and high standard Learning and Teaching environment.
Signed: _______________________________
(Student)
Signed: _______________________________
(Parent/Guardian)
Signed: _______________________________
(Tutor)
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Article
Maltese Students' Perspectives About Their Experiences at School and Their Mental Health
Helen Askell-Williams, 1 Carmel Cefai, 2 and Francis Fabri 3
1 Flinders Educational Futures Research Institute, School of Education, Flinders University, Adelaide, South Australia, Australia
3 Research and Development Department, Ministry of Education and Employment, Malta
2 EuroCentre for Educational Resilience and Socio-Emotional Health, University of Malta, Malta
In this article we report Maltese primary and secondary students' perspectives about their school experiences and their mental health. Questionnaires were completed by 281 students. Relationships emerged between students' reports about their involvement in bullying, mental health status, and a range of typical features of school environments. A conservative non-parametric JonckheereTerpstra test indicated significant unidirectional differences, from non-involved through to bully/victim groups, for six selected variables that have the potential to be influenced by schools' policies and practices, namely, positive school community, coping with school work, social and emotional education, friendships, safety, and teachers' responses to bullying events. Effect sizes ranged from small to medium. This study illustrates identifiable patterns of students' social, emotional and academic wellbeing. It highlights the need for intervention programs that are conceptualised to meet the needs of different student groups, in this case, involvement in bullying as a victim or as a bully. It also highlights how a range of school-based influences may operate together to affect the wellbeing of students, and points to the need for multi-disciplinary collaboration and approaches to mental health promotion in schools.
■ Keywords: students' perspectives, victims and bullies, mental health
Students' lives at school consist of many components, including engagement with their school community, success at learning endeavours, positive relationships with teachers and peers, developing social and emotional competencies, and coping with negative influences such as bullying/harassment. These varied components of students' lives are reflected in the mission statements of schools, which recognise that students' wellbeing and learning cannot be separated. For example, the South Australian Department of Education and Child Development (DECD) provides the Learner Wellbeing Framework (DECD, 2012), which calls for schools to attend to address for correspondence: Helen Askell-Williams, School of Education. Flinders University, GPO Box 2100, Adelaide, South Australia, 5001. Email: helen.askell-williams@flinders.edu.au
the emotional, physical, social, cognitive and spiritual dimensions of students' lives. Similarly, on the other side of the globe, the Maltese National Curriculum Framework for All (MEEF, 2012) values the role of social and emotional dimensions in education from the early years, drawn from insights provided by the international literature on emotional intelligence, emotional literacy and social and emotional learning.
Academic Achievement
Brand, Reimer, and Opwis (2007) showed that people don't learn as well in a negative mood. Similarly, a study by Roeser, Eccles, and Strobel (1998) showed that students' emotional distress negatively predicted their academic achievement (controlling for motivation, prior achievement, and socio-demographic characteristics). In their meta-analysis of over 200 studies, Durlak, Weissberg, Dymnicki, Taylor, and Schellinger (2011) found that students who participated in universal social and emotional learning programs scored significantly higher on standardised achievement tests when compared to peers not participating in the programs. Their study indicates that any perceived extra work on the part of teachers due to the introduction of social and emotional education can be expected to be rewarded with enhanced student achievement.
Also, students who lack declarative, procedural and conditional knowledge about productive learning strategies, and motivational knowledge, such as attributing success to effort, may find their academic progress hampered (Anderson, 2010; Borkowski, Carr, Rellinger, & Pressley, 1990; Dweck, 1999; Graham & Weiner, 1993). This is likely to lead to a loss of self-efficacy for academic work, which can lead to a downward spiral of learning attainments and even poorer self-efficacy (Pajares & Urdan, 2006; Zimmerman, 2000). For example, Roeser, van der Wolf and Strobel (2001) reported that early adolescents' self-efficacious expectancy of success and valuing of subject-matter was positively related to their academic achievement. In a national study in Maltese schools, Cefai, Cooper, and Camilleri (2008) reported that students' lack of academic engagement was the strongest predictor of social, emotional and behavioural difficulties, underlining the inextricable link between the academic and social-emotional components of students' lives at school. As Roeser et al. (1998) argued, it is important to study educational and mental health issues simultaneously as there is, at least for some children, a co-occurrence of academic problems and emotional distress.
Bullying
Students' involvement in bullying has received attention in recent years as a substantial cause of emotional distress. For example, Skrzypiec, Slee, Askell-Williams, and Lawson (2012) found links between young adolescent students' mental health difficulties and involvement in bullying. In that study, approximately one-quarter of students in the bully–victim group, and one in five students in the victim group, scored in the abnormal range of the Strengths and Difficulties Questionnaire (SDQ), a broad measure of mental health difficulties (Goodman, 2005). The authors compared these figures to statistics from the general population, where approximately one in seven adolescents (in Australia) are reported to experience mental health https://doi.org/10.1017/jgc.2013.13
Published online by Cambridge University Press
or behavioural difficulties. Similarly, in a study of 123,227 students aged 11, 13 and 15 years across 28 countries (in eastern and western Europe, Scandinavia, North America, Israel and Russia), Due et al. (2005) found significant associations between victimisation and psychological symptoms such as feeling nervous, feeling low, loneliness and helplessness. Victims experience a high risk for psychosomatic complaints and depression (Fekkes, Pijpers, & Verloove-Vanhorick, 2004; Juvonen, Graham, & Schuster, 2003; Menesini, Modena, & Tani, 2009; Veenstra et al., 2005). For example, a study of over 26,000 Finnish adolescents found that involvement in bullying was associated with a range of mental health problems such as anxiety, depression and psychosomatic symptoms (Kaltiala-Heino, Rimpela, Rantanen, & Rimpela, 2000). In a longitudinal study with Maltese children, Cefai and Camilleri (2011) found that increases in social, emotional and mental health difficulties were more likely to occur for pupils attending schools where bullying was prevalent. In that study, school bullying was the strongest whole school predictor of social, emotional and behavioural difficulties among young children.
Friendships
Studies indicate that friendships operate in interaction with bullying. Victims of bullying report having fewer friends than their classmates (Veenstra et al., 2005). Similarly, Hodges, Malone, and Perry (1997) reported that the number of friends held by a young person was negatively correlated with being victimised. Recently, Skrzypiec et al. (2012) found a three-way relationship, whereby the likelihood of obtaining an abnormal mental health difficulties score on the SDQ decreased with an increasing number of good friends for students in victim, bully and bully–victim groups.
Interventions for Mental Health Promotion
Contemporary school-based models for mental health promotion advocate that mental health is a function, at the micro-level, of the psychological world of each child; at the meso-level, of close settings such as families; and at broader macrosettings, such as schools, community facilities and government policies (Graetz et al., 2008). This indicates that risk and protective factors within school settings may operate to either exacerbate or minimise students' mental health difficulties.
Recognising the macro-level influence of schools, frameworks for mental health promotion initiatives in schools are typically founded in a whole school approach, with focused attention on developing school policies, improving social relationships, and building individual competencies (Adi, Killoran, Janmohamend, & Stewart-Brown, 2007; Greenberg, 2010; Weare & Nind, 2011). These efforts are relevant to teachers as well as to students. School policies and individual teachers' perceptions about the role of teachers in, say, intervening in bullying, determine whether a school might operate as a social determinant of mental health, or mental ill-health. Similarly, the social and emotional education curriculum of a school has the potential to build students' capabilities to establish friendships with their peers, and to learn productive strategies for coping with bullying.
Social and emotional education is considered to be a core component of mental health promotion initiatives. There are now many social and emotional education https://doi.org/10.1017/jgc.2013.13
Published online by Cambridge University Press
programs delivered in schools. For example, in the United States, the Collaborative for Academic, Social and Emotional Learning (CASEL, 2011b) has driven substantial reforms that demand attention to the social and emotional lives of students, including self-awareness, social awareness, self-management, relationship skills, and responsible decision making. Similarly, in the United Kingdom, initiatives such as the Social and Emotional Aspects of Learning (SEAL) program address a range of students' developmental needs (Department for Children, Schools and Families, 2009). In Australia there are also numerous curriculum initiatives for social and emotional education, and specific policy initiatives for mental health promotion. For example, the KidsMatter (2012c) mental health promotion initiatives focus upon four components that can be influenced at the school level, namely, building a positive school community, providing social and emotional education for all students, providing support for parenting, and early intervention for students at risk. In Malta, Personal and Social Education, Nurture Groups, Circle Time and Learning Support Zones, and related initiatives have been introduced in primary and secondary schools to promote mental health and emotional literacy for young people (Cefai, Grech, Mallia, & Borg, 2011; Fabri & Bezzina, 2010).
Of course, not all students experience academic, social, emotional or mental health difficulties. And for those who do experience difficulties, patterns of influences and needs for intervention are conceivably different. To account for individual needs, Fuchs (2006) has proposed more precise profiling of students' characteristics in order to maximise the allocation of resources to school-based interventions. Hence the present article seeks to understand more about patterns of influences that affect students' lives at school.
The Maltese Context
Our interest in this article lies with students in Maltese schools, and so we turn to reports from Malta. A national study reported by Cefai et al., (2008) found that about 10% of the Maltese student population experienced social, emotional and/or behavioural problems. In a World Health Organization (WHO, 2008) international comparative study, Maltese students rated their health and wellbeing relatively poorly. They reported that they felt among the most pressured students in the study, with the pressure increasing across the secondary school years (WHO, 2008). In that study, although school-based bullying in Malta was reported to be lower than the European Union (EU) average, violence was reported to be well above the EU average, particularly among 13- to 15-year-old students (WHO, 2008). A study among OECD countries suggested that almost half of lower secondary students in Malta intimidated or verbally abused other students, which was significantly higher than the study average (OECD, 2009). In a study with Maltese primary school children, bullying at school was one of the strongest predictors of social, emotional and behavioural problems and mental health difficulties (Cefai & Camilleri, 2011). It is in this Maltese context that we address the following research questions:
1. What are students' perceptions of their academic motivations, learning strategies, mental health, friendships, coping with bullying and school environments?
2. In what ways do these perceptions differ according to students' involvement in bullying?
Method
Ethics
Ethics approvals were obtained from the University Research Ethics Committees, the Maltese Education Directorate, the College Principal and Heads of Schools. Consent to participate was gained from students and their parents. Participation was informed, voluntary and anonymous.
Student Questionnaires
Students are a valuable source of information about the impact of features of school settings on their lives. By listening to students' voices, we can learn what is working well and not so well, from their points of view (Cefai & Cooper, 2011; Cooper & McIntyre, 1996; Rudduck, Day, & Wallace, 1997; Rudduck & Flutter, 2000). For example, Fabri (2011) provided evidence that Maltese students are aware of, and can usefully reflect upon, a number of interacting components that impact upon their school lives.
Students were administered the Living and Learning at School questionnaire. The questionnaire was purpose designed, drawing where possible from existing, validated, questionnaires. The items about positive school community were drawn from the KidsMatter Primary mental health promotion initiative evaluation (Slee et al., 2009). Items about social and emotional learning were constructed from the components outlined by the CASEL (2011b). Items about peer relationships and bullying were drawn from the Peer Relations Questionnaire (Rigby & Slee, 1993). The design of the motivation and learning items drew from Mayer's (1998) framework of motivation, cognition, and metacognition, and from existing questionnaires and checklists (e.g., PALS, Midgley et al., 2000; MSLQ, Pintrich & DeGroot, 1990; SEM, Schraw & Dennison, 1994). The items about positive mental health were drawn from CASEL, while the items about mental health difficulties were adapted from information provided by SANE (n.d.) and beyondblue, the national depression initiative (2013).
We translated the questionnaire items from English into Maltese. The translation was undertaken by the second author and then independently verified against the English version by two Maltese/English speaking teachers. Minor changes were made following verification, until all three translators agreed upon the final translation.
Responses to each question were on Likert scales, with scale anchors typically of very strongly disagree to very strongly agree, or never to always. The Appendix provides summary details about the questionnaire items and scales.
Sampling Design
Heads of schools of the four primary schools and three secondary schools comprising one of Malta's 10 state district colleges agreed to participate. We determined that the level of reading difficulty of the items in the questionnaire would be suitable for students in Grade 5 and above. We were advised by the schools that students in Grades 11 and 12 were unavailable due to their need to prepare for examinations. Therefore, the sample consisted of students from Grades 5 to 10. Each school provided a de-identified (numerical IDs) enrolment list of their students in the relevant https://doi.org/10.1017/jgc.2013.13
Published online by Cambridge University Press
grade levels. This identified that there were 1,465 students in the sampling frame. As we needed to work within budgetary, time and statistical constraints, we assessed that we would like to achieve a sample of 300 students (for a confidence level of 95% and a confidence interval of 5%). Using SPSS, a random sample of a base of 40 students plus 6% of the remaining students was selected from each school enrolment list. In the co-educational primary schools, equal numbers of boys and girls were selected. The secondary schools contained either all girls or all boys. An identified contact person in each school was asked to match the selected de-identified IDs to their confidential list of student names. Questionnaires were delivered to students via the school contact person and returned in anonymous, sealed envelopes to the school and then to the researchers.
Data Preparation
Of the 360 questionnaires delivered, 281 were returned, giving a response rate of 78%. 1 Missing data was less than 1% per question, and was not replaced. Girls comprised 49.5% of the sample. Students' ages ranged from 10 to 15 years, with a median age of 11.3 years.
To enable comparisons between items measured on different scales, all single items were standardised for use in subsequent analyses. Principal Components Analysis and Reliability Analysis routines were run on thematic groups of items, and confirmed the original conceptual design and selection of items for each theme. 2 For the items that were thematically grouped, factor scores generated by the PCA were used for subsequent analyses.
Results
We used students' scores on the Peer Relationships scale to classify students into four groups, as follows: not involved in bullying (139 students), bullies (29), victims (56), and both bullies and victims (35). Figure 1 displays the frequencies of Involvement in Bullying by Gender and Grade. Around one-quarter to one-half of students were involved in bullying in most grades, but fewer in Grades 8 and 10. The distribution of boys and girls across the Involvement in Bullying groups was similar, χ 2 (3) = 4.95 ns.
To investigate whether there were identifiable patterns of responses to the variables in the questionnaire we created profiles of the four groups' mean scores on each variable. The profiles, displayed in Figure 2, show consistent patterns of reported difficulties for students involved in bullying across the broad range of influences in school settings.
Starting from the left of Figure 2, bully/victims have low scores on the items related to engagement with school, motivation and learning. Bullies also show lower scores than victims and non-involved students on the motivation and learning strategies scales. Whereas bully/victims and victims have less desirable scores over the range of variables in this section of Figure 2, it is notable that for the Learning Strategies factor this trend is reversed, with bullies and bully/victims having relatively low scores, but victims scoring similarly to non-involved students. This finding could point to an influence on bullies of poor self-regulatory skills, both for learning and for emotional control.
In the second section from the left of Figure 2, the three groups involved in bullying show relatively lower scores on measures of social skills and friendships, with the exception of victims who rated themselves higher on pro-social strategies, and bullies, who claim to have the most friends. Bullies' claims about having more friends was also found by Skrzypiec et al. (2012) in a study with Australian students. Bullies also show similarity with non-involved students in their rating of their ability to cope with friendships at school. These findings about bullies' perceptions of their friendship status raises interesting questions about the quality of friendships, and whether peers are genuinely friendly with bullies, or use such friendships as a protective factor.
In the third section of Figure 2, the frequency and duration of bullying is in expected directions given the classification of students into the four groups. Noteworthy are students' responses to the question about Feeling safe from bullying, where victims and bully/victims feel less safe, but bullies score at the same level as students not involved in bullying. The response from bullies to the item, Like you when being bullied, appears peculiar, as it indicates that bullies, on average, were not unhappy if they were bullied. This points to the complex social and emotional goals that bullies might satisfy through bullying. The finding is similar to Borg's (1998) study of 6,282 students in Maltese schools, which found that whereas victims experienced mostly feelings of vengefulness, anger and self-pity, bullies were mainly sorry or indifferent. The final item in this section of Figure 2 indicates that, compared to students not involved in bullying, students in all three involved groups consider that Teachers respond to bullying less often. This latter finding could indicate, at least in part, teachers' attitudes towards bullying and the effectiveness of school bullying policies.
The fourth section of Figure 2 shows students' accounts of their different strategies for coping with bullying. Bullies seem to consider themselves more able to cope than the other groups, resorting to emotional and passive responses less often, and assertive and aggressive responses more often. Victims and bully/victims score more highly on emotional responses, and it is interesting that bully/victims also score relatively highly on aggressive responses. These preferred responses to bullying can be compared to work by Murray-Harvey, Skrzypiec, and Slee (2012), whose study of the views of expert researchers' and practitioners' in bullying prevention programs clearly indicated that assertive responses to bullying are the most productive.
Finally, to the far right of Figure 2, bully/victims show the lowest positive mental health and the highest mental health difficulties. This trend is in the same direction, but less steep, for bullies and victims, and reversed for non-involved students. These relationships between bullying and mental health are consistent with findings in the literature (e.g., Cefai & Camilleri, 2011; Slee & Murray-Harvey, 2011). The more extreme scores for bully/victims highlights that this group of students may be particularly vulnerable.
The profiles displayed in Figure 2 clearly show that students involved in bullying report a range of difficulties. The next question that arises is whether these differences are of substantive significance.
As expected, most participants were classified in the non-involved in bullying group, and responded in positive directions on the questionnaire variables. This caused most of the responses to violate assumptions of normal distribution, and https://doi.org/10.1017/jgc.2013.13
Published online by Cambridge University Press
thus be unsuitable for parametric tests. Also, it would be undesirable to concurrently test the significance of such a large number of variables in the same study, as this could lead to an increased chance of obtaining significant results due to conducting many tests (Field, 2006).
We therefore decided to investigate differences between the four student groups on a selected set of variables. We identified six variables, two from each of the first three sections of Figure 2, that are within the power of schools to directly influence; namely, Positive School Community, Cope with School Work, Social & Emotional Education, Cope with Friendships, How Safe, and Teachers' Responses When They See Bullying. As we were conducting six concurrent tests of significance, we applied a Bonferroni correction to the usual p < .05 level of acceptance of a significant effect, giving p < .008 as the benchmark for this study (Field, 2006).
We used the non-parametric Jonckheere-Terpstra test in SPSS to investigate differences among the four groups' median scores on the six variables, and also whether the order of those medians was meaningful. Based on the profiles displayed in Figure 1, we hypothesised that the medians would follow the order of non-involved, victim, bully, and bully/victim. Table 1 shows that the JonckheereTerpstra tests revealed significant trends in the data for all six variables. As predicted, as involvement in bullying escalated, from non-involved through to being both a bully and a victim, students reported significantly less desirable responses to the six measured aspects of their lives at school. Effect sizes were small, except for Positive School Community, which was medium. Note however that small effects, repeated across communities and cumulative across time, can amount to practically important impacts.
Discussion
This article uses students' reports about their lives at school to create profiles of students' involvement in bullying, their mental health, and 19 features of school settings. The prevalence of bullying reported by students in our study is similar to earlier reports about Maltese and Australian school students. For example, Borg (1998) found that one in three Maltese students were involved in bullying as a victim or perpetrator. And in an Australian study, Cross et al. (2009) reported that approximately one in four Year 4 to Year 9 students reported being bullied, overtly and/or covertly, every few weeks or more often.
The profiles illustrate that subgroups of students experience recognisable patterns of responses to features of school environments. Students who reported being involved in bullying also reported experiencing a range of school events in more detrimental ways than students not involved in bullying. Of particular note are the more extreme responses from bully/victims to some variables, such as emotions, safety, coping and mental health. As Skrzypiec et al. (2012) noted, bully/victims have some responses in common with bullies, and some in common with victims. The present study indicates that these commonalities consistently err on the side of more disadvantageous perceptions of school life for bully/victims, and are associated with relatively more poor scores for both mental health difficulties and mental health strengths.
Helen Askell-Williams, Carmel Cefai and Francis Fabri
262
Australian Journal of Guidance and Counselling https://doi.org/10.1017/jgc.2013.13
Published online by Cambridge University Press
The six variables selected for the Jonckheere-Terpstra test have the potential to be within the control of teachers, schools and school systems. It would not be difficult to find intervention programs that deal with one, two or a few, of these areas. For example, the KidsMatter Mental Health Promotion Initiative in Australia identifies four areas for intervention; namely, building a positive school community, social and emotional education for all students, parenting education and support, and early intervention for students at risk or experiencing difficulties (KidsMatter, 2012a p. 6). Within that broad framework, KidsMatter schools can choose intervention programs that suit their own contexts. Thus, some schools might select an intervention program that has more emphasis on the psychological world of the child, while others might select a program that has more emphasis on system-level determinants. Our reading of the KidsMatter Programs Guide (2012b) suggests that it may be difficult to find programs that integrate social, emotional, motivational and academic components, at individual, school and family/community levels. It is this need for integrated attention to various influences that is highlighted by our study. This is consistent with the concerns raised by Cooper (2011), who proposed that popular programs, such as Circle Time, may be undermined if the need to embed the initiative within a broader range of school influences is ignored. Cooper argued that simply implementing the visible features of a program — for example, in the case of Circle Time, enabling students to share their thoughts and feelings in a non-judgmental atmosphere — is insufficient. Rather, programs such as Circle Time must be understood and embedded within a supportive humanistic approach in the whole-school social, emotional and academic environment. For example, in a study in Maltese primary school classrooms, Cefai, Cooper, and Camilleri (2008) found that schools that promoted caring classrooms and communities were more likely to have students who demonstrated pro-social, inclusive and collaborative behaviours. Also from a study in Malta, Cefai and Camilleri (2011) suggested that interventions to prevent social, emotional and behavioural difficulties in school, including bullying behaviours, need to be multifaceted, including individual, classroom, whole school and family factors. Cefai and Camilleri found that the most salient predictors of prosocial behavior included caring and supportive relationships with teachers, supportive peer groups, engagement in the learning process, and schools with low levels of bullying and pupil fighting.
Implications
The profiles uncovered in our study raise further questions. The first is the clear relationship between students' reports of being involved in bullying and their mental health. Recognising the seriousness of possible links between involvement in bullying and mental health, Lieberman and Cowan (2011) and Skrzypiec et al. (2012) recommended that children and teens who are frequently involved in bullying behaviour, either as victims or as perpetrators, should be actively screened for mental health problems. The profiles generated from participants' reports in our study lend support to that recommendation.
A second issue is whether bullies', victims' and bully/victims' responses to questions about issues such as coping with schoolwork and coping with friendships indicate that these different student groups might require differently conceptualised https://doi.org/10.1017/jgc.2013.13
Published online by Cambridge University Press
intervention programs. Whole school approaches are recommended in order to raise levels of awareness and strategies for dealing with bullying (Safe and Supportive School Communities Working Group, 2013), and for developing social-emotional and academic skills (CASEL, 2011a). Our study provides evidence that more differentiated programs may be needed alongside whole school approaches, which is consistent with advice from Greenberg (2010) and Weare and Nind (2011). For example, bullies may construe good friends in different ways to victims, and may need to build their social skills from potentially different underlying assumptions about friendships. Similarly, perhaps explicit teaching about taking an empathetic perspective is more relevant to students who engage in bullying others. It is notable that students in the Bully group reported that they were not necessarily unhappy when being bullied themselves. And yet, the lower reported levels by the Bully group to other variables in this study, such as mental health and coping with school work, indicate a much more complicated picture of bullies' lives at school that might belie claims about not being unhappy about being bullied. Perhaps bravado influenced students' responses (and are a limitation of self-reports, as discussed in the limitations section below).
In the academic domain, victims may be suffering at school, but nevertheless may have relatively good learning strategies, motivational dispositions and selfregulatory skills. However, bullies, with arguably poor skills of self-regulation, may see the effects of that poor self-regulation played out not only in their social relationships but also in their academic endeavours and their emotional control. Hence, explicit teaching of productive learning strategies, effort-based attributions and self-regulatory strategies may be of particular benefit for students exhibiting bullying behaviours. However, caution would need to be exercised with the introduction of more differentiated intervention programs in order to avoid dangers associated with labelling students as bullies or victims.
The relatively low responses from all three groups of students involved in bullying about Teachers' responses and Feeling safe send clear messages about the importance of regularly reviewing school policies and procedures about acceptable behaviours in class and in school grounds. Individual teachers' perceptions of which behaviours constitute bullying/harassment need to be openly discussed in conjunction with the establishment of schools' bullying policies. A related issue is whether the agreed school policies and procedures are visible and accessible to the students.
Conclusions
Roeser and Eccles (2000) argued that if we know more about how issues particular to school contexts interact with children's social and emotional health, then we can provide better policy and practice advice to educational policy-makers and practitioners. In our study, students belonging to identifiable groups of involvement in bullying show similar patterns of responses to questions about a range of features of their lives at school. Promotion and prevention programs that provide integrated attention to students' emotional, social and academic needs, at whole school and subgroup levels, appear warranted. This will require input from a range https://doi.org/10.1017/jgc.2013.13
Published online by Cambridge University Press
of professional groups, including teachers, curriculum designers, school counselors, psychologists and social workers.
Limitations
This study included Maltese primary and secondary school students randomly selected from one school district. While there are no apparent reasons to consider that the participants were not typical of Maltese students, the fact that they were not a random sample across the whole Maltese student population is a limitation of the study.
This study used self-report questionnaires. All methods of data collection have limitations (Muijs, 2006). Questionnaires take a broad perspective and may lack contextual sensitivity. Furthermore, self-reports may be coloured by socially desirable responses, self-reflective blind spots, or self-protective attitudes. This may particularly apply to reports of involvement in bullying. Future research in this field could triangulate assessments from other informants such as teachers and parents.
Acknowledgments
The studies reported in this article were supported by grants from the European Union FP7 Marie Curie International Research Staff Exchange Scheme, the Australian Academy of Science, the Faculty of Education, Humanities and Law at Flinders University and the European Centre for Educational Resilience and SocioEmotional Health at the University of Malta. We would like to thank the heads of schools, teachers and students who willingly contributed their time and perspectives to this study
Endnotes
1 The results section discusses our selection of conservative non-parametric tests that accommodate this response rate.
2 Details of the Principal Components Analyses and Reliability Analyses can be obtained from the corresponding author.
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Appendix A
Themes and Sample Items From the Living and Learning at School in Malta Questionnaire
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1Introduction:
Bangladesh is primarily an agrarian economy. Agriculture is the single largest producing sector contributing about 18.6% to GDP (November, 2010) and employing around 45% of the total labor force. The performance of this sector, therefore, has an overwhelming impact on major macroeconomic objectives of employment generation, poverty alleviation, human resources development food security.
Despite the quite impressive growth in agricultural production during the last decades, significant obstacle and barriers continue to stand in the way of their optimal growth. This can be seen from the case of potato production. According to analyst, the supply of potatoes far outstrips domestic demand. However, every year, large quantities of output are spoilt because of the lack of storage facilities. In just 2007-8, almost 1.5 million tons went to waste. This is the case with vegetables and fruits too. Substantial quantities of output are spoilt, thrown away and/or sold at below their production cost because of the lack of preservation capacity. This situation points to the conclusion that it will indeed be difficult to sustain growth of high value and labor-intensive crops unless (a) investments are made in processing and storage facilities to stagger their supply potential throughout the year to match demand which remains more or less stable across seasons and (b) exploiting international markets for the surplus remaining after domestic consumption. Analyst suggests that potato production suffers from boom-bust cycle because of the volatility in prices leading to large year-to year fluctuations in production. They note that the lack of access to storage systems and services such as storage, packing and transportation is a major constraint in the production of larger quantities of potatoes, vegetables and fruits. Bangladesh, it is reported, had storage facility for only 2.Im MT of potatoes in 2008.According to available information, storage capacity has not increased much since then.
The lack of ability of farmers to sell their produce at cost-recovery prices has had a particularly perverse impact on the integrity of the food supply chain. Small and marginal farmers are often denied fair prices during harvesting season as they are forced to sell their products to profiteering middlemen, who stockpile and sell those at much higher prices later. This middlemen often resorts to spraying/injecting chemicals to increase the shelf life of the products in ways that are injurious to human health and safety. Availability of low cost storage facilities could help farmers to keep their produce fresh and safe, eliminating the use of formalin and other poisonous substances from food chain. Multiple independent studies point to serious infrastructures and logistic problems in the agriculture sector which have led to the widespread and unbridled contamination of food supplies. These include the lack of cold storage/dryer and transport facilities, premature harvesting, profit mongering by businesses and the absence of a licensing and monitoring authority. John Ryder, chief technical adviser of the Food and Agriculture Organization (FAO) in Dhaka stated recently that "the most effective way of preserving and keeping food items after harvest is to store those in suitable temperatures"
2.Background Information:
The Renewable Energy and Energy Efficiency Programme (REEEP) of GIZ has conducted a feasibility study of waste heat recovery from selected power plants for operating cold storage in support of Sustainable and Renewable Energy Development Authority (SREDA), Power Division, Ministry of Power energy and Mineral resources (MPEMR). The study has revealed that Power Plants specifically single cycle Power plant has large potential of recoverable waste heat in different scale. In general, the temperature of different power plants' exhaust flue gases varies approximately from 150 0 C to 570 0 C, e.g. in open cycle power plant at a range from 500 0 to 570 0 C, in combined cycle power plant from 150 0 C to 170 0 C, in engine generating set based power plants from 260 0 C to 570 0 C, in steam turbine thermal power plants from 105 0 C to 145 0 C etc. This waste heat can be used for drying air, serving industrial ovens, cooling and serving hot water.
Now –a- days, agricultural food/fish/fruits drying for export market purpose is becoming an interesting concept in some countries considering adequate demand for such products. For quality food this drying of food should be indirect drying by means of a Heat Exchanger where inlet air of a blower becomes hot by taking heat from waste heat of flue gas. In this regard, exhaust gas heat exchanger with bypass unit typically located adjacent to the engine mounting or mounted on the path/roof of exhaust gas chimney, is required to utilize waste heat from exhaust. Moreover, belt dryers can be used to take advantage of low-grade waste heat as they operate at lower temperatures than other dryers for food drying.
To design and finalize the position of such heat exchanger (dryer) in respect of exhaust port of engine generating set, a site specific study is required to develop conceptual design to capture the waste of the flue gas and to use it for heat exchanging to air to make it hot and flow over the food carrying dryer for food drying. For quality food, in the design the direct exhaust gas flow over the food could not be an option. Therefore, there should be a provision for controlled exhaust flue gas flow inside of pipeline of heat exchanger and surrounded air flow by means of motor operated blower through inbuilt pipeline can be considered. As this type of waste heat use for drying is very new concept in Bangladesh perspective, GIZ REEEP and SREDA have conceptually agreed to conduct a study to develop conceptual design of dryer incorporating exhaust gas heat exchanger bypass mechanism and food drying bed/belt to have a pilot project for food drying specifically for drying mango bar/banana chips/vegetable etc. The initial selection of single power plant for proposed pilot project will be among from public owned reciprocating engine based power plants located at Chapainawabganj, Khathakhali orSantahar in north western part of the country where there is potential waste heat source and demand/supply of considerable food feed stocks of exportable foods for drying purpose. Incorporating the study findings, GIZ want to develop a pilot project concept and business model of suitable dryer for agro foods drying using exhaust waste heat from selected power plants with support from individual Expert for site specific technological and resources assessment. The expert services includes survey, technological feasibility, conceptual design and layout, and cost estimation of such system considering best practice technological options, available land, existing site layout , potential heat source etc
3. Problem Statement:
The main challenge in the way of recovery and utilization of waste heat from three selected power plants towards drying of food stuff is combination of recoverable waste heat in relation to sourcing of food/fruits and space required .The power plants proposed for the purpose under study are Katakhali 50 MW power plant,Chapainababganj 100 MW power plant and Shantahar 50 MW power plant. Out of these three, Katakhali being located in
Rajshahi City Center has severe space constraint for which such a food drying sysyem can't be considered there. Chapainababganj & Shantahar have sufficient spaces but source of food is sufficient but seasona. Seasonal mango is available in chapainababganj and vegetable like tomato, cauliflower, potato, brinjal and bean are season specific,too. Market of dry fruits/vegetables are assured both locally and abroad. The plants were visited from October 18 to 20, 2017.
4. Study Objectives Scope of services:
To utilize the potential waste heat from exhaust gas of selected reciprocating engine based power plants, the proposed expert has to recommend site specific appropriate dryer configuration incorporating exhaust gas heat exchanger with minimum and maximum size, the processes, suitable position of the exchanger connectivity stack, suitable technological options of proposed dryer with a capacity range of drying food product per hour, drying temperature and other related parameters/issues. This specific conceptual study will analyze, in details, readiness measures, heat transfer mechanism and will generate reports with clear recommendation for a pilot dryer project for implementation. In this regards the assignment will have the following components.
Component 1: Base line study and Readiness measures for selected power plants:
The Expert(S) will survey, analysis and suggest a suitable power plant site among public owned single cycle engine generating sets based selected power plants in the north western part of the country considering the optimum heating capacity using recoverable waste heat of exhaust gas from the plant, drying utility etc. Considering the option of exhaust heating tapping, the Expert will provide the conceptual technical design of the modification required the capture the heat from the exhaust heat paths of stack or from suitable options of the plant which will be convenient for implementation and efficient operation. This component will incorporate desk study, communication with respective power plants, field scouting and will provide site specific basic data, existing design and proposed modification plan to capture the waste as well as its utilization for drying effect creation at required level. The Expert will recommend most promising food name for selected site that could be suitable for export oriented market as well as drying.
Component 2: Waste gas heat exchanger Unit and heat transfer mechanism:
The Expert(S) will identify the suitable technological option for food drying at selected power plant including installation of waste heat recovery unit based on specific site condition. The Expert will provide conceptual technical design, data and drawing of site specific waste heat exchanger unit /dryer including main component parameters, category of construction materials, cost estimation, example of potential service providers etc. along with pilot project implantation road map.
Component 3: Technical design of dryer system:
The Expert(S) will provide suitable technical options and lay out of belt/bed type dryer system to utilize the waste heat potential of that power plant considering future expansion provisions and preserving food quality. Each technological option will incorporate drying capacity (kg/hr), type of product(S) that can be dried, drying temperature, hot air flow rate from blower, energy consumption pattern, cost issues, service provider information along with environmental management issues.
5. Methodology of study:
1. Desk Research
2. Field visits at selected power plant site(s) and meeting power plant authority
3. Data gathering, consultation, analysis and support report preparation along with conceptual design, standard drawing incorporation, recommendation etc.
4. The Experts will provide necessary inputs to another co-operation expert to prepare the conceptual design, cost estimation for the recommended design, but will get GIZ technical input in developing the business model.
5. The Expert will work together with co-generation expert to achieve same goal and their work should be complementary to each other and deliverables should be specified for each expert.
6. Boundary of the study: Deliverables:
Draft conceptual design with system components, drawing in block diagram.
Draft final report on the above-mentioned scope of services.
Final report based on incorporation of feedback from REEEP and SREDA (Power Division)
1. Inception Report.
2. Delivery of collected data (through field visits) and information to co-generation expert for the required design.
3. Coordinated review on Final Report.
7. Desk Study:
(i) This is based on data received from the plants during the aforesaid visit and data received subsequently from the plant authority over phone
(ii) Drying system was originally being devised through steam. This was abandoned during a briefing at GIZ Office on 2/11/2017 when the focus was shifted to drying through exhaust heat
(iii) Theoretical calculation of recoverable waste heat:
CHAPAINAWABGANJ:
- Exhaust Gas Flow Rate= 8924 Kg/hour
- Exhaust Flow Gas Temperature = 356 Degree C
- Capacity of each machine = 8.92 MW
- Total Engine unused for waste heat recovery= 5 (Rest 7 are occupied with boilers for steam generation for pre-heating liquid fuel, Furnace oil).
- Specific heat of Flue Gas = 0.24
- Total Heat from Flue Gas= mst= 8924 x 0.24 x 356 x 5 = 38,12,332.5 Kcal which is sufficient to run 38,12,332.5 /96000 = 39 sets of Dryers.
SHANTAHAR:
- Exhaust Gas Flow Rate= 8924 Kg/hour
- Exhaust Flow Gas Temperature = 520 Degree C
- Capacity of each machine = 8.92 MW
- Total Engine available for waste heat recovery= 6
- Specific heat of Flue Gas = 0.24
- Total Heat from Flue Gas= mst= 8924 x 0.24 x 520x 5 KCal = 66,82,291.2 Kcal which is sufficient to run 66,82,291.2 /96000 = 70 sets of Dryers. NOTED:
(a) Currently, all the six engines are occupied with boilers generating steam mainly for pre-heating Furnace oil;
(b) Learnt that output of two boilers is enough for fuel preheating purpose. The output of the rest of four engines can be utilized for vegetable drying purpose
(iv) System details as below :
Exhaust Gas Driven Dryer
- Each Engine Capacity: 8.9 MW
- Engine Model: Wartsila 32
- Exhaust Flow Rate: 8924 kg/hr
- Exhaust Temperature: 356 Degree Celsius
-Dryer Capacity: 1 Ton/Batch
- Raw Materials: Fruits and Vegetables
- Total Heating Capacity: 4.5 Ton
- Moisture Rate of Raw Materials: 82%
-Drying Time: 12 Hours
- Working Temperature 20-80 Degree Celsius
- Temperature Difference Between Top
- Temperature Control: Automatic
- Heating Medium: Hot Air
- Heating Area: 160 sqm
- Dryer Inside Unit: 4
- Dryer Size: 4620mm X 2060mm X 2000mm
- Moisture After Dry: 18%
Equipment Cost: USD 40,000.00
System Installing Cost USD 10,000.00
Total Cost in USD 50,000.00
Steam Driven Dryer
1. Heating capacity: 3500~4000kg/d (drying time ≥ 8hrs/batch)
2. Moisture of raw material: 50~70%
3. Moisture after dry: 10~30%
4. Dryer size: 8400*2200*2280mm
5. Inner size: 8000*1700*1570mm
6. Working temperature: maximum 120℃; Temperature difference between top and bottom: ± 5℃
7. Temperature is automatic control in dryer, actual working temperature is 50℃
8. Heating medium: steam (consumption: about 500kg/h)
9. Dryer inside unit: 8 units
10.Circulating fan: 6 sets; each unit uses 1 set fan, fan power 2.2kw, air flow rate 4000m3/h, air pressure 1150pa
11.Material: dryer inner is SS304, outer is carbon steel with painting and insulation
12.Inside set wind adjusting plate to make hot air average flow on raw material
13.Control box uses Chinese famous brand element
14.
Dryer cart: 20 sets, material SS304
15.Dryer plate: 480pcs, unit size: 640*460*45mm, material: SUS304
16.Dryer is separate to 3 wind room (each room uses 2 sets circulating fan), each room could manual adjust wind valve
Equipment Cost: USD 55,000.00
System Installing Cost USD 15,000.00
Total Cost in USD 70,000.00
Potential Service Provider:
- Green Tech Energy Industrial Co Ltd.Add:51 hailun Road,Qingdao,China.
- Anglo Straits Sdn. Bhd.Add:09,Jalan Pjs 8/9 46150,Selangor Darul Ehsan,Malaysia
- Z power Technology,Singapore
- Implementation Road Map:
- - To obtain concurrence of Power Plant Authority as regards using unused waste heat from engine-gen sets;
- - To select vendor;
- - To award to the selected vendor;
- - Awardee to complete the project in three (3) months on turnkey basis;
- - Service Provider to ensure one (1) year warrantee from the date of Final Acceptance;
- - Service provider to provide training including warrantee period engineeing service.
8.Field visit,datgathering,data analysis
Under took visits to three power plants located in northern areas of Bangladesh.The visit took place during the days of October 18, 19, 20/ 2017. Participated by:
S.M. Zahid Hassan of GIZ
Md. Siddiqur Rahman, Power Plant Expert.
Atikur Rahman Nahid
Hibibur Rahman, Project Manager, Wattson Group
The Plant Visited are:
Katakhali 50 MW Peaking power plant
Santahar 50 MW Peaking Power Palnt
Chapainawabganj 100 MW Peaking power plant
Katakhai plant being at Rajshahi City center was discarded for further study as the area allows no space for installations to be run with waste heat.
50 MW plants comprised of 6 identical Engine-Gen sets each with capacity 8.92 MW
100 MW plants comprised of 12 identical Engine-Gen sets each with capacity 8.92 MW
Generators are run by Reciprocating engines with HFO (Furnace Oil) as primary fuel.
Each plant utilizes waste heat to generate steam mainly for pre-heating furnace oil through Exhaust Gas Boilers connected at the exhaust of some of the engines.
Each boiler generates steam at the rate of 2.5 T/H at temperature 165 Degree Celsius and pressure 7 bar.
Engines releasing exhaust to the atmosphere might be potential sources of heat for food drying system.
Number of engines without boiler-Chapainwabganj-5 Units
All the 6 engines in Shantahar are occupied by Exhaust Gas Boilers.
All this six engines are now occupied by Exhaust Gas Boilers . However, at least 66% of the steam generated might be used for food drying system
Chapainawabganj produces mangoes in abundance and so this plant will have the mango drying system by using heat directly
Abundant cauliflowers are produced in Shantahar where the drying system will be for cauliflower by steam
Both the plants have enough vacant areas for dryer set up.
8. Study Findings
(i) Katakhali being at Rajshahi City Center has severe space constraint. So, this may be discarded from study;
(ii) All the liquid fuel based power plants are potential sources of recoverable waste heat suitable for food/fruit drying project;
(iii) Chapainawabganj is famous for high quality mangoes and so suitable for mango drying system;
(iv) Shantahar is famous for vegetable production and so a vegetable drying system can be considered there.
(v) For Pilot project initially one dryer machine is proposed for implementation. However, for direct exhaust dryer we can use the exhaust of any engines which remain unused for co-generation system.In that case no system modification is required just giving exhaust pipeline connection to dryer. The drier location can be within 50m distance from exhaust chimney point.
(vi) For Steam dryer :Existing steam line can be used for this drier.Just need pipeline connection with steam regulating valve.
(vii)
9. Recommendation/Conclusion:
(i) Pilot projects one each for Chapainawabganj and Shantahar for fruit and vegetable drying are recommended;
(ii) Since fruits and vegetables are seasonal, the two power plants should be allowed to run upto their availability agreement with full capacity during the season of fruits and vegetables.
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Competing Visions
Courtney Stadd
- A Brief Historical Review and the Challenges of Tomorrow
The Three Models
* Three space programs have existed since the 1940s:
– The Civil Vision:
* PRIMARY - biased by the Von Braun vision of large, complex systems
* In second place, a scientific vision of exploring the cosmos
– The Military Vision:
* PRIMARY - a reactive vision tied to the necessity of dealing with the technological aftereffects of World War II – rockets and nuclear weapons
* In second place, the strategic importance of exploiting space for military purposes (weather, communication, intelligence gathering)
– The Commercial Vision:
* PRIMARY – the Big Money – e.g., television and communications
* In second place, the visionary entrepreneur fighting for markets e.g., remote sensing, transportation
* The three primary visions were more or less symbiotic and generated huge national investments:
– Secondary themes have been competing ever since
The Civil Space Vision – Viewing Today from Yesterday
* We were to be living on the Moon and traveling to Mars… instead:
– We're stranded in LEO with unsustainable systems
– Struggling to build infrastructure evolved from systems nearly 50 years old
– Lost relevancy – the result is lean budgets
– Lean budget slow the pace and a slow pace makes it very difficult to maintain a skilled staff
* Civil Space Program:
– Defensive
– Elitist
– Failing to Excite
– Antagonistic to perceived competitors
It's Time to Reconsider the Primary Role for Civil Space
…AND NURTURE AN ALTERNATIVE VISION OF PRIMACY:
*The von Braun vision as bankrupt and unsustainable
*Scientific exploration as a powerful source of inspiration
*Entrepreneurialism as a precious resource (exemplified by American research entrepreneurial icons - Frank Malina, Gerard O'Neil)
*Civil-Military-Commercial partnerships as an economic necessity
Competing Models: Profoundly Different Futures
Von Braun Paradigm:
* Earth-centric surveillance platforms – bureaucratic driven
* Military/civil driven space vehicles for elites
* Drastically reduced American industrial base
* Antarctic-analogues on a few planetary surfaces (driven by national security and science)
Malina/O'Neill Paradigm:
* Robust entrepreneurial efforts – innovation driven
* Tendency to mistake technical possibility for market opportunity (numerous failures, occasional success)
* Disruptive technologies and "transformative capitalism"
* NASA – R&D source, smart buyer of products and services
Each day strengthens the realization that the Von Braun Paradigm no longer best serves U.S. interests
Next Generation: Anything is Possible
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OLDER PERSONS
The enjoyment of the highest attainable standard of health is one of the fundamental rights of every human being without distinction of race, religion, political belief, economic or social condition.
—Preamble to the Constitution of the World Health Organizationn
JULIA'S ABANDONMENT*
Confused and humiliated, Julia, a 76 year old woman with no known relatives, is evicted from her flat and dumped into one of the country's most inadequate public health institutions—a nursing home. Although Julia did not suffer from any medical conditions, her landlord dismissed Julia because her old age was viewed as a financial burden.
For a year, Julia hopelessly tried to return to her flat. The stigma of the elderly as incompetent made her powerless. Forced to live in a dirty, cockroach infested, and unsanitary institution, Julia was offered expired medication, inadequate meals, and insufficient sanitary facilities. Soon she weakened and became ill.
Psychologically, Julia felt alone and betrayed. The scarce medical personnel ignored her, and tied her and the other older residents to chairs as a way to "manage" them. After a year battling to survive in these conditions, a social worker from the country's program on elder abuse called an NGO to take on Julia's case.
* This account is based on an actual incident that occurred in Latin America, as reported by the World Health Organization (WHO) and the International Network for the Prevention of Elder Abuse (INPEA), an NGO with special consultative status to the United Nations' Department of Economic and Social Affairs and the Department of Public Information.
Men and women 60 years old or older in Latin America and the Caribbean are the fastest growing population group in the world.
Who Are They? What is Their Plight?
Aging is both a universal and a personal experience. Men and women 60 years old or older living in Latin America and the Caribbean are the fastest growing population group in the world. According to the United Nations, older persons in the Region will more than double between 2000 and 2025, rising from 8% to 14%. Their specific health needs are increasing and so is the demand for health care providers to understand them.
Policy makers, physicians, fellow citizens, and even families misunderstand or neglect older persons' health. As a result, "elder abuse," the mistreatment of older people, is a serious and growing problem in the Region. Because physicians and society are not trained to distinguish physical and psychological abuse from normal signs of aging, this vulnerable group is subject to age and gender discrimination, financial exploitation, powerlessness, and physical, psychological, and social abuse.
The right to health care is a growing concern for older women, because an estimated 60% of the older population in Latin America and the Caribbean is female, a figure that is expected to climb to 75% by 2025. Women are discriminated against on the basis of age at younger ages than men, and are routinely perceived as vulnerable, weak, and dependent. Such negative images help make older women more susceptible to abuse. Older women also tend to suffer more from chronic diseases. Physicians and policy makers should understand that aging affects women and men differently. This recognition is critical to ensuring equality between older men and women and for providing adequately for their different physical, mental, and social needs.
Throughout the Region, stigmas and mistreatment of older persons may violate basic human rights such as the right to life, to personal integrity, to dignity, to privacy, and to the enjoyment of the highest attainable standard of health. Even though legal, social, and economic conditions vary from country to country in the Americas, often governments do not provide pensions or adequate health and social services to respond to an older person's real necessities. In addition, many nursing homes in the Region do not provide adequate health care. Because of a lack of medical personnel in these institutions, older persons are often abandoned, ignored, and abused. This inhumane treatment, which can lead to malnourishment or worse, death, prevents older persons from receiving the care they need.
Lack of power and status makes it difficult for older persons to react to abuse and neglect, and to demand accessible support and information related to age discrimination. If older persons' needs in the Region are to be fully met, institutions, policy makers, physicians, and individuals should be encouraged to recognize older persons' abuse and to prevent it by instituting the necessary policies and undertaking the necessary investments that will ensure their lifelong development. The protection and promotion of older persons' health and socioeconomic security is an issue not only of public policy but of basic human rights. To prevent further abuse, action must follow recognition.
Protection through International and Regional Human Rights Instruments
Both the United Nations (UN) and the inter-American systems for the protection of human rights have a significant body of legal instruments that can be used to
Stigma and mistreatment of older persons may violate basic human rights such as the right to life, to personal integrity, to dignity, to privacy, and to the enjoyment of the highest attainable standard of health.
protect the rights and liberties of older persons. Some have emerged from conventions or treaties, and they are considered legally binding for States that have ratified them. Others—international human rights declarations and "standards"—although not legally binding, are considered to be an authoritative interpretation of international convention requirements and represent a consensus of international opinion.
The United Nations System
Binding Instruments
International Covenant on Civil and Political Rights (1966). Article 1 states that all people have the right of self-determination. This right guarantees individuals freedom to pursue their economic, social, and cultural development. Article 6 ensures that every human being has the inherent right to life. This right shall be protected by law. No one shall be arbitrarily deprived of his life. Article 7 stipulates that no human being "shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment," especially without his or her free consent to medical or scientific experimentation. Article 9 guarantees that everyone has the right to liberty and security and should not be deprived from it. Additionally, article 10 states that all persons deprived from liberty, "shall be treated with humanity and with respect for the inherent dignity of the human person." Lastly, article 26 protects individuals from discrimination because all persons are equal before the law and should not be discriminated against on any ground.
International Covenant on Economic, Social and Cultural Rights (1966). Article 6 stipulates the right of everyone to the opportunity to gain a living by work which is a freely chosen or accepted. Older workers who have not reached retirement age often encounter prob- lems finding or securing jobs. Article 9 recognizes the "right of everyone to social security," which the term "social security" implicitly covers all risks involved in the loss of mean of subsistence for reasons beyond a person's control. Additionally, article 10 recommends that States should make all necessary efforts to support, strengthen, the family and help it, in accordance with each society's system of cultural values, to respond to the needs of its dependent aging members. Article 12 recognizes the right of everyone to the "enjoyment of the highest attainable standard of physical and mental health." Also, article 13 provides every individual with the right to education for the "full development of the human personality and the sense of its dignity, and shall strengthen the respect for human rights and fundamental freedoms." Education enables all persons to participate in a free society and it promotes understanding, tolerance and friendship.
These two covenants, along with the Universal Declaration of Human Rights, constitute what is known as the International Bill of Rights. All three provide protection against discrimination of older persons.
Convention on the Elimination of All Forms of Discrimination against Women (1979). Article 2 of this important document, often described as the international bill of rights for women, condemns discrimination against women in all its forms. States agree to pursue a policy of eliminating discrimination by refraining from engaging in any act or practice of discrimination against women and to ensure that public authorities and institutions. Article 12 stipulates that States shall take all appropriate measures to eliminated discrimination against women in the field of health care in order to ensure, on a basis of equality of men and women, access to health care services.
Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (1984).
3
Lack of power and status makes it difficult for older persons to react to abuse and neglect, and to demand access to programs that provide information or support on age discrimination.
The provisions contained in this Convention protect older persons who are supposed to be under the protection of governmental officials. Under article 2, States Parties agree to take effective legislative, administrative, judicial or other measures to prevent acts of torture in any territory under their jurisdiction. Article 4 requires States Parties to ensure that all acts of torture are offences under its criminal law. Moreover, this article binds State Parties to make these offenses punishable by appropriate penalties which reflect their grave nature. This instrument establishes that each State Party shall take steps to prevent in any territory under its jurisdiction acts of cruel, inhuman or degrading treatment or punishment when such acts are committed by or at the instigation of or with the consent or acquiescence of a public official or other person acting in an official capacity. These provisions are extremely important for the protection of the mental and physical health of older persons in public institutions. The Convention establishes the United Nations Committee against Torture as the treaty body for promoting and protecting the human rights enshrined in this instrument.
Declarations, Principles, Standards and Technical Guidelines
Universal Declaration of Human Rights (1948). The Declaration states that all people are free and equal in rights and dignity. This all-encompassing provision implies that older persons also are entitled to enjoy their basic human rights and entitles everyone to all rights and freedoms set forth in the Declaration, without distinction of any kind such as race, color, sex, language, religion, political or other opinion, national or social origin, property, birth. It also states that no distinction shall be made based on a person's political, jurisdictional, or international status or the country or territory to which the person belongs, regardless of whether it is independent, trust, non-self-governing, or under any other sov- ereignty limitation. Article 7 states that all persons are equal before the law and are entitled to equal protection of the law without any discrimination. Article 19 safeguards the right to freedom of opinion and expression, including the right to hold opinions without interference and to seek , receive and impart information and ideas through any media and regardless of frontiers. The Declaration recognized the right to work, to a free choice of employment, to just and favorable work conditions, to protection against unemployment and to medical care. Article 5 protects every person from being subjected to torture or to cruel, inhuman, or degrading treatment or punishment.
Vienna International Plan of Action on Aging
(1982). This key tool is the first international instrument on aging. It provides guidelines on health policies to preserve the health of and provide rehabilitation and preventive care for older persons. This document was endorsed by the General Assembly and should be used by the Members States to safeguard the rights of older persons within the context of the International Covenants on Human Rights. The Plan's 62 recommendations advise each country to respond to demographic trends in the context of its own traditions, structures, and cultural values in order for persons of all ages to engage in creating a balance between traditional and innovative efforts in pursuit of harmonious development.
Madrid International Plan of Action on Aging
(2002). This plan lists the objectives and recommendations determined at the Second World Assembly on Aging in 2002. The plan guarantees "to promote and protect human rights and fundamental freedoms, including the right to development." Additionally, this document combats discrimination based on age and promotes the dignity of older people. Furthermore, the document recognizes the ability of older people to contribute to society. The plan calls for changes in attitudes, policies, and
People with mental disabilities, their families, an community advocates should be included in the planning, design, implementation, and evaluation of services, support, and oversight programs.
practices so that the older persons can achieve their full potential.
United Nations, General Comment 6 on the Rights of Older Persons, Adopted by the Committee on Economic, Social and Cultural Rights (1995). General Comment 6 was adopted by the Committee on Economic, Social, and Cultural Rights, and is considered one of the only and the most important standards referring to the human rights and freedoms of older persons. This document is a stepping stone to protect the rights of older persons at an international level, in that it examines the role of older people and the weakening role of the traditional family in developing countries. For developing countries with growing older populations, the document pinpoints specific rights, such as the right to work, to social security, to protection of the family, to an adequate standard of living, to physical and mental health, and to education and culture.
eral comment ensures that "health is a fundamental human right indispensable for the exercise of other human rights." In this Comment, the United Nations Committee on Economic, Social, and Cultural Rights analyzes the content, scope, and obligations of the States Parties deriving from Article 12 of the International Covenant on Economic, Social, and Cultural Rights (The right to enjoyment of the highest attainable standard of health). The Committee establishes that this right is closely related to and dependent on the exercise of other human rights such as life, non-discrimination, equality, freedom from inhumane or degrading treatment, the right to association, assembly, and movement, food, housing, employment, and education. It refers to older persons as a group whose vulnerability calls for special relatively low-cost programs that offer access to health facilities, goods, and services without discrimination.
Principles for Older Persons (1991). These principles issued by the United Nations give priority attention to the situation and health of older persons. They address their independence, participation, care, self-fulfillment, and dignity. Principle 7 states, "Older persons should remain integrated in society, participate actively in the formulation and implementation of policies that directly affect their well-being and share their knowledge and skills with younger generations." Principle 14 promotes healthy aging, recommending that "older persons should be able to enjoy human rights and fundamental freedoms when residing in any shelter, care or treatment facility, including full respect for their dignity, beliefs, needs and privacy and for the right to make decisions about their care and the quality of their lives." Principle 16 states, "Older persons should have access to the educational, cultural, spiritual, and recreational resources of society."
General Comment 14 on the Right to the Enjoyment of Physical and Mental Health (2000). This gen-
The Inter-American System
Binding Instruments
American Convention on Human Rights (Pact of San José) (1969) and the Rules of Procedure of the InterAmerican Commission on Human Rights (2000). This instrument states in article 1 that every person has the right to have his/her life respected. Additionally, article 5 guarantees that every person has the right "to have his physical, mental, and moral integrity respected." Article 7 is extremely relevant for older persons, in that it protects the right to personal liberty. Policies, plans, programs, laws, or practices that deprive older persons of their liberty in public institutions (such as hospitals, psychiatric facilities, health centers, prisons, long-term care facilities, or other institutions) can harm their physical and mental health. The Convention's Article 24 states that all persons, including older persons, are entitled, without discrimination, to equal protection of the law.
5
International Instruments for the Protection of Basic Human Rights and Freedoms Of Older Persons
| Protected Rights & Fundamental Freedoms | Universal Declaration of Human Rights | International Covenant on Civil and Political Rights | International Covenant on Economic, Social and Cultural Rights | Convention on the Elimination of All Forms of Discrimination against Women |
|---|---|---|---|---|
| Life | Art. 3 | Art. 6.1 | | |
| Humane Treatment | Art. 5 | Art. 7 | | |
| Personal Liberty | Art. 3 | Art. 9 | | |
| Fair Trial | Art. 8 | Art. 14 | | |
| Privacy | Art. 12 | Art. 17 | | |
| Freedom of Expression | Art. 19 | Art. 19.2 | | |
| Name | | Art. 24.2 | | |
| Movement | Art. 13 | Art. 12 | | Art. 15.4 |
| Equal Protection | Art. 7 | Art. 26 | | Arts. 3 & 15.1 |
| Judicial Protection | Art. 10 | Art. 14 | | Art. 15.2 |
| Work | Art. 23 | | Arts. 6 & 7 | Art. 11 |
| Enjoyment of the Highest Attainable Standard of Physical and Mental Health | Art. 25.1 | | Art. 12 | Art. 12 |
| Education | Art. 26 | | Art. 13 | Art. 10 |
| Benefits of Culture and Scientific Progress | Art. 27 | | Art. 15 | Art. 13.c |
| Protection of Persons with Disabilities | Art. 25.1 | | | |
| Protection of Women | Art. 25.2 | | Art. 12.2.a | All |
| Protection of Older Persons | Art. 25.1 | | | |
COUNTRIES OF THE AMERICAS THAT ARE PARTY TO UNITED NATIONS HUMAN RIGHTS TREATIES:
Universal Declaration of Human Rights: Not subject to ratification.
International Covenant on Civil and Political Rights: Argentina, Barbados, Belize, Bolivia, Brazil, Canada, Chile, Colombia, Costa Rica, Dominica, Dominican Republic, Ecuador, El Salvador, Grenada, Guatemala, Guyana, Haiti, Honduras, Jamaica, Mexico, Nicaragua, Panama, Paraguay, Peru, Saint Vincent and the Grenadines, Suriname, Trinidad and Tobago, United States of America, Uruguay, Venezuela.
Convention on the Elimination of All Forms of Discrimination against Women: Antigua and Barbuda, Argentina, Bahamas, Barbados, Belize, Bolivia, Brazil, Canada, Chile, Colombia, Costa Rica, Cuba, Dominica, Dominican Republic, Ecuador, El Salvador, Grenada, Guatemala, Guyana, Haiti, Honduras, Jamaica, Mexico, Nicaragua, Panama, Paraguay, Peru, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Suriname, Trinidad and Tobago, Uruguay, Venezuela.
Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment: Antigua and Barbuda, Argentina, Belize, Bolivia, Brazil, Canada, Chile, Colombia, Costa Rica, Cuba, Ecuador, El Salvador, Guatemala, Guyana, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Saint Vincent and the Grenadines, United States of America, Uruguay, Venezuela.
International Covenant on Economic, Social and Cultural Rights: Argentina, Barbados, Bolivia, Brazil, Canada, Chile, Colombia, Costa Rica, Dominica, Dominican Republic, Ecuador, El Salvador, Granada, Guatemala, Guyana, Honduras, Jamaica, Mexico, Nicaragua, Panama, Paraguay, Peru, Saint Vincent and the Grenadines, Suriname, Trinidad and Tobago, Uruguay, Venezuela.
International Instruments for the Protection of Basic Human Rights and Freedoms Of Older Persons
| Protected Rights & Fundamental Freedoms | American Declaration of the Rights and Duties of Man | American Convention on Human Rights | Additional Protocol to the American Convention on Human Rights in the Area of Economic, Social and Cultural Rights (Protocol of San Salvador) | Inter-American Convention on the Elimination of All Forms of Discrimination against Persons with Disabilities | Inter-American Convention on the Prevention, Punishment and Eradication of Violence against Women |
|---|---|---|---|---|---|
| Life | Art. I | Art. 4 | | | Art. 4.a |
| Humane Treatment | Art. XXV | Art 5 | | | Art. 4 |
| Personal Liberty | Art. I | Art. 7 | | | Art. 4.c |
| Fair Trial | Art. XVIII | Art. 8 | | | Art. 7.f |
| Privacy | Art. V | Art. 11 | | | |
| Freedom of Expression | Art. IV | Art. 13 | | | |
| Name | | Art. 18 | | | |
| Movement | Art. VIII | Art. 22 | | | |
| Equal Protection | Art. II | Art. 24 | | Arts. II & III | Art. 4.f |
| Judicial Protection | Art. XXVI | Art. 25 | | | Arts. 4.g & 7 |
| Work | Art. XIV | | Arts. 6 & 7 | Art. III.1.a | |
| Enjoyment of the Highest Attainable Standard of Physical and Mental Health | Art. XI | | Art. 10 | Arts. III.2.a & III.2.b | Art. 4.b |
| Education | Art. XII | | Art. 13 | Arts. III.1.a & 2.b | |
| Benefits of Culture and Scientific Progress | Art. XIII | | Art. 14 | Arts. III.2 & IV.2 | |
| Protection of Persons with Disabilities | Art. XVI | | Art. 18 | All | Art. 9 |
| Protection of Children | Art. VII | Art. 19 | Art. 16 | | |
| Protection of Women | Art. VII | | | | All |
| Protection of Older Persons | Art. XVI | | Art. 17 | | Art. 9 |
PARTIES TO INTER-AMERICAN HUMAN RIGHTS TREATIES:
American Declaration of the Righs and Duties of Man: Not subject to ratification.
American Convention on Human Rights (Pact of San José): Argentina, Barbados, Bolivia, Brazil, Chile, Colombia, Costa Rica, Dominica, Ecuador, El Salvador, Grenada, Guatemala, Haiti, Honduras, Jamaica, Mexico, Nicaragua, Panama, Paraguay, Peru, Dominican Republic, Suriname, Trinidad and Tobago, Uruguay, Venezuela.
Additional Protocol to the American Convention on Human Rights in the Area of Economic, Social and Cultural Rights (Protocol of San Salvador): Argentina, Brazil, Colombia, Costa Rica, Ecuador, El Salvador, Guatemala, Mexico, Panama, Paraguay, Peru, Suriname, Uruguay.
Inter-American Convention on the Prevention, Punishment and Eradication of Violence against Women (Convention of Belem do Para): Antigua and Barbuda, Argentina, Bahamas, Barbados, Belize, Bolivia, Brazil, Chile, Colombia, Costa Rica, Dominica, Dominican Republic, Ecuador, El Salvador, Grenada, Guatemala, Guyana, Haiti, Honduras, Jamaica, Mexico, Nicaragua, Panama, Paraguay, Peru, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Suriname, Trinidad and Tobago, Uruguay, Venezuela.
Inter-American Convention to Prevent and Punish Torture: Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Dominican Republic, El Salvador, Guatemala, Haiti, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Suriname, Uruguay, Venezuela.
Inter-American Convention on the Elimination of All Forms of Discrimination against Persons with Disabilities: Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Dominica, Dominican Republic, Ecuador, El Salvador, Guatemala, Haiti, Jamaica, Mexico, Nicaragua, Panama, Paraguay, Peru, Uruguay, Venezuela.
7
Because physicians and society are not trained to distinguish physical and psychological abuse from normal signs of aging, older persons are subject to discrimination, exploitation, and abuse.
Additional Protocol to the American Convention on Human Rights in the Area of Economic, Social and Cultural Rights (Protocol of San Salvador) (1988). To date, this treaty is the only international human rights binding instrument that enshrines specifically the protection in old age as a human right. Indeed, article 17 ("protection of the elderly") is very important because it ensures that an older person's physical, mental and moral integrity will be respected and not subjugated to cruel, inhuman and degrading treatment. This protection stipulates that older people's specific health needs need special medical attention, work programs and the establishment of social organizations. Article 10 guarantees that every human being should to enjoy the highest level of physical, mental and social well-being. In order to achieve the "right to health", the States must agree to recognize health as a public good, prevent further abuses, and promote education on health problems. Article 3 ensures a right of non-discrimination. Additionally, article 18 recognizes persons with physical and mental disabilities, including older persons, as vulnerable groups that have the right to special medical care and rehabilitation.
Inter-American Convention on the Elimination of all Forms of Discrimination Against Persons with Disabilities (1999). This convention aims to prevent and eliminate all forms of discrimination against persons with mental or physical disabilities and promote their full integration into society. It is first international convention that specifically deals with the rights of persons with disabilities. It is an effective instrument to protect the human rights of older persons with disabilities, specially those who live in long term care facilities.
Inter-American Convention on the Prevention, Punishment and Eradication of Violence against Women (Convention of Belem do Para) (1994). This document is established on the foundation that the elimination of violence against women is essential for their individual and social development. Article 4 states that every woman, including older women, has the right to the recognition, enjoyment, exercise and protection of all human rights and freedoms embodied in regional and international human rights instruments. These rights include the right to have her life respected and the right to have her physical, mental and moral integrity respected. This instrument is very useful to eradicate physical, sexual, and psychological violence against women, which often occur within the family, the community, medical facilities and long term care facilities and should be condoned by the States Parties to this convention or its agents regardless of where it occurs.
Inter-American Convention to Prevent and Punish
Torture (1985). All acts of torture and any cruel, inhuman, degrading treatment or punishment against older persons violate an individual's dignity and the human rights and fundamental freedoms set forth in the above mentioned international and regional human rights instruments. Each State should prevent and punish torture and other forms of cruel, inhuman and degrading treatment or punishment within in their jurisdiction.
Declarations, Principles, Standards, and Technical Guidelines
American Declaration of the Rights and Duties of Man (1948). The Declaration affords protection of civil, political, economic, social, and cultural rights and fundamental freedoms.
Resolution CSP26. R20 (September 2002). PAHO's 26 th Pan American Sanitary Conference urged Member States to adopt national policies and plans for the implementation of the International Plan of Action on Ageing, and to provide adequate support for implementation for
Because of a lack of personnel in nursing homes, older persons in these institutions are often abandoned, ignored, and abused.
priority areas, such as access to health care, essential drugs and vaccinations for older persons. In this resolution, the Conference also urged Member States to promote and protect the human rights and freedoms of older persons and develop community based long term care options, including supportive housing and assisted living.
The Government
Report of the Regional Intergovernmental Conference on Aging: Towards a Regional Strategy for the Implementation in Latin America and the Caribbean of the Madrid International Plan of Action on Aging (Economic Commission for Latin America and the Caribbean [ECLAC], 2003).This guideline, incorporates the international legal framework on human rights as a tool to protect older persons. This inclusion of international human rights norms into legislation and policies on aging should be an effective strategy to protect older persons, especially those who are retained under deplorable conditions or exposed to inhuman and degrading treatment in long term care facilities.
What You Can Do
The human rights norms embodied in the United Nations and the Inter-American human rights systems establish a good foundation for any effort for promoting and preserving the rights of older persons in the Region of the Americas. This endeavor must involve all segments of society—the government, the health sector, and civil society. All actors and stakeholders should understand the protections afforded by these instruments and use them to improve and refine national legislation, policies, plans, programs and practices. In addition, every sector of society should respect the dignity and personal integrity of older persons. This, in turn, would help reverse infringements on many human rights and fundamental freedoms.
Ministers of health, of education, and of labor, the criminal justice systems and other relevant agencies should fully understand their obligations to uphold the international legal instruments derived from international human rights conventions that the government has voluntarily ratified. These legal tools create a range of financial, social, and educational obligations in regard to older persons. Among other responsibilities, human rights laws require protection against infringements on individual freedom and autonomy. The curriculum content in medical, psychiatric, psychology schools and other relevant professional training institutions should be updated. Education is one of the most effective ways to prevent abuse. By promoting awareness about the abuse of older persons, the government will also obtain more information about human right violations in the country. The government also should promote policies, programs, plans, and legislation for older persons that are consistent with human right treaties and standards covered here. This would allow older persons to enjoy a better health and quality of life.
Directors of health care facilities and nursing homes should ensure that admission, treatment, holding, and
handling of older persons conform to human rights pro- tection standards and norms. Furthermore, they need to
make certain that all staff is aware and clearly under- stands those norms.
Nurses and other health care workers in hospitals, clinics, nursing homes, and other settings should familiarize themselves with the rights of older persons, practice them, and make sure that those rights are being respected and protected in every instance of contact with older persons. Health care workers must keep in mind that they may be the last line of defense protecting the physi-
9
Policy makers, fellow citizens, and even their own families often misunderstand or neglect older persons'health, which can lead to their abuse.
cal, psychological, and moral integrity of older persons who may not be able to care for themselves. If health care workers witness any violation, they must act to stop it and bring it to the attention of responsible officials.
Admissions staff should make certain that they have the informed consent of persons being admitted to the facility in order to remain synonymous with international human rights norms and standards. All other staff and administrators should ensure that they have informed consent for all treatment and assistance provided.
Legislators and policy makers should familiarize themselves with international human rights law to make certain that national legislation, policies and plans conform with obligations drawn from conventions and with international human rights standards. If they do not, the legal instruments and policies should be reviewed and revised to bring them into line. New legislation and policies should conform with these provisions in order to prevent abuse of older persons.
Members of the police should understand fully the importance of international human rights law for protecting the rights and freedoms of individuals and groups within society. They should ensure the respect for, and secure protection of, those rights and freedoms. Because they exercise power on behalf of the people, they need to be aware of the human rights standards they are required to meet, and the best practices in their field of activity.
Ombudspersons' offices can follow up citizen complaints and visit the older persons in the community and health facilities to ensure that their human rights are in accordance with national and international laws. They also should embrace the human rights of caregivers and health care workers for older persons as part of their agendas.
The Judiciary should exemplify the international and regional human rights legal framework in their decisions to establish conditions under which justice and equality can be maintained. By promoting and encouraging respect for human rights and fundamental freedoms without discrimination, their aim should be to achieve the physical, mental and social well being of older persons.
Civil Society
Older persons themselves should know and understand their human rights and fundamental freedoms and the domestic, regional, and international mechanisms available to promote and protect them. They also must actively seek and participate in any opportunity to work toward the development or review of health policies, plans, legislation or review of services for older persons aiming to protect their human rights.
Activists can use international human rights mechanisms effectively to spread awareness about abuse. By understanding and adequately explaining the international human rights norms to individuals and groups, they can provide legitimacy to human right violation cases and add urgency to eradicating them.
Families living with older persons should promote intergenerational relationships in order to decrease disrespect of this vulnerable group.
Organizations of older persons and those who live with them should ensure that the human rights of older persons are protected and promoted. They also should seek to provide recreational facilities and employment opportunities for older persons that can buffer their loneliness and offset discrimination against the elderly.
Nongovernmental organization that work with older persons or on their issues should promote the protection of human rights through international standards by creating or developing new agencies to deal with the abuse of older persons. NGOs should seek and partnerships with other civil society groups to prevent duplication of efforts and wasting of resources. Moreover, they should provide outlets and community centers for older persons where they can come together to protect their basic human rights and fundamental freedoms.
The media should dispel myths of older persons by promoting images and reports of older persons who are productive, who take care of themselves, and who contribute in a variety of ways to the development of society and their families. The media also should provide responsible coverage of issues surrounding abuse, neglect, and human rights of older persons.
11
The Pan American Health Organization's Work
The Pan American Health Organization (PAHO), as the UN and Organization of American States specialized agency for health in the Americas, has a central role to play in promoting and protecting the right to the enjoyment of the highest attainable standard of health and linking this right to other human rights. PAHO will:
* Disseminate and promote the international human rights instruments that protect the life, personal integrity, health, and other rights of older persons. As of this writing, 780 persons have been trained on the application of human rights instruments in the public health context—300 of them work in psychiatric hospitals.
* Advise Member States on policies, programs, and legislation related that are necessary to fulfill human rights obligations and, especially, make recommendations to States and international human rights bodies on the admission and retention of older persons in mental health facilities in accordance with international human rights treaties and standards.
* Collaborate with international and domestic human rights bodies, such as the Inter-American Commission on Human Rights, 1 special rapporteurs, and national ombudspersons' offices by providing technical opinions, participating in hearings, conducting site visits to assess the protection of human rights of older persons.
* Provide training and technical expertise to governments and civil society to raise awareness of human rights of older persons and of the mechanisms to exercise those rights.
* Publish and disseminate technical documents outlining the human rights framework applicable to older persons.
* Work closely with the Center for Law and the Public's Health (Georgetown University Law Center and Johns Hopkins School of Public Health), which is the PAHO/WHO Collaborating Center on Human Rights Law.
1 For example, some of the functions of the Inter-American Commission on Human Rights are to review and grant decisions regarding petitions concerning alleged violations of human rights recognized in the American Convention on Human Rights and other Inter-American instruments, visit OAS Member States and review their compliance with Regional human rights treaties, request that States adopt precautionary measures to prevent irreparable harm to persons and conduct general and specific hearings on human rights issues or individual cases. For further information see http://www.iachr.org.
This brochure was written by Javier Vasquez, PAHO Human Rights Advisor, and the editors of the Publications Area. It was reviewed by Enrique Vega, PAHO Advisor on Healthy Aging. Any errors or omissions are the responsibility of the authors.
PAHO thanks the Spanish Agency for International Cooperation (Agencia Española de Cooperación Internacional, AECI) for their financial contribution that facilitated the development and publication of this document
© Pan American Health Organization, 2008.
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Nurture ~ Believe ~ Discover ~ Achieve
Safa Vision
At SCS we aim to enable our learners to have success for today and to be prepared for tomorrow.
نحن في مدرسة الصفا كوميونيتي نسعى الى تأهيل طالبنا للنجاح اليوم وتحضيرهم لمواجهة المستقبل
Child Protection Policy 2022-2023
Child Protection Policy 2021 - 2022
Safa Community School
Contents
Key personnel
The Senior Designated Child Protection Officer is:
Mathew Ashton firstname.lastname@example.org
The designated staff have a combination of Level 3 Safeguarding qualifications:
Leanne Fridd (Principal) email@example.com
Mike Davies (Head of Secondary) firstname.lastname@example.org
Jemma Hudson (Head of Primary) email@example.com
Nadine Hutchinson (Assistant Principal Personalised Learning) firstname.lastname@example.org
Hannah Howard (Head of Foundation Stage)
email@example.com@safacommunityschool.com
Linda Marmion (Assistant Principal Y1-2) firstname.lastname@example.org
Mark Tiley (Assistant Headteacher Y3-4) email@example.com
Dawn Wearing (Assistant Headteacher Y5-6) firstname.lastname@example.org
Adrianne Deacon (Assistant Headteacher KS4) email@example.com
Emmet Glackin (Deputy Head - Head of Upper School) firstname.lastname@example.org
Safeguarding Governor - Zara Harrington - email@example.com
Key Contacts - Hotlines and Websites
Mahmoud Arif (KHDA) - 043643622
Ministry of Interior Hotline - 116111
Ministry of Interior Child Protection Centre's Website
Hemayati App
Community Development Authority - CDA Hotline - 800988
EWAA Shelter for Women and Children Hotline - 8007283
Dubai Foundation for Women and Children - 800111
Ministry of Education Hotline - 80051115
1.0 Our core safeguarding principles are:
* It is the school's responsibility to safeguard and promote the welfare of children
* Children who are safe and feel safe make more successful learners
* Policies will be reviewed annually, unless an incident, new legislation or guidance suggests the need for an earlier date of review
* All children, regardless of age, gender, ability, culture, race, language or religion have equal rights to protection
* All staff have an equal responsibility to act on any suspicion or disclosure that may suggest a child is at risk of harm in accordance with this guidance
* All pupils and staff involved in child protection issues will receive appropriate support from the senior leadership of the school who will follow this policy guidance in doing so
Statutory Framework (Guidance and reference)
* The Education Act 2002
* Keeping Child Safe in Education September 2022
* Working Together To Safeguard Children June 2018
* Serious Crime Act 2015
* Sexual Offences Act 2003
* Education Regulation 2006
* Children's Act 1998
* The Children and Social Work Act 2017
* The Equality Act 2010
* The Children and Families Act 2014
* The Human Rights Act 1998
* National Child Protection Policy in Educational Institutions in United Arab Emirates
Aims:
* To provide all staff (including volunteers, parents, contractors etc) with the necessary information to enable them to meet their statutory responsibilities to promote and safeguard the wellbeing of children
* To ensure consistent good practice across the school
* To demonstrate the school's commitment to safeguarding children
The school recognises the moral and statutory responsibility to safeguard and promote the welfare of all children. We endeavour to provide a safe and welcoming environment where children are respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that children receive effective support, protection and justice.
Child Privacy and Rights
Every child should be treated with respect, consideration and dignity. They have the right to privacy and confidentiality.
Definitions
Safeguarding and promoting the welfare of children refers to the process of protecting children from abuse or neglect, preventing the impairment of their health or development, ensuring that children grow up in circumstances consistent with the provision of safe and effective and nurturing care, undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully.
Neglect: the persistent or severe neglect of a child that results in impairment of health or development.
Physical Abuse: actual or likely physical injury to a child, or failure to prevent physical injury or suffering.
Sexual Abuse: actual or likely exploitation of a child by involvement in sexual activities without informed consent or understanding, or that violate social taboos or family roles.
Emotional: actual or likely severe adverse effects on the emotional and behavioural development of a child by persistent or severe emotional ill treatment or rejection.
Peer to Peer abuse: any act from one student to another that may cause harm or distress.
Potential Abuse: situations where children may not have been abused but where social and medical assessments indicate a high degree of risk that they might be abused in the future, including situations where another child in the household has been abused, or where there is a known abuser.
2.0 Roles and Responsibilities
2.1 Class Teachers
Class teachers will, in most cases, be the first person that a concern is raised by. They will speak immediately to the Senior Designated Child Protection Officer (SDCPO) about their concerns and collate detailed, accurate and secure written records of concerns. Confidentiality is of utmost importance.
2.2 The School Nurse
Their role is to ensure that relevant information obtained in the course of their duties is communicated to the SDCPO. Injuries, frequent visits and concerns will be recorded. Confidentiality is of utmost importance. These are internally recorded and shared with the DSL regularly.
2.3 Responsibilities of all staff
All school staff have a responsibility to identify and report suspected abuse and to ensure the safety and wellbeing of the students in their school. In doing so they should seek advice and support as necessary from the SDCPO.
Staff are expected to provide a safe and caring environment, in which children can develop the confidence to voice ideas, feelings and opinions.
Children should be treated with respect within a framework of agreed and understood behaviour.
All school staff are expected to:
* Treat all children with respect
* Set a good example by conducting themselves appropriately
* Involve children in decision-making which affects them
* Encourage positive and safe behaviour among children
* Be a good listener
* Be alert to changes in child's behaviour
* Recognise that challenging behaviour may be an indicator of abuse
* Read and understand the school's safeguarding and guidance documents on safeguarding issues
* Ask the child's permission before doing anything for them which is of a physical nature, such as assisting with dressing, physical support during PE or administering first aid
* Maintain appropriate standards of conversation and interaction with and between children and avoiding the use of sexualised or derogatory language
* Be aware that the personal and family circumstances and lifestyles of some children lead to an increased risk of neglect and or abuse
* Be aware of signs and symptoms of abuse
*
Report concerns to the SDCPO
* Keep clear, dated, factual and confidential records of child protection concerns
* Never discuss any child protection concerns with anyone outside of the Child Protection Team
* The school has ensured that the SDCPO:
* Is appropriately trained
* Acts as a source of support and expertise to the school community
* Keeps written records of all concerns when noted and reported by staff or when disclosed by a child, ensuring that such records are stored securely and reported onward in accordance with this policy guidance, but kept separately from the child's general file
* Attends and/or contributes to child protection conferences
* Develops effective links with relevant statutory and voluntary agencies
* Ensures that the child protection policy is updated annually
* Liaises with the Principal and Head teacher as appropriate
* Keeps a record of staff attendance at child protection training
* Makes this policy available to parents
* The SDCPO is appropriately trained and, in the absence of the designated person, carries out those functions necessary to ensure the ongoing safety and protection of children. In the event of the long-term absence of the designated person, the deputy will assume all of the functions above
2.4 The Principal and Headteacher:
* Ensure that the safeguarding and child protection policy and procedures are implemented and followed by all staff
* Allocate sufficient time and resources to enable the SDCPO and Child Protection Team to carry out their roles effectively, including the assessment of pupils and attendance at strategy discussions and other necessary meetings
3.0 School Procedures
Any member of staff concerned about a child must inform the SDCPO or a member of the Child Protection Team immediately. This must be reported on Edu Key.
The member of staff must record information regarding the concerns on the same day. The recording must be a clear, precise and factual account of the observations ensuring no emotion or personal feelings are included, these should be reported via the online concerns form.
If immediate action is required the SDCPO will liaise with the Principal and Headteacher (Primary or Secondary).
Particular attention will be paid to the attendance and development of any child who has been identified as at risk.
3.1 How to report a concern
In the event a staff member has a high level concern they wish to report they should seek the DSL or another member of the Safeguarding team to report to in person immediately. All concerns should be reported via the Safeguarding application on https://edukeyapp.com/. Once the safeguarding application is accessed the concern can be reported via the online concerns form (see appendix) at "report concern" tab using the password: Safa1234.
3.2 Accusation against member of the Child Protection Team
In the event there is an accusation of any kind against a member of the child protection team, that person will be removed from all investigative duties until the case has been resolved. If the accusation is against the current DSL, the school Principal will act as the DSL in this situation. At all stages the Governor responsible for Child Protection and Safeguarding will be informed and involved if required.
4.0 When to be concerned
Staff should be concerned if a student:
* Has any injury that is not typical of the bumps and scrapes normally associated with children's activities
* Regularly has unexplained injuries
* Frequently has injuries, even when apparently reasonable explanations are given
* Offers confused or conflicting explanations about on how injuries were sustained
* Exhibits significant changes in behaviour, performance or attitude
* Indulges in sexual behavior which is unusually explicit and/or inappropriate to his or her age
* Discloses an experience in which he or she may have been significantly harmed
* Discloses any information which is inappropriate for the child's age
Physical signs define some types of abuse, for example, bruising, bleeding or broken bones resulting from physical or sexual abuse or injuries sustained while a child has been inadequately supervised. The identification of physical signs is complicated, as children may go to great lengths to hide injuries, often because they are ashamed or embarrassed, or their abuser has threatened further violence or trauma if they 'tell'. It is also quite difficult for anyone without medical training to categorise injuries into accidental or deliberate with any degree of certainty. For these reasons it is vital that staff are also aware of the range of behavioural indicators of abuse and report any concerns to the designated person. Abused children often don't realise that what is occurring is wrong.
Remember, it is your responsibility to report your concerns. It is not your responsibility to investigate or decide whether a child has been abused.
A child who is being abused and/or neglected may:
* Have bruises, bleeding, burns, fractures or other injuries
* Show signs of pain or discomfort
* Keep arms and legs covered, even in warm weather
* Be concerned about changing for PE or swimming
* Look unkempt and uncared for
* Change their eating habits
* Have difficulty in making or sustaining friendships
* Appear fearful
* Be reckless with regard to their own or other's safety
* Self-harm
* Frequently miss school or arrive late
* Show signs of not wanting to go home
* Display a change in behaviour – from quiet to aggressive, or happy-go-lucky to withdrawn
* Challenge authority
*
Become disinterested in their school work
* Be constantly tired or preoccupied
* Be wary of physical contact
* Be involved in, or particularly knowledgeable about drugs or alcohol
* Display sexual knowledge or behaviour beyond that normally expected for their age
* Show oral fixation e.g. constantly putting objects in their mouth
* Repeat language they have heard
* Act out scenarios in role play
Individual indicators will rarely, in isolation, provide conclusive evidence of abuse. They should be viewed as part of a jigsaw and each small piece of information will help the SDCPO to decide how to proceed. There are four main categories of abuse: physical abuse, emotional abuse, sexual abuse and neglect.
4.1 Physical Abuse
Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces illness in a child (this used to be called Munchausen's Syndrome by Proxy, but is now more usually referred to as fabricated or induced illness).
4.2 Emotional Abuse
Emotional abuse is the persistent emotional maltreatment of a child, such as to cause severe and persistent adverse effects on the child's emotional development. It may involve conveying to children that they are worthless or unloved, inadequate or valued only for meeting the needs of another person. It may feature age – or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond the child's developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying, causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.
4.3 Sexual Abuse
Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, including prostitution, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative and non-penetrative acts. They may include non-contact activities, such as involving children in looking at, or in the production of, pornographic material or watching sexual activities, or encouraging children to behave in sexually inappropriate ways.
4.4 Neglect
Neglect is the persistent failure to meet a child's basic physical and/or psychological needs, likely to result in the serious impairment of the child's health or development. Neglect may occur during pregnancy as a result of maternal substance misuse. Once a child is born, neglect may involve a parent or carer failing to provide adequate food and clothing or shelter, including exclusion from home or abandonment; failing to protect a child from physical and emotional harm or danger; failure to ensure adequate supervision, including the use of inadequate care-takers; or the failure to ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child's basic emotional needs.
4.5 Bullying
While bullying between children is not a separate category of abuse and neglect, it is a very serious issue that can cause considerable anxiety and distress. At its most serious level, bullying is thought to result in up to 12 child suicides each year.
All incidences of bullying should be reported and will be managed through our anti-bullying procedures. All pupils and parents receive a copy of the anti-bullying procedures on joining the school and the subject of bullying is addressed at regular intervals in the personal, social and health education (PSHE) curriculum. If the bullying is particularly serious, or the anti-bullying procedures are deemed to be ineffective, the head teacher and the SDCPO will consider implementing child protection procedures.
4.6 Self-harming
While self-harming is not seen as a separate category it is fast becoming a common occurrence. Self-harming can take lots of physical forms, including cutting, burning, bruising, scratching, hair-pulling, poisoning and overdosing. There are many reasons why children and young people try to hurt themselves, once they start, it can become a compulsion. That's why it's so important to spot it as soon as possible and do everything you can to help. Self-harm isn't usually a suicide attempt or a cry for attention. Instead, it's often a way for young people to release overwhelming emotions. It's a way of coping. So whatever the reason, it should be taken seriously. The exact reasons why children and young people decide to hurt themselves aren't always easy to work out. In fact, they might not even know exactly why they do it. There are links between depression and self-harming. Quite often a child or young person who is self-harming is being bullied, under too much pressure to do well at school, being emotionally abused, grieving or having relationship problems with family or friends.
Children often feel:
* Low self esteem
* Lonely
* Sad
* Angry
* Numb
* Lack of control over their lives
Incidences of self-harming must be reported in the same way as any other form of abuse as it is a Child Protection issue. Many parents do not know that self-harming is taking place.
4.7 SEND and Children with Additional Vulnerabilities
* People of Determination and children with SEND needs can be more vulnerable to exploitation and abuse and should have enhanced access to support systems.
* They may be more isolated from their peers and may find it difficult to express concern.
* No concern should be overlooked or passed off as a symptom of SEN or disability; including (not an exhaustive list) Communication; Toileting; Understanding right and wrong; Physical Build; Unusual or over-physical attachments to staff members or peers;
* Staff must be hyper-vigilant to the needs and concerns of these children who are among the most vulnerable.
* Additional barriers can exist in identifying neglect and harm for some groups of students.
Specific Safeguarding Issues
Behaviours linked to drug taking, alcohol abuse, truanting and sexting put children in danger. Safeguarding issues can also manifest themselves via peer on peer abuse, such as abuse within intimate partner relationships, bullying (including cyberbullying), gender-based violence/sexual assaults, sexting and upskirting. Safeguarding issues can also be linked to, for example, children missing education; child sexual exploitation; domestic violence; fabricated or induced illness; faith abuse (including ostracism of families); female genital mutilation; forced marriage; gangs and youth violence; gender-based violence / violence against women and girls; hate; mental health; preventing radicalisation; relationship abuse; sexting; consensual and non-consensual sharing of nudes and semi-nudes; and trafficking. Whilst the school will
ensure that staff avail themselves of opportunities to raise their awareness and gain knowledge regarding these areas, we recognise that expert and professional organisations are best placed to provide up-to-date guidance and practical support in relation to these issues.
Domestic Abuse
Domestic abuse can encompass a wide range of behaviours and may be a single incident or a pattern of incidents. That abuse can be, but is not limited to, psychological, physical, sexual, financial or emotional. Children can be victims of domestic abuse. They may see, hear, or experience the effects of abuse at home and/or suffer domestic abuse in their own intimate relationships (teenage relationship abuse). All of which can have a detrimental and long-term impact on their health, well-being, development, and ability to learn.
Mental Health
Mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect or exploitation. Only appropriately trained professionals should attempt to make a diagnosis of a mental health problem. Staff, however, are well placed to observe children day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one. Where children have suffered abuse and neglect, or potentially traumatic adverse childhood experiences, this can have a lasting impact throughout childhood, adolescence and into adulthood. It is key that staff are aware of how these children's experiences can impact on their mental health, behaviour, and education. If staff have a mental health concern about a child that is also a safeguarding concern, immediate action should be taken, following this policy, and speaking to the DSL or a deputy.
Radicalisation
Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism. There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. It can happen in many different ways and settings. Specific background factors may contribute to vulnerability which are often combined with specific influences such as family, friends or online, and with specific needs for which an extremist or terrorist group may appear to provide an answer. The internet and the use of social media in particular has become a major factor in the radicalisation of young people. As with other safeguarding risks, our staff will be alert to changes in children's behaviour which could indicate that they may be in need of help or protection. Staff should use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately which may include making a referral to the Channel programme or Children's Social Care. If staff suspect a pupil is in danger of being radicalised, a risk assessment should be undertaken by the staff member, DSL and Headteacher.
Peer on Peer Abuse
Safeguarding issues are not confined to instances where children are harmed by adults but can also manifest themselves via peer-on-peer abuse. Peer-on-peer abuse is abuse by one or more children against another child. It can be standalone or as part of wider abuse and can happen both inside and outside of school, and online. It can manifest itself in many ways and can include abuse within intimate partner relationships, bullying (including cyber bullying, prejudice-based and discriminatory bullying), abuse within intimate partner relationships between peers, physical abuse (such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm), initiation/hazing type violence and rituals, upskirting, sexting, consensual and nonconsensual sharing of nudes and/or semi-nudes, sexual assault, gender-based issues,
sexual behaviours including child on child sexual violence and sexual harassment, causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party.
These arrangements apply to all reports and concerns of peer on peer abuse, whether they have happened in school or outside of it, and/or online. Abuse that occurs online or outside of school should not be downplayed and should be treated equally seriously.
The School has a zero-tolerance approach to peer-on-peer abuse and staff will challenge inappropriate behaviour (even if it appears to be relatively innocuous) to help prevent problematic, abusive and/or violent behaviour in the future. Abusive comments and interactions should never be passed off or dismissed as "banter" or "part of growing up". Nor will harmful sexual behaviours, including sexual comments, remarks or jokes and online sexual harassment, be dismissed as the same or "just having a laugh" or "boys being boys". The School recognises the gendered nature that peer on peer abuse may take (this could for example include girls being sexually touched/assaulted or boys being subject to initiation/hazing type violence), and is clear that all peer on peer abuse is unacceptable and will be taken seriously.
Staff will also challenge physical behaviours (that are potentially criminal in nature), such as grabbing bottoms, breasts and genitalia, pulling down trousers, flicking bras and lifting up skirts. Dismissing or tolerating such behaviours risks normalising them.
The school acknowledges that even if there have been no reported cases of peer on peer abuse in relation to pupils within the school, such abuse may still be taking place and is simply not being reported. The school will ensure that children are aware of how they can report abuse, and that they are aware of the procedures that the School will follow once a report has been made. These procedures will be well promoted and in a format that is easily accessible and easily understood by children.
The school recognises that a child is likely to disclose an allegation to someone they trust: this could be any member of staff. By making such a disclosure the pupil is likely to feel that the member of staff is in a position of trust. The School also recognises that children may not find it easy to tell staff about their abuse verbally and that instead they may show signs or act in ways they hope adults will notice and react to. It is also recognised that an incident may come to a member of staff's attention through a report of a friend, or by overhearing conversations. It is therefore important that all staff are clear on the School's policy and procedures with regards to peer on peer abuse, and can recognise the indicators and signs of peer on peer abuse and know how to identify it and how to respond to reports. The School recognises that a first disclosure to a trusted adult may only be the first incident reported. It is not necessarily representative of a singular incident. Staff will take all reports of abuse seriously regardless of how long it has taken for the child to come forward. Staff will act immediately and will support the victim when they raise a concern.
All staff should be aware that children may not feel ready or know how to tell someone that they are being abused, exploited, or neglected, and/or they may not recognise their experiences as harmful. For example, children may feel embarrassed, humiliated, or being threatened. This could be due to their vulnerability, disability and/or sexual orientation or language barriers. This should not prevent staff from having a professional curiosity and speaking to the DSL if they have concerns about a child.
In addition to this Safeguarding policy, staff should also consider the provisions of our separate
Anti-bullying policy. If staff are unsure as to how these policies work together, they should seek guidance from the DSL. All peer on peer abuse will be managed in accordance with this policy; a bullying incident will be treated as a child protection concern where there is reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm.
The school recognises that children with special educational needs and disabilities (SEND) or certain health conditions can face additional safeguarding challenges and may be more prone to peer-on peer group isolation or bullying (including prejudice-based bullying) than other children. The School will consider extra pastoral support for those children. The School also recognises that certain children may face additional barriers to reporting an incident of abuse because of their vulnerability, disability, sex, ethnicity and/or sexual orientation can be more prone to peer-on-peer group isolation than other children and will consider extra pastoral support for those children.
The following procedures also apply when dealing with abuse by one or more pupils against another pupil. Information about possible abuse may come to a member of staff in several ways – direct allegation from a child that has been abused, through a friend, relative or other child, through a child's behaviour or through observation of an injury to the child.
Pupils who have a problem may speak to someone whom they trust. It is important that the member of staff sets the boundaries firmly at the outset of such a conversation, making it clear that no one can offer absolute confidentiality. A pupil who is insistent upon confidentiality should be referred to an external source. If the pupil is only prepared to speak if absolute confidentiality is guaranteed, the member of staff should terminate the conversation at that point. The adult should provide the designated safeguarding lead with a written account of what has transpired as a matter of urgency. If a pupil decides to speak to a member of staff about the fact that either he/she, or a pupil known to them, is being bullied, harassed and abused, the member of staff should:
* Make it clear why unconditional confidentiality cannot be offered;
* React professionally;
* Have regard to the Anti-Bullying Policy, published on the school's website;
* Take what the child says seriously, and calmly, without becoming emotionally involved;
* Explain that any adult member of staff is obliged to inform the designated safeguarding lead if child protection or safeguarding issues are involved, in order that specialist help can be arranged;
* Encourage the pupil to speak directly to the designated safeguarding lead if appropriate;
* Explain that only those who have a professional "need to know" will be told, and, if appropriate, measures will be set up to protect the pupil from retaliation and further abuse;
* Reassure the child that he or she was right to tell, and that he/she is not to blame for having been bullied or abused;
* Allow the child to tell his or her own story, without asking too detailed or leading questions;
* Record what has been said;
* Inform the designated safeguarding lead or the Headteacher by the end of the day.
Where an issue of pupil behaviour or bullying gives 'reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm', staff should follow the procedures below rather than the School's Anti-Bullying and Behaviour policies.
In the event of disclosures about pupil-on-pupil abuse, all children involved (both victim and perpetrator)
will be treated as being at risk and safeguarding procedures in accordance with this policy will be followed. Victims will be supported initially through the school's pastoral support team, and outside agencies if required.
The School will reflect on reported concerns, including the decisions made and actions taken, in order to identify any patterns of concerning, problematic of in appropriate behaviour which may indicate an unacceptable culture, or any weaknesses in the School's safeguarding system which may require additional training or amendments to relevant policies. Where a pattern is identified the School will decide on an appropriate course of action. In the event that a report is proven to be false, unsubstantiated, unfounded or malicious, the DSL will consider whether the child and/or the person who has made the allegation is in need of help or may have been abused by someone else and this is a cry for help. If a report is shown to be deliberately invented or malicious, the Principal will consider whether any disciplinary action is appropriate against the individual who made it in accordance with the School's behaviour policy.
Support for the victims, perpetrators and any other children affected by Peer on Peer abuse will be given via our in school counsellor, reflection sheets and parental involvement.
5.0 Dealing with a disclosure
If a student discloses that they have been abused in any way, the member of staff should:
* Listen to what is being said without displaying shock or disbelief
* Allow the child to talk freely without interrupting, passing judgment or asking questions
* Reassure the child, but not make promises which might not be possible to keep
* Not promise confidentially as it must be reported to the SDCPO
* Reassure the student that what has happened is not their fault
* Stress that it was the right thing to tell
* Listen, rather than ask direct questions
* Not criticise the perpetrator
* Explain what has to be done next and who has to be told
5.1 If a child discloses information to you
It takes a lot of courage for a child to disclose that they are being neglected and or abused. They may feel ashamed, particularly if the abuse is sexual, their abuser may have threatened what will happen if they tell, they may have lost all trust in adults or they may believe or have been told, that the abuse is their own fault.
If a child talks to you about any risks to their safety or wellbeing you will need to let them know that you must pass the information on – you are not allowed to keep secrets. The point at which you do this is a matter for professional judgement. If you jump in immediately the child may think that you do not want to listen, if you leave it until the end of the conversation, the child may feel that you have misled them into revealing more than they would have otherwise.
5.2 Confidentiality and sharing information
All staff understand that child protection issues warrant a high level of confidentiality, not only out of respect for the child and staff involved but also to ensure that being released into the public domain does not compromise evidence.
Staff should only discuss concerns with the designated team. The SDCPO will decide who else needs to
have the information and they will disseminate it on a 'need-to-know' basis.
Child protection information will be stored and handled in line with the UK Data Protection Act 1998 principles. Information is:
* Processed for limited purposes
* Adequate, relevant and not excessive
* Accurate
* Kept no longer than necessary
* Secure
Record of concern forms and other written information will be stored in a locked facility and any electronic information will be password protected and only made available to relevant individuals.
5.3 Notifying parents
The school will normally seek to discuss any concerns about a child with their parents. This must be handled sensitively and the SDCPO will make contact with the parent in the event of a concern, suspicion or disclosure.
However, if the school believes that notifying parents could increase the risk to the child or exacerbate the problem, then advice will first be sought from the relevant body.
5.4 Safer recruitment - refer to Safer Recruitment Policy
Our school endeavours to ensure that we do our utmost to employ 'safe' staff by following the guidance in Safeguarding Children and Safer Recruitment in Education. Safer recruitment means that all applicants will:
* Complete an application form
* Provide two referees, including at least one who can comment on the applicant's suitability to work with children
* Provide evidence of identity and qualifications
* Have a background check from the country they are applying from and have worked in
* Be interviewed
All new members of staff will undergo an induction that includes familiarisation with the school's safeguarding and child protection policy and identification of their own safeguarding and child protection training needs.
5.5 Photography and images
The vast majority of people who take or view photographs or videos of children do so for entirely innocent, understandable and acceptable reasons. To protect children we will:
* Seek parental consent for photographs to be used within school, on the school website/ and/or on external sites
* Not use a child's name on the website, or external sites
* Ensure that children are appropriately dressed
* Allow children to tell us if they are worried about any photographs that are taken of them
* Recognise possible abuse
* Respond appropriately
* Report your concerns
* Record your observations
6.0 Legislation and Law
Governing bodies and proprietors should ensure that all governors and trustees receive appropriate safeguarding and child protection (including online) training at induction. This training should equip them with the knowledge to provide strategic challenge to test and assure themselves that the safeguarding policies and procedures in place in schools and colleges are effective and support the delivery of a robust whole
6.1 Opportunities to teach safeguarding
The following resources, plus many more listed in Annex B, may also help schools and colleges understand and teach about safeguarding:
* DfE advice for schools: teaching online safety in schools
* UK Council for Internet Safety (UKCIS)37 guidance: Education for a connected world
* UKCIS guidance: Sharing nudes and semi-nudes: advice for education settings working with children and young people
* The UKCIS external visitors guidance will help schools and colleges to ensure the
maximum impact of any online safety sessions delivered by external visitors
* National Crime Agency's CEOP education programme: Thinkuknow
* Public Health England: Every Mind Matters
* Harmful online challenges and online hoaxes - this includes advice on preparing for any online challenges and hoaxes, sharing information with parents and carers and where to get help and support.
7.0 Monitoring and Evaluating:
The school has a committee, board, senior leadership team and designated Child Protection team who regularly monitor the Child Protection in their areas of responsibility. All concerns are reported via the appropriate procedures.
8.0 Remote Learning:
* All staff, parents and students have been provided with a Distance Learning Code of Conduct that clearly outlines the expectations with regards to the distance learning process.
* Staff have been briefed by Senior members of the safeguarding team about procedures during distance learning.
* Staff, children and parents have direct access to a dedicated senior leader should they feel the need to report any safety issues.
* Any concerns related to safeguarding are recorded on Edu Key and the child protection team are informed immediately. The same channels of communication apply as per the safeguarding flowchart seen below in appendix 1.
Schools and colleges are likely to be in regular contact with parents and carers. Those communications should be used to reinforce the importance of children being safe online and parents and carers are likely to find it helpful to understand what systems schools and colleges use to filter and monitor online use. It will be especially important for parents and carers to be aware of what their children are being asked to do online, including the sites they will be asked to access and be clear who from the school or college (if anyone) their child is going to be interacting with online.
8.1 Filtering and Monitoring
Whilst considering their responsibility to safeguard and promote the welfare of children and provide them with a safe environment in which to learn, governing bodies and proprietors should be doing all that they reasonably can to limit children's exposure to the above risks from the school's or college's IT system.
Next Review Date: November 2023
Person Responsible: Mathew Ashton
This policy should be read in conjunction with the following policies:
Pastoral Handbook Safer recruitment Anti bullying Distance Learning E Safety and Photography Cyber Bullying Intimate Care Mental Health and Well Being
SAFEGUARDING REFERRAL PROCESS AT SCS
Flow Chart Referral: What to do if you are concerned about a child's safety
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VIGILANCE
Strategy: Unit lesson on teaching about culture
Unit: Culture and Schooling
Objectives
1. To have students understand culture as educational anthropologists
2. To have students understand the cultures of and within their schools
3. To have students explore their own culture
Goals
At the conclusion of this unit, students should be able to define culture, understand the dynamic nature of culture, understand how culture creates disability, utilize qualitative interview methods to understand culture, and reflect on their own cultural background.
Materials
Readings:
1. McDermott, R., & Varenne, H. (1995). Culture "As" Disability. Anthropology and Education Quarterly, 26(3), 324-348.
2. Moll, L. C., & Gonzalez, N. (1997). Teachers as social scientists: Learning about culture from household research. In P. M. Hall (Ed.), Race, ethnicity, and multiculturalism: Policy and practice (Vol. 1, pp. 89 - 114). Hamden, CT: Garland Publishing, Inc.
3. Rogoff, B. (2003). Orienting concepts and ways of understanding the cultural nature of human development. In The cultural nature of human development (pp. 3-36). New York: University Press.
4. Tobin, J. J., Wu, D. Y. H., & Davidson, D. H. (1989). Preschool in Three cultures: Japan, China, and the United States. New Haven and London: Yale University Press.
Videos:
1. Tobin, J. J., Wu, D. Y. H., & Davidson, D. H. (Writer) (1989b). Preschool in Three Cultures: Japan, China, and the United States [DVD]. New Haven and London: Yale University Press.
Activities
1. Role playing with interpretive scenarios demonstrating conflict based on cultural differences (e.g. teacher-parent conference where parent feels its appropriate for the son to miss school to manage the family business)
2. Qualitative interviews/transcripts where students conduct and transcribe an interview of somebody that may have had a different schooling experience than them based on differences in race, class, gender, sexual orientation, political affiliation, religion, geographic location, citizenship status, etc. This interview can be used to compare and contrast with their own cultural experiences.
3. Interrogation reflection on one's own cultural experiences and how they may influence worldviews and interactions with others.
4. Reflection assignments on the readings, videos, and/or class discussions.
Important concepts
* Empathy
* Ethnocentrism
* Suspending judgment
* Cultural and ethical relativism
* Essentialism
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FAQs - HOW TO SHOP AT A FARMERS MARKET
If you're new to shopping at farmers markets, welcome!
Candia Farmers Market provides an excellent source of fresh and local foods, and ANYONE can shop here! These FAQs will help prepare you for the unique experience of grocery shopping at a farmers market. Shopping at a farmers market might be different from what you are used to, but the differences are part of what makes the experience so great! Soon your fridge will be overflowing with delicious, local foods- and you won't believe how easy and affordable it was!
WHAT SHOULD I KNOW ABOUT MAKING MY MARKET GROCERY LIST?
Candia Farmers Market supports vendors who sell seasonal produce. The availability of products depends not only on the time of year but also weather conditions and other variables of farming. To find out what seasonal produce may be available, check out this seasonal availability chart from the NH Department of Agriculture. (please link to this site - https://www.agriculture.nh.gov/publicationsforms/documents/peak-harvest-guide.pdf). You will also find various fresh meats (beef, pork, chicken, lamb, duck) eggs (chicken, duck, and quail), cheeses, raw milk, delicious baked goods, teas, coffee, breakfast foods, spices, honey, maple syrup, local craft beer and wine, dog treats, homemade soap, and artisan products.
CAN I USE MY CREDIT/DEBIT CARD TO SHOP AT A FARMERS MARKET?
Most vendors at the Candia Farmers Market accept credit cards or payment services like Venmo or PayPal. Cash is always accepted and preferred by most vendors. Credit and Debit cards charge service fees to process payments, so it costs vendors money when you use them. There is an atm located a half mile from our location at Granite State Credit Union, 145 Raymond Road, Candia.
CAN I USE MY SNAP CARD TO SHOP AT A FARMERS MARKET?
Candia Farmers Market is happy to announce that starting in 2023 we will be accepting SNAP EBT cards. Start at the Community Table in the center of the market where you can swipe your SNAP Card and you will be given tokens in $1 increments for the amount you requested. Then you can take those tokens to the vendor booths and buy eligible food products. We will also be participating in the Market Match program which mean for every $1 used from your SNAP account you will receive a FREE $1 voucher to spend on fruits and vegetables.
CAN I BARTER WITH VENDORS AT THE FARMERS MARKET?
Unlike a flea market, most vendors at a farmers market have set their prices based on what they feel is a fair price. Bartering is not a cultural norm at most farmers markets. You may see prices vary throughout the year, however, that is due to weather and availability.
ARE ALL PRODUCTS AT THE FARMERS MARKET ORGANIC?
It depends on the vendor. You should talk to your farmer to become aware of the practices used to grow your food.
WHAT ATTRACTIONS ARE AT THE MARKET?
We always have tons of great food options but aside from that we offer live music, kids activities, contests, demonstrations, free beer tasting, visits with farm animals, and other special events. Check our website or Facebook page for the latest updates.
DO I NEED TO BRING MY OWN BAGS?
While you may see many customers at the market with their own bags and we encourage the use of these, however, this isn't a requirement to shop at the market. Reusable Candia Farmers Market bags are for sale for $1.00 at the Community Table in the center of the market.
IS THE CANDIA FARMERS MARKET HANDICAP ACCESSIBLE?
Yes! We are located on the grounds of the Smyth Public Library which is a flat grassy area with parking attached. There are no stairs to navigate.
ARE THERE BATHROOMS?
Yes! Bathrooms are available inside the Smyth Public Library building.
MAY I BRING MY DOG TO THE MARKET?
Yes, on a leash…if your dog is well behaved around people and other dogs and if you bring bags to clean up after your dog. You must always keep your dog away from food items for sale. We reserve the right to ask a dog owner to refrain from bringing a pet if we notice any problems.
IS THE FARMERS MARKET OPEN IN BAD WEATHER?
Candia Farmers Market is open rain or shine.
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FISH TRAP LAKE PROPERTY OWNERS ASSOCIATION
"To preserve our wildlife and water quality and promote safe recreation for the Fish Trap Lake Community"
Fall 2018
Note From the President
Well …. another summer is over in what seems like the blink of an eye. It was great to see that our lake was the birthplace of two eagles this year that appear to be doing well. There's nothing quite like a shadow interrupting the sun on your face as you daydream and then looking up to see an eagle soaring overhead. We are very fortunate to have bald eagles and our healthy population of loons on Fish Trap Lake.
We moved quickly this year from warm weather and water play to a gray, wet fall and an early snow. Thankfully, the crisp fall sun finally emerged in time for some hunting and late season fishing. I hope you enjoyed the summer and are looking forward to the ever-hectic holiday season followed by a calming winter before the cycle of the lake begins anew.
We had a fairly active year again as an association board. We continue to work with BNSF Railroad and the County on a solution to the stalemate over the movement of the Fort Ripley recreational trail in exchange for the closure of the crossing near our lake. Paul and I met again recently by phone with the respective parties to attempt to move things along. They appear to need an outside influence to take action. We remain hopeful that a resolution is nearing.
We used our Initiative Foundation earnings to fund the new signage at the landing, and we are exploring other options to further protect our lake from the persistent onslaught of invasive species infiltrating too many Minnesota lakes.
We have been keeping watch on the Shamineau water project, which looks to be changing direction, literally, from the plans that were presented at our Annual Meeting in June. We will continue to monitor the situation and any impact to our lake.
Morrison County completed their shoreline photo project on all the lakes in the area and are working to improve the shoreline rules and provide some options for supporting those properties that are not currently in compliance. We should hear more about this in the spring.
A new discussion that is emerging is the impact of wakes from wake-surfing boats on canoers and paddleboarders, as well as the shoreline; especially during times of high water. We plan to talk about this at our spring board meeting, and if you have thoughts, please feel free to share them.
If anyone has interest in joining the board, we would welcome your active participation. We currently have an opening.
Have a great rest of the year and start of the New Year!
Scott
Mark your calendars: The Fish Trap Lake Property Owners Association Spring Board meeting is scheduled for Saturday, April 13, 2019 at 9:30 a.m. at the Scandia Valley Town Hall.
FTLPOA ANNUAL MEETING
JUNE 23, 2018
SCANDIA VALLEY TOWNSHIP HALL 9:30 am
(full minutes are viewable on <fishtraplake.com>)
Board Members: Scott Schnuckle, President, Mike Flanagan, Vice President, Gary Ziehmann, Treasurer, Peg Hartung, Ron Markfelder, Ron Mash, Jon-Scott Johnson, Paul Baker, Dennis Smith, Brian Sams and Mary Thibert, Secretary.
Board members not in attendance: Chuck Salter and Lisa Kajer
Scott Schnuckle called the meeting to order at 9:30. He welcomed the Property Owners (PO) to the meeting. The Board introduced themselves and the offices they held.
Secretary's Report: Mike Flanagan motioned to accept the minutes. Ron Mash seconded the motion. The motion carried.
Treasurer’s Report: Gary Ziehmann submitted the Treasurer’s report. The total membership for the FTLPOA for 2017 was 212. There are 155 members at this date for 2018. 33 PO have prepaid for 2019. The Treasurer’s report was accepted.
Guest Presentations:
A. County Reports
Director of Land Services-Amy Kowalzek: Amy Kowalzek reported many changes have occurred this past year to Morrison County' (MC) Administration to make it more efficient and to improve our services. Land Services is the result of Planning and Zoning merging with the County Assessor Department and the addition of Shoreline Services. Galen Gruber is the Director of Shoreline Services providing technical resources for lakeshore issues. Two high school interns have been hired by MC to photograph all lakeshore property in MC to create data baseline of the current shoreline. MC plans to use this information to identify what they need to work on and for enforcement. As of this meeting Fish Trap Lake (FTL) has not been photographed. MC has revamped their shoreline standards. Their new policy has a more practical set of rules that can be enforced. The QUAD Lake Association received a grant this year for research in the prevention of AIS; monitoring veliger levels and also monitoring for Spiny Water Fleas (SWF). This spring there was a Lake Association Summit which Mike Flanagan attended. Amy reported that lakeshore property values have not changed much. However, off the water sales saw a little decrease in value. All sales can be viewed on MC website.
Sheriff's Department: Cody Skwirna, Assistant Deputy reviewed water safety rules and the role of the water patrol. Randy Posner, the new Conservation Officer introduced himself. He explained day fisherman cannot transport fish in a live well and bait buckets need to be emptied and drained when a fisherman leaves the lake
County Commissioner-Mike LeMieur: Mike LeMieur updated FTLPOA on the Lincoln railroad crossing. Recently Paul Baker, Scott Schnuckle and the Public Work's Director met with BNSFRR. MC and BNSFRR cannot agree on terms. The closing of the Lincoln crossing is very important to the railroad. MC and BNSFRR disagree on the placement of a trail. Mike LeMieur also briefly discussed the high water level on Lake Shamineau. A survey was conducted last week by MC of the Lake Shamineau's POs.
B. Scandia Valley Township Supervisor.
Al Card reported FTL Drive will be reconstructed this fall. This will include Hohler, Pan, 21 st , FTL Creek and Artic Drive. 3 new culverts will be added. The road will be ground and new tar will be laid. There will be no widening or straightening of the road. The work will begin after Labor Day and will last for about 2 weeks. The roads will continue to be open 24/7. 20 th Ave has some bad bumps which will be repaired this week.
C. State House and Senate Representatives.
Ron Kresha, State Representative and Majority Whip discussed the climate at the legislature.
D. Lake Treatment Representative.
No representative was present.
E. RMB Environmental Labs.
Ellie Kriese works with lake volunteers and with Lake Associations to collect lake water samples. They keep records of phosphate levels, Seechi Disc and Chlorophyll levels on lakes. FTL has 10 years of data. Ellie reported that FTL is healthy. There has been an increase in phosphate which is good. They have 2 concerns for FTL. There needs to be a good shoreline buffer 15 to 50 ft and they want to have natural plants in the lake because this hold down sediment on windy days. Ellie Kriese also spoke on zebra mussels and SWF. Spiny water fleas are a bad AIS for several reasons. First they eat zoo plankton and secondly they cling to fishing lines. It is difficult to wipe them off the fishing lines. They have spines on their tails and if ingested by a fish it rips up their intestines. Both Lake of the Woods and Millie Lac have SWF. It would be smart to isolate fishing rods and anchor ropes from contaminated lakes but the DNR has not made any new regulation regarding this.
F. Lake Shamineau LID.
Bob Koll and Rick R from Lake Shamineau's LID spoke on the high water on Shamineau and is asking FTLPOA to support this project by writing a support letter. FTLPOA had several concerns in regards to writing a letter of support. One concern is which entity is going to have control of the pumps to protect FTL own water levels. At this time no one has been assigned this responsibility. The Association wanted assurances that there would be no dangers to FTL. There was also concern about consequences for others downstream. FTLPOA approved a conditional letter of support which would include additional studies to provide more details. Scott Schnuckle will ask Chuck Salter to assist with this letter.
Old Business:
A. Railroad update. Paul Baker provided a synopsis of the railroad dilemma. At the time of this meeting both MC and BNSFRR have been waiting for each other to make a new proposal. Because of pressure from Paul Baker and several other individuals as of June 15 MC made a new proposal and BNSFRR is considering it.
B. Initiative Foundation: Scott Schnuckle announced the signage project at the public landing has been completed. He thanked everyone who continues to contribute to the Foundation. It was recommended to save the Foundation's funding as an insurance policy for an emergency.
C. Website: Chris Ziehmann, Newsletter and Website Coordinator reported there are 28 businesses that support our website through advertisement. This past winter there was a major revision to the website making it more mobile friendly.
FTLPOA FALL BOARD MEETING
SEPTEMBER 15, 2018 SCANDIA VALLEY TOWNSHIP HALL 9:30 am
Board Members Present: Scott Schnuckle, President, Mike Flanagan, Vice President, Gary Ziehmann, Treasurer, Ron Mash, Jon-Scott Johnson, Paul Baker, Dennis Smith, Brian Sams, Ron Markfelder, Lisa Kajer and Mary Thibert, Secretary.
Board members not in attendance: Chuck Salter.
VISITORS: Chris Ziehmann, Peg Hartung and David Thibert.
Scott Schnuckle called the meeting to order at 9:30.
FTLPO ISSUES FOR THE BOARD: Scott Schnuckle reviewed the situation of David Christenson's and Wendt's dock dispute. Scott responded to Christianson in writing informing him that the board will not become involved because the FTLPOA voted last summer that they did not want to be told where PO's have to place their dock and the board has no jurisdiction on this matter.
Secretary's Report: Mary Thibert submitted the minutes from the meeting of the Annual Fish Trap Lake Property Owner's Association (FTLPOA) in June. Paul Baker motioned to accept the minutes. Mike Flanagan seconded the motion. The motion carried.
Treasurer's Report: Gary Ziehmann submitted the Treasurer's report. The total balance in all accounts was $14,215.51.
Gary reported he is expecting expenses from the fall newsletter, beaver control cost, water quality testing and food costs from the annual meeting. The current calendar year contribution to the IFEF is $3,085.00. The current value of the IFEF is $44,169.94. The total membership for the FTLPOA for 2018 was 206. There were 212 members in 2017. 43 PO have prepaid for 2019. The Treasurer's report was accepted.
OLD BUSINESS:
A. Aquatic Invasive Species Updates and Plans. The QUAD Lake Association received a grant this year to be used for the prevention of AIS. They used some of the funding for research to cover the expenses of monitoring veliger levels on FTL. They also wanted to monitor for Spiny Water Fleas (SWF). RMB Labs performed the testing this summer on FTL and on surrounding lakes. They found no concerns. Several board members felt that zebra mussels appear to be down 50% in relation to last year. According to last year's report from Steve McComas from Blue Water Science, zebra mussel's numbers cycle from year to year. FTL had more weeds because of the warm temperatures.
B. Railroad Update: Paul Baker reported that the closing of the Lincoln crossing is still at an impasse. The Railroad is concerned about liability. The railroad's proposal has been at MC since May. MC Commissioner, Mike LeMieur told Paul he will put this issue on the MC's agenda so the entire board will become aware of this situation.
C. Initiative Foundation Endowment (IFEF): The current IFEF balance is $44,169.94. This year it received $2,790 in contributions. Ideas for future projects were discussed. Gary Ziehmann prosed purchase of a drone with a camera to be used by Brian Sams who would fly it over Fish Trap Lake Creek to assist him with beaver control. A drone cost around $1000. Brian will research drones models over the winter and present to the board at the spring board meeting. Chuck Salter had an idea for use of the funds. He proposed a power washer could be installed at the boat landing. See the full discussion on the website under 2018 Fall Board Minutes.
D. Website: Chris Ziehmann stated there were 1696 hits on the website from January to September 12 th , 2018 which is about the same as last year. The months of July and August saw the biggest usage. The board discussed having a photo contest. It was decided to discuss this idea at the annual meeting in June to determine if POs would like a photo competition.
E. Lake Shamineau Project Update: This summer MC sent a survey to the PO on Lake Shamineau. Shamineau's LID is waiting to present their budget to MC around 10/1/18. There is a group of POs 2 blocks east of the public landing on the northeast side of the lake who are pumping water out of the lake into a pond. Both the DNR and MC are aware of this pumping. According to the DNR it is working. Another idea has been proposed to pump the water into a gravel pit. It is a shorter route and it only involves MC lands. It does not involve Todd Country as the other plan does. Shamineau's LID is not receptive to either of these proposed plans. FTLPOA conditional letter of support did not address these other options. Shamineau's water level has dropped 18 inches since summer. FTL's water level has dropped 10 inches. MC project of photographing all lakeshore in MC has been completed. 15 lakes were photographed. The board wanted access to the photos but was denied because Amy Kowalzek said it was too large. MC is sharing the photos with the DNR and Soil and Conservation. They identified 43 properties that need shoreline improvement. It was asked if MC can serve notice to these POs so that they can be brought into compliance. MC can't do this because the laws currently in place are unenforceable. Scott is planning to call Amy Kowalzek to discuss plans for the photos. He also wants to be involved in the rewriting of the laws. He wants to make them enforceable. FTL's water quality continues to improve. There are lower levels of nutrients entering into the lake depicted by lower levels of chlorophyll and phosphate.
NEW BUSINESS:
B. Water Quality: Brian reported the 1
A. DNR Fish Survey: Mike Flanagan reported the every 4-year DNR fish survey was completed the 2 nd weekend in August. Mike will write an article for the newsletter about this survey. FTL will continue in 2019 as an experimental lake for northern pike. The DNR stocked FTL with 1.2 million fry last year. They plan on stocking it again in 2019. Two eaglets were fledged this year on Buzzard's Roost. They were named Lars and Lena. st
Secchi Disc on FTL this year was 21-22 ft. The last one was 7 ft.
C. Nomination of a New Board Member: The board is looking for nominations for a new board member to replace Peg Hartung who resigned this spring. Mike Flanagan is planning to resign from the board next year. Mike was encouraged not to resign.
D. Discussion on Amending Article IV of the Bylaws to include teleconferencing: Chuck Salter proposed to amend the Bylaws to include teleconferencing and special board meetings. Chuck will rewrite the changes and put them on the website. Scott Schnuckle motioned to amend
the bylaws. Gary Ziehmann seconded the motion. The motion carried.
The Spring board meeting is April 13, 2019 at 9:30 Scandia Valley Township. The FTLPOA board meeting was adjourned.
Respectfully submitted by,
Mary B Thibert
An Ever Changing Lake
by Mike Flanagan, FTLPOA Board VP
Fish Trap has been a big part of my family's life for over sixty years. I have enjoyed its beauty, cleanliness and recreational opportunities, including fishing, for many years. It has gone through and survived many natural changes in those years. I personally believe the discovery of zebra mussels five years ago has changed the lake more than the previous fifty combined. Our water clarity has dropped somewhat. We have seen an expanded level of weeds along our shorelines and our marine-related equipment shows visible signs of this new age. Some of this isn't related to zebra mussels; extreme weather events the last couple of years having influenced this current state our lake is in. Lower than normal snowfalls, early ice outs, late ice formation, heavy rains and high temperatures, along with continued run off from our properties has driven some of the current vegetational changes.
On top of this, zebra mussels have taken over our lake basin. They have not eradicated the weeds, as first thought. They have actually helped in the growth of some. What does this all mean? It does change how we enjoy swimming and using our beachfront areas. It also has influenced our decisions to actually use our water craft at times. What has it does to the fish population and our opportunities to catch fish? I can personally tell you that the fishing remains good. This year our family continued to catch crappies in the spring, bass and northern pike all summer, and walleyes later into the summer than we have previously experienced. The time of day and the locations have changed in many cases, but the fishing is still pretty good on Fish Trap.
I had the opportunity to spend a couple of mornings with our area Fisheries & Wildlife team from the Department of Natural Resources as they conducted one of our fish surveys. They continuously monitor our lake's fish activity, but every four years they do an extensive set of fish inventories to determine the real state of our lake. 2018 is the first full survey conducted since we have felt the full effects of the zebra mussel infestation.
In June they conducted detailed research focused on the panfish population. The activity in August was directed more toward the larger, mainly, predator fish (northern pike, musky and walleye). This research took place over five days. On the first day they laid out 250 foot long by 6 foot high gill nets in three select locations. They are placed at the bottom, capturing any fish within six feet of the bottom. The depths range from 12 to 20 feet deep. These nets have five sections to them. Each one has a tighter mesh than the next. This allows them to capture small fish, such as perch, in the finer sections and larger fish in the wider gapped sections.
I observed the inventory activities on Tuesday and Wednesday. They pull up a net and begin retrieving it from the finer mesh end. As they reach a fish they remove it from the net. If it is still alive it is quickly measured and released. For those fish not releasable, they are placed into a tub based on the mesh width they were captured in. Unfortunately not all fish survive the capture in the nets. The number they capture is a very small portion of the population of the lake but necessary in order to fully understand our lake's fish sustainability.
Once they have cleaned the entire net of fish they begin the data collection. Everything is entered into a laptop on the boat. Every fish is measured and identified as either male or female. The walleyes, northern pike and muskies also have a small section of scales removed, along with a small piece of their anal fin ray. In the case of the walleye, the inner ear stones are removed. Each fish has its own envelope for placement of the samples. These samples are then tested to determine the age of each fish.
Each net I observed had a different mix of fish. The first one had no perch but had a 38 inch musky. The second had some perch but the predator fish captured were smaller than the first. The third was full of perch. Once they finish the testing of each net they reset that net at a different location in the lake. By placing the three nets in new locations each day they can get a complete picture of the fish population of our lake. They conduct this survey in twelve distinct areas of the lake, in bays, in open water and in established fish travel locations.
Once the survey was complete they combined that data with other surveys taken during the year, including one yet to be completed. They will be checking on the state of our walleye fry in the fall. In this study, the success level of the walleye fry stocking done every year is measured and thus determines the level of stocking support for the next couple of years.
They wait for the lab results to come back and add that information. They then summarize all that information and post it on the DNR web site soon after the first of next year. We will post the link to our web site when it is available. You can also access previous surveys done to compare our current results with past years.
I am excited to see the results. I have been a little concerned about the effects of zebra mussels, as it relates to the fishing in Fish Trap. I saw walleye of all sizes in every net I observed. I saw an abundance of bait fish, mostly perch but a few cisco, in most nets and I saw too many northern pike. Eric and Steve were also concerned about the numbers of northern pike, although it is a healthy population of fish. Our walleyes and northern pike are eating very well.
I want to thank Eric Altena, our DNR Area Supervisor and Steve Marod, our local Fisheries Specialist for allowing me to tag along and not get into the way too much. Eric will plan to attend our Annual Meeting in June, as he has in the past. He will be presenting his thoughts on the findings. He will also be asking for input into how we feel our "experimental lake" test has gone as it relates to the northern pike population. We do have a say into how they determine the best scenarios for fish habitat in our lake. Please plan to attend our Annual meeting. We need to hear your thoughts in order to guide us in everything we can do as property owners of this beautiful resource.
2019 FTLPOA Membership (as of November 1, 2018)
(2018 annual meeting minutes cont'd)
D. FTL's Water Quality Update: Jim Fogelberg resigned from his volunteer position of water sampling after many years of service. Jim was thanked by the FTLPOA for his years of service and was given a gift certificate to the Landing. Jim thanked everyone who has helped him over the years. Brian Sams has temporarily agreed to perform water sampling. Water quality testing has to occur on a calm day. Both rain and wind will affect the results. The algae growth also affects the clarity. He reported those algae blobs that POs have been seeing are not just related to zebra mussels. Lake Alex also has these green blobs. Brian has completed 1 secchi disc test reading. Basically the water is clear. Visibility was at 16ft and last time it was 12.6 ft. Brian reported that the water level is up at this time because of the several inches of rain received last week. But when the ice went out the water level was at normal level. FTL Creek is flowing well. There are no beaver dams. Trappers have removed many beavers but Brian cautioned that they will be back. In about 2 to 3 weeks Brian plans to check the creek again for dams. Because of bogs and cattails this inspection takes about 2-3 hours to complete.
E. Boat Parade: Ron Nypan agreed to lead the parade. POs are to meet in the bay by Fish Trap Lake Campground at 12N on 7/4.
New Business:
A. Request for New Board Members: Five board members terms are up-Peg Hartung, Paul Baker, Gary Ziehmann, Dennis Smith and Jon Scott Johnson. All have agreed to serve another term except for Peg Hartung. Peg was recognized by the board and the FTLPOA for her 12 years of service, her hospitality of food, donuts and coffee at all of the meetings. No one volunteered to be a board member so Scott Schnuckle stated that we will need to recruit.
The meeting was adjourned.
Respectfully submitted by,
Mary B Thibert
Fish Trap Lake Property Owners Association
Membership Dues & Initiative Foundation Contribution Form
Members benefit from:
1) Monitoring of lake issues and legal advocacy
4) Voting rights at the annual meeting
2) Monitoring water level and quality
5) Group action when new issues arise
3) Current information about lake issues
6) Newsletters and Financial Report
Name___________________________________________________________________________________
Permanent Address
_________________________________________________________________________________________
Lake Address_____________________________________________________________________________
E-mail_______________________________________Telephone_____________________
2019 Annual Membership Dues* $ 25.00
Fish Trap Lake Initiative Foundation Grant Contribution ________
Pre-paid Membership Dues (for future years) ________
Total $ ________
(Cut here)
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Make check payable to: Fish Trap Lake Property Owners Association
Mail payment and form to: FTLPOA
Attn: Gary Ziehmann (Treasurer)
P.O. Box 85
Cushing, MN 56443
*Dues are payable for a calendar year (Jan-Dec) time period. Please indicate if additional amount sent is intended for the Initiative Foundation or pre-paid dues for future years.
All contributions and dues are fully tax deductible. Contributors to the Foundation will be recognized in the newsletter
***This newsletter was only mailed to 2018 paid members and a list of those already paid for 2019 appears in this newsletter. You can also go to the <fishtraplake.com> website to view the current 2018 and 2019 membership lists and check your membership status.
Fish Trap Lake Property Owners Association Officers and Board Members
OFFICERS: Scott Schnuckle, President
BOARD MEMBERS: Paul Baker
Ron Mash
Mike Flanagan, Vice President
Jon-Scott Johnson Chuck Salter
Mary Thibert, Secretary
Lisa Kajer
Brian Sams
Gary Ziehmann, Treasurer
Ron Markfelder Dennis Smith
FISH TRAP LAKE PROPERTY OWNERS ASSOCIATION
P.O. Box 85
Cushing, MN 56443
We wish to recognize and thank those businesses in the community who continue to support us. Their complete information is also posted on our website <fishtraplake.com> under the header "Advertising Partners". Please contact them for your lake home needs. If you do business in the lakes area and wish to become an Advertising Partner, send a note to: FTLPOA, PO Box 85, Cushing, MN 56443 and we'll send you a sign-up form in the spring.
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TTIPS VOL.18/22 – INSIGHTS NUTRITION ON THE BIKE
--------------------
What the cyclist says: "Wow, she hammers."
What the cyclists means: "Darn, she's faster than me."
--------------------
INTRODUCTION
On a few of our long club rides several in the group were falling off the back. I asked, "are you eating anything." Answer: "ah, not really." Oops. Another friend of mine, while at the far end of a long ride with me, also wasn't eating. I asked "why not?" When he said he's forgotten his food, I offered some of mine. He politely declined and said that he would "just gut it out." We were cranking out lots of watts, and I knew his goose would soon be cooked. He was about to learn the hard way that you can't "gut it out." Sure enough, in about 15 minutes he "bonked." He barely made it back to the start.
If you've not heard the term, 'bonking" on a bike is the same phenomenon that runners refer to when they say that they "hit the wall." In a car you'd say, I "ran out of gas." The results are similar in all three. And while I admire my friend's tenacity and positive thinking, trying to push one's body without proper nutrition while engaged in extreme cycling is nearly the same as trying to drive your car with no gas. It just isn't gonna go.
Me? I eat nearly continuously when I'm on the bike, and I drink a quarter of a water bottle ever 15 minutes. That means I drink a bottle each hour while in the saddle, and I eat no less than every 45 minutes.
There is a ton of research regarding what you should eat, how much, when, and why while you are biking. Rather than lay out all of the science, I thought you might enjoy the following article from Bicycling Magazine because it offers advice for short, medium, and long rides. There's something for every club rider here. Over time, you will learn what works for you, but in the meantime, there is lots of great advice in this article.
A QUICK GUIDE TO CYCLIST NUTRITION: HOW TO FUEL FOR RIDES OF EVERY LENGTH
COFFEE RIDEs, TRAINING RIDES, EPIC RIDES. HERE'S HOW TO EAT AND KEEP THE ENGINE ROARING
BY: SELENE YEAGER/APRIL 14, 2022 BICYCLING MAGAZINE
At a past cycling camp, I was talking with Dave, a 50-year-old father of two who was training for an annual cycling weekend with friends. He was making progress, but was frustrated with his performance during long rides—once he passed three hours, he started having stomach trouble. As he rattled off a list of what he consumed each hour on the bike – half an energy bar, one gel, a bottle of sports drink and a bottle of water—I realized that despite riding for years, he was eating and drinking too much. He needed to revisit his cyclist nutrition plan and how exactly he fuels for each ride.
The American College of Sports Medicine recommends 30 to 60 grams of carbohydrate per hour of exercise, but few athletes understand the reason for this amount. The average person can process, or oxidize, only about one gram of carbohydrate per minute, no matter how much is consumed. The bottleneck isn't your muscles; it's your intestines, which can transport glucose from food you eat into your bloodstream only so fast. Dumping more carbohydrate into your gut doesn't necessarily increase the absorption rate, but it can increase your chances of an upset stomach.
It's easier than you think to overload on carbs Take Dave as an example: His half an energy bar (23 grams of carbs), one gel (27 grams of carbs), and bottle of sports drink (about 50 grams of carbs) meant he was taking in about 100 grams of carbohydrate every hour. Early in his rides, he was doing great because he was getting all the fluid, energy, and sodium his body could handle, but after a few hours the excess carbohydrate sloshing around in his system was making him nauseous, bloated, and ill.
One of the easiest ways to optimize your carbohydrate intake during rides is to drink a lowcarb, electrolyte hydrating drink while you're eating light, digestible snacks, like fig bars and bananas. Simply separating these two categories—hydration and solid food—typically brings people back into the range of 30 to 60 grams of carbohydrate per hour, while also ensuring they get adequate sodium and fluids.
Also, research suggests that by consuming energy foods that contain a mix of sugars (such as glucose and fructose, or glucose and maltodextrin) instead of just one type of sugar you can bump oxidation to as much as 1.7 grams per minute. Translation: The sugar leaves your gut and enters your bloodstream faster so you'll have more readily-available energy when you need it most.
Over the course of three days at camp, Dave made subtle changes to his on-bike eating habits. He set an alarm to beep every 15 minutes as a reminder to drink, instead of guzzling an entire bottle at once. He added granola bars and fig bars to his stash of energy bars and gels for variety. As we rolled past the four-hour mark, Dave was taking long turns at the front and chatting happily in the paceline as if the ride had just begun. To find the same success as Dave, here's an overview of the best cyclist nutrition—what to eat and drink on rides of various lengths—so you can pedal farther, faster, or ideally, both.
How to Fuel Short Rides
Ride Duration: 1 hour or less Primary Concern: Fluid replenishment What to Drink: Plain water or a low-carb electrolyte carbohydrate drink What to Eat: Most people start with enough stored energy for a 60-minute workout, but carry a banana just in case you're out longer than expected or you start to fade. Bonus Tip: For optimal recovery, eat a full meal within an hour of finishing an intense workout.
How to Fuel Medium-Length Rides
Ride Duration: 1 to 3 hours
Primary Concern: Carbohydrate replenishment
What to Drink: 2 bottles low-carb, electrolyte hydration drinks, at least
What to Eat: 30 to 60g of carb per hour from food.
Bonus Tip: Don't wait until you are hungry or thirsty to eat and drink. Take small nibbles and sips from the get-go.
How to Fuel Long Rides
Ride Duration: 3 hours or more
Primary Concern: Carbohydrate and electrolyte replenishment; food boredom or palette
fatigue
What to Drink: 2 bottles low-carb, electrolyte hydration drinks, at least
What to Eat: 30 to 60g of carbs per hour, total. Digestion can get harder as rides get longer, so eat more solids at the beginning of the ride, and switch to blocks, chews, and other easily digested foods during the final part of the ride. Just be sure to drink plenty of fluid to chase down gels, so you don't get GI upset.
Bonus Tip: Supplement bars and gels with carb-rich, low-protein, moderate-fat "real" foods. Don't worry about specific amounts of protein or fat; just eat what tastes good so you keep eating.
--------------------
OKAY riders, I hope this helps you figure out how much nutrition and hydration you might wish to take with you on your rides. Just remember, the beer AFTER the ride. See you next time. Until then,
Make Every Ride Epic,
Darryl
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LECTIO DIVINA
Living the Word
Year A - The Ascension
MEDITATING ON THE SUNDAY GOSPEL
A resource for personal, family and community prayer.
"
Gospel: Matthew 28: 16-20
16The eleven disciples set out for Galilee, to the mountain where Jesus had arranged to meet them.
You are invited to read the Gospel passage attentively, respectfully and reverently as a gift of God.
17When they saw him they fell down before him, though some hesitated. 18 Jesus came up and spoke to them. He said, "All authority in heaven and on earth has been given to me.
19Go, therefore, make disciples of all the nations; baptize them in the name of the Father and of the Son and of the Holy Spirit 20 and teach them to observe all the commands I gave you. And know that I am with you always; yes, to the end of time."
028 3026 2178 l firstname.lastname@example.org
Traditionally the feast of the Ascension is celebrated on the Thursday of the sixth week of Easter, the 40th day after Easter. In order to facilitate more participation in the celebration of the feast, in some countries like ours, it has been moved to the following Sunday.
At the Ascension Jesus withdraws (ascends to his Father) and hands over to his disciples the work of promoting the reign of God, with the reassurance that he will always be with them. Jesus is confident that if he steps back a bit the disciples will grow in stature, will take more responsibility and will grow in their own gifts. He is confident that they will blossom in their own creativity and commitment under the influence of the Holy Spirit. They will come to realize the important contribution they have to make and will be given an opportunity to make it.
Recognising
You are invited to meditate on the passage, or any part of it, by letting it speak to your life experience until you feel to say "I recognise this passage."
v17. "When they saw him they fell down before him, though some hesitated."
Can you enter into the experience of the disciples by remembering an occasion when you were confronted with a significant "change" in your life and you responded with confusion and hesitancy?
v19. "Go, therefore, make disciples of all the nations; baptize them in the name of the Father and of the Son and of the Holy Spirit,"
Can you remember an 'ascension moment', when you were leaving home, family, friends, school or workplace - and you spoke similar beautiful words of blessing, of encouragement or inspiration and reassurance for those you were leaving behind? The Gospel 'blessing' of Jesus has lived again in you.
v20. "teach them to observe all the commands I gave you."
Can you remember an experience of lovingly withdrawing from some position of responsibility so as to allow others to come to the fore, to discover their own gifts and talents and make their own unique contribution to the work at hand? You reassured them of your constant support and love and, in doing so, the ascension of Jesus has lived again in you.
v20. "And know that I am with you always; yes, to the end of time."
Can you remember a special reunion or gathering of family, neighbours or old school friends? You were conscious of those who were missing – had moved away or passed on. And even though you felt the loss you were strengthened and sustained by precious memories and the nearness of their love. Jesus' promise "to be with you always" was fulfilled again.
Responding
Having recognised God's presence in life, you are invited to respond in your own words, in prayer (thanksgiving, repentance and petition).
I thank you, Father, for the generous love of those who know when and how to
step back, and to hand over – "Go there- fore and make disciples of all nations.”
Like your son Jesus, they have allowed me to develop my own gifts and talents and given me freedom to grow and to make my own contribution.
Father, I ask forgiveness for the times that I have been possessive in my relationships or in responsibilities entrusted to me, not knowing when to "withdraw" or how to "bless" and, as a result, I have blocked and frustrated the growth of others. Lord, have mercy.
Father, help us to give of our best until the day arrives when we recognize that others are in a better position to carry on the work. May we pass it on with our blessing "in the name of the Father and of the Son and of the Holy Spirit" and continue to serve you in new ways.
You are invited to enter deep prayer by simply resting your heart in God's presence (Contemplative moment). The quiet repetition of a word or phrase from the passage might help you on this journey into greater silence and stillness, e.g. "I am with you always".
Can you remember a special reunion or gathering? You were conscious of those who were missing – had moved away or passed on. And even though you felt the loss you were strengthened and sustained by precious memories and the nearness of their love.
Ref ecting
l
From your journey with this passage, you are now invited to reflect, and put into your own words, any new insights or understanding that you have received (Wisdom moment).
From your journey with this passage, what new insight has been given to you into the meaning of the following: Love or trust or growth or blessing or hope?
Love knows when and how to withdraw for the good of the other.
Children
Reading
After Jesus is risen from the dead he meets with his disciples before he ascends to be with God, the Father in heaven. Jesus gives the disciples the responsibility to go out, to baptise and to teach all that they had learned from Jesus about living a life of faith, hope and love. Jesus reassures the disciples by sharing that he will always be with them.
Recognising
Can you remember a time when you were given responsibility, like the disciples, to do a good deed, to share what you had learned from others or to carry on the work started by someone else?
Can you remember a 'Jesus person'- a parent, grandparent or friend- reassuring you that they would always be by your side in the ups and downs of life?
Responding
Father, I thank You for the 'Jesus people' in my life, especially my parents, grandparents and friends who have been there with me and for me in the moments of joy and pain in life.
Father, I am sorry for the times that I lost sight of my responsibility as a disciple of Jesus to build up a kingdom of faith, hope and love on earth.
Father, I ask that that I may be a person who goes out with faith to remind others that they are loved by You and to always share Your hope with them.
Resting
Rest in the warm embrace of the Father by repeating "I AM WITH YOU" for as long as it is possible. May your heart be filled with new faith, hope and love as you are drawn deeper into the Father's presence.
Reflecting
Go out with the confidence that comes from knowing that the people closest to you want the best for you and will always be there for you.
A simple summary of Lectio steps can be found in the porch of the church.
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RESEARCH NEWS
A sustainable way to determine plants' water needs
Satellite technology — sustainable use of water in agriculture
Water is becoming increasingly scarce. In the future, innovative satellite technology will ensure that plants are given only as much water as they need, leading to a more sustainable use of this essential resource. A prototype of the technology, LisR, has already been tested on the International Space Station (ISS). A team of researchers from the Fraunhofer Institute for High-Speed Dynamics, Ernst-Mach-Institut, EMI, the Fraunhofer Institute for Applied Optics and Precision Engineering IOF and two spin-offs, constellr GmbH and SPACEOPTIX GmbH, has received the Fraunhofer Prize for Human- and Environment-Centered Technology for this development.
In Germany, it's taken for granted that there will always be enough water available. However, in the future, this essential resource could become scarce — after all, the Intergovernmental Panel on Climate Change predicts that, due to climate change, the intensity and frequency of droughts will increase along its current trajectory. In addition, the global population is also continuing to grow. It is estimated that, by 2050, the earth will be home to almost ten billion people — and those people will need food. This will be a challenge, as approximately 70 percent of our drinking water is currently used for irrigation. Most worryingly, 60 percent of this water is wasted due to overwatering.
Researchers from Fraunhofer EMI, Fraunhofer IOF and the companies constellr GmbH and SPACEOPTIX GmbH — both spin-offs of these institutes — have taken inspiration from the founding principle of constellr GmbH to develop the infrared camera LisR (short for Longwave infrared sensing demonstratoR). Following a successful demonstration on the ISS, the findings from the LisR mission will now be used as the basis for building a satellite constellation. In the future, this satellite constellation will measure the land surface temperature from orbit and help adjust irrigation systems according to the level of water actually needed. As early as 2026, this method could save 180 billion tons of water and 94 million tons of CO2 per year, while supplying plants with the optimal amount of water could increase global harvests by up to 4 percent. This would produce enough additional food to feed over 350 million people.
Contact
Roman Möhlmann |
Fraunhofer-Gesellschaft, Munich firstname.lastname@example.org
Birgit Bindnagel| Fraunhofer Institute for High-Speed Dynamics, Ernst-Mach-Institut, EMI | Phone +49 761 2714-366 | Ernst-Zermelo-Strasse 4 |
79104 Freiburg, Germany | www.emi.fraunhofer.de | email@example.com
Dr. Robert Kammel| Fraunhofer Institute for Applied Optics and Precision Engineering IOF | Phone +49 3641 807-394 | Albert-Einstein-Strasse 7 |
07745 Jena, Germany | www.iof.fraunhofer.de | firstname.lastname@example.org
| Germany | Science Communications | Phone +49 89 1205-1333
RESEARCH NEWS
May 25, 2023 || Page 1 | 4
|
Clemens Horch of Fraunhofer EMI, Dr. Henrik von Lukowicz of Fraunhofer IOF, Cassi Welling of constellr GmbH and Dr. Matthias Beier of SPACEOPTIX GmbH have been awarded the 2023 Fraunhofer Prize for Human- and Environment-Centered Technology for their work on developing the LisR technology prototype.
Measuring the actual land surface temperature
But how does this technology actually help conserve such large quantities of water and CO2? "From a satellite, the technology monitors the Earth's surface and detects the infrared radiation that the surface emits — i.e., the thermal radiation," Ms. Welling explains. "Whereas other solutions just model the land surface temperature, we directly measure the canopy, or land surface temperature of vegetation. In doing so, we can provide a precise assessment of water availability vs need and detect stress earlier than ever before" This allows the researchers to deduce how much water a plant needs: If plants are not getting enough water, less water evaporates through their leaves, and that raises the temperature. The level of heat in particular areas of the field can give farmers a clear indication of where the plants need more water and where they do not.
The keys to the partners' success in developing the technology demonstrator were their collaborative efforts and complementary expertise. While Fraunhofer IOF developed compact optics that could easily be integrated into the camera module, SPACEOPTIX prepared the necessary freeform mirror optical systems with nanometer precision. For their part, the researchers at Fraunhofer EMI contributed a patented measuring process in which the camera images are used to determine the exact land surface temperature. The task of planning the mission and evaluating the data went to constellr GmbH.
Testing on board the ISS
In order to try out the new technology under real-life conditions, the researchers developed a demonstrator that was tested on the ISS in spring and summer of 2022 — a huge honor. "From the ISS, we were able to capture about ten million images, with a resolution of around 80 meters," Mr. Horch is pleased to report. The experts at constellr intend to build on this success by launching 16 small satellites by 2028 — these will be able to precisely measure the land surface temperature everywhere on the planet, with daily frequency, to a resolution of better than 50 meters. This support from space will allow farmers to determine the optimal amount of irrigation for their agricultural land.
RESEARCH NEWS
May 25, 2023 || Page 2 | 4
RESEARCH NEWS
May 25, 2023 || Page 3 | 4
Fraunhofer Prize for Human- and Environment-Centered Technology
The Human- and Environment-Centered Technology prize is presented by the Fraunhofer-Gesellschaft zur Förderung der angewandten Forschung e. V., the Fraunhofer Future Foundation and the former executive board members, institute directors and patrons of the Fraunhofer-Gesellschaft. It is awarded every two years for achievements in research and development that improve people's quality of life or help make our world more sustainable. In 2023, the Fraunhofer Future Foundation is contributing to the prize money, which amounts to 50,000 euros.
© Fraunhofer / Piotr Banczerowski
RESEARCH NEWS
Fig. 2 From orbit, LisR detects thermal radiation and uses it to directly measure the land surface temperature.
© Fraunhofer / Piotr Banczerowski
Fig. 3 The level of heat in particular areas of a field can give farmers a clear indication of where the plants need more water and where they do not.
© Fraunhofer / Piotr Banczerowski
May 25, 2023 || Page 4 | 4
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June 8, 2020
Interim Advisory for In-Person Special Education Services and Instruction During the COVID-19 Public Health Emergency
Background
Amid the ongoing COVID-19 pandemic, the New York State Department of Health (NYSDOH) continues to monitor the public health situation to inform the State's response activities and reopening approach. NYSDOH, in consultation with the New York State Education Department (NYSED), has regularly provided guidance and updates to local health departments, school districts, and schools on the latest policies, protocols, and precautions to reduce transmission of COVID-19 among New Yorkers, including students, faculty, and staff.
Purpose
On May 1, 2020, Governor Andrew M. Cuomo announced that all K-12 schools statewide will remain closed for the rest of the academic year and continue to provide distance learning during that time. On June 5, 2020, Governor Cuomo issued Executive Order 202.37, which provided that "[n]otwithstanding any prior Executive Order to the contrary, special education services and instruction required under Federal, state or local laws, rules, or regulations, may be provided in person for the summer term in school districts. Any district providing such services in person must follow State and Federal guidance."
Special education services may be provided at locations not operated by a school district (e.g., 853 schools, 4201 schools, 4410 schools), herein referenced as "independent schools". Services may be provided at independent schools under the following circumstances:
* a school district may request a student receive special education services at an independent school;
* an independent school that receives a request from a school district to serve a special education student pursuant to Executive Order 202.37 or its successor may provide such services; and
* if an independent school chooses to provide such special education services at the request of a school district, such independent school must adhere to all safety guidelines herein applicable to the school district.
This interim advisory is provided to inform in-person special education services and instruction while helping to protect against the spread of COVID-19 as in-person education has been authorized for this specific purpose. The guidance referenced in this advisory represents minimum requirements and any district or school may provide additional precautions or increased restrictions. This guidance is based on the best-known public health information and practices at the time of publication, and the documentation, data, and evidence upon which this guidance is based can and does frequently change. NYSDOH will revise and reissue this advisory as necessary.
School districts and school administrators are responsible for meeting these minimum requirements, as well as applicable federal and state standards, including but not limited to Individuals with Disabilities Education Act (IDEA), Americans with Disabilities Act (ADA), Centers for Disease Control and Prevention (CDC), United States Department of Labor's (DOL) Occupational Safety and Health Administration (OSHA), NYSDOH, and NYSED.
Guidance, adapted from NYSDOH and CDC
Before Opening
* Establish and maintain communication with parents/guardians and local health authorities about the scale and scope of in-person special education services and instruction being offered within the school district and/or school.
* Protect and support staff and students who are at higher risk for severe illness by considering remote options for telework and virtual learning, if in-person is not feasible at a given time (e.g. staff member is ill, facility is temporarily closed for cleaning and disinfection following a positive COVID-19 case, student's parent or guardian requests remote instruction due to COVID-19 susceptibility); provided, however, that students receiving special education services and instruction are entitled to the opportunity to receive in-person instruction.
* Consult the most recent federal guidance for school programs, including ongoing mitigation strategies, as well as prevention, support, and communication resources.
* Ensure that appropriate social distancing, personal protective equipment (PPE), hygiene, and cleaning/disinfection protocols are in place.
* Post signs on how to stop the spread of COVID-19, properly wash hands, promote everyday protective measures, and properly wear a face covering.
* Train all faculty and staff ("employees") on the below precautions either remotely or inperson, using appropriate social distancing and requiring face coverings for all participants.
While Operating
* Adopt healthy hygiene practices.
o Ensure acceptable face coverings are worn by all staff whenever they are within six feet of students or other staff.
- School districts/schools must provide employees with an acceptable face covering at no-cost to the employee and have an adequate supply of coverings in case of replacement.
- Employees must wear a face covering unless they are unable to medically tolerate such covering.
- School districts/schools and employees may use alternate PPE (i.e., face shields or coverings that are transparent at or around the mouth) for therapies or interventions that require visualization of the movement of the lips and/or mouths (e.g. speech therapy). These alternate coverings may also be used for certain students (e.g. hearing impaired) that benefit from being able to see more of the employee's face.
o Encourage, but do not require students to wear acceptable face coverings. Face coverings should not be used by children under the age of 2, or for anyone who is unable to medically tolerate such covering, including students where such covering would impair their health or mental health, or where such covering
would present a challenge, distraction, or obstruction to education services and instruction.
o Provide information to staff and students on proper use, removal, and washing of cloth face coverings.
o Reinforce proper hand hygiene and cough/sneeze covering among all students and staff.
o Provide and maintain adequate supplies to support healthy hand and respiratory hygiene, including soap, hand sanitizer with at least 60 percent alcohol (for staff and older students who can safely use hand sanitizer), paper towels, tissues, and lined trash receptacles.
* Increase cleaning, disinfecting, and ventilation.
o Adhere to hygiene and cleaning and disinfection requirements from the CDC and NYSDOH and maintain logs on site that document date, time, and scope of cleaning and disinfection.
- Clean and disinfect frequently touched surfaces within the school at least daily (e.g., equipment, door handles, sink handles, drinking fountains) and shared objects (e.g., games, art supplies) between uses.
- Ensure safe and correct application of disinfectants registered by the New York State Department of Environmental Conservation (DEC) and keep products away from children.
o Ensure ventilation systems operate properly and increase circulation of outdoor air as much as possible such as by opening windows and doors, unless they pose a safety or health risk (e.g., allowing pollens in or exacerbating asthma symptoms) to students using the facility.
o Ensure that all water systems and features (e.g., drinking fountains, decorative fountains) are safe to use after a prolonged facility shutdown.
* Adhere to appropriate social distancing.
o Ensure at least six feet of distance between individuals, unless safety or core function of the activity (e.g., instruction) requires a shorter distance. However, any time that staff or faculty are less than six feet from one another or students, they must wear acceptable face coverings.
o Ensure that student and staff groupings are as static as possible by having the same group of students stay with the same staff.
- Restrict mixing between groups and limit maximum student group size to ten in any specific area (e.g. classroom) at any given time, as feasible.
o Post social distancing markers using tape or signs that denote six feet of spacing in commonly used and other applicable areas.
o Limit gatherings, events, and extracurricular activities to those that can maintain social distancing, support proper hand hygiene, and restrict group size to no more than ten students at any given time, as feasible.
o Restrict nonessential visitors, volunteers, and activities involving other groups at the same time.
o Space seating/desks to at least six feet apart.
- Turn desks to face in the same direction (rather than facing each other), or have students sit on only one side of tables, spaced apart.
o Close communal use spaces such as cafeterias and auditoriums, if possible; otherwise stagger use between student groups and clean and disinfect in between use.
- If a cafeteria or group dining room is typically used, serve meals in classrooms instead. Serve individually plated meals to avoid sharing of
food and beverages, and hold activities in separate classrooms and ensure the safety of children with food allergies.
o Stagger arrival and drop-off times or locations, or put in place other protocols to limit close contact with parents or guardians and other individuals as much as possible.
* Limit sharing of personal items, objects, and equipment.
o Keep each student's belongings separated from others' and in individually labeled containers or areas and ensure they are taken home and cleaned and disinfected regularly, as possible.
o Ensure adequate supplies to minimize sharing of high-touch materials to the extent possible or limit use of supplies and equipment by one group of students at a time and clean and disinfect between use.
o Avoid sharing electronic devices, books, and other games or learning aids.
* Identify signs and symptoms of COVID-19.
o Instruct staff to stay home if they are sick and encourage parents to keep sick students home.
o Be on the lookout for signs and symptoms of illness in staf f and students.
- Perform screening remotely (e.g. by telephone or electronic survey), before the employee or student reports to the workplace, to the extent possible; or on site if necessary.
o Implement mandatory health screening assessment (e.g. questionnaire, temperature check) before employees begin work each day, asking about (1) COVID-19 symptoms in past 14 days, (2) positive diagnostic COVID-19 test in past 14 days, and/or (3) close contact with confirmed or suspected COVID-19 case in past 14 days. Screening is strongly recommended, but not required of students through their parent or guardian.
- Require employees and parents/guardians – and encourage students – to immediately disclose if and when their or their student's responses to any of the aforementioned questions changes, such as if they begin to experience symptoms.
o Protect personnel performing screening activities from exposure to potentially infectious employees entering the workplace through the use of PPE, such as a face covering, gloves, gown, and/or face shield.
- Personnel performing screening activities should be employer-identified individuals who are familiar with CDC, NYSDOH, and OSHA protocols.
* Plan for when an employee or student becomes sick.
o Prohibit any employee or student who screens positive for any of the above criteria (i.e., symptoms, test, or close contact) to enter the school and send them home with instructions to contact their health care provider for assessment and testing.
- Refer to NYS DOH's "Interim Guidance for Public and Private Employees Returning to Work Following COVID-19 Infection or Exposure" regarding protocols and policies for individuals seeking to return after a suspected or confirmed case of COVID-19 or after close or proximate contact with a person with COVID-19.
o Immediately notify state and local health departments if an employee or student tests positive for COVID-19.
- Cooperate with contact tracing efforts, including notification of potential contacts, such as employees or students who had close contact with the individual, while maintaining confidentiality required by state and federal law and regulations.
o Maintain a continuous log of every person, including employees and students, who may have close contact with other individuals at the school; excluding deliveries that are performed with appropriate PPE or through contactless means.
- Log should contain contact information, such that all contacts may be identified, traced and notified in the event an individual is diagnosed with COVID-19.
o Prepare and have ready a plan for cleaning, disinfection, and temporarily closing (e.g. 1-2 days) in the event of a positive COVID-19 case.
* Maintain operations that safeguard public health and safety.
o Advise your staff and faculty about federal and state benefits and employee resources, including paid sick leave and reasonable accommodations.
o Monitor staff absenteeism and have a roster of trained back-up staff.
o Monitor health clinic traffic through school nurses and other health care providers who monitor the types of illnesses and symptoms among students.
o Designate a staff person to be responsible for responding to COVID-19 concerns. Employees should know who this person is and how to contact them.
o Create a communication system for staff and families for self-reporting of symptoms and notification of exposures and closures.
o Assist staff and students with adopting supportive coping and stress reduction practices.
Additional Resources:
* NY Forward Safety Plan Template
* NYS DOH COVID-19 Website
* NYSED COVID-19 Website
o CDC Schools and Day Camps, May 30, 2020
* CDC COVID-19 Website
o CDC Activities and Initiatives Supporting the COVID-19 Response, May 26, 2020
o CDC Cleaning and Disinfecting, May 21, 2020
o CDC Considerations for Schools, May 19, 2020
o CDC Considerations for Youth and Summer Camps, May 19, 2020
o CDC Interim Guidance for Administrators of US K-12 Schools and Child Care Programs, March 19, 2020
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Crimson Publishers
Wings to the Research
Fruit and Vegetable Waste (by-Product) Utilization in Bakery Products-A Review
ISSN: 2640-9208
*Corresponding author: ML Sudha, Flour Milling, Baking & Confectionery Technology Department, CSIR-Central Food Technological Research Institute, Mysore-570 020, India
Submission:
Published:
January 03, 2023
February 09, 2023
Volume 6 - Issue 5
Copyright@ Sudha ML. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use and redistribution provided that the original author and source are credited.
How to cite this article: Sudha ML*, Priyanka R. Fruit and Vegetable Waste (by-Product) Utilization in Bakery Products-A Review. Nov Tech Nutri Food Sci. 6(5). NTNF. 000650. 2023. DOI: 10.31031/NTNF.2023.06.000650
Sudha ML* and Priyanka R Flour Milling, Baking & Confectionery Technology Department, CSIR-Central Food Technological Research Institute, India
Keywords: Fruits and vegetable waste; Dietary fiber; Polyphenols; Carotenoids; Antioxidant activity; Ascorbic acid; Bakery products
Abstract Household and industrial activities like peeling, cutting and sorting of raw fruits and vegetables prior to processing, eating, cooking produce regularly enormous waste and are the cause for the environmental & health problem if it is not disposed of properly. The pomace, leftovers, peels, seeds cut-off of whole fruit are the wastes of Fruit and Vegetable (FVW). These wastes are rich sources of dietary fiber, polyphenols, antioxidants, essential fatty acids and carotenoids etc., which exhibits health-promoting effect like protection against cardiovascular diseases, cancer, and other degenerative diseases. Bakery products such as cake, muffins, biscuits, bread, cookies etc. can be fortified with the FVW. Incorporation of different wastes in different forms and proportion alters the physio-chemical properties and improves their functionality. This paper presents the utilization of wastes (by-products) from Fruits & vegetables in bakery products. In addition, health benefits of polyphenols, ascorbic acid, carotenoids are addressed.
Introduction India ranks second after China in production of both fruits and vegetables in the world. As per the National Horticulture Database published by National Horticulture Board, during 2015-2016 (1 st estimate) India produced 89018 (000'MT) of fruits and 168506 (000'MT) of vegetables. The processing of fruits and vegetable generates the substantial quantity of waste/by-products. According to the FAO, the food processing waste and the food losses roughly contributed to about 1.3 billion ton/year [1]. The 10-60% of raw material as the waste product is produced by fruits and vegetable processing industries can thus add value addition. As in citrus processing industry, citrus juice concentrate come out as a waste which is even more valuable than the main product. In fact, waste from one industry plant could become the raw material of another processing plant, and utilization of waste rather than disposal of waste should be the goal of the industry. The nutrients or the compounds present in the wastes have a positive effect on bowel health, management of weight, lowering of blood cholesterol and improving the control of glycemic responses. Hence baked goods which have high glycemic index can accommodate the wastes of fruit and vegetables [2-5]. Components of Waste FVW (Table 1) range from pomace (leftovers), peels, seeds, to cut-offs and whole fruit and vegetable [6]. Usually, the peel, pomace, and seeds accounts for 20-45% in fruits & vegetables. Peel is the outer skin or the protective covering in fruits and vegetables. Peel a tough-layered skin is present in some fruits like pomegranate; passion fruit, mangosteen etc., have a tough layered skin called as rind whereas in citrus fruits like in oranges, it is termed as zest. The outer cover/Peel protects the underlying edible portion of fruit from the environment, micro, and macro-organisms and indeed has several phytonutrients which help to keep up our
Abbreviations: MPP: Mango Peels Powder; WSI: Water Solubility Index; WGP: White Grape Pomace; GSE: Grape Seed Extract; MKP: Mango Kernels Powder
health. Moreover, peels have been demonstrated for antioxidants, anticancer, anti-inflammation, and antivirus activities, which can be associated to the presence of polyphenols. Pomace, a solid material remains of apple, grapes, olives or other fruit after extraction of juice or oil [6]. It consists of the skin, pulp, seeds, and stems of the fruit. The antioxidant property and rich source of fiber and polyphenols of pomace, plays an important role in the prevention of diseases. Grapes are processed for wine or juice production generates grape pomace which is approximately 20-50% of the fruit mainly consisting of pulp, skin, and seed [7]. Seeds, the unit of reproduction of a flowering plant, are usually small, round or oval in shape and when planted can produce another plant.
Table 1: Nature of wastes and possible by-products from the waste of fruit processing units: Swamy, 2008.
| Fruit | Waste (%) | Nature of Waste |
|---|---|---|
| Mango | 40-60 | Peels, stones, and wastes from pulping machines |
| Pineapple | 30-60 | Peel cores and trimmings |
| Grape | 5-10 | Stem seeds, seed hulls |
| Apples | 20-30 | Pomace, cores, cull fruits |
| Citrus Orange Lime | 50-60 | Peels, pomace, seed |
| Banana | 24-46 | Peels |
| Peaches Apricot Almonds Cherries | - | Fruit piths, kernel |
| Tomato | 20-30 | Core, peel, and seeds |
| Potato | 5-40 | Peels & coarse solids |
Benefits of Waste FVW is an abundant source of antioxidants, polyphenols, carotenoids, dietary fibers etc. Consumption of these compounds have been demonstrated to have health-promoting effects and protection against cardiovascular diseases, cancer and other degenerative diseases [8,9] and also these waste have application in the pharmaceutical, cosmetics and food industry (Bucic-kojic et al. 2009) [10]. Apple pomace has shown to be a good source of polyphenols such as catechins, hydroxycinnamates, procyanidins, quercetin glycosides and phloretin glycosides are mainly present in peel [11-15], whereas citrus fruits exhibited a good source of flavonoids such as hesperidin, narirutin, naringin and eriocitrin and fiber-pectin, cold-pressed oils, essences, d-limonene, juice pulps and pulp wash, ethanol, seed oil, pectin, limonoids [16,17]. Grape pomace has been a source of catechins, phenolic acids, anthocyanins, proanthocyanidin, flavonol glycoside and stiblene, as well as calcium, iron and dietary fiber whereas grape skin and seed extracts are effective in scavenging DPPH free radical, hydroxyl radical, superoxide anion, and authentic peroxynitrite and preventing cataract, diabetes, and inflammation [18-21] reported that grape dietary fiber significantly reduced the lipid profile and blood pressure and these effects were significantly greater than those caused by either oat fiber or psyllium, and this might have been due to the combined effect of DF and antioxidants present in grape. Carrot pomace, the natural source of antioxidants, alpha
Potato
5-40
Peels & coarse solids
Animal feed, single cell protein and beta-carotene that can served as health-promoting effect [22]. Apple pomace exhibited a good source of polyphenols. The polyphenols namely catechins, hydroxycinnamates, phloretin glycosides, quercetin glycosides were found to be the major compounds identified or isolated from pomace and phenolic constituents which exhibit strong antioxidant activity. Onion peel being a major waste produced has abundant amount of polyphenol and flavonoids compounds. Dried onion peel had 422mg gallic acid equivalents/100g and 22212mg catechin equivalents/100g [23]. Also, it was effective in scavenging DPPH free radicals and inhibited polyphenol oxidase activity. Banana peel constitute up to 30% of fruit and the carotenoids found were demonstrated to be xanthophylls esterified with myristate, and to a lesser extent with laurate, palmitate or caprate. Banana peels are a good source of dietary fiber and contain mainly lignin (6-12%), cellulose (1021%), hemicelluloses (6.5-9.4%) and galacturonic acid [24]. Mango peels have been a good source of dietary fiber, antioxidants, protein, vitamins and extractable polyphenolics and also contain considerable amounts of P, Ca, Mg, K, Cu, Fe, Zn and thus has potentials for future food supplements (Samia et al. 2012). Guava seeds, waste during guava juice processing, contain about 5-13% oil and is rich in essential fatty acids and also peel of guava has shown to be a good source of antioxidants and dietary fiber. Mango seed kernel fat can be used as source of edible oil. Mango seed kernel fat has been shown to have similar fatty acid and triglyceride profile as of cocoa butter, can be used as a cocoa butter equivalent. The
phenolics were assumed to be mainly gallic and ellagic acids and were thus a rich source of natural antioxidants. Ethanolic extracts of mango seed kernels were to be more effective against Gram (+) than against Gram (-) bacteria (Table 2). The tomato seeds account which accounts for approximately 10% of the fruit and 60% of the total waste are a source of protein (35%) and fat (25%). Tomato seeds are good source of unsaturated fatty acids, especially in Table 2: The dietary fiber content in fruit wastes.
linoleic acid. Grape peel was found rich in minerals namely calcium, magnesium, phosphorus and potassium and vitamin A, while the seed had high values of vitamin C and total phenols. Jamun seeds contain micronutrients like Vitamin C, thiamine, riboflavin and niacin. It is also good source of essential minerals i.e., iron, potassium, and calcium, low in fat and cholesterol content and good for diabetes.
| By-Products | Dietary Fiber (%) | References |
|---|---|---|
| Banana peel | 35-50 | Emaga et al. [58]; Wadhwa & Bakshi [70] |
| Lime peel | 61.5 | Larruari JA et al. [63] |
| Mango peel | 9.33 | Ashoush et al. [54] |
| Orange peel | 69.1 | Larruari et al. [63] |
| Orange peel | 74.87 | Nassar et al. [53] |
| passion Fruit Peel | 57.93 | Hernandez-Santos et al. [61] |
| Watermelon peel | 33.8 | Wadhwa & Bakshi [70]; Al-Sayed & Ahmed [25] |
| Muskmelon peel | 59.3 | Wadhwa & Bakshi [70] |
| Guava Peel | 15.2 | Bertagnolli et al. [55] |
| Apple pomace | 51.10 | Sudha et al. [34] |
| Carambola pomace | 36.6 | Pantaleon-Velasco et al. 2014, Sudha et al. [39] |
| Grape pomace | 50.93 | Mildner-Szkudlarz et al. [38] |
| Grape seed | 40 | Hussein & Abdrabba [62] |
| Papaya seed | 5.19 | El-Safy et al. [42] |
| Apple seed | 8.32 | El-Safy et al. [42] |
| Watermelon seed | 3.47 | El-Safy et al. [42] |
| Guava seed | 64.67 | El-Safy et al. [42] |
| Orange seed | 5.50 | El-Safy et al. [42] |
| Apricot seed | 3.43 | El-Safy et al. [42] |
| Pear seed | 49.60 | El-Safy et al. [42] |
| Paprika seed | 33.83 | El-Safy et al. [42] |
Waste Utilization in Bakery Products
Paprika seed
33.83
Peels Mango Peel Powder (MPP) used in biscuit formulation having a total dietary fiber, total polyphenols and total carotenoids of 51% and thus the total dietary fiber content increased from 6.5 to 20.7% with a high proportion of soluble dietary fiber. 20% MPP increased the content of polyphenols and carotenoids from 0.54 to 4.50mg/g and 17 to 247μg/g respectively. Acceptable mango flavor biscuits were obtained by incorporating 10% MPP which were found high in dietary fiber and with improved antioxidant properties [9]. Hanan [25] studied the use of Watermelon Rind (WMR) and Sharlyn Melon Peel (SMP) powders at 2.5%, 5.0%, and 7.5% levels in cake batter. The increase in the levels of WMR results into the increase in the volume and specific volume of the baked cakes and sensory scores concluded that 2.5% substitution of flour with WMR and SMP powder produced an acceptable cake with no significant difference from the control cake. Cakes prepared by substituting fat with WMR and SMP had a comparable increase in peroxide and
El-Safy et al. [42]
acid value with cakes containing BHA, indicating the potency of peels in inhibiting the free acids and peroxides formation. Similarly, banana peel which is high in phenolic content when used in Whole Meal Bread (WMB) showed higher inhibition of lipid peroxidation (16.55±5.04%) compared to that of control sample (6.99±2.80%) after seven days of storage and hence improved the product shelf life. [26,27] studied the incorporation of pomegranate and banana peel flour in the preparation of bread and found the bread was rich in antioxidant, stable to staling and also contained 10-fold higher dietary fiber when compared to the control bread sample, hence nutritionally and sensorily accepted bread could be prepared by replacing 10% of flour. Banana peel in wholemeal bread at 7% incorporation increased the dietary fiber and phenolics, which in turn inhibited the lipid peroxidation during storage of bread [26]. Control and banana peel breads showed similar growth of yeast and mould on 7-day storage period. The antimicrobial activity of the peel was due to the presence ß-sitosterol, malic acid, succinic acid, palmitic acid, 12-hydroxystearic acid, glycoside and d-malic acid, which are mostly active against Bacillus subtilis, Staphylococcus
aureus and Pseudomonas aeruginosa [28,29] and the presence of 3,4-Dihydyoxybenzaldehyde played as an antifungal compound [30]. [31] sprayed essential oils of citrus peels on all slices of bread and proved to be most effective inhibitory treatment against the bacterial and fungal spoilage. Similarly, [32] used apple fruit peel as a good source of dietary fiber and phenolic content in the preparation of muffins and incorporated up to 16% without affecting the overall acceptability of the cakes. Pomace Apple pomace in cake formulation improved the volume, symmetry index and increased the batter viscosity [33] whereas in another study, apple pomace has been found to be used as a source of dietary fiber, polyphenol which has good antioxidants property and also served as a flavoring ingredient in cake making [34]. Masoodi et al. [33] incorporated the apple pomace in the preparation of wheat bread as a source of dietary fiber and found that the firmness value, baking time, water absorption increased whereas loaf volume and sensory parameters decreased. Bread with 5% pomace was found to be better in terms of odor and taste. Dehydrated apple pomace incorporated buns, muffins and cookies exhibited better free radical scavenging as well as cyto/ DNA protective properties suggesting the retention of bioactivity after baking. It also potentially enhanced the bioactivity of the products [35]. Carrot pomace being a rich source of carotene and other vitamins was used in cookie preparation at different proportions and also studied for rheological characteristics. [22] found that there was an increase in hardness and color of the cookies with the increase in pomace level. Incorporation of carrot pomace increased the redness values (a*) signifying the increase in redness, which was evident from the red/orange carrot pomace color. Results showed that carrot pomace used at 6%. [36] reported that with an increase in pomace proportion in the bun formulation the lateral expansion and surface expansion of the buns decreased from 147.65% to 115.93% and 513.33% to 366.25% respectively. The bulk density and moisture content increased. The increase in bulk density was due to the incorporation of carrot pomace thereby
Table 3: Antioxidant and phenolic content in wastes. db-dry basis; wb-wet basis; TE: Trolox Equivalent; GAE-Gallic
decreasing the starch proportion, which is mainly responsible for the expansion. Hence the reduction in expansion resulted in an increase in bulk density. The Water Solubility Index (WSI) and Water Absorption Index (WAI) decreased from 3.62 to 2.19%, and 4.07 to 1.67g/g respectively. The decrease in values was attributed to the reduction in the amount of the starch available for gelatinization for degradation due to increase in the pomace proportion [37]. To investigate the influence of White Grape Pomace (WGP) on rheological, neutraceutical, physical and sensory properties, WGP was used at levels 10, 20 and 30% (w/w) in the biscuit formulation. It was found that the addition of 10% WGP caused an approximately 88% increase in total dietary fiber content and antioxidant properties. The brightness and yellowness of cookies all enriched samples was disturbed as WGP favoured browning reaction due to the presence of more sugars [38]. The DPPH scavenging activity of biscuits with white grape pomace showed a six-fold increase when compared to control biscuits. This was mainly attributed to the presence of gallic acid and catechin which have shown to possess high antioxidant activity. The IDF/SDF ratio which is considered to be nutritionally significant increased from 3.71 to 4.8. Turksoy & Ozkaya used Pumpkin Pomace Powder (PPP) and Carrot Pomace Powders (CPP) at 10, 15, 20, 25% levels in cookies preparation as a source of dietary fiber and enriched cookies had 1.5-2 times higher breaking strength values than control, whereas the spread ratio decreased (Table 3). Incorporation of the pumpkin pomace powders increased the yellowness (b value) and decreased with the addition of carrot pomace powder. Nutraceutical properties of cookies has been shown to be improved when supplemented with pumpkin and carrot pomace powder. Antimicrobial properties of Carambola fruit pomace were used in bread formulation in order to inactivate Bacillus species (potential rope spore causing bacteria). Carambola pomace at 5% was used instead of chemical preservatives and it was found that rope spore count owed a count of 0.7log10/g in carambola pomace while the bread with no preservatives had a count of 8.76log10/g. Bread prepared were safe for longer with added high dietary fiber [39].
Acid Equivalent.
| Wastes | Antioxidant Activity | Phenolic Content |
|---|---|---|
| Mango Peel | 10.13mmol/100gwb | -- |
| Ridge guard peel | -- | 6830mg/kg |
| Apple peels | 312.2μmol of vitamin C equivalents/g of peels & 1701mg TE/100g | 588.9mgGAE/100g of peels & 1144mgGAE/100g |
| Passion Fruit Peel | 41.98mg ascorbic acid/ 100gdb | 461.81mgGAE/100g |
| Date Peel | 16.69mmol/100gwb | -- |
| White pomegranate peel | 82.11mmol/100gwb | -- |
| Orange Peel | 5.69mmol/100gwb | -- |
| Plum Peel | 8.09mmol/100gwb | -- |
| Mango peel | 93.89% | 19.06mgGAE/g |
| Banana peel | 3.16mmol/100g | 158mg/100g |
Banana peel
3.16mmol/100g
158mg/100g
& Wadhwa & Bakshi [70]
Muskmelon peels
Date seed
| Muskmelon peels | | 0.7% |
|---|---|---|
| Watermelon peels | 0.62mmol/100g | 1.4% & 2.4mgGAE/g |
| Kiwifruit peel | 1803mgTE/100g | 820mg GAE/100g |
| Guava peel | 10.24mmol/100g | 827mgGAE/100g |
| White cabbage cut-offs | 449mgTE/100g | 341mgGAE/100g |
| Cauliflower cut-offs | 535mgTE/100g | 402mg GAE/100g |
| Broccoli stems | 761mgTE/100g | 494mg GAE/100g |
| Grapefruit peel | 1389mgTE/100g | 2335mg GAE/100g |
| Carrot pomace | | 4.3% |
| Carambola pomace | 328.9(μmolTE g-1db) | 5.6(gGAE 100gdb) |
| Apple pomace | 1435mgTE/100g | 10.16mg/g & 870mg GAE/100g |
| Grape pomace | 250.56mmol TE/gdb | 31.22mgGAE/gdb |
| Grape seed | 55.54mmol/100g | 9109.22mg/100g |
| Mango seed | 14.59mmol/100g | 23.90mgGAE/100g |
| Date seed | 37.42mmol/100g | 3650mg GAE/100g |
Seeds Guava seed meal is high in fiber, iron and essential fatty acid linoleic acid was used in cookie preparation [40]. Farinograph characteristics of GSM-wheat flour blends showed the GSM decreased the water absorption, dough development time and stability and increased the dough weakening. Also, post baking, improvement was observed in the volume, specific volume, diameter and thickness of the cookies. 6% guava seed meal gave an acceptable cookie (Table 4). In another study, Grape Seed Extract (GSE) as a supplement increased the antioxidant activity of the bread when compared to control. However, 30-40% less was observed due to thermal processing. GSE-fortified bread is promising to be developed as a functional food with relatively lower Carboxymethyl-Lysine (CML) [41] whereas [42] studied Grape Seed Flour (GSF) in a cereal bar, noodles, and pancakes for DPPH free radical scavenging activity. The highest radical scavenging activity was observed in pancakes containing GSF (25 & 30%), noodles with GSF (20%) and cereal bars having GSF (5%) with consumer acceptance. Muffins were prepared by using Date Seed flour Hydrolysate (DSFH) (2.5%) or Date Seed flour (DSF) (2% and 5%) as a functional ingredient. Muffins with DSFH were highly acceptable with respect to texture and flavour. However, muffins enriched with DSF had lower sensory acceptance but were found to be a good source of dietary fiber and ash content [43]. Both date seed flour and hydrolysate showed radical scavenging activity, also muffins had 60% angiotensin converting enzyme (ACE) inhibition with the IC50 value at 16.7mg. Biscuits fortified with Jamun seed powder at 0, 2.5, 5, 7.5, 10% levels resulted in an increase in moisture content gradually during storage. Biscuits prepared were high in content of ash, protein, fat and dietary fiber and also recommended to Diabetic patients [44]. Cookies fortified with Jamun seed powder resulted in enhanced total phenolic content and antioxidant activity. Cookies had scored high in sensory such as colour, appearance, flavour, crispness, taste and overall
0.7%
3650mg GAE/100g
Wadhwa & Bakshi [70]
Shams Ardekani et al. [66]
acceptability [45]. Resistant Starch (RS) and Apricot Kernel Flour (AKF) has been used as a fat replacer in cookies and further effects of fruit powders like apple or apricot as wheat flour replacer on the quality of low-fat cookies were investigated (Ibrahim et al, 2010). Replacement of fat mainly affected the textural characteristics of cookies. Also, substitution resulted in increase in total dietary fiber content. Apricot powder was more suitable flour replacer than apple powder in low-fat cookies. In one of study, Cake margarine prepared by blending Mango Kernel Fat (MKF) with palm oil and vegetable fat was used in muffin preparation. 50% replacement of commercial margarine with experimental margarine was acceptable. The fatty acid composition of MKF incorporated muffin showed a decrease in palmitic acid and trans fatty acid and increase in stearic acid content [46]. Wheat flour substituted with pumpkin seed flour (15%), full fat and defatted ground cantaloupe seeds increased the crude protein, potassium and phosphorus contents of composite cookies, thus leading to therapeutic functional food products [25,47]. Bread made with various pumpkin seed products (raw, roasted, germinated, fermented, autoclaved, pumpkin protein concentrates and isolates) resulted in bread with increased level of lysine, sulphur containing amino acids, crude protein, protein digestibility and therefore found this study as good source of proteins and nutrients for fortification of bread. [48] substituted jackfruit seeds in noodles and found noodles to be low in fat and moisture content whereas the protein, ash, and crude fiber content increased and thus improved the overall nutritional value of the noodles. However, substitution of jackfruit seed flour to the wheat flour in bread increased the fiber content. Bread prepared using composite flour consist of refined Wheat Flour (WF), Soy Flour (SF) and sprouted Mungbean Flour (MF) as a source of protein and Mango Kernel Flour (MK) at different levels and found that composite flour in lower proportions yielded bread with similar physical and organoleptic properties as refined wheat flour bread [49].
37.42mmol/100g
Table 4: Utilisation of wastes in bakery products. DM-Dry Matter; TE: Trolox Equivalent; GAE-Gallic Acid Equivalent; MPeF-Mango Peel Flour; MPP-Mango Peel Powder.
Dietary fiber (%)
10.1 to 12.5
Fiber concentrate Dietary fiber is defined as the sum of non-starch polysaccharides which includes lignin, hemicelluloses, pectin, β-glucans and gums [50]. The dietary fiber content of these wastes ranged between 54.2% and 98.8% dry matter [51]. Sudha ML et al. [35] studied Dehydrated Mango Pulp Fiber Waste (DMPFW) in muffin preparation as a source of dietary fiber, polyphenols and carotenoids. The muffins were nutritionally rich with the bioactive. Similarly, Mango Dietary Fiber (MDF) incorporated in bread and cookies and showed that these bakery products were low in hydrolysis index and predicted glycemic index as compared to control and also had higher total dietary fiber and good antioxidant capacity [52]. Waste in combination The sponge cake prepared using Mango Peel Flour (MPeF) and Pulp Flour (MPuF) were found to be high in dietary fiber and low in fat, calories, hydrolysis and glycemic index predicted comparable to control. On increasing mango peel and pulp flour level showed an impact on the volume, firmness, and color. Addition of 10% MPuF and 10% MPeF found to be the most acceptable [2]. Nassar AG et al. [53] studied the biscuit preparation from blends containing the different proportion of (0, 15, 25%) orange peel and pulp and evaluated for chemical composition, rheological properties, physical and sensory characteristics. There was an increase in dietary fiber content (2.73 to 15.31%), and ash content, while protein and fat content decreased. 15% orange pulp and peel in the formulation of biscuits were found to be highly acceptable. Effect of Mango peel powder (MPP-5, 10, 15 & 20%) and Mango kernel powder (MKP-20, 30, 40 & 50%) on antioxidant properties of biscuits were evaluated (Table 1). In this study, it has been found that there was an increase in water absorption (60.4 to 67.6%) when incorporated by MPP while a decrease in case of MKP. At different levels of MPP & MKP in biscuits resulted in increased content in phenolics from 3.84 to 24.37mg/g of biscuits. Acceptable biscuits were prepared using 10% MPP & upto 40% MKP with mango flavour and improved antioxidant activity [54]. Similarly, [55] also studied the Mango Kernels Powder (MKP) and Mango Peels Powder (MPP) at 5, 10 & 15% replacing levels in preparation of biscuits and found there was increase in crude fiber content from 0.22 to 16.79% and also phenolic contents increased from 0.43 to 10.28mg/g. Biscuits with 10% MPP and 5% MKP were found highly acceptable [56-60]. Conclusion Fruit-vegetable waste from the processing industry comprising of peel, seed, kernel, stones, pith, hulls, pomace is high in dietary fiber, phenolic content and mostly show the antioxidant property [61-65]. These wastes can be used as supplementation in wheatbased baked products such as bread, cakes, biscuits, muffins, noodles, pasta etc. for the enrichment of the nutritional profile of the products. They would be a source of natural flavor and color in place of synthetic ones. These wastes would hence provide the majority of nutrients of fruits, provide several health benefits, the functional property of foods and can also have a preservative effect [66-72].
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48. Aziz A (2006) Development of an innovative ingredient from jackfruit seed flour in health bakery products.
50. Kossori RLE, Sanchez C, Boustani ESE, Maucourt MN, Sauvaire Y, et al. (2000) Comparison of effects of prickly pear (Opuntia ficus indica sp) fruit, arabic gum, carrageenan, alginic acid, locust bean gum and citrus pectin on viscosity and in vitro digestibility of casein. J Sci Food and Agr 80(3): 359-364.
49. Menon L, Majumdar SD, Ravi U (2014) Mango (Mangifera indica L.) kernel flour as a potential ingredient in the development of composite flour bread. Indian J Nat Prod Resour 5: 75-82.
51. Nawirska A, Kwaśniewska M (2005) Dietary fiber fractions from fruit and vegetable processing waste. Food Chem 91(2): 221-225.
53. Nassar AG, Hamied AAA, Naggar EAE (2008) Effect of citrus byproducts flour incorporation on chemical, rheological and organoleptic characteristics of biscuits. World J Agri Sci 4(5): 612-616.
52. Valencia NV, Pérez EG, Acevedo EA, Tovar J, Ruales J, et al. (2007) Fiber concentrate from mango fruit: Characterization, associated antioxidant capacity, and application as a bakery product ingredient. LWT-Food Sci Technol 40(4): 722-729.
54. Ashoush IS, Gadallah MGE (2011) Utilization of mango peels and seed kernels powders as sources of phytochemicals in biscuit. World J Dairy Food Sci 6(1): 35-42.
56. Ajila CM, Aalami M, Leelavathi K, Rao UP (2010) Mango peel powder: A potential source of antioxidants and dietary fiber in macaroni preparations. Innov Food Sci Emerg 11(1): 219-224.
55. Bertagnolli SMM, Silveira MLR, Fogaça ADO, Umann L, Penna NG (2014) Bioactive compounds and acceptance of cookies made with Guava peel flour. Food Sci Technol 34(2): 303-308.
57. Ajila CM, Bhat SG, Rao UP (2007) Valuable components of raw and ripe peels from two Indian mango varieties. Food Chem 102(4): 1006-1011.
58. Emaga TH, Andrianaivo RH, Wathelet B, Tchango JT, Paquot M (2007) Effects of the stage of maturation and varieties on the chemical composition of banana and plantain peels. Food Chem 103(2): 590-600.
59. Emaga TH, Robert C, Ronkart SN, Wathelet B, Paquot M (2008) Dietary fiber components and pectin chemical features of peels during ripening in banana and plantain varieties. Bioresource Technol 99(10): 43464354.
61. Santos BH, Vera MAV, Miranda JR, Lara EH, Uco JGT, et al. (2015) Dietary fibre and antioxidant compounds in passion fruit (passiflora edulis f. flavicarpa) peel and depectinised peel waste. Int J Food Sci Technol 50(1): 268-274.
60. Guo C, Yang J, Wei J, Li Y, Xu J, et al. (2003) Antioxidant activities of peel, pulp and seed fractions of common fruits as determined by FRAP assay. Nut Res 23(12): 1719-1726.
62. Hussein S, Abdrabba S (2015) Physico-chemical characteristics, fatty acid, composition of grape seed oil and phenolic compounds of whole seeds, seeds and leaves of red grape in Libya. Int J Appl Sci Math 2(5): 2394-2894.
64. Padmashree A, Sharma GK, Semwal AD, Bawa AS (2012) In-vitro antioxygenic activity of ridge gourd (luffa acutangula) pulp, peel and their extracts on peroxidation models. Am J Plant Sci 3(10): 1413.
63. Larrauri J, Ruperez P, Bravo L, Calixto FS (1996) High dietary fiber powders from orange and lime peels: Associated polyphenols and antioxidant capacity. Food Res Int 29(8): 757-762.
65. Ribeiro SMR, Barbosa LCA, Queiroz JH, Knödler M, Schieber A (2008) Phenolic compounds and antioxidant capacity of Brazilian mango (Mangifera indica L.) varieties. Food Chem 110(3): 620-626.
66. Ardekani MRS, Khanavi M, Hajimahmoodi M, Jahangiri M, Hadjiakhoondi A (2010) Comparison of antioxidant activity and total phenol contents of some date seed varieties from Iran. Iran J Pharm Res 9(2): 141-146.
67. Someya S, Yoshiki Y, Okubo K (2002) Antioxidant compounds from bananas (Musa Cavendish). Food Chem 79(3): 351-354.
69. Turksoy S, Özkaya B (2011) Pumpkin and carrot pomace powders as a source of dietary fiber and their effects on the mixing properties of wheat flour dough and cookie quality. Food Sci Technol Res 17(6): 54555.
68. Sudha ML, Prema V, Siddappa V, Rajarathnam S, Shashirekha MN (2016) Control of rope spore-forming bacteria using carambola ( Averrhoa carambola ) fruit pomace powder in wheat bread preparation. Qual Assur Saf Crop 8(4): 555-564.
70. Wadhwa M, Bakshi MPS (2013) Utilization of fruit and vegetable wastes as livestock feed and as substrates for generation of other value-added products RAP Publication. p. 4.
72. Wolfe K, Wu X, Liu RH (2003) Antioxidant activity of apple peels. J Agr Food Chem 51(3): 609-614.
71. Wijngaard HH, Rößle C, Brunton N (2009) A survey of Irish fruit and vegetable waste and by-products as a source of polyphenolic antioxidants. Food Chem 116(1): 202-207.
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Anti-Bullying Policy
1. Introduction
1.1 At the Pegasus Academy Trust (PAT) we recognise that bullying can have a devastating impact on victims and families. Our focus is always the safety and welfare of all children involved. It is important that all staff and pupils have a clear knowledge of what bullying is. All incidents reported will be dealt with in a serious manner. Bullying will never be tolerated at our Trust.
1.2 We are committed to providing a caring, friendly and safe environment for all members of our school community so they can learn and work in an atmosphere which is focussed on maximising their potential without fear of being bullied. We actively promote a climate of cooperation and positive behaviour to reduce the number of incidents and likelihood of bullying occurring.
1.3 We expect our pupils to act safely, and feel safe, both in and outside of school. We do not tolerate any form of bullying and we are committed to preventing and tackling it. We recognise that as children learn and grow together, they may experience 'fall outs' with their peers, but we are committed to supporting our pupils to resolve these 'relational conflicts' and stop them from progressing to bullying behaviours. If an incident of bullying does occur, we believe our pupils, parents/carers and staff should feel confident in reporting it and know that that all incidents will be dealt with promptly and effectively. We are a 'telling' Trust which means that anyone who is aware of bullying taking place is expected to tell a member of staff.
1.4 We encourage open discussions around differences between people, we actively challenge prejudice, and we celebrate diversity. We adopt a contextual safeguarding, trauma-informed and strengths-based approach to bullying and child-on-child abuse, and we are committed to working with families and outside agencies where appropriate.
1.5 This policy is closely linked to our Behaviour policy, Safeguarding policy, Anti-Racism policy, ESafety policy, RSE (PSHE) policy and Equalities policy. This policy also takes due regard of the following documents:
a) Keeping Children Safe in Education (September 2022)
c) Equality Act 2010;
b) Preventing and Tackling Bullying, DfE (September 2017);
d) Section 89 of the Education and Inspections Act 2006;
1.6 At the Pegasus Academy Trust we have adopted the definition of bullying provided by the Anti-Bullying Alliance namely:
"Bullying is the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. It can happen face to face or online."
1.7 We recognise that bullying can take many forms and can affect any child. It is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation, special educational needs, or disabilities, or because a child is adopted, in care or has caring responsibilities. Bullying can be motivated by actual differences between children, or perceived differences.
1.8 However, we also recognise that incidents may occur between pupils, which may not be deemed as 'bullying' but still require support or intervention from trusted adults. These incidents may be referred to as 'relational conflicts', 'friendship issues' or just 'falling out'. Relational conflicts differ from bullying in that they are usually between individuals or groups who are relatively similar in power and status (a power balance), and the behaviours or incidents occur occasionally (not repetitive) or occur by accident (not intentional). Usually, following such an incident, pupils show remorse and there is a general willingness to make things right or to resolve the conflict.
1.9 Not all relational conflict or falling out leads to bullying, but we are aware occasionally some can, and we are mindful relationship problems left unaddressed can be the start of a pattern of behaviour in which the intention becomes to cause harm or distress.
2.
Aims and objectives
2.1 Bullying is wrong and damages individual children. We therefore do all we can to prevent it, by developing an anti-bullying culture within the Pegasus Academy Trust.
2.2 We aim, as a Trust, to produce a safe and secure environment where all can learn without anxiety, and measures are in place to reduce the likelihood of bullying.
2.3 This policy aims to produce a consistent Trust wide response to any bullying incidents that may occur.
2.4 We aim to make all those connected with any of the schools within the Trust aware of our opposition to bullying, (through participation in events like anti-bullying week) and we make clear each person's responsibilities with regard to the eradication of bullying in our school.
2.5 Bullying behaviour may include, but is not limited to:
a) Physical – pushing, poking, kicking, hitting, biting, pinching etc.
c) Emotional – isolating others, tormenting, hiding books/belongings, threatening gestures, ridicule, humiliation, intimidating, excluding, manipulation, and coercion;
b) Verbal – name calling, sarcasm, spreading rumours, threats, teasing, belittling;
d) Sexual – unwanted physical contact, inappropriate touching, abusive comments, homophobic abuse, exposure to inappropriate films etc.
e) Online/Cyber – posting on social media, sharing photos, sending nasty text messages, social exclusion etc.
f) Indirect – can include the exploitation of individuals such as 'false friendships', criminal exploitation, sexual exploitation, and radicalisation
g) Prejudice-related – derogatory and discriminatory language and behaviour including that which is racist, homophobic, biphobic, transphobic and disablist in nature. This language and behaviour may be directed towards people because of their race/ethnicity/nationality; because they are lesbian, gay, bisexual, or trans, or are perceived to be, or have a parent/carer, sibling, or friend who is, because they have a learning or physical disability.
2.6 There are a range of reasons why some children may be more vulnerable to bullying which include:
a) Religious or cultural reasons;
b) Gender – sexual, sexist, transphobic bullying;
c) Ethnicity or community group;
d) Sexual orientation – homophobic language;
f) Appearance or health conditions;
e) Disabilities and/ or special educational needs – see SEN policy;
g) Home circumstances;
3. Roles and responsibilities
3.1 The Directors and Academy councils support the Heads of School and SLT in all attempts to eliminate bullying from our schools. They take a lead role in monitoring and reviewing this policy. The Members of the Academy Council (MACs) require the Heads of School to keep accurate records of all incidents of bullying, and to report to the MACs on request about the effectiveness of school anti-bullying strategies.
3.2 The Executive Principals and Heads of School are responsible for implementing the Trust's anti-bullying strategy, ensuring a consistent Trust response to any bullying incidents that may occur. They must ensure that all staff (both teaching and non-teaching) are aware of the policy and implement it accordingly. The Head of School reports to the Academy Council about the effectiveness of the anti-bullying policy on request and may include detail in their Head of School report.
3.3 Each Head of School ensures that all children know that bullying is wrong, and that it is unacceptable behaviour in this Academy Trust. Heads of School draw the attention of children to this fact at suitable moments. For example, if an incident occurs, the Head of School may decide to use an assembly as the forum in which to discuss with other children why this behaviour was wrong, and why a pupil is being punished. Anti-bullying week in the last week in November is a scheduled opportunity.
3.4 The Head of School ensures that all staff, including lunchtime staff, receive sufficient training to be equipped to identify and deal with all incidents of bullying. All the staff in our schools take all forms of bullying seriously, and seek to prevent it from taking place.
3.5 When any bullying taking place between members of a class the teacher will deal with the issue immediately. This may involve counselling and support for the victim of the bullying, and punishment for the child who has carried out the bullying. Teachers keep their own records of all incidents that happen in their class, and that they are aware of. If teachers witness or are informed about an act of bullying, they will either investigate it themselves or refer it to their Head of School.
4. Responding to bullying
4.1 At PAT we want pupils, parents/carers, staff and visitors to confidently report bullying and know that their concerns will be taken seriously. PAT schools keep records of all reports of bullying. These records are used to identify trends and inform our school's preventative work. Incidents may be stored on the school's secure reporting system, CPOMS or 'Safeguard' at Atwood Primary.
4.2 We aim to provide a safe and secure environment where all can learn without anxiety, and measures are in place to reduce the likelihood of bullying. We use a range of strategies to promote friendly and positive behaviour and discourage bullying and unkindness. The strategies we use include but are not limited to:
a) Actively providing opportunities to develop pupils' social and emotional skills, including their resilience;
b) Creating a culture of anti-bullying through the Trust's robust PSHE curriculum;
d) Providing opportunities for pupils to share their voice and opinions such as through school council;
c) Considering all opportunities to addressing bullying through the curriculum, stories, circle time, assemblies, displays, taking part in Anti-bullying week annually, taking part in a 'Safer internet day' annually;
e) Using 'Purple Mash' for specific curriculum input for online safety and cyber bullying;
g) Working with staff and outside agencies to identify all forms of prejudice-driven bullying;
f) Ensuring inclusive displays, toys and books throughout the school raising awareness of and celebrating differences. Themed days to promote equality and tackle prejudice;
h) Training all staff at PAT to identify bullying and follow school policy and procedures on bullying;
i) Training all staff to ensure they follow their safeguarding responsibilities;
j) Modelling expected behaviour;
l) Enabling opportunities for pupils to share their 'worries' through a confidential worry box;
k) Actively creating 'safe spaces' for vulnerable children including during lunchtimes;
m) Monitoring and supervising playgrounds before school, during break times and lunchtimes;
o) Specific interventions for identified individuals or groups of children;
n) ELSA support and creating circles of support including peers and trusted adults;
p) Promoting other ways pupils can anonymously tell if bullying in happening to them e.g. Childline
4.3 Pupils are encouraged to report concerns of bullying to a trusted as soon as possible. This can be any member of teaching or non-teaching staff. Children are spoken to regularly about trusted adults in class and in school assemblies to remind our children who they can report their concerns to.
4.4 If bullying is suspected or reported, the incident will be dealt with as soon as possible by the member of staff who has been approached or by the member of staff that the incident has been escalated to for further investigation.
4.5 It is vital that parents/ carers and the school concerned work together to ensure that all pupils are aware of the serious consequences of getting involved in anything that might be seen to be bullying. We ask that if parents/ carers have concerns about their child experiencing or perpetrating bullying, that they contact a member of school staff. The following steps may be taken by the school when dealing with incidents:
a) Speaking to all concerned and recording a clear account of the incident;
c) Informing class teachers and relevant adults will be informed;
b) Implementing 'graduated' sanctions in accordance with the behavior policy to send the message that bullying is unacceptable;
d) Keeping parents informed;
e) Monitoring and reviewing the effectiveness of actions taken;
4.6 Pupils who have been bullied will be supported by:
a) Having an immediate chance to discuss the experience with a trusted adult;
c) Offering continuous support if required;
b) Reassuring the pupil;
d) Restoring self-esteem and confidence CAMHS);
e) Referring to appropriate outside agencies if appropriate (e.g. Off The Record, MHST)
4.7 Children who engage in bullying behaviour will be supported by:
a) Discussing what happened and identifying the impact of their behavior;
c) Informing parents/ carers to help change the attitude of the pupil;
b) Establishing the wrong doing and the need to change, restorative work;
d) Working with the learning mentor to address issues of behaviour if needed;
e) Referring to appropriate outside agencies if necessary (e.g. CAMHS)
4.8 If a parent/carer is not satisfied with the school's actions, we ask that they follow the Trust's complaints policy and procedures. This is available online from our website.
5. Monitoring and review
5.1 This policy is monitored on a day-to-day basis by the Head of School, who report to MACs on request about the effectiveness of the policy.
5.2 This anti-bullying policy is the responsibility of the Directors of The Pegasus Academy Trust, and they require MACs to report on its effectiveness and make recommendations for review if necessary. Designated members of Academy Councils may, if instructed to do so, examine the school's records of incidents of bullying. MACs might analyse information for patterns of people, places or groups. They look out in particular for racist bullying, or bullying directed at children with disabilities or special educational needs.
5.3 This policy will be reviewed as required and detailed above
6. Revision history
| | Date | Revisions made |
|---|---|---|
| Summer 2023 | | |
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STUDENT PERFORMANCE ASSESSMENT
| Puts tiny objects into a tiny bottle/container using pincher |
|---|
| Scribbles spontaneously |
| Builds with blocks |
| Draws, paints or glues |
| Uses fork and spoon to eat |
| Manipulates playdough |
| Turn page of book |
| Vertical crossing the midline |
| Horizontal crossing the midline |
| Participates in physical group activities |
| Jumps with both feet |
| Walks on balance beam |
| Throws ball overhead |
© Mary Miele Incorporated 2019 do not duplicate without written permission 36 months assessment
| Dressing (removes loose clothing, manipulates large buttons and snaps) |
|---|
| Feeding (independently eats meal with spoon, ours milk or juice with some assistance, brushes teeth) |
| Sleeping (internalizes routines) |
| Moving (opens door by using handle/knob, clean up spills, hangs on a bar) |
| Toileting (takes responsibility for own clothing, toilet-trained, pulling up pants after using toilet, wipes own nose, washes hands, covers mouth and nose when coughing or sneezing) |
| TEMPERAMENT | Nove mber | March | May |
|---|---|---|---|
| Soothability | | | |
© Mary Miele Incorporated 2019 do not duplicate without written permission
36 months assessment
2 = can do/does with little assistance • 3 = can do independently/mastered
| SOCIAL/EMOTIONAL DEVELOPMENT | Novem ber | March | May |
|---|---|---|---|
| Understands feelings (empathy, sympathy, remorse, confidence) | | | |
| Displays confidence | | | |
| Accepts boundaries/limits | | | |
| Displays ability to regulate (impulse control, quiets down after active play, can calm down when upset) | | | |
| Tolerates frustration | | | |
| Ability to focus | | | |
| Works and plays cooperatively | | | |
| Transitions easily and adapts to changes in new routines | | | |
| Initiates imaginative play/engagement in play | | | |
| Ability to focus for teacher directed and self-directed activities | | | |
| Forms friendships with peers and relationships with adults | | | |
| Recognizes own name, remembers classmates’ name, teachers’ names |
|---|
| Delves deeply into areas of interest |
© Mary Miele Incorporated 2019 do not duplicate without written permission
KEY: 0 = not taught yet/not expected to know • 1 = can do/does with much assistance
36 months assessment
2 = can do/does with little assistance • 3 = can do independently/mastered
| Sustains attention to activities (teacher led and self-initiated) |
|---|
| Notices, creates, replicates patterns |
| Completes puzzles (# of pieces) |
| Retrieves from memory/information |
| Draws inferences and makes predictions |
| RECEPTIVE LANGUAGE SKILLS | Nov emb er | March | May |
|---|---|---|---|
| Comprehends text read aloud | | | |
| Follows directions (how many steps) | | | |
| Can ask Who or Whose questions | | | |
| Understands possessives (how many?) | | | |
| Points to 15 objects and can name them | | | |
© Mary Miele Incorporated 2019 do not duplicate without written permission
KEY: 0 = not taught yet/not expected to know • 1 = can do/does with much assistance
36 months assessment
2 = can do/does with little assistance • 3 = can do independently/mastered
| EXPRESSIVE LANGUAGE SKILLS | Novembe r | Marc h | May | Additional Comments |
|---|---|---|---|---|
| Understand concept of negative (will not, cannot) | | | | |
| Speech is easy to understand | | | | |
| Expresses idea in 3-4 word phrase or sentence | | | | |
| Points to 5 or more common objects described by their use (e.g. show me what you have eaten) | | | | |
| Expresses self fluently, retrieving words with ease | | | | |
| Expresses self fluently, retrieving words with ease | | | | |
2 = can do/does with little assistance • 3 = can do independently/mastered
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Teaching Resources @www.tutoringhour.com
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DIOCESE OF HARRISBURG CATHOLIC SCHOOLS REOPENING PLAN FRAMEWORK 2020-21
Updated August 3, 2020
| Bishop McDevitt High School | School Location |
|---|---|
| Vincent Harper/David Gardiner | Reopening Date |
Pandemic Coordinator and Team
* Health and Safety Plan Development: Individual will play a role in drafting the Health and Safety Plan
* Pandemic Crisis Response Team: Individual will play a role in within-year decision making regarding response efforts in the event of a confirmed positive case or exposure among staff and students
* Both: Individuals will play a role in drafting the plan and within-year decision making regarding response efforts in the event of a confirmed positive case.
Logistics and Planning
* Creating well defined entrance protocols for students, teachers, and visitors
* Developing a plan for social distancing outside of the classroom in highly populated areas like hallway/locker areas, restrooms, locker rooms, cafeteria, library, etc. This includes a plan for Mass and extra-curricular activities.
LP 2 - Dismissal Procedures - Schools will need multiple exits and protocols that may include staggered schedules.
Green Phase: Students will be dismissed by activities, car riders/drivers, and bus number in order to reduce congregation and increase traffic flow during dismissal times.
LP 6 - Recess, Athletics - The opportunity for physical activity and fun at recess is an integral part of the elementary school day. Each school will develop a plan and schedule for the use of recess facilities, outdoors whenever possible, that maintains appropriate approaches to cleaning and social distancing and keeps students in cohorts to the extent feasible.
The school plan could include: keeping recess limited by cohort; offering a bag or bin of labelled equipment to be used for that cohort; clear direction on the use of the playground; and asking students to choose an activity at recess and stick with it for that period of time.
All research shows that physical activity improves the ability to learn. Schools will set schedules that increase the amount of recess or break time typically given to students, as they are less likely to be moving throughout the school day in 2020-2021.
Schools will comply with the guidelines of the PIAA for their athletics teams and programs.
LP 7 - Lunch, Water Fountains - Schools will create schedules that keep students in cohorts at lunch times and will follow social distancing guidelines, to the extent feasible, during the lunch period as well. Protocols for lunch will include efforts to minimize among students shared spaces and shared equipment or serving utensils and an emphasis on clearing protocols. In elementary schools, cafeterias should not be used for mealtime unless truly necessary. Elementary schools should explore use of classrooms and outdoor space first.
Issues such as the number of students in the school, the school facility itself and staffing levels will come into play for this decision. In high schools, cafeteria settings may be used, but with strict protocols that address social distancing and cleaning. In instances when the cafeteria is used, cafeteria staff will use barrier protection PPE; cleaning will
Lead Individuals: Administration and Facilities
Materials: Signs posted in hallways by maintenance. Social Distancing posters, CDC Hygiene Posters, Handwashing procedures. One way signs in Hallways.
Professional Development: N
Green Phase: School will comply with PIAA for athletic teams and programs.
Lead Individuals: Athletic Director
Resources/Support: PIAA Resume to Athletic Plan
Professional Development: N
Green Phase: Students will be seated as the maximum social distancing as feasible for lunch periods. Use of extra space in hallways and outside may be required when possible. Cafeteria tables will be cleaned after each lunch period. Students will be permitted to remove masks when eating and drinking. Water fountain usage will be to refill H2O bottles only. Students will not be permitted to drink directly from water fountains. Students will be encouraged to wash hands in lavatory prior to consuming food or beverages during lunch periods and after lunch. Parents will be encouraged to deposit funds using the on-line payment portal to reduce or avoid cash transactions. Cafeteria will provide boxed lunch when possible to reduce congregation in lunch lines.
Lead Individuals: Administration and Facilities
Resources/Support:
occur between student lunch shifts; and lunch shifts will be staggered with social distancing in practice during the shift.
Professional Development: Y
limited as much as possible, and sanitation will occur once the outside agent has finished the visit to the school.
not report to school.
(without the use of fever reducing medications such as Aspirin or Ibuprofen) and cleared by a physician if they have a fever. Students must be fever free for 48 hours as cleared by physician to return to school.
temperature checks and verbal symptom screening (see Appendix A) for each student every day, or taking a representative sample of student temperatures during the school day. This information should be safeguarded (HIPAA).
Any student with a fever of 100.4 degrees F or greater (38 degrees C) or a coronavirus symptom (see Appendix A) will be quarantined in a dignified manner in a designated room in the school building. Parents will be called to pick the child up immediately. The student will not be allowed back at school until a "fever-free" period of 48 hours has elapsed AND when the student has been cleared by a physician's note. A parent who keeps a child home because of fever and/or coronavirus symptoms (see Appendix A) will follow the same protocols.
LP 14 - Attendance - Student attendance at school is clearly critical. As we did last spring, we will need to define attendance in a non-traditional way for 2020-21, as it is likely that some students will learn through distance learning and others in person. Schools will work closely with families on all matters of attendance and will extend grace and partnership whenever possible. Schools will discontinue "perfect attendance" awards, as they may encourage attendance at school when ill. Schools will maintain a clearly-communicated system for reporting absences and will be certain to check any messages, etc., frequently, in case we learn that a student has Covid symptoms or the like.
Logistics and Planning
* Developing protocols for social distancing in the classroom.
* Developing scheduling options to facilitate reduced capacity at school.
* Developing any necessary protocols for wearing face masks including creating plans for students with sensory issues.
Diocesan School Guidelines
Local School Plan - Please include differences in action steps under yellow and green phases, lead individual(s) responsible and their position, materials, resources, and/or supports needed, and professional development needed.
LP 15 - Structure of Classes/Cohorts -
Schools will create cohorts among students in order to minimize the number of people each student encounters in school, to the extent feasible. This allows schools to minimize spread of the virus and to know, to the extent feasible, which students and staff a group of students came in contact with.
Green Phase: Students will be group in homerooms by grade level alphabetically. Classroom Rosters, club rosters, activity rosters, sporting rosters will ensure lists of student contacts is maintained. Larger enrolled classrooms such as study halls may require the use of the Auditorium in order to socially distance students to the best extent up with students to ensure they are fever free for 48 hours before returning to school as cleared by a physician.
Lead Individuals: School Nurse
Professional Development: N
Green Phase: Attendance will be taken during homeroom each day. Virtual students will be required to "check into" blended or virtual classrooms and/or complete daily assignments asynchronously to meet attendance requirements.
Lead Individuals: Administration
Materials: Attendance Logs
Professional Development: N
Each school will define the term cohort.
In elementary schools, that cohort may be a student's homeroom, or, in middle school, the students with whom students have their classes and activities. In high schools, the cohort will consist of the students with whom students have their classes and activities.
All schools will keep running lists by student name of all students and staff with whom that particular student comes in contact through all aspects of the school day, including activities and extracurriculars; before and after care, if applicable; and transportation.
Schools will make every reasonable effort to limit the number of students and staff with whom each student comes in contact, to the extent feasible, while also offering a full academic program. With younger students (pk-5), classes should remain as self contained as possible. Instead of students switching classes, teachers should come to them.
Middle school students may need to switch classes in order to use more advanced materials or facilities or to take advantage of higherlevel classes, but schools will balance those needs with the needs to minimize the contact group. Switching should be kept to a minimum and teachers, whenever possible, should come to the students. Scheduling options such as block scheduling can help here, so that students have four classes per day instead of eight (as one example).
High schools keep complex academic schedules and, in order to prepare students for college, they will need to continue to offer a full academic schedule while making efforts to minimize the contact that each student has whenever possible.
Schools will make adjustments to bell schedules so as to minimize each student's exposure to others. To the extent feasible, middle and high schools should group students by grade and use the natural physical set up of the campus to create physical separation among groups -wings of the school, school buildings, floors within the school, etc. In each Health and Safety Plan, each school will give detailed information on how these cohorts are to be established and maintained. Online possible. Schedules will remain as structured as possible. Student numbers will be limited to allow for minimum of 3-6 feet between students in each classroom to the extent feasible. Cohorts will be defined by grade level, homeroom, and classroom attendance
Yellow Phase: Students will be placed on A/B rotation for in person learning to limit the number of students present in the building to the extent possible.
Lead Individuals: Administration
Materials: Master Schedule
Professional Development: N
learning can help to minimize movement in the halls and exposure and will be an asset in the cohort approach -- see the section on Curriculum and Instruction.
Schools will ensure, to the extent feasible, that social distancing protocols are maintained in hallways, at lockers, and at other "common" times. Schools will implement a bell schedule and student travel schedule to accommodate social distancing efforts.
Schools should make sure to use the entire school campus, inside and outside, in order to maximize the usage of space for social distancing and to keep offering the best possible academic program and activities.
LP 16 - Face Masks/Shields - Note: In any situation in which a face mask is indicated, a face shield may be used as an alternative. The PA DOH face covering requirement allows for this. Note that neck gaiters are also acceptable. Face coverings must fit properly and must cover the nose and mouth. Schools are encouraged to have consistent policies on what is allowed on a face covering and are encouraged to prohibit writing of any kind. Political statements, statements contrary to the Catholic faith and any offensive statements are prohibited on face coverings.
Note: When face coverings are required, some students may not be able to wear them for various reasons. The Diocese will provide a template that schools will use for a waiver in these situations. If a student has a school-written support plan that should indicate exemption from the mask; or brings a current IEP established at a public school to our school that indicates the same; or previously written medical directives on file that indicate the same, then that will suffice for documentation for the waiver.
Note: The state of Pennsylvania issued a mandatory face-covering order on July 1, 2020. As we approach the start of school, we will update, if needed, the information on use of masks, below.
Schools will set up classrooms to maximize classroom space; filing cabinets and other non-instructional items should be relocated from the
Green Phase: All students and staff will be required to wear a face mask or shield when 6ft social distancing cannot be maintained. BMHS will provide one school face covering (neck gaiter) to all students and staff. Additional school face coverings may be purchased on a limited basis. Students and parents are encouraged to provide face coverings for students in addition to the school neck gaiter. Face coverings should be plain and be consistent with already established dress code requirements. Face coverings should be plain blue, yellow/gold, white. Face coverings may not display any type of writing, words, symbols, etc
Lead Individuals: Administration
Materials: Neck Gaiters
Professional Development: N
room. Schools will arrange student seating so that they face the same direction and are at a safe distance apart (see below).
We intend to welcome all students to return to school in person in August 2020. The school will make every effort, to the extent feasible, to adhere to federal and state social distance guidelines and the CDC standards during the entire school day. The students will always be seated at a minimum of three feet apart, the WHO standard, if a six-foot distance is not feasible. Distance between students is to be measured "shoulder to shoulder;" that is, from the shoulder of one student to the shoulder of the next.
When students are not able to be seated six feet apart, face coverings will be required, per the PA DOH order of July 1, for all students age two and older.
Schools will be sensitive to the challenges of wearing face coverings in the school environment and will strive to create an environment where student face coverings are not needed in the classroom setting, whenever possible. When face coverings are needed in the classroom setting, schools will provide regular breaks for students. Schools will understand that these breaks, like recess, are necessary and helpful to the learning environment. Mask breaks should, ideally, occur in an environment outside the classroom - outside, or in a gym, for example. Schools are encouraged to provide mask breaks roughly every two hours, as a guide.
Schools will strive to have limited use of face masks in classroom settings for younger elementary students (PK-5), in particular.
Face shields may be more practical and helpful for students and for teachers rather than face masks.
Staff members and students may wear face coverings at any time when in school, if they prefer.
Schools should inform parents that parents will be expected to provide face coverings. Schools will provide face coverings at school, as well, in the expectation that students will lose or forget face coverings. Schools are encouraged to provide "mask dispensing stations" in common areas though care must be taken to keep them sanitary. Students will bring face masks home, and parents will be responsible for cleaning the masks, if they are reusable, before students return the following school day. Disposable masks should be disposed of each day, and students should return to school the following day with a new mask. These same guidelines will apply to school staff. Face shields must be cleaned daily.
Schools will provide masks for their staff to wear as needed during the school day. Again, face shields would seem preferable for teachers.
LP 17 - Classroom Environment and Spacing - Schools will set up classrooms to maximize classroom space; filing cabinets and other non-instructional items should be relocated from the room. Schools will arrange student seating so that they face the same direction and are at a safe distance apart (see below).
Schools will make every effort to ventilate their classes as well as they can, as there is evidence that improved ventilation lessens the communication of Covid 19. Ventilation can come from various sources, including: opened windows; classroom doors locked but propped open; ceiling fans. Floor fans and personal fans are not allowed.
Likewise, schools will use outdoor space for learning opportunities as much as possible. These are critical initiatives. Development offices may fill a need here: This is a great chance to enhance the school campus by getting outdoor furniture, tables with umbrellas, etc.
It is possible for students to engage in group work during school but in particular, controlled circumstances. Doing small group work outside is ideal. For small group work in the classroom -- defined as a maximum of four individuals, including the teacher, facing one another and engaged in teaching and learning activities -- the group may face one another and collaborate for a limited period of time, if: a) they all wear face coverings AND b) they are at least six feet apart. If students are
Green Phase: Classroom desks will be placed at minimum 3 feet apart from center of desk to center of desk. Students will be encouraged to maintain 6ft distance to the extent possible in each classroom space. Teachers will be encouraged to utilize outdoor space for instruction when weather permits. Classroom doors will remain open throughout the day.
Yellow Phase: A/B (if utilized) schedule will reduce students in classrooms to create greater social distancing guidelines.
Lead Individuals: Administration
Professional Development:
in a science lab or similar situation requiring the use of shared equipment, students will wear face masks AND disposable protective gloves. All shared equipment must be disinfected after each class.
The school should explore the idea of a work station (to include sneeze guards) in classrooms.
Logistics and Planning
* Creating a plan to handle confidentiality issues
* Reviewing and updating the Emergency Contact Plan
Diocesan School Guidelines
LP 18 - Coronavirus Parent Information - Each school will provide parents with a set of notices to sign before the school year starts. These notices are to be separate from handbook signature forms, etc., so that they get the needed attention. The Office of Catholic Schools will provide templates; schools are to use these templates.
LP 19 - Coronavirus Confidentiality - Schools will use a communication template to inform all school staff and all school parents promptly whenever a community member (staff member, student or immediate family member of same) is diagnosed with coronavirus or with a presumed positive. Schools will do everything possible to maintain the confidentiality of the sick person. Likewise, schools will inform parents when a staff member or student contracts other communicable diseases, such as chicken pox, influenza, etc. All communication templates need to be HIPAA compliant, and the school's health officer (nurse, principal or principal's designee) will assure compliance and will see that the information is stored according to HIPAA regulations. The Diocese will provide a template for communication with HIPAA compliance.
LP 20 - Emergency Contact Plan - Schools will make every effort to have a current and effective emergency contact plan so that the parents of all students may be contacted about their children's health status and
Local School Plan - Please include differences in action steps under yellow and green phases, lead individual(s) responsible and their position, materials, resources, and/or supports needed, and professional development needed.
Green Phase: Parents will receive notices before the start of school
Lead Individuals: Administration
Materials:
Resources/Support:
Professional Development:
Green Phase: Confidentiality will be maintained when communicating with parents and Staff. The Department of Health will require that all students and staff who test positive be identified to the Department of Health. HIPPA will be maintained for all students within the community and names of specific students, faculty, or staff who test positive will not be shared with non-essential personnel.
Lead Individuals: Administration
Materials: Covid-19 Parent Information Packet
Resources/Support: Dioceses template
Professional Development: N
Green Phase: Emergency Contacts are updated yearly. Parents will be required to pick students up within 30 minutes of quarantine due to signs or symptoms of Covid-19
so that parents can pick children up quickly if needed. Schools will also maintain current emergency contact information on all staff members.
Parents and guardians have the responsibility to update emergency contact information within 24 hours with the school in case of any changes.
LP 21 - Communication and Quarantine - Schools will use a communication template that is HIPAA compliant to inform staff and parents promptly whenever a community member (staff member, student or immediate family member of same) is diagnosed with coronavirus or with a presumed positive.
If one student in a cohort is diagnosed with Covid 19 or has a presumptive positive test, that student and his/her family will quarantine. The same applies for staff. Students or staff who are symptomatic will quarantine until they have tested negative for Covid 19 or have fully recovered based on CDC guidelines. The school will consult with the Office of Catholic Schools and the board of health on such matters.
Determination on who in the school community will quarantine will come from current guidance from the CDC and the recommendations of the board of health.
If more students become ill, the school will consult with the board of health and the Office of Catholic Schools to make determinations on when to have the whole cohort, or possibly the whole school, quarantine. The school will maintain a low threshold for risk due to Covid illness in the school community in making determinations on short- and long-term school closures. The use of the cohort system will increase the likelihood that we can keep more students healthy and present in the school building.
The school, in collaboration with the board of health, will make every effort to provide a full list of those people an ill student or staff member has come in contact with, and promptly inform members of the school community, while respecting the privacy and dignity of all ill individuals. The school will stay in close contact with the LEA and any pertinent
Lead Individuals: Administration
Materials: Emergency Contact Cards, Rediker, Parent Portal
Resources/Support: School Nurse
Professional Development: N
Green Phase: Students/staff diagnosed with positive case will quarantine under supervision of PCP (Primary Care Physician) and CDC guidelines of minimally 10-14 days. School will utilize Diocese communication plan template to ensure HIPPA compliance. Students/Parents should notify administration if they have gone to any state deemed a "hotspot" where Quarantine is recommended upon return to PA. 10-14 day quarantine is recommended.
Lead Individuals: Administration
Materials: Diocesan Communication Template
Resources/Support: Diocesan Center and School Nurse,
Professional Development: Y
transportation agencies so that they may have the proper information about student illness.
When informed of a positive Covid 19 test, or presumed positive test, among students or staff, the school will: isolate the affected individual; inform the parents of the affected student and have the child picked up immediately; inform the Office of Catholic Schools and the board of health; inform all school staff and parents; create a complete contact list for the affected individual; and prepare to take the necessary steps for cleaning and quarantine.
While we typically follow our public school district in deciding to close our Catholic schools in times of inclement weather, in this situation, we will make an independent decision. As an example, if the City of Lancaster closed two of their schools for health concerns, we will make an independent decision on the status of our schools in consultation with the board of health.
All schools, school staff and school community members will abide by the requirements of the State of Pennsylvania on travel restrictions and quarantine. Anyone entering PA from the states listed in the order “will need to quarantine for 14 days.” See:
https://www.health.pa.gov/topics/disease/coronavirus/Pages/Travelers. aspx
Schools will not be able to take field trips until further notice and permission from the Secretary for Education.
Logistics and Planning
* Procuring the necessary supplies for hygiene like hand sanitizer, wipes with bleach, etc.
* Creating a plan for deep-cleaning of facilities and high touch areas daily, between alternate schedules, in the case of positive cases, etc.
Diocesan School Guidelines
Local School Plan - Please include differences in action steps under yellow and green phases, lead individual(s) responsible and their position, materials, resources, and/or supports needed, and professional development needed.
LP 22 - Responsibilities and Protocols - We are in an exceptional time in our schools. Students have lost learning time and are very much out of the routine of in-person instruction. Catholic schools are known for their orderly environments, and we want to send all stakeholders the message that our health and safety protocols must be taken seriously and we expect full compliance. Intentional violations of these protocols are serious violations.
On the other hand, we need to understand that most violations of protocol will be unintentional and there will be a learning curve. We want to educate, take different approaches in educating our students, practice routines and incentivize compliance. Rewarding good behavior and cooperation goes a lot farther than disciplining students in these unusual circumstances. Schools are not to impose typical disciplinary consequences for student violations of health and safety protocols unless they are intentionally committed.
LP 23 - Hygiene Practices - Students will wash hands with soap or utilize hand sanitizer a minimum of four times per day and as needed: when entering school; before snack and lunch; after snack and lunch; before exiting school for the day. Naturally, when students use the restroom or blow their noses, etc., they will wash their hands as well. Before and after using recess or PE equipment, students will wash hands.
Schools will provide hand sanitizer stations, particularly for students in middle and high school. These stations should be touchless, ideally, so that the act of sanitizing does not become an act of spreading germs. Likewise, soap dispensers should be touchless.
LP 24 - Cleaning Plan and Schedule - Each school will produce a detailed cleaning plan and schedule for all common spaces, surface areas, bathrooms, and high use areas. The cleaning plan and schedule will include a system for reporting that the plan has been followed on a daily basis.
All principals and a staff member whom they designate for the cleaning of the facility will attend a mandatory training on the CDC cleaning guidelines, with the facilitation of the Diocese.
Green Phase: School will work with parents and students to follow Health and Safety Guidelines. Any Disciplinary measures utilized will be reviewed on case by case basis. Review and reinforcement of health and safety guidelines will be conducted.
Lead Individuals: Administration
Materials:
Resources/Support: Health and Safety Plan, Student Handbook and Code of Conduct, Faculty Handbook
Professional Development:Y
Green Phase: Each classroom and common space is equipped with Touchless Hand Sanitizer stations. Students will be instructed to utilize hand sanitizer station upon entering and exiting classes. Students will be instructed to wash hands before and after lunch periods.
Lead Individuals: Administration and Facilities
Materials: Touchless Hand Sanitizer and Soap Dispensers
Professional Development: N
Green Phase: The school custodial staff will conduct thorough cleaning and sanitizing of surfaces throughout the day as possible. This will include wiping down and spraying high traffic areas and high touch areas when feasible. The school will also complete a school wide cleaning after each school day to prepare for the next day as part of the evening custodial cleaning as needed and when possible.
Lead Individuals: Administration and Facilities
Materials: CDC approved spray foggers (360 sanitizing machine) and
Schools will almost certainly share their facility with parish programs and perhaps, in the past, with outside entities. Parish religious education programs will often be held in schools. It will be critical that parish and school staff work closely to be sure that there is a clear understanding on how the facility will be shared and cleaned. The school's cleaning plan will include how the facility will be cleaned when parish programs use the school facility. It is recommended that the school not allow outside entities access to the facility at this time.
equipment as well as spray bottles and approved chemicals for general sanitizing.
Professional Development: N
Logistics and Planning
* Periodically surveying stakeholders to evaluate programming and support and make adjustments.
Diocesan School Guidelines
Local School Plan - Please include differences in action steps under yellow and green phases, lead individual(s) responsible and their position, materials, resources, and/or supports needed, and professional development needed.
LP 25 - Survey - Each school will do a survey of staff and parents in the first two weeks of school and then in week six of school, at a minimum. The results of those surveys will be shared promptly with the Office of Catholic Schools so that we can be aware of needs across the diocese. The Office of Catholic Schools will provide common questions for use in the surveys.
Creating and Maintaining Community
* Maintaining daily rituals (daily announcements, prayer, etc.)
* Creating community and connecting with students in new school configurations
* Facilitating community and connection with faculty and staff
* Developing authentic ways for parents to connect with the school community in a virtual world
* Structuring social opportunities for students and families
Green Phase: Bishop McDevitt will conduct a survey during the weeks of September 8 th , 2020 and October 6 th , 2020.
Yellow Phase:
Lead Individuals:
Materials:
Resources/Support:
Professional Development:
CMC 1 - Community and Culture - Creating Catholic community and meaningful relationships is at the core of what we do and who we are. In the current environment, schools run the risk of being "sterile," or "cold," instead of warm and authentic. This risk comes from the stress and constant change and challenges each of us in Catholic education faces both at home and at school these days, and from the fact that, even when we re-open in person, we could allow our schools to feel like hospitals if we do not create an intentional culture. Nature abhors a vacuum and, if we do not create the culture intentionally, it is created for us. Each school needs to make an intentional effort to create this positive community and these healthy relationships and to establish and maintain a culture of joy.
Culture of joy
A culture of joy should be a distinguishing characteristic in our Catholic schools. We have the gift of faith and the knowledge that God knows and loves us as His children. Schools should take every possible opportunity to celebrate, recognize and enjoy our communities, our people, our accomplishments, and the gift of a Catholic education. This intentionally-formed culture of joy will be a welcome antidote to the culture of fear that exists in our country and world right now during this time of pandemic.
CMC 2 - Communication - The order of preference and effectiveness for communication and relationship building is: in-person; through the phone or Zoom; and then through email communication and surface mail. Relationships are not made or maintained through email.
Each school will make a detailed communication plan that indicates what will be communicated to stakeholders, and how, and when regarding the start of school and the opening weeks of school in particular. Each school will do a survey of staff and parents in the first two weeks of school and then in week six of school, at a minimum (see above).
CMC 3 - Online Communications - Each school is to have a portion of the homepage of the school website designated for information on the Health and Safety Plan. Each school will maintain an up-to-date, informative and helpful website that includes the health and safety plan for the school and that acts as a hub for all the information on school opening and procedures and expectations for the new school year. It is
Green Phase: Bishop McDevitt will develop community building exercises as permitted by social distancing guidelines. We will attempt to conduct activities as usually permitted by social distancing and Covid-19 awareness.
Lead Individuals: Administration
Materials: TBD
Resources/Support: TBD
Professional Development: TBD
Green Phase: Regular communication will be provided to insure parents and school maintain relationships. We will utilize several methods to communicate with parents when in person opportunities are not possible such as: Live Streaming, Facebook, Rediker Portal Pages, and Admin Notify Announcements.
Lead Individuals: Administration
Professional Development: N
Green Phase: A link to the Health and Safety Plan will be on Webpage.
Lead Individuals: Administration and Director of Technology
Professional Development: N
to be clearly visible and regularly updated.
CMC 4 - Parent Connections - Our parents are craving connectedness, now more so than ever. Each school should make strong efforts to connect parents to one another, and not just through the common PTA approach. Consider approaches such as: new parent welcome events in person while following social distancing; regular Zoom parent meetings, perhaps per grade level; and offering parent events online, such as parent education events with experts on children's psychological or social/emotional health and how you are addressing it.
It is critical to stress to parents, now more than ever, the importance of the Church's principle of subsidiarity: take a problem to its source, and problems are best solved at the lowest level. If there is difficulty with a teacher, the parent is to take the problem to the teacher, first -- then the principal. If there are concerns on health and safety protocols or other concerns that need to be addressed, parents must be told and encouraged to speak with school officials and not to post concerns on social media first or speak negatively in the parent community. This is the time for togetherness, solidarity and community; gossip and negativity and toxic social media posts drag us down, tear us apart, and divert our focus from what is most important.
Creating and Maintaining Community
* Onboarding students to orient to the new realities of the classroom and school
* Developing a differentiated on-boarding plan for students that are new to the school
* Adjusting recruiting and marketing practices to attract new families and maintain contact with those newly enrolled.
Diocesan School Guidelines
Local School Plan - Please include differences in action steps under yellow and green phases, lead individual(s) responsible and their position, materials, resources, and/or supports needed, and professional development needed.
CMC 5 - Testing of Procedures and Facilities - Schools have more latitude when in the green phase. To the extent feasible, bring in small groups to meet, to go through onboarding, etc. While this takes more time, it is incredibly important. This builds community and allows us to do some "beta testing" to learn how our procedures and our facilities will work in this new situation.
Green Phase: Bishop McDevitt Covid-19 task force will review procedures and practices for implementation. The task force will continue to monitor for areas where improvement is required and adjust plans for procedures and facilities as needed. Bishop McDevitt will test distance learning platforms during teacher inservice week of August 17-21 st .
Lead Individuals: Administration
Green Phase: We will conduct a New Parent Orientation in August. We will continue to encourage new and current parents to follow protocols to express concerns and remain connected with school administration.
Lead Individuals: Administration and Advancement
Professional Development: N
Professional Development: Y
in whatever way they can in the school, as the needs will likely outstrip the means to serve them.
Curriculum and Instruction
* Ensuring all instructional experiences include modeling, guided instruction, collaborative work, and independent work rather than overreliance on independent work during remote learning. This requires strategic use of synchronous and asynchronous lessons.
* Varying the way content is delivered to students and the way students can demonstrate their understanding
* Engaging students through setting a purpose for the work and providing choice in the process and product of the work.
* Ensuring all learning is respectful. Students are not given busy work to fill time or provide an item to grade. Videos and apps are ageappropriate.
* Creating year-long plans to facilitate more meaningful, interdisciplinary units that can be delivered face to face or remotely
* Utilizing frequent and varied formative assessment methods in both face-to-face and remote learning.
* Meeting in small groups or one-on-one as needed for connection, instruction, and assessment.
* Reviewing and implementing best practices in synchronous and asynchronous instruction to meet student needs and engagement.
Diocesan School Guidelines
Local School Plan - Please include differences in action steps under yellow and green phases, lead individual(s) responsible and their position, materials, resources, and/or supports needed, and professional development needed.
CI 1 - Quality of Education - One of the most critical issues in the success of our schools is, and remains, the quality assurance that comes from our principals. Especially in these times of pandemic, principals must insist on high quality teaching and learning, even as all our stakeholders continue to make adjustments. This will take a prayerful, insistent and yet collaborative approach from the principal. The principal must be able to verify the quality of the teaching and learning through methods such as requiring lesson plans and providing feedback on them; doing frequent walk-through observations including participating in Zoom meetings or "simultaneous teaching;" surveys of stakeholders; and student assessment data.
CI 2 - Distance Learning and Blended Instruction - Principals must see to it that teachers are preparing lessons in both in-person mode and distance learning mode as we approach the start of school year 202021. We will need to be able to toggle back and forth, potentially.
Green Phase: Bishop McDevitt will be working with teachers to implement a school wide lesson plan framework utilizing Classroom Curriculum Online Lesson Planning platform. Department Chairs and Administration will have access to online lesson plans and review them regularly. Classroom and virtual walkthroughs will be conducted to assist teachers develop pedagogical skills for virtual and online learning.
Lead Individuals: Administration
Materials: Classroom Curriculum Platform
Resources/Support: Professional Development Team
Professional Development: Y
Green Phase: All teachers will be required to utilize Google Classroom and Google Apps for instruction. Some features of Google Classroom are integrated into Rediker and will assist in reduction of differing platforms for instruction. Teachers will upload all assignments into
In order to teach through distance learning, it is an expectation that all teachers use a LMS (learning management system) to have a centralized "hub" for their teaching. Google Classroom is a LMS already available in our schools and it is free. Other well-known LMS platforms include Canvas and Schoology.
Each teacher in our schools needs to embrace blended instruction -that is, instruction that incorporates the best of in-person, traditional instruction with the best of educational technology. The lessons of the spring of 2020 must be applied to the present. Whether the teacher is teaching an elective, elementary school or high school, blended instruction is the expectation.
As part of the cohort approach, all schools will strongly consider how they can use online learning in order to maintain the cohort and to minimize student and teacher movement through the building. Online learning simply means that students and teachers are connected via the internet. As an example: a teacher may be in one room of the school building but connect to students online in another room at school. This may meet the goals of less movement and minimizing student contact with others, and this could be good for all involved.
Each school must be ready and willing to use distance learning to embrace those students who will be enrolled but will learn from home in the school year 2020-21. The preferred approach in our schools will be what Timothy Uhl calls "simultaneous teaching," in which certain students are learning from home, and certain students are learning in the classroom. The idea is to use a web camera or similar technology to "broadcast" the classroom so that those at home are as connected as possible to the teacher and the in-person instruction. The teacher will need a thoughtful approach that allows for the integration of these two groups. Since we value community and relationships as Catholic schools, "simultaneous teaching" is an approach we need to embrace.
CI 3 - Interdisciplinary Work and Engaged Learning - One of the lessons learned from distance learning is that lessons that are integrated across disciplines are more engaging and more impactful on students. Interdisciplinary lessons are more efficient in use of time and lend themselves to enduring understanding. Principals will be sure that
Google Classroom and utilize Google Meet for distance (virtual) lessons.
Lead Individuals: Administration
Materials: Google LMS
Resources/Support: Professional Development Team
Professional Development: Y
Green Phase: Thomas Baker has recently been appointed Campus Minister. He will be working with our students and staff to develop activities throughout the year to maintain and build upon Bishop McDevitt's Catholic Identity in order to integrate Catholic Identity more fully across curriculum.
Curriculum and Instruction
* Coordinating assignments, deadlines, projects and assessments among teachers to ensure a manageable workload.
* Utilizing authentic assessments rather than an over-reliance on tests.
* Evaluating grading practices to ensure grades reflect progress on standards rather than dispositions such as responsibility or work ethic.
* Making adjustments to school-based services plans for students with disabilities to account for accommodations and modifications needed in a remote learning environment.
* Ensuring meaningful support is provided for English Learners and their families including that teachers, students, and parents are adept at utilizing translation tools.
* Creating an "early warning system" to identify and intervene with students who may be exhibiting academic and/or behavioral concerns.
* Develop a plan for benchmark screening and intervention delivery during face-to-face and remote learning.
do's of assignments and graded exercises whenever possible. Mastery teaching is an excellent approach for these times, and an excellent approach in general. Since some graded exercises will likely be taken at home or online, create exercises that emphasize original thinking, problem solving, and application of work. In addition to preventing cheating, those exercises require critical thinking as well.
Curriculum and Instruction
* Avoiding new initiatives and protecting professional learning time for teachers to develop flexible learning plans for next year.
* Adjusting curricular and supply orders to reflex the most useful tools for both face-to-face and distance learning.
Diocesan School Guidelines
Local School Plan - Please include differences in action steps under yellow and green phases, lead individual(s) responsible and their position, materials, resources, and/or supports needed, and professional development needed.
CI 8 - Academic Standards - Understanding that instructional time is at a premium, each elementary school will make a plan to teach the most critical overarching academic standards ("superstandards") in each grade level. Each elementary school will consult with the other elementary schools in the deanery in making this decision. Teachers will start to teach in the fall of 2020 from the standards established for that grade level and, when necessary, will go back to the previous year's standards to fill in gaps.
Green Phase: Bishop McDevitt will structure course curriculum aligned with all academic standards while offering in person and distance learning.
Yellow Phase: Should the need arise to adapt curricular standards to meet the needs of at risk students ill equipped to manage asynchronous learning standards, Bishop McDevitt will adapt and modify curriculum on a case by case basis.
Lead Individuals: Administration
Professional Development: Y
Maintaining our Catholic Identity in Virtual Spaces
* Providing opportunities for school-wide Eucharistic celebrations and other prayer services, involving students in the planning.
* Invite parents and families to join in virtual prayer and faith life activities.
* Creating explicit service activities that can be completed in a virtual community.
* Continue to integrate Catholic worldview and gospel values with content lessons.
* Created a plan for both Pastor and Principal to be present and visible.
Diocesan School Guidelines
Local School Plan - Please include differences in action steps under yellow and green phases, lead individual(s) responsible and their position, materials, resources, and/or supports needed, and professional development needed.
MCI 1 - Spiritual Focus - As people of hope, as "resurrection people," we must seize this moment in our Catholic schools and let our identity as Catholic institutions shine through.
Our goal is still to help children get to Heaven. They will grow in a life of virtue and holiness if we do all we can to create an atmosphere in which they can do so. A simple yet beautiful goal for our school staff: Be Christ to others. If they are Christ to others, they will see students striving to emulate them.
Schools are encouraged to use this year to embrace our Mother Mary and to discover their own charisms as Catholic institutions.
MCI 2 - Mass - We must make attendance at Mass a priority. If the Eucharist is the "source and summit" of Christian life, we must make every effort to see that Mass is offered at least as often to each student as it was before the pandemic. While this is a challenge, and will require logistics and strong collaboration with pastors, it is a nonnegotiable. Everything else must fit into the schedule that allows for Mass. In this time of creative approaches, apply the same creativity to Mass. Perhaps we blend the approach, so that we have an "all school" Mass though Zoom one week, and we have students attend Mass in person in cohorts the following week. Having Mass outdoors would be a wonderful opportunity.
Each school will determine a way to attend Mass that takes into account available space, population, and appropriate social distancing. Schools will follow all current Diocesan guidance regarding norms for attendance at Mass during the coronavirus pandemic by the Diocesan Office of Divine Worship. Expectations for social distancing at Mass includes six feet of spacing between people. In consultation with the pastor, schools will make a plan for Mass attendance that includes the goals of keeping students in cohorts and in restricting any student interaction with people beyond the school community.
MCI 3 - Sacraments - Schools should be cognizant that some students who were supposed to receive sacraments in the spring -reconciliation, first communion and confirmation -- may not have received them. This is part of the loss from the spring. Clearly those students must be welcomed into the preparation for this coming year. This situation, combined with the uncertainty for the 2020-21 school year, requires planning and clear communication on dates and how
Green Phase: Thomas Baker has recently been appointed Campus Minister. He and Father Joshua Weaver will be working together to ensure Bishop McDevitt remains committed to a Spiritual Focus, Catholic Identity, and teaching of Christ.
Lead Individuals: Administration and Campus Minister
Professional Development: Y
Green Phase: We will consult with our Chaplain to ensure we hold mass as regularly scheduled for students. To reduce large gatherings we plan to livestream mass into classrooms for students during the celebration of the Mass. We will work with Diocese of Harrisburg to ensure we are consistent with Diocesan procedures for Mass Celebrations.
Lead Individuals: Administration and Chaplain
Resources/Support: Diocese of Harrisburg
Professional Development: N
Green Phase: We will consult with partner schools and parishes concerning the need for Confirmation preparation.
Lead Individuals: Administration
Resources/Support: Partner Schools and Parishes
students should receive these sacraments. While students must, first of all, be well prepared to receive, we must also allow for some scheduling flexibility and clear communication on that scheduling as well.
Professional Development: N
MCI 7 - Presence - The pastor and principal set the tone for their schools. The school community looks to them for inspiration and guidance, and they are both a key part of the overall health of the community. They will both need to be present, prayerful and engaged with the school community. They set the tone. Pastors and principals need to have both a physical and a virtual presence in the school community. Pastors and principals are encouraged to stay strong with a message of Christian prayer and service and of a life in Christ, and to vary the ways they are present in the school community: hand-written notes, drop-ins to classes, leading retreats, being part of virtual gatherings, and more.
Lead Individuals: Administration and Chaplain
Technology
* Creating an at-home learning schedule that incorporates best practice in both synchronous and asynchronous learning.
* Coordinating consistent apps and platforms across grade levels.
* Developing learning plans that offer rigorous learning for those without predictable access to online learning.
* Identifying ways for school-owned devices to download new technologies (once they have left school).
* Ensuring school safety policies exist including training of digital citizenship for all device users, use of student passwords, protection provided by a school firewall, etc.
* Surveying school population to determine what equity and access to technology exists.
* Providing a pick-up line with social distancing for families to pick up devices.
Diocesan School Guidelines
Local School Plan - Please include differences in action steps under yellow and green phases, lead individual(s) responsible and their position, materials, resources, and/or supports needed, and professional development needed.
T 1- Accessibility - Schools will have wrestled with many issues in educational technology over the course of the spring of 2020.
Schools will ensure that they have proper bandwidth to support the use of devices, the ongoing efforts in blended learning, and the introduction of "simultaneous teaching," including webcams or the like. Consideration for elementary schools will also include technical requirements for Renaissance STAR testing.
Schools will make a plan to ensure that their students, to the extent feasible, have access to educational technology and wireless internet at home, with the understanding that blended learning is an expectation and that a return to quarantine is likely at some point during 2020-21.
Green Phase: Bishop McDevitt will reconstitute and review bandwidth requirements. New drop spots for wireless access are being installed to maximize bandwidth within the school setting. Teachers will utilize chromebooks and built in cameras to live stream in person lesson to distance learning. Staff will record instructional lessons for students to review asynchronously for classes.
Lead Individuals: Administration and Director of IT
Appendix A: Example School Symptom Screening Tool - PDE Guidance for Reopening Schools
Employee or Student Name:
Assigned Cohort:
Temperature:
Has the student/employee taken any medication to treat or reduce a fever? If so, when?
Is the student/employee experiencing any of the following
Stay home or go home if a student/employee has: one or more symptoms in group A, two or more symptoms in group B, or has taken fever reducing medication.
Appendix B - Resources
The following are resources that may be helpful to schools in these conversations:
* CDC coronavirus symptoms: https://www.cdc.gov/coronavirus/2019-ncov/symptoms-testing/symptoms.html
* CDC strongly advocates for schools to reopen, July 2020: https://www.cdc.gov/coronavirus/2019-ncov/community/schoolschildcare/reopening-schools.html
* American academy of pediatrics guidance June 2020: https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinicalguidance/covid-19-planning-considerations-return-to-in-person-education-in-schools/
* PDE on face covering mandate in schools: https://www.education.pa.gov/Schools/safeschools/emergencyplanning/COVID19/Waivers/MaskWearing/Pages/default.aspx
* Guidance on k-12 athletics from PDE: https://www.education.pa.gov/Schools/safeschools/emergencyplanning/COVID19/SchoolSportsGuidance/HealthSafetyPlanningGuide/Pages/default.aspx
* CDC guidance on when to quarantine and exposure to Covid: https://www.cdc.gov/coronavirus/2019-ncov/if-you-are-sick/end-homeisolation.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus%2F2019-ncov%2Fprevent-getting-sick%2Fwhen-itssafe.html
* Catholic Mutual suggests a particular temperature scanner that schools could lease. https://www.safecheckusa.com/sales-and-leasing/
* PDE June 3 preliminary guidance: https://www.education.pa.gov/Schools/safeschools/emergencyplanning/COVID19/SchoolReopeningGuidance/Pages/default.aspx
* PDE research with REL: https://ies.ed.gov/ncee/edlabs/regions/midatlantic/pdf/ReopeningPASchools.pdf
* What was learned on transmission from child care centers that stayed open: https://www.npr.org/2020/06/24/882316641/what-parents-canlearn-from-child-care-centers-that-stayed-open-duringlockdowns?utm_term=nprnews&utm_source=facebook.com&utm_campaign=npr&utm_medium=social
* Boston Globe: Listen to science and open schools https://www.bostonglobe.com/2020/07/20/opinion/listen-science-reopenschools/?p1=HP_Feed_ContentQuery
* Forbes article on simultaneous/concurrent teaching: https://www.forbes.com/sites/tedladd/2020/06/19/optimizing-concurrent-classroomsteaching-students-in-the-room-and-online-simultaneously/#1db7a8853451
* Relationship building at the start of school: particularly critical now https://www.cultofpedagogy.com/relationship-building/
* NWEA research on learning loss: https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf
* Nine Ways Online Teaching Should be Different from Face to Face Teaching: https://www.cultofpedagogy.com/9-ways-online-teaching/
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A Publication for Clowns in Community and World Service
Published Quarterly, HospitalClown.com, P.O. Box 8957, Emeryville, California 94662 – Vol. 7(2002) No.2
Clockwise from top left: "Posy"Camilla Gryski; "Nuula" Lucia Cino, "Bunky" Joan Barrington , and "Doko" Kathleen Le Roux
The Therapeutic Clown Program The Hospital for Sick Children Toronto, Canada
Hospital for Sick Children Toronto Canada
A health care, teaching centre dedicated exclusively for children; affiliated with the University of Toronto. It was founded in 1875 when a group of Toronto women led by Elizabeth McMaster rented an 11-room house in downtown Toronto to set up "a hospital for the admission and treatment of all sick children." Its creed: "No Children shall knock in vain." It is now one of the world's largest and most respected pediatric academic health science centres. The hospital is no longer at the same location but it is now four city blocks. Every year approximately 15,000 children stay in this 400-bed hospital; there are more than 100 clinics.
Celebrating the Child
"Sick Kids" as the Hospital for Sick Children is affectionately known, was built on the grounds of the childhood home of the actress Mary Pickford. Maybe her childhood presence influences the hospital, for there is something here quite different from other children's hospitals I have visited. From the perspective of my child clown Shobi Dobi, I have come to realize it is their approach and attitude which makes it different from other children's hospitals I've seen in the world.
What do you as an adult think a hospital should look like - organized, sterile, efficient, quiet, square, closed- in? What we as adults perceive safe? Now go into your clown child self. What do you as a child want the hospital to look and feel like? Mine would resemble an amusement park-Disneyland with serious adults running the show behind the scenes! There would be colorful clowns and animated sculpture and maybe an ice cream store, and definitely a toy store. That sort of describes "Sick Kids."
The new Atrium Building (at the right) is full of wonderful delights including a glass windowed elevator that goes flying up the nine stories that gave my little clown heart a thrill to ride! And they have a "Main Street" that runs through the main floor with stores, and food shops (Starbucks for the adults). The only thing missing is a cascade of bubbles coming down from the ceiling.
The whole focus is on the "kid." The adult egos are there, but in the background doing the work. (Now I know if you asked some of the adult staff, they would have their complaints, as adults do) Seeing through my clown child eyes, the child is the focus and the center of their attention, not their medical efficiency, equipment and facility. There are play rooms, a TV/game room (Marnie's Lounge), Children's Library and Play Park for Siblings (a service free of charge provided by the Women's Auxiliary), and even a Children's Theater (see next page).
I believe this focus is attributed to Canada's strong support of the Child Life Specialist (see pages 14-15). It is not that the Child Life Specialist and Social Workers in other countries don't advocate the same thing. Somehow at Sick Kids the administration must have listened and believed them; and put the child ahead of corporate self interests and adult images.
It is no wonder that a programs like the Robo Project and The Therapeutic Clown Program are accepted and nourished. Of course, the enthusiasm of individuals like Karen Ridd and Joan Barrington never let them forget to celebrate the child.
Large cartoon characters move up and down the new Nine Storey Atrium building.
Tails ~ Every Thursday at 6
Tails: A Fairy Tale on Furry Tails was written by Pediatrician-cum-playwright Gidi Koren. It has been playing every Thursday for the past ten years at the hospital's Bear Theater. The actors are hospital staff nurses, social workers, doctors, technicians, secretaries, and volunteers from the community. Some of the original staff are still playing!
Dr. Koren came to Canada in 1982 from Israel, where he had a significant show business career. At Hospital for Sick Children, he extended his medical studies to Clinical Pharmacology. He missed show business and realized that he had an audience in the hospital. Tails is written in rhyme as a children's book and the play contains may of Koren's award winning Israeli songs.
In Tails, Quincy Taylor comes to town distributing tails – to the other characters in the play as well as the children and parents in the audience. Honey Bunny has the habit of sleeping the day away. So on the day that Tails are handed out, Honey Bunny misses out - by the time he wakes up, there is not a tail left, despite his desperate plea for one. "Why should I be different from everyone else" he asks. "Why are they laughing at me? I feel so odd and out of place, such a misfit."
"Oh dear, nobody loves me. I'm just a good for nothing." sighs Honey Bunny. "But wait! Here comes Eagle Joe, a space shuttle pilot who is going on a special mission to Venus. The only person who can go with him is someone without a tail".
And so as the play proceeds, Honey Bunny becomes a special hero because of her uniqueness. The show
For Information: Brenda Knie Email: email@example.com]
ends with a song "Everyone is special in his own way." Tails is a story confirming this truth. Even though we may see our difference as a disability, it can qualify us for unique opportunities. Post card sent to audience children from "Tails"at the Bear Theatre/Sick Kids "I cannot think of a better place than 'Sick Kids Hospital' to establish children's theatre," Dr. Koren says. "The Kids here are disconnected from many aspects of normal life and equate a hospital stay with unpleasantness. I wanted to take their minds away into a world of magic and create for all concerned an atmosphere of hope and cheer."
And why not do another play? "Kids love repetition." he says. "Just think of how many times they can listen to a record they love, or watch The Lion King. For the kid in hematology/oncology, the kid in renal failure who comes for the fifth time, it becomes for him or her a haven." Ben, a four-year-old live transplant patient, held the record, seeing Tails nearly 50 times. Ben died during surgery to replace his failing new liver, and when members of the cast went to his funeral, they were moved when they heard a tape of their song played at the service.
Bravery Beads
A strand of beads that
represents a child’s
unique and personal
journey through
treatment.
This Program was first introduced at Children's Hospital in Vancouver, BC. It started at "Sick Kids" in May of 2002 for children in the Hematology /Oncology, Immunology and Allergy programs.
The project is supported by the Woman's Auxiliary and implemented by the Child Life Department.
* To get started, each child is given a colored cord and beads to spell their first name, a bead to represent the Hospital for Sick Children and a bead to recognize the support of the Hospital's Women's Auxiliary.
* Once in the Program, children continue to collect Bravery Beads each time they are in the hospital. There is a different color bead to be collected for each procedure or event such as chemotherapy, transfusion, clinic visit, surgery, tube insertions, dressing changes, and even a bead for "Wow/Special Accomplishment, Recognition" which can be given for special bravery, and other achievements.
* The beads are kept at each station and given out after procedures, etc.
* Currently a sibling program is being discussed for implementation in the future.
Danielle Vachon. proudly accepts a bead. (photo printed with parental/child permission)
Contact Leanne Brister, Child Life Dept. HSC, leanne.brister @ sickkids.ca
So what does a child life specialist do and how is it different from therapeutic clowning? If you have ever worked closely with a child life worker, you know well what they do, but in my travels I have found that many hospitals do not have these wonderful staff members in their hospitals. A Child Life Specialist:
* Provides the therapeutic play program designed to prepare children for medical and surgical procedures. Pages 14-15 will give you a good idea of what they do to prepare a child.
* Facilitates safe play environments and play programs. Operates and supervises the playrooms which are open to all patients.
* Observes the children to determine the developmental appropriateness of psychosocial behavior, coping, and parent/child relationship.
* Provides family support and education. Helps clarify any concerns about the intended treatment plan. Provides emotional support to patients during times of stress.
* Advocates for the psychosocial needs of children and families collaborating with children, families, health care professionals and community agencies.
Often there is confusion about the roles of the Child Life Specialists and the Therapeutic/Hospital Clown. After all, a hospital clown provides play, and often there are therapeutic results.
But there is a big difference. For example, a little girl looked up at Shobi once (she had just had her leg amputated) "Will it grow back?" Shobi's character is only six-years-old and doesn't know too much about doctoring! She responded in character, "Gee, I don't know. Maybe we should ask Pat?" (Pat is the child life worker). I'm a clown that is not my job. And frankly I don't have that kind of training. Pat has a Master's Degree in Child Life. I have one in Art and 6 years of Clown School. That doesn't mean that I'm not good enough. It means it is not my expertise. My talent and expertise have a different focus.
The Hospital Clown offers unconditional safe play - play that is not bound by any direction, medical or psychosocial judgement. A Hospital Clown can just play for no reason at all except to see the world as the child does - fresh and fascinating. And because the clown plays on the child's level - becoming a playmate, or peer friend, very often the result will have astounding medical and psychosocial results. Often a clown is more successful in getting a child to play than a child life specialist because we are not "adults" but fantasy characters.
As Hospital Clowns gain respect as members of healthcare teams, there will be requests from the team members for directive and/or non-directive play. The scenarios are numerous - for example, going into a treatment room for distractive play, or having a picnic to get a child to eat. I only hope we never forget that being a clown is the magic that makes it all work!
(Continued on Page 14)
In 1986, the Child Life Department of the Children's Hospital of the Health Sciences Center of Winnipeg, Canada received funding f r o m t h e W i n n i p e g F o u n d a t i o n a n d t h e Children's Hospital Miracle Telethon, which enabled the Department to have Robo the clown on staff - The Robo Project.
Robo is Karen Ridd, a professional clown and child life specialist. This specialty gave her the insight to see the potential of the clown as therapeutic and healing. At the time little research had been done supporting the effects of humor on healing.
Robo's weekly
schedule included two days devoted to clowning and two half-days on which Robo co-produced a daily live show at CHTV, the hospital's closed circuit television station. During this initial program at Winnipeg Children's Hospital, Robo's visits with the children were usually 20 minutes, but sometimes her visits could last to 1½ hours. She usually visited about 25 patients a day, two days a week at the hospital.
The work at CHTV was done out of costume by Robo's "real" persona, Karen Ridd. Most patients and many staff, however, were unaware that the two shared the same skin. Producing the "Good Day Show" necessitated visiting all the wards in the hospital. This helped Robo to know which wards to target and ensured that no "old friends" were left out. The remainder of Robo's time was spent in preparing for and filming a series of short videos dealing with children's emotional responses to medical procedures.
In 1993, Karen and Joan Barrington co-founded the second program in Canada at The Hospital for Sick Children under the umbrella of the Department of Child Life.
The Robo Style:
Robo was a mime clown. For her, body language was a more effective means of communication with children, because it demanded interaction. The child interprets and helps the clown.
"Robo doesn't know anything and can't get anything right, so the children help. For once they are the ones who have it all." Karen realized that it is crucial to human growth and development to be able to give care as well as to receive it. With Robo, they straighten her jacket, and tie her shoe laces. And sometimes they even eat as a way of showing Robo how to eat!
Today, Karen is not clowning. She says clowning cannot be done halfway, and right now all her energy is going into her family.
However, Robo set the path that many therapeutic clowns in Canada are walking. Previous Hospital Clown Newsletters have featured: David Langdon, Hubert the Clown, a Therapeutic Clown/Child Life Specialist in Children's Hospital, Winnipeg; Paul Hooson, Dr. Willikers at British Columbia Children's Hospital in Vancouver and Camilla Gryski, Posy, from The Therapeutic Clown Program at Sick Kids.
Importance of Play (From the Child Life Department ~ HSC)
"A child's work is play. It is how they learn and how they view their world. While in hospitals we believe children should not have to give up their right to play as it is often how they express their fears and anxieties.
"Children will often hesitate to communicate verbally with adults in unfamiliar surroundings but will speak through another medium. An example of this effect often happens while interacting with a therapeutic clown. Through humor and goal directed play, the intervention becomes a child's vehicle for expression."
Therapeutic Clown Program -- Joan Barrington
Joan Barrington is the Coordinator and Fundraiser for the therapeutic clown program at The Hospital for Sick Children. She is also Bunky, the therapeutic clown, two days a week.
Becoming part of the team at The Hospital for Sick Children was a slow and gentle process and I was very clear from the onset of this program, and with the programs that followed, that therapeutic clowns were not being brought into this environment to replace Child Life Specialists or take anyone's salary, but to be utilized as a complementary/ adjunct therapy and used to assist in the speeding up of the healing process. Therapeutic connotes this process of healing, and becoming a therapeutic clown is also a process from the inside out, allowing the inner child to come out and play.
We are all unique in our own way, therefore so are therapeutic clowns. No cookie cutter clowns here, but individual characters both externally and internally, working through their heart to heart connection. These magical beings are hospital specific and must intuitively be sensitive to this specialized environment.
At The Hospital for Sick Children we work solo, use very little verbal communication and primarily provide gentle play and humor. Our clowns communicate verbally through mime, gestures, and sometimes with strange noises and "gibberish." Silence transcends all language and cultural barriers. English is a second language for some children and their families while others regress to speechlessness as a coping mechanism. Clowns break down these barriers, enabling interaction and communication to happen at a deeper lever.
Our best contribution sometimes can be to listen. It requires a person who knows and understands the art of listening, through the ears, yes, but most importantly through the heart.
The therapeutic clowns empower patients at a time when children may feel little control over their lives or illness. The Hospital for Sick Children is a critical care facility in Canada. Thus, children hospitalized in our facility are often confined to their beds over long periods of time, with parents and caregivers making virtually all the decisions about their treatment. Yet when the clown arrives, it is the child who becomes the decision-maker, deciding if, when, where and how the play will unfold. Perhaps the clown will help him learn skills of mastery–building self-esteem and confidence. If the patient is not ready or able to play at a particular time, the play is directed to the parent, sibling, nurse or doctor with the patient as observer. We do know that the child has a right to play and in my experience, chooses to, right up to the end of life itself.
Even though the primary purpose is to assist patients and their families, doctors, nurses and other staff in the hospital cannot help but laugh upon seeing the clowns at play. Working in an environment of extremely sick children, the clowns at Sick Kids remind everyone that it is OK to have fun and be lighthearted and aren't we fortunate to be in this very special place.
All of our clowns have received in-depth clown training outside the hospital, have been mentored in hospital, then adapted their clowning skills into this specialized environment of a children's hospital. Considered very much a part of the total health care team, the therapeutic clown works closely with Child Life Specialists in developing strategies within the model of family centered care. For example, before and after each clowning day the clown consults with the family's individual Child Life Specialist to share information about the patient's condition, treatment, emotional status, and the outcome of the clown's visit. Each therapeutic clown keeps statistics, makes her own notations regarding the intervention with each patient visited on her assigned floor throughout her clown day, then discusses one case study a month with her clown colleagues.
It is important to note that although the Therapeutic Clown Program is under the umbrella of the hospital's Child Life Department, this program is funded externally through donations from individuals, corporations and foundations outside the hospital. We are not in the operating budget of the hospital, but have our own Therapeutic Clown account in The Hospital for Sick Children Foundation so donors can designate funds to The Therapeutic Clown Program and receive a tax receipt from The Hospital for Sick Children.
-- Joan Barrington
This foundation was established in 1999 by Mary Hirst, Joan Barrington and Heather Spinks. Its mandate is to secure funding to seed and temporarily support therapeutic clown programs in children's hospitals across Canada, with the expectation that after two years the hospitals will assume support. Beneficiaries of this mandate are Mississauga's Credit Valley Hospital, which began a therapeutic clown program in December 2001, a start up program this spring in Ottawa at the Children's Hospital of Eastern Ontario, and the extension of the therapeutic clown program in Winnipeg's Children's Hospital. Other programs being developed are in Toronto, London and Hamilton.
As Coordinator and Fundraiser at The Hospital for Sick Children, then later Co-director of Therapeutic Clowns Canada, I look back over 10 years and see where therapeutic clowning is today. I am proud that I can say to Karen Ridd that her vision is truly alive and thriving today and will continue to thrive for a long time to come. We have four professional therapeutic clowns at HSC who are dedicated to their mission of therapeutic clowning. I wear several hats, but first and foremost is my true passion in bringing Bunky to these children and their families. Nothing else could have followed without reaching inside and bringing this joyful child out to play.
To be a playmate is to hold a child in your heart.
-- O. Fred Donaldson
Therapeutic Clowns Canada, c/o Mary Hirst, 120 Highbourne Road, Toronto, Ontario M5P 2J6
Joan
Barrington
Joan is Coordinator and co-founder of the program with Robo (Karen Ridd), and was also mentored by Robo at the hospital. Robo was neither male or female, and could be seen by the children as boy or girl. Joan considers herself in the same way. In the following interview she freely changed from "he" to "she" to "he/she." I have changed all these pronouns to "she" just for readability.
Bunky is a ten-year- old "tomboy" which is completely different from the other clowns on her "team." She is rambunctious, energetic and eager to just sit down right on the spot and quietly play - regardless of who is around. Staff tend to just stand back and attentively watch. And it is a sight to behold, how she woos the smallest child into play.
All names of children in the article are fictitious for their protection, although all their stories are real.
In the early 80's, I remember vividly waking up at our family summer cottage having dreamt of a clown, rushing downstairs and telling my father, "I know what I'm going to be (when I grow up)--a clown!" This in my 30's. Needless to say when speaking to young people, I try to emphasize the fact that it is never too late to follow your dreams. Fortunately for me, this very special dream did appear to me later in life, for little did I know that all my previous life experiences, courses and interests would bring me that much closer to my true mission.
In 1986, Karen Ridd a freelance children's entertainer and Child Life Specialist, who understood the healing power of the clown, initiated a pilot project through her character Robo at the Winnipeg Health Sciences Centre with a student grant. This program was such a success that the hospital foundation and an anonymous donor helped Karen continue with her good work.
In 1987, I was having lunch with my son Tyler watching the Midday News when Karen, a.k.a. Robo, was enlightening the public on the benefits of therapeutic clowning. All the bells and whistles went off inside of me and I immediately contacted the Winnipeg TV station Karen called back and thus began our relationship through correspondence and many long philosophical conversations on children, illness and hospitalization. I read her paper written on hospital clowning and knew The Hospital for Sick Children, the largest children's facility in Canada, must get a therapeutic clown program in place.
For the next three years I went searching -- reading all that I could get my hands on regarding clowning. I took a clown workshop at Seneca College, clowned as JoJo at birthday parties, joined Clown Alley and picking up as many 'clown tips' as I could. All this while continuing to take movement, improvisation and acting classes. Inside of me, I instinctively knew that JoJo was not the clown I was truly meant to be. There was another very important component missing. In the evenings I took Arts Management at Humber College learning the business side of theatre.
In the spring of 1993, after having my proposal accepted at The Hospital for Sick Children and fundraising for three years, Robo and I began the therapeutic clown program at HSC under the umbrella of the Child Life Department. Bunky was born that summer through mentoring with Karen, Robo, and the Child Life Specialists.
After a year Robo was given a Bon Voyage party and Bunky was left to cover the whole hospital on her own. Indeed, big shoes to fill. Daunting to cover such a large facility but a truly rewarding experience to have the privilege to educate myself regarding each specialized ward and area of care in the hospital.
Empowerment is about giving these children and their families choices. They did not choose their illness, cannot choose who comes in and out of their rooms, have no choice in their medication and treatment, or how long they have to live here. But, they can choose whether Bunky is male or female (they place bets on this one), if Bunky is invited into their room or not, how or what we will play or if they want to play at all. Sometimes Bunky asks if it is OK if she plays through Mum, Dad, the nurse or doctor.
The moment Bunky leaves the clown dressing room she is present in the moment, in character and remains in this spirit until she comes back at lunchtime to make notes on each of the patients she has seen that morning. Bunky covers Cardiac, Cardiac Clinic, Medical Short Stay, GI Procedure, Nephrology, Transplant Unit, GI Nutrition, Rheumatology and when possible Dialysis. Bunky's heart and appearance is in the Auguste style being shy, silly, not too bright, spontaneous and ultimately vulnerable. Bunky delights in experiencing and observing everything in the big world surrounding her for the first time: everything is new, exciting and exhilarating. Bunky's makeup has changed over the years to less and less, softer and softer. She has had two costumes over the years and will probably wear out another soon.
Bunky rides a tricycle with Lucite holders front and back giving her friends a choice as to what they wish to touch or play with.
When first approaching a child Bunky intuitively senses and digests the temperature of the space/room she encounters, then makes what I refer to as the connection through our very individual and personal eye contact. For Bunky this connection is the most significant thing to happen, for it is through the eyes we truly touch, then move towards another's soul. Trust must be earned and in this moment of connection everything else will flow naturally and at its own pace. We must court the trust in each individual encounter. Bunky truly sees these patients as children first and secondly sick children. They set the limits not Bunky. She reaches past the illness and intuitively searches within for their own special playfulness and spirit. I look to find what is healthy first and play with this piece with gentle compassion.
Bunky is non-verbal, handing the voice over to the child, allowing the child to lead her in the desired direction and pace that will work for them. She speaks through the eyes, breath noises, body language, tapping feet and a squeaker. Everyone, adults included, understands "Bunky language." Empowerment for the child also happens through the personality of Bunky who is so silly and not too "with it." A predicament is set up or just happens and the child resolves it. The children help her find her toys when she misplaces them, fix them when they get tangled up, tie up her undone shoelaces and pick up her toys and put them in the tricycle for her.
They seem to juggle better than Bunky, play basketball in the butterfly net better, win at UNO. It is empowering to turn the tables, and empower these children from within with their own unique clown. Children also love to see their parents become the clown and make fools of themselves. Bunky paints on red noses, makes silly hats for them and gives them "the stage."
Sometimes the power is knowing when not to do something and to let the natural curiosity of a child take charge. This happened with a young burn patient who would not move or get out of bed for the nurses.
Bunky placed her trike into the child's line of sight -- across the open doorway on the other side of the hallway, so he could see the toys from his bed. Bunky slowly slid towards the threshold of the room on the floor with her lunch pail and pulled out windup toys one at a time - - each time with great surprise and delight as if she was seeing them for the first time. Then she slowly wound them up and headed them towards Tommy's bed not making direct eye contact initially, but playing in Bunky space, and sensing Tommy's inquisitiveness as to what was going to be pulled out of the lunch pail next. Many landed just at the side of the bed so Tommy had to lean sideways and downwards to catch a peek. "Tommy do you want to play?" asked his grandmother. " No!" Tommy answered. Bunky moved a little closer towards the bed with another moveable toy. Then Grandma asked "Do you want to come into my arms and watch?" "OK," Tommy replied. Eventually the windups headed out the door and into the hall with Tommy following close behind. He ended up sitting up on the floor playing with Bunky's sphere using his hands. His mother came back from her coffee break and was astonished. "How did you get him out of bed, moving and actually sitting up? The nurses and doctor couldn't move him." The power of the character is what does it; Joan could not have done this.
There was a little girl who became Bunky's friend over many years from age four until she died in 1998 at age 8. Alice on first meeting Bunky in the hallway approached timidly, uncertain about a clown. Bunky did not approach, but continued playing with the toys in her lunch pail sensing Alice's presence and fear. Before too long Alice was sitting beside Bunky, then on her lap playing with the windups, receiving and blowing the bubbles. Shortly thereafter howls of laughter echoed through the hallways as Alice took charge of her ward and Bunky. She talked incessantly and Bunky listened to every word, responding with non verbal signs. Over the years Alice had so many long stretches in hospital that she booked appointments with Bunky, around the Bunky days.
During these appointments Alice concentrated on playing and being a child; but in contrast, this child could tell Bunky lab results, what to do with her tubes, what meds she needed to take that day and when, what nurse was in charge of her that day. These children are forced to grow up so quickly and to remind them through this clown silliness that they are permitted to be children is powerful and a privilege. My friend Alice would make dates with Bunky to come and sit at her doorway. She would don a top hat, cane, and with a cape outfit put on a magic clown show just for me. Turning the tables, what a treat! This relationship was so important to her family that Bunky was invited to attend Alice's funeral and there placed on the casket for Bunky to see was a picture of Bunky and Alice smiling - - a clown and a child friend.
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Camilla Gryski
Camilla has written extensively for The Hospital Clown Newsletter, and gives workshops on therapeutic clowning. She worked in the library of the hospital for 18 years before joining the clown troupe. Having published many books on string games she travels extensively giving cat's cradle workshops. My favorite book of hers is Let's Play: Traditional Games of Childhood, illustrated by Dusan Petricic.
To see Posy in action is truly magical. She is like a delicate fairy clown coming down the hall and the children fly to her presence. Posy is a full white face and wears a wildly curly light purple wig. I can't imagine her as anything else.
Posy was a gift to me from my son Damian - a juggler, magician and busker who is now a computer science student. First I was a circus school mom, then I was a busker mom and a juggling club mom. Damian had his own character, Cosmo, who was his street persona. We used to go to the Toronto Jugglers Club every week and to the International Jugglers Association conventions. I had to learn to juggle out of self defense. Years of hanging out with street performers made clowning seem much more accessible to me, and I had a built-in consultant. "Damian," I'd say, when I first started clowning, "show me those silly magic tricks." I still borrow books from his reference collection.
I took my first hospital clown workshop from Karen Ridd and Joan Barrington Joan, "Bunky", was working alone when I got interested in clowning and mentored me over the first few months. It was easier for me because I had already been at the hospital for eighteen years, so I was very comfortable in that environment, and had established relationships with many of the staff. I had also worked with children for more than twenty years in a variety of professional capacities, so the only piece that was missing was the clown piece. It was as though everything I had done before was getting me ready for the work of therapeutic clowning. I know this is the work I am meant to do. Over the years I have worked with a variety of clown and mask teachers, including Shobhana Schwebke and Christina Lewis, Avner Eisenberg and Jan Henderson. I attend and speak at conferences related to play, humor, expressive arts therapy and spirituality. I've just finished an M.Ed. in Holistic and Aesthetic Education at the Ontario Institute for Studies in Education, University of Toronto. I wanted to build theory for the clown work and this program allowed me to study play, spirituality, creativity and clown.. My master's research paper is called "Creating the Magic Circle: The Child and the Clown in the Pediatric Health Care Setting."
I meet the children and their families in all my vulnerability and openness. My heart is on my nose for all to see. I listen. I am as present as I can be. I have no agenda other than the child's. I offer Posy in all her potential to each child and he or she completes me so I am the clown that each child needs me to be. I never forget that I am there to serve.
I also empower children with my vulnerability and openness to play. I allow the children to direct each playtime so that it assumes a full and satisfying shape. I am comfortable with silences and pauses, and have learned to listen to play needs and play vocabulary. I spend a lot of time just hanging out with kids, playing with this and that, with my stuff and their stuff. As I often say, each child has his or her own ongoing play conversation with Posy. With one two-year-old, I had to be very careful to get into difficulties with the paper towels when I washed my hands. She would bounce up and down on the bed waiting for the moment when she could yell: "Rip it!" She was able to help Posy, to be competent even though she was so small. She always asked for the same play. "Bubbles," and "Draw hand."
I love bubbles. I have a much-loved blue bubble bear that belonged to Damian and an extraordinary pink plastic bubble catcher with two little nets on the end of extendable arms. The younger children are fascinated by it and the older teens find it so outrageous that
blowing bubbles with the hand soap when I wash my hands after entering the patient room - unexpected and delightful. I'm always happy when the mix of soap and water is just right. The bubble bear always intrigues because the bubble blower pops up with a subtle squeeze of the bear's tummy. It looks like magic. Posy can get into all kids of dilemmas trying to co-ordinate her breath with the appearance of the blower. Posy loves to blow huge bubbles, which quite often pop in her face. The children always get just enough bubbles to pop successfully, while unsuspecting adults get too many. Much laughter ensues and they often ask for help from the children. Lots of silliness can happen around bubbles.
One small child of Posy's acquaintance insists that she look for the popped bubbles. "Find it," he orders, and helpfully sends Posy to look under the bed, in the bathroom, in his slipper or out in the hallway. It is his favourite game, and one in which he satisfyingly controls his clown friend. There are wonderfully transcendent moments with bubbles too. Their magical beauty still amazes me, and often a child will refuse to pop a particularly lovely one. "Let it fly," said a patient once. The other day I watched a baby process Posy's presence and become engaged with the bubbles she was blowing. Smiles like that are priceless.
I loved these imaginative play times with my friend " H." [Let's call him Hank to protect his identity.]
Posy has known Hank for some time. His vision is now very limited and he has had difficult times during the bone marrow transplant process. Complex family dynamics have resulted in non-compliant, sometimes abusive behaviour by Hank.
In addition, in the sterile conditions of reverse isolation, play boundaries have been re-defined. Hank can no longer touch Posy's hair or give her a hug. Although the very physical nature of his play with Posy has been modified, he still looks forward to her visits and she seems to lead a charmed life despite his difficult behaviour. At one point mom suggests she should borrow Posy's clothes, hair, shoes and voice.
Hank is an exceptionally imaginative eight-year-old child, and he invents a game which continues through several play times. It is a game of hide-and-seek with three small toy monkeys. The cast includes Big Hank, Monkey Hank, Big Posy, Monkey Posy and Monkey Bunky. Monkey Hank hides and Monkey Posy and Monkey Bunky, chattering all the time about where they are going and what they are doing - for Hank cannot see them - set out to find him. Monkey Hank usually hides under Big Hank's cap or under his leg. Dilemmas arise: the peak of the cap is too high and all three monkeys are scared to jump down; the other monkeys can't lift up Big Hank's leg to get to the hiding Monkey Hank; Monkey Posy can't count to ten and can't remember the words to say when she is coming to find her hiding friends ("Ready or Banana, there I go..."). Throughout the playing of this game with all its variations and all its familiarity, Big Hank, all-knowing, all-patient and allpowerful, directs the action. He repeatedly and patiently teaches Monkey Posy to count and to say, "Ready or not, here I come." He tells the monkeys to ask Big Hank to lift up his leg, so that they can find Monkey Hank hiding under neath. He counsels the monkeys to take three big breaths to calm themselves before they attempt to jump from the peak of his cap. Over and over again, Monkey Hank hides and is joyfully found, while Big Hank plays with the concepts of fear and disappearance.
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Lucia Cino
To see Nuula float down the hospital corridors with her long arms and cape flowing, she almost seems not to touch the floor. Her character is lyrical and sweet, her interchange with the children curious and light. Nuula means "nothing." Lucia gave her clown this name with the hope that from nothing, something would grow. It has!
When I was in Italy in 1991, ostensibly to study Italian, I saw an advertisement for a class in Neutral Mask and Commedia dell' Arte. I always had a strong interest in theatre but never pursued it until then. The course was taught by Bepi Monai and it completely transformed me. I loved what it demanded: inner and outer listening, body awareness, imagination and fun. When I came back to Canada, I was looking for something close to mask work, something physical and fully sensory. I found it in clown.
My first clown teacher was John Turner. I was so excited by the kind of clowning he taught that I continued to take classes with him and his clown partner Michael Kennard. To further develop my clown "Nuula", I took clown and buffoon courses with Sue Morrison, Philippe Gaulier and Karen Hines. I also studied movement with Fiona Griffiths and Linda Putnam, and voice with David Smukler, Millie Minas and Theodore Gentry.
I work two days at the Hospital for Sick Children and two days at Credit Valley Hospital in Mississauga. As a consequence of the amount of clowning I do, I am always looking for ways to keep Nuula and her responses fresh and honest.
One way I have found to keep my work consistent, is to begin the day by acknowledging where I am at within myself. Am I tired? Am I sad? Am I content? What am I feeling? I find that when I connect with myself, Nuula can relate more effectively with others. The connection to myself becomes the starting point of my clown who then takes off where the moment takes her.
In a visit with a five year old Eliot, Nuula gave him the bag of wind-up toys to sort through and choose what he would like. Eliot chose the pullback car. It became clear the play was not between him and Nuula, but about self-directed play in which Nuula acted as a facilitator and witness.
After the car, Nuula gave him the pullback helicopter. Eliot pretended it was flying in the air. And as though its wings were deadly sharp, he began to charge the wings against the bodies of the animal wind-ups.
Nuula had observed earlier how Eliot treated the wind-ups as though they were alive and capable of biting him. He became afraid when he put his fingers in the bag and one of the wind-ups began to vibrate. The helicopter addressed something he needed, for in the course of our play, he moved from being the car to the helicopter whose sharp wings could slash the body of any creature. Nuula gave Eliot the space to be the powerful vehicle he wanted to be in an environment where he felt little control.
Another way to empower children is to give them choices and to ask them to make decisions for themselves. Nuula loves to paint tatoos on children's hands, faces or wherever they choose. Some have had images painted on their biceps, others on their ankles. I had one child who wanted the sun painted around her belly button. Children love the ritual of tatoo making. They get to choose the image and the colours. And when the painting is complete, they are given the opportunity to finish it, by drying the image with a small flower fan. Nuula likes to inspect her painting with a little kaleidoscope. She then gives it to the child who almost always delights in the array of colour and the multiplicity of the same image. Some even try to count how many butterflies or thunderbolts they can see.
Recently, I was introduced to a drawing game by "Doko". It's called "One Line at a Time". The idea is to find something the child would like to draw and then the clown and the patient take turns drawing it one line at a time. I tested this game out with one of Nuula's long-term patients who is eleven years old and quite artistic. She wanted to draw a picture of herself with the clown. Nuula made sounds for every squiggly line she drew and so did her friend, fun wacky sounds to go with our outrageous drawing. Nuula's friend was so delighted with the game, she wanted to draw another picture of us, only she would be a monkey and Nuula would be Tigger. What was delightful for me at the end of this play, was how much larger than Nuula the child was in both drawings. I took this as a sign of her healing self-image.
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Doko a.k.a. Kathleen Le Roux
Doko is totally different in character from her fellow hospital clowns. She is a ball of energy waiting for direction whether soft or expansive. I watched her with as much riveting attention as the father and daughter with whom she was improvising. Shobi regrets that this photo is not in color as it really makes a difference. Doko wears bright yellow overalls and her makeup, which she explains on the next page, totally fits her character.
I come from a theatre background and came upon clowning through my interest in theatre, improvisation and comedy. With a BA in dramatic arts from Queen's University, I went to The National Theatre School of Canada to study Directing where I was first exposed to clowning. Leah Cherniak (from Theatre Columbus) was a guest teacher and did a week of clown workshops. At that time I didn't "get" it, but I was totally enamored by those who did, and always kept it in the back of my head as an absolutely riveting and exciting form of theatrical expression.
Not too long after graduating from NTS, I became the Artistic Director of a theatre company in Kingston and began to take an interest in improvisational comedy. I spent a summer studying with world-renowned improv innovator, Keith Johnstone, in Calgary, Alberta at the Loose Moose International Improvisation School. While passing through the Edmonton Fringe Festival, I happened to catch the sold-out, acclaimed clown duo, Mump and Smoot. I was smitten. I had never seen this kind of clowning (for adults) before and it was riveting.
After that, I suddenly had this very intense drive to put clowning and improv together - to improvise in a little clown character. Out popped a little character I called "Rosy" and I began improvising everywhere I could with her. At festivals, on the street, in parks, at events and at the Hotel Dieu/KGH hospitals in Kingston where I was a weekly child-life volunteer. "Rosy" was fully embraced by all the staff in pediatrics. This delightful character came totally naturally to me without any thought at all and worked exceptionally well with both children and adults.
Six months after I started doing "Rosy" I moved back to my hometown of Toronto to look for further career opportunities in the performing arts. I was extremely fortunate to land a choice role as the clown host of a pre-school television network called Treehouse TV. For three years I played the role of "Tansy", a naive, vulnerable, charming and loveable three-year old clown (largely based on the character of "Rosy" but with a few alterations and adaptations for television).
During this time, I focused all my clowning energy on relating to very young children. In addition to writing and taping our segments in the studio, we also did a great deal of public appearances, live stage shows and interacting with children one-on-one. The experience taught me a lot about what young people find interesting and funny and gave me the opportunity to fully enter into their world.
After finishing at Treehouse I knew that clowning would remain in my blood. I sought out the impressive clown duo, Mump and Smoot (John Turner and Mike Kennard) and began seriously studying the art of clowning with John Turner.
A few months after completing "Baby Clown,", the first of many courses offered by the duo, I got the job at Sick Kids. The clown I do at Sick Kids is a result of the work with John. " Doko" is VERY different from the Rosy/Tansy character I had developed earlier. Doko was developed in a particular style of clowning, called the Pochinko method, named after its creator, Richard Pochinko. Pochinko style involves the exaggeration of numerous sides of one's own personality, called "masks" and pays a lot of attention to listening, impulses and honesty. [See the next page for further description of Clown and Mask]
I am still heavily involved with the classes that John and Mike (Mump and Smoot) offer and I run a monthly clown show for adults at the S.P.A.C.E. (Studio for Physical and Clown Exploration) where they teach.
The style of clowning that I am trained in is beautifully suited to work at the hospital. The Pochinko style involves the exaggeration of numerous aspects (positive and negative) of one's own personality. These extremities can be drawn out at will and in the hospital environment are determined by the needs of each child. With one child, Doko might be very bouncy and playful, eager and obedient like a puppy dog. Another child might bring out the sweet, slow, quiet and loving side of Doko. Yet another child might inspire the cocky, arrogant, know-it-all side or the curious, vulnerable and innocent side. Or maybe a combination of any of the above. It is essentially the personality of the child that completes or brings out the personality of Doko.
It is also often the child that determines the nature of the play or intervention. I never enter a room with a "routine" in mind or a pre-determined set of gags or jokes. I prefer to approach a room completely neutral and to let the interaction develop naturally from how the child reacts to seeing a clown and from the unique circumstances of each room (emotional atmosphere, other people present, items in the room, toys on the bed etc.) I try to use what already exists in the room tempered by what I feel the child wants and needs from me (do they want/need to be entertained, distracted, engaged in play, relieved from routine etc?). This approach allows the play and the relationship between child and clown to emerge organically and creates a unique experience for all of us.
I do carry a small toolbox of selected toys with me. I consider it my "back-up" box for patients I have difficulty connecting with and I believe I use it about 20% of the time. (I used to use it about 60% of the time but as my clowning skills develop I'm finding I need it less and less) Of the few toys in this box, my favorite one is a set of six expandable plastic tubes. The tubes can be expanded, collapsed, twisted and connected to create an infinite number of things. Typically I'll introduce a game of "guess the thing" where I shape the tube and use it (as a cane, snorkel, hat, mirror, skipping rope, fishing rod etc) and the child or family tries to guess what it is. I'll offer the child a tube as well and watch what they do with it. Some like to copy what it is that I create. Others like to do guessing games for me. Or they might twist it into an abstract shape and let me determine what it is. Others like to play competitive games of who can expand or contract the tube the fastest (Doko always loses!) One child might create an object and the whole play will evolve around that one object. There are so many fabulous imaginative play's inherent in the tubes.
On one occasion I met a little three year old boy in the hallway who was peddling a toddler car that was pulling a little Fisher Price bus behind it. I pulled out a tube, stretched it out and offered to fill up the car and bus with gas. The boy was delighted and a game of trying to fill up the gas tanks ensued. First there was the game of deciding where to put the gas in (the horn?, the wheel? the lights?) Then the actual filling of the tank. The tube, when held at one far end could not be accurately positioned, so the nozzle kept missing the mark. It was great slapstick fun. The next time I saw this boy was after a very serious procedure. He was lying in bed, hooked up with all kinds of tubing barely conscious and in obvious pain and distress. As soon as he saw me he whimpered softly to me "fill up the gas." It was so touching. I took out a tube and we played the same game in a very gentle, slow, adapted version.
Doko's Make-up
is a combination of elements from all six of my "masks" from the Pochinko Clown/Mask study. They represent the six directions of the self: North, South, East, West, Below, and Above. The masks themselves are made of papier mache and are created through an extensive process involving impulse, movement and colour exercises associated with each direction.
The most striking or powerful element from each papier mache mask is transferred first onto a paper map of the face, then tweaked a bit to accommodate the real contours of one's face and to fit together. The final result is that all six "directions" are represented in the final "mask" that one wears as make-up. The clown is the seventh direction.
Hence, my North (wise, loving, omnipotent, elderly) is represented by a triangular red power cone on my forehead with streaks of yellow and red emanating from it. My South (earthy, animalistic, impulsive, prehistoric) is represented by a prominent, thick, dark blue brow. My East (bright, excited, eager, sociable) is present in the yellow encircling my eyes and mouth. My West (needy, sad, yearning, pained) is present in the red dots on my eyelids. My Below (cocky, arrogant, self-assured) is the orange on the lower part of my face and my Above (goofy, playful, rambunctious) is in the green swirl that curls from the bridge of my nose around my right eye.
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Clown and Mask, The Seventh Direction of Man
[Both Nuula and Doko studied the Pochinko style of clowning. After researching him on the Internet I thought you'd like to know about this profound way of creating clown. – Shobi]
Richard Pochinko sought to develop a uniquely Canadian brand of clowning. While studying mask and mime with Jacques LeCog in Paris his fascination with clowns began. "We lived across the street from the Cirque d'Hiver. From the window I could see the clowns coming and going and became intrigued with them. I began following circus after circus all over Europe...It wasn't just the circus I was following. It was something bigger, something to do with the ability to laugh at yourself. I realized that this must be what clowning is all about and got more deeply involved."
In 1972, he returned to Canada but was immediately invited to teach mask work at the University of Washington in Seattle. While in Seattle he continued to study clown technique, this time with a professional clown named Bari Rolfe. During this time he came into contact with a North American Indian clown, spirit-guide Jonsmith, who became his mentor and initiated him into the tradition of North American Indian clowning.
Jonsmith was the one who helped Pochinko find his own clown. "The first time I met him, he walked into the studio wearing a business suit and a hat with a feather in it. He looked at me keenly and said: "So you're interested in masks, boy," Pochinko adds, laughing. But from that moment on, Jonsmith spent months working with Pochinko on Native Indian masks, telling him stories about clowns, recounting Indian legends, imbuing him with the mystery of clowning.
He told his pupil how his people had always had clown clans as part of the social make-up of their tribes, and that clowns were revered as powerful shamans, healers, as well as being "delight-makers." They were the ones who kept people in touch with the everyday while fulfilling the need for a connection with the sacred. Functioning as social regulators, they had absolute freedom to ridicule whomever they pleased, and whenever the society became too rigid, the clowns were called out to perform their raunchy antics. They would insult and humiliate the chief and the elders in public, to show them that they were only human. They would defy accepted behavior, turn the world tospy-turvy and bring new insight into the truth about Man's place within the order of the universe.
"Then one day, quite abruptly," says Pochinko. "Jonsmith sent me away: 'I'm not going to see you again. Good-bye,' he said. 'But I'll always be there if you really need me.' . . . sometime when I'm standing in a class facing a problem, not knowing which of the multiple possible solutions to choose from. I can feel him looking over my shoulder . . . and I hear him giggle."
It is with the native American Indian tradition of honoring the directions that Pochinko developed the search for the inner clown. The results of exploring the six direction North, South, East West, Sky and Earth all come together to make the direction of the clown which becomes the seventh direction.
Richard Pochinko believed North American Indian clowning to be the highest refinement of the ancient art. "In the American circus," he says, "the clown is not important. What's important is the gag. . . the audience laughs, not at the clown, but at the gag. In the European system you're laughing with the character in a situation. . . . But the North American Indians consider the clown to be a holy man; he is the "messenger of the gods" - and the gods have an incredible sense of humor."
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HIGH FREQUENCY WORDS I
What are High Frequency Words?
High frequency words are words that you may come across frequently when reading.
As a 6 th grader, you should be familiar with how to pronounce and spell the following high frequency words.
High frequency words for 6 th graders:
adverb
believe
bounce
cause
cells
command
complicate
dainty
den
develop
difference
direction
distance
divide
drag
energy
equals
Europe
example
exercise
feather
forest
friend
general
landscape
member mender
mind
m
isjud
ge
perhaps
possible
prisoner
probably
produce
quickly
region
return
rhyme
rotation
scientist
simple
simply
site
square
subject
suddenly
syllables
synonym
thruway
window
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1. The southwest ____________ of our country is hot and dry.
2. ____________ the pie into 4 equal pieces to share with your friends.
3. products.
It is the employee's responsibility to ____________ high quality
4. The ____________ of the Earth on its axis takes 24 hours.
5. We have a new____________ of our book club.
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Uganda's highest ice cap splits on Mt Margherita
Uganda's Rwenzori Mountains in 1987 on the left and in 2005 on the right
The ice cap on Uganda's highest peak has split because of global warming, Uganda's Wildlife Authority (UWA) says.
The glacier is located at an altitude of 5,109m (16,763ft) in the Rwenzori mountain range, near the border with the Democratic Republic of Congo.
The authorities say a crevasse has blocked access to the Margherita summit - the thirdhighest peak in Africa, and a popular destination with climbers.
Scientists say glaciers in the Rwenzori range could disappear within 20 years.
UWA officials said a team had been sent to the mountain to assess the extent of damage on the route to Margherita.
According to researchers, the ice cap covered 6 sq km (2 sq miles) 50 years ago. It is now less than 1 sq km.
The mountain range, which is one of the few places near the equator to have glaciers, was declared a Unesco World Heritage site in 1994.
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The Future of Wisconsin's Forest Products Economy
Summary of Focus Group Discussions
A Report for the Wisconsin Council on Forestry
February 2022
TABLE OF CONTENTS
Acknowledgements
We would like to acknowledge UW-Madison Division of Extension staff Evelyn Hammond, Bill Klase, and Ayse Okur Ozdemir, for writing this report, and Dr. Samuel Pratsch for his individual and his team's contribution to this project. This effort would not have been achieved without the significant contributions and assistance of the Wisconsin Economic Development Corporation Office of Rural Prosperity and the Wisconsin Department of Natural Resources, Forest Products Services program. We also appreciate the focus group participants whose views on the topic were used to write this report. Lastly, we thank members of the Wisconsin Council on Forestry and the REDS Strategic Planning Committee for their guidance and their role in data analysis.
REDS Strategic Planning Committee
Tom Hittle - Chair, Wisconsin Council on Forestry
Matt Dallman - Vice Chair, Council on Forestry
James Yach – Wisconsin Department of Natural Resources
Heather Berklund – Wisconsin Department of Natural Resources
Ram Dahal – Wisconsin Department of Natural Resources
Scott Lyon – Wisconsin Department of Natural Resources
Sam Rikkers – Wisconsin Economic Development Corporation
Rachel Best – Wisconsin Economic Development Corporation
Kietra Olson – Wisconsin Economic Development Corporation
Crystal Rohde –Northwest Regional Planning Commission
Kevin Englebert –East Central Wisconsin Regional Planning Commission
Sydney Swan –Bay Lakes Regional Planning Commission
Dennis Lawrence –North Central Wisconsin Regional Planning Commission
Paul Fowler - Wisconsin Institute for Sustainable Technology
Brian Conlan – Senator Tammy Baldwin's Office
Production Team
Tom Hittle - Chair, Wisconsin Council on Forestry
Matt Dallman - Vice Chair, Council on Forestry
Heather Berklund – Wisconsin Department of Natural Resources
Collin Buntrock – Wisconsin Department of Natural Resources
Scott Lyon – Wisconsin Department of Natural Resources
Marcy West – Wisconsin Economic Development Corporation
Kietra Olson – Wisconsin Economic Development Corporation
Stacey Johnson – Wisconsin Paper Council
Paul Fowler - Wisconsin Institute for Sustainable Technology
Wisconsin Council on Forestry
Tom Hittle, Chair
Representative Beth Meyers
Matt Dallman, Vice Chair
Heather Berklund
Michael Bolton
Senator Janet Bewley
Senator Mary Felzkowski
James Hoppe
Buddy Huffaker
James Kerkman
Rebekah Luedtke
Representative Jeff Mursau
Kenneth Price
Adena Rissman
Erik Rantala
Henry Schienebeck
Paul Strong
Jordan Skiff
Jason Sjostrom
William Van Lopik
EXECUTIVE SUMMARY
Wisconsin's forest industry plays a critical role in supporting the sustainable management of the state's 17 million acres of forest land, which cover 46% of the state's total area. The industry has a substantial potential for growth and presents opportunities for investment. This project is a cross-sector collaboration aimed at engaging stakeholders across Wisconsin's forest products economy to identify priorities that will help the state better understand, enhance, and capitalize on existing timber industries and establish new market opportunities for Wisconsin's forest products. Due to the forest industry's contributions to the state economy, it is important that the industry receives the necessary support and investment to enable it to thrive sustainably.
In May 2021, the Wisconsin Council on Forestry, in its efforts to prepare for a Regional Economic Diversification Summit (REDS), held a series of two listening sessions during which a cross-sector group of landowners and forestry stakeholders from industry, community, education, government, environmental groups, and nonprofits met and discussed various issues concerning the industry. In addition, these listening sessions are part of a broader effort the Council is leading, along with our partners, to develop actionable strategies leading up to a REDS and other collaborative forestry initiatives.
An evaluation team from the University of Wisconsin–Madison Division of Extension Natural Resources Institute analyzed data from 11 focus group discussions held on May 6 th and 11 th , 2021. The recorded discussions were transcribed using a transcription software, Otter.ai, and analyzed by the evaluation team. In summary, the themes that emerged from the focus group discussions from the questions posed to the participants are highlighted below:
1. What's working well in Wisconsin's forest industry
− Availability of infrastructure and equipment for the forest industry
− Long history of forestry and availability of resources in Wisconsin
− Availability of markets for certain forest products
− Collaborations within the industry and good relations between the state and industry
− Sustainable forest management supported by laws and stewardship programs
2. Challenges facing the forest industry
− Limited or non-existent markets for some forest products
− Support of and improvements to mills in the state
− Attracting and retaining workers in the forest industry
− Restrictions to practicing forestry and use of forest products
− Barriers associated with high costs and limited transportation
− Public perceptions of forests and forestry
− Maintaining healthy and productive forests
− Climate change and associated mitigation practices
3. Opportunities for growth
− Identify new markets for the forest industry
− Increase engagement of communities and cooperatives with their forest industries
− Specialty products and products with increasing demand
− Paper products replacing plastics
4. Recommendations
i. Policy
− Support ongoing success in forest industry and encourage new investments
− Support industry and woodland owners by prioritizing sustainable forest management and cost-effective practices
ii. Communication
− Increase public awareness of the quality, sustainability, and benefits of forest products to individuals and communities
− Promote and expand collaboration and communication among stakeholders towards improved working relations, productive discussions, and statewide commitment and involvement
iii. Collaborations with educational institutions
− Promote scientific, research-based improvements and learn from local and global best practices
− Invest in education, workforce development and youth outreach by involving parents and teachers in educational efforts. Also, strengthen connections between industry and all levels of education
iv. Products
− Diversify and upgrade production and product types, follow market changes to remain competitive, and be prepared to adapt to new disruptions including natural disasters
v. Transportation and infrastructure
− Provide high speed internet
− Improve infrastructure and transportation
− Build more concentration yards
− Lessen road regulations
− Create shorter hauls
5. Food for thought – Questions to explore in further discussions
− Transportation
− Impact of natural disasters
− Making mills economically viable
− Creation of niche markets
− Role of community in the forest industry
− Building partnerships
− Impact of regulations
INTRODUCTION
Forests play a vital role in national economies. They provide various production inputs, environmental goods, food, fuel, medicines, household equipment, building materials, and raw materials for industrial processing. Healthy and vigorous forests provide essential wildlife habitats, help to ensure clean water and air, and are critical in mitigating the effects of climate change. In Wisconsin, the forest industry also supports the sustainable management of the state's 17 million acres of forest land, which cover 46% of the state's total area. Research shows that the industry provides over 60,000 full- and part-time jobs, a total output of about $25 billion and value-added of over $7 billion (Wisconsin Department of Natural Resources, 2021). Among industries in Wisconsin, the forest products industry is ranked 11 th in terms of the number of fulland part-time jobs, third in industry output, and ninth in value-added in the state (Wisconsin Department of Natural Resources, 2021). Considering the contributions the forest industry makes to the state's economy, it is important that the industry receives the necessary support and investment to enable it to thrive sustainably.
The Wisconsin Council on Forestry and its partners, at the request of Governor Tony Evers, initiated a collaborative process to facilitate a Regional Economic Development Summit (REDS) with the goal of helping the state better understand and capitalize on enhancing existing timber industries and establishing new market opportunities for Wisconsin's forest products. Through REDS, the U.S. Economic Development Administration (EDA) works directly with stakeholders to leverage and align federal, state, and local project implementation resources for specific economic development strategies and priorities.
In May 2021, the Council on Forestry held a series of two listening sessions to develop actionable initiatives as a critical component of the REDS process. During these listening sessions, a cross-sector group of landowners and forestry stakeholders from industry, community, education, government, environmental groups, and nonprofits met and discussed various issues concerning the industry. This evaluation report highlights the key findings from the discussions.
METHODOLOGY
Representatives from the Council on Forestry, the Wisconsin Department of Natural Resources (WDNR) the Wisconsin Economic Development Corporation (WEDC) and the Evaluation Unit from the UW–Madison Division of Extension Natural Resources Institute developed an interview guide with five questions (Appendix A) for the focus group discussions (listening sessions), which were held on May 6 th and 11 th , 2021 on Zoom. The discussions from 11 breakout rooms were recorded and transcribed using transcription software Otter.ai.
The Evaluation team cleaned the transcripts to ensure that what was said in the recordings reflected what was captured by the software in the transcripts. The transcripts were then analyzed and evaluated. To facilitate the data analysis process, the evaluation team created themes based on the interview guide (Appendix A). Using these themes, each team member coded the first transcript (Breakout Room 6 of May 6) separately. The team then met and discussed the codes. After a robust discussion, team members agreed on rephrasing some of the themes and codes. This step was important to create a standard coding scheme and codebook. Subsequent transcripts were coded using the coding scheme and codebook. As data analysis continued, more themes emerged and were included in the codebook.
To enhance validity of thedata analysis process, a "data jam" was performed after three transcripts from the focus group discussions had been analyzed. During the data jam, the analysis process was explained to Council members and other participants. Feedback from the data jam was incorporated into the process and informed analysis of subsequent transcripts.
This report is a summary of the responses from the 11 breakout focus groups. Themes mentioned in only a single breakout group were not covered in this report but were captured and provided in tabular format to the Council on Forestry. The intent of this report is to highlight the emerging themes shared by a majority of forestry stakeholders. The final list of themes included the following:
1. What's working well in Wisconsin's forest industry
2. Challenges facing the industry
3. Opportunities for growth
4. Recommendations
5. Food for thought - Questions to explore in further discussions
LIMITATIONS OF THE EVALUATION
Although the transcription software captured most of what was recorded during the discussions, there were a few instances where the recording was indecipherable. However, this did not affect the entire transcript since the preceding and subsequent portions of the discussion were correctly captured and transcribed. In addition, the listening sessions represent a snapshot in time, and therefore do not capture every perspective or opinion among the forestry community. It should be noted that responses may be represented across multiple themes since respondents represented different sectors of forestry and areas of the state. Furthermore, quotations included in this report are intended to provide specific insights regarding conversations that took place during the listening sessions but may only represent the viewpoint(s) of a specific individual or organization.
KEY FINDINGS
In this section we discuss the key findings based on the emerging themes from the focus group discussions.
1. WHAT'S WORKING WELL IN WISCONSIN'S FOREST INDUSTRY
- Long history of forestry and availability of resources in Wisconsin
Participants noted that the forest industry has a long history in Wisconsin. One of them described logging in the following way:
"... It's part of our heritage, it's part of just our fiber, our fabric of the way that our state has been for so long. It's kind of a rich history. And it's something that, like logging, it's something that is generational, it keeps going forward, year after year, generation after generation..."
This rich history was attributed to the availability of the resources (forests), diversity of tree species in the state, and a culture that supports harvesting of timber. Additionally, the state has a good wood basket, and most tree species are well utilized and managed. Because of their high quality, Wisconsin's timber and forest products has advantages over species and products produced in other parts of the country.
- Availability of infrastructure and equipment for the forest industry
A well-established and robust infrastructure for managing timber (logging and trucking firms) was touted as being responsible for the flourishing industry in Wisconsin. A participant clarified that the infrastructure makes logging easier, and the availability of trucking firms enhances the transport of timber to buyers not only across the state but also across the country.
Coupled with available infrastructure are secondary industries that support forest products industries. A participant elaborated how these two factors work together for the benefit of the industry:
"...The positive then is the total integrated systems. Okay, in addition, and I say ... the amount [sic] of companies that are making support equipment, rollers, bearings, whatever, felts, and shipping stuff all over the world, gives us a huge advantage..."
- Availability of markets for many forest products
Many of the participants noted that there is a strong market for certain forest products, such as hardwood timber, chips, sawdust, bark, pulp, and low-grade forest products. This has been made possible by established and stable sawmills in the state. Some of these mills were recognized for diversifying their products to adapt to market demands. This has strengthened the forest products industry. However, market challenges exist in certain situations and in some parts of the state.
Participants also identified the impact small family businesses have had in support of the industry. Some of these family businesses operate sawmills, which ensures a constant supply of products for the market.
- Sustainable forest management supported by laws and stewardship programs
The forestry industry in Wisconsin is doing well because of a culture of conservation and strong support for responsible, active forest management. A participant remarked that most landowners in Wisconsin have a good understanding of the need for forest management and the benefits it provides for other forest uses such as recreation, wildlife habitat, etc. Participants found the Forest Crop Law, Woodland Tax Law, and Managed Forest Law agreeable due to advantages such as low taxes for landowners:
"... There's a long history in Wisconsin, a partnership with our legislature, going back to the Forest Crop Law, Woodland Tax Law, Managed Forest Law now, that has led to this culture of promoting harvesting in Wisconsin for sustainable forestry. And those tax laws require that these forests be managed sustainably, and that we do our best when they're young to get that small wood out so that we can move towards the quality of the forest..."
Some participants pointed out that although there are some disadvantages to the laws, they make long-term sustainable forest land ownership achievable due to low taxes. The laws also guarantee habitat protection and sustainable forest management.
The Knowles–Nelson Stewardship Program was recognized for preserving natural habitats, protecting water quality, and increasing opportunities for outdoor recreational activities. The forest certification systems adhered to by businesses and landowners in the state were commended for ensuring sound forest management and maintaining water quality throughout the state. Additionally, the state's long term forest action and wildlife plans were commended for ensuring that forests are well managed not only presently but also in the future.
- Collaborations within the industry and good relations between the state and industry
Participants noted that the existing good relations between landowners, industry, and the state; and their ability to come together to share ideas and experiences have worked well for the industry. Also, the strong support from the state exemplified by good work relations between the Wisconsin Urban Forestry Council, the Department of Natural Resources (WDNR), and the industry and landowner associations emerged as one of the things working well in the industry. A participant explained that the partnerships between industry, the WDNR, County Forests, and the United States Forest Service have worked well to provide a constant supply of timber for the market. Another described the role of the DNR to direct landowners towards sustainable forest management:
"...The partnership of individual DNR foresters in each county working with the landowners in that county and getting them started. Not serving in their current role, not necessarily taking over the role of a private consultant or an industrial forester but making that initial contact and kind of doing some hand-holding to move landowners along the path of sustainable management. And I think that alone has made a huge difference in the state..."
The WDNR's role in supporting forest products businesses was mentioned as working well for the industry. A participant described the personal relationship he has with the WDNR:
"... I have a direct line to our DNR forest products. And I have a direct line to our DNR urban forestry... So those things are working. And having that direct line and having always an ear is something very important to me..."
Furthermore, collaboration and coordination between local, state, and federal forest management agencies were cited as important contributors to the regular supply of forest products:
"... Cross-ownership coordination, you know, Good Neighbor Authority, stewardship, contracting, the coordination that we're now seeing between federal and state and county and local governments. I think that that's absolutely critical because we can't manage our land based on ownership, property lines..."
2. CHALLENGES FACING THE INDUSTRY
- Support of and improvements to mills in the state
Most participants stated how important the mills in the state are and how the loss of one has significant impacts on the practice of forestry, rural communities, the forest industry, and other related industries. Additionally, many recognized that the industry cannot change quickly to react to market conditions. Some identified the lack of political will to support converting mills to other products, while others stated that communities are not prepared to support a changing forest industry. There were frequent discussions on ownership of and investments in the mills, and these centered on the profit-driven viewpoint of out-of-state/foreign investors. Participants noted a lack of investment in the industry and a lack of empathy for local communities and industries.
"... There's some areas where we are not evolving or where we're challenged to evolve, and that is in the area of adapting the existing mills, the mills that we have in Wisconsin. I said that that our mill is continually working to develop new products. Well, that has to be happening across the board and some way of supporting industries to do that. Some way of attracting investment capital from large corporations to be invested in the state..."
- Limited or non-existing markets for some forest products
Many of the participants recognized that Wisconsin is fortunate to have markets for pulpwood, and cited examples of other states that do not. Still, they acknowledged that there were parts of the state and situations where you cannot find buyers for pulpwood.
Additionally, participants mentioned that there were few or no markets for some species (e.g., white pine), low-grade or small-diameter wood, tops of trees/biomass, and milling residues. Some pointed to high wood costs in the lake states and cheaper alternatives in other countries for the lack of markets in Wisconsin. Others stated that the improvements in harvesting technology have resulted in an overproduction of pulpwood:
"...In order to get good management and new forests growing on our landscape, we have to deal with a lot of low-grade lumber and lower value wood, such as pulp wood, and those markets have gotten worse, if not better at all, we always hoped. And access isn't the issue, it's markets that are the issue. There's a misconception that we [Southwest Wisconsin] don't, it's too hard to get it out of the woods here, that's really not the case, it's, in some cases, we can't give wood on the roadside away down here, because they just don't have a place to take it..."
- Attracting and retaining workers in the forest industry
The age of the current work force and the lack of trained replacements were mentioned many times. Some of the comments regarding fewer people entering the forest industry or considering it as a career were related to people's perception of the industry (see "Public perceptions of forests and forestry"). This has resulted in declining enrollment in training and educational programs (either at high schools or technical colleges) for the industry and fewer pursuing advanced degrees in forest industry related fields from Wisconsin's universities.
Participants further noted the high costs of equipment for harvesting and extraction of timber was a barrier for many, especially younger people who may lack collateral to get a loan. The high cost for training and worker compensation for forestry employees was also recognized, along with people leaving the industry due to it being hard work and the long hours:
"... Labor is a challenge. I've got, again, peers that aren't running at full capacity, because they can't get enough labor,... I've got peers that right now, that have eliminated their attendance policies, because if they enforce them, they wouldn't have enough people to run their mills, that's, that's how dire of a situation it is..."
- High costs and limited transportation
There was a good amount of discussion on the impacts of the high costs for the forest industry and lack of some infrastructure. High costs for landowners included expensive management
plans, equipment purchase and maintenance, insurance, and high property tax rates. Some stated that even enrolling in the Managed Forest Law program (which was recognized as something not everyone wanted to do) did not bring property taxes down to a level on par with agricultural lands.
Many participants identified the limited services provided by railroads as being a problem. A lack of access to rail service, loading facilities, and container yards leads to more reliance on trucking and subsequent higher costs. Other barriers recognized were a lack of highspeed internet throughout the state and higher production and transportation costs due to a focus on 100-inch sticks versus tree-length systems.
- Restrictions to practicing forestry and use of forest products
Some participants noted that state or federal regulations (primarily due to insect and disease restrictions but others as well) were making it difficult/expensive to manage timber and potentially deterring investors.
Additionally, regulatory hurdles and building codes were limiting biofuel industries and mass timber use, respectively. The challenge of maintaining SFI and FSC certification was raised, and that the introduction of other restrictions was causing problems:
"... Currently between, you know, insect and disease or oak wilt restrictions, we certainly have a lot of challenges with maintaining our certification, whether it's SFI or FSC. And the requirements there...."
- Public perceptions of forests and forestry
There were many comments regarding the public's disconnectedness from the forests and forest industry in Wisconsin. Citizens were said to be unaware of the status of Wisconsin's forest resources, their sustainable management, and the products that come from it. This has led to a decline in the desire to enter the industry, the use of alternative materials/products other than those from forests, and more people wanting to preserve forests rather than sustainably manage them. Some participants concluded that these factors were why there was little awareness/interest in mill closures and the impacts those have on local communities. Additionally, participants mentioned the use of forests for recreation is growing in the state. Citizens see forests as a place to play and see wildlife and not necessarily for timber production.
- Climate change
The impacts of a changing climate were recognized by several participants. Some mentioned that less severe winters and reduced snowfall were limiting the ability to conduct harvests in winteronly habitats. Others noted that predicted increases in rainfall amounts and bigger weather events could restrict harvesting to winter months only.
- Maintaining healthy and productive forests
Although many participants acknowledged that the forests in the state were in good condition and, in general, sustainably managed, there were some comments on problems with the forests as well. Many of the problems identified revolved around the regrowth/regeneration of forests and the impacts of invasive species, pests, and deer on forests. There were also some comments on how there is a growing imbalance in age classes with a preference for older trees. Some recognized that it is difficult for Wisconsin's forests to compete with the growth rate of forests in the southern states let alone tropical countries.
3. OPPORTUNITIES FOR GROWTH
- Increase engagement of communities and cooperatives with their forest industries
A few participants expressed their support for the ongoing efforts to develop a cooperative that takes ownership of the Verso paper mill. Additionally, participants noted the need for political, technical, and financial support for communities and organizations to become more aware of and involved with the forest industries in their locale. Community support (up to and including outright ownership of local mills and industries) was seen as a way for citizens to become more engaged by having some sense of control over their own future and that of their community:
"... It's maybe premature to say it's a success story, but I like the idea of a different model of operating the mills. And right now, as most people are aware with Verso, the Consolidated Cooperative, has formed to get that mill up and running. So, I think, like I said, it's probably premature to call it a success story. But I feel that's moving in the right direction right now."
- Identifying new markets for the forest industry
Another discussion point raised around opportunities for the forest industry was finding and taking advantage of new markets. Carbon sequestration and selling carbon credits were regarded as potential opportunities that could be researched:
"... One of the opportunities for landowners is to sell carbon sequestering credits to diversify their revenue income stream….Because we're managing it sustainably and certified. It's a great opportunity for the county to create a new revenue stream for the county from the county forest. And it's just another way we can contribute to climate change and to mitigating it..."
Additionally, mass timber, nanotechnology, and sawing and marketing white pine products were mentioned as some of the markets that the industry could explore. Some participants, on the other hand, stated that they see recreational use of forests as a significant opportunity for expanding and balancing different uses of forestry.
- Specialty products and products with increasing demand
Many participants commented on how the forest industry can develop and produce specialty products and products with increasing market demand to successfully evolve and thrive in local and global markets. Some potential opportunities identified by participants were: white oak barrels and liquor storage products, nanocellulose building materials (in collaboration with the Forest Products Laboratory), timber mats, and particle boards:
"Southern Michigan here a couple years ago, was able to attract ARAUCO, which makes particleboard, and that was a huge game changer for being able to do a lot more forestry in southern Michigan where their markets were very weak. So, if we can attract people that use that product, whether it's softwood pulp or hardwood pulp, it makes everything else possible."
"... specialty products, those are things that we should be looking after promoting and assisting the local, the Wisconsin mills in pursuing those things..."
- Paper products replacing plastics
In several focus groups, participants indicated that the booming trend of paper products replacing plastics, particularly in packaging, is an important opportunity for the forest industry to grow into. Being aware of in-demand products, increasing customer willingness to use paper over plastic and kraft-pulp for packaging and packages are viewed as potential factors to consider in creating and amplifying this opportunity.
4. RECOMMENDATIONS
i. Policy
- Support industry and woodland owners by prioritizing sustainable forest management, fair taxation, and cost-effective practices, supporting ongoing success in the forest industry, and encouraging new investments.
"...We do know that for any of those things, what's going to position Wisconsin best is to have dynamic, diverse forests that are well managed for a balance of all the things we've talked about, across different ownership types with the continuing educational resources, the research that goes on the monitoring, the government agencies' support and you know, outreach to landowners and the MFL program, all of those things, you know, need to continue..."
ii. Communication
- Promote and expand collaborations and communication between stakeholders towards improved work relations, productive discussions, and statewide commitment and involvement.
"...The internal and external stakeholders of the forest industry must continue to collaborate to maintain what Wisconsin forest industry is already doing well..."
- Increase publicity and public awareness of the quality, sustainability, and benefits of forest products to people and communities.
"...Educate the consumer on the reality of this, this is a sustainable industry, this is that alternative to the plastic, and all the other good things that come with it..."
iii. Collaborations with educational institutions
- Invest in technical education, workforce development and youth outreach programs. Include parents and teachers in educational efforts and strengthen connections between industry and all levels of education.
"... I think within that there's also an opportunity for the forest industry, forest products industry to be aggressive about participating and cooperating on ongoing efforts with workforce development. In our region, there are a number of initiatives, things like, you know, having high school, elementary school children actually go out and job shadow work out, you know, sort of like a field trip, a forestry field trip, to get them introduced to the what's going on, what this industry is about..."
- Promote scientific, research-based improvements and learn from local and global best practices.
"...Look across the borders, see what other people are doing. Steal ideas from other states, other countries, trends in the industry..."
iv. Products
- Diversify and upgrade production and product types. Follow market changes to remain competitive and be prepared to adapt to new disruptions including natural disasters.
"... I think sometimes change and innovation is always seen as a positive, but we need to take it in steps. And we need to make sure that the entire supply chain and value chain is prepared for that..."
v. Transportation and infrastructure
- Improve infrastructure and transportation: Provide high speed internet, build more concentration yards, create shorter hauls, lessen road regulations, build more facilities
vi. FOOD FOR THOUGHT – Questions to explore in further discussions
The questions in this section were posed by focus group participants and were not answered in the discussions. They are worth exploring for the future and benefit of the forest industry.
i. Impact of natural disasters
- What is the next "tree pandemic?" When will it occur next?
- What is the impact of climate change on forests and the industry?
ii. Transportation
- How will high transportation costs influence the future of Wisconsin's forest industry?
- What will transportation look like in the future?
iii. Making mills economically viable
- What could be done to put the forest industry at the cutting edge of food packaging and keep the mills relevant?
- What could be done to prevent mills from closing?
- What could be done to restore closed mills?
- What could we do as a state to make sure that we are on the cutting edge of future packaging and production to keep existing mills relevant?
iv. Role of community in the forest industry
- What helps the community grow urgency so that it can shape its own future? And what are the things that impede that?
v. Creation of and expansion into niche markets
- What niche markets already exist in Wisconsin and can be further explored?
- What niche products can Wisconsin develop and invest in?
vi. Building partnerships
- What are the existing and potential partnerships between Wisconsin's forest industries and other states or countries around the world?
- What role can the colleges in the University of Wisconsin System play in the forest industry?
vii. Impact of regulations
- How do current/future regulations shape Wisconsin's forest industry?
NOTE
The listening session discussions were successful in bringing together diverse viewpoints and addressing the questions in the interview guide. Although many broad themes were identified for improving Wisconsin's forest industry, the scope of the sessions did not provide for time to explore these in detail. Subsequently, this effort could neither provide additional information on all items identified nor evaluate the validity of some of the ideas mentioned. Participants identified other educational institutions with which to collaborate (Appendix B); and countries, states, and businesses to emulate (Appendix C).
REFERENCE
Wisconsin Department of Natural Resources (2021). Celebrate Wisconsin's working forests during forest products week. Available on: https://dnr.wisconsin.gov/newsroom/release/50511 (Accessed in November 2021)
Appendix A
Interview Guide
REDS listening sessions breakout questions
We have the opportunity to engage in the Regional Economic Diversification Summit process, partnering with the federal government. Through it, multiple federal departments will coordinate their work together to help us advance our priorities as key stakeholders in Wisconsin work together to transition and diversify our forest products economy and related industry sectors.
One of the first steps in our REDS effort is to invite and listen to ideas from stakeholders—from across forestry and related industries, as well as community, education, government, landowner, environmental, and nonprofit actors. In general, we want ideas and perspectives about the best course or courses for the Wisconsin forest-related economy to evolve. Here are the questions we plan to ask during these listening sessions to inform this inquiry:
1. What's still working in the industry that has been working for years? For each:
o What, if anything, do you see that might either continue to propel this—or threaten it in the foreseeable future?
o Why do you feel that this area is still successful and has lasted so long?
2. What example can you share, however large or small, of where our forest-related industry is evolving successfully in Wisconsin? For each:
o What trend or reality do you think propelled the action in this example?
o What made it succeed?
3. What do you consider the most critical challenge facing the industry that we can strive to overcome in order to maintain our forest-based industries? In other words, what worries you the most about keeping our forest economy a vital contributor to our state's economy and well-being?
o Why is it important?
o How do you see it affecting the industry?
o Do you have an example of anyone—anywhere—who is successfully addressing this challenge?
4. What opportunity—no matter how large or small—do you consider a key opportunity to pursue to help Wisconsin's forest-based economy thrive into the future?
o Why is it a key to our future?
o How do you see it affecting the industry?
o What are the next one or two things we would need to know, to have, or to do to pursue this opportunity?
5. Thinking over our discussion, what do we not know that would be good to know before we settle on any priorities?
APPENDICES
Appendix B
Educational institutions
University of Maine
Northwoods manufacturing working with Hurley High School
Northcentral Technical College, Wood Technology Center of Excellence in Antigo
Natural Resources Research Institute in Duluth
Appendix C
Potential initiatives, states, countries, and companies to emulate
Michigan, Maine, Pennsylvania, and Finland forest products initiatives
Investments in forest-based recreation after mills close like those in Appalachia, and
FP Innovations in Canada
VTT in Finland
KVL in Sweden
Domtar adapting/evolving forest products
Nine Dragons Paper
Green Bay Packaging
Hayward LP mill producing dynamic, value-added products
Sappi Cloquet mill being able to switch production from week to week
Sustana Fiber
Ahlstrom-Munksjö in Kaukauna producing many different products
Midwest Paper in Combined Locks: mills converting to meet demand
Michigan company creating paper water containers
ARAUCO Wood Products producing particleboard
New Land for mass timber
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What is Urban Heat?
Dark surfaces like concrete and brick absorb and retain heat from the sun
Little space between buildings can create heat canyons that trap this heat, forming "islands" that are warmer than rural or suburban areas
Urban heat can affect us in many ways, such as increasing:
But trees can help!
Trees provide shade to keep us and the ground cool, as well as cooling through water loss, or evapotranspiration
Increasing the urban canopy can lower city temperatures
Resources
Tong, S., Prior, J., McGregor, G., Shi, X., & Kinney, P. (2021). Urban heat: an increasing threat to global health. BMJ, 375. https://doi.org/10.1136/BMJ.N2467 Tuholske, C., Caylor, K., Funk, C., Verdin, A., Sweeney, S., Grace, K., Peterson, P., & Evans, T. (2021). Global urban population exposure to extreme heat. Proceedings of the National Academy of Sciences of the United States of America, 118(41), e2024792118.
https://doi.org/10.1073/PNAS.2024792118/SUPPL_FILE/PNAS.2024792118.SAPP.PD
F
Using Trees and Vegetation to Reduce Heat Islands | US EPA . (n.d.). Retrieved August 1, 2022, from https://www.epa.gov/heatislands/using-trees-and- vegetation-reduce-heat-islands
Garfin, G., Franco, G., et al. National Climate Assessment. (2014). Retrieved August 2, 2022, from https://www.epa.gov/sites/default/files/2015- 11/documents/what_climate_change_may_mean_for_the_albuquerque_region .pdf
100k trees planted by 2030 . Let’s Plant ABQ. (n.d.). Retrieved August 2, 2022, from https://letsplantabq.org/
Cover image: New UNM/CABQ partnership combats homelessness |UNM Newsroom. (n.d.). Retrieved August 1, 2022,
fromhttp://news.unm.edu/filefid=5c672f9e2cfac21f35698ef5
Image Credits: Graphics created on © Canva, Elements from ImproStudio, GoodStudio, Sunbeam_ks, Camille Ramos, NovaPatriot, Vectorwin, Icons8, Pause08, iconsy
What are NASA Earth Observations?
Satellites circulating Earth take measurements and images, which allow us to gather information about our planet. These NASA datasets are free and publicly available!
This material is based upon work supported by NASA through contract NNL16AA05C
expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Aeronautics and Space Administration (NASA).
Any opinions, findings and conclusions or recommendations
NPR 2200.2c D.6.4.1: Trade names and trademarks are used in this report for identification only. Their usage does not constitute an official endorsement, either expressed or implied by the National Aeronautics and Space Administration
Have Questions?
Please contact us with any questions about the program at email@example.com.
www.nasa.gov
NP-2022-08-037-LaRC
National Aeronautics and Space Administration
Cooling Hot Albuquerque Neighborhoods with Tree Planting
Part of NASA's Applied Sciences Program, DEVELOP conducts feasibility studies that bridge the gap between Earth science information and society. DEVELOP works with communities and organizations to address environmental and policy concerns through 10-week projects that help both participants and partners learn more about using geospatial information.
Interested?
Apply to participate at one of the DEVELOP locations. For more information on eligibility and a full list of locations, visit us online at https://appliedsciences.nasa.gov/ nasadevelop/apply.
VISIT OUR WEBSITE!
APPLIED SCIENCES
PROGRAM
Learn about the Let's Plant Albuquerque Alliance and take the pledge to plant at:
letsplantabq.org
What NASA DEVELOP discovered about Albuquerque's Urban Heat:
The EPA projects that by 2040 Albuquerque will see 4x the current annual number of days with temperatures above 100 °F
Despite the projected temperature rise, a 30% increase in tree shade can allow neighborhoods to be cooler!
What can you do next?
Take the Pledge to Plant!
Browse climate-ready trees that qualify for the Treebate program
Organize a tree planting project with your community, and donate a tree, or two, or three!
Heat Mitigation Index Based on the current tree canopy cover
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Douglas Biesecker
NOAA/Space Environment Center Chair of Solar Cycle 24 Prediction Panel
WHAT IS A SOLAR CYCLE?
The Solar Cycle 24 Panel
* Charged with determining official prediction for Solar Cycle 24 for NOAA, NASA, and the International Space Environment Service (ISES)
* Panel chaired by NOAA, funded by NASA
* International membership
* The panel has 12 voting members
– Only 11 voted on these predictions
The Panel is today releasing predictions for
* The impending solar minimum
– Marking onset of Cycle 24
* The peak sunspot number expected for Cycle 24
* The time of the peak sunspot number
* What follows is the consensus of the panel
Solar Minimum
* March, 2008 (±6 months)
–Marks the end of Cycle 23 and start of Cycle 24
–The length of Cycle 23 will then be 11.75 years
* Longer than the average of 11 years
Cycle 24 Maximum
* Will peak at a sunspot number of 140(±20) in October, 2011
Or
* Will peak at a sunspot number of 90(±10) in August, 2012
– An average solar cycle peaks at 114
– The next cycle will be neither extreme, nor average
* But, the panel is split down the middle on whether it will be bigger than average or smaller than average
The April 25 Prediction
A few comments…
* Why the panel still disagrees…
– We're still a long way from solar minimum
* What's the main difference between the big (140) and small (90) predictions?
– Big – assume solar memory lasts 20-30 years
– Small – assume solar memory lasts 11 years
There is still work to do…
* What would cause the big predictors to think small
–If solar minimum drags out beyond March, 2008
* What would cause the small predictors to think big
–If either the magnetic field at the sun's poles increases in strength or geomagnetic activity increases before March, 2008
Thus, consensus is expected…
* About March, 2008
* The panel will re-evaluate conditions on the sun every 3 months
* The panel will update this prediction annually, or as things change.
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Water Respiration - The Basis of the Living State
Voeikov, VL 1,2 Del Giudice, E 2,3
1 Faculty of Biology, Lomonosov Moscow State University, Moscow, Russia.
2 International Institute of Biophysics, Neuss, Germany.
Correspondence: email@example.com
3 INFN, Milano, Italy.
Correspondence: firstname.lastname@example.org, email@example.com
Key words: Interfacial water, aerobic respiration, reactive oxygen species, free energy, living state, coherence.
Received 7 December 2008; revised 9 January 2009; accepted 11 March 2009. Published 1 July 2009. Available online 1 July 2009.
doi: 10.14294/WATER.2009.4
Summary
"Real" liquid aqueous systems generally represent complex systems where the phase of polarized water, as recently propounded by Pollack in his description of "exclusion zone" water, contrasts with the coexisting, but much less well organized, bulk water. Polarized water is a potential electron donor (i.e., reducer). Under conditions where electrons may be donated to dissolved oxygen, the process is one of "slow water burning," equivalent to "water respiration." When carbon dioxide and nitrogen are present, free energy released in the course of this "respiration" can be used for performing (chemical) work, leading to the production of organic compounds, and further complicating the system as a whole. The same conclusions follow from the theory of coherent water based on the principles of quantum electrodynamics. Such dynamic systems meet the requirements of the "living state" based on the general theory of living matter formulated by Bauer.
Introduction
In everyday life there is little problem in distinguishing "animate" from "inanimate" things. However, the fundamental nature of the dif- ference continues to escape strict definition in biological terms, although modern biology tries to make the differentiation from several different premises. From the structural approach, all living things contain specific molecular species that are not found in the inanimate world: bioorganic (macro)molecules, such as DNA, RNA, proteins, polysaccharides, and numerous smaller organic molecules. Even inorganic ions are present in living things in specific combinations and concentrations. Considerable progress has been made during the last century in studies of the chemical specificity of living things, and in our understanding of the roles of these arrays of molecules, whose assemblies perform particular functions that we constitute what we know as life ("vital" functions).
However, after fixation of living matter, all the substances persist, but life has vanished. Thus differentiating between animate and inanimate things demands a dynamic approach. A system can be considered "alive" only if it is indeed dynamic in nature, or to be more precise, a composition of particular dynamic processes - metabolism, multiplication, adaptability, excitability, specific reactivity to external stimuli, and the ability to grow and develop. However, any particular function characteristic of a living thing might also be found in inanimate systems. On the other hand, a system may exhibit "traces of life" when some of these functions are not performed at all. For example, life does not disappear immediately from a drop of blood taken from the body. "Traces of life" will be found under appropriate conditions in individual cells isolated from this drop long after their isolation. Despite the fact that isolated cells are unable to accomplish the whole panoply of vital functions, there are nevertheless certain striking differences between such "simple" cells as living erythrocytes - devoid of both a "mastermolecule" DNA and "master energy stations," mitochondria - and the same cells after they are fixed in a blood smear, the former retaining some metabolic activity whereas the latter is devoid of it.
It is evident that no process, animate or inanimate, can run without an energy supply and a means of transforming it into useful activity. The third approach taken in differentiating between animate and inanimate things is (bio)-energetic. Energy flow constitutes the foundation for both structural specificity and dynamic manifestations of living things. According to the current concept of bioenergetics, the source of energy supporting vital processes in the biosphere is ultimately sunlight. High-grade photonic energy absorbed by chloroplasts of green plants is the driving force for splitting water, followed by the transfer of the hydrogen atoms to CO2 and the release of oxygen - the "waste product of photosynthesis" - into the environment. Energy is accumulated in organic molecules in the form of loosely bound electrons. Living systems gain most of their energy from oxidation of these organic molecules. High energy electrons are abstracted from food substrates and transferred from one electron acceptor to another along the electron-transport chain of mitochondria to the final electron acceptor - oxygen, turning it into water. Energy gained in the course of these sequential reactions is stored in the "macroergic" phosphate bonds of ATP and somehow released as free energy on its hydrolysis to ADP, and can then be put to performing useful work. Thus, all life on the Earth exists ultimately through the controlled flow of energy from the Sun to the Earth. Although many details of the photosynthetic process and ATP synthesis in mitochondria are well known, the essence of the mechanisms of transformation of energy stored in ATP into free energy and from free energy into useful work remains enigmatic.
Based on these approaches, contemporary biology distinguishes living and non-living states primarily through a description of the complex chemical composition and specific dynamic manifestations found in the former compared with the latter. However, a strict definition of the "living state" still eludes us. Could it be that biologists cannot answer the question "What is life?" because they overlook some important features characteristic of living matter?
Water - The Forgotten Matrix of Life
Albert Szent-Gyorgyi (1957) stated that biologists might not be able to formally distinguish between "animate" and "inanimate" things because they concentrate on studying substances to the neglect of two matrices without which these substances cannot perform any functions - water and electromagnetic fields. He stressed that, although water is not only the mother, but also the matrix of life, "...biology has forgotten water or never even thought of it." Indeed, most studies in experimental biology are conducted on objects in which solid matter constitutes a significant part by weight. Water in cells has traditionally been considered merely a solvent in which biochemical reactions occur and an abundant reagent (on Earth) for hydrolytic reactions. But there are striking examples demonstrating that water in fact is in the widest sense the actual basis of biological organization.
Many plants and animals consist predominantly of water. For instance, some jellyfishes are >99% water by weight (Jankowski, 2000). Together, their "solids" - including bioorganic molecules, proteins, nucleic acids, carbohydrates, etc. - constitute no more than a fraction of a percent of their living mass. Among other things, they are "islands" of clear "living" water residing in a sea of "dead" water, containing enormous salt levels. Why does a jellyfish not lose all its water due to osmosis? Clearly water in a jellyfish exists in a form or phase which has dramatically different properties from this other inanimate phase represented by ambient water.
If the "alive" water of the jellyfish becomes separated from the traces of intermingled solids, it would turn to "dead" distilled water. Therefore, the "living state" of water of a jellyfish is somehow invested with a small quantity of biomolecules with which it interacts; water in such a "living" state is probably no less responsible for the peculiar morphology of a jellyfish and its functional activity than bioorganic molecules. Without taking into consideration water-biomolecule interactions and the special properties thereby endowed upon them through this union, the nature of the "living state" will remain unfathomable.
By the middle of the last century, numerous papers were published in which it has been convincingly demonstrated that the thickness of zone of water hydrating hydrophilic surfaces and having the properties of "liquid ice" may reach tens and hundreds of water molecule layers and not just a few, as has usually been supposed (Henniker, 1949). With this being firmly established as the state of affairs, there will be far-reaching consequences regarding the true nature and characteristics of kinetics and thermodynamics of biochemical processes that define the living state of cells. It is evident that cytoplasm is crowded with macromolecules and their ensembles, constituting an altogether enormous surface area hydrated by water and, in turn, resulting in this the water assuming the properties of "liquid ice." (Wiggins, 2001) However, until recently few scientists have insisted that, in the presence of water residing in such a state, physical-chemical processes should be seen as different from those in dilute solutions (Pollack, 2001).
Szent-Gyorgyi (1956) discovered one of the most important consequences of water structuring - an exceptionally long living state of electronic excitation of different molecular species interacting with ordered water. He suggested that this property provides for energy transfer in biological systems, or more generally, that it explains how the bound energy of ATP and other fuel molecules can be transformed into free energy for performing useful work. He also considered life as an interposition between two energy levels of an electron, the excited state and the ground state. According to this notion, it is the electron (more precisely, electronic excitation) that goes round the circuit. Life is a little electric current going round and round.
Energy flux may serve not only as a source of free energy for multiple vital functions. According to the theory of dissipative structures developed by Prigogine and Nicolis (1977), energy flux through a non-organized system may drive the emergence of order out of chaos. Many authors believe that the theory of dissipative systems may provide new insights into an understanding of the behavior of living systems (Tiezzi, 2002; Rossi et al., 2008). This theory can be illustrated by self-organization in chemical reactions, e.g., the Beloussov-Zhabotinsky reaction (Beloussov,1959; Zaikin and Zhabotinsky,1970), in which spatial and temporal order emerges out of disorder. It is noteworthy that the overwhelming majority of these reactions proceed in aqueous systems. However, a special role of water is not usually considered in most studies of oscillatory and wave-like chemical processes. Only very recently has evidence appeared that water may play some other role in BZ-reactions besides that of an "indifferent" solvent (Magnani et al., 2004).
A definition of the living state that takes into account the special role of water in energy management by living systems as well as in their self-organization has to consider both the ideas of "aqua-bio-energetics" and the theory of dissipative systems. However, both concepts are based on the presumption that a living system emerges and stays alive due to energy (and matter) fluxes running through it. For an electrical current to run in any circuit, a potential difference between the inlet and outlet of circuit has to exist. Szent-Gyorgyi, in accord with the common opinion, considered that this potential difference is provided by the Sun, in particular by solar radiation that exerts initial electronic excitation in chloroplasts - the start of energy flow through living matter. The theory of self-organization in open systems also implies a continuous flux of energy running through them due to externally applied gradients of energy, e.g., heat as in the Benard cell.
However, it has recently become clear that organisms can flourish in the complete absence of sunlight and photosynthesis. Rich ecosystems have been discovered at the bottom of the ocean. There is no light and no oxygen from the atmosphere several kilometers below the ocean surface. The temperature does not normally exceed 2-4 o C. Nevertheless, highly active aerobic animals, belonging to a variety of species, thrive in this cold darkness. This deep sea ecosystem is not apparently connected with other ecosystems living "in the sun." A possible source of energy for them could be provided by the heat coming out from the inner core of Earth. Their basic biochemistry and physiology is not essentially different from that of the animals living under the sun. The continuous flux of energy ("little electric current") in their body needed for growth, development and multiplication is sustained by their ability to extract energy and matter from their meager environment rather than by continual influxes of energy and matter from outside. This is not the specific property of deep-sea organisms - it is the common property of all living systems. Thus, both the ideas of Szent-Gyorgyi concerning the role of structured water in transformation bound energy of "food" into free energy of electronic and other forms of excitation, and the theory of Prigogine of dissipative structures able to self-organize, are necessary but are insufficient to provide a more comprehensive explanation of the living state. To take the next step in this direction, one needs to start from a formal definition of the state that can be considered "living" based on more general principles.
The Nature of the Living State According to Ervin Bauer
More than 70 years ago, the Russian biologist of Hungarian origin, Ervin Simonovich Bauer (1890-1938), formulated a set of fundamental principles to differentiate animate and inanimate systems (Bauer, 1935). Although the laws deduced from studies of inanimate nature also permit us to describe the mechanisms of particular processes going on in a living system, it becomes impossible to deduce their unity of holistic, active, and directed functions, based solely on these laws. However, unique properties of living things automatically follow from some of the postulates suggested by Bauer. These include metabolism, growth and development, multiplication, adaptability, excitability and reactivity, senescence, and even evolution as an innate law of development of living matter on Earth. Bauer stated that biology is an original science rather than a special component of contemporary physics and chemistry. Unfortunately Bauer's fate was tragic (a biographical sketch can be found in Web, ref. 1). His book "Theoretical biology" disappeared from the libraries for many decades. Up to now only few Russian biologists are aware of Bauer's theory that is practically unknown in the West (Voeikov, 1999). The following section briefly outlines the major points of Bauer's theory needed to substantiate the hypothesis of the crucial role of water in sustaining living state.
The Principle of Stable Non-Equilibrium
According to Bauer's first principle, the Principle of Stable Non-Equilibrium: "All and only living systems are never in equilibrium. At the expense of their free energy, they ceaselessly perform work against sliding toward equilibrium demanded by the physical and chemical laws appropriate to the actual external conditions."
Thus, Bauer asserts that a living system from the first moment of existence, its "birthright," appears in a non-equilibrium state, inherited from the parent system, which is living, and hence already in a non-equilibrium state. Furthermore, the non-equilibrium state is displayed at all levels of a living system organization, including the sustaining of chemical gradients, electrical gradients across membranes, and other phase boundaries, the non-equilibrium state of its macroscopic structures, and so on. Most important, it includes the non-equilibrium of the essential molecular components of living systems. Matter's non-equilibrium state is equivalent to its excited state, as opposed to its ground state. The structure of matter in an excited state differs from its structure in the equilibrium (ground) state. That is why Bauer defined the energy of an excited (non-equilibrium) state of matter, in a sense of "living" matter, as "structural energy." This stationary, although nonequilibrium state of matter, that is fundamental for the emergence of life, has been commented upon by many authors that have introduced peculiar concepts, such as the concept of negative entropy (negentropy) introduced by Schrödinger (1944 ).
Here one detects some similarity between the ideas of Bauer and Szent-Gyorgyi. According to the latter, it is the energy of electronic excitation that may be mostly efficiently transformed into work - a particular example being bioluminescence (Szent-Gyorgyi, 1957). According to Bauer, all the work performed by living systems is executed by its excited structures, which transit from the excited to the ground state in performing work.
However, the Principle of Stable Non-Equilibrium contains a stronger claim. It demands that a living system as a whole should persistently perform work for it to reside in an excited state as long as possible. Thus, those elements of the system that had transited into the ground state should be either re-excited or substituted by the new excited structures. According to the second principle of Bauer, this can be done only through the effort of a living system: "...all the work that may be performed by living systems is done only at the expense of structural energy (of its excited elements), that is, by forces generated by a living system itself." This thesis is in fact another form of expression of the Principle of Stable Non-Equilibrium. It stresses that a living system is intrinsically active. This activity cannot emerge by an assembly of basically passive elements, as extolled by conventional biology, but emerges from the transition of these components into a new state having properties different than those in isolation. This new state should be an active one which as we will see, occurs in liquid water. Living systems use their own structural energy to extract chemical energy of food or light energy in the case of photosynthesis (see below). This energy is converted into structural energy of the molecular constituents of living matter rather than being directly converted into work. To avoid the decay of such energy into heat, it is necessary to store the energy within extended regions able to keep it as the maintaining agent of long-lived excited states of the extended region. Besides, the more cooperatively the excited elements transit into the ground state, the more force they develop and the more efficiently the work is done. We will see that this is just the task performed by the coherence domains we will shortly introduce. Thus it follows from Bauer's principles that a living system has to be a coherent one.
Since work is performed against an equilibrium, free energy is consumed. Each excited element of a living system performing its job inevitably slides toward equilibrium, finally reverting to lifeless matter. In order to preserve the non-equilibrium state, a living system continuously repairs or substitutes its exhausted structural elements. Energy is needed to carry out this work, and according to the Principle of Stable Non-equilibrium, this energy comes from inherent non-equilibrium structures in a living system. Such work, aimed at keeping an individual living system from sliding toward equilibrium, was defined by Bauer as "internal work." Internal work is an intrinsic property of living systems. The work performed by machines and other inanimate systems is not aimed at preserving their structure or their ability to perform work. Their structure acts merely as a transformer of free energy that they receive from the external sources into work.
Internal work includes transformation of chemical energy of acquired food into structural energy of excited "living matter." A particular case is that of "self-digestion" (autophagy), the extraction and transformation of less valuable structural energy for more valuable structural energy.
The Principle of Augmentation of External Work Performance
No matter how efficiently internal work is performed, a living system gradually loses its free energy and the matter "charged" with it, and needs to replace them with new matter and energy (chemical energy of food, energy of light, and so on) consumed from its environment. Living systems normally have access to energy and matter from their environment that can be used for re-excitation or substitution of exhausted structural elements. Thus, the opportunity for preserving and even enhancing the non-equilibrium state nearly always exists within the biosphere. However, in order to retrieve supplies from its environment, the living system has to perform work; for example, work of contractile elements of a cell in finding food, which may be considered as external work in contrast to the internal work discussed above. It must then extract the useful structure-energy
substrates by digesting them in order to convert them into the form from which bound energy can be transformed into the structural energy to be used in metabolism.
Here we can see a cardinal difference between living things and inanimate systems; the latter are passive acceptors of energy that flows through them and is partially converted into work. Also outside sources may charge the inanimate system with energy, which is later transformed into work. Note that the current concept of bioenergetics outlined in our Introduction gave a similar picture of living systems. According to the generally accepted point of view all life on the Earth exists because of the energy flow from the Sun to the Earth. It follows logically from this reasoning that living things are conceived essentially as passive objects; they exhibit activity only due to an inflow of energy and matter, and because of the influence of external forces. True living matter, too, could be used occasionally as inanimate object; for instance, I can use a fisted hand as a hummer, however the core dynamics of a living object is basically at the expense of its structural energy. One can argue that green plants may get their energy from sunlight without any effort. However, chloroplasts serve as photochemical transformers only if their structure is already in a non-equilibrium state. Appearance of chloroplasts at a certain stage of a plant development and preservation of their non-equilibrium state is provided by the internal work. The latter includes extraction of chemical energy from organic substances of a plant cell and its transformation into structural energy of chloroplasts and other vital elements of plant cells. The dominating mode of energy extraction from organic compounds by living systems is respiration, and plants respire no less avidly than animals. Chloroplasts are dead if they do not respire; they are unable to transform light energy into chemical energy once isolated from the living cell. Plants may not need to do as much external work as animals, but they have to carry out many basic functions (e.g., intracellular transport of nutrients, changing in the position of leaves, of chloroplasts in response to changes of illumination, etc.). The point is that neither chemical nor solar energy can be retrieved from the environment and transformed into structural energy without external work being performed. In order to retrieve energy, the organism needs to be alive. Being alive requires the extraction of work from the internal stock of structural energy.
This applies to all living systems, animals, plants and microorganisms. Indeed, microorganisms residing under fairly constant external conditions may exist for a very long time in a stable non-equilibrium state due to the performance of internal work while doing negligible external work. Such situations in biology are not at all rare. For example, estimates of the generation time of soil prokaryotes in the region of 3 years and of deep subsurface (terrestrial or marine) prokaryotes of up to 2000 years have been estimated (Whitman et al., 1998). But changes in external conditions result in loss of structural energy where their non-equilibrium is jeopardized. Once this energy is dissipated, an organism inevitably slides into an equilibrium state and would be considered dead. But if this energy can be transformed into free energy to perform external work aimed at recovering resources from environment, a living system may then compensate for the losses of its initial stock of structural energy and survive.
We need to emphasize here an important and specific property of living systems. According to the Principle of Stable-Non-Equilibrium, living systems automatically perform only internal work. But they cannot sustain a non-equilibrium state forever without gaining energy and matter from their environment. For this they have to perform external work. During the performance of external work, a living system loses its structural energy, thus sliding toward equilibrium. Reduction of non-equilibrium state of a living system resulting from its own efforts, contradicts the Principle of Stable Non-equilibrium. Insofar as a living system cannot violate the principle of its existence, it may perform external work only by infringing on the non-equilibrium of its structures, under the influence of external impulses. Thus external influences, irritations, infringing to a certain extent on the non-equilibrium of a living system, have the effect that the energy freed is spent to perform external work rather than internal work.
Even the most primitive organisms have more or less specialized organs to react to stimuli that
can affect its non-equilibrium status. Stimuli are necessary for living organisms since they help them to transit from one state to another, thus implementing the principle of stable non-equilibrium. A living organism uses the energy and matter coming from outside to "irritate" itself and induce the transition to a different internal configuration, maintaining at the same time its own non-equilibrium. Hence, the notion that living things are "open systems" should refer specifically to their openness to external stimuli. However, this idea is similar, but not identical, to the notion of "open systems" applied to inanimate systems. A living system becomes open to deal with energy and matter in its environment only in response to adequate stimuli (physiological irritants).
Although doing external work contradicts the Principle of Stable Non-Equilibrium, a living system will lose its non-equilibrium faster without doing at least some external work. Each individual living system independent of its longevity sooner or later passes away - turns into non-living matter. Nevertheless, life as we know it can be sustained for billions of years on Earth because the species to which individuals belong may exist for indefinitely long periods of time as a chain of descendants. In fact, any individual - animal, a plant, or microorganism - has to be envisaged as an element in a series of self-reproducing individuals. But the stock of structural energy that each individual living system inherits from its parent at the moment of its birth is not enough to maintain this chain, i.e., leave viable descendants - it is only enough to sustain a non-equilibrium state for a short period of time. To leave viable descendants, a living system has to grow, which means the overall increase in mass of excited matter and hence in the amount of structural energy available to perform both external and internal work performance.
Growth of any living organism is not just a mechanical augmentation of its living mass of the kind seen in the growth of a crystal. Starting from a seed, a fertilized egg, or a "newborn" bacterial cell, new structural elements arise during growth including structures specialized to perform external work. Sensitivity of a living system to external stimuli also is perfected. As a result, the ability of a living system to perform external work increases, and this sequence of events can be seen as its development. In fact, some biologists consider organic growth, or the increase of living mass of an organism, as the expression of development (Sabinin, 1963).
Growth and development are intrinsic and basic properties of living matter; without them, living matter cannot be sustained. Thus, Bauer introduced the third principle characterizing the basic properties of living processes: the "Principle of Trend Augmentation of External Work Performance." This principle characterizes the necessary vector of development at all the levels of biological organization starting from individual cells, organisms, etc., to the evolution of all life on this Earth. Augmentation of external work performance is realized as a trend, rather than a straightforward process, because simplification, dedifferentiation, degradation constitute the integral features of any normal vital process. For example, protein turnover in cells and tissues represents protein synthesis and protein degradation. Multiple apoptosis of healthy cells naturally occurs during embryogenesis in all multicellular organisms. Without regular apoptosis normal development is impossible (Potten and Wilson, 2004).
Any newborn living system possesses an initial stock of structural energy inherited from its parent(s). It can be converted into free energy (F) for internal and external work performance. According to Bauer, this stock may be formally considered as the product of the "living substance potential" (μ), defined as "structural energy of the unit of living matter," and of mass of "living matter" (m) - matter residing in an excited state. Thus initial stock of free energy (Fo) can be defined as:
In the course of growth and development, "m" increases, due to consumption of food and transformation of the consumed matter, into an elevated non-equilibrium state. Augmentation of "m" (increase of structural energy reserves) is defined as "assimilation". The work for "m"
augmentation is performed at the expense of decline of the initial potential μo - dissimilation. Assimilation dominates over dissimilation until a maximum value of living mass (M) and related Fmax characteristic of the given living system (organism) is reached. The limit of growth is determined by μo and mo, but depends also on the conditions of growth and quality of food and other external sources of energy. Thus growth and development correspond to an increase of overall stock of structural (free) energy F, from the initial value Fo = μo*mo to a value of Fmax= μ(M) *M, where μ(M)<μo and M>mo. According to the formal analysis of growth and development performed by Bauer, Fmax and μo are related as given in equation 2:
[2] F max = μ o *M*e (mo - M)/M
where e is the natural logarithm base = 2.718.
In the case of living systems in which m o <<M (e.g., most multicellular organisms whose eggs or seeds are tiny in comparison to the mature animals and plants), the equation reduces to F max = μ o *M/e. In other words, and in this particular case, the limit of growth is reached when μ declines to the value of μ o divided by e.
Growth is essentially an anti-dissipative process. Although energy dissipation due to "dissimilation" when external work is performed takes place, augmenting of structural energy stock and capacity to perform work prevails. This process may be figuratively illustrated as an avalanche. Imagine that somebody standing on a mountaintop drops a snowball onto the snow, and an avalanche is initiated. In the course of the avalanche development, its potential ("μ"), defined as the height difference between the top and foot of the mountain, decreases. At the same time the free energy of the avalanche increases to some limiting value ("F max "). Although it is but a distant analogy, it shows that in branching chain processes, free energy may grow substantially from a very small initial stock.
What happens when the limit of growth (M, F max ) is reached? Assimilation and dissimilation continue, but when μ declines to a limit value, more structural energy is used for external work that can be gained due to its performance. Thus dissimilation dominates over assimilation; the whole stock of structural energy and ability to perform work now decreases. The first stage of the life cycle of the living system - the stage of growth and development - inevitably gives place to the second stage, which is senescence. Duration of the second stage of any individual living system life cycle is determined by the structural energy gain (F max ) at the stage of its growth and development and the efficiency of Fmax utilization. The latter depends upon many internal and external factors discussed elsewhere (Voeikov, 2002). Thus, the life cycle of any living system includes two stages showing opposite vectors in terms of the changes in structural energy. The same happens in a more violent and less controlled way to an avalanche after it reaches its maximum free energy. It continues to slide down, but inevitably its force declines until it stops.
The "Basic Process" - The Guarantee of the Firmness of the Living State
Although senescence is an inevitable outcome of Bauer's principles, they also offer a basis on which the vitality of living matter can continue after the limit of growth has been reached. Fasting is one of the universal means of prolonging lifespan for animals from worms to highest vertebrates (Weindruch and Walford, 1988). Experiments with intermittent fasting performed at the beginning of the 20th century had shown that medusas and worms starved for several weeks can reach a size smaller than that at which they hatched from the egg. But after feeding, both grow and show many features of physiological rejuvenation. Life span of invertebrates exposed to intermittent starving may be prolonged by up to 20 fold in comparison to well fed controls. Fasting can prolong the lifespan of animals such as mice and rats by 50% or more.
In the context of Bauer's theory, diminution of the size of a living system is the loss of "m" (mass of living matter), and rejuvenation is equivalent to increase in the value of μ (the potential of the residual mass). The process occurring during fasting follows a dynamical path different from the one followed in assimilation-dissimilation dynamics, since this new process is equivalent to restoring the initial energy stock of the living
organism. Bauer defined this alternative physiological process as the "Basic Process" because it underlies all forms of reproduction of living systems - the basis of the maintenance of life under a variety of external conditions. Thus, it corresponds to the increase in the potential of one part of a living system at the expense of energy taken from another part. The entity losing the non-equilibrium state "dies," while the excitation to a higher level of the entity conserving the non-equilibrium state increases.
During fasting a particular form of the Basic Process takes place - "self-digestion" or autophagy. Increasing the μ of a living system allows the process of normal metabolism to be restored, in the course of which "m" can once again increase due to metabolism at the expense of diminution of μ when F of a living system also increases. Multiple events of switching on the Basic Process after Fmax is reached followed with the recommencement of metabolism allows the continuous existence of a living system in a quasi-steady state exhibiting oscillatory patterns, slowing in such way the tendency of the whole system toward equilibrium.
A phenomenon that fits exactly with Bauer's definition of the Basic Process routinely takes place during the natural life cycle of multicellular organisms, namely apoptosis. It is noteworthy that intense apoptosis takes place during embryogenesis, in particular affecting nervous and germ cells (Jacobson et al., 1997). Equally interesting is the observation that the intensity of apoptosis can increase 5-fold during caloric restriction of adult animals (Wachsman, 1996). To our knowledge, the bioenergetics of apoptosis have yet to be properly considered, especially if it is indeed a major manifestation of Bauer's Basic Process. Although different, autophagy and apoptosis seem to play a comparable role in the living process. Both processes appear to be manifestation of a process of concentration of internal energy, that we will see later to be at the root of the onset of coherence. Energy is extracted from some degrees of freedom that, from this very moment, are excluded from further involvement in the process, and concentrated on fewer of them. We will see in the last section that this process may not violate the Second Law of Thermodynamics.
The major biological function of the Basic Process is to ensure that living systems can reproduce and multiply. During its growth, a cell needs to double the stock of its structural energy over Fo that was inherited from its mother (Fmax ≈ 2 Fo) if it is to divide and leave a viable progeny. Only then can it in turn supply both its daughter cells with the same Fo and ensure multiplication. But growth occurs at the expense of the decline of potential μ. Since the value of Fmax , attained when the limit of growth is reached, is equal to μ*M, the limit of mass (M) should exceed 2mo where μ < μo. Then the Basic Process should occur in a mother cell before its division. Due to the Basic Process, the potential of the mother cell increases to the value of μo at the expense of structural energy drawn out of the excess of its mass, and both daughter cells are endowed with the potential for their growth and development.
At first sight the Basic Process would seem to violate the second law of thermodynamics, because instead of energy dissipation it is actually referring to energy concentration. However, analogies of the Basic Process can be seen in the inanimate world. They are known as "fluctuations" - spontaneous elevation of energy density in one part of a certain system at the expense of the energy density decline in other parts. Lightning from a thunder cloud is an example of an accumulation of electrical potential in a localized part of space (and the origin of lightning continues indeed to be a matter of debate, see MacGorman and Rust, 1998). Although the mechanism behind the Basic Process may have something in common with "fluctuations" in the inanimate world, it differs in that these fluctuations occur in living systems most of the time, in accord with the major postulate of their existence, Bauer's Principle of Stable Non-Equilibrium. Dynamics of living matter is indeed in a permanently fluctuating state!
Thus, the dynamics of the living state follows automatically from the principles formulated by Bauer: the principle of Stable Non-Equilibrium, including the thesis that a living system generates forces for any work that is done due to the active state of its material constituents, and the principle of the Trend Augmentation of External Work Performance. This encompasses
all levels of life - from the single cell with its metabolism and self-reproduction to the development of multicellular organisms, right through to the evolution of the biosphere itself. Thus, a system may be defined as "living," or as residing in the "living state," if and only if it obeys all the principles considered above.
However, the parameters "μ" and "m" on which stable non-equilibrium is based were introduced into Bauer's theory without an explanation of their origin. Thus, this theory implies the existence of a "primordial egg", already equipped with a stock of structural energy and a potential high enough to give rise to further growth, development, and multiplication. Furthermore, matter that resides in a stable non-equilibrium state, possessing structural energy and performing useful work, has only very loosely been defined. Bauer calls this matter "living protein," although he himself made the reservation that he did not mean by "living protein" chemically defined protein molecules per se, but rather some special non-equilibrium state of biological colloids enriched with such macromolecules (predominantly proteins). Probably because of this vagueness, even the few biologists acquainted with Bauer's theory - including those showing some empathy with it - did not accept the idea, being seemingly too non-specific.
Below we show that recent discoveries of the unique properties of water can provide a rational means of filling some of these shortcomings of Bauer's theory. We will also try to define the "primordial egg" of the material system.
Water in Living Systems as the Primary Source of Structural Energy
Aerobic Respiration and Combustion
All living systems gain energy from oxidationreduction reactions - electron transfers from substances that can hold them more weakly to ones that can hold them more strongly. It is known that the largest energy supply is provided by electron transfers to oxygen, either directly or through a chain of mediators. That is why the vast majority of living organisms now draw energy from aerobic respiration.
Lavoisier (in a republished version of his 1864
book) defined respiration as "a slow combustion of carbon and hydrogen, similar in every way to that which takes place in a lighted candle, and in that respect, breathing animals are active combustible bodies that are burning and wasting away." Currently respiration is seen primarily as the process occurring in mitochondria, where high energy electrons abstracted from carbohydrates and fats pass along a series of molecules, losing their energy in a step-wise manner. This energy is used to synthesize ATP. Oxygen serves as the final electron acceptor for eliminating low energy (spent) electrons and allowing additional electrons to pass along the chain (Babcock, 1999). Because energy units released in mitochondrial oxidation are equivalent to quanta of middle-far IR-photons (≤0.5 eV), this process is analogous to smoldering.
Genuine combustion "which takes place in a lighted candle" is a consecutive reduction of oxygen to water with four electrons ("one electron reduction"). By this means, quanta of energy equivalent to energy of visible and even UV photons (>1 eV, high density energy) are generated. Genuine combustion has not so far been considered as relevant in bioenergetics. One of the reasons is that, historically, bioenergetics had been restricted to the processes of ATP synthesis and utilization (despite the fact that the mechanism of conversion of low density energy of ATP into useful work remains unclear). Incidental to one electron oxygen reduction, reactive oxygen species (free radicals, peroxides) arise that can damage bioorganic molecules. The idea that "harmful" reactive oxygen species (ROS) arise only due to "mistakes of metabolism" has dominated biochemistry for several decades. It has only recently become clear that ROS play a fundamental role in normal physiological processes; indeed, they are indispensable in the operation of all bio-regulatory processes (Droge, 2002; Voeikov, 2001; 2006). The common belief that under normal physiological conditions only a few percent of oxygen leads to ROS production is incorrect. Due to the ubiquitous presence of enzymes belonging to NADPH-oxidase family, as also to other means of direct oxygen reduction even under resting conditions, up to 20% of all consumed oxygen is directly reduced and goes to ROS production (Souza et al., 2002), a proportion that can increase up to 70% when metabolism is enhanced (Tramarchi et al., 2000).
The process of one electron oxygen reduction consists of several steps and is usually presented in the form given by Green and Hill (1984):
However, the one electron reduction of oxygen is enzymatically catalyzed in an organism. NADPH-oxidase is the major enzyme catalyzing the direct oxygen reduction:
Superoxide radicals produced by NADPH-oxidases are immediately eliminated by superoxide dismutases:
and hydrogen peroxide is eliminated by catalase:
Thus the whole chain of reactions of one-electron oxygen reduction should be rewritten as follows:
From this notation, several important conclusions follow. First, if there is less than a 4-fold excess of oxygen over the electrons, combustion does not go to completion, allowing intermediate ROSs to accumulate, which can initiate chain reactions with bio-organic molecules, thereby corrupting them. Thus, an adequate supply of oxygen is necessary to maintain a low stationary level of ROS and other free radicals. Second, all these reactions assume recombination of unpaired electrons, and such reactions are sources of energy quanta equivalent to electronic excitation energy (> 1 eV). For example, the energy yield in the dismutation of two superoxide radicals is equivalent to a near IR-photon (λ~1269 nm), sufficient to convert oxygen from its (triplet) ground-state to a singlet (excited) state. When two singlet oxygen particles simultaneously move to the triplet state, the energy of electronic excitation can be "pooled" and a double quantum of energy (equivalent to λ~635 nm, red light) is released (Cadenas and Sies, 1984). Decomposition of two molecules of H 2 O 2 donates the energy equivalent of 2 eV or λ<610 nm. When SOD dismutates HO 2 · (Eq. 11) or catalase decomposes H 2 O 2 (Eq. 12), quanta of high-density energy should be generated with some megahertz frequencies due to the very high turnover numbers of these enzymes. This prevents energy from being spontaneously dissipated as heat and is favorable for energy pooling to even higher quanta.
If it is assumed that the share of oxygen being one-electronically reduced can reach much of all the oxygen consumed during respiration, Lavoisier's statement that "breathing animals are active combustible bodies that are burning" does not seem just a metaphor, but suggests something very deep. Some real burning should occur in living organisms. But how can burning occur in water representing the major component of any living matter? We will address this
point in the next section.
Burning in Water and Burning of Water
In 1794, it was discovered that no burning could take place without water. The British chemist, Elizabeth Fulhame, stated that water is the necessary catalyst (or intermediate) of combustion of coal, as "water is the only source of the oxygen, which oxygenates combustible bodies while hydrogen of water binds to oxygen of air and forms a new quantity of water equal to that decomposed" (cited after Laidler and Cornish-Bowden, 1997). The equation C + O 2 --> CO 2 describing burning of coal (carbon) needs to be rewritten according to Fulhame as a sequence of events:
The true mechanism of coal burning may not be described by this sequence of equations, but it still shows that water is indeed a "combustible body" because it reduces oxygen, being an electron donor for it.
Fuhame's discovery was soon forgotten, but in 1877, G B Dixon also came to the conclusion that water is indispensable for burning. He revealed the necessary role of water in the combustion of carbon monoxide (2CO + O2 --> 2CO2). It turned out that a very dry mixture of CO and O2 could not be ignited with a spark unless a drop of water was added to a vessel with these gases. Even traces of water absorbed on a vessel wall were enough to provide ignition of these gases. Experimental studies continued for more than half a century into the catalytic role of water in combustion (Bon, 1931). Water was shown to serve as an electron donor to oxygen molecules, while oxygen thus generated combined with the combustible body, turning CO into CO2. In spite of the significant efforts of some of the era's most outstanding chemists (M Traube, D Mendeleev, and others), the detailed mechanism of the reaction was not established and the phenomenon was once again forgotten.
Although no theoretical foundation for the explanation of catalytic role of water in combustion currently exists, more and more practitio- ners exploit this property of water. For example, dozens of patents worldwide were issued for devices and methods for burning coal slurrywater suspensions, in which water was present at up to 50% by weight. The inventors and practitioners note that the temperature for the ignition of these suspensions may be hundreds of degrees lower than that needed to set alight "dry" coal and that combustion goes on much deeper (Web ref. 2).
One may argue that combustion in "simple" inorganic system and oxygen utilization in complex living systems are unlikely to have anything in common. However, an unexpected discovery was made in 2000. It transpired that all antibodies (immunoglobulins), irrespective of their species and antigenic specificity, and some other proteins (including beta-galactosidase, betalactalbumin, and ovalbumin) could catalyze oxidation of water with singlet (excited) oxygen to form hydrogen peroxide (Wentworth et al., 2000). Since water here is the electron donor for oxygen reduction, this process is indeed equivalent to water burning. With regard to immunoglobulins, it was shown that in their "active centers," two or more water molecules may be arranged within specific structures so that they provide their reducing properties through their collective interactions (Datta et al., 2002). In principle, water burning may occur in the absence of specific enzymes, provided that the conditions favor the arrangement of water molecules in collectives where they can exercise their reducing properties.
Before proceeding further, let us summarize the facts just discussed. First, respiration is the major source of energy in living systems. Second, a significant part of oxygen consumed in the course of respiration is due to one-electron reduction - combustion. Third, water is a necessary catalyst in the process of combustion. Finally, we must keep in mind that water is the predominating molecular species in all living systems (at a concentration of up to 50 M). Will it not, therefore, participate in the process of combustion - a significant part of respiration in living systems in a manner similar to the role it plays in combustion in inorganic systems?
Water as the Source of Free Energy
A water molecule is considered a very poor electron donor - the energy of water ionization is 12.6 eV, which corresponds to an excitation temperature of 145,000oC. However, this may not be true, as we might find from some experimental evidence. In a series of recent papers, Pollack and his associates pointed out that water hydrating hydrophilic surfaces is very different from bulk water in viscosity, density, freezing temperature, relative permittivity - so different that it may be considered a fourth aggregate state (e.g., Zheng et al., 2006, and references therein). Pollack discovered that thickness of this layer may reach hundreds of microns, much larger than previously supposed. His experimental models allowed for the detection of properties that could not previously be seen. Because many substances readily soluble in bulk water have low solubility in this water, Pollack defined water adjacent to hydrophilic surfaces as the "Exclusion Zone Water (EZwater)." These results have produced a consistent framework, some elements of which have been anticipated by a number of pioneers. For the sake of simplicity, we use for our discussion the results of Pollack that outline a consistent picture.
For further discussion, we will consider the following unexpected features of EZ-water as most important.
1. EZ-water has negative electrical potential with respect to the bulk water adjacent to it (down to -150 mv);
2. protons concentrate at the boundary between EZ-water and bulk water;
3. EZ-water has a prominent peak of light adsorption at 270 nm, and it emits fluorescence when excited with this wavelength. The thickness of the EZ-water layer increases when illuminated with visible and especially with IR radiation.
All these features strongly suggest that electrons in this water are much less bound (in other words, they reside at a much higher state of excitation) than electrons in bulk water. Hence, a much lower energy of excitation is needed to make them free. As radiation, especially light in the IR part of the spectrum, increases the thick- ness of the layer of EZ-water, thereby increasing its electron-donating capacity, EZ-water becomes a practically inexhaustible source of electrons. Thus EZ-water may be considered as residing in a stable non-equilibrium state with respect to bulk water, which represents groundstate water.
To convert the potential energy of quasi-free electrons in EZ-water into free energy capable of performing work, an acceptor of these electrons is needed. Normally, this acceptor is always available, i.e., oxygen. Water is the ultimate source of oxygen on Earth. Biological photosynthesis is not the only way to produce oxygen, but it is nevertheless a highly efficient way. There is strong evidence that under relatively mild conditions - freezing-thawing, evaporation-condensation, sonication within audible frequencies, filtration through narrow capillaries (Domrachev et al., 1992), stirring of water with fine powders of NiO, Cu2O, Fe3O4 (Ikeda et al., 1999) - water can split and produce oxygen. Thus if EZ-water is in contact with bulk water in which oxygen is dissolved, EZ-water will donate electrons to oxygen. The overall reaction of complete oxygen reduction may be:
[15] 2H 2 O (EZ-water) + O 2 --> O 2 + 2H 2 O (Bulk water) + n*hν (Energy)
Although the molecular species on the left and right sides of this equation are the same (water and oxygen) up to 8 eV of high grade, high potential energy may be donated by this reaction for every fully reduced O2 molecule. Water on the left (in bold) belongs to a stable non-equilibrium (excited) structure, i.e., EZ-water. Water on the right side of the equation in italics is ground-state (bulk) water. It is the "structural energy" (Bauer's analogy) of EZ-water that is released when two water molecules belonging to this stable non-equilibrium structure revert to ground-state water molecules.
It is important to note that the process of EZwater "burning" (oxygen reduction by electrons abstracted from the "fuel") should proceed like any other burning as a branching (avalanchelike) chain reaction and it should obey particular laws pertaining to such processes (Voeikov and Naletov, 1998). Combustion may start only when the oxygen concentration exceeds a certain threshold, and should be initiated with some triggering stimulus whose energy may be incommensurably smaller than energy released in the course of the reaction development. Any energy released should further promote excitation of EZ-water and oxygen, resulting in a reinforcement or invigoration of the burning process. When the availability of either oxygen or electrons falls below threshold levels, burning is dampened. However, so long as hydrophilic surface-organizing EZ-water exists, water molecules from the bulk may be recruited to the EZ-water. In addition, part of energy released in the course of burning inevitably degrades as heat - the IR-part of spectrum - which may induce further increase of EZ-water and its potential, i.e., its stock and level of excitation of quasi-free electrons. During this period, oxygen - a product of the reaction [15] - again accumulates, and a new wave of water "burning" may arise. Thus the process could become oscillatory (Voeikov et al., 2001). In turn, energy will be released in an oscillatory manner and may serve as a pacemaker for coupled reactions (see below).
If not all electrons released are used for oxygen reduction and some of them combine with protons accumulated in the vicinity of EZwater (Klimov and Pollack, 2007), hydrogen molecules will be generated. If these leave the aqueous system, its oxygen concentration effectively increases, providing for more active combustion. This possibility may explain why many aerobic animals may flourish in an environment practically devoid of molecular oxygen (the deep-sea fauna discussed earlier) - they may themselves produce it from their internal water. This may also explain how endogenous oxygen is produced in the body of land animals, including human beings under some extreme conditions (Timochko et al., 1996).
Properties of a biphasic aqueous system where one of the phases is represented by non-equilibrium EZ-water and the other operates much closer to equilibrium ("bulk" water) are consistent with Bauer's Principle of Stable Non-equilibrium because at least part of energy released may be used to restore the EZ-water component. The second principle of Bauer according to which "...all the work that may be performed by living systems is done only at the expense of structural energy (of its excited elements), that is, by forces generated by a living system itself," also holds true because it is the "structural energy" of EZ-water that is being converted into free energy. On this basis, we consider that EZwater represents the "primordial egg" possessing the initial stock of structural energy (Fo = μo*mo) that may be used for work against equilibrium.
What kind of external work may be performed by EZ-water for self-sustaining and increasing the total stock of the system's structural energy? If CO2 and N2 are present in such an aqueous system, then energy of electronic excitation released in the course of oxygen reduction can be used in their activation. Due to the reductive potential of EZ-water, carbonyls and amines may be produced. This allows for initiation of chains of chemical reactions known as aminocarbonyl reactions in which complex organic molecules arise and polymerize (Koldunov et al., 2000). Hydrophilic polymers and their assemblies arising in water present new surfaces that will create EZ (vicinal) water. How efficiently a small quantity of biopolymers will turn bulk water into EZ-water can be demonstrated by our earlier example of the jellyfish. This conversion results in the overall/buildup of a stock of structural energy. Consequently, water in such a system may perform more and more external work. Thus the third Principle, the Principle of Increasing of the External Work Performance, is also at work here.
Branching chain reactions play a key role in the process discussed. Regarding such reactions, it is interesting to recollect the proposition of Sir Cyril Hinshelwood (1966) who, together with Nikolai Semenov, was awarded the Nobel prize for the discovery of branching chain reactions: "... It is very possible and even is rather probable, that from the very instant of life's emergence on the Earth, a giant branching reaction has taken place."
Thus, the properties of aqueous systems representing EZ-water contacting ground-state (bulk) water containing carbonates, nitrogen
and other inorganic "impurities" meet all the requirements of Bauer's principles defining the living state. However, we have to ask the question of whether the non-equilibrium (energyrich) state of water is induced only by preexisting surfaces that it hydrates, or whether it is an intrinsic feature of water that may exist in an able-to-perform-work stable non-equilibrium state even in the absence of such surfaces.
A Physical Understanding of the Dynamics of Biological Water
In this section we will try to explain the biological properties discussed above and in particular the dynamics of water within the framework of quantum physics. Why it is necessary to involve quantum physics? So far, many attempts to understand the behavior of liquid water have been pursued along classical descriptions of a static two-body interaction between water molecules, assuming that the collective N-body interaction among molecules could always be reduced to a sum of two-body interactions. The most widespread model has been the one based on socalled H bonding (Amgell, 1983; Chen and Teixeira, 1986). Each water molecule is assumed to develop two protuberances of its own electron cloud, and also to have two invaginations of the same electron cloud induced by the electrostatic attraction between electrons and positively charged H-nuclei. Assuming that each protuberance of one molecule fits into a corresponding invagination of a neighboring molecule, the well known property of the tetrahedral coordination of water molecules emerges; each molecule is bound to four other molecules put on the vertices of a tetrahedron having the given molecule at its centre. An H-bonded network should therefore be the basic structure of water. However, in order to fit the experimental results of neutron and X-ray scatterings, together with the observed thermodynamical properties of water, it is necessary to assume that each Hbonded network is indeed flickering. A fraction of molecules at each temperature T will not be bonded so that there is a dynamic equilibrium between bonded and non-bonded molecules. In order to fit the observations, it is necessary to assume a lifetime τ for the H-bonding, dependent on temperature. At T=240 K, τ=20 picoseconds, whereas at T=300 K, τ=2 picoseconds.
The very small value of the H-bond lifetimes presents a major problem to the physical theory. How is it possible to apply static field approximation to describe an electric structure, as the H-bond actually is, lasting only a few picoseconds? The fast fluctuation of this electrically charged structure is actually making it an antenna having an oscillation frequency in the infrared region. Moreover the wavelength of this oscillation is large enough to cover a huge number (many millions) of molecules producing a collective motion that cannot be reduced to a sum of two body scatterings. The above consideration suggests that ordinary quantum mechanics, namely the theory describing the motion of a small number of bodies subjected to their mutual attraction only, is not the correct conceptual framework for the investigation of liquid water. An intrinsic many-body theory such as quantum field theory (QFT) should be brought in.
In this new framework the physical situation could be conceptualized as follows. As for all quantum objects, a water molecule cannot do other than fluctuate. Fluctuations will occur between the ground state and a particular excited state. They give rise to a corresponding fluctuation of an electromagnetic field of wavelength:
[16] λ=hc/Eex
where h is the Planck constant, c is the speed of light and Eex is the energy of the excited state. Within a region the size of λ, all the molecules are acted upon by a field having the same well defined phase (this is indeed the property of the coherence). So during the lifetime of the fluctuation, they will move in unison, and this region we will call the Coherence Domain (CD). When the density N/V of the water molecules is low, as in a gas or vapor, the lifetime of the fluctuation is very short and the structure of the coherence domain disappears quickly, producing only a very modest correction (real gas) with respect to the structure of the ideal gas. However, it has been proved (Preparata, 1995) within the theoretical framework of Quantum ElectroDynamics (QED) that when the density exceeds
a critical threshold and temperature T is below a critical value, the CD can exist much longer since the energy per particle of each component becomes lower than its energy when free. In the case of liquid water, the average energy of an oscillating molecule at room temperature is estimated at 1.53 eV, with the average energy of the induced e.m. field being 3.55 eV per molecule, whereas the attractive interaction energy between the field and molecule being -5.34 eV, giving a net balance of -0.26 eV in the coherent situation with respect to the free non-oscillating particle case. The actual critical value of threshold density of water is simply given by the value when the interaction energy between field and particles overcomes the positive energy necessary to excite water molecules and produce the field. In other words, when the assembly of molecules becomes dense enough, the e.m. field produced by the molecule fluctuation becomes large enough to keep the molecules oscillating and transform the phenomenon from a transient to a stationary state. A rigorous mathematical treatment can be found in the literature (Preparata, 1995; Arani et al., 1995; Del Giudice and Vitiello, 2006).
The selection of the particular excited state involved in coherent oscillations results from competition between all the excited levels. The winner is the state that reaches the critical threshold most quickly. In the case of liquid water, the selected excited state is the 5d level of the molecule electron cloud at 12.06 eV, only 0.54 eV below its ionization threshold, so that λ= 0.1 μm. The coherent state is the superimposition of these two configurations whose weights are 0.87 and 0.13 respectively, so that in every moment in the CD there are 13% almost free electrons per domain. Del Giudice et al. (1995) have shown the almost free electron oscillates up to ~0.35 Å away from the electron core. Coherent water is thus a potential electron donor, i.e., the same as EZ-water.
For a complete description of a dynamic liquid, one also needs to consider the thermal collisions among molecules that would spoil the coherence acquired by electrodynamic attraction. Thus a situation can be reached where molecules are attracted and kept in tune by a coherent e.m. field within the CDs, and are simul- taneously being pushed out of tune by thermal collisions. The mathematical theory worked out by Arani et al. (1995) provides an estimate at each temperature and the fraction of molecules in the coherent state. As in the Landau model of liquid superfluid helium, each molecule in time goes across the two fractions such that CDs in a pure liquid go through a continuous process of birth and death.
It needs to be appreciated that the electrodynamic attraction responsible for CD formation is a truly collective process, which cannot be found when only a few particles interact. It is simply the molecular oscillation induced by the collective electrodynamic process that explains the formation of the protuberances at the origin of each binding, whose time-dependence arises from the oscillatory character of the coherent dynamics. To calculate the total binding energy of the molecules in a CD, one has to add to the energy gap (electromagnetic binding energy) the electrostatic contribution of the static dipole interaction that brings the total binding energy to 0.42 eV per molecule.
An interesting phenomenon occurs at the interfaces between the liquid and the hydrophilic surface. The attraction between the liquid and the surface could be strong enough to compensate for the disruptive effect of thermal collisions, thereby stabilizing the CDs, whose lifetime could thus be days, weeks, or even months. Interfacial water permanently exhibits a coherent structure, whose long range dynamics become observable (Del Giudice and Tedeschi, 2009; Del Giudice et al., 2009). We predict that the properties of such coherent interfacial water are those of EZ-water.
The presence of a trapped e.m. field within the CD produces a strong field gradient on the boundary. According to the well known formula (see any standard textbook of electrodynamics):
[17] F=-Q 2 /M grad A 2
where A is the magnetic vector potential of the field, Q is the particle charge and M the particle mass, molecules get stretched since electrons are repelled tens of thousands times more strongly than nuclei due to the high value of nucleus/mass ratio. In this way, in the boundary region of the CD, whose depth has been estimated at ~40 Å (Del Giudice et al., 1995), a multilayered polarized structure appears where all almost free electrons are oriented outwards with respect to their parent molecules, with distances from the electron core ranging from 0.35 to 0.70 Å. As a consequence, it is possible to show the existence at the interface CD-non coherent water of a capacity per unit area of 20 μFarad/cm2, and an electric potential difference ranging from 50 to 120 mV.
The appearance of this electric potential jump on the outer surface of water CDs, whose value is in striking agreement with the generally accepted cell membrane potential, is naturally present and is not the consequence of any external supply of energy. It is the consequence of the inner dynamics of water that produces this potential, by releasing energy to the environment. This result agrees completely with Bauer's Principle of Stable Non-Equilibrium, since free energy necessary to produce internal work is extracted from the inner energy of the system during the transition from non-coherence to coherence.
Let us now address some thermodynamical implications. According to the first principle of thermodynamics, we can write for a general system at constant temperature:
where W is the work done, F is the free energy, U is the energy, S the entropy, and T the temperature; index (1) refers to the non-coherent state, and index (2) to the coherent state.
Eq. (18) summarizes the demands of Thermodynamics. Let us discuss how the system could do positive work: W>0. Two possibilities can be recognized:
1. Inert matter. In this case the entropy of the system increases S2>S1 so that positive work can be produced only if U2>U1 (inflow
from outside), whereas the positive quantity T(S2-S1) is the amount of external energy that heats the system and is the cost of the process.
2. Living matter. In this case the onset of coherence described above implies S2<S1, that compels also to have U2<U1, in order to abide to the Second Law of Thermodynamics. In this case the cost becomes U1-U2 whereas the work is performed by virtue of the positive quantity T(S1-S2)!
This conclusion agrees fully with the Bauer's principles. The system extracts energy from its internal reservoir and uses part of this energy to perform work. Thus we get the possibility of the following cycle:
1. production of work through the transition from non-coherence to coherence
2. restoration of internal stock through the transition from coherence to non-coherence
Let us now return to interfacial water.
The presence of a reservoir of almost free electrons produces two major consequences. First, creation within liquid water of a reducer (CD) that can supply redox reactions. The release of electrons can occur through the quantum tunnel effect; the almost free electrons should cross an energy barrier whose height is (0.54-Χ) eV, where Χ is ~0.1 eV due to the electric potential difference existing on the boundary of the CD. We get a height of ~0.44 eV coinciding with the electronegativity of the molecule O2 that becomes the privileged receptor of the electrons tunnelling out of the CD. The result of this tunnelling is that a coherent molecule H2O gives rise to the ion pair H2O+● and O2─●, and these are the starting points of a chain of reactions (Hinshelwood, 1966; Voeikov and Naletov, 1998). Second, this reservoir of almost free electrons can be excited by small amounts of external energy producing coherent excited states (vortices), whose lifetime could be very long due to lack of attrition within the CDs. The long life of single excitations enables a huge number of excitations to accumulate, producing higher and higher excited coherent states. As a consequence, CDs become devices that dynamically store large amounts of energy. Energy is
collected in the environment as low grade (high entropy) energy and transformed into high grade (low entropy) energy able to do external work, as has long been argued by both SzentGyorgyi and Bauer. Notably Bauer's Principle of Increasing of the External Work Performance is operative here.
The energy stored in the CDs cannot be released thermally due to coherence. The only possible decay is through a chemical channel, as follows. Non-aqueous molecules, provided they resonate with water CDs, can be attracted into them as "guest molecules." Doing so, they lose their independence but share the ownership of the energy stored in the CD. The coherent system "water plus guest molecules" becomes a multimode laser (Del Giudice and Tedeschi, 2009). When the energy stored in the CDs matches the activation energy of the whole array of guest molecules, the system discharges and completes its oscillation, which is then the result of the interplay between electromagnetism and chemistry. Hence biochemical reactions do not occur in a diffusive manner, but are driven by a coherent e.m. field according to a code of mutual molecule recognition and recall based on the resonance. A side effect of this dynamics is that water CDs are free to oscillate, thereby creating the possibility of the onset of a coherence among them (supercoherence), according to the same dynamics that produced their appearance out of single molecules (Del Giudice and Tedeschi, 2009; Del Giudice et al., 2009). A hierarchical structure of nested coherence domains is generated, followed by improvement in the coherence of the components. This is the consequence of an uncertainty principle between the number of components N and the phase Φ,
[19] ΔN ΔΦ ≥ h
where h is the Planck's constant. Since ΔN < N, the uncertainty ΔΦ of the phase reduces as N increases, making the system more coherent when the number of the participants to the coherent oscillation increases. The appearance of supercoherence, namely coherence among the coherent domains then produces additional negentropy and, according to Bauer, increases the work done on the environment. The dynamics of life implies the emergence of a law of evolution in the biosphere that increases the coherent correlations among its components, and by so doing, maximizes the work performed by them.
Conclusion
Water is the unique substance that within a certain range of boundary conditions (pressure and temperature) creates a system residing in a stable non-equilibrium state due to coexistence of its two phases that have different thermodynamic parameters. One of the phases is represented with low entropy coherent domains (Exclusion Zone water) and the other is high entropy "bulk" water. This dual system can perform internal work to sustain its nonequilibrium state due to negentropy arousal from spontaneous non-coherent to coherent state conversion. It can also execute external work for its growth and development due to free energy generated by water respiration. Thus water properties under conditions of adequate (not excessive) heat supply agree with all the principles on which Bauer's theory of living matter is based, and may be considered as a primary substance residing in a living state. It follows that the conditions required for the emergence of living systems was the availability of liquid water and that their further development depended upon the availability of a few chemical elements from which more and more complex hydrophilic surfaces would continuously be generated.
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Discussion with Reviewers
Denys Wheatley 1 : Is water its own catalyst, or is it necessary to have some other catalyst in this process of water respiration? The coal analogy is interesting but indirect. It is perhaps the question of whether a surface (or some particular surface) is an absolute requirement; if so, what surfaces are important – those of protein, or perhaps lipid membranes? Frey-Wyssling maintained that all life is surfaces, reiterated to some extent in one of Szent Gyorgy's dictums.
Vladimir Voeikov and Emilio Del Giudice: The process that we define here as "water respiration" is essentially water oxidation coupled with oxygen reduction in aqueous systems where the two phases — "organized" water (interfacial water, EZ-water, coherent water domains) and "bulk" water — coexist. The coexistence of two aqueous phases is the necessary, though apparently not sufficient, condition for "water respiration." According to Pollack's data, the interface is more negatively charged than the bulk water and the larger its area, the thicker is the layer of EZ-water and consequently the larger is its electron-donating capacity. From this point of view EZ-water present in the nucleus should exhibit the highest potential with respect to intracellular water. The EZ-water present in the nucleus should also exhibit the highest electron-donating capacity since DNA has the highest specific charge density among all the biopolymers and supramolecular structures.
"Water respiration" — as well as other branching chain reactions of combustion — needs several conditions to be satisfied in order to start and to proceed. First, concentrations of reagents should exceed certain threshold levels; second, an initiation stimulus is needed to "spark" the process; third, in most cases certain catalysts are needed for the process to go on effectively. We believe that water respiration also needs the presence of catalysts, though this peculiarity was not discussed in the paper. One of the most interesting "impurities" that could play the role of a catalyst in the processes related to water splitting and burning might be the family of carbonates and, in particular, the bicarbonate:
Carbonates are commonly present in water because of the high solubility of CO2 in water (CO2 is 30-35 times more soluble in water than O2) and because of the wide natural occurrence of carbonates in nature. Thus, HCO3─ easily reduces one of the products of water splitting, hydroxyl radical (HO●), turning it into carbonate СО3─●. The latter may support water oxidation, oxidize hydrogen peroxide, and give rise to the emergence of organic compounds such as oxocarbons; the latter are able to originate cyclic red/ox reactions. A network of coupled and mutually supporting red/ox reactions emerges, yielding energy of electronic excitation. Thus (bi)carbonates may be regarded as peculiar catalysts of water "burning." Experimental data on the role of bicarbonates in sustained process of combustion occurring in aqueous bicarbonate solutions will be published soon (manuscript in preparation).
We discuss now as a final point a feature entirely new that the dynamics of catalysis acquires in a coherent environment. As described in the last section of our paper, a coherence domain encloses a self-trapped electromagnetic (e.m.) field; in the case of water the frequency of this field (in energy units) is 0.26 eV, an IR frequency. Molecules able to oscillate on the same frequency, modulo kT, are attracted mutually within the domain. This is a well-known Electrodynamics theorem widely used in the Laser applications to Chemistry. When this electrodynamical mechanism works, the biochemical dynamics acquires the following properties:
a) a selective attraction among molecules gets developed; only molecules able to resonate among them and with the CD are able to interact through this mechanism, whereas nonresonating molecules ignore each other and can interact through random collisions only.
b) this selective attraction has a much higher rate than the diffusive molecule interaction, since the latter occurs through quite slow random movements whereas the former is a longrange one (the range is the size of the CD, namely several hundreds of Angstroms) and is mediated by an attracting force, so that the rate of the electromagnetically assisted chemical interaction is much higher than the rate of the diffusive interaction
c) the output energy of each chemical reaction is received by the CD and modifies its frequency of oscillation, that in turn modifies the molecule species able to interact. In this way the surface of CDs becomes the site of an electromagnetically assisted catalysis able to evolve with time as a product of its past history.
Wheatley: This raises a second question of whether clathrates might (on bulk alone) provide a free energy source in a similar way, should a surface not be mandatory. What percentage of the basic energy supply would come from this source rather than EZ water?
Voeikov and Del Giudice: Clathrates (dependent on the nature of the "kernel" forming them) are likely "seeds" to organize more or less thick aqueous shells around them, and such a shell may have reducing properties characteristic of coherent domains or EZ-water. Such domains may contribute to the process of water respiration in an aqueous system containing them. One may suggest that some peculiar properties of highly diluted aqueous solutions of hydrophilic nanoparticles (for example, Neowater®, hydrated fullerenes solutions prepared according the method of G.V. Andrievsky, silver colloid solutions, etc.) may be related to water combustion processes proceeding in them. Circumstantial evidence supports such a suggestion, though its direct proof is certainly needed. It is difficult to evaluate what percent of the basic energy supply for vital functions would come from this source in comparison with EZ-water.
Wheatley: Would not a "quasi-steady state" cell (in fact it must be involuting, even if very slowly as Bauer appreciated) be burning (degrading) proteins while it is structurally rearranging itself in the survival process (i.e., delaying the inevitable)? Perhaps this provides much of the energy required? Or is this insignificant compared with water combustion?
Voeikov and Del Giudice: The concept of water combustion as a source of high density energy for supporting living cells in a stable non-equilibrium state does not rule out but rather supplements other well-known processes providing energy supply for the performance of vital functions such as aerobic and anaerobic glycolysis (fermentation). The difference between the two ways of energy production is not in the quantity of energy generated through each of them, but in energy quality. This idea is not original. Half a century ago Albert SzentGyorgyi suggested that there exists the mode of respiration alternative and complementary to the mitochondrial one: "Is it not that there are two independent systems of energy production, both using O2 as their final electron acceptor, the one located in mitochondria and responsible for the production of ATP, while the other is located in basic cellular structures themselves which have to be maintained in their peculiar (metastable) state? ... Why could the high energy electrons of DPNH or TPNH not be placed more directly on the living structure which could couple them to O2 using their energy more directly?" (Szent-Gyorgyi A, 1960. Introduction to a supramolecular biology. NY & London: Academic Press, 128-129).
One system of energy production or another would dominate, depending on the physiological state of a cell or an organism. We tried to illustrate this point in the paper. Indeed, at the stage of "quasi-steady state," the one-electron oxygen reduction — at which energy of electronic excitation is generated — tends to be less pronounced than at the stage of growth and development. The classical system of energy production (aerobic glycolysis) tends to dominate. Regarding proteins: their caloric value is low in comparison to that of carbohydrates and fats, though they may be cleaved to amino acids, and some of them may be converted to glucose through the process of gluconeogenesis.
Wheatley: If the cell represents primarily a body of water that has become uniquely organized (JZ Young referred to a whirlpool as a body of water that, because of its particular organization, can be consider a definite entity or phenomenon of nature), and we know it is always in a state of flux within itself and in relation to the rest of the universe (i.e., its environment), then can we really distinguish as Bauer believed between "internal" and "external" energy when active cells are always in its mother liquor or medium (water) on the "outside" as well as on the "inside"? Is this not a continuum rather than distinctly separate phases?
There is one fundamental challenge to this hypothesis. If much of the basic "free" energy of cells comes from the low activation energy of the more weakly bound electrons in I-water (the more organized water of an EZ) as hypothesized, what are the most important experiments required to provide tangible evidence for it? I refer here specifically to experiments on living systems and not physical models per se.
Voeikov and Del Giudice: This is a very deep question. Peculiarity of water in Biosphere is that this substance provides for the continuum (interlacement) of living things with their environments on all the levels of living matter organization. On the other hand, water in different domains coexisting with each other reside in many different energy states. The potential difference between adjacent aqueous phases provides for the work performance. The example of a whirlpool is a good illustration of the indissoluble coexistence of continuity and heterogeneity: a whirlpool can exist only when on the one hand a constant influx of "low grade energy" water is available and on the other hand an outflow exists. Under theses conditions a whirlpool represents a body of water with sometimes extremely high energy potential (charged with high grade energy) that can perform such forms of work that can never be performed by even great mass of "low grade energy" water.
Regarding the fundamental challenge to this hypothesis and experiments on living systems we may suggest to take for the research such living systems that are essentially WATER, for example a jelly fish. Using this living system as a model object, many experiments may be performed on it to evaluate what is the role of jelly fish's water in energy supply for the performance of its vital functions.
Mae-wan Ho 2 : I have proposed and refined a 'thermodynamics of organized complexity' in successive versions of The Rainbow and the Worm, The Physics of Organisms (1993, 1998, 2008, World Scientific, http://www.i-sis.org. uk/rnbwwrm.php) that presents organisms as circular, or dynamically closed zero-entropy systems that store energy over all space-times. (see also Ho MW and Ulanowicz R. Sustainable systems as organisms? BioSystems 2005, 82, 39-51, http://www.i-sis.org.uk/onlinestore/pa- pers1.php#section3). Stored energy is by definition coherent energy, which is why certain organisms can remain dormant and alive without metabolism, as James Clegg has shown. How would that affect your description of EZ water for the living system?
Voeikov and Del Giudice: First, we would like to make a general statement. The concept of coherence does not coincide with the concept of order. Every coherent system is ordered, but not every ordered system is coherent. A battalion deployed in the court of the barracks is ordered, but not coherent; a ballet is a good example of coherence. In order to have coherence you need an oscillation having a definite phase, so that an ensemble of objects kept together by static interactions, such as H-bonds or whatever other static bonds, cannot be coherent since they cannot have a definite phase. In order to have coherence you need the coupling of matter with a long range gauge field that at the scale of atoms and molecules cannot be other than the e.m. field.
In the case of life, the role of fluctuations becomes crucial since we are not faced by a single coherence but by a complex array of coherences continuously transiting one into another through intermediate steps of non coherence. This further complexity of coherence corresponds to the emergence of negentropy into the system. That is also why life is an out-of-equilibrium phenomenon. In such a fluctuating system you cannot define state functions, but goal functions only. Entropy has not a defined value but oscillates during the process. At beginning energy coming from outside accumulates on a large number of degrees of freedoms. Subsequently the system undergoes a coherent transition that decreases sharply the entropy of the system and just this curtail of degrees of freedom coincides with negentropy (introduced by Boltzmann, Schroedinger, Szent-Gyorgyi, and Prigogine), transforming this unordered energy into "meaningful" free energy, concentrated on a small number of collective degrees of freedom. This is just the pulsation of the living organism characterizing life.
Energy can exist in two qualities: an active form that is performing work and the passive one that is the reservoir from which the organism
sucks energy. The major point of Bauer that we agree with is that an organism actively extracts energy from the environment rather than being ordered by the energy flowing through. This property can be observed too in EZ-water that is from the very beginning more ordered and coherent than water in its environment. And this allows for the continuous existence of the gradient of energy from disordered water to EZ-water. The latter transforms it into higher potential energy that normally is converted into free energy ('work,' metabolism, etc.). If the organism is dried out or frozen, metabolism stops because the channel for free energy "dissipation" is switched off, but the potential is still there provided that its reservoir (EZ-water) is not destroyed.
Ho: In what sense does EZ water reduce oxygen, when oxygen is simply acting as a catalyst to release the stored (non-equilibrium) energy? How does infrared radiation form EZ, so that there is an excess of H+ (presumably ejected from EZ) next to it?
Voeikov and Del Giudice: Oxygen is reduced in the conventional chemical sense – EZ-water is a reducer, an ultimate donor of electrons; oxygen is the final acceptor of electrons – the ultimate oxidizer. In no sense it is a catalyst; it is first a reagent and then a product. The fact that oxygen is also the product of water oxidation is just the unique property of this redox reaction where reagents and final products are formally the same. In reality, water that is produced is the result of "free" oxygen reduction, while oxygen that is produced is the product of oxidation of water belonging to EZ-water domain. Therefore, energy released comes from the difference of energy potential between EZ-water and bulk water.
Pollack's data don't imply that EZ water is formed by IR-radiation — it responds to IRradiation by the increase of its capacity of storing energy in the form of vortexes of quasi-free electrons in the coherent domain (see the answer to the next question). Besides, the H+ near the EZ-zone may originate not only from it, but from the bulk water as well.
Ho: To my mind, EZ is rather like a solid state, so the delocalization of its electrons would be similar to what happens in a solid-state device. But again, how would that lead to H+ being ejected?
Voeikov and Del Giudice: The coherent oscillation of water in the coherence domains involves an excited level where there is one quasi-free electron per molecule. Since the weight of the excited level in the coherent state is 0.13, there are altogether 0.13 quasi-free electrons per molecule. In a CD there are about seven million molecules so that we have about 900,000 quasi-free electrons. That is a lot! These electrons could tunnel out by quantum tunnel effect or could be extracted by small excitations. When the electron is extracted from the CD, it leaves behind an ionised molecule, which, having lost an electron, cannot join any longer the coherent oscillation and therefore reaches the noncoherent fraction of molecules that includes, as in the Landau model of liquid Helium, the molecules put out of tune by thermal collisions. The extracted electron could be captured by an oxygen molecule dissolved in water giving rise to a negative ion. The pair of ions so produced, after some chemistry elucidated in our paper, gives rise eventually to a proton and a hydroxil. The CD is therefore a donor of electrons and then a chemical reducer that, together with the noncoherent fraction, forms a redox pile.
1 BioMedEs, Leggat House, Keithhall, Inverurie, Aberdeen AB51 OLX, UK.
2 Director of the Institute of Science in Society, London
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ST ALBANS GIRLS' SCHOOL
WORK EXPERIENCE POLICY
GB sub-committee: Curriculum, Assessment & Standards
Co-ordinator: Miss E McHugh
Last Reviewed: Spring 2023
Next Review: Spring 2024
Signed by………………………………………..
Signed by………………………………………..
Margaret Chapman (Head Teacher)
Claire Barnard (Chair of Governors)
1. RATIONALE
Work experience is seen as an integral part of the school curriculum to develop the skills and attitudes necessary for life-long learning
2. AIMS
The main aims of work experience in St Albans Girls' School are:
- to improve the quality of learning in careers education and guidance by meeting the requirements of the Gatsby Benchmarks numbers 4, 5 and 6;
- to make the school curriculum more meaningful and significant to students and thereby to raise their levels of achievement;
- to improve speaking and listening skills;
- to have an impact on the behaviour of students and their relationships with adults;
- to enable students to develop their knowledge and understanding of the world of work;
- to improve students' attitudes relevant to employability;
- to enhance the level of maturity and personal and social skills of students;
- to improve students' employability skills such as:
- communication
- numeracy
- information technology
- problem solving and dealing with change
3. PROCEDURES
3.1 Work Shadowing or Work Experience
All students participate in work shadowing activity day during Year 7. From Summer 2022, Year 10 students take part in a week of work experience coordinated by the Careers Lead and Hertfordshire Services for Young People (SfYP). Year 12 Students participate in a week of work experience in the summer term. Year 12 work experience is called Professional Placement week and all placements are arranged by the students.
During Key Stage 4 opportunities for extended work experience are provided when appropriate for those students who follow a personalised curriculum.
Work experience reflects the school's equal opportunities policy which is committed to achieving equality of opportunity for all.
For Year 10 Work Experience all placements are vetted and Health and Safety checks are made by Hertfordshire SfYP in accordance with Keeping Children Safe in Education for all other year groups, Health and safety policy and arrangement for vetting placements are formalised by an accredited member of STAGS staff. Students going on work experience are made aware of the health and safety laws designed to protect them and about their own responsibilities for health and safety.
3.2 Extended Work Experience Placements
Extended (long term) work experience may form part of a personalised learning programme for individual students at Key Stage 4. Students may also undertake extended work experience during Years 12 and 13.
3.3 Virtual Work Experience
When available, virtual opportunities to learn about the workplace and complete challenges and/or tasks set by an employer are also promoted to students in Years 10-13.
These opportunities take place outside of school hours, usually lasting one day. The organisers of these opportunities have shared their safeguarding policies with the school. Current providers of virtual work experience that are encouraged by STAGS are through Springpod, NHS Trusts, and the Speakers for Schools Virtual Work Experience Hub.
Any new providers of virtual work experience will be required to share their safeguarding policy and procedures prior to the school promoting them to ensure the safety of all students.
4. MONITORING
Students on an extended (long term) work experience placement are visited regularly by a member of staff during their placement and regular feedback is sought from the employer. If unwell or unable to attend their placement the student must contact both the school and employer for each day of absence. Each day of the extended work experience the school's Attendance Administrator will contact the employer to ensure that the student is attending the placement.
Prior to Year 10 Work Experience all placements are checked by Hertfordshire SfYP for Health and Safety and also to ensure that the placement provider has policies and procedures in place to protect children from harm in accordance with KCSIE 2022.
During Year 10 Work Experience week, a member of staff will visit the student at their work placement. The member of staff will meet with the student and their supervisor to evaluate how the placement is going. If a student is going to be absent from their placement, they are required to contact both the school and employer for each day of their absence.
If a student is absent from their Year 10 Work Experience week placement without notice, the employer is asked to inform the school by either telephone or email. The Careers Lead will then contact the parents/carers to find out the reason for their absence, and then contact the employer to confirm the absence. Throughout the week, the Attendance Administrator, Careers Lead and Work Experience Administrator will also make spot-check calls to check the attendance of students at the workplace.
Prior to starting their placement, all students are given a briefing on Health and Safety, including personal safety. They are advised on how to contact the school, and which member of staff to contact if they have a concern about their safety. The Careers Lead is able to provide a mobile phone number that the students and parents/carers can call in an emergency.
Students attending Work Shadowing or limited Work Experience will be given written and oral feedback on their experience through the use of Work Experience Journal which is issued to all students prior to the start of their work experience or work shadowing activity.
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Soil Health Partnership – A Brief Introduction
What is the Soil Health Partnership?
The Soil Health Partnership is a farmer led initiative that brings together diverse partner organizations including federal agencies, universities and environmental groups to work toward the common goal of improving soil health.
The SHP is identifying, testing and measuring farm management practices that improve soil health and benefit farmers.
Our ultimate goal is to measure and communicate the economic and environmental benefits of different soil management strategies, and provide a set of regionally specific, data-driven recommendations that farmers can use to improve the productivity and sustainability of their farms.
How is the Soil Health Partnership achieving this goal?
We have 65 farmers enrolled in SHP (expanding to 100 by 2017) that are transitioning to adoption of cover crops, conservation tillage and advanced nutrient management.
SHP farms are serving as showcases for other farmers to investigate innovative soil management practices and talk about costs and benefits.
SHP has a very strong Science Advisory Council that has helped establish standardized research protocols.
Data from SHP will be utilized to help update locally specific farmer recommendations and publish findings in scientific journals.
SHP is supporting soil health networking and technical assistance that will help growers and their advisors make decisions that will result in positive changes for the profitability of their operation and the sustainability of the soil.
Who is eligible to be a Soil Health Partnership Demonstration Farmer?
The goal for the Soil Health Partnership Demonstration Farm Network is to enroll farmers that accurately represent the farming community across the corn-belt.
We aim to enroll transitioning farmers with an interest in soil health, cover crops, conservation tillage or advanced nutrient management, but they do not have to be experts.
Our farmers must have a commitment to collecting high quality precision field and economic practice data and sharing the results of the research on their farm with others to increase the adoption of practices through field days, media interactions, and online forums.
What are the benefits of becoming a Soil Health Partnership Demonstration Network Farmer?
Individual research results with summaries of how new management practices impact soil health, plant health, crop yields and economic outcomes on your farm.
SHP also offers the opportunity to be at the forefront of agricultural evolution while making their farm more profitable.
What are the expectations of a Soil Health Partnership Demonstration Network Farmer?
Enroll an individual field between 20-80 acres in the SHP for a 5 year period.
Implement randomized replicated strips comparing standard practices vs practices directed at improving soil health.
Allow for soil health samples to be collected in the spring by an agronomist of the farmers choosing.
Collect calibrated yield data.
Provide economic data about the practices utilized on the demonstration network site.
Serve as host for at least one field day annually.
Attend the annual Soil Health Summit and be available for other travel opportunities to communicate SHP findings.
Where are the current Soil Health Partnership Demonstration Farms?
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EVALUACIÓN PARA EL ACCESO A LAS ENSEÑANZAS UNIVERSITARIAS OFICIALES DE GRADO Curso 2019-2020 MATERIA: INGLÉS
INSTRUCCIONES GENERALES Y VALORACIÓN
* elija un texto A o B y conteste EN INGLÉS a las preguntas 1, 2, 3 y 4 del texto elegido.
Después de leer atentamente el examen, responda de la siguiente la siguiente forma:
* responda EN INGLÉS una pregunta a elegir entre las preguntas A.5 o B.5.
TIEMPO Y CALIFICACIÓN: 90 minutos. Las preguntas 1ª, 2ª y 4ª se calificarán sobre 2 puntos cada una, la pregunta 3ª sobre 1 punto, la pregunta 5ª sobre 3 puntos.
TEXTO A Cheating in Exams
QUESTIONS
A school in India has apologised after pictures emerged of pupils wearing cardboard boxes on their heads to prevent cheating in an exam. Students at Bhagat Pre-University College in the town of Haveri reportedly wore the cartons while sitting a chemistry test on Wednesday. Photos showed students with boxes on their heads with square holes cut out to allow them to see their exam papers.
SC Peerjade, deputy director of the local pre-university education board, described the preventive measure as "inhuman". "A civilized society will never accept such an idea. I hope this is never repeated again," he told the Times of India. "There are traditional ways of managing students and preventing malpractice in the examination hall and the college can resort to them." Mr Peerjade added: "When I got a message about this, I immediately went to the college and ordered the management to stop the practice."
Junior college administrator, MB Satish, apologised for the elaborate measure and said it had been implemented on an "experimental basis". He added pupils had consented to wearing the boxes and even brought their own cartons. "There was no compulsion of any kind. You can see in the photograph that some students were not wearing it," he told BBC Hindi. "Some who wore it removed it after 15 minutes, some after 20 minutes and we ourselves asked them to remove it after one hour."
India has seen a string of cheating scandals across recent years. In 2015, parents risked their lives by climbing school buildings in Bihar state to help their children cheat in the country's equivalent to British Secondary School Exams. It led to more than 600 pupils being expelled.
Adapted from "Cardboard boxes put on pupils' head to stop cheating in exams at Indian Schools", The Independent, 21 October 2019. <https://bit.ly/31rtbkJ>
A.1 (2 puntos) Are the following statements TRUE or FALSE? Copy the evidence from the text. No marks are given for only TRUE or FALSE.
b) Indian parents have never helped students cheat in exams.
a) As soon as Mr Peerjade heard about the measure, he took action.
A.2 (2 puntos) In your own words and based on the ideas in the text, answer the following questions. Do not copy from the text.
b) Mention two excuses MB Satish makes.
a) What is SC Peerjade's opinion about the case? Explain.
A.3 (1 punto) Find the words in the text that mean:
b) admit (paragraph 2)
a) taking (paragraph 1)
c) agreed (paragraph 3)
d) sort (paragraph 3)
A.4 (2 puntos) Complete the following sentences. Use the appropriate form of the word in brackets when given.
b) Mrs Bonfe, _______daughter is one of my best friends, lets us check our notes when we _______ (give) an exam.
a) By this time next year, I _______ (study) at University. This is something I have always dreamt _______.
c) If I _______ (know) about the consequences, I _______ (not cheat) in my Chemistry test last year.
d) Complete the following sentence to report what was said. "Please, put your phones on my desk", said Mr Smith. Mr Smith asked us _________________________________________________.
A.5 (3 puntos) Write about 150 to 200 words on the following topic. Can cheating ever be acceptable? Justify your answer.
UNIVERSIDADES PÚBLICAS DE LA COMUNIDAD DE MADRID
UNIVERSIDADES PÚBLICAS DE LA COMUNIDAD DE MADRID
EVALUACIÓN PARA EL ACCESO A LAS ENSEÑANZAS UNIVERSITARIASOFICIALES DE GRADO Curso 2019-2020 MATERIA: INGLÉS
INSTRUCCIONES GENERALES Y VALORACIÓN
* elija un texto A o B y conteste EN INGLÉS a las preguntas 1, 2, 3 y 4 del texto elegido.
Después de leer atentamente el examen, responda de la siguiente la siguiente forma:
* responda EN INGLÉS una pregunta a elegir entre las preguntas A.5 o B.5.
TIEMPO Y CALIFICACIÓN: 90 minutos. Las preguntas 1ª, 2ª y 4ª se calificarán sobre 2 puntos cada una, la pregunta 3ª sobre 1 punto, la pregunta 5ª sobre 3 puntos.
TEXTO B Water and Happiness
QUESTIONS
After her mother's sudden death, Catherine Kelly felt the call of the sea. She was in her 20s and had been working as a geographer in London away from her native Ireland. She spent a year in Dublin with her family, then accepted an academic position on the west coast. "I thought: I need to go and get my head cleared in this place, to be blown away by the wind and nature."
Catherine bought a little house in a remote area and surfed, swam and walked a three-mile-long beach twice a day. She didn't understand why that might be until some years later, when she started to see scientific literature that proved what she had long felt intuitively to be true: that she felt much better by the sea. For the past eight years, she has been based in Brighton, researching "outdoor wellbeing" and the therapeutic effects of nature – particularly of water.
In recent years, stressed-out urbanites have been seeking refuge in green spaces, for which the proven positive impacts on physical and mental health are often cited in arguments for more inner-city parks and accessible woodlands. The benefits of "blue space" – the sea and coastline, but also rivers, lakes, canals, waterfalls, even fountains – are less well publicised, yet the science has been consistent for at least a decade: being by water is good for body and mind.
Proximity to water – especially the sea – is associated with many positive measures of physical and mental wellbeing, from higher levels of vitamin D to better social relations. Even a fountain may do. Another study found that images of built environments containing water were generally rated just as positively as those of only green spaces. Researchers suggested that the associated soundscape and the quality of light on water might be enough to have a restorative effect.
Adapted from "Blue spaces: why time spent near water is the secret of happiness," The Guardian, 3 November 2019. <https://bit.ly/36Yud9g>
B.1 (2 puntos) Are the following statements TRUE or FALSE? Copy the evidence from the text. No marks are given for only TRUE or FALSE.
b) According to a study, parks and woodlands have been proved to be more beneficial than blue spaces.
a) Catherine was born in London.
B.2 (2 puntos) In your own words and based on the ideas in the text, answer the following questions. Do not copy from the text.
b) According to the text, why is it important to create parks in cities?
a) What did Catherine do after her mother passed away? Mention two things.
B3 (1 punto) Find the words in the text that mean:
a) distant (paragraph 2)
b) shelter (paragraph 3)
c) closeness (paragraph 4)
d) valued (paragraph 4)
B.4 (2 puntos) Complete the following sentences. Use the appropriate form of the word in brackets when given.
a) It _______ (discover) that living next to water has a positive effect _______ our wellbeing.
b) Catherine, _______ mother suddenly passed away, felt much better after _______ (move) to the coast.
c) Scientists advise those _______ are stressed out _______ (spend) some time next to water.
d) Complete the following sentence to report what was said.
"Go swimming when you feel stressed."
The doctor advised Kate_________________________________________________.
B.5(3 puntos) Write about 150 to 200 words on the following topic.
.
Would you like to live on an island? Give reasons why you would or would not
CRITERIOS ESPECÍFICOS DE CORRECCIÓN
El ejercicio incluirá cinco preguntas, pudiendo obtenerse por la suma de todas ellas una puntuación máxima de 10 puntos. Junto a cada pregunta se especifica la puntuación máxima otorgada. La valoración y los objetivos de cada una de estas preguntas son los siguientes:
Pregunta 1: Hasta 2 puntos. Se trata de medir exclusivamente la comprensión lectora. El estudiante deberá decidir si dos frases que se le presentan son verdaderas o falsas, copiando a continuación únicamente el fragmento del texto que justifica su elección. Se otorgará 1 punto por cada apartado. Se calificará con 0 puntos la opción elegida que no vaya justificada.
Pregunta 2: Hasta 2 puntos. Se pretende comprobar dos destrezas: la comprensión lectora y la expresión escrita, mediante la formulación de dos preguntas abiertas que el estudiante deberá contestar basándose en la información del texto, pero utilizando sus propias palabras en la respuesta. Cada una de las preguntas valdrá 1 punto, asignándose 0,5 puntos a la comprensión de la pregunta y del texto, y 0,5 a la corrección gramatical y ortográfica de la respuesta.
Pregunta 3: Hasta 1 punto. Esta pregunta trata de medir el dominio del vocabulario en el aspecto de la comprensión. El estudiante demostrará esta capacidad localizando en el párrafo que se le indica un sinónimo, adecuado al contexto, de cuatro palabras o definiciones. Se adjudicará 0,25 por cada apartado.
Pregunta 4: Hasta 2 puntos. Con esta pregunta se pretende comprobar los conocimientos gramaticales del estudiante, en sus aspectos morfológicos y/o sintácticos. Se presentarán oraciones con huecos que el estudiante deberá completar o rellenar. También podrán presentarse oraciones para ser transformadas u otro tipo de ítem. Se adjudicará 0,25 a cada "hueco en blanco" y en el caso de las transformaciones o ítems de otro tipo se concederá 0,5 con carácter unitario.
Pregunta 5: Hasta 3 puntos. Se trata de una redacción, de 150 a 200 palabras, en la que el estudiante podrá demostrar su capacidad para expresarse libremente en inglés. Se propondrá una única opción y se otorgarán 1,5 puntos por el buen dominio de la lengua – léxico, estructura sintáctica, etc. – y 1,5 por la madurez en la expresión de las ideas – organización, coherencia y creatividad. Para corregir esta redacción se utilizará la siguiente rúbrica de evaluación:
Puntuación: de 0 – 3
Cada apartado se valorará entre 0 y 0,5, según se ajuste a lo que figura en el descriptor de "Excelente" (con la nota máxima de 0,5) o de "Deficiente" (con la nota mínima de 0).
| | El mensaje es claro, preciso y coherente, con ideas interesantes, que se atienen al tema propuesto. Se sigue el requisito de extensión mínima. | --- / 0,5 |
|---|---|---|
| | Se muestra capacidad para desarrollar un punto de vista personal, con opiniones originales. Las ideas se ilustran de forma adecuada. | --- / 0,5 |
| CONTENIDO | | |
| | Se emplean conectores de forma efectiva y variada. | --- / 0,5 |
| | No hay errores importantes de gramática | --- / 0,5 |
| | No muestra limitaciones en el uso del vocabulario que utiliza. | --- / 0,5 |
| FORMA | | |
| | No hay errores importantes de ortografía y/o puntación. | --- / 0,5 |
| | | --- / 3 |
| Total | | |
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Supporting complex language development in preschool children Vocabulary learning and complex language production is a critical foundation for 3-5 year old children and important for later reading comprehension. This workshop will discuss language development expectations and provide techniques and practical strategies to promote language learning in the home and in early childhood education settings. Paediatric Team Leader Speech Pathology Rainbow Cottage, Liverpool Hospital Jennie is a self-professed literacy warrior, currently completing her PhD in Presenters
Enhancing early literacy in CALD families: the role of siblings The purpose of our workshop is to share our findings from the action-research of our 'Woodville Sib-Links' group, an after-school, mixed-age group to support young family members to improve family and sibling connections. And to discuss the practices we used to enhance early digital literacy within CALD communities and how the siblings were Manik is a practicing early childhood teacher with passion for working with children from vulnerable families. She's a proud migrant and is currently working at Woodville Alliance as the project lead on the Integrated Children's Services Project, which is using creative ways to provide early childhood experiences through playgroup and outreach to children and families who would not otherwise over 25 years’ experience in the Early Childhood field supporting families through
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NEW ZEALAND CONSUMER MEDICINE INFORMATION
FERODAN
Ferrous sulfate heptahydrate oral solution 30 mg/mL (equivalent to 6 mg/mL elemental iron)
What is in this leaflet
why you were advised to take this medicine.
Please read this leaflet carefully before you start taking FERODAN.
This leaflet answers some common questions about FERODAN.
It does not contain all the available information. It does not take the place of talking to your doctor or pharmacist.
All medicines have risks and benefits. Your doctor or pharmacist has weighed the risks of you taking FERODAN against the benefits they expect it will have for you.
If you have any concerns about taking this medicine, ask your doctor or pharmacist.
Keep this leaflet with the medicine. You may need to read it again.
What FERODAN is used for
FERODAN is used to prevent or treat iron deficiency anaemia. You should only take iron on advice from your doctor or pharmacist.
FERODAN contains the active ingredient ferrous sulfate which is a form of iron.
Iron is usually found in foods and is necessary for the normal development of red blood cells. A lack of iron affects the development of the red blood cells and causes iron deficiency anaemia.
Your doctor or pharmacist may have advised you to take FERODAN for another reason.
Ask your doctor or pharmacist if you have any questions about
This medicine is available only from your pharmacy.
Before you take FERODAN
When you must not take it
Do not take FERODAN if you have an allergy to:
- any medicine containing iron (ferrous sulfate)
- any of the ingredients listed at the end of this leaflet.
Some of the symptoms of an allergic reaction may include: shortness of breath; wheezing or difficulty breathing; swelling of the face, lips, tongue or other parts of the body; rash, itching or hives on the skin.
Do not take FERODAN if:
- you have haemochromatosis (a disorder in which there is too much iron in your blood)
- you are receiving repeated blood transfusions
- you are receiving iron intravenously
- you are unable to absorb iron (e.g. due to an inflamed bowel disease).
Do not give FERODAN to a child under the age of 2 years unless your doctor has told you to.
Do not take this medicine after the expiry date printed on the pack or if the packaging is torn or shows signs of tampering. If it has expired or is damaged, return it to your pharmacist for disposal.
If you are not sure whether you should start taking this medicine, talk to your doctor or pharmacist.
Before you start to take it
Tell your doctor or pharmacist if you have allergies to any other medicines, foods, preservatives or dyes.
If you have been told by your doctor that you have an intolerance to some sugars, contact your doctor before taking this medicinal product.
It is important to exclude any underlying cause of the anaemia such as heavy periods, or blood loss in the stool or urine.
Tell your doctor or pharmacist if:
- you suffer from any disease which affects your stomach and intestines (gastro-intestinal tract, such as a stomach ulcer or ulcerative colitis
- you suffer from any form of anaemia or from any other condition which affects your body's iron levels.
Tell your doctor or pharmacist if you are pregnant or plan to become pregnant or are breast feeding. Your doctor or pharmacist can discuss with you the risks and benefits involved.
If you have not told your doctor or pharmacist about any of the above, tell them before you start taking FERODAN.
They will determine if FERODAN is suitable for you.
Taking other medicines
Tell your doctor or pharmacist if you are taking any other medicines, including medicines that you get without a
Page 1 of 4
prescription from your pharmacy, supermarket or health food shop.
You should also tell any health professional who is prescribing a new medication for you that you are taking FERODAN.
Some medicines may interfere with FERODAN. These include:
- tetracycline antibiotics (to treat infections), such as tetracycline or doxycycline
- ciprofloxacin, norfloxacin, levofloxacin, moxifloxacin, ofloxacin and chloramphenicol (antibiotics to treat infections)
- bisphosphonates such as alendronate (to prevent loss of bone mass or to treat osteoporosis)
- colestryramine, used to reduce cholesterol and fats in the blood
- antacids (for indigestion)
- preparations containing zinc, calcium, magnesium, phosphorus
- trientine (for Wilson's disease)
- methyldopa (to treat high blood pressure)
- levodopa , levodopa/carbidopa and entacapone (for Parkinson's disease)
- penicillamine (for rheumatoid arthritis)
- levothyroxine (to treat thyroid problems)
- dimercaprol (to treat poisoning with certain metals)
- mycophenolates (to prevent rejection of organ transplants).
These medicines may be affected by FERODAN or may affect how well it works. You may need different amounts of your medicines, or you may need to take different medicines.
Your doctor and pharmacist have more information on medicines to be careful with or avoid while taking this medicine.
How to take FERODAN
Follow all directions given to you by your doctor or pharmacist carefully.
They may differ from the information contained in this leaflet.
If you do not understand the instructions on the bottle, ask your doctor or pharmacist for help.
How much to take
The recommended daily dose is:
Children 2 to 6 years: Up to 5 mL (for example, 2 mL in the morning, 1 mL at lunchtime and 2 mL at night).
Children 6 to 12 years: 5 to 20 mL (for example, 5 mL three times daily).
Adults and children 12 years and over: 15 to 30 mL (for example, 5-10 mL three times daily).
How to take it
Shake the bottle well and accurately measure the dose with a medicine measure.
Shaking the bottle and using a medicine measure will make sure that you get the correct dose. You can buy a medicine measure from your pharmacist.
When to take it
FERODAN should be taken in three divided doses throughout the day.
It is best to take your medicine on an empty stomach, for example, 1 hour before meals or 2 hours after a meal.
Food and certain drinks (including tea, coffee, milk, eggs and whole grains) can reduce the amount of iron absorbed in your stomach.
Do not take antacids (medicines used to treat indigestion) or preparations containing zinc, calcium, magnesium or phosphorus at the same time as FERODAN.
If you need to take one of these preparations take it at least 2 hours before or 2 hours after your dose of FERODAN. These preparations will decrease the absorption of iron.
If you are taking levothyroxine medicine to treat a thyroid problem, do not take it at the
same time as FERODAN.
Take it at least 2 hours before or 2 hours after your dose of FERODAN.
Taking preparations containing vitamin C or eating meat at the same time as you are taking FERODAN may enhance the absorption of iron.
How long to take it
You should not take FERODAN for longer than 6 months, unless your
doctor tells you to.
If you forget to take it
If it is almost time for your next dose, skip the dose you missed and take your next dose when you are meant to.
Otherwise, take it as soon as you remember, and then go back to taking your medicine as you would normally.
Do not take a double dose to make up for the dose that you missed.
This may increase the chance of you getting an unwanted side effect.
If you are not sure what to do, ask your doctor or pharmacist.
If you have trouble remembering to take your medicine, ask your pharmacist for some hints.
While you are taking FERODAN
Things you must do
If you are about to be started on any new medicine, tell your doctor and pharmacist that you are taking FERODAN.
Tell any other doctors, dentists, and pharmacists who treat you that you are taking this medicine.
Things you must not do
Do not take FERODAN to treat any other complaints unless your doctor tells you to.
Do not give your medicine to anyone else, even if they have the same condition as you.
Page 2 of 4
In case of overdose
If you take too much (overdose)
Immediately telephone your doctor or the National Poisons Centre (telephone 0800 POISON or 0800 764 766), or go to accident and emergency at your nearest hospital, if you think that you or anyone else may have taken too much FERODAN. Do this even if there are no signs of discomfort or poisoning. You may need urgent medical attention. Take the bottle of FERODAN with you if you can.
Initial symptoms of an overdose may include being sick, diarrhoea, a racing heart (tachycardia) and tiredness.
Side effects
Tell your doctor or pharmacist as soon as possible if you do not feel well while you are taking FERODAN.
This medicine helps most people with iron deficiency but it may have unwanted side effects in a few people. All medicines can have side effects. Sometimes they are serious, most of the time they are not. You may need medical attention if you get some of the side effects.
All medicines can have side effects. Sometimes they are serious, most of the time they are not. You may need medical treatment if you get some of the adverse effects.
Ask your doctor or pharmacist to answer any questions you may have.
Tell your doctor or pharmacist if you notice any of the following and they worry you:
- nausea (feeling sick)
- vomiting
- stomach irritation
- constipation
- diarrhoea
- temporary discolouration of the teeth
- stools (bowel motions) becoming dark green or black.
The above list includes the more common side effects of your medicine.
Temporary discolouration of the teeth can be prevented by placing FERODAN on the back of the tongue with a dropper, or by using a straw. Brushing the teeth after taking FERODAN may also minimize the discolouration.
Stools often become dark green or black when you are taking iron preparations. This is caused by unabsorbed iron and is usually harmless. However, if there is blood in the stools or you have other side effects, such as cramps or stomach pains, contact your doctor as soon as possible.
If any of the following happen, tell your doctor immediately or go to Accident and Emergency at your nearest hospital:
- swelling of the face, lips or tongue which may cause difficulty in swallowing or breathing
- wheezing
- sudden or severe itching, skin rash or hives
- fainting, seizures or fits.
If you experience any of these side effects, you may have a serious allergic reaction to FERODAN. You may need urgent medical attention or hospitalisation. These side effects are very rare.
Tell your doctor or pharmacist if you notice anything that is making you feel unwell.
Other side effects not listed above may also occur in some people. Tell your doctor if you notice any other effects.
Do not be alarmed by this list of possible adverse effects. You may not experience any of them.
After taking FERODAN
Storage
Keep your medicine in a cool dry place where the temperature stays below 25°C.
Do not store FERODAN or any other medicine in the bathroom or near a sink. Do not leave it on a window sill or in the car.
Heat and dampness can destroy some medicines.
Keep it where children cannot reach it.
A locked cupboard at least one-anda half metres above the ground is a good place to store medicines.
Keep the bottle tightly closed, and ensure that the child resistant cap is engaged after use.
Disposal
If your doctor tells you to stop taking this medicine or the expiry date has passed, ask your pharmacist what to do with any medicine that is left over.
Product description
What it looks like
FERODAN is a syrupy liquid with a fruity odour. The colour of FERODAN may vary from bluishgreen to very light yellow to gold.
Ingredients
Each mL of FERODAN contains 30 mg of the active ingredient, ferrous sulfate heptahydrate (which is equivalent to 6 mg of elemental iron).
It also contains:
- Sucrose
- Sorbitol
- Glycerine
- Citric acid
- Lemon flavour
- Pineapple flavour
- Strawberry flavour
- Sodium benzoate
- Sodium bisulphite
- Purified water.
Page 3 of 4
The flavourings used in FERODAN contain:
- Essential oils
- Natural and artificial flavours
- Ethanol
- Polysorbate
- Propylene glycol
- Acetic acid
This medicine does not contain lactose or gluten.
If you want to know more
Should you have any questions regarding this product, please contact your pharmacist or doctor.
Who supplies this medicine
FERODAN is supplied in New Zealand by:
Mylan New Zealand Ltd, PO Box 11183, Ellerslie, Auckland NEW ZEALAND
Telephone: 0800 168 169.
Date of Information
27 May 2020 (Based on datasheet dated 22 May 2020)
Page 4 of 4
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Habsburg H-Net Discussion Network
Carnegie Report, the Greek Army and Bulgarian Peasants during the Second Balkan War, 1913
From: http://www.h-net.org/~habsweb/sourcetexts/greeks1.htm
The Greek Army and Bulgarian Peasants during the Second Balkan War
The following eye-witness accounts of Greek behavior during the Second Balkan War are taken from: The Carnegie Endowment for International Peace, Report of the International Commission to Inquire into the Causes and Conduct of the Balkan Wars (Washington, DC: The Endowment, 1914).
(Page 300)
THE BULGARIAN PEASANT AND THE GREEK ARMY
No. 29. KING CONSTANTINE'S TELEGRAM. July 12, 1913.
The general commanding the Sixth Division informs me that Bulgarian soldiers under the command of a captain of gendarmes gathered in the yard of the school house at DemirHissar over one hundred notables of the town, the archbishop and two priests, and massacred them all. The headquarters staff ordered the exhumation of the bodies, with the result that the crime has been established. Further, Bulgarian soldiers violated young girls and massacred those who resisted them. Protest in my name to the representatives of the powers and to the whole civilized world against these abominations, and declare that to my great regret I shall find myself obliged to proceed to reprisals, in order to inspire their authors with a salutary fear, and to cause them to reflect before committing similar atrocities. The Bulgarians have surpassed all the horrors perpetrated by their barbarous hordes in the past, thus proving that they have not the right to be classed among civilized peoples.
(Signed) CONSTANTINE, King.
The above telegram was sent to the representatives of Greece in the European capitals.
No. 30. EVIDENCE OF FATHER JOSEPH RADANOV, of Kukush.
On July 2 he could distinctly see from Kukush that the surrounding villages were on fire, Salamanli among others. Fields of corn and stacks of reaped corn had been set on fire even behind the Greek positions. The Greeks moreover had fired upon the reapers who had gone to work in the early morning in their fields. The refugees from the neighboring villages began to arrive upon the heights called Kara-Bunar about a mile away, and were there bombarded by artillery.
Next day (July 3) the battle approached the town, but the Bulgarians retained their position. About midday the Greeks began to bombard Kukush, but when I left no house had taken fire.
No. 31. FATHER JEAN CHIKITCHEV.
I took refuge after midday on July 3 with Father Michel and meant to stay with him. I saw the shells falling upon the sisters' orphanage. I saw the hospital struck by a shell. There were at this time no Bulgarian troops in the town, although they were in their positions in front of it. The town was unfortified. The bombardment seemed to be systematic. It could not be explained as a mistake incidental to the finding of the range. Quite forty shells fell not far from the orphanage and three or possibly four houses were set on fire. At this point I left the town and fled with the refugees. Next night it looked as if the whole plain were burning.
NOTE.--Both the above witnesses are priests of the Catholic Uniate Church. (See also 63a.)
(Page 301)
No. 32. MR. C. [the name may not be published] a Catholic resident in the village of Todoraki near Kukush, states than on July 6 the Greek commandant of Kukush arrived accompanied by thirty infantrymen and eighty armed Turks. He was bound and left exposed to the full sun without food or water from 7 a.m. until 3 p.m. His house was pillaged, and 200 francs taken with all his personal property. On being released he learnt from the villagers that they had lost in all £T300 during the pillage. Two men were beaten and twelve were bound and sent down to prison in Salonica. The women were not maltreated.
No. 33. PETER SHAPOV, of Zarovo near Langaza, a shepherd.
He was taking his sheep and goats on the road to Demir-Hissar when Greek cavalry overtook the refugees on the edge of the town and began to slash out with their sabres to left and right. They took 600 goats belonging to himself and his two brothers. One of his brothers was wounded by a cavalryman and died afterwards at the Bulgarian frontier. The Bulgarian army was quite half an hour's walk away. There were no Bulgarian troops near them.
No. 34. MATE, Wife of Petro of Bogoroditsa, near Langaza.
I saw the Greek cavalrymen when they entered our village. I fled and in my haste was obliged to leave a baby of eighteen months behind in the village in order to flee with this one which I have with me, a child of three. I saw our village in flames. I want my child.
No. 35. ELISAVA, Wife of Georghi of Zarovo, near Langaza.
We all fled when the shells began to fall in our village and got safely to Demir-Hissar. Then I heard people saying the Greek cavalry are coming. There was a panic; children fell on the ground and horsemen rode over them. I lost my children, save one whom I was able to carry. My husband had two others with him. I do not know what has become of him, and have not seen him since that day.
No. 36. MITO KOLEV, a boy of fourteen from the village of Gavaliantsi, near Kukush.
On Wednesday, July 2, after the fighting at Kukush, the peasants fled from our village except a few old people. I fled with the rest and reached Kilindir. On Thursday I went back three hours' walk to our village to collect our beasts and find my mother. I found her and was going along the road back to Kilindir with others. As we were leaving our village I saw a Greek cavalryman in uniform on horseback. He fired his rifle at me and missed. I threw myself on the road, pretending to be dead. He then shot my mother in the breast and I heard her say as she fell beside me, "Mito, are you alive?" and that was the last word she spoke. Another boy came up and ran away, when he saw what had happened. The soldier pursued him, shot him, and then killed him with his sword without dismounting. Then I saw a little cripple girl named Kata Gosheva, who was in front of us hiding in a ravine. The soldier went after her, but I do not know whether he killed her. He then came back, passed us and met other cavalrymen. A certain miller of the village named Kaliu, who could speak both Greek and Bulgarian, then came up and lifted me up. The miller had a Mauser rifle. He hid in the ravine when he saw that the two troopers were hurrying back and I hid in some hay. I heard the horses' hoofs going towards the miller. They talked, and I suppose he must have surrendered. He then came back to where I was and the miller said, "Mito, Mito, come out or the cavalry will kill you." So I came out. We both then went to the school house where we found other Greek troopers. I was quite sure they were Greeks because I recognized the uniform.
(Page 302)
They used to come to our village sometimes before the war broke out. They questioned the miller in Greek and wrote something and gave it to him. The miller then said, "Let's go to the mill. It is about fifteen minutes from the village." We stayed there for an hour. In the meantime, three other Greek troopers came up from another direction. The miller went to meet them and showed them his piece of paper. The miller told me to gather straw, and he did the same. The troopers set fire to it so as to burn down the mill. [In reply to a question, Mito explained that the mill was not the miller's personal property. It belonged to the village community, which employed him.] The miller took away his mattress on his horse, which was at the mill. The troopers then left us and went to the village. We followed and the miller said to me, "We had better ask them for another bit of paper so that they will let us go to Salonica." Then some cartridges which had been left behind began to explode in the mill. This brought up other troopers at a gallop. They fired on us. The miller said something to them in Greek, showed them the paper and they chatted. [Mito only speaks Bulgarian.] I saw them looking at me. Then one of them drew his revolver and fired. The ball went through my clothes without wounding me. I fell down, pretending to be dead. He fired again and this time the ball went in at my back and came out at my breast. Then, still on horseback, he struck me on the shoulder with his sabre and the same blow wounded my finger. [Mito lay down and showed exactly how it happened. He still had the scars of all these wounds. The position was perfectly possible.] Blood was flowing from my mouth. I hid in the corn all the rest of the day and saw the village take fire in three places. The cavalry then gathered together and then rode off. I was in pain, but managed to walk away. I met two Bulgarian neighbors on my way and one of them took me in his cart to Doiran. There I met my father and had my wounds dressed in the military hospital. We fled through the mountains, and I was taken to the hospital in Sofia.
No. 37. VLADIMIR GEORGHIEV, of Dragomirtsi, near Kukush.
I left the village when the war began and afterwards went back to find some of my property. I saw the Greek cavalry, perhaps a whole regiment of them. There were ten in our village with officers. I managed to hide in some reeds near the village. I saw Gavaliantsi burning. About 2 o'clock eight cavalrymen passed and burned the mill. They then went into the village to finish the burning. I also saw our own village Dragomirtsi burning, and heard two or three shots fired. Toward 6 o'clock I fled and on my way met Mito Kolev, who was wounded and could hardly walk. Mito said he could not ride, so it was no use to offer him my beast. I left him and went on. (See also 63d.)
No. 38. CHRISTO ANDONOV, of Gavaliantsi.
He was beaten by the Greek soldiers. He saw the mother of Mito Kolev near the Greek cavalrymen and supposes she must have been killed. He did not see what happened very distinctly as he was at considerable distance. He saw the boy named Georghi Tassev killed with a sabre thrust by a trooper who was one of five. Some way off Kata Gosheva, the lame girl, was killed with a sword. This he saw quite distinctly. He was hidden in the ravine at the time.
NOTE.--These two witnesses were in a crowd of refugees at Samakov. In passing through the market place we inquired whether anyone present came from the village of Gavaliantsi. They stepped forward and told the above stories when asked to explain what happened to them after the battle of Kukush. See also the evidence of Lazar Tomov, No. 25.
No. 39. MR. G., a Catholic inhabitant of Kukush, interviewed at Salonica, made the following statement:
(Page 303)
AAfter fleeing from Kukush, I arrived at Akangeli with some thousands of refugees from all the surrounding villages. It is close to the station of Doiran. Between two and three p.m. on Sunday afternoon (July 6) the Greek cavalry arrived, possibly 300 of them, with officers. The inhabitants went out to meet them with white flags and the priest at their head. About 120 people of the village were told off to look after the cavalry horses. These people disappeared and no trace could be found of them next day. That evening the women, both natives and refugees, were all violated, often repeatedly. The soldiers pillaged and killed, but would spare a man's life for five piastres or so. Probably fifty inhabitants of Akangeli were killed. I and another man were bound together by the cavalry. Six piastres and a watch were taken from me and my life was spared, but my companion was killed at my side. Women and girls were stripped and searched to find money. I saw many cases of violation myself. It was done more or less publicly, sometimes in the houses but sometimes in the fields and on the roads. I saw the village burnt and witnessed another case of the murder of a peasant. In reply to questions he stated that he saw the corpses of the fifty inhabitants after they had been killed. Some were shot and some were bayoneted. Again in reply to a question, he was certain there was no conflict in the neighborhood and no shots were fired, but the villagers were told to collect their rifles and surrender them. They did so and one went off accidentally in the hands of an officer who was breaking it. He was wounded, and the soldiers at once killed a boy who was standing near. Turks joined with Greeks in the pillage and so did the infantry, which arrived next day.
NO. 40. GEORGHI CHARISANOV, of Selo-Surlevo.
He took refuge in Akangeli. A squadron of Greek cavalry arrived on Sunday afternoon, gathered the refugees together and demanded arms, telling them not to fear. They then began to beat and rob. The Turks who followed them assisted in the pillage. On Monday, Greek infantry came and joined in sacking the village. Anyone who resisted was killed. There was a general panic and everyone fled who could. There were refugees from quite fifteen villages in the place. The soldiers violated women all the time, even little children. The soldiers went round from house to house on Sunday night and ordered the people to open the doors. They had a native of the village with them in order to give confidence to the people. Women were searched for money. About one hundred men were taken to look after the horses of the cavalry and these disappeared. On Monday the village was burned. We had given ourselves up quite voluntarily to the cavalry and welcomed them, and had surrendered about one hundred rifles. There was no excuse for what the soldiers did.
No. 41. MITO ILIEV, a butcher of Akangeli.
I was there when the Greek army arrived on Sunday afternoon towards four o'clock. Reckoning from St. Peter's day it must have been July 6. The village was filled with refugees from Kukush district, perhaps 4,000 altogether. The people went out to meet the cavalry by each of three roads. There were about 400 of them. We made a white flag and showed the Greek colors. Everything went quietly at first. The commandant asked for the mayor, and inquired in Turkish whether he would surrender and give up the arms of the village. We fetched our rifles (generally old Martinis) and piled them on a cart. The soldiers called for bread and cheese which were brought out. They then said, "Who is the butcher here, that he may kill sheep for us." I was chosen and troopers went with me to fetch and kill thirty sheep. Meanwhile the soldiers began to demand money from everybody. I saw a young man, a refugee from another village, whose name I do not know, killed with a sword because he had nothing. I was told that a boy of fifteen was killed about this time, but did not see it. The people were now gathered together in the
(Page 304)
square of the village and told to sit down. This I witnessed. The Greek commandant then came and asked, "Where do all these people come from?" Then he separated the men of Akangeli from the rest to the number of about sixty and sent them to a wood called Chaluk. Nothing more was ever heard of them. I went on cooking the sheep. Then the soldiers began to violate all the women. I heard cries going on all night, especially about 11 o'clock. The soldiers were not drunk, and they had officers with them. I stayed all night at my oven, and saw the two daughters-in-law of Stovan Popovali violated in front of me, a few paces away by three soldiers. Next morning, when we talked together in the village, I heard of many other violations. On Monday the Greek infantry arrived, seized me and told me to lead them to Dourbali. I led them there, and as I went off Akangeli began to blaze. I heard cries and rifle shots on all hands. When I got to Dourbali I fled to Atli, half an hour away, and hid in the house of my partner Saduk, a Turk. I sent Saduk to see what had become of my wife and family. He came back and said that everyone was being killed in the village, that he had seen many corpses, that my house was not burnt, but that there were three dead bodies in front of it. Saduk advised me to flee, and I did so. The Turks in our own village (Akangeli) behaved well, but strangers from other Turkish villages came and joined in the pillage.
In reply to questions the witness stated that an officer was accidentally wounded in the arm while examining one of the revolvers which had been given up. This he saw personally, but denied that it explains the killing of the young man who was the first to be killed with a sword. That happened some distance away.
NO. 42. STOYAN STOYEV, aged 18, of Akangeli.
This witness, at Dubnitsa, in reply to a question addressed to the group of refugees, whether any of those present came from this village or had passed through it in their flight, related in outline almost exactly the same story as the last witness, including the details about the conversation between the commandant and the mayor. The pillage, he said, began while the arms were being gathered. A rifle went off accidentally, and an officer was wounded, while the Greek soldier was emptying it. This he saw from a distance of about forty meters. Then the cavalry drew their swords and some people were killed, certainly two youths. At this point he hid and saw little more. He heard from a friend of his, a youth who came running out of the house of Dine Popov, that his wife was being violated. He then fled to a Turkish village. (See also 63b.)
NO. 43. ANASTASIA PAVLOVA, a widow of Ghevgheli.
Shortly before the outbreak of the second war I was staying with my daughter, a Bulgarian school teacher in the village of Boinitsa. A Greek lady came from Salonica, and distributed money and uniforms to the Turks of the place some six or eight days before the outbreak of the second war. She also called the Bulgarians of the village together, and told them that they must not imagine that this village would belong to Bulgaria. She summoned the Bulgarian priest, and asked him if he would become a Greek. He replied, "We are all Bulgarians and Bulgarians we will remain." There were some Greek officers with this lady who caught the priest by the beard. Then the men who were standing by, to the number of about fifty, had their hands bound behind their backs, and were beaten by the soldiers. They were told that they must sign a written statement that they would become Greeks. When they refused to do this they were all taken to Salonica. When the men were gone, the soldiers began to violate the women of the place, three soldiers usually to one girl. [She named several cases which she witnessed.] The soldiers came in due course to my house and asked where my daughter was. I said she was ill and had gone to Ghevgheli. They insisted that I should bring her to them. The Greek teacher of the village, Christo Poparov, who was with the soldiers, was the most offensive of them all.
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They threatened to kill me if I would not produce her. The soldiers then came into the room and beat me with the butts of their rifles and I fell. "Now," they said, "you belong to the Greeks, your house and everything in it, and they sacked the house. Then sixteen soldiers came and again called for my daughter, and since they could not find her they used me instead. I was imprisoned in my own house and never left alone. Four days before the war I was allowed to go to Ghevgheli by rail with two soldiers to fetch my daughter. She was really in the village of Djavato. At Ghevgheli, the soldiers gave me permission to go alone to the village to fetch her. Outside the village I met five Greek soldiers, who greeted me civilly and asked for the news. Suddenly they fired a rifle and called out, "Stop, old- woman." They then fired six shots to frighten me. I hurried on and got into the village just before the soldiers. They bound my hands, began to beat me, undressed me, and flung me down on the ground. Some Servian soldiers were in the village and interfered with the Greeks and saved my life. My daughter was hidden in the village and she saw what was happening to me and came running out to give herself up, in order to save her mother. She made a speech to the soldiers and said, "Brothers, when we have worked so long together as allies, why do you kill my mother?" The soldiers only answered, that they would kill her too. I then showed them the passport which had been given to me at Boinitsa. I can not read Greek and did not know what was on it. It seems that what was written there was "This is a mother who is to go and find her daughter and bring her back to us." The Greek soldiers then saw that it was my daughter, and not I, who was wanted and my daughter cried, "Now I am lost." The soldiers offered me the choice of staying in the village or going with my daughter to Ghevgheli. I begged that they would leave us alone together where we were until the morning, and to this they agreed. In the night I fled with my daughter, who disguised herself in boy's clothes, to a place two hours away which was occupied by Bulgarian soldiers. I then went myself to Ghevgheli and immediately afterwards, the second war broke out. The Bulgarians took the town and then retired from it, and the Greeks entered it. The moment they came in they began killing people indiscriminately in the street. One man named Anton Bakharji was killed before my eyes. I also saw a Greek woman named Helena kill a rich Bulgarian named Hadji Tano, with her revolver. Another, whose name I do not know, was wounded by a soldier. A panic followed in the town and a general flight. Outside the town I met a number of Greek soldiers who had with them sixteen Bulgarian girls as their prisoners. All of them were crying, several of them were undressed, and some were covered with blood. The soldiers were so much occupied with these girls that they did not interfere with us, and allowed us to flee past them. As we crossed the bridge over the Vardar, we saw little children who had been abandoned and one girl lying as if dead on the ground. The cavalry were coming up behind us. There was no time to help. A long way off a battle was going on and we could hear the cannon, but nobody fired upon us. For eight days we fled to Bulgaria and many died on the way. The Bulgarian soldiers gave us bread. I found my daughter at Samakov. My one consolation is that I saved her honor.
NO. 44. ATHANAS IVANOV, of Kirtchevo, near Demir-Hissar.
Our village is purely Bulgarian and consists of 190 houses. I am a shepherd and look after the sheep of the village. When the Greek army approached, most of the other villagers fled, but I was late in going and remained behind to see that my family had all got safely away. On July 16, while my wife was gathering her belongings, the Greek soldiers. arrived. Some of them told a young woman, a relative of ours, who was in front of the house, to go and find bread for them. Her husband had already been seized. I went to look for her. I found a sentinel with a fixed bayonet in front of her house. I rushed past him, and found that she had just been violated by a soldier, while another stood over her with his bayonet, and then the second soldier also violated her. She had had a baby only
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three days before. I then met Peniu Penev, who said to me, "You can speak Greek. All our wives are being violated; come and talk to the soldiers." I entered the courtyard of a house and saw three women on the ground who were being violated. One was wounded in the leg and another in the arm. [We took the names, but see no object in publishing them.] This was about three p.m. Many other women were there, crying. I then went out in fear, and when I had gone some distance, saw that the village was burning. I met a woman trying to put out the fire with water. The soldiers came up and violated her. I saw six soldiers trying to violate a young girl. Another soldier protested, but they threatened him with their bayonets. A sergeant then told this man to stop interfering and ordered him to arrest me and take me to the officers, who were at a place some half an hour's distance from the village. [In reply to questions, the witness stated that two cavalry officers were in the village, but were not in the courtyard, where most of the violations were going on. There were, however, non-commissioned officers among the infantry in the village.] When I got to the camp and was brought before the officers, the officers said, "Take him away and fling him into the flames." On my way back to the village, I met nine other villagers and saw them all killed with the bayonet. Their names were Ivan Michailov, Angel Dourov, Pavlo Zivantikov, Ilio Piliouv, Peniu Penev, Peniu Christev, Athanas Belcov, Thodor Kandjilov, Gafio Demetrev. I escaped at the moment by saying I was a Greek, when the soldiers asked, "What kind of creatures are these?" I can speak a little Greek. At dusk I managed to run away. They fired but missed me. I know nothing of what happened to my wife, but my children are saved. (See also Nos. 59-62.)
No. 45. A WOMAN FROM IJILAR, near Kukush, seen at Salonica. Name suppressed.
Everything in our village was plundered and burnt including the school and the church. All this was done by Greek soldiers of the regular army. The inhabitants mostly disappeared. Soldiers kept sending for peasants to supply them with sheep. Four would go and never return, and so on at short intervals until hardly anyone was left. "What am I to do now? I have nothing left but the clothes I wear."
No. 46. ANTON MICHAILOV AND DEMETRI GHEORGIIIEV, of German, near Demir-Hissar. (See also Nos. 59-62.)
On July 5 (Saturday), we went to the market at Demir-Hissar. A panic presently took place. Everybody said that the Greek cavalry was coming. We went up to a height from which the plain was visible. We could see no cavalry, but a lot of refugees coming from the other direction, from Barakli Djumaia. The Greeks of German, when the town was cleared, began to pillage the Bulgarian shops. They armed themselves and distributed arms to the Turks. We found the corpses of two Bulgarian soldiers in the garden of Doctor Christoteles. The refugees whom we met from the country all said that the Greeks were everywhere killing and burning; so we returned to our village which was still intact, gathered our things together and fled.
Some of the villagers, however, remained in German. Some days after we had left, Greeks and Turks arrived together and began to pillage, burn and kill. We believe that 180 men, women and children were killed. German had 100 houses, and about half the population remained. We heard of the fate of the others from a young man named Demitri Gheorghiev [not to be confused with our witness of the same name], who told us that the people were gathered together by the Greeks and Turks, the men in the church and the women in the house of Papa Georghi. Some of the men tried to escape from the church, but were all shot at once. This was a signal for the massacre. The men were first searched and robbed, and then killed. Young Demetri jumped from the window of the church and had the good sense to lie down as if he were dead when he was shot at. He told us that some insurgents ( andartes ) had arrived from Athens and organized everything. There is only one other survivor of the massacre, namely, Papa Georghi.
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NOTE. We made a uniform rule of refusing to allow witnesses to give us any information at second hand, but in this instance (and also in No. 50) since the alleged massacre had been so complete the circumstances seemed exceptional.
No. 47. ANTON SOTIROV, a Priest from the village of Kalendra near Serres, stated that Greek regulars and Turks came and burnt the Bulgarian houses at their village and killed an old man, the only one of the inhabitants who remained behind. This he saw from some little distance.
No. 48. GEORGHI DIMITRIEV, of Drenovo near Serres, stated that his village was burned by Greek infantry on a Tuesday about noon. He saw an old women named Helena Temelcova, aged about 80, shot and then beheaded by a Greek soldier. He was hidden behind some stones on rising ground and shortly afterward managed to flee. He saw the village burnt by the Greeks.
No. 49. MR. V. Seen at Salonica. Name suppressed. Was made prisoner by the Greeks at Pancherovo. He speaks Greek well and pretended to be a Greek and was released. He saw three men of the village killed, apparently for motives of robbery. Their names were Angel Michail, Athanas Bateto, and the latter's son. Athanas had ,T21. The peasants of this village had gone out to meet the troops with a white flag. This occurred on July 23. Eleven prisoners, who were taken at the same time as himself, were all killed on the hillside in the Kresna pass. These were armed men.
No. 50. NICOLA TEMELCOV, of Melnik, formerly a teacher, now a merchant.
Between July 11 and July 16, last, all the Bulgarian inhabitants of the Melnik district fled to Old Bulgaria, and he went with them, but had recently visited Melnik. In the village of Sklava, as he passed through it, all the women were gathered by the Greek soldiers in the house of Mito Constantinov, and the women were distributed among thirty soldiers. One girl of eighteen named Matsa Anton Mancheva resisted stoutly and offered money to the amount of £T60. The Greeks took her money and still attempted to violate her. She resisted and was killed. Melnik has not been burnt, with the exception of the officers club, the hotel and the post office. The Greek houses are empty and the furniture gone. His father and mother remained in the town and told him their story. The Greeks said to them, "We do not wish to have bears living in our country. We want men." By "bears" they meant the Bulgarians. The officers took everything belonging to the witness on the pretense that he had fled. They demanded produce belonging to his father to the amount of 18 napoleons. They then took him out to his farm at Orman-Tchiflik and threaten him with death. He paid £Tl8O for his life and was taken back to Melnik. All this was done by officers. They took quantities of wheat, rice and barley from his father's farm and also the buffaloes. The order was given that everything and everybody must be cleared out of Melnik and go to Demir-Hissar, and the government put both automobiles and wagons at the disposal of the Greek inhabitants for this journey. Those who were unwilling to go were beaten. This his father related to him. His father, an old man, has since died from exhaustion and mental worry.
No. 51. EXTRACTS FROM LETTERS OF GREEK SOLDIERS found in the mail of the nineteenth regiment of the Greek seventh division, captured by the Bulgarians in the region of Razlog.
(1) RHODOPE, 11th July, 1913.
This war has been very painful. We have burnt all the villages abandoned by the Bulgarians. They burn the Greek villages and we the Bulgarian. They massacre, we massacre,
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and against all those of that dishonest nation, who fell into our hands, the Mannlicher rifle has done its work. Of the 1,200 prisoners we took at Nigrita, only forty-one remain in the prisons, and everywhere we have been, we have not left a single root of this race.
I embrace you tenderly, also your brother and your wife
SPILIOTOPOULOS PHILIPPOS.
(2) Mr. Panaghi Leventi, Doctor Aliverion Euboea.
I also enclose herewith, the letter of congratulation from my commandant, Mr. Contoghiri in which he praises my squadron, which on the occasion of the short stay of a few days of our division, received the order at five o'clock, to march to the north of Serres. During the march, we engaged in a fight with the Bulgarian comitadjis, whom we dispersed, after having killed the greater part. We burnt the two villages of Doutlii and Banitza, the homes of the formidable comitadjis, and passed everything through the fire, sparing only the women, the children, the old people, and the churches. All this was done without pity or mercy, executed with a cruel heart, and with a condemnation still more cruel.
Merocostenitza, 12th July, 1913. The outposts of the Army. Love to you and also the others. (signature unreadable) sergeant.
(3) Mr. Sotir Panaioannou, in the village of Vitziano, parish Ithicou Tricala de Thessalie.
River Nesto, 12th July, 1913.
Here at Vrondou (Brodi) I took five Bulgarians and a girl from Serres. We shut them up in a prison and kept them there. The girl was killed and the Bulgarians also suffered. We picked out their eyes while they were still alive.
Yours affectionately: COSTI.
(4) Bulgarian Frontier, 11th July, 1913.
DEAR BROTHER JOANI:
Here is where the archicomitadjis live. We have massacred them all. And the places we have passed will remain in my memory forever.
SER. CLETANIS.
(5) RHODOPE, Bulgarian Frontier, 11th July, 1913.
BROTHER MITZO:
And from Serres to the frontier, we have burnt all the Bulgarian villages. My address remains the same: 7th Division, 19th Regt.; 12 Battalion at RHODOPE.
JOAN CHRISTO TSIGARIDIS. (6) NESTOS, 13th July, 1913. Village Bansta,
If you want to know about the parts where we are marching, all are Bulgarian villages,
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and everyone has fled. Those who remain are "eaten" by the Mannlicher rifle and we have also burnt a few villages. The Bulgarians suffered the same fate at the hands of the Servians.
S. NAKIS
(7) In the desert, 12th July, 1913.
. . . in Bulgarian territory, we are beating the Bulgarians who are continually retreating and we are on the point of going to Sofia. We enraged them by burning the villages, and now and again when we found one or two, we killed them like sparrows
Your brother GEORGE (name unreadable)
I am writing you in haste.
(8) Zissis Coutoumas to Nicolas Coutoumas.
With the present I give you some news about the war that we have made against Bulgarians. We have beaten them and have reached the Turkish-Bulgarian frontier. They fled into Bulgaria and we massacred those who remained. Further, we have burnt the villages. Not a single Bulgarian has been left. God only knows what will come of it. I have nothing more to write you. I remain, your Son Zissis Coutoumas. Many compliments from Thimios. He is well as also the other young men here.
12th July, 1913.
(9) M. Zaharia Kalivanis, Erfos-Milipotamos, Rethimo, Crete.
RHODOPE, 13th July, 1913.
Seal of the Commandant of Public Safety, Salonica
We burn all the Bulgarian villages that we occupy, and kill all the Bulgarians that fall into our hands. We have taken Nevrocop and were well received by the Turks, many whom came to our ranks to fight against the Bulgarians. Our army is in touch with Servian and Roumanian armies, who are 32 kilometers from Sofia. With regard to ourselves we are near the ancient frontier.
S.Z. KALIYANIS
(10) July 15th, 1913.
My BROTHER SOTIR:
Thanks to God, I am well at the moment of writing you. We are at present on the Bulgarian-Thracian frontier. As far as the war is concerned, I can not tell you anything about the situation and what takes place. The things that happen are such that have never occurred since the days of Jesus Christ. The Greek army sets fire to all the villages where there are Bulgarians and massacres all it meets. It is impossible to describe what happens. God knows where this will end. The time of . . . has come for us to start eating one another.
Love from your brother PANAGHIS BEGLIKIS. I am writing you in haste.
(11) Bulgarian Frontier, 12/VII/1913.
Everywhere we pass, not even the cats escape. We have burnt all the Bulgarian villages that we have traversed. I can not describe it to you any better.
Your loving brother GEORGES (corporal).
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My address is as follows:
To Corporal Sterghiou George,
12th Squadron, 3d Battalion, 19th Regt. 7th Division-if away, send on.
(12) RHODOPE, 13th July, 1913.
MY DEAR LEONIDAS:
Keep well, as I am. That is what I wish you. I received your letter, which gave me great pleasure. I also received one from Aristides, who is well, and writes that he has also been enrolled, which pains me, because my sufferings are such that could not be consoled by tears, because everything is lost, because you can not imagine what takes place in a war. Villages are burnt, and also men, and we ourselves set fire and do worse than the Bulgarians.
Your affectionate brother,
THOMAS ZAPANTIOTIS.
(13) Mr. Demetrios Chr. Tsigarida at Mexiata Hypati--Phtiotis.
COPRIVA (?), 11th July, 1913
For the Greek Army, as souvenir of the Turco-Bulgarian war.
Seal of the Commandant of the 19th Regt.
I was given 16 prisoners to take to the division and I only arrived with 2. The others were killed in the darkness, massacred by me.
NICO THEOPHILATOS.
(14) IN BULGARIA, 13th July, 1913.
What a cruel war is taking place with the Bulgarians. We have burnt everything belonging to them, villages and men. That is to say, we massacre the Bulgarians. How cruel! The country is inundated with Bulgarians. If you ask how many young Greeks have perished, the number exceeds 10,000 men.
YOUR SON, TSANTILAS NICOLAOS.
P.S. Write me about the enrollments that are taking place. They are surely on the point of enlisting old men. Curses on Venizelos.
(15) To Georgi D. Karka (Soldier) First Section of the Sanitary Corps, 9th Division. Arghirocastro, Epirus.
The River Nestor, 12th July, 1913.
DEAR BROTHER GEORGI:
Thank God I am quite well after coming through these five engagements. Let me tell you that our division has reached the river Nestor, that is to say, the old Bulgarian Frontier, and the Royal Army has passed this frontier. By the King's orders we are setting fire to all the Bulgarian villages, because the Bulgarians burned the beautiful town
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Serres, also Nigrita and a lot of Greek villages. We have turned out much crueller the Bulgars--we violated every girl we met. Our division took 18 pieces of artillery in good condition and two worn out pieces, altogether 20 cannon and 4 machine guns. It is impossible to describe how the Bulgars went to pieces and ran away. We are all well, except that K. Kalourioti was wounded at Nigrita and Evang the Macedonian got a bayonet wound while on outpost duty, but both are slight cases. Remember me to our countrymen and friends, although after coming through so much, thank God I am not afraid of the Bulgars. I have taken what I had a right to after all they did to us at Panghaion.
My greeting to you, N. ZERVAS. (Some illegible words follow.)
(16) M. Aristidi Thanassia, Kamniati. Commune of Athanamow, Trikala, Thessaly. 14 July, 1913.
DEAR COUSIN:
I have received your letter of the lst and I am very glad that you are well, after all, so are we up to now. Let me tell you, Aristidi, all we are going through during this Bulgarian War. Night and day we press on right into Bulgarian territory and at a moment we engage in a fight; but the man who gets through will be a hero for his country. My dear cousin, here we are burning villages and killing Bulgarians, women and children. Let me tell you, too, that cousin G. Kiritzis has a slight wound in his foot and that all the rest of us, friends and relations are very well including our son-in-law Yani. Give my greeting to your father and mother and your whole household, as well as cousin Olga.
That is all I have to say, With a hearty hug. Your brother, ANASTASE ATH. PATROS.
Alagonia, Calamas.
RHODOPE, 12th July, 1913.
DEAR PARENTS:
* * * We got to Nevrokop, where again we were expected, for again we fought the entire day, and we chased them (the enemy) to a place where we set on the with our bayonets and took eighteen cannon and six machine guns. They manage to get away and we were not able to take prisoners. We only took a few, whom we killed for those are our orders. Wherever there was a Bulgarian village, we set fire to it and burned it, so that this dirty race of Bulgars couldn't spring up again. Now we are at the Bulgarian frontier, and if they don=t mend their manners, we shall go to Sofia.
With an embrace,
Your son. PERICLI SOUMBLIS 7th Division, 19th Regiment, 12th Company, Salonica.
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(18) M. Christopher Kranea,
Rue Aristotle et de l'Epire 48. Athens.
RHODOPE, 14th July, 1913.
DEAR BROTHER CHRISTOPHER:
I am writing from Rhodope, a Bulgarian position, two hours away from the old Bulgarian frontier. If God spares me I shall write again. I don't know how much further we shall go into Bulgarian territory or if we are to have any more fights, as I don't know what further resistance we shall have to meet. If this war is to be the end of me, I pray the Almighty to comfort you greatly; and above all my mother and the relatives; but I hope that God will preserve my life. The money you speak of has not come yet. I have sent a few "bearleaders" into a better world. A few days back my god-father Vassil Christon, tried his hand at shooting eight comitadjis. We had taken fifty whom we shared among us. For my share I had six of them and I did polish them off.
That is all I have to say. Greeting from your brother, DIM. KRANEAS
(19) M. Georges N. Yrikaki,
Vari-Petro, Cydonia, Canea, Crete.
Macedonia, July 12, 1913.
DEAR GEORGE:
* * * After that we went forward and occupied the bridge over the Strouma. A lot of Bulgars were hidden in different spots. After we had occupied the bridge we found numbers of them every day, and killed them. The Bulgars have burned the bridge to stop our advance towards Serres.
With greetings,
F. VALANTINAKI
This is my address--
STILIAN VALANTINO,
19th Regiment, 3d Battalion, 9th Company, 7th Division.
Macedonia.
(20) To A. M. Nicolas Hartaloupa,
Ksilokastro, Tricala, Corinth.
Rhodopian Mountains, 18/7/1913.
DEAR BROTHER NICOLAS:
I am very well and I hope you are as well as I am. We have turned up close to the
Bulgarian frontier. We are constantly pressing on and putting the enemy to flight. . . .
When we pass Bulgarian villages we set fire to them all and lay them waste.
With an embrace,
Your brother,
A.V. THODOROPOULOS.
(Same address.)
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(21) To Mme. Angheliki K. Lihouidi, Manastiraki, Acarnania, Ksiromera--Vonitza. RHODOPE, July 13, 1913.
DEAR MOTHER:
I send you my greetings. I am in good health. * * * We have to--such is the order--burn the villages, massacre the young, only sparing the aged and children. But we are hungary. * * *
With greeting,
Your son,
JEAN LIHOUIDIS.
(22) To M. Christo Tchiopra,
Petrilo, Arghitea, Karditza, Thessaly.
The River Nestor,
July 13, 1913.
DEAR KINSFOLK:
My greeting to you. I am well and hope you are in good health. * * * This is something like real war, not like that with the Turks. We fight day and night and we have burned all the villages.
With greetings,
KAMBAS NICOLAOS.
(23) Independant Cretan Regiment,
12th Company,
To Corporal Em. N. Loghiadi.
Leaskoviki, Epirus.
Dobrisnitza, 12th July, 1913.
* * * today I am answering your letters of the 22nd of May and the 21st of June. * * *
We have had a little engagement near the Strouma with the refugees from Koukouch and Lahna. The guns mowed them down on the road. We did not succeed in occupying the bridge, which they burned in their retreat toward Serres. This letter is being sent from Mehomia.
Greeting from,
E.N. LOGHIADIS.
(24) To M. Dimitri Koskinaki,
Skardelo, Milopotamo, Retimo, Crete.
Nevrokop, July 12, 1913.
DEAR COUSIN:
I am well and I hope you are, too. * * * We burned all the Bulgarian villages on our route and we have almost reached the old frontiers of Bulgaria.
With an embrace,
Your cousin,
S. KALIGHEPSIS.
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(25) 11th July, 1913.
I have not time to write much; you will probably find these things in the papers. * * * It is impossible to describe how the Bulgarians are being treated. Even the villagers--it is butchery--not a town or village may hope to escape being burned. I am well and so is cousin S. Kolovelonis.
With a loving embrace,
Your brother,
N. BRINIA
(26) The Bulgarian Frontier, 11th July, 1913.
DEAR BROTHER ANASTASE:
I hope you are well. Don't worry, I am all right. We have had a lot of engagements, but God has spared my life. We had a fight at Nevrokop and took 22 cannon and a lot of booty. They can't stand up to us anywhere, they are running everywhere. We massacre all the Bulgarians that fall into our clutches and burn the villages. Our hardships are beyond words.
Your brother,
NICOLAS ANGHELIS
I embrace you and kiss my father's hand.
(27) Dobrountzi,
13th JULY, 1913.
DEAR BROTHER:
All the villages here are Bulgarian, and the inhabitants have taken to flight as they did not wish to surrender. We set fire to all the villages and smash them up,--an inhuman business; and I must tell you, brother, that we shoot all the Bulgarians we take, and the are and a good number of them.
With an embrace,
Your brother,
AL. D---GEAS,
(Illegible.)
(28) Banitza,
11th July, 1913.
MY DEAR LEONIDAS:
I can't find paper to write to you, for all the villages here are burnt and all the habitants have run away. We burn all their villages, and now we don=t meet and a living soul. I must tell you that we are close upon the old frontiers of Bulgaria. We have occupied the whole of Macedonia except Thrace. * * * I want an immediate answer.
This is my address,
CORPORAL GEORGE KORKOTZI,
19th Regiment, 3d Battalion, 11th Com an 7th Division--wherever we may be.
No. 52.--A. BURNED VILLAGES IN BULGARIAN TERRITORY, DISTRICT OF STRUMNITSA
The list of burned villages which follows will be found to be accurate, in the sense that it includes no villages which have not been burned. But it is far from complete, save as regards the Kukush and Strumnitsa regions. Many other Bulgarian villages were burned,
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particularly in the Serres and Drama districts. In many cases we have not been able to discover the exact number of houses in a village. It will be noted that the list includes and a few Turkish villages in Bulgarian territory burned by the Greeks, and a few villages burned by the Servians. The immense majority of the villages are, however, Bulgarian villages burned by the Greek army in its northward march.
The number of burned villages included in this list is 161, and the number of houses burned is approximately 14,480.
We estimate that the number of houses burned by the Greeks in the second war can fall short of 16,000.
The figures which follow the names indicate the number of houses in each village.
Eleven Bulgarian villages burned by the Greeks, with number of houses in each.
Dabilia (50), Novo-selo (160), Veliussa, Monastira, Svrabite, Popchevo (43), Kostourino (130). Rabortsi (15), Cham-Tchiflik (20), Baldevtsi (2), Zoubovo (30).
Nine Turkish villages burned by the Greeks: Amzali (150), Guetcherli (5), Tchanakli (2), Novo-Mahala (2), Ednokoukovo (80), Sekirnik (30), Souchitsa (10), Svidovitsa (10), Borissovo (15).
Two Patriarchist villages, Mokreni (16), and Makrievo (10), with three-fourths of town of Strumnitsa, about 1,000 houses and shops.
In all over 1,620 houses.
District of Petrits.--Fourteen villages burned by the Greeks: Charbanovo, Breznitsa, Mouraski, Mitinovo, Ormanli, Michnevo, Starochevo, Klutch, Koniarene, Kalarevo, Mikrevo, Gabrene, Skrit and Smolare (the two last partially).
District of Razlog.--Dobrinishta (298).
District of Gorna.--Djoumaia, Simitli, Dolno-Souchitsa and Srbinovo (200)--the last burned by the Greeks after the peace of Bucharest.
District of Melnik.--Sixteen Bulgarian villages burned by the Greeks: Spatovo, Makrikostenovo, Sklave (30), Sveti-Vratch (200), Livounovo (60), Dolni-Orman (90), Tchiflitsite, Prepetcheno (20), Kapotovo, Kromidovo, Harsovo (100), Dolna-Oumitsa, Hotovo, Spatovo (16), Spanchevo (30), Otovo (60). District of Nevrokop.--Seven Bulgarian villages burned by the Greeks: Dolna-Brodi (300), Libiachovo (400), KaraKeui (40), Godlevo, Tarlis (10), Obidin, Tcham-Tchiflik, and ten houses in the town of Nevrokop; also the Turkish village of Koprivnik (100).
B. BURNED VILLAGES OF BULGARIAN NATIONALITY IN GREEK TERRITORY
District of Salonica.--Bulgarian villages burned by the Greeks: Negovan, Ravna, Bogorod. District of Ziliahovo.--Bulgarian villages burned by the Greeks: Skrijevo, Libechovo, Kalapot (partially), Alistratik (partially), and Guredjik.
District of Kukush.--Forty Bulgarian villages burned by the Greeks: Kukush tow 1,846 houses, 612 shops, 5 mills. Idjilar (70), Aliodjalar (50), Goliabache (40), Salamanli (15), Ambar-Keui (35), Karaja-Kadar (25), Alchaklish (13), Seslovo (30), Stresovo (20), Chikirlia (15), Irikli (20), Gramadna (100), Alexovo (100), Morartsi (350), Roschlevo (40), Motolevo (250), Planitsa in part (180), Nimantsi (40), Postolar (38), Yensko (45), Koujoumarli (30), Bigliria (18), Kazanovo (20), Dramomirtsi (115) in part, Gavalantsi (45), Kretsovo (45), Michailovo (15), Kalinovo (35), Tsigountsi (35), Harsovo (50),
Novoseleni in part (20), Malovtsi (20), Vrighitourtsi (15), Garbachel (30), Haidarli (10),
Daoutli (18). Tchtemnitsa (40), Rayahovo (150) in part, Gola (15).
In all 4,725 buildings.
District of Doiran.--Eleven Bulgarian villages burned by the Greeks: Akanjeli (150), Dourbali, Nicolits, Pataros, Sourlevo, Popovo, Hassanli, Brest, Vladaia, Dimontsi, Ratartsi.
(Page 316)
District of Demir-Hissar.--Five Bulgarian villages burned by the Greeks: Kruchevo (800), Kirchevo (180), Tchervishta (170), German (80), and Djouta-Mahala.
District of Serres.--Six Bulgarian villages burned by the Greeks: Doutli (100), Orehovatz (130), Drenovo, Moklen, Frouchtani, Banitsa (120).
District of Gevgheli.--Fifteen Bulgarian and three Vlach villages burned, mainly by the Greeks, but in two cases by the Servians: Sehovo, Schlopentsi, Matchoukovo, Smol, Baialtsi, Marventsi, Orehovitsa, Smokvitsa, Balentsi, Braikovtsi, Kostourino, Mouine, Stoyacovo, Fourca, and Ohani, Houma and Longountsa (vlach).
C. BURNED VILLAGES OF BULGARIAN NATIONALITY IN SERVIAN TERRITORY
District of Tikvesh.--Five Bulgarian villages burned by the Servians: Negotin (800), Kamendol, Gorna-Dissol, Haskovo, Cavadartsi (in part) (15), etc.
District of Kotchana.--Three Bulgarian villages burned by the Servians: Sletovo, Besikovo, Priseka, etc.
End
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TULAREMIA
What is tularemia?
Tularemia is a zoonotic disease (diseases spread from animals to people) caused by the bacteria Francisella tularensis. It is found mainly in the Northern Hemisphere and is carried by many wild and domestic animals, especially rabbits. Tularemia infection in people is not common in Canada.
What are the symptoms?
Symptoms can appear within one to 14 days and depend on the entry of bacteria into the body – skin, gastrointestinal tract, eyes or lungs. Skin exposures can cause skin ulcers and swollen glands. Gastrointestinal exposures, for example eating an infected animal, may produce a throat infection, abdominal pain, diarrhea and vomiting. Infected eyes can be swollen, red, and painful. Breathing in the bacteria may cause fever and pneumonia. Serious complications can develop.
How is tularemia spread?
People can become infected through direct contact or touching infected animals or animal carcasses (especially rabbits, hares and rodents). Bacteria enter the body through cuts in the skin or the mucous membranes (skin around the eyes, nose and mouth). Infections can occur by eating contaminated meat. Ticks and flies can become infected and the disease spread by tick or fly bites. Less common means of spread include drinking contaminated water or breathing in dust from contaminated soil.
How is tularemia diagnosed?
Tularemia is diagnosed by symptoms, history of exposure and laboratory testing.
Who is at risk of tularemia infections?
Usually occupational exposures to infected animals result in infections (veterinarians and persons handling rabbit, hare and rodent carcasses).
How can tularemia be prevented?
Practise good personal hygiene. Wash hands thoroughly with soap and water after using the toilet, after handling animals, after handling raw meats and before preparing or eating food.
Practise basic food safety precautions. Thoroughly cook all meats (meat, poultry and seafood). Prevent contact of cooked foods with raw meats or poultry.
Avoid water that might be contaminated. Do not drink untreated surface water.
Follow basic precautions when handling animals. Wear waterproof gloves and thoroughly wash hands after handling animals. Insect repellents and long clothing should be used when walking through areas known to contain infected deer flies and ticks.
How is tularemia treated?
Antibiotics are effective in treating tularemia.
What is the Public Health response?
Health care providers and laboratories must notify cases of tularemia to Public Health. Public Health staff may interview the health care provider and patient (or caregivers) to find out how the infection occurred, identify other people at risk of infection, implement control measures and provide other advice.
Further Information
For additional information, contact your health care provider, local Public Health office, or Telecare 811.
Useful websites:
Public Health Agency of Canada www.phac-aspc.ga.ca
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FINDING JOY IN TEMPLE AND FAMILY HISTORY WORK
D&C LESSON #40 by Ted L. Gibbons
INTRODUCTION: Several years ago as I was about to depart for work, a call came from my Bishop. His oldest son had disappeared. He had eaten breakfast and dressed for elementary school, but when his mother was ready to drive him and his sisters to school he could not be found. They thought perhaps he had walked to school. His mother transported her daughters and then made a search. The boy was not at school. It was at this point that calls went out to the police and to several ward members. I delayed my departure for work and along with several dozen others, commenced an intensive search of the neighborhood. After a few hours his mother found him, curled up on the floor of his closet with the door closed. He was fast asleep.
I have reflected many times on the shared anxiety of so many to find this boy, to see that he was safe again with his family, to insure that nothing unacceptable happened to him.
The search for that boy is a metaphor for this lesson. You see, I have ancestors lost in history. We all do. They languish in the spirit world, waiting and hoping for someone to find them. Our longing to locate the dead who are lost should be as compelling as our anxiety to find the living who are lost.
1. THE SPIRIT OF ELIJAH IS PROMPTING PEOPLE TO TURN THEIR HEARTS TO THEIR ANCESTORS.
Elijah came to turn the hearts of the fathers to their children and the children to the fathers.
With that, natural affection between generations began to be enriched. This restoration was accompanied by what is sometimes called the Spirit of Elijah—a manifestation of the Holy Ghost bearing witness of the divine nature of the family. 8 Hence, people throughout the world, regardless of religious affiliation, are gathering records of deceased relatives at an ever-increasing rate. (Russell M. Nelson, "A New Harvest Time," Ensign, May 1998, 34)
The increasing concern with our ancestors is demonstrated by the fact that Genealogy is now among the fastest growing areas of non-commercial use of computers in the home. A recent PBS broadcast about familyhistory called Ancestors was the highest-subscribed program in their history. 340 of 353 PBS stations scheduled the program.
This spirit of Elijah does not need to work through priesthood channels. Multitudes of our neighbors have been touched by a longing to look backward and find their roots. Consider this sweet story:
Joe Groom also had a special experience with his father as a result of family history. Unlike Sandy, Joe had a wonderful relationship with his father, who was active in another faith. "It seems like in every generation there are family members who have that spirit of Elijah," says Joe, "and in our family it just happened to be my father and me. We published a family history book together."
But Joe and his father had one line where their research came to a dead end. When Joe's father became terminally ill, they joked about his sending back a message telling Joe how to get past that block. Three days after his father's funeral, Joe took a trip to Atlanta, but he was able to spend only two hours in the Georgia State Archives. He reached down and picked up a book at random and began to flip through it. Stopping to glance at two pages, he found the information he needed to know to get past the block on his father's line.
"I almost fell over," remembers Joe. "I wanted to scream. Then a peaceful feeling came over me and a thought came into my mind: 'Did you get it?' I knew my dad had helped me." (LaRene Gaunt, "Family History Wellspring," Ensign, Aug. 1993, 24)
And we will need all the help we can get!
The estimated population of the world in A.D. 1 was 200 million; by 1850 it had reached one billion (see The World Almanac and Book of Facts 1995 [1994], 510). By mid-1995, the world's population was estimated at 5.76 billion. Over time, as many as 105 billion people may have lived on the earth. (Estimates courtesy of Population Reference Bureau, Washington, D.C.; see Carl Haub, "How Many People Have Ever Lived on the Earth?" Population Today, 23 [Feb. 1995]: 4–5).
The number of completed proxy temple endowments is approaching an estimated 140 million, meaning that this work has been performed for about .13 percent (just over one-tenth of 1 percent) of the earth's estimated historic population of 105 billion. Obviously, an enormous amount of work remains to be done.
Considering the scope of the unfinished work for the dead, Elder Boyd K. Packer of the Quorum of the Twelve Apostles said in 1977:
"When we contemplate how big it is, it is astonishing; it is past astonishing, it is overwhelming!
"But it is not discouraging. …
"If the numbers seem staggering, we will move ahead. If the process is tedious, we will move ahead anyway. If the records have been lost, if the obstacles and opposition are overwhelming, we will move ahead anyway" (That They May Be Redeemed [address delivered at regional representatives' seminar, 1 Apr. 1977], 1–2; emphasis in original).
Have you felt the spirit of Elijah prompting you to move ahead? How has this work touched your life?
2. EACH MEMBER OF THE CHURCH CAN PARTICIPATE IN TEMPLE AND FAMILY HISTORY WORK.
Since Family History is one of the three great missions of the church (see
James E. Faust, "The Magnificent Vision Near Palmyra," Ensign, May 1984, 68) we ought to insure that we are involved. I have often felt that each of us ought to be doing something in each of these three areas continuously. This should not be an overwhelming burden.
Our effort is not to compel everyone to do everything, but to encourage everyone to do something" (Elder Dallin H. Oaks: "Family History: 'In Wisdom and Order,' " Ensign, June 1989, 6)
The Sunday School manual suggests four activities that will allow us involvement in this work.
A. Have a current temple recommend and attend the temple regularly: I have frequently described a temple recommend as an invitation to the house of the Lord. Come and visit me in my house, he seems to be saying, and he has promised that if we come worthily, his glory and presence will be there (see D&C 97:15,16) Where else in the world is the fulfillment of such a promise available? I have had tickets that gave me front-row seats at two Jazz games. My son drove from Orem to San Diego because he had a ticked to a U-2 concert there. My wife and I flew to Hawaii using free tickets earned with frequent-flyer miles. But there are no tickets like this one—tickets (if you will) to the House of the Lord. And we can use it at any of his houses anyplace in the world. We ought to qualify for a temple recommend every year, and use that recommend as often as we can.
In addition, we ought to encourage our children who are 12 or older to have recommends to do baptisms for the dead. My son who graduated from high school last May arose at 5:00 AM many mornings to go with his friends to the Mt. Timpanogos temple to participate in this sacred ordinance. Why not make if a family tradition for all family members who are 12 ore older to get their recommends at the same time each year?
B. Prepare to have ordinances performed for deceased relatives. With the increased number of Family History Centers, access to the needed information and to skilled help in completing this work is more available than every before. I remember the uncounted hours my father spent with books and histories trying to locate & record the
necessary names and dates. So much of the difficulty of this work has evaporated with the advent of computers with their research programs and access to the church's family history site on the Internet. My circumstances make the search more interesting. My ancestors and those of my wife have been in the church for generations. But there are still those others who lack the ordinances and who are longing for someone—anyone—to make the effort to provide them. Your family lines may be fairly new to the church, and your family history work may consist of collecting information from living friends and relatives. Whatever the work, whatever the requirement, we ought to be appropriately involved in this work.
C. Learn about ancestors' lives. There are so many inspiring, delightful, even humorous stories regarding those who went before. As we find such treasures, we ought to file them and share them with family members. I located a brief 1858 journal in Special Collections at BYU. It was written by my great grandfather about a mission to the Moqui Indians of Arizona. It is fragmented, incomplete, poorly written, and ungrammatical, and yet it is a treasure of faith and devotion. My children and my siblings have been richly blessed by its inherent message of trust in God.
D. Keep a journal or prepare a personal history or a family history. President Kimball taught: We hope you will begin as of this date. If you have not already commenced this important duty in your lives, get a good notebook, a good book that will last through time and into eternity for the angels to look upon. Begin today and write in it your goings and your comings, your deeper thoughts, your achievements, and your failures, your associations and your triumphs, your impressions and your testimonies. We hope you will do this, our brothers and sisters, for this is what the Lord has commanded, and those who keep a personal journal are more likely to keep the Lord in remembrance in their daily lives. ("President Kimball Speaks Out on Personal Journals," Ensign, Dec. 1980, 61) Joseph Smith " . . . advised the elders all to keep daily journals. 'For,' said he, 'your journals will be sought after as history and scripture . . .' That is the way the New Testament came, what we have of it, though much of the matter there was written by the apostles from their memory of what had been done, because they were not prompt in keeping daily journals." (Hyrum L. Andrus and Helen Mae Andrus, comps., They
Knew the Prophet, p. 65)
President Kimball also said "We renew our appeal for the keeping of individual histories and accounts of sacred experiences in our lives—answered prayers, inspiration from the Lord, administrations in our behalf, a record of the special times and events of our lives. From these records you can also appropriately draw as you relay faith-promoting stories in your family circles and discussions. Stories of inspiration from our own lives and those of our forebears as well as stories from our scriptures and our history are powerful teaching tools. I promise you that if you will keep your journals and records they will indeed be a source of great inspiration to you, each other, your children, your grandchildren, and others throughout the generations." ("Spencer W. Kimball, "Therefore I Was Taught," Ensign, Jan. 1982, 4)
3. THE CHURCH PROVIDED MANY RESOURCES TO HELP US PARTICIPATE IN TEMPLE AND FAMILY HISTORY WORK.
In order to compete any assignment, four things are necessary: 1) clear instructions; 2) the necessary tools; 3) sufficient time; and 4) a willing heart. Are any of these lacking in your efforts to fulfill this assignment? Numbers 1 and 2 have been supplied by the church. The rest must come from us.
CONCLUSION: What follows may be the longest conclusion in the history of lesson-writing. But this lovely story says everything about Family History. I hope you enjoy it as much as I did.
My Friend—Far Away and Long Ago By Peggy Hill Ryskamp
The priest flipped on a recently installed electric light, and as the naked bulb swung gently from its cord I looked around the shadowy room it illuminated. The floors were cement, and except for two ancient and sagging cabinets against the wall, all the room contained was a rickety wooden table and chairs. As the priest opened the shuttered windows for us, we saw a mixture of wild shrubs and flowers and could hear a donkey braying somewhere close by.
My husband, who had spent many hours here on previous trips, looked around with a smile of enormous satisfaction and went with the priest to an adjoining room to get the record books. I was left alone in the room, trying to get used to what I was seeing.
So—we had really made it after all! I thought of how impossible a trip to Spain to do genealogical research had seemed in the first place, how much planning it had taken to assemble a clientele, the weeks of agonizing over finances, the prayers and tears over leaving the children, and the lists and lists of things to do.
George was soon back with the records, and with excitement showed me the volumes filled with page after page of thick parchment where priests had been noting marriages, baptisms, and deaths since the 1500s. They were impressive, and I settled down to help George search them, hoping that his enthusiasm would sustain me.
Unfortunately, as the hours and days wore on, I found that what came so naturally to George didn't come naturally to me. He could spend hour after hour poring over the pages, totally oblivious to his physical surroundings. But I found that I noticed—and responded to—every detail. The wooden chair became unbearable to sit in after a couple of hours, the shadows from the light bulb made it hard to read, and it was so cold that my back ached at night from shivering.
My reactions were both embarrassing and frustrating to me. George had always found genealogical research stimulating, and I had prayed that the experience would be just as exciting for me. But the long, cold, stiff hours seemed endless.
Finally it came time to start a new line in a different parish. Since we were working "from scratch" on this line, George searched through the marriage book while I worked on baptisms and births. Although I was looking for the children of three different couples, I found myself particularly intrigued by one family in the records. I began to feel like I knew the mother as I found the record of each of her children's births. The spacing of her children was similar to mine, and I reminisced about my own pregnancies and the reactions of our children to each new baby. I had been away from home for two weeks now, and the memories of children's noises, soggy kisses, and exuberant hugs were sweet to me.
Then George suggested that I work on death records for a while.
Since I was still in the same period, the names I found were familiar to me, and I noted the deaths of several of the older family members. But I was not expecting so many younger deaths, and tears of sympathy filled my eyes when I recognized the name of one of my "friend's" children who had died at the age of three. When I turned the page and found, eight days later, the death record of her six-year-old, my heart lurched and the tears spilled.
I thought again of my own little ones, exactly the same age—the feel of their little bodies nestled in my lap, the sound of their laughter and voices in the house. The distance of an ocean gave me compassion, and I continued to cry and empathize as I turned the pages.
But when I found the death of her husband six months' time later, I was so upset I had to stop writing, and even George noticed my sobs. "I just can't understand why she had to go through this," I told him. "It doesn't seem fair."
And then suddenly a true understanding of phrases I had been hearing and saying my entire life came to me, and feelings and thoughts rushed together. "Dear friend," I thought, "that's why I'm here. Your suffering wasn't without purpose; there is something I can do for you. Thanks to a loving Savior and a temple of God, I can help give you back your husband and your children. They can be yours forever now, just as I have mine."
The tears kept running down my cheeks, but they were tears of peace and joy, a humble gratitude for temples and families and a chance to do something to help.
Since returning from Spain, going to the temple is a deeper experience for me. As I check the name pinned to my sleeve, I feel a respect for this woman. She coped with physical deprivations and a closeness with death that I have never had to experience. And although I am not able to share with her my hot water or shampoo, or the medicine I so nonchalantly give my sick children, I can share that which means the most to me, the blessings of the gospel. (Peggy Hill Ryskamp, "My Friend—Far Away and Long Ago," Ensign, Apr. 1985, 67)
Copyright © 2001 by Ted Gibbons <email@example.com>.
All rights reserved. No part of this text may be reproduced in any form or by any means for commercial gain without the express written consent of the author. Digital or printed copies may be freely made and distributed for personal and public noncommercial use.
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The American Revolution A History Gordon S Wood
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The American Revolution A History
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emphasized the rights of property owners as a bulwark of liberty According to Locke, legitimate government was grounded on …
Make history fun and interactive!
The American Revolution Lesson Plans The American Revolution (cont) #9049 Hands-on History: American History Activities 40 ©Shell Educational Publishing Preparation Total preparation time should be around 10 minutes Ask a parent to volunteer to help with the copying before you begin the activity 1
ap 2005 us history scoring guidelines
* Contains a thesis that addresses the extent to which the American Revolution fundamentally changed the political, social, and economic aspects of American society between 1775 and 1800 • Has some limited analysis of the political, social, and economic effects of the American Revolution on American society from 1775 to 1800
6–12 FRAMEWORK TEACHING - Teaching Tolerance
The American Revolution and the Constitution | 1763–1787 18 Slavery in the Early Republic | 1787–1808 24 The Changing Face of Slavery | 1808–1848 26 in American history with a specializa-tion in African American history He is an Associate Professor of History …
Revolution in the South Carolina Backcountry
Loyalty vs Rebellion: The American Primary Sources The following section presents a number of proclamations, orders, accounts, and descriptions of the people involved and the events that occurred in South Carolina during the Southern Campaign They correspond with the divisions put forth in the Background History
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Prokaryote Coloring
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Prokaryote Coloring
Ribosomes make proteins for the cell. Color all of the ribosomes red. Every prokaryote cell has DNA floating within the cytoplasm, which usually looks like a twisted strand of spaghetti. DNA contains the instructions for the cell, basically it is the control center. Find the DNA and color it yellow.
Questions:
Bacteria (Prokaryote) Cell Coloring
1. The cell wall protects the cell and gives it shape. It is the outermost layer on the image. Color the cell wall... 2. On the inside of the cell wall is the cell membrane . Its job is to regulate what comes in and out of the cell. Color... 3. The surface of some bacteria cells is covered in ...
Bacteria (Prokaryote) Cell Coloring
Ribosomes make proteins for the cell. Color all of the ribosomes red. Every prokaryote cell has DNA floating within the cytoplasm, which usually looks like a twisted strand of spaghetti. DNA. contains the instructions for the cell, basically it is the control center. Find the DNA and color it yellow.
Questions: 1. What bacteria causes strep throat?
Prokaryote Coloring - Mifflin County School District
Start studying Prokaryote Coloring. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Prokaryote Coloring Questions and Study Guide | Quizlet ...
prokaryote coloring (1).doc - Prokaryotes u2013 Bacteria... School Harvard University. Course Title SCIENCE 123. Uploaded By CommodoreBoulder1484. Pages 4. This preview shows page 1 - 3 out of 4 pages. View full document. Prokaryotes – Bacteria Prokaryotes, which includes, bacteria are the simplest of all the cells. All prokaryotes have a single, circular chromosome and lack a nucleus and membrane-bound organelles.
prokaryote coloring (1).doc - Prokaryotes \u2013 Bacteria ...
Bacteria are unicellular and are covered with a thick outer cell wall. Color and label the cell wall PURPLE. Just within the cell wall is the cell membrane. Color and label the cell membrane PINK.
Handout - Prokaryote Coloring.docx - Prokaryotes ...
Color a Typical Prokaryote Cell Shannan Muskopf May 29, 2017 This worksheet is similar to the animal cell coloring and the plant cell coloring, where the focus is on structures found in the cell and how those structures relate to the cell's function.
Color a Typical Prokaryote Cell - The Biology Corner
Prokaryote Coloring; The Edible Cell : Prokaryote Cells Questions and Answers. What bacteria causes strep throat? -Streptococcus is the bacteria that causes strep throat; What are the oldest life forms on Earth? -Archaebacteria are thought to be the oldest life forms on Earth;
Prokaryote Coloring - Weebly
Since bacteria are prokaryotes, they do . NOT. have a nucleus. They do have a single strand of . DNA (double helix), their chromosome, in the . nucleoid region (center of the cell). This single
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Copyright : collectionstash.com strand of DNA contains all the instructions for making more bacterial cells. Locate the . DNA. and . color and label. it . YELLOW. Bacterial cells reproduce by a process called
Name
Web Publishing Information The HTML comments in this page contain the configurationinformation that allows users to edit pages in your web using the Microsoft Web Publishing Wizard or programs which use the Microsoft Web Publishing Wizard such as FrontPad using the same username and password they would use if they were authoring with Microsoft FrontPage. …
Biology Coloring Worksheets - BIOLOGY JUNCTION
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11 Unique Collection Of Prokaryote Coloring Answers ...
prokaryote coloring and review answers Free Coloring December 9, 2018 Brandon Oberbrunner Coloring is an outstanding activity for children of all ages. Particularly kids who would like to color exactly the precise illustration, there's just no solution.
prokaryote coloring and review answers – Colorin9
Prokaryote Coloring. Coloring pages are a whole enjoyment deal for children, particularly if you find ones-which express style, season or their favorite figure.
Prokaryote Coloring | Cells worksheet, Color worksheets ...
4. Look at the tiny labeling for the prokaryotic cell. What kind of organism is it from? _____ 5. Color the words PROKARYOTIC CELL and PROKARYOTES in orange ☐. Bacteria are usually stained pink so they can be seen with a microscope, so color each of the three examples in the circles in pink ☐. 6.
Cell Biology!! ! ! ! ! ! ! ! Name
prokaryote cell has DNA floating within the cytoplasm, which usually looks like a twisted strand of spaghetti. DNA contains the instructions for the cell, basically it is the control center. Find the DNA and color it yellow. Questions: 1. What bacteria causes strep throat? 2. What are the oldest life forms on earth? 3.
Prokaryote Coloring Name - Winston-Salem/Forsyth County ...
A prokaryote is a unicellular organism that lacks a membrane-bound nucleus. Bacteria are prokaryotes that fall into two major categories: the Kingdom Eubacteria and the Kingdom Archaebacteria .
Cell Coloring - Prokaryote (intro) - Google Docs
Students complete a Prokaryote Coloring page which requires students to read and find evidence (RI - 7.1) to answer included questions. Prokaryote Coloring. Evaluate. 5 minutes. The purpose of this lesson is for students to tie in everything they have learned into one logical claim, supported by evidence from a variety of sources. (W-7.1).
Prokaryote Coloring - BetterLesson
cells worksheets animal and plant cell coloring worksheet key, prokaryote coloring worksheet answers, eukaryotes vs prokaryotes coloring worksheet answers, animal and plant cell coloring worksheet answers key, prokaryote coloring sheet answers, via: pinterest.com. Numbering Worksheets for Kids. Kids are usually introduced to this topic matter ...
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The Mellah Of Marrakesh Jewish And Muslim Space In Moroccos Red City Indiana Series In Middle East Studies
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The Mellah Of Marrakesh Jewish
Like all Moroccan mellahs, Marrakech's Jewish neighbourhood is walled and located next to the royal Kasbah. Historically, the sheltered area provided the community with protection. This containment might be seen as punitive, but in reality, Jews sustained their culture in a relatively autonomous community within.
The Mellah: Discovering the Hidden Jewish History of Marrakech
The Mellah of Marrakesh ( Hebrew: שקרמ חאלמ; Ladino: Mellah de Marrakesh; Arabic: شكارم حالم), formerly known as Hay Essalam is the Jewish Quarter of the city of Marrakesh, Morocco. It is the second oldest of its kind in the country.
Mellah of Marrakesh - Wikipedia
"[The Mellah of Marrakesh] captures the vibrancy of Jewish society in Marrakesh in the tumultuous last decades prior to colonial rule and in the first decades of life in the colonial era. Although focused on the Jewish community, it offers a compelling portrait of the political, social, and economic issues confronting all of Morocco and sets a new standard for urban social history."
The Mellah of Marrakesh: Jewish and Muslim Space in ...
In Morocco, the Mellah is a term used to describe an area of residents of Jewish origin. It is generally surrounded by high walls to separate them from other population such as Christians and Muslims. The Jewish Mellah of Marrakech is considered as one of the largest in Morocco.
Jewish Mellah of Marrakech | History & Visit of Ancient ...
Jewish Moroccan History Mellah is the Arab word for salt and since the Jews acquired their wealth through the salt trade, hence the name was given to their neighborhood. Only a few Jews are left but there is still a synagogue and some of the streets still have Hebrew names. There is also an
Mellah (Marrakech) - 2020 All You Need to Know BEFORE You ...
The word "Mellah" is a variation of the Arabic and Hebrew words for "salt.". The name, which is used to refer to all Jewish quarters in Morocco, was likely chosen because early Jewish ghettos were built on top of salt marshes. Mellah shop selling art, powders, and the symbolic salt behind the name of the quarter .
Marrakech's Mellah: A Return to Peaceful Co-Existence
A mellah is a Jewish quarter of a city in Morocco. Starting in the 15th century and especially since the beginning of the 19th century, Jewish communities in Morocco were constrained to live in mellah districts in many Moroccan cities. The name mellah derives from a local toponym in Fez which became the name of the first separate Jewish district in Morocco created in that city during the 15th century. The term is often mistakenly conflated with European ghettos. In cities, a mellah was often sur
Mellah - Wikipedia
The bustling city of Marrakech is also a great place to unravel the history of Jewish life in Morocco. Although most Jewish families abandoned the mellah in the mid-20th century, there is still a small Jewish population occupying the quarter and many buildings have been well preserved.
The Jewish Quarters (Mellahs) of Morocco's Medinas
The Jewish character of the old mellahs (plural of mellah, or "salt" in Arabic and Hebrew) is tangible – not only because these walled neighborhoods have Jewish cemeteries and preserved synagogues,...
Glimpsing Jewish memories amid the mellahs of Morocco ...
It once belonged to a man whom Emily Gottreich, author of "The Mellah of Marrakesh," described in a phone call as "the sheikh of the Jews, a major player in the old mellah"; by the time Ms....
In Morocco, Exploring Remnants of Jewish History - The New ...
Jewish Moroccan History Mellah is the Arab word for salt and since the Jews acquired their wealth through the salt trade, hence the name was given to their neighborhood. Only a few Jews are left but there is still a synagogue and some of the streets still have Hebrew names. There is also an…
Mellah (Marrakech) - All You Need to Know BEFORE You Go ...
3.88 · Rating details · 17 ratings · 3 reviews. " [The Mellah of Marrakesh] captures the vibrancy of Jewish society in Marrakesh in the tumultuous last decades prior to colonial rule and in the first decades of life in the colonial era. Although focused on the Jewish community, it offers a compelling portrait of the political, social, and economic issues confronting all of Morocco and sets a new standard for urban social.
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The Mellah of Marrakesh: Jewish and Muslim Space in ...
"[The Mellah of Marrakesh] captures the vibrancy of Jewish society in Marrakesh in the tumultuous last decades prior to colonial rule and in the first decades of life in the colonial era. Although...
The Mellah of Marrakesh: Jewish and Muslim Space in ...
In Morocco, the Mellah refers to the area where the Jewish community resided. Starting from the 15th century, all over the country, Mellahs flourished and became small walled cities within cities. At the beginning they were seen as a protection against the Arabs' attacks but, …
Mellah (Marrakech) - 2020 All You Need to Know BEFORE You ...
"[The Mellah of Marrakesh] captures the vibrancy of Jewish society in Marrakesh in the tumultuous last decades prior to colonial rule and in the first decades of life in the colonial era. Although focused on the Jewish community, it offers a compelling portrait of the political,...
The Mellah of Marrakesh: Jewish and Muslim Space in ...
Marrakesh at the foot of the Atlas mountain range was home to more than 50,000 Jews, according to a 1947 census. Moroccan Jews and Israeli Jewish tourists participate in Simchat Torah festivities...
Historic Jewish quarter of Marrakesh sees revival | The ...
In the years prior to independence, the Jewish community in Marrakech numbered well in excess of 30,000 people. Years of emigration mean only one of the 30 synagogues that used to exist in the Mellah has a congregation large enough to operate. Founded in 1492 by exiles who fled the Spanish Inquisition, it has been a sanctuary for generations.
The Top Highlights of Jewish Marrakech
Recently we visited Jewish quarter (Mellah) in Marrakesh Medina. The quarter borders with the largest in Morocco Jewish cemetery that is well worth the visit. There are few synagogues still functioning in Mellah. The best known is Salat El-Azma (Lazama).
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Creating Better Futures for at risk families through effective parent education
1. Summary of the impact
Children born into circumstances of socioeconomic disadvantage are less likely to be exposed to the developmental, educational and social opportunities needed to get a good start in life. Addressing issues before children start primary school can have a positive impact on their trajectories.
Helping parents in disadvantaged families to cope with adversity is crucial. However, many caregivers hesitate to reach out for fear of being criticised, or perhaps because of poor prior experiences. Even well-intentioned professional advice may be unhelpful and ignored if parents feel judged and simply told what to do.
Associate Professor at the UTS School of Education, Dr Nick Hopwood, conducted research to determine some of the best practices in support and community organisations which can be implemented even in the absence of additional funding and capacity. A handbook and website, titled Creating Better Futures, have become a valuable resource for professionals working in parent education services.
2. Problem
One in five Australian children is developmentally vulnerable in one or more domains by the time they enter school, and those children from low socio-economic backgrounds are disproportionately represented in this group.
Although primary school is an important milestone to buffer against adversity and redirect these children's trajectory through education, Dr Hopwood argues that unless
we act early, too many children start behind in primary school, and the likelihood is they will struggle to catch up.
However, parenting is a prickly subject, and many caregivers hesitate to ask for help due to fears of being judged, lectured or having their children taken away instead of receiving help. Reaching out for help may also symbolise having failed as a parent and having this negative self-view confirmed by experts.
Moreover, many professionals recognise the difficulty involved in communicating and sharing their expertise without undermining or undervaluing the parents' own knowledge and experiences with their child.
As a result, we need to deliver services and supports that are non-threatening and accessible to parents, while also offering means through which crucial professional expertise can be brought to bear in helping families work through challenges they face.
3. Beneficiaries
The Creating Better Futures project aims to help three key beneficiaries.
The most direct beneficiaries are professionals working in child, family and parent education services, whether this is in health care or community organisations. By providing them with best practice tools, they are better equipped to share their expertise with clients in a way that is both effective and respectful.
As a result of the improved service delivery, parents and caregivers who reach out to these organisations have a better experience and are more likely to find that the support they receive is not only respectful, but impactful.
The ultimate beneficiaries are the children who are growing up in low socio-economic conditions and who are at risk of entering school with learning and developmental issues which could have been prevented through early intervention.
4. Approach to impact
The impact of parenting is a widely studied field, exploring issues of empathy, parentchild interactions, child development and milestones as well as mental health overall. Dr Hopwood has leveraged his specialisation in education and learning to develop his approach to the issue.
The three-year research project conducted between 2015 and 2017 called Creating Better Futures, involved a combination of observing parenting support live as it happened, and talking to parents, volunteers and practitioners. Over 100 parents and 70 professionals participated in the research over three phases. Dr Hopwood and his research team conducted 130 interviews and 71 observations.
Data collection occurred in NSW, Tasmania and South Australia and was spread across 11 kinds of parenting support services including parenting groups, day stay services, child and family centres, home visits, a toddler clinic, peer support groups, supported play groups, and a wellbeing service.
Dr Hopwood argues that often the interaction between parents and experts is ineffective because of the way expertise might be delivered. An impactful approach, he explains, is not about the professional selecting relevant knowledge to share with the parent, but rather a two-way relationship in which both the professional and the parents combine their knowledge to make improvement possible.
The first crucial ingredient is providing caregivers with a better understanding of their children's needs and their role as parents. This may include practical knowledge - such as interpreting the meaning of a child's cry - but also a broader understanding of what is required to meet the demands of parenting.
The second crucial ingredient is providing parents with the tools and techniques needed to take control of the situation. This includes suggesting multiple possibilities of action where the same default response to a parenting situation may not have worked in the past. As such, parents are given a range of options to choose from and have an understanding of what they will achieve and why.
Both of these ingredients together - understanding the world around them and knowing how they can make a change in this world - is what Dr Hopwood calls 'learning'. His research is aimed at improving the professionals' ability to enable learning in interaction with parents so that parents feel empowered rather than, as Dr Hopwood puts it, feeling judged and 'bossed around by an expert who knows it all'.
A key objective of the research project was to produce practical outcomes that could be implemented in the current structure. Dr Hopwood recalls a blunt but honest remark by one professional who said, 'We don't need you to tell us that we need more time and money.'
With this in mind, Dr Hopwood focused on tangible and feasible actions that professionals and organisations could implement without additional resources or having to overhaul the structure of their organisation.
Through observations with professionals, Dr Hopwood identified small actions which appear to have the greatest impact on the relationship between caregivers and professionals, and what becomes possible through that relationship. Importantly, the research hoped to demonstrate to professionals the power of aspects of their work they might have overlooked or viewed as mundane or insignificant.
One of the many examples was to share observations of child and parent behaviour which emphasised positive development. One professional said, 'I noticed that your child held your hand when crossing the parking lot to get here. How great is it that she has learned that habit for her safety?'. This small comment had a significant effect on the caregiver who realised their child was already doing things well thanks to good parental guidance. This approach alleviates some of the fears they may have leading up to appointments and draws attention to the fact that they are in fact already meeting some of the demands of parenting without noticing.
In another instance, a mother might be convinced that her child does not love her. The professional might once again share an observation such as, 'When you left the room, your child was nervous but once she recognised your voice next door she felt better.' These kinds of comments draw on what is happening between parents and children in order to highlight the importance of parents' actions, revealing parents' strengths, and
pointing to what they might do next. Noticing relevant features requires professional expertise, but is experienced by parents as affirming and respectful.
For the second step, impacting change in a situation, Dr Hopwood found similar examples of professionals providing practical tools for parents dealing with a difficult situation at home. In one instance, a mother was so distressed by her crying child that she feared she would either harm the child or harm herself. She genuinely felt that these were her only two options for handling the situation. In this case, it was important for the professional to recognise the difficulty facing the parent and to work jointly with her to find a solution. This was not about choosing one awful action or another, but finding a way out in which the parent could be available for the child while also managing her anxiety. In this case, the solution lay in breathing practices and using a door as a temporary barrier to regain calm and control. Such simple techniques were quite powerful in helping parents cope with extraordinarily stressful situations.
Over the course of three years, Dr Hopwood gathered and analysed best practice examples, with particular attention to small actions with the big impacts, which take up very little extra time and resources.
5. What has changed as a result of this work?
5.1. The Outcomes
In 2018 the research findings were openly made accessible in the form of a handbook found on the Creating Better Futures website. The handbook provides information on the research, as well as worksheets, information and practical advice for professionals dealing with parents and children.
Dr Hopwood also delivers workshops on the research findings and is now in the process of promoting the findings to reach more organisations. His next step is to connect to government departments and raise more awareness of these best practice strategies nationwide.
His research has also been shared with the academic community in the form of publications, presentations and conferences.
5.2. Impact
Creating Better Futures was recently completed by Dr Hopwood who now dedicates much of his time and resources to making the research available to organisations who work in parent education.
He hopes that as the result of his work, children will receive the help and care needed to enter school better prepared despite the adversity they may be facing at home. Dr Hopwood explains that impact in this area is a 'slow burner' and is not necessarily a goal which can be achieved quickly and measurably.
However, he is encouraged by the small wins in the individual lives of the families and professionals he has met. One memorable example offered by Dr Hopwood was of a child whom he met three times during the research project. In the first meeting, the child was aggressive and tried to hit him with a rake in a moment of frustration during outdoor play. The second time, the child was no longer physically aggressive, but still found many aspects of play hard and could resort to screaming and shouting at others. By the final meeting, he was not only more able to play happily with others, but also keen to sit on Dr Hopwood's lap during story time - something that was unthinkable several months before.
This, and other examples like it, are thanks to the hard work of the professionals who were willing to try out new ways of communicating and working with parents.
6. What has helped you accomplish this work?
6.1. Personal enabling factors
Dr Hopwood has been conducting educational research since 2002. While he has consistently been interested in what and how people learn, his focus on services for families with children began when he joined UTS in 2010.
During a long-term observational study of the Residential Unit of Karitane, he recognised the potential impact of support services for families, and became
passionate about using research to better understand this process and help practitioners and services improve.
Dr Hopwood collaborated with UTS Research Associate Dr Teena Clerke on this project and acknowledges the important contributions of UTS researchers Belinda Gottschalk and Anne Nguyen.
6.2. External enabling factors
The Creating Better Futures project was funded by the Australian Research Council in the form of a Discovery Early Career Researcher Award (DECRA).
UTS played a key supporting role in securing this funding.
Furthermore, Dr Hopwood received a faculty R+AMP award for community engagement which assisted development of workshops, the website and distribution of research findings back to professionals and organisations.
Dr Hopwood also feels that the UTS brand carried well in the world of community organisations and enabled him to establish good contacts and relationships to gather data.
7. Challenges
As with any research, there are bureaucratic and funding considerations, particularly with regard to community engagement and once the project is finalised and findings published. Dr Hopwood argues that the current system and research lifecycle does not allow for much engagement time. It is for this reason that many organisations also fear the 'drive by researcher' who will simply gather data, never return and provide the results behind pay walls for a selected audience only.
However, faculty initiatives as well as government pressure may be changing this trend in the near future and Dr Hopwood firmly believes that research must benefit the community as a whole.
Another key challenge when working with disadvantaged families is an emotional one. It can be difficult to hear people's stories and witness their struggles, and it is a daunting task to tackle the complexities of poverty and adversity.
Even so, Dr Hopwood's motivation and enthusiasm for change remain unshaken, arguing that just because something is impossible to solve, it is not an excuse not to try to make it better. In his words, it is important to keep looking for what is possible, how you can make it even more possible and how you can make it possible for more people.
8. Associated research
Clerke, T., Hopwood, N., Chavasse, F., Fowler, C., Lee, S., & Rogers, J. (2017). Using professional expertise in partnership with families: a new model of capacity-building. Journal of Child Health Care, 21(1), 74-84.
Hopwood, N., & Clerke, T. (forthcoming). Common knowledge between mothers and children in problematic transitions: How professionals make children's motives available as a resource In M. Hedegaard & C. Edwards-Groves (Eds.), Support for children, young people and their carers in difficult transitions: working in the zone of social concern. London: Bloomsbury.
Hopwood, N. (forthcoming). Motives and demands in parenting young children: A cultural-historical account of productive entanglement in early intervention services. In A. Edwards, M. Fleer, & L. Bøttcher (Eds.), Cultural-historical approaches to studying learning and development: Societal, institutional and personal perspectives. Dordrecht: Springer.
Hopwood, N., & Edwards, A. (2017). How common knowledge is constructed and why it matters in collaboration between professionals and clients. International Journal of Educational Research, 83, 107-119.
Hopwood, N. (2017). Practice, the body and pedagogy: attuning as a basis for pedagogies of the unknown. In P. Grootenboer, C. Edwards-Groves, & S. Choy (Eds.),
Practice theory perspectives on education and pedagogy: praxis, diversity and contestation (pp. 87-106). Dordrecht: Springer.
Hopwood, N., Clerke, T., & Nguyen, A. (2017). A pedagogical framework for facilitating parents' learning in nurse-parent partnership. Nursing Inquiry.
Hopwood, N., & Gottschalk, B. (2017). Double stimulation "in the wild": Services for families with children at risk. Learning, Culture and Social Interaction, 13, 23-37.
Hopwood, N. (2017). Agency, learning and knowledge work: epistemic dilemmas in professional practices. In M. Goller & S. Paloniemi (Eds.), Agency at work: an agentic perspective on professional learning and development (pp. 121-140). Dordrecht: Springer.
Hopwood, N. (2017). Expertise, learning, and agency in partnership practices in services for families with young children. In A. Edwards (Ed.), Working relationally in and across practices: cultural-historical approaches to collaboration (pp. 25-42). Cambridge: Cambridge University Press.
Hopwood, N., & Clerke, T. (2016). Professional pedagogies of parenting that build resilience through partnership with families at risk: a cultural-historical approach. Pedagogy, Culture & Society, 24(4), 599-615.
Hopwood, N., Day, C., & Edwards, A. (2016). Partnership practice as collaborative knowledge work: overcoming common dilemmas through an augmented view of professional expertise. Journal of Children's Services, 11(2), 111-123.
Hopwood, N. (2016). Professional practice and learning: times, spaces, bodies, things. Dordrecht: Springer.
Hopwood, N. (2015). Understanding partnership practice in primary health as pedagogic work: what can Vygotsky's theory of learning offer? Australian Journal of Primary Health, 21(1), 9-13.
Reich, A., Rooney, D., & Hopwood, N. (2017). Sociomaterial perspectives on work and learning: sites of emergent learning. Journal of Workplace Learning, 29(7/8), 566-576.
9. References
https://www.creating-better-futures.org/
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COOLING TIPS FOR THE SULTRY DAYS OF SUMMER
1. Keep Blinds or Curtains Closed During the Summer
2. Cook during the Early Morning or Late Afternoon & use your stove or microwave (try not to use your oven). If you can Grill Outdoors – Do It!!
3. Use your Dryer or Dishwasher in the evenings after the sun has gone down
4. Calk Window Seals if Needed (make sure heat cant get in)
5. Clean & Vacuum vents & make sure furniture is out of the way of the vent
6. Use Ceiling or Pedestal Fans! Fans use less energy than air conditioners
7. Keep lamps away from thermostats they can in adversely affect temperatures in room causing air conditioner to turn on.
8. Set Thermostat at a comfortable temperature. Remember that the smaller the difference between the thermostat and the temperature outside the lower your cooling bill will be!
9. Invest in a programmable thermostat if you can. Set the temp higher when you are away from home and lower when you come home.
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Understandings and Covenant for the Anti-Racist Parenting Journey
We begin with these core understandings:
1. All people either choose to remain racist or engage in anti-racist work. To be anti-racist is not a fixed label, but an ongoing choice to engage in anti-racist work.
2. White privilege exists and all white people benefit from it.
3. Racism is systemic, complex, and multi-faceted. There are no simple answers.
4. The onus of correcting white supremacy culture and systemic racism is on white people.
5. Anti-racist living and parenting are our responsibilities as good neighbors, as Unitarian Universalists, and as the primary role models educators of the children and youth in our care.
With these core understandings in mind, we covenant to engage in anti-racism work by:
1. Knowing that the journey is lifelong and ongoing.
2. Centering and amplifying the voices, needs, and experiences of Black people, Indigenous people, and People of Color.
3. Acknowledging our privilege by admitting the ways we have benefited from and contributed to racism, unintentionally or otherwise - without attempting to excuse, explain, or seek pardon.
4. Calling out acts of discrimination and racism when we witness them.
5. Educating ourselves, not asking BIPOC to educate us.
6. Giving fair compensation to BIPOC who offer to educate us for their time and emotional labor and learning to hear their message in their chosen language, vocabulary, lexicons, and expression.
7. Engaging with criticism and restorative practices. Embracing the discomfort of unlearning racism and practicing anti-racism.
8. Speaking with our children about racism in honest, developmentally appropriate ways, even and especially when it is unpleasant.
9. Being willing to be wrong, to make mistakes, and to engage in the work without expectations of perfection.
10. Working to cherish being held in beloved accountability by those who challenge or correct us as we learn, because their efforts tell us they value us and they believe we are capable of further growth.
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Children
I will live with a childlike faith. God calls me His child and I call Him Father. Jesus said I am to receive Him and His kingdom as a child. I will look to the faith of children as an example for my own faith. Jesus used the innocence and openness of children to show the attitude necessary for me to follow Him. It's natural for a child to trust, to have faith and believe; it's natural for a child to live in awe and wonder; it's natural for a child to want to please and obey. I will never allow myself to be above getting down on my knees and looking in the eyes of a child to remind me of the wonder of life, the joy of living and the miracles of God. I will live with a childlike faith.
Children are a treasure; they are a gift from God. They are not expendable. God has given clear instruction of my responsibility and the significance of helping the children around me realize their importance to Him. I will never underestimate their thinking, their desires and their abilities. Nor will I ever allow them to think they are inferior. I will always affirm children by expressing God's love to them in the same way my loving Heavenly Father affirms His love for me.
As a follower of Jesus, God, my loving Heavenly Father calls me His child. As His child, He is always working to help me grow and mature. God finds great joy in my faith-steps the same way a parent finds great joy in the steps of a child. God continually assures me of my value and worth to Him through His Word, His love and His Spirit. He loves me and disciplines me as His own. In this way He confirms that I am His child and He is my Father. I will live with a childlike faith.
I will follow Jesus' example in expressing love and respect for children. As a child of God the greatest thing I can do is to lead children to Jesus and help them discover and live their God-given purposes all the days of their lives. I will always listen to the Spirit's promptings regarding the desires of a child's heart to follow Jesus. For each child has been carefully knit together in their mother's womb by God for His purposes and plans. My desire is that children would say of me, "He follows Jesus well." I will live my life in such a way as to never cause a child to stumble or fall, so they will see Jesus' reflection in and through me. I will live with a childlike faith.
Study: Children
Day 1: Value Children - Matthew 19:14 (Page 750); Psalm 127:3-5 (Page 473)
Day 2: Teach Them Early and Often - 2 Timothy 3:14-17 (Page 915); Psalm 145:1-4 (Page 478); Psalm 78:5-6 (Page 448)
Day 3: Tell Children the Gospel - Acts 16:29-34 (Page 845); Psalm 34:11 (Page 428); Psalm 78:4 (Page 448); Deuteronomy 6:4-9 (Page 144)
Day 4: Encourage Them to Grow - 3 John 1:4 (Page 946); 1 Thessalonians 2:10-12 (Page 905); Proverbs 22:6 (Page 496)
Day 5: Pray for Your Children - Ephesians 1:16-18 (Page 895); Numbers 6:24-26 (Page 109)
Day 6: Loving Discipline - Hebrews 12:5-11 (Page 928); Proverbs 13:24, 19:18, 22:15 (Page 489)
Day 7: Don't Provoke Children to Anger - Colossians 3:20-21 (Page 904); Ephesians 6:4 (Page 898); Proverbs 3:11-12 (Page 489); Proverbs 4:23 (Page 483). Read the Daily Reading once again and highlight things that stand out. Answer the three Life Transformation questions for growth in this area. Take time to learn the memory verse.
Memory Verse: Matthew 19:14 "But Jesus said, 'Let the children come to me. Don't stop them! For the Kingdom of Heaven belongs to those who are like these children.'" Matthew 19:14
Life Transformation Questions:
1. As you read the Daily Reading, what stood out and why?
2. What action will you take to apply this truth? Be specific.
3. What areas of your life will benefit from this action? How and why?
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Levenshulme High School – Curriculum Map – Art
Term 1
Term 2
Term 3
| | No. of Weeks | | | | | | | |
|---|---|---|---|---|---|---|---|---|
| | Topic Title and NC link | Me & My School | | Me & Myself | Me & My City | Me & My Country | | Me & My World |
| Topic Title and NC link | | | The Sea: Exploring media and techniques, through experimentation | Creatures of the deep Exploring Collage, drawing and painting | 3D Sculpting Coral | 3D Sculpting Coral | Birds: Paper manipulation and sculptures | |
| | | | How to evaluate artists research. Use other sources apart from artists work to support their work, in this case poetry. How to find their own visual resources. The difference between different types of media and their application. | How to evaluate artists research. What a collage is Reflect on assessment criteria. The importance of drawing and demonstrate this to a high standard. | How to evaluate artists research. How to read symbolism within the art of others. How to further develop drawing and designing ability by reflecting on previous drawing task. | The meaning of concept Where clay comes from and the processes of using it. How to make an accurate pinch pot How to attach clay appropriately, using the correct tools and process How to shape and texture clay, using the correct tools and processes How to refine their 3D outcomes by considering composition and following design idea How to safely store clay | How to evaluate artists research and reference artists work within their own. A variety of artists and identify styles, techniques and meaning within work. How media can add more meaning to their outcomes How to further develop close-up drawing ability by reflecting on previous close up drawing task. How to create 3d textures out of paper. | |
sculptures after each lesson.
The different
How to use the
What is a close up types of sources
grid method.
and how do we
| Topic Title and NC link | Skills Workshops Mind Mapping Mark Making | Skills Workshops Printmaking Ceramics | Skills Workshops Paper Manipulation Contextual Studies Photography | Skills Workshops Drawing Painting | Journey Individual project work: Identification of a personal approach Investigations Critical & Contextual Studies Initial Ideas |
|---|---|---|---|---|---|
| Pupils should know… | How Mind- Mapping can be a key promotional tool in developing ideas and concepts. How mark-making can represent “the telling of a story of a journey”. How mark- making, using a variety of different equipment, can influence the representation. | That producing individual designs for development into printmaking (Intaglio & Relief), should be completed before starting to print. That producing individual designs for development into a ceramic tile, should be completed before starting to use clay. How to follow H&S instructions regarding the use of specialist equipment. | That cutting, folding, scoring and manipulating paper can represent expression, emotions and feelings within Art. That it is essential to research, represent, critically understand and analyse the work of artists, who incorporated the theme of “Journey” within their work. | How to use the Grid Method in order to produce an accurate tonal observational drawing. How to mix a variety of tonal values with colour How to apply paint to achieve texture. How to follow teacher demonstrations of techniques. | to analyse individual work with highly personal responses |
How to control individual work
How to follow manual settings on
with highly
shows etc. Produce written
accurate and personal
understanding of
Produce written reflections and
realistic painting.
To research, responses
different ones, but also based on their
progress and development and evaluation of their own personal and individual response to the theme of Journey.
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SALISH SEA EXPEDITIONS STUDENT CONTRACT
Congratulations! You are about to embark on an AMAZING, FUN, UNIQUE and AWESOME adventure. You will likely experience things you never have before! You will take the helm of a giant boat, become a salty oceanographer collecting samples with scientific equipment, prepare meals for your class mates, sleep on islands, see wildlife, navigate channels, analyze data, play games and MUCH MORE!
ADVENTURE is defined as "an exciting and unusual experience" and "a bold, usually risky undertaking of unknown outcome." Sounds exciting right? It is! We will work together as a team as we face new and exciting challenges. We will rely on each other, both staff and students, to maintain the safety of ourselves and the group as a whole. It may be cold, windy and rainy, or it may be clear and calm. You will be asked to challenge yourself and accomplish new feats. You will be in close quarters with your classmates… or several days. You will be asked to leave your phone and all electronics at home. We are building the parts and pieces for an incredible and memorable experience that would be impossible without these challenges.
So, GET EXCITED and GET READY and please complete the following.
I ______________________________________ have read and acknowledge the challenges listed above.
Printed Name
§ I agree to participate fully in all aspects of my trip and be open to new and different experiences.
§ I agree to respect the authority of the teachers, chaperones, and Salish crew, and the rules of the vessel Carlyn, and I understand that these rules exist for the benefit of my group.
§ I will take responsibility for my own safety and comfort and will be proactive in ensuring both.
§ I agree to leave my phone and other electronics at home.
In addition, I understand I may ask questions of Salish Sea Expeditions Crew regarding any concerns. I recognize that I am voluntarily embarking on this expedition.
Student Signature____________________________________________ Date _____________________
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United Nations
General Assembly
Human Rights Council Working Group on the Universal Periodic Review
Thirteenth session Geneva, 21 May–4 June 2012
National report submitted in accordance with paragraph 5 of the annex to Human Rights Council resolution 16/21 *
Netherlands
* The present document has been reproduced as received. Its content does not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations.
Distr.: General
8 March 2012
Original: English
I. Introduction
1. As democratic states governed by the rule of law, the countries of the Kingdom attach great importance to the observance and promotion of internationally recognised fundamental rights. Promoting the observance of human rights is a never-ending task. It merits, and receives, constant attention within the national sphere, with a view to improving the human rights situation. The countries of the Kingdom are aware that while the institutional protection of human rights is essential, it is not sufficient as a means of ensuring respect for fundamental rights. What matters is that these rights are observed in practice.
2. The countries of the Kingdom endorse the UPR unreservedly. The UPR does much to improve the human rights situation worldwide, ensuring that every country belonging to the United Nations is looked at once every four years, also meaning that human rights become a subject of political debate. The Netherlands sees the UPR as an ongoing process. For this reason it took the initiative to submit an interim report in 2010 on the recommendations issued in 2008. It intends to continue doing so in the future, and to remain in dialogue with the relevant human rights organisations. The Netherlands also contributes actively to the UPR hearings on other countries.
II. Methodology and consultation
3. This report issued by the Kingdom of the Netherlands was drafted in accordance with the guidelines laid down by the Human Rights Council (A/HRC/DEC/17/119). As a national report, it reflects the human rights situation in all four countries of the Kingdom of the Netherlands: Aruba, Curaçao, St Maarten and the Netherlands. Unless stated otherwise, the text applies to the entire Kingdom of the Netherlands. During the preparation of this report, two consultative meetings were held with non-governmental organisations and agencies set up to protect human rights in the Netherlands: the Equal Treatment Commission, the National Ombudsman, the Children's Ombudsman, and the Data Protection Authority.
4. The first meeting (December 2011) was attended by twenty representatives of different organisations. There was a constructive exchange of views on the various subjects that those present felt should be addressed in the national report. The draft report was then worked out in more detail, taking the views expressed into account. The second meeting (January 2012) led to a constructive dialogue between the officials present and the representatives of organisations regarding the content of the country report and the shadow reports.
III. New constitutional relations
5. Since the previous report, the Kingdom of the Netherlands has undergone constitutional reforms. The reforms relate to the former country of the Netherlands Antilles, which consisted of the islands of Curaçao, St Maarten, Bonaire, St Eustatius and Saba. The changes were based on referendums. On 10 October 2010, the Netherlands Antilles ceased to exist as a country.
6. The new structure means that the islands of Curaçao and St Maarten now possess the status of countries within the Kingdom, a status comparable to that of Aruba. Aruba retains the status of country within the Kingdom that it has possessed since 1986. Since 10 October 2010, the Kingdom of The Netherlands consists of four, rather than three, countries of equal status: the Netherlands, Aruba, Curaçao and St Maarten. The other three islands, Bonaire, St Eustatius and Saba have become part of the Netherlands. The Netherlands is now divided into two parts: the European part of the Netherlands and the Caribbean part of the Netherlands (the islands of Bonaire, St Eustatius and Saba).
IV. Achievements and best practices
Netherlands Institute for Human Rights
7. The Netherlands has passed legislation providing for the establishment of a national Institute for Human Rights, which will open in 2012. The Institute will operate in accordance with the Paris Principles. Its objective is to protect human rights, to increase awareness of these rights, and to promote their observance. To achieve these goals it will conduct investigations, report on the human rights situation, and cooperate systematically with civil society organisations and with national, European and other international institutions engaged in the protection of human rights. The Institute will press for:
* ratification, implementation and observance of human rights treaties and the withdrawal of reservations to such treaties;
* implementation and observance of binding resolutions of international organisations on human rights;
* observance of European and other international recommendations on human rights.
8. The Institute will also carry out its responsibilities, with the exception of arriving at findings in the sphere of equal treatment, on Bonaire, St Eustatius and Saba.
9. The Foreign Relations Department of Curaçao is currently preparing the ground for the appointment of a committee to advise the government of Curaçao on the establishment of a human rights institute.
Children's Ombudsman in the Netherlands
10. Since 1 April 2011 the country of the Netherlands has had an Ombudsman specifically for children. The Children's Ombudsman is a new, national institution, which operates independently to promote the observance of the rights of children and young people (up to 18 years of age). It is part of the organisational structure of the National Ombudsman. On 1 April 2011, the House of Representatives installed Mr Marc Dullaert as the first Children's Ombudsman in the Netherlands.
11. The Children's Ombudsman advises Parliament and organisations, and is also responsible for raising the consciousness of children and young people regarding children's rights.
12. The work of the Children's Ombudsman is based on the International Convention on the Rights of the Child, and his responsibilities are defined in the Children's Ombudsman Act:
* to promote respect for the rights of young people on the part of administrative authorities and organisations established under private law;
* to make recommendations, upon request and of his or her own accord, on legislation that impacts on young people's rights;
* to play an active role in informing the public about children's rights;
* to deal with complaints, not only about administrative authorities, but also about other organisations that are in any way responsible for young people, such as schools, child care and youth care services and hospitals;
* to investigate possible violations of children's rights in the Netherlands.
Municipal anti-discrimination services (ADVs) in the Netherlands
13. An important development within the country of the Netherlands is the advent of municipal anti-discrimination services (ADVs), which became operational in 2009. Every member of the public can now apply to an ADV to report a case of alleged discrimination or ask for help and advice. The act of parliament establishing the ADVs is to be evaluated in 2012.
14. For discrimination to be combated effectively, it is essential that members of the public report cases of alleged discrimination, either to an ADV or to the police. Two largescale, national public information campaigns was organised in 2009 and 2010, to encourage the public to report such cases. The subject of discrimination is discussed in more detail in section 7.
Country Ordinance on Compulsory Education in Aruba
15. In December 2011, Parliament passed the Country Ordinance on Compulsory Education. Compulsory education applies to all children aged over 4 and under 17. The underlying principle is that in order for a child to be properly prepared for personal and social responsibilities that are attached to reaching adulthood, he or she needs to have attended school in the form of approximately two years' kindergarten followed by six years of primary education and at least three years of secondary education.
Country Ordinance on Criminal Procedure in Aruba
16. In recent years, a concerted effort has been made to rapidly modernise legislation on criminal law where necessary, particularly in the area of criminal procedure and detention. As a result, Aruba now has modern legislation based on the human rights conventions, and a number of legislative projects are nearly complete.
17. The Aruban Code of Criminal Procedure has been redrafted and is currently being reviewed by the Advisory Council of Aruba prior to its presentation to the country's parliament in the near future. This legislation will shorten the length of pre-trial detention. Under this new Code a suspect will have the right to be brought before a court within one or two days of his arrest.
Criminal Code for the country of Curaçao
18. With the entry into force on 15 November 2011 of the new Criminal Code of Curaçao, progress has been made on several fronts in the promotion and protection of human rights on Curaçao. One major step forward is the criminalisation of trafficking in human beings. The new Criminal Code makes it possible to impose heavy sentences on those found guilty of this crime. In addition, the death penalty has been abolished. Juvenile criminal law has also been modernised, inter alia in the sense that milder penalties apply to young offenders under 16 years of age. Where a young person has committed an indictable offence, the law now provides for them to be sentenced to youth detention, an alternative sanction, or a fine, while in the case of a minor offence, an alternative sanction or a fine can be imposed. The new mould in which punishment has been cast makes it possible to offer young offenders some form of supervision and training. On the basis of the new Criminal Code, criminals serving life sentences can now be released after serving 20 years in prison if the Joint Court of Justice considers that prolonging the prison sentence would have no added value, either for the detainee or for society at large. In addition, the new Criminal Code restricts pornography and prohibits child pornography altogether, and has introduced heavier sentences for perpetrators of sexual offences against minors.
Ombudsman for St Maarten
19. The Ombudsman is a new institution that was created with St Maarten's change in constitutional status; the first person to occupy this office is Dr Nilda Arduin. It is one of the High Councils of State and is anchored in the Constitution. The Ombudsman is responsible for promoting good governance, and acts as the guardian of St Maarten's Constitution. The Ombudsman's main task is to investigate (non-) actions by the government and other public authorities, in response to complaints from members of the public or on his or her own initiative.
Constitutional Court of St Maarten
20. The Constitutional Court is a unique institution within the Kingdom. Its task is to establish whether statutory regulations that have been ratified but have not yet come into effect are compatible with the Constitution. A case can only be brought before the Court by means of a written petition submitted by the Ombudsman alleging incompatibility with the Constitution. The President of the Constitutional Court is the Honourable Jacob Wit.
Best practices
The Netherlands
21. For the country of the Netherlands, 'trendsetter agreements' have been concluded between the central government and municipalities to improve the safety of gay, lesbian and transgender people, to help them stand up for their rights, and to promote the social acceptance of homosexuality. They encourage local authorities to place this theme on their agendas. For the period 2011–2014, municipalities are focusing on improving safety in the streets and in neighbourhoods.
Aruba
22. The government of Aruba strongly believes in consensus building on key national issues, and in June 2010 it invited all social partners in the public and private sectors to embark on a 'National Social Dialogue'. The aim of this dialogue is to address key national issues such as pension reform, health care, the tax structure, and other public and private policies. The results have been positive thus far, and key decisions have been implemented in several areas: the public servants' pension system was restructured for reasons of solvency, measures were implemented to reduce the excessive, structural cost increases of the universal health care system, a mandatory pension was introduced for private-sector employees, and the General Old Age Pension was reformed. Discussions on other issues are now in progress.
23. At the invitation of the Organisation of American States (OAS), the National Coordinator on Human Trafficking and Human Smuggling gave a total of two presentations; one to the Committee on Hemispheric Security in Washington DC and one at a multidisciplinary training course in Antigua and Barbuda. The OAS is very interested in Aruba's approach to tackling human trafficking and smuggling and would like it to serve as an example of best practice for the region.
24. On 27 June 2011, the latest Trafficking in Persons (TIP) report was released by the United States State Department. It referred favourably to Aruba's efforts to combat trafficking in human beings and to establish international cooperation in the region.
Curacao
25. Where best practices are concerned, reference may be made for the country of Curaçao to the Public Prosecution Service's consultations with its diverse partners, e.g. in the criminal justice system and social services: namely, officials from the Public Prosecution Service, the police, the probation service, the child protection service, psychiatric care services, and a number of NGOs that perform good work in taking care of victims of violence within relationships or referring them to other services. The success of this cooperative structure stems largely from the excellent communication between those concerned, which makes it possible to take effective, efficient action when specific cases arise.
26. Another example is the Youth Care Team set up in 2009: this is a government-led, multidisciplinary team, which coordinates youth care and youth services. The team does not provide care itself, but makes proposals on the best approach and the best place for care to be given. It also monitors the implementation of its recommendations.
St Maarten
27. The Integrated Neighbourhood Development Programme (INDP) is designed to enhance the quality of life of the citizens of St Maarten. It is an initiative of the government in collaboration with the private sector and civil society. The programme seeks to use social, cultural, economic and environmental planning to build community commitment and capacity. Its projects are designed to help the community by forging the initial contact between members of the public and government organisations. The wider aim is to bring social services to the people in a central, easily accessible location. Services will be provided in the community.
V. Challenges and constraints
Privacy
28. The right to privacy to protection of personal data are protected by article 10 of the Constitution. The Netherlands faces challenges in continuing to protect these rights in this era of increasing digitisation and computerisation. On the one hand, there are many ways of performing existing functions arising from the exercise of public authority more effectively and at lower cost. For instance, the use of a digital, single-window portal ('DigID') facilitates matters such as the online filing of tax returns and applications to municipal authorities for specific services. Digitisation also creates numerous opportunities for public administration and law enforcement, such as the use of fingerprints in passport registration (including law enforcement applications), and installation of roadside cameras as a lawenforcement measure (e.g. Automatic Number Plate Recognition or ANPR). On the other hand, new technologies also present new challenges to ensuring respect for human rights, in terms of ensuring that only relevant personal data are processed, for predetermined and justifiable purposes, and in terms of securing the systems effectively.
29. The need to strike a balance between different interests in these new contexts has been hotly debated in the Dutch political arena. The 2010 Coalition Agreement contained a specific paragraph about improving information security and personal data protection, including closer supervision of large-scale computerisation projects. The Advisory Council on Government Policy, an independent advisory think-tank, published an important report on the subject at the beginning of 2011. This report on 'iGovernment' stressed the importance of public authorities being aware of the new realities and challenges created by new technologies.
30. In fleshing out the Coalition Agreement and in reaction to the iGovernment report, the government has put in place various measures to promote privacy-enhancing technologies and to ensure a consistently coherent and transparent balancing of the various interests involved in the future. A letter to Parliament (April 2011) included a list of concrete measures, such as encouraging the use of equipment with built-in privacy (Privacy-by-Design) and making privacy impact assessments (PIAs), describing the modalities for the planned processing of personal data, compulsory. A recent PIA was prepared in connection with draft legislation to use ANPR for a limited number of law enforcement purposes. The government also announced, in a letter to Parliament, October 2011, that legislative measures involving the digital processing of personal data would need to include a passage in the explanatory memorandum justifying the way the various interests of the individual are balanced. The challenge will now be to ensure that all these measures are implemented. In addition, partly in response to concerns expressed in Parliament, certain policy measures that impact on privacy are currently being modified, as for example the discontinuation of the storage of fingerprint date on national ID cards and within the passport database.
Electronic Patient Records (EPR)
31. The resumption of the introduction of EPRs, which had been stalled, is now being undertaken under the auspices of private parties. The Minister of Health, Welfare and Sport of the Netherlands will continue to award a government grant – for a contact point answering enquiries from the public – during a transitional period of one year, but is otherwise not involved in the details of this initiative, which will naturally be implemented in accordance with existing legislation. It is up to the private parties to work out these details. It should be noted that the parties concerned stated that they intended to adhere to an 'opt-in' model. They are talking with the Data Protection Authority on the precise details.
Constitutional change
32. As noted above, Curaçao's constitutional position changed as from 10 October 2010. The island became an autonomous country within the Kingdom. In the five years preceding this event, the then government of the Netherlands Antilles devoted a great deal of time and energy to completing the process of constitutional reform. As things now stand, Curacao is a new country which is still in the process of development. Its administrative apparatus has not yet acquired its final form. The embryonic state of the country's institutions is undoubtedly a problem when it comes to implementing the various recommendations that have been made in the area of human rights.
33. St Maarten also dealt with a great deal of constitutional reforms. The country has had to start from scratch, with limited human resources, and with new institutions and departments that have only been in place since 10 October 2010. These developments have hampered efforts to respond adequately to the challenges that exist in the realm of human rights.
Public information Aruba
34. The Foreign Relations Department of Aruba has defined the task of informing the public about human rights as a point to be tackled with priority in the short term. Plans exist to give Aruba's Human Rights Committee and its Children's Rights Committee a new lease of life. The committees have the task of reporting on the situation regarding human rights conventions as applicable to Aruba, advising the government on its human rights policy, and carrying out a consciousness-raising process on human rights throughout society.
VI. International conventions
Ratification
35. Since the UPR in 2008, the Kingdom of the Netherlands has ratified the following international conventions, cited in the recommendations:
* The International Convention on the Protection of All Persons from Enforced Disappearance was ratified on 23 March 2011.
* The Optional Protocol to the Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment was ratified on 28 September 2010.
* The Optional Protocol to the Convention on the Rights of the Child on the involvement of children in armed conflict was ratified on 24 September 2009.
36. Regarding the UN Convention on the Rights of Persons with Disabilities, the Kingdom of the Netherlands is currently preparing an Act of Parliament for its approval. Preparations are also being made for the optional protocol to be signed.
37. The Netherlands maintains its position, as previously stated, that it will not accede to International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families. On the grounds of its national policy regarding social provision, the Netherlands objects to the section of this convention stating that provision should be equally accessible to migrants who are not lawfully present within the territory of the country of their destination and/or are unlawfully employed there, whereas since their stay is unlawful, such persons pay neither taxes nor the contributions used to fund these services, besides which they are not insured. The Netherlands takes the view that persons who are unlawfully resident and/or employed in this country should not in principle be granted the same socioeconomic rights in the Netherlands as those who are lawfully resident and/or employed there. Exceptions are made for the education of children who are of compulsory school age, assistance in acute medical emergencies, and legal assistance.
Reservations
CRC
38. In the interim UPR report in 2010, the Kingdom stated that it was considering withdrawing its reservations to the UN Convention on the Rights of the Child. After studying the matter further, and in view of certain developments relating to the reservation to article 37 (c) of this Convention, it decided not to withdraw the reservations. By letter of 25 June 2011 to the House of Representatives, the State Secretary for Security and Justice discussed the planned introduction of special provisions in the criminal code for adolescents in the age group of 15 to 23. The object of this adolescent criminal code is to make it possible, when imposing a penalty or non-punitive order, to choose an approach that is tailored more closely to the particular developmental stage of the young person concerned, by giving personalised advice and supervision by behavioural experts. The provisions in the criminal code sldo provide for sanctions appropriate to this specific stage of development. Dutch law now provides for the possibility of imposing sanctions from the education-oriented juvenile criminal law on young adults up to the age of 21 (article 77c of the Criminal Code). Thus, it will be possible to impose sanctions from the pedagogicallyoriented juvenile criminal law on young adults up to 23 years of age. The possibility of imposing a sanction from the regular criminal law on someone who committed a crime at the age of 16 or 17 years of age will also remain in place under the new system. It will always be particularly the young person's stage of development that may lead the court to impose a penalty or non-punitive order from the regular criminal law. The government sees this as an important means of preventing any necessity to introduce disproportionally heavier sentences across the board in the mild juvenile criminal law. It is against this background that the Kingdom of the Netherlands has decided to maintain its reservation to article 37 (c) of the UN Convention on the Rights of the Child. In such cases, the minor concerned will continue to be tried by a children's judge. The reservation will be discussed at greater length in the Netherlands' fourth periodic report on the implementation of the Convention on the Rights of the Child.
International Covenant on Economic, Social and Cultural Rights
39. In December 2011 the Council of Ministers of Curaçao decided to withdraw the existing reservation to article 8 of the International Covenant on Economic, Social and Cultural Rights. The Kingdom of the Netherlands will in due course initiate the necessary constitutional procedures to effect this withdrawal.
Reports
40. Where reports on the implementation of conventions are concerned, the Kingdom of the Netherlands will endeavour to ensure that the four constituent countries issue their reports jointly.
VII. Non-discrimination
41. Everyone in the Netherlands is protected by law from discrimination. The ban on discrimination is enshrined in article 1 of the Dutch Constitution. The government rejects every form of discrimination, on the basis of race, religion, belief, sex, sexual orientation, or on any other grounds whatsoever. Discrimination is at odds with the notion of citizenship: it creates obstacles to people's involvement in society, and impedes them from taking part in, and investing in, their community.
A. Non-discrimination (including racial discrimination)
42. The House of Representatives is kept regularly informed about the progress of efforts to tackle discrimination. On 13 September 2010, the government of the Netherlands sent an anti-discrimination action programme to the House of Representatives. On 7 July 2011, the current government sent plans to tighten up the measures in this action programme to the House of Representatives.
43. The Dutch government attaches importance to a good information system, to help monitor developments in discrimination on a regular basis. Periodic 'Monitors' are published, on racial and other kinds of discrimination in broad terms, and on more specific subjects. The Dutch government has recently invested in upgrading its information system.
44. Letters to parliament on discrimination also include preventive measures, such as measures to combat discrimination in education, guidelines for website moderators to keep their websites free from discriminatory content that constitutes a criminal offence, and support from central government to local anti-discrimination policy.
45. The letters describe a range of methods for tracking down and prosecuting those who are discriminating. When someone is prosecuted for an offence which also involves discrimination, the Public Prosecution Service counts the discriminatory aspect as an aggravating factor when deciding what sentence to demand. Since 2009, discrimination is defined as an aggravating factor warranting a 50% increase in the sentence. This figure previously was 25%. As from May 2011, another aggravating factor has been incorporated for such offences, warranting a 100% increase in the sentence demanded. The public prosecutor can apply for this latter increased sentence in case of serious criminal offences motivated by discriminatory factors.
46. From the autumn of 2012 onwards, an annual letter on discrimination will be published, in which the government will report on the progress.
47. In October 2011, the Parliament of Curaçao adopted a country ordinance to amend Book I of the Civil Code, making it possible to establish legal paternity through the courts in cases of children born outside marriage who have not been recognised by their father. This eliminated the unequal treatment that had existed – in matters including inheritance law – between children born outside marriage whose fathers had not recognised them and those who were either born within marriage or whose fathers had recognised them.
'Declaration of Paternity' Ordinance for St Maarten
48. The 'Declaration of Paternity' Ordinance has been passed by the parliament of St Maarten, and is awaiting publication. The ordinance will make it possible for a child, his or her mother, or the Court of Guardianship, on request, to apply for the father's name to be formally established. Children born out of wedlock will have the same legal status as those born within a marriage.
Situation assessment of children and women in Aruba
49. UNICEF carried out a situation assessment and analysis of women and children in Aruba in 2011. It adopted a human rights approach, along with qualitative and quantitative methods, to conduct this study. Its preliminary findings will be presented to the government and stakeholders in February 2012. The government will then use the final conclusions and recommendations to formulate and evaluate social policies focusing on children, adolescents and women.
Other recommendations
50. With regard to tackling any 'racist or xenophobic programmes' of political parties, the Netherlands would emphasise that in this regard, the description 'racist and xenophobic' speech entails the designation of a criminal offence. Such a conclusion can be drawn only after the courts have ruled that a political party has committed such an offence. To date, this has not been the case. Furthermore, freedom of speech is a mainstay of any democracy, which precludes prior restraint.
51. For the recommendation to adopt all the recommendations of the CERD Committee on tackling racial discrimination, the government would refer to the interim report that the Permanent Representative submitted to the CERD Committee on 20 July 2010.
Criminal Code on incitement to hatred
52. Articles 137c to 137e of the Dutch Criminal Code deal with a wide range of criminal offences involving incitement to hatred of, and publicly expressing views that are insulting to, a group of individuals on account of their race, religion or belief, sexual orientation, or disability. These provisions enable the government to actively pursue obligations under the leading international conventions in the fields of anti-discrimination and anti-racism, within the existing international framework for the protection of civil and political rights. The Kingdom of the Netherlands believes that it is not necessary to implement additional measures.
53. The Kingdom of the Netherlands acceded to the Additional Protocol to the Convention on Cybercrime concerning the criminalisation of acts of a racist and xenophobic nature committed through computer systems (Strasbourg, 28 January 2003) on 1 November 2010.
54. Besides raising public awareness of discrimination and encouraging victims to report offences − and making it easier for them to do so − the Dutch government considers it important to impose effective, proportionate and deterrent sanctions on those who commit acts of discrimination and racism. The Public Prosecution Service has accordingly issued instructions to all public prosecutors to increase the penalty they demand from the court by 100% in cases in which the offence was motivated by any kind of discrimination.
B. Gender, gender identity, and sexual orientation
55. The government sent a letter outlining its equal opportunities policy for the period 2011-2015 to the House of Representatives, on the basis of a number of lines of action. In the context of the low literacy action plan, extra attention will be paid to tackling poor literacy among women. The Dutch government considers women's independence and more specifically the dependency of many of the young women who come to the Netherlands in the context of family formation and family reunification an extremely important issue . A lack of language skills and education, combined with ignorance about Dutch institutions, poses risks for these immigrants in terms of equal opportunities and their wider prospects for the future. In this context, the civic integration examination abroad and the new admission requirements for family migrants will help to promote the self-reliance of this group.
56. In the area of gender identity and sexual orientation, the Netherlands' approach focuses on tackling discrimination, promoting equal treatment, and standing up for the human rights of the vulnerable group of homosexual and transgender people. Since 2008, the Netherlands has organised an annual 'National Coming Out Day' on 11 October. To gain a better picture of the frequently vulnerable position of transgender people, the Netherlands has asked its Institute for Social Research to conduct a study into the specific problems that exist in the areas of employment and health care. Draft legislation to provide for the recognition of gender identity is currently in preparation, now that a preliminary round of field consultations on the internet has been completed.
57. The attainment targets for education will be clarified. Sexuality and sexual diversity will be included in the attainment targets for primary (no. 38), secondary (no. 43) and special education (no. 53).
58. The government applies the principles of gender mainstreaming. This means that in formulating policy, possible differences in impact between men and women are taken into account. The Netherlands incorporates gender considerations into policy by ensuring that the implications of line ministries' policy for women are as transparent and verifiable as possible and by increasing expertise on equal opportunities in general and gender equality in particular.
Centre for the Development of Women in Aruba
59. The Centro pa Desaroyo di Hende Muher (the Centre for the Development of Women; CEDEHM), was established by Country Decree in 2010. CEDEHM, officially opened on 8 March 2011, is a government agency with its own budget. It operates on the principles of gender equality and gender mainstreaming. Its primary focus is on promoting equal rights and equal opportunities for both women and men in Aruban society. CEDEHM also tries to improve the position of women, both in the public sector and the private domain. Its underlying goal is to make groups that are in a disadvantaged position, such as divorced women and single mothers, more self-reliant. It seeks to achieve this by making them aware of their rights, and offering them guidance and support.
60. In January 2012, CEDEHM launched the pilot project 'Big Sister Little Sister Mentorship program'. This project collaborates with the children's helpline Stichting Kindertelefoon and the Catholic educational organisation Stichting Katholieke Onderwijs Aruba. The aim is to provide guidance and support to girls between 10 and 14 years of age who are exposed to risk factors in their immediate surroundings, and encouraging them to stay out of trouble.
C. Employment
61. Women experience discrimination in employment in different ways. Sometimes there is discrimination because of pregnancy, besides which there are inequalities of pay, and an imbalance between men and women in the most senior positions within the private and public sectors.
62. Various instruments are used to encourage the appointment of more women to highranking or senior positions, including networks, recruitment agencies, and action programmes to recruit, train, and retain women candidates. With a view to setting a good example, government advisory bodies in the Netherlands are required to ensure that equal numbers of men and women are employed. Since 2007, the percentage of women occupying top positions in the public sector has increased from 23% to 26%. In Curaçao, 50% of the top positions in the civil service (at the level of Director and Permanent Secretary) are currently held by women (recommendation 27). The proportion of women employed by the Dutch government has risen by two percentage points since 2007, to 52%. Women accounted for 59% of those who entered employment in the public sector in 2010. According to Aruba's 2010 population census, 43.8% of public officials were women (1,987 women in total). Of these women, 26% occupied senior posts. Women occupy 51.6% of all senior posts in Aruba's public sector as a whole.
63. By the end of 2011, almost 200 organisations, businesses and public sector institutions had signed the Talent to the Top charter, declaring their commitment to developing or continuing a strategy to increase the intake of women in management positions. Signatories set their own quantitative targets, review their progress, and report to a monitoring committee. Each year, the charter's monitoring commission reports and publishes the results achieved by the signatories.
64. To encourage women's economic independence, support has been withdrawn from women who are financially dependent on a breadwinner. The policy programme Eigen kracht ('Standing on Your Own Feet') focuses on poorly educated women (many of whom are migrants), without a job and not receiving benefit. Twenty-one large and medium-sized municipal authorities have signed declarations of intent to encourage poorly educated women to take steps towards employment or training. The activities focus in part on women's social environment. The government's aim, with this programme, is to achieve a cultural shift, so that all women, and those around them, take it for granted that they should take paid employment.
Discrimination against ethnic minorities in the labour market
65. The Netherlands considers it important to promote the participation of immigrants in the labour market. The government tries to achieve this by putting in place general measures and by trying to remove the barriers experienced by jobseekers to provide an efficient personal service that is not based on a person's origins. This means using regular measures and instruments that take account of the individual situation of each jobseeker. This applies in equal measure to all jobseekers, whether or not they originate from nonWestern countries. The local authority plays a pioneering role in this regard. The government supports municipal authorities with programmes such as Impuls Vakmanschap ('Boosting Expertise') to improve the effectiveness and efficiency of the work done within the social services and to improve the quality of service provided.
66. The government continues to appeal to young people to take responsibility for finding jobs or training opportunities. They must be active in taking advantage of opportunities on the labour market. The tightening up of conditions and sanctions for young people in the Work and Social Assistance Act will help further this aim. The regional approach launched by the Youth Unemployment Action Plan will remain at the heart of regular policy.
67. For those young people not immediately able to get a foothold on the labour market by their own efforts, it is essential to ensure good cooperation between the care sector, education and reintegration.
68. Decentralisation (e.g. of supervision, the Employment Capacity Act, youth care and client support) gave municipal authorities greater control over devising an integrated approach to helping young people enter employment.
69. In 2006, the relatively high level of unemployment among former refugees led to the decision to launch a project for this group. The object of this employment drive was to help an additional 2,500 former refugees get jobs within the space of three years. In 2009, it became clear that this objective had almost been achieved (at 90% of the target). A new employment drive was launched in 2010, which is set to run until 2013.
70. Finally, something should be said about the participation of ethnic minorities in the public sector. For the supply of jobs is not only shrinking, it is also becoming more diverse. The Dutch government deems it essential that personnel employed by the public sector should be diverse, to develop a better response to the Netherlands' plural society.
71. The Dutch government monitors the development of diversity in terms of sex, age, and ethnicity on an annual basis. To help different branches of the public sector with their policy on diversity, a diversity index has been devised. This gives public-sector organisations a clear picture of the composition of their personnel. In 2010, ethnic minorities accounted for 7.9% of employees within the public sector.
VIII. Integration and society
The Netherlands
72. Integration is a long-term process. In many respects, later-generation immigrants are better integrated than their parents or grandparents. Nonetheless, there are still concerns about certain groups of immigrants who are not managing to lead independent lives in the Netherlands, as well as tensions within Dutch society.
73. Integration requires commitment on the part of both immigrants and the Dutch government. It is essential for immigrants to acquire the skills to participate as fully-fledged members of Dutch society . The Dutch government seeks to ensure that the needs of everyone in the Netherlands, regardless of their origins, religions or beliefs, are addressed by mainstream policy in fields such as education, employment and health care. For instance, schools with large immigrant populations are supported to safeguard the quality of the education provided. Better education promotes integration and prevents social segregation. Integration policy is seen as part of a broader policy promoting personal responsibility on the part of all citizens and stronger social cohesion. For migrants to assert their rights effectively, they must have a good command of the Dutch language. Dutch integration policy equips immigrants to participate fully in Dutch society.
74. Acceptance of diversity and pluralism is a value of Dutch society and is enshrined in the constitution. Harmonious coexistence in the face of increasing plurality and individualism requires commitment, determined effort, and a sense of community. The government sees a need for an attitude of good citizenship that includes respect for differences and a belief in individual and collective responsibility. To that end, it is developing a common agenda for contemporary citizenship in partnership with municipal authorities, civil society and members of the public. This new agenda will empower citizens to take responsibility and initiative, and to strengthen social cohesion. By such means, the government seeks to encourage tolerance and mutual understanding.
75. Social and political debate are important aspects of citizenship and democracy, and should be viewed against the backdrop of the fundamental right to freedom of expression. Public authorities in the Netherlands safeguard the necessary conditions for debate by upholding the fundamental rights of those taking part. In addition, their policies and communications express the values on which Dutch society and the rule of law are founded: freedom, equality, tolerance and solidarity.
76. The Dutch government also values the work and commitment of immigrant communities. For public authorities, maintaining close ties with prominent individuals and organisations with knowledge of migrant communities and large networks in those communities is a crucial way of keeping in touch with social currents and determining whether mainstream policy is sufficiently effective (see section 13).
Curaçao
77. The Curaçao authorities are currently working with the University of Curaçao on a study of migration and integration focusing on various new immigrant communities (from Colombia, the Dominican Republic, Haiti, Jamaica and Venezuela) on the island, to get a better picture of the demands on social services resulting from their presence. The results will ultimately be used to make policy focused specifically on the integration of new groups into society.
Aruba
78. Aruba's many immigrants have made it a highly diverse society, with almost 100 different nationalities. Government policy aims to increase civic participation by generating a stronger sense of community. In 2011 the government invited international experts to share their views about the way society functions with the Aruban public at the Happy Community Conference.
79. Citizen participation and public initiative are central to the major renovation project Bo Bario ('your neighbourhood'), a project set up to improve the quality of life in the various neighbourhoods.
80. In October 2011, an act of parliament was passed that aims at training young male residents aged 18 to 24 who are not in education or employment and have no qualifications. A group of twenty young men has embarked on the first stage of the programme. For four months, they undergo physical training and they are taught discipline, behavioural norms and values. This basic training is followed by a eight-month course in which they are taught a trade. They are offered specialised vocational training to maximise their chances on the job market. They also follow a wider-ranging study programme, including English, job application training and general education.
81. The Prisma programme was developed to help non-Dutch-speaking children improve their command of Dutch as a foreign language. Local children who have difficulty with Dutch are also allowed to take part in the programme. A separate secondary-school programme offers pupils one year of Dutch, designed to prepare them for regular secondary education.
IX. Domestic violence
Violence in the domestic circle
82. An effort is being made to tackle violence in the domestic circle. This is an umbrella term for various kinds of violence: domestic violence, child abuse, honour-based violence and abuse of the elderly. The key elements of this approach are supporting the victims, a specific approach to tackle the perpetrators, and action designed to break the pattern of violence being passed on from one generation to the next.
83. On Curaçao, victims of violence within a relationship can apply to the civil court for a restraining order forbidding the perpetrator to enter their street. The new Criminal Code that entered into effect on 15 November 2011 also gives the court scope to impose a slightly different restraining order forbidding the perpetrator to enter a specified area.
Gender-specific approach
84. Domestic violence affects women disproportionately and is mostly inflicted by men, usually their partners or ex-partners. However, although the numbers involved are smaller, men too are sometimes the victims of domestic violence. For this reason, the Dutch policy on combating domestic violence seeks to support all victims of domestic violence, and to target all the different kinds of violence.
85. As part of a country-wide policy to tackle domestic violence, the ministries involved will develop an approach that seeks consciously to find ways of involving gender issues in policy development. This will be done, for instance, in a special policy that is being devised to tackle 'intimate terrorists', those who perpetrate the most serious offences in the sphere of domestic violence.
Child abuse
86. A new action plan 'Children Safe' is being launched in January 2012. Children are particularly vulnerable in their relationships with those who are raising and taking care of them, and are less capable of standing up for themselves than adults. Recent research reveals that 119,000 children suffered child abuse in 2010. The new action plan presents supplementary measures for the next few years. These measures focus on preventing, identifying and stopping child abuse, and on limiting the damage by giving the children whatever treatment they need. In addition, the new policy highlights the importance of guaranteeing the physical safety of children and tackling sexual abuse.
Temporary Domestic Exclusion Order Act
87. The Temporary Domestic Exclusion Order Act empowers mayors to impose a temporary domestic exclusion order for up to ten days on perpetrators of domestic violence where there is an acute threat. During this time, assistance programmes are developed for the parties concerned. Thanks to this measure, victims of domestic violence (often women and children) do not need to flee their homes; instead, the person who forms the threat is removed. This strengthens victims and encourages them to change their situation. Domestic exclusion orders are issued quite frequently and, on the whole, professionals working in the field see this option as a positive development. Domestic exclusion orders have a definite added value in tackling domestic violence.
88. The government of Curaçao is working together with non-governmental organisations ('the Alliance') on the island to develop a national plan to stop domestic violence and child abuse. The draft national plan has recently been discussed with parliament. A public debate on the plan involving all relevant stakeholders is scheduled to start in January 2012.
89. Several of the modules at Aruba's police academy raise the subject of dealing with victims of domestic violence. Starting in 2012, trainee police officers will be given more specific information on domestic violence in the modules 'Crime' and 'Public order and social care'. These modules will be supported by interactive lectures by the Bureau Sostenemi ('Support Me' Bureau) the Fundacion Respetami (the 'Respect Me' Foundation), the Children's Helpline and the Department of Social Affairs.
The elderly
90. In the coalition agreement, the Dutch government calls for affirmative action to stamp out abuse of the elderly. In the action plan 'The Elderly in Safe Hands', ten measures have been presented to eradicate abuse of the elderly. They relate to prevention, risk identification, the action to be taken in actual instances of abuse of the elderly, and improved victim support. The action plan entails 2011 to 2014. A structural budget of €10 million per year is reserved for its implementation. The plan deals with abuse in professional settings as well as in the home.
X. Trafficking in persons
91. Eradicating trafficking in human beings (THB) is one of the priorities of the Dutch government, and a wide range of measures and activities have been initiated to tackle this problem effectively.
92. The mandate of the Task Force on Human Trafficking, established in 2008, was renewed until 2014 and its membership expanded. It consists of representatives of five ministries, the Public Prosecution Service, the police, the Immigration and Naturalisation Service (IND), the Royal Netherlands Marechaussee (KMar), three mayors (Alkmaar, Utrecht, The Hague; Amsterdam is to join in the near future), one deputy mayor (Rotterdam), the judiciary, the National Rapporteur on THB, and the NGO Comensha. The Netherlands is a strong believer in the power of a multidisciplinary approach to combating crime, including THB. A traditional law enforcement response to THB is not enough. In order to tackle THB effectively, organisations such as the KMar, IND and local governments must also play their part. The Task Force has approved a new Action Plan for the period 2011-2014. One of the aims of the Action Plan is to involve even more organisations in the fight against THB.
93. On 9 June 2009, Parliament passed a bill which increases the maximum penalties for trafficking in human beings. The change increased the maximum penalty for the basic crime from 6 to 8 years imprisonment; 10 years if two or more persons are acting in concert; 15 years in case of serious bodily injury; 18 years if the offence resulted in a person's death. A bill to raise the maximum penalties for THB further will be submitted to parliament in 2012.
94. The government has submitted a bill to parliament that will tighten the regulation of prostitution, in particular the licensing requirements for brothels and other sex establishments, and improve government oversight. Employers who do not comply with licensing requirements can be prosecuted. Clients who circumvent the new system can also be prosecuted. The stricter regulations are expected to have a strong deterrent effect on traffickers and help prevent exploitative practices. This approach is also likely to reduce demand. In addition, the bill increases the required minimum age for legal prostitution from 18 to 21. The bill has been passed by the House of Representatives and currently awaits approval by the Senate.
95. In December 2011 a comprehensive action plan was launched to address the issue of young men, referred to in Dutch by the term 'loverboys', who use persuasive techniques to force vulnerable girls into prostitution. The action plan focuses on raising awareness, empowering girls, stepping up action to combat the 'loverboy' phenomenon across the board, and improving the system of care and shelter for victims.
96. In 2005 the article on trafficking in human beings in the Dutch Criminal Code was broadened to incorporate the definition of the Palermo protocol, which refers to both sexual and labour exploitation as well as the removal of organs. Since then, the number of cases of labour exploitation has increased yearly: from 26 victims in 2007 to 135 in 2010; and more male victims have been identified: over 100 in both 2009 and 2010.
97. In 2010 a campaign was held to draw the attention of the general public, unions, employers and civil servants to labour exploitation, through advertisements on for example websites connected with farming and the construction industry, and articles in free local papers. This led to several reports of suspicious situations.
98. The Netherlands cooperates closely with the main source countries of victims of trafficking, such as Nigeria. In response to information received that Nigerian minors were disappearing from refugee centres, a major investigation was launched in October 2006.
The investigation established that traffickers were temporarily housing underage Nigerian women in refugee shelters in the Netherlands (by forcing them to claim asylum) in order to take them to Southern Europe and force them to work as prostitutes. Ten other countries were involved in the investigation, which led to 32 arrests and searches in eight countries in November 2007 and a further 51 arrests in Italy in January 2008.
99. A pilot project on 'protected reception' for unaccompanied minor asylum seekers at risk of trafficking was started on 1 January 2008, and last year these protected reception centres became the norm. Potential victims are placed in different small-scale locations, with extra security measures and personnel.
100. The new Criminal Code of Curaçao that entered into effect in November 2011 makes trafficking in human beings a criminal offence. A public information campaign was conducted to inform the general public about the changes in the new Criminal Code, both in general and specifically in relation to trafficking in human beings. A campaign to alert the general public to the existence of this trade has been going on for several years. Since 2007, Curaçao has had a multidisciplinary working group on the subject, which conducts activities such as organising public information campaigns. In 2009, for instance, a campaign was held to make teenage mothers aware of the dangers of so-called 'loverboys'; there were lessons at vocational secondary schools (VSBO schools) and television programmes. In 2011 a documentary was broadcast on the subject, and a leaflet on trafficking in human beings was made available to the general public. Since 2008, there has been a Memorandum of Understanding between the justice ministers in the Kingdom of the Netherlands under which they combine their efforts to combat the smuggling and trafficking of human beings.
Child pornography, trafficking in children, and child sex tourism
101. The mandate of the National Rapporteur on Trafficking in Human Beings has been expanded to include child pornography. The first report on this issue was published in October 2011. The National Rapporteur concludes that child pornography is almost always a one-on-one situation involving sexual violence against children and cannot be detached from this crime. She recommends developing an integrated approach to sexual violence against children, including child pornography. The Dutch government is working out the details of her recommendations as part of its action plan against child abuse for the period 2012–2016.
102. In her seventh report on trafficking in human beings, the National Rapporteur again devoted attention to the trafficking of children. The number of underage victims of trafficking fell from 199 in 2007 to 169 in 2008, and to 111 in 2009.
103. In January 2010 the Minister of Justice launched a child sex tourism awareness campaign 'Break the silence' informing Dutch tourists that child sex abuse is a criminal offence, and that they can report suspect situations to a special website (www.meldkindersekstoerisme.nl). The Minister of Justice and the Dutch association for the tourism industry (ANVR) also agreed to cooperate more closely to prevent child sex tourism. Since 2007 the Dutch authorities have organised national action days at Schiphol Airport, during which passengers arriving from source countries of child sex tourism are checked for child pornography. The Netherlands also took part in an international action day in March 2011 coordinated by Europol, together with the UK, Germany and Sweden.
XI. Refugees and asylum seekers
Asylum procedure
104. A quick and carefully considered decision on an asylum application is in the best interests of the asylum seeker. In July 2010 the 48-hour accelerated procedure was replaced by a general procedure lasting eight days. Before the eight-day procedure starts, there is a rest and preparation period of six days, during which asylum seekers can rest and are prepared (and can prepare themselves) for the asylum procedure. During this period there is no contact between the Immigration and Naturalisation Service (IND) and the asylum seeker. In this period, all asylum seekers are informed on their rights and what they can expect by the Dutch Refugee Council. Matters such as asking for a female interpreter and the importance of not omitting anything that might be relevant are all dealt with. The asylum seekers also have free legal assistance and their legal adviser, who stays with them throughout the procedure, also has time to prepare. A health check before the general asylum procedure starts ensures that the IND takes any medical problems, including psychological, into account.
105. The revised asylum procedure does not result in all asylum claims being settled within 8 days. If there is a need for further examinations or investigation, the asylum application will be dealt with in the extended procedure. Within the revised asylum procedure, the court can take into account new facts and circumstances such as a change in the conditions of the country of origin, even if these changes postdate the IND's decision. Asylum seekers also have the possibility of appeal, and can subsequently go to the European Court of Human Rights. Asylum seekers whose initial asylum applications have been refused at the reception centre and in the extended procedure are accommodated for a period of four weeks. The court will generally rule on their appeals within this period. The Netherlands therefore takes the view that the revised asylum procedure contains sufficient safeguards to guarantee a meticulous, full and fair determination, and due process.
106. The revised asylum procedure will be evaluated three years after implementation (in 2013). In this evaluation, all aspects of the procedure, including 'full and fair determination and due process' will be examined. The evaluation will also include the views of the parties involved, including the Dutch refugee council and the legal profession.
107. The Netherlands wishes to emphasise that numerous safeguards apply to exceptional situations in which the use of limited and proportional force in the expulsion of aliens is permissible. An independent committee supervises the return process, including forced expulsions and the use of force. Every year it concludes that there is no systematic use of excessive force in the expulsion process. The committee also makes recommendations to further limit the need for the use of force in individual cases. These recommendations are always used to continue improving the process of return and forced expulsions.
Criminalisation of illegal residence
108. Criminalising illegal residence is not an end in itself. It is expected to have a deterrent effect on illegal immigrants or people planning to bring immigrants to the Netherlands illegally.
109. Illegal residence is defined as a minor offence. Providing humanitarian assistance or support to illegal residents is not defined as a criminal offence in the form of complicity. Children who are illegally resident in the Netherlands can continue to attend school, and illegal residents can continue to receive any necessary medical care. Nothing has changed in this respect. The criminalisation of illegal residence is aimed at aliens who are adults.
Clearly, minor children, who are subject to their parents' authority, cannot be criminally liable for their illegal residence.
110. It is envisaged that those convicted of illegal residence will be sentenced to pay a second-category fine, which is a maximum of €3,800 but generally much less (more likely a few hundred euros) or a maximum period of four months detention. Departure takes precedence over punishment. A sentence imposed solely for illegal residence must never impede or delay a person's departure. The principle is that illegal residence will be punished with a fine. When detention is imposed instead of payment, expulsion – where possible − will take precedence.
XII. Education
111. The previous reports noted that since 2006 primary and secondary schools in the Netherlands are required by law to promote good citizenship and social integration. This obligation is general in character, and implicitly includes human rights. A number of fundamental values and basic human rights principles are incorporated into the education inspectorate's supervisory framework for good citizenship and integration.
112. Objectives such as good citizenship, human rights and children's rights education are inherent in the attainment targets for primary and secondary education without being explicitly listed as such. Attainment target 47 for secondary education states that pupils should learn to put current global tensions and conflicts in context, and should learn about their repercussions at all levels, the importance of human rights and the significance of international cooperation. Schools are expected to strive towards the attainment targets in educational curricula at all levels. How they do this is the responsibility of the school. To support schools, a curriculum proposal has been developed that incorporates human rights education into a model curriculum for teaching good citizenship.
113. The Dutch government supports the Alliance of School Citizenship Education Panels, through which researchers, curriculum developers, schools and the inspectorate help educational institutions offer programmes concerning identity. The statutory introduction on 1 August 2011 of a system providing for secondary pupils to undertake placements at non-profit or voluntary organisations is another way to engage in citizenship education.
114. The education inspectorate's annual reports have observed that schools are fulfilling their responsibility to offer citizenship education, but that few of them have developed clear plans in this area. Extra measures will be needed to achieve the ambitions. The Education Council of the Netherlands has been asked to issue an advisory report to the government on additional ways of helping schools to meet their responsibilities in citizenship education. It will also address the relationship between citizenship education and human rights education in this report, which is expected in the spring of 2012.
Human rights education and awareness promotion in Aruba
115. The government of Aruba is striving to prevent stereotyping and to encourage teaching about equality, in all curricula from nursery level to secondary vocational education. In primary schools they are grouped under 'movement and health', in general secondary education they are part of 'social studies', and in secondary vocational education they are taught under the heading of 'personal and social education'. Aruba has developed its own teaching material for each of these courses, so that the content is appropriate to the Aruban context and ties in as closely as possible with the pupils' perception of their environment.
116. A subject specifically covered during the training for cadets at the Police Training Institute is the significance of human rights in relation to the work of the Aruban police force. Human rights define the standard of conduct that police officers must observe when performing their duties. This standard applies both directly (through case law) and indirectly (the spirit of the provisions).
117. The government, in cooperation with a group of citizens, took the initiative to establish the 'Fundacion Respeta Bida...semper corda' (Foundation Respect Life ..always remember), which aims to promote tolerance, solidarity, freedom and equality for all and to combat racism, anti-Semitism and xenophobia. The first major project of the Foundation was the unveiling in June 2011 of a statue of Anne Frank to commemorate the victims of the Second World War. With this unveiling, the government also wishes to transmit a message for the future − a message of love and courage, and of the dangers of discrimination and exclusion. It is intended that schools should incorporate this message into their teaching programme, and a visit to the statue would be an appropriate part of this. The Anne Frank House in the Netherlands will be helping schools to develop these teaching packages. In addition, an exhibition on the life of Anne Frank was held in the autumn of 2011.
Compulsory education on St Maarten
118. In September 2009, St Maarten started implementing the compulsory education ordinance. Under this legislation, all children residing in St Maarten between the ages of four and eighteen must attend school. The ordinance has introduced a change for the better for undocumented children residing in St Maarten. St Maarten chose to implement the law in stages. Stage 3 is currently in progress. This means that the government must ensure that all children residing in St. Maarten, who are aged from four to twelve years of age and who should be attending school, are in fact given access to formal education. In the next two school years, stages 4 and 5 will be implemented, covering the ages thirteen to fifteen, and sixteen to eighteen, respectively.
XIII. Other recommendations
Evaluation of anti-terrorism measures
119. In the Netherlands, draft legislation, including proposed counterterrorism measures, must be scrutinised for compatibility with inter alia fundamental rights enshrined in national and international law. The explanatory memorandum accompanying draft legislation includes a report on this scrutiny. In addition, the application of measures may in practice be reviewed by an independent court or other institutions, such as the National Ombudsman. Partly in response to a request from the House of Representatives, the Netherlands – as one of only a handful of countries worldwide – completed an evaluation of its counterterrorism measures in 2011 and sent the findings to Parliament. From this evaluation, including the examination by legal scholars conducted as part of it, the conclusion emerged that the Netherlands' counterterrorism measures are compatible with human rights. The Netherlands will repeat this evaluation every five years.
Scope of freedom of expression
120. Everyone has the right to exercise their constitutional rights. However, most constitutional rights are not absolute. One person's fundamental freedom − such as the right to freedom of expression − is limited where it encroaches on the freedoms of others. This is a classic conflict between constitutional rights. The right to freedom of expression frequently clashes with religious freedom. Most statutory restrictions limiting the right to freedom of expression are laid down in the Criminal Code. Freedom of expression does not protect utterances that are insulting, incite hatred or discrimination, or propagate violence.
Prosecution of the author of the film Fitna
121. Geert Wilders, who produced the film Fitna, is the political leader of the PVV (Freedom Party) and a member of the House of Representatives. In a judgment of 23 June 2011, Amsterdam District Court acquitted him of all charges brought against him regarding incitement to hatred and discrimination, as well as the charges of insulting a group of persons on discriminatory grounds. The Public Prosecution Service decided not to appeal against this verdict, so the criminal proceedings have come to an end.
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A MIXED METHODS ACTION RESEARCH PROJECT INVESTIGATING STEM TO STEAM USING THE APISCOPE AS A TOOL FOR DIFFERENTIATED TEACHING AND LEARNING
Project description:
This mixed methods action research project places an observational beehive at the centre of an exploration of differentiated teaching and learning. Through the study of a living system, a STEM context is created. We are keen to understand STEM learning through observation-led teaching and expressed through the creative arts for intermediate aged priority students.
TLRI GRANT HOLDERS:
ASSOC PROF TRACY RILEY & DIST PROF ANNE NOBLE MASSEY UNIVERSITY LEAD TEACHERS: SIMON FLOCKTON, AVALON INTERMEDIATE JARED SIMONS, NEWLANDS INTERMEDIATE PROJECT START DATE: JANUARY 2018 PROJECT FINISH DATE: DECEMBER 2019
PROJECT INGREDIENTS:
One Apiscope:
one living system containing 50,000 bees
and one queen.
Two researchers two schools
with 660 children learning five key competencies …
over four curriculum areas
Aims:
Our established team of intermediate teachers, working with an interdisciplinary team of researchers, and community-based experts in arts, sciences, maths, and beekeeping, have been collaborating since 2014 to understand the potential of the Apiscope, an observational beehive, for developing innovative, differentiated teaching and learning. This TLRI provides an opportunity to continue collaborating through a mixed methods research project that aims to:
1) Understand how teachers can use an observational beehive to stimulate the design and implementation of differentiated teaching and learning based on:
* STEM (Science, Technology, Engineering & Mathematics) content
* Observation-led processes of learning
* Expressions of learning through the arts
2) Determine the impact of differentiated teaching and learning with the Apiscope on students' knowledge, skills and attitudes in relation to:
* Literacy and numeracy, when developed through STEAM (from STEM to STEAM means including the arts as a vital tool to expand expressions of learning)
* Key competencies of using language, symbols and texts; managing self; relating to others; thinking and participating and contributing
3) Explore the relationship between differentiated STEAM teaching and learning, and changes to the knowledge, skills and attitudes of priority learners who may have special needs (including giftedness), identify as Māori or Pasifika, or come from low socioeconomic backgrounds.
Importance of this research:
This project explores how teachers differentiate in response to learner differences – abilities, culture, language, gender, socioeconomic and so on. Differentiated teaching maximises all students' access to and participation in learning. This project differentiates rich content, through observation-led teaching and learning, expressed through the arts, addressing inequities in access to and participation in STEAM.
Mixed Methods Action Research:
Through a systematic, collaborative inquiry, our team is 'learning by doing' with one another and a growing network of passionate experts in sciences, arts, education - and bees! Basically, we plan to start by assessing learners' knowledge and skills related to bees and teachers' readiness to differentiate content, processes and products. Analysis of those baseline results will lead to the creation of professional learning and support for teachers so that they can plan differentiated STEM to STEAM opportunities for their students. Post-analysis of artefacts of teaching and learning will help us understand how teachers
differentiate and the difference it makes. Ivankova's Mixed Methods Action Research framework has been adopted to enable a participatory method converging research and practice: practice-led research and research-led practice. The choice of analytical strategies has direct implications for how differentiated teaching is designed, implemented and evaluated, and this project uses existing methods for quantitative and qualitative data analyses.
Our partners:
Angela Lowe and Jared Simons, Newlands Intermediate School
Ian Hastie, Simon Flockton, and Paascalino Schaller,
Avalon Intermediate School
CONTACT DETAILS:
TRACY RILEY, DEAN, RESEARCH, MASSEY UNIVERSITY, PRIVATE BAG 11-222, PALMERSTON NORTH firstname.lastname@example.org
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Elementary family Engagement month Activities for Families
SATURDAY
Check out your local
7
library website to find out available to families.
what services are currently
You can also access the
NC Kids Digital Library
14
with practice
and literacy skills. Measure out the
ingredients together.
21
28
Work on a household task together. Make it.
many
| 2 Check your school’s website for information and announcements and upcoming events. Pick an event to participate in. | 3 Election Day Discuss the importance of voting at dinner. Create a ballot box and vote on “What’s for dinner”. | 4 Talk to your child about goals and help him/her create a plan to accomplish one. Example; learning to tie shoelaces, going to bed on time or reading more. | 5 Put a note in your child’s backpack or on refrigerator praising their efforts at school. | 6 Everyone play their favorite song and have a dance party at home! |
|---|---|---|---|---|
| 9 Go to the ECAC website and see all the free resources available to parents. | 10 Ask your child what job they would like to do when they grow up. Research online jobs your child is interested in doing. | 11 Veterans Day Talk about the sacrifices of those who serve our country. | 12 Share two things that make you happy today. | 13 World Kindness Day Kindness is caring about the feelings of others. Come up with two things you can do together to show kindness. |
| 16 Enjoy your own restaurant at home. Plan a favorite meal and create a grocery list either written or with pictures. Cook and serve! | 17 Donate canned goods to your local food pantry, church or food bank. | 18 Ask your child about their favorite subject. | 19 National Parents Involvement Day Join the PTA, PTO or leadership committee. Contact your principal for contact Information. | 20 Discuss a positive current event in the news as a family. |
| 23 Share with your child what your school days were like. Make a list of the 3 things each of you like best about school. | 24 Email your child’s teacher to thank them and ask for feedback about how your child is learning remotely or at school. | 25 Play outside or enjoy some board games with no electronics allowed. | 26 THANKSGIVING DAY | 27 Go for a walk as a family and talk about your day. |
Empowering Families Improving Lives
Dayligh
schedule
Visit a local park online playdate
visit a
Engagement
Engagement
Month!
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Snow Removal Policy Toolkit
3. Boston Region Pedestrian Transportation Plan, Snow and Ice Removal
The Boston Region Pedestrian Transportation Plan identifies actions local governments, advocacy organizations, citizen groups, the private sector, and individuals should take to encourage walking. Adopted and released in June 2010, the Pedestrian Plan addresses the importance of walking, describes existing pedestrian infrastructure in the Boston Region, and recommends policies and programs that will facilitate walking as a convenient, practical and safe mode of transportation. To view the Pedestrian Plan in its entirety visit http://www.mapc.org/resources/ped-plan
Snow and Ice Clearance
Prompt and effective snow clearance on sidewalks is critical to maintaining safe walking conditions. If walkways, crosswalks, islands, and curb ramps are icy or unshoveled, travel is both difficult and dangerous for pedestrians. Children, the elderly and people with disabilities are most affected. Although there are challenges with enforcement, it is critical that municipalities improve sidewalk and road snow and ice clearance and enforce their regulations to encourage walking and increase pedestrian safety. Depending upon jurisdiction, snow and ice removal may be the responsibility of state and municipal agencies or private abutters (e.g., homes, businesses, property owners or tenants).
Both MassDOT and the Department of Conservation and Recreation (DCR) are responsible for maintaining their respective roadways reasonably safe for public travel by keeping them sufficiently clear of ice and snow. Both state agencies carry out these responsibilities under a snow and ice removal partnership. MassDOT is responsible for providing curb-to-curb snow removal for specifically designated DCR Parkways in the Greater Boston Area. However, DCR is responsible for clearing sidewalks related to these parkways. DCR‟s Winter Storm Plan and Priority Map and MassDOT‟s snow removal responsibilities further delineate snow removal roles for both agencies.
In dense urban areas property and business owners are required to clear sidewalks (often including curb cuts and ramps) that abut their property. Usually, property and business owners have between three and twenty-four hours to clear sidewalks. Subsequently, communities may issue a warning or a ticket. Communities primarily clear sidewalks adjacent to municipally owned buildings or property. In some cases, communities clear the most heavily traveled sidewalks. To ensure pedestrian access and safety, it is critical that a community‟s snow removal program address both roadways and sidewalks.
The following is an inventory of snow clearing policies of select communities in the Boston Region. Densely developed mature cities as well as suburban and rural communities have been selected for comparative purposes.
Snow Removal Policy Toolkit
Newton„s ordinance (Section 26-8) states that snow and ice must be removed from sidewalks in defined business districts within 24 hours. There is no fine indicated in the ordinance if snow removal does not take place.
Woburn‟s ordinance (Title 12, Section 6) requires snow removal from specifically designated sidewalks. The property owner has two hours to remove the snow (six hours if there is ice) after snowfall and is subject to a onetime $50 fine. If an individual removes ice or snow from public and private property, and places the ice or snow without permission on public or private property they can be subject to a $300 fine. In Westwood, if a person lays, throws, or places snow or ice on any paved town street or sidewalk that creates a hazardous condition or public safety concern, a minimum $300 fine can be issued (Ordinance - Article 10, Section 3).
Bolton has a $100 fine in its ordinance for persons who pile, push, or blow snow or ice onto a public way that is already plowed and sanded by the Town. The Towns of Concord and Essex will issue a $50 fine for the same activity. The Towns of Lincoln and Carlisle can issue a $10 fine if a vehicle is parked to prevent the plowing or removal of snow and ice.
Residential and commercial property owners in Boston are required to remove snow within three hours after a snowfall. Cleared paths must be a minimum of 42 inches wide. Removal should be conducted in a manner "that ensures the orderly flow and safety of pedestrian traffic upon such sidewalks." Depending on the severity of the violation, fines range between $50 and $250 per day.
Since the 1960s, Stoughton has been using sidewalk snowplows as part of their snow removal program. Priority snow removal locations, for both sidewalks and roadways in Stoughton include schools, the town center, the train station, hospitals, and areas where elderly residents are highly concentrated. Residents are not required to clear snow on sidewalks that abut their property. Canton and Sharon also use sidewalk snowplows as part of their snow removal programs. *
* Conversation with Larry Barret, Director of Public Works, Town of Stoughton, Mach 12, 2009.
Best Practices – Snow Removal Regulations
Boston
In 2007, the City of Boston adopted an ordinance (16-12.16 Snow, Slush, and Ice on Sidewalks) that outlines fine policies for the removal of snow and ice from sidewalks and abutting curb ramps. Depending on building size and length of time it takes to remove snow (greater than three or six hours) and if paths are not shoveled to a minimum of 42 inches wide, daily fines ranging from $50 to $150 can be incurred. If someone removes slush, snow, or ice from privately-owned real property and places it upon any sidewalk or street, a daily fine of $250 will be imposed.
The City of Boston also has an extensive Snow Information and Advisory Program. Interested parties can register for e-mail or text alerts to be notified when snow emergencies are declared.
Snow Removal Policy Toolkit
Cambridge
In Cambridge, property owners are responsible for keeping all sidewalks that border their property clear of snow and ice. The Cambridge Municipal Code requires property owners to remove snow from the sidewalk within 12 hours after snow stops falling in the daytime and before 1:00 P.M. when snow has fallen during the night. Ice must be cleared from sidewalks or treated with an icemelting substance. In addition, paths must be at least three feet wide and ramps, corners and crosswalks must be cleared (Section 12.16.110, Sidewalk – Snow and Ice Removal).
After a snow storm, Cambridge deploys parking control officers on prioritized routes to ticket property owners who do not clear sidewalks. Failure to comply with the City‟s sidewalk clearance ordinance is 50 dollars for each day of noncompliance. Cambridge also has an on-line form for residents to report icy or uncleared sidewalks as shown in the figure on the next page.
WalkBoston Recommendations
The advocacy group Walk Boston has developed seven basic recommendations to improve sidewalk snow and ice clearance for state agencies, communities, individual property owners/managers, and advocacy organizations. The seven recommendations are outlined in its 2007 report, "Keep it ClearRecommendations for Sidewalk Snow and Ice Removal in Massachusetts."
1. Create a norm of snow and ice clearance through social awareness campaigns.
2. Identify a municipal point person for snow removal.
3. Set priorities for sidewalk snow clearance.
4. Improve monitoring and enforcement.
5. Design sidewalks for easier snow removal.
6. Train municipal and private snow plowing personnel.
7. Create sensible state policies through appropriate legislation.
Snow Removal Policy Toolkit
Monitoring and Enforcement
There are three primary ways in which the clearance of sidewalks can be monitored and enforced:
Identify who monitors and enforces.
Define penalties and how they will be collected.
Implement social awareness campaigns. (e.g., distributing notices to households that indicate rules and penalties).
It is important for regulations to clearly differentiate between residential and municipal responsibilities regarding snow removal from sidewalks. Regulations should include times by when sidewalks must be cleared before being subject to fines.
Screenshot of City of Cambridge's Online Snow Removal Reporting System
Problematic Areas
The most problematic areas are curb ramps and pedestrian-crossing islands. These locations are often subject to poor drainage, which can create dangerous ponds of ice or slush. There are no laws that require abutting property owners to clear these locations and communities often do not take responsibility.
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